HomePrimary 2HausaDangantakar Iyalin Hausawa – Uba, Uwa, Kawuß (Family Relationships in Hausa – Father, Mother, Sibling) Hausa Primary 2 First Term Lesson Notes Week 6

Dangantakar Iyalin Hausawa – Uba, Uwa, Kawuß (Family Relationships in Hausa – Father, Mother, Sibling) Hausa Primary 2 First Term Lesson Notes Week 6

Hausa Primary 2 Lesson Plan

Subject: Hausa

Class: Primary 2

Term: First Term

Week: 6

Age: 7 years

Topic: Dangantakar Iyalin Hausawa – Uba, Uwa, Kawuß (Family Relationships in Hausa – Father, Mother, Sibling)

Sub-topic: Ma’anar Dangantakar Iyalin (Meaning of Family Relationships)

Duration: 60 minutes

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

  1. Explain the meaning of family relationships.
  2. Identify and name different family members in Hausa.
  3. List and write the names of family members correctly.

Key Words: Dangantakar (Family), Iyalin (Relationships), Ma’ana (Meaning)

Set Induction: Begin by asking students about their family members and who they live with.

Entry Behaviour: Students can name some family members in Hausa.

Learning Resources and Materials:

  • Flashcards with pictures of family members
  • Workbooks
  • Pencils and erasers

Building Background/Connection to Prior Knowledge: Discuss how students have learned about family members before.

Embedded Core Skills:

  • Cultural understanding
  • Vocabulary building
  • Writing skills

Reference Books: Lagos State Scheme of Work, Hausa Language Textbook for Primary 2

Instructional Materials:

  • Flashcards
  • Whiteboard and markers
  • Workbooks

Content:

  1. Meaning of Family Relationships:
    • Family relationships are the connections between people in a family.
  2. Examples of Family Members in Hausa:
    • Uba (Father): Mutumin da ke tsawo maki
    • Uwa (Mother): Matarka da ke tsawo maki
    • Kawuß (Sibling): Mutumai da ke shiga da kai a tsakiya

Examples:

  1. Uba: Mutumin da ke tsawo maki
  2. Uwa: Matarka da ke tsawo maki
  3. Kawuß: Mutumai da ke shiga da kai a tsakiya

Evaluation 

  1. Uba yana ___ mutum da ke tsawo maki. (a) miji (b) mata (c) taurari (d) sarki
  2. Uwa yana ___ mata da ke tsawo maki. (a) miji (b) mata (c) taurari (d) sarki
  3. Kawuß yana ___ mutumin da ke shiga da kai a tsakiya. (a) miji (b) mata (c) taurari (d) sarki
  4. Uba yana nufin ___ mutum da ke tsawo maki. (a) taurari (b) sarki (c) miji (d) mata
  5. Uwa yana nufin ___ mata da ke tsawo maki. (a) taurari (b) sarki (c) miji (d) mata

Class Activity Discussion 

  1. Q: Me ma’ana dangantakar? A: Dangantakar shine ban dariya mai cike da kimanin mutum daga gida.
  2. Q: Me ma’ana uba? A: Uba shine mutumin da ke tsawo maki a gida.
  3. Q: Me ma’ana uwa? A: Uwa shine matarka da ke tsawo maki a gida.
  4. Q: Me ma’ana kawuß? A: Kawuß shine mutumai da ke shiga da kai a tsakiya.
  5. Q: Me amfanin dangantakar? A: Dangantakar yana taimakawa wajen fahimtar al’ummar mutanen gida.
  6. Q: Wane abubuwa muke dangantakar a harshe? A: Muna dangantakar a harshe bayan muna da wa’azi, aiki da sauran abubuwa.
  7. Q: Wannan dangantakar yana da muhimmanci? A: Dangantakar yana da muhimmanci saboda yana taimakawa wajen samun bukatar dangantakar da masu taimako.
  8. Q: Wane suna amfani da muhimmanci dangantakar a harshe? A: Muna amfani da dangantakar a harshe don samun yadda mutanen gida suke daga gida.
  9. Q: Menene amfanin uba? A: Uba yana taimakawa wajen kasancewar harshe da suke yi daga gida.
  10. Q: Menene amfanin uwa? A: Uwa yana taimakawa wajen kasancewar harshe da suke yi daga gida.

Presentation:

  1. Step 1: The teacher revises the previous topic which was “Reading and Writing”.
  2. Step 2: The teacher introduces the new topic by showing flashcards with pictures of different family members.
  3. Step 3: The teacher allows the pupils to give their own contributions and corrects them when necessary.

Teacher’s Activities:

  • Display flashcards.
  • Explain the different family members and their roles.
  • Guide students in writing the names of family members correctly.

Learners’ Activities:

  • Identify and name family members from the flashcards.
  • Write the names of family members in their workbooks.

Assessment:

  • Observe students as they identify and write names of family members.
  • Provide feedback and corrections where needed.

Evaluation Questions:

  1. Me ma’ana dangantakar?
  2. Me ma’ana uba?
  3. Me ma’ana uwa?
  4. Me ma’ana kawuß?
  5. Me amfanin dangantakar?
  6. Wane abubuwa muke dangantakar a harshe?
  7. Wannan dangantakar yana da muhimmanci?
  8. Wane suna amfani da muhimmanci dangantakar a harshe?
  9. Menene amfanin uba?
  10. Menene amfanin uwa?

Conclusion:

  • The teacher goes around to mark and provide necessary corrections on students’ work.
  • Summarize the lesson by reinforcing the importance of family relationships and knowing different family members.

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