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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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209

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Whe

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rthu

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20

9

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210

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211

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212

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213

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214

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215

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216

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217

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21

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218

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219

Notes

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220

Notes

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221

Notes

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222

Notes

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223

Notes

certificate.indd 223 29/07/13 6:13 PM

224

Notes

certificate.indd 224 29/07/13 6:13 PM