❶ 谁能发我考研英语94年到2002年的英语阅读真题
我有题，但是讲解是音频文件...题发到邮箱了
❷ 2002年英语阅读理解分值多少
什么英语考试？一般阅读理解最少占30分，大型考试，比如研究生入学有40分的 。
❸ 小学五年级英语阅读理解30篇
小学五年级英语阅读回理解答http://files.eu.com/down.php?id=141652
❹ 2002考研英语一阅读第一篇第一题为什么不选A
您好，该篇阅读中其实对答案已有呈现，即第一段中“Depending on whom you are addressing, the problems will be different.”其意思就是依据回你所相处的人不同，问答题就会不同，意思就是制造幽默要因对象而异，答案即C：address different problems to different people。同时Your humor must be relevantto the audience也表示幽默必须与对象有联系，也即你的幽默必须针对不同对象采取不同方式。而take advantage ofdifferent kinds of audience是利用不同观众的意思。 英语阅读中比较忌讳考生自己去联想，在中文里面貌似利用不同听众和因听众制宜区别不大，但是就英文来讲就不同了。所以英语阅读答案必须选择文中明确对应的，不能自己过度加以联系。
❺ 2002年的英语专业四级阅读理解C、D的翻译谁知道！
事先声明：我只看到段落C，没有阿？？
段落C
十几、二十岁是各个年龄段中人们最关注自身的外表，以及别人怎样看待自己的阶段。只有少数人愿意在那个时候接受自己（本来的面目），也只有更加少的人敢于嘲笑潮流。
大部分的时尚杂志和电视广告都在告诫我们应该怎样穿，不应该怎样穿。似乎唯有这样，我们才有自信的社交，避免不必要的尴尬。今天之时尚已远非衣着之狭义。就像专为男人服务的老式剃头匠早已作古，而女人也决不可能像他们的母亲、祖母那样装扮自己。电视广告带来最新的潮流资讯，时尚女性亦步亦趋，唯恐落得圈内友人讥笑的老古董下场。
究竟什么才是时尚背后的手？时尚忽而是方便实用，忽而又是某个名人的随性挥就。就拿帽子来说吧，三九寒天时，早先的房子里面也是挺冷的，所以人们在屋里屋外的都带着帽子。后来，已故的肯尼迪总统摒弃了在屋内带帽子的习惯，男人们纷纷效仿；而这大大打击了美国帽业的景气。
当然时尚也难免轮回。20世纪的欧美，短裙当道。二战后，裙摆长达脚踝， 然后又慢慢缩短至迷你裙的款式，随后的几年里，裙子的长度又回复20世纪的样式。
今天的社会是有史以来最自由随性的了。穿着上每个人都可以有自己的个性， 你完全有理由按自己的喜好打扮。牛仔裤、“乞丐装”的大行其道就是对顶级昂贵服饰的回应。
现在，仪表在特定的场合仍然很重要，需要精心挑选穿着。穿着牛仔裤和毛衣去律师事务所面试显然是个愚蠢的决定；穿着去海滩或酒吧的打扮去拜访德高望重的学者会被认为失礼。但无论如何，如果你看着不像杂志里的广告，不必沮丧，看看你的周围，没有一个人像杂志里的广告。
❻ 2002年上半年广东省高等教育自学考试经贸英语阅读答案
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 英语阅读里between2002and2003是2002.01.01-12.31还是2002.01
是一年吧。。。老师错了。。。
❽ 对于考研英语阅读，2002年以前的阅读真题有参考价值吗命题思路有什么变化呢我是英语一
2002年以前的就没到什么价值了，还是建议买最近的真题吧。命题思路都是结合近年来的重大事情这些来出题的。