Your Questions Answered Again!┃Learn American English Pronunciation On the Go

Rachel: You’re listening to the Rachel’s English podcast,  

made especially for non-native speakers, where we study the  

way Americans really speak. My goal is for you to  listen to this podcast every week, and sound more  

natural when speaking English and improve your  listening comprehension. In today’s episode, my  

husband David and I are answering questions about  pronunciation that have been posted to my YouTube  

channel. All right, guys. Welcome to another  question and answer, a Q and A, podcast from  

Rachel’s English. I'm here with my husband, David,  who has so generously given his time for this.

David: Hey, everybody.

Rachel: And, let's just jump right in.  

These questions are all coming in from YouTube.  YouTube comments. All right, David. Fire away.

David: Okay. So,  

Cubero has a question. Can you help  me on pronouncing pig and pick?

Rachel: Okay. So,  

we have P-I-G, the animal pig, and we have  P-I-C-K, the verb pick. Okay, so, I'm just,  

I'm putting David on the spot here, but as someone  who is a native speaker but never needs to think  

about pronunciation, what do you think? How would  you describe the difference between those two?

David: Well, first of all, I was like, wait, what do you  

mean? Those are completely different word, because  I was looking at them. But now, when I'm thinking  

about the sound, I can see, I can see it. So,  you saying, how would I describe the difference?

Rachel: Yeah. If you  

had to answer this person’s  question, what would you say?

David: Pig and pick. Pig. Pick. Uh,  

pick has a more firm stop on the, at the end of  it to me. Pig. G-G-G, is like a softer at the end.

Rachel: Okay, interesting. David, did  

you know that the G sound and the K sound, which  are the two ending sounds we have here, are made  

the exact same way with your mouth? Your tongue  does the exact same thing. Is your mind blown?

David: It is a  

little bit. I honestly don't believe you, but—

Rachel: The only thing that's different—so, these,  

these two consonants are paired together. The only  thing that's different is that the G is voiced,  

meaning your vocal cords are engaged in the  mouth position. And the K sound is unvoiced,  

meaning your vocal cords are not engaged during  the mouth position. But the mouth position is the  

same, and that position is the back of your  tongue reaches, up, touches the soft palate,  

and pulls away. Guh. Kuh. David, make  those two sounds and notice it is the same.

David: Guh. Kuh. Guh. Kuh.

Rachel: Are you  

paying attention to your  tongue? You look confused.

David: I'm getting  

it. Hold on a second. Guh. Kuh. Guh. Kuh.  Yeah, I can make that sound with exactly  

the same— Yeah.

David: Mouth position.

Rachel: It's exactly the same, only for the G,  

your vocal cords are engaged. Okay, so, some  people have a hard time with ending voiced  

versus unvoiced consonants. Um, maybe because in  your native language, you tend to unvoice ending  

consonants. Maybe all your ending consonants  are unvoiced. I'm not sure, but, so, that's one  

difference. Pig ends in the voiced consonant,  and pick ends in the unvoiced consonant. 

And as David described them, you described  the K sound as being more forceful at the end?

David: Mm-hmm.

Rachel: Yeah. So, the K sounds,  

the unvoiced sound is stronger, and  the unvoiced sound, G, is weaker. So,  

that's really cool that you identified  that as the difference without knowing  

all the technical parts of it. There's one other  difference, and that is in a word pair like this,  

where everything is the same except  the final consonant, the word will be  

longer if the ending consonant is voiced. Pig.  Pick. Have you ever thought about that, David?

David: Mmm. Pick has four letters,  

but is shorter than pig with three letters.

Rachel: Right, because of the sounds.

David: It's so hard as  

a, uh, a learner of languages to not mostly  use your eyes. That's such a major shift.

Rachel: Yeah,  

right. You're so used to seeing it on a page, and  that's how most people start learning. They start  

with books and reading, and less so with just  hearing. So, the difference. Pig. A little longer,  

unvoiced ending, which is weaker. Pick. A  little shorter, voiced, unvoiced ending, which  

is stronger. Did I say that right? Pig. Voiced  ending, weaker. Pick. Unvoiced ending, stronger.

David: Okay. Got it. And so,  

our next question is from Eduardito  Medina Espana. That's an awesome name.

Rachel: Nice pronunciation, David.

David: Thanks. Spanish is my only language  

where I can actually pronounce things other than  in English. Okay, so Eduardito says, if I said,  

I finished my homework, can I drop that T in ed? Okay. So, this is a great question. One of the  

things that I tell people is that native speakers  do often drop the T when it comes between two  

other consonants. So, that always brings up the  question of the ed ending, because for, in lots of  

words, the ed ending is pronounced as a T, like in  the word finished. Finished. There, the ed ending  

is pronounced T-T-T, as a T. So, here, the T sound  comes after the sh sound, which is a consonant.  

Sht. Sht. Finished. And he put it in a sentence  where the next word, my, begins with a consonant.  

I finished my homework. So, if I wasn't going to  make that break, and I was going to connect all  

of the words together, what would happen to my  T? Would it disappear? Because it comes between  

two consonants. And I was trying to pay really  close attention to David when he read it out loud,  

and I think he did drop it. I finished my  homework. I finished my homework. I mean,  

if anything, it is such a light T that I don’t  even think a non-native speaker would notice.

David: Let me read  

it again. I finished my homework. Ah, I  guess it is pretty much totally gone. I  

finished my homework. I, um, yeah.  In my mind, I'm including it, but—

Rachel: Now, try  

to say it in present tense without the ed ending.

David: What do you mean?

Rachel: I finish my homework.

David: As in, I always finish my homework?

Rachel: Yeah.

David: I always finish my homework.

Rachel: Now, say the other one again.

David: I finished my homework. Let me slow down.  

I finished my homework. I finished my homework. I  think it's there, actually. A tiny. It's like a—

Rachel: Extremely light.

David: Touching on it so lightly.  

And I don’t think you would have to.

David: Definitely  

wouldn't have to, if you're—so, ask me  a question where the answer would be—

Rachel: Past tense.

David: Yeah.

Rachel: David, did you finish your homework?

David: Yeah. I finished  

my homework. Yeah. You could totally  drop it. I finished my homework.

Rachel: Yeah. You can drop it. Now,  

if you're dropping it, the deal is, you have  to connect the word finished and my. That's  

the only way you can drop it, is if it's  like linking those words, and therefore,  

it comes between two consonants. If  you put any kind of break, then it's—

David: That's hard.

Rachel: No longer linking,  

and then you can't drop  it. I finished my homework.

David: You're right, because if you,  

if you slow down and don’t link, then you really  sound like a non-native speaker, because you—then,  

it sounds like you're not comprehending  the past tense nature of the sentence.

Rachel: Right.

David: Ooh, that's brutal.

Rachel: It's tough. English is so hard. Every  

since David and I got together, you know, prior  to me, he never thought about English, really.

Rachel: Mm-mm.  

I mean, no one does. No native speaker  does. And then, when we got together,  

I started pointing out all of these things  that we do, and he's like, that is insane.

David: Yeah.

Rachel: How does anyone study this language?

David: Yeah. Yep.

Rachel: Okay. Let's move onto the next question.

David: Okay. This is from Dave. I know how to  

pronounce that one. Hey, Rachel. When I use Google  Translate and I want to hear the pronunciation,  

the voice of the Google Translate is similar to  your voice. Is it true that that's your voice?

Rachel: No. Unfortunately,  

Google Translate has paid me no money to make  recordings for them. But I like that my voice  

sounds like some sort of standard that Google  would have chosen. That's very flattering.

David: All right. So,  

let's go to the next question. Santo Diablo—wow.  Talk about a great username. All right,  

Mr. Santo Diablo. I feel the T sound,  flap T, T is pronounced as an R sound.

Rachel: Okay. Yes. Santo  

Diablo. I don't know your native language. I'm  guessing it might be Spanish. Maybe Portuguese.  

Maybe Arabic. I'm pretty sure it's not Arabic, but  the reason why I said that is because the flap T,  

the American flap T sound, is the same as  the R sound in Spanish, Portuguese, Arabic,  

and other languages. So, I describe the flap T as  being like a D sound, because the flap T is just  

like the D between vowels in American English. But  depending on your native language, it's just like  

the R sound in your native language. So, yes. If  you feel that the flap T is like an R, then that's  

because it is an R in your own native language.  And that's a great way for you to think of it.  

You're going to pronounce perfectly when you think  of it as being your R sound. Now, keep in mind,  

it's so different from the American R. So, make  sure that your mind keeps that distinction. If  

your native language is Arabic, Portuguese, or  Spanish, when you are working with a flap T,  

make an R. When you're working with American R,  then you have to make this completely different  

sound. Err, which can be held out, unlike the  flap. But that's the reason why, is because if  

your own native language, your own context.  That's what makes it seem like an R to you.

David: I'm trying to  

think what some other good examples of words in  Spanish would be for the R. Spanish is the other  

language that I've studied a lot, and I—it's  really true that as I tried to sound more like  

a native Spanish speaker, that R sound is one  where it really shows up who’s truly fluent.  

Rachel: Yeah. Who’s paying attention to pronunciation.

David: Yeah. So, I went with a group of  

students to the Dominican Republic, and you could  tell as we talked in class, the people who were  

really sounding like a native speaker, and that  was one of the spots. So, what would a word be?

Rachel: Okay. I'm  

thinking of the word caro, and I'm thinking, is  that Italian? Or is that Spanish? Or is it both?

David: That's the double R. What's a single R? Isn't it?

Rachel: Caro is single R,  

at least in Italian, I know, because I'm thinking  of the sound Caro Nome by Giuseppe Verdi.

David: Okay.

Rachel: Okay.

David: Right. So, Italian.

Rachel: So, that's helpful.

David: No, in Spanish, though—

Rachel: Perro is double R, right?

David: Mm-hmm.

Rachel: See, David and I both studied Spanish,  

but we studied Spanish so long ago that we  cannot even come up with one word that has an R.

David: Stoney has that book with  

all the fruit. Arandanos. Okay.

David: That's blueberries, right?

Rachel: Oh, gosh. I can't remember now.

David: I think so.

Rachel: Arandanos.

David: Arandanos.

Rachel: Okay. So, there. That's an example of—

David: Adah. Arandanos. It is a D sound.

Rachel: Yeah. To us, it feels like a D, but—

David: But it's the R in Spanish.

Rachel: And this is actually, thinking  

about when you studied Spanish is bringing up  a great point, which is, I always tell people,  

think about how an American pronounces your  language, because you said one of the main  

issues is when an American will say something like  perro and put that American R in there. And to a  

Spanish speaker, you're probably thinking that  sounds ridiculous. So, that's when you know the  

R in American English is very different from your  own R. So, when you're studying American English,  

you have to really pay attention to that R.  So, listen to an American in your own native  

language speaking your own native language. Pay  attention to what seems silly and weird about it,  

and think, those are the same qualities I need to  really pay attention to when I'm studying English.

David: Okay. So,  

let's take another question. So, this comes from  Estefani Andrate. Hi, Rachel. I need your help  

please. I work in a Japanese company, and Japanese  people speak English, but their pronunciation is  

so different. I cannot understand them well.  What can I do to understand them? Thanks for  

all your videos. I love your channel. Okay. Thanks for the question. Uh,  

this is really hard, and I do get this question  sometimes. People who are working internationally  

or travelling internationally, and English is not  their first language, but it's also not the first  

language of anyone they're speaking with. Then, it  can become really, really hard. Um, and especially  

if the person you're speaking with doesn't have  very good pronunciation. Then, it can just be like  

such a challenge. So, I wish I had like an awesome  magic answer for you, and I don’t, but I do have a  

tip, and that is, I know that Japanese speakers  tend to reverse R and L sounds somewhat. For  

example, I'm thinking of my teacher in graduate  school. She was from Japan. I went to school  

for opera singing. Some of you might not know  that. I, I haven’t talked about it in a while.

But I had this awesome vocal coach, and  she would say, fluslating, and the word  

is frustrating. Er, er, er. And she would say,  fl-L-L. L sounds instead of R sounds. So, this  

is one thing I can think about that might help.  If you're having a really hard time understanding  

them and they're repeating themselves, then try  to think, what would it be like if their Rs were  

Ls and their Ls with Rs? Then, that might help you  understand the word, but I also might not. I mean,  

I feel for you. That's a tough situation.  I guess what I would say is, you know,  

continue to work on your English. The better  your English gets, the better your listening  

comprehension gets. Probably, the better you'll  be able to understand anybody. Also, if it seems  

at all appropriate, go ahead and tell them to  follow—go to my YouTube channel. I'll help them.

David: There you go. So, the next question  

is from Lee, and Lee says, hi, Rachel. Thanks  for your lessons. They're really helpful. As I  

just found your videos, I'm trying to figure out  which video I should start with. Thank you again.

Rachel: Okay. Lee Daisy. I'm going to just say right now,  

I do not have a great answer for you, but for  everyone, I have a semi-helpful answer. So,  

maybe the people listening here all know my  YouTube channel. If you don’t, I have—I can  

remember how many are live now. Maybe around 600  videos. That's a lot. That's a lot to deal with.  

So, I did make a playlist that I think is called  Start Here. I'll go check, and if it's not, I'll  

change it so that it says Start Here. But, so,  I do have the one playlist that I put together,  

but I'm going to be totally honest here.  The amount of time I have in any given  

week to work on specific projects is  just never as much as I want it to be.

So, I have not done an amazing job of  organizing those free videos, but I will say,  

I did once two years ago, and I organized them  into a text. So, I wrote a book. Within that book,  

I organized hundreds of my videos and put them  together in a start-to-finish kind of order. So,  

I know not everybody can afford a book, but if  you can, that is where I spent about six months  

organizing the videos, writing out a method. And  you can get that at Rachelsenglish.com/book. So,  

check that out. If you can't, then on my YouTube  channel, check out the playlists. You know,  

the playlists in general are where I've  organized things. So, that's a good place  

to go. If you find one exercise you like, there  might be a whole playlist of them. And then,  

there's also a playlist of where to  start to get acquainted with my channel.

David: Yeah. When I heard the question, the  

thing that I thought about right away was the book  as well, and I think, um, as I've gotten to know  

more about the “book”, it's like, it's, that's the  barely the right word, because there's so much of  

your video organization. There's audio. There's  all this stuff that lays out your method, and  

I think because you waited a while to write the  book, you know, you have all these years of free  

content and the expertise that goes with it. I  think that's, that's what makes the, the digital  

product—I don't know what other word to use  for book, but that's what makes it so great, is  

there's years’ worth of your content and expertise  that gets really tied up into a systematic or  

a straight through kind of approach that's  different than just finding your way on YouTube.

Rachel: Yeah. That's definitely true, and I'm not quite  

sure why I waited so long to write the book. Um, I  guess I was intimidated by putting something down  

and saying, this is final. This is the way it is,  because I'm always still learning. And, you know,  

the vast majority of what I wrote in that book  is what I learned from working with students. I'm  

really all about figuring stuff out by doing. I'm  so much a doer. I am not a researcher. I research  

only as needed to support doing. But, yeah. No,  that's, that's, that's true, David. That book is  

so much based on my experience, and yeah. I  love it. I loved writing it. Pick up a copy.

David: Rachelsenglish.com/book, right?

Rachel: Yeah.

David: Okay. So, let's go to the next question. Uh,  

this is from Dearay Memo. Thanks for the video.  Actually, it's hard to have good elocution,  

even in your native language. Many people  speak quite badly in my country, for example.  

I wonder about something. Am I supposed to  make a D between vowels sound when the D  

is between an unstressed and a stressed vowel?  For example, in the instance like “ridiculous”,  

“today”, “a day”, “the day”, I feel like  it should be pronounced as a normal D.

Rachel: Okay. This person got me.

David: Uh-oh.

Rachel: This person  

figured something out that  I had not thought of yet.

David: Oh, cool.

Rachel: Yeah. This is awesome. So,  

the way I talk about the D between vowels is that  it's a flap sound, just like the flap T. Just like  

the R, which we were talking about earlier in  other languages. The flap sound. And, yeah. So,  

I say that it is for a D between vowels or a T  between vowels. And I've always said, a true T,  

though, is what we would start a stressed  syllable with, but I never said that about  

the D. But this person’s right. If it's a stressed  syllable, then it's not a flap anymore. It should  

be a real D sound. So, the word ridiculous.  D-D. That is definitely a real D sound. The  

word today. Day. Day. Again, definitely a real D  sound. If I tried to say it with a flap, today,  

today, today, it doesn't sound quite right.  It's a real, true D. Today. And this is true  

also when you're linking two words like a day.  A day. A day. D-D-D. Also a real, true D. So,  

thank you to—how did you pronounce that username? I said Dearay Memo, but maybe it's Dear Memo.

Rachel: Unclear. Unsure how to pronounce this username.

David: However it's pronounced, you're awesome.

Rachel: You're awesome. You found something  

that I had not noticed, that I hadn’t pointed out  yet, and here it is for the first time appearing  

in a Rachel’s English materials, thanks to you.  So, yes. D and T, they're flaps between vowels,  

unless they start a stressed syllable. In  that case, they're a true T or a true D.

David: Great. All right. And we have one more question.

Rachel: Okay.

David: So,  

this is from Omar Ibrahim, and Omar says,  teacher, sometimes I hear native speakers say,  

oh, God. Rach, I can't even—I don't  even know how to ask this question.

Rachel: Okay.

David: This kid’s into  

crazy town with this stuff  that I don’t understand.

Rachel: Yeah. So, David and I—

David: What's it called again? Phonetic alphabet, right?

Rachel: It's the  

phonetic alphabet. David and I are  both looking at the question here,  

and I should have warned you ahead of time  that this, this question contains phonetics.

David: This is  

where all your students are  about 10 years past where I am.

Rachel: Right. Yeah. Most native speakers wouldn't know  

how to read this at all. Okay, so, I'll go ahead  and read the question, then. So, first of all—  

Okay. Then, well, actually, here.  I'll read—just for entertainment—

Rachel: Oh, wow. Okay.

David: Here, I'll read this. This is what it looks like  

to me. Teacher, sometimes, I hear native speakers  say, wave- da instead of wave-der-dudgy. Or  

wave-neem instead of wadskr-neem. So, I wonder how  you make a video for me. I'd be glad. Yours, Omar.

Rachel: Okay. Okay, Omar. I'm just going to go  

ahead and take over answering this question,  because I don’t think David’s quite up to the  

task. First of all, Omar, awesome that you wrote  in IPA. Omar wrote the question in phonetics, and  

that means I know exactly what he means, because  sometimes when people write it out in letters,  

I can't—I'm not always sure that my mind is  making the same sounds as their mind was. Okay,  

so, here's what he asked. Teacher, sometimes  I hear native speakers say, whatcha doin? 

Instead of what are you doing? Or, whatcha  name? Instead of what is your name? Okay,  

so, he's wondering what's  going on here. All right. So,  

the phrase what are you doing? David, have  you ever heard someone say, whatcha doin?

David: Yeah. All the time.

Rachel: A lot. Okay, so,  

in these cases, the phrase what are you doing  gets reduced, and one of the reductions that  

happens is the word are gets dropped. So, then  it becomes what you doing, and you would never  

want to say it like that, with three clear  words, because part of doing reductions is,  

you've got to do more than one reduction to make  it sound right. So, if you drop the word are,  

then you need to also reduce and link the  other words. So, if the word are is dropped,  

what are you doing becomes what you doing, and  you may know from having heard me say this before,  

when a word ends in T and the next word  is you or your, we hear a ch sound,  

often. Whatcha. Whatcha. Whatcha doin?  Whatcha doin? So, in this case, what are  

you doing becomes what you doing becomes whatcha  doin? Whatcha doin? Hey, David, whatcha doin?

David: Making a podcast.

Rachel: Oh, that's fun. Ask me what I'm doing.

David: What are you doing?

Rachel: So, he, he pronounced it  

differently. He said, what are you doing? And this  is actually what Omar’s question was. Sometimes,  

I hear native speakers say whatcha doin  instead of what are you doing? So, I said  

whatcha doin? David said, what are you doing?  Same meaning, and they're both very good. They're  

both very smooth. The way David said it, what  are you doing? He did not drop the word are,  

but he did reduce it and connect it to  what. So, what are became whater. Whater.  

Whater. What are you doing? Whatcha  doin? Both are okay. Whatcha doin,  

definitely more casual. I probably wouldn't  say that to my boss. What do you think, David?

David: Yeah. I was, I was trying to think about  

the con—the contextual differences, and I think  it is, it's more playful. It's more informal.

Rachel: Mm-hmm.

David: So,  

right. I would not say that to my boss, but I  would be totally—I'm sure I have said to her,  

hey, what are you doing? Can I talk  to you for five minutes later on?  

That's totally appropriate, but whatcha,  that's very friend to friend. Very casual.

Rachel: Yeah.

David: Whatcha doin? And,  

it's like saying it that way implies  a casualness and a playfulness.

Rachel: Right,  

and you don’t want to imply that with your  boss or with a relationship like that.

David: Yeah, yeah. And actually,  

this question is really great, and I learned  something. Um, I was being playful and trying  

to be funny with reading it for the first time,  but I was really struck as you were answering the  

question by how powerful IPA is. Because you knew  exactly—and as you read it, I was thinking, wow. 

Even though they're communicating in a written  way, which you and I have been talking about a  

lot, like, this is about hearing, not necessarily  what's on the page, but because of using IPA,  

he was able to communicate exactly what his  ear was hearing, and that's really powerful.

Rachel: Yeah,  

it really is. He was able to  write this casual way of speaking.

David: Right. Formally. Like,  

by using this formal IPA alphabet, he was  able to exactly say the informal thing  

that he was hearing. That's, that's really  cool. I have an all-new respect for IPA.

Rachel: Yeah. IPA is amazing,  

because English, I mean, forget about it.  Letters matching up to sounds? No way. Like,  

any given letter can be pronounced  so many different ways in general.  

And so, that's why you absolutely need the IPA and  honestly, it's not that heard to learn, you guys.  

I have several videos on YouTube about, that go  over the IPA symbols. I also have a course on the  

IPA in my online school, um, if you're a member of  the Academy. So, it doesn't take that much time,  

because once you get acquainted to them, with  them, you're going to see them over and over  

as you look words up. So, it's not like you study it once and then you don’t see it for  

months, so you forget it. If you study it and  you get to know what sounds are made with what  

symbols, then, you know, as you study English,  as you look up words, as you work in my Academy  

or anywhere else that uses these symbols,  you'll get really, really used to them.

Okay. He had one other part of his question here.  The question was, sometimes he hears, what is your  

name? And sometimes he hears, what's your name?  Actually, he wrote whatcha name. Whatcha name. Um,  

and I would say, I do think what’s your name.  What's your, er, I'm putting an R there after  

the schwa, which Omar did not do in the phonetics.  Whatcher name? Whatcher name? What is your name?  

What is your name? So, it's the same thing here.  We're dropping the word is. What is your name?  

We drop the word is. What your name? And it  becomes, whatcher name? David, you're looking  

a little bit skeptical. Do you feel like you  don’t ever hear people say what's your name?

David: Yeah. Uh, I  

don't know that, I don't know  that I do. What's your name?

Rachel: Hey, what's your name?

David: What's your  

name? I feel like, when I shorten that, it  goes to that ts sound. What's your name?

Rachel: Mmm, yeah. You reduced the word what's to just ts.

David: Yeah.

Rachel: What's your name? Okay, so, that actually  

brings up an interesting point. Sometimes,  there's more than one way to reduce something.

David: Yeah, right.

Rachel: What's your name?

David: What's your name? Mm-hmm.

Rachel: What's your name? I definitely  

think I've heard what's your name.

David: Yeah. No,  

you're right. Rachel: 

And of course, what is your name is also,  it's very smooth. I'm making a flap T there  

to connect what and is. That's also a  very native, very smooth way to say it.

David: Yeah.  

Wow. I'm learning a lot from Omar. That's cool.

Rachel: Yeah. Great question. And,  

actually, that was our last question. So, that  wraps up this podcast. Thanks to everyone who  

submitted a question on, on my YouTube channel.  I do try to answer and respond to as many of  

them as I can. I'm going to go ahead and say, if  you want to submit a question for the podcast,  

to send an email to [email protected],  and put “Podcast Question” in the subject. Um,  

now, I can't say that every single  one of them will get answered.  

It depends on how many questions come in. But if you do do this, why don’t you help us out?  

And I'm going to challenge you to write your name  in IPA so that we can figure out how to say it.

David: Cool idea. Yeah, that’d be great. Oh,  

boy. That means I'm going to have to learn how  to read IPA. All right. I guess I have to learn.

Rachel: David’s got something to do in his spare time now.  

Learn IPA. David, thanks so much for taking time  out of your day to come help me make this podcast.

David: It was really fun.

Rachel: Okay,  

guys. That's it for this  episode. Talk to you soon.

David: Bye, guys.

Rachel: Thanks for  

listening. To see the show notes  and links to related topics,  

please visit RachelsEnglish.com/podcast  and look for this episode. New podcasts  

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