Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 2nd Term
Week: 7
Age: 15 years
Duration: 45 minutes
Subject: Asụsụ Igbo
Curriculum Theme: Asụsụ Igbo
Previous Lesson: Mbuụzọ N’ahịrịokwu and Ilu Igbo Nkọwa.
Topic: Ụtọasụsụ: Ọrụ “na” n’ahịrịokwu (mbuụzọ, nnyemakangwaa, dgz). Omenala: Ọrụ aka ndị Igbo na uru ha. Agụmagụ: Ọmụmụ akpalaokwu na nkọwa ha.
Subject Matter: Ọrụ “na” n’ahịrịokwu, “na” dịka mbuụzọ, “na” dịka nnyemakangwaa, iji “na” rụọ ahịrịokwu, ọrụ aka ndị Igbo, uru ọrụ aka, nkọwa akpalaokwu, inye ọmụmaatụ akpalaokwu

Specific Objectives

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

Cognitive Domain:

Kọwaa ọrụ “na” n’ahịrịokwu.
Kọwaa “na” dịka mbuụzọ (preposition) n’ahịrịokwu.
Kọwaa “na” dịka nnyemakangwaa (auxiliary) n’ahịrịokwu.
Rụpụta ahịrịokwu ziri ezi iji “na” n’ọrụ dị iche iche.
Depụta ụfọdụ ọrụ aka ndị Igbo ma kọwaa uru ha.
Kọwaa akpalaokwu ma nye ihe atụ.

Affective Domain:

Gosi mmasị n’iji “na” ziri ezi n’ime okwu na ederede.
Gosi nkwanye ugwu n’ọrụ aka na ndị na-arụ ya n’obodo.
Gosi mmasị n’ịmụ okwu omimi dị ka akpalaokwu.

Psychomotor Domain:

Dee ahịrịokwu ise na-eji “na” rụọ ọrụ dị iche iche.
Dee ihe atụ atọ nke akpalaokwu ma kọwaa ha nkenke.

Rụọ ọrụ n’otu iji chọpụta ụdị ọrụ “na” n’ahịrịokwu e nyere.
Kwurịta ọrụ aka ndị Igbo na otu ha si enyere obodo aka.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
State Unified Scheme of Work
Akwụkwọ Asụsụ Igbo maka Senior Secondary School (Textbook)
Encyclopaedia Britannica: Igbo
Oxford Learner’s Dictionaries: Preposition
Encyclopaedia Britannica: Proverb

Instructional Materials

The teacher will teach this lesson with the aid of:

Akwụkwọ ọgụgụ (textbook) Asụsụ Igbo
Ụgbọ ojii/chaak na bọọdụ
Kaadị mgbubam (flashcards) nke ahịrịokwu nwere “na” na akpalaokwu
Foto/eserese nke ọrụ aka (ịkwa akwa, ịkụ ite, ịkụ ahịa, ịkpụ osisi, wdg.)

Rationale for the Lesson

Ịghọta ọrụ “na” na-enyere ụmụ akwụkwọ ide na ikwu Igbo n’ụzọ ziri ezi. Ịmụta ọrụ aka na akpalaokwu na-enyere ha ịghọta ndụ obodo, ọrụ mmadụ, na amamihe a na-ezoro n’okwu Igbo.

Prerequisite/Previous Knowledge

Pupils have learnt mbuụzọ na ụfọdụ akụkụ okwu, ma mara otú e si arụ ahịrịokwu dị mfe. Ha matakwala ụfọdụ ọrụ aka a na-ahụ n’obodo na ụfọdụ ilu a na-ejikarị eme ihe.

Lesson Content/Board Summary

Ụtọasụsụ: Ọrụ “na” n’Ahịrịokwu

“Na” dịka Mbuụzọ (Preposition)

“Na” dị ka mbuụzọ na-egosi mmekọrịta n’etiti okwu abụọ, dịka ebe, ọnọdụ, ụzọ, ma ọ bụ njikọ ihe.

The following are examples of “na” dịka mbuụzọ:

“Akwụkwọ dị na tebụl.” (ebe/ọnọdụ)
“Ọ gara ụlọ na ụtụtụ.” (oge)
“Ha bịara na ụgbọ ala.” (ụzọ/ngwaọrụ)
“Nwoke ahụ nọ na ahịa.” (ebe)

“Na” dịka Nnyemakangwaa (Auxiliary)

“Na” dị ka nnyemakangwaa na-esonyere ngwaa iji gosi na omume na-eme ugbu a, na-adịkarị n’usoro “na- + ngwaa.”

The following are examples of “na” dịka nnyemakangwaa:

“Ọ na-agụ akwụkwọ.”
“Ha na-eri nri.”
“Anyị na-aga ụlọ akwụkwọ.”
“Nwa ahụ na-akwa ákwá.”

Iji “Na” Rụọ Ahịrịokwu

The following are ways “na” can be used correctly in sentences:

Jiri “na” gosi ebe ma ọ bụ ọnọdụ: “Nri dị na ite.”
Jiri “na” gosi oge: “Anyị ga-ezukọ na mgbede.”
Jiri “na” gosi ụzọ/ngwaọrụ: “Ọ dere akwụkwọ na pensụl.”
Jiri “na-” mee ka ngwaa gosi omume na-eme ugbu a: “Ọ na-ekwu okwu.”

Omenala: Ọrụ Aka Ndị Igbo na Uru Ha

Nkọwa Ọrụ Aka

Ọrụ aka bụ ọrụ mmadụ na-arụ site n’aka na nkà pụrụ iche iji mepụta ihe bara uru, dịka ngwá ụlọ, uwe, ite, ma ọ bụ ihe eji arụ ụlọ.

Ụfọdụ Ọrụ Aka Ndị Igbo

The following are examples of ọrụ aka ndị Igbo:

Ịkụ ite (pottery)
Ịkwa akwa/ịrụ ọrụ uwe (weaving and tailoring)
Ịkpụ osisi na ime ngwá ụlọ (carving and furniture making)
Ịrụ ọrụ ígwè (blacksmithing)
Ịkụ akpụkpọ ụkwụ na akpa (leather work)
Ịrụ ọrụ aka n’ahịa (basketry, bead making, wdg.)

Uru Ọrụ Aka

The following are benefits of ọrụ aka:

Na-enye ọrụ na ego n’ụlọ na n’obodo.
Na-akwalite mmepe obodo na azụmahịa.
Na-echekwa omenala na nkà e ketara n’aka nna nna.
Na-eme ka e nweta ihe eji eme ndụ kwa ụbọchị n’ime obodo.
Na-akwalite ịdị uchu na ịdị onwe onye (self-reliance).

Agụmagụ: Akpalaokwu na Nkọwa Ha

Nkọwa Akpalaokwu

Akpalaokwu bụ okwu amamihe ma ọ bụ okwu a na-ekwu n’ụzọ mkpirikpi nke na-akpali mmadụ ime ihe ziri ezi, zere ihe ọjọọ, ma ọ bụ ghọta ezi ndụ.

Njirimara Akpalaokwu

The following are characteristics of akpalaokwu:

Ọ na-adị mkpirikpi ma nwee nnukwu echiche.
Ọ na-akụzi omume ọma na amamihe.
Ọ na-adabere n’omume na ahụmịhe ndụ.
Ọ na-adị mfe icheta ma jiri ya mee ihe n’okwu.

Ọmụmaatụ Akpalaokwu na Nkọwa Ha

The following are examples of akpalaokwu and their meanings:

“Ọnụ kwuru, ahụhụ soro.” (okwu na-adịghị eche echiche na-eweta nsogbu)
“Akwụkwọ bụ ndụ.” (ịgụ akwụkwọ na-eme ka mmadụ nwee amamihe na ohere)
“Onye rụrụ ọrụ, ya rie.” (ọrụ na-ebute nrite)
“Udo ka ego.” (udo bara uru karịa akụ)

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: The teacher writes two sentences on the board, one with “na” as a linking word for place/time and one with “na-” showing an action happening now. The teacher asks pupils to identify the difference and leads into the lesson topics.
Pupils’ Activity: Pupils identify how “na” is used differently in the sentences.
Learning Point: Pupils notice that “na” can have different functions in sentences.

Step 2: Teaching “Na” as Mbuụzọ

Time: 7 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains “na” as mbuụzọ and gives examples showing place, time, and means, then guides pupils to form examples.
Pupils’ Activity: Pupils copy notes and provide their own examples using “na.”
Learning Point: Pupils understand “na” as a preposition and can give examples.

Step 3: Teaching “Na” as Nnyemakangwaa

Time: 6 minutes
Teaching Skill: Demonstration
Teacher’s Activity: The teacher explains “na-” as a helper for verbs to show ongoing action and gives examples, then guides pupils to change base verbs into “na-” forms in sentences.
Pupils’ Activity: Pupils form sentences using “na-” with different verbs.
Learning Point: Pupils understand “na-” as an auxiliary form and can use it correctly.

Step 4: Guided Practice on Using “Na”

Time: 6 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher shares sentence cards and asks pupils to label each “na” as mbuụzọ or nnyemakangwaa and explain why.
Pupils’ Activity: Pupils label and discuss answers in groups.
Learning Point: Pupils can distinguish the functions of “na” in sentences.

Step 5: Teaching Ọrụ Aka Ndị Igbo

Time: 7 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher explains the meaning of handiwork, shows pictures of crafts, and leads pupils to list examples and benefits.
Pupils’ Activity: Pupils mention local crafts and state benefits to the community.
Learning Point: Pupils can list Igbo crafts and their benefits.

Step 6: Teaching Akpalaokwu

Time: 9 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher defines akpalaokwu, states characteristics, gives examples, and guides pupils to explain meanings and give situations where each fits.
Pupils’ Activity: Pupils provide examples and explain meanings with short situations.
Learning Point: Pupils understand akpalaokwu and can explain examples.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

Explain two functions of “na” in Igbo sentences.
Write two sentences using “na” as mbuụzọ and two sentences using “na-” as nnyemakangwaa.
List four Igbo handiwork/crafts and state three benefits of handiwork.
Define akpalaokwu and give two examples with their meanings.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summary
Teacher’s Activity: The teacher summarizes the functions of “na,” reviews examples and benefits of Igbo handiwork, and revises the meaning and examples of akpalaokwu. The teacher gives a short assignment.
Pupils’ Activity: Pupils listen and copy the assignment.
Learning Point: Pupils recall key points and apply them in classwork.

Lesson Keywords

Na (Mbuụzọ) – “Na” na-egosi ebe, oge, ma ọ bụ ụzọ e si mee ihe n’ahịrịokwu.
Na- (Nnyemakangwaa) – “Na-” na-esonyere ngwaa iji gosi omume na-eme ugbu a.
Ọrụ Aka – Ọrụ mmadụ na-arụ site n’aka na nkà iji mepụta ihe bara uru.
Uru – Ihe ọma a na-enweta n’ọrụ ma ọ bụ usoro.
Akpalaokwu – Okwu amamihe mkpirikpi na-akụzi omume ọma.

Differentiation

Pupils who need support will receive guided sentence templates to classify “na” and match akpalaokwu to meanings, while advanced pupils will write a short passage using at least six “na” forms (mbuụzọ and nnyemakangwaa) and include two akpalaokwu correctly.

Note for teachers using this lesson plan

Use clear examples to separate “na” as mbuụzọ from “na-” as a helper for verbs, and correct common errors immediately. Use familiar local crafts to make the cultural aspect practical, and insist that pupils explain akpalaokwu meanings with simple real-life situations.