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You guys love Ben Franklin videos.

They’re one of the best ways for you to improve listening comprehension and

learn tricks to sound more natural when speaking English, like using specific reductions.

This January, you’re getting five all new Ben Franklin videos

where we do a full analysis of real American English conversations.

Today’s topic: grocery shopping.

Let’s get started with this analysis.

First, the whole conversation.

I just got my first weird look.

But you know what? At the end of the day,

it doesn’t matter.
I know.

At the end of the day, it’s the students who matter.

That’s right.

Ok green beans.
Ooo.
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.

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 a consonant.

Got my– So it’s not: gah my– gah my– 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 stopped the air in our throat and that signifies the stop T.

Got my–

Got my– 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 ST 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 got- 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, it 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?

‘Know’ 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 ‘but’ and ‘you’?

She pronounces that so quickly: but you- but you-

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: But you know what?

But you- But you- But you- But you-

These two words linked together, said very quickly, become just the B sound and the schwa,

buh- buh- buh-

then the Y sound, and the schwa, a common reduction of the word ‘you’.

But you- But you- But you- 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–

Of the day–

It doesn’t ma–tter.

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-

It’s actually ‘at the’ and the vowel is so fast.

This can either be the whole AH vowel or it can be the schwa:

but- but- but- or at- at- at- at-

At the end of the day–

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 EE 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– at the– at the– at the–

at the end of the day– at the end of the day– at the end of the day–

‘Of’ and ‘the’ becomes: of the– of the–

The whole word ‘of’ is reduced to just the schwa, which we link on to the word ‘the’.

of the– of the– of the–

end of the day–

at the end of the day–

end of the day– the end of the day– end of the day–

So making these less important words
really quickly helps provide the contrast we need.

Practice that with me.

at the- at the- at the-

of the- of the- of the-

at the end of the day– at the end of the day–

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. 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– nt– nt– nt– nt–

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.

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 stressed syllable ah with the AH vowel in ‘matter’ and then we have a
flap T: matter.

It doesn’t matter.
I know.
It doesn’t matter.
I know.
It doesn’t matter.
I know.

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 ‘know’

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 in intonation to be smooth so that nothing’s choppy.

I know.

I know. I know. I know.

At the end of the day–

Now here I definitely reduce the
vowel to the schwa: but at- Stop T.

At the end of the day–

Again, the whole phrase is very smooth.

At 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 EE as in she vowel because the next word begins with a vowel sound.

And here it makes the schwa because the next word begins with a consonant.

So we have: at the– at the end–

and then I also drop the V sound and make just the schwa.

of the–

of the– of the– of the–

These two words said 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 stu– it’s the stu– it’s the stu–

Stu– dents who– dents who– dents who–

Students– Students– Students–

Then these two syllables more quickly.

Ma– another little stretch.

It’s the students who matter. Aaahhhh–

Smooth change in intonation with peaks on the stressed syllables.

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’s- 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 ts– 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– right– right–

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 stressed word, and then it falls away: beans– afterwards.

Green beans.

While I say that, Laura says: Oooh. Oooh. Oooh.

Just a little exclamation you make when you notice something

or something’s important, you want to
call attention to it or if you get

excited about something. Oooh. Look at that.

Green beans.
Oooh.
Green beans.
Oooh.
Green beans.
Oooh.

Cranberries.

Cranberries. Cranberries.

Stress is on the first syllable there. That’s a three syllable word,

so the first syllable is ‘cran’ 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.

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.

We don’t want flat pitches in American English.

Fresh.

Fresh.
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 linked 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: Oh. Oh.

Do you need some lip rounding for the second half of that diphthong? Oh.

Oh. 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.

Ho–. Buy a huge bag.

These are the words that I hear being the most stressed here.

The word ‘and’ is reduced we dropped the D: And I was– And I was– And I was–

And I was– And I was– And I was–

And in the word ‘was’, we reduced the vowel from
the UH as in butter to the schwa.

That just means it’s 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–

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–

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 ‘buy’.

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 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 to,

linking into the word ‘to’ which begins with the 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–

have to– 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-

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– That we wouldn’t have to– That we wouldn’t have to buy a huge bag.

A huge bag- Uh- 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?

How many do we need? How- The question word.

How many do we need–

and ‘need’ are the most stressed there.

Many do we–

these three words are said more quickly.

How many do we– How many do we– How many do we–

I don’t reduce anything. All of the sounds stay the same.

Some people it could happen that I would reduce ‘do’ to ‘de’: How many do we need?

Da-da- Da-da- with the schwa. That’s okay.

But I actually keep the OO vowel.

What’s more important here than whether or not I make that reduction is that the word is said incredibly quickly

and then it links into the word before and the word after:

many do we-

many do we- many do we-

How many do we– How many do we–
How many do we–

And that provides a nice contrast with ‘how’ and ‘need’.

How many do we need?

So it’s long, short, short, short, long all with a smooth change in intonation.

How many do we need? How many do we need?
How many do we need?

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

I just got my first weird look.

But you know what? At the end of the day,

it doesn’t matter.
I know.

At the end of the day, it’s the students who matter.

That’s right.

Ok green beans.
Ooo.

Cranberries.

Fresh.
Oh yeah.

Oh, and I was hoping that we wouldn’t have to buy a huge bag.

How many do we need?

That analysis is really fun and helpful, right?

Click here to see other Ben Franklin videos on my YouTube channel.

But if you’re ready to go even further, even bigger,
I challenge you this January,

to start the new year off right with a new
commitment to your English Studies.

Join my online school Rachel’s English Academy.

There, you will find tons of Ben Franklin speech analysis videos

just like this one that you can’t get anywhere else.

They’re longer, they cover more conversation,

and I add more each month.

You have to have the interest,

you have to make the time to watch the videos, to work with the audio.

Can you do this?

To help you get in the door, to help you get started,

I’m offering a discount for the month of January.

You can get the first month of the Academy for just $5.

Use the code start2018 at check out.

The fee is normally $14 a month which is a steal for what you get:

tools and support for self-study, to make a real difference in how you sound.

If you sign up and this method doesn’t help you, no problem.

Just email me within 30 days and you’ll get a full refund.

This is a subscription and you will be charged every month with continuous access to everything.

But you can cancel at any time.

Just email me and I will make that happen for you.

So get this deal and in 2018, get the accent you want.

More fluency, more ease in American conversation.

你们喜欢本富兰克林的视频。

它们是您提高听力理解和

学习在说英语时听起来更自然的技巧的最佳方法之一，例如使用特定的缩减。

今年 1 月，您将收到五个全新的 Ben Franklin 视频

，我们将在其中全面分析真实的美国英语对话。

今天的话题：买菜。

让我们开始这个分析。

首先，整个对话。

我刚刚得到了我的第一个奇怪的表情。

但你知道吗？归根结底，

-没关系。

我知道。

归根结底，最重要的是学生。

那就对了。

好的青豆。
哦。
蔓越莓。新鲜的。
哦耶。

哦，我希望我们不必买一个大包。

我们需要多少？

现在，分析。

我刚刚得到了我的第一个奇怪的表情。

我听到的压力最大的词是just、怪异和look。

他们有点长：所以我刚看到我的第一个奇怪的样子。

让我们在这里谈谈T的发音。他们很有趣。

首先，我们在“got my”中有一个停止 T。

当下一个单词以辅音开头时，这就是我们通常如何发音结尾 T。

Got my– 所以它不是：gah my– gah my– 有连续的声音流，

而是： got my– got- 突然停止这个词，然后是“我的”这个词。

Got my- 我们停止了喉咙里的空气，这意味着停止 T。

Got my–

Got my– Got my– Got

my– 其他两个 T 也结束了 T，但
现在它们是集群的一部分 , ST 簇

，当一个 T
位于其他两个辅音之间时，删除那个 T 是很常见的。

所以如果你看，当我们把
两个词联系在一起时，我们总是

用一个思想组做的，现在 T 出现
在两个之间辅音。

所以我们会放弃它们。这在 ST 结尾簇中很常见。

当下一个单词开始辅音时，我们将其删除。

所以“just”这个词是一个非常常见的词，当它后面跟着一个辅音词时，我们会去掉那个 T 音。

因此，而不是“我刚刚得到”它变成了“我刚刚得到”

刚刚得到 - S 声音直接进入 G。

这听起来对你来说很熟悉吗？

你认为你听说过美国人这样做吗？

这真的很常见。

刚得到 -

刚得到 - 刚得到 - 刚得到我的第一个奇怪的表情。

而对于“第一个怪异”，我们发音为：第一个怪异-第一个怪异-

从 S 到 W

，这有助于我们更流畅地连接两个词

，我们总是喜欢美式英语中的流畅线条。

第一个奇怪的样子。第一个奇怪的样子。第一个奇怪的样子。

但你知道吗？归根结底，这并不重要。

她在这里说得很快：

但你知道吗？归根结底，这并不重要。

因此，尽管她说得很快，但

有些音节有点长，这有助于让母语听众听清楚。

让我们看看第一句话：但你知道吗？

“知道”和“什么”都长一点，我们在“什么”的末尾有一个停顿 T。

但你知道吗？

语调在结尾上升，
这是一个是/否的问题。

但你知道吗？但你知道吗？但你知道吗？

“但是”和“你”呢？

她这么快就说出来了：但是你——但是你——

她实际上放弃了T，这在一般情况下并不常见，

但在这个短语中，这很常见，

但你知道吗？或者你知道吗？

我们说了很多，用一个
更常见的短语来说，

由于熟悉，我们倾向于做更多的减少。

我们知道它仍然会被理解。

所以这句话很常见：但你知道吗？

But you- But you- But you- But you-

这两个词连在一起，说得很快，就变成了 B 音和 schwa，

buh- buh- buh-

然后是 Y 音，还有 schwa，共同减少 “你”这个词。

但是你- 但是你- 但是你- 但是你知道吗？

但你知道吗？但你知道吗？但你知道吗？归根结底，这并不重要。

归根结底，这并不重要。

‘结束’有点长。

到头来——到头来——一天——没关系。

所以那些音节有点长

，这与她非常快的讲话、非常快的无重读单词形成了一点对比。

我们确实需要这种重读和非重读的对比在美式英语中听起来很自然。

所以让我们看一下非重读词’at’和’the’。

在一天结束时 -

实际上是“在”并且元音非常快。

这可以是整个 AH 元音，也可以是 schwa：

but- but- but- 或 at- at- at- at-

在一天结束时——在一天结束时——

在结束时当天——

这并不重要。重要的是它说得非常快。

我们有一个停止T，所以’at’这个词被切断了一点。

你停止喉咙里的空气，
这里的 E 发音为 EE，就像在她元音中一样，

因为下一个单词以元音或双元音开头。

如果下一个词以辅音开头，

那么它将是：the- 这就是
我们在这里得到的。

在这里，它发音为 schwa，因为下一个声音是辅音。

所以我们有“结束”和“那一天”。

但是当然不是说得那么清楚，是吗？

因为这不是一个重要的词，所以它是：在– 在– 在– 在–

在一天结束时- 在一天结束时- 在一天结束时 –

‘Of’ 和 ‘the’ 变成：of the– of

the– 整个单词 ‘of’ 被简化为 schwa，我们将其链接到单词 ‘the’。

的– 的– 的-

一天结束- 一天结束- 一天结束- 一天结束- 一天结束- 一天结束- -

所以让这些不太重要的词
真正快速地帮助提供我们需要的对比。

跟我一起练习。

在 - 在 - 在 -

的 - 的 - 的 -

在一天结束时 - 在一天结束时 - 在一天结束时，这并不重要。

“它”和“不”这两个词也说得很快。

另一个站T在这里。

没关系。

没关系。现在我想我听到这里的 T 也被完全丢弃了。

这很常见。我们要么去掉 T，要么把它变成一种鼻塞音来表示 NT：

不—— nt—— nt—— nt—— nt——

但是在这里，我认为她只是让 N 声音滑顺进入 M 音：

没关系——

而且由于连接顺畅，没有停止。

没关系。

‘it’这个词在’it’之后很快停了下来，

但这两个词仍然说得很快：它没有——没关系。

然后是重读音节ah和’matter’中的元音AH，然后我们有一个
翻盖T：matter。

没关系。
我知道。
没关系。
我知道。
没关系。
我知道。

我知道。我知道。

所以我说这个的同时她说没关系。

我知道。

这是一个两个词的短语，重音在“知道”这个词上，

但整个短语的音调很流畅。不是：我知道。

但正是这条平滑的线连接起来。

我知道。

这是音高的平滑变化。这种语调的起伏

是美式英语的特点之一。

平滑过渡。我们希望将单词联系起来。

我们希望语调的变化是平滑的，这样就不会出现波涛汹涌的情况。

我知道。

我知道。我知道。我知道。

在一天结束时——在一天

结束时——

现在我在这里肯定将
元音减少到 schwa：但是在-停止 T。

在一天结束时——

再一次，整个短语非常流畅。

在一天结束时-

“结束”和“一天”更长一点
，语调也达到峰值。

再一次，这里的字母 E 使 EE 成为 she 元音，因为下一个单词以元音开头。

在这里它变成了 schwa，因为下一个单词以辅音开头。

所以我们有：在 - 最后 -

然后我也放下 V 音，只发出 schwa。

of the-

of the- of the- of the-

这两个词说得很快：

——归根结底，重要的是学生。

重要的是学生。

而这里的“stu-”是该短语中重读最多的音节。马——也有点紧张。

再一次，我们在这里有一个襟翼T：重要-

重要的是学生。

是– 快速地说：是–是–是–是

学生–是学生–是学生–学生–谁–谁–谁–学生– - 学生们–

然后这两个音节更快。

妈——又是一个小小的伸展。

重要的是学生。

Aaahhhh– 在重读音节上出现音调的平滑变化。

重要的是学生。

那就对了。

那就对了。那就对了。那就对了。

这里的 TH 声音不是很清楚。

她并没有将舌尖
穿过牙齿，而是

将舌尖压
在上下牙齿相交的牙齿后部。

那是那那那那那那那那那那那那那那那是

它使我们可以更快地发出声音：没错。

那就对了。那就对了。那就对了。

现在在这里，我们将 TS 簇放入 R。

所有这些声音都是发音的。我们得到 ts– 然后 er–

没错。那就对了。

但这是一个停止T，我们切断了空气

，球场不会慢慢下降。

我们突然停下来。对——对——没错。

对——对——对——

好的，青豆。

好吧，绿豆。

‘Green’ 是那个短语中重音最多的词，音高都很流畅。

好吧，绿豆。

音高上升，能量向重读词增加，然后它消失：beans——之后。

绿豆。

当我这么说的时候，劳拉说：哦。哦。哦。

当你注意到某事或某事很重要时，你会发出一点感叹

，你想
引起人们的注意，或者如果你

对某事感到兴奋。哦。看那个。

绿豆。
哦。
绿豆。
哦。
绿豆。
哦。

蔓越莓。

蔓越莓。蔓越莓。

重音在第一个音节上。这是一个三个音节的单词，

所以第一个音节是“cran”，最后两个音节是：berries-berries-berries-它们不太清楚，有点含糊不清，这就是非

重读音节的发音。

蔓越莓。

新鲜的。

你注意到这个词的语调是什么？

新鲜的。

它上下移动。

那就是重读音节的形状。

新鲜的。

我们不想要美式英语的平调。

新鲜的。

新鲜的。
哦耶。

哦耶。

有点不清楚，因为我转过头，所以我没有面对麦克风。

哦耶。

但是您仍然可以听到音调优美流畅。哦耶。

哦耶。单词连在一起。这两个词没有分开。

哦耶。哦耶。哦耶。

哦，我希望——

哦。哦。这就像“哦”，它只是一个填充词，一个感叹词：哦。哦。

你需要为那个双元音的后半部分做一些圆润的唇形吗？哦。

哦。哦。我希望我们不必买一个大包。

我希望我们不必买一个大包。

嗬——。买一个大包。

这些是我在这里听到的压力最大的词。

‘and’这个词被简化了我们去掉了D： And I was- And I was- And I was–

And I was– And I was– And I was-

在’was’这个词中，我们将元音
从 UH 减少为 schwa。

这只是意味着它说得更快
，下巴更少，清晰度更低。

I was- was- was- was- was-

and I was-

and I was- and I was- and I was-

所以这三个词比重音词不太清楚: ho-希望-

音调平缓，说得更快：

我希望我们不必购买——

我希望我们不会必须购买–

我们不必购买–

这里发生了什么？我们有：我们不必 -

然后在“购买”上稍长一点。

那么我们怎么这么快说出这些话呢？

“that”这个词，我们将元音减少到 schwa，

以便我们可以更快地说出来。那– 那–

那– 停止 T。

那我们——

那我们—— 那我们—— 那我们不必—— 那我们不必——

那我们不必——

我们不必买——不必买——我们——我们——

不必买

——不必——不必

——再说一次，我想我听到这是一个下降的 T。只是一个 N 声音直接进入 H。

不必-

这里的元音减少到 schwa
，当我们有一个结尾 V 连接到时，

连接到这个词 ‘to’ 以 T 开头

，通常在这两个词的组合中将 V 音变为 F，因为 T 是清音的。

所以这变成了清音。

V清音是F。

必须-必须-必须-必须-

和我一起试试。

必须-必须-

必须-必须-必须

-我们不必

-我们不必 ——我们不必——我们不必——

你必须做什么才能这么快地说出那些话？

我们必须简化嘴巴的动作。我们必须产生一些声音

，而音高不会发生太大变化，它会保持更低更平。声音中没有那么多能量。

所有这些都是
重读音节和非重读音节之间重要对比的一部分。

我们不必——我们不必——我们不必买一个大包。

一个大袋子——呃——施瓦很快说。

‘巨大的’稍微长一点，然后’包’有更多的上下压力形状。

一个大袋子——

一个大袋子——一个大袋子——一个大袋子——我们需要多少？

我们需要多少？ How- 疑问词。

我们需要多少——

而“需要”是那里压力最大的。

我们很多——

这三个词说得更快。

我们有多少——我们有多少——我们有多少——

我没有减少任何东西。所有的声音都保持不变。

有些人可能会发生我将“做”简化为“德”的情况：我们需要多少？

Da-da- Da-da- 与 schwa。没关系。

但我实际上保留了OO元音。

这里比我是否进行简化更重要的是，这个词说得非常快

，然后它连接到之前的词和之后的词：

我们

很多 - 我们有很多 - 我们

有很多 - 我们有多少 - - 我们有多少——我们有多少——

这与“如何”和“需要”形成了很好的对比。

我们需要多少？

所以它的长，短，短，短，长，都带有平滑的语调变化。

我们需要多少？我们需要多少？
我们需要多少？

让我们再听一遍整个对话。

我刚刚得到了我的第一个奇怪的表情。

但你知道吗？归根结底，

-没关系。

我知道。

归根结底，最重要的是学生。

那就对了。

好的青豆。
哦。

蔓越莓。

新鲜的。
哦耶。

哦，我希望我们不必买一个大包。

我们需要多少？

这种分析真的很有趣也很有帮助，对吧？

单击此处查看我的 YouTube 频道上的其他 Ben Franklin 视频。

但如果你准备好更进一步、更大，
我将在今年 1 月向你提出挑战，

以
对你的英语学习做出新的承诺开始新的一年。

加入我的在线学校 Rachel 的英语学院。

在那里，您会发现大量像这个一样的本富兰克林语音分析视频

，这是您在其他任何地方都无法获得的。

它们更长，涵盖更多对话，

而且我每个月都会添加更多内容。

你必须有兴趣，

你必须花时间看视频，处理音频。

你能做这个吗？

为了帮助您入门，帮助您入门，

我提供 1 月份的折扣。

您只需 5 美元即可获得该学院的第一个月。

结账时使用代码 start2018。

费用通常是每月 14 美元，这对你所获得的东西来说是一笔小钱：

工具和自学支持，让你的声音变得真正不同。

如果您注册并且此方法对您没有帮助，没问题。

只需在 30 天内给我发电子邮件，您将获得全额退款。

这是一个订阅，您将每月收取持续访问所有内容的费用。

但您可以随时取消。

只需给我发电子邮件，我会为你做到这一点。

因此，获得这笔交易，并在 2018 年获得您想要的口音。

更流利，更轻松的美国对话。