Learn English with the TV show Friends LEARN ENGLISH SPEAKING English with Rachels English

Well, last week, we celebrated Thanksgiving, and no, I didn’t make a Rachel’s English trifle,

but I thought about it. I’ve been thinking a lot about this trifle since we made our video last week.

In this week’s video, we’re going to
continue with learning English with TV,

learning English with Friends as we study more of this Thanksgiving episode.

Here’s the scene.

Rach, you killing us here.
Will you serve the dessert already?

What is it?

It’s a trifle. It’s got all of these layers. First,
there’s a layer of ladyfingers,

then a layer of jam, then custard, which I
made from scratch,

then beef sautéed with peas and onions,

and then a little bit more custard, and then bananas, and then I just put some whipped cream on top!

What, what was the one right before bananas?

The beef?

Yeah. That was weird to me, too.

But then, you know, I, I thought, well, there’s mincemeat pie. I mean, that’s an English dessert.

These people just put very strange things in their food.

You know?

Oh, by the way, can I borrow some rum from your place?

Yeah, sure, yeah.

And while I’m gone, don’t you boys sneak a taste!

Okay.

And now let’s do the analysis.

Rach.

Rach, Rach, a nickname, of course, I’m very familiar with this nickname as I get called it all the time.

Rach, Rach, Rach, Rach.

Little up-down shape, but it is also pretty flat.
He’s a little frustrated.

Rach, Rach, Rach.

Rach, Rach, Rach, you’re killing us here–

You’re killing us here–

you’re killing us here–

A couple reductions. You are, your,
becomes yer, yer, yer, yer,

said really quickly, as if there’s not even a
vowel there.

You’re killing us here.

Kill, the peak of stress for that phrase, the most stressed word, with that up-down shape.

Now he doesn’t say killing, with an NG sound, he says killing with an N sound, tongue at the front of the mouth.

Killin'. You’re killin' us here.

You’re killing us here.

The energy of the word ‘your’. Yer, yer, yer, yer.

It goes up, it’s going towards the peak of stress, and then the final three syllables,

in us here, are all flatter, falling away from that peak.

You’re killing us here.

You’re killing us here.
Will you serve the dessert already?

Will you serve the dessert already?

Serve and dessert, the most stressed syllables there,

they actually have the same vowel,

the UR as in bird vowel, serve, dessert, I
call this an UR vowel.

It’s just like the R consonant, only it’s held out.
It has that shape.

But you don’t try to make two different
sounds, a vowel, and then an R.

It’s just the one sound.

Serve.

Serve the dessert.

Will you serve the dessert already?

The letters SS here make a Z sound, dessert, dessert.

Will you serve the dessert?

Will you– both flatter, lower in pitch, unstressed.

Will you, will you. Will you serve.

The, also unstressed.

Will you serve the dessert?

So we actually have two unstressed syllables here because even though dessert is a stressed word,

the first syllable is unstressed.

Dessert.
And that’s the schwa.

The de– the de– the de– the dessert.

Will you serve the dessert?

The T in dessert, that’s pronounced as a stop T, dessert.

The dessert already?

Listen to just the word ‘already’.

Already?

He says it just like I do without an L sound.

Already. Already. Already. Already.

This is a three syllable word with middle syllable stress.

Already. You can definitely drop that L
there, simplify that.

Already?

What is it?

This three syllable phrase what is our
most stressed syllable?

What is it?

It’s the middle syllable.

What is it?

The word ‘what’ goes up in energy towards the peak and the word ‘it’ falls off in energy.

What is it?

Notice that the first T here in this phrase, the T in what, is a flap T linking those two words together,

and the second T is a stop T, it’s at the end of the phrase.

What is it?

The letter S here is a Z sound, and it links
the two words together.

Is it? Is it? Is it? What is it?

What is it?

It’s a trifle.

Rachel’s response: it’s a– It’s a trifle.

Energy leading up to that stressed
syllable tri– It’s a trifle.

And then the second unstressed syllable
falls back from that.

It’s a trifle. It’s a trifle.

All links together, all very smooth, the letter A is the schwa.

It’s a, it’s a, it’s a. It’s a trifle.

It’s a trifle.

The TR cluster is very often pronounced
as a CHR and that’s what she does here.

Tri– tri– trifle.

It’s a trifle.

It’s got all of these layers.

In this next sentence, what are the most
stressed words?

The peak of stress, the peak of energy?

It’s got all of these layers.

All and lay– our two peaks of stress here.

It’s and got, a little lower in pitch, flatter, quicker.

It’s got– its got all–

It’s got all–

Often the T between two vowels will link
two words like ‘got all’

but actually, she makes a stop here and
re-emphasizes the vowel.

It’s got all– that helps make the word ‘all’
feel more stressed.

It’s got all– its got all–

What about the word ‘of’?

It’s got all of these layers.

All of these layers.

It’s said very quickly, and I do think I hear a very quick subtle V sound, but you could leave it out.

All of these layers.

You could make it just a schwa.

All of these layers.

The letter S in ‘these’ is a weak Z sound.

All of these– all of these layers–

All of these layers.

Really think about the stress. Repeat this sentence out loud and think about the stress. Let’s slow it down.

It’s got all these layers.

Da-da-da-da.

Focusing on the stress, and maybe even exaggerating it a little bit,

will help you work on the rhythmic contrast which will help you sound more natural speaking English.

It’s got all of these layers.

First, there’s a layer of ladyfingers–

What are the most stressed words in this phrase?

First, there’s a layer of ladyfingers–

Da da da da da da da da.

A little bit of stress on fingers, ladyfingers.

First, there’s a layer of ladyfingers–

First, this is also that same R vowel consonant combination,

fer, so you don’t need to try to make a vowel there.

F to R to S.

First, first there’s–

Now the letter T.

It’s actually dropped here because she links these two words together,

and when the T comes between two consonants it’s often dropped.

First there’s– first there’s–

right from S into the TH.

First, there’s a layer of–

First, there’s a layer of ladyfingers–

The letter A here is just a quick schwa
linking the words together.

The word ‘of’, again, the V is very subtle, I
actually don’t think I really hear it.

Layer of ladyfingers.

You can definitely just say that as a quick schwa linking the words together.

First, there’s a layer of ladyfingers–

Ladyfingers is this bottom layer here, a ladyfinger is a bit of sponge cake that is shaped like a finger, a big finger.

Ladyfingers, fingers, notice the pitch goes
up that’s because she’s listing.

She’s listing all the layers.
And when we list things,

the intonation goes up for each item until we get to the end and then the intonation goes down.

A layer of ladyfingers–

A layer of ladyfingers, then a layer of jam–

Then a layer of jam–

Then, a little bit up, a little bit of stress, and a little bit up.

Then a layer of jam, jam, and again, it goes up because she is continuing her list.

Then a layer of jam–

A little lift after ‘then’, but everything else is really smoothly linked together.

A layer of jam.

And here, I do here more of a V sound.

A layer of jam.

A layer of jam–

Jam.

Let’s talk about the sounds there, if you look that up, you’ll see the AA as in bat vowel.

Jaa– jam.

It’s not pure, that would be AH. Jam.

So when AH is followed by M, it’s not pure, we make more of an UH sound,

the back of the tongue relaxes before the M.

Jaaam. Jam. So that transition is important in this sound to make it sound natural.

Jam. Jam.

Jam, Jam, Jam, then custard–

Then custard, then custard, the peak of stress there is cus– then custard.

Then custard–

Then custard, which I made from scratch.

So then she says, which, and puts a break, separates it into its own thought group,

it’s got that shape of stress, which I made from scratch, then she emphasizes ‘I’,

she’s pretty proud that she put all of this energy and effort into this dessert.

Which I made from scratch–

I made from scratch–

scratch– Stress on that word as well.

She takes a little bit of the sound out of her voice, but it’s still stressed.

Which I made from scratch.

The word ‘from’, that is reduced. It’s not from, but it’s, from, from, schwa M, M takes over the schwa,

so it’s as if there’s no vowel at all in that word.

From, from, from scratch.

From scratch– from scratch– from scratch– Then beef, sautéed with peas and onions–

Okay, in this thought group, what are our most stressed words?

Then beef, sautéed with peas and onions–

So our three nouns are our most stressed words there.

The other words are a little flatter, and said a little more quickly.

We even have a reduction, do you hear it?

Then beef, sautéed with peas and onions–

The word ‘and’ is reduced.
And peas and onions– peas and onions–

The word ‘with’ also said very quickly.

Sautéed with peas–

to the point where I don’t think I really hear a TH sound.

With peas and onions–

So if you try imitating Rachel,
I think you can leave off the TH here.

Just make wih– and make it very, very
fast, attached to the next word.

With peas, with peas and onions.

Sautéed with peas and onions.

Sautéed with peas and onions–

And actually, when I was writing my stress, I should have written that it goes up at the end

because again, she’s still doing her list,
she’s not at the last item.

Sautéed with peas and onions–

And then a little bit more custard.

She says this while people are laughing,
so it’s hard to hear,

but the stress would be: and then a little bit more custard,

‘little’ with a flap T,

another ‘and’ reduction, and a stop T at the end of bit,

and her intonation does go up at the end of custard, she’s not done, she’s got more layers.

And then a little bit more custard.

And then bananas, and then I just put some whipped cream on top!

I love this because she’s really showing
us the stress of lists.

And then bananas, and then pitch goes up,

and then I just put some whipped cream on top!

Cream on top,

and then that comes down because she’s
at the end of her list.

These are all of the layers of her trifle.

And then bananas, and then I just put
some whipped cream on top!

And then bananas, banan– second syllable stress.

The word ‘and’ reduced, no D sound.

And then bananas–

And then, And then, And then ba–

So these first three syllables, all flatter in
pitch, and then bananas,

and then we really have that stress on ‘nan’.

Actually, the stress is really more like this way:

bananas, because it’s on its way up.

And then bananas–

And then bananas, and I just put some
whipped cream on top.

And then I just put some whipped cream on top!

So it all Peaks out at the word ‘cream’
which is her most stressed syllable,

and all of the syllables before that lead up to that peak, and then after that, fall away from it.

The words ‘and then I’ really flat, low in pitch, a lot of reductions here. The word ‘and’ becomes ‘an’.

It actually sounds like the word ‘in’.

And, and, and then, and then, and then I, and then I, and then I, and then I, and then I.

And then I just–

And then I just put–

Notice here we have three consonants in a row, an ending T cluster followed by another consonant,

that T gets dropped.

Just put, just put, just put.

And then I just put–

A stop T at the end of put because the
next word begins with a consonant,

and then I just put– and then I just put some–

And then I just put some–

The word ‘some’, I wouldn’t write that with the UH as in butter vowel, I don’t think it’s fully pronounced,

I would write that with the schwa.

Some, some, some, some whipped cream.

Some, some.

Some whipped cream–

We have a WH beginning here, which can be pronounced with a little escape of air before the W,

but Rachel doesn’t do it, and that’s not a very common pronunciation.

Whipped. Just a pure W sound.

Some whipped cream–

So if I was gonna write this word in IPA, I would write W and then the vowel P, and then the ED ending here is a T.

The ED ending is a T if the sound before is unvoiced.

Whipped cream.

So now, we have P, T, C, R, we have four
consonants in a row.

What do you think happens to this T?

Some whipped cream–

If you guessed that it was dropped, you’re
right. It is 100% dropped.

Whipped cream.

Whipped cream on top.

Some whipped cream on top!

Also, she does a really clear example of skipping the release of a stop consonant at the end of a thought.

So for the P, she says top, and her lips
come together making the P,

but she doesn’t release,

and this is something that we do with stop consonants at the end of a thought group.

So watch her do this, watch her lips come together, and they don’t part, there’s no release.

Some whipped cream on top!

What, what was the one right before bananas?

Okay, so Ross is a little worried about
what she’s just described.

What, what.

He says the word the word ‘what’ twice. Again, the H kind of escape of air is not there,

it’s just a clean W sound.

What, what–

and that’s not much of a vowel, I would definitely write that as a schwa, and it’s followed by a stop T.

What, what was–

What, what was the one–

What was the one– what was the one–

So even though there’s not much of a vowel here,

what was the one–,

there’s still a little bit of a feeling of stress there.

What was the one–

we actually have three W sounds here.

What was one.

Even though the word is written with a letter O,

it is the W sound, one, the word was, is not was, it’s was, its reduced, it’s said very quickly.

What was, what was, what was the, what was the, what was the, what was the one.

What was the one–

What was the one right before bananas?

Right before bananas?

Stress on ‘right’ and ‘nan’ and he does make his intonation go up here.

Bananas?

So I would write the scoop, the shape upside down here, as it’s going up, bananas?

Right before bananas?

Right before bananas? Right, Stop T, not released.

That’s because the next word begins with a consonant.

Right before bananas?

You know?

I want to talk about the pronunciation of bananas, this is the second time that we’re seeing it here,

I didn’t describe it the first time.

But in the stressed syllable, we have AH, bananas.

AH followed by N, and just like with the word Jam, M makes AH not pure.

N does the same thing.

So it’s more like an AH-UH transition combo,

banan– it’s not banan– it’s not a pure AH,
banan– bananas, bananas.

This word is confusing, it’s got three letters A, the first and the last are a schwa.

Ba-nan-a. Banana. Bananas.

And then the middle one is this impure AH. Bananas.

Bananas?

The beef?

She says: The beef?

The beef?

Her stress, her intonation, her melody goes up.

The beef? The beef?

The two words linked together. The word
‘the’ said very quickly, it’s got a schwa.

The beef? The beef? The beef?

So she says it with her intonation going up because she’s just confirming. She’s asking.

Is this what you mean? The beef? Aahh?
That upward intonation shows a question.

The beef? The beef? The beef?

Yeah. That was weird to me, too.

Yeah. Yeah. Up-down shape of stress.

Yeah.

That was weird to me, too. But then–

That was weird to me, too.

Weird and to, the two most stressed words there.

That was weird to me, too.

That and was, that was, that was, that
was, we have a stop T after that.

The word was, isn’t really that long, again,
I would write that with a schwa.

That was, was, was, that was weird.

That was weird–

That was weird to me, too.

The word ‘to’ here, pronounced with a
True T and a schwa.

So this word, to, is almost always
pronounced with the schwa.

Never a full vowel.

This word too, is never reduced, always
pronounced with the OO vowel.

To, too. To me, too.

…to me, too.

…to me, too. But then, you know, I, I
thought, well, there’s–

But then– But then–

Quick little phrase here, stop T. But then, she’s gonna keep going, that’s why her intonation goes up.

But then–

you know, I, I thought, well, there’s–

You know, I, I thought–

Quickly strung together, she’s thinking of what to say, flatter, low in pitch, and there’s not much stress here.

Not much of that up-down shape of stress.

Stop T, though T in thought is not released.

You know, I, I thought–

You know, I, I thought, well, there’s mincemeat pie.

Well, there’s mincemeat pie.

She really stresses the M. Mincemeat pie.

And she does up-down shape of
stress there. Pie as well.

Well and there’s, flatter and pitch, less
clear, just like this whole phrase.

Well, there’s mincemeat pie.

Mincemeat pie. Mincemeat pie.

Do you notice that break there?

The T is not released. It’s a stop T. We stop the air and that signifies the T, rather than the actual T sound.

T just like P is a stop consonant.

Mincemeat pie.

Mincemeat pie. I mean, that’s an English dessert.

I mean, that’s an English dessert.

All of this is a little bit less clear.
There’s less vocal energy, and the pitch is lower.

I mean, that’s an English dessert.

That’s, probably has the most stress there.

But it’s all a little bit lower in energy.

It’s like an add on to the thought she just said.

It’s not given the full voice.

I mean, that’s an English dessert.

You’re gonna have to really simplify to imitate this.

I mean, I mean, I mean, I mean.

And to say it more quickly, you don’t need to drop your jaw as much, try to form sounds as much,

you simplify your mouth movements.

I mean, I mean, I mean, that’s an English dessert.

I mean, that’s an English dessert.

See if you can work on that simplifying
your mouth movements.

And note again, that the SS is a Z sound here, and that’s pronounced as a stop T.

I mean, that’s an English dessert.

These people just put very strange things in their food.

Now here, the pitch is a little bit higher, the volume and vocal energy, a little bit higher.

These people just put very–

lots of stress there, some stress on these and pe–

These people just put very strange things in their food.

Strange and food, all of those are a little
bit more stressed.

These people just put very strange things in their food.

Her pitch is really high at the beginning.
It’s showing a little bit of surprise.

She can’t figure out why there’s meat in the dessert, but she’s going with it.

Now, we have an ST cluster followed by a consonant, what do you think happens to this T?

These people just put very strange–

It’s dropped. Just put, just put, just put,
just put very, just put very.

This T is a stop T, the next sound is a
consonant sound.

These people just put very.

People, I know that can be a tricky word.

The stressed syllable has the EE vowel, peo-ple, ple.

And the unstressed syllable has schwa L.

This is going to be a dark L, don’t try to
make a schwa vowel.

Just make the dark sound where the back
of the tongue pulls back a little bit.

Ple, ple, ple.

Ple just, ple just.
Do not lift your tongue tip here.

You don’t have to, to make a dark sound, it will probably make it sound like a light L and we don’t want that.

And I can promise you, she’s not lifting her tongue tip.

You don’t need it for the L sound when it’s a dark L.

These people just– It doesn’t lift until it’s
making the J sound.

These people just. These people just.

These people just put very strange things in their food.

Very strange things in their food.

I would say ‘things’ also has some stress.
And then ‘in their’ less stress.

Things in their food.

So these two words falling in pitch after
the stress of things.

Things in their food. And then another
little up-down shape of stress on food.

Very strange things in their food.

Very strange things in their food.
You know?

You know? You know?

It’s hard to hear over the laughter, but she
does do a reduction of the word you.

It becomes ye.

You know?

And the pitch goes right up, smoothly connected, this is a common way to pronounce this common phrase.

Ye, instead of you.

You know?

Oh, by the way–

Oh– up-down shape, very fast. Oh, Oh, by
the way, by the way, by the way.

The words by and the, unstressed, leading up to the stress of way. By the way. Oh, by the way.

Oh, by the way–

can I borrow some rum from your place?

Can I borrow some rum from your place?

Bor– rum, place, longer, more stressed,

the other words said more quickly, and we
have some reductions too.

Can becomes kin, kin, just a K sound and an N sound, don’t need to try to make a schwa.

Can, can, can I, can I, can I. Say that. Can i.
How fast can you do it?

It’s definitely not can I, but, can I, can I, can I borrow.

Can I borrow–

some rum from your place?

Can I borrow some rum–

What about the word some?

Not stressed, not fully pronounced, I would write that with the schwa.

Some, some, some rum.

Some rum,

from your place?

From your becomes from yer, from yer, from yer.
They both reduce, they both have the schwa.

From your.

In all of these words, some, from, and
your, you can just drop the vowel.

Some, from, your.

Some rum, some rum from your place.

From your, from your, from your, from your place.

This is how we speak English.

We put in all of these words that reduce, and that gives good contrast to the content words,

the more important words, for the meaning.

All Americans speak this way, it’s
natural English, it’s good English.

Sometimes, students think: well, that’s sloppy, that’s lazy, but actually, that’s just conversational English.

Contrast is really important in American English.

And this is how we achieve it.

Some rum from your place?

Rum from your place? I should have written this:
rum from your place?

With the stress going up because that’s a yes/no question.

Some rum from your place?

Yeah, sure, yeah.

Yeah, sure, yeah. A little bit of a mumbled response.

Yeah, sure, yeah.

All have an up-down shape, that is the shape of stress.

Yeah, sure, yeah.

Sure, sure, sure.

There are a couple different ways you can pronounce this word.

Sure, sure, sure.

His way sounds sort of like this word ‘shore’. Sure.

Yeah, sure, yeah.

And while I’m gone, don’t you boys sneak a taste!

And while I’m gone– And while i’m, all reaching up for that peak of stress.

And while I’m gone–

And while i’m– No D in ‘and’.

We very rarely pronounce that. And while
I’m gone, all smoothly connected.

And while I’m gone–

And while I’m gone, don’t you boys sneak a taste!

Don’t you boys sneak a taste!

Again, all of the energy is leading up to
that peak on the word ‘taste’.

Don’t you boys sneak a taste.

Taste, where we have that up-down shape.

Don’t you boys sneak a taste!

Don’t you boys– don’t– Stop sound and apostrophe T can be pronounced a couple of different ways.

She pronounces it as a stop here, don’t
you boys sneak a taste!

These two words linking together with the
unstressed word, the article ‘a’.

Sneak a– sneak a taste!

Don’t you boys sneak a taste!

Here, she actually does do a very light
release of a true T at the end.

So you can, it’s just not as common as a stop T.

Sneak a taste.

Okay.

And they laugh as they say ‘okay’.

Okay, second syllable stress, okay.

I’m pretty sure they don’t have any plans
on sneaking a taste.

Okay.

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

Rach, you killing us here.
Will you serve the dessert already?

What is it?

It’s a trifle. It’s got all of these layers.

First, there’s a layer of ladyfingers, then a
layer of jam, then custard,

which I made from scratch, then beef
sautéed with peas and onions,

and then a little bit more custard,

and then bananas, and then I just put some whipped cream on top!

What, what was the one right before bananas?

The beef?

Yeah. That was weird to me, too. But then, you know, I, I thought, well, there’s mincemeat pie.

I mean, that’s an English dessert. These people just put very strange things in their food.

You know?

Oh, by the way, can I borrow some rum from your place?

Yeah, sure, yeah.

And while I’m gone, don’t you boys sneak a taste!

Okay.

If you love learning English with TV, we do
have a whole playlist for that.

Check it out.

And if you love this kind of full pronunciation analysis, I do a lot of it in my Academy.

My Academy is where I help students train and really reach their accent, their pronunciation goals.

Its Rachel’s English Academy.

There’s a 30-day money-back guarantee
you so don’t be afraid to try it.

Also, don’t forget to subscribe to my YouTube channel. I make a new video every Tuesday.

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

好吧，上周，我们庆祝了感恩节，不，我没有做瑞秋的英语小事，

但我想过。自从我们上周制作视频以来，我一直在思考这件小事。

在本周的视频中，我们将
继续通过电视

学习英语，与朋友一起学习英语，因为我们会更多地学习这个感恩节节目。

这是现场。

瑞秋，你在这里杀了我们。
你会端上甜点吗？

它是什么？

这是小事。它有所有这些层。
首先是一层松脆饼干，

然后是一层果酱，然后是我白手起家的蛋奶冻，

然后是用豌豆和洋葱炒的牛肉，

然后再加一点蛋奶冻，然后是香蕉，然后我放了一些生的奶油在上面！

什么，香蕉之前的那个是什么？

牛肉？

是的。这对我来说也很奇怪。

但是，你知道，我，我想，嗯，有肉馅饼。我的意思是，那是一种英式甜点。

这些人只是在他们的食物中加入了非常奇怪的东西。

你懂？

哦，顺便问一下，我可以从你那里借点朗姆酒吗？

是的，当然，是的。

趁我不在的时候，你们小子不要偷偷尝尝！

好的。

现在让我们进行分析。

拉赫。

Rach，Rach，一个昵称，当然，我对这个昵称非常熟悉，因为我一直都这么称呼它。

拉赫，拉赫，拉赫，拉赫。

有点上下的形状，但它也很平坦。
他有点沮丧。

拉赫，拉赫，拉赫。

Rach，Rach，Rach，你在这里杀了我们——

你在这里杀了我们——

你在这里杀了我们

——一些减少。 You are, your,
变成了yer, yer, yer, yer，

说得真快，好像那里连一个
元音都没有。

你在这里杀了我们。

Kill，那个短语的重音峰值，重音最高的词，具有那种上下形状。

现在他不说杀，用NG音，他说用N音杀，舌头在嘴的前面。

杀戮。你在这里杀了我们。

你在这里杀了我们。

“你的”这个词的能量。耶，耶，耶，耶。

它上升了，朝着重音的顶峰前进，然后最后三个音节，

在我们这里，都变平了，从那个顶峰下降了。

你在这里杀了我们。

你在这里杀了我们。
你会端上甜点吗？

你会端上甜点吗？

服务和甜点，那里重读最多的音节，

它们实际上有相同的元音

，UR 和鸟元音中的 UR，服务，甜点，我
称之为 UR 元音。

它就像 R 辅音一样，只是它被伸出了。
它有那个形状。

但是你不要尝试发出两个不同的
声音，一个元音，然后一个 R。

它只是一个声音。

服务。

上甜点。

你会端上甜点吗？

这里的字母 SS 发出 Z 音，甜点，甜点。

你会端上甜点吗？

你会 - 都更平坦，音调更低，没有压力。

你愿意，你愿意。你会服务。

的，也没有压力。

你会端上甜点吗？

所以我们实际上有两个非重读音节，因为即使甜点是一个重读词

，第一个音节也是非重读音节。

点心。
这就是施瓦。

de-de-de-de-甜点。

你会端上甜点吗？

甜点中的T，发音为stop T，甜点。

甜点已经？

只听“已经”这个词。

已经？

他说这就像我没有L音一样。

已经。已经。已经。已经。

这是一个三音节词，中间重音。

已经。你绝对可以把那个 L 放在
那里，简化一下。

已经？

它是什么？

这三个音节短语我们
最重读的音节是什么？

它是什么？

是中间音节。

它是什么？

“什么”这个词的能量朝着峰值上升，而“它”这个词的能量下降。

它是什么？

请注意，这个短语中的第一个 T，what 中的 T，是将这两个词连接在一起的一个 Flap T

，第二个 T 是一个停止 T，它位于短语的末尾。

它是什么？

这里的字母 S 是一个 Z 音，
它将两个词联系在一起。

是吗？是吗？是吗？它是什么？

它是什么？

这是小事。

Rachel 的回答是：这只是小事一桩。

导致重读
音节三的能量——这是小事。

然后第二个非重读
音节从那里退回。

这是小事。这是小事。

所有的链接在一起，都非常流畅，字母A就是schwa。

这是一个，这是一个，这是一个。这是小事。

这是小事。

TR 集群经常被发音
为 CHR，这就是她在这里所做的。

三——三——小事。

这是小事。

它有所有这些层。

在接下来的句子中，最
强调的词是什么？

压力的顶峰，能量的顶峰？

它有所有这些层。

全部和躺着——我们这里的两个压力高峰。

It’s and got，音调低一点，更平坦，更快。

它得到了——

它得到了所有——

它得到了所有——它得到了所有——

它得到了所有——

通常两个元音之间的T会连接
两个词，比如“得到所有”，

但实际上，她在这里停下来
重新—— 强调元音。

它得到了所有——这有助于让“所有”这个词
感觉更有压力。

它得到了所有——它得到

了所有——“of”这个词呢？

它有所有这些层。

所有这些层。

它说得很快，我确实认为我听到了一个非常快速微妙的 V 音，但你可以忽略它。

所有这些层。

你可以把它变成一个 schwa。

所有这些层。

“这些”中的字母 S 是弱 Z 音。

所有这些——

所有这些层——所有这些层。

所有这些层。

真的想想压力。大声重复这句话，想想压力。让我们放慢速度。

它有所有这些层。

哒哒哒。

专注于压力，甚至可能夸大一点，

将帮助您处理节奏对比，这将帮助您听起来更自然地说英语。

它有所有这些层。

首先，有一层ladyfingers——

这句话中重读最多的词是什么？

首先，有一层手指饼干–

首先，有一层手指饼干

– 哒哒哒哒哒哒哒哒。

手指有点压力，瓢虫。

首先，有一层ladyfingers–

首先，这也是同一个R元音辅音组合，

fer，所以你不需要尝试在那里发元音。

F 到 R 到 S。

首先，首先是–

现在是字母 T。

它实际上被删除了，因为她将这两个词连接在一起

，当 T 出现在两个辅音之间时，它经常被删除。

首先是——首先是——

从 S 到 TH。

首先，有一层–

首先，有一层瓢虫–

首先，有一层瓢虫

– 这里的字母A 只是
将单词连接在一起的快速schwa。

“of”这个词，同样，V 非常微妙，我
实际上不认为我真的听到了。

一层瓢虫。

你绝对可以说这是一个快速的 schwa 将单词连接在一起。

首先，有一层手指饼干–

首先，有一层手指饼干– 手指

饼干是这里的最底层，手指饼干是一块海绵蛋糕，形状像一个手指，一个大手指。

Ladyfingers，手指，注意音高
上升，因为她正在上市。

她列出了所有的层。
当我们列出事物时，

每个项目的语调都会上升，直到我们到达结尾，然后语调就会下降。

一层

松饼——一层

松饼——一层松饼，然后是一层果酱——

然后是一层果酱——

然后，一点点向上，一点压力，和一点点。

然后一层果酱，果酱，再一次，它上升了，因为她还在继续她的清单。

然后是一层果酱-

然后是一层

果酱- 在’then’之后稍微抬高一点，但其他一切都非常流畅地连接在一起。

一层果酱。

在这里，我在这里做更多的V音。

一层果酱。

一层

果酱——一层

果酱——果酱。

让我们谈谈那里的声音，如果你查一下，你会看到 AA 就像蝙蝠元音一样。

Jaa——果酱。

它不纯，那将是AH。果酱。

因此，当 AH 后面跟着 M 时，它不是纯粹的，我们发出更多的 UH 声音

，舌后部在 M. Jaaam 之前放松

。果酱。所以这种过渡在这个声音中很重要，让它听起来自然。

果酱。果酱。

果酱，果酱，果酱，然后是

奶油冻——然后是奶油冻，然后是奶油冻，压力的峰值是奶油冻——然后是奶油冻。

然后是

蛋奶冻——然后是蛋奶冻——然后是蛋奶冻，我从零开始做的。

然后她说，然后休息一下，把它分成自己的思想组，

它有那种压力的形状，我从头开始，然后她强调“我”，

她很自豪她把所有这些精力都放在了努力做这道甜点。

我从零开始

制作的——

我从零开始

制作的——我从零开始制作的——我从零开始制作的——

从零开始——也强调这个词。

她从她的声音中消除了一点声音，但仍然有压力。

我从头开始制作的。

“从”这个词，是减少的。不是from，而是，from，from，schwa M，M 接管了 schwa，

所以就好像那个词中根本没有元音。

从，从，从头。

从头开始- 从头开始- 从头开始- 然后是牛肉，用豌豆和洋葱炒-

好的，在这个思想组中，我们最强调的词是什么？

然后是牛肉，用豌豆和洋葱炒——然后是牛肉，用豌豆和洋葱炒——然后是牛肉，用豌豆和洋葱

炒——

然后是

牛肉，用豌豆和洋葱炒——

所以我们的三个名词是我们最重读的词 .

其他话平淡了一些，说的也快了一些。

我们甚至有减价，你听到了吗？

然后是豌豆和洋葱炒牛肉——然后是豌豆和洋葱

炒牛肉——然后是

豌豆和洋葱炒牛肉——

“和”这个词减少了。
还有豌豆和洋葱——豌豆和洋葱

——“with”这个词也说得很快。

用豌豆炒——

到了我觉得我真的听不到 TH 声音的地步。

用豌豆和洋葱——

所以如果你试着模仿瑞秋，
我想你可以在这里去掉 TH。

只需制作 wih– 并使其非常非常
快地连接到下一个单词。

豌豆，豌豆和洋葱。

用豌豆和洋葱炒。

用豌豆和洋葱

炒——用豌豆和洋葱

炒——用豌豆和洋葱炒——

实际上，当我写压力的时候，我应该写到最后会上升，

因为再一次，她还在做她的清单，
她不在最后一项。

用豌豆和洋葱

炒——用豌豆和洋葱

炒——用豌豆和洋葱炒——

然后再加一点蛋奶沙司。

然后再多一点奶油冻。

她在人们笑的时候这么说，
所以很难听到，

但压力会是：然后再多一点奶油冻，

“一点点”带有瓣 T，

另一个“和”减少，并在结尾处停止 T 有点

，她的语调在 custard 结束时确实上升了，她还没有完成，她有更多的层次。

然后再多一点奶油冻。

然后是香蕉，然后我只是在上面放了一些生奶油！

我喜欢这个，因为她真的向
我们展示了清单的压力。

然后是香蕉，然后音调上升，

然后我只是在上面放了一些生奶油！

奶油在上面，

然后它就下降了，因为她
在她的名单的最后。

这些都是她琐事的所有层次。

然后是香蕉，然后我只是
在上面放了一些生奶油！

然后是bananas、banan——第二个音节重音。

‘and’字减，无D音。

然后是

bananas– 然后是

bananas– 然后，然后，然后是ba–

所以前三个音节，
音调都比较平，然后是bananas，

然后我们真的有压力在’ 南'。

实际上，压力实际上更像是这样的：

香蕉，因为它正在上升。

然后是香蕉– 然后是香蕉– 然后是香蕉– 然后是香蕉，我只是在上面放了一些生
奶油。

然后我只是在上面放了一些生奶油！

所以这一切都在她最重读的音节“cream”这个词

上达到顶峰，在此之前的所有音节都通向那个顶峰，然后从那个顶峰消失。

“然后我”这个词真的很平，音调很低，这里有很多减少。 “和”这个词变成了“一个”。

它实际上听起来像“在”这个词。

然后，然后，然后，然后我，然后我，然后我，然后我，然后我。

然后我只是 -

然后我只是放了——

注意这里我们连续有三个辅音，一个结尾的 T 簇后面跟着另一个辅音，

那个 T 被删除了。

放，放，放。

然后我放了–

然后我放了

– 在 put 的末尾放了一个停止 T，因为
下一个词以辅音

开头，然后我放了– 然后我放了

some– 然后我放了一些-

然后我放了一些-

然后我放了

一些- ‘some’这个词，我不会像黄油元音那样用UH写那个，我不’ t 认为它是完全发音的，

我会用 schwa 来写。

一些，一些，一些，一些生奶油。

一些，一些。

一些生奶油–

我们这里有一个 WH 开头，在 W 之前有一点空气逸出可以发音，

但 Rachel 不这样做，这不是很常见发音。

鞭打。就是纯W音。

一些生奶油——

所以如果我要用国际音标写这个词，我会写 W，然后是元音 P，然后这里

的 ED 结尾是 T。ED 结尾是如果前面的声音是清音的，则为 T。

生奶油。

所以现在，我们有 P、T、C、R，我们有四个
连续的辅音。

你觉得这个T会发生什么？

一些生奶油——

如果你猜到它掉了，那你是
对的。它是 100% 下降的。

生奶油。

奶油在上面。

上面放一些生奶油！

此外，她做了一个非常清楚的例子，即在思想结束时跳过停止辅音的释放。

所以对于 P，她说顶部，她的嘴唇
合在一起发出 P，

但她没有释放

，这就是我们在思想组末尾使用停止辅音所做的事情。

所以看着她这样做，看着她的嘴唇合在一起，他们没有分开，没有释放。

上面放一些生奶油！

什么，香蕉之前的那个是什么？

好的，所以罗斯有点
担心她刚刚描述的内容。

什么什么。

他说了两次“什么”这个词。再一次，没有 H 类的空气逸出，

它只是一个干净的 W 声音。

什么，什么——

那不是一个元音，我肯定会写成一个 schwa，后面跟着一个停顿 T。

那个是什么——那个是

什么——那个是什么——

所以即使这里没有太多的

元音，那个是那个——

但那里还是有一点压力的感觉。

是什么——

我们实际上在这里有三个 W 声音。

什么是一个。

即使这个词是用字母O写的，

它是W音，一，这个词是，不是曾经，它是，它的减少，它说得很快。

什么是，什么是，什么是，什么是，什么是，什么是那个。

那个

是什么——

那个是什么——香蕉之前的那个是什么？

就在香蕉之前？

强调“正确”和“南”，他确实使他的语调在这里上升。

香蕉？

所以我会写勺子，倒过来的形状，随着它的上升，香蕉？

就在香蕉之前？

就在香蕉之前？对了，Stop T，没有放开。

那是因为下一个单词以辅音开头。

就在香蕉之前？

你懂？

我想谈谈香蕉的发音，这是我们第二次在这里看到它，

我第一次没有描述它。

但是在重读音节中，我们有 AH，bananas。

AH 后跟 N，就像 Jam 一样，M 使 AH 不纯。

N 做同样的事情。

所以它更像是一个 AH-UH 转换组合，

banan——它不是 banan——它不是一个纯粹的 AH，
banan——香蕉，香蕉。

这个词很混乱，它有三个字母A，第一个和最后一个是schwa。

香蕉。香蕉。香蕉。

然后中间的就是这个不纯的啊。香蕉。

香蕉？

牛肉？

她说：牛肉？

牛肉？

她的压力，她的语调，她的旋律都在上升。

牛肉？牛肉？

这两个词连在一起。
“the”这个词说得很快，它有一个schwa。

牛肉？牛肉？牛肉？

所以她说，她的语调提高了，因为她只是在确认。她在问。

你是这个意思吗？牛肉？啊？
那向上的语调表明了一个问题。

牛肉？牛肉？牛肉？

是的。这对我来说也很奇怪。

是的。是的。应力的上下形状。

是的。

这对我来说也很奇怪。但是

后来——这对我来说也很奇怪。

Weird 和 to，两个最重的词。

这对我来说也很奇怪。

那是，那是，那是，那
是，在那之后我们有一个停止T。

这个词真的没有那么长，再说一次，
我会用 schwa 来写。

那是，是，是，那很奇怪。

这很奇怪——

这对我来说也很奇怪。

这里的“to”一词，发音为
True T 和 schwa。

所以这个词 to 几乎总是
用 schwa 发音。

从来没有一个完整的元音。

这个词也从不减少，总是
用OO元音发音。

也给。也给我。

…也给我。

…也给我。但是，你知道，我，我
想，嗯，有–

但是– 但是–

在这里简短的小短语，停止T。但是，她会继续前进，这就是她的语调上升的原因。

但是然后–

你知道，我，我想，嗯，有–

你知道，我，我想–

很快串在一起，她正在考虑要说什么，更平易近人，音调低，而且没有这里压力很大。

压力的上下波动不大。

停止T，尽管T在思想中没有被释放。

你知道，我，我想——

你知道，我，我想，嗯，有肉馅派。

嗯，有肉馅饼。

她真的很强调 M. Mincemeat 馅饼。

她在那里做上下的
压力形状。馅饼也是。

好吧，就像这整个短语一样，更平坦，更音调，不太
清晰。

嗯，有肉馅饼。

肉馅饼。肉馅饼。

你注意到那里的休息了吗？

T 没有发布。这是一个停止T。我们停止空气，这表示T，而不是实际的T声音。

T 就像 P 是一个停止辅音。

肉馅饼。

肉馅饼。我的意思是，那是一种英式甜点。

我的意思是，那是一种英式甜点。

所有这些都不太清楚。
声音能量较少，音调较低。

我的意思是，那是一种英式甜点。

那可能是那里压力最大的地方。

但这一切的能量都低了一点。

这就像对她刚才所说的想法的补充。

它没有给出完整的声音。

我的意思是，那是一种英式甜点。

你将不得不真正简化模仿这一点。

我是说，我是说，我是说，我是说。

并且说得更快，你不需要下巴那么低，尽量形成声音，

你可以简化你的嘴巴动作。

我的意思是，我的意思是，我的意思是，那是一种英式甜点。

我的意思是，那是一种英式甜点。

看看你是否可以努力简化
你的嘴巴动作。

再次注意，这里的 SS 是 Z 音，发音为停止 T。

我的意思是，那是英式甜点。

我的意思是，那是一种英式甜点。

这些人只是在他们的食物中加入了非常奇怪的东西。

现在在这里，音高一点点，音量和人声能量，一点点高。

这些人只是在

那里施加了非常大的压力，对这些和pe施加了一些压力，

这些人只是在他们的食物中放入了非常奇怪的东西。

奇怪和食物，所有这些都有
一点压力。

这些人只是在他们的食物中加入了非常奇怪的东西。

一开始她的音调真的很高。
它显示出一些惊喜。

她想不通为什么甜点里有肉，但她同意了。

现在，我们有一个 ST 簇后跟一个辅音，你认为这个 T 会发生什么？

这些人只是放得很奇怪-

它被丢弃了。放，放，放
，放非常，放非常。

这个 T 是一个停音 T，下一个音是
辅音。

这些人只是放得很。

人，我知道这可能是一个棘手的词。

重读音节有EE元音，peo-ple，ple。

并且非重读音节有 schwa L。

这将是一个暗 L，不要尝试
发出 schwa 元音。

只需
在舌后拉一点的地方发出黑暗的声音。

呜呜呜呜呜呜呜呜呜呜呜呜呜呜呜呜呜呜呜呜呜呜呜呜呜呜呜呜呜呜呜

只是，只是。
不要在这里抬起你的舌尖。

你不必，要发出一个黑暗的声音，它可能会让它听起来像一个轻的 L，我们不希望那样。

我可以向你保证，她不会抬起她的舌尖。

当它是一个黑暗的 L 时，你不需要它来发出 L 的声音。

这些人只是 - 它不会抬起，直到它
发出 J 声音。

这些人而已。这些人而已。

这些人只是在他们的食物中加入了非常奇怪的东西。

他们的食物里有很奇怪的东西。

我会说“事情”也有一些压力。
然后“在他们的”压力较小。

他们食物里的东西。

所以这两个词在事情的重音之后落入了音调
。

他们食物里的东西。然后
是食物压力的另一种上下波动。

他们的食物里有很奇怪的东西。

他们的食物里有很奇怪的东西。
你懂？

你懂？你懂？

在笑声中很难听到，但她
确实减少了你这个词。

它变成了你们。

你懂？

并且音高向上，平滑连接，这是这个常用短语的常见发音方式。

是的，而不是你。

你懂？

哦，

顺便说一句——哦——上下造型，很快。哦，哦
，顺便说一句，顺便说一句，顺便说一句。

单词by and the，不重读，导致重读。顺便一提。哦，顺便说一句。

哦，顺便说一句——

哦，顺便

说一下——我可以从你那里借点朗姆酒吗？

我可以从你那里借点朗姆酒吗？

Bor rum，place，更长，更重

，换句话说，说得更快，我们
也有一些减少。

can变成kin，kin，只是一个K音和一个N音，不需要试着弄一个schwa。

能，能，能，能，能，能，能。就这么说吧。我可以吗。
你能做到多快？

绝对不是我可以，但是，我可以，我可以，我可以借。

我可以

从你那里借点朗姆酒吗？

我可以借点

朗姆酒吗？ some 这个词怎么样？

没有强调，没有完全发音，我会用 schwa 来写。

一些，一些，一些朗姆酒。

一些朗姆酒，

从你那里买的？

从你变成从你，从你，从你。
他们都减少了，他们都有施瓦。

从你的。

在所有这些单词中，some、from 和
your，你可以去掉元音。

一些，来自，你的。

一些朗姆酒，一些来自你家的朗姆酒。

从你的，从你的，从你的，从你的地方。

这就是我们说英语的方式。

我们把所有这些减少的词都放入了，这与内容词形成了很好的对比

，更重要的词，意义。

所有美国人都这样说，这是
自然的英语，是很好的英语。

有时，学生会想：嗯，那是草率，那是懒惰，但实际上，那只是会话英语。

对比在美式英语中非常重要。

这就是我们实现它的方式。

你家的朗姆酒？

你家的朗姆酒？我应该这样写：
你家的朗姆酒？

随着压力的增加，因为这是一个是/否的问题。

你家的朗姆酒？

是的，当然，是的。

是的，当然，是的。有点含糊的回应。

是的，当然，是的。

都有一个上下的形状，那就是应力的形状。

是的，当然，是的。

确定，确定，确定。

有几种不同的方式可以发音这个词。

确定，确定，确定。

他的方式听起来有点像“岸”这个词。当然。

是的，当然，是的。

趁我不在的时候，你们小子不要偷偷尝尝！

当我离开的时候——当我离开的时候，所有人都在努力应对压力的高峰。

当我离开时—— 当我离开

时—— 当我离开

时—— 当我离开时——

而当我——

在“和”中没有 D。

我们很少这么说。而当
我走了，一切顺利连接。

当我不在的时候——

当我不在的时候，你们不要偷偷尝尝！

你们小子不要偷偷尝尝！

再一次，所有的能量都导致了
“品味”这个词的峰值。

你们男孩子不要偷偷尝尝。

味道，我们有那种上下形状的地方。

你们小子不要偷偷尝尝！

男孩们不要——不要——停止声音和撇号 T 可以用几种不同的方式发音。

她宣布它在这里停止，
你们男孩子不要偷偷尝尝！

这两个词与
非重读词“a”连在一起。

偷偷尝一尝！

你们小子不要偷偷尝尝！

在这里，她实际上确实在最后做了一个非常轻
的真正 T 的释放。

所以你可以，它不像停止T那么常见。

偷偷尝一尝。

偷偷尝尝。

好的。

当他们说“好的”时，他们会笑。

好的，第二个音节重音，好的。

我很确定他们没有任何
偷偷尝尝的计划。

好的。

让我们再听一遍整个对话。

瑞秋，你在这里杀了我们。
你会端上甜点吗？

它是什么？

这是小事。它有所有这些层。

首先，有一层松脆饼干，然后是
一层果酱，然后

是我白手起家的蛋奶冻，然后是
用豌豆和洋葱炒牛肉，

然后再加一点蛋奶冻，

然后是香蕉，然后我放了一些生的奶油在上面！

什么，香蕉之前的那个是什么？

牛肉？

是的。这对我来说也很奇怪。但是，你知道，我，我想，嗯，有肉馅饼。

我的意思是，那是一种英式甜点。这些人只是在他们的食物中加入了非常奇怪的东西。

你懂？

哦，顺便问一下，我可以从你那里借点朗姆酒吗？

是的，当然，是的。

趁我不在的时候，你们小子不要偷偷尝尝！

好的。

如果您喜欢通过电视学习英语，我们确实
有一个完整的播放列表。

看看这个。

如果你喜欢这种完整的发音分析，我会在我的学院里做很多。

我的学院是我帮助学生训练并真正达到他们的口音和发音目标的地方。

它是瑞秋的英语学院。

有 30 天退款保证
，所以不要害怕尝试。

另外，别忘了订阅我的 YouTube 频道。我每周二制作一个新视频。

就是这样，非常感谢您使用
Rachel 的英语。