Help students to become aware of reduced forms.
Help students to understand the structure and origin of reduced forms and identify the reduced words and sentences.

Lesson Plan
Introduction: At the beginning of a class  introduce from one to five new reduced forms and explain how they are reduced and where can they be found. The teacher first models the slow, ideal pronunciation of each reduced form, then the relaxed, fast pronunciation. For example, "What do you" and "want to" become Whaddaya and wanna.
Warm-up:
Play a dialogue with reduced forms, as follows:
-          Kin ya help me?
-          Sure whaddaya need?
-          Well I’m gonna mail these packages ta my parents. I want ‘em ta git’em as soon as possible.
-          How fast d’ya want’em ta git ‘em?
-          Faster than my brother got the package I sent him
-          When did ‘e git it?
-          Well I sent’em  the package last month. Do ya know when ‘e got it? Last week!
-          How did ya send it?
-          I sent is package first class.
-          Wow. I sent my sister a package a package, and it only took ‘er  four days ta git it.
 
Play it again, pausing after each line and getting students to repeat the lines.
Ask the question: “Was the dialogue hard to understand? Why/Why not?” After eliciting students’ responses, ask them to write the lines of the dialogue in standard written English. Then play the same dialogue in careful pronunciation to check.
Practice: Ask them to identify the reduced forms in the sentences above and make them repeat the lines quickly three or more times to their partners and let them feel the change in the sentences.
Production: Play a dialogue expantion part at which the speakers use relaxed speech and ask students to fill in the gaps with reduced forms in their worksheets.
Assignment: Listen to some pop songs or watch movies scenes, and write down the reduced forms they can catch.  Give them a list of possible reduced forms (Whaddaya, wanna, gonna, gotta, hafta, hasta, useta, cha, etc)
Extra activity on how to make entries in their listening journals.
1.      Write the date, time started, time finished, and type of material used.
2.      Concentrate on listening for stressed words and reduced forms you have learned.
3.      Write down new words and expressions you hear.
4.      Make a note of reduced forms you recognize.
5.      Take dictation on a one- or two-minute section of the tape or program you are using. Replay the tape as often as necessary.
6.      If you are listening to a song, take dictation on as much of it as you can. Compare your dictation later with the lyrics.
7.      Before you start listening, write down some words or expressions you expect will be used. Put a check by the ones that are used.
8.      Rate the degree of difficulty for the listening passage on a scale of 1-10.
9.      Rate your level of interest on a scale of 1-10.
10.  Do you recommend this material for other students?
11.  Listen to the tape once more. This time don't write anything. Relax. Don't try to understand everything. Listen only for stressed words. Write a brief summary of what you think you understood.