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محتوای ارائه شده توسط English Teacher Melanie. تمام محتوای پادکست شامل قسمتها، گرافیکها و توضیحات پادکست مستقیماً توسط English Teacher Melanie یا شریک پلتفرم پادکست آنها آپلود و ارائه میشوند. اگر فکر میکنید شخصی بدون اجازه شما از اثر دارای حق نسخهبرداری شما استفاده میکند، میتوانید روندی که در اینجا شرح داده شده است را دنبال کنید.https://fa.player.fm/legal
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محتوای ارائه شده توسط English Teacher Melanie. تمام محتوای پادکست شامل قسمتها، گرافیکها و توضیحات پادکست مستقیماً توسط English Teacher Melanie یا شریک پلتفرم پادکست آنها آپلود و ارائه میشوند. اگر فکر میکنید شخصی بدون اجازه شما از اثر دارای حق نسخهبرداری شما استفاده میکند، میتوانید روندی که در اینجا شرح داده شده است را دنبال کنید.https://fa.player.fm/legal
In this podcast for English learners, Melanie uses core vocabulary to tell you a story about something that happened in her daily life in Canada. Each episode also includes a pronunciation lesson that explains something she said in the story. She speaks naturally and with a standard American accent. http://www.EnglishTeacherMelanie.com | Twitter: TeacherMelanie, Facebook: EnglishTeacherMelanie, YouTube: TeacherMelanie
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محتوای ارائه شده توسط English Teacher Melanie. تمام محتوای پادکست شامل قسمتها، گرافیکها و توضیحات پادکست مستقیماً توسط English Teacher Melanie یا شریک پلتفرم پادکست آنها آپلود و ارائه میشوند. اگر فکر میکنید شخصی بدون اجازه شما از اثر دارای حق نسخهبرداری شما استفاده میکند، میتوانید روندی که در اینجا شرح داده شده است را دنبال کنید.https://fa.player.fm/legal
In this podcast for English learners, Melanie uses core vocabulary to tell you a story about something that happened in her daily life in Canada. Each episode also includes a pronunciation lesson that explains something she said in the story. She speaks naturally and with a standard American accent. http://www.EnglishTeacherMelanie.com | Twitter: TeacherMelanie, Facebook: EnglishTeacherMelanie, YouTube: TeacherMelanie
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×[smart_track_player url=”http://traffic.libsyn.com/englishteachermelanie/The_Car_Accident__Episode_32_-_English_Teacher_Melanie.mp3″ title=”32 The Car Accident” artist=”English Teacher Melanie” social=”true” social_twitter=”true” social_facebook=”true” social_gplus=”true” social_pinterest=”true” ] Listen to a story about a car accident I had many years ago! You’ll also learn how to say the modal verb phrases “should have” and “should not have” in fast, natural spoken English. Welcome to the English Teacher Melanie Podcast, a podcast for intermediate to advanced English learners who want to improve their English listening and speaking skills! Each episode includes a story and a pronunciation tip. In the story, I use core vocabulary, the most common words in English, to tell a real world story. The pronunciation tip will help you understand natural spoken English. You’ll hear the story twice. The first time, the story is a little slower than normal. It sounds funny because I used editing software to change the speed of the story and make it slower. After the pronunciation tip, you’ll hear the story again, but at a regular speed. THE STORY I consider myself a good driver. I’ve been driving for over 20 years. I’ve only been in one accident and I’ve only gotten one speeding ticket. Still, I hate making left turns, because I got in an accident once making a left-hand turn. We drive on the right-hand side of the road in North America, so when you make a left turn, you’re driving in front of cars coming in the opposite direction. Learn more: Use the present perfect to talk about your life experiences The accident happened at a busy intersection. I’d been waiting a while in the left-hand turn lane at the traffic lights, and there was one car in front of me. The light turned amber and the car in front of me turned left. I followed the car hoping to beat the red light. I’d just assumed that the cars in the other direction had already stopped since the car in front of me was turning left. Learn more: How to use I, me, myself, and my I saw too late that a car had sped up and was trying to beat the red light. I was hit in the middle of the intersection. The car slammed into my passenger-side door. I completed the left-hand turn and pulled over to the side of the road. There was an off-duty police officer in the car behind me who witnessed the accident. I don’t remember who called the police, but an officer arrived at the scene. He explained that both drivers were at fault and he gave both of us tickets. I shouldn’t have tried to rush through the amber light. I should have checked that all the cars had stopped before I started the left turn. I wasn’t hurt. The other driver wasn’t hurt, either. There was damage to the passenger-side door and it cost me a lot of money to repair the door! I didn’t fight the ticket in court. I paid the fine. Now, I avoid making left-hand turns as much as possible, especially at a busy intersection! Listen: My Car Died | Episode 19 My License Plate | Episode 08 [the_ad id=”6010″] PRONUNCIATION TIP HOW TO SAY “SHOULD HAVE” AND “SHOULD NOT HAVE” IN FAST NATURAL SPOKEN ENGLISH This transcript uses IPA symbols to represent sounds and teach pronunciation. Learn more about the IPA here. Listen to a sentence from the story: I should have checked that all the cars had stopped Did you hear the modal verb phrase should have in that sentence? In fast, natural spoken English, should have is pronounced /ʃʊɾəv/. Should The modal verb should is only 3 sounds: ʃ ʊ d The L is silent. Don’t say the L. Should rhymes with good, wood/would, and hood. Click here to see if your language has the vowel sound [ʊ]: (Wikipedia) Have Have, in this phrase, is an auxiliary verb. It’s a helping verb. The main verb is the verb after have. To make the verb phrase easier to say, should and have are contracted. They form the spoken contraction “should’ve.” “Should’ve” is an informal written contraction. In formal writing, like in an essay or in a report for work, it is better to write out should have. Both Merriam-Webster’s Learner’s Dictionary and the Cambridge Dictionary list “should’ve” as a contraction of should and have. However, one of the grammar books that I use, Practical English Usage by Michael Swan, does not list “should’ve” as an accepted written contraction. The helping verb have is reduced in this contraction. It becomes the sound /əv/. Yes, it sounds the same as the preposition of. There is no H sound and the vowel sound becomes the reduced vowel schwa sound [ə]. Learn more: The reduced form of the preposition of | Episode 09 The D is between two vowel sounds, and it’s at the beginning of an unstressed syllable. It becomes the alveolar flap sound. I talk about this sound in a few pronunciation tips, because it’s a common sound in American English. Listen: Pronunciation tips that explain the alveolar flap sound episode 31 episode 30 episode 26 episode 24 The T and D consonant sounds have the same mouth position. T is voiceless and D is voiced. However, both become the same alveolar flap sound when they’re at the beginning of an unstressed syllable and between two vowel sounds. The alveolar flap sound is not a T or a D sound. It’s a quick tongue tap. The tip of your tongue quickly hits or taps the gum ridge behind your top teeth. Listen carefully: /ʃʊɾəv/ -or- /ʃʊt̬əv/ Notice that I’m not saying /ʃʊdəv/ with a hard D sound. I should have checked that all the cars had stopped … In very fast, informal speech, some speakers will shorten have even more and just say the reduced vowel schwa sound [ə]: /ʃʊɾə/ -or- /ʃʊt̬ə/ Shouldn’t have Listen to another sentence from the story: I shouldn’t have tried to rush through the amber light. Did you hear the modal verb phrase should not have in that sentence? In fast, natural spoken English, shouldn’t have is pronounced /ʃʊdnəv/. Shouldn’t is a contraction of the words should and not. The contraction ends with the letters D, N, T. I’ve already told you that the D and T have the same mouth position. Both sounds start with the tip of your tongue pressed against the gum ridge behind your top teeth. This is ALSO the starting mouth position for the N consonant sound. The difference is that the N consonant sound is continuous and it comes out of your nose. Try it: [n] When you say the first part should, don’t finish the D sound. Stop the sound, but keep the tip of your tongue pressed up against the gum ridge behind your top teeth. Without moving your tongue, go straight into the N sound. Listen: /ʃʊdn/ The N and T have the same mouth position, they are both in the unstressed syllable, and the T is followed by a vowel sound. When that happens, American English speakers skip the T sound and go straight into the next sound. The next sound is the reduced form of have. Put those sounds together: ʃʊd n əv /ʃʊdnəv/ I shouldn’t have tried … Again, in very fast, informal speech, some speakers will shorten have even more and just say the reduced vowel schwa sound [ə]: /ʃʊdnə/ When American English speakers are speaking slowly or when they want to speak clearly, they may say should have or should not have very clearly. It’s not wrong to fully pronounce these modal verb phrases. It’s important that you know all the ways of saying these phrases so that you can hear all the ways of saying them. Note: the IPA symbol for the alveolar flap is [ɾ]. However, none of the dictionaries for English learners use this symbol, maybe because it looks too much like an r. Some dictionaries do not use any symbol to represent the flap sound. They use use the regular [t] symbol. Other dictionaries use the symbol [ t̬ ]. I have chosen to use both in this pronunciation tip. QUESTIONS Have you ever been in an accident? Have you ever gotten a speeding ticket? Leave me a comment below!…
[smart_track_player url=”http://traffic.libsyn.com/englishteachermelanie/My_Passport__Episode_28_-_English_Teacher_Melanie.mp3″ title=”28 My Passport” artist=”English Teacher Melanie” social=”true” social_twitter=”true” social_facebook=”true” social_gplus=”true” social_pinterest=”true” ] Listen to a story about a problem I had with my passport! You’ll also learn how to say and hear the words “used to” in fast, natural spoken English . Welcome to the English Teacher Melanie Podcast, a podcast for intermediate to advanced English learners who want to improve their English listening and speaking skills! Each episode includes a story and a pronunciation tip. In the story, I use core vocabulary, the most common words in English, to tell a real world story. The pronunciation tip will help you understand natural spoken English. You’ll hear the story twice. The first time, the story is a little slower than normal. It sounds funny because I used editing software to change the speed of the story and make it slower. After the pronunciation tip, you’ll hear the story again, but at a regular speed. THE STORY I used to work as a tour guide in Europe. For five summers starting in 2002, I led tours all over Europe. I crossed a lot of borders during that time, so I had a lot of entry and exit stamps in my passport plus a few visas. By the middle of 2005, my passport was full and there was no room for more stamps. I went to the Canadian embassy in London to apply for a new passport. It was going to take too long to get a new passport and I couldn’t wait because I only had a few days before my next tour. The woman at the embassy added extra pages to my passport and told me to get a new one when I was back in Canada. Learn more: How to use “used to” I flew home a few weeks later. I arrived at the Toronto airport and went to customs & immigration as usual. The border agent didn’t say anything while he looked at my passport, but I don’t think he had ever seen a passport full of stamps with extra pages in it. He made a mark on my declaration card, but the agents always do that, so I didn’t think anything of it. Before I could leave the customs and immigration area to go get my bags, I had to hand my card to another agent, and that was when I discovered the mark on my card meant something.It meant that I had to go to the immigration office, where they decide who gets into the country and who doesn’t. Learn more: How to talk about transportation I didn’t know why I was there, and that made me nervous. The immigration officer didn’t say anything while he was looking through my passport. I guess he just wanted to make sure it was legitimate. He started asking me questions about Canada and my life, but the questions were hard and I couldn’t answer some of them! I started panicking thinking I wasn’t going to be allowed into the country! He ended the investigation with an easy question that I could answer, and then he smiled and told me to go get a new passport. Learn more: Planning a trip [the_ad id=”6010″] PRONUNCIATION TIP HOW TO HEAR AND SAY USED TO IN FAST, NATURAL SPOKEN ENGLISH This transcript uses IPA symbols to represent sounds and teach pronunciation. Learn more about the IPA here. In the first sentence in the story, I used the verb “used to.” Listen to the sentence: I used to work as a tour guide in Europe. Did you hear the words used or to in that sentence? There are four things that you need to know to hear used to in a spoken English. This is a different verb than the verb use, even though they are spelled the same. The S in used to is pronounced with the S [s] sound. This is different from the verb use, where the S is pronounced with a Z [z] sound. The -ed at the end of used is pronounced with a T sound. Used ends with a T sound, and to begins with a T sound, so you can link these two words together, and you only need to say the T sound once: used to /ˈjustu/ Learn more: Episode 23: Linking same consonant sounds The preposition to is a function word. It’s a grammar word. It needs to be in the sentence to make the sentence grammatically correct, but it’s not an important word. In fast, natural speech, the vowel in to is reduced to the sound /ə/. That sound is called the schwa and it’s the vowel sound in reduced syllables. The preposition to is pronounced /tə/. In fast, natural speech, used to is pronounced /ˈjustə/ Listen to the first part of the sentence again: I used to work … Learn more: Episode 10: The reduced pronunciation of the preposition to QUESTION Do you have a fun travel story? A story about something that happened to you when you traveled to another city or country? Leave me a comment below!…
[smart_track_player url=”http://traffic.libsyn.com/englishteachermelanie/Behind_the_Scenes__Episode_29_-_English_Teacher_Melanie.mp3″ title=”29 Behind the Scenes” artist=”English Teacher Melanie” social=”true” social_twitter=”true” social_facebook=”true” social_gplus=”true” social_pinterest=”true” ] Listen to a story about how each podcast episode is created! You’ll also learn how to say and hear the reduced form of the preposition “for” in fast, natural spoken English . Welcome to the English Teacher Melanie Podcast, a podcast for intermediate to advanced English learners who want to improve their English listening and speaking skills! Each episode includes a story and a pronunciation tip. In the story, I use core vocabulary, the most common words in English, to tell a real world story. The pronunciation tip will help you understand natural spoken English. You’ll hear the story twice. The first time, the story is a little slower than normal. It sounds funny because I used editing software to change the speed of the story and make it slower. After the pronunciation tip, you’ll hear the story again, but at a regular speed. THE STORY I want to do something different with this story. I’m going to take you behind the scenes and explain how each podcast episode is created. Several weeks in advance I make a list of possible stories. Sometimes I think of a good idea quickly, other times it takes a while. Before I came up with the idea for this story, I made a list of 40 topics, most of which will never become stories. Learn more: How to use the English verb “explain” Next, I begin writing the story. I organize all my thoughts into paragraphs and then I edit the story sentence by sentence. I check all the words to make sure I’ve used mostly core vocabulary, and I make sure all the words are in the right order. I use four dictionaries and a thesaurus to make sure I choose the best words. I want the story to be challenging, but not too hard for you to understand. When I’m satisfied with the story, I look for something to explain in the pronunciation tip. Listen: An Easier Way! | Episode 11 Recording each episode takes a while, because I record sentences and paragraphs multiple times until I’m satisfied with how they sound. I use a microphone and a small recording device, and then I put the episode together using audio editing software. I use another program to add metadata to the final mp3 file, so that when you play the episode in iTunes or your podcast app, you’ll see the title of the episode, my name, and my logo. I upload the finished mp3 file to my podcast host. Learn more: Two ways to pronounce “the” The final part of the process is publishing the episode on my website. I add the photo, the podcast player, and the transcript to a new post. I read the post a few times, but sometimes I miss a typo. Once the episode is published and live on my website, it’s time to tell people that it’s there. A process that started a few weeks ago ends with sending an email to my email list, and posting the episode on social media. Learn more: English Vocabulary: Sometimes, sometime, and some time [the_ad id=”6010″] PRONUNCIATION TIP HOW TO HEAR AND SAY THE REDUCED FORM OF THE PREPOSITION FOR IN FAST, NATURAL SPOKEN ENGLISH This transcript uses IPA symbols to represent sounds and teach pronunciation. Learn more about the IPA here. Listen carefully to some sentences from the story: Before I came up with the idea for this story, … … but not too hard for you to understand. I look for something to explain in the pronunciation tip. Did you hear the preposition for in those sentences? The preposition for is a function word. It’s a grammar word. It needs to be in the sentence to make the sentence grammatically correct, but it’s not an important word. Learn more: How to say and hear more function words Usually, in fast, natural speech, the vowel in a function word is reduced to the sound [ə]. That sound is called the schwa, and it’s the vowel sound in all reduced syllables and words. However, there is an R after the vowel in the preposition for, so the vowel sound becomes the r-colored vowel sound [ɚ], the same sound at the end of words never or together. So, in fast natural speech, the preposition for is pronounced /fɚ/, like at the end of the words offer or prefer. I didn’t say, “look /foɚ/ something.” I said, “look /fɚ/ something.” Can you hear the difference? This is also the way that the syllable F-O-R is pronounced in the words, forget /fɚˈgɛt/, forgive /fɚˈgɪv/, and information /ˌɪnfɚˈmeɪʃən/. Here are some more sentences to practice with the preposition for: Wait for me. This is for you. Let’s go for a walk. QUESTION This is episode 29. Which story is your favorite so far? Or, which story did you enjoy the most? Leave me a comment below!…
My New Hobby | Episode 26 | The English Teacher Melanie Podcast [smart_track_player url=”http://traffic.libsyn.com/englishteachermelanie/My_New_Hobby__Episode_26_-_English_Teacher_Melanie.mp3″ title=”26 My New Hobby” artist=”English Teacher Melanie” social=”true” social_twitter=”true” social_facebook=”true” social_gplus=”true” social_pinterest=”true” ] Listen to a story about my new hobby! You’ll also learn how the words “how to” become the sound /haʊt̬ə/ in fast, natural spoken English . Welcome to the English Teacher Melanie Podcast, a podcast for intermediate to advanced English learners who want to improve their English listening and speaking skills! Each episode includes a story and a pronunciation tip. In the story, I use core vocabulary, the most common words in English, to tell a real world story. The pronunciation tip will help you understand natural spoken English. You’ll hear the story twice. The first time, the story is a little slower than normal. It sounds funny because I used editing software to change the speed of the story and make it slower. After the pronunciation tip, you’ll hear the story again, but at a regular speed. THE STORY I spend a lot of time at a craft store in my town because I’m really into scrapbooking. One day I was wandering around the aisles when I spotted what I thought was the greatest thing ever: A Star Wars crochet kit. It was in a box, and it included a book that explained how to crochet 12 mini-Star Wars characters. It also included a crochet hook and all the yarn & filling needed to make two of the characters. I didn’t actually know how to crochet, but I really wanted to learn because these Star Wars characters were so cute! Crocheting is a craft. You make things by using yarn and a special hook. You create stitches and join them together to make things like blankets, hats, scarves, or cute Star Wars characters. The book in the kit contains patterns. A pattern tells you how many stitches and what kind of stitches you need to make to complete each character. I learned how to crochet the same way everyone learns a new skill nowadays: by watching how-to videos on YouTube! I learned how to make the different stitches and how to crochet in a circle to make round shapes. Crocheting requires patience, but it’s relaxing. Sometimes I can spend an hour working on one character. Of course, my eyes are blurry afterward because the stitches are really small, but that goes away eventually. My other problem is that I pull the stitches apart and start over again if I’m not satisfied with my work. It takes me a long time to finish one character, but I really enjoy crocheting! [the_ad id=”6010″] PRONUNCIATION TIP HOW THE WORDS HOW TO BECOME THE SOUND /haʊt̬ə/ IN FAST, NATURAL SPOKEN ENGLISH This transcript uses IPA symbols to represent sounds and teach pronunciation. Learn more about the IPA here. It’s important to know how to say this sound so you can also hear this sound. Listen to these sentences from the story: I didn’t actually know how to crochet, but I really wanted to learn … I learned how to crochet the same way everyone learns a new skill nowadays … Did you hear the words how or to in those sentences? There are two things that happen when how is followed by the preposition to. In fast, natural speech, the two words are combined and reduced to the sound /haʊt̬ə/. The preposition to is a function word. It’s a grammar word. In needs to be in the sentence to make the sentence grammatically correct, but it’s not an important word. In fast, natural speech, the vowel O is reduced to the schwa sound /ə/, and to is pronounced /tə/. When the letter T is between two vowel sounds and it’s at the beginning of an unstressed syllable, it becomes the alveolar flap sound, which is also called flap T, tap T, flapped T or tapped T. Learn more: Episode 24: How to pronounced the American T sound It’s not a fully pronounced T sound, but it’s not a D sound either, as many students think it is. There’s a bump behind your top teeth called the alveolar ridge. The tip of your tongue quickly taps, or hits, this ridge behind your top teeth. Your tongue doesn’t stop in the middle of the sound as it normally does with a fully pronounced T sound. There is also no release of air after the T. It’s a quick tongue tap. Listen carefully: /haʊt̬ə/ How and to are not always pronounced /haʊt̬ə/. You will hear American English speakers say both /haʊ tu/ and /haʊ tə/ In fact, I said /haʊ tu/ in the story in this sentence: I learned how to crochet by watching how-to /haʊ tu/ videos on YouTube. In that sentence I used how-to as an adjective to describe the kind of videos I watched on YouTube. Often when American English speakers are speaking slowly or when they want to speak clearly when they give a speech or a presentation at work, they will say /haʊ tu/ or /haʊ tə/. It’s important that you know all three ways of saying how to so that you can hear all three ways of saying how to. Learn more: Episode 25: How “want to” becomes /wɑnə/ QUESTION What do you like to do in your free time? Leave me a comment below!…
[smart_track_player url=”http://traffic.libsyn.com/englishteachermelanie/My_Summer_Reading_List__Episode_25_-_English_Teacher_Melanie.mp3″ title=”25 My Summer Reading List” artist=”English Teacher Melanie” social=”true” social_twitter=”true” social_facebook=”true” social_gplus=”true” social_pinterest=”true” ] Listen to a story about reading in the summer! You’ll also learn how the words “want to” become the sound /wɑnə/ in fast, natural spoken English! Welcome to the English Teacher Melanie Podcast, a podcast for intermediate to advanced English learners who want to improve their English listening and speaking skills! Each episode includes a story and a pronunciation tip. In the story, I use core vocabulary, the most common words in English, to tell a real world story. The pronunciation tip will help you understand natural spoken English. You’ll hear the story twice. The first time, the story is a little slower than normal. It sounds funny because I used editing software to change the speed of the story and make it slower. After the pronunciation tip, you’ll hear the story again, but at a regular speed. THE STORY Every year as we get closer to summer, you start seeing recommended summer reading lists everywhere. Newspapers, magazines and bookstores all publish their own lists of recommended books. A summer reading list is just that – a list of books you want to read over the summer. Learn more: Episode 05: The reduced form of “and” in spoken English People want to relax in the summer. It’s hot out. Summer days are long. Reading passes the time while you’re relaxing outside, while you’re lying by the pool or on the beach, or while you’re on an airplane traveling to your summer vacation destination. Summer books are considered light reading: books that are entertaining and easy to read. Learn more: Episode 17: The reduced form of “or” in spoken English English Vocabulary: Relax, Relaxing and Relaxed Back in May I decided to compile my own summer reading list. I chose some books recommended by Canada’s main chain of bookstores, and some books recommended by a popular women’s magazine. I also added some books that I’ve been meaning to read for a while. I started with a list of 12 books, but I keep discovering new books and adding more to my list. Learn more: English Idioms with the Word Book I looked for the books at the library. I don’t want to waste money buying books that I’m only going to read once. I found some of the books right away. Other books on my list were checked out, so I put a hold on them through the library website. I have to wait for the books to be returned to the library. When it’s my turn, the library will hold the book for me until I pick it up. I’m 35th in line for one of the books. I have to wait for 34 people ahead of me to finish reading that book. I probably won’t read that book until the fall! Learn more: Improve Your English by Reading Children’s Book Series Episode 10: My Library Books are Always Late [the_ad id=”6010″] PRONUNCIATION TIP HOW THE WORDS WANT TO BECOME THE SOUND /wɑnə/ IN FAST, NATURAL SPOKEN ENGLISH This transcript uses IPA symbols to represents sounds and teach pronunciation. Learn more about the IPA here. It’s important to know how to say this sound so you can also hear this sound. Listen to this sentence from the story: People want to relax in the summer. Did you hear the words WANT or TO in the sentence? There are 3 things that happen when the verb WANT is followed the preposition TO. In fast natural speech, the two words are combined and reduced to the sound /wɑnə/. The verb WANT ends with a T sound and the preposition TO begins with a T sound. In spoken English, same consonant sounds are linked, so you only have to say the T sound once, with no pause between the words: /wɑntoʊ/ Learn more: Episode 23: How to Link Same Consonant Sounds The preposition TO is a function word. It’s a grammar word. It needs to be in the sentence to make the sentence grammatically correct, but it’s not an important word. In fast, natural speech, the preposition TO is reduced to the sound /tə/, where the vowel becomes the schwa sound /ə/. So WANT TO becomes /wɑntə/ The N consonant sound and the T sound have the same starting mouth position. The tip of your tongue is touching the alveolar ridge or gum ridge behind your top teeth. Instead of finishing the T sound, American English speakers just don’t say the T sound at all, and so /wɑntə/ becomes /wɑnə/ /wɑnə/ is also the sound for WANT and the article A, for example “Do you want a /wɑnə/ cup of coffee?” WANT and TO are not always pronounced /wɑnə/. You will hear American English speakers say both /wɑnə/ and /wɑntoʊ/ with the linked T consonant sounds. Often when American English speakers want to speak clearly, like I’m doing now, or when they give a speech or a presentation at work, they will say /wɑntoʊ/ or /wɑntə/. It’s important that you know all three ways of saying WANT TO so that you can hear all three ways of saying WANT TO. You should never write the sound /wɑnə/. It’s not a word. Remember, /wɑnə/ is the sound of the words WANT and TO in fast, natural spoken English. Listen to the story again, and listen for the sound /wɑnə/. Learn more: How “kind of” becomes /haʊt̬ə/ QUESTIONS What book are you reading right now? If you’re not reading a book right now, what’s the last book you read? Leave me a comment below! Leave me a comment below! Right now I am reading a book called The Poisoned Crown by Maurice Druon. It’s the third book in his Accursed Kings series. George R. R. Martin, who wrote the book series A Song of Ice and Fire that became the popular TV show “Games of Thrones,” says that the Accursed Kings inspired him to write A Song of Ice and Fire! If you’re curious, here’s my original summer reading list: 1. The Miniaturist 2. Girl on the Train 3. The War of Art (non-fiction) 4. The Little Paris Bookshop 5. The Curious Charms of Arthur Pepper 6. Grit: The Power of Passion and Perseverance (non-fiction) 7. Everyone Brave is Forgiven 8. Algorithms to Live By: The Computer Science of Human Decisions (non-fiction) 9. Girl on the Train 10. Sons and Daughters of Ease and Plenty 11. Homegoing 12. The Nest I didn’t like #3, #7 or #8, and I didn’t finish reading #7 or #8. I have read everything except #10-12. I am 35th in line for #12.…
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