Copy of Cultures and manners (speaking and listening)
B1+ (Intermediate) level


In this lesson. students will practice speaking and listening skills in the context of cultural differences and manners. During speaking students will also practice the use of You have to / You don't have to, You should / You slrouldn't, You must / You mustn't.


Abc Sound recording
Abc Listening handout
Abc Group speaking handout
Abc Are they true handout
Abc Sound recording
Abc Listening handout
Abc Group speaking handout
Abc Are they true handout

Main Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of cultural differences and manners

Subsidiary Aims

  • To provide gist listening practice using a text about manners in the context of cultural differences


Lead-in (2-3 minutes) • To set lesson context and engage students

To do a lead-in, the teacher talks to students about different ways of greeting Asian and Western countries and Turkey. The teacher concludes that there are so many different cultures and manners in the world; we can understand some of them, but others seem strange. The teacher sets three questions for the lesson - What is good manners? What is bad manners? Does it matter at all?

Useful Language (2-3 minutes) • To highlight useful language for coming productive tasks

The teacher writes on the board three language models that students need to use during the coming activity tasks. The teacher briefly checks understanding of the meaning of these models as they have been used in the previous parts of the lesson. You have to . .. You don't have to ... You should . .. You shouldn't ... You must ... You mustn't ...

Listening (6-8 minutes) • To prepare students and provide a model of production expected in coming tasks

Ex. 5a p. 39. The teacher gives students the handouts and tells students to listen to the interviews and tell if the people in the recording think that English are too polite. The students have to say 'yes' or 'no', and if 'yes', say what the English should do. Students discuss it in pairs after each interview

Speaking 1 (6-10 minutes) • To provide an opportunity to practice speaking

Ex. A p. 179 The teacher tells students to read about laws and customs from around the world. Together they have to discuss and then decide whether they are true or not. They will use one sheet per pair. The teacher puts students into pairs and gives out the sheets. Focus on a. The teacher highlights that two of the laws and customs are false. The teacher gives SS a few minutes to read all the laws and customs. Then sets a time limit, e.g. four minutes, for pairs to discuss each law and custom one by one and to decide if it is true or false. As feedback the teacher checks answers with the class to see if any pair correctly identified the false laws. The false ones are 3, 5.

Speaking 2 (3-5 minutes) • To practise speaking in the context of customs and manners using the given language models

Ex, B p. 179 Focus on b. The teacher tells students to go through each law and custom in the handout they have and to decide which three laws they would like to have in their country. Open class feedback to decide which three are the most popular

Speaking 3 (10-12 minutes) • To provide practice of spoeaking for fluency in the context of different customs and manners using the given language models

Ex. 6 p. 39. The teacher divides students into groups of three or four and focuses on the instructions and the questionnaire. Then the teacher focuses attention on the section Greeting people and the speech bubble. The teacher elicits opinions from the whole class about what is good or bad manners in their country when meeting people for the first time. The teacher tells students to continue in groups.The teacher monitors and helps with vocabulary, and correcst any misuse of modals of obligation, particularly confusion between shouldn't / mustn't and don't have to. When students have finished, if there's time, WC FB about one topic from each section.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

During the lesson, the teacher takes notes of mistakes or misuse of language. The teacher highlights the mistake and makes an appropriate correction depending on its type.

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