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(10)

Aktiwiteit 2

Om alledaagse afkortings te leer ken [lu 6.1.12]

Hieronder volg nou 'n paar afkortings vir woorde in die leesstuk oor Helen Keller. Soek die woorde in die leesstuk en vul hulle in langs die ooreenstemmende afkortings:

(a) mnr. ............................................

(b) mev. ............................................

(c) dr. ............................................

(d) mej. ……………………………….

(e) d.m.v. …………………………………………………

(f) m.a.w. …………………………………………………

Die volgende afkortings kom nie in die leesstuk voor nie, maar word ook dikwels gebruik. Slaan hulle in die woordeboek na as jy hulle nie ken nie.

(a) asb. .................................................

(b) no. of nr. ..........................................

(c) ens. ...................................................

VERRYKING: BRAILLE- ALFABET EN NOMMERS

(a) Braille is 'n stelsel van opstaanlettertjies wat bestaan uit verskillende kombinasies van ses kolletjies. Hierbo is die alfabet en die syfers van Braille. 'n Hoofletter word aangedui deur 'n kolletjie heel links onder voor die letter.

A is dus B is dus C is dus
Ensovoorts

Skryf nou jou naam, van en ouderdom in Braille.

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

Aktiwiteit 3

Om te skryf vir verbeeldingsdoeleindes [lu 4.1.1]

Verdeel in groepe van vier. Elke groep moet 'n nuwe vrugtesoort of groentesoort ontdek of skep. Maak 'n skets daarvan.

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

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

  1. Beskryf hoe dit sal smaak.

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

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

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

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Aktiwiteit 4

Om duidelike aanwysings te gee [lu 2.1.5]

Lees hierdie aanwysings aandagtig deur.

Wanneer jy ‘n blinde persoon ontmoet ...

Die volgende wenke kan nuttig wees wanneer jy ‘n blinde persoon ontmoet:

  1. Wanneer jy 'n blinde persoon sien wat wag om die straat oor te steek, vra of hy hulp nodig het. Indien wel, laat die persoon jou arm vashou en steek die straat oor. Praat direk met 'n blinde en in 'n normale stemtoon.
  2. Wanneer daar trappies is, sê vir die blinde hoeveel daar is.
  3. Wanneer jy 'n blinde persoon in 'n vreemde vertrek binnelei, moet jy hom nooit alleen los sodra julle in die vertrek is nie. Begelei hom na 'n sitplek of plaas sy hand op 'n verwysingspunt, byvoorbeeld op 'n tafel of teen 'n muur.
  4. Sê wie jy is wanneer jy in 'n blinde persoon se kamer instap. Sê ook wanneer jy die vertrek verlaat.

Kies vir jou 'n maat om die volgende aktiwiteite mee saam te doen:

(e) Een van julle twee word geblinddoek en is die blinde persoon wat by 'n verkeerslig wag. Die siende persoon help nou die blinde om 'n straat oor te steek. Daar is ook 'n stel trappe wat jy hom moet help om te klim.

(f) Ruil nou om. Die siende persoon lei die blinde in 'n vreemde vertrek in. Beskryf vir hom die vertrek voordat jy hom na 'n sitplek of verwysingspunt lei.

Assessering

Leeruitkoms 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

Dis duidelik wanneer die leerder:

1.1 dit geniet om na verskillende soorte mondelinge tekste te luister (soos stories, fabels, limerieke, kort verslae) en gepas reageer.

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:

  • aanwysings of instruksies gee.

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:

  • skryf vir persoonlike, ondersoekende, speelse, verbeeldings- en skeppende doeleindes (soos briewe, beskrywende paragrawe, limerieke).

LEERUITKOMS 6: TAALSTRUKTUUR EN -GEBRUIK Die leerder is in staat om die klanke, woordeskat en grammatika van die taal te gebruik om tekste te skep en te interpreteer.

Assesseringstandaard

Dis duidelik wanneer die leerder:

6.1 met woorde werk:

6.1.12 alledaagse afkortings gebruik.

Memorandum

Aktiwiteit 1 Luistervaardigheid

  1. tweede
  2. skarlakenkoors
  3. doof en blind
  4. hulle kan nie hoor nie
  5. Anne Sullivan
  6. handgebare te maak
  7. Braille
  8. vel
  9. tien
  10. vasberade

Aktiwiteit 2

  1. meneer
  2. mevrou
  3. dokter
  4. mejuffrou
  5. deur middel van
  6. met ander woorde
  7. asseblief
  8. nommer
  9. ensovoorts

Verryking

Aktiwiteit 3 Eie skeppings

Aktiwiteit 4 Leesvaardigheid

Questions & Answers

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Amanyire Reply
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Dakolo Reply
Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
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Wekolamo
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ARC
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Skinner skipped the whole unconscious phenomenon and rather emphasized on classical conditioning
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Amesalu Reply
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interpersonal relationships
Abdulfatai Reply
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Saurabh
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Magret Reply
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Jharna
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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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