ministry of education science and sports · unit specific objectives content teaching and learning...

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PRIMARY 1

SECTION 1 ORAL SKILLS

General Objectives: The pupil will:

1. acquire listening skills. 2. listen attentively with understanding. 3. acquire skills for speaking fluently. 4. develop manners and etiquette to enable him or her live with others. 5. develop cooperative spirit for team learning.

UNIT SPECIFIC OBJECTIVES

CONTENT TEACHING AND LEARNING ACTIVITIES

EVALUATION

UNIT 1 GREETINGS/ RESPONSES

The pupil will be able to: 1.1.1 use appropriate

expressions to greet and respond according to time of day and occasion.

Greetings to friends, relatives and adults. Greetings and responses in relation to time of day .e.g. morning, afternoon, evening or night, and occasions using appropriate expressions:

1. Good morning 2. Good evening

Note: Give the greetings and the responses in the

Ghanaian language. Dagaare: 1. Fo/yε Ansomaa

Yε/fo gaabo be soå

2.Fo/yε zimaane Ziemaayε laa Kasem:

1. De-n waaro/zezeåa

De-n de daane/wafuuri

2. De-n de waaro/zezeåa

De-n de dedaane/wafuuri

Use dialogue to guide pupils to learn greetings and responses e.g. Qs: What do your parents say to friends when they meet? ANS: They greet and converse. Qs: What is the greeting for morning, afternoon, evening and night? ANS: (pupils‟ responses) Pupils demonstrate types of greetings and responses according to time of day. Assist pupils to learn the greetings and responses for occasions such as Christmas, local festivals and religious festivals

Role-play: Pupils demonstrate how to greet at different times of the day and occasions. E.g. morning, afternoon, evening, birthday, Christmas, farewell message etc.

Ghanaian Languages and Culture September, 2012

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UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES

EVALUATION

UNIT 1 (CONT’D) GREETINGS/ RESPONSES

The pupil will be able to:

1.1.2 use appropriate address/

terms to greet people of different age groups and status.

Akuapem Twi:

1. Maakye: yaa onua/ôba/εna/agya

2. Maadwo: Yaa onua /ôba/ εna/ agya

Ewe: 1. Ådi na wò; Ådi. 2. Fi… na wò; Fi….

Fante: 1. Mema wo akye: Yaa onua/ ena/egya ... 2. Mema wo adwe: Yaa onua/eno/egya...

Dagbani; 1. Dasiba / Naa 2. Aninwula / Naa Gonja: 1. Anshumaa/Klodaa (Awoo) 2. Anuwulaa / safaa Greetings on occasions: Easter -Afi hyia pa Christmas -Afi hyia pa Id-Ul-Fitr Greetings and responses to people of different age groups, status and relationships eg. Malam, teacher, uncle, grandparents, chiefs, Eg. Greeting a grandparent. Asante Twi: Nana maakye o! Nzema: Me nlenyia ahye o!

Ga: Ataa miiåa bo

Dangme: Mo de mioo

NOTE: Play songs or rhymes

involving greetings, if any, may be used for this lesson. Teacher and pupil to demonstrate greetings and their responses to the following: malam, teacher, uncle, grandparents, priests, for pupils to observe. Pupils role play to illustrate greetings and responses after the teacher has demonstrated to class. Use drills to establish patterns in greetings and responses

Pupils to role play using appropriate address terms in greetings and responses to people of different age groups, status and relationships.


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EVALUATION

UNIT 1 (CONT’D) GREETINGS/ RESPONSES UNIT 2

SONGS, RHYMES, TONGUE TWISTERS

The pupil will be able to: 1.1.3 give reasons why people

greet. 1.2.1 listen attentively to songs, or rhymes, or poems and mention names of things, animals and places heard. 1.2.2 listen attentively to tongue twisters and mention names of things, animals and places heard. 1.2.3 sing songs and recite rhymes, or poems or tongue twisters with correct stress and rhythm.

1. To show respect, politeness and courtesy

2. To show respect before one engages another person in conversation or before one makes a request from another person.

Names of things, animals and places heard in carefully selected songs, rhymes or poems Names of things, animals and places in tongue twisters Singing songs and reciting rhymes or poems or tongue twisters with correct pronunciation of words, stress and rhythm. NOTE:

You are encouraged to select and use suitable Ghanaian rhymes, poems, songs and tongue twisters.

Pupils role play to demonstrate the importance of greetings. Pupils to give reasons why people should greet. Pupils to listen to songs, rhymes or poems selected by teacher and mention names of things, animals and places heard in the songs etc. Pupils to listen to selected tongue twisters and mention names of things, animals and places heard in the tongue twisters Using actions and gestures, teacher sings songs and recites rhymes or poems several times for pupils to imitate. Pupils sing songs and recite rhymes, or poems and tongue twisters accompanied by tapping, clapping and other sound making actions

Pupils answer these questions: 1. What do people say if you don‟t greet them? 2. How do people

feel when they are greeted?

Pupils mention names of animals, objects and places in songs or rhymes or poems heard. Pupils mention names of animals, objects and places in tongue twisters heard. Pupils sing songs and recite rhymes, or poems and tongue twisters learnt with clapping, stamping or beating of objects NOTE

Activity could be individual or group based.


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EVALUATION

UNIT 2 (CONT’D

SONGS, RHYMES, TONGUE TWISTERS

UNIT 3 STORY TELLING

The pupil will be able to: 1.3.1 listen to simple stories and recall some of the

words, characters and actions heard

1.3.2 listen to and retell parts of a simple story read or told by the teacher

Rhyme Asante Twi: Kwaapaa hunuu mampam Pam mampam maa mampa

kôforoo pam.

Rhyme Nzema:

Kɛ lɛ ne abôlôba bie

Kenle ko nôsolε bie

ôse ôkô akpôsa ôkô akpôsa -

ôkô akpôsa ô ye bizale ye kɛ ɛ lɛ hameteduku ô ôse awulaba gyinla . . . Rhyme Ga: ni jwε jwε wtu Aflimata bibioo ko Ni hômô miiye lε

Ekôlô shi, ekôlô shi

GôbI, gôbI, gôbi

Ni jwε jwε jwε etu Rhyme Dangme: Tso tsikitsiki Tso tsaktaska

Tso kpô

Recall or repeat key words, characters actions in stories heard Listening to simple and interesting stories and retelling parts of the stories.

Examples: Use Ghanaian Language examples Tongue twister Twi” Ata kɔ fa ta bra ma yɛ nkô Tafo Ata ayie

Guide pupils to sing a song and recite a poem with correct pronunciation of words and appropriate stress and rhythm. Pupils to recite tongue twisters they know. Use questions to elicit key words, names of characters and actions in stories told in class Pupils repeat key words in songs and mine the story heard Tell or read an interesting story to pupils and illustrate it with actions, pictures, sketches, puppets or toys, realia, etc. Pupils to retell parts of the story and act whole or parts of the story

Pupils retell the story told in class using pictures and other objects. Pupils draw anything in the story that interests them


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EVALUATION

UNIT 4 TALKING ABOUT PERSONS, OBJECTS AND PLACES Parts of the body

The pupil will be able to: 1.3.3 discuss stories heard. 1.3.4 role play a story. 1.4.1 name the parts of the body.

Discuss stories heard eg. Characters, events, moral lessons etc. Assign characters to role play a story The parts of the body e.g. head, hand, leg, etc. A. Show me your head, B. This is my head. Dagaare: A. Wuli ma fo zu

B. N zu la åa

Kasem: A. Bere-ne n yuu. B. yuu mo tento.

Akuapem Twi: A. Kyerε me wo ti B. Me ti nie Ewe:

A. Fia wò tam.

B. Nye taa nye esia.

Fante; A. Kyerε me wo tsir. B. Me tsir nye yi.

Dagbani;

Wuhimima a zuêu

M zuêu m-bôåô

Gonja: A. Åini ma fobe kumu B. mabe kumu nde

Help pupils to discuss moral lessons learnt from the stories, the characters, events and also explailn how the story ends i.e. Does the story have a happy ending or a sorrowful ending? Guide pupils to role play the story. Through dialogue, lead the pupils to point to the various parts of the body and name them. Dialogue e.g. A: Where is your …? B: This is my … Drill: Teacher – Pupil Pupil – Teacher Pupil – Pupil Play song: Let individual pupils point to the various parts of the body as they sing play- songs connected with parts of the body.

Pupils tell stories they know and mine stories read or heard. Pupils role play the story heard. Pupils to name parts of the body in a picture or drawing. Pupils to draw any part of the body and name it.


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EVALUATION

UNIT 4 (CONT’D) TALKING ABOUT PERSONS, OBJECTS AND PLACES Parts of the body

The pupil will be able to: 1.4.2 mention the functions of the parts of the body.

Functions of the parts of the body, eg: i). ear – for listening ii). eye – for seeing iii). legs – for walking Asante Twi:

i. Aso – wôde tie asεm

ii. Ani – wôde hwε ade

iii. Nan – wôde nantew

Nzema: i. εnzonlε – yεfa yεtie edwεkε ii. εnyenlε – yεfa yεnwu debie iii. egyakε – yεfa yεtia

Dagbani: i. Tibili – din wumda ii. Nini – din yuuna iii.Gbaya – Di nyεla chanazu.

Gonja:

i. Kuse – bu kô a nuu.

ii. kunishi – bu kô a wuu

iii. Aya – bu kô anite

Ga: i. toi – kεha toiboo

ii. hiåmεi – kεha nikwεmô

iii. naji – kεha nyiεmô

Dangme: i. tue: kε ha nô numi

ii. hε ngmε: kε ha nô hyɛ mi

iii. nanehi: kε ha nyɛ ɛ mi

Kasem: i. zwe - se n ta-n mae n cheiga ii. yi – se n tan-n mae n nia

iii. nε – se n ta-n mae n êi

Dagarre: i. Toori – wono la yεlε ii. nimiri – nyεrε la zie

iii. gbεε – te maå kyεnε ne la

Assist pupils to discuss the roles of each part of the body in the life of a person.

Discussion What will happen if one part of the body doesn‟t function well?

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EVALUATION

UNIT 4 (CONT’D) TALKING ABOUT PERSONS, OBJECTS AND PLACES

Talking about objects at home


1.4.3 mention names of objects at school and at home. 1.4.4 use “it is” with some naming words to form short sentences.

Names of objects at school and at home: School: chairs tables, arm board, pencils, chalk, books, cupboards, chalkboard, etc. Home: cups, plates, bed, mat, shoes, dress, television, radio, spoons etc. Introduce the structure: “It is” plus noun eg. It is a book. It is an arm board. It is an egg. NOTE:

Label boldly all objects in the classroom e.g. cupboard, teacher‟s table and chair, chalk-board, windows etc. i. It is a table. ii. it is a plate. iii. it is a book .

Using real objects, invite pupils to pick up objects as you mention the names e.g. an orange, pen, pencil, chalk, arm board (slate). Pupils repeat the name as they pick the object. Pupils mention the names of some objects in the school and at home. Use questions to guide pupils in identifying games i.e., Pick up an object, call a pupil and ask, what is this? Etc.

Tr. What is this? P: It is an orange. If a pupil gets it right, he or she invites the next pupil to pick an object and ask: P: What is this? P: It is a book etc.

Other games may be used to help pupils to resond using “It is.

Pupils mention the names of as many objects as possible in school and at home. Pupils to draw two objects. Pupils answer questions using “it is”.

Pupils read labeled objects in the classroom. Pupils draw and label two objects in the classroom.

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EVALUATION

UNIT 4 (CONT’D)

TALKING ABOUT PERSONS, OBJECTS AND PLACES

Dagaare: i. Tabole la. ii. Pilete la. iii. Gane la.

Kasem: i. Ko ye teibole mo. ii. Ko ye pileiti mo.

iii. Ko ye tônô mo.

Akuapem Twi:

i. Âyε ôpon.

ii.Âyε prεte.

iii.Âyε nwoma.

Ewe:

i. KplŸ e.

ii. PletieorAgbae

iii. Agbal…e .

Ga:

i. Okpôlô ni.

ii. Plεte ni. iii. Wolo ni.

Dangme:

i. Okplôô ji nε ô nε

ii. Plεεte ji nε ô nε.

IiI. Womi ji nε ô nε .

Nzema i. εkponle ô ii. Pelɛ te ô iii. Buluku ô

Dagbani i. Di nyεla teebulu ii. Di nyεla parante iii. Di nyεla buku

Gonja i. Kade la tebur na ii. Kede la ple le na iii. Kede la buku na


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EVALUATION

UNIT 4 (CONT’D)


The pupil will be able to: 1.4.5 use “this is” with simple naming words in simple sentences.

1.4.6 use simple describing words (adjectives) in sentences.

Using naming words in simple sentences e.g. This is an egg. This is a book.

Asante Twi: i. Wei yε kosua ii. Wei yε nwoma

Nzema: i. Kolonvia εne/εhye le kolonvia. ii. Buluku εne/ εhye le buluku.

Dagbani:

i. Dimbôåô nyεla galli

ii. Dimbôåô nyela buku

Ga;

i. Wôlô nε

ii. Wolo nε.

Dangme:

i. Kungwô hwli ji nε ô nε

ii. Womi ji nε ô nε.

Kasem; i. Konto ye chechare mo.

ii. Konto ye tônô mo.

Dagaare: i. Ganzeε la åa ii. Gane la åa

Dagbani:

i. Galli m-bôåô

ii. Buku m-bôåô

Gonja i. kede la kufule na ii. kede la buku na We sometimes use colours to describe or talk about things or people or animals e.g. blue or black This is a red book. This is a white cap.

Use naming words in simple sentences for pupils to repeat. This is a table This is an orange. Introduce the use of describing words by presenting a collection of items or objects of different colours. Pupils to group or sort out items according to colour and size.

Pupils in pairs or individuals use naming words in simple sentences. Pupils identify objects by colour. Pupils colour objects in pictures and drawings.


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EVALUATION

UNIT 4 (CONT’D)


Dagaare:

i. Gan zeε la åa

ii. Zupile Pilaa la åa

Kasem:

i. Konto ye tôn – nasoåo mo.

ii. Konto ye kap – napwoåo mo.

Akuapem Twi:

i. Eyi yε nwoma kôkôô.

ii. Eyi yε kyεw fitaa.

Ewe:

i. Agbal… dzi… nye esia

ii. Kuku êi e nye esia

Fante:

i. lyi yε buukuu kôkôôrmemen

ii. lyi yε buukuu fitaaorfufuw

Dagbani:

i. Buku øee m-bôåô

ii. Zupili piεlli m-bôåô

Gonja: i. Kede la buku peper na ii. Kede la buku fuful na

Sometimes we use words of size to describe people, animals or things e.g. big or small, tall or short, fat, thin, round e.g. The teacher has a big table My small table Doh is a tall boy Esi is a short girl That is a round ball Asante Twi:

i. ôkyerεkyerεfoô no wô εpono

kεseε bi ii. Makonnwa ketewa no iii. Kwaku yε tenten or

Through leading questions, help pupils to describe the colour of objects they see. What is the colour of this pencil? e.g. This is a red pencil. What is the colour of this book? It is a green book. Through questions, pupils describe things using the following describing words: Colour: red, white, black, blue, green Size: big, small Shape: round, square, triangle, straight etc Height: tall, short Length: long, short

Pupils describe the colour, size, height, length etc. of objects, animals, birds.

Pupils draw different objects of different sizes, colour, shape etc.


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EVALUATION

UNIT 4 (CONT’D)


Nzema: i. Kilehilevolε ne lε εkponle kpole bie. ii. Me ebia ekyi ne. iii. Kaku le kakula tendenle. Dagbani: i. Karimba maa malila teebuli titali

ii. N kuêu bila.

iii. Kasim nyεla ninvuê wôêiåli.

Ga:

i. Mitsôôlô lε yε okpôlô agbo ko

ii. Misεi bibioo.

iii. Kwaku kwô gojoo.

Dangme:

i. Tsôôlô ô ngε sε agbo ko.

ii. Ye sε nyafii. iii. Kuεku ka gagaa. Kasem: i. Tiicha wom/Bereno wom jege teibul – Kamunu.

ii. A teibul – balaåa kam.

iii. Adoa ye bu- dedôrô mo.

Dagaare:

i. A karema taa la tabol kpoå

ii. N tabol bile

iii. Dεre e la dôôbil wogi

Gonja:

i. Eåipo na kô tebur gboå

ii. Mabe tebur fimbi

Dari wô nteå

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UNIT SPECIFIC OBJECTIVES C ONTENT

TEACHING AND LEARNING ACTIVITIES

EVALUATION

UNIT 5 TALKING ABOUT ACTIONS/ ACTIVITIES

The pupil will be able to: 1.5.1 use appropriate words to tell what people do. 1.5.2 use present continuous forms of the verb in simple sentences

Using appropriate words to describe actions eg. walk, eat, clap, sit, stand, drink, jump, sleep, talk, etc.

Ga: nyiεmô, ye, tee/damô shi

Ewe: zô,ɖ u, tso, tsi tre

Dangme: nyεε, ye, da si Fante: nantsew, dzi, soεr.

Dagbani: ôhaå, di, zani.

Nzema: tia, di, dwazo Kasem: vei, di, zege. Gonja: nite, ji, yili Use present continuous forms of the verb in simple sentences. I am eating You are writing He is walking She is dancing It is raining You are singing We are playing They are running

Through demonstration with pictures, real objects like mats, plates, cups, etc., introduce the lesson on „doing words‟ (verbs) to pupils. Teacher sits on a chair in front of the class and says: Tr. „I am sitting down‟ Teacher calls a child to sit on a chair. Tr. “Mary, sit down” Teacher says‟ “Mary is sitting down”, for class to repeat. Introduce other verbs by assisting pupils to perform the actions or talk about actions in pictures, charts, e.g. crying, sleeping, walking, drinking, eating etc. Using pictures, charts and demonstration, assist pupils to talk about actions being performed. Teacher calls a pupil to perform some actions eg. eat, drink, sleep. Pupils to describe the actions. She is eating or drinking. He is sleeping, etc. Teacher asks: What is he or she doing? for pupils to respond appropriately

Pupils perform actions of given verbs. Pupils use doing words in simple sentences. Pupils in pairs or groups perform activities and talk about them using present continuous form of the verb. Eg I am walking etc.

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EVALUATION

UNIT 5 (CONT’D) TALKING ABOUT ACTIONS/ ACTIVITIES

(Personal Hygiene)

The pupil will be able to: 1.5.3 acquire the habit of keeping his or her clothes and body clean. 1.5.4 mention the values of cleanliness 1.5.5 tell who washes his or her clothes and cuts his/her finger/toe nails for him or her. 1.5.6 mention the name of what is used to cut their nails

Taking care of clothes e.g. pants, socks, handkerchiefs, body eg. hair, finger nails, teeth etc. eg: I am washing my clothes

Ga: Miifô mitadei ahe

Ewe: Mele nye awuwo nyam Nzema: Melεkpo me tεladeε Earn respect, keep fit and healthy etc. Give names and relationship of the person who washes their clothes and cuts their nails. Mother – called Mary Aunty – called Aunty Peace Using the nail clipper to get rid of infection.

Teacher guides pupils on why their clothes and body must be kept clean. Use play songs, if any, associated with personal cleanliness e.g. This is the way I wash my face…. Use play songs in the language. Guide pupils to describe actions being performed. Call some neatly dressed pupils to stand before the class and talk about them briefly. Guide pupils to mention the importance of neatness. Pupils give reasons why we must - be neat - wash our clothes - wash our handkerchiefs and socks - cut our finger and toe nails - clean our teeth regularly etc. Pupils mention the name and their relationship with the person who washes their clothes and cut their finger/toe nails Show a nail clipper and ask pupils to tell what the person who cuts their nails uses. Advise pupils to tell their parents or the person who cuts their nails to use a nail clipper, and not to use a blade. A blade can cut and leave an infection.

Use questions to lead pupils to say what will happen if one fails to: 1. treat a sore. 2. wash dirty clothes. 3. wash dirty hands before eating. Pupils to mention the importance of neatness. 1. Pupils to tell why they

should cut their finger/toe nails.

2. Tell why it is important to cut their finger/toe nails.

Pupils to explain why it is important to use a nail clipper to cut their finger and toe nails and not use a blade


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EVALUATION

UNIT 6 TALKING ABOUT ONESELF, FAMILY AND PLACES VISITED


1.6.1 talk about him or herself, family and friends, using appropriate language. 1.6.2 tell personal experience on a field trip.

Describe themselves, family, pictures, pets, friends, school, toys, etc. Talk about things seen or done on visits or excursions to different places: The farm, market, shops, post office, another town, children‟s park etc. NB: Supplementary readers if

available should be used in this unit.

Pupils talk about themselves: name, age and where they live, house numbers, parents‟ names etc. Pupils to mention the name of their mother or father. NOTE: Those who do not know the name

of their mother to go home and find out and come to school to tell the class the next day. Call individual pupils in turn to talk about any adult they know, relationship to the adult, their work etc Take pupils on excursion to places of interest eg markets, hospitals, chief‟s palace etc. Pupils talk about what they saw on the excursion or visit in class. Pupils draw what they saw during the excursion or visit. NOTE: Encourage free expression and

avoid over correction.

Individually, pupils talk about themselves, parents, friends‟ teachers etc. Pupils to talk about any interesting thing they saw during their visit or excursion.

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EVALUATION

UNIT 6 (CONT’D) TALKING ABOUT ONESELF, FAMILY AND PLACES VISITED

The pupil will be able to: 1.6.3 use personal pronouns appropriately in simple sentences

Using personal pronouns appropriately in simple sentencese.g I am Issa. I am Kaku. You are Esi. She is Edem. He is Addo. In pairs/small groups, pupils take turn to introduce themselves and members of the group e.g. I‟m Kofi, he is Mensah and she is Araba etc. He is my father. Kasem: O ye a kwo mo. Dangme: Ye tse ji lε. Asante: ôyɛ me se/papa. Gonja: E la ntuto na. Nzema: ôle me ze. Dagaare: o e la N saa Dagbani: o nyεla m ba

Revise questions and answers. Introduce personal pronouns in situations using appropriate sentences. Use various kinds of drills/games that allow for practise in meaningful situations.

Question and Answer Drill Pupil A: I‟m Kofi. Who are you? (turning to pupil B) Pupil B: I‟m Araba. Who are you? (turning to Pupil C) Pupil C: I‟m Afi. Who are you? etc. Go on to introduce and repeat the use of you/he/she/we/you/they in sentences. Let pupils form sentences with I, you, he, she, it, me, and, they. NOTE: Note the pronoun which is not

easy to understand and give more examples to improve understanding.

Pupils use pronouns in games and drills. Pupils in turns introduce themselves and members of the class using appropriate pronouns .


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EVALUATION

UNIT 7 GIVING AND RESPONDING TO COMMANDS AND MAKING REQUEST

The pupil will be able to: 1.7.1 give and respond to commands

1.7.2 make polite requests using “please”

Using the Simple Present form of verbs in commands: Commands (short sentences giving orders. Stand up. Come here. Nzema: Dwazo, bεla εke. Ewe: Tsi tre,Tso. Va afii Fante: Soεr, braha

Dagbani: Yiêisi zani, Kamina kpe

Kasem: zaåe wε ne. Ba ywoba

Dagaare: lri are. Wa kye. Gonja: koso n yili, Ba mfo

To make a request is to ask for something. When asking for something we have to be polite. We use the word “please” to express politeness. Using “please” in requests Stand up, please. Come here, please. - Please, sit down - Please, keep quiet. Dangme: - I Kpa mo pεε, hii si I kpa mo pεε, pee dii Ga: Ofainε, ta shi

Ofainε, feemô diåå

Dagbani: Jaande, øinima Jaande, Fomi vur

Kasem: zaåe we ne Ba ywoba. Jeini tega ne., cheigi sôô. Dagaare: N sôrô fo, iri ae

N sôrô fo, wa kyε N sôrô fo, zeå N sôrô fo, ta gônô Gonja: Kande, koso n yili Jande, ba mfo Jande, chena Jande, loto

Introduce commands using appropriate situations and demonstration. Repeat commands several times for pupils to listen and respond to. Accompany commands with gestures and facial expressions. Pupils practise giving and responding to commands. Introduce the use of „please‟ in requests as in the examples in content. Pupils make requests using “please” e.g. Ama, please stand up. Mahama, please bring me the book. Drill using the structure introduced (Commands or Requests) Pupils practise the structure using appropriate situations.

Pupils in pairs or groups repeat and respond to commands or requests. Pupils to make polite requests.

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EVALUATION

UNIT 8 MAKING STATEMENTS IN SIMPLE PRESENT TENSE

(Positive and Negative Statements)

The pupil will be able to: 1.8.1 make positive statements using the Simple Present 1.8.2 make negative statements in the Simple Present

Positive statements using the Simple Present. eg. This is a pencil. This is a chair. This is a house

Dangme : We ji nε ô nε

Gonja:- Kede la laå nna./laå n de

Ga: Shia nε

Akuapem Twi: Ôdan ni /Eyiyε ôdan Dagbani: yili m-bôåô. Ewe: Esia nye afe Kasem: Konto ye sôåô mo. Dagaare: Yiri la åa

Positive Negative This is a bird. This is not a bird. This is a book. This is not a book. I‟ m a boy or girl. I‟m not a boy or girl.

Positive Negative This is a book This is not a book

Kasem: Tônô mo Konto dage tônô. tento.

Dagbani: Dimbôåô Dimbô pala

nyεla buku. buku.

Ewe: Agbal…e Menye agbal…e

nye esia nye esia o. Nzema: εne le buluku εne εnle buluku Dagaare: Gane la åa åa ba e gane

Gonja: Buku nde, Ked maå la buku

Use appropriate situations or gestures to introduce positive statements in the simple present tense. (See Content). Use repetition to provide opportunities for listening Pupils to use positive statements appropriately. Use appropriate situations to introduce negative statements as in Content. Pupils repeat negative statements after teacher Pupils make their own negative statements.

Pupils give positive statements using the Simple Present. Pupils change positive simple present sentences to negative sentences. Pupils make their own positive or negative statements.


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EVALUATION

UNIT 8 (CONT’D) MAKING STATEMENTS IN PRESENT CONTINUOUS TENSE

(Positive and Negative Statements)

The pupil will be able to: 1.8.3 make positive and negative statements using the Present Continuous Tense

Present Continuous Positive Negative The dog is The dog is not barking. barking The children The children are are playing not playing. I am eating I am not eating The child is The child is crying not crying Dangme:

jokuô ô ngε Jokuε ô fo we ya.

ya foe Asante Twi: Abôfra no resu Abôfra no nsu Fante: Abofra no rusu Abofra no runsu Kasem: Bu wom keeri mo Bu womb a keera. Dagaare: A bie kono la. A bie ba kono Dagbani: Bia maa kuhirimi Bia maa bi kuhira Ginja: Kebia na beeshu Kebia na maa shu

Introduce sentences in the present continuous tense stressing the „continuous form‟ eg. I am wrting. Call pupils in turns to perform actions using “What is he/she doing?” questions for pupils to answer. Help pupils to create their own positive present continuous sentences. Introduce the negative using the present continuous. Give examples as in content.

Pupils give positive and negative statements in the present continuous tense. Exercise: Pupils change positive present continuous sentences into present continuous negative. Pupils create their own negative statements using the present continuous. In pairs, let one pupil give a positive statement and the other the negative.


19


EVALUATION

UNIT 9 OBSERVING SAFETY MEASURES

(safety on the roads or paths) Dealing with strangers and neighbours

The pupil will be able to: 1.9.1 observe safety measures in crossing the road and walking on paths. 1.9.2 cross roads safely. 1.9.3 tell how to deal with strangers and other people in the home and neighbourhood

Safety in crossing the road. Walking on the road: walk on the side of the road facing the traffic so that you can clearly see the oncoming vehicles. (This will be the left side of the road as you face the traffic) NOTE: In villages where there are

relatively fewer vehicles, there is less traffic problem. There are, nonetheless, problems associated with bicycles and carts. Through questions and answers the teacher in such an area should help pupils to describe some of the dangers they face on the roads and in the alleys and then help the children to develop appropriate ways for maintaining personal safety in using the roads and alleys in such areas. Crossing roads Personal safety in dealing with strangers and other persons in the home and neighbourhood. - Do not associate with people you do not know. - Be careful with people who are not your parents or siblings. - Do not enter the rooms of older girls or boys, older men or women.

Assist pupils to answer the following question: Do you meet cars on your way to school or Do you sometimes meet vehicles on your way to school?

Teach pupils how to cross the road and the dangers a person faces on the road especially in towns.

Tell pupils to ask older persons or friends to help them cross the road. Discuss with pupils reasons for holding the hand of an adult when crossing the road and the need to walk on the side of the road facing the traffic. Demonstrate how to cross the road. Advise pupils to walk on the side of the road facing the on-coming traffic (i.e. the left side of the road). Advise pupils to walk on the path and not on the grass because of the possibility of snakes. Create a road scene in the class and let pupils hold teacher‟s hand to cross the road. Through questions and answers, pupils describe how to cross the road. Assist pupils to learn that it is important not to associate with persons they do not know, and why they should not accept lifts or gifts from people they do not know. Teacher tells a story based on the following: A child who accepted a gift from a stranger or an adult who invited a child into his or her room. Explain to pupils that some of these unknown people may be bad people and may harm or take them away from their parents so they may never see their parents again.

Pupils answer simple questions on why they should hold the hand of an adult they know to cross the road. Pupils role-play crossing the road. Pupils answer why they should walk on the side of the road facing the traffic. Say how to walk on foot paths. Pupils role play the scenes in the story. Pupils tell how to deal with strangers.


20



EVALUATION

UNIT 9 (CONT’D)

OBSERVING SAFETY MEASURES

The pupil will be able to: 1.9.4 tell how children can be enticed by older people.

How older people entice young people to their rooms and other obscure places: i. They give them toffee, biscuits or money. ii. They send them to buy something and take it to their room. iii. They ask them to bring things from their rooms. iv. They invite them to watch TV in their rooms.

Older people who treat young people badly often tell the young people not to tell their parents otherwise they will die. They may also tell the young persons that they will kill them if they told their parents.

Make pupils aware that some of the adults who live in the same house or in the same neighbourhood may be bad people. Let pupils tell the meaning of “private part”. Let them be aware that they should allow only their guardians, that is, their mothers, aunts or close relative to touch their private parts when they are bathing them. Explain the dangers of allowing other people apart from their parents and guardians to touch their private parts when they are bathing them. Note: Teachers should find a polite way of

describing the meaning of private part Pupils to tell the methods older people use in order to entice young people to their rooms and other obscure places (See material in content).

Pupils tell the various ways of avoiding bad people who treat young people very badly. Show a film depicting the dangers of associating with strangers.

Pupils to learn the following principles:

Do not accept sweets or gifts from older persons you don‟t know. Do not accept sweets or gifts from people in your house and in the neighbourhood. When anyone sends you and tells you to send the item to his or her room, don‟t go. If anyone does anything bad to you, tell your parents. You will not die if you tell your parents. The older person cannot kill you. He will be arrested and sent to jail.

With teacher as the adult and using real objects such as toffee, money etc., pupils role play situations where an adult tries to entice a young person. Use simple questions to check understanding of the lesson or film.

21


EVALUATION

UNIT 10 THE POSITION OF THINGS (Postpositions)

The pupil will be able to: 1.10.1 demonstrate the use of postpositions.

1.10.2 use the various simple postpositions appropriately in sentences.

Use of the various simple postpositions and acceptable responses. Placing and positioning things as indicated by postpositions, e.g. in, on, under. Postpositions: in, on, under,

Ewe: teñefianya: me, dzi, teorgôme,

xa, gbô Nzema: εlekapôkε: nuhua, zolε, ô bo

Ga: Gbεhegbεi: mli, nô, shishi,

Kasem: wo ne baåe ne kuri ne.

Dagaare: poôå, zuå, pareå Dagbain: ni, zuêu, gbunni Gonja : to, so, kaseto

Using the postpositions appropriately in sentences e.g. The pen is on the table. The book is in the cupboard. Sit on your chair. Please, put it on the table. Put the chalk in the box Put the chalk under the chair

Demonstrate the use of postpositions by placing objects in various positions e.g. on, in, under. Pupils pick up various items in class and place them at various positions as directed. Indicate positions for pupils to place items accordingly. Eg. Put your pencils on your tables. Put your hand in your pocket. Place the ball under the table.

In pairs, pupils ask each other to place items in positions they indicate e.g. Put your pencil under the table. Pupils put their items under or on the table and say: The pencil is under or on the table. Through demonstration, lead pupils to make up sentences with postpositions. NOTE: Check which postpositions are

difficult for pupils to understand and give further help in the use of those postpositions.

In pairs or groups, pupils say or show positions of various objects.


22


EVALUATION

UNIT 10 (CONT’D) THE POSITION OF THINGS

(Postpositions)

eg. i. The pen is on the table. ii. The book is in the box.

Gonja:

i. Pεn na wô tebul na be esoso.

ii. Kawol na wô daka na to.

Asante Twi: i. Twerεdua no da εpono no so.

ii. Nwoma no hyεorwô adaka no

mu. Dangme:

i. Ningma tso ô ngε okplôô ô nô

ii. Womi ô ngε daka a mi

Fante; i. Pεn no da pon no do.

ii. Buukuu no wô adaka no mu.

Dagaare:

i. A magdalee be la a tabol zuå

ii. A gane be la a daga poôå Nzema: Pεne ne la εkponle ne azo.

Buluku ne wô εlεka ne anu.

Kasem:

Pεne dem wo teibuli dem daåa ne

Tônô kom wo daka kam wo ne.

Dagbain:

Pen maa plal teebulu zuêu

Buku maa bela adaka maa ni


23


EVALUATION

UNIT 11 ASKING AND ANSWERING QUESTIONS What? Where? Who?

The pupil will be ableto: 1.11.1 ask and answer questions correctly.

1.11.2 use correct or appropriate pronunciation and intonation in asking and answering questions

Ask questions using question markers eg. what, who, where, e.g. Q. What are you doing? A. I am reading Q. When did you come? A. I came yesterday.

Dagbani:

A. Bô, åuni, ya, bôndali, wula, dini, 1. Bô ka a niåda? 2. N karindimi Akuapem Twi A. Dεn? Hean? Hefa? Bere bεn?

Adεn? Nea/Dεn, εwô he?

Q. Dεn na woneyε? A. Merekenkan nwoma Q. Bere bεn na wobae? A. mebaa nnera. Kasme:

Bε, wô, yeim, maåa kô

Wo bε, (Kô dô) tatε (kô, dô, tô, et

Q. N wora n ke bε mo?

A. A wora a gare tônô mo.

Q. Maåa kô mo n tua?

A. A tu diim mo. Dagaare:

Boå, aå, yeå, dabuori, bonso, buosoba, wola

Q. Boå ka fo erε?

A. N kanna la Q. Dabuori ka fo wa

A. zaameå ka N wa

What is this? It is a pen or pencil or chair or table. Who are you? I am Ali or Esi or Ata or Kodwo Where is the book? It is on the table Where are you going? I am going to school. Where are you? I am here or outside or in the room.

Introduce questions and answers involving what, where, who, why, when, which, how.

Pupils to listen and repeat questions and answers. Use dialogue or drill to teach the questions. In pairs, pupils ask their own questions for their partners to answer. NOTE:

Make lessons activity based to avoid boredom. Pupils to work in pairs or groups to practise asking and answering questions using What, Where and Who. (Let them practise one question

at a time) Go round listening to pupils and motivating them to talk freely. Reinforce the lesson through role play. Make up new sentences as in content for pupils to answer using correct intonation and pronunciation. Pupils give more examples of questions and respond.

Pupils in pairs or groups ask and answer questions using what, where, who,

Pupils ask and answer questions using intonation and pronunciations correctly.

24


EVALUATION

UNIT 12 TALKING ABOUT TIME Days of the week

Telling time by the hour

The pupil will be able to: 1.12.1 state the days of the week in chronological order.

1.12.2 tell the time by the hour.

Days of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday. e.g

A. Asante Twi: Dwoada, Benada, Wukuada Yawoada, Fiada, Memeneda, Kwasiada. A. Nzema: Kenle aluma: Kenlenzile, Dwεkε, Maanle, Kule, Yalε, Folε, Molε A. Dagbani: Atani, Atalaata, Alaaba, Alaamishi, Alizumma, Asibiri, Alahari. A. Gonja: Atania, Atalata, Alariba Alamusa Alijima Ashibiti, Leedi

A. Ga: Gbii, lε agbεii. Ju, Jufô Shô, Soo,

Sohaa, Hôô, Hôgbaa

A . Dangme: Hôεgbi, Pεplεgbi, Sô, So,

Soha, Hô, Hôgba

A. Kasem: Totoåa Bobo Dε, Totoåa da yalei

Totoåa Da yatô, Totoåa Da Yana

Totoå Da yanu, Ludedoa, Wε Dε

A.Dagaare: Mondee, Tuusidee, Wεnεsedee,

Tôôsedee, Feraadee, Satadee,

Koseεraa

i. The time is 8 o’clock ii. The time is 10 o’clock

B. i. Abô nnônwôtwe

ii. Abô nnônsun

B. i. Bεbô done môtwe

ii. Bεbô done bulu

B. i. Saha åô nyεla kurugu anii

ii. Saha åô nyεla jurugu pia.

B.i. karfe aburwa nna na ii. Karfe kudu nna na

B. i. Atswa åmεji kpaanyô

ii. Atswa åmεji nyôåma

B. i fia ngmlε kpaanyô

ii. fia ngmlε nyôngma.

B. i.Tam kom yε lu-nana mo /ko mage lu-nana mo ii. Tam kom ye lu-tuga mo/ko mage lu-fuga mo.

Assist pupils to learn the names of the days of the week. Pupils to answer questions on what they do on Mondays, Saturdays and Sundays

Using a model clock, teacher assists pupils to tell time by the hour. Eg.

121

2

3

4

57

8

9

11

10

6

The time is 3 O‟clock

Pupils in turns tell the day for this particular lesson and the days they were born.

Pupils in turns tell time by the hour using a model clock.

25

PRIMARY 1

SECTION 2

READING SKILLS


1. develop skills for formal reading. 2. read and derive information from texts of varied nature.


EVALUATION

UNIT 1 PRE-READING ACTIVITIES Items at Home and School

The pupil will be able to: 2.1.1 identify and talk about objects at home. 2.1.2 identify and talk about objects at school.

Names of items in the home: broom, mat, pillow, stool, etc.

Eg.

Ewe: xa, aba, suðui, zikpui

Dangme: bε, sa, sune, mango, sε, Fante: mena, kεtε, sundze, asεsεgua

Kasem: zwε sara, pulu, yutuåu

Ga: bclô, saa, sune, maåooorsεi

Dagaare: saare, sεå, kapuro,

dakogi. Nzema: sane, εkpa, esumi, sεsεbia,

Dagbani: scêu, sôå, dufeli kua

Gonja: pise, kelaå, kaputi, kabεbi

Names of items in the school: chair, table, book, ball, chalk, etc.

Show pictures of items found in a home and let pupils identify them by their names and uses. Talk about items found in the home with pupils. Pupils mention the names of specific items.

Pupils mention the names of objects or items found in the school. Use concrete objects and pictures to illustrate objects found at home and in school. Pupils demonstrate the uses of some of the objects or items under discussion.

Pupils identify items or objects found at home. Pupils to mention names of selected items or objects found at home and describe their uses. Pupils to draw an item used at home

Pupils to mention names of objects or items found at school and their uses.

Pupils draw one object found at school.


26


EVALUATION

UNIT 1 (CONT’D) PRE-READING ACTIVITIES

The pupil will be able to: 2.1.3 turn over the pages of a book by opening gently from right to left.

Scrap books containing pictures of various objects and actions Observing pictures of various objects and actions, and saying what they represent.

Prepare scrap books out of magazine pictures. Cut out and paste pictures on paper. Use magazines with brightly coloured pictures. Guide pupils to prepare their own scrap books. Teach pupils the techniques for opening a scrap book or other books i.e. gently from right to left. Pupils turn over the pages of a given book and locate a particular picture mentioned by teacher e.g. In this book there is a picture in which some boys are playing football. Find it. Create a book corner and encourage pupils to consistently visit it. .

Pupils turn pages of books or scrap books.


27


EVALUATION

UNIT 1 (CONT’D) PRE-READING ACTIVITIES Picture/Object/ Colour Description

The pupil will be able to: 2.1.4 identify primary colours. 2.1.5 talk about different objects in a picture.

2.1.6 compare the sizes, height and length of objects in school and at home

Identification of primary colours: eg. red, blue, yellow

Ga: tsuru, bluu, yεlo/wuôfô su

Dangme: etsu, bluu, zô

Kasem: nasoå, naøwono

(bulu/nazwono). Dagaare: zeε, sunni, doôre

Bie, kpoå

Sôglaa, tevaa, pelaa

Wogi, åmaa,

Gonja: pepr, nyôso, kachunô

nyufu

Picture description: Sizes: small, big Colour: black, green, white Height: tall, short Length: long, short

Ewe: Amadede: dz…, Lolome:

sue, Kôkô, Didime: didi

Ga: tsuru, bibioo, gojoo,

Kakadaåå

Dangme: etsu, klemi, nyafii,kami, gbagbanii

Kasem: Nyenyego: naseåo, kamunim: balaåa, Dedôrem: Dedwarem: Dedôrô Using shapes: round, square, triangle , height and length for describing objects Size: small, big Height: short, tall Length: short, long Shape: round, square, triangle

Provide relevant colours for identification and discussion -Use dialogue to discuss the topic e.g. Ques: What colour is this? Teacher provides the colours Ans: it is ………………….. Provide a picture. Pupils to identify objects in the picture. Use dialogue to discuss the objects identified in the picture Dialogue: Ques: What do you see in the picture? Ans: I see a woman. Ques: What‟s the colour of her dress? Ans: The colour is ……….. Ques: What is she doing? Ans: She is selling bread. Bring different items to class and assist pupils to compare them by size, height, length and shape

Pupils identify primary colours of objects or materials in and around the classroom or environment.

Point at objects in the picture for pupils to name, describe them. Pupils to mention the names of items or objects found at home and school and give their uses. Show real shapes to pupils and let them point to similar ones in a picture.

28


EVALUATION

UNIT 1 (CONT’D) PRE-READING ACTIVITIES Picture/Object/ Colour Description


2.1.7 identify and differentiate shapes of objects

2.1.8 draw and colour an object that interests him or her 2.1.9 solve jigsaw puzzles involving shapes or pictures.

Identification of shapes of objects e.g. round, square, rectangle, triangle.

Ewe: nogoo, skôe, rektangel,

traayangel

Ga: kokloo, sikwεε, rεtaågo,

traågo (kgi ejwε) (koji etε)

Dangme: kokoo, sikuεε, rεktangil trangil Kasem: gigilu, sekwεε, rεgtangel, trayangel Fante: kanko ahenana (rectangle) ahensa Nzema: kulukulu, fôsokoεya, rεketangel, telayangele. Dagaare: vilime, lamboe anaare (sentaa), lamboe anaa (gantaa), lamboe ata

Dagbani: kpulli, môêumôêu,

Môêumôêu Gonja: kulkul, bônteso, bônteso (mba ana) bônteso (mba asa)

Use different colours to draw different shapes, pictures etc Jigsaw Puzzles re-arrangement of cut-out shapes and pictures.

Provide relevant shapes for identification and discussion using dialogue. Ques: Are the shapes the same? Ans: Yes or No Ques: Are the shapes different? Ans: Yes or No Ques: Pick two shapes that are the same or different Ans: Pupils pick shapes and mention their names Drill pupils on shape identification, using different types of shapes and various objects depicting the shapes.

Pupils draw objects or pictures of their interest using different shapes and colours and display their work in class Pupils look at different shapes or pictures and re-arrange cut-outs of similar shapes and pictures individually and in groups.

Draw different shapes and colour them

Pupils go round to see each other‟s work Pupils re-arrange cut-outs of various shapes or pictures.


29


EVALUATION

UNIT 2 INTRODUCTION TO FORMAL READING

Picture or Object and Word Matching Word Recognition (look and say)

Phonological Awareness Letters of the Alphabet

The pupil will be able to: 2.2.1 match pictures or objects with words 2.2.2 read labelled objects and pictures. 2.2.3 recognise and read simple words on word cards. 2.2.4 group cards bearing the same words together . 2.2.5 identify, read and arrange letters of the alphabet by sounds.

Objects and pictures with their corresponding words. Reading labels on objects in the classroom. Recognizing and reading words taught from word or flash cards. Matching words with words. Flash, templates or stencils of letters for pupils to study and differentiate the sounds

Explain that all things have names and their names can be written and read. Make picture-word. Guide pupils to match picture word with objects in the classroom. In groups, let pupils go round the classroom reading labels on objects. Prepare a number of word cards to be used, beginning with names of objects in the classroom or home. Guide pupils to recognise words on flash cards. Pupils group words together. Make 2 copies each of familiar words and put them into two separate boxes. Make sure both boxes have the same number of words. Use flash cards, templates and stencils of letters for pupils to identify letters of the alphabet in upper and lower cases.

Pupils match objects or pictures with corresponding word cards. Pupils read labels on objects and pictures in the classroom. Pupils group cards bearing the same words together. Pupils read letters or words from board and on cards. Pupils arrange letter cards in sequence.


30



EVALUATION

UNIT 2 (CONT’D)

INTRODUCTION TO FORMAL READING

SPELLING: Two and three letter words

The pupil will be able to: 2.2.6 identify words with identical sounds at the various positions.

- initial, medial, final 2.3.7 identify and spell words correctly. 2.2.8 read simple sentences of about four to five words

Reading given letters and their sounds. Eg. b,/b/ p/p/ etc. Identifying words with similar initial sounds eg. Ga: kane, koko, bεle, blod.

Ewe: bu, be, bia, ka, kô, ke

Dangme: ba bo, ta, tô, goga, gigε

Kasem: kua, kea, kwε, baara, baaro, bwεεro Two letter words are words formed by only two letters of the alphabet. Similarly three letters words are words formed by three letters of the alphabet. eg. Akw Twi: me, tie

Asante Twi: fa, di tô tôn, kan

Nzema: kô, sua

Ga: ba, moå, koå Dangme: bo, buε Ewe: va, bu, ati, bia

Reading short and simple sentences made up of words pupils have learnt.

Write selected letters on the board. Teacher mentions a letter and asks the pupils to identify them on the board on flash cards and in books. Pupils in turns pick a word from one box and find a matching identical initial sound from the other box. Pupils compare words with similar initial sounds e.g. boy, box, balloon, bowl. NOTE

Use pictures and real objects. Introduce two letter words to pupils. Later introduce three letter words and ask pupils to identify these two or three letter words in short sentences. Compose your own short and simple sentences and guide pupils to identify them on the board. Clean these words from the board and ask pupils to spell them out correctly. Read sentence(s) out to pupils and drill them on the sentences.

Pupils mention the sounds associated with given letters.

Pupils mention words with similar initial sounds.

Pupils spell out two and three letter words given by the teacher. Pupils later write these words in their exercise books. Pupils read simple sentences aloud.

31

PRIMARY 1

SECTION 3

WRITING AND COMPOSITION


1. perform activities that will prepare him or her for writing

2. develop the skills for writing.


EVALUATION

UNIT 1 WRITING, DRAWING AND MODELING

Writing Patterns for Muscular Control And Hand-Eye Co-ordination

The pupil will be able to: 3.1.1 make given patterns, trace and draw various objects. 3.1.2 model various objects that interests him or her.

Wrist control in letter writing and pattern drawing in the sand tray or on arm boards. Tracing given shapes, writing in the air, in sand tray, on arm boards and on chalk boards Writing in continuous form using letters as in the examples below

m: mmmmmmmmmm

e: eeeeeeeeeeeeeeeeee

w: wwwwwwwww

modeling various objects that interest children. Pot, bucket bowl, ball

Create a sand tray section in the classroom or on the veranda Guide pupils to trace or draw patterns Guide pupils to write letters in the air in the sand tray and on arm boards. Write on arm boards or on the chalkboard for pupils to trace. Note:

Use copy books where available Pupils to use clay to model any object they like. eg. pot, bucket, bowl, spoon

Pupils trace or reproduce a given shape or pattern. Pupils to write or draw patterns or objects on arm boards or in copy books. Pupils model various objects. Pupils to go round to see each other‟s work


32


EVALUATION

UNIT 2 COPY LETTERS AND SIMPLE WORDS

The pupil will be able to: 3.2.1 combine strokes to form shapes of some letters of the alphabet. 3.2.2 write lower case letters. 3.2.3 write upper case letters.

3.2.4 copy from writing cards and the writing board

3.2.5 trace drawings from cards

Combination of strokes to form shapes. e.g. W, M, L, T, N, Z Lower case letters e.g. a, b, c d, e, f, g, h,

ô ε, etc.

Upper case letters e.g. A, B, C, D, E, F, G, H etc.

Copying and tracing letters and words from given letter cards and the writing board.

Eg. ε, ô, come

Ga: ɛ , ô, ba

Gonja: ε, ô, ba

Ewe: ε, ôô, Va

Trace from given templates

Assist pupils to do hand or wrist exercises through imaginary writing in space. With a particular shape in mind, use appropriate strokes to demonstrate the writing of those shapes. Give pupils the opportunity to practise the writing of shapes with strokes. Give pupils further practice in hand movement exercises. Demonstrate how to write some lower case letters. Eg.

a b d g f k Pupils practise writing the letters in space, then on sand trays or slates or armboards etc.

Assist pupils to do hand and wrist exercises. Guide pupils to discuss the sketches and drawings on the writing board or cards. Demonstrate and ensure the correct way of: - holding writing materials - sitting (posture) Pupils trace drawings from cards

Pupils form some shapes by combining strokes as they have been taught. Observe pupils as they form some selected lower case letters.

Observe pupils as they form some selected upper case letters. Observe pupils as they: - trace from given drawing cards. - write from the writing board.


33


EVALUATION

UNIT 3 DRAWING, LABELLING AND WRITING

Writing words under pictures


3.3.1 draw simple objects and label them.

3.3.2 write names under pictures.

Pupils draw simple pictures and objects and label them.

Writing names under pictures e.g. a goat, a sheep, a leaf, an egg, etc. Copying short meaningful sentences. Use sentences that pupils will easily understand e.g. I go to bed. I walk to school.

Place and position things/objects indicated by positions e.g. in, on, under. Post-positions: In, on, under Ewe: tefefinaya:

me, dzi, te/gôme

Nzema: εlekapôkε:

nuhua, zolε, ô bo

Ga Gbεhegbεi: mli, nô, shishi

Use picture cards earlier used in reading lessons as well as labelled pictures in the pupils‟ textbooks and in the classroom. Pupils bring selected objects from home, identify, draw and label them by writing the appropriate names of the objects. NOTE

Assist pupils to label the objects correctly. Provide pictures and guide pupils to label them Provide labelled pictures and guide pupils to draw and write the names under them.

Pupils draw objects such as themselves, a parent etc. and label them with the appropriate names. (Names of people begin with upper case letters).

Examine the drawing and labels and display them on the walls or in the book corner.


34



EVALUATION

UNIT 4 COPYING SHORT MEANINGFUL SENTENCES UNIT 5 POSTPOSITIONS in, on, under

The pupil will be able to: 3.4.1 copy short meaningful sentences

3.5.1 demonstrate the use of the various simple post positions.

Copying short meaningful sentences. Use sentences that pupils will easily understand e.g. I go to bed. I walk to school.

Place and position things/objects indicated by positions e.g. in, on, under. Post-positions: In, on, under Ewe: tefefinaya:

me, dzi, te/gôme

Nzema: εlekapôkε:

nuhua, zolε, ô bo

Ga Gbεhegbεi: mli, nô, shishi

Ensure pupils write boldly with good spacing. Give a lot of help in writing

Demonstrate the use of prepositions by placing objects in various positions e.g. on, in, under Pupils place various items in class in positions you direct them to e.g. on the table, in a box, under a chair.

Pupils copy given sentences. Pupils draw a table/ a chair and a ball and place the ball on the table or under the chair.

35

PRIMARY 2

SECTION 1

ORAL SKILLS


1. appreciate the importance of manners and etiquette. 2. appreciate their community‟s way of life through the games they play and their oral literature.


EVALUATION

UNIT 1 WORK AND PLAY SONGS

The pupil will be able to: 1.1.1 identify types of work and play songs. 1.1.2 learn some new work and play songs 1.1.3 mention the importance of work and play songs in your community

Relate types of work and play songs to everyday activities in the pupils‟ environment e.g. farming, fishing, carving etc. Work and play songs in pupils‟ community. Eg.Sisimbo ……… Ayinakyinakyi ……….. Work songs: – reduce fatigue, boredom provides enjoyment allows systematic work, inspires fellow workers to work harder etc. Play songs – creates unity, develops one‟s creativity, provides enjoyment and inspiration

Provide short work and play songs related to everyday activities Note: A resource person may be Consulted or invited. Encourag pupils to sing some new work and play songs they have learnt. They should perform activities related to the song while they sing. Teacher to lead a discussion on the importance of work and play songs Teacher guides pupils to talk about the importance of work and play songs.

Pupils sing songs: - as a class - in groups - individually. Pupils to dramatize activities associated with the work and play songs in their community Put pupils in groups to sing work or play songs.


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UNIT

SPECIFIC

OBJECTIVES

CONTENT

TEACHING AND LEARNING

ACTIVITIES

EVALUATION

UNIT 1 (CONT’D) WORK AND PLAY SONGS

The pupil will be able to: 1.1.4 develop and sing a line of a song of their own 1.1.5 create new songs on their own

Work or play songs or developed by pupils on chosen topics e.g. the market, birds, rain or school etc. Development of ideas for work or play songs

Pupils develop ideas for a song. Guide pupils to choose a topic, then through brainstorming, let them bring out their ideas about the topic e.g., the market – the noise the people (young and old) make, the items, the cries of traders to attract customers to their wares etc. Teacher writes all ideas on the chalkboard. Help pupils to re-organize the ideas on the board to form a short work or play song of about five lines. Pupils to develop a melody and sing the first line of the song they have developed. Pupils to tell the story behind the song. Group work Create scenarios for pupils to develop their own songs and sing to the class e.g, a) “ a bird flying by: “Hei, bird stop.. stop” b) “I am a dog, wow” Encourage pupils to try developing new songs on their own at home and come and sing in class

Pupils in groups select their topic for a song and present to the class for discussion. Class to decide which song is most interesting. Class to decide which song is most interesting and has good melody.


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UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 2 STORIES/ FOLKTALES

The pupil will be able to: 1.2.1 listen to simple stories and mention some of the key words, issues and values in the stories. 1.2.2 retell stories heard to class 1.2.3 identify and tell the morals and values in folktales 1.2.4 dramatize whole or parts of, or imitate actions and sounds in a story.

Listening to simple and interesting stories and identifying key words, issues and values in them. Pupils retell parts of stories heard Morals or Values Honesty, sincerity, patriotism, unity, perseverance etc. Dramatize whole or parts of stories; imitating actions or sounds in stories Select stories about: people places animals the home and everyday activities school activities occasions or events or parties NOTE: Stories should have

some values e.g. patriotism, hard work, honesty bravery.

Select suitable and interesting stories and read to class. Pupils listen to the story or stories and identify key words, issues and morals in them. Pupils retell or dramatize some parts of the story heard using gestures to enable them build linguistic competences. Pupils in groups to dramatize a particular story. Tell a folktale and help pupils to identify the morals and values in it Guide pupils to learn how the values in the story told can be applied in their lives Pupils use gestures, demonstrations, miming, etc. to bring out the meaning of unfamiliar words or expressions in the story heard Pupils dramatize whole or parts of story, imitate actions or sounds. Lead a discussion on morals and values in the story dramatized. Pupils answer questions on the story and draw or model actions or scenes from stories told. Teacher takes pupils on excursion to observe people, places, animals and things.

Pupils mention some of the key words, issues and values in stories. Individual pupils to retell parts of the story. Dramatize part of the story heard. Pupils to identify morals or values in a story. Pupils role-play scenes from stories heard or told to bring out the morals and values. In pairs or groups, pupils dramatize or mime stories or heard. Draw or model actions or scenes from stories. Pupils role-play scenes from stories heard to bring out the moral values.


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EVALUATION

UNIT 3 COMMANDS AND INSTRUCTIONS


1.3.1 carry out simple commands and instructions

1.3.2 explain the importance of commands and instructions

Simple commands and instructions. Commands are orders. Instructions are advice or forms of warning Instructions can also be commands sometimes. When your father gives you instructions, he is commanding you to do something Examples of commands: Come here. Stand up. Sit down What commands and instructions hope to achieve. e.g. to get work done on time; to draw your attention; for safety, peace, success etc. Differences between commands and instructions: Commands must be followed or obeyed immediately. Instructions: Instructions are forms of advice

Use the following activities for the lesson: Dialogue: - Go to the door (Commands) - Close the door gently (instruction)

Drills Teacher – pupils Pupil – Pupil Call pupils individually to carry out commands: -Go to the cupboard and bring me a green book. -Go to the desk and bring me the second book -Go to the compound and bring a leaf and a flower Example of instruction: Go to the (tree, wall etc,) turn right and pick up the box. Tells the class the following: Open your exercise books! What happens if one of the pupils does not obey the command? Do not cross the road when a car is approaching. This is an instruction. It is not a command. It is an advice. If a child does not follow the advice he or she will face danger some day. What will happen when a child does not obey the instructions above? Do not fight your friends! What will happen when children do not obey this instruction or advice?

Give varied commands and observe pupils carry them out. Pupils give commands to their colleagues as teacher observes how well pupils perform the commands. Present pictures of lorry accidents, bush fires etc. for class discussion using the following questions: -Why did the accident happen? -How can people avoid accidents? -How did the bushfire start? -What will happen to people‟s farms? What will happen to the people who own the farms? -What will happen to the animals that live in the bush?


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EVALUATION

UNIT 3 (CONT’D) COMMANDS AND INSTRUCTIONS Observing safety measures Crossing the road

Instructions on dealing with strangers and neighbours

The pupil will be able to: 1.3.3 observe safety measures in crossing the road and walking on paths. 1.3.4 cross roads safely. 1.3.5 explain how to deal with strangers and other people in the home and neighbourhood

Safety in crossing the road Walking on the road: walk on the side of the road facing the traffic so that you can clearly see the oncoming vehicles. (This will be the left side of the road as you face the traffic) NOTE: In villages where there are

relatively fewer vehicles, there is less traffic problem. There are, nonetheless, problems associated with bicycles and carts. Through questions and answers the teacher in such an area should help pupils to describe some of the dangers they face on the roads and in the alleys and then help the children to develop appropriate ways for maintaining personal safety in using the roads and alleys in such areas. Crossing roads Let an adult you know help you to cross the road Personal safety in dealing with strangers and other persons in the home and neighbourhood. - Do not associate with people you do not know - Be careful with people who are not your parents or siblings - Do not enter the rooms of older girls or boys, older men or women

Assist pupils to answer the following question: Do you meet cars on your way to school or Do you sometimes meet vehicles on your way to school?

Teach pupils how to cross the road and the dangers a person faces on the road especially in towns

Tell pupils to ask older persons or friends to help them cross the road. Discuss with pupils reasons for holding the hand of an adult when crossing the road and the need to walk on the side of the road facing the traffic. Demonstrate how to cross the road. Advise pupils to walk on the side of the road facing the on-coming traffic (i.e. the left side of the road) advise pupils to walk on the path and not on the grass because of the possibility of snakes. Create a road scene in the class and let pupils hold teacher‟s hand to cross the road. Through questions and answers, pupils describe how to cross the road. Assist pupils to learn that it is important not to associate with persons they do not know, and why they should not accept lifts or gifts from people they do not know. Teacher tells a story based on the following: A child who accepted a gift from a stranger or an adult who invited a child into his or her room.

Pupils answer simple questions on why they should hold the hand of an adult they know to cross the road. Pupils role-play crossing the road. Pupils answer why they should walk on the side of the road facing the traffic. Say how to walk on paths. Pupils role-play the scenes in the story.


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EVALUATION

UNIT 3 (CONT’D) COMMANDS AND INSTRUCTIONS

Instructions on dealing with strangers and neighbours

The pupil will be able to: 1.3.6 describe how children can be enticed by older people.

How older people entice young people to their rooms and other obscure places: i. They give them toffee, biscuits or money. ii. They send them to buy something and take it to their room. iii. They ask them to bring things from their rooms. iv. They invite them to watch TV in their rooms.

Older people who treat young people badly tell the young people not to tell their parents otherwise they will die. They may also tell the young person that they will kill them if they tell their parents. Do not be afraid. They will not kill you. They are only threatening you. Note:

- Children should be bold enough to tell their parents or guidiance whenever they have been abused by any person.

Explain to pupils that some of these unknown people may be bad people and may harm or take them away from their parents so they may never see their parents again. Make pupils aware that some of the adults who live in the same house or in the same neighbourhood may be bad people. Let pupils tell the meaning of “private part”. Let them be aware that they should allow only their guardians, that is, their mothers, aunts or close relative to touch their private parts when they are bathing them. Explain the dangers of allowing other people apart from their parents and guardians to touch their private parts when they are bathing them. Note: Teachers should find a polite way of

describing the meaning of private part Pupils to tell the methods older people use in order to entice young people to their rooms and other obscure places (See material in content)

Pupils tell the various ways of avoiding bad people who treat young people very badly. Show a film depicting the dangers of associating with strangers.

Pupils tell how to deal with strangers. With teacher as the adult and using real objects such as toffee, money etc., pupils role play situations where an adult tries to entice a young person. Use simple questions to check understanding of the lesson or film.

41


EVALUATION

UNIT 3 (CONT’D) COMMANDS AND INSTRUCTIONS

Dealing with strangers and neighbours


-Parents should also report the incident to the police instead of settling it in the house.

-Children should be taken to the hospital for examnation and treatment.

-Severe purnishment should be given to the offenders to serve as a deterant.

Pupils to learn the following principles: Do not accept sweets or gifts

from older persons you don‟t know. Do not accept sweets or gifts from people in your house and in the neighbourhood. When anyone sends you and tells you to send the item to his or her room, don‟t go. If anyone does anything bad to you, tell your parents. You will not die if you tell your parents. The older person cannot kill you. He will be arrested and sent to jail.


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EVALUATION

UNIT 4 GREETINGS AND RESPONSES


1.4.1 demonstrate how to greet and respond to everyday greetings 1.4.2 use appropriate non- verbal forms of greeting and communication 1.4.3 mention the values of greetings

Greetings in relation to time: e.g. morning, afternoon, evening. Greetings in relation to adults and peers Greetings using the appropriate verbal and non-verbal forms of communication. Non-verbal communication: -The handshake in greeting -Gestures for greetings. Examples: nodding the head; and other facial expressions Non-verbal signals for stand up; sit down; shut up; louder. Values of greetings To show respect, politeness, concern, friendliness, delight, Greetings are a form of communication starter , that is before we ask a person a question or engage a person in conversation, we first have to greet the person etc.

Use some of the methods below to practise the various kinds of greetings: Note: Pupils should note the differences

when greeting an adult and when greeting an age mate. Use the following: -Dialogue; Drills; Dramatization; : Adult – Child Greeting : Child – Adult Greeting : Child – Child Greeting Question: How do we greet peers, adults? etc. How do we respond to peers and adults‟ greetings? Create a scenario for pupils to demonstrate: 1 Two friends meet again after a long time. How do they greet? How do they hug? Why do they hug? 2. Kofi goes to visit a friend and meets an adult in the house; What should Kofi do? Assist pupils to learn various forms of non-verbal communication for: stand up, sit down, well done etc. How should you greet the adults in your house when you go home from school? How should you greet your teachers when you see them in town? Ahmed saw his teacher in town. Ahmed did not greet his teacher. He ran away. -What should Ahmed have done? Assist pupils to discuss the values of greetings and when to greet people

Create a situation for pupils to dramatize, while you listen and assess the use of appropriate registers. Pupils to demonstrate different forms of non-verbal communication in class Use questions for pupils to discuss what they have learnt. eg. Give resions why we should greet.


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EVALUATION

UNIT 5 MANNERS AND ETIQUETTE

Making polite requests

The pupil will be able to: 1.5.1 demonstrate some acceptable manners in some situations 1.5.2 demonstrate good eating habits.

1.5.3 develop acceptable behavioural characteristics.

Eating manners e.g. washing hands with soap before and after eating. Bad manners e.g. talking or shouting while eating, sucking fingers, etc. Good eating habits are part of good manners and etiquette. Demonstrating good eating habits: Not speaking with the mouth full; not stretching your hand across the next person‟s plate etc. Apologizing e.g. When you step on others‟ toes, you say: “Please, I‟m sorry”. Involuntary actions e.g. sneezing, yawning, etc. using politeness markers Using “please” and “sorry” e.g. Excuse me; I am sorry, etc. Eg. Esi, may I go with you?

Ewe: Mateå adzoa? Mateå

ado faa?

Dangme: Ma nyε ma ya lo? Kasem: Kawe, a ba se dè êu? Gonja: Me nε fo e yô aa, Alima? Asante Twi: metumi apue Nzema: Mebahola meavinde ô ? Dagaare: Ayuo, N wa ka te gaa? Dagbani: Amina, n doli a ka tichå?

Use Discussion, Dialogue and Dramatization for discussing the importance of washing hands with soap before and after eating with pupils Help pupils to discuss other forms of bad manners NB: Use songs or rhymes where

applicable. Pupils to bring water and hand washing bowl to class, set a table for about three pupils. Discuss table manners through demonstration. Pupils to dramatize good eating manners. Discussions on good manners and etiquette e.g. -Question: What do you say when you step on somebody‟s toes? -Ans: I am sorry Ques: What do you do when you feel like sneezing? Ans: Cover your nose with your handkerchief Ques: What do you say when you sneeze suddenly? Ans: Excuse me Pupils play the game „Please‟ or Thank you‟ Adapt the game to include the phrases to be taught every time a child uses a polite language e.g. please or thank you, award a point. Give reward after a child has got an agreed number of points.

Pupils to identify some bad eating and greeting manners. Pupils discuss eating manners. Pupils to demonstrate or how to wash their hands before eating. . Pupils to mention some examples of good manners and etiquette


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EVALUATION

UNIT 6 RHYMING WORDS UNIT 7 ASKING AND ANSWERING QUESTIONS: What? Where? Who? When? Why? Which? How?


1.6.1 recite rhymes and tongue twisters with correct stress and rhythm 1.6.2 produce some problematic sounds correctly 1.7.1 ask and answer questions correctly

Pupils recite rhymes and tongue twisters using correct sounds or pronunciation /l/, /r/ Revision of questions and answerer on “what?, where? and who? Introduce questions using question markers involving “when?, why?, which? how?” Question:

eg. i. When did you come? ii. Why are you here? iii. How did you go? Iv How many pencils do you have? v. Which one is your book?

Use drills to help pupils practise some

problematic sounds like or ‟ ‟ or spelt with sh as in English shoe. The same sound is spelt with hy as in Akan –

“hyε” (wear) Use drills to help pupils distinguish between the articulation of such sounds as or „ I ‟ or and „or‟ as in load and road in (English)

Teacher to recite words with difficult sounds. Use play songs if any, to teach some of the sounds and rhymes paying attention to sounds, specific words and sentence patterns. Introduce questions and answers involving, when, why, how Pupils listen and repeat questions and answers. Use drill to teach the questions. Pupils in pairs, ask questions for their partners to answer. Note: to avoid boredom make the

lesson activity based. Pupils work in pairs/groups to practise answering questions using, when, why and who.

Pupils to recite rhymes and tongue-twisters. Listen and ensure that pupils articulate the sounds correctly. In pairs or groups, pupils answer questions using when, why, which how


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EVALUATION

UNIT 7 ASKING AND ANSWERING QUESTIONS: What? Where? Who? When? Why? Which? How?


Answers:

i. I came yesterday. ii. I am here to study iii. I went by a taxi iv. I have two pencils. Ga: i. Mεε be oba?

ii. Mεεba oyôô biε?

iii. Te ofee tεåå ni otee?

iv. Pεnsili enyiε oyôô?

i. Miba nyε

ii. Miba nikasemô yε biε

iii. Mikε „taxi‟ ni tee.

iv. Miyε pεnsili enyô Ewe:

i. Xe ka êie/Gbe ka gbee nèva?

ii. Nu ka tae nèle afisia?

iii. Alekee nèwô yi?

iv. Pensil nenie le asiwò

i. Meva etsô

ii. Mele afi sia be masrŸ nu

iii. Meðo taxi yi

iv. Pensil eve le asinye. Dangme: i. Mεni be o ba?

ii. Mεni ha o ngε hiε ô?

iii. Kε o pee kε ya kεε? iv. Pεnisile nyεmε o ngε?

i. I ba hiε. ii. I ba ni kasemi iii. I se tasi mi

iv. ngε pεnisile enyô

Go round to listen to pupils and motivate then to talk freely. Pupils role-play the lesson.


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EVALUATION

UNIT 7 (CONT’D) ASKING AND ANSWERING QUESTIONS: What? Where? Who? When? Why? How?

1.7.2 use correct or appropriate pronunciation and intonation in asking and answering questions

As. Twi: i. Da bεn na wobaeε? ii. Adεn na wowô? iii. Woyεε sεn na woleôeε? iv. pεnsere ahe na wowô? i. Mabaa nnera ii. Mewô ha sε mesua adeε iii. Mefaa talcsi iv. Mewô pεnsere. Nzema: i. Kenle nzu a εrale a?

ii. Duzu ati a εwô εke a?

iii. Duzu εlεne εhôle a?

iv. Âlε pεnsele nyε?

I. Membale anoma

ii. Mewô εke kε mesukoa

iii. Menvale taazi

iv. Melε pεnsele nwiô.

Dagaare: i. Dabuori, ka fo wa? ii. Bonso fo kyε beebu? iii. Wola ka fo da e gaa? iv. magolabilii awola ka fo taa?

i. zaameå ii. N waε kyε ka N zanne iii. Taasll ka N da kpε gaa. gaa. iv. N taa la magdabilii ayi

Use questions to cover the ff: When will you go? I will go tomorrow.

Why are you late? Why do you go to school? I go to school to learn How do you go to school? I walk to school Where is your school?

Construct new sentences as in content for pupils to answer using correct intonation and pronunciation.

Pupils ask and answer questions using correct intonation and pronunciation

47



EVALUATION

UNIT 8 TIME BY THE HOUR AND HALF HOUR AND DAYS OF THE WEEK

The pupil will be able to: 1.8.1 tell the time by the Hour and Half Hour. 1.8.2 mention the days of the week in chronological order.

i. The time is 9 o‟clock ii. The time is 12:30 in the afternoon. iii. it is 30 mins past 12 0‟ clock. Days of the week: Monday, Tuesday, Wednesday, Thursday, Friday Saturday, Sunday. Mention these days in the Ghanaian Language and guide pupils to study them.

Using model clocks, guide pupils to tell the time by the hour and by half hour. i. The time is 12:30 in the afternoom. ii. The time is 30 mins past 12 o‟clock The time is 9 o‟clock. Guide pupils to learn the names of the days of the week in a chronological order in the Ghanaian Language. Pupils to answer questions on what they do or their parents do on the various days of the week.

Pupils in turn tell time by the hour and half hour using a model clock. Pupils mention the days of the week on which they were born. Pupils in turns mention the days of the week


48

PRIMARY 2

SECTION 2

GRAMMAR

General Objectives: The pupil will: use grammatical forms correctly in speech and in writing.


EVALUATION

UNIT 1

IDENTIFY NOUNS IN SIMPLE SENTENCES

The pupil will be able to: 2.1.1 identify nouns in simple sentences 2.1.2 use nouns in constructing simple sentences.

Naming people, pets, places and objects. Eg. people: Abu, Amina etc Pets: dog, cat etc. Places: Accra, school etc. Objects: box, chair, etc. Use different nouns to form sentences eg. Kofi, market trees, stone etc. eg. The book is on the table

Ga: Wolo lε ka okpôlô lε nô Ewe: Agbal…a le kplôa dzi. Kasem: Tônô kom wo teibole dem baåa ne Dangme: Womi ô ngε okplôô ô nô Dagaare: A gaue be la a tabool øu Gonja: Kawol na deå teebul na so. Nzema: Kenle nzu a εrale a? Duzu ati a

εwô εkea? Duzu εlεne a εvale

εhôle a? εlε pεnsele nyε?

Membale anoma. Mewô eke kε

mesukoa. Menvale taazi. Melε

pεnsele nwiô.

Display pictures of selected objects e.g. box, cats, chair etc. and name them. Use the names in simple sentences. Pupils identify nouns in simple sentences Using names of objects in the classroom, pupils form simple sentences.

Pupils copy sentences from the board and underline the nouns in them. Pupils copy simple incomplete sentences and fill in the gaps with given nouns. Pupils use given nouns to form sentences.


49



EVALUATION

UNIT 2 IDENTIFY VERBS IN SIMPLE SENTENCES UNIT 3 QUESTIONS AND RESPONSES do, be, have in positive and negative sentences

The pupil will be able to: 2.2.1 identify verbs in simple sentences.

2.2.2 use verbs in speech and in writing. 2.3.1 use the various forms of “do, be, have” appropriately in questions and responses

Use action words (verbs) eg. jump, play, walk, write etc.

Use different verbs to form simple sentences. Eg. Kofi goes to school.

Fante: Kofi kô skuul.

Nzema: Kofi kô sukulu

Dagbani: Kofi chni shikurn Kasem: Kofi vei sikuuli Dangme: Kofi yaa sukuu

Dagaare: Dεre maå gaa la sakuuri.

Gonja : Leseni la kasukurbia na Using the various forms of “do, be, have” in questions and responses. Do you like oranges? Yes, I do or No, I don‟t, Are you a school girl? Yes, I am or No, I‟m not. Have you got a pencil? Yes, I have. No, I do not have a pencil. No, I haven‟t got a pencil (used in speech).

Dagaare: Fo taa la pεnsile be? Kasem: N jege pεεnsole na?

Akwapim Twi: Wowô pεnsere

anaa?

Ewe: Pensil le asiwòa?

Ga: Oyε pεnsil lo? Nzema: εlε pensele ô?

Gonja: Fo kô klembi aa?

Yes, I have. Dagaare: oŒ, N taaε la

Kasem: εε, a jega

Akwapim Twi: Yiw mewô bi

Ewe:„ , ele asinye

Ga; Hεε, miyε eko. Nzema: εhεe, melε bie.

Pupils perform actions and say what they are doing.

Use habitual verb form to express habitual actions. Revise questions and responses: What is your name? My name is …………. Who are you? I am a ………………… Where are you going? I am going to …………. Introduce various questions with “do”, “be” and “have” with appropriate responses as in content Pupils in pairs: One to ask a question with do, be and have, and the other to respond in complete sentence (Pupils to give answers in both positive and negative forms, YES and NO)

Write some of the questions and responses on the chalkboard. Pupils repeat correct questions and responses.

Provide simple sentences for pupils to identify the verbs in them. Pupils copy and underline habitual verbs in simple sentences. In pairs or groups, pupils ask or respond to various questions using „do, be, have‟. Pupils ask and answer questions using the appropriate responses.

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UNIT SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 4 IDENTIFY AND USE VERBS IN SHORT PASSAGES Simple present habitual


2.4.1 use the Simple Present (Habitual) in sentences

Using the simple Present Tense (Habitual) in sentences. e.g. 1. I eat every day. 2. We pray everyday 3. Afua cleans her teeth everyday. 4. The girls learn everyday. Asante Twi: Medidi dabiara

Dagbani: N diri biεêukam

Gonja: mee ji karεcha kikε

Ga: Miyeô nii daanεε

Dangme: I yeô ni daa ligbi Nzema: Dahuu medi aleε. Kasem; A di dε maa ma.

Dagaare: N maå di la seemaa

bebiri zaa

Introduce the simple present in repeated action i.e., (habitual) with several examples using “everyday”. Pupils give examples of sentences in simple present (habitual). Engage pupils in situations and drills for practice. Introduce the use of „always‟ and „every day‟ in sentences in context in the Simple Present Tense. e.g. Memuna always cleans her teeth John cleans his teeth everyday Pupils make up simple present sentences using always and everyday

Pupils make up sentences using the simple present to express actions that happen again and again (Habitual). Pupils underline simple present (Habitual) verbs in sentences and in passages.


51

UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 5 DOING WORDS SIMPLE PRESENT CONTINUOUS SENTENCES

The pupil will be able to: 2.5.1 use the present

continuous tense in simple sentences

Using the Present Continuous Tense appropriately in simple sentences. e.g.: We are learning Twi She is singing. He is sweeping. We are learning Ewe now. e.g. She is singing.

Dagaare: O yiele la. Kasem: O wora o leeni mo.

Akwapim Twi: ôreto dwom.

Ewe: Ele ha dzim.

Fante: Ôrotow ndwom.

Dangme: E ngε lae.

Nzema: ôlεto edwεne.

Dagbani: O yiinila yila

Gonja: E bee boå ka she

Revise simple present tense and introduce continuous tense using appropriate situations or sentences

Make pupils aware that the Present Continuous Tense is used for activities in progress:

I am standing in front of the class. She is writing on the board. He is talking. It is raining. You are sleeping in class. They are laughing. (See other examples in content)

Introduce “Now” in Present Continuous sentences. e.g.

Now we are learning Ghanaian language We are learning Ghanaian language now.

Pupils make up sentences in present continuous using “Now”

Pupils use the present continuous tense in simple sentences.

Pupils use the present continuous including „Now‟ in simple sentences. Pupils fill in blanks using the appropriate form of the present continuous verb


52

UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 6 DOING WORDS SIMPLE PAST SENTENCES

The pupil will be able to: 2.6.1 use the simple past

tense correctly in simple sentences.

Some Ghanaian Languages have morphemes (past markers) to indicate the simple past tense. Others get their past tense within the context, while others use the bare form of the verb as the past tense verb.

Eg. I walked to school.

Dagaare: N da kyεå gaa la

sakuuri Kasem: A vei sikuuli dε nε mo.

Akwpaim Twi: menawtew kôô

Sukuui. Ewe: Mezo yi suku.

Fante: Menantsewee kôr skuul.

Ga: Minyiε kεtee sukuu.

Nzema: Mendiale mengôle

sukulu.

Dagbani: N daa chaåla tiåa n-

chaå shikuru

Gonja; N nite na n yô sukuru

Introduce the simple past by giving examples in sentences, e.g. He climbed the tree. She danced. Let pupils understand that the Simple Past refers to actions completed at a definite time in the past. Pupils in pairs, one gives a sentence in the simple present and the other changes it into the Simple Past e.g. I enter the classroom.

Ga: Miboteô sukuutsu mli

Twi: Mewura sukuu dam no mu.

Dangme: I sεô sukuu tsu ô mi

Ewe: Megana ðe sukuxô me.

Dagaare: E kpeε na a kelasi diông

I entered the classroom. Ga: Mibote sukuutsu mli Twi: Mewaraa sukuudan noo mu.

Dangme: I sε sukuu tsu ô mi

Ewe: Mege ðe sukuxô me.

Dagaare: E kpε na a kalasi diông

Pupils i. change sentences from the Simple Present to the Simple Past. ii. change simple continuous sentences to simple past sentences Provide simple present sentences for pupils to write in simple past in their exercise books e.g. I am talking to my friend; I talked to my friend


53

UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 6 (CONT’D) DOING WORDS SIMPLE PAST SENTENCES

Use of „yesterday‟ and other forms that denote past forms.

Pupils to continue with other examples: I talk to my friend. I talked to my friend I kick a ball. I kicked a ball. I wash my school uniform. I washed my school uniform. Introduce the concept of “yesterday” and its use in Simple Past sentences with some examples: Yesterday, I visited my uncle. I visited my uncle las year. Pupils construct sentences in the simple past using “yesterday” and other forms that denote past.

Pupils write sentences in the simple past using “yesterday” and other forms.


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UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 7 POSTPOSITIONS


2.7.1 use postpositions correctly in sentences

2.7.2 use the various

postpositions appropriately in sentences and through actions

Use of the following postpositions: e.g. in, on, under, near,

Dagaare: poô puliå, zu Kasem: wone, kuri ne baåa ne Akwapim Twi: Mu, ase, so Ewe: me, dzi, te/gôme, xa/gbô Fante: mu, ase, do Dangme: mi, sisi, nô Dagbani: ni, zuêu, gbunni, shee Gonja: to, so, kaseto, tagato Use the following postpositions in sentences: in, on, under, near, below, beside, over Use of post positions by placing or positioning things as indicated appropriately in sentences. e.g. The pen is under the box. The cat jumped in the room. He is standing on the table. The broom is near the chair.

Revise the use of postpositions e.g. in, on, under, -Using objects or items, demonstrate the use of in, on, under, -Pupils pick up various things in the classroom e.g. pens, pencils, bottle tops, etc. and demonstrate the use of the above-mentioned postpositions. Revise the use of in, on, under and near, Guide pupils to demonstrate the use of below, beside and over.

Pupils pr actise the use of the various postpositions. e.g. Efua, stand on the table; The cat is under the table. The dog is standing below the tree. The boy is standing beside the goal post He kicked the ball over the bar

Pupils fill in gaps with postpositions. Pupils identify postpositions in sentences and short passages.

Pupils to use the postpositions appropriately in sentences.


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UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 8 DESCRIBING WORDS

Adjectives

The pupil will be able to: 2.8.1 use describing

words in simple sentences.

Meaning of describing words: Describing words (adjectives) give more information about people, animals and things e.g. The fair boy is crying. The small cat is under the chair. Ama has a beautiful dress Eg:

Asante Twi: Abarim aa kôkôô no resu. Nzema: kakula nrenyia kôkôlε ne

εlεsu

Dagbani: Bidibila øee maa kuhirimi

Gonja: Kebia yεnbi peper na bee shu Ga: Gbekε nuu tsuru lε miifo

Ewe: åutsuvi dz… la le avi fam

Kasem: Bakeir- naseno won keeri mo. Dagaare: A bizeε na kono la Choosing colours to describe fruits and vegetables e.g. orange - red banana - yellow pawpaw green pepper white kontomire - green Words of size to describe people or objects e.g. fat, slim

Use describing words to qualify nouns in sentences. Pupils use nouns, pronouns and demonstratives in simple sentences Pupils mention various fruits and vegetables. Write them on the board. e.g. mango tomato pawpaw carrots banana kontomire, etc. Pupils describe the fruits using colours e.g. mango: green yellow red tomato: green red, etc. Assist pupils to explain that each colour or size describes a fruit or vegetable Pupils to describe people and objects using any of the following words: slim big orange dark or fair tall or long or short small pawpaw clean or dirty big or small

Identify describing words in sentences.

Pupils draw objects, colour them and write simple labels under them using describing words e.g. a yellow orange etc. a big tomato a small mango.


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UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 8 (CONT’D) DESCRIBING WORDS

Adjectives

The pupil will be able to: 2.8.2 use describing words in sentences to show size, shape, length etc 2.8.3 use ordinal words to describe position

Examples of sentences with describing words. The slim boy is running (size) Ali is eating green pawpaw (colour) Nyamekye has a pink dress (colour)

Using ordinal words to describe position: First, second and third etc.

Pupils form simple sentences with describing words. Pupils construct sentences by using one describing word from each of these classes in their exercise books. Size: big, small, slim, fat Colour: red, green, yellow, brown, black, white Shape: round, square, rectangle, triangle Length: long, short Assist pupils to learn first, second and third as referring to number 1, 2, and 3 byintroducing ordinal words with the following example: Five people ran a race. Koku won the race. He came first in the race. Bawa came second. Yeboah came third. Nii came fourth and Mensah came fifth. Mensah was last in the race. Make further examples for class work e.g., In a football match the scores of the four teams were as follows: Red team scored 3 goals Blue team scored 7 goals Yellow team scored 2 goals Green team scored 5 goals Arrange the teams in order by the number of goals they scored: First, second etc

Pupils copy at least sentences and underline describing words. Select five girls in the class and arrange them by height as first, second etc Select five boys in the class and arrange them by height as first, second etc Pupils use the ordinals to form sentences.


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PRIMARY 2

SECTION 3

READING SKILLS

General Objectives: The pupil will: 1. read simple and compound sentences. 2. spell simple words and write dictation consisting of simple two or three letter words.


EVALUATION

UNIT 1 PHONIC WORK UNIT 2 MATCH AND READ ACTION WORDS WITH NAMES OF OBJECTS/PICTURES

The pupil will be able to: 3.1.1 identify sounds that make up words 3.1.2 make picture dictionaries 3.2.1 match action words with corresponding pictures.

Identifying words and sounds using pictures and real objects: ball, dog, ant etc Recognizing different sounds in words e.g. vowels and consonants Picture dictionaries based on phonic work and vocabulary items. Separate pictures according to initial phonic sound or letter Action words eg.

bô to kick (Akan)

se n duri to run (Kasem) a, zo (Dagaare)

ye eat (Ga) fia kick (Dangme) no drink (Ewe)

Prepare sounds with corresponding pictures and assist pupils to pronounce them Pupils to identify and pick cards that represent particular sounds Collect old pictures from newspapers, magazines etc., and paste them in the dictionary in alphabetical order in the Ghanaian Language Use a word game to match with corresponding pictures. Use word cards and simple reading games to reinforce word recognition.

Pupils identify words, pronounce and indicate sounds made and repeat them. Pupils to group all the vowels in words given them Pupils to identify and pronounce the sounds which correspond to the words found in the picture dictionary Pupils match action words with corresponding pictures. Pupils read from word cards/primer.


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EVALUATION

UNIT 2 (CONT’D) MATCH AND READ ACTION WORDS WITH NAMES OF OBJECTS/ PICTURES UNIT 3 READ SIMPLE SENTENCES AND TEXTS

Simple sentences of about four to five words


3.2.2 match names of objects with pictures 3.3.1 read short, simple sentences and passages [

3.3.2 read short passages of simple sentences of about four to five words.

Objects:

sεi chair (Ga) sekan - knife (Akan asi - hand (Ewe) dade - iron (Dangme)

dendôre - door (Dagaare)

dadeε – knife (Nzema) bworu – door (Kasem) dunoli - door (Dagbani) Kukulo - door (Gonja) Sentences: - on graded cards - in booklets - in the course book - in any supplementary reading materials with similar standard of vocabulary and structures

Reading for comprehension Reading short and simple sentences made up of words pupils have learnt to speak. NOTE:

Assist pupils to: - interprete meaning of pictures - make predictions of what will happen next

- identify the titles and authors of books

- explain simple vocabulary - answer simple questions

Use dialogue to introduce pupils to reading from the Primer etc. Pupils read aloud in groups. Attend to each group to correct pupils‟ pronunciation and tone. Provide pupils with suitable graded cards, booklets, course book and suitable supplementary reading materials Conduct pronunciation drill on key words and difficult expressions. Use flash cards to reinforce the key words and difficult expressions Provide model reading and encourage individual pupils to read from graded cards, booklets, course books and supplementary reading materials. Read sentence(s) out to pupils. - Drill pupils in reading the sentence(s) - Pupils identify sentence(s) and words fromword cards, sentence cards and from the chalkboard. Pupils to answer questions on the following: Meaning of picture or pictures What is happening in the picture? What will happen next? (after the scene in the picture e.g. A woman buys tomatoes, onions and fish. What will she do with them in the house? ) (See content for more on what to do)

Pupils read aloud individually by matching names of objects with pictures. Pupils to read aloud with correct pronunciation.

Pupils read words and sentences from word or sentence cards. Pupils answer question on short passages read.

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UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 4 SPELLING AND DICTATION

Supplying Missing Letters and Words

The pupil will be able to: 3.4.1 spell simple and familiar words 3.4.2 spell and write their own names 3.4.3 write familiar words correctly from dictation 3.4.4 fill in blanks with letters and words correctly

Spelling drill on simple and familiar words; spelling games using the computer.

Spelling drill on pupils‟ own names. Dictation of familiar short words Filling in blanks with words in simple sentences.

Read out simple words (two to four letters) for pupils to spell. Simple materials in spelling using books or dictionaries or the computer. Read out words for pupils to write on the board or in their exercise books. NOTE: Select words from the class reading

books or from story books they read. Give slips of paper containing pupils‟ names for spelling orally. Select pupils to come to the board and write their last names (Class to comment on the correctness of the spelling of the names) Read about five familiar words for pupils to write in their exercise books Pupils practise blank-filling exercises using letters, words and sentences produced by pupils themselves. Pupils fill in blanks with letters or words e.g. sch - ol cl-ss - oom Kofi - a boy This – a new dress

Pupils correct mis-spelt words and re-arrange jumbled words

Pupils spell their names and write them in their books.

Pupils write words dictated.

Pupils fill in blank spaces in sentences correctly with words suppled by the teacher.

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EVALUATION

UNIT 5 READ COMPOUND SENTENCES


3.5.1 read compound sentences with fluency.

A Unit or Lesson in the class reader. Abena eats rice and yam (Rice and yam at the same meal) Abena eats rice or yam (Any of the two at a meal) She went to the shop but did not buy anything

Show a card with a conjunction and help pupils to read it, e.g.: and, but, or, etc. Explain why we use conjunctions Give a simple sentence with conjunction Show two cards with two simple sentences to pupils and ask them to read.

Assist pupils to join the two sentences into one by using a conjunction.

Pupils form and write compound sentences. Let pupils identify and read compound sentences from the class reader.


61

UNIT 6:

LIBRARY` 1. General Objectives: Pupils will:

i. develop the love for reading: ii. develop interest in and acquire the habit of reading for pleasure and for academic purposes

iii. read for information on various topics

2. Specific Objectives: Pupils will:

i. acquire the skills for handling books; ii. talk about what they see in books;

iii. read a minimum of 15 simple picture story books

iv. express their views and answer simple questions on stories read and the characters in them;

v. talk and write about books read.

3. General Guidelines on Library Work

(i) Introduce pupils to books or library (ii) Introduce pupils to books with special emphasis on handling and care

(iii) Introduce pupils to the class or school library and how it is organised

(iv) Educate pupils on library rules, such as borrowing procedures and care for books.

4. Starting The Class or School Library

A library could be a room full of books or a simple collection of books neatly arranged in cartons or boxes and available for pupils to read. Teachers can start a class or school library with scrap-books made by teacher and pupils. Such books should be made with brightly coloured pictures and drawings. Every school should therefore, be able to start a simple class or school library. Textbooks that are no longer in use and other discarded books could be used to begin a class or school library.


62

5. Equipping A class or School Library

Books for the Library could be obtained from other sources such as: The Ghana Education Service (GES) The Ghana National Association of Teachers (GNAT) The District Assemblies The School Management Committee Past Pupils Churches and Other Organizations Philanthropists Ghana Library Board Ghana Book Trust Non-Governmental Organizations (NGOs) such as:

World Vision Plan International Save the Children Fund The Rotary Club Valco Fund European Economic Community Friedrick Egbert Foundation Fredrick Nauman Foundation Zonta International ADRA UNICEForUNESCO, etc. 6. Maintaining The Class or School Library

Teachers must ensure that books in the library are properly kept and maintained. Books that get torn or damaged must be mended promptly. Teachers must also ensure that books do not get lost and pupils must be advised to prevent thefts.

7. Generating Interest in Reading

Reading Targets:

Reading is crucial to progress, not only in Language, but in all other subjects. One way of encouraging the primary school child to read is to make suitable reading materials available, and set minimum reading targets. The target is 15 books for the year, five books a term. It is expected that given the necessary encouragement many children will exceed this target.

Teachers should use various approaches to generate interest in library reading including the following:

i. making sure children see them reading library and other books; ii. giving summaries of books read and recommending them to pupils, iii. retelling stories read to class. iv. giving time for pupils to tell stories read to the class and dramatizing part of books read. v. dramatizing parts of books (stories) read by pupils; writing short stories. vi. giving prizes to pupils who read a lot of books and to those who make remarkable progress in library reading. vii. selecting comprehension passages from class library books for terminal examinations and SBA tests and tasks.

8. Checking on Pupils Reading

Teachers should introduce measures to check on pupils‟ reading. One way is to introduce a library reading sheet as shown on the next page. Ghanaian Languages and Culture September, 2012

63

PRIMARY 2

SECTION 4


General Objectives: The pupil will 1. develop and apply the skills of good handwriting. 2. communicate his or her ideas effectively through the writing simple sentences.

UNIT

SPECIFIC OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 1 PENMANSHIP AND COPY WORK Purposeful Copying of:

Sentences, Verses, Words of Songs, Prayer

The pupils will be able to: 4.1.1 copy sentences clearly 4.1.2 write and practise saying letters or words with which pupils have difficulty

Copying short sentences Penmanship: Writing should be bold and clear. Writing sentences with which pupils have difficulty

Provide short sentences for pupils to copy clearly and boldly Write letters of the alphabet that pupils find difficult to write on the board. Examples of these are: Ascenders (bar letters)

b d t I f ñ Descanters (tail letters)

g p y å ê Pupils write the letters in their exercise books. Go round and advise on appropriate penmanship. Guide pupils to write the verses, words of songs, etc. correctly. Guide pupils to copy words or verses correctly. Guide pupils to practise writing and saying letters or words with which they have difficulty. NOTE:The statements or words copied must be

checked for correctness

Pupils copy out specific sentences, verses and songs. (Teacher to check for correctness) Pupils write a dictation on simple words picked from verses, songs etc. learnt.


64




EVALUATION

UNIT 2 UPPER CASE AND LOWER CASE LETTERS

UNIT 3

WRITING CORRECT SENTENCES FROM A SUBSTITUTION TABLE.

UNIT 4 PUNCTUATION (THE FULL STOP)

The pupils will be able to: 4.2.1 use lower case and upper case letters correctly in sentences and in short passages 4.3.1 write or copy correct sentences from a substitution table 4.4.1 use the full stop correctly in sentences

Using the upper case letters at the beginning of a sentence and to begin proper nouns. e.g. Ama goes to school everyday We play football Writing sentences based on given grammatical items or structure from a substitution table. Eg. Simple present or past, pronouns, adjectives etc.

Full stop ( . ) Is used at the end of a complete sentence i.e every complete sentence takes a full stop at the end. Sentences begin with a capital letter (Upper Case)

Using a number of simple sentences. Assist pupils to learn that the first letter of every sentence should be an upper case letter; the rest of the words in the sentence are then written in lower case letters.

i. Explain how a substitution table is used e.g.

I

have

a book a pen a pencil

ii. Demonstrate reading or writing

sentences from a substitution table.

iii. Give sufficient oral practice

Note: Substitution tables may be used

throughout the year whenever we teach a new topic or structure. Teacher to create his or her own substitution table. Explain the need for correct punctuation, especially the use of the full stop in sentences. Illustrate the use of the full stop with examples from short sentences from pupils‟ readers. Give a lot of practice and ensure the correct use. e.g. John walks to school everyday.

Pupils to write simple sentences on the board using upper case and lower case letters Pupils rewrite sentences and passages using upper case letters only Pupils copy sentences from a substitution table. Pupils practise the use of full stops in short sentences.

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EVALUATION

UNIT 5 NAMES OF OBJECTS IN THE HOUSE UNIT 6 SHORT SENTENCES


4.5.1 write short sentences about objects and pets. 4.6.1 write short sentences about people and places

Write sentences using naming words (pets or objects) eg. The cat, stone

Ga: alônte, tε

Ewe: Dadi, kpe Dangme: ati, tε Kasεm: diga bu,tiabu kandwε

Dagbani: jenkuno, kuêili

Gonja: jiblaå, kejembu

Short sentences about people and places e.g. Abu is sick Kumasi is beautiful. There are many people in the market.

Using real objects and pictures, pupils name objects and the things in the pictures Pupils write the name of their pets. Pupils use names of objects and pets in writing short sentences. Mention names of people and places. Use the names in short sentences. eg. Amina is going to Tamale. Ga: Amina miiya Tamale.

Ewe: Amina yina ðe Tamale.

Dangme: Amina yaa Tamale. Kasem: Amina maa vei Tamale.

Nzema: Amina εlεkô Tamale.

Give a substitution drill for pupils to use the names of people and places in sentences.

Pupils draw their pets and name them. Pupils sit in groups to talk about people and places they know. Pupils write short sentences about people and places


66

[

REFERENCES

1. NALAP Series 2. Bereau of Ghana Languages Books 3. GES Approved Textbooks.


67

PRIMARY 3

SECTION 1

ORAL SKILLS


1. develop confidence in listening and speaking. 2. increase ability to express themselves orally. 3. respond to and appreciate songs and other literary material

UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 1

LISTENING TO POEMS AND SONGS

Listening to Poems or songs

The pupil will be able to: 1.1.1 listen attentively to poems or songs and recite or sing them with correct stress and rhythm 1.1.2 tell what the selected poems or songs are about 1.1.3 explain the key words and state the values in poems or songs

Selected poems or songs for listening and recitation, with correct stress and rhythm. Meaning of poems or songs based on words and accompanying actions. Key words and moral values in poems or songs.

Pupils listen to teacher recite poems or songs. Pupils repeat the poems or songs after teacher. Pupils repeat lines of the poems or songs clapping or beating the rhythm.

Through questions, assist pupils to explain what the poem or song is about. Pupils recite a poem or sing a song and perform the actions in them. Assist pupils to: - identify key words and rhyming words in poems or songs - explain the key words in the poems or songs - identify the moral values in the poems -state relevance of poems or songs to real life situations

Pupils perform actions in poems or songs learnt Pupils answer questions on poems or songs learnt.

Pupils use key words in poems to formsimple sentences. Pupils recite poems individually and in groups.


68

UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 2 LISTENING TO DIRECTIONS AND INSTRUCTIONS

Carrying Out Directions

The pupil will be able to: 1.2.1 listen attentively to simple instructions and carry them out 1.2.2 listen attentively to directions and carry them out 1.2.3 give directions accurately

Listening to and carrying out simple instructions Examples of instructions: Go to the cupboard, pick a green (or red) book and give it to Mary (or Lariba or Osei) Pick up your chair, take it to the door and sit on it. Instructions can sometimes be commands. When the headmaster gives you instructions, he/she is giving you commands Showing a friend or visitor where to go, where to turn to get to a specific place. Examples: - how to get to the head- teacher‟s office - how to get to the post office Listening carefully to directions and giving clear and correct directions.

Give simple instructions to class and guide class to carry out the instructions. Use the example in the content and other appropriate ones. Using other examples, give instructions to pupils individually and guide them to carry out the instructions. In pairs, one pupil gives an instruction, the other carries out the instruction.

Guide pupils to use correct pronunciation, stress and intonation as they give the instructions. Give simple directions or instructions to pupils in groups, e.g. Go outside the classroom, turn left and go to the second door on the left. Give directions to individual pupils using „turn left‟, turn right‟, „go forward‟, „look for a blue door on your right‟, (or look for a big tree on your right.) In pairs, one pupil gives directions and the other follows the directions to a specified place. Treasure Hunt: Hide a small treasure somewhere in the classroom or in the playground. Then give the children a set of directions to follow to find the treasure.

Pupils give and carry out instructions in groups or pairs Pupils practise giving and following directions In pairs, pupils give directions or instructions to specified places Pupils look for the hidden items following directions.


69

UNIT

SPECIFIC OBJECTIVES

CONTENT

TEACHING AND LEARNING ACTIVITIES

EVALUATION

UNIT 3 STORY TELLING

The pupil will be able to: 1.3.1 listen to simple and interesting stories and mention some of the key words, issues and morals in them 1.3.2 read simple stories and retell them with actions 1.3.3 dramatize or mime whole or parts of a story or imitate some actions and or sounds in a story 1.3.4 identify the structure of a story and use it to tell their own storis

Listen to simple and interesting stories and identify key words and issues in the stories. Retell simple stories using miming and demonstration. Retelling a story with actions Dramatizing or Miming whole or parts of, and imitating actions and or sounds in stories Stories about People, places, animals, home and everyday activities: school activities occasions or events or parties Visits or excursions to different places: zoo, harbour, forest reserves, market, shops, post office, children‟s park etc. Language Use -Use of the past tense in stories -use of adverbs and descriptive words to enhance narration. NOTE:

Stories to aim at teaching values e.g. Unwillingness to hurt other people; Gratitude etc Parts of a story: beginning, middle and ending

Pupils select suitable and interesting stories; retell the stories to class and identify key words activities and moral in the stories Pupils retell simple stories with appropriate, actions, gestures and demonstration. Guide pupils to tell their own stories and also talk about stories they have read or heard with actions Post Story-Telling Activities Retell whole or parts of a story Dramatize or mime whole or parts of a story Imitate actions or sounds in a story Pupils answer simple questions. Take pupils on field trip to places of interest. Individuals talk about what they saw on the field trip to class and pupils ask questions. NOTE:

Encourage free expression. Note and correct only gross errors in grammar or pronunciation after narration or telling. Guide pupils through questions to be aware of the beginning, middle and ending of stories. Eg. Beginning of story Twi: abra, abra oo ………… Nzema: Bɛ die me nwôra ko oo …….. Dangme: I tiae nyɛ ……..

Pupils tell stories about events they have witnessed and stories they have heard to class. Pupils tell stores they have read to the class. In pairs or groups pupils dramatize or mime stories in class. Draw or model scenes from stories read or told. Pupils follow the structure to tell stories.


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EVALUATION

UNIT 4 CONVERSATION

The pupil will be able to: 1.4.1 talk about his or her experiences and that of others

1.4.2 name the basic things used at home and in school 1.4.3 describe how some basic items are used at home and in school 1.4.4 demonstrate how some basic items used at home are maintained

Pupils‟ own dreams, interesting or frightening encounters, etc. Other peoples‟ dreams, experiences, films watched etc.

At home- broom, bucket, sponge, towel, comb, pillow, etc. At School: - chalk, pencils, tables, bean bags, register, textbooks, etc How used at home: brooms for sweeping pillow for sleeping, etc. How used at school: Textbooks - for reading Chalk for writing Duster for cleaning the board. Maintenance : e.g. washing clothes washing bowls scrubbing buckets drying towels ironing clothes etc. Books in cupboards or book boxes, school uniforms, shoes, handkerchiefs, school bags etc.

Let pupils who have had interesting dreams, watched interesting events, etc. narrate their experiences individually and vividly while the others listen attentively and ask questions Pupils mention the basic things used at home and in school e.g. bucket, broom, clothes, mat, spoon, pan, etc. Names of some things used at school e.g. chalkboard, chalk, pen, duster, chair, table, etc. Pupils to give practical demonstration of how some basic items in the home are used. Individual pupils demonstrate practically the use of some of the items used in school Through dialogue discuss how to maintain the items used at home a and in school: - washing bowls - scrubbing buckets - polishing shoes, etc.

Pupils tell stories or personal experiences for others to listen and ask questions

Pupils model some objects used at home with clay or draw pictures of them.

Pupils answer questions orally on how items are used at home and in school

Pupils to clean and maintain some items e.g., bucket, napkin, etc. Pupils demonstrate the use and maintenance of some selected items in the school. Pupils model with clay or draw some structures, objects, etc. on the school compound.


71

UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 4 (CONT’D)

CONVERSATION Names of major rivers, towns and cities

The pupil will be able to: 1.4.5 state the names of some major rivers in Ghana 1.4.6 mention the names of some cities, towns and villages

Names of major rivers in Ghana: River Volta; River Pra River Ankobrah River Densu Language use Simple, present tense active and passive forms, descriptive words. Cities and Towns: Accra, Kumasi, Sunyani, Tamale, Bolgatanga, Wa, Bawku, Takoradi, Axim, Ho, Keta, Cape Coast, Koforidua.

Pupils mention the names of the rivers or streams in the area, or close to the area where the school is. Pupils mention the names of the some major rivers in the country Pupils mention the name of the city, town or village where their school is located as well as the names of some cities, towns and villages they know or have heard about “Memory Game” Children play a game in which they have to remember the names of many Ghanaian cities. The first child names a city, the second child must name the city mentioned by the first child and then name another city. The next child needs to mention the two previous cities before they think of their own. The game progresses like this until all children have had a turn.

Pupils find out the names of some other rivers in the country. Pupils mention the names of some cities, towns and villages in Ghana.


72

UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 4 (CONT’D)

CONVERSATION Making polite requests

Asking and answering questions: What? Where? Who? When? Which? How? Why?

The pupil will be able to: 1.4.7 make polite requests and enquiries 1.4.8 ask and answer questions correctly

Make polite requests and enquiries using “May I”, “Can I”, “Can you”, “Will you”, “please” e.g. May I go out? May I sit down? Can I sit down? Can she go now? Can you give me the book? Will you come with me? Will you bring me the chair? Please give me your pen etc. Revision of questions and answers on what, where, who, when, why, how etc Questions using the above question markers are asked to elicit correct and appropriate answers from pupils.

Demonstrate the use of polite requests/enquiries by creating relevant situations for the occasion using „May 1? “Can I?‟ and „Will you?‟ Pupils in pairs, one-makes a request with „May I‟, the other responds with „Yes, you may‟. Pupils in pairs, one makes a request/enquiry with „Will you‟ the other responds with „Yes, I will Introduce questions and answers involving what, where, who, when, why, which, how. Pupils listen to teacher attentively and repeat questions and answers involving the question markers, eg. i. Where did you go last night? ii. What are you doing? iii. Who is your teacher? iv. When will you go? v. Why is he crying? vi. How did you do it? Use drills to teach the questions and answers. Pupils should provide answers to the questions. In pairs, pupils ask and answer questions using the question markers. Go round and listen to pupils as they ask and answer questions Pupils role-play the lesson.

Pupils make polite requests in given situations using “May I‟, “Can I” and “Will you” Pupils perform sketches from stories told, heard or read. In turns pupils ask and answer questions using one of the question markers studied.


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EVALUATION

UNIT 5 TIME BY THE HOUR AND MINUTES AND DAYS OF THE WEEK

The pupil will be able to: 1.5.1 tell the time by the hour and minutes.

i. The time is 7 o‟clock. ii. The time is 5 minutes past 8 o‟clock. iii. The time is 10 minutes past 8 o‟clock iv. The time is 15 minutes past 8 o‟clock. v. The time is 20 minutes past 9 o‟clock. v. The time is 7 minutes to 11 o‟clock

Using model clocks guide pupils to tell the time by the hour and by minutes.

1

3

56

8

10

9

2

4

7

1112

i. The time is 7 o‟clock.

1

3

56

8

10

9

2

4

7

1112

ii. The time is 5 minutes to 8 o‟clock

1

3

56

8

10

9

2

4

7

1112

iii. The time is 10 minutes past 8 o‟clock.


74



EVALUATION

UNIT 5 (CONT’D) TIME BY THE HOUR AND MINUTES AND DAYS OF THE WEEK

The pupil will be able to: 1.5.2 mention the days of the week in chronological order

Days of the week Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday. Give the names of the days of the week in the Ghanaian Language.

1

3

56

8

10

9

2

4

7

1112

iv. The time is 15 minutes to 8 o‟clock

1

3

56

8

10

9

2

4

7

1112

v. The time is 20 minutes past 9 o‟clock. Pupils to mention the days of the week and say what is done on those particular days of the week. Pupils mention the days on which their village market days fall.

Pupils mention the days of the week in ascending and descending order.


75

UNIT

SPECIFIC OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 6 DRAMA

1.6.1 perform a sketch from stories told or heard or read. 1.6.2 identify key issues and lessons in a sketch. 1.6.3 state their personal opinion and feelings on events and characters in stories

Sketch from an interesting story. Provide details of characters and costumes for the sketch. Key issues or moral values and other values in a sketch. e.g. selflessness, care for public property, and service to others Giving opinions about likes or dislikes of the story or character or events.

Through questions, guide pupils to develop a sketch from a story heard or read. Pupils perform the sketch developed Encourage many pupils to participate by having group performances. Pupils identify key issues in the sketch performed. Pupils identify the moral and other lessons in the sketch and explain their importance in real life. Let pupils express their feelings about the story or drama through questions like; Did you like or dislike the story or drama? Why did you like or dislike it? Which part of the story interests you most? Etc.

Pupils perform sketches from stories told, heard or read. Pupils identify key issues in a story or lesson or sketch Pupils express their opinion on some of the issues in a story or drama performed.


76

PRIMARY 3

SECTION 2 GRAMMAR


use grammatical forms correctly in speech and in writing

UNIT

SPECIFIC OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 1

NOUNS – (Regular nouns)

The pupil will be able to: 2.1.1 distinguish between the singular and plural forms of nouns. 2.1.2 use the singular and plural forms of nouns correctly in speech and in writing

Singular and plural forms of nouns. The plural is generally formed by adding a pluralizer which could be a prefix or suffix in some cases. Singular Plural boy boys girl girls chair chairs eg. English Chair Chairs; table- tables

Asante Twi: ôpon, apon

Dagbani: kuêu, kuêisi teebuli,

Teebulunima Gonja: Kabε, mbε, tabor etebur

Ga: sεi, sεii, okpôlôô okpôlôi

Dangme: ogbloba, agblobahi,

okplôô, okpôôhi

Nzema: ebia, mbia

Ewe: ŋutsu ŋutsuwo

Kasem: jangôåô – jangônno

teibuli – teibula Dagaare: tabol - tabola

Pupils name things around them for teacher to write on the board. Assist pupils to understand the distinction between singular and plural (Singular refers to one thing; plural refers to more than one thing). Using demonstration, introduce the plural forms of nouns to class. e.g. Show a book to the class and say: „This is a book‟ (singular) Add two or more books „These are books‟ (plural) Divide the class into two teams and assign numbers to each child from 1 to? Write on the board a number of plural nouns. Invite a child from each team to come up to the board by calling out the number. Give them a marker or chalk. Call out the singular version of the noun. The first child to find its plural form and underline it, wins a point for his team. Pupils take turns to give the plural forms of nouns on the board. Pupils to use plural forms of nouns in simple sentences.

Pupils write short sentences using singular and plural forms of nouns. Pupils write the plural forms of nouns provided by teacher in their exercise books and use them to form sentences.


77

UNIT

SPECIFIC OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 1 (CONT’D) NOUNS – NUMBER (Irregular Nouns)

The pupil will be able to: 2.1.3 form the plural of some nouns which do not take the usual pluralizer for the plural but rather change the form of the word 2.1.4 use plural forms of irregular nouns in speech and writing

Irregular nouns: Some nouns do not take either prefix of suffix for the plural but instead change their form e.g. Singular Plural man men woman women mouse mice man – men Ga: nuu, hii Dangme: yo, yihi Kasim: baaro, baara Dagbani: doo, dabba, Nzema: sonla, menli

Dagaare: dôô, dôbô Gonja: enyεn, benyen

NOTE

This may not be the case in all Ghanaian languages.

Assist pupils to identify nouns for which the plural is formed by a change in the noun rather than the addition of pluralizer. Pupils give the plural for nouns such as man, woman and tooth. Using the changes noted above, assist pupils to learn the plural for all nouns listed in the content. Pupils individually, use the plural forms of nouns in simple sentences Teacher writes the sentences on the board and asks pupils to underline the plural nouns.

Pupils identify irregular nouns from sentences. Pupils write the plural forms of nouns.


78

UNIT

SPECIFIC OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 2 USING VERBS Simple Present

Subject-verb Agreement

The pupil will be able to: 2.2.1 use the Simple Present in sentences. 2.2.2 identify the correct verb agreement.

The simple present in sentences: I eat everyday I go to school Afua rides a bicycle eg. Kasem: A di de maama. Akwapin Twi: Medidi dabiara

Ewe: Meðua nu gbe sia gbe

Fante: Midzidzi dabiara Dangme: I yeô nni daa ligbi

Nzema: Dahuu medi aleɛ

Dagaare: N maå di la seemaa

bebiri zaa Dagbani: sahakam ndira Gonja: Mee ji karεchε kikε Verb and pronoun agreement: I. I eat

He or she eats II. They eat He or she eats In the simple Present Tense, the third person singular verb takes an „s‟ in English. E.g. He eats kokonte

Ga: Eyeô jiji

Dagbani: o diri konkonte

Pupils give further examples of the simple present tense in line with teacher‟s examples. Through examples, help pupils to understand that verbs agree with nouns or pronouns in the sentence in English but not in the Ghanaian Languages. In the Ghanaian Laanguages the verb does not change eg.

1st Person 3

rd Person

English I eat He/she eats

Dangme I yeô E I eat

Nzema Medi ôdi

Fante Medzi odi

Ewe Meɖ ua nu Eɖ ua nu

Ak.Twi midi Odi

Asante Twi medi ôdi

Assist pupils to understand what pronouns to use for inanimate, things and animals. Pupils give sentences in the third person singular, ensuring verb or pronoun agreement. Example: The cat sits on the floor. It sits on the floor.

Pupils make simple sentences in the simple present. Pupils identify the simple present in sentences. Pupils write sentences in the simple present tense and read them correctly. Pupils use the first and third person singular pronouns to form sentences.

79

UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 2 (CONT’D) USING VERBS

Verb tense forms


2.2.3 use the correct form of the verb to agree with the noun or pronoun in simple sentences.

Gonja: E bee ji kude

Dangme: E yeô kokoteku

Ewe; Eæua kokonte

Kasem: O di kwonkontei

Dagaare: O maå di la kponkponti

Dagbani: O diri saêituliga

Verb Tense agreement: This may be tonal or with tense markers. I go to school. You go to school on Monday. Efua sells in the market. Doh likes to play football. We cook rice everyday. You all go to church on Sundays. Nurses work in the hospital. Eg.

Ga: Nεεsifonyo tsuô nii yε

dôkitaorkôlebu

Ewe: Nεεswô wôa dô le

dônôkôdzi

Dangme: Nεεs tsuô ni ngε

hôspiti.

Kasem: Nεεe tiina toåe asigit dem

ne.

Gonja: Ashibiti nε anεsi bee shuå .

Dagaare: Nεεsere maå tona la

asibiti poå Dagbani: Neesima tumdila tuma ashibiti ni

Pupils form their own sentences with given verbs and pronouns. Write pupils sentences on the board and guide them to correct their errors.

In the Simple Present tense, the first and second persons always take the verb in its bare form e.g., I cook rice every day. We cook rice every day. You go to church on Sundays You all go to church on Sundays A nurse works in the hospital.

NOTE: The correct form of the verb should

agree with the nouns or pronouns in simple sentences. Pupils to give examples of sentences with correct subject-verb agreement in both singular and plural forms. (Class to comment on their friends‟ sentences) Using substitution table like the one below, assist pupils to form sentences orally in class.

He Dela

Goe travels

to

work the market Accra school

everyday on Sunday every Friday

Pupils make simple sentences in the simple present. In turns, pupils form sentences from the substitution table. Pupils write sentences from the table in their exercise books.


80

UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 2 (CONT’D) VERB TENSE FORMS Simple Past: Regular verbs

The pupil will be able to: 2.2.3 use the Simple Past tense correctly.

2.2.4 distinguish between regular and irregular verbs

Simple Past We use the Simple Past Tense to express an action that took place at a definite time in the past. e.g. She came last week. Awuah did his homework last night. Kafui cried yesterday. e.g.

Dagaare: Ayuo zaameå koåee la Kasem: Kwosε keeri diim. Akwapim Twi: Kafui sui nnera. Ewe: Kafui fa avi etsô. Fante: Kafui suu ndeba Ga: Kafui fo nyε.

Dagbani: Azindoo sa kuhiya Gonja: Ndefoso shu ndre In English,

We form the Simple Past Tense of most verbs with –ed or –d. e.g. enjoyed, worked, liked. NOTE: Some verbs take different forms in the Simple Past. e.g. go – went; sing – sang; see – saw; buy – bought

Use questions to elicit similar sentences. Write examples of pupils‟ sentences in the Simple Present and Simple Past on Chalkboard. Working in pairs, one pupil gives a sentence in the Simple Present, the other changes it into the Simple Past. After some time let pupils change roles.

Introduce the simple past of irregular verbs in the content. Pupils use the simple past of irregular verbs in sentences.

Pupils write sentences into their exercise books.

Pupils write sentences in the simple past tense using both regular and irregular verbs.


81

UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 2 (CONT’D) VERB TENSE FORMS

Irregular Verbs


In the Ghanaian Language,

we form the simple past tense of verbs as follows: some take the bare form of the verb while others add past markers eg. Present

1. He cries 2. He plays everyday. Ewe: 1. E faa avi 2. E fena gbe sia gbe Twi: 1. Osu 2. Odi agoru dabiara

Ga: 1. Efoô, Efo

2. Eshwεô daa gbi Dangme: 1. E foô ya

2. E fiε hiε

E fiεô daa lidbi

Nzema: 1. ôsu

2.Ôdi nwôhoa dahuu

Kasem: 1. o keera 2. o kwεεre dε maama/dεdε

Dagaare: 1. O maå koå la

2. O maå deε la bebiri zaa

Past

1. He cried 2. He played yesterday

Ewe: 1. E fa avi

2. Efe etsô

Twi: 1. Osu (i) 2. Odi (i) agoru nnera. Ga: 1. Efo 2. Eshwε nyε Dangme: 1. E fo ya 2. E fiε hiε

Nzema: 1. ôzunle 2. Ôlile nwôhoa anoma Kasem: 1. O keeri 2. diim kwεεre

Dagaare: 1. O da koåee la

2. O zaameå d…šš la

.


82

UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 2 (CONT’D) VERB TENSE FORMS

Irregular Verbs

UNIT 3 POSTPOSITIONS

Below, above and beside Over

The pupil will be able to: 2.2.6 distinguish between the Simple Present and the Simple Past Tense Forms 2.3.1 use appropriate postpositions in sentences. 2.3.2 use the postposition „over‟ appropriately

Distinguishing between Simple Present and Simple Past Verb Tense forms. Identify the tense markers in sentences in the simple present and past tenses. Below, above, beside. eg.

Ga: shishi, yiteå, kεteke, masεi

Ewe: te/gôme, dziôo dzime, ta,

xa/gbô. Dangme: sisi, yi mi, yi nô, kasa

mi/kasa nya

Kasem: Kurien, baåa ne,

baåane, takeirine

Fante: ase, sor, fa do, nkyεn.

Gonja: keseto, esoso, nchoåso,

amata

Dagbani: gbunni, zuêusaa,

zuêu, huêlil

Nzema: ô bo, zolε, nwolε Postposition: over, that is, from one side to the other side. Eg. Ama jumped over the rope.

Dagaare: Ama egi goå la mir

Kasem: Ama faåe o gale åwana

kam.

Introduce the Simple Past by changing pupils‟ sentences from the Simple Present to the Simple Past. e.g.:I wash my clothes I washed my clothes Pupils write simple present sentences and change them to simple past on the board Through simple commands, assist pupils to demonstrate the use of “beside” and “near”. In pairs, pupils practise the use of below, above, beside and near Write examples on the board and read through with pupils. e.g. Put the book near the chair. Put the book beside the chair (Note that the word beside, or alongside, means very close. It means closer than near) Pupils underline the prepositions in the sentences. Through demonstration, assist pupils to learn the use of „over‟ in practical terms e.g. Throw the ball over the table etc. Pupils demonstrate the meaning of „over‟ by jumping over objects. Pupils make sentences using „over‟

Pupils change sentences in Simple Present into Simple Past. Pupils fill in blanks with either Simple Present or Simple Past forms of verb. Pupils to do exercises on the use of below, above and beside in their work books In pairs, pupils practise the use of „over‟ in sentences and commands. Pupils write sentences in their exercise books using „over‟


83

UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 3 (CONT’D) POSTPOSITIONS

UNIT 4 EXPRESSING THE FUTURE

The pupils will be able to: 2.4.1 express future occurances .

Akwapim Twi: Ama huruw traa hama no. Ewe: Ama dzo to kaa ta. Fante: Ama huruwii traa ahom na. Ga: Ama tu kεteke kpaa lε. Nzema: Aama wulule nyɛ ma ne azo Expressing the future using Future markers e.g. I will celebrate my birthday tomorrow. My brother will come tomorrow. Use drills to help pupils practise actions in the future.

Explain the meaning of „tomorrow‟. Introduce the use of future markers to express the future as in: I will eat rice tomorrow. You will go to school on Monday. He will leave for Nairobi tomorrow Using drills to help pupils practice actions in the future. Pupils individually give examples of sentences expressing ideas in the future, using future makers. Pupils change the following sentences to express the future: We come to school every day. Kofi plays football every afternoon. I eat rice every evening. Eg. Aku will come tomorrow at 8 „o‟ clock in the morning.

Asante Twi: Aku bεba ôkyena anôpa

nônwôtwe.

Pupils write five sentences about things they will do in the future. Pupils practise asking and responding to questions correctly using expressions showing the future. Pupils write sentences expressing the future.


84

UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 4 (CONT’D) EXPRESSING THE FUTURE

UNIT 5 QUESTIONS AND RESPONSES (USING THE FUTURE TENSE) Expressing the future


2.5.1 answer “Yes or No” questions correctly using expressions that show the future.

Answering “please and Yes or No questions correctly using the Future e.g. Will you go to the library tomorrow? Yes, I will. No, I won‟t.

Eg. i. Will you go to the Library tomorrow? ii. Yes, I will or No I won‟t Dagaare: Bieu, fo na gaa la

gampεå die?

Oo, na gaa la / Ai, N

koå gaa Dangme: O maa ya laible ô hwô

lo? Ee, ma ya Ooho. l be yae. Kasem: N jwa wo vwo laibere na? pwopo εεnorpwopo aawa.

Dagbani: Aku sa ni kana biεêuni kuugu anii

saha.

Gonja: Aku beeå ba echefo karfe aburawa

kachipurso. Dangme: Aku maa ba hwô môtu ngmlε

kpaanyô.

Ga: Aku baaba wô leebi åmεji kpaanyô. Ewe: Aku ava etsô ådi ga enyi me. Kasem: Aku wo ba jwaane lu-nana mo zezeåa ne. Nzema: Aku bara εke εhyema nwonlomô dône môtwε εke-delete

Pupils to come to the front of the class in pairs, and engage in dialogue using the Yes or No questions and corresponding answers using „will‟ e.g. Will you come to my party? Yes, I will or No I won‟t. Ask questions and invite individual responses expressed in the future using future markers

In pairs or groups, pupils ask and answer questions based on the future.

Pupils write question and answer sentences using future markers


85

UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 5 (CONT’D) QUESTIONS AND RESPONSES (USING THE FUTURE TENSE)

UNIT 6 SIMPLE QUANTIFIERS

Cardinals and Ordinals

The pupils will be able to:

2.6.1 differentiate between cardinal and ordinal quantifiers 2.6.2 use cardinal and ordinal quantifiers appropriately in speech and in writing

Akwapim Twi: Mepa wok yew,

yiw, mεkô.

Mepa wok year, daabi, merenk.

Ewe: Mede kuku …, mayi

Meðe kuku ao, nyemayi o.

Fante: Mepa wo kyew mobôkô hô Mepa wok yew Monnkôkô hô Nzema: Ɛ bahô labile ɛ hyema ô? Ɛ hɛ e, mebahô. Kyɛ kyɛ , menrɛ hô. Dagbani: A sa ni ka karim duu

In, a sani chaå bee

Aayi n saku chaå

Gonja: Kashinteå, meeå wôrô,

nko maaå wôrô

Cardinal and ordinal quantifiers The cardinals are one, two three, four (1.2.3.4), etc. The ordinals are first, second, third (1

st, 2

nd, 3

rd) etc.

Revise Numerals, i.e. simple counting of numbers (cardinals) e.g. One, two, three four, five etc. (1, 2, 3, 4, 5). (ordinals) e.g. first, second, third (1st, 2nd, 3

rd,

4th

, 5th)

Pupils to change cardinal numbers to ordinals e.g. 1-40 eg. 1st, 2nd, 3rd.

Asant Twi: εdi kan, εtô so mmienu εtô so

mmiεnsa.

Kasem: Dedoa, balei, batô

Dagbani: Tuuli, ayi, ata

Gonja: kejinkparso, kenyôsopo, kesasapo

Ewe: gbãtô, evelia, etŸlia

Dangme: kekle, enyône, etεne

Ga: klεåklεånô, εnyô nô, Etε nô Nzema: môô li moa môô tôzo nwiô

Pupils write numbers in cardinal and ordinal order.

Pupils arrange objects, give them ordinal names and write in their books. The first item is a book The second is a a pen


86

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 6 (CONT’D) SIMPLE QUANTIFIERS Cardinals and Ordinals

The pupils will be able to: 2.6.3 write dates accurately.

The cardinal and ordinals may precede nouns in speech and writing. e.g. One pupil, two children The first child The second child Today‟s date, yesterday‟s date and tomorrow‟s date

Through questions and answers, pupils play a language game to introduce the ordinals e.g. Tell the first pupil, Tr: You are Number 1, you are first (1st ) Who are you? P1: I am Number 1 and the first (1st ). Number One turns to Number Two, and asks, who are you? P2 answers I am Number Two and the second. Then the game continues with other pupils. As the game continues, teacher writes the cardinals and ordinals on the chalkboard as follows: Cardinals Ordinals 1 one 1st first 2 two 2nd second 3 three 3rd third 4 four 4th fourth 5 five 5th fifth Pupils state the date of the day of the lesson, including the year. Pupils state the date for the previous day and the following day. Assist pupils to write the following dates accurately: Today‟s date Yesterday‟s date Tomorrow‟s date Pupils to read out the dates correctly.

Pupils write 5 items they can see in cardinal and cardinal order. Following the examples below, pupils write their birth dates accurately. (Those who do not know their birth dates are to find out from their parents). e.g. Abdul Mohammed: 3

rd June,

1992 Mary Addo: 2

nd July 2006.

Pupils list the dates for each day of the previous week.


87

UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 7 ADJECTIVES–

Describing Words

The pupils will be able to: 2.7.1 identify adjectives in sentences 2.7.2 use adjectives appropriately in speech and in writing

Adjectives tell us more about nouns and pronouns. e.g. My uncle is an old man I have a green book Adjectives to show the following: Colour, Shape- round, square, straight, triangle; Size- Big, small; Length- long, short; Height-tall, short In Ghanaian Languages,

adjectives usually come after the nouns they talk about. But in English, they come

before the nouns, and at times after the nouns. e.g. short man, black sandals Asant Twi: Papa tiatia, mpaboa tuntum Dagbani: Dojia, namdisabila Gonja: Kanyen Shimbi, Asabata

Ga: nuu kpitioo, tokota diå

Dangme: nyumu kpitioo, tokota yumu

Dagaare: Åôô-kukula, nater-

zwona Akwapim Twi: Papa tiatia, mpaboa tuntum

Ewe: Åutsu kpui, afôkpa yibô

Fante: Banyin tsiatsiaba, papa mpaboa tuntum Nzema: nrenyia ezinra mgbolaboa bile

Revise nouns and pronouns. To introduce adjectives (describing words), present a collection of objects of various sizes and colour to pupils e.g. pencils, pens, pieces of fabric, etc. Pupils observe the objects displayed and say how they can be identified. e.g. a green book, a red piece of chalk, a short pencil, etc. Pupils explain how adjectives are used and use adjectives in sentences Assist pupils to use adjectives of colour, shape, size, length and height to form simple sentences e.g. My pencil is short. I have a green dress. Nartey has a black pair of shoes. Note:

Pupils should use adjectives that involve size, shape, colour, height and length.

Pupils to identify adjectives in simple sentences. Pupils select adjectives of their choice to form sentences. Pupils complete the blanks in sentences using appropriate adjectives.


88

UNIT

SPECIFIC

OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 8 ADVERBS (as describing words)

UNIT 9 POSSESSIVE PRONOUNS

The pupils will be able to: 2.8.1 use adverbs appropriately in speech and in writing. 2.9.1 distinguish between personal and possessive pronouns

Adverbs of manner Adverbs tell us more about doing words (verbs) Eg. She eats slowly. John walked fast. Eg. Kofi eats slowly

Ga: Kofi yeô nii blεoo

Dangme: Kofi yeôni blεoo.

Ewe: Kofi ðua nu blewuu

Kasem: Kofi di mεmε mo. Fante: Kofi dzidzi berεww Akwapim Twi: Kofi didi brεoo Nzema:Kofi di aleɛ nwonaa Dagaare; Dεer maå dire la

baaloå lε

Dagbani: Adam diri biεlabiεla

Gonja: Bakuwale bee ji bôiåbôiå

Distinguish between Personal and Possessive pronouns Personal Possessive Pronouns Pronouns I mine You yours He his She hers It its We ours They theirs

Introduce adverbs by performing actions and describing how they were done. Eg. quickly or loudly or clearly or strongly He writes quickly They shouted loudly etc. Pupils perform actions and others describe the manner in which the action was performed. Pupils write sentences with given adverbs of manner. Pupils mention things that belong to them and use the possessives as below: Ama: This is my dress – The dress is mine. Kojo: This is my ball – The ball is mine Kwesi and Kojo: This is our book – The book is ours. These books are for all of you. These books are yours.

Pupils identify adverbs in sentences on the board. Eg. They came early. Pupils fill in blank spaces with appropriate adverbs. Pupils use possessive pronouns appropriately in sentences.


89

UNIT

SPECIFIC

OBJECTIVES

CONTENT

TEACHING AND

LEARNING ACTIVITIES

EVALUATION

UNIT 9 (CONT’D) POSSESSIVE PRONOUNS


2.9.2 use the various possessive pronouns appropriately.

2.9.3 engage in conversation using future and possessive pronouns to express the future

Singular or Plural eg. mine, yours, his or hers or its, ours, theirs.

Asante Twi: Medea, Wo, dea, ôno dea, yεu dea, Wôn dea

εno dea

Dagaare: maaå so o – fooå so s

Onaå so o – onaå so o

Onaå so o, teneå so o, onaå so o.

Gonja: mεya fεya myô anyeya bumoya

kumôya

Ga: minô, onô, enô, wônô, amεnô

Nyεnô Dangme; ye nô, o nô, e nô, wa nô, a nô Kaem: a nyem, nmo nyem, o nyem, debam nyem, ba Nyem Dagbani: N dini, a dini, o dini, ti dini, bε dini Ewe: tônye, tôwo or miatô, etô, miatô, wotô. Nzema: me εdeε, wô εdeε, ye εdeε, yε εdeε, bε εdeε,

Appropriate use of possessive pronouns: This is my pen – The pen is mine. This is your bag – The bag is yours That is his book – The book is his. That is her watch – The watch is hers I will give my spelling book to you. Dede will buy her counters tomorrow. We will use mine this afternoon.

Demonstrate the various possessives to make their meaning very clear. Eg Pick a book, lift it up and say: This is a book. It is Mine. Let pupils do the same. Move on to other pronouns. - yours, his, hers etc. Guide pupils with situations and examples to use the possessive to talk about things that belong to them and to others. In pairs or groups pupils practise the use of the possessive pronouns in a variety of sentences. In groups or pairs, pupils form their own examples using the future and possessive pronouns.

Orally, pupils use possessive pronouns in sentences In pairs or groups, pupils engage in dialogue or drills using possessive pronouns. Pupils write some sentences using the possessive pronouns to express the future.


90

PRIMARY 3

SECTION 3

READING SKILLS


1. read and derive information from text of varied nature 2. develop the habit of reading for pleasure 3. read passages aloud, fluently and meaningfully

UNIT

SPECIFIC OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 1 READING ALOUD Reading Games

The pupils will be able to: 3.1.1 read texts aloud at an appreciable speed with correct pronunciation, stress and intonation. 3.1.2 answer questions based on passage read. 3.1.3 play a variety of games according to their rules 3.1.4 answer questions on passages read to them

Simple passages, dialogues or plays from the textbook or from a supplementary reader. Answering questions based on passage read. Reading games: e.g. Word dominoes. Magic word games Use letters of each Ghanaian Language alphabet to create words in the language. Answering questions on passages read to them. Use interesting stories with the simplest plots first.

Pupils read out texts. Ensure that the correct pronunciation, stress and intonation are used Record individual pupils‟ difficulties and help to correct them. Ask simple questions based on the texts or passages. Pupils to read in groups and pairs to reinforce understanding -Explain how the games are played. Use a variety of reading games. Make games as competitive as possible; monitor to prevent abuse and cheating NOTE:

Games must be relevant to lessons taught. Pupils listen to passages read and answer questions on them. Read stories with feeling and varied tones to express meaning.

Pupils read aloud for correct pronunciation, stress and intonation. Pupils answer questions based on texts or passages. Pupils play competitive games to score points. (Let them obey the values of perseverance, fair play etc) Use miming to ask and answer questions. Pupils answer orally, questions based on passages read to them


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UNIT

SPECIFIC OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 2 SILENT READING Comprehension of passages read


3.2.1 mention the title and author of the book read.

3.2.2 explain the meaning of some words and pictures in the passage 3.2.3 summarize the passage read in few words

3.2.4 answer questions based on passages read

Title and author of passage or book

Reading silently and following instructions to find some new words in the passage. Answering short oral questions. Look for the main idea in each paragraph. Factual questions-People eat everyday is a fact. Inferential questions- John likes rice. John is carrying a packet of rice. John is going to eat rice. This is an inference. John may probably not eat rice today. Predictive questions- John will eat rice tomorrow is a prediction based on John‟s habit

Do model reading: Put pre-reading questions on the board for pupils to mention the title and author of the book. Pupils to explain the meaning of some key words and pictures in the passage Pupils do the following: Point out the main idea(s) in the passage read Use the main ideas to give an oral summary of the passage in a few words Give a gist of the story and allow pupils to read silently and do the following: predict what s coming next etc.. Pupils to answer questions on the passage read. Questions must be varied to include factual, inferential, predictive etc types. (See the content for explanations)

Pupils read silently and answer questions.

Pupils to summarize some other short passages orally

Pupils answer factual, inferential and predictive questions based on the story read.


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EVALUATION

UNIT 3 READING COMPLEX SENTENCES

The pupil will be able to: 3.3.1 read complex sentences meaningfully

Features of a complex sentence: Dependent and subordinate clauses joined by subordinating conjunctions e.g., although, if, while Read each complex sentence with the correct intonation. Use subordinating conjunctions.

Ga: tsεbεlε, maå, shi

Dangme: se, ke, benε

Ewe: Togbô be, nenye be,

Esime/esi Akwapim Twi: ewom sε, bere a Fante: owom dε, sε ber a.

Nzema: εdeε, saa, mekε môô

(môô)

Work through many such examples with the pupils. Show two cards with two simple sentences written on them and assist pupils to read, e.g. Kofi likes Adjoa likes sports to play Show another card with a linker written e.g. if - Guide the pupils to join the two sentences making use of the linker.

Kofi will play if he gets a ball. Work through many more examples with pupils

Pupils read complex sentences from the Class Reader and other sources.


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UNIT

SPECIFIC OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 4 MAKING AND USING PICTURE DICTIONARIES

The pupil will be able to: 3.4.1 make picture dictionaries . 3.4.2 use the dictionary to practise making appropriate sounds (Phonic Work). 3.4.3 spell words accurately

Making picture dictionaries based on phonic work and vocabulary items. Separate pictures according to initial phonic sound or letter. Using dictionaries for practicing various sounds Spell simpler words - go, come, dog, cat, big, left, ship, talk, back etc. e.g. Come, dog, go Ga: ba, gbee, yaa Dangme: ba, ala/gbe, yaa Kasem: ba, kura, vei

Ewe: Va, avu, ðzo

Fante: bar, bôdôm, kô

Gonja: ba, jônô, yô Dagaare: Wa, baa, gaa Dagbani: kamina, baa, chama

Collect cement paper, newsprint, board, manila card, brown paper or bond paper, etc. Collect old pictures from newspapers or journals or magazines etc. and paste them in the dictionary in alphabetical order. Where pictures are not available, guide pupils to draw their own pictures for the dictionary. In groups, pupils draw and cut out pictures to make dictionaries. Pupils select the best pictures for pasting in the dictionaries. Pupils write words under the pictures and bind the dictionaries. Guide pupils to make and bind a dictionary out of the materials available i.e. cement paper or newsprint, etc. Pupils write words under the pictures in alphabetical order i.e starting with “A” e.g. A B C D E ant ball cat dog egg apple bucket cutlass doll elephant Guide pupils to write the letters and words under the pictures using templates and stencils. Guide pupils to make the sounds represented by the letters and the words in the dictionary. NOTE: The sounds may occur in different positions. e.g.: (initial, medial, final) Using the picture dictionary and passages read earlier, let pupils spell two to four letter words.

Pupils find words containing sounds of the letters used in dictionaries. Example: Find the picture that has this sound Pupils pronounce words using appropriate sound. In groups pupils practise spelling simple words.


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UNIT

SPECIFIC OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 4 (CONT’D) MAKING AND USING PICTURE DICTIONARIES Spelling and Dictation (Three to four letter words) UNIT 5 READING SHORT PASSAGES

The pupils will be able to: 3.4.4 spell simple and familiar words. 3.4.5 spell and write names of objects in the classroom. 3.4.6 write familiar words dictated 3.5.1 read short passages aloud correctly

Spelling drill three to five familiar words. A Unit or Lesson in the Class Reader or copies of short passages. Read stories with correct intonation.

Read out simple words (three to five letters) for pupils to spell. Design simple materials in spelling using books/dictionaries. Give sheets of paper containing names of objects in the classroom for spelling Dictate six familiar words for pupils to write in their exercise books. Use a unit in the class reader or bring to class copies of short passages. List unfamiliar words from the passage on the writing board and have a pronunciation drill on them.

Distribute the written copies to pupils in groups. A model reading by teacher. Individuals read to others in their groups and discuss the passage. Pupils read over the passages aloud. NOTE: Ensure that pupils read with the correct

pronunciation

Pupils correct mis-spelt words. Pupils spell names of objects in the classroom. Pupils write words dictated. Individual reading of short passages from the class or supplementary reader. Groups to summarize the passages they read.


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EVALUATION

UNIT 6 EXTENSIVE READING

The pupil will be able to: 3.6.1. read simple stories.

Read materials other than the class reader. eg. Supplementary Readers, Library Books, Class Magazine, etc. Books should have pictures that can promote easy understanding of the stories.

Ensure availability of materials to be read. - Pupils own stories. - Library Books - Supplementary Readers - Class Magazines, etc. Pupils read stories in groups. Teacher to draw pupils‟ attention to:

1. Title of book or passage 2. Writer of book or passage. 3. Illustrator (if available)

Groups exchange their books. Pupils go to the school library to read or teacher distributes library books to be read in the classroom. Teacher provides supplementary Readers to be read in class. NOTE: Supervise pupils‟ reading.

Pupils retell parts of some of the stories they have read.


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PRIMARY 3

SECTION 4


General Objectives: The pupil will 1. develop and apply the skills of good handwriting. 2. communicate his or her ideas effectively through the writing of simple sentences.

UNIT

SPECIFIC OBJECTIVES

CONTENT


ACTIVITIES

EVALUATION

UNIT 1 PENMANSHIP AND COPY WORK Purposeful Copying of:

Sentences, Verses, Words of Songs, Prayer

The pupils will be able to: 4.1.1 copy various sentences, verses, words of songs, legibly 4.1.2 write and practise saying letters or words with which pupils have difficulty

Copying short sentences, verses, poems, and words of songs. Penmanship: Writing should be bold and clear. Writing sentences, verses, poems, words of songs, with which pupils have difficulty e.g. Tongue Twisters like the following: - She sells sea shells at the sea shore. Twi: Kwapaa hunnu mampam. Pam mampam maa

mampam kôforoo pam

Write letters of the alphabet that pupils find difficult to write on the board. Examples of these are: Ascenders (bar letters)

b d t I f ñ Descanters (tail letters)

g p y å ê Pupils write the letters in their exercise books. Go round and advise on appropriate penmanship. Guide pupils to write the verses, words of songs, etc. correctly. Guide pupils to copy words or verses correctly. Guide pupils to practise writing and saying letters or words with which they have difficulty. The verses or words copied must be checked for correctness and must be used in other lessons. Pupils to practise writing their own tongue twisters.

Pupils copy out specific sentences, verses and songs. (Teacher to check for correctness) Pupils do dictation on simple words picked from the verses, songs etc. learnt.


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EVALUATION

UNIT 2

WRITING CORRECT SENTENCES FROM A SUBSTITUTION TABLE

Lower case and Upper case letters

The pupil will be able to: 4.2.1 write or copy correct sentences from a substitution table 4.2.2 use lower case and upper case letters correctly in sentences and short passages

Writing sentences based on given grammatical items or structure from a substitution table. Eg.Simple present or past, pronouns, adjectives etc. Using the upper case letters at the beginning of a sentence and to begin proper nouns.

iv. Explain how a substitution table is used e.g.

I

have

a book a pen a pencil

v. Demonstrate reading or writing

sentences from a substitution table.

vi. Give sufficient oral practice

Note: Substitution tables may be used

throughout the year whenever we teach a new topic or structure. Teacher to create his or her own substitution table. Using a number of simple sentences, assist pupils to learn that the first letter of every sentence should be an upper case letter; the rest of the words in the sentence are then written in lower case letters.

Pupils copy sentences from a substitution table. Pupils rewrite sentences and passages using upper case letters.

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EVALUATION

UNIT 2

WRITING CORRECT SENTENCES FROM A SUBSTITUTION TABLE

Punctuation: The Full Stop The Question Mark The Comma

UNIT 3 SIMPLE DIRECTIONS


4.2.3 use the full stop and question marks correctly in sentences and short passages 4.3.1 write simple directions

The full stop is used at end of a sentence eg English: Kofi came. Dangme: Kofi ba. Nzema: Kofi rale.

The question marks is usd at the end of a complete sentences.

Using the upper case letters at the beginning of a sentence and to begin proper nouns Writing sentences and short passages directing persons to carry out some actions e.g. From the classroom to another classroom, the school canteen, the urinal etc. From the school to the market, church, the lorry station etc.

Explain the need for correct punctuation. Treat the items one at a time. Illustrate each use with several examples from various sources including class textbooks. Give a lot of practice and insist on correct punctuation in other class exercises apart from English Language Give a number of examples to show the importance of fullstop and question mark. Language Use:

Revise the simple present statements and questions. Revise nouns with emphasis on proper nouns. Use a lot of examples drawing attention to the use of land marks and use of such expressions: Walk straight, ahead, turn left or right, near the ..........., behind the ........... in front of ……..etc.

Pupils make use of commas and full stops in sentences on the board using upper case and lower case letters appropriately Pupils rewrite sentences and passages using upper case letters. Pupils copy sentences/passages wrongly punctuated using correct punctuation marks. Give fill – in – the blank sentences for exercises. Pupils write short directions on their own

99


EVALUATION

UNIT 4 SIMPLE NARRATIVES UNIT 5 WRITING SHORT DESCRIPTIONS

Spelling and Dictation (three and four letter words)

The pupils will be able to: 4.4.1 write simple narratives 4.5.1 write short descriptions of people, objects, animals, places etc 4.5.1 spell simple and familiar words 4.5.2 spell and write names of objects in the classroom

Rewriting simple stories heard or read. Writing short narrations of personal experiences from everyday life e.g. -How we keep our class room clean -What happened at assembly yesterday. Writing short descriptions of familiar people such as parents, siblings, friends, common animals and birds Familiar objects such as a car Familiar places such as the school, a house Spelling drll Three to fIve familiar words

Explain that we can rewrite stories read or heard, or write our daily experiences as stories. Help pupils choose a topic and discuss the task or topic thoroughly and bring out key points. Provide a model narrative. Assist class to write a model. Convert the model into an appropriate controlled composition type. Thoroughly discuss the topic and give clear guidelines Give a model -Provide sufficient oral practice through language drills. -Help pupils with appropriate vocabulary. Language Use:

Guide pupils to use adjectives and adverbs. Children may also be guided to use the simple present in simple descriptions.

Read out simple words (three to five letters) for pupils to spell. Design simple materials in spelling using books/dictionary. Give sheets of paper containing names of objects in the classroom for spelling. Pupils to write the names of the objects in their exercise books

Pupils individually and in groups write a paragraph or two about an incident witnessed. Individual work Write a simple story of not more than seven lines advising people not to throw refuse into the streets (Teacher can use another interesting topic) Groups of pupils to write on a topic such as: My School My house etc

Pupils correct mis-spelt words. Pupils spell names of objects in the classroom.


100


EVALUATION

UNIT 5 (CONT’ D) WRITING SHORT DESCRIPTIONS

UNIT 6 LETTER WRITING (Friendly Letter)

The pupils will be able to: 4.5.3 write familiar words dictated 4.6.1 write the layout of a friendly letter.

Layout of informal letters

- Writer‟s address - Date of writing - Salutation - Body of letter - Subscription - Name of writer

Dictate six familiar words for pupils to

write in their exercise books. Discuss the purpose of letter writing. Introduce and treat the featuers of informal letters one at a time using examples. Pupls contribute ideas for a class model letter. Pupils write their own letters.

Pupils write words dictated Pupils write the features of an informal letter. Groups to write a friendly letter. Individuals write their own letters. Note: Approppriate controlled composition types should be used.


101

APENDIX I MONTHS OF THE YEAR

English

Twi

Ewe

Dangme

Fante

Nzema

Gonja

Dagbani

Ga

Dagaare

January Ɔpɛpɔn Dzove Jɔne Sanda Gyɛne Jintigi Buêim Aharabata Gyεnoɔre

February Ogyefuo Dzodze Lami Kwakwa Munrane Damba be kenyɛ Dambabilaa Oflɔ Fεboɔre

March Ɔbɛnem Tedoxe Maale Ebɔw Ɛzane Damba Damba Otsokrikri Tentaloå

April Oforisuo Afɔfiɛ Nɔɔle Ebɔbira Ɛnlanle Kaforewajɛ Gambanda Abɛibe Kyεpire

May Kɔtɔnimaa Dame Ongɔɔma Esusɔw Aketseaba Enlunli Kajulealufo Bandacheena Agbiɛnaa Mee

June Ayɛwohomumu Masa Osabu Obiradzi Eziane Achaŋ be

kayɛrbi

Kpinibila Otukwajaŋ Doôbo

July Kitawonsa Siamlɔm Yomle Ayɛwoho Ezunli Achaŋ Kpini Maawɛ Gyulae

August Ɔsannaa Dasiamime Maya Dzifuu Ɛwɔkɛlɛ Ekishi be kenyɛ Nɔlɔribilaa Manyawalɛ Bεntuuri

September Ɛbɔ Anyɔnyɔ Lemɔ Fankwa Ɛhɔnla Ekishi Nɔlɔri Gbo Sakyôrô

October Obubuo Kele Kɔle Ɔbɛsɛ Siane Bulu Kechunufol Konyurichu -

ɤu Antɔŋ Ɔɔtooreb-

are

November Ahinime Adeamakpɔxe Sɛklɛ Ɔberefew Siane Bulu nee ko

Doŋi be kenyε Chimsibilaa Alemle Kaåmε

December Ɔpɛnimaa Dzome Maja Mumu Bolonyia Siane Doåi Chimsi Afuabe Disembara

DAYS OF THE WEEK


English

Twi

Ewe

Dangme

Kasem

Nzema

Gonja

Dagbani

Ga

Dagaare

Monday Dwow(a)da Dzola Hɔεgbi Totoŋa bobo dε Kenlenεile Atania Atani Ju Mondee

Tuesday Benada Brada Pεplεgbi Totoŋa da yalei Dwεkε Talata Atalaata Jufɔ Tuusidee

Wednesday Wuku(a)da Kuda Sɔ Maanle Lariba Alaaba Shɔ Wεnnεsedee

Thursday Yawda Yawoda So Totoŋa da yana Kule Alimusa Alaamishi Soo Tɔɔsedee

Friday Fi(a)da Fida Soha Totoŋa da yona Yala Alijima Alizummah Sohaa Firaadee

Saturda Memeneda Memlida Hɔ Luu dedoa Folε Ashibiti Asibiri Hɔ Satadee

Sunday Kwasiada Kɔsida Hɔgba Wε Dε Molε Leedi Alahiri Hɔgbaa Koseεraa

102

RECOMMENDED BOOKS

NZEMA

GRAMMAR

1. Edwεne Nee Ɛzunlε – P. K .K. Quarm

Bureau of Ghana Languages – Accra 2. Fa Edwεkε kyε – Sεl. J. Amihere Essuah

Bureau of Ghana Languages – Accra 3. Agyebε – J. E. Bonyah

Asεmpa Publications – Accra 4. Mrεlεbulε – G. B. Kwesi

Bureau of Ghana Languages – Accra

TWI

Kan me Ansa – Book 1 – 6 by C. L. Twumasi-Ankrah


103

ACKNOWLEDGEMENT

The contribution of the following persons in developing this set of syllabuses is greatly appreciated:

THE GHANAIAN LANGUAGES PANEL

Mr. Kwadwo Kyei Baffour - C/o Accra College of Education, Box 221, Legon Ms. Freda Quao - Accra College of Education, Box 221, Legon Mr. David Tetteh Kwame - C/o Box 71, Somanya

Ms. Beatrice Naawerebagr - N.J.A. College of Education, Box 71, Wa

Mr. Sulemana S. Mahama - Ghana Education Service, Central Gonja

Mr. Hassan A. Alhassan - Tamale College of Education, Tamale

Mrs. Rose Agnes Achana - Kassena-Nankana East District Office, Navrongo

Mr. Edward N. A. Adams - Regional Education Office, Box M.148, Accra

Mr. Peter Frank Pobie - OLA College of Education, Box 175, Cape Coast

Ms. Margaret Baiden - Kibi College of Education, Kibi

Mrs. Mabel Ndɔ - Accra College of Education, Box 221, Legon

Mr. E. Atsu Mensah - C/o Ghana Education Service, Box 45, Dodowa

Mrs. Monica Ankrah - Box, CO 166 Tema

Ms. Abigail Anima Boakye - Box 211, Koforiadua

EXPERT REVIEWERS Mr. Francis E. Kwaw - Box 19 Aiyinasi-Nzema

Mr. Albert Djangma - Department of Ga-Dagme Education UEW, Box 25, Winneba

Ms. Cecilia Tomekyin - Department of Ghanaian Languages, UEW, Winneba

Appreciation also goes to the following staff of the University of Education, Winneba, for ensuring the accuracy of the Ghanaian Language renditions of the local examples and statements in the syllabuses:

Mr. Alexis Dauh - Department of Ghanaian Languages, UEW, Winneba Mr. Issahaku Al-hassan - Department of Ghanaian Languages, UEW, Winneba Mr. F.B. Abdulai - Department of Ghanaian Languages, UEW, Winneba Mr. Mark K.K. Ali - Department of Ghanaian Languages, UEW, Winneba Mr. Seidu Sulemanu - Department of Ghanaian Languages, UEW, Winneba

CURRICULUM RESOURCE PERSON

Kofi B. Quansah Ph.D. - P. O. Box SC245, Tema


104

The good job toward the success of the syllabus writing workshops by the following GES staff is greatly appreciated: SUPERVISOR Mr. Jacob A.M. Kor - Divisional Director, GES-Headquarters Curriculum Research and Development Division, CRDD, Accra COORDINATORS Mr. Kwabena Nyamekye - Director II, GES-Headquarters,

Curriculum Research and Development Division, CRDD, Accra Mrs. Felicia Boakye-Yiadom - Director II, GES-Headquarters,

Curriculum Research and Development Division, CRDD, Accra

SECRETARIAT Miss Sandra Sahada Osman - Secretary, GES-Headquarters,

Curriculum Research and Development Division, CRDD, Accra Mrs. Cordelia Nyimebaare - Secretary, GES-Headquarters,

Curriculum Research and Development Division, CRDD, Accra Mr. Thomas K. Baisie - Mimeographer, GES Headquarters,

Curriculum Research and Development Division, CRDD, Accra


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