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2022 年全国硕士研究生入学统一考试英语（一）试题
Section I Use of English
Directions:
Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D
on the ANSWER SHEET. (10 points)
①The idea that plants have some degree of consciousness first took root in the early 2000s.
②The term “plant neurobiology” was 1 around the notion that some aspects of plant
behavior could be 2 to intelligence in animals. ③ 3 plants lack brains, the firing of
electrical signals in their stems and leaves nonetheless triggered responses that 4
consciousness, researchers previously reported.
①But such an idea is untrue, according to a new opinion article. ②Plant biology is complex
and fascinating, but it 5 so greatly from that of animals that so-called 6 of plants’
intelligence is inconclusive, the author wrote.
①Beginning in 2006, some scientists have 7 that plants possess neuron-like cells that
interact with hormones and neurotransmitters, 8 “a plant nervous system, 9 to that in
animals,” said lead study author Lincoln Taiz. ②“They 10 claimed that plants have ‘brain-
like command centers’ at their root tips.”
①This 11 makes sense if you simplify the workings of a complex brain, 12 it to
an array of electrical pulses; cells in plants also communicate through electrical signals. ② 13 ,
the signaling in a plant is only 14 similar to the firing in a complex animal brain, which is
more than “a mass of cells that communicate by electricity,” Taiz said.
①“For consciousness to evolve, a brain with a threshold 15 of complexity and capacity
is required,” he 16 . ②“Since plants don’t have nervous systems, the 17 that they have
consciousness are effectively zero.”
①And what’s so great about consciousness, anyway? ②Plants can’t run away from 18 ,
so investing energy in a body system which 19 a threat and can feel pain would be a very
20 evolutionary strategy, according to the article.
1. [A] coined [B] discovered [C] collected [D] issued
2. [A] attributed [B] directed [C] compared [D] confined
3. [A] Unless [B] When [C] Once [D]Though
4. [A] coped with [B] consisted of [C] hinted at [D] extended to
5. [A] suffers [B] benefits [C] develops [D] differs
6. [A] acceptance [B] evidence [C] cultivation [D] creation
7. [A] doubted [B] denied [C] argued [D] requested
8. [A] adapting [B] forming [C] repairing [D] testing
9. [A] analogous [B] essential [C] suitable [D] sensitive10. [A] just [B] ever [C] still [D] even
11. [A] restriction [B] experiment [C] perspective [D] demand
12. [A] attaching [B] reducing [C] returning [D] exposing
13. [A] However [B] Moreover [C] Therefore [D] Otherwise
14. [A] temporarily [B] literally [C] superficially [D] imaginarily
15. [A] list [B] level [C] label [D] load
16. [A] recalled [B] agreed [C] questioned [D] added
17. [A] chances [B] risks [C] excuses [D] assumptions
18. [A] danger [B] failure [C] warning [D] control
19. [A] represents [B] includes [C] reveals [D] recognizes
20. [A] humble [B] poor [C] practical [D] easy
Section II Reading Comprehension
Part A
Directions:
Read the following four texts. Answer the questions below each text by choosing A, B, C or D.
Mark your answers on the ANSWER SHEET. (40 points)
Text 1
①People often complain that plastics are too durable. ②Water bottles, shopping bags, and
other trash litter the planet, from Mount Everest to the Mariana Trench, because plastics are
everywhere and don’t break down easily. ③But some plastic materials change over time. ④They
crack and frizzle. ⑤They “weep” out additives. ⑥They melt into sludge. ⑦All of which creates
huge headaches for institutions, such as museums, trying to preserve culturally important objects.
⑧The variety of plastic objects at risk is dizzying: early radios, avant-garde sculptures, celluloid
animation stills from Disney films, the first artificial heart.
①Certain artifacts are especially vulnerable because some pioneers in plastic art didn’t
always know how to mix ingredients properly, says Thea van Oosten, a polymer chemist who,
until retiring a few years ago, worked for decades at the Cultural Heritage Agency of the
Netherlands. ② “It’s like baking a cake: If you don’t have exact amounts, it goes wrong,” she
says. ③“The object you make is already a time bomb.”
①And sometimes, it’s not the artist’s fault. ②In the 1960s, the Italian artist Piero Gilardi
began to create hundreds of bright, colorful foam pieces. ③Those pieces included small beds of
roses and other items as well as a few dozen “nature carpet” — large rectangles decorated with
foam pumpkins, cabbages, and watermelons. ④He wanted viewers to walk around on the carpets
— which meant they had to be durable.
①Unfortunately, the polyurethane foam he used is inherently unstable. ②It’s especiallyvulnerable to light damage, and by the mid-1990s, Gilardi’s pumpkins, roses, and other figures
were splitting and crumbling. ③Museums locked some of them away in the dark.
①So van Oosten and her colleagues worked to preserve Gilardi’s sculptures. ②They infused
some with stabilizing and consolidating chemicals. ③Van Oosten calls those chemicals
“sunscreens” because their goal was to prevent further light damage and rebuild worn polymer
fibers. ④She is proud that several sculptures have even gone on display again, albeit sometimes
beneath protective cases.
①Despite success stories like van Oosten’s, preservation of plastics will likely get harder.
②Old objects continue to deteriorate. ③Worse, biodegradable plastics, designed to disintegrate,
are increasingly common.
①And more is at stake here than individual objects. ②Joana Lia Ferreira, an assistant
professor of conservation and restoration at the NOVA School of Science and Technology, notes
that archaeologists first defined the great material ages of human history — Stone Age, Iron Age,
and so on — after examining artifacts in museums. ③We now live in an age of plastic, she says,
“and what we decide to collect today, what we decide to preserve ... will have a strong impact on
how in the future we’ll be seen.”
21. According to Paragraph 1, museums are faced with difficulties in_______.
[A] maintaining their plastic items
[B] obtaining durable plastic artifacts
[C] handling outdated plastic exhibits
[D] classifying their plastic collections
22. Van Oosten believes that certain plastic objects are_______.
[A] immune to decay
[B] improperly shaped
[C] inherently flawed
[D] complex in structure
23. Museums stopped exhibiting some of Gilardi’s artworks to ______.
[A] keep them from hurting visitors
[B] duplicate them for future display
[C] have their ingredients analyzed
[D] prevent them from further damage
24. The author thinks that preservation of plastics is______.
[A] costly
[B] unworthy
[C] unpopular
[D] challenging
25. In Ferreia’s opinion, preservation of plastic artifacts______.
[A] will inspire future scientific research
[B] has profound historical significance[C] will help us separate the material ages
[D] has an impact on today’s cultural life
Text 2
①As the latest crop of students pen their undergraduate application form and weigh up their
options, it may be worth considering just how the point, purpose and value of a degree has
changed and what Generation Z need to consider as they start the third stage of their educational
journey.
①Millennials were told that if you did well in school, got a decent degree, you would be set
up for life. ②But that promise has been found wanting. ③As degrees became universal, they
became devalued. ④Education was no longer a secure route of social mobility. ⑤Today, 28 per
cent of graduates in the UK are in non-graduate roles, a percentage which is double the average
among OECD countries.
①This is not to say that there is no point in getting a degree, but rather stress that a degree is
not for everyone, that the switch from classroom to lecture hall is not an inevitable one and that
other options are available.
①Thankfully, there are signs that this is already happening, with Generation Z seeking to
learn from their millennial predecessors, even if parents and teachers tend to be still set in the
degree mindset. ②Employers have long seen the advantages of hiring school leavers who often
prove themselves to be more committed and loyal employees than graduates. ③Many too are
seeing the advantages of scrapping a degree requirement for certain roles.
①For those for whom a degree is the desired route, consider that this may well be the first of
many. ②In this age of generalists, it pays to have specific knowledge or skills. ③Postgraduates
now earn 40 per cent more than graduates. ④When more and more of us have a degree, it makes
sense to have two.
①It is unlikely that Generation Z will be done with education at 18 or 21; they will need to
be constantly up-skilling throughout their career to stay employable. ②It has been estimated that
this generation, due to the pressures of technology, the wish for personal fulfilment and desire for
diversity, will work for 17 different employers over the course of their working life and have five
different careers. ③Education, and not just knowledge gained on campus, will be a core part of
Generation Z’s career trajectory.
①Older generations often talk about their degree in the present and personal tense: ‘I am a
geographer’ or ‘I am a classist’. ②Their sons or daughters would never say such a thing; it’s as if
they already know that their degree won’t define them in the same way.
26. The author suggests that Generation Z should ________.
[A] be careful in choosing college
[B] be diligent at each educational stage
[C] reassess the necessity of college education
[D] postpone their undergraduate application
27. The percentage of UK graduates in non-graduate roles reflects ________.
[A] Millennials’ opinions about work
[B] the shrinking value of a degree[C] public discontent with education
[D] the desired route of social mobility
28. The author considers it a good sign that ________.
[A] Generation Z are seeking to earn a decent degree
[B] school leavers are willing to be skilled workers
[C] employers are taking a realistic attitude to degrees
[D] parents are changing their minds about education
29.It is advised in Paragraph 5 that those with one degree should ________.
[A] make an early decision on their career
[B] attend on-the-job training programs
[C] team up with high-paid postgraduates
[D] further their studies in a specific field
30.What can be concluded about Generation Z from the last two paragraphs?
[A] Lifelong learning will define them.
[B] They will make qualified educators.
[C] Degrees will no longer appeal to them.
[D] They will have a limited choice of jobs.
Text 3
①Enlightening, challenging, stimulating, fun. ②These were some of the words that
Nature readers used to describe their experiences of art-science collaborations in a series
of articles on partnerships between artists and researchers. ③Nearly 40% of the roughly
350 people who responded to an accompanying poll said they had collaborated with
artists; and almost all said they would consider doing so in future.
①Such an encouraging result is not surprising. ②Scientists are increasingly seeking
out visual artists to help them to communicate their work to new audiences. ③“Artists
help scientists reach a broader audience and make emotional connections that enhance
learning,” one respondent said.
①One example of how artists and scientists have together rocked the senses came last month
when the Sydney Symphony Orchestra performed a reworked version of Antonio Vivaldi’s The
Four Seasons. ②They reimagined the 300-year-old score by injecting the latest climate prediction
data for each season — provided by Monash University’s Climate Change Communication
Research Hub. ③ The performance was a creative call to action ahead of November’s United
Nations Climate Change Conference in Glasgow, UK.
①But a genuine partnership must be a two-way street. ②Fewer artists than scientists
responded to the Nature poll; however, several respondents noted that artists do not simply assist
scientists with their communication requirements. ③Nor should their work be considered only as
an object of study. ④ The alliances are most valuable when scientists and artists have a shared
stake in a project, are able to jointly design it and can critique each other’s work. ⑤ Such an
approach can both prompt new research as well as result in powerful art.
①More than half a century ago, the Massachusetts Institute of Technology opened its Centerfor Advanced Visual Studies (CAVS) to explore the role of technology in culture. ②The founders
deliberately focused their projects around light — hence the ‘visual studies’ in the name. ③Light
was a something that both artists and scientists had an interest in, and therefore could form the
basis of collaboration. ④ As science and technology progressed, and divided into more sub-
disciplines, the centre was simultaneously looking to a time when leading researchers could also
be artists, writers and poets, and vice versa.
①Nature’s poll findings suggest that this trend is as strong as ever, but, to make a
collaboration work, both sides need to invest time, and embrace surprise and challenge. ②The
reach of art–science tie-ups needs to go beyond the necessary purpose of research communication,
and participants must not fall into the trap of stereotyping each other. ③ Artists and scientists
alike are immersed in discovery and invention, and challenge and critique are core to both, too.
31. According to Paragraph 1, art-science collaborations have ______.
[A] caught the attention of critics
[B] received favorable responses
[C] promoted academic publishing
[D] sparked heated public disputes
32. The reworked version of The Four Seasons is mentioned to show that ______.
[A] art can offer audiences easy access to science
[B] science can help with the expression of emotions
[C] public participation in science has a promising future
[D] art is effective in facilitating scientific innovations
33. Some artists seem to worry that in the art-science partnership _______.
[A] their role may be underestimated
[B] their reputation may be impaired
[C] their creativity may be inhibited
[D] their work may be misguided
34. What does the author say about CAVS?
[A] It was headed alternately by artists and scientists.
[B] It exemplified valuable art-science alliances.
[C] Its projects aimed at advancing visual studies.
[D] Its founders sought to raise the status of artists.
35. In the last paragraph, the author holds that art-science collaborations ______.
[A] are likely to go beyond public expectations
[B] will intensify interdisciplinary competition
[C] should do more than communicating science
[D] are becoming more popular than before
Text 4①The personal grievance provisions of New Zealand’s Employment Relations Act 2000
(ERA) prevent an employer from firing an employee without good cause. ②Instead,
dismissals must be justified. ③Employers must both show cause and act in a procedurally
fair way.
①Personal grievance procedures were designed to guard the jobs of ordinary workers
from “unjustified dismissals”. ②The premise was that the common law of contract lacked
sufficient safeguards for workers against arbitrary conduct by management. ③Long gone are
the days when a boss could simply give an employee contractual notice.
①But these provisions create difficulties for businesses when applied to highly paid
managers and executives. ②As countless boards and business owners will attest,
constraining firms from firing poorly performing, high-earning managers is a handbrake on
boosting productivity and overall performance. ③The difference between C-grade and A-
grade managers may very well be the difference between business success or failure.
④Between preserving the jobs of ordinary workers or losing them. ⑤Yet mediocrity is no
longer enough to justify a dismissal.
①Consequently — and paradoxically — laws introduced to protect the jobs of ordinary
workers may be placing those jobs at risk.
①If not placing jobs at risk, to the extent employment protection laws constrain business
owners from dismissing underperforming managers, those laws act as a constraint on firm
productivity and therefore on workers’ wages. ②Indeed, in “An International Perspective
on New Zealand’s Productivity Paradox” (2014), the Productivity Commission singled out
the low quality of managerial capabilities as a cause of the country’s poor productivity growth
record.
①Nor are highly paid managers themselves immune from the harm caused by the ERA’s
unjustified dismissal procedures. ②Because employment protection laws make it costlier to
fire an employee, employers are more cautious about hiring new staff. ③This makes it harder
for the marginal manager to gain employment. ④And firms pay staff less because firms
carry the burden of the employment arrangement going wrong.
①Society also suffers from excessive employment protections. ②Stringent job
dismissal regulations adversely affect productivity growth and hamper both prosperity and
overall wellbeing.
①Across the Tasman Sea, Australia deals with the unjustified dismissal paradox by
excluding employees earning above a specified “high-income threshold” from the protection
of its unfair dismissal laws. ②In New Zealand, a 2016 private members’ Bill tried to permit
firms and high-income employees to contract out of the unjustified dismissal regime.
③However, the mechanisms proposed were unwieldy and the Bill was voted down following
the change in government later that year.
36. The personal grievance provisions of the ERA are intended to _______.
[A] punish dubious corporate practices
[B] improve traditional hiring procedures
[C] exempt employers from certain duties
[D] protect the rights of ordinary workers37. It can be learned from Paragraph 3 that the provisions may _______.
[A] hinder business development
[B] undermine the managers’ authority
[C] affect the public image of the firms
[D] worsen labor-management relations
38. Which of the following measures would the Productivity Commission support?
[A] Imposing reasonable wage restraints.
[B] Enforcing employment protection laws.
[C] Limiting the powers of business owners.
[D]Dismissing poorly performing managers.
39. What might be an effect of the ERA’s unjustified dismissal procedures？
[A] Highly paid managers lose their jobs.
[B] Employees suffer from salary cuts.
[C] Society sees a rise in overall wellbeing.
[D] Employers need to hire new staff.
40. It can be inferred that the “high-income threshold” in Australia _______.
[A] has secured managers’ earnings
[B] has produced undesired results
[C] is beneficial to business owners
[D] is difficult to put into practice
Part B
Directions:
Read the following comments on an article titled “Cases Against Zoos” by Emma Marris and a list
of statements summarizing the comments. Choose the best statement from the list A-G for each
numbered name (41—45). There are two extra choices which you do not need to use. Mark your
answers on the ANSWER SHEET. (10 points)
(41) Teri Byrd
I was a zoo and wildlife park employee for years. Both the wildlife park and zoo claimed to be
operating for the benefit of the animals and for conservation purposes. This claim was false.
Neither one of them actually participated in any contributions to animal research or conservation.
They are profitable institutions whose bottom line is much more important than the condition of
the animals.
Animals despise being captives in zoos. No matter how you “enhance” enclosures, they do not
allow for freedom, a natural diet or adequate exercise. Animals end up stressed and unhealthy or
dead. It’s past time for transparency with these institutions, and it’s past time to eliminate zoos
from our culture.
(42) Karen R. SimeAs a zoology professor, I agree with Emma Marris that zoo displays can be sad and cruel. But
she underestimates the educational value of zoos.
The zoology program at my university attracts students for whom zoo visits were the crucial
formative experience that led them to major in biological sciences. These are mostly students who
had no opportunity as children to travel to wilderness areas, wildlife refuges or national parks.
Although good TV shows can help stir children’s interest in conservation, they cannot replace the
excitement of a zoo visit as an intense, immersive and interactive experience. Surely there must be
some middle ground that balances zoos’ treatment of animals with their educational potential.
(43) Greg Newberry
Emma Marris’s article is an insult and disservice to the thousands of passionate, dedicated
people who work tirelessly to improve the lives of animals and protect our planet. She uses
outdated research and decades-old examples to undermine the noble mission of organizations
committed to connecting children to a world beyond their own.
Zoos are at the forefront of conservation and constantly evolving to improve how they care for
animals and protect each species in its natural habitat. Are there tragedies? Of course. But they are
the exception, not the norm that Ms. Marris implies. A distressed animal in a zoo will get as good
or better treatment than most of us at our local hospital.
(44) Dean Gallea
As a fellow environmentalist, animal-protection advocate and longtime vegetarian, I could
properly be in the same camp as Emma Marris on the issue of zoos. But I believe that well-run
zoos, and the heroic animals that suffer their captivity, do serve a higher purpose. Were it not for
opportunities to observe these beautiful, wild creatures close to home, many more people would
be driven by their fascination to travel to wild areas to seek out, disturb and even hunt them down.
Zoos are, in that sense, similar to natural history and archaeology museums, serving to satisfy
our need for contact with these living creatures while leaving the vast majority undisturbed in their
natural environments.
(45) John Fraser
Emma Marris selectively describes and misrepresents the findings of our research. Our studies
focused on the impact of zoo experiences on how people think about themselves and nature, and
the data points extracted from our studies do not, in any way, discount what is learned in a zoo
visit.
Zoos are tools for thinking. Our research provides strong support for the value of zoos in
connecting people with animals and with nature. Zoos provide a critical voice for conservation
and environmental protection. They afford an opportunity for people from all backgrounds to
encounter a range of animals, from drone bees to springbok or salmon, to better understand the
natural world we live in.
[A] Zoos, which spare no effort to take care of animals, should not be subjected to unfair criticism.
[B] To pressure zoos to spend less on their animals would lead to inhumane outcomes for the
precious creatures in their care.[C] While animals in captivity deserve sympathy, zoos play a significant role in starting young
people down the path of related sciences.
[D] Zoos save people trips to wilderness areas and thus contribute to wildlife conservation.
[E] For wild animals that cannot be returned to their natural habitats, zoos offer the best
alternative.
[F] Zoos should have been closed down as they prioritize moneymaking over animals’ wellbeing.
[G] Marris distorts our findings, which actually prove that zoos serve as an indispensable link
between man and nature.
Part C
Directions: Read the following text carefully and then translate the underlined segments into
Chinese. Write your answers on the ANSWER SHEET. (10 points)
Between 1807 and 1814 the Iberian Peninsula (comprising Spain and Portugal) was the scene
of a titanic and merciless struggle. It took place on many different planes: between Napoleon’s
French army and the angry inhabitants; between the British, ever keen to exacerbate the emperor’s
difficulties, and the marshals sent from Paris to try to keep them in check; between new forces of
science and meritocracy and old ones of conservatism and birth. (46) It was also, and this is
unknown even to many people well read about the period, a battle between those who made codes
and those who broke them.
I first discovered the Napoleonic code-breaking battle a few years ago when I was reading Sir
Charles Oman’s epic History of the Peninsular War. In volume V he had attached an appendix,
“The Scovell Ciphers.” (47) It listed many documents in code that had been captured from the
French army of Spain, and whose secrets had been revealed by the work of one George Scovell, an
officer in British headquarters. Oman rated Scovell’s significance highly, but at the same time, the
general nature of his History meant that (48) he could not analyze carefully what this obscure
officer may or may not have contributed to that great struggle between nations or indeed tell us
anything much about the man himself. Keen to read more, I was surprised to find that Oman’s
appendix, published in 1914, was the only considered thing that had been written about this secret
war.
I became convinced that this story was every bit as exciting and significant as that of Enigma
and the breaking of German codes in the Second World War. The question was, could it be told?
Studying Scovell’s papers at the Public Record Office, London, I found that he had left an
extensive journal and copious notes about his work in the peninsula. What was more, many
original French dispatches had been preserved in this collection, which, I realized, was priceless.
(49) There may have been many spies and intelligence officers during the Napoleonic Wars, but it
is usually extremely difficult to find the material they actually provided or worked on.
As I researched Scovell’s story, I found far more of interest besides his intelligence work. His
status in Lord Wellington’s headquarters and the recognition given to him for his work were bound
up with the class politics of the Army at the time. His story of self-improvement and hard work
would make a fascinating biography in its own right, but represents something more than that.
(50) Just as the code-breaking has its wider relevance in the struggle for Spain, so his attempts tomake his way up the promotion ladder speak volumes about British society.
Section III Writing
Part A
51. Directions:
Write an email to a professor at a British university, inviting him/her to organize a team for
the international innovation contest to be held at your university.
You should write about 100 words on the ANSWER SHEET.
Do not use your own name in the email; use “Li Ming” instead. (10 points)
Part B
52. Directions:
Write an essay of 160-200 words based on the picture below. In your essay, you should:
1) describe the picture briefly,
2) interpret the implied meaning, and
3) give your comments.
Write your answer on the ANSWER SHEET. (20 points)2022 年试题精读透析
答案速查表
Section I Use of English (10 points)
1. A 2. C 3. D 4. C 5. D 6. B 7. C 8. B 9. A 10.D
11. C 12. B 13. A 14. C 15. B 16. D 17. A 18. A 19. D 20. B
Section II Reading Comprehension (60 points)
Part A (40 points)
Text 1
21. A 22. C 23. D 24. D 25. B
Text 2
26. C 27. B 28. C 29. D 30. A
Text 3
31. B 32. A 33. A 34. B 35. C
Text 4
36. D 37. A 38. D 39. B 40. C
Part B (10 points)
41. F 42. C 43. A 44. D 45. G
Part C (10 points)
46. 这也是一场密码编写者和密码破译者之间的斗争，即使非常了解这段时期情况的人，
也对此不甚了解。
47. 该附录列入很多从驻西班牙法军那里缴获的密码文件，一个名叫乔治•斯科维尔的人破
译了其中的机密，此人是英军总部的一名军官。
48. 他既无法仔细分析这个名不见经传的军官是否在这场国家间的大规模战事中做出了贡献，
也根本无法告诉我们和此人相关的任何情况。
49. 拿破仑战争期间可能有很多间谍和情报人员，但要找到他们提供或处理过的情报资料，
通常是非常困难的。
50. 正如密码破译对西班牙战争具有更广泛的意义，乔治·斯科维尔在自我晋升之路上的努
力也为我们提供了英国社会的大量信息。
