In an article on the Analysis and Teaching of the Cross Cultural Context, Seeyle wrote: It is hoped that in the future, the profession will have less to say about the need to teach culture and more to say about ways to effectively teach and test it.' This paper describes the use of a number of devices which I have adapted to fit the teaching situation and required text materials at the University of California, Berkeley.2 Ancillary materials in the form of audio-motor units, mini-dramas, culture capsules, and role-playing activities are easily incorporated into the daily lesson plans. Most foreign language educators agree that it is the anthropological concept of culture (i.e., the behavioral patterns and life styles) that should receive the major emphasis in the early phases of foreign language instruction. This view stresses the functional significance of culture: what it does in the lives of peopletheir actions, reactions, attitudes and values. In the field of anthropology, language and culture are inseparable. speaker and hearer must perform in and refer to a situation and this, by extension, leads to the culture in which the language being spoken has its roots.3 These situations are influenced by the behavioral patterns and value systems imprinted on the individual by his culture. Culture in these early phases of instruction should not be isolated from language; it should be used to teach language as well as content and focus on what the foreign language student should know in order to function harmoniously in various social situations in the target language environment. The functional significance of cultural patterns and their underlying value systems serve as the theoretical basis for the teaching materials discussed in this paper. In developing a framework for cultural instruction, Hall's Map of Culture can be used as a resource in coordinating various aspects of the culture to be presented, as well as indicating the functional significance of each pattern.4 Hall identifies ten principal categories of culture: Interaction, Association, Subsistence, Bisexuality, Territoriality, Temporality, Learning, Play, Defense, and Exploitation. By listing them vertically and their adjectival counterparts horizontally, he identifies the types of activities resulting from the various combinations.