Class: Primary 3
Term: First Term
Week: 12
Age: 8 years
Duration: 45 minutes
Subject: Hausa Language
Curriculum Theme: Hausa Language
Previous Lesson: Bitar Aikin Baya, Harshe, Imebe Ahịrịokwu Mfe and Mmụgharị Ihe a Kụziri.
Topic: Harshe
Subject Matter: Ƙarin Ƙalmonin aiki: a. Aikatau aikin kalma b. Tantance aikin kalma

Specific Objectives

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

Cognitive Domain:

Gane ma’anar aikatau a cikin Hausa.
Bayyana aikin aikatau a cikin jimla.
Fitar da aikatau daga jerin kalmomi.

Affective Domain:

Nuna sha’awar amfani da aikatau daidai a magana da rubutu.
Gane muhimmancin aikatau wajen gina jimla mai ma’ana.

Psychomotor Domain:

Rubuta jimla guda biyu ko uku masu dauke da aikatau.
Tantance aikatau a cikin gajeren rubutu da aka ba su.

Haɗa kai da abokan aji wajen gano aikatau.
Tattauna da abokan aji kan yadda za a yi amfani da aikatau daidai.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
State Unified Scheme of Work
Littafin Hausa na Firamare 3
https://www.youtube.com/watch?v=HausaVerbsLesson

Instructional Materials

The teacher will teach this lesson with the aid of:

Allon rubutu da alli
Takardun rubutu (flashcards) masu dauke da aikatau daban-daban
Misalan jimloli a rubuce

Rationale for the Lesson

Wannan darasi yana da muhimmanci domin yana taimaka wa ɗalibai su fahimci yadda ake gina jimloli masu ma’ana a harshen Hausa. Sanin aikatau zai sa su iya magana da rubutu yadda ya kamata, wanda ke da amfani a rayuwarsu ta yau da kullum da kuma makaranta.

Prerequisite/Previous Knowledge

Pupils are expected to have prior knowledge of simple words and how to form basic sentences in Hausa.

Lesson Content/Board Summary

Harshe

Ƙarin Ƙalmonin aiki

Aikatau (Verbs)

Aikatau wata kalma ce da ke nuna aiki ko abin da ke faruwa. Suna gaya mana abin da wani yake yi ko abin da ya faru.

Misalan aikatau:

Ci
Sha
Gudu
Tafi
Zo
Rubuta
Karanta
Wasa
Dariya
Kuka

Tantance Aikin Kalma (Identifying Verbs)

Don tantance aikatau a cikin jimla, za mu nemi kalmar da ke nuna wani aiki ko motsi. Yawanci, aikatau yana zuwa bayan sunan mai aikin.

Misalai:

Audu ya ci abinci. (Ci shine aikatau)
Musa yana gudu a fili. (Gudu shine aikatau)
Fatima ta rubuta wasiƙa. (Rubuta shine aikatau)
Yara suna wasa a makaranta. (Wasa shine aikatau)
Malam ya karanta littafi. (Karanta shine aikatau)

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 zai gai da ɗalibai kuma ya tambaye su abin da suka koya a darasin da ya gabata. Sannan zai ja hankalinsu zuwa sabon darasin ta hanyar tambayoyi game da ayyukan da suke yi a kullum.
Pupils’ Activity: Ɗalibai za su amsa tambayoyin malam kuma su tuna darasin da ya gabata.
Learning Point: Ɗalibai za su kasance a shirye don sabon darasi.

Step 2: Gabatar da Darasi

Time: 5 minutes
Teaching Skill: Exposition
Teacher’s Activity: Malam zai rubuta taken darasin a kan allo: “Ƙarin Ƙalmonin aiki: Aikatau da Tantance Aikin Kalma.” Zai bayyana musu cewa darasin zai koya musu kalmomin da ke nuna aiki.
Pupils’ Activity: Ɗalibai za su rubuta taken darasin a littafinsu.
Learning Point: Ɗalibai za su san abin da za su koya a darasin.

Step 3: Ma’anar Aikatau

Time: 10 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: Malam zai bayyana ma’anar aikatau a cikin Hausa kuma ya ba da misalai da yawa kamar: ci, sha, gudu, tafi, rubuta, da dai sauransu. Zai yi amfani da flashcards don nuna kalmomin.
Pupils’ Activity: Ɗalibai za su saurara da kyau, su maimaita misalan, kuma su rubuta ma’anar da misalan a littafinsu.
Learning Point: Ɗalibai za su fahimci menene aikatau da kuma misalansa.

Step 4: Tantance Aikatau a Cikin Jimla

Time: 10 minutes
Teaching Skill: Demonstration/Practice
Teacher’s Activity: Malam zai rubuta wasu jimloli a kan allo kuma ya nuna yadda ake tantance aikatau a cikinsu. Misali: “Audu ya ci abinci.” (ci shine aikatau). Zai tambayi ɗalibai su gano aikatau a wasu jimlolin.
Pupils’ Activity: Ɗalibai za su sa ido, su shiga cikin gano aikatau a cikin jimlolin da malam ya rubuta.
Learning Point: Ɗalibai za su iya gano aikatau a cikin jimla.

Step 5: Aikin Rukuni

Time: 7 minutes
Teaching Skill: Collaborative Learning
Teacher’s Activity: Malam zai raba ɗalibai zuwa ƙungiyoyi kuma ya ba kowace ƙungiya takardar da ke dauke da jimloli daban-daban. Zai umarce su da su tantance aikatau a cikin kowace jimla.
Pupils’ Activity: Ɗalibai za su yi aiki a cikin ƙungiyoyinsu don gano aikatau a cikin jimlolin da aka ba su.
Learning Point: Ɗalibai za su haɗa kai wajen tantance aikatau.

Step 6: Bayar da Rahoto da Gyara

Time: 3 minutes
Teaching Skill: Feedback/Correction
Teacher’s Activity: Malam zai tambayi wakilan ƙungiyoyi su karanta amsoshinsu. Zai yi gyara inda ya dace kuma ya ƙara bayani don tabbatar da cewa kowa ya fahimta.
Pupils’ Activity: Ɗalibai za su saurari amsoshin takwarorinsu kuma su rubuta gyare-gyare a littafinsu.
Learning Point: Ɗalibai za su tabbatar da fahimtarsu kuma su yi gyara inda suka yi kuskure.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

Menene ma’anar aikatau?
Ka ba da misalan aikatau guda uku.
A cikin jimlar “Musa yana gudu a fili,” wace kalma ce aikatau?
Ka rubuta jimla mai dauke da aikatau.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: Optional
Teaching Skill: Summarization
Teacher’s Activity: Malam zai taƙaita darasin ta hanyar sake maimaita muhimman batutuwa kan aikatau da yadda ake tantance su. Zai ba su aikin gida su rubuta jimloli biyar masu dauke da aikatau daban-daban.
Pupils’ Activity: Ɗalibai za su saurari taƙaitawar darasin kuma su rubuta aikin gida.
Learning Point: Ɗalibai za su ƙarfafa fahimtarsu kuma su ci gaba da koyo a gida.

Lesson Keywords

Aikatau – Kalmar da ke nuna aiki ko abin da ke faruwa.
Jimla – Haɗin kalmomi masu ma’ana.
Aiki – Motsi ko wani abu da ake yi.
Tantance – Gano ko fitar da wani abu.

Differentiation

For pupils who are struggling, the teacher will provide simpler sentences and more direct examples, focusing on common verbs. For advanced learners, the teacher will challenge them to identify verbs in more complex sentences or to create their own stories using a variety of verbs.

Note for teachers using this lesson plan

Ensure that pupils are actively involved in identifying verbs throughout the lesson. Encourage them to use verbs in their daily conversations to reinforce learning. Use real-life examples to make the lesson relatable and engaging for the pupils.