題目閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。"I'mgoingtoschooltoday!”announcedmylittlebrother,Trevor,bouncingtothebreakfasttable.Momlookedatme."Isn'titgreat,Annie?You'llbothbeatthesameschool!AndIcan'thelprememberingyourfirstdaytoschoolwhenIhadtocalmyoudownbyblowingkisses.”Actually,itwasnotgreatatall.Schoolusedtofeellikemything.Butnowhewouldsitinmyoldclassroom,withmyoldteacher.Enough!IhatedtoseethenaughtyTrevoraspartofmyschoollife.Aswearrivedattheschoolgate,Trevorturnedtomeandaskedwhetherhecouldplaywithmeduringthebreak,worriedandhesitant.Ishookmyheadandremindedhimoftheschoolrules:Yousmallkidsplayinthekindergartenarea.Istayonthebigplayground!IpulledTrevorforwardandledhimtohisclassroom,wherehewasgreetedbyhisteacher,Mrs.Morena,“Hello,Trevor!Wanttocomeandmeettheotherkids?''Trevornoddedandletgoofmyhand.Idisappearedinaflash,excitedtojoinmyfriends.Whenthebellrang,IwasgivenaseatbyanopenwindowwhereIcouldseethekindergartenroomifIlookedoutside.Ifacedforward,tryingtofocusonwhattheteacherwassaying.Fornoreason,aquestioncontinuouslycrossedmymind:HowwasTrevor?Duringthebreak,IforgotallaboutTrevor.Itwasgreattobebackatschool!Iwasrunningtotheslide

（滑梯）whenaloudcryrangoutacrosstheplayground.Itsoundedfamiliar.Ilookedtothekindergartenarea.TherewasTrevorsittinginthesandbox,tearsonhisface.“Iwanttogohome!”hehowled.Mrs.Morenawastalkingtohim,buthewasstillcrying.

Itookanothersteptowardtheslide.ThenTrevorcriedagain.Myfeetturned,andIwasrunningtowardhim.Buttherewasafencebetweenthekindergartenareaandthebigplayground,andIcouldn'tgowherehewas.注意：1.

續(xù)寫詞數(shù)應(yīng)為150左右；2.

請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。Para1:Then,IdidthebestthingIcouldthinkofPara2:Soonthebellrangandtheschoolwasover.故事講述的是新學(xué)期弟弟Trevor剛?cè)雽W(xué)且跟我在同一所學(xué)校，盡管弟弟很渴望跟我一起玩，而我卻很排斥很不滿，不愿意跟他共享學(xué)校和老師。但后來(lái)看到弟弟在學(xué)校因?yàn)橄爰液窟罂薜臅r(shí)候，我還是不由地上前安撫弟弟，盡管隔著操場(chǎng)和柵欄，我還是想辦法讓弟弟開(kāi)心了起來(lái)并幫助弟弟度過(guò)了開(kāi)學(xué)第一天。故事傳遞的主題是姐弟情深。續(xù)寫部分1.IdothebestthingIcanthinkof.2.Thenthebellring.讀后續(xù)寫文本分析：同學(xué)們?cè)诘谝欢位径寄芟氲絿@Idothebestthing展開(kāi)敘述。學(xué)生設(shè)計(jì)的具體情節(jié)主要有兩種:一是我隔著柵欄撫摸弟弟的頭并且承諾陪他玩，然后弟弟開(kāi)心了起來(lái)。二是我用媽媽曾經(jīng)在我剛?cè)雽W(xué)時(shí)安撫我的做法--blowkisses來(lái)安撫弟弟，結(jié)果同樣起到了神奇的作用，弟弟不再哭了。討論這兩種情節(jié)的合理性：大家認(rèn)為雖然兩種情節(jié)都合理，但是更好的續(xù)寫文本應(yīng)該在情節(jié)設(shè)計(jì)和語(yǔ)言表達(dá)上都與原文相協(xié)同。原文寫到了我小時(shí)候第一天上學(xué)也是哭鬧，媽媽通過(guò)blowkisses安撫我焦慮的情緒并幫我度過(guò)了這一難關(guān)。所以第二種情節(jié)更合理。重要的續(xù)寫策略---挖掘文本伏筆，構(gòu)思續(xù)寫情節(jié)伏筆，是文學(xué)創(chuàng)作中敘事的一種手法，就是上文看似無(wú)關(guān)緊要的事或者物，對(duì)下文將要出現(xiàn)的人物或事件預(yù)先作的某種提示或暗示，或者說(shuō)是前文為后文情節(jié)埋伏的線索。是否關(guān)注到原文中的這些伏筆關(guān)系到續(xù)寫文本的情節(jié)能否成為一個(gè)完整的故事鏈，很大程度上影響著續(xù)寫文本質(zhì)量的高低。伏筆1---原文提到了我的朋友跟我一起玩的場(chǎng)景，那么下文續(xù)寫時(shí)也可以寫我的朋友用了我使用的方法一起安撫弟弟。這也正是原著續(xù)寫的情節(jié)。伏筆2---原文當(dāng)中我和弟弟活動(dòng)的區(qū)域之間有個(gè)柵欄，那么在續(xù)寫最后我跟弟弟之間的關(guān)系更近了，我們之間無(wú)形的隔閡消除了，這可以與真正存在的柵欄進(jìn)行對(duì)比。伏筆3---原文中媽媽問(wèn)我跟弟弟在一個(gè)學(xué)校是不是很棒的時(shí)候，我最初的想法是否定的。續(xù)寫時(shí)可以對(duì)應(yīng)寫我思想的轉(zhuǎn)變或者我現(xiàn)在積極的想法。發(fā)現(xiàn)了這些伏筆后，大家果然思如泉涌。伏筆不僅可以讓情節(jié)與原文更貼切，還能幫助大家創(chuàng)造出與原文融為一體的結(jié)尾。參考范文：Then,IdidthebestthingIcouldthinkof.

Runningtothefenceandmyclawsclutchingthenet,Ishoutedatthetopofmylungs,“Trevor,justtakeiteasy.Whentheschoolisover,Iwilltakeyouhome,Ok?”Atthis,Trevor'showlingcametoahaltandhistearyfacebrokeintoahugegrin.“Yeah.Thankyou,Annie.”Wipinghistearsaway,thisnormallynaughtyboysuddenlyturnedintoaheartwarmingandthoughtfulangel.Pattingdustoffhispants,TrevorlockedhishandswithMrs.Morena'sandthetwovanishedintothekindergartenarea.Seeingthis,Iheavedaheavysighofrelief.Soonthebellrangandtheschoolwasover.

Dashingtothekindergartengate,Icouldglimpse,atadistance,thatTrevortalkedandcackledwithhisnewly-madefriends.Itseemedhispreviousgrievancesandunpleasantfeelingsallevaporated,replacedbypurejoyandfreshexcitement.“Hi,naughty,areyoufeelingbetter?”greetedI.Biddinghisfriendsgoodbye,Trevorbeamedandanswered,“Couldn'tbebetterandthankyou,Annie,forcomfortingmeatthefence.Actually,Ifeelsafeatthethoughtofyour