Bộ sách Scott Foresman reading street gồm các quyển sau: 5.1.1 Learning from Ms Liang 5.1.2 The Challenges of Storm Chasing 5.1.3 Tobys Vacation 5.1.4 Famous Women Athletes 5.1.5 A Nation of Many Colors 5.2.1 Using Special Talents a 5.2.2 Holocaust Rescuers 5.2.3 The Gift 5.2.4 Habitats in Need of Help 5.2.5 Paul Revere and the American Revolution 5.3.1 The Story of Flight 5.3.2 Michelangelo and the Italian Renaissance 5.3.3 Searching for Dinosaurs 5.3.4 Legends of the Blues 5.3.5 Very Special Effects Computers in Filmmaking 5.4.1 Adventure to the New World 5.4.2 Everybody Wins The Story of Special Olympics 5.4.3 Changing to Survive Bird Adaptations 5.4.4 The New Kid at School 5.4.5 Strange Sports with Weird Gear 5.5.1 Double Play 5.5.2 Exploring With Science 5.5.3 Sailing the Stars 5.5.4 Journey Through The Earth 5.5.5 The United States Goes West 5.6.1 Life in the Sea 5.6.2 The Kudzu Invasion 5.6.3 The Golden Year 5.6.4 Train Wreck 5.6.5 Grandma Bettys Banjo
The Story of Flight SUMMARY The author offers a brief history of the development of flight, from the drawings of Leonardo da Vinci to the use of the Concorde She describes many uses of flight, including mail delivery, passenger service, and weapons transport LESSON VOCABULARY admiringly scoundrels worthless permit subject INTRODUCE THE BOOK INTRODUCE THE TITLE AND AUTHOR Discuss with students the title and the author of The Story of Flight Ask students to think about the title and what the book will be about Discuss the concept that, although today we take airplane flight for granted, at one time people had to use other methods of transportation BUILD BACKGROUND Discuss with students what they know about the history of flight and airplanes Ask: Have you ever been on an airplane? How far did you go, and how many hours did it take? Invite students to share personal experiences with flying, using words from their home languages Discuss things and people they might find on an airplane (headphones, movie, snacks, soft drinks, seat belts, baggage compartment, flight attendant, pilot, copilot, etc.) PREVIEW/USE TEXT FEATURES Have students look at the illustration on the title page and compare it to the photo on page 23 Discuss differences between the airplanes Have students look at the drawing on page Discuss how drawings can help scientists explain their ideas to others Ask: What other purposes might this kind of drawing have? 52 5.3.1 AUTHOR’S PURPOSE TEXT STRUCTURE READ THE BOOK SET PURPOSE Have students set a purpose for their reading and keep track of the most important information related to that purpose Suggest that a good way to keep track of information is to take notes as you read STRATEGY SUPPORT: TEXT STRUCTURE Remind students that authors use one structure to organize a book, such as chapter divisions They may set up another structure for explaining the information Elicit that the information in this book is organized according to chronology Ask students to take notes of important dates as they read, so they can follow the development of important events in the history of flight COMPREHENSION QUESTIONS PAGE What did the Wright brothers when they failed in one of their tests or experiments? (tried to learn something from their failure) PAGE 12 What conclusion can you draw about the effect of World War I on the development of aviation? (The wish to gain an advantage by using airplanes in warfare gave a big boost to aviation.) PAGE 15 What is the author’s purpose in telling readers about Amelia Earhart? (The author wants to inform readers that women pilots made a contribution to the history of flying.) PAGE 23 Summarize the major developments in aviation since the Wright brothers’ 1903 controlled airplane flight (Responses will vary but should include Glenn Curtiss’s public flight; the demand for airplanes to conduct warfare during World War I; daring flights of barnstormers; World War II; development of jet engines; etc.) The Story of Flight 16917_LRD_TG_052-053 52 1/4/06 9:53:38 AM REVISIT THE BOOK READER RESPONSE Possible responses: The author’s purpose is to inform readers, because of the amount of factual information presented Possible responses: 1914–1919, WW I military planes; 1927, Lindbergh flies across the Atlantic; 1930s, air travel becomes popular; 1937, Hindenberg explodes; airships for passengers discontinued; 1939, WW II military bombers and fighters; 1958, first jet travels across the Atlantic; 1970s, Concorde Possible responses: airplanes, ornithopter, hot-air balloon, jet, rudders, propellers, glider, Concorde, wings Answers will vary but should refer to specific functions and reasons for change EXTEND UNDERSTANDING Suggest that students look at the illustration and photograph on pages 22–23 Discuss the concept of the jumbo jet and what it means for today’s travelers RESPONSE OPTIONS WRITING Invite students to write a few paragraphs imagining themselves as early pioneers in the history of flight What kinds of approaches might they take to creating a machine that could fly? What would they need to learn about in order to build this kind of machine? WORD WORK Have students review the word subject in context on page Discuss how this meaning of subject differs from the way subject is used in grammar Repeat this approach with the other multiple-meaning word, permit Skill Work TEACH/REVIEW VOCABULARY After you discuss the meanings of the vocabulary words, have students brainstorm to come up with as many synonyms and then antonyms as they can for each word TARGET SKILL AND STRATEGY AUTHOR’S PURPOSE Remind students that when we read for the author’s purpose, we ask ourselves, “Why did the author write this book? What was he or she trying to accomplish?” Suggest that as they read, they keep in mind whether the author wants to inform, entertain, persuade, or express herself TEXT STRUCTURE Remind students that the structure of a book is the pattern that helps to organize its information Discuss how this book has been set up into chapters Ask: By reading the chapter titles, what can you tell about how this book is organized? What the chapter titles tell you about what the author’s purpose might be? ADDITIONAL SKILL INSTRUCTION DRAW CONCLUSIONS Remind students that when we draw conclusions, we arrive at ideas based on what we have read Suggest that they examine the illustration on page Ask: What conclusions can you draw about the way in which early inventors thought flight would happen? SCIENCE CONNECTION Suggest that students go to the library to research inventors in the field of flight Can students find elements in their backgrounds that led them to become scientific leaders? The Story of Flight 16917_LRD_TG_052-053 53 53 1/18/06 10:59:27 AM Name The Story of Flight Author’s Purpose • Author’s purpose refers to the author’s reason for writing • The author may want to inform, entertain, persuade, or express himself or herself Directions Reread the following excerpt from The Story of Flight Then answer the questions below Jet engines also had a huge effect on air travel In 1958, the new Boeing 707 carried passengers nonstop across the Atlantic Ocean from New York City to Paris This jet airliner was remarkable for its speed and size It had room for up to 181 passengers and could travel 600 miles per hour That year, more than one million people flew between the United States and Europe For the first time in history, more people crossed the Atlantic by plane than by ship Based on these paragraphs, what seems to be the author’s purpose? Which phrase gives you information about the Boeing 707’s size? Which phrase tells you information about the speed of the Boeing 707? What conclusion might you draw about why the author wants to give readers the information in this paragraph? © Pearson Education Which two sentences give information about the number of people who flew between the United States and Europe during 1958? 54 16917_LRD_TG_054_055 3/20/06 8:56:37 AM The Story of Flight Name Vocabulary Directions Write a sentence using each of the vocabulary words Try to make them relate to airplanes and flight Check the Words You Know admiringly permit scoundrels subject worthless © Pearson Education 5 Directions Draw a line from the vocabulary word to its definition admiringly to make possible or allow permit having no value scoundrels a person who lives under a king’s or queen’s rule subject with respect and awe 10 worthless dishonest people 55 16917_LRD_TG_054_055 1/4/06 9:54:00 AM ... in the field of flight Can students find elements in their backgrounds that led them to become scientific leaders? The Story of Flight 16 917 _LRD _TG_ 052 - 0 53 53 53 1/ 18/06 10 :59 :27 AM Name The Story. .. during 1 958 ? 54 16 917 _LRD _TG_ 054 _ 055 3/ 20/06 8 :56 :37 AM The Story of Flight Name Vocabulary Directions Write a sentence using each of the vocabulary words Try to make them relate to airplanes and flight. .. lives under a king’s or queen’s rule subject with respect and awe 10 worthless dishonest people 55 16 917 _LRD _TG_ 054 _ 055 1/ 4/06 9 :54 :00 AM