High school exit tests are tests that students must pass to graduate from high school. In the last few years. However, a number of states in America have dropped them. Although some states still use them for diplomas, the number is down from a high of 27 states during the testing craze promoted by No Child Left Behind (NCLB).

    The appearance of this phenomenon is small wonder. Researches clearly show that exit tests have little positive effects on students. A 2014 report found exit testing was associated with lower graduation rates, negatively affected labor market outcomes, and, most alarmingly, produced a 12.5 percent increase in incarceration (监禁) rates. Exit exams, the study concluded, had tended to add little value for most students.

    Exit testing relies on the following assumptions. One is that standardized testing can serve as a kind of "quality control" for high school graduates, guaranteeing that graduates are college ready. The other is that they have predicting value for future success in academic situations.

    But there is little evidence. The tests don't exactly measure what they pretend to measure. For example, qualities such as intelligence, academic ability, college readiness are not determined. Those that should be developed in all young people, like responsibility, critical thinking, and empathy (移植), are not measured, either. Even supporters of exit tests have acknowledged that they don't offer reliable data.

    Thus, more and more people are suggesting that exit test scores ought to be just one component of the high school diploma. Schools should consider many other records including credits earned, courses taken, activities, service, projects and other elements of academic accomplishment so that students can be evaluated flexibly. In other words, exit test scores should never be the only criterion for high school diplomas.

    I have been in the teaching profession for more than thirty years, and one of the best teachers I have ever known is Mr. Rowe. I was lucky enough to teach fourth grade together with him.

    Mr. Rowe had endless patience and understanding and I learned so much from watching him. He could perform miracles, like the one he performed with Steven, one of the unhappiest kids I had ever seen. Steven couldn't stand school. He didn't like being picked last for kickball. He didn't like the kids who raised their hands and knew all the answers, and most importantly, he didn't like himself.

    The first day he walked into Mr. Rowe's classroom, he ignored the other students, looking angry and annoyed, and slid into his chair, knocking a couple of textbooks onto the floor.

    Mr. Rowe walked over to him and touched Steven's shoulder, but Steven pulled away. Nevertheless, Mr. Rowe welcomed him: "Hi, Steven. I'm happy you are in my class. We are gonna have a great year." Steven looked around the room as if Mr. Rowe must be mistaken. No teacher in his right mind would want Steven to be part of his classroom.

    So, while Mr. Rowe seemed cheerful and relaxed that day of school, it seemed like Steven was angry and confused.

    That day after classes, Mr. Rowe chose Steven to pitch (投球) the kickball at recess. "Hey, Steven," Mr. Rowe commented, "You are good at pitching. Let me show you my secret trick." Mr. Rowe taught Steven one of the tricks that not a single kid could perform. Steven learned fast and did quite well! Everyone cheered for him!

    After the kickball, Steven sat as close to Mr. Rowe in classes as he could. When a question was asked, Steven lit up; when he knew the answer, he raised his hand; when he answered the question, his voice shook. However, he got the answer right! He said, with Mr. Rowe, his days of the fourth grade promised wonderful.

    That is not to say that every day went smoothly, but it was obvious that Steven grew to love Mr. Rowe more and more with each passing day.

注意：

1）所续写短文的词数应为150左右；

2）至少使用5个短文中标有下划线的关键词语；

3）续写部分分为两段,每段的开头语已为你写好；

4）续写完成后,请用下划线标出你所使用的关键词语。

Paragraph 1:

    Time passed quickly that year, and before we all knew it, it was the last day of school.

Paragraph 2:

    Many years later, Mr. Rowe and I were surprised when a handsome young man walked into our classroom, dressed in the army uniform.

    It was Hopper's day to visit his Grandma, and he had some big plans. "Let's hop (单脚跳) right down to the pond, Grandma," he said as he burst through the front door. When Hopper got excited, he just couldn't slow down. "We can go swimming, and we can have a picnic, and we can play chase!" Hopper loved going to Grandma's house, and he always looked forward to their special adventures together. Grandam was nappy to see her grandson, and she especially liked the fun they had together.

    Just as they sat down to make their plans for the day, there was a loud boom! It was raining! Hopper ran to the window to look outside. "It's raining," he cried. "Now the day is ruined!" Grandma told him not to worry. "I'm really sorry, little boy," Grandma said. "We may not be able to get to the pond but I think I have something you might enjoy."

    Walking to the bookshelf, Grandma pulled down a big photo album. They opened it and Hopper pointed at the pictures. "Grandma, that little girl looks just like you!" he said. Hoppers eyes jumped from photo to photo. "That's me when I learned to drive a car," Grandma said. Hopper liked the pictures of Grandma playing basketball and winning a race. "Oh, I was a fast little kid—just like you!" said Grandma with a proud smile. Finally, Grandma showed Hopper her favorite picture. It was a photograph of Grandma holding a little baby. "That baby is you," said Grandma.

    When it was time to go, Grandma told Hopper that next visit they would hop down to the pond. But Hopper shook his head. "If it's all right with you, I'd rather look through the photo album again."

    Most of us — even those at the top — struggle with public-speaking anxiety. When I ask my clients what makes them nervous, invariably they respond with the same answers: "I don't like being watched", "I don't like the eyes on me" or "I don't like being in the spotlight".

    To understand why, we need to go way back to prehistoric times, when humans regarded eyes watching us as an existential threat. Those eyes were likely predators (肉食动物) and people were terrified of being eaten alive. The bad news is that our brains have transferred the ancient fear of being watched into public speaking. In other words, public-speaking anxiety is in our DNA.

    Fortunately, there is a solution: human generosity. The key to disarming our panic button is to turn the focus away from ourselves and toward helping the audience. Studies have shown that an increase in generosity indeed leads to a decrease in amygdala (扁桃腺) activity, which is responsible for our panic feeling in the brain. When we are kind to others, we overcome the sense of being under attack and start to feel less nervous.

    Admittedly, this is hard to do. But it's absolutely possible to become a generous speaker. To begin with, when you start preparing for a presentation, the mistake you often make is starting with the topic. Instead, you should start with the audience. Identify the audience's needs, and craft a message that speaks directly to those needs. Also, you are the most nervous right before you speak. This is the moment when your brain is telling you, "Everyone is judging me." But it is exactly the moment when you should refocus your brain. Over time, your brain will begin to get it, and you will become less nervous.

Talk about the following questions in pairs, and find out the best answer.

The Butterfly in A Bottle

Poltu was awakened from a marvellous dream where he was about to receive the trophy for winning the inter-school football match. The alarm's loud ring jolted him,but he wasn't too disheartened. 

He rushed to his study table where an empty jam bottle held a colourful little butterfly. Catching it had been a hard task as it kept avoiding his grasp,but finally he managed without a net. This butterfly was going to be part of his biology project in school. 

The biology project required Poltu to submit the study of a living creature every month. Most of his classmates drew diagrams from their books as part of this exercise. But Poltu was going to do something different. He was going to present a live creature -this butterfly. 

Poltu loved the different colours on the wings of the butterfly-red,green and blue. How beautiful it looked when it fluttered the wings. Poltu had been caring for it,making holes in the bottle cap for air and providing tender leaves for it to eat. 

Excited about displaying his exhibit to the biology teacher,Poltu dressed hurriedly,and left for school. His school was walking distance from his house. He took a shortcut through the backyard of Sinha aunty's house,a stretch he loved walking through. The breeze was very pleasant as it had rained slightly the previous night. The garden smelt of sweet-smelling flowers. Poltu glanced at his bottle every now and then and smiled at the butterfly fluttering its wings. 

When he reached school,the gate wasn't wholly open yet. For once,Poltu was early to school. A few boys were playing football on the field. Any other day would have seen Poltu joining them without a second thought. But today,he walked straight into his class. He opened the window and placed the bottle on the windowsill(窗台). 

The golden rays of the sun streamed through the glass,on the delicate wings of the butterfly,and added brightness to them. Poltu's butterfly looked simply gorgeous. In a few minutes,the area was full of boys,watching it in surprise. 

注意：(1)续写词数应为150个左右；(2)请按如下格式在答题纸的相应位置作答。

That day's biology class was the most interesting in a long time. 

……

Suddenly,the butterfly didn't move.