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Video tags
Subtitles
Russian
00:00:00
thanks for studying with me today guys i00:00:02
have a real treat we're going to do00:00:04
another learn english with tv lesson in00:00:07
this video we're taking a little clip00:00:09
from grey's anatomy now in this scene00:00:11
one of the characters is apologizing00:00:14
have you ever had to apologize for00:00:15
something we'll study how she does it00:00:17
and then of course we'll also study all00:00:19
the ins and outs of pronunciation00:00:21
reductions stress things like flap t's00:00:24
by studying this way a full in-depth00:00:27
analysis it will really help you with00:00:29
your listening comprehension when it00:00:31
comes to tv movies or real life and it00:00:34
will also help you sound more natural00:00:35
when speaking american english it's00:00:37
amazing what we can learn by studying00:00:39
even just a small bit of conversation00:00:46
do you watch grey's anatomy i used to00:00:48
watch it back when i was more of a tv00:00:50
watcher and i was really surprised when00:00:52
i went online to look for scenes and i00:00:54
found it is still going on i think it's00:00:56
like the 15th season or something so i00:00:59
call this kind of exercise a ben00:01:01
franklin exercise it starts with us just00:01:04
watching the scene then together we'll00:01:06
do the full pronunciation analysis i'll00:01:08
make sure you understand everything00:01:10
that's happening and how things are00:01:12
being pronounced let's go ahead and get00:01:14
started with the scene00:01:17
i'm sorry00:01:19
i just saw a meredith00:01:22
jackson left without talking to you you00:01:24
just left00:01:26
i wish i could blame this on him but i00:01:28
told link about you before i even knew00:01:32
jackson left00:01:33
and i was really kind of awful to owen i00:01:36
was really00:01:38
i was very awful to owen00:01:48
jackson left00:01:50
and now the analysis00:01:52
i'm sorry i am sorry she uses the00:01:55
contraction i'm00:01:57
which would be written in ipa00:02:01
with the i diphthong i'm00:02:03
[Music]00:02:05
but she doesn't really say i does she00:02:07
it's more like00:02:09
i'm sorry i'm sorry00:02:12
i'm sorry00:02:13
i'm sorry00:02:15
i'm sorry00:02:16
i've definitely noticed this before in00:02:18
the i am contraction people will take00:02:20
just the m sound and link it on to the00:02:23
next word i'm sorry00:02:25
i'm sorry try that00:02:28
i'm sorry00:02:30
i'm sorry00:02:32
i'm sorry00:02:33
so it's a short little two-word thought00:02:35
group and the stressed syllable is sar00:02:39
sorry00:02:41
and then the voice falls in pitch as it00:02:43
comes off of that stressed syllable00:02:45
there are no skips or jumps everything00:02:47
is smoothly connected i'm sorry i'm00:02:50
sorry00:02:52
the ending unstressed syllable just a00:02:54
really quick e as in she vowel00:02:57
e00:02:58
e i'm sorry00:03:00
i'm sorry00:03:02
i'm sorry00:03:04
i'm sorry00:03:06
i just saw a meredith00:03:08
okay then we have a little forward00:03:10
thought group00:03:11
i just saw meredith00:03:14
what are the stressed syllables there00:03:17
i just saw meredith00:03:19
i just saw meredith00:03:22
i just saw meredith00:03:24
i00:03:25
just saw00:03:27
meredith00:03:29
just and mare are the most stressed00:03:31
syllables there now saw is a verb and00:03:34
that's a content word those are00:03:35
sometimes stressed00:03:37
but in a sentence with multiple content00:03:39
words they're not all going to have the00:03:41
same stress00:03:43
and i would say saw even though it's not00:03:45
reduced or anything like that it is00:03:48
lower in pitch compared to the other00:03:50
stressed syllables00:03:51
i just saw meredith all linked together00:03:54
smooth pitch changes no skips no breaks00:03:58
what about this t00:04:00
how does she pronounce that00:04:03
i just saw meredith00:04:05
i just saw meredith00:04:08
i just saw meredith00:04:10
she drops it it's common to drop the t00:04:12
between two consonants00:04:14
so here it comes between s and s and so00:04:17
actually these two words link together00:04:18
with just a single s sound just saw00:04:22
just saw00:04:23
just saw00:04:25
i just saw00:04:27
i just saw00:04:28
i just saw meredith00:04:30
i'm gonna stop here for a minute guys00:04:32
because i have something important to00:04:33
tell you really quick if you like this00:04:36
kind of analysis i'm going to do 1100:04:38
videos in a row starting june 18. it's00:04:40
the summer of blockbuster movies we're00:04:43
going to be learning english with movies00:04:45
and i'm going to make an extra free00:04:47
audio lesson to go with each video00:04:49
lesson if you want that you'll have to00:04:51
sign up i'm not going to bombard people00:04:53
with emails so i only want to send00:04:55
people these free downloadable audio00:04:57
lessons if you want them so if you want00:05:00
to study english with movies this summer00:05:03
follow this link here or in the video00:05:05
description below pass it on to your00:05:07
friends we're going to be doing this00:05:08
together it's going to be so fun i00:05:11
cannot wait to spend my summer with you00:05:14
okay now back to this analysis00:05:17
i just saw meredith00:05:19
meredith00:05:21
maridith make sure your tongue is not00:05:24
flapping for the r in meridith or00:05:27
sorry the tongue never flaps for the r00:05:32
in american english so it does not00:05:33
bounce against the roof of your mouth it00:05:35
should be pulled back a little bit the00:05:37
tip is pulled back a little bit within00:05:39
the mouth it's not touching anything00:05:41
sorry00:05:42
meridith00:05:44
and then the two unstressed syllables00:05:46
are lower in pitch00:05:49
and they have a different feeling a00:05:50
different shape than mare which has that00:05:52
up down shape now this does end in an00:05:56
unvoiced th sound tongue tip does come00:05:58
through the teeth for that meredith00:06:02
that can be a tricky sound for some00:06:04
people00:06:05
meredith00:06:07
a meredith00:06:09
a meredith00:06:12
jackson left without talking to you00:06:14
stressed syllables00:06:16
the stress syllable of the name00:06:17
jackson00:06:19
left without00:06:21
talking to you00:06:22
and the pitch goes up at the end because00:06:24
it's a yes no question00:06:27
and that is usually how we deal with the00:06:29
intonation with a yes no question it's00:06:31
how we show it's a yes no question00:06:34
jackson left without talking to you it's00:06:36
different than jackson left without00:06:38
talking to you00:06:39
pitch goes down that's a statement here00:06:42
pitch goes up it's a question00:06:45
jackson left without talking to you00:06:48
jackson left without talking to you00:06:50
jackson left without talking to you00:06:52
the letter o here is the schwa00:06:55
jackson jackson00:06:58
so you'll say that quickly with no jaw00:07:00
drop don't try to make a vowel there00:07:02
just s into n sound00:07:04
the schwa will happen on its own schwa00:07:06
gets absorbed by the n00:07:08
now what about this t i said we usually00:07:10
drop a t when it comes between two00:07:12
consonants here's the f consonant and00:07:14
here's the w consonant how does she00:07:16
pronounce that00:07:18
jackson left without00:07:20
jackson left without00:07:22
jackson left without she does release it00:07:25
with a very light true t00:07:28
so even these rules we usually do this00:07:30
they're not00:07:32
always there's always some exception00:07:34
that someone will make00:07:36
so she articulates that t00:07:38
jackson left without00:07:40
jackson left without00:07:42
jackson left without talking to you00:07:44
taw without talk we have a word that00:07:47
ends in a t the next word begins in a d00:07:49
in these cases we link with a single t00:07:52
and it is the true t this t starts a00:07:54
stressed syllable and whenever a t00:07:57
starts a stressed syllable that's not00:07:59
part of the tr cluster it is a true t00:08:03
without talking to you00:08:05
without talking to you00:08:07
without talking to you00:08:08
without talking without talking00:08:11
now are you noticing what's happening00:08:13
here00:08:14
it's not talking00:08:16
with the ng consonant she drops the ng00:08:20
consonant and instead makes it an n00:08:22
consonant talking00:08:24
talking talking00:08:26
talking to you00:08:28
talking to you00:08:30
talking to you00:08:31
talking to you00:08:33
talking00:08:34
to00:08:35
so she says talking00:08:36
but then what does she do with two how00:08:38
is this word pronounced00:08:41
fully pronounced it would have the true00:08:42
tea and the ooh vowel what do you hear00:08:46
talking to you00:08:47
talking to you00:08:49
talking to you00:08:50
talking00:08:54
it's actually reduced to just the schwa00:08:57
sound00:08:59
so00:09:00
sometimes we'll00:09:02
make it a true tea to00:09:04
and then the schwa we do that when the00:09:06
sound before is unvoiced00:09:08
sometimes we make it a flap t00:09:10
talking to talking00:09:12
the tongue bounces against the roof of00:09:14
the mouth and i have noticed sometimes00:09:16
when it comes after an n00:09:19
the t sound is dropped all together and00:09:21
it becomes just a schwa that links the00:09:23
words together so she goes straight from00:09:25
the n sound into the schwa and then00:09:27
right into the u diphthong00:09:30
talking you talking to you00:09:33
reductions like this reductions and00:09:35
linking it's just everywhere in spoken00:09:37
american english practically every00:09:39
sentence00:09:41
talking to you00:09:43
talking to you00:09:44
talking to you you just left00:09:47
you just left00:09:48
you just left what do you think is the00:09:50
stressed syllable in that thought group00:09:54
you just left00:09:56
you just left00:09:58
you just left00:10:00
he's just flattering pitch00:10:02
left that's where we get more energy in00:10:05
the voice and it does go up again00:10:08
because again it's a yes no question00:10:11
that makes it different from a statement00:10:13
he just left00:10:14
he just left00:10:16
he and just unclear lower in pitch lower00:10:19
in volume and what happens to this t00:10:23
you just left00:10:25
you just left00:10:27
you just left00:10:29
it's totally dropped comes between two00:10:31
consonants the s sound links right into00:10:34
the l sound he just he just he just he's00:10:36
just00:10:38
see how simply you can make that you00:10:39
don't want to use a lot of mouth00:10:41
movement because they're unstressed00:10:43
words we want to say them quickly so we00:10:45
simplify things he's just he just he's00:10:47
just00:10:49
you just left00:10:51
you just left00:10:53
you just left00:10:55
he just left and then we do have a very00:10:58
light release of a true t here00:11:01
we often release a true t when it's in a00:11:03
cluster here it's in the ft cluster00:11:06
unless it links into another word here00:11:09
it's the end of a thought group so that00:11:11
will generally be released with a light00:11:14
sound00:11:16
left00:11:17
left00:11:19
left00:11:21
i wish i could blame this on him but i00:11:23
told link about you before i even knew00:11:26
that's a long thought group00:11:28
there's a little bit of a lift here00:11:31
maybe between where i put the comma for00:11:33
grammatical purposes but it's a lot of00:11:35
words00:11:36
let's look at the first chunk00:11:38
what do you think are the stressed00:11:39
syllables00:11:40
there i wish i could blame this on him00:11:44
i wish i could blame this on him00:11:47
i wish i could blame this on him00:11:49
i00:11:50
wish i could blame this on him00:11:55
and the pitch going up signals i'm not00:11:57
done talking00:11:58
there's more i'd like to say00:12:00
remember these stressed syllables these00:12:02
longer syllables are our anchors in the00:12:05
sentence and we need those clearer00:12:08
stressed syllables in contrast to the00:12:11
unstressed syllables that are said much00:12:13
more quickly much more simply00:12:16
i wish i could blame this on him00:12:18
i wish i could blame this on him00:12:21
i wish i could blame this on him so i00:12:25
is lower in vocal energy lower pitch i i00:12:28
i wish00:12:30
i wish i i could i could i could00:12:34
these words also unstressed lower in00:12:36
pitch lower energy00:12:38
i wish i could00:12:40
i wish i could00:12:42
i wish i could blame this on him00:12:44
this and on also unstressed less clear00:12:48
this th is really unclear it's unv it's00:12:51
voiced00:12:52
and the voiced th in an unstressed word00:12:56
can be made without the tongue tip00:12:57
coming through blame this this this this00:13:00
it just touches behind the bottom or00:13:03
actually00:13:04
both the bottom and top teeth in the00:13:05
front00:13:06
this this this this doesn't have to come00:13:08
all the way through but00:13:10
i almost feel like she drops it that's00:13:12
how unclear it is blame this plainness00:13:15
on him blame this00:13:17
so you could try it with a very very00:13:19
light th or you could try it dropping it00:13:22
and linking it in and see how that00:13:24
sounds00:13:26
blame this on him00:13:28
blame this on him00:13:30
blame this on him00:13:31
on him on him we sometimes drop the h in00:13:35
him she doesn't00:13:36
the s goes right into the ah vowel on00:13:40
him and then the n goes right into the h00:13:42
everything smoothly linked together00:13:45
on him00:13:47
on him00:13:48
on him but i told link about you before00:13:50
i even knew00:13:52
but i00:13:53
told link about you before i even00:13:58
knew00:13:59
i think those are the most stressed00:14:01
syllables in the second half of this00:14:03
thought group00:14:05
everything linked together so smoothly00:14:11
the t becomes a flap t between two00:14:13
vowels or vowels and fungs and that's00:14:15
what happens here00:14:17
we have the vowel the i diphthong that's00:14:21
a flap t and it links the word smoothly00:14:23
but i but i00:14:24
here it's beginning the t is beginning a00:14:27
stressed syllable so it's a true t00:14:29
but i told00:14:31
i told00:14:32
i told i told right from the i diff long00:14:35
into the t sound no break00:14:38
but i told00:14:39
but i told00:14:41
but i told link about you before i even00:14:43
knew so we have l d l00:14:47
i don't know that i would say she drops00:14:50
the d but it's very very subtle00:14:53
and i think you could drop the d i told00:14:56
link i told link i told link00:14:59
i think you could probably get away with00:15:00
that00:15:02
i told lincoln00:15:03
told lincoln00:15:05
told link about you before i even knew00:15:07
link about link about00:15:10
ending k links right on to the next00:15:12
sound of the schwa linca00:15:14
link about00:15:16
link about00:15:17
link about you00:15:19
link about you00:15:20
link about you about you about00:15:23
stop t about you so a little lift there00:15:26
to signify the stop this the break in00:15:30
sound00:15:31
signifies the stop t now another common00:15:34
way to pronounce a word that ends in t00:15:36
followed by you is is a ch about you00:15:39
about you have you ever heard that00:15:41
she doesn't do that she makes a quick00:15:42
stop t about you about you00:15:46
about you00:15:47
about you00:15:48
about you before i even knew00:15:51
before i even knew a little bit of00:15:52
length also on the stress syllable of00:15:54
before00:15:55
before00:15:57
i00:15:58
smoothly link together i00:16:01
even now sometimes when we have a word00:16:04
that ends in a vowel or diphthong here00:16:06
it's the i diphthong00:16:09
and a word that begins in a vowel or00:16:10
diphthong here it's the e vowel people00:16:12
want to put a little break there restart00:16:14
their voice00:16:16
because they feel like linking two vowel00:16:17
sounds is too unclear but we wouldn't do00:16:19
that we would say i even i even00:16:23
before even00:16:25
before even00:16:26
before even listen to how she links i00:16:29
and even00:16:31
before i even00:16:33
before even00:16:34
before i even really smooth and then00:16:37
here we have ending n sound even00:16:41
new beginning and sound link together00:16:44
with the single sound so i just really00:16:46
want to stress how smooth everything is00:16:48
before i even knew00:16:50
before i even knew00:16:52
before i even knew00:16:54
before i even knew00:16:57
jackson left00:16:59
and she asks her question again00:17:02
jackson00:17:04
left00:17:06
and it goes up because again she's00:17:07
asking it as a yes no question00:17:10
jackson left00:17:12
and a very light release of a true tea00:17:14
there00:17:16
jackson left00:17:18
jackson left00:17:20
jackson left00:17:21
and i was really kind of awful to owen i00:17:24
was really00:17:25
again a longer thought group starts00:17:27
really quietly and i was and i was and i00:17:30
was00:17:32
i was00:17:34
i was00:17:36
i was really kind of awful to owen then00:17:38
we have a little bit more volume on00:17:40
really which is more stressed here and i00:17:43
was really00:17:45
i was really00:17:47
i was really00:17:49
i was really00:17:50
and i was00:17:52
all unstressed very soft00:17:56
the word and gets pronounced just as00:17:58
schwa and00:18:00
links right into the i diphthong00:18:02
links right into the word was which was00:18:05
actually pronounced was00:18:06
was00:18:07
was was very fast reduced with the schwa00:18:10
let's practice just those three words00:18:12
together and i was and i was and i was00:18:15
and i was00:18:16
so if you're trying to fully pronounce00:18:18
everything and say and i was00:18:20
it's gonna sound really different isn't00:18:22
it and i was and i was and i was00:18:24
that makes the anchor of the stress00:18:26
syllable really00:18:28
a little bit more clear00:18:31
i was really00:18:32
i was really00:18:34
i was really kind of awful to owen00:18:37
really kind of00:18:39
awful00:18:40
to00:18:41
owen00:18:43
and again pitch goes up she's not done00:18:45
talking she keeps right on going00:18:48
really kind of awful to owen00:18:50
really kind of awful to owen00:18:52
really kind of awful to owen i was00:18:54
really00:18:55
i was00:18:56
really00:18:57
again big time was reduction was00:19:00
was was i was00:19:02
i was00:19:04
i was really00:19:06
i was really00:19:07
i was really00:19:09
i was really00:19:11
kind of how does she pronounce that00:19:16
she drops the d sound kinda kinda and00:19:20
she changes the whole word of to just00:19:22
the schwa kinda kinda kinda00:19:24
it would not00:19:26
be weird to make the d sound kinda kinda00:19:29
i think that's actually more common to00:19:30
pronounce the d and then link it into00:19:32
the schwa00:19:33
but it's unstressed it's low in pitch00:19:35
it's got less energy and she does drop00:19:37
that d kind of kind of kind of00:19:41
kind of awful00:19:42
kind of awful00:19:44
kind of awful to owen00:19:46
what about the word two here00:19:49
she does make that a true t and then a00:19:51
schwa00:19:53
she could have made it a flap tea awful00:19:55
to awful to offalda but she makes it a00:19:58
light true tea awful to awful to awful00:20:00
to00:20:01
awful to owen00:20:03
awful to owen00:20:05
awful to owen i was really00:20:08
i was very awful to owen00:20:11
now i was very00:20:13
awful to00:20:15
owen00:20:16
ver and og get the most stress off we'll00:20:18
get some too another was reduction it's00:20:20
not was but it's was00:20:23
was was00:20:24
said very quickly i was i was i was00:20:28
it was very awful to owen00:20:30
it was very awful to owen00:20:32
it was very awful to owen00:20:34
actually you know what i don't even hear00:20:36
the word i00:20:38
i wrote it when i was originally typing00:20:40
this up i thought i heard it but it00:20:43
might just be that i thought that00:20:44
because i knew it was there00:20:45
grammatically00:20:47
but now when i'm hearing it00:20:48
when i'm listening and really listening00:20:50
for that eye i don't hear it00:20:53
it's very awful00:20:54
it's very awful00:20:56
it's very awful00:20:57
maybe just the00:21:00
quietest lowest in pitch little vowel00:21:02
before was00:21:04
what about two00:21:06
it was very awful to owen00:21:08
it was very awful to owen00:21:10
it was very awful to owen00:21:12
again super light true tea and then a00:21:15
schwa awful to owen00:21:18
and00:21:19
again there's no break00:21:21
everything every word00:21:23
glides smoothly into the next word00:21:26
within this thought group00:21:28
awful to owen awful to owen00:21:31
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okay now what's different about this00:21:46
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jackson00:21:53
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now it's a statement because the pitch00:21:57
goes down00:21:58
so the first two times she said it as a00:22:00
question jackson left00:22:02
and now she says it as a statement00:22:04
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she wants this woman to acknowledge00:22:08
what that means jackson left00:22:12
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and again a very light release of a true00:22:19
tea00:22:21
so much to study in this short short00:22:24
scene00:22:26
jackson left00:22:28
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let's listen to the whole conversation00:22:32
one more time00:22:36
i'm sorry00:22:37
i just saw a meredith00:22:40
jackson left without talking to you you00:22:42
just left00:22:44
i wish i could blame this on him but i00:22:46
told link about you before i even knew00:22:50
jackson left00:22:51
and i was really kind of awful to owen i00:22:54
was really00:22:56
i was very awful to owen00:22:59
jackson left00:23:01
that was fun to see the whole scene00:23:03
click here or see the link in the video00:23:05
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weekDescription:
Do you want to learn English? Here I’ll show you how you can learn English with TV and improve your English speaking skills. You can learn English by studying TV show scenes in great depth. You’ll see that learning English using television is fun and enjoyable! You will take a brief clip from a TV show and learn how to break it down, showing how contractions and reductions give American English speaking its distinct sound and feel. These kinds of exercises are what I call Ben Franklin exercises. I’ve developed them over the last 10 years to help you learn English like a native speaker. You will learn English at the speed and pace that native speakers use and it’ll be challenging and rewarding for you! You can also watch the full scene we’ve used here by clicking: https://www.youtube.com/watch?v=683eiJaSCgE Sign up to study English with Movies this summer: https://rachelsenglish.com/summer-blockbuster/ Get my FREE Sounds of American English Cheat Sheet: https://rachelsenglish.com/cheat-sheet New to Rachel's English? Where to Start Playlist: https://www.youtube.com/playlist?list=PLrqHrGoMJdTRwaQFCCDp4G88yX5D3gOdP Get Rachel's Book: https://rachelsenglish.gumroad.com/l/pronunciation SUBSCRIBE!: https://www.youtube.com/user/RachelsEnglish?sub_confirmation=1 Fan! https://www.facebook.com/unsupportedbrowser Follow! http://www.twitter.com/Rachels_English Improve your American Accent / spoken English at Rachel's English with video-based lessons and exercises. Rachel uses real life English conversation as the basis for teaching how to speak English and how to sound American -- improve listening comprehension skills. Study English vocabulary and English phrases such as phrasal verbs, as well as common expressions in English. Learn American idioms and American slang. Cải thiện nói tiếng Anh Mỹ / 改善美式英語的發音 / 미국 영어 발음 향상 / アメリカ英語の話し言葉のアクセントを向上させる / Улучшение произношения американского английского языка / Meningkatkan berbicara bahasa Inggris Amerika / Melhore sua pronúncia do inglês americano / Mejora tu pronunciación en Inglés Americano / बात अमेरिकी अंग्रेजी में सुधार تحسين لهجتك الأمريكية الإنجليزية / שפר את המבטא האמריקאי שלך / Améliorez votre prononciation en anglais américain / Migliora la tua pronuncia in inglese americano ...with Rachel's English!
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