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  • In the US, summer is for sun, sand, and blockbuster movies.

  • And this summer, we're going to use those movies to learn English and study how to sound American.

  • Every video this summer is going to be a study English with movies video.

  • We'll pull scenes from the summer's hottest movies as well as favorite movies from years past.

  • It's amazing what we can discover by studying even a small bit of English dialogue.

  • We'll study how to understand movies, what makes Americans sound American, and of course,

  • any interesting vocabulary, phrasal `verbs, or idioms that come up in the scenes we study.

  • I call this kind of exercise a Ben Franklin exercise.

  • First, we'll watch the scene. Then, we'll do an in-depth analysis of what we hear together.

  • This is going to be so much fun. Be sure to tell your friends and spread the word that all summer long,

  • every Tuesday, we're studying English with movies here at Rachel's English.

  • If you're new to my channel, click subscribe and don't forget the notification button.

  • Let's get started. First, the scene.

  • We need it to say, "Hello".

  • You're not hearing me.

  • It's not going to say-- Fix it.

  • Fix it? Yeah.

  • Ha. Ha. Ha.

  • In forty minutes? Fix it.

  • I can't.

  • Who's the person who can?

  • I'm the person who can, and I can't.

  • How bad are you saying?

  • It's pretty bad.

  • I don't know what that means.

  • It means the demo is more than likely going to crash.

  • You have to keep your voices down. Joel Pforzheimer is sitting out in the house.

  • Now the analysis.

  • We need it to say, "Hello".

  • What are our stressed words here? Our anchors in this sentence?

  • We need it to say, "Hello".

  • We need it to say, "Hello".

  • We need it to say, "Hello".

  • We need it to say, "Hello".

  • Need, say, our two verbs, and then the word 'hello'. We, it, and to, all a little bit lower in pitch, flatter,

  • it's the valleys compared to the mountains in this smoothly curved line of intonation.

  • We need it to say, "Hello".

  • We need it to say, "Hello".

  • We need it to say, "Hello".

  • Need it, the D comes between two vowels here, it's a flap linking those two words together.

  • And then we have an ending T and a beginning T. How's that pronounced?

  • Need it to-- need it to-- need it to--

  • Those two words link together with a single true T and as so often happens, the vowel in the word 'to'

  • reduces to the schwa, te, te.

  • We need it to say--

  • We need it to say--

  • We need it to say--

  • We need it to, we need it to. How does he pronounce the word 'hello'?

  • We need it to say, "Hello".

  • We need it to say, "Hello".

  • We need it to say, "Hello".

  • Hello , hello, really clearly, a schwa, an UH kind of sound rather than an EH kind of sound.

  • It can be pronounced either way, it is the unstressed syllable. He-he-hello or huh-huh-hello.

  • He does huh-huh-hello. Hello. Hello. So you have your choice there but when you're imitating him,

  • and try to do it the way he does it with the schwa, and don't forget this ends in an OH diphthong.

  • I find my students sometimes cut this off: hello oh-oh. Oh-oh-oh. A little bit more lip rounding.

  • "Hello".

  • You're not hearing me.

  • You're not hearing me. You're not hearing me. 'You're' and 'here', more stressed there.

  • Now 'you are', 'you're', or 'your' often gets reduced. It's said very quickly and it's pronounced: yer yer yer.

  • Flat in pitch. Now, he's not doing it flat in pitch. He's making it stressed but he's also sort of using

  • the reduced vowel. It's more like just the Y in the R sound, isn't it? So since it is stressed,

  • I would write that with the UR as in bird vowel. You're, you're not hearing me. How is the T pronounced?

  • You're not hearing me.

  • You're not hearing me.

  • You're not hearing me.

  • It's a stop T because the next word begins with a consonant. You're not hearing me.

  • Whoa! Different day, different outfit, important announcement.

  • Did you know that with this video, I made a free audio lesson that you can download?

  • In fact, I'm doing this for each one of the youtube videos I'm making this summer.

  • All 11 of the Learn English with Movies videos!

  • So follow this link or find the link in the video description to get your free downloadable audio lesson.

  • It's where you're going to train all of the things that you've learned about pronunciation in this video.

  • Back to the lesson.

  • You're not hearing me.

  • You're not hearing me.

  • You're not hearing me.

  • >> It's not going to say-- >> Fix it.

  • It's not going to say--

  • Now often we reduce 'going to' to 'gonna' he doesn't here, he stresses 'going', this is not what is going to

  • happen in the future, it's not-- 'It's' and 'not' lead up in pitch to that stressed syllable 'go', it's not going to say.

  • It's not going to say--

  • It's not going to say--

  • It's not going to say--

  • And again, we have a stop T in 'not' because the next word begins with a consonant.

  • The word 'to' is pronounced here as a flap T rather than a true T. Going to, going to, going to, going to, going to say.

  • So native speakers do this pretty frequently when the sound before is voiced and really frequently

  • when the sound before was a vowel or diphthong. Here, it's not a vowel or diphthong, it's the NG sound,

  • but that's a voiced consonant, and so he is making that more of a D sound or a flap T. It's not going to say--

  • It's not going to say--

  • It's not going to say--

  • >> It's not going to say-- >> Fix it.

  • And then Steve Jobs, the character playing Steve Jobs, cuts him off. Fix it.

  • Hey guys popping in for a quick minute here. I'm waiting on the subway on a sweltering summer afternoon

  • here in Philly, and you know what my new favorite thing to do is while waiting? Audiobooks.

  • Audible is sponsoring this video. Thank you, Audible!

  • They actually have a lot of audiobooks on English for non-native speakers.

  • This July, Amazon Prime members get audible for four ninety-five a month for the first three months.

  • That's like getting three months for the price of one! After that, it's only $14.95 a month.

  • Go to audible.com/rachelsenglish or text rachelsenglish to 500 500 if you live in the US to get started.

  • This offer ends July 31st 2019. This month, I recommend you try easy American idioms.

  • If you find you don't like it, you can exchange it for free.

  • Also be sure to check out Audible Originals, their exclusive audiobooks on all sorts of topics that you

  • can't find anywhere else. Once you sign up and get easy American idioms,

  • choose one of the idioms you learned in the audio book, and put it in the comments below.

  • Once again, to try it out, go to audible.com/rachelsenglish or

  • text rachelsenglish to 500 500 if you live in the US. Now, let's get back to that analysis.

  • It's not going to say--

  • It's not going to say--

  • It's not going to say-- Fix it.

  • And then Steve Jobs, the character playing Steve Jobs, cuts him off. Fix it.

  • A two-word thought group, fix it, stress on the first syllable and the word 'it' just follows down in pitch,

  • following the line, the curve down from fix. Fix it. And a stop T.

  • Now, this time, it's a stop T because it's at the end of a thought group, and native speakers often do that.

  • Almost always, a T is a stop T when it's followed by a consonant, a word that begins the consonant,

  • when the T is not part of a cluster. But it's also very often a stop T at the end of a thought group. Fix it.

  • Fix it.

  • Fix it.

  • Fix it.

  • Notice Mr. Jobs holds on to the F consonant. Ffff. Puts more energy in it.

  • By exaggerating the beginning sound or holding on to the beginning sound of a word,

  • it makes the stress even more stressed. It's even more intense. Fix it.

  • Fix it.

  • Fix it.

  • Fix it.

  • Now, the letter X can be pronounced two different ways. It's either the KS cluster, unvoiced,

  • or the GZ cluster, voiced. How is it pronounced?

  • Fix it.

  • Fix it.

  • Fix it.

  • KS. In the word 'fix', it is the KS cluster, and that S sound links right into the IH vowel, very smooth. Fix it.

  • Fix it.

  • Fix it.

  • Fix it.

  • Now, we're getting a lot of energy in the voice. These two men do not see eye to eye on what's happening,

  • and Steve Jobs is used to having his way. The other character is feeling a little bit desperate,

  • I think, and his pitch is getting higher.

  • You're not hearing me.

  • It's not going to say-- Fix it.

  • You're not hearing me.

  • It's not going to say-- Fix it.

  • You're not hearing me.

  • It's not going to say-- Fix it.

  • You're not hearing me. You're not hearing me. It's not going to say-- Uuuhhh--

  • All of that is a higher pitch than just normal conversational English.

  • And I think this happens often in other languages as well when people are in a heated discussion,

  • a discussion with a lot of emotion, that the pitch can creep up and up.

  • So think about that and try to imitate that when you're working with the audio that goes with this lesson.

  • You're not hearing me.

  • It's not going to say-- Fix it.

  • You're not hearing me.

  • It's not going to say-- Fix it.

  • You're not hearing me.

  • It's not going to say-- Fix it.

  • Fix it? Yeah.

  • Fix it? Fix it? Okay, his F isn't as strong, he's not stressing it as much. Now he's going: fix it?

  • The intonation is different. Steve Jobs made it a statement. He was demanding it.

  • This guy is asking it as a question. You want me to fix it?

  • Fix it?

  • Fix it?

  • Fix it?

  • So two-word thought group. Totally different shape here. The one was a command the other is a questioning

  • of that command. Still a stop T. Still links together smoothly. Fix it?

  • Fix it?

  • Fix it?

  • Fix it? Yeah.

  • Yeah. Yeah. Yeah.

  • Little up-down shape, a single word in a thought group, shape of stress. Yeah.

  • Yeah.

  • Yeah.

  • Yeah.

  • I love it. He is so casually throwing this out there. Yeah, I want you to fix it. He's not understanding what

  • would go into fixing it, and that fixing it is impossible. He is not accepting that as the outcome.

  • Yeah.

  • Yeah.

  • Yeah.

  • Ha. Ha. Ha. In forty minutes?

  • Okay. So then the character has this great laugh. Ha. Ha. Ha.

  • Ha. Ha. Ha. In forty minutes?

  • Ha. Ha. Ha. In forty minutes?

  • Ha. Ha. Ha. In forty minutes?

  • In forty minutes? He can't believe it. He has an incredulous tone. It's not gonna happen.

  • In 40 minutes? For-- minutes? And then the pitch goes up at the end because again, it's a question.

  • He's saying: you want me to fix it in 40 minutes? I noticed the word 'in' which is unstressed,

  • was said really quickly and I didn't really hear the N. In forty? In forty? Do you hear it?

  • In forty minutes?

  • In forty minutes?

  • In forty minutes?

  • Not very clear. The T in 'forty' is a flap T, it does follow the rules that comes after an R

  • and before a vowel or diphthong. So we usually make that a flap T. Forty. Forty minutes?

  • In forty minutes?

  • In forty minutes?

  • In forty minutes? Fix it.

  • Fix it. Okay, we're giving another command. The intonation goes down. Fix it. At the end.

  • That is a statement. And again, a stop T.

  • Fix it. Fix it.

  • Fix it. I can't.

  • I can't.

  • I can't. Stress on the word 'can't' and he does release this into a true T.

  • If you've been watching many of my Ben Franklin analysis videos, then you know that

  • in the N apostrophe T contraction, we often don't release that into a true T. But here, he does. Very clear. I can't.

  • He is stressing that word. It is not possible.

  • I can't.

  • I can't.

  • I can't.

  • Who's the person who can?

  • What's the stress of Steve Jobs' next line?

  • Who's the person who can?

  • Who's the person who can?

  • Who's the person who can?

  • Who's the person who can? Who's, per--, can, more stressed. 'The' and 'who' less stressed,

  • lower in pitch, but still smoothly connected into the line. Who's the person who can?

  • Who's the person who can?

  • Who's the person who can?

  • Who's the person who can?

  • Can fix it. So if he had said: who's the person who can fix it? Then maybe he would have reduced 'can' but it's...

  • 'Fix' and 'it' are not in the sentence here, they're implied, but 'can' is the only verb and so the vowel is not reduced.

  • It remains the AA as in bat vowel. Can. When that's followed by N, we add an extra sound, sort of

  • like the schwa, the UH as in butter vowel, before the N. It's the back of the tongue relaxing. Can. Can.

  • Who's the person who can?

  • Who's the person who can?

  • Who's the person who can?

  • I'm the person who can.

  • I'm the person who can.

  • They're doing a lot of talking over each other, aren't they? One person is not finishing before the next person starts.

  • And how does he stress this sentence?

  • I'm the person who can.

  • I'm the person who can.

  • I'm the person who can.

  • I'm the person who can. 'I'm' is often not stressed but here, it's the important part of the sentence.

  • I'm the person who can.

  • I'm the person who can.