Introduction to Waw and Yaw as Consonants Islamic Religious Studies Primary 3 Second Term Lesson Notes Week 2

Subject: Islamic Religious Studies
Class: Primary 3
Term: Second Term
Week: 2

Topic: Introduction to Waw and Yaw as Consonants

Sub-topic: Understanding the Sounds of Waw and Yaw

Duration: 45 minutes

Entry Behaviour: Students are expected to recall the previous lesson on Arabic alphabets and their sounds.

Key Words: Waw, Yaw, Consonants, Vowels, Long Vowels, Damma

Behavioural Objectives:

1. By the end of the lesson, students should be able to identify Waw and Yaw as consonants and understand their sounds.
2. Students should be able to differentiate between Waw as a long vowel and as a consonant.
3. Students should be able to pronounce words containing Waw and Yaw accurately.

Embedded Core Skills:

1. Listening: Listening to the teacher’s explanation of the sounds of Waw and Yaw.
2. Speaking: Pronouncing words containing Waw and Yaw accurately.
3. Reading: Identifying Waw and Yaw in written words.
4. Writing: Writing words containing Waw and Yaw correctly.

Learning Materials:

• Lagos State Scheme of Work
• Islamic Religious Studies Textbook Book 3
• Whiteboard and markers
• Flashcards with Waw and Yaw
• Examples of words with Waw and Yaw

Reference Books:

• Lagos State Scheme of Work for Islamic Religious Studies
• Islamic Religious Studies Textbook Book 3

1. Surah Al-Fatiha (Chapter 1), Verse 1:
   • “In the name of Allah, the Entirely Merciful, the Especially Merciful.”
   • This verse demonstrates the importance of starting with the name of Allah, which includes the letter Waw (و).
2. Surah Al-Baqarah (Chapter 2), Verse 1:
   • “Alif, Lam, Meem.”
   • Although this verse doesn’t directly mention Waw or Yaw, it highlights the significance of individual Arabic letters, including those we’re learning about.
3. Surah Al-Qalam (Chapter 68), Verse 1:
   • “Nun. By the pen and what they inscribe,”
   • While this verse begins with the letter “Nun,” it serves as a reminder of the importance of letters and writing, including those represented by Waw and Yaw.

Content:

1. Waw as a Long Vowel (ū):
   • When Waw is used as a long vowel, it sounds like the “oo” in “moon”.
   • Example: When we write “وَلَد” (walad), the Waw represents the long vowel sound “ū”.
   • 📝 Remember, when Waw represents the long vowel, we see a symbol called “damma” above the preceding consonant.
2. Waw as a Consonant (w):
   • Apart from being a long vowel, Waw can also be a consonant, sounding like ‘w’.
   • Example: In the word “وَقِفَ” (waqifa), the Waw represents the consonant ‘w’.
   • 📝 Remember, when Waw is a consonant, it stands for the sound ‘w’.

Let’s practice recognizing when Waw represents the long vowel and when it represents the consonant ‘w’. 📝✏️

Waw and Yaw in Islamic Religious Studies:

1. What is Waw in Islamic Religious Studies?
   • Waw is a letter that makes the sound ‘w’ or the long vowel ‘ū’.
2. How does Waw sound when it’s a long vowel?
   • It sounds like the “oo” in “moon”.
3. What is Yaw in Islamic Religious Studies?
   • Yaw is another letter that makes the sound ‘y’.
4. Can Waw be both a vowel and a consonant?
   • Yes, Waw can be a long vowel ‘ū’ or a consonant ‘w’.
5. What symbol appears when Waw is a long vowel?
   • A symbol called “damma” appears above the preceding consonant.
6. Give an example of Waw as a long vowel.
   • In the word “وَلَد” (walad), Waw represents the long vowel ‘ū’.
7. How does Yaw sound?
   • Yaw sounds like the ‘y’ in “yellow”.
8. Is Yaw always a consonant?
   • Yes, Yaw is always a consonant, representing the sound ‘y’.
9. What does Yaw look like?
   • Yaw looks like a small ‘y’ with two dots on top.
10. Can you give an example of Yaw in a word?
    • In the word “يَد” (yad), Yaw represents the consonant ‘y’.

Evaluation :

1. What sound does Waw make when it’s a long vowel?
   a) ‘m’
   b) ‘ū’
   c) ‘y’
   d) ‘k’
2. Waw represents the long vowel ____.
   a) ‘i’
   b) ‘ū’
   c) ‘a’
   d) ‘e’
3. When Waw represents the long vowel, we see a symbol called ____.
   a) “kasra”
   b) “damma”
   c) “fatha”
   d) “shadda”
4. Yaw sounds like the letter ____.
   a) ‘w’
   b) ‘x’
   c) ‘y’
   d) ‘z’
5. Yaw is always a ____.
   a) long vowel
   b) consonant
   c) punctuation mark
   d) number
6. Yaw looks like a small ____.
   a) ‘w’
   b) ‘z’
   c) ‘y’
   d) ‘x’
7. Waw can be a consonant, representing the sound ____.
   a) ‘u’
   b) ‘y’
   c) ‘w’
   d) ‘o’
8. When Waw is a consonant, it stands for the sound ____.
   a) ‘y’
   b) ‘w’
   c) ‘z’
   d) ‘x’
9. What symbol appears above the preceding consonant when Waw is a long vowel?
   a) “kasra”
   b) “damma”
   c) “fatha”
   d) “shadda”
10. Give an example of Waw as a long vowel.
    a) “بَيْت” (bayt)
    b) “وَقِفَ” (waqifa)
    c) “يَد” (yad)
    d) “وَلَد” (walad)
11. Yaw represents the consonant ____.
    a) ‘u’
    b) ‘w’
    c) ‘y’
    d) ‘o’
12. What sound does Yaw make?
    a) ‘w’
    b) ‘y’
    c) ‘z’
    d) ‘x’
13. Can Waw be both a vowel and a consonant?
    a) Yes
    b) No
14. Yaw is another letter that makes the sound ____.
    a) ‘w’
    b) ‘x’
    c) ‘y’
    d) ‘z’
15. How many dots appear on top of Yaw?
    a) One
    b) Two
    c) Three
    d) None

Presentation:
Step 1: The teacher revises the previous topic, which was Arabic alphabets and their sounds.
Step 2: The teacher introduces the new topic, explaining that today, we will learn about two special letters in Arabic, Waw and Yaw, which can make different sounds.
Step 3:

Teacher’s Activities:

1. The teacher explains that Waw can make the sound ‘w’ or the long vowel ‘ū’, while Yaw makes the sound ‘y’.
2. The teacher shows examples of words containing Waw and Yaw, both as consonants and as long vowels.
3. The teacher demonstrates how to pronounce words with Waw and Yaw accurately.
4. The teacher writes examples on the whiteboard and asks students to repeat after her.
5. The teacher uses flashcards to reinforce understanding and pronunciation.

Learners’ Activities:

1. Students listen attentively to the teacher’s explanation.
2. Students repeat after the teacher to practice pronunciation.
3. Students participate in identifying Waw and Yaw in written words.
4. Students practice writing words containing Waw and Yaw.

Assessment:
The teacher assesses students’ understanding through observation during the activities and interactions.

Evaluation Questions:

1. What sound does Waw make when it’s a long vowel?
2. How does Yaw sound?
3. Can Waw be both a vowel and a consonant?
4. Give an example of Waw as a consonant.
5. What symbol appears above the preceding consonant when Waw is a long vowel?
6. Is Yaw always a consonant?
7. Give an example of Yaw in a word.
8. What does Yaw look like?
9. What is the topic of today’s lesson?
10. What are two key words we learned today?

Second Term Revision and Readiness Test Islamic Religious Studies Primary 3 Second Term Lesson Notes Week 1

Conclusion:
The teacher goes round to mark students’ participation and understanding of the topic. Any misconceptions are addressed, and further explanations are provided if necessary. Finally, the teacher summarizes the key points of the lesson and encourages students to practice identifying and pronouncing words with Waw and Yaw outside the classroom.