Why practice reduced forms?
In our language classes we always try to speak clearly and expose our learners to the “right” way to produce spoken or written language. It is important for our learners to know the correct vocabulary and grammar of spoken and written English. However, we also need to raise awareness of how language varies in different contexts of use. This is especially true of pronunciation. For example, we make different language choices whether we are talking to a stranger or talking with close friends. When our learners hear informal spoken language as it is used in conversations among friends or in service encounters (e.g., ordering food, shopping), it can be a challenge since native speakers typically use reduced forms which can be quite different from what students hear in our classes. For our learners to be successful both in and outside the English language classroom, we need to provide practice with different contexts of use.
Class Activity
In this blog, I’ll introduce an activity that has been successful in my classes as a way to actively involve learners while providing exposure and practice with reduced forms. This activity is easy to adapt to different student levels – see “Variations” in Step 1 and at the end of the post.
Step 1: Introducing reduced forms
Use the list in Table 1 to introduce the reduced forms to your students. As a class, practice saying the reduced forms. Then provide some examples of sentences with reduced forms for your students (e.g., I gotta get groceries after class.; Whadya do yesterday?).
Variations: For more advanced classes, have students create the sentences. Put students in groups of two or three to practice saying the sentences. Make sure that students correctly understand the reduced versions. Ask students if they have heard any of these reduced forms.
Step 2: Set up the game
Before class, write nine (9) sentences using one reduced form from Table 1 in each sentence.
Make a copy of the game board in Figure 1 for each student, or have students make their own game boards by creating a table with three rows and three columns.
Step 3: Play the game
- Students choose nine (9) reduced sounds from the list of 18. Put one form in each square on the game board. NOTE: Students’ boards will look different depending on the forms they chose and where they placed them on the board.
- The teacher (or a student) reads the sentences aloud.
- Students listen for the reduced sound in the sentence. If they have the sound in a square, they mark that square.
- When students have three (3) in a row, column, or diagonal, shout Got it!
- Students say their three (3) reduced forms aloud. The teacher (or classmates) decides if they are correct.
Variations:
- Have classmates create the sentences with the reduced forms and then choose different groups of sentences to be read for the game.
- Choose a different pattern that wins (e.g., four corners, a specific row/column/diagonal).
The game can be played multiple times to provide practice with the different forms. This activity not only practices reduced forms, but it is also a great listening and speaking activity!
If you want more strategies to use in your grammar and writing classroom, check out these posts: