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Eienaardige dinge - 03

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

  • Woorde om te gebruik.

Eendag het ..................................................... Daarna ..............................................

Toe ................................................................. Omdat ...............................................

Later ................................................................. Nadat ..............................................

.......................................................................... totdat ...............................................

Figure 1
Figure 1 (graphics1.png)
Table 1
LU 4.1.1  
  • Gebruik woorde wat meer vertel:

Huberta vreet.

Huberta vreet vinnig.

  • Sy loop.

Sy loop ............................................................................................................................

  • Die trein ry.

Die trein ry .......................................................................................................................

  • Hulle klim boom.

Hulle klim ............................................................................................................. boom.

  • Huberta slaap.

Huberta slaap ..................................................................................................................

  • Sy speel.

Sy speel ............................................................................................................................

  • Hy stoot.

Hy stoot ...........................................................................................................................

  • Hulle word gestraf.

Hulle word .......................................................................................................... gestraf.

Table 2
LU 6.6   LU 6.8  
  • Skryf die sinne asof dit nog moet gebeur.

Hulle klim in die bome. (môre)

Hulle sal môre in die bome klim.

  • Sy vreet die mielies. (oormôre)

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

  • Sy skuil in die waterpoel. (volgende week)

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

  • Hulle gooi vrugte vir haar. (môre)

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

  • Huberta is ‘n heldin. (dan)

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

Table 3
LU 6.2  
  • Lees, Leer.

Op my rug.

As ek saans so lê op my rug.

Knipoog die sterre in die hemelboog.

Ek sien hoe die Bok vlug vir die Boogskutter.

Die visse flikflooi by Aquarius

Die skerpioen hou sy angel omhoog.

Libra weet hulle kan wik of weeg.

Wat sal wees sal wees.

  • Kan jy dit mooi opsê?
Figure 2
Figure 2 (graphics2.png)

Sterre

Het jy geweet die son is ‘n ster?

Van baie lank gelede het mense sterre in beelde of prentjies saamgevoeg. So kon mense makliker die plek soek waar die ster verskyn.

Die helderheid van sterre is ook belangrik. Die helderste is sterre van eerste grootte genoem. Die dofste is weer van die sesde grootte genoem.

Sterre beweeg in ‘n baan. As jy elke aand op dieselfde tyd na ‘n ster kyk, sal jy dit agterkom.

In die melkweg wei daar nie koeie nie! Daar is miljarde sterre wat saam wit soos melk lyk.

Figure 3
Figure 3 (graphics3.png)
Table 4
LU 3.3.3  
  • Navorsing:
  • Lees meer oor sterre en kom vertel jou maats daarvan.
  • Stel ‘n paar vrae op om te kyk of jou maats verstaan. (5 vrae is genoeg)

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

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

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

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

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

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

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

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

Table 5
LU 3.6.3  

Assessering

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 3.3: Dit is duidelik wanneer die leerder betekenis uit letters en woorde herken en skep;

3.3.3 lees met toenemende spoed en vlotheid;

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

3.6.3 vertel ‘n klasmaat van ‘n boek wat hy/sy gelees het;

Leeruitkomste 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 6.2: Dit is duidelik wanneer die leerder die toekomende tyd verstaan en gebruik;

Assesseringstandaard 6.6: Dit is duidelik wanneer die leerder sommige adjektiewe gebruik;

Assesseringstandaard 6.8: Dit is duidelik wanneer die leerder sommige bywoorde in die korrekte woordorde gebruik.

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