Speaking:
Role-Play Register Switch
Grouping:
Time:
Pairs
25 minutes
Aim
Students will practice shifting between formal and informal registers in conversation.
Materials
• A set of role-play scenarios (e.g., speaking with a friend vs. a professor)
• A list of register-appropriate phrases
Preparation
• Create role-play scenarios requiring register shifts.
• Provide examples of formal and informal phrasing.
Activity Breakdown
1. Each pair receives a scenario requiring different registers.
2. They role-play a conversation using informal language first.
3. They repeat the conversation in a formal register.
4. They discuss differences and why they changed their language.
Instructions
1. Read your role-play scenario.
2. Have a conversation using informal language.
3. Repeat the conversation in a formal register.
4. Compare the differences.
5. Share insights with the class.
Concept Checking Questions
• Would you say ‘Hey, what’s up?’ to a professor? (No, it’s too informal)
• Why do we change our language in different situations? (To match social expectations)
Examples
• Informal: “Hey, can you give me a hand?” → Formal: “Would you be able to assist me?”
• Informal: “I’ll get back to you soon.” → Formal: “I will respond to you shortly.”
Extensions/Varations
• Harder: Students role-play a scenario where the register gradually changes (e.g., a casual meeting becoming more professional).
• Easier: Provide a list of phrases they must incorporate.
Error Correction
• The teacher provides feedback on appropriateness and tone.
Writing:
Write for Different Audiences
Grouping:
Time:
Individuals
30 minutes
Aim
Students will write the same message for different audiences using appropriate register.
Materials
• A writing prompt requiring two different registers
• A list of audience types (e.g., friend, professor, employer)
Preparation
• Create a prompt that can be written formally and informally (e.g., a request for information).
• Provide a word bank of register-appropriate vocabulary.
Activity Breakdown
1. Students choose a prompt and identify two audiences.
2. They write two versions of the message (one formal, one informal).
3. They exchange with a partner for peer feedback.
4. They discuss differences in structure and vocabulary.
Instructions
1. Choose a writing prompt.
2. Identify two audiences with different registers.
3. Write two versions of the message.
4. Swap with a partner and compare.
5. Discuss how register affects meaning.
Concept Checking Questions
• Would you use contractions in a formal letter? (No, they are too informal)
• Why do we change register when writing to different people? (To match expectations and maintain appropriateness)
Examples
• Formal: “I would appreciate it if you could provide further details.”
• Informal: “Can you tell me more about it?”
Extensions/Varations
• Harder: Students write a report and an email on the same topic, adjusting register.
• Easier: Provide a template for each version.
Error Correction
• The teacher checks for consistency in register and tone.
Listening:
Listening for Register
Grouping:
Time:
Small groups
25 minutes
Aim
Students will analyze register shifts in real-world spoken contexts.
Materials
• Audio recordings of formal and informal speech (e.g., a business meeting vs. a casual chat)
• A worksheet with comprehension questions
Preparation
• Select recordings featuring clear register shifts.
• Prepare questions about tone and vocabulary choices.
Activity Breakdown
1. Students listen to two conversations with different registers.
2. They identify vocabulary and structures indicating register.
3. They compare the differences in small groups.
4. They discuss why the speaker adjusted their register.
Instructions
1. Listen to the two conversations.
2. Identify words that signal formality or informality.
3. Compare differences with your group.
4. Discuss why the speaker used different registers.
5. Share your conclusions with the class.
Concept Checking Questions
• What makes language formal? (Complex structures, indirectness, polite tone)
• Why might someone change their register mid-conversation? (To match the listener’s expectations)
Examples
• Formal: “It is imperative that we address this issue.”
• Informal: “We really need to sort this out.”
Extensions/Varations
• Harder: Students transcribe part of the recording and rewrite it in the opposite register.
• Easier: Provide a word bank of formal and informal phrases.
Error Correction
• The teacher checks for accurate identification of register markers.
Reading:
Analyzing Register in Texts
Grouping:
Time:
Pairs
25 minutes
Aim
Students will compare and analyze register shifts in written texts.
Materials
• Two versions of a letter (one formal, one informal)
• A worksheet with discussion questions
Preparation
• Write or source two versions of the same text with different registers.
• Create comprehension questions on tone, vocabulary, and purpose.
Activity Breakdown
1. Students read both versions of the text.
2. They highlight differences in vocabulary and sentence structure.
3. They discuss how register affects meaning.
4. They rewrite one paragraph in the opposite register.
Instructions
1. Read both versions of the text.
2. Highlight formal and informal differences.
3. Discuss how register affects meaning.
4. Rewrite one paragraph in the opposite register.
5. Share your changes with the class.
Concept Checking Questions
• How does ‘I regret to inform you’ differ from ‘Sorry to say’ in tone? (More formal and professional)
• Why would a business use a formal register? (To maintain professionalism)
Examples
• Formal: “We regret to inform you that your application was unsuccessful.”
• Informal: “Sorry, you didn’t get the job.”
Extensions/Varations
• Harder: Students analyze an academic text for register shifts.
• Easier: Provide a list of formal/informal word pairs.
Error Correction
• The teacher corrects register-related errors in rewrites.