江苏省扬州中学2014届高三上学期10月月考英语试题答案(3)

Finally one day in the year 1878, so the story goes, two miners came in and asked for “grub”. Tabor had decided to quit supplying it because he had lost too much money that way. These were persistent, however, and Tabor was too busy to argue with them. “Oh help yourself. One more time won’t make any difference,” He said and went on selling shoes and hats to other customers. The two miners took $17 worth of supplies, in return for which they gave Tabor a one-third interest in their findings. They picked a barren place on the mountain side and began to dig. After nine days they struck a rich vein of silver. Tabor bought the shares of the other two men, and so the mine belonged to him alone. This mine, known as the “Pittsburgh Mine,” made $1,300,000 for Tabor in return for his $17 investment.
Later Tabor bought the Matchless Mine on another barren hillside just outside the town for $117,000. This turned out to be even more fabulous than the Pittsburgh, yielding $35,000 worth of silver per day at one time. Leadville grew. Tabor became its first mayor, and later became lieutenant governor of the state.
 
59．Which of the following can be the best title for the passage?
A．Tabor’s Life.                        B．A legend of the Old West
C．Lead Makes Leadville’s Fortune        D．The Best Investment
B
Pupils remember more and behave better when 3D images are used in lessons, research suggests. They are quicker to learn and absorb new concepts, and display higher levels of concentration.
Professor Anne Bamford, of the University of the Arts, London, studied the effectiveness of 3D content in 15 schools across seven countries, including the UK. Pupils in 3D classes could remember more than those in the 2D classes after four weeks, improving test scores by an average 17 percent compared with eight percent for 2D lessons. They gave more detailed answers to the tasks and were more likely to think in 3D, using hand gestures and mime (模仿动作) to answer the test questions successfully.
The teachers commented that the pupils in the 3D groups had deeper understanding, increased attention span, more motivation and higher engagement in the lessons.
Children are used to 3D with the rise of computer games that use the technology—90 percent of those in the study had seen a 3D film. Schools would need 3D-enabled projectors（投影仪）, laptops with good picture capabilities, 3D software and glasses for children to introduce animations (动作) into classrooms.
But Danny Nicholson, an educationist, said the technology would be impractical to use in schools and could be costly. He said, “While I think the idea of 3D technology is very interesting, I worry that 3D is a bit of an expensive gimmick (小玩意儿). There are a few cases where a true 3D image might help, but most of the time, good 2D models that can be moved , would be just so effective.”
In Colorado, the US, one school district is already in the process of having 1,000 3D projectors fixed in classrooms. And the University of Caledonia, which carries out scientific research into the Lake Tabon Basin, has used 3D presentations with Grade Six pupils. Those who watched the 3D presentations were more engaged and reported a general increase in their interest in science compared with students who watched the 2D version.
60. Danny Nicholson tends to think that       .
A. many pupils prefer 2D models          B. 3D is a bit expensive for some schools
C. true 3D images would not help in classes  D. 3D technology has a bright future in classes
61. What can we learn from the last paragraph?
A. 3D classes will soon be given in one school district in Colorado.
B. Teachers will use the 3D technology through specific training.
C. Many pupils are now more interested in science than before.
D. 3D technology will replace 2D models in the future.
62. What is the text mainly about?
A. 2D models are always more effective than 3D images.
B. The differences between 3D and 2D images.
C. How schools can make full use of 3D technology.
D. Pupils behave better when 3D images are used in classes.
                                   C
Northern Lights Tour
Located in the middle of the northern lights belt, Tromso can offer some of the highest levels of northern lights activity on earth. Perhaps Tromso is the world's best place for a Northern Lights Tour.
Join one of our Northern Lights Holidays this winter. It could become one of the greatest experiences in your life.
DESTINATION Troms county, Norway.
PRICE $450 per person
WHEN 2th September until 31st March.
PICK-UP Each evening at 6 PM pitside your hotel.
DROP-OFF Earliest at 12 AM. When we have a sighting we often stay out later, at no extra cost.
SIZE OF GROUP Maximum 8 participants is recommended and normal, but not absolute. A small group allows more freedom in terms of chasing the northern lights.
INCLUDED
- Transportation each day in a comfortable car
- A meal each day
- All necessary equipment such as snowshoes, flashlight, water-filled bottle, woolen underwear, a war, hat, warm shoes, warm stockings, and reindeer skin to lie on, if needed.
- A guide who will do anything necessary to find the northern lights.
EXCITING CHASE
A Northern Lights Holiday means an intense and exciting chase – to the coast or deep into the wild, perhaps even to the Finnish border. Each day on a Northern Lights Tour we contact meteorologists shortly before departure to get accurate information. In order to find out where we will have best chances to see the northern lights.