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。 Most people think that procrastination (拖延症) is a negative habit. But people like me who routinely put off doing assignments, are likely to defend our “slower” approach to getting tasks done. I’m the only procrastinator in my family. My parents and sister were all born with the “do it right now” gift. They are always in a rush, as if closely rushed by an invisible deadline. Personally, I prefer a more relaxed pace. When my parents voiced their concern about my tendencies, saying “Don’t put off until tomorrow what you can do today,” “No way!” I responded, confidently presenting my research as a defense. It said people procrastinated when they need to solve a problem or commit to a topic or project. In these cases, delaying a decision can be beneficial. This was because our minds continue to reflect on problems even when we were not actively thinking about them, which could lead to more creative solutionsji. My findings filled me with satisfaction and pride. My method of getting things done was just as good as my sister’s…or so I thought. At school we’d been talking about architecture and design. As part of the final assessment my teacher Mr. Smith announced an exciting project that each student would have a month to complete. We were expected to choose our materials, construct a small building and make use of things we had learned in class. Not only would the winners receive extra credit, but the winning constructions would be proudly displayed in the cafeteria. “I have no clue how I could get it done,” my friend Nate sighed in despair. I didn’t say anything. Not because I shared his anxiety-but because I was not nervous at all. I loved hands-on projects! Picturing my brilliant! work exhibited in the cafeteria, I was fully convinced that I would definitely produce something that could impress everyone. So relaxedwas I that I didn’t give it a second thought for weeks 注意： 1.续写词数应为 150 左右; 2.请按如下格式在答题卡的相应位置作答。 Before I knew it, I had only one day left for the project. That taught me a great lesson. 【文本分析】 文本内容主要描述了一个拖延症患者———即“我”的视角，与家人对任务完成态度不同的故事。文章首先描绘了家庭成员（父母和妹妹）都是“立即行动”类型的人，而“我”则是一个习惯拖延的人。接着，“我”用关于拖延症的研究作为自己拖延习惯的辩护，并因此感到满意和自豪。文章还提到了学校的一个建筑和设计项目，其中“我”对项目的态度是轻松和自信的，并没有立即着手开始。 文本结构方面，文章先是通过家庭对比展现了“我”的拖延习惯，然后描述了“我”对拖延的“合理化”解释，最后引出了学校的项目作为故事发展的线索。 伏笔所在：“我”的自信态度：在提到学校的项目时，“我”并没有表现出任何焦虑，反而对能够完成一个令人印象深刻的项目充满了信心。这种自信可能源于“我”的拖延习惯，认为即使不立即开始，也能在最后时刻完成任务。项目的紧迫性：文中提到项目有一个月的完成时间，并且会有获胜者的展示。然而，“我”并没有对此给予足够的重视，甚至“好几周都没有再想过”。这为后 ... ...
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