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Date: | Letšatšikgwedi: |
Dear... | Mohumagadi... (to a lady) Morena... (to a gentleman) |
Yours Sincerely, | Wa lena, |
|
North | Lebowa |
South | Borwa |
East | Bohlabela |
West | Bophirima |
|
Sunday | Lamorena / Sôntaga |
Monday | Mošupologô |
Tuesday | Labobêdi |
Wednesday | Laboraro |
Thursday | Labonê |
Friday | Labohlano |
Saturday | Mokibêlô |
|
January | Janaware |
February | Febereware |
March | Matšhe |
April | Aporele |
May | Mei |
June | June |
July | Julae |
August | Agostose |
September | Setemere |
October | Oktobere |
November | Nofemere |
December | Disemere |
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- Subjects & modules
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Major combinations: NQF Level 5: AFL1501, AFL1502 NQF Level 6: AFL2601, AFL2602, AFL2603 NQF Level 7: AFL3701, (AFL3702 or NSO3702), NSO3703, NSO3704, NSO3705 For BEd Students NQF Level 5: NSO1505, NSO1506, NSO1507, NSO1508, NSO1509 NQF Level 6: NSO2604, NSO2605, NSO2606, NSO2607
Applied African Languages Literature for First Additional Language, Foundation Phase - Sepedi - NSO1509 |
Under Graduate Degree | Semester module | NQF level: 5 | Credits: 12 |
Module presented in | |
The purpose of this module is to equip qualifying student teachers with the appropriate skills and knowledge of Sepedi Literature for First Additional language in the Foundation Phase. Qualifying graduates will be provided with the skills of interpreting literary texts in Sepedi, with an emphasis on childrenメs literature. The qualifying student teacher will be able to write about the genres of poetry, prose and oral literature with attention to the authorメs creative choices regarding language. |
Applied African Languages Grammar for Home Language teaching in the Intermediate Phase - Sepedi - NSO2604 |
Under Graduate Degree | Semester module | NQF level: 6 | Credits: 12 |
Module presented in | |
This module is aimed at student teachers in the Intermediate Phase in order to develop their competencies in the grammar of Sepedi. It intends to equip students with knowledge and skills of Sepedi as a Home Language in learning and teaching contexts. This includes insights into more advanced aspects of the grammar of the language which will be of practical value to them in the fields of language teaching and development. Qualifying student teachers will be proficient in using the language as Home Language in the Intermediate Phase classroom. |
Applied African Languages Literature for Home language teaching in the Intermediate Phase - Sepedi - NSO2605 |
Under Graduate Degree | Semester module | NQF level: 6 | Credits: 12 |
Module presented in | |
The purpose of this module is to equip qualifying student teachers with the appropriate skills and knowledge of Sepedi Literature for Home language in the B Ed intermediate Phase. Qualifying graduates will be provided with the skills of interpreting literary texts in Sepedi, with an emphasis on childrenメs literature. |
Applied African Languages Literature for First Additional Language, Intermediate Phase - Sepedi - NSO2606 |
Under Graduate Degree | Semester module | NQF level: 6 | Credits: 12 |
Module presented in | |
The purpose of this module is to equip qualifying student teachers in the Intermediate Phase with levels of African Language literature for First Additional Language that meet the threshold levels necessary for effective learning across the curriculum. Qualifying graduates will be exposed to the skills of analysing aspects of childrenメs literature in three different genres: prose, poetry and drama with close attention to authorsメ creative choices regarding language usage. Qualifying graduates will also develop the interpretative skills as well as their ability to write coherently and in compliance with the requirements of academic African language literature. The qualifying graduates will be able to analyse short stories, poetry and drama with an emphasis on childrenメs literature. |
Applied African Languages Grammar for First Additional language, Intermediate Phase - Sepedi - NSO2607 |
Under Graduate Degree | Semester module | NQF level: 6 | Credits: 12 |
Module presented in | |
The aim of this module is to equip student teachers with sufficient communication and grammar skills in Sepedi to be able to use it effectively in the intermediate phase as a first additional language. The module will provide student teachers with basic linguistic competencies for effective language practice. Furthermore, the module aims to advance and integrate language skills in order to conceptualise critical text analysis to qualifying student teachers with foundational knowledge and to assist them to gain insight and to develop critical listening, speaking, reading and writing skills. |
Indigenous Knowledge Systems and African Languages (Sepedi) - NSO3702 |
Under Graduate Degree | Semester module | NQF level: 7 | Credits: 12 |
Module presented in | Module presented online |
Students should demonstrate competence in at least one indigenous African language of South Africa. It is recommended that students complete NQF Level 6 (AFL2601, AFL2602 and AFL2603) before they enrol for this module. |
This module will afford students access to indigenous knowledge and activities in the development of African languages. Students credited with this module will be empowered with knowledge to understand African conduct and perspectives, be part of a developing community intellectually and able to identify with peopleメs values and have access to terminology and knowledge as well as activities of indigenous knowledge systems in development in African languages. |
An Introduction to Language Policy and Planning in South Africa: the Case of African Languages (Sepedi) - NSO3703 |
Under Graduate Degree | Semester module | NQF level: 7 | Credits: 12 |
Module presented in | Module presented online |
Students should demonstrate competence in at least one indigenous African language of South Africa. It is recommended that students complete NQF Level 6 (AFL2601, AFL2602 and AFL2603) before they enrol for this module. |
This module will be useful for students engaged in the field of language teaching, language practice, language consultancy, language services and language planning. The purpose of the module is to empower students by teaching them what language rights they have as citizens, to encourage the promotion and development of African languages as vehicles for reconstruction, and to help them view African languages as a resource with particular reference to Sepedi. Students credited with the module will be able to apply the relevant language policy in various situations, discuss and appreciate the uniqueness of the South African Language Policy and apply knowledge of policy development in the creation of workplace1 based language policies. |
Language Technology, Terminography and Lexicography (Sepedi) - NSO3704 |
Under Graduate Degree | Semester module | NQF level: 7 | Credits: 12 |
Module presented in | |
Students should demonstrate competence in at least one indigenous African language of South Africa. It is recommended that students complete NQF Level 6 (AFL2601, AFL2602 and AFL2603) before they enrol for this module. |
This module is useful to students engaged in language practice involving human language technology, terminography and lexicography. The module aims to equip students with insights into aspects of language technology with particular reference to Sepedi, and to the linguistic knowledge necessary when developing indigenous African languages in the area of terminology and lexicography. Students credited with the module will be able to demonstrate insight into a range of language technologies; identify, create and document terms and apply acquired dictionary compilation skills. |
Creative Writing and Translation (Sepedi) - NSO3705 |
Under Graduate Degree | Semester module | NQF level: 7 | Credits: 12 |
Module presented in | |
Students should demonstrate competence in at least one indigenous African language of South Africa. It is recommended that students complete NQF Level 6 (AFL2601, AFL2602 and AFL2603) before they enrol for this module. |
This module underscores the importance of literature as a custodian of culture and language. It guides the students into discovering and developing their creative talents and is intended to equip them with practical skills to produce different types of literary works, to translate literary texts from one language into another and to edit original and translated texts. Students credited with this module can become authors, translators, editors and critical reviewers of literary works. |
Applied African languages Grammar for Home Language Foundation and Intermediate Phase - Sepedi - NSO1505 |
Under Graduate Degree | Semester module | NQF level: 5 | Credits: 12 |
Module presented in | |
This module is intended to equip qualifying student teachers with the knowledge and skills of Sepedi as a Home Language so that it may be used as a language of learning and teaching in the Foundation and Intermediate Phases. Although listening and speaking skills are important, the emphasis is on the understanding of the various basic aspects of grammar of Sepedi, including phonetics, phonology, morphology, syntax and semantics. |
Applied African Languages Literature for Home Language Foundation and Intermediate Phase - Sepedi - NSO1506 |
Under Graduate Degree | Semester module | NQF level: 5 | Credits: 12 |
Module presented in | |
The purpose of this module is to equip qualifying student teachers with the appropriate skills and knowledge of Sepedi Literature for home language in the foundation phase. Qualifying graduates will be provided with the skills of interpreting literary texts in Sepedi, with an emphasis on childrenメs literature. The qualifying student teacher will be able to write about the genres of poetry, prose and oral literature with attention to the authorメs creative choices regarding language. |
Applied African Language Communicative Competence for Second Additional Language - Sepedi - NSO1507 |
Under Graduate Degree | Semester module | NQF level: 5 | Credits: 12 |
Module presented in | Module presented online |
This module intends to promote multilingualism and intercultural communication in Sepedi as a Second Additional Language for student teachers with no or little background knowledge of the language. It will provide student teachers with the opportunity to learn the basic language structure and vocabulary of Sepedi. Student teachers who achieve the outcomes of this course will be able to communicate on an elementary level with speakers of the language. They will be equipped with basic reading, listening and comprehension skills with emphasis on listening and speaking skills. |
Applied African Languages Grammar for First Additional Language - Sepedi - NSO1508 |
Under Graduate Degree | Semester module | NQF level: 5 | Credits: 12 |
Module presented in | |
This module intends to promote multilingualism and intercultural communication in Sepedi as a First Additional Language for B Ed Foundation and Intermediate Phases. This module will provide qualifying student teachers with levels of language proficiency that meet the threshold levels necessary for effective learning across the curriculum since learners may learn through the medium of their First Additional Language in the South African context. Student teachers will be exposed to an equal emphasis on the skills of listening, speaking, reading and writing. Qualifying student teachers will be able to function effectively in their immediate community as teachers in Sepedi as their first additional language. |
IMAGES
COMMENTS
This thesis investigates the development and merit of the Sepedi essay genre from 1943 to 1996. It describes, interprets, classifies and evaluates the works of various essayists, such as Matlala, Mahapa, Mabitje and Chupyane.
An in-depth review of the literature relatedto essay writing skills was presented. The literature review emphasized how someauthors interpreted essay writing skills. Different types of essays were unpacked for the learners and educators to make them aware of their differences and their different approaches. Different skills for essay
SEPEDI DITENG MOHUTA WA SET ŠWELET WA LETLAKALA 1. Morero 3 2. Magato a go ngwala 3 2.1 Tlhaloso ya magato a go ngwala 3 š 3. Dibopego le tšhomišo ya polelo 4 4 4. Mehuta ya ditaodišo 4.1.Taodi 6 šotlhalošo 6 4.2.Taodi okanegelo 7 4.3 Taodi šokgadimi/kgopodi išo/keleletšo 7 4.4 Taodi šongangi ano 8 4.5 Taodišokahlaahlo 9
This study guide is intended to serve as a resource for teachers and learners. It provides notes, examples, problem-solving exercises with solutions and examples of practical activities.
Essay writing is a stepping stone to broaden the learner s intellect because it helps him or her to think logically, to plan, create and synthesize information which has to be clearly understood by the reader. Brown (2002:1) asserts that it cannot be written haphazardly without following a specific structure and consolidating its ideas with its supporting ideas so that they adhere to the ...
Ditaodišo tša Sepedi (Sepedi) The objective of this investigation is to look into, and to describe, the development and merit of the Sepedi essay-oeuvre. The works taken into account are the essay collections that were published from 1943 to 1996. At the same time, the various sub-genres of the essay are described.
Studies. Computer Applications Technology (CAT) Grade 12 Practical Assessment Tasks (PAT) for 2023 and previous years. Wits University Past Exam Papers and Memos for Revision. Taodiso ya Sepedi: Diema tsa sepedi, speech in sepedi language, polelo ya sepedi, sepedi essay topicsTaodiso ka baswa ba lehono. Taodiso ka thutotaodiso ka theknolotsi e ...
The Sepedi language, also known as Northern Sotho or "Sesotho sa Laboa", is one of the official languages in South Africa and is spoken by more than 4.2 million people according to South Africa Gateway. It belongs to the Niger-Congo family of languages which is closely affiliated with the Setswana and Sesotho languages.
Further, the essays indicated that the learners struggled to write in Sepedi; they made spelling mistakes, had limited Sepedi vocabulary and struggled with conjunctive and disjunctive writing. Finally, the findings revealed that the dialectal variations between Khelobedu and Sepedi interfered with the learners' writing instead of being additive.
Qualifying graduates will be provided with the skills of interpreting literary texts in Sepedi, with an emphasis on childrenメs literature. The qualifying student teacher will be able to write about the genres of poetry, prose and oral literature with attention to the authorメs creative choices regarding language.
A mini dissertation that investigates the challenges and skills for essay writing in Sepedi language for Grade 10 learners in Gauteng province. It reviews the literature, methods, data analysis and recommendations for improving essay writing skills.
Further, the essays indicated that the learners struggled to write in Sepedi; they made spelling mistakes, had limited Sepedi vocabulary and struggled with conjunctive and disjunctive writing.
Abstract: Any discussion of the growth and development of essays in Sepedi must include the name of E.K.K. Matlala. Matlala was the first author to publish a volume of Sepedi essays. This publishing of this volume, entitled Mengwalo (Essays) Puku II, by Fort Hare University in 1943 is an event of historical importance in Sepedi literature.
Further, the essays indicated that the learners struggled to write in Sepedi; they made spelling mistakes, had limited Sepedi vocabulary and struggled with conjunctive and disjunctive writing. Finally, the findings revealed that the dialectal variations between Khelobedu and Sepedi interfered with the learners' writing instead of being additive.
Sepedi Language Module And Classroom Literacy Education Essay. Try make an intro that introduces what you are being asked to write about. (set the scene) South Africa is an extremely diverse country consisting of many different races, religions and cultures. Language works hand-in-hand with these three elements and is something that sets our ...
D.L Selamolela at Dagbreek Primary School teaches a lesson using a newspaper article. They learn about the title, the writer and what facts go into writing an article.
Hlahlo ya barutwana ya COVID-19 (SEPEDI) THOMA HLALO DINTLHA. Thobela, Re dumela gore le ka ithuta se sengwe mo ka COVID-19 gore lena le bagwera ba lena le bolokege. Kgwatha konope ya go thuša go thoma.
Best Sepedi Translator - English to Sepedi translation for Free. You can now easily and accurately translate English to Sepedi language with this tool. This tool will allow you to Translate English text into Sepedi text. Translating words, sentences, and paragraphs into Sepedi is not a difficult task anymore. ( 217 Votes, Notes: 4.9/5)
suggested that the learners also used Khelobedu words and pronunciation in their writing and spelt Sepedi words the way they pronounced them in Khelobedu. Further, the essays indicated that the learners struggled to write in Sepedi; they made spelling mistakes, had limited Sepedi vocabulary and struggled with conjunctive and disjunctive writing.
If Sesotho sa Leboa is your first language you can also visit our site in your language: Ditirelo tša Diphetolelo ka Afrika Borwa. Sesotho sa Leboa is the most spoken language in the City of Tshwane. Read more on our website: Translation Services Pretoria. Learn Sepedi (Sesotho sa Leboa / Northern Sotho) with tools to practice conversation ...
Qualifying graduates will be provided with the skills of interpreting literary texts in Sepedi, with an emphasis on childrenメs literature. The qualifying student teacher will be able to write about the genres of poetry, prose and oral literature with attention to the authorメs creative choices regarding language.
This video teachers Sepedi languageb using basic CV format the aim is to teach a langunge. The video link https://youtu.be/QxRDd2ji0K4for more videos visit t...
The essay concept is then defined. This necessarily led to a description of the genesis of this genre. Here short reference is made to the early French art of the essay. At this point the essay in English is also mentioned, primarily because of the connection to the essayist in Sepedi.