【正文】 has been cancelled. Sometimes the media get involved. Once, a British short film was shown on April Fools39。 Day about spaghetti farmers and how they harvest their crop from spaghetti trees! Scotland In Scotland, April Fools39。 Day lasts for two days! The second day is called Taily Day and tricks on this day involve the bottom (or the tail, in informal speech). Often a sign saying ‘kick me39。 is stuck onto someone39。s back without them knowing.（1）In what condition would someone be called fish of April in France? A.When one is fooled.B.If one is fond of fish.C.When one fools others.D.If one prefers chocolate.（2）What was the purpose of the British short film? A.To help the audience.B.To trick the audience.C.To warn the audience.D.To inform the audience.（3）Where does April Fools39。 Day last for more than one day? A.Italy.B.France.C.America.D.Scotland.【答案】 （1）A（2）B（3）D 【解析】【分析】本文是一篇說(shuō)明文，愚人節(jié)現(xiàn)在已經(jīng)發(fā)展成為一個(gè)國(guó)際性的娛樂節(jié)日，不同的國(guó)家以不同的方式慶祝這一天。作者講述了關(guān)于“愚人節(jié)”的一些事情以及一些國(guó)家愚人節(jié)的風(fēng)俗習(xí)慣。 （1）考查細(xì)節(jié)理解。根據(jù)France and Italy部分中的“In France and Italy, if someone plays a trick on you, you are the‘fish of April’.“在法國(guó)和意大利，如果有人捉弄你，你就是“四月魚”。”可知，在法國(guó)當(dāng)一個(gè)人被愚弄時(shí)才會(huì)有人被稱為“四月魚”。故選A。 （2）考查細(xì)節(jié)理解。根據(jù)America and Britain部分中的“Today, Americans and the British play small tricks on friends and strangers alike on 1 , a British short film was shown on April Fools39。 Day about spaghetti farmers and how they harvest their crop from spaghetti trees!”今天，美國(guó)人和英國(guó)人都會(huì)在4月1日這天對(duì)朋友和陌生人開些小玩笑。有一次，愚人節(jié)放映了一部英國(guó)短片，講的是種意大利面的農(nóng)民如何從意大利面樹上收獲意大利面”和“有一次，愚人節(jié)放映了一部英國(guó)短片，講的是種意大利面的農(nóng)民如何從意大利面樹上收獲意大利面?！笨芍?，英國(guó)短片的目的是來(lái)欺騙觀眾。故選B。 （3）考查細(xì)節(jié)理解。根據(jù)Scotland部分中的“In Scotland, April Fools39。 Day lasts for two days!“在蘇格蘭，愚人節(jié)要持續(xù)兩天！”可知，在蘇格蘭愚人節(jié)持續(xù)超過(guò)一天。故選D。 【點(diǎn)評(píng)】本題考點(diǎn)涉及細(xì)節(jié)理解題型的考查，是一篇文化類閱讀，考生需要準(zhǔn)確捕捉細(xì)節(jié)信息，結(jié)合題目要求，從而選出正確答案。8．閱讀理解 GOING TO UNIVERSITY is supposed to be a mindbroadening experience. That statement is probably made in parison to training for work straight after school, which might not be so encouraging. But is it actually true? Jessika Golle of the University of T252。bingen, in Germany, thought she would try to find out. Her result, however, is not quite what might be expected. As she reports in Psychological Science this week, she found that those who have been to university do indeed seem to leave with broader and more inquiring minds than those who have spent their immediate postschool years in vocational (職業(yè)的) training for work. However, it was not the case that university broadened minds. Rather, work seemed to narrow them. Dr. Golle came to this conclusion after she and a team of colleagues studied the early careers of 2,095 German youngsters. The team used two standardized tests to assess their volunteers. One was of personality traits, including openness, conscientiousness（認(rèn)真）and so on. The other was of attitudes, such as realistic, investigative and enterprising. They administered both tests twice—once towards the end of each volunteer39。s time at school, and then again six years later. Of the original group, 382 were on the intermediate track, from which there was a choice between the academic and vocational routes, and it was on these that the researchers focused. University beckoned for 212 of them. The remaining 170 chose vocational training and a job. When it came to the second round of tests, Dr. Golle found that the personalities of those who had gone to university had not changed significantly. Those who had undergone vocational training and then got jobs were not that much changed in personality, either—except in one crucial respect. They had bee more conscientious. That sounds like a good thing, certainly pared with the mon public image of undergraduates as a bunch of lazybones. But changes in attitude that the researchers recorded were rather worrying. In the university group, again, none were detectable. But those who had chosen the vocational route showed marked drops in interest in tasks that are investigative and enterprising in nature. And that might restrict their choice of careers. Some investigative and enterprising jobs, such as scientific research, are, indeed beyond the degreeless. But many, particularly in Germany, with its tradition of vocational training, are not. The researchers mention, for example, puter programmers and financesector workers as careers requiring these traits. If Dr. Golle is correct, and changes in attitude brought about by the very training Germany prides itself on are narrowing people39。s choices, that is indeed a matter worthy of serious consideration.（1）Which of the following can best replace beckoned for in Paragraph 2? A.Examined.B.Attracted.C.Organized.D.Recognized.（2）What can we learn from the research? A.The degreeless have not changed in personalities.B.Going to university is a mindbroadening experience.C.Working straight after school narrows people39。s minds.D.College students pride themselves on their education.（3）According to the last two paragraphs, . A.college students enjoy a very good public imageB.the undergraduates have changed significantly in attitudeC.the degreeless are much better at dealing with challenging tasksD.people show less interest in investigative jobs due to vocational training（4）What is the author39。s attitude towards the finding? A.Concerned.B.Optimistic.C.Unclear.D.Sceptical.【答案】 （1）B（2）C（3）D（4）A