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Sipho, Ben en die "Bad Boys" - 01

Module by: Siyavula Uploaders. E-mail the author

AFRIKAANS HUISTAAL

Sipho, Ben en die “Bad Boys”

OPVOEDERS AFDELING

Memorandum

INLEIDING

In Graad 2 sal die leerders voortbou op die woordeskat wat in Graad 1 bekend gestel is. Baie geleenthede moet geskep word om hul luister- en praatvaardighede te ontwikkel sodat lees en skrif daarop kan volg.

‘n Uitgebreide woordeskat is noodsaaklik. Terwyl reeds bekende woorde vasgelê word, word nuwe woordeskat in stories, rympies, gediggies en speletjies ingevoer.

Leerders word aangemoedig om vrae te beantwoord en deel te neem aan besprekings en gesprekke in die addisionele taal.

Leerders se aandag word gevestig op die verskil in die indiwiduele klanke van die nuwe taal. Leerders ontdek dat sommige klanke dieselfde bly en sommige verander. Die opvoeder sal toevallig aandag gee aan die korrekte uitspraak.

TYDSKEDULE VIR MODULES 1 - 5

Daar word voorgestel dat al die leerders al vyf modules voltooi.

Die storie van Sipho, Ben en die Bad Boys skep die geleentheid vir leerders om verhoudings te bespreek en terselfde tyd nuwe woordeskat aan te leer.

Aktiwiteite soos liedjies, ‘n gediggie en raaisels word ingestel.

Liggaamsdele word vasgelê.

INTEGRASIE VAN TEMAS

  • MENSEREGTE

Almal het die reg om in vrede met mekaar saam te speel en te lewe.

  • Hierdie storie word eers deur Juffrou voorgelees.
  • Gesels oor woordeskat en begrip.

Volgende keer kry elke leerder ‘n boekie. Juffrou lees en leerders volg. Herhaal daagliks totdat leerders spontaan begin “saamlees”.

  • Hierna volg ‘n rolspel: Hoe groet ons? Hoe stel ek my maat voor?
  • Leerder beantwoord vrae mondeling.

My vyf sintuie

Table 1
  1. Maak flitskaarte van die woorde:
 neus , ore , oë , tong en vel .

2. Flits gereeld.

3. Maak sinstroke van sinne hierbo.

4. Flits en gesels (verwys na storieboekie).

5. As leerders die sinne en woorde goed ken, kry elkeen so ‘n takie soos hierbo. Knip die woorde uit en pas by die regte sin.

LEERDERS AFDELING

Inhoud

Figure 1
Figure 1 (graphics1.jpg)
Figure 2
Figure 2 (graphics2.jpg)
Figure 3
Figure 3 (graphics3.jpg)
Figure 4
Figure 4 (graphics4.jpg)
Table 2
LU 3.3.1  

Teken en skryf

(Opvoeder lees en bespreek eers opdragte)

  • ‘n Rooi taxi en ‘n blou kar.
Figure 5
Figure 5 (graphics5.png)
  • Teken Sipho se selfoon en skryf die nommer neer.
Figure 6
Figure 6 (graphics6.png)
  • Teken die sokkerbal op die skool se dak.
Figure 7
Figure 7 (graphics7.png)

Table 3
LU 3.2.2   LU 3.2.3  

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 3.2: Dit is duidelik wanneer die leerder begin om ‘n geskrewe teks te verstaan deur saam met die onderwyser te lees:

3.2.2 volg die onderwyser se oog- en vingerbewegings;

3.2.3 wys na regte woord wanneer dit gelees word;

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

3.3.1 herken ‘n toenemende aantal hoëfrekwensiewoorde as sigwoorde, soos “jou”, “eet”.

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