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。APaintingJustLikeHomeLisawasn’tsohappywhenthebellwentforbreak.Atheroldschool,sheusedtoplaywithherfriends.Nowshesataloneinthecornerofthefieldandwatchedtheotherkidsplay.TheonlythingLisalikedabouthernewschoolwasart.Shehadn’thadartclassesatheroldschool,butheretheylastedawholehour.Duringtheartclasses,Lisaforgotthatshedidn’thavefriendshere.Whenclearinghertable,Lisanoticedaboxofchalkbythewindow.Sheputitinherpocket.Thenshetookherusualplaceattheendoftheline.Assheandherclassmateswalkeddownthehallandoutintotheplayground,Lisarememberedhowsheandhermotherusedtodrawchalkdesignsonthelongdrivewayleadingtotheiroldapartment.Thepatternsarecalledrangoli,atraditionalIndiandecoration,andtheylooklikestarsandroses.Lisa’smothersaidthedrawingsweretowelcomegueststotheirhome.Lisamissedthetimes.Lisawalkedtothebasketballcourtandsatonthesidelines.Shetookthechalkoutandbegantodrawherfavoriterangolipatternwithhugepetalsandstarswitheightpoints.“That’spretty,”avoicesaid.SheturnedaroundandsawthatEric,aboyinherclass,waswatchingher.“It’scalledrangoli,”shesaid.“Thefloorofmygrandmother’shousehaspattenslikethat,”Eriesaid.“Whatdoyoumean?”Lisaasked.“Handmeapieceofchalk,”Ericsaid.Ericsatdownandbegantodraw.HedrewflowersthatweremoredetailedthanLisa’s,butstillhadhugepetals.Thenhedrewcirclesinsidecircles,andsurroundedthemwithsmalldiamonds.Lisakeptdrawingtoo.“Whatareyouguysdoing?”avoiceasked.LisaandErichadbeensoabsorbedindrawingthatthehadn’tnoticedtheirclassmateEmmahadbeenwatchingthem.“Hey,’Emmasaid,sittingdownbesidethem,“thatlooksliketherugsinmyhouse.Exceptontherugs,theshapesarebiggerandflatter.”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?！癝howus,”saidEric,handingEmmaapieceofchalk.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Hearingtheteacher’spraise,manystudentsgatheredaround.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________一、文章大意文章講述了Lisa剛轉(zhuǎn)學(xué)到新學(xué)校，因沒有朋友而感到孤單，唯一喜歡的課程是藝術(shù)課。一次課間，她看到一盒粉筆，想起和母親在舊公寓車道上畫傳統(tǒng)印度裝飾圖案rangoli的時(shí)光，便拿出粉筆在籃球場(chǎng)上畫了起來。同班同學(xué)Eric看到后，發(fā)現(xiàn)圖案和自己祖母家地板上的相似，也加入進(jìn)來。隨后，Emma也注意到他們，說圖案像自家地毯上的，只是形狀更大更平。故事圍繞著孩子們對(duì)不同文化中相似圖案的發(fā)現(xiàn)展開，展現(xiàn)了文化的交融與碰撞。二、故事山分析開頭：Lisa在新學(xué)校孤獨(dú)，僅對(duì)藝術(shù)課感興趣，引出她與粉筆及rangoli圖案的關(guān)聯(lián)。發(fā)展：Lisa拿出粉筆在操場(chǎng)畫rangoli圖案，Eric加入，兩人交流圖案來源，Emma隨后出現(xiàn)并提及自家地毯圖案。高潮：在續(xù)寫部分，更多同學(xué)參與創(chuàng)作，圖案不斷豐富，大家因共同的創(chuàng)作熱情和對(duì)文化的好奇而緊密相連。結(jié)局：孩子們完成了一幅融合多種文化元素的大型圖案，收獲了友誼，也加深了對(duì)不同文化的理解，Lisa不再孤單。三、伏筆以及在續(xù)寫中的回應(yīng)伏筆：Lisa在舊學(xué)校沒有藝術(shù)課，新學(xué)校的藝術(shù)課讓她忘記孤獨(dú)，暗示藝術(shù)將成為她融入新環(huán)境的契機(jī)?；貞?yīng)：續(xù)寫中，畫rangoli圖案吸引了同學(xué)，藝術(shù)課的延伸活動(dòng)成為她與同學(xué)們建立聯(lián)系的橋梁。伏筆：Lisa看到粉筆想起和母親畫rangoli的美好時(shí)光，體現(xiàn)她對(duì)過去生活的懷念?；貞?yīng)：她的繪畫引發(fā)了同學(xué)們對(duì)類似圖案的回憶，從而開啟文化交流與共同創(chuàng)作，讓她在新環(huán)境中找到與過去相似的溫暖。伏筆：Eric說祖母家地板有類似圖案，表明不同文化間存在相似元素?；貞?yīng)：為更多同學(xué)分享自己文化中相似圖案做鋪墊，在續(xù)寫中，大家基于各自文化背景共同豐富圖案創(chuàng)作。伏筆：Emma提及自家地毯圖案，進(jìn)一步拓展文化相似性線索。回應(yīng)：續(xù)寫中，Emma將按照自己對(duì)圖案的記憶參與創(chuàng)作，使圖案融合更多元素。伏筆：Lisa在新學(xué)校的孤獨(dú)狀態(tài)，與她渴望融入集體的心理形成反差?；貞?yīng)：續(xù)寫中，她通過與同學(xué)們共同創(chuàng)作，逐漸融入集體，孤獨(dú)感消散。四、續(xù)寫要點(diǎn)第一段：Emma接過粉筆開始繪制，描述她繪制圖案的細(xì)節(jié)，如形狀、線條特點(diǎn)等。其他同學(xué)陸續(xù)被吸引過來，好奇地詢問并加入創(chuàng)作，大家分享自己所知道的類似圖案文化背景，交流過程熱烈而友好。第二段：隨著同學(xué)們的不斷加入，圖案變得越來越復(fù)雜和精美。老師路過看到這幅巨大的地面畫作，對(duì)孩子們的創(chuàng)意和合作表示贊揚(yáng)。同學(xué)們紛紛發(fā)表自己的感受，Lisa感受到了集體的溫暖和文化融合的魅力，不再覺得孤單。五、情感線起初，Lisa因新環(huán)境沒有朋友而孤獨(dú)，沉浸在對(duì)過去生活的懷念中。開始畫rangoli圖案時(shí)，她回憶起美好過往，有了一絲愉悅。Eric和Emma加入后，她因共同的興趣和交流，孤獨(dú)感逐漸減輕，有了融入集體的期待。更多同學(xué)參與創(chuàng)作過程中，她感受到集體的熱情，內(nèi)心逐漸溫暖起來。最后，在老師贊揚(yáng)和同學(xué)們的歡聲笑語中，她完全融入集體，收獲了快樂和自信。六、故事線Lisa在新學(xué)校的孤獨(dú)處境。Lisa發(fā)現(xiàn)粉筆并回憶起與母親畫rangoli的經(jīng)歷。Lisa在操場(chǎng)畫rangoli圖案，Eric加入并分享自家相關(guān)文化。Emma看到并提及自家地毯圖案，準(zhǔn)備參與創(chuàng)作。更多同學(xué)被吸引加入創(chuàng)作，圖案不斷豐富。老師贊揚(yáng)，Lisa融入集體，感受文化融合魅力。七、主旨升華句Throughthesimpleactofdrawing,theydiscoveredthatculturaldifferencescouldbebridgedbythecommonthreadsofbeautyandmemory.（通過簡(jiǎn)單的繪畫行為，他們發(fā)現(xiàn)文化差異可以通過美和記憶的共同線索來彌合。）Thecolorfulrangolionthegroundbecameasymbolofunity,representingtheharmoniousblendofdiversecultures.（地面上色彩斑斕的rangoli成為了團(tuán)結(jié)的象征，代表著多元文化的和諧融合。）Inthissmallcorneroftheplayground,theynotonlycreatedabeautifulworkofartbutalsobuiltacommunityboundbymutualrespectandsharedcuriosity.（在操場(chǎng)的這個(gè)小角落里，他們不僅創(chuàng)作了一件美麗的藝術(shù)品，還建立了一個(gè)由相互尊重和共同好奇聯(lián)系在一起的社區(qū)。）Theprocessofdrawingtogethertaughtthemthattherichnessofdifferentculturescouldbeasourceofjoyandconnection,ratherthanabarrier.（共同繪畫的過程讓他們明白，不同文化的豐富性可以成為快樂和聯(lián)系的源泉，而不是障礙。）Theircollectivecreationwasatestamenttothepowerofarttobreakdownwallsandbringpeoplefromdifferentbackgroundstogether.（他們的集體創(chuàng)作證明了藝術(shù)打破隔閡、將不同背景的人聚集在一起的力量。）八、兩篇寫作示范示范一

“Showus,”saidEric,handingEmmaapieceofchalk.Emmatookitwithexcitementandstartedtodraw.Shecarefullycraftedtheshapessherememberedfromherfamily'srugs,withbig,flatcirclesandlong,flowinglines.Asshedrew,moreclassmatesweredrawntothevibrantcolorsanduniquepatterns.Theyaskedquestions,andEmmaandLisaandErichappilysharedtheirstories.Soon,everyonewasgrabbingchalks,addingtheirowntouchesinspiredbytheirculturalmemories.Somedrewpatternsfromtheirgrandparents'wallpapers,whileothersreplicateddesignsfromtheirfamily'straditionalclothing.

Hearingtheteacher’spraise,manystudentsgatheredaround.Theteachercommendedtheircreativityandteamwork,sayingthatthisdrawingwasabeautifulrepresentationofthediversityintheclassroom.Thestudentsbeamedwithpride.Lisafeltawarmglowinside.Sherealizedthatthroughthissharedartproject,shehadfinallyfoundherplaceinthenewschool.Theonce-lonelyplaygroundcornerwasnowfilledwithlaughterandthesenseofcommunity,andLisaknewshewasnolongeralone.示范二

“Showus,”saidEric,handingEmmaapieceofchalk.Emmakneltdownandbegantodraw,herhandmovingdeftlyassherecreatedthepatternsfromherhome.Herlineswereboldandsmooth,andthediamondssheaddedsparkledinthesunlight.Aswordspread,morestudentscamerunning.Theywerefascinatedbytheideaofcombiningdifferentculturalpatterns.OnestudentaddedapatternfromatraditionalChinesefan,whileanotherincludedamotiffromanAfricanmask.Thedrawingareaexpanded,andthecolorsbecamemoreandmorevivid.Hearingtheteacher’spraise,manystudentsgatheredaround.Theteachermarveledattheintricateanddiversecreation,emphasizinghowartcouldbringpeoplecloser.Thestudentsstartedtotalkabouttheircultures,sharingstoriesandtraditions.Lisalistenedintently,feelingapartofthiswonderfulexchange.Shelookedatthehuge,colorfulrangoli-likedrawingandfeltasenseofbelonging.Thisdrawingwasnotjustapieceofart;itwasasymboloffriendshipandthebeautyofculturaldiversitythathadbroughthernewfriendsandanewsenseofhomeinthisschool.【答案】范文：“Showus,”saidEric,handingEmmaapieceofchalk.Emmatookthechalkandbegandrawing.Shedrewshapesthatwerefullofstraightlinesandbrightcolor