Lesson Note on Ire-Iren Fassara: Nau’o’i Da Misalai for SS 2

Class: Senior Secondary School 2 (SS2 / SSS 2)
Term: 3rd Term
Week: 3
Age: 16 years
Duration: 45 minutes
Subject: Hausa
Curriculum Theme: Harshe da Adabi
Previous Lesson: Auna Fahimta: Ire-Ire Na Labari, Jawabi Da Waƙa.
Topic: Ire-iren fassara
Subject Matter: Ma’anar fassara (canja saƙo daga harshe zuwa wani harshe), fassarar baƙi da baƙi, fassarar nan take, fassara mai yanci.

Specific Objectives

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

Cognitive Domain:

• Su bayyana ma’anar fassara.
• Su lissafa ire-iren fassara daban-daban.

Affective Domain:

• Su fahimci muhimmancin fassara a sadarwa da kuma ilimi.
• Su nuna sha’awar koyon yadda ake yin fassara da kyau.

Psychomotor Domain:

• Su yi atisayen fassara a rubuce ko ta baki.
• Su bambanta tsakanin nau’ikan fassara daban-daban.

Social Domain:

• Su yi aiki tare da abokan aji wajen yin atisayen fassara.
• Su raba ra’ayoyinsu game da fassara da sauran ɗalibai.

Reference Materials

The following resources were used in planning this lesson:

• Senior Secondary Schools Education Curriculum
• State Unified Scheme of Work
• Littafin Hausa na SSS 2
• https://www.nerdc.gov.ng
• https://www.education.gov.ng

Instructional Materials

The teacher will teach this lesson with the aid of:

• Littafi
• Rubutun harsuna biyu
• Allo
• Alƙalami
• Takardun aiki

Rationale for the Lesson

Wannan darasi yana da muhimmanci domin zai taimaka wa ɗalibai su fahimci yadda ake canja saƙo daga harshe zuwa wani. Zai kuma nuna musu muhimmancin fassara a sadarwa da kuma bunƙasa ilimi a rayuwar yau da kullum.

Prerequisite/Previous Knowledge

Ɗalibai suna da masaniya a kan harsuna biyu kuma sun san yadda ake amfani da su wajen sadarwa.

Lesson Content/Board Summary

Ire-iren Fassara

Ma’anar Fassara

Fassara ita ce canja saƙo, magana, ko rubutu daga harshe ɗaya zuwa wani harshe, tare da kiyaye ma’anar asali gwargwadon yadda zai yiwu. Manufar fassara ita ce isar da saƙo iri ɗaya ga masu amfani da wani harshe daban.

Ire-iren Fassara

Akwai ire-iren fassara da dama, amma ga wasu daga ciki:

• Fassarar Baƙi da Baƙi (Word-for-word Translation)

  Ita ce fassarar da ake yi kalma-kalma, ba tare da la’akari da tsarin nahawun harshen da ake fassarawa ba. Ana amfani da ita musamman wajen koyon harshe ko kuma don fahimtar ma’anar kowace kalma ɗai-ɗai.

  Misali:

  • English: “I am going to school.”
  • Hausa (baƙi da baƙi): “Ni ne zuwa makaranta.” (Wannan ba Hausa ce mai kyau ba, amma ana fassara kalma-kalma).
• Fassarar Nan Take (Literal Translation)

  Ita ce fassara da ake yi ta hanyar canja saƙo kai tsaye daga harshe ɗaya zuwa wani, amma ana ƙoƙarin kiyaye tsarin nahawun harshen da ake fassarawa gwargwadon yadda zai yiwu. Tana iya zama ba ta da santsi sosai idan aka kwatanta da fassara mai yanci, amma tana kusa da ma’anar asali.

  Misali:

  • English: “The boy eats yam.”
  • Hausa (nan take): “Yaron yana ci doya.” (Wannan ya fi dacewa da Hausa fiye da fassarar baƙi da baƙi).
• Fassara Mai Yanci (Free Translation / Idiomatic Translation)

  Ita ce fassarar da ake yi ta hanyar canja saƙo daga harshe ɗaya zuwa wani, amma ana mai da hankali kan isar da ma’anar asali gaba ɗaya, ba tare da damuwa da kiyaye tsarin kalma-kalma ko nahawun harshen asali ba. Ana amfani da ita wajen fassarar adabi, waƙoƙi, maganganun azanci, da sauran rubuce-rubucen da ke buƙatar sassauci don isar da ma’ana yadda ya kamata a sabon harshen.

  Misali:

  • English: “It’s raining cats and dogs.”
  • Hausa (mai yanci): “Ana ruwan sama kamar da bakin ƙwarya.” (Maimakon “Ruwa yana ruwan kuli-kuli da karnuka,” wanda ba shi da ma’ana a Hausa).

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: Malam ya shiga aji, ya gaishe da ɗalibai, kuma ya yi bitar darasin da ya gabata a taƙaice. Sa’an nan ya gabatar da sabon darasi ta hanyar tambayar su ma’anar fassara.
Pupils’ Activity: Ɗalibai sun amsa gaisuwa, sun tuna darasin da ya gabata, kuma sun yi ƙoƙarin bayyana ma’anar fassara.
Learning Point: Ɗalibai sun tuna darasin da ya gabata kuma an gabatar musu da sabon darasi.

Step 2: Ma’anar Fassara

Time: 7 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: Malam ya bayyana ma’anar fassara dalla-dalla a allo, yana mai jaddada cewa ita ce canja saƙo daga harshe ɗaya zuwa wani.
Pupils’ Activity: Ɗalibai sun saurara da kyau kuma sun rubuta ma’anar a littattafansu na rubutu.
Learning Point: Ɗalibai sun fahimci ma’anar fassara.

Step 3: Fassarar Baƙi da Baƙi

Time: 7 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: Malam ya bayyana fassarar baƙi da baƙi (word-for-word translation) kuma ya bada misalai masu yawa a allo don ƙarin fahimta.
Pupils’ Activity: Ɗalibai sun saurara, sun rubuta bayani da misalai, kuma sun yi ƙoƙarin bada nasu misalan.
Learning Point: Ɗalibai sun fahimci yadda ake yin fassarar baƙi da baƙi.

Step 4: Fassarar Nan Take

Time: 7 minutes
Teaching Skill: Explanation/Comparison
Teacher’s Activity: Malam ya bayyana fassarar nan take (literal translation), ya bambanta ta da fassarar baƙi da baƙi, kuma ya bada misalai masu dacewa.
Pupils’ Activity: Ɗalibai sun saurara, sun rubuta bayanin, kuma sun yi ƙoƙarin fahimtar bambancin tsakanin nau’ikan biyu.
Learning Point: Ɗalibai sun fahimci fassarar nan take da bambancinta da sauran.

Step 5: Fassara Mai Yanci

Time: 7 minutes
Teaching Skill: Explanation/Application
Teacher’s Activity: Malam ya bayyana fassara mai yanci (free translation), ya bada misalai masu dacewa, musamman na maganganun azanci, da kuma yadda ake amfani da ita a rayuwar yau da kullum.
Pupils’ Activity: Ɗalibai sun saurara, sun rubuta bayani, kuma sun bada nasu misalan na fassara mai yanci.
Learning Point: Ɗalibai sun fahimci fassara mai yanci.

Step 6: Atisaye

Time: 5 minutes
Teaching Skill: Practical Application
Teacher’s Activity: Malam ya rubuta jimloli daban-daban a allo kuma ya umurci ɗalibai su fassara su zuwa Hausa ko Ingilishi ta amfani da ire-iren fassarar da aka koya.
Pupils’ Activity: Ɗalibai sun yi atisayen a littattafansu na rubutu, suna ƙoƙarin amfani da nau’ukan fassarar da suka koya.
Learning Point: Ɗalibai sun yi amfani da ilimin da suka samu wajen yin atisaye.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: Malam ya tantance fahimtar ɗalibai ta hanyar yin tambayoyi masu zuwa:

1. Menene ma’anar fassara?
2. Lissafa ire-iren fassara uku da ka koya.
3. Menene bambanci tsakanin fassarar baƙi da baƙi da kuma fassarar nan take?
4. Fassara wannan jimla zuwa Hausa ta hanyar amfani da fassara mai yanci: “Don’t count your chickens before they hatch.”

Pupils’ Activity: Ɗalibai sun amsa tambayoyi a baki da kuma a rubuce.
Learning Point: Ɗalibai sun nuna fahimtar darasin.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarization
Teacher’s Activity: Malam ya taƙaita darasin, ya sake jaddada muhimmancin fassara a rayuwar yau da kullum, kuma ya ba su aikin gida.
Pupils’ Activity: Ɗalibai sun saurara kuma sun rubuta aikin gida.
Learning Point: An kammala darasin kuma an ba ɗalibai aikin gida.

Lesson Keywords

• Fassara – Canja saƙo, magana, ko rubutu daga harshe ɗaya zuwa wani.
• Baƙi da Baƙi – Nau’in fassara da ake yi kalma-kalma.
• Nan Take – Nau’in fassara da ake yi kai tsaye, amma ana kiyaye nahawu gwargwadon hali.
• Mai Yanci – Nau’in fassara da ke mai da hankali kan isar da ma’ana gaba ɗaya, ba tare da damuwa da tsarin asali ba.

Differentiation

Za a ba ɗalibai masu saurin fahimta ƙarin atisaye masu wuya, kamar fassarar gajerun labarai ko waƙoƙi. A gefe guda, za a ba masu buƙatar taimako ƙarin bayani da misalai masu sauƙi, tare da kulawa ta musamman don tabbatar da sun fahimci kowane nau’i na fassara.

Note for teachers using this lesson plan

Ya kamata malam ya tabbatar da cewa ya yi amfani da misalai masu yawa da kuma sanannu don taimaka wa ɗalibai su fahimci kowane nau’i na fassara. Haka kuma, ya kamata ya ƙarfafa ɗalibai su yi tambayoyi kuma su shiga cikin muhawara don zurfafa fahimtarsu. Ana iya amfani da rubutun harsuna biyu a matsayin kayan koyarwa.