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  • >> Here with my friend Tom, my favorite Rachel’s English teacher, besides myself.

  • >> Of course. >> Were going to have a little conversation

  • and then turn it into a Ben Franklin exercise.

  • >> Are you stressed about anything, Rach? Can I call you Rach?

  • >> You can call me Rach. >> Um, sort, of, but in a very good way. You

  • know I’m leaving for Europe. >> Yes, that’s right. How long are you going

  • to be gone for? >> I’m going to be gone for five weeks.

  • >> That’s a good long time. >> It’s a good long time. I’m leaving

  • in 10 days. So it feels like there’s a lot to be done.

  • >> Are you stressed about anything, Rach? [2x]

  • Are you stressed about anything, Rach? Every word there was quite fast except for the word

  • you’. It’s a little uncommon to stress a function word like this. Normally, I think

  • I would stress the wordstressed’. Are you stressed about anything, Rach? But the

  • reason why Tom stressed the wordyouis because I had just asked him if he was

  • stressed about anything. So now, he was turning the question to me, and he stressedyou’.

  • Are you stressed about anything, Rach?

  • >> Are you stressed about anything, Rach? [2x]

  • A couple other things I notice about this sentence, Tom turns the T into a D, making

  • it a flap. About anything, about anything. He’s doing this because it’s a T coming

  • between two vowel sounds. Even though it’s two separate words, the T still comes between

  • two vowel sounds, which means it’s a great opportunity to link the two words together

  • with a Flap T (which sounds like the American D).

  • About anything [3x]. Are you stressed about anything, Rach?

  • >> Are you stressed about anything, Rach? [2x]

  • Did you notice how the intonation went up at the end? About anything Rach? Rach? Rach?

  • That’s because this is a yes/no question. And yes/no questions go up in pitch at the

  • end.

  • >> Are you stressed about anything, Rach? Can I call you Rach?

  • >> You can call me Rach.

  • >> Can I call you Rach? >> You can call me Rach.

  • These next two sentences are great examples of reducing the wordcan’.

  • >> Can I call you Rach? >> You can call me Rach.

  • The wordcanis so fast there, as if it has no vowels at all. Just the K sound

  • and the N sound. Kn, kn, kn. Can I call you Rach? You can call me Rach.

  • >> Can I call you Rach? >> You can call me Rach. [2x]

  • Notice how everything flows together. We don’t feel like we have five separate words in this

  • sentence. Can I call you Rach? Can I call you Rach? It’s just like one long word.

  • We do that by linking words together. When a word begins with a vowel, and the word before

  • ends in a consonant, this is an easy time to link. Just like up here, when we used a

  • Flap T to link. Can I. [3x] Linking an ending consonant to a beginning vowel helps smooth

  • out the line. Can I. Can I call you Rach? You can call me Rach. Again, the wordcan

  • is almost lost here. Kn, kn. You can call me Rach.

  • >> Can I call you Rach? >> You can call me Rach. [2x]

  • We reduce the wordcanlike this when it’s not the only verb in the sentence.

  • In these two sentences, the main verb iscall’. That means the wordcanis a helping

  • verb. That’s a function word, it’s not as important as the main verbcall’.

  • The wordcanis usually a helping verb. When you pronounce it reduced, kn, kn, it

  • will help you sound more American. Can I call you Rach? You can call me Rach. Kn, kn.

  • >> Can I call you Rach? >> You can call me Rach.

  • >> Um, sort of, but in a very good way.

  • Did you notice? Another Flap T here, linking the wordsortandof’. Sort of,

  • sort of, sort of. So it sounded like an American D. I just said that when the T comes between

  • two vowel sounds, it turns into a Flap T and can link words. But R is not a vowel sound.

  • The rule is, if the T comes between two vowels, or after an R, before a vowel, that it becomes

  • a Flap T. Sort of. [3x] If we think of this as one word, stress is on the first syllable.

  • Sor-duv. And the second syllable is very fast. It has the schwa, not a full vowel. Sort of. [2x]

  • >> Um, sort of, but in a very good way.

  • Let’s go back for a second. I left something important out. The wordum’. This is

  • the word we use when were thinking. Um or uh. These thinking sounds use the UH as

  • in BUTTER vowel. Uh, uh. I call this the core sound of American English. Everything in the

  • mouth, face, neck, throat is extremely relaxed. Uh, um. That allows the placement to be lower

  • in the body, less in the face. Very American. Um, uh.

  • >> Um, sort of, but in a very good way. [2x]

  • The first syllable of the wordvery’, ver-, and the wordway’, but in a very

  • good way, are the most stressed. Do you hear how fast this string of function words is?

  • But in a. [4x] But in a very good way. They all link together. Again, we have ending consonant

  • linking into a beginning vowel, ending consonant linking into a beginning vowel. Both of these

  • links help to make it sound like one word, very smooth. But in a, but in a. Again, this

  • T is turning into a Flap T, or, a D sound. But in a, but in a. But in a very good way.

  • >> Um, sort of, but in a very good way. You know I’m leaving for Europe.

  • You know I’m leaving for Europe. What do you hear as the most stressed syllables in

  • this sentence? I hearknow’, ‘leav-‘, ‘Eur-‘. You know I’m leaving for Europe.

  • >> You know I’m leaving for Europe. [2x]

  • These are all the most important parts of the sentence, the content words. Content words

  • are nouns, verbs, adjectives, and adverbs. Here we have verb, verb, and proper noun.

  • You know I’m leaving for Europe. Notice that in a content word, for example, leaving,

  • that only the stressed syllable is stressed. Even though this is an important word, and

  • it’s a stressed word in the sentence, the unstressed syllable, theing ending, is

  • not stressed. So, unstressed syllables, even in stressed words, are still unstressed syllables.

  • >> You know I’m leaving for Europe. [2x]

  • Notice I use the contraction I’m. Some of my students don’t like to use contractions

  • because they don’t think theyre clear enough. They will say ‘I am’. You know

  • I’m leaving for Europe. But using a contraction, like I’m, is just like up here, where we

  • took these three words and linked them together and made them very fast. But in a. So, contractions

  • are words we reduce and link together in writing and in speech. I’m, I’m.

  • >> You know I’m leaving for Europe. [2x]

  • Reducing and contracting words will help you sound very American. There’s actually one more

  • example of a reduction in this sentence. It’s the wordfor’. For Europe. For Europe.

  • I reduced that vowel to the schwa. And the schwa-R together make one sound, rr. Rr, rr,

  • fr, fr. For Europe, for Europe. And again, here we have an ending consonant linking into

  • a beginning vowel. For Europe. [3x] So those two words glide together very easily. For

  • Europe, for Europe.

  • >> You know I’m leaving for Europe. >> Yes, that’s right. How long are you going

  • to be gone for?

  • This was all very fast. Yes, that’s right. How long are you going to be gone for? Wow.

  • Tom didn’t even really finish the wordright’. Yes that’s right how long? He certainly

  • didn’t pronounce a full T. He moved on to the next sentence before he even finished

  • that word.

  • >> Yes, that’s right. How long are you going to be gone for?

  • So there was no real break here between sentences. You probably noticed he tookgoing to

  • and turned it intogonna’. How long are you gonna? You gonna? [3x] How long are you

  • gonna be gone for?

  • >> Yes, that’s right. How long are you going to be gone for? [2x]

  • Did you notice Tom did not reduce the wordforto the schwa. Well, I just said

  • that that’s something that we want to do with this word in order to make it sound more

  • American. But, I do need to add: we don’t reduce words likeforwhen theyre

  • at the end of a sentence.

  • >> Yes, that’s right. How long are you going to be gone for?

  • There, they need to be fully pronounced. Even though it was still very fast, it wasn’t

  • a stressed word, it did have the full vowel.

  • >> Yes, that’s right. How long are you going to be gone for?

  • >> I’m going to be gone for five weeks.

  • I’m going to be gone for five weeks. [2x] Again, I used ‘I’m’ instead of ‘I

  • am’. That helped me make it fast and less important, compared to the more important

  • words in the sentence.

  • >> I’m going to be gone for five weeks. [2x]

  • You also may have noticed, I also tookgoing toand pronounced itgonna’.

  • I’m gonna [3x].

  • >> I’m going to be gone for five weeks. [2x]

  • How do you hear this wordfor’? Listen again.

  • >> I’m going to be gone for five weeks. [2x]

  • Youre right, it’s reduced. For, for, for, for five, for five. For five weeks.

  • >> I’m going to be gone for five weeks. [2x]

  • So, the most important words there, the loudest, the clearest, aregone’, ‘five’,

  • andweeks’. Those are the words that carry the actual meaning of the sentence.

  • So, we don’t reduce these more important words. But if we say all the other words fast,

  • reduce them, then it makes these more important words stand out the most. I’m going to be

  • gone for five weeks.

  • >> I’m going to be gone for five weeks. >> That’s a good long time.

  • That’s a good long time. Tom didn’t really pronounce the TH here. He reduced the word

  • that’s’ to just the schwa-TS sound. Utsa, utsa, utsa good long time. [2x]

  • >> I’m going to be gone for five weeks. >> That’s a good long time. [2x]

  • We reduce that’s, it’s, what’s, at the beginning of a sentence like this a lot. And

  • look, we have an ending consonant beginning vowel to link. That’s a, [3x]

  • that’s a good long time. He stressed the last three words.

  • >> I’m going to be gone for five weeks. >> That’s a good long time. [2x]

  • We have adjective, adjective, noun.

  • The three content words are stressed, longer, clearer.

  • >> I’m going to be gone for five weeks. >> That’s a good long time.

  • >> It’s a good long time. I’m leaving in ten days.

  • I reduced the wordit’s’ by dropping the vowel. Tsa, tsa, it’s a good long time.

  • >> It’s a good long time. I’m leaving in ten days.

  • It’s a good long time. Linking the TS cluster into the schwa. Tsa, tsa, it’s a good long

  • time. It’s a good long time. Again, these three words are stressed, good long time.

  • I stressed the wordgoodthe most. It’s a good long time. It’s a good long time.

  • Just like Tom did earlier, I didn’t really leave a sentence break here, did I? I went

  • straight on to my next thought.

  • >> It’s a good long time. I’m leaving in ten days.

  • Look. Another contraction. The most important syllables in that sentence: leav-, ten, days.

  • I’m leaving in ten days. [4x] Again, theyre the most important parts of the sentence for

  • content. The verb leaving, and the time amount, ten days.

  • >> I’m leaving in ten days, so it feels like there’s a lot to be done.

  • I notice the worditis not very clear. So it feels. [2x]

  • >> I’m leaving in ten days, so it feels like there’s a lot to be done.

  • So it feels like. The worditbegins with a vowel. Here, the word before ends with

  • a vowel. So we can link vowel to vowel. So it. [3x] So it feels like. It’s a very smooth

  • transition. And it can feel like I go through the glide consonant W. So it. [3x] That helps

  • me link them together. So it feels like.

  • What’s happening with the T init’? It’s a Stop T. So it, so it, so it feels.

  • So it feels like. The T is not fully pronounced, tt. So it, so it. But instead, I stop the

  • air. So it. In general, we pronounce T’s this way when the next sound is a consonant.

  • So it feels like there’s a lot to be done. And the ending Z sound ofthere’s’

  • links right into the schwa sound uh. There’s a, there’s a, there’s a lot to be done.

  • >> There’s a lot to be done. [2x]

  • How are these two words pronounced? Lot to, lot to. This is clearly not anoovowel,

  • it’s a schwa. Lot to. But what about the T’s? Lot to. I’m making the first T a

  • Stop T. Lot. So I’m just stopping the air for a secondlot to, lot tobefore releasing

  • to make the second T. There’s a lot to be done.

  • >> There’s a lot to be done. [2x]

  • We use these three words together, a lot to, quite a bit. Let’s do a quick comparison

  • to ‘a lot of’, which we also use together frequently. Here we have an ending T consonant

  • and beginning vowel. The T comes between two vowels, so it’s a Flap T or a D sound. A

  • lot of, a lot of. So the T inlotis pronounced one way in this phrase, a lot to,

  • and a different way in this phrase, a lot of. Let’s listen to the whole bit of conversation

  • one more time.

  • >> Are you stressed about anything, Rach? Can I call you Rach?

  • >> You can call me Rach. >> Um, sort, of, but in a very good way. You

  • know I’m leaving for Europe. >> Yes, that’s right. How long are you going

  • to be gone for? >> I’m going to be gone for five weeks.

  • >> That’s a good long time. >> It’s a good long time. I’m leaving

  • in 10 days. So it feels like there’s a lot to be done.

  • Even with just a little bit of speech, there’s a lot to study. Thanks for studying with me.

  • That’s it, and thanks so much for using Rachel’s English.

>> Here with my friend Tom, my favorite Rachel’s English teacher, besides myself.

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英会話エクササイズ - レイチェルはストレスを感じていますか? ベン・フランクリン・エクササイズ (English Conversation Exercise - Is Rachel Stressed? Ben Franklin Exericse)

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    nini に公開 2021 年 01 月 14 日
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