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  • It's my favorite time of year, Christmas time.

  • I love the festive feeling. I mean, look at this a Christmas tree, lights, ornaments.

  • Yes please.

  • Today we're going to celebrate the Christmas season by taking a friend's episode

  • from Christmas time and using it to learn English.

  • Actually, we're going to take this episode and take little bits from it for the next three Rachel's English videos.

  • All December we are learning English with this episode.

  • What's fun about this episode is in it Rachel quits her job.

  • So, we're also going to be seeing some words some phrases used to describe your job,

  • quitting your job looking for a new job.

  • Here's the scene we'll study today.

  • Rachel.

  • Yeah.

  • Remind me to review with you which pot is decaf, and which is regular.

  • Okay. Fine. Gunther, you know what, I am a terrible waitress.

  • Do you know why I'm a terrible waitress?

  • Because I don't care.

  • I don't care. I don't care which pot is regular and which pot is decaf. I don't care where the tray spot is.

  • I just don't care. This is not what I want to do.

  • So, I don't think I should do it anymore. I'm going to give you my weeks notice.

  • What?

  • Gunther, I quit.

  • Does this mean we're going to have to start paying for coffee?

  • And now with the analysis.

  • Rachel

  • Rachel

  • Rachel

  • Rachel, first syllable stress and the pitch goes up.

  • Ra-chel and the pitch goes up because he's trying to get her attention.

  • It's like saying Rachel do you hear me.

  • Pitch goes up Rachel

  • Rachel

  • Rachel

  • Rachel

  • yeah

  • then she does a really breathy response.

  • Yeah. Yeah.

  • Up-down shape.

  • The breathiness just sort of shows exasperation and that she's kind of over it,

  • She's kind of over this job.

  • Yeah.

  • Yeah.

  • Yeah

  • Remind me to review with you which pot is decaf, and which is regular.

  • And then this next set group is pretty long.

  • What do you hear as the most stressed syllables?

  • Remind me to review with you which pot is decaf, and which is regular.

  • Remind me to review with you which pot is decaf, and which is regular.

  • Remind me to review with you which pot is decaf, and which is regular.

  • It's longer so there are a few. I'm hearing re-mind

  • the stress syllable of that first word the verb remind me to review with you,

  • review some on that verb as well which pot is decaf and which pot is regular.

  • So, the two verbs and then the difference between coffees,

  • decaf and regular and we do have a few reductions.

  • We actually have a dropped D here in the stressed word, in the stressed syllable.

  • It's not uncommon to drop a D between two constants especially when the first one wasn't N like this.

  • So, it's remin' me, remin' me and this is a pretty common two-word phrase.

  • Remind me to do this. Remind me to call mom. Remind me to pick up the dry-cleaning.

  • Remind me... Re-mind me.

  • I diphthong N and then write into the M with no D, remin' me.

  • Remind me...

  • Remind me...

  • Remind me...

  • Now, the word to is not reduced and that's not very natural.

  • It's pronounced with the true T and the OO vowel.

  • Remind me to review with you

  • and when I was trying to think about why he would do this fully pronounced.

  • It is still unstressed, so the stress is right but by not reducing that word it sounds a little bit more formal

  • and this character is supposed to be a little bit odd

  • and so by not doing a reduction that's one way to develop that character,

  • but it is still unstressed.

  • Remind me to review, me to re... Me to re... Me to re....

  • These three syllables all flatter in pitch compared to the up-down shape

  • of the stressed syllables mind and view.

  • Remind me to review

  • Remind me to review

  • Remind me to review with you which pot is decaf, and which is regular.

  • Review with you which pot is decaf then these five words all a little bit lower in pitch.

  • Less of the up-down shape of stress.

  • Review with you which pot is decaf...

  • Review with you which pot is decaf...

  • Review with you which pot is decaf...

  • The two words pot and is are linked.

  • Which pot is... Which pot is with the flap T and that's really common when one word ends

  • in a T, a vowel or diphthong and T and the next word begins with a vowel or diphthong,

  • very common to link with a Flap T.

  • Pot is, pot is, pot is, pot is decaf.

  • ... pot is decaf

  • ...pot is decaf

  • ... pot is decaf

  • Decaf is short for decaffeinated. Decaffeinated coffee.

  • So, in the whole word de-caffeinated

  • its caf that stressed but when we shorten it for some reason the stress changes and it's de-caf

  • it's not decaf but it's de-caf so the stress changes now we have first syllable stress.

  • Also, the vowel changes it's the E vowel

  • in the word decaffeinated it's a SCHWA de-caffeinated,

  • but we can't ever have a SCHWA in a stressed syllable and so the vowel changes de-caf

  • de-caf

  • ...decaf

  • ...decaf

  • ...decaf and which is regular.

  • Decaf and which is regular. So, in the word and the D is dropped.

  • That reduction happens almost every single time you'll hear this word.

  • Sometimes the vowel reduces he doesn't, but he does drop the D in decaf, and which one is regular.

  • ...decaf and which is regular

  • ...decaf in which is regular

  • ...decaf in which is regular

  • Decaf an' which is regular.

  • Regular and his pitch does go up a little bit at the end.

  • That's not super common for statements but it does sometimes happen.

  • Here he might be doing it to soften what he's saying.

  • You know, he's basically saying

  • you messed up and I need to teach you how to do this it could also be used to say

  • in a way I can't believe that you don't know the difference why would I have to teach you this which is regular

  • ...which is regular

  • ...which is regular

  • ... which is regular

  • Okay. Fine.

  • Okay. Okay.

  • The second syllable stressed there. It's a little bit harder to hear because the audience is laughing but okay.

  • K is the one with the up-down shape, okay.

  • Okay.

  • Okay.

  • Okay. Fine.

  • Fine. Fine. A little flatter fine shows a little bit of exasperation.

  • Okay. Fine.

  • Okay. Fine.

  • Okay. Fine.

  • Okay. Fine. Gunther,

  • Gunther, Gunther

  • and it goes up in pitch first syllable stress Gun-ther.

  • She goes up in pitch because she's not done talking. She has something to say

  • and we all know it's important. So, let's hear what she has to say.

  • Gunther,

  • Gunther,

  • Gunther, you know what?

  • You know what? What's the stress there?

  • ...you know what?

  • ...you know what?

  • ...you know what?

  • You know what?

  • You know what?

  • Dah, dah, dah. Know and what are both longer and the word you is said very quickly.

  • It's actually reduced it's not you it's yu, yu, yu know what

  • and everything links together really smoothly you know what and that phrase ends with a stop T.

  • There's not a release of air.

  • ...you know what?

  • ...you know what?

  • ...you know what? I am a terrible waitress.

  • In this next sentence what are the stressed syllables?

  • I am a terrible waitress.

  • I am a terrible waitress.

  • I am a terrible waitress.

  • I am a terrible waitress.

  • So, I and terr the most stressed.

  • Am and a lower in pitch flatter everything links together smoothly.

  • I am a terr.

  • I am a terrible waitress.

  • I am a terrible waitress.

  • I am a terrible waitress.

  • Actually, I take that back I and am don't link together really there's a little lift there.

  • I am a terrible waitress and by separating those it brings a little bit more stress to it.

  • I am a terrible waitress. So, by separating it off

  • it makes it even more clear brings even more prominence to her,

  • what she is saying about herself, I am a terrible waitress.

  • I am a terrible waitress.

  • I am a terrible waitress.

  • I am a terrible waitress.

  • Imma, Imma, Imma lower in pitch flatter terrible lots of stress there.

  • There's a true T and she gives it a little bit extra air to bring even more stress.

  • Whenever we exaggerate a beginning consonant it brings more stress to that word, I am a terrible.

  • I am a terrible...

  • I am a terrible...

  • I am a terrible...

  • Terrible, three syllable word with first syllable stress.

  • ...terrible

  • ...terrible

  • ...terrible waitress.

  • Waitress, waitress,

  • two syllable word, first syllable stress.

  • Do you notice anything about the T.

  • Listen to just this word.

  • ...waitress.

  • ...waitress.

  • ...waitress.

  • It actually sounds like a CH waichress, waichress.

  • ...waitress.

  • ...waitress.

  • ...waitress.

  • Do you know why I'm a terrible waitress?

  • Okay, and in the next sentence what's our stress?

  • What are our most stressed syllables?

  • Do you know why I'm a terrible waitress?

  • Do you know why I'm a terrible waitress?

  • Do you know why I'm a terrible waitress?

  • Do you know why, lots of stress on why and again stress on terr, terrible

  • and a little bit on waitress, waitress, So, these first three words flatter in pitch;

  • less important that energy leads up to that peak and why.

  • Do you know why...

  • Do you know why...

  • Do you know why I'm a terrible waitress?

  • Do you know why I am a terrible.

  • Actually, I wrote this with a contraction, but I don't hear that as I'm, I hear that as two syllables

  • I am, I am a, I am a, I am a,

  • but they all link together really smoothly I am a, I am a. They're all unstressed, flatter in pitch.

  • Not I am a, that would be all three stressed but it's I am a, I am a, I am a

  • I am a...

  • I am a...

  • I am a terrible waitress.

  • I am a terrible and then we get a big up-down shape.

  • Lots of stress after those three flatter words with the stressed word, the adjective terrible.

  • ...terrible

  • ...terrible

  • ... terrible waitress?. Because I don't care.

  • What are our most stressed syllables in this next phrase.

  • Because I don't care.

  • Because I don't care.

  • Because I don't care.

  • Because I don't, because I don't care.

  • I and care are the most stress, but all of these words are clearly pronounced.

  • Because can be reduced it's not.

  • She actually puts a quick E vowel

  • so if you look it up in the dictionary this would be an I or maybe a SCHWA

  • but sometimes when people are being extra clear or even just out of habit

  • these little unstressed syllables that have the letter E in them

  • can be pronounced with the E vowel be, be, be, because, because.

  • Because

  • Because

  • Because

  • Because second syllable stress K,

  • UH as in butter Z cuz, cuz and there is some up-down shape to that too because, because.

  • Because

  • Because

  • Because I don't care.

  • How is the word don't pronounced?

  • I don't care.

  • I don't care.

  • I don't care.

  • I'm actually going to put an up-down shape of stress on that too.

  • I really think she's stressing each one of these words for emphasis I don't care, I don't care, I don't care.

  • All of those to me feel long and with a little bit of that up-down shape.

  • I don't care.

  • I don't care.

  • I don't care.

  • I'm hearing a really subtle stop T there. I don't care, I don't care, and that tiny lift

  • signifies the T, the stop T.

  • Okay, now we get I don't care two more times. Let's listen to the pronunciation.

  • I don't care.

  • I don't care.

  • I don't care. I don't care.

  • I don't care. I don't care.

  • There I is less stressed, and it's

  • more smoothly connected as one thought instead of each word being stressed.

  • Stress on don't and more stress on care.

  • I don't care, dah, dah, dah.

  • I don't care.

  • I don't care.

  • I don't care.

  • I don't care and again a very subtle quick lift here signifying the stop T. It's definitely not,

  • I don't care but it's I don't care, I don't care. I don't care.

  • I don't care.

  • I don't care.

  • I don't care which pot is regular.

  • I don't care which pot is regular I don't care again stress on that word.

  • I don't care which pot is re-gular and again there was that subtle lift that signifies that stop T.

  • It's not completely dropped. That would be I don' care, I don' care, don' care.

  • We do drop that T sometimes especially if the next word begins with a vowel

  • or a diphthong but when it's a consonant it's much more common

  • to make a quick stop T I don't care; I don't care which pot is regular.

  • I don't care which pot is regular.

  • I don't care which pot is regular.

  • I don't care which pot is regular and which pot is decaf.

  • I don't care which pot is pot is, pot is, pot is.

  • Do you notice just like the other character she is linking those two words with a flap T.

  • Pot is, pot is, which pot is regular and then she really stretches which doesn't she?

  • Which pot is regular and which pot is decaf.

  • ...which pot is regular and which pot is decaf.

  • ...which pot is regular and which pot is decaf.

  • ...which pot is regular and which pot is decaf.

  • Does she connect these two words with a flap T again?

  • Listen.

  • ...which pot is decaf.

  • ...which pot is decaf.

  • ...which pot is decaf.

  • Yes, she does. That's a flap T connecting pot is, pot is, pot is.

  • ...which pot is decaf.

  • ...which pot is decaf.

  • ...which pot is decaf.

  • The word and she does do a full reduction, So, she reduces the D and the vowel

  • n, n, n, n, n.

  • I say to my students it can sound like this word in said very quickly regular 'n, regular n' which.

  • ...which pot is regular and which pot is decaf.

  • ...which pot is regular and which pot is decaf.

  • ...which pot is regular and which pot is decaf.

  • You know this is the third time now that we're seeing and hearing the word pot and I want to point out

  • it's the letter O and that causes some people to round their lips and sort of shut it down

  • but it's more open.

  • It's the AH as in father vowel pot, AH, AH, pot, pot.

  • ...which pot is...

  • ...which pot is...

  • ...which pot is decaf

  • Decaf, a little bit of stress on that stressed syllable D, decaf.

  • ...decaf

  • ...decaf

  • ...decaf. I don't care where the tray spot is.

  • I don't care and another break here, I don't care.

  • She does a little lift and again there's a stop T there, I don't care.

  • Most of the stress on care.

  • I don't care.

  • I don't care.

  • I don't care where the tray spot is.

  • Where the, where the, where the, flatter lower in pitch unstressed then we have

  • tray spot is and she connects spot and is with a flap T.

  • Ending T coming after a vowel or diphthong followed by a vowel or diphthong linking that with a flap T.

  • ...where the tray spot is.

  • ...where the tray spot is.

  • ...where the tray spot is.

  • Now, what is tray spot.

  • This is not a very common phrase, common thing. I guess that what she's referencing

  • is probably something that came up earlier in the episode

  • that the tray that she's supposed to take

  • drinks out on has a particular spot and she was not putting it in its particular spot.

  • ...where the tray spot is.

  • ...where the tray spot is.

  • ...where the tray spot is.

  • Also, just like pot we have the letter O but it's the AH as in father vowel.

  • ...tray spot is.

  • ...tray spot is.

  • ...tray spot is. I just don't care. This is not what I want to do.

  • Then she says two more phrases, but she links them all together into one thought group.

  • Every word smoothly connects to the next word.

  • I just don't care. This is not what I want to do.

  • I just don't care. This is not what I want to do.

  • I just don't care. This is not what I want to do.

  • I just don't care this is not, a little bit of stress there, not what I want to do.

  • So, care and do get a lot of stress. Notice the word not. Again, the letter O it's the AH as in father vowel.

  • I just don't care. This is not what I want to do.

  • I just don't care. This is not what I want to do.

  • I just don't care. This is not what I want to do.

  • Let's look at the first part of this thought group. I just don't care,

  • dah, the pitch, the melody everything is rising. The energy rising up towards that peak of stress on care.

  • I just don't care.

  • Again, a stop T there.

  • Now, the T in just is actually totally dropped

  • and this is really common with this word and any word that ends in an SC cluster

  • or a T cluster of any kind when the next word begins with a consonant.

  • We usually drop the T,

  • very common to drop the T between consonants and just link the two words together,

  • I jus' don't, jus' don't, right from the S into the D.

  • I just don't care.

  • I just don't care.

  • I just don't care. This is not what I want to do.

  • This is lower in pitch, this is not, this is not said more quickly

  • and again they link together just like every word in this thought group.

  • This is, this is, this is not.

  • This is not...

  • This is not...

  • This is not...

  • This is not with a stop T.

  • Now, why is this a stop T?

  • Pot and spot, those words linked in with a Flap T.

  • That's because the next word began with a vowel or diphthong.

  • Here, the next word begins with a consonant sound W.

  • So, that ending T is a Stop T.

  • This is not what I want to do.

  • This is not what I want to do.

  • This is not what I want to do.

  • This is not what I want to do.

  • Listen to just the words what I want to.

  • ...what I want to...

  • ...what I want to...

  • ...what I want to...

  • Said very quickly these are unstressed, flatter in pitch, less clear.

  • What I, these two words link together with a Flap T, what I, what I.

  • Want to, that gets reduced, that gets changed to wanna what I wanna, what I wanna, what I wanna.

  • what I want to...

  • ...what I want to...

  • ...what I want to...

  • Listen to those four words together again and then there's going to be a little break.

  • Try to repeat it back so you'll hear it three times and then you try to say it

  • and try to match exactly what she's doing.

  • There's a lot of simplification you might want to pronounce more than she is, try not to, just repeat.

  • ...what I want to...

  • ...what I want to ...

  • ...what I want to do.

  • And then all of that links into the next word, the stressed word do

  • with that longer length and that up-down shape.

  • ...do

  • ...do.

  • ...do. So, I don't think I should do it anymore.

  • Okay. In this next sentence what do you hear as the peak of stress for the whole sentence.

  • So, I don't think I should do it anymore.

  • So, I don't think I should do it anymore.

  • So, I don't think I should do it anymore.

  • So, I don't, little bit of stress there.

  • So, I don't but then even more stress on. So, I don't think I should do it anymore.

  • Definitely the peak of stress is do and all of the words lead up to that

  • and then all of the words after that kind of fall away from that peak of energy,

  • that peak of volume, that peak of stress.

  • So, I don't think I should do it anymore.

  • So, I don't think I should do it anymore.

  • So, I don't think I should do it anymore.

  • So, I don't think, so I don't think up. Again, I would write that as a really light quick Stop T.

  • So, and I said really quickly.

  • Not that clear. I don't think I hear an O diphthong in so.

  • So, I don't think...

  • So, I don't think...

  • So, I don't think...

  • It's more just like sou, sou, sou I don't, sou I don't, sou I don't.

  • I guess I would right that as the SCHWA so, so, so I don't, so I don't, so I don't

  • linking together really smoothly, really quickly.

  • So, I don't think...

  • So, I don't think...

  • So, I don't think...

  • These first two words unstressed then we have think I should.

  • Let's listen to just those three words.

  • ...think I should...

  • ...think I should...

  • ...think I should...

  • Think I should, think I should, think I should, think I should.

  • A little bit more length on think.

  • Think I should, think I should, think I should linking together really smoothly.

  • The word should is like just an SH and a SCHWA.

  • The next word begins with the D and so these really combine, wouldn't make the D twice.

  • Single D sound and it really goes with the stressed feeling.

  • So, you could almost just think of the D in should as being dropped should do, should do, should do.

  • ...think I should do it anymore.

  • ...think I should do it anymore.

  • ...think I should do it anymore.

  • Should do it anymore.

  • What do you think we're going to hear with this T when we study it.

  • It's the end of a word.

  • The sound before is a vowel and the next word begins with a vowel.

  • I should do it anymore.

  • I should do it anymore.

  • I should do it anymore.

  • Do it anymore.

  • Did you guess the Flap T? You were right. it any, it any, dah, dah, dah, dah, dah.

  • The tongue just flaps against the roof of the mouth.

  • So, we have a lot of stress on do, some stress on don't, some stress on think

  • and then the other words are said really quickly.

  • We have some reductions. This contrast is really important in American English.

  • It's one of the characteristics that makes it sound American.

  • ...do it anymore.

  • ...do it anymore.

  • ...do it anymore.

  • I'm going to give you my week's notice.

  • Okay. In this next sentence what are the most stressed words?

  • I'm going to give you my week's notice.

  • I'm going to give you my week's notice.

  • 'm going to give you my week's notice.

  • I'm going to give you my week's notice.

  • So, basically she's saying she quits, and she'll work one more week.

  • I'm going to give you my week's notice.

  • I'm going to give you my week's notice.

  • I'm going to give you my week's notice.

  • Okay, before the first stressed word give what do we have?

  • I'm going to...

  • I'm going to...

  • I'm going to...

  • I am going to become muh, muh.

  • I actually did another video on this about how extreme this reduction is.

  • We lose the I, we lose the G,

  • so this did become this is common to be reduced to gonna,

  • going to becomes gonna but sometimes when the contraction I am comes before

  • we actually replace the beginning G with the M so it's just monna, monna, monna, monna, monna.

  • I'm going to...

  • I'm going to...

  • I'm going to give you my week's notice.

  • I'm going to give, I'm going to give, I'm going to give.

  • I am going to, those are five syllables and they get reduced to two, monna, monna, monna.

  • I'm going to give...

  • I'm going to give...

  • I'm going to give...

  • I would write that in IPA with the M consonant,

  • UH as in butter and then the end in the SCHWA, monna, monna, monna, monna give.

  • I'm going to give you...

  • I'm going to give you...

  • I'm going to give you my week's notice.

  • I'm going to give you my.

  • You and my lower in pitch, unstressed and then week's notice, stress on weeks and notice

  • falls off in pitch from that, week's notice.

  • I'm going to give you my week's notice.

  • I'm going to give you my week's notice.

  • I'm going to give you my week's notice.

  • The T in notice is a Flap T because it comes between two vowels

  • and it does not start a stressed syllable.

  • ...week's notice.

  • ...week's notice.

  • ...week's notice.

  • What?

  • Okay. So, I've just listened to him saying this about a thousand times

  • to try to determine if I thought I heard a little escape of air before the W, what.

  • I think I do hear a really, really light one.

  • That's not very common anymore, it's something my mom does, and my friend said her mom does it.

  • We love our moms. They're in their seventies and it's not really that current to speak that way anymore.

  • So, by making that little escape of air

  • is again making him just a little bit different like when he didn't reduce to before

  • and is maybe part of his character.

  • Maybe this guy in actual conversational English

  • would be making just a pure W sound what, what but instead it's what, what, AH, AH

  • and the vowel is closer to the AH as in father vowel

  • whereas I think it's more common to make it the UH as in butter vowel.

  • Both are acceptable pronunciations, but the difference is what versus what, UH, UH, what.

  • What?

  • What?

  • What?

  • And he does a little light release of a True T.

  • Again, not the most common way to pronounce that T.

  • It would be more common to make that a stop what, what.

  • What?

  • What?

  • What?

  • Gunther, I quit

  • Okay what is our stress of this sentence?

  • Gunther, I quit.

  • Gunther, I quit.

  • Gunther, I quit.

  • Gunther, I quit.

  • Gun, the stressed syllable of his name Gunther, I quit and then the verb.

  • So, the two middle syllables less stressed, lower in pitch

  • Gun-ther, I quit.

  • Gunther, I quit.

  • Gunther, I quit.

  • Gunther, I quit.

  • And she does do a True T release here

  • making that word even more clear, making it an even stronger statement.

  • Gunther, I quit.

  • Gunther, I quit.

  • Gunther, I quit.

  • Does this mean we're going to have to start paying for coffee?

  • Okay. Then Chandler with his asides, so funny.

  • What's the stress here?

  • It's under his breath, it's a little bit less clear

  • but we can still hear the contrast between stressed and unstressed.

  • Does this mean we're going to have to start paying for coffee?

  • Does this mean we're going to have to start paying for coffee?

  • Does this mean we're going to have to start paying for coffee?

  • Does this mean, a little bit of stress on mean.

  • Does this mean we're going to have to start pay-ing for coffee?

  • Mean, pay and co.

  • We have some reductions. Let's look at the first two words does this.

  • Does this...

  • Does this...

  • Does this...

  • So, the word does would be written in IPA fully pronounced D, UH as in butter, Z

  • and the word this voiced TH as in sit and S.

  • Does this but what he did here is something that you'll hear in conversational English.

  • Does this mean, does this mean.

  • We drop the first sounds of does we take the Z and we replace the TH,

  • zis, zis, zis, zis mean, zis mean, zis mean smoothly linked together.

  • Does this mean?

  • Does this mean?

  • Does this mean we're going to have to start paying for coffee?

  • We're going to have to start.

  • We're going to have to start

  • then we have a bunch of words that are lower in pitch, unstressed compared to pay, we're going to.

  • Going to is reduced, gonna, gonna have to start, gonna have to start.

  • Going to have to start.

  • Going to have to start.

  • Going to have to start.

  • have to, have to, have to, have to.

  • So, this is being pronounced HAHF.

  • The V sound gets turned to an F because of the next sound being a True T.

  • When these two words go together that happens a lot.

  • True T but then SCHWA-

  • have to, have to, have to, have to.

  • We're going to have to start, we're going to have to start.

  • ...we're going to have to start...

  • ...we're going to have to start...

  • ...we're going to have to start...

  • And then stress on pay, we're going to have to start pay-ing.

  • ...we're going to have to start paying...

  • ...we're going to have to start paying...

  • ...we're going to have to start paying for coffee?

  • Paying for coffee and then we have one final reduction.

  • The word for pronounced fer, such a common reduction, fer, fer, paying fer coffee.

  • ...paying for coffee?

  • ...paying for coffee?

  • ...paying for coffee?

  • And it goes up in pitch because it's a yes/no question

  • even though he's not expecting an answer. It's just a joke.

  • ...paying for coffee?

  • ...paying for coffee?

  • ...paying for coffee?

  • Rachel quits her job. Let's listen to this whole conversation one more time.

  • Rachel.

  • Yeah.

  • Remind me to review with you which pot is decaf, and which is regular.

  • Okay. Fine. Gunther, you know what, I am a terrible waitress.

  • Do you know why I'm a terrible waitress?

  • Because I don't care. I don't care. I don't care which pot is regular and which pot is decaf.

  • I don't care where the tray spot is. I just don't care. This is not what I want to do.

  • So, I don't think I should do it anymore.

  • I'm going to give you my week's notice.

  • What?

  • Gunther, I quit.

  • Does this mean we're going to have to start paying for coffee?

  • If you love Learning English with TV we do have a whole playlist for that, check it out

  • and if you love this kind of full pronunciation analysis I do a lot of it in my Academy.

  • My Academy is where I help students train and really reach their accent, their pronunciation goals.

  • It's Rachel's English Academy.

  • There's a -day money-back guarantee so don't be afraid to try it.

  • Also, don't forget to subscribe to my YouTube channel. I make a new video every Tuesday.

  • That's it guys and thanks so much for using Rachel's English.

It's my favorite time of year, Christmas time.

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Learn English | Learning English with FRIENDS! | English Lesson—FRIENDS Christmas episode | Part 1

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    Summer 發佈於 2020 年 10 月 20 日
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