Instructional Design

Formal and Informal Language

Created and Developed by: Brandi Pandis

Rationale

It is essential for students learning English as a foreign language to learn not only

grammar, spelling and vocabulary, but also how to use language effectively and develop the

skills required to communicate in a variety of circumstances. Knowing when and how to use

formal and informal language will provide students with the skills necessary to communicate

competently and enable students to become proficient participants in a myriad of conversational

situations.

This instructional design was created to maximize contextual teaching and learning by utilizing

behavioral and constructivist approaches to teaching. This blended learning environment,

employing The 5-E Learning Cycle Model (Chiarelott, p.91) with engagement, exploration,

explanation, extension, and evaluation as its components, will enable the instructor to maximize

desired student behaviors while enabling students to create their own meaning and experiences

through the learning process in order to construct knowledge. The engagement phase is designed

to capture students’ attention in order to activate prior knowledge. Allotting time for exploration

will enable students to think, consider, and collect information. Students will analyze and explain

this information in order to clarify meaning. By applying what they are learning to real-world

situations, students will expand their understanding of concepts. In the final step, students will

use an assessment tool to evaluate their level of understanding of the concept learned.

Reference:

Chiarelott, L. (2006). Curriculum in Context. Belmont, CA: Wadsworth.

Unit Intended Learning Outcomes

Based on Bloom’s Taxonomy

Memory Recall:

Students will correctly define formal language.

Students will correctly define informal language.

Comprehension:

Students will be able to define formal and informal language in their own words.

Students will explain how audience can determine whether to use formal or informal

language.

Students will explain how context can determine whether to use formal or informal

language.

Students will explain how environment can determine whether to use formal or informal

language.

Application:

Student will demonstrate how to use formal language.

Students will demonstrate how to use informal language.

Students will modify formal language into informal language.

Students will modify informal language into formal language.

Analysis:

Students will compare and contrast formal and informal language.

When given various scenarios, student will be able to identify which manner of language

should be used.

When given examples of formal and informal language, students will be able to identify

clues that make the example either formal or informal.

Synthesis:

Students will be able to work together to create situations (simulated doctor’s visit, job

interview, helping an elderly neighbor, etc.) that require the use of formal language.

Students will be able to work together to create situations (simulated discussion with

friend, ordering at a fast food restaurant, talking to parents, etc.) that require the use of

informal language.

Evaluation:

Students will be able to critique the effectiveness of their own use of formal and informal

language.

Students will be able to evaluate the ability of fellow students’ use of formal and informal

language.

Pre-assessment

Formal and Informal Language Unit

Name: ________________________________________ Date:__________________

Directions: Please read each question below, and answer every question using your knowledge and experience of the English language. Please answer each question with complete sentences.

1. Please explain the difference between formal and informal language?

2. What criteria do you think we use when deciding to use either formal or informal language?

3. Give me an example of a situation when formal language could be used.

4. Give me an example of a situation when informal language could be used.

5. How do you think vocabulary, grammar and tone change for formal and informal language?

Vocabulary:

Grammar:

Tone:

Pre-assessment

Formal and Informal Language Unit

Name: _______KEY_________________________________ Date:__________________

Directions: Please read each question below, and answer every question using your knowledge and experience of the English language. Please answer each question with complete sentences.

1. Please explain the difference between formal and informal language?

Formal- has stricter grammar rules and more complex vocabulary. Used in official documents, business, speeches, literature, when speaking with professionals, elderly, etc.

Informal- more relaxed grammar, contracted words and sentences, vocabulary may include slang. Used with friends, co-workers, family, in e mails and social networking sites like Facebook.

2. What criteria do you think we use when deciding to use either formal or informal language?

Audience, context, environment

3. Give me an example of a situation when formal language could be used.

Answers will vary

4. Give me an example of a situation when informal language could be used.

Answers will vary

5. How do you think vocabulary, grammar and tone change for formal and informal language?

Formal Informal

Vocabulary: complex may include slang

Grammar: complex relaxed rules

Strict rules sentences often shortened

Tone: serious light, joking

Lesson 1

Subunit: Defining and Describing Formal and Informal Language

Objectives:

Students will be introduced to the concepts of formal and informal language and will demonstrate what prior knowledge they have about these concepts.

Students will define and describe formal and informal language.

Allotted Time: 60 minutes

Materials needed: Pre-printed photographs, large magnetic dry-erase board, magnets, dry erase markers, pre-assessment worksheets, pens/pencils, paper

Procedures:

1. (Engagement Phase) Each student will be given two pictures. The first student will go to the board and place his picture either on the left or right side of the board to begin creating a group. The second student will decide if her picture should go in the same group or if she needs to create a second group with her picture. All subsequent students need to determine which of the two groups his/her picture fits in best. (10 minutes)

2. Instructor will initiate discussion regarding the groups created (10-15 minutes):

a. How would you describe the differences between the two groups? One group represents things that are formal, and the other group represents things that are informal

b. Do you think all pictures are in the correct group? Why or why not?c. How do you think this exercise ties in with formal and informal language? As

with clothes, gardens, interiors, language, etc. there are times when a more formal approach is needed, and sometimes an informal approach is more appropriate.

3. Students will be given a pre-assessment quiz, which will allow the instructor to determine the concepts students are familiar with and the depth of knowledge (10-15 minutes).

4. After all students have completed the pre-assessment worksheet, the instructor will review the responses with the class (10-15 minutes).

Summary/Closure/Evaluation (10-15 minutes):

In conclusion, the instructor and students will discuss any questions the students may have.

(Exploration Phase) Students will choose a partner, and each pair will be given a situation for which they must create a one page script for homework. They may work on this together in person or via the Internet. The situation could require formal or informal language.

Post Assessment:

Students will be assessed on class participation and discussions. Instructor will examine pre-assessment worksheets.

Photos for Lesson 1

Photos for Lesson 1

Photos for Lesson 1

OPENING A BANK ACCOUNT WITH A BANKER

A JOB INTERVIEW

ORDERING AT A FAST FOOD RESTAURANT

A DAY AT THE BEACH WITH A FRIEND

Script Topics

Directions for students: Each student pair will be given a topic. Please mark the topic you and your partner have. Use your topic to create and write an original one page script between two people for homework. You and your partner may work together in person, over the phone, or via the Internet. Please be sure to bring your scripts with you to our next lesson. Also, be sure to make or save and extra copy of your script.

Lesson 2

Subunit: Determining criteria for formal and informal language

Objectives:

Students will develop an understanding of the various criteria for formal and informal language

Students will be able to describe in their own words how, audience, environment, and context can be used as criteria for determining when to use formal or informal speech.

Students will be able to compare and contrast formal and informal speech.

Allotted Time: 60 minutes

Materials needed: Student scripts, pens/pencils, paper, Script Impression Worksheets, dry erase board, dry erase markers.

Procedures:

1. Students will hand their script to another pair of students so that each pair has a script other than its own. Each pair will then read the script it has been given. (15 minutes)

2. (Explanation Phase). Students will be given a Script Impressions worksheet to complete in pairs, which will allow students to analyze and explain what they have found so far in their exploration, in addition to allowing the instructor to determine the concepts students comprehend and those which need to be reinforced. (10-15 minutes)

3. Instructor will review script worksheet with the class. Answers will vary (10 minutes)4. Instructor will lead discussion regarding the scripts in order to help students determine

what criteria is used to determine if the language we use should be formal or informal. (10-15 minutes)

a) Lead question: Based on the scripts, worksheet responses, and our discussions, do you feel we can come to a consensus regarding the criteria we use to determine the mode of language to be used?

Summary/Closure/Evaluation: (5-10 minutes)

In conclusion, the instructor and students will discuss any questions the students may have or problem areas the instructor deems necessary.

(Exploration/Explanation) For homework, each student will take a script that he/she neither wrote nor read aloud in class in order to analyze the vocabulary, grammar and tone, using the Vocabulary, Grammar, and Tone Analysis Worksheet. Answers will vary

Post Assessment:

Students will be assessed on class participation and discussions. Instructor will examine and assess student scripts. Instructor will examine and assess the Script Impressions Worksheet

Script Impressions Worksheet

Name:_________________________________________ Date:_______________________

Directions: Working with your partner, please read each question below, and answer every question using your knowledge and experience so far regarding formal and informal language. Please answer each question with complete sentences.

1. What type of language did the script you and your partner read (not wrote) have?

2. Why do you think the authors chose to use the language they used?

3. Use the knowledge you have gained from writing, reading, and listening to the scripts to create a list of criteria you believe we consider when determining which mode of language to use.

4. Can you think of any times when it may be difficult to determine whether to use formal or informal language? Please explain.

Vocabulary, Grammar, and Tone Analysis

Name:_____________________________________________ Date:____________________

Directions: Please consider the student scripts you heard today, and answer the following questions. All answers should be complete sentences.

1. What were your impressions of the language used?

2. Do you feel the vocabulary, grammar and tone were appropriate for the context? Please give an example of each, which you felt made the language formal/informal.

3. Which aspect (vocabulary, grammar, or tone) do you feel was used most effectively. Why?

Lesson 3

Subunit: Analyzing how grammar, vocabulary, and tone affect formal and informal language

Objectives:

Students will develop an understanding of the various criteria for formal and informal language

Students will be able to explain how vocabulary, grammar, and tone are used in formal and informal language.

Students will be able to provide examples of vocabulary, grammar, and tone for each mode of language.

Allotted Time: 60 minutes x 2 class periods, labeled as Day 1 & Day 2

Materials needed: Vocabulary, Grammar, and Tone worksheet, pens/pencils, paper, dry-erase board, dry-erase markers, computers with Internet connection, printer, scissors, glue, magazines, newspapers, journals, stickers, glitter glue, poster board, final student collages

Procedures:

1. (Day 1) Instructor will review Vocabulary, Grammar, and Tone worksheets with the class. (10 minutes)

2. (Day 1) (Engagement) Instructor will direct students’ attention to the board where two columns of vocabulary words, from the attached vocabulary worksheet, have been written. (One for formal and one for informal) Where one has been written, the other column has been left blank in order for students to fill in the missing blanks. (10-15 minutes)

3. (Day 1 & Day 2) (Exploration/Explanation) Students will work in pairs to make a formal/informal language collage. Students will brainstorm and use the computer, and/or magazines, newspapers, and journals to find examples of vocabulary, grammar, and tone that represent formal and informal language to create their collages. Students may design the collage any way they wish, but there needs to be a clear separation between the examples for formal and informal language. (60-90 minutes total for the two days)

4. (Day 2) Students display their collages and examine all collages. (5- 10 minutes)

Summary/Closure/Evaluation: (10 minutes)

(Day 1 & Day 2) In conclusion, the instructor and students will discuss any questions the students may have or problem areas the instructor deems necessary. (5 minutes)

(Day 1) (Explanation) Students will write down five pairs of vocabulary words from the board. For homework, the each student will write one formal text utilizing each formal word and one informal text utilizing each informal word, for a total of ten sentences. Students may choose if the text will be in the form of a dialogue, letter, conversation, etc. (5 minutes)

(Day 2) Instructor initiates discussion regarding the collages: (15 minutes)

a. After examining the collages, what are your impressions?b. Describe how each collage represents formal and informal language

c. Do you think there are any items that could fit equally as well on the other side? Explain

(Day2) Discuss test and date with students. Explain that the test will be written and oral. The written part will cover definitions criteria, and proper use of vocabulary, grammar, and tone. For the oral part, students will conduct a mock university interview, one day prior to the test, with an English speaking professor. This interview will be videotaped. Students will view and evaluate the interviews using student created rubrics. (5 minutes)

(Day 2) (Evaluation) For homework students will create a rubric to be used to evaluate the oral part of the test, keeping in mind the topics we have covered in assignments and class. (5 minutes)

Post Assessment:

(Day 1 & Day 2) Students will be assessed on class participation and discussions (Day 1) Instructor will examine and assess each student’s script analysis of vocabulary,

grammar and tone. (Day 2) Instructor will assess the students’ homework.

Vocabulary

Formal vocabulary is more scholarly and less colloquial or common. Informal vocabulary is colloquial or common. Words may be used in a contracted or abbreviated form.

Formal Vocabulary Informal Vocabulary

Aid help

Commence begin

Conceal hide

Continue keep on

Delete get rid of

Encounter meet/come across

Enter go into

Investigate look into

Surrender give up

Renovate redo

Thank you thanks

You are welcome no problem/sure

Concerning about

Purchase buy

Obtain get

Highlighted words are not to be written on the board. Students will fill in the blanks with appropriate word(s)

Lesson 4

Subunit: Putting it all together with real-life situations

Objectives:

Students will demonstrate how to use informal language.

Students will demonstrate how to use formal language

Allotted Time: 60 minutes x 2 class periods, labeled as Day 1 & Day 2

Materials needed: money, video recorder

Procedures:

1. (Day 1) (Extension) Head to McDonald’s to practice our informal language. Each student has to order his or her own meal. All conversation must be in English. Instructor will guide conversation: (60 minutes)

a. Did everyone receive what he/she ordered?b. Was the dialogue as informal as it would be with a friend?c. Do you think there are different categories of informal language? How might you

label them?

2. (Day 2) (Extension) An English speaking professor will conduct mock university interviews in order for students to practice formal language. These interviews will be videoed and evaluated by the students using student created rubrics as evaluation tools as part of the posttest. (60 minutes)

Summary/Closure/Evaluation:

(Day 1) This lesson will end at McDonald’s, after we have eaten. (Day 2) As students complete their mock interview, they can informally evaluate/assess

themselves by discussing the activity with the other students who have finished. All discussion must be in English.

Post Assessment:

(Day 1) Instructor will assess students’ rubric assignments, and make any necessary adjustments/suggestions.

(Day 1) Teacher will assess students’ use and discussion of informal language at McDonald’s.

Formal and Informal Language Posttest

Name:_______ _______________________________ Date:________________________

Directions: Please read all questions carefully, and answer with complete sentences.

1. Compare and contrast formal and informal language. (10 points)

2. Write a small script (minimum of 10 lines) using formal language. Please briefly describe the context/audience/environment. (10 points)

3. Write a small script (minimum of 10 lines) using informal language. Please briefly describe the context/audience/environment. (10 points)

4. The following is an example of text from a formal letter. Please correct all mistakes so the finished letter contains only formal language. (Do not just mark the mistakes. You must correct them, too!) (10 points)

Hi,

It is my pleasure to recommend Jenny Frank. Her performance working as a manager for Main St. Bakery proved that she will be a good addition to any company.

I have known Jenny for 2 years in my capacity as owner of the Main St. Bakery. Jenny managed the bakery, and based on her work, I would rank her as one of the most fab managers I’ve have ever had.

Jane distinguished herself by always being on time and striking a balance between being an admired manager and good buddy to the other employees. Jane is smart and has good math and communication skills.

If her performance in my company is a good indication of how she’d perform in yours, she’d be an extremely positive asset to your company.

If I can be of any further help, or give you any further information, please don’t hesitate to give me a buzz.

Later,

Jane Smith

5. Watch student videos and evaluate yours using the rubric you created. Please turn in the rubric along with your test. (10 points)

Formal and Informal Language Posttest

Name:_______KEY_______________________________ Date:________________________

Directions: Please read all questions carefully, and answer with complete sentences.

1. Compare and contrast formal and informal language. (10 points)

Both are used to communicate. Different degrees of each form. Formal language is characterized by long, complex sentences, complex vocabulary, proper use of grammar, and serious tone. Informal language is relaxed and is characterized by contractions, abbreviations, more colloquial vocabulary.

2. Write a small script (minimum of 10 lines) using formal language. Please briefly describe the context/audience/environment. (10 points)

Answers will vary

3. Write a small script (minimum of 10 lines) using informal language. Please briefly describe the context/audience/environment. (10 points)

Answers will vary

4. The following is an example of text from a formal letter. Please correct all mistakes so the finished letter contains only formal language. (Do not just mark the mistakes. You must correct them, too!) (10 points) Students should be able to identify and correct at least 12 of the 15 mistakes. Corrections to highlighted mistakes will vary.

Hi,

It is my pleasure to recommend Jenny Frank. Her performance working as a manager for Main St. Bakery proved that she will be a good addition to any company.

I have known Jenny for 2 years in my capacity as owner of the Main St. Bakery. Jenny managed the bakery, and based on her work, I would rank her as one of the most fab managers I’ve have ever had.

Jane distinguished herself by always being on time and striking a balance between being an admired manager and good buddy to the other employees. Jane is smart and has good math and communication skills.

If her performance in my company is a good indication of how she’d perform in yours, she’d be an extremely positive asset to your company.

If I can be of any further help, or give you any further information, please don’t hesitate to give me a buzz.

Later,

Jane Smith

5. Watch student videos and evaluate yours using the rubric you created. (10 points) Please turn in the rubric along with your test.

Post Assessment

Post assessment will occur in four parts, in tandem with the four units. They will occur

during and following lessons in order to determine and clarify student understanding for each

subunit.

One type of assessment that occurs with every lesson is observation of student

participation and discussion. This type of assessment is vital in order for the instructor to

determine what the student is taking from the lesson, and how he or she is able to apply it to

various situations. Observation lets the instructor hone in on small details the student may need

extra help with.

Students will also be assessed on their homework, including script assignment,

worksheets, and evaluations. The collage assignment, completed in class, will be assessed for

accuracy and completeness. This assignment was designed to allow students to create their own

knowledge regarding language and its different forms.

The final assessment will be in the form of a posttest. This will enable the instructor to

determine the overall effectiveness of the unit instruction. This posttest will review the

terminology and vocabulary of the unit to show overall comprehension and if students are able to

apply this knowledge.