2019-2020年高中人教版英语必修一教学案：Unit 2 Section Ⅱ(含答案)

Section Ⅱ　Reading and Thinking基础知识预习自检Amazon Rainforest TourA short flight from Cusco takes you from the Andes into the Amazon rainforest. From there, you'll spend one day travelling by boat to your accommodation in the middle of the forest. You can then spend three days exploring the rainforest with a local guide and enjoying the plants and animals unique to the rainforest.词汇自测①flight n. 空中航行；航班；航程②accommodation n. 住处；停留处；膳宿③unique adj. 唯一的；独特的；特有的亚马逊雨林之行从安第斯山脉的库斯科短暂飞行进入亚马逊热带雨林。

从这里开始，你要坐一天的船到热带雨林中心的住处。

紧接着，你有三天的时间在本地导游的带领下探索亚马逊雨林中独特的植物和动物。

Machu Picchu TourThis four－day walking tour will take you on amazing paths through the Andes Mountains on the way to the city of Machu Picchu. After reaching your destination, you will have a day to explore and be amazed by this ancient city. Especially amazing is the Incas' dry stone method of building. Inca builders cut stones to exact sizes so that nothing was needed to hold walls together other than the perfect fit of the stones.词汇自测④path n. 小路；路径；道路⑤destination n. 目的地；终点⑥other_than 除……以外马丘比丘之行为期四天的徒步旅行，从安第斯山脉到马丘比丘市，我们将带你踏上一条神奇之路。

Section ⅡReading and Thinking(1)1.Discussing—Look at the following pictures and discuss the differences of school life between China and other countries.The answer is open.2.Predicting—Look at the picture and read the title of the passage on Page 14 and predict what the passage is probably about.The passage is probably about the freshman challenge in senior high school.1.First reading—Read the passage carefully and answer the following questions. (1)Match the main idea with each paragraph.Para.1 A.Choose the suitable courses.Para.2 B.Choose extra-curricular activities.Para.3 C.Study harder and be responsible for a lot more.Para.4 D.Senior high school is a challenge.答案Para.1 D Para.2 A Para.3 B Para.4 C(2)Read for details.①Which course do you think would be Ada m’s favourite？And why?Advanced literature.Because he likes English and he is good at it.②What is Adam worried about?He is worried about keeping up with others and finds it difficult to get used to all the homework.2.Second reading—Fill in the blanks according to the text.3.Third reading(1)Summarizing：Read the passage again and try to summarize its main idea in one sentence.The passage is about Ada m’s challenges and how to solve the challenges in senior high school.(2)Thinking and discussing：What kind of person do you think Adam is？And why? He is a confident and positive freshman.Because he is a hard-working student and good at dealing with the challenges，and h e’l l be well prepared for whatever comes in the future.1.Group work：If you are a journalist of school English newspaper and yo u’l l interview Adam，please make an interview according to the passage.You may start like this. A：Hello，I’m a journalist of our school English newspaper.What do you think of your life at senior school?B：...2.Yo u’r e a freshman，and you maybe have to face many challenges in your studies.In order to realize your dream，what will you do at your senior high school?The answer is open.阅读技巧点拨如何获取大意？You can find main ideas by first taking a quick look at the title，picture(s)，key words and phrases，and topic sentences.语言现象感知Ⅰ.词块积累写出下列词块的含义1.a really big challenge一个真正的大挑战2.the school football team校足球队3.on my own我自己4.a volunteer club 志愿者俱乐部5.next year明年6.a soup kitchen食品救济站7.homeless people无家可归的人8.in the community在社区里9.a senior high school student 一名高中生10.in the future在将来11.the same challenges同样的挑战12.make a good decision作出好的决定13.the main purpose 主要目的14.the safety of all the students所有学生的安全Ⅱ.句式欣赏1.画出句子的主语①Going from junior high school to senior high school is a really big challenge.②Studying hard isn’t always fun.2.体会recommend的用法My adviser recommended that I should sign up for advanced literature because I like English and I’m good at it.recommend作“建议”讲时，其后宾语从句的谓语用“should＋动词原形”，should可以省略。

Section ⅡReading and ThinkingⅠ.核心单词根据音标及词义写出正确的单词1．exchange/ɪks'tʃeɪdʒ/n.交换；交流vt.交换；交流；交易；兑换2．lecture/'lektʃə(r)/n.讲座；讲课；教训vi.(开)讲座；讲课vt.训斥3．nationality/ˌnæʃə'næləti/n.国籍；民族4．campus/'kæmpəs/n.校园；校区5．senior/'siːnɪə(r)/adj.级别(或地位)高的n．较年长的人6．outgoing/'aʊtɡəʊɪ/adj.爱交际的；外向的7．experiment/ɪk'sperɪmənt/n.实验；试验8．awkward/'ɔːkwəd/adj.令人尴尬的；难对付的9．junior/'dʒuːnɪə(r)/adj.地位(或职位、级别)低下的n．职位较低者；(体育运动中)青少年10．explore/ɪk'splɔː(r)/vt.& vi.探索；勘探Ⅱ.拓展词汇根据音标及词义写出正确的单词，并牢记拓展词汇1．register/'redʒɪstə(r)/vt.& vi.登记；注册→registration n．登记；注册；挂号2．nation n．民族；国家；国民→national adj.民族的，国家的3．design/dɪ'zaɪn/n.设计；设计方案vt.设计；筹划→designer n．设计者4．formal/'fɔːml/adj.正式的；正规的→informal adj.非正式的5．anxious/'ækʃəs/adj.焦虑的；不安的→a nxiety n．担心；焦虑；渴望6．annoy/ə'nɔɪ/vt.使恼怒；打扰→annoyed adj.恼怒的；生气的7．frightened/'fraɪtnd/adj.惊吓的；害怕的→frightening adj.令人恐惧的→frighten vt.使惊吓；吓唬8．impress/ɪm'pres/vt.使钦佩；给……留下深刻的印象vi.留下印象；引人注目→impression n．印象；感想9．concentrate/'kɒnsntreɪt/vi.& vt.集中(注意力)；聚精会神→con centration n．集中10．confident/'kɒnfɪdənt/adj.自信的；有把握的→confidence n．信心；信任Ⅲ.重点短语根据汉语意思补全短语1．senior high school (美国)高中2．at last 终于；最终3．make an impression 留下印象4．concentrate on 集中精力于5．leave... alone 不打扰；不惊动6．junior high school (美国)初级中学7．make friends 交朋友8．tell a story 讲故事9．not at all 一点也不10．next to 靠近Ⅳ.重点句型1．what if 要是……会怎么样呢？What_if_no_one_talks_to_me?要是没人跟我说话怎么办？2．find＋sb./sth.＋adj.(宾补)I found most of my classmates and teachers friendly_and_helpful.我发现我的大多数同学和老师都很友好，乐于助人。

Unit 2 English around the WorldPeriod 4 Learning about Language1．Teaching aimsSs will be able to use direct speech and indirect speech2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. Teaching difficult pointLe arn about the special cases in which the tenses shouldn’t be changed.4. Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep 1.Discovering useful words and expressions1.Work in pairs. Do exercises 1, 2, 3 and 4. Then check t he answer you’re your classmates. The teacher helps the students discover the difference in prepositions.2. Revise the phrasesbe different from, pay a role(part) in, because of, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, Only time can tell, native speaker,Step2.Direct and Indirect SpeechRevise the grammar of unit 1Please change the direct speech into indirect speech1. He said, “I’m going to Beijing tomorrow.2. “What a lovely girl!” they said.3. He asked, “Are you a teacher?”4. “This is the craziest thing I have heard of so far,” she thought.5. Mr Wang said, “I was born in China in September, 1972.”6. She said, “They had left when I arrived there.”7. She says, “Liu Fang is good at English.”8. He said, “The plane takes off at 6:30 am.”9. He said, “Where there is a will, the is a way.”10. “ How much do you think it will cost?” he said.Step3 Discovering useful structuresⅠ.Request and commandOpen your books-------------commandPlease open your books.------request (polite)Can you open your books please? --------request (polite)Could / would you please open you books? --------request (polite)1. Make clear the difference between commands and requests and finish the following exercises:1）Go and collect the wood right now.2）Could you go and get the shopping bags, please?3）Shut the door at once.4）Go and get my coat.5）Would you please get that book for me?2. Summarycommands requestsClose the door! Please ………..Get me something to eat! Would you please…….Speak louder………. Could you please……3. Change the commands into requests.Close the door! Speak louder! Keep silent! Get me something to drinkⅡ.Change a command into an Indirect Speech.told sb (not) to do sth“Open the window,”the teacher said to the students .---------The teacher told the students to open the window.“Don’t open the window,” the teacher said to the students.----------The teacher told the students not to open the window.Ⅲ.Change a request into an Indirect Speechask(ed) sb (not) to do sth“Open the window, please,” the teacher said to the students.--------The teacher asked the students to open the window.“Don’t open the window ,please,” the teacher said to the students--------The teacher asked the students not to open the window.特别提醒1.祈使句变为间接引语，主要使用动词不定式。

《Unit 2 Travelling Around》单元教案Unit 2 Travelling AroundListening and Speaking & Listening and Talking【教学目标与核心素养】1. Instruct students to get main facts by listening and motivate them to talk about the topics about how to prepare for the trip and make reservations by listening and ultimately can make travel arrangements and reservations.2. Develop students’ sense of cooperative learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “the present continuous tense (be doing) is used to express future plans.【教学重难点】1. Teach students how to focus on key words, not on single words or grammar.2. Prompt Ss to talk about the related topics, such as how to prepare for the trip and make a travel plan.【教学过程】Step 1: Listening and SpeakingLead inThe teacher is advised to talk with their students about the places that they want to travel most both at home and abroad: boys and girls, if you have a chance to travel around the world, where will you go? After their small talk, the teacher can move on by finishing the following listening task:Before travelling, what do we need to prepare for the trip?After finishing the task above, the teacher is expected to play Conversation 1 which is about Paul and Meilin’s conversation about coming holiday and after finishing listening for the first time, the students need to solve the following task.1. Circle the two places Meilin is going to for holiday.A. Germany.B. England.C. Iceland.D. France.2. How is she going to get there?A. By sea.B. By air. C .By train.3 How is she planning to get around after she arrives?A .By car. B. By train. C. On foot.Listening tip:After finishing the task above, the teacher is expected to play Conversation 2 which is about where and why Paul is visiting with his family and after finishing listening, the students need to solve the following task.Listen to Conversation 2. Then answer the following questions:1. Where is Paul's family going over the holiday?2. Why are they going there?After finishing the task above, the teacher is expected to play Conversation 3 which contains the whole conversation and solve the following task.Fill in the table below:Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project:Speaking ProjectWork in pairs. Choose a travel destination and discuss how to prepare for the trip.PronunciationHave the Ss listen and repeat. Then try to add more words to each group.Then listen to the sentences below. Let the Ss notice the pronunciation of the letters in bold.Step 2: Listening and TalkingTeacher talks with their students about the related topic: Boys and girls, do you know how to make reservations for a trip? Let’s listen and find out:Play the listening and answer the following questions:1. What are the two speakers talking about?2. What is the relationship between the two speakers?Listen again and complete the table with the words you hear.Making reservationsTalking projectWork in groups.Imagine you are making plans for the holiday. Choose one of the situations below and role-play a phone call with a partner.Unit 2 Travelling Around–Listening and SpeakingUnit 2 Travelling Around-Reading and Thinking【教材分析】The topic of this unit is about travelling at home and abroad, which belongs to the theme context of “humans and nature”. Students are expected to talk about tours to Peru, listen to people discuss their travel plans, talk about preparing for travel and how to make reservations for a trip and finally be able to write a travel plan.The passage in this unit is mainly about some general introductions of Peru, including its location, capital and official language and some beautiful scenic spots of Peru, such as Amazon Rainforest Tour, Machu Picchu Tour, Cusco Tour, and Lake Titicaca Tour. The writer vividly describes the characteristics of the four fabulous sights to the readers, who are deeply impressed by the description. The teacher is supposed to guide students to explore the four scenic spots and sum up its features. More importantly, the teacher should motivate students to talk more and discuss the related topics.【教学目标与核心素养】1. Enable students to acquire the basic usage of the new words and expressions concerning the topic of travelling and learn to use them flexibly.2. Enable students to sum up some details related to Peru.3. Develop students’ sense of cooperative learning and individual thinking capability.4. Devel op students’ different learning skills to solve different reading comprehensive problems, such as skimming, scanning and inferring.【教学重难点】1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about their travel plans and topics about travelling.【教学过程】Step 1 Warming upHave a free talk with students. Ask them the following question:How much do you know about Peru? Let’s have a quiz. Show the quiz on thescreen.Step 2 Pre-readingPrediction:1. What types of text is the passage?2. Let students guess what the text will be mainly about before reading by looking at the picture and the title.Step 3 While-reading1. Fast readingAsk students to skim the reading passage to find out some main details about Peru as quickly as possible by doing the multiple choice test.2. Intensive readingAllow students to read the passage more carefully this time to sum up the features of each scenic spot.Step 4 Further Reading and discussionRead the text the third time and work in pairs to do the following task.Suppose you are a travel agent, and the following people want a package trip to Peru and ask for your advice. Please recommend them the destination according to their interest.Good expressions that students can choose to use: help the travelers choose which tour to take1. In my opinion, you could/might choose…, because you prefer to…2. …could be a perfect choice for you, for…3. As far as I am concerned, you would enjoy…, for…4. …would probably suit you, because you enjoy/love/hate doing…Step 5 Passage ConsolidationLanguage appreciation:1. You can then spend three days exploring the rainforest with a local guide and enjoying the plants and animals unique to the rainforest. 在接下来的三天里，您可以在当地导游的陪同下，深入雨林进行探索，欣赏雨林特有的动植物。

Part Two: Teaching resources（第二部分：教学资源）Section 1: Approaches to process writing 程序写作教学法I. Pre-writing1. BrainstormingGetting started can be difficult, so students divided into groups quickly produce words and ideas about the writing.2. PlanningStudents make a plan of the writing before they start. These plans can be compared and discussed in groups before writing takes place.3. Generating ideasDiscovery tasks such as cubing (Students write quickly about the subject in six different ways. 1. describe it 2. compare it 3. associate it 4. analyse it 5. apply it 6. argue for or against it.)4. QuestioningIn groups, the idea is to generate lots of questions about the topic. This helps students focus upon audience as they consider what the reader needs to know. The answers to these questions will form the basis to the composition.5. Discussing and debatingThe teacher helps students with topics, helping them develop ideas in a positive and encouraging way.II. Focusing ideas1. Fast writingThe students write quickly on a topic for five to ten minutes without worrying aboutcorrect language or punctuation. Writing as quickly as possible, if they cannot think of a word they leave a space or write it in their own language. The important thing is to keep writing. Later this text is revised.2. Group compositionsWorking together in groups, sharing ideas. This collaborative writing is especially valuable as it involves other skills (speaking in particular).3. Changing viewpointsA good writing activity to follow a role-play or storytelling activity. Different students choose different points of view and think about /discuss what this character would write in a diary, witness statement, etc.4. Varying formSimilar to the activity above, but instead of different viewpoints, different text types are selected. How would the text be different if it were written as a letter, or a newspaper article, etc.III. Evaluating, structuring and editing1.OrderingStudents take the notes written in one of the pre-writing activities above and organize them. What would come first? Why? Here it is good to tell them to start with information known to the reader before moving onto what the reader does not know.2. Self-editingA good writer must learn how to evaluate their own language ─to improve through checking their own text, looking for errors, structure. This way students will become better writers.3. Peer Editing and proofreadingHere, the texts are interchanged and the evaluation is done by other students. In the real world, it is common for writers to ask friends and colleagues to check texts for spelling, etc. You could also ask the students to reduce the texts, to edit them, concentrating on the most important information.4. The importance of feedbackIt takes a lot of time and effort to write, and so it is only fair that student writing isresponded to suitably. Positive comments can help build student confidence and create good feeling for the next writing class. It also helps if the reader is more than just the teacher. Class magazines, swapping letters with other classes, etc. can provide an easy solution to providing a real audience.5. Writing as communicationProcess writing is a move away from students writing to test their language towards the communication of ideas, feelings and experiences. It requires that more classroom time is spent on writing, but as the previously outlined activities show, there is more than just writing happening during a session dedicated to process writing.6. Potential problemsWriting is a complex process and can lead to learner frustration. As with speaking, it is necessary to provide a supportive environment for the students and be patient. This approach needs that more time be spent on writing in class, but as you have seen, not all classroom time is spent actually writing. Students may also react negatively to reworking the same material, but as long as the activities are varied and the objectives clear, then they will usually accept doing so. In the long term, you and your students will start to recognise the value of a process writing approach as their written work improves.Section 2: Background information on English Around the WorldI. British English, American English and ChineseII. Different English, different spellingsIII.Websites recommended to the students 推荐网站 Going to any of the websites may enable the students to learn more about the differences between American English and British English.Section 3: Words and expressions from Unit 2 English Around the WorldInclude 1.v. to be one of the parts; to make something or someone part of a larger group: Our tour party included several retired couples. The team is looking strong; especially now they have included Beckham. 2. including & included: Everyone has to go to the dentist’s, you included. There were twelve of us, including Tom and me. role: n.1. the character played by an actor in a play or film; the position that someone has in society or an organization: Matthews plays the role of a young doctor in the film. Women are often forced into a supportive role in the family. 2.play a leading/major/key role in=be important in making changes happen: Mandela played aleading role in ending apartheid in South Africa.because of=as the result of a particular thing or someone’s action: He had to retire because of ill health. c.f. She got the job because she was the best candidate. native: 1.adj. your native country or town is the place where you were born: They never saw their native land again. 2. native language/tongue: the language you spoke when you first learned to speak. 3. n. a person who was born in a particular place：Are you a native of New York?come up:1. to be mentioned：A lot of new questions came up at the meeting. 2. to be about to happen soon：Don’t you have a birthday coming up soon? 3. to move near someone or something by walking: Come up to the front of the room so everyone can see you.Other verbal phrases of “come”come about=to happen in a way that seems impossible to control;come across= to meet or find something or someone by chance;come along=get along; to appear at a time you don’t expect; to encourage sb. to try harder;come by=to obtain something that is difficult to find; come up with=to think of an idea;(The small word “come” has many phrasal verbs. It is better to ask the students to refer to a good dictionary.)present: adj. 1. be present: a)to be in a particular place: How many people were present at the meeting yesterday?(opposite of “ absent”) b) to be remembered for a long time: The memory of the disaster last year is still present in her mind. 2. (only before noun) existing now: What’s your present address? c.f. What he said amused all the people present.such as: used to give an example of something; such…as/that: used to emphasize that there is a small amount of something or that it is of good quality: The local economy still relies on traditional industries such as farming and mining. c.f. Such food as they gave us was warm and nutritious.Command: 1. vi & vt. to tell someone officially to do something, esp. if you are amilitary leader or a king to get something such as attention or respect: The general commanded that the regiment (should) attack at once. Or The General commanded the regiment to attack at once. Dr. Young commands a great deal of respect as a surgeon. 2. get/ have a good command of English=to get/have a good mastery of English.request: 1. vt.to ask for something politely or formally request that (should) + v/ request sb. to do sth.: The staff requested that he reconsider his decision. All club members are requested to attend the annual meeting. 2. n. a polite demand for something: They have made a urgent request for international aid.recognize: vt.1. to know who someone is or what something is, because you have ever seen them or it before: Susan came home so thin and weak that her own children hardly recognized her. 2. to accept that an organization has legal or official authority: British medical qualifications are recognized in Canada. 3. be recognized as= to be thought of as being very good by a lot of people: Jules Verne’s novel was recognized as a work of genius.。

人教版（2019）必修第一册Unit 2 Travelling AroundListening and SpeakingTeaching Plans教材分析：《人教版（2019）必修第一册Unit 2 Travelling Around Listening and Speaking》是高一英语教材中的一节课，主要内容为旅行相关信息的听力和口语训练。

教材包括一篇听力材料和相关练习题。

教学目标：1. 学会关注对话中的关键信息，了解对话大意。

2. 分析对话及所运用的表达用语，学习关于行前准备的常用表达方式。

3. 运用所学知识讨论并制定旅行计划。

教学重点：学会使用找关键词的听力策略迅速获取文章细节信息。

教学难点：归纳和总结旅行前的准备活动并根据这一主题编一段对话。

学情分析：学生是高一的英语学习者，已经掌握了一定的英语基础知识。

他们对于旅行这一话题可能有一定的了解，但在欣赏听力材料和进行口语表达时可能存在一些困难。

因此，在教学过程中应该将学生的兴趣和实际情况融入到讲解和练习中，激发他们的学习热情。

教学策略：1. 创设情景：通过创造旅行准备的实际情境，激发学生的学习兴趣。

2. 合作学习：鼓励学生进行交流和合作，提高口语表达能力。

3. 多媒体辅助：使用多媒体工具呈现听力材料和相关图片，增加学生的视听体验。

教学方法：1. 情境导入法：通过问题或图片引入话题，激活学生的相关知识和经验。

2. 听力训练法：通过听力材料进行听力训练，培养学生获取关键信息的能力。

3. 对话练习法：设计针对旅行准备话题的对话练习，提高学生的口语表达能力。

4. 小组讨论法：组织学生在小组内进行讨论，共同制定旅行计划，培养合作和团队意识。

在教学过程中，可以采用以下步骤进行教学：1. 导入：通过问题或图片引入话题，激发学生的学习兴趣。

2. 听力训练：播放听力材料，明确学生任务，引导学生使用找关键词的听力策略迅速获取文章细节信息。

3. 分析对话及表达用语：引导学生分析对话内容并掌握常用的行前准备表达方式。

Section ⅤListening and Talking1.Translate the following words and phrases.①economy n.经济②credit n. 借款；信用；称赞；学分③detail n. 细节；详情；细微之处④check in (在旅馆、机场等)登记⑤check out 结账离开(旅馆等)⑥request n. (正式或礼貌的)要求；请求v t.(正式或礼貌地)要求；请求⑦view n. 视野；景色；看法⑧economic adj. 经济(上)的；经济学的⑨credit card 信用卡2.Brainstorming：Can you list the phrases about travel?①prepare for the trip为旅行做准备②apply for a visa申请签证③book a hotel room 预订宾馆房间④on foot 步行⑤the coming holiday 即将到来的假期⑥rent a car 租车⑦get around 四处走动(旅行) ⑧pack some clothes 收拾衣服⑨by sea/air/train 乘船/飞机/火车⑩look forward to 期盼⑪a travel destination 旅游目的地⑫go sightseeing 观光⑬get ready for 为……做准备⑭pay a visit to 参观⑮a guided tour 有导游的旅行⑯tourist attraction 旅游景点⑰in rush hour 在高峰时刻⑱a place of interest 名胜Finish Ex.1 & Ex.2 on Page 29.Talking—Finish Ex.3 on Page 29 by following the example.语言知识积累1.有关航班的词汇积累①book a plane ticket 订机票②business class 商务舱③economy class 经济舱④first class 头等舱2.相关句式积累①How can I help you？/What can I help you?我能帮你什么忙吗？②I’d like to buy a plane ticket from London to Paris.我想买一张从伦敦到巴黎的机票。

人教版高一英语必修一unit2教案Class, tell me. When you are ill in hospital for a few day，who will pay for it? Your parents? It’s very bad. The health insurance company?一起看看人教版高一英语必修一unit2教案!欢迎查阅!高一英语必修一unit2教案1Module 1 Our Body and Healthy Habits1. Lead in.Class, tell me. When you are ill in hospital for a few day，who will pay for it? Your parents? It’s very bad. The health insurance company? Good, it’s much better.Today we are going to learn about the health care system in three different countries. Now listen to the tape and try to answer the question:What are the three countries?---Britain, America, and Canada.2. Well, all of you have done a good job. Now read the passage quickly and try to find the answer to this question:Which health care system do you think is the best? Give two or three sentences to explain why.--I think Canada has a better system, because health care is free. When you become ill, medical fees are paid for by the government.3. Answer some more questions:What’s the problem with the American system?The problem is that poorer people don’t have the money to pay for private health insurance. As a result, they often have both health and money problems.Why have there been problems with the British health care system recently?This is because the government has not put enough money into the health service.What’s the result of the problems with the British health care system?More people are using private health insurance. They see doctors and the health insurance pay the doctors.4. Deal with some language points:1) pay for sth.pay sbpay money for sthpay sb for sth.pay off the debtspay backpay a visit topay attention to2) begin with= start withThe conference began with a song.高一英语必修一unit2教案2. I wish you were here.wish 后面跟宾语从句，从句中要用虚拟语气，即时态往前推一格，be动词改成过去式时，用were。