Chatsworth International School Orchard Campus Trans. theme

How We Express Ourselves

How The World Works

How We Organize Ourselves

Year 5 Overview Where We Are in Place and Time

Sharing the Planet

Who We Are

Approximate Start Date

27th August 2012

8th October 2012

26 November 2012

28th January 2013

11th March 2013

6th May 2013

Central Idea

A person’s behaviour and how they choose to present themselves can project aspects of their identity.

The design of buildings and structures is dependent upon environmental factors, human ingenuity and available spaces.

The decline or growth of economies can bring about change in people’s lives and the environment.

People continue to apply their understandings of scientific principles to invent and create.

People taking responsibility for their actions during conflicts can improve and sustain peace.

People around the world can encounter a range of challenges and risks that breach their human rights

Key Concepts

Perspective Reflection Change

Form Connection Responsibility

Function Change Causation

Function Causation Perspective

Connection Causation Reflection

Perspective Change Responsibility

Related Concepts

Identity, status, image, interpretation

Design, technology, sustainability, geometry

economy, growth, decline, recession, boom

Discovery, exploration, necessity

Conflict, resolution, peace, responsibility

Rights, authority, equality, resilience, health

Lines of Inquiry

How appearance and behaviour influence our perception of others

Considerations to take into account when building a structure

How economies change over time

Inventions that have impacted people’s lives around the world

Conflicts that challenge peace

Challenges and risks people face that breach human rights

The effect of changing economies on individuals

Causes of conflict

Impact of first impressions

The impact of buildings and structures on the environment

The influence of cultural and social norms on how people choose to present themselves

Global architecture and its connection with the needs of communities and availability of materials

Language Genres

Playscripts Journal - ongoing Interview

Recount Narrative

Report Letters/Emails

Instructional/ Procedural

Poetry

Persuasive

Punctuation and Grammar

Correctly use commas to break up compound and complex sentences

Punctuating sentences with full stops, capital letters, question and exclamation marks

Sentences mostly use full stops, capital letters, question and exclamation marks

Sentences mostly use full stops, capital letters, question and exclamation marks

Correctly use

Using commas to

Starting to use

Speech is punctuated with speech marks and other conventions (commas, question marks, exclamation marks, capital letters in

Speech is punctuated with speech marks and other conventions (commas, question marks, exclamation marks, capital letters in

The effect of changing economies on the environment

How circumstances lead to the creation of important inventions How understanding scientific principles help inventors

How individuals and groups contribute to improving and sustaining peace.

Starting to use

How people respond to challenges and risks Ways in which individuals and organizations work to protect people from risk

conventions such as commas, question marks, exclamation marks, semi colons (to link simple sentences) Use open, closed and follow on questions Understand the purpose of short sentences Use a variety of connectives appropriately

Writing

When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas The way we structure and organize our writing helps others to understand and appreciate it. Writing and thinking work together to enable us to express ideas and convey meaning. Asking questions of ourselves and others helps to make our writing more focused and purposeful Through the process

break up compound and complex sentences, as well as for lists

commas to break up compound and complex sentences, as well as for lists

the correct place) When writing dialogue, a new speaker is started on a new line

commas to break up compound and complex sentences, as well as for lists

the correct place) When writing dialogue, a new speaker is started on a new line

Construction of clauses is grammatically correct (we can, I am)

Construction of clauses is grammatically correct (we can, I am)

Construction of clauses is grammatically correct (we can, I am)

Joining sentences with a variety of conjunctions Subject/verb agreement is consistent (I do/am/ was; we do/are/were; they do; are; were)

Sentences are joined with a variety of conjunctions Subject/verb agreement is consistent (I do/am/ was; we do/are/were; they do; are; were)

Appropriate tense used for dialogue and narrative Sentences are joined with a variety of conjunctions Subject/verb agreement is consistent (I do/am/ was; we do/are/were; they do; are; were)

Appropriate tense used for dialogue and narrative Sentences are joined with a variety of conjunctions Subject/verb agreement is consistent (I do/am/ was; we do/are/were; they do; are; were)

Regular and irregular verbs

Regular and irregular verbs used correctly

Rereading and editing our own writing enables us to express what we want to say more clearly

Rereading and editing our own writing enables us to express what we want to say more clearly

Rereading and editing our own writing enables us to express what we want to say more clearly

Rereading and editing our own writing enables us to express what we want to say more clearly

The structure of different types of texts includes identifiable features

The structure of different types of texts includes identifiable features

The structure of different types of texts includes identifiable features

Stories that people want to read are built around themes to which they can make connections

Writing and thinking work together to enable us to express ideas and convey meaning.

Asking questions of ourselves and others helps to make our writing more focused and purposeful.

Thinking about storybook characters and people in real life helps us to develop characters in our own stories.

Reread, edit and revise to improve their own writing, for example, content, language, organization

The way we structure and organize our writing helps others to understand and appreciate it.

Reread, edit and revise to improve their own writing, for example, content, language, organization

Adapt writing according to the audience and

Reread, edit and revise to improve their own writing, for

Realize that writers ask questions of themselves and

Regular and irregular verbs used correctly

Sentences are joined with a variety of conjunctions Subject/verb agreement is consistent (I do/am/ was; we do/are/were; they do; are; were)

Regular and irregular verbs used correctly

Regular and irregular verbs used correctly

The way we structure and organize our writing helps others to understand and appreciate it. Reread, edit and revise to improve their own writing, for example, content, language, organization Identify and describe

The structure of different types of texts includes identifiable features Asking questions of ourselves and others helps to make our writing more focused and purposeful. Synthesizing ideas enables us to build on what we know, reflect on different perspectives, and express new ideas Adapt writing according to the audience and demonstrate the ability to engage and sustain the interest of the reader

of planning, drafting, editing and revising, our writing improves over time

demonstrate the ability to engage and sustain the interest of the reader

example, content, language, organization

show awareness of different audiences and adapt writing appropriately

Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing

identify ways to improve their writing, for example, “Is this what I meant to say?”, “Is it interesting/ relevant?”

elements of a story— setting, plot, character, theme

Spelling

Sight words, schwa n, al/il, ile/il and academic vocabulary

Sight words, al/el, ie pattern, ure pattern, cher pattern, sher pattern and academic vocabulary

Sight words, ure pattern, et pattern, it pattern, age pattern, edge/idge patterns and academic vocabulary

Sight words, long o words, short o words, short u words, long u words, r-controlled vowels and academic vocabulary

Sight words, rcontrolled vowels, and academic vocabulary

Sight words, oo/ew words, oo words, shun sound and academic vocabulary

Listening and Speaking

Taking time to reflect on what we hear and say helps us to make informed judgments and form new opinions

The grammatical structures of a language enable members of a language community to communicate with each other

People interpret messages according to their unique experiences and ways of understanding.

The grammatical structures of a language enable members of a language community to communicate with each other

Spoken communication is different from written communication—it has its own set of rules.

Spoken language varies according to the purpose and audience

Verbalize their thinking and explain their reasoning Listen appreciatively and responsively, presenting their own point of view and respecting the views of others

Recognize that different forms of grammar are used in different contexts Appreciate that language is not always used literally; understand and use the figurative language of their own culture.

Spoken language varies according to the purpose and audience. Use a range of specific vocabulary in different situations, indicating an awareness that language is influenced by purpose, audience and context Begin to understand that language use is influenced by its purpose and the audience Understand and use specific vocabulary to suit different purposes

Hear and appreciate differences between languages. Realize that grammatical structures can be irregular and begin to use them appropriately and consistently Recognize that different forms of grammar are used in different contexts

Use language to explain, inquire and compare Recognize patterns in language(s) of instruction and use increasingly accurate grammar

Express thoughts, ideas and opinions and discuss them, respecting contributions from others Understand and use specific vocabulary to suit different purposes

Reading

Wondering about texts and asking questions helps us to understand the meaning. What we already know enables us to understand what we read. Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts. Applying a range of strategies helps us to read and understand new texts. Wonder about texts and ask questions to try to understand what the author is saying to the reader. Read texts at an appropriate level, independently, confidently and with good understanding Understand that the internet must be used with the approval and supervision of a parent or teacher; read, understand and sign the school’s cyber-safety policy. Understand sound–symbol relationships and apply reliable phonetic strategies when

Identifying the main ideas in the text helps us to understand what is important. Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts. Applying a range of strategies helps us to read and understand new texts. Identify relevant, reliable and useful information and decide on appropriate ways to use it Understand that stories have a plot; identify the main idea; discuss and outline the sequence of events leading to the final outcome Recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles Understand sound– symbol relationships and apply reliable phonetic strategies when decoding print Use a range of strategies to selfmonitor and selfcorrect, for example, meaning, context, rereading, reading on,

Knowing what we aim to achieve helps us to select useful reference material to conduct research. Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts. Applying a range of strategies helps us to read and understand new texts. Read a variety of books for pleasure, instruction and information; reflect regularly on reading and set future goals Distinguish between fiction and non-fiction and select books appropriate to specific purpose Use reference books, dictionaries, and computer and webbased applications with increasing independence and responsibility Understand sound– symbol relationships and apply reliable phonetic strategies when decoding print Use a range of

The structure and organization of written language influences and conveys meaning.

Reading and thinking work together to enable us to make meaning.

Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts.

Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts.

Applying a range of strategies helps us to read and understand new texts. Identify and explain the Basic structure of a story— beginning, middle and end; may use storyboards or comic strips to communicate elements Discuss personality and behaviour of storybook characters, commenting on reasons why they might react in particular ways

Applying a range of strategies helps us to read and understand new texts. Understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters

Understand sound– symbol relationships and apply reliable phonetic strategies when decoding print Use a range of strategies to selfmonitor and selfcorrect, for example, meaning, context, rereading, reading on, cross-checking one cue source against another

Understand sound– symbol relationships and apply reliable phonetic strategies when decoding print Use a range of strategies to selfmonitor and selfcorrect, for example, meaning, context, rereading, reading on, cross-checking one cue source against another

As part of the inquiry process, work cooperatively with others to access, read, interpret, and evaluate a range of source materials

Different types of texts serve different purposes.

Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts. Applying a range of strategies helps us to read and understand new texts. Recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles Recognize and use the different parts of a book, for example, title page, contents, index understand sound– symbol relationships and apply reliable phonetic strategies when decoding print Use a range of strategies to selfmonitor and selfcorrect, for example, meaning, context, rereading, reading on, cross-checking one cue source against another

decoding print

cross-checking one cue source against another

strategies to selfmonitor and selfcorrect, for example, meaning, context, rereading, reading on, cross-checking one cue source against another

Visual texts have the power to influence thinking and behaviour.

Visual texts provide alternative means to develop new levels of understanding.

Describe personal reactions to visual messages; reflect on why others may perceive the images differently Prepepare, individually or in collaboration, visual presentations using a range of media, including computer and web-based applications

Realize that visual information reflects and contributes to the understanding of context View visual information and show understanding by asking relevant questions and discussing possible meaning

Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images Recognize and name familiar visual texts, for example, advertising, logos, labels, signs, ICT iconography Select and use suitable shapes, colours, symbols and layout for presentations; practise and develop writing/ calligraphy styles

Use a range of strategies to selfmonitor and selfcorrect, for example, meaning, context, rereading, reading on, cross-checking one cue source against another

Viewing and Presenting

Discuss personal experiences that connect with visual images

To enhance learning we need to be efficient and constructive users of the internet. Interpret visual cues in order to analyse and make inferences about the intention of the message Discuss a newspaper Report and tell how the words and pictures work together to convey a particular message Realize that visual presentations have been created to reach out to a particular audience and influence the audience in some way; discuss the effects used and how they might influence the audience.

Different visual techniques produce different effects and are used to present different types of information. Discuss their own feelings in response to visual messages; listen to other responses, realizing that people react differently observe and discuss familiar and unfamiliar visual messages; make judgments about effectiveness Use actions and body language to reinforce and add meaning to oral presentations

Interpreting visual texts involves making an informed judgment about the intention of the message. Visual texts can expand our database of sources of information. understand and explain how visual effects can be used to reflect a particular context Interpret visual cues in order to analyse and make inferences about the intention of the message VIew a range of visual language formats and discuss their effectiveness, for example, film/video, posters, drama

Number

The base 10 place value system can be extended to represent magnitude The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve problems Read, write, order and compare whole numbers up to thousands and beyond

The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve problems Describe mental and written strategies for multiplication and division Use fast recall of multiplication and divison number facts in real-life situations

The base 10 place value system extends infinity in both directions

Fractions, decimal fractions and percentages are ways of representing wholepart relationships

For fractional and decimal computation, the ideas developed for whole-number computation can apply

Use whole numbers up to thousands or beyond in real-life situations

Read, write, compare and order fractions -

Read and write integers in appropriate contexts

Read, write, compare and order fractions to hundreths or beyond

Read, write, compare and order fractions to thousandths and beyond

Read and write equivalent fractions Add and subtract fractions with related denominators in reallife situation

Describe mental and written strategies for multiplication and division

Ratios are a comparison of two numbers or quantities Even complex operations can be modelled in a variety of ways Model ratios Read and write ratios

Convert improper fractions to mixed numbers and vice versa Simplify fractions in mental and written form Convert between fractions, decimals and percentages

Use mental and written strategies for multiplication and division in real-life situations Use the language of multiplication and division, for example, factor, multiple, product, quotient, prime numbers, composite Pattern and Function

Functions are relationships or rules that uniquely associate members of one set with members of another set Identify sequence of operations relating one set of numbers to another set

By analysing patterns and identifying rules for patterns it is possible to make predictions Patterns can often be generalised using algebraic expressions, equations or functions

Use number patterns to make predictions and solve problems

Exponential notation is a powerful way to express repeated products of the same number Understand exponents as repeated multiplication Represent rules for patterns using words, symbols and tables Use number patterns to make predictions and solve problems

Measurement

Relationships exist between standard units that measure the same attributes time etc Objects and events have attributes that can be measured using appropriate tools Accuracy of measurements depends on the situation and the precision of the tool

Select appropriate tools and units of measurement Understand procedures for finding area, perimeter and volume Estimate and measure using standard units of measureument: perimeter, area and volume Use standard units of measurement to solve problems in real life situations involving perimeter, area and volume Understand that measures can fall between numbers on a measurement scale, for example, 3 ½ kg, between 4cm and 5 cm

A range of procedures exists to measure different attributes of objects and events Conversion of units and measurements allows us to make sense of the world we live in Understand unit conversions within measurement systems Read and write digital and analogue time on 12-hour and 24-hour clocks Use timelines of units of inquiry and other real-life situations

Measure and construct angles in degrees using a protractor Shape and Space

Changing the position of a shape does not alter its properties

Manipulation of shape and space takes place for a particular purpose

Shapes can be transformed in different ways

Consolidating what we know of geometric concepts allows us to make sense of and interact with our world

Geometric tools and methods can be used to solve problems relating to shape and space. Describe and model congruency and similarity in 2D shapes Understand that there are relationships among and between 2D and 3D shapes Sort, describe and model regular and irregular polygons Describe and/or represent mental images of objects, patterns and paths

Locate features on a grid using coordinates analyse angles by comparing and describing rotations: whole turn, quarter turn; north, south, east ,west on a compass Analyse angles by comparing and describing rotations: whole turn, half turn, quarter turn; north; south, east and west on a compass. Recognise and explain symmetrical patterns, including tessellation, in the environment

Data Handling

Data can be collected, organized, displayed and analysed in different ways Different graph forms highlight different aspects of data more efficiently Range, mode, median and mean can be used to analyse statistical data Understand that different types of data can be collected, displayed and interpreted using simple graphs, for example, bar graphs, line graphs Identify the mode of a set of data Understand that the mode, median, mean and range can summarize a set of data Collect, display and interpret data using simple graphs, for example, bar graphs, line graphs Select appropriate graph form(s) to display data Design a survey and systematically collect, organise and display data in pictographs and bar graphs

Probability can be based on experimental events in daily life Probability can be expressed in numerical notations Use tree diagrams to express probability using simple fractions Use probability to determine mathematically fair and unfair games and to explain possible outcomes Express probability using simple fractions

Art

People explore issues, beliefs, and values through arts

We use what we know to interpret arts and deepen our understanding of ourselves and the world around us

People communicate across cultures, places and times through arts

Through exploring arts across cultures, places and times we can appreciate that people innovate

We reflect and act on the responses to our creative work

There are different kinds of audiences responding to different arts

Music

The arts provide us with multiple perspective.

Through exploring arts across cultures, places and times we can appreciate that people innovate.

Arts provide us the opportunity to explore our creative potential and engage in a personal artistic journey

Arts have the power to influence thinking and behaviour.

We explore possibilities and perspective to communicate in broader

We act on the responses to inform and challenge our artistic development

Conflict music through lyrics

PE

Gymnastics Body management. Opportunity to present their creative interpretations in small groups. introduce greater complexity and refine movements to improve the quality of a movement sequence

Swimming Responsibility and safety around pool. Self and time management. Consider the impact of environment

Organising themselves to work co-operatively Striking Skills

Games. Ball skills

Team building cooperation.Problem solving

Athletics challenging themselves for personal improvement

Mandarin

Get to know each other Conceptual Understanding Listening and Speaking People ask questions to learn from others. Spoken words connect us with others. Learning Outcomes: Know how to introduce oneself and others Talk about hobbies and favorite food Know how to say dates and year Conceptual Understanding Reading The sounds of spoken language can be represented visually --Written language works differently from spoken language Learning Outcomes: Read Q and A sentences and carry on a short dialogue on topic of selfintroduction Conceptual Understanding: Writing Consistent ways of recording words

What Does Everything Look Like? Conceptual Understanding: Listening and Speaking Understand and use specific vocabulary to suit different purposes Learning Outcomes: Describe objects with adjectives such as ‘da’, ‘xiao’, ‘yu an’, ‘fang’, ‘chang’ and ‘duan’ Describe people as ‘pang’, ‘shou’, ‘gao’, or ‘ai’. Describe the location of an object--whether it is above, below, or inside something else. Conceptual Understanding Reading Understand soundsymbol relationship and apply reliable phonetic strategies when decoding print Learning Outcomes: Comprehend the use reduplication of adjectives in sentences.

My Father

What Do I Have?

Directions

I Am Sick

Conceptual Understanding:

Conceptual Understanding:

Conceptual Understanding:

Conceptual Understanding:

Listening and Speaking

Listening and Speaking

Listening and Speaking

Listening and Speaking

Hear and appreciate differences between languages.

Participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatization of familiar stories and texts

Hear and appreciate differences between languages

Use language for a variety of personal purposes, for example, explaining to the doctor of uncomfortable physical conditions

Learning Outcomes: Introduce one’s family State what one can or cannot do, or is disallowed to do. Conceptual Understanding: Reading Participate in collaborative learning experiences—such as games to work together to rearrange characters into sentences and/or stories. Learning Outcomes: Become familiar with vocabulary associated with how one’s parents look after his family. Conceptual Understanding

Conceptual Understanding:

Writing Write independently and with confidence, demonstrating a personal voice as a writer.

Writing

Use a variety of

Learning Outcomes: Name my stationery to my friends Use the appropriate measure words to request for quantities of specific items Conceptual Understanding Reading Read texts at an appropriate level, independently, confidently and with good understanding Learning Outcomes: Recognize measure words such as ‘ben’, ‘ge’, ‘zhan g’, ‘zhi’, and ‘tai’ that indicate the quantity of items. Conceptual Understanding Writing Engage confidently with the process of

Learning Outcomes: Ask for directions using ‘.zai na li? ‘and ‘qu...zen me zou?’ Give directions to a location in the neighborhood, and estimate the time needed to get there. Conceptual Understanding: Reading Wonder about texts and ask questions to try to understand what the author is saying to the reader. Learning Outcomes: Comprehend the descriptions of the facilities in the vicinity of an area Understand the meaning when prepositions of location are paired or grouped together such as ‘shang xia;, ‘zuo you’, and ‘shang shang xia xia’ Conceptual

Learning Outcomes: State simple symptoms of illnesses such as cough and running nose in Chinese Use ‘zen me le?’ to inquire after somebody else Conceptual Understanding: Reading Reading texts at an appropriate level, independently confidently and with good understanding Learning Outcomes: Comprehend the usage of ‘de’ and ‘Verb +de + adjective’ that describe an action in contexts. identify ‘shui’ and ‘jiao’ as pictographic characters

or ideas enable members of a language community to understand each other’s writing. Learning Outcomes: Know how to write I am, she is, he is, he comes from, etc. Construct sentences with ‘ I am’, ‘she is’, ‘he is’, ‘he comes from’, etc.

Use increasingly accurate grammatical constructs Learning Outcomes: Write ‘gao’, ‘fang’, ‘yua n’, ‘chang’, and ‘duan’ Mandarin characters properly and use them in constructing sentences.

implements to practise and develop handwriting—Chinese calligraphy practice Learning Outcomes: Write to convey a particular time frame in a sentence.

writing

Understanding

Learning Outcomes: Write ‘zhi’, ‘bi’, ‘zhi’, ‘da ’ and ‘hui’ appropriately in sentences.

Writing Use a dictionary, a thesaurus, an edictionary and word banks to extend their use of language Learning Outcomes: Use ‘zhu’, ‘xiang’, ‘z huan’, ‘tu’, and guan’ to construct long sentences

Conceptual Understanding Writing Engage confidently with the process of writing Learning Outcomes: Write ‘shui;, ‘liu’, ‘nan’ , ‘guo’, and ‘bing’ and be able to compose a four-line text.

French

Conceptual Understanding:

Conceptual Understanding:

Conceptual Understanding:

Conceptual Understanding:

Conceptual Understanding:

Conceptual Understanding:

Listening & Speaking: -People interpret messages according to their unique experiences and ways of understanding

Listening & Speaking: -The grammatical structures of a language enable members of a language community to communicate with each other

Listening & Speaking: -Spoken communication is different from written communication and has its own set of rules

Listening & Speaking: -People ask question to learn for each other -Spoken language varies according to the purpose and the audience

Listening & Speaking: -Taking time to reflect on what we hear and say help us to make informed judgment and take appropriate actions

Reading: -Different type of text serve different purposes

Reading: -Wondering about text and asking questions help us to understand the meaning

Listening & Speaking: -Everyone has the right to speak and to be listened to -Spoken communication is different from written communication and it has its own set of rules

Reading: -The words we see and hear enable us to create pictures in our minds Writing: -Grammatical structures of a language enable members of a language community to communicate with each other Outcomes: -Recognize the difference between their Identity and nationality -Express their identity by using a variety of skills (oral and written) to express their likes and dislikes about colors, clothing and hobbies -Express identity using a range of adjectives

Reading: -Identifying the main ideas in a text helps us to understand what it important Writing: -The way we organize and structure our writing helps others to understand and appreciate it Outcomes: your child will be able to -Read and understand a map of Paris -Ask and give directions to visit Paris’s famous landmarks -Understand the Transport system of Paris -Have a better understanding of Paris’ History throughout the centuries

Reading: -Different types of text serve different purposes Writing: -The sound of spoken language can be represented visually (letters, symbols, characters) Outcomes: -Stay organized and tell the time and date -Ask and give directions to find particular shops and places -Express their likes and dislikes using oral and writing skills using a range of grammar rules and vocabulary

Writing: -Writing and thinking work together to enable us to express ideas, choices and opinion Outcomes: Your child is able to -Express their likes and dislikes about food and healthy choices -Use a range of skills (oral and written) using action verbs and the negation to convey their taste -Explore French healthy food with a home Project to experiment with various French recipes

Writing: -Consistent ways of recording words enables members of a language community to understand each other’s writing Outcomes: Your child will be able to -Talk and write about world wild animals and their habitats -Differentiate pets and wild animals life style -Understand the owner’s responsibility toward a pet and necessary actions

Reading: -People read to learn Writing: -Asking questions of ourselves and others helps us to make our writing more focused and purposeful Outcomes: Your child will be able to -Talk about health and name body parts -Express comforts and discomforts -Join in short conversation with doctors, nurses and or hospital staff -Make a doctor appointment and share about their health -Express and share their feelings and emotions