2025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)

On a five-day trip to the Kalaallit Nunaat, Greenland, in late July, I had a chance to see the island's magnificent icebergs and glaciers. 1 , the trip was not just about the 2 . It was also about the people. The Kalaallit are Greenland's 3 people, and I had the opportunity to learn about their culture and 4 .

The Kalaallit have lived in Greenland for 4,000 years, 5 the island's first settlers. They have a deep 6 of the land and its environment. For centuries, they have 7 the harsh Arctic climate, hunting and fishing to 8 . Their traditional way of life is based on a 9 relationship with nature, and they have a rich 10 of stories, songs, and dances that 11 their history and beliefs.

However, like many indigenous peoples around the world, the Kalaallit are facing 12 . Climate change is 13 their traditional way of life. The sea ice is melting, 14 it harder for them to hunt seals and other marine animals. This is 15 their food supply and threatening their economic survival. In addition, the younger generation is increasingly 16 to Western culture, and there is a 17 that their unique cultural heritage may be lost.

Despite these challenges, the Kalaallit are not 18 . They are working to 19 their culture and adapt to the changing world. They are using modern technology to document their traditions and 20 them to younger generations.

1. [A] Moreover [B] However [C] Therefore [D] Otherwise
2. [A] scenery [B] climate [C] people [D] history
3. [A] original [B] native [C] aboriginal [D] indigenous
4. [A] language [B] lifestyle [C] history [D] traditions
5. [A] regarded as [B] known as [C] considered as [D] thought as
6. [A] understanding [B] knowledge [C] awareness [D] recognition
7. [A] adapted to [B] adjusted to [C] accustomed to [D] suited to
8. [A] survive [B] live [C] exist [D] thrive
9. [A] harmonious [B] balanced [C] mutual [D] respectful
10. [A] collection [B] heritage [C] tradition [D] legacy
11. [A] reflect [B] represent [C] symbolize [D] illustrate
12. [A] challenges [B] difficulties [C] problems [D] threats
13. [A] threatening [B] endangering [C] impacting [D] affecting
14. [A] making [B] causing [C] rendering [D] leaving
15. [A] reducing [B] decreasing [C] diminishing [D] affecting
16. [A] exposed [B] faced [C] confronted [D] encountered
17. [A] fear [B] concern [C] worry [D] anxiety
18. [A] giving up [B] giving in [C] giving way [D] giving out
19. [A] preserve [B] protect [C] maintain [D] sustain
20. [A] pass on [B] pass down [C] pass over [D] pass through

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

In order to “change lives for the better” and reduce “dependency,” George Osborne, Chancellor of the Exchequer, introduced the “upfront work search” scheme. Only those out of work for more than a year will be eligible to sign on. Claimants will have to start looking for a job within the first two weeks of losing their job. They will join the “work programme” when they have been out of work for a year. This will last up to two years, or until they find work.

What could possibly be wrong with this? The government argues that it will “empower” claimants and “make work pay.” But the reality is that the scheme is likely to push the already disadvantaged even further to the margins of society. The claimant will have to sign a “claimant commitment” detailing what they will do to find work. If they fail to meet the requirements, they could face sanctions, including the loss of benefits.

The problem is that the government has failed to consider the specific circumstances of the people it seeks to help. Many of the long-term unemployed have complex problems, such as health issues, lack of skills, or caring responsibilities. These people need tailored support, not a one-size-fits-all approach. The “upfront work search” scheme ignores these complexities and risks punishing those who are most in need.

Furthermore, the scheme does not address the root causes of unemployment. Instead of helping people find work, it focuses on punishing them for being out of work. This is unlikely to create jobs or improve the people's employability. In fact, it may have the opposite effect. The stress and anxiety caused by the constant threat of sanctions could make it even harder for people to find work.

In conclusion, the “upfront work search” scheme is a flawed policy that fails to understand the needs of the long-term unemployed. It risks further marginalizing an already vulnerable group and does little to address the real issues behind unemployment. A more compassionate and effective approach would be to provide targeted support and training, rather than relying on punitive measures.

21. The “upfront work search” scheme is intended to help people. [A] find a job within a year [B] get their benefits more quickly [C] receive more tailored support [D] start looking for a job immediately
22. It is implied in Paragraph 2 that the scheme may. [A] empower the claimants [B] make work pay more [C] penalize the claimants [D] reduce dependency
23. The author believes that the scheme fails to. [A] provide the claimants with detailed instructions [B] consider the claimants' individual situations [C] ensure that the claimants find a work [D] empower the claimants to find a work
24. What is the author's attitude towards the scheme? [A] Tolerant [B] Indifferent [C] Critical [D] Supportive
25. The text is mainly about. [A] an introduction to a new government scheme [B] a criticism of a new government scheme [C] the root causes of unemployment [D] how to help the long-term unemployed

Text 2

It is curious that the earliest of our three states of matter, the solid, should be the one we know least about. We can describe a gas by its pressure, volume, and temperature. We can describe a liquid by its density and surface tension. But how do we describe a solid? The answer is that we don't really have a good way to do it. The reason is that the atoms in a solid are arranged in a highly ordered structure, a crystal lattice, and the properties of the solid depend on the details of this arrangement.

This complexity makes the study of solids a challenging field. However, it is also what makes it so fascinating. Scientists have been trying to understand the properties of solids for centuries. They have made great progress, but there is still much to learn. One of the most exciting areas of research today is the study of high-temperature superconductors. These materials can conduct electricity with zero resistance at temperatures that are much higher than those required for conventional superconductors. This could lead to revolutionary changes in power transmission and storage.

Another area of active research is the study of topological insulators. These are materials that are insulators in their interior but can conduct electricity on their surface. This unique property makes them potentially useful for a new generation of electronic devices. The discovery of these materials has opened up a new frontier in solid-state physics.

Despite the challenges, the study of solids continues to push the boundaries of our knowledge. Each new discovery brings with it new questions and new avenues for research. The field is far from being exhausted, and it promises to yield many more exciting breakthroughs in the future.

26. The author mentions gases and liquids in the first paragraph to. [A] show that they are easier to study than solids [B] introduce the topic of the states of matter [C] contrast them with solids [D] explain their properties
27. What is the main reason why it is difficult to describe a solid? [A] Its atoms are arranged in a disordered way. [B] Its properties are not as stable as those of gases and liquids. [C] The arrangement of its atoms is complex. [D] We don't have good instruments to study it.
28. The word "fascinating" (Line 3, Paragraph 2) is closest in meaning to. [A] challenging [B] interesting [C] difficult [D] rewarding
29. According to the text, high-temperature superconductors. [A