If students are using laptops, you can project one or two responses on a screen for the whole class to read as well as hear. This is done after the lesson as a self-reflection exercise. Students demonstrate that they followed the instructions.
Be sure that students understand that this is normal and expected, since different speakers and listeners have different expectations about what is appropriate or not. You could use the board or computer screen to create two lists, one for formal and one for informal language features.
This should be understandable and relatable, and should activate prior knowledge. Formal assessments include quizzes, tests, work such as essays evaluated according to a rubric, etc.
All links are deemed relevant and are not placed merely for profit. What parts of this lesson did not work? Once students have reviewed the content in their groups, have them work individually to write a one-paragraph formal summary with the teacher as intended audience.
Elicit all the features they notice and write them on the board. Ideally, it simultaneously reinforces the lesson, builds upon it, and creates background knowledge for the next lesson. Include things such as books, colored pencils, PowerPoint presentation, handouts, etc. Consider turnin this step into a competition by challenging students to come up with the most formal or informal version and then voting on them as a class.
Explain that students will read and rate each sentence on the handout from 1 to 5, with 1 being very informal and 5 being very formal.
If possible, plan to project or write the response s for all students to see on the screen or blackboard. Ask students to make a list of the different people or types of people they interact with regularly.
Encourage them to think about any sports, clubs, religious affiliations, and hobby groups such as cheerleading, basketball, ultimate Frisbee, or choir practice. Have students compare the responses from the first task with the responses from the second task.
A very basic comparison is texting about an event to a friend versus writing about an event to a teacher. Share with students the text you expect them to read for the next session, explaining that they need to read it carefully in preparation for writing a formal summary of it.
This includes anything from sharing teamwork results, to review questions over a lecture or PowerPoint. Have students make lists of their observations to report to the class. Any work assigned should be an extension of the in-class lesson.
After rating each sentence, have students work in pairs or small groups to compare their answers. Have students work in groups to discuss and share the content that they plan to write about.
What parts of this lesson worked well? Formal lesson plans can take up a lot of time if they are done on a daily basis. Ask students to analyze word choice, word length number of syllablesand sentence length as well.
If possible, have students pull up emails, text messages, or other writing that they have received or shared among members of those speech communities to compare them. During this discussion, encourage students to talk about which features they notice in the sentences they labeled formal and which are in the sentences they labeled informal.
Explain that each of these groups makes up its own speech community or discourse communitywith its own set of expectations for communicating. As a class, elicit from students the speech communities they thought about and compared and what they discovered in their comparisons.
How might these parts be made even better? Consider asking students to act out the dialogues. Long-term objectives describe the lesson as part of a larger idea, such as a one-day lesson on Louis XIV that contributes to understanding the chapter concept on the growth of absolute monarchy.
Consider providing the class with your own examples. Objective Write down what you want the students to do or know.
Assessment Determine whether or not the goals of the lesson have been reached. Start with a hook an attention-getter to introduce the lesson.
Some things that might be noticeable are the use of contractions, slang, specific vocabulary, personal pronouns especially youdiscourse markers well, you know, like.Writing skills: formal and informal writing To enable students to break down the different features of formal and informal English by working through a step-by-step text transformation at their own pace.
This lesson plan asks students to compare formal and informal language styles and articulate the specific features common to each style. Students examine their own language use to note how it varies across contexts.
LESSON PLAN. CLASS: IX E LEVEL: INTERMEDIATE LESSON: WRITING INFORMAL LETTERS TYPE OF LESSON: COMBINED TIME: 50 MINUTES OBJECTIVES: 1. to understand how letters can be used for various types of communication; 2. to understand the conventions of informal letter –writing: layout, paragraphing and style; 3.
to analyse. Formal and Informal Letter Writing. The Share My Lesson English Language Arts Team has brought together a diverse range of free teaching resources for. In this lesson students are actively engaged in learning about the applications of formal and informal language use in written and oral.
A fun, interactive lesson to introduce formal letters for pre-intermediate and above. Students analyze useful sentence stems in context and then practise them with an interactive, competitive writing game.Download