Unit2SportsandFitnessLesson1TheUnderdog课件高中英语北师大版

B2U3UnderdogSportsandfitness01Warming-upP3101Warming-upP31“Whatdoyousee?”“Haveyoueverwatchedabasketballgame?”“What’sthemostexcitingmoment?”“Today,let’sdiveintoabasketball-courtstory.Aplayergothurt.Whatwillhappennext?Let’sexplore!”02paragraph1P31Suddenly,aplayerandIcrashedintoeachother.Painracedthroughmybody.Mykneehurtbadly.Theteamgatheredaround,lookingworried.Thelastquarterwasabouttobegin,andmyteamwasbehindby10points."Idon'tthinkIcanplayanymore,coach,"Isaidquietlyasthedoctorputanicepackonmyknee.02paragraph1languagepointSuddenly,aplayerandIcrashedintoeachother.crashedinto（碰撞；猛撞）例句：Twocarscrashedintoeachotheratthecorner.（两辆车在街角猛烈相撞。）我骑车不小心时撞到了树上。“IcrashedintoatreewhenIwasridingmybikecarelessly.”02paragraph1languagepointPainracedthroughmybody.race（奔跑）例句：“WhenIhitthedeskedge,painracedthroughmyarm.”（当我撞到桌角时，疼痛迅速蔓延到手臂。）（Personification）拟人“Thewindwhisperedinthetrees.”“Thesunsmileddownonus.”“Thestoryspeakstoourhearts.”02paragraph1languagepointTheteam

gathered

around,lookingworried.theteam：“team”为集体名词，当它被视作一个整体时，谓语动词用单数形式；若强调其成员，则谓语动词用复数形式。例句：Theteamismadeupof12players.（团队由12名队员组成，强调整体构成，谓语用单数。）

“Now,pleasegatheraroundme.”“Wegatheredaroundthegroupleadertodiscusstheproblem.”gatheredaround（围拢；聚集在……周围）Theteamarediscussingthestrategyseparately.（队员们正在各自讨论策略，强调成员个体行为，谓语用复数。）02paragraph1languagepointTheteamgatheredaround,lookingworried.lookingworried：是现在分词短语，作伴随状语，其逻辑主语为句子的主语“theteam”，表示“theteamgatheredaround”（团队围拢过来）时同时伴随的状态“看起来忧心忡忡”。现在分词作伴随状语时，与谓语动词所表示的动作同时发生worried：是形容词，意为“担心的；担忧的”，在“lookingworried”中作表语，说明主语的状态，“look”在此为系动词，类似结构如“lookhappy”“

feelsad”Shesatthere,readingabook.02paragraph1languagepointThelastquarterwasabouttobegin,andmyteamwasbehindby10points.并列句结构（CompoundSentence）句子由

并列连词and连接两个独立分句，构成并列句，表明两个同时存在或相继发生的事实：第一个分句：Thelastquarterwasabouttobegin第二个分句：myteamwasbehindby10pointsand表示顺承关系，连接两个并列的事实，逻辑上强调“在……时候，同时处于……状态”。两个分句时态一致（均为一般过去时），确保句子结构平衡。02paragraph1languagepointThelastquarter

wasabouttobegin,andmyteamwasbehindby10points.behind在此为形容词，意为“落后的”，与系动词“was”构成系表结构，表示主语的状态。例句：Don’tfallbehindinyourstudies.Thecompanyisbehindintechnology.语法功能：“by+具体数值”作状语，修饰形容词“behind”，说明落后的程度。by是介词，此处表示“（差距）以……计算”，用于说明落后或领先的具体分数、数量等。例句：Wewonthegameby5points.Thepriceincreasedby10%.03paragraph2P31"Idon'tthinkIcanplayanymore,coach,"Isaidquietlyasthedoctorputanicepackonmyknee."Noway,"thecoachrepliedsharply."We'vegotnomoreplayers!""WhataboutPaul?"someonesuggested."Paul?"saidthecoach."Hecan'tplay!""Givehimashot,coach!"Isaid."Whathavewegottolose?","That'sright,"anotherplayersaid."We'relosinganyway.LetPaulplay!""Letmetry,coach!Iwon'tletyoudown!"Paulsaid."OK,OK!"thecoachfinallyagreed."Don'tletusdown,Paul.It'syourtimetoshine."03paragraph2P31Now,here’sanactivityforeveryone.Lookatadialoguetext.Readeachsentencecarefullyandannotatetheemotionyouperceivebesideit.Useanadjectiveorabriefphrase—forexample,“helpless,”“anxious,”or“doubtful.”Thishelpsyoudiveintothedialogue’sfeelings.Takeyourtimeandrelyonyourowninterpretations.03paragraph2P31Now,formgroupsof4-5students.Inyourgroup,exchangetheemotionsyou’veannotatedforeachsentence.Then,discusshoweachsentencecontributestoshapingthecharactersandadvancingtheplot.Forexample,takethesentence“WhataboutPaul?”

someonesuggested.Deliberateonwhetherthissentenceservesasthestartingpointofaplottwistandwhethertheemotionoftheonemakingthesuggestionistentativeorurgent.Herearesomesentenceshelpyourthinking:“Howwouldthestorydifferifthissentencewereremoved?”“Howdoesthecharacter’smoodwhenutteringthissentenceimpactthesubsequentdevelopment?”02paragraph2languagepoint"Idon'tthinkIcanplayanymore,coach,"Isaidquietlyasthedoctorputanicepackonmyknee.

as引导的时间状语从句，强调两个动作

同时发生（=while/when），且通常为短暂性动作（与延续性动作的while形成对比）。时态一致性：主句“Isaid”为一般过去时，从句“put”也为一般过去时，体现

主从句时态一致（均描述过去同时发生的动作）。例句：Shesangasshewalked.AsIopenedthedoor,Isawacat.02paragraph2languagepoint"Idon'tthinkIcanplayanymore,coach,"Isaidquietlyasthedoctorputanicepackonmyknee.DirectSpeech，即说话者的原话用引号括起，后接主句“Isaidquietly”，表明说话人及方式。格式：“引语内容，称呼语，”主语+谓语+状语（如quietly）+时间/地点状语。引语内的逗号（如“anymore,coach”）和句号（或其他标点）需位于引号内。称呼语“coach”是对听话者的直接称呼，用逗号与引语主体分隔，属于独立成分（Vocative），不影响句子语法结构，但需通过标点明确逻辑关系。02paragraph2languagepoint"Idon'tthinkIcanplayanymore,coach,"Isaidquietlyasthedoctorputanicepackonmyknee.

否定转移现象：语法上，否定词“not”位于主句动词“think”前，但实际否定的是从句的内容（即“Icannotplayanymore”）。中文对应表达为“我认为我不能再打了”（而非“我不认为我能再打了”），体现中英文在否定逻辑上的一致性。仅适用于

主语为第一人称（I/we）

且动词为think,believe,suppose,imagine,expect等表示“观点、看法”的词时例句：Idon’tbelievehewillcome.（=Ibelievehewon’tcome.）Wedon’tsupposetheyhavefinishedthework.（=Wesupposetheyhaven’tfinishedthework.）02paragraph2languagepoint"Idon'tthinkIcanplayanymore,coach,"Isaidquietlyasthedoctorputanicepackonmyknee.

宾语从句的省略（OmissioninObjectClause）主句“Idon’tthink”后接宾语从句时，引导词that可省略（口语中常见）。完整形式：Idon’tthinkthatIcanplayanymore,coach.注：若主句动词后接多个宾语从句，仅第一个that可省略，后续不可省略（如Ithink(that)youarerightandthatheiswrong）。02paragraph2languagepoint"Idon'tthink

Icanplayanymore,coach,"Isaidquietlyasthedoctorputanicepackonmyknee.

副词作状语（AdverbasAdverbial）“quietly”是副词，修饰主句谓语动词“said”，表示说话的方式，译为“轻声说”。副词在句中的位置灵活，可位于句首、句中或句尾，此处位于动词后，符合“动词+方式副词”的常见搭配（如speakloudly,walkslowly）。02paragraph2languagepoint"Idon'tthinkIcanplayanymore,coach,"Isaidquietlyasthedoctorputanicepackonmyknee.

putsthonsth：固定搭配，意为“把某物敷/放在某物上”，此处“icepack”（冰袋）是医疗场景常用词汇。类似表达：putabandageonthewound（在伤口上缠绷带）。时态一致性：主句“Isaid”为一般过去时，从句“put”也为一般过去时，体现

主从句时态一致（均描述过去同时发生的动作）。例句：Shesangasshewalked.（她边走边唱。）AsIopenedthedoor,Isawacat.（我开门时，看到了一只猫。）03DialogueAnalysis:Emotions&Plot/CharacterDevelopmentP31Noway,”thecoachrepliedsharply.“We’vegotnomoreplayers!”DirectSpeech(直接引语)Punctuation:“Noway”(省略句)“Absolutelynot”

“There’snopossibility”.Usage:Showsstrongrefusalordisbelief(tone:firm,decisive).“repliedsharply”(副词修饰动词)“nomore”:“notanymore”03DialogueAnalysis:Emotions&Plot/CharacterDevelopmentP31“WhataboutPaul?”someonesuggested.“Whatabout...?”结构（提出建议/询问意见）功能：用于非正式场合，提出建议、询问看法或提醒考虑某事，后接

名词、代词或动名词。省略现象：完整形式为“Whatdoyouthinkabout...?”，但口语中常省略为“Whatabout...?”，更简洁自然。.IndefinitePronoun“someone”作主语“someone”是不定代词，意为“某人”，作主语时谓语动词用

单数形式（如suggested）。类似用法：anyone,everyone,noone等不定代词作主语时，谓语动词均用单数。03DialogueAnalysis:Emotions&Plot/CharacterDevelopment“WhataboutPaul?”someonesuggested.

Verb“suggest”的用法后接

直接引语，引出建议内容（如“WhataboutPaul?”）。其他常见用法：接

动名词：suggestdoingsth（如Hesuggestedstartingearly）。接that从句（从句中常用虚拟语气，即“should+动词原形”，should可省略）：Shesuggestedthatwe(should)practicemore.注意：不能说suggestsbtodosth（正确：advisesbtodosth）。03功能句型：提出建议的多样化表达“WhataboutPaul?”someonesuggested.句型例句Whatabout...?Whatabouttryinganewmethod?Howabout...?Howaboutacupoftea?Whynot...?Whynotasktheteacherforhelp?Let’s...Let’sdiscusstheproblemtogether.03DialogueAnalysis:Emotions&Plot/CharacterDevelopmentP31“Givehimashot,coach!”Isaid.“Whathavewegottolose?”DirectSpeechwithTwoQuotations（双直接引语结构）句子包含两部分直接引语，由报告句“Isaid”连接，形成自然的口语对话。第一引语：“Givehimashot,coach!”（祈使句，提出建议）第二引语：“Whathavewegottolose?”（反问句，强化语气）第一引语以感叹号结尾，感叹号位于引号内；报告句“Isaid”后用句号，引出第二引语（因两引语为独立内容）。03DialogueAnalysis:Emotions&Plot/CharacterDevelopmentP31“Givehimashot,coach!”Isaid.“Whathavewegottolose?”

ImperativeSentence（祈使句）“Givehimashot,coach!”是典型的祈使句，省略主语（通常为“you”），直接以动词原形开头，用于提出请求、建议或命令。功能：表达急切的鼓励（结合语境，说话者希望教练给Paul机会）；“coach”是称呼语（Vocative），独立于句子结构，用逗号与主句分隔，明确对话对象。Idiom“givehimashot”（习语）“shot”在此为口语化表达，意为“机会；尝试”（=chance/try），“givehimashot”即“给某人一次机会”。03DialogueAnalysis:Emotions&Plot/CharacterDevelopmentP31“That’sright,”anotherplayersaid.“We’relosinganyway.LetPaulplay!”“That’sright”（口语化认同表达）类似表达：“Exactly!”“You’reright.”“Iagree.”“We’relosinganyway”（现在进行时+副词）副词“anyway”：意为“无论如何；反正”，修饰整个句子（=“inanycase”）。位置：通常位于句中（实义动词前，be动词后）或句尾，此处位于句尾，加强“无奈却坚定”的语气。03DialogueAnalysis:Emotions&Plot/CharacterDevelopmentP31“That’sright,”anotherplayersaid.“We’relosinganyway.LetPaulplay!”ImperativeSentence“LetPaulplay!”（祈使句：建议型let句型）Let+宾语（Paul）+动词原形（play），表示“让某人做某事”，用于提出建议或请求。否定形式：Let+宾语+not+动词原形（LetPaulnotplay!），但更常用“Don’tletPaulplay.”03DialogueAnalysis:Emotions&Plot/CharacterDevelopmentP31“That’sright,”anotherplayersaid.“We’relosinganyway.LetPaulplay!”“anotherplayer”（限定词another的用法）限定词“another”：表示“（三者或以上中的）另一个”，后接单数可数名词（player），强调“除了已有成员之外的另一个”。对比：another：三者及以上的“另一个”（anotherbook）；other：后接复数名词或不可数名词（otherplayers,otherinformation)。03DialogueAnalysis:Emotions&Plot/CharacterDevelopmentP31“Letmetry,coach!Iwon’tletyoudown!”Paulsaid.PhrasalVerb“letdown”（动词短语：使失望）及物动词短语，宾语可位于中间或后面（letsbdown/letdownsb），但宾语为代词时必须放中间（如“letyoudown”正确，“letdownyou”错误）。强化Paul的承诺，通过“won’t”（willnot）表达将来的决心，与前文“教练的怀疑”形成对比（“Hecan’tplay!”→“Iwon’tletyoudown!”）。例句：Shewouldneverletherfriendsdown.（她绝不会让朋友失望。）Don’tletyourselfdown!（别让自己失望！）03DialogueAnalysis:Emotions&Plot/CharacterDevelopmentP31“Letmetry,coach!Iwon’tletyoudown!”Paulsaid.FutureTensewith“won’t”（将来时：意志表达）“Iwon’tletyoudown!”是一般将来时的否定形式，“won’t”=willnot，此处表示“主语的意志或承诺”（而非单纯预测）。情感色彩：区别于“Idon’tletyoudown”（现在时，陈述事实），“won’t”强调“未来主动避免让对方失望”，体现Paul的责任感。03DialogueAnalysis:Emotions&Plot/CharacterDevelopmentP31“OK,OK!”thecoachfinallyagreed.“Don’tletusdown,Paul.It’syourtimetoshine.”NegativeImperativeSentence（否定祈使句）结构：“Don’tletusdown,Paul.”=Don’t+动词原形（let）+宾语（us）+补语（down）。功能：直接提出要求，否定形式加强语气（“不要让我们失望”）。Idiom“It’syourtimetoshine”（习语：是你大放异彩的时候了）“It’stimetodosth”的扩展，加入“your”强调对象，“shine”比喻“表现出色、发挥潜力”。类似表达：It’stimetoproveyourself./Seizethemoment!Emotionsindialoguerevealcharactermotivationsandrelationships.Eachlinecanadvancetheplot,createsuspense,orresolveconflicts.Payingattentiontotoneandcontexthelpsusunderstanddeepermeanings.02WhyDialogueMattersinStories04paragraph4Paul

jumpedup

andrushedonto

thecourt.Andclearly,alltheextrahoursthathe'dspentpractisingalone

paidoff.Theotherteamjustcouldn'tkeepupwithhisenergyandspeed.Hemadeshotaftershot,andthecrowdcouldn'tstopclappingandcheering.Whenthegameended,ourteamhadwonbytwopoints."Well,"saidthecoachashehitPaulontheshoulder,"you'vejustearnedyourplaceontheteam,bigguy!"jumpeduprushedontospent(practising)paidoffcouldn’tkeepupmadeshotaftershotcouldn’tstopclapping/cheeringendedhadwonsaidhit(ontheshoulder)earned04paragraph4languagepointjumpeduprushedontospent(practising)paidoffcouldn’tkeepupmadeshotaftershotcouldn’tstopclapping/cheeringendedhadwonsaidhit(ontheshoulder)earnedA.向上跳（动作描写）B.冲上去（强调速度/急切）C.花费（时间）练习（语法：spend+时间+(in)doingsth）D.取得回报，成功（常指努力/投资的结果）E.跟不上（后接with）（固定搭配：keepupwith）F.一次又一次投篮（shot=投篮/击球）G.不停地鼓掌/