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🤔Learn English with the TV show Friends! 📺| LEARN ENGLISH SPEAKING | English with Rachel’s English — Transcript

by Rachel's English · 5,250 words · 955 segments · language en · Watch on YouTube

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0:00well last week we celebrated
0:02thanksgiving and no i didn't make a
0:04rachel's english rifle but i thought
0:06about it i've been thinking a lot about
0:08this trifle since we made our video last
0:10week in this week's video we're going to
0:13continue with learning english with tv
0:15learning english with friends as we
0:17study more of this thanksgiving episode
0:23here's the scene
0:25rach you're killing us here we serve the
0:27dessert already what is it it's a trifle
0:29it's got all of these layers first
0:31there's a layer of ladyfingers then a
0:33layer of jam then custard which i made
0:36from scratch
0:38then beef sauteed with peas and onions
0:44and then bananas and then i just put
0:45some whipped cream on top
0:51what what was the one right before
0:53bananas
0:56the beef yeah that was weird to me too
0:59but then you know i thought well there's
1:02minced meat pie i mean that's an english
1:04dessert these people just put very
1:05strange things in their food
1:08you know oh by the way can i borrow some
1:09rum from your place yeah sure okay and
1:11while i'm gone don't you boys sneak a
1:13taste
1:16and now let's do the analysis
1:19rach rach a nickname of course i'm very
1:23familiar with this nickname as i get
1:25called it all the time
1:26rach
1:28rach rich rache
1:30little up down shape but it is also
1:32pretty flat he's a little frustrated
1:34rach rach rache
1:37rage
1:38rach
1:40you're killing us here you're killing us
1:42here you're killing us here a couple
1:44reductions you are your becomes you're
1:48you're you're you're said really quickly
1:50as if there's not even a vowel there
1:52you're killing us here you're killing us
1:56here kill
1:57the peak of stress for that phrase the
2:00most stressed word with that up down
2:03shape now he doesn't say killing
2:05with an ng sound he says killen with an
2:08n sound tongue at the front of the mouth
2:11killing you're killing us here
2:14you're killing us here
2:15you're killing us here
2:17you're killing us here the energy of the
2:19word your your your your
2:22year it goes up it's going towards the
2:25peak of stress and then the final three
2:27syllables
2:29in
2:29us here are all flatter falling away
2:32from that peak you're killing us here
2:37you're killing us here
2:38you're killing us here
2:40you're killing us here we serve the
2:41dessert already will you serve the
2:43dessert already serve and desert the
2:48most stressed syllables there they
2:50actually have the same vowel the er as
2:53in bird vowel
2:55serve dessert
2:58i call this an r vowel it's just like
3:01the r consonant only it's held out it
3:03has that shape
3:04but you don't try to make two different
3:06sounds a vowel and then an r it's just
3:08the one sound
3:11serve
3:13serve the dessert
3:14will you serve the dessert already
3:16we serve the dessert already
3:18will you serve the dessert already the
3:20letters s s here make a z sound dessert
3:24dessert
3:25will you serve the dessert
3:27we serve the dessert
3:29we serve the dessert
3:30will you serve the dessert will you both
3:33flatter lower in pitch unstressed will
3:36you will you will you serve
3:38the also unstressed will you serve the
3:44dessert so we actually have two
3:47unstressed syllables here because even
3:49though dessert is a stressed word the
3:51first syllable is unstressed
3:54dessert
3:55and that's the schwa the
3:57the
3:58the dessert we serve the dessert
4:01we serve the dessert
4:03will you serve the dessert the tea in
4:04dessert that's pronounced as a stop tea
4:08dessert
4:09the dessert already
4:11the dessert already
4:12the dessert already the dessert already
4:15listen to just the word already
4:18already
4:19already
4:20all ready he says it just like i do
4:23without an l sound already already
4:25already already this is a three syllable
4:28word with middle syllable stress already
4:31you can definitely drop that l there
4:34simplify that
4:36already
4:37already
4:38already what is it
4:40this three syllable phrase what is our
4:42most stressed syllable
4:44what is it
4:45what is it
4:46what is it it's the middle syllable what
4:49is it
4:50what is it the word what goes up in
4:54energy towards the peak and the word it
4:57falls off in energy what is it
5:00notice that the first t here in this
5:02phrase the t in what
5:04is a flap t linking those two words
5:07together
5:09and the second t is a stop t it's at the
5:11end of the phrase what is it the letter
5:13s here is a z sound and it links the two
5:16words together is it is it is it what is
5:19it
5:20what is it
5:22what is it
5:23what is it it's a trifle rachel's
5:25response it's a it's a trifle energy
5:29leading up to that stressed syllable try
5:32it's a trifle and then the second
5:35unstressed syllable falls back from that
5:37it's a trifle it's a trifle
5:40all linked together all very smooth the
5:43letter a is the schwa it's a it's a it's
5:46a trifle
5:48it's a trifle
5:49it's a trifle
5:50it's a trifle the tr cluster is very
5:54often pronounced as a c-h-r and that's
5:56what she does here try try trifle
5:59it's a trifle
6:01it's a trifle
6:02it's a trifle
6:04it's a trifle it's got all of these
6:05layers
6:06in this next sentence what are the most
6:08stressed words the peak of stress the
6:11peak of energy
6:12it's got all of these layers
6:14it's got all of these layers
6:16it's got all of these layers
6:18it's got all of these layers
6:22all and lay our two peaks of stress here
6:26it's and got
6:28a little lower in pitch flatter quicker
6:31it's got it's got all
6:33it's got all
6:34it's got all
6:36it's got all of it often the t between
6:38two vowels will link to words like god
6:40all but actually she makes a stop here
6:43and re-emphasizes the vowel it's got all
6:46that helps make the word all feel more
6:48stressed it's got all it's got all
6:52what about the word of
6:54it's got all of these layers
6:56it's got all of these layers
6:58it's got all of these layers
7:00all of these layers it said very quickly
7:04and i do think i hear a very quick
7:07subtle v sound but you could leave it
7:09out all of these layers you could make
7:12it just a schwa
7:13all of these layers
7:15all of these layers
7:17all of these layers
7:18the letter s in these
7:20is a weak z sound all of these all of
7:23these layers
7:25all of these layers
7:27all of these layers
7:28all of these layers really think about
7:30the stress repeat this sentence out loud
7:33and think about the stress let's slow it
7:34down
7:35it's got all of these layers
7:39[Music]
7:42focusing on the stress and maybe even
7:45exaggerating it a little bit will help
7:47you work on the rhythmic contrast which
7:50will help you sound more natural
7:52speaking english
7:54it's got all of these layers
7:56it's got all of these layers it's got
7:58all of these layers first there's a
8:00layer of ladyfingers what are the most
8:02stressed words in this phrase
8:04first there's a layer of ladyfingers
8:07first there's a layer of ladyfingers
8:09first there's a layer of ladyfingers
8:12first there's a layer of ladyfingers
8:20a little bit of stress on fingers
8:21ladyfingers
8:23first there's a layer of ladyfingers
8:25first there's a layer of ladyfingers
8:28first there's a layer of ladyfingers
8:30first this is also that same
8:32r vowel consonant combination fur
8:36so you don't need to try to make a vowel
8:38there f to r
8:40to s
8:42first
8:43first there's now the letter t it's
8:46actually dropped here because she links
8:48these two words together
8:50and when the t comes between two
8:51consonants it's often dropped first
8:54there's first there's
8:57right from s into the th
9:00first there's a layer
9:01first there's a layer
9:03first there's a layer of ladyfingers
9:05first there's a layer of ladyfingers the
9:09letter a here is just a quick schwa
9:11linking the words together the word of
9:15again
9:16the v is very subtle i actually don't
9:18think i really hear it
9:20layer of ladyfingers you can definitely
9:23just say that as a quick schwa linking
9:25the words together
9:27first there's a layer of ladyfingers
9:29first there's a layer of ladyfingers
9:32first there's a layer of ladyfingers
9:34ladyfingers is this bottom layer here a
9:37ladyfinger is a
9:39bit of sponge cake that is shaped like a
9:41finger a big finger
9:43lady fingers
9:45fingers notice the pitch goes up that's
9:47because she's listing she's listing all
9:50the layers and when we list things
9:53the intonation goes up
9:55for each item until we get to the end
9:57and then the intonation goes down
10:00a layer of ladyfingers
10:03there's a layer of ladyfingers there's a
10:05layer of ladyfingers
10:07a layer of ladyfingers then a layer of
10:09jam
10:10then a layer of jam
10:12then
10:13a little bit up a little bit of stress
10:16and a little bit up then
10:18a layer of jam
10:21jam and again it goes up because she is
10:24continuing her list
10:26then a layer of jam
10:28then a layer of jam
10:30then a layer of jam then a layer of jam
10:34a little lift after then but everything
10:37else is really smoothly linked together
10:40a layer of jam and here i do hear more
10:43of a v sound a layer of jam
10:47a layer of jam
10:49a layer of jam
10:50a layer of jam
10:52jam let's talk about the sounds there if
10:54you look that up you'll see the a as in
10:57bat vowel j
10:59jam it's not pure that would be a jam
11:04so when a is followed by m it's not pure
11:07we make more of an uh sound the back of
11:09the tongue relaxes before the m
11:12jaw
11:14jam
11:15so that transition is important
11:18in this sound to make it sound natural
11:20jam
11:21jam
11:23jam
11:24jam
11:25jam then custard
11:27then custard
11:29then custard the peak of stress there is
11:33cuss
11:34then custard
11:36then custard
11:38then custard
11:40then custard which i made from scratch
11:43so then she says which and puts a break
11:46separates it into its own thought group
11:48it's got that shape of stress which
11:51i made from scratch then she emphasizes
11:54i she's pretty proud that she put all of
11:57this energy and effort into this dessert
12:01which i made from scratch
12:03which i made from scratch
12:05which i made from scratch i made from
12:08scratch
12:10stress on that word as well she takes a
12:13little bit of the sound out of her voice
12:15but it's still stressed which i made
12:18from scratch
12:20the word from
12:22that is reduced it's not from
12:25but it's from
12:27from
12:28schwa m
12:30m takes over the schwa so it's as if
12:32there's no vowel at all in that word
12:35from from from
12:36scratch from scratch
12:39from scratch
12:40from scratch
12:42then beef sauteed with peas and onions
12:44okay in this thought group what are our
12:47most stressed words
12:49then beef sauteed with peas and onions
12:51then beef sauteed with peas and onions
12:54then beef sauteed with peas and onions
12:56then
12:57beef
12:58sauteed with peas and onions so our
13:01three nouns
13:03are our most stressed words there the
13:06other words are a little flatter and set
13:08a little more quickly
13:10we even have a reduction do you hear it
13:13then beef sauteed with peas and onions
13:15then beef sauteed with peas and onions
13:18then beef sauteed with peas and onions
13:20the word and is reduced in peas and
13:23onions
13:24peas and onions
13:26the word with also said very quickly
13:29sauteed with peas
13:31to the point where
13:33i don't think i really hear a th sound
13:35with peas and onions
13:37so if you try imitating rachel i think
13:40you can leave off the th here just make
13:42way
13:43and make it very very fast attached to
13:46the next word with peas with peas and
13:48onions
13:49sauteed with peas and onions
13:52sauteed with peas and onions
13:54sauteed with peas and onions
13:56sauteed with peas and onions and
13:58actually when i was writing my stress i
14:00should have written that it goes up at
14:02the end because again she's still doing
14:05her list she's not at the last item
14:08sauteed with peas and onions
14:10sauteed with peas and onions
14:12sauteed with peas and onions
14:16and then a little bit more custard she
14:18says this while people are laughing so
14:20it's hard to hear
14:21but the stress would be
14:23and then a little bit more
14:26custard
14:27little with a flap tee another and
14:30reduction
14:32and a stop t at the end of bit and her
14:34intonation does go up at the end of
14:36custard she's not done she's got more
14:39layers
14:44and then bananas and then i just put
14:46some whipped cream on top i love this
14:47because she's really showing us the
14:50stress of lists
14:51and then
14:52bananas and the pitch goes up
14:56and then i just put some whipped cream
14:57on top cream on top and then that comes
15:00down because she's at the end of her
15:02list these are all of the layers of her
15:04trifle
15:05and then bananas and then i just put
15:07some whipped cream on top
15:08and then bananas and then i just put
15:10some whipped cream on top and then
15:12bananas and then i just put some whipped
15:13cream on top
15:14and then bananas
15:17banan second syllable stress
15:20the word and reduced no d sound
15:24and then bananas
15:25and then bananas
15:27and then bananas and then and then and
15:30then ba so these first three syllables
15:33all flatter and pitch and then bananas
15:36[Music]
15:37and then we really have that stress on
15:39nan actually the stress is really more
15:42like
15:43this way
15:45bananas because it's on its way up and
15:48then bananas
15:51and then bananas
15:52and then bananas and then bananas and
15:54then i just put some whipped cream on
15:56top
15:56and then i just put some whipped cream
15:59on top so it all peeks out at the word
16:02cream which is her most stressed
16:05syllable and all of the syllables before
16:07that lead up to that peak and then after
16:09that fall away from it the words and
16:12then i
16:14really flat low in pitch a lot of
16:17reductions here the word and becomes
16:20it actually sounds like the word in and
16:22and and then and then and then i in the
16:23night and then i and then i and then i
16:26then i just
16:27and then i just
16:28and then i just and then i just put
16:31notice here we have three consonants in
16:33a row an ending t cluster followed by
16:36another consonant that t gets dropped
16:40just put just put just put
16:42and then i just put
16:44and then i just put
16:45and then i just put a stop t at the end
16:47of put because the next word begins with
16:49a consonant and then i just put and then
16:52i just put some
16:53and then i just put some
16:55and then i just put some
16:56and then i just put some the word some i
16:58wouldn't write that with a as a butter
17:01vowel i don't think it's fully
17:02pronounced i would write that with the
17:04schwa some some some
17:06some whipped cream
17:07some some
17:09some whipped cream
17:10some whipped cream
17:11some whipped cream we have a wh
17:14beginning here
17:15which can be pronounced with a little
17:18escape of air before the w but rachel
17:21doesn't do it and that's not a very
17:22common pronunciation whipped just a pure
17:25w sound
17:27some whipped cream
17:28some whipped cream
17:30some whipped cream so if i was gonna
17:31write this word in ipa i would write w
17:34and then the vowel p and then the e d
17:37ending here is a t
17:39the e d ending is a t if the sound
17:41before is unvoiced whipped cream so now
17:45we have p
17:47t
17:47c
17:48r we have four consonants in a row
17:51what do you think happens to this t
17:54some whipped cream
17:55some whipped cream
17:56some whipped cream if you guessed that
17:58it was dropped you're right it is 100
18:01dropped whipped cream whipped cream on
18:04top
18:05some whipped cream on top
18:07some whipped cream on top
18:09some whipped cream on top
18:10also she does a really clear example of
18:13skipping the release of a stop consonant
18:16at the end of a thought so for the p
18:18she says top
18:20and her lips come together making the p
18:23but she doesn't
18:25release
18:26and this is something that we do with
18:28stop consonants at the end of a thought
18:30group
18:31so watch her do this watch her lips come
18:33together
18:34and they don't part there's no release
18:36some whipped cream on top
18:38some whipped cream on top
18:40some whipped cream on top
18:46what what was the one right before
18:48bananas okay so ross is a little worried
18:51about what she's just described what
18:54what
18:55he says the wor the word what twice
18:58again the h kind of escape of air is not
19:00there it's just a clean w sound what
19:03what
19:04and
19:05that's not much of a vowel i would
19:07definitely write that as a schwa and
19:09it's followed by a stop t what
19:12what was
19:13what what was
19:14what what was
19:16what what was the one
19:18what was the one
19:19what was the one so even though there's
19:22not much of a vowel here what was the
19:25one
19:26there's still a little bit of a feeling
19:28of stress there what was the one
19:32we actually have three w sounds here
19:34what was
19:36one even though the word is written with
19:38a letter o
19:40it is the w sound one the word was
19:45is not was it's was
19:48it's reduced it said very quickly what
19:50was what was what was the
19:52what was the what was the what was the
19:54one
19:56what was the one
19:57what was the one
19:59what was the one right before bananas
20:02right before bananas
20:04right before bananas
20:07stress on right and
20:10nan
20:10and he does make his intonation go up
20:12here
20:14bananas so i would write the scoop the
20:17shape upside down here as it's going up
20:20bananas
20:23right before bananas
20:25right before bananas
20:27right before bananas
20:28right before bananas right
20:31stop tea not released that's because the
20:34next word begins with a consonant
20:36right before bananas
20:38you know
20:40i want to talk about the pronunciation
20:41of bananas this is the second time that
20:44we're seeing it here i didn't describe
20:46it the first time but in the stressed
20:48syllable we have ah
20:54[Music]
20:55followed by n and just like with the
20:57word jam
20:59m makes a not pure n does the same thing
21:04so
21:04it's more like an
21:06uh transition combo banan
21:11it's not ba nan
21:13it's not a pure a banana
21:18bananas
21:19this word is confusing it's got three
21:22letters a
21:23the first and the last are schwa
21:27nan
21:28uh
21:29banana bananas and then the middle one
21:32is this in pure a
21:35bananas
21:36bananas
21:38bananas
21:39bananas
21:42the beef she says the beef
21:46the beef
21:48her
21:49stress her intonation her melody goes up
21:52the beef the beef the two words linked
21:54together the word the said very quickly
21:57it's got a schwa
21:59the beef
22:00the beef
22:01the beef
22:02so she says it with her intonation going
22:05up because she's
22:06just confirming she's asking is this
22:09what you mean the beef uh
22:11that upward intonation shows a question
22:15the beef
22:16the beef
22:17the beef
22:19yeah that was weird to me too
22:21yeah
22:22yeah
22:23up down shape of stress
22:26yeah
22:27yeah
22:29yeah that was weird to me too but then
22:31that was
22:33weird to me
22:35two
22:36weird and two the two most stressed
22:39words there
22:40that was weird to me too
22:42that was weird to me too
22:44that was weird to me too that and was
22:48that was that was that was we have a
22:50stop t after that
22:52the word was isn't really that long
22:54again i would write that with a schwa
22:56that was
22:57was was that was weird
23:00that was weird
23:01that was weird
23:03that was weird to me too
23:04the word two here pronounced with a true
23:07t
23:09and a schwa
23:11so this word two
23:13is almost always pronounced with a schwa
23:16never a full vowel
23:18this word two is never reduced always
23:21pronounced with the ooh vowel
23:23to
23:25to me too
23:27to me too
23:28to me too
23:29to me too but then you know i thought
23:31well there's but then
23:33but then
23:34quick
23:35little phrase here stop t but then
23:39she's gonna keep going that's why her
23:41intonation goes up but then
23:43but then
23:45but then
23:46but then you know i thought well there's
23:48you know why i thought
23:50quickly strung together she's thinking
23:53of what to say
23:54flatter low in pitch and there's not
23:57much stress here not much of that up
23:59down shape of stress
24:01stop t the t in thought is not released
24:05you know i thought
24:06you know i thought
24:08you know i thought well there's minced
24:10meat pie well there's mint meat pie she
24:13really stresses the m
24:16mince meat pie and she does
24:19up down shape of stress there pie is
24:21well
24:23well and there's
24:24flatter in pitch less clear just like
24:27this whole phrase
24:29well there's minced meat pie
24:31well there's minced meat pie
24:34well there's minced meat pie
24:36mince meat pie
24:38mince meat
24:40pie do you notice that break there the
24:42tea is not released it's a stop t we
24:45stop the air and that signifies the t
24:48rather than t the actual t sound t just
24:51like p is a stop consonant
24:54minced meat pie
24:56minced meat pie
24:58minced meat pie i mean that's an english
25:00dessert i mean that's an english dessert
25:03i mean that's an english dessert all of
25:05this is a little bit less clear there's
25:07less vocal energy and the pitch is lower
25:10i mean that's an english dessert
25:12that probably has the most stress there
25:16but it's all a little bit lower in
25:18energy it's like an add-on to the
25:21thought she just said
25:23it's not given the full voice
25:25i mean that's an english dessert i mean
25:27that's an english dessert i mean that's
25:29an english dessert i mean that's an
25:31english dessert i mean that's an english
25:33dessert you're gonna have to really
25:35simplify to imitate this i mean i mean i
25:38mean i mean
25:39and to say it more quickly you don't
25:42need to drop your jaw as much try to
25:44form sounds as much you simplify your
25:46mouth movements
25:48i mean i mean
25:49i mean that's an english dessert i mean
25:51that's an english dessert
25:53see if you can work on that simplifying
25:55your mouth movements
25:58and note again that the double s is a z
26:00sound here and that's pronounced as a
26:03stop t
26:04i mean that's an english dessert i mean
26:06that's an english dessert i mean that's
26:08an english dessert these people just put
26:10very strange things in their food now
26:12here the pitch is a little bit higher
26:14the volume and vocal energy a little bit
26:16higher these people just put very
26:19lots of stress there
26:21some stress on these np
26:23these people just put very strange
26:26things in their food strange and food
26:29all of those are a little bit more
26:30stressed
26:31these people just put very strange
26:33things in their food these people just
26:35put very strange things in their food
26:38these people just put very strange
26:39things in their food her pitch is really
26:42high at the beginning it's showing a
26:44little bit of
26:46surprise
26:47she can't figure out why there's meat in
26:50the dessert but she's going with it
26:52now we have an st cluster followed by a
26:55consonant
26:56what do you think happens to this t
26:59these people just put very strange these
27:01people just put very strange these
27:03people just put very strange it's
27:05dropped just but just put just put
27:08just put very
27:09just put very this t is a stop t the
27:12next sound
27:13is a consonant sound
27:16these people just put very
27:18people i know that can be a tricky word
27:21the stressed syllable has the e vowel p
27:24pull pull
27:26and the unstressed syllable
27:29has schwa l this is going to be a dark l
27:32don't try to make a schwa vowel just
27:36make the dark sound where the back of
27:37the tongue pulls back a little bit pull
27:40pull pull
27:41pull just pull just do not lift your
27:43tongue tip here
27:45you don't have to to make a dark sound
27:47it will probably make it sound like a
27:49light l and we don't want that
27:52and i can promise you she's not lifting
27:54her tongue tip
27:55you don't need it for the l sound when
27:57it's a dark l these people
28:01just it doesn't lift until it's making
28:03the j sound these people just these
28:06people just
28:07these people just put very strange
28:09things in their food
28:11these people just put very strange
28:12things in their food these people just
28:14put very strange things in their food
28:17these people just put very strange
28:19things in their food
28:20very strange things in their food i
28:22would say things also has some stress
28:24and then in their less stress
28:27things in their food so these two words
28:32falling in pitch after the stress of
28:34things
28:35things in their
28:37food and then another little up down
28:40shape of stress on food
28:42very strange things in their food
28:45very strange things in their food
28:47very strange things in their food
28:50you know
28:51you know you know it's hard to hear over
28:53the laughter but she does do a reduction
28:56of the word you it becomes yeah
28:59you know and the pitch goes right up
29:01smoothly connected
29:03this is a common way to pronounce this
29:05common phrase
29:06instead of you you know
29:12you know oh by the way oh
29:14up down shape very fast oh oh
29:17by the way
29:18by the way
29:19by the way
29:22the words by and the unstressed leading
29:24up to the stress of way by the way oh by
29:27the way
29:29oh by the way
29:30oh by the way
29:31oh by the way can i borrow some rum from
29:33your place can i borrow some rum from
29:36your place
29:37bar
29:38rum place longer more stressed the other
29:43words said more quickly and we have some
29:45reductions too can
29:47becomes
29:50just a k sound and an n sound don't need
29:53to try to make a schwa
29:54can can i can i can i
29:57say that can i how fast can you do it
30:00it's definitely not can i but can i can
30:02i can i borrow
30:04can i borrow
30:06can i borrow
30:07can i borrow some rum from your place
30:08can i borrow some rum what about the
30:11word some
30:13not stressed not fully pronounced i
30:16would write that with a schwa some some
30:19some rum
30:20some
30:21some rum
30:22some rum from your place
30:24from your
30:25becomes from here from here from here
30:28they both reduce they both have the
30:30schwa from
30:32your
30:33in all of these words sum from and your
30:37you can just drop the vowel some from
30:40your
30:41some rum
30:42some rum
30:43from your place
30:44from your from your from here from your
30:46place
30:47this is how we speak english we put in
30:50all of these words that reduce and that
30:53gives good contrast to the content words
30:55the more important words for the meaning
30:58all americans speak this way it's
31:00natural english it's good english
31:04sometimes students think well that's
31:06sloppy that's lazy but actually that's
31:08just conversational english contrast is
31:11really important
31:12in american english and this is how we
31:15achieve it
31:16some rum from your place some rum from
31:18your place some rum from your place rum
31:21from your place i should have written
31:23this rum from your place with the stress
31:27going up because that's a yes no
31:28question
31:29some rum from your place
31:31some rum from your place
31:32some rum from your place yeah sure okay
31:35yeah sure yeah a little bit of a mumbled
31:37response yeah
31:39sure
31:40yeah i'll have an up down shape
31:43that is the shape of stress
31:45yeah sure okay
31:47yeah sure
31:48yeah sure
31:50sure sure sure
31:52there are a couple different ways you
31:54can pronounce this word
31:56sure sure
31:58sure
31:59his way sounds sort of like
32:02this word shore sure
32:04yeah sure
32:06yeah sure
32:07yeah sure okay and while i'm gone don't
32:10you boys sneak a taste and while i'm
32:12gone and while i'm all
32:16reaching up for that peak of stress and
32:18while i'm gone
32:20and while i'm gone
32:22and while i'm gone
32:23and while i'm gone and while i'm no in
32:27and we very rarely pronounce that and
32:30while i'm gone
32:32all smoothly connected
32:34and while i'm gone
32:36and while i'm gone
32:38and while i'm gone don't you boys sneak
32:40a taste
32:41don't you boys sneak a taste
32:43again all of the energy is leading up to
32:46that peak on the word taste don't you
32:48boys sneak a taste taste where we have
32:52that up down shape
32:55don't you boys sneak a taste don't you
32:57boys sneak a taste
32:59don't you boys sneak a taste don't you
33:01boys don't
33:03stop sound and apostrophe t can be
33:05pronounced a couple of different ways
33:07she pronounces it as a stop here don't
33:09you boys
33:11sneak a taste
33:12these two words linking together with
33:15the unstressed word the article uh
33:18sneaker sneak a taste
33:20don't you boys sneak a taste
33:22don't you boys sneak a taste
33:24don't you boys sneak a taste
33:26here she actually does do a very light
33:29release of a true tea at the end so you
33:32can it's just not as common as a stop
33:34tea sneak a taste
33:37sneak a taste
33:38i sneak a taste
33:40i sneak a taste
33:43and they laugh as they say okay
33:47okay second syllable stress okay
33:51i'm pretty sure
33:52they don't have any plans on sneaking a
33:55taste
34:01let's listen to the whole conversation
34:03one more time
34:05grach you're killing us here we serve
34:07the dessert already what is it it's a
34:08trifle it's got all of these layers
34:11first there's a layer of ladyfingers
34:13then a layer of jam then custard which i
34:16made from scratch
34:18then beef sauteed with peas and onions
34:20and a little bit more custard
34:24and then bananas and then i just put
34:25some whipped cream on top
34:31what was the one right before bananas
34:36the beef
34:37yeah that was weird to me too but then
34:40you know i thought well there's minced
34:42meat pie i mean that's an english
34:44dessert these people just put very
34:45strange things in their food you know oh
34:48by the way can i borrow some rum from
34:50your place yeah sure okay and while i'm
34:52gone don't you boys sneak a taste
34:56if you love learning english with tv we
34:58do have a whole playlist for that check
35:00it out and if you love this kind of full
35:02pronunciation analysis i do a lot of it
35:05in my academy my academy is where i help
35:08students train and really reach their
35:10accent their pronunciation goals it's
35:12rachel's english academy there's a
35:1430-day money-back guarantee so don't be
35:16afraid to try it also don't forget to
35:19subscribe to my youtube channel i make a
35:21new video every tuesday that's it guys
35:24and thanks so much for using rachel's
35:26english

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