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In This Unit Theme This Unit Is About the Evolution of Flight Unit 5 In This Unit Theme This unit is about the evolution of flight. Content Objectives Students will • examine the world of animal and human flight. • read about the development of the first powered aeroplane. • consider how childhood interests can influence career choices. Language Objectives Students will • talk about the evolution of flying animals and machines. • use phrases to argue, counterargue and concede. • use the past perfect to distinguish the first of two actions in the past. • use the past perfect continuous to describe the first of two actions in the past. • write a classification essay describing two types of animal flight. Vocabulary pages 78–79 adaptation, capability, early, evolve, feature, flap, flight, TO START glide, hollow, limited, soar, weight, wingspan 1. We all know that birds fly. What page 80 allow, powered, skilled, other living things fly? Make a list of as many as you can. support page 83 ascend, descend, force, 2. Why do you think humans have parachute, prove, stable always wanted to fly? Jetmen flying over the city of Dubai, United Arab Emirates page 84 engine, fuel, to land, pilot, 3. Would you like to be able to fly? to take off Why or why not? Vocabulary Strategies Root words 76 (port); Using a dictionary Speaking Strategy Arguing and conceding OWI_3_SE_81089_076-091_U05_CP2.indd 76 6/20/16 11:23 AM Grammar Grammar 1 Use the past perfect to Introduce the Unit distinguish the first of two actions • Build background Say The next unit is about flying. Many of us in the past have flown in an aeroplane, but has anyone ever flown in a glider? Grammar 2 Use the past perfect continuous to describe the first of What’s the difference between an aeroplane and a glider? Explain two actions in the past that, unlike aeroplanes, gliders don’t need engines to fly; they are Reading Reaching for the Sky carried along ‘rivers’ of air, called air currents, in the atmosphere. Reading Strategy Identify sequence Ask Which way of flying do you think is more like the way a bird flies? of events If possible, display photos of gliders. Discuss. (Planes are bigger; Video Scene 5.1: Flight of the RoboBee; they go faster. Gliders are small and quiet; they have to be towed Scene 5.2: Meet Ryan Carney into the sky by an aeroplane.) Writing Classification essay National Geographic • Tell students to open their books at pages 76–77. Ask Are those Mission Explore Your Interests real people? What are they doing? How are they doing it? Read Project aloud the caption. Tell students the men are flying with jetpacks, • Flying machine model consisting of a carbon fibre wing and four tiny engines. • Poster • Advertisement • Ask questions such as the following to encourage discussion: Pronunciation Relaxed pronunciation: Past perfect What country are the men flying above? (the United Arab Emirates) Pacing Guides 3.5.1, 3.5.2, 3.5.3 What is Dubai? (a city in the United Arab Emirates) How do you think the men are feeling? 146 UNIT 5 OWI_BrE_3_LP_93877_146-171_U05.indd 146 10/17/16 6:31 PM ‘ From flying dinosaurs to jet UNIT OPENER packs, the ability to soar among the clouds has always captivated our imagination.’ Objectives Students will Ryan Carney • describe and discuss a photo. • discuss why people are fascinated by flight. Content vocabulary soar Resources Worksheet 3.5.1 (Teacher’s Resource CD-ROM/Website); Flying High CPT: Unit Opener Materials photos of gliders (optional) BE THE EXPERT About the Photo The photo shows Yves Rossy and Vince Reffet flying with experimental jetpacks invented by Rossy, a Swiss military pilot and aviation enthusiast. In recent years, Rossy has exhibited versions of his jetpacks in high-profile events staged around the world, including the United Arab Emirates, the English Channel and the Grand Canyon. The jetpack’s four engines are mounted beneath the wing, and eight gallons of jet fuel provide about ten minutes of thrust. Rossy performs 77 loops, rolls and other manoeuvres using body movements. OWI_3_SE_81089_076-091_U05_CP2.indd 77 6/20/16 11:23 AM • TO START Ask a student to read aloud Question 1 on page 76. Write Teaching Tip some responses on the board. (some insects, bats) Explain that There may be times during a lesson when only birds, insects and bats can truly fly. Other animals, such as you need to provide a long explanation or multiple examples. Make sure students lemurs and flying squirrels, glide or leap, which is not real flight. still have a chance to speak. It can be helpful to pause during your explanation • Read aloud the quote on page 77. Ask students what they think and ask students to repeat the concept captivated our imagination means. (fascinated us, made us wonder) that you just presented. This will keep Ask another student to read Question 2 aloud. Discuss as students engaged and allow them to a class. practise the language. • Ask a student to read Question 3 aloud. Ask students what they know about paragliding, parasailing, bungee jumping or riding a zip line. Ask Might these activities feel like flying? Invite students to share any experiences they’ve had with these or similar activities. E xtend • Hand out Worksheet 3.5.1. Put students into pairs. Explain that students will be thinking and writing about the appeal of human flight. UNIT OPENER 147 OWI_BrE_3_LP_93877_146-171_U05.indd 147 10/17/16 6:31 PM 1 Which animal do you think was the VOCABULARY first to fly? Why? Discuss. Then listen and read. 058 350 million years ago 229 million years ago Objectives Students will Today it’s hard to imagine an empty sky, By 229 million years ago, flight had but many millions of years ago, there was also developed in pterosaurs, large flying • use vocabulary related to animal no flight of any kind. All life was limited reptiles. These animals were not dinosaurs, flight. to water or land. This included very early but were closely related to them. They were • use new vocabulary to read about insects, which were the first animals to good fliers because they had strong flight and discuss the evolution of flight in develop wings around 350 million years muscles, skin-covered wings and strong animals. ago. How did wings evolve? The most but hollow bones. They could glide, flap accepted theory is that wings developed their wings and even soar, using the Target Vocabulary adaptation, from structures that originally supported wind to help them stay in the air. The capability, early, evolve, feature, flap, insects’ ancestors as they moved in the largest flying animal ever was a pterosaur flight, glide, hollow, limited, soar, weight, water. Over time, these structures became named Quetzalcoatlus, which had wingspan larger and stronger. They turned into wings a head as big as a human and that first allowed insects to jump and then a body as tall as a giraffe. Content Vocabulary ancestors, glide. Eventually, insects were able to flap Quetzalcoatlus had a clawed, reptiles, theory their wings and fly. weight of 200 kg. (440 lb.) Resources Worksheet 3.5.2 (Teacher’s and a wingspan of Resource CD-ROM/Website); Tracks 11 m. (36 ft.)! 058–059 (Audio CD/Website/CPT); CPT: Vocabulary 78 VOCABULARY OWI_3_SE_81089_076-091_U05_CP2.indd 78 6/20/16 11:23 AM Warm Up • Revisit Say Remember in Unit 2 we read that cockroaches have been on Earth longer than humans • Build background Write evolution on the board. have. We also learnt about Jenny Daltry and her work Say We’re going to read about the process by which with snakes and other reptiles, which are another the ability to fly developed in animals over millions of group of animals that have been around for millions of years. Point to the board and ask if anyone can read years. What other kinds of animals were around before aloud the word. Explain that evolution is the noun that humans? Let’s list some on the board. Brainstorm a names the process by which physical changes happen list like the one below. over time. • Then write evolve on the board and tell students it’s cockroaches, other insects dinosaurs the verb that describes the action of changing, as in fish birds Bats evolved from gliding animals to flying animals. frogs apes, other mammals crocodiles, snakes, other P resent 1 2 reptiles • 1 Ask students to open their books at pages 78–79. Read the Activity 1 questions. Remind students that only birds, insects and bats can fly. 148 UNIT 5 OWI_BrE_3_LP_93877_146-171_U05.indd 148 10/17/16 6:31 PM BE THE EXPERT 150 million years ago 55 million years ago Today’s birds are actually living The fourth and last appearance of Our World in Context dinosaurs! The earliest known dinosaur that flight happened 55 million years is generally considered to be the first bird is ago, when the ancestors of bats developed It was not until the 1990s that most Archaeopteryx. It had feathered wings like the capability of powered flight. It’s likely scientists agreed that birds evolved modern birds, but also shared features with that these mammals lived in trees and from dinosaurs. The many recent fossils reptiles, such as teeth, clawed fingers and a first became gliders. Over time, their of early birds and their predecessors bony tail. It could fly, but not very well. bodies formed wings, making bats the only Later, birds became more skilled fliers due mammals that have evolved to fly. that have been collected worldwide to better flight adaptations. reveal that features previously thought to belong exclusively to birds – from feathers to a wishbone – were present in birds’ dinosaur predecessors.
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