Lesson Plan: World English – Let’s go on a trip!

In recent years, thanks to the global spread of TV series, films, and streaming content, our students have become increasingly exposed to a wide variety of accents and slang from across the English-speaking world. However, they often consume these materials without fully understanding the linguistic—and especially cultural—differences that characterize countries where English is spoken as a first or second language.

In this lesson, students will take a linguistic journey through the most well-known accents and slang, ultimately gaining insight into the cultural importance of these variations. In addition to improving their ability to understand English in different contexts, students will apply their knowledge through dynamic, interactive, and creative activities, simulating real-life situations in which English is used as an international means of communication.

Educational Goals

Students will understand how English has spread around the world and become familiar with different accents and slang. They will collaborate in groups to simulate real situations, using the language while learning and having fun.

Learning Objectives

• Recognize and distinguish between different English accents and slang.

• Use English in real and simulated contexts.

• Collaborate in teams to create multimedia content in English.

• Develop listening, speaking, and teamwork skills.

Activity 1: Listening to Accents and Slang

1. The teacher introduces the lesson by explaining that English changes from country to country—not only in vocabulary but also in accent.

2. Using a world map projected on the smartboard, students identify the countries where English is spoken as a first or second language. Link to map

3. Students watch YouTube videos illustrating different accents and slang, for example:

   • Differences between British, Australian, and American English: Watch video

   • Differences between British, American, Australian, and South African English: Watch video

4. After each video, students answer questions such as:

   • What differences did you notice between the accents?

   • Which words or expressions stood out to you?

   • Can we try to repeat them together?

Activity 2: Creating a Travel Video

1. Students are divided into groups of 4–5.

2. Each group chooses an English-speaking country (e.g., USA, England, Scotland, Ireland, Wales, Australia, South Africa). The teacher may also assign countries to avoid overlap.

3. Each group prepares a short video (about 5 minutes) where they:

   • Speak in English and describe their “trip,” presenting landmarks (e.g., “Hi everyone, I’m here in front of the famous London Eye—it was built in…”).

   • Use local slang or typical expressions.

   • Talk about local food or dishes they’ve “tried”: “This is black pudding…”

4. Students use virtual backgrounds showing images or videos of local landmarks and traditional foods.

5. The teacher provides content guidelines:

   • Presentation of the country and its landmarks. Students can create a real travel blog, starting from the airport and including details like transportation or accommodation.

   • Description of activities carried out.

   • Use of at least three local words or expressions.

6. The videos can be recorded with smartphones or tablets. Each member plans and covers different parts of the project—e.g., Marco presents the Tower of London, Sofia talks about the English Breakfast, Samira covers Covent Garden. Each student records their part, then edits everything into one video.

7. Each group presents their video to the class in the following lesson. Groups should balance skills so that at least one member has basic video-editing abilities.

Activity 3: Presentation

1. The groups present their videos to the class.

2. The teacher asks students to take notes and may pause the video to review key parts.

3. After all presentations, the teacher asks follow-up questions to check comprehension.

Conclusion

Students reflect on how understanding English and its regional variations can make communication easier across different countries. They are encouraged to share any challenges faced while creating their videos and what they learned about the diversity of English-speaking cultures.

Materials Needed:

• Internet access for YouTube videos.

• Smartphones or tablets for group video recording.

• Virtual backgrounds to simulate locations in English-speaking countries.

This lesson plan includes engaging activities that allow students to put their language skills into practice creatively and interactively, fostering teamwork and exposure to the many varieties of English.

Luca Delgado
Teacher of English, translator, writer, and screenwriter. He earned his master’s degree at the University “L’Orientale” of Naples, specializing in English language teaching. Since 2007, he has taught English language and literature in Italian state schools and prepares students for Cambridge exams. Since 2009, he has also taught Acting and Screenwriting and currently directs a School of Dramatic Arts in Naples. He has worked as a translator for directors Peter Brook and Peter Sellars.
Luca began collaborating with MLA in 1997, holding various roles including Coordinator of the MLA International Drama Festival, Programme Manager, and Centre Manager at several universities and colleges in the UK, Ireland, and the USA.