该类话题文章多为记叙文，主要是以人物为中心，描写发生在他们身上的故事，包括：趣闻轶事、奋斗历程及贡献成就等。
在高考阅读理解中出现的文章，特别是奋斗故事文章中，事件的发展通常比较曲折，几乎所有的成功都伴随着低谷。故事一般会包含追逐梦想、遭遇挫折、奋力拼搏、取得成功几个过程。
1. anecdote [ ] n. 轶事
2. biography [ ] n. 传记
3. career [ ] n. 生涯
4. chase [ ] v./n. 追捕
5. pursue [ ] v. 追求
6. target [ ] n. 目标
7. aim [ ] n. 目标
8. endeavor [ ] n. 尽力
9. strive [ ] v./n. 奋斗
10. struggle [ ] v./n. 努力
11. tragedy [ ] n. 悲剧
12. desperate [ ] adj. 绝望的
13. depressed [ ] adj. 沮丧的
14. contribution [ ] n. 贡献
15. achievement [ ] n. 成就
16. accomplishment [ ] n. 成就
随着故事的发展，人物会表现出不同的情感态度，通过理解这些情感，我们能把握住故事的发展方向，从而更好地理解文章。
1. moved [ ] adj. 感动的
2. touched [ ] adj. 感动的
3. embarrassed [ ] adj. 尴尬的
4. awkward [ ] adj. 笨拙的
5. motivated [ ] adj. 积极的
6. intentional [ ] adj. 有意的
7. deliberate [ ] adj. 有意的
8. on purpose 故意
9. desperate [ ] adj. 绝望的
10. depressed [ ] adj. 沮丧的
11. pleased [ ] adj . 满意的
12. proud [ ] adj. 骄傲的
13. reliable [ ] adj. 可靠的
14. devoted [ ] adj. 专心致志的
15. *dedicated [ ] adj. 专心致志的
16. generous [ ] adj. 慷慨大方的
17. tough [ ] adj. 强硬的
18. patient [ ] adj. 有耐心的
19. caring [ ] adj. 关怀的
20. *patriotic [ ] adj. 爱国的
21. modest [ ] adj. 谦虚的；适度的
22. *humble [ ] adj. 谦逊的
23. *decent [ ] adj. 体面的；适当的
24. humane [ ] adj. 仁慈的
25. merciful [ ] adj. 仁慈的
26. innovative [ ] adj. 创新的
Four people in England, back in 1953, stared at Photo 51. It wasn't much—a picture showing a black X. But three of these people won the Nobel Prize for figuring out what the photo really showed—the shape of DNA. The discovery brought fame and fortune to scientists James Watson, Francis Crick, and Maurice Wilkins. The fourth, the one who actually made the picture, was left out.
Her name was Rosalind Franklin.“She should have been up there,”says historian Mary Bowden.“If her photos hadn't been there, the others couldn't have come up with the structure.”One reason Franklin was missing was that she had died of cancer four years before the Nobel decision. But now scholars doubt that Franklin was not only robbed of her life by disease but robbed of credit by her competitors.
At Cambridge University in the 1950s, Watson and Crick tried to make models by cutting up shapes of DNA's parts and then putting them together. In the meantime, at King's College in London, Franklin and Wilkins shone X-rays at the molecule（分子）. The rays produced patterns reflecting the shape.
But Wilkins and Franklin's relationship was a lot rockier than the celebrated teamwork of Watson and Crick. Wilkins thought Franklin was hired to be his assistant. But the college actually employed her to take over the DNA project.
What she did was produce X-ray pictures that told Watson and Crick that one of their early models was inside out. And she was not shy about saying so. That angered Watson, who attacked her in return,“Mere inspection suggested that she would not easily bend. Clearly she had to go or be put in her place.”
As Franklin's competitors, Wilkins, Watson and Crick had much to gain by cutting her out of the little group of researchers, says historian Pnina Abir-Am. In 1962 at the Nobel Prize awarding ceremony, Wilkins thanked 13 colleagues by name before he mentioned Franklin. Watson wrote his book laughing at her. Crick wrote in 1974 that“Franklin was only two steps away from the solution.”
No, Franklin was the solution.“She contributed more than any other player to solving the structure of DNA. She must be considered a co-discoverer,”Abir-Am says. This was backed up by Aaron Klug, who worked with Franklin and later won a Nobel Prize himself. Once described as the“Dark Lady of DNA”, Franklin is finally coming into the light.
57. What is the text mainly about?
A. The disagreements among DNA researchers.
B. The unfair treatment of Franklin.
C. The process of discovering DNA.
D. The race between two teams of scientists.
58. Watson was angry with Franklin because she ______.
A. took the lead in the competition
B. kept her results from him
C. proved some of his findings wrong
D. shared her data with other scientists
59. Why is Franklin described as“Dark Lady of DNA”?
A. She developed pictures in dark labs.
B. She discovered the black X—the shape of DNA.
C. Her name was forgotten after her death.
D. Her contribution was unknown to the public.
60. What is the writer's attitude toward Wilkins, Watson and Crick?
A. Disapproving.
B. Respectful.
C. Admiring.
D. Doubtful.
1. What she did was produce X-ray pictures that told Watson and Crick that one of their early models was inside out. And she was not shy about saying so. That angered Watson, who attacked her in return,“Mere inspection suggested that she would not easily bend. Clearly she had to go or be put in her place.”
译： _________________________
2. No, Franklin was the solution.“She contributed more than any other player to solving the structure of DNA. She must be considered a co-discoverer,”Abir-Am says. This was backed up by Aaron Klug, who worked with Franklin and later won a Nobel Prize himself. Once described as the“Dark Lady of DNA”, Franklin is finally coming into the light.
译： _________________________
1. figure out 解决；想出
2. leave out 遗漏
3. come up with 提出；想出
4. rob sb. of 剥夺某人；抢劫某人
5. credit [ ] n. 荣誉 ；称赞
6. *rocky [ ] adj. 障碍重重的
7. *celebrated [ ] adj. 著名的；有名望的
8. anger [ ] v. 使发怒；激怒
9. back up 支持，援助
10. come into the light 重见天日，真相大白
11. take the lead 领头
12. disapproving [ ] adj. 不同意的
13. admiring [ ] adj. 赞赏的，羡慕的
14. doubtful [ ] adj. 怀疑的
What she did was produce X-ray pictures that told Watson and Crick that one of their early models was inside out.
［分析］ what...属于主语从句；that told...属于定语从句；that one...属于宾语从句。
［翻译］ 她制作出的X射线图表明Watson与Crick的早期模型之一是内外颠倒的。
早在1953年，四个来自英格兰的人曾仔细观看过图51，没什么特别的，就是一张黑色的X衍射图。但是其中三个人获得了诺贝尔奖，因为他们弄清了这张照片的真相——DNA的结构。这一发现为James Watson、Francis Crick和Maurice Wilkins带来了名利。而第四个人，也就是真正制作这张照片的人却被漏掉了。
她的名字叫Rosalind Franklin。历史学家Mary Bowden说：“本来应该有她的，如果没有她的照片，其他人不可能提出这个结构。”Franklin被漏掉的原因之一是她在诺贝尔奖确定的四年之前就因癌症而去世了。但是现在，学者们怀疑Franklin不仅被病魔夺去了生命，而且被她的竞争对手夺走了声望。
20世纪50年代，Watson和Crick在剑桥大学尝试通过裁开然后拼合DNA片断结构的方法做出模型。而与此同时，在伦敦的国王学院，Franklin和Wilkins用X射线照射DNA分子。这些射线产生了反映DNA结构的图像。
但是Wilkins和Franklin的关系没有著名的Watson与Crick团队那样稳定。Wilkins认为Franklin是被雇来给他当助手的。但是学院实际上是聘用她来接管DNA这个项目的。
她制作出的X射线图表明Watson与Crick的早期模型之一是内外颠倒的。而且她毫无避讳地说了出来。这惹恼了Watson，他反唇相讥：“事实证明她不会轻易低头。显然她要么离开，要么就安分守己。”
历史学家Pnina Abir-Am说，作为Franklin的竞争对手，Wilkins、Watson和Crick通过把她踢出研究团队而获益颇丰。在1962年的诺贝尔奖颁奖典礼上，Wilkins提名致谢了13位同事后才提到了Franklin。Watson在他写的书中嘲笑她。Crick在1974年的时候写道：“Franklin离解决方案仅两步之遥。”
并非如此，是Franklin得出的解决方案。Abir-Am说：“在解决DNA的结构问题上，她比其他团队成员的贡献都要大，她应该被视为共同发现者之一。”Aaron Klug支持这一说法，他曾和Franklin共事过，之后自己也获得了诺贝尔奖。曾被视为“DNA黑暗女士”的Franklin最终还是走到了台前。
My father was 44 and knew he wasn't going to make it to 45. He wrote me a letter and hoped that something in it would help me for the rest of my life.
Since the day I was 12 and first read his letter, some of his words have lived in my heart. One part always stands out.“Right now, you are pretending to be a time-killer. But I know that one day, you will do something great that will set you among the very best.”Knowing that my dad believed in me gave me permission to believe in myself.“You will do something great.”He didn't know what that would be, and neither did I, but at times in my life when I've felt proud of myself, I remember his words and wish he were here so I could ask.“Is this what you were talking about, Dad? Should I keep going?”
A long way from 12 now, I realize he would have been proud when I made any progress. Lately, though, I've come to believe he'd want me to move on to what comes next: to be proud of and believe in, somebody else. It's time to start writing my own letters to my children. Our children look to us with the same unanswered question we had. Our kids don't hold back because they're afraid to fail. They're only afraid of failing us. They don't worry about being disappointed. Their fear—as mine was until my father's letter—is of being a disappointment.
Give your children permission to succeed. They're waiting for you to believe in them. I always knew my parents loved me. But trust me: that belief will be more complete, that love will be more real, and their belief in themselves will be greater if you write the words on their hearts:“Don't worry; you'll do something great.”Not having that blessing from their parents may be the only thing holding them back.
68. We learn from the text that the author______.
A. lost his father when he was young
B. worked hard before he read his father's letter
C. asked his father's permission to believe in himself
D. knew exactly what great thing his father wanted him to do
69. What does the author tell us in the 3rd paragraph?
A. Children need their parents' letters.
B. Children are afraid to be disappointed.
C. His children's fear of failure held them back.
D. His father's letter removed his fear of failing his parents.
70. Which of the following is true of the author?
A. He got no access to success.
B. He wrote back to his father at 12.
C. He was sure his parents loved him.
D. He once asked his father about the letter.
71. The main purpose of the text is to ______.
A. describe children's thinking
B. answer some questions children have
C. stress the importance of communication
D. advise parents to encourage their children
A long way from 12 now, I _____（意识到）he would have been proud when I _____（取得任何进步）. Lately, though, I've come to believe he'd want me to move on to what comes next: to be proud of and believe in, somebody else. It's time to start writing my own letters to my children. Our children look to us with the same _____（未回答的问题）we had. Our kids don't _____（停滞不前）because they're afraid to fail. They're only afraid of _____（让我们失望）. They don't worry about being disappointed. Their fear—as mine was until my father's letter—is of being a _____（令人失望的人）.
Give your children _____（许可）to succeed. They're waiting for you to believe in them. I always knew my parents loved me. But trust me: that belief will be more _____（完整的）, that love will be more real, and their belief in themselves will be greater if you write the words on their hearts:“Don't worry; you'll do something great.”Not having that _____（祝福）from their parents may be the only thing holding them back.
1. pretend [ ] v. 假装
2. hold back 停滞不前
*hinder [ ] v. 阻碍
3. permission [ ] n. 许可
permit [ ] v. 允许
approve [ ] v. 赞同
*authorize [ ] v. 授权
4. fail [ ] v. 令…失望
fail to 没法，不能
5. complete [ ] adj. 完成的；完整的 v. 完成
completely [ ] adv. 彻底地
accomplish [ ] v. 完成
Their fear—(as mine was) (until my father's letter)—is of being a disappointment.
［分析］ as mine was是定语从句，其中as指代their fear is of being a disappointment；until...letter是时间状语从句。
［翻译］ 他们的担心——正如我在看到父亲的信之前担心的一样——是成为一个令别人失望的人。
我爸爸44岁时，意识到自己已活不到45岁。于是他给我写了封信，希望信里的东西可以对我以后的人生有帮助。
从我12岁生日那天第一次读那封信开始，他的一些话就一直印在我心里。有一段总令我记忆犹新。“现在，虽然你装作是个混日子的人，但是我知道，有一天你会做一些了不起的事让你跻身优秀者之列。”知道爸爸相信我这一事实让我对自己充满了信心。“你会做出一些了不起的事。”他不知道那会是什么事，我也不知道。但有时候当我为自己感到骄傲的时候，我就想起了他的话，就希望他也能在这儿，这样我就可以问问他：“爸爸，这就是你一直说的了不起的事吗？我应该继续吗？”
现在，早已不是12岁的我意识到，每当我取得任何进步，他都会为我感到骄傲。然而，最近，我渐渐觉得他会希望我更进一步：为他人骄傲，相信他人。是时候我来写信给自己的孩子了。我们的孩子带着我们同样有过的未解之惑期待着我们回答。我们的孩子不会因为害怕失败而退缩，他们只会因为害怕让我们感到失望而退缩。他们不担心自己会失望。他们的担心——正如我在看到父亲的信之前担心的一样——是成为一个令别人失望的人。
给你孩子成功的机会。他们一直期待得到你们的信任。我一直知道我的父母是爱我的，但是相信我：如果你将这样的爱写成文字并让他们记在心上：“别担心，你终将做出些了不起的事”，那么，这种信念会更加坚定，这种爱会更加真切，这种自信会更加强大。没有得到父母这样的祝福也许会是唯一让孩子退缩的事。
There were smiling children all the way. Clearly they knew at what time the train passed their homes and they made it their business to stand along the railway, wave to complete strangers and cheer them up as they rushed towards Penang. Often whole families stood outside their homes and waved and smiled as if those on the trains were their favorite relatives. This is the simple village people of Malaysia. I was moved.
I had always traveled to Malaysia by plane or car, so this was the first time I was on a train. I did not particularly relish the long train journey and had brought along a dozen magazines to read and reread. I looked about the train. There was not one familiar face. I sighed and sat down to read my Economics .
It was not long before the train was across the Causeway and in Malaysia. Johore Baru was just another city like Singapore, so I was tired of looking at the crowds of people as they hurried past. As we went beyond the city, I watched the straight rows of rubber trees and miles and miles of green. Then the first village came into sight. Immediately I came alive; I decided to wave back.
From then on my journey became interesting. I threw my magazines into the waste basket and decided to join in Malaysian life. Then everything came alive. The mountains seemed to speak to me. Even the trees were smiling. I stared at everything as if I was looking at it for the first time.
The day passed fast and I even forgot to have my lunch until I felt hungry. I looked at my watch and was surprised that it was 3:00 pm. Soon the train pulled up at Butterworth. I looked at the people all around me. They all looked beautiful. When my uncle arrived with a smile, I threw my arms around him to give him a warm hug（拥抱）. I had never done this before. He seemed surprised and then his weather-beaten face warmed up with a huge smile. We walked arm in arm to his car.
I looked forward to the return journey.
71. The author expected the train trip to be ______.
A. adventurous
B. pleasant
C. exciting
D. dull
72. What did the author remember most fondly of her train trip?
A. The friendly country people.
B. The mountains along the way.
C. The crowds of people in the streets.
D. The simple lunch served on the train.
73. Which of the following words can best take the place of the word“relish”in the second paragraph?
A. choose
B. enjoy
C. prepare for
D. carry on
74. Where was the writer going?
A. Johore Baru.
B. The Causeway.
C. Butterworth.
D. Singapore.
75. What can we learn from the story?
A. Comfort in traveling by train.
B. Pleasure of living in the country.
C. Reading gives people delight.
D. Smiles brighten people up.
I had always traveled to Malaysia by plane or car, so this was the first time I was on a train. I did not particularly relish the long train journey and had brought along a dozen magazines to read and reread. I looked about the train. There was not one familiar face. I sighed and sat down to read my Economics .
译： _________________________
1. business [ ] n. 事务；商业，生意
2. *relish [ ] v. 享受，从…获得乐趣
3. dozen [ ] n. 一打，十二个
dozens of 几十，许多
score [ ] n. 二十；得分
scores of 大量，许多
4. sigh [ ] n./v. 叹息
sign [ ] n. 手势；符号 v. 签字
signature [ ] n. 签名
5. *row [ ] n. 排
6. pull up 停下
7. weather-beaten adj. 饱经风霜的
weather [ ] v. 使风化，侵蚀
8. dull [ ] adj. 无趣的，呆滞的，迟钝的
9. be fond of 喜欢
10. brighten [ ] v. 使变亮
deepen [ ] v. 加深
widen [ ] v. 加宽
lessen [ ] v. 减少
*threaten [ ] v. 威胁
strengthen [ ] v. 加强
一路上都有面带微笑的孩子。很明显他们知道火车在什么时间会经过他们家，他们站在铁路旁，向完全陌生的人挥手，为匆匆前往Penang的人欢呼，把这一切当成是自己的事情一样。通常全家人都会站在家外面挥手微笑，好像坐在火车上的是他们最喜欢的亲戚一样。这就是马来西亚简简单单的村民。我被感动了。
我过去总是乘车或者乘飞机去马来西亚，所以这是我第一次坐火车来这里。我没有特别享受这漫长的旅途，因此随身带了一打杂志反复阅读。我扫视火车四周，没有一张熟悉的面孔。我叹息着坐回去读我的《经济学》。
火车跨过Causeway进入到马来西亚只用了一会儿的时间。Johore Baru就像是另外一个类似新加坡的城市，因此我有点厌倦看拥挤的人群匆匆经过。当我们走出这座城市，我看到了一排排笔直的橡胶树，还有绵延数里的绿色。之后，第一个村庄进入了我的视野，我立刻精神起来，决定挥手回敬。
自那以后我的旅途就变得有趣起来，我把杂志扔进垃圾篮，决定加入到马来西亚的生活里面去。然后所有的东西都恢复了生机。山似乎对我说话，甚至树也在微笑。我凝视着这所有的一切，好像我是第一次看到一样。
一天很快过去了，我甚至忘了吃饭直到我感觉到饥饿。我看了下手表，很吃惊，居然已经是下午3点了。很快火车在Butterworth停下。我看着周围的人们，他们看起来都很美。当我的叔叔面带微笑来接我的时候，我双手环抱给了他一个温暖的拥抱。过去我从没有这么做过。他似乎很惊讶，随后他那饱经风霜的脸上洋溢着微笑。我们挽着胳膊向他的车走去。
我期待着回程的旅途。
In the kitchen of my mother's houses there has always been a wooden stand（木架）with a small notepad（记事本）and a hole for a pencil.
I'm looking for paper on which to note down the name of a book I am recommending to my mother. Over forty years since my earliest memories of the kitchen pad and pencil, five houses later, the current paper and pencil look the same as they always did. Surely it can't be the same pencil. The pad is more modern, but the wooden stand is definitely the original one.
“I'm just amazed you still have the same stand for holding the pad and pencil after all these years.”I say to her, walking back into the living-room with a sheet of paper and the pencil.“You still use a pencil. Can't you afford a pen?”
My mother replies a little sharply.“It works perfectly well. I've always kept the stand in the kitchen. I never knew when I might want to note down an idea, and I was always in the kitchen in those days.”
Immediately I can picture her, hair wild, blue housecoat covered in flour, a wooden spoon in one hand, the pencil in the other, her mouth moving silently. My mother smiles and says,“One day I was cooking and watching baby Pauline, and I had a brilliant thought, but the stand was empty. One of the children must have taken the paper. So I just picked up the breadboard and wrote it all down on the back. It turned out to be a real breakthrough for solving the mathematical problem I was working on.”
This story—which happened before I was born—reminds me how extraordinary my mother was, and is, as a gifted mathematician. I feel embarrassed that I complain about not having enough child-free time to work. Later, when my mother is in the bathroom, I go into her kitchen and turn over the breadboards. Sure enough, on the back of the smallest one, are some penciled marks I recognize as mathematics. Those symbols have traveled unaffected through fifty years, rooted in the soil of a cheap wooden breadboard, invisible（看不到的）exhibits at every meal.
46. Why has the author's mother always kept the notepad and pencil in the kitchen?
A. To leave messages.
B. To list her everyday tasks.
C. To note down maths problems.
D. To write down a flash of inspiration.
47. What is the author's original opinion about the wooden stand?
A. It has great value for the family.
B. It needs to be replaced by a better one.
C. It brings her back to her lonely childhood.
D. It should be passed on to the next generation.
48. The author feels embarrassed for ______.
A. blaming her mother wrongly
B. giving her mother a lot of trouble
C. not making good use of time as her mother did
D. not making any breakthrough in her field
49. What can be inferred from the last paragraph?
A. The mother is successful in her career.
B. The family members like traveling.
C. The author had little time to play when young.
D. The marks on the breadboard have disappeared.
50. In the author's mind, her mother is ______.
A. strange in behavior
B. keen on her research
C. fond of collecting old things
D. careless about her appearance
1. This story—which happened before I was born—_____（提醒）me how extraordinary my mother was, and is, as a _____（有天赋的）mathematician. I feel embarrassed that I complain about not having enough child-free time to work. Later, when my mother is in the bathroom, I go into her kitchen and _____（翻过来）the breadboards. Sure enough, on the back of the smallest one, are some penciled marks I _____（认出来）as mathematics. Those symbols have traveled unaffected through fifty years, rooted in the soil of a cheap wooden breadboard, _____（看不见的）exhibits at every meal.
2. Immediately I can picture her, hair wild, blue housecoat covered in flour, a wooden spoon in one hand, the pencil in the other, her mouth moving silently. My mother smiles and says,“One day I was cooking and watching baby Pauline, and I had a brilliant thought, but the stand was empty. One of the children must have taken the paper. So I just picked up the breadboard and wrote it all down on the back. It turned out to be a real breakthrough for solving the mathematical problem I was working on.”
译： _________________________
1. stand [ ] n. 架子；货摊 v. 站；忍受
bear [ ] v. 忍受
tolerate [ ] v. 忍受
put up with v. 忍受
2. current [ ] adj. 现在的；流通的
present [ ] adj. 现在的；到场的
currency [ ] n. 货币；流通
3. picture [ ] v. 想象 n. 画
4. embarrassed [ ] adj. 尴尬的
5. *invisible [ ] adj. 看不见的
*visible [ ] adj. 看得见的
*vision [ ] n. 视觉，幻觉
visual [ ] adj. 视觉的
6. exhibit [ ] n. 展览品 v. 展览
*expose [ ] v. 展示；暴露
7. flash [ ] n. 闪现 v. 闪光
在我母亲家的厨房里总会有一个放着小记事本的木架以及一个放铅笔的孔。
我在找一张纸以记下推荐给母亲的书名。距离我对这个厨房记事本与铅笔最早的记忆已经过去了40多年，我们换了5次房子，但现在这纸和铅笔看起来和往日一样。当然，那不会是同样的铅笔，记事本也更加现代，但木架绝对还是当初那个。
“我只是很惊讶，这么多年过去了你依然用着同样的木架放记事本和铅笔。”我拿着一张纸和一支铅笔走回客厅对母亲说：“你还在用铅笔，难道就买不起钢笔吗？”
我母亲有点严厉地回答我说：“铅笔很好用。我一直把这架子放在厨房。我永远也不知道我什么时候可能想要记下一个想法，而且那些日子我一直在厨房里。”
瞬间我就可以描绘出母亲头发蓬乱，蓝色家居服上沾满面粉，一手拿着把木勺子，另一只手拿着铅笔，嘴里喃喃自语的样子。母亲微笑着说：“有一天，我正边做饭边照看小Pauline，突然脑袋里冒出一个极好的想法，但是这架子却是空的。一定是哪个孩子拿走了纸。所以我就拿起擀面板，把想法写在了背面。结果，这成了解决我正在研究的数学问题的一个真正突破。”
发生在我出生以前的这个故事提醒我，作为一个数学家，无论过去还是现在，我的母亲是多么优秀。我对自己抱怨因为照看孩子耽误工作而感到尴尬。后来，当母亲在浴室时，我走进厨房把擀面板翻过来。确实，在最小那块的背面有一些铅笔笔迹，我认出是数学符号。这些符号经过50年的岁月依然没有受影响，扎根在这块便宜的木质擀面板上，隐形地展现在每一餐里。
We know the famous ones—the Thomas Edisons and the Alexander Graham Bells—but what about the less famous inventors? What about the people who invented the traffic light and the windshield wiper（雨刮器）? Shouldn't we know who they are?
Joan McLean thinks so. In fact, McLean, a professor of physics at Mountain University in Range, feels so strongly about this matter that she's developed a course on the topic. In addition to learning“who”invented“what”, however, McLean also likes her students to learn the answers to the“why”and“how”questions. According to McLean,“When students learn the answers to these questions, they are better prepared to recognize opportunities for inventing and more motivated to give inventing a try.”
Her students agree. One young man with a patent for an unbreakable umbrella is walking proof of McLean's statement.“If I had not heard the story of the windshield wiper's invention,”said Tommy Lee, a senior physics major,“I never would have dreamed of turning my bad experience during a rainstorm into something so constructive.”Lee is currently negotiating to sell his patent to an umbrella producer.
So, just what is the story behind the windshield wiper? Well, Mary Anderson came up with the idea in 1902 after a visit to New York City. The day was cold and stormy, but Anderson still wanted to see the sights, so she jumped aboard a streetcar. Noticing that the driver was struggling to see through the snow covering the windshield, she found herself wondering why there couldn't be a built-in device for cleaning the window. Still wondering about this when she returned home to Birmingham, Alabama, Anderson started drafting out solutions. One of her ideas, a lever（操作杆）on the inside of a vehicle that would control an arm on the outside, became the first windshield wiper.
Today we benefit from countless inventions and innovations. It's hard to imagine driving without Garrett A. Morgan's traffic light. It's equally impossible to picture a world without Katherine J. Blodgett's innovation that makes glass invisible. Can you picture life without clear windows and eyeglasses?
56. By mentioning“traffic light”and“windshield wiper”, the author indicates that countless inventions are ______.
A. beneficial, because their inventors are famous
B. beneficial, though their inventors are less famous
C. not useful, because their inventors are less famous
D. not useful, though their inventors are famous
57. Professor Joan McLean's course aims to ______.
A. add colour and variety to students' campus life
B. inform students of the windshield wiper's invention
C. carry out the requirements by Mountain University
D. prepare students to try their own inventions
58. Tommy Lee's invention of the unbreakable umbrella was ______.
A. not eventually accepted by the umbrella producer
B. inspired by the story behind the windshield wiper
C. due to his dream of being caught in a rainstorm
D. not related to Professor Joan McLean's lectures
59. Which of the following can best serve as the title of this passage?
A. How to Help Students to Sell Their Inventions to Producers?
B. How to Design a Built-in Device for Cleaning the Window?
C. Shouldn't We Know Who Invented the Windshield Wiper?
D. Shouldn't We Develop Invention Courses in Universities?
Her students agree. One young man with a patent for an unbreakable umbrella is _____（鲜活的例子）of McLean's statement.“If I had not heard the story of the windshield wiper's invention,”said Tommy Lee, a senior physics major,“I never would have _____（梦想）turning my bad experience during a rainstorm into something so _____（建设性的）.”Lee is currently _____（协商）to sell his patent to an umbrella producer.
So, just what is the story behind the windshield wiper? Well, Mary Anderson _____（想出）the idea in 1902 after a visit to New York City. The day was cold and stormy, but Anderson still wanted to see the sights, so she jumped aboard a streetcar. Noticing that the driver was _____（挣扎）see through the snow covering the windshield, she found herself wondering why there couldn't be a built-in device for cleaning the window. Still _____（想知道）about this when she returned home to Birmingham, Alabama, Anderson started _____（起草出）solutions. One of her ideas, a lever on the inside of a vehicle that would control an arm on the outside, became the first windshield wiper.
1. motivated [ ] adj. 积极的
motivate [ ] v. 激发
motivation [ ] n. 动机
motive [ ] n. 动机
2. constructive [ ] adj. 建设性的，有用的
construction [ ] n. 建设
*destruction [ ] n. 破坏
3. negotiate [ ] v. 谈判，协商
negotiation [ ] n. 谈判，协商
4. patent [ ] n. 专利
5. draft [dræft] v. 起草，筹划
6. *innovation [ ] n. 创新
*innovate [ ] v. 创新
*innovative [ ] adj. 创新的
7. invisible [ ] adj. 隐形的
*visible [ ] adj. 可见的
8. indicate [ ] v. 表明
9. countless [ ] adj. 无数的
10. picture [ ] v. 想象
[Noticing that the driver was struggling to see through the snow (covering the windshield)], she found herself wondering (why there couldn't be a built-in device for cleaning the window).
［分析］ Noticing...the windshield是状语，covering the windshield作定语修饰snow；主句为下划线部分，why...the window作wondering的宾语。
［翻译］ 看到司机正吃力地透过覆盖在挡风玻璃上的雪往外看，她纳闷为什么不能有个内置设备来清洁车窗。
我们熟知那些著名的发明家，诸如Thomas Edison及Alexander Graham Bell，但是那些不怎么著名的发明家呢？比如说，发明红绿灯和雨刮器的人？难道我们不应该知道他们是谁吗？
Joan McLean认为我们应该知道。事实上，兰奇市Mountain大学的物理学教授McLean对此反应十分强烈，并开设了关于这个话题的一门课程。然而除了了解是“谁”发明了“什么”，McLean还喜欢让学生们去学习“为什么”及“怎么样”这一类问题。根据McLean教授所说，“如果学生知道这些问题的答案，他们就能更充分地准备好发现机遇去进行发明创造，并且更积极地去尝试发明创造。”
她的学生也同意。一个拥有不破之伞专利的年轻人就是McLean言论活的见证。Tommy Lee，一个物理专业的大四学生，说：“如果我没有听说过发明雨刮器的故事，我绝不会想到把我在一场暴风雨中的糟糕经历转变成如此有用的东西。”Lee现在正在谈判，以把他的专利权卖给一个雨伞生产商。
那么，雨刮器背后的故事是什么呢？在游览过纽约后，Mary Anderson在1902年想出了一个主意。那一日天气阴冷又下着暴雨，但是Anderson仍然想看看风景，于是她便跳上了一辆电车。看到司机正吃力地透过覆盖在挡风玻璃上的雪往外看，她纳闷为什么不能有个内置设备来清洁车窗。当她返回到亚拉巴马州伯明翰的家中时依然对此很纳闷，于是她便开始起草解决方案。她的想法之一是在车的内部设置一根可以控制外臂的操作杆，这成为了最初的雨刮器。
如今我们受益于不计其数的发明和创新。我们很难想象没有Garrett A. Morgan发明的红绿灯，交通会怎样。同样也无法想象如果没有Katherine J. Blodgett的隐形玻璃这一创新，这个世界将会是什么模样。你能想象没有明亮的窗户和眼镜的生活吗？
Phil White has just returned from an 18,000-mile, around-the-world bicycle trip. White had two reasons for making this epic journey. First of all, he wanted to use the trip to raise money for charity, which he did. He raised ￡70,000 for the British charity, Oxfam. White's second reason for making the trip was to break the world record and become the fastest person to cycle around the world. He is still waiting to find out if he has broken the record or not.
White set off from Trafalgar Square, in London, on 19th June 2004 and was back 299 days later. He spent more than 1,300 hours in the saddle（车座）and destroyed four sets of tyres and three bike chains. He had the adventure of his life crossing Europe, the Middle East, India, Asia, Australia, New Zealand and the Americas. Amazingly, he did all of this with absolutely no support team. No jeep carrying food, water and medicine. No doctor. Nothing! Just a bike and a very, very long road.
The journey was lonely and desperate at times. He also had to fight his way across deserts, through jungles and over mountains. He cycled through heavy rains and temperatures of up to 45 degrees, all to help people in need. There were other dangers along the road. In Iran, he was chased by armed robbers and was lucky to escape with his life and the little money he had. The worst thing that happened to him was having to cycle into a headwind on a road that crosses the south of Australia. For 1,000 kilometers he battled against the wind that was constantly pushing him. This part of the trip was slow, hard work and depressing, but he made it in the end. Now Mr. White is back and intends to write a book about his adventures.
65. When Phil White returned from his trip, he ______.
A. broke the world record
B. collected money for Oxfam
C. destroyed several bikes
D. travelled about 1,300 hours
66. What does the word“epic ”in Paragraph 1 most probably mean?
A. Very slow but exciting.
B. Very long and difficult.
C. Very smooth but tiring.
D. Very lonely and depressing.
67. During his journey around the world, Phil White ______.
A. fought heroically against robbers in Iran
B. experienced the extremes of heat and cold
C. managed to ride against the wind in Australia
D. had a team of people who travelled with him
68. Which of the following words can best describe Phil White?
A. Imaginative.
B. Patriotic.
C. Modest.
D. Determined.
The journey was _____（孤独而绝望的）at times. He also had to _____（奋斗前进）across deserts, through jungles and over mountains. He _____（骑自行车穿越）heavy rains and temperatures of up to 45 degrees, all to _____（帮助需要帮助的人）. There were other dangers along the road. In Iran, he was _____（被武装的抢劫犯追赶）and was lucky to escape with his life and the little money he had. The worst thing that happened to him was having to cycle into a headwind on a road that crosses the south of Australia. For 1,000 kilometers he _____（和…战斗）the wind that was constantly pushing him. This part of the trip was slow, hard work and depressing, but he made it in the end. Now Mr. White is back and _____（打算）write a book about his adventures.
1. *epic [ ] adj. 史诗般的，宏大的 n. 史诗，叙事诗
2. set off 出发；触发
*trigger [ ] v. 触发
set out 出发
3. desperate [ ] adj. 绝望的
*despair [ ] n./v. 绝望
4. *chase [ ] v. 追逐，追求
*pursue [ ] v. 追求；追捕
run after 追赶，追逐
5. constantly [ ] adv. 不断地，经常地
*consistently [ ] adv. 始终如一地
continuously [ ] adv. 不断地
persistently [ ] adv. 持久地，不断地
6. *depressing [ ] adj. 令人沮丧的
*depressed [ ] adj. 感到沮丧的
*depression [ ] n. 沮丧；萧条
7. *heroically [ ] adv. 英勇地
8. *patriotic [ ] adj. 爱国的
9. modest [ ] adj. 谦虚的；适度的
*humble [ ] adj. 谦逊的
*decent [ ] adj. 体面的；适当的
*moderate [ ] adj . 适度的
*temperate [ ] adj. 适度的
Phil White刚刚从18,000英里的环球自行车旅行中返回。White进行这次史诗般的旅行有两个原因。第一，他想通过这次旅行为他所做的慈善事业筹集善款。他为英国慈善机构牛津饥荒救济委员会（Oxfam）筹集了70,000英镑。第二，White想打破世界纪录，成为骑自行车环游世界最快的人。他仍等着弄清自己有没有打破世界纪录。
2004年6月19日，White从伦敦特拉法加广场出发，并于299天后返回。他有1300多小时都坐在自行车车座上，用坏了四套轮胎与三条自行车链。他在一生中穿越过欧洲、中东、印度、亚洲、澳大利亚、新西兰以及美洲进行冒险。令人惊讶的是，他是在完全没有支援队伍的情况下做到这一切的。没有吉普车运送食物、水以及药物。没有医生。什么都没有！只有一辆自行车和一条十分漫长的道路。
旅行有时候是孤独而绝望的。他也不得不奋斗前进，穿越沙漠，突破丛林，翻山越岭。他在大雨中以及高达45°C的温度下骑行，所有这些都是为了那些需要帮助的人们。一路上还有其他危险。在伊朗，他被持枪劫匪追赶，并且很幸运地带着身上很少的钱逃过一劫。发生在他身上最糟糕的事情是不得不逆风骑行在穿越澳大利亚南部的路上。在1000公里的路程中，他要与不断将他向后推的风作战。旅行中这一部分是缓慢、艰难且令人沮丧的，但是他最终成功了。现在，White先生回来了，并且打算写一本关于他这次冒险的书。
Barditch High School decided to an All-School Reunion. Over 450 people came to the event. There were tours of the old school building and a picnic at Confederate Park. Several former teachers were on hand to tell stories about the old days. Ms. Mabel Yates, the English teacher for fifty years, was wheeled to the Park.
Some eyes rolled and there were a few low groans（嘟囔声）when Ms. Yates was about to speak. Many started looking at their watches and coming up with excuses to be anywhere instead of preparing to listen to a lecture from an old woman who had few kind words for her students and made them work harder than all the other teachers combined.
Then Ms. Yates started to speak:
“I can't tell you how pleased I am to be here. I haven't seen many of you since your graduation, but I have followed your careers and enjoyed your victories as well as crying for your tragedies. I have a large collection of newspaper photographs of my students. Although I haven't appeared in person, I have attended your college graduations, weddings and even the birth of your children, in my imagination.”
Ms. Yates paused and started crying a bit. Then she continued:
“It was my belief that if I pushed you as hard as I could, some of you would succeed to please me and others would succeed to annoy me. Regardless of our motives, I can see that you have all been successful in your chosen path.”
“There is no greater comfort for an educator than to see the end result of his or her years of work. You have all been a great source of pleasure and pride for me and I want you to know I love you all from the bottom of my heart.”
There was a silence over the crowd for a few seconds and then someone started clapping. The clapping turned into cheering, then into a deafening roar（呼喊）. Lawyers, truck drivers, bankers and models were rubbing their eyes or crying openly with no shame all because of the words from a long forgotten English teacher from their hometown.
41. What activity was organized for the school reunion?
A. Sightseeing in the park.
B. A picnic on the school playground.
C. Telling stories about past events.
D. Graduates' reports in the old building.
42. What can be inferred from Paragraph 2?
A. Some graduates were too busy to listen to Ms. Yates' speech.
B. Many graduates disliked Ms. Yates' ways of teaching.
C. Some people got tired from the reunion activities.
D. Most people had little interest in the reunion.
43. We can learn from Ms. Yates' speech that she _______.
A. kept track of her students' progress
B. gave her students advice on their careers
C. attended her students' college graduations
D. went to her students' wedding ceremonies
44. What was Ms. Yates' belief in teaching teenagers?
A. Teachers' knowledge is the key to students' achievements.
B. Pressure on students from teachers should be reduced.
C. Hard-pushed students are more likely to succeed.
D. Students' respect is the best reward for teachers.
45. Which of the following can best describe Ms. Yates?
A. Reliable and devoted.
B. Tough and generous.
C. Proud but patient.
D. Strict but caring.
1. “It was my belief that if I pushed you as hard as I could, some of you would succeed to please me and others would succeed to annoy me. Regardless of our motives, I can see that you have all been successful in you chosen path.”
译： _________________________
2. “There is no greater comfort for an educator than to see the end result of his or her years of work. You have all been a great source of pleasure and pride for me and I want you to know I love you all from the bottom of my heart.”
译： _________________________
1. *reunion [ ] n. 重聚
2. *confederate [ ] v. 联合，联盟
league [ ] v. 联合
3. on hand 到场 ，在附近
4. wheel [ ] v. 用轮椅推； 用 （车 ） 载 n. 车轮
5. *career [ ] n. 职业（生涯）
profession [ ] n. 职业
*occupation [ ] n. 职业
6. pause [ ] v. 暂停
*suspend [ ] v. 暂停；悬挂
7. *motive [ ] n. 动机，目的
intention [ ] n. 目的
motivate [ ] v. 刺激
motivation [ ] n. 动机
8. path [ ] n. 道路，小径
avenue [ ] n. 大街，林荫路
9. comfort [ ] n. 舒适 v. 安慰
*ease [ ] n. 安逸 v. 减轻，缓和
disease [ ] n. 疾病
10. keep track of 记录
11. devoted [ ] adj. 投入的
*dedicated [ ] adj. 投入的，专注的
Many started looking at their watches and coming up with excuses to be anywhere instead of preparing to listen to a lecture from an old woman (who had few kind words for her students and made them work harder than all the other teachers combined).
［分析］ who...combined修饰old woman。
［翻译］ 许多人开始看表，然后提出各种借口溜走，而不准备听这位老妇女的演讲。这位老师对她的学生几乎没有好言好语，并且比所有其他老师都更严厉地让他们学习。
Barditch高中决定开展一次全校重聚活动。450多人参加了这个活动。活动包括了校园老建筑之旅和在联合公园的野餐。一些以前的老师会到场说一些从前的故事。一位教了50年英语的老师Mabel Yates被用轮椅推着来到公园。
当Yates女士准备发言的时候，一些人的眼睛开始溜溜地转动并有一些轻微的嘟囔声。许多人开始看表，然后提出各种借口溜走，不准备听这位老妇人的演讲。这位老师对她的学生几乎没有好言好语，并且比所有其他老师都更严厉地让他们学习。
之后，Yates开始说话了：
“我没法告诉你们来到这里我有多高兴。自从你们毕业之后，很多人我就再也没有见过了，但是我关注你们的事业，为你们的成功高兴，也为你们的不幸哭泣。我收藏了许多印有我学生的照片的报纸。虽然我没有亲自出现，但我在想象中参加过你们的大学毕业典礼、婚礼，甚至在你们孩子出生的那一刻也在场。”
Yates女士停了下来，开始啜泣。然后她接着说道：
“我相信如果我尽力地督促你们，那么你们中的一些人会取得成功来让我高兴，也会有一些人取得成功来让我生气。无论动机是什么，我可以看出你们都在自己选择的道路上取得了成功。”
“对于一个教育者来说，最欣慰的事莫过于能看到自己多年辛勤工作的成果。你们对于我来说都是快乐和骄傲的巨大源泉，而且我希望你们知道我从心底爱你们所有人。”
有那么几秒钟，人群一片沉默，之后有人开始鼓掌。掌声变成了欢呼声，之后变成了震耳欲聋的呼喊声。律师们、卡车司机们、银行家们以及模特们擦拭着自己的眼睛，或者毫不羞涩地放声大哭，所有这些都是因为来自家乡一位被遗忘许久的英语老师的话语。
One of the greatest contributors to the first Oxford English Dictionary was also one of its most unusual. In 1879, Oxford University in England asked Prof. James Murray to serve as editor for what was to be the most ambitious dictionary in the history of the English language. It would include every English word possible and would give not only the definition but also the history of the word and quotations（引文）showing how it was used.
This was a huge task. So Murray had to find volunteers from Britain, the United States, and the British colonies to search every newspaper, magazine, and book ever written in English. Hundreds of volunteers responded, including William Chester Minor. Dr. Minor was an American surgeon who had served in the Civil War and was now living in England. He gave his address as“Broadmoor, Crowthorne, Berkshire,”50 miles from Oxford.
Minor joined the army of volunteers sending words and quotations to Murray. Over the next years, he became one of the staff's most valued contributors.
But he was also a mystery. In spite of many invitations, he would always decline to visit Oxford. So in 1897, Murray finally decided to travel to Crowthorne himself. When he arrived, he found Minor locked in a book-lined cell at the Broadmoor Asylum（精神病院）for the Criminally Insane.
Murray and Minor became friends, sharing their love of words. Minor continued contributing to the dictionary, sending in more than 10,000 submissions in 20 years. Murray continued to visit Minor regularly, sometimes taking walks with him around the asylum grounds.
In 1910, Minor left Broadmoor for an asylum in his native America. Murray was at the port to wave goodbye to his remarkable friend.
Minor died in 1920, seven years before the first edition of the Oxford English Dictionary was completed. The 12 volumes defined 414,825 words, and thousands of them were contributions from a very scholarly and devoted asylum patient.
61. According to the text, the first Oxford English Dictionary ______.
A. came out before Minor died
B. was edited by an American volunteer
C. included the English words invented by Murray
D. was intended to be the most ambitious English dictionary
62. How did Dr. Minor contribute to the dictionary?
A. He helped Murray to find hundreds of volunteers.
B. He sent newspapers, magazines and books to Murray.
C. He provided a great number of words and quotations.
D. He went to England to work with Murray.
63. Why did Dr. Minor refuse to visit Oxford?
A. He was shut in an asylum.
B. He lived far from Oxford.
C. He was busy writing a book.
D. He disliked traveling.
64. Prof. Murray and Dr. Minor became friends mainly because ______.
A. they both served in the Civil War
B. they had a common interest in words
C. Minor recovered with the help of Murray
D. Murray went to America regularly to visit Minor
65. Which of the following best describes Dr. Minor?
A. Brave and determined.
B. Cautious and friendly.
C. Considerate and optimistic.
D. Unusual and scholarly.
66. What does the text mainly talk about?
A. The history of the English language.
B. The friendship between Murray and Minor.
C. Minor and the first Oxford English Dictionary
.
D. Broadmoor Asylum and its patients.
1. One of the greatest _____（贡献者）to the first Oxford English Dictionary was also one of its most _____（不寻常的）. In 1879, Oxford University in England asked Prof. James Murray to _____（作为）editor for what was to be the most _____（有雄心的）dictionary in the history of the English language. It would include every English word possible and would give not only the _____（定义）but also the history of the word and _____（引文）showing how it was used.
2. Minor died in 1920, seven years before the first _____（版本）of the Oxford English Dictionary was completed. The 12 volumes _____（定义）414,825 words, and thousands of them were contributions from a very _____（博学而专注的）asylum patient.
1. contributor [ ] n. 贡献者
2. serve as 作为；起作用
3. ambitious [ ] adj. 有雄心的
4. *definition [ ] n. 定义
5. *quotation [ ] n. 引文；引用
6. respond [ ] v. 回应
7. decline [ ] v. 拒绝；下降
refuse [ ] v. 拒绝
reject [ ] v. 拒绝
8. line [ ] v. 填塞，装 ；排列
9. cell [ ] n. 单人小室，牢房
10. submission [ ] n. 提交（物）
11. *remarkable [ ] adj. 卓越的；非凡的
12. scholarly [ ] adj. 博学的
13. *devoted [ ] adj. 专注的
14. intend [ ] v. 打算
15. determined [ ] adj. 坚定的
16. cautious [ ] adj. 谨慎的
17. considerate [ ] adj. 体贴的
18. optimistic [ ] adj. 乐观的
Hundreds of volunteers responded, (including William Chester Minor).
［分析］ including...属于伴随状语。
［翻译］ 许多志愿者应声而至，包括William Chester Minor。
Minor continued contributing to the dictionary, (sending in more than 10,000 submissions in 20 years).
［分析］ sending...属于方式状语。
［翻译］ Minor博士继续为词典编纂做着自己的贡献，在20年的时间里提交单词和引文超过1万次。
Murray continued to visit Minor regularly, (sometimes taking walks with him around the asylum grounds).
［分析］ sometimes taking walks...属于伴随状语。
［翻译］ Murray教授继续经常拜访Minor博士，有时候和他一起在精神病院散步。
第一版《牛津英语词典》最伟大的贡献者之一也是这本词典的一个最不寻常之处。1879年，位于英格兰的牛津大学邀请James Murray教授担任这部词典的编辑，这部词典将会是英语语言史上最宏大的词典。它将囊括英语语言中可能出现的每一个单词，不但会定义每个单词，而且会给出这个单词的历史，同时也会引用一些能够展示这个单词用法的句子。
这是一项艰巨的任务。因此，Murray教授不得不从英国、美国以及英属殖民地寻找志愿者来查阅每一份英文报纸、每一本英文杂志以及每一部英文书籍。许多志愿者应声而至，包括William Chester Minor。Minor博士是一位美国外科医生，曾经参与了美国内战，目前生活在英国，信件的署名地址是距离牛津50英里的伯克郡，克罗索恩，布罗德莫。
Minor纳博士参与了词典编纂的志愿者大军，给Murray教授发送单词和引文。在接下来的数年里，他成为了词典编纂大军中最有价值的贡献者之一。
然而，Minor博士也是一个神秘人物。尽管被邀请过很多次，但是他总是拒绝拜访牛津大学。最后，在1897年，Murray教授决定亲自去一趟克罗索恩。当他到达目的地以后，他在布罗德莫精神病院负责关押精神病犯人的牢房里发现了Minor博士，他被锁在一间装满了书籍的牢房里。
Murray教授和Minor博士成了好朋友，他们对英文单词有着共同的热爱。Minor博士继续为词典编纂做着自己的贡献，在20年的时间里提交单词和引文超过1万次。Murray教授继续经常拜访Minor博士，有时候和他一起在精神病院散步。
1910年，Minor离开了布罗德莫，去了自己的祖国——美国的一家精神病院。Murray教授在港口向这位杰出的朋友挥手告别。
Minor于1920年去世。7年以后，《牛津英语词典》第一版编纂完成。这部12卷的词典定义了414,825个英文单词，其中有成千上万个单词就是由这位既博学又专注的精神病患者提供的。
To take the apple as a forbidden fruit is the most unlikely story the Christians（基督徒）have ever cooked up. For them, the forbidden fruit from Eden is evil（邪恶的）. So when Columbus brought the tomato back from South America, a land mistakenly considered to be Eden, everyone jumped to the obvious conclusion. Wrongly taken as the apple of Eden, the tomato was shut out of the door of Europeans.
What made it particularly terrifying was its similarity to the mandrake, a plant that was thought to have come from Hell（地狱）. What earned the plant its awful reputation was its roots which looked like a dried-up human body occupied by evil spirits. Though the tomato and the mandrake were quite different except that both had bright red or yellow fruit, the general population considered them one and the same, too terrible to touch.
Cautious Europeans long ignored the tomato, and until the early 1700s most of the Western people continued to drag their feet . In the 1880s, the daughter of a well-known plant expert wrote that the most interesting part of an afternoon tea at her father's house had been the“introduction of this wonderful new fruit—or is it a vegetable?”As late as the twentieth century some writers still classed tomatoes with mandrakes as an“evil fruit”.
But in the end tomatoes carried the day. The hero of the tomato was an American named Robert Johnson, and when he was publicly going to eat the tomato in 1820, people journeyed for hundreds of miles to watch him drop dead.“What are you afraid of?”he shouted.“I'll show you fools that these things are good to eat!”Then he bit into the tomato. Some people fainted. But he survived and, according to a local story, set up a tomato-canning factory.
68. The tomato was shut out of the door of early Europeans mainly because ______.
A. it made Christian evil
B. it was the apple of Eden
C. it came from a forbidden land
D. it was religiously unacceptable
69. What can we infer from the underlined part in Paragraph 3?
A. The process of ignoring the tomato slowed down.
B. There was little progress in the study of the tomato.
C. The tomato was still refused in most western countries.
D. Most western people continued to get rid of the tomato.
70. What is the main reason for Robert Johnson to eat the tomato publicly?
A. To make himself a hero.
B. To remove people's fear of the tomato.
C. To speed up the popularity of the tomato.
D. To persuade people to buy products from his factory.
71. What is the main purpose of the passage?
A. To challenge people's fixed concepts of the tomato.
B. To give an explanation to people's dislike of the tomato.
C. To present the change of people's attitudes to the tomato.
D. To show the process of freeing the tomato from religious influence.
To _____（把苹果当成禁果）is the most unlikely story the Christians have ever _____（编造）. For them, the forbidden fruit from Eden is evil. So when Columbus brought the tomato back from South America, a land _____（错误地）considered to be Eden, everyone _____（得出了明显的结论）. Wrongly taken as the apple of Eden, the tomato was shut out of the door of Europeans.
What made it particularly terrifying was its _____（相似性）to the mandrake, a plant that was thought to have come from Hell. What earned the plant its awful reputation was its roots which looked like a dried-up human body _____（被邪恶的灵魂占据）. Though the tomato and the mandrake were quite different except that both had bright red or yellow fruit, the general population considered them one and the same, too terrible to touch.
1. forbidden fruit 禁果
2. cook up 虚构，编造
3. mistakenly [ ] adv. 错误地
4. jump to a conclusion 匆匆下结论
5. shut...out of the door 将…拒之门外
6. *terrifying [ ] adj. 令人恐惧的
7. similarity [ ] n. 类似；相似点
8. ignore [ ] v. 忽视
9. journey for... 旅行去…
10. drop dead 暴毙
11. *faint [ ] v. 晕倒
12. set up 建立
13. unacceptable [ ] adj. 无法接受的
14. get rid of 摆脱，除去
15. remove [ v. 消除
16. speed up 加速
17. fixed concept 固定的观念
18. free...from 使免于
So when Columbus brought the tomato back from South America, (a land mistakenly considered to be Eden), everyone jumped to the obvious conclusion.
［分析］ when...属于时间状语从句；a land...属于同位语；mistakenly considered...属于过去分词作后置定语。
［翻译］ 所以当哥伦布将西红柿从南美——一块被误认为是伊甸园的土地——带回来的时候，每个人都过早地下了这个明显的结论。
What earned the plant its awful reputation was its roots (which looked like a dried-up human body occupied by evil spirits).
［分析］ what...属于主语从句；which...属于定语从句修饰前面的roots；occupied...属于过去分词短语作后置定语。
［翻译］ 而让这种植物声名狼藉的是它的根，看起来像是被邪灵附体的干尸。
把苹果视为禁果是基督徒们编造出来的最不可信的故事。对于他们来说，来自于伊甸园的禁果是邪恶的。所以当哥伦布将西红柿从南美——一块被误认为是伊甸园的土地——带回来的时候，每个人都过早地下了这个明显的结论。因为西红柿被误认为是伊甸园的苹果，所以欧洲人将其拒之门外。
特别令人恐惧的是，西红柿和曼德拉草——一种被认为是来自地狱的草——很相似，而让这种植物声名狼藉的是它的根，看起来像是被邪灵附体的干尸。尽管西红柿和曼德拉草除了都有鲜红色或者黄色的果实以外在其他方面都很不一样，而大众却普遍认为它们属于同一种类，恐怖得让人无法触碰。
谨慎的欧洲人长期以来一直忽视了西红柿，直到18世纪早期，大多数西方人仍然如此。在19世纪80年代，一位有名的植物专家的女儿写到当她在父亲的房间里喝下午茶时，最有趣的事情就是听关于“这个令人惊奇的新水果（或许是一种蔬菜）的介绍”。直到20世纪晚期，一些作家仍然把西红柿与曼德拉草一起归为“恶果”。
但是西红柿最终还是赢来了自己的时代。西红柿英雄是一个名叫Robert Johnson的美国人。1820年，当他打算当众吃西红柿时，人们跋涉数百里前来看他暴毙。他大喊道：“你们在害怕什么？我要让你们这些笨蛋看看这些东西有多好吃。”然后他咬了一口西红柿。有人见状晕倒了。但是根据当地的报道，Robert Johnson不但没有死，还建立了一个西红柿罐头厂。