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5 Engaging British Culture ESL Lesson Plans

By adding some culture into your British English lessons, you can go beyond the language and create an immersive learning experience.

In this post, you’ll get 5 British culture lesson plans with 12 different activities that will help your students to understand more about Britain!

1. ESL Lesson Plan on British Dining 

Discuss british food, teach british table etiquette, do a restaurant role play, 2. esl lesson plan on being polite, practice making polite requests, teach polite language.

• Have a “Requests and Responses” Treasure Hunt

3. ESL Lesson Plan on Making Complaints

Brainstorm topics for complaints, discuss and write complaints and responses, 4. esl lesson plan on rules of the road, guess the meanings of road signs, give a mock british driving theory test, 5. esl lesson plan on the “dos” and “don’ts” of british culture, review the grammar of modal verbs, write the “dos” and “don’ts” of british culture, make an instructional video on british etiquette , why are cultural lessons important.

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Table manners vary from country to country . From the way you eat to how you pay the bill, what’s polite in one country may be extremely rude in another. Avoid awkward situations by teaching your students proper British table etiquette.

When teaching about these topics, remember to  be culturally sensitive . There’s always a chance that you could unintentionally cause offense, so make sure you’re mindful of what you say and keep students’ conversations in check.

Start with a simple discussion of British food. Provide pictures and descriptions of different British dishes, asking students what they imagine them to taste like. You can use pre-made worksheets from a site like iSLCollective or ESL Printables . 

You could even turn this into a vocabulary game . If you’re willing to put in the time and effort, you could make a traditional British food and bring it to class for your students to try (just make sure there are no food allergy issues first). 

Explain the basics of British table manners to your students. Make sure you include the following points:

• How to order
• If you should share your food
• How to use your cutlery
• Who should pay the bill
• If you should leave a tip

Have your students demonstrate both the “dos” and the “don’ts” of dining in the UK, letting them have some fun with it. You can also show an engaging video like this one:

You can put the previous two exercises together in a restaurant role-play . In pairs or small groups, ask your students to create their own British menus. Then, have them role-play as customers, waiters and waitresses. This should be a relatively free activity, with minimal monitoring and feedback from the teacher.

Politeness and manners are important to many British people. A “please,” “thank you”   or even subtle body language can go a long way. If your students know the importance and use of this social etiquette, it will help improve their confidence in conversation.

Give your students a situation where they have to ask for something. For example, a boss asking an employee to finish a report, or a child asking their parents what’s for dinner.

Have students brainstorm different ways to ask for these things , from the least polite to the most. They can start with the most basic, direct demand and gradually move up to extremely polite requests. This will encourage them to be more creative with their language.

If you’re working with a lower-level group, try giving them the sentences yourself. Then, ask them to rank each request in order of politeness.

The first activity will give you an idea of what your students already know. You can build on this knowledge by giving students more vocabulary and phrases to use when they want to be polite .

Some language you could use includes:

Would you mind….?

Is it OK if I …..?

Could you….?

You can teach more polite language and behavior with a video like this one from Keystone English:

In addition to British manners, it includes some British English words like “trolley” for shopping cart and “garden” for yard. It also exposes viewers to a person speaking with a British accent, but slow enough to be more easily understood. 

Have a “ Requests and Responses” Treasure Hunt

Your students can put what they’ve learned to use in this fun treasure hunt game:

• Split students into groups and give each group a list of common belongings or classroom tools (for example: a pencil, a hair clip, etc.).
• Each group must work together to obtain the items on their list by finding someone who has each item and politely asking to borrow it. This can include other students in the class, as well as any staff who might be around to help.
• Prime everyone involved , letting them know that they should only hand the item over if they’re asked politely. Also, make sure the students keep a note of who every item belongs to so they can return it at the end of the class.

To add some excitement, make it a race . The group that successfully collects all of the items on their list first wins the activity.

Whether it’s about the weather, customer service or just plain old gossip, complaints tend to pop up frequently in conversation in Britain.

Giving your students the tools to complain and the freedom to do it without consequence can be really fun (just make sure to monitor conversations and make sure no one takes it too far).

In pairs or small groups, have your students list people or situations that could be cause for complaints . These could include hotels, traffic, siblings, an overbearing boss or anything they’d like.

Then, they can add specific annoyances to complain about for each one (like poor customer service, misunderstandings, unrealistic requests, etc.). Monitor this activity to make sure students remain respectful!

Next, your students can brainstorm ways of tackling the situations they’ve listed. Have them write sentences or short conversations about how to make and respond to these complaints.

An instructional video can also work well here. Make it interactive by pausing it to have your students repeat the key words and phrases.

If you have an advanced group, you could turn this into a formal letter-writing activity . Each group can write a letter of complaint, then switch and write responses to each other. This activity requires feedback and grammar checking from you.

Driving in a different country can be daunting. Even if you’re driving on the same side of the road as you do at home, the rules can be completely different.

If your students travel to England, this knowledge will help them navigate the roads when they rent a car, use public transportation and even be knowledgeable pedestrians.

They don’t have to go to England to benefit, though: Through these activities, students can practice giving instructions, following directions and talking about obligations.

Present your students with a variety of British road signs . Some of them may be familiar, while others will be completely new. In pairs, ask students to infer the meanings and write a sentence for each one . You could do this either with a worksheet or a PowerPoint presentation.

Once students finish writing, compare their answers to the true meanings and see how many they guessed correctly.

To wrap up your lesson, give your students a quiz on what they’ve learned. You could use a mock version of the British driving theory test  or pluck your questions straight from the highway code .

To get the most out of this activity, make sure students answer using complete sentences. Questions could include:

If a driver flashes their headlights at you, what should you do?

At a roundabout, who has the right of way? 

You could even use a video quiz and have your students share their answers verbally:

This is a fun way to test their knowledge and make sure they remember the information from the previous activities. If you want to make it competitive, you could offer a small prize to the person with the most correct answers.

The following activities will solidify some ideas about British culture for your students, as well as give them a chance to pick up some new grammar.

Lots of students struggle with modal verbs , and a cultural lesson is the perfect opportunity to elicit them and learn how to use them. To begin with, give a grammatical rundown so they can make sentences using verbs like “should” and “must.” 

Once your students are comfortable with the grammar, they can use it to write examples in relation to British culture. In groups or individually, have students write a list of rules for British etiquette using modal verbs wherever possible.

The lists could include sentences like the following:

You don’t have to shake someone’s hand every time you meet them.

You must wait patiently in a queue.

You should always say ‘sorry’ when you bump into someone.

If you have time, you could also ask students to write a similar list for their own culture. This forms a great basis for a discussion, in which you could make comparisons between all the different cultures represented in your class.

If you have the time and resources, have your students write and perform their own skits or even record a video of the “dos” and “don’ts” of British culture. 

Here’s an example of a simple video created by the teachers and students at the Communicate School of English in Manchester: 

Lessons on different cultures can be hugely beneficial to ESL students. Giving your students a chance to learn about British culture can help prepare them for many different experiences.

• If they plan to travel to the UK or study abroad , it will help to reduce the culture shock . They’ll feel more comfortable interacting with strangers as well as their host families and foreign friends.
• If they happen to work with any Brits, they’ll be able to talk to their co-workers while avoiding any social faux pas .
• As well as day-to-day life, cultural knowledge can be especially useful for citizenship tests . If any of your students plan to take the British citizenship test , cultural knowledge from your classes could help to get them through it.

Of course, not everyone has the luxury of being able to travel abroad or the opportunity to work with foreigners. For some, the only chance they get to talk to a native English speaker could be in their classes.

Knowing the culture behind the language can give English learners a valuable understanding of the situations and social norms where certain words, phrases and styles of speaking should be used.

Adjusting to different cultures can be difficult, especially when a second language is involved.

Lessons like these will help make it easier for your students, exposing them to glimpses of British culture in the classroom.

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England's Typical Traditions

England's typical traditions presentation, free google slides theme, powerpoint template, and canva presentation template.

There’s lots of things that you shouldn’t miss when travelling to the UK, this land is very rich in culture, food, landscapes and beautiful people! Speak about the most common traditions that people should take into account about England with this cute template that looks like a postcard from this amazing country. We have also added a handwritten font so that the slides look as personal as possible! Morris dancing, Cheese Rolling, Cornish Hurling… there’s space for it all in this presentation!

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• 100% editable and easy to modify
• 35 different slides to impress your audience
• Contains easy-to-edit graphics such as graphs, maps, tables, timelines and mockups
• Includes 500+ icons and Flaticon’s extension for customizing your slides
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All About the UK

In our All about the UK lesson plan, students learn all about the UK, including its history, its people, and its culture. Students also learn to locate it on a map.

Included with this lesson are some adjustments or additions that you can make if you’d like, found in the “Options for Lesson” section of the Classroom Procedure page. One of the optional additions to this lesson is to assign a landmark or attraction to each student to research and present to the class.

Description

Additional information, what our all about the uk lesson plan includes.

Lesson Objectives and Overview: All About the UK introduces students to the United Kingdom. At the very beginning, the lesson addresses the confusion between the UK and England, listing all the countries that belong to each the UK and Great Britain along with a map to enhance understanding. The lesson includes some major landmarks and attractions, like the English Channel, Thames River, and the Edinburgh Castle. At the end of the lesson, students will be able to locate the United Kingdom (UK) on a map, list some characteristics and facts about the region, and explain some of its history. This lesson is for students in 3rd grade, 4th grade, 5th grade, and 6th grade.

Classroom Procedure

Every lesson plan provides you with a classroom procedure page that outlines a step-by-step guide to follow. You do not have to follow the guide exactly. The guide helps you organize the lesson and details when to hand out worksheets. It also lists information in the orange box that you might find useful. You will find the lesson objectives, state standards, and number of class sessions the lesson should take to complete in this area. In addition, it describes the supplies you will need as well as what and how you need to prepare beforehand. You will need colored pencils and the handouts for this lesson. To prepare for this lesson ahead of time, you can find a map for the lesson, pair students for the activity, gather the supplies, and copy the handouts.

Options for Lesson

Included with this lesson is an “Options for Lesson” section that lists a number of suggestions for activities to add to the lesson or substitutions for the ones already in the lesson. One optional addition to this lesson is to assign a country to each student to do additional research on. You can also have your students create a booklet that contains information about each country, including images of their flags. You could invite someone who’s been to the UK to speak to your class about what that was like. Another fun addition could be to plan a “UK Day” for the class. You could assign a landmark or attraction to each student to research. Finally, students can write an essay that describes the day to day life of someone living in the UK.

Teacher Notes

The teacher notes page includes a paragraph with additional guidelines and things to think about as you begin to plan your lesson. This page also includes lines that you can use to add your own notes as you’re preparing for this lesson.

ALL ABOUT THE UK LESSON PLAN CONTENT PAGES

Introduction to the united kingdom.

The All About the UK lesson plan includes four content pages. The lesson begins by stating that many people are confused about what the United Kingdom includes. The United Kingdom is not a country, but a union of four different countries in Europe. England, Scotland, Wales, and Northern Ireland make up the United Kingdom. The official name is the United Kingdom of Great Britain and Northern Ireland. Great Britain is England, Scotland, and Wales. We call the whole region the British Isles, with the North Sea to the east, the Atlantic Ocean to the west, and the English Channel to the south. It’s important to note that Ireland is a separate nation and is not part of the United Kingdom. However, when we speak about Ireland, we mean Ireland and Northern Ireland together.

The UK is 93,628 square miles and has 65 million people total. England is the most populous of the four countries with 53 million people (84% of the total population). Northern Ireland is the least populous with 1.8 million people. The most populous city in the UK is London, England, with almost 9 million people. Because of this, people sometimes call London the capital of Britain.

You can find high ground and mountain ridges separated by deep valleys in the north and west regions of the UK. Glaciers from the last Ice Age shaped these valleys. In the south, you mostly find rolling hills. Northwest England and the Scottish Highlands have dozens of lakes, which they call lochs. Melting glaciers left behind these lochs long ago, and they’re long, narrow, and deep. Loch Ness, a lake in Scotland, is where the legend of the Loch Ness Monster comes from.

The Cumbrian Mountains, Hebrides Islands, Shetland Islands, and Highland Boundary Fault are all major landforms in the UK. The Scottish Highlands, another significant landform, are rugged mountains that humans have mostly left alone. In Britain, they use around three quarters of all the land for farming.

Bodies of Water

The English Channel separates the UK from France and links the North Sea to the Atlantic Ocean. The Channel is 350 miles long, with the shortest width 21 miles across and the longest widths 150 miles across. People sometimes try to swim across the channel.

Some other major bodies of water in the UK include the longest river in England, the Thames River; the longest river in the UK, the Severn River; and the Humber River. Lough Neagh and Lower Lough Erne are the two largest lakes, and both are located in Northern Ireland. Some other lakes includes Loch Lomond in Scotland, Lake Bala in Wales, and Lake Windermere in England.

Because of the various seas surrounding England, the climate varies. This means that it can be hard to predict the weather. Summers tend to be warm and winters tend to be cool but mild. We call this a temperate marine climate. Temperatures don’t generally go below freezing in the winter or higher than 89 degrees Fahrenheit in the summer. It rains throughout the year.

History of the UK

The UK has seen waves of invaders and migrants throughout its history, like the Celts, Romans, Vikings, Anglo-Saxons, and Normans. More recently, in the mid-20th century, people migrated for work from former colonies in Africa, the Caribbean, and Asia.

The Picts were the first Britons. They arrived about 10,000 years ago. In the 8th century, the Celts pushed the Picts into Scotland. In 43 A.D., the Romans took over and ruled for about 400 years. Later, in the late 6th century, German people by the name of Angles migrated to Britain. This is where we get the name Anglo-Saxon from. The Vikings, Danish, and Norman invaders came later.

By the 1800s, Britain was one of the most powerful nations in the whole word because of the industrial revolution and their trade with other parts of the world. They built a large overseas empire with their large amounts of wealth. Following World War I and World War II, they lost some of their empire, and many British colonies gained their independence.

Britain and the UK today have many different peoples and cultures, though their official language is still English. They care about education and have hundreds of schools and universities. Some of their schools are very famous. They also use the terms “Year 1,” “Year 2,” and on instead of saying “grade” at school.

Attractions and Landmarks of the United Kingdom

This lesson closes by describing some notable attractions in the United Kingdom. Each of the four countries in the UK have unique landmarks and attractions for their citizens and visitors. If you live in the UK, you’re no more than 75 miles from the sea, so you can always visit the beach.

The lesson lists four attractions, each of which is from a different country in the UK: Big Ben, the Great Bell in England that opened in 1859, is 315 feet tall, and is located on the north side of the Palace of Westminster in London; Snowdonia, a range of mountains and hills in Wales that has 14 peaks over 3,000 feet high, the highest of which is Snowdon at 3,456 feet; Giant’s Causeway, an area of 40,000 interlocking basalt columns in Northern Ireland that formed due to volcanic eruptions million of years ago; and Edinburgh Castle, the most famous fortress in Scotland since the 13th century, which sits on top of black basalt rock.

Some other attractions in the UK include Stonehenge, the Tower of London, Roman Baths, Loch Ness, Buckingham Palace, and more. The UK is in the top ten countries for visitors in the world, with London, England as the second most visited city in the world (after Bangkok, Thailand).

Here is a list of the vocabulary words students will learn in this lesson plan:

• Great Britain: Includes the countries of England, Scotland, and Wales
• British Isles: All of the countries in this region
• English Channel: Links the North Sea to the Atlantic Ocean
• Thames River: The longest river in England
• Severn River: The longest river in the UK
• Lough Neagh: The largest lake in the UK, located in Northern Ireland
• Temperate marine: The climate of the UK
• Picts: The first Britons
• Big Ben: The Great Bell in England
• Snowdonia: A range of mountains and hills in Wales
• Giant’s Causeway: An area of 40,000 interlocking basalt columns in Northern Ireland
• Edinburgh Castle: Scotland’s most famous fortress

ALL ABOUT THE UK LESSON PLAN WORKSHEETS

The All About the UK lesson plan includes three worksheets: an activity worksheet, a practice worksheet, and a homework assignment. You can refer to the guide on the classroom procedure page to determine when to hand out each worksheet.

RESEARCH PROJECT ACTIVITY WORKSHEET

Students will work with a partner to complete the lesson activity. Each pair will complete a research project where they research the four countries of the UK. They’ll use the internet to help them find the information that they need. They will use the activity map to identify, locate, draw, and label the outline of each country, the capital cities, the bodies of water, the mountains, the rivers, two additional cities in each country, and the English Channel. They will also do some additional research on one of the countries, where they research a list of things like the population and land area statistics, the religions practiced in the country, some popular attractions and landmarks, and more. Students can find the full list of things they need to research on the activity worksheet. Once they finish their project, they will share what they discovered with the rest of the class.

Students can also work either alone or in groups if you’d prefer.

LISTING COUNTRIES PRACTICE WORKSHEET

For the practice worksheet, students will complete two exercises. For the first, they will list the countries of the British Isles, Great Britain, the United Kingdom, and the Island of Ireland. And for the second, they will answer 15 questions about the United Kingdom that they learned about during the lesson.

ALL ABOUT THE UK HOMEWORK ASSIGNMENT

The homework assignment asks students to first name five attractions that the worksheet describes. Next, they will read ten statements and will determine whether they’re true or false. Finally, they will write a short paragraph of what they would say to someone who is confused about the UK, Britain, and England.

Worksheet Answer Keys

This lesson plan includes answer keys for the practice worksheet and the homework assignment.  If you choose to administer the lesson pages to your students via PDF, you will need to save a new file that omits these pages. Otherwise, you can simply print out the applicable pages and keep these as reference for yourself when grading assignments.

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All aborto the Uk

It has bien of great help

Perfect lesson plan!

It's a great lesson plan I can use for my students anytime! :) Very engaging, especially with the video. Thank you!

We have enjoyed watching the video, finding the answers to the questions together and discussing the material on the lesson. My students have laernt a lot and will definitely teach their parents some of the new facts they remember. Also it was interesting to discuss what "lochs" are and where the word is originated. The video together with the handouts are highly recommended by the 5th grade students (10-11 years old) and their teacher whose age doesn't matter.

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Britain is GREAT

Do you want to learn about British life and culture?

In this section, watch our Britain is GREAT videos for learners at B2 English level (upper intermediate) and C1 English level (advanced) and find out about many aspects of British life and culture, including art, history, sport and music.

You will improve your listening comprehension and develop your vocabulary. Each video has a transcript and interactive exercises to help you understand and use the language.

Choose a video

Countryside is GREAT - Part 1

Britain's countryside is great, rich with lakes, mountains and monuments. Richard goes to the Lake District first, before crossing the border to Wales.

• Read more about Countryside is GREAT - Part 1
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Countryside is GREAT - Part 2

Richard continues his exploration of Britain's great countryside. He sees the lakes and mountains of Scotland and two of the world's natural wonders: the Giant's Causeway in Ireland and the magnificent Durdle Door in Dorset.

• Read more about Countryside is GREAT - Part 2

Creativity is GREAT - Part 1

From Wallace and Gromit to Ewan McGregor, Britain's cinema is great. Richard visits the London Film Museum and finds out about the facilities for making film in the UK.

• Read more about Creativity is GREAT - Part 1

Creativity is GREAT - Part 2

Richard looks back at past masters of British creativity at Tate Britain and then comes right up to date with an introduction to Britain's great computer gaming scene.

• Read more about Creativity is GREAT - Part 2

English is GREAT - Part 1

The story of English starts more than a thousand years ago. Richard goes to the British Library to hear – and see – how the language has changed over the years.

• Read more about English is GREAT - Part 1

English is GREAT - Part 2

Richard finds out about all the different kinds of English and talks to some of the hundreds of thousands of students who come to Great Britain to learn English every year.

• Read more about English is GREAT - Part 2

Entrepreneurs are GREAT - Part 1

Richard meets Richard - Branson, that is! - and gets business advice from one of Britain's greatest entrepreneurs.

• Read more about Entrepreneurs are GREAT - Part 1

Entrepreneurs are GREAT - Part 2

Richard carries on searching for the secret of entrepreneurial success, visiting two of Britain's youngest - and most fashionable - entrepreneurs, before meeting one of the judges of Britain's very own entrepreneurial reality TV show, Dragons' Den.

• Read more about Entrepreneurs are GREAT - Part 2

Green is GREAT - Part 1

You might not think of Britain as a tropical country, but at the Eden Project they have their very own rainforest! Richard learns about the centre's cutting-edge work in research and education, and pretends to be a bat for one of the world's rarest plants.

• Read more about Green is GREAT - Part 1

Green is GREAT - Part 2

Richard is blown away by the cutting edge of green technology, and sees how London's Olympic Stadium wins gold in the green Games.

• Read more about Green is GREAT - Part 2

Heritage is GREAT - Part 1

Richard shows us the best way to see London's many sights, travels back in time to the Warwick Castle of 500 years ago... and gets into a sword fight!

• Read more about Heritage is GREAT - Part 1

Heritage is GREAT - Part 2

Richard goes even further back in time – 4,500 years back! With the help of Susan Greaney, he investigates one of Britain's greatest and most mysterious sites – Stonehenge.

• Read more about Heritage is GREAT - Part 2

Innovation is GREAT - Part 1

Richard goes behind the scenes at Dyson, home of the space-age vacuum cleaner and much more!

• Read more about Innovation is GREAT - Part 1

Innovation is GREAT - Part 2

British innovation is not just in the home. Join Richard as he talks about robots, space exploration – and very fast cars.

• Read more about Innovation is GREAT - Part 2

Knowledge is GREAT - Part 1

Richard goes to one of the world's greatest universities: Oxford. He discovers some of its history and hears about its famous students.

• Read more about Knowledge is GREAT - Part 1

Knowledge is GREAT - Part 2

Richard visits one of the world's largest science museums and the Wellcome Medical Museum, and finds out how British scientists, engineers and doctors have shaped our understanding of the world.

• Read more about Knowledge is GREAT - Part 2

Literature is GREAT - Part 1

Shakespeare, Dickens and more... Britain's literary history is world class, and Richard speaks to experts about some of the country's greatest writers.

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Literature is GREAT - Part 2

Modern-day authors cast their own spells, too, and Richard visits a very magical place to find out about contemporary English writers.

• Read more about Literature is GREAT - Part 2

Music is GREAT - Part 1

Some of the greatest music in the world comes from Britain, and British music is still topping the charts today. Richard visits The Premises recording studio, where many world-famous artists have made music.

• Read more about Music is GREAT - Part 1

Music is GREAT - Part 2

Richard's musical journey continues with the opening night of Aida at the Royal Albert Hall. Then it's off to Southampton to find out how great British music is entertaining and helping people from all walks of life.  

• Read more about Music is GREAT - Part 2

Shopping is GREAT - Part 1

London has some of the world’s most famous department stores: Harrods, Selfridges, Fortnum & Mason, Harvey Nichols and many others. Our presenter Richard visits them and also samples a smaller shop for a range of shopping experiences.

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Shopping is GREAT - Part 2

Richard leaves the big shopping areas for small, interesting shops and markets. We hear from a man who sells photographs to Outer Mongolia, and some London shoppers tell us what they like.

• Read more about Shopping is GREAT - Part 2

Sport is GREAT - Part 1

Whatever your taste, Britain is home to some of the greatest sports – and sporting venues – in the world. Watch the video and go behind the scenes at Silverstone Circuit, home of F1, and Wembley Stadium, temple of football!

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Sport is GREAT - Part 2

Messing about in boats is a British obsession. Richard visits Portland and Weymouth's Olympic harbour and finds out if he's got what it takes to win a medal on the water.

• Read more about Sport is GREAT - Part 2

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• Study break
• Video series

Britain is Great

Do you want to learn about British life and culture? In this section, watch our Britain is GREAT videos for upper intermediate (CEFR level B2) and advanced (CEFR level C1) learners and find out about many aspects of British life and culture, including art, history, sport and music. You will improve your listening comprehension and develop your vocabulary. Each video has a transcript and interactive exercises to help you understand and use the language.

Choose a video

Creativity is Great - Part 1

Britain is a creative nation, especially when it comes to film. Richard visits the London Film Museum to see props and costumes from some of the world's greatest films.

• Log in or register to post comments

Creativity is Great - Part 2

Richard visits Tate Britain art gallery and meets British computer game developers to explore British creativity, past and present.

English is Great

Richard finds out more about English as a global language, and talks to young people from all over the world who have come to Britain to learn English.

Entrepreneurs are Great

Richard talks to two of Britain's youngest and most fashionable entrepreneurs before meeting reality TV star and self-made multimillionaire, Duncan Bannatyne.

Innovation is Great

Richard explores the cutting edge of British innovation, from robots and space exploration to very fast cars.

Literature is Great

Have you read any Harry Potter books? What about 1984 ,  The Lord of the Rings or the Chronicles of Narnia ? Richard visits a magical place to find out about contemporary British literature.

Music is Great

Some of the greatest music in the world comes from Britain, and British music is still topping the charts today. Richard visits a world-famous London recording studio to find out more.

Shopping is Great - Part 1

London is the shopping capital of the world. But what makes shopping here so great? Join Richard on a shopping trip to find out!

Shopping is Great - Part 2

Richard leaves Oxford Street and the big shopping areas to find some interesting specialist shops and markets. We hear from a photographer who has his own market stall, and London shoppers tell us what they like.

Sport is Great

Britain is a sport-loving nation, and it's the birthplace of some of the world's favourite sports. Join Richard as he visits Silverstone, home of Formula 1, and Wembley Stadium, the 'temple of football'.

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THE UNITED KINGDOM OF GREAT BRITAIN

Published by Reilly Glasscock Modified over 9 years ago

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ESL Worksheets for Teachers

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Intermediate (B1-B2)

This audio-aided lesson tells the life story of the British statesman Winston Churchill. The lesson focuses on vocabulary, listening comprehension and speaking, and includes a short look at the infinitive of purpose. The optional extension task focuses on two of Churchill’s homes, now tourist destinations.

by Stephanie Hirschman

Upper-intermediate (B2-C1)

A breaking news lesson about the search for a new monarch to rule a small island and an article going into detail about micronations. Students will learn related vocabulary, practise reading and listening skills and reinforce their new vocabulary with conversation practice.

by David J. Marriott

This lesson is based on information from the Discover Northern Ireland website. Students will learn about Northern Irish landmarks and history and get some ideas about what to do and see if they visit Northern Ireland. Exercises will test students’ listening and reading skills and students will have the opportunity to give a presentation.

by Gillian Smylie

This lesson is based on information from the Wales.com and Visit Wales websites. Students will learn about Welsh landmarks, language and culture, and get some ideas about what to do and see if they visit Wales. Exercises will test students’ listening and reading skills and the language point will give students practice in asking for clarification when they are unsure about something. There is also an opportunity for students to plan their own trip or do some more research into an aspect of Welsh culture.

This lesson is based on information from the English Heritage and Natural England websites. Students will learn factual information about England's, tourism, politics and history. Exercises will test students’ listening and reading skills and the language point will give students practice in asking for information during a trip to England. There is also an opportunity for students to do some research into planning their own trip.

Pre-intermediate (A2-B1)

This audio-aided lesson tells the life story of Queen Victoria, the famous 19th century British ruler. The lesson focuses on vocabulary, listening comprehension, and speaking and introduces six useful phrasal verbs. There is also an optional extension activity about important inventions from Victoria’s reign.  

Students define vocabulary related to drama/theatre with reference to William Shakespeare, before reading a text about visiting Stratford-upon-Avon, Shakespeare’s hometown. Students are introduced to some basic uses of definite, indefinite and zero articles. They activate the target language in a structured writing activity which also involves a speaking stage. There is an optional extension activity related to common expressions which originally come from Shakespeare’s plays.

Students identify some ingredients for a curry and then listen to a dialogue about shopping for food. The language point is the use of some/any, a few/a little, (too) much / (too) many , and enough / plenty with countable and uncountable nouns. Students activate the language in a speaking roleplay and there is an optional extension about nouns which can be both countable and uncountable .

This lesson centres on a text looking at the BBC TV show Doctor Who and how it evolved during the pandemic, bringing fans a sense of community. Students do not need to know the show to participate, but a general understanding of what Science Fiction is will be useful. Exercises look at synonyms, collocations, reading skills, related vocabulary and comprehension.

by Joe Wilson

Note: lesson appropriate for strong Upper-intermediate.

Students define vocabulary related to death and funerals before watching a short report about the death of Prince Philip, the Duke of Edinburgh, They then read some information about the Prince’s life, and practise natural language for delivering and receiving surprising information in a pair work activity. The lesson concludes with discussion questions and a brief look at the passive forms used in the report (this exercise can be adapted for level of challenge).

Students define some vocabulary relating to royalty and key life events before listening to a short biography of Princess Diana. The language point is regular and irregular past simple verb forms, including pronunciation of -ed endings. Students activate the grammar and vocabulary in a pair work question and answer activity. There is also an optional extension relating to stories about royal families.

Students look at iconic images of the British seaside and then listen to a podcast about fish and chips. The lesson includes vocabulary development and briefly looks at how the passive is used to talk about food and cooking. There is a choice of two activities to conclude the lesson: a menu activity and a discussion. The lesson also includes an optional extension about common binomial (2 part) expressions (fish and chips, salt and pepper, etc).

In this audio-based lesson, students compare an ancient legend with a recent archaeological discovery. The lesson provides listening practice and vocabulary development, including common adjective + noun collocations, and concludes with a choice of a discussion or a picture description activity, both of which have exam relevance.

Advanced (C1-C2)

In this lesson, students watch a news report about the alternatives to public transport (namely cycling) being explored in Great Britain. This worksheet includes listening comprehension, vocabulary and discussion activities with an optional extension exercise at the end.   

In this lesson, students watch a graded video presentation on the growing trend of home baking in the UK during the coronavirus pandemic. Listening comprehension, speaking and vocabulary skills are practised, and the lesson concludes with discussion questions on cooking and baking.

By Stephanie Hirschman

EDUCATION: MAIN DEVELOPMENTS IN GREAT BRITAIN

Created on September 22, 2020

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CULTURA Y CIVILIZACIÓN DE LOS PUEBLOS DE HABLA INGLESA II FACULTAD DE LENGUASUNIVERSIDAD NACIONAL DE CÓRDOBA

EDUCATIONMain developments in Great Britain

Analyse the implications of applying the concept of equity in education

Understand the concept of educating the masters, the process that led to its application and its effects

Understand the main developments in the field of education in Great Britain

Understand what education is and what education is for

By the end of this lesson you will be able to:

Lesson learning outcomes

What is 'equity' in education?

What is education?

You can start reading by clicking on the following articles:

We invite you to expand on the topics included in this presentation and to do your own research to complement the answers to the questions raised.

What is education?What is education for?

To what extent has the concept of equity been the ruling concept in educational reform in Great Britain?

Click to read the article Education in Great Britain (Fadda, 1994). You can also find this article in the Resources folder of Unit 7 in our Virtual Classroom.

To what extent was the ideal of "we must compel our future masters to learn their letters" achieved after each educational reform?

To what extent does the information in the quote contribute to your understanding of educational development in Great Britain?

Most of the quotes in the following slides are excerpts from that article. As you read them try to answer the following questions. They will help you understand the implications of educational reform in Great Britain.

Primary Education

"The development of industrial Britain was making it essential for all to have a minimum education."

"The 1880 and 1891 Education Acts '"opened the door of opportunity'."

"It was the Reform Bill of 1867 which gave the first real impetus to the creation of a national system of free and compulsory education... The idea that 'we must educate our masters' spread."

Secondary Education

"The Balfour Act brought into existence what was called 'the educational ladder'."

"If we are to hold our position among men of our own race or among the nations of the world we must make up the smallness of our numbers by increasing the intellectual force of the individual."

"The separation into three types of school is... bound to perpetuate the classification of children into industrial as well as social strata... So long as this stratification of children at the age of eleven remains, it is, in practice, useless to talk of parity in education or equality of opportunity in later life."

"No one wants to agree to a set of standards which they know excludes their own child. No ambitious parent who paid taxes within a democracy would be ready to tolerate the demotion of his child at the age of 11, which was not only wasteful but inequitable."

"The comprehensive school should have focused on every pupil reaching their full potential instead of developing an unfortunate association with rigid mixed-ability teaching."

"Grammar schools of the traditional type cannot be combined with a comprehensive system of education… We must choose what we want. Fee-paying is not compatible with comprehensive education."

University Education

"'University colleges' [...] were not universities in their own right."

"[The] idea of a correspondence university was taken up [...] in the mid-sixties; [it] was set up under a Tory government [in the early 70s]."

"A unique characteristic of Oxford and Cambridge is their collegiate system. [...] the university is a sort of federation of colleges."

Public Schools

"William of Wykeham founded Winchester in 1382. This founding marked a new development, because Winchester may be called the first school-college."

"In our century, especially after the Second World War, public schools had to overcome several difficulties based on opposition and criticism. However, they seem to have gained new strength in the course of time, surviving every attempt to reform or abolish them."

"Canute is said to have instituted “publicas scolas” in cities and towns, given them masters at the cost of the State, and sent them “boys of good promise to be taught grammar.” (Darwin 6)."

Latest developments

UK Department for Education - Press release - 9 Sept 2014 Children who have early education get higher GCSEs A child has more chance of getting better exam results and ultimately earning higher wages by receiving pre-school education, a study published today has shown. The Effective Pre-School, Primary and Secondary (EPPSE) research shows children who go to pre-school are projected to earn £27,000 more during their career than those who don’t. They are also more likely to get better GCSE results - the equivalent of getting 7 Bs compared to 7 Cs. The research also found that early education helped young people to specifically do better in GCSE English and maths. The effects were better if the pre-school was of high quality, and pre-school is particularly valuable for children from less advantaged backgrounds. […] The EPPSE project launched in 1997 and has followed 3,000 children from early childhood to the age of 16. The research was carried out by leading academics at the Institute of Education, University of Oxford, and Birkbeck, University of London. […]

The EPPSE study is unique because it provides valuable evidence in Europe on the long term value of pre-school - no other research has done this. The results are clear - early education pays off, and high quality pre-school education gives children the very best start in life. High quality early education has enduring benefits for the children who experience it and also the society that invests in it. The government funds 15 hours per week of early education for all 3- and 4-year-olds. Last month, the eligibility of 2-year-olds to receive 15 hours per week of free childcare was doubled to include 40% of all 2-year-olds from poorer families. Tax free childcare has also been introduced, which could save a working family up to £2,000 per child per year from 2015. (https://www.gov.uk/government/organisations/department-for-education)

For a better understanding of the relationship between these concepts click

We hope you have been able to understand important concepts relatated to education: equality, equity, and justice. There is still another concept that need to be considered and analysed: standardisation.

Watch the trailer of the documentary film Daughters of Destiny. It is about the Shanti Bavan School in India. Think of all the conclusions you have so far drawn in relation to education and whether they can be applied here. If you are interested in watching the full documentary, you can find it on Netflix.

Access a Self-Check Activity on this topic

Think about the following statement. To what extent do you agree with it?Give students an idea to think about, and they may learn for a day. Teach students to think critically, and they will learn for a lifetime.

Remember that this is a completely virtual class. If you have any questions, you can ask us next in-person session. And you are always invited to join us in our tutoring sessions.Thank you!

English Presentations For Lower Level Learners

• December 14, 2021 September 5, 2022

The aim of this post is to examine some of the common problems students have when making oral presentations in English and to suggest ways to overcome them. In particular, I will look at presentations for beginners in the A1/A2 (CEFR) ability range. In many cases, these presentations will form the culmination of group or individual research and project work.

During their school careers, students will have to produce presentations in many subject areas, therefore the ability to present confidently in their first language and in English is an important transferable skill.

In my job teaching specialist English courses across Europe and Asia, I have sat through and assessed hundreds of student presentations. It is always refreshing to hear students speaking confidently and saying something that is genuinely new or interesting. However, as most other teachers who listen to a lot of presentations will probably agree, it isn’t always like that!

Below I have written an example of a more typical student presentation. Try to imagine one of your less able students as you read through the following. I have written some of the presentations phonetically (as you would hear it) to give a more realistic impression. It may help to read very slowly. Enjoy!

Manchester United Presentation

My name is Hannes. Today I am presen-tating to you Manchester United.

Manchester United is the most suss-sexual football soccer club in England.

Manchester United won 11 Fa-Cups and three times Europa Cup.

Manchester United was invented in One Thousand, Eight Hundreds and Eighty Seven, I mean… Seventy Eight.

Manchester United was called Newton He-ath Lan-cas-eye-re, und Yorkshery De-pot FC.

Manchester United played in a train station.

The Nickname is Red Devils.

The Ground name is Old-traff-ard.

The capa-city is Seventy Four Commer Eight Seven Nine.

The Lee-g-you is Premier Lee-g-you.

The Best Player is…

Poor Hannes! Poor us!

In fairness, we should give ‘Hannes’ some credit. He has stood up in front of his teacher and classmates and spoken English for several minutes in front of them. He was probably nervous and more aware than anybody of his limitations in English. He has shown courage. Moreover, he has clearly done some research and the facts he has imparted to us are mostly correct (insofar as he has been able to explain, and we have been able to understand). If we wanted to be pedantic, we could try and check those facts, but this might be difficult, as Hannes has not told us where he got his facts from. If we asked, I suspect Hannes might just say that he got his information from the internet.

There were a lot of dates and numbers in his presentation which he struggled to say clearly, and he will go on to tell us the birthdates of all his favourite players… We have all heard this kind of presentation so many times, it hurts! Students become obsessed with reeling off basic facts such as names and dates which they struggle to say or pronounce correctly. Perhaps they do that because they expect ‘teachers’ to be fact-checkers. Quite often I feel that even within the setting of the English class, students are unclear what the purpose of their task is. Hannes might think that getting his facts correct is more important than how well he pronounces them.

Did Manchester United play in a train station? Perhaps we should ask Hannes at the end of his presentation what he meant by that. He probably wouldn’t know the answer because it was something he read on an anonymous website, and he was too busy noting down the basic facts to wonder about what they actually meant. That is a shame because there is a hint here of something interesting and original that we haven’t heard a hundred times before.

(For those who are interested, there is no record of Manchester United playing in a train station, but according to kids.kiddle.co, the original team were all workers at the Lancashire and Yorkshire Railway depot).

So how could ‘Hannes’ have made his presentation better? How can we ensure that Hannes and other learners are better prepared for the presentations they have to make?

Why present orally at all?

In subjects other than English and the student’s first language, the main reason for giving oral presentations is to give the student the opportunity to demonstrate what they know orally rather than in writing. For those who struggle with their writing skills, this is a useful way to show their understanding of a particular topic. Often, such presentations are marked and might be an alternative way to push up their end of year grades. Perhaps this is why students get into the habit of imparting ‘facts’. They might assume that every correct fact could increase their mark. This is not however the main reason we are likely to ask students to make presentations in an English class. In our classes presentations are mainly about practising speaking, and fluency skills. We need to be clear about that, and we need to make sure our students understand why we want them to present something. The truth is most of us are not really interested in when Manchester United was founded and we are not going to give any extra points for the correct date. We are, however, interested in how well our students can speak about their favourite football club. We need to be sure our students understand the purpose of their presentation within the English class and the real criteria for any marking or assessment of their work.

Speaking Activity

Within the English class, presentations are primarily a speaking activity. Our students will use some other skills to gather and prepare the things they want to talk about, but it is the oral presentation at the end of their project or task that we are most interested in. If this were not the case, we would ask them to write an essay or answer a set of comprehension questions. The students need to be clear about what we are looking for: good use of English, clearly spoken and easy to understand, delivered as fluently and confidently as possible.

Demonstration

Before I start the class working on something which will lead to individual or group presentations, I often give students a short example of a bad presentation and then elicit from them what was wrong. It is a chance to practise my acting skills and really ham it up! I might read out something like ‘Hannes’s Presentation’, over-emphasising all the mistakes, speaking unclearly and sounding as boring as possible. For differentiation, as students progress through the year, I introduce new problems such as lack of structure, reading too much from my notes and strange body language, to see how many new mistakes they recognise.

It is also useful to contrast a bad presentation with a good one. After the ‘Hannes’ presentation, you might do a more interesting presentation about Manchester United. Rather than a monotone list of facts, you might talk about why you like Manchester United and describe the best game you have seen or the atmosphere when you visited the stadium. Again, try to elicit what makes your second presentation more interesting and engaging.

Why Brainstorm? Why Mind-map? Why?

‘Why’ is a very useful question to get students thinking. When Hannes first tells you he wants to do a presentation about Manchester United, ask him why? Try to home in on the things that actually make that football team interesting to Hannes and potentially to others.

I often begin any form of work that is going to lead to a presentation by asking students to brainstorm as many questions as they can think of connected with their chosen or given theme. Sometimes they will go on to create a mind-map. This will help them so see which ideas are worth thinking about in more detail and which things are not really important to what they want to say.

Structure and Templates

In speaking as well as essay-writing you need to make learners aware of the importance of a good structure. This is something you can include in your positive and negative demonstrations. For lower-level students, it might be useful at first to give students a template to work from. (There are a couple of examples linked to this post). However, as students become more proficient try to wean them off using pre-made templates and encourage them to come up with their own logical structure.

Pronunciation and Use of English

The manner in which students speak and use the English they know is the real point of an oral presentation. Encourage them to come to you for guidance with pronunciation throughout the preparation phases of their research and project work. Also, check their grammar and try to elicit from them where there might be errors. By the time they come to present their topic in front of the class, both you and they should be confident that any obvious mistakes have already been weeded out.

The degree to which students are allowed to read from their notes needs to be differentiated by level and experience. For beginners and low-level students, I think it is acceptable for them to largely read from a text at first if that helps to boost their confidence. Again, we need to keep in mind that what we are assessing is how well and how fluently they actually speak. Clearly, as students progress, the amount they are allowed to read should be progressively reduced to short key-notes and finally, they should be able to speak freely without obviously referring to their notes at all. This probably won’t happen in the A1/A2 ability range, but the nearer students come to this goal is a good way to differentiate their English-speaking ability.

The way in which students go about preparing their project presentation can form part of the presentation itself. This is particularly helpful for students who run out of ideas. “On Monday we started thinking about what to do for our presentation. I searched on the computer for some information about cats and Lucy started writing questions for a class survey about cats…” It is all good English!

We have all heard presentations in which A1 level students suddenly start spouting vocabulary and grammar well above their level which they cannot pronounce and clearly don’t understand. This usually comes from Wikipedia or similar sites. I always tell students that if I hear anything like that, I will make a point of asking them a lot of questions about it. I also tell them that they have permission to use short quotes from Wikipedia as long as they explain, in their own words , what it means to me and the class during the presentation itself.

Technology and visual aids

PowerPoint presentations, posters, flyers, pictures and diagrams can all help to make a presentation more interesting. However, students often spend too much time and energy on those aspects and end up with impressive visual displays but virtually no spoken English. They need to be frequently reminded that in the English class how they speak in their presentation is far more important than what their presentation ‘looks like’. It might be an idea from time to time to forbid any technology or visual aids in the final presentation to bring students’ focus back to spoken English itself. You can also outline a marking scheme that transparently weights each aspect of the presentation according to the importance you place on it. For example, you might decide on 30% on their use of English, 40% on the confidence and fluency with which they present, 20% on the structure of the presentation, 10% on the supporting visuals. This will help guide them towards where they need to spend most of their preparation time.

Alternative Presenting Styles

Once students are familiar with the basic format and style of conducting a presentation, encourage them to mix things up a bit. Instead of simply standing at the front of the class performing a monologue they could instead incorporate some drama or perform an interview dialogue that conveys the same information they would otherwise have said.

I hope this post has given you some ideas or at least something to think about the next time you are organising presentations in your English class. I wish you (and Hannes) good luck! Below is a template for students to use for their presentations.

2 thoughts on “English Presentations For Lower Level Learners”

Thank you! This is a brilliant help for preparing. I´ll use this for help my students for preparation,very useful!

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• Country Guide
• Great Britain/UK

Meetings And Presentations In Great Britain

Most British abstain from long preparations for a meeting as they consider a meeting a suitable setting to exchange ideas. For them, it is not about presenting elaborate drafts. So, the discussion, as well as looking at a specific situation from various angles, exploring different options form the centrepiece of most meetings with the British.

However, be gentle, as you already know. Instead of open verbal conflicts, coded speech is deployed in such settings in all its glory. This includes that you don’t interrupt your British dialogue partners during discussions let alone try to finish their sentences.

Course Of Meeting

It is common courtesy in Britain to arrive on time. The first and the last invisible item on the agenda is casual small talk. The meeting can then be opened with the words ›Let’s get down to business‹. A more gentle alternative is: ›Well, Charlie, I suppose we ought to have a look at this bunch of paperwork.‹ At the latest at this point, everyone will sit down at the conference table, usually with no particular seating order.

In most British meetings there is an agenda, however, they will not necessarily keep to the exact order. They will wait and see where the journey of exchanging ideas will take them. Developing ideas together and setting rough directions always has priority.

Telephone/Video Conferences

If long distances need to be overcome and travel expenses need to be saved, meetings over the telephone are very popular. Telcos, however, are especially challenging, in particular, if you have to communicate in a foreign language.

Subsequently, you will find some tips with English example sentences, in case you are the initiator of the telephone/video conference:

1) First of all introduce yourself:

›Thank you for dialling in today and welcome. My name is …, I’m the chairperson of this conference call.‹

2) Remind the others when the conference is supposed to end:

›Let me start by reminding you that our call ends around …‹

3) Name the document which is relevant for the conference:

›I would also like to inform you that the necessary conference documen[1]tation is called …‹

4) Ask the participants to introduce themselves one at a time, after you have said their names:

›May I now ask you to greet the other members after your name is mentioned? This allows us to check that everyone is connected properly and that the technology is working smoothly.‹

5) Invite the first speaker to begin with his topic:

›Then I would like to welcome Mr Schmidt from Frankfurt, Germany. He will update us on the latest … and he will be able to answer your questions afterwards.‹

6) Summarise the main aspects at the end:

›Before we close this meeting, let me just summarise the main items.‹

7) Thank the participants for attending the conference in spite of busy schedules:

›Again, thank you all for taking time out of your busy schedules to be present.

Presentations

When presenting your products or ideas and concepts to your British listeners, always remember understatement. Keep your presentation plain, not too colourful and especially short. Apply the KISS principle – Keep It Short and Simple. Concentrate on the core statement, your business partner’s benefit and preferably don’t get lost in details.

Begin with a content overview, give your reasons for the presentation and outline which goal or result you are pursuing. Of course, you should be well-prepared and ready for interposed questions. If you answer these immediately but short and crisp without losing the thread, you have done everything right. Asking questions is something very positive in Great Britain, asking good questions is even considered an art. It enables you to broaden your horizon, increase your self-reflection and all participants (the people asking and those answering) gain new insights. Therefore you should look forward to every question, react with a smile and answer by saying ›Very good point!‹. You can also pose questions to your listeners. It is always welcome to interactively involve your British audience in your presentation.

Furthermore, a certain entertainment factor is generally important for the success of your presentation. Storytelling is a popular presentation method that increases both the listeners‘ attention and concentration considerably. You can achieve a lot with anecdotes and metaphors linked to your topic: initiate thinking processes, trigger new ways of behaviour, impart values, show solutions, pass on worldly wisdom, show empathy, share knowledge or simply cheer up or loosen the atmosphere and make your audience laugh now and then.

This ability comes naturally to many British – this is possibly an indication of British individualism. Maybe you have heard of Speaker’s Corner in Hyde Park in London. According to a parliamentary decision from 27th June 1872, anybody may hold a speech here on any desired topic and gather passers-by without registration. Maybe a feature of the British ideal of freedom and high tolerance. Solely the Queen and the Royal Family are not to be the content of any speech. There are even signs put up as reminders.

For many foreigners, however, the following words by Comedian Jerry Seinfeld tend to be true: ›Most people at a funeral would rather be in the coffin than saying the eulogy.‹ In some countries, storytelling is a competence that has to be acquired, learned or at least improved. Some might not even want to gain this competence as the chances of success are rather underestimated.

Tables, Graphs And Diagrams

Most presentations are supported by visual aids such as PowerPoint slides among others. In order for you to describe these correctly the following list contains some useful terminology:

›Flowchart‹

›Tree diagram‹

›Histogram‹

›Bar chart‹

›Pie chart‹

›Solid line‹

›Dotted line‹

›X-axis/y-axis‹

›Across the top‹

›across the bottom‹

›in the upper right-hand corner‹

›in the bottom left-hand corner‹

Ending A Presentation

End your presentation with a conclusion of the most essential aspect which you would like your audience to take with them. You can also ask for spontaneous feedback. In this way, you have the unique opportunity to find out what was well-received and what you can do better next time.

Don’t worry, your feedback will be ›well-packed‹ and if you have already internalised the signals of coded speech you will be able to draw valuable impulses from it.

In case we are talking about a sales presentation a prompt follow-up is highly recommended. Stay loosely in touch with your British business contact so as to get a feeling for how interested he really is. Be nice and not too persistent. If the British are interested in your offer they will approach you on their own accord.

Iris Engler

Extract from Business Culture Great Britain, Courtesy of CONBOOK Verlag

Business Meals And After Work In Great Britain

Negotiations In Great Britain

Communication In Great Britain

First Business Meeting In Great Britain

Leadership In Great Britain

How to close deals in any foreign market.

© 2019-2024 crossculture2go GmbH

Great Britain

Jul 17, 2014

470 likes | 1.22k Views

Great Britain. Great Britain. Great Britain is made up of the countries of England, Scotland and Wales. The Kingdom of Great Britain was established on 1 st May 1707 when the three countries signed the Acts of Union.

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• national flag
• longest undersea rail tunnel
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Presentation Transcript

Great Britain • Great Britain is made up of the countries of England, Scotland and Wales. • The Kingdom of Great Britain was established on 1st May 1707 when the three countries signed the Acts of Union. • In 1801 the Kingdom of Great Britain merged with the Kingdom of Ireland to create the United Kingdom of Great Britain and Ireland. • After the Irish war of independence it is now the United Kingdom of Great Britain and Northern Ireland. The southern part of Ireland is now the Republic of Ireland.

Great Britain only refers to the countries of England, Scotland and Wales and some of the outlaying islands such as the Isle of Wight, the Hebrides, Anglesey, Orkney and Shetland. • It is surrounded by around 1000 islands and islets. • Great Britain does not include the Isle of Man and the Channel Islands.

Geography • Great Britain is northwest of Continental Europe and is separated by the North Sea and the English Channel. • The English channel becomes narrow at the Straits of Dover and here Great Britain is only 34 kilometres from Continental Europe. • The greatest distance between two points is 968km between John O’Groats in Caithness, Scotland and Land’s End in Cornwall, England.

Great Britain is physically connected to Continental Europe by the Channel Tunnel. • This is the longest undersea rail tunnel in the world. • Construction began in 1988 and it was completed in 1994. • London to Paris now takes 2 hours and 15 minutes on the train.

Great Britain’s highest mountain is Ben Nevis in Scotland and is 1334 metres tall. • The longest river in Great Britain is the river Severn at 354 kilometres long. • The largest city in Great Britain is London.

England is the biggest country in Great Britain but no place in England is more than 120km from the sea. • In the south west the landscape is rolling hills whilst the south east is mostly flat. The north and west are more mountainous and have areas such as the Lake District. • Wales and Scotland are far more mountainous than England.

England • The capital of England is London. • Other big cities in England are Birmingham, Bristol, Manchester, Liverpool and Newcastle. • Historic cities include Bath, Canterbury and Stratford-upon-Avon. • The population of England is around 59 million which accounts for 84% of the population of Great Britain. • England is divided in to 48 counties.

England’s patron saint is Saint George. • The St George’s Cross has been the national flag of England since the 13th century. • The Royal Arms of England are the 3 lions. These are seen on the England football and cricket kits. • England’s flower in the red Tudor rose. This is seen on the England rugby union kit. • The national anthem is called God Save the Queen.

Bath • Bath is home to some of the oldest Roman Baths in the World and is the only place in Britain where there are natural hot thermal waters.

Tyne and Wear • The Angel of the North is a huge sculpture on a hill in Gateshead. • Newcastle is know for its dramatic bridges, including the Tyne Bridge.

Stratford-Upon-Avon • This was the birthplace of William Shakespeare and is also where he is buried at Holy Trinity Church.

Wiltshire • Stonehenge is believed to have been built in around 3100BC. • It remains a mystery as to what its purpose was.

Scotland • The capital of Scotland is Edinburgh, however, Glasgow is a bigger city. • Aberdeen is the third biggest city in Scotland and also Europe’s oil capital. • The population of Scotland is around 5 million with 1.2 million people estimated to live in Glasgow. • Scotland has three official languages, English, Scots and Scottish Gaelic. • Only 7% of the population are fluent in Scots or Gaelic.

Scotland’s patron saint is Saint Andrew. • Their flag is the St Andrew’s Cross or Saltire and is the longest flag still in use. It was first used in the 9th century. • The Scottish emblem is one red lion. • The Scottish floral emblem is a Thistle. • Scotland’s national anthem can also be God Save the Queen however, this is rarely used and the unofficial anthem, O Flower of Scotland, is far more common.

Edinburgh • Edinburgh is a UNESCO World Heritage sight. • The site of the castle has been inhabited since 900BC.

Glasgow • Famous architect Charles Rennie Mackintosh was born in Glasgow, his designs can be seen all over the city, including the Armadillo.

Wales • The capital of Wales is Cardiff. • Other notable cities are Swansea and Newport. • The population is around 3 million people. • Wales is officially bilingual, both English and Welsh are used on things such as road signs. • Around 20% of the population are fluent in Welsh. • Wales also has the longest recognised place name in the world: Llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch

The patron saint of Wales is Saint David. • The national flag of Wales is the Red Dragon and came in to use in the 1400s. • The national emblems of Wales are the leek and the daffodil. • The Prince of Wales heraldic badge of three feathers is also used to symbolise Wales. • The national anthem of Wales is Land of my Fathers.

Cardiff • Cardiff Castle is a medieval castle and palace. • In the 1800s the Marquess of Bute had his architect transform the castle in to a lavish palace.

Newport • Settlements have been found here dating back to the Bronze Age. • The Normans built Newport Castle in 1088 on the site of an old Bronze Age castle.

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120 Presentation Topic Ideas Help You Hook Your Audience

Updated: January 15, 2024

Published: August 09, 2023

Cooking is easy. The puzzle is figuring out what to eat. As soon as you know that, you can get started. The same holds for presentations. The sooner you can whip up a good, informative, and catchy topic, the easier the rest of the process becomes.

Pick a good topic that resonates with you and your audience to set a strong foundation. But select the wrong topic, and it becomes difficult to connect with your audience, find mutual interests, or hold their attention.

So, let’s learn how to develop thought-provoking and relevant topics for your presentations. You’ll also find some best practices to make your presentation memorable.

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Table of Contents

How to Choose a Great Presentation Topic in 5 Steps

120 presentation topic ideas, 5 presentation tips.

4. Choose an appropriate presentation style.

There are many ways to present a topic. Your personality, the topic at hand, and your audience’s personas will help you determine which style would best fit you and your audience.

Select a presentation style that will communicate the main idea clearly and have a lasting impact on your audience.

For instance, explore a freeform style presenter by Sir Ken Robinson.

5. Engage with your audience.

Work on your presentation skills to make a strong connection with your audience, get through to them and leave a mark.

Think of the presenter as the link between the topic and the audience. A strong or a weak presenter can make a difference between a presentation being a thriving success or a boring failure.

Hone your skills by engaging and interacting with your audience. Make them feel like a part of the presentation and not just spectators. 70% of marketers have found presentations with interactive content to be more effective than those without.

Here are a few ways you can make your presentation interactive:

• Start your speech with uncommon questions to your audience. Involve them from the get-go, like ask to raise their hands if X.
• Make eye contact to build credibility and show confidence. Don’t stare at your slides or notes. Smile occasionally and talk to the audience directly.
• Have an active and confident body language. Don’t stand in the same place the entire time. Move around the stage.
• Don’t be monotonous. Speak as you would to a colleague — with enthusiasm.
• Ask close-ended questions in between to keep the audience engaged without losing time. Address them using their names to keep things interesting.
• Share personal experiences and stories that your audience will find fascinating and relatable.
• Practice thoroughly before you present so you’re fluent with the material and delivery.
• Energy and excitement can be quite contagious. Make sure you exude enough to spread some to your audience.

Feeling Inspired Yet?

Now you have all the right ingredients for choosing amazing topics and a hundred ideas to drive inspiration from. So, go ahead and start cooking presentations that will blow your audience away.

Don’t forget to choose a super-relevant topic and add meaty information. Do it with excitement to make it enjoyable for you and your audience. Best of luck!

Don't forget to share this post!

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How to Make a “Good” Presentation “Great”

• Guy Kawasaki

Remember: Less is more.

A strong presentation is so much more than information pasted onto a series of slides with fancy backgrounds. Whether you’re pitching an idea, reporting market research, or sharing something else, a great presentation can give you a competitive advantage, and be a powerful tool when aiming to persuade, educate, or inspire others. Here are some unique elements that make a presentation stand out.

• Fonts: Sans Serif fonts such as Helvetica or Arial are preferred for their clean lines, which make them easy to digest at various sizes and distances. Limit the number of font styles to two: one for headings and another for body text, to avoid visual confusion or distractions.
• Colors: Colors can evoke emotions and highlight critical points, but their overuse can lead to a cluttered and confusing presentation. A limited palette of two to three main colors, complemented by a simple background, can help you draw attention to key elements without overwhelming the audience.
• Pictures: Pictures can communicate complex ideas quickly and memorably but choosing the right images is key. Images or pictures should be big (perhaps 20-25% of the page), bold, and have a clear purpose that complements the slide’s text.
• Layout: Don’t overcrowd your slides with too much information. When in doubt, adhere to the principle of simplicity, and aim for a clean and uncluttered layout with plenty of white space around text and images. Think phrases and bullets, not sentences.

As an intern or early career professional, chances are that you’ll be tasked with making or giving a presentation in the near future. Whether you’re pitching an idea, reporting market research, or sharing something else, a great presentation can give you a competitive advantage, and be a powerful tool when aiming to persuade, educate, or inspire others.

• Guy Kawasaki is the chief evangelist at Canva and was the former chief evangelist at Apple. Guy is the author of 16 books including Think Remarkable : 9 Paths to Transform Your Life and Make a Difference.

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Maddie Hinch: Former Great Britain goalkeeper joins USA coaching staff

• Published 3 days ago

Hinch was also part of British side that won bronze at the Covid-delayed Tokyo Olympics in 2021

British Olympic gold medallist Maddie Hinch has joined the United States women's national hockey team as a goalkeeper coach.

The ex-goalkeeper made four shootout saves as Britain beat the Netherlands to win Olympic gold at Rio 2016.

The 35-year-old announced her retirement from international hockey in March 2023.

"I'm thankful for the chance to add to the legacy of the US Women's National Team," she said.

Hinch, who has been an assistant coach at the University of Connecticut for the past season, added: "I'm confident that together, we'll strive for greater heights, inspiring both on and off the field."

David Passmore, head coach of the USA, said: "I believe Maddie is the perfect fit for our team with her experience as an international athlete who knows what it takes to both performance and win at the highest stage."

Related Topics

Related internet links.

England Hockey

Scottish Hockey

Welsh Hockey

Great Britain Hockey

International Hockey Federation (FIH)

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