Reading- British and American English
Elementary level


In this lesson, students learn about the basic differences between American English and British English through guided discovery based on a short text about the topic. The lesson starts with brainstorming on a comic about the topic. This is followed by the exposure of two keywords on the text. In the while-reading phase of the lesson, students do two different activities. Finally, there is some discussion about the important and unimportant parts of the text in groups.


Abc New English File Elementary Student's Book E-Book

Main Aims

  • To provide gist and detailed reading practice using a text about similarities and differences between two accents of the same language in the context of British and American English.

Subsidiary Aims

  • To provide clarification and practice of different words meaning the same in the context of British and American English.


Lead-in (3-5 minutes) • To set lesson context and engage students

T shows an image to Ss. T asks Ss what they see on this image and want them to describe it. (Ss are expected to say "They say the same but they are doing different things.") T keeps asking questions like "Why do you think they are doing different things but say the same?" and elicits. Ss are expected to say "British and American English" in the end.

Pre-Reading Vocabulary (3-5 minutes) • To give two keywords and prepare students for the text

T shows two words "same" and "different" and elicits by exemplifying "Do you know that I have a cousin? She is 27 years old. As you know, I am 27 years old as well. So we are at the same age as my cousin. However, I have a sister and she is 22 years old. So, my sister is at a different age than us." Ss are supposed to give the definitions of these two words afterward. T shows two pictures on the same slide to highlight the meaning of these two words. T shows the definitions of these words. T asks some CCQs to make sure that students are not confused with these words before reading the text.

While-Reading 1 (5-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T creates pairs to send the Ss to breakout rooms. T shows a link to Ss. Ss are supposed to skim the text and match the sub-heading with the appropriate blanks. Ss will have five minutes to complete that task. T shows the correct answers. T makes the Ss listen to the text.

While-Reading 2 (10-15 minutes) • To provide students with more detailed, deduction and inference reading tasks

T sends Ss a Google Form link including the text and six True False statements based on the text. T sends Ss to breakout rooms in pairs. Ss read the text and answer true false statements in pairs in 10 minutes. T shows the correct answers and lets the Ss check their answers to clarify and highlight the meaning.

Post-Reading -1 (10-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T sends Ss an extra activity on the topic for fun T send Ss to breakout rooms in pairs. Ss are expected to match two different words in two different accents in American and British English. T shows the correct matching when the time is over.

Post-Reading - 2 (3-5 minutes) • To provide students a discussion about the text

T sends the Ss to the breakout rooms in pairs and asks them to discuss. Ss are expected to discuss the most important and unimportant parts of the text.

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