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本文以2021年高三期末考试读后续写题目为例，谈谈如何基于文本材料发散思维，构思主题;寻找事实，归纳矛盾，寻求续写解决内容之道;赏析语言，模仿创新语言形式。以期训练学生对文本信息的整合能力，逻辑归纳能力以及解决问题的能力，培养读写结合的思维模式。
一、有理有据，构思主题
首先，读后续写写什么？如何才算好的续写？
读后续写看是考查想象力和创新能力，实则考查思维品质。对于高考读后续写而言，主题契合原文故事，立意积极向上，体现人间真善美，一定是续写文章的上品。
1. 通读文本，寻找主要角色的观点句
中山市高三期末考试读后续写是一个寓言故事，讲述一位农民每天挑着两个水罐从山下的小溪挑水，因为一次不幸摔倒，一只罐子有了裂痕，每次挑水到家后只有半罐。为此，非常内疚道歉。农民让它在回家的路上，看看路上美丽的野花，可是罐子还是不理解，仍对自己不能回报农民的辛劳而自责不已。
寓言主要角色为农民和有裂痕的罐子，从文本材料看，主要角色中只有罐子有一些负面的观点句。观点句是文章主题提炼的出发点，是主题意义的事实依据，续写段落能否做到有理有据，立意合情合理，取决于观点句是否寻求恰当。
如观点句1“But the poor cracked（有裂缝的）pot was unhappy and ashamed of its imperfection， miserable（痛苦的）that it was able to accomplish only half of what it had been made to do”可以提煉出破罐子认为“自己不完美，非常自责内疚”。
再看观点句 2“You do the work carrying me from the stream to the house each day， but because of my disadvantage， you don’t get full value from your effort， ”sighed the sad pot. 此句也为观点句，破罐子强调由于“自己的缺点，农民不能实现全部的劳动价值”。
续写应从主人公的观点出发，寻找蛛丝马迹，为续写颂扬人性的积极一面提供事实依据。
2. 升华主旨，体现真善美，完成末句续写
美国心理学家克里斯·彼得森和马丁·塞利格曼提出，人类普遍存在智慧、节制、正义、人道、超越、勇气等六大美德，以及思维力、创造力、自我控制、公平、善良、希望、诚实、欣赏等24项品格。
读后续写高分作文其突出特点就是结尾主旨升华，即立意高大上。一篇好的续写，需要有人文情怀的种子，即使语言平庸一点，也无伤大雅。反之，文章的灵魂是干瘪无物的，即使使用再华丽的辞藻包装，也没什么可读性。因此，在构思续写结尾句时，可以从主要角色的观点句出发，发散思维，升华主旨，体现真善美，展示人类的优秀品格。
从观点句1，我们可以提炼主题“人无完人，不要低估自己的能力，学会欣赏发现自身的独特价值”，续写末端结尾句。“Imperfection is human nature. Therefore， never underestimate yourself and learn to recognize your own unique value. Imperfect as you may be， you can grow your own“charming flowers”for this world.”
从观点句2出发，我们可以从破罐子因自身缺点而自惭形秽出发，转换思维角度，联想到“Every coin has two sides. What looks like a disadvantage to some people may otherwise be a great advantage from others’perspectives. Thus， learn to think positively and transform your disadvantage into your own strengths as the cracked pot did.”
二、解读“矛盾或冲突”，寻求解决
读后续写通常是故事续写，故事通常离不开矛盾冲突，否则主要角色太平淡顺利则没有可读性。一般来说，故事中的矛盾冲突主要包括两种形式，一是外部冲突，包括人与人、人与周围环境的矛盾;二是内部冲突，指的是特定环境下人物自身的矛盾。从内容层面上看，由于人们的立场、观点、思想感情、理想愿望的不同而产生的矛盾斗争，是人们的主观与客观、正确与错误、先进与落后等种种矛盾斗争的反映。而故事性正是在矛盾的产生、发展和解决中产生的。
1. 解读故事初始事件，关注矛盾或冲突的起因
故事的初始事件的功能在于触发故事最初的对立或冲突。在阅读文本材料时，寻找打破各种平衡关系的事件，定位矛盾冲突产生的基点。
从阅读材料第三段看，“ For two years this went on， every day the farmer delivering one full and one half-full measures of water to his home. ”破罐子不能为农民盛满一整罐水这一初始事件，是造成破罐子两年来不开心、自责，最终向农民道歉一系列矛盾冲突的初始原因，同时触发主要角色农民和破罐子作出反应和尝试，推动故事向纵深发展。
2. 解读矛盾或冲突发展，关注故事发展的最新状态
初始事件必然触发矛盾或冲突，引发故事的发展，矛盾的激化，出现需要解决的问题，引发主要角色之间的反应。那么，语篇的思维模式呈现“问题—解决型”。 阅读材料第四段引发主要角色的矛盾和冲突，“After two years of what it perceived（感知到）to be a bitter failure， the cracked pot spoke to the farmer by the stream one day.‘I’m so ashamed of myself，’ it said.‘I want to apologize to you.’”破罐子兩年来自认为是痛苦的失败，非常自责。读者可以确定故事的矛盾冲突为人物的内部冲突，即人物的主观认知偏差。
通常，“问题—解决型”的反应模式分为三类，连锁式、螺旋式和渐进式。连锁式指一种反应导致新的问题的产生;螺旋式是指不断地尝试反应解决同一个问题;渐进式则指每一个反应只能解决问题的一部分，剩下问题还需循序解决。通过梳理矛盾或冲突的产生，发展，及最新状态，读者可以更好地预测、理解记忆故事的具体情节和叙事脉络，寻找问题解决的最新状态。
农民作出的反应“Kindly， the farmer told the upset pot， ‘As we return to the house today， please notice the lovely flowers along the way.’”
材料末尾故事的最新状态“But still， at the end of the path， the faulty pot felt bad because it had again leaked out half its load， and again it apologized to the farmer for its failure. ”
从阅读材料中看，农民尝试解决破罐子的问题作出反应，但矛盾在末段仍未解决，破罐子仍然没有理解路边美丽的花和自身漏水之间的联系。
3. 立足矛盾或冲突，构建解决之道
从文章的主要矛盾及叙事脉络出发，确定“问题—解决型”的反应模式属于螺旋式发展，主要角色的内部冲突仍然没有解决。因此，续写部分从破罐子主观认知自身不完美，漏水不能实现价值这一冲突出发，寻求解决问题的方法。
问题的解决方案通常可以归纳为两类：一是借助他人、他物;二是自身感悟。借助他人、他物可以是某人鼓励的话、某人的安慰、某人的善良、爱心、及时帮助等，借助自身可以是自己的努力训练、勇敢尝试、灵机一动、冷静思考等等。
分析要求续写的首段第一句和第二段首句可知，破罐子的内部冲突是借助农民的鼓励和安慰以及外物“路边被浇灌的花”而解决的。因此，续写首段可以围绕农民的解释，以独白或对白的方式陈述路边美丽的花朵和破罐子漏水之间的联系，辅以破罐子的感情变化的细节描写，完成矛盾冲突的最终解决。“‘It is because of you that the flowers on your side of the path can grow beaufifully’the farmer answered. He added that the cracked pot had its unique value. That’s why the farmer prefer to keep it although it lets water leak out rather than throw it away.”
三、赏析语言，模仿提升
语言理解和产出的结合越紧密，协同效应越强，越能够有效地产生“拉平”效应，即将续写者的语言表达水平向原作拉平，从而有效提高续写者的语言水平。
在读后续写原文中，丰富地道的表达能为我们提供良好的语言学习素材。我们在感知语言后进行语言的仿写和创写，不仅符合我们的认知规律，而且能够激发我们参与学习和体验语言的兴趣，开发创造性思维。
1. 对话标签的灵活运用
从提供的续写首句来看，续写中将会适量运用对话描写，那么，对话标签（dialogue tags）的灵活运用，可以避免大段对话的单一呆板印象，同时穿插动作或情绪描写，让叙事更生动立体有画面感。
如原文对话片段：
“I’m so ashamed of myself，”it said. ①“I want to apologize to you.”
“But why？”asked the farmer.②
“For the past two years，”said the pot， ③“this crack in my side has let water leak out（漏水）all the way to the house. You do the work carrying me from the stream to the house each day， but because of my disadvantage， you don’t get full value from your effort，”sighed the sad pot. ④
对话片段中，对话标签的位置可以放在引用对话的前、中、后三个位置，对话的关注点在于“对谁说”“说话的同时在做什么”“如何说的”。在读后续写中，①③略显平庸，②④既表明了说话对象，有描述了说话的方式，尤其最后一句“signed”让读者有画面感。因此，在进行对话描写时，可把直接告诉的词（said， told）换为展示性的词汇（如yelled， shouted， cried， added， signed， murmured， groaned， whispered等）; 或者直接用动作渗透描写代替对话标签，增加表现力。
仿写原文对话：But the farmer said to the pot，“Didn’t you notice that the flowers were only on your side of the path？”The cracked pot cried， raising its head，“Really！Is that what I do？” Smiling broadly， the farmer continued，“Every drop of water you contained has its own value. By leaking out of you， it helps irrigate（灌溉）the flowers along the rail which makes them blossom（开花）as well.” 2. 詞汇素材积累运用
原文文本中丰富的词汇，可以作为我们积累的素材，灵活运用于续写中，丰富表达，提升语言运用能力。我们在续写中创造性地模仿和使用语言，即模仿阅读材料中的词语句型，表达自己创造的内容，甚至在遇到障碍时直接参照阅读材料中使用的词句，最终达到提升外语运用水平的能力。
如原文内容片段：But the poor cracked pot was unhappy and ashamed of its imperfection， miserable that it was able to accomplish only half of what it had been made to do. After two years of what it perceived to be a bitter failure， the cracked pot spoke to the farmer by the stream one day.
续写仿写运用：From then on， as the sun rose， the cracked pot was ready to water the lovely flowers alongside the rail. It had turned what once perceived as its imperfection into a great advantage to make a difference to the nature.
我们在阅读原文材料中，多次出现名词性从句“what it had been made to do”“what it perceived to be a bitter failure”，同时，对于主题类词汇imperfection和认知行为动词perceive等非基础性词汇，容易引起我们的注意，也是提升文本语言表达层次的高级词汇。因此，在续写中，灵活融合创造内容，恰当表达意义，是实现“学相伴用相随”的最直接的途径。
3. 自然环境对情绪的烘托
自然事物如风霜雨雪、日月星辰、花草树木等环境描写，可以渲染气氛，增强故事的情感基调，感染读者。有时候也能烘托人物丰富的心理，凸显人物心理活动，起到画龙点睛的作用。
原文环境描写片段：As they returned up the hill， the old cracked pot noticed the charming wild flowers-the sun glistening（闪光）off their bright faces， the gentle wind bending their heads.
续写仿写运用：Everytime it was watering the flowers bathed in the warm sunlight， it could sense the farmer’s face lit up as well. And the flowers seemed to murmuring（低声说）in the bleeze （微风）again and again.“Thank you.”
通过对温暖的阳光、轻柔的微风的描写，读者可以形象地感知cracked pot内心不再自责羞愧，相反，一种释然、满足的成就感油然而生。
附原文：
Once upon a time， there is a farmer living in the village with his wife and two sons. Every morning， he got up early to get water from the stream outside the village to his home. He carried the water in two pots that hung on either end of a pole balanced across shoulders.
One day， the farmer fell and the pots fell down to the ground. Luckily， only one of the pots got a crack（裂缝）in it and the other pot was perfect. From then on， the perfect pot always delivered a full portion of water from the stream， while the cracked pot always arrived at the house only half full.
For two years this went on， every day the farmer delivering one full and one half-full measures of water to his home. Naturally the full pot was proud of its service， perfect to the end for which it had been made. But the poor cracked pot was unhappy and ashamed of its imperfection， miserable（痛苦的）that it was able to accomplish only half of what it had been made to do
After two years of what it perceived（感知到）to be a bitter failure， the cracked pot spoke to the farmer by the stream one day. “I’m so ashamed of myself，”it said.“I want to apologize to you.” “But why？”asked the farmer.
“For the past two years，”said the pot，“this crack in my side has let water leak out（漏水）all the way to the house. You do the work carrying me from the stream to the house each day， but because of my disadvantage， you don’t get full value from your effort，”sighed the sad pot. Kindly， the farmer told the upset pot，“As we return to the house today， please notice the lovely flowers along the way.”
As they returned up the hill， the old cracked pot noticed the charming wild flowers-the sun glistening（闪光）off their bright faces， the gentle wind bending their heads. But still， at the end of the path， the faulty pot felt bad because it had again leaked out half its load， and again it apologized to the farmer for its failure.
注意：
1. 續写词数应为150词左右;
2. 请按如下格式在答题卡的相应位置作答。
But the farmer said to the pot，“Didn’t you notice that the flowers were only on your side of the path？”
After listening to what the farmer explained， the cracked pot finally understood and felt happy.
责任编辑 蒋小青
一、有理有据，构思主题
首先，读后续写写什么？如何才算好的续写？
读后续写看是考查想象力和创新能力，实则考查思维品质。对于高考读后续写而言，主题契合原文故事，立意积极向上，体现人间真善美，一定是续写文章的上品。
1. 通读文本，寻找主要角色的观点句
中山市高三期末考试读后续写是一个寓言故事，讲述一位农民每天挑着两个水罐从山下的小溪挑水，因为一次不幸摔倒，一只罐子有了裂痕，每次挑水到家后只有半罐。为此，非常内疚道歉。农民让它在回家的路上，看看路上美丽的野花，可是罐子还是不理解，仍对自己不能回报农民的辛劳而自责不已。
寓言主要角色为农民和有裂痕的罐子，从文本材料看，主要角色中只有罐子有一些负面的观点句。观点句是文章主题提炼的出发点，是主题意义的事实依据，续写段落能否做到有理有据，立意合情合理，取决于观点句是否寻求恰当。
如观点句1“But the poor cracked（有裂缝的）pot was unhappy and ashamed of its imperfection， miserable（痛苦的）that it was able to accomplish only half of what it had been made to do”可以提煉出破罐子认为“自己不完美，非常自责内疚”。
再看观点句 2“You do the work carrying me from the stream to the house each day， but because of my disadvantage， you don’t get full value from your effort， ”sighed the sad pot. 此句也为观点句，破罐子强调由于“自己的缺点，农民不能实现全部的劳动价值”。
续写应从主人公的观点出发，寻找蛛丝马迹，为续写颂扬人性的积极一面提供事实依据。
2. 升华主旨，体现真善美，完成末句续写
美国心理学家克里斯·彼得森和马丁·塞利格曼提出，人类普遍存在智慧、节制、正义、人道、超越、勇气等六大美德，以及思维力、创造力、自我控制、公平、善良、希望、诚实、欣赏等24项品格。
读后续写高分作文其突出特点就是结尾主旨升华，即立意高大上。一篇好的续写，需要有人文情怀的种子，即使语言平庸一点，也无伤大雅。反之，文章的灵魂是干瘪无物的，即使使用再华丽的辞藻包装，也没什么可读性。因此，在构思续写结尾句时，可以从主要角色的观点句出发，发散思维，升华主旨，体现真善美，展示人类的优秀品格。
从观点句1，我们可以提炼主题“人无完人，不要低估自己的能力，学会欣赏发现自身的独特价值”，续写末端结尾句。“Imperfection is human nature. Therefore， never underestimate yourself and learn to recognize your own unique value. Imperfect as you may be， you can grow your own“charming flowers”for this world.”
从观点句2出发，我们可以从破罐子因自身缺点而自惭形秽出发，转换思维角度，联想到“Every coin has two sides. What looks like a disadvantage to some people may otherwise be a great advantage from others’perspectives. Thus， learn to think positively and transform your disadvantage into your own strengths as the cracked pot did.”
二、解读“矛盾或冲突”，寻求解决
读后续写通常是故事续写，故事通常离不开矛盾冲突，否则主要角色太平淡顺利则没有可读性。一般来说，故事中的矛盾冲突主要包括两种形式，一是外部冲突，包括人与人、人与周围环境的矛盾;二是内部冲突，指的是特定环境下人物自身的矛盾。从内容层面上看，由于人们的立场、观点、思想感情、理想愿望的不同而产生的矛盾斗争，是人们的主观与客观、正确与错误、先进与落后等种种矛盾斗争的反映。而故事性正是在矛盾的产生、发展和解决中产生的。
1. 解读故事初始事件，关注矛盾或冲突的起因
故事的初始事件的功能在于触发故事最初的对立或冲突。在阅读文本材料时，寻找打破各种平衡关系的事件，定位矛盾冲突产生的基点。
从阅读材料第三段看，“ For two years this went on， every day the farmer delivering one full and one half-full measures of water to his home. ”破罐子不能为农民盛满一整罐水这一初始事件，是造成破罐子两年来不开心、自责，最终向农民道歉一系列矛盾冲突的初始原因，同时触发主要角色农民和破罐子作出反应和尝试，推动故事向纵深发展。
2. 解读矛盾或冲突发展，关注故事发展的最新状态
初始事件必然触发矛盾或冲突，引发故事的发展，矛盾的激化，出现需要解决的问题，引发主要角色之间的反应。那么，语篇的思维模式呈现“问题—解决型”。 阅读材料第四段引发主要角色的矛盾和冲突，“After two years of what it perceived（感知到）to be a bitter failure， the cracked pot spoke to the farmer by the stream one day.‘I’m so ashamed of myself，’ it said.‘I want to apologize to you.’”破罐子兩年来自认为是痛苦的失败，非常自责。读者可以确定故事的矛盾冲突为人物的内部冲突，即人物的主观认知偏差。
通常，“问题—解决型”的反应模式分为三类，连锁式、螺旋式和渐进式。连锁式指一种反应导致新的问题的产生;螺旋式是指不断地尝试反应解决同一个问题;渐进式则指每一个反应只能解决问题的一部分，剩下问题还需循序解决。通过梳理矛盾或冲突的产生，发展，及最新状态，读者可以更好地预测、理解记忆故事的具体情节和叙事脉络，寻找问题解决的最新状态。
农民作出的反应“Kindly， the farmer told the upset pot， ‘As we return to the house today， please notice the lovely flowers along the way.’”
材料末尾故事的最新状态“But still， at the end of the path， the faulty pot felt bad because it had again leaked out half its load， and again it apologized to the farmer for its failure. ”
从阅读材料中看，农民尝试解决破罐子的问题作出反应，但矛盾在末段仍未解决，破罐子仍然没有理解路边美丽的花和自身漏水之间的联系。
3. 立足矛盾或冲突，构建解决之道
从文章的主要矛盾及叙事脉络出发，确定“问题—解决型”的反应模式属于螺旋式发展，主要角色的内部冲突仍然没有解决。因此，续写部分从破罐子主观认知自身不完美，漏水不能实现价值这一冲突出发，寻求解决问题的方法。
问题的解决方案通常可以归纳为两类：一是借助他人、他物;二是自身感悟。借助他人、他物可以是某人鼓励的话、某人的安慰、某人的善良、爱心、及时帮助等，借助自身可以是自己的努力训练、勇敢尝试、灵机一动、冷静思考等等。
分析要求续写的首段第一句和第二段首句可知，破罐子的内部冲突是借助农民的鼓励和安慰以及外物“路边被浇灌的花”而解决的。因此，续写首段可以围绕农民的解释，以独白或对白的方式陈述路边美丽的花朵和破罐子漏水之间的联系，辅以破罐子的感情变化的细节描写，完成矛盾冲突的最终解决。“‘It is because of you that the flowers on your side of the path can grow beaufifully’the farmer answered. He added that the cracked pot had its unique value. That’s why the farmer prefer to keep it although it lets water leak out rather than throw it away.”
三、赏析语言，模仿提升
语言理解和产出的结合越紧密，协同效应越强，越能够有效地产生“拉平”效应，即将续写者的语言表达水平向原作拉平，从而有效提高续写者的语言水平。
在读后续写原文中，丰富地道的表达能为我们提供良好的语言学习素材。我们在感知语言后进行语言的仿写和创写，不仅符合我们的认知规律，而且能够激发我们参与学习和体验语言的兴趣，开发创造性思维。
1. 对话标签的灵活运用
从提供的续写首句来看，续写中将会适量运用对话描写，那么，对话标签（dialogue tags）的灵活运用，可以避免大段对话的单一呆板印象，同时穿插动作或情绪描写，让叙事更生动立体有画面感。
如原文对话片段：
“I’m so ashamed of myself，”it said. ①“I want to apologize to you.”
“But why？”asked the farmer.②
“For the past two years，”said the pot， ③“this crack in my side has let water leak out（漏水）all the way to the house. You do the work carrying me from the stream to the house each day， but because of my disadvantage， you don’t get full value from your effort，”sighed the sad pot. ④
对话片段中，对话标签的位置可以放在引用对话的前、中、后三个位置，对话的关注点在于“对谁说”“说话的同时在做什么”“如何说的”。在读后续写中，①③略显平庸，②④既表明了说话对象，有描述了说话的方式，尤其最后一句“signed”让读者有画面感。因此，在进行对话描写时，可把直接告诉的词（said， told）换为展示性的词汇（如yelled， shouted， cried， added， signed， murmured， groaned， whispered等）; 或者直接用动作渗透描写代替对话标签，增加表现力。
仿写原文对话：But the farmer said to the pot，“Didn’t you notice that the flowers were only on your side of the path？”The cracked pot cried， raising its head，“Really！Is that what I do？” Smiling broadly， the farmer continued，“Every drop of water you contained has its own value. By leaking out of you， it helps irrigate（灌溉）the flowers along the rail which makes them blossom（开花）as well.” 2. 詞汇素材积累运用
原文文本中丰富的词汇，可以作为我们积累的素材，灵活运用于续写中，丰富表达，提升语言运用能力。我们在续写中创造性地模仿和使用语言，即模仿阅读材料中的词语句型，表达自己创造的内容，甚至在遇到障碍时直接参照阅读材料中使用的词句，最终达到提升外语运用水平的能力。
如原文内容片段：But the poor cracked pot was unhappy and ashamed of its imperfection， miserable that it was able to accomplish only half of what it had been made to do. After two years of what it perceived to be a bitter failure， the cracked pot spoke to the farmer by the stream one day.
续写仿写运用：From then on， as the sun rose， the cracked pot was ready to water the lovely flowers alongside the rail. It had turned what once perceived as its imperfection into a great advantage to make a difference to the nature.
我们在阅读原文材料中，多次出现名词性从句“what it had been made to do”“what it perceived to be a bitter failure”，同时，对于主题类词汇imperfection和认知行为动词perceive等非基础性词汇，容易引起我们的注意，也是提升文本语言表达层次的高级词汇。因此，在续写中，灵活融合创造内容，恰当表达意义，是实现“学相伴用相随”的最直接的途径。
3. 自然环境对情绪的烘托
自然事物如风霜雨雪、日月星辰、花草树木等环境描写，可以渲染气氛，增强故事的情感基调，感染读者。有时候也能烘托人物丰富的心理，凸显人物心理活动，起到画龙点睛的作用。
原文环境描写片段：As they returned up the hill， the old cracked pot noticed the charming wild flowers-the sun glistening（闪光）off their bright faces， the gentle wind bending their heads.
续写仿写运用：Everytime it was watering the flowers bathed in the warm sunlight， it could sense the farmer’s face lit up as well. And the flowers seemed to murmuring（低声说）in the bleeze （微风）again and again.“Thank you.”
通过对温暖的阳光、轻柔的微风的描写，读者可以形象地感知cracked pot内心不再自责羞愧，相反，一种释然、满足的成就感油然而生。
附原文：
Once upon a time， there is a farmer living in the village with his wife and two sons. Every morning， he got up early to get water from the stream outside the village to his home. He carried the water in two pots that hung on either end of a pole balanced across shoulders.
One day， the farmer fell and the pots fell down to the ground. Luckily， only one of the pots got a crack（裂缝）in it and the other pot was perfect. From then on， the perfect pot always delivered a full portion of water from the stream， while the cracked pot always arrived at the house only half full.
For two years this went on， every day the farmer delivering one full and one half-full measures of water to his home. Naturally the full pot was proud of its service， perfect to the end for which it had been made. But the poor cracked pot was unhappy and ashamed of its imperfection， miserable（痛苦的）that it was able to accomplish only half of what it had been made to do
After two years of what it perceived（感知到）to be a bitter failure， the cracked pot spoke to the farmer by the stream one day. “I’m so ashamed of myself，”it said.“I want to apologize to you.” “But why？”asked the farmer.
“For the past two years，”said the pot，“this crack in my side has let water leak out（漏水）all the way to the house. You do the work carrying me from the stream to the house each day， but because of my disadvantage， you don’t get full value from your effort，”sighed the sad pot. Kindly， the farmer told the upset pot，“As we return to the house today， please notice the lovely flowers along the way.”
As they returned up the hill， the old cracked pot noticed the charming wild flowers-the sun glistening（闪光）off their bright faces， the gentle wind bending their heads. But still， at the end of the path， the faulty pot felt bad because it had again leaked out half its load， and again it apologized to the farmer for its failure.
注意：
1. 續写词数应为150词左右;
2. 请按如下格式在答题卡的相应位置作答。
But the farmer said to the pot，“Didn’t you notice that the flowers were only on your side of the path？”
After listening to what the farmer explained， the cracked pot finally understood and felt happy.
责任编辑 蒋小青