HomePrimary 1YorubaKíka Alífábéèti èdè Yorùbá Yoruba Primary 1 First Term Lesson Notes Week 3

Kíka Alífábéèti èdè Yorùbá Yoruba Primary 1 First Term Lesson Notes Week 3

Yoruba Lesson Plan for Primary 1 (First Period of Week 3)

Subject: Yoruba

Class: Primary 1

Term: First Term

Week: 3 (First Period)

Age: 6 years

Topic: Kíka Alífábéèti èdè Yorùbá

Sub-topic: Kíka àti pè àwọn alífábéèti

Duration: 40 minutes

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

  1. Dá àwọn àwòrán kookan mọ́ – Identify different pictures.
  2. Pè orúkọ àwọn àwòrán kookan tí wọn yè wò – Pronounce the names of the pictures they see.
  3. Dáhùn ìbéèrè abé ẹ̀kọ́ náà – Answer questions based on the lesson.

Key Words:

  • Alífábéèti (Alphabet)
  • Àwòrán (Picture)
  • Orúkọ (Name)

Set Induction: The teacher will start by showing a big alphabet chart and asking the pupils to say any Yoruba alphabets they know.

Entry Behaviour: Pupils have some familiarity with alphabets from home and previous classes.

Learning Resources and Materials:

  • Alphabet chart
  • Flashcards with pictures and corresponding letters

Building Background / Connection to Prior Knowledge: Pupils have learned some letters of the alphabet in previous lessons and can recognize some common objects.

Embedded Core Skills:

  • Recognition
  • Pronunciation
  • Vocabulary building

Learning Materials:

  • Lagos State Scheme of Work
  • Yoruba Primary 1 textbook

Instructional Materials:

  • Alphabet chart
  • Flashcards with Yoruba alphabets and pictures

Content:

  1. Kíka Alífábéèti èdè Yorùbá (Reading Yoruba Alphabets):
    • A, B, D, E, Ẹ, F, G, GB, H, I, J, K, L, M, N, O, Ọ, P, R, S, Ṣ, T, U, W, Y
    • Pronunciation and identification of each letter with corresponding pictures.
  2. Àwòrán (Pictures):
    • Each letter is associated with a picture:
      • A: Àlùkò (Parrot)
      • B: Bàtà (Shoe)
      • D: Dáńdógó (Apron)
      • E: Eran (Meat)
      • Ẹ: Ẹfọ́ (Vegetable)
      • F: Férési (Window)
      • G: Gàárì (Cassava flour)
      • GB: Gbọ̀ (Washing bowl)
      • H: Hànù (Lamp)
      • I: Iresi (Rice)
      • J: Jigi (Glasses)
      • K: Kàn (Orange)
      • L: Lámpù (Lamp)
      • M: Màálù (Cow)
      • N: Nàírà (Naira)
      • O: Òkè (Mountain)
      • Ọ: Ọṣẹ (Soap)
      • P: Pàtàkì (Importance)
      • R: Ràbí (Rabbit)
      • S: Sèré (Play)
      • Ṣ: Ṣoṣo (Palm fruit)
      • T: Tábìlì (Table)
      • U: Ukelele (Ukulele)
      • W: Wéwé (Whistle)
      • Y: Yàrá (Room)

Presentation:

Step 1: The teacher revises the previous topic on warning songs.

Step 2: The teacher introduces the new topic by showing the alphabet chart and explaining the importance of learning Yoruba alphabets.

Step 3: The teacher uses flashcards to teach each letter with corresponding pictures and asks pupils to repeat after her.

Teacher’s Activities:

  • Show the alphabet chart.
  • Explain each letter and its corresponding picture.
  • Teach the correct pronunciation of each letter and word.
  • Use flashcards to reinforce learning.
  • Ask pupils to identify pictures and pronounce the associated letters.

Learners’ Activities:

  • Observe the alphabet chart.
  • Repeat the pronunciation of each letter and word after the teacher.
  • Identify pictures from flashcards.
  • Pronounce the letters and words with the teacher’s guidance.

Assessment:

  1. What is the Yoruba word for “Parrot”? a. Àlùkò b. Bàtà c. Dáńdógó d. Eran
  2. What letter corresponds with “Shoes”? a. A b. B c. D d. E
  3. What picture is associated with the letter “Ẹ”? a. Eran b. Ẹfọ́ c. Gbọ̀ d. Lámpù
  4. How do you pronounce “Férési”? a. Férési b. Pàtàkì c. Màálù d. Òkè
  5. Which of these letters is not in Yoruba alphabets? a. Ṣ b. GB c. P d. Q

FAQ:

  1. Q: Kíni orúkọ alífábéèti ní èdè Yorùbá? A: Alífábéèti èdè Yorùbá ni lẹ́tà tí a lò nínú èdè Yorùbá.
  2. Q: Kí ló jẹ́ kí a mọ̀ lẹ́tà A? A: Àwòrán àlùkò ni a máa nlo láti kọ́ lẹ́tà A.
  3. Q: Kí ni a máa ń pè lẹ́tà tí o ní ìwòran Gbọ̀? A: A máa ń pè é ní “GB”.
  4. Q: Kí ni orúkọ ìwòran ti lẹ́tà “D”? A: Dáńdógó ni orúkọ ìwòran ti lẹ́tà “D”.
  5. Q: Báwo ni a ṣe máa n pe lẹ́tà tí ó ní ẹfọ́? A: Ẹ máa ń pè é ní “Ẹ”.

Conclusion: The teacher goes around to mark the pupils’ work and gives feedback.

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