四級(jí)閱讀模擬題練習(xí)51：書籍和互聯(lián)網(wǎng)：你能看出它們的關(guān)聯(lián)嗎?

熟悉四級(jí)閱讀理解題型的同學(xué)應(yīng)該都了解，英語四級(jí)考試的閱讀理解材料大多選自《時(shí)代》《衛(wèi)報(bào)》《今日美國》等外刊。要想閱讀理解這部分拿到高分，必須在平常多閱讀，掌握新詞匯，鍛煉閱讀速度。

為此小編每日精選了《衛(wèi)報(bào)》《時(shí)代》等外刊上的文章供大家進(jìn)行閱讀練習(xí)。

本篇閱讀材料“書籍和互聯(lián)網(wǎng)：你能看出它們的關(guān)聯(lián)嘛?”選自《衛(wèi)報(bào)》(原文標(biāo)題：Book and internet: can you see the join? 2012.02.06)，如果大家覺得比較簡(jiǎn)單，就當(dāng)作泛讀材料了解了解，認(rèn)識(shí)幾個(gè)新單詞或新表達(dá)方式也不錯(cuò)。如果大家覺得這些材料理解上有難度，不妨當(dāng)做挑戰(zhàn)自己的拔高訓(xùn)練，希望大家都有進(jìn)步^^

It's easy to forget that the world wide web as we know it today evolved from an early attempt to put books on the internet. When Tim Berners-Lee envisaged what would become the world wide web, it was with the idea of making academic papers and other documents widely available. To this end he devised a simple way of laying out text and images on a page, inventing what we now call Hypertext Markup Language or HTML.

envisage vt. 想像;設(shè)想[+(that)][+v-ing]

to this end 為了這個(gè)目的;為此

devise vt. 1.設(shè)計(jì);發(fā)明;策劃;想出

lay out 展示;安排;布置

Early HTML could define pages and paragraphs, bold and italicise text, embed images and lay out tables. A little more than 20 years later, HTML 5 includes media playback and animation, and the web has now become so ubiquitous that for most users it isindistinguishable from the underlying framework of the internet itself, but at its core the technology of the web remains little changed. Every web page, however sophisticated it may seem, is basically a digital book that we read on our computer through our web browser.

ubiquitous adj. 到處存在的，無處不在的，十分普遍的

indistinguishable a. 難區(qū)分的，不能分辨的

sophisticated adj. 成熟的;復(fù)雜的;精致的

web browser 瀏覽器

So when Hugh McGuire, founder of PressBooks and LibriVox, stated today that the book and the internet will merge, he was in one sense simply reiterating what is already the case. But from the perspective of people without the technical knowledge to see how closely entwined the book and the internet 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. 吞沒

reiterate v. 重申;反復(fù)地做

entwine vt.1. 使纏繞 2. 使交錯(cuò);使緊密結(jié)合 vi. 纏繞;糾纏在一起

McGuire's argument hinges on the recent emergence of ebooks as a serious 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 2015 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 surprised 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 seem, is a web page that we read on the simplified browser embedded in our e-reader of choice.

hinge n. [C]1. 鉸鏈 2.樞紐,關(guān)鍵,中心 vt. 1. 給...安裝鉸鏈[H] vi. 1. 靠鉸鏈轉(zhuǎn)動(dòng) 2. 決定于[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 Twitter in April last year my response likely mirrors the response of many book readers, "Books are researched, written, edited, published, marketed … and hence paid for. The internet is ego noise, 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 raised 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?

moot v. 提出……供討論

win out 勝出;最后獲得成功

Unless you are one of the very small number of people whose fortunes rest upon the outdated business model of publishing, you should hope that the latter wins. Because 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 compare it with the situation of only a few decades ago, when the majority of the population had lacked easy access to such knowledge. The benefits of expanding access to knowledge, both social and economic, are incalculable.

rest upon 依賴于;取決于

get paid 得到報(bào)酬;領(lǐng)工資

take……for granted 認(rèn)為……理所當(dāng)然

Now we stand at the threshold of possibly the most revolutionary advances in human history. The combined technologies of the internet – HTML webpages, ebooks, search technology, social media and many more – are very close to making all human knowledge accessible to all people for free. Even the short-term consequences 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 present.

threshol n.[C] 1. 閾值，下限 2. 門檻 3. 開端

social media 社交媒體

in the long term 從長(zhǎng)遠(yuǎn)看

Every time society advances, it faces challenges from those 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 pleased 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. Unless we want to stay in the knowledge equivalent of the stone age, and miss the next enlightenment the knowledge revolution promises to bring with it, we should all redouble our efforts to make sure they lose.

invested in the past 寄希望于過去

hold back 抑制;阻止

equivalent a. 1. 相等的;相同的[(+to)] 2. 等價(jià)的;等值的;等量的;等效的[(+to)] 3. 同意義的 n. [C]1. 相等物;等價(jià)物[(+of/to)] 2. 同義字[(+of/for)]

For centuries the book has been the highest symbol of knowledge. The object that hasenshrined and preserved knowledge through history. The book is so inextricably linked with our concept of knowledge that for many people it is hard to separate 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...置于神龕內(nèi) 2. 把...奉為神圣 3. 珍藏;銘記

Question time:

1. Why should we hope Webpages wins?

2. According to the auther's opinion, for human knowledge to reach its full potential, what should we do?