SONIKA VAN DYK
LADLANA Assignment 01
Assignment unique number: 649669
Student number: 63184095
Question 1:
1.1. Grandpa saves baby from fire
A heroic grandfather saved the life of his two-month-old grandson from a fire that
gutted his daughter and son-in-law's Umlazi home on Saturday afternoon.
Sam Mbabane told The Herald that he and his wife were visiting their daughter
when the fire started. Their daughter was hanging up washing in the garden.
Mbabane explains he was in the lounge, holding his grandson, when he smelled
smoke. He left the baby in the lounge and went to investigate.
“As I opened the kitchen door at the back of the house I was engulfed by smoke.
I could see there was already smoke billowing out of the windows at the back of
the house,” he said. He realised he had to get back to his wife and grandson. He
tied a damp cloth around his mouth and ran back to the lounge. “I shouted at my
wife to escape through the front door. Then I grabbed the baby and followed her.
It would have been safer for me just to escape through the back door, but I
couldn’t leave my wife and grandchild alone."
Once outside, the family could do nothing while they watched the house burn
down. Neighbours and friends made desperate attempts to save the burning
house, but to no avail. The Umlazi Fire Department was summoned but arrived
too late to save the building.
Sipho Mdakane, son-in-law to Mbabane, who was not at home when the fire
broke out, said that emergency officials arrived when his house was already
gutted. “The first fire truck to arrive ran out of water. A second truck only arrived
later, after being escorted by police because its license had expired,” he said.
“The response from the fire department was appalling. I am grateful that my
family escaped unharmed. I’m not concerned about the material loss,” said Hlubi
Mdakane, the tearful mother of baby Ndu.
"I’m so grateful that my grandson is safe, but the family is in shock. We have lost
a lot,” said Mbabane. An electrical fault in the ceiling is believed to have been the
cause of the fire.
, 1.2. The interests of the learners
Texts should fit in with learners’ cognitive and emotional levels. It is better to
choose a shorter text that interest the learners, than to choose a longer text and
the learners are not interested in reading it at all.
Ask the learners about topics that they are interested in reading. Ask them what
they find easy to read and difficult to read, this will give you a much better idea
for when you need to select a text for learners to read.
Authentic reading material
It is important that teachers use reading material that can be used on an
everyday basis. This should include texts such as recipes from recipe books,
advertisements and magazine articles or information pages that show specific
times of TV shows.
There should be a variety
When selecting texts for learners to read, the teacher should not select the same
type of text each time. Every time the learners are being encouraged to read a
new text; the teacher should try to give them something different from the text
that they have read the previous time. The teacher can give them texts such as
the following: recipes, summaries, reports, timetables, advertisements,
brochures, persuasive texts, etc.
The text should be meaningful
Learners can easily misinterpret a text if they only see a section of a certain text
instead of seeing the whole text. This is because if the learners see only part of a
text, the context of the text will not be easily depictable. Use a whole text instead
of giving the learners only a part of a certain text.
The text must be theme-related
The text must have a link with the theme that is being dealt with at the time. It will
make it easier for the learners to understand a text if they are currently doing that
specific theme, rather than giving them something that does not have anything to
do with what they know or have done before.
The text should be short and powerful
If you want to grab and keep the learners’ attention, you must choose a text that
is short, but powerful. Do not choose a text that is long and boring, it will
discourage learners and they will not feel the need to participate in the lesson.
1.3. Before reading activities:
- Looking at the title of a text, the source, who published the text, scanning the
text.
LADLANA Assignment 01
Assignment unique number: 649669
Student number: 63184095
Question 1:
1.1. Grandpa saves baby from fire
A heroic grandfather saved the life of his two-month-old grandson from a fire that
gutted his daughter and son-in-law's Umlazi home on Saturday afternoon.
Sam Mbabane told The Herald that he and his wife were visiting their daughter
when the fire started. Their daughter was hanging up washing in the garden.
Mbabane explains he was in the lounge, holding his grandson, when he smelled
smoke. He left the baby in the lounge and went to investigate.
“As I opened the kitchen door at the back of the house I was engulfed by smoke.
I could see there was already smoke billowing out of the windows at the back of
the house,” he said. He realised he had to get back to his wife and grandson. He
tied a damp cloth around his mouth and ran back to the lounge. “I shouted at my
wife to escape through the front door. Then I grabbed the baby and followed her.
It would have been safer for me just to escape through the back door, but I
couldn’t leave my wife and grandchild alone."
Once outside, the family could do nothing while they watched the house burn
down. Neighbours and friends made desperate attempts to save the burning
house, but to no avail. The Umlazi Fire Department was summoned but arrived
too late to save the building.
Sipho Mdakane, son-in-law to Mbabane, who was not at home when the fire
broke out, said that emergency officials arrived when his house was already
gutted. “The first fire truck to arrive ran out of water. A second truck only arrived
later, after being escorted by police because its license had expired,” he said.
“The response from the fire department was appalling. I am grateful that my
family escaped unharmed. I’m not concerned about the material loss,” said Hlubi
Mdakane, the tearful mother of baby Ndu.
"I’m so grateful that my grandson is safe, but the family is in shock. We have lost
a lot,” said Mbabane. An electrical fault in the ceiling is believed to have been the
cause of the fire.
, 1.2. The interests of the learners
Texts should fit in with learners’ cognitive and emotional levels. It is better to
choose a shorter text that interest the learners, than to choose a longer text and
the learners are not interested in reading it at all.
Ask the learners about topics that they are interested in reading. Ask them what
they find easy to read and difficult to read, this will give you a much better idea
for when you need to select a text for learners to read.
Authentic reading material
It is important that teachers use reading material that can be used on an
everyday basis. This should include texts such as recipes from recipe books,
advertisements and magazine articles or information pages that show specific
times of TV shows.
There should be a variety
When selecting texts for learners to read, the teacher should not select the same
type of text each time. Every time the learners are being encouraged to read a
new text; the teacher should try to give them something different from the text
that they have read the previous time. The teacher can give them texts such as
the following: recipes, summaries, reports, timetables, advertisements,
brochures, persuasive texts, etc.
The text should be meaningful
Learners can easily misinterpret a text if they only see a section of a certain text
instead of seeing the whole text. This is because if the learners see only part of a
text, the context of the text will not be easily depictable. Use a whole text instead
of giving the learners only a part of a certain text.
The text must be theme-related
The text must have a link with the theme that is being dealt with at the time. It will
make it easier for the learners to understand a text if they are currently doing that
specific theme, rather than giving them something that does not have anything to
do with what they know or have done before.
The text should be short and powerful
If you want to grab and keep the learners’ attention, you must choose a text that
is short, but powerful. Do not choose a text that is long and boring, it will
discourage learners and they will not feel the need to participate in the lesson.
1.3. Before reading activities:
- Looking at the title of a text, the source, who published the text, scanning the
text.
