Both Byram and Fleming (1998) in the United Kingdom and Jandt (2016) in the United States have written extensively about the necessary connection between teaching and learning English and developing intercultural communicative competence (ICC). There are various pragmatic reasons to start from the students' own culture(s). Ali and Walker (2014) suggest that materials writers use the "home culture" or students' culture(s) context at lower levels of language learning, transitioning to target-language culture at higher levels. Bennett (2004, 74) explains that English learners "who have received largely monocultural socialization normally have access only to their own cultural worldview, so they are unable to experience the difference between their own perception and that of people who are culturally different." However, there is a lack of teaching materials addressing this inability. The author has designed awareness-raising class activities to give students, in classes that appear to be culturally homogenous, chances to experience differences in perception. These activities serve as a preliminary step in helping students experience and appreciate different cultural behaviors. Following a brief overview of the theoretical framework, these activities are described. An example of each activity includes comments on how and why to use them.