search.noResults

search.searching

dataCollection.invalidEmail
note.createNoteMessage

search.noResults

search.searching

orderForm.title

orderForm.productCode
orderForm.description
orderForm.quantity
orderForm.itemPrice
orderForm.price
orderForm.totalPrice
orderForm.deliveryDetails.billingAddress
orderForm.deliveryDetails.deliveryAddress
orderForm.noItems
“A valuable addition for Afrikaans teaching! This is a very helpful and practical guide for prospective teachers, but will also be valuable to those already in the teaching profession. ”


Ms I Loock, University of the Free State


Table of Contents AfdelingA: Inleidend • Wat is Taal? • Afrikaans: mites en werklikhede • Die suksesvolle Afrikaansonderwyser • Afdeling B: Taalvaardighede • Luister en praat • Lees en kyk • Skryf en aanbied • Taalstruktuur en -gebruik • Letterkundige onderrigtegnieke • Afdeling C: Bou 'n brug: Afrikaansonderrig in die praktyk • Die geintegreerde benadering • Eers luister, dan praat! • Lees wat jy kyk en kyk wat jy lees! • Slapende skrywers word so wakker gemaak • Afdeling D: In 'n Neutedop! • Taalkunde in 'n neutedop vir onderwyser en student • Letterkundebegrippe vir onderwyser en student • Voorbeelddokumente en ander nuttige bronne


Lecturer resources • PowerPoint® slides • Teaching plan


learningzone.oxford.co.za


Facilitating language learning in the Foundation Phase Author: M Wessels


Facilitating language learning in the Foundation Phase is a comprehensive resource covering the teaching of English Home Language (HL) and English First Additional Language (FAL) learners in the Foundation Phase. Additional pre-listening and pre-reading activities support FAL learners while HL learners have more advanced texts and tasks. Phonemic charts in the different official languages are included so that the student-teacher may adapt the lessons according to the language of teaching and learning employed in the classroom. The book provides student-teachers and teachers with many opportunities to design activities and lesson plans aimed at introducing, developing and assessing skills. The audio CD provided in the back cover includes phonic sounds, rhymes, songs and stories to help teachers bring an element of fun into the classroom. The interactive approach used in the book helps develop understanding, insight and competence by including explanations of why activities are included, and what skills are being covered in each activity. The book is aligned with the requirements of the Curriculum and Assessment Policy Statements (CAPS) on teaching literacy in the Foundation Phase. There is the option to purchase the book as a bundle pack that includes three Foundation Phase readers. Student teachers can use the readers during teaching practice and in class once they have qualified.


This book is suitable for B.Ed, PGCE and ACE students taking courses in literacy in the Foundation Phase and courses in Foundation Phase skills. It will also be of interest to qualified Foundation Phase teachers.


“I think the students will enjoy using and studying from this book as it is written in an SA context [and] includes lots of examples. This book is a developmentally appropriate practice-based book that will supply the students with knowledge focusing on teaching home language as well as first additional language to Foundation Phase learners. The practical examples and group work will make this book an excellent book to use in training future Foundation Phase teachers. ”


Dr A Loubser, North-West University: Faculty of Educational Sciences


Table of Contents Chapter 1 Learning by actively constructing knowledge • Chapter 2 Letters and sounds • Chapter 3 Reading • Chapter 4 Writing • Chapter 5 Listening • Chapter 6 Speaking • Chapter 7 Stories • Chapter 8 Poetry • Chapter 9 Spelling • Chapter 10 Language study • Chapter 11 Assessment


Lecturer resources • Teaching plan


learningzone.oxford.co.za


Student resources • Downloadable A4 posters


Student resources • Lesson plans


PAPERBACK SEP 2015 OUP SA


456 PAGES 9780195996562 9780199076017


TEACHING METHODOLOGY: TEACHING LANGUAGES


9


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44