LISTENING
Listening Test Part:
3
Questions 1 - 4
Choose the correct letter A, B or C.
1 What did Sarah discover as she researched manners around the world?
A That manners are very similar around the world.
B That there are small differences between cultures.
C That manners are very different in different places.
2 What did Mark learn from Sarah about etiquette in Japan?
A That exchanging business cards is very important in business.
B That the custom of bowing has a very long history.
C That it’s very important to be respectful towards strangers.
3 How long might business cards have been used in Japan?
A 50 years
B 70 years
C 100 years
4 What difference does Sarah mention about the UK compared to some Latin American countries?
A People tend to have less close relationships.
B People prefer not to discuss personal topics.
C People prefer more physical distance.
Questions 5 - 10
What do the students say about manners in the following places?
Chooser SIX answers from below. Choose the correct letter A - H for questions 5 - 10.
A People are more polite than in the past.
B A practice developed an extremely long time ago.
C People adopted the practices of another country.
D There are differences between towns.
E People copied the etiquette of the rich.
F People are less open with strangers.
G People in the South are more traditional.
H Southerners are said to be colder than northerners..
5 Europe
6 China
7 Korea
8 The United States
9 The United Kingdom
10 Big cities
READING
Manners Through the Ages
Manners, as a concept, has seen significant shifts and changes over time. The evolution of manners and the weight societies have given to them over time, can be viewed as a reflection of societal changes, cultural shifts and technological advancements.
Mediaeval Manners
In mediaeval England, manners were largely influenced by chivalry and the feudal system. The phrase "Manners maketh man" was often used, implying that courtesy and etiquette were seen as a mark of nobility and good character. However, these manners were largely restricted to the aristocracy, with less importance placed on proper behaviour among the lower classes. According to historian Paul Freedman, "Manners were a kind of code that governed behaviour and defined one's place in society."
Religion played an integral role in shaping mediaeval manners. Christianity, which was predominant during this period, emphasised humility, self-discipline, and respect for others – qualities that were reflected in the codes of conduct. For example, the virtue of temperance led to the practice of avoiding overindulgence at meals.
18th Century Etiquette
Etiquette in the 18th century was not just a set of random rules; it was a reflection of societal values and norms. In an era defined by class hierarchy, etiquette served as a marker of social status and education. These unwritten rules governed everything from table manners to fashion, making etiquette an essential part of social interaction.
One cannot discuss 18th-century etiquette without mentioning table manners. Dining etiquette dictated not only how one ate but also how food was served and presented. Meals were grand affairs, with numerous courses served simultaneously on the table. Eating was done systematically from outer plates and bowls towards the centre, while napkins were used solely for cleaning hands and not for wiping mouths.
Social interactions were governed by a myriad of unwritten rules. People were expected to behave with decorum and politeness at all times, avoiding vulgarity or any form of disrespect. The practice of 'calling' or visiting friends and acquaintances at specific times showcased one's respect for others' schedules. Conducting oneself gracefully during these visits was an important part of social etiquette.
Victorian Virtues
In the 19th century, during the reign of Queen Victoria, a strict code of manners and etiquette shaped social relations. In daily life, Victorian manners were omnipresent and governed every aspect of behaviour. From the simple act of entering a room to elaborate dinner rituals, every action had its prescribed conventions. Sir Walter Raleigh aptly stated that "the smallest details of behaviour were scrupulously regulated". For example, men were expected to tip their hats when passing ladies on the street and ladies had to master the art of fan language.
The rules for women were particularly stringent. Their behaviour, speech, and even clothing were governed by a rigid societal code. A woman’s primary role was to reflect her family’s status through her impeccable manners and refined demeanour.
The enforcement of Victorian’s elaborate rules of etiquette often served to expose societal inequalities rather than foster respect. As historian Judith Flanders noted: "The labyrinthine complexity of Victorian manners often served as a barrier rather than a bridge".
Post-War Paradigm Shift
World War II had a profound influence on societies around the globe. It was a time of immense hardship and upheaval, leading to a reevaluation of many pre-existing social norms. The necessity for women to take on roles previously occupied by men who were out at war led to a significant shift in gender dynamics, which in turn influenced manners and etiquette. Scholar, Dr. Jane Goodall noted, "The war years fundamentally altered societal expectations, leading to a paradigm shift in manners and behaviour."
One of the most notable changes was in gender dynamics. Before the war, women were often expected to be submissive and deferential. However, their contributions during the war led to a greater appreciation for their skills and capabilities. As historian Professor Elizabeth Clark observes, "The war effort expanded societal perceptions about what women could achieve outside traditional roles, leading to lasting changes in manners." This shift saw women being treated with greater respect and equality, altering the protocols of interaction between genders.
Another significant area where manners evolved was in relation to class distinctions. The collective suffering experienced during the war blurred class lines and created a sense of unity among people. There was an increased emphasis on solidarity and mutual respect, regardless of social standing. As economist Dr. John Keynes pointed out, "Post-war society witnessed a decline in snobbishness and an increase in egalitarianism."
Modern Manners: Digital Dilemma
Just about thirty years ago, manners were primarily dictated by face-to-face interactions. Politeness was often associated with gestures like holding doors open, making eye contact during conversations, or writing thank-you notes. Respect for personal space and privacy was highly valued, while interruptions during conversations were deemed impolite. This etiquette was reflective of the prevalent communication methods - landline telephones and postal letters.
With the onset of smartphones at the turn of the century, manners underwent yet another revolution. These devices, laden with features like texting, social media platforms, video calling, etc., brought forth new etiquettes. Texting while with company became commonplace, albeit contentious in terms of its acceptance as polite behaviour. The use of emojis emerged as a new language to convey emotions subtly. The blurring boundaries between personal and professional lives have led to 24/7 availability becoming an unwritten rule.
Opposing Views on Manners
Leading sociologists argue that while manners have indeed changed over time, they haven't necessarily deteriorated. To quote Professor James Goffman from Oxford University, "The forms have changed but not the essence; respect for others is still at the heart of all manners." However, critics like Elizabeth Post argue that modern technology has led to "an erosion of genuine social interaction and respect."
Questions 1-4
Choose the correct letter A, B, C or D.
1. Why were good manners important in mediaeval England?
A They separated the upper class from the lower classes.
B They prevented unnecessary conflict.
C They identified people from the lower class.
D They were considered a sign of masculine strength.
2. In what way did Christianity influence manners in mediaeval times?
A Great importance was given to arriving on time.
B It was considered inappropriate to eat too much during meals.
C Speaking loudly was thought to be rude, especially when eating.
D Great respect had to be shown to the church at all times.
3. What was common during meals in the 18th century?
A Diners ate from a large bowl in the middle of the table.
B Waiting staff were extremely polite.
C Tables were laid according to a particular method.
D There were long breaks between courses.
4. What can be said about life in Victorian England?
A It was considered important for men to wear a hat.
B Women were expected to be extremely polite.
C There were special ceremonies before beginning meals.
D The rules of good manners were not clearly defined.
Question 5-10
Do the following statements agree with the information given in the text?
Write:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
5. In the 18th century it was particularly important to be on time for meetings
6. After the 2nd World War women’s abilities were more greatly respected.
7. The war led to larger class differences in society.
8. Thirty years ago it was considered rude to answer the phone during a conversation.
9. People don’t agree on the etiquette of using smartphones while with others.
10. In modern society people are expected to work longer hours.
SPEAKING
Speaking Part 1
1. Are you a polite person?
2. What are some examples of good manners in your country?
3. Who taught you about manners?
4. Do you think it’s important to be polite?
5. What impolite behaviours annoy you the most?
6. Are car drivers polite in your country?
7. What behaviours are impolite when eating?
8. Are you ever late? Does it annoy you when other people are late?
Speaking Part 2
Describe a polite person you know.
You should say:
who this person is
how you know this person
and why you think this person is polite
Speaking Part 3
1. Do you think people are more or less polite than in the past?
2. Should parents or schools teach children good manners?
3. How can parents encourage their kids to have better manners?
4. Can good manners help you to be more successful?
5. Do you think mobile phones should be banned in public places?
6. How important are role models in teaching good manners?
WRITING
Writing Task 1 Assignment (General Training)
Your neighbours have written to complain about the noise from your house/ flat. Write a letter to your neighbours.
In your letter:
explain the reasons for the noise
apologise
describe what action you will take
Writing Task 2 Assignment
People are often less polite these days than they were in the past.
What are the reasons for this?
How can this problem be fixed?
VOCABULARY
Vocabulary Exercises:
Exercise 1: Complete the Idiom
Make idioms by combining a verb from A with the phrase in B.
A
hurt
lose
make
put x 2
B
your temper
a scene
someone’s feelings
someone at ease
your foot in it
Exercise 2: Changing Parts of Speech
1. Turn the following verbs into nouns.
A. compliment
B. disturb
C. offend
D. provoke
2. Turn the following adjectives into nouns.
A. aggressive
B. considerate
C. courteous
D. punctual
Exercise 3: Gap-fill Exercise
Fill in the blanks with the appropriate word from the list provided.
1. She always arrives on time; she's very ___________.
2. His ___________ behaviour during the Christmas party offended several colleagues.
3. Even though she wasn’t at fault, she apologised to avoid ___________.
4. Sarah has a talent for offering sincere ___________ that brighten people's days.
5. It was very ___________ of Jeff to offer to look after the house while we’re away.
6. The loud noise from the party continued to ___________ the neighbours.
7. His ___________ mother-in-law drives him crazy.
8. She ___________ when she asked her recently divorced friend about his wife.
9. Having ___________ for others is an important social skill.
obnoxious
disturb
empathy
compliments
punctual
making a scene
considerate
overbearing
put her foot in it
Topic Vocabulary:
aggressive (adjective):
Definition: Having or showing a readiness to attack or confront.
Example: The aggressive behaviour of the dog scared the children.
antisocial (adjective):
Definition: Relating to actions that harm or lack consideration for the well-being of others or society
Example: The neighbourhood watch program was implemented to deter antisocial behaviour.
compliment (verb):
Definition: A nice thing you say to make someone feel good about themselves.
Example: She complimented her friend on her earrings.
considerate (adjective):
Definition: Thinking about how your actions will affect others and trying not to upset them or cause problems.
Example: The inconsiderate party guests left their empty glasses and plates scattered all over the house.
courteous (adjective):
Definition: Polite and respectful in behaviour or speech.
Example: The courteous driver allowed the other car to pass first.
disturb (verb):
Definition: Bother or annoy someone by interrupting their peace or concentration.
Example: I couldn't work because the loud music next door kept on disturbing me.
empathy (noun [u]):
Definition: Understanding and sharing the feelings of others.
Example: Schools can promote a culture of empathy by encouraging kindness and compassion.
hurt someone's feelings (idiom):
Definition: Make someone sad or upset by what you say or do.
Example: I didn't mean to hurt her feelings when I said that I didn't like the dress.
inappropriate (adjective):
Definition: Not suitable or proper for a particular situation or context.
Example: It's inappropriate to wear shorts to a job interview.
lose your temper (idiom):
Definition: To get really angry and be rude or act aggressively because you can't control yourself.
Example: I lost my temper and shouted at the stupid man.
make a scene (idiom):
Definition: to make a lot of noise in public, usually because you are angry.
Example: He was obviously angry and started making a scene on the train.
obnoxious (adjective):
Definition: extremely unpleasant, offensive or annoying.
Example: He was being obnoxious to the staff so he was told to leave the shop.
offend (verb):
Definition: Upset or annoy someone because of something you say or do that they don't like.
Example: He really offended her when he criticised her cooking.
overbearing (adjective):
Definition: Excessively controlling in a relationship or situation.
Example: My boss can be overbearing at times and it's hard to speak up.
provoke (verb):
Definition: To cause someone to feel angry or irritated.
Example: The rude comment provoked him into yelling.
punctual (adjective):
Definition: Arriving or happening at the scheduled or expected time.
Example: It's important to be punctual for meetings and appointments.
put someone at ease (verb phrase):
Definition: To make someone feel comfortable and relaxed in a situation.
Example: Her friendly smile put everyone at ease in the room.
put your foot in it (idiom):
Definition: To make a mistake, often by saying or doing something inappropriate.
Example: He really put his foot in it when he made that joke about her divorce.
thoughtful (adjective):
Definition: Considerate and kind towards others, often showing empathy and understanding.
Example: He gave her a thoughtful gift for her birthday that showed how much he cared.
unacceptable (adjective):
Definition: Not meeting expected standards or norms of behaviour.
Example: The teacher made it clear that cheating on exams was unacceptable in her class.
Listening Answer Key:
1C, 2B, 3C, 4C, 5E, 6B, 7C, 8G, 9H, 10F
Reading Answer Key:
1. A, 2. B, 3. C, 4. B, 5. True, 6. True, 7. False, 8. True, 9. True 10. Not Given
Vocabulary Answer Key
Exercise 1: hurt someone’s feelings, lose your temper, make a scene, put someone at ease, put your foot in it
Exercise 2: 1A. compliment, 1B. disturbance, 1C. offence, 1D. provocation, 2A. aggression, 2B. consideration, 2C. courtesy, 2D. punctuality
Exercise 3: 1. punctual, 2. obnoxious, 3. making a scene, 4. compliments, 5. considerate, 6. disturb, 7. overbearing, 8. put her foot in it, 9. empathy