福建省部分地市2025 届高中毕业班4 月诊断性质量检测英语试题
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。
The day before yesterday, my class played a basketball game. As their chemistry
teacher and class advisor, I watched as our team, led by Tom(过去分词做后置定语), the captain,
fought hard. Tom’s quick moves and precise passes inspired his teammates(刻画人物).
They battled as one, making
every play count
(现在分词短语做结果状语). The game was
intense(比赛描写), with both teams
neck and neck
. In the final seconds, Tom made a
daring drive to the hoop (篮筐), but the opponent scored a last-minute shot. We lost
by just one point(较大故事的背景信息).
The next morning, the classroom was filled with a heavy atmosphere(比赛失利的环境描
写). Tom sat quietly, his head down(独立主格刻画人物状态), still weighed down by the loss.
The rest of the class mirrored his mood(环境描写，刻画人物)—silent and withdrawn(adj 做补语). It
was clear that the defeat had dampened their spirits(实际主语从句). I knew I had to do
something to lift their spirits and remind them to paying more attention to the
process(文章的中心吗？).
The first class of the day was chemistry. As I
looked at
the lesson plan quickly
,
an idea began to take shape(无灵主语句). I quickly prepared the necessary laboratory
equipment and walked into the classroom.
“Alright, everyone,” I said, trying to get
their attention
(现在分词做伴随动作). “I’m going
to conduct an experiment, and I want you to observe it carefully. You’ll need to
describe what you see afterward.” The room grew a little quieter(无灵主语句，描写环境) as
curiosity began to catch on(无灵主语句). They turned their attention to me, and I could
see a sign of interest in their eyes.
I picked up a piece of magnesium ribbon (镁条) and held it with a holder. When
I brought it close to the burner fire, the ribbon started to flash. The whole class
watched the experiment in amazement, leaving
their eyes wide open
(现在分词做结果状语),
focusing on
my operation in awe
(现在分词做结果状语). The magnesium ribbon burned
away, leaving
behind a soft white powder
(现在分词做结果状语).
注意：
（1）续写词数应为150 个左右；
（2）请按如下格式在答题纸的相应位置作答。
Paragraph 1: “What impressed you most in the experiment?” I asked.
Paragraph 2: With my encouragement, Tom opened up and shared more.
福建省部分地市2025 届高中毕业班4 月诊断性质量检测英语试题
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。
The day before yesterday, my class played a basketball game. As their chemistry
teacher and class advisor, I watched as our team, led by Tom, the captain, fought hard.
Tom’s quick moves and precise passes inspired his teammates. They battled as one,
making every play count. The game was intense, with both teams neck and neck. In
the final seconds, Tom made a daring drive to the hoop (篮筐), but the opponent scored
a last-minute shot. We lost by just one point.
The next morning, the classroom was filled with a heavy atmosphere. Tom sat
quietly, his head down, still weighed down by the loss. The rest of the class mirrored
his mood—silent and withdrawn. It was clear that the defeat had dampened their
spirits. I knew I had to do something to lift their spirits and remind them to paying
more attention to the process.
The first class of the day was chemistry. As I looked at the lesson plan quickly,
an idea began to take shape. I quickly prepared the necessary laboratory equipment
and walked into the classroom.
“Alright, everyone,” I said, trying to get their attention. “I’m going to conduct an
experiment, and I want you to observe it carefully. You’ll need to describe what you
see afterward.” The room grew a little quieter as curiosity began to catch on. They
turned their attention to me, and I could see a sign of interest in their eyes.
I picked up a piece of magnesium ribbon (镁条) and held it with a holder. When I
brought it close to the burner fire, the ribbon started to flash. The whole class watched
the experiment in amazement, leaving their eyes wide open, focusing on my operation
in awe. The magnesium ribbon burned away, leaving behind a soft white powder.
注意：
（1）续写词数应为150 个左右；
（2）请按如下格式在答题纸的相应位置作答。
Paragraph 1: “What impressed you most in the experiment?” I asked.
Paragraph 2: With my encouragement, Tom opened up and shared more.
1. 文章分类与续写思路分析
类型：励志教育类（通过化学实验隐喻团队精神与成长）。
构思与布局：
步骤
具体内容
主题提炼
失败后重振士气，强调过程比结果更重要。
框架设计
段落1：通过实验提问引导学生反思；段落2：Tom 的感悟带动
全班情绪转变。
实施重点
衔接实验现象与篮球赛的共性（如镁条的燃烧象征短暂但耀眼
的过程）。
注意事项
保持师生互动逻辑合理，情感转折自然，结尾升华主题（如团
队合作、坚持的意义）。
续写巧妙设计：
隐喻衔接：将镁条燃烧的“短暂但耀眼”与篮球赛的“虽败犹荣”关联。
情感递进：从观察实验→思考→感悟→行动，体现学生心理变化。
2. 故事山模式与原文分析
故事山模式：
阶段
原文内容
续写方向
开端
篮球赛惜败，班级情绪低落。
实验引发好奇，铺垫转折。
发展
老师设计化学实验吸引注意力。
学生观察现象，思考隐喻意
义。
高潮
镁条燃烧的视觉冲击（伏笔）。
Tom 联想比赛，感悟过程的重
要性。
结局
学生情绪转变（隐含线索：实验=
人生启示）。
全班重拾信心，行动上团结。
关键分析表：
分析角度
内容
原文反应句
人物刻画
Tom 自责，老师敏
锐关怀。
"Tom sat quietly, his head down..." / "I knew
I had to do something..."
情感层次
从沮丧→好奇→感
悟。
"The room grew quieter as curiosity began to
catch on..."
关键情节点
实验作为转折点。
"The magnesium ribbon burned away,
leaving behind a soft white powder."
语言特色
动作描写生动，比
喻隐含。
"The ribbon started to flash... watched in
amazement..."
心理描写
学生情绪通过动作
暗示。
"his head down... silent and withdrawn..."
隐含主题
过程比结果更重
要。
"remind them to pay more attention to the
process."
伏笔冲突
镁条燃烧短暂但美
丽 vs 比赛失败但
努力。
实验现象与比赛结果的相似性（需在续写
中明示）。
续写衔接点：
动作承接：实验后提问→学生回答→Tom 发言。
情感呼应：原文“defeat dampened spirits” → 续写“eyes wide open”到“opened
up”。
关键词复用：原文“process”需在续写中由Tom 直接点明。
3. 读后续写推荐例句 & 高级替换词
（1）动作描写
Tom clenched his fists, his knuckles turning white.（汤姆攥紧拳头，指节发
白。）
He wiped the sweat off his brow with the back of his hand.（他用手背擦去额头
上的汗水。）
The students leaned forward, their eyes fixed on the experiment.（学生们身体前
倾，眼睛紧盯着实验。）
She bit her lip nervously, unsure of what to say.（她紧张地咬着嘴唇，不知道该
说什么。）
He slumped in his chair, his shoulders drooping in defeat.（他瘫坐在椅子上，肩
膀因失败而低垂。）
The team huddled together, whispering strategies.（队员们聚在一起，低声讨论
战术。）
She reached out hesitantly, her fingers trembling slightly.
（她犹豫地伸出手，手指微微颤抖。）
His face lit up with sudden understanding.
（他的脸上突然露出恍然大悟的表情。）
They exchanged glances, silently agreeing on the next move.
（他们交换眼神，默默同意下一步行动。）
He took a deep breath before speaking, trying to steady his voice.
（他深吸一口气，试图稳定自己的声音。）
（2）心理描写（10 个例句）
A wave of disappointment washed over him.
（一阵失望感涌上他的心头。）
His mind raced, searching for the right words.
（他的大脑飞速运转，寻找合适的词语。）
She felt a flicker of hope ignite inside her.
（她感到内心燃起一丝希望。）
Guilt gnawed at him, making it hard to focus.
（愧疚感啃噬着他，让他难以集中注意力。）
A mix of frustration and determination filled his chest.
（挫败感和决心交织在他的心中。）
He couldn’t shake off the feeling of failure.
（他无法摆脱失败的感觉。）
Her heart pounded with nervous excitement.
（她的心因紧张和兴奋而狂跳。）
Doubt crept into his mind, making him hesitate.
（怀疑悄悄侵入他的脑海，让他犹豫不决。）
A sense of pride swelled in his chest.
（一股自豪感在他胸中膨胀。）
She struggled to push down the rising panic.
（她努力压下不断升起的恐慌。）
（3）环境描写（10 个例句）
The classroom was thick with tension.
（教室里弥漫着紧张的气氛。）
Sunlight streamed through the windows, casting long shadows.
（阳光透过窗户洒进来，投下长长的影子。）
The air was heavy with unspoken words.
（空气中充满了未说出口的话语。）
The sound of rustling papers filled the silent room.
（纸张翻动的声音在寂静的教室里回荡。）
A cool breeze drifted in, easing the stifling atmosphere.
（一阵凉风吹进来，缓解了沉闷的氛围。）
The hum of whispered conversations buzzed in the background.
（低声交谈的嗡嗡声在背景中回荡。）
The scent of chalk dust lingered in the air.
（粉笔灰的气味在空气中挥之不去。）
The flickering fluorescent lights added to the uneasy mood.
（闪烁的荧光灯加剧了不安的情绪。）
The distant cheers from the playground contrasted with the gloom inside.
（操场上传来的欢呼声与室内的阴郁形成鲜明对比。）
The clock’s ticking seemed louder in the silence.
（钟表的滴答声在寂静中显得格外响亮。）
4. 高级词汇替换（按场景分类）
场景
基础词汇
高级替换
情绪低落
sad
crestfallen, dejected, disheartened
情绪高涨
happy
elated, exhilarated, jubilant
紧张
nervous
apprehensive, jittery, on edge
决心
determined
resolute, steadfast, unwavering
惊讶
surprised
astonished, flabbergasted, taken aback
5. 语法现象 & 地道搭配分析
（1）高中语法现象
被动语态（Passive Voice）
"The classroom was filled with a heavy atmosphere."
强调状态而非动作执行者。
（2）地道搭配 & 可积累语料
短语/搭配
词义
词
性
近义词
反义词
例句
neck and
neck
势均
力敌
adj.
evenly
matched
one-sided
The race was neck and
neck until the final lap.
weighed
down
压抑
adj.
burdened
uplifted
She felt weighed down by
responsibilities.
take shape
成形
v.
develop
dissolve
The plan began to take
shape after the meeting.
catch on
理
解/
流行
v.
grasp
miss
The trend quickly caught
on among teenagers.
burn away
烧尽
v.
consume
extinguish
The candle burned away
slowly.
5. Possible Versions(3)
Version 1
Paragraph 1:
"What impressed you most in the experiment?" I asked. A thoughtful
silence
enveloped
the
classroom
(无灵主语句，环境描写). Tom, still
gripping
his basketball under
the desk(现在分词做伴随动作), suddenly met my gaze. "The most fascinating part was how
the magnesium's brilliance wasn’t diminished by its brief existence," he
muttered, his fingers tracing the ball's seams(独立主格，刻画次要动作). "Just like... how we
kept fighting till the last second." The class held its breath(环境描写) as I nodded
,
seizing
the
teachable
moment,
"Exactly. The magnesium's light came from within
itself - just as your teamwork did." Nods of understanding spread across the
room(环境描写). Tom's shoulders relaxed slightly as he
stared at
the white powder
residue(衔接原文), its silent testimony to transformation(独立主格刻画人物变化).
Paragraph 2:
With my encouragement, Tom opened up and shared more. "That last shot..."
His voice cracked(描写人物), but he continued, "I thought it was all my fault." The
basketball rolled from his desk as he stood up. "But the powder shows something
remains after burning." He picked up the ball firmly. "Our passes, our blocks -
they're still there, waiting for
the next game
.(现在分词做伴随动作)" Confidently, he
announced “Tomorrow’s practice starts at seven!” The class erupted in
agreement, chairs scraping(独立主格刻画环境) as they gathered around him. The white
powder on the lab table seemed to witness their renewed determination.
Version 2
Paragraph 1:
"What impressed you most in the experiment?" I asked. Tom's eyes remained
fixed on the blackened remains. "How something so small could light up the whole
room," he finally said, his usual confident tone
paused
(独立主格刻画人物思考). I lifted the
beaker of white powder. "And what do you see now?" The class leaned forward as
Tom exhaled sharply. "Change. Not destruction." Noticing everyone’s response(现在分
词做伴随动作), I said, “Like burning magnesium, we transformed through
competition. The loss fades; what glows is how we played together.” Lost
in
thought(过去分词短语做主语补语), Tom’s basketball, forgotten
on his lap
(过去分词短语做后置定语),
slipped to the floor, "Our game was like this - we didn't disappear, we
transformed."
Paragraph 2:
With my encouragement, Tom opened up and shared more. He knelt to get
the ball, his movements deliberate(独立主格刻画人物状态). "We've been looking at the
scoreboard wrong," he said, rotating
the ball in his hands
(现在分词做伴随动作). "This
powder isn't failure - it's preparation." His fingers brushed against the lab
table's edge(人物心理刻画) where the magnesium had burned. "Next game, we'll be like
this experiment - starting
from
(现在分词做伴随动作) what's left after the fire." The
classroom, now bright with afternoon sun through the windows(寓情于景), seemed to
hold its breath as the team's new resolve crystallized
as tangibly as
the powder in the
beaker.
Version 3
Paragraph 1:
"What impressed you most in the experiment?" I asked. Tom's fist clenched
around his pen as he
glared at
the
remains
. "It didn't quit when things got hot," he
ground out. The basketball shirt clinging to his back(现在分词短语做后置定语) bore witness
to yesterday's effort(与原文衔接). I tilted the remains, letting
ash drift onto the desk
(现在
分词短语做结果状语). "And what's left?" I glanced around, "That magnesium thing changes
when it burns, right? Well our game was like that too. Maybe we lost, but did you see
how we passed and covered for each other? That was our bright light moment."The
pen snapped in Tom's grip(人物状态描写), but his eyes cleared(独立主格刻画人物状态) as if seeing
the game anew(状从压缩).
Paragraph 2:
With my encouragement, Tom opened up and shared more. He laid the broken
pen pieces neatly beside the remains. "I was wrong to think one shot defined us,"
he admitted, palm flat on the residue(独立主格刻画人物). The basketball, still
covered
with
yesterday's court dust(过去分词做后置定语), became his focus. "This powder isn't the end -
it's the beginning of our next reaction(递进句式)." When he
raised his head
, even the
most discouraged teammates sat straighter. The afternoon bell rang, but nobody
moved until Tom
picked
up the ball with ash-dusted fingers
, his renewed
determination as visible as the experiment's afterglow(独立主格刻画人物状态).
