Session 3 21F.223 Listening, Speaking, and Pronunciation

ISAIAH WONHO YOO: So we talked about rhythm last time, all right? So the most important thing that you want to remember is what? Stressing the content words or the function words? AUDIENCE: Content words. ISAIAH WONHO YOO: Content words. You stress the content words, right? You stress the content words. Now, what happens to the function words then? [INTERPOSING VOICES] ISAIAH WONHO YOO: The vowels-- huh? [INTERPOSING VOICES] ISAIAH WONHO YOO: Yes. You do not stress function words, which means vowels in those function words get reduced. When we say two words really fast, it becomes-- AUDIENCE: Should've. ISAIAH WONHO YOO: Shoulda. D becomes a flap, right? AUDIENCE: Shoulda. ISAIAH WONHO YOO: All these in shoulda, coulda, woulda. Shoulda. AUDIENCE: Shoulda. ISAIAH WONHO YOO: Coulda. AUDIENCE: Coulda. ISAIAH WONHO YOO: Woulda. AUDIENCE: Woulda. ISAIAH WONHO YOO: All the D's in all those three words become a flap, right? Shoulda, coulda, woulda. So, what's actually shoulda? AUDIENCE: Should have. [INTERPOSING VOICES] ISAIAH WONHO YOO: Shoulda is actually? AUDIENCE: Should have. ISAIAH WONHO YOO: Should have, all right? Should have, right? You get rid of the H. You get rid of V, OK? When it's usually followed by a consonant, you get rid of the V. If you look it up in the dictionary, it's "have." Right? You get rid of V. You get rid of H. Now-- AUDIENCE: Reduced. ISAIAH WONHO YOO: --ah gets reduced to a short, right? So we have-- AUDIENCE: Should have. ISAIAH WONHO YOO: --should. Should, right? Now we're going to link it together. Shoulda. Shoulda, right? D comes between two vowels, right? So they become shoulda, right? This is what we actually say, shoulda. AUDIENCE: Shoulda. AUDIENCE: Shoulda. ISAIAH WONHO YOO: OK? Shoulda. AUDIENCE: Shoulda. ISAIAH WONHO YOO: Shoulda. AUDIENCE: Shoulda. ISAIAH WONHO YOO: So, does that make sense? There are people who shoulda, coulda, woulda, and there are people who are glad they did. OK? Shoulda, coulda, woulda. Shoulda. I should have gone. I could have gone if I had more money. I could have gone had I had more money. I would have gone had I had more time, and there are people who are glad they did. OK. Now let's go back to our-- oh, very interesting. Oh, no. Go back to our course packet. I asked you to do this, right? Find the right matches. Find the right matches. OK. Compare your answers with your neighbors. Compare your answers. [SIDE CONVERSATION] Page 71. Page 71 in your course packet. Homework. AUDIENCE: [LAUGHS] ISAIAH WONHO YOO: Home. Home, not class work. Keep comparing answers. [SIDE CONVERSATION] Homework, people. Homework. You can compare your answers with-- OK, yeah. Compare your answers, [INAUDIBLE].. [SIDE CONVERSATION] OK. [SIDE CONVERSATION] Number one. Everyone? Number one. Here. Up here, up here, up here. Number one. AUDIENCE: Try to sleep. ISAIAH WONHO YOO: OK. Say this. Say number one, all of it. All of you guys. AUDIENCE: Try to sleep. ISAIAH WONHO YOO: One more time. AUDIENCE: (IN UNISON) Try to sleep. ISAIAH WONHO YOO: Try to sleep. AUDIENCE: Try to sleep. ISAIAH WONHO YOO: Or let's have the flap. Try to sleep. AUDIENCE: (IN UNISON) Try to sleep. ISAIAH WONHO YOO: Try to sleep. AUDIENCE: Try to sleep. ISAIAH WONHO YOO: How many syllables? AUDIENCE: Three. ISAIAH WONHO YOO: Three syllables, right? Three syllables? OK. What's the stress pattern? What's the rhythmic pattern? AUDIENCE: DA di DA. ISAIAH WONHO YOO: DA di DA. DA di DA. Content, content, so the answer is E. AUDIENCE: E. ISAIAH WONHO YOO: OK? Number two. Number two? Volunteer? Two, OK? AUDIENCE: You promised to phone. ISAIAH WONHO YOO: One more time. AUDIENCE: You promised to phone. ISAIAH WONHO YOO: Very good. So the answer is? AUDIENCE: [INAUDIBLE] C. AUDIENCE: C. AUDIENCE: C. [INTERPOSING VOICES] ISAIAH WONHO YOO: C or D. OK. How many syllables does this have? [INTERPOSING VOICES] AUDIENCE: Five. ISAIAH WONHO YOO: You. AUDIENCE: Pro. ISAIAH WONHO YOO: Pro. AUDIENCE: Missed. ISAIAH WONHO YOO: Missed. To. Phone. Five syllables, right? Five syllables. Di DA. Di di DA. Right? Di DA. Di di DA. You promised to phone. Everyone. You promised to phone. AUDIENCE: (IN UNISON) You promised to phone. ISAIAH WONHO YOO: You promi, mi. Use a-- you could use a reduced vowel. Shwa. You promised. AUDIENCE: You promised. ISAIAH WONHO YOO: Shwa or ih. Ih or uh. AUDIENCE: You promised to phone. ISAIAH WONHO YOO: Promised to phone. AUDIENCE: (IN UNISON) You promised to phone. ISAIAH WONHO YOO: You promised to phone. AUDIENCE: (IN UNISON) You promised to phone. ISAIAH WONHO YOO: So the answer is? AUDIENCE: D. ISAIAH WONHO YOO: D. OK? Number three. [INTERPOSING VOICES] ISAIAH WONHO YOO: OK. [INAUDIBLE] AUDIENCE: I'd like to sleep. I'd like to help. ISAIAH WONHO YOO: You'd like to sleep. [LAUGHTER] 10 minutes into class. You want to go to sleep already? OK. One more time. AUDIENCE: I'd like to help. ISAIAH WONHO YOO: I'd like to help. OK? So the answer is? AUDIENCE: C. ISAIAH WONHO YOO: C. Di DA di DA. Right? Di DA di DA. I'd like to help. Di DA di DA. I'd like to help. AUDIENCE: (IN UNISON) I'd like to help. ISAIAH WONHO YOO: Everyone? I'd like to help. AUDIENCE: (IN UNISON) I'd like to help. ISAIAH WONHO YOO: OK? Four? [INTERPOSING VOICES] ISAIAH WONHO YOO: It's. [INTERPOSING VOICES] ISAIAH WONHO YOO: It's broken. [INTERPOSING VOICES] ISAIAH WONHO YOO: It's broken. AUDIENCE: It's broken. ISAIAH WONHO YOO: So the answer is? AUDIENCE: A. ISAIAH WONHO YOO: A, di DA di. OK? It's broken. AUDIENCE: It's broken. ISAIAH WONHO YOO: OK. Number five? [INTERPOSING VOICES] AUDIENCE: I stepped on it. ISAIAH WONHO YOO: I. AUDIENCE: I stepped on it. AUDIENCE: I stepped on it. ISAIAH WONHO YOO: Huh? AUDIENCE: I stepped on it. ISAIAH WONHO YOO: [SIGHS] AUDIENCE: I stepped on it. ISAIAH WONHO YOO: No. [LAUGHTER] AUDIENCE: I stepped on it. ISAIAH WONHO YOO: Huh? Louder. AUDIENCE: I step on it. ISAIAH WONHO YOO: No. [INTERPOSING VOICES] ISAIAH WONHO YOO: I? AUDIENCE: Stepped on it. ISAIAH WONHO YOO: I step? AUDIENCE: On it. ISAIAH WONHO YOO: Dun, dun. You said step on. Step, step-puh. Puh is? That's a present tense. Here, this past tense. I stepped uh. [INTERPOSING VOICES] ISAIAH WONHO YOO: Stepped, right? Stepped. AUDIENCE: Stepped. ISAIAH WONHO YOO: Stepped becomes? AUDIENCE: Step. AUDIENCE: Step on it. ISAIAH WONHO YOO: OK? AUDIENCE: [INAUDIBLE] ISAIAH WONHO YOO: Stepped, right? AUDIENCE: Stept. ISAIAH WONHO YOO: On. Now we're going to link it. AUDIENCE: Stepped on. ISAIAH WONHO YOO: Yes. Step, right? AUDIENCE: Tan. ISAIAH WONHO YOO: Tan. Stepped on it. AUDIENCE: Stepped on it. ISAIAH WONHO YOO: Stepped on it. AUDIENCE: Stepped on it. ISAIAH WONHO YOO: Stepped on it. AUDIENCE: Stepped on it. ISAIAH WONHO YOO: Stepped on it. AUDIENCE: Stepped on it. ISAIAH WONHO YOO: I stepped on it. AUDIENCE: I stepped on it. ISAIAH WONHO YOO: I stepped on it. AUDIENCE: I stepped on it. ISAIAH WONHO YOO: That's why linking is so important, one of the most important things. There are many most important things in this class, right? [LAUGHTER] Any questions about this? AUDIENCE: [INAUDIBLE] stepped on? ISAIAH WONHO YOO: Is this a flap? AUDIENCE: No flap. ISAIAH WONHO YOO: Huh? AUDIENCE: I'm confused. I don't know. ISAIAH WONHO YOO: OK. Well, your question is? AUDIENCE: It a flap, or is it an aspirated T? ISAIAH WONHO YOO: This is an unaspirated T. AUDIENCE: OK. ISAIAH WONHO YOO: Why do you-- why would you think this would be a flap? AUDIENCE: [INAUDIBLE] ISAIAH WONHO YOO: Or-- AUDIENCE: It's unstressed syllable, and-- ISAIAH WONHO YOO: What's the rule? In order to have a flap-- AUDIENCE: Uh-huh. ISAIAH WONHO YOO: --what do you have to have? AUDIENCE: Is it the vowels? ISAIAH WONHO YOO: Two vowels. Between two vowels, right? Between two vowels or between two voice sounds and at the beginning of an unstressed syllable. Right? So, yes, this is at the beginning of an unstressed syllable. And we don't even-- because this occurs across two words. But the thing is here this is a consonant. This is a vowel. We have a consonant here, so there's no flap. AUDIENCE: I stepped on it. ISAIAH WONHO YOO: I stepped on it. AUDIENCE: I stepped on it. AUDIENCE: I steeped on it. ISAIAH WONHO YOO: Right? Stepped on it. Stepped on it because there's a constant step. OK. Oh. Now the-- yeah, I asked you to do this. Right? Someone, I need a volunteer to write the last sentence. Phonetic symbols of the last sentence, or actually just this one. OK. Volunteer? Volunteer to write the phonetic symbols. OK. With the linking and everything and-- AUDIENCE: [INAUDIBLE] AUDIENCE: We already did this. ISAIAH WONHO YOO: I did this-- I did this for you? AUDIENCE: Last class, yeah. [INTERPOSING VOICES] ISAIAH WONHO YOO: OK. [LAUGHTER] ISAIAH WONHO YOO: It's OK. Come up here and-- I forgot. I'm confused, so you help me. OK. Come up here and write it down for us. And what about this? This one. Who wants to do this for us? Did we do this. No, [INAUDIBLE]. AUDIENCE: You also did that. ISAIAH WONHO YOO: I did that for you, too? AUDIENCE: Yes. ISAIAH WONHO YOO: I forgot, so-- [LAUGHTER] [SIDE CONVERSATION] OK? Very good. Might have been. AUDIENCE: Might have been. ISAIAH WONHO YOO: Might have been. AUDIENCE: Might have been. ISAIAH WONHO YOO: Might have been. AUDIENCE: Might have been. ISAIAH WONHO YOO: Might have been. AUDIENCE: Might have been. ISAIAH WONHO YOO: Might have been. AUDIENCE: Might have been. ISAIAH WONHO YOO: Might have been. AUDIENCE: Might have been. ISAIAH WONHO YOO: Might have been. AUDIENCE: Might have been. ISAIAH WONHO YOO: Might have been. AUDIENCE: Might have been. ISAIAH WONHO YOO: Might have been. AUDIENCE: Might have been. ISAIAH WONHO YOO: This one? AUDIENCE: [INAUDIBLE] ISAIAH WONHO YOO: So-- oh. [TUTS] I think we want to break it like this. Cats have been. AUDIENCE: Cats have been. ISAIAH WONHO YOO: Cats have been. AUDIENCE: Cats have been. ISAIAH WONHO YOO: Cats have been. AUDIENCE: Cats have been. ISAIAH WONHO YOO: Cats have been. AUDIENCE: Cats have been. ISAIAH WONHO YOO: OK. So let's compare this with-- how would you say this? AUDIENCE: Might be. ISAIAH WONHO YOO: Might be. AUDIENCE: Might be. ISAIAH WONHO YOO: Might be. AUDIENCE: Might be. ISAIAH WONHO YOO: What happens to the T? [INTERPOSING VOICES] AUDIENCE: Glottal stop. ISAIAH WONHO YOO: Becomes-- yes, usually glottal. Might be. [INTERPOSING VOICES] ISAIAH WONHO YOO: Might be. Might be, OK? Might be. So if you say might, you really don't say "might be." Might be, OK? If you're expecting a T, you're not going to get that. And here, "have" just becomes a flap. Mighta. AUDIENCE: Mighta. ISAIAH WONHO YOO: The minute you hear ata, ata, that's have. Might have been. Might have been. AUDIENCE: Might have been. ISAIAH WONHO YOO: Might have been. AUDIENCE: Might have been. ISAIAH WONHO YOO: Might have been. OK? But here you don't hear anything. You say "might be." AUDIENCE: Might be. ISAIAH WONHO YOO: Might be. OK? OK, so let's do this together. You can stomp along with me. 1, 2, 3. Everyone? 1, 2, 3. 1, 2, 3. Cats chase mice. AUDIENCE: (IN UNISON) Cats chase mice. ISAIAH WONHO YOO: The cats chase mice. AUDIENCE: (IN UNISON) The cats chase mice. ISAIAH WONHO YOO: The cats have chased mice. AUDIENCE: (IN UNISON) The cats have chased mice. ISAIAH WONHO YOO: The cats have chased the mice. AUDIENCE: (IN UNISON) The cats have chased the mice. ISAIAH WONHO YOO: The cat's been chasing the mice. AUDIENCE: (IN UNISON) The cat's been chasing the mice. ISAIAH WONHO YOO: The cats might have been chasing the mice. AUDIENCE: (IN UNISON) The cats-- [INTERPOSING VOICES] ISAIAH WONHO YOO: Oh, I messed up this. The cats might have been-- this was a little difficult. The cats might have been. You have to say it might have been, too. Might have been. Here, the cats have chased-- the cats have chased mice. What happens here? The cats have chased-- AUDIENCE: Chased the mice. ISAIAH WONHO YOO: Chased. Over there, you could-- [INTERPOSING VOICES] ISAIAH WONHO YOO: When I said it, I actually-- now, you could. I released it. I said chased mice. Chased mice. I said chased mice. Chased mice because I was-- the rhythmic pattern. Chased mice. Chased mice. It was kind of slowed between "chased" and "mice." Chased mice. So I released the T, but in real fast pitch you might actually-- what happens to the T? What can happen to the T? [INTERPOSING VOICES] AUDIENCE: Drop it. ISAIAH WONHO YOO: Huh? Drop it. Drop it because? AUDIENCE: Three. ISAIAH WONHO YOO: Three syllables. Three consonants. 1, 2, 3. AUDIENCE: Yes. ISAIAH WONHO YOO: Three consonants. You get rid of-- Remember asked. I asked him. Asked him. Asked him, OK? I asked him. I asked him. [INTERPOSING VOICES] ISAIAH WONHO YOO: Asked. OK. Asked. Asked him. AUDIENCE: [LAUGHS] ISAIAH WONHO YOO: Asked. Oh, oh. [INTERPOSING VOICES] ISAIAH WONHO YOO: Here, we get rid of H automatically. Right? We get-- and three consonants. We get rid of the middle one, OK? Asked him. Asked him. Asked him. Asked him. [INTERPOSING VOICES] ISAIAH WONHO YOO: But here you have to have chased the. Chased the. Chased the mice. Chased the. Chased the. Chased the mice. OK? So this is-- this was chased mice. AUDIENCE: Chased mice. ISAIAH WONHO YOO: Chased mice. AUDIENCE: Chased mice. ISAIAH WONHO YOO: Chased the mice. AUDIENCE: Chased the mice. ISAIAH WONHO YOO: Chased the mice. AUDIENCE: Chased the mice. ISAIAH WONHO YOO: Chased the mice. AUDIENCE: Chased the mice. ISAIAH WONHO YOO: Chased the mice. AUDIENCE: Chased the mice. ISAIAH WONHO YOO: OK. AUDIENCE: Chased the mice. ISAIAH WONHO YOO: One more time. 1, 2, 3. That's too fast. [LAUGHTER] 1, 2, 3. 1, 2, 3. Cats chase mice. AUDIENCE: (IN UNISON) Cats chase mice. ISAIAH WONHO YOO: The cats chase mice. AUDIENCE: (IN UNISON) The cats chase mice. ISAIAH WONHO YOO: The cats have chased mice. AUDIENCE: The cats have chased mice. ISAIAH WONHO YOO: The cats have chased the mice. AUDIENCE: The cats have chased the mice. ISAIAH WONHO YOO: The cat's been chasing the mice. AUDIENCE: The cat's been chasing the mice. ISAIAH WONHO YOO: The cats might have been chasing the mice. AUDIENCE: The cats might have chased the mice. ISAIAH WONHO YOO: Yes. [LAUGHTER] We did it. AUDIENCE: [INAUDIBLE] ISAIAH WONHO YOO: Any questions about this? Reducing the vowels, very important. Reducing the vowels, very important. OK. Now, how am I going to-- 1, 2. 1, 2. We're going to-- OK. 1, 2, 1. We're going number off. 1, 2, 1, 2, 1, 2, 1, 2. OK? AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. ISAIAH WONHO YOO: OK. 1, 2. So you are partners. 1, 2, 1, 2. You guys are partners, OK? And I want you to pick once-- is this the right envelope? Yes. OK. So each pair gets one sentence. Each pair gets one sentence. No, no. No, you guys got one already. OK? [LAUGHTER] Each pair gets one sentence. AUDIENCE: [LAUGHS] [INAUDIBLE] ISAIAH WONHO YOO: Each pair gets one sentence. AUDIENCE: [INAUDIBLE] ISAIAH WONHO YOO: OK. [SIDE CONVERSATION] OK. As a pair, your task is to come up with the correct rhythmic pattern. OK? Like di DA di, di DA di. And I'm going to write the patterns on the board. [SIDE CONVERSATION] OK? So it's the same task. First thing you need to do is to figure out how many syllables your sentence has. OK? How many syllables. Count that and think about which ones are content words, which ones are functional words, and you're going to have stress on the content words. Right? Right? And then you have to reduce function words. Reduce function words and do all the linking, OK? Do all the linking. And as a pair, practice saying the sentence as correctly as possible together. OK? And I'm going to ask both of you to say the sentence together at the same time. [SIDE CONVERSATION] OK. Your sentence should have at least one of these four patterns. This is the what? This is a reduced syllable. This is the stressed syllable, OK? And figure that out, too. [SIDE CONVERSATION] Ready? AUDIENCE: Ready. ISAIAH WONHO YOO: Is everyone ready? AUDIENCE: Ready. ISAIAH WONHO YOO: OK. Now everyone stand up, up, up, and go to the board. Stand under your number. [SIDE CONVERSATION] Let's go. [SIDE CONVERSATION] OK? [INTERPOSING VOICES] AUDIENCE: He's a suspect. [CHUCKLES] ISAIAH WONHO YOO: Yeah. I forgot something. I forgot the lines. Everyone ready? Did you practice saying this sentence together? OK. Remember the rhythm. Linking. Get rid of certain sounds, OK? Reduce the vowels. Ready? OK. We'll hear from the first group. As loudly as possible. AUDIENCE: He lived in Spain. AUDIENCE: He lived in Spain. ISAIAH WONHO YOO: Together at the same time. [LAUGHTER] AUDIENCE: He lived in Spain. ISAIAH WONHO YOO: One more time. AUDIENCE: He lived in Spain. [INTERPOSING VOICES] ISAIAH WONHO YOO: OK. Everyone, you have to pay attention. [LAUGHTER] Is that good? One more time. AUDIENCE: (TOGETHER) He lived in Spain. ISAIAH WONHO YOO: Yes? One more time. AUDIENCE: (TOGETHER) He lived in Spain. ISAIAH WONHO YOO: And do we have the same-- do you have the correct rhythmic pattern? He lived in Spain. He lived in Spain. Perfect. Very good. Very good. Thank you. OK? And after you-- you can write your sentence on the board. Now, next. Everyone pay attention, please. [INTERPOSING VOICES] AUDIENCE: She sat at home. ISAIAH WONHO YOO: One more time. AUDIENCE: She sat at home. ISAIAH WONHO YOO: She-- AUDIENCE: Sat at home. ISAIAH WONHO YOO: She sat at home. She sat at home. OK. They have a flap there. She sat at home. Is that good? Sat at home. AUDIENCE: Sat at home. ISAIAH WONHO YOO: She sat at home. Very good. Write your sentence on the board. Write your sentence on the board, and you can sit down. Next? [SIDE CONVERSATION] AUDIENCE: They stopped to talk. [INTERPOSING VOICES] [LAUGHTER] ISAIAH WONHO YOO: OK. On three. 1, 2, 3. AUDIENCE: They stopped to talk. ISAIAH WONHO YOO: Listen. Pay attention, please. 1, 2, 3. AUDIENCE: They stopped to talk. ISAIAH WONHO YOO: They-- AUDIENCE: Stopped to talk. ISAIAH WONHO YOO: --stopped to talk. They stopped-- AUDIENCE: To talk. ISAIAH WONHO YOO: OK. To. "To" is a syllable. They stopped to talk. They stopped to talk. To. To. To has a vowel. To. They stopped to talk. It sounds like you don't have a vowel. They stopped to. They stopped to talk. One more time. AUDIENCE: They stopped to talk. ISAIAH WONHO YOO: OK. 1, 2, 3. AUDIENCE: They stopped to talk. ISAIAH WONHO YOO: They stopped to talk. They stopped to. To is a vowel. There's a vowel there. They stopped to talk. AUDIENCE: They stopped to talk. ISAIAH WONHO YOO: Say "to." AUDIENCE: They stopped to talk. ISAIAH WONHO YOO: They stop to. AUDIENCE: They stopped to. ISAIAH WONHO YOO: They stopped to talk. AUDIENCE: They stopped to talk. ISAIAH WONHO YOO: They stopped to talk. AUDIENCE: They stopped to talk. ISAIAH WONHO YOO: They stopped to talk. AUDIENCE: They stopped to talk. AUDIENCE: They stopped to talk. ISAIAH WONHO YOO: Very good. They stopped to talk. AUDIENCE: They stopped to talk. ISAIAH WONHO YOO: OK. Write your sentence on the board. 1, 2, 3. AUDIENCE: She wrote a letter. ISAIAH WONHO YOO: 1, 2, 3. AUDIENCE: She wrote a letter. ISAIAH WONHO YOO: She wrote a. Ruh, ruh. The flap is a little connected. She wrote a letter. AUDIENCE: She wrote a letter. ISAIAH WONHO YOO: She wrote a letter. AUDIENCE: She wrote a letter. ISAIAH WONHO YOO: Letter. AUDIENCE: Letter. ISAIAH WONHO YOO: [CHUCKLES] This is very difficult because you have the L and R and the flap. OK, write your sentence on the board. OK? I want 1, 2, 3. AUDIENCE: You asked a question. ISAIAH WONHO YOO: 1, 2, 3. AUDIENCE: You asked a question. ISAIAH WONHO YOO: I don't-- I don't-- [LAUGHTER] 1, 2, 3. AUDIENCE: You asked a question. ISAIAH WONHO YOO: OK. Together. 1, 2, 3. AUDIENCE: You asked a question. [LAUGHTER] ISAIAH WONHO YOO: No. OK, but please write your sentence on the board. We'll work on that together. Write your sentence on the board and put a check mark next to it-- [LAUGHTER] --meaning not good. OK. [INAUDIBLE] 1, 2, 3. AUDIENCE: I see what you mean. ISAIAH WONHO YOO: 1, 2, 3. AUDIENCE: I see what you mean. [LAUGHTER] ISAIAH WONHO YOO: No! [LAUGHTER] One more time. 1, 2, 3. AUDIENCE: I see what you mean. ISAIAH WONHO YOO: Good. What you. OK. You have two options. What you. You can palatalize it, what you, or what you. Use a glottal stop, but you can't have a cleft. The first time, you had a cleft. I see what you-- you had a flap, right? Don't have a flap. What you. What you're or what you. One more time. 1, 2, 3. AUDIENCE: I see what you mean. ISAIAH WONHO YOO: Very good. [LAUGHTER] [INTERPOSING VOICES] ISAIAH WONHO YOO: I see what you mean or I see what you mean. What you mean. I mean, I use a glottal stop. Write it down on the board. [INTERPOSING VOICES] OK. 1, 2, 3. AUDIENCE: We thought you're sick. [LAUGHS] ISAIAH WONHO YOO: 1, 2, 3. AUDIENCE: We thought you're sick. ISAIAH WONHO YOO: Oh, good. 1, 2, 3. AUDIENCE: We thought you're sick. ISAIAH WONHO YOO: OK. Sick. AUDIENCE: Sick. ISAIAH WONHO YOO: The vowel, sick. It's the last vowel, ih, is sih. Sick. Very good. Write your sentence on the board. Next. [INTERPOSING VOICES] ISAIAH WONHO YOO: 1, 2, 3. AUDIENCE: He started to leave. [INTERPOSING VOICES] AUDIENCE: OK. ISAIAH WONHO YOO: 1, 2, 3. AUDIENCE: He started to leave. ISAIAH WONHO YOO: OK. Everyone, listen. 1, 2, 3. AUDIENCE: He started to leave. ISAIAH WONHO YOO: Flap. Started, started, started. He started to leave. 1, 2, 3. AUDIENCE: He started to leave. ISAIAH WONHO YOO: Started. Started. OK. Give me your sentence. Write your sentence on the board. [INTERPOSING VOICES] ISAIAH WONHO YOO: Write your sentence on the board. Put a check mark. Check mark next to it. Put a check mark here, and you can sit down. OK? [SIDE CONVERSATION] OK. [INAUDIBLE] and [INAUDIBLE]. 1, 2, 3. AUDIENCE: We've decided to leave. ISAIAH WONHO YOO: 1, 2, 3. AUDIENCE: We've decided to leave. ISAIAH WONHO YOO: 1, 2, 3. AUDIENCE: We've decided to leave. ISAIAH WONHO YOO: OK. We decided to live. Good. OK. Write your sentence on the board. OK. 1, 2, 3. AUDIENCE: They discussed it with Frank. ISAIAH WONHO YOO: 1, 2, 3. AUDIENCE: They discussed it with Frank. ISAIAH WONHO YOO: Very good. Write your sentence on the board. [SIDE CONVERSATION] Rick? AUDIENCE: Yeah? ISAIAH WONHO YOO: That's good. I know. The stress is here. It's just-- OK? Do you want to do this against? AUDIENCE: You ask. You asked a question. ISAIAH WONHO YOO: OK. That's better. [LAUGHTER] Teach him. Go with him. AUDIENCE: You asked a question. ISAIAH WONHO YOO: Very good. AUDIENCE: You asked a question. You asked a question. ISAIAH WONHO YOO: Very good. Very good. OK. One more. One more time. One more time. [LAUGHTER] AUDIENCE: You asked a question. ISAIAH WONHO YOO: No, no. On three. 1, 2, 3. AUDIENCE: You asked a question. [LAUGHTER] ISAIAH WONHO YOO: OK. One more time. 1, 2, 3. AUDIENCE: You asked a question. ISAIAH WONHO YOO: Together. [LAUGHTER] 1, 2, 3. AUDIENCE: You asked a question. ISAIAH WONHO YOO: Very good. Very good. You can sit down. First time, they do not have to ask the, the. It's very important. The. Asked the. You asked a question. AUDIENCE: You asked a question. ISAIAH WONHO YOO: You asked a question. AUDIENCE: You asked a question. ISAIAH WONHO YOO: Asked a. Asked a. That's very important, OK? You asked a question. You asked a question. So that was difficult. This one? AUDIENCE: He started to leave. [INTERPOSING VOICES] ISAIAH WONHO YOO: This is a flap, OK? Flap but not a flap. He started to leave. AUDIENCE: He started to leave. ISAIAH WONHO YOO: Started. AUDIENCE: Started. ISAIAH WONHO YOO: Started. AUDIENCE: Started. ISAIAH WONHO YOO: Started. AUDIENCE: Started. ISAIAH WONHO YOO: He started to leave. AUDIENCE: He started to leave. ISAIAH WONHO YOO: OK? Here, we thought-- we thought you were. Again, we thought, we thought you're, we thought, we thought. AUDIENCE: We thought you're. ISAIAH WONHO YOO: We thought you were. I use a glottal stop. We thought you were sick. AUDIENCE: We thought you were sick. ISAIAH WONHO YOO: We thought you were sick. AUDIENCE: We thought you were sick. ISAIAH WONHO YOO: We thought you were sick. AUDIENCE: We thought you were sick. ISAIAH WONHO YOO: I see what you mean. AUDIENCE: I see what you mean. ISAIAH WONHO YOO: I see what you mean. AUDIENCE: I see what you mean. ISAIAH WONHO YOO: We've decided to leave. That was good. This one? AUDIENCE: They discussed it with Frank. ISAIAH WONHO YOO: They discussed it. Again, they discussed it. They discussed it with Frank. AUDIENCE: They discussed it with Frank. ISAIAH WONHO YOO: OK. This one. [INTERPOSING VOICES] ISAIAH WONHO YOO: He lived in Spain. AUDIENCE: He lived in Spain. ISAIAH WONHO YOO: He lived in Spain. AUDIENCE: He lived in Spain. ISAIAH WONHO YOO: This one? AUDIENCE: She sat at home. ISAIAH WONHO YOO: She sat at home. AUDIENCE: She sat at home. ISAIAH WONHO YOO: She sat at home. AUDIENCE: She sat at home. ISAIAH WONHO YOO: She sat at home. AUDIENCE: She sat at home. ISAIAH WONHO YOO: Becomes a flap. Here? AUDIENCE: They stopped to talk. AUDIENCE: They stopped to talk. ISAIAH WONHO YOO: They stopped to talk. AUDIENCE: They stopped to talk. ISAIAH WONHO YOO: OK. AUDIENCE: They stopped and talked. [INTERPOSING VOICES] AUDIENCE: They stopped to talk. ISAIAH WONHO YOO: They stopped. [INTERPOSING VOICES] ISAIAH WONHO YOO: You're going to get rid of this one T here, OK? So that was the problem with Ty. AUDIENCE: They stopped to-- ISAIAH WONHO YOO: OK. This becomes more like a schwa or a T-- AUDIENCE: They stopped to talk. AUDIENCE: They stopped to talk. ISAIAH WONHO YOO: No. What you're doing is you're trying to have two T's. Say stop. AUDIENCE: Stop. ISAIAH WONHO YOO: To. AUDIENCE: To. ISAIAH WONHO YOO: Stopped to. AUDIENCE: Stopped to. ISAIAH WONHO YOO: Stopped to. AUDIENCE: Stopped to. ISAIAH WONHO YOO: Stopped to talk. AUDIENCE: Stopped to talk. ISAIAH WONHO YOO: Stopped to talk. AUDIENCE: Stopped to talk. Stopped to talk. ISAIAH WONHO YOO: OK? AUDIENCE: They stopped to talk. ISAIAH WONHO YOO: Very good. They stopped to talk. AUDIENCE: They stopped to talk. ISAIAH WONHO YOO: Very good. One more time. AUDIENCE: They stopped to talk. ISAIAH WONHO YOO: They stopped to talk. AUDIENCE: They stopped to talk. [LAUGHTER] ISAIAH WONHO YOO: OK. AUDIENCE: Is this [INAUDIBLE]? ISAIAH WONHO YOO: Yeah. Yeah, you could think of it that way. They stopped to talk. They stopped to talk. They stopped to-- they-- AUDIENCE: They stopped to talk. ISAIAH WONHO YOO: I think they're different, but it might be my brain is tricking me. Stopped. I think I'm stopping-- I think I'm using a glottal stop here. They stopped. They stopped. They stop. I think I have a glottal stop, but if you actually analyze it, there might not be any different. They stopped to talk. There are two T's here. Two T's here, right? So get rid of one T. Stopped to talk. They stopped to talk. AUDIENCE: They stopped to talk. ISAIAH WONHO YOO: They stopped to talk. AUDIENCE: They stopped to talk. ISAIAH WONHO YOO: This one. AUDIENCE: She wrote a letter. ISAIAH WONHO YOO: She wrote a letter. Wrote a. Wrote a. This becomes a flap, OK? AUDIENCE: Wrote a. ISAIAH WONHO YOO: Wrote a letter. Becomes a flap. She wrote a letter. She wrote a letter. AUDIENCE: She wrote a letter. ISAIAH WONHO YOO: She wrote a letter. AUDIENCE: She wrote a letter. ISAIAH WONHO YOO: She wrote a letter. AUDIENCE: She wrote a letter. ISAIAH WONHO YOO: Wrote a le, le. This is a light L. Your tongue is really tense. Le, le. She wrote a letter. AUDIENCE: She wrote a letter. ISAIAH WONHO YOO: She wrote a letter. AUDIENCE: She wrote a letter. ISAIAH WONHO YOO: OK. Any questions? AUDIENCE: Wrote a letter. ISAIAH WONHO YOO: [INAUDIBLE] AUDIENCE: Could you explain why I can't apply flap between a Y and U? ISAIAH WONHO YOO: Why? Because this is a palatalization. This is a consonant sound. U is a consonant sound, right? Whenever you have T and Y together, "you" becomes "chew." Right? Palatalization, or use a glottal stop and Y. What you. OK? What you. What you. Not good. What are you? Not good. AUDIENCE: [INAUDIBLE] between "what" and "you?" ISAIAH WONHO YOO: Here? AUDIENCE: Yeah. What, whatta, whatta. ISAIAH WONHO YOO: For instance, what do you mean. AUDIENCE: What do you mean? ISAIAH WONHO YOO: What do you mean? Yes, then T and D becomes like what do you, what do you. Like I said, you say it like what do you. AUDIENCE: What are you. ISAIAH WONHO YOO: What are you. AUDIENCE: What are you. ISAIAH WONHO YOO: OK. So T and D, what's the-- because this is so common, we say we just put T and D together and one flap. What are you. AUDIENCE: What are you. ISAIAH WONHO YOO: What are you. AUDIENCE: What are you. ISAIAH WONHO YOO: Questions? [INTERPOSING VOICES] AUDIENCE: She sat at home. Would you say the T there? ISAIAH WONHO YOO: She sat at home. Now, again, H is a consonant. AUDIENCE: Mhm. ISAIAH WONHO YOO: Right? AUDIENCE: At home. ISAIAH WONHO YOO: So she sat at. She sat at home. But-- AUDIENCE: She sat at home. ISAIAH WONHO YOO: She sat. She sat at. She sat at home. I think this becomes a flap, too, after she sat at home. She sat at home. She sat at home. She sat at home. AUDIENCE: But the syllable is stressed. ISAIAH WONHO YOO: She sat at. AUDIENCE: [INAUDIBLE] ISAIAH WONHO YOO: But that rule applies only to one word, not across two words. Not across two words. We had the same question last time, right? She sat at home. She sat at home. She sat at, she sat, she sat at home. She sat at, she sat at home. She sat at home. She sat at home. She sat at home. Just to me it becomes like a flap. She sat at home. AUDIENCE: She sat at home. AUDIENCE: She sat at home. ISAIAH WONHO YOO: OK. Did I collect all the sentences back? [INTERPOSING VOICES] ISAIAH WONHO YOO: OK. We just reviewed rhythm. Any questions about rhythm, sentence stress and rhythm? OK. Now we're going to talk about unreal past conditional, and after that we're going to start talking about prominence today. On Tuesday-- next week, right? Tuesday. Tuesday. After Tuesday, we have a holiday on Thursday. So-- AUDIENCE: Right. ISAIAH WONHO YOO: --after Tuesday, I get to say have a nice weekend, after Tuesday. Now, according to your schedule, there should be an idiom quiz on Tuesday but no quiz on Tuesday. We're going to have that the following Tuesday, OK? But we will have our debate-- AUDIENCE: OK. ISAIAH WONHO YOO: --on Tuesday, which means I want you to prepare for the debate. So the two homework assignments for Tuesday is read big picture chapter 15 and prepare for the debate. How do you prepare for the debate? If you turn to page 109 in your course packet-- page 109, discussion gambit index cards. Discussions gambit index cards. OK. There are about 40 gambits here, page 109. 40 gambits. 109 and 120. No, no. 109 and 110, right? During the debate, you need to participate at least twice. You need to participate at least twice, OK? And you need to use at least three of these gambits during the debate. OK? And we're going to play like a game on Tuesday. So let's read this situation, page 111. Page 111. Page 111. OK. Let's go around the room and read one sentence each, OK? Starting with [INAUDIBLE]. Starting with Lee is a foreign student on page 111. Background information. AUDIENCE: OK. ISAIAH WONHO YOO: OK. AUDIENCE: Lee is a foreign student who has been in the United States for over a year. AUDIENCE: He is a freshman in high school. ISAIAH WONHO YOO: OK. We're going to change that to he's a first-year graduate student at MIT. [LAUGHTER] AUDIENCE: Yes. He's a first-year graduate student at MIT. ISAIAH WONHO YOO: OK. Next. AUDIENCE: He always got good grades but rarely volunteered or talked in class. ISAIAH WONHO YOO: Oh. What? What? Volunteered or? AUDIENCE: Talked in class. ISAIAH WONHO YOO: Talked in. Talked in. Talked in class, OK? Not talk in. Talked in class. AUDIENCE: Talked in. ISAIAH WONHO YOO: Talked in class. OK? [INAUDIBLE], next. AUDIENCE: [INAUDIBLE] AUDIENCE: Also, this is [INAUDIBLE] participation [INAUDIBLE]. AUDIENCE: The problem is whether or not he should complain to the head of the department. ISAIAH WONHO YOO: Head of. Head. Head of. Head of the. AUDIENCE: Department. ISAIAH WONHO YOO: Head of the department. [INTERPOSING VOICES] ISAIAH WONHO YOO: That becomes a flap. Head of the. Head of the. Head of the. Head of. Whenever you have "of" and "the," try to get rid of the "the." Of. Of the. Say "of the." Of the. That's going to make it a lot easier. Head of the department. [INTERPOSING VOICES] ISAIAH WONHO YOO: Head of the. [INTERPOSING VOICES] ISAIAH WONHO YOO: Head of the. Head of the. Head of the. Head of the. Head of the department. AUDIENCE: Head of the department. ISAIAH WONHO YOO: OK? AUDIENCE: The teacher has already [INAUDIBLE] once considered [INAUDIBLE]. ISAIAH WONHO YOO: OK. AUDIENCE: In his native country, the authority of the teacher is very challenged. ISAIAH WONHO YOO: Authority. Thu, thu, thu, thu. Authority. AUDIENCE: Authority. ISAIAH WONHO YOO: Tan. T-H, tan. Authority. AUDIENCE: Authority. ISAIAH WONHO YOO: Authority. AUDIENCE: Authority. ISAIAH WONHO YOO: Next. AUDIENCE: [INAUDIBLE] he has observed several students challenging the teacher's authority. ISAIAH WONHO YOO: The stress is in thu. Authority. AUDIENCE: Authority. ISAIAH WONHO YOO: Authority. Next? AUDIENCE: The other students with a similar problem are planning to complain. ISAIAH WONHO YOO: Next. AUDIENCE: Daniel asked me to join them. ISAIAH WONHO YOO: Next. AUDIENCE: Lee thinks he may-- ISAIAH WONHO YOO: May have to. AUDIENCE: May have to take another class with his teacher next year. ISAIAH WONHO YOO: Next? AUDIENCE: He must decide whether to forgive them [INAUDIBLE].. ISAIAH WONHO YOO: OK. So this is the situation. You have a number, right? One. If you're number one-- you already have a number today, right? If you're a number one, you are going to say, yes, he should protest. If you're number two, no, he should not protest. OK? And think of some arguments, OK? So I give you the position, OK? You need to think up arguments. You remember your numbers? Do you all remember your numbers? AUDIENCE: No. AUDIENCE: Yeah. ISAIAH WONHO YOO: No? OK. So we're going to do 1, 2, 1, 2 one more time. [LAUGHTER] AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. ISAIAH WONHO YOO: One. One. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. ISAIAH WONHO YOO: OK? Number one is going to say, yes, he should protest. Number two, no, he should not protest. Should not protest. Is that clear? AUDIENCE: Clear. ISAIAH WONHO YOO: You need to participate at least twice. You need to use at least three gambits, so practice saying these gambits at home. OK, now let's turn to page 95. Oh. Actually, before we do that, I almost forgot one more thing I want to give you about rhythm. Turn to page 90 in your textbook, Accurate English. Page 90. Page 90. Page 90. OK. Let's compare A and B. How many content words does sentence A have? How many content words? AUDIENCE: One. ISAIAH WONHO YOO: One? And that is? AUDIENCE: Do. ISAIAH WONHO YOO: Do. This one? AUDIENCE: To. ISAIAH WONHO YOO: To. First one? AUDIENCE: Can't. ISAIAH WONHO YOO: Can't-- AUDIENCE: Do. ISAIAH WONHO YOO: --and do. Which one gets more stress? AUDIENCE: Can't. ISAIAH WONHO YOO: No. Do. [LAUGHTER] Do. Actually, we haven't talked about this. The last content word usually gets more stress. First content word and second content word, there's more stress here. Why is this a content word here? AUDIENCE: Not. ISAIAH WONHO YOO: Not, because of the negative. Whenever you have a negative, it becomes a content word. Right? So what happens to the vowel here? [INTERPOSING VOICES] ISAIAH WONHO YOO: Reduce, right? So we're going to say I couldn't. AUDIENCE: Couldn't. ISAIAH WONHO YOO: Couldn't. Now, it's not-- shwa would be I can. Can, can. Here, we usually use a-- I use a syllabic N. Can. [INTERPOSING VOICES] ISAIAH WONHO YOO: I can do it. AUDIENCE: I can do it. ISAIAH WONHO YOO: I can do it. AUDIENCE: I can do it. ISAIAH WONHO YOO: Here? AUDIENCE: Can't. ISAIAH WONHO YOO: Can't. AUDIENCE: Can't. ISAIAH WONHO YOO: Can't do it. AUDIENCE: Can't do it. ISAIAH WONHO YOO: I can't do it. AUDIENCE: I can't do it. ISAIAH WONHO YOO: I can't do it. AUDIENCE: I can't do it. ISAIAH WONHO YOO: I can do it. AUDIENCE: I can do it. ISAIAH WONHO YOO: I can do it. AUDIENCE: I can do it. ISAIAH WONHO YOO: You can do it. AUDIENCE: You can do it. ISAIAH WONHO YOO: You can do it. AUDIENCE: You can do it. AUDIENCE: I can do it. AUDIENCE: I can do it. AUDIENCE: You can do it. ISAIAH WONHO YOO: You can do it. AUDIENCE: You can do it. You can do it. ISAIAH WONHO YOO: Very good. AUDIENCE: You can do it. AUDIENCE: You can do it. AUDIENCE: You can do it. AUDIENCE: You can do it. AUDIENCE: You can do it. [LAUGHTER] ISAIAH WONHO YOO: You can do it. AUDIENCE: You can do it. ISAIAH WONHO YOO: You don't want to say you can't do it. If you say you can't do it, then we get confused. You can't do it? What do you mean? Can? Can't? This one? Can? Can't do it? You can do it? You have to say you can do it, OK? [INAUDIBLE] AUDIENCE: Which one? ISAIAH WONHO YOO: First one. AUDIENCE: I can do it. I can do it. ISAIAH WONHO YOO: Very good. I can do it. I can do it. I can do it. Couldn't is very important. I can do it. [INAUDIBLE] AUDIENCE: I can do it. ISAIAH WONHO YOO: One more time. AUDIENCE: I can do it. I can do it. ISAIAH WONHO YOO: Very good. OK? You can do it. You can do it. You can do it. You can do it. You can do it. You can do it. Do not say you can't do it. You can do it. You can do it. You can do it. Then the listener gets really confused, OK? AUDIENCE: I can do it. ISAIAH WONHO YOO: Let's turn to page 90. Page 90. OK. So A, B, C, the speaker used "couldn't." AUDIENCE: Couldn't. ISAIAH WONHO YOO: Couldn't. Right? I can swim. AUDIENCE: I can swim. ISAIAH WONHO YOO: You can hear the noise. AUDIENCE: You can hear the noise. ISAIAH WONHO YOO: Sharon can speak English. AUDIENCE: Sharon can speak English. ISAIAH WONHO YOO: Can, OK? AUDIENCE: Speak English. ISAIAH WONHO YOO: Question? AUDIENCE: [INAUDIBLE] AUDIENCE: Would Sharon can English [INAUDIBLE]?? ISAIAH WONHO YOO: Can? Can? No, no. They said she said "couldn't," but D and E. Can you help me? Can. Can. Second one. Can you help me. AUDIENCE: Can you help me? ISAIAH WONHO YOO: Can you help me? AUDIENCE: Can you help me? ISAIAH WONHO YOO: Couldn't you help me sounds really odd. [LAUGHTER] [INTERPOSING VOICES] ISAIAH WONHO YOO: Can you help me. AUDIENCE: Can you help me. ISAIAH WONHO YOO: Can you help me. AUDIENCE: Can you help me. ISAIAH WONHO YOO: Where can we meet? AUDIENCE: Where can we meet? ISAIAH WONHO YOO: OK. In a question, you usually say "can." AUDIENCE: Can. ISAIAH WONHO YOO: In a affirmative sentence, usually we say "couldn't." AUDIENCE: Couldn't. ISAIAH WONHO YOO: OK? OK. So, negative. If you have "not," you have to say "can" or "can't." Use a glottal stop, or can't, or can. Right? And if it comes at the end of a word, you can't say "couldn't." You have to say can. You have to say, yes, I can. You can't say, yes, I couldn't. It sounds really funny, OK? You know this movie, Catch Me If You Can? AUDIENCE: Yes. ISAIAH WONHO YOO: Catch Me If You Can. OK? If you say catch me if you couldn't-- [LAUGHTER] --that's not good. OK? AUDIENCE: So what is different between number two and number three? ISAIAH WONHO YOO: Number? AUDIENCE: Two and the negative [INAUDIBLE] and the unstressed [INAUDIBLE]. ISAIAH WONHO YOO: Number 2 and number 3? AUDIENCE: Yeah, because the sound is quite similar. ISAIAH WONHO YOO: They are similar but not the same. AUDIENCE: Not the same. Yeah, only it's very hard to distinguish. ISAIAH WONHO YOO: Distinguish? Because there's a can't. Can't. I can't. That's the glottal stop problem. Glottal stop. I can't do it. I can't do it. I can't. There's a slight stop there. I can't do it. I can't do it. AUDIENCE: So, how can I understand the difference [INAUDIBLE] or-- ISAIAH WONHO YOO: How can you understand what difference? AUDIENCE: Difference, yeah. ISAIAH WONHO YOO: Like in what example? AUDIENCE: For example, number L over here. What can we do? ISAIAH WONHO YOO: What can we do and what can't we do. OK. So the difference between what can we do-- what can we do. What we can we. AUDIENCE: What can we do. ISAIAH WONHO YOO: What can't. AUDIENCE: What can't we do. ISAIAH WONHO YOO: OK. Can't would have-- what can't. What can't we do. What can't we do. Can't, there's a slight stop there. So it's actually-- yeah. It's very similar but not the same. What can't we do. Can't, can't. What can't we do. Well, what can we do? What can we do. What can we do. What can we do. What can't we do. Can't. Can't we do. What can't we do. What can't we do. What can we do. Yeah. Sometimes you don't hear that, so yeah. What do you mean? Can or cannot? You could ask him. You could ask the speaker, but it's very difficult. What can't. What can't we do. They're not the same but similar. What can't we do. There's a stop. What can't. What can't we do. OK? Can't. Glottal stop there. AUDIENCE: Question about letter I. ISAIAH WONHO YOO: Mhm. AUDIENCE: Could you explain why there is a stress [INAUDIBLE]?? ISAIAH WONHO YOO: Letter I. And your question, again? AUDIENCE: Why there is stress of [INAUDIBLE] There's a stress. ISAIAH WONHO YOO: About it. AUDIENCE: About. [INAUDIBLE] [INTERPOSING VOICES] AUDIENCE: I think [INAUDIBLE]. ISAIAH WONHO YOO: Yeah, yeah, yeah. And I'm actually thinking about it. Actually-- [INTERPOSING VOICES] ISAIAH WONHO YOO: I don't know. I don't think there should be. That's a very good question. There should not be any stress here, right? Because "about" is the proposition. [INAUDIBLE] about it. I would consider this a mistake. No. Let me think about that, but that's a very good question. Very good question. AUDIENCE: How is a stressed [INAUDIBLE]?? ISAIAH WONHO YOO: What number? What letter? AUDIENCE: I. ISAIAH WONHO YOO: I? So you can do either can't you or can't you. AUDIENCE: I mean it's stressed. ISAIAH WONHO YOO: Stress is in "can't." [INTERPOSING VOICES] AUDIENCE: You either form that do you speak English, or do you speak English? ISAIAH WONHO YOO: No. Do you speak English, not do you speak English. The stress is "English." Do you speak English. So can't you-- can't you do anything about it. Can't you do anything about it. AUDIENCE: There's a stress on-- ISAIAH WONHO YOO: Yeah. The stress marks-- they are putting stress marks on every content word here, every content word here. We're not talking about intonation. Intonation is something that we're going to talk about after we talk about prominence, OK? Or today I'll talk about intonation a little bit. Maybe we should-- let's talk about prominence now, since that question came up. OK. Let's turn to-- in your course packet. This is course packet page-- AUDIENCE: 74. ISAIAH WONHO YOO: --74. Page 74. Page 74. Now, so rhythm. We talked about-- here when we talked about rhythm, we learned the fact that we need to stress the content words but no stress on function words. Right? But if you put equal stress on all content words, then it becomes to uh, uh, uh, uh, uh, uh. And nobody speaks that way, unless, I mean, during a interview, when you slow down-- when the person, Robert Siegel, slowed down. A bruise, or a bruise, or a cut. [COUGHS] [LAUGHTER] A bruise or a cut. Uh, uh, uh, uh. But in a fast regular speech, nobody really speaks that way. Right? So there is some stress on each content word, but one word gets the most stress, strongest stress. And that element is called prominent element or prominence, OK? So that's one thing that we need to think about. Another thing is sometimes I-- the pronoun "I" is a content word or a function word? AUDIENCE: Content. AUDIENCE: Content. AUDIENCE: Function. ISAIAH WONHO YOO: It's a functional word. Pronouns are function words, OK? Read this? [SIDE CONVERSATION] I is italicized because there's more emphasis here. Why is it important for today's kids to learn algebra? Because I had to learn this junk in school, and now it's your turn. That's why. [LAUGHTER] Because I had to turn-- I had-- this is funny? OK, good. [LAUGHTER] Finally, I have one cartoon that's funny. Because I had to learn. I'm emphasizing I, the difference-- I had to learn it, so you have to learn it, too. OK? So now in some situations you want to emphasize certain content words. No, no. No, no. Function words, OK? And if you switch the stress, it changes the meaning. So review, you can read that. One thing that we need to talk about before we start talking about prominence is thought groups, or in your book it's called pause groups, and some people call it intonation groups. You pause after a thought group, and the phrases are long if you speak fast. Right? If you speak really slowly in a public speech, then they are short. Right? So they actually differ, the length, and they're grammatically and semantically coherent. They have to be some of phrases. Like if you have a very long subject-- the guy that I met yesterday-- then you would stop there because we have a-- it actually goes to [? MIT, ?] too. So you'd have to stop after the long subject, OK? So you can stop after long subject or stop after the whole sentence or complete or one prepositional phrase. Are often set off by pauses but not all the time. Sometimes you completely pause. Sometimes you slow down. You lengthen the final syllable, OK? In each thought group, there's one prominent element. What does prominent element mean? In each thought group, every content word will get some sort of stress. What does that mean? The vowels in those words are not going to be reduced. That's what it means. Some sort of stress means the vowels are not going to be reduced. Function words, the vowels are going to be reduced because no stress. But there is one word that's going to get the most stress. That's where you go up, OK? In English, the most common intonation pattern is uh, uh. OK? You keep flat. Uh, uh, not uh. [LAUGHTER] Very common mistake. Uh. I like it. People do that all the time. OK. It has its own intonation pattern, and linking and [INAUDIBLE] occur within a-- this not across usually thought groups. When you pause after a thought group, you can't have linking. But when you just slow down, you can have linking. OK? If you just slow down. There are four levels of sentence stress. Unstressed syllable, right? There's slightly stressed syllable, all content words, which means no reduce to vowels. Number one, unstressed syllable. Reduced vowels, number two. Lightly stressed. No reduced vowels and strongly reduced. Strongly stressed, that's the prominent element. Right? And we have extra strong, contrastive or emphatic stress. Sometimes your voice goes really high. This sentence, we have three words here-- I am listening. If I were to ask you, like, what are you doing-- are you listening? AUDIENCE: I am listening. AUDIENCE: I am listening. ISAIAH WONHO YOO: What are you doing? Are you listening? AUDIENCE: I am listening. AUDIENCE: I am listening. ISAIAH WONHO YOO: Yes, yes. I'm listening, right? The stress would go where? AUDIENCE: Listening. ISAIAH WONHO YOO: Here. Yes, I'm listening. AUDIENCE: I'm listening. ISAIAH WONHO YOO: What are you doing? Are you listening? Yes, I'm listening. AUDIENCE: I'm listening. ISAIAH WONHO YOO: I'm listening. I'm listening. I'm listening, right? What are you doing? What are you doing? I'm listening. AUDIENCE: I'm listening. ISAIAH WONHO YOO: I'm listening, right? If I said, who's listening-- AUDIENCE: I am. ISAIAH WONHO YOO: --then you would say-- AUDIENCE: I am listening. ISAIAH WONHO YOO: --I'm listening. I'm listening. AUDIENCE: I'm listening. ISAIAH WONHO YOO: Is anybody listening? Who's listening? AUDIENCE: I'm listening. ISAIAH WONHO YOO: I'm listening, right? I'm listening. So if you stress "I'm listening," then that's an answer to-- what's going on here? You guys are having a party. This is class time, OK? [LAUGHTER] Now, if you say, I'm listening, that's an answer to a question like what are you doing, what are you doing, are you listening. Right? But if you say, I'm listening, that's an answer to a question like who's listening. So if you switch the stress, it actually becomes a different-- it has a different meaning. When would you say can you stress the verb here, the beaver? I am listening. I am listening. AUDIENCE: Are you listening? ISAIAH WONHO YOO: So when would you say that? When would you say I am listening? AUDIENCE: Did you listen to the music? [INTERPOSING VOICES] ISAIAH WONHO YOO: Did you listen to the music? AUDIENCE: And I am listening to the music now. ISAIAH WONHO YOO: No. AUDIENCE: No? [INTERPOSING VOICES] AUDIENCE: [INAUDIBLE] AUDIENCE: Are you [INAUDIBLE]? [INTERPOSING VOICES] ISAIAH WONHO YOO: [INAUDIBLE] Yes, I am listening. I am-- oh, OK. So if someone says-- AUDIENCE: Somebody said to you, pay attention. Listen to me. ISAIAH WONHO YOO: Pay attention. Listen to me. Why aren't you listening? AUDIENCE: Uh-huh. ISAIAH WONHO YOO: What? I am listening. I am. Here it's a contrastive, extra strong pitch. Stress. Hey, Teddy. What are you doing? Why are you talking to-- this is class time. Pay attention. AUDIENCE: [CHUCKLES] I am listening. ISAIAH WONHO YOO: Very good. What? I am listening, and she's smiling. What do you-- what do you mean? You were not listening, OK? What? I am listening. Repeat after me. I am listening. AUDIENCE: I am listening. ISAIAH WONHO YOO: I am listening. AUDIENCE: I am listening. ISAIAH WONHO YOO: OK. Your voice is extra high. I am listening. AUDIENCE: I am listening. ISAIAH WONHO YOO: I am listening. OK? So if you put stress on the word I, or am, or listening, they actually have very different meanings. So it's very important, and the most common mistake by non-native speakers-- they usually go up on the first. I'm listening. Most of the time, that's not good. OK. In order to figure out which word is the most prominent element, there are three categories, three things that you need to think about. The first one, usually new or important information. And they usually come, and they are usually the last content word in the sentence. New or important information, OK? That's why here last content word is what? This word gets more stress than can't. I can't do it. I can't do it. There's more stress. I can't do it. OK? In a neutral phrase, you want to stress the last content word in a neutral phrase. So which one is the prominent element here? AUDIENCE: Doing. AUDIENCE: Doing. AUDIENCE: Doing. ISAIAH WONHO YOO: Doing, right? AUDIENCE: Doing. ISAIAH WONHO YOO: So, how do you say that? AUDIENCE: What are you doing. AUDIENCE: What are you doing? ISAIAH WONHO YOO: One more time. AUDIENCE: What are you doing. ISAIAH WONHO YOO: What are you doing. AUDIENCE: What are you doing. ISAIAH WONHO YOO: What are you doing. AUDIENCE: What are you doing. ISAIAH WONHO YOO: This one? Next? [INTERPOSING VOICES] ISAIAH WONHO YOO: Here's a package for you. You. "You" is a content word or a function word? AUDIENCE: Function word. ISAIAH WONHO YOO: It's a function word, right? [INTERPOSING VOICES] AUDIENCE: Here's a package for you. AUDIENCE: Here's a package for you. ISAIAH WONHO YOO: So, where's the where's the prominence here? AUDIENCE: Package. ISAIAH WONHO YOO: Package. Pa. Here's a package for you. AUDIENCE: Here's a package for you. ISAIAH WONHO YOO: Here's a package for you. Right? [INTERPOSING VOICES] ISAIAH WONHO YOO: If you say here's a package for you-- oh, here's a package for you, too. For you. For you, OK? For you. For me? For you, OK? So you don't want to say here's a package for you. That's weird. Here's a package for you. Here's a package of for you. [INTERPOSING VOICES] ISAIAH WONHO YOO: This one? [INTERPOSING VOICES] ISAIAH WONHO YOO: There is too much-- AUDIENCE: Traffic. ISAIAH WONHO YOO: Too much traffic. AUDIENCE: Traffic. ISAIAH WONHO YOO: There's too much traffic. AUDIENCE: Traffic. ISAIAH WONHO YOO: OK? There's too much traffic. AUDIENCE: Traffic. ISAIAH WONHO YOO: This one? [INTERPOSING VOICES] ISAIAH WONHO YOO: Huh? [INTERPOSING VOICES] AUDIENCE: He doesn't understand her. [INTERPOSING VOICES] ISAIAH WONHO YOO: OK. Flap. Think about the flap. He doesn't. He doesn't. He doesn't. He doesn't. He doesn't understand her. AUDIENCE: He doesn't understand her. ISAIAH WONHO YOO: He doesn't understand her. AUDIENCE: He doesn't understand her. ISAIAH WONHO YOO: He doesn't understand her. AUDIENCE: He doesn't understand her. ISAIAH WONHO YOO: If you do not have a flap, then it becomes? AUDIENCE: He doesn't. ISAIAH WONHO YOO: He doesn't. He doesn't understand. He doesn't. AUDIENCE: He doesn't understand. ISAIAH WONHO YOO: If you were to stress "does," then you will not have a flap. He doesn't understand her. AUDIENCE: He does understand. ISAIAH WONHO YOO: He-- no, he doesn't understand her. He doesn't, OK? So in a neutral phrase, you want to have a flap. He doesn't understand her. AUDIENCE: He doesn't understand her. ISAIAH WONHO YOO: He doesn't understand her. AUDIENCE: He doesn't understand her. ISAIAH WONHO YOO: Get rid of the H, OK? Understand her. AUDIENCE: Understand her. ISAIAH WONHO YOO: He doesn't understand her. AUDIENCE: He doesn't understand her. ISAIAH WONHO YOO: This one? [INTERPOSING VOICES] ISAIAH WONHO YOO: Please. [INTERPOSING VOICES] ISAIAH WONHO YOO: Where? Record it. Record it for me. Record it for me. [INTERPOSING VOICES] ISAIAH WONHO YOO: OK. Now, next, emphatic stress on a particular element. Now let's say we have a regular sentence. And actually you would never say a sentence like this. You may say his hair is blue. His hair is blue. OK? The stress is here. Matthew's hair is blue. Matthew's hair is blue, because this is the last content word. His hair is blue. His hair is blue. Matthew's hair is blue. OK? Matthew's hair is blue. But if you say Matthew's hair is blue-- Matthew's hair is blue. What does that mean? [INTERPOSING VOICES] ISAIAH WONHO YOO: Looks like-- yeah, Matthew's hair. Not Isaiah's. Not Gino's. Matthew's hair is blue. This one? [INTERPOSING VOICES] ISAIAH WONHO YOO: Matthew's hair is blue. What does that mean? [INTERPOSING VOICES] AUDIENCE: Not his eyes. ISAIAH WONHO YOO: Not his eyes, yes. He has black eyes. Matthew is my brother. Matthew's hair is blue. Once, he had blue hair. [LAUGHTER] And that was awesome. [LAUGHTER] AUDIENCE: Awesome? ISAIAH WONHO YOO: It was awesome. I really wanted to have blue hair. AUDIENCE: Oh. Try it. ISAIAH WONHO YOO: But no. [LAUGHTER] This one? [INTERPOSING VOICES] ISAIAH WONHO YOO: Matthew's hair is blue. What does that mean? [INTERPOSING VOICES] ISAIAH WONHO YOO: No. The usual-- no. AUDIENCE: Still blue. ISAIAH WONHO YOO: Still blue. Matthew's hair is blue. No, it's the same thing. I am listening. If someone goes-- you said, hey, did you see that? Matthew's hair is blue. What? It's black. What? It is blue. It is blue. It is blue. It is blue, OK? When you put stress on the verb, you're actually-- AUDIENCE: We are sure. ISAIAH WONHO YOO: You are actually denying what the other person has said. And you are asserting yourself. Yes, I am correct. Matthew's hair is blue. Matthew's hair is blue. OK? AUDIENCE: [INAUDIBLE] a comparison between [INAUDIBLE]?? ISAIAH WONHO YOO: No, no. Right now. Right now. I said, did you see that? Did you see Matthew's hair? It's blue. It's blue. And you say? AUDIENCE: For example here, Matthew's hair was blue. [INAUDIBLE] ISAIAH WONHO YOO: So, I mean, then that would be a statement against something like Matthew's hair was black. No, it was blue. "Is" is not comparing past tense, past and present. It's not comparing past and present, OK? This one? [INTERPOSING VOICES] ISAIAH WONHO YOO: Matthew's hair is blue. AUDIENCE: Blue. ISAIAH WONHO YOO: Blue. Emphatic. Say, blue. AUDIENCE: Blue. ISAIAH WONHO YOO: Then what does that mean? [INTERPOSING VOICES] AUDIENCE: It's very weird. ISAIAH WONHO YOO: It's weird. Why is it blue? I mean-- [LAUGHTER] ISAIAH WONHO YOO: --blue! Can you believe that? Blue! What was he thinking? Blue? OK. Let's hurry up. Now contrastive stress. Here, is it high or low? Is it a high or low class? High or low? So you stress both high and low. High or low. High or low, OK? So then the answer is high intermediate. AUDIENCE: High intermediate. ISAIAH WONHO YOO: Not high intermediate but high intermediate. AUDIENCE: High intermediate. ISAIAH WONHO YOO: OK? [INTERPOSING VOICES] ISAIAH WONHO YOO: And it can occur across two speakers. Is this the low intermediate English class? AUDIENCE: No. ISAIAH WONHO YOO: No, it's the high intermediate. High immediate-- [INTERPOSING VOICES] ISAIAH WONHO YOO: --class. Right? [INTERPOSING VOICES] ISAIAH WONHO YOO: OK. Circle the words that receive the most stress. This one? [INTERPOSING VOICES] ISAIAH WONHO YOO: How are you. AUDIENCE: How are you. ISAIAH WONHO YOO: How are you. OK? But nowadays many people say, hey, how are you? How are you? Right? People say, how are you? They do that, but according to the book you have to say how are you. OK? AUDIENCE: How are you? ISAIAH WONHO YOO: And pretty good. AUDIENCE: Pretty good. ISAIAH WONHO YOO: Then you say, how are you? How are you? How are you? How are you? All right? AUDIENCE: How are you? ISAIAH WONHO YOO: This one? [INTERPOSING VOICES] ISAIAH WONHO YOO: OK? Uh, uh. What did you think of the movie? AUDIENCE: What did you think of the movie? ISAIAH WONHO YOO: What did you think of the movie? AUDIENCE: What did you think of the movie? ISAIAH WONHO YOO: So we say what here? What did you, what did you. What did you think of the movie? AUDIENCE: What did you think of the movie? ISAIAH WONHO YOO: No. Here, of the. Whenever you have "of the," get rid of the V. Of the. Say of the, especially in casual conversation. What did you think of the. Think of the. AUDIENCE: Think of the. ISAIAH WONHO YOO: What did you think of the movie? AUDIENCE: What did you think of the movie? [INTERPOSING VOICES] ISAIAH WONHO YOO: Think of the. Here. [INTERPOSING VOICES] ISAIAH WONHO YOO: It was really-- you could say it was really good or it was real-- if you want to emphasize really, it was really good. Right? It was really good. AUDIENCE: Really good. [INTERPOSING VOICES] ISAIAH WONHO YOO: What did you think? AUDIENCE: What did you think? ISAIAH WONHO YOO: What did you think? AUDIENCE: What did you think? ISAIAH WONHO YOO: What did do you think. What did you think. AUDIENCE: What did you think. ISAIAH WONHO YOO: What did you think. OK? So here you can emphasize these adverbs like, man, Isaiah's class is so boring. I'm never taking Isaiah's class. I'm never taking Isaiah's class, or you could say I really like Isaiah's class. Right? [LAUGHTER] OK. So let's practice something that you might say-- [LAUGHTER] --to your friends. OK? Chances are you're going to say the latter, OK? I really like Isaiah's class. AUDIENCE: I really like Isaiah's class. ISAIAH WONHO YOO: I really like Isaiah's class. AUDIENCE: I really like Isaiah's class. ISAIAH WONHO YOO: OK? Here. Telephone rings and you say? AUDIENCE: I'll get it. AUDIENCE: I will get it. ISAIAH WONHO YOO: I'll get it. I'll get it. Stress on I'll get it. AUDIENCE: I'll get it. ISAIAH WONHO YOO: Well, I'll get it. Well, I'll get it. I'll get it. AUDIENCE: I'll get it. AUDIENCE: I'll get it. ISAIAH WONHO YOO: I'll get it. AUDIENCE: I'll get it. AUDIENCE: I'll get it. ISAIAH WONHO YOO: I'll get it. I'll get it. I'll get it. [INTERPOSING VOICES] AUDIENCE: No, I'll get it. ISAIAH WONHO YOO: No. You say I'll get it. I'll get it, right? And no-- AUDIENCE: I'll get it. ISAIAH WONHO YOO: --I'll get it. AUDIENCE: I'll get it. ISAIAH WONHO YOO: No. No, I'll get it. [INTERPOSING VOICES] ISAIAH WONHO YOO: No, I'll get it. Right? You go to supermarket, and the cashier rings you up, and you say-- she says thank you. And you go? AUDIENCE: Thank you. ISAIAH WONHO YOO: Thank you. Thank you. Thank you. Thank you. Thank you. OK? AUDIENCE: What if she says thank you? ISAIAH WONHO YOO: Huh? AUDIENCE: What if she says thank you? ISAIAH WONHO YOO: Say it again. AUDIENCE: She says thank you. AUDIENCE: Right? She or he says thank you. That happens to me sometime. ISAIAH WONHO YOO: They say thank you? AUDIENCE: Yes. ISAIAH WONHO YOO: Then, no, no, no. Thank you. [LAUGHTER] OK? You say thank you. AUDIENCE: She was like, thank you, and [INAUDIBLE].. ISAIAH WONHO YOO: Oh, say it. No, no, no. Thank you. Put stress. So-- AUDIENCE: [INAUDIBLE] ISAIAH WONHO YOO: Yeah. Yeah. So that's actually strange-- AUDIENCE: Yes. ISAIAH WONHO YOO: --because they should say thank you. And then you say thank you. AUDIENCE: Thank you. ISAIAH WONHO YOO: It's a thank you. Oh, no, no, no, no. Thank you. You. OK? You could do that. You could-- here, this one? [INTERPOSING VOICES] ISAIAH WONHO YOO: How was the movie, right? [INTERPOSING VOICES] AUDIENCE: How was the movie? [INTERPOSING VOICES] ISAIAH WONHO YOO: OK. You could say it was too long or it was too long. You can say either. AUDIENCE: It was too long. ISAIAH WONHO YOO: Here? [INTERPOSING VOICES] ISAIAH WONHO YOO: Was it a long drive? AUDIENCE: Was it a long drive? ISAIAH WONHO YOO: You would go up on "long" because I guess-- what did you-- how did you get there? I drove. Oh. Was it a long drive? Drove is already old information. So was it a long drive? [INTERPOSING VOICES] ISAIAH WONHO YOO: It was too long. AUDIENCE: Too long. ISAIAH WONHO YOO: This one, you have to go up on "too." OK? Because long, this is old information. OK? You want to put prominence on the new information, not old information. So here have to say it was too long, but here you can say it was too long. How is the movie? Oh, it was too long. How was the movie? It was too long. Was it a long drive? Yeah, it was too long. OK? OK. We'll do this next time, unreal past conditional.