<p> ANG MO KIO PRIMARY SCHOOL</p><p>Oral Practice for SA2 - 2013</p><p>PRIMARY THREE ORAL PRACTICE – READING PASSAGE PRIMARY THREE TERM 4</p><p>You were told to choose a passage about ‘Food’ to read to your group. You chose this one.</p><p>Read it clearly and with appropriate expression. ______“Can we go to the food court for lunch today?” asked Zack. “Then Mum can take a break from cooking,” added Sally thoughtfully. Dad agreed.</p><p>Food courts are usually air-conditioned and serve cooked food, drinks and desserts. Most food courts serve local food like Chicken Rice, Mee Goreng and Satay. Some food courts serve Thai, Japanese, and Indonesian food as well. Unlike in a restaurant where you are served, it is ‘Self-service’ in food courts.</p><p>The family went to a food court in a busy shopping mall. As to be expected, the place was crowded. </p><p>“I don’t think it is a good idea to eat at a food court on a weekend,” said Dad.</p><p>Then they looked at the long queue at every stall and Zack shook his head, “I think we should have stayed home to eat mum’s delicious food instead!” Sally agreed. </p><p>ORAL PRACTICE – STIMULUS-BASED CONVERSATION PRIMARY THREE TERM 4</p><p>Singapore the Food Paradise </p><p>Prompts for Stimulus-Based Conversation (a) Look at the picture. What kind of food do you like to eat?</p><p> What do you usually order when you go out to eat and where is your favourite restaurant or food court?</p><p>(b) Some people like spicy food, some do not. What kind of food do you not like to eat and why?</p><p> Who does the cooking at home? What is your favourite home-cooked food? </p><p> Tell me how it is prepared.</p><p>(c) What dish would you like to learn to cook and why?</p><p> Who would you like to learn cooking from? RUBRIC FOR READING ALOUD (CLASS ASSESSMENT)</p><p>Criteria Try harder Nearly there You’ve made it Perfect</p><p>Pronunciation You have pronounced You can pronounce You can pronounce Your pronunciation is the words wrongly and some of the words most of the words clear throughout the skipped most words. clearly. clearly but there are reading passage. still a few mistakes.</p><p>You paused, read very You read slowly, You read smoothly. You read very slowly and skipped paused at times and There was some smoothly, with varying Fluency and expression many words. There was skipped many words. attempt to vary the tone, pace and volume. no difference in tone, There was little tone, pace and volume. pace and volume. difference in tone, pace and volume.</p><p>Appropriate voice quality for You did not use the You did not use the You used the suitable You used the suitable the purpose, audience and suitable stress when suitable stress when stress most of the time. stress all the time. context reading. There is no reading. There is little There is some There is awareness of awareness of the awareness of the awareness of the the purpose, audience purpose, audience and purpose, audience and purpose, audience and and context. context. context. context. RUBRIC FOR STIMULUS-BASED CONVERSATION (CLASS ASSESSMENT)</p><p>Criteria Try harder Nearly there You’ve made it Perfect</p><p>Personal Your responses are You have given a few You have given You have given Response not logically personal responses personal responses personal responses connected. that could have been that are connected which are connected connected better. quite well. and developed very well. y</p><p> c There are a number You have expressed You have expressed You have expressed n e</p><p> u of long pauses with yourself unclearly at yourself generally yourself clearly and l F single word responses times. clearly. with confidence.</p><p> n in your conversation. o i s s e r p x e E d</p><p> g Your pronunciation is Your pronunciation is Your pronunciation is Your pronunciation is f n a o a</p><p> u unclear and it slows fairly clear and you mostly correct and correct all the time y g e t s i n r a U down communication have attempted to you have used a and you have used a a L l C</p><p> t use appropriate range of largely range of appropriate a i</p><p> c vocabulary and appropriate vocabulary and n n u o i</p><p> n structures. vocabulary and structures. o r</p><p>P structures.</p><p>Engagement in You are unable to You can interact You can interact fairly You can interact well. Conversation interact even with reasonably well but well. constant need constant encouragement from encouragement. the teacher.</p>