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, dinner at a friend's house.
Let's get started with this analysis. First, the whole conversation.
The sauce is on the table. So we’ve got eggs and the rice.
And usually the som tum would, would have sticky rice with it,
but I couldn’t quite imagine eating this, with, without this kind of rice.
So I, we just went with it. Fluffy jasmine.
Ollie, what do you think of the food?
It’s definitely on point.
Now, the analysis.
The sauce is on the table. So we’ve got eggs and the rice.
The sauce is on the table.
What do you think are the two most stressed words there?
I hear ‘sauce’ and ‘table’.
The stressed syllable of ‘table’.
The sauce is on the table. The sauce is on the table. The sauce is on the table.
The other word just said very quickly. The word 'the' pronounced with the schwa:
the— the— the— the— the—
Said really quickly, low in pitch, less clear. It's not ‘the’ but: the— the— the—
This is how we pronounce function words in conversation.
The less important words.
This provides contrast with the stress words
which we want to be clear and longer and have an up-down shape of stress intonation in the voice.
The sauce— the sauce— is on the— is on the—
The sauce is on the table. The sauce is on the table. The sauce is on the table.
These three words linked together very quickly.
The ending Z sound links into the vowel: is— is on the—
the N consonant goes right into the TH sound with no break,
and again the word ‘the’ pronounced with the schwa very quickly.
Is on the— is on the— is on the—
So it's not: is on the— all of those are stressed and that's not right,
but it's: is on the— is on the— is on the— is on the—
A little mumbled, a little bit less clear, because they are function words.
‘Sauce’ and ‘table’, the two content words, are longer.
And all of the words and all of the sounds flow together smoothly with no jumps and pitch and no choppiness.
The sauce is on the table.
The sauce is on the table. The sauce is on the table. The sauce is on the table.
So we’ve got eggs and the rice.
So we’ve got eggs and the rice.
Okay, what is the most stressed there?
'Eggs’ and ‘rice’.
Both longer than the rest of the words.
So we've got the— So we've got the—
So we've got the— So we've got the— So we've got the—
So we've got the— So we've got the— So we've got the—
The vowel here is almost dropped, it's almost like we're just linking the S sound in.
So we've got the— so we've got the— so we've got the—
That helps to say this word more quickly in this string of words that are said so quickly.
So you've got the very quick V sound before the G
then we have a stop T.
So we don't say: got the— got the—
with a true T, but we say: got the— got the— got the—
where we stop the air really quickly in the throat.
This symbolizes the stop T.
The word ‘the’ here she pronounces it with the schwa.
The rule is that if the next word begins with a vowel sound, like this word,
that the E in 'the' is pronounced as the EE as in She sound. The— the— the—
But I’ve noticed that this is not a rule that Americans necessarily follow all the time.
The— the— the eggs— the eggs—
She says it with the schwa. It still sounds normal.
Nobody would hear that and think she mispronounced 'the'.
Eggs— Eggs— Eggs and the rice—
And the rice— and the rice—
‘And’ and ‘the’ between the two content words, we have two more function words which will be said more quickly.
The word ‘and’ is reduced: and the— and the— and the—
We drop the vowel, put it into the schwa vowel instead.
We drop the D altogether.
So schwa N. You don't need to try to make a schwa sound.
It just gets absorbed by the N. Just make the N.
Eggs and the— eggs and— eggs and— eggs and the rice— and the rice—
And the— and the— and the— and the— and the—
eggs and the rice— eggs and the rice— eggs and the rice—
Making this reduction helps us say this word really quickly and we want to do that because it's not
an important word, it's a function word. Those are less important.
The more important words are the content words
and we want the stressed syllable of the content words to be longer.
For example: rice— and the rice—
and the— and the— and the—
Those two words said much more faster than ‘rice’
where we take a little bit more time and we have the up-down shape of stress.
And the rice—
And the rice— And the rice— And the rice—
And usually the som tum would, would have sticky rice with it.
And usually— So here, she doesn't reduce the vowel. She keeps the full vowel but she does drop the D.
We almost never say the D unless we’re thinking or holding out the word 'and' for some reason.
Usually— us—
The stressed syllable there.
Usually the som tum would—
is the most stressed syllable of the sentence.
And usually—
usually— usually— usually—
Usually— So this word can be pronounced as four syllables: usually—
or more commonly, three syllables and that's what she does:
usually— usually— usually— usually—
Usually-- yoo--
So the JU as in Few diphthong stressed, usual—
The djz sound, schwa L, it's just a dark L sound. Usually—
And the ending IH vowel: usually— usually—
It's easier to pronounce this word as three syllables than four
so I suggest that you practice it this way and use this pronunciation: usually—
usually— usually— usually the som tum would have sticky rice with it.
The som tum— ‘The’ said quickly with the schwa,
then we have a couple words that are a little bit more stressed.
Of course this is not English, this is Thai, she's making a Thai dessert, I'm sorry a Thai salad here.
The word ‘would’, L is always silent.
Usually the som tum would have sticky rice with it—
would have sticky rice with it—
would have sticky rice with it—
So ‘stick’ the most stressed syllable there. Again, there's no L sound in the word ‘would’.
Would have— would have— would have sticky rice with it—
Would have— would have— would have sticky rice with it—
A Stop T at the end of ‘it’
so we stop the air in our throat: it- it- it- it-
and this abrupt end signifies the T.
Everything in this phrase is smoothly linked together.
The D goes right into the H sound.
She could have dropped to the H but she didn't. Would have— would have—
The V sounds smoothly right into the ST cluster,
the EE vowel right into the R, the S sound right next to the W.
Rice with— rice with—
And the ending TH links right into the beginning vowel IH: with it— with it— with it—
would have a sticky rice with it—
would have a sticky rice with it— would have a sticky rice with it— would have a sticky rice with it—
But I couldn’t quite imagine eating this—
But I couldn’t quite imagine eating this—
‘This’ the most stressed as she is pointing to something.
But I couldn't quite imagine eating this—
So she puts a little break here between ‘but’ and ‘I’.
If she didn't, she would have flapped the T: but I couldn't— but I— but I couldn't—
Since she doesn't, she puts a break separating these into two thought groups. We have a stop T: but I couldn't—
but I couldn't—
but I couldn't— but I couldn't— but I couldn’t quite imagine eating this
couldn't quite— couldn't quite—
You can link the ending N right into the K sound while dropping the T. Couldn't quite— couldn't quite—
Or you can make a little stop in your throat: couldn't quite— couldn't quite— to signify the T there.
Either one is okay, and just like with ‘would’, the L in ‘could’ is silent.
Both of these have the UH as in Push vowel. Would— could— couldn't--
but I couldn’t quite imagine eating this
but I couldn’t quite imagine eating this
Quite imagine— quite imagine— Here we have an ending T sound
linking into beginning vowel sound
and because the sound before the T was also a vowel or diphthong, it becomes a flap
which sounds like the D in American English.
It might sound like the R in your language, depending on the language.
Quite imagine— quite— The tongue just flaps once against the roof of the mouth:
Quite imagine—
Quite imagine— quite imagine— quite imagine eating this—
quiet imagine eating—
Another flap T here, because it comes between two vowel sounds. Eating— eating this--
Quite imagine eating this— Quite imagine eating this— Quite imagine eating this—
with, without this kind of rice.
with, without--
So she repeats herself, with,
she starts the word without, she pauses while she's thinking, then she says the full word: without— without—
Stop T at the end because the next word begins with a consonant.
This kind of rice—
‘This’ again, a little bit stressed because we're comparing. This—
This kind of rice with that kind of rice.
Because it's the word that we're using to compare: this, that, those, these.
It's a little stressed.
This kind of rice.
This kind of rice. This kind of rice. This kind of rice.
kind of rice. kind of rice.
The word ‘of’ often pronounced without a consonant but I do hear a light V sound here.
However, the word is said quickly: kind of rice— of- of- of- of-
It's a function word, it's not as important as the content words like ‘this’ and ‘rice’.
So it's a little bit more mumbled. It’s said very quickly.
Kind of rice.
Kind of rice. Kind of rice. Kind of rice.
Rice. Rice. Her intonation goes up a little bit at the end because she's going to keep going.
Making the intonation of her voice go up is a signal to us that she's not finished her sentence yet.
Rice. Rice. Rice.
So I, we. Just went with it.
So I, we. Just went with it.
So why-- she changes her mind, decides to say something different, we just went with it.
This is the end of her thought and at the end of her thought, her voice trails off a little bit
and we get a little bit less air in it.
So the last word sounds like this: went with it-- went with it--
We just went with it. We just went with it. We just went with it.
This is called a popcorn quality and it comes in a lot at the ends of phrases in American English.
So we just went with it.
Let's talk about the pronunciation of ‘we just went with it’.
We have an ST cluster followed by a consonant. In this case, we almost always drop the T sound. She does.
So instead of: just went— It's: just went— just went— just went—
Right from the S sound into the W sound.
We just went with it. We just went with it. We just went with it.
Went. Went with it. Went with it.
Stop sound, we have a nasal N sound which we stopped in the throat: went. Went. Went.
That signifies the stop T. With it.
Everything links together. T links into the IH vowel and we have another stop T because it's a T at the end of a phrase.
We just went with it.
We just went with it. We just went with it. We just went with it.
The phrase ‘to go with something’ means to go ahead with something, with an idea, or with the situation,
even if it's not what you originally imagined.
So she's saying this is not the kind of rice she would usually imagine with this dish,
but because of another dish, she decided to just go with it.
We just went with it, she says.
We just went with it.
It shows flexibility, being able to 'go with the flow', to use another idiom.
So if something comes up that's unplanned or unusual for you,
but you move forward anyway, then you can say: you know what? I'm just going to go with it.
Or in the past tense: I just went with it.
We just went with it. We just went with it. Fluffy jasmine.
Fluffy jasmine.
Now, someone else is talking in the background. It's a little hard to hear, but these are two two-syllable words
with stress on the first syllable. Fluffy jasmine.
Fluffy jasmine.
All linked together, all part of the same thought group where we have one steady line of intonation, of pitch.
Fluffy jasmine.
Nothing choppy, nothing broken up, this is important in American English.
Fluffy jasmine. Fluffy jasmine. Fluffy jasmine.
Ollie, what do you think of the food?
Ollie, what do you think of the food?
This is me speaking here behind the camera.
Everything is linked together. Again, we have that smooth intonation.
Ollie, what do you think of the food?
These are the three most stressed words.
Ollie, what do you think of the food?
Ollie, what do you think of the food?
Ollie, what do you think of the food?
‘What do you’ becomes: wha dya— wha dya— wha dya—
So I drop the T, linked the vowel into the D of ‘do’. Wha dya—
And I've reduced the vowel here to the schwa in all three of these words: what do ya—
This helps me say them more quickly.
They all link together. What do you—
What do you— Try that with me. What do you—
So it's definitely not: What do you—
That's way too well pronounced.
This is not how we pronounce function words like this.
Function words like these need to be lower in pitch, less clear, simplified mouth movements.
What do ya— what do ya— what do ya—
So that the stressed words pop out of the line more.
It is this difference, this contrast between the stressed words which are longer, clearer, louder, higher in pitch,
against these unstressed words.
It's this contrast that makes American English clear.
What do you think of the food?
What do you think of the food?
What do you think of the food?
What do you think of the food?
‘Of’ and ‘the’, two more function words together, said very quickly,
uh-- just the schwa, I don't pronounce the V sound at all,
‘the’ pronounced with the schwa: othe— othe— othe— othe—
It's not ‘of the’ but: othe—othe— othe—
This is how we pronounce this in conversation. Of the food—
What do you think of the food?
‘Think’ and ‘food’ both being clear and longer.
What do you think of the food?
What do you think of the food?
What do you think of the food?
It's definitely on point.
It's definitely on point.
'Def' and 'point'.
Most stressed words there, the word ‘it's’ is reduced, he doesn't really say a vowel,
he just makes the T S sound. It's definitely—
It's common to do this with the word: it's, that's, what's, and let's.
We just make the TS sound and attach it to the beginning of the next word.
It's definitely—
It’s definitely on point. It’s definitely on point. It’s definitely on point.
definitely— A little stop T in there: definitely—
because the next sound is a consonant. Definitely on point.
It’s definitely on point.
On point. And he doesn't really release the T. It's certainly not a true T.
On point. Point— nnnn---
A nasal N sound, little bit of an abrupt stop,
that's how we know it's a stop T. On point. On point.
This is an idiom. What does the phrase ‘on point’ mean?
It means perfect, really good, high-quality, excellent,
and I will say: I have this food and it was delicious.
Let's listen to the whole conversation one more time.
The sauce is on the table. So we’ve got eggs and the rice.
And usually the som tum would, would have sticky rice with it,
but I couldn’t quite imagine eating this, with, without this kind of rice.
So I, we just went with it. Fluffy jasmine.
Ollie, what do you think of the food?
It’s definitely on point.
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 checkout.
The fee is normally 14 dollars 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 2018, 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。
今天的话题，在朋友家吃饭。
让我们开始这个分析。 首先，整个对话。
酱汁在桌子上。 所以我们有鸡蛋和米饭。
通常som tum会，会有糯米，
但我无法想象吃这个，有，没有这种米饭。
所以我，我们就顺其自然。 蓬松的茉莉花。
奥利，你觉得食物怎么样？
这绝对是正确的。
现在，分析。
酱汁在桌子上。 所以我们有鸡蛋和米饭。
酱汁在桌子上。
你认为那里最重的两个词是什么？
我听到“酱”和“桌子”。
“table”的重读音节。
酱汁在桌子上。 酱汁在桌子上。 酱汁在桌子上。
另一个词说得很快。 “the”这个词用 schwa 发音：
the- the- the- the- the- 说得
很快，音调低，不太清楚。 不是“the”而是：the- the- the-
这就是我们在对话中发音虚词的方式。
不太重要的话。
这提供了与
我们想要清晰和更长并且在声音中具有上下形状的重音语调的重音词的对比。
酱汁——酱汁——在——在——酱汁在桌子上。 酱汁在桌子上。 酱汁在桌子上。
这三个字很快就连在一起了。
结尾的 Z 音与元音相连：is-is on
the- N 辅音直接进入 TH 音，没有间断，
并且单词“the”再次以 schwa 快速发音。
是在-----------
所以不是:-------所有这些都被强调了，这是不对的，
但它是:
----------------- 有点喃喃自语，有点不太清楚，因为它们是虚词。
“酱”和“桌子”这两个实词更长。
所有的单词和所有的声音都流畅地流动在一起，没有跳跃和音调，也没有波涛汹涌。
酱汁在桌子上。
酱汁在桌子上。 酱汁在桌子上。 酱汁在桌子上。
所以我们有鸡蛋和米饭。
所以我们有鸡蛋和米饭。
好的，那里最紧张的是什么？
“鸡蛋”和“米饭”。
两者都比其余的词长。
所以我们得到了——所以我们得到了——
所以我们得到了——所以我们得到了——所以我们得到了——
所以我们得到了——所以我们得到了——所以 我们得到了
——这里的元音几乎被去掉了，这几乎就像我们只是把 S 音连接进去。
所以我们得到了——所以我们得到了——所以我们得到了——
这有助于 在这串说得那么快的词中，说得更快。
所以你在 G 之前有非常快的 V 音，
然后我们有一个停止 T。
所以我们不会说： got the- got the-
with a true T，但我们说： got the- got the- got the ——
我们在喉咙里很快就停止了空气。
这象征着停止 T。
这里的“the”这个词她用 schwa 发音。
规则是，如果下一个单词以元音开头，比如这个单词，
那么“the”中的 E 发音为 EE，就像 She 音一样。
那个——那个——那个——但是我注意到这不是美国人必须一直遵循的规则。
那个——那个——那个鸡蛋——那个鸡蛋——
她用施瓦语说。 听起来还是很正常的。
没有人会听到这个并认为她读错了“the”。
Eggs- Eggs- Eggs and the rice-
And the rice- and the rice-
两个实词之间的‘and’和‘the’，我们还有两个虚词，说得更快。
“and”这个词被简化了：and the- and the- and the-
我们去掉了元音，把它放到了 schwa 元音中。
我们完全放弃了 D。
所以 schwa N. 你不需要尝试发出 schwa 的声音。
它只是被 N 吸收。只需制造
N。鸡蛋和鸡蛋和鸡蛋和鸡蛋和米饭和米饭
米饭——鸡蛋和米饭——鸡蛋和米饭——
进行这种减少有助于我们快速说出这个词，我们想要这样做，因为它不是
一个重要的词，它是一个虚词。 这些不太重要。
更重要的词是实词
，我们希望实词的重读音节更长。
例如：rice-and the rice-
and the-and the-and the-
这两个词比“rice”说得快得多
，因为我们需要更多的时间，而且我们有上下的压力形式。
还有
米饭——还有米饭——还有米饭——还有米饭——通常som tum会，会配上糯米。
而且通常——所以在这里，她不会减少元音。 她保留完整的元音，但她确实去掉了 D。
我们几乎从不说 D，除非我们出于某种原因正在思考或坚持“和”这个词。
通常——我们
——那里的重读音节。
通常 som tum would-
是句子中重读最多的音节。
而且通常——通常——通常——通常——通常——
所以这个词可以发音为四个音节：通常——
或更常见的是三个音节，这就是她所做的：通常——通常——通常——通常——通常——
哟——
所以 JU 就像 Few diphthong 强调，通常
—— djz 声音，schwa L，它只是一个暗 L 声音。 通常——
和结尾的 IH 元音：通常—— 通常——
这个词发音为三个音节比四个音节更容易，
所以我建议你这样练习并使用这个发音：
通常——通常——通常——通常 som tum 会发粘 米饭。
The som tum——“The”用 schwa 快速说，
然后我们有几个词有点重音。
当然这不是英语，这是泰语，她正在做泰式甜点，对不起，这里是泰式沙拉。
“会”这个词，L总是沉默的。
通常 som tum 会带有糯米——
会带有糯米——
会带有糯米——
所以“粘”在那里最重读的音节。 同样，“would”这个词中没有 L 音。
会——会——会吃糯米——
会——会——会吃糯米——
在“它”的末尾加一个Stop T，
这样我们就可以阻止喉咙里的空气：它-它-它
-it- 这个突然的结尾表示T。
这句话中的所有内容都流畅地连接在一起。
D直接进入H音。
她本可以降到H，但她没有。 会——会
—— V 音顺滑地进入 ST 簇
，EE 元音直接进入 R，S 音紧挨着 W。
Rice with- rice
with- 结尾的 TH 直接连接到起始元音 IH : 有它——有它——有它——
会有一个糯米饭——
会有一个糯米饭——会有一个糯米饭——会有一个糯米饭——
但我无法想象吃 这个——
但我无法完全想象吃这个——“
这个”她指着什么东西时压力最大。
但我无法完全想象吃这个——
所以她在“但是”和“我”之间放了一个小间隔。
如果她不这样做，她会拍打T：但我不能——但我——但我
不能——因为她没有，她把它们分成两个思想组。 我们有一个停靠站 T：但我
不能——但我不能——但我不能——但我不能——但我无法想象吃这个
不能完全——不能完全——
你 可以将结尾的 N 直接连接到 K 音，同时放下 T。couldtfully-couldtfully-
或者你可以在喉咙里稍作停顿：couldtfully-couldtfully-表示 T 那里。
任何一个都可以，就像'would'一样，'could'中的L是沉默的。
这两个都有 UH，如 Push 元音。 会——
可以——不能——但我无法想象吃这个
但我无法想象
吃这个 T 也是元音或双元音，它变成了一个瓣
，听起来像美式英语中的 D。
它可能听起来像您的语言中的 R，具体取决于语言。
相当想象——相当——舌头只是在上颚拍打一下：
相当想象——相当想象——相当想象——相当想象吃这个——
安静想象吃——
这里又拍T，因为它介于两个元音之间。 吃——
吃这个——想象一下吃这个——想象一下吃这个——想象一下吃这个——
有，没有这种米饭。
with, without--
所以她重复自己，with，
她开始单词without，她在思考的时候停顿了一下，然后她说出了完整的单词： without- without-
在结尾停止T，因为下一个单词以辅音开头。
这种米饭——又是
“这个”，有点紧张，因为我们在比较。
这——这种米饭配那种米饭。
因为这是我们用来比较的词：这个，那个，那些，这些。
这有点紧张。
这种米饭。
这种米饭。 这种米饭。 这种米饭。
一种米饭。 一种米饭。
“of”这个词通常不带辅音，但我确实在这里听到了轻微的 V 音。
不过，这个词说得很快：那种大米——of-of-of-
of- 是个虚词，不如‘this’和‘rice’这样的实词重要。
所以有点啰嗦了。 说得很快。
一种米饭。
一种米饭。 一种米饭。 一种米饭。
米。 米。 她的语调在结尾有点上升，因为她会继续前进。
提高她的语调是向我们发出的信号，表明她还没有说完。
米。 米。 米。
所以我，我们。 就随它去了。
所以我，我们。 就随它去了。
那么为什么——她改变主意了，决定说些不同的话，我们就顺其自然了。
这是她思想的尽头，在她的思想结束时，她的声音小
了一点，我们得到的空气少了一点。
所以最后一个词听起来是这样的：顺其自然——顺其自然——
我们只是顺其自然。 我们就随它去了。 我们就随它去了。
这被称为爆米花质量，它出现在美式英语短语的末尾。
所以我们就随它去了。
让我们谈谈“we just going with it”的发音。
我们有一个 ST 簇，后面跟着一个辅音。 在这种情况下，我们几乎总是放弃 T 音。 她会的。
所以不是：just going— 它是：just going— just going— just
going— 从 S 音到 W 音。
我们就随它去了。 我们就随它去了。 我们就随它去了。
去。 随它去了。 随它去了。
停止声音，我们有一个鼻音N，我们在喉咙里停止了：去。 去。 去。
这意味着停止 T. 与它。
一切都联系在一起。 T 链接到 IH 元音，我们有另一个停止 T，因为它是一个短语末尾的 T。
我们就随它去了。
我们就随它去了。 我们就随它去了。 我们就随它去了。
短语“to go with something”的意思是继续某事、一个想法或情况，
即使这不是你最初想象的那样。
所以她说这不是她通常想象的配这道菜的那种米饭，
但因为另一道菜，她决定就这样吃。
她说，我们只是顺其自然。
我们就随它去了。
它显示了灵活性，能够“顺其自然”，使用另一个成语。
因此，如果出现了对你来说是计划外或不寻常的事情，
但你还是继续前进，那么你可以说：你知道吗？ 我只是去吧。
或者用过去时：我就随它去了。
我们就随它去了。 我们就随它去了。 蓬松的茉莉花。
蓬松的茉莉花。
现在，有人在后台说话。 这有点难听，但这是两个两个音节的单词
，第一个音节有重音。 蓬松的茉莉花。
蓬松的茉莉花。
所有这些都联系在一起，属于同一个思想组，我们有一个稳定的语调和音高线。
蓬松的茉莉花。
没有波涛汹涌，没有破碎，这在美式英语中很重要。
蓬松的茉莉花。 蓬松的茉莉花。 蓬松的茉莉花。
奥利，你觉得食物怎么样？
奥利，你觉得食物怎么样？
这是我在镜头后面讲话。
一切都联系在一起。 再一次，我们有那种流畅的语调。
奥利，你觉得食物怎么样？
这是三个最重的词。
奥利，你觉得食物怎么样？
奥利，你觉得食物怎么样？
奥利，你觉得食物怎么样？
‘What do you’变成：wha dya——wha dya——wha dya——
所以我去掉了T，把元音连接到‘do’的D。 Wha dya——
我把这三个词中的元音都简化为 schwa：what do ya——
这有助于我更快地说出来。
它们都链接在一起。 你是什么——你
是什么——和我一起试试。 你是什么——
所以肯定不是：你是什么——
这太明显了。
我们不是这样发音虚词的。
像这样的虚词需要音调较低，不太清晰，简化嘴巴动作。
What do ya-what do ya-what do
ya- 使重读的词更加突出。
正是这种差异，这种更长、更清晰、更响亮、更高音调的重读词
与这些非重读词之间的对比。
正是这种对比使美式英语变得清晰。
你觉得食物怎么样？
你觉得食物怎么样？
你觉得食物怎么样？
你觉得食物怎么样？ '
of' 和 'the'，另外两个虚词，说得很快，
呃——只是 schwa，我根本不发 V 音，'
the' 用 schwa 发音：othe- othe- othe-
othe- 不是'of the' 而是：othe-othe- othe-
这就是我们在对话中的发音方式。 关于食物
——你觉得食物怎么样？
“思考”和“食物”都清晰且更长。
你觉得食物怎么样？
你觉得食物怎么样？
你觉得食物怎么样？
这绝对是重点。
这绝对是重点。
“定义”和“点”。
那里最重音的词，“it's”这个词被减少了，他并没有真正说元音，
他只是发出 T S 的声音。 这绝对
是——用这个词来做这个很常见：它是，那是，什么是，让我们。
我们只是使 TS 发音并将其附加到下一个单词的开头。
这绝对是——
这绝对是正确的。 这绝对是正确的。 这绝对是正确的。
绝对—— 一个小停顿 T：绝对——
因为下一个音是辅音。 绝对到位。
这绝对是正确的。
在点上。 而且他并没有真正释放T。这肯定不是真正的T。
在点上。 Point——
nnnn—— 鼻音 N 音，有点突然的停顿，
这就是我们知道它是停顿 T 的方式。在点上。 在点上。
这是一个成语。 “在点”这句话是什么意思？
它意味着完美、非常好、高品质、优秀
，我会说：我有这个食物，而且很好吃。
让我们再听一遍整个对话。
酱汁在桌子上。 所以我们有鸡蛋和米饭。
通常 som tum 会，会有糯米，
但我无法想象吃这个，有，没有这种米饭。
所以我，我们就顺其自然。 蓬松的茉莉花。
奥利，你觉得食物怎么样？
这绝对是正确的。
这种分析真的很有趣也很有帮助。 对？
单击此处查看我的 YouTube 频道上的其他 Ben Franklin 视频。
但如果你准备好走得更远、更大，
我会在今年一月向你提出挑战，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，瑞秋的英语学院。
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。
您必须花时间观看视频，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。
在结帐时使用代码 start2018。
费用通常是每月 14 美元，这对你得到的东西来说是一种偷窃。
为自学带来真正改变的工具和支持。
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。
所以得到这笔交易，在 2018 年，得到你想要的口音！
更流利，更轻松的美国对话。