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Let us look at some ‘fiery’ words! The following words could be used to describe fire or flames. Decide whether you think the words could be used when describing small, medium or large flames. Write the word in the correct column. If you are unsure about the meaning of a word, look it up in a dictionary.
destroy; glow; spark; devour; roar; flicker; splutter; blaze; spurt; lick; leap; spread; flare; crackle; flame; smoulder.
| LARGE FLAMES | MEDIUM FLAMES | SMALL FLAMES |
Shakespeare was a writer who always used just the right word for the right occasion. You need to practise this skill. In English, there are many words to describe one thing, but they are used in different contexts.
From now onwards, try to use the right words all the time and try not to repeat the same word. In this way your vocabulary will grow. Then your language skills will grow and then your confidence will grow and then . . .
Look back at the original list of words. Arrange these words in alphabetical order:
Match words squirting from the fireman’s hose with the words below the picture to form descriptive word pictures.
sirens; steam; a twig; the wind; a door; flames; water; ashes; fires; coals
Educator’s Assessment Chart:
| Criteria | 1 | 2 | 3 | 4 |
| Accuracy of answers | Could not do | Reasonable response | Good | Excellent |
| Correct arranging of words in alphabetical order | Cannot do | In some contexts only | Good | Excellent |
| Neatness | Does not present neat work | Presentation reasonable | Good presentation | Excellent presentation, great care taken |
| LO 5 |
| THINKING AND REASONING The learner will be able to use language to think and reason, and access, process and use information for learning. |
| We know this when the learner: |
| 5.1 uses language across the curriculum: |
| 5.1.2 extracts information from materials used in History; |
| 5.2 uses language for thinking: |
| 5.2.1 answers and asks some more complex questions; |
| 5.2.3 analyses the features of things in order to classify them; |
| 5.2.6 expresses cause and effect; |
| 5.2.7 discusses advantages and disadvantages and writes about them; |
| 5.3 collects and records information in different ways: |
| 5.3.1 carries out some simple research. |
This activity focuses on developing vocabulary. The learners are given a list of words. They must decide whether the words best describe small, medium or large flames. Read through the words with class before they begin. Learners must look up words they do not understand in a dictionary. This activity could also be done in groups. This would give learners the opportunity to discuss the words and to decide together. Here is an example of how the table could be filled in. Learners may have a different opinion about the words.
| LARGE FLAMES | MEDIUM FLAMES | SMALL FLAMES |
| Destroy | flame | Glow |
| Devour | crackle | Spark |
| Roar | flare | Flicker |
| Leap | spurt | Smoulder |
| Blaze | lick | Splutter |
| Spread |
Learners are also encouraged to add some more words to the table. These words can be shared with the class so that everybody has the opportunity to fill their tables.
The next part of the activity tests the learners’ ability to arrange words in alphabetical order. Learners must refer back to the original list of words and arrange them in the table provided.
The last part of this activity requires the learners to match words to make descriptive word pictures. This is another section that could be done in groups or in partners.
Make use of the Educator’s assessment Chart to complete your assessment.
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