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Eienaardige dinge - 01

Module by: Siyavula Uploaders. E-mail the author

AFRIKAANS HUISTAAL

Eiendaardige dinge

OPVOEDERS AFDELING

Memorandum

Die ICS modules bevorder die konsolidasie van leerders se vermoë om in hul nuwe taal te praat, lees en skryf. Geleentheid om fiksie- en nie-fiksietekste, van geskikte vlak, onafhanklik te lees, word voorsien. Woordeskat word uitgebrei. Die gebruik van ‘n persoonlike woordeboek word aangemoedig.

Spesiale aanmoediging word gegee sodat leerders hul nuwe taal skryf. Aanvanklik slegs enkele woorde of frases as byskrifte by prente of om sinne te voltooi. Leerders word in staat gestel om take onafhanklik uit te voer. ‘n Vrees om foute te begaan, word ontmoedig, die doel is om selfvertroue en vlotheid te bevorder.

Deur middel van uitdagende take word lees- en praatvaardighede ontwikkel.

Deur middel van aktiwiteite waar herhaaldelik taalstrukture, woorde en klanke beluister word en blootstelling daaraan in geskrewe tekste, word taalreëls, woordeskat en grammatika aangeleer. Die gebruik van ‘n persoonlike woordeboek bevorder die aanleer van onbekende woorde.

Genoegsame geleentheid in vaslegging van nuwe woordeskat word ook gebied deur middel van die lees van tekste oor ‘n wye reeks onderwerpe. Ander leerareas soos wiskunde en lewensoriëntering word dikwels geïntegreer.

TYDSKEDULE VIR DIE MODULES

Die vyf modules behoort so aangepak te word dat 1½ in die langste twee kwartale voltooi word. Alle leerders moet drie modules volledig voltooi sodat hulle die nodige onderrig kan ontvang.

Lees om feite en inligting te bekom word aangemoedig deur middel van die lees van ‘n koerant.

Klanke aai, ooi, oei, eeu.

Woordbou: Klanke saamvoeg om eenhede te vorm.

Skeppende skryfwerk: Die skryf van ‘n verslag.

- Verlede tyd word aangespreek.

- Bywoorde word voorgestel.

- Deur middel van ‘n gedig word genotlees en lees om feite te versamel aangemoedig.

- Hoofletters, kommas en punte word behandel.

INTEGRASIE VAN TEMAS

  • ‘N GESONDE OMGEWING

Spesiale maatreëls word getref om oë te beskerm teen die son.

Reëls en regulasies om veiligheid van mens en dier te verseker word bespreek.

  • SOSIALE GEREGTIGHEID

Nie alle mense kan die luukse van wildtuin besoeke bekostig nie.

Leerders raak sensitief vir armoede.

Gemeenskaplike geriewe word met verantwoordelikheid gebruik.

Leerders word bewus gemaak van die belangrikheid dat daar na ons wilde diere omgesien word – natuurbewaring.

LEERDERS AFDELING

Inhoud

Figure 1
Figure 1 (graphics1.png)
  • Lees saam met Juffrou, ‘n maat of jou ouers.
  • Vra vrae sodat jy mooi verstaan.
Table 1
LU 2.2   LU 3.2.1  

  • Soek meer inligting by die biblioteek.
  • Dalk wil jy die webblaaie besoek:

www.exploratorium.edu/eclipse

www.wits.ac.za/planetarium/eclipses

www.eclipse.za.net

http://sunearth.gsfc.nasa.gov/eclipse/

Klas vasvra:

  • Hoekom “ontplof” die wildtuin?
  • Wat beteken eklips?
  • Hoe lyk Bailey se krale.
  • Hoekom is dit gevaarlik om met die blote oog na die verduistering te kyk?
  • Wanneer vorm die diamantring?
  • Waar in S.A. kon die eklips die beste waargeneem word?
Table 2
LU 2.1  
  • Soek die aai- en ooi-woorde.
  • Skryf dit neer.

Table 3
                        aai   ooi
S G R B A A I B O G I        
O O I G Z H A A I M N        
K A A I T J R G O O I        
T R F O O I A L A A I        
M A A I H O O I F D E        
S K O O I Z W A A I R        
L O O I M O N R A A I        
Q S A A I M O O I N O        
O I L Z T A A I R O O        
I K R A A I Z S O O I        
                             

Figure 2
Figure 2 (graphics2.png)

Speletjie: Gansmannetjie: aai- en ooi-klanke.

  • Kies ‘n maat.
  • Dink aan ‘n aai- of ooi-woord. Moenie vir jou maat sê wat die woord is nie.
  • Jou maat raai die klank. As dit reg is, vul jy dit in.
  • As dit verkeerd is, teken jy ‘n liggaamsdeel aan die galg. Net die kop, lyf, arms en bene vorm die man:
  • Na ses foute waai die kop en jy wen.
  • Gee jou maat kans om aan ‘n woord te dink en jy moet raai.
Figure 3
Figure 3 (graphics3.png)
Table 4
Maat:   Ek:
Galg.png   Galg.png
     
Galg.png   Galg.png
     
Galg.png   Galg.png
     
  • Maak nog sulke speletjievorms as jy wil.
Table 5
LU 3.6.1  
  • Kyk of jy hierdie woorde in jou huistaal kan skryf:
Table 6
baai ........................................................... ooi ...........................................................
raai ........................................................... gooi ...........................................................
haai ........................................................... fooi ...........................................................
saai ........................................................... hooi ...........................................................
kaai ........................................................... kooi ...........................................................
taai ........................................................... looi ...........................................................
laai ........................................................... mooi ..........................................................
waai .......................................................... nooi ...........................................................
maai .......................................................... sooi ...........................................................
  rooi ...........................................................
  • As jy nie weet nie: Gebruik ‘n woordeboek.
Table 7
LU 3.5.7  

  • Leer die liedjie.

Figure 4
Figure 4 (graphics4.png)
MY HARTJIE, MY LIEFIE

Table 8
LU 2.10  
  • Oefen die liedjie totdat julle dit lekker kan sing. (Dalk kan ‘n maat blokfluit speel en julle help).
  • Werk ‘n dansie uit wat pas by die ritme.
  • Beplan watter klere julle kan dra.
  • Voer die dansie op.
Table 9
LU 1.5  
  • Lees en luister.
Table 10
vier   vuur
dier   duur
mier   muur
Ier   uur
  • Teken ‘n prentjie by elke woord om te wys jy weet wat dit beteken.
  • Lees en luister weer.
Table 11
ryk   ruik
my   Mei
by   bui
vyl   vuil
meisie   muis
Table 12
LU 1.6  
  • Teken wat jy kan.
  • Maak ‘n sin met dié wat jy nie kan teken nie.

..........................................................................................................................................

..........................................................................................................................................

Kies die regte woord: (lui, lei, ly)

  • Hy ....................................................................................................... aan asma.
  • Hy is ................................................................................................ om te werk.
  • Sy ................................................................................ die perd tot by die water.

Table 13
LU 3.5.3  

Assessering

Leeruitkomste 1:LUISTER: Die leerder luister vir inligting en genot, en reageer op gepaste en kritiese wyse binne ‘n wye reeks situasies.

Assesseringstandaard 1.5: Dit is duidelik wanneer die leerder respek toon vir klasmaats deur hulle kans te gee om te praat, na hulle te luister en pogings om hul addisionele taal te praat aan te moedig.

Assesseringstandaard 1.6: Dit is duidelik wanneer die leerder klankbewustheid ontwikkel:

Leeruitkomste 2:PRAAT: Die leerder is in staat om binne ‘n wye reeks situasies met vertroue in gesproke taal te kommunikeer.

Assesseringstandaard 2.1: Dit is duidelik wanneer die leerder vrae beantwoord met woorde en frases;

Assesseringstandaard 2.10: Dit is duidelik wanneer die leerder aandag gee aan korrekte uitspraak tydens lees.

Leeruitkomste 3:LEES EN KYK: Die leerder is in staat om tekste te lees en te ondersoek vir inligting en genot, en krities te reageer op die estetiese, kulturele en emosionele waardes daarvan.

Assesseringstandaard 3.2: Dit is duidelik wanneer die leerder betekenis skep uit ‘n geskrewe teks deur saam met die onderwyser te lees;

3.2.1 lees die titel;

Assesseringstandaard 3.5: Dit is duidelik wanneer die leerder klankbewustheid ontwikkel:

3.5.3 herken vokaalklanke wat uit twee letters bestaan, soos in “moet”, “deur”, en diftonge, soos”ou”, “ei”, “ui”;

3.5.7 herken bekende rymwoorde, soos “raai”, “slaai”, “laai”;

Assesseringstandaard 3.6: Dit is duidelik wanneer die leerder op haar/sy lees eie vir inligting en genot;

3.6.1 lees en volg instruksies soos om ‘n speletjie te speel.

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