Learn English With Movies – Antman And The Wasp

94,570 views ・ 2020-07-28

Rachel's English


Please double-click on the English subtitles below to play the video.

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Today, you're studying fast English by looking at the reductions , the linking, the melody,
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the simplification that native speakers do when speaking English.
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We're going to be using the scene from the movie Ant Man and The Wasp.
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When you study American English this way, and not the way you learned it in school,
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or the way you learned from your book, your listening comprehension and your ability to sound natural
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speaking English is going to improve dramatically.
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Today, you'll see what changes in someone's rhythm when they're insulting somebody.
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We're doing an in-depth analysis, studying the rhythmic contrast that gives American English its character.
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And there's going to be audio to train with at the end, so you can fully understand it,
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and start building that habit of natural American English.
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You're the one who's on the run from the FBI.
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We're doing this all summer. We started in June, and we're going through August.
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Stick with me every Tuesday. They're all great scenes and there's going to be so much to learn
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that can transform the way you understand and speak English.
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And as always, if you like this video or you learned something new, please like and subscribe with notifications.
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You're going to watch the clip, then we're going to do a full pronunciation analysis together.
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This is going to help so much with your listening comprehension when it comes to watching English movies in TV.
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But there's going to be a training section.
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You're going to take what you've just learned and practice repeating it, doing a reduction, flapping a T,
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just like you learned in the analysis. Okay here's the scene.
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Doctor, we need to find our lab.
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Hope, I'd love to help you but I don't have anything like the equipment you're describing.
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I told you, this is a waste of time. Come on, let's go.
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Don't condescend, Hank. You're the one who's on the run from the FBI.
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All because you had to grow to a size that finally fit your ego.
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And now, the analysis.
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Doctor, we need to find our lab.
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So what's the stress and melody of that phrase?
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Doctor, doctor, that goes up. Doctor, we need to find our lab.
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And then we have those three words that have a little bit of that up down shape
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in the overall feeling of that phrase descending.
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Let's just listen to that melody again.
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Doctor, we need to find our lab.
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Doctor, we need to find our lab.
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Doctor, we need to find our lab.
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Now just do it with me on UH. Uhhhhh. Uhhh.
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Can you make it that smooth when you put the words in?
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That's the goal.
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And to do that, you might need to simplify things a little bit about how you pronounce words.
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Doctor, we need to find our lab.
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Doctor, we need to find our lab.
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Doctor, we need to find our lab.
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Doctor, we--
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The R links right into the W with no break.
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Do-- that's the AH as in father vowel,
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the second O is the schwa.
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So the R absorbs the schwa. You don't need to try to make a vowel there.
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Doctor. Doctor. Right from T into R. Doctor we--
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Doctor we--
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Doctor we--
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Doctor, we need to find our lab.
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We need to find our--
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So to and our, both lower in pitch, part of a valley, a little valley between those peaks of stress.
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Need to-- so they're said more quickly, they're lower in pitch,
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and in order to do that, we make some reductions. So rather than saying need to, we say: need duh--
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We need to--
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We need to--
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We need to--
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Need to-- So the word to gets reduced to just the schwa.
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This can happen when the sound before is a D.
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Need to-need to find--
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And that schwa links the D and the F together so that there's no break between these words.
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Need to find our lab.
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Then the word our is pronounced quickly. It's more like: are, are. Find our, find our, find our lab.
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Find our lab.
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Find our lab.
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Find our lab.
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Hope, I'd love to help you but I don't have anything like the equipment you're describing.
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So then he responds with a long thought group.
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No breaks here, much longer than the first statement, isn't it?
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Isn't this fantastic? I love doing these analyses with you.
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You know, one of the things my students ask for in lessons is more idioms and slang.
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And as you watch movies, you may find that there are words and phrases you understand,
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but you don't know the meaning of, you don't get how they're being used.
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Now, let's get back to that analysis.
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Hope, I'd love to help you but I don't have anything like the equipment you're describing.
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So then he responds with a long thought group.
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No breaks here, much longer than the first statement, isn't it?
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Hope, I'd love to help you but I don't have anything like the equipment you're describing.
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Hope, I'd love to help you --
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So there we have three peaks of stress. Hope, I'd love to help you--
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Hope, I'd love to help you--
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Uhhhhh----
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Hope, I'd love to help you--
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Hope, I'd love to help you--
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Hope, I'd love to help you--
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See if you can do that. Make it smooth,
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one sound gliding up next to the other, do it just on UH if you want to,
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to practice that smoothness, to practice that melody.
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Hope, I'd love to help you--
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Hope, I'd love to help you--
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Hope, I'd love to help you--
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Hope, I'd, I'd- Lower in pitch, flatter, Hope, I'd love to--
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The word to reduced.
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Hope, I'd love to--
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Hope, I'd love to--
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Hope, I'd love to--
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I'd love to-- So the T is pronounced more like a D.
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This is common when the sound before is voiced. The sound before here is V, vvvv,
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that is voiced, so he's making this a D sound: love duh-love duh--
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and this is the schwa. Love to help you.
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Help you. P releasing right into the JU diphthong: pyou, pyou, pyou. Help you.
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Help you--
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but I don't have anything like the--
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But I don't have anything like the--
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uhhhh--
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But I don't have anything like the--
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So we have I: But I don't have anything like the--
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And then everything falls down from that, and is slowly, the pitch slowly glides down.
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But I don't--
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But I don't have anything like the--
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But I don't have anything like the--
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But I don't have anything like the--
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But I-- But I-- That's a flap T linking those two sounds together.
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But I don't--
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Let's listen to this N apostrophe T ending, what's happening there?
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But I don't-- But I don't-- But I don't have anything like the--
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But I don't have--
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don't have--
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don't have--
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The T is totally dropped, it happens more commonly than you think.
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N apostrophe T contractions can have a stop T, can have a fully pronounced T, that's not very common,
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and then they can also have a totally dropped T where the N just goes right into the next sound,
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and that's what's happening here.
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I don't have--
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I don't have--
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anything like the--
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Anything like the-- the equipment-- So the word the here is pronounced with the EE vowel
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because the next word begins with the vowel, and it happens to be the EE vowel.
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The, the, there's a little bit of a feeling of a re-emphasis here, the, the, the equipment.
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The equipment, the equipment, the equipment.
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Equip-- and then we have another stressed syllable after this long line of unstressed syllables
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heading down in pitch. Anything like the equip-- anything like the quip--
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Anything like the equipment--
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Anything like the equipment--
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Anything like the equipment--
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Everything linking together smoothly. Do it that smoothly.
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When you're working with the audio that goes at the end of this video,
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try the slow motion section, and really focus on
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that smoothness and connection.
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Anything like the equipment--
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Anything like the equipment--
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Anything like the equipment--
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We have a little bit of length here on the stressed syllable of anything.
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Note that that is the EH vowel even though we see the letter A.
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Have anything, have anything, have anything, have anything like the equipment.
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Have anything like the equipment.
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Have anything like the equipment.
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Have anything like the equipment.
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Equipment. We have a stop P. It's not released. It's not quipment, but qui-ment.
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And then we have a stop T here: equipment, equipment, da-da-da. So a little bit of a lift there, equipment.
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Equipment, equipment, equipment you're describing.
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You're-- and then we have a reduction. It's not your, or your, it's yer, said more quickly, more simply, yer, yer, yer.
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Equipment you're-
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describing.
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The equipment you're describing. Describing. Middle syllable stress there of that word,
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and of course, as he is saying it, another character interjects.
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Equipment you're describing.
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Equipment you're describing.
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>> Equipment you're describing. >> I told you this is a waste of time.
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I told you this is a waste of time. Very clear when you listen to it on a loop.
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Da-da-da-da-da-da-da-da.
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Where our stressed syllables are. I told you.
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I told you this is a waste of time.
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I told you this is a waste of time.
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I told you this is a waste of time.
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Now, a couple interesting things happening here with the word told.
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We have an ending D sound, the next word is you.
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This can happen, it's actually pretty common for the Y constant of you or your or yourself
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to turn that into a J sound instead of a D sound. Told you, ju, ju.
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This is how we would write that sound in IPA. I told you. Told you.
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I told you--
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Also the L in told is a dark L. Tol--
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That does influence the vowel here, which is actually a diphthong, the OH diphthong.
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So it's not told, but it's: to-ohld. The dark sound and the OH mix together, so it's not really a diphthong anymore,
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it's more like a single sound, ohl, ohl, lip rounding, the tongue is,
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the tongue tip is not lifted, but the whole tongue itself is shifted up and back a little bit.
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Tohl-- before the J sound. I told you.
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And this is a true T because it begins a stressed syllable.
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So link the AI diphthong right into that true T. I told you.
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I told you--
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this is a waste of time.
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I told you this is a-- this is a-- this is a-- Then we have three really fast words.
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This is a-- this is-- notice that these are different sounds.
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The letter S in this is an S sound, the letter S in is is a Z sound, links right into the schwa.
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So all of these words link together really smoothly. This is a, this is a, this is a, this is a.
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This is a--
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See if you can simplify your mouth movements to make that that fast. This is a, this is a, this is a.
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This is a waste. This is a waste.
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This is a waste--
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of time.
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Waste of time. Waste of time.
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So we have two stress words. One unstressed word in between.
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The ending T of waste, links right into the reduction of 'of': of, of, with a true T. Waste of time.
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And then another true T in time, because it is beginning a stressed syllable.
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Waste of time.
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A waste of time. A waste of time. A waste of time.
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So you can't say: waste of time, waste of time, you can't fully pronounce that.
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You won't be able to do it quickly enough. You have to reduce it. Waste of time. of of of of.
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A waste of time.
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Come on, let's go.
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Then he says really quickly: come on, let's go. Really linked together, not all that clear. Come, come.
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I would write that with the schwa, come on,
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and then it links right into the next vowel: come on, let's go.
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Come on, let's go.
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Come on, let's go.
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Come on, let's go.
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Come on, let's go. And actually, on is our peak of stress there. Come on, let's go.
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And then everything else falls down away from that peak come leads up to it. Come, come on, let's go.
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And actually, let's go is said pretty unclearly. I would say there's not even a T sound there.
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Let's go. Let's go. Let's go. Let's go.
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I'm just hearing light L, EH as in bed, S. Let's go. Let's go. Let's go. Let's go. Come on, let's go.
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Come on, let's go.
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Come on, let's go.
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Come on, let's go.
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Come on, let's go.
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Don't condescend Hank--
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What do you think are the most stressed syllables here?
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Don't condescend Hank.
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Don't condescend Hank.
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Don't condescend Hank.
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Don't condescend Hank.
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Hank. Hank definitely has stress it's an up down shape as his voice goes up.
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Don't condescend. Some stress on con, more on scend, condescend.
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So each word in American English only has one syllable with primary stress.
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That would be the send syllable here.
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But some syllables do have secondary stress.
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And sometimes, they have a stressed feel, and sometimes they don't.
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This one sort of does.
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Condescend. Con, con, con.
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So this is a word that we wouldn't change the vowel to the schwa.
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Con, con, con. Condescend.
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Condescend.
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But this middle syllable, unstressed, does have the schwa.
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Condescend.
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So notice the C here doesn't make a sound. It's just combining with the S to make an S sound.
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Condescend.
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Condescend.
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Now here, we have an N apostrophe T. How is that pronounced?
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Don't condescend--
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It's a stop T. Don't, don't, don't, don't condescend.
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Don't condescend--
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Hank.
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Hank. Does a light release of the K. Hank. This is like the word thank.
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If you look it up in IPA, thank has unvoiced TH,
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AA as in Bat, NG sound, K.
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Well, this sound is AH. I don't hear that sound in thank.
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Ah, thank, thank, thank.
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So this is actually a case where the IPA doesn't really reflect what happens when we speak.
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It's a lot more like the AY diphthong.
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When the AA vowel is followed by the NG consonant, if you look up a word and you see that, like thank,
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just know that it should be more like: ay ay thay thay thank thank Hank Hank. Not Hank Hank.
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Hank.
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You're the one who's on the run from the FBI.
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Okay what are our peaks of stress here?
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Let's listen to the sentence a few times, see if the rhythm jumps out at you.
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You're the one who's on the run from the FBI.
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You're the one who's on the run from the FBI.
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You're the one who's on the run from the FBI.
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You're the one-- You're the one who's on the run from the FBI. FBI.
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You're the one who's on the run from the FBI.
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You're the one who's on the run from the FBI.
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You're the one who's on the run from the FBI.
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I'm trying to think about what vowel I think he's putting in there.
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It sounds a little bit like the AW when it's followed by R like in the word core.
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You're, you're, you're, you're, but it also sounds more closed than that, kind of like UR plus R, like
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if we reduced it: you're, you're, you're, but then we put some shape into it, you're, you're.
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So I would say it's probably more like this one, but it's also not totally pure.
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Sometimes it's really hard to identify what exact sound I think it is, especially when there's an R involved
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or something that might change the vowel a little bit.
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Like R definitely changes the AW as in law vowel, it's not going to be a pure sound
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when R follows it in the same syllable.
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You're the one-- You're the one-- You're the one who's on the run from the FBI.
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You're the one who's on the run-- You're the one who's-- the one who's--
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So we have three flatter in pitch words here, unstressed, remember, always linking together smoothly.
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You're the one who's on, who's on, who's on.
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Ending Z here. This is the word is, which does have a Z sound for the S.
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Who's on-- links right into the vowel. Who's on the run.
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Just everything linking together so smoothly. No skip or space or lift between the words.
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You're the one who's on the run-
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You're the one who's on the run-
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You're the one who's on the run from the FBI.
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On the run from the- So 'the' here flatter in pitch, unstressed.
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From the. Also flatter in pitch, unstressed.
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Not pronounced: from the, but rather: from the, from the, from the, from the.
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To say that more quickly, you have to put a schwa in there.
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From, from, from, from, from the, from the, from the.
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From the FBI.
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And actually this vowel in 'the' is actually the EE vowel: from the, from the, from the, from the F,
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that's because the next word begins with the EH as in bed vowel, F, F, from the, from the, from the, from the FBI.
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FBI.
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And whenever we say something by the initials, it's always the last initial that has the most stress, like here,
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FBI, but everything links together really smoothly there.
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FBI.
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B links into I. You can feel like you're going through a glide constant Y. FBI. FBI.
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FBI.
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All because you had to grow to a size--
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All because you had to grow to a size.
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Lots of up down shape there. All because you had to grow to a size.
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All because you had to grow to a size.
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All because you had to grow to a size.
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All because you had to grow to a size.
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Now let's look at the word because. So he's really stressing
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and speaking more clearly here. I think he's accusing him of something. He's a little bit angry.
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All because. So the word because is written in IPA with the IH as in sit, but I hear him doing more of an EE vowel.
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All because. Over pronouncing, over accenting it because of his emotion. All because.
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All because--
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you had to grow to a size.
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You had to grow to a size. So then we have three unstressed words here before the more up down shape,
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the more stressed word of grow.
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But he's still saying all of the words pretty clearly here I would say.
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You had to grow to a size.
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You had to grow to a size.
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You had to grow to a size.
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You had, you had to, let's listen to just these three words on a loop.
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You had to--
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Do you notice that even though he's a little bit angry, and speaking a little bit more clearly,
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we still have a reduction here? It's not had to, it's hadduh, hadduh, hadduh, taking the ending D,
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linking it on to the schwa, and letting that be the word to. You had to. You had to. You had to grow.
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You had to grow--
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to a size.
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Grow to a size. So we have two unstressed words between now again we have the word to,
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and we've seen how it can reduce to just the schwa. But you know what? It doesn't reduce here at all.
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And the reason is it links into a word that is the schwa, or
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it can also happen if it's a longer word that begins with schwa. When the word two links into a word like this,
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we can't also make it a schwa because then the schwas would blend together and we might not hear the syllable.
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We might not catch the word at all. So it is a true T plus the OO vowel which then links right into the schwa.
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To a, to a, to a, to a. So it's unstressed, but it doesn't reduce. But it's not to, it's to, to, to, to a, to a, to a.
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Still needs that unstressed feel. Grow to a size.
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Grow to a size.
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Grow to a size.
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Grow to a size that finally fit your ego.
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That, that, that. The word that said quickly with a stop T and then he really brings out that consonant.
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Finally. Finally.
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He wants to stress that word. Finally fit your ego.
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That finally fit your ego.
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That finally fit your ego.
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That finally fit your ego.
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Fit your, fit your. Stop T in fit and the word your, not reduced to your, which is very common,
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and why didn't he reduce it? Well, he's insulting him. He's kind of stressing each word.
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It's, it's an insult to be considered somebody with a big ego. And so he's saying you grew to a size,
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a huge size that finally fit your huge ego.
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So in this insult, he's stressing each word more.
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Finally fit your ego.
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Finally fit your ego.
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Finally fit your ego.
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Finally fit your ego.
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Put a little up down shape there.
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Finally fit your ego.
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Finally fit your ego.
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Finally fit your ego.
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24:45
Let's listen to this whole conversation one more time.
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Doctor, we need to find our lab.
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Hope, I'd love to help you but I don't have anything like the equipment you're describing.
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I told you, this is a waste of time. Come on, let's go.
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Don't condescend, Hank.
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You're the one who's on the run from the FBI.
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All because you had to grow to a size that finally fit your ego.
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25:03
Now for the fun part, you'll look at the notes we took together
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and you'll hear a part of the conversation on a loop three times.
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Then there's a space for you to repeat.
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For example, you'll hear this:
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Maybe so, sir.
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Then you'll repeat it: maybe so, sir. Try to imitate everything about this exactly.
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So when you see this,
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then you'll repeat it. Maybe so, sir.
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That's from top gun: maverick which was the first movie we studied in this summer series.
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You'll also have the opportunity to listen and repeat in slow motion.
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This will be important for you if you're more of a beginner, or if you're having a hard time
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focusing on linking or the melody. Maybe you'll want to do it both ways, but the important thing is
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here is your opportunity to take what you learned and put it into your body and your own habit.
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That's what's going to transform your speaking.
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You might do well to work with the audio section of this video every day for a week.
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Imitating the rhythm and the simplifications will get easier each time you do it.
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If you can't keep up with the native speaker, do the slow-motion imitation.
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Okay, here's our audio training section.
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Don't forget to come back and do this audio again tomorrow and the next day.
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You want to build habits here.
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So you don't need to think about how to say what you want to say when you're speaking English,
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you just think about the words themselves, not the pronunciation.
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This is part of a series all summer long,
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13 videos, 13 scenes for movies check out each one, learn something new each time.
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I make new videos on the English language every Tuesday and I'd love to have you back here again
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please subscribe with notifications and continue your studies right now with this video.
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And if you love this video, share it with a friend.
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That's it guys, and thanks so much for using Rachel's English.
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About this website

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