ASSIGNMENT 4:
TAALLEER EN GRAMMATIKALE STRUKTURE BINNE ‘N GEGEWE KONTEKS
GRAAD 2
ACADEMIC ESSAY
IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR
AFRIKAANS FIRST ADDITIONAL LANGUAGE (FAL) ED4 – AFR 1B (FP)
AT
CORNERSTONE INSTITUTE
BY
…
14 OCTOBER 2020
, 1. LANGUAGE STRUCTURE ACTIVITIES FOR GRADE 2
The following activities have been created for Grade 2 Afrikaans First Additional Language (FAL) and focus
on Term 4. The activities are based on a familiar theme ‘Wild Animals’ that learners have been exposed to
in their home language and provide a platform for learning contextually, this means that learners can use
language structures and vocabulary in many different activities in a fun and engaging way (DBE, 2011: 12).
According to the Curriculum and Assessment Policy Statement (CAPS) 2011, the focus in Grade 1 is on
listening and speaking while the focus shifts more towards reading and writing in Grades 2 and 3, therefore
learners need plenty of opportunities to use all the skills learned in the previous grades to make learning
more meaningful. Activities need to be created in a way that can be easily differentiated to accommodate
learners who are at different levels or have different learning styles.
The three activities below are fun and focus on a familiar storybook “Die wilde dieresportsdag” (APPENDIX
A) that is being read/ has been read in class, each activity focuses on a different language structure that
should be assessed in Grade 2 namely nouns, prepositions, and action verbs. A formal assessment activity
(APPENDIX E) which assesses all three language structures has also been created to assess learners'
understanding and ability to use these language structures within a meaningful context and is CAPS aligned.
The assessment has been created in a way that is less rigid and more enjoyable so that learners who struggle
with formal assessments feel more at ease. A rubric and memorandum (APPENDIX F) have also been
attached for this assessment activity to guide the teacher and record the relevant progression of learners.
2. WORKSHEET
WILD ANIMAL CROSSWORD PUZZLE:
For this activity (APPENDIX B) learners will be asked to work in pairs or small groups so that they can
assist each other if needed while the teacher is free to assist whoever needs help. The language structure
focus for this activity is on nouns (selfstandige naamwoorde) specifically on wild animal names that they
are familiar with from their home language, e.g. Elephant, Cheetah, Rhino, and Giraffe. Pictures from the
storybook have been given as clues and the short riddles would have been discussed during shared and
group reading such as the animals' features and colour e.g. an Elephant has big ears and a long trunk.
This will hopefully help the learners remember as they should be familiar with the pictures. Arrows have
also been put on the worksheet so that learners know in which direction the text should go. Using an
activity such as a crossword puzzle is a great way for learners to reinforce their vocabulary, enhance their
memory, and recall skills by building ‘brain muscles’ (Aziza, 2013).
INSTRUCTIONS:
Learners will be asked to read through the short riddles and find the matching picture which is indicated
by a specific number. They will need to use the word bank at the bottom of the page as a clue to help them
fill in the crossword puzzle to find out what the specific wild animal name is.
1
TAALLEER EN GRAMMATIKALE STRUKTURE BINNE ‘N GEGEWE KONTEKS
GRAAD 2
ACADEMIC ESSAY
IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR
AFRIKAANS FIRST ADDITIONAL LANGUAGE (FAL) ED4 – AFR 1B (FP)
AT
CORNERSTONE INSTITUTE
BY
…
14 OCTOBER 2020
, 1. LANGUAGE STRUCTURE ACTIVITIES FOR GRADE 2
The following activities have been created for Grade 2 Afrikaans First Additional Language (FAL) and focus
on Term 4. The activities are based on a familiar theme ‘Wild Animals’ that learners have been exposed to
in their home language and provide a platform for learning contextually, this means that learners can use
language structures and vocabulary in many different activities in a fun and engaging way (DBE, 2011: 12).
According to the Curriculum and Assessment Policy Statement (CAPS) 2011, the focus in Grade 1 is on
listening and speaking while the focus shifts more towards reading and writing in Grades 2 and 3, therefore
learners need plenty of opportunities to use all the skills learned in the previous grades to make learning
more meaningful. Activities need to be created in a way that can be easily differentiated to accommodate
learners who are at different levels or have different learning styles.
The three activities below are fun and focus on a familiar storybook “Die wilde dieresportsdag” (APPENDIX
A) that is being read/ has been read in class, each activity focuses on a different language structure that
should be assessed in Grade 2 namely nouns, prepositions, and action verbs. A formal assessment activity
(APPENDIX E) which assesses all three language structures has also been created to assess learners'
understanding and ability to use these language structures within a meaningful context and is CAPS aligned.
The assessment has been created in a way that is less rigid and more enjoyable so that learners who struggle
with formal assessments feel more at ease. A rubric and memorandum (APPENDIX F) have also been
attached for this assessment activity to guide the teacher and record the relevant progression of learners.
2. WORKSHEET
WILD ANIMAL CROSSWORD PUZZLE:
For this activity (APPENDIX B) learners will be asked to work in pairs or small groups so that they can
assist each other if needed while the teacher is free to assist whoever needs help. The language structure
focus for this activity is on nouns (selfstandige naamwoorde) specifically on wild animal names that they
are familiar with from their home language, e.g. Elephant, Cheetah, Rhino, and Giraffe. Pictures from the
storybook have been given as clues and the short riddles would have been discussed during shared and
group reading such as the animals' features and colour e.g. an Elephant has big ears and a long trunk.
This will hopefully help the learners remember as they should be familiar with the pictures. Arrows have
also been put on the worksheet so that learners know in which direction the text should go. Using an
activity such as a crossword puzzle is a great way for learners to reinforce their vocabulary, enhance their
memory, and recall skills by building ‘brain muscles’ (Aziza, 2013).
INSTRUCTIONS:
Learners will be asked to read through the short riddles and find the matching picture which is indicated
by a specific number. They will need to use the word bank at the bottom of the page as a clue to help them
fill in the crossword puzzle to find out what the specific wild animal name is.
1
