读后续写 温暖援手：食堂困境中的成长之光 讲义-江苏省南通市、如皋市2024-2025学年高二上学期期末教学质量调研英语试题

阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
When Clara Temple was in first grade, about six years ago, her daily routine involved carrying a homemade meal, packed with love by her mother, to school in her beloved lunchbox. It filled her with a sense of comfort and belonging. Her teacher, Mrs. Thompson, often admired Clara’s lunchbox and praised her mother’s cooking skills, making Clara feel loved and special But one day, a mix-up occurred. Clara had to get a hot lunch from the cafeteria instead. So, with a mixture of curiosity and anxiety, Clara stood in front of the school cafeteria’s bustling line, ready to order a hot lunch for the first time in her life.
Mrs. Thompson had noticed Clara’s absence from the classroom during lunchtime and, concerned, decided to check on her. She walked down the hallway until she reached the cafeteria. As she entered, she saw the cafeteria buzz with activity as students eagerly lined up, each one tapping their student ID numbers into a keypad quickly. Clara, on the other hand, felt like a fish out of water. Because it was her first time to order the school lunch, she didn’t know her student ID. Her heart raced as she inched closer to the front of the line, the weight of unfamiliarity pressing down on her.
“When it came time to type in my number,” Clara, now 12, recalled with a hint of embarrassment in her voice, “I completely froze. I felt like everyone was watching me. The kids behind me started to get impatient, whispering things like, ‘Come on, keep moving, what are you doing ’ Their words cut me through like knives, and before I knew it, I couldn’t hold back the tears anymore.”
The worker at the register noticed Clara and tried to help. She leaned over the counter, and her voice soft as she asked Clara for her student ID number. But Clara’s tears were too overwhelming; she couldn’t utter a single word. She collapsed to the floor, her tears streaming down her face.
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。
At this critical moment, her teacher stepped in.
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Then the worker handed her a delicious hot lunch.
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文章大意
六年前，一年级的克拉拉每天带着妈妈精心准备的爱心午餐去学校，老师汤普森夫人常夸赞她的午餐和妈妈的厨艺，这让克拉拉感到温暖和特别。有一天，克拉拉因特殊情况需要在学校食堂吃热午餐。她第一次在食堂排队点餐，由于不知道自己的学生 ID，在轮到她输入号码时，她紧张得僵住了。后面的孩子开始不耐烦地催促，这让她更加难受，泪水夺眶而出。食堂工作人员试图帮助她，但她因情绪崩溃，一句话也说不出来，直接瘫倒在地上。
故事山分析
开端：克拉拉平时带自制午餐上学，这天因特殊情况要在学校食堂吃热午餐。
发展：克拉拉在食堂排队点餐，因不知道学生 ID，面对后面同学的催促，她情绪崩溃，瘫倒在地。
高潮（待续写）：老师汤普森夫人介入，帮助克拉拉解决难题，可能会和食堂工作人员沟通，也可能会安抚克拉拉的情绪，展现出老师的关爱和智慧。
结局（待续写）：克拉拉最终顺利拿到热午餐，她的心情从崩溃转为平静或开心，这次经历也让她收获成长，明白在困难时刻会有人给予帮助。
伏笔以及在续写中的回应
克拉拉对食堂点餐的陌生：在续写中，成为老师和食堂工作人员帮助她的原因，老师会教她如何应对这种情况，帮助她克服陌生感，让她以后能顺利点餐。
老师对克拉拉的关心：在续写中，具体体现在老师的行动上，老师会迅速赶到克拉拉身边，给予她安慰和实际的帮助，如帮她找到学生 ID，展现师生之间的温暖情谊。
食堂工作人员的善意：在续写中，会继续体现，工作人员会配合老师，一起解决克拉拉的问题，如在老师的协助下，快速为克拉拉办好点餐手续。
克拉拉的情绪崩溃：在续写中，是情节发展的关键，老师和工作人员的帮助会让她的情绪逐渐平复，从崩溃中走出来，也让她对这次经历印象深刻。
同学的催促：与老师和工作人员的帮助形成对比，在续写中，突出老师的关爱和同学行为的不妥，同时也让克拉拉感受到不同的对待，引发她的思考和成长。
续写要点
第一段：详细描述老师汤普森夫人介入后的举动，她会迅速走到克拉拉身边，蹲下身子，温柔地抱住克拉拉，轻声安慰她，让她不要害怕。然后和食堂工作人员交流，说明克拉拉的情况，帮助克拉拉找到学生 ID，或者采取其他解决办法，如用老师自己的方式帮克拉拉完成点餐手续。
第二段：描绘克拉拉拿到热午餐后的反应，她可能会破涕为笑，向老师和工作人员真诚地道谢。接着阐述这次经历对克拉拉的影响，如让她变得更加勇敢，不再害怕面对陌生的事情，或者让她感受到温暖，更加珍惜身边关心她的人。
情感线
克拉拉一开始因为对食堂点餐的陌生和同学的催促，从好奇、焦虑转变为极度的紧张和尴尬，最后情绪崩溃大哭，内心充满无助。老师介入后，她感受到温暖和安心，情绪逐渐平复。拿到热午餐时，她的心情转为开心和感激，这次经历让她收获了勇气和成长，对老师和工作人员充满感恩，也对未来面对类似情况不再恐惧。
故事线
克拉拉在食堂排队点餐，因不知道学生 ID 陷入困境。
同学的催促让克拉拉情绪崩溃，瘫倒在地。
老师汤普森夫人发现克拉拉不在教室，前往食堂查看并介入。
老师安抚克拉拉，与食堂工作人员沟通，帮助克拉拉解决问题。
工作人员为克拉拉准备好热午餐并递给她。
克拉拉拿到热午餐，心情转变，从这次经历中获得成长。
主旨升华句
This experience taught Clara that in the face of difficulties, there are always kind - hearted people ready to lend a helping hand, and that kindness can turn a moment of despair into a chance for growth.（这次经历让克拉拉明白，在困难面前，总有善良的人愿意伸出援手，而这种善良能将绝望的时刻转化为成长的契机。）
It shows us that a simple act of compassion, like Mrs. Thompson's timely intervention, can have a profound impact on a young person's life, teaching them the value of empathy and support.（它向我们展示了，像汤普森夫人及时介入这样一个简单的善举，能对一个年轻人的生活产生深远影响，教会他们共情和支持的价值。）
Through this incident, we learn that everyone may encounter moments of confusion and vulnerability, and it is in these moments that the kindness of others can shine the brightest, guiding us out of the darkness.（通过这次事件，我们了解到每个人都可能遭遇迷茫和脆弱的时刻，而正是在这些时刻，他人的善意能闪耀出最耀眼的光芒，引领我们走出黑暗。）
This story serves as a reminder that in a community, whether it's a school or a society, we should always look out for one another, offering a helping hand when needed, for it is these acts of kindness that bind us together.（这个故事提醒我们，在一个社区，无论是学校还是社会，我们都应该相互关照，在需要时伸出援手，因为正是这些善举将我们凝聚在一起。）
Clara's experience is a powerful testament to the fact that even in the most embarrassing situations, hope and kindness can prevail, and that every difficult moment can be an opportunity to discover the goodness in others and within ourselves.（克拉拉的经历有力地证明了，即使在最尴尬的处境中，希望和善良也能战胜一切，每一个困难时刻都可能是一个发现他人和自身美好的机会。）
写作示范一
At this critical moment, her teacher stepped in. Mrs. Thompson quickly rushed to Clara's side, gently lifting her up from the floor. She wrapped her arms around the sobbing girl, whispering softly, “It's okay, Clara. Don't be afraid. I'm here.” Then, she turned to the cafeteria worker with a warm smile and explained Clara's situation. After a brief search in the school system, they found Clara's student ID number. Mrs. Thompson typed it in for her, and the process was finally completed.
Then the worker handed her a delicious hot lunch. Clara's tear - stained face broke into a grateful smile. She looked up at Mrs. Thompson and the cafeteria worker, and said, “Thank you so much.” Holding the lunch in her hands, Clara felt a sense of relief and warmth. From that day on, Clara became more confident. She realized that with the help of kind - hearted people, she could overcome any difficulty. This experience taught her the power of kindness and the importance of not giving up easily.
写作示范二
At this critical moment, her teacher stepped in. Mrs. Thompson knelt down beside Clara, looking into her tear - filled eyes with concern. “Clara, it's just a small problem. We'll fix it together,” she said soothingly. Then, she stood up and asked the cafeteria worker if there was an alternative way to process the order without the ID number. After some discussion, they decided to use the teacher's temporary authorization. Mrs. Thompson signed a form, ensuring that Clara could get her lunch.
Then the worker handed her a delicious hot lunch. Clara took the lunch with trembling hands, still a bit overwhelmed. But the kind smiles of Mrs. Thompson and the worker made her feel at ease. She sat down at a table, enjoying the meal. This incident not only made Clara more comfortable with the school cafeteria but also made her cherish the people who cared about her. She learned that it was okay to ask for help when in trouble, and that there was always a solution waiting to be found.
【答案】
At this critical moment, her teacher stepped in. She quickly made her way through the bustling cafeteria crowd to Clara’s side and knelt down beside Clara. “Clara, it’s okay,” Mrs. Thompson said softly, “You’re not alone. Take a deep breath and let’s sort this out together.” Clara looked up through her tears, her vision blurred but recognizing the familiar face of her teacher. Then Mrs. Thompson reminded her of her class and grade. Slowly, Clara’s tears began to dry up. With Mrs. Thompson’s encouragement, Clara began to whisper the numbers under her breath, one by one.
Then the worker handed her a delicious hot lunch. As Clara began to eat, her anxiety seemed to fade away. Mrs. Thompson chatted softly with Clara, asking her about her favorite foods and sharing stories of her own school lunches, creating a bond of understanding and empathy between them. Years later, when Clara looked back on her elementary school days, she would always remember the day she first ordered lunch in the cafeteria. It was a turning point in her life, a moment when she learned that with the love and support of a caring teacher, she could overcome any obstacle and face the world with confidence.