British vs American English: Spot the Differences

• Engels
• MBO
• Studiejaar 4

British vs American English: Spot the Differences

Learning Objective

At the end of the lesson, you will be able to identify and understand the key differences between British and American English.

This slide sets the learning objective for the lesson. Make sure students understand what they will achieve by the end of the lesson.

What do you already know about the differences between British and American English?

Vocabulary

There are many words in British English that have different meanings or are not commonly used in American English. For example, 'lorry' means 'truck' in American English, and 'biscuit' means 'cookie'.

Introduce some of the key vocabulary differences between the two versions of English. Ask students if they know any other examples.

Spelling

There are many spelling differences between British and American English. For example, British English uses 'colour' and American English uses 'color'.

Explain that there are many spelling differences between the two versions of English. Encourage students to look out for these differences as they learn.

Grammar

There are some small grammar differences between British and American English. For example, in British English, collective nouns like 'team' are usually treated as plural ('the team are playing well'), while in American English they are usually treated as singular ('the team is playing well').

Explain that there are some small grammar differences between the two versions of English. Encourage students to look out for these differences as they learn.

Pronunciation

There are some pronunciation differences between British and American English. For example, British English often pronounces the 'r' sound at the end of words like 'car' and 'far', while American English usually does not.

Explain that there are some pronunciation differences between the two versions of English. Encourage students to listen out for these differences as they learn.

Culture

There are also cultural differences between British and American English. For example, the way people greet each other and the use of politeness markers like 'please' and 'thank you' can vary.

Explain that there are also cultural differences between the two versions of English. Encourage students to be aware of these differences as they learn.

What is a popular sport in the UK that is not as widely played in the US?

1. Baseball
2. Basketball
3. Cricket
4. Rugby

What is a major cultural difference in terms of food between the UK and the US?

1. Meal times
2. Portion sizes
3. Snacks
4. Type of cuisine

What is the main difference between British and American English?

1. Grammar
2. Pronunciation
3. Vocabulary
4. Spelling

Practice

Now that you know some of the key differences between British and American English, let's practice! In pairs or small groups, try to identify as many differences as you can in the text on the next slide.

This slide is a chance for students to practice what they have learned. Provide a text on the next slide that contains examples of the differences covered in the lesson.

Is this an American or British word: Cookie?

1. Neither
2. British
3. American
4. Both

Is this an American or British word: Pavement?

1. Both
2. Neither
3. American
4. British

Is 'biscuit' a British or an American word?

1. Neither
2. Both
3. British
4. American

Is 'elevator' a British or an American word?

1. Both
2. American
3. British
4. Neither

Is 'boot' a British or an American word?

1. British
2. Both
3. Neither
4. American

Is 'sidewalk' a British or an American word?

1. Both
2. British
3. Neither
4. American

Is 'lorry' a British or an American word?

1. British
2. Both
3. American
4. Neither

Text Example

I'm going to the cinema to watch a British film. I hope I can find a car park nearby. I love eating biscuits during the movie. Afterwards, let's grab a pint at the pub!

This slide provides a text example for students to practice identifying the differences between British and American English. Encourage them to work in pairs or small groups.

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.