🌎 Start with Awareness, Not Preference
Introduce language variation as a natural and enriching part of English. Students don’t need to learn all varieties perfectly, but they should be aware that English differs by region in pronunciation, spelling, vocabulary, and usage. It’s important to present this as a global language reality, not a “right vs. wrong” situation. Teachers should choose one variety as the primary classroom standard (based on exam boards, location, or school policy) while highlighting differences for comprehension and cultural understanding.
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✍️ Teach Differences in Context
Rather than presenting long comparison lists, help students embed differences into meaningful contexts. For example, in a listening task, you might feature an Australian speaker ordering “takeaway,” then discuss how Americans say “takeout” and Brits say “takeaway” too. When teaching spelling rules, compare “color” (US) and “colour” (UK), and link them to writing formats or exam requirements. Contextual exposure makes differences easier to retain and more relevant to real-world use.
đź“š Focus on the Four Main Areas of Difference
Help students organize lessons around the key difference categories:
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Spelling – e.g., center/centre, organize/organise, travelling/traveling
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Vocabulary – e.g., truck (US), lorry (UK), ute (AUS)
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Pronunciation – e.g., rhotic /r/ sounds in US vs. non-rhotic UK/AUS
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Grammar/Usage – e.g., “I have just eaten” (UK) vs. “I just ate” (US)
Present these in mini-lessons, contrast charts, or role-play dialogues from different regions.
🎧 Use Authentic Materials and Speakers
Encourage real voices and texts from each region: podcasts, news clips, YouTubers, travel blogs, TV shows, and social media posts. Students benefit greatly from hearing various accents and seeing differences in usage. It also trains teachers to spot cultural context clues and accent features they can explain to students.
đź’¬ Build Curiosity, Not Confusion
Finally, the goal isn’t for learners to master every variety, but to be flexible and curious users of English. If a student hears “boot” and thinks “trunk,” that’s success! Encourage open discussion, comparison, and even student-led mini-presentations on regional language quirks.
🎯 LESSON PLAN: Understanding Varieties of English
Topic: Differences between American, British, and Australian English
Level: Intermediate and above
Length: 60 minutes
Skills Focus: Listening, speaking, vocabulary, cultural awareness
đź“Ś Learning Objectives:
By the end of the lesson, students will be able to:
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Identify key vocabulary, spelling, and pronunciation differences
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Match words to the correct variety of English
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Demonstrate understanding through speaking and interactive tasks
🪜 LESSON STAGES:
1. 🔍 Warm-Up: “Which English?” (10 mins)
Write 3 sentences on the board, each using a regional word:
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Let’s put the pram in the boot.
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He got a flat tire on the freeway.
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I grabbed some takeaway on my way home.
Ask:
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What do these words mean?
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Can you guess which country each sentence comes from? (UK, US, AUS)
✔️ Elicit the idea of varieties of English and introduce the focus of the lesson.
2. 🧠Presentation: Vocabulary Comparison (15 mins)
Use a simple chart or slideshow to present 10 key vocabulary differences by category (transport, food, school, everyday objects).
| American | British | Australian |
|---|---|---|
| elevator | lift | lift |
| cookie | biscuit | bikkie |
| truck | lorry | ute |
| vacation | holiday | holiday |
| flip-flops | sandals | thongs |
✔️ Teach meanings using images or realia if possible. Focus on overlapping terms and cultural differences.
3. 🎧 Listening Practice: “Guess the Accent” (10 mins)
Play short audio clips or YouTube videos of native speakers from the US, UK, and Australia saying common expressions.
Students listen and guess:
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Where is the speaker from?
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What clues helped you decide? (e.g., pronunciation of “r,” intonation, slang)
✔️ Focus on accent recognition, not mimicry.
4. 🗣️ Main Activity: Vocabulary Mix-Up Game (15 mins)
Materials Needed: Word cards or printed handout (see below)
Activity: “Who Says It?”
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Hand out a list of mixed vocabulary.
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Students work in pairs to match each word to the correct variety (US, UK, AUS).
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Then, in groups of three, students create a role-play conversation using one of the varieties (e.g., 2 Aussies at a café).
✔️ Encourage use of idioms/slang or regional expressions where appropriate.
5. 🗣️ Speaking Extension: “What’s the Word in Your English?” (5–10 mins)
In groups, students discuss:
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Which variety of English are you most used to hearing?
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Do you prefer one? Why?
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Which words or spellings have surprised you?
✔️ Build reflection and language awareness.
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đź“‹ VOCABULARY HANDOUT (for matching activity)
| Word | Meaning | Variety |
|---|---|---|
| faucet | tap | American |
| rubbish | trash/garbage | British |
| arvo | afternoon | Australian |
| subway | underground train | American |
| jumper | sweater | British |
| lollies | candy/sweets | Australian |
| diaper | nappy | American |
| chemist | pharmacy | British/Australian |
CLICK HERE for FREE Language Songs and Worksheets
In Australia we say a mixture and some of our own 🙂
truck
gum boots
fries (for thin), chips (for big)
movie
taxi
torch
wardrobe
footy (rugby or aussie rules called AFL-Australian Football League)
sidewalk
lollies
lift
zipper
can
bickies
rubber
corn
luggage
queue (difficult spelling!)
tea towel
rubbish bin
runners
dummy
flat
singlet
autumn
chips
waistcoat
petrol station
subway
mail box or post box
