The ocean is heating up. That’s the conclusion of a new study that finds that Earth’s oceans now 26_____ heat at twice the rate they did 18 years ago. Around half of ocean heat intake since 1865 has taken place since 1997, researchers report online in Nature Climate Change.Warming waters are known to 27_____ to coral bleaching (珊瑚白化) and they take up more space than cooler waters, raising sea 28_____ . While the top of the ocean is well studied, its depths are more difficult to 29_____ . The researchers gathered 150 years of ocean temperature data in order to get a better 30_____ of heat absorption from surface to seabed. They gathered together temperature readings collected by everything from a 19th century 31 _____ of British naval ships to modern automated ocean probes. The extensive data sources, 32_____ with computer simulations (计算机模拟), created a timeline of ocean temperature changes, including cooling from volcanic outbreaks and warming from fossil fuel 33_____ .About 35 percent of the heat taken in by the oceans during the industrial era now resides at a 34_____ of more than 700 meters, the researchers found. They say they’re 35_____ whether the deep-sea warming canceled out warming at the sea’s surface.
【A】 I first began to investigate the basis of human motivation—and how people persevere after setbacks—as a psychology graduate student at Yale University in the 1960s. Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control. After such an experience an animal often remains passive even when it can effect change—a state they called learned helplessness.
【B】 People can learn to be helpless, too. Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
【C】 In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame. When I told a group of school children who displayed helpless behavior that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve hard math problems. These experiments indicated that a focus on effort can help resolve helplessness and generate success.
【D】 Later, I developed a broader theory of what separates the two general classes of learners—helpless versus mastery-oriented. I realized these different types of students not only explain their failures differently, but they also hold different “theories” of intelligence. The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set（思维模式）.” Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely. The mastery-oriented children, on the other hand, think intelligence is not fixed and can be developed through education and hard work. Such children believe challenges are energizing rather than intimidating (令人生畏); they offer opportunities to learn. Students with such a growth mind-set were destined (注定) for greater academic success and were quite likely to outperform their counterparts.
【E】 We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades. At the beginning of seventh grade, we assessed the students’ mind-sets by asking them to agree or disagree with statements such as “Your intelligence is something very basic about you that you can’t really change.” We then assessed their beliefs about other aspects of learning and looked to see what happened to their grades.
【F】As predicted, the students with a growth mind-set felt that learning was a more important goal than getting good grades. In addition, they held hard work in high regard. They understood that even geniuses have to work hard. Confronted by a setback such as a disappointing test grade, students with a growth mind-set said they would study harder or try a different strategy. The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they would study less in the future, try never to take that subject again and consider cheating on future tests.
【G】Such different outlooks had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester—and the gap between the two groups continued to widen during the two years we followed them.
【H】 A fixed mind-set can also hinder communication and progress in the workplace and discourage or ignore constructive criticism and advice. Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
【I】 How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical geniuses who were more or less born that way puts students in a fixed mind-set, but descriptions of great mathematicians who fell in love with math and developed amazing skills produce a growth mind-set.
【J】 In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine. I designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high. Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork. In the growth mind-set classes, students read and discussed an article entitled “You Can Grow Your Brain.” They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Despite being unaware that there were two types of instruction, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
【K】 Research is converging (汇 聚) on the conclusion that great accomplishment and even genius is typically the result of years of passion and dedication and not something that flows naturally from a gift.
11、The author’s experiment shows that students with a fixed mind-set believe having to work hard is an indication of low ability.
A A
B B
C C
D D
E E
F F
G G
H H
I I
J J
K K
答案解析：36. The author’s experiment shows that students with a fixed mind-set believe having to work hard is an indication of low ability.
[F] The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability.
解析：完成此题需要理解整篇文章，难度最大。由fixed mind-set定位至文章D段，D—H段介绍了两种类型学生——无助型学生和以掌握为导向的学生，同时二者对应两种思维模式，即固定思维模式以及成长型思维模式，此外，根据介词短语indication of low ability定位至文章F段中间，sign对应indication。
37. Focusing on effort is effective in helping children overcome frustration and achieve success.
[C] These experiments indicated that a focus on effort can help resolve helplessness and generate success.解析：定位段尾，符合正常的阅读顺序。介词短语Focusing on effort以及并列结构overcome frustration and achieve success作为关键词，由此定位至C段最后一句。overcome frustration and achieve success是resolve helplessness and generate success的同义替换。
38. We can cultivate a growth mind-set in children by telling success stories that emphasize hard work and love of learning.
[I] How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work.
39. Students’ belief about the cause of their failure explains their attitude toward setbacks.
[B] Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
解析：定位段尾问句处，介词短语the cause of their failure对应B段原文的why they had failed，attitude对应原文中的give up，同时toward setbacks对应原文中的encounter difficulty。
40. In the author’s experiment, student with a growth mind-set showed greater perseverance in solving difficult math problems.
[G] At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence.
41. The author conducted an experiment to find out about the influence of students’ mind-sets on math learning.
[E] We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades.
解析：定位至段首数字之后，experiment对应文章中的study, 介词短语influence of students’ mind-sets on math learning对应原文E段中的how their mind-sets might affect their math grades，41题整句话是对E段开头的概述。
42. After failing again and again, most animals give up hope.
[A] Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control.
解析：根据animal精准定位，即可定位至文章A段。
43. Informing students about the brain as a learning machine is a good strategy to enhance their motivation for learning.
[J] In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
解析：关注段首段尾处，总结概括，数字加以辅证。结合介词about以及as，找到短语brain as a learning machine，对应J段开头的mind as a learning machine，再结合不定式to以及介词for，锁定定位词enhance their motivation，对应J段结尾数字描述“motivational changes in 27%”。
44. People with a fixed mind-set believe that one’s intelligence is unchangeable.
[D] The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set.”
45. In the workplace, feedback may not be so welcome to managers with a fixed mind-set.
[H] Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
解析：通过workplace及managers精准定位，直接定位至文章H段。
12、Focusing on effort is effective in helping children overcome frustration and achieve success.
A A
B B
C C
D D
E E
F F
G G
H H
I I
J J
K K
答案解析：36. The author’s experiment shows that students with a fixed mind-set believe having to work hard is an indication of low ability.
[F] The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability.
解析：完成此题需要理解整篇文章，难度最大。由fixed mind-set定位至文章D段，D—H段介绍了两种类型学生——无助型学生和以掌握为导向的学生，同时二者对应两种思维模式，即固定思维模式以及成长型思维模式，此外，根据介词短语indication of low ability定位至文章F段中间，sign对应indication。
37. Focusing on effort is effective in helping children overcome frustration and achieve success.
[C] These experiments indicated that a focus on effort can help resolve helplessness and generate success.解析：定位段尾，符合正常的阅读顺序。介词短语Focusing on effort以及并列结构overcome frustration and achieve success作为关键词，由此定位至C段最后一句。overcome frustration and achieve success是resolve helplessness and generate success的同义替换。
38. We can cultivate a growth mind-set in children by telling success stories that emphasize hard work and love of learning.
[I] How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work.
39. Students’ belief about the cause of their failure explains their attitude toward setbacks.
[B] Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
解析：定位段尾问句处，介词短语the cause of their failure对应B段原文的why they had failed，attitude对应原文中的give up，同时toward setbacks对应原文中的encounter difficulty。
40. In the author’s experiment, student with a growth mind-set showed greater perseverance in solving difficult math problems.
[G] At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence.
41. The author conducted an experiment to find out about the influence of students’ mind-sets on math learning.
[E] We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades.
解析：定位至段首数字之后，experiment对应文章中的study, 介词短语influence of students’ mind-sets on math learning对应原文E段中的how their mind-sets might affect their math grades，41题整句话是对E段开头的概述。
42. After failing again and again, most animals give up hope.
[A] Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control.
解析：根据animal精准定位，即可定位至文章A段。
43. Informing students about the brain as a learning machine is a good strategy to enhance their motivation for learning.
[J] In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
解析：关注段首段尾处，总结概括，数字加以辅证。结合介词about以及as，找到短语brain as a learning machine，对应J段开头的mind as a learning machine，再结合不定式to以及介词for，锁定定位词enhance their motivation，对应J段结尾数字描述“motivational changes in 27%”。
44. People with a fixed mind-set believe that one’s intelligence is unchangeable.
[D] The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set.”
45. In the workplace, feedback may not be so welcome to managers with a fixed mind-set.
[H] Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
解析：通过workplace及managers精准定位，直接定位至文章H段。
13、We can cultivate a growth mind-set in children by telling success stories that emphasize hard work and love of learning.
A A
B B
C C
D D
E E
F F
G G
H H
I I
J J
K K
答案解析：36. The author’s experiment shows that students with a fixed mind-set believe having to work hard is an indication of low ability.
[F] The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability.
解析：完成此题需要理解整篇文章，难度最大。由fixed mind-set定位至文章D段，D—H段介绍了两种类型学生——无助型学生和以掌握为导向的学生，同时二者对应两种思维模式，即固定思维模式以及成长型思维模式，此外，根据介词短语indication of low ability定位至文章F段中间，sign对应indication。
37. Focusing on effort is effective in helping children overcome frustration and achieve success.
[C] These experiments indicated that a focus on effort can help resolve helplessness and generate success.解析：定位段尾，符合正常的阅读顺序。介词短语Focusing on effort以及并列结构overcome frustration and achieve success作为关键词，由此定位至C段最后一句。overcome frustration and achieve success是resolve helplessness and generate success的同义替换。
38. We can cultivate a growth mind-set in children by telling success stories that emphasize hard work and love of learning.
[I] How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work.
39. Students’ belief about the cause of their failure explains their attitude toward setbacks.
[B] Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
解析：定位段尾问句处，介词短语the cause of their failure对应B段原文的why they had failed，attitude对应原文中的give up，同时toward setbacks对应原文中的encounter difficulty。
40. In the author’s experiment, student with a growth mind-set showed greater perseverance in solving difficult math problems.
[G] At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence.
41. The author conducted an experiment to find out about the influence of students’ mind-sets on math learning.
[E] We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades.
解析：定位至段首数字之后，experiment对应文章中的study, 介词短语influence of students’ mind-sets on math learning对应原文E段中的how their mind-sets might affect their math grades，41题整句话是对E段开头的概述。
42. After failing again and again, most animals give up hope.
[A] Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control.
解析：根据animal精准定位，即可定位至文章A段。
43. Informing students about the brain as a learning machine is a good strategy to enhance their motivation for learning.
[J] In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
解析：关注段首段尾处，总结概括，数字加以辅证。结合介词about以及as，找到短语brain as a learning machine，对应J段开头的mind as a learning machine，再结合不定式to以及介词for，锁定定位词enhance their motivation，对应J段结尾数字描述“motivational changes in 27%”。
44. People with a fixed mind-set believe that one’s intelligence is unchangeable.
[D] The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set.”
45. In the workplace, feedback may not be so welcome to managers with a fixed mind-set.
[H] Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
解析：通过workplace及managers精准定位，直接定位至文章H段。
14、Students’ belief about the cause of their failure explains their attitude toward setbacks.
A A
B B
C C
D D
E E
F F
G G
H H
I I
J J
K K
答案解析：36. The author’s experiment shows that students with a fixed mind-set believe having to work hard is an indication of low ability.
[F] The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability.
解析：完成此题需要理解整篇文章，难度最大。由fixed mind-set定位至文章D段，D—H段介绍了两种类型学生——无助型学生和以掌握为导向的学生，同时二者对应两种思维模式，即固定思维模式以及成长型思维模式，此外，根据介词短语indication of low ability定位至文章F段中间，sign对应indication。
37. Focusing on effort is effective in helping children overcome frustration and achieve success.
[C] These experiments indicated that a focus on effort can help resolve helplessness and generate success.解析：定位段尾，符合正常的阅读顺序。介词短语Focusing on effort以及并列结构overcome frustration and achieve success作为关键词，由此定位至C段最后一句。overcome frustration and achieve success是resolve helplessness and generate success的同义替换。
38. We can cultivate a growth mind-set in children by telling success stories that emphasize hard work and love of learning.
[I] How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work.
39. Students’ belief about the cause of their failure explains their attitude toward setbacks.
[B] Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
解析：定位段尾问句处，介词短语the cause of their failure对应B段原文的why they had failed，attitude对应原文中的give up，同时toward setbacks对应原文中的encounter difficulty。
40. In the author’s experiment, student with a growth mind-set showed greater perseverance in solving difficult math problems.
[G] At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence.
41. The author conducted an experiment to find out about the influence of students’ mind-sets on math learning.
[E] We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades.
解析：定位至段首数字之后，experiment对应文章中的study, 介词短语influence of students’ mind-sets on math learning对应原文E段中的how their mind-sets might affect their math grades，41题整句话是对E段开头的概述。
42. After failing again and again, most animals give up hope.
[A] Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control.
解析：根据animal精准定位，即可定位至文章A段。
43. Informing students about the brain as a learning machine is a good strategy to enhance their motivation for learning.
[J] In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
解析：关注段首段尾处，总结概括，数字加以辅证。结合介词about以及as，找到短语brain as a learning machine，对应J段开头的mind as a learning machine，再结合不定式to以及介词for，锁定定位词enhance their motivation，对应J段结尾数字描述“motivational changes in 27%”。
44. People with a fixed mind-set believe that one’s intelligence is unchangeable.
[D] The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set.”
45. In the workplace, feedback may not be so welcome to managers with a fixed mind-set.
[H] Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
解析：通过workplace及managers精准定位，直接定位至文章H段。
15、In the author’s experiment, students with a growth mind-set showed greater perseverance in solving difficult math problems.
A A
B B
C C
D D
E E
F F
G G
H H
I I
J J
K K
答案解析：36. The author’s experiment shows that students with a fixed mind-set believe having to work hard is an indication of low ability.
[F] The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability.
解析：完成此题需要理解整篇文章，难度最大。由fixed mind-set定位至文章D段，D—H段介绍了两种类型学生——无助型学生和以掌握为导向的学生，同时二者对应两种思维模式，即固定思维模式以及成长型思维模式，此外，根据介词短语indication of low ability定位至文章F段中间，sign对应indication。
37. Focusing on effort is effective in helping children overcome frustration and achieve success.
[C] These experiments indicated that a focus on effort can help resolve helplessness and generate success.解析：定位段尾，符合正常的阅读顺序。介词短语Focusing on effort以及并列结构overcome frustration and achieve success作为关键词，由此定位至C段最后一句。overcome frustration and achieve success是resolve helplessness and generate success的同义替换。
38. We can cultivate a growth mind-set in children by telling success stories that emphasize hard work and love of learning.
[I] How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work.
39. Students’ belief about the cause of their failure explains their attitude toward setbacks.
[B] Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
解析：定位段尾问句处，介词短语the cause of their failure对应B段原文的why they had failed，attitude对应原文中的give up，同时toward setbacks对应原文中的encounter difficulty。
40. In the author’s experiment, student with a growth mind-set showed greater perseverance in solving difficult math problems.
[G] At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence.
41. The author conducted an experiment to find out about the influence of students’ mind-sets on math learning.
[E] We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades.
解析：定位至段首数字之后，experiment对应文章中的study, 介词短语influence of students’ mind-sets on math learning对应原文E段中的how their mind-sets might affect their math grades，41题整句话是对E段开头的概述。
42. After failing again and again, most animals give up hope.
[A] Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control.
解析：根据animal精准定位，即可定位至文章A段。
43. Informing students about the brain as a learning machine is a good strategy to enhance their motivation for learning.
[J] In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
解析：关注段首段尾处，总结概括，数字加以辅证。结合介词about以及as，找到短语brain as a learning machine，对应J段开头的mind as a learning machine，再结合不定式to以及介词for，锁定定位词enhance their motivation，对应J段结尾数字描述“motivational changes in 27%”。
44. People with a fixed mind-set believe that one’s intelligence is unchangeable.
[D] The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set.”
45. In the workplace, feedback may not be so welcome to managers with a fixed mind-set.
[H] Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
解析：通过workplace及managers精准定位，直接定位至文章H段。
16、The author conducted an experiment to find out about the influence of students’ mind-sets on math learning.
A A
B B
C C
D D
E E
F F
G G
H H
I I
J J
K K
答案解析：36. The author’s experiment shows that students with a fixed mind-set believe having to work hard is an indication of low ability.
[F] The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability.
解析：完成此题需要理解整篇文章，难度最大。由fixed mind-set定位至文章D段，D—H段介绍了两种类型学生——无助型学生和以掌握为导向的学生，同时二者对应两种思维模式，即固定思维模式以及成长型思维模式，此外，根据介词短语indication of low ability定位至文章F段中间，sign对应indication。
37. Focusing on effort is effective in helping children overcome frustration and achieve success.
[C] These experiments indicated that a focus on effort can help resolve helplessness and generate success.解析：定位段尾，符合正常的阅读顺序。介词短语Focusing on effort以及并列结构overcome frustration and achieve success作为关键词，由此定位至C段最后一句。overcome frustration and achieve success是resolve helplessness and generate success的同义替换。
38. We can cultivate a growth mind-set in children by telling success stories that emphasize hard work and love of learning.
[I] How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work.
39. Students’ belief about the cause of their failure explains their attitude toward setbacks.
[B] Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
解析：定位段尾问句处，介词短语the cause of their failure对应B段原文的why they had failed，attitude对应原文中的give up，同时toward setbacks对应原文中的encounter difficulty。
40. In the author’s experiment, student with a growth mind-set showed greater perseverance in solving difficult math problems.
[G] At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence.
41. The author conducted an experiment to find out about the influence of students’ mind-sets on math learning.
[E] We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades.
解析：定位至段首数字之后，experiment对应文章中的study, 介词短语influence of students’ mind-sets on math learning对应原文E段中的how their mind-sets might affect their math grades，41题整句话是对E段开头的概述。
42. After failing again and again, most animals give up hope.
[A] Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control.
解析：根据animal精准定位，即可定位至文章A段。
43. Informing students about the brain as a learning machine is a good strategy to enhance their motivation for learning.
[J] In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
解析：关注段首段尾处，总结概括，数字加以辅证。结合介词about以及as，找到短语brain as a learning machine，对应J段开头的mind as a learning machine，再结合不定式to以及介词for，锁定定位词enhance their motivation，对应J段结尾数字描述“motivational changes in 27%”。
44. People with a fixed mind-set believe that one’s intelligence is unchangeable.
[D] The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set.”
45. In the workplace, feedback may not be so welcome to managers with a fixed mind-set.
[H] Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
解析：通过workplace及managers精准定位，直接定位至文章H段。
17、After failing again and again, most animals give up hope.
A A
B B
C C
D D
E E
F F
G G
H H
I I
J J
K K
答案解析：36. The author’s experiment shows that students with a fixed mind-set believe having to work hard is an indication of low ability.
[F] The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability.
解析：完成此题需要理解整篇文章，难度最大。由fixed mind-set定位至文章D段，D—H段介绍了两种类型学生——无助型学生和以掌握为导向的学生，同时二者对应两种思维模式，即固定思维模式以及成长型思维模式，此外，根据介词短语indication of low ability定位至文章F段中间，sign对应indication。
37. Focusing on effort is effective in helping children overcome frustration and achieve success.
[C] These experiments indicated that a focus on effort can help resolve helplessness and generate success.解析：定位段尾，符合正常的阅读顺序。介词短语Focusing on effort以及并列结构overcome frustration and achieve success作为关键词，由此定位至C段最后一句。overcome frustration and achieve success是resolve helplessness and generate success的同义替换。
38. We can cultivate a growth mind-set in children by telling success stories that emphasize hard work and love of learning.
[I] How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work.
39. Students’ belief about the cause of their failure explains their attitude toward setbacks.
[B] Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
解析：定位段尾问句处，介词短语the cause of their failure对应B段原文的why they had failed，attitude对应原文中的give up，同时toward setbacks对应原文中的encounter difficulty。
40. In the author’s experiment, student with a growth mind-set showed greater perseverance in solving difficult math problems.
[G] At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence.
41. The author conducted an experiment to find out about the influence of students’ mind-sets on math learning.
[E] We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades.
解析：定位至段首数字之后，experiment对应文章中的study, 介词短语influence of students’ mind-sets on math learning对应原文E段中的how their mind-sets might affect their math grades，41题整句话是对E段开头的概述。
42. After failing again and again, most animals give up hope.
[A] Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control.
解析：根据animal精准定位，即可定位至文章A段。
43. Informing students about the brain as a learning machine is a good strategy to enhance their motivation for learning.
[J] In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
解析：关注段首段尾处，总结概括，数字加以辅证。结合介词about以及as，找到短语brain as a learning machine，对应J段开头的mind as a learning machine，再结合不定式to以及介词for，锁定定位词enhance their motivation，对应J段结尾数字描述“motivational changes in 27%”。
44. People with a fixed mind-set believe that one’s intelligence is unchangeable.
[D] The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set.”
45. In the workplace, feedback may not be so welcome to managers with a fixed mind-set.
[H] Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
解析：通过workplace及managers精准定位，直接定位至文章H段。
18、Informing students about the brain as a learning machine is a good strategy to enhance their motivation for learning.
A A
B B
C C
D D
E E
F F
G G
H H
I I
J J
K K
答案解析：36. The author’s experiment shows that students with a fixed mind-set believe having to work hard is an indication of low ability.
[F] The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability.
解析：完成此题需要理解整篇文章，难度最大。由fixed mind-set定位至文章D段，D—H段介绍了两种类型学生——无助型学生和以掌握为导向的学生，同时二者对应两种思维模式，即固定思维模式以及成长型思维模式，此外，根据介词短语indication of low ability定位至文章F段中间，sign对应indication。
37. Focusing on effort is effective in helping children overcome frustration and achieve success.
[C] These experiments indicated that a focus on effort can help resolve helplessness and generate success.解析：定位段尾，符合正常的阅读顺序。介词短语Focusing on effort以及并列结构overcome frustration and achieve success作为关键词，由此定位至C段最后一句。overcome frustration and achieve success是resolve helplessness and generate success的同义替换。
38. We can cultivate a growth mind-set in children by telling success stories that emphasize hard work and love of learning.
[I] How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work.
39. Students’ belief about the cause of their failure explains their attitude toward setbacks.
[B] Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
解析：定位段尾问句处，介词短语the cause of their failure对应B段原文的why they had failed，attitude对应原文中的give up，同时toward setbacks对应原文中的encounter difficulty。
40. In the author’s experiment, student with a growth mind-set showed greater perseverance in solving difficult math problems.
[G] At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence.
41. The author conducted an experiment to find out about the influence of students’ mind-sets on math learning.
[E] We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades.
解析：定位至段首数字之后，experiment对应文章中的study, 介词短语influence of students’ mind-sets on math learning对应原文E段中的how their mind-sets might affect their math grades，41题整句话是对E段开头的概述。
42. After failing again and again, most animals give up hope.
[A] Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control.
解析：根据animal精准定位，即可定位至文章A段。
43. Informing students about the brain as a learning machine is a good strategy to enhance their motivation for learning.
[J] In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
解析：关注段首段尾处，总结概括，数字加以辅证。结合介词about以及as，找到短语brain as a learning machine，对应J段开头的mind as a learning machine，再结合不定式to以及介词for，锁定定位词enhance their motivation，对应J段结尾数字描述“motivational changes in 27%”。
44. People with a fixed mind-set believe that one’s intelligence is unchangeable.
[D] The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set.”
45. In the workplace, feedback may not be so welcome to managers with a fixed mind-set.
[H] Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
解析：通过workplace及managers精准定位，直接定位至文章H段。
19、People with a fixed mind-set believe that one’s intelligence is unchangeable.
A A
B B
C C
D D
E E
F F
G G
H H
I I
J J
K K
答案解析：36. The author’s experiment shows that students with a fixed mind-set believe having to work hard is an indication of low ability.
[F] The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability.
解析：完成此题需要理解整篇文章，难度最大。由fixed mind-set定位至文章D段，D—H段介绍了两种类型学生——无助型学生和以掌握为导向的学生，同时二者对应两种思维模式，即固定思维模式以及成长型思维模式，此外，根据介词短语indication of low ability定位至文章F段中间，sign对应indication。
37. Focusing on effort is effective in helping children overcome frustration and achieve success.
[C] These experiments indicated that a focus on effort can help resolve helplessness and generate success.解析：定位段尾，符合正常的阅读顺序。介词短语Focusing on effort以及并列结构overcome frustration and achieve success作为关键词，由此定位至C段最后一句。overcome frustration and achieve success是resolve helplessness and generate success的同义替换。
38. We can cultivate a growth mind-set in children by telling success stories that emphasize hard work and love of learning.
[I] How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work.
39. Students’ belief about the cause of their failure explains their attitude toward setbacks.
[B] Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
解析：定位段尾问句处，介词短语the cause of their failure对应B段原文的why they had failed，attitude对应原文中的give up，同时toward setbacks对应原文中的encounter difficulty。
40. In the author’s experiment, student with a growth mind-set showed greater perseverance in solving difficult math problems.
[G] At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence.
41. The author conducted an experiment to find out about the influence of students’ mind-sets on math learning.
[E] We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades.
解析：定位至段首数字之后，experiment对应文章中的study, 介词短语influence of students’ mind-sets on math learning对应原文E段中的how their mind-sets might affect their math grades，41题整句话是对E段开头的概述。
42. After failing again and again, most animals give up hope.
[A] Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control.
解析：根据animal精准定位，即可定位至文章A段。
43. Informing students about the brain as a learning machine is a good strategy to enhance their motivation for learning.
[J] In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
解析：关注段首段尾处，总结概括，数字加以辅证。结合介词about以及as，找到短语brain as a learning machine，对应J段开头的mind as a learning machine，再结合不定式to以及介词for，锁定定位词enhance their motivation，对应J段结尾数字描述“motivational changes in 27%”。
44. People with a fixed mind-set believe that one’s intelligence is unchangeable.
[D] The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set.”
45. In the workplace, feedback may not be so welcome to managers with a fixed mind-set.
[H] Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
解析：通过workplace及managers精准定位，直接定位至文章H段。
20、In the workplace, feedback may not be so welcome to managers with a fixed mind-set.
A A
B B
C C
D D
E E
F F
G G
H H
I I
J J
K K
答案解析：36. The author’s experiment shows that students with a fixed mind-set believe having to work hard is an indication of low ability.
[F] The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability.
解析：完成此题需要理解整篇文章，难度最大。由fixed mind-set定位至文章D段，D—H段介绍了两种类型学生——无助型学生和以掌握为导向的学生，同时二者对应两种思维模式，即固定思维模式以及成长型思维模式，此外，根据介词短语indication of low ability定位至文章F段中间，sign对应indication。
37. Focusing on effort is effective in helping children overcome frustration and achieve success.
[C] These experiments indicated that a focus on effort can help resolve helplessness and generate success.解析：定位段尾，符合正常的阅读顺序。介词短语Focusing on effort以及并列结构overcome frustration and achieve success作为关键词，由此定位至C段最后一句。overcome frustration and achieve success是resolve helplessness and generate success的同义替换。
38. We can cultivate a growth mind-set in children by telling success stories that emphasize hard work and love of learning.
[I] How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work.
39. Students’ belief about the cause of their failure explains their attitude toward setbacks.
[B] Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.
解析：定位段尾问句处，介词短语the cause of their failure对应B段原文的why they had failed，attitude对应原文中的give up，同时toward setbacks对应原文中的encounter difficulty。
40. In the author’s experiment, student with a growth mind-set showed greater perseverance in solving difficult math problems.
[G] At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence.
41. The author conducted an experiment to find out about the influence of students’ mind-sets on math learning.
[E] We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades.
解析：定位至段首数字之后，experiment对应文章中的study, 介词短语influence of students’ mind-sets on math learning对应原文E段中的how their mind-sets might affect their math grades，41题整句话是对E段开头的概述。
42. After failing again and again, most animals give up hope.
[A] Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control.
解析：根据animal精准定位，即可定位至文章A段。
43. Informing students about the brain as a learning machine is a good strategy to enhance their motivation for learning.
[J] In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.
解析：关注段首段尾处，总结概括，数字加以辅证。结合介词about以及as，找到短语brain as a learning machine，对应J段开头的mind as a learning machine，再结合不定式to以及介词for，锁定定位词enhance their motivation，对应J段结尾数字描述“motivational changes in 27%”。
44. People with a fixed mind-set believe that one’s intelligence is unchangeable.
[D] The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set.”
45. In the workplace, feedback may not be so welcome to managers with a fixed mind-set.
[H] Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
解析：通过workplace及managers精准定位，直接定位至文章H段。
Part III Reading Comprehension
“Sugar, alcohol and tobacco,” economist Adam Smith once wrote, “are commodities which are nowhere necessaries of life, which have become objects of almost universal consumption, and which are, therefore, extremely popular subjects of taxation.”
Two and a half centuries on, most countries impose some sort of tax on alcohol and tobacco. With surging obesity levels putting increasing strain on public health systems, governments around the world have begun to toy with the idea of taxing sugar as well.
Whether such taxes work is a matter of debate. A preliminary review of Mexico’s taxation found a fall in purchases of taxed drinks as well as a rise in sales of untaxed and healthier drinks. By contrast, a Danish tax on foods high in fats was abandoned a year after its introduction, amid claims that consumers were avoiding it by crossing the border to Germany to satisfy their desire for cheaper, fattier fare.
The food industry has, in general, been firmly opposed to such direct government action. Nonetheless, the renewed focus on waistlines means that industry groups are under pressure to demonstrate their products are healthy as well as tasty.
Over the past three decades, the industry has made some efforts to improve the quality of its offerings. For example, some drink manufactures have cut the amount of sugar in their beverages.
Many of the reductions over the past 30 years have been achieved either by reducing the amount of sugar, salt or fat in a product, or by finding an alternative ingredient. More recently, however, some companies have been investing money in a more ambitious undertaking: learning how to adjust the fundamental make-up of the food they sell. For example, having salt on the outside, but none on the inside, reduces the salt content without changing the taste.
While reformulating recipes ( 配 方 ) is one way to improve public health, it should be part of a multi-sided approach. The key is to remember that there is not just one solution. To deal with obesity, a mixture of approaches—including reformulation, taxation and adjusting portion sizes—will be needed. There is no silver bullet.
21、What did Adam Smith say about sugar, alcohol and tobacco?
A They were profitable to manufacture.
B They were in ever-increasing demand.
C They were subject to taxation almost everywhere.
D They were no longer considered necessities of life.
答案解析：
46. C）They were subject to taxation almost everywhere.
解析：细节推断题。根据题干中的Adam Smith定位至文章第一段。文中指出，糖、酒精和烟草是世界性的消费品，也是最广泛的征税对象。由此可知，本题答案出现在并列的定语从句中。A项“生产它们可以带来利润”以及B项“人们对它们的需求一直在上升”，这两个选项在原文中无对应信息。原文只是说不论在哪儿这些都不是生活的必需品，并且已经变成了全球消费品。C选项是对原文的同义改写。were subject to taxation 对应原文subjects of taxation , almost everywhere对应原文extremely popular。D项“它们不再是生活必需品”与原文背道而驰。
22、Why have many countries started to consider taxing sugar?
A They are under growing pressures to balance their national budgets.
B They find it ever harder to cope with sugar-induced health problems.
C They practice of taxing alcohol and tobacco has proved both popular and profitable.
D The sugar industry is overtaking alcohol and tobacco business in generating profits.
答案解析：
47. B）They find it ever harder to cope with sugar-induced health problems.
解析：细节题。根据题干中的started to consider taxing sugar定位至第二段第二句。该段第二句指出，由于世界肥胖人数的增加对公共健康造成了压力，各国政府都开始考虑对糖征收税费。可以得出，是由于肥胖导致了健康问题，所以才要对糖征收税费。选项B是对原文的同义改写。而A项提到的国家预算压力，原文中未出现。C项“征收烟草和酒精税，受欢迎而且好处又多”以及D项“糖果行业的利润超过了酒精和烟草行业”，这些都没提到。
23、What do we learn about Danish taxation on fat-rich foods?
A It did not work out as well as was expected.
B It gave rise to a lot of problems on the border.
C It could not succeed without German cooperation.
D It met with firm opposition from the food industry.
答案解析：
48. A）It did not work out as well as was expected.
解析：细节推断题。根据题干中的Danish taxation on fat-rich foods定位至文章第三段第三句。第三句表明，丹麦对高脂肪食物的征税一年之后就取消，这是因为消费者为了避税跑到德国买低价的高脂肪食物。此举并未实现提高税费，阻止人们去购买高脂肪食物的目标，因此A项是对原文信息的概括。B项以及C项中分别出现了border以及German，但这是很明显的曲解原意选项，再次证明看到原词重现反而要多加注意。D项“遭到食品行业抵制”在原文中未出现。
24、What is the more recent effort by food companies to make foods and drinks both healthy and tasty?
A Replacing sugar or salt with alternative ingredients.
B Setting a limit on the amount of sugar or salt in their products.
C Investing in research to find ways to adapt to consumers’ needs.
D Adjusting the physical composition of their products.
答案解析：
49. D） Adjusting the physical composition of their products.
解析：细节题。根据题干中的the more recent effort by food companies定位至文章第六段倒数第二句。在该句冒号后的adjust the fundamental make-up of the food they sell（调整所售食物的基本成分）对公司近期所做出的努力进行了解释说明。D项Adjusting the physical composition of their products则是对定位句的同义改写，故D项为正确答案。
25、What does the author mean by saying, at the end of the passage, “There is no silver bullet”(Line 4, Para. 7)?
A There is no single easy quick solution to the problem.
B There is no hope of success without public cooperation.
C There is no hurry in finding ways to solve the obesity problem.
D There is no effective way to reduce people’s sugar consumption.
答案解析：
50. A）There is no single easy quick solution to the problem.
解析：语义题。直接定位至文章第七段，文中指出，改变配方是改善公共健康的方法之一，此外还需要多种解决方法。结合silver bullet字面含义，子弹的速度是很快的，因此，原文想表达的是不存在快速解决肥胖的办法，结合原文not just one solution，A项“不存在快速且单一的解决问题的方法”与原文内容一致。
Part III Reading Comprehension
You may have heard some of the fashion industry horror stories: models eating tissues or cotton balls to hold off hunger, and models collapsing from hunger-induced heart attacks just seconds after they step off the runway.
Excessively skinny models have been a point of controversy for decades, and two researchers say a model’s body mass should be a workplace health and safety issue. In an editorial released Monday in the American Journal of Public Health, Katherine Record and Bryn Austin made their case for government regulation of the fashion industry.
The average international runway model has a body mass index (BMI) under 16—low enough to indicate starvation by the World Health Organization’s standard. And Record and Austin are worried not just about the models themselves, but about the vast number of girls and women their images influence.
“Especially girls and teens”, says Record. “Seventy percent of girls aged 10 to 18 report that they define perfect body image based on what they see in magazines.” That’s especially worrying, she says, given that anorexia (厌食症) results in more deaths than does any other mental illness, according to the National Institute of Mental Health.
It’s commonly known that certain diseases are linked with occupations like lung disease in coal miners. Professional fashion models are particularly vulnerable to eating disorders resulting from occupational demands to maintain extreme thinness.
Record’s suggestion is to prohibit agents from hiring models with a BMI below 18.
In April, France passed a law setting lower limits for a model’s weight. Agents and fashion houses who hire models with BMI under 18 could pay $82,000 in fines and spend up to 6 months in jail. Regulating the fashion industry in the United States won’t be easy, Record says. But with the new rules in France, U.S. support could make a difference. “A designer can’t survive without participating in Paris Fashion Week”, she says, adding, “Our argument is that the same would be true of New York Fashion Week.”
26、What do Record and Austin say about fashion models’ body mass?
A It has caused needless controversy.
B It is but a matter of personal taste.
C It is the focus of the modeling business.
D It affects models’ health and safety.
答案解析：
51. D） It affects models’ health and safety.
解析：细节推断题。由Record and Austin以及fashion models’ body mass定位至文章第二段第一句，该句指出，两位研究人员指出，模特的体重应该是职场健康和安全问题，选项中D项是对这句话的同义转述。而A项中虽然出现了原文的词汇controversy，但是选项A的意思为“过度瘦的模特引发的争议”，并不是两位研究人员的观点。B项、C项未提及。
27、What are Record and Austin advocating in the Monday editorial?
A A change in the public’s view of female beauty.
B Government legislation about models’ weight.
C Elimination of forced weight loss by models.
D Prohibition of models eating non-food stuff.
答案解析：
52. B） Government legislation about models’ weight.
解析：细节题。根据题干中的Record and Austin以及Monday editorial定位至文章第二段第二句。该句指出：两位研究人员指出，政府该对时尚界进行监管，B项是对这句话的同义转述，故正确。government legislation对应原文的government regulation。
28、Why are Record and Austin especially worried about the low body mass index of models?
A It contributes to many mental illnesses.
B It defines the future of the fashion industry.
C It has great influence on numerous girls and women.
D It keeps many otherwise qualified women off the runaway.
答案解析：
53. C） It has great influence on numerous girls and women.
解析：细节题。由Record and Austin worried定位至第三段第二句。该句指出，Record和Austin担心的不仅仅是这些模特自身，更担心这些模特的形象对女孩和妇女的影响。此时问题的答案出现在转折词“but”之后，因此C项才是原文侧重表达的。
29、What do we learn about France’s fashion industry?
30、What does Record expect of New York Fashion Week?
A It will create a completely new set of rules.
B It will do better than Paris Fashion Week.
C It will differ from Paris Fashion Week.
D It will have models with a higher BMI.
答案解析：
55. D） It will have models with a higher BMI.
解析：细节题。根据题干中的New York Fashion Week定位至第七段最后一句。文中Record的话指出，一个设计师无法参加法国时装周就无法在业内生存，之于纽约时装周也同理。上文中提出无法参加时装周的原因是雇用体重指数低于18的模特，这样不仅会被罚款而且还有牢狱之灾。因此法国出台新法律之后，有了新的规章，为了参加时装周，模特不能过于消瘦，也就必须要增加体重指数，因此D项符合文意。A项提出the new rules是法国的不是美国的，为干扰项，曲解原意。B项以及C项将两个时装周对比，但是文中并未提及。
