Language Arts · Grade 4

Active learning ideas

Formal vs. Informal Speaking

Active learning works because students need to experience the difference between formal and informal speaking to truly understand it. When they practice both styles in low-stakes scenarios, they see how tone, word choice, and body language shape meaning. This hands-on approach builds confidence and clarity faster than abstract explanations.

• Ontario Curriculum Expectations
• CCSS.ELA-LITERACY.SL.4.6

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Role Play
• 30 min · Pairs

Pairs Role-Play: Everyday Scenarios

Provide scenario cards such as 'asking for permission to leave class' or 'inviting a friend to play.' Partners role-play once formally and once informally, then switch roles. Discuss which version suited the situation best and why.

Differentiate between formal and informal speaking situations.

Facilitation Tip

During Pairs Role-Play, provide each pair with a scenario card and a three-minute timer to keep exchanges focused.

What to look for

Provide students with two short scenarios: one describing a casual conversation with a friend, and another describing a student presenting to the school board. Ask students to write one sentence for each scenario showing how their word choice or tone would differ.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 02

• Role Play
• 45 min · Small Groups

Small Groups: Speech Construction Challenge

Groups receive an audience type like school assembly or family gathering, plus a topic. They construct and rehearse a 30-second speech with appropriate language and delivery. Groups perform for each other and provide feedback on fit.

Analyze how word choice and tone change in formal versus informal settings.

Facilitation Tip

For the Speech Construction Challenge, give groups a checklist of formal speech elements to include in their three-sentence presentations.

What to look for

During a class discussion about formal vs. informal situations, ask students to give a thumbs up if a statement describes formal speaking and a thumbs down if it describes informal speaking. For example, 'Using contractions like 'don't' is usually appropriate here' (thumbs down for formal).

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 03

• Role Play
• 25 min · Individual

Individual: Record and Compare

Students record the same short message formally and informally using phones or tablets. They compare their videos for differences in words, tone, and gestures. Share insights with a partner for additional observations.

Construct a short speech appropriate for a formal audience.

Facilitation Tip

In Record and Compare, model how to listen for volume and clarity before students record their first takes.

What to look for

After students practice delivering their short formal speeches, have them swap with a partner. Each partner uses a simple checklist to assess: Did the speaker use clear language? Was their volume appropriate? Did they maintain eye contact? Partners provide one specific positive comment and one suggestion for improvement.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 04

• Role Play
• 35 min · Whole Class

Whole Class: Audience Switch Game

Select volunteers to deliver a 20-second talk first informally to the class, then formally. Class signals approval with thumbs up or claps, then discusses observations. Rotate three to four volunteers.

Differentiate between formal and informal speaking situations.

What to look for

Provide students with two short scenarios: one describing a casual conversation with a friend, and another describing a student presenting to the school board. Ask students to write one sentence for each scenario showing how their word choice or tone would differ.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

Teach formal speaking by modeling it yourself first, then having students practice in pairs before whole-class sharing. Avoid over-correcting informal speech during casual moments, as this can shut down creativity. Research shows students learn best when they see clear examples of both styles side by side, so use anchor charts with sentence pairs for comparison.

Successful learning looks like students adjusting their speech appropriately for different situations without being prompted. They should use standard grammar in formal settings and contractions naturally in informal ones. Peer feedback helps them notice these shifts in real time.

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Watch Out for These Misconceptions

• During Pairs Role-Play, watch for students assuming a monotone voice in formal settings.

  After students role-play, ask peers to point out moments when a speaker’s tone stayed engaging without sounding casual, then have the speaker try those techniques again.

• During Small Groups Speech Construction Challenge, watch for students believing contractions are always inappropriate.

  During their group work, have students highlight contractions in their informal speeches and explain why they fit that context, then rewrite the same sentences formally for comparison.

• During Whole Class Audience Switch Game, watch for students thinking tone alone determines formality.

  After each performance, ask classmates to identify one word or phrase that would need changing to make the speech formal or informal, then have the speaker adjust it on the spot.

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Methods used in this brief

• Role Play