Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 3rd Term
Week: 8
Age: 15 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Yoruba Language Structure
Previous Lesson: Ìsõrí Õrõ: Õrõ-Aröpò Orúkô.
Topic: ÀWÔN ÊYÀ ARA FÚN ÌRÓ ÈDÈ PÍPÈ (Speech Organs for Pronouncing Sounds)
Subject Matter: Kín ni àfipè, oríśi àfipè tí ó wà, êyà ara àfipè àkànmölê àti àsúnsí, àfipè tí a lè fi ojú rí àti èyí tí a kò lè fi ojú rí, àpín êyà ara ìpè ìró sí ìsõrí.

Specific Objectives

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

Cognitive Domain:

Define an articulator (àfipè).
List at least five speech organs used in Yoruba sound production.
Classify articulators into active (àkànmölê) and passive (àsúnsí).
Differentiate between visible (tí a lè fi ojú rí) and invisible (èyí tí a kò lè fi ojú rí) articulators.

Affective Domain:

Appreciate the importance of speech organs for clear communication.
Show interest in learning about the mechanics of sound production.

Psychomotor Domain:

Identify various speech organs on a diagram of the human head.
Demonstrate the use of different articulators to produce Yoruba sounds.

Participate actively in class discussions about speech organs.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Yoruba Language.
State Unified Scheme of Work for Senior Secondary Schools.
Aláwiyé Yorùbá Titun fun Ilé Ìwé Gírámà Agba 1.
Fágúnwà, D. O. (2000). Ìwé Ìmô Yorùbá fún Ilé Ìwé Gírámà Agba. Evans Brothers (Nigeria) Publishers.

Instructional Materials

The teacher will teach this lesson with the aid of:

Pátákó ìköwé (blackboard/whiteboard)
Kádíböõdù (cardboard) showing a diagram of the human speech organs.
Àwòrán ènìyàn tí ó fi ibi ìpè ìró hàn (diagram of a human head illustrating speech organs).

Rationale for the Lesson

Understanding speech organs helps pupils grasp how sounds are produced in Yoruba, which is important for correct pronunciation and clear communication. This knowledge also forms a foundation for advanced studies in linguistics and phonetics, enabling pupils to better understand their language.

Prerequisite/Previous Knowledge

Pupils are expected to have basic knowledge of parts of the human body and some fundamental Yoruba sounds from their earlier studies.

Lesson Content/Board Summary

ÀWÔN ÊYÀ ARA FÚN ÌRÓ ÈDÈ PÍPÈ (Speech Organs for Pronouncing Sounds)

Kín Ni Àfipè? (What is an Articulator?)

Àfipè jé êyà ara ènìyàn tí a ń lò láti fi pe ìró èdè jáde. Wôn máa ń śiśê pölú ara wọn láti mú kí ìró èdè jáde ní öna tó tójú.

Àwôn Êyà Ara Ìpè Ìró (Speech Organs)

Àwôn êyà ara ìpè ìró jé gbogbo ibi nínú ara tí ó ń śiśê pölú ara wọn láti mú ìró èdè jáde. Àwôn wônyí ni:

Ètè (Lips)
Ètí (Teeth)
Àtélèhìn ètí (Alveolar ridge)
Àjà ìka (Hard palate)
Àjà àrõrõ (Soft palate/Velum)
Ahôn (Tongue)
Kòtò òfun (Pharynx)
Ìhò imú (Nasal cavity)
Ìhò înú (Oral cavity)
Orùn (Larynx/Voice box)
Ọfun (Glottis)
Fùkúfùkú (Lungs)

Oríśi Àfipè: Àkànmölê Àti Àsúnsí (Types of Articulators: Active and Passive)

A lè pín àfipè sí ìsõrí méjì gbòógán, èyíun ni àkànmölê àti àsúnsí.

Àkànmölê (Active Articulators): Àwôn wônyí ni àwôn êyà ara tí ó máa ń rìn tàbí tí ó máa ń śiśê láti fi bá àwôn êyà ara mìíràn pàdé láti pe ìró èdè. Ìrìn wọn ni ó máa ń fa ìyípadà nínú ìhò înú tàbí ìhò imú.

Àwôn àkànmölê ni:

Ètè ìsàlê (Lower lip)
Ahôn (Tongue – gbogbo apá rë)
Àjà àrõrõ (Soft palate/Velum)

Àsúnsí (Passive Articulators): Àwôn wônyí ni àwôn êyà ara tí kò rìn, ṣùgbôn tí àwôn àkànmölê máa ń lọ bá láti pe ìró. Wôn dúró śinśin.

Àwôn àsúnsí ni:

Ètè òkè (Upper lip)
Ètí òkè (Upper teeth)
Àtélèhìn ètí (Alveolar ridge)
Àjà ìka (Hard palate)

Àfipè Tí A Lè Fi Ojú Rí Àti Èyí Tí A Kò Lè Fi Ojú Rí (Visible and Invisible Articulators)

A lè pín àfipè sí ìsõrí méjì mìíràn nípa bóyá a lè fi ojú rí wọn tàbí a kò lè rí wọn.

Àfipè Tí A Lè Fi Ojú Rí (Visible Articulators): Àwôn wônyí ni àwôn êyà ara ìpè ìró tí a lè fi ojú rí nígbà tí a bá śí ẹnu tàbí tí a bá wò lójú. Wôn wà ní ìta tàbí ní ẹnu.

Àwọn wọnyí ni:

Ètè (Lips)
Ètí (Teeth)
Ahôn (Tongue)
Àjà àrõrõ (Soft palate/Velum – tí a bá wò dáadáa)

Àfipè Tí A Kò Lè Fi Ojú Rí (Invisible Articulators): Àwôn wônyí ni àwôn êyà ara ìpè ìró tí a kò lè fi ojú rí láìlo àwọn ohun èlò kan pàtó. Wôn wà nínú ara.

Àwọn wọnyí ni:

Àtélèhìn ètí (Alveolar ridge)
Àjà ìka (Hard palate)
Kòtò òfun (Pharynx)
Orùn (Larynx/Voice box)
Fùkúfùkú (Lungs)

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction/Recall
Teacher’s Activity: The teacher greets the pupils and asks them to mention some parts of their body. The teacher then guides them to identify parts of the mouth and throat that they use when speaking.
Pupils’ Activity: Pupils respond to greetings, mention body parts, and identify parts of the mouth/throat.
Learning Point: Pupils recall prior knowledge of body parts and connect it to speech.

Step 2: Presentation of Topic

Time: 5 minutes
Teaching Skill: Explanation/Introduction
Teacher’s Activity: The teacher introduces the topic: “ÀWÔN ÊYÀ ARA FÚN ÌRÓ ÈDÈ PÍPÈ” (Speech Organs for Pronouncing Sounds), writes it on the board, and explains that the lesson will focus on how we use different parts of our body to make speech sounds.
Pupils’ Activity: Pupils listen attentively and write down the topic in their notebooks.
Learning Point: Pupils are aware of the lesson’s focus.

Step 3: Explanation of Àfipè (Articulator) and General Speech Organs

Time: 10 minutes
Teaching Skill: Elucidation/Demonstration
Teacher’s Activity: The teacher defines ‘àfipè’ (articulator) and, using the diagram of speech organs, points to and names the various organs involved in sound production in Yoruba (e.g., ètè, ahôn, ètí, àjà ìka, àjà àrõrõ, orùn, fùkúfùkú). The teacher pronounces some Yoruba sounds and asks pupils to feel which parts of their mouth are moving.
Pupils’ Activity: Pupils listen, observe the diagram, repeat the names of the organs, and try to feel the movement of their articulators as they pronounce sounds.
Learning Point: Pupils understand what an articulator is and can identify various speech organs.

Step 4: Classification of Articulators: Àkànmölê (Active) and Àsúnsí (Passive)

Time: 10 minutes
Teaching Skill: Categorization/Explanation
Teacher’s Activity: The teacher explains the difference between active (àkànmölê) and passive (àsúnsí) articulators. Using the diagram, the teacher points out examples of each, explaining why they are classified as such (e.g., the tongue moves, so it’s active; the upper teeth are stationary, so they are passive).
Pupils’ Activity: Pupils listen, ask questions for clarity, and identify active and passive articulators on the diagram.
Learning Point: Pupils can classify articulators into active and passive types.

Step 5: Visible and Invisible Articulators

Time: 5 minutes
Teaching Skill: Differentiation/Illustration
Teacher’s Activity: The teacher explains the concept of visible (tí a lè fi ojú rí) and invisible (èyí tí a kò lè fi ojú rí) articulators, giving examples of each. The teacher encourages pupils to look into a mirror (if available) or observe each other to identify visible articulators.
Pupils’ Activity: Pupils listen, participate in the observation activity, and identify visible and invisible articulators.
Learning Point: Pupils can differentiate between visible and invisible articulators.

Step 6: Board Summary/Note-Taking

Time: 5 minutes
Teaching Skill: Summarization/Writing
Teacher’s Activity: The teacher guides pupils to summarize the key points discussed and writes the main points of the lesson content on the board for pupils to copy.
Pupils’ Activity: Pupils copy the notes from the board into their notebooks.
Learning Point: Pupils consolidate their learning by taking notes.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Kín ni àfipè? (What is an articulator?)
Mënuba àwôn êyà ara ìpè ìró márùn-ún. (Mention five speech organs.)
Kí ni ìyàtõ tó wà láàrin àfipè àkànmölê àti àsúnsí? (What is the difference between active and passive articulators?)
Fún àpẹrẹ àfipè tí a lè fi ojú rí méjì. (Give two examples of visible articulators.)

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Reinforcement/Assignment
Teacher’s Activity: The teacher summarizes the lesson by reiterating the importance of speech organs for clear pronunciation. The teacher gives an assignment: “Ya àwòrán êyà ara ìpè ìró, kí o sì śe àkíyèsí àwôn àfipè àkànmölê àti àsúnsí.” (Draw a diagram of speech organs and label the active and passive articulators.)
Pupils’ Activity: Pupils listen to the summary and copy the assignment.
Learning Point: Pupils’ understanding is reinforced, and they are given further practice.

Lesson Keywords

Àfipè – Êyà ara tí a ń lò láti pe ìró èdè jáde (An organ used to produce speech sounds).
Àkànmölê – Àfipè tí ó máa ń rìn tàbí śiśê (Active articulator).
Àsúnsí – Àfipè tí kò rìn, tí ó dúró śinśin (Passive articulator).
Êyà Ara – Apá ara ènìyàn (Body parts/Organs).
Ìró Èdè – Ohùn tí a ń fi ẹnu tàbí imú ṣe (Speech sound).

Differentiation

For pupils who grasp concepts quickly, they can be asked to identify specific Yoruba sounds and the articulators involved in their production. For pupils who require more support, the teacher will provide additional visual aids and simplified explanations, ensuring they can identify the basic speech organs and their primary functions.

Note for teachers using this lesson plan

Ensure to use clear and audible pronunciation when demonstrating sounds. Encourage active participation by asking pupils to feel the movement of their own speech organs. The diagram of speech organs is very important for visual learners. Adjust the pace based on the pupils’ understanding and engagement.