Ghanaian Languages and Culture P1 - 3 Final Draft

PRIMARY 1
SECTION 1
ORAL SKILLS
General Objectives: The pupil will:
1. acquire listening skills.
2. listen attentively with understanding.
3. acquire skills for speaking fluently.
4. develop manners and etiquette to enable him or her live with others.
5. develop cooperative spirit for team learning.
UNIT SPECIFIC CONTENT TEACHING AND EVALUATION
OBJECTIVES LEARNING ACTIVITIES
The pupil will be able to:
UNIT 1
1.1.1 use appropriate Greetings to friends, relatives and adults. Greetings Use dialogue to guide pupils to Role-play:
expressions to greet and responses in relation to time of day .e.g. morning, learn greetings and responses e.g. Pupils demonstrate how to
GREETINGS/ and respond afternoon, evening or night, and occasions using Qs: What do your parents say to greet at different times of the
RESPONSES according to time of appropriate expressions: friends when they meet? day and occasions.
day and occasion. E.g. morning, afternoon,
1. Good morning ANS: They greet and converse. evening, birthday, Christmas,
2. Good evening Qs: What is the greeting for farewell message etc.
morning,
Note: Give the greetings and the responses in the afternoon, evening and night?
Ghanaian language. ANS: (pupils‟ responses)
Dagaare: Pupils demonstrate types of

1. Fo/yε Ansomaa greetings and responses according
Yε/fo gaabo be soå to time of day.
2.Fo/yε zimaane Assist pupils to learn the greetings

Ziemaayε laa and responses for occasions such
as Christmas, local festivals and
Kasem: religious festivals
1. De-n waaro/zezeåa
De-n de daane/wafuuri
2. De-n de waaro/zezeåa
De-n de dedaane/wafuuri
Ghanaian Languages and Culture September, 2012
1
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND EVALUATION
LEARNING ACTIVITIES
UNIT 1 The pupil will be able to: Akuapem Twi:

(CONT’D) 1. Maakye: yaa onua/ôba/εna/agya
2. Maadwo: Yaa onua /ôba/ εna/ agya
GREETINGS/
RESPONSES Ewe:
1. Ådi na wò; Ådi.
2. Fi… na wò; Fi….
Fante:
1. Mema wo akye: Yaa onua/ ena/egya ...
2. Mema wo adwe: Yaa onua/eno/egya...
Dagbani;
1. Dasiba / Naa
2. Aninwula / Naa
Gonja:
1. Anshumaa/Klodaa (Awoo)
2. Anuwulaa / safaa
1.1.2 use appropriate address/ Greetings on occasions: Pupils to role play using
NOTE: Play songs or rhymes appropriate address terms in
terms to greet people of Easter -Afi hyia pa
involving greetings, if any, may be greetings and responses to
different age groups and Christmas -Afi hyia pa
used for this lesson. people of different age groups,
status. Id-Ul-Fitr
status and relationships.
Teacher and pupil to demonstrate
Greetings and responses to people of
greetings and their responses to the
different age groups, status and relationships
following: malam, teacher, uncle,
eg.
grandparents, priests, for pupils to
Malam, teacher, uncle, grandparents, chiefs,
observe.
Eg. Greeting a grandparent.
Pupils role play to illustrate
greetings and responses after the
Asante Twi: Nana maakye o!
teacher has demonstrated to class.
Nzema: Me nlenyia ahye o!
Use drills to establish patterns in
greetings and responses
Ga: Ataa miiåa bo
Dangme: Mo de mioo
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UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES
UNIT 1 The pupil will be able to:

(CONT’D)
1.1.3 give reasons why people 1. To show respect, politeness and Pupils role play to demonstrate the Pupils answer these
GREETINGS/ greet. courtesy importance of greetings. questions:
2. To show respect before one 1. What do people
RESPONSES
engages another person in Pupils to give reasons why people say if you don‟t
conversation or before one makes a should greet. greet them?
request from another person.
2. How do people
feel when they are
greeted?
UNIT 2
1.2.1 listen attentively to songs, or Names of things, animals and places
SONGS, rhymes, or poems and heard in carefully selected songs, rhymes Pupils to listen to songs, rhymes or Pupils mention
RHYMES, mention names of things, or poems poems selected by teacher and mention names of animals,
TONGUE animals and places heard. names of things, animals and places objects and places in
TWISTERS heard in the songs etc. songs or rhymes or
poems heard.
1.2.2 listen attentively to tongue Names of things, animals and places in
twisters and mention names tongue twisters Pupils to listen to selected tongue Pupils mention
of things, animals and places twisters and mention names of things, names of animals,
heard. animals and places heard in the tongue objects and places in
twisters tongue twisters
heard.
1.2.3 sing songs and recite Singing songs and reciting rhymes or
rhymes, or poems or tongue poems or tongue twisters with correct Using actions and gestures, teacher Pupils sing songs and
twisters with correct stress pronunciation of words, stress and sings songs and recites rhymes or recite rhymes, or
and rhythm. rhythm. poems several times for pupils to imitate. poems and tongue
twisters learnt with
NOTE: Pupils sing songs and recite rhymes, or clapping, stamping or
You are encouraged to select and use poems and tongue twisters accompanied beating of objects
suitable Ghanaian rhymes, poems, songs by tapping, clapping and other sound
and tongue twisters. making actions NOTE
Activity could be
individual or group
based.
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ACTIVITIES
UNIT 2 (CONT’D The pupil will be able to:

Rhyme Examples:
Asante Twi: Use Ghanaian Language examples
SONGS, Kwaapaa hunuu mampam
RHYMES, Pam mampam maa mampa Tongue twister
TONGUE kôforoo pam.
TWISTERS Rhyme Twi”
Nzema: Ata kɔ fa ta bra ma yɛ nkô Tafo Ata ayie
Kɛ lɛ ne abôlôba bie
Kenle ko nôsolε bie Guide pupils to sing a song and recite a
ôse ôkô akpôsa ôkô akpôsa - poem with correct pronunciation of words
ôkô akpôsa ô ye bizale ye and appropriate stress and rhythm.
kɛ ɛ lɛ hameteduku ô
Pupils to recite tongue twisters they
ôse awulaba gyinla . . . know.
Rhyme
Ga: ni jwε jwε wtu
Aflimata bibioo ko
Ni hômô miiye lε
Ekôlô shi, ekôlô shi
GôbI, gôbI, gôbi
Ni jwε jwε jwε etu
Rhyme
Dangme:
Tso tsikitsiki
Tso tsaktaska
Tso kpô
UNIT 3
STORY TELLING 1.3.1 listen to simple stories Recall or repeat key words, characters Use questions to elicit key words, names
and recall some of the actions in stories heard of characters and actions in stories told
words, characters and in class
actions heard
Pupils repeat key words in songs and
mine the story heard
1.3.2 listen to and retell parts Listening to simple and interesting stories Tell or read an interesting story to pupils Pupils retell the story
of a simple story and retelling parts of the stories. and illustrate it with actions, pictures, told in class using
read or told by the sketches, puppets or toys, realia, etc. pictures and other
teacher objects.
Pupils to retell parts of the story and act
whole or parts of the story Pupils draw anything
in the story that
interests them
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ACTIVITIES
1.3.3 discuss stories heard. Discuss stories heard eg. Help pupils to discuss moral lessons learnt Pupils tell stories they know
Characters, events, moral from the stories, the characters, events and and mine stories read or
lessons etc. also explailn how the story ends i.e. Does the heard.
story have a happy ending or a sorrowful
ending?
Pupils role play the story
1.3.4 role play a story. Assign characters to role play a Guide pupils to role play the story. heard.
story
UNIT 4 1.4.1 name the parts of the body. The parts of the body e.g. head, Through dialogue, lead the pupils to point to the Pupils to name parts of the
hand, leg, etc. various parts of the body and name them. body in a picture or drawing.
TALKING A. Show me your head, Dialogue
ABOUT B. This is my head. e.g. A: Where is your …? Pupils to draw any part of the
PERSONS, Dagaare: B: This is my … body and name it.
OBJECTS AND A. Wuli ma fo zu
PLACES B. N zu la åa Drill: Teacher – Pupil
Kasem: Pupil – Teacher
Parts of the body A. Bere-ne n yuu. Pupil – Pupil
B. yuu mo tento.
Play song: Let individual pupils point to the
Akuapem Twi: various parts of the body as they sing play-
A. Kyerε me wo ti songs connected with parts of the body.
B. Me ti nie
Ewe:
A. Fia wò tam.
B. Nye taa nye esia.
Fante;
A. Kyerε me wo tsir.
B. Me tsir nye yi.
Dagbani;
Wuhimima a zuêu
M zuêu m-bôåô
Gonja:
A. Åini ma fobe kumu
B. mabe kumu nde
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ACTIVITIES
UNIT 4 (CONT’D)
1.4.2 mention the functions of the Functions of the parts of the body, Assist pupils to discuss the roles of Discussion
TALKING ABOUT parts of the body. each part of the body in the life of a What will happen if one part
eg: i). ear – for listening person. of the body doesn‟t function
PERSONS,
ii). eye – for seeing well?
OBJECTS AND iii). legs – for walking
PLACES
Asante Twi:
i. Aso – wôde tie asεm
Parts of the body ii. Ani – wôde hwε ade
iii. Nan – wôde nantew
Nzema:
i. εnzonlε – yεfa yεtie edwεkε
ii. εnyenlε – yεfa yεnwu debie
iii. egyakε – yεfa yεtia
Dagbani:
i. Tibili – din wumda
ii. Nini – din yuuna
iii.Gbaya – Di nyεla chanazu.
Gonja:
i. Kuse – bu kô a nuu.
ii. kunishi – bu kô a wuu
iii. Aya – bu kô anite
Ga:
i. toi – kεha toiboo
ii. hiåmεi – kεha nikwεmô
iii. naji – kεha nyiεmô
Dangme:
i. tue: kε ha nô numi
ii. hε ngmε: kε ha nô hyɛ mi
iii. nanehi: kε ha nyɛ ɛ mi
Kasem:
i. zwe - se n ta-n mae n cheiga
ii. yi – se n tan-n mae n nia
iii. nε – se n ta-n mae n êi
Dagarre:
i. Toori – wono la yεlε
ii. nimiri – nyεrε la zie
iii. gbεε – te maå kyεnε ne la
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ACTIVITIES
UNIT 4 (CONT’D)
TALKING ABOUT 1.4.3 mention names of objects at Names of objects at school and Using real objects, invite pupils to pick up Pupils mention the names of
school and at home. at home: objects as you mention the names e.g. an as many objects as possible
PERSONS,
orange, pen, pencil, chalk, arm board in school and at home.
OBJECTS AND (slate). Pupils repeat the name as they
School: chairs tables, arm board,
PLACES pick the object.
pencils, chalk, books, cupboards,
chalkboard, etc.
Talking about Pupils mention the names of some objects Pupils to draw two objects.
objects at home Home: cups, plates, bed, mat, in the school and at home.
shoes, dress, television, radio,
spoons etc.
1.4.4 use “it is” with some Introduce the structure: “It is” Use questions to guide pupils in Pupils answer questions
naming words to form short plus noun eg. identifying games i.e., using “it is”.
sentences. It is a book.
It is an arm board. Pick up an object, call a pupil and ask,
It is an egg. what is this? Etc.
NOTE: Tr. What is this? Pupils read labeled objects

Label boldly all objects in the P: It is an orange. in the classroom.
classroom e.g. cupboard, If a pupil gets it right, he or she invites the
teacher‟s table and chair, chalk- next pupil to pick an object and ask: Pupils draw and label two
board, windows etc. objects in the classroom.
P: What is this?
i. It is a table. P: It is a book etc.
ii. it is a plate.
iii. it is a book .
Other games may be used to help pupils
to resond using “It is.
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ACTIVITIES
UNIT 4 (CONT’D)
Dagaare:
i. Tabole la.
TALKING ABOUT ii. Pilete la.
PERSONS, iii. Gane la.
OBJECTS AND
Kasem:
PLACES
i. Ko ye teibole mo.
ii. Ko ye pileiti mo.
iii. Ko ye tônô mo.
Akuapem Twi:
i. Âyε ôpon.
ii.Âyε prεte.
iii.Âyε nwoma.
Ewe:
i. KplŸ e.
ii. PletieorAgbae
iii. Agbal…e .
Ga:
i. Okpôlô ni.
ii. Plεte ni.
iii. Wolo ni.
Dangme:
i. Okplôô ji nε ô nε
ii. Plεεte ji nε ô nε.
IiI. Womi ji nε ô nε .
Nzema
i. εkponle ô
ii. Pelɛ te ô
iii. Buluku ô
Dagbani
i. Di nyεla teebulu
ii. Di nyεla parante
iii. Di nyεla buku
Gonja
i. Kade la tebur na
ii. Kede la ple le na
iii. Kede la buku na
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ACTIVITIES
UNIT 4 (CONT’D) The pupil will be able to:
1.4.5 use “this is” with simple Using naming words in simple Use naming words in simple sentences Pupils in pairs or
TALKING ABOUT naming words in sentences e.g. for pupils to repeat. individuals use naming
PERSONS, simple sentences. This is an egg. words in simple
OBJECTS AND This is a book. This is a table sentences.
PLACES This is an orange.
Asante Twi:
i. Wei yε kosua
ii. Wei yε nwoma
Nzema:
i. Kolonvia εne/εhye le kolonvia.
ii. Buluku εne/ εhye le buluku.
Dagbani:
i. Dimbôåô nyεla galli
ii. Dimbôåô nyela buku
Ga;
i. Wôlô nε
ii. Wolo nε.
Dangme:
i. Kungwô hwli ji nε ô nε
ii. Womi ji nε ô nε.
Kasem;
i. Konto ye chechare mo.
ii. Konto ye tônô mo.
Dagaare:
i. Ganzeε la åa
ii. Gane la åa
Dagbani:
i. Galli m-bôåô
ii. Buku m-bôåô
Gonja
i. kede la kufule na
ii. kede la buku na
Introduce the use of describing words by Pupils identify objects by
1.4.6 use simple describing We sometimes use colours to presenting a collection of items or colour.
words (adjectives) in describe or talk about things or objects of different colours.
sentences. people or animals e.g. blue or black
Pupils to group or sort out items Pupils colour objects in
This is a red book. according to colour and size. pictures and drawings.
This is a white cap.
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ACTIVITIES
UNIT 4 (CONT’D) Dagaare: Through leading questions, help pupils to

i. Gan zeε la åa describe the colour of objects they see.
ii. Zupile Pilaa la åa What is the colour of this pencil?
TALKING ABOUT
Kasem: e.g. This is a red pencil.
PERSONS, What is the colour of this book?
OBJECTS AND i. Konto ye tôn – nasoåo mo.
It is a green book.
PLACES ii. Konto ye kap – napwoåo mo.
Akuapem Twi:
i. Eyi yε nwoma kôkôô.
ii. Eyi yε kyεw fitaa.
Ewe:
i. Agbal… dzi… nye esia
ii. Kuku êi e nye esia
Fante:
i. lyi yε buukuu kôkôôrmemen
ii. lyi yε buukuu fitaaorfufuw
Dagbani:
i. Buku øee m-bôåô
ii. Zupili piεlli m-bôåô
Gonja:
i. Kede la buku peper na
ii. Kede la buku fuful na
Sometimes we use words of size to Through questions, pupils describe
things using the following describing Pupils describe the colour,
describe people, animals or things
words: size, height, length etc. of
e.g. big or small, tall or short, fat,
Colour: red, white, black, blue, green objects, animals, birds.
thin, round e.g.
Size: big, small
The teacher has a big table Shape: round, square, triangle, straight Pupils draw different
My small table etc objects of different sizes,
Doh is a tall boy Height: tall, short colour, shape etc.
Esi is a short girl Length: long, short
That is a round ball
Asante Twi:
i. ôkyerεkyerεfoô no wô εpono
kεseε bi
ii. Makonnwa ketewa no
iii. Kwaku yε tenten or
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ACTIVITIES
UNIT 4 (CONT’D)
Nzema:
i. Kilehilevolε ne lε εkponle kpole
TALKING ABOUT bie.
PERSONS, ii. Me ebia ekyi ne.
OBJECTS AND iii. Kaku le kakula tendenle.
PLACES
Dagbani:
i. Karimba maa malila teebuli titali
ii. N kuêu bila.
iii. Kasim nyεla ninvuê wôêiåli.
Ga:
i. Mitsôôlô lε yε okpôlô agbo ko
ii. Misεi bibioo.
iii. Kwaku kwô gojoo.
Dangme:
i. Tsôôlô ô ngε sε agbo ko.
ii. Ye sε nyafii.
iii. Kuεku ka gagaa.
Kasem:
i. Tiicha wom/Bereno wom jege
teibul – Kamunu.
ii. A teibul – balaåa kam.
iii. Adoa ye bu- dedôrô mo.
Dagaare:
i. A karema taa la tabol kpoå
ii. N tabol bile
iii. Dεre e la dôôbil wogi
Gonja:
i. Eåipo na kô tebur gboå
ii. Mabe tebur fimbi
Dari wô nteå
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UNIT SPECIFIC OBJECTIVES C TEACHING AND LEARNING EVALUATION
ONTENT ACTIVITIES
UNIT 5
1.5.1 use appropriate words to tell Using appropriate words to Through demonstration with pictures, Pupils perform actions of
what people do. describe actions eg. walk, eat, clap, real objects like mats, plates, cups, etc., given verbs.
TALKING ABOUT sit, stand, drink, jump, sleep, talk, introduce the lesson on „doing words‟
ACTIONS/ etc. (verbs) to pupils.
ACTIVITIES
Ga: nyiεmô, ye, tee/damô shi Teacher sits on a chair in front of the
Ewe: zô,ɖ u, tso, tsi tre class and says:
Dangme: nyεε, ye, da si Tr. „I am sitting down‟
Fante: nantsew, dzi, soεr.
Dagbani: ôhaå, di, zani. Teacher calls a child to sit on a chair.
Nzema: tia, di, dwazo
Kasem: vei, di, zege. Tr. “Mary, sit down”
Gonja: nite, ji, yili
Teacher says‟ “Mary is sitting down”, for Pupils use doing words in
class to repeat. simple sentences.
Introduce other verbs by assisting pupils

to perform the actions or talk about
actions in pictures, charts, e.g. crying,
sleeping, walking, drinking, eating etc.
1.5.2 use present continuous forms Use present continuous forms of Using pictures, charts and Pupils in pairs or groups
of the verb in simple sentences the verb in simple sentences. demonstration, assist pupils to talk about perform activities and talk
actions being performed. about them using present
I am eating continuous form of the
You are writing Teacher calls a pupil to perform some verb. Eg I am walking etc.
He is walking actions eg. eat, drink, sleep.
She is dancing
It is raining Pupils to describe the actions.
You are singing She is eating or drinking.
We are playing He is sleeping, etc.
They are running
Teacher asks: What is he or she doing?
for pupils to respond appropriately
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ACTIVITIES
TALKING ABOUT 1.5.3 acquire the habit of keeping Taking care of clothes e.g. Teacher guides pupils on why their clothes and Use questions to lead pupils
ACTIONS/ his or her clothes and body pants, socks, handkerchiefs, body must be kept clean. to say what will happen if one
ACTIVITIES clean. body eg. hair, finger nails, fails to:
teeth etc. Use play songs, if any, associated with 1. treat a sore.
personal cleanliness e.g. This is the way I wash 2. wash dirty clothes.
(Personal eg: I am washing my clothes my face…. 3. wash dirty hands before
Hygiene) Ga: Miifô mitadei ahe Use play songs in the language. eating.
Ewe: Mele nye awuwo nyam
Nzema: Melεkpo me tεladeε Guide pupils to describe actions being
performed.
1.5.4 mention the values of Earn respect, keep fit and Call some neatly dressed pupils to stand before Pupils to mention the
cleanliness healthy etc. the class and talk about them briefly. importance of neatness.
Guide pupils to mention the importance of

neatness.
Pupils give reasons why we must

- be neat
- wash our clothes
- wash our handkerchiefs and socks
- cut our finger and toe nails
- clean our teeth regularly etc.
1.5.5 tell who washes his or her Give names and relationship of Pupils mention the name and their relationship 1. Pupils to tell why they
clothes and cuts his/her the person who washes their with the person who washes their clothes and should cut their finger/toe
finger/toe nails for him or clothes and cuts their nails. cut their finger/toe nails nails.
her.
Mother – called Mary 2. Tell why it is important to
Aunty – called Aunty Peace cut their finger/toe nails.
1.5.6 mention the name of what is Using the nail clipper to get rid Show a nail clipper and ask pupils to tell what Pupils to explain why it is
used to cut their nails of infection. the person who cuts their nails uses. important to use a nail clipper
to cut their finger and toe nails
Advise pupils to tell their parents or the person and not use a blade
who cuts their nails to use a nail clipper, and
not to use a blade. A blade can cut and leave
an infection.
13
ACTIVITIES
UNIT 6
1.6.1 talk about him or herself, family Describe themselves, family, Pupils talk about themselves: name, age Individually, pupils talk about
TALKING ABOUT and friends, using appropriate pictures, pets, friends, school, and where they live, house numbers, themselves, parents, friends‟
ONESELF, language. toys, etc. parents‟ names etc. teachers etc.
FAMILY AND
Pupils to mention the name of their
PLACES VISITED mother or father.
NOTE: Those who do not know the name

of their mother to go home and find out
and come to school to tell the class the
next day.
Call individual pupils in turn to talk about

any adult they know, relationship to the
adult, their work etc
1.6.2 tell personal experience on a field Talk about things seen or done Take pupils on excursion to places of Pupils to talk about any
trip. on visits or excursions to interest eg markets, hospitals, chief‟s interesting thing they saw
different places: The farm, palace etc. during their visit or
market, shops, post office, excursion.
another town, children‟s park etc. Pupils talk about what they saw on the
excursion or visit in class.
NB: Supplementary readers if
available should be used in this Pupils draw what they saw during the
unit. excursion or visit.
NOTE: Encourage free expression and

avoid over correction.
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ACTIVITIES
1.6.3 use personal pronouns Using personal pronouns

TALKING ABOUT Revise questions and answers.
appropriately in simple appropriately in simple sentencese.g Pupils use pronouns in
ONESELF, FAMILY Introduce personal pronouns in situations
sentences I am Issa. games and drills.
AND PLACES using appropriate sentences.
I am Kaku.
VISITED You are Esi. Pupils in turns introduce
Use various kinds of drills/games that
She is Edem. themselves and members
allow for practise in meaningful
He is Addo. of the class using
situations.
appropriate pronouns
In pairs/small groups, pupils take turn

Question and Answer Drill
to introduce themselves and
members of the group e.g. I‟m Kofi,
Pupil A: I‟m Kofi. Who are you? (turning
he is Mensah and she is Araba etc. .
to pupil B)
He is my father.
Pupil B: I‟m Araba. Who are you?
Kasem: O ye a kwo mo.
(turning to Pupil C)
Dangme: Ye tse ji lε.
Asante: ôyɛ me se/papa.
Pupil C: I‟m Afi. Who are you? etc.
Gonja: E la ntuto na.
Nzema: ôle me ze.
Go on to introduce and repeat the use of
Dagaare: o e la N saa
you/he/she/we/you/they in sentences.
Dagbani: o nyεla m ba
Let pupils form sentences with I, you, he,
she, it, me, and, they.
NOTE: Note the pronoun which is not

easy to understand and give more
examples to improve understanding.
15
ACTIVITIES
UNIT 7
1.7.1 give and respond to Introduce commands using appropriate Pupils in pairs or groups
Using the Simple Present form of
commands situations and demonstration. repeat and respond to
GIVING AND verbs in commands:
RESPONDING TO commands or requests.
Commands (short sentences giving Repeat commands several times for
COMMANDS AND pupils to listen and respond to.
MAKING REQUEST orders.
Stand up. Accompany commands with gestures

Come here. and facial expressions.
Nzema: Dwazo, bεla εke.
Ewe: Tsi tre,Tso. Va afii Pupils practise giving and responding to
Fante: Soεr, braha commands.
Dagbani: Yiêisi zani, Kamina kpe
Kasem: zaåe wε ne. Ba ywoba
Dagaare: lri are. Wa kye.
Gonja: koso n yili, Ba mfo
1.7.2 make polite requests using To make a request is to ask for Introduce the use of „please‟ in requests Pupils to make polite
“please” something. When asking for as in the examples in content. requests.
something we have to be polite. We
use the word “please” to express Pupils make requests using “please” e.g.
politeness. Using “please” in requests Ama, please stand up.
Mahama, please bring me the book.
Stand up, please.
Come here, please. Drill using the structure introduced
- Please, sit down (Commands or Requests)
- Please, keep quiet.
Dangme: - I Kpa mo pεε, hii si Pupils practise the structure using
I kpa mo pεε, pee dii appropriate situations.
Ga: Ofainε, ta shi
Ofainε, feemô diåå
Dagbani: Jaande, øinima
Jaande, Fomi vur
Kasem: zaåe we ne
Ba ywoba.
Jeini tega ne., cheigi sôô.
Dagaare: N sôrô fo, iri ae
N sôrô fo, wa kyε
N sôrô fo, zeå
N sôrô fo, ta gônô
Gonja: Kande, koso n yili
Jande, ba mfo
Jande, chena
Jande, loto
16
ACTIVITIES
1.8.1 make positive statements Positive statements using the Simple Use appropriate situations or gestures Pupils give positive
MAKING using the Simple Present Present. to introduce positive statements in the statements using the
STATEMENTS IN simple present tense. (See Content). Simple Present.
SIMPLE PRESENT eg. This is a pencil. Use repetition to provide opportunities
TENSE This is a chair. for listening
(Positive and This is a house Pupils to use positive statements

Dangme : We ji nε ô nε appropriately.
Negative
Gonja:- Kede la laå nna./laå n de
Statements)
Ga: Shia nε
Akuapem Twi: Ôdan ni /Eyiyε ôdan
Dagbani: yili m-bôåô.
Ewe: Esia nye afe
Kasem: Konto ye sôåô mo.
Dagaare: Yiri la åa
Use appropriate situations to introduce Pupils change positive
1.8.2 make negative statements Positive Negative negative statements as in Content. simple present sentences
in the Simple Present This is a bird. This is not a bird. Pupils repeat negative statements to negative sentences.
This is a book. This is not a book. after teacher
I‟ m a boy or girl. I‟m not a boy or girl. Pupils make their own
Pupils make their own negative positive or negative
Positive Negative statements. statements.
This is a book This is not a book
Kasem: Tônô mo Konto dage tônô.
tento.
Dagbani: Dimbôåô Dimbô pala
nyεla buku. buku.
Ewe: Agbal…e Menye agbal…e
nye esia nye esia o.
Nzema: εne le buluku εne εnle buluku
Dagaare: Gane la åa åa ba e gane
Gonja: Buku nde, Ked maå la buku
17
ACTIVITIES
1.8.3 make positive and negative Present Continuous Introduce sentences in the present Pupils give positive and
MAKING statements using the continuous tense stressing the negative statements in the
STATEMENTS IN Present Continuous Tense Positive Negative „continuous form‟ eg. I am wrting. present continuous tense.
PRESENT The dog is The dog is not
CONTINUOUS barking. barking Call pupils in turns to perform actions Exercise:
TENSE using “What is he/she doing?” questions Pupils change positive
The children The children are for pupils to answer. present continuous
are playing not playing. sentences into present
(Positive and Help pupils to create their own positive continuous negative.
Negative I am eating I am not eating present continuous sentences.
Statements)
The child is The child is Introduce the negative using the Pupils create their own
crying not crying present continuous. Give examples as negative statements using
in content. the present continuous.
Dangme: In pairs, let one pupil give
jokuô ô ngε Jokuε ô fo we ya. a positive statement and
ya foe the other the negative.
Asante Twi:
Abôfra no resu Abôfra no nsu
Fante:
Abofra no rusu Abofra no runsu
Kasem:
Bu wom keeri mo Bu womb a keera.
Dagaare:
A bie kono la. A bie ba kono
Dagbani:
Bia maa kuhirimi Bia maa bi kuhira
Ginja:
Kebia na beeshu Kebia na maa shu
18
ACTIVITIES
1.9.1 observe safety Safety in crossing the road. Assist pupils to answer the following question: Pupils answer simple
OBSERVING measures in crossing Do you meet cars on your way to school or Do questions on why they
SAFETY the road and walking Walking on the road: walk on the side you sometimes meet vehicles on your way to should hold the hand
MEASURES on paths. of the road facing the traffic so that school? of an adult they know
you can clearly see the oncoming to cross the road.
Teach pupils how to cross the road and the
(safety on the roads vehicles. (This will be the left side of
dangers a person faces on the road especially
or paths) the road as you face the traffic) Pupils role-play
in towns.
crossing the road.
NOTE: In villages where there are
relatively fewer vehicles, there is less Tell pupils to ask older persons or friends to Pupils answer why
traffic problem. There are, help them cross the road. they should walk on
nonetheless, problems associated the side of the road
with bicycles and carts. Through Discuss with pupils reasons for holding the facing the traffic.
questions and answers the teacher in hand of an adult when crossing the road and
such an area should help pupils to the need to walk on the side of the road facing Say how to walk on
describe some of the dangers they the traffic. foot paths.
face on the roads and in the alleys Demonstrate how to cross the road.
and then help the children to develop Advise pupils to walk on the side of the road
appropriate ways for maintaining facing the on-coming traffic (i.e. the left side of
personal safety in using the roads the road). Advise pupils to walk on the path and
and alleys in such areas. not on the grass because of the possibility of
snakes.
1.9.2 cross roads safely. Crossing roads Create a road scene in the class and let pupils
hold teacher‟s hand to cross the road.
Through questions and answers, pupils

describe how to cross the road.
Dealing with strangers
1.9.3 tell how to deal with Personal safety in dealing with Assist pupils to learn that it is important not to
and neighbours
strangers and other strangers and other persons in the associate with persons they do not know, and
people in the home and home and neighbourhood. why they should not accept lifts or gifts from
neighbourhood people they do not know.
- Do not associate with people you
do not know. Teacher tells a story based on the following: Pupils role play the
- Be careful with people who are not A child who accepted a gift from a stranger or scenes in the story.
your parents or siblings. an adult who invited a child into his or her room.
- Do not enter the rooms of older
girls or boys, older men or women. Explain to pupils that some of these unknown Pupils tell how to deal
people may be bad people and may harm or with strangers.
take them away from their parents so they may
never see their parents again.
19
ACTIVITIES
1.9.4 tell how children can be How older people entice young people to Make pupils aware that some of the adults With teacher as the
OBSERVING enticed by older people. their rooms and other obscure places: who live in the same house or in the same adult and using real
SAFETY i. They give them toffee, biscuits or neighbourhood may be bad people. objects such as toffee,
MEASURES money. money etc., pupils role
ii. They send them to buy something Let pupils tell the meaning of “private part”. play situations where
and take it to their room. Let them be aware that they should allow an adult tries to entice
iii. They ask them to bring things from only their guardians, that is, their mothers, a young person.
their rooms. aunts or close relative to touch their private
iv. They invite them to watch TV in their parts when they are bathing them. Explain Use simple questions
rooms. the dangers of allowing other people apart to check understanding
Older people who treat young people badly from their parents and guardians to touch of the lesson or film.
often tell the young people not to tell their their private parts when they are bathing
parents otherwise they will die. They may them.
also tell the young persons that they will kill
them if they told their parents. Note: Teachers should find a polite way of
describing the meaning of private part
Pupils to tell the methods older people use

in order to entice young people to their
rooms and other obscure places (See
material in content).
Pupils tell the various ways of avoiding bad
people who treat young people very badly.
Show a film depicting the dangers of
associating with strangers.
Pupils to learn the following principles:
Do not accept sweets or gifts from older
persons you don‟t know.
Do not accept sweets or gifts from people in
your house and in the neighbourhood.
When anyone sends you and tells you to
send the item to his or her room, don‟t go.
If anyone does anything bad to you, tell your
parents. You will not die if you tell your
parents. The older person cannot kill you.
He will be arrested and sent to jail.
20
ACTIVITIES
1.10.1 demonstrate the use of Use of the various simple Demonstrate the use of postpositions by In pairs or groups, pupils
THE POSITION OF postpositions. postpositions and acceptable placing objects in various positions e.g. say or show positions of
THINGS responses. on, in, under. various objects.
(Postpositions) Placing and positioning things as Pupils pick up various items in class and
indicated by postpositions, e.g. in, place them at various positions as
on, under. directed.
Postpositions: in, on, under, Indicate positions for pupils to place

items accordingly. Eg. Put your pencils
Ewe: teñefianya: me, dzi, teorgôme, on your tables.
xa, gbô
Put your hand in your pocket.
Nzema: εlekapôkε: nuhua, Place the ball under the table.
zolε, ô bo
Ga: Gbεhegbεi: mli, nô, shishi,
Kasem: wo ne baåe ne kuri ne.
Dagaare: poôå, zuå, pareå
Dagbain: ni, zuêu, gbunni

Gonja : to, so, kaseto
1.10.2 use the various simple Using the postpositions

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

difficult for pupils to understand and give
further help in the use of those
postpositions.
21
ACTIVITIES
UNIT 10 (CONT’D) eg.

i. The pen is on the table.
THE POSITION OF ii. The book is in the box.
THINGS
Gonja:
i. Pεn na wô tebul na be esoso.
(Postpositions) ii. Kawol na wô daka na to.
Asante Twi:
i. Twerεdua no da εpono no so.
ii. Nwoma no hyεorwô adaka no
mu.
Dangme:
i. Ningma tso ô ngε okplôô ô nô
ii. Womi ô ngε daka a mi
Fante;
i. Pεn no da pon no do.
ii. Buukuu no wô adaka no mu.
Dagaare:
i. A magdalee be la a tabol zuå
ii. A gane be la a daga poôå
Nzema:
Pεne ne la εkponle ne azo.
Buluku ne wô εlεka ne anu.
Kasem:
Pεne dem wo teibuli dem daåa ne
Tônô kom wo daka kam wo ne.
Dagbain:
Pen maa plal teebulu zuêu
Buku maa bela adaka maa ni
22
ACTIVITIES
The pupil will be ableto:
UNIT 11
1.11.1 ask and answer Ask questions using question markers eg. what, Introduce questions and answers Pupils in pairs or groups
questions correctly. who, where, involving what, where, who, why, ask and answer questions
ASKING AND e.g. when, which, how. using what, where, who,
ANSWERING Q. What are you doing?
QUESTIONS A. I am reading Pupils to listen and repeat questions
Q. When did you come? and answers.
What? A. I came yesterday.
Where? Use dialogue or drill to teach the
Who? Dagbani: questions.
A. Bô, åuni, ya, bôndali, wula, dini,
1. Bô ka a niåda? In pairs, pupils ask their own
2. N karindimi questions for their partners to answer.
Akuapem Twi
A. Dεn? Hean? Hefa? Bere bεn? NOTE:
Make lessons activity based to avoid
Adεn? Nea/Dεn, εwô he?
boredom.
Q. Dεn na woneyε?
A. Merekenkan nwoma
Pupils to work in pairs or groups to
Q. Bere bεn na wobae?
practise asking and answering
A. mebaa nnera.
questions using What, Where and
Kasme:
Who. (Let them practise one question
Bε, wô, yeim, maåa kô at a time)
Wo bε, (Kô dô) tatε (kô, dô, tô, et
Q. N wora n ke bε mo? Go round listening to pupils and
A. A wora a gare tônô mo. motivating them to talk freely.
Q. Maåa kô mo n tua?
A. A tu diim mo. Reinforce the lesson through role
Dagaare: play.
Boå, aå, yeå, dabuori, bonso, buosoba, wola
Q. Boå ka fo erε?
A. N kanna la
Q. Dabuori ka fo wa
A. zaameå ka N wa
1.11.2 use correct or appro- What is this? Make up new sentences as in content Pupils ask and answer
priate pronunciation and It is a pen or pencil or chair or table. for pupils to answer using correct questions using intonation
intonation in asking and Who are you? intonation and pronunciation. and pronunciations
answering questions I am Ali or Esi or Ata or Kodwo correctly.
Where is the book? It is on the table Where are Pupils give more examples of
you going? questions and respond.
I am going to school.
Where are you?
I am here or outside or in the room.
23
ACTIVITIES
UNIT 12 1.12.1 state the days of the Days of the week: Monday, Tuesday, Wednesday, Assist pupils to learn the names of the Pupils in turns tell the
week in chronological Thursday, Friday, Saturday and Sunday. days of the week. day for this particular
order. e.g lesson and the days
TALKING ABOUT Pupils to answer questions on what they they were born.
TIME A. Asante Twi: Dwoada, Benada, Wukuada do on Mondays, Saturdays and Sundays
Yawoada, Fiada, Memeneda,
Kwasiada.
Days of the week A. Nzema: Kenle aluma: Kenlenzile, Dwεkε,
Maanle, Kule, Yalε, Folε, Molε
A. Dagbani: Atani, Atalaata, Alaaba,
Alaamishi, Alizumma, Asibiri,
Alahari.
A. Gonja: Atania, Atalata, Alariba Alamusa
Alijima Ashibiti, Leedi
A. Ga: Gbii, lε agbεii. Ju, Jufô Shô, Soo,
Sohaa, Hôô, Hôgbaa
A . Dangme: Hôεgbi, Pεplεgbi, Sô, So,
Soha, Hô, Hôgba
A. Kasem: Totoåa Bobo Dε, Totoåa da yalei
Totoåa Da yatô, Totoåa Da Yana
Totoå Da yanu, Ludedoa, Wε Dε
A.Dagaare: Mondee, Tuusidee, Wεnεsedee,
Tôôsedee, Feraadee, Satadee,
Koseεraa
Telling time by the 1.12.2 tell the time by the hour. i. The time is 8 o’clock Using a model clock, teacher assists pupils Pupils in turns tell
hour ii. The time is 10 o’clock to tell time by the hour. time by the hour
Eg. using a model clock.
B. i. Abô nnônwôtwe
ii. Abô nnônsun
12
11 1
B. i. Bεbô done môtwe
ii. Bεbô done bulu 10 2
9 3
B. i. Saha åô nyεla kurugu anii
ii. Saha åô nyεla jurugu pia. 8 4
7 5
B.i. karfe aburwa nna na 6
ii. Karfe kudu nna na
B. i. Atswa åmεji kpaanyô The time is 3 O‟clock
ii. Atswa åmεji nyôåma
B. i fia ngmlε kpaanyô
ii. fia ngmlε nyôngma.
B. i.Tam kom yε lu-nana mo /ko mage lu-nana mo
ii. Tam kom ye lu-tuga mo/ko mage lu-fuga mo.
24
PRIMARY 1
SECTION 2
READING SKILLS
1. develop skills for formal reading.

2. read and derive information from texts of varied nature.

ACTIVITIES
UNIT 1
2.1.1 identify and talk about Names of items in the home: Show pictures of items found in a home Pupils identify items or objects
PRE-READING objects at home. broom, mat, pillow, stool, etc. and let pupils identify them by their found at home.
ACTIVITIES Eg. names and uses.
Ewe: xa, aba, suðui, zikpui Pupils to mention names of
Dangme: bε, sa, sune, mango, sε, Talk about items found in the home with selected items or objects found at
Items at Home and Fante: mena, kεtε, sundze, pupils. home and describe their uses.
School asεsεgua
Kasem: zwε sara, pulu, yutuåu Pupils mention the names of specific Pupils to draw an item used at
Ga: bclô, saa, sune, maåooorsεi items. home
Dagaare: saare, sεå, kapuro,
dakogi.
Nzema: sane, εkpa, esumi,

sεsεbia,
Dagbani: scêu, sôå, dufeli kua
Gonja: pise, kelaå, kaputi, kabεbi
2.1.2 identify and talk about

Names of items in the school: Pupils mention the names of objects or Pupils to mention names of
objects at school.
chair, table, book, ball, chalk, etc. items found in the school. objects or items found at school
and their uses.
Use concrete objects and pictures to
illustrate objects found at home and in Pupils draw one object found at
school. school.
Pupils demonstrate the uses of some of

the objects or items under discussion.
25
ACTIVITIES
PRE-READING 2.1.3 turn over the pages of a Scrap books containing pictures of Prepare scrap books out of magazine Pupils turn pages of
ACTIVITIES book by opening gently various objects and actions pictures. Cut out and paste pictures on books or scrap books.
from right to left. paper. Use magazines with brightly
Observing pictures of various coloured pictures.
objects and actions, and saying
what they represent. Guide pupils to prepare their own scrap
books.
Teach pupils the techniques for opening

a scrap book or other books i.e. gently
from right to left.
Pupils turn over the pages of a given

book and locate a particular picture
mentioned by teacher e.g. In this book
there is a picture in which some boys
are playing football. Find it.
Create a book corner and encourage

pupils to consistently visit it.
.
26
ACTIVITIES
UNIT 1 (CONT’D)
2.1.4 identify primary colours. Identification of primary colours: Provide relevant colours for Pupils identify primary colours of
PRE-READING eg. red, blue, yellow identification and discussion objects or materials in and
ACTIVITIES -Use dialogue to discuss the topic e.g. around the classroom or
Ga: tsuru, bluu, yεlo/wuôfô su Ques: What colour is this? environment.
Dangme: etsu, bluu, zô Teacher provides the colours
Kasem: nasoå, naøwono Ans: it is …………………..
Picture/Object/
Colour Description (bulu/nazwono).
Dagaare: zeε, sunni, doôre
Provide a picture. Pupils to identify Point at objects in the picture for
Bie, kpoå
objects in the picture. pupils to name, describe them.
Sôglaa, tevaa, pelaa
Wogi, åmaa, Use dialogue to discuss the objects Pupils to mention the names of
Gonja: pepr, nyôso, kachunô identified in the picture items or objects found at home
nyufu and school and give their uses.
Dialogue:
2.1.5 talk about different objects Picture description: Ques: What do you see in the picture?
in a picture. Sizes: small, big Ans: I see a woman.
Colour: black, green, white Ques: What‟s the colour of her dress?
Height: tall, short Ans: The colour is ………..
Length: long, short Ques: What is she doing?
Ans: She is selling bread.
Ewe: Amadede: dz…, Lolome:
sue, Kôkô, Didime: didi
Ga: tsuru, bibioo, gojoo,
Kakadaåå
Dangme: etsu, klemi,

nyafii,kami,
gbagbanii
Kasem: Nyenyego: naseåo,
kamunim: balaåa,
Dedôrem: Dedwarem:
Dedôrô Bring different items to class and assist Show real shapes to pupils and
pupils to compare them by size, height, let them point to similar ones in a
2.1.6 compare the sizes, height and Using shapes: round, square, length and shape picture.
length of objects in school and triangle , height and length for
at home describing objects
Size: small, big

Height: short, tall
Length: short, long
Shape: round, square, triangle
27
ACTIVITIES
PRE-READING 2.1.7 identify and differentiate Identification of shapes of objects Provide relevant shapes for identification Draw different shapes and colour
ACTIVITIES shapes of objects e.g. round, square, rectangle, and discussion using dialogue. them
triangle.
Ewe: nogoo, skôe, rektangel, Ques: Are the shapes the same?
traayangel Ans: Yes or No
Picture/Object/
Ga: kokloo, sikwεε, rεtaågo, Ques: Are the shapes different?
Colour Description
traågo (kgi ejwε) (koji etε) Ans: Yes or No
Dangme: kokoo, sikuεε, rεktangil Ques: Pick two shapes that are the
trangil same or different
Kasem: gigilu, sekwεε, rεgtangel, Ans: Pupils pick shapes and mention
trayangel their names
Fante: kanko ahenana
(rectangle) ahensa Drill pupils on shape identification, using
Nzema: kulukulu, fôsokoεya, different types of shapes and various
rεketangel, telayangele. objects depicting the shapes.
Dagaare: vilime, lamboe anaare
(sentaa), lamboe anaa
(gantaa), lamboe ata
Dagbani: kpulli, môêumôêu,
Môêumôêu
Gonja: kulkul, bônteso, bônteso
(mba ana) bônteso (mba
asa)
2.1.8 draw and colour an object that Use different colours to draw Pupils draw objects or pictures of their Pupils go round to see each
interests him or her different shapes, pictures etc interest using different shapes and other‟s work
colours and display their work in class
2.1.9 solve jigsaw puzzles involving Jigsaw Puzzles Pupils look at different shapes or pictures Pupils re-arrange cut-outs of
shapes or pictures. re-arrangement of cut-out and re-arrange cut-outs of similar shapes various shapes or pictures.
shapes and pictures. and pictures individually and in groups.
28
ACTIVITIES
INTRODUCTION TO 2.2.1 match pictures or objects with Objects and pictures with their Explain that all things have names and Pupils match objects or
FORMAL READING words corresponding words. their names can be written and read. pictures with
corresponding word
Picture or Object and cards.
Word Matching Make picture-word. Guide pupils to
match picture word with objects in the
classroom.
2.2.2 read labelled objects and Reading labels on objects in the In groups, let pupils go round the Pupils read labels on
pictures. classroom. classroom reading labels on objects. objects and pictures in
the classroom.
2.2.3 recognise and read simple Recognizing and reading words Prepare a number of word cards to be
words on word cards. taught from word or flash cards. used, beginning with names of objects
Word Recognition in the classroom or home.
(look and say)
2.2.4 group cards bearing the Matching words with words. Guide pupils to recognise words on Pupils group cards
same words together . flash cards. bearing the same words
together.
Pupils group words together.
Make 2 copies each of familiar words

and put them into two separate boxes. Pupils read letters or
Make sure both boxes have the same words from board and
number of words. on cards.
2.2.5 identify, read and arrange Flash, templates or stencils of Use flash cards, templates and stencils Pupils arrange letter
letters of the alphabet by letters for pupils to study and of letters for pupils to identify letters of cards in sequence.
sounds. differentiate the sounds the alphabet in upper and lower cases.
Phonological
Awareness
Letters of the Alphabet
29
ACTIVITIES
2.2.6 identify words with identical Reading given letters and their Write selected letters on the board. Pupils mention the
INTRODUCTION TO
sounds at the various sounds. Teacher mentions a letter and asks the sounds associated with
FORMAL READING positions. Eg. b,/b/ pupils to identify them on the board on given letters.
- initial, medial, final p/p/ etc. flash cards and in books.
Identifying words with similar initial Pupils in turns pick a word from one Pupils mention words
sounds eg. box and find a matching identical initial with similar initial
sound from the other box. sounds.
Ga: kane, koko, bεle, blod. Pupils compare words with similar
Ewe: bu, be, bia, ka, kô, ke initial sounds e.g. boy, box, balloon,
Dangme: ba bo, ta, tô, goga, gigε bowl.
Kasem: kua, kea, kwε, baara,
baaro, bwεεro NOTE
SPELLING: Use pictures and real objects.
Two and three letter words 2.3.7 identify and spell words Two letter words are words formed Introduce two letter words to pupils. Pupils spell out two and
correctly. by only two letters of the alphabet. Later introduce three letter words and three letter words given
Similarly three letters words are ask pupils to identify these two or three by the teacher.
words formed by three letters of the letter words in short sentences.
alphabet. Pupils later write these
eg. Compose your own short and simple words in their exercise
sentences and guide pupils to identify books.
Akw Twi: me, tie them on the board. Clean these words
Asante Twi: fa, di tô tôn, kan from the board and ask pupils to spell
Nzema: kô, sua them out correctly.
Ga: ba, moå, koå
Dangme: bo, buε
Ewe: va, bu, ati, bia
Pupils read simple

2.2.8 read simple sentences of about Reading short and simple Read sentence(s) out to pupils and sentences aloud.
four to five words sentences made up of words pupils drill them on the sentences.
have learnt.
30
PRIMARY 1
SECTION 3
WRITING AND COMPOSITION

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

2. develop the skills for writing.
ACTIVITIES
3.1.1 make given patterns, trace and Wrist control in letter writing and Create a sand tray section in the Pupils trace or
WRITING, DRAWING draw various objects. pattern drawing in the sand tray or classroom or on the veranda reproduce a given
AND MODELING on arm boards. shape or pattern.
Writing Patterns for Tracing given shapes, writing in the Guide pupils to trace or draw patterns Pupils to write or draw
Muscular Control And air, in sand tray, on arm boards and patterns or objects on
Hand-Eye on chalk boards Guide pupils to write letters in the air in arm boards or in copy
the sand tray and on arm boards. books.
Co-ordination Writing in continuous form using
letters as in the examples below Write on arm boards or on the
mmmmmmmmmm
chalkboard for pupils to trace.
m:
Note:
e: eeeeeeeeeeeeeeeeee Use copy books where available
w: wwwwwwwww
3.1.2 model various objects that modeling various objects that Pupils to use clay to model any object Pupils model various
interests him or her. interest children. they like. eg. pot, bucket, bowl, spoon objects.
Pot, bucket bowl, ball Pupils to go round to

see each other‟s work
31
ACTIVITIES
COPY LETTERS 3.2.1 combine strokes to form Combination of strokes to form Assist pupils to do hand or wrist Pupils form some shapes by
AND SIMPLE WORDS shapes of some letters of the shapes. exercises through imaginary writing combining strokes as they have
alphabet. e.g. W, M, L, T, N, Z in space. been taught.
With a particular shape in mind,

use appropriate strokes to demonstrate
the writing of those shapes.
Give pupils the opportunity to practise

the writing of shapes with strokes.
3.2.2 write lower case letters. Lower case letters e.g. Give pupils further practice in hand Observe pupils as they form
movement exercises. some selected lower case letters.
a, b, c d, e, f, g, h,
ô ε, etc. Demonstrate how to write some lower
case letters. Eg.
abdgfk
Observe pupils as they form
3.2.3 write upper case letters. Upper case letters e.g. Pupils practise writing the letters some selected upper case
in space, then on sand trays or slates or letters.
A, B, C, D, E, F, G, H etc. armboards etc.
3.2.4 copy from writing cards and Copying and tracing letters and
words from given letter cards Assist pupils to do hand and wrist Observe pupils as they:
the writing board exercises. - trace from given drawing
and the writing board.
cards.
Eg. ε, ô, come Guide pupils to discuss the sketches - write from the writing board.
Ga: ɛ , ô, ba and drawings on the writing board or
cards.
Gonja: ε, ô, ba
Ewe: ε, ôô, Va Demonstrate and ensure the correct
way of:
- holding writing materials
- sitting (posture)
3.2.5 trace drawings from cards Trace from given templates Pupils trace drawings from cards
32
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND EVALUATION
LEARNING ACTIVITIES
UNIT 3
3.3.1 draw simple objects and
DRAWING, Pupils draw simple pictures and Use picture cards earlier used in Pupils draw objects such as
label them.
objects and label them. reading lessons as well as labelled themselves, a parent etc. and
LABELLING AND
pictures in the pupils‟ textbooks and in label them with the appropriate
WRITING the classroom. names. (Names of people begin
with upper case letters).
Pupils bring selected objects from
home, identify, draw and label them by
writing the appropriate names of the
objects.
NOTE
Assist pupils to label the objects
Writing words under correctly.
pictures
3.3.2 write names under Provide pictures and guide pupils to Examine the drawing and labels
Writing names under pictures e.g. a
pictures. label them and display them on the walls or
goat, a sheep, a leaf, an egg, etc.
in the book corner.
Provide labelled pictures and guide
Copying short meaningful sentences.
pupils to draw and write the names
under
Use sentences that pupils will easily
them.
understand e.g.
I go to bed.
I walk to school.
Place and position things/objects

indicated by positions e.g. in, on,
under.
Post-positions:
In, on, under
Ewe: tefefinaya:
me, dzi, te/gôme
Nzema: εlekapôkε:
nuhua, zolε, ô bo
Ga Gbεhegbεi:
mli, nô, shishi
33
ACTIVITIES
COPYING SHORT 3.4.1 copy short meaningful Copying short meaningful Ensure pupils write boldly with good Pupils copy given sentences.
MEANINGFUL sentences sentences. spacing. Give a lot of help in writing
SENTENCES
Use sentences that pupils will
easily understand e.g.
I go to bed.
I walk to school.
UNIT 5
POSTPOSITIONS 3.5.1 demonstrate the use of the Place and position Demonstrate the use of prepositions by Pupils draw a table/ a chair and a
in, on, under various simple post positions. things/objects indicated by placing objects in various positions e.g. ball and place the ball on the
positions e.g. in, on, under. on, in, under table or under the chair.
Post-positions: Pupils place various items in class in

In, on, under positions you direct them to e.g. on the
table, in a box, under a chair.
Ewe: tefefinaya:
me, dzi, te/gôme
Nzema: εlekapôkε:
nuhua, zolε, ô bo
Ga Gbεhegbεi:
mli, nô, shishi
34
PRIMARY 2
SECTION 1
ORAL SKILLS
1. appreciate the importance of manners and etiquette.

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

ACTIVITIES
1.1.1 identify types of work and Relate types of work and Provide short work and play songs related Pupils sing songs:
WORK AND PLAY play songs. play songs to everyday to everyday activities - as a class
SONGS activities in the pupils‟ - in groups
environment e.g. farming, Note: A resource person may be - individually.
fishing, carving etc. Consulted or invited.
1.1.2 learn some new work and Work and play songs in Encourag pupils to sing some new work Pupils to dramatize activities
play songs pupils‟ community. and play songs they have learnt. They associated with the work and
Eg.Sisimbo ……… should perform activities related to the play songs in their community
Ayinakyinakyi ……….. song while they sing.
1.1.3 mention the importance of Work songs: – reduce Teacher to lead a discussion on the Put pupils in groups to sing work
work and play songs in your fatigue, boredom importance of work and play songs or play songs.
community provides enjoyment Teacher guides pupils to talk about the
allows systematic work, importance of work and play songs.
inspires fellow workers to
work harder etc.
Play songs – creates unity,

develops one‟s
creativity, provides
enjoyment and
inspiration
35
UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES
WORK AND PLAY 1.1.4 develop and sing a Work or play songs or Pupils develop ideas for a song. Pupils in groups select their
SONGS line of a song of developed by pupils on chosen topic for a song and present to
their own topics e.g. the market, birds, Guide pupils to choose a topic, then through the class for discussion.
rain or school etc. brainstorming, let them bring out their ideas
about the topic e.g., the market – the noise the
people (young and old) make, the items, the
cries of traders to attract customers to their
Development of ideas for work wares etc.
or play songs
Teacher writes all ideas on the chalkboard.
Help pupils to re-organize the ideas on the

board to form a short work or play song of about
five lines.
Pupils to develop a melody and sing the first line

of the song they have developed.
Pupils to tell the story behind the song.
Group work
Create scenarios for pupils to develop their own Class to decide which song is
songs and sing to the class e.g, most interesting.
a) “ a bird flying by:
“Hei, bird stop.. stop”
b) “I am a dog, wow”
1.1.5 create new songs Encourage pupils to try developing new songs Class to decide which song is
on their own on their own at home and come and sing in most interesting and has good
class melody.
36
UNIT 2
1.2.1 listen to simple Listening to simple and Select suitable and interesting stories and read Pupils mention some of the key
STORIES/ stories and mention interesting stories and to class. words, issues and values in
FOLKTALES some of the key identifying key words, issues stories.
words, issues and and values in them. Pupils listen to the story or stories and identify
values in the stories. key words, issues and morals in them.
1.2.2 retell stories heard to Pupils retell parts of stories Pupils retell or dramatize some parts of the story Individual pupils to retell parts
class heard heard using gestures to enable them build of the story.
linguistic competences.
Pupils in groups to dramatize a particular story. Dramatize part of the story

heard.
1.2.3 identify and tell the Morals or Values Tell a folktale and help pupils to identify the Pupils to identify morals or
morals and values in Honesty, sincerity, patriotism, morals and values in it values in a story.
folktales unity, perseverance etc.
Guide pupils to learn how the values in the story
told can be applied in their lives
1.2.4 dramatize Dramatize whole or parts of Pupils use gestures, demonstrations, miming, Pupils role-play scenes from
whole or parts of, or stories; imitating actions or etc. to bring out the meaning of unfamiliar words stories heard or told to bring out
imitate actions and sounds in stories or expressions in the story heard the morals and values.
sounds in a story.
Select stories about: Pupils dramatize whole or parts of story, imitate In pairs or groups, pupils
people actions or sounds. dramatize or mime stories or
places heard.
animals Lead a discussion on morals and values in the
the home and everyday story dramatized. Draw or model actions or
activities scenes from stories.
school activities Pupils answer questions on the story and draw
occasions or events or parties or model actions or scenes from stories told. Pupils role-play scenes from
NOTE: Stories should have Teacher takes pupils on excursion to observe stories heard to bring out the
some values e.g. patriotism, people, places, animals and things. moral values.
hard work, honesty bravery.
37
ACTIVITIES
1.3.1 carry out simple commands Simple commands and Use the following activities for the lesson: Give varied commands and
COMMANDS AND and instructions instructions. Dialogue: observe pupils carry them out.
INSTRUCTIONS Commands are orders. - Go to the door (Commands) Pupils give commands to their
Instructions are advice or - Close the door gently (instruction) colleagues as teacher observes
forms of warning how well pupils perform the
Instructions can also be Drills commands.
commands sometimes. Teacher – pupils
When your father gives you Pupil – Pupil
instructions, he is
commanding you to do Call pupils individually to carry out
something commands:
-Go to the cupboard and bring me a green
Examples of commands: book.
-Go to the desk and bring me the second
Come here. book
Stand up. -Go to the compound and bring a leaf and
Sit down a flower
Example of instruction:
Go to the (tree, wall etc,) turn right and pick
up the box.
Tells the class the following:

Open your exercise books!
1.3.2 explain the importance of What commands and What happens if one of the pupils does not Present pictures of lorry
commands and instructions instructions hope to achieve. obey the command? accidents, bush fires etc. for
e.g. to get work done on class discussion using the
time; to draw your attention; Do not cross the road when a car is following questions:
for safety, peace, success approaching. -Why did the accident happen?
etc. This is an instruction. It is not a command. -How can people avoid
It is an advice. If a child does not follow the accidents?
Differences between advice he or she will face danger some -How did the bushfire start?
commands and instructions: day. -What will happen to people‟s
Commands must be followed farms?
or obeyed immediately. What will happen when a child does not What will happen to the people
Instructions: Instructions are obey the instructions above? who own the farms?
forms of advice -What will happen to the animals
Do not fight your friends! that live in the bush?
What will happen when children do not
obey this instruction or advice?
38
ACTIVITIES
1.3.3 observe safety measures Safety in crossing the road Assist pupils to answer the following
COMMANDS AND in crossing the road and question:
INSTRUCTIONS walking on paths. Walking on the road: walk on the side Do you meet cars on your way to school or
of the road facing the traffic so that you Do you sometimes meet vehicles on your
can clearly see the oncoming vehicles. way to school?
Observing safety (This will be the left side of the road as
measures Teach pupils how to cross the road and the
you face the traffic)
dangers a person faces on the road
NOTE: In villages where there are especially in towns
Crossing the road relatively fewer vehicles, there is less
traffic problem. There are, Tell pupils to ask older persons or friends
nonetheless, problems associated with to help them cross the road.
bicycles and carts. Through questions
and answers the teacher in such an Discuss with pupils reasons for holding the Pupils answer simple
area should help pupils to describe hand of an adult when crossing the road questions on why they
some of the dangers they face on the and the need to walk on the side of the should hold the hand of
roads and in the alleys and then help road facing the traffic. an adult they know to
the children to develop appropriate Demonstrate how to cross the road. cross the road.
ways for maintaining personal safety in Advise pupils to walk on the side of the
using the roads and alleys in such road facing the on-coming traffic (i.e. the Pupils role-play
areas. left side of the road) advise pupils to walk crossing the road.
on the path and not on the grass because
of the possibility of snakes. Pupils answer why they
should walk on the side
1.3.4 cross roads safely. Crossing roads Create a road scene in the class and let of the road facing the
Let an adult you know help you to pupils hold teacher‟s hand to cross the traffic.
cross the road road.
Say how to walk on
Through questions and answers, pupils paths.
describe how to cross the road.
Instructions on
dealing with strangers 1.3.5 explain how to deal with Personal safety in dealing with Assist pupils to learn that it is important not Pupils role-play the
and neighbours strangers and other strangers and other persons in the to associate with persons they do not scenes in the story.
people in the home and home and neighbourhood. know, and why they should not accept lifts
neighbourhood or gifts from people they do not know.
- Do not associate with people you do
not know Teacher tells a story based on the
- Be careful with people who are not following:
your parents or siblings A child who accepted a gift from a
- Do not enter the rooms of older girls stranger or an adult who invited a child
or boys, older men or women into his or her room.
39
ACTIVITIES
UNIT 3 (CONT’D) The pupil will be able to: Explain to pupils that some of these Pupils tell how to deal
unknown people may be bad people and with strangers.
may harm or take them away from their
COMMANDS AND parents so they may never see their parents
INSTRUCTIONS again.
Instructions on
dealing with strangers 1.3.6 describe how children can How older people entice young people to Make pupils aware that some of the adults With teacher as the
and neighbours be enticed by older people. their rooms and other obscure places: who live in the same house or in the same adult and using real
i. They give them toffee, biscuits or neighbourhood may be bad people. objects such as toffee,
money. money etc., pupils role
ii. They send them to buy something Let pupils tell the meaning of “private part”. play situations where
and take it to their room. Let them be aware that they should allow an adult tries to entice
iii. They ask them to bring things from only their guardians, that is, their mothers, a young person.
their rooms. aunts or close relative to touch their private
iv. They invite them to watch TV in their parts when they are bathing them. Explain Use simple questions
rooms. the dangers of allowing other people apart to check understanding
Older people who treat young people badly from their parents and guardians to touch of the lesson or film.
tell the young people not to tell their parents their private parts when they are bathing
otherwise they will die. They may also tell them.
the young person that they will kill them if
they tell their parents. Do not be afraid. They Note: Teachers should find a polite way of
will not kill you. They are only threatening describing the meaning of private part
you.
Pupils to tell the methods older people use
Note: in order to entice young people to their
- Children should be bold enough to tell rooms and other obscure places (See
their parents or guidiance whenever material in content)
they have been abused by any Pupils tell the various ways of avoiding bad
person. people who treat young people very badly.
Show a film depicting the dangers of
associating with strangers.
40
ACTIVITIES
UNIT 3 (CONT’D)
-Parents should also report the Pupils to learn the following
incident to the police instead of principles: Do not accept sweets or gifts
COMMANDS AND settling it in the house. from older persons you don‟t know.
INSTRUCTIONS Do not accept sweets or gifts from
-Children should be taken to people in your house and in the
the hospital for examnation and neighbourhood.
Dealing with strangers treatment. When anyone sends you and tells you to
and neighbours send the item to his or her room, don‟t
-Severe purnishment should be go.
given to the offenders to serve If anyone does anything bad to you, tell
as a deterant. your parents. You will not die if you tell
your parents. The older person cannot
kill you. He will be arrested and sent to
jail.
41
UNIT 4 1.4.1 demonstrate how to Greetings in relation to time: e.g. Use some of the methods below to practise Create a situation for pupils to
greet and respond to morning, afternoon, evening. the various kinds of greetings: dramatize, while you listen and
everyday greetings Note: Pupils should note the differences assess the use of appropriate
GREETINGS AND
Greetings in relation to adults when greeting an adult and when greeting registers.
RESPONSES
and peers an age mate. Use the following:
-Dialogue; Drills; Dramatization;
: Adult – Child Greeting
: Child – Adult Greeting
: Child – Child Greeting
1.4.2 use appropriate non- Greetings using the appropriate Question: How do we greet peers, adults? Pupils to demonstrate different
verbal forms of greeting verbal and non-verbal forms of etc. forms of non-verbal
and communication communication. How do we respond to peers and adults‟ communication in class
greetings?
Create a scenario for pupils to
Non-verbal communication: demonstrate:
-The handshake in greeting 1 Two friends meet again after a long
-Gestures for greetings. time.
Examples: nodding the head; How do they greet? How do they hug?
and other facial expressions Why do they hug?
Non-verbal signals for stand up; 2. Kofi goes to visit a friend and
sit down; shut up; louder. meets an adult in the house; What
should Kofi do?
Assist pupils to learn various forms of non-

verbal communication for: stand up, sit
down, well done etc.
How should you greet the adults in your

house when you go home from school?
How should you greet your teachers when
you see them in town?
1.4.3 mention the values of Values of greetings Ahmed saw his teacher in town. Ahmed did Use questions for pupils to
greetings To show respect, politeness, not greet his teacher. He ran away. discuss what they have learnt.
concern, friendliness, delight, -What should Ahmed have done? eg.
Greetings are a form of Give resions why we should
communication starter , that is Assist pupils to discuss the values of greet.
before we ask a person a greetings and when to greet people
question or engage a person in
conversation, we first have to
greet the person etc.
42
UNIT 5
1.5.1 demonstrate some Eating manners e.g. washing Use Discussion, Dialogue and Pupils to identify some bad
acceptable manners in hands with soap before and after Dramatization for discussing the eating and greeting manners.
MANNERS AND some situations eating. importance of washing hands with soap
ETIQUETTE Bad manners e.g. talking or before and after eating with pupils
shouting while eating, sucking Pupils discuss eating manners.
fingers, etc. Help pupils to discuss other forms of bad
manners
Making polite
Pupils to demonstrate or how to
requests NB: Use songs or rhymes where wash their hands before eating.
applicable.
1.5.2 demonstrate good Good eating habits are part of Pupils to bring water and hand washing
eating habits. good manners and etiquette. bowl to class, set a table for about three
Demonstrating good eating habits: pupils. Discuss table manners through
Not speaking with the mouth full; demonstration. .
not stretching your hand across
the next person‟s plate etc. Pupils to dramatize good eating manners.
Apologizing e.g. When you step

1.5.3 develop acceptable on others‟ toes, you say: Discussions on good manners and Pupils to mention some
behavioural “Please, I‟m sorry”. etiquette e.g. examples of good manners and
characteristics. -Question: What do you say when you step etiquette
Involuntary actions e.g. sneezing, on somebody‟s toes?
yawning, etc. using politeness -Ans: I am sorry
markers Ques: What do you do when you feel like
sneezing?
Using “please” and “sorry” Ans: Cover your nose with your
e.g. Excuse me; I am sorry, etc. handkerchief
Ques: What do you say when you sneeze
Eg. Esi, may I go with you? suddenly?
Ans: Excuse me
Ewe: Mateå adzoa? Mateå
ado faa? Pupils play the game „Please‟ or Thank
Dangme: Ma nyε ma ya lo? you‟ Adapt the game to include the phrases
Kasem: Kawe, a ba se dè êu? to be taught every time a child uses a polite
Gonja: Me nε fo e yô aa, Alima? language e.g. please or thank you, award a
Asante Twi: metumi apue point. Give reward after a child has got an
agreed number of points.
Nzema: Mebahola meavinde ô ?
Dagaare: Ayuo, N wa ka te gaa?
Dagbani: Amina, n doli a ka
tichå?
43
ACTIVITIES
Use drills to help pupils practise some Pupils to recite rhymes and tongue-
RHYMING 1.6.1 recite rhymes and tongue Pupils recite rhymes and tongue twisters.
twisters with correct stress problematic sounds like or ‟ ‟ or spelt
WORDS twisters using correct sounds or
and rhythm with sh as in English shoe. The same
pronunciation
sound is spelt with hy as in Akan –
“hyε” (wear)
Listen and ensure that pupils
1.6.2 produce some problematic /l/, /r/ Use drills to help pupils distinguish
articulate the sounds correctly.
sounds correctly between the articulation of such sounds
as or „ I ‟ or and „or‟ as in load and
road in (English)
Teacher to recite words with difficult

sounds.
Use play songs if any, to teach some of
the sounds and rhymes paying attention
to sounds, specific words and sentence
patterns.
UNIT 7
ASKING AND 1.7.1 ask and answer questions Introduce questions and answers
Revision of questions and In pairs or groups, pupils answer
ANSWERING correctly involving, when, why, how
answerer on “what?, where? questions using when, why, which
QUESTIONS: and who? how
Pupils listen and repeat questions and
What? answers.
Introduce questions using
Where? question markers involving
Who? “when?, why?, which? how?” Use drill to teach the questions. Pupils
When? in pairs, ask questions for their partners
Why? Question: to answer.
Which? eg.
How? Note: to avoid boredom make the
i. When did you come?
ii. Why are you here? lesson activity based.
Pupils work in pairs/groups to practise
iii. How did you go?
answering questions using, when, why
Iv How many pencils do you
have? and who.
v. Which one is your book?
44
ACTIVITIES
UNIT 7
The pupil will be able to: Answers:
ASKING AND
ANSWERING i. I came yesterday. Go round to listen to pupils and
ii. I am here to study motivate then to talk freely.
QUESTIONS:
iii. I went by a taxi Pupils role-play the lesson.
iv. I have two pencils.
What?
Where? Ga:
Who? i. Mεε be oba?
When? ii. Mεεba oyôô biε?
Why?
iii. Te ofee tεåå ni otee?
Which?
How? iv. Pεnsili enyiε oyôô?
i. Miba nyε
ii. Miba nikasemô yε biε
iii. Mikε „taxi‟ ni tee.
iv. Miyε pεnsili enyô
Ewe:
i. Xe ka êie/Gbe ka gbee nèva?
ii. Nu ka tae nèle afisia?
iii. Alekee nèwô yi?
iv. Pensil nenie le asiwò
i. Meva etsô
ii. Mele afi sia be masrŸ nu
iii. Meðo taxi yi
iv. Pensil eve le asinye.
Dangme:
i. Mεni be o ba?
ii. Mεni ha o ngε hiε ô?
iii. Kε o pee kε ya kεε?
iv. Pεnisile nyεmε o ngε?
i. I ba hiε.
ii. I ba ni kasemi
iii. I se tasi mi
iv. ngε pεnisile enyô
45
ACTIVITIES
As. Twi:
UNIT 7 (CONT’D) i. Da bεn na wobaeε?
ii. Adεn na wowô?
ASKING AND iii. Woyεε sεn na woleôeε?
ANSWERING iv. pεnsere ahe na wowô?
QUESTIONS:
i. Mabaa nnera
What? ii. Mewô ha sε mesua adeε
Where? iii. Mefaa talcsi
iv. Mewô pεnsere.
Who?
When?
Nzema:
Why? i. Kenle nzu a εrale a?
How? ii. Duzu ati a εwô εke a?
iii. Duzu εlεne εhôle a?
iv. Âlε pεnsele nyε?
I. Membale anoma
ii. Mewô εke kε mesukoa
iii. Menvale taazi
iv. Melε pεnsele nwiô.
Dagaare:
i. Dabuori, ka fo wa?
ii. Bonso fo kyε beebu?
iii. Wola ka fo da e gaa?
iv. magolabilii awola ka fo taa?
i. zaameå
ii. N waε kyε ka N zanne
iii. Taasll ka N da kpε gaa.
gaa.
iv. N taa la magdabilii ayi
1.7.2 use correct or appropriate Use questions to cover the ff: Construct new sentences as in content Pupils ask and answer
pronunciation and intonation in When will you go? for pupils to answer using correct questions using correct
asking and answering I will go tomorrow. intonation and pronunciation. intonation and
questions
Why are you late? pronunciation
Why do you go to school?
I go to school to learn
How do you go to school?
I walk to school
Where is your school?
46

ACTIVITIES
TIME BY THE HOUR 1.8.1 tell the time by the i. The time is 9 o‟clock Using model clocks, guide pupils to tell Pupils in turn tell time
AND HALF HOUR Hour and Half Hour. ii. The time is 12:30 in the the time by the hour and by half hour. by the hour and half
AND DAYS OF THE afternoon. hour using a model
WEEK iii. it is 30 mins past 12 0‟ clock. clock.
i. The time is 12:30 in the afternoom.

ii. The time is 30 mins past 12 o‟clock
The time is 9 o‟clock.
1.8.2 mention the days of the week in Days of the week: Guide pupils to learn the names of the Pupils mention the days
chronological order. Monday, Tuesday, Wednesday, days of the week in a chronological of the week on which
Thursday, Friday Saturday, order in the Ghanaian Language. they were born.
Sunday.
Mention these days in the Pupils to answer questions on what Pupils in turns mention
Ghanaian Language and guide they do or their parents do on the the days of the week
pupils to study them. various days of the week.
47
PRIMARY 2
SECTION 2
GRAMMAR
use grammatical forms correctly in speech and in writing.

ACTIVITIES
UNIT 1
2.1.1 identify nouns in simple Naming people, pets, places and objects. Display pictures of selected objects e.g. Pupils copy sentences from
sentences Eg. people: Abu, Amina etc box, cats, chair etc. and name them. the board and underline the
IDENTIFY nouns in them.
NOUNS IN Pets: dog, cat etc. Use the names in simple sentences.
SIMPLE Places: Accra, school etc.
SENTENCES Objects: box, chair, etc. Pupils identify nouns in simple
sentences
2.1.2 use nouns in constructing Use different nouns to form sentences eg. Using names of objects in the Pupils copy simple incomplete
simple sentences. Kofi, market trees, stone etc. classroom, pupils form simple sentences and fill in the gaps
eg. The book is on the table sentences. with given nouns.
Ga: Wolo lε ka okpôlô lε nô
Ewe: Agbal…a le kplôa Pupils use given nouns to
dzi. form sentences.
Kasem: Tônô kom wo
teibole dem baåa ne
Dangme: Womi ô ngε okplôô
ô nô
Dagaare: A gaue be la a
tabool øu
Gonja: Kawol na deå
teebul na so.
Nzema: Kenle nzu a εrale a? Duzu ati a
εwô εkea? Duzu εlεne a εvale
εhôle a? εlε pεnsele nyε?
Membale anoma. Mewô eke kε

mesukoa. Menvale taazi. Melε
pεnsele nwiô.
48
UNIT 2
2.2.1 identify verbs in simple Use action words (verbs) eg. jump, play, Pupils perform actions and say what they Provide simple sentences
IDENTIFY sentences. walk, write etc. are doing. for pupils to identify the
verbs in them.
VERBS IN 2.2.2 use verbs in speech and Use different verbs to form simple sentences. Use habitual verb form to express habitual
SIMPLE in writing. actions. Pupils copy and underline
SENTENCES Eg. Kofi goes to school. habitual verbs in simple
Fante: Kofi kô skuul. sentences.
Nzema: Kofi kô sukulu
Dagbani: Kofi chni shikurn
Kasem: Kofi vei sikuuli
Dangme: Kofi yaa sukuu
Dagaare: Dεre maå gaa la sakuuri.
Gonja : Leseni la kasukurbia na
UNIT 3 2.3.1 use the various forms of Revise questions and responses:
Using the various forms of “do, be, have” in In pairs or groups, pupils ask
“do, be, have” questions and responses. What is your name? My name is or respond to various
QUESTIONS appropriately in …………. questions using „do, be,
AND questions and Do you like oranges? Who are you? I am a ………………… have‟.
RESPONSES responses Yes, I do or No, I don‟t, Where are you going? I am going to
…………. Pupils ask and answer
do, be, have in Are you a school girl? questions using the
positive and Yes, I am or No, I‟m not. Introduce various questions with “do”, “be” appropriate responses.
negative and “have” with appropriate responses as
sentences Have you got a pencil? in content
Yes, I have.
No, I do not have a pencil. Pupils in pairs: One to ask a question with
No, I haven‟t got a pencil (used in speech). do, be and have, and the other to respond
in complete sentence (Pupils to give
Dagaare: Fo taa la pεnsile be? answers in both positive and negative
Kasem: N jege pεεnsole na? forms, YES and NO)
Akwapim Twi: Wowô pεnsere
anaa? Write some of the questions and
Ewe: Pensil le asiwòa? responses on the chalkboard.
Ga: Oyε pεnsil lo?
Nzema: εlε pensele ô? Pupils repeat correct questions and
Gonja: Fo kô klembi aa? responses.
Yes, I have.
Dagaare: oŒ, N taaε la
Kasem: εε, a jega
Akwapim Twi: Yiw mewô bi
Ewe:„ , ele asinye
Ga; Hεε, miyε eko.
Nzema: εhεe, melε bie.
49
UNIT
SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
IDENTIFY AND USE 2.4.1 use the Simple Using the simple Introduce the simple present in repeated Pupils make up sentences
VERBS IN SHORT Present (Habitual) in Present Tense (Habitual) in action i.e., (habitual) with several examples using the simple present to
sentences sentences. using “everyday”. express actions that happen
PASSAGES e.g. again and again (Habitual).
1. I eat every day. Pupils give examples of sentences in simple
Simple present 2. We pray everyday present (habitual). Pupils underline simple
habitual 3. Afua cleans her teeth everyday. present (Habitual) verbs in
4. The girls learn everyday. Engage pupils in situations and drills for sentences and in passages.
practice.
Asante Twi: Medidi dabiara
Dagbani: N diri biεêukam Introduce the use of „always‟ and „every day‟ in
Gonja: mee ji karεcha kikε sentences in context in the Simple Present
Ga: Miyeô nii daanεε Tense.
Dangme: I yeô ni daa ligbi
Nzema: Dahuu medi aleε. e.g. Memuna always cleans her teeth
Kasem; A di dε maa ma. John cleans his teeth everyday
Dagaare: N maå di la seemaa
Pupils make up simple present sentences
bebiri zaa
using always and everyday
50
DOING WORDS 2.5.1 use the present Using the Present Continuous Revise simple present tense and introduce Pupils use the present
continuous tense in Tense appropriately in simple continuous tense using appropriate situations continuous tense in simple
SIMPLE PRESENT simple sentences sentences. or sentences sentences.
CONTINUOUS e.g.:
SENTENCES
Make pupils aware that the Present
We are learning Twi
Continuous Tense is used for activities in
progress:
She is singing.
I am standing in front of the class.
He is sweeping. She is writing on the board.
He is talking.
We are learning Ewe now. It is raining.
You are sleeping in class.
They are laughing.
(See other examples in content)
e.g. She is singing. Introduce “Now” in Present Continuous Pupils use the present
sentences. e.g. continuous including „Now‟ in
Dagaare: O yiele la.
simple sentences.
Kasem: O wora o leeni mo. Now we are learning Ghanaian language
Akwapim Twi: ôreto dwom. We are learning Ghanaian language now. Pupils fill in blanks using the
Ewe: Ele ha dzim.
Pupils make up sentences in present appropriate form of the
Fante: Ôrotow ndwom. present continuous verb
Dangme: E ngε lae. continuous using “Now”
Nzema: ôlεto edwεne.
Dagbani: O yiinila yila
Gonja: E bee boå ka she
51
UNIT 6
2.6.1 use the simple past Some Ghanaian Languages Introduce the simple past by giving examples Pupils
DOING WORDS tense correctly in have morphemes (past markers) in sentences, e.g. i. change sentences from the
simple sentences. to indicate the simple past tense. Simple Present to the Simple
SIMPLE PAST He climbed the tree. Past.
SENTENCES Others get their past tense within She danced.
the context, while others use the ii. change simple continuous
bare form of the verb as the past Let pupils understand that the Simple Past sentences to simple past
tense verb. refers to actions completed at a definite time in sentences
the past.
Eg. Pupils in pairs, one gives a sentence in the Provide simple present
I walked to school. simple present and the other changes it into sentences for pupils to write
the Simple Past e.g. in simple past in their
Dagaare: N da kyεå gaa la exercise books e.g. I am
sakuuri I enter the classroom. talking to my friend;
Kasem: A vei sikuuli dε nε mo. I talked to my friend
Akwpaim Twi: menawtew kôô Ga: Miboteô sukuutsu mli
Sukuui. Twi: Mewura sukuu dam no mu.
Ewe: Mezo yi suku. Dangme: I sεô sukuu tsu ô mi
Fante: Menantsewee kôr skuul. Ewe: Megana ðe sukuxô me.
Ga: Minyiε kεtee sukuu. Dagaare: E kpeε na a kelasi diông
Nzema: Mendiale mengôle
sukulu. I entered the classroom.
Dagbani: N daa chaåla tiåa n-
chaå shikuru Ga: Mibote sukuutsu mli
Gonja; N nite na n yô sukuru Twi: Mewaraa sukuudan noo mu.
Dangme: I sε sukuu tsu ô mi
Ewe: Mege ðe sukuxô me.
Dagaare: E kpε na a kalasi diông
52
UNIT 6 (CONT’D) Pupils to continue with other examples:

I talk to my friend. I talked to my friend
DOING WORDS I kick a ball. I kicked a ball.
I wash my school uniform. I washed my school
uniform.
SIMPLE PAST
SENTENCES Introduce the concept of “yesterday” and its
Use of „yesterday‟ and other
forms that denote past forms. use in Simple Past sentences with some
examples:
Yesterday, I visited my uncle.

I visited my uncle las year.
Pupils construct sentences in the simple past Pupils write sentences in the
using “yesterday” and other forms that denote simple past using
past. “yesterday” and other forms.
53
POSTPOSITIONS 2.7.1 use postpositions Use of the following postpositions: Revise the use of postpositions e.g. in, on, Pupils fill in gaps with
correctly in sentences under, postpositions.
e.g. in, on, under, near,
-Using objects or items, demonstrate the use Pupils identify postpositions
Dagaare: poô puliå, zu of in, on, under, in sentences and short
Kasem: wone, kuri ne baåa ne -Pupils pick up various things in the classroom passages.
Akwapim Twi: Mu, ase, so e.g. pens, pencils, bottle tops, etc. and
Ewe: me, dzi, te/gôme, xa/gbô demonstrate the use of the above-mentioned
Fante: mu, ase, do postpositions.
Dangme: mi, sisi, nô
Dagbani: ni, zuêu, gbunni, shee
Gonja: to, so, kaseto, tagato
2.7.2 use the various Use the following postpositions in Revise the use of in, on, under and near, Pupils to use the
postpositions sentences: in, on, under, near, postpositions appropriately in
appropriately in below, beside, over Guide pupils to demonstrate the use of below, sentences.
sentences and through beside and over.
actions Use of post positions by placing or
positioning things as indicated Pupils pr actise the use of the various
appropriately in sentences. postpositions. e.g.
e.g. The pen is under the box.
The cat jumped in the Efua, stand on the table;
room. The cat is under the table.
He is standing on the The dog is standing below the tree.
table. The boy is standing beside the goal post
The broom is near the chair. He kicked the ball over the bar
54
DESCRIBING 2.8.1 use describing Meaning of describing words: Use describing words to qualify nouns in Identify describing words in
WORDS words in simple Describing words (adjectives) give sentences. sentences.
sentences. more information about people,
animals and things e.g.
Adjectives
The fair boy is crying. Pupils use nouns, pronouns and
The small cat is under the chair. demonstratives in simple sentences
Ama has a beautiful dress
Eg:
Asante Twi: Abarim aa kôkôô no Pupils mention various fruits and vegetables. Pupils draw objects, colour
resu. Write them on the board. them and write simple labels
Nzema: kakula nrenyia kôkôlε ne e.g. under them using describing
εlεsu mango tomato words e.g. a yellow orange
Dagbani: Bidibila øee maa kuhirimi pawpaw carrots etc.
Gonja: Kebia yεnbi peper na bee banana kontomire, etc. a big tomato
shu a small mango.
Ga: Gbekε nuu tsuru lε miifo Pupils describe the fruits using colours e.g.
Ewe: åutsuvi dz… la le avi fam mango: green yellow red
Kasem: Bakeir- naseno won keeri tomato: green red, etc.
mo.
Assist pupils to explain that each colour or
Dagaare: A bizeε na kono la
size describes a fruit or vegetable
Choosing colours to describe fruits
and vegetables e.g.
Pupils to describe people and objects using
orange - red
any of the following words:
banana - yellow
pawpaw green
slim big orange
pepper white
dark or fair
kontomire - green
tall or long or short small pawpaw
clean or dirty
Words of size to describe people or
big or small
objects e.g. fat, slim
55

Pupils copy at least
Pupils form simple sentences with describing sentences and underline
DESCRIBING 2.8.2 use describing Examples of sentences with words.
words in sentences describing words. describing words.
WORDS
to show size, shape, The slim boy is running (size) Pupils construct sentences by using one
length etc Ali is eating green pawpaw (colour) describing word from each of these classes in
Adjectives
Nyamekye has a pink dress their exercise books.
(colour)
Size: big, small, slim, fat
Colour: red, green, yellow, brown, black, white
Shape: round, square, rectangle, triangle
Length: long, short
2.8.3 use ordinal words Using ordinal words to describe Assist pupils to learn first, second and third as
to describe position Select five girls in the class
position: First, second and third etc. referring to number 1, 2, and 3 byintroducing and arrange them by height
ordinal words with the following example: as first, second etc
Five people ran a race. Select five boys in the class
Koku won the race. He came first in the race. and arrange them by height
Bawa came second. as first, second etc
Yeboah came third.
Nii came fourth and Mensah came fifth. Pupils use the ordinals to
Mensah was last in the race. form sentences.
Make further examples for class work e.g.,
In a football match the scores of the four

teams were as follows:
Red team scored 3 goals

Blue team scored 7 goals
Yellow team scored 2 goals
Green team scored 5 goals
Arrange the teams in order by the number of

goals they scored: First, second etc
56
PRIMARY 2
SECTION 3
READING SKILLS
1. read simple and compound sentences.
2. spell simple words and write dictation consisting of simple two or three letter words.
ACTIVITIES
3.1.1 identify sounds that make up Identifying words and sounds Prepare sounds with corresponding Pupils identify words, pronounce
PHONIC WORK words using pictures and real objects: pictures and assist pupils to pronounce and indicate sounds made and
ball, dog, ant etc them repeat them.
Recognizing different sounds in Pupils to identify and pick cards that Pupils to group all the vowels in
words e.g. vowels and represent particular sounds words given them
consonants
3.1.2 make picture dictionaries Picture dictionaries based on Collect old pictures from newspapers, Pupils to identify and pronounce
phonic work and vocabulary magazines etc., and paste them in the the sounds which correspond to
items. Separate pictures dictionary in alphabetical order in the the words found in the picture
according to initial phonic Ghanaian Language dictionary
UNIT 2 sound or letter
MATCH AND READ

ACTION WORDS
WITH NAMES OF 3.2.1 match action words with Action words eg. Use a word game to match with Pupils match action words with
OBJECTS/PICTURES corresponding pictures. corresponding pictures. corresponding pictures.
bô to kick (Akan)
Use word cards and simple reading Pupils read from word
se n duri to run (Kasem) games to reinforce word recognition. cards/primer.
a, zo (Dagaare)
ye eat (Ga)
fia kick (Dangme)
no drink (Ewe)
57
ACTIVITIES
3.2.2 match names of objects Objects: Use dialogue to introduce pupils to Pupils read aloud
MATCH AND READ with pictures reading from the Primer etc. individually by
ACTION WORDS sεi chair (Ga) matching names of
WITH NAMES OF Pupils read aloud in groups. objects with pictures.
OBJECTS/ sekan - knife (Akan Attend to each group to correct
PICTURES pupils‟ pronunciation and tone.
asi - hand (Ewe)
dade - iron (Dangme)
dendôre - door (Dagaare)
dadeε – knife (Nzema)
bworu – door (Kasem)
UNIT 3 dunoli - door (Dagbani)
Kukulo - door (Gonja)
READ SIMPLE 3.3.1 read short, simple Sentences: Provide pupils with suitable graded cards, Pupils to read aloud
SENTENCES sentences and passages - on graded cards booklets, course book and suitable with correct
AND TEXTS - in booklets supplementary reading materials pronunciation.
- in the course book
- in any supplementary reading Conduct pronunciation drill on key words and
materials with similar difficult expressions.
standard of vocabulary and
structures Use flash cards to reinforce the key
words and difficult expressions
Provide model reading and encourage individual

pupils to read from graded cards, booklets,
[
course books and supplementary reading
Simple sentences of materials.
about four to five 3.3.2 read short passages of
simple sentences of about Reading for comprehension Read sentence(s) out to pupils. Pupils read words
words
four to five words. Reading short and simple sentences - Drill pupils in reading the sentence(s) and sentences from
made up of words pupils have learnt - Pupils identify sentence(s) and words word or sentence
to speak. fromword cards, sentence cards and cards.
from the chalkboard.
NOTE: Pupils answer
Assist pupils to: Pupils to answer questions on the following: question on short
- interprete meaning of pictures Meaning of picture or pictures passages read.
- make predictions of what will What is happening in the picture?
happen next What will happen next? (after the scene in the
- identify the titles and authors of picture e.g. A woman buys tomatoes, onions and
books fish. What will she do with them in the house? )
- explain simple vocabulary (See content for more on what to do)
- answer simple questions
58
3.4.1 spell simple and Spelling drill on simple and familiar Read out simple words (two to four letters) Pupils correct mis-spelt words
SPELLING AND familiar words words; spelling games using the for pupils to spell. and re-arrange jumbled words
DICTATION computer.
Simple materials in spelling using books or
dictionaries or the computer.
Read out words for pupils to write on the

board or in their exercise books.
NOTE: Select words from the class reading

books or from story books they read.
3.4.2 spell and write Spelling drill on pupils‟ own names. Give slips of paper containing pupils‟ names Pupils spell their names and
their own names for spelling orally. write them in their books.
Select pupils to come to the board and write

their last names
(Class to comment on the correctness of the

spelling of the names)
3.4.3 write familiar words Dictation of familiar short words Read about five familiar words for pupils to Pupils write words dictated.
correctly from write in their exercise books
dictation
Supplying Missing Pupils fill in blank spaces in
3.4.4 fill in blanks with Filling in blanks with words in Pupils practise blank-filling exercises using
Letters and Words sentences correctly with words
letters and words simple sentences. letters, words and sentences produced by
correctly pupils themselves. suppled by the teacher.
Pupils fill in blanks with letters or words e.g.

sch - ol
cl-ss - oom
Kofi - a boy
This – a new dress
59
ACTIVITIES

3.5.1 read compound sentences A Unit or Lesson in the class Show a card with a conjunction and help Pupils form and write
READ COMPOUND with fluency. reader. pupils to read it, e.g.: and, but, or, etc. compound sentences.
SENTENCES
Abena eats rice and yam (Rice Explain why we use conjunctions
and yam at the same meal) Give a simple sentence with conjunction Let pupils identify and
read compound sentences
Abena eats rice or yam (Any of Show two cards with two simple from the class reader.
the two at a meal) sentences to pupils and ask them to read.
She went to the shop but did Assist pupils to join the two sentences into one by
not buy anything using a conjunction.
60
UNIT 6:
LIBRARY`
1. General Objectives: Pupils will:
i. develop the love for reading:
ii. develop interest in and acquire the habit of reading for pleasure and for academic purposes
iii. read for information on various topics
2. Specific Objectives: Pupils will:
i. acquire the skills for handling books;
ii. talk about what they see in books;
iii. read a minimum of 15 simple picture story books
iv. express their views and answer simple questions on stories read and the characters in them;
v. talk and write about books read.
3. General Guidelines on Library Work
(i) Introduce pupils to books or library
(ii) Introduce pupils to books with special emphasis on handling and care
(iii) Introduce pupils to the class or school library and how it is organised
(iv) Educate pupils on library rules, such as borrowing procedures and care for books.
4. Starting The Class or School Library
A library could be a room full of books or a simple collection of books neatly arranged in cartons or boxes and available for pupils to read.
Teachers can start a class or school library with scrap-books made by teacher and pupils. Such books should be made with brightly coloured pictures and drawings. Every
school should therefore, be able to start a simple class or school library. Textbooks that are no longer in use and other discarded books could be used to begin a class or
school library.
61
5. Equipping A class or School Library
Books for the Library could be obtained from other sources such as:
The Ghana Education Service (GES)
The Ghana National Association of Teachers (GNAT)
The District Assemblies
The School Management Committee
Past Pupils
Churches and Other Organizations
Philanthropists
Ghana Library Board
Ghana Book Trust
Non-Governmental Organizations (NGOs) such as:
World Vision
Plan International
Save the Children Fund
The Rotary Club
Valco Fund
European Economic Community
Friedrick Egbert Foundation
Fredrick Nauman Foundation
Zonta International
ADRA
UNICEForUNESCO, etc.
6. Maintaining The Class or School Library

Teachers must ensure that books in the library are properly kept and maintained. Books that get torn or damaged must be mended promptly. Teachers must also ensure
that books do not get lost and pupils must be advised to prevent thefts.
7. Generating Interest in Reading
Reading Targets:
Reading is crucial to progress, not only in Language, but in all other subjects. One way of encouraging the primary school child to read is to make suitable reading
materials available, and set minimum reading targets. The target is 15 books for the year, five books a term. It is expected that given the necessary encouragement many
children will exceed this target.
Teachers should use various approaches to generate interest in library reading including the following:
i. making sure children see them reading library and other books;
ii. giving summaries of books read and recommending them to pupils,
iii. retelling stories read to class.
iv. giving time for pupils to tell stories read to the class and dramatizing part of books read.
v. dramatizing parts of books (stories) read by pupils; writing short stories.
vi. giving prizes to pupils who read a lot of books and to those who make remarkable progress in library reading.
vii. selecting comprehension passages from class library books for terminal examinations and SBA tests and tasks.
8. Checking on Pupils Reading
Teachers should introduce measures to check on pupils‟ reading. One way is to introduce a library reading sheet as shown on the next page.
62
PRIMARY 2
SECTION 4
General Objectives: The pupil will
1. develop and apply the skills of good handwriting.
2. communicate his or her ideas effectively through the writing simple sentences.

ACTIVITIES
The pupils will be able to:
UNIT 1
4.1.1 copy sentences clearly Copying short sentences Provide short sentences for pupils to copy Pupils copy out specific
PENMANSHIP clearly and boldly sentences, verses and songs.
AND COPY Penmanship: Writing should
be bold and clear. Write letters of the alphabet that pupils find (Teacher to check for
WORK
difficult to write on the board. Examples of these correctness)
are:
Purposeful Ascenders (bar letters)
Copying of:
b d t Ifñ
Descanters (tail letters)
g p y å ê
Sentences,
4.1.2 write and practise saying Writing sentences with which Pupils write the letters in their exercise books. Pupils write a dictation on
Verses, Words of
letters or words with pupils have difficulty Go round and advise on appropriate simple words picked from
Songs, Prayer
which pupils have penmanship. verses, songs etc. learnt.
difficulty
Guide pupils to write the verses, words of songs,
etc. correctly.
Guide pupils to copy words or verses correctly.
Guide pupils to practise writing and saying

letters or words with which they have difficulty.
NOTE:The statements or words copied must be

checked for correctness
63
UNIT 2 The pupils will be able to:
UPPER CASE 4.2.1 use lower case and Using the upper case letters at Using a number of simple sentences. Assist Pupils to write simple sentences on
AND LOWER upper case letters the beginning of a sentence pupils to learn that the first letter of every the board using upper case and lower
correctly in sentences and to begin proper nouns. sentence should be an upper case letter; the case letters
CASE LETTERS
and in short passages e.g. rest of the words in the sentence are then
Ama goes to school everyday written in lower case letters. Pupils rewrite sentences and
We play football passages using upper case letters
only
UNIT 3
4.3.1 write or copy correct Writing sentences based on i. Explain how a substitution table is Pupils copy sentences from a
WRITING sentences from a given grammatical items or used e.g. substitution table.
CORRECT substitution table structure from a substitution a book
SENTENCES table. Eg. I have a pen
FROM A Simple present or past, a pencil
SUBSTITUTION pronouns, adjectives etc.
TABLE. ii. Demonstrate reading or writing
sentences from a substitution table.
iii. Give sufficient oral practice
Note: Substitution tables may be used

throughout the year whenever we teach a new
topic or structure. Teacher to create his or her
own substitution table.
UNIT 4
PUNCTUATION 4.4.1 use the full stop Pupils practise the use of full stops in
Full stop ( . ) Explain the need for correct punctuation,
(THE FULL STOP) correctly in sentences especially the use of the full stop in sentences. short sentences.
Is used at the end of a
complete sentence i.e every
Illustrate the use of the full stop with examples
complete sentence takes a full
from short sentences from pupils‟ readers. Give
stop at the end.
a lot of practice and ensure the correct use.
Sentences begin with a capital
e.g.
letter (Upper Case)
John walks to school everyday.
64
ACTIVITIES
NAMES OF OBJECTS 4.5.1 write short sentences about Write sentences using naming Using real objects and pictures, pupils Pupils draw their pets and name
objects and pets. words (pets or objects) eg. The name objects and the things in the them.
IN THE HOUSE
cat, stone pictures
Ga: alônte, tε
Ewe: Dadi, kpe Pupils write the name of their pets.
Dangme: ati, tε
Kasεm: diga bu,tiabu kandwε Pupils use names of objects and pets in
Dagbani: jenkuno, kuêili writing short sentences.
Gonja: jiblaå, kejembu
UNIT 6
SHORT SENTENCES 4.6.1 write short sentences about Mention names of people and places. Pupils sit in groups to talk about
Short sentences about people
people and places and places e.g. Abu is sick Use the names in short sentences. people and places they know.
Kumasi is beautiful. eg. Amina is going to Tamale.
There are many people in the Ga: Amina miiya Tamale. Pupils write short sentences
market. Ewe: Amina yina ðe Tamale. about people and places
Dangme: Amina yaa Tamale.
Kasem: Amina maa vei Tamale.
Nzema: Amina εlεkô Tamale.
Give a substitution drill for pupils to use

the names of people and places in
sentences.
65
[
REFERENCES
1. NALAP Series
2. Bereau of Ghana Languages Books
3. GES Approved Textbooks.
66
PRIMARY 3
SECTION 1
ORAL SKILLS
1. develop confidence in listening and speaking.

2. increase ability to express themselves orally.
3. respond to and appreciate songs and other literary material

LISTENING TO 1.1.1 listen attentively to Selected poems or songs for Pupils listen to teacher recite poems or songs. Pupils perform actions in
POEMS AND poems or songs and listening and recitation, with poems or songs learnt
SONGS recite or sing them correct stress and rhythm. Pupils repeat the poems or songs after teacher.
with correct stress
and rhythm Pupils repeat lines of the poems or songs
clapping or beating the rhythm.
Listening to Poems
1.1.2 tell what the Meaning of poems or songs Through questions, assist pupils to explain what Pupils answer questions on
or songs selected based on words and the poem or song is about. poems or songs learnt.
poems or songs are accompanying actions.
about Pupils recite a poem or sing a song and perform
the actions in them.
1.1.3 explain the key Key words and moral values in Assist pupils to:
Pupils use key words in poems
words and state the poems or songs. - identify key words and rhyming words in
to formsimple sentences.
values in poems or poems or songs
songs - explain the key words in the poems or songs
Pupils recite poems individually
- identify the moral values in the poems
and in groups.
-state relevance of poems or songs to real life
situations
67
LISTENING TO 1.2.1 listen attentively to Listening to and carrying out Give simple instructions to class and guide class Pupils give and carry out
DIRECTIONS AND simple instructions simple instructions to carry out the instructions. Use the example in instructions in groups or pairs
and carry them out the content and other appropriate ones.
INSTRUCTIONS
Examples of instructions:
Go to the cupboard, pick a Using other examples, give instructions to pupils
green (or red) book and give it individually and guide them to carry out the
to Mary (or Lariba or Osei) instructions.
Pick up your chair, take it to In pairs, one pupil gives an instruction, the other
the door and sit on it. carries out the instruction.
Instructions can sometimes be

commands. When the
headmaster gives you
Carrying Out instructions, he/she is giving
Directions you commands
1.2.2 listen attentively to Showing a friend or visitor Guide pupils to use correct pronunciation, stress Pupils practise giving and
directions and carry where to go, where to turn to and intonation as they give the instructions. following directions
them out get to a specific place.
Examples: Give simple directions or instructions to pupils
- how to get to the head- in groups, e.g.
teacher‟s office Go outside the classroom, turn left and go to the
- how to get to the post office second door on the left.
1.2.3 give directions Listening carefully to directions Give directions to individual pupils using „turn In pairs, pupils give directions or
accurately and giving clear and correct left‟, turn right‟, „go forward‟, „look for a blue door instructions to specified places
directions. on your right‟, (or look for a big tree on your
right.) In pairs, one pupil gives directions and the
other follows the directions to a specified place. Pupils look for the hidden items
following directions.
Treasure Hunt: Hide a small treasure
somewhere in the classroom or in the
playground. Then give the children a set of
directions to follow to find the treasure.
68
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
UNIT 3
1.3.1 listen to simple and Listen to simple and interesting Pupils select suitable and interesting stories; retell Pupils tell stories about
STORY interesting stories and stories and identify key words the stories to class and identify key words activities events they have witnessed
TELLING mention some of the key and issues in the stories. and moral in the stories and stories they have heard
words, issues and to class.
morals in them
1.3.2 read simple stories Retell simple stories using Pupils retell simple stories with appropriate, actions, Pupils tell stores they have
and retell them with miming and demonstration. gestures and demonstration. read to the class.
actions
Retelling a story with actions Guide pupils to tell their own stories and also talk
about stories they have read or heard with actions
1.3.3 dramatize or mime Dramatizing or Miming whole or Post Story-Telling Activities In pairs or groups pupils
whole or parts of a story parts of, and imitating actions Retell whole or parts of a story dramatize or mime stories in
or imitate some actions and or sounds in stories Dramatize or mime whole or parts of a story class.
and or sounds in a Stories about Imitate actions or sounds in a story
story People, places, animals, home Pupils answer simple questions.
and everyday activities: Draw or model scenes from
school activities Take pupils on field trip to places of interest. stories read or told.
occasions or events or parties
Individuals talk about what they saw on the field trip
Visits or excursions to different to class and pupils ask questions.
places: zoo, harbour, forest
reserves, market, shops, post NOTE:
office, children‟s park etc. Encourage free expression. Note and correct only
Language Use gross errors in grammar or pronunciation after
-Use of the past tense in stories narration or telling.
-use of adverbs and descriptive
words to enhance narration.
NOTE:
Stories to aim at teaching
values e.g. Unwillingness to
hurt other people; Gratitude etc
1.3.4 identify the structure of Parts of a story: Guide pupils through questions to be aware of the Pupils follow the structure to
a story and use it to tell beginning, middle and ending beginning, middle and ending of stories. tell stories.
their own storis
Eg. Beginning of story
Twi: abra, abra oo …………
Nzema: Bɛ die me nwôra ko oo ……..
Dangme: I tiae nyɛ ……..
69
ACTIVITIES
1.4.1 talk about his or her Pupils‟ own dreams, interesting or Let pupils who have had interesting Pupils tell stories or
CONVERSATION experiences and that of frightening encounters, etc. dreams, watched interesting events, etc. personal experiences for
others Other peoples‟ dreams, narrate their experiences individually and others to listen and ask
experiences, films watched etc. vividly while the others listen attentively questions
and ask questions
1.4.2 name the basic things used At home- Pupils mention the basic things used at Pupils model some objects
at home and in school broom, bucket, sponge, home and in school e.g. bucket, broom, used at home with clay or
towel, comb, pillow, etc. clothes, mat, spoon, pan, etc. draw pictures of them.
At School:
- chalk, pencils, tables, bean Names of some things used at school e.g.
bags, register, textbooks, etc chalkboard, chalk, pen, duster, chair, table,
etc.
1.4.3 describe how some basic How used at home: Pupils to give practical demonstration of Pupils answer questions
items are used at home and in brooms for sweeping how some basic items in the home are orally on how items are
school pillow for sleeping, etc. used. used at home and in school
How used at school:
Textbooks - for reading Individual pupils demonstrate
Chalk for writing practically the use of some of the
Duster for cleaning the board. items used in school
1.4.4 demonstrate how some Maintenance : e.g. Through dialogue discuss Pupils to clean and maintain
basic items used at home washing clothes how to maintain the items used at home a some items e.g., bucket,
are maintained washing bowls and in school: napkin, etc.
scrubbing buckets - washing bowls
drying towels - scrubbing buckets Pupils demonstrate the use
ironing clothes etc. - polishing shoes, etc. and maintenance of some
selected items in the
Books in cupboards or book school.
boxes, school uniforms, shoes,
handkerchiefs, school bags etc. Pupils model with clay or
draw some structures,
objects, etc. on the school
compound.
70
UNIT 4 (CONT’D)
1.4.5 state the names of Names of major rivers in Pupils mention the names of the rivers or Pupils find out the names of
some major rivers in Ghana: River Volta; River Pra streams in the area, or close to the area where some other rivers in the country.
CONVERSATION Ghana River Ankobrah River Densu the school is.
Pupils mention the names of the some major
Language use rivers in the country
Simple, present tense
active and passive forms,
descriptive words.
Names of major 1.4.6 mention the names of Cities and Towns: Accra, Pupils mention the name of the city, town or Pupils mention the names of
rivers, towns and some cities, towns and Kumasi, Sunyani, Tamale, village where their school is located as well as some cities, towns and villages
cities villages Bolgatanga, Wa, Bawku, the names of some cities, towns and villages in Ghana.
Takoradi, Axim, Ho, Keta, they know or have heard about
Cape Coast, Koforidua.
“Memory Game” Children play a game in which
they have to remember the names of many
Ghanaian cities. The first child names a city,
the second child must name the city mentioned
by the first child and then name another city.
The next child needs to mention the two
previous cities before they think of their own.
The game progresses like this until all children
have had a turn.
71
CONVERSATION 1.4.7 make polite requests and Make polite requests and Demonstrate the use of polite Pupils make polite requests in
enquiries enquiries using “May I”, “Can requests/enquiries by creating relevant given situations using “May I‟,
Making polite I”, “Can you”, “Will you”, situations for the occasion using „May 1? “Can “Can I” and “Will you”
requests “please” e.g. I?‟ and „Will you?‟
May I go out?
May I sit down? Pupils in pairs, one-makes a request with „May
Can I sit down? I‟, the other responds with „Yes, you may‟.
Can she go now? Pupils perform sketches from
Can you give me the book? Pupils in pairs, one makes a request/enquiry stories told, heard or read.
Will you come with me? with „Will you‟ the other responds with „Yes, I
Will you bring me the chair? will
Please give me your pen etc.
Asking and
answering
questions: 1.4.8 ask and answer Revision of questions and Introduce questions and answers involving In turns pupils ask and answer
What? questions correctly answers on what, where, who, what, where, who, when, why, which, how. questions using one of the
Where? when, why, how etc question markers studied.
Who? Pupils listen to teacher attentively and repeat
When? Questions using the above questions and answers involving the question
Which? question markers are asked to markers, eg.
How? elicit correct and appropriate i. Where did you go last night?
Why? answers from pupils. ii. What are you doing?
iii. Who is your teacher?
iv. When will you go?
v. Why is he crying?
vi. How did you do it?
Use drills to teach the questions and answers.
Pupils should provide answers to the questions.
In pairs, pupils ask and answer questions using

the question markers.
Go round and listen to pupils as they ask and

answer questions
Pupils role-play the lesson.
72
TIME BY THE HOUR 1.5.1 tell the time by the i. The time is 7 o‟clock. Using model clocks guide pupils to tell the time
hour and minutes. ii. The time is 5 minutes past 8 by the hour and by minutes.
AND MINUTES AND
o‟clock.
DAYS OF THE iii. The time is 10 minutes past 8
WEEK o‟clock 12
11 1
iv. The time is 15 minutes past 8
o‟clock. 10 2
v. The time is 20 minutes past 9 9 3
o‟clock.
v. The time is 7 minutes to 11 8 4
o‟clock
7 5
6
i. The time is 7 o‟clock.
12
11 1
10 2
9 3
8 4
7 5
6
ii. The time is 5 minutes to 8 o‟clock
12
11 1
10 2
9 3
8 4
7 5
6
iii. The time is 10 minutes past 8 o‟clock.

73
TIME BY THE HOUR 12

AND MINUTES AND 11 1
DAYS OF THE 10 2
WEEK
9 3
8 4
7 5
6
iv. The time is 15 minutes to 8 o‟clock
12
11 1
10 2
9 3
8 4
7 5
6
v. The time is 20 minutes past 9 o‟clock.
1.5.2 mention the days of the Days of the week Monday, Pupils to mention the days of the week and say Pupils mention the days of the
week in chronological Tuesday, Wednesday, Thursday, what is done on those particular days of the week in ascending and
order Friday, Saturday, Sunday. week. Pupils mention the days on which their descending order.
village market days fall.
Give the names of the days of the
week in the Ghanaian Language.
74
ACTIVITIES
UNIT 6 1.6.1 perform a sketch from Sketch from an interesting Through questions, guide pupils to develop a Pupils perform sketches from
stories told or heard or story. sketch from a story heard or read. stories told, heard or read.
DRAMA read.
Provide details of characters Pupils perform the sketch developed
and costumes for the sketch.
Encourage many pupils to participate by having
group performances.
1.6.2 identify key issues and Key issues or moral values Pupils identify key issues in the sketch Pupils identify key issues in a
lessons in a sketch. and other values in a sketch. performed. story or lesson or sketch
e.g. selflessness, care for
public property, and service to Pupils identify the moral and other lessons in the
others sketch and explain their importance in real life.
1.6.3 state their personal Giving opinions about likes or Let pupils express their feelings about the story Pupils express their opinion on
opinion and feelings on dislikes of the story or or drama through questions like; some of the issues in a story or
events and characters in character or events. Did you like or dislike the story or drama? drama performed.
stories Why did you like or dislike it?
Which part of the story interests you most? Etc.
75
PRIMARY 3
SECTION 2
GRAMMAR
use grammatical forms correctly in speech and in writing

ACTIVITIES
UNIT 1
2.1.1 distinguish between the Singular and plural forms of Pupils name things around them for teacher to Pupils write short sentences
NOUNS – singular and plural forms nouns. write on the board. using singular and plural forms
of nouns. The plural is generally formed of nouns.
(Regular by adding a pluralizer which Assist pupils to understand the distinction
could be a prefix or suffix in between singular and plural (Singular refers to
nouns)
some cases. one thing; plural refers to more than one thing).
Using demonstration, introduce the plural forms

Singular Plural of nouns to class.
e.g.
boy boys Show a book to the class and say:
girl girls „This is a book‟ (singular)
chair chairs Add two or more books
„These are books‟ (plural)
2.1.2 use the singular and eg. English Divide the class into two teams and assign Pupils write the plural forms of
plural forms of Chair Chairs; table- tables numbers to each child from 1 to? Write on the nouns provided by teacher in
nouns correctly in board a number of plural nouns. Invite a child their exercise books and use
speech and in Asante Twi: ôpon, apon from each team to come up to the board by them to form sentences.
writing Dagbani: kuêu, kuêisi teebuli, calling out the number. Give them a marker or
Teebulunima chalk. Call out the singular version of the noun.
Gonja: Kabε, mbε, tabor etebur The first child to find its plural form and
Ga: sεi, sεii, okpôlôô okpôlôi underline it, wins a point for his team.
Dangme: ogbloba, agblobahi,
okplôô, okpôôhi Pupils take turns to give the plural forms of
Nzema: ebia, mbia nouns on the board.
Ewe: ŋutsu ŋutsuwo Pupils to use plural forms of nouns in simple
Kasem: jangôåô – jangônno sentences.
teibuli – teibula
Dagaare: tabol - tabola
76
ACTIVITIES
UNIT 1 (CONT’D) The pupil will be able to: Irregular nouns:
NOUNS – 2.1.3 form the plural of some Some nouns do not take either Assist pupils to identify nouns for which the Pupils identify irregular nouns
NUMBER nouns which do not take prefix of suffix for the plural but plural is formed by a change in the noun rather from sentences.
the usual pluralizer for instead change their form than the addition of pluralizer.
the plural but rather e.g.
(Irregular Nouns) change the form of the Singular Plural Pupils give the plural for nouns such as man,
word woman and tooth.
man men
woman women Using the changes noted above, assist pupils to
mouse mice learn the plural for all nouns listed in the content.
2.1.4 use plural forms of man – men Pupils individually, use the plural forms of nouns Pupils write the plural forms of
irregular nouns in Ga: nuu, hii in simple sentences nouns.
speech and writing Dangme: yo, yihi
Kasim: baaro, baara Teacher writes the sentences on the board and
Dagbani: doo, dabba, asks pupils to underline the plural nouns.
Nzema: sonla, menli
Dagaare: dôô, dôbô
Gonja: enyεn, benyen
NOTE
This may not be the case in all
Ghanaian languages.
77
ACTIVITIES
USING VERBS 2.2.1 use the Simple Present The simple present in Pupils give further examples of the simple Pupils make simple sentences
in sentences. sentences: present tense in line with teacher‟s examples. in the simple present.
Simple Present I eat everyday
I go to school Pupils identify the simple
Afua rides a bicycle present in sentences.
eg.
Kasem: A di de maama.
Akwapin Twi: Medidi dabiara
Ewe: Meðua nu gbe sia gbe
Fante: Midzidzi dabiara
Dangme: I yeô nni daa ligbi
Nzema: Dahuu medi aleɛ
Dagaare: N maå di la seemaa
bebiri zaa
Dagbani: sahakam ndira
Gonja: Mee ji karεchε kikε
Subject-verb
Agreement 2.2.2 identify the correct verb Through examples, help pupils to understand Pupils write sentences in the
Verb and pronoun agreement:
agreement. I. I eat that verbs agree with nouns or pronouns in the simple present tense and read
He or she eats sentence in English but not in the Ghanaian them correctly.
II. They eat Languages. In the Ghanaian Laanguages the
He or she eats verb does not change eg.
st rd
1 Person 3 Person
English I eat He/she eats
Dangme I yeô E I eat
Nzema Medi ôdi
Fante Medzi odi
Ewe Meɖ ua nu Eɖ ua nu
Ak.Twi midi Odi
Asante Twi medi ôdi
In the simple Present Tense, Assist pupils to understand what pronouns to

the third person singular verb use for inanimate, things and animals. Pupils use the first and third
takes an „s‟ in English. person singular pronouns to
form sentences.
Pupils give sentences in the third person
E.g. singular, ensuring verb or pronoun agreement.
He eats kokonte
Ga: Eyeô jiji Example: The cat sits on the floor. It sits on the
Dagbani: o diri konkonte floor.
78
The pupil will be able to: Gonja: E bee ji kude Pupils form their own sentences with given Pupils make simple
UNIT 2 (CONT’D) Dangme: E yeô kokoteku verbs and pronouns. sentences in the simple
present.
Ewe; Eæua kokonte
USING VERBS Kasem: O di kwonkontei Write pupils sentences on the board and guide
Dagaare: O maå di la kponkponti them to correct their errors.
Dagbani: O diri saêituliga
2.2.3 use the correct form of Verb Tense agreement: In the Simple Present tense, the first and
Verb tense forms This may be tonal or with tense
the verb to agree with second persons always take the verb in its bare
the noun or pronoun in markers. form e.g.,
simple sentences.
I go to school. I cook rice every day.
You go to school on Monday. We cook rice every day.
Efua sells in the market. You go to church on Sundays
Doh likes to play football. You all go to church on Sundays
We cook rice everyday. A nurse works in the hospital.
You all go to church on Sundays.
Nurses work in the hospital.
Eg. NOTE: The correct form of the verb should
agree with the nouns or pronouns in simple
Ga: Nεεsifonyo tsuô nii yε sentences.
dôkitaorkôlebu
Pupils to give examples of sentences with
correct subject-verb agreement in both singular
Ewe: Nεεswô wôa dô le and plural forms. (Class to comment on their
dônôkôdzi friends‟ sentences)
In turns, pupils form
Dangme: Nεεs tsuô ni ngε Using substitution table like the one below, sentences from the
hôspiti. assist pupils to form sentences orally in class. substitution table.
Kasem: Nεεe tiina toåe asigit dem Pupils write sentences from
He Goe work everyday
ne. the table in their exercise
books.
Gonja: Ashibiti nε anεsi bee shuå Dela travels the market
.
Dagaare: Nεεsere maå tona la to on Sunday
asibiti poå Accra
Dagbani: Neesima tumdila tuma every Friday

ashibiti ni
school

79
VERB TENSE 2.2.3 use the Simple Past Simple Past Use questions to elicit similar sentences. Write Pupils write sentences into their
FORMS tense correctly. We use the Simple Past Tense examples of pupils‟ sentences in the Simple exercise books.
to express an action that took Present and Simple Past on Chalkboard.
place at a definite time in the
past. e.g. She came last week. Working in pairs, one pupil gives a sentence in
Awuah did his homework last the Simple Present, the other changes it into the
night. Kafui cried yesterday. Simple Past. After some time let pupils change
roles.
e.g.
Dagaare: Ayuo zaameå koåee la
Kasem: Kwosε keeri diim.
Akwapim Twi: Kafui sui nnera.
Ewe: Kafui fa avi etsô.
Fante: Kafui suu ndeba
Ga: Kafui fo nyε.
Dagbani: Azindoo sa kuhiya
Gonja: Ndefoso shu ndre
Simple Past:
Regular verbs 2.2.4 distinguish between In English, Introduce the simple past of irregular verbs in Pupils write sentences in the
regular and irregular We form the Simple Past Tense the content. simple past tense using both
verbs of most verbs with –ed or –d. regular and irregular verbs.
e.g. enjoyed, worked, liked. Pupils use the simple past of irregular verbs in
NOTE: Some verbs take different sentences.
forms in the Simple Past.
e.g. go – went; sing – sang;
see – saw; buy – bought
80
UNIT 2 (CONT’D) In the Ghanaian Language,
we form the simple past tense of verbs
VERB TENSE as follows: some take the bare form of
FORMS the verb while others add past markers
eg.
Present
Irregular Verbs 1. He cries
2. He plays everyday.
Ewe: 1. E faa avi

2. E fena gbe sia gbe
Twi: 1. Osu
2. Odi agoru dabiara
Ga: 1. Efoô, Efo
2. Eshwεô daa gbi
Dangme: 1. E foô ya
2. E fiε hiε
E fiεô daa lidbi
Nzema: 1. ôsu
2.Ôdi nwôhoa dahuu
Kasem: 1. o keera
2. o kwεεre dε maama/dεdε
Dagaare: 1. O maå koå la
2. O maå deε la bebiri zaa
Past
1. He cried
2. He played yesterday
Ewe: 1. E fa avi
2. Efe etsô
Twi: 1. Osu (i)
2. Odi (i) agoru nnera.
Ga: 1. Efo .
2. Eshwε nyε
Dangme: 1. E fo ya
2. E fiε hiε
Nzema: 1. ôzunle
2. Ôlile nwôhoa anoma
Kasem: 1. O keeri
2. diim kwεεre
Dagaare: 1. O da koåee la
2. O zaameå d…šš la
81
UNIT 2 (CONT’D)
VERB TENSE
FORMS 2.2.6 distinguish between Distinguishing between Simple Introduce the Simple Past by changing pupils‟ Pupils change sentences in
the Simple Present Present and Simple Past Verb sentences from the Simple Present to the Simple Present into Simple
and the Simple Past Tense forms. Simple Past. Past.
Irregular Verbs Tense Forms e.g.:I wash my clothes
Identify the tense markers in I washed my clothes Pupils fill in blanks with either
sentences in the simple present Simple Present or Simple
and past tenses. Pupils write simple present sentences and Past forms of verb.
UNIT 3 change them to simple past on the board
POSTPOSITIONS
Below, above and 2.3.1 use appropriate Below, above, beside. Through simple commands, assist pupils to Pupils to do exercises on the
beside postpositions in eg. demonstrate the use of “beside” and “near”. use of below, above and beside
sentences. Ga: shishi, yiteå, kεteke, masεi in their work books
Ewe: te/gôme, dziôo dzime, ta, In pairs, pupils practise the use of below,
xa/gbô. above, beside and near
Dangme: sisi, yi mi, yi nô, kasa
mi/kasa nya Write examples on the board and read through
Kasem: Kurien, baåa ne, with pupils.
baåane, takeirine
e.g. Put the book near the chair.
Fante: ase, sor, fa do, nkyεn.
Put the book beside the chair
Gonja: keseto, esoso, nchoåso,
amata (Note that the word beside, or alongside,
Dagbani: gbunni, zuêusaa, means very close. It means closer than near)
zuêu, huêlil
Nzema: ô bo, zolε, nwolε Pupils underline the prepositions in the
sentences.
Over 2.3.2 use the postposition Postposition: over, that is, from Through demonstration, assist pupils to learn In pairs, pupils practise the use
„over‟ appropriately one side to the other side. the use of „over‟ in practical terms of „over‟ in sentences and
e.g. Throw the ball over the table etc. commands.
Eg. Ama jumped over the rope.
Pupils demonstrate the meaning of „over‟ by Pupils write sentences in their
Dagaare: Ama egi goå la mir jumping over objects. exercise books using „over‟
Kasem: Ama faåe o gale åwana
kam. Pupils make sentences using „over‟
82
UNIT 3 (CONT’D) The pupils will be able to: Akwapim Twi: Ama huruw traa
hama no.
POSTPOSITIONS Ewe: Ama dzo to kaa ta. Pupils write five sentences
Fante: Ama huruwii traa ahom about things they will do in the
na. future.
Ga: Ama tu kεteke kpaa lε.
Pupils practise asking and
Nzema: Aama wulule nyɛ ma ne responding to questions
azo correctly using expressions
UNIT 4 showing the future.
2.4.1 express future Expressing the future using Explain the meaning of „tomorrow‟. Introduce Pupils write sentences
EXPRESSING occurances Future markers the use of future markers to express the future expressing the future.
THE FUTURE as in:
e.g. I will celebrate my birthday
tomorrow. I will eat rice tomorrow.
You will go to school on Monday.
My brother will come He will leave for Nairobi tomorrow
tomorrow.
Use drills to help pupils practise Using drills to help pupils practice actions in the
actions in the future. future.
Pupils individually give examples of sentences
expressing ideas in the future, using future
makers.
Pupils change the following sentences to

express the future:
We come to school every day.
Kofi plays football every afternoon.
I eat rice every evening.
Eg. Aku will come tomorrow at 8 „o‟ clock in the

morning.
Asante Twi: Aku bεba ôkyena anôpa
. nônwôtwe.
83
UNIT 4 Dagbani: Aku sa ni kana biεêuni kuugu anii

(CONT’D) saha.
Gonja: Aku beeå ba echefo karfe aburawa
EXPRESSING kachipurso.
THE FUTURE Dangme: Aku maa ba hwô môtu ngmlε
kpaanyô.
Ga: Aku baaba wô leebi åmεji kpaanyô.
Ewe: Aku ava etsô ådi ga enyi me.
Kasem: Aku wo ba jwaane lu-nana mo
zezeåa ne.
Nzema: Aku bara εke εhyema nwonlomô dône
môtwε εke-delete
UNIT 5
2.5.1 answer “Yes or No” Answering “please and Yes or No Pupils to come to the front of the class in pairs, In pairs or groups, pupils ask
QUESTIONS questions correctly questions correctly using the Future and engage in dialogue using the Yes or No and answer questions based on
AND using expressions e.g. Will you go to the library questions and corresponding answers using the future.
RESPONSES that show the future. tomorrow? „will‟ e.g.
(USING THE
FUTURE Yes, I will. Will you come to my party? Yes, I will or
No, I won‟t. No I won‟t.
TENSE)
Expressing the
future Eg. Pupils write question and
Ask questions and invite individual responses
i. Will you go to the Library answer sentences using future
expressed in the future using future markers
tomorrow? markers
ii. Yes, I will or No I won‟t
Dagaare: Bieu, fo na gaa la

gampεå die?
Oo, na gaa la / Ai, N
koå gaa
Dangme: O maa ya laible ô hwô
lo? Ee, ma ya Ooho. l
be yae.
Kasem: N jwa wo vwo laibere
na?
pwopo εεnorpwopo aawa.

84
UNIT 5 (CONT’D) The pupils will be able to: Akwapim Twi: Mepa wok yew,
yiw, mεkô.
Mepa wok year,
QUESTIONS AND daabi, merenk.
RESPONSES Ewe: Mede kuku …, mayi
(USING THE Meðe kuku ao, nyemayi o.
FUTURE TENSE) Fante: Mepa wo kyew mobôkô
hô
Mepa wok yew
Monnkôkô hô
Nzema: Ɛ bahô labile ɛ hyema
ô?
Ɛ hɛ e, mebahô.
Kyɛ kyɛ , menrɛ hô.
Dagbani: A sa ni ka karim duu
In, a sani chaå bee
Aayi n saku chaå
Gonja: Kashinteå, meeå wôrô,
UNIT 6 nko maaå wôrô
2.6.1 differentiate between Revise Numerals, i.e. simple counting of Pupils write numbers in cardinal
SIMPLE Cardinal and ordinal quantifiers
cardinal and ordinal numbers (cardinals) e.g. One, two, three four, and ordinal order.
QUANTIFIERS
quantifiers five etc. (1, 2, 3, 4, 5).
rd
Cardinals and (ordinals) e.g. first, second, third (1st, 2nd, 3 ,
th th
Ordinals 4 ,5 )
2.6.2 use cardinal and The cardinals are one, two Pupils to change cardinal numbers to ordinals
Pupils arrange objects, give
ordinal quantifiers three, four (1.2.3.4), etc. e.g. 1-40
them ordinal names and write
appropriately in The ordinals are first, second, eg. 1st, 2nd, 3rd.
in their books.
speech and in writing st nd rd
third (1 , 2 , 3 ) etc. The first item is a book
Asant Twi: εdi kan, εtô so mmienu εtô so The second is a a pen
mmiεnsa.
Kasem: Dedoa, balei, batô

Dagbani: Tuuli, ayi, ata
Gonja: kejinkparso, kenyôsopo, kesasapo
Ewe: gbãtô, evelia, etŸlia
Dangme: kekle, enyône, etεne
Ga: klεåklεånô, εnyô nô, Etε nô
Nzema: môô li moa
môô tôzo nwiô
85
SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
UNIT 6 (CONT’D)
The cardinal and ordinals may Through questions and answers, pupils play a Pupils write 5 items they can
SIMPLE precede nouns in speech and language game to introduce the ordinals e.g. see in cardinal and cardinal
QUANTIFIERS writing. order.
Tell the first pupil,
e.g. One pupil, two children
The first child Tr: You are Number 1, you are first (1st ) Who
Cardinals and
The second child are you?
Ordinals
P1: I am Number 1 and the first (1st ). Number
One turns to Number Two, and asks, who are
you?
P2 answers I am Number Two and the second.

Then the game continues with other pupils.
As the game continues, teacher writes the

cardinals and ordinals on the chalkboard as
follows:
Cardinals Ordinals
1 one 1st first
2 two 2nd second
3 three 3rd third
4 four 4th fourth
5 five 5th fifth
2.6.3 write dates accurately. Today‟s date, yesterday‟s date Pupils state the date of the day of the lesson, Following the examples below,
and tomorrow‟s date including the year. pupils write their birth dates
accurately. (Those who do not
Pupils state the date for the previous day and know their birth dates are to find
the following day. out from their parents).
e.g.
rd
Assist pupils to write the following dates Abdul Mohammed: 3 June,
accurately: 1992
nd
Today‟s date Mary Addo: 2 July 2006.
Yesterday‟s date
Tomorrow‟s date Pupils list the dates for each
day of the previous week.
Pupils to read out the dates correctly.
86
UNIT 7
2.7.1 identify adjectives in Adjectives tell us more about Revise nouns and pronouns. Pupils to identify adjectives in
ADJECTIVES– sentences nouns and pronouns. simple sentences.
To introduce adjectives (describing words),
Describing e.g. My uncle is an old man present a collection of objects of various sizes
Words I have a green book and colour to pupils e.g. pencils, pens, pieces of
fabric, etc.
Adjectives to show the following:
Colour, Shape- round, square, Pupils observe the objects displayed and say
straight, triangle; Size- Big, how they can be identified.
small; Length- long, short; e.g. a green book,
Height-tall, short a red piece of chalk,
a short pencil, etc.
Pupils explain how adjectives are used and use

adjectives in sentences
2.7.2 use adjectives In Ghanaian Languages, Assist pupils to use adjectives of colour, shape, Pupils select adjectives of their
appropriately in adjectives usually come after the size, length and height to form simple sentences choice to form sentences.
speech and in writing nouns they talk about.
e.g. My pencil is short. Pupils complete the blanks in
But in English, they come I have a green dress. sentences using appropriate
before the nouns, and at times Nartey has a black pair of shoes. adjectives.
after the nouns.
Note:
e.g. short man, black sandals Pupils should use adjectives that involve size,
Asant Twi: Papa tiatia, mpaboa shape, colour, height and length.
tuntum
Dagbani: Dojia, namdisabila
Gonja: Kanyen Shimbi, Asabata
Ga: nuu kpitioo, tokota diå
Dangme: nyumu kpitioo, tokota
yumu
Dagaare: Åôô-kukula, nater-
zwona
Akwapim Twi: Papa tiatia,
mpaboa tuntum
Ewe: Åutsu kpui, afôkpa yibô
Fante: Banyin tsiatsiaba, papa
mpaboa tuntum
Nzema: nrenyia ezinra
mgbolaboa bile
87
2.8.1 use adverbs Adverbs of manner Introduce adverbs by performing actions and Pupils identify adverbs in
ADVERBS Adverbs tell us more about doing describing how they were done. sentences on the board.
(as describing appropriately in
speech and in writing. words (verbs) Eg. quickly or loudly or clearly or strongly Eg. They came early.
words) Eg. She eats slowly. He writes quickly Pupils fill in blank spaces with
John walked fast. They shouted loudly etc. appropriate adverbs.
Eg. Pupils perform actions and others describe the

Kofi eats slowly manner in which the action was performed.
Ga: Kofi yeô nii blεoo
Dangme: Kofi yeôni blεoo. Pupils write sentences with given adverbs of
Ewe: Kofi ðua nu blewuu manner.
Kasem: Kofi di mεmε mo.
Fante: Kofi dzidzi berεww
Akwapim Twi: Kofi didi brεoo
Nzema:Kofi di aleɛ nwonaa
Dagaare; Dεer maå dire la
baaloå lε
Dagbani: Adam diri biεlabiεla
Gonja: Bakuwale bee ji bôiåbôiå
UNIT 9
POSSESSIVE 2.9.1 distinguish between Distinguish between Personal Pupils mention things that belong to them and Pupils use possessive pronouns
PRONOUNS personal and and Possessive pronouns use the possessives as below: appropriately in sentences.
possessive
pronouns Personal Possessive Ama: This is my dress – The dress is mine.
Pronouns Pronouns Kojo: This is my ball – The ball is mine
I mine
You yours Kwesi and Kojo: This is our book – The book is
He his ours.
She hers
It its These books are for all of you.
We ours These books are yours.
They theirs
88
UNIT SPECIFIC CONTENT TEACHING AND EVALUATION
OBJECTIVES LEARNING ACTIVITIES

(CONT’D) Singular or Plural
eg. mine, yours, his or hers or its, ours, Demonstrate the various
theirs. possessives to make their
POSSESSIVE
Asante Twi: Medea, Wo, dea, ôno dea, yεu dea, Wôn dea meaning very clear. Orally, pupils use
PRONOUNS εno dea Eg possessive pronouns in
Dagaare: maaå so o – fooå so s Pick a book, lift it up and say: sentences
Onaå so o – onaå so o This is a book.
Onaå so o, teneå so o, onaå so o. It is Mine.
Gonja: mεya fεya myô anyeya bumoya
Let pupils do the same.
kumôya
Move on to other pronouns.
Ga: minô, onô, enô, wônô, amεnô - yours, his, hers etc.
Nyεnô
Dangme; ye nô, o nô, e nô, wa nô, a nô
Kaem: a nyem, nmo nyem, o nyem, debam nyem, ba
Nyem
Dagbani: N dini, a dini, o dini, ti dini, bε dini
Ewe: tônye, tôwo or miatô, etô, miatô, wotô.
Nzema: me εdeε, wô εdeε, ye εdeε, yε εdeε, bε εdeε,
2.9.2 use the various Appropriate use of possessive pronouns: Guide pupils with situations and In pairs or groups, pupils
possessive examples to use the possessive engage in dialogue or
pronouns This is my pen – The pen is mine. to talk about things that belong to drills using possessive
appropriately. This is your bag – The bag is yours them and to others. pronouns.
That is his book – The book is his.
That is her watch – The watch is hers In pairs or groups pupils practise
the use of the possessive
pronouns in a variety of
sentences.
2.9.3 engage in I will give my spelling book to you.
Dede will buy her counters tomorrow. In groups or pairs, pupils form Pupils write some
conversation using
We will use mine this afternoon. their own examples using the sentences using the
future and
future and possessive pronouns. possessive pronouns to
possessive
express the future.
pronouns to
express
the future

89
PRIMARY 3
SECTION 3
READING SKILLS

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

ACTIVITIES
UNIT 1
3.1.1 read texts aloud at an Simple passages, dialogues or Pupils read out texts. Ensure that the correct Pupils read aloud for correct
READING appreciable speed with plays from the textbook or from pronunciation, stress and intonation are used pronunciation, stress and
ALOUD correct pronunciation, a supplementary reader. Record individual pupils‟ difficulties and help to intonation.
stress and intonation. correct them.
3.1.2 answer questions based Answering questions based on Ask simple questions based on the texts or Pupils answer questions based
on passage read. passage read. passages. on texts or passages.
3.1.3 play a variety of games Reading games: Pupils to read in groups and pairs to reinforce Pupils play competitive games
Reading Games
according to their rules e.g. Word dominoes. understanding to score points.
Magic word games -Explain how the games are played. Use a (Let them obey the values of
Use letters of each variety of reading games. perseverance, fair play etc)
Ghanaian Language Make games as competitive as possible;
alphabet to create words monitor to prevent abuse and cheating Use miming to ask and answer
in the language. NOTE: questions.
Games must be relevant to lessons taught.
3.1.4 answer questions on Answering questions on Pupils listen to passages read and answer Pupils answer orally, questions
passages read to them passages read to them. questions on them. based on passages read to
them
Use interesting stories with Read stories with feeling and varied tones to
the simplest plots first. express meaning.
90
ACTIVITIES
SILENT 3.2.1 mention the title and Title and author of passage or Do model reading: Put pre-reading questions Pupils read silently and answer
READING author of the book read. book on the board for pupils to mention the title and questions.
author of the book.
3.2.2 explain the meaning of Reading silently and following Pupils to explain the meaning of some key
some words and pictures instructions to find some new
Comprehension words and pictures in the passage
in the passage words in the passage.
of passages read
3.2.3 summarize the passage Answering short oral Pupils do the following: Pupils to summarize some other
read in few words questions. Look for the main Point out the main idea(s) in the passage read short passages orally
idea in each paragraph. Use the main ideas to give an oral summary of
the passage in a few words
3.2.4 answer questions based Factual questions-People eat Give a gist of the story and allow pupils to read Pupils answer factual, inferential
on passages read everyday is a fact. silently and do the following: predict what s and predictive questions based
coming next etc.. on the story read.
Inferential questions- John
likes rice. John is carrying a Pupils to answer questions on the passage
packet of rice. John is going to read. Questions must be varied to include
eat rice. This is an inference. factual, inferential, predictive etc types. (See the
John may probably not eat rice content for explanations)
today.
Predictive questions- John will

eat rice tomorrow is a
prediction based on John‟s
habit
91
ACTIVITIES
READING COMPLEX 3.3.1 read complex sentences Features of a complex Work through many such examples with the Pupils read complex
SENTENCES meaningfully sentence: pupils. sentences from the Class
Reader and other sources.
Dependent and subordinate Show two cards with two simple
clauses joined by subordinating sentences written on them and
conjunctions e.g., although, if, assist pupils to read, e.g.
while
Kofi likes Adjoa likes sports
Read each complex sentence to play
with the correct intonation. Use
subordinating conjunctions. Show another card with a linker written e.g.
if
Ga: tsεbεlε, maå, shi
Dangme: se, ke, benε
Ewe: Togbô be, nenye be, - Guide the pupils to join the two
Esime/esi sentences making use of the linker.
Akwapim Twi: ewom sε, bere a
Fante: owom dε, sε ber a.
Nzema: εdeε, saa, mekε môô Kofi will play if he gets a ball.
(môô)
Work through many more examples

with pupils
92
ACTIVITIES
UNIT 4
3.4.1 make picture dictionaries Making picture dictionaries Collect cement paper, newsprint, board, manila Pupils find words containing
MAKING AND . based on phonic work and card, brown paper or bond paper, etc. sounds of the letters used in
USING vocabulary items. dictionaries.
Separate pictures according to Collect old pictures from newspapers or journals
PICTURE
initial phonic sound or letter. or magazines etc. and paste them in the Example:
DICTIONARIES dictionary in alphabetical order. Where pictures Find the picture that has this
are not available, guide pupils to draw their own sound
pictures for the dictionary.
In groups, pupils draw and cut out pictures to

make dictionaries.
Pupils select the best pictures for pasting in the
dictionaries.
Pupils write words under the pictures and
bind the dictionaries.
Guide pupils to make and bind a dictionary out

of the materials available i.e. cement paper or
newsprint, etc.
3.4.2 use the dictionary to Using dictionaries for Pupils write words under the pictures in Pupils pronounce words using
practise making practicing various sounds alphabetical order i.e starting with “A” e.g. appropriate sound.
appropriate sounds
(Phonic Work). A B C D E
ant ball cat dog egg
apple bucket cutlass doll elephant
3.4.3 spell words accurately Spell simpler words - go, Guide pupils to write the letters and words under In groups pupils practise
come, dog, cat, big, left, ship, the pictures using templates and stencils. spelling simple words.
talk, back etc.
e.g. Come, dog, go Guide pupils to make the sounds represented by

Ga: ba, gbee, yaa the letters and the words in the dictionary.
Dangme: ba, ala/gbe, yaa NOTE:
Kasem: ba, kura, vei The sounds may occur in different positions.
Ewe: Va, avu, ðzo e.g.: (initial, medial, final)
Fante: bar, bôdôm, kô
Gonja: ba, jônô, yô Using the picture dictionary and passages read
Dagaare: Wa, baa, gaa earlier, let pupils spell two to four letter words.
Dagbani: kamina, baa, chama
93
ACTIVITIES
UNIT 4 (CONT’D) The pupils will be able to:
3.4.4 spell simple and familiar Spelling drill three to five Read out simple words (three to five letters) for Pupils correct mis-spelt words.
MAKING AND words. familiar words. pupils to spell.
USING PICTURE
DICTIONARIES Design simple materials in spelling using
books/dictionaries.
Spelling and
Dictation 3.4.5 spell and write names of Give sheets of paper containing names of Pupils spell names of objects in the
(Three to four letter objects in the classroom. objects in the classroom for spelling classroom.
words)
3.4.6 write familiar words Dictate six familiar words for pupils to write in Pupils write words dictated.
dictated their exercise books.
UNIT 5
3.5.1 read short passages A Unit or Lesson in the Class Use a unit in the class reader or bring to class Individual reading of short passages
aloud correctly Reader or copies of short copies of short passages. from the class or supplementary
READING SHORT
passages. reader.
PASSAGES List unfamiliar words from the passage on the
Read stories with correct writing board and have a pronunciation drill on Groups to summarize the passages
intonation. them. they read.
Distribute the written copies to pupils in groups.
A model reading by teacher.
Individuals read to others in their groups and

discuss the passage.
Pupils read over the passages aloud.
NOTE: Ensure that pupils read with the correct

pronunciation
94
ACTIVITIES
UNIT 6
EXTENSIVE READING 3.6.1. read simple stories. Read materials other than the Ensure availability of materials to be Pupils retell parts of some of the
class reader. eg. read. stories they have read.
Supplementary Readers, - Pupils own stories.
Library Books, Class - Library Books
Magazine, etc. - Supplementary Readers
Books should have pictures - Class Magazines, etc.
that can promote easy
understanding of the stories. Pupils read stories in groups.
Teacher to draw pupils‟ attention to:
1. Title of book or passage
2. Writer of book or passage.
3. Illustrator (if available)
Groups exchange their books.
Pupils go to the school library to read or

teacher distributes library books to be
read in the classroom.
Teacher provides supplementary

Readers to be read in class.
NOTE: Supervise pupils‟ reading.
95
PRIMARY 3
SECTION 4

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

ACTIVITIES
UNIT 1
4.1.1 copy various sentences, Copying short sentences, Write letters of the alphabet that pupils find Pupils copy out specific
PENMANSHIP verses, words of songs, verses, poems, and words of difficult to write on the board. Examples of these sentences, verses and songs.
AND COPY legibly songs. are:
Ascenders (bar letters) (Teacher to check for
WORK
Penmanship: Writing should correctness)
Purposeful
be bold and clear.
b d t Ifñ
Copying of:
Descanters (tail letters)
g p y å ê
Pupils write the letters in their exercise books.
Go round and advise on appropriate
penmanship.
Sentences,
Verses, Words of
4.1.2 write and practise saying Writing sentences, verses, Guide pupils to write the verses, words of songs, Pupils do dictation on simple
Songs, Prayer
letters or words with poems, words of songs, with etc. correctly. words picked from the verses,
which pupils have which pupils have difficulty songs etc. learnt.
difficulty e.g. Tongue Twisters like the Guide pupils to copy words or verses correctly.
following:
Guide pupils to practise writing and saying
- She sells sea shells at the letters or words with which they have difficulty.
sea shore. The verses or words copied must be checked
for correctness and must be used in other
Twi: Kwapaa hunnu mampam. lessons.
Pam mampam maa
mampam kôforoo pam Pupils to practise writing their own tongue
twisters.
96
WRITING 4.2.1 write or copy correct Writing sentences based on iv. Explain how a substitution table is Pupils copy sentences from a
CORRECT sentences from a given grammatical items or used e.g. substitution table.
SENTENCES substitution table structure from a substitution a book
table. Eg.Simple present or I have a pen
FROM A
past, pronouns, adjectives etc. a pencil
SUBSTITUTION
TABLE v. Demonstrate reading or writing
sentences from a substitution
table.
vi. Give sufficient oral practice
Note: Substitution tables may be used

throughout the year whenever we teach a new
topic or structure. Teacher to create his or her
own substitution table.
4.2.2 use lower case and Using the upper case letters at Using a number of simple sentences, assist Pupils rewrite sentences and
Lower case and upper case letters the beginning of a sentence pupils to learn that the first letter of every passages using upper case letters.
Upper case letters correctly in sentences and to begin proper nouns. sentence should be an upper case letter; the
and short passages rest of the words in the sentence are then
written in lower case letters.
97
WRITING 4.2.3 use the full stop and

CORRECT question marks The full stop is used at end of Explain the need for correct punctuation. Pupils make use of commas and full
SENTENCES correctly in a sentence eg Treat the items one at a time. stops in sentences on the board
sentences and short English: Kofi came. Illustrate each use with several examples from using upper case and lower case
FROM A
passages Dangme: Kofi ba. various sources including class textbooks. letters appropriately
SUBSTITUTION Nzema: Kofi rale. Give a lot of practice and insist on correct
TABLE punctuation in other class exercises apart from Pupils rewrite sentences and
The question marks is usd at English Language passages using upper case letters.
the end of a complete
Punctuation: sentences. Give a number of examples to show the Pupils copy sentences/passages
The Full Stop importance of fullstop and question mark. wrongly punctuated using correct
The Question Using the upper case letters at punctuation marks.
Mark the beginning of a sentence
The Comma and to begin proper nouns Give fill – in – the blank sentences for
exercises.
UNIT 3
SIMPLE 4.3.1 write simple

DIRECTIONS directions Writing sentences and short Language Use: Pupils write short directions on their
passages directing persons to Revise the simple present statements and own
carry out some actions e.g. questions. Revise nouns with emphasis on
proper nouns.
From the classroom to another Use a lot of examples drawing attention to the
classroom, the school canteen, use of land marks and use of such expressions:
the urinal etc.
Walk straight, ahead, turn left or right, near the
From the school to the market, ..........., behind the ........... in front of ……..etc.
church, the lorry station etc.
98
ACTIVITIES
UNIT 4
4.4.1 write simple narratives Rewriting simple stories heard Explain that we can rewrite stories read Pupils individually and in groups
or read. or heard, or write our daily experiences write a paragraph or two about
SIMPLE
as stories. an incident witnessed.
NARRATIVES Writing short narrations of
personal experiences from Help pupils choose a topic and discuss Individual work
everyday life e.g. the task or topic thoroughly and bring out Write a simple story of not more
key points. than seven lines advising people
-How we keep our class room Provide a model narrative. not to throw refuse into the
clean streets
-What happened at assembly Assist class to write a model. (Teacher can use another
yesterday. interesting topic)
Convert the model into an appropriate
UNIT 5
controlled composition type.
WRITING SHORT 4.5.1 write short descriptions Writing short descriptions of Thoroughly discuss the topic and give Groups of pupils to write on a
DESCRIPTIONS of people, objects, familiar people such as parents, clear guidelines topic such as:
animals, places etc siblings, friends, common
animals and birds Give a model My School
My house etc
Familiar objects such as a car -Provide sufficient oral practice through
language drills.
Familiar places such as the -Help pupils with appropriate vocabulary.
school, a house
Language Use:
Guide pupils to use adjectives and

adverbs. Children may also be guided to
use the simple present in simple
descriptions.
Spelling and Dictation
(three and four letter 4.5.1 spell simple and familiar Spelling drll Read out simple words (three to five Pupils correct mis-spelt words.
words) words Three to fIve familiar words letters) for pupils to spell.
Design simple materials in spelling using

books/dictionary.
4.5.2 spell and write names of
objects in the classroom Give sheets of paper containing names Pupils spell names of objects in
of objects in the classroom for spelling. the classroom.
Pupils to write the names of the objects
in their exercise books
99
ACTIVITIES
UNIT 5 (CONT’ D)
4.5.3 write familiar words dictated Dictate six familiar words for pupils to Pupils write words dictated
WRITING SHORT write in their exercise books.
DESCRIPTIONS
UNIT 6
4.6.1 write the layout of a friendly Layout of informal letters Discuss the purpose of letter writing. Pupils write the features of an
LETTER WRITING letter. - Writer‟s address Introduce and treat the featuers of informal letter.
- Date of writing informal letters one at a time using
(Friendly Letter) - Salutation examples. Groups to write a friendly letter.
- Body of letter Pupls contribute ideas for a class model
- Subscription letter. Individuals write their own letters.
- Name of writer Pupils write their own letters.
Note:
Approppriate controlled
composition types should be
used.
100
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

101
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
102
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

103
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,

104

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PRIMARY 1

Dagaare: Pupils demonstrate types of

2.Fo/yε zimaane Assist pupils to learn the greetings

Ghanaian Languages and Culture September, 2012

UNIT 1 The pupil will be able to: Akuapem Twi:

Ghanaian Languages and Culture September, 2012

UNIT 1 The pupil will be able to:

Ghanaian Languages and Culture September, 2012

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

NOTE: Tr. What is this? Pupils read labeled objects

Ghanaian Languages and Culture September, 2012

UNIT 4 (CONT’D) The pupil will be able to:

UNIT 4 (CONT’D) Dagaare: Through leading questions, help pupils to

Ghanaian Languages and Culture September, 2012

Ghanaian Languages and Culture September, 2012

Introduce other verbs by assisting pupils

Ghanaian Languages and Culture September, 2012

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

Guide pupils to mention the importance of

Pupils give reasons why we must

NOTE: Those who do not know the name

Call individual pupils in turn to talk about

NOTE: Encourage free expression and

Ghanaian Languages and Culture September, 2012

UNIT 6 (CONT’D) The pupil will be able to:

1.6.3 use personal pronouns Using personal pronouns

In pairs/small groups, pupils take turn

NOTE: Note the pronoun which is not

Ghanaian Languages and Culture September, 2012

Stand up. Accompany commands with gestures

UNIT 8 The pupil will be able to:

(Positive and This is a house Pupils to use positive statements

Ghanaian Languages and Culture September, 2012

UNIT 8 (CONT’D) The pupil will be able to:

UNIT 9 The pupil will be able to:

Through questions and answers, pupils

UNIT 9 (CONT’D) The pupil will be able to:

Pupils to tell the methods older people use

UNIT 10 The pupil will be able to:

Postpositions: in, on, under, Indicate positions for pupils to place

Ga: Gbεhegbεi: mli, nô, shishi,

Kasem: wo ne baåe ne kuri ne.

Dagaare: poôå, zuå, pareå

Dagbain: ni, zuêu, gbunni

1.10.2 use the various simple Using the postpositions

NOTE: Check which postpositions are

UNIT 10 (CONT’D) eg.

1. develop skills for formal reading.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

Nzema: sane, εkpa, esumi,

2.1.2 identify and talk about

Pupils demonstrate the uses of some of

Ghanaian Languages and Culture September, 2012

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

Teach pupils the techniques for opening

Pupils turn over the pages of a given

Create a book corner and encourage

Dangme: etsu, klemi,

Size: small, big

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

Ghanaian Languages and Culture September, 2012

UNIT 2 The pupil will be able to:

Make 2 copies each of familiar words