Ghanaian Languages and Culture Primary 4 - 6

PRIMARY 4
SECTION 1
ORAL SKILLS
General Objectives: The pupil will:
1. express himself or herself fluently .

2. develop their creative potentials.
3. appreciate the socio-cultural life of his or her community.
4. cultivate good morals, etiquette and co-operative skills.
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES
UNIT 1 The pupil will be able to:
THE ENVIRONMENT 1.1. 1. explain the meaning of What is meant by environment? Identify the elements of the environment Pupils to write five elements in
environment Things in the environment: the e.g. trees, rivers, animals, etc. the environment.
land, the forests, the rivers, the Discuss the importance of the things in
air etc. the environment.
1.1.2 explain the causes and effects Causes of environmental Take pupils out to observe the Pupils to explain the meaning of
of environmental degradation. degradation environment. Back in the classroom, environmental degradation.
e.g.: bushfires discuss pupils‟ observations e.g. trees,
: careless defecation animals, grass, flowers, choked gutters, Pupils to discuss some effects of
: sand-winning burnt lorry tyres, rubbish etc. environmental degradation.
: lumbering,
: illegal mining etc. Discuss the causes and effects of human
activities on the physical environment.
Effects: deforestation, erosion, (See content)
flooding, ripped-off roofs,
destruction of water bodies etc.
1.1.3 describe how to prevent Preventing environmental Assist pupils to discuss how we can Pupils in groups, to select what
environmental degradation. degradation: Not throwing prevent environmental degradation. they want to do to prevent
refuse into gutters; not cutting environmental degradation in the
timber without license; stopping area where the school is located,
sand winning in many places; plan and carry out preventive
planting trees; desilting gutters; measures.
Ghanaian Languages and Culture September, 2012
1
ACTIVITIES
1.2.1 mention types of traditional Types of traditional sports and Discuss various traditional sports and Pupils play some traditional
TRADITIONAL sports and games. games e. g. stone games, games that pupils play in their games.
SPORTS AND oware, ampe, hide and seek, communities (See content)
GAMES draughts, tumatu etc. Note: Ensure that pupils wash their Mention some rules of the game.
hands with soap after the activity
1.2.2 describe a game and explain How a game is played and the Discuss how various games are played
how it is played rules governing it. and the specific rules governing them
1.2.3 identify the values of traditional Values: Help pupils to explain the meaning of Pupils discuss the values of
sports and games. - determination to win determination, teamwork and the others games.
- planning in the content.
- teamwork
- perseverance Pupils to select two sports or games and
- tolerance guide them to discuss the values in
- punctuality them.
- discipline etc.
UNIT 3
1.3.1 use the right register to Bedroom, hall, door, window, Use appropriately labelled pictures to Pupils draw a house and label its
THE HOME describe their homes and roof, ceiling, wall, floor, teach the parts of a home and the items parts.
the items them. verandas, bathroom, toilet, at home
gate, kitchen, store room etc.
1.3.2 describe types of homes Types of homes: With the help of pictures, pupils to Pupils write at least four
available in their community. Mud, huts, wooden, describe different types of homes. sentences to describe their
Cement buildings. homes.
1.3.3 explain the importance of some Bedroom, windows, doors etc. Assist pupils to discuss the importance
parts of the home. (See content of 1.3.1) of the bedroom, hall, toilet and the others
in content.
1.3.4 explain why the kitchen must There is a lot of gases in Use the material in the content to
have two windows. kitchens that use firewood for introduce the lesson.
cooking. Some of these gases
are dangerous. There must Pupils to explain the meaning of
therefore be two windows, dangerous gases and explain why the
opposite each other in the kitchen must have two windows.
kitchen so that the bad air will
flow out easily.
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ACTIVITIES
UNIT 3 (CONT’D) The pupil will be able to:
THE HOME 1.3.5 explain why the toilet must be Germs like dirty and smelly Guide pupils to explain why the toilet Pupils use disinfectant to clean
kept clean all the time. places. The toilet must must be kept clean all the time. the school urinal.
therefore be kept clean all the
time to help us to avoid Pupils to describe some of the things we
sickness from germs. must use to keep the toilet clean.
Cleaning items: broom,

scrubbing brush and soap;
disinfectant like Dettol, Izal etc.
UNIT 4
GIVING DIRECTIONS 1.4.1 explain the meaning of Landmarks are important Use a simple map of the locality to
USING LANDMARKS landmarks with examples. buildings, objects or places in a discuss the meaning of landmarks.
community that can be seen
and identified easily. Pupils to give examples of landmarks in
Eg. their community, town or village.
- Post office
- Bridges
- Hills
- Curves
- Trees
1.4.2 use various landmarks in the Pupils use landmarks to answer the
area to give directions. following questions: Pupils give directions to their
homes and other places in the
i. Where is your home located? community using landmarks to
Ii Where does your teacher live? the class for the class to ask
iii. In which direction is the market? etc questions.
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UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES
The pupil will be able to:
UNIT 5
1.5.1 tell the time by hours, by Using the clock to tell time in hours, Guide pupils to tell the time using the clock Pupils use the clock face to
TELLING THE TIME half past and quarter past half past and quarter past or quarter face. tell the time you call out.
or quarter to the hour. to. eg.
It is 2 o‟clock (Use hours, half past,
There are sixty minutes in the hour. It is 30 minutes past 2 o‟clock; It is half past quarter past and quarter etc)
15 minutes of the 60 minutes makes 2 o‟clock .
a quarter of the hour. 15 minutes to It is quarter to four etc.
the hour is therefore a quarter to the
hour; and 15 minutes past the hour, Stress the following:
is quarter past the hour. - the right-hand movement of the
hand of the clock.
- Terms for telling the time:
o‟clock, quarter past,
quarter to……...
1.5.2 tell the time by hours and
minutes. Minutes after……. Using the clock face, pupils to explain the
Minutes to…….. number of minutes in an hour.
Help pupils to understand the differences

between am and pm in telling time.
Pupils individually describe the position of the

hour and minutes hands for the following
times:
3.25 am
9.40 pm
NOTE: You may have to teach this lesson

again to make sure every pupil has
understood the lesson.
1.5.3 tell the names and
sequence of days of the Calendar months and weeks. Using a calendar, assist pupils to learn the Pupils write names of the
week and the months months of the year and the days of the week. days of the week and
of the year. 30 days have September, April, NOTE: Use a poem or song (if available) to months of the year.
June and November. All the rest teach this lesson. You may also compose
have 31, except February alone one.
. which has 28 days and 29 days in a Pupils to answer questions on the following
leap year. and more:
On which day do we go to church?
When is Easter celebrated?
When is Id-Ul-Fitr observed?
In which month is Odwira/Damba celebrated
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ACTIVITIES
TELLING THE TIME 1.5.4 state the importance of time. Importance of time: Pupils role play a situation where a Pupils to discuss their
Punctuality, regulates events, brilliant pupil was late for an examination Impressions of the role-play
orderliness etc. and discuss how the lateness negatively and state the value of
affected his performance. keeping time.
UNIT 6
1.6.1 identify traditional Traditional occupations in the Pupils mention the traditional Role play a traditional
occupations in the locality and locality e. g. occupations in their areas; describe how occupation
TRADITIONAL the tools used. Fishing these are carried out and the tools used
OCCUPATIONS/ Farming
OCCUPATIONAL Hunting How do fishermen do their work?
SONGS Driving How do hunters do their work?
Carpentry
Blacksmithing
Goldsmithing
Carving etc
1.6.2 sing songs connected Traditional work songs. Identify and sing some traditional work Pupils sing some songs
with traditional occupations in songs associated with the
the locality. e. g. kro hi kro - Twi traditional occupations in
sisi mbom - Fante their locality.
nana lee ma jeoo:/: - Dangme
N yura tem nyoo zuêu. Dagbani
Yε åme, hayamba - Dagaare
UNIT 7
TRADITIONAL 1.7.1 identify traditional costumes Some traditional costumes: Pupils bring some traditional costumes to List some traditional
COSTUMES and talk about them. The Kente class. costumes.
The Smock Assist pupils to discuss the various
The Agbada costumes that are used in their locality.
Adasaåå, duku etc
1.7.2 talk about the occasions when Costumes worn during festivals Help pupils to discuss the occasions Pupils demonstrate how to
traditional costumes are used. like Odwira, Damba, Aboakyer, during which the various costumes are put on some of the costumes
Kundum, Dipo, Kôbenε, tc. used. and discuss the occasions
on which they are worn.
1.7.3 demonstrate how to put on Putting on traditional costumes. Pupils to demonstrate putting on and
some of the costumes. wearing some of the costumes.
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ACTIVITIES
UNIT 8
1.8.1 retell folktales. Structure: Discuss the structure of a folktale – How Pupils tell stories.
FOLKTALES A folktale has a beginning, it is started and how it ends.
middle and the end.
Pupils tell a folktale for teacher to assist
Forms and Nature Folktales in identifying the beginning, the middle
e.g. Ananses m (Akan) and end of the tale.
Gli (Eve)
Nwɔra (Nzema) Pupils mention some folktales in their
community.
Nyazia (Dangme)
Adesa (Ga)
Nabaara (Kasem)
Salima (Dagbain)
Sensellε (Dagaare) Pupils tell some folktales and indicate
Ashεkpaå (Gonja) the beginning or opening; the body or
1.8.2 explain the nature of middle; and the conclusion or end.
folktales. Nature of a folktale:
Has a format –
- opening
- body
- conclusion formula Discuss the features of folktales: Pupils identify the features of a
- requires audience. The characters are fictional human folktale heard in class: the moral
1.8.3 describe the features of folktales. beings or animals etc. lesson; some interesting aspect;
Features of a folktale: whether it is a comedy or
People, animals, spirits; - Discuss the nature of comedy or tragedy tragedy.
others are trees, rivers,
mountains, etc. Pupils tell some folktales and indicate
- It has a moral lesson. the characters in the tale and whether
- It is very entertaining. the folktales are comedies or tragedies
- It is usually a comedy, or a
tragedy, Teacher tells a folktale and assists pupils Pupils to discuss the moral
UNIT 9 to discuss the moral lessons in them. lesson in the story told by the
1.8.4 state moral lessons in Values or moral lessons teacher
Folktales. Honesty, obedience, loyalty,
DRAMA humility, unity etc. Pupils identify some characters in a Pupils tell the moral lesson learnt
folktale told in class and role play it. from the story.
1.9.1 change a story into drama. - The story line .
- Characters
- Setting Guide pupils to change simple stories to Dramatize a story.
- Stage. drama.
1.9.2 dramatize a story.
Pupils perform the drama in groups.
Identify characters and choose
roles to play.
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PRIMARY 4
SECTION 2
GRAMMAR
General Objectives: The pupil will
Use grammatical structures or forms correctly in speech and in writing

ACTIVITIES
NOUNS 2.1.1 identify and use proper nouns Proper nouns are special Guide pupils to learn the differences Pupils use proper nouns in
in speech and in writing. naming words for people, between proper nouns and common sentences.
countries, months, days of the nouns.
Proper Nouns
week etc.
Through discussions, let pupils mention
Common Nouns the names of people, countries, towns,
villages, months and days etc.
Guide pupils to form sentences with

some selected proper nouns.
2.1.2 use common nouns in speech Common nouns- A common Pupils to mention names of objects Pupils use selected common
and in writing. noun is an ordinary naming around them. nouns to form sentences.
word.
Eg. tree, book, pen etc. Pupils underline common nouns in
selected passages.
2.1.3 use proper and common Provide sentences in which Pupils to identify and underline common Pupils use proper and common
nouns appropriately in common and proper nouns are and proper nouns in a text. nouns correctly in sentences.
sentences. used.
Fatima is a pretty woman.

The house belongs to the
President.
The tree behind our house is
big.
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UNIT 2 2.2.1 identify adjectives and Adjectives-Words used to describe Teacher provides sentences with adjectives Pupils form sentences with
use or qualify nouns.
ADJECTIVES given adjectives
them in speech and in eg. Pupils to make up sentences that contain
writing. adjectives of colour Pupils describe simple
red book objects using adjectives.
big boy Guide pupils to make sentences using
long rope adjectives of colour, size, shape, length, height,
three girls etc. number etc,
Other adjectives:
Colour
Size – Big, small
Shape – Round, square, triangle,
straight, curved etc
UNIT 3 Length – long, short
Height – tall, short.
VERB TENSE FORMS 2.3.1 use the simple present The simple present tense form of Guide pupils to mention habitual actions. Pupils write sentences in the
tense form in speech the verb is used for expressing Use habitual verb forms in sentences. simple present form of the
Simple present and in writing. habitual actions. E. g. She reads her book everyday. verb.
Asante Twi - ɔkenkan ne nhoma da biara
E.g. Christians celebrate Pupils identify verbs in their
Christmas every year. Nzema - Dahuu ɔkenga ye buluku.
simple present form in a
Dagbani - O karindi o buku biɛɤukam. passage.
Sometimes they are accompanied
by the use of always and everyday Gonja - E bee kraŋ mobe kawol
Pupils write sentences using
in sentences. karɛchɛkikε. always, everyday and every
month etc.
Kasem: - O gare o tônô kom d…dε/dε
maama
Dagaare - O maå kanne la o gane
bebrri zaa
He wears a hat to school.
Dangme - E buɔ pɛɛ kε yaa sukuu.
Ewe - Eɖaa kuku yia suku.
Ga - Ebuɔ fai kɛyaa sukuu.
Fanti - Ɔhyɛ kyɛw kɔ skuul.
Akuapim Twi - Ɔhyɛ kyɛw kɔ sukuu.
Kasem: - O pui nakôåô mo o vei sukuuli
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ACTIVITIES
[
UNIT 3 (CONT’D) 2.3.2 use the simple present tense The , a, little Pupils use quantifiers in simple
with quantifiers. The girl goes to school sentences.
VERB TENSE FORMS The girl has an orange
The girl has a little bag
Simple past
2.3.3 use simple past tense in Simple Past Pupils give sentences that contain simple Pupils change sentences from
speech and in writing. Simple past is used for past tense forms. e.g. Kwadwo sang a simple present to simple past.
something that happened in song yesterday. Indicate the verb that
the immediate past. shows simple past.
Asante Twi: Kwadwo too nnwom

nnɛra.
Nzema: Kodwo dole edwɛne
anoma.
Dagbani: Sibiri sa yili yilli sɔhila.
Ga: Kojo la lala nyε.
Dangme: Kojo la la hiε.
Kasem: Atu leeni leiåa diim.
UNIT 4 Gonåa: Mmusa boå kashεndre
2.4.1 identify modals in given Modals: can, could, may Introduce modals like:
MODALS sentences. Examples: Ama can walk to school.
He can swim. The girls may dance (If they want to, or if Pupils identify modals in
I may come. there is music) sentences.
Akwapim Twi Boafo may go to school (If he is well)
1. Obetumi aguare asu Boafo could go to school tomorrow (If he
2. Ebia mεba is well)
Fante
1. Obotum abor nsu (or esu) Guide pupils to identify modals in
2. Ibia mεba sentences.
Ewe
1. Ateŋ afu tsi Pupils to form simple sentences using
given modals (can, could and may).
2. Dewomali mava
Kasem:
1. A wae na a puga
2. A wae a tui
Dagbani:
1. O ni tooi su kom
2. Di yi pashεli n ni kana
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MODALS 2.4.2 use modals correctly in A modal is one of the verb forms Guide pupils to define modals and use Pupils construct sentences using
sentences. that shows whether the action is a them correctly in sentences. modals
fact, an order or a wish etc.
UNIT 5
ADVERBS 2. 5.1 use adverbs of manner Adverbs Guide pupils to perform actions using Pupils write sentences using
correctly in speech and in Tell more about how, when or adverbs. adverbs of manner.
Manner writing. where the action took place.
eg. Guide pupils to underline all adverbs in
Adverb of manner: sentences. Pupils underline all adverbs in
Tells how something is done e.g. given sentences.
slowly Use the list to introduce adverbs of
Dagaare: zomzom manner as words that tell us more about
Akuapim Twi: brɛoo how the action of a verb took place.
Ewe: blewuu
Fante: berɛww
Kasem: mɛmɛ
Dagbani; biεbiεla
Gonja: bôiå
Time (when)
2.5.2 use adverbs of time Adverb of time tells when Provide an example of a sentence as Pupils to make sentences using
correctly in speech and in something was done. follows: i) adverb of manner
writing. -The boys played football yesterday. ii) adverb of time
iii)adverb of manner and time
Pupils to use yesterday, last week and
last month to make sentences.
Guide pupils to make sentences using

adverb of time and manner in the same
sentences.
Example:
Our team scored a goal quickly
yesterday
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ACTIVITIES
ADVERBS 2.5.3 use quantifiers in sentences. Quantifiers are adverbs used to Example: Pupils to write sentences using
show the number or amount of She bought few oranges. few and little.
some objects e.g.,
Pupils to use few in sentences of their
Quantifiers Few, little own.
Example 2:
I have little food
Pupils to use little in sentences.
UNIT 6
2.6.1 identify and use “and” Conjunctions are words used Explain the use of the following Pupils to join sentences with
CONJUNCTIONS “but” “so” and “because” to join other, phrases words or conjunctions: conjunctions.
to join words, phrases and sentences e. g. and, but,
sentences. because , so She bought onions and tomatoes.
Twi: ne, nanso, enti, efisɛ (Things she bought together).
Nzema: nee, akee, yemɔti, She wanted oranges but she only got
ɔboalekɛ apples (Not exactly what she wanted).
Dagbani: ni, mini, amaa,bee There were no oranges so she bought

Ga: kɛ, shi, hewɔlɛ, hewô lε apples (As a consequence).
Kasem: dedaane, se, She bought apples because there were
beåwaane, no oranges.(As a consequence)
Dagaare: ane, kyε, azuiå
Gonja: nε, ama, nkpal,
nkpalso Write some words and sentences on the
board e. g. man, woman, boy, Ama, Kofi
etc. and help pupils to join them with
conjunctions.
Guide pupils to use conjunctions such as

but, so, and, because, in sentences.
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POST POSITIONS 2.7.1 use postpositions A word that usually comes after a Guide pupils to demonstrate below, Pupils identify post positions in
correctly in sentences. noun or pronoun and show its above, over and behind, using objects sentences.
relation to another part of the e.g.,
sentence.
Put the book behind the chair.
Put the book below the chair etc.
Post positions: below, above, over,
behind e.g. Guide pupils to identify post positions in
given sentences; Pupils use the following
Dagaare: post positions in sentences of their own:
Puliŋ, zuŋ, zusogaå, puoriŋ, peɛle.
-below
Kasem: kuri ne, baŋa ne, kwaga
-above
ne, ko twea. -behind
-over
Akwapim Twi: ase, so, so, akyi,
-near
bɛn.
Ewe: te/gɔme, dzime/dzifo, ta,
megbe, xa/gbɔ
Fante: ase, do, do, ekyir, bɛn.
Kasem: Kuri ne, baåa ne, kwaga
Ne
Dagbani: gbunni, zuêusaa, nyaåa
Gonja: kaseto, esoso, eesoso,

kamanto
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PRIMARY 4
SECTION 3
READING SKILLS
1. use reading techniques to derive information from different texts

2. develop the habit of reading for pleasure

ACTIVITIES
READING 3.1.1 read aloud with correct Reading aloud sentences, Select suitable short or long passages for Pupils read aloud individually
stress and intonation. paragraphs, passages with pupils to read. e. g. stories, verse, news
correct stress and appropriate paper articles etc
Reading Aloud intonation.
Teacher provides model reading
Pupils read aloud passages indicated by

teacher with correct stress and
intonation.
Pupils read aloud with correct stress and

intonation under group leaders.
Silent Reading 3.1.2 read silently. Silent reading. Discuss titles pictures or paragraphs. Pupils answer questions on the
(Period for silent reading must Encourage pupils to use dictionaries to passage read.
be suitable for the purpose. find meanings of unfamiliar words and
Material selected should also discuss context meaning of words.
be suitable for the class level).
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ACTIVITIES
UNIT 2
3.2.1 find meanings of new Meaning of unfamiliar words from Teacher guides pupils to read and select Pupils look for meanings
READING unfamiliar words from context their context or from the dictionary unfamiliar words. of unfamiliar words.
COMPREHENSION or dictionary (if available). (if any). Discuss meanings of unfamiliar words.
Pupils give meaningful sentences with
unfamiliar words
3.2.2 explain the meaning of some Meaning of figurative expression; Provide pre-reading questions on the board. Pupils answer questions
expressions in passage prediction of events; author‟s Pupils read silently to answer pre-reading on passage read.
read. purpose etc. questions.
Assist pupils to learn the meaning of “figurative

expression; prediction; author‟s purpose; and
conclusion.
Pupils to give examples of figurative

expressions in their locality.
3.2.3 answer questions based on Reading silently for meaning of Guide pupils to understand the passage by the Pupils write summaries
the passage read. text and answering questions on following questions: to match content of given
it: -What is the title of the passage? passage.
-What is the passage about?
- Factual and inferential -Explain the meaning of these sentences(State
questions the sentences) Write summary of a
- Explanation of figurative -What will happen next (after this..). given text.
expressions in the -What can we conclude from the passage?
text/passage
- Prediction of what would
happen next
- Author‟s purpose in the text
- Conclusion (s) of the text
3.2.4 write short summary of a
passage read. Main ideas and conclusion of the Pupils write summaries of paragraphs and
passage using correct punctuation present in class.
marks.eg. full stops, commas etc.
3.2.5 write titles for stories or
paragraphs read in class. Writing a title of a passage: A title Pupils give titles to texts or paragraphs read
should be short and must capture and use the title for their summaries
the main ideas in the passage.
Individual work: Pupils to write a summary of
the text for teacher to mark and provide
feedback.
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READING 3.2.6 answer factual and Factual questions are based on facts Use questions that require factual answers to Pupils to answer factual
inferential questions from e.g. What is the capital of the Ashanti help pupils learn the meaning of factual and inferential questions
COMPREHENSION
passage read. Region. The answer is Kumasi and questions and factual answers. based on a story read
this is a fact.
Inferential questions are questions Use the example case in the content to help
that require the learner to make an pupils learn how people make inferences.
inference or form an opinion based NOTE: Inferential answers can be correct only
on some information provided the when the listener has more information. In the
learner. Example: Someone tells you case in the content, the listener was wrong in
the following: I saw Mr. Mensah on assuming or forming the opinion that because
Pra Street. Knowing that Mr. Mr Mensah‟s sister lives on Pra Street, Mr.
Mensah‟s sister lives on Pra Street, Mensah was going to his sister‟s house.
the listener immediately makes the
inference or forms the opinion that You can use other examples to illustrate the
Mr. Mensah was going to his sister‟s meaning of inferential questions and inferential
house. answer.
In another case, we are told that Pupils to answer comprehension questions

Kodjo is a thief. Kodjo was seen near based factual information, inferences and
Aunty Memuna‟s house. Aunty questions on why, when and how base on the
Memuna complained the next day passage read.
that someone had stolen her
handbag from her house. Was it
Kodjo who stole Aunty Memuna‟s
handbag?
15
ACTIVITIES
READING LONGER 3.3.1 read longer passages. A Unit or Lesson in the Class Copy out familiar words and phrases from the Write sentences with
PASSAGES Reader. passage in the class Reader on the writing board. unfamiliar words
. Have a pronunciation drill on the unfamiliar words
Pupils read aloud with correct

pronunciation and Intonation
Guide pupils to explain the meaning of

unfamiliar words used in the passage.
Teacher provides a model reading
Individual pupils to read aloud.
Check pronunciation and intonation.
3.3.2 answer questions on Reading materials other than Ensure availability of materials to be
passages read. the class reader. read.
UNIT 4
EXTENSIVE READING
(LIBRARY) 3.4.1 read simple stories. - Pupils own stories. Pupils read stories in groups. Pupils write a report on a
- Library Books book read e.g.
- Supplementary Readers Teacher draws pupils‟ attention to:
- Class Magazines 1. Title of book or passage - Name of author.
- Newspapers etc. 2. Writer of book or passage - Title of book.
3. Illustrator (if available) - Characters.
4. The main issues in the book or passage - Summary.
i.e. What the book is about
Pupils retell parts of the
Groups exchange their books. stories they have read to
class and answer
Pupils go to the school library to read, or questions from
teacher distributes library books to be classmates.
read in the classroom.
NOTE: Supervise pupils‟ reading.

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PRIMARY 4
SECTION 4
WRITING AND COMPOSITION
General Objective(s): The pupil will:

1. develop the skills of good handwriting .
2. construct sentences correctly.
3. use writing skills to communicate his/her ideas effectively.

ACTIVITIES
UNIT 1
4.1.1 use full stop, comma and Full stop is used at the end of a Provide a short passage which has the Insert correct punctuation marks
PUNCTUATION question marks in sentences. complete sentence. E.g. Kofi punctuation marks mentioned in the in given sentences.
MARKS walks to school. content.
Question mark is used at the Guide pupils to identify the punctuation

end of a question. marks in the passage.
Full stop, comma and e.g.
question mark Has he gone to school? Pupils to insert full stop and question
marks in simple sentences that have
been written without them.
4.1.2 use the comma appropriately Comma is used as a pause in Provide pupils with a passage that has Pupils to insert commas
in sentences. sentences and speech. It is commas used in it for pupils to note how appropriately in sentences
also used to separate list of the comma is used,
items.
Provide sentences on the board without Pupils punctuate a given
commas for pupils to insert the comma. passage.
Pupils to read their work for their mates
to say whether they are right or wrong.
Pupils to correct their mistakes.
Provide class with other sentences for

pupils to insert full stops and commas.
4.1.3 use punctuation marks Full stop, comma and question Provide a short passage for pupils to
appropriately. marks. punctuate correctly
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UNIT SPECIFIC CONTENT TEACHING AND EVALUATION
OBJECTIVES LEARNING ACTIVITIES
UNIT 2
4.2.1 construct sentences using A substitution table has to do with a group of Pupils write sentences from a given Pupils form sentences
CONSTRUCTING a substitution table. sentences with alternative subjects, substitution table. from a substitution table.
SENTENCES
Verbs or objects for the construction of different Guide pupils to rearrange the words to
FROM form a sentence.
sentences
SUBSTITUTION
TABLES
Kofi School morning
He/she goes to Market each day
Esi walks Police- every evening
station
4.2.2 use full stops in sentences Pupils construct sentences from

from substitution table. substitution table and use full stops
appropriately.
UNIT 3
Pupils read stories in pairs and in .Pupils develop a plan for
4.3.1 plan simple stories with Planning and writing a simple story. groups to the class. Class to ask a story.
CONTROLLED The title
COMPOSITION sequential arrangement of questions on the presentation.
ideas. The beginning
The middle Guide pupils to develop a plan for
Simple Story The end writing a simple story.
Writing EXAMPLE
NOTE: Each pupil should select a
Title: A Visit to Koforidua topic for a story and develop a plan for
writing the story. A sample plan is
The beginning: Getting ready to travel indicated in the content in column 3.
Packing clothes
Going to the lorry station Check each pupil‟s story title and plan
Reaching Koforidua before they start writing in the next
The middle: My aunty welcomes me lesson.
Meet my aunty‟s husband and my
cousins.
Visit parts of Koforidua with my
cousins.
The end: Have to return to go to school
Very sad leaving my relatives
Reached home by lorry by the evening
Called my aunty to thank her for being
so kind to me.
18
ACTIVITIES
CONTROLLED 4.3.2 write simple stories with Using the story plan to write. Pupils to write simple stories on topics of Groups write simple stories and
COMPOSITION sequential arrangement of their own (Between half a page and one read them aloud to class.
ideas. page)
NOTE: Ensure that individual pupils
acquire good knowledge in story writing
UNIT 4
4.4.1 write short messages to Oral communication or request Guide pupils to make oral commands or Pupils write brief messages
SIMPLE ask for or give information. and commands. requests. giving commands and making
PURPOSEFUL Examples: requests.
COMMUNICATION Writing short messages to Come back at 8 o‟clock
provide or ask for information. May I go to see my friend?
Writing Requests and Pupils to write commands or requests on
Commands the board.
Pupils to write requests on the board.
UNIT 5
4.5.1 spell simple words correctly. Spelling. Use four to five letter words for this Pupils spell and write dictated
DICTATION lesson. words.
Read the words slowly for pupils to write

the words in their exercise books.
4.5.2 write dictated Correct writing of sentences NOTE:

words/sentences/text and text dictated Inform pupils that the dictation passage Pupils write dictated passage for
correctly. Note: Pay attention to correct contains commas and full stops and they teacher to mark.
use of punctuation marks: Full should listen carefully and insert these
stop, commas and question appropriately.
marks.
Dictate a passage of about five lines
for pupils to write.
Go over the passage carefully again,

showing where the commas and full
stops should be, and the spelling of
difficult words in the passage. Pupils to
correct their work.
19
PRIMARY 5
SECTION 1
ORAL SKILLS
General Objective: The pupil will:
1. be able to express themselves orally

2. develop confidence in speaking
3. cultivate good morals, etiquette and the spirit of co-operation
4. appreciate their cultural values
5. develop the consciousness of their cultural values
UNIT 1
1.1.1 use expressions or Expression that show courtesy i. e. Help pupils to understand the meaning of Pupils role play how to
COURTESY AND vocabulary that show I. “Please -----------.” courtesy and how to show courtesy. show courtesy and
courtesy. II. “Thank you -------.” etiquette to persons.
ETIQUETTE
III. I am sorry ---------.” Pupils use courteous expressions to converse
with each other.
1.1.2 identify behaviours that Respect for self, peers, parents, Pupils to give examples of situations where
indicate courtesy. teachers and other people, giving they need to show courtesy. Organize a role-play
seat to the elderly and physically showing non-verbal
challenged in buses; apologizing for Discuss verbal and non-verbal behaviours courteous behaviours.
mistakes; showing gratitude and used to indicate courtesy.
appreciation, etc.
-Non-verbal behaviours: eg. bowing
before the elderly when speaking to
them.
UNIT 2
AUTHORITY AND 1.2.1 identify the various levels Levels of authority. Pupils to identify the power structure at home List five members of your
OBEDIENCE AT of authority at home and i.e. identifying the highest to the lowest in family that deserve
HOME show how to obey them. Parents, uncles and aunties, elder authority (Father, mother, elder, children, sons, obedience and why.
brothers and sisters and other adults daughters) etc.
in the home.

20
ACTIVITIES
AUTHORITY AND 1.2.2 give reasons why Obligation, peace, unity, Discuss the importance of authority at Write the benefits derived
OBEDIENCE AT HOME we should obey authority. progress, happiness, home. Discuss the situation at home if from being obedient to
harmony, etc. there were no authority. authority.
Give reasons why we should obey
authority at home
1.2.3 identify and explain the Humility, tolerance, respect, Discuss what the qualities listed in the Pupils to write some
qualities of an obedient honesty, loyalty, commitment, content entail. (i.e. what people with these situations that are likely to
person. loving, caring, etc. qualities do) occur if there were no
authority at home.
UNIT 3
ARTEFACTS
1.3.1 talk about artefacts produced Artefacts in the home e.g. Visit some artisans in the community e. g. Pupils pick up roles of
in his or her locality. kitchen stool, “tapoli,” wooden blacksmiths, potters, goldsmiths, artesans and say what they
ladles, “Akuaba” dolls, etc. woodcarvers etc. to look at some of their do.
artefacts
Kinds of artefacts e.g. chiefs
regalia: swords, drums, staff Pupils give oral report on what they saw.
of authority etc.
1.3.2 discuss some uses of Uses: Draw some artefacts and

artefacts. 1. drums for communication/ Assist pupils to discuss the uses of these talk about them.
entertainment artefacts.
2. stools as seats or authority
3. “tapoli” for grinding
4. “akuaba dolls for decoration
5. pestle and mortar for
pounding
6. pots, for cooking, storing
water and other liquids etc.
21
ACTIVITIES
TRADITIONAL 1.4.1 mention traditional Traditional occupations. Pupils mention traditional occupations in Write about different
OCCUPATIONS AND occupations in the locality. Eg. farming the locality. traditional occupations in
fishing the locality.
IMPLEMENTS
hunting etc
1.4.2 describe how some How some traditional Pupils to describe any of the traditional Pupils describe how a
traditional occupations are occupations are carried out. occupations carried out. selected traditional
carried out. occupation is carried out.
1.4.3 mention the names of IMPLEMENTS Pupils mention and discuss various ways Pupils write names of some
implements used in some Farming - hoe of using the implements in traditional traditional implements, the
traditional occupations. - matchet occupations occupation in which they are
- tractor etc. used and how they are
used
Fishing – nets
- Canoe
- hook and line etc.
Hunting – gun
- bullet
- gun powder etc.
22
ACTIVITIES
The pupil will be able to :
1.5.1 say and give answers to Riddles e.g. Give a few simple riddles to introduce the Riddle competition in groups.
UNIT 5
some riddles and puzzles. Dendea (Kasem) lesson.
Aborome (Akan) Riddles competition in groups.
RIDDLES AND Discuss with the class what riddles are.
Adzo (Eve)
PUZZLES
Agyebe (Nzema)
Pupils give some riddles. Pupils write puzzles and state
Amɔnɔsa (Dangme) their benefits.
Salinlɔha (Dagbani)
Lôbô (Dagaare)
1.5.2 talk about some benefits of Help pupils to explain the differences
Puzzles e.g.
riddles and puzzles. between riddles and puzzles.
Yoodara salima (Dagbani)
Nyansapɔ (Akan) Note the features of riddles in the
Alobalo (Eve, Dangme) language of your locality and emphasise
Alabaaloo ( Ga) them to your pupils.
Agyiba (Nzema)
Give a few simple puzzles to introduce
Donde-kenkagele (Kasem)
the lesson. Discuss with the class what
puzzles are.
Benefits: Riddles and Puzzles
1. sharpens the mind
2. improves intelligence
3. provides entertainment
UNIT 6 4. provides humour, etc.
CLEANLINESS AT 1.6.1 describe the process of Cleaning the home: kitchen, Pupils mention three materials
Help pupils to discuss the importance of
cleaning the home. bathroom, etc. needed for cleaning the:
HOME cleaning our surroundings.
Process: - removal a. bathroom
- Cobwebs, sweeping, b. toilet
dusting, mopping, c. living room etc.
scrubbing, desilting
etc.
Items Pupils clean their classroom and
Guide pupils to discuss how the
1.6.2 mention the items used in Duster, rag, soap, water, give oral report on the process.
bathroom, toilet and other places in the
cleaning the home. broom, detergent, mops, etc. home are cleaned.
1.6.3 give reasons for cleaning the Reasons

- Good Discuss the importance of keeping our Pupils to state reasons for
home.
- Tidiness/neatness surroundings neat and tidy. keeping our environment clean.
- Prevents accidents
- Prevents infection
- Happiness
- confidence
23
ACTIVITIES
SAFETY MEASURES 1.7.1 identify and mention Accidents Pupils to mention some accidents Pupils to demonstrate how to
accidents that occur at School: cuts, sprain, they know of. help younger pupils and their
- home dislocation friends to cross the road.
- school Home: burns, scalds, cuts, Guide pupils to classify the accidents
- on the roads pricking by nails/ according to where they occur e.g. motor, Pupils to demonstrate how to
needles, food poisoning home and school accident. cross the roads safely.
Roads: fractures, cuts, internal
bleeding, death etc. Pupils give some examples of home, and Pupils orally give reasons why
school and road accidents. they should help the younger
pupils to cross the road when
1.7.2 describe the causes and ways Safety measures Discuss causes and effects of accidents at necessary
for preventing accidents at - home home, school and on the roads.
home, school and on the - school
roads - roads Discuss ways by which accidents in the Pupils tell causes of accidents
home, school and on the roads can be and how to prevent them.
prevented.
UNIT 8
1.8.1 identify factors of Causes of environmental Take pupils out to observe some degraded Pupils mention factors that
THE ENVIRONMENT: environmental degradation. degradation. parts of the environment. negatively affect the
DEGRADATION AND Back in the classroom, pupils should environment
MAINTENANCE Erosion, bushfires, sand- mention and discuss factors responsible for
winning, lumbering, building in environmental degradation.
waterways, storms, etc.
1.8.2 describe four ways of Prevention: Discuss various measures used to prevent Pupils discuss orally various
preventing environmental Tree planting, terracing, environmental degradation. ways of maintaining the
degradation. avoiding burning, not planting Invite an environmentalist to talk on „The environment
close to a river or stream. importance of maintaining the environment‟.
Educating people on
preventions methods through
film shows, TV programmes
and talks
24
PRIMARY 5
SECTION 2
GRAMMAR
use grammatical structures/forms correctly.

ACTIVITIES
UNIT 1
2.1.1 identify countable/count Countable Nouns Revise common and proper nouns. Pupils change given singular
NOUNS: COUNTABLE nouns They are nouns that refer to Introduce countable nouns through the countable nouns into plurals.
AND UNCOUNTABLE items that can be counted e. g. use of real objects in their plural forms.
book, child, knife, goat, chair,
NOUNS
house etc. E. g. goat goats
gun guns
table tables
2.1.2 use countable (count) nouns For, e. g. Guide pupils to form plurals of count Pupils change countable nouns
in speech and in writing. He gave me some books. nouns. in given passage to plurals.
Asante Twi: ɔmaa me nwoma.
Nzema: ɔmaanle me mbuluku.
Ga: Eha mi woji komɛi
Dagbani: O ti ma bukunima
Gonja: E sa ma nwol ko
Dangme: E ha mi womi komɛ.

Kasem: O pe-ne tônno.
Dagaare: O da ko ma la gama
25
ACTIVITIES
UNIT 1 (CONT’) The pupil will be able to:
NOUNS: COUNTABLE 2.1.3 identify uncountable (non Uncountable nouns are names Revise countable nouns with pupils. Pupils write examples of
count) nouns. which refer to items which Introduce uncountable nouns through uncountable nouns.
AND UNCOUNTABLE
cannot be counted e. g. water, discussion.
NOUNS sand, salt, ash, sugar, oil, hair, Pupils use given uncountable
air. Pupils use uncountable nouns in nouns in sentences.
sentences
2.1.4 use uncountable (non count) Eg: All the water is finished. Pupils give examples of uncountable Pupils identify uncountable nouns
nouns in speech and in nouns and write sentences with in given sentences and
writing appropriately. Dagaare: A koô zaa baarɛɛ la. uncountable nouns on the board passages.
Kasem: Na bam maama ti.

Akwapim Twi: Nsu no nyinaa
asa.
Ewe: Tsia katã evô.
Fante: Nsu no nyina asa.
Dagbani: kom maa zaa naaya
UNIT 2 Gonja: Nchu na kikε luwe
ADJECTIVES
2.2.1 identify adjectives in Adjectives: They are words Revise lessons on adjectives of size and Use given adjectives in
(QUALITY AND used to describe objects,
QUANTITY) sentences and in passages. colour. sentences.
people, animals and things. .
Underline adjectives of quality

and quantity in given sentences.
26
ACTIVITIES
UNIT 2 (CONT’)
2.2.2 use forms of adjectives Use adjectives of beauty and Introduce adjectives of beauty in Use adjectives of beauty to
ADJECTIVES appropriately in speech and quantity in sentences e.g. sentences. construct meaningful sentences
(QUALITY AND in writing. and underline them.
A beautiful dress (Quality) Pupils use adjectives of beauty in
QUANTITY)
sentences.
Asante Twi: Atadeε fεfεεfε
Nzema: Tεladeε kεnlεma
Dagbani: Daliya viεlli.
Dangme: Tade kε e he fεu
Ga: Atade fεεfεo.
Ewe: Awu dzeani/nyakpɔ aɖe.
Gonja: Kalε lεla.

Kasem: aôr-laao
UNIT 3 Dagaare: Kpare vela lε
2.3.1 recognise and use simple Simple determiners: e. g. Guide pupils to revise lessons on Pupils use given simple
SIMPLE
determiners in sentences adjectives. determiners to form sentences
DETERMINERS
The
That Introduce lesson on simple determiners
Each by adding them to nouns.
A
All Pupils use simple determiners to form
sentences
2.3.2 identify simple determiners Pupils identify determiners in given Pupils are given a passage to
in passages passages. identify simple determiners.
2.3.3 use simple determiners Pupils make statements using simple

appropriately in speech and determiners
in writing. Pupils write sentences on the board and
in their books
27
ACTIVITIES
ADVERBS 2.4.1 identify adverbs used for Quantifiers are used for both Revise nouns and simple determiners. Pupils should write the
countable (count) and countable and uncountable appropriate quantifiers of
uncountable (non count) nouns. Introduce the following quantifiers in simple some given nouns.
QUANTIFIERS: Many, nouns sentences: many, more, few, several, little
more, much, few, little Quantifiers used for countable etc.
nouns.
i. I have a few pairs of
trousers. Guide pupils to discuss and use quantifiers Pupils to construct sentences
ii. Many people attended the in sentences. using quantifiers with given
party. countable and uncountable
iii. She ate few mangoes. nouns.
Quantifiers used for

uncountable nouns.
i. He ate much salt and got
sick.
ii. The oldman bought several
pieces of materials.
UNIT 5
VERB TENSE FORMS: 2.5.1 differentiate between the The Simple Present Revise verbs. Pupils change given simple
present and the past tense The simple present form of the Use verbs in sentences. present tense to simple past.
forms verb is used for expressing
SIMPLE PAST, SIMPLE
actions which are performed Let pupils mention
FUTURE everyday or regularly e. g. -some actions performed in the present.
We eat everyday. -some actions performed in the past.
2.5.2 use the simple present and Simple Past Guide pupils to write sentences in the simple
past tense forms in speech The simple past is used for past using yesterday, last week and last
and in sentences. something that happened at a month
specific or definite time in the
past e. g. He bought the car
last year.
28
UNIT 5 (CONT’D)
2.5.3 identify future forms of Future Tense Introduce the future tenses in sentences e. Pupils change given
VERB TENSE verbs in sentences/ It is used to express an action that g. sentences/paragraphs and
FORMS- paragraphs/stories. will take place in the future e. g. i. I will go to Sutapong. passages from the simple
i. She will read the new book. ii. They will go to Kwalabi. past to the future.
SIMPLEPAST,
ii. He will go to church iii. She will dance.
SIMPLE FUTURE iii. The man will dance.
iv. He will sleep. Guide pupils to construct sentences using
the future tense.
2.5.4 use the future forms of The simple future is expressed by Through discussion revise lesson on verbs Pupils identify and construct
verbs correctly. the use of “shall and will” and let pupils write sentences using the future tenses from a passage.
future tense
UNIT 6 2.6.1 recognise and use Adverbs of Place Introduce adverbs of place and degree in Pupils make sentences using
adverbs of place and This answers the questions “where”. context. e. g. adverbs of place.
ADVERBS: degree correctly in speech It indicates location e.g. i. Salamatu and Akua went to the national
DEGREE/PLACE and in writing. i. They came here. theatre. (Place) Pupils identify adverbs of
ii. I am going there. ii. They danced beautifully. (Degree) degree in sentences
iii. He sat near the boy etc.
- Pupils make examples using Pupils write sentences using
Adverbs of Degree adverb of place. adverbs of degree and place.
Adverbs of degree answer the
questions of what extent. - Guide pupils to make examples
Adverbs of degree therefore using adverbs of degree.
describe the intensity of an action.
E. g.
i. She beat the man
mercilessly.
ii. The lady runs very fast.
iii. He walks slowly.
UNIT 7
2.7.1 identify negative elements Elements or markers that change Guide pupils to make positive statements.
NEGATION in the language. positive statements to negative
statements e.g. Introduce negation by changing pupils‟
Ama is a teacher. statements into the negative.
Ama is not a teacher.
Pupils make positive statements and change Pupils change negative
them to negative statements. statements to positive and
vice versa.
29
MODALS 2.8.1 use modals in sentences. Modals Guide pupils to use can or could or may Pupils write sentences using
Can, could, May in sentenceS. modals.
Can, Could, May
UNIT 9
2.9.1 identify conjunction in Conjunctions are words that are Guide pupils to identify „and‟, „but‟, „so‟, Pupils identify and underline
sentences. used to join other words phrases, „because‟ in sentence. conjunctions in sentences.
CONJUNCTION
clauses and sentences. e.g. and,
and, but, so, because but, so because
2.9.2 use conjunctions in Usage of conjunctions. Guide pupils to use conjunctions in Pupils use conjunctions in
sentences. sentences. sentences.
30
PRIMARY 5
SECTION 3
READING SKILLS
1. develop the skills for reading with understanding.

2. develop the habit of reading for pleasure.
3. read, understand and derive information from different text.

ACTIVITIES
READING ALOUD 3.1.1 read aloud passages Units or lessons in the class Treat unfamiliar words, phrases and Pupils read passages aloud in
with correct pronunciation and reader. expressions in the passages read. pairs or groups.
intonation.
Read and Answer
Questions 3.1.2 acquire correct speech, Reading sentences, Give model reading for pupils to read Pupils read aloud individually.
rhythm or tone. paragraphs and stories aloud. individually.
Summarize Passage
UNIT 2
3.1.3 read passage silently. Silent reading. Pupils read passage silently.
SILENT READING Guide pupils to read passage silently.
Read and Summarize 3.2.2 read and summarize texts Read longer texts silently and Pupils write a summary of the
give a summary of the texts Pupils read silently and write a summary of text read.
the text read.
31
UNITS SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES
READING
3.3.1read and answer Reading paragraphs, passages Use pictures, titles etc for prediction . Pupils answer comprehension
COMPREHENSION
comprehension questions and stories of different texts. questions.
Guide pupils to discuss title/picture of
passage.
Put pre-reading questions on the

chalkboard.
Discuss answers to pre-reading

questions
3.3.2 write a summary of passage Summarize paragraphs, Guide pupils to find the meaning of Pupils summarize a selected
read passages and stores read. unfamiliar words and discuss context paragraph.
meaning.
UNIT 4
EXTENSIVE READING 3.4.1 give oral account of the Library books, supplementary Guide pupils to talk about the author, Pupils to write summaries of
content of books/texts read readers and Newspaper and title, illustrator (where available) and key some of the stories/texts read.
(Library work: Title of magazines. issues in materials read.
book; Author,
Illustrator (where Guide pupils to learn library rules.
available) key issues Encourage pupils to borrow library books
and submit them after reading.
(What is the book
about?)
32
PRIMARY 5
SECTION 4
1. develop skills for good handwriting.
2. communicate ideas clearly through effective writing.
ACTIVITIES

Describe any of the pictures or Display the picture of any of the following Pupils to write their own
4.1.1 describe scenes accurately. scenes below: scenes; market, street, hospital, lorry compositions about the
PICTURE - Market park, post office, durbar. scenes.
DESCRIPTION - Street
- Hospital Pupils study/observe the picture. Pupils describe
- Lorry park pictures/scenes accurately.
- Post office Guide pupils to talk about what they see
- Durbar in the picture.
Pupils write descriptions on the picture or

scene.
NOTE:
Vary the pictures in subsequent weeks.
UNIT 2
DESCRIPTION OF 4.2.1 describe the forms and uses Different types of Through question and answer, pupils Pupils write their own
STRUCTURES/BUILD- of some buildings/structures. structures/buildings. name different buildings/structures in the compositions about the
INGS My house locality and describe them. scenes.
My school building -Select one of the buildings/
The dispensary structures and discuss its uses Write about any of the
The Palace with the class. structures listed under content.
The library
The church/mosque NOTE: Let pupils describe any of the
The kitchen Structures listed in the content
33
UNIT 3
4.3.1 identify and use the full Punctuation marks: Introduce the use of full stop, the comma, Pupils punctuate a given
stop, comma, colon and colon and quotation marks. passage.
PUNCTUATION MARKS quotation marks Comma (,)
appropriately. Use as pause in sentences Guide pupils to use the full stop, comma,
Full stop, comma, colon question marks and exclamation
colon, question mark, Colon (:) marks.
quotation marks, Used for explaining a
exclamation mark. statement or mentioning a list Guide pupils to use the full stop, comma,
of items eg. My mother went to colon question marks and exclamation
the market and bought the marks.
following items: meat,
tomatoes and rice
4.3.2 Identify and use the colon Use of the colon and quotation Repeat the lesson on the use of the A short passage without
marks colon in sentences punctuation marks for pupils to
(:) and quotation marks
insert the appropriate marks
Correctly ( ʻʻ ʼʼ ) Colon: Used for listing and for Illustrate the use of the colon in a few
explaining sentences.
Quotation marks ( “ “ ) Pupils write sentences using comma,

These are used when you want colon and full stop,
to write the same words a
person said or wrote. Introduce the use of quotation marks in
sentences.
Pupils to write sentences using comma,

colon, quotation marks and full stop
NOTE: Repeat the lesson on colon and
quotation marks.
34
ACTIVITIES
FRIENDLY/ 4.4.1 write letters to friends/ Features: address, date, Introduce the lesson by asking pupils to Pupils individually write friendly
INFORMAL LETTERS colleagues. salutation, main body, name different ways of communicating letters on given topics e.g.
conclusion and subscription. with people afar e.g. telephone, letters, celebration of birthday,
telegram, messages, etc. festivals etc
Use of informal language eg.
I‟ m, Isn‟t don‟t etc. Guide pupils to discuss the features and Write a letter to your friend
register of a friendly letter e.g. Address, telling him or her about the
date, salutation, main body and informal sports competition held in your
language. locality
UNIT 5
NARRATIVE 4.5.1 narrate a past event. Narrative compositions e.g. Guide pupils to discuss the parts of the Pupils write on a given
COMPOSITION narrative composition: narrative composition.
- A day I will never forget. - Introduction
- Body e.g. A day I shall never forget
- How I spent my last - Conclusion
holidays. Body: Internal development The happiest day in my life. etc.
- paragraphs, meaning and how they
- A book I read. are developed Pupils to write a composition
- linkages, etc. on the topic discussed by the
Pupils do narration using parts of the group.
composition.
Pupils write the introduction/conclusion of
a topic discussed.
35
PRIMARY 6
SECTION 1
ORAL SKILLS
1. develop confidence in speaking and listening.

2. respond and appreciate poems and pieces of literary materials
3. appreciate the importance of some socio-moral values of their community
4. talk clearly, correctly and intelligently about people, places and events in the country.
COURTESY 1.1.1 use expressions Courtesy Discuss courtesy with pupils. Pupils to mention situations
AND and gestures to Courteous means polite manners in dealing with Courtesy in the following situations: where courtesy is
show courtesy in other people e.g. politeness, respect and Greetings, speaking politely to an adult; displayed.
ETIQUETTE
situations consideration for others. Using Thank you” and „Please”
We show courtesy when dealing with others. appropriately.
e.g. when you see two people talking, you do not
walk between them. You say “Excuse me” for Discuss the advantages of showing
them to give you way. courtesy and the disadvantages of not
showing courtesy
1.1.2 use expressions Etiquette: Set of customs and rules for personal Discuss the various ways in which Pupils to show ways of
and gestures to living and decency in behaviour someone can show courtesy exhibiting etiquette in their
show etiquette in (You can add to the examples in the lives.
situations Etiquette in the following situations: not blowing content)
your nose loudly in public, but using a Pupils to dramatise the
handkerchief. Not yawning by opening your Pupils brainstorm to come out with the importance of courtesy and
mouth widely in public but using a handkerchief to meaning of etiquette and discuss the etiquette.
cover your mouth or turning your head away. advantages of showing etiquette and the
disadvantages of not showing etiquette
Not stretching your hand across someone‟s food Assist pupils to discuss various ways by
when reaching for salt etc. which we show etiquette.
36
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND EVALUATION
LEARNING ACTIVITIES
1.1.3. identify and talk about Behaviours that do not show courtesy Pupils to say things that do not show Pupils dramatise some
THE behaviours that do not show and etiquette e.g. giving something to courtesy and etiquette. scenes to show courtesy
ENVIRONMENT: courtesy and etiquette an elder with the left hand and etiquette.
DEGRADATION Pupils in groups to role-play senario
AND that show courtesy or etiquette.
MAINTENANCE
1.2.1 identify factors that destroy Erosion, bushfires, sand-winning, Take pupils out to observe some Pupils mention factors that
the environment lumbering, building in waterways, degraded parts of the environment. negatively affect the
storms, etc. Back in the classroom, pupils should environment
mention and discuss factors
responsible for environmental
degradation.
1.2.2 describe ways of preventing Tree planting, terracing, avoid burning, Discuss various measures that may Pupils discuss orally
environmental degradation not farming close to a river or stream. be used to prevent environmental various ways of maintaining
Education through seminars, film degradation. the environment
shows, T.V. programmes, talks, etc. Invite an environmentalist to talk on
„The importance of maintaining the
environment‟.
UNIT 3
1.3.1 identify some role models in Politics: e.g. Dr. Kwame Nkrumah, Dr. Discuss the qualities of these Pupils to identify some role
PEOPLE IN THE the community, district, region, Hilla Liman, Flt. Lt. J.J. Rawlings, personalities and their contribution to models in their communities
COMMUNITY nation e.g. chiefs, community J. A. Kuffuor, Dr. K.A. Busia, Dr. J.B. the development of their communities and some of their
leaders etc. Danquah, Sir Ofori Attah, Prof. J.E.A and the nation as a whole achievements
Mills etc. e.g. - determination
- ambition Discuss in groups the works
Education: e.g. Prof. Kwesi Yankah,
- discipline of some writers.
Prof. Abena Dolphyne, Akosua
- commitment
Anyidoho, Efua Sutherland, Ama Atta
- perseverance
Aidoo, Prof. Anamuah Mensah,
- humility
Prof. J. H. Nketiah, Dr. Kwegyir
Aggrey, B.A. Fuseini, Prof. Ayikwei
Use questions and answers to elicit
Okine and other personalities from the
some good qualities that lead to
locality.
success.
Entertainment
David Dontoh, Grace Omaboe
(Maame Dokono), Kofi Adjololo
Nadia Buari, Kofi Adu (Agya Koo)
37
UNIT 3 (CONT’D) The pupil will be able to: Industry Invite some of these personalities to talk to Industry- mention
Esther Ocloo the pupils (where applicable) products of the industry of
PEOPLE IN THE Apostle Kwadjo Safo some of the personalities.
COMMUNITY Alhaji Asuma Banda etc.
Mention teams they
Sports: Abedi Pele, Stephen played for or their field of
Appiah, Michael Essien, Azumah sports.
Nelson, etc.
Pupils sing some of the
Music: songs of some of the
Ephraim Amu, Kwadwo Antwi musicians mentioned.
Nana Kwame Ampadu
Mary Ghansah Pupils in groups to identify
Christiana Love, Grace Ashey role models in their
Osei Boateng, King Ayisoba community; interview them
Nana Kwame Ampadu and write about them.
Jewel Ackah, Gyedu Blay Ambolley Make collection of pictures
etc. of some of these
personalities including
Focus must be on role-models those in the community.
within and around the community
e.g. chiefs, religious leaders etc.
UNIT 4
1.4.1 discuss the different Different Traditional Wears Discuss the value of traditional attire used Pupils to talk about some
TRADITIONAL traditional costumes in Kaba, Batakari,(Fugu), Kente, by the various ethnic groups. ethnic groups and their
COSTUMES Ghana Duku, Ahenema, Tekuwa etc. Discuss their uses as means of traditional costumes
identification
1.4.2 talk about decent ways of Indecent Dressing Pupils to model or draw
dressing “Apuskelekey” With the aid of pictures, discuss decent or some of the traditional
“Am aware” modest dressing wears.
“Sleeveless”, etc. Discuss society‟s attitude to dresses such as
mini-skirts, sleeveless dress, “apuskelekey”,
“am aware”, “Otto pfister”, etc.
Pupils to discuss why people criticize such

dressing (mini skirt, “am aware”
Pupils to explain why we should dress

decently
38
FAMILY SYSTEM- 1.5.1 differentiate between Family Types Guide pupils to talk about their nuclear and Pupils to mention their
KINSHIP TERMS nuclear (close) family and Nuclear: family consists of father, extended families. nuclear and extended
extended (distant) families mother, brothers and sisters. families.
Note: usually in the Ghanaian Culture we
Extended: family consists of don‟t distinguish between nuclear and
mother, father, brothers, sisters, extended family members.
uncles, aunties, grandparents etc.
1.5.2 use the appropriate terms Kinship terms: Pupils mention and discuss other blood Mention four kinsmen
to describe their relations mother‟s brother – uncle relations; e.g. uncle, grandparents, cousins, from their mother‟s side
father‟s father – grandfather nephews, nieces etc. and father‟s side.
father‟s sister - aunt
1.5.3 describe a family tree The family tree Guide pupils to draw a family tree and use it Pupils in groups draw a
to answer questions on their family systems. family tree.
Note: limit family tree to second generation

only.
39
ACTIVITIES
SAFETY MEASURES 1.6.1 identify and mention Accidents Pupils to mention some accidents they Pupils to demonstrate how
accidents that occur at School: cuts, sprains, know of. to help younger pupils and
- home dislocation their friends to cross the
- school road.
- on the roads Home: burns, scalds, cuts, Teacher to classify the accidents
pricking by nails/needles, food according to where they occur. Pupils orally give reasons
poisoning. e.g. motor accident, home accident and why they should help
school accident. younger pupils to cross the
Roads: fractures, cuts, internal road when necessary
bleeding, death etc. Pupils give some examples of school and
home accidents.
1.6.2 identify some safety Safety Measures Discuss causes and effects of accidents Pupils tell causes of
measures to prevent - home/not playing with at home, school and on the roads. accidents and how to
accidents that occur at home, sharp objects prevent them.
school and on the roads - school not putting Discuss ways by which accidents in the
banana peels on the home, school and on the roads can be Pupils to demonstrate how
floor prevented. to cross the roads safely.
- roads: watching
before crossing the
road. Not playing on
the road.
40
PRIMARY 6
SECTION 2
GRAMMAR
1. use grammatical structures or forms accurately in speech and in writing.

2. acquire the ability to construct sentences correctly

ACTIVITIES
VERBS- 2.1.1 identify present progressive Progressive tense tells about Revise the simple present tense e. g. Use present progressive
tense in sentences an action or event which is still i. He eats every day. verbs in sentences.
PRESENT being performed e. g. ii. Atawa reads a newspaper.
PROGRESSIVE Identify present progressive
i. Adjuma is coming. Introduce the present progressive e. g. verbs in given sentences.
ii. He is playing. i. He is eating.
ii. She is reading a newspaper.
Present Progressive: With appropriate drills or instructions,

She is reading a book. let pupils practise using the present
progressive tense
Asante Twi:
Ɔrekenkan nwoma.
Nzema:
Ɔlɛkenga buluku.
Dagbani:
O karindila buku.
Gonja:
E bee kraŋ kawol.
41
ACTIVITIES
UNIT 1(CONT’D) The pupil will be able to: Present Progreesive
VERBS- Dangme:
I ngɛ womi kanee.
Present Progressive
Ga:
Eekane wolo ko.
Dagaare:
O kanna la gane.
Kasem:
O wora o gare tɔnɔ mo.
Ewe:
Ele agbalẽ xlem.
Fante:
Ɔrekenkan buukuu.
Akwapim Twi
Ɔrekenkan nwoma
Dagbani: O karindila buku.
Gonja: E bee kraå kawol

Past Progressive 2.1.2 identify past progressive Past progressive tense Revise the simple present forms of verbs Write sentences using the
tense forms in sentences describes an action in the past e. g. past progressive tense
that has not been completed. - He goes to school. forms.
- Ajana laughs at Aku.
PAST PROGRESSIVE:
He was eating. Introduce the past progressive verb Change the simple present
forms. verbs in given sentences to
Asante Twi: - He was going to school. past progressive tense.
- Kojo was laughing at Dabuo.
(Na) ɔredidi.
42
ACTIVITIES
UNIT 1 (CONT’D) Nzema: Using appropriate drills/instructions, let

Ɛnee ɔlɛdi aleɛ. pupils practise using the past progressive
VERBS- forms of verbs.
Present Progressive Dagbani:
O daa dirimi.
Gonja:
E daa ji nna.
Ga:
Be ni eba lɛ, eeye nii.
Dangme:
Be nε Kofi ba a
Ama ngε ni yee.
Dagaare:
O kanna la gane.
Kasem:
O ya wora a di mo.
Akwapim Twi:
(Na) oredidi
Ewe:
Enɔ nu ɖum.
Fante:
(Nna) oridzidzi.
43
UNIT 1 (CONT’D)
Past Perfect Tense 2.1.3 identify the past perfect Past perfect Using appropriate Pupils complete simple
tense in sentences It tells an action that has been drills/comments/instructions, let pupils sentences in the past
completed in a relatively short time. practise using the simple past. perfect.
It is used to express an idea/event that Illustrate and explain the differences

has happened before another took between the simple past and the past
place in the past e. g. perfect tense forms.
1. When he came the bus had left. In pairs or groups, pupils practise using Pupils write sentences
the two tense forms by giving examples using the past perfect
Ewe: Esi wòva la, bɔs la dzo xoxo. of sentences in the simple past and tense forms.
changing them to the past perfect.
Akw. Twi: Ɔbaaeɛ no na bɔso no kɔ.
Dangme: Be nɛ e kɛ ba a, bɔɔsu ɔ je.
Kasem: o na tu to ne lore dem ôaåe.
Dagbani: O ni paana loori pun chaå

Dagaare: O waana ka a boôso gaaε
2. He had eaten.
Ga: Eye nii

Ash. Twi: W adidi
Ewe: Ddu nu
Dangme: E ye ni
Nzema: Ɛnee bɔɔso ne ɛhɔ
Kasem: o yaa dia
Dagbani : O daa diya
Dagaare: O daå die la
Gonja: Nε e teåji
44
ACTIVITIES
2.2.1 explain adjectives Adjectives Revise lessons on adjectives learnt in Pupils underline adjectives
ADJECTIVES appropriately. Adjectives are describing words. P5. in sentences or passages.
They are used to describe nouns or
pronouns. Adjectives help you see, Guide pupils to form simple sentences Pupils to write sentences
feel, taste, hear and smell all the with given adjectives. using different types of
things you read about e. g. adjectives.
- Fast riders Let pupils identify adjectives in
- Grounded stadium sentences and passages.
- Five teams
- Hot afternoon
Types of adjectives 2.2.2 identify different types of Types of adjectives Guide pupils to use different types Pupils in groups or pairs
adjectives in sentences. There are different types of adjectives adjectives in sentences. identify types of adjectives
namely adjectives of in passages or sentences.
Pupils identify types of adjectives in
- Size e.g. I saw a big cat given sentences or passages.
- Colour e.g. I have a red bag
- Quantity e.g. Ama ate ten /many
oranges
- Quality e.g. Kwadwo drank clean
water
45
ACTIVITIES
UNIT 3 The pupil will be able to: .
2.3.1 recognise and use some An adverb is a word that Guide pupils to give examples of Pupils underline the three
ADVERBS
adverbs in sentences. modifies a verb, adjective or adverbs. forms of adverbs in
another adverb. sentences/passages.
2.3.2 identify and use types of Some types of adverbs are Let pupils underline the three forms of Pupils write sentences
adverbs in sentences. - Adverb of time adverbs in sentences and in passages. using the three forms of
- Adverb of frequency adverbs.
- Adverb of certainty and Guide pupils to write sentences with the
uncertainty three forms of adverbs.
e. g.
- Dabuo ate mangoes
yesterday (time).
- We will stay here forever
(time).
- She visits our school often
(frequency).
- Adwoba eats rice everyday
(frequency)
- She is really healthy
(certainty/uncertainty).
- Perhaps her father has
travelled (uncertainty).
Adverb of Time
Kwaw ate mangoes yesterday.
Asante Twi:
Kwao dii mango nnɛra.
46
ACTIVITIES
Fante:
UNIT 3 (CONT’D) Kwaw dzii mango ndeda.
ADVERBS Nzema:
Koawo lile amango anoma.
Dagbani:
Kasim sa di mango sɔhila.
Gonja:
Muman ji amangu ndre.
Ga:
Kwao ye maŋo nyε.
Dangme:
Kuao ye mangoo hiε.
Dagaare:
Dεre zaa di la maågo
Kasem:
Kada di mangwooru diim.
Akwapim:
Kwao dii mango nnera.
Ewe:
Mawuli ɖu mango etsɔ.
47
ACTIVITIES
UNIT 3 (CONT’D) Adverb of Frequency
She visits our school often.

ADVERBS
Asante Twi:
Ɔba yɛn sukuu mu dabiara
Nzema:
ôba yε sukulu εkε daduu.
Dagbani:
O kaari ti shikuru taligu.
Gonja:
E bee kaa ba anyebe sukuru
manaåmanaå.
Ga:
Efɔɔ wɔsukuu lε baa.
Dagaare:
O maå waana nyεrε la te
sakuuri tegteg lε.
Kasem:
O tuid ebam sukuuli maŋa
maama.
Ewe:
Evaa miaɔ suku edziedzi/
enuenu.
Fante:
Ɔba bεsera hεn skuul dabiara.
Ghanaian Languages and Culture September, 2012.
48
ACTIVITIES
POST POSITIONS 2.4.1 identify and use post Postpositions Let pupils identify postpositions in Pupils identify postpositions
positions correctly in sentences/passages. in sentences/passages.
sentences and in passages. Near, behind, beside, under, on, in
Guide pupils to use given post-positions Pupils use given
Near: to form sentences. postpositions in sentences.
Asante Twi: Dangme
εbεn kasa nya
Nzema: Dagaare
ɔbikye peεlε
Dabgani: Kasem:
gbuni twε
Ga: Akwapim Twi:

bεŋkε εbεn
Fante: Gonja
Bεn tagato
Behind
Asante Twi: Dangme:
Akyire se
Nzema: Dagaare:
ɔnzi puoriŋ
Dagbani: Akwapim Twi

naaŋa akyiri
Gonja: Kasem:
kaman kwaga ne
Ga: Ewe
sεε megbe
Fante:
ekyir
49
ACTIVITIES
UNIT 4 (CONT’D) Beside

Dabgani: Akwapim Twi
POST POSITIONS lnɤili nkyɛn
Gonja: Kasem:
kekelto wo
Ga: Ewe:
Koŋ nɔ/masεi xa/gbɔ
Fante:
nkyεn
Gonja: Kasem:
kaseito kuri ne
Ga: Ewe Fante:

Shishi Te/gɔme ase
Dagaare:
Lamboriå
Under
Asante - aseɛ
Ga - shi/shishi
Ewe - te/gɔme
Dangme - sisi
Nzema - ɔbo
Dagbani - gbunni
Dagaare - pareå/puliå
On
Akuapim - so
Ga - nɔ
Ewe - dzi
Dangme - nɔ
Nzema - zolɛ
Dagbani - zuêu
50
ACTIVITIES
2.5.1 identify and use emphatic Emphatic Elements Pupils make simple sentences. Pupils form sentences with
EMPHATIC elements or particles They are words or particles emphatic particles
ELEMENTS appropriately. used to emphasis words and Introduce the use of the emphatic individually and in groups
phrases e. g. plenty, alone, but, elements in sentences.
all the way, too much etc Pupils identify emphatic
Guide pupils to identify emphatic elements in sentences and
When we want to lay emphasis elements in sentences and passages. in passages.
on words or parts of speech we
use emphatic particles or
elements.
Akan:
fee, nko, mmom, mpo, pεε,
tɔnn, ankasa, nso
Nzema:
nehane, angome, bɔbɔ, ala,
twe, amgba
Dagbani:
ma, la, mi
Dangme:
Po, nitsε, tutuutu, pε
Kasem:
mo, konto, sent, tento tee
Dagaare:
Gba, pãã, haali
Gonja:
Nna, gbagba
51
ACTIVITIES
Quantifier is a word or phrase Revise nouns and simple determiners Pupils to use quantifiers in
ADVERB 2.6.1 identify adverb quantifiers in which is used after a noun to sentences.
QUANTIFIERS sentences. show the amount of it that is
being considered in the Introduce quantifiers in simple Pupils write out quantifiers
Ghanaian Languages. sentences. (See content) from sentences and
passages
Many Guide pupils to discuss the meaning and
uses of quantifiers
Asante Twi- Bebree/pii
Pupils to write sentences with quantifiers.
Nzema- Dɔɔnwo
Dagbani- Pam
Gonja- Galaga
Ga – Babaoo
Dangme- Fuu
Dagaare- Yaga
Kasem- Dedε
Akwapim Twi- Bebree
Ewe- Sɔgbɔ/Gbogboo
Fante-Pii
52
LEARNING ACTIVITIES
UNIT 6 (CONT’D) More
ADVERB Asante Twi- Dodoɔ

QUANTIFIERS
Nzema- Dɔɔnwo
Dagbani- Pam
Gonja – Ga/damta
Ga – Fa Fe
Dangme – Babauu
Dagaare –Yaga
Kasem – Daga
Akwapim Twi –Dodow
Ewe – Gede wu
Fante - Beberee
Much
Asante Twi- εdɔɔso/ Bebree
Nzema- Dɔɔnwo
Dagbani- Pam
Gonja -damta
Ga – Pii
Dangme – Hiεhiεε
Dagaare –Yagayaga
Kasem – Daga
Akwapim Twi – εdɔɔso
Ewe – Fũu
Fante – Beberee
53
LEARNING ACTIVITIES
UNIT 6 (CONT’D) Several
ADVERB Asante Twi- Pii

QUANTIFIERS
Nzema- Dodo
Dagbani - Pam
Gonja - damba
Ga – Saŋŋ
Dangme -Kpεkpεεkpε
Dagaare –Yaga
Kasem – Dedε
Akwapim Twi –Pii

Ewe – Taŋtaŋ
Fante - Pii
Few
Asante Twi -Ketewa bi

Nzema - Ekyi
Dagbani - Biεlifu
Gonja - Gbere
Ga - Fioo
Dangme - Kpokpayo
Dagaare - Fii
Kasem - Fenfee
Akwapim Twi - Ketewa bi
Ewe - Uee
Fante - Kumaa bi
54
LEARNING ACTIVITIES
UNIT 6 (CONT’D) Little

Asante Twi - Sua/ Kakraa
ADVERB Nzema - Ekyi
QUANTIFIERS
Dagbani - Biεla
Gonja - Gberebi
Ga - Nyɛkɔsiɔɔ/ Tsɔtsee
Dangme – Nyafii
Dagaare – F……
Kasem – Balaŋa
Akwapim Twi- Sua/ Kakrabi
Ewe – Sue
Fante - Kakraba
Small
Asante Twi - Kakra bi
Nzema - Nretee
Dagbani - Biεla
Gonja - Fimbi
Ga - Bibioo
Dangme - Nyafii
Dagaare - Bile
Kasem -Balaŋa
Akwapim Tw - Kakra bi
Ewe - Vi
Fante - Kakra
55
LEARNING ACTIVITIES
ADVERB 2.6.2 use quantifiers appropriately Use quantifiers like many, more, Pupils in groups find out quantifiers in Pupils complete blanks in
in speech and in writing. much in sentences. sentences and passages. sentences adding
QUANTIFIERS
appropriate quantifiers to
nouns.
UNIT 7
DIRECT AND 2.7.1 identify direct and reported Direct and reported speech forms Guide pupils to give sentences and Pupils to change direct
REPORTED SPEECH speech in passages. write them on the board. e.g speech in simple present,
Direct speech: This shows the - She likes dancing. simple past and present
actual words of the speaker e.g. - We will go to Wa. perfect into reported
speech.
Using pupils‟ sentences, model direct
speech. e.g.
- Asana said, “I like dancing”.
- Abu said, “We will go to Wa”.
Features of direct speech Guide pupils to change statements in

Quotation marks are used to direct speech into reported speech.
enclose the exact or actual words - Asana said she likes dancing.
that were spoken. - Bukari said they will go to Wa.
The exact words spoken are
preceded by a comma. The exact Using examples guide pupils to
words start with a capital letter. change some direct speech in simple
present, simple past and present
perfect into reported speech.
56
DIRECT AND 2.7.2 use direct and reported Reported speech Give statements in direct speech in Pupils change direct speech
speech forms in The words of a speaker are reported the simple future and present into reported speech
REPORTED SPEECH
writing. indirectly by another speaker. e.g. continuous for pupils to change to
John: I will go to school reported speech.
John said he would go to school.
Features of reported speech.

- There are no quotation marks.
- There are changes in the tenses,
pronouns and adverbs of time.
Using direct and reported speech forms in

speech and in writing.
Direct Speech
Hassan said, “I am thirsty”.
Nzema : Awɔkε hanle kε, Nzuhɔne εlε me.
Ga: Adote kεε, kumai miiye mi”.
Gonja: Hassan yε,“ Akoŋ.. kɔ ma”.
Dangme : Buεnɔ ke, “ Kuma ngε mi tɔe.”
Kasem: Nanyône mojege-ne
Dagbani: Hassan yεliy Konyuri m-mali ma.

Dagaare: Ka Ayuo yeli “Kônnyuuri kpe ma Pupils change reported
la” speech into direct speech.
.
Reported Speech
Kyei said he had lost his pen.
Dagaare : Bayuo yeli ka ɔ pεnne bɔrεε la.
Kasem: Awε we, nanyôm mo jege jege-o.
Ewe: Kafui be yefe pεn bu.
Fante: Nhyira kaa dε wayew ne pεn.
Gonja: Aduna yε mobe klembi foe.
57
UNIT 8
2.8.1 use the exclamation Revision of lesson on full stop, Revise lesson on full stop, comma, colon, Pupils punctuate sentences
PUNCTUATION marks and the omission comma, colon etc. question mark etc. with pupils. using exclamation marks.
sign appropriately in Exclamation mark
MARKS-
sentences. Exclamation mark is a punctuation Guide pupils to learn the use of the Pupils write expressions
mark that is written immediately after exclamation mark and the omission sign in which indicate command.
Exclamation an exclamation – “!”
marks and sentence construction.
omission sign Omission sign Exclamation sign is used immediately after an
Omission sign is a sign that is used to exclamation.
show that something has not been eg. Akan : Ei! Ewiase y hu!
included “ ”. Eg.
Kofi stole the book. Dangme : Ao! je mi ji nε ɔ!
Ewe : Ao! Eku!
Ga : Ao! Egbo!
Gonja : Koi! E wua!
Nzema : Aa ! Bɛ hu me ra ne!
Dagaare: Aba!
Kasem: Aa! Aba
Dagbani: Aba
Explain to pupils that a statement that shows

surprise often ends with an exclamation
marker e.g.
Ao! Ei! Aa!
Explain to pupils that commands take the
exclamation sign.
e.g. Akan: Bra ha!
Dagbani : Kamina!
Dangme: Ba hiε ô !
Ewe : Va afii!
Ga : Ba biε !
Nzema : Bɛ la ɛke!
Gonja: Ba mf !
Dagaare: Wa ky !
Pupils insert omission
Kasem: Ba-n kε!
marks and use exclamation
2.8.2 complete given Sentence completion.
Using the example in the content, pupils will marks to complete
sentences
appropriately with note that the word “went” or “goes” has been sentences.
John ^ to the shop.
exclamation and omitted in the sentence by forgetfulness
omission mark. Pupils to insert omission marks and
exclamation marks to complete sentences.
58
PRIMARY 6
SECTION 3
READING SKILLS
1. develop the skills for reading with understanding.
2. develop the habit of reading for pleasure
3. read, understand and synthesize information from different texts
4. develop the skill for summarizing information.

ACTIVITIES
READING ALOUD
3.1.1 read whole passage with Reading dialogues, passages Teacher and Pupils read selected Pupils individually read
correct stress and intonation. with correct stress and passages fluently. selected passages aloud
intonation fluently.
Teacher to play passages or sentences
on tapes for pupils to use as model for
reading.
Pupils to read aloud by following the

model reading played to class.
UNIT 2
LISTENING 3.2.1 listen to short passages and Units or Lessons from the Teacher reads some passages for pupils Pupils listen attentively and
COMPREHENSION answer questions on them. Class Reader. to answer questions on them: answer questions on the
Questions on: Key words passages heard.
heard; what the passage is
about etc.
3.2.2 listen to longer passages and Units or Lessons from the class Teacher reads and pupils answer
answer questions on then. reader or Passages from other questions on passage read.
sources. Questions should be on key words
heard, sounds, and what the passage is
about
59
ACTIVITIES
LISTENING 3.2.3 listen and answer questions Units or Lessons in the class Teacher tells the class: Listen attentively Pupils answer questions
COMPREHENSION based on the passage read. Reader. Don‟t interrupt or ask questions while I am on the passage heard.
reading. Pay attention to the mode or tone of
Supplementary Readers the passage I read.
Other Sources Explain to pupils the key principles of

effective-listening e.g. paying attention, not
interrupting
Pupils listen to passage read by teacher and

answer questions on the passages. (See
type of questions required in 2.2.1 and 2.2.2)
UNIT 3
SILENT READING 3.3.1 read silently at a reasonable Units or lessons in the class Read silently from different sources e. g. Pupils read passages
AND speed and answer questions and. passages from other textbooks/books/newspapers/magazine/ within a given period.
COMPREHENSION on passage read. sources. supplementary readers/passages for
information etc. Pupils form sentences
Pre-reading Stage: read titles with the new words to
unfamiliar words, phrases and Teacher to take pupils through examples of bring out their meaning
figurative expressions, etc. questions to be set. clearly.
Reading Stage Meanings of unfamiliar words, logical and Pupils answer questions
1. Skimming illogical statements in the text, key ideas etc on passage read e. g.
2. Scanning inferences, quality of
Questions should include factual and grammar etc
Post –reading Stage: inferential questions, explanation of figurative
Comprehension exercises expressions and prediction of what would Pupils find the main ideas
based on the passage read. happen next in the texts/ passages. in given paragraphs.
Prediction of what will happen

next. Example: A policeman
has arrested two men fighting.
What will be the prediction of
what will happen next? The
policeman will take them to the
police station first and prepare
the necessary papers to take
them to court
60
3.4.1 write a summary of a Principles for making a summary: Introduce pupils to the class/school library Pupils answer questions
COMPREHENSION passage. and explain how to do a summary. (See based on a
AND SUMMARY 1. Read and re-read through the content) comprehension passage.
text for main points.
2. List the most important ideas. Guide pupils to identify key sentences in Pupils write summary of
3. Look for topical sentences in paragraphs read and answer questions to a paragraph read.
each paragraph. show understanding of the passage read.
4. Think about the key points and
recopy them into paragraphs Pupils read a passage and answer
logically. comprehension questions orally based on
5. Remove unnecessary words in the passage read.
the passage.
6. Let the sentences flow Pupils write a summary of the passage
logically. read.
NOTE: A summary should be about three
or four sentences depending on the length
of the passage.
UNIT 5
LIBRARY
(EXTENSIVE 3.5.1 talk about what they read in Selected plays, dialogues and Introduce pupils to books/library. Pupils to write
READING) books. passages. summaries of some of
Help pupils to learn library rules for
the stories or texts read.
borrowing.
Library books, supplementary
readers and other sources. Pupils go to the library to borrow books to Pupils in groups write
be read in the classroom. some rules they will
follow when they go to
Provide supplementary readers to be read the library.
in class under supervision.
Encourage pupils to read on their own and Pupils to share ideas
give verbal summaries of stories/passages from books they have
read read.
61
PRIMARY 6
SECTION 4

1. develop and use their skills in good hand writing.

2. use writing skills to communicate their ideas affectively.

PENMANSHIP: 4.1.1 copy sentences clearly and Pay attention to ascending and Write sentences or texts on writing board for Pupils write a passage
correctly. descending letters that are not pupils to copy out. using joint script.
JOINT SCRIPT
easy to write.
Pupils read out the sentences. e.g
i. “ When the head is there the knee does
not wear a hat “.
ii. “Not all that glitter is gold”.
4.1.2 write sentences using Copy sentences using joint script. Pupils identify capital letters in a passage. Pupils copy out
correct capitalization. sentences inserting
N.B. Every sentence begins with a capital letters which are
capital letter. in small letters.
All proper nouns begin with capital

letters. e.g Koforidua, Pra, Twum,
Afadjato etc.
62
4.2.1 write letters to elderly Letters to: Revise the lesson on the features of a Pupils write letters on the
LETTER WRITING - people and older relatives. - Older relatives requesting for friendly letter with examples. topics discussed in their
assistance. exercise books.
Semi-official letters
- Teacher asking permission to absent Discuss the topic with pupils,
himself from school. introducing the correct register for
letters to older relatives
- Father /friend.
Pupils write on given topics
UNIT 3
NARRATIVE 4.3.1 write narrative composition Introduction (Beginning) Discuss with pupils the features of a Pupils write a narrative
COMPOSITION on any given topic. Body narrative essay. composition on a given
Conclusion e.g. Introduction topic.
Narrative compositions on: Body
e.g. Conclusion
- The book I read
- A story I have heard. Guide pupils to write a narrative
- A film I watched. composition on any given topic.
- My first day in school.
- A visit to the hospital/clinic
- An interesting day at school.
- My first visit to a big Town or village.
etc.
63
4.3.2 give brief reports or Brief reports/ account of events/ Guide pupils to revise parts of a narrative Pupils or groups write
NARRATIVE accounts of events/ activities. composition. reports/ activities they have
COMPOSITION activities. - Beginning taken part in.
- Middle
- End
Written reports or accounts of pupil‟s Pupils in pairs give a report on account of Pupils write individual
experiences or events. e.g. some events or activities they have taken reports or accounts of
- A visit to a big town or village. part in. e.g. events or activities they
- An interesting day at school. - Last Sunday or Friday at church/ have experienced.
- A story you have heard or read. mosque.
- First day in the farm. - An accident.
- A visit to the hospital/ clinic
4.3.2 write a brief report or Brief reports/account of Provide some guidance for pupils to write Pupils to write a
account of activities he events/activities he or she was the composition. composition on a given
or she has witnessed. involved in. topic.
e.g. class meeting.
.
64
4.4.1 write a description of a Descriptive compositions e.g. Pupils to describe persons, objects, Pupils write composition on
DESCRIPTIVE given object, a situation situations, etc. in their communities a given or selected topic.
COMPOSITION or process. My pet
Discuss the topics by mentioning the
My best friend name, size, colour, shape and special
features, etc. of the items or persons in
My teacher the topic
A missing article Discuss points and paragraphs for the

composition. Encourage pupils to
How my favourite game is played. describe the items vividly.
How to keep the environment clean. Give pupils sufficient oral practice in the
development of the composition.
Process:
Make a list of all the items needed for
the process.
Discuss the various items and how to get

them ready for use in the process.
Discuss the process itself with the class.
Give pupils sufficient oral practice in the

development of the composition.
65
CLASS MAGAZINE
4.5.1 identify topics for the Topical issues. e.g. Pupils brainstorm on topical issues to be Pupils write on selected
class magazine. Bush Fires included in the class magazines topical issues.
Teenage Pregnancy
Keeping the environment clean
4.5.2 identify features of Features of a class magazine. Assist pupils to discuss the features of Pupils in groups produce a
articles for a class - The title articles for a class magazine. class magazine.
magazine. - The introduction
- The main body Put pupils in pairs or groups to develop
- The conclusion trial materials to be included in the class
- Name of writer and date. magazine.
4.5.3 write articles for a class Developing a class magazine. Pupils in pairs or groups develop articles Pupils in groups produce a
magazine. - Cover of magazine for the class magazine class magazine.
- Write articles
- Edit articles Pupils exchange articles for editing.
- Arrange materials for
magazine Pupils make decisions on the cover
- Bind and display magazine design and the illustrations in the class
on the wall. magazine.
Guide pupils to arrange materials for the

magazine and bind/ display on the wall.
66
ACTIVITIES

Guide pupils to discuss issues on a Pupils write arguments
ARGUMENTATIVE 4.6.1 select sides of a proposition. Proposing is identifying the either for or against on a
selected topic by giving the points for the
ESSAY: SIMPLE sides of an issue: For or selected topic/ motion.
topic and the points against the topic.
ARGUMENTS Against an issue or proposition
List the points on the board for pupils to
read.
4.6.2 advance reasons for and Advancing reasons for/or Guide pupils in pairs/ groups to discuss Pupils write simple
against a topic/ an issue. against a topic/ an issue. and advance arguments for and against arguments on a given topic
e.g. Who is more important? a topic.
- The Doctor or The Farmer
Pupils present their arguments in class
Class Debate:
Organize a class debate. Together with
the class, select a topic for debate.
Nominate two pupils for the topic and two
pupils against the topic. Give one week
for preparation for the debate.
On the day of the debate, the first

speaker for the team for the topic will
speak first and then the second speaker
for the topic will speak second.
After the team for the topic has spoken,

the team against the topic will speak in
turn.
Class will listen to each team. At the end

of the presentations, the class will vote to
select the team that won the debate.
67
4.7.1 explain the purpose of Pupils bring old magazines/ bulletins to Pupils to describe other
ADVERTISEMENTS An advertisement is an arrangement
advertisement. observe how advertisements are written. forms of advertisement
AND NOTICES of pictures, film etc. put in a public
and the purpose they
place or in a newspaper, radio, TV or
Guide pupils to note the capitalization of serve
internet etc. that is intended to
provide people with information on an the first letter of each word in an advert.
issue or persuade people to buy an
item.
Notices are like advertisements. They

provide information in a very short
manner.
4.7.2 pupils give reasons for Purposes of Advertisement: Pupils give reasons why advertisements
advertising. they have seen are important. Pupils to write reasons
for advertising.
i. To persuade people to buy
some items. Pupils to give examples of advertisements
ii.To give information. and indicate the audience to which the
advertisement is aimed.
Example: An advertisement for blouses is
NOTE: The word advertisement is aimed at young women
generally spoken as advert An advertisement for cheaper biscuits may
be aimed at children
4.7.3 write an advertisement. Advertisements are generally short Pupils write advertisements for the sale of
statements. cows, fish, iron sheets etc.
Pupils write adverts for
Examples of Advertisement the sale of items
“Fish sold here”
Not “Fish is sold here”
“Chairs for hire”

Not
“Chairs for hiring”
Buy me!
For sale! etc.
68
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 Kpinibila Otukwajaŋ Doôbo
kayɛrbi
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 - Antɔŋ Ɔɔtooreb-
ɤu are
November Ahinime Adeamakpɔxe Sɛklɛ Ɔberefew Siane Bulu Doŋi be kenyε Chimsibilaa Alemle Kaåmε
nee ko
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
69
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

3. Agyebε – J. E. Bonyah
Asεmpa Publications – Accra
4. Mrεlεbulε – G. B. Kwesi
TWI
Kan me Ansa – Book 1 – 6 by C. L. Twumasi-Ankrah
70
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

71
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,
Mrs. Felicia Boakye-Yiadom - Director II, GES-Headquarters,

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

Mrs. Cordelia Nyimebaare - Secretary, GES-Headquarters,

Mr. Thomas K. Baisie - Mimeographer, GES Headquarters,

72

Ghanaian Languages and Culture Primary 4 - 6

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PRIMARY 4

1. express himself or herself fluently .

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

UNIT 1 The pupil will be able to:

UNIT 2 The pupil will be able to:

UNIT 3 (CONT’D) The pupil will be able to:

Cleaning items: broom,

Ghanaian Languages and Culture September, 2012

Help pupils to understand the differences

Pupils individually describe the position of the

NOTE: You may have to teach this lesson

Ghanaian Languages and Culture September, 2012

Use grammatical structures or forms correctly in speech and in writing

Guide pupils to form sentences with

Fatima is a pretty woman.

Asante Twi: Kwadwo too nnwom

Guide pupils to make sentences using

UNIT 5 (CONT’D) The pupil will be able to:

Pupils to use little in sentences.

Dagbani: ni, mini, amaa,bee There were no oranges so she bought

Guide pupils to use conjunctions such as

Gonja: kaseto, esoso, eesoso,

1. use reading techniques to derive information from different texts

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

UNIT 1 The pupil will be able to:

Pupils read aloud passages indicated by

Pupils read aloud with correct stress and

Ghanaian Languages and Culture September, 2012

Assist pupils to learn the meaning of “figurative

Pupils to give examples of figurative

UNIT 2 (CONT’D) The pupil will be able to:

In another case, we are told that Pupils to answer comprehension questions

Ghanaian Languages and Culture September, 2012

. Have a pronunciation drill on the unfamiliar words

Pupils read aloud with correct

Guide pupils to explain the meaning of

Teacher provides a model reading

Individual pupils to read aloud.

Check pronunciation and intonation.

NOTE: Supervise pupils‟ reading.

General Objective(s): The pupil will:

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

Question mark is used at the Guide pupils to identify the punctuation

Provide class with other sentences for

4.2.2 use full stops in sentences Pupils construct sentences from

Read the words slowly for pupils to write

4.5.2 write dictated Correct writing of sentences NOTE:

Go over the passage carefully again,

1. be able to express themselves orally

Ghanaian Languages and Culture September, 2012

1.3.2 discuss some uses of Uses: Draw some artefacts and

Ghanaian Languages and Culture September, 2012

1.6.3 give reasons for cleaning the Reasons

Ghanaian Languages and Culture September, 2012

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

Asante Twi: ɔmaa me nwoma.

Nzema: ɔmaanle me mbuluku.

Ga: Eha mi woji komɛi

Dangme: E ha mi womi komɛ.

Ghanaian Languages and Culture September, 2012

UNIT 1 (CONT’) The pupil will be able to:

Kasem: Na bam maama ti.

Underline adjectives of quality