❶ 誰能發我考研英語94年到2002年的英語閱讀真題
我有題，但是講解是音頻文件...題發到郵箱了
❷ 2002年英語閱讀理解分值多少
什麼英語考試？一般閱讀理解最少佔30分，大型考試，比如研究生入學有40分的 。
❸ 小學五年級英語閱讀理解30篇
小學五年級英語閱讀回理解答http://files.eu.com/down.php?id=141652
❹ 2002考研英語一閱讀第一篇第一題為什麼不選A
您好，該篇閱讀中其實對答案已有呈現，即第一段中「Depending on whom you are addressing, the problems will be different.」其意思就是依據回你所相處的人不同，問答題就會不同，意思就是製造幽默要因對象而異，答案即C：address different problems to different people。同時Your humor must be relevantto the audience也表示幽默必須與對象有聯系，也即你的幽默必須針對不同對象採取不同方式。而take advantage ofdifferent kinds of audience是利用不同觀眾的意思。 英語閱讀中比較忌諱考生自己去聯想，在中文裡面貌似利用不同聽眾和因聽眾制宜區別不大，但是就英文來講就不同了。所以英語閱讀答案必須選擇文中明確對應的，不能自己過度加以聯系。
❺ 2002年的英語專業四級閱讀理解C、D的翻譯誰知道！
事先聲明：我只看到段落C，沒有阿？？
段落C
十幾、二十歲是各個年齡段中人們最關注自身的外表，以及別人怎樣看待自己的階段。只有少數人願意在那個時候接受自己（本來的面目），也只有更加少的人敢於嘲笑潮流。
大部分的時尚雜志和電視廣告都在告誡我們應該怎樣穿，不應該怎樣穿。似乎唯有這樣，我們才有自信的社交，避免不必要的尷尬。今天之時尚已遠非衣著之狹義。就像專為男人服務的老式剃頭匠早已作古，而女人也決不可能像他們的母親、祖母那樣裝扮自己。電視廣告帶來最新的潮流資訊，時尚女性亦步亦趨，唯恐落得圈內友人譏笑的老古董下場。
究竟什麼才是時尚背後的手？時尚忽而是方便實用，忽而又是某個名人的隨性揮就。就拿帽子來說吧，三九寒天時，早先的房子裡面也是挺冷的，所以人們在屋裡屋外的都帶著帽子。後來，已故的肯尼迪總統摒棄了在屋內帶帽子的習慣，男人們紛紛效仿；而這大大打擊了美國帽業的景氣。
當然時尚也難免輪回。20世紀的歐美，短裙當道。二戰後，裙擺長達腳踝， 然後又慢慢縮短至迷你裙的款式，隨後的幾年裡，裙子的長度又回復20世紀的樣式。
今天的社會是有史以來最自由隨性的了。穿著上每個人都可以有自己的個性， 你完全有理由按自己的喜好打扮。牛仔褲、「乞丐裝」的大行其道就是對頂級昂貴服飾的回應。
現在，儀表在特定的場合仍然很重要，需要精心挑選穿著。穿著牛仔褲和毛衣去律師事務所面試顯然是個愚蠢的決定；穿著去海灘或酒吧的打扮去拜訪德高望重的學者會被認為失禮。但無論如何，如果你看著不像雜志里的廣告，不必沮喪，看看你的周圍，沒有一個人像雜志里的廣告。
❻ 2002年上半年廣東省高等教育自學考試經貿英語閱讀答案
Text 4
The development of modem nationalism ring the 16th century shifted attention to the problem of increasing the wealth and power of the various nation-states. The economic policy of the leaders of that time, known as mercantilism, sought to encourage national self-sufficiency. The heyday of the mercantilist school in England and Western Europe occurred ring the 16th through the early 18th centuries.
Mercantilists valued gold and silver as an index of national power. Without the gold and silver mines in the New World from which Spain drew its riches, a nation could accumulate these precious metals only by selling more merchandise to foreigners than it bought from them. This favorable balance of trade necessarily compelled foreigners to cover their deficits by shipping gold and silver.
Mercantilists took for granted that their own country was either at war with its neighbors, recovering from a recent conflict, or getting ready to plunge into a new war. With gold and silver, a ruler could hire mercenaries to fight, a practice followed by King George III of the United Kingdom of Great Britain when he used Hessian troops ring the American Revolution. As needed, the monarch could also buy weapons, uniforms, and food to supply the soldiers and sailors.
Mercantilist preoccupation with precious metals also inspired several domestic policies. It was vital for a nation to keep wages low and the population large and growing. A large, ill-paid population proced more goods to be sold at low prices to foreigners. Ordinary men and women were encouraged to work hard and avoid such extravagances as tea, gin, ribbons, ruffles, and silks. It also followed that the earlier that children began to work, the better it was for their country's prosperity. One mercantilist writer had a plan for children of the poor: "When these children are four years old, they shall be sent to the county workhouse and there taught to read two hours a day and be kept fully employed the rest of the time in any of the manufactures of the house which best suits their age, strength, and capacity."
As a coherent economic theory, classical economics starts with Smith, continues with the British economists Thomas Robert Malthus and David Ricardo, and culminates in the synthesis of John Stuart Mill, who as a young man was a follower of Ricardo. Although differences of opinion were numerous among the classical economists in the three-quarters of a century between Smith's Wealth of Nations and Mill's Principles of Political Economy (1848), members of the group agreed on major principles. All believed in private property, free markets, and, in Mill's words, that "only through the principle of competition has political economy any pretension to the character of a science." They shared Smith's strong suspicion of government and his ardent confidence in the power of self-interest represented by his famous "invisible hand," which reconciled public benefit with indivial pursuit of private gain. From Ricardo, classicists derived the notion of diminishing returns, which held that as more labor and capital were applied to land, yields after "a certain and not very advanced stage in the progress of agriculture steadily diminished."
Through Smith's emphasis on consumption, rather than on proction, the scope of economics was considerably broadened. Smith was optimistic about the .chances of improving general standards of life. He called attention to the importance of permitting indivials to follow their self-interest as a means of promoting national prosperity.
Malthus, on the other hand, in his enormously influential book An Essay on the Principle of Population (1798), imparted a tone of gloom to classical economics, arguing that hopes for prosperity were fated to founder on the rock of excessive population growth. Food, he believed, would increase in arithmetic ratio (2-4-6-8-10 and so on), but population tended to double in each generation (2-4-8-16-32 and so on) unless that doubling was checked either by nature or human prudence. According to Malthus, nature's check was "positive": "The power of population is so superior to the power of the earth to proce subsistence for man, that premature death must in some shape or other visit the human race." The shapes it took included war, epidemics, pestilence and plague, human vices, and famine, all combining to level the world's population with the world's food supply.
The only escape from population pressure and the horrors of the positive check was in voluntary limitation of population, not by contraception, rejected on religious grounds by Malthus, but by late marriage and, consequently, smaller families. These pessimistic doctrines of classical economists earned for economics the epithet of the "dismal science."
Mill's Principles of Political Economy was the leading text on the subject until the end of the 19th century. Although Mill accepted the major theories of his classical predecessors, he held out more hope than did Ricardo and Malthus that the working class could be ecated into rational limitation of their own numbers. Mill was also a reformer who was quite willing to tax inheritances heavily and even to allow government a larger role in protecting children and workers. He was far more critical than other classical economists of business behavior and favored worker ownership of factories. Mill thus represents a bridge between classical laissez-faire economics and an emerging welfare state.
36. The heyday of the mercantilist school in England and Western Europe occurred _____.
a) in the 16th century
b) in the 17th century
c) in the 18th century
d) ring the 16th through the early 18th centuries
37. Which of the following statements is not true? ___
a) Mercantilists valued gold and silver as an index of national power.
b) Mercantilists emphasized the importance of agriculture.
c) Mercantilists took for granted that their own country was either at war with its neighbors, recovering from a recent conflict, or getting ready to plunge into a new war.
d) Mercantilism also inspired several domestic policies.
38. As a coherent economic theory, classical economics starts with _________.
a) Smith who wrote the Wealth of Nations.
b) Mill who wrote the Principles of Political Economy.
c) Ricardo who wrote the Principles of Political Economy and Taxation
d) Malthus who wrote An Essay on the Principle of Population
39.Which of the following statements is false? ______.
a) All the classicists believed in private property, free markets and competition.
b) All the classicists believed in the interference of government.
c) All the classicists shared Smith's strong suspicion of government.
d) All the classicists agreed with Smith's famous "invisible hand," which reconciled public benefit with indivial pursuit of private gain.
40. Who represents a bridge between classical laissez-faire economics and an emerging welfare state? ______.
a) Adam Smith
b) John Mill
c) David Ricardo
d) Thomas Robert Malthus
❼ 英語閱讀里between2002and2003是2002.01.01-12.31還是2002.01
是一年吧。。。老師錯了。。。
❽ 對於考研英語閱讀，2002年以前的閱讀真題有參考價值嗎命題思路有什麼變化呢我是英語一
2002年以前的就沒到什麼價值了，還是建議買最近的真題吧。命題思路都是結合近年來的重大事情這些來出題的。