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Listen to this conversation.
A: // He won't win // B: //Whowon't?// A: // He won't //
// He will win // // He won't win //
//Hewill! // // He won't! // B: // I hope he wins // A; // I hope he loses,// B: // He won't lose // A: // He will lose // B: //You're wrong! // A: //You're wrong! // B: //He's won! // A: //Who'swon?// B: //He^swon! // A: // Oh no! //
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Listen to this example.
A: // I hear you've got a boat // B: // A small boat // yes // A: // And a big house // B: //Well // it's quite big // I suppose. A: // And you live in Hollywood // B: // Well, near Hollywood // yes // A: // So you must be rich then? // B: //Well//quite rich I guess //
Per/1 Listen to this conversation.
A: // Excuse me //1 think you're in my. seat //
B: // Sorry // but it says seven A on my boarding card //
A: // Oh // er... right // I asked for a window seat you see //
B: // Yeah // so did i // What's your seat number? //
A: // Let's see // Oh //' it's eight A //
B: // So I guess you're in the seat behind me //
A: // Oh yes // Sorry about that //
PC18J Listen and compare the sentences in A and B below. The speech units are identical, but with different words emphasised. This is because the context in each speaker's mind (shown in blue) is different.
A	B
// Could 1 have a glass of water // too, please? //	// Could 1 have a glass of water // too, please? //
A passenger is getting a coffee and now wants water too.	A passenger asked for water and now the next passenger is asking for the same.
// You have to check in at five //	// You have to check in at five //
A travel agent is telling a customer the check-in time.	A person thinks their flight is at five but actually it's at six - they only have to check in at five.
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Listen and notice the rising * or falling * tones.
A: // Shh! // B: //What?*// A: //Bear!*// B: //Bear?*// A: //Bear!*// B: //Where?*// A: //There!*// B: //Far?*// A: // No! * // B: //Near?*// A: '// Yeah! * // B: //Run?*// A: //Run!*//
The conversation in A above follows this patternTThiFis^clearer if the conversation is expanded so that the speech units are complete sentences, e.g.
A: // Shh! //
B: // What is it? * //
A: //There's a bear!*//
B: // Did you say 'bear'? * //
A: //Yes * // There's a bear! * //
B: // Where js it? * //
A: // It's over there! * //
B: // Is it far? * //
A: //No*// it isn't!*//
B: // Is it near? * //
A: //Yes*//itjs!*//
B: // Shall we run?*//
A: // Yes * // Let's run! * //