Unit: Our Health

Learning objective
6.6.13.1 (6.UE13) Use modal forms including,
mustn’t (prohibition), need (necessity), should
(for advice) on a range of familiar general and
curricular topics
Assessment criteria
• Apply appropriately modal forms including
mustn’t (prohibition), need (necessity), should
(for advice)

Level of thinking skills Application

Task. Use the correct modal verb for each sentence. Modal verbs may be used more than once:
mustn’t, need, should.
1. You ____________go in for sports.
2. I ____________to go swimming to exercise my leg.
3. Children ____________eat junk food.
4. You ______________ arrive late to school.
5. I think, you ____________ go to the doctor.

Descriptor A learner
• selects the appropriate modal verb for each
sentence;
• writes the words in the sentences..

Unit: Our Health

Learning objective 6.4.5.1 (6.R5) Deduce meaning from context
on a limited range of familiar general and
curricular topics, including some extended texts
Assessment criteria
• Identify the meaning and details of the
reading texts

Level of thinking skills Higher order thinking skills

Task. Read the text and fill the blanks with the word from the box.
cold, sick, teacher, essay, students, home

Getting a Cold
Lucy has a cold. Her nose is blocked, she coughs a lot, and she has a sore throat. She felt
fine last night, but now she is very 1)_____. Lucy wants to go 2)______ and rest, but she thinks
she can’t. She is a student and her essay is due today. She needs to proof read it and print it so the
teacher gets it on time. Lucy’s 3)________ is very strict. He told Lucy that the 4)_______ must
be handed in on time. There are eighteen 5)_________ in the class, and they are all very busy
writing their essays. Hopefully, they won’t catch Lucy’s 6) _______. If the other students catch
colds, they might take several days off school and miss out on study.
Mark sentences True or False.
1. Lucy feels unwell. True False
 2. The teacher told that she could hand the essay later. True False
Descriptor A learner
reads the text;
selects an appropriate answer;
completes sentences with appropriate
words from the box;
marks sentences True and False.

Unit: Our Health

Learning objectives 6.5.8.1 (6.W8) Spell most high-frequency
vocabulary accurately for a limited range of
familiar general topics and some curricular
topics
6.3.6.1 (6.S6) Communicate meaning clearly at
sentence and discourse level during, pair, group
and whole class exchanges
6.3.7.1 (6.S7) Use appropriate subject-specific
vocabulary and syntax to talk about a limited
range of familiar general topics and some
curricular topics

Assessment criteria
• Apply correct spelling of most high-frequency
vocabulary
• Interact in a pair, group and a whole class
work presenting logically connected
information with ideas of other people
• Use topic related vocabulary in speech
appropriately arranging words and phrases into
well-formed sentences

Level of thinking skills Application

Higher order of thinking
Task. Learners work in small Yes No
groups.
Create a presentation or a
poster on the topic “Our
favourite sport(s)” or “How we
keep healthy”.
Poster/ presentation criteria:
Main information.
Give recommendations why to
do sport.
Duration of the presentation is
2 minutes.
When classmates are
presenting a poster ask them
questions on the content of the
presentation.
Possible questions:
Why do you like this sport?
When did you take up this
sport?
What are the popular ways of
keeping healthy in our
country?
Peer Assessment list
Criteria
Clearly explains the topic
Gives recommendations
Spoke for two minutes

Descriptor A learner
• works in group;
• creates a presentation/poster on topic;
• uses appropriate spelling in
presentation/poster;
• uses topical vocabulary in speech;
• gives recommendations to do sport;
• presents presentation/poster for 2 minutes;
• asks questions and gives responses to
classmates questions;
• assesses classmate’s presentation using
assessment list and gives feedback.