讀后續(xù)寫原題目：閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。ItwasthefirstweekofLily’smiddleschool.Thebell’sringingbroughtheroutofherdaydreaming.Shenervouslygatheredherbooks,preparingtoreachanotherclassroomforthenextnewclass.Lilyfollowedtheotherkidsandrushedintothehallway.Otherswalkedingroups,chatted,andlaughed,usingthebreaktosocialize.Lily,instead,walkedalonealongthewallofthehallway,withherheaddown.Shewasashygirl,afraidtospeakinfrontofotherkids,anddidn’tthinkotherswouldlikeher.LilyfinallysatinMr.Johnson’sLanguageArtsclassnervously.“WeletoLanguageArts,”saidMr.Johnson.HetoldjokesashetalkedaboutEnglish.Lilyforgottodaydreamandlaughedalongwiththerestoftheclass.“We’llhavesomefunwithlanguage,”hesaid.“Justwaitandsee.”FunwasfarbeyondwhatLilydesired.Shejustwantedtobelikeotherkids—runningwithfriendsinthehallway,laughingandjokingbetweenclasses.Remindedofherpimply(長粉刺的)face,shefelthopelessanddisappointed.“Takeoutapieceofpaper,”theteachercontinued,whenpointingatwordsontheblackboard.“Writeforthenextthirtyminutesonthistopic.”Lilybeganwritingcrazilyasideaafterideafoughtforrecognitioninherhead.Thefinalresultwasashortstoryaboutabeautifulbeachhouse.Asshewrote,shecouldsmellthesaltyair,hearthecrashingwavesandfeelthepullofthesandbeneathherfeet.Forjustamoment,sheforgotwhereshewas.Shewaslostinthestory.“OK,passyourpapersforward,”saidtheteacher.“Let’sseewhatwehave.”Fortherestoftheclasstime,theteacherreadeachindividualworkaloud.Lilyoriginallythoughtitwouldbeawkward.However,shewasgraduallyattractedbytheexcitementintheteacher’svoice.“He’sactuallyenjoyingthis,”shethought.Whentheclasswouldbesoonover,therewerestillfifteenstudents’papersnotread,includingLily’spaper.Then,Mr.Johnsonannouncedhisdecision,askingthesestudentstoreadtheirworkthemselvesinfrontoftheclassnextclass.Paragraph1:Aweeklater,thebellrangandtheLanguageArtsclassbeganagain.Paragraph2:AfterLilyfinishedherreading,theclappingfromherclassmatescontinuedforalongtime.文本主旨本文講述了Lily在中學的第一周，如何從一個害羞、缺乏自信的女孩，通過一次寫作和朗讀活動，逐漸找到自信并融入集體的故事。文章通過Lily的內(nèi)心掙扎和成長，展現(xiàn)了勇氣、支持和自我接納的重要性。五要素分析人物（Characters）：Lily：故事的主角，一個害羞、缺乏自信的中學生。Mr.Johnson：語言藝術課的老師，幽默風趣，鼓勵學生表達自己。其他學生：Lily的同學，他們通過互動和鼓勵幫助Lily成長。地點（Setting）：中學教室：Lily的課堂環(huán)境，也是她成長和變化的主要場所。走廊：Lily感到孤獨和被排斥的地方。時間（Time）：中學的第一周：Lily剛進入新環(huán)境，面臨適應和融入的挑戰(zhàn)。事件（Event）：寫作任務：Mr.Johnson布置的寫作任務，要求學生寫一篇短文。朗讀活動：學生需要在全班面前朗讀自己的作品，Lily通過這次活動找到了自信。原因（Cause）：Lily的害羞和不自信：她害怕在同學面前出丑，覺得自己不受歡迎。Mr.Johnson的鼓勵：老師的幽默和鼓勵讓Lily逐漸放松，嘗試表達自己。同學們的支持：同學們的掌聲和鼓勵讓Lily感到被接納，增強了她的自信心。詞匯積累daydreaming白日夢nervously緊張地socialize社交shy害羞的afraid害怕的pimply長粉刺的hopeless無望的disappointed失望的crazily瘋狂地saltyair咸咸的空氣crashingwaves拍打的海浪pullofthesand沙子的拉力awkward尷尬的excitement興奮clapping鼓掌encouragement鼓勵confidence自信belonging歸屬感續(xù)寫分析銜接句“Aweeklater,thebellrangandtheLanguageArtsclassbeganagain.”

這句話自然地過渡到第二周的課堂場景，為續(xù)寫內(nèi)容提供了時間背景。“AfterLilyfinishedherreading,theclappingfromherclassmatescontinuedforalongtime.”

這句話為第二段的情感高潮做了鋪墊，引出同學們的反應。情節(jié)合理性第一段：描述Lily在課堂上的緊張情緒，以及她如何克服緊張完成朗讀。這種情節(jié)符合一個害羞學生的心理變化。第二段：描寫同學們的反應和Lily的內(nèi)心感受，展現(xiàn)了她在同學中的融入和自我肯定。情感鋪墊第一段：通過Lily的緊張和同學們的安靜傾聽，營造了一種緊張但期待的氛圍。第二段：通過同學們的掌聲和鼓勵，展現(xiàn)了Lily的驚喜和成就感。情感走向初始：Lily感到緊張和不安，擔心在同學面前出丑。轉折：Lily成功完成了朗讀，同學們給予了熱烈的掌聲。結尾：Lily感到被接納和鼓勵，內(nèi)心充滿了溫暖和希望。主題深化自我成長：通過朗讀故事，Lily克服了害羞，找到了自信。歸屬感：同學們的鼓勵讓Lily感受到了集體的溫暖，增強了她的歸屬感。勇氣與支持：Lily的故事鼓勵其他同學也勇敢表達自己，展現(xiàn)了支持與鼓勵的力量。下水文一Paragraph1:Aweeklater,thebellrangandtheLanguageArtsclassbeganagain.Lily’sheartwaspoundingasshesatinherseat,clutchingherpapertightly.Shehadpracticedherstoryeverynight,butstandinginfrontoftheclasswasadifferentchallengealtogether.AsMr.Johnsoncalledthefirststudenttoread,Lily’shandsgrewsweatyandhermouthwentdry.Shewatchednervouslyaseachstudentwentup,theirvoicesfilledwithconfidenceandexcitement.Whenitwasfinallyherturn,shestoodup,herlegstremblingslightly.Shetookadeepbreathandbegantoread.Surprisingly,asshespoke,hervoicesteadied,andshefeltasenseofcalmwashoverher.Shefinishedherstory,andtheclassroomwassilentforamomentbeforetheclappingbegan.Paragraph2:AfterLilyfinishedherreading,theclappingfromherclassmatescontinuedforalongtime.Shelookeduptoseesmilesandnodsofapprovalfromherpeers.Mr.Johnsonbeamedather,clearlyproudofhereffort.Theencouragementfromherclassmatesgaveherasenseofbelongingshehadneverfeltbefore.Forthefirsttime,shefeltlikeshewaspartofthegroup.Astheclassended,severalstudentscameuptoher,plimentingherstoryandaskingquestionsaboutit.Lilyfeltawarmthinherheartthatshehadneverexperiencedbefore.Sherealizedthatmaybe,justmaybe,shecouldfitinafterall.下水文二Paragraph1:Aweeklater,thebellrangandtheLanguageArtsclassbeganagain.Lily’sheartracedasshetookherseat,herfingersnervouslytappingonherdesk.Shehadpracticedherstorycountlesstimes,butthethoughtofreadingitaloudmadeherstomachchurn.Mr.Johnsonstartedtheclasswithafewjokes,lighteningthemood,andthencalledthefirststudenttoread.Lilywatchedaseachstudentconfidentlyreadtheirwork,andshefeltaknotforminginherthroat.Whenherturncame,shestoodup,herlegsshakingslightly.Shetookadeepbreathandbegantoread.Tohersurprise,shefoundherselfenjoyingtheexperience.Asshedescribedthebeachhouse,shecouldalmostfeelthesandbeneathherfeetagain.Whenshefinished,theroomeruptedinapplause.Paragraph2:AfterLilyfinishedherreading,theclappingfromherclassmatescontinuedforalongtime.Shelookedaround,hercheeksflushedwithamixofembarrassmentandpride.Herclassmatesweresmilingandnodding,andsomeevencameuptoher,sayinghowmuchtheylikedherstory.Mr.Johnsongaveherathumbsup,aproudsmileonhisface.Forthefirsttime,Lilyfeltasenseofacceptanceandbelonging.Sherealizedthatherstoryhadtouchedherclassmates,andtheyhadweledherintotheirmunity.Asshegatheredherbooksattheendoftheclass,shefeltanewfoundconfidence.Sheknewthatshehadtakenabigstepforward,andshewasexcitedtoseewhatthefutureheld.范文Aweeklater,thebellrangandtheLanguageArtsclassbeganagain.

Lily

wasnervous

withherheaddown.Afterotherstudents

finished

readingthepapersonebyone,finally,it

was

Lily’sturn.Frozenwithfear,Lilystoodinfrontof

theclass,withherhandsholdingherpaper,shaking.Seeingit,Mr.Johnsontoldafunnyjoke,whichmadealllaug