读后续写：剧烈摇晃的地面，坚定笃定的心态：勇气和团结的故事 讲义-2025届福建省福州名校联盟高三上学期期末联考英语试题
文档属性
| 名称 | 读后续写：剧烈摇晃的地面，坚定笃定的心态：勇气和团结的故事 讲义-2025届福建省福州名校联盟高三上学期期末联考英语试题 |  | |
| 格式 | docx | ||
| 文件大小 | 33.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-01-17 06:45:19 | ||
图片预览
文档简介
2025届福建省福州名校联盟第一学期期末联考高三英语试题
第二节（满分25分）
阅读下列材料，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。
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. 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。
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.
第二节（满分25分）
阅读下列材料，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。
In the serene(adj.静谧的) morning, our school campus lay bathed in a gentle glow of sunlight(环境描写). The air was still, with only the occasional chatter of students and the rustle of books breaking the silence(环境描写). The classrooms were abuzz with activities as students diligently worked on their assignments(状从), their faces lit by the soft light(独立主格) filtering(vt.过滤，慢慢传开) through the windows(非谓语动词做后置定语).
But suddenly, the tranquility was shattered by a violent earthquake. The ground began to shake, sending a shudder(n./v.颤动)(非谓语动词做伴随动作) 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(目的状从). Amidst the chaos, a girl named Alice(非谓语动词做后置定语), a fellow member of our class, panicked and fled the classroom in a flash. Her flight was a stark contrast to the complacency(n.自满,得意) of the rest of us who remained seated(定从), unmoved by the rumbling(n/v.隆隆声) beneath our feet. Yet, as we sat unperturbed(adj.不慌张的)(状从), students from other classes streamed out of their classrooms in a panic, their faces etched with fear(独立主格,情绪描写). The corridor outside our classroom soon filled with the hustle and bustle of fleeing students, their footsteps echoing loudly in the otherwise silent morning(独立主格).
Suddenly, the school's broadcast system came to life, its voice echoing through the hallways(独立主格), instructing everyone to evacuate and gather in the designated area(非谓语动词做伴随动作). However, it was soon revealed that this was a mistake, a miscue(n.失误，弄错) from the broadcast station that had sent our hearts racing even further(定从). With the all-clear signal, we returned to our seats, trying to regain our composure(非谓语动词做伴随动作). The teacher, a pillar of calm in the midst of the commotion(同位语), resumed(v.恢复) the lesson as if nothing had happened(定从), her voice a soothing balm(n.香膏，安慰剂) to our frayed(v.n.争论骚乱) nerves.
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。
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. 续写分类及分析表
分析角度 内容 原文反映句
类型分类 情节续写，突出突发事件的应对和情感波动。 "The ground began to shake, sending a shudder through the entire school."
构思思路 通过地震的进一步发展制造紧张气氛，引发团队合作或个人成长，表现人性的光辉与温暖。 "The seismic waves were so powerful that they sent a shiver down the spines of everyone."
布局框架 1. 再次震动引发更大混乱；2. 展现团结互助；3. 以重建秩序或温暖结尾。 "Meanwhile, the ground shook violently once again."
实施步骤 - 分段布局：动作、心理、情景三者结合
- 情感逐层推进：从恐惧到勇气
- 使用对比烘托人物品质。 "Amidst the chaos, a girl named Alice panicked and fled the classroom in a flash."
承接事项 - 情节要与前文衔接，地震继续产生余波。
- 保持角色一致性，体现学生与老师的应对反应。 "The teacher resumed the lesson as if nothing had happened."
注意事项 - 避免无逻辑跳跃，确保过渡自然。
- 紧扣主题，体现面对灾难的团队精神和成长。 "Her voice a soothing balm to our frayed nerves."
巧妙设计 - 利用心理和环境描写渲染紧张氛围。
- 通过行动展现个体的成长或人际关系的升华。 "Students from other classes streamed out of their classrooms in a panic."
2. 故事山模式与原文衔接
Story Mountain 思维导图
起点（Exposition）：学校早晨的宁静环境。
原文： "In the serene morning, our school campus lay bathed in a gentle glow of sunlight."
上升动作（Rising Action）：突如其来的地震与混乱。
原文： "But suddenly, the tranquility was shattered by a violent earthquake."
高潮（Climax）：余震引发更大恐慌，寻找未逃出的Bob。
续写衔接： "Meanwhile, the ground shook violently once again."
下降动作（Falling Action）：团队合作寻找Bob并成功脱险。
结局（Resolution）：学生们恢复平静，展现成长与团结。
关键点分析
分析角度 内容 原文反映句
伏笔 Alice的恐慌逃离暗示个体反应与后续混乱形成对比。 "Alice panicked and fled the classroom."
冲突点 余震加剧恐慌，Bob未能及时逃离成为情节发展的核心。 "Yet, as we began to regain our composure, we realized that Bob had not made it out."
隐含线索 老师的冷静引导学生成长，体现团结合作的重要性。 "The teacher, a pillar of calm..."
解决方案 团结一致救援Bob，最终成功脱险并恢复秩序。 "By working together, we managed to save Bob."
3. 推荐语料：动作、心理、环境描写
动作描写例句：
"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."
心理描写例句：
"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."
环境描写例句：
"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. 高中语法现象分析与亮点搭配
语法现象 示例句 亮点搭配
条件句 "If Bob had acted faster, he could have escaped." could have + 过去分词
定语从句 "The students who had fled earlier were now returning hesitantly." who/which引导定语从句
倒装句 "Only then did they realize the gravity of the situation." only+副词倒装
非谓语动词 "Shaking violently, the walls threatened to collapse." 分词短语描写动态场景
高考核心词汇与例句
serene (adj. 宁静的)
近义词：tranquil
反义词：chaotic
例句：The serene morning was disrupted by sudden chaos.
compose (v. 镇定；组成)
近义词：calm
反义词：disturb
例句：She tried to compose herself amidst the turmoil.
fray (v. 磨损；紧张)
近义词：strain
反义词：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，向前倾) over(状从). Alice, who had barely made it to the corridor(定从), froze in panic as the walls seemed to sway(状从). "Everyone, stay calm and follow the evacuation plan!" shouted the teacher, her voice steady despite the chaos(独立主格). 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.狂乱的疯狂的) 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.做状语), 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做宾补), clutching his backpack(非谓语动词做伴随动作). "Bob, we need to go now!" Henry urged, pulling him up(非谓语动词做伴随动作) just as a crack formed on the ceiling(状从). 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(独立主格) as she saw Henry and Bob(状从). The students huddled together in the schoolyard, their fear replaced by gratitude(独立主格). That day, amidst the chaos and uncertainty, we learned the value of courage, leadership, and looking out for one another(名词串).
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(非谓语动词做后置定语). Alice, standing near the door(非谓语动词做伴随动作), hesitated(adj做主语补语), her face pale(独立主格). "Alice, get outside!" shouted the teacher, guiding students towards the exit. Amid the chaos, I noticed Bob sitting motionless, his face blank with fear(独立主格). 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(非谓语动词做伴随动作) as the ground beneath us trembled(状从).
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(非谓语动词做伴随动作). Inside, the air was thick with dust, and the floor felt unsteady. "Bob!" I called, my voice hoarse(独立主格. A faint cough answered me from the corner of the classroom. I found him under a desk, shielding his head with his hands(非谓语动词做伴随动作). "It's okay, I'm here," I said, helping him up(非谓语动词做伴随动作). Together, we stumbled towards the exit. The moment we stepped outside(状从), 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(状从). I noticed Bob still at his desk, his hands gripping the edges tightly(独立主格), his face white(独立主格). "Bob, come on!" I called, but he didn’t move. I ran back, dodging(vi.多开 非谓语动词做伴随动作) falling books and debris. "We have to leave now!" I shouted, grabbing his arm(非谓语动词做伴随动作 动作串). Finally, he nodded, and we started moving together, the ground beneath us shifting with every step(独立主格).
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(状从). Outside, we joined the rest of the class, their faces a mix of fear and relief(独立主格). Bob muttered a soft "thank you," his voice trembling(独立主格). The aftershock had stopped, leaving behind a scene of chaos but also a profound sense of unity(非谓语动词短语做结果状语). As we stood in the safety of the schoolyard(状从), I realized that in moments of crisis, our actions define us—not fear, but the courage to protect and support one another(宾从).
亮点分析
范文 亮点语法 示例句
范文 非谓语动词 "Clutching his backpack, Bob crouched under the desk."
范文 倒装句 "Only then did we realize the importance of teamwork."
范文 定语从句、虚拟语气 "If Bob had acted sooner, he might have avoided the chaos."
独立主格结构 （Absolute Construction）是一种特殊的英语语法结构，由两部分组成：逻辑主语和逻辑谓语。逻辑主语可以是名词或代词，逻辑谓语可以是非谓语动词（不定式、现在分词、过去分词）、形容词、副词或介词短语。这种结构在句中通常用作状语，表示时间、原因、条件、伴随等情况。 1
独立主格结构的用法
时间状语 ：独立主格结构可以表示时间，例如：“School over, the students went home.”（放学后，学生们都回家了）。
原因状语 ：用于表示原因，“The meeting being put off, we needn’t hurry.”（由于会议推迟了，我们就没有必要匆忙了）。 1
条件状语 ：表示条件，“If it being fine tomorrow, we’ll go boating.”（如果明天天气好的话，我们就去划船）。
伴随状语 ：表示伴随情况，“Mr. Li comes here, a book in his hand.”（李先生手里拿着书过来了）。
独立主格结构的例子
名词/代词 + 不定式 ：例如，“His friends to come tonight, he is busy preparing the dinner.”（他的朋友今晚要来，他正忙着准备晚餐）。 3
名词/代词 + 现在分词 ：例如，“Everyone having sat down, the teacher began his class.”（每个人都坐好后，老师开始上课）。
名词/代词 + 过去分词 ：例如，“The boy led the way, we had no trouble getting out of the forest.”（由那个男孩带路，我们没有困难就走出了森林）。
名词/代词 + 形容词 ：例如，“The ground muddy, we should be careful.”（地面泞泥，我们应该小心）。
名词/代词 + 副词 ：例如，“The class over, we all went out to play.”（下课后，我们都出去玩）。
名词/代词 + 介词短语 ：例如，“Glasses in his hand, he asked where his glasses were.”（手里拿着眼镜，他问他的眼镜哪去了）。
独立主格结构与主句的关系
独立主格结构与主句之间通常用逗号隔开，且独立主格结构的逻辑主语与主句的主语不同。这种结构在形式上与主句没有关系，因此被称为“独立主格结构”。
情绪与动作亮点短语
情绪描写： "fear replaced by gratitude," "her face pale."
动作描写： "grabbed his arm," "pushed through the panicked crowd."
读后续写积累语料
高频短语: "scrambled to find shelter," "dust filled the air," "relief washed over."
高级替换:
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."
第二节（满分25分）
阅读下列材料，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。
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. 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。
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.
第二节（满分25分）
阅读下列材料，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。
In the serene(adj.静谧的) morning, our school campus lay bathed in a gentle glow of sunlight(环境描写). The air was still, with only the occasional chatter of students and the rustle of books breaking the silence(环境描写). The classrooms were abuzz with activities as students diligently worked on their assignments(状从), their faces lit by the soft light(独立主格) filtering(vt.过滤，慢慢传开) through the windows(非谓语动词做后置定语).
But suddenly, the tranquility was shattered by a violent earthquake. The ground began to shake, sending a shudder(n./v.颤动)(非谓语动词做伴随动作) 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(目的状从). Amidst the chaos, a girl named Alice(非谓语动词做后置定语), a fellow member of our class, panicked and fled the classroom in a flash. Her flight was a stark contrast to the complacency(n.自满,得意) of the rest of us who remained seated(定从), unmoved by the rumbling(n/v.隆隆声) beneath our feet. Yet, as we sat unperturbed(adj.不慌张的)(状从), students from other classes streamed out of their classrooms in a panic, their faces etched with fear(独立主格,情绪描写). The corridor outside our classroom soon filled with the hustle and bustle of fleeing students, their footsteps echoing loudly in the otherwise silent morning(独立主格).
Suddenly, the school's broadcast system came to life, its voice echoing through the hallways(独立主格), instructing everyone to evacuate and gather in the designated area(非谓语动词做伴随动作). However, it was soon revealed that this was a mistake, a miscue(n.失误，弄错) from the broadcast station that had sent our hearts racing even further(定从). With the all-clear signal, we returned to our seats, trying to regain our composure(非谓语动词做伴随动作). The teacher, a pillar of calm in the midst of the commotion(同位语), resumed(v.恢复) the lesson as if nothing had happened(定从), her voice a soothing balm(n.香膏，安慰剂) to our frayed(v.n.争论骚乱) nerves.
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。
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. 续写分类及分析表
分析角度 内容 原文反映句
类型分类 情节续写，突出突发事件的应对和情感波动。 "The ground began to shake, sending a shudder through the entire school."
构思思路 通过地震的进一步发展制造紧张气氛，引发团队合作或个人成长，表现人性的光辉与温暖。 "The seismic waves were so powerful that they sent a shiver down the spines of everyone."
布局框架 1. 再次震动引发更大混乱；2. 展现团结互助；3. 以重建秩序或温暖结尾。 "Meanwhile, the ground shook violently once again."
实施步骤 - 分段布局：动作、心理、情景三者结合
- 情感逐层推进：从恐惧到勇气
- 使用对比烘托人物品质。 "Amidst the chaos, a girl named Alice panicked and fled the classroom in a flash."
承接事项 - 情节要与前文衔接，地震继续产生余波。
- 保持角色一致性，体现学生与老师的应对反应。 "The teacher resumed the lesson as if nothing had happened."
注意事项 - 避免无逻辑跳跃，确保过渡自然。
- 紧扣主题，体现面对灾难的团队精神和成长。 "Her voice a soothing balm to our frayed nerves."
巧妙设计 - 利用心理和环境描写渲染紧张氛围。
- 通过行动展现个体的成长或人际关系的升华。 "Students from other classes streamed out of their classrooms in a panic."
2. 故事山模式与原文衔接
Story Mountain 思维导图
起点（Exposition）：学校早晨的宁静环境。
原文： "In the serene morning, our school campus lay bathed in a gentle glow of sunlight."
上升动作（Rising Action）：突如其来的地震与混乱。
原文： "But suddenly, the tranquility was shattered by a violent earthquake."
高潮（Climax）：余震引发更大恐慌，寻找未逃出的Bob。
续写衔接： "Meanwhile, the ground shook violently once again."
下降动作（Falling Action）：团队合作寻找Bob并成功脱险。
结局（Resolution）：学生们恢复平静，展现成长与团结。
关键点分析
分析角度 内容 原文反映句
伏笔 Alice的恐慌逃离暗示个体反应与后续混乱形成对比。 "Alice panicked and fled the classroom."
冲突点 余震加剧恐慌，Bob未能及时逃离成为情节发展的核心。 "Yet, as we began to regain our composure, we realized that Bob had not made it out."
隐含线索 老师的冷静引导学生成长，体现团结合作的重要性。 "The teacher, a pillar of calm..."
解决方案 团结一致救援Bob，最终成功脱险并恢复秩序。 "By working together, we managed to save Bob."
3. 推荐语料：动作、心理、环境描写
动作描写例句：
"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."
心理描写例句：
"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."
环境描写例句：
"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. 高中语法现象分析与亮点搭配
语法现象 示例句 亮点搭配
条件句 "If Bob had acted faster, he could have escaped." could have + 过去分词
定语从句 "The students who had fled earlier were now returning hesitantly." who/which引导定语从句
倒装句 "Only then did they realize the gravity of the situation." only+副词倒装
非谓语动词 "Shaking violently, the walls threatened to collapse." 分词短语描写动态场景
高考核心词汇与例句
serene (adj. 宁静的)
近义词：tranquil
反义词：chaotic
例句：The serene morning was disrupted by sudden chaos.
compose (v. 镇定；组成)
近义词：calm
反义词：disturb
例句：She tried to compose herself amidst the turmoil.
fray (v. 磨损；紧张)
近义词：strain
反义词：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，向前倾) over(状从). Alice, who had barely made it to the corridor(定从), froze in panic as the walls seemed to sway(状从). "Everyone, stay calm and follow the evacuation plan!" shouted the teacher, her voice steady despite the chaos(独立主格). 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.狂乱的疯狂的) 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.做状语), 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做宾补), clutching his backpack(非谓语动词做伴随动作). "Bob, we need to go now!" Henry urged, pulling him up(非谓语动词做伴随动作) just as a crack formed on the ceiling(状从). 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(独立主格) as she saw Henry and Bob(状从). The students huddled together in the schoolyard, their fear replaced by gratitude(独立主格). That day, amidst the chaos and uncertainty, we learned the value of courage, leadership, and looking out for one another(名词串).
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(非谓语动词做后置定语). Alice, standing near the door(非谓语动词做伴随动作), hesitated(adj做主语补语), her face pale(独立主格). "Alice, get outside!" shouted the teacher, guiding students towards the exit. Amid the chaos, I noticed Bob sitting motionless, his face blank with fear(独立主格). 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(非谓语动词做伴随动作) as the ground beneath us trembled(状从).
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(非谓语动词做伴随动作). Inside, the air was thick with dust, and the floor felt unsteady. "Bob!" I called, my voice hoarse(独立主格. A faint cough answered me from the corner of the classroom. I found him under a desk, shielding his head with his hands(非谓语动词做伴随动作). "It's okay, I'm here," I said, helping him up(非谓语动词做伴随动作). Together, we stumbled towards the exit. The moment we stepped outside(状从), 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(状从). I noticed Bob still at his desk, his hands gripping the edges tightly(独立主格), his face white(独立主格). "Bob, come on!" I called, but he didn’t move. I ran back, dodging(vi.多开 非谓语动词做伴随动作) falling books and debris. "We have to leave now!" I shouted, grabbing his arm(非谓语动词做伴随动作 动作串). Finally, he nodded, and we started moving together, the ground beneath us shifting with every step(独立主格).
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(状从). Outside, we joined the rest of the class, their faces a mix of fear and relief(独立主格). Bob muttered a soft "thank you," his voice trembling(独立主格). The aftershock had stopped, leaving behind a scene of chaos but also a profound sense of unity(非谓语动词短语做结果状语). As we stood in the safety of the schoolyard(状从), I realized that in moments of crisis, our actions define us—not fear, but the courage to protect and support one another(宾从).
亮点分析
范文 亮点语法 示例句
范文 非谓语动词 "Clutching his backpack, Bob crouched under the desk."
范文 倒装句 "Only then did we realize the importance of teamwork."
范文 定语从句、虚拟语气 "If Bob had acted sooner, he might have avoided the chaos."
独立主格结构 （Absolute Construction）是一种特殊的英语语法结构，由两部分组成：逻辑主语和逻辑谓语。逻辑主语可以是名词或代词，逻辑谓语可以是非谓语动词（不定式、现在分词、过去分词）、形容词、副词或介词短语。这种结构在句中通常用作状语，表示时间、原因、条件、伴随等情况。 1
独立主格结构的用法
时间状语 ：独立主格结构可以表示时间，例如：“School over, the students went home.”（放学后，学生们都回家了）。
原因状语 ：用于表示原因，“The meeting being put off, we needn’t hurry.”（由于会议推迟了，我们就没有必要匆忙了）。 1
条件状语 ：表示条件，“If it being fine tomorrow, we’ll go boating.”（如果明天天气好的话，我们就去划船）。
伴随状语 ：表示伴随情况，“Mr. Li comes here, a book in his hand.”（李先生手里拿着书过来了）。
独立主格结构的例子
名词/代词 + 不定式 ：例如，“His friends to come tonight, he is busy preparing the dinner.”（他的朋友今晚要来，他正忙着准备晚餐）。 3
名词/代词 + 现在分词 ：例如，“Everyone having sat down, the teacher began his class.”（每个人都坐好后，老师开始上课）。
名词/代词 + 过去分词 ：例如，“The boy led the way, we had no trouble getting out of the forest.”（由那个男孩带路，我们没有困难就走出了森林）。
名词/代词 + 形容词 ：例如，“The ground muddy, we should be careful.”（地面泞泥，我们应该小心）。
名词/代词 + 副词 ：例如，“The class over, we all went out to play.”（下课后，我们都出去玩）。
名词/代词 + 介词短语 ：例如，“Glasses in his hand, he asked where his glasses were.”（手里拿着眼镜，他问他的眼镜哪去了）。
独立主格结构与主句的关系
独立主格结构与主句之间通常用逗号隔开，且独立主格结构的逻辑主语与主句的主语不同。这种结构在形式上与主句没有关系，因此被称为“独立主格结构”。
情绪与动作亮点短语
情绪描写： "fear replaced by gratitude," "her face pale."
动作描写： "grabbed his arm," "pushed through the panicked crowd."
读后续写积累语料
高频短语: "scrambled to find shelter," "dust filled the air," "relief washed over."
高级替换:
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."
同课章节目录