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4.3 Rolspel, tabellering en vergelyking

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Afrikaans huistaal

Graad 4

Die gedrukte woord

Module 24

Rolspel, tabellering en vergelyking

Aktiwiteit 1

Om ‘n karakter te rolspeel [lu 2.1.2]

Om gepaste gebare en gesigsuitdrukkings te gebruik [lu 2.3.2]

Praatvaardigheid

Nolsie, die nar, het 'n afspraak met die nuusredakteur van die plaaslike koerant gemaak. Hy het glo 'n storie om te vertel en hy wil vra of sy storie nie in die koerant gepubliseer kan word nie. Hy het 'n foto ook wat by die berig moet verskyn. So lyk die foto:

Wat is die storie? Verbeel jou jy is Nolsie die nar en kom vertel vir die klas die storie! (Jy mag selfs soos 'n nar aantrek.)

Aktiwiteit 2

Om inligting te tabelleer [lu 4.1.4]

Tydskrifte

  1. Bring enige ou Afrikaanse tydskrif skool toe. Tydskrifte is nog 'n vorm van drukwerk wat jy baie goed ken en graag lees.

Blaai na jou tydskrif se inhoudsopgawe . Wat is die doel van so 'n inhoudsopgawe?

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Sien jy die verskillende hofies in die inhoudsopgawe? Skryf hulle neer:

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Verdeel in groepe van vier. Elke groep moet 'n groepleier kies. Gesels oor die volgende in julle groepies:

  • Vergelyk julle inhoudsopgawes met mekaar.
  • Is daar hofies wat ooreenstem?
  • Het die tydskrifte wat vir die gesin bedoel is min of meer dieselfde soort leesstof?
  • Word daar vir leesstof vir kinders voorsiening gemaak?

Aktiwiteit 3

Om koerante en tydskrifte te vergelyk [lu 5.2.3]

Vergelyk nou koerante met tydskrifte. Daar is baie verskille, maar tog ook ooreenkomste. Kyk na die soort papier, grootte, dikte, hoe dikwels hulle verskyn en na die leesstof self en skryf dit kortliks soos hieronder aangedui neer:

Verskille............................................ooreenkomste

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Die groepleiers moet nou verslag aan die res van die klas doen.

Assessering

Leeruitkoms 2: praat

Die leerder is in staat om vrymoedig en doeltreffend in gesproke taal binne ‘n wye verskeidenheid situasies te kommunikeer.

Assesseringstandaard

Dis duidelik wanneer die leerder:

2.1 ervaringe, idees en inligting in verskillende kontekste vir verskillende teikengroepe en doeleindes oordra:

2.1.2 taal vir beeldryke selfuitdrukking gebruik (soos: vertel ‘n storie, resiteer ‘n gedig of rolspeel ‘n situasie);

  • gepaste liggaamstaal en aanbiedingsvaardighede gebruik:

2.3.2 gepaste gebare en gesigsuitdrukkings gebruik.

Leeruitkoms 3: lees en kyk

Die leerder is in staat om vir inligting en genot te lees en te kyk en krities op die estetiese, kulturele en emosionele waardes in tekste te reageer.

Assesseringstandaard

Dis duidelik wanneer die leerder:

3.1 ‘n verskeidenheid fiksie- en nie-fiksie-tekste vir verskillende doeleindes lees (soos gedigte, stories, mites, brosjures, naslaanboeke en handboeke):

  • onafhanklik lees deur ‘n verskeidenheid lees- en begripstrategieë gepas vir verskillende doeleindes te gebruik:
  • vir spesifieke besonderhede soeklees;
  • inhoudsopgawe, opskrifte en indeks ondersoek om ‘n algemene oorsig te verkry.

Leeruitkoms 4: skryf

Die leerder is in staat om verskillende soorte feitelike en verbeeldingstekste vir ‘n wye verskeidenheid doeleindes te skryf.

Assesseringstandaard

Dis duidelik wanneer die leerder:

4.1 verskeie soorte tekste vir verskillende doeleindes en teikengroepe skryf:

4.1.4inligting van een formaat na ‘n ander verander (soos van geskrewe teks na tabel).

Memorandum

Aktiwiteit 1 Praatvaardigheid: Eie poging

Aktiwiteit 2 Hantering van tydskrifte: Eie poging

Aktiwiteit 3 Skryfvaardigheid: Eie werk

Questions & Answers

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Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
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Source:  OpenStax, Afrikaans huistaal graad 4. OpenStax CNX. Sep 17, 2009 Download for free at http://cnx.org/content/col11081/1.1
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