ENGLISH CONVERSATION READING HEADLINES

You guys love Ben Franklin videos.

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

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

This January, you’re getting five all new
Ben Franklin videos where we do a full analysis

of real American English conversations.

Today’s topic: reading headlines.

Let’s get started with this analysis.

First, the whole conversation.

I feel like that’s a lot of the conversations
that I have with people, is, I’ll be like,

“oh, I read about…”.

Yeah.

But I didn’t actually read the actual thing.

The actual about.

I read the headline. Or I read the one-sentence blurb that…

Yeah.

Facebook posts with the headline.

Now, the analysis.

In this little quip of conversation, my friend
Laura and I are talking about how we’re in

this bad habit of not actually reading articles.

We’ll just read headlines and the one-second
summary and then we’ll talk about it, “Oh,

I read about…blah blah blah” even though
we didn’t actually read the article.

Are you guilty of that too?

I feel like that’s a lot of the conversations
that I have with people-

Okay this is a really long through group and
I’m speaking really quickly.

But even though I am, I am still making some
words longer.

They’re being brought out with a little bit
more length but also a little bit more volume.

And they’ll be a little higher in pitch, they’ll
have uuuhhh—- this shape.

Let’s try to identify what they are.

I feel like that’s a lot of the conversations
that I have with people-

I feel like-

I feel like that’s a lot- Let’s just start there.

I feel like that’s a lot of the-

‘Feel’ and ‘lot’ are a little bit longer and they have

the peak of the volume and of the pitch of the stress.

Let’s listen to that little sentence part,
that little sentence fragment again.

I feel like that’s a lot of the-

So even though we speak

quickly in American English, we still have
longer syllables and that is really important

for clarity with American English.

I’ve had some students who know that Americans
speak quickly and they want to do that too.

But it feels way too rushed and the reason
why is because it doesn’t have these longer

words or syllables within the faster syllables.

We have to have the long ones too.

I feel like that’s a lot of the-

Okay let’s listen to a little bit more and see

what else do we hear as being a little
bit longer, a little bit more stressed?

I feel like that’s a lot of the conversations
that I have with people-

Conversations that I have with people-

Conversa– So this syllable is a little bit more stressed,

a little bit longer: conversations that I
have with people–

‘Have’ is more stressed here, a little longer.

the conversations that I have with people-

the conversations that I have with people
is, I’ll be like “Oh, I read about…”

Conversations that I have with people is,
I’ll be like “Oh, I read about…”

So those are for me the longest, most clear
syllables and a lot of the other syllables

are said really quickly.

Are there any reductions?

Let’s go back and see.

I feel like that’s a lot of the conversations
that I have with people-

Let’s look at the first sentence fragment.

Um. What’s happening?

So, this is not a reduction but it’s a link when we’re putting two words together when one word ends

with the same sound that the next word begins
with.

We don’t say ‘feel…like’ but we say ‘feel like’.

We connect them with a single L. I feel like– I feel like that’s a lot of the–

I feel like- I feel like- I feel like that’s a lot of the-

Another thing, so we have the linked L here.

Another thing I’m noticing is um, how high
the intonation is here.

I feel like- I feel, feel- That’s pretty high
and I guess I was just doing that because

it’s sort of funny and so that brought more
emotion and energy into the voice which made

the pitch even higher.

Okay, so everything links together.

I feel like that’s- K right into TH sound,
TS cluster right into the schwa: tsa-

that’s a- that’s a- that’s a-

Then we have ‘a lot of the’.

Now it’s unclear to me, the word ‘of’ would be fully pronounced this way,

I definitely reduce it to the schwa.

I’m not quite sure if I dropped the V or not, it’s said very quickly.

You can definitely drop the V here.

A lot of the- A lot of the- Then you just
use schwa to link ‘lot’ and ‘the’ and the

T here will become a Flap T, just one single
flap against the roof of the mouth because

it comes between two vowels.

And the little three-word phrase, ‘a lot of’,
is very common.

So practice it that way with me right now: a lot of- a lot of- a lot of- a lot of-

really smooth, forward flow of sound.

A lot of- A lot of- A lot of the conversations
that I have with people-

The conversations that I have with people.

Okay so the schwa ‘of the’ going right into
the C, there’s no break here.

The conversations that-

The word ‘that’, I reduce that.

The vowel has the schwa.

Conversations that- that I have with people-

Okay, I’m doing something a little interesting
here.

Well, first, the Z sound of ‘conversations’
linking into the TH.

Conversations that- Conversations that- No
stop in sound.

So usually, most people would link this but
I don’t.

I don’t link it with a Flap T. I sort of re-emphasize.

Why do I do that?

Don’t know. Doesn’t matter.

Usually, we’ll link things with a Flap T when
the next word begins with a vowel, we’ll link

that ending word.

We’ll link that ending sound, rather.

When a word ends in a vowel or diphthong plus
T and the next word begins with a vowel or

diphthong, just like up here with ‘lot of’,
we so often flap that T.

Every once in a while, we don’t.

I’m emphasizing ‘I’ by putting a little break.

I’m emphasizing that.

I have- I have these conversations with the people–

That I have with people-

So even though I don’t connect with a Flap
T, it’s still petty smooth.

There’s not a big break there.

That I have with people- So I have.

‘Have’ is more stressed but ‘I’ is also a little bit longer:

That I have with people-

have with people- have with people-

These sounds are all connected.

The V right into the W, the TH right into the
P. No break here.

People-

This word can be tough for some people.

Haha.

‘People’ can be tough for people.

Okay, so the pronunciation is P, the EE as
in She vowel in the stressed syllable, and

then the Dark L, pll- pll- pll- in the unstressed
syllable.

A lot of people want to round their lips a
little bit.

They substitute that in for the Dark L. Try
to make sure your lips are relaxed for this sound.

People.

Ull, ull, ull, ull.

You want the back of the tongue to be doing
the work for this sound.

people- people- people-

Is I’ll be like- Is I’ll be like- Is I’ll
be like- Okay so this is all pretty mumbled.

IS, the word ‘is’ has a Z sound so that links
into the next sound: Is I’ll be like-

So the word ‘I’, the words ‘I will’ contract to ‘I’ll’

but it’s hardly every pronounced that way.

It’s almost always reduced to something like:
all, all, all.

Which sounds like ‘all’ said quickly.

All, all.

Is I’ll- Is I’ll- Is I’ll-

Is I’ll be like- Is I’ll be like- Is I’ll be like-

Is I’ll be like- Is I’ll be like- The word
‘be’ said really quickly.

It’s almost like there isn’t a vowel there.

Be like- be like- be like- Is I’ll be like–

So this is all lower in pitch, a little flatter, it comes across pretty unclear.

So we have sets of words like this, strings
of words like this in American English that

are less clear, certainly less fully pronounced
and that provides contrast with the clearer

stressed syllables like ‘I have’.

And that contrast is important in American
English.

Is I’ll be like “Oh, I read about.”

Oh, I read about.

So here, I’m slowing down.

I’m speaking really clearly because I’m quoting
myself.

I’m not just talking.

I’m saying something that I had said.

When we say: I’ll be like- ‘Like’ is another
way to say ‘she said’ so ‘I’ll be like’ is

‘I’ll say’ or if you’re talking about a woman,
you can say: And then she was like ‘No way!’.

That would be the equivalent of saying: And
then she said ‘No way!’.

So we use the word ‘like’ sometimes in storytelling
as a substitute for ‘said’.

I’ll be like- I’ll say or I said.

‘And she was like’ is like saying ‘and she said’.

Oh, I read about.

Okay so more clear, longer words, ending D
links into beginning schwa of ‘about’.

Everything is nice and connected.

I do a True T here.

Again, I’m speaking more clearly.

I’m not just talking, I’m quoting myself so
I have to make it seem different.

And that’s why it’s all a little bit more
clear that just normal conversation.

Is I’ll be like “Oh, I read about.”

But I didn’t actually read the actual thing.

But I didn’t actually read- I put a little
break here separating thought groups.

But I didn’t actually read the actual thing.

I do that for emphasis.

It’s funny. I’m talking about reading something but I
didn’t read it.

I just read one sentence about it.

But I didn’t actually read- ‘Read’, much longer,
the most stressed word there.

But I didn’t actually read- But I, but I,
but I- This is like I was saying before, usually

when a word ends in a T and the sound before
is a vowel or a diphthong, and the next word

begins with a vowel or diphthong, we flap
that to make a smooth connection.

But I, but I, but I-

But I didn’t actually- Didn’t actually- It
sounds to me like I’m stop, I’m dropping the T.

There’s no sense of a stop here: didn’t actually- So ending N is linking into the next vowel.

na- na- didn’t actually- actually-

I didn’t actually-

Actually.

So this word can be four syllables: actually.

Or it can be three: actually.

I think three syllables is a little bit more common.

It’s a little easier, that’s what I have done.

Ac- tually- In IPA, I would write it like this.

Stress on the first syllable: Ac- tuall- and
then I’ll probably write that with the schwa.

Actual- ly- Actually.

Actually.

The ending E links right into the next sound,
the consonant R. Actually read- Actually read-

So everything is smoothly connected.

actually read- actually read- actually read
the actual thing.

The actual thing.

So I’m stressing this quite a bit.

I’ve slowed down: The actual thing.

Those two syllables have some stress.

The word ‘the’ pronounced with the EE vowel.

We typically do that when the next word
begins with a vowel or diphthong.

Otherwise, we pronounce it as the schwa: the.

But here, it’s ‘thee’.

The actual- The actual- and it links right
into the next word.

The actual thing.

And as I’m saying that, Laura says: The actual about.

I can’t quite tell because I’m speaking at
the same time but I think she might be doing a schwa.

The actual.

That’s pretty normal too.

I mean the rule is if the next word begins
with a vowel or diphthong, you pronounce this

E as the EE vowel but I’ve noticed Americans
certainly don’t always do this.

The actual about.

Actual about.

Linking those two words together.

L about- l about- The actual about.

And then she puts a Stop T at the end. She does not release that.

The actual about.

I read the headline.

Okay, what are the two most stressed syllables there?

I read the headline.

So the words that are usually the ones that
are stressed in a sentence are the nouns,

verbs, adjectives, and adverbs.

They don’t always have equal stress but those
are the words that are content words, that

are usually the ones that are these longer,
more clear words.

So everything in this four-word thought group
is linked together, said very smoothly, always

a forward motion of the voice, not choppy at all.

I read the headline.

The word ‘the’ pronounced with the schwa,
the next sound is a consonant.

We do pronounce the H in this word.

I read the headline.

Or I read the 1-sentence blurb-

Or I read the 1-sentence- I put a little break
here while I’m thinking of what word to say.

The word ‘or’. This often reduces to ‘ur’.

Ur- ur- ur I read- ur I read- I don’t reduce it here.

Or. Or I read the- Or.

So the word ‘Or’ is the AW as in Law sound
followed by R when it’s not reduced.

But the AW sound really changes here.

It’s not the AW, it becomes oh, oh, oh, much
more closed.

The lips round further.

The tongue pulls further back in the mouth.

Or, or, or.

Or- Or- Or I read the 1-sentence-

Or I read the 1-sentence-

‘Read’ and ‘one’ get the most stress there.

Everything is linked together.

Let me spell out the word ‘one’ here.

This letter is a vowel.

But the word, the sounds, are these in IPA.

These are the sounds.

So whenever we’re talking about rules like
with Flap Ts or this kind of thing or the

pronunciation of the word ‘the’, we’re never talking about letters, we’re always talking about sounds.

So the beginning sound of this word is a consonant.

That means the rule is this would be pronounced
with the schwa, not an EE vowel.

The one- the one- not: thee one- thee one-
the, the, the, the one.

The one-sentence.

The one-s. The one-s. The one-sentence.

One-sentence. Let’s talk about this word for a second.

Sentence.

What’s happening with that T?

Sent-ence.

I’m making it a Stop T. The rule is when the
T is in a sequence of T, schwa, N, that it’s

a Stop T. That’s what I’m doing here.

Sent- stop the air, really quickly just hold
it for a second, sent- ence.

Sent- ence. ence. ence.

Sent- ence.

Other words like this: Mountain.

Kitten.

Fountain.

Curtain.

I have a video where I go over this a little
bit more in detail, you can search on YouTube,

Rachel’s English Mountain.

And it should come up.

Sentence.

One-sentence.

One-sentence blurb that…

So now I say: Blurb that- and that’s one thought group.

I’m thinking of exactly what to say.

blurb that… blurb that…

So I might normally reduce the word ‘that’
to the schwa but I don’t here because I’m

thinking about what to say so I’m speaking
a bit more slowly.

Blurb that- So that keeps its full AH vowel,
it does have a Stop T. Blurb that- Blurb that-

So here we have an R, a B, a TH.

Three consonants in a row.

Blurb that- I don’t release the B. B is a
stop consonant just like T.

The lips come together, that stops the air.

And then they release: bb-bb-

But we often don’t release stop consonants
in conversation especially when the next sound

is another consonant.

So my lips come together, I make the B sound: blurb-

But then, rather than releasing, I go right into the TH sound.

Blurb that- Blurb that- Blurb that- Blurb
that-

Blurb that- Blurb that- Blurb that-

That…
Yeah.

That. Yeah. Laura says ‘yeah’.

Up down shape of stress, she knows what I’m going to say, she agrees with me, she probably does it too.

Yeah.

Facebook posts with the headline.

So more stress on ‘face’ and ‘head’.

‘Posts’, this is a verb and I said that nouns,
verbs, adjectives, and adverbs are the words

that are usually stressed.

But not all of them will be stressed everytime.

Facebook posts with the headline.

That would be too much.

So even content words are sometimes not stressed
compared to the stressed words in a sentence.

Facebook posts with the headline.

So here we have STS.

I do make all of those sounds.

Posts.

Posts with the headline.

Facebook posts with the headline.

With the headline.

So I said before when we have the same sound
at the beginning and ending of a word that

links together, two words that link together
that we make one sound.

So ‘with’ is usually pronounced with an unvoiced
TH, ‘the’ is usually pronounced with a voiced TH.

When these two words come together, which
happens pretty frequently, the unvoiced sound wins.

It’s stronger. With the- with the- with the headline.

With the headline.

With the- with the- with the- with the-

So its like taking the word ‘with’ and just
putting a schwa at the end.

with the- with the- with the headline.

Facebook posts with the headline.

With the headline.

The D sound in ‘headline’.

D just like T, just like B, is a stop consonant.

Here, it’s followed by another consonant.

And when stop consonants are followed by consonants,
they’re very often not released.

So it’s not headline.

Head. Head. D, d, d- we don’t release the tongue.

Headline.

We say: headline.

So we put our tongue up into position for
the D, we make a quick D sound,

but rather than releasing, we go right into the L sound.

Headdddline.

Headline.

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

I feel like that’s a lot of the conversations
that I have with people, is, I’ll be like,

“oh, I read about…”.

Yeah.

But I didn’t actually read the actual thing.

The actual about.

I read the headline. Or I read the one-sentence blurb that…

Yeah.

Facebook posts with the headline.

That analysis is really fun and helpful, right?

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

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

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

Join my online school Rachel’s English Academy.

There, you will find tons of Ben Franklin
speech analysis videos just like this one

that you can’t get anywhere else.

They’re longer, they cover more conversation,
and I add more each month.

You have to have the interest, you have to
make the time to watch the videos, to work

with the audio.

Can you do this?

To help you get in the door, to help you get
started, I’m offering a discount for the month

of January.

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

Use the code start2018 at check out.

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

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

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

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

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

But you can cancel at any time.

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

So get this deal and in 2008, get the accent
you want.

More fluency, more ease in American conversation.

你们喜欢本富兰克林的视频。

它们是您提高
听力理解和学习

在说英语时听起来更自然的技巧的最佳方法之一，
例如使用特定的缩减。

今年 1 月，您将收到五个全新的
Ben Franklin 视频，我们将在其中全面

分析真实的美国英语对话。

今日话题：阅读头条。

让我们开始这个分析。

首先，整个对话。

我觉得这
是我与人们进行的很多对话，我会说，

“哦，我读到了……”。

是的。

但我并没有真正阅读实际的东西。

实际约。

我读了标题。或者我读了一句话……

是的。

带有标题的 Facebook 帖子。

现在，分析。

在这个小小的对话中，我的朋友
劳拉和我正在谈论我们是如何

养成不实际阅读文章的坏习惯的。

我们只会阅读标题和一秒钟的
摘要，然后我们会谈论它，“哦，

我读到了……等等等等”，即使
我们实际上并没有阅读这篇文章。

你也有罪吗？

我觉得这是我与人们进行的很多对话
——

好吧，这是一个很长的小组，
我说得很快。

但即使我是，我仍然在说一些
话更长。

它们
的长度增加了一点，但体积也增加了一点。

而且他们的音调会高一点，他们
会有uuuhhh——这个形状。

让我们尝试确定它们是什么。

我觉得这是我与人们进行的很多对话

我觉得-

我感觉很多 - 让我们从那里开始吧。

我觉得这很多-

“感觉”和“很多”有点长，它们有

音量和压力音高的峰值。

让我们再听听那个小句子部分，
那个小句子片段。

我觉得那是很多-

所以即使我们说话

很快，在美式英语中，我们仍然有
更长的音节，这

对于美式英语的清晰度非常重要。

我有一些学生知道美国人
说得很快，他们也想这样做。

但是感觉太匆忙了，
原因是因为它在更快的音节中没有这些更长的

单词或音节。

我们也必须有长的。

我觉得那是很多-

好吧，让我们多听一点，看看

我们听到的还有什么，因为
时间更长一点，压力更大一点？

我觉得这
是我与人进行的很多对话——

我与人进行的

对话——Conversa——所以这个音节压力更大，

更长一点：
我与人的对话——

“有 ‘这里的压力更大，时间更长一些。

我与人的对话——我与人

的对话——

我与人的对话
是，我会说“哦，我读到了……”

我与人的对话是，
我会比如“哦，我读到了……”

所以这些对我来说是最长、最清晰的
音节，而且很多其他的音节

都说得很快。

有减免吗？

我们回去看看。

我觉得这是我与人们进行的很多对话

让我们看第一个句子片段。

嗯。发生了什么？

因此，这不是简化，而是当我们将两个单词放在一起时，当一个单词以

与下一个单词开头的相同声音结尾时，它是一个链接
。

我们不说“感觉……像”，但我们说“感觉像”。

我们将它们与单个 L 连接起来。我觉得–我觉得那是很多–

我觉得-我觉得-我觉得那是很多–

另一件事，所以我们在这里有链接的 L .

我注意到的另一件事是嗯，
这里的语调有多高。

我觉得——我觉得，感觉——那是相当高的
，我想我只是这样做是因为

它有点有趣，所以这给声音带来了更多的
情感和能量，从而

使音调更高。

好的，所以一切都联系在一起。

我觉得那是- K 直接进入 TH 声音，
TS 聚集到 schwa 中：tsa-

那是 a- 那是 a- 那是 a-

然后我们有“很多”。

现在我不清楚，“of”这个词会以这种方式完全发音，

我肯定会把它简化为 schwa。

我不太确定我是否放弃了 V，它说得很快。

你绝对可以把V放在这里。

很多 - 很多 - 然后你只需
使用 schwa 来连接 ‘lot’ 和 ‘the’ 并且

这里的 T 将变成一个 Flap T，只有一个单瓣
靠在上颚，因为

它位于两个元音之间 .

而“很多”这个小三字短语
非常常见。

所以现在就跟我一起练习吧：很多——很多——很多——很多——

非常平滑、向前流动的声音。

很多 - 很多 -

我与人们进行的很多对话 - 我与人们进行的对话。

好的，所以 schwa ‘of the’ 直接
进入 C，这里没有休息。

对话那个-

“那个”这个词，我减少了那个。

元音有 schwa。

我与人们的对话-

好的，我在这里做一些有趣的
事情。

嗯，首先，“对话”的 Z 音
连接到 TH。

对话那- 对话那- 没有
停止的声音。

所以通常，大多数人会链接这个，但
我没有。

我没有将它与 Flap T 联系起来。我有点再次强调。

我为什么要这样做？

不知道。没关系。

通常，当下一个单词以元音开头时，我们会将事物与 Flap T
链接，我们将链接

该结尾词。

相反，我们将链接那个结束声音。

当一个单词以元音或双元音加 T 结尾，
而下一个单词以元音或双元音开头时

，就像这里的“很多”一样，
我们经常会拍打那个 T。

每隔一段时间，我们不会。

我通过稍作休息来强调“我”。

我要强调这一点。

我有 - 我和人们有过这些对话 -

我和人们有过 -

所以即使我没有与
Flap T 连接，它仍然很顺利。

那里没有大的休息。

我和人在一起——所以我有。

“拥有”的压力更大，但“我”也更长一点：

I have with people- That I have with people-

have with people- have with people-

这些声音都是相互关联的。

V 右入 W，TH 右入
P。这里没有休息。

人——

这个词对某些人来说可能很难。

哈哈。

“人”对人来说可能很难。

好的，所以发音是 P，
重读音节中的 She 元音中的 EE，然后是非重读音节中

的 Dark L，pll- pll-
pll-。

很多人都想把嘴唇变圆
一点。

他们用它代替了 Dark L。
试着确保你的嘴唇在听到这种声音时放松。

人们。

呃，呃，呃，呃。

你想让舌头的后部
为这个声音做功。

人- 人- 人-

我会像- 我会像-
我会像- 好的，所以这一切都是含糊不清的。

IS，“is”这个词有一个 Z 音，因此可以连接
到下一个音：Is I’ll be like-

所以“I”这个词，“I will”这个词收缩为“I’ll”，

但几乎不是每个那样发音。

它几乎总是被简化为：
全部，全部，全部。

听起来“全部”说得很快。

全部，全部。

我会- 我会- 我会-

我会像- 我会像- 我会像- 我会像- 我会像- 我会像-

我会像- 我会像-
‘be’ 这个词说得很快。

几乎就像那里没有元音一样。

像- 像- 像- 我会像–

所以这一切的音调都更低了，有点平淡，听起来很不清楚。

所以我们有这样的单词集，
像这样的单词串在美式英语

中不太清晰，当然也不太完全发音
，并且与更清晰的

重读音节（如“I have”）形成对比。

这种对比在美式
英语中很重要。

我会像“哦，我读到过”。

哦，我读过。

所以在这里，我放慢了速度。

我说得很清楚，因为我在引用
自己的话。

我不只是在说。

我说的是我说过的话。

当我们说：I’ll be like - ‘Like’ 是
说 ‘she said’ 的另一种方式，所以 ‘I’ll be like’ 是

‘I’ll say’ 或者如果你在谈论一个女人，
你可以说：然后她就像’不可能！'。

这相当于说：
然后她说“不可能！”。

所以我们有时在讲故事时使用“喜欢”这个词
来代替“说”。

我会像 - 我会说或我说。

“她就像”就像在说“她说”。

哦，我读过。

好吧，这样更清楚，更长的词，结尾 D
链接到“关于”的开头 schwa。

一切都很好并且相互联系。

我在这里做一个真正的T。

再一次，我说得更清楚了。

我不只是在说，我在引用自己的话，所以
我必须让它看起来不同。

这就是为什么这一切
都比正常的谈话更清楚一些。

我会像“哦，我读到过”。

但我并没有真正阅读实际的东西。

但我实际上并没有阅读——我
在这里稍作休息，将思想组分开。

但我并没有真正阅读实际的东西。

我这样做是为了强调。

这很有趣。我说的是读一些东西，但我
没有读过。

我刚刚读了一篇关于它的文章。

但我实际上并没有阅读——“阅读”，更长的时间
，那里最重音的词。

但是我实际上并没有阅读-但是我，但是我，但是我-
就像我之前所说的那样，通常

当一个单词以T结尾并且前面的声音
是元音或双元音时，下一个单词

以元音或双元音，我们拍打
它以形成平滑的连接。

但是我，但是我，但是我-

但是我实际上

没有在这里停止：实际上并没有 - 所以结尾 N 连接到下一个元音。

na-na-实际上

没有-实际上-我实际上没有-

我实际上

没有-我实际上没有-

实际上。

所以这个词可以是四个音节：实际上。

或者它可以是三个：实际上。

我认为三个音节更常见一些。

这有点容易，这就是我所做的。

实际上，在 IPA 中，我会这样写。

重读第一个音节：Actuall-
然后我可能会用 schwa 来写。

实际上-实际上-实际上。

实际上。

结尾 E 直接连接到下一个声音
，辅音 R。实际阅读-实际阅读-

所以一切都顺利连接。

实际阅读-实际阅读-实际
阅读实际内容。

实际的东西。

所以我非常强调这一点。

我放慢了速度：实际的事情。

这两个音节有些重音。

单词“the”发音为 EE 元音。

当下一个单词
以元音或双元音开头时，我们通常会这样做。

否则，我们将其发音为 schwa：the。

但在这里，是“你”。

实际的-实际的-它直接链接
到下一个单词。

实际的东西。

正如我所说，劳拉说：实际情况。

我不太清楚，因为我同时在说话，
但我认为她可能在做 schwa。

实际上。

这也很正常。

我的意思是规则是如果下一个单词
以元音或双元音开头，您将这个

E 发音为 EE 元音，但我注意到美国人
当然并不总是这样做。

实际约。

把这两个词连在一起。

L about- l about- 实际的关于。

然后她在最后放了一个Stop T。她没有释放那个。

实际约。

我读了标题。

好的，那里最重的两个音节是什么？

我读了标题。

因此，通常
在句子中重读的词是名词、

动词、形容词和副词。

它们并不总是具有相同的压力，但
那些是内容词，

通常是那些更长、
更清晰的词。

所以这四个字的思想组里的一切
都是连在一起的，说的很

流畅，声音总是向前的，一点也不波涛汹涌。

我读了标题。

单词“the”与 schwa 发音
，下一个声音是辅音。

我们确实在这个词中发音 H。

我读了标题。

或者我读了 1-sentence 简介-

或者我读了 1-sentence-
我在考虑要说什么词的时候在这里稍作休息。

“或”这个词。这通常会简化为“ur”。

乌尔-乌尔-乌尔我读过-乌尔我读过-我不会在这里减少它。

或者。或者我读了- 或者。

因此，“Or”这个词是法律中的 AW 声音
，当它没有减少时，后面跟着 R。

但是这里的 AW 声音真的发生了变化。

这不是AW，它变得哦，哦，哦，
更加封闭。

嘴唇更圆了。

舌头在嘴里拉得更远。

或者，或者，或者。

或者- 或者- 或者我读了 1-sentence-

或者我读了 1-sentence-

‘Read’ 和 ‘one’ 那里的压力最大。

一切都联系在一起。

让我在这里拼出“一个”这个词。

这个字母是元音。

但是这个词，声音，是国际音标中的这些。

这些是声音。

因此，每当我们谈论
诸如 Flap Ts 之类的规则或此类事物或

单词“the”的发音时，我们从不谈论字母，我们总是谈论声音。

所以这个词的开头声音是辅音。

这意味着规则是
用 schwa 发音，而不是 EE 元音。

一-一-非：你一-你一-
那个，那个，那个，那个。

单句。

那些。那些。单句。

一个句子。让我们先谈谈这个词。

句子。

那个T是怎么回事？

句子。

我将它设为 Stop T。规则是当
T 在 T、schwa、N 的序列中时，它就是

一个 Stop T。这就是我在这里所做的。

发送- 停止空气，真的很快，只需
保持一秒钟，句子。

句子。恩斯。恩斯。

句子。

像这样的其他词：山。

小猫。

喷泉。

窗帘。

我有一个视频，我会
更详细地介绍一下，你可以在 YouTube 上搜索，

Rachel’s English Mountain。

它应该出现。

句子。

一个句子。

一句话说明…

所以现在我说：说明-这是一个思想组。

我在想到底该说什么。

模糊那个……模糊那个……

所以我通常可以将“那个”这个词简化
为 schwa，但我不在这里，因为我正在

考虑该说什么，所以我说得
慢了一点。

Blurb that- 保持完整的 AH 元音，
它确实有一个 Stop T。Blurb that- Blurb that-

所以这里我们有一个 R，一个 B，一个 TH。

连续三个辅音。

模糊-我不释放B。B
就像T一样是停止辅音。

嘴唇合在一起，停止空气。

然后他们释放： bb-bb-

但我们通常不会
在对话中释放停止辅音，尤其是当下一个声音

是另一个辅音时。

所以我的双唇合拢，我发出 B 音：blurb-

但是，我没有释放，而是直接进入 TH 音。

模糊那个

模糊那个- 模糊那个- 模糊那个- 模糊那个- 模糊那个- 模糊那个-
那…
是的。

那。是的。劳拉说“是的”。

上下压力，她知道我要说什么，她同意我的看法，她可能也这样做了。

是的。

带有标题的 Facebook 帖子。

所以对“脸”和“头”的压力更大。

“帖子”，这是一个动词，我说名词、
动词、形容词和副词

是通常重读的词。

但并非所有人都会每次都受到压力。

带有标题的 Facebook 帖子。

那太多了。

因此
，与句子中的重读词相比，即使内容词有时也不会被重读。

带有标题的 Facebook 帖子。

所以这里我们有 STS。

我确实会发出所有这些声音。

帖子。

带有标题的帖子。

带有标题的 Facebook 帖子。

与标题。

所以我之前说过，当我们
在一个连接在一起的单词的开头和结尾有相同的声音时

，两个连接在一起的单词
我们发出一个声音。

所以“with”通常用清音
TH 发音，“the”通常用浊音 TH 发音。

当这两个
词经常出现时，清音获胜。

它更强。与-与-与标题。

与标题。

With the- with the- with the- with the-

所以这就像用“with”这个词，然后
在最后加上一个 schwa。

with the- with the- 与标题。

带有标题的 Facebook 帖子。

与标题。

“标题”中的 D 音。

D就像T一样，就像B一样，是一个停止辅音。

在这里，它后面跟着另一个辅音。

当停止辅音后面跟着辅音时，
它们通常不会被释放。

所以不是头条。

头。头。 D，d，d-我们不释放舌头。

标题。

我们说：标题。

所以我们把舌头放在
D 的位置上，我们快速地发出 D 音，

但我们没有松开，而是直接进入 L 音。

头条线。

标题。

让我们再听一遍整个
对话。

我觉得这
是我与人们进行的很多对话，我会说，

“哦，我读到了……”。

是的。

但我并没有真正阅读实际的东西。

实际约。

我读了标题。或者我读了一句话……

是的。

带有标题的 Facebook 帖子。

这种分析真的很有趣也很有帮助，对吧？

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

但如果你准备好更进一步、
更大，我将在今年 1 月向你提出挑战，以对你的英语学习

做出新的承诺开始新的一年
。

加入我的在线学校 Rachel 的英语学院。

在那里，您会发现大量
像这个一样的本富兰克林语音分析视频，这

是您在其他任何地方都无法获得的。

它们更长，涵盖更多对话，
而且我每个月都会添加更多内容。

你必须有兴趣，你必须花
时间看视频，

处理音频。

你能做这个吗？

为了帮助您入门，帮助您
入门，我提供

1 月份的折扣。

您只需 5 美元即可获得该学院的第一个月
。

结账时使用代码 start2018。

费用通常是每月 14 美元，这
对你所获得的东西来说是一笔小钱：工具和

自学支持，让
你的声音变得真正不同。

如果您注册并且此方法对
您没有帮助，没问题。

只需在 30 天内给我发电子邮件，您将
获得全额退款。

这是一个订阅，您将
每月收取持续访问所有内容的费用。

但您可以随时取消。

只需给我发电子邮件，我会为你做到这一点
。

因此，获得这笔交易，并在 2008 年获得
您想要的口音。

更流利，更轻松的美国对话。

ENGLISH CONVERSATION READING HEADLINES

我觉得这是我与人们进行的很多对话 #

我觉得这是我与人们进行的很多对话 #

我觉得这是我与人们进行的很多对话 #

我觉得这是我与人们进行的很多对话 #

我觉得这是我与人们进行的很多对话 #

我觉得这是我与人们进行的很多对话 #

我觉得这是我与人们进行的很多对话

我觉得这是我与人们进行的很多对话

我觉得这是我与人们进行的很多对话

我觉得这是我与人们进行的很多对话

我觉得这是我与人们进行的很多对话

我觉得这是我与人们进行的很多对话