Ley N° 29408 Ley General del Turismo

Utopia

Summary

Topic: Ideal society

Vocabulary: Word analysis; society and citizenship Reading: Different lives

Speaking: Discussing the advantages and disadvantages

of communal living; planning your own utopia

Communication worksheet 10A: Definitions

Lead-in 1

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Write UTOPIA on the board. Elicit or explain the meaning (an ideal society). Then ask the following questions:

Do you think it’s possible to create a utopia or do you think it’s just a dream? Why?

Can you think of any famous books or films about a utopian world?

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Students answer the questions in pairs. 2

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Write the following sentence beginning on the board:

In a perfect world, there would be … . Give students two

minutes, in groups, to think of at least five possible endings for the sentence, e.g. … equal rights for everyone.

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Ask one student from each group to write their sentence endings on the board. Then the class vote for the best ideas. Exercise 1 page 120

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Go through the issues with the class, checking that students understand distribution (the way that something is shared among a particular group of people) and gender

roles (the idea that people should behave in certain ways

because of their gender). Elicit suggestions about different types of political systems and write them on the board.

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Encourage students to share their ideas and make it clear that there are no right or wrong answers; people can have very different ideas about what makes a society utopian.

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Ask students to think about other societies they have studied in history (e.g. ancient Greece) and consider if any of these are closer to their idea of a utopian society. Exercise 2 page 120

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Remind students that they should read the articles for general meaning without trying to understand every word, and compare the communities with their own society.

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You could also ask students to think about the following: (Text 1) housing, transport, possessions, work, leadership,

problems

(Text 2) property, money, village government, domestic

government, education

Power

Culture notes: Twin Oaks and Meghalaya The Twin Oaks community was set up in 1967 and currently has ninety adult members and fifteen children. Its stated values are cooperation, sharing, non-violence, equality and environmental care. Just under half of the work in the community is done to make income- generating products, mainly hammocks, tofu and furniture. The members spend the rest of their working time on activities that benefit the community, e.g. milking cows, gardening, childcare and cooking.

Meghalaya, in the north-east of India, has a population

of nearly 3 million. Most of the people belong to one of three main ethnic communities: the Khasis, Garos and Jaintias. All three communities are matrilineal. Although each community has its own traditional religion, 70% of the population of Meghalaya is Christian. Other religions practised in Meghalaya include Hinduism, Buddhism, Islam and Sikhism.

Exercise 3 page 120

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Read through the questions with students. With a

weaker class, tell students which paragraphs have the

answers to questions 1–5 (1: paragraph C; 2: paragraph E; 3: paragraph G; 4: paragraph G; 5: paragraph H).

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Check answers as a class. Ask students to quote the lines from the article which helped them to answer the questions. 1 c 2 c 3 b 4 a 5 c 6 d

Extra activity: Further discussion

In groups, students discuss the following questions:

In the Twin Oaks community, people ‘challenge traditional gender roles’ by encouraging women to take on traditionally male jobs and vice versa. Can you think of jobs which are traditionally for men or women? Is it difficult to challenge traditional gender roles in your society?

In most societies, family names are passed down from the father’s side of the family. In Meghalaya, family names are ‘matrilineal’, i.e. they are passed down from the mother’s side. Where does your surname come from? Why do you think that some people believe this is an important issue?

Extra activity: Advertisement

Ask students to imagine that Twin Oaks wants to attract more young people to their community. Tell them to work in groups and to design a poster inviting people to apply to join. The poster should include information about how the community works and should be written using persuasive language.

Display the posters around the classroom and ask students to vote for the most persuasive poster. Exercise 4 page 120

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Ask students to brainstorm advantages and disadvantages of living in the communities in the article, e.g. society is more equal, people might not work as hard when they can’t choose their own work.

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Students work in pairs to think of more advantages and disadvantages. Ask different pairs to share their ideas

with the rest of the class. Finally, ask the class to vote on whether they would like to live in either community. Exercise 5 page 122

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For this exercise, students have to read the article very carefully in order to understand the exact meaning. You could put students in groups to answer the questions.

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Check answers as a class.

1 equally sharing their resources; communal

2 freeloaders; expulsion from the community

3 we diversify leadership; every person has an area to manage, with a committee in charge of overall decisions

4 it’s the women who wear the trousers

5 collateral; the writer is probably referring to residential property, e.g. a house or apartment

6 lost momentum; the women threatened the men’s movement

Exercise 6 page 122

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Give students time to find the highlighted phrases in the article and to read them in context before they try to explain them in their own words.

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Focus attention on the article heading and tell students to look at the first word of each numbered sentence. Elicit that these are question words and that the article provides questions to consider when planning a utopian society.

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Point out that there is one phrase which students will not need. Students complete the article.

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Check answers as a class.

1 common good 2 distribution of wealth 3 equal opportunities 4 minority rights 5 majority rule 6 civic engagement 7 social responsibility 8 law enforcement

Additional vocabulary

The following words are from the article Different lives:

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disposal (n) /dɪˈspəʊzl/ to be at someone’s disposal means to be available for use as they prefer

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well-stocked (adj) /welˈstɒkt/ filled with something

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neglected (adj) /nɪˈɡlektɪd/ not receiving enough care

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pursuit (n) /pəˈsjuːt/ something that you give your time and energy to, that you do as a hobby

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submit (v) /səbˈmɪt/ to accept the authority, control or greater strength of somebody/something

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brandish (v) /ˈbrændɪʃ/ to hold or wave something, especially a weapon, in an aggressive or excited way Exercise 7 page 122

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Go through the questions in exercise 6 again, checking that students understand the main ideas.

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Read out the first question and invite suggestions. Ensure that students justify their answers. Remind students that there are no right or wrong answers, but they must be prepared to give reasons for their opinions.

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Students discuss the other ideas in groups. Circulate and monitor, helping with vocabulary if necessary.

Vocabulary bank: Politics and society page 143 1 1 communal 2 mainstream 3 secular

4 extreme 5 egalitarian 6 reactionary

2 1 mainstream 2 egalitarian 3 extreme

4 communal 5 reactionary 6 secular

3 1 class-based 2 radical 3 moderate 4 secular

5 spiritual 6 an alternative 7 mainstream

8 reactionary 9 private 10 communal 11 an egalitarian 12 extreme

4 Students’ own answers

Learning outcome

Ask students: What have you learned today? What can you

do now? and elicit answers: I can understand an article about different societies. I can analyse words in an article. I can describe society and citizenship. I can plan and discuss a utopian society.

In document UNIVERSIDAD ANDINA DEL CUSCO FACULTAD CIENCIAS SOCIALES Y HUMANIDADES ESCUELA PROFESIONAL DE TURISMO (página 37-49)