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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。
Entering the eighth grade meant a new classroom to me, but the change had nothing to do with me. From my perspective, a classroom was just a classroom. I longed for the outdoor world, the hills of Tennessee where I was raised. My teachers didn’t value the attraction of hidden caves, gentle streams and the wild bears, just as I didn’t find much interest in math, history and the art of calligraphy. My head teacher often told me, “Douglas, you need to concentrate on your study instead of daydreaming.”
However, the rugged land, the wildlife and the adventures that awaited outdoors were all I could think about while I was chained to my eighth-grade desk. It seemed to me that there were two types of people in the world: those who belonged to the classrooms and those who belonged to the mountains. The teacher, Miss Cook, seemed to know which one I belonged to and had put me far away from the window.
“Douglas Clark.” She caught me when I was daydreaming and said she’d visit my parents if it continued. I made a joke on her. The class laughed, but Miss Cook did not. “How clever!” she said. “I think you should stay after school and share more of your cleverness.”
After school, I was waiting for Miss Cook’s punishment in the classroom when she came in and said to me. “I want you to tell me what you love about the world outside that window,” she said.
I was so puzzled that I didn’t know what to say. Was she setting some kind of trap But Miss Cook really seemed interested. She listened attentively and even smiled as I shared my thought with her. “I’d like you to write a 100-word story about the outdoor adventure you enjoyed most.” She said and let me go home.
I turned in my paper the next day and waited for Miss Cook’s reaction. “This story was wonderful!” She said.
“I would like you to write another story, but remember to do your other assignments first.” Miss Cook said.
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Miss Cook read dozens of my stories that year.
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文章大意
升入八年級的 “我” 覺得教室毫無吸引力，一心向往田納西州的山川、野外世界，對學習提不起興趣，常常在課堂上走神，因此受到班主任的批評。庫克老師察覺 “我” 的心思，將 “我” 安排到遠離窗戶的位置。一次 “我” 走神被她抓到，她要求 “我” 放學后留下，本以為是要懲罰 “我”，沒想到她卻讓 “我” 講述窗外世界的美好，還讓 “我” 寫關(guān)于戶外探險的故事?！拔摇?第二天交上故事后，她給予了高度評價，并讓 “我” 再寫一篇，前提是先完成其他作業(yè)。
故事山分析
開端：“我” 升入八年級，對教室毫無興趣，只向往戶外世界，在課堂上總是走神，被老師批評。
發(fā)展：庫克老師發(fā)現(xiàn) “我” 的問題，把 “我” 安排到遠離窗戶的位置，抓到 “我” 走神后，讓 “我” 放學后留下。
高潮：庫克老師讓 “我” 講述戶外世界的美好，還讓 “我” 寫戶外探險故事，對 “我” 寫的故事給予高度評價，并讓 “我” 再寫一篇。
結(jié)局（待續(xù)寫）：庫克老師閱讀 “我” 的眾多故事，“我” 在她的影響下發(fā)生改變，可能在學習和對未來的規(guī)劃上有新的認識。
伏筆以及在續(xù)寫中的回應(yīng)
“我” 對戶外世界的熱愛：在續(xù)寫中，這一伏筆會得到延續(xù)，“我” 會繼續(xù)創(chuàng)作關(guān)于戶外探險的故事，而且這些故事可能會對 “我” 的成長產(chǎn)生積極影響，比如培養(yǎng)了 “我” 的寫作能力，讓 “我” 對未來有了新的思考。
庫克老師讓 “我” 講述戶外世界并寫故事：這一情節(jié)預(yù)示著老師的教育方式獨特，在續(xù)寫中，老師會繼續(xù)鼓勵 “我” 寫作，并且這些故事可能會被用于更有意義的地方，如在班級展示、投稿等，從而進一步激發(fā) “我” 的積極性。
“我” 對學習不感興趣：在后續(xù)的故事中，庫克老師對 “我” 寫作的鼓勵可能會成為一個轉(zhuǎn)折點，讓 “我” 逐漸認識到學習的重要性，從而改變對學習的態(tài)度。
老師對 “我” 的關(guān)注：老師關(guān)注 “我” 的情況，在續(xù)寫中，這種關(guān)注會持續(xù)，她可能會根據(jù) “我” 的故事和成長，給予 “我” 更多關(guān)于未來發(fā)展的建議和指導。
“我” 在課堂上的走神：在續(xù)寫中，這一情況可能會因為老師的引導而逐漸改善，“我” 會更加專注于學習和自己的成長。
續(xù)寫要點（兩段）
第一段：描述 “我” 在庫克老師的鼓勵下，如何認真完成其他作業(yè)，然后滿懷熱情地創(chuàng)作新故事?？梢悦鑼?“我” 在寫作過程中的思考、靈感來源，以及對故事的精心構(gòu)思。還可以提及 “我” 在創(chuàng)作時對戶外世界的回憶更加深刻，將這些感受融入到故事中。
第二段：講述庫克老師閱讀 “我” 眾多故事后的反應(yīng)，比如她可能會在班級里分享 “我” 的故事，讓同學們對 “我” 刮目相看；或者她會鼓勵 “我” 投稿，讓更多人看到 “我” 的作品。同時，描述 “我” 在這個過程中的成長和變化，如對學習的態(tài)度轉(zhuǎn)變，對未來的規(guī)劃更加清晰，意識到自己可以將對戶外的熱愛和學習結(jié)合起來。
情感線
一開始 “我” 對教室和學習充滿抵觸，只熱愛戶外世界，被老師批評時還有些叛逆。當庫克老師讓 “我” 講述戶外并寫故事時，“我” 從疑惑轉(zhuǎn)為有些興奮，因為終于有人愿意傾聽 “我” 對戶外的熱愛。交上故事得到老師贊揚后，“我” 充滿成就感，也更有動力去創(chuàng)作。在后續(xù)的寫作過程中，“我” 逐漸變得更加積極主動，對未來充滿期待。當老師閱讀眾多故事并采取一系列行動后，“我” 對老師充滿感激，對自己的成長感到自豪，對學習和未來有了全新的認識和積極的情感。
故事線
“我” 按照庫克老師的要求，先完成其他作業(yè)，然后開始創(chuàng)作新故事。
在寫作過程中，“我” 回憶起許多戶外探險的細節(jié)，將其融入故事。
庫克老師閱讀 “我” 新寫的故事，對其贊不絕口。
庫克老師在班級里分享 “我” 的故事，同學們對 “我” 的看法發(fā)生改變。
庫克老師鼓勵 “我” 投稿，“我” 的作品得到發(fā)表。
“我” 在庫克老師的影響下，對學習產(chǎn)生興趣，開始思考如何將對戶外的熱愛和未來的發(fā)展結(jié)合起來。
主旨升華句
Sometimes, a simple act of understanding and encouragement from a teacher can open a door to a whole new world for a student, and inspire them to explore their potential. 有時候，老師一個簡單的理解和鼓勵的舉動，就能為學生打開一扇通往全新世界的大門，激發(fā)他們探索自己的潛力。
The power of a teacher's support lies not only in academic guidance but also in recognizing and nurturing a student's unique passions, which can lead to unexpected growth and self - discovery. 老師支持的力量不僅在于學術(shù)指導，還在于認識和培養(yǎng)學生獨特的熱情，這能帶來意想不到的成長和自我發(fā)現(xiàn)。
A teacher who takes the time to listen to a student's interests can plant the seeds of inspiration, which may grow into a fulfilling journey of learning and self - development. 一位花時間傾聽學生興趣的老師，能夠播下靈感的種子，這顆種子可能會長成一段充實的學習和自我發(fā)展之旅。
By respecting a student's individuality and passions, a teacher can transform a disinterested learner into an enthusiastic explorer of knowledge and life. 通過尊重學生的個性和熱情，老師可以將一個對學習不感興趣的學生，轉(zhuǎn)變?yōu)橐粋€對知識和生活充滿熱情的探索者。
In the realm of education, the most valuable lessons are often those that go beyond textbooks, as they are the ones that touch a student's heart and inspire them to pursue their true dreams. 在教育領(lǐng)域，最有價值的課程往往是那些超越課本的，因為它們是觸動學生心靈，激勵他們追求真正夢想的課程。
寫作示范一
I turned in my paper the next day and waited for Miss Cook’s reaction. “This story was wonderful!” She said. “I would like you to write another story, but remember to do your other assignments first.” Miss Cook said.Motivated by her praise, I made a resolution to manage my time more effectively. I dedicated myself to my regular homework with a new - found enthusiasm, eager to finish it so that I could delve into my next outdoor adventure story. As I sat at my desk, memories of climbing steep cliffs, swimming in clear mountain streams, and observing wild animals in their natural habitats flooded my mind. I carefully crafted each sentence, trying to capture the beauty and excitement of those experiences.
Miss Cook read dozens of my stories that year. She was so impressed that she decided to share some of them with the class. As my classmates listened to my tales of the great outdoors, their eyes widened with wonder. Some even asked me questions about my adventures, which made me feel proud. Encouraged by this positive response, Miss Cook suggested that I submit my stories to a local youth magazine. To my delight, one of my stories was published. This achievement not only boosted my confidence but also made me realize that my love for the outdoors could be combined with my studies. I started to work harder in all my subjects, dreaming of a future where I could explore the world and share my experiences with others.
寫作示范二
I turned in my paper the next day and waited for Miss Cook’s reaction. “This story was wonderful!” She said. “I would like you to write another story, but remember to do your other assignments first.” Miss Cook said.Determined to meet Miss Cook's expectations, I plunged into my daily schoolwork. It wasn't always easy, but the thought of writing another story about my beloved outdoor adventures kept me going. After finishing my math problems and history essays, I would retreat to a quiet corner and let my imagination run wild. I wrote about the time I got lost in the forest and found a hidden waterfall, and the night I camped under the stars and saw a shooting star. Each story was a labor of love, filled with the details and emotions of my real - life experiences.
Miss Cook read dozens of my stories that year. She noticed a remarkable improvement in my writing skills and my overall attitude towards learning. One day, she invited me to participate in a school writing competition. Nervous but excited, I spent weeks preparing my entry. When the results were announced, I was overjoyed to find that I had won an award. This success not only brought me recognition but also changed my perspective on education. I realized that learning wasn't just about memorizing facts but also about expressing myself and sharing my passions. Thanks to Miss Cook's guidance and encouragement, I was no longer the daydreaming student who only cared about the outdoors. I had found a balance between my love for nature and my academic pursuits, and I was excited to see where this new path would lead me.
【答案】
“I would like you to write another story, but remember to do your other assignments first.” Miss Cook said. Her words made me realize that I needed to balance my passion for the fascinating outdoor world and my boring schoolwork. From then on, I committed myself to the classes and submitted my assignments on time every day. Gradually I found it was easy for me to understand what the teachers taught and began to fall in love with the school subjects. At the same time, encouraged by the teacher, I picked up my pen and recorded my observation and feelings of the world out of the window.
Miss Cook read dozens of my stories that year. She gave me precious advice on writing each time, which motivated me to keep writing. With her support, I not only improved my writing but also became interested in my studies. I began to look forward to the classes, which gave me the chance to learn and grow. I was really grateful that Miss Cook opened a door to the sea of knowledge for me, where I knew I belonged to the classroom as well as the outdoor world.

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