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  • GETIntPhaseLang display tagshide tags

    This module and collection are included inLens: Siyavula: Languages (Gr. 4-6)
    By: Siyavula

    Module Review Status: In Review
    Collection Review Status: In Review

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Ons mooi taal

Module by: Siyavula Uploaders. E-mail the author

AFRIKAANS HUISTAAL

Graad 4

DIE GEDRUKTE WOORD

Module 29

ONS MOOI TAAL

Aktiwiteit 1

Om gevolgtrekkings te maak op grond van inligting [LU 5.3.6]

Verdeel in groepe van vier. Elkeen kry 'n beurt om 'n strofe te lees totdat die gedig een keer gelees is. Daarna lees elkeen die gedig een keer hardop.

Wolk-ry

'n Warrelwind skep my op in die lug

en los my op 'n wolk se rug.

Daar seil ek, en die mense onder

staan hulle boognek en verwonder.

Van Somersetstrand tot Rondebosch

het al wat leef sy werk gelos.

Oor Tafelberg breek my wolk in twee

en ek duik doemeloem in die see.

'n Visserskuit het my opgelaai

en teruggevat na Gordonsbaai.

Telefoon, radio en koerante

versprei my storie na alle kante.

Maar Pa het my aan die nek gevat

en uitgelooi met 'n kweperlat.

'Verstaan', sê hy, ' 'n mansmenskind

laat hom nie rondsmyt deur die wind.

'Nog minder loop hy rond en spog

met radio- en koerantebog.'

Ulrich Gerryts

(a) Beantwoord die volgende vrae noukeurig:

(i) Watter woordjie in die gedig sê vir ons dat 'n seun hier praat?

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(ii) Wat is 'n warrelwind?

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(iii) Waar dink jy bly hierdie seuntjie?

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(iv) Hulle sê die telefoon, radio en koerante versprei die storie. Hoe weet ons dat hierdie gedig lank gelede geskryf is?

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(v) As hierdie gedig 'n berig in die koerant was, wat sou die opskrif van die berig kon wees?

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Figuur 1
Figuur 1 (graphics1.png)

IETS OM TE DOEN

HERWINNING

Wat doen julle huisgesin met die koerante en tydskrifte wat julle klaar gelees het?

Het jy geweet jy kan daarmee geld verdien? Daar is 'n hele paar maatskappye wat gebruikte papier koop om dit weer te verwerk.

Jy en jou maats kan een keer per week ou koerante en tydskrifte in julle woonbuurt bymekaar maak. Vra dan vir iemand (miskien een van julle pa's) met 'n bakkie om dit vir julle na so 'n maatskappy te vervoer.

'n VRAGIE aan jou: Is jy al lid van julle dorp se biblioteek? Indien nie, moet jy so gou moontlik gaan aansluit!

Figuur 2
Figuur 2 (graphics2.png)

Aktiwiteit 2

Om idiomatiese taal te leer gebruik [LU 6.4.4]

IDIOMATIESE TAALGEBRUIK

Figuur 3
Figuur 3 (graphics3.png)

Gebruik die sketse van diere as leidrade om IDIOME van af te lei.

Figuur 4
Figuur 4 (graphics4.png)

(a) (blaf; byt)

Figuur 5
Figuur 5 (graphics5.png)

(b) (weg; baas)

Figuur 6
Figuur 6 (graphics6.png)

(c) (dik; koring)

Figuur 7
Figuur 7 (graphics7.png)

(d) (semels; vreet)

Figuur 8
Figuur 8 (graphics8.png)

(e) (agteros)

Figuur 9
Figuur 9 (graphics9.png)

(f) (fluit)

Figuur 10
Figuur 10 (graphics10.png)

(g) (gegewe; bek)

(a) .....................................................................................................................

(b) .....................................................................................................................

(c) .....................................................................................................................

(d) .....................................................................................................................

(e) .....................................................................................................................

(f) .......................................................................................................................

(g) .....................................................................................................................

Assessering

LEERUITKOMS 5: DINK EN REDENEER

Die leerder is in staat om taal vir dink en redeneer te gebruik en inligting vir leer te verkry, verwerk en gebruik.

Assesseringstandaard

Dis duidelik wanneer die leerder:

  • inligting verwerk:
  • oordeel baseer op inligting en gevolgtrekkings maak.

LEERUITKOMS 6: TAALSTRUKTUUR EN -GEBRUIK

Die leerder ken en is in staat om die klanke, woordeskat en grammatika van die taal te gebruik om tekste te skep en te interpreteer.

Assesseringstandaard

Dis duidelik wanneer die leerder:

  • bewustheid en gebruik van styl ontwikkel:
  • eenvoudige idiomatiese uitdrukkings korrek gebruik.

Memorandum

Aktiwiteit 1

(i) mansmenskind

  • ‘n Wind wat koersloos waai / ‘n Wind wat in die rondte dwarrel
  • Gordonsbaai
  • Daar word glad nie van ‘n televisieberig melding gemaak nie.
  • Bv. Warrelwind raap saam op

Seun kry ‘n rit op ‘n wolk

Aktiwiteit 2(a)

(i) Blaffende hond byt nie.

(ii) As die kat weg is, is die muis baas.

(iii) As die muis dik is, is die koring bitter.

(iv) Meng jou met die semels, dan vreet die varke jou.

(v) Agteros kom ook in die kraal.

(vi) Fluit-fluit, my storie is uit.

(vii) Moenie ‘n gegewe perd in die bek kyk nie.

(b) (i) Iemand wat baie praat, kry nie veel gedoen nie.

(ii) As die grootmense nie tuis is nie, doen die kinders net wat hulle wil.

(iii) As jy genoeg geëet het, smaak die lekkerste kos nie meer lekker nie.

(iv) As jy met slegte mense meng, moet jy verwag om teëspoed te kry.

(v) Die stadigste kry ook klaar.

(vi) My werk is klaar.

(vii) Moenie iets wat jy present gekry het, kritiseer nie.

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Definition of a lens

Lenses

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Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

| External bookmarks