Fassara a Aikace: Fassara Mai Yanci da Guje wa Fassarar Kalma-da-Kalma for SS 3

Class: SS 3
Term: First Term
Week: 8
Age: 14 years
Duration: 45 minutes
Subject: Hausa Language
Topic: Ci gaba da fassara a aikace: Fassara Mai Yanci da Guje wa Fassarar Kalma-da-Kalma
Subject Matter: Yin fassara mai yanci; Gujewa yin fassarar kalma da kalma

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Bangaren Fahimta (Cognitive Domain)

• Fassara ma’anar fassara mai yanci.
• Bayyana dalilan da ya sa ake guje wa fassarar kalma-da-kalma.
• Bambance tsakanin fassara mai yanci da fassarar kalma-da-kalma.

Bangaren Ji da Hali (Affective Domain)

• Nuna sha’awa wajen yin fassara mai inganci.
• Gane mahimmancin isar da ma’ana a fassara.

Bangaren Aiki (Psychomotor Domain)

• Fassara gajerun rubutu ko jimloli cikin yanci.
• Gano kurakurai a fassarar kalma-da-kalma da kuma gyara su.

Bangaren Zamantakewa (Social Domain)

• Aiki tare da abokan karatu wajen yin atisayen fassara.
• Raba ra’ayoyi kan dabarun fassara da abokan karatu.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Littafin Hausa na SS 3 (misali: Littafin Harshen Hausa na JSS da SS)
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Allon rubutu ko farin allo
• Alkalama ko alli
• Littattafan Hausa da na Turanci
• Misalai na rubutu don fassarawa (daga littattafan NECO/WASSCE da aka amince)
• Takardu ko littattafan rubutu

Rationale for the Lesson

Wannan darasi yana da mahimmanci domin yana bai wa dalibai damar fahimtar yadda ake yin fassara mai inganci da kuma guje wa kurakuran da ke faruwa a fassarar kalma-da-kalma. Fahimtar fassara mai yanci zai taimaka musu wajen sadarwa yadda ya kamata tsakanin harsuna daban-daban, musamman a jarabawar NECO da WASSCE.

Prerequisite/Previous Knowledge

Dalibai sun riga sun san menene fassara da kuma wasu ka’idojin fassara na asali. Sun kuma san yadda ake amfani da kalmomi da jimloli a harshen Hausa da Turanci.

Lesson Content/Board Summary

Ci gaba da fassara a aikace: Fassara Mai Yanci da Guje wa Fassarar Kalma-da-Kalma

Fassara Mai Yanci (Free Translation)

Fassara mai yanci wani nau’in fassara ne da ke mai da hankali kan isar da cikakkiyar ma’anar rubutun asali (source text) zuwa harshen da ake fassarawa (target language) ba tare da bin tsarin kalma-da-kalma ba. Manufar ita ce a tabbatar da cewa fassarar ta kasance mai fahimta, mai kyau, kuma ta dace da al’adar harshen da ake fassarawa, kamar dai an rubuta ta ne a cikin wannan harshen tun farko.

Abubuwan da ake kiyayewa a fassara mai yanci:

1. Isar da Ma’ana: Babban abin da ake dubawa shi ne ko an isar da ainihin ma’anar rubutun asali yadda ya kamata.
2. Ingancin Harshe: Fassarar ta kasance mai kyau a harshen da aka fassara, ba tare da nuna alamun cewa fassara ce ba.
3. Dacewa da Al’ada: A yi amfani da kalmomi ko maganganun da suka dace da al’ada da fahimtar masu amfani da harshen da aka fassara.
4. Salo: A kiyaye salon rubutun asali gwargwadon iko.

Misali:

Turanci: “It’s raining cats and dogs.”

Fassara Mai Yanci (Hausa): “Ana ruwan sama kamar da bakin ƙwarya.” (Maimakon “Kyanwa da karnuka suna ruwa.”)

Gujewa Fassarar Kalma-da-Kalma (Avoiding Word-for-Word Translation)

Fassarar kalma-da-kalma wani nau’in fassara ne da ake yi ta hanyar fassara kowace kalma daga rubutun asali zuwa harshen da ake fassarawa, ba tare da la’akari da ma’anar jumla gaba ɗaya ba ko kuma tsarin harshen da ake fassarawa. Wannan nau’in fassara yakan haifar da rubutu mara ma’ana, mara kyau, kuma wanda ba a fahimta.

Dalilan da ya sa ake guje wa fassarar kalma-da-kalma:

1. Rashin Ma’ana: Yawancin lokaci fassarar kalma-da-kalma tana rasa ainihin ma’anar rubutun asali, ko ma ta canza ma’anar gaba ɗaya.
2. Rashin Inganci: Rubutun da aka fassara yakan zama mara kyau, ba tare da bin ka’idojin nahawun harshen da aka fassara ba.
3. Rashin Fahimta: Masu karatu ba za su fahimci abin da aka fassara ba saboda tsarin jumlolin ba shi da ma’ana.
4. Bambancin Al’adu: Wasu maganganu ko karin magana suna da ma’ana ta musamman a wani harshe, idan aka fassara su kalma-da-kalma, za su rasa ma’anarsu ko su zama abin dariya.

Misali:

Turanci: “How are you?”

Fassarar Kalma-da-Kalma (Hausa): “Yaya kake?” (Wannan ya dace, amma ba koyaushe yake dacewa ba.)

Turanci: “He kicked the bucket.” (Ma’ana: Ya mutu)

Fassarar Kalma-da-Kalma (Hausa): “Ya harbi guga.” (Wannan ba shi da ma’ana a Hausa, maimakon “Ya rasu” ko “Ya mutu”.)

Teaching Methods/Instructional Techniques

Tattaunawa, Bayani, Aiki Tare, Tambaya da Amsa, Aiki da Misalai, Aiki na Mutum Ɗaya.

Instructional Procedures

Step 1: Gabatarwa

Time: 5 minutes

Teaching Skill: Tambaya/Bayani

Teacher’s Activity: Malami zai fara darasin ta hanyar tambayar dalibai game da abin da suka sani game da fassara gaba ɗaya. Zai kuma yi musu gajeren bayani game da mahimmancin fassara a rayuwar yau da kullum.

Pupils’ Activity: Dalibai za su ba da amsa ga tambayoyin malami kuma su saurara da kyau.

Learning Point: Mahimmancin fassara

Step 2: Bayanin Fassara Mai Yanci

Time: 8 minutes

Teaching Skill: Bayani/Misalai

Teacher’s Activity: Malami zai bayyana ma’anar fassara mai yanci, yana mai jaddada cewa babban abin da ake bukata shi ne isar da ma’ana ba kalmomi ba. Zai ba da misalai na yadda ake fassara cikin yanci daga Turanci zuwa Hausa da akasin haka.

Pupils’ Activity: Dalibai za su saurara da kyau, su rubuta muhimman bayanai kuma su yi tambayoyi don ƙarin fahimta.

Learning Point: Ma’anar fassara mai yanci

Step 3: Aiki da Misalai na Fassara Mai Yanci

Time: 7 minutes

Teaching Skill: Aiki Tare/Jagora

Teacher’s Activity: Malami zai rubuta gajerun jimloli ko rubutu a allo kuma ya jagoranci dalibai su yi fassara mai yanci. Zai yi amfani da misalai daga littattafan NECO/WASSCE da aka amince.

Pupils’ Activity: Dalibai za su yi aiki tare ko mutum ɗaya don fassara jimlolin, sannan su karanta fassarar su aji.

Learning Point: Aiwatar da fassara mai yanci

Step 4: Bayanin Gujewa Fassarar Kalma-da-Kalma

Time: 5 minutes

Teaching Skill: Bayani/Nuni

Teacher’s Activity: Malami zai bayyana menene fassarar kalma-da-kalma da kuma dalilan da ya sa ake guje mata. Zai nuna yadda irin wannan fassarar ke haifar da rashin ma’ana ko rashin fahimta.

Pupils’ Activity: Dalibai za su saurara kuma su rubuta dalilan da ya sa ake guje wa fassarar kalma-da-kalma.

Learning Point: Dalilan gujewa fassarar kalma-da-kalma

Step 5: Misalai na Fassarar Kalma-da-Kalma da Kurakuranta

Time: 5 minutes

Teaching Skill: Misalai/Gyara

Teacher’s Activity: Malami zai rubuta wasu jimloli a allo da aka fassara kalma-da-kalma kuma ya nuna wa dalibai kurakuran da ke ciki. Zai kuma nuna musu yadda za a gyara su zuwa fassara mai yanci.

Pupils’ Activity: Dalibai za su gano kurakuran kuma su ba da shawarwari kan yadda za a gyara su.

Learning Point: Gane kurakuran fassarar kalma-da-kalma

Step 6: Atisayen Bambance-bambance

Time: 6 minutes

Teaching Skill: Aiki na Mutum Ɗaya/Tattaunawa

Teacher’s Activity: Malami zai raba dalibai zuwa ƙungiyoyi ko kuma ya ba kowane ɗalibi aiki na mutum ɗaya inda za su bambance tsakanin fassara mai yanci da fassarar kalma-da-kalma a cikin misalai daban-daban.

Pupils’ Activity: Dalibai za su yi aikin, sannan su tattauna amsoshinsu da malami da abokan karatu.

Learning Point: Bambancin fassarori

Step 7: Tantancewa/Bita

Time: 5 minutes

Teaching Skill: Tambaya/Assessment

Teacher’s Activity: Malami zai tantance fahimtar dalibai ta hanyar yin tambayoyi masu zuwa:

1. Menene ma’anar fassara mai yanci?
2. Ka bayyana dalilai biyu da ya sa ake guje wa fassarar kalma-da-kalma.
3. Ka fassara jimlar “The early bird catches the worm” zuwa Hausa cikin yanci.
4. Ka ba da misalin fassarar kalma-da-kalma da ba ta dace ba.

Pupils’ Activity: Dalibai za su amsa a baki da kuma a rubuce.

Learning Point: Fahimtar fassarar yanci da kalma-da-kalma

Step 8: Rubuta Bayanai

Time: 4 minutes

Teaching Skill: Jagorar Rubutu

Teacher’s Activity: Malami zai jagoranci dalibai su rubuta muhimman bayanai na darasin da ke kan allo a cikin littattafansu na rubutu.

Pupils’ Activity: Dalibai za su rubuta bayanan darasin a littattafansu da kyau.

Learning Point: Rubuta bayanai na darasi

Step 9: Kammalawa

Time: 3 minutes

Teaching Skill: Kammalawa/Ƙarfafawa

Teacher’s Activity: Malami zai taƙaita darasin, yana mai ƙarfafa dalibai su ci gaba da yin aiki da fassara mai yanci don inganta ƙwarewarsu. Zai kuma amsa duk wata tambaya ta ƙarshe daga dalibai.

Pupils’ Activity: Dalibai za su saurara kuma su yi tambayoyi idan akwai.

Learning Point: Ƙarfafa fahimtar darasi

Continuous Assessment/Further Study

Type: Aikin Gida

Instruction: Ka fassara rubutu mai zuwa daga Turanci zuwa Hausa, kana mai tabbatar da cewa fassarar taka mai yanci ce kuma ta isar da ma’ana yadda ya kamata:

1. “Education is the most powerful weapon which you can use to change the world.”
2. “A stitch in time saves nine.”
3. “The early bird catches the worm.”
4. “Health is wealth.”
5. “Actions speak louder than words.”

Lesson Keywords

• Fassara – Canja rubutu ko magana daga harshe ɗaya zuwa wani.
• Fassara Mai Yanci – Fassara da ke mai da hankali kan ma’ana da ingancin harshe, ba kalma-da-kalma ba.
• Fassarar Kalma-da-Kalma – Fassara da ke canja kowace kalma daga harshe ɗaya zuwa wani, ba tare da la’akari da ma’ana gaba ɗaya ba.
• Rubutun Asali – Rubutun farko da ake fassarawa.
• Harshen Fassara – Harshen da ake fassara rubutun asali zuwa gare shi.

Differentiation

Ga dalibai masu saurin fahimta, malami zai iya ba su ƙarin rubutu masu tsawo ko masu ɗauke da karin magana don fassarawa. Ga dalibai masu buƙatar taimako, malami zai iya ba su gajerun jimloli ko kuma ya yi musu jagora mataki-mataki wajen yin fassara.

Suggested Lesson Videos

Don ƙarin bayani kan fassara, dalibai za su iya bincika YouTube da kalmomin “yadda ake fassara Hausa zuwa Turanci” ko “free translation techniques Hausa”.

Teacher Guide for Using This Lesson Plan

Malami ya tabbatar ya shirya misalai na rubutu daga littattafan NECO/WASSCE da aka amince don dalibai su yi aiki da su. Ya kamata a mai da hankali sosai wajen nuna bambanci tsakanin fassara mai yanci da fassarar kalma-da-kalma, ta hanyar ba da misalai masu yawa. A lokacin koyarwa, malami ya ƙarfafa dalibai su yi tambayoyi kuma su shiga cikin tattaunawa. A matakin aiki na mutum ɗaya ko na ƙungiya, malami ya zagaya aji don ba da jagora da gyara kurakurai nan take. Bayan an kammala tattaunawa da misalai, malami zai jagoranci dalibai su rubuta takaitaccen darasin a allo, sannan ya ba da aikin gida don ƙarfafa fahimtar darasin.