ฝึกพูดภาษาอังกฤษด้วยเทคนิค Shadowing จากวิดีโอ: American English Connected Reading | A Painting

Hey, what's up?

It's Alex.

Today I'd like to talk about the connected sounds in a sample answer to the prompt, describe a painting you've seen.

Let's take a look.

I remember I was in Boston a couple of years ago.

I remember.

When we speak quickly, at the beginning of sentences, sometimes those short, unstressed sounds tend to become even shorter.

I remember.

I I remember, I remember, I remember I was in Boston.

I was in, I was in Boston.

We're gonna connect I was in into one little phrase and we're gonna reduce that uh in was.

I was in Boston.

I remember I was in Boston.

At the end of in, before the b in Boston, it actually turns into a m sound to connect with the b sound.

I was in Boston.

I remember I was in Boston.

I was in Boston.

I remember I was in Boston a couple of years ago.

A couple, a couple of years ago.

Couple, so we take out the the in of.

A couple of years ago.

And I went to, and I went to.

Almost every time you see and, you're gonna take out the D in connected speech.

And I, and I went to.

We're gonna connect the n, t, t here, went to.

You can see that the NTT turns into just NT.

Went to.

I remember I was in Boston a couple of years ago and I went to one of the art museums there.

One of the art museums.

So here, the.

We have the Y sound at the end of the in order to get ready for the AH in art.

Then we have art museums.

I'm not saying a T there at the end of the word art.

I'm saying a glottal stop.

Art.

museums.

It's cutting off in my throat instead of finishing the T sound.

Art museums.

One of the art museums there.

And don't forget to take the the out of the word of there.

One of the art museums there.

Huge place.

Tons of paintings.

We're going to take out the the in of.

Tons of paintings.

Tons of.

And remember we're going to connect these sounds as much as we can.

Ton zuh, zuh, zuh.

I'm not adding anything between the z and uh sounds.

Huge place, tons of paintings, and one I remember in particular, and one and one, take out that d and and,

one nigh, nigh, we're going to connect one and I.

One I remember in particular, in particular, in very fast speech, just like in Boston, in particular,

that N turns into an M.

In particular, in particular.

One I remember in particular was a painting from the 1880s, was a painting from the 1880s.

From the 18, the 18, we have that sound connecting the 18,

the 1880s, of four young girls, of four.

So here we have the in of, but it's connected to in four, so of four, of four.

A painting from the 1880s of four young girls.

Connect that ng sound at the end of young with g in girls.

Four young girls.

A painting from the 1880s of four young girls playing in a huge house.

In a huge house.

Connect in a into one little chunk.

playing in a huge house.

It's a little hard to describe.

It's a little hard to connect the d

and the t there hard to

and we're going to reduce the vowel in two hard to

hard to describe describe why describe why you can see

that at the end of describe gets weakened before a sound hard to describe why it.. why?

Why?

Hard to describe why it was so memorable.

It's kind of a funny sound when I slow down and say it in its connected form.

Describe why?

Why?

Describe why it was so memorable.

Why it was so.

Why it?

So here we have a glottal stop for the t in it.

Why it was?

So was, that vowel in the word was gets reduced, why it was so.

Then we're going to connect the s in so with the z in the word before it was.

Why it was so.

Hard to describe why it was so memorable.

The light was really impressive.

Again we have a glottal stop for the t in light.

The light was really impressive.

Like the foreground was naturally lit that nd in foreground, foreground ones, reduces and it's just kind of like foreground was.

foreground was naturally lit foreground was naturally lit and the background slowly faded

so here lit we have a glottal stop there in lit lit lit

and the background drop the D in and

and connect the end of the th lit

and the background slowly faded again we kind of drop

that D or weaken

100

that D at the end of background background slowly faded into darkness kind of showing how large the house was.

101

Kinda showing.

102

So here, kind of.

103

We could connect that to kinda.

104

You could also connect it even further to kinda.

105

Kinda showing, kinda showing how large the house was.

106

And the color was great too.

107

And the, and the color.

108

Drop the D, connect the end of the TH.

109

And the color was great too.

110

Great too.

111

Connect the two T sounds there, the end of great and the beginning of too.

112

and the color was great too.

113

It looked very realistic.

114

It looked.

115

We have a glottal stop there for the T.

116

It looked.

117

It looked very realistic.

118

Now if I say it looked a little faster, that L can kind of even delete the T entirely.

119

No glottal stop.

120

If I speak it at a regular pace, it looked.

121

That's fine.

122

But if I say it even faster, it looked.

123

It looked.

124

This goes to what I was talking about earlier with reducing the sounds at the beginning of sentences.

125

ELUKED.

126

ELUKED.

127

No T.

128

No glottal stop.

129

ELUKED.

130

Now we can't do that in regular speed speech.

131

It sounds a little weird if we don't have the glottal stops.

132

Don't have the glottal stops.

133

We need to have those sounds, but in very fast speech for certain very common phrases, you can take out that T especially at the beginning of sentences like this.

134

It looked, it looked very realistic, like a color photo even, color photo even.

135

We add a little wha sound to connect these two vowels, like a color photo even, color photo even.

136

I think the main thing, main thing, connect the N and TH, I think the main thing was its size, its size.

137

Connect these two S sounds here.

138

Its size.

139

I think the main thing was its size.

140

It was like seven feet tall.

141

Here, it was, is another example.

142

At the beginning of a sentence, we can take out that T and not even have a glottal stop.

143

It was, it was like seven feet tall, seven feet tall.

144

So here that N and F blend together, and it's almost more of an M sound.

145

Seven feet tall, seven feet tall.

146

We connect these two T sounds at the end too.

147

Feet tall.

148

It was like seven feet tall.

149

It was like seven feet tall.

150

It completely dominated the room.

151

It completely.

152

Glottal stop T before the K incompletely.

153

It completely dominated the room.

154

Connect the D and the TH here.

155

It completely dominated the.

156

Dominated the.

157

Dominated the room.

158

I wish I could remember its name.

159

I wish I could remember.

160

So that D before the R gets a little bit weaker.

161

Could remember, could remember.

162

You can say the full D there if you like too.

163

It's totally fine.

164

I wish I could remember, could remember, but you can also drop it.

165

I wish I could remember its name.

166

I remember I was in Boston a couple of years ago and I went to one of the art museums there.

167

Huge place, tons of paintings, and what I remember in particular was a painting from the 1880s of four young girls playing in a huge house.

168

It's a little hard to describe why it was so memorable.

169

The light was really impressive, like the foreground was naturally lit and the background slowly faded into darkness, kind of showing how large the house was.

170

And the color was great too.

171

It looked very realistic, like a color photo even.

172

I think the main thing was its size.

173

It was like 7 feet tall.

174

It completely dominated the room.

175

I wish I could remember its name.

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ฝึกพูดภาษาอังกฤษด้วยเทคนิค Shadowing จากวิดีโอ: American English Connected Reading | A Painting

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