Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED

COLLEGE OF EDUCATION

Name of the Loreen P. Agulan, No. of Hours 3 Hours

1. prSemi-
Teacher PhD
Detailed
Lesson Section/Year Level BSED 1-E Semester 2nd Semester
Plan Learning Area English Teaching Date April 29, 2024

TEACHER’S ACTIVITY
I. OBJECTIVES
A. Content Standard The students will gain knowledge of British English by exploring its
historical development, core linguistic features, and its relationship to
other forms of English.

B. Performance Standard The students will be able to demonstrate a comprehensive understanding

of British English outlining its historical context, identifying its key
linguistic components, and contrasting it with American English.

C. Most Essential Learning By the conclusion of the lesson, the students should be proficient in
Competency the following learning objectives:
a) Identify and describe the main components that define British
English.
b) Elaborate the key differences between British and American
English.
c) Explain key historical events and factors that have contributed to
the development of British English.

II. CONTENT COMPARING LINGUISTICS:

BRITISH AND AMERICAN ENGLISH
III. LEARNING RESOURCES
A. References Cambridge University Press. (n.d.). British and American English. In
Introduction to English Phonetics and Phonology.
Cambridge University Press. (n.d.). Introduction.
Shu, H., & Liu, Z. (2019). A Study of the Phonological Differences
between American English and British English.
Grant, A. P. (2009). 13. Loanwords in British English. Loanwords in the
World’s Languages. doi:10.1515/9783110218442.36
Irfan, S. (2024, May 2). A brief history of the English language. Oxford
International English Schools.
Nordquist, R. (2020, January 14). What is British English (BRE).
ThoughtCo.
Novari, A. F., Maryani, Y., & Rostiana, H. (2021). A comparative
between British English and American English: vocabulary
analysis. Journal of English Education Studies, 4(1), 27-40.

B. Instructional Materials PowerPoint Presentation

IV. PROCEDURES
A. Daily routine 1. Prayer
Before we begin with our discussion, let us all first rise and feel
the presence of our Lord for our morning prayer.
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NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
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2. Greetings
Good morning, BSEd 1-E! Welcome to our Introduction to
Linguistics class, where our exploration will be like stepping into
a fantasy world, filled with the magic of words, syntax, and
semantics. Together, we will delve into the mysteries of the
English language, from its ancient origins to the fascinating
intricacies that shape the way we communicate today.

3. Checking of Classroom Cleanliness

Before you take your seat, kindly pick up those pieces of paper
and plastic wrappers around you.

4. Setting of Classroom Rules

To main order within our classroom, we will be implementing the
following rules and guidelines:
• Respect others.
• Be prepared.
• Stay engaged.
• Follow instructions.
• Be responsible.
• Maintain academic integrity.
• Create a positive environment.

5. Checking of Attendance
To mark your attendance, please refer to the slide and tell the class
which house you think you belong to—Gryffindor, Slytherin,
Ravenclaw, or Hufflepuff—and explain why.

B. Preliminary Activities 1. Review

• Review The teacher will ask the students about the past lesson,
Comparison of Linguistics: Philippine and American English.
Specifically, the teacher will ask the following questions:
• What are some examples of unique words or phrases that
are commonly used in Philippine English but might not be
familiar in other varieties of English?
• How does the pronunciation of certain vowels and
consonants in Philippine English differ from other forms
of English, such as American or British English?
• What cultural elements have influenced the development
of Philippine English, and how do they show up in the
language today?

2. Group Activity: Pinoy Henyo

2. Motivation In a game of Pinoy Henyo, the teacher will two pairs of students
from both sides of the classroom to join.
• Each pair will consist of one guesser and one helper.
• Each guesser will place a piece of paper with a linguistic
term written on it. The helper gives yes or no clues.
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NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
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• Guessers have 2 minutes to figure out as many persons as

they can. If guessed correctly, they score a point. The pair
with the most correct guesses wins.

C. Lesson Proper I. Introduction to English Linguistics

• According to the Encyclopedia Britannica, the English language
itself really took off with the invasion of Britain during the 5th
century.
• The word England and English originated from the Old English
word Engla-land, literally meaning “the land of the Angles”
where they spoke Englisc.

Overview of British English

• British is the form of English now used in the country whence all
other forms of English have ultimately derived
• British English, with its rich history and distinctive vocabulary,
has long captivated both native speakers and learners alike. From
its elegant phrasing to its nuanced expressions, this variant of the
English language exudes a sense of refinement and sophistication.

II. Historical Context

Origins and Development of British English

• British English is the set of varieties of the English language
native to the island of Great Britain. The word British can be
interpreted in two ways, “more broadly or more narrowly, within
a range of blurring and ambiguity”.
• From its elegant phrasing to its nuanced expressions, this variant
of the English language exudes a sense of refinement and
sophistication. This includes: The charm of Vocabulary, The
Majesty of Pronunciation, The art of Politeness, The Wit and
Humor, and The Legacy of Literature.

Colonial Influence and Global Spread

• British English in Popular Culture - Journalists, humorists, and
others have had plenty to say about British English and its role in
the world of language.
• British English in Academics - Academicians, linguists, and
grammarians have explained British English as well, including its
comparison to American English.
• British English Accents - Accents—specifically regional accent
variations in Britain—are also an important feature of British
English.

Key Historical Milestones

• English is a West Germanic language that originated from the
Anglo-Frisian dialects brought to Britain by Germanic settlers
from various parts of what is now northwest Germany and the
northern Netherlands.
• Cohabitation with the Scandinavians resulted in a significant
grammatical simplification and lexical enrichment of the Anglo-
Frisian core of English.
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NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED

COLLEGE OF EDUCATION

III. Components of British English

1. Phonetics and Phonology – Phonetics is the study of speech

sound and how are they produced, heard, and interpreted. On the
other hand, phonology deals with the abstract organization of
sounds in language, such as how sound function within words to
create meaning.
a. Vowels of British English
b. Diphthongs of British English
c. Consonants of British English
d. Rhoticity – British English is generally non-rothic,
meaning that the /r/ sound is not pronounced at the end of
syllables or words.
e. T-Glottalization – in many British dialects, the /t/ sound
is pronounced as glottal stop to certain positions. For
instance, “bottle” becomes “buh-uh.”
f. Intonation
• Rising Intonation
o Question Intonation – if you are
questioning someone or you ask questions,
intonation rises at the end of the word. For
example, “Are you coming?”
o Confirmation Seeking – intonation rises
when confirming something. For instance,
“You’re going to the party?”
• Falling Intonation
o Statement Intonation – is when you are
stating something, the intonation at the end
of your word mostly falls under the falling
intonation. For example, “I’ll see your
later.”
o Command Intonation – often has a falling
intonation. For instance, “Close the door.”
• Contrastive Stress – can be used to emphasize
specific words in the sentence. For example, “I
want a RED dress.” The intonation is at the word
“red.”
• Emotional Intonation - can convey emotions
such as excitement, anger, and such. For instance,
“I can't believe you did that!” means that the
speaker is angry.
• List Intonation - when you are listing something,
it can also have an intonation. “I need egg, milk,
and bread.” The falling intonation falls at the last
word of the sentence which is bread.

2. Morphology – is the study of the structure and formation of

words in a language, including morphemes, affixes, and how they
combine to create meaning.
a. Free and Bound Morphemes – free morphemes are
linguistic units that can stand alone as words and carry
meaning independently without being attached to other
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NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED

COLLEGE OF EDUCATION

morphemes. While bound morphemes are linguistic units

that cannot stand alone as words and must be attached to
free morphemes to convey meaning, typically through
prefixes and suffixes.
b. Affixes – are morphemes that are attached to a base or root
word to create new words or modify the meaning or
grammatical function of the base word.
c. Inflection – is the process of adding suffixes or prefixes
to a word to indicate grammatical information such as
tense, number, or gender.

3. Syntax
a. Present Perfect and Past Participle
b. Got and Gotten
c. Verb Forms with Collective Nouns
d. Have and Take
e. Shall

4. Semantics – words and spellings in British English that are

different from American English

5. Pragmatics – is the branch of linguistics that studies how context

influences the interpretation of language, including the effects of
social factors and cultural norms on communication. Meanings
of some British statements. For instance, “Shall we have a cup of
tea?" This invitation for a cup of tea in British English is more
than just a request for a beverage; it also signifies a gesture of
hospitality, friendship, and social bonding, reflecting the cultural
significance of tea-drinking in British society.

IV. Vocabulary Comparison

Spelling Differences
• British and American English often use different spellings for the
same words. For instance, British English frequently ends words
with "-our," as seen in "colour" and "flavour." American English
simplifies this to "-or," resulting in "color" and "flavor." This
change aimed to create a more consistent spelling system in
American English.
• Another common variation involves words ending in "-re." In
British English, words like "centre" and "theatre" use this ending,
while American English changes it to "-er," as in "center" and
"theater." Similarly, British English uses "-ogue" (e.g.,
"dialogue"), while American English drops the "ue" to become
"dialog."

Vocabulary Differences
British and American English also use different vocabulary to describe
the same concepts. For example:
• British English calls a large transport vehicle a "lorry," while
American English uses "truck."
• The British term for an apartment is "flat," while American
English simply says "apartment."
Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED

COLLEGE OF EDUCATION

• A British "biscuit" is what Americans refer to as a "cookie."

• British people park in a "car park," but Americans use a "parking
lot."
These vocabulary differences can be crucial to understand, especially
when traveling or engaging with people from different English-speaking
backgrounds.

Pronunciation Differences
Pronunciation variations are another source of distinction between British
and American English. For example:
• British English pronounces "advertisement" as /ədˈvɜː.tɪs.mənt/,
while American English uses /ˈæd.vɝː.taɪz.mənt/.
• The British pronunciation of "schedule" is /ˈʃɛdjuːl/, while
American English says /ˈskɛdjuːl/.

Additionally, the letter "r" is often silent at the end of words in British
English, as in "absurd," pronounced /əbˈsɜːd/. In American English, the
"r" is pronounced, making it /əbˈsɝːd/. This variation influences the
overall intonation and rhythm of each language variant.

Reasons for Differences

American English developed separately from British English, leading to
unique changes. This separation resulted from migration patterns, cultural
shifts, and even attempts to simplify American spelling by figures like
Noah Webster. These factors contributed to the divergence between the
two varieties.

Choosing a Consistent Standard

Consistency is essential when deciding which version of English to use.
If a school's curriculum focuses on British English, it's best to maintain
that standard. Conversely, if American English is used, consistency
within that variety is crucial. Being aware of these differences allows for
more effective communication in both British and American English.

Loanwords and Cognates Analysis

British English has a rich linguistic history shaped by a complex mix of
influences, leading to a significant number of loanwords and cognates
from various languages. The impact of these loanwords can be traced
through different historical periods, from Old English to Modern English,
with significant contributions from languages such as Latin, Old Norse,
and French.

Origins and Early Influences

English, part of the West Germanic branch of the Indo-European family,
shows early signs of loanwords from Latin and Celtic languages, as well
as influences from unrecorded sources. Words like "priest" and "church"
reflect early Latin borrowings, while Old Norse contributes significantly
to the lexicon, especially during the Viking invasions.

Impact of the Norman Conquest

The Norman Conquest of 1066 brought a massive influx of French
loanwords into English. This period introduced terms relating to
governance, law, religion, and everyday life, such as "court," "judge,"
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NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
Cabanatuan City, Nueva Ecija, Philippines
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"army," and "castle." French became a dominant source of vocabulary,

and many Old English words were replaced by their French equivalents.
This influence also extended to names for food, clothing, and
architecture.

Middle and Early Modern English

The Middle English period saw increased borrowing from Latin and
Norse, with English adopting many French words indirectly via Norman
French or Central French. These borrowings included a wide range of
semantic fields, from law and governance to agriculture and technology.
The Early Modern English period continued this trend, with new
loanwords from Italian, Spanish, and Dutch due to trade and exploration.

Structural and Morphological Changes

The integration of loanwords into English involved not just vocabulary
but also grammatical structures and pronunciation patterns. The adoption
of Old Norse personal pronouns (they, them, their) and the Norse-derived
"-s" for third-person singular verbs exemplifies this impact. Additionally,
Latin and French provided derivational morphemes such as "pre-," "post-
," "-able," and "-ation," contributing to the flexibility and evolution of
English morphology.

Modern Influences and Globalization

In the Late Modern English period, English absorbed thousands of
loanwords from around the world due to colonialism and globalization.
Words from Arabic, Sanskrit, Chinese, and other languages entered
English, often reflecting cultural or technological borrowings. This trend
continues, with English constantly adapting and incorporating new
vocabulary from various sources.

Education and Global Interaction

British English plays a significant role in education and interaction
globally, serving as a primary mode of communication and instruction in
many contexts. The dynamics of British English in education and
interaction encompass the following key aspects:

1. British Education Systems Abroad

British English is central to the educational curriculum in many
international schools and British-styled educational systems
around the world. For instance, schools following the British
curriculum, such as the International General Certificate of
Secondary Education (IGCSE) and British A-Levels, are found in
countries across Europe, Asia, and Africa. These institutions
adhere to British educational standards and language practices,
reinforcing the use of British English in educational contexts.

2. Universities and Higher Education

The UK is home to some of the world's most prestigious
universities, such as the University of Oxford and the University
of Cambridge, attracting international students seeking education
in British English. These universities offer a wide range of courses
and research opportunities, fostering interaction and cultural
exchange among students from various linguistic backgrounds.
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NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
Cabanatuan City, Nueva Ecija, Philippines
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3. British English in Academic Publications

Many academic journals and publications use British English as
their standard language. Journals like "The Lancet" and "The
British Medical Journal" are renowned globally and are written in
British English. This standardization facilitates international
collaboration and dissemination of research, promoting
interaction among academics and researchers.

4. British Media and Entertainment

British television shows, films, and literature are popular
worldwide, contributing to the global influence of British English.
For example, series like "Doctor Who" and "Sherlock" have a
global following, while British authors like J.K. Rowling and
Agatha Christie have a significant impact on popular culture. This
media presence helps spread British English and promotes cross-
cultural understanding.

5. Online Learning Platforms

Globalization and technology have expanded the reach of British
English through online learning platforms. Websites like BBC
Learning English and British Council offer resources for learners
worldwide, providing access to British English language
instruction and cultural insights. These platforms enable
interaction between learners and educators, fostering global
educational engagement.

D. Application Group Activity: Cross-Word Puzzle

• For a game of crossword puzzle, the teacher will gather 1
representative from each side of the classroom.
• The words are based on the discussion that was held earlier in the
class. If the representative is unable to determine the word, he/she
may ask for assistance from his/her respective side.
• The representative with the more number of correct answers and
the least amount of time answering wins.
• The game will last for up to two minutes per representative.

E. Generalization Review
• The teacher will ask a few questions regarding the discussion.
• The teacher will ask the following questions:
1. In British history, what does the word "Engla-land" mean?
2. Pronounce a word that has different pronunciations in
American and British English, and explain the difference.
3. Enumerate the three languages where British English has
borrowed words.

V. EVALUATION Multiple Choice: On a ¼ sheet of yellow paper, write the letter

corresponding to the correct answer.

1. The English language began to develop in Britain during which

century?
a) 1st Century
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b) 3rd Century
c) 5th Century
d) 7th Century

2. The term "England" is derived from which Old English word?

a) Anglish
b) Engla-land
c) Angle-terre
d) Englisc

3. Which two languages contributed significantly to the development of

Old English after the Anglo-Frisian dialects?
a) Latin and Greek
b) Latin and Old Norse
c) French and Old Norse
d) Latin and French

4. In British English, which word is used to refer to a large transport

vehicle?
a) Truck
b) Lorry
c) Carriage
d) Wagon

5. What distinguishes British English from American English regarding

the pronunciation of the letter "r"?
a) The letter "r" is usually silent at the end of words in British
English.
b) The letter "r" is always pronounced in British English.
c) British English drops the letter "r" in the middle of words.
d) The letter "r" is always pronounced at the beginning of words in
British English.

6. British English uses "-ogue" in words like "dialogue." What is the

American English equivalent?
a) "-og"
b) "-ue"
c) "-ogge"
d) "-ogus"

7. British English frequently uses "-our" in words like "colour." How

does American English typically spell these words?
a) "-ur"
b) "-or"
c) "-eur"
d) "-ar"

8. Which of the following is a feature of British English phonology?

a) T-glottalization
b) Rhoticity
c) Stress on the first syllable in all words
d) Silent vowels
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NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED

COLLEGE OF EDUCATION

9. Which significant historical event introduced a massive influx of

French loanwords into English?
a) The Norman Conquest
b) The Roman Invasion
c) The Viking Invasions
d) The Crusades

10. In British English, what is a common term for what Americans call a
"cookie"?
a) Biscuit
b) Scone
c) Cracker
d) Muffin

Answer Key
1. c - 5th century
2. b -Engla-land
3. b - Latin and Old Norse
4. b - lorry
5. a - The letter "r" is usually silent at the end of words in British
English.
6. a - "-og"
7. b - "-or"
8. a - t-glottalization
9. a - the Norman Conquest
10. a - biscuit

VI. ASSIGNMENT Essay Assignment

Using 150-200 words, answer this question: "Do you think British
English should be taught in Filipino schools? Why or why not?" Your
responses may be printed on a short-sized sheet of paper.

Rubric
1. Clarity of Argument (40%)
• Excellent (90-100%): The argument is clear, concise, and well-
reasoned. Supporting evidence is strong, and the response is
coherent.
• Good (75-89%): The argument is clear but may lack some depth
or supporting evidence.
• Fair (60-74%): The argument is present but lacks clarity or
sufficient evidence. The reasoning may be vague or not entirely
convincing.
• Needs Improvement (40-59%): The argument is unclear or weak,
with little supporting evidence.
• Poor (0-39%): The argument is missing or incoherent, with no
supporting evidence.

2. Grammar and Mechanics (30%)

• Excellent (90-100%): The writing is free from grammatical
errors, with correct punctuation and spelling.
• Good (75-89%): Minor grammatical errors are present but do not
affect overall readability.
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NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
Cabanatuan City, Nueva Ecija, Philippines
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COLLEGE OF EDUCATION

• Fair (60-74%): Several grammatical errors may slightly impact

readability, but the meaning remains clear.
• Needs Improvement (40-59%): Significant grammatical errors
affect readability.
• Poor (0-39%): Frequent and severe grammatical errors make the
response difficult to understand.

3. Word Count (30%)

• Excellent (90-100%): The response is within the specified 150-
200-word range.
• Good (75-89%): Slightly over or under the word count (140-210
words).
• Fair (60-74%): Noticeably over or under the specified range
(130-220 words).
• Needs Improvement (40-59%): Significantly over or under the
word count (120-230 words).
• Poor (0-39%): Far outside the specified word count (below 120
or over 230 words).

Prepared by:
Campus, Jaimee Jade S.
Canoza, Andres Miguel V.
Louwallen, Maybe Jalene F.