SCHOOL BASED ORAL ASSESSMENT

MODEL 1

THE CROW AND THE PEACOCK

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2

3

Unit: 2(a)Theme: World of StoriesTopic: StoriesActivity: To retell stories heard before with expression.

Notes for the Teacher

Teacher asks pupil to look at the pictures in sequence.

Sample Interaction

TEACHER: What did the crow do to the peacock?PUPIL: He plucked the peacock’s feather.TEACHER: Why do you think the crow did that?PUPIL: He wanted to look like the peacock. / He wanted to look beautiful.TEACHER: After that, what did the crow do?PUPIL: He stuck the feathers onto his body.TEACHER: What happened at the end of the story?PUPIL: The crow thought he looked beautiful. He was very pleased with

himself. However, the dog laughed at him. The dog thought that the crow looked so foolish.

MODEL 2

THE FOX AND THE STORK

One day, a fox invited a stork for dinner. The fox was not

very nice. He only served some soup in a very flat dish.

The fox easily drank his soup but not the stork. She had a

long thin mouth, so she was unable to drink her soup. She was

still hungry after dinner.

Even though the fox said that he was sorry that the stork

drank so little, he was laughing to himself.

The stork said little but thanked the fox politely. Before she

went home, she invited the fox for dinner the next day.

The next evening, the fox arrived for dinner. He was hungry

so he was looking forward to dinner.

When the fox sat down to have dinner, he was surprised to

see that the food was served in a tall thin container. While the

stork ate easily, the fox could not eat anything. He only watched

as the stork ate her food.

Still feeling hungry, the fox thanked the stork and went

home. He knew that the stork was laughing at him.

Unit: 2(b)Theme: World of StoriesTopic: FablesActivity: To give details about the people or animals in a story heard, read

and viewed

Notes for the Teacher

Teacher asks pupil to read the story and give details about the animals.

Sample Pupil Response

One day, a stork had dinner with a fox. The fox was not very

nice. He served soup in a flat dish. So, the stork could not

drink the soup using her long think mouth. The stork was

polite. She thanked the fox and invited him for dinner the next

day. At dinner, the fox was served food in a very tall thin

container. He was unable to eat. He thanked the stork, but he

knew that the stork was laughing at him.

MODEL 3

HOW TO MAKE A JIGSAW PUZZLE

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3 4

Unit: 1(c)Theme: World of KnowledgeTopic: DirectionsActivity: To give and understand instructions and messages

Notes for the Teacher

1. Teacher shows pupil and a peer a picture with four steps.2. Peer asks pupil to give instructions on how to make a jigsaw puzzle.3. Teacher reminds pupil to follow the proper sequence when giving

instructions.4. Teacher gives a list of questions to peer.

Sample Interaction

PEER: What is the first step?PUPIL: First, I cut out a picture from a magazine.PEER: What is the shape of the picture you have chosen?PUPIL: The picture is rectangular.PEER: What do you do next?PUPIL: Then, I stick the picture on a card.PEER: What do you do after that?PUPIL: After that, I draw a jigsaw pattern on it.PEER: Which side of the card do you draw the pattern on?PUPIL: I draw the pattern on the back of the card.PEER: What is the last step?PUPIL: Finally, I cut along the lines. Then, the jigsaw puzzle is ready.

MODEL 3

Unit: 3(c)Theme: World of Personal RelationshipsTopic: NeighboursActivity: To ask for help from neighbours and friends

Notes for the Teacher

Teacher asks pupil and peer to read the advertisement and gives a list of questions to peer.

Sample Interaction

PEER: You want to buy a gift for your father. How would you ask your neighbour, Mr Quan, for help?

PUPIL: Can you help me choose a shirt for my father?PEER: You want a shirt that your father can use for the office or when he

goes out. How would you ask Mr Quan?PUPIL: Please show me a shirt that is suitable for office and outdoor wear.PEER: You want to buy the correct size. What would you say?PUPIL: Can you try on this shirt for me, please?PEER: Which colour would you choose?PUPIL: Help me choose a nice shade of blue, please.

MODEL 4

Unit: 1(d)Theme: World of KnowledgeTopic: ObjectsActivity: To request

Notes for the Teacher

1. Teacher shows a picture of a shop.2. Teacher tells pupils to role play. Teacher chooses one pupil to play the

role of a “shopkeeper” and the other as the “customer”. Teacher reminds pupils that they should request and respond politely.

3. Pupils in the role of the “customer” should:● request information about the items they want to buy● ask for more information about the items they want to buy● decide on which items to buy

Sample Interaction

PUPIL A: May I look at some erasers?PUPIL B: Which eraser would you like?PUPIL A: May I see the blue one?PUPIL B: I also have some blue erasers with cartoon designs on them.PUPIL A: Oh! My brother will like those. I will take one. Can you show me

some sharpeners?PUPIL B: What about these?PUPIL A: Please show me the green sharpener.PUPIL B: This one is a little expensive.PUPIL A: I would like to buy it. Could you give me a discount?PUPIL B: All right. I will give you a 10% discount.PUPIL A: Thank you.

MODEL 5

Unit: 3(a)Theme: World of Personal RelationshipsTopic: PeopleActivity: To talk about personal experience

Notes for the Teacher

Teacher tells the pupils to read the signs and asks them:● to talk about where the signs can be found● to talk about where the signs can be found

Sample Group Interaction

TEACHER: Where do you usually see these signs?PUPIL A: I saw the first sign once when I passed a mining pool.PUPIL B: I see the third sign every day when I take the train.PUPIL C: I think I will see the second sign at a park.PUPIL A: I saw that sign at the forest reserve.PUPIL B: I think the fourth sign is found at buildings.PUPIL C: I saw the sign when I visited my uncle and aunt at their

condominium.TEACHER: Why is it important to follow these signs?PUPIL A: The mining pool is very deep, so it’s dangerous to swim there.PUPIL B: When I go to the train station, I’m careful not to go near the tracks. I

may get electrocuted.PUPIL A: Last week, I went to a park. I had to register for a guide at the

office. The guide took my friends and I through the trails, so we did not get lost.

PUPIL B: What about the sign you saw at your uncle and aunt’s building?PUPIL C: My uncle told me that I shouldn’t use the lift when there is a fire in

the building. The lift will get stuck.