Some students naturally switch between formal and informal language; others need explicit practice and lots of examples. This post shares six classroom‑tested activities to help students recognize, sort, and use formal vs informal language in their own writing and speaking.
You can grab the printable handout that goes with these activities and use it for mini‑lessons, centers, or small‑group practice.
Be sure to download the free lesson handout, which includes an activity-based guide for teaching the differences between formal and informal language, with practical tools, examples, and answer keys.
Formal vs Informal Language Teaching Ideas
Activity 1: Recognizing formal vs informal language
Start by helping students notice the differences between formal and informal language.
Create a simple T‑chart on an anchor chart or in student notebooks:
- Left column: situations or categories (sentences/phrases, abbreviations, slang, exclamations, vocabulary, point of view, contractions, active/passive voice).
- Right columns: examples of formal and informal language.
You might model a few pairs like:
- Sentences/Phrases
- Formal: We will see you in February when you are in Connecticut.
- Informal: See you.
- Abbreviations
- Formal: For your information…
- Informal: FYI
- Grammar/Slang/Colloquialisms
- Formal: going to
- Informal: gonna
Students can fill in missing examples, sort phrases into the correct column, or create their own pairs. This makes the abstract idea of “formal vs informal” concrete and visible.
Activity 2: Situations that Call for Formal vs. Informal Language
Next, connect language choices to real‑life situations.
Create a T‑chart labeled Formal and Informal. Ask students to brainstorm texts or situations that belong in each column. You can start with a list like:
- Possible formal situations/texts:
- legal documents
- reports
- talking to superiors
- informational pamphlets
- public speaking
- Possible informal situations/texts:
- personal emails
- social media posts
- text messages
- conversation with friends
- advertising (depending on tone)
Have students sort these into the chart and explain their reasoning. This helps them see that “formal vs informal” isn’t about right or wrong—it’s about choosing the right tone for the audience and purpose.
Activity 3: Sorting passages by formal vs informal language
Give students short passages and ask them to decide whether each one is formal or informal and why.
For example:
Passage 1 (informal): Hi, We went to Boston for the weekend. Lots to tell you. See ya soon!
Passage 2 (formal): Dear Melissa, My family and I went to Boston for the weekend. I am looking forward to telling you about our trip when I see you. Sincerely, Beth
Have students highlight clues: greetings, closings, vocabulary, slang, contractions, emotional tone. Then discuss how those choices change the feel of the writing.
Activity 4: Sequencing variants from casual to formal
In this activity, students take several ways of saying the same thing and order them from least formal to most formal. Answers may vary, which makes the discussion rich.
Set 1 – Ways of saying good‑bye:
- Take it easy.
- I’m out of here.
- I gotta hit the road.
- See you later.
- Have a nice day.
- I look forward to our next meeting.
Set 2 – Ways of saying congratulations:
- Congratulations on your well‑deserved success.
- You rock!
- So pleased to see you accomplishing great things.
- Nothing can stop you now.
- Keep up the great job!
- Way to go!
Ask students to explain why they placed each phrase where they did. This helps them think about subtle shifts in tone, not just “formal vs informal”.
Activity 5: Comparing passages from literature
Use short excerpts from familiar novels to show how authors choose tone and formality.
For example:
An excerpt from The Secret Garden
An excerpt from Alice in Wonderland
Guide students with questions like:
Are the sentences mostly long or short?
Is the vocabulary more formal or more casual?
Is grammar standard, or are there fragments and playful language?
Are contractions used?
Do you see exclamation marks or idioms?
Students can decide whether each passage feels more formal or informal and explain which features led them to that conclusion. This connects the concept to real reading.
Activity 6: Changing informal sentences to formal ones
Finally, give students informal sentences and ask them to rewrite them in a more formal tone.
Examples:
- Just dropped by to say we’re leaving at 4.
- Thanks a lot.
- Heard from him lately?
- You don’t hafta do that.
- I’m getting tired of this mess.
Students can work individually or in pairs, then share their revisions and discuss which changes made the biggest difference (greetings, complete sentences, vocabulary, removing slang, etc.).
These six activities build from recognition to application, helping students understand not just what formal and informal language look like, but when and why to use each.
👉Get the printable version of these activities.
You can use the handout as a companion to this post. Print it for students, project it during mini‑lessons, or add it to your writing centers.
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