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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(gòu)成一篇完整的短文。
As the school year came to an end, the seventh-grade teachers organized a two-week-long summer camp for the students at a nearby camping site. All the children were happy to hear about the trip and immediately asked their parents’ permission.
One of the scholars, a 13-year-old named Sam, came to the summer campsite in his dad’s old Lincoln. As he was dropped off, all the other kids and parents looked at the very old car, especially against the array of luxury cars.
As the day progressed, the other students began using their phones and taking pictures together. Meanwhile, Sam sat under a tree and read a book. He had a phone too, although it was old with big buttons. He rarely brought it out, except in the morning and at night to call his parents. When he did use his phone, the other children would whisper and laugh at him. Nevertheless, Sam did not mind them.
On the second day of camp, the instructor taught the kids how to light a fire from raw materials and set up a tent. While everyone was having difficulty completing the tasks, Sam was able to light the fire and set up the tent faster than the instructor. Everyone was shocked at his speed, and when one classmate asked why he learned it so fast, Sam replied: “My dad and I went camping every Saturday since I was seven. So starting a fire and setting a tent is normal to me.” Patrick Letter, one of Sam’s classmates was amazed at Sam’s skills. “That’s so cool! I wish I went camping with my dad. He works every day, so we never really went anywhere together,” he said. Most of the kids lowered their eyes, knowing that they, too, never had activities with their busy parents.
注意：
1.續(xù)寫詞數(shù)應(yīng)為150左右；
2.請按如下格式在答題卡的相應(yīng)位置作答。
Paragraph 1: The following day, the instructor taught the kids how to catch fish and make fish soup.
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Paragraph 2: When Sam came with his crafted (精巧制作的) scarf, everyone was surprised to see it.
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一、文章大意
學(xué)期末，七年級老師組織學(xué)生去附近露營地開展為期兩周的夏令營。13 歲的山姆坐著爸爸的舊林肯車抵達(dá)，與其他同學(xué)的豪車形成鮮明對比。在營地，同學(xué)們玩手機拍照時，山姆卻在樹下看書，他用著舊手機，常遭同學(xué)竊笑，但他并不在意。第二天，教練教生火搭帳篷，山姆因從小常和爸爸露營，做得又快又好，讓同學(xué)們驚訝，也引發(fā)了大家對親子時光缺失的感慨。之后的夏令營生活，山姆還將繼續(xù)展現(xiàn)他與眾不同的生活技能，讓同學(xué)們重新認(rèn)識他。
二、伏筆與回應(yīng)
伏筆：山姆乘坐舊林肯車前來，與其他同學(xué)的豪華車反差大。
回應(yīng)：這為后文同學(xué)們因外在物質(zhì)差異而輕視山姆做鋪墊，在續(xù)寫中，隨著山姆技能的展現(xiàn)，大家逐漸認(rèn)識到物質(zhì)并非衡量人的唯一標(biāo)準(zhǔn)，開始尊重他。
伏筆：山姆的手機舊且按鍵大，他很少拿出，拿出還遭同學(xué)嘲笑。
回應(yīng)：續(xù)寫里，當(dāng)山姆憑借技能贏得認(rèn)可后，同學(xué)們不再關(guān)注他的舊手機，意識到內(nèi)在能力遠(yuǎn)比外在物質(zhì)重要。
伏筆：山姆常獨自看書，不參與同學(xué)們玩手機拍照，暗示他生活方式不同。
回應(yīng)：后續(xù)情節(jié)中，他獨特的生活方式讓他掌握實用技能，如釣魚、織圍巾，同學(xué)們轉(zhuǎn)而向他學(xué)習(xí)，改變了對他的態(tài)度。
伏筆：山姆自 7 歲起每周六和爸爸露營，具備生火、搭帳篷技能。
回應(yīng)：為后面他在夏令營活動中表現(xiàn)出色，以及讓同學(xué)羨慕他有豐富親子時光埋下伏筆，續(xù)寫中，更多類似場景展現(xiàn)，促使同學(xué)們反思自己與父母的關(guān)系。
伏筆：同學(xué)們得知山姆經(jīng)歷后，很多人低頭，意識到自己缺乏親子活動。
回應(yīng)：在后續(xù)發(fā)展中，可借同學(xué)們與山姆交流、向他學(xué)習(xí)技能的過程，逐漸修復(fù)與父母的關(guān)系，開啟新的成長旅程。
三、續(xù)寫要點
（一）第一段
故事線：教練教孩子們抓魚做魚湯，山姆輕車熟路，迅速釣到魚，還耐心指導(dǎo)其他同學(xué)，教他們?nèi)绾伪鎰e魚咬鉤、怎樣收線不跑魚，同學(xué)們在他幫助下紛紛有所收獲，一起動手處理魚、煮魚湯，歡聲笑語回蕩在營地。
情感線：山姆自信滿滿，享受分享技能的快樂，同學(xué)們從最初的驚訝轉(zhuǎn)為欽佩，積極參與其中，彼此關(guān)系更融洽。
（二）第二段
故事線：手工課上，山姆用提供的材料精心編織圍巾，成品精美，同學(xué)們驚嘆不已，圍過來欣賞、請教，山姆耐心講解針法，還分享他和爸爸在冬日露營時，爸爸教他織圍巾保暖的溫馨故事，同學(xué)們深受觸動，有的當(dāng)場給父母打電話分享感受。
情感線：山姆收獲滿滿的成就感，同學(xué)們內(nèi)心滿是懊悔與向往，懊悔過去忽視親子時光，向往像山姆一樣有溫暖親情陪伴，大家對山姆徹底改觀，視他為榜樣。
四、主旨升華句（英文）
True wealth lies not in material possessions, but in the skills and experiences we accumulate.（真正的財富不在于物質(zhì)財富，而在于我們積累的技能和經(jīng)驗。）
The value of time spent with family is immeasurable and can shape us into better individuals.（與家人共度的時光價值無可估量，能讓我們成為更好的人。）
Skills learned through life's simple pleasures are the ones that truly shine in challenging times.（通過生活中的簡單樂趣學(xué)到的技能，才是在挑戰(zhàn)時刻真正派上用場的。）
Don't judge a book by its cover; beneath the ordinary exterior may lie extraordinary talents.（不要以貌取人；在平凡的外表下可能隱藏著非凡的才能。）
Appreciating the unique qualities in others helps us grow and build a more inclusive world.（欣賞他人的獨特品質(zhì)有助于我們成長，構(gòu)建一個更包容的世界。）
五、寫作示范
第一篇
Paragraph 1: The following day, the instructor taught the kids how to catch fish and make fish soup. Sam, as expected, was a natural. He moved to the riverbank with ease, selected the perfect spot, and cast his line. In no time, he felt a tug and reeled in a fat fish, much to the amazement of his classmates. While they were still struggling to get a bite, Sam walked around, offering tips and showing them how to hold the rod properly. With his guidance, everyone managed to catch at least one fish. As they gathered around the fire to cook the soup, Sam took the lead, explaining the steps clearly. The scent of the simmering soup soon filled the air, and the kids were laughing and chatting, their earlier prejudices fading away.
Paragraph 2: When Sam came with his crafted (精巧制作的) scarf, everyone was surprised to see it. The scarf was a work of art, with a beautiful pattern that seemed to tell a story. Sam shyly told them how he learned to knit from his dad during their cold winter camping trips. As he spoke, the other kids listened intently, imagining the cozy scenes. Some even took out their phones, not to take selfies this time, but to call their parents and share their newfound appreciation for family time. The atmosphere was filled with warmth and reflection. Sam had become the center of attention, not for his possessions, but for his rich experiences and kind heart.
第二篇
Paragraph 1: The following day, the instructor taught the kids how to catch fish and make fish soup. Sam stepped up with confidence. He knew exactly where the fish were likely to be hiding and what bait would attract them. As he caught fish after fish, the others watched in disbelief. But Sam didn't keep his knowledge to himself. He patiently showed the classmates how to tie the knots on the fishing line, how to wait patiently for the fish to bite. Soon, they were all working together, cleaning the fish and adding ingredients to the pot. The smell of the fish soup brought them closer, and the kids started to see Sam in a new light.
Paragraph 2: When Sam came with his crafted (精巧制作的) scarf, everyone was surprised to see it. It was clear that he had put a lot of care and effort into it. Sam told them that his dad had taught him knitting to pass the time during camping. The kids were touched by the story and asked Sam to teach them. As Sam showed them the stitches, they realized how much they had missed out on by not having similar experiences with their parents. One by one, they made promises to themselves to spend more time with their families. Sam's skills had not only impressed them but also inspired them to cherish family relationships. The camp had truly become a place of growth and transformation for all.
【答案】Possible versions:
The following day, the instructor taught the kids how to catch fish and make fish soup. While the other students struggled to catch even a single fish, Sam managed to catch several with ease. He skillfully cleaned the fish, and confidently demonstrated how to make delicious soup. The children were impressed by Sam’ s abilities to cook, listening intently and admiringly, realizing that Sam’s experiences with his dad had given him a unique set of skills. They were then taught other skills and asked to create works to show their learning outcomes.
When Sam came with his crafted scarf, everyone was surprised to see it! The scarf was beautifully designed, with intricate patterns and vibrant colors. He explained that he had learned to knit from his mom before, who often made scarves and blankets for the family. The beautiful scarf was passed around and admired, as if it were more precious than luxury cars or the latest mobile phones. As the sun set, the children sat around the campfire, listening to more family stories shared by Sam and feeling grateful for what they had learned.

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