Class: Junior Secondary School 1 (JSS 1 / JS1)
Term: 3rd Term
Week: 10
Age: 12 years
Duration: 45 minutes
Subject: Hausa Language L2
Curriculum Theme: Harshe
Previous Lesson: Gina Labari Daga Hotuna.
Topic: HARSHE
Subject Matter: Tambaya da amsa, gajerun jimloli, Ina zaka, Me kake so, Yaya sunanka, Yaya sunanki, amsa tambayoyi cikin Hausa.

Specific Objectives

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

Cognitive Domain:

su fahimci kuma su iya fadin tambayoyi da amsoshi masu sauki a Hausa.

Affective Domain:

su nuna sha’awar yin magana da Hausa.

Psychomotor Domain:

su iya tsara da amsa tambayoyi masu sauki a Hausa.

su iya mu’amala da abokan karatunsu ta hanyar amfani da tambayoyi da amsoshi masu sauki a Hausa.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
State Unified Scheme of Work
Littafin Hausa na JSS 1

Instructional Materials

The teacher will teach this lesson with the aid of:

question cards
dialogue chart
Hausa textbook
sentence strips

Rationale for the Lesson

Wannan darasi yana da muhimmanci domin zai taimaka wa ɗalibai su iya yin tambayoyi da amsoshi masu sauki a Hausa. Wannan zai inganta fasaharsu ta magana da kuma mu’amala da mutane a rayuwar yau da kullum.

Prerequisite/Previous Knowledge

Ɗalibai suna da ɗan ilimi game da gaisuwa da gabatar da kai a Hausa.

Lesson Content/Board Summary

HARSHE

Tambayoyi da Amsoshi

Tambayoyi hanyoyi ne na neman bayanai, yayin da amsoshi ke ba da waɗannan bayanai.

Gajerun Tambayoyi da Amsoshinsu

Tambaya: Yaya sunanka? (Ga namiji)
Amsa: Sunana [sunan ɗalibin].
Tambaya: Yaya sunanki? (Ga mace)
Amsa: Sunana [sunan ɗalibar].
Tambaya: Ina zaka? (Ga namiji)
Amsa: Zan je gida/makaranta/kasuwa.
Tambaya: Ina zaki? (Ga mace)
Amsa: Zan je gida/makaranta/kasuwa.
Tambaya: Me kake so? (Ga namiji)
Amsa: Ina son ruwa/abinci/littafi.
Tambaya: Me kike so? (Ga mace)
Amsa: Ina son ruwa/abinci/littafi.
Tambaya: Yaya kake? (Ga namiji)
Amsa: Lafiya kalau.
Tambaya: Yaya kike? (Ga mace)
Amsa: Lafiya kalau.

Gina Tattaunawa Mai Ma’ana

Tambaya mai kyau tana neman bayani a sarari, amsa kuma tana dacewa da abin da aka tambaya. Misali: Me ya sa ka zo makaranta da wuri? Na zo da wuri domin in karanta.

A yi amfani da murya mai ladabi, a saurari amsa, sannan a yi tambayar ƙari idan ana bukatar bayani. Dalibai su rubuta tattaunawa mai layi shida tsakanin abokai biyu.

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: Malamin zai gaisa da ɗalibai kuma ya yi bitar darasin da suka gabata a taƙaice.
Pupils’ Activity: Ɗalibai za su amsa gaisuwa kuma su tuna da abin da aka koya a baya.
Learning Point: Ɗalibai suna shiryawa don sabon darasi.

Step 2: Gabatar da Tambayoyi

Time: 8 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: Malamin zai gabatar da taken darasin “Tambaya da Amsa” kuma ya nuna musu katunan tambayoyi.
Pupils’ Activity: Ɗalibai za su saurara kuma su kalli katunan.
Learning Point: Ɗalibai sun san taken darasin.

Step 3: Amsa Tambayoyi

Time: 10 minutes
Teaching Skill: Drilling/Practice
Teacher’s Activity: Malamin zai koyar da yadda ake yin tambayoyi kamar “Yaya sunanka?”, “Ina zaka?”, “Me kake so?” kuma ya nuna yadda ake amsawa da gajerun jimloli.
Pupils’ Activity: Ɗalibai za su maimaita tambayoyin kuma suyi ƙoƙarin amsa su.
Learning Point: Ɗalibai sun koyi yadda ake yin da amsa tambayoyi.

Step 4: Aiki da Gajerun Jimloli

Time: 7 minutes
Teaching Skill: Group Work
Teacher’s Activity: Malamin zai raba ɗalibai zuwa ƙungiyoyi kuma ya ba su gajerun jimlon tambayoyi da amsoshi don yin aiki da su.
Pupils’ Activity: Ɗalibai za su yi aiki a ƙungiyoyinsu, suna tambaya da amsawa.
Learning Point: Ɗalibai suna yin aiki da tambayoyi da amsoshi.

Step 5: Gwaji da Aiki

Time: 5 minutes
Teaching Skill: Presentation/Feedback
Teacher’s Activity: Malamin zai gayyaci wasu ɗalibai su gabatar da tambayoyi da amsoshinsu a gaban aji.
Pupils’ Activity: Ɗalibai za su gabatar da abin da suka koya kuma su saurari abokan karatunsu.
Learning Point: Ɗalibai suna nuna fahimtarsu.

Step 6: Gyara da Karfafa

Time: 5 minutes
Teaching Skill: Correction/Reinforcement
Teacher’s Activity: Malamin zai gyara duk wani kuskure da ɗalibai suka yi a yayin aikin kuma ya ƙarfafa su su ci gaba da yin magana da Hausa.
Pupils’ Activity: Ɗalibai za su saurara kuma su gyara kurakuransu.
Learning Point: Ɗalibai sun fahimci 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 “tambaya” a Hausa?
Ka/Ki faɗi tambayoyi guda biyu da amsoshinsu masu sauki.
Yaya za ka/ki tambayi sunan abokinka/abokiyarka?
Mene ne amsar “Ina zaka?”

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarization/Assignment
Teacher’s Activity: Malamin zai taƙaita darasin ta hanyar sake maimaita mahimman abubuwan da aka koya. Zai ba su aikin gida su rubuta tambayoyi biyar da amsoshinsu.
Pupils’ Activity: Ɗalibai za su saurara kuma su rubuta aikin gida.
Learning Point: Ɗalibai sun fahimci aikin gida.

Lesson Keywords

Tambaya – Neman bayani daga wani.
Amsa – Ba da bayani ko martani ga tambaya.
Jimla – Tarin kalmomi masu ma’ana.
Gajere – Ba dogo ba.
Sunanka – Sunan da aka kira namiji da shi.
Sunanki – Sunan da aka kira mace da ita.

Differentiation

For pupils who are struggling, the teacher will provide additional one-on-one support and simplified sentence structures. Advanced pupils will be encouraged to create longer dialogues or more complex questions and answers.

Note for teachers using this lesson plan

Teachers should ensure active participation from all pupils, using various interactive methods. Emphasize correct pronunciation and tone when teaching Hausa questions and answers. Encourage pupils to use these simple phrases in daily classroom interactions.