阅读下面材料，根据其内容和所给段落开头语写两段，使之构成一篇完整的短文。 Several years ago, I worked as a writing teacher in a rural middle school. I knew all my students. They trusted me with their stories and so I was given the privilege of having a secret bond with each one of them. I taught my students about the power of words, and tried to let them find expression through writing. We learned to trust each other, because we learned how hard it was to write openly and honestly, and we learned sharing your words took courage. I was always amazed at the words that came from my students’ hearts. Later, we had a new student to the school, Al. Al was small and looked younger than other students in my class. He was with us for only a short while and still trying to fit in. So I was a little surprised when he volunteered to read. I smiled and nodded for him to do, while in my mind I was afraid that the others would make fun of the new kid after he read. The room fell silent, and Al began to read. “If I had one wish, it would be to meet my dad...” He started out loud and clear. He had held the attention of my usually restless students for what seemed like 15 minutes. He told of how he had never known his father, who had left the family when he was a baby. He shared the intimate details of his struggles to be the only man in the house at such a young age, of having to mow the lawn and fix broken pipes. He revealed to us the thoughts that went through his mind constantly about where his father might be and why he might have left. 注意： 1. 续写的词数应为150左右； 2. 请按如下格式在答题卡相应位置作答。 I looked around the classroom, finding no snickers (窃笑). _____ When Al finished the last sentence, all the class stood up and applauded. _____ 文章大意 文章讲述了身为乡村中学写作教师的 “我”，与学生们建立了深厚信任，教导他们用文字表达自我。新转来的学生艾身形瘦小且初来乍到，当他主动提出朗读自己的作文时，“我” 虽担心他会被同学嘲笑，但仍让他开始朗读。艾在文中讲述了自己从未谋面的父亲在他幼时离开家庭，他作为家中唯一的 “男人”，承担着割草、修理水管等家务，同时也倾诉了对父亲的思念与内心的挣扎。他的朗读深深吸引了同学们，大家都沉浸其中，没有出现 “我” 所担心的嘲笑情况，朗读结束后，全班同学起立为他鼓掌，艾也因此真正融入了班级。 伏笔及回应： 伏笔：“我” 知晓学生们的故事并与他们建立了秘密纽带，学生们信任 “我”，这为后续课堂上的情感氛围和学生们的反应做铺垫。回应：同学们在艾朗读时没有嘲笑他，而是认真倾听，体现出班级中因信任和尊重营造出的良好氛围，也是 “我” 之前教育引导的结果，深化了师生、同学间的情谊。 伏笔：艾初来乍到且努力融入集体，暗示他渴望被接纳，为他主动朗读及同学们后续的态度转变埋下伏笔。回应：艾通过朗读分享自己的内心世界，同学们被他的真诚所打动，从而接纳了他，他成功融入班级，实现了从陌生到被接纳的转变，推动情节发展。 伏笔：“我” 担心同学们会嘲笑艾，与实际情况形成对比，突出艾朗读的感染力和同学们的善良。回应：同学们的专注倾听和热烈鼓掌，打消了 “我” 的顾虑，展现出人性中的温暖与包容，升华了文章的情感主题。 伏笔：“我” 教导学生们文字的力量和表达的勇气 ... ...
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