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  What makes a good school?Many people would agree that a good school is one that gets the best out of its pupils.Yet not every pupil can get straight as in his or her exams.What is most important is the individual development of the child and not the general academic success of the school.Yet how can this be measured and improvements made?This question has been at the heart of my work for the last 20 years.All the facts shows that the quality of an individual school can make a significant difference to its pupils' prospects(前途)in life.My definition(定義)of a good school is one in which students progress further than might be expected considering their social background.Inner-city school, for example, despite receiving many socially-disadvantaged pupils, can still be successful in encouraging their students to progress.

  We should recognize that the effectiveness of a school can only be considered in relation to its typical intake(吸入量).Researchers have discovered a number of factors commonly connected with good schools.There are few surprises among a collection which includes professional leadership, high expectations, and a concentration on teaching and learning.Recognition of the importance of pupils' rights and responsibilities and parental involvement is also important.

(1)

The underlined word this question refers to a search for ________.

[  ]

A.

what qualities make a good school

B.

why we have to get the best out of pupils

C.

the way to make a school the most academically outstanding

D.

how to measure school effectiveness

(2)

According to the writer, a good school ________.

[  ]

A.

makes a significant difference to pupils' prospects

B.

helps to encourage socially-disadvantaged students to progress

C.

helps pupils to achieve their academic success

D.

helps pupils progress beyond their natural abilities

(3)

The factors proved by researchers as being connected with effective schools are _______.

[  ]

A.

surprising

B.

expected

C.

scientific

D.

new

(4)

The fact that some schools are less successful academically than others may be due in part to their ________.

[  ]

A.

complexity(復雜)of structure

B.

mixture of policies

C.

intake of less able students

D.

poor standard of school staff(員工)

答案:1.D;2.A;3.B;4.C;
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科目:高中英語 來源:2012年普通高等學校招生全國統一考試重慶卷英語 題型:050

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  To take the apple as a forbidden fruit is the most unlikely strory the Christians(基督教徒)ever cooked up.For them, the forbidden fruit from Eden is evil(邪惡的).So when Colu brought the tomato back from South America, a land mistakenly considered to be eden, ever jumped to be the obvious conclusion.Wrongly taken as the apple of Eden, the tomato was shut o the door of Europeans.

  What made it particularly terrifying was its similarity to the mandrake, a plant that was the to have come from Hell(地獄).What earned the plant its awful reputation was its roots w looked like a dried-up human body occupied by evil spirits.Tough the tomato and the man were quite different except that both had bright red or yellow fruit, the general population consio them one and the same, to terrible to touch.

  Cautious Europeans long ignored the tomato, and until the early 1700s most of the We people continued to drag their feet.In the 1880s, the daughter of a well-known plant expert that the most interestinig part of an afternoon tea at her father's house had been the “introduction this wonderful new fruit-or is it a vegetable?”As late as the twentieth century some writers classed tomatoes with mandrakes as an”evil fruit”.

  But in the end tomatoes carried the day.The hero of the tomato was an American named R Johnson, and when he was publicly going to eat the tomato in 1820, people journeyed for hun of miles to watch him drop dead.”Wha are you afraid of?”he shouted.”I'll show you fools these things are good to eat!” Then he bit into the tomato.Some people fainted.But he sur and, according to a local story, set up a tomato-canning factory.

(1)

The tomato was shut out of the door of early Europeans mainly because ________.

[  ]

A.

it made Christive evil

B.

it was the apple of Eden

C.

it came from a forbidden land

D.

it was religiously unacceptable

(2)

What can we infer the underlined part in Paragraph 3?

[  ]

A.

The process of ignoring the tomato slowed down

B.

There was little pregress in the study of the tomato

C.

The tomato was still refused in most western countries

D.

Most western people continued to get rid of the tomato

(3)

What is the main reason for Robert Johnson to eat the tomato Publicly?

[  ]

A.

To manke imself a hero

B.

To remove people's fear of the tomaoto

C.

To speed up the popularityt of the tomato

D.

To persuade people to buy products fo\rom his factory

(4)

What is the main purpose of the passage?

[  ]

A.

To challenge people's fixed concept of the tomato

B.

To give an explanation to people's dislike of the tomato

C.

To present the change of people's attitudes to the tomato

D.

To show the process of freeing the tomato from religious influence

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