新通用大学英语综合教程第四册听力及答案 Unit2 Musical Moods.doc

Unit 2 Musical MoodsUnit Goals Describe the music you listen to Explain the role of music in your life Describe a creative person Discuss the benefits of music Write about ways of relaxation Lesson 1Lead-inTV Documentary: BeckPart 1A. Check the topics that are discussed in Part 1 of the report.Becks sound; Becks lyrics; Becks neighborhoodB. Listen to George Stephanopoulos and John Flansburgh at the beginning of Part 1 and complete their statements.1. the most fascinating figures in popular music.2. sound; beats; lyricsVideo ScriptVIDEO SCRIPTGeorge Stephanopoulos: Im George Stephanopoulos and this is Nightline. Tonight, one of the most fascinating figures in popular music. Tonight, Beck. A musical maverick meets his moment.John Flansburgh: Its been more than a decade since Beck arrived with Loser, a surreal homemade hit that rode a hip-hop beat to become a slacker anthem. It could have turned him into a one-hit wonder. Instead, over the course of seven albums and a non-stop chorus of acclaim, Beck has grown into one of the most compelling figures in rock music. And with his talent for collage, hes created a free-wheeling mix of rock, hip-hop, traditional musics, and some sounds that usually only come out of video games. Now his latest recording, Guero, finds him stretching further still.Beck is now thirty-four years old, married, and a new father. On his new album, Guero, he returns to his signature sound of combining electronic loops and beats with acoustic folk-blues songwriting. But his lyrics are clearly more autobiographical, often dealing directly with disillusionment and loss.We first caught up with Beck last month at a packed London club, on the eve of the new albums release, and an open-ended touring schedule, and the biggest marketing offensive of his career from an appearance on Saturday Night Live; to a so-called “Beck-isode” on the hugely popular nighttime soap The O.C., scored exclusively with his new music; to Starbucks, where you can have your Beck to go.Nic Harcourt: My guest is Beck. Hes got his band with him. Hes got a new record.John Flansburgh: And its paying off. Guero entered the Billboard chart at number two, the highest position of Becks career. Can you explain the meaning of “guero”?Beck: “Guero” is it means white boy. Its kind of a slang word. Its something that I would hear growing up. You know, something Id hear on the street, walking to school, get called “guero.” Its just a its just a word that always stuck in my head, and I wanted to do something with that at some point. And I think I ended up, in the end, just kind of doing this almost journalistic kind of look at that whole time.John Flansburgh: The vibrant culture clash of the poor Los Angeles neighborhood where Beck grew up seems to have inspired a love of collage, of mixing and contrasting unlikely combinations. Beck: I grew up near MacArthur Park, which is right next to downtown. And I guess its kind of the old the L.A. of the 30s and 40s. And, and, but, you know, by the time I was born, it was a little more dilapidated and, and a lot of stuff was getting torn down. It was a mostly immigrant neighborhood, especially at that time, you know, Salvadoran, Guatemalan, Mexican, there are some Korean. And just kind of a a mix of everything.Part 2A. Check the topics that are discussed in Part 2 of the report.Becks sound; Becks dancing; Becks videosB. Which one of the following reasons for why Beck is original is NOT supported by the report?bVIDEO SCRIPTJenny Eliscu: Plenty of critically acclaimed artists, at least, have as many influences and as wide a range of influences as Beck does. But they dont reveal them all. Theyre not able to mine all of their influences as well as Beck. There are few artists who can reveal a love for the Carter Family and, you know, sort of Brazilian music from the 60s and hip-hop and punk rock and the Beatles, and take all these things and put them together so that you can find those things in the songs. But thats the essential nature of collage, is is picking up something that belonged to someone else and making it into something entirely new.John Flansburgh: Because were on Nightline, I have to ask the the hard-hitting questions. I need to really drill down; I need to get some facts on this.Beck: All right.John Flansburgh: Where did you learn to dance?Beck: I didnt learn. It was really on-the-job training, so to speak. And just being on stage and trying to figure out what to do with myself.John Flansburgh: Beck also puts a remarkable amount of creative energy into the visual aspects of his output. You make amazing videos and do almost sort of experimental packaging with your albums. Do you see yourself as a pop artist, as well as just a musician?Beck: The visual is definitely something thats really important, that I just think of it as an extension from the music. When I first started making records, I just thought it was such an opportunity to bring maybe something art minded or, you know, something in film that interested me.John Flansburgh: Do you feel like hes original?Jenny Eliscu: Definitely, yeah. You know, Ill answer the question with a question. Can you name any other artist currently on the radio who sounds anything like him? Or whos done anything that hes done, nearly as well as hes done it, or nearly as authentically?John Flansburgh: Beck may still be finding his way through the pop marketplace, but artistically, his course is true. While the music industry chases every new fad, Beck shows us just how far a musician can get by following his own compass. Im John Flansburgh, for Nightline in New York. Listening Part 1 A. Sound BitesRead and listen to a conversation between two friends comparing musical tastes.Teaching SuggestionsStep 1Have students look at the photo. Ask:Do you think these people have a social relationship or a business relationship? What do you think they are talking about? Where are they?Step 2Have students read and listen to the conversation. To check comprehension, ask:Who is giving the party? (Ken)What kind of music does Tania like? (jazz)What does Ken first suggest listening to? (Fenix / Gato Barbieri)Does Tania like it? (no)What doesnt Tania like about Fenix? (the way Gato Barbieri plays the saxophone and the fact that its hard to dance to)Whats Kens second suggestion? (some later stuff by Gato Barbieri)Why does that sound like a good idea to Tania? (because Ken says its got more of a Latin feel)Step 3 Option: If your students show interest in jazz, ask:Do you like jazz? Are you familiar with Gato Barbieri? Have you ever heard Fenix? What other famous jazz musicians do you know?Culture NoteGato Barbieri is an Argentinean saxophonist who has won worldwide recognition. His score for the movie Last Tango in Paris in 1972 turned him into an international star. His album Fenix was released in 1971.B. Pair Work Read the conversation again. With a partner, explain the meaning of each of the following statements or questions.Answers will vary, but may include: 1. You have a lot of CDs.2. Lets play some music.3. His saxophone playing is a little annoying on that CD.4. I really like him. 5. Have you listened to some of the music he made later on in his career?6. It will get people in the mood for a party and dancing. 7. Lets put that CD on. Teaching SuggestionsStep 1Have pairs find and underline each statement in Exercise A. Encourage students to use the information in the text to help them figure out the meaning of the sentences. You may want to do the first item with the class.Step 2In pairs, have students complete the exercise. Then bring the class together and have students share their answers. Write the different ways of saying the statements on the board.Step 3Option: Have two volunteers read the conversation in Exercise A out loud, replacing the selected statements with other ways of saying them. Option: Have pairs create short conversations using the expressions from the exercise. For example, Student A: I just bought the new U2 CD. Student B: Lets give it a listen! Part 2 Discuss the Benefits of MusicA. Listening Comprehension Read the questions. Then listen to Part 1 of a talk about an unusual use of music. Discuss the questions with a partner.1. Shes a music therapist.2. Answers will vary, but may include: She works with people of various ages who have all sorts of different problems. She designs music sessions based on individual need.ScriptPart 1 A = Andre; B = Dr. Bettina Schmidt, GermanA: Welcome to tonights talk. We have with us tonight Dr. Bettina Schmidt from the Schubert Institute. Dr. Schmidt is going to tell us about well, an unusual use of music. Dr. Schmidt, welcome. Why dont you tell us what you do?B: Good evening, Andre. Well, Im a music therapist. Ive been doing that for, oh, Id say about twelve years now.A: And just what does a music therapist do?B: Essentially, we try to help people with their problems by using music.A: And who exactly would benefit from music therapy?B: We work with all sorts of people children, teenagers, adults. These are people who have a wide range of problems sometimes physical, sometimes emotional. A: And how does music help?B: Well, often just listening to music can be beneficial. So, in a typical music therapy session, Ill play, maybe, some gentle classical music. This helps my client to relax and feel more comfortable.A: Thats it? Basically its about using music to relax people?B: Um, not exactly. Music therapy is much more than that. Music therapists design music sessions for individuals and for groups based on their specific needs.A: So, what kinds of activities do you do?B: Well, we often do structured activities like singing, or listening, playing instruments, composing music, moving to music.A: And this is in a doctors office?B: Not necessarily. We work in all kinds of settings hospitals, schools, senior centers all around the community. A: So, how exactly does music help your clients?B: Well, there are four main benefits of music therapy: emotional, social, physical, and intellectual. A: Can you give us some examples?B: Of course.Teaching SuggestionsStep 1Have students look at the picture. Ask: What can you see in the picture? (Possible responses: drums, trees, small houses, music notes) How would you describe the atmosphere created by the picture? (Possible responses: relaxing, peaceful, quiet)Step 2Have students read the questions and listen to Part 1.Step 3After students discuss the questions and answers with a partner, review the answers as a class.B. Read the questions. Then listen to Part 2 of the talk and answer the questions.1. a. emotional; b. social; c. physical; d. intellectual2. Answers will vary, but may include:a. clients feel comfortable sharing emotionsb. clients develop social skillsc. encourages movement among those in paind. helps young children improve in mathScriptPart 2B: Lets start with the emotional benefits. People who are depressed, for example, have difficulty expressing their feelings. Music creates a safe setting where we can express the feelings inside of us.A: I seeB: In a typical session, Ill begin by asking my client to talk about how the music makes him feel. That opens him up. The idea is to help my client feel comfortable sharing his emotions.A: And what about the other benefits?B: Well, another benefit of music therapy is tied to the social context music provides. Listening to music in groups with other people builds an environment for communication both verbal and non-verbal.A: But isnt listening to music basically a solitary activity?B: It can be, but it can also be a social activity involving sharing. That means that my clients can develop their social skills and will have more confidence in their ability to form relationships. A: Now you also mentioned physical benefits.B: Yes. Music can be stimulating and encourage physical movement. Some of my clients are in hospitals, and many are in serious pain because of an illness or an accident. Moving around is often difficult for them. Listening to music helps them forget their pain for a little while, and at the same time it stimulates them to move.A: OK. Thats three benefits. Didnt you say there were four?B: Thats right. The fourth benefit is intellectual. Some parents come to me because their kids arent doing well in school. Research has shown that listening to music can help young children improve in math. Other research suggests that among university students, listening to music while studying can improve reading comprehension. We dont know exactly how music improves learning, but perhaps it helps students concentrate, so they can think better. We just know that music improves our ability to learn.A: Simply amazing! Thank you so much, Dr. Schmidt.Teaching SuggestionsStep 1First listening: Have students listen and list the four benefits.Step 2Second listening: Have students listen for specific examples of each benefit.Step 3To make sure students are on the right track, pause after Dr. Schmidt finishes explaining the emotional benefits. Ask volunteers to share some examples of emotional benefits. (Possible responses: Music can help you express your feelings; Music can help you feel comfortable sharing your emotions.)Step 4Review as a class. Have volunteers share their responses.Language note: When Dr. Schmidt refers to her client as him, shes not necessarily speaking about a male client shes referring to any client.C. DiscussionTeaching SuggestionsStep 1Have a volunteer read the questions out loud.Step 2Write on the board benefits of music therapy, and have students list as many items as they can think of. (Possible responses: improve memory, control emotions, help you forget worries)Step 3Draw a two-column chart with the heads Who? and How? on the board. Ask students to take notes as they discuss item 2.Step 4Bring the class together to review. Have volunteers share their groups thoughts on who might benefit from music therapy and how.D. Pair work What do you think are some benefits music brings to peoples lives? Make a list and discuss.Teaching SuggestionsStep 1Have students take notes on the benefits of music and examples. Encourage students to think of three benefits and examples for each.Step 2As pairs write their ideas, circulate to offer help as needed. Remind students to use some participial adjectives.Speaking Describe the music you listen toA. Conversation Snapshot Teaching SuggestionsStep 1Have students read and listen to the conversation. To check comprehension, ask:What are the people talking about? (music theyve been listening to; a singer from Senegal Youssou NDour) Have both speakers heard his music before? (no, just one of them) What does this person think about his music? (that hes great, that hes got a terrific voice and a unique sound)Step 2Ask students who have heard of Youssou NDour to share what they know about him with the class.STRESS PATTERN A: So what have you been listening to lately? B: Mostly world music. Ever heard of Youssou NDour? A: I think so. Hes from Senegal, right? B: Thats right. A: You know, Ive actually never heard his music. Whats he like? - B: Well, hes got a terrific voice and a unique sound. Id be happy to lend you a CD if youd like. A: All right, thanks. Ill let you know what I think.Culture NoteYoussou NDour is an African singer, songwriter, and composer. His music is a mixture of Senegalese traditional music, Cuban samba, hip-hop, dance and soul.B. Vocabulary. Elements of music Listen and practice.Teaching SuggestionsStep 1Have students listen to the words and study the definitions and examples. Then have students listen and repeat the words chorally.C. Pair WorkListen to the pieces of music. With a partner, use the words from the vocabulary to discuss what you like or do not like about the music.Teaching SuggestionsStep 1Pause after each piece of music to allow students time to discuss it. Review as a class. Have volunteers give their opinions on each piece of music.AUDIOSCRIPTSong 1: Endless HolidayDay after day, all my thoughts drift awaybefore theyve begun.I sit in my roomin the darkness and gloomjust waiting for someoneto take me to a tourist town,with parties in the street and people dancing to a joyful sound.(CHORUS)Its a song that people sing.Its the laughter that you bringon an endless holiday.Its the happiness inside.Its a roller coaster rideon an endless holiday.I try and I tryto work hard, but I get lost in a daze,and I think abouthow sad life is withouta few good holidays.I close my eyes, pull down the shade,and in my imagination I am dancing in a big parade,and the music is loud.I get lost in the crowdon an endless holiday.Its a picnic at noon.Its a trip to the moonon an endless holiday,with flags and confetti,wild costumes and a great big marching band,as we wish each other wellin a language we all understand.The sky above fills with the lightof fireworks exploding, as we dance along the street tonight.(CHORUS)Song 2: Lucky To Be Alive(CHORUS)Thank you for helping me to survive.Im really lucky to be a