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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(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
When Clara Temple was in first grade, about six years ago, her daily routine involved carrying a homemade meal, packed with love by her mother, to school in her beloved lunchbox. It filled her with a sense of comfort and belonging. Her teacher, Mrs. Thompson, often admired Clara’s lunchbox and praised her mother’s cooking skills, making Clara feel loved and special But one day, a mix-up occurred. Clara had to get a hot lunch from the cafeteria instead. So, with a mixture of curiosity and anxiety, Clara stood in front of the school cafeteria’s bustling line, ready to order a hot lunch for the first time in her life.
Mrs. Thompson had noticed Clara’s absence from the classroom during lunchtime and, concerned, decided to check on her. She walked down the hallway until she reached the cafeteria. As she entered, she saw the cafeteria buzz with activity as students eagerly lined up, each one tapping their student ID numbers into a keypad quickly. Clara, on the other hand, felt like a fish out of water. Because it was her first time to order the school lunch, she didn’t know her student ID. Her heart raced as she inched closer to the front of the line, the weight of unfamiliarity pressing down on her.
“When it came time to type in my number,” Clara, now 12, recalled with a hint of embarrassment in her voice, “I completely froze. I felt like everyone was watching me. The kids behind me started to get impatient, whispering things like, ‘Come on, keep moving, what are you doing ’ Their words cut me through like knives, and before I knew it, I couldn’t hold back the tears anymore.”
The worker at the register noticed Clara and tried to help. She leaned over the counter, and her voice soft as she asked Clara for her student ID number. But Clara’s tears were too overwhelming; she couldn’t utter a single word. She collapsed to the floor, her tears streaming down her face.
注意:
1. 續(xù)寫詞數(shù)應(yīng)為150個(gè)左右;
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
At this critical moment, her teacher stepped in.
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Then the worker handed her a delicious hot lunch.
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文章大意
六年前，一年級(jí)的克拉拉每天帶著媽媽精心準(zhǔn)備的愛(ài)心午餐去學(xué)校，老師湯普森夫人常夸贊她的午餐和媽媽的廚藝，這讓克拉拉感到溫暖和特別。有一天，克拉拉因特殊情況需要在學(xué)校食堂吃熱午餐。她第一次在食堂排隊(duì)點(diǎn)餐，由于不知道自己的學(xué)生 ID，在輪到她輸入號(hào)碼時(shí)，她緊張得僵住了。后面的孩子開始不耐煩地催促，這讓她更加難受，淚水奪眶而出。食堂工作人員試圖幫助她，但她因情緒崩潰，一句話也說(shuō)不出來(lái)，直接癱倒在地上。
故事山分析
開端：克拉拉平時(shí)帶自制午餐上學(xué)，這天因特殊情況要在學(xué)校食堂吃熱午餐。
發(fā)展：克拉拉在食堂排隊(duì)點(diǎn)餐，因不知道學(xué)生 ID，面對(duì)后面同學(xué)的催促，她情緒崩潰，癱倒在地。
高潮（待續(xù)寫）：老師湯普森夫人介入，幫助克拉拉解決難題，可能會(huì)和食堂工作人員溝通，也可能會(huì)安撫克拉拉的情緒，展現(xiàn)出老師的關(guān)愛(ài)和智慧。
結(jié)局（待續(xù)寫）：克拉拉最終順利拿到熱午餐，她的心情從崩潰轉(zhuǎn)為平靜或開心，這次經(jīng)歷也讓她收獲成長(zhǎng)，明白在困難時(shí)刻會(huì)有人給予幫助。
伏筆以及在續(xù)寫中的回應(yīng)
克拉拉對(duì)食堂點(diǎn)餐的陌生：在續(xù)寫中，成為老師和食堂工作人員幫助她的原因，老師會(huì)教她如何應(yīng)對(duì)這種情況，幫助她克服陌生感，讓她以后能順利點(diǎn)餐。
老師對(duì)克拉拉的關(guān)心：在續(xù)寫中，具體體現(xiàn)在老師的行動(dòng)上，老師會(huì)迅速趕到克拉拉身邊，給予她安慰和實(shí)際的幫助，如幫她找到學(xué)生 ID，展現(xiàn)師生之間的溫暖情誼。
食堂工作人員的善意：在續(xù)寫中，會(huì)繼續(xù)體現(xiàn)，工作人員會(huì)配合老師，一起解決克拉拉的問(wèn)題，如在老師的協(xié)助下，快速為克拉拉辦好點(diǎn)餐手續(xù)。
克拉拉的情緒崩潰：在續(xù)寫中，是情節(jié)發(fā)展的關(guān)鍵，老師和工作人員的幫助會(huì)讓她的情緒逐漸平復(fù)，從崩潰中走出來(lái)，也讓她對(duì)這次經(jīng)歷印象深刻。
同學(xué)的催促：與老師和工作人員的幫助形成對(duì)比，在續(xù)寫中，突出老師的關(guān)愛(ài)和同學(xué)行為的不妥，同時(shí)也讓克拉拉感受到不同的對(duì)待，引發(fā)她的思考和成長(zhǎng)。
續(xù)寫要點(diǎn)
第一段：詳細(xì)描述老師湯普森夫人介入后的舉動(dòng)，她會(huì)迅速走到克拉拉身邊，蹲下身子，溫柔地抱住克拉拉，輕聲安慰她，讓她不要害怕。然后和食堂工作人員交流，說(shuō)明克拉拉的情況，幫助克拉拉找到學(xué)生 ID，或者采取其他解決辦法，如用老師自己的方式幫克拉拉完成點(diǎn)餐手續(xù)。
第二段：描繪克拉拉拿到熱午餐后的反應(yīng)，她可能會(huì)破涕為笑，向老師和工作人員真誠(chéng)地道謝。接著闡述這次經(jīng)歷對(duì)克拉拉的影響，如讓她變得更加勇敢，不再害怕面對(duì)陌生的事情，或者讓她感受到溫暖，更加珍惜身邊關(guān)心她的人。
情感線
克拉拉一開始因?yàn)閷?duì)食堂點(diǎn)餐的陌生和同學(xué)的催促，從好奇、焦慮轉(zhuǎn)變?yōu)闃O度的緊張和尷尬，最后情緒崩潰大哭，內(nèi)心充滿無(wú)助。老師介入后，她感受到溫暖和安心，情緒逐漸平復(fù)。拿到熱午餐時(shí)，她的心情轉(zhuǎn)為開心和感激，這次經(jīng)歷讓她收獲了勇氣和成長(zhǎng)，對(duì)老師和工作人員充滿感恩，也對(duì)未來(lái)面對(duì)類似情況不再恐懼。
故事線
克拉拉在食堂排隊(duì)點(diǎn)餐，因不知道學(xué)生 ID 陷入困境。
同學(xué)的催促讓克拉拉情緒崩潰，癱倒在地。
老師湯普森夫人發(fā)現(xiàn)克拉拉不在教室，前往食堂查看并介入。
老師安撫克拉拉，與食堂工作人員溝通，幫助克拉拉解決問(wèn)題。
工作人員為克拉拉準(zhǔn)備好熱午餐并遞給她。
克拉拉拿到熱午餐，心情轉(zhuǎn)變，從這次經(jīng)歷中獲得成長(zhǎng)。
主旨升華句
This experience taught Clara that in the face of difficulties, there are always kind - hearted people ready to lend a helping hand, and that kindness can turn a moment of despair into a chance for growth.（這次經(jīng)歷讓克拉拉明白，在困難面前，總有善良的人愿意伸出援手，而這種善良能將絕望的時(shí)刻轉(zhuǎn)化為成長(zhǎng)的契機(jī)。）
It shows us that a simple act of compassion, like Mrs. Thompson's timely intervention, can have a profound impact on a young person's life, teaching them the value of empathy and support.（它向我們展示了，像湯普森夫人及時(shí)介入這樣一個(gè)簡(jiǎn)單的善舉，能對(duì)一個(gè)年輕人的生活產(chǎn)生深遠(yuǎn)影響，教會(huì)他們共情和支持的價(jià)值。）
Through this incident, we learn that everyone may encounter moments of confusion and vulnerability, and it is in these moments that the kindness of others can shine the brightest, guiding us out of the darkness.（通過(guò)這次事件，我們了解到每個(gè)人都可能遭遇迷茫和脆弱的時(shí)刻，而正是在這些時(shí)刻，他人的善意能閃耀出最耀眼的光芒，引領(lǐng)我們走出黑暗。）
This story serves as a reminder that in a community, whether it's a school or a society, we should always look out for one another, offering a helping hand when needed, for it is these acts of kindness that bind us together.（這個(gè)故事提醒我們，在一個(gè)社區(qū)，無(wú)論是學(xué)校還是社會(huì)，我們都應(yīng)該相互關(guān)照，在需要時(shí)伸出援手，因?yàn)檎沁@些善舉將我們凝聚在一起。）
Clara's experience is a powerful testament to the fact that even in the most embarrassing situations, hope and kindness can prevail, and that every difficult moment can be an opportunity to discover the goodness in others and within ourselves.（克拉拉的經(jīng)歷有力地證明了，即使在最尷尬的處境中，希望和善良也能戰(zhàn)勝一切，每一個(gè)困難時(shí)刻都可能是一個(gè)發(fā)現(xiàn)他人和自身美好的機(jī)會(huì)。）
寫作示范一
At this critical moment, her teacher stepped in. Mrs. Thompson quickly rushed to Clara's side, gently lifting her up from the floor. She wrapped her arms around the sobbing girl, whispering softly, “It's okay, Clara. Don't be afraid. I'm here.” Then, she turned to the cafeteria worker with a warm smile and explained Clara's situation. After a brief search in the school system, they found Clara's student ID number. Mrs. Thompson typed it in for her, and the process was finally completed.
Then the worker handed her a delicious hot lunch. Clara's tear - stained face broke into a grateful smile. She looked up at Mrs. Thompson and the cafeteria worker, and said, “Thank you so much.” Holding the lunch in her hands, Clara felt a sense of relief and warmth. From that day on, Clara became more confident. She realized that with the help of kind - hearted people, she could overcome any difficulty. This experience taught her the power of kindness and the importance of not giving up easily.
寫作示范二
At this critical moment, her teacher stepped in. Mrs. Thompson knelt down beside Clara, looking into her tear - filled eyes with concern. “Clara, it's just a small problem. We'll fix it together,” she said soothingly. Then, she stood up and asked the cafeteria worker if there was an alternative way to process the order without the ID number. After some discussion, they decided to use the teacher's temporary authorization. Mrs. Thompson signed a form, ensuring that Clara could get her lunch.
Then the worker handed her a delicious hot lunch. Clara took the lunch with trembling hands, still a bit overwhelmed. But the kind smiles of Mrs. Thompson and the worker made her feel at ease. She sat down at a table, enjoying the meal. This incident not only made Clara more comfortable with the school cafeteria but also made her cherish the people who cared about her. She learned that it was okay to ask for help when in trouble, and that there was always a solution waiting to be found.
【答案】
At this critical moment, her teacher stepped in. She quickly made her way through the bustling cafeteria crowd to Clara’s side and knelt down beside Clara. “Clara, it’s okay,” Mrs. Thompson said softly, “You’re not alone. Take a deep breath and let’s sort this out together.” Clara looked up through her tears, her vision blurred but recognizing the familiar face of her teacher. Then Mrs. Thompson reminded her of her class and grade. Slowly, Clara’s tears began to dry up. With Mrs. Thompson’s encouragement, Clara began to whisper the numbers under her breath, one by one.
Then the worker handed her a delicious hot lunch. As Clara began to eat, her anxiety seemed to fade away. Mrs. Thompson chatted softly with Clara, asking her about her favorite foods and sharing stories of her own school lunches, creating a bond of understanding and empathy between them. Years later, when Clara looked back on her elementary school days, she would always remember the day she first ordered lunch in the cafeteria. It was a turning point in her life, a moment when she learned that with the love and support of a caring teacher, she could overcome any obstacle and face the world with confidence.

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