ENGLISH PRONUNCIATION AND ACCENT TRAINING Detailed Analysis of American speech Rachels English

Today, we’re going to do one of the most effective exercises in improving your listening comprehension,

which in turn, improves your pronunciation,

your accent, and how natural you sound
when speaking American English.

We’re going to do a Ben Franklin exercise.

I’ve been doing these exercises for years
with my students

and i’ve seen that they are truly one of the best ways to understand how Americans really speak.

So what we do is we take a bit of speech
that a real American is speaking,

and then we do a full analysis of the pronunciation.

We’ll look at the stress, we’ll look at reductions, we’ll look at things like a flap T,

so that you understand everything that’s being said and how to say that yourself.

First, the speech that we’re going to analyze.

I’m going to talk about a fall baking
weekend that I had with my friend, Laura.

This year, the fall baking weekend was a
little bit different.

because now we have not just one kid, not just two kids, but three kids, including a newborn.

So everything was a little chaotic when my friend Laura and her family came to visit.

We made a caramel custard tart.

It was delicious.

But most importantly, we had an amazing weekend spending time together with our families.

And now, the analysis.

This year, the fall baking weekend was a little bit different because—

That was a long thought group.

I didn’t take a breath or make a longer break until after the word because, but I did put a little bit of a lift.

Was a little bit different–

This year, the fall baking weekend was a little bit different because —

This year, the fall baking weekend was a little bit different because—

And by just putting a little lift, a little tiny break in the voice, it brings those out more of those words,

it makes them more important.

Also ‘was’ I made that pretty long, I drew
out the vowel a little bit.

Often, the word ‘was’ is reduced and then it’s pronounced: wiz, wiz, said very quickly.

But I didn’t do that. I fully pronounced it.
Did not reduce to the schwa.

But I left the UH as in butter vowel.

Was, was, was a little bit different.

Was a little bit different

And we have flap T in the word ‘little’.

That’s always pronounced that way.

Little, da-da-da-da.

With the tongue flapping against the roof of the mouth.

And then we have a stop T in ‘bit’.

A little bit different, different.

And also in different.

the stop T in bit, followed by a consonant.

same with the stop T in different.

The NT ending, whether it’s in a word like
this, or where it’s N apostrophe T,

is often pronounced as a nasally stop T.

So we have two stops here.

A little bit different, nt-nt-nt-nt-nt–

With that nasal N sound coming to an
abrupt stop in the nose.

A little bit different, a little bit different, a little bit different.

Notice how I’m pronouncing the word ‘different’.

This is a word that can be pronounced with three syllables, diff-er-ent or two, diff-rent,

and I pronounce it as two. Its more common, it’s easier.

So go ahead and just think of it as two syllables with the first syllable being stressed.

diff-rent, rent, rent, rent.

And notice this is a schwa, not much of a vowel, and the second syllable said very quickly.

Rent, diff-rent, different, different.

different, different, different.

What about the top line?

All of those words said really quickly, but
there are important words there.

The fall baking weekend.

I’m talking about an event.

Why did I say these words so quickly?

Listen to how quickly I said them.

This year, the fall baking weekend–

Well, I had already introduced the idea that I was going to be talking about the fall baking weekend,

so that’s why this second time, I said it more quickly.

I’m not introducing the idea, i’ve already told you that’s what I’m going to talk about.

So what was the most important part about this sentence to me, was describing it, not introducing it.

You already know I’m talking about the fall baking weekend, that’s why that ended up sounding faster.

That’s why it was said more quickly.

and the information about it that it was a little bit different is what was more stressed and more clear.

This year, the fall baking weekend–

This year, the fall baking weekend was a little bit different because–

So then I say because, because.

because, because, because.

It’s not reduced.

Often this word is reduced, but I’m saying
it more clearly here.

Be– unstressed syllable with the IH as in sit vowel, then a stressed syllable, UH as in butter vowel.

Because, because.

Because now we have not just one kid–

Now we have– And I put a break, not just one kid.

Now we have not just one kid–

And I really stress the first word of each of those thought groups.

Now we have not just one kid–

And again, a stop T in ‘not’ because the
next sound is a consonant.

Not just one kid–

What do you notice about the T in the word ‘just’?

Not just one kid–

It’s actually dropped.

I don’t say it at all.

Why?

We often drop the T when it comes
between two consonants.

So when the ST cluster is followed by a word that begins with a consonant, we drop it.

Now you’re thinking, hold on, the letter O, that’s a vowel.

You’re right.

But the word ‘one’ is pronounced beginning with the W consonant.

Www-uhh-nn.

So whenever we’re talking about rules with the T, we’re talking about sounds, not letters.

The sound T here comes between two consonant sounds, the consonant sound S

and the consonant sound W.

Now, even though this word is spelled
with the letter O at the beginning, that doesn’t matter.

It still comes between two consonant
sounds, and it’s dropped.

Just one, just one.

T is dropped and the two words are linked together.

Just one, just one, just one kid.

Kid, this is a more casual way to say child,
very common in English.

Just one kid, just one kid.

Just one kid, not just two kids.

Not just two kids.

Again, stressing not, and again, a stop T.

Not just two kids.

Now here, we have the T followed by a T.

Ok, those just combine just to make one true T.

because a T beginning a stressed word like ‘two’ will always be a true T.

Not just two kids.

So the S links right into that true T.

Not just two kids, not just two kids.

Not just two kids, but three kids.

But three kids.

So I’m stressing ‘three’.

So I stressed not, not, and then three.

I’m saying first of all, what we didn’t have, one kid, two kids. That would have been simple.

But we had three kids in the house.

Three. This is a tricky word, isn’t it?

We have the unvoiced TH, thhh– and then
the R consonant, thr, thr.

So the tongue tip must come through the teeth for that unvoiced TH, then the tip pulls back

so it’s not touching anything inside the mouth to make the R.

Thr-, thr-, three.

But three kids, but three kids, but three
kids including a newborn.

Including a newborn.

So ‘include’, stress on the middle syllable there.

A, a schwa just linking these two words together.

Including a newborn.

In the word newborn, the first syllable of stress but I make my pitch go up at the end

to show that I’m not done talking about this.

What about the fact that we had three kids?
Well, I’m about to tell you that.

Including a newborn, including a newborn,
including a newborn.

newborn, newborn.

So the intonation goes up.

Well, what about that?

Well, that means everything was a little chaotic.

A newborn, a newborn, a newborn, so
everything was a little chaotic.

So everything was a little chaotic.

A little chaotic, chaotic.

First syllable stress there, that’s the most stressed word there, and we have a flap T.

Did I say first syllable? definitely meant middle syllable.

Cha-o-tic.

chaotic with a flap T beginning the third syllable.

Notice this CH here?

not pronounced ch–, also not pronounced sh-, but instead pronounced kk- like the K sound.

Chaotic, chaotic, chaotic.

So everything was a little chaotic.

A little chaotic.

Again, the word ‘little’.

T’s there pronounced as a flap T.

A little, a little, a little.

And the letter A, the word ‘a’, just a quick schwa.

A- a- A little, a little.

A little chaotic, little chaotic.

So everything was a little chaotic.

Everything was a little chaotic.

Ev– First syllable stress, and also the
word ‘was’ reduces here.

On the first screen, we talked about how it wasn’t introduced, it was pronounced was,

but here, it’s pronounced: was, was, was, said very quickly, linking into the next word.

Was a, was a, was a, everything was a little chaotic.

Ev– and a, chao–, are the most stressed syllables there.

The other syllables said pretty quickly, maybe a reduction, like in was: was a, was a.

So everything was a little chaotic.

So everything was a little chaotic when my friend–

When my friend–

when my friend–

Okay the word ‘when’ definitely not pronounced.

Whe– with a full EH as in bed vowel that’s really sounding reduced.

When, when, when, when.

I would write that with the W, the schwa, and the N.

Also notice WH, that can be pronounced
with a little escape of air.

When.

But I did not do that, and I don’t do it, really.

I find it a little old-fashioned and my mom does it.

She’s not old-fashioned, but she maybe
talks that way sometimes,

but most people, more modern is just to do a clean W sound with no escape of air beforehand.

When my friend.

When my friend, when my friend Laura.

when my friend Laura–

So I then say her name, I put a tiny lift between the words ‘friend’ and ‘Laura’.

and if I hadn’t, I probably would have dropped the D, my friend Laura, my friend Laura,

because it’s very common to drop the D between two consonants just like we did with the T in the words

‘just one’.

Just one, just one.

Friend Laura.

Would very often be pronounced: friend Laura, friend Laura, with no D,

but I put a little tiny break before her name to emphasize it, and so I do give a light D at the end of the word ‘friend’.

When my friend Laura, when my friend Laura.

when my friend Laura and her family came to visit,

Laura and her family came to visit.

So what are the most stressed words there?

The clearest, the longest?

Laura and her family came to visit.

Two nouns and a verb.

What about the other words?

What about and and her?

They get reduced. Let’s listen.

Laura and her family–

And her, and her, and her, and her, and her.

The word ‘and’ reduced to just schwa N: and, and, and.

The word ‘her’ reduced to just schwa R.

er, er, er.

So I dropped the H, I dropped the D, I reduced the vowels: And her, and her, and her, and her.

Laura and her family–

And her, and her, and her.

Said very quickly, very unclear, yet this is the pronunciation that Americans use

And that is clear to Americans because it makes the stressed words, the more important words.

stick out of the phrase more and be more clear.

It’s like giving the listener the most important words.

So the contrast that we like in American English is only possible when we make some words less clear

like ‘and’ and ‘her’.

These are function words.

Laura and her family.

Laura and her family–

Notice the word ‘family’.

This could be a three-syllable word: fam-il-ly, family, family.

Maybe that’s how you say it.

maybe that’s how you learned it.

but I recommend going with a two-syllable pronunciation instead: fam-ly.

So the first syllable is stressed and the middle syllable is dropped.

Family, family.

That’s more common and it’s easier.

So try it out.

Family, family, family came to visit.

came to visit, came to visit.

So came, another verb, but less important than ‘visit’.

It’s not as clear, it’s not as stressed, and
the word ‘to’ reduced.

we turn that into more of a flap sound.

Came to, came to, came to visit, came to
visit, came to visit.

We’re after the M, the tongue just bounces quickly against the roof of the mouth, and the vowel is reduced.

Came to, came da-da-da.

You could also think of this as a D, if that works better for you, a very light quick D.

Came to visit.

And a stop T because this T comes at the end of a thought group.

Came to visit, Came to visit–

Came to visit.

We made a caramel custard tart–

We made a caramel custard tart.

We made, made, made.

I make the D sound here, I don’t release it.

That would sound like this: made, made,
but it’s more of a stop: made, made.

Mmm– Different from a stop T where I
just stopped the air.

Here, I am actually making a little D sound
with a vibration of the vocal cords.

Made.

dddd-

That makes the D.

I don’t need dda– the release.

Made, made, made a caramel custard tart.

A– The letter A, the word ‘a’, a quick schwa.

A caramel custard tart, caramel custard tart.

Each one of those words stressed, but the stress is less clear as we go on because

the general trend in sentences is the
energy is less in the voice towards the end.

We made a caramel custard tart.

Caramel custard tart.

So do you hear how the pitch is lower for
each one of those?

Car– cus– tart–

Caramel custard tart.

That’s what feels natural in American English.

The pitch goes down and the volume goes down towards the end of a sentence.

Caramel custard tart.

Did you hear I made a clear true T here at the end?

Tart, tart.

I wouldn’t have had to, I could have said: tart, tart, tart, and made an abrupt stop there.

but we do often make a clearer true T
sound in a cluster like the RT cluster.

Tart.

Tart, tart, tart.

It was delicious but–

It was delicious.

I’m noticing something interesting here.
I drop the T in ‘it’.

I don’t even make a stop T. That would be: it was, it, it,

but instead, I just make an IH vowel.

It was delicious, it was delicious.

There’s no stop at all, and why is that?

It’s because it’s a common two-word sequence.

It was.

It’s not stressed, it doesn’t have to be that clear.

It was delicious.

The important word there is the adjective.

It was delicious.

And here, my pitch goes up at the end.

Delicious.

Because again, I want to signify I’m not done talking.

I’m going to talk more about how that weekend was.

It was delicious.

The word ‘was’ here, reduced.

Was, was.

How quickly can you say that word?

Was, was.

It was, it was, it was, it was.

This little two-word phrase not very clear on its own but in the context of the whole sentence.

It was delicious.

It’s very clear to native speakers.

It was, it was, it was, it was.

It was, it was, it was delicious but most importantly–

But most importantly.

The word ‘but’, it’s own little thought group, stop T.

But, but, but.

but, but most importantly–

most importantly.

Okay, ST cluster.

Now you learned that we will very often
drop that T if it’s followed by a consonant.

Here, it’s followed by a vowel.

The IH as in sit vowel.

but you know what?

I still drop it.

Most importantly, most importantly.

Why? It doesn’t really follow a rule.

I’m doing it because it’s so clear what I’m saying, most importantly, most importantly,

that I don’t feel like I need the T sound.

Of course, I didn’t think this but as I said,
it, this is what came out.

Most importantly, most importantly.

Just connecting the S sound into the next word.

Most importantly, most importantly, most importantly.

importantly importantly.

Stressed syllable there.
The second syllable, import, stop T, nntt– stop T, ly.

So the two stop T’s, we have a sequence here.

T schwa N, and whenever we have that
sequence of T schwa N, it’s a stop T,

that’s the most common pronunciation.

Important, importantly.

Mountain, sentence.

All of these words have the T schwa N.

kitten, mitten.

and we make that a stop sound followed by N.

Mitt-nn.

import-nnt-ly.

This one’s interesting because it’s two stop T’s in a row.

Impor-nnnt-ly.

So you put your tongue up into position for the
T, import–, you stop the air, then you make an N sound,

stop the air, and make the ‘ly’ ending.

Importantly, importantly, importantly.

Importantly, importantly, importantly, we had an amazing weekend spending time together with our families.

We had an amazing weekend–

Amazing weekend–

Really stressing the stressed syllable there.

It was amazing.

with a word like this that has some drama and some intensity in it, we tend to really stress them.

We had an amazing weekend spending time together, also stressed, with our families, also stressed.

And notice fam-lies, just like fam-ly, I’m
dropping the middle syllable.

Fam-lies.

So first syllable stress, fam-lies, fam-lies.

We had an amazing weekend spending
time together with our families.

Let’s look at the other words.

We have a couple unstressed words here in a row.

We had an, we had an, we had an.

Lower in pitch, flatter in pitch, a little less clear.

The word ‘an’, that’s just schwa N said really quickly.

We had an, we had an.

D links into the schwa, and N links into the next vowel.

Had an amazing.

We had an amazing

we had an amazing, we had an amazing.

By linking the ending consonant of a word into the beginning vowel of the next word,

that helps us link things together smoothly.

It helps everything sound nice and smooth, and in American English, we really like smooth speech.

We had an amazing–

We had an amazing weekend spending time together.

We had an amazing weekend–

Very, very light D there.

Spending time together.

Crisp true T here, time, time.

That’s because it’s a stressed word and it begins with the T, so that’s gonna be a true T.

We had an amazing weekend spending time together.

Time together–

And I did also a true T to begin ‘together’.

Time together, together, together.

Notice it looks like the word ‘to’.

We don’t pronounce it too, we pronounce
it: te, te, te, together.

Stress on the second syllable.

Together, time together.

time together, time together, time together
with our families.

With our families, with our families.

With and our, a little bit less important,
said a little bit more quickly.

With our, with our, with our, with our, with our.

with our families, with our families, with our families.

The word ‘our’ were sounds like the word ‘are’.

With our, with our, with our, with our, with our, with our.

And you can think of it as being AH, R or
or even you can make it the schwa R,

with our families, when you’re
pronouncing it extra quickly.

With our families, with our families.

with our families, with our families, with our families.

Let’s listen to the whole speech one more time.

This year, the fall baking weekend was a
little bit different because

now we have not just one kid, not just two kids, but three kids, including a newborn.

So everything was a little chaotic when my friend Laura and her family came to visit.

We made a caramel custard tart.

It was delicious.

But most importantly, we had an amazing weekend, spending time together with our families.

Now as a bonus, I’m going to put in a video that I made last year with Laura at our fall baking weekend

and you’re going to learn some interesting things about American English pronunciation,

phrasal verbs, idioms, and more.

In this American English pronunciation video,

we’re going to study real-life English while I make an apple pie with my dear friend Laura.

Okay, time to eat the caramel sauce.

Caramel. Caramel. Caramel.

They’re all okay.

Okay.

Hmm…

this tasty word can be pronounced three ways.

Caramel. Caramel.

Or caramel.

Each pronunciation is accepted and you will find all three of these pronunciations listed in the dictionary.

Here’s what it says.

Whisk in a medium saucepan.

Now it doesn’t say over medium-low heat.

Mkay.

I’ll do that.
Okay.

Notice how we respond to each other.

K and mkay.

These are both common variants of the word ‘okay’.

This word is used a lot in conversational English.

It can be used to say ‘I understand, I’m listening’ which is how Laura and I both use it here.

Over medium-low heat.

Mkay.

I’ve read a part of the recipe and we’re
both saying I understand that.

Then she offers to take care of it and I say
‘mkay’ again here meaning I understand.

-I’ll do that.
-Okay.

We also use it for ‘yes’.

Will you add the sugar?

Okay.

Over a medium low heat.

Mkay.

I’ll do that.
Okay.

Here’s what it says.

So we do this until the sugar is dissolved then we add the butter which I put out on the counter

with a stick.

Just light on the butter.
Yeah.

You know, it’s not… this, this pie is not very high in calories

so that’s false.

False.

I’ve said something here that’s not true.

It’s false.

I’m not being serious.

The pie is very high in calories.

Listen to the different ways you can say I’m not being serious.

False. Oh I’m joking. I’m being facetious.

I’m just kidding.

How else could you say that?
She’s joking.

You already say that?

I did say that. I’m pulling my leg.
-You’re pulling your leg.

Yeah, I’m pulling your leg.

It’s a high in calorie pie.

Okay so um…

Just joshing…
I’m just joshing you.

Where does that one come from?

I’m just Joshin.

You could say that. I’m just joshing.

Hey, don’t get upset. I’m just Joshin.

I’m joking.

I’m being facetious.

I’m just kidding.

I’m pulling your leg.

I’m just joshing.

All of these things mean what I’m saying should not be taken seriously or literally.

I could have also said I’m just playing or I’m playing.

The word ‘just’ in all of these phrases can
be used but doesn’t have to be used.

A note on the pronunciation of the word ‘just’, if it’s followed by a word that begins with the consonant,

the T will usually be dropped.

For example, I’m just kidding.

Just kidding.

Straight from the S sound into the K with no T.

False. I’m joking.

I’m being facetious.

I’m just kidding. I’m pulling your leg. It’s a high in calorie pie. I’m just joshing you.

Where does that one come from?

You want to grab the stick of butter?
Yeah.

So every fall, for what, how many years
have you been doing this?

Well we’ve lived here since 2010.

Here? No way.
And it probably started…

No way.

Here no way.

What does that mean?

That means I can’t believe what she’s saying.

I don’t think it’s true and it turns out I misunderstood.

I thought she meant she had been living in that house since 2010

but she meant she’d been living in the town since then.

Well we’ve lived here since 2010.

Here? No way.
And it probably started…
No. No. No. In North Hampton.
Oh, you mean North Hampton.

-Seven-ish.
-6 or 7 years. Yeah.

I said seven-ish years while Laura said six
or seven years.

‘Ish’ is something you might hear put at
the end of a word to show approximation.

-Seven-ish.
-6 or 7 years. Yeah.

Every fall I come up to Laura’s house and
we have a fall baking weekend

and actually we’ve made lots of videos from the fall baking weekend so I’ll put a link to that playlist

in the comments below.

Also right here, just click the I.

They’re really fun.

They are.

At least we have fun.

We have fun.

We keep on working on the sauce for that
pie adding butter and then adding cream.

Okay, are you ready to whisk?

I think I’m supposed to add this really slowly.
Slowly.

Am I supposed to keep on whisking or stirring?

There we’re both unsure of what the recipe says.

We both used the phrase ‘supposed to’.

We both reduce this phrase to: spose ta.

We reduced it from three syllables to two.

This is really common.

The S and T can either be pronounced:
sposta, or ZD, spose ta.

I think I’m supposed to add this really slowly.
Slowly.

Am I supposed to keep on whisking or stirring?

Alright. Here we go.

Woah!
Woah! Steam bomb! The camera!

Ok, so now we’re slicing the apples.

We’re using machine to make it a little easier.

You can put them in here then.

Yeah.

Okay.

There are always lots of reductions in American English.

Let’s look at the ones I just used.

‘We are’ contracts to ‘we’re’ and is often
pronounced ‘were’ in conversation.

It’s really fast and it sounds just like this word: were.

I use that contraction twice here.

So now we’re slicing the apples.

We’re using a machine to make it a little easier.

You can put them in here then.

Yeah.

Okay.

You’re going to put them in here then.

Some more reductions.

The word are at the beginning was dropped.

We need that word to be grammatically correct but it is sometimes dropped in spoken English.

‘Going to’ became ‘gonna’ and the TH was
dropped in them.

‘Put them’ becomes: put ‘em— put ‘em— No TH and a flap T to connect the two words.

Put ‘em— put ‘em—

You can put them in here then.

Yeah. Okay.

Right. Watch this do its magic.

Love it. They come out at the bottom. Totally thin slice.

Let’s put the lemon juice in.

The word ‘let’s’ is really unclear.

It’s very common to drop the beginning and basically just make the TS sound.

Let’s put the lemon juice in. Ts- ts- ts-

That’s, its, and what can also make this reduction.

We’re just putting the TS sound in front of the next word.

See this video for further examples and explanation.

Let’s put the lemon juice in.

And the baby’s up. Let me go get him.

Let me go get him.

A couple reductions here.

Let me becomes lemme, and the H is dropped in ‘him’.

Dropping the H in this word is a really
common reduction.

When we do this, it sounds just like when
we dropped the TH in them.

‘Get him’ becomes ‘get um’.

Just like ‘put them’ was ‘put em’.

The flap T links the words and the reduction of ‘them’ and ‘him’ are the exact same sounds, schwa and M.

Get em— put em—

Let me go get him.

Can you look right there?

Say ‘Hi! I just had a nice nap!’

Can you say ‘Hey everybody!’

Can you try that?

‘Hey everybody!’

You want to try?

No. Okay.

Can I go ahead and put the apples in there?

Yeah, dump them in.

Dump them in.

‘Them’ is reduced again.

Dump em— dump em—

Yeah, dump em in.

I’m going to take you down to daddy.

‘I’m going to’ got reduced.

With our most common words and phrases, we tend to do the most dramatic reductions.

I’m gonna– There’s almost an idea of I in
front of it but not really.

I’m gonna– I’m gonna– I’m gonna–

I’m gonna take you down to daddy.

I made a video where I go over this
reduction and more examples.

Click here or in the description below to see that video.

I’m going to take you down to daddy.

Alright.

All of them?
Let me read ahead.

Yeah, all of them.

I love how when you start paying attention to a particular reduction, you constantly hear it.

Did you catch the reductions of ‘them’ here?

We’re talking about the apple slices.

All of them?
Let me read ahead.

Yeah, all of them.

All of them. Nice ‘them’ reduction, Laura.

-All of them?
-Mm-hmm.

I like it. Linking with the V.

Okay.

Then we mixed the apples in with the
other dry ingredients.

We packed the apples into our pie shell and drizzled on the caramel sauce which got too thick as it cooled.

We overcooked it and finally we make the
lattice top for the pie.

I had some problems and I kept messing it up.

I couldn’t– What is wrong with me?

I’m like really screwing up.

Really screwing up.

Screw up is a phrasal verb which means to do something the wrong way

or to do a bad job with something.

I screwed up the pie crust.

You could also say mess up.

I messed up the pie crust.

I’m really screwing up.

I have to wipe that off.

Oh darn.

I beat that caramel sauce.

This is weird, Laura. Last time I made this, it seeped in much more.

So when… because look when I’m doing the lattice now, when I pull it up, it’s like bringing up all this goo.

It’s thicker.
It’s weird.

I gotta say right now I’m like, I’m feeling embarrassed about how this is turning out.

Turn out.

Another phrasal verb.

As I’m using it here, it means how
something develops or ends.

I’m not happy with how it’s going, I’m embarrassed with the end result of my pie.

I got to say, right now, I’m like, I’m feeling embarrassed about how this is turning out.

I finished making the top and we put it in the oven and the final scene of course needs to be trying the pie.

It’s out of the oven, looking good.

Laura, how are you feeling about it?

I’m feeling great!

Oh, also we made a pumpkin pie.

I’m also feeling great about that.

From scratch with a pumpkin.

We made whipped cream.

Big deal.

And Dana made chocolate-dipped macaroons.

Macaroon or Macaron?

To clarify, this is a macaroon and this is a macaron.

Which is also pronounced ‘macaroon’.

I don’t know, I’ll look it up and I’ll let everyone know.

Okay, let’s cut this pie.

Who wants a little bit of apple?

If you’d like to recreate this pie, it really is
amazingly delicious.

Please see the link in the video description below.

It’s from my favorite pie book, the Four
and Twenty Blackbirds book.

I’m going to have a caramely taste.

It turned out well.

That’s it guys, and thanks so much for
using Rachel’s English!

今天，我们将做一个最有效的练习来提高你的听力理解能力，

这反过来又会改善你的发音

、口音，以及你
在说美式英语时听起来的自然程度。

我们要做一个本富兰克林练习。

多年来，我一直在
和我的学生一起做这些练习，

我发现它们确实是了解美国人真正说话方式的最佳方式之一。

所以我们要做的就是取
一段真正的美国人所说的语音，

然后对发音进行全面分析。

我们会看看压力，我们会看看减少，我们会看看像襟翼T

这样的东西，这样你就可以理解所说的一切以及如何自己说出来。

首先，我们要分析的演讲。

我要谈谈
我和朋友劳拉一起度过的秋季烘焙周末。

今年，秋季烘焙周末
有点不同。

因为现在我们不仅仅是一个孩子，不仅仅是两个孩子，而是三个孩子，包括一个新生儿。

所以当我的朋友劳拉和她的家人来拜访时，一切都变得有些混乱。

我们做了一个焦糖蛋挞。

很美味。

但最重要的是，我们度过了一个美妙的周末，与家人共度时光。

现在，分析。

今年，秋季烘焙周末有点不同，因为——

这是一个长期的思考小组。

直到因为这个词之后，我才喘口气或做更长的休息，但我确实放了一点点。

有点不同——

今年，秋季烘焙周末有点不同，因为——

只需稍稍提升一下声音，在声音中稍稍中断一下，就可以使那些词更多地出现

，使它们变得更重要。

也“是”我做了很长，我
拉出了一点元音。

通常，“was”这个词会被简化，然后发音：wiz，wiz，说得很快。

但我没有那样做。我完全宣布了它。
没有减少到施瓦。

但我把 UH 留在了黄油元音中。

曾经，曾经，有点不同。

有点不同

有点

不同我们在“小”这个词中有襟翼T。

总是这样发音的。

小，哒哒哒。

舌头拍打着上颚。

然后我们在“位”中有一个停止 T。

有点不一样，不一样。

而且在不同。

位中的塞音 T，后跟一个辅音。

同中止T不同。

NT 结尾，无论是在这样的词中
，还是在 N 撇号 T 的位置，

通常都发音为鼻塞 T。

所以我们在这里有两个停止。

有点不同，nt-nt-nt-nt-

nt– 鼻音 N
突然停在鼻子里。

有点不同，有点不同，有点不同。

注意我是如何发音“不同”这个词的。

这是一个可以用三个音节发音的词，diff-er-ent 或两个，diff-rent

，我把它发音为两个。它更常见，更容易。

所以继续，把它想象成两个音节，第一个音节被强调。

差价，租金，租金，租金。

注意这是一个 schwa，不是一个元音，第二个音节说得很快。

租，差租，不同，不同。

不同，不同，不同。

顶线呢？

所有这些话都说得很快，但
那里有重要的话。

秋季烘焙周末。

我说的是一个事件。

为什么我这么快说这些话？

听我说他们的速度有多快。

今年，秋季烘焙周末——

嗯，我已经介绍了我要谈论秋季烘焙周末的想法，

所以那就是为什么这第二次，我说得更快。

我不是在介绍这个想法，我已经告诉过你这就是我要谈论的内容。

所以这句话对我来说最重要的部分是描述它，而不是介绍它。

你已经知道我说的是秋季烘焙周末，这就是为什么最终听起来更快的原因。

这就是为什么它说得更快。

并且关于它的信息有点不同是更强调和更清楚的。

今年，秋季烘焙周末–

今年，秋季烘焙周末有点不同，因为–

那么我说因为，因为。

因为，因为，因为。

它没有减少。

这个词经常被简化，但我在
这里说得更清楚。

Be– 非重读音节 IH 如坐元音，然后是重读音节 UH，如黄油元音。

因为，因为。

因为现在我们不仅有一个孩子——

现在我们有——而且我休息一下，不仅仅是一个孩子。

现在我们不仅有一个孩子–

我真的很强调每个思想群体的第一个词。

现在我们不止一个孩子——

再说一次，“not”中的停顿 T 因为
下一个声音是辅音。

不只是一个孩子

——你注意到“just”这个词中的 T 是什么？

不只是一个孩子——

它实际上被丢弃了。

我根本不说。

为什么？

当 T 出现在两个辅音之间时，我们经常去掉它
。

因此，当 ST 簇后面跟着一个以辅音开头的单词时，我们将其删除。

现在你在想，等一下，字母 O，那是一个元音。

你说得对。

但是“one”这个词的发音是以W辅音开头的。

Www-uhh-nn。

所以每当我们用 T 谈论规则时，我们谈论的是声音，而不是字母。

此处的音 T 介于两个辅音之间，即辅音 S

和辅音 W。

现在，即使这个词
以字母 O 开头，也没有关系。

它仍然出现在两个辅音之间
，并且被丢弃了。

就一个，就一个。

T 被删除，这两个词被链接在一起。

只有一个，只有一个，只有一个孩子。

Kid，这是一种比较随意的说法，
在英语中很常见。

一个孩子，一个孩子。

只有一个孩子，而不是两个孩子。

不只是两个孩子。

再一次，强调不要，再一次，停止T。

不仅仅是两个孩子。

现在在这里，我们有一个 T 后跟一个 T。

好吧，它们只是组合成一个真正的 T。

因为一个 T 以像“两个”这样的重读词开头将永远是一个真正的 T。

不仅仅是两个孩子。

所以 S 直接链接到那个真正的 T。

不仅仅是两个孩子，不仅仅是两个孩子。

不只是两个孩子，而是三个孩子。

但是三个孩子。

所以我强调“三”。

所以我强调不是，不是，然后是三个。

我首先要说的是，我们没有什么，一个孩子，两个孩子。那很简单。

但是我们家里有三个孩子。

三。这是一个棘手的词，不是吗？

我们有清音 TH, thhh– 然后
是 R 辅音, thr, thr。

因此，对于那个清音 TH，舌尖必须穿过牙齿，然后舌尖向后拉，

这样它就不会接触到嘴里的任何东西，以产生 R.

Thr-, thr-, 三。

但是三个孩子，三个孩子，三个
孩子，包括一个新生儿。

包括一个新生儿。

所以“包括”，重读那里的中间音节。

A，一个 schwa 只是将这两个词连接在一起。

包括一个新生儿。

在“新生”这个词中，重音的第一个音节，但我在结尾提高了我的音调，

以表明我还没有说完这个。

我们有三个孩子的事实呢？
好吧，我要告诉你。

包括新生儿，包括新生儿，
包括新生儿。

新生儿，新生儿。

所以语调就上去了。

那么，那又如何呢？

嗯，这意味着一切都有些混乱。

一个新生儿，一个新生儿，一个新生儿，所以
一切都有些混乱。

所以一切都有些混乱。

有点乱，有点乱。

那里的第一个音节重音，那是那里最重音的词，我们有一个襟翼T。

我说的是第一个音节吗？绝对意味着中间音节。

混乱的。

混乱，第三个音节开始有一个拍打T。

注意到这里的 CH 了吗？

不发音 ch–，也不发音 sh-，而是像 K 音一样发音 kk-。

混乱，混乱，混乱。

所以一切都有些混乱。

有点混乱。

再说“小”字。

T 在那里发音为襟翼 T。

一点点，一点点，一点点。

而字母 A，单词“a”，只是一个快速的 schwa。

A-a- 一点点，一点点。

有点乱，有点乱。

所以一切都有些混乱。

一切都有些混乱。

Ev– 第一个音节重音，
“was”这个词也在这里减少。

在第一个屏幕上，我们讨论了它是如何没有被介绍的，它被发音为 is，

但在这里，它被发音：是，是，是，说得很快，连接到下一个单词。

是一个，是一个，是一个，一切都有些混乱。

Ev– 和 a, chao– 是那里重读最多的音节。

其他的音节说得很快，可能是减法，比如是：是 a，是 a。

所以一切都有些混乱。

所以当我的朋友——

当我的朋友——

好吧，“当”这个词绝对不发音时，一切都变得有点混乱。

哇——带有一个完整的EH，就像在床上的元音一样，听起来真的很弱。

什么时候，什么时候，什么时候，什么时候。

我会用 W、schwa 和 N 来写这个。

还要注意 WH，它可以在
稍微漏气的情况下发音。

什么时候。

但我没有那样做，我也没有那样做，真的。

我觉得它有点过时，我妈妈就是这样做的。

她并不老土，但她
有时会这样说话，

但大多数人，更现代的只是预先发出干净的W音，没有空气逸出。

当我的朋友。

当我的朋友，当我的朋友劳拉。

当我的朋友劳拉——

然后我说出她的名字时，我在“朋友”和“劳拉”这两个词之间加了一个小小的距离。

如果我不这样做，我可能会去掉 D，我的朋友 Laura，我的朋友 Laura，

因为在两个辅音之间去掉 D 是很常见的，就像我们在单词

“just one”中对 T 所做的那样。

就一个，就一个。

朋友劳拉。

会经常发音：friend Laura，friend Laura，没有 D，

但我在她的名字前放了一个小中断来强调它，所以我确实在“friend”这个词的末尾加上了一个轻的 D。

当我的朋友劳拉，当我的朋友劳拉。

当我的朋友劳拉和她的家人来看望时，

劳拉和她的家人也来看望了。

那么那里最重音的词是什么？

最清晰，最长？

劳拉和她的家人前来探望。

两个名词和一个动词。

其他的词呢？

和和她呢？

他们减少了。让我们听听。

劳拉和她的家人——

还有她，还有她，还有她，还有她，还有她。

“and”这个词简化为 schwa N: and, and, and。

“她”这个词简化为 schwa R.

er, er, er。

所以我去掉了 H，去掉了 D，减少了元音：还有她，还有她，还有她，还有她。

劳拉和她的家人——

还有她，还有她，还有她。

说得很快，很不清楚，但这是美国人使用的发音，这

对美国人来说很清楚，因为它使重读的词成为更重要的词。

更多地突出短语并且更清晰。

这就像给听众最重要的话。

因此，我们喜欢美式英语中的对比只有在我们使一些不太清楚的词（

如“and”和“her”）时才有可能。

这些是虚词。

劳拉和她的家人。

劳拉和她的家人——

注意“家庭”这个词。

这可能是一个三音节词：fam-il-ly、family、family。

也许你就是这么说的。

也许你就是这样学会的。

但我建议改为使用两个音节的发音：fam-ly。

所以第一个音节重读，中间音节被删除。

家人，家人。

这更常见，也更容易。

所以试试看。

家人，家人，家人来拜访。

来拜访，来拜访。

所以来了，另一个动词，但不如“访问”重要。

它不是那么清楚，它没有那么强调，并且
“to”这个词减少了。

我们把它变成更多的拍打声。

来了，来了，来了，来了
，来了，来了。

我们在 M 之后，舌头在上颚快速弹跳，元音减少。

来了，来了达达达。

您也可以将其视为 D，如果这对您更有效，则非常轻快的

D。来拜访。

还有一个停止 T，因为这个 T 出现在一个思想组的末尾。

来拜访，来拜访——

来拜访。

我们做了焦糖蛋挞——

我们做了焦糖蛋挞。

我们制造，制造，制造。

我在这里发出 D 音，我不释放它。

这听起来像这样：制造，制造，
但它更像是一个停止：制造，制造。

嗯——与我刚刚停止空气的停止 T 不同
。

在这里，我实际上
是通过声带的振动发出一点 D 音。

制成。

dddd-

这使得 D.

我不需要 dda–发布。

做了，做了，做了一个焦糖蛋挞。

A——字母A，单词“a”，快速施瓦。

焦糖蛋挞，焦糖蛋挞。

这些单词中的每一个都被强调了，但是随着我们的继续，压力变得不那么清楚了，因为

句子的总体趋势
是在接近结尾的声音中能量更少。

我们做了一个焦糖蛋挞。

焦糖蛋挞。

那么你听到每一个的音高是如何降低
的吗？

Car– cus– tart–

焦糖蛋奶挞。

这就是美式英语中自然的感觉。

音调下降，音量在句末下降。

焦糖蛋挞。

你听说我最后在这里做了一个明确的真实 T 吗？

蛋挞，蛋挞。

我不必，我可以说：酸，酸，酸，然后突然停在那里。

但我们确实经常
在 RT 集群这样的集群中发出更清晰的真实 T 音。

酸。

馅饼，馅饼，馅饼。

很好吃但是——

很好吃。

很美味。

我在这里注意到一些有趣的事情。
我将 T 放在“它”中。

我什至不发出停止 T。那将是：它是，它，它，

但相反，我只是发出一个 IH 元音。

很好吃，很好吃。

根本没有停止，这是为什么呢？

这是因为它是一个常见的两个单词序列。

它是。

没有压力，不必那么清楚。

很美味。

重要的词是形容词。

很美味。

在这里，我的音调在最后上升。

美味的。

因为再一次，我想表明我还没有说完。

我将更多地谈论那个周末的情况。

很美味。

“曾经”这个词在这里，被简化了。

曾经，曾经。

你能多快说出这个词？

曾经，曾经。

它是，它是，它是，它是。

这个小二字短语本身不是很清楚，但在整个句子的上下文中。

很美味。

母语人士非常清楚。

它是，它是，它是，它是。

它是，它是，它很好吃，但最重要的是——

但最重要的是。

“但是”这个词，它自己的小思想组，停止T。

但是，但是，但是。

但是，但最重要的是——

最重要的是。

好的，ST集群。

现在你知道了，
如果 T 后面跟着一个辅音，我们经常会去掉它。

在这里，它后面是一个元音。

IH 作为坐元音。

但你知道吗？

我还是放下它。

最重要的，最重要的。

为什么？它并没有真正遵守规则。

我这样做是因为我在说什么很清楚，最重要的是，最重要的是，

我觉得我不需要 T 音。

当然，我没有想到这一点，但正如我所说，
它，这就是结果。

最重要的，最重要的。

只需将 S 音连接到下一个单词。

最重要的，最重要的，最重要的。

重要的是重要。

那里有重读音节。
第二个音节，import，stop T，nntt——stop T，ly。

所以两个停止T，我们这里有一个序列。

T schwa N，每当我们有
T schwa N 的序列时，它就是一个停止 T，

这是最常见的发音。

重要的，重要的。

山，句。

所有这些词都有 T schwa N.

kitten, mitten。

然后我们发出停止音，然后是 N.

Mitt-nn。

进口-nnt-ly。

这个很有趣，因为它是连续两站 T。

重要的是。

所以你把你的舌头放在
T的位置，输入-，你停止空气，然后你发出N音，

停止空气，然后做“ly”结尾。

重要，重要，重要。

重要的是，重要的是，重要的是，我们度过了一个美好的周末，与家人共度时光。

我们度过了一个美妙的周末——

美妙的周末——

真的强调了那里的重读音节。

这是惊人的。

像这样一个带有戏剧性和强度的词，我们往往会真正强调它们。

我们度过了一个美好的周末，与家人一起度过了愉快的时光，也有压力，我们的家人也有压力。

注意 fam-lies，就像 fam-ly 一样，我正在
放弃中间音节。

家庭谎言。

所以第一个音节重音，fam-lies，fam-lies。

我们和家人一起度过了一个美好的周末
。

让我们看看其他的词。

我们在这里连续有几个不重读的词。

我们有一个，我们有一个，我们有一个。

音调更低，音调更平坦，不太清晰。

“an”这个词，这只是 schwa N 说得很快。

我们有一个，我们有一个。

D 链接到 schwa，N 链接到下一个元音。

有一个惊人的。

我们有一个惊人的

我们有一个惊人的，我们有一个惊人的。

通过将一个单词的结尾辅音连接到下一个单词的开头元音，

这有助于我们顺利地将事物连接在一起。

它让一切听起来都很好听，而且在美式英语中，我们真的很喜欢流畅的演讲。

我们有一个惊人

的——我们有一个惊人的——

我们有一个惊人的——我们度过了一个很棒的周末。

我们度过了一个美妙的周末——

那里的 D 非常非常轻。

一起度过时光。

清脆的真T在这里，时间，时间。

那是因为它是一个重音词，它以 T 开头，所以这将是一个真正的 T。

我们度过了一个美好的周末。

我们一起度过了一个美好的周末。

在一起的时间——

我也做了一个真正的 T 来开始“在一起”。

时间在一起，在一起，在一起。

请注意，它看起来像“to”这个词。

我们也不发音，我们
发音：te, te, te, together。

重读第二个音节。

在一起，时间在一起。

在一起的时间，在一起的时间，
和我们的家人在一起的时间。

与我们的家人，与我们的家人。

和我们的，有点不重要，
说得快一点。

与我们的，与我们的，与我们的，与我们的，与我们的。

与我们的家人，与我们的家人，与我们的家人。

“我们的”这个词听起来像“是”这个词。

与我们的，与我们的，与我们的，与我们的，与我们的，与我们的。当

你更快地发音时，你可以把它想象成 AH、
R，甚至你可以

和我们的家人一起把它变成 schwa
R。

与我们的家人，与我们的家人。

与我们的家人，与我们的家人，与我们的家人。

让我们再听一遍整个演讲。

今年，秋季烘焙周末
有点不同，因为

现在我们不仅有一个孩子，不仅仅是两个孩子，而是三个孩子，包括一个新生儿。

所以当我的朋友劳拉和她的家人来拜访时，一切都变得有些混乱。

我们做了一个焦糖蛋挞。

很美味。

但最重要的是，我们度过了一个美好的周末，与家人共度时光。

现在作为奖励，我将放一个我去年在秋季烘焙周末与劳拉一起制作的视频，

你将学习一些关于美式英语发音、

短语动词、习语等的有趣知识。

在这个美式英语发音视频中，

我们将学习现实生活中的英语，同时我和我亲爱的朋友劳拉一起做苹果派。

好了，该吃焦糖酱了。

焦糖。焦糖。焦糖。

他们都没事。

好的。

嗯……

这个美味的词可以用三种方式发音。

焦糖。焦糖。

或焦糖。

每个发音都被接受，您会在字典中找到所有这三个发音。

这就是它所说的。

在一个中等大小的平底锅中搅拌。

现在它没有说中低热量。

麦凯。

我会这样做的。
好的。

注意我们是如何相互回应的。

K和麦凯。

这些都是“okay”这个词的常见变体。

这个词在会话英语中被大量使用。

它可以用来说“我明白，我在听”，这是劳拉和我都在这里使用它的方式。

过中低温。

麦凯。

我已经阅读了食谱的一部分，我们
都说我明白这一点。

然后她提出要照顾它，我
在这里再次说“mkay”，意思是我理解。

-我会去做。
-好的。

我们也用它来表示“是”。

你会加糖吗？

好的。

在中低热量。

麦凯。

我会这样做的。
好的。

这就是它所说的。

所以我们这样做直到糖溶解，然后我们加入我用棍子放在柜台上的黄油

。

只需轻点黄油即可。
是的。

你知道，这不是……这个，这个馅饼的卡路里不是很高，

所以这是错误的。

错误的。

我在这里说了一些不正确的话。

这是假的。

我不是认真的。

馅饼的卡路里非常高。

听听你说我不认真的不同方式。

错误的。哦，我在开玩笑。我在开玩笑。

我只是在开玩笑。

你怎么能这么说？
她在开玩笑。

你已经这么说了？

我确实说过。我拉着我的腿。
-你在拉你的腿。

是的，我在拉你的腿。

这是一种高热量的馅饼。

好吧，嗯…

只是开玩笑…
我只是在开玩笑。

那个是哪里来的？

我只是乔欣。

你可以那样说。我只是在开玩笑。

嘿，别生气。我只是乔欣。

我是在开玩笑。

我在开玩笑。

我只是在开玩笑。

我在拉你的腿。

我只是在开玩笑。

所有这些事情都意味着我所说的不应该被认真或按字面意思对待。

我也可以说我只是在玩，或者我在玩。

所有这些短语中的“just”一词都
可以使用，但不必使用。

关于“just”这个词的读音，如果后面跟着一个以辅音开头的词

，通常会去掉T。

例如，我只是在开玩笑。

只是在开玩笑。

直接从 S 音进入没有 T 的 K。

错误。我是在开玩笑。

我在开玩笑。

我只是在开玩笑。我在拉你的腿。这是一种高热量的馅饼。我只是在和你开玩笑。

那个是哪里来的？

你想抢黄油棒吗？
是的。

所以每年秋天，为了什么，你做了多少年
了？

嗯，我们从 2010 年就住在这里了。

在这里？没门。
它可能开始了……

不可能。

这里没办法。

这意味着什么？

这意味着我无法相信她在说什么。

我不认为这是真的，事实证明我误解了。

我以为她的意思是她自 2010 年以来一直住在那所房子里，

但她的意思是从那时起她就一直住在镇上。

嗯，我们从 2010 年就住在这里了。

在这里？没门。
它可能开始了……
不，不，在北汉普顿。
哦，你是说北汉普顿。

-七点。
-6 或 7 年。是的。

我说七年左右，而劳拉说
六七年。

“Ish”是您可能会听到放在
单词末尾以显示近似值的东西。

-七点。
-6 或 7 年。是的。

每年秋天我都会去劳拉家，
我们有一个秋季烘焙周末

，实际上我们已经制作了很多秋季烘焙周末的视频，所以我会在下面的评论中放一个指向该播放列表的

链接。

同样在这里，只需单击 I。

它们真的很有趣。

他们是。

至少我们玩得很开心。

我们很开心。

我们继续为那个
馅饼制作酱汁，加入黄油，然后加入奶油。

好的，你准备好搅拌了吗？

我想我应该慢慢地添加这个。
慢慢地。

我应该继续搅拌还是搅拌？

我们都不确定食谱上说的是什么。

我们都使用了“应该”这个短语。

我们都将这个短语简化为：spose ta。

我们把它从三个音节减少到两个。

这真的很常见。

S 和 T 可以发音为：
sposta，或 ZD，spose ta。

我想我应该慢慢地添加这个。
慢慢地。

我应该继续搅拌还是搅拌？

好吧。开始了。

哇！
哇！蒸汽炸弹！相机！

好的，现在我们正在切苹果。

我们正在使用机器使它更容易一些。

你可以把它们放在这里。

是的。

好的。

美式英语总是有很多减少。

让我们看看我刚刚使用的那些。

“我们是”与“我们是”的合同，并且
在对话中经常发音为“是”。

它真的很快，听起来就像这个词：是。

我在这里使用了两次收缩。

所以现在我们正在切苹果。

我们正在使用一台机器使它更容易一些。

你可以把它们放在这里。

是的。

好的。

你要把它们放在这里。

再减一些。

开头的单词都被删除了。

我们需要这个词在语法上是正确的，但它有时会在英语口语中被删除。

“Going to”变成了“gonna”，TH 被
删除了。

‘Put them’变成：put ‘em- put ‘em- No TH和一个flap T来连接这两个词。

放它们——放它们——

你可以把它们放在这里。

是的。好的。

对。看这个发挥它的魔力。

爱它。他们从底部出来。完全薄片。

让我们把柠檬汁放进去。

“让我们”这个词真的不清楚。

放弃开头是很常见的，基本上只是让 TS 发声。

让我们把柠檬汁放进去。 Ts- ts- ts-

就是，它，还有什么可以使这种减少。

我们只是将 TS 声音放在下一个单词的前面。

有关更多示例和说明，请参阅此视频。

让我们把柠檬汁放进去

。宝宝起来了。让我去接他。

让我去接他。

这里有一些减少。

Let me 变成 lemme，H 被丢在“他”中。

去掉这个词中的 H 是一种非常
常见的减少方式。

当我们这样做时，听起来就像
我们将 TH 放入其中时一样。

“得到他”变成“得到嗯”。

就像“put them”就是“put em”一样。

襟翼 T 连接单词，“他们”和“他”的减少是完全相同的声音，schwa 和 M。Get

em- put em-

Let me go get him。

你能在那里看吗？

打招呼！我刚刚睡了个好觉！

你能说“嘿，大家好！”

你能试试吗？

“大家好！”

你想试试吗？

不，好的。

我可以继续把苹果放进去吗？

是的，把它们

倒进去。把它们倒进去。

“他们”又被减少了。

倾倒

他们——倾倒他们——是的，倾倒他们。

我要带你去见爸爸。

“我要去”减少了。

对于我们最常用的单词和短语，我们倾向于做最显着的减少。

我要——在它面前几乎有一个我的想法，
但不是真的。

我要——我要——我要——

我要带你去找爸爸。

我制作了一个视频，介绍了这种
减少和更多示例。

单击此处或在下面的说明中查看该视频。

我要带你去见爸爸。

好吧。

他们都是？
让我提前阅读。

是的，所有的。

我喜欢当你开始关注特定的减少时，你会不断地听到它。

你有没有注意到这里的“他们”的减少？

我们说的是苹果片。

他们都是？
让我提前阅读。

是的，所有的。

他们都是。很好的“他们”减少，劳拉。

-他们都是？
-嗯嗯。

我喜欢。与 V 链接。

好的。

然后我们把苹果和
其他干原料混合在一起。

我们把苹果装进馅饼壳里，淋在焦糖酱上，焦糖酱冷却后变得太稠了。

我们煮过头了，最后我们
做了馅饼的格子顶部。

我遇到了一些问题，我一直在搞砸。

我不能——我怎么了？

我真的搞砸了。

真是搞砸了。

搞砸是一个短语动词，表示以错误的方式做某事

或做某事做得不好。

我把馅饼皮搞砸了。

你也可以说乱七八糟。

我把馅饼皮弄乱了。

我真的搞砸了。

我必须把它擦掉。

哦，该死的。

我打败了焦糖酱。

这很奇怪，劳拉。上次我做这个时，它渗入了更多。

所以当…因为看看我现在在做格子的时候，当我把它拉起来的时候，就像把所有这些粘稠的东西都拉出来一样。

它更厚。
有点奇怪。

我得说现在我想，我对结果如何感到尴尬。

结果发现。

另一个短语动词。

当我在这里使用它时，它意味着
事物如何发展或结束。

我对它的进展不满意，我对我的馅饼的最终结果感到尴尬。

我得说，现在，我想，我对结果如何感到尴尬。

我完成了顶部的制作，我们将它放入烤箱，最后的场景当然需要尝试馅饼。

它出炉了，看起来不错。

劳拉，你觉得怎么样？

我感觉很棒！

哦，我们还做了一个南瓜派。

我对此也感觉很好。

从头开始用南瓜。

我们做了生奶油。

大不了。

Dana 还做了蘸巧克力的杏仁饼。

马卡龙还是马卡龙？

澄清一下，这是一个马卡龙，这是一个马卡龙。

这也被发音为“macaroon”。

不知道，我去查一下，让大家知道。

好吧，让我们切这个馅饼。

谁想要一点苹果？

如果你想重新制作这个馅饼，它真的
非常好吃。

请参阅下面视频说明中的链接。

它来自我最喜欢的馅饼书，四只
和二十只黑鸟书。

我要尝尝焦糖味。

结果很好。

就是这样，非常感谢您
使用 Rachel 的英语！