, QUESTION 1
1.1 Describe the oral activity and its objective
The oral activity is called “My Weekend Adventure.” Learners sit in a circle
and each shares a short story about their weekend. After sharing, a peer
asks a follow-up question. The objective is to build confidence in speaking,
practise articulation, and listen actively. This activity supports purposeful
communication through storytelling and questioning (DBE, 2011). It
encourages clear expression, turn-taking, and responsive listening.
Educators scaffold learning by modelling language and offering sentence
starters. The activity enhances learners’ oral fluency, a key skill in the
Intermediate Phase (Cummins, 2001).
1.2 Explain how it builds on specific Foundation Phase listening and
speaking outcomes
This activity builds on Grade 3 CAPS outcomes such as “listens for
enjoyment” and “takes turns to speak in a group” (DBE, 2011). Learners
apply these by sharing personal stories and responding to their peers with
questions. The activity also builds on the outcome of expressing personal
experiences clearly, which is introduced in the Foundation Phase. By
building fluency and interaction, it provides continuity in developing
effective oral communication (Vygotsky, 1978).
1.3 Show how it aligns with Intermediate Phase CAPS expectations
for oral language use.
This activity aligns with Intermediate Phase CAPS expectations like
“participates in group discussions” and “listens and responds to oral texts”
(DBE, 2011). Learners practise purposeful communication by sharing
, experiences and responding to peers. The use of personal narratives
fosters the ability to speak clearly and confidently to an audience. These
outcomes support the CAPS goal of enabling learners to use oral language
effectively in social and learning contexts (Heugh, 2002).
1.4 Describe at least one way the activity supports learners with
limited language proficiency.
Learners with limited language proficiency benefit from scaffolding
techniques such as sentence starters, visual prompts, and peer modeling.
For example, teachers can use frames like “This weekend I…” or provide a
picture prompt to support comprehension and production. Pre-discussion in
pairs helps build confidence before sharing in a group. These strategies
support learners transitioning into English as the LoLT by lowering anxiety
and offering accessible entry points (Cummins, 2000). By connecting to
learners' personal experiences, the activity promotes meaningful
engagement and inclusive participation (Garcia & Wei, 2014).
1.1 Describe the oral activity and its objective
The oral activity is called “My Weekend Adventure.” Learners sit in a circle
and each shares a short story about their weekend. After sharing, a peer
asks a follow-up question. The objective is to build confidence in speaking,
practise articulation, and listen actively. This activity supports purposeful
communication through storytelling and questioning (DBE, 2011). It
encourages clear expression, turn-taking, and responsive listening.
Educators scaffold learning by modelling language and offering sentence
starters. The activity enhances learners’ oral fluency, a key skill in the
Intermediate Phase (Cummins, 2001).
1.2 Explain how it builds on specific Foundation Phase listening and
speaking outcomes
This activity builds on Grade 3 CAPS outcomes such as “listens for
enjoyment” and “takes turns to speak in a group” (DBE, 2011). Learners
apply these by sharing personal stories and responding to their peers with
questions. The activity also builds on the outcome of expressing personal
experiences clearly, which is introduced in the Foundation Phase. By
building fluency and interaction, it provides continuity in developing
effective oral communication (Vygotsky, 1978).
1.3 Show how it aligns with Intermediate Phase CAPS expectations
for oral language use.
This activity aligns with Intermediate Phase CAPS expectations like
“participates in group discussions” and “listens and responds to oral texts”
(DBE, 2011). Learners practise purposeful communication by sharing
, experiences and responding to peers. The use of personal narratives
fosters the ability to speak clearly and confidently to an audience. These
outcomes support the CAPS goal of enabling learners to use oral language
effectively in social and learning contexts (Heugh, 2002).
1.4 Describe at least one way the activity supports learners with
limited language proficiency.
Learners with limited language proficiency benefit from scaffolding
techniques such as sentence starters, visual prompts, and peer modeling.
For example, teachers can use frames like “This weekend I…” or provide a
picture prompt to support comprehension and production. Pre-discussion in
pairs helps build confidence before sharing in a group. These strategies
support learners transitioning into English as the LoLT by lowering anxiety
and offering accessible entry points (Cummins, 2000). By connecting to
learners' personal experiences, the activity promotes meaningful
engagement and inclusive participation (Garcia & Wei, 2014).
