Oya Oya

Teacher Practice 5
Intermediate level


In this lesson, students practice in listening for gist and specific information in the context of the manners in today's world. The lesson starts with a listening about the difference between Russian and British manners. This is followed by an exercise where students mark the sentences 'true' or 'false'. Finally there is semi-controlled practice via speaking activity when students talk about good, bad & not important manners in the 'Good Manners?' questionnaire.


Abc Latham-Koenig, C. & Oxenden, C. (2013) English File Intermediate 3rd Ed. SsBk Oxford

Main Aims

  • To provide students practice in reading for gist and specific information in the context of the difference between Russian and British manners.

Subsidiary Aims

  • To enable students to develop their fluency speaking skills in the context of good, bad & not important manners.


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

Draw a cloud on the board and write 5 short answers about you in it. Tell Ss these are the answers to questions about me and if they find a right question, you'll cross the answer off. - Ukraine. (Where are you from?) - Russian. (What is your native language?) - 10 years. (How long have you lived in Turkey?) - Turkish. (Do you speak Turkish?) - wasn't easy, Turkish culture. (Was it easy for you to understand Turkish culture?) Ask Ss: - Do you think it's easy to live abroad? - What are the difficulties of living abroad? (Language, mentality, culture, way of behaving). - How do we call the way of behaving in public? Manners. - Now, discuss with your partner: Do you think good manners are the same everywhere in the world? Nominate some Ss and get feedback.

Pre-Listening (4-6 minutes) • To prepare students for the listening and make it accessible

Pre-teach / elicit / check the understanding of the lexis: - rude, polite, for goodness sake, a real favour, unnecessary, delicious, to be annoyed, direct; - Would you mind passing me the salt, please? Write the words on the w/b. Drill them chorally and individually. Tell the Ss: - Now you're going to listen to Miranda, an English woman married to a Russian. She will speak about the difference between Russian and British manners. Tell me, if there is a problem, what do we do with it? (We try to deal with it, find the solution to it, address it, solve it).

While-Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information listening tasks

Now, listen to Miranda and answer to the questions: - What was their problem? - How did they solve it? Play the recording once, play again if necessary. - Now, check you answers in pairs.

While-Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

Show a HO1. Tell Ss: - Now, you're going to listen to Miranda one more time and mark the sentences true or false. Give HOs to the Ss, nominate them to read the sentences aloud (1 S - 1 question): - Now, look at the sentences. Enes, read the first one. Is it clear?... Ask the Ss if they understand the statements. Explain the meaning of the words if necessary. Play the recording again. Tell Ss: - Ok, now compare your answers with a partner. W/c FB. Give the script. If there is time, play the recording again while the Ss read the script. Ask if there are any words they don't know, explain new words or phrases.

Post-Listening (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Divide the Ss into groups of three or four (give them colourful stripes, so they would know to which group they belong). Tell Ss: - Now discuss in your groups, what would Turkish people do in these situations? Do they say "please" and "thank you" often? Do they smile to everyone they meet? Do they say the truth about the the taste of the food when they're at the dinner? Are they direct or they prefer not to say what they really think? In general, do Turkish people behave more like the Russians or more like the British? While the Ss are discussing, draw a grid on the w/b (or prepare a PPT?): 3 columns: the Turks, the Russians, the British. 5 lines: using polite words (please/thank you), smiling all the time, using very polite expressions unnecessarily, criticizing the food, being direct. W/c FB, T fills in the grid (+ or -).

Semi-controlled practice/Personalisation (8-12 minutes) • To provide students with an opportunity to express their views on the matter of good and bad manners

Ss work in groups of four (tell two Ss of one group to change places with two Ss of another group). Give one of them 4 questionnaires to share in their group. Show a HO3, tell the Ss: - The sheet is folded, don't open it now. Look at the first statement "When you are invited to somebody's house..." and 4 possible answers. How do we call this kind of task? (A questionnaire). What do we do with it? (We choose one answer). - Do you think it's rude to criticize the food if you're in somebody's house? - And if you know the person very well or if it's a member of your family, is it ok to say the truth about the food's taste? - What do we say when we make our decision according to the situation? (It depends). - Do you think people should take a present when are invited to somebody's house? (I (don't) think people should... - Is it necessary to write an email to say thank you? I (don't) think it's necessary to... - It's polite to arrive more than 10 minutes late for lunch or dinner? - Do you have to let the people who invited you, that you're going to be late? Tell the Ss to unfold the sheet (there are useful phrases). Provide choral and individual drill. Tell the Ss to discuss the rest of the statements in their groups using the models of possible answers. Monitor and help where necessary. Nominate some Ss and get feedback.

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