English
Pronunciatio
English
•
•
•
Pronunciation In
Use
Self-study and
classroom use
Mark Hancock
vM
C AM BR I D G E
UN I VE R S ITY PRESS
Contents
To the student
To the read1er
5
7
Map of ccereers described in phonological terms
•
Section A Letters and sounds
1
Bye. buy Introducing Ietttn and sounds
2
P~.plall
3
&uk,t=1<
4
Ria, ri$e
5
6
Mm,
7
8
9
10
11
12
13
14
15
16
17
18
19
20
leJl. /tt:I
fbI, /pI
"',hi
Doumt~
WIn
Carrot. ubbage
Few, view
Gate, Kate
Hear,
~ ·rt.
year
Wine, wm
Sheep , ;UP. theap
Flies. fries
Car. care
Some. $Nn. sung
N ote, not
Arthur's mQther
Sun, fitlJ, J_
Shin, short
TO)!. town
'0
12
14
16
!d!. /tI
Ii :!, lei
'~. hJ
/fl, Iv!
IgI, M
/hI,/w/, Ij!
la l1, hi
IJI, /d:/,ItJI
!V,Ir!
lo:(r)/,lea(rY
32
34
36
fmJ, /n1,1r;j/
38
1~.loI
/9/, IN
IAI,IuI, fu:l
13:(rll, /::l:(r )l
1:>11, /aJ.JI
18
20
22
24
26
28
30
40
...
42
46
48
Section B Syllables, words and sentences
21
22
Eye, ~ mine Introducing lI}'l.I.abks
Sahmlay &pkmlNr 13th lntroducing word scess
SO
52
23
R - m. ~ told her
54
Introducing seeeeece stress
Syllabl ~s
24
25
26
27
Dh, no snow! Ccesceanes at the start o f syllables
Go - goal - gold Consonants at the end of syllables
PauJ'$ ulh. Mu's flJXn Syllables: plural and other -6 cndinp
P~e pl4yed. Rit4 rn kd SyUables: adding past tense endings
56
58
60
62
Word st ress
28
29
30
31
REt:ord, rrt:O RD Stress in two-sy llablc words
Sewnd hand, booluhop Stress in compound words
Unforgett4hle Stress in longer words 1
Pub/it;, pub licity Stress in lo nger words 2
64
66
68
70
]
Sentence stress
32
33
34
35
36
37
38
39
40
DON'T LOOK NO W! Sentences with all the words stressed
THAT could be the MAN Unstressed words
I'll ASK her (Alaska) Pro no uns a nd contractions
She was FIRST Pronouncing the verb be
WHAT do you THINK? Auxiliary verbs
A PIECE. of CHUSE Prono uncing sho n words (a, of. or)
Pets enter, pet centre Joining words 1
After eight, after rate Joining words 2
Greet gJU!sts, Greek gue$ts Joi ning words 3
n
74
76
78
80
82
84
86
88
Section C Conversation
Could you say that again? Understanding conversation
90
'Was that the question f" he asked. Read ing aloud: ' pro nou ncing p unctuation ' 92
A shirt and a tie I a shirt and tie Grouping words
94
41
42
43
44
45
46
47
48
49
Well, anyway . .. Telling a story
I mean, it 's sort of like .. . Understanding small talk
Right. OK ... Understa nd ing insrrucrio ns
'Like father like son ' as they say Quoting speech
He JJliJl win Introd uction to emphatic stress
50
51
Schwam ... bJJm Schwam Emphasising added details
I think you're in ~seat Emphasising important words
108
52
o,ips or salad? Emphasising co ntrasting a lternatives
Fifty? N o, fifka! Emp hasising co rrections
Look who's talking! Introducing tones
Here? Yes, here! Asking and checking tones
Where were you born? Tones in asking for information
We're d osed tom orrow Tones in new and o ld information
Dh , really? Contin uing or finishing tones
It's fun. isn" it? Agreeing a nd disagreeing rcnes
It was brilliant! High tones
112
114
116
53
54
55
56
57
58
59
60
Ehm •.. Showing that yo u want to continue
96
98
100
10 2
104
106
110
118
120
122
124
126
128
Section D Reference
01
02
03
04
05
06
•
Introduction to p honemic symbols
Pronunciation test
G uide for spea kers of specific languages
Sound pairs
Sentence stress phrasebook
G lossary
130
137
141
144
161
16 2
~
166
Acknowledgements
200
To the student
English ProtfJl7ldation in Use is a book to help students of English to work on pronunciation.,
for both speaking and undersranding. It is wrinm mainly for students of inn:rmediare bel
What will I need?
You will need a cassette o r CD playe r to listen to the reco rded material that goes with this book.
It will be very useful if you ha ve equipment [ 0 record you r own voice, so that you can hear your
own progress. This symbo l
indicates the tra ck nwnber for reco rded material l.e. CD or
cassette A. track 1.
®
Also, wh en you are srudying individua l sounds, it is
sometimes useful if you h ave a mirror. With this, you can
co mpare the shape of your own mouth to the m outh in
d iagra ms like this one from Unit 8.
See page 163 foe a Labelled diagram of the mouth and th roat.
How is English Pronunciation in Use organised?
There are 60 units in the book . Each unit looks at a differmr point of pronunciation. Each unit
has rwo pages. The page on the left has exp lanations and exa mples, and the pa ge on th e right
has exercises. The 60 units are d ivided into three sections o f 20 units eac h. Section A is a bout
how to say an d spell individual sounds. Section B is about joining sounds to ma ke words an d
sentences. Sectio n C is a bo ut pr onunciation in co nversa tion.
After the 60 units., there is a founh section, Section D, which co ntains th e follo wing:
•
•
•
•
•
Introducti on to phonemic symbols
Pronuncia tio n t l:5t
Guide for speakers o f specific languages
Sound pain
Seereece suess phrascbook
o G"""""
At the end of the book there is a Key with answers.
With the book, there is also a set of four cassettes or CDs, one for each seaion of the book.
What order shall I do the un its in?
It is better if you balance the work that you do from the th ree sections: first, do a unit from
Section A, then a unit from Section B, then a unit from Section C, th en a no ther un it from
Section A, and so on .
So, for exa mple , you could begin like this:
Unit I , then Unit 2 1. then Unit 41 , the:n Unit 2, etc. At th e end of each uni t, yo u will find a not e
telling you w here to go ne xt.
If you hav e problems in hearing the difkrence between individual sounds in Sa.:rion A of the
book, you wil l be directed to one of the: exercises in S«rion D4 SoJmJ pairs.
5
You ma y w ant to focus your work more close ly. If so, beee are more Wfeas:
• Do the Pronunaatiotr tnt in Section o . Count your score for each section. If you d id specially
well in an yone o f the sections, then yo u may want to row the units in that section of the book.
• Look at Section 0 3 Guide for speaken of specific languages. Find your own langua ge (the
languages are in alphabetical o rde r], The noees there will tell you w hich units are less important
for spea kers o f your langu age and w hich sound pairs in sectio n D4 are recommended.
Do I need to know the phonemic symbols?
It is possible to use th is book without knowing phonmUc sym bols, Ho~C"r, it is U5C'fuJ to learn
them because they make it easier to ana lyse the pronunciation o f words. Also, many dictionaries
uSC' phonemic symbols to show pronunciation. In Section 0 1 Introduction to phon~jc symbols,
yo u w ill find a table of the phonem ic symbols, p lus a set of puzzles to help you learn th em.
Is this book only about pronunciation in speaking?
No, it M 't. Pronunciation is important fe r both listening and speaking. In many o f the units.
especia lly in Secrions B and C. the pronunciation poi nt is more important for listeni ng than
speaking. For example. when they are spea king fast, many na tive spea kers join words together in
certain ways. You need to be able to understand th is when you hear it, but it does ReX matter if
you do not speak in th is way. People will still understa nd yo u. Pronunciation points like this are
~
shown with a grey background an d this sign:
It is your dlOic:e whether you w ant to just focus on listening, o r whether you want to try to
spea k that wa y too.
What accent of English is used in this book?
For a model for you to copy when speaking, we have used o nly one accent, a Southern British
accent. But when you are listening to peo ple spea king English. you will hear many different
accems, If you are not used to these, it can be very di fficult to undcmand what is being said . Fo r
this reason, you will hear a variety of acceers in some parts of the Iistming material. foe this book.
What is the Sentence stress phrasebook?
It can help yo u to spea k more fluentl y if you say some: very common expressions with a fixed
p ro nu nciati on , like a single word. In Section 0 5 $mtolt:e stress pbrasebook , so me co mmon
expressions are given. and th ey are grouped together by th e way they sound: by th eir sentC'fJU
sITus or rhythm. You an practise listening and repeating these to improve your fluency.
What is in the Glossary?
In this book. the re are some words wbjch are specific to the subject o f pronunciation.
You a n find an explanation o f the meaning of these words in Section D6 Glou.:try.
How should I use the record ings?
When you are working wit h the recording, yo u should rep lay a track as o ften as you need to.
When you are doing an exercise you may also need to pause the recording alter each sentence to
give you lime to think or 10 write your a nswers, When you are instructed 10 repeat singk weeds
there is a space on the recording for you 10 do so, but if you are repeating whole senrena:s you
will have to pause the recording each time.
•
To the teacher
Although English Prom4ndatiOf1 in Uu has hem written SO that it can be used for self-srudy, it
will work equally well in a dass situation. In a classroom context, the learners can get immediate
gui<bncc and feedback. from the teacher. Also, they ca n practise some of the dialogues and other
exercises in pairs. You can direct students with particular pronunciation difficulties to do specific
units on thrir own.
In order ro simplify the jargon in the: book. many of the terms you may be familiar with are DO(
used. For example, the rerm initi4l ronsonant ~ is nee used. 1be unit on initial COIUOn;lnl
d usters is called Unit 24 Dh . no srrow!: Consonams at thr start of syllables. The following is an
explanation of how the book is organised,. ending with the map o f COIlttIUS described in
pbonoIogical terms,
Section A aims to cover the sounds o f English and their main spellings. The units are o rganised
by letters rather than sounds. The intentio n is that this would be a more intuitive route: in for
non-specia list users. At the sa me rime, this organisation helps to highlight so und-spelling
regularities in Engl ish.
The vowels are co vered first via the five vowel letters o f the alphabet, and their 'long' and 'short'
p ron unciations, for example t he letter A as in tape o r tap . The remaining vowel so unds a re
presented as vowels which typically occur befo re a letter R. The co nsonant so unds are presented
through either their most common spele lett tt, o r by one of their main spellings. The ordering of
ebese units is more o r leu alphaberial.
The units in Sa:rion A are nor presented as minimal pairs.. Vowels are paired according (0 their
spelling. not' their potential for being confused with one anorhn. Consonants are paired mainly
where
share me same place of articulation. The units were not organised as minimal pa in
to.- two reasons:
• Any sound can form a minimal pair with a number of other so unds,. nor just one. Organising
units according to minimal pain would therefore lead to a huge number o f units and a kit o f
duplication.
• Many minimal pairs will be reduedanr for an y given learner, so learners need to be sdeaive.
Porenrial1yconfusing minimal pain are garhered rogether in Section D4 SowJJ p.nn. Learners
arc encouraged to select from these according to their own needs.
mer
Ahemarives are induded for those areas of pronunciation which are especially St»Cepribk: to
variarion across differen r varieties o f English. For example, w hen: there is a letter R with no
vowel after it, many speakers do nor prono unce the R and many ceber speakers do pronounce ie,
and both varieties are peesenred,
Ma ny vowel sounds are treated as local varia nts of vowel . R. For instan ce, the d iphtho ng !l:tl is
initia lly presented nor as a sound in itself, bur as a variant o f fill when it occurs befo re R o r L
7
e lear ner s. For
som
the boo k are pot ent iaUy irrelevant to
Some o f th e pro nuncia tio n poi nts in
er non -na tive spe ake rs of
is mai nly to com mu nic ate wit h cxh
aim
se
who
n
rne
lea
for
e,
Resea rch
anc
inst
and IN is pro bably not: necessa ry.
IW
nds
sou
the
of
tion
duc
pro
te
ura
acc
h as JtJ and
Eng.lish,
nds wit h ot her app rox ima tion s suc
sou
e
thes
ute
stit
sub
rs
ake
spe
re
suggests tha t whe
suc h cas es, rea der s a re
Uen niff f Jen kins: 200 0)" . In ma ny
Id!, com munica tio n is not impeded
kss ind ude d. My feeling
pro nun ciat ion points are ~erthe
se
The
ts.
uni
the
in
fact
is
th
of
tk for. Th us, a
advised
wh a t we aim for and w hat we set
n
wee
bet
wn
dra
be
can
rion
ioc
is tha t a disr
k for JtJ (or lsi).
lear ner mig ht aim for JfJI and sct
nat ive spea kers, th ere
doe s asp ire to com mu nic ate wit h
r
me
lea
a
ere
wh
es
cas
in
n
eve
instance,
Similarly,
pet enc e wo uld be sufficie nt. Fo r
com
e
ptiv
rece
re
whe
s
ure
feat
ion
are ma ny pro nun ciat
but not necessarily produce it.
efSt2J1d speech wit h wea k form s,
und
ro
d
nee
uld
wo
ner
lear
a
h
suc
Imp orta nt for list eni ng'.
bac kgr oun d sha de and the sign '
y
gre
a
by
ts
uni
the
in
d
cate
indi
ure s. I ha ve
This is
ask the lear ner to pro duc e such feat
ich
wh
es
rcis
exe
be
may
re
the
s,
duce. even.
Nevertheles
ess -rai ser tha n eo an~p t ro pro
ren
awa
ter
bet
no
is
re
the
es,
cas
obs erv ed tha t in ma ny
if the a im is receptive com pet enc e.
e uni ts a re
big ger tha n ind ivid ual sou nds . Th
are
ich
wh
ts
uni
ion
ciat
nun
pro
Sectio n B focuses o n
ce seress. As the tide of the
h syllables, wo rd seress an d sen ten
wit
m
tu
in
ling
dea
,
cks
blo
e
thre
in
a com mu nic a tive
a t more o r kss in isol atio n from
ked
loo
are
s
ture
fea
e
thes
ts.,
ges
sug
a dic tion ary
sec tion
ss, it is the form as it may a ppe ar in
me
rd
wo
of
e
cas
the
in
e,
anc
inst
form in
con text . For
stre ss, we focus o n an unm ark ed
e
tenc
sen
of
e
cas
the
in
ly,
ilar
Sim
tha t is dea lt wit h here .
pat tern 00 00. In a
th ink ?' is p rese nte d wit h th e stre ss
you
do
at
Wh
'
le,
mp
exa
For
B.
Section
$S pat tern 000 0,
sentenCe could be sa id wit h the Sl:re
e
sam
this
t,
tex
con
l
ona
sati
ver
tion B.
spec:ifil; con
lt wit h in Section C rath er tha n Sec
dea
are
t
tex
con
l
ona
sati
ver
con
bu t sentences in
ver sati on. These
s whi ch emerge in the con text of con
ure
feat
tion
cia
nun
pro
on
ses
focu
Section C
f grey sha din g in
ton e. No te tha t the re is a lot o
and
e
enc
min
pro
on,
sati
ani
include discourse org
for pro d uct ion . It is felt
mo re imp orta nt for listenin g tha n
this section,. indicating ma terial tha t is
ond the reach of ma ny
features of into nat ion wil l be bey
ny
ma
of
y
ster
ma
tive
duc
pro
ile
tha t wh
them.
efit from a receptive awa ren ess of
lear ner s, they ma y nev ertheless ben
ed on th e
spelllr.m ofSfHcific languages is bas
fo,.
uik
G
3
0
tion
Sec
in
ial
ter
ma
The
No te:
2001 )... .
kha el Swa n and Bemard Sm ith:
(M
lish
Eng
r
rne
Lea
in
es
not
pro nun cia tion
red the re, as ma ny o f the
ola te fro m the info rma tion peesen
Nevertheless, I hav e ha d to ext rap
the pro n unciati on not es in
k are not specifica lly men tion ed in
boo
this
in
ted
sen
pre
rs
pai
l
ima
min
tha t book•
.
_ , ~ l.< Mpt I~
Uh ...
•Jcnk.... J. 200 0 '1'W PbutuIoo of begIbegI
Uh
....swan, M. and B. SntiIh 200 1 z.-.wr
Odo rd: Odo rd
~
Prfta.
lr. Camllri</slo tJnn.enitJ f'no-.
~ FmP oaI. Cam brid
i
(
e
I
•
Map of contents described in phonological terms
A Lettersand sounds
B Syllabln, words and sentences
1 Introduction to vowels and consonants 21 Introduction to syllables
2 The vowel sounds lel/,lrel
22 Introduction to word stress
3 The consonant sounds {bl./pl
23 Introd uction to sentence stress
4 The consonant sounds IsI.Iz/
24 Syllables: initial consonant clusters
25 Syllables: final consonant clusters
C Conversation
41 Repairstratrgies
42 Pronouncing punctuation
26 Syllable structure and -s endings
27 Syllable structure and -ed endings
5 The consonant sounds Id!.ft l
6 The vowel sounds li:/.fel
7 Weak vowels /:JI. /II
43 Grouping words: chunking
44 Kttping your speaking tum: floor holding
45 Discourse markers in stOfY telling:
back-channel responses
46 Discourse markers:'throwaway' words
47 Discourse markers:signalling next stage:
ctence-or-state marker
8 The consonant sounds IfI, Ivl
9 The consonant sounds IgI, /kJ
10 The sounds /hi. Iw/, Ijl
11 The vowt=1sounds fall, /11
33 Sentence stress: unstressed words
34 Sentence stress: wt'ak forms of
contractions of pronouns
35 Sentence stress: weak forms of contractions of be
36 Sentence stress: weak toens of contractions
of auxiliaries
37 Sentence stress: weakforms of articles,
prepositions and connectors
38 Unking consonant to vowel
39 Linking vowt=1to vowel
40 Assimilation and t=lision
60 High tones: evaluative comment
59 Intonation: opinion. disagreement,
tag questions
58 Intonation: continuing or finishing tones
57 Intonation: old and new information
56 Tonic stress placement
53 Contrastive: stress: corrming
54 Introduction to tone: intonational idioms;
fall and rise tones
55 Intonation: open and ch«=Ck questions
28 Word stress: twc-svnabre words
48 Pitch in pronouncing direct spttd1
29 Word stress: compounds
49 Contrastive stress
30 Word stress: sufflxes with penultimate stress
50 New and old information
31 Word stress: suffixes with ante-penultimate stress 51 Emphatic stress on important information
32 Sentence stress: short imperativ«=s
52 Contrastive stress onalternatives
12 Tht= consonant sounds IfI.fd3l.Itfl
13 The consonant soundsll/. /rl
14 The vowt=1sounds la:(r1/, It=;(rll
15 The consonant sounds IrnJ./n/,luI
16 Tht= vowt=ls sounds/<JUf, lol
17 The consonant sounds19/, I{)(
18 The vowelsounds /,J, /u/. /u:1
19 The vowel sounds 13:lrl/.I;:,:(rl/
20 The vowelsounds J:n/./au/
•
Glossary
;U."ttII 1 An accent is me way the people of a place: prooounce: rheir 1artgu2ge. For example,
people in London and Sydney both speak English. but they have diffnmt accents.
auxiliary verb An auxi liary verb is 11 verb whi ch does n or hav e a mea ning by itself; it helps the
grammar o f the sentence. For exa m ple, in Do yoe like m usid, do is an a ux iliary ver b.
C In dais book. the symbol C reeans consoru.nt socod.
careful \ pccdl l {;N \ P<-'-ch People pronounce: senr~ dilkrendy when they speak carefully.
For exampk, yo u may use careful speech when you are talking in public o r rea ding aloud. But in
normal conversatio n you would USC' fast speech.
con...m.J.1l1 so und
the mouth.
A consonant sound is a sound we ma ke by obstructing the flow of a ir from
cuntr.-.,inn A contraction is a shan form of an auxiliary verb in writing. For example, are is
conuacred to re in rhty'" .
cmrh.l\i\;n~ Emphasising in speech is like underlining in w riting; we use it to make one word
sta nd OU t as mor e: importan t than t he o thers . We ca n emphasise words by prono uncing them
lou de r. longa' and/or higher.
me
minimal pair U rwo words are pronounced nearly
same. bu t they hne just one sound
difkr'mt., they are a minim..al pair, For elt2mp!e, in the pair ship Ifl ~ and shup /fi : ~, only the
second sound is difmrot.
na tive \ pe:akcr IC you a re 11 native speaker of a la nguage, that langua ge is yo ur first langua ge.
the langua ge which yo u lea rn t as a yo ung ch ild.
phonemic \~mhol A phonemic symbol is a kne- which represenrs a sound. FOI" example, the
first IOUnd in shoe is represented by the pbonemic 5ymbol lfl.
m~mc Two words rhyme if they have the same final vowel o r vowel and consonant sounds.
Fo r exampk, go rhymes with show and hat rh ymes with cot.
\Cntcnn' vtrc...\ Sentence srress is the pa ttern of strong and wea k syllables in a sentence. Fo r
sentence How do you dol is no rma lly said wit h this sentence stress pattern: 0000
example.
(m e first and last syllables strong., the second and third syllables weak).
me
A sound is the minimum scgrncnt of the pronunciation of a word. For example, the
word this has three sounds: IH/, /II and N .
sound
vtre...\ pa ncm The pattern of stro ng and wea k syllables in a wo rd o r sentence is its stress
pattern. In thi s book, Stress p atterns arc represented by big a nd small circles. Fo r examp le. the
stress pattern of the word pronJ<lnCation is 00000.
\~ lI.lbl.: A syllable is a word or part of a word that has one vowel sound. It may also have one
or mcee consonant sounds. For example, ago has two syllabln. The first syllabI.: is just one
vowe l sound. The: second syllab le is a consonant sound followed by a vowd sound.
a sentence . This ca n cha nge
tone A tone is thC' way your vo ce gOC'S up o r down whC'11 you say
the meaning o f the sentence.
An unstressed syllable is one which is not prono unced strongly.
uuvtrc.... ccd
V
In this book. the symbo l V
mC'aRS ~I
sound.
a nd the oeber is
Man y pairs o f conson ant so unds are similar:, bur one o f them is voiced
is voiced wben
nant
conso
is not. A
not. For examp le, IdJ is simila r to It.!, but IdJ is voiced an d It.!
there is vib ration in tbC' throat .
voice
o bstruc t the' air flow from th e
•'o w el ,ound A vowel sound is a sound we ma ke when WC' do n't
mouth in speaking.
on weak vowel
Un st ressed syllabIC'S often co nta in a weak vowe l. The most comm
is also SOtnC'rimC's wea k,
is /.v. This is tbe first ~I sound in about, for examp le. The vowel iii
in the second syllable o f orallgC', for examp le.
c1,
weak
\11 w
wlIrd
For exa m ple, the
,Ir''''' Word seress is the patte rn o f strong and wea k syllables in a wo rd . ly.
So d«4k d
strong
word d«UUd ha s rhree syllables and tbC' second OOC' is pronou ~ more
ha s this word suns pattern ; 000.
-."'"-.,- --jow -
-
--
EItfIish Proncmc:Xrtion in Use
163
Key
1.1
LaS!: wult, I _ t m y son Jamie to the shops to buy SOt'f'Ie food. He got a pleU of meat
and two pears. On th e way home, the bag brok e. Th e food fell onto th e road and got
dirty. In the end, Jami e tMtw the food in the bin.
1.2
I dog eve
2 rabbit CVCVC
3 frog CCVC
1. 3
1
2
3
4
2. 1
2.2
2.3
2.4
3. 1
Phil the fox A
M a ry the canary B
Ida the spider B
Claire the bear B
I/'~
<ok,
Po lly the parrot A
Deborah the zebra B
Myrtle the turtle B
Kitty the ca t A
II'"
~at
tra in eight
3 main
5 rain
6 hare
h.M cat
mop
~t
I uk
3 watch
4 sai d
S care
6 square
7 he..
21..
I man
2 ca p
1 heart
o pen
5 hay
O
-
S spea
SID: Where are the pears?
JOE:
SID:
SID:
JOE:
Sm:
1
Bun?I!l Did you say lw4n?
No,. pears. you know. fruit!
O il, I sec, pears with a PI They're in the padt..
What, in the badt. of the truck?
No. in the pack, you know, with a PI
O h, I sec, pad with a PI Would you like one ?
No, I'U have a fN.tUh, please.
A beac:h?!11
""'p
1 lamb
2 climb
3,4
. '"
o tap'
JOE:
3.3
ta bl<
5
6
1
8
1 eight, ate
2 made. maid
SID:
joe
3.2
4 gorilla CVCVCV
5 snake CCVC
6 bee CV
2 """
3 cupboard
o phcec
1 There's a bear in tha t tree,
2 He had the peach to himself.
1 1bey've earned it..
3 pill
5 recei pt
7 combing
6 psychology
4 Say 'boil'.
5 This is a nice affair.
6 Would you like a coffee?