Step 1 Revision

1 Check the homework exercises.

2 Find out how much the Ss know about Captain Cook. Ask questions like these: What nationality was he? (English.) Where did he travel to? (Round the world.) As his title was "Captain", what was his job? (Sailor/ship‘s captain.) Which century did he live in? (18th century.) Write his dates (1728 - 1779) and any useful notes and key words that arise out of this discussion on the Bb.

Step 2 Presentation

SB Page 7, Part 1. Ask questions about the picture, and get Ss to tell you what they think is happening. Teach the new words/phrases fall ill, fever, etc. Read the introduction aloud.

Step 3 Reading

Write this question on the Bb: What are they going to take with them for this long journey? Ask the Ss:

What do you need to take with you when you go on a very long sea journey? Collect a few suggestions and write them up. Say Now read the dialogue silently and find out the answer. Allow the Ss a few moments to carry out the task. Check the answer (Food, live animals, cabbage in vinegar, vinegar). See if the Ss can guess the meaning of expedition, store, seaman, particularly, etc.

Ask the Ss to read the dialogue again or listen to the tape. Then do Wb Lesson 5, Ex. 1 in close pairs. Get several open pairs to do it in class.

Step 4 Dialogue

Speech Cassette Lesson 5. Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Explain / insist on taking; I shall insist that they do. Play the tape again. This time the Ss listen and repeat. Pay particular attention to the sentences printed in bold. Then let the Ss practise the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.

Notes:

a I insist on taking = it is very important that we take. Insist is a strong expression. It implies that I will not change my mind.

b suffer fever = have a fever. Note the expression suffer when one experiences something unpleasant. Suffer from (an illness) is also a common expression.

c We will take 10 pigs: Captain Cook’s language is a little old-fashioned and formal. Nowadays we would say we‘ll instead of we will.

d that we would otherwise throw away = that we would throw away if we did not have the animals

e I shall insist that they do = I shall order them to (eat it).

f Endeavour: The word endeavour is a formal word meaning try hard.

g a lot of room below for stores = a lot of room below the deck for putting stores of food

h I suggest taking: Note the use of suggest + verb -ing. It would also be correct to say / suggest that we take....

i litres: In the 18th century Cook would have used an old-fashioned system of measurement, not litres.

Step 5 Practice

SB page 7, Part 2. Read out the situation and the instruction. Explain that students must match two halves to make sentences. Explain the meaning of 7 am sharp, translating if necessary (punctually at 7 am). Do the first two orally with the whole class to demonstrate. Then let the students do the exercise orally in pairs. Check the answers with the class. If you have a weak class which needs to practise these structures, get Ss to test each other like this:

51 (book open): I insist that...

52 (book shut, completes the sentence):... If you have a good class, you can get them to work in pairs and think of other ways of completing the sentence, using the target structures. Collect sen­tences from the class at the end of this activity and write the best ones on the Bb. Answers:

I insist that everyone should have lunch before we leave.

We’ve decided to take the school bus / the sailing boat.

I shall insist on leaving at 7 am sharp / on having another driver.

We will take a picnic lunch / our swimming things (towels and swimming costumes).

I‘ve decided which road to take / what time to return.

Step 6 Workbook

Wb Lesson 5, Exx. 2 and 3 should be done in class. Give Ss some time to do the exercises themselves. Encourage them to ask questions about the usages of some of the words and expressions. When checking the answers with the whole class, explain the difficult language points if necessary, e.g. how to use the verbs insist, suggest, provide, etc.

Get Ss to translate the sentences in Ex. 2 into Chinese.

Step 7 Consolidation

Get Ss in pairs to recall as much of the dialogue in Part 1 as they can, with their books shut.

Homework

Finish off the Workbook exercises.

Get students to do the vocabulary preparation in Lesson 5, Part 1.