Table 2

British English	American English
not touch something with a bargepole	not touch something with a ten-foot pole
sweep under the carpet	sweep under the rug
touch wood	knock on wood
throw a spanner (in the works)	throw a (monkey) wrench (in the works)
skeleton in the cupboard	skeleton in the closet
blow one's trumpet	blow (or toot) one's horn
a drop in the ocean	a drop in the bucket
storm in a teacup	tempest in a teapot
flogging a dead horse	beating a dead horse
if the cap fits (wear it)	if the shoe fits (wear it)
	if the hat fits (wear it)
see the wood for the trees	see the forest for the trees
lie of the land	lay of the land

- General differences in usage

We usually write abbreviations without full stops in modern British English. Full stops (US `periods') are normal in American English.

Mr (US Mr.) = Mister

Dr (US Dr.) = Doctor

Ltd (US Ltd.) = Limited (company)

Kg (US kg.) = kilogram

There are also differences in expressions with prepositions and particles:

Different from/than (US)

Different from/to (GB)

Check something (out) (US)

Check something (GB)

Do something over/again (US)

Do something again (GB)

Live on X street (US)

Live in X street (GB)

On a team (US)

In a team (GB)

Monday through/to Friday (US)

Monday to Friday (GB)

In American English, it is common to leave out on before the days of the week.

I am seeing her Sunday morning. (US)

British people say at the weekend; Americans say on the weekend.

What did you do at the weekend? (GB)

What did you do on the weekend? (US)

In American English, in can be used, like for, to talk about periods up to the present. (British English only for).

I haven't seen her in years. (US)

Before a noun with a determiner (e.g. the, this, my), both and both of are both possible in British English. In American English, both of is usual.

Both (of) my parents like riding. (GB)

Both of my parents like riding. (US)

Before a noun with a determiner (e.g. the, this, my), all and all of are both possible in British English. American English usually has all of.

She has eaten all (of) the cake. (GB)

She has eaten all of the cake. (US) [13]

Of course, we haven't noticed all the differences between British English and American English. But the most common were enlisted. As it is important not to mix these varieties in your speech, all these differences should be explained at school and other educational institutions. The next part of our work will be devoted to the plans of the model lessons the topic of which is the difference between British English and American English.

2.2 Approbation and its interpretation

This part of the work consists of the scenarios of two model lessons of the English language that were conducted with the pupils of the seventh grade and the interpretation of their results. The aim of the approbation is to prove the importance of the introduction of the differences between British English and American English to the pupils.

Topic of the first lesson is “Discover American English”.

Students' level of the English language proficiency is intermediate.

Objectives of the lesson:

- Draw a comparison of British and American English

- Present some of the differences in vocabulary, grammar, spelling and pronunciation of these two varieties of English.

Course of the lesson:

1. Warming up - Discussion:

Teacher asks the class:

Are there big differences in the way people speak your language?

Are there some words that are only used in certain places?

What differences in pronunciation are there?

2. English across the Atlantic.

2. 1 Words you know

Teacher asks the class:

Do you know any words from American English?

Can you tell the difference between British and American English?

How do British and American English sound different?

Teacher brainstorms as many words as pupils know to be different in American and British English. Then teacher provides the list of words to be translated and learnt by heart:

Table 3

UK English	US English
rucksack	backpak
queue	line
petrol	gas
Block of flats	Apartment building
trousers	pants
dustbin	trashcan
shop	store
chemist	drugstore
lift	elevator
tap	faucet
cooker	stove
cinema	Movie theatre
underground	subway
pavement	sidewalk
jam	jelly
biscuits	cookies
sweets	candy

Then teacher explains some other differences:

Spelling

US English uses `-or', where UK English uses `-our'.

Color - colour; Neighbor - neighbour.

US English uses `-er', where UK English uses `-re'.

Center - centre; Theater - theatre

Grammar

American English and British English sometimes use different prepositions.

AE: It's twenty of six. It's five after nine.

BE: It's twenty to six. It's five past nine.

American English doesn't use the Present perfect as much as British English.

AE: I think I broke my leg.

BE: I think I've broken my leg.

Pronunciation

`r' is often not pronounced in British English. It is always pronounced in American English.

AE: car /ka:r/ hard /ha:rd/

BE: car /ka:/ hard /ha:d/

2.2. British or American?

Teacher asks pupils to listen to the typescript, where six people are speaking, and then decide if they are British or American?

Typescript:

1) Well, I don't think British and American English are so different. (UK)

2) They sound different, but most of the words are the same. There aren't any real communication problems. (USA)

3) I was talking on the phone to someone over there and he said he would give me a ring later. I thought, is he mad? A ring? What for? Anyway, he meant he was going to call me later! (USA)

4) The accent's different, that's all really. Oh, and some words. (UK)

5) I was in London once and asked somebody where the nearest drugstore was. They didn't know what I was talking about! They say chemist or something. (USA)

6) They say cookies, we say biscuits. They say jelly and we say jam. It's just words like that. (UK)

3. Find the differences:

Pupils read the sentences and then guess where each person comes from Britain or America.

1) Can you tell me where the nearest chemist is? (Britain)

2) Do you have a trashcan here? (United States)

3) Is there a subway near here? (United States)

4) I live in a block of flats. (Britain)

5) It's quarter of three. (United States)

6) Take the lift. It's quicker the walking. (Britain)

Pupils are to match British English and American English equivalents.

1. Holiday a) fall

2. Biscuits b) stove

3. Cinema c) candy

4. Underground d) mailbox

5. Sweets e) backpack

6. Autumn f) faucet

7. Postbox g) vacation

8. Cooker h) subway

9. Rucksack i) movie theater

10. Tap j) cookies

Right answers are: 1-g; 2-j; 3-i; 4-h; 5-c; 6-a; 7-d; 8-b; 9-e; 10-f.

4. Separated by the same language?

Teacher: What does the headline mean? Discuss what means this quotation by George Bernard Shaw historically and today. Do you know any historical events that may have shaped differences between Americans and British people? What about British and American TV programmes and movies? Or newspapers and magazines? You may look at some web pages for major British and American papers and see if you can see any differences.

Students may be asked to prepare for this discussion for the next lesson.

Teacher sums up the lesson, announces its result and assigns the tasks to be done at home.

Topic of the second lesson is “Travelling to Australia”

Students' level of the English language proficiency is pre-intermediate.

Objectives of the lesson:

Practical objectives:

- To develop the communicative and speaking skills;

- To develop the abilities to analyze and compare data from different sources (Russian and foreign ones).

Educational objectives:

- To promote of the idea of respect to the language and culture of the native speakers;

- To widen the horizons of the students;

- To teach students to complete the tasks individually.

Pedagogic objectives:

- To develop positive motivation for the further English language learning.

Course of the lesson:

1. Introduction:

Teacher: Hello, children! The topic of our today's lesson is “Travelling to Australia”. It is a great chance to know much about another English speaking country. Try not to miss it and be active during the lesson.

2. Discussion:

Teacher: So, answer my questions, please. Who discovered Australia?

Pupil 1: Captain James Cook discovered Australia in 1770. He was sent to discover the huge land that many people believed was south of the equator. He landed south of present day Sydney in New South Wales. He claimed this part of the land for the King of England.

Teacher: Very good, thank you. Please explain the meaning of the sentence: huge areas of land are so dry that they are uninhabited.

Pupil 2: Australia is situated south of Asia, between the Pacific and the Indian Oceans. Australia is the world's driest continent. Huge areas of land are so dry that they are uninhabited. There are rainforests in the north, snowfields in the south-east, deserts in the center and fertile croplands in the south and south-west.

Teacher: All right! And what is an island-state?

Pupil 3: The state of Tasmania is separated from the continent of Australia. It is an island-state.

Teacher: And what do you know about capital cities of Australia?

Pupil 4: Adelaide is the capital of South Australia.

Pupil 5: Perth is the capital of the state of Western Australia and one of the best climates in Australia.

Pupil 6: Brisbane is the capital of Queensland. Tropical climate makes it a year-round vacation place.

Teacher: Good for you! Thank you children! And now let's guess the crossword about Australia.

3. Crossword:

Test your memory. Do the crossword puzzle. (see Application 1)

Dialogue:

Teacher: I see that you know the main and most important facts about Australia. It's great. Let's do following task. Make the dialogue. You meet your Australian friend. You are interested in Australia. Think of a conversation between you. The following questions will help you. Translate them into English and answer the questions:

1. Есть ли различия между британским и австралийским английским?

2. Кто такие аборигены?

3. Какие у тебя впечатления об Австралии?

4. Любят ли австралийцы природу?

5. Много ли людей других национальностей живут в Австралии?

Example of a dialogue:

- Hi! I am Tom!

- Hello! My name is Olga.

- Nice to meet you, Olga.

- Nice to meet you, too. Welcome to Australia.

- I am happy to be here now.

- You speak English so well. How long have you been studying English?

- As of the end of this year I will have been studying English for three years. I hope to improve my English while I am here.

- You will also have the opportunity to learn the English dialect.

- Is Australian English very different from British English?

- No, it's not very different. Some of our words come from the Aborigines, such as "boomerang" and "kangaroo".

- Who are the Aborigines?

- The Aborigines are the Australian natives that had been living here for thousands and thousands of years before the first Europeans came to Australia. What are your first impressions of Australia?

- I am very impressed by the number of different plants and birds that live right in the city. It seems like Australians really love nature.

- Yes, we do. We try to protect our nature and animals.

- I also noticed that people from many different countries live here.

- About a quarter of Australian citizens were born overseas and migrated to Australia.

5. Listening:

Teacher: Australia is a very big country with many beautiful cities. Your task now is to listen to the geographical description of Australia and to fill any missing information on the map.

Australia is the sixth largest country and the smallest continent in the world. It is surrounded by three countries, Indonesia and New Guinea to the north and New Zealand to the south-east.

Australia has six states and two territories. One of the states, Tasmania, is actually an island and is located south of the main continent. The capital of Tasmania is Hobart. Western Australia is Australia's largest state. Its capital is Perth.

Sydney is the largest city in Australia and is the capital of the state New South Wales. Sydney is located just north of Canberra, the capital of Australia.

Australia has the largest coral reef in the world. 1500 different kind of fish live there. It's called the Great Barrier Reef. It is situated on the northeast coast of Australia, off the coast of Queensland.

6. Problem Task:

Teacher: The next task is a Problem Task. Are there any differences between the English of Great Britain, American and Australian English? What are the Australian and British equivalents of the underlined words?

1. My child likes candy.

2. There is an elevator in the house.

3. He has invited me to the movies.

4. Is there a subway in your town?

5. I spent my vacation at the seaside.

7. Quiz:

Teacher: Our lesson is coming to the end; we have the last task to perform. It will be quiz:

1. What is the capital of Australia?

a) Sydney;

b) Melbourne;

c) Canberra.

2. When did Europeans settle in Australia?

a) 1488;

b) 1788;

c) 1492;

d) 1901.

3. Which is/ are popular Australian animal(s)?

a) Koala;

b) Kangaroo;

c) Emu;

d) All above.

4. Which two animals can you see on the Australian coat of arms?

a) Kangaroo and Dingo;

b) Koala and Parrot;

c) Kangaroo and Emu.

5. Which city is Australia's oldest and largest?

a) Sydney;

b) Melbourne;

c) Canberra.

6. Who are the Australian natives?

a) Eskimos;

b) Aborigines;

c) Indians.

7. Who discovered Australia?

a) Christopher Columbus;

b) Captain Cook;

c) Lewis and Clark.

8. Australia is not a (an):

a) Country;

b) Island;

c) City;

d) Continent.

9. What is the official language in Australia?

a) French;

b) German;

c) English.

Teacher checks the answers, sums up the lesson, announces its result and assigns the tasks to be done at home.

After getting acquainted with the conducted lessons, we have to make some conclusions.

The aim of the approbation was to prove the importance of the introduction of the differences between British English and American English to pupils. In accordance with the aim we tried to define the changes in the interest in the English language learning. In order to find it out we've conducted questionnaire survey and interview with students that took part in the lessons.

It was proved that such approach to the structure of a language class activity creates positive circumstances for active and individual development of a student's personality. Using such approach to the education we eliminate distinctive barriers of educational process that decrease motivation of the students and make them frustrated or even rude. Students have become the centre of cognitive activity. Reading and listening exercises were not a monotonous routine anymore, but interesting tasks that allow students to express their own ideas, but not the thoughts of the teacher or author of the exercise-book. Expression of their thoughts has become more important for the students than demonstration of the knowledge of the English language. Moreover, the use of language material corresponds to the objective of individual speech intention.

Thus, students' interest in learning has increased also. They were eager to take active participation in the course of the lesson. They stopped missing the lessons of the English language.

As for the pedagogic changes, students has become interested in the history and culture of the United Kingdom of Great Britain and Northern Ireland in particular and all the English-speaking countries in general. We can consider that the aim of widening the students' horizon was achieved.

We can hope that these positive changes won't be neglected and the teaching staff will appeal to the same approach of the conduction of the language lessons. Moreover, resting on the growth of interest, we can predict significant improvement of the learning skills.

Conclusion

English is a member of the Indo-European family of languages. It has a very rich history. The English language really started with the arrival of three Germanic tribes who invaded Britain during the 5th century AD. In general, its history is divided into three periods: Old English (450-1100 AD), Middle English (1100-1500), and Modern English (1500-present days).

It will be true to say that the history of the English language expansion began approximately in the Era of Modern English. It was closely connected mainly with the complex processes of exploration, colonization and overseas trade of the British Empire.

The first significant step in the progress of English towards its status as a global language took place at the end of the sixteenth century. And the first fresh dimension being added to the history of the language is North America. The first permanent English settlement dates from 1607, when an expedition arrived in Chesapeake Bay. The colonists called their settlement Jamestown (after James I) and the area Virginia (after the `Virgin Queen', Elizabeth). Perhaps, nobody could imagine that time that already in 2000 English undergone many influences and changes would be spoken in America by 215million, though representing a fall to 82 per cent of the population. This is almost four times as many mother-tongue speakers as any other nation.

The first English-language contact with Canada was as early as 1497, when John Cabot is thought to have reached Newfoundland; but English migration along the Atlantic coast did not develop until a century later, when the farming, fishing, and fur trading industries attracted English-speaking settlers. The next major development followed the US Declaration of Independence in 1776. Loyalist supporters of Britain (the `United Empire Loyalists') found themselves unable to stay in the new United States, and most left for Canada, settling first in what is now Nova Scotia, then moving to New Brunswick and further inland. Within fifty years, the population of this province had reached 100,000. Over 31 million were estimated in 2001, with two-thirds claiming English as a native or home language.

Australia was visited by James Cook in 1770, and within twenty years Britain had established its first penal colony at Sydney, thus relieving the pressure on the overcrowded prisons in England. About 130,000 prisoners were transported during the fifty years after the arrival of the `first fleet' in 1788. `From then on, immigration rapidly increased. By 1850, the population of Australia was about 400,000, and by 1900 nearly 4 million.

In New Zealand the story of English started later and moved more slowly. Captain Cook charted the islands in 1769-70, and European whalers and traders began to settle there in the 1790s, expanding the developments already taking place in Australia. Christian missionary work began among the Maori from about 1814. However, the official colony was not established until 1840, following the Treaty of Waitangi between Maori chiefs and the British Crown. There was then a rapid increase in European immigration - from around 2,000 in 1840 to 25,000 by 1850, and to three-quarters of a million by 1900.

All in all, English is widely spread throughout Africa and Asia. It is becoming the first world's universal language. It is the mother tongue of 500 million of people in 12 countries of the world. English is thought to be second language of 600 million of people. About 200 million of people know the English language to some extent. It has official and semi-official status in 62 countries of the world.

The English language predominates in the spheres of transport and mass media. English is the language of the travels. All the International airlines use English as the language of communication. Five largest television networks - CBS, NBC, ABC, BBC and CBC (Canadian Broadcasting Company) - broadcast in English for the audience of about 500 million of people. It is also the language of satellite television.

English is the language if Information Era. More than 80% of computer information is stored in English. 85% of all the telephone conversations are held in English, as well as three fourths of the world's mails, e-mails, faxes and telegrams. Software manuals and the software itself are often available in English only. Earlier German was the language of the science, but today about 85% of scientific works are published in English first. English is the language of the medicine, electronics and space technologies. The Internet is inconceivable without the English Language.

It is the official language of Oxfam, UNESCO, NATO and UN.

The approbation given in the work proves the importance of the introduction the differences between British English and American English to the pupils. And in result students has become interested in the history and culture of the United Kingdom of Great Britain and Northern Ireland in particular and all the English-speaking countries in general. Thus, students' interest in learning has increased also. They were eager to take active participation in the course of the lesson. They stopped missing the lessons of the English language.

References

1. Baugh, Cable, A History of the English Language Fifth Edition, 50.

2. Cheshire, Jenny (1991). English Around The World: Sociolinguistic Perspectives. Cambridge University Press. ISBN 0521395658.

3. Crystal, David (1997). English as a Global Language. Cambridge: Cambridge University Press. ISBN 0-521-53032-6.

4. Crystal, David (2004). The Stories of English. Allen Lane. ISBN 0713997524.

5. English language. Columbia University Press. 2005. Retrieved 2007-03-26.

6. Global English: gift or curse? Retrieved 2005-04-04.

7. Global Expansion of English: The South African Case”. Retrieved 2007-07-25

8. Joseph M. Willams, “Origins of the English Language ". Amazon.com. Retrieved 2010-04-21.

9. Plotkin, Vulf (2006). The Language System of English. BrownWalker Press. ISBN 1-58112-993-9.

10. The triumph of English. The Economist. 2001-12-20. Retrieved 2007-03-26.

Application 1

Across

1. Tropical climate. Population 70.000. Capital of Northern. Territory.

2. Tropical climate makes this city a year-round vacations place.

3. An industrial city. Population about I million.

4. Australia's oldest and largest city.

Down

1. Capital of Australian island - state of Tasmania. Cold winters.

2. Capital of Australia.

3. The second largest city of Australia. Hosted 1956 Olympics.

4. It has one of the best climates in Australia. Capital of Western Australia.

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