2022年全国硕士研究生入学统一考试英语（一）试题
科目代码：201
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)
The idea that plants have some degree of consciousness first took root in the early 2000s; the term “plant neurobiology” was 1 around the notion that some aspects of plant behavior could be 2 to intelligence in animals. 3 plants lack brains, the firing of electrical signals in their stems and leaves nonetheless triggered responses that 4 consciousness, researchers previously reported.
But such an idea is untrue, according to a new opinion article. Plant biology is complex and fascinating, but it 5 so greatly from that of animals that so-called 6 of plants’ intelligence is inconclusive, the authors wrote. Beginning 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, “They 10 claimed that plants have ‘brain-like command centers’ at their root tips.”
This 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. ______ 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.
“For consciousness to evolve, a brain with a threshold 15 of complexity and capacity is required,” he
16 . “Since plants don’t have nervous systems, the 17 that they have consciousness are effectively zero.”And what’s so great about consciousness, anyway? Plants 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] cope with [B] consisted of [C] hinted at [D] extended in
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] sensitive
10.[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] local
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
People often complain that plastics are too durable.Water 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. But some plastic materials change over time. They crack and frizzle. They “weep” out additives. They melt into sludge. All of which creates huge headaches for institutions, such as museums, trying to preserve culturally important objects. The variety of plastic objects at risk is dizzying: early radios, avant-garde sculptures, celluloid animation stills from Disney films, the first artificial heart.
Certain 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. “It s like baking a cake: If you don’t have exact amounts, it goes wrong.” she says. “The object you make is already a time bomb.”
And sometimes, it's not the artist's fault. In the 1960s,the Italian artist Picro Gilardi began to create hundreds of bright, colorful foam pieces. Those pieces included small beds of roses and other items as well as a few dozen“nature carpets”—large rectangles decorated with foam pumpkins, cabbages, and watermelons. He wanted viewers to walk around on the carpets—which meant they had to be durable.
Unfortunately, the polyurethane foam he used is inherently unstable. It's especially vulnerable to light damage, and by the mid-1990s, Gilardi’s pumpkins, roses, and other figures were splitting and crumbling.
Museums locked some of them away in the dark.
So van Oosten and her colleagues worked to preserve Gilardi’s sculptures.They infused some with stabilizing and consolidating chemicals.Van Oosten calls those chemicals “sunscreens” because their goal was to prevent further light damage and rebuild worn polymer fibers.She is proud that several sculptures have even gone on display again,albeit sometimes beneath protective cases.
Despite success stories like van Oosten’s, preservation of plastics will likely get harder.Old objects continue to deteriorate.Worse, biodegradable plastics designed to disintegrate, are increasingly common.
And more is at stake here than individual objects. Joana 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.We 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 Ferreira’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
As 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.
Millennials were told that if you did well in school, got a decent degree, you would be set up for life. But that promise has been found wanting. As degrees became universal, they became devalued. Education was no longer a secure route of social mobility. Today, 28 per cent of graduates in the UK are in non-graduate roles, a percentage which is double the average among OECD countries.
This 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. Thankfully, 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. Employers have long seen the advantages of hiring school leavers who often prove themselves to be more committed and loyal employees than graduates. Many too are seeing the advantages of scrapping a degree requirement for certain roles. For those for whom a degree is the desired route, consider that this may well be the first of many. In this age of generalists, it pays to have specific knowledge or skills. Postgraduates now earn 40 per cent more than graduates. When more and more of us have a degree, it makes sense to have two.
It 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. It 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. Education, and not just knowledge gained on campus, will be a core part of Generation Z’s career trajectory.
Older generations often talk about their degree in the present and personal tense: ‘I am a geographer.’ or ‘I am a classist.’ Their 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 a 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 reflect_______.
[A] Millennial's 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 them. [D] They will have a limited choice of jobs. Text 3
Enlightening, challenging, stimulating, fun.These were some of the words that Nature readers used to describe their experience of art-science collaborations in a series of articles on partnerships between artists and researchers. Nearly 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.
Such an encouraging results is not surprising. Scientists are increasingly seeking out visual artists to help them communicate their work to new audiences. “Artists help scientists reach a broader audience and make emotional connections that enhance learning.” One respondent said.
One example of how artists and scientists have together rocked the scenes came last month when the Sydney Symphony Orchestra performed a reworked version of Antonio Vivaldi’s The Four Seasons. They 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. The performance was a creative call to action ahead of November's United Nations Climate Change Conference in Glasgow, UK.
But a genuine partnership must be a two-way street. Fewer artist than scientists responded to the Nature poll, however, several respondents noted that artists do not simply assist scientists with their communication requirements. Nor should their work be considered only as an object of study. 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. Such an approach can both prompt new research as well as result in powerful art.
More than half a century ago, the Massachusetts Institute of Technology opened its Center for Advanced Visual Studies(CAVS) to explore the role of technology in culture. The founders deliberately focused their
所有学校201英语（一）2022年考研真题试卷所有学校201英语（一）2022年考研真题试卷
theterm“plantneurobiology”was1aroundthenotionthatsomeaspectsofplantbehaviorcouldbe2tointelligenceinanimals.3plantslackbrains,thefiringofelectricalsignalsintheirstemsandleavesnonethelesstriggeredresponsesthat4consciousness,researcherspreviouslyreported.Butsuchanideaisuntrue,accordingtoanewopinionarticle.Plantbiologyiscomplexandfascinating,butit5sogreatlyfromthatofanimalsthatso-called6ofplantsintelligenceisinconclusive,theauthorswrote.Beginningin2006,somescientistshave7thatplantspossessneuron-likecellsthatinteractwithhormonesandneurotransmitters,8“aplantnervoussystem,9tothatinanimals,”saidleadstudyauthorLincolnTaiz,“They10claimedthatplantshavebrain-likecommandcentersattheirroottips.”This11makessenseifyousimplifytheworkingsofacomplexbrain,12ittoanarrayofelectricalpulses;cellsinplantsalsocommunicatethroughelectricalsignals.13,thesignalinginaplantisonly14similartothefiringinacomplexanimalbrain,whichismorethan“amassofcellsthatcommunicatebyelectricity,”Taizsaid.“Forconsciousnesstoevolve,abrainwithathreshold15ofcomplexityandcapacityisrequired,”he16.“Sinceplantsdonthavenervoussystems,the17thattheyhaveconsciousnessareeffectivelyzero.”Andwhatssogreataboutconsciousness,
2022考研英语一真题
the other half _16_ thecontainer was empty-and realized the tester had 17 them.Among the children who had not been tricked, the majority were _18 to cooperatewith the tester in learning a new skill, demonstrating that they trusted hisleadership.19, only five of the 30 children paired with the"_20"testerparticipated in a follow-up activity.1.[A]from[B]for[C]like[D]on2.[A]attention[B]concern[C]faith[D]interest3.[A]benefit[B]price[C]debt[D]hope4.[A]Again[B]Instead[C]Therefore[D]Then5.[A]When_BJUnless[C]Although[D]Until6.[A]selects[B]applies[C]produces[D]maintains7.[A]connect[B]compete[C]consult[D]compare28.[A]by[B]to[C]of9.[A]content[D]at[B]circle[C]period10.[A]counterparts[D]mood[B]colleagues[C]substitutes11.[A]Odd[D]supporters[B]Funny[C]Lucky12.[A]protect[D]Ironic[B]delight[C]surprise13.[A][D]monitorover[B]within[C]toward14.[A]added[D]between[B]transferred[C]introduced15.[A]out[D]entrusted[B]inside[C]back16.[A]proved[D]around[B]remembered[C]insisted17.[A]fooled[D]discovered[B]mocked[C]betrayed18.[A]forced[D]wronged[B]willing[C]hesitant19.[A]On the whole[D]entitled[B]As a result[C]For instance20.[A]incapable[D]In contrast[B]inflexible[C]unreliable[D]unsuitableSection II Reading Compr
2022年研究生入学考试英语一真题及解析
2022 年全国硕士研究生招生考试英语（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)The idea that plants have some degree of consciousness first took root in the early 2000s;the term “plant neurobiology”was 1 around the notion that some aspects of plant behavior could be 2 to intelligence in animals.3 plants lack brains, the firing of electrical signals in their stems and leaves nonetheless triggered responses that 4 consciousness, researchers previously reported.But such an idea is untrue, according to the authors of the new article.Plant biology is plex and fascinating, but it 5 so greatly from that of animals that so-called 6 of plants intelligence is inconclusive, the authors wrote.Beginning 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, “They 10 claimed that plants have brain- like mand centers at their root tips.”This 11 makes sense if you simplify the workings of
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