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阅读下面材料，根据其内容和所给段落开头语写两段，使之构成一篇完整的短文。
Several years ago, I worked as a writing teacher in a rural middle school. I knew all my students. They trusted me with their stories and so I was given the privilege of having a secret bond with each one of them. I taught my students about the power of words, and tried to let them find expression through writing. We learned to trust each other, because we learned how hard it was to write openly and honestly, and we learned sharing your words took courage. I was always amazed at the words that came from my students’ hearts.
Later, we had a new student to the school, Al. Al was small and looked younger than other students in my class. He was with us for only a short while and still trying to fit in. So I was a little surprised when he volunteered to read. I smiled and nodded for him to do, while in my mind I was afraid that the others would make fun of the new kid after he read. The room fell silent, and Al began to read.
“If I had one wish, it would be to meet my dad...” He started out loud and clear.
He had held the attention of my usually restless students for what seemed like 15 minutes. He told of how he had never known his father, who had left the family when he was a baby. He shared the intimate details of his struggles to be the only man in the house at such a young age, of having to mow the lawn and fix broken pipes. He revealed to us the thoughts that went through his mind constantly about where his father might be and why he might have left.
注意：
1. 续写的词数应为150左右；
2. 请按如下格式在答题卡相应位置作答。
I looked around the classroom, finding no snickers (窃笑).
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When Al finished the last sentence, all the class stood up and applauded.
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文章大意
文章讲述了身为乡村中学写作教师的 “我”，与学生们建立了深厚信任，教导他们用文字表达自我。新转来的学生艾身形瘦小且初来乍到，当他主动提出朗读自己的作文时，“我” 虽担心他会被同学嘲笑，但仍让他开始朗读。艾在文中讲述了自己从未谋面的父亲在他幼时离开家庭，他作为家中唯一的 “男人”，承担着割草、修理水管等家务，同时也倾诉了对父亲的思念与内心的挣扎。他的朗读深深吸引了同学们，大家都沉浸其中，没有出现 “我” 所担心的嘲笑情况，朗读结束后，全班同学起立为他鼓掌，艾也因此真正融入了班级。
伏笔及回应：
伏笔：“我” 知晓学生们的故事并与他们建立了秘密纽带，学生们信任 “我”，这为后续课堂上的情感氛围和学生们的反应做铺垫。回应：同学们在艾朗读时没有嘲笑他，而是认真倾听，体现出班级中因信任和尊重营造出的良好氛围，也是 “我” 之前教育引导的结果，深化了师生、同学间的情谊。
伏笔：艾初来乍到且努力融入集体，暗示他渴望被接纳，为他主动朗读及同学们后续的态度转变埋下伏笔。回应：艾通过朗读分享自己的内心世界，同学们被他的真诚所打动，从而接纳了他，他成功融入班级，实现了从陌生到被接纳的转变，推动情节发展。
伏笔：“我” 担心同学们会嘲笑艾，与实际情况形成对比，突出艾朗读的感染力和同学们的善良。回应：同学们的专注倾听和热烈鼓掌，打消了 “我” 的顾虑，展现出人性中的温暖与包容，升华了文章的情感主题。
伏笔：“我” 教导学生们文字的力量和表达的勇气，为艾能够勇敢地在众人面前分享自己的故事提供了思想基础。回应：艾的朗读正是对所学的实践，他用文字触动了同学们，也证明了 “我” 教学的成果，同时体现了文字在人与人沟通中的重要作用。
伏笔：艾讲述自己艰难的生活经历，引起同学们的同情与共鸣，为他赢得尊重和掌声做铺垫。回应：同学们感同身受，用鼓掌表达对他的钦佩与支持，使艾从一个孤独的个体变成班级大家庭中的一员，强化了团结友爱的班级氛围，凸显了文章主旨。
续写要点
第一段
情感线：从起初的担忧转为看到同学们专注倾听时的欣慰，再到为艾的勇敢和真诚所感动，内心充满对学生们成长和善良的欣喜，对班级氛围的积极变化感到自豪，情感逐渐升温，充满温情与希望。
故事线：描述 “我” 在艾朗读过程中的细微观察，如同学们的表情变化，从最初的好奇到逐渐被吸引，眼神中流露出的专注和同情。可以提及教室里安静得只剩下艾的声音，阳光透过窗户洒在他身上，营造出温暖而庄重的氛围。同时，“我” 的内心也在不断起伏，为艾的勇敢而骄傲，也为班级的和谐而感动，展现出这一时刻的深刻与美好，为下文的高潮情节做铺垫。
主旨升华句：“In that quiet classroom, Al's words became a bridge that connected our hearts, teaching us that beneath every surface, there are stories waiting to be heard, and that true understanding begins with the courage to share and the kindness to listen.”（在那安静的教室里，艾的话语成为了连接我们心灵的桥梁，让我们明白，在每一个表象之下，都有等待被倾听的故事，而真正的理解始于分享的勇气和倾听的善意。）
第二段
情感线：随着同学们的鼓掌，艾从惊讶到感动，整个班级沉浸在一种热烈而真挚的情感中，充满了团结、友爱和相互尊重，这种情感进一步升华，让大家感受到集体的力量和人性的光辉，对未来的班级生活充满信心和期待。
故事线：详细描述艾读完后的表情和反应，他眼中闪烁着泪花，脸上露出难以置信又无比感动的神情。接着讲述同学们纷纷围上去，给予他安慰和鼓励的拥抱，有的同学轻声说感同身受的话语，进一步拉近彼此的距离。最后，“我” 作为老师，对这一感人场景进行总结和升华，强调这次经历对班级的重要意义，如增强了班级凝聚力，让大家更加珍惜彼此，也让同学们懂得了包容和支持的力量，为故事画上一个圆满而温暖的句号。
主旨升华句：“Al's story and our class's response was a testament to the power of vulnerability and acceptance. It showed that when we open our hearts to one another, we create a community where every individual's pain and joy are not only acknowledged but also celebrated, and where the bonds of friendship are strengthened by the threads of shared experiences.”（艾的故事和我们班级的反应证明了脆弱与接纳的力量。它表明，当我们向彼此敞开心扉时，我们创造了一个社区，在这个社区里，每个人的痛苦和喜悦不仅得到认可，而且受到赞美，友谊的纽带因共同经历的线索而更加牢固。）
写作示范一
I looked around the classroom, finding no snickers. Instead, I saw a room full of captivated faces, their eyes glistening with a newfound understanding. The sunlight streamed through the window, casting a warm glow on Al as he continued to pour out his heart. I could feel the tension in my shoulders ease, replaced by a sense of pride and wonder. Each student seemed to be hanging on to Al's every word, as if they were transported into his world. Their silence was a sign of respect, a silent acknowledgment of the pain and courage that Al was sharing. In that moment, the walls that often separated us melted away, and we were united in the power of a single story.
When Al finished the last sentence, all the class stood up and applauded. The sound was deafening, filling the room with a palpable energy. Al's eyes widened in shock, and then filled with tears of joy and relief. His classmates rushed towards him, offering hugs and words of comfort and admiration. The shy, new kid who had once seemed so alone was now at the center of our collective embrace. This was not just applause for a good reading; it was a celebration of our shared humanity, a recognition that we all had our own battles and that by sharing them, we could find strength in each other. “In that quiet classroom, Al's words became a bridge that connected our hearts, teaching us that beneath every surface, there are stories waiting to be heard, and that true understanding begins with the courage to share and the kindness to listen.”
写作示范二
I looked around the classroom, finding no snickers. There was only a profound stillness, as if the entire class was holding its breath. The gentle rustle of papers and the soft creaking of chairs seemed to fade into the background as Al's voice filled the room. I noticed the way some students leaned forward, their expressions soft and empathetic. It was as if they were seeing Al in a new light, no longer as the outsider, but as a fellow traveler on the journey of life. My heart swelled with emotion, knowing that this was a moment of transformation, not just for Al, but for our entire class.
When Al finished the last sentence, all the class stood up and applauded. The thunderous ovation echoed off the walls, a testament to the impact of Al's words. Al stood there, stunned, his cheeks flushed with a mixture of surprise and gratitude. His classmates gathered around him, patting his back and whispering words of encouragement. This was a defining moment, one that would be etched in our memories forever. It was a reminder that in our small classroom, we had the power to create a safe haven, a place where everyone could be heard and accepted. “Al's story and our class's response was a testament to the power of vulnerability and acceptance. It showed that when we open our hearts to one another, we create a community where every individual's pain and joy are not only acknowledged but also celebrated, and where the bonds of friendship are strengthened by the threads of shared experiences.”
【答案】范文
I looked around the classroom, finding no snickers. They all leaned forward in rapt attention. Instead of any signs of disdain, I witnessed a sea of silent, attentive faces. A few heads were nodding and a glistening of tears shimmered in the corners of some eyes. Obviously, Al’s words had touched them deeply. Our classroom had become a safe space for sharing, a testament to the power of empathy and understanding. As their teacher, I felt a surge of pride. I smiled and nodded at Al, encouraging him to continue.
When Al finished the last sentence, all the class stood up and applauded. The applause echoed through the classroom, indicating the fitting-in of Al. As their applause subsided, I could see a new light in their eyes forged by Al’s sharing. Not only did Al’s bravery touch their hearts, but also sowed the seeds of compassion and acceptance that would continue to grow within our classroom. It was a reminder that in our shared vulnerability and honesty, we find the truest connections and the deepest truths about ourselves and each other.

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