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。人與自我——校園話題——解決問題（全新升級版——對接B3U1知心大姐）Evaspentthefirstweekofhighschooltryingtokeepherheadabovewater.Oneofthemajorheadachesforherwasfindingherwayinthehugeschoolbuilding.Itwasasixstorybuilding.Oneachfloor,hallwaysstretchedinfourdirections,leadingtoclassrooms,laboratories,andteachers'offices.Somewhereinthebuilding,therewasalsoalibrary,acafeteria,andagym.Havingapoorsenseofdirection,Evafounditimpossibletogetaroundinsuchahugebuilding.Allthedifferenthallwaysandroomsweretoomuchtothinkabout,letalonemittomemory.Shedecidedthatshewouldmemorizewhereherclasseswereandthenpretendthattherestoftheplacedidn'texist.InherfirstP.E.class,EvawasshockedwhenCoachPittannouncedthateveryonehadtorunonemilearoundthetrackoutside.Shesearchedthefacesofherclassmatesforsignsofpanic.Therewasnothingshefearedmorethanhavingtorunawholemile.ToEva,

“amile”

wasusedtodescribelongdistances.Itwastenmilesfromherhometohergrandfather's,andthatalwaysseemedlikealongway,eveninacar.WhenCoachPittblewhiswhistle(哨子),Evafiguredshewouldbeleftinthedust.However,whilesomeofherclassmatesedgedahead,othersactuallyfellbehind."It'sjustthebeginning,"shethought.

“I’lleinlastforsure.”SoonEvabegantobreathehard,withherheartpoundingandlegsshaking.Feelingdesperate,Evastartedusingamindtrickonherself.Shestoppedthinkingabouttheword

“mile.”

Instead,shefocusedonreachingtheshadowcastonthetrackbyanoaktreeupahead.Thensheconcentratedonjoggingtothespotwherethetrackcurved(拐彎).Afterthat,shetriedtoseeifshecouldpleteherfirstlap.Onelapturnedintotwo,thenthree,thenfour.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2.請按如下格式作答。Paragraph1：WhenCoachPittsaid,"Nicework!"toheratthefinishline,Evawas

surprised.

_________________________________Paragraph2：Evadecidedtousethesame

trick

todealwiththeschoolbuilding.【解析】原文講述了高中生Eva因為方向感不強，經(jīng)常在學(xué)校的教學(xué)樓上迷路，這是Eva面對的困難，也就是在續(xù)文中要解決的問題。在一次體育課上教練要求他們跑“amile”的時候，Eva覺得困難重重因而對自己沒有信心。但她積極想辦法，以“theshadow”為參照物，將“amile”分解成“l(fā)ap”，即把大任務(wù)分解為小任務(wù)，更容易完成。通過分析原文，找出主要信息句：1.Havingapoorsenseofdirection,Evafounditimpossibletogetaroundinsuchahugebuilding.2.Allthedifferenthallwaysandroomsweretoomuchtothinkabout,letalonemittomemory.3.“I’lleinlastforsure."4.Feelingdesperate,Evastartedusingamindwickonherself.5.Instead,shefocusedonreachingtheshadoweastonthetrackbyanoaktreeupahead.Thensheconcentratedonjoggingtothespotwherethetrackcurved（拐彎）.6.Afterthat,shetriedtoseeifshecouldpleteherfirstlap.Onelapturnedintotwo,thenthree,thenfour.

【構(gòu)思】利用原文信息句和兩段首句，理清思路：方向感太差記不住學(xué)校建筑的位置——體育課跑“amile”害怕是最后一名心里非常緊張——將“mile”分解為“l(fā)ap”——受到教練的贊賞——欣喜并介紹方法——利用同樣的方法記住theschoolbuilding的各個區(qū)域——獲得感悟段落續(xù)寫：①由第一段首句和第二段首句內(nèi)容可知，第一段內(nèi)容大致是：跑的成績不錯——欣喜若狂——回顧或者是向老師同學(xué)們介紹方法。②由第二段首句，可知第二段內(nèi)容大致是:Eva用同樣的方法將“theschoolbuilding”分解為樓層或?qū)ふ覅⒄瘴铩K于記住了各個區(qū)域——領(lǐng)悟（遇到困難不要害怕或回避，主動想辦法解決問題；或?qū)⒋笕蝿?wù)分解為小任務(wù)，完成起來更輕松。）下水文1WhenCoachPittsaid"Nicework!"toheratthefinishline,Evawassurprised.Shewasaheadofothers!Sheneverimaginedthatshecouldfinishrunningawholemilewhichshehadconsideredthemostfearful.Withherclassmatescheeringandadmiring,Evajumpedupwithexcitement,withabroadsmileonherface.Later,CoachPittaskedEvatosharehertrickofrunningsofast.She

recalledherconcentrationonherlapbylap.Whatoccurredtoherwasthatshecouldusethistricktoimproveherpoorsenseofdirection."WhydonotIhaveatry?"Shemurmuredtoherself.Evadecidedtousethetricktodealwiththeschoolbuilding.Insteadofthinkinghowhugetheschoolbuildingwasandhowplexthedifferenthallwaysandroomswere,shefocuedonrememberingherclassesfirst.Afterthat,shetriedtorememberotherplaces,suchaslaboratories,teachers'offices,thelibrary,thecafeteriaandthegym.Daybyday,effortspaidoff.Shefinallygotfamiliarwitheachfloor,notworriedaboutlosingwayanymore.Fromthenon,shebegantoenjoytheschoollifeatease,gettingaroundtheschoolbuildingconfidently.Howmuchshegotthroughthetrick!下水文2：WhenCoachPitsaid“Nicework"toheratthefinishline,Evawassurprised.Neverhadshethoughtrunningawholemilecouldbesuchaeasyjobforher,Itoccurredtoherthatitwasthemindtricksheusedthatenabledhertofinishthecourse.Soaftercelebratinghersuccessbypletinganotherlap,Evabegantowonderwhetherthetrickwouldworkinothercases,suchas...thehugeschoolbuilding!Shecouldn'trememberhowmanytimesshehadbeenlostinthebuildingstrugglingtofindherwayinthepastweek.Wouldhertrickwork?Well,onewouldn'tknowbeforetrying.Evadecidedtousethesametricktodealwiththeschoolbuilding.Shestartedfromthegroundfloor.Insteadofconcentratingonwheretogo,Evafocusedonreachingtheflowerpotnearbytheteachers’office,thewaningsignsoutsidethelaboratoriesandannouncementboardbetweenherclassroomandothers’.Itwasn'tlongbeforeEvafinallytheexplorationofthebuildin