Audio-Visual English Course ( st Semester) Unit 8 3 rd Class

Section 1 What’s the Story  Activity 1 Listen to the story and take notes in the space provided below. Do not try to write down every word! Only write down important points.

Section 1 What’s the Story  Activity 2 Listen to the story again and answer the following questions with the help of your notes.  1. Where did the speaker go for Christmas?  2. Who was he going to visit there?  3. What did his sister-in-law serve for Christmas Eve dinner?  4. Where did the family go after dinner?  5. What did they do there?  6. Why didn’t the two children want to go to bed?  7. Were the children’s parents upset about their behavior?  8. Were the other guests upset by the children’s behavior?

Section 1 What’s the Story  Activity 3 With your partner, take turns retelling the story. Use your notes from Activity 1 and the answers to the questions in Activity 2.  Words and expressions for reference  serve a dinner ignore their behavior

Section 1 What’s the Story (Script for Reference)  I flew to NY to visit my family for the Christmas holidays. My mother, father and brother along with his wife and two children all live there. Unfortunately, my father was out of the country and could not make it this year, but my sister-in- law’s parents were able to come. It’s always nice to visit with them and hear about what has been going on in their lives since we last met.

Section 1 What’s the Story (Script for Reference)  For Christmas Eve, my sister-in-law served a lovely dinner of roast and ham along with potatoes and green vegetables. Then we all went to church after the evening meal and sang songs about Christmas and the birth of Jesus. When we returned home, my brother and sister-in –law tried to put their two young children be but they were too excited about Christmas to go to sleep. It didn’t matter what they did, the children would not go to sleep and continued to disturb the adults who were trying to have a good conversation over coffee and dessert. At one time the two children ran through the house screaming as loud as they could! Both my brother and sister-in-law were able to ignore their behavior, but the other guests and I could not. I learned that children can be both a great gift and sometimes a great problem.

Section 2 A Film Clipping Killer Cats  Activity 1 Watch the visual program for the overall meaning.  1.  2.  3.  4.  5.

Section 2 A Film Clipping Killer Cats  Script for reference  It's nighttime on the edge of a city, a man is frantically searching for his missing daughter. He fears that nighttime killer is back. Just a few minutes ago, it was an evening like any other in Mumbai, India. A young girl, Lushaca, was dancing with her friends on the front porch Lushaca was dragged off into the forest. Now her father is rushing into the darkness to find her. A cameraman captures the community's horror as it makes its grisly discovery.  Lushaca isn't the only victim. 12 others have died in a single month. Their killers are not people. They are wild leopards.  And now, in the United States,

Section 2 A Film Clipping Killer Cats  Script for reference  Outside Los Angeles, a woman is experiencing the crushing power of a mountain lion's bite. Her face and neck are severely damaged. The wild cat is still at large. And deputies need to hunt it down. These are disturbing signs that we can't ignore. Today, big cats are hunting in urban areas. And they are looking at us in a whole new way, as food. Scientists and officials are racing to find out why this is happening, and what can be done to stop it. But time is running out.

Section 2 A Film Clipping Killer Cats  Script for reference  Big cats are terrifying predators. Some can tear down preys at 60 miles per hour, and launch all-out attacks in the blink of an eye. Others can shred a full-grown man in a matter of seconds And leopards are some of the most famous man-eaters of all time.  In India, stories of man-eating leopards have been around for generations. Like that of the leopard of Rudia Preyer that terrorizes the village for years in the early 1900s. It was said to have killed nearly 125 people.  But in today's India, leopards are no longer just in the countryside. They are living in India's most populated city, Mumbai, also known as Bombay. And their choices of preys change in terrifying ways. In just 6 months, 19 people have been attacked, 14 have died There's no telling when the next strike will take place, and if they can even be stopped.

Section 3 Quiz  Activity 1 Listen to the three sections of Quiz 1 and finish the corresponding tasks.  Words and expressions Section I exaggerate 夸大, 夸张  authentic 真的；真正的  The American Civil War (1861–1865) was a sectional conflict in the United States of America between the federal government (the "Union") and 11 Southern slave states that declared their secession and formed the Confederate States of America, led by President Jefferson Davis. The Union, led by President Abraham Lincoln and the Republican Party, which opposed expansion of slavery, rejected any right of secession 脱离. Fighting began April 12, 1861 when Confederate forces attacked a Federal fort at the Battle of Fort Sumter.

Section 3 Quiz  Activity 1 Listen to the three sections of Quiz 1 and finish the corresponding tasks.  Words and expressions Section I spiritual 精神上的  Spirituals were deeply emotional songs written and performed by black slaves in early America. They were different from other American church songs because they shared the hard conditions of being a slave with the listener.  feature 面貌的一部分 ( 眼, 口, 鼻等 ) 特征, 容貌, 特色, 特写 come/bring sth into being  minstrel: One of a troupe of entertainers made up in blackface and presenting a comic variety show 杂耍.  说唱演员由白人扮黑人并演出滑稽说唱戏的巡回演出团演员

Section 3 Quiz  Section I  African-American singers were not allowed to join the minstrel shows until after the Civil War.  So people would have the opportunity to appreciate songs in authentic African- American styles. A hard nut to crack  It was not the case in history. African- American performers had to imitate white performers’ exaggerated versions.

Section 3 Quiz  Activity 1 Listen to the three sections of Quiz 1 and finish the corresponding tasks.  Words and expressions  Section II  They were strongly influenced by European tastes. It took many years to form their own style of popular music.  The first uniquely popular songs like “Oh Susanna” appeared in the 1840s and were originally performed on the minstrel stage.  These songs were first performed by white singers who painted their faces black. These “black face” performers copied and exaggerated the styles of real African-American singers.  procession 行列, 队伍 proceed succeed succession feature  cemetery 墓地, 公墓 tomb comb accompany jazz parade bomb  bury burial tobacco

Section 3 Quiz  Activity 1 Listen to the three sections of Quiz 1 and finish the corresponding tasks.  Words and expressions  Michael Jackson  prime n. 最初, 青春, 精华 versatile  adj. 主要的, 最初的, 有青春活力的, 最好的, 第一 流的, 根本的 outstanding  pop 瞪大 stun 使晕倒, 使惊吓, 打晕  stunning adj. 足以使人晕倒的, 极好的  stardom 演员的身份

Section 3 Quiz  Activity 1 Listen to the three sections of Quiz 1 and finish the corresponding tasks.  Words and expressions  descend 下降 descendant 后裔, 后代 ascend  dizzy( 指人 ) 晕眩的, 昏乱的, ( 指地点, 情况 ) 使人晕眩的 odd 奇怪的, 古怪的, 不寻常的  arrested man-child out-of-court  out of court 【律】被驳回， 无诉讼权利； ( 论点， 计划 等 ) 不值得考虑， 不值一顾； 没有理由［根据］  The boy is tall enough to reach the blackboard.  He is rich enough to afford a villa.  Her boyfriend is old enough to be her father.  I have sufficient/enough faith in the good sense of the public to believe that we might prove this wrong.

Section 3 Quiz  Keys for reference  CBACB BCBCA  prime / instantly / probably his best-known accomplishment / the first black artist/ broke down many limits both for his race and for music video as an art form / He was often described as an arrested man- child / Although he denied the charges, his out-of-court behaviors failed to restore his image