English Conversation (https:\/\/youtu.be\/a8VTA9G4QKg)<\/a><\/noscript><\/div><\/p>\nVideo Transcript:<\/h2>\n You guys love Ben Franklin exercise\u00ae videos. They’re one of the best ways for you to improve listening comprehension and learn tricks to sound more natural when speaking English, like using specific reductions.<\/span><\/p>\nThis January, you’re getting five all new Ben Franklin exercise\u00ae videos where we do a full analysis of real American English conversations. Today’s topic, dinner at a friend’s house. Let’s get started with this analysis. First, the whole conversation.<\/span><\/p>\nThe sauce is on the table. So we\u2019ve got eggs and the rice.<\/span><\/p>\nAnd usually the som tum would, would have sticky rice with it, but I couldn\u2019t quite imagine eating this, with, without this kind of rice.<\/span><\/p>\nSo I, we just went with it.<\/span><\/p>\nFluffy jasmine.<\/span><\/p>\nOllie, what do you think of the food?<\/span><\/p>\nIt\u2019s definitely on point.<\/span><\/p>\nNow, the analysis. The sauce is on the table. So we\u2019ve got eggs and the rice. The sauce is on the table. What do you think are the two most stressed words there? I hear \u2018sauce\u2019 and \u2018table\u2019. The stressed syllable of \u2018table\u2019. The sauce is on the table. \u00a0The sauce is on the table. \u00a0The sauce is on the table. The other word just said very quickly. The word ‘the’ pronounced with the schwa: the\u2014 the\u2014 the\u2014 the\u2014 the\u2014 Said really quickly, low in pitch, less clear. It’s not \u2018the\u2019 but: the\u2014 the\u2014 the\u2014<\/span><\/p>\nThis is how we pronounce function words in conversation. The less important words. This provides contrast with the stress words which we want to be clear and longer and have an up-down shape of stress intonation in the voice. The sauce\u2014 the sauce\u2014 is on the\u2014 is on the\u2014 The sauce is on the table. The sauce is on the table. The sauce is on the table. These three words linked together very quickly.<\/span><\/p>\nThe ending Z sound links into the vowel: is\u2014 is on the\u2014 the N consonant goes right into the TH sound with no break, and again the word \u2018the\u2019 pronounced with the schwa very quickly. Is on the\u2014 is on the\u2014 is on the\u2014 So it’s not: is on the\u2014 all of those are stressed and that’s not right, but it’s: is on the\u2014 is on the\u2014 is on the\u2014 is on the\u2014 A little mumbled, a little bit less clear, because they are function words. \u2018Sauce\u2019 and \u2018table\u2019, the two content words, are longer. And all of the words and all of the sounds flow together smoothly with no jumps and pitch and no choppiness.<\/span><\/p>\nThe sauce is on the table. The sauce is on the table. The sauce is on the table. The sauce is on the table. So we\u2019ve got eggs and the rice. So we\u2019ve got eggs and the rice. Okay, what is the most stressed there? ‘Eggs\u2019 and \u2018rice\u2019. Both longer than the rest of the words. So we’ve got the\u2014 So we’ve got the\u2014 So we’ve got the\u2014 So we’ve got the\u2014 So we’ve got the\u2014 So we’ve got the\u2014 So we’ve got the\u2014 So we’ve got the\u2014 The vowel here is almost dropped, it’s almost like we’re just linking the S sound in.<\/span><\/p>\nSo we’ve got the\u2014 so we’ve \u00a0got the\u2014 so we’ve got the\u2014 That helps to say this word more quickly in this string of words that are said so quickly. So you’ve got the very quick V sound before the G then we have a stop T. So we don’t say: got the\u2014 got the\u2014 with a true T, but we say: got the\u2014 got the\u2014 got the\u2014 where we stop the air really quickly in the throat. This symbolizes the stop T. The word \u2018the\u2019 here she pronounces it with the schwa.<\/span><\/p>\nThe rule is that if the next word begins with a vowel sound, like this word, that the E in ‘the’ is pronounced as the EE as in She sound. The\u2014 the\u2014 the\u2014 But I\u2019ve noticed that this is not a rule that Americans necessarily follow all the time. The\u2014 the\u2014 the eggs\u2014 the eggs\u2014 She says it with the schwa. It still sounds normal. Nobody would hear that and think she mispronounced ‘the’. Eggs\u2014 Eggs\u2014 Eggs and the rice\u2014 And the rice\u2014 and the rice\u2014 \u2018And\u2019 and \u2018the\u2019 between the two content words, we have two more function words which will be said more quickly.<\/span><\/p>\nThe word \u2018and\u2019 is reduced: and the\u2014 and the\u2014 and the\u2014 We drop the vowel, put it into the schwa vowel instead. We drop the D altogether. So schwa N. You don’t need to try to make a schwa sound. It just gets absorbed by the N. Just make the N. Eggs and the\u2014 eggs and\u2014 eggs and\u2014 eggs and the rice\u2014 and the rice\u2014 And the\u2014 and the\u2014 and the\u2014 and the\u2014 and the\u2014 eggs and the rice\u2014 eggs and the rice\u2014 eggs and the rice\u2014<\/span><\/p>\nMaking this reduction helps us say this word really quickly and we want to do that because it’s not an important word, it’s a function word. Those are less important. The more important words are the content words and we want the stressed syllable of the content words to be longer.<\/span><\/p>\nFor example: rice\u2014 and the rice\u2014 and the\u2014 and the\u2014 and the\u2014 Those two words said much more faster than \u2018rice\u2019 where we take a little bit more time and we have the up-down shape of stress. And the rice\u2014 And the rice\u2014 \u00a0And the rice\u2014 \u00a0And the rice\u2014 And usually the som tum would, would have sticky rice with it. And usually\u2014 So here, she doesn’t reduce the vowel. She keeps the full vowel but she does drop the D.<\/span><\/p>\nWe almost never say the D unless we\u2019re thinking or holding out the word ‘and’ for some reason. Usually\u2014 us\u2014 The stressed syllable there. Usually the som tum would\u2014 is the most stressed syllable of the sentence. And usually\u2014 usually\u2014 usually\u2014 \u00a0usually\u2014 Usually\u2014 So this word can be pronounced as four syllables: usually\u2014 or more commonly, three syllables and that’s what she does: usually\u2014 usually\u2014 usually\u2014 usually\u2014 Usually– yoo– So the JU as in Few diphthong stressed, usual\u2014 The djz sound, schwa L, it’s just a dark L sound. Usually\u2014 And the ending IH vowel: usually\u2014 usually\u2014<\/span><\/p>\nIt’s easier to pronounce this word as three syllables than four so I suggest that you practice it this way and use this pronunciation: usually\u2014 usually\u2014 usually\u2014 usually the som tum would have sticky rice with it. The som tum\u2014 \u2018The\u2019 said quickly with the schwa, then we have a couple words that are a little bit more stressed.<\/span><\/p>\nOf course this is not English, this is Thai, she’s making a Thai dessert, I’m sorry a Thai salad here. The word \u2018would\u2019, L is always silent. Usually the som tum would have sticky rice with it\u2014 would have sticky rice with it\u2014 would have sticky rice with it\u2014 So \u2018stick\u2019 the most stressed syllable there. Again, there’s no L sound in the word \u2018would\u2019. Would have\u2014 would have\u2014 would have sticky rice with it\u2014 Would have\u2014 would have\u2014 would have sticky rice with it\u2014 A Stop T at the end of \u2018it\u2019 so we stop the air in our throat: it- it- it- it- and this abrupt end signifies the T.<\/span><\/p>\nEverything in this phrase is smoothly linked together. The D goes right into the H sound. She could have dropped to the H but she didn’t. Would have\u2014 would have\u2014 The V sounds smoothly right into the ST cluster, the EE vowel right into the R, the S sound right next to the W. Rice with\u2014 rice with\u2014 And the ending TH links right into the beginning vowel IH: with it\u2014 with it\u2014 with it\u2014 would have a sticky rice with it\u2014 would have a sticky rice with it\u2014 would have a sticky rice with it\u2014 would have a sticky rice with it\u2014 But I couldn\u2019t quite imagine eating this\u2014 But I couldn\u2019t quite imagine eating this\u2014 \u2018This\u2019 the most stressed as she is pointing to something. But I couldn’t quite imagine eating this\u2014<\/span><\/p>\nSo she puts a little break here between \u2018but\u2019 and \u2018I\u2019. If she didn’t, she would have flapped the T: but I couldn’t\u2014 but I\u2014 but I couldn’t\u2014 Since she doesn’t, she puts a break separating these into two thought groups. We have a stop T: but I couldn’t\u2014 but I couldn’t\u2014 but I couldn’t\u2014 \u00a0but I couldn’t\u2014 \u00a0but I couldn\u2019t quite imagine eating this couldn’t quite\u2014 couldn’t quite\u2014 You can link the ending N right into the K sound while dropping the T. Couldn’t quite\u2014 couldn’t quite\u2014 Or you can make a little stop in your throat: couldn’t quite\u2014 couldn’t quite\u2014 to signify the T there.<\/span><\/p>\nEither one is okay, and just like with \u2018would\u2019, the L in \u2018could\u2019 is silent. Both of these have the UH as in Push vowel. Would\u2014 could\u2014 couldn’t– but I couldn\u2019t quite imagine eating this but I couldn\u2019t quite imagine eating this Quite imagine\u2014 quite imagine\u2014 \u00a0Here we have an ending T sound linking into beginning vowel sound and because the sound before the T was also a vowel or diphthong, it becomes a flap which sounds like the D in American English. It might sound like the R in your language, depending on the language. Quite imagine\u2014 quite\u2014 The tongue just flaps once against the roof of the mouth: Quite imagine\u2014 Quite imagine\u2014 quite imagine\u2014 quite imagine eating this\u2014 quiet imagine eating\u2014 Another flap T here, because it comes between two vowel sounds. Eating\u2014 eating this– Quite imagine eating this\u2014 \u00a0Quite imagine eating this\u2014 \u00a0\u00a0Quite imagine eating this\u2014 with, without this kind of rice. with, without\u2014<\/span><\/p>\nSo she repeats herself, with, she starts the word without, she pauses while she’s thinking, then she says the full word: without\u2014 without\u2014 Stop T at the end because the next word begins with a consonant. This kind of rice\u2014 \u2018This\u2019 again, a little bit stressed because we’re comparing. This\u2014 This kind of rice with that kind of rice. Because it’s the word that we’re using to compare: this, that, those, these. It’s a little stressed. This kind of rice. This kind of rice. This kind of rice. This kind of rice. kind of rice. kind of rice.<\/span><\/p>\nThe word \u2018of\u2019 often pronounced without a consonant but I do hear a light V sound here. However, the word is said quickly: kind of rice\u2014 of- of- of- of- It’s a function word, it’s not as important as the content words like \u2018this\u2019 and \u2018rice\u2019. So it’s a little bit more mumbled. It\u2019s said very quickly. Kind of rice. Kind of rice. \u00a0Kind of rice.<\/span><\/p>\n Kind of rice. Rice. Rice. Her intonation goes up a little bit at the end because she’s going to keep going. Making the intonation of her voice go up is a signal to us that she’s not finished her sentence yet. Rice. \u00a0Rice. \u00a0Rice. So I, we. Just went with it. So I, we. Just went with it. So why– she changes her mind, decides to say something different, we just went with it. This is the end of her thought and at the end of her thought, her voice trails off a little bit and we get a little bit less air in it.<\/span><\/p>\nSo the last word sounds like this: went with it– went with it– We just went with it. We just went with it. We just went with it. This is called a popcorn quality and it comes in a lot at the ends of phrases in American English. So we just went with it. Let’s talk about the pronunciation of \u2018we just went with it\u2019. We have an ST cluster followed by a consonant. In this case, we almost always drop the T sound. She does.<\/span><\/p>\nSo instead of: just went\u2014 It’s: just went\u2014 \u00a0just went\u2014 \u00a0just went\u2014 Right from the S sound into the W sound. We just went with it. We just went with it. We just went with it. Went. Went with it. Went with it. Stop sound, we have a nasal N sound which we stopped in the throat: went. Went. Went. That signifies the stop T. With it. Everything links together. T links into the IH vowel and we have another stop T because it’s a T at the end of a phrase. We just went with it. We just went with it. We just went with it. We just went with it.<\/span><\/p>\nThe phrase \u2018to go with something\u2019 means to go ahead with something, with an idea, or with the situation, even if it’s not what you originally imagined. So she’s saying this is not the kind of rice she would usually imagine with this dish, but because of another dish, she decided to just go with it. We just went with it, she says. We just went with it. It shows flexibility, being able to ‘go with the flow’, to use another idiom. So if something comes up that’s unplanned or unusual for you, but you move forward anyway, then you can say: you know what? I’m just going to go with it. Or in the past tense: I just went with it. We just went with it.<\/span><\/p>\nWe just went with it. Fluffy jasmine. Fluffy jasmine. Now, someone else is talking in the background. It’s a little hard to hear, but these are two two-syllable words with stress on the first syllable. Fluffy jasmine. Fluffy jasmine. All linked together, all part of the same thought group where we have one steady line of intonation, of pitch. Fluffy jasmine. Nothing choppy, nothing broken up, this is important in American English. Fluffy jasmine. Fluffy jasmine. Fluffy jasmine.<\/span><\/p>\nOllie, what do you think of the food? Ollie, what do you think of the food? This is me speaking here behind the camera. Everything is linked together. Again, we have that smooth intonation. Ollie, what do you think of the food? These are the three most stressed words. Ollie, what do you think of the food? Ollie, what do you think of the food? Ollie, what do you think of the food? \u2018What do you\u2019 becomes: wha dya\u2014 wha dya\u2014 wha dya\u2014<\/span><\/p>\nSo I drop the T, linked the vowel into the D of \u2018do\u2019. Wha dya\u2014 And I’ve reduced the vowel here to the schwa in all three of these words: what do ya\u2014 This helps me say them more quickly. They all link together. What do you\u2014 What do you\u2014 Try that with me. What do you\u2014 So it’s definitely not: What do you\u2014 That’s way too well pronounced.<\/span><\/p>\nThis is not how we pronounce function words like this. Function words like these need to be lower in pitch, less clear, simplified mouth movements. What do ya\u2014 what do ya\u2014 what do ya\u2014 So that the stressed words pop out of the line more. It is this difference, this contrast between the stressed words which are longer, clearer, louder, higher in pitch, against these unstressed words. It’s this contrast that makes American English clear.<\/span><\/p>\nWhat do you think of the food? What do you think of the food? What do you think of the food? What do you think of the food? \u2018Of\u2019 and \u2018the\u2019, two more function words together, said very quickly, uh– just the schwa, I don’t pronounce the V sound at all, \u2018the\u2019 pronounced with the schwa: othe\u2014<\/span><\/p>\n othe\u2014 othe\u2014 othe\u2014 It’s not \u2018of the\u2019 but: othe\u2014othe\u2014 othe\u2014 This is how we pronounce this in conversation. Of the food\u2014 What do you think of the food?<\/span><\/p>\n\u2018Think\u2019 and \u2018food\u2019 both being clear and longer. What do you think of the food? What do you think of the food? What do you think of the food? It’s definitely on point. It’s definitely on point.<\/span><\/p>\n‘Def’ and ‘point’. Most stressed words there, the word \u2018it’s\u2019 is reduced, he doesn’t really say a vowel, he just makes the T S sound. It’s definitely\u2014 It’s common to do this with the word: it’s, that’s, what’s, and let’s. We just make the TS sound and attach it to the beginning of the next word. It’s definitely\u2014 It\u2019s definitely on point. It\u2019s definitely on point. It\u2019s definitely on point. definitely\u2014 \u00a0A little stop T in there: definitely\u2014 because the next sound is a consonant. Definitely on point. It\u2019s definitely on point. On point.<\/span><\/p>\nAnd he doesn’t really release the T. It’s certainly not a true T. On point. Point\u2014 nnnn— A nasal N sound, little bit of an abrupt stop, that’s how we know it’s a stop T. On point. On point. This is an idiom. What does the phrase \u2018on point\u2019 mean? It means perfect, really good, high-quality, excellent, and I will say: I have this food and it was delicious. Let’s listen to the whole conversation one more time.<\/span><\/p>\nThe sauce is on the table. So we\u2019ve got eggs and the rice.<\/span><\/p>\nAnd usually the som tum would, would have sticky rice with it, but I couldn\u2019t quite imagine eating this, with, without this kind of rice.<\/span><\/p>\nSo I, we just went with it.<\/span><\/p>\nFluffy jasmine.<\/span><\/p>\nOllie, what do you think of the food?<\/span><\/p>\nIt\u2019s definitely on point.<\/span><\/p>\n That analysis is really fun and helpful. Right click here to see other Ben Franklin exercise\u00ae videos on my YouTube channel. But if you’re ready to go even further, even bigger, I challenge you this January, just start the new year off right with a new commitment to your English Studies. Join my online school, Rachel’s English Academy. There, you will find tons of Ben Franklin exercise\u00ae speech analysis videos just like this one that you can’t get anywhere else. They’re longer, they cover more conversation, and I add more each month. You have to have the interest. You have to make the time to watch the videos, to work with the audio. Can you do this?<\/span><\/p>\nTo help you get in the door, to help you get started, I’m offering a discount for the month of January. You can get the first month of the Academy for just $5. Use the code start2018 at checkout. The fee is normally 14 dollars a month, which is a steal for what you get. Tools and support for self-study to make a real difference in how you sound.<\/span><\/p>\nIf you sign up and this method doesn’t help you, no problem! Just email me within 30 days and you’ll get a full refund. This is a subscription and you will be charged every month with continuous access to everything. But you can cancel at any time. Just email me and I will make that happen for you. So get this deal and in 2018, get the accent you want. More fluency, more ease in American conversation.<\/span><\/p>\n\n\nVideo:<\/strong><\/p>\n\n\nYour browser does not support the video tag.<\/video><\/a><\/div><\/div><\/div>\r\n\r\n\r\n","protected":false},"excerpt":{"rendered":"Come with me to a dinner party at a friend\u2019s house \u2013 we study the conversation so you can understand everything that\u2019s said and improve listening comprehension. YouTube blocked? Click here to see the video. https:\/\/youtu.be\/a8VTA9G4QKgVideo can’t be loaded because JavaScript is disabled: English Conversation (https:\/\/youtu.be\/a8VTA9G4QKg) Video Transcript: You guys love Ben Franklin exercise\u00ae videos. 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