Shadowing-Übung: English Pronunciation Study: What did you do Today? (Ben Franklin Exercise) - Englisch Sprechen Lernen mit YouTube

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In this American English pronunciation exercise,
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In this American English pronunciation exercise,
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we're going to study some conversation.
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Today it's going to be a Ben Franklin exercise,
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where we analyze the speech together.
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Today's topic, what did you do today?
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Great.
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Let's get started.
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Tom, what did you do today?
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Tom, what did you do today?
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Lots of interesting things happening here.
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I noticed first of all that I've dropped the T here.
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What did?
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What did?
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What did you do?
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I'm also noticing I'm getting more of a J sound here.
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Ju, ju, what did you, did you?
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So the D and the Y here are combining to make the J sound.
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So we have, what did you,
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what did you, what did you?
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Tom, what did you do today?
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The other thing I notice is that the T here is really more of a flap sound, a D.
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Do-da, do-da, do-da-day.
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This is most definitely a schwa,
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so we're reducing this unstressed syllable to be the schwa.
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Today, today, do-da-day, do-da-day.
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Tom, what did you do today?
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Tom, what did you do today?
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Today.
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Today.
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Today I woke up.
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Now here we have today three times.
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Always the first syllable is reduced to the schwa sound,
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but I'm noticing that these T's are all true T's and not flap T's.
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That's because they're beginning sentences.
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So we're not going to reduce that to a flap T.
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In the case up here,
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do today, it came, the T in today came between a vowel,
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do, the oo vowel, and schwa sound,
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and that's why we made this a flap sound.
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But here, we're beginning a sentence,
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so we're going to go ahead and give it the true T sound,
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though we will most definitely reduce to the schwa.
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Today.
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Today.
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Today.
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Today.
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Today.
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Today.
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Today.
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Today.
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Today.
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I woke up.
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Everything was very connected there,
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and I know that when we have something ending in a vowel or diphthong sound,
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and the next word beginning in a vowel or diphthong sound,
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that we want that to really glide together.
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Today I, today I, today I.
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And any time we have a word that begins with a vowel,
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we want to say, hmm,
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does the word before end in a consonant sound?
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It does.
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It ends in the K consonant sound.
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Woke up, woke up.
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So to help us link,
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we can almost think of it as beginning the next word.
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Woke up.
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Today I woke up.
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Today.
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Today.
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Today I woke up, and I went for a run.
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And I went for a run.
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Tom dropped the D here,
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connected this word and to I,
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and I, and I, and I.
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This was the schwa sound.
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So he's reduced and, and I, and I.
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And I went for a run.
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Fura, fura.
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Tom reduced the vowel in the word for to the schwa,
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and we've connected these two function words together.
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Fura, fura, fura.
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This is also a schwa.
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Fura, fura, fura run, fura run,
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and I went for a run.
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Can you pick out the two stressed words here?
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Went, run.
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Those are the two words that have the most shape in the voice, the most length.
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And I went for a run.
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And I went for a run.
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Again, he's got the intonation going up here at the end because,
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comma, he's giving us a list here.
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And there's more information about to come.
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Today I woke up and I went for a run,
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and I went for a run,
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and I went for a run,
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and then I just worked.
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And now here Tom did pronounce the D,
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he linked it to the next word beginning with a vowel,
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which is just this thought word that we say when we're thinking.
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And, and, again, the intonation of the voice is going up at the end,
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and signaling, comma, not a period, more information coming.
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And, and, and, then I just worked.
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Worked, worked, then I just worked.
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Here finally we have the intonation of the voice going down at the end so we know period,
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end of the sentence, end of the thought.
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Then I, he connected this ending consonant to the beginning vowel,
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the diphthong I, I, to smooth that out.
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Then I, then I, then I just worked.
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Did you notice Tom dropped the T here?
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We did not get just worked.
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Just worked.
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He didn't release it.
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This happens often when we have a word that ends in a cluster with a T,
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when the next word also begins with a consonant.
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In these cases often, the T will get dropped.
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I just worked.
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I just worked.
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I just worked.
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Do you notice that the ED ending here is pronounced as a T sound?
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That's because the sound before, The K is unvoiced.
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So this ending will also be unvoiced.
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Worked.
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Worked.
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And I went for a run,
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and then I just worked.
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And then I just worked.
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And then I just worked.
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So where do you run?
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So where do you run?
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Now this is a question,
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but did you notice the intonation went down at the end?
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Run.
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Run.
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That's because it's a question that cannot be answered with just yes or no. Yes,
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no questions go up in pitch at the end.
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All other questions tend to go down in pitch at the end.
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Where do you run?
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Do you hear the stressed words in that question?
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Where?
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Run.
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So where do you run?
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Longer words, more up, down shape of the voice.
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Where?
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Run.
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So where do you run?
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I run in Fort Greene Park.
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What do you hear as being the stressed syllables there?
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I run in Fort Greene Park.
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I run in Fort Greene Park.
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I hear da-da-da-da-da-da.
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Definitely I hear Fort, Greene,
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and Park all being longer,
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all having that shape in the voice.
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I run in Fort Greene Park.
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Also I is a little bit more stressed than runnin'.
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I, I, da-da-da, da-da-da.
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I runnin'.
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I runnin'.
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Runnin'.
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Runnin'.
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So those two words are really linked together because we have an ending consonant and a beginning vowel.
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Runnin', runnin', I runnin'.
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I runnin' Fort Green Park.
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I runnin' Fort Green Park.
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I runnin' Fort Green Park.
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I runnin' Fort Green Park in Brooklyn.
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In Brooklyn.
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Brooklyn, a two-syllable word.
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One of the syllables will be stressed.
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What do you hear as being stressed?
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Brooklyn.
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Brooklyn.
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Definitely it's that first syllable.
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Brook.
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Brooklyn.
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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?
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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?
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First of all, I'm dramatically reducing the word R to the schwa R sound, er, er.
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That means the T here is now coming between two vowel sounds,
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and I'm making that a flap T sound,
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which sounds like the D between vowels.
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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?
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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.
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Sticks out of that phrase more than anything else.
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What are you doing?
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What are you doing?
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After this.
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Another stressed word here.
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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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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.
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Which syllable is stressed?
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Let's take first the word after.
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If you think you hear the first syllable as being stressed, you're right.
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AF.
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After.
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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?
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Again, it's the first syllable.
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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.
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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.
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They're both one syllable.
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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.
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No plans.
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No plans.
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No plans.
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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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One of the things I notice is I'm dropping the D sound.
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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.
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Should we get dinner?
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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.
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Should we get dinner?
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Should we get dinner?
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Should we get dinner?
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Should we get dinner?
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Should we get dinner?
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Do you notice in this question,
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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.
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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,
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my Reduction in Lincoln playlist,
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or any of the playlists on my channel.
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And don't forget to check out rachelsenglish.com,
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where there's lots more to work with.

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Warum mit diesem Video sprechen üben?

Das Üben der englischen Aussprache mit diesem Englisch lernen mit YouTube Video bietet eine hervorragende Möglichkeit, die eigene Sprachfähigkeit zu verbessern. Besonders die Analyse von alltäglichen Gesprächen, wie sie im Ben Franklin Exercise stattfindet, hilft Lernenden, den natürlichen Fluss der Sprache zu verstehen. Indem Sie mitsprechen und die Nuancen der Aussprache nachahmen, stellen Sie sicher, dass Sie sich aktiv in die Sprache einbringen. Dies fördert nicht nur Ihr Selbstvertrauen, sondern auch Ihre Fähigkeit, flüssig zu sprechen.

Grammatik & Ausdrücke im Kontext

In dem Video werden mehrere Schlüsselsätze behandelt, die für Lernende wichtig sind:

  • „What did you do today?“ – Diese Frage ist eine häufige Möglichkeit, um nach dem Tag eines anderen zu fragen. Die Verwendung der Vergangenheitsform des Verbs „do“ zeigt an, dass man über bereits abgeschlossene Handlungen spricht.
  • „Today I woke up.“ – Hier wird die Struktur „Heute + Verb“ verwendet, um eine eigene Erfahrung klar und prägnant auszudrücken.
  • Schwa-Laut: In dem Satz „do-da-day“ wird der unbetonte Vokal als Schwa ausgesprochen, was typisch für die natürliche Sprachmelodie im Englischen ist.

Diese Beispiele sind entscheidend, um die korrekte Verwendung der englischen Grammatik zu meistern und flüssig sprechen zu können. Mit diesem Wissen können Lernende ihre Sprachfähigkeiten weiterentwickeln.

Häufige Aussprachefallen

In dem Video gibt es spezifische Ausspracheherausforderungen, die es wert sind, beachtet zu werden:

  • Schwaches „T“: Der „T“-Laut in „What did“ wird oft zu einem flap sound, der sich wie ein „D“ anhört. Dies kann für deutsche Lernende verwirrend sein.
  • Der J-Laut: In „did you“ wird die Verbindung zwischen „D“ und „Y“ zu einem weichen „J“ Laut, was in der deutschen Sprache nicht vorkommt.
  • Schwa in unbetonten Silben: Die Betonung auf „today“ zeigt, dass der erste Teil oft zum Schwa reduziert wird. Dies ist ein typisches Merkmal der Englischen Aussprache verbessern Methode und sollte geübt werden.

Um diese Fallen zu meistern, sollten Lernende Übungen zum shadowing nutzen. Diese Technik hilft, die richtige Aussprache intuitiv zu erlernen, während sie gleichzeitig den Sprachfluss üben.

Was ist die Shadowing-Technik?

Shadowing ist eine wissenschaftlich fundierte Sprachlerntechnik, die ursprünglich für die professionelle Dolmetscherausbildung entwickelt und durch den Polyglotten Dr. Alexander Arguelles populär gemacht wurde. Die Methode ist einfach aber wirkungsvoll: Du hörst englisches Audio von Muttersprachlern und wiederholst es sofort laut — wie ein Schatten, der dem Sprecher mit nur 1–2 Sekunden Verzögerung folgt. Anders als passives Hören oder Grammatikübungen zwingt Shadowing dein Gehirn und deine Mundmuskulatur, gleichzeitig echte Sprachmuster zu verarbeiten und zu reproduzieren. Studien zeigen, dass es Aussprachegenauigkeit, Intonation, Rhythmus, verbundene Sprache, Hörverständnis und Sprechflüssigkeit signifikant verbessert — was es zu einer der effektivsten Methoden für die IELTS Speaking-Vorbereitung und reale englische Kommunikation macht.

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