Learn English The RIGHT Way Better English Speaking with MARRIAGE STORY English Conversation

A Marriage story.

A great movie to learn English with – the pace is good, the conversation is frank.

Today, we’re going to take a scene from this movie and do a full, in-depth analysis of everything that’s said,

looking at how it’s pronounced, why it sounds American, and go over idioms too.

Studying English this way will help your listening comprehension,

and it will also help you understand how to sound more natural speaking English.

First, let’s watch the whole scene.

Then we’ll do our in-depth analysis.

Henry’s teacher wants to meet with us.

You mean his L.A. teacher?

Can you, uh, answer the email so we can set a time?

Yeah. I’ve been distracted.

I understand. I just want to rule out everything, you know, with his reading.

I just think he’s a little over-anxious.
I think he wants it too much.

He’s off the charts in Math.

He quits too easily when things aren’t easy for him. You know, he’s like us. He’s stubborn.

He’s still a lousy Monopoly player because he tries to save all his money.

And now, the analysis.

Henry’s teacher wants to meet with us.

What are our most stressed syllables in this phrase?

Everything links together really smoothly, but we have some peaks where the melody goes up.

Henry’s teacher wants to meet with us.

Henry’s teacher– I’m feeling a lot of stress there.

Teacher wants to meet with us.

Listen again and notice how every word slides right into the next word with no breaks.

This linking is really important to the character of American English.

Henry’s teacher wants to meet with us.

So after the peak of stress on ‘teach’ we have three syllables, cher wants to–,

that are flatter in pitch, said more quickly,

wants to–, the word ‘to’ reduces, it’s not ‘to’ it’s ‘tuh’ with the schwa.

Wants to– wants to– wants to– wants to–

Cher wants–

Teacher wants to meet with us.

Then we have a stop T in ‘meet’ that’s because the next word begins with the W.

So it’s not, meet with, but it’s meet with, meet with, that tiny little break, little lift, is what we feel as the T.

Meet with us. Meet with us.

Meet with us.

You mean his L.A. teacher?

What about this next question? What happens with the melody?

You mean his L.A. teacher?

You mean his– a little bit of up-down shape there. You mean his L.A. teacher?

Then we have most of our stress on A. Whenever we have an acronym like this,

where we’re saying the letters, LA, JFK, etcetera, it’s always the last letter that gets the most stress.

L.A. teacher? We’re going up in pitch, it’s a yes/no question, and those usually go up in pitch,

but since it’s going up in pitch rather than feeling the stress as an up-down shape, it’s sort of the opposite.

L.A. teacher? It’s a scoop down and then up.

You mean his L.A. teacher?

Can you, uh–

Can you, uh– Can you, uh–

That little utterance, very smooth, no breaks in the voice. Can you, uh–

And we have that peak on ‘you’, the word ‘can’ is not ‘can’ it’s kuhn.

I would write that with the schwa, said very quickly, can, can, can, can you, can you, can you, uh…

Can you, uh–

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Okay, back to the analysis.

Can you, uh–

Uh– This is the UH as in butter vowel,

and it’s the sound that Americans make when we’re thinking. Uh, uhm, for example.

Can you, uh–

Can you, uh, answer the–

Answer the– Then she does a little break here, either because she’s drinking, or while she’s thinking.

Answer the– So ‘an’ is the most stressed syllable, and the two unstressed syllables, swer, the,

just sort of fall down in pitch from that peak. The letter W, there’s no W sound here.

Answer the– answer the–

Answer the–

The word ‘answer’ will be written phonetically with the AA vowel, and then N,

but when AA is followed by N, it’s not quite pure.

That would be AA, An–, an–, answer.

And that’s not how we say it, we say answer. So the back of the tongue relaxes,

we move through a sound that’s sort of like the UH as in butter sound, aauhh– aauhh– aauhh–

answer, answer the–

Answer the–

answer the–

answer the email.

Email, email. Going up, stress on E. Email.

So we can set a time, and then intonation goes up.

It’s almost like this is a question, and then the second half is also a question.

Email, email, so we can set a time.

Email so we can set a time?

The L in ‘email’ is a dark L. It comes after the diphthong in that syllable,

and you don’t need to lift your tongue tip for this dark L.

Email, uhl, uhl, uhl.

Keep your tongue tip down, that will help you focus on the tongue position,

it’s the back of the tongue that makes that dark sound.

Don’t round your lips.

A lot of people want to make something sort of like: email, where the front part of the mouth makes

the sound, and then it sounds sort of like O or a W sound, but it should be: uhl, uhl,

a dark sound to the dark L. Email, email, email.

Email–

so we can set a time?

Now, let’s look at this word ‘can’. We just had it up here,

and it was pronounced: kuhn,

how is it pronounced the second time?

So we can set a time?

Can, can, can. So fast, so unclear. So we can, so we can, so we can, so we can, so we can set a time?

I guess I’ll write it with all of those sounds, but it’s just so fast, none of it’s very clear, is it?

So we can set a time?

Set a time? A flap T links these two words together.

We pronounce the T as a flap T when it comes between two vowels,

and that’s what happens when we link these words. Set a time?

Set a time?

Yeah. I’ve been distracted.

Yeah– Stress on ‘yeah’ up down. Yeah. I’ve been distracted.

Couple peaks of stress there.

Yeah. I’ve been distracted.

‘I have’ or ‘I’ve’, ‘I’ve’ is not pronounced that way, he doesn’t really say the V sound.

I’ve been distracted.

I have noticed we do this sometimes when we’re saying that word ‘been’ next. I have been–

one of the shortcuts is just to drop that V sound. I’ve been distracted. I’ve been, I’ve been, I’ve been.

So see if you can make that with no V sound at all, just linking the AI diphthong into the B.

That will help this transition be more smooth, it will help you make this less important word, less long.

And we need it to be short for that rhythmic contrast. That’s so important in American English.

I’ve been distracted. Now here, we have EE, two E’s but that makes the IH as in sit vowel, not the EE vowel.

I’ve been, I’ve been, I’ve been distracted.

I’ve been distracted.

The ED ending is pronounced as an extra syllable, IH plus D, when the sound before is a T or D.

So it’s a whole extra syllable here, because it comes after a T.

Distracted. Distracted.

Distracted.

I understand.

What are our most stressed syllables there?

I understand.

I understand. ‘I’ and ‘un’ and ‘der’, are all going towards the main stress there, ‘stand’. I understand. I understand.

And this is lower in pitch, less energy in the voice.

I understand.

‘I’ and ‘uh’, these two sounds here linked together really smoothly.

I under, I under– Don’t try to make any kind of distinction.

The words should slide together. That’s okay. That smoothness is important in American English.

I under– I understand.

I understand.

I just want to rule out everything, you know, with his reading.

This next phrase is again, sort of lower in pitch and energy.

It’s sort of like an aside, but we do still have some the feeling of some more stressed syllables.

What do you think they are?

I just want to rule out everything, you know, with his reading.

I just want to–

Those first four words, all unstressed, said very quickly. Then we have some stressed syllables. Rule out

everything, you know, with his reading.

Let’s look at these first four unstressed words.

They’re not that clear. They’re not: I just want to–

That would be way over pronouncing them.

I just want to–

I just want to– What is happening? She’s dropping the J,

I’s– I’s– I’s– She’s dropping the T.

Now it’s really common to drop the T in ‘just’ when the next word begins with a consonant, like it does here.

It’s a little bit less common to drop the J, but it does happen.

The word ‘just’, not important here. It’s a filler word.

I just want to–

‘Want to’ becomes ‘wanna’ but it’s not as clear as wanna. It’s: wanna, I’s wanna– I’s wanna– I’s wanna–

This is the nature of an unstressed syllable and we have four unstressed syllables here in a row.

I just wanna– I just wanna– I just want to rule out.

I just want to–

I just want to rule out everything, you know, with his reading.

And I’m hearing a light flap T connecting out and EV.

Out every, out every, out every, out everything.

Rule out everything–

But everything glides together really smoothly. The dark L in ‘rule out’,

you can’t lift your tongue tip there to finish it. Rule out. But link that right into the OW diphthong.

Don’t make a lift or a break, we want them to link together. Rule out. Rule out everything.

Rule out everything–

‘Rule out’ this is a phrasal verb and it means to make impossible,

to eliminate as an option.

If you rule something out, that means it won’t happen, or it can’t be.

For example, if you’re unwell, you may do a series of tests for specific illnesses to rule them out.

If it comes back negative, then you know it can’t be that.

Rule out everything–

Rule out everything, you know, with his reading.

Now let’s listen to four more unstressed words in a row: you know with his.

You know, with his reading.

You know with his–

you know with his–

You know, I think that’s really more of a schwa. Ye, ye, ye. You know, you know, you know, you know,

you know with his, you know with his, you know with his. The H is dropped in ‘his’, that’s a common reduction:

with his– with his– with his– with his– you know with his– you know with his–

You know with his–

The TH here, so light, so weak, not clear.

You may think this is insane, why are these words so unclear?

But that’s just the way American English is. When we have a lot of unstressed words in a row,

they get simplified. Sounds get dropped, sounds get changed,

but there’s enough there for us to get what it is, and it’s important to have that simplification.

So it can be said more quickly, so that the longer syllables get to be clearer.

That change between long and short is important in American English. It’s the structure of the language.

You know with his–

You know, with his reading.

I just think he’s a little over-anxious.

What are our most stressed words in this sentence?

I just think he’s a little over-anxious.

Just think he’s a little over-anxious. Think.

DA-da-da-DA-da-da-DA-da

Rhythmic contrast. Long and short. I, I don’t even hear it.

I know it’s there, it makes sense, that’s what I would write down if I was writing what he’s saying.

But when I really listen to it, I don’t really hear ‘I’. Now we have this word ‘just’, how was it pronounced?

Just think he’s a little over-anxious.

Just think he’s– just think he’s– just, just, just, just.

Again, that T is dropped. And it’s said really quickly. Just think he’s– just think he’s–

Just think he’s– just think he’s– just think he’s–

Think he’s– think he’s– Again, dropped H, common to do that in these function words like he and his and him.

Think he’s– think he’s– think he’s– think he’s–

The apostrophe S here is a Z because it’s short for the word ‘is’

where that S is a Z sound. That Z links right into the schwa.

Think he’s a– think he’s a– think he’s a– think he’s a–

Really smooth.

Think he’s a–

little over-anxious.

Little overanxious. DA-da-da-da-DA-da. Little, we have a flap T there. Little, little, little over.

So we have the unstressed syllable of ‘little’, and two unstressed syllables in ‘over’.

Tle over– tle over– tle over– little over-anxious.

A little over-anxious.

Anxious. That would be written phonetically with the AA as in bat, and the NG consonant.

So the letter N here is actually the NG sound: ang– made with the back of the tongue.

So when that happens, the AA vowel changes. It’s more like the AY diphthong, like in ‘say’.

Ay, ay, anxious. Overanxious.

Overanxious.

And the letter X here, making the sounds K and SH.

Anxious, anxious, anxious.

Anxious.

I think he wants it too much.

Listen to this next phrase and tell me what you think the most stressed word is.

wants it too much.

I think he– tiny bit of stress on ‘think’. I think he wants it too much. And then a lot on ‘wants’. Wants it too much.

Did you notice in these first three words, I think he–, that H got dropped again?

I think he– I think he–

I think he–

wants it too much.

Wants it too much. ‘Too’ and ‘much’ both have some length like for stress.

But they don’t have a whole lot of that up-down shape. I think he wants it too much.

I think he wants it too much.

Then we have ‘it’ and ‘too’, and they link together with the single true T.

It too– it too– it too– it too much.

It too much.

He’s off the charts in Math.

What are our most stressed words in this sentence?

He’s off the charts in Math.

Three peaks of stress, the main one on ‘charts’. He’s off the charts in Math.

Linking together really smoothly. No skips, no break in the melody.

If you’re off the charts in something, it means you are extremely good at it.

He’s off the charts in Math.

He is very, very good and successful in math.

He’s off the charts in Math.

The apostrophe S here, again, this is ‘is’, it’s a Z sound. He’s off, he’s off, he’s off.

He’s off–

the charts in Math.

He quits too easily when things aren’t easy for him.

What are our most stressed words here?

He quits too easily when things aren’t easy for him.

He quits too easily when things–

a little bit of stress there, aren’t easy for him.

I think the peak of stress of the whole sentence is on ‘easily’

but then we also have these other places where there is some of that up-down shape and some length.

He quits too easily when things aren’t easy for him.

Let’s talk about a few pronunciation things. The word T-O-O, this word will never reduce to the schwa.

It will always have the OO vowel, but it might have an unstressed feel like it does here. He quits too easily.

He quits too easily.

He quits too easily when things aren’t easy for him.

Now we have an N apostrophe T contraction.

That can be pronounced a few different ways. Either with the true T, aren’t,

with the stop T, aren’t easy ,or with no T at all, aren’t easy.

What do you hear? True T, Stop T, or Dropped T?

Aren’t easy–

aren’t easy–

Aren’t easy– aren’t easy–

Definitely a little lift there, a little stop for the stop component of that T. Aren’t easy.

Aren’t easy–

Did you notice the letter S in ‘easily’ and ‘easy’ is the Z sound?

We have quite a few words in English where the letter S is actually the Z sound.

Husband, cousin, easy, for example.

Aren’t easy–

for him.

Easy for him. Did you notice the word ‘for’ is not pronounced ‘for’? It’s pronounced: fur, fur, fur.

That’s really common. For him, for him, for him.

And she doesn’t drop the H but it is unstressed. For him, for him, for him.

For him–

You know–

You know– You know– You know– You know–
The word ‘you’ reduced, its ‘yuh’,

you know, you know, you know. Not the OO vowel, but the schwa. You know.

You know, he’s–

You know, he’s– You know, he’s–

She does drop the H in ‘he’s’. Now, she’s using not very much vocal energy, it’s a little bit of

a popcorn quality in this phrase. That happens in American English towards the end of a phrase,

and she’s just said he quits too easily when things aren’t easy for him.

And now this is sort of a continuation of that and her vocal energy has really gone down.

You know, he’s–

like us. He’s stubborn.

He’s, he’s, like us, like us, a little bit of stress on ‘us’, he’s stubborn.

He’s like us. He’s stubborn.

This quality of less of volume and less energy in the voice is very natural in American English

towards the end of a phrase. And it sounds really nice when a student can bring it in.

Sometimes I have students who have very good pronunciation, but their voice is always fully engaged,

and actually, that ends up sounding a little bit strange.

When they learn to taper off the ends of their sentences sometimes,

that ends up bringing in a much more natural feeling to their English.

He’s like us. He’s stubborn.

And everything smoothly linking together. He’s stubborn.

Those two words will link together with a single S sound. He’s stubborn. He’s stubborn.

He’s stubborn.

Like us, he’s stubborn. And I’m pretty sure she’s dropping the H there, too.

Like us. He’s stubborn.

He’s still a lousy–

I wrote ‘he’s’, that’s what makes sense grammatically, but I don’t even really hear that whole word.

It’s implied.

He’s still a lousy–

He’s still a lousy Monopoly player because he tries to save all his money.

Still a lousy Monopoly player–

Stress on those two words. Lousy Monopoly player.

Still a lousy Monopoly player–

Still a lousy Monopoly player because he tries to save all his money.

Cause he tries to save all his money.

Now, let’s look and see if there are any words that reduce here.

He’s still a lousy Monopoly player because he tries to save all his money.

Still a– Don’t reduce but they’re unstressed, said quickly.

Still a– still a– still a– still a–

Still a lousy– Look! It’s another word with a letter S where the letter S is the Z sound.

Lousy, lousy monopoly player.

Still a lousy Monopoly player–

Still a lousy Monopoly player because he tries to save all his money.

Because he tries to save all his money.

Because he tries to–

‘Because’ becomes: cause, cause. K schwa Z. Cause, cause. Cause he– cause he–

Then the Z links right into the EE vowel because the H is dropped in ‘he’.

Cause he– cause he– cause he–

Cause he–

tries to save all his money.

Tries to– tries to– to– True T but the vowel is not ‘to’, it’s: tuh, tuh, it’s the schwa.

Tries to– tries to– tries to–

Tries to–

save all his money.

And do you hear a CHR in ‘tries’? That’s really common.

To pronounce the TRS, CHR.

Ch– ch– ch– tries, tries, tries, tries, tries to–, tries to–, tries to save all his–

We have ‘all’ and ‘his’, unstressed, coming down in pitch from the stressed syllable ‘sa–’

what about ‘his’? Do we hear that H?

Tries to save all his money.

Save all his money. Save all his– Nope.

Dropped H there.

Save all his money.

All his money. ‘His’, another word where the letter S is pronounced Z.

Actually, in the word ‘tries’, it’s a Z as well, but the Z is weak and here, she’s making a true T in the word ‘to’.

That’s an unvoiced sound and voiced sounds are stronger than weak sounds.

So I actually hear this as an S. It’s been shifted into an unvoiced sound. Tries to, tries to.

Even this word on its own as ‘tries’ with a Z.

But I think if you make that an S linking into that true T, that will simplify that.

Tries to, tries to, tries to, tries to save all his money.

Tries to save all his money.

There are so many things that make American English sound American.

This linking, these dropped sounds, these reductions that help us link things smoothly,

and give more rhythmic contrast. There’s so much to study in even just a small scene.

Tries to save all his money.

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

Henry’s teacher wants to meet with us.

You mean his L.A. teacher?

Can you, uh, answer the email so we can set a time?

Yeah. I’ve been distracted.

I understand. I just want to rule out everything, you know, with his reading.

I just think he’s a little over-anxious.
I think he wants it too much.

He’s off the charts in Math.

He quits too easily when things aren’t easy for him. You know, he’s like us. He’s stubborn.

He’s still a lousy Monopoly player because he tries to save all his money.

Fantastic. I can tell you’re interested in learning English with movies.

I have a whole playlist for you. Check it out here.

Please like and share this video and don’t forget to subscribe, with notifications, if you haven’t already.

I make new videos on the English language every Tuesday.

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

一个婚姻故事。

一部学习英语的好电影——节奏很好，谈话很坦率。

今天，我们将从这部电影中取一个场景，对所说的一切进行全面、深入的分析，

看看它是如何发音的，为什么听起来很美国化，还有成语。

以这种方式学习英语将有助于您的听力理解

，也将帮助您了解如何使英语听起来更自然。

首先，让我们看整个场景。

然后我们将进行深入分析。

亨利的老师想见我们。

你是说他的洛杉矶老师？

你能，呃，回复电子邮件，以便我们安排时间吗？

是的。我已经分心了。

我明白。我只是想通过他的阅读来排除一切，你知道的。

我只是觉得他有点太着急了。
我觉得他想要的太多了。

他在数学中名列前茅。

当事情对他来说并不容易时，他太容易放弃了。你知道，他和我们一样。他很固执。

他仍然是一个糟糕的大富翁玩家，因为他试图节省所有的钱。

现在，分析。

亨利的老师想见我们。

在这个短语中，我们最重读的音节是什么？

一切都非常顺利地连接在一起，但我们有一些旋律上升的高峰。

亨利的老师想见我们。

亨利的老师——我在那里感到压力很大。

老师想见我们。

再听一遍，注意每个单词如何不间断地滑入下一个单词。

这种联系对美式英语的特点非常重要。

亨利的老师想见我们。

因此，在“教”的压力达到顶峰之后，我们有三个音节，雪儿想要–

，音调更平，说得更快

，想要–，“to”这个词减少了，不是“to”，它是“ tuh' 与 schwa。

想——想——想——想——雪儿想——

老师想见我们。

然后我们在’meet’中有一个停顿T，因为下一个词以W开头。

所以不是，遇见，而是遇见，遇见，那个小小的休息，小小的提升，是我们感觉到的T .

与我们见面。与我们见面。

与我们见面。

你是说他的洛杉矶老师？

下一个问题呢？旋律会发生什么？

你是说他的洛杉矶老师？

你的意思是他的 - 有点上下形状。你是说他的洛杉矶老师？

然后我们将大部分压力放在 A 上。每当我们有这样的首字母缩略词时

，我们说字母、LA、JFK 等等，总是最后一个字母受到最大压力。

洛杉矶老师？我们正在提高音高，这是一个是/否的问题，而那些通常会在音高上上升，

但由于它是在音高上而不是感觉压力作为一个上下形状，它有点相反。

洛杉矶老师？这是一个勺子，然后向上。

你是说他的洛杉矶老师？

你能，呃–

你能，呃– 你能，呃–

那个小小的话语，非常流畅，声音没有中断。你能吗，呃——

我们在“你”上有那个顶峰，“能”这个词不是“能”，而是“库恩”。

我会用 schwa 写这个，很快说，可以，可以，可以，你可以，你可以，你，呃……

你能，呃 - 你能

，呃 -

你能，呃 -

快要求。如果你没有订阅我的频道，请点击订阅按钮，

我会在每周二用英语制作新视频。

另外，请花点时间单击该 LIKE 按钮。它确实有帮助。准备好？ 1、2、3，点一下！

好，回到分析。

Can you, uh–

Can you, uh-

Uh- 这是黄油元音中的 UH

，这是美国人在思考时发出的声音。嗯嗯，比如说。

你

能，呃– 你能，呃– 你能，呃，回答–

回答– 然后她在这里休息一下，要么是因为她在喝酒，要么是在她思考的时候。

回答——所以“an”是重读音节，两个非重读音节，swer，the，

只是从那个峰的音高下降。字母W，这里没有W音。

回答–回答–

回答–

“回答”这个词会用AA元音写成语音，然后是N，

但是当AA后面跟着N时，它就不是很纯了。

那将是AA，An–，an–，答案。

我们不是这么说的，我们说答案。所以舌头后部放松，

我们通过一个有点像黄油声音中的 UH 的声音，aauhh–aauhh–

aauhh–回答，回答–

回答–

回答电子邮件 .

电子邮件，电子邮件。向上，强调 E. 电子邮件。

所以我们可以设定一个时间，然后音调上升。

这几乎就像这是一个问题，然后下半场也是一个问题。

电子邮件，电子邮件，所以我们可以设置一个时间。

电子邮件，所以我们可以设置一个时间？

“电子邮件”中的 L 是一个暗 L。它出现在那个音节中的双元音之后

，你不需要为这个暗 L 抬起舌尖。

电子邮件，uhl，uhl，uhl。

保持你的舌尖向下，这将帮助你专注于舌头的位置，

是舌头的后部发出黑暗的声音。

不要圆你的嘴唇。

很多人想做类似的东西：电子邮件，嘴的前部

发出声音，然后听起来有点像 O 或 W 声音，但应该是：uhl，uhl

，暗音到暗 L. 电子邮件，电子邮件，电子邮件。

电子邮件——

所以我们可以设置时间？

现在，让我们看一下“可以”这个词。我们刚把它放在这里

，它的发音是：kuhn，

第二次发音如何？

那么我们可以设定时间吗？

可以，可以，可以。这么快，这么不清晰。所以我们可以，所以我们可以，所以我们可以，所以我们可以，所以我们可以设定时间？

我想我会用所有这些声音来写它，但它太快了，没有一个很清楚，是吗？

那么我们可以设定时间吗？

定个时间？襟翼 T 将这两个词连接在一起。

当 T 出现在两个元音之间时，我们将 T 发音为拍音 T

，这就是我们连接这些词时发生的情况。定个时间？

定个时间？

是的。我已经分心了。

是的——强调“是的”。是的。我已经分心了。

那里有几个压力高峰。

是的。我已经分心了。

“I have”或“I’ve”，“I’ve”不是这样发音的，他并没有真正说出V音。

我已经分心了。

我注意到有时当我们接下来说“曾经”这个词时，我们会这样做。我一直 -

捷径之一就是放弃那个 V 音。我已经分心了。我一直，我一直，我一直。

所以看看你能不能让它完全没有V音，只是把AI双元音连接到B音。

这将有助于这个过渡更顺利，它会帮助你把这个不太重要的词写得更短，更短。

我们需要它是那种有节奏的对比的缩写。这在美式英语中非常重要。

我已经分心了。现在在这里，我们有 EE，两个 E，但这使得 IH 成为坐元音，而不是 EE 元音。

我一直，我一直，我已经分心了。

我已经分心了。

当前面的声音是 T 或 D 时，ED 结尾发音为一个额外的音节，IH 加 D。

所以在这里它是一个完整的额外音节，因为它出现在 T 之后。

分心。分心。

分心。

我明白。

那里我们最重读的音节是什么？

我明白。

我明白。 “I”、“un”和“der”都指向那里的主要压力，“stand”。我明白。我明白。

这是音调较低，声音中的能量较少。

我明白。

“我”和“呃”，这两个声音在这里联系在一起非常流畅。

我在，我在- 不要试图做出任何区分。

单词应该一起滑动。没关系。这种流畅性在美式英语中很重要。

我欠——我明白。

我明白。

我只是想通过他的阅读来排除一切，你知道的。

下一个短语再次出现，音调和能量较低。

这有点像旁白，但我们仍然有一些重读音节的感觉。

你认为它们是什么？

我只是想通过他的阅读来排除一切，你知道的。

我只是想——

前四个字，都没有重读，说得很快。然后我们有一些重读音节。

你知道，用他的阅读排除一切。

让我们看看前四个非重读词。

他们不是那么清楚。他们不是：我只是想 -

这将是他们的发音方式。

我只是想——

我只是想——发生了什么事？她放弃了 J，

I’s–I’s–I’s– 她放弃了 T。

现在，当下一个单词以辅音开头时，将 T 放在“just”中是很常见的，就像这里一样。

放弃 J 的情况不太常见，但确实会发生。

“只是”这个词在这里并不重要。这是一个填充词。

我只是想要——

“想要”变成“想要”，但它不像想要那么清楚。它是：想要，我想要–我想要–我想要–

这是非重读音节的本质，我们在这里连续有四个非重读音节。

我只是想——我只是想——我只是想排除。

我只是想——

我只是想通过他的阅读来排除一切，你知道的。

我听到一个轻的襟翼 T 连接出和 EV。

每一个，每一个，每一个，每一个，每一个。

排除一切——

但一切都非常顺利地融合在一起。 ‘排除’中的黑色L，

你不能在那里抬起你的舌尖来完成它。排除。但是把它直接链接到 OW 双元音中。

不要提升或休息，我们希望它们连接在一起。排除。排除一切。

排除一切——

“排除”这是一个短语动词，意思是使不可能

，排除作为一种选择。

如果你排除某事，那就意味着它不会发生，或者不可能发生。

例如，如果您身体不适，您可以针对特定疾病进行一系列测试以排除它们。

如果它返回负面，那么你知道它不可能是那样的。

排除一切——

排除一切，你知道，用他的阅读。

现在让我们连续听四个不重读的单词：你知道他的。

你知道，随着他的阅读。

你知道他的——

你知道的，我认为这真的更像是一种施瓦。是的，是的，是的。你知道，你知道，你知道，你知道，

你知道他的，你知道他的，你知道他的。 H在“他的”中省略，这是一种常见的减少：

与他的–与他的–与他的–与他的–你知道与他的–你与他的–

你知道与他的–

你知道和他的——

你知道他

的——这里的TH，那么轻，那么弱，不清楚。

你可能会认为这很疯狂，为什么这些话这么不清楚？

但这就是美式英语的方式。当我们连续有很多非重读单词时，

它们会被简化。声音被丢弃，声音被改变，

但我们已经足够了解它是什么了，而且简化很重要。

所以可以说得快一点，这样长的音节就更清楚了。

长短之间的变化在美式英语中很重要。这是语言的结构。

你知道

他的——你知道他的——你知道，他的阅读。

我只是觉得他有点太着急了。

这句话中我们最强调的词是什么？

我只是觉得他有点太着急了。

想想他是不是有点太着急了。思考。

DA-da-da-DA-da-da-DA-da

节奏对比。长和短。我，我什至听不见。

我知道它就在那里，这是有道理的，如果我在写他所说的话，我会写下这些。

但是当我真正听它时，我并没有真正听到“我”。现在我们有了“just”这个词，它是如何发音的？

想想他是不是有点太着急了。

想想他——想想他——只是，只是，只是，只是。

再次，该 T 被删除。而且说得真快。

想想他——

想想他——想想他——想想他——想想他——想想他——想想他——再一次，丢掉 H，在他和他的这些虚词中很常见和他。

认为他是——认为他是——认为他是——认为他

是——这里的撇号 S 是 Z，因为它是单词“is”的缩写，

其中 S 是 Z 音。 Z 直接链接到 schwa。

认为他是——认为他是——认为他是——认为他是——

真的很顺利。

认为他

有点过度焦虑。

有点太着急了。达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达小，我们有一个襟翼T。一点点，一点点，一点点结束。

所以我们有“little”这个非重读音节，“over”中有两个非重读音节。

过分——过分——过分——有点过分焦虑。

有点多虑了。

焦虑的。这将在 bat 中用 AA 和 NG 辅音写成语音。

所以这里的字母 N 实际上是 NG 的声音：ang– 用舌根发声。

因此，当这种情况发生时，AA 元音会发生变化。它更像是“说”中的 AY 双元音。

唉唉，着急了。过度焦虑。

过度焦虑。

和这里的字母 X，发出 K 和 SH 的音。

着急，着急，着急。

焦虑的。

我觉得他想要的太多了。

听下一个短语，告诉我你认为压力最大的词是什么。

太想要了。

我认为他——对“思考”有一点压力。我觉得他想要的太多了。然后很多关于“想要”。太想要了

你有没有注意到前三个字，我想他——，H又掉了？

我想他——我想他——

我

想他——太想要了。

太想要了 “Too”和“much”都有一定的长度，比如强调压力。

但他们没有那么多上下的形状。我觉得他想要的太多了。

我觉得他想要的太多了。

然后我们有 ‘it’ 和 ‘too’，它们与单个真正的 T 联系在一起

。It too- it too- it too- it too much。

它太多了。

他在数学中名列前茅。

这句话中我们最强调的词是什么？

他在数学中名列前茅。

三个压力峰值，“图表”上的主要压力峰值。他在数学中名列前茅。

连接起来真的很顺畅。没有跳跃，旋律没有中断。

如果你在某件事上出类拔萃，这意味着你非常擅长。

他在数学中名列前茅。

他在数学上非常非常好并且很成功。

他在数学中名列前茅。

这里的撇号 S 再次，这是 ‘is’，它是一个 Z 音。他走了，他走了，他走了。

他不在 -

数学中的图表。

当事情对他来说并不容易时，他太容易放弃了。

我们在这里最强调的词是什么？

当事情对他来说并不容易时，他太容易放弃了。

当事情——

那里有一点压力，对他来说并不容易时，他太容易放弃了。

我认为整个句子的压力峰值在“轻松”上，

但我们也有其他一些地方，那里有一些上下形状和一些长度。

当事情对他来说并不容易时，他太容易放弃了。

让我们谈谈一些发音的事情。 T-O-O这个词，这个词永远不会简化为schwa。

它总是有 OO 元音，但它可能像这里一样有一种不重读的感觉。他太容易放弃了。

他太容易放弃了。

当事情对他来说并不容易时，他太容易放弃了。

现在我们有一个 N 撇号 T 收缩。

这可以用几种不同的方式发音。要么有真正的T，不是，

有停止T，都不容易，或者根本没有T，都不容易。

你听到什么？真 T、停止 T 还是丢弃 T？

不容易–

不容易–不容易–那里

肯定有一点提升，对于那个T的停止部分有一点停止。不是简单。

不容易——

你注意到“easy”中的字母 S 和“easy”是 Z 音了吗？

我们在英语中有很多单词，其中字母 S 实际上是 Z 音。

丈夫，表弟，轻松，例如。

不容易——

对他来说。

对他来说很容易。您是否注意到“for”这个词不发音为“for”？它的发音是：毛皮，毛皮，毛皮。

这真的很常见。为他，为他，为他。

而且她没有放弃H，但它没有压力。为他，为他，为他。

对他来说

——你知道——你知道——你知道——你知道——你知道

——
“你”这个词减少了，它的“yuh”，

你知道，你知道，你知道。不是 OO 元音，而是 schwa。你懂。

你知道，他是——

你知道，他是——你知道，他是——

她确实在“他”中去掉了 H。现在，她并没有使用太多的声音能量，

这句话有点像爆米花的品质。这在美式英语中会出现在一个短语的结尾

，她只是说当事情对他来说并不容易时，他很容易退出。

现在这是一种延续，她的声音能量真的下降了。

你知道，他

和我们一样。他很固执。

他，他，和我们一样，和我们一样，对“我们”有点压力，他很固执。

他和我们一样。他很固执。

在美式英语中，在短语结尾处，这种音量较小且能量较少的品质是非常自然的

。学生能把它带进来听起来真的很好。

有时我的学生发音很好，但他们的声音总是很投入

，实际上，这听起来有点奇怪。

当他们有时学会逐渐减少句子

的结尾时，最终会给他们的英语带来更自然的感觉。

他和我们一样。他很固执。

一切顺利地连接在一起。他很固执。

这两个词将用一个 S 音连接在一起。他很固执。他很固执。

他很固执。

和我们一样，他很固执。而且我很确定她也会把H丢在那里。

像我们。他很固执。

他仍然很糟糕——

我写了“他的”，这在语法上是有道理的，但我什至没有真正听到整个词。

这是暗示的。

他仍然是

一个糟糕的人——他仍然是一个糟糕的人——他仍然是一个糟糕的大富翁玩家，因为他试图节省所有的钱。

仍然是一个糟糕的大富翁玩家——

强调这两个词。糟糕的大富翁玩家。

仍然是一个糟糕的大富翁玩家——

仍然是一个糟糕的大富翁玩家，因为他试图节省所有的钱。

因为他想把所有的钱都存起来。

现在，让我们看看这里有没有减少的词。

他仍然是一个糟糕的大富翁玩家，因为他试图节省所有的钱。

仍然——不要减少，但他们没有压力，快速说。

还是一个——还是一个——还是一个——还是一个——

还是一个糟糕的——看！这是另一个带有字母 S 的单词，其中字母 S 是 Z 音。

糟糕，糟糕的垄断玩家。

仍然是一个糟糕的大富翁玩家——

仍然是一个糟糕的大富翁玩家，因为他试图节省所有的钱。

因为他想把所有的钱都存起来。

因为他试图——

“因为”变成：原因，原因。 K schwa Z. 原因，原因。因为他——因为他——

然后Z直接连接到EE元音，因为H在’he’中被删除了。

因为他——因为他——因为他——

因为他——

试图把他所有的钱都存起来。

尝试–尝试– 真T，但元音不是’to’，它是：tuh，tuh，它是schwa。

努力——努力——努力——

努力——

把他所有的钱都存起来。

您在“尝试”中听到 CHR 吗？这真的很常见。

发音 TRS，CHR。

Ch– ch– ch–尝试，尝试，尝试，尝试，尝试-，尝试–，尝试保存他的所有–

我们有“所有”和“他的”，没有重音，音调下降从重读音节“sa–”开始

，“his”呢？我们听到H了吗？

试图节省他所有的钱。

把他所有的钱都存起来。保存他所有的——不。

把H丢在那里。

把他所有的钱都存起来。

他所有的钱。 “His”，另一个字母 S 发音为 Z

的词。实际上，在“tries”这个词中，它也是一个 Z，但是 Z 很弱，在这里，她在“to”这个词中发出了一个真正的 T。

那是清音，浊音比弱音强。

所以我实际上把它当作一个 S 来听。它已经变成了一个清音。努力，努力。

甚至这个词本身也可以与 Z 一起“尝试”。

但我认为，如果您将 S 链接到真正的 T 中，那将简化这一点。

试图，试图，试图，试图节省他所有的钱。

试图节省他所有的钱。

有很多东西让美式英语听起来像美国人。

这种联系，这些下降的声音，这些减少帮助我们平滑地联系事物，

并提供更有节奏的对比。即使只是一个小场景，也有很多东西要研究。

试图节省他所有的钱。

让我们再听一遍整个对话。

亨利的老师想见我们。

你是说他的洛杉矶老师？

你能，呃，回复电子邮件，以便我们安排时间吗？

是的。我已经分心了。

我明白。我只是想通过他的阅读来排除一切，你知道的。

我只是觉得他有点太着急了。
我觉得他想要的太多了。

他在数学中名列前茅。

当事情对他来说并不容易时，他太容易放弃了。你知道，他和我们一样。他很固执。

他仍然是一个糟糕的大富翁玩家，因为他试图节省所有的钱。

极好的。我可以告诉你有兴趣通过电影学习英语。

我有一个完整的播放列表给你。在这里查看。

请喜欢并分享此视频，如果您还没有订阅，请不要忘记订阅通知。

我每周二都会制作新的英语视频。

就是这样，非常感谢您使用 Rachel 的英语。