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  • GETFdnPhaseLang display tagshide tags

    This collection is included inLens: Siyavula: Languages (Gr. R-3)
    By: Siyavula

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Sivu se nuwe huis

Module by: Siyavula Uploaders. E-mail the author

AFRIKAANS HUISTAAL

Sivu se nuwe huis

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.

Leerders kan verskillende huise bespreek en boumateriaal vergelyk. Die verhaal van Sivu se nuwe huis word gelees en bespreek.

Woordeskat met betrekking tot kamers in die huis en die verskillende meubels in elke kamer word aangeleer.

Leerders beantwoord vrae oor dit wat hulle na geluister het naamlik, storie en gediggie.

Aandag word gegee aan die uitspraak van die UI-klank.

INTEGRASIE VAN TEMAS

  • MENSEREGTE

Kinders het ‘n skuiling nodig. Huise kan verskil maar daar is ook sekere ooreenkomste.

  • ‘N GESONDE OMGEWING

Huise moet binne skoongehou word maar kan ook buite verfraai word – tuin, plante, ens.

  • Die storie word deur opvoeder voorgelees.
  • Gesels oor woordeskat en begrip.
  • Leerder volg later in boekie terwyl opvoeder lees.
  • Herhaal daagliks totdat leerders spontaan begin "saamlees".
  • Leerders beantwoord mondelinge vrae.

1. Opvoeder maak flitskaarte van al die vertrekke in die

huis. Flits, en leerders pas woord by prent.

2. Luistertaak: UI-klank

Opvoeder sê:

In ons huis is 'n muis.

Hy is tuis in ons kombuis.

Ons jaag hom uit in die tuin.

Maak 'n ui flitskaart.

Leerder oefen ui-klank in die lug en

met vingers op die bank/tafel.

Leerder vul ui in elke woord in.

Ons gesels oor die betekenis van die woord.

Leerder teken prent.

3. Verwys na boekie om die takie te doen.

Ons lees almal die sin eers op die sinstrook.

Pas die woord in die regte plek.

Hierna voltooi leerder die sinne.

4. Gediggie.

Opvoeder lees gediggie.

Maak flitswoorde van al die rymwoorde.

Flits die woorde in volgorde soos die gedig gelees word.

Gesels oor betekenis van woorde.

Emosies.

Teken "bang" en hoe lyk ek as ek "lag".

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)

Groepwerk

1. Soek prente in tydskrifte en maak 'n groot plakkaat van die vertrekke in die huis. Skryf die woorde by. Gesels oor die plakkaat.

Table 1
LU 1.1.4   LU 2.6  

2. ui- klank

  • Vul in en teken.
Table 2
h s t n
m s v l
v s h l
komb s  
Table 3
LU 3.4.4  

3. Vul in.

Die bed is in die ………………………………………………………………………..

Ons kyk televisie in die ………………………………………………………………...

Die stort is in die ……………………………………………………………………….

Die stoof is in die ………………………………………………………………………

Die tafel en stoele is in die ……………………………………………………………..

Die boom is in die ……………………………………………………………………...

Table 4
LU 4.3  

Ons huis - Gedig

Ons huis is die lekkerste plek om te bly

Want dis waar ons kos en liefde kry.

As ek bang is in die nag

Maak Ma 'n grap en laat my lag.

As dit koud is, sit ek onder die kombers.

En as daar nie lig is nie brand ons 'n kers.

Table 5
LU 1.6.2  

Assessering

Leeruitkomste 1:LUISTER: Die leerder is in staat om vir inligting en genot te luister en gepas en krities binne ‘n wye verskeidenheid situasies te reageer.

Assesseringstandaard 1.1: Dit is duidelik wanneer die leerder begrip van eenvoudige stories toon:

1.1.4 orden prente en pas byskrifte daarby;

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

1.6.2 herken rymwoorde in algemene rympies en liedjies.

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

Assesseringstandaard 2.6: Dit is duidelik wanneer die leerder gesels oor ‘n tekening of ‘n prent.

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 3.4: Dit is duidelik wanneer die leerder klankbewustheid ontwikkel:

3.4.4 groepeer algemene woorde in woordfamilies, soos “kat”, “lat”, “mat”, “vat”, “wat”;

Leeruitkomste 4:SKRYF: Die leerder is in staat om verskillende tipes feitelike en verbeeldingryke tekste te skryf vir ‘nw ye reeks doeleindes.

Assesseringstandaard 4.3: Dit is duidelik wanneer die leerder sinne deur ontbrekende woorde in te vul voltooi.

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