Amira Amira

Ccommunication - Lesson 1.1: The rules of conversation
B2 level


In this lesson, ss get to talk about conversation in different cultures and learn how to form and use diffrent question types.


Abc Audio
Abc Handouts
Abc Navigate B2 Coursebook
Abc Navigate B2 Workbook
Abc Whiteboard (Wb)

Main Aims

  • To provide clarification and practice of conversation lexis in the context of Cross-cultural communication
  • To provide clarification, review and practice of Different question types: subject questions, indirect questions & questions with a preposition.

Subsidiary Aims

  • To provide gist reading practice using a text about Taking a quiz in the context of Cross-cultural communication
  • To provide specific information listening practice using a text about information about cross-cultural communication provided by a trainer - aim to answer the questions


Warmer/Lead-in (3-10 minutes) • To set lesson context and engage students

T provides SS w/handouts containing cartoons (cross-cultural differences in converstaion and behaviour) T asks SS to look and the cartoons and descibe what's going on --> the aim is to generate vocabulary & ideas Ask SS to open their books and look at the illustrations on p.6 Explain that each situation shows a conversation between people from different cultures. Ask SS "How do people in the illustrations look like?" (happy, shcked, irritated) Ask SS "What do you think has caused the misunderstanding?" Pair Work -->whole class feedback =>refer SS to p. 126 for correction

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

Tell SS that in TASK2 they have a list of things that can happen in a conversation - Take 1 MIN to read them Check understanding - On the WB write down defintions of the new expressions and ask SS to match them Ask SS to tick & cross - peer check - whole class feedback PRONUNCIATION: on the wb T writes * awkward ---> model & drill *appropriate (chocolate, private, climate) ==> "ate" at the end of nns and adjs is pronounced w/a week shwa. *dominate (educate, operate) SENTENCE STRESS: *put your foot in it, make small talk and hit it off.

While-Reading #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Ask SS to take a look at the Quiz on ps.6&7 - PAIR WORK and discuss possible answers On the wb T writes: - I'm not sure, but I think ........... - I'm pretty/pairly sure that ............ - I've got a feeling that ............ - I've got no idea ..........

While-Listening #2 • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T plays track 1.1 and ask SS to check their answers to the Qs in the quiz ----> Ask SS if any of the answers surprised them. T plays track 1.1 AGAIN and ask SS to answer Qs of TASK 6 on p.7 ----> designate some of the SS names to answer the Qs

Post-Reading/Listening - GRAMMAR POINT: Different question types • To provide with an opportunity to respond to the text and expand on what they've learned

On the Wb write: 1. North Korea, China, Mongolia and Kazakhstan border Russia to the the south. 2. My boss didn't receive the email. 3. Your colleague phoned you. 4. your colleague phoned you. 5. I decided to leave university because I wasn't enjoying the classes. 6. They're talking about yesterday's meeting. 7.I bought this present for my husband. 8. I waited for them for 2 hours. Ask SS to write Qs about the underlined sections or using words mentioned. T provides details/rules. Ask SS to do activities 9 & 10a

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