大学英语CET6阅读理解段落练习
on life's earnest battle they only prevail, who daily march onward and never say fail，以下是为大家搜索的大学英语CET6阅读理解段落练习，希望能给大家带来帮助!更多精彩内容请及时关注我们!
It's easy to forget that the world wide web as we know it today evolved from an early attemptto put books on the inter. When Tim Berners-Lee envisaged what would bee the worldwide web, it was with the idea of making academic papers and other documents widelyavailable. To this end he devid a simple way of laying out text and images on a page,inventing what we now call Hypertext Markup Language or HTML. 含羞草的样子
envisage vt. 1.想像,设想[+(that)][+v-ing]
好友相聚的开心的句子 devi vt. 1.设计;创造;筹划;想出
Early HTML could define pages and paragraphs, bold and italici text, embed images and lay out tables. A little more than 20 years later, HTML 5 includes media playback and a
nimation, and the web has now bee so ubiquitous that for most urs it is indistinguishable from the underlying framework of the inter itlf, but at its core the technology of the web remains little changed. Every web page, however sophisticated it may em, is basically a digital book that we read on our puter through our web browr.
番茄怎么画
鲁迅小时候的故事 ubiquitous adj. 到处存在的，无处不在的，十分普遍的
indistinguishable a. 难区分的，不能分辨的
So when Hugh McGuire, founder of PressBooks and LibriVox, stated today that the book and the inter will merge, he was in one n simply reiterating what is already the ca. But from the perspective of people without the technical knowledge to e how cloly entwined the book and the inter already are, it has the whiff of yet another doom-monger proclaiming the death of the book as we know it.
merge v.[I] 1.合并，融合 2.消失 3.吞没
entwine vt.1.使缠绕 2.使交织;使严密结合 vi. 缠绕;纠缠在一起
儿童公主画
McGuire's argument hinges on the recent emergence of ebooks as a rious contender to the print book as the dominant artefact of the publishing industry, with some suggesting that ebooks will make up 50% of the book market by xx thanks to the Kindle, iPad and smartphones. Ebooks are deliberately packaged and marketed to appear as much like traditional print books as possible, so many readers will be surprid to discover that ebooks are built around much the same HTML structure that powers the web. Every ebook, no matter how much like a print book it may em, is a web page that we read on the simplified browr embedded in our e-reader of choice.
hinge n. [C]1.铰链 2.枢纽,关键,中心 vt. 1.给...安装铰链[H] vi. 1.靠铰链转动2.决定于[W][(+on/upon)]
The distinction between the ebook/webpage, webpage/ebook is not a material one. In technological terms they are exactly the same thing. But when McGuire first mooted his argument on in April last year my respon likely mirrors the respon of many book readers, "Books are rearched, written, edited, published, marketed … and hence paid f
or. The inter is ego noi, hence free." The distinction many of us draw between a book and a webpage is one of quality and hence of value. The real question raid by McGuire's argument is whether we continue to value ebooks as books, or as webpages. Books are something we pay for. Webpages are things we read for free. Which model will win out?
Unless you are one of the very small number of people who fortunes rest upon the outdated business model of publishing, you should hope that the latter wins. Becau this is about a much bigger issue than how writers and editors get paid for the valuable work they do. For hundreds of years we've been slowly expanding the reach of human knowledge, both in terms of what we know and how many of us know it. Today we take a resource like Wikipedia for granted – but pare it with the situation of only a few decades ago, when the majority of the population had lacked easy aess to such knowledge. The benefits of expanding aess to knowledge, both social and economic, are incalculable.
Now we stand at the threshold of possibly the most revolutionary advances in human hi
story. The bined technologies of the inter – HTML webpages, ebooks, arch technology, social media and many more – are very clo to making all human knowledge aessible to all people for free. Even the short-term conquences of this advance are hard to envisage, and in the long term it has the potential to improve our future as much as the invention of the printing press improved our past and prent.
threshol n.[C] 1.阈值，下限 2.门槛 3.开端
Every time society advances, it faces challenges from tho people economically and emotionally invested in the past. Undoubtedly stone age flint knappers were less than happy about bronze-age technology disturbing their business model. The medieval church was none to plead about printing technology breaking their hegemony over knowledge, but we'd never have had the Enlightenment without it. Today the media-conglomerates, governments and educational institutions that profit from gatekeeping knowledge of all kinds are pushing the Stop Online Piracy Act, and even more draconian legislation to try and hold back the flood of free knowledge that threatens their power. Unl
ess we want to stay in the knowledge equivalent of the stone age, and miss the next enlightenment the knowledge revolution promis to bring with it, we should all redouble our efforts to make sure they lo.
equivalent a. 1.相等的,相同的[(+to)] 2.等价的,等值的;等量的;等效的[(+to)] 3.同意义的 n. [C]1.相等物;等价物[(+of/to)]2.同义字[(+of/for)]
For centuries the book has been the highest symbol of knowledge. The object that has enshrined and prerved knowledge through history. The book is so inextricably linked with our concept of knowledge that for many people it is hard to parate one from the other. But for human knowledge to reach its full potential, we may have to let go of the book-as-object first, or open our thinking to a radically different definition of what a book is.
enshrine vt. 1.把...置于神龛内 2.把...奉为神圣 3.珍藏;铭记 为什么会便秘
Question time:
树舌
1. Why we should hope that Webpages wins?
2. What we should do , for human knowledge to reach its full potential?
【参考答案】
牛膝的作用与功效 1.Becau the benefits of expanding aess to knowledge, both social and economic, are incalculable, and in the long term it has the potential to improve our future as much as the invention of the printing press improved our past and prent.
