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。

On a sunny Friday morning, Mr. Stone, the Grade 4 head teacher, walked into the classroom with a new student following him. She was a lively girl from Mexico, and her red mushroom hair cut immediately drew everyone’s eyes. With a welcoming smile, Mr. Stone gestured for her to sit beside Mike, a student known for teasing others.

During break time, Mike couldn’t help but laugh when he caught sight of his new deskmate. Sara’s distinctive hairstyle seemed like an open invitation for him to make fun of her. Leaning in towards Sara, he playfully suggested, “Hey, Sara. Ever thought about changing your name to Dora? You look just like Dora the Explorer!” His words caused laughter and cheers from the others in the classroom.

Sara’s eyes filled with tears, her cheeks turning red with embarrassment. Feeling hurt and upset, she stood up suddenly, rushing to the teacher’s office to seek support from Mr. Stone. After hearing her story, Mr. Stone offered her gentle comfort, saying, “Sara, your hairstyle is truly pretty. Remember, everyone has their own sense of beauty.”

Mr. Stone then directed his attention to Mike, expressing his disappointment and urging Mike to apologize to Sara. “Mike,” he continued, “your actions were unkind. We must treat everyone with empathy (同情). Laughing at Sara’s hair has deeply hurt her.”

This conflict was temporarily settled, but Mr. Stone found himself lost in thought. Reflecting on his own childhood, Mr. Stone recalled how he had been teased for being overweight. The pain caused by hurtful words was like wrinkles on a crumpled (压皱的) ball of paper. Even if you smoothed them out, the wrinkles stayed.

He wanted to teach an important lesson to Mike, the troublemaker. Then, a unique strategy came to mind. He contacted Mike’s mother, explaining the situation and discussing a plan with her to develop empathy in her son. They agreed that over the weekend, Mike’s mother would arrange for Mike to have his hair cut extremely short.

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。

On Monday morning, Mike unwillingly approached the classroom.

At that moment, Mr. Stone walked into the classroom with a ball of paper.

参考范文：

On Monday morning, Mike unwillingly approached the classroom. Feeling nervous and embarrassed, his heart was heavy with worry that his classmates would tease him. His hair had been cut so short that the skin under the hair was nearly visible. As he stepped through the door, the room erupted in giggles, nicknaming him “Baldy.” A few curious boys came up and attempted to touch his newly shaved head. Overwhelmed by shame and anger, Mike shouted out, “You are mean!” Tears welled up in his eyes as Mike stood up and ran towards the door.

At that moment, Mr. Stone walked into the classroom with a ball of paper. With a gentle pat on Mike’s shoulder, he guided him back to his seat. As Mr. Stone made his way to the platform, the room fell silent. Holding up the crumpled ball of paper, he began to smooth out its wrinkles. “Each fold represented a scar of hurtful words. Even when we try to apologize,” Mr. Stone explained softly, “the wounds remain. Let us always speak with kindness and warmth.” From that day on, Mike learned a valuable lesson: the importance of kindness and empathy.

本文以人物为线索展开，主要讲述了小学四年级的班主任Mr. Stone在一次课间休息时发现新学生Sara被同学Mike因为发型而嘲笑，感到伤心。Mr. Stone不仅安慰了Sara，还教育了Mike要尊重他人，对Mike进行了深刻的反思，想起自己童年也曾因体重被嘲笑。为了帮助Mike理解别人的感受，Mr. Stone与Mike的母亲合作，计划让Mike体验被嘲笑的滋味，通过这种方式培养他的同理心。

(详解)

1. 段落续写：

①由第一段首句内容 “星期一早上，Mike不情愿地走近教室。” 可知，第一段可描写他走进教室后被同学们嘲笑，还有同学给他起外号，他羞愧且愤怒的跑出教室。

②由第二段首句内容 “就在这时，Mr. Stone先生拿着一团纸走进了教室。” 可知，第二段可描写引导Mike回到座位，用褶皱的纸形象的说明伤人的话语对人造成的伤害，以及Mike的感悟。

2. 续写线索：走进教室——嘲笑——羞愧——跑出教室——回到座位——褶皱的纸——伤人的话语——宝贵一课——感悟

3. 词汇激活

行为类

①嘲笑：tease / joke about / mock

②引导：guide / direct / conduct

③大喊：shout / cry out / scream

情绪类

①紧张的：nervous / anxious / worried

②愤怒：anger / rage / irritation

(点睛)

(高分句型1) “Feeling nervous and embarrassed, his heart was heavy with worry that his classmates would tease him.” (运用了现在分词作状语。)

(高分句型2) “As Mr. Stone made his way to the platform, the room fell silent.” (运用了As引导的时间状语从句。)