2022考研英语一完整版真题及答案(回忆版)

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2022考研英语一完整版真题及答案(回忆版)

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 neurobiolog y was&n bsp; (1)&n bsp; around the notion that some aspects of plant behavior could be&n bsp; (2)&n bsp; to intelligence in animals.&n bsp; (3)&n bsp; plants lack brains, the firing of electrical signals in their stems and leaves nonetheless triggered responses that&n bsp; (4)&n bsp; consciousness, researchers previously reported.

But such an idea is untrue, according to a new opinion article. Plant biolog y is complex and fascinating, but it&n bsp; (5)&n bsp; so greatly from that of animals that so-called&n bsp; (6)&n bsp; of plants intelligence is inconclusive, the authors wrote.

Beginning in 2006, some scientists have&n bsp; (7)&n bsp; that plants possess neuron-like cells that interact with hormones and neurotrans mitters,&n bsp; (8)&n bsp; ”a plant nervous system,&n bsp; (9)&n bsp; to that in animals.“said lead study author Lincoln Taiz, ”They&n bsp; (10)&n bsp; claimed that plants have “brain-like command centers”at their root tips.“

This&n bsp; (11)&n bsp; makes sense if you simplify the workings of a complex brain.&n bsp; (12)&n bsp; it to an array of electrical pulses; cells in plants also communicate through electrical signals.&n bsp; (13)&n bsp; , the signaling in a plant is only&n bsp; (14)&n bsp; 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&n bsp; (15)&n bsp; of complexity and capacity is required,“he&n bsp; (16)&n bsp; ”Since plants don't have nervous systems, the&n bsp; (17)&n bsp; that they have consciousness are effectively zero.“

And what's so great about consciousness, anyway? Plants can't run away from (18)&n bsp; . so investing energ y in a body system which&n bsp; (19)&n bsp; a threat and can feel pain would be a very&n bsp; (20)&n bsp; evolutionary strateg y, 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.doub ted B.denied C.argued D.requested

8.A.adapting B.forming C.repairing D.testing

9.A.analogous B.essential C.suitable&n bsp; 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&n bsp; 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 s mall 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 Technolog y 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&n bsp; &n bsp; &n bsp; .

[A] maintaining their plastic items

[B] ob taining durable plastic artifacts

[C] handling outdated plastic exhibits

[D] classifying their plastic collections

22. Van Oosten believes that certain plastic objects are&n bsp; &n bsp; &n bsp; .

[A] immune to decay

[B] improperly shaped

[C] inherently flawed

[D] complex in structure

23. Museums st opped exhibiting some of Gilardi's artworks to&n bsp; &n bsp; &n bsp; .

[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&n bsp; &n bsp; &n bsp; .

[A] costly

[B] unworthy

[C] unpopular

[D] challenging

25. In Ferreira' s opinion, preservation of plastic artifacts&n bsp; &n bsp; &n bsp; .

[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 applications and weigh up their options, it may be worth considering just how the point, purpose and value of a degree has changed and what Gen 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 amongst the OECD.

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 Gen 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 Gen Z will be done with education at 18 or 21; they will need to be constantly up-skilling throughout their career to stay agile, relevant and employable. It has been estimated that this generation due to the pressures of technolog y, 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 T 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&n bsp; &n bsp; &n bsp; .

[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&n bsp; &n bsp; &n bsp; .

[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&n bsp; &n bsp; &n bsp; .

[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 degree

[D] parents are changing their minds about education

29. It is advised in Paragraph 5 that those with one degree should&n bsp; &n bsp; &n bsp; .

[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 leaning will define them.

[B]They will make qualified educators.

[C] Depress will no longer appeal them.

[D] They will have a limited choice of jobs.

Text 3

Enlightening, challenging, stimulating, fum. 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 Technolog y opened its Center for Advanced Visual Studies (CAVS) to explore the role of technolog y in culture. The founders deliberately focused their projects around light-hance the

“visual studies”in the name. Light was a something that both artists and scientists had an interest in, and therefore could form the basis of collaboration. As science and technolog y 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.

Nature' 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. The reach of art-science tie-ups needs to go beyond the necessary purpose of research communication, and participants.

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&n bsp; &n bsp; &n bsp; .

[A] caught the attention of critics

[B] received favorable responses

[C] promoted academic publishing

[D] sparked heated public dispu tes

32. The reworked version of The Four Seasons is mentioned to show that&n bsp; &n bsp; &n bsp; .

[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 about in the art-science partnership&n bsp; &n bsp; &n bsp; .

[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&n bsp; &n bsp; &n bsp; .

[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 4

The personal grievance provisions of New Zealand's Employment Relations Act 2000 (ERA)

prevent an employer from firing an employee without good cause. Instead. dis missals must be justified. Employers must both show cause and act in a procedurally fair way.

Personal grievance procedures were designed to guard the jobs of ordinary workers from “unjustified dis missals”. The premise was that the common law of contract lacked sufficient safeguards for workers against arbitrary conduct by mana gement. Long gone are the days when a boss could simply give an employee contractual notice.

But these provisions create difficulties for businesses when applied to highly paid mana gers and executives. As countless boards and business owners will attest, constraining firms from firing poorly performing. high-earning mana gers is a handbrake on boosting productivity and overall performance. The difference between C-grade and A-grade mana gers may very well be the difference between business success or failure. Between preserving the jobs of ordinary workers or losing them. Yet mediocrity is no longer enough to justify a dis missal.

Consequently—and paradoxically—laws introduced to protect the jobs of ordinary workers may be placing those jobs at risk If not placing jobs at risk, to the extent employment protection laws constrain business owners from dis missing under-performing mana gers, those laws act as a constraint on firm productivity and therefore on workers' wages. Indeed, in “An International Perspective on New Zealand's Productivity Paradox”(2014). the Productivity Commission singled out the low quality of mana gerial capabilities as a cause of the country' s poor productivity growth record.

Nor are highly paid mana gers themselves immune from the harm caused by the ERA's unjustified dis missal procedures. Because employment protection laws make it costlier to fire an employee, employers are more cautious about hiring new staff. This makes it harder for the marginal mana ger to gain employment. And firms pay staff less because firms carry the burden of the employment arrangement going wrong.

Society also suffers from excessive employment protections. Stringent job dis missal regulations adversely affect productivity growth and hamper both prosperity and overall well-being.

Across the Tas man Sea, Australia deals with the unjustified dis missal paradox by excluding employees earning above a specified “high-income threshold”from the protection of its unfair dis missal laws. In New Zealand, a 2016 private members' Bill tried to permit firms and high-income employees to contract out of the unjustified dis missal regime. However, the mechanis ms 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&n bsp; &n bsp; &n bsp; .

[A] punish dubious corporate practices

[B] improve traditional hiring procedures

[C] exempt employers from certain duties

[D] protect the rights of ordinary workers

37. It can be learned from Paragraph 3 that the provisions may&n bsp; &n bsp; &n bsp; .

[A] hinder business development

[B] undermine mana gers' authority

[C] affect the public image of the firms

[D] worsen labor-mana gement relations

38. Which of the following measures would be the Productivity Commission support?

[A] Imposing reasonable wage restraints.

[B] Enforcing employment protection laws

[C] Limiting the powers of business owners.

[D] Dis missing poorly performing mana gers.

39. What might be an effect of ERA's unjustified dis missal procedures?

[A] Highly paid mana gers lose their jobs.

[B] Employees suffer from salary cuts.

[C] Society sees a rise in overall well-being.

[D] Employers need to hire new staff.

40. It can be inferred that the “high-income threshold”in Australia&n bsp; &n bsp; &n bsp; .

[A] has secured mana gers' earnings

[B] has produced undesired results

[C] is beneficial to business owners

[D] is difficult to put into practice

Part B

Directions：In the following text，some sentences have been removed.For Questions 41-45，choose the most suitable one from the fist A-G to fit into each of the numbered blanks.There are two extra choices，which do not fit in any of the gaps.Mark your answers on ANSWER SHEET.（10 points）——7选5

(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 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 time for transparency with these institutions. and it's past time to eliminate zoos from our culture.

(42) Karen R. Sime

As a zoolog y professor, I agree with Emma Marris that zoo displays can be sad and cruel. But she underestimates the educational value of zoos.

The zoolog y 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 a disservice to the thousands of passionate 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 organization 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 so 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 archeolog y museums serving to satisfy our need for contact with these living creatures while leaving the vast majority undisturbed in their natural environments.

(44) 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.

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 criticis m

B.&n bsp; 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 money making over animals' wellbeing.

G.&n bsp; Marris distorts our findings which actually prove that zoos serve as an indispensable link between man and nature.

答案：41.F&n bsp; 42.C&n bsp; 43.A&n bsp; 44.D&n bsp; 45.G

Part C

Directions: Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written neatly 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 conservatis m 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 cryptographic 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. I was keen to read more, but was surprised to find that Oman's appendix, published in 1914. was the only considered thing that had been written about this secret ware.

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 (in Kew., west London) I found that he had left an extensive journal and copious notes a work in the peninsula. What was more, many original French dispatches had been preserved in this collection. I realized at once that this 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. Furthermore. Scovell's story involved much more than just intelligence work. His status in Lord Wellington's headquarters and the recognition given to him for his work were all bound up with the class politics of the army at the time. His tale 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 to make his way up the promotion ladder speak volumes about British society.

The story of Wellington himself also gripped me. Half a century ago his campaigns were considered a central part of the British historical mytholog y and spoon-fed to schoolboys.More recently this has not been the case, which is a great shame. A generation has grown up.

46.甚至是许多熟悉这段时期的人都不知道，这也是一场密码制作者与破解者之间的斗争。

47.它列出了许多从驻扎西班牙的法国军队缴获的密码文件，这些文件的秘密已为一名英国总部的军官乔治·斯科维尔的工作所揭露。

48. 他无法仔细分析这位黑默无闻的军官对国(guo)家间的伟大斗争做出了什么贡献，也无法告诉我们关于其本人的任何事情。

49.在拿破仑战争期间，可能有许多间谍和情报官员，但通常很难找到他们实际提供的处理的材料。

50.就像破译密码在西班牙的斗争中有更广泛的意义一样，他试图晋升的努力也对英国社会进行了充分说明。

Section III Writing

Part A

51. Directions: Write a e-mail to a professor at a British university, inviting him/her to organize a team for the international innovation to be held at your university.

You should write about 100 words on the ANSWER SHEET Do not use your one name. Use ”Li Ming“instead. (10 points)

参考范文：

Dear professor,

as a senior student from Tsinghua, I am writing this e-mail to invite you to organize a team for the international innovation which will be held at our university from June 5th to June 10th.

Innovation is the core factor of economic growth and the source of human wealth, but it is accomplished by the outstanding person. Considering that you are a famous professor and has made great achievements in innovation, we do hope you can organize a great team made up of innovative talents to participate in this activity.

Since your presence is of vital importance to our school, I sincerely hope you can come on that day. I am anxiously looking forward to your reply to tell me whether you can be here or not.

Yours sincerely,

Li Ming

【范文翻译】

尊敬的教授，

我是一名来自清华大学的大四学生，我写这封邮件的目的是想邀请您为国际创新大赛组建一个团队，该活动将于6月5日至6月10日在我校举行。

创新是经济增长的核心要素和人类财富的源泉，但它是由杰出的人才完成的。鉴于您是一位著(zhu)名的教授，并且在创新方面取得了很大的成就，我们非常希望您能组织一支由创新人才组成的优（you）秀团队来参加这次活动。

因为你们的到来对我们学校来说是至关重要的，我真诚地希望你们能在那天按时到来。

我急切地期待若您的答复，在回复中您将告诉我你是否能来我们学校。

谨启，

李明

Part B

52.Directions: Write an essay of 160-200 words based on the following drawing. In your assay, you should

1) describe the drawing briefly,

2）explain its intended meaning, and then

3) give your comments.

You should write neatly on the ANSWER SHEET.(20 points)

参考范文：

Graphically depicted in the picture is a scene, in which there are two students standing in front of a poster of a campus lecture. The individual on the left airs his perspective that it doesn't belong to his major and it is useless to listen to the lecture. Conversely, his counterpart holds the opposite idea that it may be useful to our study and growth. We are informed that various folks take different attitudes toward the same scene.

Undoub tedly, the author strives to convey a conspicuous message that we should be s prepared person. It is intensive learning that keeps us continually doing something valuable and admirable in spite of difficulties and discouragement. Besides, not only does a prepared mind makes us be full of energ y to face the coming challenges and competitions but also offers us the foundation for the coming success. According to a latest survey conducted by an international organizations, approximately 76.5% of the respondents hold the view that they are willing to learn extensively and to be a prepared person because a theory that opportunities don't come to those who aren't prepared.

Weighing up the above several aspects, I suppose that not until we realize the significance of being a prepared person and laming extensively and put this attitude into practice, can we foster it gradually and make a better progress. Therefore, the mass media, such as television and the Internet, should make every effort to propagate and advocate the positive mentality. In addition, as for our college students, we ought to do our part to learn any useful knowledge in our spare time.&n bsp; Only in this way can we embrace a prospective future.

【范文翻译】

图画清晰地描述了一个场景，在这个场景中，两个学生站在一张校园讲座的海报前面，左边的学生说：”不是我们专业的，听了也没用。“；相反，另一个学生说：”听了或许也有用。“不同的人对待同一场景可能会有不同的态度。

毫无疑间，作者向我们传达了一个明显的信息：我们应该做一个有准备的人。尽管有困难的沮丧，但是正是广泛学习使我们不断地做一些有价值和令人钦佩的事悟。此外，一个有准备的头脑不仅使我们充满活力以面对未来的挑战和竞争，也为我们未来的成功奠定了基础。根据国际机构做的zhui新的一项调查，76.5%的受访者持有的观点是：由于机会总是留给那些有准备的人，所以他们愿意广泛学习，做一个有准备的人。

考虑到这个现象的方方面面，我认为直到我们意识到广泛学习做一个有准备的人的重要性并且付诸实践，我们才能逐渐地培养这种态度并且取得进步。因此，大众媒体，比如电视和网络，应该尽全力去宣传这种积极（ji）的心态。此外，作为我们大学生而言，我们应该尽自己的zhui大努力在空余时间学习有用的知识。只有这样，我们才会拥抱一个更加美好的明天。

以上就是乐昇学教育整理好的“2022考研英语一完整版真题及答案(回忆版)”的全部内容，还会不断更新！！！

更多更新，同学可以咨询小乐老师，电话/微信：18030089296。也可以扫码关注下方的微信公众号：乐昇学。

乐昇学教育有礼回收真题活动

经历了考研的人都知道很多学校都不再公布专业课真题了，真题收集十分困难，有的同学到考试了依然找不到真题复习，有的同学踩了很多坑走了很多弯路上当受骗。乐昇学教育深知真题收集十分困难且繁琐，几乎占据了大部分的精力。

赠人玫瑰，手留余香！为此，乐昇学教育决定发起一个【回收真题】的活动。回收是为了能够使真题和资料得到传承，也是为了未来的学弟学妹提供一条更加方便的考研路，也是需要每一届考研人共同努力建设。

当然，乐昇学教育会根据大家提供的回忆题做整理和校对，其中汇总整理、增补和校对、还有就是所涉及的公式、图形等整理也并非简单之事。但我始终相信，有大家的帮忙，会让考研路更加明亮有希望。

针对提供真题的同学，乐昇学教育会根据真题的回忆难度、回忆完整度送出一份zhui新的【复试相关资料包】，方便大家快速进入复试准备的工作。考完后快来参与啦！

乐昇学教育助力您的未来

乐昇学教育有0元免(mian)费提升学历的全额奖学金计划。自学统考的四门科目达到80分及以上即可拿全额的奖学金，达到70分及以上即可拿第2个档次的奖学金。考上相关证书和研究生后，也可拿半价奖学金。

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