英语专八听力讲座练习材料
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[00:28.55]SECTION A MINI-LECTURE
[00:28.54]In this section,you will hear a mini-lecture.
[00:31.72]You will hear the lecture ONCE ONLY.
[00:34.34]While listening, take notes on the important points.
[00:37.84]Your notes will not be marked,
[00:39.81]but you will need them to complete a gap-filling task after the mini-lecture.
[00:43.97]When the lecture is over,
[00:46.27]you’ll be given two minutes to check your notes,
[00:48.56]and another 10 minutes to complete the gap-filling task.
[00:51.84]Now listen to the mini-lecture.
[00:54.25]Good morning.
[00:56.76]Today’s lecture is about the motivation for words.
[01:00.27]First, what is motivation?
[01:02.56]Motivation deals with the connection between name and sense.
[01:06.72]In the previous lecture,
[01:08.47]we have mentioned two rival schools of thought:
[01:11.31]one school is the Naturalists,
[01:13.39]who believed that there was an intrinsic connection between sound and sense;
[01:17.65]the other school is the Conventionalists,
[01:20.28]who held that the connection between sound and sense was purely a matter of tradition and convention.
[01:25.64]The first motivation is the onomatopoeic motivation.
[01:29.25]The word onomatopoeia is derived from the Greek word onomatopoeia,
[01:33.85]which means “word-making”.
[01:35.81]Onomatopoeic motivation means defining the principle of motivation by sound.
[01:41.28]The sounds of such words as cuckoo,
[01:44.24]ding-dong, buzz seem to be appropriate to their senses.
[01:48.06]But it has to be pointed out that onomatopoeic words
[01:51.89]constitute only a small part of the vocabulary.
[01:54.73]According to Stephen Ullmann,
[01:56.95]onomatopoeic formation can be divided into primary onomatopoeia
[02:00.78]and secondary onomatopoeia.
[02:02.53]Primary onomatopoeia means the imitation of sound by sound.
[02:06.90]Here the sound is truly an “echo to the sense”.
[02:10.40]Terms like crack, growl, hum, roar, squeak,
[02:15.65]whiz and a great many fall into this category.
[02:19.04]Secondary onomatopoeia means that certain sounds and sound-sequences
[02:23.74]are associated with certain senses in an expressive relationship.
[02:27.79]In this form, the sounds evoke a movement,
[02:30.42]as in such words: quiver, wriggle, slither.
[02:34.03]The sound may also evoke some physical or moral quality,
[02:37.75]usually unfavorable.
[02:39.39]For example, gloom, slimy, sloppy, sloth.
[02:43.21]Some of these onomatopoeic terms have certain elements in common.
[02:47.04]For example, the sound /sn/ may express three types of experiences.
[02:52.18]They are, first, “breath-noise” as in sniff, snuff, snore, snort,
[02:58.77]second,“quick separation or movement” as in snip, snap, snatch,
[03:04.79]and third, “creeping” as in snake, snail, sneak.
[03:09.83]Final groups have similar functions.
[03:12.88]For example, the combination of –
[03:15.14]are at the end of a word suggests “big light or noise”
[03:18.74]as in blare, flare, glare, stare;
[03:22.90]the combination of -ump at the end of a word suggests “heavy fall”
[03:28.15]as in dump, crump, plump, slump, thump.
[03:32.75]Another interesting feature of onomatopoeic patterns
[03:36.79]is that they often work by vowel alternation.
[03:39.54]By substituting one vowel for another, one can express different noises.
[03:44.35]For example: snip---snap, sniff---snuff, flip---flap---flop.
[03:50.81]Closely connected to this tendency are reduplicated words and phrases,
[03:55.84]such as wishy-washy, tit-tat, tick-tock, click-clack.
[04:01.09]It should be noted that many onomatopoeic forms are based on alternations
[04:06.95]of not vowels but of initial consonants,
[04:09.68]such as higgledy-piggledy, helter-skelter, namby-pamby, roly-poly etc.
[04:15.92]The second motivation is semantic motivation.
[04:19.53]Semantic motivation means that motivation is based on semantic factors.
[04:23.90]It is a kind of mental association.
[04:26.85]When we speak of the bonnet of a car, a coat of paint,
[04:30.79]or when we speak of potatoes cooked in their jackets,
[04:33.75]these expressions are motivated by the similarity
[04:36.81]between the garments and the objects referred to.
[04:39.21]In the same way, when we say the cloth for the clergy,
[04:42.38]“town and gown” for “town and university”,
[04:45.01]there is semantic motivation due to the fact
[04:47.74]that the garments in question are closely associated
[04:50.65]with the persons they designate.
[04:52.17]Both types of expressions are figurative:
[04:54.79]the former are metaphoric and the latter are metonymic.
[04:58.84]We can see that semantic motivation is closely connected with figures of speech.
[05:02.99]Here I’ll name three of them.
[05:05.29]First, metaphor.
[05:06.60]Metaphor is a figure of speech containing an implied comparison.
[05:10.32]For example: “he has a heart of stone”.
[05:13.06]“The curtain of night has fallen.”
[05:15.57]Another figure of speech is metonymy.
[05:18.30]It is a device in which we name something by one of its attributes,
[05:22.13]as in crown for king, the turf for horse-racing,
[05:26.51]the White House for the US president.
[05:29.46]Similar to metonymy is synecdoche,
[05:32.63]which means the substitution of a part for a whole or a whole for a part,
[05:36.68]as in bread for food, the army for a soldier, etc.
[05:40.97]Apart from onomatopoeic motivation and semantic motivation,
[05:45.13]there is also logical motivation.
[05:47.32]Logical motivation deals with the problem of defining a concept by means of logic.
[05:52.46]A definition has two forms.
[05:54.76]A common form of definition
[05:56.43]is“This means such and such.”
[05:58.94]“Fat” means “having much flesh”.
[06:01.57]Another form of definition is
[06:03.65]“This means the same as that”
[06:05.41]or“This is equivalent to that”.
[06:07.38]“Fat” means “the same as obese’.
[06:10.00]These two forms of the definition show that a definition has two parts:
[06:14.70]the word being defined,
[06:16.46]and the definition that is being made.
[06:18.43]Giving a definition involves two steps to be taken.
[06:22.03]One step is to identify the concept of a genus,
[06:24.99]that is, a class of things made up of two or more subordinate classes or species.
[06:29.80]The other step is to identify the attributes distinguishing
[06:33.52]one species from other similar species in the same genus.
[06:37.13]A combination of these two approaches helps to define a concept.
[06:41.07]For example, in the 1950’s,
[06:44.13]there appeared a new crisis gripping the minds of part of the American youth.
[06:48.07]These young people felt disturbance and anxiety
[06:51.24]about their personality development and adjustment.
[06:53.97]This crisis is called an identity crisis.
[06:57.14]The word “crisis’ is a genus,
[06:59.55]which consists of two or more species,
[07:02.29]such as spiritual crisis, economic crisis, political crisis, etc.
[07:08.19]The expression “identity crisis” is used to distinguish itself from other crisis.
[07:13.33]So far we have covered the three motivations for words:
[07:17.05]onomatopoeic motivation, semantic motivation, and logical motivation.
[07:22.74]However, it is not always easy to identify clearly the motivation
[07:26.35]for each word in our vocabulary.
[07:28.20]In such case, we may say the motivation is lost.
[07:31.70]There may be two factors which lead to loss of motivation.
[07:34.88]One is a change in the morphological structure of a word,
[07:38.37]and the other factor is change of meaning.
[07:40.78]In next lecture, we’ll discuss these two changes in detail.
[07:44.06]This is the end of today’s lecture. Thank you for your attention.
[09:50.47]Section B INTERVIEW
[09:52.10]In this section you will hear everything ONCE ONLY.
[09:56.04]Listen carefully and then answer the questions that follow.
[09:59.54]Questions 1 to 5 are based on an interview.
[10:02.61]At the end of the interview,
[10:04.47]you will be given 10 seconds to answer each of the following 5 questions.
[10:09.17]Now listen to the interview.
[10:11.25]Interviewer(W): Today I’d like to welcome Edward Fox,
[10:14.64]a seasoned real-estate agent,
[10:16.72]who is going to talk to us about buying a house. Hello, Edward.
[10:21.17]Edward Fox (M): Hello.
[10:21.63]W: Now Edward, for most people buying a house is a major life event,
[10:26.55]and probably the single most expensive item they are ever likely to buy.
[10:31.69]What precautions do they have to take before a real purchase?
[10:36.07]Can you give some suggestions?
[10:38.15]M: You are right in saying buying a house costs a lot.
[10:41.54]But as to me, the most important thing to consider
[10:44.82]before buying any property is the location.
[10:47.88]W: Location?
[10:49.09]M: Right. Because it is where you plan to spend a large part of your life.
[10:53.35]Or, indeed, the rest of your life in some circumstances.
[10:56.31]Therefore, consider the type of life you enjoy leading.
[10:59.37]If you are a very sociable person who enjoys nightclubs and discos,
[11:03.63]you may consider something close to a city.
[11:06.37]Anyway, a city is convenient for all types of nightlife.
[11:09.54]W: Then, for those who seek a quiet life,
[11:12.49]do you recommend a house in the countryside?
[11:14.90]M: Well, countryside is a tranquil place.
[11:17.74]However, do remember that proximity to the place of work also counts.
[11:22.01]Indeed, we spend most of our life at work,
[11:24.53]and you don’t want to have to spend two or more hours
[11:27.15]every day traveling to work, do you?
[11:29.34]Therefore, transport is of the utmost importance.
[11:32.18]City suburbs, however,
[11:34.03]are often conveniently located for commuting to work,
[11:36.89]or for shopping,
[11:37.98]without being in the heart of a busy city.
[11:40.16]W: But houses in the suburbs are far more expensive than those in cities.
[11:45.41]M: They seem to be,
[11:46.84]but actually houses located in cities can often exceed the price of suburban houses,
[11:51.76]so check out the prices.
[11:53.94]You may be surprised.
[11:55.04]W: Really? So we should consider our place of work
[11:58.65]and personality in choosing the location.
[12:01.18]Is that so?
[12:02.05]M: I’m afraid you have to take family into consideration as well.
[12:05.77]You may prefer a house that is away from a busy street or main road.
[12:09.71]And of course, remember that children have to attend school.
[12:13.10]If you have children,
[12:14.63]or you plan to have children,
[12:16.27]location is a very important factor.
[12:19.11]And of course, remember that a family influences the size of the property.
[12:23.16]W: Oh, I see. How many types of houses can we choose?
[12:27.32]M: There are various types of houses.
[12:29.83]The first is called detached houses,
[12:32.02]which stand alone, and are not joined by another building.
[12:35.63]Then there are semi-detached houses,
[12:37.93]which are the most common.
[12:39.57]This is because they are, in fact,
[12:41.75]two houses joined together,
[12:43.29]and therefore take up less space.
[12:45.15]And there are town houses, too,
[12:47.78]which are many houses joined together to form a long row.
[12:50.95]But don’t think that town houses are less expensive than semi-detached houses.
[12:55.98]They rarely are.
[12:57.62]This is because they are usually built in cities
[13:00.24]where the price of property is very expensive.
[13:02.65]W: Then what about old houses?
[13:05.83]They must be cheaper than new ones.
[13:08.01]M: Maybe they are. But if the house is too old,
[13:10.96]you may be faced with expensive repairs and renovation bills.
[13:14.58]So have a house thoroughly checked by a professional surveyor
[13:18.18]before you decide to buy.
[13:20.15]W: I agree. It’s economical to buy old houses
[13:23.43]only when they are in good condition.
[13:25.73]By the way, a lot of property has a garden attached to it.
[13:29.78]Do you think it’s a good choice?
[13:31.53]M: It’s true that a lot of property has a garden.
[13:34.37]If you enjoy gardening,
[13:36.01]that’s fine.
[13:36.88]But if you don’t enjoy gardening then you may prefer a small garden,
[13:41.48]as opposed to a big one.
[13:42.68]But even if you do enjoy gardening it is important to remember
[13:46.84]that gardens take up a lot of your time.
[13:49.03]So keeping a garden in good order may be very difficult if you work long hours.
[13:53.84]W: You are quite right. Any other suggestions?
[13:57.31]M: One final thing is the general feel of the place.
[14:01.14]Does it have a good atmosphere?
[14:02.89]And most important of all,
[14:05.08]would you feel comfortable living there?
[14:06.83]W: Edward, I never knew I had to consider so many things while buying a house.
[14:11.97]Thank you very much for talking with us.
[14:14.70]M: My pleasure.
[15:05.85]Section C NEWS BROADCAST
[15:08.36]In this section, you will hear everything ONCE ONLY.
[15:11.75]Listen carefully and then answer the questions that follow.
[15:15.26]Questions 6 to 7 are based on the following news.
[15:21.05]At the end of the news item,
[15:23.79]you will be given 10 seconds to answer each of the two questions.
[15:28.05]Now listen to the news.
[15:30.45]This is Nicodemus, the first all-black pioneer town,
[15:36.03]established on the prairie 128 years ago.
[15:40.30]Every summer this tiny town holds a homecoming
[15:43.03]with a gathering and parade to celebrate its heritage.
[15:46.76]In 1877 freed slaves came to a barren spot in Kansas to make a place
[15:53.53]where they could determine their own lives.
[15:56.16]They had been encouraged to come to the barren prairie by unscrupulous land agents.
[16:01.19]Living in earth-covered huts the settlers used their determination and farming skills
[16:07.10]and a town began to take shape.
[16:09.61]Some of the original structures remain.
[16:12.35]First built were two churches, then a schoolhouse and later a small hotel and a town hall.
[16:19.12]Today, Nicodemus is like many struggling mid-western towns
[16:23.72]where the young people leave for the cities.
[16:26.02]It is now a National Historic Site and tourists and African-Americans
[16:31.05]from all over come to see where black pioneers built their own town from the ground up.
[16:58.30]Question 8 is based on the following news.
[17:01.47]At the end of the news item,
[17:04.97]you will be given 10 seconds to answer the question.
[17:09.02]Now listen to the news.
[17:11.97]Mechanized carnival attractions draw big crowds at the Maryland State Fair.
[17:17.99]But there is another side to this event.
[17:20.61]It is a scene that looks like it is right off the farm.
[17:23.56]The fair is a yearly event that helps America's largely urban-dwelling population
[17:28.93]reconnect with its agrarian roots.
[17:31.44]Fairs were originated hundreds of years ago
[17:35.05]in various forms and certainly the fair as we know it is about a hundred years old.
[17:40.19]It was a place for the agricultural community to get together and show off
[17:44.79]what they had done over the past year.
[17:46.86]Farmland scenes like this have become ever less common across the United States.
[17:51.78]But it seems they will always be preserved at America's state fairs.
[18:07.41]Questions 9 and 10 are based on the following news.
[18:10.15]At the end of the news item,
[18:12.99]you will be given 10 seconds to answer each of the two questions.
[18:17.26]Now listen to the news.
[18:19.77]The World Health Organization warns
[18:24.04]between 25 and 35 percent of the world population
[18:28.08]could be affected by a human influenza pandemic,
[18:32.24]but the WHO says most people would survive.
[18:35.52]Health experts are meeting at the World Health Organization
[18:39.78]in Geneva to map out a plan of action to combat the possible spread of avian flu.
[18:46.08]The World Health Organization Global Influenza Program
[18:50.78]Director Klaus Stohr says between two and seven million people
[18:55.48]would die from a mild pandemic and up to 28 million would be hospitalized.
[19:00.73]He adds everything has to be put into perspective.
[19:04.56]The WHO calculation is based on the prospect of a mild influenza outbreak,
[19:10.36]such as those which occurred in 1957 and 1968.
[19:15.17]Those pandemics killed three million people.
[19:18.78]It acknowledges that deaths could skyrocket
[19:21.73]in the event of a severe influenza pandemic,
[19:24.68]such as the one that swept the world in 1918,
[19:28.29]killing more than 40 million people.
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