IMPOSSIBLE! [or NOT?] – Learn English Conversation in 4 Hours

understanding native speakers and fast english isn't about understanding the sounds of american english it's about all the other things linking reductions the more you study them the more effortlessly you'll be able to speak fast english and understand native speakers today we're going to do just that in 18 conversations and monologues here's the first one we'll study with the analysis we'll do together tom what did you do today today i woke up and i went for a run and then i just worked so where do you run i run in fort greene park in brooklyn so

what are you doing after this after this nothing no plans no plans should we get dinner yeah now let's do an in-depth analysis to study all these important parts linking reductions flap tees stress and so on tom what did you do today today i woke up tom what did you do today lots of interesting things happening here i noticed first of all that i've dropped the t here what did what did what did you do i'm also noticing i'm getting more of a j sound here ju ju what did you did you so the d

and the y here are combining to make the j sound so we have wa de what did you what did you what did you tom what did you do today the other thing i noticed is that the t here is really more of a flap sound a d duda duda do today this is most definitely a schwa so we're reducing this unstressed syllable to be the schwa today today do today do today tom what did you do today tom what did you do today today today today i woke up now here we have today three

times always the first syllable is reduced to the schwa sound but i'm noticing that these t's are all true teas and not flap t's that's because they're beginning sentences so we're not going to reduce that to a flap t in the case up here do today it came the t in today came between a vowel do the u vowel and the schwa sound and that's why we made this a flap sound but here we're beginning a sentence so we're going to go ahead and give it the true t sound though we will most definitely reduce

to the schwa today today today today today today today tom what did you do today today today today i woke up everything was very connected there and i know that when we have something ending in a vowel or diphthong sound and the next word beginning in a vowel or diphthong sound that we want that to really glide together today i today i today i and anytime we have a word that begins with a vowel we want to say does the word before end in a consonant sound it does it ends in the k consonant sound

woke up woke up so to help us link we can almost think of it as beginning the next word woe cup woke up today i woke up today today today i woke up and i went for a run and i went for a run tom dropped the d here connected this word and to i and i and i and i this was the schwa sound so he's reduced and and i and i and i went for a run for a furra tom reduced the vowel in the word four to the schwa and we've connected these

two function words together fura fura fura this is also a schwa for a furra for a run for a run and i went for a run can you pick out the two stressed words here when run those are the two words that have the most shape and the voice the most length and i went for a run and i went for a run again he's got the intonation going up here at the end because comma he's giving us a list here and there's more information about to come today i woke up and i went for

a run and i went for a run and i went for a run and then i just worked and um now here tom did pronounce the d he linked it to the next word beginning with a vowel which is just this thought word that we say when we're thinking and um and um again the intonation of the voice is going up at the end and um signaling comma not a period more information coming and uh and and then i just worked worked worked then i just worked here finally we have the intonation of the voice

going down at the end so we know period end of the sentence end of the thought then i he connected this ending consonant to the beginning vowel the diphthong i i to smooth that out then i then i then i just worked did you notice tom dropped the t here we did not get just worked just worked he didn't release it this happens often when we have a word that ends in a cluster with a t when the next word also begins with a consonant in these cases often the t will get dropped i just

worked i just worked i just worked do you notice that the ed ending here is pronounced as a t sound that's because the sound before the k is unvoiced so this ending will also be unvoiced worked worked and i went for a run and then i just worked and then i just worked and then i just worked so where do you run so where do you run now this is a question but did you notice the intonation went down at the end run run that's because it's a question that cannot be answered with just yes

or no yes no questions go up in pitch at the end all other questions tend to go down in pitch at the end where do you run do you hear the stressed words in that question where run so where do you run longer words more up down shape of the voice where run so where do you run so where do you run so where do you run so where do you run i run in fort greene park what do you hear as being the stressed syllables there i run in fort greene park i run in

fort greene park i run in fort greene park i run in fort greene park i hear da da da da da da definitely i hear fort greene and park all being longer all having that shape in the voice i run in fort greene park also i is a little bit more stressed than running i i da da da da i run in i run in runnin runnin so those two words are really linked together because we have an ending consonant and a beginning vowel running running i running i run in fort greene park i run

in fort greene park i run in fort greene park i run in fort greene park in brooklyn in brooklyn brooklyn a two-syllable word one of the syllables will be stressed what do you hear as being stressed brooklyn brooklyn definitely it's that first syllable brook brook brooklyn brooklyn in brooklyn in brooklyn in brooklyn so what are you doing after this so what are you doing after this how was i able to say so many words quickly but still be clear first of all i'm dramatically reducing the word r to the schwa r sound er er that

means the t here is now coming between two vowel sounds and i'm making that a flap t sound which sounds like the d between vowels water water water also the word you is unstressed so it's going to be in that same line what are you what are you what are you what are you very fast quite flat lower in volume what are you doing now here we have a stressed word do doing doing what are you doing do you hear how this syllable do sticks out of that phrase more than anything else what are you

doing what are you doing after this another stressed word here so what are you doing after this so what are you doing after this so what are you doing after this what are you doing after this what are you doing after this after this nothing tom's speaking a little bit more slowly than i am here after this nothing we have two two-syllable words here which syllable is stressed let's take first the word after if you think you hear the first syllable as being stressed you're right af the second syllable very low in pitch flat and

quick after what about the word nothing again it's the first syllable ing endings even though this isn't an ing verb will be unstressed nothing no no nothing after this nothing after this nothing after this nothing no plans no plans nothing reduces in this phrase i'm really hearing this as two different stressed words they're both one syllable no plans no plans no plans no plans no plans no plans no plans no plans should we get dinner yeah should we get dinner one of the things i notice is i'm dropping the d sound should we should we

should we get should we get should we get that's helping me say this less important word even faster should we get dinner should we get dinner should we get dinner should we get dinner i noticed that the tea here is a stop tea i don't release it it's not get dinner it's get get get get dinner get dinner should we get dinner should we get dinner should we get dinner should we get dinner do you notice in this question my voice does go up in pitch at the end dinner dinner that's because this is a

yes no question pitch goes up should we get dinner should we get dinner yeah as you probably know a more casual way to say yes should we get dinner yeah should we get dinner yeah here's the conversation again you're gonna see our markings on screen you'll actually hear the conversation three times to help you really take in what you're seeing tom what did you do today today i woke up and i went for a run and then i just worked so where do you run i run in fort greene park in brooklyn so what are

you doing after this after this nothing no plans no plans should we get dinner yeah tom what did you do today today i woke up and i went for a run and then i just worked so where do you run i run in fort greene park in brooklyn so what are you doing after this after this nothing no plans no plans should we get dinner yeah tom what did you do today today i woke up and i went for a run and then i just worked so where do you run i run in fort greene

park in brooklyn so what are you doing after this after this nothing no plans no plans should we get dinner yeah that was tom my colleague and great friend you're gonna see some more conversations with him in this video but first another dear friend laura we're grocery shopping just casual conversation between two friends let's see the conversation and then we'll study it i just got my first weird look but you know what at the end of the day at the end of the day it's the students who matter that's right okay green beans cranberries fresh

oh yeah oh and i was hoping that we wouldn't have to buy a huge bag how many do we need and now for that analysis i just got my first weird look but you know what at the end of the day i know at the end of the day it's the students who matter that's right okay green beans cranberries fresh oh yeah oh and i was hoping that we wouldn't have to buy a huge bag how many do we need now the analysis just got my first weird look i just got my first weird look

the words that i hear being the most stressed there are just weird and look they're a little bit longer so i just got my first weird look let's talk about the pronunciations of t here they're interesting first we have a stop t in got my this is how we usually pronounce an ending t when the next word begins with the consonant got my so it's not gamma gamma with a continuous flow of sound but it's got my got an abrupt stop for the word then the word my got my we stop the air in our

throat and that signifies the stop t got my i got my got my the other two t's are also ending t's but now they're part of a cluster the st cluster and it's very common when a t is between two other consonants to drop that t so if you look when we link the two words together which we always do with a thought group the t's now come between two consonants so we will drop them this is so common with s t ending clusters when the next word begins the consonant we drop it so the

word just is a very common word and when it is followed by a consonant word we drop that t sound so instead of i just got it becomes i just got just got the s sound right into the g does this sound familiar to you do you think you've heard americans doing this it's really common just got just just got just got my first weird look and for first weird we pronounce that first weird firsts weird right from the s into the w and this helps us link the two words more smoothly and we always

like a smooth line in american english first weird look first weird look first weird look but you know what at the end of the day it doesn't matter she's speaking really quickly here but you know what at the end of the day doesn't matter so even though she's speaking really quickly some of the syllables are a little bit longer and that's what helps make it clear to a native listener let's just look at the first sentence but you know what no and what both a little bit longer we have a stop t at the end

of what but you know what the intonation goes up at the end it's a yes no question but you know what but you know what but you know what what about butt and you she pronounces that so quickly she actually drops the t which isn't that common in general but in this phrase which is pretty common but you know what or you know what we say that quite a bit and in a phrase that's more common we tend to do even more reductions because of the familiarity we know that it will still be understood so

it's very common to pronounce this phrase you know what these two words linked together said very quickly become just the b sound and the schwa then the y sound and the schwa a common reduction of the word you bia but you know what but you know what but you know what but you know what at the end of the day it doesn't matter at the end of the day it doesn't matter end a little bit longer at the end at the end of the day it is so those syllables are a little bit longer which

provides a little contrast with her very fast speech her very fast unstressed words and we do need this contrast of stressed and unstressed to sound natural in american english so let's look at the unstressed words at and the at the end of the day but at the end of the day at the end of the day it's actually at v and the vowel is so fast this can either be the whole ah vowel or it can be the schwa or at the end of the day but at the end of the day at the end

of the day it doesn't really matter what matters is that it said incredibly quickly we have a stop t so the word at is cut off a little abrupt you stop the air in your throat and the e here is pronounced as the e as in she vowel because the next word begins with a vowel or diphthong sound if the next word began with a consonant sound then it would be the which is what we get here here it's pronounced as the schwa because the next sound is a consonant sound so we have the end

and the day but of course it's not pronounced that clearly is it because this isn't an important word so it's at the ati at the end of the day but at the end of the day at the end of the day of and the becomes the whole word of is reduced to just the schwa which we link onto the word the other other end of the day end of the day at the end of the day end of the day the end of the day the end of the day so making these less important words

really quickly helps provide the contrast we need practice that with me at the end of the day at the end of the day but at the end of the day it doesn't matter the words it and doesn't also said pretty quickly another stop t here it doesn't matter it doesn't matter it doesn't i don't know it doesn't matter it doesn't matter it doesn't matter now i think i hear the t here being totally dropped as well this is pretty common we either drop the t or we make it sort of a nasal stop sound to

signify the nt doesn't but here i think she's just making the n sound glide right into the m sound doesn't matter and because of that smooth connection there's no stop it doesn't matter it doesn't matter the word it very quick stop after it but these two words are still said pretty quickly it doesn't it doesn't matter and then the stress syllable ah with the a vowel in matter and then we have a flap t matter i know i know so i said this at the same time she was saying doesn't matter i know it's a

two word phrase and stress is on the word no but the pitch of the whole phrase is smooth it's not i know but it's this smooth line connecting i know it's the smooth change in pitch this rise and fall of intonation that makes one of the characteristics of american english smooth transitions we want the words to be linked we want the change and intonation to be smooth so that nothing's choppy i know i know i know i know at the end of the day at the end of the day now here i definitely reduce the

vowel to the schwa but stop t at the end of the day again the whole phrase is very smooth it the end of the day with end and day being a little bit longer also having that peak in intonation again the letter e here makes the e as in she vowel because the next word begins with the vowel sound and here it makes the schwa because the next word begins with the consonant so we have it at the end and then i also drop the v sound and make just the schwa the these two words

study very quickly of the day at the end of the day at the end of the day at the end of the day at the end of the day it's the students who matter it's the students who matter and here stu is the most stressed syllable of that phrase ma also a little stressed again we have a flap t here matter it's the students who matter it's the said quickly it's the it's the it's the it's the it's the it's the stu student students then these two syllables more quickly ma another little stretch it's the

students who matter [Music] smooth change in intonation with peaks on the stressed syllables it's the students who matter it's the students who matter it's the students who matter that's right that's right that's right that's right the th sound here not terribly clear she's not bringing the tongue tip through the teeth for it but she's pressing the tongue tip on the backs of the teeth where the top and bottom teeth meet that that that's that's that's that's that's right it allows us to make that sound a little bit more quickly that's right that's right that's right

that's right now here we have the ts cluster into the r all of these sounds are pronounced we get and then er that's right that's right but this is a stop t where we cut off the air the pitch doesn't fall down slowly we have an abrupt stop right right that's right right that's right that's right okay green beans okay green beans green most stressed word in that phrase and the pitch is all smooth okay green beans the pitch goes up energy builds towards the stress word and then it falls away beans afterwards while i

say that laura says just a little exclamation you make when you notice something or something's important do you want to call attention to it or if you get excited about something ooh look at that green beans big green beans big green beans cranberries cranberries cranberries cranberries stress is on the first syllable there that's a three syllable word so the first syllable is crayon and the last two syllables are berries berries berries they're a little less clear a little bit more mumbled that's how unstressed syllables sound cranberries cranberries cranberries cranberries fresh fresh fresh what do you

notice about the intonation of that word fresh it moves up and down and that is the shape of a stressed syllable fresh fresh fresh we don't want flat pitches in american english fresh fresh fresh oh yeah oh yeah oh yeah a little unclear because my head is turned so i'm not facing the mic oh yeah but you can still hear that the intonation is nice and smooth oh yeah oh yeah the words link together there's no separation of the two words oh yeah oh yeah oh yeah oh and i was hoping oh oh this is

like ooh it's just a filler word an exclamation do need some lip rounding for the second half of that diphthong oh and i was hoping that we wouldn't have to buy a huge bag and i was hoping that we wouldn't have to buy a huge bag buy a huge bag these are the words that i hear being the most stressed here the word and is reduced we drop the d and i was and i was and i was and i was i was i was and in the word was we reduced the vowel from the

uh as in butter to the schwa that just means it said even more quickly with less jaw drop a little less clarity i was was was was and i was and i was and i was and i was and i was so these three words a little less clear than the stress word ho hoping flatter in pitch said more quickly and i was hoping that we wouldn't have to buy and i was hoping that we wouldn't have to buy and i was hoping that we wouldn't have to buy that we wouldn't have to buy that

we wouldn't have to buy what's happening here we have that we wouldn't have to and then a little bit longer on by so how are we saying these words so quickly the word that we reduce the vowel to the schwa so that we can say it more quickly that that that stop t that we that we that we that we wouldn't have to that we wouldn't have that we wouldn't have that we wouldn't have to buy wouldn't have to buy that we that we wouldn't have to buy wouldn't have to wouldn't have to so again

i think i'm hearing this as a dropped t just an n sound going right into the h wouldn't have to the vowel here reduces to the schwa and when we have an ending v linking into two linking into the word two which begins with a t it's often in this two word combination to change the v sound to an f because t is unvoiced so this becomes unvoiced the v unvoiced is the f have to have to have to have to try that with me have to have to you have to you have to have

to that we wouldn't have to that we wouldn't have to that we wouldn't have to that we wouldn't have to we wouldn't have to we wouldn't have to what do you have to do to be able to say those words that quickly we have to simplify mouth movements we have to produce some of the sounds and the pitch doesn't change as much it stays lower and flatter there is not quite as much energy in the voice all of these things are part of the important contrast between stressed and unstressed syllables that we wouldn't have to

we wouldn't have to we wouldn't have to buy a huge bag a huge bag the schwa said very quickly huge a little bit longer and then bag has more of that up down shape of stress a huge bag a huge bag a huge bag a huge bag how many do we need you know that grocery store made me kind of hungry and this next one does two this one is just me talking about what i love for breakfast before the conversation i want to quickly though thank everyone who started supporting my channel through the channel

memberships you guys are awesome click the join button to find out how you can support my channel and get perks like audio lessons and private posts okay here's the conversation this morning for breakfast i had barbara's shredded oats with milk this is my favorite breakfast but sometimes i do have eggs and now for that analysis this morning for breakfast one of the first things i notice is how much this s and m were connected this morning this morning it's almost like the s went on the next word this morning this morning this morning this morning

for breakfast did you notice how i pronounced the word for that was reduced to fur fur fur very quick with the schwa r sound fur fur for breakfast this morning for breakfast also i noticed the rhythm here mourn and wreck are the two stressed syllables this morning for breakfast they have that swooping up and then down shape of the voice that makes up a stressed syllable let's listen in slow motion this morning for breakfast this morning for breakfast this morning for breakfast i had barbara's shredded oats with milk what do you hear as being the

stressed syllables i hear barbara's shredded and milk what else do you notice i had barbara's shredded oats with milk i noticed that barbara's is only two syllables even though it looks like it might be three we sort of leave this middle sound out here barb rus rus also note this apostrophe s is a z sound that's because the sound before is voiced so the apostrophe s is also voiced z z res barbras i also noticed that the e d ending here is pronounced as the e as in sit vowel d sound that's because the sound

before was a d e d endings are among the few cases in american english that follow regular rules i had barbara's shredded oats with milk i noticed that the word with is not reduced but it's very flat in pitch because it is unstressed with with with it's also quite fast with milk with with with with milk i had barbara's shredded oats with milk let's listen in slow motion i had barbara's shredded oats with milk i had barbara's shredded oats with milk i had barbara's shredded oats with milk this is my favorite breakfast what was stressed

in that sentence i heard fave and breck also these three words this is my those were incredibly fast listen again this is my favorite breakfast so this string of three unstressed words this is my this is my this is my this is my very fast and very connected i also noticed that the word favorite was pronounced with only two syllables as if this letter was dropped fave writ favorite favorite this is my favorite breakfast i'm also noticing this tea pronunciation the final tea and favorite was pronounced as a stop favorite favorite favorite breakfast so there

was no release of the t sound favorite breakfast let's listen in slow motion this is my favorite breakfast this is my favorite breakfast this is my favorite breakfast but sometimes i do have eggs did you notice the lift here where the comma is but sometimes i do have eggs there was just a little pause there for the punctuation i also noticed how i stress the word do i do i do have eggs but sometimes i do have eggs the word eggs even though it's a content word a noun which is usually stressed doesn't have that

much stress i notice because it's at the end of a sentence i do have eggs eggs eggs with just a little curve up and then down in the voice i do have eggs also the plural ending here s is pronounced as a z that's because the sound before the g sound is a voiced consonant eggs eggs let's listen in slow motion but sometimes i do have eggs but sometimes i do have eggs but sometimes i do have eggs so just three little sentences but we really were able to study a lot about american english pronunciation

let's listen once in slow motion this morning for breakfast i had barbara's shredded oats with milk this is my favorite breakfast but sometimes i do have eggs and now the conversation three times this morning for breakfast i had barbara's shredded oats with milk this is my favorite breakfast but sometimes i do have eggs this morning for breakfast i had barbara's shredded oats with milk this is my favorite breakfast but sometimes i do have eggs this morning for breakfast i had barbara's shredded oats with milk this is my favorite breakfast but sometimes i do have eggs

have you ever felt nervous about starting or ending a phone conversation let's do an analysis here are the parts hey mom what's up not much how are you pretty good what are you doing roberta you're here oh that's right all right we'll have a good dinner tonight okay people have fun all right we'll talk to you guys soon enjoy new york i will thank you i'm sorry all right bye and now for that analysis hey mom what's up not much how are you very good what would you say about the stress of those first two

words hey mom hey mom to me those sound like they're both stressed hey mom hey mom hey mom they both have uh a little bit of that up down stress in the voice hey mom it's hard to hear my mom's response because it's through the phone what's up what's up what's up with the intonation going up what's up very smooth and connected the ts connected to the ah vowel what's up not much how are you not much how are you i made a stop t at the end of not we do this when the next

word begins with a consonant not much how are you how did i pronounce the word r not much how are you i reduced it to the schwa r sound hower hower and connected it to the word before howar hower not much how are you how are you how are you with the pitch going down not much how are you pretty good pretty good how are those t's pronounced pretty good pretty good like a flap t or d pretty pretty good these phrases are typical of starting a phone conversation you ask the person how they are

how are you and they ask you how you are what's up generally you give little generic responses not much pretty good this is small talk hey mom what's up not much how are you pretty good what are you doing roberta here oh that's right again the word r what are you doing i reduced it to the schwa r sound water water so the t became a flap t between vowels what are you doing water it sounds like one word water water what are you doing i dropped the g to make just an n sound instead

of an ng sound what are you doing what are you doing roberta here roberta ernie are here the word and was reduced to hmm roberto roberta and ernie are here again r reduced to the schwa r sound ernier ernier roberton ernier here roberta here oh that's right how is the t pronounced in right oh that's right that's right it was a stop t so we make a stop t unreleased when the next sound is a consonant or at the end of a sentence or thought oh that's right that's right all right we'll have a good

dinner tonight okay it's quite fun and now phrases we use in getting off the phone as you wrap up a conversation all right we'll have a good dinner tonight okay it's common to tell people to have fun or have a good time with what they're doing next here i'm commenting on their plans for dinner tonight all right we'll have a good dinner tonight in order to make this first word very quickly i drop the l and make a stop t all right we'll have a good dinner tonight all right all right all right i also

don't put these commas in do i all right we'll have a good dinner tonight i go straight through them without a pause the first syllable of dinner is stressed have a good dinner tonight have a good dinner tonight have a good dinner tonight and it's the clearest syllable in that phrase notice tonight is pronounced with the schwa we want to do this all the time tonight tomorrow in both of those words the letter o makes the schwa sound tonight how was the t pronounced have a good dinner tonight tonight another stop t at the end

of a sentence here again we're entering small talk to get off the phone i tell my mom to have a good time she responds okay we'll have fun all right we'll have a good dinner tonight okay the intonation of okay goes up it shows that she's not done talking yet she's gonna say one more thing okay we'll have fun the word fun then goes down in pitch so i know it's the end of her thought okay all right we'll talk to you guys soon enjoy new york i will thank you my next phrase again starts

with all right well all right we'll talk to you guys soon and again to make that first word very fast i drop the l and make a stop t all right well all right well all right we'll talk to you guys soon talk to you guys soon talk and soon both stressed both have the up down shape talk to you guys soon talk to you guys soon talk to you guys soon the less important words like two are very fast i reduced the vowel into to the schwa to talk to talk to talk to you

guys soon more small talk now my mom is wishing me well and telling me to enjoy what i'm doing all right we'll talk to you guys soon enjoy new york enjoy have fun these are the kinds of phrases we say when ending a phone conversation enjoy new york i will thank you all right bye and i just respond generically with a confirmation i will i will thank you i will thank you i will thank you i'm sorry my mom actually says buh-bye doesn't she she makes the b sound twice buh-bye this is short for bye

bye just and now the conversation three times hey mom what's up not much how are you pretty good what are you doing roberta's here oh that's right all right we'll have a good dinner tonight okay we'll have fun all right we'll talk to you guys soon enjoy new york i will thank you i'm sorry all right bye hey mom what's up not much how are you pretty good what are you doing roberta you're here oh that's right all right we'll have a good dinner tonight okay we'll have fun all right we'll talk to you guys

soon enjoy new york i will thank you i'm sorry all right bye hey mom what's up not much how are you pretty good what are you doing roberta hardy are here oh that's right all right we'll have a good dinner tonight okay we'll have fun all right we'll talk to you guys soon enjoy new york i will thank you okay now let's play a game i'm with my family and i have to get them to guess as many words as i can in a minute team two listen up i'm looking at you three two one

okay this is something that you use to sweep the floor and you plug it in it's two words and now for that analysis team two listen up i'm looking at you three two one team two listen up so we had divided our family into two teams and both team and two are stressed team two but two is the most stressed because that is the part that makes it different from team one and actually i wrote that poorly that should look like this team two in english we don't want choppy words within a thought group we

don't want them to feel separate we always want them to feel very connected the intonation the pitch always changes smoothly team two so the ending m right into the t with no break team two listen up team two team two team two listen up again here linked together smooth listening up the t and listen is always silent the ending end linking into the beginning vowel nup listen up listen up listen up listen up what's going on with the p here i'm not releasing it up i'm not releasing it with a puff of air my lips

close that cuts off the sound that's the stop part of the stop consonant but then they don't open releasing the air this is fairly normal it's fairly common to drop the release part of a stop consonant when it comes at the end of a thought group listen up you can see my lips come together listen up that gives the idea of the p and then that's it i move on to my next phrase listen up is a phrasal verb how is it different from listen it's something you would use if you're trying to get the

attention of someone or even more often of a group of people this is something you might say if you feel like people have not been paying attention and now you really need them to you're saying i need everyone's attention because what i'm about to say is really important listen up listen up listen up listen up listen up i'm looking at you i'm looking at you i say this right as someone on my team cheers me on with a little high-pitched that's just something a phrase you might use to show excitement or to cheer someone on

in a competition i'm looking at you i'm looking at you i'm looking at you so i say i'm looking at you look and you get the most stress in this phrase a couple things happen here first of all well we have the contraction i am to i'm we just said quickly i'm i'm i'm looking i'm looking look being the stressed syllable there then i change the ng sound i just make it an n sound looking so i make the sound at the front of my mouth with the front of my tongue rather than at the

back of my mouth with the back of my tongue i'm looking at you looking this is a little bit more casual of a pronunciation and we definitely change the ng to the n quite a bit in ing words but i don't recommend doing it all the time there's definitely such thing as doing it too much we tend to do it more with the ing words that are the most common what's going on with at you first of all i reduce the vowel in at so it's the schwa then we hear a ch sound where's that

coming from when a word ends in a t and the next word is you or your it's not uncommon to combine those to link them together with a ch sound choo choo it's you it's you i'm looking at you i'm looking at you i must have thought that somebody on my team had not been paying very good attention because i say listen up which means what i'm saying next really matters i'm about to start and then i say i'm looking at you specifically calling out someone on my team i'm looking at you three two one

then my nephew gives me a countdown for the timer three separate content words three two one all with an up down shape of stress three two one we never want flat pitches in our stressed words this up down shape of stress this change of pitch of intonation is what marks a stressed syllable it's very natural american english to do this three two one three two one three two one okay this is something that you use okay this is something so the words this and is they would usually be said very quickly this is something but

as i read it i'm still thinking about what to say so they get made longer this is they're both turned into stressed syllables but this is not how it would normally be pronounced this is becomes this is this is this is something this is something that's the change that's important in conversational american english now here of course it's not quite conversational this is different i'm playing a game and i'm taking more time as i'm thinking on the spot that means thinking without prior preparation about what to say this is something this is something this is

something that you use something that you use so here we have a t followed by u i do not make it a ch i make it a stop t that you use but i do reduce the a vowel that becomes the that this helps me say this word more quickly that you use that you use that you use that you use to sweep the floor to sweep the floor okay another example of an over pronunciation of a word the word to almost never pronounced this way in conversational english to why did i do that i

was thinking of what is the right word to say so in conversational english it would be to sweep to the ooh vowel reduces to the schwa to sweep to sweep to sweep the floor to sweep the floor to sweep the floor to sweep the floor and you plug it in to sweep the floor and you plug it in sweep floor to sweep the floor sweep the floor sweep the floor listen to these three words and pay attention to the stress pattern it's long short long sweep the floor sweep the floor sweep the floor sweep the

floor so the word the doesn't have this up down shape of stress it's flatter and it said very quickly the the sweep the sweep the sweep the floor and you plug it in and you plug it in and drop the d so even though i hold this word out a little bit as i think and i don't reduce the vowel the vowel is still a i do drop the d just a very common reduction of that word you plug it in and you plug it in and you plug it in and you plug it in

so here we have three words plug it in where you have two links of ending consonant to beginning vowel plug it get get so you can think of the ending consonant g as beginning the next word get get plug it plug it plug it that may help you link it in it in it in here again we link the ending t right into the vowel i and it changes to a flap t why does it do that because it comes between two vowels it in it in it in plug it in plug it in plug

it in plug it in plug it in plug in is a phrasal verb and we use this with electronics or things that charge where you have the plug and you either insert it into the socket in the wall or maybe you're inserting the plug into the device itself like your phone this is the phrasal verb to plug in plug it in plug people guess broom broom no you don't plug a broom in this was my my main clue sweep of course people are gonna guess broom but when i said plug it in remember this has

to do with electronics so that was my big clue it's not a broom plug it in okay so there's some shouting here i say no you plug it in no no just like three two one it's a one word thought group and it has that up down shape no then i say you plug it in as people are yelling and again we have this nice linking ending g into beginning vowel and then the flap t to link these two words plug it in and as i do that they get they get the idea vacuum they

yellow but i need to get them to say vacuum cleaner so i give them one more clue it's two words the it's two words two words stress there the word it's lower in pitch flatter faster two words it's two words it's two words two words vacuum cleaner vacuum cleaner so now they're stressing clean because that's what makes the word different from vacuum although normally in a compound word like this it's the first word that is stress so that would be vacuum cleaner other examples of compound words eyeball first were distressed mailman first were distressed basketball

first word is stressed in this case well as always it's only the stressed syllable so bass bass get ball the first syllable is stressed compound words first word is stressed and now the conversation three times team two listen up i'm looking at you three two one okay this is something that you use to sweep the floor and you plug it in it's two words team two listen up i'm looking at you three two one okay this is something that you use to sweep the floor and you plug it in it's two words team two listen

up i'm looking at you three two one okay this is something that you use to sweep the floor and you plug it in it's two words we went to dinner at a friend's house and she explained what she made it was so good the sauce is on the table so we've got the eggs and the rice and usually at some point it would have sticky rice with it but i couldn't quite imagine eating this with without this kind of rice so i we just went with the this is the jasmine ollie what do you think

of the food it's definitely on point and now for that analysis the sauce is on the table so we've got the eggs and the rice and usually the sometimes the sauce is on the table what do you think are the two most stressed words there i hear sauce and tay bull the stressed syllable of table the sauces on the table i have the sauces on the table i have the sauces on the table the other words are said very quickly the word the pronounced with the schwa said really quickly low in pitch less clear it's

not the this is how we pronounce function words in conversation the less important words this provides contrast with the stress words which we want to be clearer and longer and have an up down shape of stress intonation in the voice the sauce the sauce is on the is on the sauces on the table the sauce is on the table the sauce is on the table these three words link together very quickly the ending z sound links into the vowel is is on the the n consonant goes right into the th sounds with no break and

again the word the pronounced with the schwa very quickly is on the so it's not is on the all of those are stressed and that's not right but it's on the is on the is on the a little mumbled a little bit less clear because they are function words sauce and table the two content words are longer and all of the words and all of the sounds flow together smoothly with no jumps and pitch and no choppiness the sauce is on the table i have the sauces on the table i have the sauces on the

table i have the sauces on the table so we've got the eggs and the rice so we've got the eggs and the rice okay what is the most stress there eggs and rice both longer than the rest of the words so we've got the so we've got the so we've got the so we got this so we've got the the vowel here is almost dropped it's almost like we're just linking the s sound in so we've got the so we've got the that helps say this word more quickly in this string of words that are

said so quickly so we've got the very quick v sound before the g then we have a stop t so we don't say got the got the with a true tea but we say where we stop the air really quickly in the throat this symbolizes the stop t the word the here she pronounces it with the schwa the rule is that if the next word begins with the vowel sound like this word that the e in the is pronounced as the e as in she sound the the the but i've noticed that this is not

a rule that americans necessarily follow all the time the the the eggs the eggs she says it with the schwa it still sounds normal nobody would hear that and think she mispronounced thee eggs the eggs and the rice in the rice in the rice and and the between the two content words we have two more function words which will be said more quickly the word and is reduced we drop the vowel and put it into the schwa vowel instead and we drop the d all together so schwa n you don't need to try to make

a schwa sound it just gets absorbed by the end just make the end eggs eggs and eggs and eggs in the rice and the rice got the eggs and the rice got the eggs and the rice but the eggs and the rice making this reduction helps us say this word really quickly and we want to do that because it's not an important word it's a function word those are less important the more important words are the content words and we want the stressed syllable of the content words to be longer for example rice in the

rice those two words said much more fast than rice where we take a little bit more time and we have the up down shape of stress and the rice and the rice and the rice from the rice and usually the sometimes it would have sticky rice with it and usually so here she doesn't reduce the vowel she keeps the full vowel but she does drop the d we almost never say the d unless we're thinking or holding out the word and for some reason usually huge the stressed syllable there usually the sometime would is the

most stressed syllable of the sentence and usually usually usually usually usually so this word can be pronounced as four syllables you just or more commonly three syllables and that's what she does usually usually usually you jolie you so the u is infusive thong stressed sound schwa l it's just a dark l sound you joule e and the ending e vowel usually usually it's easier to pronounce this word as three syllables than four so i suggest that you practice it this way and use this pronunciation usually usually usually usually sometimes it would have sticky rice with

it the said quickly with the schwa then we have a couple words that are a little bit more stressed of course this is not english this is tai she's making a thai dessert i'm sorry a thai salad here the word would l is always silent usually the sometimes it would have sticky rice with it would have sticky rice with it would have sticky rice with it so stick the most stressed syllable there again there's no l sound in the word wood would have would have would have sticky rice with it would have would have sticky

rice with it a stop t at the end of it so we stop the air in our throat it it it and this abrupt end signifies the t everything in this phrase is smoothly linked together the d goes right into the h sound she could have dropped to the h but she didn't would have would have the v sounds smoothly right into the s t cluster the e vowel right into the r the s sound right next to the w rice with rice with and the ending th links right into the beginning vowel e with

it with it with it would have sticky rice with it would have sticky rice with it would have sticky rice with it would have sticky rice with it but i couldn't quite imagine eating this but i couldn't quite imagine eating this this the most stressed as she's pointing to something but i couldn't quite imagine eating this so she puts a little break here between butt and eye if she didn't she would have flapped the tea but i couldn't but i couldn't since she doesn't she puts a break separating these into two thought groups we have

a stop t but i couldn't but i couldn't but i couldn't but i couldn't quite imagine eating this couldn't quite couldn't quite you can link the ending n right into the k sound while dropping the t couldn't quite couldn't quite or you could make a little stop in your throat couldn't quite couldn't quite to signify the t there either one is okay and just like with wood the l and could is silent both of these have the uh as in push vowel would could couldn't but i couldn't quite imagine eating this but i couldn't quite

imagine eating this quite imagine quite imagine here we have an ending t sound linking into beginning vowel sound and because the sound before the t was also a vowel or diphthong it becomes a flap which sounds like the d in american english it might sound like the r in your language depending on the language quite imagine quite the tongue just flaps once against the roof of the mouth quite imagine quite imagine quite imagine quite imagine eating this quiet imagine eating another flap t here because it comes between two vowel sounds eating eating this quite imagine

eating this quite imagine eating this quite imagine eating this with without this kind of rice with without so she repeats herself with she starts the word without she pauses while she's thinking then she says the full word without without stop t at the end because the next word begins with a consonant this kind of rice this again a little bit stressed because we're comparing this this kind of rice with that kind of rice because it's the word that we're using to compare this that those these it's a little stressed this kind of rice this kind

of rice this kind of rice this kind of rice kind of rice kind of rice the word of often pronounced without a consonant but i do hear a light v sound here however the word is said quickly kind of rice it's a function word it's not as important as the content words like this and rice so it's a little bit more mumbled it said very quickly kind of rice kind of rice kind of rice kind of rice rice rice her intonation goes up a little bit at the end because she's gonna keep going making the

intonation of her voice go up is a signal to us that she's not finished her sentence yet rice rice rice so we just went with that so i we just went with it so why she changes her mind decides to say something different we just went with it this is the end of her thought and at the end of her thought her voice trails off a little bit and we get a little bit less air in it so the last word sounds like this went with it went with it we just went with them we

just went with them we just went with them this is called a popcorn quality and it comes in a lot at the ends of phrases in american english so we just went with it let's talk about the pronunciation of we just went with it we have an st cluster followed by a consonant in this case we almost always drop the t sound she does so instead of just went it just went just went just went right from the s sound into the w sound we just went with that we just went with that we just

went with that went went with it went with it stop sound we have a nasal n sound which we stop in the throat went went went that signifies the stop t with it everything links together t links into the vowel and we have another stop t because it's a t at the end of a phrase we just went with it we just went with that we just went with that we just went with that the phrase to go with something means to go ahead with something with an idea or with a situation even if it's

not what you originally imagined so she's saying this is not the kind of rice she would usually imagine with this dish but because of another dish she decided to just go with it we just went with it she says we just went with that it shows flexibility being able to go with the flow to use another idiom so if something comes up that's unplanned or unusual for you but you move forward anyway then you can say you know what i'm just going to go with it or in the past tense i just went with it

we just went with that we just went with the this is jasmine fluffy jasmine now someone else is talking in the background it's a little hard to hear but it these are two two syllable words with stress on the first syllable fluffy jasmine fluffy jasmine all linked together all part of the same thought group where we have one steady line of intonation of pitch fluffy jasmine nothing choppy nothing broken up this is important in american english or for jasmine jasmine today what do you think of the food olly what do you think of the food

this is me speaking here behind the camera everything is linked together again we have that smooth intonation ollie what do you think the food these are the three most stressed words ollie what do you think of the food ollie what do you think of the food ollie what do you think of the food what do you become would you would you would ya so i drop the t link the vowel into the d of do what yeah and i've reduced the vowel here to the schwa in all three of these words this helps me say

them more quickly they all link together lydia woodya try that with me so it's definitely not what do you that's way too well pronounced this is not how we pronounce c function words like this function words like these need to be lower in pitch less clear simplified mouth movements so that the stressed words pop out of the line more it is this difference this contrast between the stressed words which are longer clearer louder higher in pitch against these unstressed words it's this contrast that makes american english clear what do you think of the food what

do you think of the food what do you think of the food what do you think of the food of and the two more function words together said very quickly uh just the schwa i don't pronounce the v sound at all the pronounced with the schwa it's not of the but this is how we pronounce this in conversation of the food what do you think of the food think and food both being clear and longer what do you think of the food what do you think of the food what do you think of the food

it's definitely on point it's definitely on point death and point most stressed words there the word it's is reduced he doesn't really say a vowel he just makes the ts sound it's definitely it's common to do this with the word it's that's what and let's we just make the ts sound and attach it to the beginning of the next word it's definitely it's definitely on point it's definitely on point it's definitely on point definitely a little stop t in there definitely because the next sound is a consonant definitely on point it's definitely on point on

point and he doesn't really release the t it's certainly not a true t on point point a nasal n sound little bit of an abrupt stop that's how we know it's a stop t on point on point this is an idiom what does the phrase on point mean it means perfect really good high quality excellent and i will say i had this food and it was delicious let's listen to the whole conversation one more time the sauce is on the table so we've got the eggs and the rice and usually the sometimes it would have

sticky rice with it but i couldn't quite imagine eating this with without this kind of rice so i we just went with that this is jasmine ollie what do you think of the food it's definitely a boy and now the conversation three times the sauce is on the table so we've got the eggs and the rice and usually the sometimes it would have sticky rice with it but i couldn't quite imagine eating this with without this kind of rice so i we just went with that this is jasmine ollie what do you think of the

food it's definitely on boy the sauce is on the table so we've got the eggs and the rice and usually the sometimes it would have sticky rice with it but i couldn't quite imagine eating this with without this kind of rice so i we just went with that this is the fluffy jasmine ollie what do you think of the food the sauce is on the table so we've got the eggs and the rice and usually the sometimes it would have sticky rice with it but i couldn't quite imagine eating this with without this kind of

rice so we just went with that this is jasmine ollie what do you think of the food here's tom again and i'm introducing him to a friend i'm pregnant in this one quinn this is tom hi hi nice to meet you nice to meet you too have you guys met before um i don't think no not not in person but you've told me about him okay it seems like you have because i've known both of you for so long but yeah never overlapped yeah well it's about time and now for that analysis when this is

tom did you notice how the second syllable of hakun and the syllable tom were the most stressed they have that up down shape especially tom which came down in pitch at the end of the sentence mcqueen this is tom we want this shape in our stressed syllables the two words this is were flatter and quicker quinn this is tom quinn this is tom hi hi both words hi hi hi had that up down shape hi hi hi hi hi hi hi nice to meet you these two phrases happened at the same time haquin said nice

to meet you what's the most stressed word there nice to meet you nice to meet you me nice also had some stress a little longer nice to meet you the word two was reduced rather than the ooh vowel we have the schwa nice to to nice to meet you nice to meet you nice to meet you what did you notice about the pronunciation of this tea nice to meet you nice to meet you it was a stop t meet you there was no release of the t sound nice to meet you nice to meet you

tom's phrase how are you how are you nice to meet you nice to meet you he stressed the word are how are you nice to meet you nice to meet you you'll also hear this with the word you stressed how are you nice to meet you nice to meet you too tom really stressed the word too nice to meet you too nice to meet you too it was the loudest and clearest of the sentence nice to meet you too nice to meet you too he like ka quinn also reduced the word to to the schwa

nice to nice to meet you nice to meet you too nice to meet you too also again like haquin he made a stop t here he did not release the t sound meet you nice to meet you too nice to meet you too have you guys met before i put a little break here between guys and met well i thought about what i was going to say have you guys met before did you notice my pronunciation of t a stop t met before we tend to make t's stop t's when the next word begins with

a consonant or when the word is at the end of a thought or sentence met before met before have you guys met before what do you notice about the intonation of the sentence how does it end have you guys met before before it goes up in pitch have you guys met before that's because this is a yes no question a question that can be answered with yes or no goes up in pitch at the end other questions and statements go down in pitch i don't think no i don't think so i don't think so again

there was a clear stop and sound here i don't think so i don't think no i don't think no i don't think so the words were not connected i don't i don't i don't think i don't think so think was the most stressed word there i don't think so feel your energy go towards it and then away from it in the sentence i don't think so i don't think no not not in person the first knot was a stop t as haquin did not continue not not not in person the second t though was a

flap t because it links two vowels together the ah vowel and the e as in sit vowel most americans will make the t between vowels a flap t which sounds like a d between vowels not in not in not in not in person not in person not in person person is a two-syllable word which syllable is stressed not in person not in person the first syllable the second syllable doesn't really have a vowel in it it's the schwa sound but when the schwa is followed by n you don't need to try to make a separate

vowel not in person not in person but you've told me about him how is the t pronounced in butt but you've told me about him but you've told me about him it's a stop t but you've but you've what's the most stressed the most clear word in this phrase but you've told me about him but you've told me about him it's the verb told but you've told me about him the sentence peaks with that word but you've told me about him but you've told me about him haquin dropped the h in him we do this

often with the words him he his her for example also have and had but you've told me about him but you've told me about him now the t comes between two vowels what's that going to be a flap t about them about him just flap the tongue on the roof of the mouth but you've told me about him but you've told me about him okay i didn't really pronounce the oh diphthong here it was more like a schwa okay okay k had the shape of a stressed syllable okay okay okay it seems like you have

in the first part of this sentence what is the most clear the most stressed syllable it seems like you have it seems like you have it's the word seems it seems like you have it seems like you have it seems like you have it seems like you have because i've known both of you for so long but what about in the second half of the sentence what's the most stressed syllable because i've known both of you for so long but because i've known both of you for so long but known because i've known both of

you for so long long is also stressed it's also a longer word because i've known both of you for so long but because i've known both of you for so long but even though this sentence is very fast it still has longer stressed words seems known long it's important to keep your stressed words longer even when you're speaking quickly this is what's clear to americans because i've known both of you for so long but because i've known both of you for so long but the less important words the function words will be less clear and

very fast and sometimes will change the sounds for example in the word for that was pronounced with the schwa for it's very fast for so long for so long but how did i pronounce the t in butt for so long but for so long but it was the end of my thought it was a stop t but but i stopped the air for so long but for so long but yeah tom's interjection yeah stressed up down shape yeah yeah yeah yeah yeah never overlapped can you tell which is the stressed syllable in never which is

longer never overlapped never overlapped it's the first syllable for what about in the next word never overlapped never overlapped again it's the first syllable oh overlapped never overlapped ah never overlapped never overlapped never overlapped notice the e d ending here is pronounced as a t an unvoiced sound that's because the sound before p was also unvoiced overlapped overlapped never overlapped never overlapped yeah well it's about time did you notice that tom didn't really make a vowel here it's about it's about he connected the ts sound into the next sound well it's about time well it's

about time how is this t pronounced well it's about time well it's about time a stop t because the next sound is a consonant and now the conversation three times quinn this is tom hi hi nice to meet you nice to meet you too have you guys met before um i don't think no not not in person but you've told me about him okay it seems like you have because i've known both of you for so long but yeah never overlapped yeah well it's about time quinn this is tom hi hi nice to meet you

nice to meet you too have you guys met before um i don't think no not not in person but you've told me about him okay it seems like you have because i've known both of you for so long but yeah never overlapped yeah well it's about time quinn this is tom hi hi nice to meet you nice to meet you too have you guys met before um i don't think no not not in person but you've told me about him okay it seems like you have because i've known both of you for so long but

now here's a conversation with my dad now we were trying to think when was the last time we were out here when's the last time you came out i think we came out last winter okay so probably yeah yeah a month uh 12 months ago yeah you haven't been out yet this year no i think this is the first time and now for that analysis now we were trying to think when was the last time we were out here this sentence was very fast so how did i make it so fast what did i shorten

i noticed i dropped the g here and i made it an n sound instead of an n g sound trying trying this is something that can happen a lot in the south although really everybody does it with very common ing words sometimes i tell my students not to do this in general because sometimes they do it too much but look here we're studying real conversation and i did it trying to think trying to think trying to think the word to that was very fast i made a flap t and a schwa so that it could

be even faster trying to d trying to think trying to think trying to think you can make that word incredibly short and then you know we want to link it to the word before trying to trying to so it doesn't sound like a separate word it just sounds like another syllable at the end of trying trying to think trying to think trying to think when was the last time we were out here another reduction i noticed is was rather than having the uh as in butter vowel it also had the schwa was was so then

it could be really fast when was when was the last time when was the last time when was the last time when was the last time last in time were both a little bit longer they're content words so they're more important when was the last time when was the last time when was the last time we were out here i noticed a stop t here and out out here out here so that saves a little time because i'm skipping the release out here out here that takes time and makes it feel very choppy but out

here out here a stop team makes it a little smoother we were out here and we were out here and we were out here when was the last time we were out here when's the last time you came out i think we came out last winter my dad also made a stop t outlast out last winter we came out last we came out last we came out last winter now he made a true t sound here winter sometimes americans will drop a t when it comes after n and then it becomes winner and it sounds

like this word but my dad didn't do that he made a true tea last winter last winter last winter okay so probably my dad said the word probably as a three syllable word with stress on the first syllable probably probably he's speaking extra well here because i've definitely caught him on camera before saying prolly reducing the word to just two syllables so probably so probably so probably yeah yeah a month uh 12 months ago yeah my dad did a very common reduction with the word months and he didn't make a th sound but just a

t sound so that goes together with the s to make a ts ending months months months that helps to make it faster it's a little bit of a more simple tongue movement rather than making the th lots of americans do this months months 12 months ago 12 months ago 12 months ago yeah you haven't been out yet this year it's a little hard to tell but i'm pretty sure i dropped the h in haven't we dropped the h at the beginning of function words like have him her he a lot that helps us make it

quicker it's less important and we can link it to the word before you haven't you haven't you haven't you haven't been out yet this year you haven't been out yet this year you haven't been out yet this year you haven't been out yet another stop t here and out why are we making all of these stop t's remember when a word ends in a vowel or diphthong and then a t and the next word is a consonant ye this is the y consonant that we make t's stop ts in general we skip the release out

yet out yet it helps to make the transition more smoothly you haven't been out yet this year you haven't been out yet this year you haven't been out yet this year i also notice the intonation of the phrase goes up at the end this year this year why is that that's because this question can be answered with a yes or no and yes no questions do go up in pitch at the end you haven't been out yet this year you haven't been out yet this year you haven't been out yet this year no i think

this is the first time yeah did you hear how my dad did a vowel to vowel link here no i know i so there really wasn't a comma there no i no i no i we really like to link things together for smooth transitions between words in american english no i think this is the first time dad did something funny here he dropped the t so think really just started with an h sound now this is a content word content words are important and normally we do not reduce them but i have noticed that people

do drop the th sound in think and make an h instead hink i think i think so my husband david says that all the time i think so i think so no i think this is the first no i think this is the first no i think this is the first time yeah first time those two words linked together really well because my dad did not release this tea and then make another one there was just one t sound first time first time and now the conversation three times now we were trying to think when

was the last time we were out here when's the last time you came out i think we came out last winter okay so probably yeah yeah a month uh 12 months ago yeah you haven't been out yet this year no i think this is the first time now we were trying to think when was the last time we were out here when's the last time you came out i think we came out last winter okay so probably yeah yeah a month uh 12 months ago yeah you haven't been out yet this year no i think

this is the first time now we were trying to think when was the last time we were out here when's the last time you came out i think we came out last winter okay so probably yeah yeah a month uh 12 months ago yeah you haven't been out yet this year no i think this is the first time have you ever noticed how much people talk about the weather today it's a hundred degrees in philadelphia that's 38 degrees celsius we're in the middle of a heat wave which is the opposite of a cold snap and

every day this week is supposed to be upper 90s i know some people love the heat i am not one of these people weather like this makes me want to stay inside all day and only venture out after the sun has set and now for that analysis today it's a hundred degrees in philadelphia that's 38 degrees celsius today it's a hundred degrees in philadelphia what do you hear as being the most stressed words in that little thought group today it's a hundred degrees in philadelphia today it's a hundred degrees in philadelphia today it's a hundred

degrees in philadelphia today it's a hundred degrees in philadelphia i hear the stressed syllable of a hundred and philadelphia let me write this out a hundred so stress is on the first syllable of han a hundred today it's a hundred degrees in philadelphia today it's a hundred degrees in philadelphia today it's a hundred degrees in philadelphia today it's a hundred degrees in philadelphia and i feel that i'm emphasizing the h a little bit more than normal that's to add stress to that syllable to that word a hundred hundred making the h a little stronger than

normal 100 degrees 100 degrees 100 degrees and i break it up a little bit there's a little break between today and it's today it's a hundred degrees in philadelphia and then i do another little break here why did i do that well i think i did it to add emphasis to how hot it is it's a hundred degrees when we put a little break before a segment in a thought group it helps to add stress to it just like exaggerating the beginning consonant did it's a hundred degrees today it's a hundred degrees today it's a

hundred degrees today it's a hundred degrees in philadelphia philadelphia this is a long word and long words can be intimidating notice the ph which is in here twice is pronounced as an f philadelphia philadelphia so the syllable fill has a little bit of secondary stress it's a little bit longer but del has the most stress the up down shape of the voice and that's what we can use to shape the word philadelphia philadelphia philadelphia philadelphia philadelphia philadelphia philadelphia that's 38 degrees celsius that's 38 degrees celsius that's 38 degrees i did it again i put a

little break before the th for 30 and that adds stress that's 38 degrees if i made it more smooth that's 38 degrees that's 38 degrees then i lose some of the stress that i want to put on how hot it is i want to put stress on the number that's 38 degrees let's write that out too that's 38 degrees that's 38 degrees that's 38 degrees 38 degrees okay we have a couple things happening with our t's here we have this first t in 30 that's a flap t and the t is a flap t when

it comes between two vowels or when it comes after an r before a vowel like in the word thirty thirty thirty eight degrees so the t in eight is a stop t because the next sound is a consonant 38 degrees so we definitely don't release that it's definitely not a true t that would sound like this 38 degrees 38 degrees and that's just more emphasis on the t it's a more clear pronunciation than we would give it we make it a stop 38 degrees 38 8 8 8 we cut off that word by cutting off

the air that abrupt stop is what lets us know this was a t 38 degrees 38 degrees 38 degrees 38 degrees the word degrees ends in the z sound and the word celsius begins with the s sound if i was speaking less clearly a little bit more conversationally i would have said 38 degrees celsius and i would have connected the two and just made a single s sound but i was being a little bit more clear here just like up here when i said a hundred degrees and then i put a little break after degrees

i did not connect with the same sound because i wanted the 38 degrees to stick out of the line a little bit for stress for emphasis 38 degrees celsius 38 degrees celsius 38 degrees celsius celsius celsius first syllable stress 38 degrees stress on thir 38 degrees celsius and then we also have stress on that first syllable celsius celsius celsius celsius we're in the middle of a heat wave we're in the middle of a heat wave one word is the most stressed there is most clear highest in pitch what is it we're in the middle of

a heat wave we're in the middle of a heat wave we're in the middle of a heat wave heat definitely heat has the most stress we're in the middle of a heat wave and what do you notice about the t there a stop t because the next word begins with a consonant we're in the middle of a heat wave we're in the middle of a heat wave we're in the middle of a heat wave we're in the middle of a heat wave so mid a little bit of stress wave is also a stress word it's

not as stressed as heat that's the most stressed but it is longer and more clear what about these two strings of words that are not stressed what do they sound like let's just listen to them on their own first were in the what does that sound like we're in the we're in the we're in the we're in the we're in the we're in the not very clear it's definitely not were in the that would be a stressed pronunciation they're all unstressed said very quickly no gaps between the words we're in the we're in the when

the we're in the we're in the we're in the i would write this contraction were with the schwa schwa r said very quickly not too clear then in we're in we're in we're in we're in with no break we're in the we're in the we're in the the word the with no break schwa we're in the we're in the we're in the we're in the we're in the then we have the words of and uh of a i don't drop the v sound and i would probably write this with the full uh as in butter

rather than a schwa but it's still said quickly it's still unstressed that's really different than our most stressed word heat which has up down shape and is much longer these strings of unstressed words are very flat in pitch compared to the stressed words and that's part of the important contrast of american english we're in the middle of a heat wave we're in the middle of a heat wave we're in the middle of a heat wave which is the opposite of a cold snap which is the opposite of a cold snap which is the opposite of

a cold snap so heatwave cold snap in both of those phrases both words are stressed but the first word is the most stressed which is the opposite of a cold snap which is the opposite of a cold snap which is the opposite of a cold snap so in this sentence fragment op and cold and snap are most stressed words and the other words like above are less clear flattering pitch unstressed let's listen to which is the which is the which is the which is the the which is the which is the which is the which

is the now i noticed i pronounced the word the with a schwa there is an official rule about the pronunciation of v and it says when the next word begins with a vowel you make that an e vowel the opposite but i've noticed that many americans don't do this and i did not do this here i made this a schwa which is the which is the which is the notice the s in is makes the z sound the letter s often makes the z sound don't be deceived and think because you see the letter s

that it's the s sound which is the which is the which is the opposite of a cold snap opposite of a cold opposite of a cold opposite of a cold so these words are all linked together the t becomes a flap t which links into the next word opposite of a of a opposite of a cold snap but all of these words link together there's no break there's no choppiness which is the opposite of a cold snap which is the opposite of a cold snap which is the opposite of a cold snap let's look at

the ending d in cold it is not released that would sound like this cold snap cold a snap called a snap called we don't do that we put the tongue up into position for the d and we vibrate the vocal chords cold snap and then we go right into the s sound without releasing so the d sound is very subtle when it's followed by a consonant because we don't release it but native speakers still definitely hear that vibration in the vocal cords cold cold cold snap cold snap cold snap cold snap so a heat wave

is a phrase we use when there's a period of time a couple of days where the heat reaches an extreme high and a cold snap is the exact opposite we use this phrase for a period of days where the weather reaches extremely low temperatures usually a heat wave or a cold snap lasts just a few days maybe at most a week we're in the middle of a heat wave which is the opposite of a cold snap we're in the middle of a heat wave which is the opposite of a cold snap we're in the middle

of a heat wave which is the opposite of a cold snap and every day this week and every day this week and and i drop the d there we almost always drop the d in this word and and i don't reduce the vowel i still make a a and it is common to make that a schwa and that would sound like this and every day this week and every nevery but i did put more of a vowel in it and every and every day every day this week every the most stressed word there and every

day this week and every day this week and every day this week day and week also a little bit longer than the unstressed word this but they don't have the height of pitch that every has every is most stressed every day this week let's listen to just these three words day this week so you can hear the contrast of long short long da da da da da day this week day this week day this week day this week is supposed to be upper 90s is supposed to be upper 90s let's write this out again i

should do a better job of writing out my numbers for these exercises is supposed to be upper 90s so i put a little break here again for emphasis i want to emphasize how hot it's supposed to be upper 90s upper 90s both of those two syllable words have first syllable stress upper 90s and notice this is a flap t it comes between two vowels 90s 90s now what's happening with the word supposed in the phrase supposed to is supposed to be upper 90s is supposed to be upper 90s is supposed to be upper 90s so

we have is supposed to is ends in a z supposed starts with an s now here's a case where i am linking and i'm dropping the z s is an unvoiced consonant and unvoiced consonants are considered to be strong voiced consonants like z are weak so when they link together the strong consonant wins so rather than saying is supposed and making a z then an s it's just is supposed is supposed is just one single s sound is supposed to is supposed to is now this word this phrase actually supposed to never pronounced that clearly

we do a reduction with it can you hear it it's supposed to be is supposed to be is supposed to be supposed to suppose to so it's a three syllable phrase suppose two but i turned that into a two syllable phrase supposed to so officially this would be a z d ending but i make it unvoiced s t and when i link that into the next word that begins with a t the word two with reduced to the schwa to when i link it in then i just make one t sound spo st and i'm

basically dropping this first syllable po i drop the vowel so it's just supposed to supposed to so we do a couple things here we reduce by instead of putting a vowel between the s and the p we just put the s right up next to the p which drops the first unstressed syllable so we take the s put it on to the stress syllable po spo and then we take the ending we make it unvoiced and we link it directly into the t supposed esposta is supposed to i actually have a video where i go

over the pronunciation of supposed to and i give some more examples so i'll link to that at the end of this video but practice that with me for a moment esposta is supposed to esposta that's a very natural way to pronounce those three words together it's supposed to be is supposed to be is supposed to be upper 90s i know some people love the heat i am not one of these people okay then i have i know some people love the heat it's very clear there i think what the most stressed syllable is what about

in the next sentence i know some people love the heat i am not one of these people i know some people love the heat i am not one of these people i know some people love the heat i am not one of these people i am not okay so in both of those phrases i bring the stressed word out even more even more up down shape even more putting a little bit more strength on the first consonant i also make a true t here at the end of not that's again because i'm exaggerating that word

i'm making it even more clear than normal normally if i was going to link that into the sentence it would be a stop t because the next word begins with a consonant i know you're thinking wait that's the letter o that's a vowel but phonetically it's written with the consonant one so that would be a stop t but i'm making it a true t for extra emphasis to bring it away from the rest of the sentence a little bit for stress i am not one of these people i am not one of these people i

am not one of these people i am not one of these people so we have a couple other words have a little bit more length i know some people love the heat but it's not the same as love which is the most stressed and i give a light true tea here at the end it would also be very common to make that a stop tea i know some people love the heat i know some people love the heat i know some people love the heat i am not one of these people one a little bit

more length one of these people and a little bit more length on the stressed syllable of people as well i am not one of these people i am not one of these people i am not one of these people i am not one of these people of these of these of these said quickly unstressed flatter in pitch one of these one of these one of these people weather like this makes me want to stay inside all day weather like this weather like this so weather isn't super clearly pronounced but i do stress the first syllable

the stressed syllable weather like this makes you want to stay inside weather like this makes me want to stay inside weather like this makes me want to stay inside weather like this makes me want to stay inside all day and only venture out after the sun has set stay inside all day and only venture out after the sun has set so those are the longest most clear words of course we have other stressed words makes want inside venture out after but when you have many stressed words in a sentence some are going to take precedence

and are going to sound more stressed and others will sound more unstressed and that's what's happening here all stressed words all nouns verbs adjectives adverbs will not be equally stressed in a sentence weather like this makes me want to stay inside all day and only venture out after the sun has set weather like this makes me want to stay inside all day and only venture out after the sun has set weather like this makes me want to stay inside all day and only venture out after the sun has set are there any reductions weather like

this makes me want to stay inside all day and only venture out after the sun has set weather like this makes me want to stay inside all day and only venture out after the sun has set weather like this makes me want to stay inside all day and only venture out after the sun has set i definitely hear this one want to so common to reduce that makes me wanna makes me wanna weather like this makes me wanna stay inside so these words here from like all the way to wanna a little flatter in pitch

they don't have the stressed shape of the other syllables in this sentence makes you want to stay inside all day it makes me want to stay inside all day it makes me want to stay inside all day it makes me want to stay inside all day and only venture out and only and only dropped d in and and only venture out and only venture out and only venture out and only venture out after the sun has set and i put a little break here after out i make that a stop t if i didn't put

a break and i was linking it in then it would be a flap t because it would come between two vowels or diphthongs out after out after but i said venture out after the sun is set so i put a little break there breaking up my longer sentence into smaller thought groups and only venture out after the sun has set and only venture out after the sun has set and only venture out after the sun has set sun has set sun has set so two unstressed words flatter and pitch after the sun has set contrast

of stress and unstressed so important and now the conversation three times today it's a hundred degrees in philadelphia that's 38 degrees celsius we're in the middle of a heat wave which is the opposite of a cold snap and every day this week is supposed to be upper 90s i know some people love the heat i am not one of these people weather like this makes me want to stay inside all day and only venture out after the sun has set today it's a hundred degrees in philadelphia that's 38 degrees celsius we're in the middle of

a heat wave which is the opposite of a cold snap and every day this week is supposed to be upper 90s i know some people love the heat i am not one of these people weather like this makes me want to stay inside all day and only venture out after the sun has set today it's a hundred degrees in philadelphia that's 38 degrees celsius we're in the middle of a heat wave which is the opposite of a cold snap and every day this week is supposed to be upper 90s i know some people love the

heat i am not one of these people weather like this makes me want to stay inside all day and only venture out after the sun has set and now here i'm talking with a friend about his pets yeah we have two dogs yeah big ones big dogs okay daisy and let me see if i can remember oh i can't banjo banjo that's right and they made the move with you guys from texas they did how long have you guys had them daisy about five years banjo four and now for that analysis yeah we have two

dogs yeah big ones yeah we have two dogs yeah we have two dogs what are the most stressed words we hear there i hear two and dogs as being the two content words here the most stressed words longer yeah also yeah we have these are both said really quickly yeah we have two yeah we have two yeah we have and actually the word have reduces he drops the h sound it's common to do this in function words that begin with an h like have had his her him we have we have so the e vowel

goes right into the a vowel smoothly connected we have we have we have we have this allows him to say these two words more quickly and we want to do that because we want contrast with the longer words so we want our less important function words to be said really really as quickly as possible we have we have we have two dogs we have two we have two we have two dogs yeah yeah i respond i'm pretty sure i knew that it's like just a way of saying i'm listening to what you're saying we have

two dogs yeah yeah you'll hear this word in conversation a lot yeah yeah it's a stressed word it will generally have an up down shape of stress and be a little bit longer yeah yeah rather than yeah yeah yeah which is how it would be pronounced if it was unstressed yeah big ones we have two dogs yeah we have two dogs yeah we have two dogs yeah big ones big ones big ones so these are both stressed words big ones they're both longer than a function word like we have up here big ones big is

more stress than ones the pitch is a little bit higher big ones the pitch for ones falls away from the stressed big from the peak of big big ones big ones big ones big ones big ones big dogs big dogs so again two stressed words and i'm sort of stretching them out even more big dogs i'm doing this for emphasis big dogs big dogs big dogs okay he says and you can see his mouth doesn't open at all this is an affirmation a way of saying yes or yeah we say it a lot in conversation

okay okay okay daisy and okay daisy and so in this thought group day is definitely the most stressed it's a proper noun it's the name of the dog so the stress syllable of this word will be very clear daisy okay okay daisy okay daisy okay daisy and and so this is unusual this is a function word we usually reduce it which means we drop or change some of the sounds i say the whole word clearly the a as in bat vowel transitioning into the n consonant and the d sound we almost always drop the d

but i'm thinking here i can't remember the name of his other dog and so by drawing out the word like that i'm taking more time showing that i'm uncertain trying to remember that dog's name and and let me see if i can remember let me see if i can remember let me see if i can remember c and the stressed syllable of remember are the most stressed words there the rest are said very quickly and we do have some reductions let me becomes lemmy we drop the t completely you might have seen people write it

this way before lemmy i don't recommend writing reductions but we use them in spoken english all the time let me see let me see let me see let me see let me see if i can remember if i can if i can if i can remember so if i can and actually even the first syllable of remember because it's unstressed if i can are all said really quickly lower in pitch a little flatter in pitch if i can re all of them link together smoothly if i can if i can notice the word can i'm

not pronouncing it fully pronounced which would have the a vowel but i'm reducing it can can can k schwann can can this is because can is a helping verb here that means it's not the main verb remember is the main verb remem and it does have stress but can when it's not the main word which is most of the time when it's not the main verb is reduced so instead of can it becomes can can said very quickly practice that with me now can can if i can if i can if i can if i

can if i can remember if i can see if i can see if i can remember so there's a big difference between the unstressed words if i can and the stressed word remember which has that clear up down shape full pronunciation long stressed syllable if i can remember i see if i can remember if i can remember if i can remember oh i say oh i can't i can't i can't a stop here at the end where we stop the air can't an abrupt stop the air stops in my nose because n is a nasal

constant i can't i can't a nice i can't i can't i can't banjo say this at the same time that he is taking me out of my misery and giving me the right answer ban banjo banjo again it's a proper noun so it's going to be stressed the first syllable is the stress of the bull ban joe banjo banjo banjo banjo banjo that's right banjo that's right so i'm being dramatic here spending more time on the name of course i remember as soon as he said it i've seen banjo on instagram many times banjo banjo

banjo banjo that's right banjo that's right that's right that's right these two words a little bit mumbled not as clear i definitely drop the th in that's that's right that's right that's right that's pretty common in fact i could have even dropped the vowel and just put the ts sound in front of the r consonant that's right that's right we do that quite a bit with vats it's let's and what's reducing those words to just the ts sound but here i don't do that i keep the a vowel but i do drop the beginning consonant

that's right that's right this is pretty normal you'll hear this quite a bit in normal conversation casual conversation that's right that's right that's right and they made the move with you guys station and they made the move with you guys so notice i definitely dropped the d here and that is a more normal pronunciation of the word and and they made the move i keep the full a vowel could have reduced it to the schwa and they made the move and they made the move and they made the movie and they made the move with

you guys from texas and they made the move with you guys a little stress there from texas so the stressed words more clear more time up down shape of stress the unstressed words flatter and pitch said more quickly less important and they made the move with you guys from texas the word from reduced it's not from but from from from texas so the vowel changes to the schwa so we can say that word really quickly from from texas again an affirmation like saying yes they did they did did more stressed than they they did they

did they did they did how long have you guys had them how long have you guys had them how long have you guys had them that is definitely the longest word in the sentence the most stressed the other words a little less clear in fact i reduced the word have by dropping the h consonant how long of you guys of of i also changed the vowel from at to the schwa so it's just schwa v long of long of long of and whenever we do reductions we want to make sure that we link them in

so this is just linked right on to the next word to the word before and the next word how long have long have practice that with me now long of long of long of you long of you how long have you guys had them how long have you how long have you how long have you guys have them had also has a little bit of stress had them had them them is another word that often reduces by dropping the th i did not do that here how long have you guys had them even though i

didn't do it it's still not stressed it's lower in pitch the intonation doesn't have the uh up down shape of stress that curve in the voice how long have you guys had them them them them i've had them i've had them i've had them daisy about five years banjo four daisy about five years day five and banjo about four so again our two proper nouns daisy and banjo stressed here we're talking about we've already established that that's who we're talking about and now we're asking about something different we're asking about how long chris has had

these dogs so i think the word five is even more stressed than daisy daisy bout five years because this is the new information this is the information i'm asking about daisy about five years daisy about five years daisy about five years five years five years about with a stop t because the next word begins with a constant about five years about five years about five years about five years five years the intonation for the word years is a little high and he holds it out a little bit that says to me that it's an estimate

it's like not exactly five years five years five years five years five years and he's also thinking how would i say that is that true maybe he's also thinking about banjo he's about to tell me banjo's age maybe he's not quite sure how long they've had banjo for five years banjo four four four so we have a bit of this quality uh which is called popcorn we have a bit of a popcorn sound in the voice and that's pretty normal for final words in a thought group the general trend of phrases in american english is

that they go down in pitch and they lose energy towards the end that's why it's very common for there to be that popcorn quality at the end of a sentence four four instead of four four four four four if you notice this pay attention to this you don't wanna have this popcorn quality in your voice all the time but if you do bring it in at the ends of phrases it can definitely help you sound more natural when speaking english and now the conversation three times yeah we have two dogs yeah big ones big dogs

okay daisy and let me see if i can remember oh i can't banjo banjo that's right and they made the move with you guys from texas they did how long have you guys had them daisy about five years banjo four yeah we have two dogs yeah big ones big dogs okay daisy and let me see if i can remember oh i can't banjo banjo that's right and they made the move with you guys from texas they did how long have you guys had them in this next conversation i'm talking about being stressed are you stressed

about anything rage can i call you rage you can call me ready um sort of but in a very good way you know i'm leaving for europe yes that's right how long are you gonna be gone from i'm gonna 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 and now for that analysis are you stressed about anything rich are you stressed about anything rich 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 word stressed are you stressed about anything rach but the reason why tom stressed the word you is because i had just asked him if he was stressed about anything so now he was turning the question to me and he stressed you are you stressed about anything rach are you stressed about anything rage are you stressed about anything rage 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 about anything about anything are you stressed about anything rach are you stressed about anything rage are you stressed about anything rage did you notice how the indonesian went up at the end about anything rage rach rage 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 rage can i call you rage you can call me can i call you rage you can call me these next two sentences are great examples of reducing the word can can i call you h you can call me rach the word can is so fast there as if it has no vowels at all just the k sound and the n sound can can can i call you rage you can call me rach can i call you

rage you can call me can i call you rage you can call me notice how everything flows together we don't feel like we have five separate words in this sentence can i call you rage 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 can i can i linking an ending consonant to a

beginning vowel helps smooth out the line can i can i call you h you can call me rach again the word can is almost lost here can you can call me rach can i call you rage you can call me can i call you rage you can call me we reduce the word can like this when it's not the only verb in the sentence in these two sentences the main verb is call that means the word can is a helping verb that's a function word it's not as important as the main verb call the word

can is usually a helping verb when you pronounce it reduced can can it will help you sound more american can i call you h you can call me rach can can can i call you rage you can call me um sort of but in a very good way did you notice another flap t here linking the word sort and of 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 sort of sort of if we think of this as one word stress is on the first syllable sor dev and the second syllable is very fast it has the schwa not a full vowel sort of sort of um sort of but in a very good way let's go back for a second i left something important out the word um this is the word we use when we're

thinking um or uh these thinking sounds use the uh as in butter vowel 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 um sort of but in a very good way the first syllable of the word very ver and the word way but in a very good way are the most stressed do you hear how fast this

string of function words is 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 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 the sentence i hear no leave yer you know i'm leaving for europe you know i'm leaving for europe you know i'm leaving for europe 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 is a stressed word in the sentence the unstressed syllable the ing

ending is not stressed so unstressed syllables even in stressed words are still unstressed syllables you know i'm leaving for europe you know i'm leaving for europe notice i use the contraction i'm some of my students don't like to use contractions because they don't think they're 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 enough 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 you know i'm leaving for europe 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 word for for europe for europe i reduce that vowel to the schwa and the schwa are together make one sound for europe for europe and again here we have an ending consonant linking into a beginning vowel for europe for europe for europe so those two words glide together very easily for europe for year-round you know i'm leaving for

europe yes that's right how long are you going to be gone 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 word right 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 gonna be gone so there was no real break here between sentences you probably noticed he took going too and turned it into gonna how long are you gonna you

gonna you gonna you gonna how long are you gonna be gone for yes that's right how long are you gonna be gone for yes that's right how long are you gonna be gone did you notice tom did not reduce the word for to 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 like for when they're at the end of a sentence yes that's right how long are you going to be

gone 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 i'm going to be gone for five weeks i'm gonna be gone for five weeks i'm gonna be gone for five weeks 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 i'm gonna be gone for five weeks

you also may have noticed i also took going to and pronounced it gonna i'm gonna i'm gonna i'm gonna i'm gonna be gone for five weeks i'm gonna be gone for five weeks how do you hear this word for listen again i'm gonna be gone for five weeks i'm gonna be gone for five weeks you're right it's reduced for for five for five for five weeks i'm gonna be gone for five weeks i'm gonna be gone for five weeks so the most important words there the loudest the clearest are gone five and weeks 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 gonna be gone for five weeks i'm gonna be gone for five weeks that's a good long time it'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 it's a it's a it's a good long time that's a good long time i'm going to be

gone for five weeks that's a good long time i'm gonna be gone for five weeks that's a good long time we reduce that's it what at the beginning of a sentence like this a lot and look we have an ending constant beginning vowel to link it's a it's a it's a it's a good long time he stressed the last three words i'm gonna be gone for five weeks that's a good long time i'm gonna be gone for five weeks that's a good long time we have adjectives 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 10 days i reduce the word it's by dropping the vowel it's a good long time it's a good long time i'm leaving in 10 days it's a good long time linking the ts cluster into the schwa it's a good long time it's a good long time again these three words are stressed good long time i stress the word good the 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 10 days look another contraction the most important syllables in that sentence leave 10 days i'm leaving in 10 days i'm leaving in 10 days i'm leaving in 10 days i'm leaving in 10 days again they're the most important parts of the sentence for content the verb leaving and the time amount 10 days i'm leaving in 10 days so it feels like there's a lot to be done i notice the

word it is not very clear so it feels so it feels i'm leaving in 10 days so it feels like there's a lot to be done so it feels like the word it begins with a vowel here the word before ends with a vowel so we can link vowel to vowel so it sew it sew it so it feels like it's a very smooth transition and it can feel like i go through the glide consonant w sew it sew it sew it that helps me link them together so it feels like what's happening with the

t in it it's a stop t so it sew it so it feels so it feels like the t is not fully pronounced 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 of theirs 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 there's a lot to be done how are these two

words pronounced lotta lotta this is clearly not a new vowel it's a schwa latta but what about the t's lotta i'm making the first tea as stop tea lot so i'm just stopping the air for a second lot to lotta before releasing to make the second tea there's a lot to be done there's a lot to be done there's a lot to be done 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 in lot is pronounced one way in this phrase a lot to and a different way in this phrase a lot of and now the conversation three times are you stressed about anything rage can i call you rage you can call me 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 from 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 rage can i call you rage you can call me um sort of but in a very good way you know i'm leaving for europe yes that's right how long are you gonna be gone from i'm gonna be gone for five weeks that's a good long time it's a good long time i'm leaving in ten days so it feels like there's a

lot to be done are you stressed about anything rage can i call you rage you can call me um sort of but in a very good way you know i'm leaving for europe yes that's right how long are you gonna be gone from i'm gonna be gone for five weeks that's a good long time it's a good long time i'm leaving in ten days so it feels like there's a lot to be done here you get to see my in-laws my husband david's parents not till two right maybe somewhat after that yeah but we said

we'd be there at 1 30. right i think they want to just chat and yeah yeah stuff before will it take like 15 minutes to get there oh no it'll take ten five and now for that analysis not till two right maybe somewhat after that but we said we'd be there at 1 30. i noticed my dad makes a stop t here not till not till instead of not till that makes the transition between these two words less obvious it makes it a smoother link not till two not till two not till two right and

maybe somewhat after that another stop t here at the end of that because it's the end of a thought the end of the sentence often we make those teas stop tease in american english somewhat after that somewhat after that somewhat after that but we said we'd be there at 1 30. bowie i actually dropped the t all together here to make this even more connected and smooth but we but we but is a function word not too important so it's okay to reduce it but we said we but we said we but we said we'd

be there at 1 30. did you notice how i pronounced 30. i took this second t and made it a flap t so it sounded like a d 30 30 1 30. but we said we'd be there at 1 30 1 30 1 30. this was another stop tea and it was very quick so it was hard to tell but i think this was a schwa at 1 30 it won 30. i'll be there at 1 30 be there at 1 30. be there at 1 30. when you're talking about the time of something try

pronouncing at this way very quickly right i think they want to just another stop t here it's the end of a sentence right right right right i think they want to just did you notice how my dad did not make a th sound here but rather just an h sound and he connected it to i i i think i think i think they want to just i think they want to just i think they want to just i've noticed some native speakers do this with the th and think we use this phrase a lot i

think this i think that and it's not uncommon to hear the h sound instead of the th it's a funny little reduction that we do of a content word i think they i think they want to just i think they want to just i think they want to just chat yeah you probably noticed the one reduction here i think they wanted i think they wanted i think they wanted very common in american english i think they want to just chat yeah also the word just we often reduce this so it sounds like there's basically no

vowel just just just want to just want to just i think they want to just i think they want to just i think they want to just chat yeah chat another stop t at the end of this thought i think they want to just chat yeah the word and was very reduced to just the schwa and sound chat yeah chat yeah chat yeah yeah stuff you know did you notice that this was the schwa and not the uh vowel yeah yeah you know we pronounce these two words together this way all the time you know

you know you know chat yeah yeah stuff yeah stuff yeah stuff before will it take like 15 minutes to get there let's talk about the word 15 for a second some people have a hard time hearing the difference between 15 and 50. the sounds are a little different but also the stress is different 15. stress is on the second syllable there teen teen 15 so it's short long for the word 50 it's the opposite it's long short 50 50. 15 15. will it take like 15 minutes 15 minutes 15 minutes to get there i reduce

the vowel in two to the schwa like we almost always do i did keep this as a true tea though the sound before was unvoiced minutes to minutes to 15 minutes to get there or 15 minutes to get there or 15 minutes to get there did you notice this t stop t because the next sound was a consonant the voiced th get there get there 15 minutes to get there or 15 minutes to get there or 15 minutes to get there how was this word pronounced just the schwa r sound very quick this is another

function word so i've reduced it to get there to get there or to get there oh no it'll take did you hear dad he reduced it will to the contraction it'll it'll it'll it'll oh no it'll take oh no it'll take oh no it'll take ten five five what's different about the pitch the intonation of these two phrases ten five this one goes up in pitch this one goes down that's because i'm asking the question here i don't know how long it will take this statement where my dad was sure goes down in pitch if

you're not sure your phrase goes up if you're sure your phrase goes down and now the conversation three times not till two right maybe somewhat after that yeah but we said we'd be there at 1 30 right i think they want to just chat and yeah yeah stuff before will it take like 15 minutes to get there or oh no it'll take ten five five not till two right and maybe somewhat after that yeah but we said we'd be there at 1 30 right i think they want to just chat and yeah yeah stuff before

will it take like 15 minutes to get there or oh no it'll take ten five not till two right maybe somewhat after that yeah but we said we'd be there at 1 30. right i think they want to just chat and yeah yeah stuff before will it take like 15 minutes to get there or oh no it'll take ten five i don't live in new york city anymore i live in philadelphia but in this old clip i'm describing where i live i live in new york city in manhattan currently in midtown but i do move

around a lot i've been in new york for about five years and i've already moved four times and now for that analysis the first things i notice is how my voice goes up at the end of the word city city city that's because of the comma here and i'm not done i'm going to keep going i'm going to say more about that i live in new york city i live in new york city i also notice how connected that first line is i live in new york city there are no breaks i live in new

york city i live in new york city and i notice the ending consonant sound of live links into the beginning of the next word live in vin vin vin i live in new york city i live in new york city i live in new york city in manhattan in manhattan again my voice went up at the end manhattan again there's a comma here and i'm about to give more information about that new york city manhattan more specifically midtown so my voice is going up at the end of each of these little phrases to signal that

there is more information yet to come about this in manhattan in manhattan i noticed that the stressed syllable of manhattan is the middle syllable man also i hear that i'm not really pronouncing these t's as true t's that would be manhattan but i'm saying manhattan with a little break that means these t's are stop tease in manhattan in manhattan also the last syllable is really just the n sound so the letter a there is representing the schwa sound manhattan manhattan in manhattan in manhattan in manhattan currently in midtown again i did not hear the release

of this t that would be currently i heard currently with a stop that's a stop t currently currently and in this three syllable word i notice that stress is on the first syllable cur cur currently currently in midtown currently in midtown midtown stress on the first syllable here and that is a true tea midtown currently in midtown currently in midtown currently in midtown currently in midtown but i do move around a lot the stressed syllables in that sentence are do round [Music] and lot but i do move around a lot but i do move around

a lot but i do move around a lot let's talk about the t pronunciations here but i do but i but i i'm hearing that as a flap t or a d sound but i but i it's also very connected but i do but i do but i do move around a lot but i do move around a lot the final t lot i did release that and give it a true t sound but i do move around a lot but i do move around a lot but i do move around a lot again this

sentence was very linked together the ending v consonant here linking on to the next vowel mova mova v move around but i do move around a lot but i do move around a lot but i do move around a lot but i do move around a lot i've been in new york for about five years the stressed words in this sentence fragment new york and five years i've been in new york for about five years i've been in new york for about five years so how are the unstressed words pronounced the contraction i've the word

been and in they're all quite quick and linked together i've been in i've been in i've been in i've been in i've been in new york and the words for and about for about five years i notice i'm reducing this to the schwa fur fur for about five years for about five years i've been in new york for about five years so these three words i've been in very quick they're unstressed new york the pace slows down a bit there so those words are longer because they're stressed then for about those two words unstressed are

again quite quick for about and then five and years are both given more time because they're stressed i've been in new york for about five years i've been in new york for about five years i've been in new york for about five years and i've already moved four times here i'm hearing all and moved for and times as being the most stressed syllables in that sentence fragment and i've already moved four times and i've already moved four times and i've already moved four times i also notice i'm not really pronouncing the l here this syllable

is coming out more like the ah as in law vowel already already and i've already moved four times and i've already moved four times also did you notice how i reduced the word and and i've already moved in and i've already moved and i've already moved four times and i've already moved four times and now the conversation three times i live in new york city in manhattan currently in midtown but i do move around a lot i've been in new york for about five years and i've already moved four times i live in new york

city in manhattan currently in midtown but i do move around a lot i've been in new york for about five years and i've already moved four times i live in new york city in manhattan currently in midtown but i do move around a lot i've been in new york for about five years and i've already moved four times chatting with friends here about reading headlines in the paper i feel like that's a lot of the conversations that i have with people is i'll be like oh i read about yeah but i didn't actually read the

actual things i read the headline or i read the one sentence blurb that yeah facebook posts with the headline and now for that analysis i feel like that's a lot of the conversations that i have with people is i'll be like oh i read about in this little clip of conversation my friend laura and i are talking about how we're in this bad habit of not actually reading articles we'll just read headlines and the one second summary and then we'll talk about it oh i read about blah blah blah even though we didn't actually read

the article are you guilty of that too i feel like that's a lot of the conversations that i have with people okay this is a really long thought group and i'm speaking pretty quickly but even though i am i am still making some words longer they're being brought out with a little bit more length but also a little bit more volume and they'll be a little higher in pitch they'll have ah this shape let's try to identify what they are i feel like that's a lot of the conversations that i have with people i feel

like that's a lot of the conversations that i have with people i feel like that's a lot of the conversations that i have with people i feel like i feel like that's a lot let's just start there i feel like that's a lot of the feel and lot are a little bit longer and they have the peak of the volume and of the pitch of the stress let's listen to that little sentence part that little sentence fragment again i feel like that's a lot of i feel like that's a lot of i feel like that's

a lot of i feel like that's a lot of the i feel like that's a lot of the so even though we speak quickly in american english we still have longer syllables and that is really important for clarity with american english i've had some students who know that americans speak quickly and they want to do that too but it feels way too rushed and the reason why is because it doesn't have these longer words or syllables within the faster syllables we have to have the long ones too i feel like that's a lot of that

okay let's listen to a little bit more and see what else do we hear as being a little bit longer a little bit more stressed i feel like that's a lot of the conversations that i have with people conversations that i have with people converse say so this syllable is a little bit more stressed a little bit longer conversations that i have with people have is more stressed here a little longer the conversations that i have with people the conversations that i have with people the conversations that i have with people is i'll be like

oh i read about yeah conversations that i have with people is they'll be like oh i read about so those are for me the longest most clear syllables and a lot of the other syllables are said really quickly are there any reductions let's go back and see i feel like that's a lot of the conversations that i have with people i feel like that's a lot of the conversations that i have with people i feel like that's a lot of the conversations that i have with people let's look at the first sentence fragment um what's

happening so i this is not a reduction but it's a link when we're putting two words together when one word ends with the same sound that the next word begins with we don't say feel like but we say feel like we connect them with a single l i feel like i feel like that's a lot of the i feel like i feel like i feel like that's a lot of another thing so we have the the linked l here another thing i'm noticing is um how high the intonation is here i feel like i feel

feel that's pretty high and i guess i was just doing that because it's sort of funny and so that brought more emotion and energy into the voice which made the pitch even higher okay so everything links together i feel like that's k right into th sound ts cluster right into the schwa that's a that's uh that's a then we have a lot of the oh it's unclear to me the word of would be fully pronounced this way i definitely reduce it to the schwa i'm not quite sure if i drop the v or not it

said very quickly you can definitely drop the v here a lot of the a lot of the then you just use the schwa to link lot and the and the t here will become a flap t just one single flap against the roof of the mouth because it comes between two vowels and the little three word phrase a lot of is very common so practice at that with that way with me right now alotta a lotta a lotta a lotta really smooth forward flow of sound it's a lot of a lot of a lot of

the conversations that i have with people the conversations that i have with people okay so the schwa of the going right into the sea there's no break here the conversations that the word that i reduce that the vowel has the schwa conversations that that i have with people okay i'm doing something a little interesting here well first the z sound of conversations linking into the th conversations that conversations that no stop and sound so usually most people would would link this but i don't i don't link it with a flat t i sort of re-emphasize

why do i do that don't know doesn't matter usually we'll link things with a flap t when the next word begins with a vowel we'll link that ending word we'll link that ending sound rather when a word ends in a vowel or diphthong plus t and then xer begins the vowel or diphthong just like up here with lot of we so often flap that t every once in a while we don't i'm emphasizing i by putting a little break i'm emphasizing that i have cover i have these conversations with the people that i have with

people that i have with people that i have with people so even though i don't connect to the flap t it's still pretty smooth there's not a big break there that i have with people so i have have is more stress but i is also a little bit longer that i have with people that i have with people have with people have with people these sounds are all connected the v right into the w the th right into the p no break here people this word can be tough for p for some people people can

be tough for people okay so the pronunciation is p the e as in she vowel in the stressed syllable and then the dark l pull pull pull in the unstressed syllable a lot of people want to round their lips a little bit they substitute that in for the dark l try to make sure your lips are relaxed for this sound you want the back of the tongue to be doing the work for this sound people people people is i'll be like is i'll be like is i'll be like okay this is all pretty mumbled i

s the word is has a z sound so that links into the next sound is i'll be like so the word i the words i will contract to i'll but it's hardly ever pronounced that way it's almost always reduced to something like all all which sounds like a-l-l said quickly all all is all is all is all is i'll be like is i'll be like is i'll be like well is i'll be like i'll be like i'll be like is i'll be like is i'll be like the word be said really quickly it's almost like

there isn't a vowel there but like but like but like but like is that like so this is all lower in pitch a little flatter it comes across pretty unclear so we have sets of words like this strings of words like this in american english that are less clear certainly less fully pronounced and that provides contrast with the clearer stressed syllables like i have and that contrast is important in american english i'll be like oh i read about oh i read about so here i'm slowing down i'm speaking really clearly because i'm quoting myself i'm

not just talking i'm saying something that i had said when we say all be like like is another way to say she said so all be like is all say or if you're talking about a woman and you could say and then she was like no way that would be the equivalent of saying and then she said no way so we use the word like sometimes in storytelling as a substitute for said i'll be like i'll say or i said and she was like is like saying and she said oh i read about okay so

more clear longer words ending d links into beginning schwa of about everything is nice and connected i do a true t here again i'm speaking more clearly i'm not just talking i'm quoting myself so i have to make it seem different and that's why it's all a little bit more clear than just normal conversation well as i'll be like oh i read about well as i'll be like oh i read about is i'll be like oh i read about yeah but i didn't actually read the actual thing but i didn't actually read i put a

little break here separating thought groups but i didn't actually read the actual thing i do that for emphasis it's funny i'm talking about reading something but i didn't read it i just read one sentence about it but i didn't actually read read much longer the most stressed word there but i didn't actually read but i but i but i this is like i was saying before usually when a word ends in a t and the sound before is a vowel or defong and the next word begins the vowel diphthong we flap that to make a

smooth connection but i but i but i but i but i but i didn't actually didn't actually it sounds to me like i'm stop i'm dropping the t there's no sense of a stop here didn't actually so the ending n is linking into the next vowel na na did actually actually i didn't actually i didn't actually i didn't actually actually actually so this word can be four syllables actually or it can be three actually i think three symbols is a little bit more common it's a little easier that's what i've done actually in ipa i

would write it like this stress on the first syllable ack and then i would probably write that with the schwa actual e actually actually the ending e links right into the next sounds the consonant r actually read actually read so everything is smoothly connected and actually reads and actually reads and actually reads the actual thing the actual thing the actual thing so i'm stressing this quite a bit i've slowed down the actual thing those two syllables have some stress the word v pronounced with the e vowel we typically do that when the next word begins

with a vowel or diphthong otherwise we pronounce it as the schwa the but here it's the the actual the actual and it links right into the next word the actual thing the actual thing the actual thing the actual thing about and as i'm saying that laura says the actual about i can't quite tell because i'm speaking at the same time but i think she might be doing a schwa the actual that's pretty normal too i mean the rule is if the next word begins the vowel or diphthong you pronounce this e as the e vowel

but i've noticed americans certainly don't always do this the actual about actual about linking those two words together about about the actual about and then she puts a stop t at the end she does not release that thing i read the headline i read the headline okay what are the two most stressed syllables there i read the headline so the words that are usually the ones that are stressed in a sentence are the nouns verbs adjectives and adverbs and they don't always have equal stress but those are the words that are content words that are

usually the ones that are these longer more clear words so everything in this forward thought group is linked together said very smoothly always a forward motion of the voice not choppy at all i read the headline i headline the word the pronounced with the schwa the next sound is a consonant we do pronounce the h in this word i read the headline i read the headline i read the headline or i read the one sentence blurb or i read the one sentence i put a little break here well i'm thinking of what word to say

the word or this often reduces to er er er or i read or i read i don't reduce it here or or i read the or so the word or is the ah as unlaw sound followed by r when it's not reduced but the ah sound really changes here it's not ah it becomes much more closed the lips round further the tongue pulls further back in the mouth or or or an oran or i read the one sentence or i read the one sentence or i read the one sentence red and one get the most

stress there everything is linked together let me spell out the word one here this letter is a vowel but the word the sounds are this in ipa these are the sounds so whenever we're talking about rules like with flap t's or this kind of thing or the pronunciation of the word the we're never talking about letters we're always talking about sounds so the beginning sound of this word is a consonant that means the rule is this would be pronounced with a schwa not an e vowel the one the one not the one the one the

the the one the one sentence the one the one the one sentence one sentence let's talk about this word for a second sentence what's happening with that t sent i'm making it a stop t the rule is when the t is in a sequence of t schwa n that it's a stop t and that's what i'm doing here scent stop the air really quickly just hold it for a second sentence sentence other words like this mountain kit [Music] i have a video where i go over this a little bit more in detail you can search

on youtube rachel's english mountain and it should come up sentence one sentence one sentence one sentence one sentence blurb that so now i say blurb that and that's one thought group i'm thinking of exactly what to say blurb that blurb that so i might normally reduce the word that to the schwa but i don't hear because i'm thinking about what to say so i'm speaking a little bit more slowly blurb that so that keeps its full a vowel it does have a stop t blurb that blur that so here we have an r a b

a t h three consonants in a row blur that i don't release the b b is a stop consonant just like t the lips come together that stops the air and then they release we often don't release stop consonants in conversation especially when the next sound is another consonant so my lips come together i make the b sound blur [Music] but then rather than releasing i go right into the th sound blur that blurb that blurb that blurb that blurb that blurb that blurb that yeah that yeah laura says yeah up down shape of stress

she knows what i'm gonna say she agrees with me she probably does it too yeah yeah yeah facebook posts with the headline facebook posts with the headline facebook posts with the [Music] headline so more stress on face and head posts this is a verb and i said that nouns verbs adjectives and adverbs are the words that are usually stressed but not all of them will be stressed every time facebook posts with the headline that would be too much so even content words are sometimes not stressed compared to the stressed words in a sentence facebook posts

with a headline so here we have sts i do make all of those sounds posts posts posts posts posts posts with the headline facebook posts with the headline with the headline so i said before when we have the same sound at the beginning and ending of one of a word that links together two words that link together that we make one sound so with is usually pronounced with an unvoiced th the is usually pronounced with the voiced th when these two words come together which happens pretty frequently the unvoiced sound wins it's stronger with the

with the with the headline with the headline with the with the with the with the so it's like taking the word with and just putting a schwa at the end with a with a with a headline facebook posts with the headline it's with the headline it's with the headline it's with the headline the d sound in head line d just like t just like b is a stop consonant here it's followed by another consonant and when stop consonants are followed by consonants they're very often not released so it's not headline head head we don't release

the tongue headline we say head line so we put our tongue up into position for the d we make a quick d sound but rather than releasing we go right into the l sound head line headline headline headline and now the conversation three times i feel like that's a lot of the conversations that i have with people is i'll be like oh i read about yeah but i didn't actually read the actual things i read the headline or i read the one sentence blurb that yeah facebook posts with the headline i feel like that's a

lot of the conversations that i have with people is i'll be like oh i read about yeah but i didn't actually read the actual things i read the headline or i read the one sentence blurb that yeah facebook posts with the headline i feel like that's a lot of the conversations that i have with people is i'll be like oh i read about yeah but i didn't actually read the actual things i read the headline or i read the one sentence blurb that yeah facebook posts with the headline here's another monologue talking about a double

date tonight david and i are going out to dinner with two friends a double date we both got sitters and we got a reservation at park at 6 45. i already know what i'm going to get they have the best french onion soup i've ever had i don't know how long it takes them to make it but it's worth every minute it's going to be so great to enjoy a nice meal catching up with these friends and now for that analysis tonight david and i are going out to dinner with two friends a double date

tonight david and i are going out to dinner tonight i stress that the time when this is gonna happen david and i a little bit longer going out to dinner go a little bit longer din a little bit longer with two friends two i stress that i bring the pitch of my voice up two friends friends a little bit longer tonight david and i are going out to dinner with two friends tonight david and i are going out to dinner with two friends tonight david and i are going out to dinner with two friends and

the rest of the words are said pretty quickly please notice the word tonight is pronounced with a schwa in the first syllable so many people pronounce that too tonight today tomorrow but they're all to just the t and the schwa to tonight tonight tonight tonight tonight the second t is a stop t because it's followed by a word that begins with a consonant that would be david tonight david tonight david and i are tonight david and i are tonight david and i are david nye now whenever we have two things that we're putting together with

and it's very common to reduce the word and which i did i change the vowel to the schwa and we drop the d david and i david and i and then the n links right into the next word which is the i as in by diphthong david nye david nye david and i are david and i are david and i are the word are david and i are r is more like ur david nyer david and i are going out or said more quickly david and i are going out david and i are going out

david and i are going out i'm going to put a little bit more length on out as well out to dinner so here we have two t's and i combine those with just one true tea out to out to so a stop and then a release out to dinner and the word two is reduced we use the schwa instead of the ooh vowel so it's not two it's to out to dinner they're going out to dinner or going out to dinner or going out to dinner with two friends the word with said very quickly with

with with with so the th is made very simply here it's very fast with two with two now here two is pronounced with the ooh vowel and this word never reduces unlike this word which is pronounced with the ooh vowel which almost always reduces so it's actually the schwa instead of the ooh vowel with two friends with two friends with two friends a double date a double date a double date with a stop t so we have the word a with a schwa a double date and in this thought group these three words are very

linked together we have an unstressed syllable then a stressed syllable then an unstressed syllable and a stressed syllable a double date a double date a double date a double date a double date we both got sitters we both got sitters both and sit are the most stressed word there sitters the double t there is a flap t that's short for babysitter someone to watch our kids we both got sitters the tea and got a stop t why because the next word begins with a consonant we both got sitters we both got sitters we both got

sitters we both got sitters and we got a reservation at park at 6 45 and we got a reservation at park at 6 45. park probably the most stressed word in that whole sentence the word and reduces did you hear that i dropped the t and we got a reservation and we got a reservation and we got a reservation and we got a reservation and we got a and we got it and we gotta drop to the d the t here turned into a flap to connect the words linking right into the schwa gotta and

we gotta and we gotta and we gotta those four words are all flatter and pitch they're unstressed and they all link together and we got a reservation the stress syllable of res is a little bit longer a little bit clearer reservation notice the letter s here makes the z sound res z reservation and we got a reservation at park at 6 45 and we got a reservation at park at 6 45 and we got a reservation at park at 6 45. so i have the word at twice both times it's reduced it's not the a

vowel but it's the schwa and it's a stop t it park it park at 6 45. it it it it it so it's not at but it it both times it's a stop t because the next word begins with a consonant here it's a p and here it's the s sound at park at 6 45. net park at 6 45. net park at 6 45. 6 45 6 45. whenever you're giving a time it's the end of the time the last part of the time that's stressed so 45 if i was going to say let's

say this then i would say 7 30 and the final word 30 would be the most stressed here the final word is 5 so it's 6 45 5 being the most stressed 6 45 6 45 6 45 and notice the t in 40 is a flap t we flap the t if it comes after an r before a vowel 40 40 6 45 6 45 6 45 i already know what i'm going to get i stress the word already the most i already know what i'm going to get i already know what i'm going to

get this is a little unusual i'm stressing it because we haven't even arrived at the restaurant and i've already chosen what i'm going to eat so that's why already is coming out the most now this word is normally stressed already i already know but sometimes we do stress the first syllable i already know i already knew that i already know i already know what i'm going to get i already know what i'm going to get i already know what i'm going to get i pronounce this word without an l already already it's like a tighter

all as in law vowel already i already know you can do this as well i think it simplifies the word for non-native speakers and it's a good little shortcut to that word already already i already know i already know i already know i think i also make no a little bit longer know what i'm know what i'm know what i'm what and i'm both flatter said faster not as clear flap t connecting the two words know what i'm know what i'm i already know what i'm going to get i already know what i'm going to

get i already know what i'm going to get i definitely could have said what i'm gonna get gonna gonna gonna going to is such a good candidate for getting reduced gonna but instead i said going to get going to get going so i did a full o as in no diphthong going d then i made a flap t and we make a flap t in the word two quite a bit when the sound before is voiced and here it's the ng sound that is voiced so rather than saying going to i said going to going

so my tongue is in position for the ng that's the back of the tongue and then the front of the tongue flaps going to get going to get stoppedy at the end of get why because it's at the end of a thought group going to get going to get going to get going to get they have the best french onion soup i've ever had okay i really stress the word best don't i they have the best french onion soup i've ever had ever they have the best french onion soup i've ever had they have the

best french onion soup i've ever had they have the best french onion soup i've ever had they have the they have the they have the these three words a little less clear flatter in pitch and then i bring out the word best and i emphasize the b and i move my head as i say the word to say this is an important word it is the best they have the best they have the best they have the best french onion soup i've ever had soup i've ever had so i noticed i closed my lips for

the pee but i don't really release soup soup you don't hear that escape of air right into the next word i've soup i've ever had soup i've ever had so there was no release of the p there soup p is a stop consonant soup i've ever had soup i've ever had soup i've ever had i don't know how long it takes them to make it i don't know how long it takes them to make it i don't know how long it takes them to make it those are my two longer most stressed words there i

emphasize the h i make it a little stronger than normal to bring out the stressed word let's look at this phrase i don't know there are several ways we can pronounce that we can say i don't know i don't know i don't know that's the most conversational the least clear that's not how i do it i make it a little bit more clear i don't know how long it takes them to make it i don't know how long it takes them to make it i don't know how long it takes them to make it i

don't know i don't know i don't know i don't know don't a little bit longer the higher stress there the higher pitch i don't know don't and a little stop for the t there i don't know i don't know if i didn't make that tiny break it would sound like this i don't know don't know but instead there is a tiny break i don't know don't no don't no i don't know i don't know i don't know i don't know how long it takes them to make it them becomes them how long it takes them

to make it them them them i could have dropped the th sound that's a common reduction i didn't but i did reduce the vowel them how long it takes them how long it takes them how long it takes them how long it takes them to make it the word two reduced i keep a true tea but i make a schwa takes them to make it takes them to make it so even though the sound before was voiced i did not make that a flap t honestly it's probably because i was speaking in front of a

camera and even though i don't mean to i often speak just a little bit more clearly in front of a camera than i do in normal english conversation it takes them to make it it takes them to make it it takes them to make it to make it short long short to make it stop t at the end because it's the end of my thought group to make it to make it to make it but it's worth every minute but it's worth every minute but it's worth every minute my two most stressed words there even

though the word minute is one of the most stressed words it still ends in a stop t because it's the end of the thought group but it's worth every minute but it's worth every minute but it's worth every minute but it's but it's but it's these three words said quickly flap t connecting but it's and then i actually say a contraction even though it's written out here as two words i definitely reduce that into a contraction but it's but it's but it's but it's flappy linking the two together but it's but it's but it's it

sounds funny on its own doesn't it but it's but however in the context of the whole sentence where we have that against the longer more stressed words it sounds very natural to a native speaker but it's worth every minute but it's worth every minute but it's worth every minute it's going to be so great to enjoy a nice meal it's going to be so great to enjoy a nice meal it's going to be so great to enjoy a nice meal okay we do have a couple reductions here don't we going to how did i pronounce

that gonna it's gonna be so great it's going to be so great it's going to be so great it's going to be so great to enjoy a nice meal so great to enjoy to enjoy so here i don't reduce the vowel in two because it's linking into another vowel to enjoy to enjoy two two two however it's still said very quickly very much so unstressed to enjoy to enjoy to enjoy it to enjoy to enjoy the first vowel in enjoy is the vowel which is unstressed and unstressed and schwa sound the same so if i

had made this vowel into the schwa there would be no definition between these two words we would lose the word to so that's why the vowel ooh is not changed it's because of the next sound now we have a true tea connecting these great to enjoy great stop then release of the true tea into the vowel two great two great two great to enjoy great to enjoy great to enjoy a nice meal catching up with these friends nice meal catching up with these friends i didn't say the word and did i i wrote it in

here but i don't hear it at all a nice meal catching up with these friends a nice meal catching up with these friends a nice meal catching up with these friends a nice meal catching up with these friends to catch up means to tell each other your news tell each other what's been going on in your lives we do this with friends or family that we haven't seen for some time we catch them up on what has happened since the last time we saw them phrasal verb catching up with these friends catching up with these

friends catching up with these friends up has a little bit more length compared to with these it has a little bit more height to the pitch catching up with these friends so i'm going to give it that little curve so that we know it was a little higher in pitch catching up with these with these with these lower in pitch less clear and then friends catching up with these friends catching up with these friends catching up with these friends the word with ends in the unvoiced th it can be pronounced voiced but unvoiced is much

more common the word these is pronounced with a voiced th but when we have one word that ends in a consonant and the next word that begins in the consonant if they're very similar then they'll link together with one sound and in this case it's the unvoiced sound that wins unvoiced sounds are considered stronger than voiced sounds so when s and z link together s the unvoiced sound wins when unvoiced th and voiced th link together it's the unvoiced sound that wins so you can link these together with these with these and drop your voiced

th just make one unvoiced th consonant to link the words together with fees with these with these with these with these with these friends with these friends and now the conversation three times tonight david and i are going out to dinner with two friends a double date we both got sitters and we got a reservation at park at 6 45 i already know what i'm going to get they have the best french onion soup i've ever had i don't know how long it takes them to make it but it's worth every minute it's going to

be so great to enjoy a nice meal catching up with these friends tonight david and i are going out to dinner with two friends a double date we both got sitters and we got a reservation at park at 6 45 i already know what i'm going to get they have the best french onion soup i've ever had i don't know how long it takes them to make it but it's worth every minute it's going to be so great to enjoy a nice meal catching up with these friends tonight david and i are going out to

dinner with two friends a double date we both got sitters and we got a reservation at park at 6 45. i already know what i'm going to get they have the best french onion soup i've ever had i don't know how long it takes them to make it but it's worth every minute it's going to be so great to enjoy a nice meal catching up with these friends okay this is a fun scene i made with my friends vicky and jay where we're acting out checking in at an airport they also have a youtube channel

simple english videos be sure to check them out the machine didn't recognize my passport i can help where are you flying to today we're flying to rio and then we have a connecting flight to recife what are you looking for my reading glasses they're on your head i had a bottle of water i threw that away why you can't take liquids on the plane are you checking any bags yes just one can you put it on the scale sure can you check our bag through the recife no i can't you'll need to pick it up

in rio to go through customs how much time do we have how long is our layover about two and a half hours that's plenty of time here are your boarding passes thank you your flight leaves from gate 19 and boarding begins at 11 20. 11 20. have a great trip we will and now for that analysis the machine didn't recognize my passport didn't recognize did you notice how jay pronounced the n apostrophe t contraction didn't he didn't release the t didn't but rather ended this word with a nasal stop sound didn't the machine didn't recognize

my passport didn't recognize my passport didn't recognize my passport didn't recognize this is how we pronounce all n apostrophe t contractions didn't recognize i can help i can help i can help i can help did you notice how the word can was reduced k schwa n sound so it sounds like there's no vowel can can i can help i can help i can help i can help this is because can is a helping verb here it's not the main verb the main verb is help can is usually a helping verb and in these cases we

do reduce it i can help i can help i can help where are you flying to today where i reduced the word r to the schwa r sound er er wearer it linked up with the word before where where where and just sounds like an extra syllable at the end of where where are you flying to today where are you flying to today where are you flying to today where i pronounced a full u vowel in the word to but i reduced the vowel in the word today to the schwa to today so this so

this syllable was short and the syllable day was longer today what do you notice about the intonation of that question where are you flying to today where are you flying to today where are you flying to today today the pitch went down at the end but it's a question questions that can't be answered with yes or no do go down in pitch at the end just like phrases we're flying to rio and then we have a connecting flight to recife vicky has pronounced this beautifully in british english as you know this is an american english

channel and that's really where my expertise is i'm not going to comment too much on what vicky says except to point out a few differences between british english and american english what are you looking for my reading glasses the first major difference i'll point out is how she pronounced the phrase what r she made a true t here and most americans will make that a flap t water what are you looking for what are you looking for i've noticed that people who speak british english tend to make many more true teas than americans we like

to make more stop teas and flack teas water but vicky says what are you looking for what are you looking for what are you looking for what do you notice about the intonation of this question looking for it goes down in pitch at the end because it cannot be answered with yes or no my reading glasses my reading glasses my reading glasses no reductions in jay's short sentence but listen to how the sounds and words all flow together my reading glasses my reading glasses my reading glasses my reading glasses one thought with a swell over

the stressed syllable read my reading glasses all one nice smooth phrase my reading glasses they're on your head i had a bottle of water jay flapped the double tea and bottle so that it sounded like an american d bottle bottle also the word water vicky probably would have said this with true teas bottle and what actually water is an interesting word because it sounds totally different in british english than it does in american english the vowel is different the pronunciation of t is different and the pronunciation of the last two letters is different i actually

have a video on how americans pronounce the word water check it out i had a bottle of water i had a bottle of water i had a bottle of water i threw that away why another clear true tea from vicki where an american probably would have flapped that i threw that away i threw that away but vicky says i threw that away i threw that away i threw that away why why again up but then down at the end why this is the question that cannot be answered with yes or no why why why why

why you can't take liquids on the plane are you checking any bags here i pronounce the word are more fully with a vowel r i wouldn't have to even though it's the beginning of a sentence i could still reduce it to er are you checking but i said r are you checking are you checking any bags are you checking any bags are you checking any bags are you checking any bags smooth connection across the phrase with the stress tables check and bags it's a question what do you notice about the intonation are you checking any

bags this is a yes no question so the pitch should go up at the end but actually i made it so the pitch goes down bags are you checking any bags are you checking any bags are you checking any bags okay so the rules aren't perfect i also could have said this with intonation going up at the end are you checking any bags and in general it's more polite to make your intonation go up at the end of a yes no question are you checking any bags yes just one can you put it on the

scale another can reduction can can why is that what's the main verb here the main verb is put so can is a helping verb reduce it can you put it on the scale can you put it on the scale can you put it on the scale scale the intonation does go up at the end of this yes no question can you put it on the scale can you put it on the scale and notice my flat t's making this little three word phrase very smooth put it on put it on put it on can you

put it on the scale can you put it on the scale can you put it on the scale not true tease but just flapping the tongue against the roof of the mouth to make the connection between the words smoother put it on can you put it on the scale can you put it on the scale can you put it on the scale can you put it on the scale sure there are a couple different ways you can pronounce this word i usually say sure jay said sure both are acceptable sure can you check our bag

through the recife notice j reduced can to ken can you check our bag what's the main verb here can you check our bag through the recife the main verb is check so can is a helping verb and we want to reduce that the word to jay pronounced that with a flap t and the schwa this is a common reduction through that through that through that can you check our bag through the recife through to recife through to recife no i can't you'll need to pick it up in rio to go through customs can't i did

pronounce a strong true t there didn't i i was being extra clear what do you notice about the vowel in the word can't no i can't no i can't no i can't it's a full a vowel ah even though we reduce the vowel in the word can often we do not reduce the vowel in the word can't i no i can't no i can't no i can't you'll need to pick it up in rio to go through customs reduce the vowel in two to the schwa you'll need to you'll need to pick it up you'll

need to pick it up in rio you'll need to pick it up in rio you'll need to pick it up in rio what do you notice about the t here pick it up it's a flap t it comes between two vowels so i made that sound like the american d sound pick it up pick it up you'll need to pick it up in rio you'll need to pick it up in rio you'll need to pick it up in rio to go through customs again a reduced vowel in two now i could make this tea a

flak tea but i didn't i made it a true tea in riota but i could have said in riota you'll need to pick it up in rio to go through customs how much time do we have how long is our layover what do you notice about the intonation of these two questions after the phrase peaks on the stress word time do we have the last three words are all pretty low in pitch heading down how much time do we have lay over both of these phrases questions but not yes no questions go down in pitch

how much time do we have how long is our layover how much time do we have how long is our layover how much time do we have how long is our layover about two and a half hours that's plenty of time did you notice the very clear stop t in about about two and a half hours i made a true tea for two but i made a stop t for about about stop the air two and a half hours this is how you want to pronounce this when one word ends in a t and the

next word begins in a t about two and a half hours about two and a half hours about two and a half hours don't make two t sounds just make it stop and then one true tea about two and a half hours about two and a half hours about two and a half hours about two and a half hours how did i pronounce the word and i reduced it to just the schwa and sound two and a half notice the l in half is silent about two and a half hours about two and a half

hours about two and a half hours that's plenty of time vicky made a nice clear true tea here that's plenty of time that's plenty of time that's plenty of time americans will often drop the t completely when it comes after an end actually we'll see an example of this in just a minute here are your boarding passes thank you here are your boarding passes i did make a full vowel in the word r but it was still very fast very quick it's a function word it doesn't need much time hearier hearier here are your boarding

passes here are your boarding passes here are your boarding passes thank you your flight leaves from gate 19 and boarding begins at 11 20. your flight leaves the word your was very fast i reduced it so that it had the schwa r ending your year your flight your flight leaves your flight leaves your flight leaves your flight leaves from gate 19 and boarding begins at 11 20. flight leaves with the clear stop t not released flight flight flight leaves your flight leaves your flight leaves your flight leaves from gate 19 and boarding begins at 11

20. 11 20. here's the example i talked about earlier americans often drop the t when it comes after an n 20 is a perfect example i did it 11 20 11 20 11 20. 11 20. and so did jay 11 20 20 11 20 11 20 11 20. have a great trip great trip again i did not make two t's one word ended in a tea the next word began in a t but i didn't repeat the t great trick have a great trip have a great trip have a great trip trip the tr consonant

cluster can be and often is pronounced as a chr trip trip instead of trip trip have a great trip and now the conversation three times the machine didn't recognize my passport i can help where are you flying to today we're flying to rio and then we have a connecting flight to recife what are you looking for my reading glasses they're on your head i had a bottle of water i threw that away why you can't take liquids on the plane are you checking any bags yes just one can you put it on the scale sure

can you check our bag through to recife no i can't you'll need to pick it up in rio to go through customs how much time do we have how long is our layover about two and a half hours that's plenty of time here are your boarding passes thank you your flight leaves from gate 19 and boarding begins at 11 20. 11 20. have a great trip we will the machine didn't recognize my passport i can help where are you flying to today we're flying to rio and then we have a connecting flight to recife what

are you looking for my reading glasses they're on your head i had a bottle of water i threw that away why you can't take liquids on the plane are you checking any bags yes just one can you put it on the scale sure can you check our bag through the recife no i can't you'll need to pick it up in rio to go through customs how much time do we have how long is our layover about two and a half hours that's plenty of time here are your boarding passes thank you your flight leaves from

gate 19 and boarding begins at 11 20. 11 20. have a great trip we will the machine didn't recognize my passport i can help where are you flying to today we're flying to rio and then we have a connecting flight to recife what are you looking for my reading glasses they're on your head i had a bottle of water i threw that away why you can't take liquids on the plane oh are you checking any bags yes just one can you put it on the scale sure can you check our bag through to recife no

i can't you'll need to pick it up in rio to go through customs how much time do we have how long is our layover about two and a half hours that's plenty of time here are your boarding passes thank you your flight leaves from gate 19 and boarding begins at 11 20. 11 20. have a great trip we will now back to a monologue about my free time one of my favorite things to do with a free day is to ride my bike sometimes i'll ride along the hudson river or in central park and sometimes

i'll go visit friends in brooklyn and now for that analysis one of my favorite things to do one of my favorite i definitely hear one and fave as being stressed of my is very quick very different than one and fave of my of my of my of my of my so i'm using the schwa here and i am giving the v sound of my of my of my of my of my but it's very flat and quick one of my favorite one of my favorite one of my favorite i noticed that i'm dropping the middle

unstressed syllable in favorite so it's not fair writ but simply favorite favorite favorite things and i noticed that i am making that a stop t i'm not releasing it i'm going straight into the th one of my favorite things one of my favorite things to do with a free day one of my favorite things to do with a free day one of my favorite things to do with a free day one of my favorite things to do with a free day so i notice both the words free and day have a lot more length than

the others things is a content word it is a noun but it's more generic than free and day i think that's why i didn't give it as much time one of my favorite things to do with a free day one of my favorite things to do with a free day one of my favorite things to do with a free day one of my favorite things to do with a free day i notice with the word two i am reducing that to the schwa sound it's not to do it's to do to to to to do

to do what to do what to do with a free day also the article uh of course is a schwa now i pronounce the ending th unvoiced with a with a sometimes when people link the ending th that is unvoiced into a voiced sound like the vowel schwa they will voice it and say with a with the but i left that unvoiced with a with a with a free day with a free day with a free day with a free day is to ride my bike ride bike those were the two longest words in that

sentence fragment is to ride my bike i notice again i reduce this to the schwa sound it's not two it's to is to ista is to ride is to ride is to ride my bike is to ride my bike is to ride my bike is to ride my bike sometimes i'll ride along the hudson river what did you hear is the most stressed syllables there i'm hearing some ride hud rive as you practice your own speech listen to it and make sure that you can pick out stressed syllables in a sentence if you can't then

they all sound too much the same and we're lacking good rhythmic contrast so it's always good to study other speech and to note what do you hear as being the longest syllables usually it will go along with adjectives adverbs nouns and verbs sometimes i'll ride along the hudson river sometimes i'll ride along the hudson river sometimes i'll ride along the hudson river what else do you notice i notice the ending s here is pronounced as a z sometimes i'll ride also did you notice how i pronounced that contraction i didn't say i'll i'll i said

all all so it sounded a lot like this word in fact it sounded just like this word all all i used the ah as in law vowel sometimes all sometimes i'll ride so i reduced the contraction which is already a reduction of i will to all all all sometimes i'll ride sometimes i'll write sometimes i'll write sometimes i'll ride along the hudson river the hudson river the word the pronounced with the schwa sometimes it's pronounced with an e vowel that would be when the next word begins with a vowel or diphthong here it begins with

a consonant the h sound hudson hudson so it was a schwa the hudson the hudson river the hudson river the hudson river the hudson river did you notice how the second and unstressed syllable of hudson was pronounced it's written with the letter o but there's the schwa vowel in there as an unstressed syllable it's very fast and when the schwa is followed by the n sound you don't need to worry about making a separate schwa sound it gets absorbed by the end sun hudson hudson the hudson river the hudson river the hudson river or in

central park i noticed i did not reduce the word or that can be reduced to er er hudson river or central park but in this case i didn't i said or wait i just realized i missed the word in or in central park or in central park do you hear how fast the word in is oren oren oren or in central park central stress syllable of central is the first one sen sen the second syllable has the schwa troll central and central and central did you notice i'm making more of a ch sound here instead

of a t sound for the t in central central troll this can happen when the t is followed by an r in central and central and central park and sometimes i'll go visit friends in brooklyn and sometimes i definitely dropped the d in that word and sometimes and sometimes reducing the word and and sometimes and sometimes and sometimes let's talk about stress in that last part of the sentence and sometimes i'll go visit friends in brooklyn what did you hear as being the most stressed syllables some sort of but even stronger viz friends brook verb

noun noun the content words and did you notice the contraction isle again pronounced with the ah as in law vowel reduced to all all all all and sometimes and sometimes and sometimes i'll go visit friends in brooklyn also all of these words as always in a thought group were very connected i had a stop t here and visit so i didn't bother to release it which would have made a little gap in my line visit friends visit friends visit friends visit friends visit friends in brooklyn also the ending z sound of friends linked into the

beginning vowel of the next word friends in friends and friends and friends in brooklyn visit friends in brooklyn visit friends in brooklyn visit friends in brooklyn and now the conversation three times one of my favorite things to do with a free day is to ride my bike sometimes i'll ride along the hudson river or in central park and sometimes i'll go visit friends in brooklyn one of my favorite things to do with a free day is to ride my bike sometimes i'll ride along the hudson river or in central park and sometimes i'll go visit

friends in brooklyn one of my favorite things to do with a free day is to ride my bike sometimes i'll ride along the hudson river or in central park and sometimes i'll go visit friends in brooklyn and our last one a monologue about evening plans tonight i'm meeting up with some friends in the west village for pizza we may stay in the west village afterwards or we may hop on our bikes and go up to ucb for a comedy show and now for that analysis tonight i'm meeting up with some friends in the west village

for pizza we may stay in the west village afterwards or we may hop on our bikes and go up to ucb for a comedy show one of the first things i notice is that i've made this a stop tea rather than a flap tea tonight i'm meeting up with some friends tonight tonight tonight often when the t comes between vowels or diphthongs in this case we have the i as in by diphthong for tonight and the i as in by diphthong for i we would make that a flap t to connect but i made this

a stop t so there was a little break in the line tonight i'm meeting tonight tonight tonight i'm meeting up with some friends tonight tonight tonight i also noticed that i've made this o a schwa to to tonight this t on the other hand was a flap t meeting up meeting up i did not release the p here so that's a stop consonant up up my lips came together to make the p but rather than releasing them up i went right into the next word with meeting up with some friends i'm noticing sort of to

my surprise that i also dropped to the th with some friends with some friends up with some friends up with some friends help with some friends so i took this function word which will not be stressed it is less important in the sentence and i dropped the final sound with some with some with some with some friends in the west village for pizza it's very obvious to me they're what the most stressed words are in the west village for pizza in the west village for pizza in the west village for pizza let's start with the

first four words in the west village inna was very quick in the in the in the in the in the west and village both had more time west village in the west village so even though in the is two words it was probably faster than the single word west in the west in the west village in the west village in the west village in the west village and the final two words for pizza for pizza i definitely hear the first syllable of pizza as being stressed the word for was reduced it had the schwa for

for for for pizza for pizza for pizza for pizza for pizza in the west village for pizza we may stay in the west village afterwards which syllable was the most stressed we may stay in the west village afterwards we may stay in the west village afterwards we may stay in the west village afterwards i definitely heard stay as being the most stressed that's our verb that's a content word which will usually be stressed in a sentence again in the was very quick west and village were both stressed as was afterwards but they had less curve

to the voice they were less stressed to me than the word stay which was louder we may stay in the west village afterwards i noticed that i did not produce the word or that's one word that can reduce to or or we may or we may but here i said or we may or we may i did not reduce the vowel or we may hop on our bikes or we may hop on our bikes or we may hop on our bikes we may hop on our bikes what do you think is the loudest most stressed

word in that sentence fragment we may hop on our bikes we may hop on our bikes or we may hop on our bikes i hear hop again the verb we may hop on our bikes and go up to ucb and go up to ucb i definitely reduce the word and here by dropping the d and go up to ucb then go up and go up and go up again here the word up i did not release the p sound i made that a stop up two up two again a reduction i did not do the

word two usually has the schwa sound in it and instead i left in the vowel oo i usually reduce the word to in conversation to to i did not do it here because i was talking into the camera and i've noticed that i do use fewer reductions when i'm recording than i do in normal conversation to ucb to ucb to ucb for a comedy show for a comedy show i most definitely reduced this vowel to the schwa for so i also connected that word very much so to the article a which is also pronounced as

the schwa for for for a comedy show for for a comedy show for a comedy show let's test your listening skills for stress the word comedy is a three syllable word which did you hear as being the most stressed comedy comedy comedy it's the first syllable so the last two syllables are lower in pitch and flatter also maybe a little quieter than the stressed syllable midi midi midi midi midi midi comedy show and now the conversation three times tonight i'm meeting up with some friends in the west village for pizza we may stay in the

west village afterwards or we may hop on our bikes and go up to ucb for a comedy show tonight i'm meeting up with some friends in the west village for pizza we may stay in the west village afterwards or we may hop on our bikes and go up to ucb for a comedy show tonight i'm meeting up with some friends in the west village for pizza we may stay in the west village afterwards or we may hop on our bikes and go up to ucb for a comedy show when you watch so much analysis all

at once you really start to feel those characteristics that are important to american english you can't deny them you start to feel them in your body if you want to start training that you'll want to work with the audio training that goes along with these kinds of analysis videos in my online school rachel's english academy we have thousands of students training right now to get these habits into their voices visit rachelsenglishacademy.com to sign up today keep your learning going now with this video and don't forget to subscribe with notifications i make new videos on the

english language every week i love being your english teacher that's it and thanks so much for using rachel's english