Formal and informal writing activities ks2
Either of the above. In their emails, they can explain what was covered in class in a way that includes a brief summary of the same text or film.
Formal and informal sorting activity
As a class, elicit from students the speech communities they thought about and compared and what they discovered in their comparisons. A close friend? Consider providing the class with your own examples. It were proper cold in school yesterday. I've not had no breakfast. He told me nothing about the party. It weren't half cold in school yesterday.
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. Help students notice that we use different types of language depending on who we are talking to.
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.
Change formal letter to informal
Sometimes when listening to English being spoken, it's difficult to tell what each word is, especially when the speaker is talking fast. Invite students to make their own presentations or podcasts comparing formal vs. 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. Mary can lend her paintbrushes to someone else - someone else borrows Mary's paintbrushes. It were really cold in school yesterday. 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. This quiz tests how well you know standard English as we use it in speaking. We don't treat everyone the same way. Explain that each of these groups makes up its own speech community or discourse community , with its own set of expectations for communicating. I ain't had no breakfast.
Have students make lists of their observations to report to the class. Again, it might be helpful to be prepared with your own examples to get students started. Alternatively, students could write an email to a classmate who is absent. Have students write their responses in the form of a dialogue between themselves and their friends.
Sometimes when listening to English being spoken, it's difficult to tell what each word is, especially when the speaker is talking fast.
All of the above. Have students work in groups to discuss and share the content that they plan to write about. I haven't had no breakfast. With formal English, it's important to make sure that every word you write is the correct one.
Formal and informal language sort
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. A very basic comparison is texting about an event to a friend versus writing about an event to a teacher. Ask Mary if you can lend her paintbrushes. The way we talk and write involves formal and informal English. Have students make lists of their observations to report to the class. Ask students to focus on two speech communities on their lists: one that they would consider informal and one that they consider relatively more formal. Sometimes when listening to English being spoken, it's difficult to tell what each word is, especially when the speaker is talking fast. It may be helpful to draw their attention to specialized vocabulary, abbreviations, sentence style, sentence length, and so forth. Ask Mary if she won't borrow her paintbrushes.
Encourage students to draw on the features from earlier in the session.
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