人教版新课标高中英语必修2全套教案

全英试讲模板

Good morning, everyone. Today I`m very pleased to have an opportunity to talk about some of my teaching ideas. The content of my lesson is xxx.

I`ll be ready to begin this lesson from four parts. They are 1Analyzing teaching Material 2.the teaching methods 3.the studying methods 4.the teaching procedures, and while presenting these parts I will do the blackboard design properly. Ok now I am going to start from the first part

Part 1 Analyzing teaching Material:

This lesson is about.By studying of this lesson, we`ll enable the students to know the serious attitude towardsand develop the interest in

At the same time, let the students learn how to give instructions. This lesson plays an important part in the English teaching in this unit. As it is the main passage in this unit which outlines the theme of this unit .If the Ss can learn it well, it will be helpful to make Ss learn the rest of this unit. And as we all know , reading belongs to the input during the process of language learning. The input has great effect on output, such as speaking and writing. Then according to the new standard curriculum and syllabus(新课程标准和教学大纲), I think the teaching aims of this lesson are the following:

1.Knowledge aim：Understand the main idea of the text.

2. Ability aim: Retell the text in their own words.

3.Emotional aim: Make the Ss love

Then the Teaching important point is how to understand the text better

And the teaching difficult points are:

1. Use own words to retell the text

2. Discuss the

Part 2 Teaching methods:

Dealing with this lesson. I`ll do my best to carry out the following theories: Make the Ss the real masters in class while me, myself acts as director; Combine the language structures with the language functions; Let the Ss receive some moral education while they are learning the English language. To achieve my goal I`ll use the following teaching methods:

https://www.sodocs.net/doc/5b7645633.html,mucative Approach(交际教学法)

2.Task based watch and listen activity

3. Question and answer activity

4.Pair work or individual role play or scene play activity

And in order to practice my teaching methods well, I need the following teaching aids

1. a projector

2. a tape recorder

3. multimedia

4. the blackboard

Part 3 Studying Methods:

As Ss are poor in cooperative learning skill, manySs are not active in class, and even some of them don`t like English. Therefore, I `ll have Ss study in a relaxed atmosphere. The learning process of students is from seeing, thinking,saying . So after feeling and understanding the language points, I will let the students get the knowledge actively by cooperative study. In a word I will

1. Let the Ss pass observation -imitation-practice to study language.

2. Teach the Ss how to master dialogues and how to communicate with others.

Part 4 Teaching Procedure:

I have designed the following steps to train their ability of listening, speaking, reading and writing. Especially reading ability.

Step1.Lead-in

Have a free talk about ---and then discuss the question in pre-reading on page

Purpose: arouse the Ss` interest of study

Step2. Listening comprehensions

1. Present the students the questions before listening to the text

AB

2.Get the students to listen to the tape and then answer the questions.

Purpose: Train the Ss` listening ability to grasp the general idea of a passage and prepare for the later exercises.

Step3.Fast reading

Read the passage as quickly as they can. I will use the question and answer activity to help them get the main idea of each paragraph, then ask them to use their own words to conclude the main ideas of each paragraph.

Purpose: Improve the Ss` fast reading skills like skimming reading and scanning reading. Understand the general idea of each paragraph.

Step4 Intensive reading

Read the passage carefully again and answer some detailed questions.

AB C

it is also called depth reading or study reading. It means reading for detailed information.

Purpose: Further understand the text to find out some different sentences and details of the text.

Step5.Retell the passage

1.I will list out the general idea of each paragraph which the Ss have concluded in fast reading

2. Encouraging Ss to use their own words to retell the passage according to the general ideas .

Purpose: I want to check if my students really understand the whole text and if they master what I mean to tell them in this class. What`s more, I want to make the students practice their oral English through retelling.

https://www.sodocs.net/doc/5b7645633.html,nguage points

I will show the important words phrases and sentences which the Ss need to learn in this passage on the screen one by one. Then give them the right usages of these new language points. What`s more I will ask Ss to make sentences by using these newly learnt words and phrases.

Step 7.Pair work or individual role play or scene play activity

Purpose: I mean to give them emotional education. I give them muti-media pictures to arouse their interest of study and their love for

Step 8 Summary

I will go through the important points and difficult points of this lesson with the students once again.

Step 9 Homework

Write an article of I want to improve the ability of their writing. At the same time, train the ability of do it yourself and looking up the information by themselves.

Above is my teaching plan of this lesson. Thank you for listening.

注：关于blackboard(板书设计)，在试讲前在黑板上表出课题，然后只需在试讲过程中根据内容需要(比如课程导入或者课堂活动时)稍许写一下，切忌满篇板书而减少了试讲时间，也最好不要把板书设计单独成为一个部分。

Unit 1 Cultural relics

Part One: Teaching Design （第一部分：教学设计）

Period 1: A sample lesson plan for Reading

(IN SEARCH OF THE AMBER ROOM)

Aims：

To read about cultural relics

To learn about The Restrictive and Non-Restrictive Attributive Clause

I. Warming up

Warming up by defining

Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:

A.What kind of old things are cultural relics?

B.Are all the old things cultural relics?

C.What is the definition and classification of cultural relics?

D.To whom do cultural relics belong?

Warming up by presenting

Hi, everyone. Le t’s look at the screen. I’ll present you some pictures. They all belong to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：

A.Can you name them out?

B.Who have the right to confirm and classify them?

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Warming up by discussing

Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision:

A: What should we do?

B: Can we keep it for ourselves or report it to the government?

C: Have you come across such a situation — to make a difficult choice?

II. Pre-reading

1. Looking and saying

Work in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingY uan and the Amber Room. Please guess:

A.What kinds of things can result in their disappearing?

B.Why do they come into being once again?

2. Explaining and sharing

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Work in groups of four. Tell your group mates:

A.What do you know about the substance of “amber”?

B.What do you know about the cultural relics “the Amber Room”?

III. Reading

1. Reading aloud to the recording

Now please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

2. Skimming and identifying the general idea of each paragraph

Now please skim the text to get the key words and general idea of each paragraph.

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3.Scanning and analyzing the characteristics of the text.

Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?

4.Reading and understanding

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

5. Reading and transferring information

Read the text again to complete the table, which lists all the numbers in the text.

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6.Reading and learning

Read the text and learn more about the following proper nouns. You can surf on the website after class:

Ⅳ Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1 and No. 2.

Closing down by having a discussion

A.Can you imagine the fate of the Amber Room? What is it?

B.Do you think if it is worthwhile to reproduce the Amber Room? Why?

Closing down by retelling the story of the Amber Room

Well, all of us have learned the history of the Amber Room. Let’s recall some key words and expressions on the board. You are to retell the story of the Amber Room:

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Period 2: A lesson plan for Learning about Language

(The Restrictive and Non-Restrictive Attributive Clause)

Aims:

To learn about the restrictive and non-restrictive attributive clause

To discover some useful words and expressions

To discover some useful structures

Procedures:

I. Warming up

Warming up by discovering useful words and expressions

Please turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classma tes’. Warming up by explaining

Now, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.

II. Learning about Attributive Clause

1. What is an adjective Clause?

An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples:

Adjective

the red coat

Adjective clause

the coat which I bought yesterday

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Like the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.

In formal writing, an adjective clause begins with the relative pronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing: informal

The books people read were mainly religious.

formal

The books that people read were mainly religious.

informal

Some firefighters never meet the people they save.

formal

Some firefighters never meet the people whom they save.

Here are some more examples of adjective clauses:

the meat which they ate was tainted

This clause modifies the noun “meat” and answers the question “which meat?”.

They’re talking a bout the movie which made him cry

This clause modifies the noun “movie” and answers the question “which movie?”.

They are searching for the student who borrowed the book

The clause modifies the pronoun “student” and answers the question “which student?”.

Did I tell you about the author whom I met?

The clause modifies the noun “author” and answers the question “which author?”.

2. Restrictive & non restrictive clauses

Do the following pairs of sentences mean the same thing?

1a My uncle, who lives in London, is very rich.

2b My uncle who lives in London is very rich.

2a The policies, which were unpopular, were rejected by the voters.

2b The policies which were unpopular were rejected by the voters.

3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.

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3b My niece whose husband is out of work will inherit the house which I have always treasured.

The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....).

3. A test on FORMAL ADJECTIVE CLAUSES

Directions: Combine the sentences. Use formal written English.

Use (b) as an adjective clause. Punctuate carefully.

1) (a) An antecedent is a word. (b) A pronoun refers to this word.

An antecedent ____

2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feet and 150 tons.

The blue whale ____

3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours. The plane ____

4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes cotton thread by this process. In this paper, I will describe ____

5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people’s families have a history of high blood pressure and heart disease.

The researchers are doing case studies ____

6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months.

At the end of this month, scientists ____

7) (a) According to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem. (b) A solution to this problem must and can be found.

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According to many education officials, ‘math phobia’ ____

8) (a) The art museum hopes to hire a new administrator.

(b) Under this person’s direction it will be able to purchase significant pieces of art.

The art museum ____

9) (a) The giant anteater licks up ants for its dinner.

(b) Its tongue is longer than 30 centimeters (12 inches).

The giant anteater ____

10) (a) The anteater’s tongue is sticky.

(b) It can go in and out of its mouth 160 times a minute.

The anteater’s tongue ____

III. Closing down by taking a quiz

Quiz on Attributive clause

Select one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t use the HINT buttons unless you really need them.

1. As many children came were given some cakes.

A. that

B. as

C. who

D. whom

2. The visitors saw rows of houses the roofs are red.

A. on which

B. of which

C. where

D. that

3. I usually take a nap after lunch, is my habit.

A. which it

B. as it

C. as

D. that

4. Please tell me the way you did the job.

A. how

B. where

C. which

D. in which

5 Is this museum some German friends visited the day before yesterday?

A. the one

B. which

C. that

D. where

6. The farmer uses wood to build a house to store grain.

A. in which

B. where

C. that

D. with which

7. I shall never forget the years I spent in the country with the farmers, has a great effect on

my life.

A. when, which

B. that, which

C. when, that

D. which, that

8. Little has been done is helpful to our work.

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A. that

B. what

C. which

D. all that

9. Perhaps this is the only market you can get such cheap goods.

A. that

B. of which

C. by which

D. where

10. We’ll put off the outing until next week, __we won’t be so busy.

A. when

B. which

C. at which

D. in that

Key: 1~10：BBCDA ABADA

Period 3: A lesson plan for using language

Aims:

To learn to tell facts from opinions

To write a reply letter

To listen and speak about cultural relics

Procedures

I. Warming up

Warming up by questions

Morning, class. We alwa ys say, “We must respect facts and can’t wholly depend on one’s opinions”. But can you tell me:

A.What does it mean when you say, “It is a fact”?

B.What does it mean when you say, “It is an opinion”?

Warming up by questioning

Turn to page 5. Read the passage and tell me:

A.If you want to go in for law again st somebody, and if you want to win, what’s the most important thing

you should do first?

B.What makes a judge decide which eyewitnesses to believe and which not to believe.

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II. Guided reading

1. Reading and defining

Read the passage and define: What is a fact? What is an opinion? What is an evidence?

2. Reading and translating

Read the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…

3. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.

4. Listening

Now, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we’ll listen to what three people say they know about the missing Amber Room. Before we listen to them, I’ll present some related new words to you to help you understand them easily. Please look at the screen and read after me.

5. Sharing and Correcting

Well done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?

6. Reviewing

We often use some expressions to ask for opinions. What are they?

Oh, yes. What do you think of …?

Do you believe …?

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How can you be sure of …?

How do you know that?

And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think… / I don’t think… I don’t agree that… / I suppose that…

7. Discussing

Please look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the fol lowing discussion:

A. What is the best evidence?

B. How can we know which eyewitness is most believable?

Well done. Let’s come to the discussion “Which person gave the best evidence?”

8. Reading and writing

Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. Ok, finished? Now answer the following questions:

A. What’s Johann’s opinion about the Amber Room?

B. What’s his father’s opinion about the things found by him?

C. What happened to Johann when she was a pupil?

9. Completing the letters A & B and then giving your own letters

·When you write your letter, you may choose to agree or not agree with the writer.

·You must give a reason why you agree or don’t agree with the writer.

·Be sure to give an example from your own life so that the reader can better understand your opinion.

Ⅲ Closing down

Closing down by a debating

There is a long ancient wall around a less developed town.

It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating.

Closing down by dictation

·The design for the room was of the fancy style popular in those days.

·The room served as a small reception hall for important visitors.

·The man who found the relics insist that it belongs to his family.

·The room was completed the way she wanted it .

·It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city.

·After that, what really happened to the Amber Room remains a mystery.

·In a trial, a judge must decide which eyewitnesses to believe and which not to believe.

·Is it something that more than one person believes?

·A fact is anything that can be proved.

·An opinion is what someone believes is true but has not been proved.

Part Two: Teaching Resources (教学资源)

Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOM

I. Type of writing and summary of the idea

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II. A tree diagram

Section 2: Background information on culture relics

I. What is a culture relic? 何谓“文化遗产”?

Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of

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whether the same hands created many examples of it, is still a unique cultural expression and contribution. II. The cultural relics of China in the world heritage site list《世界文化遗产名录》中的30处中国文遗产

本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。到2004年底，我国已有30处文物古迹和自然景观被联合国科教文组织世界遗产委员会列入《世界遗产名录》，以下是这些文化遗产的名称、性质和列人《世界遗产名录》的年份：

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Section 3: Words and expressions from Unit I Cultural Relics

cultural

adj.文化的a cultural independence / cultural exchange

relic

n. sth. old that reminds us of the past遗迹；古物unearthed cultural / a relic of early civilization

survive

vt.&vi. to continue to live, esp. after coming close to death; to continue to live after…幸免于；幸存；……之后还活着survive the traffic accident / survive all her children

remain

vi. 1. to stay or be left behind after others have gone or been removed停留；留居；留下When the others had gone, Mary remained and put back the furniture.2. to continue to be( in an unchanged state)继续；依然remain young / remain to be uncompleted; Peter became a judge but John remained a fisherman. If you won’t eat you’ll just have to remain hungry! 3.It remains to be seen: we shall know later on.情况仍未明，要看怎样发展。

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state

n.国家；政府；州；状态state schools / state documents /in a poor state of health

look into: to examine the meaning or causes of考察，调查look into the matter / look into the event

rare

adj.稀罕的；稀有的；珍贵的the rare air of the mountains / rare metals / a rare book

dynasty

n.朝代；王朝the Qing Dynasty / the Tudor dynasty in England

belong to

to be the property of; to be a member of; to be connected with属于；为……的一员;与……有关系belong to a club / belong to a class / belong to me

in search of 寻找in search of the cure to the disease / in search of the lost boy

amber

n. adj.琥珀；琥珀制的；琥珀色的the amber traffic lights / a decoration of amber

gift

n.赠品；礼物；天赋birthday gifts / gift vouchers / a gift for music

melt

vt. vi. (使)融化；（使）熔化melt the snow / melt the anger /melt in water

heat

n. vt. 热；热度；把……加热；使激动the body heat/ the heat of a debate/ heat soup for lunch

design

n. a plan in the mind; a drawing or pattern showing how sth. is to be made设计；图案vt. to imagine and plan out in the mind设计；构思curious in design / make a design for a monument; design an engine / design dresses for a queen

fancy

adj.奇特的；异样的（无最高级和比较级）vt.想象；设想；爱好a fancy price / fancy goods / fancy his coming /fancy herself still young

style

n.风格；风度；类型do things in style / in the style of / out of style.

jewel

n.珠宝；宝石precious jewels / a jewel necklace

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新课标高中英语必修一unit4学案

Unit 4 Earthquake 1、shake v.＆n. ①v t.＆vi.(shook, shaken) 摇动；震动；颤抖; shake hands with sb /shake sb’ s hand / shake sb. by the hand 与…握手 shake one’ s head at sb 朝某人摇头(表否定, 怀疑, 悲伤, 不赞成等) shake with…. 因…..而颤抖 e.g.: a. shake with laughter, fear, rage, etc 笑得, 吓得, 气得……打颤 b. shake with cold 冻得发抖 shake one’ s fist at sb 向某人挥拳表示愤怒或恐吓. e.g.: a. shake the bottle before using. 使用之前请摇动瓶子. b. The earthquake shook the building. 地震使房子振动. ②n. [ c ] (多用单数) 摇动; 震动; e.g.: a shale pf the head 摇头 辨析: shake, tremble ,quake ①shake 为常用词, 表示短促而迅速地上下往来摇动. ②tremble 尤指身体因恐惧、激动或愤怒轻微、快速、不由自主地颤抖. e.g.: tremble with rage, excitement etc trembling hands 颤抖的手 ③quake 较为正式, 常同tremble ,但含“猛烈”的意思. e.g.: quake with fear/cold 因恐惧[寒冷]而颤抖. △quake n. (口) == earthquake 练习: The boy shook his mother’s hand. →The boy shook hand. 2、right away == at once / without delay. 毫不耽搁地；不可用于进行时态. e.g.: I’ll write to him right away. right now == immediately / in no time / in a moment / at this very moment / at present 立刻;在此时;在此刻. 在作“在此时”, “在此刻”讲时,可用于进行时态. e.g.: He’s writing a novel right now. 2、rise vi. (rose; risen) ①(太阳, 月亮, 星星等)升起;出现; == go up / come up 反义→set ②(物价, 东西等)上涨;上升; == go up / increase(vi.) 反义→go down / fall / drop rise to 上升到; rise by 上升了; ③(人等)站起来,起床,起身. rise to one’s feet == stand up 站起来 raise sb to one’s feet 把某人扶起来 early to bed and early to rise 早睡早起 n. 升起;升高；增加=increase give rise to sth 引起;导致; == cause sth / lead to / result in / bring about sth give sb a rise 给某人涨工资;提职; the rise and fall of the British Empire 大英帝国的兴衰 e.g.: a. The Sun rises in the east and sets in the west.

人教版高中英语必修二全册教案

Unit 1 Cultural relics I. 单元教学目标 II. 目标语言

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Frederick William Ⅰ，the King of Prussia , could never have imagined that his greatest gift to the Russian people would have such an amazing history . This gift was the Amber Room , which was given this name because several tons of amber were used to make it . The amber which was selected had a beautiful yellow-brown colour like honey . The design of the room was in the fancy style popular in those days . It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . In fact , the room was not made to be a gift . It was designed for the palace of Frederick Ⅰ. However, the next King of Prussia , Frederick William Ⅰ,to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. In return , the Czar sent him a troop of his best soldiers. So the Amber Room because part of the Czar's winter palace in St Petersburg.About four metres long, the room served as a small reception hall for important visitors . Later,Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers. She told her artists to add more details to it .In 1770 the room was completed the way she wanted . Almost six hundred candles lit the room ,and its mirrors and pictures shone like gold. Sadly , although the Amber Room was considered one of the wonders of the world , it is now missing . In September 1941, the Nazi army was near St Petersburg . This was a time when the two countries were at war . Before the Nazis could get to the summer palace , the Russians were able to remove some furniture and small art objects from the Amber Room . However , some of the Nazis secretly stole the room itself . In less than two days 100,000 pieces were put inside twenty-seven woooden boxs . There is no doubt that the boxs were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea . After that, what happened to the Amber Room remains a mystery . Recently , the Russians and Germans have built a new Amber Room at the summer palace . By studying old photos of the former Amber Room , they have made the new one look like the old one .In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city . A FACT OR AN OPINION? What is a fact? Is it something that people believe? No. A fact is anything that can be proved. For example, it can be proved that China has more people than any other country in the world. This is a fact. Then what is an opinion? An opinion is what someone believes is true but has not been proved. So an opinion is not good evidence in a trial. For example, it is an opinion if you say “Cats are better pets than dogs”. It may be true, but it is difficult to prove. Some people may not agree with this opinion but they also cannot prove that they are right. In a trial, a judge must decide which eyewit nesses to believe and which not to believe. The judge does not consider what each eyewitness looks like or where that person lives or works. He/she only cares about whether the eyewitness has given true information, which must be facts rather than opinions. This kind of information is called evidence. Unit 2 AN INTERVIEW Pausanias, who was a Greek writer about 2,000 years ago, has come on a magical journey on March 18th 2007 to find out about the present-day Olympic Games. He is now interviewing Li Yan, a volunteer for the 2008 Olympic Games.

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