蒂莫西准备秘密送给一位同学的一袋子衣服和鞋子被老师发现了，在老师的盘问
　　下他说出了事情的原委。细心的老师接下来会做什么呢？
　　On walking into her third?grade classroom in the morning， Mrs White noticed the bag in the corner by her desk. It was thick plastic， making it impossible to tell what was inside. She picked it up and asked， “Who does this belong to？”
　　There was no answer. Opening it up， Mrs White rooted around and saw a blue and red shirt， some shorts， and what looked like some tennis shoes. Unaware of whose bag it was， she asked again， but nobody volunteered. She scanned the faces of the students. They all looked lost until she met Timothy. Looking up， he glanced at her and shook his head a little—side to side—just enough to make her stop digging into the bag. She sensed he was responsible for the bag. Mrs White also noticed that if she exposed what was in the bag， she would embarrass him.
　　At the end of the morning， Mrs White took him aside. “Timothy， are those your clothes？ Are you going to a party after school？ Whats going on？” Timothy said the clothes were for a boy from another class called Tim， a boy he saw every day. He was concerned that Tim wore the same two clothes and the same pair of shoes every week. He said hed noticed that the clothes didnt always fit， and since they had been worn by two older brothers before being passed down to Tim， they were worn out. Also， the shoes were sometimes smelly.
　　Mrs White was curious because most kids are just worried about themselves. They dont often reach out to others like this. Later， when she asked Timothy why he had done it， he looked her in the eyes saying， “Hes a poor boy. I just wanted to be nice.”
　　Mrs White asked him if his parents knew about it. There was no way she wanted one of the students to give away his clothes without his parents permission， but Timothy promised his mother had agreed.
　　[Language][Study]
　　Useful sentence patterns
　　1. On walking into her third?grade classroom in the morning， Mrs White noticed the bag in the corner by her desk.
　　分析：On walking...为“on doing”的结构，意为“一……就……”。
　　2. There was no way she wanted one of the students to give away his clothes without his parents permission.
　　分析：本句为“There was no way 同位语从句”的结构，意为“某人不可能……”。
　　[Reading][Check]
　　阅读上面的文章，根据所给情节进行续写，使之构成一个完整的故事。
　　注意：
　　1. 所续写短文的词数应为150左右;
　　2. 续写部分分为两段，每段的开头语已为你写好。
　　Paragraph 1：
　　That afternoon， Mrs White took him aside again. 　　______________________________________
　　______________________________________
　　Paragraph 2：
　　That evening Mrs White telephoned Timothys mother.
　　______________________________________
　　______________________________________
　　写作导引
　　一、语篇研读
　　读后续写要求续写的部分在情节和逻辑方面与原文高度契合。为此，我们必须在掌握文本大意和叙述意图的前提下，分析所给文章的情境模式。
　　分析记叙文的情境模式，就需要关注5个“W”，即who、what、when、where和why。我们在阅读时要把握故事的情节线，分析故事的起因、开始、发展，并归纳出故事的主要矛盾，根据文章中已知的信息，如情感的线索、行为的线索、时间的线索、空间的线索等来推断将要发生的事情，合理构思续写部分的情节。
　　二、情节构思
　　基于原文本和续写段落首句提供的信息，采用围绕中心提问相关问题的方法，构思要续