Learning English Spoken English Pronunciation of the Most Common English Words

Today you’re studying the pronunciation
of the 100 most common words in American English.

This is video 2 in the series. If you didn’t
see video one, click here to watch it now.

It is important to understand what we’re
doing here with studying reductions.

We’re starting today with number 11, the
word ‘it’. This word doesn’t reduce

in a sentence, we don’t drop or change a
sound, but it said very quickly. And the pronunciation

of the T depends on the next word. If it begins
with a consonant, this T is a Stop T: it,

it, it. It won’t be. It, it won’t. Very
fast, it. If the next word begins with a vowel

or diphthong, then this T is a Flap T, linking
the two words together. It always, it always,

it it it it, it always, it always. Said very
quickly. It always. Nothing too crazy here,

just say the word quickly. Not IT, but it.

Number 12, one of my all-time favorite reductions:
For. We almost never say it this way. We say

‘fer’. Isn’t that funny? I had a student
once who lived in America and was married

to an American. She told her husband how she
was learning about this reduction. And his

response was, “that’s ridiculous". We
don’t do that, we don’t pronounce that fer.

Then later, he did it, as he was speaking
naturally, and she pointed it out. Most Americans

aren’t even aware of these crazy reductions
that we do. So, to make this reduction drop

the vowel, ff-rr, fer fer. Say the word very
quickly, low in pitch. Fer fer. This is for

work. Fer. I made a longer video with more
examples on the reduction of the word ‘for’,

check it out if you want more detail here.
I got it for my birthday. For for. What’s

for dinner? For. In conversation, fer not
‘for’.

Number 13: Not. Now, this word, in conversation,
will very often be contracted n’t. Didn’t,

doesn’t, can’t, shouldn’t, won’t,
and so on. Notice I’m not releasing the

T there, didn’t, but didn’t.didn’t. It’s an abrupt
stop of air in the N to signify the T: didn’t,

didn’t, shouldn’t, nt nt, nt, shouldn’t
couldn’t, couldn’t. If we don’t use

a contraction, then we’re often stressing
it: I do NOT want to see her right now. In

these cases, we’ll probably do a Stop T.
Not. I do NOT want to see her right now. Not,

stop the air, and then keep going. I do Not
wanna. Not

Number 14: on. This word doesn’t reduce.
We don’t change any sounds like we did with

‘for’. But, it is unstressed. You don’t
want to say ON in a sentence, but rather,

‘on’. On on. “Put it on the table.”
On. When it’s unstressed, that gives good

contrast to the longer, clearer stressed words
‘put’ and ‘table’, and this contrast

is very important in American English. It’s
better than each word being longer and clearer.

What would it sound like if ‘it, on, the’,
were also stressed? Put it on the table. Put

it on the table. Put it on the table. No, that’s not how we speak.
Put it on the table. Put it on the table.

That’s how we speak. Not ON, but on. Try
that with me now. Low in volume, low in pitch,

not very clear. On, on. Put it on the table.

Number 15, the fifteenth most common word
in English: with. There are two ways you can

pronounce this word: with a voiced TH, with,
with, with or an unvoiced TH, with, with.

I don’t use the voiced TH. I think it sounds
a little old-fashioned. I would stick with

the unvoiced TH, with, with. Just like ‘on’,
this word doesn’t reduce. None of the sounds

change. But, it is unstressed. It will usually
be pronounced like this: with, rather than

WITH. “It’s with the other one” with
the, with the, with the, with the, with the. Low in pitch.

Notice I’m just making one TH to connect
these two unstressed words, with the, with

the, with the. It’s the unvoiced TH. With
the, with the other one. It’s with the other

one.

Number 16, he. Oh yes, this one reduces. Can
I just say, we are already at 16, and we still

haven’t seen one word that is stressed,
that’s a content word. Wow. When are we going

to see it, and what is it going to be? I can’t
wait to find out. But, back to 16, he. Fully

pronounced, ‘he’, it’s the H consonant
and EE as in SHE vowel. But very often we

drop the H, and have just the EE sound. What
does he want? What does ee ee ee ee. We drop

the H and we connect it to the word before:
does he?, does he? What does he want? What

would that sentence sound like if every word
stressed? What does he want? What does he

want? What does he want? No, that’s not
natural English. What does he want? I have

a video on dropping the H reductions. Click
here or in the description below to see that

video and to get more examples.

Seventeen. As. Yep, this word reduces. It’s
not pronounced AS in a sentence. That’s

stressed. This word is usually not stressed.
The vowel changes to the schwa and it becomes

‘uhz’. AS, uhz. He’s as tall as me.
Uhz—uhztalluhz. Uhztalluhz. Not AS, uhz,

uhz. He’s as tall as me. I have a video that
goes over this reduction too. Click here or

in the description below to see that and more
examples.

Eighteen. You. Another word that reduces.
This word can be reduced to ‘yuh’. What

are you doing? What are you. Yuh, yuh, yuh.
You never have to do reductions, and you could

definitely say “What are you doing?”,
you, you, you. I’m not reducing that, I’m

not changing the vowel, but I am still making
it unstressed. ‘you’ instead of YOU. This

word will usually be unstressed. That means,
don’t pronounce it ‘you’, which is stressed.

Pronounce it you. Or reduced you.

Nineteen. Do. Our first content word. Content
words are nouns, verbs, adjectives, and adverbs.

They’re usually stressed in a sentence. Our
first stressed word! Sort of. Actually, this

word can reduce. It depends on how it’s
being used in a sentence. In a question, where

there’s another verb, we often reduce it.
For example, what do you think? ‘Think’

is another verb. Did you notice how I pronounced
‘do’? What do you? What to, what to, what

to do do. D plus schwa. Reducing DO like this
is nice, natural English. I do have a video,

there I’m stressing it, I do have a video
because it’s a statement, not a question,

I do have a video on the DO reduction. Click
here or in the description below to see that

video.

Twenty. The word At. Preposition, function
word, and yes, it reduces. In conversation,

we often pronounce this word ‘ut’, with
a schwa, instead of AT, with the AA as in

BAT vowel. The T is a Flap T if the next word
begins with a vowel or diphthong, and a Stop

T if the next word begins with a consonant.
If you’re not sure what a Stop or Flap T

is, I do have a video on that, click here
or in the comments below. Sample sentence:

She’s at school. Ut. AT becomes ‘ut’.
She’s at school.

So now we’re twenty words in, and still
all our words are usually unstressed or might

reduce. We’ll have to keep looking for our
first stressed all the time word.

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

今天你正在学习
美式英语中 100 个最常见单词的发音。

这是该系列的视频 2。 如果您没有
看到视频,请单击此处立即观看。

重要的是要了解我们在
这里通过研究减少所做的工作。

我们今天从 11 号开始,
“它”这个词。 这个词不会

在句子中减少,我们不会放弃或改变
声音,但它说得很快。 T的发音

取决于下一个单词。 如果它
以辅音开头,则此 T 是停止 T:它,

它,它。 不会的。 会的,不会的。 非常
快,它。 如果下一个单词以元音

或双元音开头,那么这个 T 是 Flap T,
将两个单词连接在一起。 总是这样,总是

这样,总是这样,总是这样,总是这样。 非常
快的说道。 它总是。 这里没有什么太疯狂的,

只是快速说出这个词。 不是 IT,而是它。

12 号,我一直以来最喜欢的减法之一:
For。 我们几乎从不这样说。 我们说

“fer”。 这不是很好笑吗? 我曾经有一个
学生住在美国,嫁给

了一个美国人。 她告诉她的丈夫她
是如何了解到这种减少的。 他的

回答是,“这太荒谬了”。我们
不这样做,我们不发音那个 fer。

后来,他做了,因为他说话很
自然,她指出了这一点。大多数美国人

甚至不是 意识到我们所做的这些疯狂的减少
。所以,为了使这种减少

减少元音,ff-rr,fer fer。快速说出这个词
,低调。Fer fer。这是为了

工作。Fer。我做了更长的 视频中包含更多
关于减少“for”一词的示例

,如果您想了解更多详细信息,请在此处查看。
我在生日时得到它。for for。

晚餐吃什么?for。在对话中,不要使用“
for”。

编号 13:不。现在,这个词,在谈话中,
经常会缩成n’t。没有,

不,不能,不应该,不会,
等等。注意我不是 在

那里释放 T,没有,但没有。没有。这是
N 中空气的突然停止,表示 T:没有,

没有,不应该,nt nt,nt,不应该 '
不能,不能。如果我们不

使用宫缩,那么我们经常会强调
它:我不想看到她对不对 w。 在

这些情况下,我们可能会做一个停止 T。
不是。 我现在不想见她。 不,

停止空气,然后继续前进。
我不想。 不是

14 号:开。 这个词不减。
我们不会像使用“for”那样改变任何声音

。 但是,它没有压力。 您
不想在一个句子中说 ON,而是说

“on”。 开开。 “放在桌子上。”
在。 当它不重读时,这

与更长、更清晰的重读词
“put”和“table”形成了很好的对比,这种对比

在美式英语中非常重要。
总比每个单词都更长更清楚要好。

如果“it, on, the”也被重读,听起来会怎样
? 把它放在桌子上。 把

它放在桌子上。 把它放在桌子上。 不,这不是我们说话的方式。
把它放在桌子上。 把它放在桌子上。

我们就是这样说话的。 不是开,而是开。
现在和我一起试试。 音量低,音调低,

不是很清楚。 开,开。 把它放在桌子上。

Number 15,英语中第十五个最常用的
词:with。

这个词有两种发音方式:带浊音 TH、with、
with、with 或清音 TH、with、with。

我不使用浊音 TH。 我觉得这听起来
有点老套。 我会坚持

使用清音 TH,with,with。 就像“开”一样,
这个词不会减少。 所有的声音都没有

改变。 但是,它没有压力。 它通常
会这样发音:with,而不是

WITH。 “它与另一个人”与
该,与该,与该,与该,与该。 音调低。

请注意,我只是用一个 TH 来连接
这两个不重读的词,与 the,与

the,与 the。 这是清音 TH。
与,与另一个。 这是与

另一个。

16号,他。 哦,是的,这个减少了。
我只能说,我们已经 16 岁了,我们还

没有看到一个重读的词,
那是一个内容词。 哇。 我们什么时候

能看到它,它会是什么? 我
迫不及待地想知道。 但是,回到16岁,他。 完全

发音,“他”,它是 H 辅音
和 EE,如 SHE 元音。 但很多时候我们会

放弃 H,而只有 EE 声音。
他想要什么? ee ee ee ee 是什么意思。

我们去掉 H 并将其连接到之前的单词:
does he?, do he? 他想要什么?

如果每个单词都强调,那句话听起来会怎样
? 他想要什么?

他想要什么? 他想要什么? 不,那不是
自然的英语。 他想要什么? 我有

一个关于放弃 H 减少的视频。 单击
此处或在下面的说明中查看该

视频并获取更多示例。

十七。 作为。 是的,这个词减少了。 它
在句子中不发音为AS。 这是有

压力的。 这个词通常不重读。
元音变为 schwa,变为

“uhz”。 作为,呃。 他和我一样高。
Uhz——uhztalluhz。 嗯哼。 不是AS,呃,

呃。 他和我一样高。 我也有一段视频也
介绍了这种减少。 单击此处或

在下面的描述中查看该示例和更多
示例。

十八。 你。 另一个减少的词。
这个词可以简化为“yuh”。

你在做什么? 你是做什么的。 呸呸呸。
你永远不必做减少,你可以

肯定地说“你在做什么?”,
你,你,你。 我没有减少它,我

没有改变元音,但我仍然
让它不重读。 “你”而不是你。 这个

词通常不重读。 这意味着,
不要发音为“你”,这是强调的。

发音你。 或者减少你。

十九。 做。 我们的第一个内容词。
实词是名词、动词、形容词和副词。

它们通常在句子中被强调。 我们的
第一个重读词! 有点。 其实这个

词可以减。 这取决于它
在句子中的使用方式。 在一个问题中,如果

有另一个动词,我们经常会减少它。
例如,你怎么看? “想”

是另一个动词。 你注意到我如何发音
“do”了吗? 你是什么? 做什么

,做什么,做什么。 D加施瓦。 像这样减少 DO
是很好的、自然的英语。 我确实有一个视频

,我在强调它,我确实有一个视频,
因为它是一个声明,而不是一个问题,

我确实有一个关于 DO 减少的视频。 单击
此处或在下面的说明中查看该

视频。

二十。 在这个词。 介词,
虚词,是的,它减少了。 在对话中,

我们经常将这个单词发音
为 schwa,而不是 AT,与

BAT 元音中的 AA 相同。 如果下一个单词
以元音或双元音开头,则 T 是 Flap

T,如果下一个单词以辅音开头,则 T 是 Stop T。
如果您不确定什么是 Stop 或 Flap

T,我确实有一个视频,请单击此处
或在下面的评论中。 例句:

她在学校。 犹他州。 AT 变为“ut”。
她在学校。

所以现在我们已经写了 20 个单词,但
我们所有的单词通常都没有重读或者可能会

减少。 我们将不得不一直寻找我们的
第一个重读单词。

就是这样,非常感谢您使用
Rachel 的英语。