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Learning English—How to learn ENGLISH SPEAKING—Learning English with movies | Rachel’s English — Transcript

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0:00I’ve got something very exciting for you.
0:02In this video, we’re going to study English with movies!
0:06Today it’s a short scene from a new movie, On the Basis of Sex,
0:10and we’re going to do an in-depth pronunciation analysis to
0:14boost your listening comprehension and help you sound more American.
0:18It’s amazing what we can discover by studying even a small bit of English conversation.
0:24I call this kind of exercise a Ben Franklin exercise.
0:27First we’ll watch the scene, then you and I will study together to understand exactly how the
0:33words are being pronounced.
0:34You’ll be amazed at what we’re going to find after watching the scene.
0:38First, the scene.
0:40I apologize, okay?
0:42I want to know where you were.
0:44Denise and I went to a rally to hear Gloria Steinem speak.
0:47What?
0:49Gloria Steinem. She's a writer. She just started her own magazine.
0:53>> She testified in the Senate. >>Yeah, I know who Gloria Steinem is.
0:57>> What if you got hurt, or, arrested? >> Mom, it's a rally, not a riot.
1:00Jane, these things can get out of hand.
1:02Okay, well I'm fifteen years old, and you don't need to control every minute of my life.
1:05Yes I do. That is my job. And your job is to go to school and learn.
1:08Now, the analysis.
1:10I apologize.
1:12I apologize.
1:13I apologize.
1:15A five-syllable thought group.
1:18I apol--
1:19And the middle syllable, the third syllable is the most stressed.
1:23I apologize.
1:27But the intonation is smooth. We don't have skips.
1:30It scoops up, the voice scoops up and then it comes back down.
1:33I apologize. I apologize.
1:36I apologize. I apologize.
1:38Linked together smoothly. We have a vowel to vowel link here, with a diphthong AI.
1:43I uh-- linking right into the schwa of 'apologize'.
1:48In a link like this, when it's an AI diphthong linking into another word that begins with a vowel or diphthong,
1:54you can think of connecting them with a Y sound. I ya-- yapologize, yapologize.
2:01I apologize. It can help smooth out that link.
2:05I apologize.
2:06I apologize.
2:08I apologize, okay?
2:10Okay? Okay? Pitch goes up at the end. Okay.
2:15It's a yes/no question. However, it's, she's not really asking yes or no.
2:20Her tone is pretty harsh, isn't it? I apologize.
2:23It doesn't sound very apologetic at all.
2:26I apologize, okay?
2:28I apologize, okay?
2:30I apologize, okay?
2:32I apologize, okay?
2:33I want to know where you were.
2:35I want to know where you were.
2:37One sentence, one thought group. What are the most stressed syllables there?
2:42I want to know where you were.
2:44I want to know where you were.
2:46I want to know where you were.
2:48I want to know where you were.
2:53I think 'know' and 'were' are the most stressed words there.
2:56Every word is linked together smoothly, the words 'want to'
3:00linked together into a single reduction. Wanna.
3:04I wanna, I want to know.
3:06I wanna know where you were.
3:09No gaps between the words, everything super smooth.
3:13I wanna. AI diphthong right into the W constant sound,
3:19schwa of 'wanna' uh, uh, right into the stressed word know. I want to know.
3:24I want to know where you were.
3:27I want to know where you were.
3:29I want to know where you were.
3:31I want to know where you were.
3:33Denise and I went to a rally to hear Gloria Steinem speak.
3:35Then her daughter replies with a long thought group.
3:38Denise and I went to a rally to hear Gloria Steinem speak.
3:42What do you hear as the most stressed words there?
3:45Denise and I went to a rally to hear Gloria Steinem speak.
3:49Denise and I went to a rally to hear Gloria Steinem speak.
3:52Denise and I went to a rally to hear Gloria Steinem speak.
3:55Went to a rally to hear Gloria Steinem speak.
4:01So Denise is a little bit stressed, but
4:05there's also, she's not putting a lot of energy in her voice there at the beginning,
4:09Denise, Denise.
4:11Denise and I went to a rally--
4:13Denise and I went to a rally--
4:15Denise and I went to a rally to hear Gloria Steinem speak.
4:18Speak is also a little bit longer.
4:20Let's talk about her reductions.
4:22Do you hear any reductions here?
4:24A reduction is where a sound on a word is dropped or changed.
4:29Denise and I went to a rally to hear Gloria Steinem speak.
4:32Denise and I went to a rally to hear Gloria Steinem speak.
4:35Denise and I went to a rally to hear Gloria Steinem speak.
4:38This first one, right here. Denise and I--
4:41Denise and I--
4:42The word 'and' is reduced, it's just an N sound, quick schwa N. Denise and, Denise and,
4:50Denise and I.
4:51I think this word sounds sort of like the word 'in' when it's reduced. Denise and I, Denise and I.
4:58And it's really smoothly linked together, the ending S sound links into the schwa.
5:03Denise and I.
5:05And then the N sound links right into the AI diphthong.
5:08Denise and I--
5:11Denise and I--
5:12Denise and I--
5:13Denise and I--
5:15Denise and I--
5:16Denise and I went to a rally to hear Gloria Steinem speak.
5:20Went to a -- Went to a --
5:22We have two T's here, they're connected with just a single true T sound.
5:27So you don't need to make two T's here, we link them together.
5:31Went to a -- Went to a --
5:33Went to a rally.
5:35Went to a rally.
5:36Went to a rally.
5:38Went to a rally.
5:39The word 'to', this word usually reduces.
5:43Almost always the vowel changes to the schwa but
5:47here, the next word is simply the schwa.
5:50So if we changed the OO vowel to a schwa,
5:54then we wouldn't have anything to let us know we're changing syllables here,
5:59because it would be the same exact sound.
6:01So in order to link smoothly, but have us know,
6:05have us hear that as two separate words,
6:08we don't reduce the vowel when it's followed by a schwa.
6:11To a-- To a-- To a-- To a--
6:14So even though it's not stressed, that would be 'to'
6:17it's still said flatly and quickly. To, to, to.
6:20It's not reduced.
6:22Went to a-- Went to a-- Went to a--
6:24Went to a rally.
6:26Went to a rally.
6:27Went to a rally.
6:28Went to a rally.
6:29Went to a rally.
6:30Okay, now, look. Here, we have another word 'to',
6:33another opportunity to study the word. How is it pronounced here?
6:36Went to a rally to hear--
6:38Went to a rally to hear--
6:39Went to a rally to hear--
6:41T's definitely not: to, to, to.
6:44There's no true T and there's no OO vowel.
6:47It's more of a flap T and then the vowel is the schwa. Rally to--
6:52So we make it t a flap T when it comes between two vowels.
6:56We don't usually do this at the beginning of words,
6:59but words like today, tomorrow, two, together,
7:04these words we do sometimes do this with, make the true T a flap T instead.
7:09Rally to-- Rally to-- Rally to--
7:12So we have two occurrences of the word 'to', both times they're unstressed but once it's not reduced at all,
7:19none of the sounds are changed and the other time it's reduced a lot. Both sounds change flap T and schwa.
7:25Rally to-- Rally to--
7:28Rally to hear--
7:29Rally to hear--
7:30Rally to hear--
7:32'Hear', this is a verb and usually our content words are stressed, but in any sentence,
7:37if we have a lot of different content words that is nouns, verbs, adjectives, or adverbs,
7:42they won't all be equally stressed.
7:44So here, went and hear, even though those are both verbs, to me feel less stressed than the others.
7:52Then we have Gloria Steinem, a proper noun.
7:55Now, any time we have a name, it's the last word in the name that's the most stressed.
7:59So Gloria-- Glor--, the stressed syllable there is stressed but Steinem,
8:06the stressed syllable there, to me, is even more stressed.
8:09Gloria Steinem.
8:11Da-da-da-DA-da. Steinem.
8:15The stressed syllable of her last name would be the most stressed in the group of her name.
8:21Gloria Steinem.
8:22Gloria Steinem.
8:24Gloria Steinem.
8:25Gloria Steinem.
8:27Gloria Steinem.
8:28And then one more stressed word, speak, at the end.
8:31Gloria Steinem speak.
8:33Gloria Steinem speak.
8:35Gloria Steinem speak.
8:37What?
8:38What? What?
8:40She does a light true T release at the end,
8:44that's a little uncommon, it's more common to make a stop T at the end of a thought group. What?
8:49What? But she does a light release. Notice the intonation goes up. What?
8:53What? She's surprised. She can't believe what she's hearing.
8:58Let's talk about the WH consonants here.
9:02How does she pronounce these sounds?
9:04What? What? What?
9:08Just as a pure W sound. What? What?
9:12It's become outdated, I would say, to pronounce the hh sound before the W.
9:17What? What?
9:20In WH words, you might hear some people say it that way.
9:22My mom does it that way, what, white, for example,
9:27but it's much more common these days to just do a clean W sound. What.
9:32Not the W sound with the little escape of air H before. What?
9:39What?
9:40What?
9:42What?
9:43Gloria Steinem.
9:45Gloria Steinem.
9:46Gloria Steinem.
9:47Okay there's that name again.
9:49And again, we have a little bit of stress on the stressed syllable of Gloria,
9:53but then more stress on the stressed syllable, Steinem.
9:57Gloria Steinem.
9:59There's no separation between these words they're linked smoothly together
10:02because they're part of the same thought group.
10:04Everything in English is really smoothly linked together within the same thought group.
10:09Gloria Steinem.
10:11Gloria Steinem.
10:13Gloria Steinem.
10:14Gloria Steinem.
10:16She's a writer.
10:17She's a writer. She's a writer.
10:19Again, linked together, really smoothly there's no break, the letter A, the article a here is the schwa.
10:25She's a--, so the apostrophe S is a Z sound, it links right into the schwa.
10:31The schwa links right into the beginning sound of the next word, which is an R.
10:36The W is silent in this word.
10:38She's a writer. She's a writer.
10:40What's the most stressed syllable there?
10:42She's a writer.
10:43She's a writer.
10:44She's a writer.
10:45It's the stressed syllable of writer. So we have smoothly going up, she's a writer,
10:53then the peak on wri--, and the pitch falls down. She's a writer.
10:58Uuuhh--- Really smooth, no jumps or gaps in the pitch there. She's a writer.
11:05And notice the T here is a flap T because it comes between two vowel sounds.
11:09So it's not a true T, but rather a flap of the tongue.
11:15She's a writer.
11:16She's a writer.
11:17She's a writer.
11:19She's a writer. She just started her own magazine.
11:21She just started her own magazine.
11:24What are your most stressed words there?
11:26She just started her own magazine.
11:28She just started her own magazine.
11:30She just started her own magazine.
11:32Started her own magazine.
11:36Star and mag the most stressed syllables there,
11:40the other syllables said quickly. She just--
11:45How is the word 'just' pronounced?
11:47Focus especially on the ending cluster ST.
11:51She just started-- She just started-- She just started--
11:54Just started-- Just started-- She just started--
11:57The T is dropped. This is really common with the ST cluster at the end
12:02when the next word begins with a consonant,
12:05we tend to drop the T.
12:07Just started. So the two words linked together with a single S sound.
12:12She just started. She and just, low in pitch, flatter, compared to star. She just star-- she just started.
12:22She just started. She just started. She just started.
12:26The T here in started, another flap. Why?
12:30It comes after an R before a vowel, not between vowels. True,
12:34but this same rule applies. A T becomes a flap T when it comes after an R before a vowel.
12:39Started. Started.
12:41So the vowel sound here is the IH as in sit vowel followed by the D consonant.
12:46This is how we pronounce the ED ending. Started.
12:52The ED ending is pronounced this way if the sound before is a T or a D. Started. Started.
12:59The ED ending when it makes an extra syllable is always unstressed.
13:03Star-- ted, ted, ted.
13:06So it's said more quickly, it's flatter in pitch, less energy in the voice. Started.
13:11She just started.
13:13She just started. She just started.
13:15She just started her own magazine.
13:17Her own magazine.
13:18Her own magazine.
13:20So her and own, less stressed, a little flatter, leading up in pitch and energy to the stressed syllable, mag.
13:27Her own magazine.
13:30And then smoothly, the voice falls off.
13:33So this is how stress works in American English.
13:35We have stressed syllables where the pitch of the voice peaks, and the energy of the voice peaks,
13:41and it's always a smooth connection up to, and then falling away from that peak.
13:46The word her, she doesn't drop the H although that is a common reduction.
13:51Started her. Started her own. Started her own magazine.
13:55You might hear that. She doesn't do that though, she pronounces a light H sound even though it's unstressed.
14:01Her own magazine.
14:03Her own magazine, her own magazine, her own magazine.
14:06She testified in the senate.
14:08She testified in the senate.
14:10Okay so she's getting more impassioned.
14:13The pitch of her voice, the high pitches of her voice are getting higher.
14:16She testified in the Senate.
14:20And then her mom starts speaking.
14:22But she, in, the, all function words, a little less important for meaning, lower in pitch, faster,
14:34less clear than the stressed syllables of the stressed words.
14:38Test, sen.
14:40She testified in the senate.
14:42She testified in the senate.
14:44She testified in the senate.
14:46Notice the ED ending here in testified.
14:49It's just a sound, it's the D sound.
14:52So there's no extra syllable, it's not a vowel and a consonant, it's just a consonant.
14:57And that's because the sound before was not a T or a D. Testified.
15:03So just a light D sound at the end which then links into the next word, the IH as in sit vowel for in.
15:10She testified in the Senate.
15:14And it's hard to hear because her mom starts talking but this T is a stop T.
15:19She doesn't release the escape of air. Senate.
15:22It's an abrupt stop of air. If I said that with a true T, it would sound like this: Senate.
15:28Do you hear the difference? Senate.
15:30But instead it's, Senate.
15:32That might sound to you like the T is dropped but it's not totally dropped because we do stop the air.
15:38Senate.
15:40It, it, it. And that abrupt stop is part of the T.
15:45Senate.
15:46Senate.
15:47>> Senate. >> Yeah, I know who Gloria Steinem is.
15:50Yeah, I know who Gloria Steinem is.
15:54So a really quick yeah, and then I know who Gloria Steinem is, a thought group with three stressed syllables.
16:05I know who Gloria Steinem is.
16:08And all of those sounds linked together really smoothly. There's no break between words.
16:12I know who Gloria Steinem is.
16:18Ending M links right into the beginning vowel IH of 'is'.
16:23Is, pronounced with a light weak Z sound at the end. Is, is, is.
16:28Yeah, I know who Gloria Steinem is.
16:31Yeah, I know who Gloria Steinem is.
16:33Yeah, I know who Gloria Steinem is.
16:36What if you got hurt?
16:38What if you got hurt?
16:40What if you got hurt?
16:42Two stressed words there. What if you got hurt?
16:47Hurt, the most stressed. She does a light release so that's a true T. Hurt.
16:55The T here, got hurt, is a stop T.
16:59We make a T a stop T when it's at the end of a thought group, like here in Senate
17:04or when it's followed by a word that begins with a consonant sound.
17:08And here, it begins with a consonant sound, H.
17:12Got hurt, got hurt.
17:15So there's a stop here. Got hurt.
17:18And that signifies the stop T.
17:20What about the T in 'what' over here?
17:24What if you got hurt?
17:26What if you got hurt?
17:27What if you got hurt?
17:29What are you hearing there?
17:31It's a flap T. What if, what if.
17:34And that's because it comes between two vowel sounds.
17:37So even though the vowel in 'if', the IH vowel, isn't part of the same word,
17:43these two words link together so that T does come between two vowels and it is a flap T.
17:48That flap T connects the two words.
17:52What if, what if, what if.
17:54What if you got hurt?
17:55What if you got hurt?
17:57What if you got hurt, or, arrested?
17:59Arrested, arrested. Da-DA-da.
18:05Stress on the middle syllable. A-rres-ted.
18:08The ED ending of this word, how is it pronounced?
18:12It is an extra syllable. That means it's a vowel and a consonant. The IH vowel
18:17and the D sound, that's because the sound before was a T. Arrested. Arrested.
18:24>> Or, arrested? >> Mom.
18:26>> Or, arrested? >> Mom.
18:27>> Or, arrested? >> Mom, it's a rally, not a riot.
18:31Mom, it's a rally, not a riot.
18:34Okay, so what do we have here?
18:36What are our most stressed syllables?
18:39Mom, has some length. Mom, it's a rally, not a riot.
18:45Then stress on the syllable rall-- and riot, she also exaggerates the R, rally, rrr--
18:52and when we exaggerate a consonant by holding it out a little bit, giving it a little bit more time,
18:57that adds more stress. It's a rally.
19:01It's a rally, not a riot.
19:03It's a rally, not a riot.
19:06It's a rally, not a riot.
19:08It's a little hard to hear, what her final T is. I think it's a true T
19:13but it's a little hard to hear because her mom starts talking.
19:16It's a-- not a--,
19:18these two sets of unstressed words, flatter in pitch, it's a-- not a--
19:24said more quickly compared to rally and riot which are stressed. Everything links together.
19:32Everything's very smooth. It's a rally, not a riot.
19:36Not a, linking together with that flap T.
19:40It's a rally, not a riot.
19:42It's a rally, not a riot.
19:45>> It's a rally, not a riot. >> Jane, these things can get out of hand.
19:49Jane, Jane. Single thought group, stressed word, up down, Jane, Jane.
19:56Jane, these things can get out of hand.
20:02Get out of hand. She says this word a little bit differently.
20:07It's part of the accent that she's developed for this movie, we would say hand,
20:13the AH as in bat vowel when it's followed by N, like it is here, has an UH sound like butter or schwa before the N.
20:22Hand--
20:25This is where the back of the tongue relaxes. But this is not really how she pronounces it.
20:29Jane, these things can get out of hand.
20:32Jane, these things can get out of hand.
20:34Jane, these things can get out of hand.
20:36Hand, hand, hand.
20:38So that's not really a standard pronunciation of the word.
20:42Hand, hand, ah, ah, ah,
20:45Would be more standard. The word 'these' unstressed, said more quickly. These things can get--
20:53Then we have the word 'can'. It's not only unstressed but it reduces, a sound changes.
20:58Rather than ah, it's the schwa, and it's said really quickly. Can, can, things can, things can get.
21:07These things can get out of hand.
21:09These things can get out of hand.
21:11These things can get out of hand.
21:13Now, we have two T's here. This T comes between two vowel or diphthong sounds.
21:17This T comes between two vowel or diphthong sounds, so they should both be flap T's.
21:23Let's listen to how she does it.
21:25Can get out of hand.
21:27Can get out of hand.
21:28Can get out of hand.
21:29And they are both Flap Ts.
21:32Get out of, get out of.
21:35The word 'of' is reduced to just the schwa. That's pretty common especially with 'out'.
21:39Out of, out of, out of. Get out of hand, get out of hand.
21:45Get out of hand.
21:46Get out of hand.
21:48Get out of hand.
21:48Okay, well I'm fifteen years old, and you don't need to control every minute of my life.
21:52Then we have a very long thought group here, it continues on to the next slide.
21:57Let's listen to this first part and listen for the stressed syllables.
22:01Okay, well I'm fifteen years old--
22:03Okay, well I'm fifteen years old--
22:05Okay, well I'm fifteen years old--
22:07So her pitch is higher, her speech is a lot faster, showing emotion here, but I still hear a couple syllables,
22:14a couple words is a little bit more stressed.
22:16Okay, well I'm fifteen years old--
22:20Fifteen and old, a little bit longer, a little bit more stressed.
22:24The T here is a true T because it starts a stressed syllable. Fifteen.
22:30That's different than the word 'fifty' where it's the first syllable that's stressed. Fifty.
22:36Then we usually make that T a flap T even though it doesn't follow the rules.
22:40Fifty, but 1-5, fifteen, has a true T, stress on the second syllable.
22:46Well, I'm fifteen years old--
22:48Notice everything links together really smoothly, the plural S in years is pronounced as a Z
22:53and it links into the next words. Zold, zold. Years old, years old.
22:58Okay, well I'm fifteen years old--
23:00Okay, well I'm fifteen years old--
23:02Okay, well I'm fifteen years old, and you don't need to control every minute of my life.
23:06And you don't need to control every minute of my life.
23:08Okay, don't, she stresses that, she does a gesture with her arms on it to add more stress.
23:14You don't need to control every minute of my life.
23:19Okay, so those are our most stressed syllables. What else is going on here?
23:24First of all, I notice the reduction with the word 'and'.
23:28And, and, and, and, and, said really quickly. And you, and you, and you.
23:32And you don't need to--
23:34And you don't need to--
23:35And you don't need to--
23:36Now we have a stressed word, don't. Usually when a word is stressed,
23:39we don't change anything about the pronunciation. We don't reduce it.
23:43But what happens to the T? Let's listen.
23:46And you don't need to--
23:48And you don't need to--
23:49And you don't need to--
23:50You don't need, you don't need.
23:52It's it's totally dropped. This is a way that we do pronounce N apostrophe T contractions.
23:58There are several different ways it's pronounced, this is one of them.
24:02T completely dropped, the N in don't links directly into the N in need. Don't need, you don't need.
24:09And you don't need to--
24:11And you don't need to--
24:12And you don't need to--
24:13Need to-- need to-- need to--
24:15Now, here, again, it's a flap. It's not a true T sound. It's more like a D.
24:21And we can link that with the word before, need to-- need to--.
24:24So this is just like earlier when she reduced the word 'to' to flap and schwa.
24:30She's doing it again. Need to-- need to-- need to--
24:33And you don't need to control--
24:35And you don't need to control--
24:37And you don't need to control--
24:38Control, stress on the second syllable, TR cluster is often pronounced as CHR
24:45and I do hear this lightly as a CH, rather than a T sound. Control, control.
24:53Control, control, control every minute of my life.
24:57Minute of my life. Every minute of my life. Every minute of my life.
25:04Again, the pitch change is always very smooth.
25:08Every min-- that's leading up to the peak in minute of my life.
25:16It goes down and then back up, minute of, linked together with a flap T. Minute of my life.
25:23Now, here, the V sound isn't dropped. It is said lightly.
25:27Minute of my life.
25:30Every minute of my life.
25:31Every minute of my life.
25:33>> Every minute of my life. >> Yes, I do. That is my job.
25:35Yes, I do. That is my job.
25:39Quite a bit of stress here. Yes, I do. That is my job.
25:46Two peaks in each of those sentences. Yes I do.
25:49Uhhhh. But the pitch change is very smooth, very linked together, those words: Yes, I do. That is my job.
25:57These two words linked with a flap T. That is, that is, that is. That is my job.
26:03Yes, I do. That is my job.
26:05Yes, I do. That is my job.
26:07Yes, I do. That is my job. And your job is to go to school and learn.
26:11And your job is to go to school and learn.
26:14And your job is to go to school and learn.
26:22Those are the most stressed words there. What's happening with reductions?
26:27And your job is to go to school and learn.
26:30And your job is to go to school and learn.
26:32And your job is to go to school and learn.
26:35And your job, and, and, and, and.
26:38So the word 'and' reduced again. I would probably say the vowel isn't reduced, and,
26:44instead of un, un, un, un. Here, it was: and you, and you, and you.
26:49But here it's: and, and, and, and your, and your, and your.
26:53And your job--
26:55And your job--
26:56And your job--
26:57And your job-- And your job--
27:00So even though she's stressing the word 'your', she's reducing it, she's not saying:
27:06your, she's saying: yer, yer.
27:09So that's the Y sound, the schwa, and the R.
27:14So she's reduced the sounds but the intonation and the stress is there. Yer-- up down, it's a peak.
27:21And your job, and your job.
27:24And your job--
27:25And your job--
27:27And your job is to go to school.
27:29Is to go to school.
27:31So interestingly, alright, first we have the Z sound in 'is'. Iz, iz to. Then I here this as a true T and the OO vowel,
27:43not reduced: to, to, to.
27:46I'm not quite sure why she does that, it might be part of the accent she's developing for this period.
27:52To, to, to. Your job is to go to--
27:55But then the second word 'to, totally reduced. Flap T and the schwa.
28:02Go to, go to, go to, go to school.
28:05Is to go to school.
28:07Is to go to school.
28:08Is to go to school and learn.
28:10And learn. And learn. And learn.
28:13I would write that as schwa N, that reduction, it's certainly not and.
28:18And learn. And learn. And learn.
28:22So as you've seen here in this dialogue, there are lots of different reductions in American English.
28:28T's are pronounced differently depending on the context.
28:31ED endings, pronunciation is not always what you think, like the N apostrophe T in 'don't', why is that T dropped?
28:39So the more you study English like this, and the more you pay attention to how Americans speak,
28:44the easier time you will have understanding them, and then also the easier you'll be able to imitate them
28:50when you know the details of what's happening.
28:52And when you're able to really imitate then you will start to sound more natural
28:57when you speak American English.
28:59Because a lot of what Americans do with pronunciation might be different from what you learned in school.
29:04Let's listen to this whole dialogue one more time.
29:08I apologize, okay?
29:09I want to know where you were.
29:11Denise and I went to a rally to hear Gloria Steinem speak.
29:15What?
29:17Gloria Steinem. She's a writer. She just started her own magazine.
29:20>> She testified in the Senate. >> Yeah, I know who Gloria Steinem is.
29:24>> What if you got hurt, or, arrested? >> Mom, it's a rally, not a riot.
29:28Jane, these things can get out of hand.
29:30Okay, well I'm fifteen years old, and you don't need to control
29:32>> every minute of my life. >> Yes I do. That is my job.
29:34And your job is to go to school and learn.
29:36We’re going to be doing a lot more of this kind of analysis together.
29:39What movie scenes would you like to see analyzed like this?
29:43Let me know in the comments.
29:44And if you want to see all of my Ben Franklin videos I’ve ever made, here is that playlist.
29:50You can also find the link in the video description.
29:53That’s it, and thanks so much for using Rachel’s English.

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