PARAGRAPH ONE:
1. |
separate |
a. |
executives |
2. |
help women feel |
b. |
carriages |
3. |
next to the train |
c. |
increase security |
4. |
social |
d. |
conductor's car |
5. |
reports of sexual |
e. |
and children |
6. |
Rail |
f. |
safer |
7. |
the cars are to |
g. |
harassment |
8. |
women |
h. |
media |
MY e-BOOK
PARAGRAPH TWO:
1. |
in many other countries |
a. |
against women |
2. |
They started in |
b. |
to have them |
3. |
British trains used |
c. |
back |
4. |
The politician's comments made some |
d. |
Japan in 1912 |
5. |
violence |
e. |
problem |
6. |
the carriages were not |
f. |
female politicians angry |
7. |
turning the clock |
g. |
for decades |
8. |
tackling the |
h. |
the answer |
(1) ___________________ Germany will start a women-only service. The separate carriages should help (2) ___________________. There will be two special cars on trains (3) ___________________ Leipzig and Chemnitz. They will (4) ___________________ train conductor's car. People on social media say the move (5) ___________________ an increase in reports of sexual harassment and assault. Rail executives say the cars (6) ___________________ security for women and children.
Women-only carriages on trains (7) ___________________. They have been in many other countries (8) ___________________. They started in Japan in 1912. A politician in Britain asked (9) ___________________ last year. British trains used to have them. The politician's comments made some female politicians angry. One (10) ___________________ against women was a serious issue, but the carriages (11) ___________________. She said it would be, "turning the clock back (12) ___________________ the problem".
Write five GOOD questions about women-only trains in the table. Do this in pairs. Each student must write the questions on his / her own paper.
When you have finished, interview other students. Write down their answers.
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STUDENT 1
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STUDENT 2
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STUDENT 3
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Q.1.
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Q.2.
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Q.3.
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Q.4.
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Q.5.
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- Now return to your original partner and share and talk about what you found out. Change partners often.
- Make mini-presentations to other groups on your findings.
Student A: Do not show these to your speaking partner(s).
a) |
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b) |
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c) |
________________________________________________________ |
d) |
________________________________________________________ |
e) |
________________________________________________________ |
f) |
________________________________________________________ |
g) |
________________________________________________________ |
h) |
________________________________________________________ |
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Student B: Do not show these to your speaking partner(s).
a) |
________________________________________________________ |
b) |
________________________________________________________ |
c) |
________________________________________________________ |
d) |
________________________________________________________ |
e) |
________________________________________________________ |
f) |
________________________________________________________ |
g) |
________________________________________________________ |
h) |
________________________________________________________ |
Write about women-only trains for 10 minutes. Comment on your partner’s paper.
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