2002-2004年考研英语阅读理解分类一览表
英语考研真题阅读详解2
阅读（一）自2002年起，阅读理解考察内容为三节A节（20题）：无明显变动。
主要考察考生理解主旨要义、具体信息、概括性要义、进行有关的判断、推理和引申，根据上下文推测生词的语义等能力。
四篇文章（总长度1600字），从四个选项中选出最佳答案B节（5题）：新增题型。
主要考察考生对连贯性、一致性等语段特征以及文章结构的理解备选题型有三种：1）一篇总长度500~600词的文章，其中有5段空白，文章后有6~7段文字，要求考生根据文章内容从这6~7段文字中分别放进文章中5个空白处的5段2）一篇总长度500~600词的文章中，各段落的顺序已被打乱。
要求考生根据文章内容和结构将所列段落（7~8个）重新排序其中有2~3个段落在文章中的位置已给出3）一篇总长度500词的文章前或后有6~7段文字或6~7个小标题。
这些文字或标题分别是对文章中某一部分的概括，阐述或举例。
要求选出最恰当的5段文字或5个标题填入文章空白处C节（5题）：翻译本课主要讲阅读理解A节1内容：4篇文章，400字/篇，上下10字浮动。
内容涉及社会学科，自然学科和人文学科。
社会学科包括社会学、人类学、心理学、教育、经济、管理、金融、法律的等领域；自然学科包括普通物理、化学、生物、工程、计算机、医学、农业等领域；人文学科包括哲学、历史、文学、语言、新闻、艺术等领域。
2文体：议论文：写作特点：（1）写作目的是陈述观点或表明态度；（2）文章围绕一个中心展开，各个段落之间关系紧密，无论是正面还是反面论述，都从不同的角度和侧面阐释这一中心；（3）每一段也是围绕一个中心，段落内部句子之间关系紧密说明文：大部分是新闻报道。
特点以事实为主，观点为辅。
对于此类文章，细节题目较多，着重把握细节真伪和作者态度。
议论文为主，说明文为辅。
被选取的文章都是议论性的、评论性的、报道性的、和分析论证性的文章。
很少有纯抒发感情、抽象思维为主的阅读材料。
这同攻读硕士学位研究生要面对大量概括性强、抽象思维为主的阅读材料想吻合。
2002年考研英语真题阅读理解答案解析
Unit 9（2002）Part 4重点词汇：suicide（v.n.自杀）即sui+cide，sui词根=self，cide词根“切”=cut，于是“拿刀切自己”→自杀。
Every suicide is a solution to a problem.每件自杀都是对一个问题的解决。
suicide — the only perfect crime that remains unpunished 自杀——唯一不受惩罚的完美罪行。
那么严重。
与70年代相比，现在多数国家的原油价格占汽油价格的份额要小很多。
在欧洲，税金在汽油零售价的比例高达4/5，因此，即使原油价格发生很大的波动，汽油价格所受的影响也不会像过去那么显著。
发达国家对石油的依赖性也不如从前，因此对油价的波动也就不会那么敏感。
能源储备、燃料替代以及能源密集型重工业的重要性的降低，都减少了石油消耗量。
软件、咨询及移动通讯消耗的石油，比钢铁、汽车行业少得多。
发达国家国民生产总值中每一个美元所消耗的石油量比1973年少了近一半。
国际经合组织在最近一期的《经济展望》中估计，如果油价持续一年维持在22美元左右，与1998年的13美元一桶相比，这也只会使发达国家的石油进口在支出上增加GDP的0.25％～0.5％。
这还不到1974年或1980年收入减少部分的1/4。
另一方面，进口石油的新兴国家由于转向了重工业，消耗能量更大，因此可能会受到石油危机的强烈影响。
另外一个不应因油价上升而失眠的原因是，与20世纪70年代不同，这次油价上升不是发生在普遍的物价暴涨及全球需求过旺背景之下。
世界上很多地区才刚刚走出经济衰落。
《经济学家》的商品价格指数与一年前相比总的来说也没有什么变化。
1973年的商品价格跃升了70％，而1979年也上升了近30％。
2.constitutional（构成的；体质的；宪法的）即con+stitut（e）+ion+al，con-前缀“一起”，stitute词根“建立”，-ion名词后缀，-al形容词后缀；名词形式为constitution（构成；体质；宪法）←con+stitut（e）+ion；动词为constitute（构成）←con+stitute。
2002年text4考研阅读解析
2002年text4考研阅读解析
2002年text4考研阅读解析是指2002年考研英语阅读理解部分的第4篇文章的解析。
由于没有具体提及该文章的题目或内容，无法给出具体解析。
通常情况下，考研英语阅读理解的解析需要从以下几个方面进行分析：
1. 题目类型：了解文章的题目类型，如主旨题、细节题、推理题等，以便确定解题思路和策略。
2. 主题思想：概括文章的主要思想和观点，确定文章的中心思想。
3. 文章结构：分析文章的结构，包括段落结构和句子之间的逻辑关系，了解作者的写作目的和组织方式。
4. 词汇理解：解释和理解关键词和短语，包括固定搭配、隐含意义等。
5. 推理推断：根据文章中的信息进行推理和推断，理解作者的意图和观点。
6. 阅读技巧：针对不同题型，掌握相应的解题技巧和策略，如排除法、扫描法、略读法等。
根据以上步骤来分析和解析2002年text4考研阅读，可以帮助考生更好地理解文章内容和题目要求，提高解题效率和准确性。
考研英语历年阅读理解真题精析--2004年part4
考研英语历年阅读理解真题精析--2004年part4Part FourAmericans today don't place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education - not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren't difficult to find."Schools have always been in a society where practical is more important than intellectual," says education writer Diane Ravitch. "Schools could be a counterbalance." Razitch's latest bock, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, "We will become a second-rate country. We will have a less civil society.""Intellect is resented as a form of power or privilege," writes historian and professor Richard Hofstadter in Anti-Intellectualism in American life, a Pulitzer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: "We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing." Mark Twain's Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized - going to school and learning to read - so he can preserve his innate goodness.Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines.School remains a place where intellect is mistrusted. Hofstadter says our country's educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise."16. What do American parents expect their children to acquire in school?[A] The habit of thinking independently. [B] Profound knowledge of the world.[C] Practical abilities for future career.[D] The confidence in intellectual pursuits.17. We can learn from the text that Americans have a history of ________.[A] undervaluing intellect. [B] favoring intellectualism.[C] supporting school reform. [D] suppressing native intelligence.18. The views of Ravish and Emerson on schooling are ________.[A] identical. [B] similar. [C] complementary. [D] opposite.19. Emerson, according to the text, is probably ________.[A] a pioneer of education reform. [B] an opponent of intellectualism.[C] a scholar in favor of intellect. [D] an advocate of regular schooling.20. What does the author think of intellect?[A] It is second to intelligence. [B] It evolves from common sense.[C] It is to be pursued. [D] It underlies power.Unit 11 （2004） Part4重点词汇：1. intellect （才学）即intel=inter在...之间+lect选择→在事情中善于选择。
历年考研英语重点阅读理解
历年考研英语重点、难点词语阅读理解2007、2006年考研英语中出现的比喻性词语：1. a noteworthy quirk – a noticable strange phenomenon2. in a wide range of pursuits – in many occupations3. to feature a column – to publish article(s) in a special column ofa newspaper4. to answer the questions that have eluded some philosophers–to answerthe questions that some philosophers cann’t answer.5. unable to figure it out – unable to understand it6. count on their hard work – depend on their hard work7. A pink slip or a bad diagnosis can reduce a family from middle classto newly poor. – a pink slip of paper to inform the recipient of the bad news such as termination of employment or heavy fine from the court. –A bad diagnosis means a finding of a bad disease found by the doctor.8. people of all stripes – many different kinds of people9. the side effect – the negative effect10. lost the parachutes – lost the protection11. to help families weather bad times – to help families to resist andendure badtimes12. Newly fashionable plans are spreading from legislative halls toWal-Mart workers. –是“从法律墙壁到奥尔玛工人”吗？No! 而是：上到立法部门,下到普通百姓, 这些新颖时髦的计划迅速推广了起来。
考研英语二2004年阅读解析
考研英语二2004年阅读解析一、考研英语二的考试概况1. 英语二是我国研究生入学考试中的一门重要科目，占据着总分数的相当比重。
2. 英语二考试包括听力、阅读、翻译和写作四个部分，其中阅读部分是考试的重点之一。
3. 2004年的英语二阅读部分共有4篇文章，分别为 Passage One、Passage Two、Passage Three 和Passage Four。
二、文章内容梳理1. Passage One: 美国政治该文章主要介绍了美国总统的选举制度、政府构架以及两党制度的主要特点。
本文的阅读重点在于理解美国政治体系的运作方式和对比两党制度带来的利弊。
2. Passage Two: 美国社会与文化本文主要围绕美国社会和文化进行介绍，内容涉及美国社会结构、价值观念以及文化传统。
文章中需要考生理解美国多元文化的特点以及美国社会的开放性与包容性。
3. Passage Three: 美国大学教育该篇文章主要介绍了美国的大学教育体系，并对美国大学的不同类型和教育模式进行了比较与分析。
阅读本文需要考生理解美国大学教育的多元化和灵活性，以及其与我国传统教育模式的区别。
4. Passage Four: 美国历史本文主要介绍了美国历史上的两个重要时期——美国独立战争和南北战争。
该篇文章的阅读难度较大，需要考生对美国历史有一定的了解和认识。
三、阅读技巧与备考建议1. 提前了解文章背景：在考试前，学生应提前了解各篇文章的主题和背景，以便在阅读时能更快地理解文章内容。
2. 注重词汇积累：考生应注重对重点单词和短语的积累，以便更好地理解文章。
3. 多练习阅读理解：多做真题和模拟题，提高阅读理解的速度和准确率。
4. 注重逻辑推理能力：阅读文章时要注意抓住文章中的逻辑关系和推理线索，做到思路清晰，理解深入。
5. 多听多说：通过多听多说的方式提高英语口语表达能力，有利于理解文章和提高翻译水平。
四、结尾总结英语二考试的阅读部分重视考生对英美社会、文化、政治和历史的理解能力。
考研英语阅读分类文档
考研英语阅读题目分类文档主旨题（主要考察理解全文主旨要义的能力）P3.46题（03.2.1）（表面是一个细节实际是主题）P64.30(09.2.5)局部主题题也叫例证题（主要考察区分论点和论据的能力）P2.42题（03.1.2）（introduce the topic）P42.21题（07.1.1.）（introduce the topic）P47.36题（07.4.1）（the data l细节性的推理题P4.50题（03.2.5）P4.47题（03.2.4）P7.56题（03.4.1）first sentenceP32.23题（06.1.3）P35.32题（06.3.2）DR.myers and DR worm’s paperP44.27(07.2.2)P67.37(09.4.2)段落性的推理题P2.44题（03.1.4）P6.53题（03.3.2）P14.47题（04.2.2）first three paragraphs作文1篇，共15分。
与四级考试题型相似（课外内容）3. Part III. Listening (15%)前10题题型可能涵盖Short Conversation，Long Conversation，Passage；后5题题型为Compound Dictation，给出听力短文，要求填5个单词。
选材较灵活（课外内容）。
4. Part IV. Vocabulary (10%)10道小题，每题1分。
选材于Section A 后面词汇练习部分，包括词汇和短语两部分内容。
题型为从备选词中选择正确的单词代码填入空白处。
(请各位务必提醒学生，不填代码，只填单词，计零分★)5. Part V. Reading Comprehension (30%)A. (20%); 20道小题，每题1分。
Reading in-depth，共四篇阅读文章，其中两篇来自课外，两篇来自综合训练中阅读理解练习。
01.考研英语二阅读讲义-细节题
考研英语二阅读讲义导学考研阅读概述一、考查形式1.2002年为分水岭2002年前为4题/篇，5篇文章，共计20题，单题2分，共计40分。
2002年后为5题/篇，4篇文章，共计20题，单题2分，共计40分。
2.近十年阅读真题总长度1500词，单篇长度400词。
3.建议做题时间18-20分钟/篇。
二、考查题材及来源1.考查题材政治经济、社会生活、商业经济、政治法律环境保护、文化教育、科普知识2.文章来源西方主流报刊、杂志The Guardian，The Washington Post，The Economist，Nature三、考研大纲对阅读能力的要求（英语一&英语二）理解主旨要义（主旨要义题）理解文章的具体信息（细节题）理解文中概念性的含义进行有关的判断推理和引申（推理引申题）根据上下文推测生词词义（语义理解题）理解文章的总体结构以及上下文的关系理解作者的意图，观点和态度（观点态度题）区分论点和论据（篇章结构题）考研阅读题型1、细节题2、主旨要义题3、篇章结构题（例证题&文章续写题）4、观点态度题（观点题和态度题）5、语义理解题（词汇题、指代题、句子理解题）6、推理引申题阅读学习阶段第一阶段原文How well the predictions will be validated by later performance depends upon the amount, reliability,and appropriateness of the information.你眼里的文章How well the騳will be纛by later乧r??7n?depends upon the菄躞tXF;and驌of the杌l\?$.第二阶段句子都能读懂，但文章串不起来第三阶段我看懂了，就是做不对题。
两种可能：--首先你没有完全看懂。
--题干和选项是否真的读懂考研阅读复习规划基础阶段（1-6月）总体目标：2010-2019年真题第一轮复习重点：词汇、语法、长难句、解题思路强化阶段（7-11月）总体目标：2010-2019年真题第二轮复习重点：题型、解题技巧冲刺阶段（12月）总体目标：2010-2020年真题第三轮复习重点：模考2020、错题分析考研阅读做题步骤1.阅读题干，把题干里面的关键词划出来，并初步预测文章内容关键词：1）专有名词、数词、连字符词2）动宾结构3）主语或其他2.阅读文章，划出与题干关键信息相对应的地方，划出常出题的地方常出题的地方：首段及其余各段首尾及转折处两大定位法则：1）关键词定位2）顺序定位3.解题---排除法：对比选项，选最佳答案1.阅读题干，把题干里面的关键词划出来，并初步预测文章内容例一：2016-331.The author views Milton Friedman’s statement about CSR with32.According to Paragraph2,CSR helps a company33.The expression"more lenient"(Line2,Para.4)is closest in meaning to34.When prosecutors evaluate a case,a company's CSR record35.Which of the following is true of CSR,according to the last paragraph?33.The expression"more lenient"(Line2,Para.4)is closest in meaning to[A]more effective.[B]less controversial.[C]less severe.[D]more lasting.原文ⅣThe study found that,among prosecuted firms,those with the most comprehensive CSR programmes tended to get more lenient penalties.Their analysis ruled out the possibility that it was firms’political influence,rather than their CSR stand,that accounted for the leniency: Companies that contributed more to political campaigns did not receive lower fines.例二：2017-331.One of the reasons for high-school graduates not taking a gap year is that_____.32.Studies from the US and Australia imply that taking a gap year helps_____.33.The word"acclimation"(Line8,Para.3)is closest in meaning to_____.34.A gap year may save money for students by helping them_____.35.The most suitable title for this text would be_____.[A]In Favor of the Gap Year[B]The ABCs of the Gap Year[C]The Gap Year Comes Back[D]The Gap Year:A Dilemma2.阅读文章，划出与题干关键信息相对应的地方，划出常出题的地方例：【2011-4】36.The EU is faced with so many problems that______.[A]it has more or less lost faith in markets[B]even its supporters begin to feel concerned[C]some of its member countries plan to abandon euro[D]it intends to deny the possibility of devaluationⅠ①Will the European Union make it?②The question would have sounded strange not long ago.③Now even the project’s greatest cheerleaders talk of a continent facing a“Bermuda triangle”of debt,population decline and lower growth.Ⅱ①As well as those chronic problems,the EU faces an acute crisis in its economic core,the16 countries that use the single currency.②Markets have lost faith that the euro zone's economies, weaker or stronger,will one day converge thanks to the discipline of sharing a single currency, which denies uncompetitive members the quick fix of devaluation.细节题【大纲要求】理解文中的具体信息。
2002年考研英语阅读理解及解析
2002年T ext 1If you intend usinghumorin your talk to make people smile,you must know how to identi fy shared experi ences and proble ms. Your humormust be releva nt to the audien ce and should help to show them that you are one of them or that you unders tandtheirsituat ion and are in sympat hy with theirpointof view. Depend ing on whom you are addres sing, the proble ms will be differ ent. If you are talkin g to a groupof manage rs, you may referto the disorg anize d method s of theirsecret aries; altern ative ly if you are addres singsecret aries, you may want to commen t on theirdisorg anize d bosses.如果你想在谈话中用幽默来使人发笑，你就必须知道如何发现与听众享有的共同经历和共同问题。
你的幽默一定要与听众有关，能够向他们显示你是他们的一员，或者你了解他们的情况且赞同他们的观点。
根据与你谈话对象的不同，问题也应有所不同。
如果你在和一群经理谈话，你就可以评论他们秘书的工作方法杂乱无章；相反，如果你在和一群秘书谈话，你就可以评论她们老板的工作方法如何杂乱。
2002年全国硕士研究生考试英语阅读理解_2002年全国硕士研究生考试英语试卷及答案
2002年全国硕士研究生考试英语阅读理解_2002年全国硕士研究生考试英语试卷及答案考生注意事项?1．考生必须严格遵守各项考场规则，得到监考人员指令后方可开始答题。
?2．答题前，考生应将答题卡上的“考生姓名”、“报考单位”、“考试语种”、“考生编号”等信息填写清楚，并与准考证上的一致。
?3．全国硕士研究生入学考试英语分为试题（一）、试题（二）。
?4．本试题为试题（一），共4页（1～4页）。
考生必须在规定的时间内作答。
?5．试题（一）为听力部分。
该部分共有A、B、C三节，所有答案都应填写或填涂在答题卡1上。
A、B两节必须用蓝（黑）圆珠笔答题，注意字迹清楚。
C节必须用2B铅笔按照答题卡上的要求填涂，如要改动，必须用橡皮擦干净。
?6．听力考试进行时，考生应先将答案写或标记在试题上，然后在听力部分结束前专门留出的5分钟内，将答案整洁地誊写或转涂到答题卡1上。
仅写或标记在试题上不给分。
Section I Listening prehension?Directions:This Section is designed to test your ability to understand spoken English. You will hear a selection of recorded materials and you must answer the questions that acPAny them. There are three parts in this section, Part A, Part B and Part C.?Remember, while you are doing the test, you should first put down your answers in your test booklet. At the end of the listening prehension section, you will have 5 minutes to transfer all your answers from your test booklet to ANSWER SHEET 1.Now look at Part A in your test booklet.?Part A?Directions:For Questions 1-5, you will hear an introduction about the life of Margaret Welch. While you listen, fill out the table with the information you#39;ve heard. Some of the information has been given to you in the table. Write only 1 word or number in each numbered box. Youwill hear the recording twice. You now have 25 seconds to read the table below. (5 points)?Welch#39;s Personal InformationPlace of Birth PhiladelphiaYear of Birth 1901Transfer to Barnard University (Year) 1920Major at University 1Final Degree PhDYear of Marriage 1928Growing Up In New Guinea Published (Year) 2Field Study in the South Pacific (Age) 3Main Interest 4Professorship at Columbia Started (Year) 5Death (Age) 77Part BDirections:For questions 6-10, you will hear a talk by a well-known U.S. journalist. While you listen, plete the sentences or answer the questions. Use not more than 3 words for each answer. You will hear the recording twice. You now have 25 seconds to read the sentences and questions below. (5 points)?_____________________________________________________ _______________________Besides reporters, who else were ced out for days outside the speaker#39;s home? 6One reporter got to the speaker#39;s apartment pretending to pay 7The speaker believed the reporter wanted a picture of her looking 8Where is a correction to a false story usually placed? 9According to the speaker, the press will lost readers unless the editors and the news directors 10Part CDirections:You will hear three pieces of recorded material. Before listening to each one, you will have time to read the questions related to it. While listening, answer each question by choosing A, B, C or D. After listening, youwill have time to check your answers. You will hear each piece once only. (10 points)??Questions 11 - 13 are based on a report aboutchildren#39;s healthy development. You now have 15seconds to read Questions 11 - 13.??11. What unusual question may doctors ask when giving kids a checkup next time?［A］ How much exercise they get every day.?［B］ What they are most worried about.?［C］ How long their parents acPAny them daily.?［D］ What entertainment they are interested in.?12. The academy suggests that children under agetwo .?［A］ get enough entertainment.?［B］ have more activities.?［C］ receive early education.?［D］ have regular checkups.??13. According to the report, children#39;s bedrooms should .?［A］ be no place for play.?［B］ be near a mon area.?［C］ have no TV sets.?［D］ have a puter for study.??Questions 14 - 16 are based on the following talk about how to save money. You now have 15 seconds to read Questions 14 - 16.??14. According to the speaker, what should one pay special attention to if he wants to save up??［A］ Family debts. ? ［B］ Bank savings.?［C］ Monthly bills. ? ［D］ Spending habits.15. How much can a person save by retirement if he gives up his pack-a-day habit??［A］ $190,000.? ［B］ $330,000.? ［C］ $500,000. ? ［D］ $1,000,000.??16. What should one do before paying monthly bills, if he wants to accumulate wealth??［A］ Invest into a mutual fund.?［B］ Use the discount tickets.?［C］ Quit his eating-out habit.?［D］ Use only paper bills and save coins.??Questions 17-20 are based on an interview with Herbert A. Glieberman, a domestic-relations lawyer. You now have 20 seconds to read Questions 17 - 20.??17. Which word best describes the lawyer#39;s prediction of the change in divorce rate??［A］ Fall.? ［B］ Rise. ? ［C］ V-shape.18. What do people nowadays desire to do concerning their marriage??［A］ To embrace changes of thought.?［B］ To adapt to the disintegrated family life.?［C］ To return to the practice in the #39;60s and#39;70s.?［D］ To create stability in their lives.??19. Why did some people choose not to divorce 20 years ago??［A］ They feared the plicated procedures.?［B］ They wanted to go against the trend.?［C］ They were afraid of losing face.?［D］ they were willing to stay together.??20. Years ago a divorced man in a PAny would have .?［A］ been shifted around the country.?［B］ had difficulty being promoted.?［C］ enjoyed a happier life.?［D］ tasted little bitterness of disgrace.??Section II Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)??parisons were drawn between the development of television in the 20th century and the diffusion of printing in the 15th and 16th centuries. Yet much had happened ( 21 ) . As was discussed before, it was not ( 22 ) the 19th century that the newspaper became the dominant pre-electronic ( 23 ) , following in the wake of the phlet and the book and in the ( 24 ) of the periodical. It was during the same time that the munications revolution ( 25 ) up, beginning with transport, the railway, and leading ( 26 ) through the telegraph, the telephone, radio, and motion pictures( 27 ) the 20th-century world of the motor car and theair plane. Not everyone sees that process in ( 28 ) . It is important to do so.?It is generally recognized, ( 29 ) , that the introduction of the puter in the early 20th century,( 30 ) by the invention of the integrated circuit during the 1960s, radically changed the process, ( 31 ) its impact on the media was not immediately ( 32 ) . As time went by, puters became smaller and more powerful, and they became “personal" too, as well as ( 33 ) , wi th display being sharper and storage ( 34 ) increasing. Theywere thought of, like people, ( 35 ) generations, withthe distance between generations much ( 36 ).?It was within the puter age that the term“information society" began to be widely used todescribe the ( 37 ) within which we now live. The munications revolution has ( 38 ) both work and leisure and how we think and feel both about place and time, but there have been ( 39 ) view about its economic, political, social and cultural implications. "Benefits"have been weighed ( 40 ) “harmful" outes. And generalizations have proved difficult.??21. ［A］ between ［B］ before ［C］ since ［D］later22. ［A］ after ［B］ by ［C］ during ［D］ until23. ［A］ means ［B］ method ［C］ medium ［D］measure24. ［A］ process ［B］ pany ［C］ light ［D］ form25. ［A］ gathered ［B］ speeded ［C］ worked ［D］picked26. ［A］ on ［B］ out ［C］ over ［D］ off27. ［A］ of ［B］ for ［C］ beyond ［D］ into28. ［A］ concept ［B］ dimension ［C］ effect ［D］perspective29. ［A］ indeed ［B］ hence ［C］ however ［D］therefore30. ［A］ brought ［B］ followed ［C］ stimulated ［D］ characterized31. ［A］ unless ［B］ since ［C］ lest ［D］although32. ［A］ apparent ［B］ desirable ［C］ negative ［D］ plausible33. ［A］ institution ［B］ universal ［C］fundamental ［D］ instrumental34. ［A］ ability ［B］ capability ［C］ capacity ［D］ faculty35. ［A］ by means of ［B］ in terms of ［C］ with regard to［D］ in line with36. ［A］ deeper ［B］ fewer ［C］ nearer ［D］smaller37. ［A］ context ［B］ range ［C］ scope ［D］territory38. ［A］ regarded ［B］ impressed ［C］ influenced ［D］ effected39. ［A］ petitive ［B］ controversial ［C］distracting ［D］ irrational40. ［A］ above ［B］ upon ［C］ against ［D］ withSection III Reading prehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)?Text 1?If you intend using humor in your talk to make people smile, you must know how to identify shared experiences and problems. Your humor must be relevant to the audience and should help to show them that you are one of them or that you understand their situation and are in syMPAthy with their point of view. Depending on whom you are addressing, the problems will be different. If you are talking to a group of managers, you may refer to the disorganized methods of their secretaries; alternatively if you are addressing secretaries, you may want to ment on their disorganized bosses.?Here is an exle, which I heard at a nurses#39; convention, of a story which works well because the audience all shared the same view of doctors. A manarrives in heaven and is being shown around by St. Peter. He sees wonderful acmodations, beautiful gardens, sunny weather, and so on. Everyone is very peaceful,polite and friendly until, waiting in a line for lunch, the newarrival is suddenly pushed aside by a man in a white coat, who rushes to the head of the line, grabs his food and stomps over to a table by himself. “Who is that?" thenew arrival asked St. Peter. “On, that#39;s God," camethe reply, “but sometimes he thinks h e#39;s a doctor."?If you are part of the group which you are addressing, you will be in a position to know the experiences and problems which are mon to all of you and it#39;ll be appropriate for you to make a passing remark about the inedible canteen food or the chairman#39;s notorious bad taste in ties. With other audiences you mustn#39;tattempt to cut in with humor as they will resent an outsider making disparaging remarks about their canteenor their chairman. You will be on safer ground if youstick to scapegoats like the Post Office or the telephone system.?If you feel awkward being humorous, you must practice so that it bees more natural. Include a few casual and apparently off-the-cuff remarks which you can deliver ina relaxed and unforced manner. Often it#39;s the delivery which causes the audience to smile, so speak slowly and remember that a raised eyebrow or an unbelieving look may help to show that you are making a light-hearted remark.Look for the humor. It often es from the unexpected.A t wist on a familiar e “If at first you don#39;t succeed, give up" or a play on words or on a situation. Search for exaggeration and understatements. Look at your talk and pick out a few words or sentences which you can turn about and inject with humor. (447 words)??41. To make your humor work, you should . ?［A］ take advantage of different kinds of audience.?［B］ make fun of the disorganized people.?［C］ address different problems to different people.?［D］ show syMPAthy for your listeners.??42. The joke about doctors implies that, in the eyesof nurses, they are .?［A］ impolite to new arrivals.?［B］ very conscious of their godlike role.?［C］ entitled to some privileges.?［D］ very busy even during lunch hours.?43. It can be inferred from the text that public services .?［A］ have benefited many people.?［B］ are the focus of public attention.?［C］ are an inappropriate subject for humor.?［D］ have often been the laughing stock.??44. To achieve the desired result, humorous stories should be delivered .?［A］ in well-worded language.?［B］ as awkwardly as possible.?［C］ in exaggerated statements.?［D］ as casually as possible.??45. The best title for the text may be .?［A］ Use Humor Effectively.?［B］ Various Kinds of Humor.?［C］ Add Humor to Speech.?［D］ Different Humor Strategies.?Text 2?Since the dawn of human ingenuity, people have devised ever more cunning tools to cope with work that is dangerous, boring, burdensome, or just plain nasty. That pulsion has resulted in robotics—the science of conferring various human capabilities on machines. And if scientists have yet to create the mechanical version of science fiction, they have begun to e close.?As a result, the modern world is increasingly populated by intelligent gizmos whose presence we barely notice but whose universal existence has removed much human labor. Our factories hum to the rhythm of robot assembly arms. Our banking is done at automated teller terminals that thank us with mechanical politeness for the transaction. Our subway trains are controlled by tireless robo-drivers. And thanks to the continual miniaturization of electronics and micro-mechanics, there are already robot systems that can perform some kinds of brain and bonesurgery with submillimeter accuracy—far greater precision than highly skilled physicians can achieve with their hands alone.?But if robots are to reach the next stage of laborsaving utility, they will have to operate with lesshuman supervision and be able to make at least a few decisions for themselves—goals that pose a real challenge. “While we know how to tell a robot to handle a specific error," says Dave Lavery, manager of arobotics program at NASA, “we can#39;t yet give a robot enough #39;mon sense#39; to reliably interact with a dynamic world."?Indeed the quest for true artificial intelligence has produced very mixed results. Despite a spell of initial optimism in the 1960s and 1970s when it appeared that transistor circuits and microprocessors might be able to copy the action of the human brain by the year 2021, researchers lately have begun to extend that forecast by decades if not centuries.?What they found, in attempting to model thought, is that the human brain#39;sroughly one hundred billion nerve cells are much more talented—and human perception far more plicated—than previously imagined. They have built robots that can recognize the error of a machine panel by a fraction of a millimeter in a controlled factory environment. But the human mind can glimpse a rapidly changing scene and immediately disregard the 98percent that is irrelevant, instantaneously focusing onthe monkey at the side of a winding forest road or the single suspicious face in a big crowd. The most advanced puter systems on Earth can#39;t approach that kind of ability, and neuroscientists still don#39;t know quitehow we do it. ??46. Human ingenuity was initially demonstrated in .?［A］ the use of machines to produce science fiction.?［B］ the wide use of machines in manufacturing industry.?［C］ the invention of tools for difficult and dangerous work.?［D］ the elite#39;s cunning tackling of dangerousand boring work.?47. The word “gizmos" (line 1, paragraph 2) most probably means .［A］ programs.? ［B］ experts.? ［C］ devices. ? ［D］ creatures.??48. According to the text, what is beyond man#39;s ability now is to design a robot that can .?［A］ fulfill delicate tasks like performing brain surgery.?［B］ interact with human beings verbally.?［C］ have a little mon sense.?［D］ respond independently to a changing world.??49. Besides reducing human labor, robots can also .?［A］ make a few decisions for themselves.?［B］ deal with some errors with human intervention.?［C］ improve factory environments.?［D］ cultivate human creativity.??50. The author uses the exle of a monkey to arguethat robots are .［A］ expected to copy human brain in internal structure.?［B］ able to perceive abnormalities immediately.?［C］ far less able than human brain in focusing on relevant information.?［D］ best used in a controlled environment.?Text 3?Could the bad old days of economic decline be about to return? Since OPEC agreed to supply-cuts in March, the price of crude oil has jumped to almost $26 a barrel, up from less than $10 last December. This near-tripling of oil prices calls up scary memories of the 1973 oil shock,when prices quadrupled, and 1979-80, when they also almost tripled. Both previous shocks resulted in double-digitinflation and global economic decline. So where are the headlines warning of gloom and doom this time??The oil price was given another push up this week when Iraq suspended oil exports. Strengthening economic growth, at the same time as winter grips the northern hemisphere, could push the price higher still in the short term.?Yet there are good reasons to expect the economic consequences now to be less severe than in the 1970s. In most countries the cost of crude oil now accounts for a smaller share of the price of petrol than it did in the 1970s. In Europe, taxes account for up to four-fifths of the retail price, so even quite big changes in the price of crude have a more muted effect on pump prices than in the past.?Rich economies are also less dependent on oil than they were, and so less sensitive to swings in the oil price. Energy conservation, a shift to other fuels and a decline in the importance of heavy, energy-intensive industries have reduced oil consumption. Software,consultancy and mobile telephones use far less oil than steel or car production. For each dollar of GDP (in constant prices) rich economies now use nearly 50% less oil than in 1973. The OECD estimates in its latest Economic Outlook that, it oil prices averaged $22 abarrel for a full year, PAred with $13 in 1998, this would increase the oil import bill in rich economies by only 0.25-0.5% of GDP. That is less than one-quarter of the ine loss in 1974 or 1980. On the other hand, oil-importing emerging economies—to which heavy industry has shifted—have bee more energy-intensive, and so could be more seriously squeezed.?One more reason not to lose sleep over the rise inoil prices is that, unlike the rises in the 1970s, it has not occurred against the background of general modity-price inflation and global excess demand. A sizable portion of the world is only just emerging from economic decline. The Economist#39;s modity price index is broadly unchanging from a year ago. In 1973 modity prices jumped by 70%, and in 1979 by almost 30%. ??51. The main reason for the latest rise of oil price is .?［A］ global inflation.? ［B］ reduction in supply.?［C］ fast growth in economy.? ［D］ Iraq#39;s suspension of exports.?52. It can be inferred from the text that the retail price of petrol will go up dramatically if .?［A］ price of crude rises.? ［B］ modity prices rise.［C］ consumption rises. ? ［D］ oil taxes rise.?53. The estimates in Economic Outlook show that inrich countries .［A］ heavy industry bees more energy-intensive.?［B］ ine loss mainly results from fluctuating crudeoil prices.?［C］ manufacturing industry has been seriously squeezed.?［D］ oil price changes have no significant iMPAct on GDP.??54. We can draw a conclusion from the text that .?［A］ oil-price shocks are less shocking now.?［B］ inflation seems irrelevant to oil-price shocks.?［C］ energy conservation can keep down the oil prices.?［D］ the price rise of crude leads to the shrinking of heavy industry.??55. From the text we can see that the writer seems .?［A］ optimistic. ? ［B］ sensitive.? ［C］ gloomy. ? ［D］ scared.?Text 4?The Supreme Court#39;s decisions on physician-assisted suicide carry important implications for how medicine seeks to relieve dying patients of pain and suffering.?Although it ruled that there is no constitutional right to physician-assisted suicide, the Court in effect supported the medical principle of “double effect," a centuries-old moral principle holding that an action having two effects—a good one that is intended and a harmful one that is foreseen—is permissible if the actor intends only the good effect.?Doctors have used that principle in recent years to justify using high doses of morphine to controlterminally ill patients#39; pain, even though increasing dosages will eventually kill the patient.?Nancy Dubler, director of Montefiore Medical Center, contends that the principle will shield doctors who “until now have very, very strongly insisted that they could not give patients sufficient mediation to control their pain if that might hasten death."?George Annas, chair of the health law department at Boston University, maintains that, as long as a doctor prescribes a drug for a legitimate medical purpose, the doctor has done nothing illegal even if the patient uses the drug to hasten death. “It#39;s like surgery," he says. “We don#39;t call those deaths homicides because the doctors didn#39;t intend to kill their patients, although they risked their death. If you#39;re a physician, you can risk your patient#39;s suicide as long as you don#39;t intend their suicide."?On another level, many in the medical munity acknowledge that the assisted-suicide debate has been fueled in part by the despair of patients for whom modern medicine has prolonged the physical agony of dying.?Just three weeks before the Court#39;s ruling on physician-assisted suicide, the National Academy of Science (NAS) released a two-volume report, ApproachingDeath: Improving Care at the End of Life. It identifies the undertreatment of pain and the aggressive use of “ineffectual and forced medical procedures that may prolong and even dishonor the period of dying" as the twin problems of end-of-life care.?The profession is taking steps to require young doctors to train in hospices, to test knowledge of aggressive pain management therapies, to develop a Medicare billing code for hospital-based care, and to develop new standards for assessing and treating pain at the end of life.?Annas says lawyers can play a key role in insisting that these well-meaning medical initiatives translateinto better care. “Large numbers of physicians seem unconcerned with the pain their patients are needlessly and predictably suffering," to the extent that itconsti tutes “systematic patient abuse." He says medical licensing boards “must make it clear…that painful deaths are presumptively ones that are inpetently managed and should result in license suspension."56. From the first three paragraphs, we learn that .?［A］ doctors used to increase drug dosages tocontrol their patients#39; pain.［B］ it is still illegal for doctors to help the dying end their lives.?［C］ the Supreme Court strongly opposes physician-assisted suicide.?［D］ patients have no constitutional right to mit suicide.??57. Which of the following statements its true according to the text??［A］ Doctors will be held guilty if they risk their patients#39; death.?［B］ Modern medicine has assisted terminally ill patients in painless recovery.?［C］ The Court ruled that high-dosage pain-relieving medication can be prescribed.?［D］ A doctor#39;s medication is no longer justified by his intentions.58. According to the NAS#39;s report, one of the problems in end-of-life care is .?［A］ prolonged medical procedures.?［B］ inadequate treatment of pain.?［C］ systematic drug abuse.?［D］ insufficient hospital care.??59. Which of the following best defines the word “aggressive" (line 3, paragraph 7)??［A］ Bold. ? ［B］ Harmful. ? ［C］ Careless. ?［D］Desperate.??60. George Annas would probably agree that doctors should be punished if they .?［A］ manage their patients inpetently.?［B］ give patients more medicine than needed.?［C］ reduce drug dosages for their patients.?［D］ prolong the needless suffering of the patients.??Part BDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET 2. (10 points)??Almost all our major problems involve human behavior, and they cannot be solved by physical and biological technology alone. What is needed is a technology of behavior, but we have been slow to develop the sciencefrom which such a technology might be drawn. 61) One difficulty is that almost all of what is called behavioral science continues to trace behavior to states of mind, feelings, traits of character, human nature, and so on. Physics and biology once followed similar practices and advanced only when they discarded them. 62) The behavioral sciences have been slow to change partly because the explanatory items often seem to be directly observed and partly because other kinds of explanations have been hard to find. The environment is obviously important, but its role has remained obscure. It does not push or pull, it selects, and this function is difficult to discover and analyze. 63) The role of naturalselection in evolution was formulated only a little more than a hundred years ago, and the selective role of the environment in shaping and maintaining the behavior of the individual is only beginning to be recognized and studied. As the interaction between organis m and environment has e to be understood, however, effects once assigned to states of mind, feelings, and traits are beginning to be traced to accessible conditions, and a technology of behavior may therefore bee available. Itwill not solve our problems, however, until it replaces traditional prescientific views, and these are strongly entrenched. Freedom and dignity illustrate the difficulty.64) They are the possessions of the autonomous (self-governing) man of traditional theory, and they are essential to practices in which a person is held responsible for his conduct and given credit for his achievements. A scientific analysis shifts both the responsibility and the achievement to the environment. It also raises questions concerning “values." Who will usea technology and to what ends?65) Until these issues are resolved, a technology of behavior will continue to be rejected, and with itpossibly the only way to solve our problems.Section IV Writing?66. Directions:Study the following picture carefully and write an essay entitled “Cultures —National and International".?In the essay you should?1) describe the picture and interpret its meaning, and?2) give your ment on the phenomenon.?You should write about 200 words neatly on ANSWER SHEET 2. (20 points)?/。
02年研究生考试英语阅读真题分篇 text-4
2002年全国硕士研究生入学统一考试英语试题T ext 4The Supreme Court’s decisions on physician-assisted suicide carry important implications for how medicine seeks to relieve dying patients of pain and suffering.Although it ruled that there is no constitutional right to physician-assisted suicide, the Court in effect supported the medical principle of “double effect,” a centuries-old moral principle holding that an action having two effects -- a good one that is intended and a harmful one that is foreseen -- is permissible if the actor intends only the good effect.Doctors have used that principle in recent years to justify using high doses of morphine to control terminally ill patients’ pain, even though increasing dosages will eventually kill the patient.Nancy Dubler, director of Montefiore Medical Center, contends that the principle will shield doctors who “until now have very, very strongly insisted that they could not give patients sufficient mediation to control their pain if that might hasten death.”George Annas, chair of the health law department at Boston University, maintains that, as long as a doctor prescribes a drug for a legitimate medical purpose, the doctor has done nothing illegal even if the patient uses the drug to hasten death. “It’s like surgery,”he says. “We don’t call those deaths homicides because the doctors didn’t intend to kill their patients, although they risked their death. If you’re a physician, you can risk your patient’s suicide as long as you don’t intend their suicide.”On another level, many in the medical community acknowledge that the assisted-suicide debate has been fueled in part by the despair of patients for whom modern medicine has prolonged the physical agony of dying.Just three weeks before the Court’s ruling on physician-assisted suicide, the National Academy of Science (NAS) released a two-volume report, Approaching Death: Improving Care at the End of Life. It identifies the undertreatment of pain and the aggressive use of “ineffectual and forced medical procedures that may prolong and even dishonor the period of dying” as the twin problems of end-of-life care.The profession is taking steps to require young doctors to train in hospices, to test knowledge of aggressive pain management therapies, to develop a Medicare billing code for hospital-based care, and to develop new standards for assessing and treating pain at the end of life.Annas says lawyers can play a key role in insisting that these well-meaning medical initiativestranslate into better care. “Large numbers of physicians seem unconcerned with the pain their patients are needlessly and predictably suffering,” to the extent that it constitutes “systematic patient abuse.” He says medical licensing boards “must make it clear…that painful deaths are presumptively ones that are incompetently managed and should result in license suspension.”56. From the first three paragraphs, we learn that ________.[A] doctors used to increase drug dosages to control their patients’ pain[B] it is still illegal for doctors to help the dying end their lives[C] the Supreme Court strongly opposes physician-assisted suicide[D] patients have no constitutional right to commit suicide57. Which of the following statements is true according to the text?[A] Doctors will be held guilty if they risk their patients’ death.[B] Modern medicine has assisted terminally ill patients in painless recovery.[C] The Court ruled that high-dosage pain-relieving medication can be prescribed.[D] A doctor’s medication is no longer justified by his intentions.58. According to the NAS’s report, one of the problems in end-of-life care is ________.[A] prolonged medical procedures[B] inadequate treatment of pain[C] systematic drug abuse[D] insufficient hospital care59. Which of the following best defines the word “aggressive” (Line 3, Paragraph 7)?[A] Bold [B] Harmful [C] Careless [D] Desperate60. George Annas would probably agree that doctors should be punished if they ________.[A] manage their patients incompetently[B] give patients more medicine than needed[C] reduce drug dosages for their patients[D] prolong the needless suffering of the patients。
考研英语：阅读理解题型的分类总结
考研英语：阅读理解题型的分类总结一、例证题分类此前在分析例证题的题型特点和解题办法时将例证题分为例子在文首和例子在文中两种情况。
例子在文中又可进一步分为四种情况：1. 例子在文中，观点在同一段的前面【2001 text 2 57.】【2003 text 4 57.】【2007 text 4 38.】2. 例子在段首，观点为段落结尾句【2003 text 2】48. The example of the grandmotherly woman is used to show the public's ________.[A]discontent with animal research[B]ignorance about medical science[C]indifference to epidemics[D]anxiety about animal rights【分析】这道例证题的特点是，例子在段首，到这一段的最后一句话之前，通过对末句的观察，我们看到末句是一个论述总结性的句子，观点即为最后一句话，正确答案为B。
对比：【2004 text 2】46. What does the author intend to illustrate with AAAA cars and Zodiac cars?[A] A kind of overlooked inequality[B] A type of conspicuous bias[C] A type of personal prejudice[D] A kind of brand discrimination【分析】这道题和上一个例子从形式上看如出一辙，但是仔细观察发现例子后的句子同样是在讲例子、摆事实，不是总结论述的话，所以这道题的观点只能往前面找，就找到了一段中的中心句或最后一句，都可以得出答案，正确答案为A。
3. 例子独立一段，观点在前面二阶真题阅读中没有，这种情况比如在2002 text 1这篇文章中二段整段都为例子，其论证的观点就在一段。
2002年考研英语二阅读text3精翻
2002年考研英语二阅读text3精翻1. 背景介绍text3是2002年考研英语二阅读部分的其中一篇文章。
作为考研英语的重要部分，阅读理解考查考生的阅读能力、理解能力和语言表达能力。
对于text3的精翻是非常有必要的，以帮助考生更好地理解文章内容，并提高阅读水平。
2. 文章主旨和内容梳理text3是一篇关于语言学习的文章，主要探讨了孩子学习语言的方式和成年人学习语言的方式之间的差异。
文章提到了在孩子学习语言的过程中，他们能够通过模仿和大量的语言输入来习得语言，而成年人则需要通过系统学习和语法规则的掌握来学习一门新的语言。
3. 段落分析3.1 第一段：介绍了语言学习的问题，并提出了孩子和成年人学习语言的方式不同的观点。
3.2 第二段：通过实验证据和案例分析说明了孩子学习语言的方式。
3.3 第三段：讨论了成年人学习语言的方式以及成年人面临的困难与挑战。
3.4 第四段：结论部分，总结了文章的观点。
4. 精翻细节4.1 词汇翻译：对于一些生词和专业术语的翻译，需要准确理解原文意思，并选择合适的翻译词语。
4.2 句式重构：尝试将原文中的长句进行拆分或者合并，以使翻译更加通顺和易懂。
4.3 逻辑表达：保证翻译的逻辑和原文保持一致，不改变原文的观点和论证方式。
5. 翻译示例5.1 原文句子：“Children learn languages by surrounding themselves with language.”翻译：孩子们通过置身于语言环境中来学习语言。
5.2 原文句子：“This is how kids learn to speak English, French, or German without any formal instruction.”翻译：这就是孩子们学会说英语、法语或德语而不需接受任何正规指导的方式。
6. 总结text3是一篇探讨语言学习的文章，通过对孩子和成年人学习语言的方式进行比较分析，帮助读者对语言学习产生更深的认识。
考研英语二近十年阅读题型分类题号
考研英语二近十年阅读题型分类随着考研报名人数的不断增加，考研英语也成为了备受关注的焦点。
其中，英语二考试的阅读部分一直是备受考生们关注的重点。
近十年来，考研英语二的阅读题型也经历了一些变化和调整。
为了帮助考生更好地备战考研英语二，本文将对近十年来考研英语二阅读题型进行分类总结，方便考生们针对性地备考。
一、选择题1. 多选题在过去的几年中，考研英语二阅读部分的多选题一直占据重要地位。
这类题目涉及到对文章细节、观点和态度的深入理解，考生需要综合考虑文章内容，准确把握作者的观点和论据，做出正确的选择。
2. 单选题单选题也是考研英语二阅读部分的重点题型之一。
这类题目涉及到对文章整体内容和逻辑结构的把握，考生需要通过对文章的整体理解和推断，选择正确的答案。
二、填空题3. 单句填空题近年来，考研英语二阅读部分的单句填空题也占据了一定比重。
这类题目要求考生在具体语境中填入适当的单词或短语，考查考生的词汇和语法运用能力。
4. 段落填空题除了单句填空题，段落填空题也是考研英语二阅读部分的常见题型。
这类题目要求考生在整个段落中填入合适的句子，考查考生对文章整体逻辑结构和语境的理解能力。
三、判断题5. 正误判断题在考研英语二阅读部分中，正误判断题也是常见的题型之一。
这类题目要求考生根据对文章内容的理解，判断给出的表述是正确还是错误，考查考生的阅读理解和逻辑推理能力。
6. 判断题推理题判断题推理题也是考研英语二阅读部分的重点题型之一。
这类题目要求考生在对文章内容的理解基础上，进行逻辑推理和推断，做出正确的判断。
四、综合题7. 综合题综合题是考研英语二阅读部分的综合能力考查题型，常常要求考生综合运用阅读理解、推理和分析能力，对文章内容进行整体把握和分析，做出综合性的判断和总结。
以上就是近十年来考研英语二阅读题型的主要分类及题号。
考生们在备考过程中，可以根据以上分类将复习重点明确地聚焦在多选题、单选题、单句填空题、段落填空题、正误判断题、判断题推理题和综合题等题型上，有针对性地进行复习。
考研英语阅读材料分类与解析
考研英语阅读材料分类与解析考研英语阅读是考验考生词汇量、理解能力和阅读速度的一道难题。
为了更好地应对考试，考生需要对英语阅读材料进行分类与解析，提高自己的阅读能力。
本文将从分类与解析两个方面进行探讨，帮助考生更好地备考英语阅读。
一、分类英语阅读材料通常可以分为新闻类、科技类、社会类、历史类等不同的主题分类。
不同类型的文章对于考生的要求和考点也有所不同。
在备考过程中，考生可以根据个人喜好选择自己擅长的阅读材料进行练习，并根据这些材料的特点进行分类。
1. 新闻类文章新闻类文章在考研英语阅读中占据很大的比重，涉及的话题广泛，内容多样。
考生在阅读新闻类文章时，首先要注意提高自己的词汇量，特别是对于一些常见的新闻词汇和短语要多进行积累。
另外，要善于捕捉文章的关键信息，如时间、地点、人物等，以便更好地理解文章的主旨和要点。
2. 科技类文章科技类文章通常涉及到一些专业性较强的知识，对于考生的阅读能力和理解能力都提出了更高的要求。
在备考阶段，考生可以选择一些与自己专业相关的科技类文章进行练习，帮助提高自己的专业术语理解和阅读速度。
3. 社会类文章社会类文章涉及到社会的各个方面，如教育、环境、经济等。
在备考过程中，考生可以选择一些社会类文章进行阅读，并对其中的社会问题和相关的观点进行分析和解析，帮助自己更好地理解文章的主旨和作者的观点。
4. 历史类文章历史类文章通常会涉及到一些历史事件或者历史人物，对于考生的历史知识储备和阅读理解能力都提出了更高的要求。
备考阶段，建议考生多进行历史知识的学习和积累，选择一些历史类文章进行阅读，并对其中的历史事件和人物进行解析，帮助自己更好地理解文章。
二、解析解析是考生在阅读英语文章过程中必须掌握的一个技能。
在解析文章时，考生需要注重以下几个方面：1. 理解文章的主旨和作者的观点阅读一篇文章，首先要明确文章的主旨和作者的观点。
通过通读全文，抓住文章的关键信息，可以更好地把握文章的中心思想。
2002年考研英语一阅读理解文档
2002年考研英语一阅读理解文档1. 背景介绍2002年的考研英语一阅读理解文档，作为考研英语的重要组成部分，是考生们备考的重点之一。
这份文档是考生在应对英语阅读理解题时所需要熟悉和掌握的试题类型和考点，同时也是对考生英语能力的综合考察。
2. 文档结构这份阅读理解文档通常包括若干篇文章，每篇文章后跟着一系列问题，考生需要根据所读文章回答相关问题。
文章内容涉及各个领域，如社会、科技、文化、历史等，题材丰富多样。
3. 答题技巧要想在考研英语一阅读理解中取得理想的成绩，考生需要掌握一定的答题技巧。
考生需要提高阅读速度和理解能力，以便更快地抓住文章的主旨和关键信息。
考生需要善于分析题目，理清题目要求，找准文章中的相关信息，并且结合上下文来确定答案。
考生还需要加强词汇量和语法知识的积累，以应对文中可能出现的生词和复杂句型。
4. 考点解析在2002年考研英语一阅读理解文档中，可能涉及到的考点包括但不限于事实细节题、推理判断题、主旨大意题、词义猜测题等。
对于这些不同类型的题目，考生需要有针对性地进行备考，熟悉题型特点，理清解题思路。
5. 如何备考考生可以通过阅读各类英文文章来提高自己的阅读能力，尤其是一些与考研相关的学术类文章。
另外，进行大量的阅读理解练习也是提高答题能力的有效途径，通过大量的练习，可以逐渐熟悉题型，提高答题效率。
6. 总结2002年考研英语一阅读理解文档是考研英语一部分的重要组成部分，对考生的英语能力综合考察很有必要。
在备考时，考生要注意提高阅读速度和理解能力，掌握答题技巧，加强词汇量和语法知识的积累，熟悉各类题型，并进行大量的练习，以取得理想的成绩。
抱歉，我似乎给出了重复的内容。
请允许我为您写一篇新的扩展内容。
以下是详细的扩展内容：7. 解读文章内容考研英语一阅读理解文档的文章内容涉及各个领域，例如社会、科技、文化、历史等。
对于考生来说，要善于理解和分析这些不同领域的文章，需要有一定的背景知识和跨学科的能力。
2002-2004考研英语真题及答案详解
2002年英语试题解析第一部分英语知识应用试题解析一、文章总体分析本文主要介绍了计算机的发展对通信革命及人们的生存方式产生的影响。
文章第一段从早期的通信革命入手，指出在15、16世纪和20世纪之间发生了很多事情，特别是通信革命加快了步伐。
第二段接着提到20世纪计算机的出现极大地改变了这一进程。
第三段指出随着计算机的发展，我们步入了一个信息社会。
在计算机影响下，通信革命改变了我们的工作和休闲方式，也影响了我们的思考和感知方式。
在结尾部分，文章提到，当然，关于这种通信革命在经济、政治、社会和文化各方面的影响是利大于弊还是弊大于利，还存在争议。
二、试题具体解析1. [A] between在…当中，在空间、位置或时间的中间[B] before在此之前早些时候，在…前面[C] since自从…以后，以前[D] later 后来，稍后，随后[答案] A[解析] 本题考核的知识点是：时间副词的用法辨析。
解此题关键看两个方面，一是理解文章第一句话的含义：人们曾对20世纪电视的发展以及15世纪和16世纪印刷术的传播进行了比较。
二是注意转折连词yet的用法，yet一般标志着接下来的内容与前面的内容出现了较大的不同，如：She said she would be late, yet she arrived on time.（她说她会迟到，但她却准时到达了）。
文中第二句话结构非常简单，主语和谓语都无法体现与第一句话的强烈对照，这时只能通过空格里填入的时间状语来体现了，因此这个时间副词应与第一句话中的时间状语in the 20th century和 in the 15th and 16th centuries相呼应并对照。
接下来关键看这个时间副词表示的是哪个时间段，15、16世纪之前，20世纪之后还是两者之间。
其实我们从下文中的the 19th century也可以推断出正确答案是between，即“然而，在这两个时段之间却发生了很多事情”。
考研英语一历年真题阅读难易程度对照表
难
Text4
Text1 Text2 Text3 Text4
Text1 Text2 Text3 Text4
定位
Text1 Text2 Text3 Text4
Text1 Text2 Text3 Text4
Text1 Text2 Text3 Text4
Text1 Text2 Text3 Text4
Text1 Text2 Text3 Text4
普通人驱动了社会时尚 会计准则的修改无助于银行复兴
2011年 对新任指挥家不看好 辞职追求自己的理想
网络新媒体 批评社会和媒体对育儿观的负面影响
2012年 同辈压力真的有益处吗 核电站公司背水一战起诉州政府违宪 科学发现声明的取信过程 工会势力太大会阻碍改革
2013年 着装过度会污染环境 微软与隐私：信息追踪的改变 人类未来没有那么悲观 最高法院对亚利桑那州移民法的裁定
Text1 Text2 Text3 Text4
Text1 Text2
Text3
考研英语一历年真题阅读难易程度对照表
文章主题
难度
一刷错误数
2000年
顺境表面不好，但还是好 人类已经停止进化
未来派诗歌不好 日本道德社会风气不好 鼓励公开树立远大理想
2001年
中上 易 易
中上 难
专业细分和专业化
难
数字鸿沟
2005年
中 易 中上 难
猴子和人一样会因不公而愤怒 环境保护与抽烟一样，要引以为戒
睡觉中做梦是可以被控制的
中 中上
难
语言向非正式语言发展
难
2006年
美国大熔炉同化能力 英国旅游小镇 海洋生物保护 忧愁艺术
中 中上
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2001年text2 2001年text3 2001年text4
社会生活类 社会生活类 商业经济类
研英语阅读理解分类一览表
出处 图书《如何成为一名优秀的演讲者》 《美国学校董事会杂志》 专著《希望：人类的重新统一》 《时代周刊》 《科学》 《经济学家》 《美国新闻与世界报道》 《新闻周刊》 《新闻周刊》 《美国新闻与世界报道》 《经济学家》 《美国律师协会期刊》
2002-2004年考研英语阅读理解分类一览表
序号 1 2 3 4 5 6 7 8 9 10 11 12 文章 2002年text1 2004年text4 2002年text2 2003年text1 2003年text2 2002年text3 2003年text3 2004年text3 2003年text4 2004年text1 2004年text2 2002年text4 类别 文化教育类 文化教育类 科普类 科普类 科普类 商业经济类 商业经济类 商业经济类 社会生活类 社会生活类 社会生活类 法律类
1997-2001年考研英语阅读理解分类一览表（每周习题用）
序号 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 文章 1997年text1 1997年text2 1997年text3 1997年text4 1998年text1 1998年text2 1998年text3 1998年text4 1999年text1 1999年text2 1999年text3 1999年text4 2000年text1 2000年text2 2000年text3 2000年text4 2001年text1 类别 法律类 文化历史类 社会生活类 商业经济类 科普类 商业经济类 哲学思想类 文化历史类 法律类 商业经济类 文化教育类 社会生活类 经济类 科普类 文学教育类 社会生活类 科普类
读理解分类一览表（每周习题用）
出处 暂无 暂无 暂无 暂无 暂无 暂无 暂无 暂无 暂无 暂无 暂无 暂无 暂无 暂无 暂无 暂无 暂无
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