English Training Lesson Understand English EffortlesslyHow to Learn English with Movies and TV

Today you’re transforming your spoken English by studying a scene from the movie, First Man, with me.

This is the story of Neil Armstrong, and the thing I love about this,

he’s in an interview and he speaks very thoughtfully, very intentionally. We’re going to go in-depth,

studying how he expresses himself, and we’re also going to study how the melody of a sentence can

change the meaning. When you study scene the way we’re going to in this video, you’ll be

able to understand American movies and TV effortlessly without subtitles.

Does anyone have anything else?

We’re going to be doing this all summer, June through August, stick with me every Tuesday,

they’re all great scenes and there’s going to be so much to learn that can transform the way

you speak and understand English.

And as always, if you liked this video or you learn something please, like and subscribe with notifications.

You’re going to watch the clip, then we’re going to do a full pronunciation analysis together.

This is going to help so much with your listening comprehension when it comes

to watching English movies in TV. But there’s going to be a training section.

You’re going to take what you’ve just learned and practice repeating it, doing a reduction, flapping a T,

just like you learned in the analysis. Ok, here’s the scene.

I don’t know what space exploration will uncover, but

I don’t think it will be exploration just for the sake of exploration.

Does anyone have anything else?

Yeah. You know, I was sorry to hear about your daughter.

Do you think it will have an effect?

I think it would be unreasonable to assume that it wouldn’t have some effect.

And now, the analysis.

I don’t know what space exploration will uncover, but I don’t think it will be

exploration just for the sake of exploration.

So he has a pretty long sentence here, but he breaks it up into a lot of smaller thought groups. The first one

is after the word what, he pauses, let’s look at these first four words.

I don’t know what,

It’s a little bit unclear, isn’t it? It certainly doesn’t sound like: I don’t know what.

I don’t know what,

I don’t know what. Uhhh. It’s just one big phrase with one peak. I don’t know what. Uhhh.

And everything glides together really smoothly. I don’t know.

So the T is dropped, and these two words connect with a single N sound. K of course is silent in this word. I don’t know what.

I don’t know what,

And the OH diphthong in don’t, OH

changes here to the UH, that’s somewhat common in the phrase: I don’t know, becomes: don’t know.

I don’t know, I don’t know, I don’t know.

I don’t know,

So I would actually write this: doh know, with stress on know. I don’t know. I don’t know.

And because of the AI diphthong before, this D is just a flap, dadadadada.

I don’t know what. I don’t know what.

I don’t know what,

What, the vowel on what, what, what, what, what, what. To me, he’s darkened it a little bit. It’s not quite uh,

uh, uh, it’s almost a little bit like push.

What..

I don’t know what, what, uhuhuh.

Definitely he does a stop T at the end there, because it’s a T at the end of a thought group,

and he does pronounce the word what, without that wh sound in front.

So WH words can be pronounced with the pure W, or with a what, escape of air before.

He does not do that escape of air.

What, what, what.

What..

I don’t know what.

space exploration will.

Space exploration will,

and then a little bit of a pause here as he continues to think about how to articulate his answer.

So let’s look at these three words and is there just one peak of stress like I don’t know what?

Or do we have more than one feeling of an up-down shape?

Space exploration will,

Space exploration. I feel two stressed syllables there.

Space exploration will.

Space and ay, the AY diphthong here in exploration, TION is the SH, shwa N ending.

Tion tion tion, space exploration. We have an ending S in space, and ending S sound,

and it links right into the beginning vowel of the next word, EH, space eh, seh, seh, sexploration.

Space exploration,

So there’s no break in sound there. Everything connects really smoothly.

Space exploration..

will.

Exploration will. Will, And then he holds this out a little bit while he’s thinking.

Will, doesn’t reduce the vowel. Sometimes, we do, sometimes, we might say: space exploration will,

will, will, but he doesn’t do that, he keeps the IH vowel. Space exploration will.

Space exploration will,

uncover but.

Uncover but, he does a little break here, he makes a stop T, he does not connect it to the AI diphthong,

that would be: but I, but I, and that would be pretty common to connect, but he is breaking this up a lot,

and so he breaks it up here. He is speaking slowly, intentionally. Uncover but.

Uncover but,

What’s our stressed syllable there?

Uncover but,

Uncover but.

Just one, and it’s uncov, uncover. So we have the letter O but it’s the UH as in butter vowel.

There’s no lip rounding for that. Uncover. Cover. Just like in the word love, ove, ove, cove, cover, uncover but.

Stop T.

Uncover but,

I don’t think it will be.

I don’t think it’ll be, and then he holds out the EE vowel a little bit here at the end of ‘be’, while he’s thinking.

I don’t think it will be.

I don’t think it will be. Don’t and be both have that uhhhhh, up-down shape.

And then we have, we have a really beautiful rhythm here. Dadadadada, dadadadadada,

I is shorter, think it will, shorter, actually ‘it will’ is contracted, it’s not it will, but it’s it’ll, it’ll,

so I would write that with the IH vowel, flap T, schwa L. It’ll, It’ll,It’ll, It’ll, It’ll, It’ll, It’ll, It’ll,

just like the word little, but without the L. It’ll, It’ll, It’ll. I don’t think it’ll.

I don’t think it’ll.

I don’t think it’ll be.

Now here, ourN apostrophe T in don’t.

The word don’t just pronounced quite differently than it was the first time he said it.

We actually have a stop. So we do feel that as a T. I don’t think. I don’t think.

It’s not dropped. That would be: I don’t think, I don’t think,

but it’s: I don’t think– up that little break of air, that little stop, is the stop T.

Now what about this sound? Is it the OH diphthong? Or is it the UH vowel like in don’t know?

I don’t think.

I don’t think. I don’t, don’t, don’t, don’t. Oh, oh, oh, oh.

I definitely hear that as the Oh diphthong. Not reduced. So the first time he said it, the diphthong changed,

and the T was dropped. Here, the diphthong doesn’t change, and the T is a stop T.

I don’t think.

Notice here the stress was, the peak of stress was on the word know,

so it makes sense that some of those sounds changed, that that word was reduced a little bit.

Here, it’s stressed, so it makes sense that we wouldn’t reduce the vowel,

or the diphthong, rather and that we would leave the T on as a stop T.

I don’t think it’ll be.

And these three unstressed words said so quickly. Let’s hear just those words.

Think it’ll,

be.

Think it’ll be. Think it’ll be.

Really different than the word be, which is longer, more stressed.

Think it’ll be.

exploration just.

Exploration.

This is a three syllable word, again with, sorry, four syllable word, with stress on the third syllable.

Exploration.

Now this unstressed syllable is actually supposed to be a schwa R.

Explora, he does a little bit more of a vowel. Explore, plore, plore.

And I think that’s because it’s related to the other form of the word,

so we have the verb: to explore,

and then we have the noun: exploration.

Verb, noun. So in the verb Explore, the IPA would be Ek, the letter X makes the KS sounds here,

Explore,

and in the noun, exploration, actually the opening vowel is a little bit more open, it’s EH,

although honestly, if you said the verb

explore with the EH vowel, that would sound very natural and normal too.

Then we have another unstressed syllable. Splo– with the schwa, stressed syllable,

Oops. We make that over here.

AY, and then unstressed, tion. So the noun, exploration.

Has a schwa here, I hear him doing more of an unstressed AA plus R, that’s okay.

Exploration.

So he’s seeing more of exploration, explore, explore, explore, exploration.

Exploration,

He is speaking more slowly and more intentionally I think than what is normal conversational English.

And even though that pronunciation isn’t what you’ll see in the dictionary,

it makes a lot of sense because of the verb.

Exploration–

Notice how on this stressed syllable, he nods his head. It’s not uncommon as you study speakers to see

that they do a physical gesture sometimes on a stressed syllable.

When you’re practicing with the audio later in this video, do that too. Do your head like he does.

Exploration,

just for the sake of exploration.

Just for the sake, some up down stress there. Sake of exploration. And again,

stress on that third syllable.

Just for the sake of exploration,

You’re going to get really comfortable with the word exploration, aren’t you?

He says it’s three times in this opening phrase.

Now, between our stressed words exploration, and sake, we have three unstressed words, and then also,

the unstressed syllable here, tion just for the, and I want to look at this. He really holds out the S

while he’s still thinking being thoughtful, speaking slowly, even so, he drops the T.

Just for the sake,

And that’s because it’s just so common to drop the T when the next word begins with a consonant.

Just for the, for the,

and it’s not for, is it? It’s fer, fer, fer, schwa R. Fer, just fer the.

Just for the,

sake of exploration.

Just for the sake of exploration.

Now we have another unstressed syllable here ‘of’, an unstressed word.

Schwa V, you can drop that V, but I definitely hear him saying it.

Sake of exploration.

It’s weak, and it’s subtle, but I don’t sense that it’s: sake uh.

I sense that its: sake of, sake of exploration.

Sake of exploration,

So we have after the stressed syllables sake, we have three unstressed syllables in a row.

Of explo– of explo– of explo– of explo–

And you got to try to keep your mouth really relaxed,

keep your movements released simple, and minimal in these unstressed syllables.

Of explo– of exploration.

Of exploration,

Of exploration. And then let your mouth come more to life in the stressed syllable,

more jaw drop therefore the AY diphthong, explo– explo– exploration, exploration.

Of exploration,

Does anyone have anything else?

Yeah.

So one of the men interviewing him asks the panel a question.

What is the shape of stress here? What are the most stressed syllables?

Does anyone have anything else?

Does anyone, anyone, have anything else?

I hear those as being the most stressed syllables, and the pitch goes up because it’s a yes/no question.

Let’s look at how he pronounces this first word does.

Does anyone,

In IPA, that would be written with the D, UH as in butter and Z.

But he drops the first two sounds. Does anyone, Does anyone, Does anyone.

And just links the Z into the EH as in bed vowel, which is the first sound of the word anyone,

Does anyone, Does anyone, Does anyone?

Does anyone,

It’s not uncommon to do that. Have you ever heard anyone take ‘does that’ and change it to ‘zzaat?’

I have heard people do that. It’s like they drop the first two sounds of does,

the first sound of that, and in IPA it becomes: zzaat, zzaat, zzaat, zzaat.

Does that mean you’re going to be late? Does that , Does that , Does that?

It’s funny how we make these reductions, isn’t it? So here he’s taking the word does,

he’s reduced it to the Z sound, and he’s attached it to the word that comes after anyone.

Does anyone? Does anyone?

Does anyone,

have anything else?

Everything just links together so smoothly, doesn’t it?

Does anyone have anything else?

I want to talk about the word else. In IPA, it’s written EH as in bed, LS,

else, so the L is a dark L because it comes after the vowel in the syllable. This is a one syllable word.

El? So we make that dark sound with the back of the tongue and I’m not lifting my tongue tip.

Ell, uhl, uhl, uhl, uhl, uhlse.

So don’t lift your tongue tip for that L, it will get in the way, it’s an extra movement,

it will probably make the dark sound less clear.

So you do the EH vowel, then you take the back of your tongue, you pull it back and down a little bit, uhl, uhl,

ell– and that’s it, don’t lift your tongue tip, go right into the S.

Else?

Yeah.

And then we hear really quietly: yeah. Yeah. Yeah. Yeah. Yeah.

Up-down shape. Not much of vocal energy. Yeah.

Yeah.

You know, I was sorry to hear about your daughter.

Okay, one thought group. Every word linked together. No stops. What are our peaks of stress?

You know, I was sorry to hear about your daughter.

Okay, now I have to talk about this. When I first wrote the transcript for this, I used this word.

You know, I was sorry to hear about your daughter.

Then when I listened to it again, I thought it sounded more like this:

You know, I was sorry to hear about your daughter.

And now that I’m listening to it a third time, I think it sounds like Neil again.

And it’s just, it’s crazy to me that I’m having a hard time telling the difference here.

Because these words are so different.

We have Neil, which I would probably write with the schwa L. Neil. And then,

you know, which I would write: yuh know. I mean talk about different sounds.

Neil. You know. Neil. You know. If I’m saying them more clearly, it’s obvious, but he’s

using less vocal energy, and it’s just less clear.

You know, I was sorry to hear about your daughter.

And so I’m actually having a hard time deciding. I think probably this is what he is saying,

but it also sounds just like this, and this is just what’s so crazy about American English,

is they just, when something is unclear, the sounds become more neutral.

And usually in context, we can understand exactly what’s being said.

But here, there’s no context, really for this utterance.

And either one of these would make sense to say before a comment. Either you know, or the person’s name Neil,

so we’ll keep going with this phrase, though I now think it’s probably this phrase.

You know, I was sorry to hear about your daughter.

Know, sorr, hear, daugh– All the most stressed peaks there.

There’s a lot of interesting stuff going on with the unstressed words though.

And everything links together so smoothly. Uuuhhhhhh.

You know, I was sorry to hear about your daughter.

No abrupt changes in pitch there. Everything links together. When you’re working with the audio,

do it in slow motion. Really feel that up/down smooth transition in pitch. Continuous flow of air and sound.

You know, I was sorry to hear about your daughter.

You know, You know, You know. The word ‘you’ is reduced. It’s just yuh. You know, you know, you know.

You know,

I was sorry to hear about your daughter.

You know I was. Okay, AI diphthong. We have the OH diphthong in no,

and when we have an OH diphthong that links into a word, that begins with a vowel or diphthong,

we can feel like we go through the glide consonant W to help us link. Wii, wii, know I, know I was, knowwww-I was.

That might help you smoothly link those two words know and I.

The word was, I would write that with the schwa, it’s unstressed. I was, I was, I was.

You know, I was.

And actually even though the word was has a Z sound,

when ending Z links into beginning S we drop the Z and the S takes over.

I was sorry. So you don’t try to make a Z and then an S. Just one S sound.

I was sorry. I wa, I wa, I wa, I was sorry.

I was sorry..

to hear about your daughter.

Sorry to, two unstressed syllables. Ry, to, and that word ‘to’ is pronounced with a flap T, and the schwa.

Rarara, sorry to, sorry to, sorry to hear.

Sorry to hear..

about your daughter.

Hear about your, quick ,subtle stop T there. The word your, isn’t your, it’s your, about your, about your,

about your, about your daughter.

About your daughter.

And of course a flap T in daughter. Now the T is a flap T when it comes to between two vowels.

Well but H isn’t a vowel, but we don’t mean letters, we mean sounds.

And AUGH here all make a single sound,

AW as in law, that is a vowel. So the T here does come between two vowels.

The AW and the schwa. Daughter. Daughter. Daughter.

So it’s just a single, quick flap of the tongue.

Daughter.

Do you think it will have an effect?

Do you think it, think it. He holds out it a little bit more, while he’s thinking about what exactly to say.

Almost the idea of a break there. Do you think it.

Do you think it,

Do you, not reduced, but unstressed. Do you, do you, do you, do you, do you think it.

Do you think it,

will have an effect?

Will have, stress there, will have an effect.

Okay, a couple things here. Earlier, we talked about how the word ‘will’ can reduce.

The first character didn’t do it, this character is, it’s not will, its wuhl, wuhl, wuhl, wuhl have, wuhl have.

Listen to just those two words.

Will have an–

effect.

Will have an effect.

So the letter A, a schwa, the letter E here in the unstressed syllable, a schwa,

an uh, an uh, an uh, an effect.

Will have an effect.

Okay, now the pitch goes down. This is a yes/no question.

Yes/no questions almost always go up in pitch. Why doesn’t this one?

He really says a lot with his intonation here. If the pitch had gone up, do you think it will have an effect?

That makes it a true yes/no question, he’s asking. But by putting this question with the pitch going down,

he’s saying it as a statement, as if he thinks it will have an effect. He is giving his opinion

even as he asks this question by his intonation. Do you think it will have an effect?

By making it go down shows the assumption, he’s presenting it as a statement, not really as a question.

So that’s an interesting thing I think to do with intonation.

Ask a yes/no question with a pitch going down, and it makes it sound like you’re not really asking,

you’re stating something but it’s not as strong, it’s a little sly, to put it in the form of a question,

when your intonation goes down,

and it’s like you’re going to give your opinion even as you ask this person his opinion.

Will have an effect.

I think it would be…

And again he breaks it up with some long pauses, a long pause here, breaks us up into two thought groups.

I think it would be,

I think it would be. Uuhhhhh. Our stress, our up-down shape on think and be.

I think it would be.

It would, it would, I, I. These other words all a little flatter in pitch, said more quickly. It would, it would, it would.

There’s a stop T there in it because the next word begins with the constant.

Remember, the L is always silent in should, would, could.

It would, it would, it would be, it would be. The D here, not released. It would be. It would be.

That makes too much of it. So he puts his tongue into position for D, dddd, his vocal cords vibrate,

but then he doesn’t release the sound, he just goes right into the B. It would be, it would be, it would be.

It would be,

It’s a really common pronunciation of the D.

When the next word begins with a consonant, that’s probably how we’re gonna do it.

We’re going to vibrate the vocal cords, make a D, but not just release it with air,

we’re going to go on to the next sound.

It would be,

unreasonable to assume that it wouldn’t have some effect.

And we have quite a few words here with an up-down shape. Quite a few syllables.

Unreasonable to start, unreasonable to assume that it wouldn’t have some effect.

Unreasonable to assume that it wouldn’t have some effect.

Let’s look at the word ‘to’ how is that pronounced?

Unreasonable to assume, unreasonable to assume, unreasonable to assume.

It’s actually fully pronounced. It’s unstressed, but it’s got a true T, and the OO vowel, that almost never happens.

The reason why it happened here is because the next word begins with a schwa.

So if we reduced this to the schwa, then there would be no way to tell the difference between syllables.

So when the next word begins with a schwa, to does not have a reduced vowel. To assume, to assume.

To assume,

It still has an unstressed feel though, it’s still lower in pitch. Reasonable to. Reasonable to assume.

So it’s still in that line of that unstressed feeling, but it’s not reduced.

Unreasonable to assume,

that it wouldn’t have some effect.

That it, that it, that it, that it, that it wouldn’t, that it wouldn’t.

Two more unstressed words then between the stressed syllable ssume and would.

They link together with a flap T. That it. And then there’s a stop T because the next word begins with a consonant.

That it, that it, that it, that it, that it wouldn’t.

That it wouldn’t have,

Wouldn’t have. Alright let’s look at our an apostrophe T contraction here.

So we’ve studied it in the word don’t twice. The first time it was dropped, the second time it was a stop T,

how is the T pronounced here?

Wouldn’t have,

I hear it as dropped. I hear that he’s going right from the N into the H: wouldn’t have, wouldn’t have, wouldn’t have.

With no stop or lift which would signify the stop T.

Wouldn’t have, wouldn’t have some effect.

Wouldn’t have

some effect.

Wouldn’t have some effect. Wouldn’t have some effect. Wouldn’t have some effect.

Ending M links into the schwa. Effect. Effect. Some effect. And a light release of the T here.

When the T is in an ending cluster like CT, and there’s no word after,

it’s pretty common to do a light release of a true T. Wouldn’t have some effect.

Wouldn’t have some effect. .

Awesome. Okay, let’s take a look at this whole conversation one more time.

I don’t know what space exploration will uncover

but I don’t think it’ll be exploration just for the sake of exploration.

Does anyone have anything else?

Yeah. You know, I was sorry to hear about your daughter.

Do you think it will have an effect?

I think it would be unreasonable to assume that it wouldn’t have some effect.

Now for the fun part, you’ll look at the notes we took together

and you’ll hear a part of the conversation on a loop three times.

Then there’s a space for you to repeat.

For example, you’ll hear this:

Maybe so, sir.

Then you’ll repeat it: maybe so, sir. Try to imitate everything about this exactly so when you see this,

then you’ll repeat it. Maybe so, sir.

That’s from Top Gun: Maverick which was the first movie we studied in this summer series.

You’ll also have the opportunity to listen and repeat in slow motion.

This will be important for you if you’re more of a beginner,

or if you’re having a hard time focusing on linking or the melody.

Maybe you’ll want to do it both ways, but the important thing is here is your opportunity

to take what you learned and put it into your body and your own habit.

That’s what’s going to transform your speaking.

You might do well to work with the audio section of this video every day for a week.

Imitating the rhythm and the simplifications will get easier each time you do it.

If you can’t keep up with the native speaker, do the slow-motion imitation.

Okay, here’s our audio training section.

Don’t forget to come back and do this audio again tomorrow and the next day.

You want to build habits here, so you don’t need to think about it so much when you’re speaking in conversation,

you can focus on the words and not the expression or pronunciation.

Don’t forget, this is part of a series, all summer long, 13 videos, 13 scenes for movies, check out each one,

learn something new each time.

I make new videos on the English language every Tuesday and I’d love to have you back here again.

Please subscribe with notifications and continue your studies right now with this video.

And if you love this video, share it with a friend.

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

今天，你正在通过和我一起学习电影《第一人》中的一个场景来改变你的英语口语。

这是尼尔·阿姆斯特朗的故事，我喜欢这个的地方，

他正在接受采访，他说话非常周到，非常有意识。我们要深入，

研究他是如何表达自己的，我们还要研究一个句子的旋律是如何

改变意思的。当您按照我们在本视频中的方式学习场景时，您将

能够在没有字幕的情况下毫不费力地理解美国电影和电视。

有人有别的吗？

我们整个夏天都会这样做，从六月到八月，每个星期二都和我在一起，

它们都是很棒的场景，有很多东西要学，可以改变

你说和理解英语的方式。

和往常一样，如果你喜欢这个视频或者你学到了一些东西，请喜欢并订阅通知。

您将观看剪辑，然后我们将一起进行完整的发音分析。

当您在电视上观看英语电影时，这将对您的听力理解有很大帮助

。但是会有一个培训部分。

你将把你刚刚学到的东西拿来练习重复，做一个减少，拍一个T，

就像你在分析中学到的一样。好了，现场来了。

我不知道太空探索会发现什么，但

我认为这不会只是为了探索而探索。

有人有别的吗？

是的。你知道，听到你女儿的事，我很难过。

你觉得会有影响吗？

我认为假设它不会产生一些影响是不合理的。

现在，分析。

我不知道太空探索会发现什么，但我认为这不会

只是为了探索而探索。

所以他在这里有一个很长的句子，但他把它分成了很多更小的思想组。第一个

是what这个词之后，他停顿了一下，让我们看看这前四个词。

不知道是什么

，有点不清楚，不是吗？这听起来肯定不像：我不知道是什么。

我不知道什么，

我不知道什么。呃。这只是一个高峰的一个大短语。我不知道是什么。呃。

一切都非常顺利地融合在一起。我不知道。

所以 T 被去掉了，这两个词用一个 N 音连接起来。 K当然在这个词中保持沉默。我不知道是什么。

don’t, OH 中的 OH 双元音在

这里变为 UH，这在短语中有些常见：我不知道，变成：不知道。

我不知道，我不知道，我不知道。

我不知道，

所以我实际上会写这个：doh know，强调知道。我不知道。我不知道。

而且因为之前的AI双元音，这个D只是一个flap，dadadadad。

我不知道是什么。我不知道是什么。

我不知道什么，

什么，什么，什么，什么，什么，什么，什么的元音。对我来说，他把它变暗了一点。不完全是呃呃

呃，几乎有点像push。

什么..

我不知道什么，什么，嗯。

肯定他在结尾处做了一个停顿 T，因为它是一个思想组结尾的 T，

而且他确实发音了 what 这个词，而前面没有那个 wh 发音。

所以 WH 词可以用纯 W 发音，或者用 what, escape of air 之前。

他没有做那种逃逸的空气。

什么什么什么。

什么..

我不知道是什么。

太空探索会。

太空探索会，

然后在这里稍作停顿，继续思考如何表达自己的答案。

那么让我们看看这三个词，是否只有一个压力峰值，就像我不知道是什么一样？

还是我们有不止一种上下形状的感觉？

太空探索会，

太空探索。我觉得那里有两个重读音节。

太空探索将。

Space and ay，AY 双元音在这里探索，TION 是 SH，shwa N 结尾。

重重，太空探索。我们在空格中有一个结尾 S，结尾是 S 音

，它直接连接到下一个单词的开头元音 EH、空格 eh、seh、seh、sexploration。

太空探索，

所以那里没有声音中断。一切都非常顺利。

太空探索……

将。

探索会。威尔，然后在他思考的时候，他把这点说出来。

Will，不会减少元音。有时，我们会，有时，我们可能会说：太空探索会，

会，会，但他不会那样做，他会保留 IH 元音。太空探索将。

太空探索将，

揭开。

发现但是，他在这里做了一点中断，他做了一个停止 T，他没有将它连接到 AI 双元音，

那就是：但是我，但是我，这很常见，但他正在打破这个涨了很多

，所以他在这里打破了它。他说话很慢，是故意的。揭开但是。

发现但是，

我们那里的重读音节是什么？

揭开但是，

揭开但是。

只有一个，它是 uncov，揭开。所以我们有字母 O，但它是黄油元音中的 UH。

没有嘴唇圆润。揭露。覆盖。就像爱这个词一样，ove，ove，cove，cover，cover 但是。

停止 T。

发现，但

我认为不会。

我不认为它会是，然后他在’be’的末尾稍微伸出了EE元音，而他正在思考。

我认为不会。

我认为不会。不要和两者都有那种 uhhhhh，上下形状。

然后我们有了，我们在这里有一个非常美妙的节奏。 Dadadadada，dadadadadada，

I 更短，认为它会，更短，实际上“it will”是收缩的，不是它会，而是它会，它会，

所以我会用 IH 元音，flap T 来写， schwa L. 它会，它会，它会，它会，它会，它会，它会，它会，

就像little这个词一样，但是没有L。它会，会的，会的。我不认为它会。

我不认为它会。

我不认为它会是。

现在在这里，我们的 N 撇号 T 不是。

这个词的发音与他第一次说的完全不同。

我们实际上已经停下来了。所以我们确实觉得这是一个 T。我不这么认为。我不认为。

它没有被丢弃。那将是：我不认为，我不认为，

但它是：我不认为- 那个小停顿，那个小停顿，是停顿T。

现在这个声音怎么样？是 OH 双元音吗？还是不知道中的 UH 元音？

我不认为。

我不认为。我不要，不要，不要，不要。哦，哦，哦，哦。

我绝对听到的是哦双元音。没有减少。所以他第一次说的时候，双元音变了

，T被去掉了。在这里，双元音没有改变，T是停止T。

我不认为。

请注意这里的重音是，重音的峰值出现在“知道”这个词上，

所以其中一些声音发生了变化，那个词被减少了一点，这是有道理的。

在这里，它被强调了，所以我们不会减少元音

或双元音，而是我们会留下 T 作为停止 T。

我不认为它会是。

而这三个不重读的词说得那么快。让我们听听这些话。

认为它会，

是。

认为会的。认为会的。

与be这个词真的不同，be更长，更强调。

认为会的。

探索而已。

勘探。

这是一个三音节词，又是，对不起，四音节词，第三个音节重读。

勘探。

现在这个不重读的音节实际上应该是一个 schwa R.

Explora，他做了更多的元音。探索，探索，探索。

我认为这是因为它与这个词的另一种形式有关，

所以我们有动词：探索，

然后我们有名词：探索。

动词名词。所以在动词 Explore 中，IPA 是 Ek，字母 X 在这里发出 KS 的发音，

Explore，

而在名词 explore 中，实际上开头元音更开放一点，它是 EH，

虽然老实说，如果你说动词

exploration 带有EH 元音，听起来也很自然和正常。

然后我们有另一个非重读音节。 Splo - 带有 schwa，重读音节，

哎呀。我们在这里做。

是的，然后是无压力的，重音。所以名词，探索。

这里有一个 schwa，我听说他做的更多的是无压力的 AA 加 R，没关系。

勘探。

所以他看到了更多的探索，探索，探索，探索，探索。

探索，

我认为他说的比普通的会话英语更慢，更刻意。

即使那个发音不是你在字典里看到的，

但因为动词，它很有意义。

探索——

注意在这个重读音节上，他是如何点头的。当你研究说话者时，你会

发现他们有时会在重读音节上做出肢体动作，这种情况并不少见。

当您在本视频后面练习音频时，也可以这样做。像他一样做你的头。

探索，

只为探索。

只是为了起见，那里有一些上下压力。为了探索。再次

强调第三个音节。

只是为了探索，

你会对探索这个词感到非常舒服，不是吗？

他说在这个开场白中是三遍。

现在，在我们的重读词探索和sake 之间，我们有三个非重读词，还有

这里的非重读音节，tion 只是为了 the，我想看看这个。

当他还在考虑周到时，他真的伸出了S，说话很慢，即便如此，他还是放弃了T。

只是为了，

那是因为当下一个单词以辅音开头时，放弃T是很常见的。

只是为了，为了，

而不是为了，是吗？这是 fer，fer，fer，schwa R. Fer，只是 fer 的。

只是为了，

为了探索。

只是为了探索。

现在我们这里有另一个非重读音节“of”，一个非重读词。

Schwa V，你可以放弃那个 V，但我绝对听到他这么说。

为了探索。

它很弱，很微妙，但我不觉得它是：sake uh。

我觉得它：为了，为了探索。

为了探索，

所以我们在重读音节之后，我们连续三个非重读音节。

Of explo——of explo——of explo——of

explo——你必须尽量让你的嘴巴保持放松，

让你的动作保持简单，在这些不重读的音节中尽量减少。

探索——探索。

探索

，探索。然后让你的嘴在重读音节中更加生动，

更多的下巴因此AY双元音，explo-explo-explore，exploration。

关于探索，

还有人有吗？

是的。

因此，其中一位采访他的人向小组提出了一个问题。

这里的应力是什么形状的？什么是重读音节？

有人有别的吗？

任何人，任何人，还有别的吗？

我听到那些是最重音的音节，音高上升，因为这是一个是/否的问题。

让我们看看他如何发音第一个单词does。

有谁会在国际音标中用 D、UH 写成黄油和 Z。

但他放弃了前两个声音。有没有人，有没有人，有没有人。

并且只是将 Z 连接到 EH 中，就像在床元音中一样，这是任何人、

是否有人、是否有人、是否有人的第一个声音？

有谁，

这样做并不少见。你有没有听过有人把“does that”改成“zzaat”？

我听说人们这样做。就好像他们放弃了 do 的前两个声音

，第一个声音，在 IPA 中它变成：zzaat、zzaat、zzaat、zzaat。

这是否意味着你会迟到？那个，那个，那个？

我们如何进行这些减少很有趣，不是吗？所以他在这里取了does这个词，

他把它简化为Z音，并将它附加到任何人之后的词上。

有没有人？有没有人？

有人吗，

还有别的吗？

一切都如此顺利地联系在一起，不是吗？

有人有别的吗？

我想谈谈其他词。在国际音标中，它写成 EH 就像在 bed 中一样，LS，

else，所以 L 是一个暗 L，因为它出现在音节中的元音之后。这是一个单音节词。

埃尔？所以我们用舌头后部发出黑暗的声音，我没有抬起我的舌尖。

呃，呃，呃，呃，呃，呃，呃。

所以不要为那个 L 抬起你的舌尖，它会妨碍你，这是一个额外的动作，

它可能会使黑暗的声音变得不那么清晰。

所以你发EH元音，然后你把你的舌背，你把它拉回来一点点，呃，呃，

呃——就是这样，不要抬起你的舌尖，直接进入S 。别的？

是的。

然后我们真的很安静地听到：是的。是的。是的。是的。是的。

上下形状。没有太多的声音能量。是的。

是的。

你知道，听到你女儿的事，我很难过。

好的，一个思想组。每一个字都连在一起。没有停止。我们的压力峰值是多少？

你知道，听到你女儿的事，我很难过。

好的，现在我必须谈谈这个。当我第一次为此写成绩单时，我使用了这个词。

你知道，听到你女儿的事，我很难过。

然后当我再次听的时候，我觉得它听起来更像是：

你知道，我很抱歉听到你女儿的事。

现在我第三次听了，我觉得这听起来又像尼尔。

只是，我很难在这里说出区别，这对我来说很疯狂。

因为这两个词太不一样了。

我们有 Neil，我可能会和 schwa L. Neil 一起写。然后，

你知道，我会写：你知道。我的意思是谈论不同的声音。

尼尔。你懂。尼尔。你懂。如果我说得更清楚，那很明显，但他

使用的声音能量更少，而且不太清楚。

你知道，听到你女儿的事，我很难过。

所以我实际上很难做出决定。我想可能这就是他在说的话，

但听起来也像这样，这正是美式英语如此疯狂的地方

，他们只是在不清楚的时候，声音变得更加中性。

通常在上下文中，我们可以准确地理解所说的内容。

但是在这里，没有上下文，真的是这个话语。

在评论之前说这些中的任何一个都是有意义的。要么你知道，要么就是这个人的名字 Neil，

所以我们将继续使用这个短语，尽管我现在认为它可能是这个短语。

你知道，听到你女儿的事，我很难过。

知道，悲伤，听到，女儿——那里所有压力最大的高峰。

不过，不重读的单词会发生很多有趣的事情。

一切都如此顺利地联系在一起。呜呜呜。

你知道，听到你女儿的事，我很难过。

那里没有突然的音调变化。一切都联系在一起。处理音频

时，请以慢动作进行。真正感受到音高的上/下平滑过渡。空气和声音的连续流动。

你知道，听到你女儿的事，我很难过。

你知道，你知道，你知道。 “你”这个词减少了。只是哟。你知道，你知道，你知道。

你知道，

听到你女儿的事，我很难过。

你知道我是。好的，人工智能双元音。我们在 no 中有 OH 双元音

，当我们有一个 OH 双元音连接到一个以元音或双元音开头的单词时，

我们会觉得我们通过滑音辅音 W 来帮助我们连接。 Wii，wii，知道我，知道我是，知道www-我是。

这可能会帮助你顺利地将这两个词知道和我联系起来。

这个词是，我会用 schwa 来写，它没有重读。我是，我是，我是。

你知道，我是。

实际上，即使单词 was 有 Z 音，

当结尾 Z 链接到开头 S 时，我们删除 Z 而 S 接管。

我很抱歉。因此，您不要尝试先发出 Z 再发出 S。只要发出 S 音即可。

我很抱歉。我是，我是，我是，我很抱歉。

我很抱歉

……听到你女儿的消息。

对不起，两个不重读的音节。 Ry、to 和“to”这个词的发音是襟翼 T 和 schwa。

拉拉拉，对不起，对不起，对不起。

很抱歉听到……

关于你女儿的事。

听听你的，快速，微妙的停顿 T 在那里。你这个词，不是你的，是你的，关于你的，关于你的，

关于你的，关于你的女儿的。

关于你的女儿。

当然还有女儿的皮瓣T。现在，当涉及到两个元音之间时，T 是一个拍音 T。

嗯，但 H 不是元音，但我们不是指字母，我们指的是声音。

AUGH 在这里都发出一个单一的声音，

AW 在法律上是一个元音。所以这里的 T 确实出现在两个元音之间。

AW 和施瓦。女儿。女儿。女儿。

所以这只是一个单一的，快速的舌头。

女儿。

你觉得会有影响吗？

你想吗，想吧。他把它再多一点，同时他正在考虑到底要说什么。

几乎是在那里休息的想法。你觉得吗。

你觉得呢，

你呢，没有减少，而是没有压力。你，你，你，你，你觉得吗。

你觉得，

会有影响吗？

会有，有压力，会有效果。

好的，这里有几件事。早些时候，我们谈到了“意志”这个词如何减少。

第一个字符没有做，这个字符是，它不是will，它的wuhl，wuhl，wuhl，wuhl have，wuhl have。

只听这两个字。

会有——

效果。

会有效果。

所以字母 A，一个 schwa，这里的字母 E 在非重读音节中，一个 schwa，

一个 uh，一个 uh，一个 uh，一个效果。

会有效果。

好的，现在音调下降了。这是一个是/否的问题。

是/否问题几乎总是在音调上上升。这个怎么没有？

他在这里的语调真的说了很多。如果音调上升，你认为它会产生影响吗？

这使它成为一个真正的是/否问题，他在问。但是通过在音调下降的情况下提出这个问题，

他将其作为一种声明说出来，就好像他认为这会产生影响一样。

即使他用语调问这个问题，他也在给出他的意见。你觉得会有影响吗？

通过让它下降显示假设，他将其作为陈述呈现，而不是真正作为问题。

所以我认为这与语调有关是一件有趣的事情。

问一个是/否的问题，音调下降，这听起来好像你不是真的在问，

你在陈述一些东西，但它没有那么强烈，有点狡猾，以问题的形式提出，

当你的语调下降时

，即使你问这个人他的意见，你也会发表你的意见。

会有效果。

我想会是

……他再次用一些长时间的停顿来打破它，在这里长时间的停顿，把我们分成两个思想组。

我想会的，

我想会的。嗯嗯。我们的压力，我们上下思考的方式。

我想会的。

它会，它会，我，我。这些其他词的音调都平缓了一些，说得更快了。它会，它会，它会。

其中有一个停止 T，因为下一个单词以常数开头。

请记住，L 在应该、将、可以时总是保持沉默。

会，会，会，会。这里的D，没有发布。这将是。这将是。

这太过分了。所以他把舌头放在D的位置，dddd，他的声带振动，

但他没有发出声音，他只是直接进入B。它会，会，会。

它会是，

这是 D 的一个非常常见的发音。

当下一个单词以辅音开头时，我们可能会这样做。

我们要振动声带，发出 D，但不只是用空气释放它，

我们要继续下一个声音。

假设它不会产生任何影响是不合理的。

我们这里有很多单词都是上下形状的。好几个音节。

不合理的开始，不合理的假设它不会有一些效果。

不合理地假设它不会产生一些影响。

让我们看看’to’这个词是怎么发音的？

不合理的假设，不合理的假设，不合理的假设。

它实际上是完全发音的。它没有重读，但它有一个真正的 T 和 OO 元音，这几乎不会发生。

之所以发生在这里，是因为下一个单词以 schwa 开头。

因此，如果我们将其简化为 schwa，那么就无法区分音节之间的区别。

因此，当下一个单词以 schwa 开头时，to 没有减元音。假设，假设。

假设

它仍然有一种无压力的感觉，但它的音调仍然较低。合理到。合理的假设。

所以它仍然在那种无压力的感觉中，但它并没有减少。

不合理的假设

，它不会有什么影响。

它，它，它，它，它不会，它不会。

然后在重读音节 ssume 和 will 之间再添加两个非重读词。

他们用一个襟翼T连接在一起。那它。然后有一个停止 T，因为下一个单词以辅音开头。

它，它，它，它，它不会。

它不会有，

不会有。好吧，让我们看看这里的撇号 T 收缩。

因此，我们已经在“不要”这个词中研究了它两次。第一次是掉线，第二次是停T，

这里的T怎么发音？

不会的，

我听说它是掉落的。我听说他正从 N 进入 H：不会有，不会有，不会有。

没有停止或升力表示停止 T。

不会有，不会有一些影响。

不会有什么

影响。

不会有什么影响。不会有什么影响。不会有什么影响。

结尾 M 链接到 schwa。影响。影响。一些效果。并在此处轻轻释放 T。

当 T 在像 CT 这样的结束星团中，并且后面没有任何消息时

，对真正的 T 进行轻微释放是很常见的。不会有任何影响。

不会有什么影响。 .

惊人的。好的，让我们再看一遍整个对话。

我不知道太空探索会发现什么，

但我认为这不会只是为了探索而探索。

有人有别的吗？

是的。你知道，听到你女儿的事，我很难过。

你觉得会有影响吗？

我认为假设它不会产生一些影响是不合理的。

现在对于有趣的部分，您将查看我们一起记下的笔记

，您将听到对话的一部分循环播放三遍。

然后有一个空间让你重复。

例如，您会听到：

也许是这样，先生。

然后你会重复一遍：也许是这样，先生。尝试准确地模仿这一切，这样当你看到它时

，你就会重复它。也许是这样，先生。

那是从壮志凌云：特立独行这是我们在这个夏季系列中学习的第一部电影。

您还将有机会聆听并以慢动作重复。

如果您是初学者，

或者很难专注于链接或旋律，这对您来说很重要。

也许你会想两种方式都做，但重要的是你

有机会把你学到的东西应用到你的身体和你自己的习惯中。

这将改变你的演讲方式。

您可能会在一周内每天使用此视频的音频部分。

每次模仿节奏和简化都会变得更容易。

如果您跟不上母语人士的步伐，请进行慢动作模仿。

好的，这是我们的音频培训部分。

别忘了明天和后天再回来做这个音频。

你想在这里建立习惯，所以你在谈话时不需要考虑太多，

你可以专注于单词而不是表情或发音。

别忘了，这是一个系列的一部分，整个夏天，13 个视频，13 个电影场景，每一个都去看看，每次都能

学到新东西。

我每周二都会制作新的英语视频，我希望你能再次回到这里。

请订阅通知并立即通过此视频继续学习。

如果您喜欢这个视频，请与朋友分享。

就是这样，非常感谢您使用 Rachel 的英语。