Step 1 Revision

1 Check the homework exercises.

2 Ask a few quick questions round the class about the previous text:

Is Quebec in the USA or in Canada? Was the Seven Years War between Britain and the USA or between Britain and France? Which planet was going to pass between the earth and. the sun ? Why did Captain Cook take lots of cabbage in vinegar on his expedition ? Why did he take lots of vinegar as well?

Step 2 Preparation for reading

SB Page 10, Part 1. Get the Ss to tell you what they can see on the map. Then tell the Ss to read the passage quickly to find the answer to these questions:

1 Which islands are mentioned in the text? 2 Did Cook sail round the world from east to west, or from west to east? Write the questions on the Bb. Give them enough time to do this task, then check the answers with the class. (1 Tahiti, New Zealand, Australia, Tasmania, Java, England; 2 From east to west.)

Step 3 Reading

Now let the Ss read the passage carefully. Go through it with the Ss. Ask some questions: What was their time in Tahiti like? What did Cook name after him­self? What was strange about Australia? What disas­ter happened? How did Cook save the ship? Deal with any language problems. See if the Ss can guess the meaning of head, map, beach in the text.

Notes:

a Tahiti: An island in French Polynesia, with an area of 1,042 square kilometres and a popula­tion of about 96,000.

b There they spent three happy months = There they enjoyed a happy stay of three months.

c set sail again = continued their journey. The expression set sail is still used today and dates from the days of sailing ships when a sail was set (i.e. pulled up the mast and opened) at the beginning of a journey.

d headed south = travelled in a southerly direction

e in search of = to look for (a fixed expression)

f had already charted parts of the ... coasts = had already made maps of the coasts

g map the east coast = make a map of the east coast. Map is here used as a verb.

h bears climbed trees: koala bears spend most of their lives in eucalyptus trees (桉树)

i birds ran but didn‘t fly: Emus, a very large type of bird, cannot fly.

j large animals ... stomach pocket: kangaroos

k The Great Barrier Reef: The longest coral reef in the world, off the Northeast coast of Australia. It is 2,000 km long.

l to raise the boat in the water = so that the boat would float higher in the water

m they beached the ship on the shore = they pulled the boat up onto the shore. Beach is here used as a verb. This involves bringing the boat into the shore at high tide, and then pulling it up onto the beach if this is possible. If this is not possible, then at least the boat can be worked on at low tide.

n Cook’s quick thinking: Cook‘s quick decision

o passed close by the island of Java = sailed close to the island of Java. Passed close to would also be correct.

p and then returned by the southern point of Africa = and then returned to England by passing the southern point of Africa

q arriving back in England: Note the verb –ing form which is used here to mean and arrived back in England.

Step 4 Marking the course on a map

Draw a map on the Bb, like the one in the SB. Get Ss to re-read the text and mark Cook’s route on the map. This can be done as homework. The purpose is to get Ss to extract detailed information from the text. Do Wb Lesson 15, Ex. 1 with the help of the map.

Step 5 Language study

SB Page 11, Part 2. Books shut. Do a Bb presenta­tion. Write these sentences on the Bb and treat them separately as follows:

1 He remembered putting the key in the box under his bed.

Say to Ss: Which did he do first? Did he first remember, or did he first put the key in the box? First, he put the key in the box, then later he remembered that he had done this. So, later he remembered putting the key in the box. Write 7 under putting and write 2 under remembered. Note for teacher: Contrast He remembered to put the key in the box. First he remembered, then he put the key in the box.

2 I suggested asking his brother for some money. Ask the Ss some questions. Did I suggest something? What did I suggest? Who asked the brother/or money? (The other person, or the other person and the speaker.) Note for teacher: Another possibility would be: I suggested that he/we ask his brother for some money.

3 We stopped talking so as not to frighten the animals.

Ask the Ss some questions. Were we talking? What did we do? Why did we stop talking?

Write these two sentences on the Bb:

A I stopped to talk to my friend. (I was walking down the street. I met a friend. I stopped. We talked.)

B I stopped talking to my friend. (I was talking to my friend. I looked at my watch. I said goodbye to my friend and left.)

Mime the actions given in brackets above and ask Ss to say whether it is Sentence A or B. Point out that to stop doing something means you were already doing it. Another example: give up smoking (I used to smoke but then I stopped).

4 We tried giving her milk to drink, but she did not get better.

Say to Ss: Sentence 4 is different; it is not about time, but it is about result. Look at the sentence. Did we give her milk to drink? Yes. Did she drink it? Yes. Did it have a good result? No, she did not get better. So we succeeded in doing something, but it did not have a good result.

Note for teacher: Contrast: We tried to give her milk to drink. In this sentence, we tried, but we did not succeed and she did not drink the milk. Then books open. Read through the example sen­tences in the Language study section and ask Ss to translate them into Chinese.

Step 6 Practice

SB Page 11, Part 3. Explain that Ss have to put the correct verb into the -ing form to complete each of the sentences. Do the first one with the whole class, then let the Ss work through the exercise in pairs. Check the answers with the class at the end.

Answers: 1 carrying 2 buying 3 sailing 4 walking 5 having 6 travelling 7 throwing 8 handing

Here are some other verbs which are used in the combination verb + -ing. Some of them are used in the test in Lesson 8. Others can be used in a revision exercise if you think that your Ss need extra practice with this form. For example, admit, consider, delay, escape, finish, imagine, keep, mind, practise, etc.

Step 7 Practice

SB Page 11, Part 4. Check that Ss understand the difference between rise and raise (#1). Rise is irregu­lar and intransitive and means to go up. Raise is regular and transitive and means to lift up. Explain that Ss have to change the verb in brackets into the -ing form. Remind them to be careful with the spell­ing. Do the first two with the whole class, then let the Ss work through the exercise in pairs. Check the answers with the class at the end. In #2, coming means arrival / invention of a new product. Answers:

1 Learning 2 coming 3 trying 4 Making 5 taking 6 Ordering

Step 8 Practice

SB Page 11, Part 5. Explain that Ss have to put the correct verb into the -ing form to complete the sentences. Do the first one orally with the whole class, then let the Ss work through the exercise in pairs. Check the answers with the class at the end. Answers:

1 disappointing 2 inviting 3 exciting 4 shocking 5 encouraging 6 astonishing Note that words like astonishing, shocking are al­ready "extreme" and cannot be combined with very.

Step 9 Workbook

Wb Lesson 7, Exx. 2 and 3.

For Ex. 2, it is necessary to revise all the phrases with the verb set. Ask the Ss to think of all the set phrases and put them down on the Bb. Then get Ss to do the exercise. The sentences should be translated into Chinese.

Ex. 3 must be done in class. Let Ss have enough time to practise in pairs. Then check the answers with the whole class. Explain the use of the -ing form in each sentence. If there are mistakes, correct them and explain why they are wrong.

Homework

Finish off the Workbook exercises. Read the passage again.