杨斯毅教育,从英语学习到就业与人生,不一样的实用!

杨斯毅教育-IELTS、ESOL英语、对外汉语、NCEA各学科补习

网站首页 > 微信公众号 > Issue 1

《文章瞧瞧》——耶鲁音乐教授开场白激发学生热情

Craig Weight 教授使用幽默的反面逻辑和通俗的生活轶事开场,让学生们在笑声中深刻地认识到学习该音乐课程——Listening to Music的意义和目的。


启示:应用英文不仅仅是掌握词汇和语法,作为本文所展示的技能之一,我们要学会如何让自己的语言发人深思,如何果断、得体、恰当地使用正反面逻辑和通俗的生活事例来说服听者!

Professor Craig Wright: Okay. Good morning, ladies and gentlemen. My name is Craig Wright and this is "Listening to Music," the most basic course that the Department of Music has to offer. Its aim is to teach you how to listen to music.


"Wait a minute," you say. "That's preposterous (荒谬可笑的). I listen to music all the time. I've got, what, my iPod, I'm downloading mp3 files, continually swapping files (不断替换音乐文档). I've got my car..." (What do we call those things in the automobile where you-- Is it a DAT tape that you can take your iPod and plug it in to the--your--the stereo system in your car?) "I've got that. I listen to music in my dorm room off my computer, in the bookstore, wherever. I bet I listen to a lot more music than you do, you old goat (你这老家伙).”And you're right. You probably do.


But what kind of music are you listening to? Well, probably pop music and that's fine; that's okay, fair enough, pop music. But are you getting the most out of this particular experience? Are you getting the most out of your listening experience? I contend that perhaps you are not, that you are not maximizing the time, using that time most profitably (最有价值地). How do I know this? What makes me think that you are not getting as much as you possibly can out of your music?


Well, experience, to some degree, but also an experiment that I did just last weekend. I have four children. The last of the four has now turned seventeen so I said last weekend--he's always with the iPod on--"Chris, what are you listening to?" "Go away. You're bothering me." Okay. "You're ruining my life again." So [laughter] "Well now, come on. Let me listen to this. Let me listen to it. What are you listening to?" So I listened to it and I said, "All right. Here, you listen to this and tell me what you're hearing." And what did--what was he tracking? He was tracking the text; he was tracking the beat of the piece.


I asked him, "Well, what's the mode (风格) of the piece? What's the meter (拍子)of the piece? What's the bass (贝司)doing? Can you follow the bass line there? Can you identify any chords (任何和弦) in this particular piece?” Nothing. Zero. And this from a reasonably sophisticated kid who's had twelve years of serious cello lessons, and that brings up, I suppose, a point: that although I don't know much about your music I think I can teach you a great deal about your music by using the paradigms (理论框架)of classical music. So I'm going to tell you a lot about classical music in here: Mozart, Bach, and Beethoven. It will be the locus (核心)of our course.


…………………………………………………………………………………………

Practice: Complete the following speaking exercises right after reading.

 

  1. Present an opening speech on “the core of speaking English” using the structure of greeting-name-topic-topic extension-aim.

  2. Continue speaking for 1minute from I listen to music all the time…I…

  3. Continue speaking for 1 minute from I like to allkinds of music. I listen to…

  4. Continue speaking for 1minute from I like pop music because…

  5. Continue speaking for 1minute from I canenjoy music very well because…

  6. Continue speaking for 1minute from I contendthat climate change / China’s English education / language study / travelling/ air pollution / music / the latest fashion trend…

  7. Continue speaking for 1minute from The factthat…I suppose, brings up a point, that…


Powered by MetInfo 6.2.0 ©2008-2019 www.metinfo.cn