تدريب Shadowing: English Pronunciation Study: What did you do Today? (Ben Franklin Exercise) - تعلم التحدث بالإنجليزية مع YouTube

In this American English pronunciation exercise,

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In this American English pronunciation exercise,

we're going to study some conversation.

Today it's going to be a Ben Franklin exercise,

where we analyze the speech together.

Today's topic, what did you do today?

Great.

Let's get started.

Tom, what did you do today?

Lots of interesting things happening here.

I noticed first of all that I've dropped the T here.

What did?

What did you do?

I'm also noticing I'm getting more of a J sound here.

Ju, ju, what did you, did you?

So the D and the Y here are combining to make the J sound.

So we have, what did you,

what did you, what did you?

Tom, what did you do today?

The other thing I notice is that the T here is really more of a flap sound, a D.

Do-da, do-da, do-da-day.

This is most definitely a schwa,

so we're reducing this unstressed syllable to be the schwa.

Today, today, do-da-day, do-da-day.

Tom, what did you do today?

Today.

Today I woke up.

Now here we have today three times.

Always the first syllable is reduced to the schwa sound,

but I'm noticing that these T's are all true T's and not flap T's.

That's because they're beginning sentences.

So we're not going to reduce that to a flap T.

In the case up here,

do today, it came, the T in today came between a vowel,

do, the oo vowel, and schwa sound,

and that's why we made this a flap sound.

But here, we're beginning a sentence,

so we're going to go ahead and give it the true T sound,

though we will most definitely reduce to the schwa.

Today.

I woke up.

Everything was very connected there,

and I know that when we have something ending in a vowel or diphthong sound,

and the next word beginning in a vowel or diphthong sound,

that we want that to really glide together.

Today I, today I, today I.

And any time we have a word that begins with a vowel,

we want to say, hmm,

does the word before end in a consonant sound?

It does.

It ends in the K consonant sound.

Woke up, woke up.

So to help us link,

we can almost think of it as beginning the next word.

Woke up.

Today I woke up.

Today.

Today I woke up, and I went for a run.

And I went for a run.

Tom dropped the D here,

connected this word and to I,

and I, and I, and I.

This was the schwa sound.

So he's reduced and, and I, and I.

And I went for a run.

Fura, fura.

Tom reduced the vowel in the word for to the schwa,

and we've connected these two function words together.

Fura, fura, fura.

This is also a schwa.

Fura, fura, fura run, fura run,

and I went for a run.

Can you pick out the two stressed words here?

Went, run.

Those are the two words that have the most shape in the voice, the most length.

And I went for a run.

Again, he's got the intonation going up here at the end because,

comma, he's giving us a list here.

And there's more information about to come.

Today I woke up and I went for a run,

and I went for a run,

and then I just worked.

And now here Tom did pronounce the D,

he linked it to the next word beginning with a vowel,

which is just this thought word that we say when we're thinking.

100

And, and, again, the intonation of the voice is going up at the end,

101

and signaling, comma, not a period, more information coming.

102

And, and, and, then I just worked.

103

Worked, worked, then I just worked.

104

Here finally we have the intonation of the voice going down at the end so we know period,

105

end of the sentence, end of the thought.

106

Then I, he connected this ending consonant to the beginning vowel,

107

the diphthong I, I, to smooth that out.

108

Then I, then I, then I just worked.

109

Did you notice Tom dropped the T here?

110

We did not get just worked.

111

Just worked.

112

He didn't release it.

113

This happens often when we have a word that ends in a cluster with a T,

114

when the next word also begins with a consonant.

115

In these cases often, the T will get dropped.

116

I just worked.

117

I just worked.

118

I just worked.

119

Do you notice that the ED ending here is pronounced as a T sound?

120

That's because the sound before, The K is unvoiced.

121

So this ending will also be unvoiced.

122

Worked.

123

Worked.

124

And I went for a run,

125

and then I just worked.

126

And then I just worked.

127

And then I just worked.

128

So where do you run?

129

So where do you run?

130

Now this is a question,

131

but did you notice the intonation went down at the end?

132

Run.

133

Run.

134

That's because it's a question that cannot be answered with just yes or no. Yes,

135

no questions go up in pitch at the end.

136

All other questions tend to go down in pitch at the end.

137

Where do you run?

138

Do you hear the stressed words in that question?

139

Where?

140

Run.

141

So where do you run?

142

Longer words, more up, down shape of the voice.

143

Where?

144

Run.

145

So where do you run?

146

I run in Fort Greene Park.

147

What do you hear as being the stressed syllables there?

148

I run in Fort Greene Park.

149

I run in Fort Greene Park.

150

I hear da-da-da-da-da-da.

151

Definitely I hear Fort, Greene,

152

and Park all being longer,

153

all having that shape in the voice.

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I run in Fort Greene Park.

155

Also I is a little bit more stressed than runnin'.

156

I, I, da-da-da, da-da-da.

157

I runnin'.

158

I runnin'.

159

Runnin'.

160

Runnin'.

161

So those two words are really linked together because we have an ending consonant and a beginning vowel.

162

Runnin', runnin', I runnin'.

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I runnin' Fort Green Park.

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I runnin' Fort Green Park.

165

I runnin' Fort Green Park.

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I runnin' Fort Green Park in Brooklyn.

167

In Brooklyn.

168

Brooklyn, a two-syllable word.

169

One of the syllables will be stressed.

170

What do you hear as being stressed?

171

Brooklyn.

172

Brooklyn.

173

Definitely it's that first syllable.

174

Brook.

175

Brooklyn.

176

Brooklyn.

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In Brooklyn.

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In Brooklyn.

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In Brooklyn.

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So what are you doing after this?

181

So what are you doing after this?

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How was I able to say so many words quickly but still be clear?

183

First of all, I'm dramatically reducing the word R to the schwa R sound, er, er.

184

That means the T here is now coming between two vowel sounds,

185

and I'm making that a flap T sound,

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which sounds like the D between vowels.

187

Water, water, water.

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Also the word you is unstressed.

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So it's going to be in that same line,

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what are you, what are you,

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what are you, what are you.

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Very fast, quite flat, lower in volume.

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What are you doing?

194

Now here we have a stressed word.

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Do, doing, doing.

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What are you doing?

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Do you hear how the syllable Do.

198

Sticks out of that phrase more than anything else.

199

What are you doing?

200

What are you doing?

201

After this.

202

Another stressed word here.

203

So what are you doing after this?

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So what are you doing after this?

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So what are you doing after this?

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After this, nothing.

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Tom's speaking a little bit more slowly than I am here.

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After this, nothing.

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We have two, two-syllable words here.

210

Which syllable is stressed?

211

Let's take first the word after.

212

If you think you hear the first syllable as being stressed, you're right.

213

AF.

214

After.

215

Der, der, der.

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The second syllable, very low in pitch, flat and quick.

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After.

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What about the word nothing?

219

Again, it's the first syllable.

220

ING endings, even though this isn't an ING verb, will be unstressed.

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Nothing.

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Nothing.

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Nuh.

224

Nuh.

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Nothing.

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After this, nothing.

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After this, nothing.

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After this, nothing.

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No plans.

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No plans.

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Nothing reduces in this phrase.

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I'm really hearing this as two different stressed words.

233

They're both one syllable.

234

No plans.

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No plans.

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No plans.

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No plans.

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No plans.

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No plans.

240

No plans.

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No plans.

242

Should we get dinner?

243

Yeah.

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Should we get dinner?

245

One of the things I notice is I'm dropping the D sound.

246

Should we, should we, should we get,

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should we get, should we get.

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That's helping me say this less important word even faster.

249

Should we get dinner?

250

I notice that the T here is a stop T.

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I don't release it.

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It's not get dinner.

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It's get, Get, get, get dinner, get dinner.

254

Should we get dinner?

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Should we get dinner?

256

Should we get dinner?

257

Should we get dinner?

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Should we get dinner?

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Do you notice in this question,

260

my voice does go up in pitch at the end.

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Dinner, dinner.

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That's because this is a yes, no question.

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Pitch goes up.

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Should we get dinner?

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Should we get dinner?

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Yeah.

267

As you probably know, a more casual way to say yes.

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Should we get dinner?

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Yeah.

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Should we get dinner?

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Yeah.

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Working this way with any video or audio clip can help improve your listening comprehension and your pronunciation.

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

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Don't stop there.

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Keep learning with my fun American English in Real Life playlist,

276

my Reduction in Lincoln playlist,

277

or any of the playlists on my channel.

278

And don't forget to check out rachelsenglish.com,

279

where there's lots more to work with.

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تدريب Shadowing: English Pronunciation Study: What did you do Today? (Ben Franklin Exercise) - تعلم التحدث بالإنجليزية مع YouTube

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تدريب Shadowing: English Pronunciation Study: What did you do Today? (Ben Franklin Exercise) - تعلم التحدث بالإنجليزية مع YouTube

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