Prática de Shadowing: English Pronunciation Study: What did you do Today? (Ben Franklin Exercise) - Aprenda a falar inglês com o YouTube
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In this American English pronunciation exercise,
279 frases
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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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Sobre Esta Lição
Nesta lição, vamos focar na prática da pronúncia em inglês americano através de um exercício de fala inspirado nas conversas diárias. O tema central será a pergunta “O que você fez hoje?”. Ao longo do vídeo, analisaremos exemplos práticos que ajudam a entender as nuances da fala natural e os sons característicos da língua. Você aprenderá a identificar e reproduzir padrões de entonação, como a redução de sílabas em sons como o schwa, e a fusão de sons, como a combinação de D e Y que cria o som de J. Isso será essencial para melhorar sua fluência e a forma como você se expressa em inglês.
Vocabulário e Frases-Chave
- What did you do today? - O que você fez hoje?
- Flap sound - Som de flap
- Schwa - Som de schwa
- True T sound - Som verdadeiro de T
- Do-da - Expressão usada para indicar a pronúncia rápida de "do" e "today"
- Combinação de sons - A ligação entre D e Y que forma J
Dicas de Prática
Uma técnica eficaz para melhorar sua pronúncia é o shadow speech. Isso envolve ouvir e reproduzir o que você escuta, imitando a entonação e o ritmo da fala do locutor. Com o vídeo em questão, tente praticar shadowspeaks repetindo as frases em tempo real. Aqui estão algumas dicas:
- Comece devagar: Assista ao vídeo e ouça atentamente, prestando atenção a como as palavras se ligam e à velocidade da fala.
- Repita em voz alta: Após escutar uma frase, pause e repita em voz alta, tentando imitar a entonação e os sons naturais.
- Pratique variações: Experimente pronunciar a mesma pergunta em diferentes contextos, mudando a entonação para ver como isso impacta o significado.
- Foque no flapping: Preste atenção ao som de flap nas palavras; isso é comum em fala rápida e é importante para se aproximar de um sotaque autêntico.
- Utilize o shadow speak: Além de apenas repetir, faça anotações sobre os sons que você acha desafiadores e concentre-se neles durante suas práticas.
Integrar essas técnicas de shadowing em sua rotina de estudo vai aprimorar sua pronúncia e fazer com que você se sinta mais confiante durante sua comunicação em inglês.
O que é a Técnica de Shadowing?
Shadowing é uma técnica de aprendizado de idiomas com base científica, originalmente desenvolvida para o treinamento de intérpretes profissionais. O método é simples, mas poderoso: você ouve áudio em inglês nativo e repete imediatamente em voz alta — como uma sombra seguindo o falante com 1-2 segundos de atraso. Pesquisas mostram melhora significativa na precisão da pronúncia, entonação, ritmo, sons conectados, compreensão auditiva e fluência na fala.
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