高考英语阅读理解复习-凯发官网入口

阅读理解议论文全国各地历年高考真题全收录一、2023 年高考真题（一）2023 全国乙卷 dif you want to tell the history of the whole world, a history that does not privilege one part ofhumanity, you cannot do it through texts alone, because only some of the world has ever had texts, whilemost of the world, for most of the time, has not. writing is one of humanity’s later achievements, and untilfairly recently even many literate (有文字的) societies recorded their concerns not only in writing but inthings.ideally a history would bring together texts and objects, and some chapters of this book are able to dojust that, but in many cases we simply can’t. the clearest example of this between literate and non-literatehistory is perhaps the first conflict, at botany bay, between captain cook’s voyage and theaustralianaboriginals. 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 firstexperience of gunshot. if we want to reconstruct what was actually going on that day, the shield must bequestioned and interpreted as deeply and strictly as the written reports.in addition to the problem of miscomprehension from both sides, there are victories accidentally ordeliberately twisted, especially when only the victors know how to write. those who are on the losingside often have only their things to tell their stories. the caribbean taino, the australian aboriginals, theafrican people of benin and the incas, all of whom appear in this book, can speak to us now of their pastachievements most powerfully through the objects they made: a history told through things gives themback 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 otherhalf of that conversation, we have to read not just the texts, but the objects.