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2025屆福建省福州名校聯盟第一學期期末聯考高三英語試題
第二節（滿分25分）
閱讀下列材料，根據其內容和所給段落開頭語續寫兩段，使之構成一篇完整的短文。
In the serene morning, our school campus lay bathed in a gentle glow of sunlight. The air was still, with only the occasional chatter of students and the rustle of books breaking the silence. The classrooms were abuzz with activity as students diligently worked on their assignments, their faces lit by the soft light filtering through the windows.
But suddenly, the tranquility was shattered by a violent earthquake. The ground began to shake, sending a shudder through the entire school. The seismic waves were so powerful that they sent a shiver down the spines of every student. Amidst the chaos, a girl named Alice, a fellow member of our class, panicked and fled the classroom in a flash. Her flight was a stark contrast to the complacency of the rest of us who remained seated, unmoved by the rumbling beneath our feet. Yet, as we sat unperturbed, students from other classes streamed out of their classrooms in a panic, their faces etched with fear. The corridor outside our classroom soon filled with the hustle and bustle of fleeing students, their footsteps echoing loudly in the otherwise silent morning.
Suddenly, the school's broadcast system came to life, its voice echoing through the hallways, instructing everyone to evacuate and gather in the designated area. However, it was soon revealed that this was a mistake, a miscue from the broadcast station that had sent our hearts racing even further. With the all-clear signal, we returned to our seats, trying to regain our composure. The teacher, a pillar of calm in the midst of the commotion, resumed the lesson as if nothing had happened, her voice a soothing balm to our frayed nerves.
注意：1. 續寫詞數應為150左右;
2 .請按如下格式在答題卡的相應位置作答。
Para1: Meanwhile, the ground shook violently once again, this aftershock stronger than the first.
_____________________________________________________________________________________________
Para2: Yet, as we began to regain our composure, we realized that Bob had not made it out.
第二節（滿分25分）
閱讀下列材料，根據其內容和所給段落開頭語續寫兩段，使之構成一篇完整的短文。
In the serene(adj.靜謐的) morning, our school campus lay bathed in a gentle glow of sunlight(環境描寫). The air was still, with only the occasional chatter of students and the rustle of books breaking the silence(環境描寫). The classrooms were abuzz with activities as students diligently worked on their assignments(狀從), their faces lit by the soft light(獨立主格) filtering(vt.過濾，慢慢傳開) through the windows(非謂語動詞做后置定語).
But suddenly, the tranquility was shattered by a violent earthquake. The ground began to shake, sending a shudder(n./v.顫動)(非謂語動詞做伴隨動作) through the entire school. The seismic(adj.地震的) waves were so powerful that they sent a shiver down the spines of every student(目的狀從). Amidst the chaos, a girl named Alice(非謂語動詞做后置定語), a fellow member of our class, panicked and fled the classroom in a flash. Her flight was a stark contrast to the complacency(n.自滿,得意) of the rest of us who remained seated(定從), unmoved by the rumbling(n/v.隆隆聲) beneath our feet. Yet, as we sat unperturbed(adj.不慌張的)(狀從), students from other classes streamed out of their classrooms in a panic, their faces etched with fear(獨立主格,情緒描寫). The corridor outside our classroom soon filled with the hustle and bustle of fleeing students, their footsteps echoing loudly in the otherwise silent morning(獨立主格).
Suddenly, the school's broadcast system came to life, its voice echoing through the hallways(獨立主格), instructing everyone to evacuate and gather in the designated area(非謂語動詞做伴隨動作). However, it was soon revealed that this was a mistake, a miscue(n.失誤，弄錯) from the broadcast station that had sent our hearts racing even further(定從). With the all-clear signal, we returned to our seats, trying to regain our composure(非謂語動詞做伴隨動作). The teacher, a pillar of calm in the midst of the commotion(同位語), resumed(v.恢復) the lesson as if nothing had happened(定從), her voice a soothing balm(n.香膏，安慰劑) to our frayed(v.n.爭論騷亂) nerves.
注意：1. 續寫詞數應為150左右;
2 .請按如下格式在答題卡的相應位置作答。
Para1: Meanwhile, the ground shook violently once again, this aftershock stronger than the first.
_____________________________________________________________________________________________
Para2: Yet, as we began to regain our composure, we realized that Bob had not made it out.
1. 續寫分類及分析表
分析角度 內容 原文反映句
類型分類 情節續寫，突出突發事件的應對和情感波動。 "The ground began to shake, sending a shudder through the entire school."
構思思路 通過地震的進一步發展制造緊張氣氛，引發團隊合作或個人成長，表現人性的光輝與溫暖。 "The seismic waves were so powerful that they sent a shiver down the spines of everyone."
布局框架 1. 再次震動引發更大混亂；2. 展現團結互助；3. 以重建秩序或溫暖結尾。 "Meanwhile, the ground shook violently once again."
實施步驟 - 分段布局：動作、心理、情景三者結合
- 情感逐層推進：從恐懼到勇氣
- 使用對比烘托人物品質。 "Amidst the chaos, a girl named Alice panicked and fled the classroom in a flash."
承接事項 - 情節要與前文銜接，地震繼續產生余波。
- 保持角色一致性，體現學生與老師的應對反應。 "The teacher resumed the lesson as if nothing had happened."
注意事項 - 避免無邏輯跳躍，確保過渡自然。
- 緊扣主題，體現面對災難的團隊精神和成長。 "Her voice a soothing balm to our frayed nerves."
巧妙設計 - 利用心理和環境描寫渲染緊張氛圍。
- 通過行動展現個體的成長或人際關系的升華。 "Students from other classes streamed out of their classrooms in a panic."
2. 故事山模式與原文銜接
Story Mountain 思維導圖
起點（Exposition）：學校早晨的寧靜環境。
原文： "In the serene morning, our school campus lay bathed in a gentle glow of sunlight."
上升動作（Rising Action）：突如其來的地震與混亂。
原文： "But suddenly, the tranquility was shattered by a violent earthquake."
高潮（Climax）：余震引發更大恐慌，尋找未逃出的Bob。
續寫銜接： "Meanwhile, the ground shook violently once again."
下降動作（Falling Action）：團隊合作尋找Bob并成功脫險。
結局（Resolution）：學生們恢復平靜，展現成長與團結。
關鍵點分析
分析角度 內容 原文反映句
伏筆 Alice的恐慌逃離暗示個體反應與后續混亂形成對比。 "Alice panicked and fled the classroom."
沖突點 余震加劇恐慌，Bob未能及時逃離成為情節發展的核心。 "Yet, as we began to regain our composure, we realized that Bob had not made it out."
隱含線索 老師的冷靜引導學生成長，體現團結合作的重要性。 "The teacher, a pillar of calm..."
解決方案 團結一致救援Bob，最終成功脫險并恢復秩序。 "By working together, we managed to save Bob."
3. 推薦語料：動作、心理、環境描寫
動作描寫例句：
"She dashed across the trembling ground, her legs trembling but determined."
"He grasped the doorframe, steadying himself against the shaking walls."
"The students hurriedly helped each other, their movements quick but purposeful."
心理描寫例句：
"Fear gripped her heart, but a spark of determination soon replaced it."
"He couldn't help but imagine the worst, though he fought to stay calm."
"Relief washed over them like a warm wave as the shaking finally stopped."
環境描寫例句：
"The once orderly corridor was now a scene of chaos, filled with scattered books and rushing feet."
"Dust filled the air as fragments of plaster rained down from the ceiling."
"The distant rumble of aftershocks was a constant reminder of the earth's unrest."
4. 高中語法現象分析與亮點搭配
語法現象 示例句 亮點搭配
條件句 "If Bob had acted faster, he could have escaped." could have + 過去分詞
定語從句 "The students who had fled earlier were now returning hesitantly." who/which引導定語從句
倒裝句 "Only then did they realize the gravity of the situation." only+副詞倒裝
非謂語動詞 "Shaking violently, the walls threatened to collapse." 分詞短語描寫動態場景
高考核心詞匯與例句
serene (adj. 寧靜的)
近義詞：tranquil
反義詞：chaotic
例句：The serene morning was disrupted by sudden chaos.
compose (v. 鎮定；組成)
近義詞：calm
反義詞：disturb
例句：She tried to compose herself amidst the turmoil.
fray (v. 磨損；緊張)
近義詞：strain
反義詞：calm
例句：The earthquake left everyone’s nerves frayed.
Version 1：
Paragraph 1: Meanwhile, the ground shook violently once again, this aftershock stronger than the first.The students screamed as books and furniture toppled(vi.倒下，向前傾) over(狀從). Alice, who had barely made it to the corridor(定從), froze in panic as the walls seemed to sway(狀從). "Everyone, stay calm and follow the evacuation plan!" shouted the teacher, her voice steady despite the chaos(獨立主格). Henry quickly grabbed the emergency whistle from the teacher's desk and began leading his classmates out of the room. The once orderly corridor was now filled with frantic(adj.狂亂的瘋狂的) students, but Henry noticed something odd—Bob's desk was empty. "Where's Bob " he called out, but his voice was lost in the noise. Determined(adj.做狀語), he turned and ran back into the classroom.
Paragraph 2: Yet, as we began to regain our composure, we realized that Bob had not made it out. Henry found him crouched under a desk(adj做賓補), clutching his backpack(非謂語動詞做伴隨動作). "Bob, we need to go now!" Henry urged, pulling him up(非謂語動詞做伴隨動作) just as a crack formed on the ceiling(狀從). Together, they stumbled through the debris-filled classroom and into the corridor, where the aftershock had finally subsided. Outside, the teacher counted heads, relief washing over her face(獨立主格) as she saw Henry and Bob(狀從). The students huddled together in the schoolyard, their fear replaced by gratitude(獨立主格). That day, amidst the chaos and uncertainty, we learned the value of courage, leadership, and looking out for one another(名詞串).
Version 2
Paragraph 1: Meanwhile, the ground shook violently once again, this aftershock stronger than the first. Screams filled the air as students scrambled(v.攀登，爬行) to find shelter. Desks and chairs slid across the floor, colliding with walls(非謂語動詞做后置定語). Alice, standing near the door(非謂語動詞做伴隨動作), hesitated(adj做主語補語), her face pale(獨立主格). "Alice, get outside!" shouted the teacher, guiding students towards the exit. Amid the chaos, I noticed Bob sitting motionless, his face blank with fear(獨立主格). Without thinking, I pushed through the panicked crowd to reach him. "We need to leave, Bob!" I yelled, grabbing his arm and pulling him to his feet(非謂語動詞做伴隨動作) as the ground beneath us trembled(狀從).
Paragraph 2: Yet, as we began to regain our composure, we realized that Bob had not made it out.The realization struck me like lightning. I turned back towards the building, ignoring the cries of others to stop(非謂語動詞做伴隨動作). Inside, the air was thick with dust, and the floor felt unsteady. "Bob!" I called, my voice hoarse(獨立主格. A faint cough answered me from the corner of the classroom. I found him under a desk, shielding his head with his hands(非謂語動詞做伴隨動作). "It's okay, I'm here," I said, helping him up(非謂語動詞做伴隨動作). Together, we stumbled towards the exit. The moment we stepped outside(狀從), the crowd erupted in cheers, and for the first time that day, hope replaced fear.
Version 3
Paragraph 1: Meanwhile, the ground shook violently once again, this aftershock stronger than the first.The trembling intensified, and the sound of breaking glass echoed through the building. The teacher's voice rang out, "Stay calm and proceed in an orderly manner!" Students clung to each other as they moved towards the exit(狀從). I noticed Bob still at his desk, his hands gripping the edges tightly(獨立主格), his face white(獨立主格). "Bob, come on!" I called, but he didn’t move. I ran back, dodging(vi.多開 非謂語動詞做伴隨動作) falling books and debris. "We have to leave now!" I shouted, grabbing his arm(非謂語動詞做伴隨動作 動作串). Finally, he nodded, and we started moving together, the ground beneath us shifting with every step(獨立主格).
Paragraph 2: Yet, as we began to regain our composure, we realized that Bob had not made it out.The teacher's worried expression turned to one of relief as she spotted us emerging from the building(狀從). Outside, we joined the rest of the class, their faces a mix of fear and relief(獨立主格). Bob muttered a soft "thank you," his voice trembling(獨立主格). The aftershock had stopped, leaving behind a scene of chaos but also a profound sense of unity(非謂語動詞短語做結果狀語). As we stood in the safety of the schoolyard(狀從), I realized that in moments of crisis, our actions define us—not fear, but the courage to protect and support one another(賓從).
亮點分析
范文 亮點語法 示例句
范文 非謂語動詞 "Clutching his backpack, Bob crouched under the desk."
范文 倒裝句 "Only then did we realize the importance of teamwork."
范文 定語從句、虛擬語氣 "If Bob had acted sooner, he might have avoided the chaos."
獨立主格結構 （Absolute Construction）是一種特殊的英語語法結構，由兩部分組成：邏輯主語和邏輯謂語。邏輯主語可以是名詞或代詞，邏輯謂語可以是非謂語動詞（不定式、現在分詞、過去分詞）、形容詞、副詞或介詞短語。這種結構在句中通常用作狀語，表示時間、原因、條件、伴隨等情況。 1
獨立主格結構的用法
時間狀語 ：獨立主格結構可以表示時間，例如：“School over, the students went home.”（放學后，學生們都回家了）。
原因狀語 ：用于表示原因，“The meeting being put off, we needn’t hurry.”（由于會議推遲了，我們就沒有必要匆忙了）。 1
條件狀語 ：表示條件，“If it being fine tomorrow, we’ll go boating.”（如果明天天氣好的話，我們就去劃船）。
伴隨狀語 ：表示伴隨情況，“Mr. Li comes here, a book in his hand.”（李先生手里拿著書過來了）。
獨立主格結構的例子
名詞/代詞 + 不定式 ：例如，“His friends to come tonight, he is busy preparing the dinner.”（他的朋友今晚要來，他正忙著準備晚餐）。 3
名詞/代詞 + 現在分詞 ：例如，“Everyone having sat down, the teacher began his class.”（每個人都坐好后，老師開始上課）。
名詞/代詞 + 過去分詞 ：例如，“The boy led the way, we had no trouble getting out of the forest.”（由那個男孩帶路，我們沒有困難就走出了森林）。
名詞/代詞 + 形容詞 ：例如，“The ground muddy, we should be careful.”（地面濘泥，我們應該小心）。
名詞/代詞 + 副詞 ：例如，“The class over, we all went out to play.”（下課后，我們都出去玩）。
名詞/代詞 + 介詞短語 ：例如，“Glasses in his hand, he asked where his glasses were.”（手里拿著眼鏡，他問他的眼鏡哪去了）。
獨立主格結構與主句的關系
獨立主格結構與主句之間通常用逗號隔開，且獨立主格結構的邏輯主語與主句的主語不同。這種結構在形式上與主句沒有關系，因此被稱為“獨立主格結構”。
情緒與動作亮點短語
情緒描寫： "fear replaced by gratitude," "her face pale."
動作描寫： "grabbed his arm," "pushed through the panicked crowd."
讀后續寫積累語料
高頻短語: "scrambled to find shelter," "dust filled the air," "relief washed over."
高級替換:
fear → dread
run → dash/sprint
help → assist/aide
示例句
"Amidst the chaos, a sense of unity emerged."
"Her voice, calm yet commanding, steadied the panicked students."
"The ground shook violently, as if the earth itself were alive with anger."

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