研究生英語閱讀教程(基礎(chǔ)級2版)

1、READING SELECTION AThe Functions and Effects of MusicBy Samuel L. Beckerfunction（s）: (1)vt.; (2)n.功能、功效 功能、功效Given name; sir-name/ Christian name/ Family name/ last nameeffect->effectiveefficient-> efficiency(n.)[1

2、] You are well aware of (=realize) the fact that books, newspapers, magazines, motion pictures (film/ movie), radio, and television have been used for (dissuadepersuade) persuasive purposes: to sell beer and soap (~ wat

3、ch), ideas and political candidates; to bring about (cause/ lead to) social change or to quell (=suppress) a revolution. Few of us think about music or recordings being used for these purposes, but they are and have been

4、 for a long time.[2] Every war has had its songs that whipped up (arouse) patriotic fervor (=enthusiasm) or, in the case (example) of the Vietnam War, that encouraged protest against it. Some titles (names) of records po

5、pular in this country (the USA) during World War II suggest (show) the extent (degree) of the mobilization of the recording industry for the war effort (n.): “Remember Pearl Harbor“, “Have to Slap That Dirty Little Jap“

6、, “There's a Star Spangled Banner Waving Somewhere“, “Any Bonds Today“, and “ 'Round and 'Round Hitler's Grave“.[Bonds: [C] bond (between A and B) something that forms a connection between people or group

7、s, such as a feeling of friendship or shared ideas and experiences: e.g. A bond of friendship had been forged between them. E.g. The agreement strengthened the bonds between the two countries. E.g. the special bond betwe

8、en mother and child][3] The anti-Vietnam protests of the sixties and early seventies brought forth (=brought about) quite another kind of song. One was “Big Muddy“, about a group of soldiers blindly following their comma

9、nding officer into a river where many were drowned. Those (=those people) who sang and heard the song knew that the “Big Muddy“ referred to Vietnam and the commander to President Lyndon Johnson, and their antiwar passio

10、ns were intensified (=strengthened). “Where Have All the Flowers Gone“, “The Times, They are A-Changin'“, and “Give Peace a Chance“ were other popular songs whose recordings were widely played and used to build (aro

11、use) resistance to the war.[4] Music is used not only to add (increase) persuasive bits of information for the messages (belief) in our heads about war. Persuasive music plays an important role (part) in peacetime also

12、 (too). “We Shall Overcome“ was a tremendously (great) important force in the civil rights movement, just as the folk (=people) songs of Joan Baez, Pete Seeger, and Woody Guthrie have been important to the peace movemen

13、t. In recent times, music has been used to raise money as well as (=and) consciousness (conscience) for various causes (vt./n. 事業(yè)). The Live Aid (help), Farm Aid, Band Aid, and USA for Africa concerns (worries/relief) a

14、nd recording sessions (=concerts) raised funds [(1)n.資金；(2)vt.資助] for such causes as famine relief (relieve) in Africa and destitute (poor) American farmers.[5] Somewhat (=a little/somehow=for reasons unknown) further b

15、ack in this country's history, the radical left adopted (used / made use of) many old Negro spirituals (songs) to communicate its message (thought) effectively. “We Shall Not Be Moved“, for example, was adopted (~ c

16、hild) as the official song of the radical Southern Tenant Farmers Union in the 1930s. In the 1930s also, “Gimme (Gee, Wow) That Old Time Religion“ was transformed (turned) into take sth. seriously (adv.)take it easy (ad

17、j.)The Impact (influence) of Recordings on Our Perceptions (perceive/ understanding)[8] Whatever the direct effects of musical recordings on our attitudes and behaviors (are), they are certainly an ever-present (=everlas

18、ting) and important part of our communication environment, and they contribute to the realities in our heads. No one who listened to popular music during the 1980s could escape (=avoid; can help from thinking) the perce

19、ption (understanding) that drugs were a major factor in the lives of many people. Popular music of the early 1970s contributed to (led to) the belief that most people opposed the war in Vietnam. These messages, sneaking

20、 into consciousness from the background music around us, formed an important part of our communication mosaics, just as the messages in today's music form an important part of our present communication mosaics. The

21、Role of Music in Identification and Rebellion(ID card: Identity Card; student ID 學(xué)生證)[9] Popular music has two other major functions or effects. It provides each generation of young people a common and cherished (valued)

22、 experience. Years later, the sound of that music can bring strangers together and stimulate （aroused）memories of that earlier era (time). Vivid (evident->) evidence of the meaningfulness of such experiences can be s

23、een by watching the tourists who are attracted to Graceland, Elvis Presley's former home and now the site of his grave in Memphis. A common sight there is the middle-aged married couple bringing their children to see

24、 and, they hope, to feel some of the special magic Presley created for them during their courtship and early married years.[10] Another major function popular music serves is the (provide->) provision of a relatively

25、harmless source (tool/means/ measure) of rebellion for the young. Each generation of young has its own music, almost [vary: (vi.)- variable(a.)-> variable->] invariably (=always) unappreciated (unenjoyed) by paren

26、ts, just as parents' favorite music was unappreciated by their parents (grand parents). This music is important in part (=partially) because older people do not like it, and in part because demonstrating (showing) o

27、ne's love of it is part of the ritual (ceremony) of affiliation (connection) with peers(colleague 同行/同類/college).[11] One author has suggested (said) that popular music also serves (functions as) a “rite of passage“

28、function for young girls. The teenage (young girls) singing (worshipping) idols may serve as non-threatening substitutes for actual boys until boys' maturation catches up with that (maturation) of girls and some sem

29、blance (sth. Like/ sth. similar) of easy (natural/ comfortable) boy-girl relationships can be established. (1, 316 words)ABOUT THE AUTHOR Samuel L Becker (Ph. D. University of Iowa) is a professor in the University of I

30、owa and the chairman of the University of Iowa Foundation and Distinguished Professor Emeritus (honorable) of Communication Studies (department). His professional life centered on (focus on) educational process, and esp