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Pronunciation with Emma
Connected Speech in English Pronunciation (COMPLETE MASTER CLASS)
Connected Speech in English Pronunciation (COMPLETE MASTER CLASS)
Pronunciation with Emma
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1:49:43 · Dec 13, 2024
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Pronunciation scoring isn't supported on this browser — you can still record and listen back.
so
that
first
rule
I
want
to
mention
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0:00
so that first rule I want to mention
0:03
is the linking with Y
0:05
so basically when we get a word that ends in what I like to
0:08
call a smiley vowel
0:11
and the next word starts with any other vowel sound
0:14
we link them together with a Y
0:16
so for example the
0:18
Apple the Apple the
0:22
Apple the Apple I insert
0:25
a y sound in there to link them together
0:28
the second rule is with w
0:30
this time instead of having a smiley vowel
0:32
we're going to have a rounded
0:34
vowel such as oo
0:36
ow so my mouth is in this kind of oo
0:39
rounded shape if a word ends with a rounded vowel and the next word
0:43
starts with any other vowel sound doesn't matter what
0:46
we're going to link it with a W
0:48
for example two wapples
0:51
two wapples two apples
0:56
two apples we link it with a W in the middle
1:00
the third and final rule is when we link with a r
1:02
so if a word ends with what I like to call the in between
1:06
vowels and starts with any of the vowel sound then we link with a
1:09
r what do I mean by an in between vowel
1:12
Emma I basically mean that your mouth is a lot more relaxed
1:16
it's not Smiley like e
1:19
and it's not rounded like ooh
1:21
it's a little bit more relaxed
1:22
they're kind of in between
1:24
let's say so these tend to be dip thongs with schwas
1:27
or schwar itself such as ear
1:31
or it tends to be ones like O
1:34
A so you see what I mean
1:36
my mouth is not e and my mouth is not ooh
1:39
it's a little bit more relaxed
1:41
so for example Car
1:43
Alarm car are Car
1:48
Alarm car alarm so here
1:51
if I say these words in isolation
1:53
that R becomes silent
1:56
but if I join them together we link them together with a r so
2:00
Car Alarm I do have a lot more information
2:02
about this kind of linking
2:04
in other videos such as my R
2:06
video I talk about
2:09
um oh I forgot what they're called
2:12
linking art and intrusive
2:13
art that's it I talk about linking art and intrusive
2:16
art and the difference between these two how we use them in sentences
2:19
and connected speech so if you're interested in that I've got more details about
2:23
that in another video I will link that in the description
2:26
too so now that we've done that recap of the three rules
2:30
when it comes to vowel vowel linking
2:32
let's have a look at the text itself
2:34
so as I said part one of the video and part two of the
2:37
video will include the same text
2:40
but in the first one I'm just going to talk about vowel vowel linking
2:43
part two we'll be talking about other types of linking
2:46
those are consonant consant linking and consonant
2:49
vowel linking so the way that I'm going to do this analysis
2:52
is sentence by sentence
2:54
right so let's focus on the first
2:56
sentence let's make a cake
2:59
let's make a cake take well here we have no vowel vow linking
3:02
right so let's move on to the next sentence
3:05
we need two EGS
3:07
two WS so here we need to make sure that we're linking
3:11
with a W cuz we have two
3:13
o rounded sound two
3:17
that's terrible o but anyway
3:20
two WS two EGS
3:22
we need two eggs
3:25
or maybe three eggs
3:28
three eggs for this
3:30
recipe we need two eggs or maybe three eggs for this recipe
3:34
so you can hear how those two link
3:36
we've got three which ends with an E Smiley bowel
3:41
e next one here let me make that dot clearer
3:45
never mind you understand what I
3:47
mean now we need some
3:50
flouring sugar we need some flowering
3:53
sugar flower and sugar
3:56
here we're going to link these two with a r
3:59
we need some flour and sugar
4:01
flour ends in aw
4:05
okay depends on the accent
4:07
some accents do pronounced the r
4:08
here I'm focusing on RP
4:10
modern RP where the r isn't pronounced it's silent
4:14
but here because we've got a vowel coming after
4:16
we're going to join them together with a r
4:19
flower and sugar okay
4:22
let's lay out lay
4:26
out here we've got a dip thong
4:28
a let's lay out
4:32
all the ingredients the
4:36
ingredients so here we've got an e
4:39
and then we've got a y linking it together
4:42
so in this little sentence
4:44
here okay let's lay out all the
4:48
ingredients so we can see
4:51
everything same sound as the
4:54
see everything okay let's lay out all
4:59
the ingredients so we can see
5:02
everything oh I almost
5:05
forgot we need to
5:08
to wad actually let me move that down there that kind of books me
5:12
that it's down that it's up there
5:15
toad so here I was meant to be a u an oo
5:20
sound so here we've got two w
5:24
to add we need to add some butter
5:27
we need to add some butter
5:29
right we're ready to start
5:31
here we've got no Val Val
5:33
connection first we need to put the butter
5:36
and sugar butter and sugar
5:39
here we're going to link butter
5:40
and butterin butter and sugar
5:45
so here we're going to link it with a r
5:47
the same with flower
5:51
butter run butter first we need to put the butter and sugar
5:57
in the bowl so
6:00
next sentence then we at the eggs
6:04
the eggs here we have
6:07
whoops we don't have a
6:08
line we have the
6:12
the eggs then we add the eggs
6:16
then we add the
6:17
eggs after it after
6:21
it so after ends with a schw
6:24
after it's all mixed
6:27
together after it's all mixed together
6:30
we put the flower
6:31
in flower in flower
6:35
in after it's all mixed together we put the flow
6:39
in mix it all
6:42
before rading before ring
6:46
so before we have this o
6:48
vowel before ring the mixture
6:55
to to a baking
6:57
tin mix it all before
7:01
adding the mixture to a baking
7:03
tin put it in the oven
7:07
the yoven that's meant to be an e
7:13
the yoven for around
7:16
fur around so here I'm using the weak form of th
7:20
I'm not saying for
7:21
around but F even if we use the strong
7:26
or it would still link with a r okay okay cuz it's one of
7:30
those in between vowels that I mentioned
7:32
so here we're just going to use the weak form with awah
7:35
f f round fur
7:39
round going to link with a
7:41
r 30 to 40
7:43
minutes until golden brown
7:47
insert a skewer so a skewer is kind of like a wooden stick that
7:51
you use for barbecues
7:53
and things like that
7:54
so insert a skewer
7:57
into skewer ends with awah
8:00
here the sound skew
8:05
it's going to link with a r
8:06
insert a skewer into the cake to check it's
8:11
cooked when it's ready
8:13
let it cool for a bit
8:15
for a bit exactly the same situation
8:19
we have up here with f
8:21
around for a bit the same thing happens
8:25
so let it cool for a bit
8:27
5 minutes should be
8:29
enough be enough be
8:32
enough we're going to link it with another y
8:35
be enough when it's ready let it cool for a bit
8:40
5 minutes should enough
8:43
now it's time to eat so
8:45
now ow is a dip thong
8:48
now W with a W
8:52
to weat with a were
8:55
now it's time to eat
8:58
now it's time time to eat
9:00
so let's read this all together just in case I've missed any if I
9:04
have missed any do let me know in the comments it's not a serious
9:07
problem or anything like that but it's always good to know if I do
9:09
miss any um I'll read it all the way through
9:13
so let's make a cake
9:16
we need two eggs
9:18
or maybe three eggs for this
9:21
recipe we need two
9:23
eggs or maybe three
9:26
eggs for this recipe
9:29
now we need some flour
9:31
and sugar now we need some
9:34
flour and sugar one question I get asked a lot is about
9:40
this connection with W
9:43
okay I'm going to talk about that in another lesson I'm not going to
9:46
talk about it here but W
9:48
is not considered a vowel sound
9:50
according to the IPA
9:52
chart the British femic
9:53
chart here now does end with a vowel
9:57
it ends with a dip thong actually
9:58
but we W ww
10:01
in we is not considered a vowel so I'm just mentioning that cuz a
10:05
lot of my private students mention that and they think oh there's a connection
10:09
there there something I want to talk about in another lesson but here technically
10:12
it's not vow vowel linking
10:14
technically it's vow constant linking that we're doing here right
10:18
so something else so
10:20
that's just that I wanted to clarify
10:22
that before I have people asking me in the comments
10:25
so now we need some flour
10:28
and okay let's lay out all the ingredients
10:32
so we can see
10:34
everything okay let's lay out
10:38
all the ingredients so we can see
10:44
everything oh I almost
10:47
forgot we need to add some
10:50
butter we need to
10:52
add some butter right
10:55
we're ready to start
10:57
first we need to put the butter and sugar
11:00
in the bowl first we need to put the butter
11:05
and sugar in the bowl
11:07
here actually I missed one
11:11
sugarin another schah that's why we went through we needed to
11:16
check first we need to put the butter
11:19
and sugar in the bowl
11:21
first we need to put the butter and sugar in the
11:24
bowl mix them together
11:27
then we add the
11:30
then we add the
11:32
eggs after it's all mixed together
11:35
we put the flour
11:36
in after it's all mixed
11:40
together we put the flour
11:43
in mix it all before adding the mixture to a baking
11:48
tin mix it all
11:50
before ring the mixture
11:53
to were baking tin
11:56
put it in the oven for around 30 to 40 minutes until golden
12:01
brown put it in the oven
12:05
for around 30 to 40
12:09
minutes until golden brown
12:13
insert a skewer into the cake to check it's
12:17
cooked insert a skewer
12:20
into the cake to check it's
12:24
cooked when it's ready let it cool for a bit
12:28
when it's ready let it cool
12:31
for a bit 5 minutes should be
12:35
enough 5 minutes should be
12:39
enough now it's time to
12:42
eat now it's time to
12:45
eat and that's that
12:47
and that's it for this analysis
12:49
I hope you enjo let's start with consonant vowel linking
12:52
basically whenever you get a word that ends with a consonant
12:55
sound and the next word starts with a vowel sound
12:58
you just move that consonant
13:00
over to the start of the next word
13:02
easy peasy for example
13:04
I need it I
13:06
need it it I need it so that du from need
13:12
moves over to the start of the next word
13:15
and creates it I need it if you say slowly
13:18
it sounds a bit weird because it sounds like I need
13:21
it or I need
13:23
it and people may think what's D
13:25
so you've got to say quite quickly
13:27
I need it I needed
13:30
now when it comes to consonant consonant linking it can get a little bit
13:33
more complicated but in this video I'm going to try and keep it as
13:36
simple as possible the thing that I'm going to focus on is when two
13:40
consonant sounds are very similar
13:43
in position in the mouth
13:44
so for example if you have two
13:48
similar sounds such as two alviola
13:50
sounds then you may join them together
13:53
and essentially you don't pronounce the first one you hold it and then you
13:57
release it on the next sound
13:59
for example I need
14:01
them I need them
14:04
I need them so here instead of saying I need
14:07
them I need them and I'm releasing that du
14:11
because du andth are pronounced in quite similar positions in the mouth I can
14:15
just go straight to that th
14:17
and hold that du
14:19
I need them I need them
14:22
Cas is where the sound is the same at the end and at the
14:25
beginning of the word
14:27
basically you just continue
14:28
that sound for example
14:30
this scene this scene
14:34
this scene this scene
14:38
so you notice I don't
14:39
separate the words I just keep the sound going it becomes almost like one
14:43
word you just join them together
14:46
this scene so those are the main points that I want to talk about
14:50
when it comes to connecting
14:51
consonants together so as a little recap
14:53
if they are pronounced in a similar part of the mouth such as they're
14:57
both pronounced at the front or they're both pronounce with the lips
15:00
you're going to see cases of that like for example some
15:03
butter some butter I don't say some
15:07
butter and I release the M but I hold it and I just release
15:10
it with the B some butter
15:12
you're going to see that in this analysis
15:14
or if they are the same sound we just keep the sound going
15:17
that's basically it as I did say there are other cases
15:21
of connected speech when it comes to constant constant linking
15:25
you will see that when I do this analysis
15:27
cuz I'm actually filming this intro
15:29
after doing the analysis
15:31
that I do come across
15:33
where the consonant sound changes
15:35
at the end of words
15:37
and I really I tried to explain it in the video
15:40
but Midway I was thinking this is a huge mistake I'm going to confuse
15:44
a lot of people
15:45
I do have a video planned where I want to talk about
15:48
when a consonant sound completely
15:51
changes and it is essentially influenced
15:54
by the consonant starting the next word
15:57
please don't get to confused by it I will
16:00
create another video to clarify it and make it loads loads loads more clearer
16:05
hopefully than I do in the video
16:06
but anyway that's that
16:09
let's just get started with the analysis
16:12
enjoy clap clapping with
16:14
sinking that wasn't right
16:17
okay now let's have a look at the text together and do an analysis
16:20
so remember I'm only going to focus on consonant
16:23
consonant and consonant linking
16:25
consonant vowel linking in this analysis
16:28
if you're you're looking for vowel vowel linking
16:30
I talk about that in part one so I will leave a video to
16:34
that in the description
16:35
anyway let's have a look at this text together so
16:38
if you've already watched part one this text will be very familiar to you
16:41
like it is the same text I've not changed anything
16:44
I'm just analyzing from a different perspective
16:47
so here let's start with the first
16:49
sentence let's make a cake
16:52
let's make a make a cake
16:55
let's make a cake we're going to take that c
16:58
here and we're going to move it to the beginning of the next word
17:02
so let's make a cake
17:04
let's make a cake
17:05
we need two eggs
17:07
we need two eggs
17:09
this duh here I'm basically going to hold it and I'm just going to
17:12
release it as a t
17:14
so we need to
17:17
we need to not we need
17:20
to you could say like that that's okay but as we're analyzing connected
17:25
speech it makes sense to talk about this so we need
17:28
two eggs we need two eggs
17:31
or maybe three eggs for this recipe
17:33
there's no other consonant consonant or consonant vowel linking
17:36
there now we need some flour and sugar
17:39
now we need some flour and sugar
17:41
here this is something I mentioned in part one and I didn't really address
17:45
it I just said this is something that happens
17:47
but I didn't explain
17:49
what happened really so
17:52
now is the uh dip thong sound that we have there so now
17:56
we now we what I'm doing here is I'm joining them together
18:01
so now we now
18:05
we now we need some flour and sugar
18:08
now we need some flour and
18:09
sugar now we need
18:12
some so here need
18:15
some I'm not releasing
18:16
that du I'm holding
18:18
it and then I'm moving straight to the S
18:21
need some need some
18:24
now we need some flour and sugar
18:27
now this isn't a feature of connected speech but it is a feature of
18:30
Rapid speech I'm going to remove this little dirt over here
18:35
now um I'm not really going to explain
18:38
so like in so much detail why in this video because I do have
18:41
another video that talks all about
18:44
why we remove the T and du at the end of words and when
18:47
we do that and what happens
18:49
Etc so I'm not going to go into too much detail about that if
18:53
you're watching in the future
18:54
and that video has already come out I will link it down in the
18:58
description but if not you're going to have to wait sorry
19:01
so now we need
19:03
some flour and sugar
19:05
flour and sugar okay
19:07
let's lay out the ingredients
19:09
so these two come together as well cuz they're pronounced in a similar part
19:13
of the mouth we're using the alveola
19:15
area the alviola ridge
19:17
so let's lay out
19:20
let's let's lay out
19:22
so here as well lay out
19:25
all ingredients lay out
19:27
all ingredients I'm moving the T
19:30
over to the next word because it starts with a vowel
19:33
all the ingredients these two are pronounced in very
19:37
very similar positions in the mouth
19:40
so I'm going to hold that dark l so that is a dark L
19:43
up here that's the symbol
19:45
I have a video all about the light and dark L
19:48
which you can take a look at I'll also put that in the description
19:50
too my description is going to be full
19:52
of links to videos
19:54
but I guess that's good
19:55
means that they're all coming together nicely
19:58
so let's lay out
20:00
all the ingredients all
20:03
the ingredients not all
20:05
the all the ingredients
20:08
my tongue stays up
20:10
and then it just goes straight to the voiced
20:12
th again I have a video about that I'll link that down below as
20:15
well so ingredients so
20:19
ingredients so these two are
20:22
the same sound S and S
20:25
they're going to come together
20:26
we're not going to break them and separate them we're going to keep them
20:29
together like a happy little couple
20:32
and uh pronounce it almost like one word so it becomes like
20:37
so okay let's lay out
20:41
all the so so we can see
20:47
can see here I'm going to hold that n in position
20:51
and I'm just going to slide my tongue straight into a s
20:53
so it sounds like
20:58
I don't release that n
21:00
and then move on to the next word so it's not like we can
21:03
see we can see
21:06
we can see we can see
21:09
everything oh I almost
21:11
forgot I almost forgot
21:14
I'm going to remove that t
21:16
not going to explain
21:17
why I'm going to keep you in suspense
21:21
for another video but there is a video coming all about removing T and
21:25
du at the end of words
21:26
so I'm going to completely remove that
21:29
oh I almost forgot
21:31
we need to add so here
21:34
these two because they're pronouncing
21:35
similar parts of the mouth
21:37
we're going to hold that du and we're just going to release it
21:40
as a T exactly the same up here need
21:43
to need to need to
21:46
okay so we need to add
21:49
we need to add
21:51
to add some these are going to come together
21:54
we need to add some
21:57
we need hold it we need
22:00
to add some add
22:02
some add some add
22:06
some we need to
22:08
add some butter these two are going to come together as well we've got
22:13
m and b they're both pronounced with the lips
22:16
so we're going to keep the mouth closed and then just release it as
22:19
a b some but
22:22
some butter we need
22:25
to add some butter
22:27
right we're ready to start
22:29
I don't think anything happens here
22:31
nope okay that's good
22:33
if I do miss out any connecting
22:36
here I mean not relating to vow vow connecting but if I miss out
22:39
any other connecting in here then do forgive me cuz there is a lot
22:43
of connecting in this text that I've
22:45
put together like I've actually done this text
22:48
so I should know where all the linking is but sometimes I just forget
22:51
because there's so much
22:52
so do feel free to ask questions in the comments
22:55
and point out if I missed any
22:57
so anyway next sentence
22:59
first we need first
23:01
we need we're going to cut that t again
23:04
first we need T we're going to put those together need
23:08
to need to need to
23:11
put the put the
23:13
put the so not put
23:15
the put the first we need
23:19
to put the butter
23:21
in remove that du
23:23
butter and sugar in the
23:26
in the in the
23:28
so you notice what I'm doing all the time when we have these sounds
23:31
that are quite similar to each other
23:33
that first one tends to be held and then we just release it as
23:36
the next sound this doesn't always
23:39
happen of course there will probably be a case where it doesn't happen here
23:42
but it's a very simple way to explain
23:46
what's happening here so hold that first sound and then just release
23:50
it as uh the next sound in the next word
23:53
so first we need to
23:55
put the butter and sugar
23:58
in the okay ball
24:01
mix them together mix
24:03
them together you could even say that those
24:07
those two comes here mix
24:09
them them I would say they kind of join
24:12
mix them mix them because I'm not really
24:16
moving my tongue when I do the S
24:19
so this is like a combination
24:21
this sound them mix
24:25
them mix them I feel though this one is more of like a palatal
24:30
s rather than an alviola
24:31
S mix I feel that one's more palatal
24:35
I feel I'm not really connecting
24:37
those as much because I'm pronouncing this S as something more palatal
24:41
rather than um alviola
24:45
so I will leave that one for now but I will leave that there
24:47
as like a little
24:49
explanation then we add
24:51
the add the those two come together add
24:54
the add the add the eggs
24:57
add the eggs after
25:00
it all it all
25:03
that's going to move over here it's
25:05
all all it all
25:08
mixed together another combination
25:10
there of D mixed
25:12
together mixed together we put the
25:16
put the put the
25:19
flower in mix it all before adding
25:23
the mixture to a baking
25:26
tin I don't think I've got any other linking
25:28
there mixit I of course the vowel
25:32
over here so mixit
25:38
mix that's also going to link as well
25:43
mix I didn't even have that link in my notes there's another
25:47
cheeky hidden link there so mix it all before adding the mixture
25:52
to a baking tin
25:54
no other linking there
25:55
so put it we're going to move that over here put it in
25:59
that's also going to move
26:01
over here put it
26:03
in the put it in the
26:06
these two are going to link together because they're similar positions in the mouth
26:10
in the in the
26:13
put it in the oven
26:16
put it in the oven
26:17
so all these consonants
26:19
are going to move to the beginning of the next word
26:22
and then we've got in the in the
26:25
put it in the oven
26:27
put it in the oven
26:28
for around 30 so here 30
26:32
starts with a th starts with a voiceless
26:35
th around around 30
26:40
around 30 I don't release the D I hold it and I just pronounced
26:45
the th 30 to 40
26:49
minutes until golden brown
26:52
golden brown um this kind of linking
26:55
here I want to talk about it in another video should I talk about
26:59
it now yeah okay I will talk about it now just
27:04
cuz I feel like I've left you in a lot of suspense
27:06
already with some topics
27:08
so golden brown golden
27:10
brown what happens here you will see that I'm actually changing
27:14
this sound here to a m
27:16
right golden brown golden
27:19
brown this happens with three different sounds
27:23
with t d and
27:25
n I should know it's right here
27:28
and what happens is
27:30
when the next word starts with any other consonant
27:33
sound it doesn't matter which one
27:35
the sound changes so that it's similar
27:40
to what the next word starts
27:42
with so for example
27:44
here we've got n
27:47
okay that's one of our
27:48
three sounds that can change at the end of words
27:51
Brown so Brown we have a b
27:54
sound BBB another sound that's similar to B
27:58
so another baval sound
28:00
is and M of course
28:05
so here what I'm going to do is I'm going to take this
28:10
n and I'm going to change it so that it's similar
28:14
sounding to this B
28:16
here now because N is a nasal
28:19
I like I'm going to lose you here I'm going to confuse you I'm
28:21
sorry I will talk about it in more detail in
28:24
in another video right
28:26
okay but here this n
28:30
because it's nasal we're going to change it
28:34
to this okay B and P are not nasal
28:38
sounds n is nasal
28:40
m is nasal m is similar to B
28:44
it is in the collection
28:45
of one of the three sounds that we can change
28:49
if it's at the end of a word and the next word starts with
28:51
another consonant sound so I'm going to change the N
28:56
to a m a really hope I didn't lose you there with that explanation
29:01
I will talk about it in loads more detail
29:04
in another video just pronounce it as a m for now if you didn't
29:08
understand or not it doesn't really matter so much but that's the explanation
29:12
of that I'll talk about it in more detail on the future
29:15
in another video I think it deserves its
29:18
video so here put the
29:21
uh what's it yes so
29:23
put it in the oven for around
29:26
30 to 40 minutes until till golden
29:28
brown golden brown golden
29:32
brown inser inser we're going to move that t to the beginning of the
29:38
next word ins to skewer
29:41
into the cake into the cake to check
29:45
it to check it
29:47
to check it cooked
29:50
when it's ready we're going to move that n
29:53
over whenit nits whenit
29:57
when it's ready ready
29:58
let it cool we're going to move that over to the next word so
30:02
let it cool let
30:04
it cool for a bit
30:07
cool for a bit no other Link in there
30:10
uh five minutes notice here I'm not breaking
30:16
these minutes should minutes
30:19
should I join them
30:22
together nice little sound effect there so minutes
30:27
should those together because they're pronounced in similar parts of the mouth
30:31
so minutes should be enough
30:34
should be enough should
30:36
be that becomes like a m
30:38
sound again for the same reason
30:40
up here we're changing
30:42
that sound I will talk about it in another
30:45
video in more detail
30:46
please don't worry about it or be too confused
30:49
about it take it as a
30:51
introduction um and preparation
30:53
for that video when it comes out
30:55
so should be should be in enough
30:59
now it's time to eat
31:01
now it's time to eat I don't think there's any other linking
31:04
there it's time no no I got it in my notes that these two
31:08
link it's time it's
31:10
time cuz uh they're pronouncing similar positions in the mouth they're both alviola
31:15
sounds so I think I managed to get
31:19
all of the things I wanted to talk about
31:22
again if I have missed any other points of linking in here then I'm
31:25
sorry do let me know in the comments and I can clarify
31:28
yep that's something I missed out or no
31:31
that's that's nothing to do with this video whatever
31:35
do let me know forgive me
31:37
so let's go through this together I'll read it normally
31:40
and I'll kind of say it like I did in part one a bit
31:43
slower then you can hear that connected speech happening
31:46
let's make a cake
31:48
let's make a cake
31:52
we need two eggs
31:54
we need two eggs
31:57
or maybe three eggs for this
31:59
recipe now we need some flour and
32:02
sugar now we need
32:05
some flour and sugar
32:08
okay let's lay out all
32:11
the ingredients so we can see
32:15
everything okay let's lay
32:18
out all the ingredients
32:22
so we can see
32:24
everything woo lot of linking in that sentence
32:28
especially when you start to include the
32:31
linking okay let's lay out all the ingredients
32:34
so we can see
32:36
everything oh I almost
32:38
forgot I almost forgot
32:43
we need to add some butter
32:45
we need to add
32:47
some butter right we're ready to
32:51
start first we need to put the butter and sugar
32:55
in the bowl so here I I think I accidentally separated
32:59
them but first we need to put the butter and sugar in the bowl
33:02
there we go that sounded a lot more natural
33:05
I went into like a very teacher room mode then and I don't know
33:07
what happened my brain switched
33:09
so first we need
33:11
to put the butter
33:14
and sugar in bowl
33:17
mix them together mix them
33:20
together I'm still debating
33:22
about whether this it's too palatal
33:25
it's too palatal at that s for for it to
33:28
link mix them mix
33:30
them mix them I'm debating that one let me know in the comments what
33:33
you think about that one
33:35
let's going be the controversial
33:36
one in this video
33:38
so mix together then we add the eggs
33:42
then we add the eggs
33:44
then we add the
33:46
eggs after it's all mixed
33:48
together we put the flour in
33:50
after it's all mixed
33:53
together we put the flower
33:56
INX mix it all before adding the mixture to a baking
34:00
tin mix it all
34:03
before adding the mixture
34:05
to a baking tin
34:09
put it in the oven for around 30 to 40 minutes until golden
34:13
brown put it in the oven
34:17
for around 30 to 40
34:21
minutes until golden brown
34:26
insert a skewer into the the cake to check it's
34:29
cooked insert a skewer
34:33
into the cake to check
34:36
it's cooked when it's ready
34:39
let it cool for a
34:41
bit when it's ready
34:44
let it cool for a
34:47
bit 5 minutes should be enough
34:50
5 minutes should be
34:54
enough now it's time to eat
34:57
now now it's time
34:59
to eat I think that's it I think I managed to get all of
35:03
my linking as I said if I forgot any let me know in the
35:06
comments and uh yes I will reply to them and let you know whether
35:11
I did miss them or not
35:13
so that's when it comes to consonant vowel connected speech
35:16
it's really simple basically
35:18
when a word ends in a consonant
35:20
sound and the next word starts with a vowel sound
35:24
we move that consonant
35:26
over to the beginning
35:27
of the next word
35:28
for example an napple
35:32
an napple so instead of saying
35:35
an apple an apple
35:38
I shift that n
35:40
over to the start of the next word
35:42
so it sounds like napple
35:44
napple an napple an apple
35:48
another example I love
35:51
oranges I love oranges
35:55
V oranges I love
35:57
oranges so you see how that the in love
36:00
moves over to the beginning of the next word
36:03
I love oranges here are some more examples for you feel free to listen
36:08
and repeat I finish
36:10
work at eight I finish
36:15
work Tate work work
36:20
Tate so you see how these link together and that consonant
36:24
shifts over to the beginning of the next word
36:27
I fin finish work at eight
36:29
I finished work at eight
36:31
another example I ate it all
36:35
I at it all
36:38
I ate it all
36:40
I ate it all
36:42
I ate it all
36:43
another example I went on a
36:47
plane I went on
36:49
a plane I went
36:53
on a plane I went on a plane
36:57
now this one's a bit trickier cuz now we've got three points where we're
37:00
going to connect them
37:02
I went 11 I went
37:07
out 11 I went
37:12
out 11 I went out at 11
37:17
and that's it for this video and that is the linking
37:19
R this means that when
37:22
we have a r so we have an r
37:25
at the end of a word
37:26
and the next word
37:27
starts with a vowel sound
37:29
we can link them together with a r
37:31
sound for example in car
37:35
alarm car on its own
37:38
I wouldn't pronounce the r normally
37:40
okay some accents may
37:42
I personally don't Car
37:44
Alarm however in Rapid speech
37:47
this would come together and we would use the linking
37:49
R Car Alarm Car
37:54
Alarm car alarm now the Third thir and final rule
37:58
is when we do actually pronounce it
38:01
and we pronounce the r when we have
38:03
an r and then we have a vowel coming after it
38:07
for example in the word
38:12
hairy notice the position
38:15
getting that peanut butter
38:16
taking that pouty hairy
38:23
hairy another is foreign
38:28
foreign foreign and the last one here
38:32
horror horror hor so notice
38:37
that I pronounced the one in the middle I pronounced those two RS in
38:40
the middle because they are between vowels
38:43
but I don't pronounce that final one because it's at the end
38:46
now this video wouldn't be complete without some sentences
38:49
for us to practice
38:50
so what I've got here are a mixture
38:52
of sentences where we pronounce the r
38:55
and where the r is silent
38:57
before you ask in the comments
38:59
even though I say that the r is silent in some of these words
39:03
you can still pronounce it it doesn't matter and as I said there are
39:06
many accents across the UK where they do pronounce the R
39:10
so don't worry too much about it
39:12
Roy has a car
39:18
Roy has a red
39:24
car Roy has a red car
39:29
where were you on
39:33
Thursday where were you
39:37
on Thursday where were you on
39:46
Thursday the program starts at
39:52
3: the program starts
39:57
at three the program starts at
40:04
3 it's far away
40:09
it's far away it's far
40:16
away so in this example
40:18
I am using the linking
40:20
R normally we would say
40:23
far but here because away
40:25
starts with a vowel
40:26
we're going to link it with a r
40:28
it's far away it's far away
40:32
and that's it for this video I hope you've enjoyed it and you've learned
40:34
something we're going to talk about what a simulation
40:36
is in this video
40:38
and four different cases
40:39
where we do use a similation
40:41
using this sound here
40:43
the Y sound so
40:46
yes let's get started
40:49
and there's an ambulance
40:50
of course so assimilation
40:53
is when you get two sounds
40:54
and one of them changes
40:56
to make it easier
40:57
to pronounce the next sound
40:59
so what sometimes happens is just one sound may change
41:02
or both sounds may change
41:04
that's a similation in a nutshell
41:07
you can hear assimilation
41:08
happen within a word
41:10
or in between words in sentences
41:12
today we're going to be looking at the latter
41:15
so we're just going to be looking at sentences
41:17
I think I'll leave the word one for another video
41:20
I must also say that it's not crucial for you to use assimilation
41:23
when you're speaking but it is important for your listening skills because it is
41:27
used quite a lot
41:29
so don't worry about trying to use it in your own speech
41:32
just be aware of it for your own listening
41:35
comprehension so the first case that I want to talk about is this one
41:39
here with du and
41:41
Y so what can happen when we get du and Y together is they
41:45
combine and they create a j
41:48
sound so here's an example
41:51
did you go did you go
41:54
so I could say
41:56
did you go that's okay
41:58
but you may hear some speakers saying
42:00
did you did you
42:03
did you go did you go
42:05
another example is would you like to
42:08
start would you would you
42:12
would you like to start
42:13
you can say would you
42:15
would you like to start
42:17
that's okay but some speakers
42:19
may say would you
42:21
would you like to start
42:22
the second case is instead of du
42:25
we're going to change it to a T
42:27
so whenever you get a t
42:29
y combination you may
42:31
get a sound in there
42:34
for example can't you do it
42:37
can't you do it
42:40
can't you do it
42:41
so notice instead of saying can't
42:43
you can't you do it
42:45
I combine them to create a CH
42:48
can't you can't you do it
42:50
can't you do it
42:52
another example that dress doesn't suit
42:55
you suit you suit you
42:59
so I could say suit
43:00
you that dress doesn't suit you
43:03
or that dress doesn't suit you
43:05
that dress doesn't suit you
43:07
the third case is with S
43:09
Plus y this time we're going to get a sh
43:13
sound for example the boss makes you work a lot
43:18
the boss Makes You
43:20
Makes You The Boss makes you work a lot
43:24
again you could say the boss makes you
43:27
that's okay but some speakers
43:29
may say make sure
43:31
make sure the boss makes you work a lot
43:34
another example is this
43:37
yours is this yours
43:40
is this yours so instead of
43:43
is this yours is this yours
43:46
is this yours and the last one is with Z instead of s
43:51
so if we get this combination
43:52
of z and y
43:54
together we may get a z
43:56
sound for example please use this
44:01
please use this please use this
44:04
now this one here you can again say please
44:08
use that is fine
44:10
though you may hear some speakers
44:12
saying please use please use this
44:15
please use this and the last
44:17
example as usual the meeting went
44:20
well as usual as
44:23
usual the meeting went well
44:26
again you could say as usual
44:29
as as usual that's not
44:31
right you could say
44:33
as usual as usual
44:36
but in Rapid speech you may hear some speaker saying
44:39
as usual as usual
44:42
as usual the meeting went well
44:45
and that's that so let's do a little bit of listening
44:48
and repeating practice CU I know you guys really like it
44:51
so I'm just going to repeat the phrases that we've talked about in this
44:54
video feel free to listen
44:56
and repeat did you
44:59
go did you go
45:04
did you go would you like to
45:10
start would you like to
45:15
start would you like to
45:18
start can't you do
45:23
it can't you do it
45:28
can't you do it
45:31
that dress doesn't suit
45:35
you that dress doesn't
45:38
suit you that dress doesn't suit
45:45
you the boss makes you work a
45:50
lot the boss makes you work a lot
45:57
the boss makes you work a
45:58
lot is this youres
46:02
is this youres is this
46:08
youres please use this
46:14
please use this please use
46:20
this as usual the meeting went well
46:27
as usual the meeting went
46:32
well as usual the meeting went
46:36
well and that's that quite okay so let's start firstly with what is assimilation
46:42
in very very simple terms
46:44
assimilation is when one sound
46:47
changes so that it's easier to connect or it's easier to pronounce
46:51
the sound that's after it quite often what happens with a similation
46:55
is it's the first sound that Chang changes
46:57
I'll give you an example
46:59
let's take the sentence
47:00
is that clear notice that I'm not saying
47:03
is that clear is
47:06
that clear I'm not really pronouncing
47:09
that t listen to how I pronounce it quickly
47:12
is that clear is that
47:15
clear so notice I'm changing
47:17
that t into more of a C
47:19
Sound I'm pronouncing it back here
47:22
this is a similation
47:24
so we're changing that t sound to make it easier to to transition
47:27
to the C the next question
47:29
when is a similation
47:30
used assimilation is used mostly in Rapid speech
47:34
so if we take our example
47:36
is that clear I can say it quite clearly
47:40
ironically I can pronounce the letters
47:43
clearly when I say it slowly
47:45
however if I try to say it quickly
47:48
is that clear is that clear
47:50
or even quicker is that clear what I said
47:53
it's really quite tricky to do so to make it easier to to transition
47:57
and easy to pronounce
47:59
we can change some of the sounds
48:01
is that clear and the last question
48:03
why do we use a simulation
48:05
well as I've already said
48:07
in theory it should make it easier to transition
48:10
between sounds have you ever found that when you're speak in English
48:13
you realize that you're getting a bit tongue tied
48:16
and you're thinking how is it that these words are so hard to pronounce
48:20
I listen to native speakers
48:22
and they're just pronouncing
48:23
these words with no problems
48:25
like with zero effort
48:28
well it's because you're probably trying to pronounce
48:31
all of the sounds
48:32
you're trying to enunciate
48:34
every single sound so that when you're speaking
48:36
at a quicker speed
48:39
it's actually quite difficult to do that there are little tricks that native speakers
48:43
use such as removing
48:44
sounds in consonant clusters
48:46
removing sounds at the end of words to make it easier
48:49
and changing the sounds
48:51
which is assimilation that's what we're looking at today
48:54
so if you find that you're getting quite tongue
48:57
when you're trying to speak in English quickly
48:59
this lesson is great for you it's going to help you so much
49:02
now let's have a look at
49:04
how and why these sounds change
49:07
we're just going to look at t
49:09
d n or t d and n for the letters today so think about
49:14
that example we looked at earlier
49:16
is that clear we know that in Rapid speech
49:19
this is going to change to
49:21
is that clear is that
49:24
clear we change that T at the end to a C
49:28
Sound because the next word starts with a C now essentially what we're doing
49:33
is we're just changing
49:34
the position in this
49:36
case is that clear
49:39
we're just pronouncing it here we're changing
49:40
the position of the tongue
49:42
so that we anticipate
49:44
the following sound that c in clear
49:46
take a look at this one
49:48
I bought a new
49:50
handbag hbag notice I'm not saying
49:54
handbag I bought a new
49:57
hbag so we're cutting that D we'll talk about why we're doing that later
50:01
but we're cutting that D
50:03
we change that position from
50:05
n to M and then we get something more like an
50:09
M hamag hambur here's another one
50:14
what's your song called
50:16
what's your now we've got some assimilation
50:19
there we're not going to focus on that today
50:21
but just know that that can change as well
50:24
what sure what your
50:26
instead of what's your it's quite hard to say
50:30
what's your what's your song
50:32
called now notice I'm not saying
50:35
what's your sun sun
50:39
called that's hard to say
50:41
s called is that same
50:44
that you get in words like
50:46
sing thing and so on so now we're changing
50:50
that in Sun to
50:54
because the next word starts with a C
50:56
so we change the position of
50:58
n so it's like the following
51:01
sound so it's like that c
51:03
and then it becomes
51:04
an sound so we're not changing the type of voicing
51:08
here notice that when we have a t at the end we're not changing
51:12
it to a du we're not changing the voicing
51:14
in any way we're only changing
51:16
the position so if you take a nasal
51:19
sound like in Sun
51:22
this is a nasal
51:23
it's coming through the nose
51:25
we're still keeping the nas out ity but we're just changing
51:28
the position so don't think oh my goodness there are endless
51:32
possibilities with this one
51:33
it's really not that complicated
51:35
don't worry all we're doing is just changing
51:38
the position of the tongue
51:39
or the lips that's it
51:41
the voicing and nasality
51:43
does not change have a little slip of my
51:48
coffee you know what this is a Christmas mug can you see that
51:52
might be a bit too bright I've had this Christmas mug for a while
51:55
quite a few years actually
51:56
and um I use it even though it's not Christmas
52:00
let's have a practice
52:01
together I'm going to put a sentence on the screen
52:03
I'd like you to repeat after me and have a think about
52:07
which sounds change I know that
52:12
person I know that
52:18
person so notice that
52:20
that person we're changing
52:23
that that final T in that
52:25
to more of a say p sound
52:28
that person that person
52:31
we're linking them together
52:33
you come you should
52:38
come so notice we're changing that du at the end of should
52:43
instead of saying you should
52:44
come you should come
52:47
we're changing that position of du
52:49
which is at the front of the mouth
52:51
du du to that c
52:53
change a du to the position of a c what do we get
52:57
g g so we're keeping that voice in
53:00
you should come so it sounds kind of like a g we're not releasing
53:04
it as a g we're not saying you should
53:07
come but you should
53:09
come hold it then release it on the C sound on that second sound
53:15
10% of agree 10%
53:20
of people agree so again notice
53:25
not 10% that's quite hard to say
53:29
10% change that n
53:31
to the position of a p
53:33
if we change n to the position of a p what sound do we
53:36
get M 10% and remember
53:42
hold it and then release it on the second
53:44
sound 10% I love going to art
53:54
galleries I love going to art
53:59
galleries now is this a Gallery of Art
54:02
or a Gallery of
54:05
Art so we're changing
54:07
that t in art
54:08
art galleries art galleries
54:12
think about galleries it starts with that g we're going to change the T
54:16
to the position of a g
54:18
and what does that give us
54:20
C our galleries we hold it release it on the G
54:25
our galleries is watch out for this one we've got two
54:29
in here this could be done
54:34
better this could be done
54:38
better so the could be we're going to change that du
54:43
into the position of a b
54:44
so what does that give us
54:46
could be could be the same with
54:51
d change that n
54:53
into the position of a
54:55
b what do we yet
54:57
M Dum better Dum better
55:01
so said quickly we've got
55:02
this could be dum better
55:04
here's our final sentence
55:06
then go away then
55:10
go away say that n
55:15
then go then change that n into the position of a g like we
55:21
having go what do we
55:24
get then go then go
55:27
notice as well what's also Happening Here
55:30
go away Emma I hear that you're adding another sound in there
55:35
what's happening so this is another way of connecting
55:38
speech in English here we've looked at assimilation
55:42
and changing sounds but sometimes what can happen in English is we can
55:46
add sounds M now this tends to happen mostly with vowel sounds so please
55:52
don't worry and I have a full video all about it so so go
55:56
and check that out if you want to know more about vowel vowel connected
56:00
speech if you've watched this far I'd like you to
56:03
tell me if you use Christmas mugs
56:06
and if you do do you use Christmas mugs
56:08
outside of Christmas like I do let me know in the comments
56:12
now usually I teach three rules
56:14
when I talk about vow vow connected
56:16
speech but in this lesson I'm going to teach you four
56:20
and I will explain why later
56:21
so let's start firstly
56:23
with what is vowel vowel connected speech and
56:26
why does it happen
56:27
in English when a word ends with a vowel and then the next word
56:31
starts with a vowel
56:32
we connect the two words
56:34
together by inserting another sound
56:37
we do this because it makes it easier to transition
56:40
from one sound to the other sound
56:43
now let's start with rule number one
56:45
listen carefully to this sentence
56:47
and tell me what sound I'm using to connect
56:50
the two together they are
56:54
late they are late
56:57
I'm inserting a y
56:58
sound there so they are
57:02
late becomes they are late
57:05
they are late the reason for this is because the first word ends
57:10
with a smiley sound
57:12
so your mouth is kind of smiling
57:14
as you do they
57:18
they are they are
57:20
here are some examples
57:23
did you see it
57:25
did you see it
57:28
see it we add a y there because we have
57:32
see see it did you see it
57:36
today is Friday today
57:40
is today today is Friday
57:45
now for rule number two
57:47
I'm going to say another sentence
57:49
and I'd like you to think about the sound
57:51
that I use to connect
57:52
the two together I need
57:56
to eat I need to
57:58
eat to wheat this time I'm connecting
58:03
them with a W
58:04
sound to wheat this time we're adding a w
58:09
sound in between the words
58:10
because the first vowel
58:12
is a rounded ooh
58:14
vowel so anytime your mouth is really round
58:18
and really close like ooh
58:20
ow O this kind of shape
58:24
we link it to the next vowel with a W
58:27
here are some more
58:29
examples I need to open
58:31
it I need to
58:35
it I need to open it
58:37
it's too early it's
58:40
too early it's too early
58:44
now for rule number three
58:46
we know that with rule number one we link with a Y sound
58:50
because our mouth is Smiley
58:52
with the first vowel
58:53
we know with rule number two
58:55
we link with W because our mouth is really round and small
58:59
like this but rule number three has what I like to call
59:03
in between vowels so think about it like this your mouth isn't Smiley
59:08
and your mouth isn't round like this
59:11
it's in between for
59:13
example Emma and John
59:17
we're going to say this as
59:19
emmer John notice what sound I'm
59:23
adding emmer John I'm linking
59:27
that in between vowel
59:29
the schah at the end of Emma
59:31
with a r sound
59:33
Emma and John let's practice with some
59:37
examples I love watching Laurin
59:40
order lur so notice in order
59:45
the two RS are actually silent
59:48
but we connect l
59:50
n with that R
59:52
the linking R because the sound
59:54
o it isn't ooh it's not really small and round
59:58
and it's not e
59:59
it's not Smiley it's in between
60:02
Lauren da I love watching Law and Order
60:07
Law and Order by the way is a really popular TV series
60:10
so if you like kind of legal dramas
60:13
and things then you might be interested in this
60:15
here's another sentence I love pizzza and
60:19
chips pizzer Ren chips
60:23
I love pizzer chips
60:25
please be mindful here that we are thinking of
60:27
sound and not spelling
60:30
for example if you see a word like law
60:33
or Draw you may think ah well it ends with the letter W
60:37
therefore we link it with a W
60:39
but actually if you think about the vowel sound
60:43
draw law it's not ooh
60:46
it's not e it's in between
60:49
so with these words
60:50
we actually link it with a r
60:52
so in a sentence
60:54
I draw every day
60:56
sounds like I draw
60:57
every day and Law
61:00
and Order sounds like Law and Order
61:03
and finally we have rule number four
61:06
this rule links very closely to rule number three
61:09
and usually when I teach these rules I just put rules three and four
61:13
together but in this lesson
61:15
I've separated them because I want to teach you about the intrusive
61:19
R and the linking
61:21
R so rule number three looked at the intrusive
61:24
R now we're going to look at the linking
61:27
R now in most British English
61:29
accents words that end with an r
61:32
or r e have a silent
61:35
R so we don't pronounce
61:37
the r at the end
61:38
for example Cent father
61:44
far I don't say
61:46
doctor Center father Farm
61:50
sounds a lot more American
61:51
when I pronounce the r
61:53
in most British English accents
61:55
we don't pronounce it it's just either awah
61:58
or it's a long vowel sound
62:00
however when the next word starts with a vowel sound
62:04
we actually pronounce that final R
62:06
so instead of saying
62:08
the doctor is here
62:10
we say the doctor is here
62:13
the doctor is here
62:14
the center of the city
62:17
the center of the city
62:19
my father is old
62:22
my father is old
62:24
I live far away
62:26
I live far away
62:28
so all of these are examples
62:30
of the linking R
62:32
so right now maybe you're thinking
62:34
but Emma if rule number three and Rule Number Four
62:38
both link with a r
62:40
sound then what's the difference
62:42
between the intrusive R
62:44
and the linking R
62:45
why do they have two different names
62:48
so yes the linking R and intrusive
62:50
R both use the r
62:52
sound to connect the two sounds
62:55
together but the only difference is that the intrusive
62:58
R is used to talk about Words
63:00
which do not end
63:01
with an r or r e
63:03
for example Pizza Pizza doesn't end with a r or an R
63:09
but when we say it in a sentence
63:11
we say pizza Ren
63:13
chips it's like intruding
63:15
is that R sound it's sneaking
63:17
in there while the linking R is used to talk about Words
63:22
which do contain the letter r
63:24
or r for example
63:27
far far away now we're just simply pronouncing
63:32
that R because we're linking it to the next vowel sound
63:36
while reading I'd like you to think about the sounds that we use to
63:39
connect the words together
63:41
then afterwards in the analysis
63:43
you can check your answers
63:44
remember you can download the free pdf
63:47
version of the story
63:48
if you'd like to make notes as we go along
63:51
a trip to London
63:53
one sunny day in Oxford
63:55
and em and John decided to go on a day trip to London
63:59
they wanted to eat lots of tasty food
64:02
and see all the amazing
64:04
sights come on let's go John said
64:08
putting his things into his bag
64:10
I'm ready Emma replied
64:13
they set off and made their way to the train station
64:16
which wasn't too far away from their home
64:19
luckily they arrived just in time to catch their train
64:23
after a few hours
64:24
they arrived in the the center of London
64:27
they started by visiting
64:29
the Tower of London
64:30
and walking around the area
64:32
John wanted to take a picture of Big Ben
64:35
so Emer and John walked down the river towards
64:38
it after seeing some of the amazing
64:40
sites around London they decided to eat something inside a cute little
64:45
restaurant Emma ordered some pizza and chips
64:48
while John ordered some spaghetti
64:50
and bread rolls after eating
64:52
they decided to see a few more of the sites before before heading back
64:56
home while on the train heading back to Oxford
65:00
Emma and John looked at the amazing
65:02
photographs they had taken that day
65:04
they agreed to visit London
65:06
again soon now we're going to analyze
65:09
this story together and I will explain the rules
65:11
as I go along
65:12
so let's start with the first sentence
65:14
we have one sunny
65:16
day year knoxford we're going to link this with a Y
65:20
sound so the symbol we're using
65:22
is this it's the same y
65:25
as in yes y
65:28
y y sunny day in
65:31
Oxford emmer John emmer
65:35
and John we're going to link these with a r
65:38
emmer and John decided to go
65:41
one go it's very round
65:44
there go one a day trip to London
65:47
they wanted to weat
65:50
very round to eat
65:52
lots of tasty I is a fly lots of tasty food
65:55
and see y see
65:58
y the amazing now I'm really exaggerating
66:03
here but naturally it would sound like
66:05
they wanted to eat lots of tasty food
66:08
and see all the amazing
66:09
SES so you notice that Y sound
66:12
there we're basically saying it at the start of the next
66:16
word so day yinin
66:21
go one to eat
66:24
see you the amazing
66:27
add that linking sound to the beginning
66:30
of the next word
66:31
next we have come on let's go John said
66:36
putting his things into
66:37
his bag now you may be thinking
66:40
HH Emma I've got you here because there's a h
66:43
and that's not a vowel
66:44
no it's not a vowel
66:46
but with this particular
66:48
word here what we can do is we can weaken it when we're speaking
66:52
quickly so instead of saying into
66:55
his bag and making it very strong
66:58
we weaken this and just say
67:00
is into his bag
67:04
into his bag putting his things into his bag
67:08
because we've REM we have removed
67:11
that H sound we're then just left with the vowel
67:15
so we connect the two vowels
67:17
together into his bag
67:19
then we have they set off and made their way to the train station
67:23
which wasn't too far
67:26
away so here is just a linking
67:28
R if we go back up here with em
67:31
John this is the intrusive
67:33
R why is this the intrusive
67:35
R because M isn't spelled
67:38
with an R down here though
67:41
far away we do have the letter R
67:45
so this is the linking R
67:47
pronounced the same way we're still link with a r
67:50
but we're following slightly different rules here
67:53
so we say wasn't too far
67:55
far away far away from their home
67:58
then we have they
68:00
arrived luckily they arrived
68:03
just in time they arrived
68:06
just in time after
68:09
a few hours so few
68:13
o o o we got that oo very round sound few
68:16
hours and here you might be thinking again Emma but there's an H here
68:20
why why are we linking
68:22
with a W again we need to think of sound here we're not looking
68:27
at the spelling so here
68:30
ours actually starts with ow
68:32
ow it's a vowel sound
68:34
this is silent I'm say this is H of course it's an H
68:39
but it's silent it's a silent letter
68:42
so after a few
68:44
hours after a few
68:47
hours they arrived in the center
68:49
of we're just using that linking R
68:52
Center of center of London
68:55
they started by visiting
68:57
the Tower of London
68:59
Tower of London around
69:02
the yeara and walking around the area
69:06
so at that r
69:07
at the end here Tower
69:09
R walking around the area
69:12
the area John wanted to take a picture
69:16
of picture of Big Ben
69:20
so em and John
69:22
walk down the river towards
69:24
it here we've got the linking R
69:27
just spat on my
69:28
laptop we've got the linking R because we actually have
69:32
we have we have the letter R
69:34
here it's the intrusive
69:36
R because there's no R in the spelling
69:38
yeah it's just Emma
69:40
it's just awah em
69:42
John after seeing some of the
69:45
amazing The Amazing sites around London
69:49
they decided to eat
69:50
to eat something inside a cute little
69:56
Ed intrusive R because we have the schah
69:59
here so relaxed in between
70:01
kind of sound Ed
70:04
this one here is actually silent
70:06
yeah and it's just one vowel
70:08
ored this is also
70:10
silent Ed some Pizer
70:16
pizzer chips notice as well it's not related to this lesson
70:20
but notice I'm not saying pizza and
70:22
chips I'm not saying the D I can cut it yeah
70:25
pizza and chips and here
70:29
spaghetti e e was smiling
70:31
spaghetti and bread rolls
70:34
here we can remove this again
70:35
spaghetti and bread rolls
70:38
after eating after eating
70:41
they decided to see a few
70:43
more of see a few
70:46
more of the sights
70:48
before heading back home
70:50
while on the train heading back to
70:52
wford to walk walkford
70:56
Mar and John looked at the
70:58
amazing photographs they so here again we're doing what we did before
71:04
we're not saying they had taken that day where it's all stress stress stress
71:09
strong strong strong okay we're using the weak form
71:12
here so had is the strong form
71:17
but with the schah
71:18
looks like the same letter but that's a d and that's aw
71:25
autographs they had taken
71:27
that day because we now remove this H
71:30
and we just have
71:32
have the vow sound there so we link the two vowels
71:35
together they had they had taken
71:37
that day then our final sentence
71:40
they they agreed they agreed to visit London
71:44
again soon so as I mentioned
71:46
before a little trick is to add that linking sound to the beginning
71:50
of the next word
71:52
so day ye Oxford
71:56
emmer go one we're adding those linking sounds to the start
72:01
of the next word and this makes it sound
72:04
much more natural so let's now read through one more
72:08
time a trip to London
72:11
one sunny day in Oxford
72:13
Emma and John decided to go on a day trip to London
72:17
they wanted to eat lots of tasty food
72:20
and see all the amazing
72:22
sites come on let's go John said
72:25
putting his things into his bag
72:27
I'm ready Emma replied
72:30
they set off and made their way to the train station
72:33
which wasn't too far away from their home
72:36
luckily they arrived just in time to catch their train
72:40
after a few hours
72:42
they arrived in the center of London
72:45
they started by visiting
72:46
the Tower of London
72:47
and walking around the area
72:50
John wanted to take a picture of Big Ben
72:52
so Emer and John walked down the river towards it
72:56
after seeing some of the amazing
72:58
sites around London they decided to eat something inside a cute little
73:03
restaurant Emma ordered some pizza and chips
73:06
while John ordered some spaghetti
73:08
and bread rolls after eating
73:10
they decided to see a few more of the sites
73:13
before heading back home
73:15
while on the train heading back to Oxford
73:18
Emma and John looked at the amazing
73:20
photographs they had taken that day
73:23
they agreed to visit London
73:25
again soon and that's the end of today's
73:28
English pronunciation so this is the text that we're going to look at together
73:31
it's called Emma in Spain it's about my own life experience
73:35
and I have written
73:36
this very very carefully
73:38
to highlight certain features
73:40
of Rapid speech such as assimilation
73:43
and connected speech so we're going to talk about those things together
73:46
as I mentioned at the beginning
73:48
I'm going to read it first
73:50
just at a normal speed
73:51
then I will read it slowly
73:53
you can hear then how
73:55
connect everything together and then we're going to go through the analysis
73:58
together feel free to also use this as a shadowing
74:01
activity so you can listen
74:03
pause and repeat or you can listen and repeat and follow the text without
74:07
pausing whatever you want to do
74:10
so let's get starting with reading
74:12
it emmer in Spain
74:16
around this time 10 years ago
74:19
I Left My Home Country for the first time in my life
74:23
I was thinking about going to Canada
74:25
or the USA but
74:27
no instead I moved to Spain during the second year of my degree to
74:32
study there I studied in taragona
74:36
a city Catalonia originally
74:39
I was only supposed to go for one term
74:42
but the coordinator messed up
74:44
and accidentally put one year on the
74:47
form my first semester
74:49
there was tough I felt like I didn't really fit in
74:53
the other students used to ask asked me if I wanted to go out
74:57
but I didn't want
74:58
to in the second semester
75:01
I decided to make some friends with some local Catalan
75:04
girls they all showed me some very interesting
75:07
things about the culture
75:08
and I really enjoyed my second
75:11
semester after my year was up
75:14
I had to move back to England to finish my
75:17
degree now 10 years later
75:20
I'm back in Spain and living in my dream City
75:23
Barcelona now we're going to read through it
75:27
slowly emmer in Spain
75:32
around this time 10
75:35
years ago I Left
75:37
My Home Country for the first
75:41
time in my life
75:45
I was thinking about
75:47
going to Canada the
75:52
USA but no instead
75:57
I moved to Spain
75:59
during the second year of my degree
76:03
to study there I studied
76:07
in taragona a city
76:11
y originally I was only
76:18
supposed to go for one
76:21
term but the coordinator
76:24
messed up up and accidentally
76:26
put one year on the
76:30
form my first semester
76:33
there was tough I felt
76:36
like I didn't really
76:38
fit in the other
76:41
students used to ask me if I wanted
76:45
to go out but I didn't
76:48
want to in the second
76:52
semester I decided to make some friends
76:56
with some local girls
77:00
they all showed me some interesting
77:03
things about the culture
77:04
and I really enjoyed
77:06
my second semester after my year was up
77:11
I had to move
77:12
back to England to finish
77:14
my degree now 10
77:17
years later I'm back in Spain and living in my dream
77:22
City Barcelona now I just want to quickly mention that if you heard me
77:27
connecting things in different ways
77:29
compared to how I read it at normal
77:31
speed and uh slower speed
77:34
then just know you're not crazy
77:36
sometimes we can connect things in different ways depending on the speed that we
77:40
are speaking depending on our accents
77:42
where we're from the context
77:44
what we're talking about and so on so
77:47
if you hear like oh Emma I felt like you connected
77:50
that bit and you didn't connect it the first time you read it
77:53
just know that that's normal Al
77:56
a person can read the same text
77:58
twice at the same speed
77:59
and connect it slightly differently
78:02
just know that you're not going crazy if you're hearing
78:05
linking and not hearing it
78:08
I hope that makes sense
78:10
so now it's time for the analysis
78:11
part as I mentioned I'm not going to go through the Rules and Things
78:15
in great detail here if you want the rules in more detail
78:18
they are in the videos
78:20
below Linked In the description
78:22
I'm just going to go through and analyze it and talk about some of
78:25
the connected speech and assimilation
78:27
features and so on
78:28
so starting with the first
78:31
part around this time
78:34
so you'll notice that I am not
78:37
pronouncing this D around
78:40
this time I'm connecting
78:42
these two together as well
78:45
around this time I'm not stopping
78:48
with this time so it's not around
78:52
this time we're connecting
78:54
them around this time
78:58
10 years ago so we've got that nice
79:01
n Sound 10 years
79:04
ago years ago we're going to take that final consonant
79:08
sound and move it over to the start of the next word because it
79:11
starts with a vowel
79:13
so all together here we have
79:16
around this time 10
79:18
years ago I Left
79:21
My Home Country we're going to remove
79:23
this te we're going to remove this T because we have consonant
79:27
t consonant so if at the end of the first word
79:32
we have consonant T
79:34
we can remove that t if the next word starts with another consonant
79:38
sound we also do this with the sound
79:40
du so if you have consonant
79:43
du consonant then we can remove that du at the end of a word
79:46
as well you'll see how I do it later
79:49
so I left my home
79:51
country I left my
79:54
I left my home country
79:56
for the first time
79:58
we're removing this again cuz it's consonant
80:00
t consonant consonant t consonant
80:03
it follows the same
80:05
rule for the first
80:07
time in we've got the consonant vowel link here we're just going to move
80:12
that consonant over to the beginning of the next word
80:15
in my life what you'll notice here with this n as I'm not saying
80:19
in my life I'm changing it to in my
80:23
in my life so this here becomes a
80:26
m IM my and we're linking it together
80:30
so this can happen
80:32
sometimes with t du
80:35
and N at the end of words when we have another consonant
80:39
sound coming after it
80:41
so for example uh
80:44
in my becomes in my
80:47
in my in life
80:50
I was thinking so this
80:53
sound here was if I pronounce it with that
80:57
uh strong form so I'm using the weak form was
81:00
okay was is with a z if we look in the diction it's Z
81:05
but what can happen is when the next word starts with a voiceless
81:08
sound instead of saying
81:10
was thinking we soften
81:13
this we change it to an unvoiced
81:16
equivalent we change it to S
81:19
was thinking was thinking
81:22
I was thinking I was thinking
81:25
about we're going to move that over
81:27
that consonant over about
81:30
going to Canada so going to Canada
81:34
the USA Canada the
81:38
so we've got a we're not saying
81:40
Canada or we're not using the strong form
81:43
Canada but notice what I'm putting there
81:47
Canada the we're adding a r sound
81:51
we're adding What's called
81:52
the intrusive R I've got a full video
81:55
explaining the rules on that I'm not going to explain them here cuz that
81:58
could take a whole like 10 minutes
82:00
but we've got an intrusive
82:02
R Canada so take that linking
82:08
sound that we have we got three
82:10
uh linking sounds Wy
82:13
R we're going to take that r that we're using here to link
82:16
and we're going to add it to the beginning of the next word
82:19
r so Canada R
82:22
together Canada r R
82:25
Canada R the USA
82:27
so you see how it all
82:30
together but no instead
82:34
I mov so here I'm not pronouncing the D
82:40
consonant D consonant is the same rule as up here
82:44
yeah first time I moved
82:47
to I'm not pronouncing the D it moved
82:50
moved to it's quite hard to say so we cut it
82:54
I move to so I'm not saying move to
82:57
O remember we're going to use the weak form
83:00
if you're not sure what I'm talking about when I say weak forms
83:04
then I do have a video in the description
83:06
talking about sentence dress
83:08
so please go and watch that video because this will make a lot more
83:12
sense so I moved to
83:14
Spain Spain juring so
83:20
we're connecting those together not Spain
83:23
during Spain SP during
83:26
Spain during the second
83:28
year so something interesting
83:30
happens here I'm not saying
83:32
second year I'm saying
83:34
second year second year
83:37
so this duh instead of saying second
83:41
it becomes a j
83:43
second G second G
83:47
the second year of my degree
83:49
we're going to link these together
83:51
with what's now called the linking
83:53
R so we have the intrusive
83:55
R and we have the linking
83:57
r a super easy way to know if it's intrusive
84:00
or linking if you care to know why
84:04
what the difference is
84:05
if there is an R
84:07
so the letter r
84:09
r an r in the spelling
84:11
towards the end of the word
84:13
it is a linking
84:14
R if there is no R in the spelling
84:17
and this includes words that end like R
84:20
like Center the British
84:22
uh uh way of spelling
84:25
of center right this would be the same this would be included in the
84:28
linking R rule all right
84:31
but it's intrusive if there is no R in the spelling so Canada
84:35
isn't spelled with an R so it's considered
84:38
intrusive okay just a very quick
84:40
uh recap of intrusive and linking in case you're curious what the difference is
84:45
they're pronounced the same
84:46
but they just have different names because one has the spelling and one doesn't
84:51
so second year of my degree
84:54
to study there so this duh and Y
84:57
I've got a video all about
84:59
this it's called assimilation
85:01
when we get this du and Y together and we combine
85:04
it it makes a j
85:06
sound this can happen
85:08
in between words like second
85:10
second G or it can happen
85:12
within words so for example
85:15
um education or education
85:18
I can also say edu
85:20
education so education education
85:23
I can do it within words as well
85:26
so that's our first paragraph
85:28
So the second paragraph
85:30
I studied in taragona
85:32
we're going to move that over
85:33
we're going to connect
85:34
these I studied in
85:37
taragona I studied in
85:40
taragona a city Yin
85:42
so like these up here where we've linked with a r
85:46
we're now going to link this with a Y
85:49
sound so bear in mind that this symbol
85:51
here is not a j it's not a h
85:54
okay if you're a Spanish
85:55
speaker but it's a y in phonetics
85:58
y like yellow yes
86:00
yesterday okay a city
86:03
Yin so notice I'm adding that y to the beginning of the next word
86:07
I'm saying it like
86:08
Yin Yin a city
86:11
Yin so together a city
86:14
Yin now here I'm not saying a city
86:17
Yin Catalonia I'm not saying it
86:21
with a n the same thing that's happening here here is what happened up
86:25
here all righty so
86:28
in Catalonia I'm going to change this n
86:32
to an sound so
86:34
like in thing king
86:37
sing is this this
86:39
V uh nasal sound back
86:42
here in Catalonia and we do that because we want to connect
86:48
that nasal sound to the C
86:51
in Catalonia so I'm then going to release
86:54
it with the in
86:57
Catalonia I'm not saying
86:58
in Catalonia but in
87:02
Catalonia a city in
87:06
Catalonia originally so this word I wanted to highlight it because you can say
87:12
it as originally okay
87:16
originally but what I'm doing is I'm cutting a syllable
87:21
originally originally now I do have quite an old video that talks about when
87:26
to cut syllables in words I think I need to do a more refresher
87:30
video but I will put the old one in the description of this one
87:34
so you can go and check out
87:36
the rules for when we cut syllables
87:38
in words because believe me there are rules
87:41
so what I'm doing here is
87:45
originally that's all the syllables
87:47
but I'm saying originally
87:51
so I'm kind of cutting
87:52
like these ones here and
87:55
squishing this like originally
88:01
it's kind of something like
88:02
this but I just wanted to highlight that we can cut
88:05
syllables in words and I have a video about that in the description
88:09
though I need to do a remake of it I need to do a
88:11
more updated version cuz
88:13
my microphone was terrible
88:15
back then so originally
88:19
four syllables I was
88:22
zely move that consonant
88:24
over to the beginning of the next word cuz it starts with a vowel
88:27
I was only supposed
88:30
to cut this cuz it's consonant
88:32
t consonant even though it's the letter D it is the sound
88:42
suppos supposer then we join them
88:45
together I was only
88:47
supposed to not supposed
88:49
to go for supposed
88:52
to go for to
88:54
go for we're using weak forms
88:57
here one time join these together
89:02
one one time one
89:06
time but the but
89:09
the but the coordinator
89:13
but the coordinator messed
89:15
up we're going to move that consonant
89:17
over to the beginning
89:19
open we're going to move that consonant
89:21
over again now what you will find
89:24
with the word and
89:25
is we don't say messed up and
89:28
accidentally we're going to cut the D at the end
89:31
and we're going to weaken it we're going to use the weak form we're
89:34
going to use the
89:35
schah messed up an
89:38
accidentally an accident so here it becomes
89:42
awah messed up accidentally
89:45
then we move that consonant
89:47
over to the beginning
89:49
of the next word so all of this is consonants
89:51
moving over so mess
89:54
stop accidentally so this word accidentally
89:58
the same thing happens
89:59
as accidentally or I can cut a syllable
90:08
accidentally accident so I'm cutting
90:11
this one here it's like we're cutting these syllables
90:14
just to make life easier
90:15
okay originally accidentally I can cut
90:21
syllables and accidentally put
90:24
one year on the form
90:26
so here I've not highlighted
90:28
it but you might have noticed that when I read it slowly
90:31
I probably connected it I probably
90:33
did so I can connect these again we're just going up here back to
90:37
that linking R so naturally I want to link it together
90:41
yes as we've got it in
90:43
uh what's it called
90:44
little quotation marks here
90:47
speech marks whatever I I don't necessarily
90:50
have to connect it because I'm putting a pause there I want to put
90:53
emphas empis on this so I can
90:55
say the coordinator messed up and accidentally
90:59
put one year on the form
91:01
so you see how it can be read in two different
91:04
ways messed up and accidentally put one year on the form
91:08
messed up and accidentally put one year
91:11
on the form naturally I want to link it but
91:15
just know that it can be linked it depends how you read it whether
91:17
you want to put the stress on the one year part or not
91:20
and then on the on the on the form
91:24
students used to ask me so this here I don't
91:27
for some reason connect
91:29
this with uh students
91:31
used do so here I can change this
91:34
s and Y to a
91:37
sha when I was reading it I didn't really do that
91:41
uh but I'm just highlighting
91:42
it to say that you might hear some people
91:44
doing it okay student
91:47
Sho to student sh
91:49
to so it becomes
91:51
like a sha sound
91:52
so I just wanted to bring that up
91:54
so the other the other student
91:58
used to or the other students
92:00
used to to I'm going to connect those together
92:06
you us we can also
92:09
remove this du you
92:14
notice that it just goes from
92:16
to you used to
92:19
ask so we're going to change this to a
92:21
more of an o
92:23
sound or like doesn't matter they pretty much sound the same when they're at
92:27
the end here and we're going to link this with a W
92:30
sound so we're changing it from a t
92:32
to an O because our next word starts with a vowel sound
92:36
so use to ask
92:38
to ask to ask
92:40
now notice how I say this when I say the rest of the
92:44
sentence used to ask me
92:47
used to ask me so I'm cutting this C
92:50
here used to ask me
92:53
same thing as what's going on up here
92:55
consonant t consonant but you'll notice
93:00
what Emma we don't have a t
93:02
here so this can happen with certain
93:05
consonant clusters so with C in this case we've got SK
93:10
ask can become ask
93:12
yes it sounds like
93:14
that but um to ask me to ask me I can cut that c
93:19
in certain consonant clusters
93:21
and it would work the same if I even had the word
93:24
asked sorry I'm writing with my mouse it looks like a child has written
93:28
this but anyway I can say
93:30
asked or I can say
93:32
asked and I can cut that there
93:35
and I can cut that c
93:36
so to ask me
93:38
to ask me if F so here we're going to link it with that
93:41
y again mi mi
93:45
with that y then we take the f move it over because the next
93:49
word starts with a vowel
93:52
Mii you used to ask me if I wanted
93:56
to connect together wanted
93:59
to go out with a word
94:01
go out but I
94:04
we're going to move that over
94:05
but I didn't want to
94:08
want to one two we're going to connect them together one two
94:12
or you could say it's removed
94:14
you know technically one
94:16
two but anyway they are connected
94:18
now we're on to the third paragraph
94:20
So in the second semester
94:23
in the in the
94:25
in the second second
94:27
semester connect those together remove the D is the same as what's going on
94:31
up here with consonant
94:32
t consonant consonant D consonant
94:35
and so on in the second
94:37
semester I decided to
94:40
decided to make remember not decided to we're using weak forms
94:45
I decided to make
94:47
some friends some some
94:52
friends I decided to make some
94:56
friends with some with
94:59
some so this here this with
95:01
it actually has two different ways to pronounce it depending on the sound that
95:05
comes after so if the next word starts with a voiced sound
95:09
so if I say like
95:10
with Emma creative um I went to the shop with Emma
95:15
then this here would be with the voic
95:17
V CU Emma starts with a voiced
95:20
sound with a vowel all vowels in English are voiced
95:23
this here is a voiceless
95:25
sound s there's no vibration
95:28
no voicing so we can actually change this to a th
95:31
sound with some with some
95:35
with some some friends
95:37
with some local calang
95:40
girl so I'm doing the same
95:42
thing as I did back up here wherever it was
95:46
where I changed that
95:49
Catalan to Catalan Catalan
95:52
girls cat calang girls
95:55
so this here gets changed to
95:57
an local calang girls
96:01
they y this gets changed to a y
96:04
they Y show all
96:08
show so that all
96:10
is what we call a dark L we have two types of L in
96:13
English L like lucky
96:15
and all like in Fall
96:18
where we hold it
96:19
here's a dark l
96:20
so we're going to hold it and then we move it to the sh
96:23
by it I mean the tongue
96:25
so they all sh
96:28
all sh they all
96:31
show me we're going to change this du
96:35
to more of a b sort of sound like a b a m
96:39
show me show me so I'm not saying like show
96:43
me but show me
96:45
they all show me
96:47
they all showed me some
96:49
so you see how it works when it's a natural speech when it's slowed
96:51
down it sounds super weird
96:53
and when I tell students about this even native speakers they're like I don't
96:57
speak like that and then I get them to say certain phrases and they're
97:00
like oh yes I did change it
97:03
so when you slow it down it sounds super weird
97:06
but when you say it all at normal speed
97:08
it does start to make a bit more
97:10
sense they all showed me some
97:12
interesting some interesting we move this over
97:16
some interesting they all show me some
97:20
interesting interesting things about
97:23
moving that over about
97:25
the about the interesting
97:27
things about the culture
97:30
we've just got that normal linking are there
97:33
culturing culturing remove that duh because and is not important
97:38
poor little and an
97:41
and I and I
97:43
and I really enjoy
97:45
we've got that linking
97:46
y again cuz we're connecting
97:47
those two vowels together if you're not sure about these rules with linking vowels
97:51
like w y and R
97:54
like this one up here
97:55
I do have a full video all about it with an analysis
97:59
enjoy my we're going to change this to again more like a b sound
98:03
now I'm saying B but we're not releasing it as a b
98:07
it's like with the thing I looked up before with the showed
98:09
me I don't say show
98:11
me but show me
98:13
this is the same
98:14
enjoy my enjoy my
98:18
and I really enjoyed
98:20
my second semester we're going to cut this join these together
98:24
so all together the culture
98:26
and I really enjoyed
98:28
my second semester after my year was up
98:32
I had to so was up
98:34
was up we're taking that Z and moving it over cuz it's consonant vow
98:38
linking I had to
98:41
had to I had to move back to England
98:45
to England with that W sound
98:47
to wing wing and this sound here a lot of students say like
98:52
England cuz they see a n
98:54
in there an N so they're like England
98:57
but it's an okay to
98:59
Wing England to England
99:02
here we're going to cut this so we're going
99:05
I had to move
99:06
back to England so you notice how I'm not say England
99:14
to or England to
99:16
but England to finish
99:17
my degree so remember we're using weak forms not England to
99:21
England now 10 years later we got that
99:25
again where was it 10
99:27
years ago 10 years
99:29
later years later years later
99:34
we're connecting those together my tongue
99:36
is transitioning between that Z
99:39
and later now 10
99:42
years later I'm back
99:45
so we're not saying I'm back
99:47
I'm back I'm back
99:50
I'm back okay I'm back in
99:53
back in Spain in
99:57
Spain so notice that my tongue is a moving not in
100:01
Spain in Spain this is what I'm talking about when I'm saying connected
100:05
speech I'm back in
100:07
Spain in living so these here
100:13
Spain and living and
100:16
living and living I'm back in Spain and living
100:22
in moving that oh over
100:24
living in my in
100:26
my so it's the same as what's going on up here with first time
100:31
in my life living
100:33
in my dream City
100:36
living in my dream
100:37
City Barcelona what I now recommend you doing do you sometimes find it difficult
100:43
to pronounce words like trip
100:45
drip and strip are the combinations
100:49
TR r d r
100:51
and s difficult for you to pronounce
100:55
would you like me to teach you a little trick to make it easier
100:58
to pronounce them hello and welcome back to pronunciation
101:01
with Emma or welcome if you're brand new to my channel
101:04
in this English pronunciation
101:05
lesson I'm going to teach you a little trick
101:08
to make it easier to say words that start with TR R
101:11
Dr and S Str
101:13
in English before we start
101:15
remember to download your free English pronunciation
101:18
pack the English pronunciation
101:20
pack includes materials that will help you see
101:23
instant results in your pronunciation
101:26
it includes 10 of my best English pronunciation
101:29
videos a short story
101:31
with audio and a PDF booklet
101:33
containing the most commonly
101:35
mispronounced words by English Learners
101:37
so you can avoid making those mistakes
101:39
as well it also teaches you
101:41
how to assess your own pronunciation
101:43
to find your own mistakes
101:45
and correct them so it teaches you a very important
101:49
life skill that you can use for the rest
101:51
of your life the link to download your free pronunciation
101:55
pack is in the description
101:56
of this video now let's start with the lesson
102:00
we're going to begin with the combination
102:02
t r and how to pronounce it
102:05
now as promised I said I would teach you a little trick to make
102:08
it easier to pronounce
102:09
this but let's talk about what many English Learners
102:12
usually say a common problem is that English Learners
102:16
try to pronounce the T and the r
102:18
separately so in a word like this one
102:21
it sounds like to
102:23
rain to rain cuz you're pronouncing the T and the r
102:26
separately but what I want you to do is not pronounce them separately
102:30
m i want you to change that t
102:33
sound into a ch
102:35
ch okay like in
102:37
choose cheese Choice okay
102:41
we're going to combine that with the R
102:43
so it becomes train
102:46
train now if you're thinking oh my God Emma do people actually say this
102:50
do people actually say
102:52
train with a sound
102:54
yes they do especially
102:56
in the UK we call this assimilation
102:59
so if you want the technical
103:00
word to go and have a look at it more online
103:03
or to take a look at my other videos about it
103:05
then this is what it's called
103:07
assimilation assimilation is basically
103:10
when you get two sounds together
103:12
and they change to make it easier to transition
103:15
to the next sound so it's a changing
103:17
of sounds that's basically what assimilation
103:20
is and we use assimilation
103:22
to make it E easier to pronounce
103:24
words or connect words
103:26
or transition between sounds
103:28
so let's practice with some more words we'll start with that first one again
103:31
the one that we just looked at
103:33
train notice I'm pronouncing
103:35
the r at the same
103:39
TR train train truth
103:45
truth try try travel
103:51
travel tree tree trick
103:58
trick so make sure that you're pronouncing
104:00
that CH and R
104:02
together TR you're not pronouncing it separately
104:06
like CH like chain
104:09
train train now let's practice these words in sentences
104:14
listen and repeat I take the train to
104:18
work I take the train to work
104:22
tell me the truth
104:23
truth tell me the truth
104:26
let's try again let's try again
104:30
we love to travel
104:33
we love to travel
104:35
look at that tree
104:38
look at that tree
104:40
first coming now thinking there a
104:43
tree that was a clever
104:46
trick that was a clever trick
104:49
now let's move on to the pronunciation
104:51
of d and r at the start start of words
104:54
this is very similar to T and R
104:56
but this time we're going to add some vibration
104:59
here so instead of saying
105:01
we're going to say
105:03
Dr Dr to know if you're doing vibration
105:06
or not just put your hand here on your throat
105:09
and you should be able to feel it vibrating
105:11
so if we take the word
105:13
drain drain we're pronouncing it with that J sound
105:18
drain drain careful that you're not separating
105:22
that du and again so not dra
105:25
and not Jin but
105:27
drain drain you're pronouncing them at the same time both that D and that
105:32
r or that J and that R
105:35
so let's practice in some words
105:39
draw draw drink drink
105:48
drill drill dress dress
105:53
yes and finally dream
105:57
dream now let's practice saying these words in sentences
106:01
can you draw me
106:04
picture can you draw me a
106:06
picture I need to drink some
106:10
water I need to drink some water
106:13
the tap has a slow
106:16
drip the tap has a slow
106:19
drip we need to drill a hole in the wall
106:24
we need to drill a hole in the wall
106:27
she wore a blue
106:30
dress she wore a blue
106:32
dress I had a
106:36
dream I had a strange
106:39
dream finally let's look at the combination
106:42
of St at the start of words
106:45
this is pronounced in a similar way to what we did with T and
106:49
R so sing becomes
106:53
string so we're not changing the S the S stays the same
106:57
but the T and R change to the CH
107:00
sound string string now let's practice this in some words
107:07
the first one strange
107:11
strange be careful that you're not adding vowel sounds before
107:14
or in between any of the sounds
107:16
so you're not saying
107:18
a strange or S
107:19
strange okay Str strange
107:24
strange strong strong string
107:37
string stroll now let's practice these in
107:44
sentences what's that strange
107:48
noise what's that strange
107:51
noise we walked down the main
107:54
street we walked down
107:56
the main street she is strong enough to lift
108:00
the heavy box she is
108:05
strong enough to lift
108:06
the heavy box take a moment
108:09
to stretch before you start
108:13
jogging take a moment
108:15
to stretch before you start
108:18
jogging I need a piece of string
108:21
to tie this package
108:24
I need a piece of string
108:26
to tie this package
108:29
let's take a leisurely
108:30
stroll through the park
108:34
let's take a leisurely
108:36
stroll through the park
108:39
now let's finish the lesson with a quick pronunciation
108:42
exercise I'm going to read three words
108:45
starting with TR Dr
108:47
and St Str very slowly
108:50
and then I will build up the speed
108:52
I just like you to listen
108:53
and repeat train strain
109:00
train drain strain train
109:06
drain strain train drain
109:10
strain trip drip strip
109:15
trip drip strip strip
109:20
drip strip trip drip strip CHP CHP
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