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[01:01.39LIZZIE: So how are you getting on with your teaching practice atthe High School, Joe?

[01:06.16JOE: Well I’ve been put in charge of the school marching band, andit’s quite a responsibility.

[01:11.81I’d like to talk it over with you.

[01:14.05LIZZIE: Go ahead.

[01:15.28You’d better start by giving me a bit of background.

[01:18.12JOE: OK.

[01:19.39Well the band has students in it from all years, so they’re aged11 to 18, and there are about 50 of them altogether.

[01:29.13It’s quite a popular activity within the school.

[01:32.50I’ve never worked with a band of more than 20 before, and this isvery different.

[01:36.87LIZZIE: I can imagine.

[01:38.39JOE: They aren’t really good enough to enter national bandcompetitions, but they’re in a regional one later in the term.

[01:46.05Even if they don’t win, and I don’t expect them to, hopefullyit’ll be an incentive for them to try and improve.

[01:53.06LIZZIE: Yes, hopefully.

[01:54.96JOE: Well, now the town council’s organising a carnival in thesummer, and the band has been asked to perform.

[02:03.03If you ask me, they aren’t really up to it yet, and I need to getthem functioning better as a band, and in a very short time.

[02:10.96LIZZIE: Have you been doing anything with them?

[02:13.40Apart from practising the music, I mean.

[02:15.85JOE: I played a recording I came across, of a drummer talkingabout how playing in a band had changed his life.

[02:22.90I think it was an after-dinner speech.

[02:25.48I thought it was pretty inspiring, because being in the band hadstopped him from getting involved in crime.

[02:32.07The students seemed to find it interesting, too.

[02:34.40LIZZIE: That’s good.

[02:35.87JOE: I’m planning to show them that old film from the 1940s’Strike Up the Band’, and talk about it with the students.

[02:43.26What do you think?

[02:44.31LIZZIE: Good idea.

[02:45.60As it’s about a school band, it might make the students realisehow much they can achieve if they work together.

[02:52.72JOE: That’s what I’ve got in mind.

[02:54.38I’m hoping I can take some of the band to a parade that’s going totake place next month.

[03:00.71A couple of marching bands will be performing, and the atmosphereshould be quite exciting.

[03:05.47It depends on whether I can persuade the school to hire a coach ortwo to take us there.

[03:10.35LIZZIE: Mmm.

[03:11.28They sound like good ideas to me.

[03:13.34JOE: Thanks.

[03:52.22JOE: Can I tell you about a few people in the band who I’m findingit quite difficult to cope with?

[03:57.38I’m sure you’ll have some ideas about what I can do.

[04:00.58LIZZIE: Go ahead.

[04:02.02JOE: There’s a flautist who says she loves playing in theband.

[04:06.26We rehearse twice a week after school, but she’s hardly everthere.

[04:10.97Then she looks for me the next day and gives me a very plausiblereason – she says she had to help her mother, or she’s been ill, but to behonest, I don’t believe her.

[04:22.15LIZZIE: Oh dear!

[04:23.84Any more students with difficulties?

[04:26.38JOE: Plenty!

[04:27.82There’s a trumpeter who thinks she’s the best musician in theband, though she certainly isn’t.

[04:34.20She’s always saying what she thinks other people should do, whichmakes my job pretty difficult.

[04:39.50LIZZIE: She sounds a bit of a nightmare!

[04:41.52JOE: You can say that again.

[04:43.38One of the trombonists has got an impressive sense of rhythm, andcould be an excellent musician – except that he has breathing difficulties, andhe doesn’t really have enough breath for the trombone.

[04:55.47He’d be much better off playing percussion, for instance, but herefuses to give up.

[05:00.35So he ends up only playing half the notes.

[05:03.16LIZZIE: I suppose you have to admire his determination.

[05:06.41JOE: Hmm, maybe.

[05:08.02One of the percussionists isn’t too bad, but he never seems tointeract with other people, and he always rushes off as soon as the rehearsalends.

[05:17.10I don’t know if there are family reasons, or what.

[05:20.04But it isn’t good in a band, where people really need to feelthey’re part of a group.

[05:25.72LIZZIE: Hmm.

[05:26.91JOE: There are others too, but at least that gives you an idea ofwhat l’m up against.

[05:32.33Do you have any thoughts about what I can do, Lizzie?

莉齐：乔，你在高中的教育实习怎么样了?

乔：嗯，我被组织担任学校的军乐队了，这是一个非常重要的使命。

我想和你聊一聊这件事。

莉齐：说吧。

不过你最佳先给我讲一些布景情况。

乔：好的。

乐队里边包括了一切年纪的学生，他们的年纪在11到18岁之间，一共有50自个支配。

这是学校里非常受等待的活动。

我早年从未和跨越20自个的乐队协作过，所以这很纷歧样。

莉齐：我可以愿望得到。

乔：他们还没有满足的才能进入全国乐队竞赛，可是他们在这个学期后期会进入区域性竞赛。

即便他们没有取胜，我也没盼望他们能取胜，只是期望这会鼓励他们尽力而且前进。

莉齐：是的，期望如此。

乔：嗯，如今小镇委员会要在夏天组织一个狂欢节，他们现已请了咱们乐队去表演。

硬要我说的话，其实他们还没有抵达那个水平，我需要让他们在很短的时刻内非常好地发扬乐队的作用。

莉齐：你有没有和他们一同做过啥?

我的意思是，除了操练音乐之外。

乔：我放了一个我偶尔发现的录像，讲的是一位鼓手谈论参加乐队如何改动了他的日子。

我想这是一个餐后讲演。

我觉得这很煽悦耳心，因为参加乐队使他没有卷进违法。

学生如同也觉得它很风趣。

莉齐：这很不错。

乔：我方案给学生们放一部40年代的老影片“Strike Up the Band”，然后跟他们谈论谈论。

你觉得怎么样?

莉齐：好主见。

这部影片是关于一个学校乐队的，它可以会让学生知道到假定他们风雨同舟，他们可以做得多好。

乔：这就是我想做的。

我期望我能把乐队中的一些人带到下个月即将举办的游行中。

到时分有几个军乐队将会扮演，气氛大约会非常令人振奋。

这取决于我是不是可以说服学校租借一辆或两辆远程车带咱们去。

莉齐：嗯。

我觉得听起来是极好的主见。

乔：谢谢。

乔：我可以和你讲讲，乐队里的一些很难唐塞的人吗?

我信赖你会关于我能做啥提些主张。

莉齐：说吧。

乔：有一个吹横笛的学生说她非常喜爱在乐队里演奏。

咱们放学后每周排练两次，但她几乎没来过。

然后她会在第二天找我，并给我一个形似可信的理由——她说她有必要帮她母亲干活，或许她病了，但说真话，我不信赖她。

莉齐：天哪!

还有其他不优点置的学生吗?

乔：太多了!

有一个小号手认为她是乐队中最佳的乐手，尽管很显着她不是。

她总牵挂着她认为其别人大约做的作业，这使我的作业变得非常困难。

莉齐：她听起来有点难以抵挡!

乔：一点儿没错。

有一个长号手有一种令人敬仰的的节奏感，而且可以变成一位超卓的乐手——只怅惘他有呼吸困难，他吹长号时没有满足的气味。

假定他演奏冲击乐会好得多，但他回绝扔掉长号。

所以他究竟只吹奏了一半的音符。

莉齐：我想你有必要敬佩他的决计。

乔：嗯，或许吧。

有一个冲击乐手没啥太大的疑问，但他如同永久不会与其别人互动，而且他老是在排练结束后当即走人。

我不晓得是不是有家庭缘由，或许是另外啥缘由。

可是这样在一个乐队中并不好，他们真的需要觉得

自个是这个团队的一有些。

莉齐：嗯。

乔：其实还有其别人也有类似的疑问，但至少他们能让你对我需要处置的作业晓得个大约。

莉齐，关于我能做些啥，你有啥主张吗?