g3 volume c - weebly
TRANSCRIPT
Published by Collins
An imprint of HarperCollinsPublishers
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Hammersmith
London
W6 8JB
Browse the complete Collins catalogue at
www.collinseducation.com© HarperCollinsPublishers Limited 2005
Series editor: Cliff Moon
Original ISBN 978 0 00 718603 7
Maureen Haselhurst assertss her moral right to be identified as the author of this work.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publisher or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd., 90 Tottenham Court Road, London W1T 4LP.
British Library Cataloguing in Publication DataA Catalogue record for this publication is available from the British Library.
Illustrator: Chris Rothero Design manager: Nikki O’Reilly, www.together-design.comIdeas for reading author: Kelley Johnston
Acknowledgements
Collins would like to thank the teachers and children at the following schools who took part in the development of Collins Big Cat:
Photographs: Cover: Zefa/Masterfile/Philip Rostron; p170, left: Alamy/Imagetopshop; p170, right: Zefa/Benelux; p171, left: Corbis/Gabe Palmer; p171, centre: Shutterstock/Gladskikh Tatiana p171, right: Corbis/Otto Rogge; p173, left, p175, top right, p175, centre, p176, p177, background, p179, p184: Firepix International; p173, top right: Corbis/Hulton-Deutsch Collection; p173, bottom right: Science Photo Library/Publiphoto Diffusion/A. Masson; p174, top left: Corbis/Gaetano; p174, top centre: Alamy/Photofusion Picture Library/Maggie Murray; p174, top right: Rex Features/Sipa Press; p174, bottom: Corbis Sygma/Balaguer Alejandro; p175, top left: Alamy/Indiapicture/Amit Mehra; p175, bottom: Rex Features/Evan Collins; p177, top, Corbis/Nailah Feanny-Hicks; p177, bottom: Corbis/Orange County Register/Bruce Chambers; p178: Rex Features/Shout; p179: Alamy/Nordicphotos/Sigurgeir Jonasson p180: Corbis/Reuters; p181: Corbis/Ecoscene/Andrew Brown; p182: Rex Features; p183, background: Zefa/J.Westrich; p183, centre: Corbis/NASA; p185: Corbis/Bettmann; p186: Corbis/Jim McDonald; p187: Corbis/Layne Kennedy; p188: ATG Ltd.; p189, top: courtesy of NIST Intelligent Systems Division; p189, bottom: Automobiles Peugeot RC
Fire! Fire!
Alfred Sutton Primary SchoolSt. Anne’s Fulshaw C of E Primary SchoolAnthony Bek Primary SchoolBiddick Primary SchoolBritannia Primary SchoolChrist Church Charnock Richard C of E Primary School
Cronton C of E Primary SchoolCuddington Community SchoolGlory Farm County Primary and Nursery SchoolSt. John Fisher RC Primary SchoolKillinghall Primary SchoolMalvern Link C of E Primary School
Margaret Macmillan Primary SchoolMinet Nursery and Infant SchoolNorbreck Primary SchoolOffley Endowed Primary SchoolPortsdown Primary SchoolSt. Margaret’s RC Primary School
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Maureen Haselhurst
OrangeBand 6
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Introduction
Fire keeps us warm and gives us light.
The sun is a giant fire far out in space.
170
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But fire can be dangerous ...
That’s why people are trained to be firefighters.
We use fireto cook.
We use fire to keep us warm.
Fireworks make fireto entertain us.
171
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How firefighting started
For hundreds of years, people have been finding
new ways to put out fires.
During the Great Fire ofLondon, people passed water buckets from hand to hand.
Roman soldiers used leather buckets.
0 100 1000 1666 1700
Wooden handcarts carried wooden water tubs.
172
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Steam fire engines were pulled by horses.
1900 1924 1955
173
Motorised fire engines were used.
Planes helped to fight fires.
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People who fight fires
Firefighters put out fires all
over the world.
UK
Africa
USA
174South America
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Japan
India
175Australia
China
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Modern firefighting
Firefighters put out fires on land ...
176
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… at sea ...
… and from the air.
177
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Fire! Fire!
Sirens ring and lights flash as
the fire engine arrives.
The firefighters put out flames with
jets of water from hosepipes.
178
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Firefighters work as a team and
they have to train hard.
179
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Forest fires
Fires spread quickly through forests.
Helicopters water-bomb forest fires.
Helicopters must fly in low.
180
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181
The forests will grow again.
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Blowout!
An oil well fire can burn like a huge,
flaming torch. This is called a blowout.
Firefighters move in.182
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Astronauts saw this oil well fire from space.
183
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Fire at sea
Firefighters use jet skis to put out fires
on small boats.
184
Jet skis work in shallow water.
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Big oil tanker fires need fire boats with
powerful hoses.
185
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Chemical fires
Firefighters use foam to fight
chemical fires.
The foam stops smoke from spreading.
186
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foam cannon
187
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Firefighting in the future
In the future, giant airships, robots and
fast fire-cars might help to put out fires.
188
Water from airships could put out forest fires.
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This robot could fight oil well fires.
189
This French fire-car might speed through the city streets.
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airships
large flying
balloons with
engines
fire boats
a large boat with
powerful hoses to
tackle oil tanker
fires at sea
jet skis
small boats that
are ridden like
motorbikes
Glossary
oil well
a well which
pumps up the
black, sticky liquid
that is used to
make oil and petrol
sirens
loud sounds
that warn people
of danger
water-bomb
to drop water
from the air
190
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Index
airship 188
fire boats 185
fire engine 173, 178
helicopter 180
hosepipe 178, 185
jet skis 184
robot 189
191
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193
Before You Read
1. What can you use to put out a fi re? Circle your answers.
2. Copy the words.
fire engine
__________________________________________________
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194
Key Story Words 1
f __ __ e e __ g __ __ __ a1
h __ s __ p __ __ __ b2
f __ r__ m __ __ c3
h a __ __ __ a __ t d4
R __ __ __ __ s o l __ __ __ __ __
e5
1. Fill in the blanks to complete the words. Match each word to the correct picture.
Roman soldiers fireman hosepipe fire engine handcart
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195
2. Match the words to their defi nitions.
airships
fi re boat
jet skis
sirens
water-bomb
1
2
3
4
5
a
b
c
d
e
to drop water from the air
small boats that are ridden like motorbikes
a large boat with powerful hoses to tackleoil tankerfi res at sea
large fl ying balloons with engines
loud sounds that warn people of danger
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196
During the Great Fire ofLondon, people passed water buckets from hand to hand.
Roman soldiers used leather buckets.
0 100 1000 1666 1700
Wooden handcarts carried wooden water
tubs. Steam fire engines were pulled by horses.
1900
1 Fire keeps us w ___ ___ m and gives us l ___ ___ h t.
2 But fire can be d ___ n ___ ___ ___ ___ ___ s.
3 For h ___ ___ d r ___ ___ s of years, people have been finding new ways to put out fires.
4 The firefighters put out flames with jets of water from h ___ s ___ p ___ ___ ___ ___.
5 Firefighters use f ___ ___ ___ not water to fight chemical fires.
1. Fill in the blanks to complete the words. Look at the pictures for clues.
Key Story Words 2
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197
1 Firefighters to team and train as work a have hard. they
______________________________________
______________________________________
2 water-bomb Helicopters forest fires.
______________________________________
______________________________________
3 oil fire saw well this from Astronauts space.
______________________________________
______________________________________
4 shallow Jet in skis water. work
______________________________________
5 foam The stops spreading. from smoke
______________________________________
Key Story Sentences 1
1. Unscramble the sentences and rewrite them to match the text.
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198
1. Match the beginning of each sentence from the text with its ending.
That’s why people are
Firefi ghters put out fi res
The fi refi ghters put out fl ames with
An oil well fi re can burn
Big oil tanker fi res need
In the future, giant airships, robots and
jets of water from hosepipes.
fast fi re-cars might help to put out fi res.
fi re boats with powerful hoses.
trained to be fi refi ghters.
like a huge, fl aming torch.
on land, at sea, and from the air.
1
2
3
4
5
6
a
b
c
d
e
f
Key Story Sentences 2
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199
1 The sun is like a giant fire far out in space.
True False
2 Steam fire engines were pulled by cars.
True False
3 When there’s a fire, fire engines ring their sirens and flash their lights.
True False
4 In the future, there won’t be any problems with fires.
True False
5 Water from airships could put out fires.
True False
1. Read each sentence. Tick ( ) “True” or “False”.
Reading Comprehension 1
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200
Reading Comprehension 2
1. Write the answers to these questions. Use complete sentences.
1 Why is fire useful?
________________________________________
2 How did the Roman soldiers carry water for putting out fires?
________________________________________
________________________________________
3 What did people do to put out the Great Fire of London?
________________________________________
________________________________________
5 What do firefighters use to put out fires on small boats?
________________________________________
________________________________________
4 What drops water-bombs on forest fires?
________________________________________
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201
2. Number the sentences in the correct order (1–4) to match the text.
1
During the Great Fire of London, people passed water buckets from hand to hand.
In the future, water from giant airships could help put out fires.
Roman soldiers used leather buckets to put out fires.
Modern firefighters use large boats with powerful hoses to tackle oil tanker fires at sea.
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202
Have Fun with English!
2. Find and circle four words in the word snake.
1. Look at the words in the box.Find and circle them in the word square.
s
i r e n s
so
ld
ie
r s b u c k
et
s f
or e s t f
la
me s
forest robots airship hoses fires siren
t w e o h a
f i r e s i
o b q h y r
r o b o t s
e c i s a h
s i r e n i
t q p s n p
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203
4. Match the puzzle pieces to make words from the text.
3. Help the fi refi ghter fi nd his way through the maze to the fi re.
1
2
3
4
a
b
c
d
air pipe
for ship
heli est
hose copter
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204
We use fire to cook.
Fire keeps us warm.
Firefighters use foam to fight chemical fires.
Firefighters work as a team.
1 What don’t we use fire for?
a. to give us heat and light
b. to make forests grow
2 What rings and flashes when the fire engine arrives?
a. phones and torches
b. sirens and lights
3 What might help to put out fires in the future?
a. wooden handcarts
b. giant airships, robots and fast fire-cars
Test Your English
1. Choose the answer. Circle the letter.
2. Tick ( ) the sentence that matches the picture.
a
b
c
d
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205
Go to page 217 to get your
Reward Certificate.
You have completed
Fire! Fire!
CONGRATULATIONS!
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Learning objectives: Understand the purpose of indexes and locate information by page numbers and by initial letter; identify simple questions and use text to find answers; locate parts of text that give information; collect new words from reading, shared experiences and particular topics; describe incidents in an audible voice.
Curriculum links: Citizenship: People who help us
Interest words: fire, dangerous, firefighting, Roman soldiers, leather, engine, chemical, airtanker, modern, hosepipes, helicopters, water-bomb, blowout, astronauts, shallow, powerful, foam cannon, sirens
Resources: whiteboards and pens
Word count: 385
Ideas for reading
Getting started
• Look at the cover and read the title together. Discuss whether this is a fiction or
non-fiction book.
• Find and read the introduction together. Ask Is fire good or bad? What does the author think?
• Turn to pp172–173, and ask the children to find and read the heading. Ask why
the text is presented in short sections with its own heading (it helps readers find
information quickly). Ask the children to read the text silently then take it in
turns to share something they have learned.
Reading and responding
• Ask the children to read the text silently and independently up to p189. Observe
that they read each heading and use all the information presented on a page,
including captions and labels.
• Ask each child to read a short passage aloud, checking for fluency, self-
correction and understanding.
• Ask the children to find emboldened words in the text, and write these on their
whiteboards. Then turn to pp190–191 and find these in the glossary – explain
what the glossary is for (to explain what certain special words mean).
206
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Returning to the book
• Ask the children in pairs to take turns to say what they think about firefighting. Allow
time for feedback and questions. Prompt them to infer things from text, e.g. that fires
are a problem all over the world.
• Using words from the index, ask questions that will require the children to check the
index first, e.g. How are helicopters used when fighting fires?
• Use the glossary to discuss new words, particularly those that children didn’t
understand when they were reading.
Checking and moving on
• Ask the children to recap on what they have learned about firefighting, and to fill in a
KWL chart.
• Ask the children to create a job advertisement for a firefighter, with an illustration
and a list of facts about what they do. Remind the children to refer back to the book
to find out more facts to use.
• Choose one child to ‘hot-seat’ as a firefighter, answering questions from the rest of
the class.
What I want to know
W
What I know already
K
What I’ve learnedL
They put out all sorts
of fires.
How do they put out
chemical fires?
They use special
foam.
207
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208
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20
9
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210
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211
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21
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212
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214
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216
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7
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Notes
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Notes
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Notes
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Notes
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Notes
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Notes
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