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When I was in the eighth grade, my class was assigned to be friends with second-grade kids. I got paired with Shelley, a small, quiet girl who never joined her classmates’ games. She would sit alone in the corner, staring out the window, and didn’t respond to any of my attempts to connect — whether I offered her colorful crayons, sweet candies, or a brand-new coloring book. Even when I sat beside her and talked about my favorite cartoons or funny school stories, she would just look down at her shoes, her shoulders hunched like she was trying to disappear. Days passed, but there was still no sign of change in her. I began to worry that I might never be able to get close to this lonely little girl.
One Friday, I sat down beside her and shared my own childhood story: how I’d felt lonely in elementary school, how I’d hidden my tears so no one would see my pain, and how a teacher’s kind word had finally helped me open up. I told her that I knew what it was like to feel like no one understood, and that she didn’t have to be alone anymore. When I finished, Shelley’s eyes were shining with tears. For the first time, she looked me in the eye and spoke to me, whispering, “Thank you.”
The next week, our school planned a “Buddy Talent Show” for the paired students. I knew this could be a turning point for Shelley, so I gently suggested she perform. She hesitated at first, her fingers holding the hem of her dress, but after I told her I’d be right there with her, playing the piano to accompany her, she nodded slowly. I could see a flicker of hope in her eyes, and I knew we were about to take a big step together.
注意：
（1）续写词数应为150个左右；
（2）请按如下格式在答题卡的相应位置作答。
On the day of the talent show, Shelley stood nervously behind the curtain. When the song ended, warm claps and cheers erupted from the audience.
一、文本分析
1．角色
________________________________________________________
2．视角
第________人称
3．时空线
I was in the eighth grade--- my class was assigned to be friends with second-grade kids--- _________________ --- I tried many ways to connect with Shelley, but she refused to respond--- _________________ --- I shared my own lonely experience with Shelley, she thanked me and opened up a little--- _________________ --- our school planned a Buddy Talent Show, I suggested Shelley perform and promised to accompany her--- Shelley nodded and showed a flicker of hope
4. 细节问答
What was the task assigned to “my” class in the eighth grade ：
___________________________________
What was Shelley like at first ：_________________________________
What did “I” do to connect with Shelley ：
________________________________________________
What made Shelley open up a little and say “Thank you” to “me” ：
__________________________________________
What did the school plan the next week ：
_____________________________________________
What did “I” suggest Shelley do, and what did “I” promise her
_________________________________________________
How did Shelley respond to “my” suggestion ：
________________________________________________________
What does the story tell us ：________________________________________________
5．情节线
八年级时，“我”的班级被安排和二年级的孩子结对做朋友→_________________ →“我”被分配到内向孤独的Shelley，多次尝试靠近她都被拒绝→_________________ →“我”和Shelley分享自己曾经孤独的经历，Shelley被打动，第一次和“我”说话并道谢→学校计划举办结对才艺秀，“我”建议Shelley参与并承诺为她钢琴伴奏→Shelley犹豫后答应，眼中燃起希望→（续写）才艺秀当天，Shelley紧张地站在幕布后→（续写）表演结束后获得掌声，Shelley变得自信，两人的友谊更加深厚
6．情感线
I：kind→___________→worried→___________→encouraging→___________（续写）
Shelley：lonely→___________→moved→___________→nervous→___________（续写）
7. 综合概括（中英各一句）
中文：
______________________________________________________________________________________________________________________________________
英文：
______________________________________________________________________________________________________________________________________
8. 句式（写出文中对应的例句）
宾语从句；定语从句；状语从句；非谓语；并列句
________________________________________________________________________________________________________________________________________________
9. 本文主题
温情成长类：_______________________________________
三.情节构造
Paragraph 1: On the day of the talent show, Shelley stood nervously behind the curtain.
衔接句1——How did Shelley feel What did “I” do to encourage her
______________________________________________________________________________________________________________________________________
Paragraph 2: When the song ended, warm claps and cheers erupted from the audience.
衔接句2——How did Shelley react What changed in her
______________________________________________________________________________________________________________________________________
四．段落续写框架
第一段：才艺秀当天，Shelley紧张地站在幕布后。
→①__________________→②__________________→③_______________；
On the day of the talent show, Shelley stood nervously behind the curtain.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
第二段：歌曲结束后，观众席上爆发出热烈的掌声和欢呼声。
→④__________________→⑤__________________→⑥_______________
When the song ended, warm claps and cheers erupted from the audience.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
参考答案
一、文本分析
1．角色
I（善良、有耐心、懂得鼓励他人的八年级学生）；Shelley（内向孤独、渴望温暖、能逐渐变得自信的二年级学生）
2．视角
第一人称
3．时空线
I was in the eighth grade--- my class was assigned to be friends with second-grade kids--- I got paired with Shelley, a lonely and quiet second-grade girl--- I tried many ways to connect with Shelley, but she refused to respond--- I shared my own lonely experience with Shelley, she thanked me and opened up a little--- our school planned a Buddy Talent Show, I suggested Shelley perform and promised to accompany her--- Shelley nodded and showed a flicker of hope
4. 细节问答
What was the task assigned to “my” class in the eighth grade ：The class was assigned to be friends with second-grade kids.
What was Shelley like at first ：She was small, quiet, lonely, never joined her classmates’ games, and refused to respond to others’ attempts to connect.
What did “I” do to connect with Shelley ：“I” offered her colorful crayons, sweet candies, a brand-new coloring book, sat beside her and talked about “my” favorite cartoons or funny school stories.
What made Shelley open up a little and say “Thank you” to “me” ：“I” shared “my” own childhood story of feeling lonely and how a teacher’s kindness helped “me” open up, making her feel understood.
What did the school plan the next week ：The school planned a “Buddy Talent Show” for the paired students.
What did “I” suggest Shelley do, and what did “I” promise her ：“I” suggested Shelley perform in the talent show and promised to accompany her by playing the piano.
How did Shelley respond to “my” suggestion ：She hesitated at first but nodded slowly after “I” promised to accompany her, and there was a flicker of hope in her eyes.
What does the story tell us ：Kindness and encouragement can warm a lonely heart, help others build confidence, and true friendship can bring positive changes to both people.
5．情节线
八年级时，“我”的班级被安排和二年级的孩子结对做朋友→“我”被分配到内向孤独的Shelley，多次尝试靠近她都被拒绝→“我”和Shelley分享自己曾经孤独的经历，Shelley被打动，第一次和“我”说话并道谢→学校计划举办结对才艺秀，“我”建议Shelley参与并承诺为她钢琴伴奏→Shelley犹豫后答应，眼中燃起希望→（续写）才艺秀当天，Shelley紧张地站在幕布后，“我”上前鼓励她，两人一起登上舞台→（续写）表演结束后获得掌声，Shelley变得自信开朗，两人友谊更加深厚
6．情感线
I：kind→patient→worried→sincere→encouraging→happy and proud（续写）
Shelley：lonely→shy→moved→hesitant→nervous→confident and joyful（续写）
7. 综合概括（中英各一句）
中文：八年级时，“我”被安排和二年级内向孤独的Shelley结对做朋友，多次尝试靠近都未成功。后来“我”分享自己曾经孤独的经历，Shelley被打动并逐渐敞开心扉。学校举办结对才艺秀，“我”鼓励Shelley参与并为她伴奏，才艺秀上Shelley克服紧张完成表演，最终变得自信开朗，两人也建立了深厚的友谊。
英文：When I was in the eighth grade, I was assigned to be friends with Shelley, a lonely and quiet second-grade girl. My many attempts to connect with her failed at first. Later, I shared my own experience of being lonely, which moved Shelley and made her open up a little. When the school planned a Buddy Talent Show, I encouraged Shelley to perform and promised to accompany her on the piano. Shelley overcame her nervousness and finished the performance, finally becoming confident and outgoing, and we built a deep friendship.
8. 句式（写出文中对应的例句）
宾语从句：I told her that I knew what it was like to feel like no one understood. 定语从句：I got paired with Shelley, a small, quiet girl who never joined her classmates’ games. 状语从句：When I finished, Shelley’s eyes were shining with tears. 非谓语：She would sit alone in the corner, staring out the window. 并列句：She would sit alone in the corner, staring out the window, and didn’t respond to any of my attempts to connect.
9. 本文主题
温情成长类：真诚的陪伴、善意的鼓励能融化孤独的坚冰，帮助他人走出封闭、建立自信，而友谊也能在彼此温暖中得以升华。
二.情节构造
Paragraph 1: On the day of the talent show, Shelley stood nervously behind the curtain.
衔接句1——How did Shelley feel What did “I” do to encourage her ：Shelley felt nervous, with pale face and clenched hands; “I” patted her shoulder, whispered encouragement and reminded her “I” would be with her, which made her relax a little.
Paragraph 2: When the song ended, warm claps and cheers erupted from the audience.
衔接句2——How did Shelley react What changed in her ：Shelley was surprised at first, then smiled happily and cried tears of joy; she became more confident and outgoing, and was willing to make friends with others.
三．段落续写框架
第一段：才艺秀当天，Shelley紧张地站在幕布后。→①Shelley脸色苍白、紧握双手，十分紧张，还不停咬下唇→②“我”察觉到她的焦虑，上前轻轻拍她的肩膀，低声鼓励她→③她深吸一口气，紧张的情绪有所缓解，眼神也变得坚定；
On the day of the talent show, Shelley stood nervously behind the curtain. Her hands were tightly clenched, her face pale, and she kept biting her lower lip. Sensing her anxiety, I walked over, patted her shoulder gently, and whispered words of encouragement. I told her she was brave and that I would be right beside her every step of the way. With a deep breath, she nodded, and her tense shoulders relaxed a little. When our turn came, I sat down at the piano, and Shelley walked onto the stage, her eyes fixed on me, seeking strength.
第二段：歌曲结束后，观众席上爆发出热烈的掌声和欢呼声。→④Shelley先是愣住，随后露出灿烂的笑容，眼里充满喜悦的泪水→⑤她向观众微微鞠躬，下台后紧紧抱住“我”，难掩激动→⑥从那以后，Shelley变得自信开朗，主动融入集体，两人的友谊也愈发深厚。
When the song ended, warm claps and cheers erupted from the audience. Shelley froze for a moment, looking surprised, and then a bright smile spread across her face. Tears of joy filled her eyes as she bowed slightly to the audience. After stepping off the stage, she ran to me and gave me a tight hug, her voice full of excitement. From that day on, Shelley became more confident and outgoing, gradually joining her classmates’ games and making more friends. Our friendship grew deeper, and I knew that a little kindness and encouragement could light up a lonely heart.

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