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。 Kindergarten Grandma Helen entered my life after a parent approached me and asked if I would consider having a grandparent volunteer in my kindergarten class. My answer was an immediate yes. As a teacher, I tried to make the classroom feel like a family. Many children did not have grandparents or had ones who lived far away, so I thought this was a wonderful opportunity for children to be taken care of by an older adult. I introduced her to the class by the name Grandma Helen. I was not quite certain what to expect when Helen first came to us. I had imagined a little old lady, possibly weak, who would read and spend time with the children. Little did I know that Helen would walk into the classroom with a spring in her step and light in her eyes. She said she was available up to three days a week for about four hours. She was anxious to help in any way she could. Helen’s enthusiasm and energy level were so high that I would joke that if we ran a race, she would win. She was agile (敏捷的), getting up and down from those little kindergarten chairs even though “grown-up” chairs were available. The children were attracted by her right away. It turned out that she did not want to read to groups of children, but really enjoyed sitting at learning stations while children were working. There they would talk and she would make note of their questions and concerns. Not all children were able to focus and finish their work on time, so she helped the ones who needed a little extra guidance. She had endless patience helping a child called Bob learn to cut with scissors. Wintertime always brought the battle of the coats and boots. The children had about twenty to thirty minutes of outside activities but they always had trouble dealing with the zippers (拉链) on their jackets. 注意： 1．续写词数应为150个左右; 2．请按如下格式在答题纸的相应位置作答。 Then Grandma Helen helped zip their jackets when they went out. _____ When Grandma Helen was handling my zippers, the children looked curiously. _____ 文章大意 身为幼儿园老师的 “我”，在有家长提议后，欣然接受了让志愿者奶奶海伦加入班级的建议。海伦初来乍到，活力满满，与 “我” 想象中体弱的老人形象截然不同。她积极投入到班级事务中，不局限于阅读，而是更喜欢在孩子们学习时，在各个学习站与他们交流，帮助有需要的孩子，尤其是耐心地教鲍勃使用剪刀。冬季来临，孩子们在户外活动前穿外套时，因拉链问题犯难，这成为了故事发展的新契机。 故事山分析 开端：家长提议，“我” 同意让海伦以志愿者身份进入幼儿园班级，“我” 向孩子们介绍她为海伦奶奶。 发展：海伦展现出远超 “我” 想象的活力，积极参与班级事务，帮助孩子们解决学习上的问题，赢得孩子们的喜爱。 高潮（续写部分）：冬季户外活动时，海伦奶奶帮孩子们拉外套拉链，之后还帮 “我” 拉拉链，这一互动情节将故事推向高潮，进一步展现了海伦奶奶的关爱以及她与师生之间温暖的情感交流。 结局：通过这些点滴事件，凸显出海伦奶奶对班级的重要意义，以及她给孩子们和 “我” 带来的温暖与感动，升华了人与人之间相互关爱的主题。 伏笔以及在续写中的 ... ...
~~ 您好，已阅读到文档的结尾了 ~~
