The Rhythm of English: Sentence Stress

1. Rhythm of English Introduction: Welcome to the rhythm of English. I'm Sheila Levitt, NCO and I'm an accent reduction coach here in Silicon Valley. The overall goal of this course is to achieve good rhythm when speaking English. When you speak English without the right rhythm, native speakers have to listen extra hard and focus and concentrate extra hard and so follow your English has stress timed rhythm. Now what does that mean? Motion, get really energetic and the first syllable, mole, mass of energy, and then I relax. And the second motion, bonuses are red, not roses are red, roses are red. To understand rhythm, if I repeat my same words without rhythm, you'll probably fall asleep when you speak English with Vout, right? Okay, you get the idea that's boring. Let's not be like that. Let's learn the right rhythm. Let's get started. 2. Rhythm course Introduction part 2: Welcome to the rhythm of English. I'm Sheila Levitt, NCO and I'm an accent reduction coach here in Silicon Valley. The overall goal of this course is to achieve good rhythm when speaking English. When you speak English without the right rhythm, native speakers have to listen extra hard and focus and concentrate extra hard to follow you. Native speakers have heard stress timed rhythms since they were born, so they depend on it to derive meaning from what they hear. That's why they grow weary faster or tired faster when they have to listen to English without the right rhythm. That means to hold your listening audience, you need to practice the right rhythm. If I repeat my same words without rhythm, you're probably fall asleep when you speak English without the right River. Okay, you get the idea that's boring. Let's not be like that. Let's learn the right rhythm. Let's get started. 3. Foundations of English Rhythm: Native speakers have heard stress timed rhythms since birth and lead depend on it in order to derive meaning from what you're saying. That's why they grow weary, faster or tired when they have to try to listen to English without the right rhythm. So to hold your listening audience, you need to practice stress timed rhythm. English has stress times rhythm. Now what does that mean? It means that there's roughly the same amount of time between each stress spoken phrase. Let's look at this example. Roses are red, violets are blue, honey is sweet. And so are you. Notice that every underlined word is the same amount of time away from the next underlined word. Now, we can clap on each underlined word and those claps will be equally distant apart. Let's try it. Roses are red, violets are blue. Honey is sweet, and so are you. Now, here's an example of how not to do it. Roses are red, violets are blue. Honey is sweet. And so are you That time I stressed everywhere, you don't wanna do that. I also know that the same amount of time is not spent on each syllable in a word. A syllable is a unit of pronunciation that has only one vowel sound. Of course, the vowel sounds are related to a, E, I, O, and U. I have separate courses for vowels. If you want to learn more about those and you should. All syllables are not of equal importance. Some syllables will be louder, held longer, and have higher pitch than other syllables. Let's look at the word roses. It has two syllables, but the first syllable is more important than the second one. For two-syllable nouns, we usually stress the first syllable, roses. It's not Rose's. Rose says, I kept equals strengthen each syllable. Instead I want roses. I go lower in quieter on that second syllable. Roses. I have maximum energy wrote like I'm floating on the first syllable. And then I relax and collapse on the second. Roses. Violet's, it's not, violates its violets. Honey. It's not honey. It's Honi. The E is quieter and lower. Let's try that poem again. Roses are red, violets are blue. Honey is sweet. And so are you. Roses are red, violets are blue, honey is sweet. And so are you. 4. Which Word to Stress: To understand rhythm, first, we need to learn which words to stress and which words not to stress. We will stress nouns, verbs, adjectives and adverbs. We will also stress lab function words. These include question words like who, what, when, where and how. Negatives like no, don't, CAN, shouldn't. And demonstratives which are this, that, these, those, it's hard for students to remember that you're supposed to stress this, that these and those, I'll be reminding you. Now, all the other grammatical words are not stressed. These are the soft function words. We don't stress to be words we don't stress is our M, we're, we don't stress prepositions like to framer on. And we don't stress the articles that are n. We don't even stress pronouns like he, she, her, him, they, we, our, I know. We don't stress conjunctions like and or, so, but nor do we stress modals like can, should, or would. Sometimes we do, but the general rule is don't stress them. And finally, we don't stress helping verbs like have or had. We do stress have or had when it's the main verb, but not when it's an auxiliary verb or a helping verb. As in I have helped you. There they have is the helping verb and helped is the main verb. Let's practice this to make sure you've got it. When newspapers give us headlines, they only give us the content words and function words. Our minds fills in the rest of the words. Try turning these newspaper headlines into full sentences. Beach 5p, three killed. There was a beach by N3 people were killed. When you say the whole sentence, tribal stress, only the original words from the headline. Let's try it again. There was a beach and three people were killed. Each phi, three people kill, There was a beach phi and three people were killed. There was a ditch fate, and three people were killed. Now try it with me. Beach phi, three people killed. There was a beach and three people were killed. There was a beach, and three people were killed. San Jose record home sales, 2818. San Jose has had record home sales in 2018. San Jose has had record home sales in 2018. Let's try using rhythm in the next sentences. Where can I wash my dirty hands? I stressed. Where? Wash dirty hands. Where can I wash my dirty hands? Of course, Karen is a modal. We don't stress it, so we actually reduce it and we say kin and silicon. Where can I wash? Where can I wash my dirty hands? I is a pronoun and we don't stress it. Where can I wash the Irish just buried in-between the content words. My was a pronoun, so no stress. Where it can I wash my dirty hands? Wash my dirty. The mine was buried in-between. Wash and dirty. Repeat after me. Where can I wash my dirty hands? Where can I wash my dirty hands? This is the sink where you can wash your hands. So I only stressed this sink. Wash and hands. This is the sink where you can wash your hands. This is a demonstrative so you need the stresses. This is the sink. Don't stress is the answer to be verb and an article. This is the sink. Notice they were quieter than this and sink. This is the sink. Now where in the sentence is not a question word, it's a conjunction, it's a subordinating conjunction. This is the sink or you can wash. So the where it can be really fast and that where you can is very fast, can is reduced to can sink where you can wash. Sink where you can wash. I could try throwing a bar so that I'm going to throw and release the ball and sync. And then I wind up on where you can. And then I release sons watch. This is the sink where you can watch. This is the sink where you can wash your hands. I could even try making a pendulum. This is the sink where you can wash your hands. Notice that your was pronounced your're because it's just a pronoun and I want to reduce it. Wash your hands. If I say a wash your hands, now I have no rhythm. So it's wash your hands. Repeat after me. This is the sink or you can wash your hands. This is the sink where you can wash your hands. Can't I wash sharpen the fountain? Can't I wash up in the fountain? Can't wash up fountain. Now here, up is not a preposition. Wash up is actually an idiomatic verb. Here, the word up is a particle, it's part of the verb. It's not a preposition. I'm also going to stress because it's a negative. Can't I wash up in the fountain? And fountain is a noun. We stress fountain, but this word is stressed only on the first syllable. Fountain. When data1 ins a yes, no question, you will fall in pitch on the stressed syllable and rise on the second unstressed syllable. Founding. Founding. Can't I wash up in the fountain? Can't I wash up in the fountain? Can't I wash up in the fountain? Notice that I give the clamp to up, not wash up was even more important than wash cancer, wash up in the fountain. Cancer wash up in the fountain? No. The fountain are to be strictly reserved for drinking? No. The fountain either be strictly reserved for drinking. I don't have to stress out too, because that's a modal. And i don't stress b. So I just stress no. Fountain. Strictly reserved. Drinking strictly is the adverb reserved as the main verb. And drinking is a noun or gerund. Don't stress the L-Y suffix on strictly. The leader should be quieter than strict. Strictly. Don't stress the RE prefix on reserved only stress XHR. Reserve. The preposition for is reduced to for, for drinking. For drinking, don't stress the ING suffix. Drinking. Drink has a higher pitch than the ING. Strictly reserved for drinking. Repeat after me. No. The fountain I'd be strictly reserved for drinking. No. The fountain I'd be strictly reserved for drinking. Fat, not be strictly so that our Ruby is pretty fast. Let's try this whole conversation. Sage sentence with me the second time. Where it can I wash my dirty hands? Where it can I wash my dirty hands? This is the sink where you can wash your hands. This is the sink where you can wash your hands. Can't I wash up in the fountain? Can't I washed up in the fountain? No. The fountain ought to be strictly reserved for drinking. No, the fountain ought to be strictly reserved for drinking. Let's look at another example. The professors said that she wants to quit taking the class. The professor said that she wants to quit taking the class. Here we're stressing all of the content words, which are nouns and verbs. I don't stress them because it's an article. In the word professor. We only stress FES because of the word stress. We stress the word said because it's a verb. We don't stress that because it's a conjunction. Instead we say that, instead of that, we don't stress she because it's a pronoun. We do stress once because it's a verb. We don't stress too, and we change it to because it's just a preposition. We do stress Quit intake because they're verbs, but not the ING and taking because of the word stress. We don't stress because it's an article, but we do stress class, which is a noun. The professor said that she wants to quit taking the class. The professor said that she wants to quit taking the class. The professor said that she wants to quit taking the class. Why in the world which she wanted to do that? Why in the world would she want to do that? Do might not be as loud as that, but it still has a long you do. It's not completely unstressed. However, it might not receive its own clamp. Why in the world would she wanna do that? Why in the world which she wanted to do that? Why in the world would she want to do that? He said that she thinks the class is extremely boring. He said that she thinks the class is extremely boring. Don't stress HIE because it's a pronoun. He said, Don't stress that we're a she because that's a conjunction and a pronoun that she, he said that she thinks don't stress because it's an article. Don't stress is because it's to Beaver. The classes. The class is extremely only stress the second syllable and extremely because of the word stress and only stress the first syllable in boring, extremely is an adverb while boring is an adjective. He said that she thinks the class is extremely boring. He said that she thinks the class is extremely boring. Because she's already taken a similar course. Because she's already taken a similar course. Don't stress because it's just a conjunction. She is, is a combination of pronoun and auxiliary verb or a helping verb. She's as a contraction for she has. We don't need to stress it. Due to word stress. We stress only the first syllable of already, which is an adverb. You could pronounce it already or already. I'd like to say she's already taken because that helps you alternate the stress. If you said she's already taken, you would have ready and taken very loud next to each other. In English, we like to alternate the stress. It's actually rare to find words like already or already, where we can choose the stress in taken, which is the verb. We stress only the first syllable. Don't stress, which is an article. Stress the first syllable in similar, which is an adjective. Finally, stress course because it's a noun. Because she's already taken a similar course. Because she's already taken a similar course. I'd be bored to I'd be bored to stress. I'd, even though it's a pronoun, we're contrasting, I'd from she'd. So it's very important. Now say it and clamp it with me the second time. The professors said that she wants to quit taking the class. The professor said that she wants to quit taking the class. Why in the world would she want to do that? Why in the world would she want to do that? He said that she thinks the class is extremely boring. He said that she thinks the class is extremely boring because she's already taken a similar course. Because she's already taken a similar course. I'd be bored to. I'd be bored to. You've learned what words to stress for good rhythm. Now you're ready to learn how to stress words. See you at the next lesson. 5. How to Stress: We've already looked at which words to stress in which words not distress. Now let's look at how to stress and how to unstress. First of all, stressed words have a stretched out full vowel, while reduced words have a quick reduced vowel. This also happens within words. By the way, let's look at the word motion. There's two syllables, but I only stress the first one. Mo has a very stretched out long O. And shun is quieter and quicker and it's just a short you or schwa V L. Now you see that the second rule for stressing or undressing words is becoming louder FOR stressed words and quieter for unstressed words. The same happens within the word promotion. I'm ladder on Moe and quieter and shun motion. Motion. Remember I'm going to get really energetic and the first syllable Mo, marks of energy. And then I relax. And the second motion. Now let's go back to what it means to have a full or reduced vowel. Reduced vowels usually becomes short, you or the schwa. They could also become short i or short II or sometimes ER. Let's look at these examples. The word concerns starts with a CON, but that SEO is not pronounced with a short o. It becomes a short you because we stress the second syllable concern. Similarly, the word admit starts with an AD, but instead of a short a, we make it a short e because we stress the second syllable. It MIT. In this example, authoritative has a strong OR, we stress that syllable, but in authorize the OR is reduced to ER. Authorize, we stress the first syllable off. Authorize. Let's learn the short u, since it happens so often in reducing barrels. To make the short u, the tongue should be flats and relaxed in the center of your mouth. If you raise the tongue tips lately, you'll get a short e instead. You can see my tongue in my mouth. I'll show you the short u and a short e. Notice how the short II shows my tongue tip flipping up. Could you see that? Now, if you start in the short u position with your tongue flat in the middle of your mouth. And then you pull the tongue back in, contract that tongue, pull it back towards your throat, you'll get the sound. So my tongue is going backward. Each of the following words has two syllables. One of the syllables or the one that is unstressed has a schwa or short u sound. Try to identify which syllable has that schwa. Motion. Motion. Motion. About about about about about this time, I am reducing the first syllable. So it's like I have this little and I'm going to flick open for about, about, about, there's almost no effort or time spent on the EU still say it, but it's minimal and very quick about, about menace. Minuss, minuss, minuss, minus, explode, shrink, minuss, minuss, minuss. Confirm, confirm. Confirm, confirm, confirm. Confirm. Blanket. Blanket. Blanket, blanket, produce, produce, produce, produce, carrot, carrot. Carrot. Carrot. Attack, attack. It is not an attack. It's just attack. Helen, Helen, Helen, Helen. Connect, connect. The third tool you need to know for stressing and, and stressing words is using a higher pitch to stress words and a lower pitch to unstress them. A high pitch sounds like while low pitch is Ha, ha, ha, ha, ha. Notice that when I say motion, I go much higher on Moe and lower in less energy and shun motion. Try using your hands to show the energy difference. Motion, motion. Blanket blanket. The Lane has a higher pitch and cut has a lower pitch. Blame, blanket, carrot, carrot. The first syllable has a high pitch and the second, a low pitch. Care read. Carrot. Attack. Attack is low pitch, TAC is high pitch. Attack. Do not say an attack or attack its attack. Now for more practice with word stress, you should take my course on word stress. Now, as for words and not just syllables, first you need the stretch out the full vowel on the stressed words, or stretch out the full vowel on the most important syllable, stressed word. Then you need to quicken and reduce the vowel on the unstressed syllables or words. In the following sentences will try to make the stressed words with stretched out full vowels, with Louder vowels and with higher pitched battles. And then we'll make the unstressed words with reduced vowels, quieter vowels and lower pitched vowels. Let's look at our original example about Washington dirty hands. Where can I wash my dirty hands? I want to really think about the vowels in where wash dirty in hands. Let's say those again and really emphasize the vowels. Where, where can I, can I, iPads fast, wash, lots of our wash. My daughter, my dir. So the Mayas fast but the HDR is going to be emphasize my dirty, my dirty my dirty hands. Dirty hands, lots of AN hands. Where can I wash my dirty hands? Where can I wash my dirty hands? This is the sink where you can wash your dirty hands. This is the sink where you can wash your dirty hands. Now when I say this, you don't have a lot of time to do the short i, but you need to make it complete. The let that earring, it's gonna ring rate in front of your nose. This this is the sink where you can where you can wash your daughter or the burgers back into your throat, sack everything backward. Dirty hands, hands. This is the sink where you can wash your dirty hands. This is the sink where you can wash your dirty hands. Let's try a new sentence. Thanks for the help. When I say Thanks, I want that a to be super clear that a is going to ring rate above my ear. A. Thanks. Thanks for the help. The shore II and help rings right in front of your mouth. Thanks for the help. Thanks for the help to learn more about where the bells ring. Take one of my courses on vowels. You're welcome. You're welcome. I'm only stressing the first syllable and welcome. So that short e has to be clear. Ringing rate here, where welcome, welcome. Become is really quiet in low-energy. You're welcome. You're welcome. Lets try the whole conversation. Where can I wash my dirty hands? Where can I wash my dirty hands? This is the sink where you can wash your hands. This is the sink where you can wash your hands. Thanks for the help. Thanks for the help. You're welcome. You're welcome. You just learned how to stress important syllables and important words. Next, you'll learn how to reduce function where it is. 6. Rhythm squeezing: Let's practice squeezing the function where it's between the stressed words and the following sentences. We're going to keep all of the stressed words, EAC with distance apart. When we say the sentences, keeping the stressed words at the same tempo, we will have to squeeze the extra function words between the main beaks. Here you can see that people go and work are always the stressed words. When we add words such as have been or could have been, we're going to have to squeeze those function where it's between people and go. People go to work. The people go to work. The people go to work. The people have been going to work. The people could have been going to work. I have some tools that I use to make that happen in order to squeeze, I need to use some contractions. First of all. So instead of saying the people, will, I say the people alone, people low, low people alone. Instead of saying the people have, I say the people love the people, I love the people I've been going to work. And instead of could have Ben, I say could have been, the people could have been going to work. These are all contractions which we'll learn more about in another lesson. Now to help you out with squeezing, let's imagine that you're throwing a ball. I'm going to throw and released the ball on the content word. But I wind up the ball on the function where the people could have been going, the people wind up and could have been release. I'm going the people could've been going. So what that means is that your function where it is preparation to get to your content where you don't want to stop in the middle. You don't want to stop after curd or have or Ben, you can stop after people and you can stop after going. The people could have been going. But you went that momentum to happen between could and going. Could've been going, could've been going. There's no time to stop before going. And very important you want to say the whole sentence and just one breath of air. So it's not going to come out in short bursts of air. I'm not going to say that people have been going, that people have been going. It's the people have been going. And the whole sentence in one breath. The people have been going to work, or the people could have been going to work. Another tip is to make the last word the most important word. So of course we're going to stress people and go and work. But let's make work the most important. Let's really highlighted the people could have been going to work. I go a little higher on work. Of course I do have to come down at the end. So it's where the people could have been going to, where people go to work. The people go to work. People go to work. The people have been going to work. The people could have been going to work. Can clap it with me. Remember to say each sentence and one breath of air with forward momentum. Only stressed the words in pink. People go to work. The people go to work. The people go to work. The people have been going to work. The people could have been going to work. Now, we're going to practice identifying the words that should be stressed in each of these sentences and then we'll practicing them. I didn't watch the truck. I didn't wash the truck. I didn't wash the truck. Did wash truck. I didn't wash the truck. Keep DID washington truck would distant apart. Let's do that again. Did wash truck? I didn't wash the truck. I didn't wash the truck. I didn't wash the truck. Her friends were from Alaska. Her friends were from Alaska. That one's tough because you have to squeeze were from where from her friends were from Alaska. Notice I really prolong the vowel in friends, friends. And in Lasker. Her friends were from Alaska. Her friends were from alaska. I think we should give her a job. I think we should give her a job. Notice I went higher on job. It's at the end. I think we should give her a job. I also noticed that I say giver, not give her. Removing the H in mid-sentence pronouns is another tool to enhance our rhythm. I think we should give her a job. I think we should give her a job. Her birthday was on Thursday. Her birthday was on Thursday. Her birthday was I'm Thursday. Notice all the energy is on birth and third day was on, is squeezed between. But on still has to have a full vowel. Her birthday was I'm Thursday. Her birthday was on Thursday. We needed to call them at ten. We needed to call them at ten. Really clear vowels on needed call. And 1010, we needed to call them at ten. Going highest on ten. We needed to call them at ten. Notice too is reduced to or even done. An ad is reduced to we needed a column it ten. We needed to call them at ten. We needed to call them at ten. It's better than going to work. It's better than going to work. Notice that van is reduced to them so that I can squeeze it between better and go. It's better than going to work. It's better than going to work. It's better than going to work. The police are searching for the girls murderer. The police are searching for the girls murderer. Notice it's not for the girls murderer. It's for the girls murderer. The police. I have to squeeze really quickly before I even clap for the first time on lease, the police and the word reduces to the police are searching. The police are searching for the girls murderer. The police are searching for the girls murderer. The police are searching for the girls murderer. They learned about the class through word of mouth. They learned about the class through word of mouth. They learned. They has to have a long a, but we say it very quickly. They learned about the class has a very reduced about that. About that, you just have to learn to say it quickly about them, about the class through word. With thrill. You still have a long you, but you need to say it quickly through worried, through word of mouth, Euclid, even reduce of to, up through word of mouth. They learned about the class through word of mouth. They learned about the class through word of mouth. They learned about the class through word of mouth. Are you looking for a new job or are you taking a break? Are you looking for a new job or are you taking a break? That or are you as really fast new job or are you taking a new job or are you taking now knew in Java too stressed where it's right next to each other. So you're gonna feel like you're slowing down because you need the stretch out new and job. Are you looking for a new job? Are you taking a break? Let's try squeezing the function where it's between the main content words. Try to keep the tempo the same as my snap. Look, new job. Are you looking for a new job or you're taking a break? Are you looking for a new job or you're taking a break? He works as an engineer for a company called array networks. Once in a while I give in to my appetite and either glaze doughnut with a cup of milk. Now here we said given an n was not a preposition. Here, given is an idiomatic verb, and I'm going to stress in, it means to succumb. I give in to my appetite. And E, the glazed doughnut with a cup of milk, I give in my appetite. And E, the glazed doughnut with a cup of milk. Keep practicing with a repetition audio provided. 7. Rhythm Review So Far: Hello. So today I'm going to teach you about rhythm. When you are a non-native English speaker and you're trying to improve your English, it's really important to learn about rhythm. Native speakers are born listening to English rhythm. And they rely on that rhythm in order to understand what's going on. So English uses stress times rhythm, and that means there's about the same amount of time between each stress and a spoken phrase. We don't put the same emphasis on each syllable, like many other languages do. Instead, we reduce some syllables and only put the stress on certain important words that are equally timed apart from each other. So when you speak English without this rhythm, then it makes it harder for people to listen to you. They might get sleepy. They might just tune you out. So let's learn how to speak English with good rhythm. First, you need to learn which words to stress. So let's look at this chart. First of all, you're in a stress. The content words which are nouns, verbs, adjectives, and adverbs. You're also going to stress loud function words such as question words like who, what, when, where, how, y. Also negatives are important, such as don't, can't know, never wouldn't or won't. And finally, we're going to stress the demonstratives, which are this, that these, and those. So for example, I might say, this is a computer. Those are people with stress. Listen those. Now let's look at the third column. So these are the soft function words and these are the ones we don't want to stress in English. And these are the ones that people learning English tend to stress because they're trying to be extra careful and pronounce every word so clearly thinking that that will make them easier to understand. When in fact, it makes it a little harder to pay attention to you if you stress every single word. So we don't stress to be verbs such as is, our M, is were. We don't stress the prepositions like to from in on that. Unless it's part of a phrasal verb, such as the word look over, which is the two word verb or an idiom. In this word, the word over looks like a preposition, but actually it's a particle and we're gonna stress the word over. So I might have a sentence like, do you have the book that you wanted me to look over? Then I'll stress over and over. We do not stress articles such as the UN, and those are the articles. And we don't stress pronouns like he sure. Him her I me, you, your And we don't stress conjunctions like and, or but so for, because if cents, while there's a long list of those, we don't stress modals usually, such as can, should, could, would. We often stress it? If it's a negative? Of course, sometimes you stress modals when they're not negatives. But the general rule is we don't. And finally, we do not stress helping verbs such as have, had, has or will. Now if I have a sentence like I have a cookie, I stress the word have because there have is not a helping verb, it's the main verb. If I have a sentence like I have eaten the cookie, then have is a helping verb. I don't stress it, I just stress eaten, which is the main verb. Okay, now we've looked at which words to stress. Let's talk about how we stress words. First of all, you need to have a stretched out full bow on a stressed word. Let's look at my example sentence. Nothing but money is sweeter than honey. In that sentence we have for content words, nothing, money, sweeter and honey. And those are the words we stress. Let's look at the word sweeter. We have a long e And the word sweet. And you want to make sure that long II is a full long iii and stretched out in very clear. Now let's look at the next column, the unstressed words. Those are going to have a quick reduced vowel. So let's look back at my sentence. Nothing but money is sweeter than honey. Look at the word van. If you say then by itself, you use a short a van. But in a sentence, we don't want to stress that word. We want to reduce it. So we change van to Van. We changed the short a to a schwa in order to reduce it. Nothing but money is sweeter than honey. Let's look at the second row. You also wanna make stress towards louder and unstressed words. Quieter. Listens to the example. Nothing but money is sweeter than honey. Notice that each of the four content, where it's was a little bit louder. Even more important than volume m is the third row, which is pitch. You want to make sure that you're stressed where it's have a higher pitch than your unstressed words. So high pitch or low pitch. Let's look at the example. Nothing but money is sweeter than honey. And finally, in order to bury the unstressed words in a sentence, we squeeze them together. So that means that we need to take all those function words in squeezed them between the evenly times content words. Let's look at the next example. I'm going to say the sentence, cats chase mice over and over again, but I'm going to keep adding more function words in between. And those function words are going to get squeezed so that the three content words are equally spaced apart. Let's try. Cats, chase mice. The cat's chase the mice. The cats will chase the mice. The cats had been chasing the mice. The cats could have been chasing the mice. Notice that by the time I got to the cats could have been chasing the mice. That could have been was pretty fast. I didn't even say the word have I reduced it could have been so that I could squeeze it in. Say the word chasing on time. The cat's could've been chasing the mice. Now when I teach students one on one, a lot of students have a lot of trouble squeezing could've been in-between those two words. So this is what I usually tell him and it usually helps. Imagine you're throwing a ball and when you throw a bath first you have to wind it up. So you wind it up and you throw it. Let's imagine we're winding up the bar on the function verbs and we're releasing the bar on the content word. And then after you release the ball, you can pause and take a break and catch your breath. Let's try it. Cats chase mice. The cat's chase the mice. The cats will chase the mice. The cat had been chasing the mice. The cats could have been chasing the mice. Good. Let's try that one more time. Maybe clapping This time. Cats chase mice. The cat's chase. The months, the cats will chase the mice. The cats had been chasing the mice. The cat's could've been chasing the mice. Good. You'll notice that every time I do that, then what are mice is a little bit higher pitched than even cats or chase. That's because in English, we like to get extra stress to the very last word and a phrase that we haven't said yet. So mice has the last word in that phrase, so we stress it even more. Okay, now let's try applying these Rhythm rules to some example sentences. First we have, I didn't wash the car. Now we don't want to say it like that because I stressed every single word and I had no rhythm. So let's look at the first read. I is a pronoun. We don't stress pronouns. Didn't is the negative. We do stress negatives. Wash is a verb. We do stress verbs. And the an article, we don't stress articles. Car is a noun which we do stress. So I put the words that we stress in bold print so you can see them. And you wanna make sure that there's an equal amount of time between each bold print word. Let's try. I didn't wash the car. I didn't wash the car. Notice car is a little bit higher pitch. Let's look at the next one. Her friends were from Alaska. Her friends were from Alaska. Notice I squeeze where from in between friends and Alaska. Next, I think we should give her a job. I think we should give her a job. Notice that when I say the word HER, I reduce it to her. I just say Giver. That's because we don't need to say that H and pronouns like his, her, him, which are in the middle of a sentence that helps with the rhythm. Next we have the police are searching for the girls murderer. The police are searching for the journal's murderer. Notice that when we say r, i contract it to the police. So I say the police, sir. Police Sir, instead of the police, are, the police are searching for the journal's murderer. Notice that the word for, which is a preposition, has been reduced to FOR. Instead of four, I say for the police are searching for the girls murderer. Next. They learned about the class through word of mouth or try throwing the ball. They learned about the class through word of mouth. Next, are you looking for a new job or are you taking a break? Are you looking for a new job or are you taking a break? Next? He works as an engineer for a company called array networks. He works as an engineer for a company called array networks. Again, notice that the word for which change to FOR. Next. Once in a while, I give into my appetite and eat a glazed doughnut with a cup of milk. Notice that the word given is a phrasal verb or an idiom where n is an important particle in that word. And we actually stress it. Once in a while. I give into my appetite and either glazed doughnut with a cup of milk. Next, it's better than going to work. It's better than going to work. Notice that I reduce van to them and I reduce to touch. It's better than going to work. Next. Her birthday was on Thursday. Her birthday was on Thursday. Next. We needed to call them at ten. We needed to call them at ten. Your stress needed call in ten. Okay, now, you get to practice that in the real world, I would suggest listening to professional speakers of English on YouTube, such as CNN student news, or some other news channel that has a transcript so that you can pause and rewind and read the transcript and really listen to how the speaker is using rhythm as he's speaking. And then you'll be off to speaking wonderful English. Thank you and good luck. 8. List of Function Words: Rhythm: Now let's look at a list of very common function words and how to reduce them. And then in other lessons of this course, you will see more specifics about each of these function words and how to reduce them. Can becomes can or can. It doesn't really matter if I say kin or can. When it's really fast, you can't even tell. I can wait. If I say I can or I can. It doesn't matter. You can't tell with weight after it. I'll show you. I can wait. I can wait. Sounds the same. Can I go? Can I can I can I just can I go? And I'm only stressing go. Can I go? Now have becomes? Or if it's a helping verb, what have you done? Instead of saying, What have you done? I say, What have you done? What above water? What have you done? Has becomes as or is if it's a helping verb. How much is she spent? How much she spent? Much of his instead of how much has I just say how much she spent do becomes how do you know? How do you know? Not how do you know, but how, how do you know? Make sure this DIY is really gentle. It's a faster with a fluttering tongue. So to do that fast D, you want to practice going like this? Here's my tongue. That's so fast, it's just fluttering in the wind. That at, at, at, at, at, at. How do you know that? At, at, at, at, at, at. How do you know? And it touches very lightly, minimal contact. That becomes that if it's a subordinating conjunction, I thought that it was relaxing. Thought relaxing. I thought that it was relaxing. The verdict was is very fast, very Reddit ones. But it was I thought that it was relaxing. I thought that it was relaxing. Now them can become M and a really informal situation. You don't even need to save the th, take them, take them, take them to become top or walk to school or walk to school. It's really just t apostrophe to, i don't even worry about putting a vowel. Walk to school or walk to school. Easy to forget. Now after easy, the E and easy as vibrating e So I can put a d sound to match that. So my two will send like dot after a vowel is either forget, is it forget. You can become a. I can remove that V sound. Notice that is spelled with an F, but pronounced with a V. But we often don't even say the v would just say lots of luck. Lots of luck. Notice how wide I opened my mouth. Lots to really emphasize that vowel. Lots a lot. And becomes N, or in night and day. I want that i and night and the a and d to be really clear. And n is so minimal night and day. Or it can become her truth or dare. So instead of opening my mouth for or that's too much work, I just go. Because for her you barely move your mouth. You keep it really small, true 30-year. But you do have to work that tongue by pulling it backward. Four becomes for we don't have to work as lip so much within or sounds is pull the tongue back for, for some papers from my boss. Some papers from my boss. You becomes Yeah. I told you she would come I told you she would come among the stressing told income. I told us she would come. And your becomes your Paul, the tongue backward. What's your name? So I keep what really clear because it's a question where it a name has to have that beautiful ringing a, what's your name? What's your name? Yours becomes yours. Yourself stresses self instead of your do it yourself. Do it yourself. Hour becomes r and ours becomes ours. It's a lot of work to say. But if I make it fast, I don't do the how I just say r, that's our car. I don't want to stress our I'm not saying that's our car. I'm saying that's our car. This is probably the only valid. It reduces to a short o. Our reduces to r. I is still a lot of work, but it's less work than how we'll do it ourselves to ourselves as becomes as soon as possible. So it's not as soon as possible. As soon as possible. As soon as possible. Then adds becomes at a meeting at the office. Meeting at the office, the ad is super-fast. You do have to be careful to keep the Healthy. You can't say a meeting of the office. I have to have that feeling where I go. And I stop breathing. And then I let the air out on the th and the At the office, a meeting at the office, a meeting at the office and becomes n, have an ample, have an apple, are becomes her. Where the customers, where for, where the customers. Now wherever together rhymes with terror or error. Where are the customers? Instead of where r, I can just say where. Now what if the word where is a conjunction? Another question where I know we have a go. Now here instead of saying where with an ASM, I could make it more like a short e because I'm reducing it. I know where where, where, I know where to go. But if it's a question, I'll say, where do I go? Where it will sound more like a long a sound a, so where versus where. Let's look at some of the exceptions for those very common function words. There's always going to be a time where you might stress one of those function where it's, let's look at those situations. Usually can becomes kin, but not in this example. I think I can. So when a function where it is at the very end of a sentence, you're very likely to stretch it out and make it important. Can, I think I can have, remember we have is only reduced if it is a helping verb. Don't reduce it at the end of a sentence. For example, have they come? Yes, they have. Let's just look at an example where it's the main verb. I have an opinion. You cannot say I have an opinion. At least Americans don't do that. Well, say I have an opinion and the a has to be a fall short a. Now sometimes somebody might say, Don't of a heart attack, don't cover. So have as a main verb but there I did reduce it. That's kind of unusual and doesn't happen a lot. The same thing for has. Usually we don't stress has the helping verb, but we do at the end of the sentence. For Chaconne. Yes, she has she has an opinion. There has as the main verb and has a fall short. A she has an opinion she has an opinion about that were due. When I say do they fly? I said Do they fly. But when I answer the question, I say Yes they do. And now my due at the end of the sentence. Is answering the question and it's at the end. So it's very important and I really round my lips and stretch out that, ooh, yes, they do. Yes they do. Now remember, we only reduced that if it's a conjunction, narrow if it's a demonstrative. So when we have this sentence, I doubt that or I want that one. You're not going to reduce it, that we'll have a big open mouth. I doubt that. I doubt that. Or I want that one or I want that one. How about the word them? Any exceptions for that? He gave it to us. No, he gave it to them. This is a different type of exception. Now, I am really contrasting between us and them. That's the main point of this exchange. So now Van became very important and I need to stress it. He gave it to us. No, he gave it to them. We could do the same thing with the word to. Sometimes two could be important because you're contrasting it with something else with a different preposition is the letter from, you know, it's to me. It's not from me, it's to me. That's the main point of this exchange. So we stress too, and the lips get rounded. It's to me. It's to me. How about the word? All of a sudden in this phrase? I don't wanna say twice a sudden. So I keep my love so that it won't get lost. All of a sudden. All of a sudden. How about the word and any exceptions? Would you like soup or salad? I'll have soup and salad. So I'm showing that I don't want that or a choice. I want both. So I emphasize end and I make the air really big. Super Salad. I'll take soup and salad. Can we have both soup and salad? No, it's either or. So now with the answer either or, or, is it the end of the sentence has to be really clear. No, it's either or. No, it's either or. What about for do we ever say for? It's from your friend? No, it's for my friend. Now I'm contrasting from and for its from your friend. And whoa, it's for my friend. Sometimes you is going to be emphasized. Me. No, you were contrasting me and U, so U is very important. Now, me know you. How about your is that his dinner? No, it's yours. So instead of saying it's yours, I can say it's yours to really emphasize it. No, it's yours. No, it's yours. Is that they're Carr? No, it's ours. Again, I need to contrast whose car is so ours became very important. No, it's ours. No, it's ours. I had a hard time coming up with an example for as, but here it goes. Did she go with a child? Knows she went as a child. That means she didn't go with the child. She dressed up like a child. And when as a child, what about the word at? Are we ever going to stress at? What if it's at the end of the sentence? Tell me where it's at. I'm not gonna say tell me where it's at. At the end. That has to be clear. Tell me where it Zach At is the clearest. Wear it in the whole sentence. In fact, tell me where it Zak. Tell me where it Zack. Can I have two apples? No, but you can have an apple. So by n, I meant one sometimes and could just mean one. You can't have two apples, but you can have an apple. What about are? Yes, they are. So in ours at the end of the sentence, it's super clear. I opened my mouth all the way. Are yes, they are. Yes, they are. And of course, we've already talked about where when it's a question, where it, it's super clear. Where do you want to eat? Where? It's a question word. Where do you want to eat? Where do you want to eat? Let's review. Can equals, can have equalss of or has as du equals that, equals that, or that them equals m, two equals to order of equals r equals VR and equals n. Or equals, or four equals for u equals yeah, your, your, your self equals yourself. Hour equals our hours equals Rs. Ourself equals ourself. As equals as or as at, equals x or act and equals n or an where equals where on stays on. Get more practice with all the sentences in this lesson by listening to the repetition audio provided. Listen and repeat. Pound the rhythm into your muscle memory. 9. Reducing Can: Let's practice reducing the word can in a sentence Warnock, NSA can with a big open mouth on the app. Instead we're going to say, can you can do it? Repeat after me. Pay attention to the rhythm of my sentence. How do I connect the words together? And which words do I emphasize more than other words? Which words are louder? Which words have a higher pitch? Which words have a very clear vowel, and which words are quieter, lower pitch with a less clear vowel, a reduced vowel. In all my examples, I put a red dot on top of the words that we're going to emphasize. I actually put the red dot right above the vowel that we're going to stretch out and make four. I can wait. I can wait. I don't stress I because it's a pronoun or a can because that's the modal or function where that we're reducing. I'm going to stress wait at the end of the sentence and I'm going to build up the energy until I get there. I can wait. I can wait. So it's not I can wait. I wouldn't equally emphasize all three words. But I'm going to feel like I'm going to prepare to throw a ball and I'm going to wind up on I can I can wait. And I throw the ball on weight. I can wait. I can wait. I can wait. Do you think he can reach it? Do you fake it? Can reach it. This time. We have two words, distress, think, and reach, which are both verbs. I want to keep, think and reach the same distance apart. So if I clap them out, it's going to sound like this. Think Beech. Thank Rich. Do you think he can reach it? I want to squeeze. He can or he can or eaten in-between. Think enrich. Thank reach. Do you think he can reach it? Do you think he can reach it? Do you fake it? Can reach a deal or no, or I can get a new smile. Do you know? Or I can get a new smile? This time I'll stress no and get because they're both verbs. New because it's an adjective and smile because it's a noun. The tricky part here is that new and smile are right next to each other. So we're going to have to slow down in order to keep to the rhythm. Let's try it. No, get new smile. Do you know or I can get a new smile. Notice how I really prolong the val in new and you need to do that. We want to stretch out the vowels in our stressed words, but words like can, will become a very quick Qin. Do you know? Or I can get a new smile. D and know, or I can get a new smile. Do you know? Or I can get a new smile. Can you stand up straight? Can you stand up straight? I'll stress stand and up because stand up is a phrasal verb. So both of those words are important. And then we'll stress straight because it's an adverb. The Can he at the very beginning is going to be very fast. It'll sound like Kenny. Can you stand can you stand? Kenny, stand up straight. So stand up in street. Have to be very clear. We save them right next to each other in one breath of air, but they each get some emphasis. Can he stand up straight? I will not say Can he stand up Street? Just Kenny. You don't even need the H in he Kenny. Can you stand up straight? Can you stand up straight? I think I can. I think I can hear we stress, think and can we stress can because it is at the end of the sentence. And it represents can fly. The dog thinks it can fly. I think I can, can will actually be the loudest word in the sentence. Makes sure it has a full short, a can view will not say kin. So it's not, I think I can, it's, I think I can I think I can. I think I can. I think I can. When do the kids get to decide who can take their picture and who can't. When do the kids get to decide who can take their picture and who can't. These are my kids and they don't like to have their picture taken. Here. We want to emphasize Kant at the end of the sentence because it's a negative. But we will not emphasize the can in the middle of the sentence. Who can take their picture? And who can't win? Do the kids get to the side? Who can take their picture and who can when do the kids get to decide who can take their picture and who can't. When the kids get to decide who can take their picture and her can you can distort your photo or do whatever you can do to make yourself look more interesting. Because you can, you can distort your photo or do whatever you can do to make yourself look more interesting because you can. This is a tricky one. It's a long sentence, but you can do it. The very last word is can, and we're going to stress it because it's the last word. You can distort your photo or do whatever you can do to make yourself look more interesting. Because you can, you can distort your photo or do whatever you can do to make yourself look more interesting. Because you can be sure to practice with the repetition audio that accompanies this lesson. 10. Reducing Have and Has: Good rhythm requires us to reduce function words. In this lesson, we will focus on how to reduce the helping verbs have N-H has. Remember for rhythm, we stress nouns, verbs, adjectives, adverbs, question words, negatives and demonstratives like this, that these and those. But we reduce to be verbs, prepositions, articles, pronouns, conjunctions, modals, and helping verbs like have in has. Let's look at our first examples about reducing the word have. What have you done? What have you done? We made a contraction out of what I have and it becomes one of that t and what will be pronounced with a fast D because it's between two vowels. What if I'm going to stress only the words, what in done? Because that's the question word and the main verb. I'm not going to stress have Are you? So it's what have you done? What have you done? What have you done? What have you done? What have you done? I should have known. I should have known. The only word, the stress here is the main verb known. So we're going to speed through. I should have and contract should have should have. I should have known. I should have known. I should have known. I should have known. How much of this span. How much of this span? Here we are going to stress the question where in how much you can stress either how or image. And will also stress spent, which is the main verb. How much of this spin? Now, for them, how much, much of you want to link the C-H and much to the love from the word have. So you'll say shove, shove. How much how much of this spent how much of this span? How much of this spent? The eggs have been stacked. The eggs have been stacked. Eggs actually ends in a z sound, not in S. And we went to link that xe to the sound from the word have. So it will sound like Z. Eggs. Eggs of, makes sure the E and eggs is more stretched out in higher in pitch than the above. Eggs and the eggs have been stacked. You'll stress egg and stacked. The eggs have been stacked. I have an opinion. I have an opinion. Have is the only verb here. It's not a helping verb, it's the main verb. So you need to make the assay sound and have very clear. I have an opinion. You cannot say I have an opinion. Americans don't do that. We can either stress, don't have in hearts and say, don't have a heart attack. Or we can say, don't have a heart attack where we only stress don't and heart. But if you do that, note that that's very informal. Don't have a heart attack. And let's look at examples where we reduce the word has. The End of has will sound like a z. And we'll end up seeing as how much is she spent. How much does she spent? You'll need to link much to has and it will sound like much is practice saying matches. Matches. How much does she spent? How much is she spent? How much does she spent? What she'd done? You'll need to stress the question where, what, and the main verb done, what she'd done. So you can contract what has to what's Or you can contract it to what is. If you do, what is the T will sound like? A d. What is she done? He's known for awhile. He's known for awhile. Stress known. And while when you connect he has to known, you'll say he is, which ends in a z sound. He's known, makes sure that known has a lot more energy than he is. He's known for a while. He is known for a while. He's known for awhile. How long is he known? How long is he known? You'll stress long and known. You need to connect the NG and long to the reduction of has. And it'll sounds like how long as does, how long is he known? I can also take out the h in here if I want to say as he, How long is the known? How long is he known? He has an opinion, makes sure has is very clear because it's the main verb that will be very big. Unclear. Americans do not say he has an opinion. How long have I known that my dog's been sleeping on my bed. How long have I known that my dog's been sleeping on my bed. I don't know if he's seen how well his hand is. He'll I don't know if he's seen how well is hand is heal. Each woman might have guests with the others, has been hiding. Each woman might have guessed with the others been hiding. Each woman might have guessed with the others been hiding. 11. Reducing You and Your : Today we're going to learn how to reduce you, your, yourself at all those words that have some form of you and him for better riven. Sometimes we say the U and a more informal way, and sometimes we say it more formally. Now when u is informal, it's going to sound like, yeah. We don't even say that. We don't render lips. It's just yeah. With really low energy, it's very light. It's more formal. Or when we're speaking more slowly, we might actually say u with a rounded lips. But even if we do say you, it's still going to be quick and with less energy. Now, whether the situation is informal or formal, your very frequently becomes yours, and that's totally fine. Makes sure the ER is strong and you pull your tongue backward, like you're gonna swallow your tongue. Year. What's your name? Now? Even the contraction for you are, which is your can become your, you're a nice person. You're make sure you pull your tongue backward for the ER, your U0, which is a contraction of you and Will, can be pronounced your. Now that's the short back you As in the word book. Yo, that's what you'll do. That's what your, your, that's what you'll do. Now you'd, Which is a contraction for you, would can stay you but with less energy. Or it can become Year with a short back you as in book. Yeah, that's what you do. You and you've, Which is a contraction for you have, can stay you with less energy or it can become young. Look what you've done. You with a short back you ASM book. Look what you've done. Repeat after me. I'll tell you later. I'll tell you later. You want to keep tell and later the same distance apart. Now if you're not sure why go back and watch my video on rhythm, you is gonna get reduced to yeah. And notice it's really low energy between Tel and later. I'll tell you later. What's your name? I don't have to say what's your name? It's just what your name. You can either say what CIR or watch. You can make that SH, Tonight Show white, go back and watch my video lesson on blending. What's your name? You're right. I don't have to say you are rights or you are rights. I can just say your rights. And I'm making an ER sound by pulling my tongue back, iterates. You'll do fine. You'll do fine. Notice that when I clap, I sneak and the word your Right before I clap for the word do, you'll do fine. You're gonna emphasize do because it's a verb, but not your, because that's a pronoun and a helping verb combined together. You'll do fine. You've had a rough day. I want to emphasize had, which is the main verb, rough, an adjective, and dear noun. But they, you have at the beginning is contracted into UV, which I pronounce. You have to make it really quick. And notice that when I clap, I start my clamp on had and you've sneaks in right before it. You've had a rough day. You'd better be careful. You better be careful. So you want a stress better and care that they yearned, which stands for you had you had better be careful, is just going to be good with that short back you, as in book, you'd better be careful. You'd love it if you tried it. I really want love and tried to be super clear. You'd love it if you tried it, but they yearned is really fast in front of love. You'd love, you'd love it if you tried it. You do have to make sure to get there hell D in front of love. So you have to squeeze your throat and hold your breath. You, you'd love, you'd love it if you tried it. Let's say this next question, both formally and then n formally and more quickly. Where can you go when you want to get your hair done? Where can you go and you wanted to get your hair done? And the informal version, I changed. Can you to Kenya? Where Kenya? Where can you go? Where can you go and you wanna get your hair done. Even get your West change to get your get in your blended into a CH while your reduced to your Gettier. Where can you go and you wanna get your hair done? Now for the answer, again, let's do it two ways. You can go to the beauty salon or the barber shop when you want to get your hair done, repaired, the informal version after me, you can go to the beauty salon or the barber shop when you want to get your hair done. This time, I'm going to make a lot of contrast between the slow version of my question and the fast version. See if you can notice the differences. How can you quit your job without making yourself look bad or ruining your references? How can you quit your job without making yourself look bad or ruining your references? I hope you noticed the difference. To me. The second one seemed a lot more natural and is the one that you're going to hear for how can you I said, how can you how can you quit your job? Quit your became Kitcher. How can you quit your job without making yourself? It's not making yourself. Making yourself with stress, self, rerunning your references, instead of ruining your references, it's just ruining your references. Let's listen to two versions of the answer. You quit your job without making yourself look bad by giving your boss two weeks notice. Or in the second version, you quit your job without making yourself look bad by giving your boss two weeks notice. Now I am able to give more intonation and vocal variety to my sentence because I have moments in the sentence where I contract and speed through the function words, then I can give more time and energy to the words I want to stress. You can quit your job. Instead of, you can quit your job. You can quit your job without making yourself look bad by giving your boss, instead of giving your boss, it's just giving your boss two weeks notice. Prepare the informal version after me. You can quit your job without making yourself look bad by giving your bus two weeks notice. Again, let's do a formal, slow and an informal quick version. Notice how the informal quick versions seems a lot livelier and more natural. When you see a black widow spider in your house, what should you do? When you see a black widow spider in your house? What should you do instead of when you see, I say, when you see when you see now when ye is sped up in front of C And I don't clap until I get to see when you see, when you see a black widow spider in your house. So it's not spider in your house, but it's a spider in your house. What should you do? I want to stress what? Because it's a question word and do the verb. But the should yet is really fast and you becomes, Yeah. And you can make it j between should and yeah, if you want to. What should you do? Repair Pian formal version after me. When you see a black widow spider in your house, what should you do? When you see a black widow spider in your house? You should kill it or remove it. When you see a black widow spider in your house, you should kill it or remove it. Instead of saying you should kill it. I just say You should tell it. Notice the yes shit happens before kill and I don't clap until I get to kill. You should kill it. You should kill it or remove it. Repeat after me. When you see a black widow spider in your house, you should kill it or remove it. Let's do it the boring way first, when the interviewer asks you if you have any questions, what can you ask? When the interviewer asks you if you have any questions, what can you ask? So instead of saying, asks you if I say asks you, when the interviewer asks you if you have any questions, What Kenya, Kenya, what Kenny ask. You can ask if you all have room for advancement. Or you can say you'll have room instead of you'll have room. You can ask if you'll have room for advancement. We can ask if you'll have room for advancement. You don't want to spend a long time on, if you will. Those are function words. We want to get through them and have more time for room and advancement. If you'll have room for advancement, repeat after me. When the interviewer asks if you have any questions, you can ask if you'll have room for advancement. Here's another sentence. The first time I say it, I'll say it very clearly. So clearly that it'll be boring. If you've been feeling sick for a long time, what should you do? Now I'll say it more naturally. If you've been feeling sick for a long time, what should you do? Now let's do the very clear in boring answer. If you've been feeling sick for a long time, you should assess your lifestyle or see or a doctor. Now lets do that answer a little more naturally. If you've been feeling sick for a long time, you should assess your lifestyle or see your doctor. Repeat after me. If you've been feeling sick for a long time, you should assess your lifestyle or see your doctor. 12. Reducing Prepositions: Let's practice more rhythm with some of the common reductions for prepositions. Those prepositions go by really fast. First, we have 44 sounds more like for when you say it in a sentence. For so not rounded lips like four for her where I pinched the corners of my lips together and then pull my tongue backward, All the way backward. Next we have to, we don't usually say two in a sentence instead will say TA or data. So we'll say After voiceless consonant and after a vowel or a voiced consonant. Don't worry, I'll show you what I mean in the examples. Now, the word on stays on, but I find that a lot of students try to reduce it to, and I don't advise that you do this. It'll make you sound really sloppy. And everything else about your pronunciation has to be absolutely perfect to get away with saying an instead of on. In also stays in. Now of sometimes days of if it's before a vowel, but when others before a consonant, which is say, a van becomes then it's too much work. The SE, Van, that's a big vowel, so we make it really quick. Then, of course, at becomes f. I read it here with a short e, So it's a little smaller of a vowel. Not as much effort is required. The same for the word as instead will say as. Let's look at an example. First, I'll read the story and then we'll go through it in detail. I called for a taxi to go to the mall on Third Street. I got in the back of the car and told the driver where I wanted to go. When the driver's started to take a different route than the one I'm used to. I tapped him on the shoulder and ask him where he was going. To my surprise, instead of answering me, the driver screamed, lost control of the car, hit the curve at high speed and stop two inches in front of a pedestrian. Is the taxi driver stared at the frightened pedestrian who cursed at us louder and longer than a machine gun. I feared for the driver, but the Driver continue to the mall as though nothing had happened. He commonly told me, don't tap me on my shoulder anymore. He's scared the heck out of me. I apologize for I hadn't realized that a tap could scare him as much as it did. The driver assured me it was more his fog and mine. Today's my first day as a taxi driver. I've been driving a funeral current for the last 25 years. I called for a taxi to go to the mall and third Street. Let's clap out the rhythm for this. We're going to stress the important content words and squeeze the prepositions and other words in between a call for a taxi to go to the mall on Third Street. Notice that four becomes for calling for a taxi a taxi to go to the mall. So I don't say too, I say dukha because taxi ends in a vowel. We want a voiced sound to come right after it. Then the voice sounds will match together. Taxi to feel the vibration here. Tagxedo. If I say tax, he will interrupts and make my speech less smooth. Tech City, go to the mall. I say go to instead of go to, go to. This is very common to go to the mall. So the two is reduced to Dart. And the matches that, oh, they're both voiced so they're both vibrating here. Go into go into taxi to go to the mall. The mall on Third Street. Notice I didn't say the Mullen. I don't say and I have to say on I don't give it a lot of energy, but it's still a big vowel, a short oh, the mall on Third Street. Now it won't sound re, unless we link the L and Mall to the vowel in on. So I've drawn that little linking Merck, Marlin, helen said Street. Linking those words together helps achieve the rhythm. I called for a taxi to go to the mall and third Street. I called for a taxi to go to the mall on Third Street. Make sure you practice with the repetition audio I've provided. You can practice this sentence and all the other sentences over and over again until you get the rhythm right. I got in the back of the car and told the driver where I wanted to go. So I can take breaks if there is a long sentence and I'm going to keep the rhythm within each section, consistent. Speed up, or I could slow down and indifferent section. So let's suppose we break up the sentence like this. I got in the back of the car is one section and told the driver is the second section where I wanted to go is the third section. As long as I keep the tempo for the rhythm the same inside each of those sections, I'm fine. For variety. I can vary the tempo between sections. Let's check this out. I got in the back of the car and told the driver where I wanted to go. So notice how I sped up the second section and slowed down the third section. But each section had a consistent rhythm. Or I could just do the same rhythm for the whole sentence. I got in the back of the car and told the driver where I wanted to go. So when I say God in, you need the stop after gut, meaning that you have to stop the tea. You'll kind of cut off the air supply. Like you're holding your breath for a very short amount of time. Got got cut off the air. I got in the back, I gotten the back of the car. So I'm gonna say back of the car, not back of the car. Back of the car. Back of the car and told the driver. I don't even say and I just say in back of the car and told the driver and told the driver where I wanted to go. Now you could stress where if you want to, but it's not necessary. It could be told the driver where I wanted to go. Now, I don't say wanted to go. I say wanted to go. You could say wanted to go, but you don't need to be that careful. And when people are speaking really fast, they just say wanted to go. And you need to be able to understand americans when you're listening to them. So you need to look out for these things. Wanted to go I got in the back of the car and told the driver and where I wanted to go. I got in the back of the car and told the driver where I wanted to go when the driver started to take. So I don't say started tough take because started ends and a deep voice D sound. So we want to continue with that voice sound to make all the worried connections smooth. Started to take a different route than the one I'm used to. I don't say than the one I'm used to. That's too much effort. And that would destroy the rhythm. A different route than the one I'm used to route than the one. Now, I do say to at the end of I'm used to. And that's because we're at the end of a phrase. And when we have a function where we'd like to at the end of the phrase, we tend to stress it than the one I'm used to. I tapped him on the shoulder. Notice I still say on I don't say it. If I said I tapped him on the shoulder, that's possible. But it's really a bad habit and I don't recommend it. I tapped him on the shoulder, make sure it's an ah, sound. It can be fast and low energy, but it's still. So you've gotta get your tongue really low. I tapped him on the shoulder. I can take the H out of him if I want to. I tapped him. I tapped him on the shoulder. What's important is that we stress tap and shoulder. I tapped him on the shoulder. So make sure him links to on tapped him on the shoulder. Him on him on on the shouldered. Asked him where he was going. So after shoulder, the Word to sounds like FDA, shoulder, the ask because shoulder ends and an R which is a voiced consonant. So I keep the voicing consistent between shoulder and shoulder to shouldered. Not so much has to change here. That makes my speech smoother. Shoulder to shoulder the Ask him, Let's try this whole sentence again. When the driver started to take a different route than the one I'm used to. I tapped him on the shoulder to ask him where he was going. I tapped him on the shoulder to ask him where he was going. To my surprise. Or you could even say to my surprise. So the time has to be really fast. That's why we change to, to, to, to my surprise, instead of answering me, I really want to stress answering. So I'm going to make the, before it really fast. I do keep the V sound and because answering starts with a vowel, so the V links very nicely into answering. And you'll say van answering. Instead of answering, instead of answering me, the driver screamed, lost control of the car. Make the sound like because it comes before a verb. Again, control of the car. Hit the curb at high speed. Notice how AP becomes X, hit the curb at high speed and stop two inches in front of a pedestrian. In front of a pedestrian. Again, we can keep up with the V because the word is a vowel that comes right after it. So it links together nicely of a, of a pedestrian. To my surprise, instead of answering me, the driver screams, lost control of the car, hit the curve at high speed and stop two inches in front of a pedestrian or hit the curve at high speed and stop two inches in front of a pedestrian. Is the taxi drivers stared at the pedestrian. So as becomes, as, and it's very fast as the taxi. As the taxi, the taxi driver stared at the Phyton pedestrian who Kirsten us louder and longer than a machine, then Kirsten us, not cursed at us but Kirsten us. And notice that the t and will become a d between two vowels cursed us longer and louder. I'll change the ends to N, longer and louder. Vanna becomes banner. Longer and louder than a machine gun. I feared for the driver. I don't say feared for but feared for feared for the driver. But the driver continued to the MA continued to can be changed to continue DBA because continued ends and the voice D sound. So we continue with the to having a voice D sound also continue to continue to them all as though nothing had happened. As becomes EDS. The mall is though, make sure you link mall to as So it sounds like Molas continue to the mall as though nothing had happened. Let's say the whole sentence is the taxi drivers stared at the frightened pedestrian. For Kirsten is louder and longer than a machine gun. I feared for the driver, but the driver continued the Moll as though nothing had happened. But the driver continued Amal as though nothing had happened. He calmly told me, don't tap me on the shoulder anymore, makes sure on is still on with a big short of val Don't tap me on the shoulder anymore. I don't stress on but I still have to open my mouth a lot for it. If I say don't tap me on the shoulder anymore, that's kind of sloppy. I wouldn't recommend it. You scared the heck Academy. Here we're going to change to because me read after it starts with a consonant, heck outta me, out to me, the heck out of me. He calmly told me, don't tap me on the shoulder anymore. You scared the heck Academy. Don't tap me on the shoulder anymore. You scared the heck Academy. I apologized for, uh, hadn't realized the tap could scare him as much as it did. I keep all of those important words EAC with distance apart from each other in the rhythm. I apologized for, I hadn't realized. So I don't want to spend a lot of time on four, which means because here for I, For I hadn't, fray, hadn't realized. So if I'm thinking about momentum, I'm winding up on 4I and releasing on hadn't, had its a negative. Negatives are important in rhythm. For I hadn't realized, for, I hadn't realized that a tap that attack the T at the end of that will become a d and between two vowels and the app becomes so a voter. Voter, that attack realized that attack could scare him as much as it did. So I don't have to say the h and him scares them. And then I want to link the Ammon him to the E that we reduce. And as so it's him is humans scare him, is scared them as much, scare him as much as it did. I also need to link the C-H and much to the word as so it'll sound like much is shes matches it. Did I apologized for I hadn't realized that a tap could scare him as much as it did. I apologized for I hadn't realized that a tap could scare him as much as it did. The driver assured me it was more his fault than mine. Here. I'm actually going to stress his and mine because we're showing contrast between those words. So that's important to the meaning of the sentence. The driver assured me it was more his fall than mine. But what I'm not going to focus on is the word Van. Van will be reduced to them. His fault than mine. Today is my first day as a taxi driver. Makes sure you link Day to the word as it'll sound like day is Day is. Today's my first day as a taxi driver. You're going to stress day and taxi, but not as a day as a taxi driver. I've been driving a funeral car for the last 25 years. So again, you'll say for instead of four car for the last, the driver assured me it was more his fault been mine. Today's my first day as a taxi driver. I've been driving a funeral car for the last 25-years. Today's my first day as a taxi driver. I've been driving a funeral car for the last 25 years. Now we're going to practice putting the whole thing together. But don't leave without practicing my repetition audio, I can't tell you how important it is to keep saying these sentences over and over so you can internalize that rhythm into your brain and make it muscle memory. So please look for the repetition audio link in the description to this video. I call her a taxi to go to the mall on Third Street. I got in the back of the car and told the driver where I wanted to go. When the driver's started to take a different route than the one I'm used to. I tapped him on the shoulder and ask him where he was going. To my surprise, instead of answering me, the driver screamed, lost control of the car, hit the curve at high speed and stop two inches in front of a pedestrian. Is the taxi driver stared at the frightened pedestrian who Kirsten us louder and longer than a machine gun. I feared for the driver, but the Driver continue to the mall as though nothing had happened. He calmly told me, don't tap me on my shoulder anymore. He's scared the heck. Anatomy. I apologize for I hadn't realized that a tab could scare him as much as it did. The driver assured me it was more his 4b in mind. Today is my first day as a taxi driver. I've been driving a funeral car for the last 25 years. 13. Reducing H Pronouns: Let's practice rhythm by studying the disappearing H. Here I've crossed out the h and both her and his without need to say the h's on these pronouns in the middle of a sentence. He's got her head on his shoulder. He's got her head on his shoulder. Instead of saying he's got her head, we say his god or head goddaughter practicing Goddard. So we remove the aids. We don't have to say the H on those pronouns in the middle of a sentence. Now when you say on his shoulder, you don't have to say his, you can say is without the h. Then on links to is on is practice, on, is on, is we stress head and Shaw. He's got her head on his shoulder. He's got her head on his shoulder. Make sure you keep the momentum going. I don't stop and say he is got her head on his shoulder. He's got her head on his shoulder. I take a deep breath of air and I left the whole sentence out in the same breath. Everything's connected in the same breath. He's got her head on his shoulder. His got her head on his shoulder. His gutter head on his shoulder. How can she keep her head on her shoulders? How can she keep her head on his shoulders instead of keep her you wanna say Keeper, where you stress keep more than her keeper. Keep us higher versus lower. Keeper. When you say on her shoulders, you don't wanna say on her shoulders, just honor. So you're going to say head shoulders. Head on her shoulders. So the honor coming from on her is squeezed between head and shoulders. Head on her shoulders. Head on her shoulders. You can look at it is a pendulum. Head on her shoulders, head on her shoulders. We could even do circles. Head on his shoulders. How can she keep her head on her shoulders? How can she keep her head on her shoulders? She's helping her son keep us balance on a log. She's helping her son keeps his balance on a log. She's helping her son keep his balance on a log for helping her take out the h and link the NG and helping to the ER and her so that you have helping her. You'll have to say. Helping her she's helping her son keep us balance instead of keep His will say keepers so that you're saying pitches keep is she's helping her son keep his balance on a log. So we emphasize help sun balance log. She's helping her son keep us balance on a log. She's helping her son keep us balance on a log. She is helping her son keep us balance on a log. His riding his bike with his girlfriend sitting behind him, holding on to his hips. His riding his bike with his girlfriend's sitting behind them holding onto his hips to achieve better rhythm. I take out the h's in his, in him. And then I make all of the stress words about equal distance apart. So when I clap, each of my claps will be the same distance apart. He's riding his bike with his girlfriend, sitting behind them holding on to his hips. Let's try that together. He's riding his bike with his girlfriend sitting behind him holding onto his hips. So in the verb hold on, that's an idiom and the word on is important. His riding his bike with his girlfriend's sitting behind them, holding onto his hips. His riding his bike with his girlfriend's sitting behind them holding onto his hips? Yes. I know that was really fast. But if he can do that, you can do anything. But okay. Let's make them a little bit easier. He's holding his hamster on his shoulder. His holding is hamster on his shoulder. And the next sentence I have to say the h and has, has is the main verb. She has a pain on her back near her shoulder. I can't say she has or I have to say she has. She has a pain on her back near shoulder. She has a pain on her back near shoulder. She's sharing her carrot with her horse. In sharing or you need to link the NG AND sharing to the ER in her. It'll sound like nerve sharing her and with her horse. You need to link the th and width to the earn her. It'll sound like third. With her. She's sharing her carrot with our horse. She's sharing her care it with our horse. He's sharing his money with his buddy. He's sharing his money with his buddy. Try recording yourself saying these sentences. Then listen and compare. 14. They reduction: Let's talk about how to reduce the function. Were they in the rhythm of a sentence? They doesn't get stress, but we don't reduce the vowel. We need to keep the along a. We will make the word the quieter in lower pitch, but you still need to have a long a. Sometimes people will end up saying instead of the, that's very sloppy. What you need to do is make your tongue tip dives down so that you get this shape. But if you just go and you don't dive down with your tongue tip, then you might not get the long A. For the long A, the tongue tip needs to be attached to the bottom teeth. Then you bend the front of the tongue forward. If these are my bottom teeth, here's my tongue and bend it forward, because for the H, your tongue will be higher. Then after the H, you'll need to dive down. Let's try it in some sentences, how did they do it? I didn't say how did they do it. I said, how did they do it? How did they do it? A is there but it's fast. How do they know? How do they know? I can change to how do they know? I'm stressing the question and know the verb, how do they know? How do they know? Why would they do that? Why would they do that? When will they do it? When will they do it? I'm only stressing when and do where should they do it? Where should they do it? Where should they do it? With whom could they do that? With whom? Could they do that? With whom could they do that? Why do you think they do that? Why do you think they do that? Why do you think they do that? Now, one exception is when you have the contract it into all you could say with a long A, but it's also acceptable just to say L with a short eye. I'm sure they'll do it right. I'm sure they'll do it right. I'm sure they'll do it right. I'm sure they'll do it right. You can do it either way. Sure where they went, I'm sure where they went. Could they have been lost at sea? Could they have been lost at sea? Could they have been lost at sea? Would they be interested in meeting us here? I have to squeeze. Would they be would they be interested in meeting us? Would they be interested in meeting us? Should they have checked in at the front desk? Should they have checked in at the front desk with whom did they speak? I'm stressing whom is the question word and speak is the verb. And I'm going to swing between who speak with whom did they speak is very fast. With whom did they speak? Can they sing a song? Can they sing a song? If they want to graduate, they'd better do their homework. They better do, they'd better do, they'd better do it. Doesn't take me any more time to say they than they makes it so much more clear. If they want to graduate, they'd better do their homework. If they want to graduate, they'd better do their homework as soon as they get home. They need to study. As soon as they get home, they need to study. Although they came together, they'll be leaving separately here instead of all I can say with the L, it's okay. Although they came together, they'll be leaving separately is only okay because the L is after it. Then we know that the word is, even if we say ill, but without that L, it wouldn't be clear. It would sound too much like they'll go to the store when they have more time. They'll go to the store when they have more time. We changed into Billy, they'll they'll go to the store when they have more time. They've been walking since they started the new diet. They've been walking since they started the new diet. Keep practicing your rhythm. Try making Va sentences and also practice with the repetition. Audio provided. 15. Contractions: To Be: Let's look at contractions. Contractions help us achieve the rhythm we desire because they reduce the function words and enable us to make the function words really quick. Let's look at two be contractions. First, I'm, I'm here now and I say, I'm I don't have to actually say, I, I don't have to open my mouth that much. I can cheat a little and say, I'm here. Almost like a short you, I'm here, I'm here. I'm here. But that's really informal. So to make it a little bit clearer and more careful, Open your mouth is much as you reasonably can, but stress the other words After it. Stress here. I'm here, I'm here. Most of the energy is on here. I'm here. He's here. Now you don't want to say his here. You need to keep that e And he along E. He's here. He's here. It's not a lot of energy. It's still going to be along ie. She's here. Same thing. Keep it along E knot. She's here. Definitely not shes here. It's she's here. So you'll need to keep your tongue high enough. But really quickly do that long, ie, it's here. Now with, it's, the trick is to keep the held t you don't want to say is here. I hear that mistake, alot. So make sure you stop the tea in your throat. If you have to hold your breath on the T, it's here, you're still gonna do it fast. Don't put a lot of energy into the Word, it's save all the energy for here, or whatever word you have after it. It's here. It's here. What's here? Again? Make sure you have the held T. What's what what what's what's here? What's here? This is here with this is, you're actually gonna say, says you need an extra syllable because this ends in an S, so we add an IZ. This is here. Now this is allowed function words, so you can put a lot of energy into it, but don't put a lot of energy into the word is or the says, this is here. This is here. We're here. So we are, could become, we're, and we could say we're here. But usually we're not really that careful and it's very normal just to say We're here where we're sounds just like we're, we're here, we're here. Put all the energy into here, there, here. There. They're even gets shortened to there. It sounds just like they're they're here. They're here. Don't put a lot of energy into that vein. It's just a pronoun there, here. You could even say T-H-E-I-R, VR. If you're doing it really fast, they're here, they're here, they're here. These are here. Now you wanna stress V0 is because it's a demonstrative. So if I clap it out, it's, these are here and keep the v's along e. These are links, these and are together. You're going to have a XHR sounds Zr, visa. These are here. These are here. Remember r will change to her. These are, these are here, these are here. Those are here. Again, stress those because it's a demonstrative in change R to link those and herbs so that you're saying CSER with a z sound. Those are here. Those are here. What are they doing? You're going to stress, what do, what are they doing? Now the what r is going to change to water like WWW, DD, ER, what're you get a fast d instead of a T there. What are they doing? What are they doing? When are they going? Your stress when and go. When are they going? And when our sounds like a winner. You're a winner. Winner they going, when are they going? Where are they going? Now? Where rhymes with error or terror? Where are they going? Your stress, the where and the go. Where are they going? You want to put a strong are in-between where an R to connect them. Where notice how my lips rounds when I get to that strong are in the middle. Where where are they going? Where are they going? Now contractions happen with people's names to John's here. Instead of saying John is here, I can just say Johns. And of course, John ends and an end which is voiced. So I'm going to follow it with a voiced z sound instead of an S. John's here, John's here, Mary's here. Mary's here. Mary ends in a vowel. So the s After it will sound like a Z. Mary's here, Mary's here. Mary's here. Be prepared to make the contraction with TBI in just about any noun. The guitars here. The guitars here. What if I have to have a plural subject? John and I are here. Now I have to say hire. John and I are here. Put a y between I and R for smooth linking. John and I are here, John and I are here. Betty and John are here. Genre. It sounds like J0 and NER, Doner, Betty and John are here. Betty and genre here. Where are you? I'm here in the garden. Where's John? He's here to where's Mary? She's here and next to John. Where's their cat? It's here by their side. What's the cat's name? This is Felix. Meet Felix. We're all here to have fun. John and Mary, you've been waiting for you. They're anxious to see you. What are we going to do? We're going to play, where are we going to play? Here in the garden? When are we going home? These are great questions, but let's just play. 16. Contractions: Will: Now let's look at helping verb contractions. We'll start with, we'll, I'll do it. Notice. I don't say I will do it and I don't even say I'll do it. I could say I'll do it. If I really want to stress me, I they usually will just say, I'll do it. And I actually Sounds like I said so fast, I don't even put the e into it. It's not I feel it's just R. I'll do it. Stress do for sure. I'll do it. I'll do it. You'll do it. Now. You don't have to say you all do it. You don't have to have really rounded lips. You. If you want to say it quickly for good rhythm, you'll just say yo, yo. That's the short back you as in book. You'll do it. Stress, do, put all your energy there. Don't worry about energy and your lips for you. You'll do it. You'll do it. I'll do it. I didn't even say He'll do it. I could if I really wanna stress, he usually we'll just say I'll do it. And it sounds like Hill each ILL he'll do it. He'll do it. She'll do it again. Instead of She'll I just say shell with a short I shall show do it. It's very important that you don't say shell do it. If you're going to stress the sheet, you can't say shell. You only do the shell if you're doing it really quickly. Remember, if you wind up the ball and share your throw the ball, undo. She'll do it. She'll do it. Shall do it. It'll do it. So instead of it, well, I just say it all. And the t even Sounds like a fast d it all. And by the way, it rhymes with little. It'll do it. It'll do it. What I'll do it. Instead of what will do it. I can say what'll, and what rhymes with puddle. Makes sure you stress what and do. What is the question word which is allowed function word. Please review my video lesson on rhythm. What I'll do it. What I'll do it. This'll do it. This'll, this'll rhymes with whistle. Vessel. It's a dark L at the ends there, the soul, or this is a demonstrative, it's allowed function word. So stress it. So doing this, I'll do it. That'll do it. That'll, that'll rhymes with paddle. That'll do it. That'll do it. There'll be a chance. There'll now rhymes with Darrow, which has a man's name. There'll be a chance. And when I stress this, I just want to stress chance. There'll be a chance. There'll be a chance. Remember, you can use just about any noun in front of this. Well, for example, the store will do it. Store, the store, I'll do it. I'll do it. Any noun all do it. Any noun, I'll do it. Any noun, I'll do it. They'll do it. Now instead of saying veil, which I could say Vale do it, I can be really quick and just say they'll do it. Rhymes with still. Ville. Still will do it. Make sure the val is really fast and that you get to do the main verb as quickly as possible. They'll do it. They'll do it. Padian, Jonelle do it. Jonelle. Bad Yen, John, Betty and John will do it badly and John will do it. We'll do it. Now. Well, is actually we will. I could say we'll do it. But if I wanted to do it quickly and it's already very clear that we're talking about. We then I can just say, we'll do it. We'll do it. Listen to my rhythm and the next poem as I stressed the words in red, note that jackal sounds like jack, where you hold the K and release a G before the vowel sound in all. And who sounds like where you link WHO and the Dark L together with a W. Who'll I hope jackal B there. I'm sure you well, but what about you in what about Bill will be there if we possibly can. What about Ted? He'll probably come within. What about Joe and Moe? They'll becoming with Fran, who will wanna CAN. What about Bob? What about Mel? Males not feeling well? Now say it with me. I hope jackal B there. I'm sure you Well, I hope jackal B there. I'm sure you well, but what about you in what about Bill? But what about you in what about Bill will be there if we possibly can. What about Ted? He'll probably come with n will be there if we possibly can. What about Ted? He'll probably come within. What about Joe and Moe? They'll becoming with Fran who will want to CN. What about Joe and Moe? That'll becoming with Fran who will want to see and what about Bob? What about Mel? Mao's not feeling well. What about Bob? What about Mao? Males not feeling well? 17. Contractions: Would: The next contraction that we'll study is when we use Word to make conditions or to offer politeness. I'd go instead of I would go. I can just say I'd I'd hold the D in your throat. Hold your breath. Start breathing. I'd I'd I'd I'd go, I'd go. Now, the faster and more informal I want to be, the less I can open my mouth and I I can say I'd go or I can just say I though. I'm actually only going to assure you there. I'd I'd I'd go I'd go if I had a dress and go if I had a dress and go if I had a dress, you'd go, you'd go. You could say you and really tighten those lips and make along you, you'd go. Or you can relax a little and make it a little faster and say, you'd go, you'd, you, that's a short back. You're like in buck. You'd go you'd go if I told you to, you'd go if I told you to go, if I told you to, you'd go if you had a dress, you'd go if you had a dress, you'd go if you had a dress, he'd go. He'd go. He he, now you could say hidden, but I don't recommend that. I think you should keep a long e hid. It makes it a lot more clear. He'd go he'd go if you served pizza and beer, he'd go if you served pizza and beer, he'd go if you served pizza and beer, she'd go usually I use along either sometimes but not too often. I might be so fast that I say should go, should, should. And it might sound like a short eye, but don't feel like you have to do that. She'd go along e, But really quick is just fine. Should go if she had a dress, should go if she had a dress, she'd go if she had adress, it had go. Instead of it would go, I can say edit. There will be two syllables. It had. Use a fast d for hidden, flooding your tongue like the wings of a hummingbird. That at, at, at, at, at, at it in it it go, stress go. It should go. It should go. I like the jacket. It would go well with your genes. I like the jacket. It had go well with your genes. Visit, go, visit, go, visit, visit, visit, go if he put gas in it. Visit, go if he put gas in it. That'd go. That'd use a fast d. Flutter your tongue like the wings of a hummingbird. Use light pressure. That at, at, at, at, at, at. That'd go that'd go if you put gas in it, that it go if you put gas in it. Any noun, add go. Now and add. That apostrophe d just sounds like it. With a short I. Mounted in a noun, add go any noun and go any noun and go. Any noun add, go. Any managed do. Any managed do. That means the speaker would marry any man. Yeah, right. But in John and go, Betty and John and go. John and Betty and Janet go. Betty and John had go. Betty and Janet go. We'd go we'd now we'd Sounds like a weed growing in your front lawn. We'd go, you might even change. We'd too weird if you want to be really quick, would go. But I don't recommend it. Stick with weed. It safer. Hold your breath. And the dn we'd, When it comes before a consonant, we'd go, go, starts with a consonant, so does better. In the next example, we'd better pulls leads. We'd better pulled weeds. Notice how the pronouns more important than the following poem. We stress them to emphasize the contrast between them. I'd go, you'd go, he'd go, she'd go, they'd go to the prisoner in Go. The President had go. We'd all go. If we could. Now say it with me and stress the red syllables. I'd go, you'd go, he'd go, she'd go, they'd go to the prisoner in Go. The President had go, we'd all go if we could. 18. Contractions: Have & Has: Now let's look at contractions for having, has. We use have and has to make the present perfect tense or a past modal present perfect tense examples. I've, I've done it. I've done it. So instead of saying I've, I can just say I've I've I don't have to open my mouth all the way for the I I could open it halfway. Like I I I'm starting with a short you and ending with along ii, iii, iii. I've done it. I've done it. But that's really fast. If you want to slow down a bit, open your mouth all the way for I, I've done it. I've done it. You've you've done it, or you've done it. So you could do a tense UX, or a relaxed short back. You, as in book, you have, you've done it. Really depends on how fast you're speaking and how clear you want to be with the word you. You've done it now. You've done it now. The boys colored on the dog and on the walls, he is in trouble. You've done it now that I had no energy on the U, I had it all on done. You've done it now. I said a year with a short back. You his he's done it. He's done it. He's finished. He's done it. When I say he's done it, I like to keep the long e and hears that occasionally somebody might say has done it with his it's not a very good habit and I don't suggest it. He's done it is good. He's done it. He's done it. He's done it. She is she's done it. She's done it. I like to keep the long e And she is somebody occasionally might say shes like she's done it, but that's not a good habit. I wouldn't try it. She's done it. The long e works really well. It's done it. It's done it. Instead of it has done it. I can just say it's the same thing as it is. So it is an, it has sound the same and contracted form. It's done it. It's done it. Who's who's done it? Who's done it? Who's? It sounds just like the possessive pronoun, whose? Who's done it? Who's done it? They've done it. They've done it. Now they've rhymes with a man's name. Dave. They've done it. They've done it. Occasionally someone might shorten the a into a short I like VIV. They've done it. They've done it. But that's not a very good habit. You don't need to try that. They're, a wave is really good. Just do it quickly. They've done it. They've done it. That in John of we stress Betty and John because they aren't pronouns. But when we use the pronouns, they or she or I were going to stress and done. Instead. They've done it. She's done it. I've done it. But Betty and John of Dunning. Betty and John of Danner. Now I take the name John and I add after it, John of Betty and John of done. It makes sure that John is higher pitch than the love. Betty and John of done it. Bette and John of done it. We've we've done it. We've done it. We've sounds just like we've, we've done it. Occasionally somebody might say with, with a short I, we've done it. We've done it. But that's not a great habit. Now let's look at the past modals. I would've done it. I would have done it. The I would have is squeezed before the word done. I would have done it. If I'm winding up, I wind up on I went and I throw the ball and done I would have done it. So that I would have is really fast, would have noticed the D and Word is a fast d. You don't need to have a lot of tongue pressured make that D, it's super light. A fluttering tongue that at, at, at, at, at, at, at, at, at, at. I would have known I would dove that's too much D just that at, at, at, at, at, at, at, at, at, at would have he would have died if the shark had been real. Sometimes we drop the V and say would notice the use of the fast De. He would have died if the shark had been real. Notice I stress died shark in real. He would have died if the shark had been real. I could've or coulda, should've or sugar. I could've done it. I could have done it. I should have done it. I should have done it. So would've could've, should've these all work the same way with that really late fluttering D may have. I may have done it. I may have done it. You can say may have or may. Sometimes we don't even say the V. I may have done it. I may have done it. Might've I might have done it. I might have done it. You can say might've with a light D, Or you can say miter with no V at all. I might have done it. I might have done it. Must have. I must have done it. I must have done it. You can either keep the V or drop the v to be a little bit more informal in quick, I must have done it. I must have done it. Americans don't really say, I muster. They keep the t, which by the way sounds like a D in front of the vowel in muster, mass. Really light D. I must have done it. I must have done it or I must have done it. I must have done it. She must have lost weight. She must have lost weight. She must have lost weight. She must have lost weight. Let's reveal. Who's gone to the movie. Has Jack? Yes, he's gone. Has jane? Yes, she's gone too. They've both gone. But I'm always working and so are you we may have liked the movie. We could have called in sick. We should've gone. We must have been crazy messy. Now read it with me. Who's gone to the movie? Has Jack? Yes, he's gone. Has jane? Yes, she's gone too. They've both gone. But I'm always working and so are you we may have liked the movie. We could have called in sick. We should've gone. We must have been crazy, messy. 19. Rhythm & Grammar: Future Perfect Tense: Let's learn how to use the future perfect tense. We'll look at the grammar and the pronunciation in a separate video lesson, we'll learn how to use the future perfect progressive tense. You're a lot younger than me. By the time you start college, all have graduated in the future. I graduate first. You start college second. By the time you start college, all have graduated. By the time you start college is in the present tense. We always use the present tense in the by the time phrase, even though we're talking about the future. But about the next part of the sentence, I will have graduated. That's future perfect tense, and I'll pronounce it. Olive graduated. It sounds like Olive gradually heated. By the time you start college. Olive graduated. All have graduated? All have graduated. You're a lot younger than me. By the time you start college, all have graduated, you need to practice saying this sentence over and over. It's a really internalize it. So check out my blog and my audio recording that I've included in the description to this video. You can practice as much as you want until the pronunciation becomes muscle memory. I'm going to be late to the potluck party, so I'll bring dessert. By the time I get there, everyone will have had dinner and should be ready for dessert. And if the time I get there, everyone will have had dinner. Notice that dinner finishes first and I arrived second to different events will happen in the future, one after the other. That's when we use the future perfect. We use the future perfect tense because dinner will be finished. Everyone Olive had dinner. We don't need to focus on the process of eating dinner. We're only interested in the fact that dinner will be over, so people will be ready for dessert. Every one Olive had dinner. Everyone had dinner. Everyone had had dinner and should be ready for dessert. Everyone will have had dinner. Everyone will have had dinner. I'm going to be late to the potluck party, so I'll bring dessert. By the time I get there, everyone will have had dinner and should be ready for dessert. Tomorrow morning, we should be able to go skiing. The blizzard L of stopped by then. First the Blizzard will stop and then lost ski again, we have two events in the future. One happens after the other. We're not interested in the snowing, we're just interested in when the snow stops. So we use the future perfect. Perfect consists of will, have, and the past participle. The blizzard, ALL A-B stopped the blizzard. Olive stopped the blizzard. All of stopped. The blizzard, ALL of stopped. Tomorrow morning we should be able to go skiing. The blizzard L of stopped by then. If you wait till next year to refinance your house, the interest rates will have arisen. Just do it now. All the rates are low. First the interest rates will rise. Then you'll try to refinance. If you wait till next year, the interest rates will have risen. Rate sila, risen, rates have risen. Rates will have risen. Rates have risen. If you wait till next year to refinance your house, the interest rates will have arisen. Just do it now while the rates are low. One more example, I wouldn't buy six pairs of the same shoe. When you finally where the sixth pair your tasteful have changed and you don't want them anymore. First your taste will change. Then you won't want the shoes anymore. Of course, the taste gradually changes, but we're only interested in the end result where the taste finally completely changes so that you don't like those shoes anymore. Future perfect tense, one event before the other. Your taste still have changed. But it's that I don't say change it. I say changed. So when a verb ends and a j sound like change, we don't add ID, we just add the d sound and it's all in one syllable. Changed. You're tasting olive changed. You tasted of changed. Your tastes, have changed. Your tastes have changed. I wouldn't buy six pairs of the same shoe. When you finally, where are the sixth pair? Your tastes have changed and you won't want them anymore. Now practice saying these sentences with the repetition audio provided and look for my next video on the future perfect progressive tense. 20. Rhythm & Grammar: Future Perfect Progressive Tense : Let's study the future perfect progressive tense. Hopefully you've already seen my video on the future perfect tense. Let's see how this tense as a little bit different. We're going to study the grammar and pronunciation of this tense. I have several situations for you that use this tense. So first, you'll hear the situation and be introduced to the tense. Then I'll explain each situation intents, and then I'll let you practice pronouncing part of the sentence. With better prepare dinner for Charlie. He'll be hungry when he arrives because he'll have been driving for six hours. Now we could say he'll be hungry when he arrives because hill of driven for six hours. That's true. He will have finished driving. But here I'm going to use the ING so that we can really focus on the driving and how that makes him hungry. Imagine you're driving and you're looking at that highway for six hours and you're thinking about food, thinking about that hamburger. So we're going to focus on the process of driving up until he gets to our house. For this tense, we need to have, will have, then ING verb will have been driving. We can contract it and say heel up and driving. He'll have been driving because they'll have been driving. If I want to, I can take out the h in the HI and link the end of because to that word. And I'll sound like because it's 0 because it'll have been driving. Because they'll have been driving because it'll have been driving. With better prepare dinner for Charlie. He'll be hungry when he arrives because it'll have been driving for six hours. You need to practice saying this sentence over and over to really internalize it. So check out my blog and my audio recording that I've included in the description to this video. You can practice as much as you want until the pronunciation becomes muscle memory. Let's look at another example of the future perfect progressive tense. I'm working at the water station at the halfway point. By the time runners get to my station, they'll have been running for more than an hour, so there'll be very thirsty. This example uses the future perfect progressive tense. One event is in progress immediately up to a second event. The first event is running and the second event is reaching my station. They run until they reach my station. We focused on the duration of the first event. In this case, running. They'll have been running for more than an hour. They'll start running and then they'll run and they'll sweat and they'll breathe hard for an hour. We use the ING here to focus on this process of running. And it reminds us of all this sweat and effort put into that running. They will have been running for more than an hour. They'll have been running for more than an hour or so. There'll be very thirsty. Dial up and running. And running. And working at the water station at the halfway point. By the time runners get to my station, they'll have been running for more than an hour. So there'll be very thirsty. My friend already bought me ice cream, but I'm sitting in a traffic jam. By the time I get there, the ice cream all have been sitting on the table for more than ten minutes and it'll have a melted. I'll have to buy a new one. By the time we get there is in the present tense. We use the present tense in the by the time clause to talk about the future. The ice cream will have melted is in the future perfect tense. The ice cream will have finished melting. The melting process will be finished. So we just use the future perfect, not the ING, but the icecream will have been sitting on the table for more than ten minutes. We can think about the process of melting as it's sitting on the table. So we use the i-n-g. When we use the I-N-G to talk about a process happening up to a certain point in the future. This is called the future perfect progressive tense. Will pronounce it like this. The ice cream been sitting. The ice cream will have been sitting the ice cream and had been sitting on the table. The ice cream all have been sitting on the table. My friend already bought me ice cream, but I'm sitting in a traffic jam. By the time I get there, the ice cream elephant sitting on the table for more than ten minutes and it'll have melted. I'll have to buy a new one. Let's look at another example of the future perfect progressive tense. After the long test, we should plan some exercise. Will have been sitting for three hours, so our legs will be cramped. We're focusing on the process of sitting up until the end of the test. So we use the future perfect progressive. Again, this tense is really good for complaining. As we're sitting there, our legs are aching because the blood is not circulating well, you can imagine the process of sitting there and suffering while you're taking the exam. Will have been sitting for three hours, will have been sitting. Will have been sitting. Will have been sitting. After the long test, we should plan some exercise. Will have been sitting for three hours, so our legs will be cramped. Here's another long example that uses both the future perfect and the future perfect progressive tense. He's going checker treating for three hours. By the time he gets home, he'll have collected enough candy to last for six months. He'll probably be very hyper because hello, been eating candy for those three hours. We'll have to throw away half the candy. You can use the present progressive tense to talk about the future. He's going trick or treating. That means he's going tricker treating in the future. We could say he will go tricker treating for three hours, but instead, I can say he's going trick or treating. By the time he gets home, he'll have collected enough candy by the time he gets home in the future. But remember, we use the present tense in the by the time clause to talk about the future. He'll have collected enough candy is future perfect. We're not interested in the collecting part. We're interested in the finished results. He will have a lot of candy in the end, so we use the future perfect here. He'll have collected, I've collected, he'll have collected. He'll probably be hyper, is just simple future tense, but he'll have been eating candy is the future perfect progressive. Now we get to focus on all the time he is eating candy while he's walking between houses. We pronounce it because it would have been because ill have been eating candy. Because he'll have been eating candy. Because you'll have been eating candy. Because he'll have been eating candy. He's going trick or treating for three hours. By the time it gets harm Hill have collected enough candy to last for six months. He'll probably be very hyper because hello, been eating candy for those three hours. We'll have to throw away half the candy. This next example has a really interesting mix of verb tenses. We can't go skiing until the scariest or it's made enough snow. By this time next week, the resort will have had enough time to make ample snow. The snow blowers all need maintenance though. They'll have been running them all week. Can't go skiing until the ski resort is made enough snow. Wow, here I'm using the present perfect tense to talk about the future. And we can do that after the word until, until the resort has made. You need has plus the past participle made. This time next week, the resort love had enough time to make ample snow. Here we use the future perfect. We're not interested in the process of making snow. Again, we're just interested in the end result that the snow will be made. Snow blowers on the maintenance though. This is the simple future tense. The snow blowers will need maintenance once in the future. Vail have been running them all week. This part uses the future perfect progressive. What's important is the process of running those machines. Those machines are going to be used and used all week. So there'll be worn out because reusing them so much, they'll need maintenance so that over use of the machinery, let's us use the ING verb to emphasize that veil had been running them. Vail have been running them all week. Veil had been running them all week. Veil had been running them all week. We can't go skiing until the scariest or it's made enough snow. By this time next week, the resort will have had enough time to make ample snow. The snow blowers on need maintenance though. They'll have been running them all week. Here's my final example for you today. It also mixes the future perfect with the future perfect progressive tense. If you start a college savings account for your baby now, he'll be so rich by the time he goes to college. The money will have been sitting in the account for 18 years. It'll have accumulated so much interest. Lists. So rich by the time he goes to college, he'll be so rich is just the simple future tense. We're simply making a prediction about him that he will be rich at one particular point in the future. Money, a loved one sitting in his account for 18 years. We use the future perfect progressive here because we want to focus on how long the money is sitting in that account earning interest. The money elements sitting the Menil of been sitting it'll have been sitting in his account. It'll have been sitting in his account. It'll have accumulated so much interest. Here we use the future perfect nafta ING, because now we're not interested in how long it's sitting there. Were only interested in the end result. How much interest was accumulated in the end? It'll live accumulated. It a love accumulated so much interest. Accumulated so much interest. It'll have accumulated so much interest. If you start a college savings account for your baby now, he'll be so rich by the time he goes to college. The money will have been sitting in the account for 18 years. It'll have accumulated so much interest. Practice what you just learned by imitating and repeating the sentences with the repetition audio recording provided. I hope this lesson may be more comfortable with how and when to use the future perfect progressive tense. 21. Contractions: Had: Now let's look at had and how we contract it. We use head to make the past perfect tense or a strong modal. Let's look at I had, which becomes, I'd, I'd seen it before. Now, I can open my mouth for AI to varying degrees depending on how informal or quick I want to be. I can say I'd seen it before, which is opening my mouth alive. Or I can say it seen it before. Uh, uh, I'd seen it. I'd seen it. I might not even put the e sound like I might just say a sinner before. But that's really informal and I don't suggests that it's best to either say I ID or I'd I'd seen it before. You'd or you'd you'd seen it before, or you'd seen it before. So you can do either the EU or the year, long you or short vacuum, either one, depending on how quick you want to be. You'd seen it before, you'd seen it before. You'd seen it before. You'd seen it before? He'd he'd seen it before. He had seen it before. Can you say had seen it before? Him? Had seen it before? I guess you could, but I don't really recommend it. I would suggest keeping the long e he'd seen he'd seen it before. She'd she'd seen it before. Some people might say shed, but it's probably not a very good habit. She'd seen it before. That's fast enough. Should sinner before is a little bit sloppy. It in it had seen it before. It had, it had seen it before. Use a fast d it in. All of these had contractions can also be would contractions. It can also mean it would it close if you took some things out? It it close if you took some things out? Hood or who would who'd seen it before? You can either say food or who in who had seen it before? Would you say hood with a short vacuum? I had seen it before. That would be really fast and maybe it's okay as long as it's in the middle of a sentence and not a question where I'm the person had seen it before, then it might be okay, hood, but better to stay with it. Ooh, that's fast enough. I'm the one who had seen it before. Veered or therein. There'd been one. You can either say very with a held D where I hold my breath. There been one or you can say therein. If you say very good. You need a strong are connecting there an ID. There had been one. So you can either say there had been one or there had been one vivid or their they'd seen it before. You can either say vague was upheld D they'd seen, or you can say they had they had seen. If you say the second one, you want to have a wire connecting Veda ID. They had they had seen it before. Their house burnt down because they'd forgotten to turn the stove off. Their house burnt down because they'd forgotten to turn the stove off. Their house burnt down because they had forgotten to turn the stove off. Their house burnt down because they had forgotten to turn the stove off. Betty and John had seen it. Johnny, you wouldn't say John And it's not going to be Bette and John's seen it. Nope, it's gotta be John ID. We'd seen it before. You can either say weed or weird. If you say weird, You'll have a wire connecting. We an ID. We'd seen it before, or we had seen it before. Sometimes you might say wid, but it's not necessary. But seen it before, that's really fast and starts to get kinda sloppy. Now let's look at the strong modal. I'd better do it. I'm telling myself that I needed to do it and if I don't do it, something bad's going to happen. So that's a really strong, I better do it. I can't just say I better do it. That's just not even the right grammar. You need to have the healthy or you stop breathing, you Hall in that air. I I let out the air and the b and better. And better. So not just I better. There needs to be a stop. I'd better do it. Of course, you can open your mouth more or less for i, depending on how quick you want to be. A better do it, or I'd better do it. There is variety in English. Not everybody has to sound exactly the same. And you're going to sound different depending on your mood and the circumstances, you'd better do it. Again, make sure you have that held D you'd you'd, you could also say you add, you add that, then he'd put a w linking the EU to ID. You'd better do it, or you'd better do it. He'd better do it. He'd he'd better. He'd better let out the air and better. He'd better do it. Can you say head had better do it? I guess you could. It gets to be borderline sloppy, but you're going to hear it sometimes. They better do it. Then of course you can say there, there, there'd better do it. And then you'll use a y connecting Veii to ID. They had better do it. Veered better do it. They'd better do it. I think just the vent is probably more common. We'd better do it. We'd we'd better do it. Again. It sounds like the weed that grows in your yard. We'd better do it. If you're being super fast and not carrying too much about your diction, then you might say, when we better do it with better run, we had better run. We better run. Or very fast it could be would that around, would bet around with better run. 22. Contractions: Negatives: Okay, now we're going to look at knots in contractions. So remember negatives are emphasized, they get stress, they're loud function words. But we still make contractions with him. Don't equals do not. I don't do it. So instead of, I do not do it, which you can say. You can say I don't do it. And you stress, don't. I don't do it. Stress don't and do don't do. I don't do it. Now for this, you need to make sure that you are having a held T, which is in your throat and your nose at the same time because it's an NT. Don't don't. So you're holding your breath but making it a little bit nasal. I don't do it. I'm not equals I, I'm not I'm not doing it. Now if I wanted to say, I am nuts, I'm gonna contract that. I am to I'm and I'm going to keep the not separate and really stress not I'm not doing it. Of course somebody might say, I ain't doing it. And that's really informal and bad grammar, but you'll hear it sometimes. I ain't doing it. Eight, he isn't equals his not equals. He is not only stress the part in red. He isn't doing it and doing it and eating it. You could also say he's not doing it. Either one his not or he isn't. So you could contracted either way. They aren't doing it. They're not doing it. They're not doing it. They're not doing it. Or they aren't doing it. You can say aren't or they're not. It's your choice. I haven't equals I have not. I haven't done it. Haven't. You're stressed habit because it has the negative in it. I haven't done it. I haven't done it. She hasn't equals xi has not. She hasn't done it, hasn't. She hasn't done it. She hasn't done it. I hadn't equals I had not I hadn't done it. I hadn't done it. Notice that we stress had and done. We do not stress the apostrophe NT the negative contraction part. I hadn't done it. I hadn't done it. I hadn't done it. I can't equals I cannot. I can't do it. Can't. Needed to open your mouth a lot on the can and the app part, but then stopped breathing on the NT. Can't I can't do it. For NT trapped air in your nose when you stop breathing. Can't I can't do it. I won't equals I will not. I won't do it. Again. Start breathing on the T i want and let out the air and do I won't do it. I won't do it. I shouldn't equals I should not use a fast Dionne should and a held entity on shouldn't. I shouldn't do it, shouldn't do let out the air and do. I wouldn't I would not I wouldn't do it. I wouldn't do it with stress word and do, but don't stress I. Or. On the other hand, if we made the statement positive and said I would do it. We only stress do not wood. I wouldn't do it. I wouldn't do it. Must and must not. You can say mustn't or where the T becomes a fast d must and I mustn't do it. It's not all that common in American English, but it's possible to do it. I mustn't do it, or I must undo it. Shouldn't have, or a shit enough. Equals should not have. I shouldn't have done it. Shouldn't have. I don't even have to have a held t just shared and I shouldn't have done it. Shouldn't have done it. I shouldn't have robbed the bank. I shouldn't have robbed the bank. If you want to be more informal, you can even say, should enter with no V, I shouldn't have done it sooner. I shouldn't have done it. Wouldn't have equals witness or Winona, I wouldn't have done it. Or I wouldn't have done it. Must not have equals mass enough, or masonite, or a master node, or must not. I mustn't have done it. Or I must have done it. You can also keep the t and say, I must have done it. Must Anna, I must have done it, or I must have done it, or I must not have done it. I must not have done it. Let's practice negative contractions. Will, should do it. She hasn't done it, and she isn't doing it. She won't do it because she can't do it and she shouldn't do it. Now try it with me. Will should do it. She hasn't done it and she isn't doing it. She won't do it because she can't do it and she shouldn't do it. Why not watch again? Keep practicing. 23. This That These Those: We've spent a lot of time talking about reductions in order to make your rhythm better. Now we're going to look at words that are non reductions. I call them non reductions because I want to emphasize the fact that we don't reduce them. You need to stress these words and give them a full vowel. I'm talking about this, that these and those, I often hear students trying to reduce them. But no, you've got to give them their own beat in the rhythm of the sentence. This vat. With that, make sure you have a Help t at the end VAT. These has a long e and a z sound really stretch out that e, V's. And those has a long and a z not in S, stretch out that 0. Now let's put that to be verbs after them so you get an idea for the rhythm. This's, this's, notice that this is higher than is, but I connect the words together by linking them. The S connects to the word is. This is vats. Now with vats, you need to make sure you're short. A is big and full, but then you stop with a held t and then let the S come out. That's you can also say that is, now if I say that is the VAT is much higher and ladder than that is. That is, that is, and the t becomes a FASD between vowels. That is, these are now instead of r. I say her because our reduces to her. But V is of course doesn't reduce. Instead we have that full long E and a nice z sound and the Z links to her. These are rhymes with tweezer visa. Rhymes with tweezer, Visa, Visa. Those are the same thing. R becomes her link the z to her. Those are, okay, Let's put these in some sentences. We're going to talk about birds today. This is a raven. This is a raven. This is a raven. Notice I stress this and rave. This is a raven. This is a raven. This is a raven. That's a raven. That's a raven. That's a raven. You use this when the bird is a little closer to you and that when the bird is farther away, That's a raven. I don't wanna say that's a raven. I wanna say that's a raven, a big short, a, open your mouth a lot. You can see my tongue when I say that. That's a raven. That's a raven. That's a raven. That's a raven. We can also say that is Raven. That is Raven. These ravens, these ravens, these are ravens. These are, these are ravens. If I clap it out, these are ravens. I don't want to say these are ravens. Now I have no rhythm. I want to bury the R, the to be verb in between these and ravens. These are ravens. These are ravens. These ravens, these ravens, those are ravens. Those are ravens. Those are mavens. Those are, notice that those is higher in pitch than her. Those are ravens. Those are ravens. Those are ravens. This is intolerable. This is intolerable. This isn't tolerable. This time I only stress this and tall, I have to squeeze is in, in between this and tall. This isn't tolerable, or this is intolerable. This is intolerable. This is intolerable. This is intolerable. This is our cute little ball of feathers. This is our cute little ball of feathers. This is our cute little ball of feathers. This is our cute, I'm going to squeeze is ours so that it sounds like is our, this is our cute little ball of feathers, cute little ball. If we have two adjectives plus a noun, we want to maintain our up and down rhythm so we don't stress the second adjective, cute little ball. This is our cute little ball of feathers. This is our cute little ball of feathers. I've ordered this crowd is stare at you. I've ordered this crowd is stare at you. I've ordered this CHRO to stare at you. Notice that I don't say I've ordered scroll to stare at you. I don't bury that. This that this is clear. I've ordered this CHRO to stare at you. It gets its own beat in the sentence. I've ordered this crowed a stare at you. I've ordered this crowd is stare at you. I've ordered this crowd is stare at you. That's enough. I said That's enough. I said that's enough. I said, this is a really common phrase. That means you're irritated and you want someone to stop whatever they're doing. That's enough. I'm going to stress that enough. That's enough. I said, we don't usually stress parenthetical is at the end of the sentence. I said is tagged onto the end. That's enough. I've said you see it at the end of your breath. That's enough. I said that's enough. I said Stay back. That's mine. Stay back. That's mine. Stay back. That's mine. He's pointing at something that he thinks is his, that's mine. That gets its own beat in the sentence. That's mine. Stay back. That's mine. Stay back. That's mine. Lady, clean out your purse, your fuzzy sock is alive. That made me laugh. That made me laugh. That made me laugh. While I left thinking about the kitten as being some fuzzy little socks that made me laugh. I stress that made ends laugh. That made me laugh. That made me laugh. That made me laugh. These birds are getting too close to me. These birds are getting too close to me. These birds are getting too close to me. These birds get too close. These birds are getting too close to me. These birds are getting too close to me. These birds, I need to spend a lot of time and the E and the Z, make sure your vocal cords are vibrating. These birds, these birds are getting too close to me. These birds are getting too close to me. These birds are getting too close to me. These days. Birds would rather drive for aureus to work. These days, birds would rather drive for aureus to work. These days, birds would rather drive Ferraris to work. These days. You wouldn't say these days. It's definitely not these days. It's these days lots of 0s really, really elaborate on the vowel in the demonstrative V's. These days, birds would rather drive for aureus to work. These days birds would rather drive for aureus to work. Look at those birds in the tree. Look at those birds in a tree. Look at those birds in the tree. I don't say Look at those birds in the tree. It's not vas, it's those and I need her rounds my lips. Oh, look at those birds in the tree. Look at those birds in a tree. Look at those birds in a tree. Those parents are fighting. Those parents are fighting. Those parents are fighting. It's definitely a clear long oh, those parents are fighting. Those parents are fighting. Those parents are fighting. Those with food in their beaks are happy. Those with food in their beaks are happy. Those with food in their beaks are happy. Here those is a pronoun verb, should sound like VR. Their beaks are, should sound like her. Her happy with those with food and there'll be extra happy. Those with food in their beaks are happy. Rows with food in their beaks are happy. Rows with food and their beaks are happy. Haters gonna hate what I would do for those legs. What I would do for those legs, what I would do for those legs. Those are some beautiful legs. Everybody would want them right? What I would do for those legs now do and those are stressed but not for so I said do for those do for those legs. What I would do for those legs, what I would do for those legs. These are mallards. The males are those with green heads. These are mallards. The males are those with green heads. These are mallards. The males are those with green heads. These are mallards. The males are those with green heads. These are mallards. The males are those with green heads. These are mallards. The males are those with green heads. These two birds are standing up, but those in the background are sitting. These two birds are standing up, but those in the background are sitting. These two birds are standing up, but those in the background are sitting. These two birds are standing up. But those in the background are sitting. When I say, but those in the background, I'm really speeding up. But an n. But those in, but those in the background. But those in the background, these two birds are standing up, but those in the background are sitting. These two birds are standing up, but those in the background are sitting. It's easy to find food in these parts. It's easy to find food and this part of the woods, it's easy to find food in these parts. These parrots is another way of saying this part of the woods. It's easy to find food in this part of the woods. To becomes after a vowel is easy to find. And part of sounds like parter, where the t between vowels becomes a FASD, heart of the woods. It's easy to find food in these parts. It's easy to find food and this part of the woods, it's easy to find food in these parts. It's easy to find food and this part of the woods go away. This is my food. These are my seeds. Go away. This is my food. These are my seeds, go away. This is my food. These are my seeds. Definitely stress this and these. This is my food. These are my seeds. Not, these are my seeds, but these are my seeds. So to make that long ie, you need to make sure your tongue is high enough. And you want to make sure the sound goes back in your mouth. It rings under your ear. These are my seeds, not, these are my seeds, but these are my seeds. It's also possible to stress my in this example because the bird wants to emphasize that the seeds belonged to him and not the other bird. Go away. This is my food. These are my seeds. Go away. This is my food. These are my seeds. Go away. This is my food, these are my seeds. You could park under those trees to keep your car from getting too hot. But that'd be a bad idea. If you wanted to keep your car clean, you could park under those trees to keep your car from getting too hot. But that'd be a bad idea. If you wanted to keep your car clean, you could park under those trees to keep your car from getting too hot. Under those trees. Not under those trees, but under those trees are real 0 under those trees. But that'd be a bad idea if you wanted to keep their car clean, Instead of saying that would save that ID. But that'd be a bad idea if you wanted to keep your car clean. If you park under the tree is some birds are likely to poop on your car. You could park under those trees to keep your car from getting too hot. But that would be a bad idea. If you wanted to keep your car clean, you could park under those trees to keep your car from getting too hot. But that would be a bad idea if you wanted to keep your car clean. Let's try a story about birds using a lot of demonstratives. This, that, these and those I was hoping to attract birds to my yarn. That would be so nice if I could go bird watching in my own yard, I couldn't decide which bird feeder to buy. These ones are nice, but those ones were two. I was hoping to attract birds to my yard. That would be so nice if I could go bird watching in my own yard, that'd be so nice. If I could go bird watching in my own yard. I couldn't decide which bird feeder to buy. These ones are nice, but those ones where to. I ended up with this one and hung it in my yard. I ended up with this one and hung it in my yard. This is what happened next. Make sure you stress this. This is what happened next. This is what happened next. The scrub jay was sorting seeds, looking for sunflower seeds and tossing the smaller seeds, those that he didn't want onto the ground. The scrub jay was sorting seeds, looking for sunflower seeds and tossing the smaller seeds, those that he didn't want, those that he didn't want, those that he didn't want. He tasked the smaller seeds, those that he didn't want under the ground. This scrub jay was sorting seeds, looking for sunflower seeds and tossing the smaller seeds, those that he didn't want under the ground, that caused the ground feeding birds to collect the smaller seeds that the scrub jay had left on the ground. That caused the ground feeding birds to collect the smaller seeds that the scrub jay had left on the ground. That refers to what happened in the previous sentence, that caused the ground feeding birds to collect the smaller seeds that the scrub jay had left on the ground. When I say that the scrub jay that's not a demonstrative, that the scrub jay that's just a conjunction. So now I can say that the smaller seeds that the scrub jay, it's a different kind of that. We can reduce it. That caused the ground feeding birds to collect the smaller seeds that the scrub jay had left on the ground. Of course my cats notice this. So those seeds that had fallen on the ground became their bait. They waited under this old chair for birds to come feet off the ground. Of course, my cats notice this. This refers to what happened in the previous sentence that the seeds were on the ground and the other birds were collecting them. Of course, my cats noticed this. So those seeds that had fallen on the ground became their Bate. Those seeds is referring to specific seeds. So don't say, so the seeds you need to see. So those seeds, so those seeds that had fallen on the ground became their baby. They waded under this old share for birds to come feet off the ground. I say this all chair because I'm just describing a very specific chair. It's a very informal, friendly way of introducing something they wielded under this old chair. Of course, my cats notice this. So those seeds that had fallen on the ground became their bait. They waited under this old chair for birds to come feet off the ground as soon as one came. This is what happened. I'm going to stress this. This is what happened. And you need to listen for what is this? There's the anticipation building up, and this is what happened. The cat jumped out and attack the unsuspecting bird. This happened again and again. The cat jumped out and attacked the unsuspecting bird. This happened again and again. Did not say this happened. This gets its own beat in the sentence. This happened again and again. This happens again and again. When the cats were successful, we would find these feathers in our house. That would really freak us out. When the cats were successful, we would find these feathers and our house that would really freak us out. When the cats were successful, we would find these feathers in our house. That would really freak us out. Sometimes you might hear someone say that in a very, very faster and formal way, which I don't recommend. They might say, I would really freak us out, or I would really freak us out. I would really freak us out, or I would really freak us out. Now practice the sentences with the repetition audio provided. 24. Linking Part 1: linking same consonants: Let's practice linking our words together. Linking is making sure words are connected together without taking extra breaths of air in between. We don't want to stop between words. We want the words to ride out of our mouth and the flow of our air. This video lesson is part one of a five-part series and linking. One is linking same continents. First, let's talk about linking a same consonant to the same consonant. Will start with continuance, which are consonants that have air constantly coming out of your mouth, such as F, V, Th, S, SH, z. If I say, laugh freely, laugh, ends with an F. Freely starts with an F. I'm going to link those consonants together. So I'm just saying one long eff, laugh freely. I don't wanna say laugh freely. There. I stopped the air in between the words I was disconnected. I also don't want to say laugh freely, where I make too much effort on the first F and a vowel actually came out of my mouth. Lambda. Then too, that just laugh freely. Say it with me the second time. Push Sheila. Push Sheila said thinks, Ceph, thinks, kiss Sam, kiss Sam. Was Zach. Was Zach love Venus. Love Venus. You really get a feel the buzzing on your lip when you do the V. Pitch your finger here. Love Venus. You'll feel that vibration on your lip extra long because you're linking the v's together into one longer Vi. This lesson shows a series of 15 sentences with different types of linking. Repeat after me. After you watch this video, you can practice with my repetition audio included in the description to the video. Then you'll be able to repeat all these sentences over and over and imitate my rhythm. Sef thinks we should laugh freely. Ceph thinks we should laugh freely. Now let's link to stop consonants that are the same. The stop consonant closes the mouth and then opens the mouth to let the air explode out. Where we're going to do is hold the star at the end of the first word and release the air at the beginning of the second word. Keep piece. So I did not say. Peace or keep peace. Instead, I hold my breath and squeeze my throat a little at the end of keep my mouth is closed at the end of keep keep peace. I let the air out only on peace. Now you do need to put these two words close together. Keep peace. Keep peace. He decided. He'd decided tab bar, tab bar, bake cakes, bake cakes. Definitely use your throat. Bake cakes. It might help if you think about going backwards on the first word, bake cakes. It's like someone's trying to stop you from breathing. Bake cakes. Hot to Mali, hot to Mali. Big game, big game. Let's make hot Somalis for the big game. Let's make hot tomorrow, please, for the big game. Now we'll try linking same continents that are either C-H or j, will release the first C-H or j at the end of the first word, we'll let the air continue into the beginning of the second word. The air after you release the CH will sound like an SH so that SHE air will lead to the next C-H. And the air after a j is released will sound like a z h. And that error will lead to the beginning of the next word, rich Charlie. So I did not say Rich charlie. I say rich, SH, I could let that SH arrow go on forever, but I just want to let it go on for a little bit just to continue to the next CH. Rich Charlie, catch Chuck, catch Chuck. Hatched chicks. Hatch chicks. Dutch cheese, Dutch cheese. Let's prolong it just for practice. Dutch cheese. Now we'll try the J nudge. Notice that after I released the j, a little bit of z h error comes out. Now, let's use that to start the next word. Nudge, Jack, NIJ, Jack, fudge, Jar. Jar, large job. Large job. Judge Judy. Judge Judy, now, don't overdo the z H. It's just a tiny little bit of z h, judge to the judge, to the cat's Charlie eating from the fudge jar. Cats Charlie eating from the fudge jar. 25. Linking Part 2: linking Different Consonants - Updated: Here's Part two on linking. This time we'll talk about linking two different consonants. And later on in the lesson, we'll even talk about linking three consonants in a row. Let's get started. The first consonant ends and a stop consonant. Again, we're going to hold the consonant and let the air out at the beginning of the second word. Stop consonants include p and b, t and d, and Kenji. We stop the airflow before we release these consonants. That's why they're called stops. However, in this case, when the stop is at the end of the word, we will stop the airflow, but we won't release it. Again. I'll repeat the rule. If the first consonant ends in a stop consonant, again, we're going to hold the consonant and let the air out at the beginning of the second word. Keep talking. I did not say keep talking. It's keep talking. Feel like you're gonna catch yourself from talking. Like you're surprised, keep, oops, I shouldn't have said that. Keep talking. Let the air out and talking. Black dogs. Black dogs grab lunch, grab lunch. Lag behind, lag behind. Hit hard, hit hard. Bad times, bad times. Sometimes it's tricky holding a D at the end of a word. You don't want to say bat times, makes sure you hold the a and bad long enough. Bad. And then you need to let the vibration of your vocal cords continue into that final D. But I do hold my breath after that. Bad times that times that was too fast. Bad times. They got hit hard during bad times. The red vertical lines indicate that I need to hold the T and D. They got hit hard during bad times. If you're linking together two different consonants and the first consonant ends and a CH, J, or a continuance. You want to let that air lead into the next consonant continuance or consonants that let the air keep flowing, like the F and flowing. Flowing. I could hold the F forever. It continues. Continuing. Consonants at the end of words include f and v, voiceless T-H and voice th, s and z, SH and z, h and RLM PNG. Again, I'll repeat the rule if you're linking together two different continents and the first consonant ends and a CH, J, or a continuing. You want to let that air lead into the next consonant. Let's try. Rich girl. Rich girl. Let that SH coming out of the CH lead into the G rich girl. His vacation. Let the Z at the end of his lead into the VI, his vacation, you're going to be buzzing here the whole time. His vacation. Don't let the buzzing stop. If the buzzing stops, you've let your airflow stop and you're no longer linking his vacation, his ends in a voiced z, but often transitions to a voiceless S before the next door at if the next word starts with a voiceless consonant as in future, his future, his future. Whereas his vacation, the Z stays as Z before the voice to VI his future versus his vacation, his future versus his vacation. His vacation. Seven reports. Seven reports, the end and seven, of course, the air is coming out your nose, but you can easily transfer the airflow to your mouth without stopping the air. Seven reports. Bish skin, Bish skin. The 0-th might sound a little bit like an SH, as it gets very close to the S. That helps transition the z h to the voiceless S skin. But start with the z h and let it transitioned to an SH skin, Bish skin, Bish skin. Fifth time. Fifth time. Let that th flow into the T. Fifth time. Lifetime. Hold that F all the way. So the T lifetime feelings, strong, feelings, strong. You need to let the air from the N G which comes out your nose lead to the S. Not feeling strong, but feeling strong. Hold the NG. Feeling strong, feeling strong. English class. The SH goes all the way to the k sound and class English class, no gaps. English class, English class. Pass cars. Pass cars. Save money. Don't be afraid to let that V vibrate a little longer than you think you need it to save ends in a voiced v, but often transitions to a voiceless f before the next word. If the next word starts with a voiceless consonant, as in the t in time, save time. The voiced v and save money flows all the way to the voiced m. Save money. We have save time versus save money. Save time versus save money. Save money, save money. Smooth skin. Smooth ends in a voiced th, but often transitions to a voiceless T-H before the next word. If the next word starts with a voiceless consonant, as in the S and skin. But if we have the word smooth looking, looking starts with an L which is voiced. So the voiced th and smooth stays a voice th as it flows into the L. Smooth looking versus smooth skin. Smooth skin, smooth skin. Lime green, lime green, lime green. Hold the lime green. Lime green. The rich girl visited for the fifth time. The rich girl visited for the fifth time. I think we need more practice linking CH and j. When you release the CH at the end of the first word and SH sound will link to the consonant at the beginning of the next word. And when the first word ends with a J, you'll use a z h to link to a voiced consonant at the beginning of the next word. But you'll probably use an SH to link the J to a voiceless consonant at the beginning of the next word. I know it sounds so complicated, but it's simple. I'll show you. Rich girl. We feel the SH between rich and girl. Rich girl, You don't want to say a rich girl or richer girl. But rich girl, the SH goes all the way to the G. Touch me, not touch me or touches me, but touch me. Feel that SH round your lips to make it happen. Touch me, touch me. Lunchtime. Even in the same word here we have a compound noun. I need a little SH. So go-between the CH and the T. Lunchtime lunchtime patch work patchwork, Roche trap. Not just wrote trap. That sounded like a T instead of a CH, but Roche trap, you will hear the SH, hitchhike. Hitchhike. Now let's try j at the end of a word, linking to another consonant, lunge backward. Lunge ends in a j sound and backward starts with a voiced consonant. The B in-between. I'll use a z h to link them together. I'll keep everything voiced. Lunge backward, lunge backward, lunge backward. But if I change the second word to forward, which starts with an F or a voiceless consonant. I'll probably use an SH in-between, not a z h, forward. Did you hear the the SH? Forward? I'm not going to say lunch forward. I still have a j, not a CH at the end of lunge. But that j is going to quickly turn into an SH lunge forward. That way the SH helps match the voiceless f better and it sounds smoother. It's also a little easier to make the SH than the z h less effort is needed. Lunge forward. But if you really wanted, you could still make it z h, lunge it forward. But that's a little more effort than necessary. You're more likely to hear an SH. They're manage my, my starts with a voiced consonant, so we'll use a z H for connection. Manage my, manage my, manage people. People starts with a voiceless p. So let's use an SSH to connect, manage people, manage people. Huge deal, That's a huge deal. I want to keep the whole thing voiced and vibrating. So I use the J, z, H, and the D. It's all vibrating. A huge deal. Huge problem. I want to switch from the voiced j to a voiceless p. So I let the SH helped me do the switching. Huge problem. If I wanted, I could keep it as z h, huge problem, but I'm more likely to make an SH. They're huge problem, huge problem. Wage restriction. Before the r which is voiced, I use a z h way. Restriction. Restriction, wage hike, wage hike. Wage hike. I'll have a huge problem if I can't manage my employees, I'll have a huge problem. If I can't manage my employees. Let's search for a solution. Let's search for a solution. That was crazy, but let's get even crazier. Let's try linking three consonants in a row. If the first word ends in ST, FT, KT, or PT, you can drop the tea when linking it to another word that starts with a consonant. First date, first state. I do not want to say first date. And a lot of my students have said first date. Absolutely not, not first to date, just first date. Don't worry about the T at the end of first. First, there's not even a word, so we don't have to worry that it'll be confused with another word. First date is clear. First date, first state, past tense. Past sounds like pH CSS. If the meaning is not clear from the context, don't drop the tea. However, passed intense commonly go together so it shouldn't be confusing. Past tense, past tense. Best story. Best story. Act silly. Axially, not act a silly, just axially. Expect news. Expect news except checks, except checks. Left turn, left turn. You can make a left turn at the stop sign. Left turn. Now if the word left is a verb, we have to have a held t. We can't just completely eliminate it. I have to say left home. I have to hold that T. I can't just say I left home. That would sound sloppy. I left home. I left home. I left home before an H. It is quite common and easier to release some tea. I left home, left, left home. You can either hold the T or release the t, but dropping it completely in the past tense would sound really sloppy. So it can either be I left home or I left home. I left home. I left home. If you have another past tense verb, like shriek loudly, I can't just say shriek loudly with no tea at all. Because then it would sound like the present tense. So you have to have a held t. In the past tense situation with the three consonants in a row, she shrieks loudly. It's also possible and common to release the t and let a little air out for the past tense before a consonant, as in shriek, loudly. Shriek. Do you hear that whispering t? Strict loudly. It really depends on how fast you're speaking. If you're very fast, you'll hold the tea as an strict loudly. I was scared as strict loudly. I was scared as strict loudly. But if you're speaking slowly or moderately, you might use a clear T. I was scared and shrinked loudly. I was scared and shrinked loudly. Also, if a word ends in N D, You can drop the D when linking it to another word that begins with a consonant. My friendliest sir, my friendly sir. I don't have to say my friend, Lisa. That's too much effort and it will sound Shopee and make your rhythm worse. Just say my friendly sir. Don't worry about the d behind the wall. Behind the wall. As soon as I say behind the wall, it sounds choppy. Then your knee, bend your knee. Now you can also use blending, which I talked about in another video. You could say, bend your knee with a j. That works to mind games. Mine games. If dropping the d could create ambiguity or confusion, don't do it. If mind games could possibly be interpreted as mine MIN games, then don't drop the DEA. The context will help you decide. He's trying to drive me insane. He's always playing mind games with me. Here the meaning is clear that we mean mind games with a D, even though we say mind games. However, if I only say, I don't like mine games, it's not clear. I could mean MIN games. My friend Jim tells the best stories. My friend Jim tells the best stories. 26. Linking Part 3: Linking Consonant to Vowel: Welcome to part three of linking. This time we're going to link consonants to vowels. If you don't do this, it's really obvious and it makes you sound really choppy. So let's learn how to do it. Let's try linking a final consonant to an initial vowel. You'll use the consonant at the end of the first word to link to the vowel at the beginning of the second word. Whatever you do, don't stop the air flow in an airplane. In an airplane between n and an ISA in. So that I'm saying men and changes to end because of the rhythm reduction in, in. And then I'll say Mayor, mirror plane in an airplane. So take a big breath into your lungs and let it all out. In an airplane. In an airplane, lived all alone. Connect, live all. You'll say vol, like V is at the beginning of all live. And then the L, we'll link to a loan. So you'll say law alone. All alone, live all alone. Live all alone. Come in. Come in. He like Sir, I can take out the h and her than the S and likes links to the ER. Sir. He likes her. He likes her. Ride a horse. This is not a strong d that links to the, it's not ride the horse. It's a very fast d, where you just flutter your tongue and touch the top of your mouth as lightly as possible. That at, at, at, at, at, at, at, at, at, at, at a ride a horse, ride a horse, cook a meal. I am going to release the k and a G sound comes out. And it's that G sound that links to could go, could go cook the meal, cook the meal. Tooth enamel to financial. Stick out your tongue on the th and let the air flow into enamel. Phenomenal. Tooth enamel. Tooth enamel. It's an opportunity. You'll link the S and its two, N becomes N And you'll say sen, it's in between Ann and you'll say not. It's a not it's an opportunity. It's an opportunity. The thief escaped. You'll say, fiscal shaped. American speakers don't go around thinking, Oh, I have to link my f to the IE. They just naturally do it because they take very long breaths of air and we exhale through the whole phrase, the thief escaped. The thief escaped, winging it. Now linking an NG tube, the next word can be tricky because we never have in G at the beginning of a word, but pretend that we do. You'll say yet, winging its wing it, he liked it. Now if we said liked all by itself, it would end in a t sound liked. But when you put a val after it, that t will sound like a D. He liked it and it's a fast d, not a heavy day, night. He like did just he liked it. He liked it. Startup. Startup. It's an opportunity to live in an airplane. It's an opportunity to live in an airplane. Let's try linking p or K to a vowel that comes after it. So the first word ends in peer K, And the next word begins with a vowel. You'll want to hold the P and release a b sound that connects to the vowel. If it's a K, you'll want to hold the kay by stopping your airflow and then release the air with a G sound that links to the vowel. Jump up, jump up. Notice I go jump, and I hold my breath. I have to stop that air and I let out a jump up. Now if I just say jump up, that's not right because I didn't hold the P. I can't just say jump up. There has to be jump, jump up, jump up, pump it, pump it, rip off, rip off, pop out. Pop out. Do you hear about I'm not saying pout. I'm not saying pop out. That would be way too careful. Americans don't speak that way. Pop-out, pop-out, trip advice. I take AD and I reduce it to add. So I'm actually saying bad trip advice. Trip advice, trip advice, trip over trip over trip over makeup. Do you hear the gut? I didn't say make cup. That's too careful. It's make gup, Makeup, Makeup, cook eggs, cook eggs, dark evening, dark evening. Pick out, pick out mac and cheese. This is short for macaroni and cheese, which is a very popular dish in the US, especially for children. Mac and cheese. Mac and cheese. Reagan. Reagan. The makeup makes her eyes pop out. The makeup makes her eyes pop out. Most of my students need extra practice linking NG to a vowel. So here it goes, winging it. You're going to say, yet, to make that mg. You're going to use the back of your tongue, which will touch the top of your mouth. The air will come out your nose. You need to press down on the top of your mouth to make your nasal passage bigger. Yet wins, wins. Coming up. You'll say NEP. Notice I smile to help access the back of my mouth. Nep, coming up, coming up, singing out. Singing has two energies in it. So you'll have to be especially careful. Singing out. Singing out pumping oil, oil, pumping oil, pumping oil. Melting ice, nice. Melting ice. Melting ice. Showing ankles, knees, ankles, showing ankles, showing ankles. Feeling nv, nv, feeling envy. Feeling envy. Tasting olives. No, tasting olives. Tasting olives. Cutting apples. Nap, cutting apples, cutting apples, raising orchids, markets, raising orchids, raising orchids. Calling Uber. Uber. Calling Uber. Calling Uber. Leaving early. Narrowly. Leaving early, leaving early. His standing alone and feeling envy. His standing alone and feeling envy. 27. Linking Part 4: Tricky linking-T&D: T and D can be really tricky to link. If the first word ends in a T or D, use a held t to connect it to the next consonant. Built houses. So I don't say built houses, just built houses. You're going to suck in that T at the end of belt and hold your breath. Tighten up the muscles in your throat. Built, let out the Eran H, built houses. Build houses. What's the difference between built and build? Spend more time on the vowel and build. So that, that vibration and that will help your D stay. A D, hurt, flies, hurt, flies, hate flies, Hate flyers. Now to link a word that ends and tear D to a vowel, you will use a fast d, not a held ti. Build a house. Notice I said with a really light D that at, at, at, at, at, at a flutter that tongue so that it touches the top of your mouth as lightly as possible. Build house. Build House. Hurt a fly. So I didn't say hurt to fly. I didn't say hurt a fly. I said hurt a fly. That's very smooth. Hurt a fly, hurt a fly. Hayden sex. For this, you have a choice. You could say Hayden sex or just hate insects. And if you really want to emphasize the word hate, you might just do a healthy, I hate insects or I, Hayden sex. Hayden sex. Hayden sex. Bought 1990. Now the word in is unstressed. And when I have an unstressed in sellable after that t, I'm going to make it a held tea, not a de Botton 1990. Now, LT is quite different from any other combination with T. If the first word ends in LT, use a clear T with air coming out of your mouth to link it to the next vowel. Built to house. Notice I didn't say build a house, and I didn't say built a house. I said built a house to Eric came out of that t. We could say it's a medium aspirated t. It has air coming out, but not as much as it would at the beginning of a word. Built to house. Built a house. Built-in hot tub, built ten. Notice I say ten with a medium amount of air coming out of my mouth. Built in 1990. When I have an unstressed syllable within After the LT, then I'll use the held tea. Built in 1990, built in 1990. Salt and pepper. And salt and pepper the word and is reduced to end, and that end becomes an unstressed syllable. We don't stress. And when we say salt and pepper, we just say salt and pepper, Salton. So so what I'm doing is I'm holding the LTE salt and then I'm letting all the air out my nose. I'm not saying salt and I'm seeing salt. It's only coming out my nose and there's no vowel. Salt and pepper. Salt and pepper. This next sentence is tricky. That has a lot of different types of T's in it. I hate Flies. Definitely, you need a held t between Haidt and flies that's linking two consonants. I hate flies, but I, but I is linked together with a fast d. That t is between two vowels, but I wouldn't hurt a fly. That is also possible to say wooden hurt without a t just wouldn't hurt. I don't have to have the help T I could say wouldn't hurt or wouldn't hurt. Her. Ada is also linked with a fast d Herder until I felt it bite, felt it is linked together with TIMIT because of the LT And the val after it felt it. And finally byte at the end of the word is a healthy. Lets try the whole sentence. I hate flies, but I wouldn't hurt a fly until I felt it bite. I hate flies, but I wouldn't hurt a fly until I felt it bite. I hate flies but I wouldn't hurt a fly until I felt it by n t and N D are really tricky. So let's look at all the different cases here. In t at the end of a phrase, we'll have a held T. Don't. You have to squeeze the muscles in your throat to cut off the air. Don't or he can't. The silence is very sudden. Suddenly the air stops coming out of your mouth and creates the Stop T. Can't. India at the end of a phrase has a very quiet whispering D. It's not a held D. As in feel the wind. Just make it really quiet. Feel the wind. If you say feel the when, it'll sound like WI IN here the band, a quiet whispering d, band. In tea, before a vowel has a drop, tea. Don't allow it. I don't have to say don't allow it. I can just say don't allow it with no tea at all. That's because don't won't be confused with do don't allow it will never sound like do allow it. But when I say I can't allow it, I have to have a held t. Otherwise can't will be confused with a positive can as an Yes, I can do it. So I don't wanna say no, I can allow it. I want to say no, I can't allow it. To make sure I don't confuse can and can't. Indeed, before a vowel connects D to the vowel, I'm going to link the d at the end of the first word to the vowel at the beginning of the second word. The D will be a fast d, where the tongue very lightly with minimal pressure, touches the top of your mouth, winded up. I'm going to say Why did it with a very light tongue and the D, winded up pound of cheese. I need to hear dove, dove, pound, pound of cheese. Understand? I want to say, understand. The dy has to be there before the ER vowel. Under her. Understand. Wonderful mixture. You say HDR, wonder, wonderful. But I'm not going to say wonderful. That's too much de, really late. Your tongue is fluttering and barely touching the top. Wonderful, wonderful. It's just flaps up with minimal pressure. In tea before a consonant has a held T. I can't do it because there were a dew starts with a consonant. Can't, needs to end with a held T. I can't do it. She won't do it. I can't just drop the tea here. I have to have a held T. So I cannot say she won't do it. It has to be she won't do it. Really USUS throat to stop the air from flowing out of your mouth? She won't do it. If indeed comes before a consonant, you can drop the D. Mind games. I don't need to go out of my way to be careful to articulate the D. I don't need to say mind games. That's excessive and it's not natural. Just mind games. Roundtable. We have a restaurant called roundtable pizza. Nobody says round table. It's just roundtable. 28. Linking part 5: Linking Long Vowel to Vowel finished : Now let's work on linking vowels. If the first word ends in a front long vowel, which is a, E, I, or O. Then your user, why sounds a consonant y sound to link it to another word that starts with any vowel. This is because the y naturally exists after any of the long front vowels. Think about it. A year, year, year, year, year, year. And oily. Oily is a combination of o and E. So after that, E will put the wide to link it to another vowel. This makes your speech Smooth. Now when you speak English without vowels eval linking, it's very noticeable. They are. Notice I say JAR. So the Y at the end of the day is not really silent. When we link it to a word that starts with a vowel. They are, it's not. They are. That choppy. We are, we are IM, I'll say, yeah, AM, AM becomes m and the rhythm of a sentence. So it's IM, IM, IM, the boy is, the boy is. Now any of these examples could have been contractions instead, such as the boys. Then we don't need to worry about the y. Veo. I'm actually going to say yo. However, I don't want to say they yo, if I make the y two important, someone might think that the word was yo instead of oh, and then they won't understand me. So what I have to do is keep the y away from the highest pitch. And my sentence, they, oh, it's the o that will be at the top of the pitch. The wise traveling up to the O, V O. We owe not we yo, but we'll make sure the OH is prominent. We oh, we owe I0 I0. Royal Royals 3e asks again, make sure that a and asks is more prominent than the y leading up to it. 3e asks, re asks, she asks, she asks, When you think about it, you don't really have to worry about the why. If your air is coming out consistently, it will naturally happen. Why ask why ask annoy Yann? Yan and Nguyen. And Nguyen convey it, yet. Convey it. Convey it. Free it. Yet. Free it, free it. Tie it, yet. Tie it. Tie it. Enjoy it. Enjoy it. You enjoy it. Enjoy it. Say it. Not, say it, but say it. In this case, it is not as important as say. So it'll actually be lower in pitch. Actually going lower with it. It will help delineate it from say, say it, say it. He attends. Tens is going to be the prominent stress syllable here. Here he attains. He attains. Try again. Try again. Toy animal. Yeah, animal, toy animal. Again, keep the an animal higher than the y. Toy animal. Toy animal. Lie on, lie on Marie. It's, this one can be tricky because we're linking two 0s together with a Y in the middle. Just let the air out freely. Murray Murray Buttes, Don't get stressed out about it. My opinion. Your opinion? My opinion, my opinion. Soy allergy. Keep the a higher than the y. Soy allergy. Soy allergy. Take the toy animal and enjoy it. Take the toy animal and enjoy it. Now if the first word ends with a vowel, that's actually a long back vowel, then we'll use a w and w to connect that vowel to the beginning of the next word, which also starts with any vowel. And that happens because the w naturally occurs after rounded back vowel 01. My lips are rounding at the end of those vowels anyway. So it's easy to insert the w to link to another vowel. If you don't do it, it'll be very obvious. And your sound choppy. Usc, you're going to say where ask. But of course you want the a and ask to be higher pitched than the w. Usc. Usc. Joe asks, don't just say joe asks. Now you're losing an opportunity to be smooth. Say joe asks, Joe asks, the cow, asks, the cow asks, chew it to actually ends and a w. But we usually think of it as silent. Yet when you link it to it, we actually say the W, chew it, chew it, below it, blow it, allow it. Allow it. Who eats? Who eats? Joey eats. Joey eats. Let's look at my lip shape. So I go so weeks, my lips are gonna get tighter and tighter until I finally get to that w. Watch again at how my lips get tighter and tighter in the circle gets smaller and smaller and it's very smooth. So widths. The cow eats, the cow eats. Here's another tricky group of sentences. Who eats gum? You're going to link who needs with vals, val linking who ends up along back vowel. So you need to add the w, who eats term forget to link, eats to gum. It is linking a continuous continent to another consonant. So prolong that S til you get to the GI, WHO IT scum. Don't allow it. Here's another example where we don't have to say the held T with the NT, we might just save the N and forget about the tea. Don't allow it. If you want, you could say don't allow it. That would be a little more intense. You're also going to link the w and allow to the, that's an hour sound, a back vowel. Link them together with a W, allow it just to it. Here's an example of three consonants and a row, S, t, and CH. Here you can eliminate the T Just to it, just to it and blow it and is reduced to n to it and blow it. Chew it and blow it. I could say, show it and below it, making that it become a d between two vowels. It and show it in below. It is connected with a W. Let's try that. Who eats gum? Don't allow it. Just to them. Blow it. Who eats gum? Don't allow just to it and blowing. 29. Linking part 6: Linking Short Vowel to Vowel: Welcome to linking part six. Today we're going to learn how to link the short vowels to other vowels, will start with ER as an array. And then we'll look at the short val, followed by another vowel. Let's do it. What do we do if the first word ends in an ER and we want to connect it to another word that starts with a vowel. Now, a word ending an ER could actually end in air, are, or ear. Because all of those actually have ER at the end. When I have a word like far, I'm actually saying and are far, far. And when I have a word like cheer, I'm actually saying she and your shear. Shear. So let's try linking those words to another word that starts with a vowel. To do so, you're going to need a strong consonant r sound to link the two words. When I have a strong consonant r sound, it's a little bit different from the ER sound. For the ER sounds, which is a vowel, I go like this. I pinched the corners of my lips together and pull my tongue straight back, like I'm going to swallow it. And when I do a consonant r sound, I make my lips round. The rounds and S makes it a little bit stronger. I'm still gonna pull my tongue straight back though. Let's try connecting these words far away. I'm going to say Rahway in the connection. Anyway. So you'll see how I start with an E-R, lip corners pinched. And that's going to gradually change to a round our way. Try back. If you don't do it, you'll sound choppy. Far away. You need far away. Far away, far away. Her apartment. Now her just ends in an ER. Her apartment. But you see I still make my lips round for the transition. Her apartment. Her apartment her apartment. Shira, cheer up. Not just cheer up or cheer up. I want my art to be very strong. Most of my students have trouble with this. Explore, explore, explore readily. Explore Italy, fire up, Firefox. And now we're in a half, an hour and a half. All those words are linked together. And now we're in a half, an hour and a half. Scare. First you start with scale. Then are then Roth, scare off, scare off. Fire up the engine and explore Italy. Fire up the engine and explore Italy. How do we link two words together? If the first word ends in a short vowel and the second word begins with a vowel. It's easy. Just say the two words close together in the same breath of air. Hrm Burrell is wet. Umbrella is umbrella is very close together. Don't say her umbrella is wet. Chest her umbrella is wet. Pr umbrella is wet. Bacteria in the body. Bacteria in the body. The panda eats. The panda eats. Marsha answers. Marsha answers. A panda in China, it's bamboo. A panda in China it's bamboo. 30. Linking Part 7: Review: Linking is making sure words are connected together without taking extra breaths of air in between, we're gonna use all of the different types of linking we've learned and all the lessons up til now in this next story. So I'm sitting in class and the teacher says, class today we're going to talk about tenses. For example, if I say, I am beautiful, what tense is it in? I answer? Well, it's obviously the past tense. Class laughed out loud for more than a minute. So I'm use a W to connect. So in IE, so I'm, so I'm sitting in class. You have an NG linking to a vowel, so it'll sound like men sitting in, sitting in, sitting in class. And the teacher is someone a link class to an end. And it'll sound like class in as I reduce and to end. So I'm sitting in class, and so I'm sitting in class and the teacher says, so I'm sitting in class and the teacher says, class today we are going to talk about tenses. We could say class Today we're gonna talk about and make the, we are really fast like just were. Or we can make it a little slower and say we are where we connect. We are with a Y class today we are going to talk about tenses class today we are going to talk about tenses. When you say talk about, you want to hold the k, talk and let out a g. Talk about class today we are going to talk about tenses, about intensities both share a t, So just make it a healthy and release and T about tenses class today we are going to talk about tenses class today we are going to talk about tenses. For example. For example, make a strong R and between four and example, you're linking ER to another vowel here. For example. For example, if I say, if I say I went to link the f and if to the eye, if phi, So it sounds like phi. If I say, if I say I am beautiful, of course I could make a contraction and say I'm beautiful or say I am and link it with a y. If I say I am beautiful, if I say I am beautiful, what tenses it in? What tenses it in? What tense shares a t. Hold the first T, release on the second. What tense, what tense is it in? Is a lot of function words strung together really quickly. They're all linked together. Tenses it in, tenses it in between tense and is, you'll have says tenses between, Isn't it? You'll have ZIP tenses, it, tenses it. And between it and end, you'll have a facet d. So it'll be Xin. Xin. What tenses it in? What tense is it in? I answer, I answer. Link those words together with a Y. I answer, I answer. Well, it's obviously, well, it's obviously, well in it linked together consonants and vowels. So you'll end up seeing limits. Well, it's an S, links to obviously sob, obviously. Well, it's obviously, well, it's obviously the past tense. Well, it's obviously the past tense. Past tense of course has three consonants in a row where we can remove the tea after an S past tense. That's the punchline. The speaker is saying that the teacher looks old. The class laughed out loud. Now left would end in a t as its past tense. But when we link it to a vowel, it'll sound like a, D, FST, left out, left out. The class laughed out loud. The class laughed out loud. The class laughed out loud for more than a minute. Link van. And so that it sounds like Vernor. More than a minute. More than a minute. I didn't discuss all of the linking. It's too much to handle all at once. So let's go back and hit the words I didn't talk about. So I'm sitting between I'm in sitting you want to hold the em until you get to the S. So I'm sitting. So I'm sitting. So I'm sitting in class. You want to hold the n and in all the way till you get to class. In class. So I'm sitting in class and the teacher instead of, and I'll probably just say n. And so you'll hold that in all the way to the th and they're in. I'm sitting in class and the teacher says, teacher says, needs you to hold the R till you get to the essence says, teacher says, teacher says, class today we're going to talk about, I could say going to talk or I could say gonna talk or going the talk. Depends on how fast you want to say that. Today we are going to talk. Going, going. I'm linking the engine going to the d which I'm using instead of two, I'm seeing going, going the class today. We are going to talk about class today. We are going to talk about tenses. For example, if I say I am beautiful, again, you want to link the m To Beautiful. M, beautiful. Hold that M. Use your nose. M, beautiful. What tense is it in? I answer. Well, it's obviously the past tense. The class laughed out loud between class and laughed. You want to hold the S? Class, left? The class laughed out loud. Hold the tea and shout out loud. The class laughed out loud. The class laughed out loud for more than a minute. Make sure you link four to more by holding the r for more, for more, for more than a minute. So I'm sitting in class and the teacher says, class today we're going to talk about tenses. For example, if I say, I am beautiful, what tense is it in? I answer? Well, it's obviously the past tense. The class laughed out loud for more than a minute. Practice this story and the other sentences in this lesson with my repetition audio. Practice makes perfect. 31. Linking Part 8: Extra NG to Vowel Linking 2: Mg. It's a vowel linking practice. I find that it's one of the hardest things for many of my students to do. Linking NG at the end of the word to a vowel at the beginning of the next word. Let's get a lot of practice with that. First of all, you need to raise the back of your tongue to the top of your mouth, just like you would do for a G. The top-right drawing, we have a G and you can see that the back of the tongue is all the way at the top of the mouth. And there is no room for air to come up and out the nose. But in the bottom left picture, there's a little gap in the airway for the air to come up and out the nose for the NG start by putting the back of your tongue in the GI position. Then you leave the tongue at the top of your mouth and don't release it like you would. 32. Linking Part 9: Linking with Article "an": Now let's practice linking the article an to a vowel. We add the end so that we can easily link the article to a vowel. We're going to link in to each and every vowel. And easy option. I don't want to say uneasy. There's no such word as uneasy. But I want the ends to come up in the E and easy to be at the top. First, notice how I wrote n as n because it's reduced. Then follow the red line up. I take the N up higher. But at the very top is the E and easy. So the E and easy has a higher pitch than the n, which is coming up any, any. And then follow the red line back down to the z, y. The second syllable and easy is unstressed, so the pitches lower end easy. And then you follow the red line back up to the o. An option because the first syllable is stressed so the pitch is higher. Then follow the red line back down to Shun, which is lower. An easy option, but not uneasy. We don't want me to be heard. We want the E to be higher, any z option. But you do say uneasy. You just don't say the N and the E at the same pitch. Any and easy option. You get the most energetic. And the E and easy and easy option is the option. Any evil person, not an evil person, but an evil person. And Easter outfit. And Easter outfit. An interesting offer, not uninteresting, there's no such thing as an interesting, it's an interesting offer. An interesting offer. An interesting offer. An inverse relationship. An inverse relationship, an integer to an integer to an atheist, makes sure that a, an atheist is really clear. And an atheist. Remember when we were studying rhythm and we winds up on the function where it, and we throw in release the ball on the a, an atheist, NA, so you have to have the most energy on a, so there's no way you're going to say Nafion just because you didn't have that much energy on the end. An atheist, an atheist, an atheist, an alien. An alien in eggs for breakfast and egg, an egg. Again, notice how the ends go up, up, up, but the E is higher. The E is the highest pitch. Nag. So you don't want to say NAG, NAM and NAG and egg, an egg and f. And the word nF and the word a means to an end and end. And make sure that your ends go up and that the e and N does it the highest pitch and end do not go up on the end and make the n as high as the E. So it is not an end. And NAND is incorrect, it's an end, the E and needs to be very clear on top of the n. A means to an end, a means to an end. An apple. An apple. Inaccurate account. Inaccurate account. An animal shelter. An animal shelter. Don't forget to change n to n. It's really a short e sound. You don't open your mouth all the way to make a shortage. So it's not an animal shelter. An animal shelter, an animal shelter in a row sub substance. This one's interesting because we don't stress the E and erosive with stress the ROS, the rows. So it's in a row and you get to the top on row, not on ER and a Rho sub substance. So if I was throwing the ball, it'll be in a row and I released the ball on our 09 on the ER and erosive substance and erosive substance and erotic book. Again, I released on the are not on the ER. And Iran and erotic book and erotic book and ergonomic chair. That has a lot of syllables before we get to the stress. Or Gangnam. So I have two unstressed Irgun and I don't release the ball till I get to Oregon nom an ergonomic chair. And ergonomic chair. An amazing car. An amazing car, an unbelievable story. Again, there's a lot of syllables before we get to the man stress and unbelievable story. You can either say an unbelievable story or an unbelievable story. Apartment. An apartment and offer. It's not an offer. There's no buffer. It's an offer. An offer, an honest answer and honest answer. An octopus. An octopus. And Uber. Uber enters the substance. The substance and who and, and all new and then an O sound as in book, I couldn't think of any words that started with a short back use. So I just said and sound as in book, an orange, an orange in ocean and ocean, an oak tree. An oak tree in awesome sunset. In awesome sunset. An awful problem. An awful problem in audience. What's important here is that you make that sound really clear. In audience, an iPad and an iPhone. It's not an iPad, but it's an I, an iPad and an iPhone. An island, an island isolated problem. An isolated problem in Easter. Easter. And all linking pig, pig in oil change not in oil, but oil change really stressed the oil, not the n an hour, an hour. And outspoken person. And outspoken person in an ounce of courage and an ounce of courage. Let's try some sentences. You need an ounce of courage to live on an ocean vessel. You need an ounce of courage to live on an ocean vessel. You need an ounce of courage to live on an ocean vessel. You need an ounce of courage to live on an ocean vessel. I need more than an hour to find an apartment. I need more than an hour to find an apartment. He took an Uber to an animal shelter to find the dog. He took an Uber to an animal shelter to find a dog. Thief has an F at the end. Faith has an F at the end. Sit on an ergonomic chair and read an amazing story. Sit on an ergonomic chair and read an amazing story. We received an interesting offer. We received an interesting offer. Enters the substance moves for an inch or two. New substance moved for an inch or two. I heard an unbelievable story about an octopus. I heard an unbelievable story about an octopus. There's an inverse relationship between supply and demand. He sat under an oak tree. He's sad under an oak tree. 33. Linking Part 10: Linking with Article "the": Let's practice linking the article though with either a consonant or vowel. We're going to save that before each and every consonant. When you say var before a consonant, you need to say it very quickly, so quickly that we don't even say that e and it's just a very quick th I don't even spend so long and the th that I would stick my tongue out of my mouth. I keep my tongue in and very close to my top teeth as close as I can get it without touching. So you want to practice getting your tongue quickly and close to the teeth without touching. Let's begin the pack. The pack. The back, the back, the tip, the tip, the dip, the dip, the chunk, the chunk, the junk, the junk, the coop, the coop, the group, the group, the fan, the fan, the van, the van, the thin, the thin. Then the, then the Sioux sue, zoo. Zoo. The shoe, the shoe, the hat, the hat, the width, the width. The year, the year, the rat, the rat, the line, the line, the mouse, the mouse, the nest, the nest. Now let's try putting before each and every vowel. When you put via before a vowel, it will sound like a V with a long e. And we'll have to put a y between the E and the next vowel to have really good vowel to vowel linking. Vst. I don't want to say V yeast. I don't want the y to be as high as East because I went east to sound like east. So it's the least make sure the y is coming up, but the clear lung E is at the very top. Wie ist The inch. Again, it's not the inch. There's no word yet inch. The y is not as high in pitch as the ion inch. The inch, the inch, the alien, the alien. It's kind of like the alien, but the why is lower in pitch than the a, the alien. At the end of the day, you're just saying alien, not yet alien. Via alien, the egg, not YAG, but the egg, the apple, the apple, the apple, there's no space between V and Apple. It's connected. The apple, the apple, the universe. The universe. In this case, your y can go all the way to the top because the universe starts with a y sound. The universe, the earth, the earth, the ostrich, the ostrich, the umbrella. The umbrella, the owner, not Yana. The O. O is at the top. The owner, the awesome. The awesome. The island, not your islands, but the islands. The oyster, the oyster. Vowel, vowel. Let's try some sentences. The alien had the egg away from the Earth. Makes sure you still have the rhythm. The alien head, the egg away from the Earth. The lion lived at the zoo on the island. The island, not the islands, but the island. The lion lived at the zoo on the islands, the President gave the speech on the last Monday of the month. Here you have to make your those very quick. Before those consonants, the President gave the speech on the last Monday of the month. The vice president gave the lecture on the first Tuesday of the year. The vice president gave the lecture on the first Tuesday of the year. The girl was born during the year of the rat on the Chinese calendar. The girl girl was born during the year of the rat on the Chinese calendar. The girl was born during the year of the rat on the Chinese calendar. The moon shines over the ocean and lights the way for the sailors over the ocean. The moon shines over the ocean and lights the way for the sailors. The King led the country out of the war. The King led the country out of the war. The, our lives in the tree that the man tried to destroy. The owl lives in the tree that the man tried to destroy. The apple fell from the limb that the boy tried to cut. The apple fell from the limb that the boy tried to cut. The people who were deserted on the island tried to signal for the ship. The people who were deserted on the island tried to signal for the ship. Makes sure you don't say, instead of that, it's not the people or the ship. It's the ship. You need to feel that air passing over your tongue just for a slight moment. 34. Linking Past Tense Verbs to Vowels finished: Now let's practice linking past tense verbs, two vowels. This is something a lot of students omit. And then when you omit it, I can't tell that you're speaking in the past tense. You'll just sound like you're speaking in the present tense, and we don't want that. Before we start linking, let's look at the basic past tense formation rules. If the original verb ends in a, t or d, the E-D ending becomes an extra syllable, like blurted. Blurted has two syllables, faded. Faded, has two syllables. Otherwise, the ED does not become an extra syllable. Like mailed. It's not mail ID, it's just mailed because male ends in an L. It's not change. Because change ends and a j sound, not a t or a d. It's one syllable and it's changed the same with dressed. Dress ends in an s. So when we add the ED to it, it sounds like one syllable, dressed, it's not dress ID. Now let's link past tense verbs, two vowels, blurted out. I need to take the d at the end of blurted, and I need to make it a faster connected to the owl and out. So it's kind of like saying doubt, but it's much faster than that. It's not a real d. It's just that at, at, at, at, at, at, at, at, at. Blurted out. Blurted out very fast, light. Whenever you have a past tense verb, you're going to connect that d to the next vowel with a fast D, invented in and then to it and invented in, curbed it. Curbed it. Asda. Asda. Yes, it's true that the ED sounds like a T after the voiceless consonant k, But before a vowel when we're linking it to the next word that starts with a vowel, the ED becomes a fast D Again, not a T. Asked by itself, but asked with a fast D When link to a vowel. Asked her, I asked her, glued it, glued it, picked on, picked on, pasted it, pasted it skirted around, skirted around. Looked after. Looked after, settled in, settled in. Kissed anyone. I hold the S and I hold it in anyone kiss, then the D is very quick in-between kissed anyone. Purchase stags, make the S held out and make the EEG held out. But that D in-between a super-quick purchase stags left it. That's an irregular verb, but I'm gonna do the same thing. I'm going to link that T to the eye with a t will sound like a fast d. Left it. It's not left tip, but left it frowned upon, frowned upon peer to peer at it changed all changed all patched. It patched it headed east. Headed East. Sorted information. Sorted information. I asked the question and he blurted out the answer. When I do this right, I say everything in one breath of air and it sounds smooth and connected. I asked I asked the question, and he blurted out the answer. The bird looked after its eggs and frowned upon human visitors. If I say the bird look after its eggs, that sounds like present tense. You didn't hear the D. The bird looked after, look after. That's present tense, but we went, looked, looked after a little d there. Now we know it's past tense. He looked after the babies and changed all their diapers. So you don't want to say change, aw, that's present. We went change. Doll. It's also not change. It all changed is only one syllable not to. Change. All changed all their diapers. His skirted around the question and invented a way out. In Canada. Invented a way out. Invent ends in a t, So the ending requires its own syllable. Invented. Not invented. A way out. We don't want to separate the words and make everything choppy. But in Canada, it's all one word all stuck together, invented a way. We traveled in Californians, settled in the best city, traveled and not travel. Lynn, I don't want to connect it with the L. It's not Lin and it's not travel in and it's not traveled in, but it's travel. Then I get to the end really quickly with the fastest D. Imagine I write travel with a bunch of L's. And then I write in with a bunch of eyes. And then I stick a little d in the middle. That's what it feels like. Travel then we traveled in California and settled in the best city. I ripped a hole in my jeans and then patched it up. Rip RIP here that d patched it. Patched it. It's not patched. Tip. The T would be too strong here and take away from the rhythm. It's just patched it up. We packed up our bags and headed east. Had it east. Now one thing you want to worry about is you don't want to say headed east. I don't want the D to be as high as the e and east because then I'll think that the word is decreased. And what is deist? Nobody knows deist. It has to be East. Had the D is coming up, but the e and east is at the very top. I packed up my bags and headed east. Makes sure the e and east is the highest pitch. So we're very clear what the word is. I'm tired of eating the pickled eggs that you purchased at the store. Tired. Tired of eating the pickled eggs. Pickled eggs. It's very important that your E and eggs is much higher pitch than the D and pickled, pickled eggs. So pick comes up, old, comes down and you're coming back up. But the very top, you have a pickle that pickled eggs, but not pickled eggs. We don't want to sound like decks and nobody knows what dogs are. Its eggs not days, but yet we still have to link the deed to eggs. Pickle then purchased at the store. I don't say purchased at the store at reduces to add. And then we can say debt, but we make it a faster, so its purchase at the store. He noticed the change in attitude and the community. Notice that change the attitude. When you say change the attitude, it's very important that you don't say data too. Keep the a and attitude higher pitched than changed, changed attitude. Shane's data change the attitude. He invited Elon Musk to his party and Musk RSVP to immediately. Now we don't want to change Elon Musk's name. So I cannot say he invited D line. Absolutely not. Elon cannot be D line. It has to be Elon. So I invited three. Vital capacity is at the top. I invited Elon Musk to the party and must RSVP to immediately. Rsvp they immediately here, the first syllable of immediately is unstressed. So the D and RSVP and the first syllable of immediately can be at the same low pitch. We don't have to raise our voices at the beginning of immediately because we're going to raise it on the second syllable. Rsvp it immediately. I have more sentences for you to practice in the repetition audio and in the written lesson. Don't forget to look at that. 35. Linking past tense verbs to consonants part 1: Let's talk about linking past tense verbs to consonants. There are a lot of rules. Let's do it one by one. First of all, when the original verb ends in a, t or d, we add an extra syllable when we make that ED. So when we say blurted, we have to have two syllables and blurted. And when you link blurted to another word that starts with a consonant, the d will be held. Blurted. The, now I can make it a **** D, because it's very obvious that it's the past tense because it has its own separate syllable. So I don't have to be so careful with that D. And we always just go blurted. We don't say blurted the noway headed north. I just kill it at the end of headed headed north. Grated cheese, pasted my pasted, my sorted pants, needed DO, invented chocolate, tested code, padded cushion. Now when the original verb ends in a vowel, the ED will not create an extra syllable that'll be part of the same syllable, but we can still make a **** D before the consonant and the next word. Glued paper. It's very obvious that I'm not saying glue paper in the present tense. Glued paper. That stop is very audible, easy to understand. So that's why we make it a **** D glued paper. Tow the truck, skied to town. It doesn't sound like the present tense. That doesn't sound like CKY to town. Definitely hear the stop. Skid to town. Freed me with vegetables. Now you can try going back and forth between the present tense and the past tense to make sure that there's an audible difference. Way the vegetables that's present tense versus with the vegetables that's past tense. Way, weighed way the vegetables, with the vegetables allowed to go. Let's contrast that from the present tense. Past tense allowed to go. Present tense allowed to go, allowed to go, allowed to go. Swayed to swayed to swear to swayed to sway to suit the business. Suit the business. Sue the business. Sued the business. Sue the business. I enjoyed my trip. Enjoyed my trip. Enjoy my trip. Enjoyed my trip, Enjoy my trip. Now when the original verb ends in an R or L, we're also going to make a **** D when we add the past tense to that and connect it to another word that starts with a consonant. It'll still be very clear when we make the past tense, and we'll know it's past tense and not present tense as long as we make that held D, where we stopped breathing, really cut off the air. Settled near. The past tense is settled. Stop the D, and the present tense is settle. All the L lasts longer. Settled near, versus settle on their grilled cheese. That's different from present tense, grilled cheese. I want a grilled cheese sandwich, please. Blurred vision. Blurred vision versus blurred vision. Blurred, blur, blurred, blur. Squeeze those throat muscles to make that held d failed miserably. Failed tests. Pulled through. I pulled through not present tense, pull through, incurred debt versus present tense. Incur debt. Incurred versus incur smeared toothpaste. Present tense, smear toothpaste, past-tense, smeared toothpaste. To hear that stopping smeared, smeared toothpaste. Dared to versus dare to. I dared to do something. Do you dare to do something? Now when we don't have any of those situations, we will make a slightly aspirated d. That's a quiet whispering D. Not a really loud d. So let's look at some examples. Change, it's close. So instead of doing a **** D, which would sound like change clothes, It's a little hard to hear. It's hard to distinguish between the present tense and the past tense when we have a j sound and then a d and then a consonant. So now we let out a little air on that D. It's very clear that we mean the past tense. Change to close. Let's try past versus present. Changed clothes. Present tense, change clothes, changed clothes, change clothes, changed, clothes. Waved quickly. Versus present tense wave quickly, waived quickly, waived. The waived quickly, clogged pipes. So after the G, when we have a d and another continent, we're going to let out a little air on that D clogged pipes versus present tense. Clogged pipes. Even after a z h will release a little air on the D, massaged me, massaged the massaged me. Make sure you still make massage. And the word me really close together. It's not going to be massaged me, but massaged me. You're still doing it in one breath forward. The present tense would be massaged me, massaged me, massage me, massaged me. Buzzes loudly, loudly loudly. Webbed feet. Webbed feet. Webbed feet. After z will release air. And the D also confused people. Present tense, confuse people. Confused, confused people. Confuse people. Rubbed shoulders, rubbed shoulders, rubbed shoulders, rubbed, rubbed shoulders. Loved baseball. Present tense, love baseball. Past tense. Loved baseball. Now, I could still do any of those with a **** D If I wanted to. And I might do that if I'm speaking very fast and it's very clear from the context that it's past tense. There should be no ambiguity at all that I mean the past tense. If I'm going to use a healthy Let's try some of them with a **** D. Yesterday I changed clothes and then I went to the gym, changed clothes. I didn't even release the D yesterday. I changed clothes and I went to the gym. Can barely feel that held D there. But we know from the context because I said yesterday and I was speaking very fast. If I did that slowly yesterday, I changed clothes and went to the gym. That sounds wrong. It sounds terrible. You can very clearly hear that I said change instead of changed. So when you do that held D it needs to be pretty fast. Yesterday I changed clothes and went to the gym. He waved quickly and walked out of the room. Versus He waved to quickly with a release D. He waved quickly and walked out the room. We have clogged pipes in our kitchen. Clogged pipes. After he massaged me, I felt so much better. It's clear from the context that I'm in past tense because I use the word after and then I said I felt so much better after he massaged me. I felt so much better there. I did a **** D after he massaged me, I felt so much better. After he massaged me, I felt so much better. The duck has webbed feet. Webbed feet. I do. A held D, they're webbed feet. You don't have to. You could say the duck has webbed feet. I'm speaking a little more slowly there. I see a lot of confused people. Confuse people. Or I could release that D. I see a lot of confused people. Now after a nasal sound like M, N, or N, G, or before an edge or a W. I'm very likely to make my E D a slightly aspirated d for clarity, leans forward. If I just say lean forward, it's really hard to tell that I meant past tense. It's just so similar to the present tense. So Americans are much more likely to let out some air on that D there. I leaned forward and said Hello. Now it's possible if the context is right and I'm speaking really quickly to make that a healthy. I lean forward and said Hello. I leaned forward and said Hello. But I think it's a little more likely that we're going to release a D there crammed bus. It's much clearer if I released the d a little bit quiet whisper. I sat on a crammed bus, slammed doors. After that. M I want to release the d a little slammed the doors is a famed snake. Facing the famed snake. I cleaned furniture, cleaned the really quiet fast D cleans furniture, filtered water. Before that w, It's nice to release the D is slightly filtered water, even though filter ends in an R sound because of the w and water, I might still released that D filtered water. Although I don't have to a healthy would sound like this. Filtered water. It's a little harder to make the w after a healthy melted wax, melted wax, I released the d a little there, traveled with I might even go so far as to say do with travel with a little bit like Gwyneth, but really it's just releasing a little bit a D traveled with breathed hard or breathe heavily. I released a little D, trimmed hair, piled high, floated high. 36. Linking past tense to consonant part 2 finished: Linking past tense verbs, two consonants, part two. Now when you're past tense verb ends and a D sound, and the next word starts with a y. You can blend them together to make a j if you want. If you don't want to, you can just make a **** D. Let's try it both ways. Enjoyed your company. In July. I end up saying juror, if I want to do a healthy and not blend, it would be enjoyed your company. I can do either one. Enjoyed your company or enjoyed your company. I personally like to do the blending. I think it helps make the rhythm better. Grabbed Jew or grabbing view. With the blending. It's grabbed ju, ju cleaned your room or clean your room. Tasted Jackie, or tasted wacky. Now when the original verb ends in a voiceless consonant but not a T. And then I link that past tense verb to another continent. I can make a **** T or a slightly aspirated t. I'll only make a helper T If I'm very confident with my ability to make a healthy, because we want everyone to know it's past tense and not present tense. Or if the context is very clear that everyone will understand that it's past tense. On the safe side, you might just want to make an aspirated t. I'll do it both ways. First, I'll do the aspirated t and then I'll do the health team. Asked asked, looked for look for picked flowers. Picked flowers. Remember if I do the held t, I'm probably speaking quite a bit faster. Yesterday I picked flowers and gave them to somebody that's pretty fast or more slowly. Yesterday I picked flowers and gave them to my friend. That's a little slower. Kissed people. People. Whipped cream. Whip cream. Missed someone, missed someone. Mashed potatoes. Mashed potatoes, washed dishes, wash dishes, sip tea. Sip tea. Fluffed pillows, fluffy pillows, sliced bread, sliced bread, scraped paint, scraped paint, patched, close, patched, close. Watched TV yesterday. I watch TV. Yesterday I watched TV. I'm more likely to use a slightly aspirated t before an H or a W. Asked how flipped hamburgers mix tiny, rushed home, asked why purchased wine, finished work, hiked with yesterday, I hiked with my friends. If the past tense verb ends in a t sound, but the next word starts with a y. You can blend the t and the y to make a CH if you'd like. Or you can use a helper T, or you can use a slightly aspirated t. Let's try it all three ways. First I'll do the CH then held t and then the aspirated t purchased yesterday. Purchase yesterday. Purchased yesterday. Fixture car. Fix your car. Fixed to your car. Watched US News. Watch US News. Watched US News. Top, just score. Your score. Topped your score. Like jus. Like you liked, you. Sniff to sniff, view, sniff to you. Let's try some sentences. I asked the question and he blurted the answer. Asked the islet out T there. Blurted the I held the D. Listen first, then repeat with me. I asked the question and he blurted the answer. I asked the question and he blurted the answer. The bird looked for its babies and fill their beaks. Looked for I released T, fill there. I held the D. The bird looked for its babies and fill their beaks. The bird looked for its babies and fill their beaks. I asked whether he wanted chicken and mashed potatoes for dinner. Asked whether I released the tea. Wanted chicken. I hold the d, wanted chicken mashed potatoes. I released the tea before potatoes, mashed potatoes. I asked whether he wanted chicken and mashed potatoes for dinner. I asked whether he wanted chicken and mashed potatoes for dinner. He experimented with food and invented chocolate. I hold the d on both of those, or I could release the D before the W experimented with, experimented, experimented with food and invented chocolate. He experimented with food and invented chocolate. He experimented with food and invented chocolate, which traveled to California and settled down in the best city. I hold the D is on both of those. Traveled to settle down. We traveled to California and settled down in the best city. We traveled to California and settled down in the best city. I ripped the holes in my jeans and then patched them up. I released the t on both of those, ripped the holes, patched them up. I ripped the holes in my jeans and then patched them up. I ripped the holes in my jeans and then patched them up. We packed seven bags and headed west. I released the t, I'm packed seven. And I might release a little d on headed before the W and West. Headed west, we packed seven bags and headed west. We packed seven bags and headed west. We add the pickled peppers that you purchased yesterday. Pickled peppers had a **** D purchased yesterday. I made a little CH on that one. I blended. We aid the pickled peppers that you purchased yesterday. We add the pickled peppers that you purchased yesterday. He cleans furniture and then changed clothes. I let out a little bit of whispering D on both of those. Cleaned furniture, changed clothes. He cleans furniture and then changed clothes. He cleans furniture and then change to close. The annotated code was prepared by a private group. Annotated code. So that time I hold the D because the ED is a separate syllable annotated code prepared by after the R I hold the D, prepared by a private group. The Annotated Code was prepared by a private group. The Annotated Code was prepared by a private group. They've postpones the arguments and asked you for an extension. I release a little d on postponed FDA just a little. And I made a C-H on asked You asked you for an extension. If postpones the arguments and asked you for an extension, they've postpones the arguments and asked you for an extension. We asked Howard for the case to be rescheduled next month. Asked Howard, I released T before the H and Howard rescheduled. Next. I hold the D after the l and schedule rescheduled next month. We asked Howard for the case to be rescheduled next month, we asked Howard for the case to be rescheduled next month. He breathed heavily after he finished climbing the stairs. He breathed heavily. I let out a little d before the H and heavily breathe heavily. Finished climbing. I do a held to you there but I could just as easily see someone doing the clear T finished climbing. Either one is okay. He breathed heavily after he finished climbing the stairs. He breathed heavily after he finished climbing the stairs. Make sure you practice all these sentences with my repetition audio. 37. Tricky T Part 1: Clear T, Held T, TN, NT: In English, we do a lot of tricky things with the letter T. And that letter T can make or break your rhythm. So let's learn some tricks with t to make our rhythm better. If we always use a clear T, our English will be Sharpie and have no rhythm. A clear T is what we have at the beginning of a word like Tom. When I say Tom, a lot of air explodes out of my mouth. I feel that era my hand. Tom. We don't want that kind of tea all over the place in our English, it's only at the beginning stress syllable or the beginning of a word. If I say the next sentence with all clear t's, it'll sound really choppy. Listen, I haven't forgotten. I packed my suitcase and put it next to Betty's 20 bags. That was annoying. I just can't listen to something like that. And a lot of native speakers will tune you out. If you talk like that, it's just choppy. Instead we wanna say, I haven't forgotten my suitcase and put it next to Betty is 20 bags. Here are the rules. First, when t is at the beginning of a stressed syllable, make a clarity. A lot of air will explode out of your mouth. Take time to read the attachment. Take time and tach all have a clear tea and attachment. Tach as the syllable that we stress. Take time to read the attachment. The goals were attainable. Attainable has a clear T because we stress tain. We will protect you from the attack. Both protects and attack have a clear T because we stress tact and tack. Determine how many people will attend and reserve hotel rooms for the total number of people. There are a lot of clear T's there. The Terman has a clear T because we stress term. Attends has a clear T because we stress the second syllable tend. Hotel has a clear T Because we do stress tau and that WHO and total starts with a clear T, but the T and the metal is not clear. Total. It's not total. Here's the next rule. When t is at the end of a word or before another consonant, use a held t. No air comes out of your mouth. You stop breathing. You squeeze the throat to block the air from escaping. You hold the air. And that's why it's called a held T. I might not pet bet cap. So might ends in a T and I have to hold my breath at the end of might. I might not. I didn't say I might not. There was no air coming out. So I use my tongue at the end of might to get ready for the end and not I might not. I hold my breath at the end of my and I let the air out on the end and not I might not. If I just say I may not, that's wrong. It doesn't sound good because there was no sudden, hmm, holding the breath. There was no tea at all. You cannot say I might not. It has to be i might not pet that cat. That's three held T's in a row. Pet that cat. Pet that. I hold my breath on PET. And I let the air out on the th pet bat. That cat. Hold your breath on the T.INV that, and let it out on the K and cat. That cat, I might not pet that cat. The sentences inherently choppy because it has so many held his, but I picked an example that was a little tricky so you could practice it. I might not pet that cat. I might not pet that cat. You can't go outside every night. You're going to have a healthy and can't out and night. You can't go outside every night. Now when you do can't it's a special kind of healthy because it's an NT. So you're going to squeeze your throat to stop the air, but at the same time it's going to be in your nose. You can't go outside every night. You can't go outside every night. It hasn't felt hot lately. So I have the end of hasn't felt hot. End late. Lee that's for held teas in one sentence. It hasn't felt hot lately. Hasn't felt hot lately. She had a nightmare that she couldn't eat pizza. She had a nightmare that she couldn't eat pizza. If given that we're pizza has helped tea in it because it's actually pit with a T and then an S sound. There is no z sound in pizza. She had a nightmare because she couldn't eat pizza. She had a nightmare because she couldn't eat pizza. The next rule, when T is followed by a reduced syllable with N in it. Many Americans will make a held T sound here. It will result in smoother speech that's not choppy. Are you certain the pants or cotton cert? The pins are cut them. So when I say a certain I don't say sir ten, I don't have air coming out on the T. Instead, I hold my breath anti cert. And when I let the air out, I only make an incense. No vowel. I'm not even saying in, I'm just saying cert certain. Now make sure cert has the energy and is relaxing. Certain. Now your tongue will stay up cert, and it stays up for the N also. And now for the end, you even have to lower the top of your mouth to make your nasal passage bigger. So it's cert and cotton. Are you certain pence or cotton? Are you certain that pants are cotton? Have you forgotten to lighten your hair? Forgot to lighten your hair. You're going to get really good at squeezing your throat to stop the air supplied. Don't even let that air come up for God. And you stop the air at forgot. And you don't let it out until you get to the end, but then it comes out your nose because your tongue is blocking it. Forgotten. Have you forgotten to lighten your hair? Have you forgotten to lighten your hair? She's written about the mountains. Written. Not written, but written. And not mountains but mountains. Mount mountains, energy relax map. And now when I think about this held TCM, it reminds me of this situation. I'm talking, talking, talking, talking, and then I realized, oh my God, I shouldn't have said that. Blah, blah, blah, blah, blah. And when as soon as I adult I held my breath because I shouldn't have said that. And that's the feeling of a held T map and bla bla bla bla bla bla map. And she's written about the mountains. She's written about the mountains. Have you eaten mutton in Britain? Mutton in Britain. Britain. Notice that the EIN is unstressed and pronounced. Don't try to pronounce the vowel. Britain. Have you eaten mutton in Britain? Have you eaten mutton in Britain? So we also have another rule. The tea after an N is often silent as long as the tier does not begin a stressed syllable. More specifically, into before an unstressed vowel has a silent T. As an accountable, we don't say the tea at all only the n Because the ABL E comes right after it. Also in tea before and unstressed consonant has a healthy as in disappointment. Point, mint. The M After the NT makes the tea are held, tea. We will hold you accountable for any disappointments. I don't have to worry so much about holding my breath. It's just a silent T accountable. I didn't hold my breath at all. I just remove the T. Disappointments. This time I do hold the t Because there's a consonant after it disappoint mints, but accountable had a vowel after the NT, so I just remove the T. Accountable. Disappointments. Disappointments also has held NT at the end of the word. So it's disappointment, not disappointments. We will hold you accountable for any disappointments. We will hold you accountable for any disappointments. The exact quantity is unknown, but there are plenty quantity. I don't even worry about the T because there is a vowel after the NT. Plenty is the same. There is a vowel y after the NT. So I just dropped the T. I don't say quantity and I don't say plenty. Its quantity and plenty. However, sometimes you will hear it pronounced with the tea when people are being overly cautious or trying to stress the word to make sure it is understood. Quantity, plenty, I have plenty. But you don't need to do that. And it sounds better when you drop the tea. The exact quantity is unknown, but there are plenty. The exact quantity is unknown, but there are plenty. There are many advantages to living in Santa Cruz County. Advantages. It's not advantages, just advantages. Edges. There's an a after the NT, so we drop the tea. Sometimes Americans will put the Tn, especially if they're speaking very slowly or they really want to stress a word. But in most cases, they take out the t advantages. Center, drop the tea before the unstressed a nut center. But Santa, Santa Cruz, Santa Claus County. Again, after the n Tn County, there's a vowel, so you can take out the T. There are many advantages to living in Santa Cruz County. There are many advantages to living in Santa Cruz County. It's advantageous to interview in person. Now, this is not advantages, this is advantageous. I changed the stress of the word when I made it an adjective. Now I'm stressing tes and I have a clear T. Advantageous. Advantages versus advantageous is addressed in my course on syllable stress or word stress, please take it interview. I take out the T, the ER is a vowel and so I drop the tea interview. It's also has a healthy did not say is advantageous. It said advantageous. And there were two does start with a clear T. It's advantageous to interview in person. It's advantageous to interview in person. It's advantageous to interview in person. Phone interviews have some disadvantages. Phone interviews have some disadvantages. Watch this lesson again to make sure you've got it. Don't forget to watch part two of this lesson, which covers the fast d. 38. Tricky T Part 2: Fast D : The last rule is really fun and really common and really hard for students to remember and learn. But note that it happens all the time and you need to learn to become aware of it. Because if you don't, you're going to sound choppy. Here's the rule. Tea becomes a fast d between two vowels, as long as the T does not begin a stressed syllable. This is crucial for keeping the air flowing. What's the matter with a waiter? I do not say what's the matter with the waiter? I say matter a fast d. And when later with a faster Mather, imagine spending a long time on the a and matter and a long time and the ER really stretch out those vowels, adder. And as soon as you're changing between an or, you give it a really quick flutter of the tongue. That's it. Just flutter with really light contact. It takes up almost no time. So it's matter. That's how you do the t between vowels made into FST. What's the matter with a waiter? Weight or weight or waiter? What's the matter with a waiter? What's the matter with the waiter? The City of Seattle has better quality water. I don't say the city of Seattle has better quality water. Too many ti's too choppy, no-good city, city or really fast light D and between the vowels, Seattle, ADL, seattle, better quality. Everytime you have a word that ends in I-T-Y, it's going to sound like ITI instead of it t. Quality water. We don't say water, but while other, that means the tongue is so light. It's not heavy and there's no air coming out. It's just flutter. Water. The city of Seattle has better quality water. The city of Seattle has better quality water. The changes to fast d between vowels, not only in the middle of words, but also in-between words. So get actually sounds like Get up, get up for the meeting at eight o'clock. Get up. Get up. But get up. Meeting. Not meeting, but meeting at it. So we don't say act, but it's edit, edit that tea becomes a d between at, an eight at it. And then between eight and o'clock, the t is between vowels, so it becomes a d again. Eta. Eight o'clock. Eight o'clock, eight o'clock. Either. Notice that the GHS silence. So the t is between vowels, it's between the EI and the o, which is reduced to get up for the meeting at eight o'clock. Get up for the meeting at eight o'clock because my T's are so fast now that they've become Ds. I can do the rhythm, I can do the squeezing. Get up for the meeting at eight o'clock. Get up for the meeting at eight o'clock. What are you eating? And the little motel, what R has a d sound water, not what are but water. What are you eating? Its not eating, but it's eating. Eating, spend time on the vowels. And the little motel. Little has a fast d. Now most tell has a clear T because we stress. Tell. What are you eating in the little motel? What are you eating? And the little motel, he bought a lot of party food like potato chips. Barter. Not bought but borrow. A lot of, it's not a lot to love, but a lot of poverty. It's not party, but it's party. Even the AR, and poverty is a vowel. Party. Potato is offend word. We have a couple of T's there. The first one is a clear T because we stress TE. But the second one will be a d, potato, potato chips. He bought a lot of party foods like potato chips. He bought a lot of party foods like potato chips. Watch this lesson again to make sure you've got it. There'll be more information on T in the linking lessons. Until then, keep practicing with the repetition audio provided. 39. Tricky T Part 3: More Fast D- More Detail, More Examples: Let's talk about what happens when t is between vowels and the second vowel is not stressed. You'll make a fast d sound. Fast D is made when the tip of the tongue comes up in very lightly and quickly touches the tooth ridge or the bony structure behind the top teeth, and then comes down again and transitions into the next vowel. I like to think of it as a hummingbird wing. This is the top of my mouth and this is my tongue. And I go to bed at, at, at, at, at, at, at, at, at, at, at, at, at, at, at, at. It is fast and lightly as you can. That's the type of FASD you're going to need when t is between vowels. So let's look at an example meeting. Here. The t is between an E and an I, so it becomes a fast D. It's not meeting, but it's meeting. That helps with the rhythm. A lot of it also happens between words. It happened between the 0 and the 0 are sound and of not a lot of butt, a lot of light at, at, at, at, at, at, a lot of, imagine, I have a lot of O's for the vowel a law. And then I have a lot of, ah, a lot of short u vowels for the word of. And then I just stick a little d right in between those. A lot of the D is so fast, it takes up much less time than the vowels around it. Now we will not do this with a word rotten. So the exception is when you have an in or sound after the T, Then we do a **** T, right? And we don't even have any valid all we just let the end consonant sound out through our nose. Imagine you're humming through a Kazoo or a harmonica. But an N instead of an M. Rotten. Rotten. So it won't be rotten. Absolutely not rotten. But that's because there's just an N in that syllable. It might be spelled EN, are you in, Are ON. When you have that spelling, you're not going to do the faster. You'll do a held t. So this t between vowels also happens when you have an orange colored vowel or some type of ER are sounds before the T. In the word smarter. We have an AR and then a T, and then an ER. That t is also between vowels because the AR is a vowel, it's an a with an earth sound. Smarter. So it's not smarter, but it's smarter with a feisty. More ER, examples. Article. Article. Hurting. Hurting will also have the fast t. When t is between a vowel and an L sound, because that L is really made with a short u and then an owl battle. It's not battle. Battle with a fast D. Notice how the ol is spelled L, E, but it's really pronounced UL, battle, battle, settle, settle, cattle. Cattle. Now we only change the t to a D before an L when the l is unstressed. And actually an 0 sound or a dark or back L sound. But we wouldn't do that when L is a consonant before another vowel, such as astutely. Astutely, we have to hold the T and make a clear L. And of course, the t changes to a fast D in-between an R and an L because the r is actually an ER and the L is actually a UL. Startle, not start tall, but startle turtle. Here are some more words where you have t between vowels. Pretty, pretty. Water, Water, repeated. Repeated. Variety. Variety. Quality. Quality, anatomy, anatomy. Quarter, quarter, fattest, fattest. Saturday. Saturday is interesting because we actually have a D at the end and that D and D is a fast D, I don't say Saturday. I just say Saturday. D, not just t also becomes a fast d between vowels. Saturday, meadow, paddle, siding. It's not siding that D is too strong. We need to stress only the first syllable, so it's siding with a fast d. T also becomes d between words. It's not wet out, but its weight out. It's not right on, but it's right on. It's not what are, but it's what our use the fast D to connect to the next word. Not it is, but it is, it is, it is. Let's try some sentences, but I'm going to make some really tricky sentences. Some of the d's will be fast is, and others might be different types of tease. Quality of life is greatly determined by the attitude you have. Quality has a fast D, it is a faster, greatly, does not have a t between vowels. You have a T before an L, but it's not an unstressed L. It's an L that's before another vowel. So this is a consonant, L, not a back al, or a dark l. It's not an all, it's a li. So greatly is a held tea. Determined, determined uses a real tea. And that's because we stress TER. We do not have an unstressed vowel. Rather we have a stressed vowel after the T. So the rule with the t between vowels does not work here. Keep the t at the beginning of a stressed syllable, determine attention, attorney statistics. But in the word statistician, the stress changes. So the T that is read on the screen is actually a fast D, status statistician. Attitude. Attitude has a lot of T's. The first two T's are between vowels. And we're going to make that a fast D, ADA, ADA. That's because we stressed the first a, we don't stress that I. But now the word 2D or the syllable 2D has secondary stress. And we're going to make the tea very clear because that vowel is also very clear. Attitude. Attitude. Quality of life is greatly determined by the attitude you have. Quality of life is greatly determined by the attitude you have. Number two, the property out at the beach is the better option. Property has a fast d between the ER and the y. Out at the out it has a fast d at the end of Out, Out, Out it. But at ends in a t because it's before the consonant. So you have two different types of tea there, a fast D and a held out at the better. Better is a t between vowels. So make it a FASD option has a T, but that t is not a t sound at all. It's an SH sound. Because of the TI option. The property out at the beach is the better option. Property out at the beach is the better option. What is the best type of exercise activity? What is, has a t between vowels? What is make that FST, best type? You're going to drop the tea and best because there are three consonants in a row, S, T, T. So we drop the first tea. The tea and type is at the beginning of a word. It has to be a clear T, definitely not a fast D, best type activity. The first T and activity is at the beginning of a stressed syllable. So it's a clear tea, Tiv. But at the end we have ydy, which is a fast d between vowels. Activity. What is the best type of exercise activity? What is the best type of exercise activity? Pad is daughter has a lot of cute party dresses with little buttons. Patties has a fast d between vowels. Daughter also has a fast d between vowels. The G, H is silent. Don't count that. Daughter. That's a fast eat. A lot of that's a fast d a lot of Cute party. Cute ends on a held T, because the next word starts with a consonant p, cute party. So I hold my breath on cute, cute party. Little has a fast d between vowels. It's a vowel, and then D and then an unstressed l, little buttons. Here we have the unsound at the end, so there's no fast D. We hold the t and let the n out of our nose buttons. Pat his daughter has a lot of cute party dresses with little buttons. Pad is daughter has a lot of cute party dresses with little buttons. The crash wasn't fatal, but the driver had to go to the city hospital. Wasn't fatal, wasn't ends in a t because the next word starts with a consonant. F wasn't fatal. But the driver, again, that starts with a consonant. So, but has to have a healthy, not a fast d. But the, but the driver had to go to the city hospital. Now had two could be had to or Hatta. But that's not the subject of this lesson. Had ends and a D. So therefore you need to either make a t or a d at the beginning of two. Had a go or had to go. Now, Go has a two after it. And that t is between vowels, so it'll be a fast D had to go to, had to go to, had to go to the city hospital. City has a t between vowels, so make it a fast D city. Remember, I imagine you're writing it CII and then leave a little space and then write long ie, lots of EEE for the y and then put a tiny little d in the middle city. So I'm going to flap that d really fast. City spend much more time on the vowels than that. Fasd city hospital, hospital ends in an unstressed L. Hospital also has a FASD. It'll spit hospital. Expert advice will be given at the quarterly meeting. Expert advice has a fast D to link the words together. At the should have a helper T quarterly has a T between two Rs. So it's definitely a fast D quarterly meeting. Again, the t is between vowels, so it's a fast D, quarterly meeting. Not quarterly meeting, but quarterly meeting. Quarterly meeting. Roberta was excited to help her brother get in the car. Roberta, that's a good place to make a feisty, excited. Also a fast D getting, getting the car. Here, I could do a held t and then believed that n and my nose after getting the car. But sometimes people do a fast D here, Get in the car. So with this one it's kind of an exception. You have a choice. You could do it either way, get in the car or getting the car. Roberta was excited to help her brother get in the car or Roberta was excited to help her brother get in the car. He's not the fittest and he's not the fattest, but it surely the smartest. When you say not though, you have a th beginning verse, so it's a **** Tea, not there. When you say, but he is, you can either say but he is or you can drop the edge because we do drop Hs and pronouns in the middle of a sentence. And if you do drop that H, you're going to have a fast D. Buddies. Buddies for fittest, fattest, and smartest. We have a fast D and all three of those, S, T has a clear T at the end of a word, smartest. We repeated the computer course last Saturday. Repeated has a fast d between vowels. Computer also has a feisty. Last Saturday. I'm going to drop the tea and last I'm not going to say last Saturday. That's too careful. I don't need to with the three continents and the row starting with S, t is just last Saturday. That's very clear. But Saturday has the fast d in the middle. Actually two of them. Saturday, there's too fast, is there? Because the second D and D is between a and a Saturdays. So the D is very fast. I felt a bit awkward sitting in the front of the university lecture. I felt with an L T and then an a. The LT gives you a very clear T. It's a special exception which we'll talk about in another lesson. Filter. Filter with a clear T bit awkward. Bit awkward has a fast D. I felt a bit awkward. Now some people might say, I felt a bit awkward, but I think that's a bad habit and I wouldn't suggest it. I think you should make a clear T and felt I felt a bit awkward. I felt a bit awkward sitting in the front of the university lecture. Front of doesn't have a fast, but it has a dropped t. We just don't say the T when you have NT and then an unstressed vowel after it, like interview, front of. We don't need to say the T. University has a fast d between vowels. I felt a bit awkward sitting in the front of the university lecture. I felt a bit awkward sitting in the front of the university lecture. Please practice these sentences with the repetition audio provided. 40. Blending: Everybody wants to sound smooth in English, rate, well to speak smoothly in American English. Let's try using what's called blending. Blending helps you reduce function words and achieve better rhythm. We don't stress every word in English to have really good rhythm, you need to know which words to stress. We stress nouns like girl. Verbs like go. Adjectives like cold or hot. Adverbs like slowly. Question Where it's like when, where, why, negatives like can't know or don't. And the demonstratives which are this, that these and those. We also reduce all of the other words so that we're not stressing every single word. We reduce all the to-be verbs like is MR, where it is prepositions like two and n. Reproduce articles like and, and. We reduce pronouns like you, I, he, we, and we reduce conjunctions like and or because. We also reduce modals most of the time, such as CAN, shed or well, and weave. It is helping verbs like have or had. Let's demonstrate. When should the girl visit your house. Notice that every time I clapped, it was two and even tempo in all of my claps are the same distance apart. When should the girl visit your house? And every time I clapped, it was on one of those loud words. When is a question word? Girl is a noun. Visit is the verb, and houses another noun. When girl visit house, when girl visit helps. When should the dural visit your house? So those other words like should the end your got squeezed between those important stressed words. Now when we say visit your, we actually want to reduce the wordy Your, which means we're going to reduce the vowel. It's going to become a year instead of your. Now is it easier to say visit your OR visitor? The T at the end visit and the Y at the beginning of your blend together in your mouth and halfway in between them, there's a CH sound visitor. So in order to improve our rhythm and take advantage of stretching out the content words and squeezing the function words. We use blending and we make that TY, a CH, visitor. When should the girl visit your house? We have four types of blending and don't worry, I'm going to show you examples of each of these. First we have t plus y equals c h. Then we have d plus y equals j. Next, S plus y equals SH, and Z plus Y equals z h. Or. Let's look at the examples. Repeat after me for the slow and fast versions of each sentence. I won't interrupt Jew. I won't interrupt you. I won't interrupt Jew. I won't interrupt you. I won't interrupt you. I'm going to stress won't because it's a negative, an interrupt because it's a verb. But I'm not going to stress I or you because those are pronouns which reproduce. So for the rhythm it will sound like this. I won't interrupt GO. I won't interrupt CIO for the CH sound, remember to round your lips. Chao. Interrupt tool in Iraq. To interrupt job. You will bring in the corners of your lips. Chop. I won't interrupt Jew. I won't interrupt Joe. You can get more practice with all of the sentences in this video by using my repetition audio. You can either find it in the description to this video or in the downloadable section of the course you're using. Remember practice makes perfect. You need to repeat these sentences over and over again to develop muscle memory, to say the right rhythm. Hill congratulate you. Heal, congratulate you. Here we only have one word to stress, just the verb because he and you are both pronouns. So in the word congratulate, we stress the GRAT. By the way, there's a TU inside of congratulate and that team is going to sound like a CH also. But we're also going to blend the end of congratulate to the word you. So we're going to say it like this. Hill congratulate you. The he is very quick, the US very quick. Try it again. Hill congratulate Joe. Hill, congratulate shoe. He'll congratulate you. He's glad you're watching. He's glad you're watching. He's glad you're watching. You only need to stress glad and watch. Glad, watch his, glad you're watching. Again round your lips on the J. John. Glad ger. Glad you're watching his. Glad you're watching. He's glad you're watching. His. Glad you're watching. He hasn't had any food yet. He hasn't had any food yet. He hasn't had any food yet. I'm going to stress hasn't because it's a negative had, because it's a verb. And food because it's a noun. Notice here I don't stress yet, even though that's an adverb, We don't usually stress yet or other time markers at the end of a sentence. And what's really interesting here is that I can blend the end of food to the Y. And yet, so it doesn't have to be you or your to-do blending. It could be any other word that starts with a y, such as the word yet here. He hasn't had any food yet. Now it's very important that I don't say Phil Jack. I need the word food to be more stretched out in higher pitched than the word yet. So it's food yet. More energy and food. Relax on yet. Food yet. He hasn't had any food yet. He hasn't had any food yet. He hurt your ears. He hurt your ears. Hurts, ends in an S. Your starts with a Y. We blend them together with an SH. She makes sure you round your lips. He hurt your ears. Notice that your becomes euro. We can reduce your because it's a pronoun so we wanna make it really quick. He hurt your ears. He hurt your ears. He hurt your ears. Trick Shu. He trick shoe with a book. He tricks shoe with a book. I'm going to stress tricks and book tricks as a verb. But because a noun don't stress he or you. Because those are pronouns don't stress with because that's a preposition and don't stress because it's an article. He tricks you with a buck. Always try to say a whole phrase or short sentence in one breath of air. Heat shrink shoe with a book. La, la, la, la, la, la. I never let the air stop. Trick shoe. He tricks you with a book. He tricks you with a book. Where Azure, she, where's your food? Xi, where is your food? A lot of students have trouble with z h. It's just like an SH, but you need to engage your vocal chords and let them vibrate round your lips. She, where's your food? I stress wears in food. And the your, Which is a pronoun, is reduced to urinary. Where's your food? She, where's your food? Where Azure. She where's your food? She wears your food, right? Sure. She ride your bike recklessly. Ship ride your bike recklessly. Stress rides a bike and recklessly. Recklessly as a nice adverb, she ride your bike recklessly rides ends and the letter s, But it's the sound Z. The Z San will follow the D rides. When you say Ryan ger, you're linking the z to the y and making raj her ride your bike. Make sure ride is higher pitched and more stretched out than the word your ride your SHE ride your bike? She rides your bike? Ride? Sure. She ride your bike recklessly. She ride your bike recklessly. 41. More Blending Practice : Let's practice blending and a story. What makes you think? Makes you, makes you think, makes you think. Practice, Share. Practice. Sure, English. Practice your English. What makes you think you need to practice your English pronunciation? What makes you think you need to practice your English pronunciation? Did your boss did ger? Sir. Did your boss asks you to seek lessons? The K and ask does not change. There is no k and y blending. Did your boss asks you to seek lessons? Did your boss asks you to seek lessons? Did your boss asks you to seek lessons? Or is it your friends? Is a cer sure. Or visit your friends, squeeze or as a chair and land on friends or visit your friends who can't yet understand. You can't yet checked. Can't yet understand Ju Jue understand you? Or is it your friends who can't share understand you? Or is it your friends who can't yet understand you? Measure your washer. Maybe it was your neighbor. Maybe it was your neighbor who asked you what you said five times before she understood you understood you. Jew. Understood you. Maybe it was your neighbor who asked you what you said five times before she understood you? Maybe it was your neighbor who asked you what you said five times before she understood you. It doesn't matter now that you're here. Voucher CER the chair here. It doesn't matter now that you're here. Now everyone will understand what you're trying to say. Watcher, watcher, watch you're trying understand what you're trying to understand, which are trying. Now everyone will understand what you're trying to say. Now everyone will understand what you're trying to say. Don't expect that your English will improve overnight. Denture. Cer, that sure. Expect that your English. Don't expect that your English will improve overnight. Don't expect that your English will improve over night. Would you do would you would you start a diet on Wednesday? And expect your weight. Lecture. Sure. Expect. Expect your weight, which is started diet on Wednesday and expect to wait to have decreased by ten pounds on Thursday morning, which is started diet on Wednesday and expect to wait to have decreased by ten pounds on Thursday morning. Just as it takes time to lose your Pounds, leisure. Lose your lbs. Just as it takes time to lose your pounds. It takes time to reduce your bad habits. Reduce. Sure. Sure. Reduce your bad habits. Reduce your bad habits. It takes time to reduce your bad habits. It takes time to reduce your bad habits. The more patient you are, the more relaxed you will feel. Patient to, to patient you are. The more relaxed you will feel. Relaxed. You too relaxed you will feel. The more patient you are, the more relaxed you will feel. The more patient you are, the more relaxed you'll feel. And the more perseverant you are, perseverance shoe perseverant you are. The more success you will see success. Shu, Shu success you will see success, you will see. The more perseverant you are, the more success you will see. The more perseverant you are, the more success you will see. Feeling relaxed and making time for regular practice will aid you in reaching your goals. A Jew, a Jew and reaching. Now be careful, age you might sounds like a jew. We don't want that to happen, so we might not blend here and we might just say it you without any j at all. Feeling relaxed and making time for regular practice will aid you in reaching your goals. Feeling relaxed and making time for regular practice will aid you in reaching your goals. What makes you think you need to practice your English pronunciation? Did your boss asks you to seek lessons? Or is it your friends who can't yet understand you? Maybe it was your neighbor who asked you five times what you said before she understood you. It doesn't matter now that you're here. Now everyone will understand what you're trying to say. First. You teach her will test your current skills. She will request your cooperation with a very boring test. They will ask you to record your voice, record your voice as you repeat every English sound. Once you've completed your test, you'll send your recording to the teacher for analysis. Sheldon scrutinize your recording and write your errors down on a report. The report will be used to customize your accent reduction program. The report will be shared with you and referred to from time to time to evaluate your progress. Zone, expect that your English will improve overnight. Would you start a diet on a Wednesday and expect your weight to have decreased by ten pounds on Thursday morning. Just as it takes time to lose your pounds. It takes time to reduce your bad habits. The more patient sure her, the more relaxed you will feel, and the more perseverant you are, the more success you will see. Feeling relaxed and making time for regular practice will aid you in reaching your goals. 42. Rhythm Poems: Let's practice our rhythm with some poems. Roses are red, violets are blue. I like today, but it's you who my Wu. Now here I'm stressing you, even though it's a pronoun, because it's really important for the meaning here. I did a lot of different people. But of all those people, it's only you that I really like. But it's you who my Wu roses are red, violets are blue. I like to date, but it's you who my Wu. Now clap and say it with me. Roses are red, violets are blue. I like to date, but it's you whom I woo. Roses are pink, lilies are white. I want to marry you, so don't leave my site. Roses or pink S's in Roses are actually z sounds. And we're going to change R to her and then link the zeta or so that we actually say XHR roses, XHR roses are pink in lilies are white. The same thing happens. Lilies ends and a z sound which we link to the reduced R. And it sounds like xr Lily XHR, Lilies or wait, I want to marry you. The two is reduced to touch because it follows the t and want, I want to marry, I want to marry you. Make sure the Y at the end of Mary is a complete long e. It'll be low pitched, but it's a long e. And use stairs you because it's at the end of this thought unit. I wouldn't say I want to marry her. That would sound a little awkward. So don't leave my site. So in my, keep their vowels but they don't get a lot of time and they're not stretched out. Leave couldn't be stressed if you were to say it in a regular sentence, so don't leave my site. But to follow the rhythm of this poem, I took out the word leave in the rhythm. So don't leave my site. Roses are pink, lilies ARE wait, I want to marry you, so don't leave my site. Now, clap and say it with me. Roses are pink, lilies are white. I want to marry you, so don't leave my site. Those is our yellow grass is green. Please wait for me. How many men have you seen? Roses or yellow? Again, make sure you connect this x0 and roses too, there are XHR. Roses are yellow. The o w in yellow is not stressed, but you need to have a clear long o sound. Roses or yellow. Grass is green. Asks at the end of grass will connect to is in sounds like Suez, grasses. Grasses green. Please wait for me. The four changes to for how many men have you seen? Many has an a which actually sounds like a short e. And there were I'd have changes to or have or have. How many men have you seen or how many men have you seen? Or how many men have you seen? Those is our yellow grass is green. Please wait for me. How many men have you seen? Now? Clap and say it with me. Those is our yellow grass is green. Please wait for me. How many men have you seen? Loneliness as black? Love is white. I hope for our sake. My intuition is, right. Loneliness is black. He asked at the end of loneliness, links to the word is. So it sounds like loneliness says black. You only stress loan. And black. Leanness says is squeezed between Loan and black. Loneliness is black. Lovers, whites. The v at the end of love links to the Is and sounds like viz, love is white. Stress only love and white. I hub for our sake. We stress hope in sick for reduces tougher and our reduces to r. I hope for our sake. My intuition is rights were only going to stress ish and intuition. My intuition writes, the n at the end of intuition links to the Is and sounds like nis. My intuition is right? Loneliness as black, love is white. I hope far sick. My intuition is right. Now clap and say it with me. Loneliness as black, love is white. I hope far sake, my intuition is right. Let's put off four pieces together. Roses are red, violets are blue, I like to date, but it's you who my Woo roses are. Pink, lily as our white. I want to marry you. So don't leave my site. Roses or yellow grasses, green. Please wait for me. How many men have you seen? Loneliness is black, love is white. I hope for our sake. My intuition is right. Keep practicing this poem with a repetition, audio provided. Drill, the revetment and your body. Can you make your own rhythmical poems? 43. Paul Revere's Ride: a History Poem: I am really excited about poetry these days. And I decided that it is a great way to help you practice your rhythm. So today we're going to look at Paul Revere ride by a very famous poet named Longfellow. Now Paul Revere was one of those individuals back in 1775 who was responsible for helping America separate from Great Britain. Cell we're gonna read about his ride. He rode the horse and he alerted many people, many farmers and others, that the British were coming and that it was time to fight in the Revolutionary War. Now in each line, there are four beats, and I've put little dots on top of the syllables that I think should be stressed to make the rhythm sound good. Some of the dots could be debatable. There might be different places to put it, and I will point that out to you. Sometimes it's not going to sound exactly like the rhythm would sound if we're just speaking. Poetry maybe makes the rhythm a little bit different. And in order to make those four beats Perfectly sometimes to a stress words that we wouldn't usually stress. Or maybe we stressed syllables that we wouldn't usually stress. All right, let's try this. Listen my children and you shall hear. So you can clearly hear the four beats. Listen my children, and you shall hear of the Midnight Ride of Paul Revere. And the 18th of April in 75, hardly a man is now alive who remembers that famous day and year? So suddenly five means 1775. And if you know about American history, you'll know that the Declaration of Independence was in 1776. This is right before rate at the beginning of the Revolutionary War. He said in his friend, if the British March by land or sea from the town tonight, hang a lantern aloft in the belfry arch of the North church tower as a signal lights. They don't know if the British are going to come by land or sea. And he wants his friend to hang a signal light and a belfry arch, which is a little, tiny little place at the top of the church where they have the bell. And then he'll be able to see it from far away and be able to see that signaling. Notice here that I didn't stress hanging. There's just too many important words in this line to stress. So to pick four, I chose hang a lantern aloft in the belfry arch of the North church tower as a signal lights. North church tower. That's a very common way to stress a compound noun with an adjective. One if by land and two, if by sea, an eye on the opposite shore will be ready to ride and spread the alarm through every Middlesex village and farm. So this takes place in Massachusetts, and Middlesex is the name of a county in Massachusetts. So he knows that if he sees the signal light once, they're coming by lands and FLC at twice, that means they're coming by sea and he needs to warn everybody did get prepared and be in the right places in order to fight back. The next stanza. Then he said, good night and with muffled or silently road to the Charleston shore. And just as the moon rose over the bay where swinging wide at her moorings lay the Somerset British man of war, a phantom ship with each master and spot across the moon like a prison bar. So this means as he was quietly paddling his boat across the water, he did see a British ship sitting there, so he had to be quiet because the British didn't want messengers going around telling everybody what was going to happen. So he had to be sneaky. So that's why he has a muffled or, and he's very silent. Across the moon like a prison bar and a huge black hulk that was magnified by its own reflection in the tide. So here magnified rhymes with Tide. I'm going to highlight both mag and hide. I'm not going to highlight NIF, so it's not magnified, it's just magnified. That's the rhythm. So he's talking about this British ship. It's huge, it's black. It looks even bigger because of its reflection in the water or in the tide. Meanwhile, his friends through Allianz street wanders and watches with eager ears, tell in the silence around him, he hears the master of men at the barrack door, the sound of arms and the AMPA feats and the measured shred of the grids, years marching down to their boats on the shore. Then he climb the tower of the Old North Church by the wooden stairs with stealthy tread to the belfry chamber overhead and startled the pigeons from their perch on the somber rafters that round him made mass isn't moving shapes of shade. By the trembling ladder, steepen tall to the highest window in the wall, where he paused to listen and look down a moment on the roofs of the town and the moonlight flowing over all. So Paul Revere is friends, climbed the tower of the church. He took the wind stairs. He was very quiet and stealthy as he walked up those stairs, no one would hear him. He went all the way to the top where the bell tower is. He even startled the pigeons that were sitting on the rafters, which are the beams under the roof. And those rafters made big shadows, kind of scary looking big, dark moving shadows. The ladder was shaking, it was trembling. It was so steep and tall. He made it to the highest window. He paused, he listened, he looked at the tops of the roofs all over the town and the moon light was shining on those roofs. It's a very romantic description. Beneath in the church churchyard lay the dead and their night encampment on the hill wrapped in silence so deep and still that he could hear like a sentinels tread the watchful night wind as it went, creeping along from 10 to 10. And seeming to whisper all is well, a moment only he feels the spell of the place and the hour and the secret dread of the lonely belfry and the dead. For suddenly all his thoughts or Ben. And a shadowy something far away where the river widens to meet the bay. A line of black that bends, floats and the rising tide like a bridge of boats. So underneath the church when he looks out the window, there's a cemetery and he compares it to a Nate encampment where dead people are camping. And it's silent. The whole area is wrapped in silence. It's so quiet that he can hear the wind. And the wind sounds like a night watchman or a night soldier. And the wind creeps along from ten to ten, whispering all as well as though the wind is giving everybody encouragement. He feels this enchantment, this magic spell for just a moment. And then he suddenly sees in the distance rate where the river widens and meets the bay. And those are the British ships come in that line of black and the distance. Meanwhile in patient to mount and ride, booted and spurred with a heavy stride on the opposite shore walked Paul Revere. Now he padded his horses side. Now gazed at the landscape far and near. Then impetuous stamped the earth and turned in, tightened his saddle girth. But mostly he watched with eager search the belfry tower of the Old North Church. As it rose above the graves on the hill. Lonely and spectral and somber and still and low as he looks and the belfry is height, a glimmer and then a gleam of lanes. His springs to the saddle, the bridle he turns. So while Paul Revere is friend, sees those ships coming, paul Revere is on the other side and he's impatient. He wants to mount his horse and ride his horse and he has spurs on his boots so that he can kick the horse and make the horse go faster. He gets his saddle ready. He's looking toward the Old North Church. He sees how it rises above the cemetery, the graves on the hill. And all of a sudden he sees the light. He sees the signal light or low a glimmer, a gleam of lights. He jumps up onto the saddle of the horse and takes hold of the bridle. He lingers and looks just a little bit. Light, because suddenly there's a second light. The second light, that means that the British are coming by sea. A hurry of Hudson, a village streets, a shape in the moonlight, a bulk and the dark. And beneath from the pebbles and passing a spark struck out by a steed flying fearless and fleets. That was all in yet through the gloom and the lights, the fate of a nation was riding that night. And the spark struck out by that speed and as flight kindle the land and to flame with its heats. That is a really beautiful stanza and it definitely has the most important lines and the whole poem. So a steed is a horse. So whenever he says STI, That's what we're talking about and we're really describing here how he's riding his horse. The hoofs are the feet of the horse hurrying through the village. He looks just like a shape and the moonlight, a big bulky shape and the dark. Imagine the horse's feet running over the pebbles, starting a spark because they are running so fast. His ride could shape the whole nation. It could start America. They could separate from England. He feels the importance of his mission. He has left the village and mounted the steep. And beneath him, tranquil and broad and deep is the mystic meeting the ocean tides and under the alders that skirt its edge. Now soft on the sands now loud on the ledge is heard the trend of his steed as he rides. The mystic is the name of the river. So his left the village and now he's going up a steep hill. And underneath him he sees the tranquil, broad and deep river called the mystic, and it meets the ocean. And he's riding underneath the older trees that are skirting the edge of the river. Sometimes his riding through the soft sand and then some times he is up on the ledge of a cliff and he can hear the sound of his horses as he rides. Next stanza. It was 12 by the village clock. When he crossed the bridge into Bedford down, he heard the crowing of the cock and the barking of the farmers dog. And felt the damp of the river fog that rises after the sun goes down. So here I am going to stress the word it just because I do need four things to stress in that line. It was 12 by the village clock. He heard the crowing of the cock. I don't usually stress the word. But for this polymer to make the rhythm work and to have the four beats, I'm definitely going to stress. He heard the crowing of the car. And the next line, I'm not going to stress and so I'm going to squeeze in, right? We have crowing of the cock and the barking of the farmers dog. Again, I need to stress to make the rhythm work. And felt the damp of the river fog that rises after the sun goes down. Now here, I could have stressed goes because that's a verb, right? But I don't wanna say sun goes down and have those three beats in a row. It doesn't give us very good rhythm. So instead, I say sun goes down. It was won by the village clock. When a galaxy into Lexington, he saw the gilded whether cop swim in the moonlight as he passed and the meeting house windows blank and bear gaze at him with a spectral glare. If they already stood aghast at the bloody work, they would look. And the meeting house windows blink and bear. I'm not going to stress house because then I'd have too many words or syllables in a row. So really meeting houses, this is a long compound noun. And we can think of meeting houses describing the windows. So let's just stress meeting and windows. And the meeting house windows blame can bear gaze at him with a spectral glare. Somebody might say gaze at him with a spectral glare. And that works too. People are going to be meeting at that meeting house, but there's no one Mary yet. It's empty. And it gazes at him with a very scary, ghostly kind of glare because he can imagine the bloodshed that will occur there in the near future. It was to buy the village clock. When he came to the bridge and conquered down, he heard the bleeding of the flock. Whew this one, I only have three beats marks, but we should definitely stress of to make it work. He heard the bleeding of the flock and the Twitter of birds among the trees. And felt the breadth of the morning breeze. Blowing over the meadows brown. And one was safe and asleep in his bed. Who at the bridge would be first to fall, who that day would be lying dead, pierced by a British musket ball. This is a sad stanza because somebody who is about to die, maybe the first two is about to die. Still sleeping safe and bad as Paul Revere rides his horse. So it's two in the morning to buy the village clock. And he enters conquered town. There are sheep, are bleeding. He heard the bleeding of the flock. He hears the Twitter of birds. So it's very descriptive. You know, the rest in the books you have read how the British regulars fired and fled. How the farmers gave them ball for ball from behind each fence and farm yard wall, chasing the red coats down on the lane than crossing the fields to emerge again under the trees at the turn of the road, and only pausing to fire and loan the red coats or the British soldiers. We know the rest because it's been written about in history books. The British fired, the British ran away because we know that the British lost the war. The farmers really hard. They gave them ball for ball, bullet for bullet. They chased those red coats away. And they only stopped to fire and reload their guns. So through the night road, Paul Revere. And so through the night went his cry of alarm to every Middlesex village in farm. A cry of defiance and not a fear of voice in the darkness. A knock at the door. And a word that Shell Eco for evermore, for born on the night wind of the past through all history to the last and the hour of darkness and peril and need. The people will wake in and listened to hear the hurrying hoof beats of that steed and the midnight message of Paul Revere. So Paul Revere rode from town to town, cry, hang out his alarm, saying everybody get ready, pick up your guns, get ready to fight because we want to defend ourselves. And his cry was not a fear. It was a cry of defiance because they were prepared and ready to fight to make America the country that it is. Well, I hope you enjoyed my reading of Paul Revere, and I hope you understood a little bit more about the rhythm. And now you can listen to my audio recording and practice your self. And it's a great way to learn history and to practice your English rhythm. Thank you so much.