2025年全国硕士研究生招生考试英语（一）

Part A

Text 1

It is curious that Stephen Koziatek feels upbeat about his prospects in today’s economy. Given the backdrop of Brexit and the warnings of leading employers and economists – that Britain is heading for a recession – it seems bold of him to start a new business. But 15 months ago, he switched careers to become an apprentice at a firm called Belron, which repairs car windscreens, and is now thriving as a self-employed franchised dealer with a staff of nine. “I jumped at the chance because among my close friends was running the franchise,” he explains. “I thought I’d be good at this, and I wanted to prove it to myself.”

His team of nine is part of a new drive in Britain to place more people in what are known as apprenticeships – work-based training programs combining classroom instruction with on-the-job experience. In fact, the UK government is pushing to have 3 million apprenticeships in place by 2025. The government is also funding a new system that separates vocational training from academic education, creating separate tracks for students. Koziatek’s success is a case in point. Now, he’s working hard to pass the qualifications needed to become a full-time businessman. “For me, it’s a chance to work for myself,” he says. “There are risks, obviously. But you don’t get rewards without taking risks.”

The new system is a bold attempt to address the skills gap that has long plagued the UK economy. For decades, British schoolchildren have been steered away from vocational training and toward university degrees. The result is a chronic shortage of skilled technicians, electricians, mechanics and builders. The government’s new policy is a response to this mismatch. By separating academic and vocational tracks, the government hopes to encourage more young people to pursue technical and vocational education, thereby closing the skills gap and boosting economic productivity.

However, the new system is not without its critics. Some educators worry that it could lead to a two-tiered education system, where students from disadvantaged backgrounds are funneled into vocational tracks while their more affluent peers go on to university. There are also concerns that the new system might stifle creativity and innovation by focusing too heavily on job-specific skills. “We risk creating a generation of technicians who are good at fixing things but not at thinking,” warns one education expert.

（图片来源网络，侵删）

Despite these concerns, the government remains committed to its plan. “We need to value all forms of learning,” says a government spokesperson. “University is not the only path to success. A skilled workforce is essential for a modern economy.” The success stories of people like Koziatek offer a powerful argument for the government’s approach. As the UK economy continues to evolve, the debate over the best way to prepare young people for the future of work is sure to continue.

Questions 21-25:

According to Paragraph 1, Stephen Koziatek’s decision to start a new business was a bold one because __. [A] he could rely on his friends for business support [B] he was offered a franchise by a big company [C] the economy was in a bad shape then [D] he had a strong desire to prove himself

The word “upbeat” (Line 1, Paragraph 1) is closest in meaning to __. [A] discouraged [B] pessimistic [C] optimistic [D] worried

The UK government’s new policy is aimed at __. [A] reviving the British economy [英国] reforming its higher education [C] boosting its adolescent education [D] closing its skills gap

It can be learned from Paragraph 4 that the new system __. [A] may create inequality in education [B] helps to cultivate students’ creativity [C] is welcomed by educators [D] encourages students to go to university

What is the text mainly about? [A] Britain’s solution to its economic recession. [B] Government efforts to promote vocational education. [C] A new drive to place more people in apprenticeships. [D] The debate over the best path to success.

答案与解析

【答案】C

• 【解析】 细节题，题干问的是“为什么Stephen Koziatek决定创业是个大胆的决定”，根据第一段第二句：“Given the backdrop of Brexit and the warnings of leading employers and economists – that Britain is heading for a recession – it seems bold of him to start a new business.”（在脱欧以及主要雇主和经济学家的警告——英国正走向经济衰退——的背景下，他开新公司似乎很大胆。）这句话明确指出了他创业的大胆之处在于当时经济形势很差，选项C“the economy was in a bad shape then”（当时经济形势很差）与原文意思完全一致，选项A和B是他创业后成功的条件或方式，而不是原因，选项D是他自己的动机，但原文用“bold”来形容这个决定，主要是基于外部经济环境的考量。

【答案】C

• 【解析】 词汇题，题干要求解释“upbeat”在文中的意思，根据第一段，Stephen Koziatek在当前经济形势下却“feels upbeat about his prospects”（对自己的前景感到乐观），并且他后来生意兴隆（is now thriving），这说明他非常积极、有信心。“upbeat”最接近的意思是“optimistic”（乐观的），选项A“discouraged”（气馁的）和B“pessimistic”（悲观的）与语境相反，选项D“worried”（担忧的）也不符合。

【答案】D

• 【解析】 细节题，题干问英国政府新政策的目标是什么，定位到第三段：“The new system is a bold attempt to address the skills gap that has long plagued the UK economy.”（新系统是旨在解决长期困扰英国经济的技能差距的大胆尝试。）文章进一步解释了这个技能差距的具体表现以及新政策如何应对，新政策的核心目标是“closing its skills gap”（缩小技能差距），选项A“reviving the British economy”（振兴英国经济）范围过大，解决技能差距是振兴经济的手段之一，选项B和C分别涉及高等教育和青少年教育，而政策的核心是职业教育与学术教育的分离，并非专门针对这两个领域。

【答案】A

• 【解析】 推理题，题干问从第四段可以了解到新系统的什么信息，第四段主要介绍了批评者的观点：“Some educators worry that it could lead to a two-tiered education system, where students from disadvantaged backgrounds are funneled into vocational tracks while their more affluent peers go on to university.”（一些教育工作者担心，这可能导致一个双层教育体系，即弱势背景的学生被分流到职业轨道，而他们更富裕的同龄人则上大学。）这表明新系统可能加剧教育不平等，选项A“may create inequality in education”（可能造成教育不平等）是正确的推断，选项B与原文“stifle creativity and innovation”（扼杀创造力和创新）意思相反，选项C与原文批评者的存在相矛盾，选项D与原文“separating academic and vocational tracks”（将学术和职业轨道分开）的意思相反。

【答案】B

• 【解析】 主旨题，题干问文章主要讲了什么，文章开篇以Stephen Koziatek的例子引出英国的学徒制，接着介绍了政府推动职业教育的新政策，解释了其目的（解决技能差距），然后讨论了该政策引发的争议（教育不平等、扼杀创造力），最后重申了政府的决心，全文围绕英国政府为推广职业教育所做的努力及其影响展开，选项B“Government efforts to promote vocational education”（政府为推广职业教育所做的努力）最能概括全文主旨，选项A“Britain’s solution to its economic recession”范围过大，解决技能差距是解决经济问题的方法之一，选项C“A new drive to place more people in apprenticeships”是文章讨论的一个具体措施，但文章核心是政府推动的整个职业教育体系改革，选项D“The debate over the best path to success”只是文章后半部分讨论的一个方面，不能概括全文。

2025年全国硕士研究生招生考试英语（二）

Part A

Text 1

It’s true that high school coding academies are booming. In the 2025-2025 school year, more than 500,000 high school students took a computer science course, a 25% increase from the previous year. This surge is driven by the belief that coding is the new literacy of the 21st century, a fundamental skill that every child should possess. But is this belief justified? While there is no denying the importance of digital literacy, the push for universal coding education raises important questions.

Proponents argue that coding teaches problem-solving, logical thinking, and perseverance – skills that are