高考英语模拟试题阅读理解精选编讲第248篇——秒词邦微信小程序

If you want to tell the history of the whole world, a history that does not privilege one part of humanity, you cannot do it through texts alone, because only some of the world has ever had texts, while most of the world, for most of the time, has not. Writing is one of humanity’s later achievements, and until fairly recently even many literate (有文字的) societies recorded their concerns not only in writing but in things.

Ideally a history would bring together texts and objects, and some chapters of this book are able to do just that, but in many cases we simply can’t. The clearest example of this between literate and non-literate history is perhaps the first conflict, at Botany Bay, between Captain Cook’s voyage and the Australian Aboriginals. From the English side, we have scientific reports and the captain’s record of that terrible day. From the Australian side, we have only a wooden shield (盾) dropped by a man in flight after his first experience of gunshot. If we want to reconstruct what was actually going on that day, the shield must be questioned and interpreted as deeply and strictly as the written reports.

In addition to the problem of miscomprehension from both sides, there are victories accidentally or deliberately twisted, especially when only the victors know how to write. Those who are on the losing side often have only their things to tell their stories. The Caribbean Taino, the Australian Aboriginals, the African people of Benin and the Incas, all of whom appear in this book, can speak to us now of their past achievements most powerfully through the objects they made: a history told through things gives them back a voice. When we consider contact (联系) between literate and non-literate societies such as these, all our first-hand accounts are necessarily twisted, only one half of a dialogue. If we are to find the other half of that conversation, we have to read not just the texts, but the objects.

如果你想讲述整个世界的历史，一段不赋予人类一部分特权的历史，你不能只通过文本来讲述，因为世界上只有一些地区有文本，而世界上大多数地区在大多数时候都没有。写作是人类后来的成就之一，直到最近，甚至还有许多人识字(有文字的) 社会不仅以书面形式，而且以实物形式记录了他们的关切。

理想情况下，历史将把文本和物体结合在一起，本书的某些章节能够做到这一点，但在许多情况下，我们根本做不到。识字和不识字历史之间最明显的例子可能是库克船长的航行与澳大利亚原住民之间在植物学湾发生的第一次冲突。从英国方面来看，我们有科学报告和船长对那可怕一天的记录。从澳大利亚方面来看，我们只有一个木制盾牌(盾) 在第一次遭遇枪击后被一名飞行中的男子扔下。如果我们想重建当天的实际情况，就必须像书面报告一样，对盾牌进行深入而严格的质疑和解释。

除了双方理解错误的问题外，还有意外或故意扭曲的胜利，尤其是当只有胜利者知道如何写作时。那些处于失败一方的人往往只有自己的东西来讲述自己的故事。加勒比泰诺人、澳大利亚土著人、贝宁的非洲人民和印加人，他们都出现在这本书中，现在可以通过他们制作的物品最有力地向我们讲述他们过去的成就：通过事物讲述的历史给了他们一个声音。当我们考虑联系时(联系) 在这样的识字和不识字的社会之间，我们所有的第一手资料都必然是扭曲的，只是对话的一半。如果我们要找到对话的另一半，我们不仅要阅读文本，还要阅读对象。

句子成分分析：

Writing is one (of humanity's later achievements), || and [until fairly recently even many (literate ))] societies recorded 

their concerns [not only in writing] | but in things.

句子语法结构详解：

* is 为系动词作谓语，采用一般现在时。
* and 为并列连词，连接并列句。
* literate 为形容词作后置定语
* recorded 为谓语，采用一般过去时。
* 句中含有 not only...but (also)... 并列结构，意为“不但……而且……”。
* but 为并列连词，表转折。
* their 为形容词型物主代词。many 为不定代词。humanity's 为名词所有格。

句子相关词汇解释：

Phrase:

Vocabulary:

句子成分分析：

[Ideally] a history would bring [together] texts and objects, || and some chapters (of this book) are able todo just that, 

|| but [in many cases] we simply cn't.

句子语法结构详解：

(can't = can not)

* bring 为谓语，采用一般过去将来时。
* 第2个 and 为并列连词，连接并列句。
* are 为系动词作谓语，采用一般现在时。
* able 为形容词作表语。
* to do 为不定式，作状语。
* but 为并列连词，表转折。句子有省略。
* would, can 为情态动词。we 为人称代词主格。that 为指示代词。a 为不定冠词。

句子相关词汇解释：

Phrase:

Vocabulary:

句子成分分析：

Those (who are on the losing side) often have [only] their things to tell their stories.

句子语法结构详解：

* who 为关系代词，引导定语从句。
* are 为系动词作谓语，采用一般现在时。
* losing 为动名词，与 side 构成合成名词。
* have 为谓语，采用一般现在时。
* to tell 为不定式。
* their 为形容词型物主代词。those 为指示代词。the 为定冠词。

句子相关词汇解释：

Vocabulary:

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