unit seven music. part i preparation contest: see who can name the most directions: work in groups...

Unit Seven Music

Part I Preparation

Contest: see who can name the mostDirections: work in groups to come up with names of the following 4 categories. Give as many names as you can. You may use dictionary to check your spelling.

Additional Words for Reference

Musical instruments:

Piano, cello, viola, trumpet, saxophone, drum, flute, guitar, accordion, oboe, clarinet, harp, mouth organ.

Well-Known composers:

Mozart (Austrian), Gershwin (American), Schubert (Austrian), Cherubini (Italian), Berlioz (French), Denver (American), Plock (American), Listz (Hungarian), Houston (American), Beethoven (Geman)

Different kinds of music:

Classic, country, pop music, jazz, light, heavy, metal, folk, symphony, ballad, sonata, swing.

Ways that music can be performed:

Solo, duet, trio, quarter, chorus, choir

3. English Songs.Directions: Listen to the songs and fills in the missing words. Then sing along.

Edelweiss, Edelweiss, every morning you greet me.

Small and white, clean and bright.

You look happy to meet me.

Blossom of snow may you bloom and grow, bloom and grow forever.

Edelweiss, Edelweiss, bless my homeland forever.

Note:

1. edelweiss: small Alpine plants with white leaves and small flowers, growing among rocks. 火绒草 , 一种高山植物 , 有白色的叶及小花 , 生于岩石间 .

2. The song is from the film The Sound of Music. Both the song and the flower are symbols of Austria.

Doe, a deer, a female deer.Ray, a drop of golden sun.Me, a name I call myself.Far, a long way to run.Sew, a needle pulling thread.La, a note to follow “sew”.Tea, a drink with jam and bread.That will bring us back to Doe.Do re mi fa sol la ti sol do

Moon river, wider than a mile,I’m crossing you in style some day.O dream maker; you heart breaker.Wherever you’re going, I’m going

your way.Two drifters, off to see the world.There is such a lot of world to seeWe’re after the same rainbow’s endWaiting round the bendMy huckleberry friend, moon river,

and me.

Country Roads.Almost heaven, West VirginiaBlue Ridge Mountains, Shenandoah River.Life is old there, older than the trees;Younger than the mountains, blowin’ like the breeze.(Country roads, take me home, To the place I belong. West Virginia, mountain mama, Take me home, country roads.)All my memories gather round her,Miner’s lady, stranger to blue water.Dark and dusty, painted on the sky;Misty taste of moonshine, teardrops in my eyes.(REPEAT CHORUS.)I hear her voice, in the morning hour she calls me.The radio reminds me of my home far away.Riding down the road I get a feeling that I should have been home yesterday, yesterday.(REPEAT CHORUS.)

Such a feeling’s coming over me, There is wonder in almost

everything I seeNot a cloud in the sky, got the sun

in my eyes, And I won’t be surprised if it’s a

dream.Everything I want the world to be is

now coming true especially for me.

And the reason is clear, it’s because you are here.

You are the nearest thing to heaven that I’ve seen.

I am on the top of the world looking down on creation and the only explanation.

I can find is the love that I’ve found ever since you’ve been around.

Your love’s put me at the top of the world.

When I was young, I’d listen to the radio, waiting for my favorite songs.

When they played I’d sing along, it made me smile.Those were such happy times and not so long ago, How I wondered here they’d gone.But they’re coming back again just like a long lost frien

d.All the songs I loved so well.((A) Every shalalala, every wo-wo, still shines. Every shi

ngalingaling that they’re starting to sing, so fine.)When they get to the part, where he’s breaking her hear

t, it can really ((B) made me cry, just like before. It’s yesterday once m

ore. Shoobie doobie do lang lang.)Looking back on how it was in years gone by, and the g

ood times that I had made today seem rather sad.So much has changed. It was songs of love that I would

sing to them and I’d memorize each word.Those old melodies still sound so good to me as they

melt the years away.(REPEAT A)All my best memories come back clearly to me, some c

an even (REPEAT A)(REPEAT A TWICE AND FADE AWAY)

Part II Listening-centered Activates

Listening I. Exercise I. Directions: Bill, Howard, and Lisa are talking about background music. Listen to the first part of the conversation and then fill in the blanks. Then listen again to check your answers.

1. Background music can be heard everywhere: in restaurants, airports, supermarkets, departments, stores and banks.

2. The functions of background music: A. background music influences a person’s attitudes and puts him in the right mood. B. background music gives a person a better feeling about himself and the people around him. C. in factories background music makes the workers happy, and they work better that way.

3. The development of background music: A. background music started during World War II when some factories had their own orchestras to keep workers happy and calm. B. now, the music is piped in by a machine, and different kinds of music are played at different times during the day.

Orchestra, Xerox Corporation, Rochester, cattle

Exercise II.Directions: Listen to the second part of the conversation and decide whether the following statements are true or false. Write “T” for true and “F” for false. Then listen again to check your answers.

1. In hamburgers places when fast music was played, customers ate their food faster. T

2. Business was good in the restaurant because the music attracted more customers. F

3. In Los Angeles, 30 different restaurants are serving hamburgers. F

4. Background music itself is now a big business. T

5. Lisa doesn’t like the idea of using background music to promote business. T

6. The Xerox Corporation is a company that sells background music services. F

7. Farm animals may behave better with background music. T

8. Farmers are even using background music for plants. F

Exercise IIIDirections: Work in groups and talk about background music based on the conversation and on your own experiences. The following might help in you discussion.

1. What is background music?

Answer: Background music is music used to provide a pleasant, nonthreatening atmosphere for conversation or other activities, e.g., in lounges, bars, elevators, lobbies, or waiting rooms. It is usually instrumental music, such as movie theme songs, light modern jazz, or contemporary classical. Mantovani is a good example.

2. What do you think are the advantages and disadvantages of background music?

Answer: Advantages include:1. music eases one’s mind. 2. music makes one feel happy/pleasant; 3. puts one in the right mood; 4. relaxes one’s mind; 5. regulates the work pace; 6. music is a great way to promote certain musicians and singers; 7. creates a pleasant atmosphere; 8. makes one want to buy/eat more. Disadvantages: 1. music distracts one’s attentions; 2. dulls one’s mind; 3. adds more noise pollutions; 4. invades one’s personal space; 5. imposes bad music on everyone.

3. Do you like to listen to music while studying or working? If you do, what type is it?

Answer: some light music; background music; classical, etc., while studying; but pop songs, work songs, etc., while working.

Listening II

Exercise I : listen to the passage and fill in the blanks. Listen again to check your answers.

1. Doctors say that music eases their mind when they are performing operations.

2. Some doctors listen to classical music. Others listen to rock music. Still others listen to pop songs.

3. Study done by researchers at the State University of New York at Buffalo: A. What did it confirm: it confirmed that music helps reduce tension in doctors. B. Who were the subjects? They were 50 male doctors. C. What was tested? Mathematics.

4. the study and its results.

5. Brahms’ Lullaby should never be played during an operation because it may make the doctor sleep.

Pink Floyd, Buffalo, Brahms, lullaby

Tests Music that doctors listened to Results

1st test Music they had chosen Doctors worked most quickly and calmly.

2nd test Music chosen for them

3rd test No music at all Doctors did the worst

Exercise II

1. sample.

It depends. When I ma performing a minor operation, I would listen to some light music with slow rhythms, for example, classical music, just to ease my mind. But when I am performing some difficult and nerve-racking operations like compound fractures, punctured lungs, etc., I would not listen to any music so that I could concentrate more on what I’m doing.

2. Sample.

If I were a patient being operated on, I would protest if the doctor listens to music. I am afraid the doctor might get careless, removing something which should not be removed, leaving something such as patches, scissors in the wound. I am also afraid the doctor might become too relaxed and even doze off.

Part III Reading-centered Activates

In-class Reading

Cultural Background Knowledge

Music is a universal language. No matter what culture, educational level or socioeconomic background people are from, music can influence people. It has much or less to do with our work, our relaxation and our relationship with one another. It can make us happy, make us dance, even made us fall in love. The oldest music is perhaps vocal music. Almost every culture has its peculiar work song, and ballads in its folk music. Singing is always accompanied by dancing, which can bring happiness to people of all ages. Later instrumental music appeared. Some instruments have a very long history, such as flute, drum, lute. While other instruments are quite new, such as the electronic keyboards. When performed, music can be played either individually or in groups. Individual performers are called soloists. Groups are called duets, trios, quartets, choirs, etc. there are various forms of music, such as opera, classical, folk, rock, jazz, pop, religious, military music. All of them have much influence. Music is a necessary part of people’s world, without which, the world will lose it energy.

Vocabularies

Accelerate v.

1. Make sthg move faster or happen earlier; increase the speed of sthg.

e.g. Scientists have got a new way to accelerate the rate of growth.

2. Move or happen faster.

e.g. The car accelerated as it overtook me.

Decelerate: make something move slowly.

accelerate from……to……

an acceleration in……

blast

n. 1. sudden strong gust of air.e.g. An icy blast of wind swept through the hut.

2. loud sound made by a brass instrument, car horns, etc.e.g. A blast of trumpet startled the old man.

3. explosion.e.g. Several passers-by were killed by the blast.

v. 1. to destroy or break apart (esp rocks) by using explosive.e.g. The village was blasted by enemy bombs.

2. make a loud, harsh noise.e.g. The radio blasts out pop music suddenly.

3. damage or destroy sthg. And make sthg. dry up and die, especially because of heat or cold.

e.g. Every green thing was blasted by the icy breath of winter.Blasted: annoying, making one feel disgusted. Blasting: strict, sternBlast one’s hope. Blast out

bracket

n. 1. groups or category within specified limits.

e.g. be in the lower/higher income bracket

2. (often pl.) any one of the marks used for enclosing words, figures, etc., to separate them from what precedes or follows.

e.g. Put your name in brackets at the top of each page.

v. 1. enclose (words, figures, etc.) in brackets.

e.g. to bracket the number.

2. consider two or more people or things as being the same type.

e.g. It’s wrong to bracket him with the extremists in his party.

brace v.

bracket A and B (together); bracket A with B.

commission

n.1. giving of authority to sb., to act for another.

e.g. She has received many commissions to design public buildings.

2. doing sthg wrong or illegal. E.g. the commission of a crime.

v. 1. give a commission to sb.

e.g. to commission an artist to paint a picture.

commissioned adj. commissioner.

in/into commission, 在使用中的 , 服现役的 ; out of commission, 退出现役 .

hazard

n. 1. (things) that causes danger; risk

e.g. Smoking is a serious health hazard.

v. 1. expose (sth.) to danger; risk

e.g. Mountain climbers are hazarding their lives.

2. venture to make (sthg) ; suggest tentatively.

e.g. I don’t know where he is but I could hazard a guess.

hazardous a. Hazardously adv.

at all hazards 不顾任何危险 , at hazard 随便的 ,

at the hazard of… 冒… .. 险 , 拼命 .

inattention

n. Lack of attention; neglect [ 反 ] attention

attentive a. inattentive a.

pay inattention to; pay attention to

Induce

v. 1. persuade sb. or influence sb. to do sthg

e.g. We wouldn’t induce the old lady to travel by air.

2. lead or cause sb. to do sthg.

e.g. What induced you to do such a stupid thing?

3. bring about, cause.

e.g. Illness induced by overwork.

induce sb. to do sthg.

navigation

n. 1. action of navigating.

e.g. Navigation becomes very difficult in bad weather.

2. art or science of navigating.

e.g. an expert in navigation.

navigate; navigational; navigator.

Overtake

v. 1. come level with and pass (esp. a moving person or vehicle)

e.g. It’s dangerous to overtake on a bend.

2. (of unpleasant events) come (to sb.) suddenly and unexpectedly.

e.g. On his way home, he was overtaken by a storm.

be overtaken with/by……

overtake a car

qualify

v. 1. have or give (sb) the qualities, training, etc. that are necessary or suitable (for sthg).

e.g. I won’t be qualified until next year.

2. have or give (sb) a legal right (to sthg/to do sthg).

e.g. Your passport qualifies you to receive free medical treatment.

qualification; qualified; qualifier

qualify sb. (for sthg./ to do sthg./ as sthg)

fatigue

n. 1. condition of being very tired.

e.g. We were all suffering from fatigue at the end of our journey.

v. Make sb. very tired.

fatiguing work.

fatigued a.; fatiguing a.

vibration

n. 1. vibrating movements or sensation.

e.g. Even at full speed the ship’s engine causes very little vibrations.

2. (pl) mood or mental influence caused by a particular person, thing, place, etc.

e.g. His coming gave me great vibrations.

vibrate v. Vibratory a 产生振动的 Vibrant a 精力充沛的

At/ behind the wheel

1. Be driving.

e.g. Who was at the wheel when the car crashed?

2. In control of sthg.

e.g. With her at the wheel, the company began to prosper.

Bring on sthg.

Cause sthg to happen.

e.g. He was out all day in the rain and his brought on a bad cold.

Bring sb. on: help the learners to improve or make progress.

e.g. The coach is bringing on some promising youngsters.

Bring sthg on: hasten the speed of the crop’s growth.

e.g. The hot weather is bringing the wheat on nicely.

Bring sthg on oneself/ sb. make sthg( usually unhappy) happen on oneself or others.

e.g. You’ve brought shame on your parents.

Slow down

She slowed the car down and stopped.

The train slowed down as it approached the station.

Take advantage of

They took full advantage of the hotel’s facilities.

They took advantage of my kindness.

Difficult Sentences

1. Music to Your Gear

It means the effect of music on you when you’re driving.

Gear 指的是汽车的排档 , 制动装置 . 此标题是仿照习惯表达法 “ music to one’s ears” ( 令人极为高兴的消息 ) 所说 , 语言幽默诙谐 .

2. Recent research suggests that loud music seriously affects a driver’s concentration and psychologists have warned that such music, blasting away inside a car, can be dangerous, especially in traffic queues or on motorways. (L2-4)

1.Blast away: play loudly and continuously. Here, “away” means continuously, such as “talk away, drink away”.

2. Suggest: show indirectly. E.g. the mistakes in your exercise books suggest that you have not paid attention to grammar.

3. Affect: to influence. E.g. 1. Does the amount of rain affect the growth of crops? 2. His new way of teaching produced a good effect.

4. Warn: warn (sb) that… e.g. 1. The clouds warned that a storm was coming. 2. warn sb. against/of sthg. I warn you against buying these things. 3. warn sb (not ) to do sthg. He warned the child to be careful of small things.

Recent research shows that loud music can have an effect on drivers so that the drivers can’t focus their attention. At the same time, psychologists also ask people to be aware that this music is dangerous especially in a traffic jam or on high way.

最近的研究表明听音量很大的音乐会严重影响家是人员的注意力 , 而且心理学家也警告人们 , 在车内不停的播放此种音乐是危险的 , 尤其是在交通堵塞或高速公路上 .

There are two extremes in music, both of which can result in risk. (L.5)

1. Both of which can result in risk 为非限定性定语从句 , which 修饰先行词 “ two extremes of music”.

2. Result in: lead to; cause. E.g. His carelessness resulted in the child’s death.

3. Music has tow extreme forms, both of which can bring danger to drivers.

4. 音乐有两种极端的方式 , 他们都有可能造成危险 .

Heavy metal, with its strong beat, leads to aggressive driving while, at the other end of the spectrum, soothing, melodious music relaxes a driver beyond a safe limit of awareness and into a sleepy haze of inattention. (L. 5-7)

1. Lead to: cause; result in. E.g. Smoking a lot will lead to bad health.

2. Beyond: prep, out of the range or limits of. E.g. Our success is beyond our expectation.

3. Limit: point or line beyond which sthg doesn’t exist. E.g. within the limits of the city.

4. Limitation: shortcomings. E.g. As a manager, he has some limitations.

5. Loud, strong music can cause dangerous and careless driving; while the light and sound music can distract the driver’s attention, instead they feel sleepy, which is likely to lead to accidents.

6. 节奏强烈的音乐会使司机变得具有攻击性 , 而另一方面 , 优美 , 令人舒服的音乐会使司机过于放松 , 丧失安全意识 , 甚至陷入到昏昏欲睡的状态 .

The driving becomes aggressive and driver is more apt to take risks. (L.14)

1. Be apt to do sthg: be likely to do sthg; have a tendency. E.g. my pen is apt to leak.

2. Take risks: do sthg that involves the possibility of failure, danger. E.g. you cannot get rich without taking risks.

3. The drivers is more easy to risk when the driving becomes violent and offensive.

4. 当驾车风格具有侵犯性时 , 司机便更容易冒险 .

In trials, volunteer drivers subjected to loud music said that, although they did not necessarily feel inclined to drive faster, they did find themselves making faster gear changes, accelerating more quickly and braking more abruptly. (L. 16-18)

1. Subject to: to cause to experience or suffer. E.g. He was subjected to criticism for his mistake.

2. Be/feel inclined to do: cause (sb) to wish to do sthg. E.g. I’m inclined to move to the village.

3. Found oneself doing sthg. E.g. he found himself flying in the air when he opened his eyes.

4. In tests, volunteer drivers who experienced loud music said that, although they felt it not necessary to increase speed, in fact they increased speeds unconsciously and braked more suddenly.

5. 在试验中 , 给那些志愿参加试验的司机听音量很大的音乐 , 他们谈到他们并没有感到有必要开快车 , 但事实上发现自己换档更快了 , 加速更快了 , 刹车更猛了 .

Slower, more ambient tracks like Chopin stimulate a change in a person’s brain pattern, encouraging Alpha waves and including a feeling of well-being. (L. 32-33)

music with slower, more relaxing beat like Chopin inspires a change in man’s brain pattern, causing Alpha waves and making people feel pleased and comfortable.

节奏慢的音乐 , 如肖邦的音乐 , 会刺激人得大脑 , 使思维模式发生变化 , 产生耳尔发波 , 使人感觉舒适 , 愉快 .

As well as the type of music affecting road safety, the very fact that we have high-tech music systems built into our cars also causes accidents. (L. 45-46)

1. As well as: also; in addition to e.g. She is an artist, as well as a teacher.

2. “very” here is to give stresses. E.g. This is the very place where the accident took place.

3. Not only the kind of music can have an effect on driver’s safety but also the high-tech music systems equipped in our cars can lead to accidents.

4. 不仅音乐的类型会影响驾车安全 , 而且车内安装的高科技音乐系统也会引发事故 .

Whatever our taste in music, or driving style, it looks as if safe driving habits are forced on us in the future. (L.49-50)

1. Whatever: no matter what. E.g. Whatever our difficulty will be, we will never give up.

2. As if: apparently. E.g. He behaved as if nothing had happened.

3. No matter what our taste in music, or driving style is, it seems that we have to from a good habit of driving.

4. 无论我们在音乐方面有什么爱好 ,无论我们的开车风格如何 , 我们一定要养成安全行驶的好习惯 .

An abstract of the text

This text mainly deals with the relationship between music and drivi

ng. When you are driving, listening to music can damage your health.

Both of the two extremes of music can result in risks. Heavy metal wit

h its strong beat can make drivers speed up without realizing it; while s

oothing, slow music can made drivers’ attention wonder. Sometimes th

e high-tech music systems built into the cars also lead to accidents. So i

t is necessary to select music to suit the conditions and to form good dri

ving habits. A system called ARIADNE has been invented to assure saf

ety. We can avoid accidents only if we are careful when driving and ch

oosing proper music

After-class Reading

The Beatles

Cultural Background Knowledge

The Beatles were a British rock group who made their first record in

1962 and become probably the most famous and successful gro

up. The group was made up of four persons: John Lennon, Paul

McCartney, George Harrison, and Ringo Starr. The Beatles wer

e originally known as Silver Beatles, their songs in their early ti

me were love songs, which were influenced by the music and re

ligion of India. The group was separated in 1970, after that, eac

h one continued to work in popular music.

Rhythm-and-blues, which was originally called the “blues”, now is kn

own as R&B. The music comes form old Afro-American work s

ongs and now is also liked by white people.

Vocabularies

autograph

v. To write one’s name on or in sthg.

e.g. I autographed a copy of my new book.

n. Person’s signature or handwriting, esp. when kept as souvenir.

e.g. I have a lot of famous footballers’ autograph.

autographic a.

autobiography n.

autobiographic a.

an autograph book/album

competent

adj. Having enough skills or knowledge to do sthg to a satisfactory extent.

e.g. He is not competent to look after young children.

compete v.

competence n.

competently adv.

be competent at/ as/in/ to do sthg.

faint

a. 1. not clear, week, indistinct.

e.g. The sounds of music grew fainter in distance.

2. (of physical abilities) lacking strength.

e.g. His breathing became faint.

v. Lose consciousness (because of hear, shock, loss of blood)

e.g. he fainted from hunger.

in a dead faint

not have the faintest idea

Break up

1. break, make sthg broken. e.g. The ship broke up on the rocks.

2. End

e.g. Their marriage is breaking up./ They decide to break up the partnership.

1. Dismiss

e.g. Police were called to break up the meeting.

Take off

1. Sudden boom or prosperous.

e.g. Sales of home computers have taken off recently.

2. Get off

e.g. Take off your coat. It’s very warm here.

3. Flight of a plane

e.g. The plane took off despite the fog.

Difficult Sentences

The faint hope that one day the Beatles might get together again had gone for ever, but more importantly, gone were the optimism that they had represented and the social consciousness that they spread. (L.3-5)

1. represent: symbolize, stand for

e.g. The rose represented England.

2. People know that the Beatle would never get together again and more importantly, the optimism they once stood for and the ideas, opinions, feeling about society had all disappointed with the break-up of the group.

3. 人们盼望着有朝一日重组甲壳虫乐队的希望渺茫 , 且已飘逝而去 .更为重要的是 ,甲壳虫所代表的这种乐观主义精神与他们曾传播过得社会意识亦随之而去 .

But it was at the Cavern, in Liverpool, their home city, that the Beatles’ career really began to take off. (L.8-9)

But the Beatles’ real success was gained in Liverpool, their home city.

但正是在利物浦的卡文 - 他们的家乡 , 甲壳虫乐队获得了他们音乐生涯的真正成功 .

In this they probably owed much to their record producer. (L37-38)

1. Owe sthg to sb. A. recognize sb./sthg as the cause or source of sthg.

e.g. He owes his success more to luck than to ability.

B. owe sthg to sb/owe sb sthg: be in debt to sb.

e.g. He owes his friend $10,000.

2. At this point, maybe they should be thankful to their producer.

3. 从这一点来讲 , 或许他们应该感谢监制 .

An abstract of the text

The Beatles, made up of John Lennon, Paul McCartn

ey, George Harrison, and Ringo Starr, started their car

eer in 1960. this text mainly introduces the themes of

their songs, the confidence which the members held,

and the harmonious relation between the audience an

d the members. From the above aspects, it is not diffi

cult to see why the Beatles succeeded.

Mozart Makes the Brain Hum

Cultural Background Knowledge

1. Wolfgang Amadeus Mozart was one of the greatest musicians in the world. he was an Austrian composer whose works include 41 symphonies piano concerts and operas. When he was very young, he began to compose music, which was considered unusual.

2. Symphony: long complex musical composition, usu. in three or four parts (movements) for a large orchestra.

3. Sonata: piece of music composed fro one instrument (e.g. the piano), or two (e.g. piano and violin), usually with three or four movements.

4. Concerto musical composition for one or more solo instruments and an orchestra.

Vocabularies

arousal

Stimulation. The arousal of interest.

Arouse v. waken

attributable

a. creditable.

e.g. Is this painting attributable to the great artist?

e.g. His failure was attributable to his carelessness.

attribute. attribution attributive.

complex

a. Difficult to understand or explain because there are too many different parts.

e.g. a complex situation.

n. Group of connected or similar things.

e.g. a big industrial complex.

complexity.

incidentally

adv. by the way; used to introduce sthg additional that the speaker has just thought of .

e.g. Incidentally, I want to have a word with you about your school behaviors.

incident n. Incidental a.

incidental to sthg.

e.g. risks that are incidental to exploration.

manuscript

n. book, etc. as first written out not typed.

e.g. Send a manuscript to the printers.

in manuscript

e.g. Her poems are still in manuscript.

insist on

e.g. I insist on your taking immediate action to put this right.

e.g. She insists on the importance of accurate pronunciation.

e.g. She insisted on her innocence.

take pride in

e.g. Parents always take great pride in their excellent children.

be proud of/ take pride in/ pride oneself on

Difficult Sentences

Can it be that the music of Mozart not only exalting but can also improve intelligence? (L.1-2)

1. Can it be= is it possible.

e.g. Can it be that this plane still take off in such a bad weather.

2. Not only……but also. Not only…..but

e.g. Not only my brother but also my friends are very happy.

e.g. He has been to not only Beijing but also Shanghai.

3. Is it possible that the music of Mozart makes people excited as well as makes people become cleverer?

4. 莫扎特的音乐不仅令人激动而且还能提高人得智力 , 这是可能的事吗 ?

The search found that after students listened to Mozart’s Sonata for Two Pianos, in D Major. as……., their test scores were on average eight or nine points higher than the scores the same students…… message suggesting that “they imagine themselves relaxing in a peaceful garden or to silence” (L. 11-18)

1. On average: according to the average.

e.g. We fail one student per year on average.

e.g. We can work out how much money each family makes on average.

2. The researchers found that the students who listened to Mozart’s Sonata for two Pianos in D Major performed by Murray Perablia and Radu Lupu got eight or nine points higher than the students who just listened to a recorded message which asked them to imagine themselves taking a rest in a peaceful garden or to silence.

3. 研究人员发现 , 给学生播放由莫里 .培拉亚和拉嘟噜普演奏的莫扎特的 D 大调钢琴奏鸣曲第 448号后 , 学生的测试成绩比同类学生 , 在听过录音信息后 ,所取得的成绩平均高出八九分 .后者所听的录音建议学生想象自己在宁静的花园中放松或静处一隅 .

One research, Dr Frances H. Rauscher, said in an interview that all the students were asked about their tastes in music, and that although some liked Mozart and some did not, their test sores generally improved after the musician session, with on measurable differences attributable to varied tastes. (L. 21-24)

In an interview, Dr Frances H. Rauscher said they asked the students to what degree they like the music of Mozart, some students liked ,and some did not like it. But their test scores improved after they listened to the music. So there is no difference in people’s tastes in music.

弗朗西丝 .劳舍尔博士是一位研究者 , 在一次采访中 , 他谈到所有的学生都被问及他们对音乐的爱好 , 一些回答他们喜欢莫扎特的音乐 , 还有一些不喜欢 . 尽管如此 , 在听了该音乐后 , 学生的测试成绩都有了提高 .因此 , 对音乐喜好的不同不会造成差异 .

Abstract of the text

This text mainly introduces an experiment carried on students

at the university of California at Irvine After listening to

Mozart's music, the students improved their performance in

intelligence tests. This is because there are certain neural

filing patterns in the brain. Listening to such music may

stimulate neural pathways important to cognition, and it also

affects people’s ability in numbers, mathematics.