Hey everybody. It is Jill Diamond.
Hey everybody. It is Jill Diamond.

And I am here today...I wanted to talk a little bit about that
And I am here today...I wanted to talk a little bit about that

rhythm contrast.
rhythm contrast.

I was doing this exercise today with one of my clients and we just,
I was doing this exercise today with one of my clients and we just,

we had a good time using our hands as a way to
we had a good time using our hands as a way to

pull out the important words and make sure to get the contrast between
pull out the important words and make sure to get the contrast between

stressed and unstressed syllables, but also stressed and unstressed words.
stressed and unstressed syllables, but also stressed and unstressed words.

Because it's really easy to understand it intellectually,
Because it's really easy to understand it intellectually,

but it's another thing to move away from equal
but it's another thing to move away from equal

stress,
stress,

where all the words get equal emphasis and really
where all the words get equal emphasis and really

providing that contrast between the important syllables and the important
providing that contrast between the important syllables and the important

words. So I want to pull this up,
words. So I want to pull this up,

let me pull up the exercise we were working on.
let me pull up the exercise we were working on.

So we were working on this exercise and you've probably seen it in
So we were working on this exercise and you've probably seen it in

one of my videos,
one of my videos,

but I want to just take you through it in a slightly differently. Okay. Uh,
but I want to just take you through it in a slightly differently. Okay. Uh,

so if we start here,
so if we start here,

we know that when we have three words like this,
we know that when we have three words like this,

that are all content words or information words,
that are all content words or information words,

we know that they get an equal stress and it becomes a little emphatic.
we know that they get an equal stress and it becomes a little emphatic.

It's almost in this case,
It's almost in this case,

like a command telling somebody what to do. We say,
like a command telling somebody what to do. We say,

use two stamps. Two stamps.
use two stamps. Two stamps.

Use two stamps. Three words. One syllable each,
Use two stamps. Three words. One syllable each,

and they all are long and emphatic.
and they all are long and emphatic.

So if you use your hand and you say, use two stamps.
So if you use your hand and you say, use two stamps.

Try that.
Try that.

Equal stress long.
Equal stress long.

There's no contrast. But if we go down to number six.
There's no contrast. But if we go down to number six.

You, you see the same message that you, you need to stamps.
You, you see the same message that you, you need to stamps.

You need to have more than one stamp. You need more postage.
You need to have more than one stamp. You need more postage.

Postage is another word for stamp. You need more postage on this. Now,
Postage is another word for stamp. You need more postage on this. Now,

what do we see? We see three words here, need more postage.
what do we see? We see three words here, need more postage.

Those three words are information words. They're content words.:
Those three words are information words. They're content words.:

These words you on, and this. Those are the structure words.
These words you on, and this. Those are the structure words.

Those are the glue.
Those are the glue.

We need to show the contrast of rhythm in order for you to sound
We need to show the contrast of rhythm in order for you to sound

more native-like in your speech. So the way we do that, listen to this,
more native-like in your speech. So the way we do that, listen to this,

we say, we need more postage on this.
we say, we need more postage on this.

You need more postage on this.
You need more postage on this.

So using your hands to pull out the syllables.
So using your hands to pull out the syllables.

You need more postage on this and you get postage as a
You need more postage on this and you get postage as a

long syllable, and the second syllable is the schwa, short,
long syllable, and the second syllable is the schwa, short,

unclear syllable. So it's not all emphatic.
unclear syllable. So it's not all emphatic.

It's not, you need more postage on this.
It's not, you need more postage on this.

If you're speaking like that, you're working too hard on diction.
If you're speaking like that, you're working too hard on diction.

You're working too hard to be clear with every single sound
You're working too hard to be clear with every single sound

that you produce and you don't need to do that.
that you produce and you don't need to do that.

You need to reduce these words you, on,
You need to reduce these words you, on,

and this syllable and say,
and this syllable and say,

you need more postage on this. Postage on this...
you need more postage on this. Postage on this...

Dada dada. And that next part goes quickly. Try that.
Dada dada. And that next part goes quickly. Try that.

Okay. Now looking here as another one. Drive me home. Now,
Okay. Now looking here as another one. Drive me home. Now,

normally me would be a structure word, but here it's a command.
normally me would be a structure word, but here it's a command.

Every word is going to have the same emphasis. Drive me home.
Every word is going to have the same emphasis. Drive me home.

Because they're all one syllables as well. So it's all emphatic.
Because they're all one syllables as well. So it's all emphatic.

It's strong, it's equal. But when we get to this one,
It's strong, it's equal. But when we get to this one,

we see: need, drive, home. I need you to drive me home.
we see: need, drive, home. I need you to drive me home.

So we start to get the contrast so that these pronouns and these
So we start to get the contrast so that these pronouns and these

prepositions get reduced. And in this case,
prepositions get reduced. And in this case,

I need you to drive me home. So in this case,
I need you to drive me home. So in this case,

the me can be reduced because it's a sentence. It's a full sentence.
the me can be reduced because it's a sentence. It's a full sentence.

It's not a command, not equal stress. And you say,
It's not a command, not equal stress. And you say,

I need you to drive me home. Can you do that with your hands?
I need you to drive me home. Can you do that with your hands?

[Inaudible].
[Inaudible].

And if you need to, you can start at the end and work your way back.
And if you need to, you can start at the end and work your way back.

Home. Me home.
Home. Me home.

Drive me home. And you here drive me home.
Drive me home. And you here drive me home.

You should hear the drive and home are long, but me is short.
You should hear the drive and home are long, but me is short.

To drive me home.
To drive me home.

So I start here with to and I reduce it ta drive me home.
So I start here with to and I reduce it ta drive me home.

And then I go to here and I see you, you,
And then I go to here and I see you, you,

you to drive me home and I reduce the you.
you to drive me home and I reduce the you.

But then when I get to this word, I have to make it long. I have to stress it,
But then when I get to this word, I have to make it long. I have to stress it,

right? And I say, I need you to drive me home. Try that.
right? And I say, I need you to drive me home. Try that.

And then if you add the pronoun again, it's reduced. It's short. I need,
And then if you add the pronoun again, it's reduced. It's short. I need,

I need, so the need is long.
I need, so the need is long.

I need you to drive me home and try using your hands to pull out the
I need you to drive me home and try using your hands to pull out the

sounds.
sounds.

[Inaudible].
[Inaudible].

Okay, good. Now, if we look here, here's another one:
Okay, good. Now, if we look here, here's another one:

Big deals take cash. Every word is a content word.
Big deals take cash. Every word is a content word.

Every word is, has the same value.
Every word is, has the same value.

But when we come up here, we start to see,
But when we come up here, we start to see,

not just that we've added articles like the or pronouns
not just that we've added articles like the or pronouns

like you, but we've also added two syllable words, bigger,
like you, but we've also added two syllable words, bigger,

bigger one syllable's long and the other short,
bigger one syllable's long and the other short,

and you have to do that in order to sound native-like your speech.
and you have to do that in order to sound native-like your speech.

All right. So listen to this. The bigger the deal, the more cash you need.
All right. So listen to this. The bigger the deal, the more cash you need.

You get: the more cash, the more cash.
You get: the more cash, the more cash.

So you start to get emphatic here, the more cash you need.
So you start to get emphatic here, the more cash you need.

So try this, the bigger, the deal, the more cash you need, try that.
So try this, the bigger, the deal, the more cash you need, try that.

And if it's hard, break it into parts, the bigger the deal.
And if it's hard, break it into parts, the bigger the deal.

And you can pause as long as you pause in a good place. No problem.
And you can pause as long as you pause in a good place. No problem.

The bigger the deal, the more cash you need.
The bigger the deal, the more cash you need.

Okay, good. And I think let's see, we have one more. We can do. Here we go.
Okay, good. And I think let's see, we have one more. We can do. Here we go.

Work smart, not hard. Say that. That's all equal.
Work smart, not hard. Say that. That's all equal.

Right?
Right?

And now look at all these words. Two syllable words,
And now look at all these words. Two syllable words,

one syllables clear and long. The other one short: working smarter,
one syllables clear and long. The other one short: working smarter,

better working harder. Try that first.
better working harder. Try that first.

Just emphasize the first syllable. Use your hand: working smarter,
Just emphasize the first syllable. Use your hand: working smarter,

better working harder.
better working harder.

So those words are all important. Now we have to add in these other words,
So those words are all important. Now we have to add in these other words,

listen to it as I put it all together,
listen to it as I put it all together,

working smarter is better than working harder.
working smarter is better than working harder.

And I use my hands to pull out the stressed words. Try it.
And I use my hands to pull out the stressed words. Try it.

Working smarter is better than working harder.
Working smarter is better than working harder.

And you can do that right here. If you want to pause after smarter.
And you can do that right here. If you want to pause after smarter.

It's a logical place to stop.
It's a logical place to stop.

Okay?
Okay?

Spend some time here, work on this exercise.
Spend some time here, work on this exercise.

It's an excellent way for you to really understand
It's an excellent way for you to really understand

how important rhythm contrast is.
how important rhythm contrast is.

If you want to sound native-like in your speech,
If you want to sound native-like in your speech,

but you just want to have more flow. Okay? You need to have flow,
but you just want to have more flow. Okay? You need to have flow,

not just by connecting sounds,
not just by connecting sounds,

but by making sure some words are,
but by making sure some words are,

are longer and some syllables are longer than other. All right.
are longer and some syllables are longer than other. All right.

Want to wish you all a happy holiday.
Want to wish you all a happy holiday.

If I don't talk to you again before Christmas and I will
If I don't talk to you again before Christmas and I will

make you another video before new years. Bye.
make you another video before new years. Bye.