Ghanaian Languages and Culture JHS 1 3

REPULIC OF GHANA
M I N I S TRY OF E D U C AT I O N S C I E N CE A N D S P O RT S
Republic of Ghana
TEACHING SYLLABUS FOR GHANAIAN LANGUAGES AND CULTURE
(JUNIOR HIGH SCHOOL 1 - 3)
Enquiries and comments on this syllabus should be addressed to:
The Director
Curriculum Research and Development Division (CRDD)
P. O. Box 2739
Accra
Ghana.
September, 2007
TEACHING SYLLABUS FOR GHANAIAN LANGUAGES AND CULTURE
RATIONALE FOR TEACHING GHANAIAN LANGUAGES AND CULTURE
Language and Culture constitute the medium by which individuals can communicate, be identified and distinguished from people of
other cultures. The subject strengthens children s mental capacity, making them competent in the use of their language, and hence
building the foundation for studying other languages and cultures.
The use of language is the most efficient way of integrating children into their culture. Effective teaching of Ghanaian languages and
culture motivates children to love and be proud of their own culture which is rich in cultural and moral values especially contained in
proverbs, folktales, euphemisms, etc.
Ghanaian Languages and Culture if effectively taught, will contribute immensely to the realisation of the national objectives of making
Ghanaians literate in their language and knowledgeable about their culture.
GENERAL AIMS
The subject is designed to help pupils to:
1. develop cultural and linguistic awareness.
2. attain competency in speaking, reading and writing their language.
3. appreciate the historical and cultural heritage of their linguistic community.
4. acquire the socio-cultural values in the literature of their language.
SCOPE OF CONTENT
This subject is aimed at integrating the receptive and productive skills in the teaching and learning of Language and Culture.
PRE-REQUISITE SKILLS
The pre-requisite skills at the JHS level consist of competence and good foundation work in the subject at the primary school level.
ii
ORGANISATION OF THE SYLLABUS
Each year s work from Primary 1-6, consists of three sections with each section comprising a number of units. At JHS1-3, the work
consists of four sections. The sections and their respective skills, including the fourth section at JHS, are as follows:
Section 1: Oral Skills

Section 2: Reading Skills
Section 3: Writing Skills
Section 4: Language Structure
The syllabus is presented in the following pages.
STRUCTURE AND ORGANISATION OF THE SYLLABUS
JUNIOR HIGH 1 JUNIOR HIGH 2 JUNIOR HIGH 3
SECTION 1 - ORAL SKILLS SECTION 1 - ORAL SKILLS SECTION 1 - ORAL SKILLS
Unit 1 Social Life - greetings Customs and Institutions Customs (Marriage and Divorce)
Unit 2 Naming System Historical Narratives Festivals
Unit 3 Kinship Terms Funeral Rites Funerals
Unit 4 Annual Festivals Different Types of Occupations Different Types of Occupations
Unit 5 Funeral Rites Administration of Justice Names and Appellations of Chiefs
Unit 6 Professions/Occupations/Vocations Aspects of Ghanaian Social Life Ghanaian Symbols and their Meanings
Unit 7 Administration of Justice Chieftancy
Unit 8 Names and Appellations Government of Traditional Societies
Unit 9 Communal Living - games and pastimes Judicial Procedure
Unit 10 Languages of Ghana
Unit 11 Oaths and Taboos
Unit 12 Some Legends of Ghana

iii
JUNIOR HIGH 1 JUNIOR HIGH 2 JUNIOR HIGH 3
SECTION 2 - READING AND SECTION 2 - READING AND SECTION 2 - READING AND

LITERATURE LITERATURE LITERATURE
Unit 1 Reading Reading Comprehension Reading
Unit 2 Introduction to Literature Oral Literature Oral Literature
Unit 3 Oral Literature Written Literature Written Literature - Prose, Drama,

Poetry
Unit 4 Written Literature
SECTION 3 - WRITING SKILLS SECTION 3 - WRITING SKILLS SECTION 3 - WRITING SKILLS
Unit 1 Consolidation and Remedial Work Paragraph Writing Letter Writing - Informal and Formal
Unit 2 Paragraph Writing Structure of an Essay Argumentative Essay
Unit 3 Narrative Writing Letter Writing - Formal Expository Essay
Unit 4 Descriptive Writing Expository Essay Narrative Essay
Unit 5 Letter Writing Descriptive Essay
iv
JUNIOR HIGH 1 JUNIOR HIGH 2 JUNIOR SECONDARY 3
SECTION 4 - LANGUAGE SECTION 4 - LANGUAGE SECTION 4 - LANGUAGE
STRUCTURE STRUCTURE STRUCTURE
Unit 1 Word Classes Sentence The Phrase
Unit 2 Nouns The Simple Sentence The Sentence
Unit 3 Pronouns Analysis of the Simple Sentence Word Formation
Unit 4 Verbs Semantics (meanings) Antonyms, Synonyms and Polysemy
Unit 5 Adjectives Registers
Unit 6 Adverbs
Unit 7 Conjunctions
Unit 8 Post-positions
Unit 9 Emphatic Particles
Unit 10 Synonyms, Antonyms and Homonyms
TIME ALLOCATION
Since Ghanaian Languages is taught at the Teacher Training Colleges (as a compulsory subject) and in the Universities, it is necessary that
more time be allocated at the basic level to enable pupils acquire maximum knowledge in the subject to help them in their subsequent study.
The subject is presently allocated three periods a week of 30 minutes per period for each of the three years. It is suggested that the teacher
tries to find extra time if possible, for increasing the length of time for teaching the subject.
v
Apart from the time allocation for the subject itself, schools are advised to provide the following recommended periods for the subjects/items
listed below:
Ø Music and Dance 3

Ø Physical Education 2
Ø Library Work (Reading and Research) 2
Ø SBA Project 2
Ø Worship 2
Ø Free Period 1
The teacher should try to use part of the Library periods for extra work in Ghanaian Languages and Culture. This of course has to be
discussed with the headteacher.
SUGGESTIONS FOR TEACHING THE SYLLABUS
General Objectives
General Objectives have been listed at the beginning of each Section. The general objectives are a summary of the specific objectives of
the various units contained in that Section. Read the general objectives very carefully before you start teaching the section. After teaching
all the units of the section, go back and read the general objectives again to be sure you have covered the objectives adequately in the
course of your teaching.
Sections and Units: The syllabus has been planned on the basis of Sections and Units. Each year s work is divided into sections. A section
consists of a fairly homogeneous body of knowledge within the subject. Within each section are units. A unit consists of a more related and
more homogeneous body of knowledge and skills.
The syllabus is structured in five columns: Units, Specific Objectives, Content, Teaching and Learning Activities and Evaluation. A
description of the contents of each column is as follows:
Column 1 - Units: The units in Column 1 are divisions of the major topics of the section. You are expected to follow the unit topics according
to the linear order in which they have been presented. However, if you find at some point that teaching and learning in your class will be
more effective if you branched to another unit before coming back to the unit in the sequence, you are encouraged to do so.
Column 2 - Specific Objectives: Column 2 shows the Specific Objectives for each unit. The specific objectives begin with numbers such as
1.3.5 or 2.2.1. These numbers are referred to as Syllabus Reference Numbers . The first digit in the syllabus reference number refers to the
section; the second digit refers to the unit, while the third digit refers to the rank order of the specific objective. For instance, 1.3.5 means:
Section 1, Unit 3 (of Section 1) and Specific Objective 5. In other words, 1.3.5 refers to Specific Objective 5 of Unit 3 of Section 1. Similarly,
the syllabus reference number 2.2.1 simply means Specific Objective number 1 of Unit 2 of Section 2. Using syllabus reference numbers
provides an easy way for communication among teachers and other educators. It further provides an easy way for selecting objectives for
test construction. Let s say for instance, that Unit 2 of Section 2 has five specific objectives: 2.2.1 - 2.2.5. A teacher may want to base his/her
test items/questions on objectives 2.2.3 and 2.2.4 and not use the other three objectives. In this way, a teacher would sample the objectives
within units and within sections to be able to develop a test that accurately reflects the importance of the various skills taught in class.
vi
You will note also that specific objectives have been stated in terms of the pupil i.e., what the pupil will be able to do after instruction and
learning in the unit. Each specific objective hence starts with the following, The pupil will be able to.. This in effect, means that you have to
address the learning problems of each individual pupil. It means individualising your instruction as much as possible such that the majority of
pupils will be able to master the objectives of each unit of the syllabus.
Column 3 - Content: The content in the third column of the syllabus presents a selected body of information that you will need to use in
teaching the particular unit. In some cases, the content presented is quite exhaustive. In some other cases, you could add more information
to the content presented.
Column 4 -Teaching and Learning Activities (T/LA): T/L activities that will ensure maximum pupil participation in the lessons are presented
in column 4. Try to avoid rote learning and drill-oriented methods and rather emphasise participatory teaching and learning, and also
emphasise the cognitive, affective and psychomotor domains of knowledge in your instructional system wherever appropriate. You are
encouraged to re-order the suggested teaching and learning activities and also add to them where necessary in order to achieve optimum
pupil learning. As we have implied already, the major purpose of teaching and learning is to make pupils able to apply their knowledge in
dealing with issues both in and out of school. In the case of Ghanaian Languages and Culture, the emphasis is in the acquisition of effective
communication skills and associated knowledge in the relevant culture. There may be a number of units where you need to re-order specific
objectives to achieve such required effects.
Column 5 - Evaluation: Suggestions and exercises for evaluating the lessons of each unit are indicated in Column 5. Evaluation exercises
can be in the form of oral questions, quizzes, class assignments, essays, structured questions, project work etc. Try to ask questions and set
tasks and assignments that will challenge your pupils to develop excellent skills in Ghanaian Languages and Culture as a result of having
undergone instruction in this subject. The suggested evaluation tasks are not exhaustive. You are encouraged to develop other creative
evaluation tasks to ensure that pupils have mastered the instruction and behaviours implied in the specific objectives of each unit.
Lastly, bear in mind that the syllabus cannot be taken as a substitute for lesson plans. It is therefore, necessary that you develop a scheme
of work and lesson plans for teaching the units of this syllabus.
DEFINITION OF PROFILE DIMENSIONS
The concept of profile dimensions was made central to the syllabuses developed from 1998 onwards. A 'dimension' is a psychological unit
for describing a particular learning behaviour. More than one dimension constitutes a profile of dimensions. A specific objective may be
stated with an action verb as follows: The pupil will be able to describe .. etc. Being able to "describe" something after the instruction has
been completed means that the pupil has acquired "knowledge". Being able to explain, summarize, give examples, etc. means that the pupil
has understood the lesson taught.
Similarly, being able to develop, plan, solve problems, construct, etc. means that the pupil can "apply" the knowledge acquired in some new
context. Each of the specific objectives in this syllabus contains an "action verb" that describes the behaviour the pupil will be able to
demonstrate after the instruction. "Knowledge", "Application", etc. are dimensions that should be the prime focus of teaching and learning in
schools. It has been realized unfortunately that schools still teach the low ability thinking skills of knowledge and understanding and ignore
the higher ability thinking skills. Instruction in most cases has tended to stress knowledge acquisition to the detriment of the higher ability
vii
behaviours such as application, analysis, etc. The persistence of this situation in the school system means that pupils will only do well on
recall items and questions and perform poorly on questions that require higher ability thinking skills as required in application of Language
principles in producing good Ghanaian language material. For there to be any change in the quality of people who go through the school
system, pupils should be encouraged to apply their knowledge, develop analytical thinking skills, develop plans, generate new and creative
ideas and solutions, and use their knowledge in a variety of ways to speak, write, and produce poems, drama and other forms of language
material. Read each objective carefully to know the profile dimension toward which you have to teach.
Profile dimensions describe the underlying behaviours for teaching, learning and assessment. In Ghanaian Language and Culture, two
profile dimensions and four skills have been specified for teaching, learning and testing.
The profile dimensions are:
Knowledge and Understanding 40%

Use of Knowledge 60%
The four skills are as follows:
Listening Comprehension 10%

Reading Comprehension 30%
Speaking (i.e. Oral Skills) 30%
Writing 30%
The profile dimensions and the skills may be combined as follows:

Listening - Knowledge and Understanding
Reading - Knowledge and Understanding
Speaking - Use of Knowledge
Writing - Use of Knowledge
Learning language and culture implies the acquisition of two major abilities or behaviours. These are Knowledge and Understanding , and
the Use of Knowledge . Knowledge and Understanding may be taught through Listening and Reading , while Use of Knowledge may
be taught in Speaking and Writing . Listening and Reading are receptive skills while, Speaking and Writing are productive skills . In
Ghanaian Language and Culture where the learner is born into the particular language and culture, the stress on listening is rather less,
especially for pupils at the JHS level. It is expected that by the Junior High School level, the pupil would have acquired proficiency in
listening such that this skill would require only about 10% of instructional time.
For this reason only the skills of Speaking , Reading and Writing are stressed in this syllabus. Every language and culture has a store of
body language and certain intonations which give particular meaning to spoken words. These are referred to as the kinesics and paralang
of the language. These are some of the sub-skills that must be taught in Listening Comprehension , especially for the very young classes.
Each of the dimensions and the skills has been given a percentage weight that should be reflected in teaching, learning and testing. The
weights indicated on the right of the dimensions and skills on the previous page, show the relative emphasis that the teacher should give in
viii
the teaching, learning and testing processes. Combining the dimensions and the four skills in the teaching and learning process will ensure
that Ghanaian Languages and Culture is taught and studied competently in school.
The following diagram shows the relationship between the profile dimensions and the four learning skills:
Relationship Between Profile Dimensions and Learning Skills
Profile Receptive Skills Productive Skills

Dimensions Listening Reading Writing Speaking Total
Knowledge and
10 30 - - 40
Understanding
Use of knowledge
- - 30 30 60
Total 10 30 30 30 100
Knowledge and Understanding has a weight of 40%, and Use of Knowledge has a weight of 60% as shown in the last column of the
table. The last row shows the weight or relative emphasis that should be given each of the four skills in the teaching and learning process.
The productive skills are weighted 60% as against 40% for the receptive skills. The explanation and key words involved in each of the profile
dimensions are as follows:
Knowledge and Understanding (KU)
Knowledge The ability to:

remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge
is simply the ability to remember or recall material already learned and constitutes the lowest level of learning.
Understanding The ability to:

explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict consequences
based upon a trend. Understanding is generally the ability to grasp the meaning of some material that may be
verbal, pictorial, or symbolic.
Use of Knowledge (UK)
This dimension is also referred to as Application . Ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of
behaviour levels. These levels include application, analysis, synthesis, and evaluation. These may be considered and taught separately,
paying attention to reflect each of them equally in your teaching. The dimension Use of Knowledge is a summary dimension for all four
learning levels. Details of each of the four sub-levels are as follows:
ix
Application The ability to
apply rules, methods, principles, theories, etc. to concrete situations that are new and unfamiliar. It also involves
the ability to produce, solve, operate, plan, demonstrate, discover etc.
Analysis The ability to

break down material into its component parts; to differentiate, compare, distinguish, outline, separate, identify
significant points, recognise unstated assumptions and logical fallacies, recognise inferences from facts etc.
Synthesis The ability to

put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, plan,
revise, design, organise, create, generate, etc.
Evaluation The ability to

appraise, compare features of different things and make comments or judgement, contrast, criticise, justify,
support, discuss, conclude, make recommendations etc. Evaluation refers to the ability to judge the worth or
value of some material based on some criteria.
You will note from the above that evaluation is the highest form of thinking and is therefore the most difficult behaviour. This accounts for the
poor performance of learners and people generally on tasks that call for evaluative thinking. As we have said, start to develop this important
skill early in your pupils by giving them lots of chances to do evaluative thinking while learning this subject.
Explanation of the meaning of the four skills is as follows:
Listening Comprehension: This is the ability to

listen to, understand and follow directions, instructions etc. given in a language.
Reading Comprehension: The ability to

read and understand what is conveyed in a piece of writing. The reader must be able to read
coherently, and must be able to answer questions arising from the passage read.
Speaking: The ability to

speak a language clearly, and in a way that will be understood by listeners. This is an oral
communication skill that pupils should be encouraged to practise to perfection.
Writing: The ability to

express one s self clearly and comprehensively in writing. Writing may be in the form of
simple sentences, short essays, compositions, summaries, letters
x
FORM OF ASSESSMENT
It is important that both instruction and assessment be based on both the profile dimensions and skills of the subject. In developing
assessment procedures, select specific objectives in such a way that you will be able to assess a representative sample of the syllabus
objectives. Each specific objective in the syllabus is considered a criterion to be achieved by the pupil. When you develop a test that consists
of items or questions that are based on a representative sample of the specific objectives taught, the test is referred to as a Criterion-
Referenced Test . In many cases, a teacher cannot test all the objectives taught in a term, in a year etc. The assessment procedure you use
i.e. class tests, home work, projects etc., must be developed in such a way that it will consist of a sample of the important objectives taught
over a period.
The example below shows the recommended examination structure for JHS1-3. The structure consists of two examination papers and
Continuous Assessment. Paper 1 will be an objective test paper, while Paper 2 will consist of comprehension and essay questions. The last
column shows the weights for Knowledge and Understanding and Use of knowledge . Note the last row shows the weights of each
examination paper and the weight of the continuous assessment. The objective test paper is weighted 20%; the structured question paper is
weighted 50%, and continuous assessment is weighted 30%, making a total of 100%.
The objective test paper may be constructed to consist of 40 or more items, but since the paper is weighted 20%, the total marks allocated
to the paper, whether 40, 50 or more, will have to be scaled down to 20%. Similarly, the comprehension and essay paper could be scored
out of 100 or any convenient number, and scaled down to 50% to derive the final total mark.
Distribution of Examination Paper Weights and Marks
Dimensions Paper 1 Paper 2 Total
Knowledge and 30 20 50
Understanding
Use of Knowledge 10 40 50
Total 40 60 100
The objective test items are distributed in the following way in Paper 1: 15 items (or marks) for Knowledge and Understanding and 5 items
or marks for Use of knowledge , making a total of 20 items or 20 marks.
The mark distribution for questions in Paper 2 is as follows: 15 marks for Knowledge and Understanding , and 35 marks for Use of
knowledge . Paper 2 is essentially a productive paper and this is indicated by the rather large marks for the essay in the paper. Paper 2 is
weighted more than Paper 1 and the continuous assessment because it is a more intellectually demanding paper.
The mark distribution for continuous assessment in the table shows 10% of marks for knowledge and understanding and 20% of marks for
use of knowledge , totalling 30%. School Based Assessment should be used for measuring performance in all four skills.
xi
Note that at the BECE, the objective test, the comprehension test and essay test are all components of one examination paper. The
examination has two parts: Section A is the objective test component and Section B consists of the comprehension and essay questions.
The teacher at JHS3 should however, advise his/her pupils on the structure of the BECE examination paper and how to prepare for it.
End-of-Term Examination
The end-of-term examination is a summative assessment system and should consist of a sample of the knowledge and skills pupils have
acquired in the term. The end-of-term test for Term 3 should be composed of items/questions based on the specific objectives studied over
the three terms, using a different weighting system such as to reflect the importance of the work done in each term in appropriate
proportions. For example, a teacher may build an end-of- Term 3 test in such a way that it would consist of the 20% of the objectives studied
in Term 1, 20% of the objectives studied in Term 2, and 60% of the objectives studied in Term 3.
The diagram on the next page shows the recommended end-of-term examination structure The structure consists of one examination paper
with two sections, A and B and the School-Based Assessment. The end-of-term Test Paper will be a blend of objective-type and structured
questions (i.e. short answers). The paper will test Knowledge and Understanding and Use of knowledge .
JHS1: 30 items for 45 minutes

The teacher should consider the ability level of the class and determine the number of items to use for the end-of-term assessment. The
above is only a guide.
Distribution of Examination Marks and Examination paper Weights

Section A Section B
(Objective Test) (Structured SBA
Dimensions Questions) Total Marks %Weight of
Grammar, Writing Reading, Writing and All Five Sections dimensions
and Composition Composition
Knowledge and
Understanding 10 10 40 60 40
Use of knowledge 10 10 60 80 60
Total Marks 20 20 100 140
% Contribution of 10 40 50 100
Test Papers
xii
The assessment model above consists of one paper with two sections. Section A, the objective test paper will consist of 10 items. Section
B, is the structured questions section made up of 20 questions, each carrying 2 marks and totalling 20 marks. The total marks of 20 marks
under Section B should be multiplied by 2 to obtain 40 as the percentage contribution of Section B. SBA will cover all five sections of the
syllabus and will be marked out of 100 and scaled down to 50% as indicated in the last row. Each of the marks in the last but one row will
be scaled to the percentage contribution marks indicated in the last row. While the actual marks will be 140, the total scaled marks will be
100. The ranking of pupils on examination performance will hence be based on 100 marks.
It is important that both instruction and assessment be based on the profile dimensions and the skills of the subject. In developing
assessment procedures, select specific objectives in such a way that you will be able to assess a representative sample of the syllabus
objectives. Each specific objective in the syllabus is considered a criterion to be achieved by the pupil. When you develop a test that
consists of items or questions that are based on a representative sample of the specific objectives taught, the test is referred to as a
Criterion-Referenced Test . In many cases, a teacher cannot test all the objectives taught in a term, in a year, etc. The assessment
procedure you use i.e. class tests, homework, projects, etc., must be developed in such a way that it will consist of a sample of the important
objectives taught over a period. The following structure should be considered for developing the end-of-term test.
GUIDELINES FOR CONTINUOUS ASSESSMENT
A new School Based Assessment system (SBA), formally referred to as Continuous Assessment, will be introduced into the school system
from September 2008. SBA is a very effective system for teaching and learning if carried out properly. The new SBA system is designed to
provide schools with an internal assessment system that will help schools to achieve the following purposes:
o Standardize the practice of internal school-based assessment in all schools in the country
o Provide reduced assessment tasks for each of the primary school subjects
o Provide teachers with guidelines for constructing assessment items/questions and other assessment tasks
o Introduce standards of achievement in each subject and in each class of the school system
o Provide guidance in marking and grading of test items/questions and other assessment tasks
o Introduce a system of moderation that will ensure accuracy and reliability of teachers marks
o Provide teachers with advice on how to conduct remedial instruction on difficult areas of the syllabus to improve pupil performance
The new SBA system will consist of 12 assessments a year instead of the 33 assessments in the previous continuous assessment system.
This will mean a reduction by 64% of the work load compared to the previous continuous assessment system. The 12 assessments are
labelled as Task 1, Task 2, Task 3 and Task 4. Task 1-4 will be administered in Term 1; Tasks 5-8 will be administered in Term 2, and Tasks
9-12 administered in Term 3. Task 1 will be administered as an individual test coming at the end of the first month of the term. The
equivalent of Task 1 will be Task 5 and Task 9 to the administered in Term 2 and Term 3 respectively. Task 2 will be administered as a
Group Exercise and will consist of two or three instructional objectives that the teacher considers difficult to teach and learn. The selected
objectives could also be those objectives considered very important and which therefore need pupils to put in more practice. Task 2 will be
administered at the end of the second month in the term. Task 3 will also be administered as individual test under the supervision of the
class teacher at the end of the 11th or 12 week of the term.
Task 4 (and also Task 8 and Task 12) will be a project to be undertaken throughout the term and submitted at the end of the term. Schools
will be supplied with 9 project topics divided into three topics for each term. A pupil is expected to select one project topic for each term.
xiii
Projects for the second term will be undertaken by teams of pupils as Group Projects. Projects are intended to encourage pupils to apply
knowledge and skills acquired in the term to write an analytic or investigative paper, write a poem 9 (as may be required in English and
Ghanaian Languages), use science and mathematics to solve a problem or produce a physical three-dimensional product as may be
required in Creative Arts and in Natural Science. Apart from the SBA, teachers are expected to use class exercises and home work as
processes for continually evaluating pupils class performance, and as a means for encouraging improvements in learning performance.
Marking SBA Tasks
At the JHS level, just as at the primary level, pupils are expected to undertake assignments that may involve investigations and extended
writing etc in English. The following guidelines are provided for marking assignments of such nature.
1. Introduction 20%
2. Main Text
-Descriptions, use of charts etc. 60%
3. Conclusion 20%
Pupils have to be taught how to use charts and other forms of diagrams in their writing pieces. They have to be taught to start with an
introduction and conclude their writing appropriately.
The marks derived from projects, the end of month tests and home work specifically designed for the SBA should together constitute the School
Based Assessment component marked out of 60 per cent. The emphasis is to improve pupils learning by encouraging them to produce essays,
poems, and other pieces of writing and drama. The SBA will hence consist of:
Ø End-of-month tests
Ø Home work assignments (specially designed for SBA)
Ø Project
Other regulations for the conduct of SBA will reach schools from GES.
Combining SBA marks and End-of-Term Examination Marks
The new SBA system is important for raising pupils school performance. For this reason, the 60 marks for the SBA will be scaled to 50. The
total marks for the end of term test will also be scaled to 50 before adding the SBA marks and end-of-term examination marks to determine
pupils end of term results. The SBA and the end-of-term test marks will hence be combined in equal proportions of 50:50. The equal
proportions will affect only assessment in the school system. It will not affect the SBA mark proportion of 30% used by WAEC for
determining examination results at the BECE.
xiv
GRADING PROCEDURE
In marking your class examination scripts, it is very important you develop a marking scheme. A marking scheme, as you may be aware,
consists of the points for the best answer you expect for each essay question or structured question, and the mark allocated for each point
raised by the pupil as well as the total marks for the question. For instance, if a question carries 10 marks and you expect 4 points in the
best answer, you could allocate 2 marks (or part of it, depending upon the quality of the point raised by the pupil) to each point raised,
totalling 8 marks, and then give the remaining 2 marks, or part of it, for organisation of answer. For objective test papers, you may develop
an answer key to speed up the marking.
To improve assessment and grading and also introduce uniformity in schools, it is recommended that schools adopt the following grade
boundaries for assigning grades.
Grade A: 80 - 100% - Excellent

Grade B: 70 - 79% - Very Good
Grade C: 60 - 69% - Good
Grade D: 45 - 59% - Credit (Satisfactory)
Grade E: 35 - 44% - Pass
Grade F: 34% - Fail
The grading system presented above shows the letter grade system and equivalent grade boundaries. In assigning grades to pupils test
results, or any form of evaluation, you may apply the above grade boundaries and the descriptors. The descriptors (Excellent, Very Good
etc) indicate the meaning of each grade. For instance, the grade boundary for Excellent consists of scores between 80 - 89. Writing 80%
for instance, without writing the meaning of the grade, or the descriptor for the grade i.e. Excellent , does not provide the pupil with enough
information to evaluate his/her performance in the assessment. You therefore have to write the meaning of the grade alongside the score
you write. Apart from the score and the grade descriptor, it will be important also to write a short diagnosis of the points the pupil should
consider in order to do better in future tests etc. Comments such as the following may also be added to the grades:
Keep it up
Has improved
Could do better
Hardworking
Not serious in class
More room for improvement, etc.
Note that the grade boundaries above are also referred to as grade cut-off scores. When you adopt a fixed cut-off score grading system as
in this example, you are using the criterion-referenced grading system. By this system a pupil must make a specified score to earn the
appropriate grade. This system of grading challenges pupils to study harder to earn better grades. It is hence very useful for achievement
testing and grading.
xv
JHS 1
SECTION 1
ORAL SKILLS
General Objective: The pupil will:
1. Identify the elements that constitute his/her culture
2. appreciate the morals and values inherent in their customs and institutions
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES
UNIT 1 The pupil will be able to:
1.1.1 name some elements of Language, food, occupation, Discuss the elements of culture of the locality. Pupil to list at least
Culture culture. dress code, religion, etc. Compare some elements of your culture to four elements of
those of other neighbouring people his/her culture.
e.g. staple food of the Ga verses that of the
Asante, Pupils to appear in
- dress code of the Fante verses the Dagaaba, their traditional
etc. costumes and
NB Compare food item in terms of indicate the ethnic
- source of crop group that wears the
- accompanying soup/stew costume.
- time of day eaten
1.1.2 identify some cultural Cultural practices: Pupils to mention
practices of the locality. Naming ceremony, marriage Assist pupils to identify some cultural practices five cultural
and divorce, chieftaincy, in the locality. practices.
puberty rites, etc.
UNIT 2 1.2.1 greet according to the Seasonal greetings e.g. at Mention seasons/occasions and their Pupils to role-play
season and the specific indigenous festivals, New year, appropriate greetings e.g. Christmas, New greetings on special
Greetings and occasion, and give at work, etc. year, birth, death, etc. occasions, e.g. at
Responses appropriate responses. birth, death and
marriage
ceremonies.
. .
1
ACTIVITIES

Greetings and Identify situations and
Demonstration: i.e. teacher pupil greetings pair pupils up to greet
Responses 1.2.2 use appropriate Specific situations, e.g. at in specific situations e.g. at table, work, social
table, at work, at funeral, etc using new expressions
(Cont’d) expressions to greet in gatherings. learnt
specific circumstances
and situations.
Discuss taboos relating

Greetings at table: to such situations as
(Stimulus Response) greeting:
e.g. - at table
- at funeral
Stimulus Response - attending to
Twi nature s call
Kuta mu o. Woato me. (toilet)
Etire nka mm Y redi ade.
Ewe
Va mia kp e a. Nye asi le me
loo
Mez af nyuie. Mi unu.

GA
Ha nii aba. Onina mi/w
DAGBANI
A nuu na be manene. Paheme a nuu.
DAGAARE
Fo naη dire. Wa soη ma.
2
ACTIVITIES

Pupils group and regroup according to Questions and answers
1.3.1 identify the sources of names Week day names on the meanings and
Naming and use them accordingly. e.g. Kwadwo, Kofi, Amma 1. week day names
2. names connected with other birth origins of special names.
Systems
Serial Order of birth categories e.g. twins, serial,
Dede Tεte, K k , Mεnsa, Anane, etc. situational, insinuative, etc.
Serial names: Lead pupils to identify some family/clan

names.
Twins: Ata, Law , Tawia, Akwele, Atsu,
Etse
Family/Clan names: Agbozo, Asiedu,

Azu, Efa, etc. Pupils to list
serial/situational names
Special names; Explain the source of such special names e.g. according to gender.
Antobam, Kronka, Akumedzian
Odoi, Padi, D re, Ayuo, Hiawo, Fiagbe, etc.
D re, Sori, etc. Special names: e.g. D nk , Zuta, Antobam,
Kronka, Akumedzian. Pupils to find out some
appellations of others
1.3.2 identify appellations for certain name they could not
Appellations for names Teacher assists pupils to identify the provide and present
names. eg. Name Appellations appellations of names they know. them to class.
Osei Bonsu (Akan)
S waa Ampaafo (Akan) Discuss some names and their appellation
Akwele Suma (Ga) with pupils Pupils to draw the family
T t K da (Dangme) tree.
Nat Du (Dangme)
UNIT 4 Kinship terms of members of the nuclear
1.4.1 identify the various kinship Kinship terms, i.e. terms for family family.
relationships in the community. members (immediate Name the immediate relations of mother and
Kinship e.g. father, mother, sister, brother, etc) father.
Terms Compare kinship terms of maternal and Pupils to roleplay the
paternal relations where there are differing various kins.
kinship terms.
Pupils to say how their mothers address their

1.4.2 explain terms associated with Father line kins father s immediate relatives and vice versa.
the various kins Mother line kins
Marriage relation kins.
3
ACTIVITIES
1.5.1 Identify names and types of Names and types of festivals Pupils identify festivals of the locality and the Pupils to draw a
Annual festivals of his/her locality. times of celebration. scene at a local
Festivals festival.
Religious festivals
Adae Asante Teacher assists pupils to discuss the types of
Odwira Akuapem festival and their origins. Pupils to state three
Nadu Krobo values of festivals.
Other language
Pupils to state some
Agricultural festivals of the major problems
H m w Ga associated with
Te u u Peki festivals.
K ben Dagaaba
Ohum Akyem
Historical festivals
Hogbetsotso - Anlo
Sasadu - Sovie, Alavanyo, etc.
Bugum - Dagbani
Asafotu - Ada
Origin and time of celebration Teacher to invite pupils to state times of local Organization
festivals. chieftaincy problems
and changes that
have occurred.
4
ACTIVITIES
1.6.1 explain what the clan is Clans in the locality: Teacher to assist pupils to discuss what a clan Pupils to write the
The clan and Akan: Asona, Oyoko, Bretuo, etc. is and mention the names of some clans they names of three clans
system mention the names of some know. and their locations in
Ewe: Adz via, Lik , Blu, etc. the locality.
clans in the locality.
Ga: As r , Gbese, Sempe, etc. Pupils to identify some clans of the locality.
Dangme: Bunase, Ny w , Nam, etc.
Dagaare: Mal r , Kow
Dakpaal , etc. Teacher to assist pupils to discuss the basic

1. 6.2 mention some basic Nzema: Ezolule, Ndwefo, etc. features that a clan has.
features that identify Pupils to identify three
a clan. Features of a clan: Pupils to mention the clan they belong to. clans and state their
totems, taboos, oaths, clan names, corresponding totems.
origin and ancestry. Guide pupils to identify the basic features
(oaths, taboos, etc.) of a clan
Let pupils identify some clans and their totems,

taboos, clan names, etc.
1.6.3 state the importance of the Importance of the clan system: Guide pupils to discuss the importance of the
clan system. - helps clan members to know one clan system.
another as belonging to one Pupils to list five
ancestry. advantages of the
clan system.
- forges unity among members
Pupils to identify
- source of pride some of the problems
with the clan system.
5
UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES
1.7.1 identify some non- Identification of non-verbal Pupils mention some non-verbal forms of Pupils to list some non-verbal
Non-Verbal verbal forms of forms of communication communication and perform the acts. forms of communication and
Communication communication. e.g. nodding their interpretation.
Body Language -maintaining eye-contact Disadvantages of non-verbal
-winking communication.
-frowning
-using `gestures
-waving, etc.
1.7.2 explain the value and Importance of non-verbal Teacher to assist pupils through questions Compare non-verbal and verbal
importance of non- forms of communication and answers to discuss the importance of communication
verbal communication -shortens long verbal non-verbal forms of communication. List some disadvantages of
as a form of texts, non-verbal forms of
socialization. -private Pupils to discuss some possible problems communication.
-it accords privacy . that may arise from non-verbal
- it saves time. communication.
-eases communication with e.g:- ambiguity
people with hearing - culture specific
problems. non-widely used
: restrictive users
: low frequency usage
: eliminates the blind
: not applicable in the dark
area
6
JHS 1
SECTION 2
READING AND LITERATURE

1. develop the skills for reading with understanding

2. acquire the habit of reading for pleasure

ACTIVITIES
The pupil will be able to:

UNIT 1
Reading aloud 2.1.1 read aloud fluently with Reading aloud with correct Drill pupils on the correct Pupils read unseen passages
correct pronunciation and pronunciation. pronunciation of new words using aloud for teacher to access
voice modulation. correct voice modulation. correct pronunciation and voice
modulation.
Pupils read aloud for teacher to
correct their pronunciation errors.
7
ACTIVITIES
UNIT 2
2.2.1 read silently and Remedial: - Reading aloud: Give a comprehension passage.
carefully through Getting rid of bad reading Discussion: Explanation of new Discuss it orally with pupils.
Reading passages/books practices vocabulary items
Comprehension to get the main ideas. Teacher to correct bad reading Pupils to answer questions on a
- lip movement habits. comprehension passage.
- sub-vocalisation, - Silent Reading
- reading words with figures, etc. - Pupils summarise story.
- Pupils read silently and answer
questions on passage read.
2.2.2 grasp main facts, present Reading for information. Pupils summarise story Pupils to identify and write the
them systematically and - passages main idea in a text
learn to summarise. - booklets
- books
- magazines, etc.
UNIT 3 2.3.1 define the term Definition of literature. Lead pupils to discuss literature in the Pupils define literature in their own
Literature. Ghanaian Language. words.
Introduction to
Literature
2.3.2 draw the distinction The difference between oral and Draw the distinction between oral and Pupils explain difference between
between oral and written written literature. written literature. oral and written literature and give
literature. examples of each.
Give examples of Oral and Written
literature
Oral: e.g. Greetings, folktales, etc.
Written: Poetry, prose, drama
Marriage of Anansewaa Ancestral
Sacrifice.
2.3.3 summarise a story of Shorten story using synonyms, Teacher assists pupils to acquire the Teacher to provide a passage of
ten lines in eight phrases and subordinate techniques for summary writing: ten lines for pupils to summarise.
minutes. clauses. - Identify topic sentences.
- Identifying and removing
repetitions, explanations,
etc.
8
ACTIVITIES

Oral Literature 2.4.1 explain oral literature and Explanation: Unwritten stories 1. Teacher to introduce the Pupil s to give a folktale
cite examples of genres and short wise sayings (used to lesson with a short folktale.
of oral literature. teach morals and values) Teacher to lead pupils to
They form part of a people s realize that the story has a
culture. They are passed on beginning, middle and an
from generation to generation by end. Teacher to lead pupils
word of mouth. through questions and
E.g. proverbs answers to discover the
folktales moral lesson of the story.
lyrics
riddles, etc. 2. Teacher to invite a pupil to Invite pupils to give more
say a proverb. Teacher to proverbs and a situation in which
help pupils discover that a it can be used.
proverb is a summary of a
long story. Together with
pupils identify the lesson of
the proverb.
3. Teacher to invite another Invite pupils to give more riddles.

pupil to give a riddle/puzzle
which any other pupil may
give an answer to.
Pupils to write down four

examples of oral literature
gennes.
UNIT 5
2.5.1 state the birth, growth and Evolution of written literature in Discuss the origin of written literature List titles and authors of literature
Written evolution of written the language. in the language. books and group them under the
Literature literature in the Ghanaian - kinds of written literature Pupils to mention titles and authors various genres.
Language. - prose - fiction and non-fiction of some literature books in their
language.
9
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND EVALUATION
LEARNING ACTIVITIES

(Cont’d) 2.5.2 identify the different kinds of Narrative poems, lyrics, ballads, Discuss the differences between Pupils to write a simple lyric.
poetry. etc. narrative poems, lyrics, ballads,
Written etc.
Literature
2.5.3 identify the various dramatic Subject matter, plot structure, Discuss the various dramatic Pupils to write short notes on any
devices that contribute to the conflict, character, devices under content. two of the dramatic devices
beauty in a piece of writing. characterization, etc. discussed.
2.5.4 analyse a selected poem Literary appreciation - elements Pupils appreciate given texts and Pupils write out the plot in a
in the language, e.g. lyric, such as effective use of diction, identify plot, characters, setting, given literary work.
ballad, etc. expressions, literary devices etc.
imagery, etc.
2.5.5 write a simple poem on a Writing of a simple poem on the Teacher to read a story from a Pupils appreciate a piece of
contemporary issue. following topics e.g. book and ask pupils to identify the writing e.g. Poem.
Personal hygiene. subject matter, theme, plot
Food hygiene structure and the diction, etc. In groups pupils write a poem on
Going to the Doctor a given topic/Pupils may write
Elections, Infant mortality In pairs/groups, pupils practise two more stanzas of the poem
HIV /AIDS, Child labour, etc. writing simple stories, plays and read.
poems on contemporary issues.
10
JHS 1
SECTION 3
WRITING SKILLS
General Objectives: The pupils will:
1. acquire the knowledge of the functions of the some grammatical forms.

2. understand and use the grammatical forms correctly in speech and in writing.

ACTIVITIES
3.1.1 identify and explain the The word classes - nouns, Basic definition/explanations of Pupils should identify noun,
Word Classes various word classes. pronouns, verbs, adjectives, nouns, verbs, adverb, adjectives, verbs, adverbs, adjective, etc.
conjunctions, post-positions, conjunctions, post-positions, in sentences.
emphatic particles, etc. emphatic particles, etc.
3.1.2 state the various positions Positions that each word class Explain the position of the word
that each word class occupies in a phrase/a clause. classes using simple sentence
occupies in the sentence structures/patterns.
structure/pattern.
UNIT 2 3.2.1 identify the various types of Types of nouns: Proper, Identification of different types of Group nouns under: proper,
nouns in the language. Common, Concrete, etc. nouns. common, concrete and
Nouns and abstract.
Pronouns
3.2.2 use singular and plural Singular and plural nouns Pupils to give the singular and plural Pupils write the singular or
forms of nouns. Number - singular and plural. forms of nouns. plural forms of given nouns.
Functions of nouns. Pupils to form sentence, using
different types of nouns correctly.
3.2.3 identify the gender of nouns. Masculine, feminine and neuter. Help pupils to understand the Pupils to identify the gender of
concept of gender as mainly some nouns.
Use naming patterns to explain associated with personal names:
gender marking in the Ghanaian e.g. Bayuo(m) Ayuo(f) Dagaare
Language. Takyi(m) Takyiwa(f)
Ado(m) Adobea(f)} Twi
Adi(m) Adiki(f) Dangme
11
ACTIVITIES
UNIT 2 (Cont’d) The pupil will be able to:
3.2.4 identify the various types Types of pronouns - personal, Pupils construct a few sentences Pupils to replace nouns with
Types of of pronouns. demonstrative, etc. about his/her friend. pronouns.
Pronouns
3.2.5. use pronouns in sentences. Functions of pronouns. Explain why nouns should be
replaced by pronouns.
3.2.6 distinguish between Singular and plural pronouns. Differentiate between nouns and
singular and plural I, you, he/she/it we, you, they pronouns used.
pronouns.
Pupils change singular nouns in Singular pronouns to be

sentences into plural pronouns, converted to plural pronouns.
making changes in verb form.
UNIT 3 3.3.1. identify the various types Types - transitive and Differentiate between transitive and Verbs to be underlined in
Verbs of verbs in the Ghanaian intransitive, e.g. intransitive verbs. sentences.
Language.
3.3.2 use the various tenses Tenses simple present simple Change verbs from the simple
correctly. past. present tense to the simple past
tense and vice versa.
3.3.3 use some tense the Tenses - progressive, perfect, Illustrate the uses of different types Write five sentences with verbs
appropriately. etc. of tense forms. in the simple present tense for
pupils to rewrite changing the
tenses in to their progressive
tense forms
12
ACTIVITIES
Paragraph Writing 3.4.1 identify the main idea in a The structure of a paragraph. Explain: Paragraph Writing
paragraph. - controlling idea/topic sentence
Controlling idea/topic - major supporting sentence Pupils to write a paragraph
sentence. - minor supporting sentence- using - on a given topic e.g.
selected short texts. Education of the Girl-child
3.4.2 develop an idea into a Main support sentence. In groups/pairs; pupils to identify Pupils to reorganize a
paragraph using Writing a paragraph from main ideas and discuss them from a paragraph of jumbled up
supporting sentences. sentence(s) that state the given text. sentences.
main idea. From a mixed-up order of sentences
pupils to re-arrange sentences in
correct order.
13
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING/LEARNING EVALUATION
ACTIVITIES
3.5.1 retell stories told or read; Reproduction of stories e.g. Retelling a story: Teacher tells a
Narrative Ananse stories events,etc. story and asks pupils to write the story
Writing in their own words.
3.5.2 narrate events of everyday Narration of everyday events. Pupils to narrate stories about Pupils to write a two or three
occurrences e.g. incidents in the: home, everyday experiences e.g., paragraph story on a given
school, hospital, library, etc. -events on the way to school topic e.g. The effects of
-preparing for a game: football, oware, bush fire on the
cards, etc. environment.
3.5.3 write short imaginative stories Writing of short stories Teacher to lead pupils to generate Pupils to imagine a story
(imaginative ones). ideas on a topic and arrange ideas and write it.
generated in a logical order.
3.6.1 list and explain the various Types of Adjectives Pupils describe an object or a friend. Identify and underline
types of adjectives. - attributive adjectives} Write a few sentences containing adjectives.
UNIT 6 - predicative adjectives} adjectives on the chalkboard; use
Adjectives Based on their positions these sentences to illustrate the
positions of different attributive and
predicative adjectives.
3.6.2 use adjectives in phrases and Adjectives in phrases or Identify words which describe nouns Form four sentences with
sentences. sentences in given sentences. given adjectives.
Pupils form sentences with given
adjectives.
14
JHS 2
SECTION 1
ORAL SKILLS
General Objectives: The pupil will:
1. understand and appreciate the importance of rites of passage in human life
2. appreciate the significance and implications of these rites.
ACTIVITIES

1.1.1 describe a naming Time, people, materials and Discuss a naming ceremony and outline the Describe any two
Naming ceremony. stages of outdooring and procedures involved e.g. assembling of relatives, processes in a naming
Ceremony naming ceremony. declaring purpose of gathering through libation, ceremony.
prayer.
1.1.2 State the importance 1. Formal admission of a new- Brainstorm on the importance of naming
of a naming ceremony. borne baby into the family. ceremonies.
2. identification of the child. Pupils to role-play a

naming ceremony.
3. bring families together
(unity).
UNIT 2
Commitment 1.2.1 explain what Commitment:- Devoting Teacher to discuss what goes into commitment
commitment means. oneself to something with pupils.
worthwhile.
1. Pupils to mention circumstances under
which one need to be committed.
2. Pupils to state some characteristics of a

committed person.
1.2.2 explain how one can Commitment to: Discuss how one can be committed to: Discuss the significance
be committed to: - God God of the national
- Family Family pledge/anthem with
- Society Society, etc. pupils.
Commitment to duties and e.g. by helping the needy
responsibilities, personal by being obedient Pupils individually to
principles, co-operation with taking part in communal labour recite and sing the
other people for a good cause, national anthe/ pledge.
internal peace and progress.
15
ACTIVITIES
1.2.3 explain why we need to be Pupils to explain why one Discuss some situations where pupils can show
Commitment committed. should be committed. commitment practically. Pupils write four
(Cont’d) - personal development, reasons why they
- it is a virtue, should be committed.
- improves the lives of others
UNIT 3 1.3.1 explain puberty. A stage in the growth of human 1. Teacher to lead pupils to discuss
being. stages in life. Pupils to explain
Puberty Rites 2. discuss puberty with pupils. puberty.
Teacher to assist pupils to discuss the various
rituals performed at puberty.
1.3.2 explain puberty rite. Initiation, enhances status - Teacher to assist pupils to discuss the rites
provides education, a means of performed to mark puberty from the onset to Discuss the
socio-moral control, etc. the last stage. rituals/activities.
1.3.3 explain the significance of Rites/rituals, bathing, shaving, - Invite pupils to mention State three reasons
puberty rites. cooking, washing, etc. puberty rites of other ethnic why puberty rite
groups. should be encouraged
or discouraged
Teacher to assist pupils to discuss the Debate on relevance
relevance of puberty rituals in our present day of puberty rites.
life.
16
ACTIVITIES

UNIT 4
Gratitude and 1.4.1 use the right register to Expressing gratitude and Teacher assists pupils to discuss ways of Pupils to list some four
Appreciation express gratitude/appreciation. appreciation showing gratitude and appreciation. occasions on which we
e.g. Thank you, God bless you, Discuss the expressions for showing must show
May healing be through you, gratitude and appreciation and also on appreciation and
etc. specific occasions. gratitude.
e.g. for a gift, food, advice, etc.
Expressing gratitude and
appreciation on specific Pupils to write the
occasions. expression used when:
(i) advice is given.
(2) work is done well.
(3) gift is received.
1.4.2 give reasons why we should Encouragement, Pupils to brainstorm on what one feels when
show appreciation and acknowledgement, politeness, his/her service or contribution is Pupils role play
gratitude. etc. acknowledged or not acknowledged. situations when:
1. does something
and he is
appreciated.
2. does it and he is
not appreciated.
17
ACTIVITIES

Lead a class discussion on utterances,
Explain taboo: A verbal or non- behaviours, actions, objects, animals, events Pupils to write two
1.5.1 identify some taboos in the verbal behaviour, an object, an examples each of:
Taboos community. that are considered as taboos in the
animal, an event that is community. a) verbal taboos
prohibited in a community for b) animal taboos
religious or some other reasons. c) historical/event
taboos
E.g: Verbal taboos
- Insulting the nakedness of Pupils to ask their
your wife. parents or elders for
more family, lineage,
Non-verbal taboos clan taboos.
- attitudes and behaviours
(Destroying a neighbours
budding crops)
- relationships
i. incest
ii. sleeping with a women in her
menstrual period.
- Objects and animals
- Events, etc.
1.5.2 state two sanctions for two Lead the class to identify and discuss sanctions
Explain sanctions: for some taboos. Pupils to write on the
taboos. Punishments for breaking a importance of
taboo sanctions. E..g.
- purification - controls behaviour
- pacification - maintains order
- banishment - ensures collective
- fines security etc.
- death penalty
- ostracisation
18
ACTIVITIES
The pupils will be able to:

Unit 5
(Contd) 1.5.3 Distinguish between Sanctionable taboos attract Lead pupils to classify taboos into sanctionable Project
sanctionable and non- punishments; the others do not. and the non-sanactionable. Pupils to be put in
sanctionable taboos. - beating your father or Pupils to be made aware that there are degrees groups. Each should
mother of taboos, and that sanactions depend on how be assigned a taboo
- killing a clan totem serious the culture considers the taboo to research into the
Non-sanctionable taboo source, nature,
- Sleeping with a woman objective and
in her menstrual sanctions and make
period. recommendations.
Teacher to lead pupils in a question and Debate

1.5.4 relate taboos to Comparing taboos and school answer discussion to compare taboos and Class to form two
school/home rules and rules and regulations school rules and regulations. groups to debate:
regulation. Taboos are not
acceptable in the light
of present day
developments.
19
ACTIVITIES

Deaths and 1.6.1 explain peoples perception of Death and burial of children. Assist pupils to discuss perceptions associated Pupils to write two
death and burial of children. Death as a result of : with deaths and burials for children. perceptions of child
Funeral Rites e.g. witchcraft death in the
invitation from ancestors community
child arrived unprepared Pupils to write some
expressions used to
announce the death
(a) a baby
(b) a chief
(c) an ordinary
person.
1.6.2 describe how the death and Death and burial of chiefs and Concepts associated with death and burial of List items that are
burial of chiefs and royals are royals chiefs and royals/and expressions used to used for the burial of
handled. e.g. firing of musketry announce the death of chiefs, royals, etc. chiefs and royals.
burial at mausoleum, etc.
1.6.3 describe how the death and Ordinary person The normal burial and funeral rites State some beliefs
burial of an ordinary person is e.g. burial during the day Pupils to brainstorm on how death and burial of associated with
handled. funeral announcements ordinary people are handled. unnatural deaths and
discuss whether the
1.6.4 mention some perceptions Untimely deaths: witchcraft, Assist pupils to discuss perception of unnatural beliefs are justified in
about unnatural deaths spiritualism , evil spirits, etc deaths the light of modern
Suicide Taking one s life due For instance, a carpenter roofing a building fell thinking.
especially to stress, fears, down and broke his leg because he did not put
shame, etc. his leg at the proper place. Such accidents
Accidents: - motor accidents cannot be attributed to witchcraft. One must
due to mechanical faults, take personal responsibility and not blame
drunkenness, mistakes in others for one s own faults.
overtaking other lorries, etc. Explain the circumstances that may lead to
Other work-related- accidents. suicide, road accidents, bush fires and fire-
outbreaks caused by faulty electrical
installations.
1.6.5 explain the causes of infant Causes of : Create a forum for pupils to discuss traditional A debate on the
mortality and problems of Infant mortality and maternal perception of infant mortality and the death of causes of infant
maternal health. health problems as: pregnant women in the light of present day mortality or the real
- poor maternal ante-natal developments. causes of the death
health-care NB: Teacher to stress the fact that of pregnant women
- lack of pre-natal care carelessness and its consequences should not or post-natal
- poor communication be attributed to witchcraft. problems.
- poor nutrition
- ignorance, etc.
20
ACTIVITIES

UNIT 7 1.7.1 identify types of Proverbs about: Assist pupils to explain what a proverb is. Pupils write some
Proverbs proverbs. Human beings, animals and other Let pupils give examples of proverbs. proverbs associated
and Idioms creatures and things. Pupils to classify proverbs under these with:
headings: animals
Plants and animals, human beings, towns, birds
objects, events, human beings or
any other type.
1.7.2 use proverbs appropriately Proverbs and occasions during Let pupils give some proverbs and explain their Teacher to give
in communication. which they may be used. meanings. situations and pupils to
Assist pupils to determine the situations in give proverbs to match
which any of the proverbs may be used. their contexts.
Or teacher gives
proverbs and pupils
determine the situations
in which they may be
used.
1.7.3 state the significance of Significance of proverbs: e.g. Let pupils discuss the significance of proverbs Pupils state some
proverbs in communication. Summarises long discourses in communication. reasons for using
Sharpens the mind proverbs.
Enriches language, etc.
Teacher to guide pupils
to collect idioms from a
community.
1.7.4 explain idioms and identify Idioms: Teacher to assist pupils to discover that: Teacher to assist pupils
some. An expression whose meaning is idioms have fixed meanings to know how to look up
different from the original meanings idioms are like words. idioms in the dictionary
of the individual words used to form e.g. to put ones foot down to insist of the language
the idioms
- guide pupils to provide some idioms Teacher to write some
Sources: idioms on chalkboard
associated with and ask pupils to look
human body parts up their meanings in the
food dictionary
plants and animals, etc.
Teacher to provide
idioms and pupils use
them in sentences of
their own.
21
JHS 2
SECTION 2

1. develop the habit of reading for pleasure/enjoyment and information.

2. develop interest in the oral and written literature of the community.
UNIT SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

OBJECTIVES

Reading aloud 2.1.1 read aloud fluently Reading aloud: Treat pronunciation of new words and their meanings. Pupil read aloud a specific
with emphasis on voice modulation Read aloud with use of punctuation marks. passage taking note of
punctuation marks. Pupils to read while teacher listens to correct punctuation marks.
pronunciation and intonation difficulties.
UNIT 2 2.2.1 identify the main Use of various text types. Pupils read given passages silently and discuss
Reading Ideas in the Passages from books and passages based on leading questions from the Pupils answer questions based
Comprehension passages read. other factual or fictional teacher. on the passage read.
materials from the natural
and social sciences, Discussion of passage read followed by answering of
historical narratives and or oral/written comprehension questions.
technical subjects.
2.2.2 narrate or rewrite in Supplementary readers, Teacher to write a passage of one page and assist Pupils write summaries of texts
summary form what magazines, periodicals, pupils to discuss the main ideas read.
has been read. etc. Pupils to summarise the passage in a few sentences
Teacher to assist pupils to select appropriate
supplementary readers, magazines, periodicals, etc.
and guide them to write summaries
2.2.3 summarise a given

text.
22
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

Oral
2.3.1 identify the structure of Work songs, dirges, Differentiate between puzzles and riddles. Group Work Competition on
Literature traditional poetry, riddles, riddles, puzzles, folktales, riddles and puzzles
puzzles, etc. etc.
2.3.2 tell/narrate myths and Myths and legends: Teacher to assist pupils to identify some myths and Answering simple questions
legends of the locality Pride in ancestry, source of legends of the locality and state their importance as on myths and legends of the
and state the importance motivation, explains social and moral control systems. ethnic group.
of the myths and reasons for some festivals Pupils tell/narrate some myths/legends of the
legends. and natural phenomena. community and analyse the content in terms of their
relevance to the people of the community.
UNIT 4
2.4.1. identify the themes, Themes and style of Discussion of themes, mood etc. of literary pieces.
Written style and mood of historical narratives, myths,
Literature literary pieces. proverbs, idiomatic
expressions.
2.4.2 distinguish fiction from Types of non-fiction, Differentiate between the characteristics of fiction and Pupils identify literary devices
non-fiction biography, autobiography, non-fiction. in literature works
adventure and travel Non-Fiction
stories. E.g: Biography/Autobiography of Dr. Kwame
Nkrumah/Dr. Busia/Dr. J.B. Danquah, etc.
Main types of fiction: Fiction
novels, short stories, Ancestral Sacrifice Nyantakyi Akosomo
novelette, parables, fables, Things Fall Apart Chinuah Achebe
etc. Stories from Supplementary Readers
23
ACTIVITIES
UNIT 4 (Cont’d ) The pupil will be able to:

Written
2.4.3 identify the features Types of poetry and play. Discuss the features of a play. Pupils answer some context
Literature of plays and questions on plays read.
poems. Discussion/Questions
and answers on: Give pupils a simple poem and let them discuss the Pupils write simple comments
- Features of features: form, diction, rhyme pattern, poetic on given poems.
poetry devices, etc.
- main
characteristics Discussions on some contemporary issues e.g. see Pupils to continue any poem
of poetry (a text content. in their own words. Suppose
for study) a poem has 4 stanzas,
students to write a 5th stanza
- Pupils to address
subject matter, theme
rhyme pattern, etc.
2.4.4 write simple stories, Lead pupils to read and discuss a simple poem. Pupils write simple stories or
poems and plays Contemporary issues poems based on e.g.
on contemporary e.g. Assist pupils to discuss some simple poem and play
issues. written by a pupil. -Drugs
- Drug abuse -Teenage pregnancy
- Teenage Pupils in groups choose a topic and write a simple -Child labour
pregnancy story or play on it and present to class. -Child abuse
- Child labour -AIDS
- HIV/AIDS -Environmental Degradation
- The
environment
- Child rights
24
JHS 2
SECTION 3
WRITING SKILLS

1. identify adverbs in the language
2. understand and appreciate the functions of Adverbs and their usage
ACTIVITIES

Adverbs
3.1.1 describe the various Types of Adverbs e.g. place, manner Help pupils to: Pupils underline adverbs
types of time, etc. describe how some actions are in given sentences.
adverbs performed e.g. walk-fast, slowly, etc.
tell when an action is/was will be

performed e.g. now, yesterday, next
year, etc.
tell where an event occurs/occurred/will

occur
e.g.: at the market, in the home etc.
3.1.2 distinguish between the Functions of Adverbs. (Modifiers of : Teacher to assist pupils to learn that Pupils to fill in the blanks
various functions of the verbs, adjectives, adverbs) adverbs modify verbs, adjectives and with suitable adverbs.
adverb. adverbs
Pupils to read a passage and point out
the adverbs in it.
UNIT 2 3.2.1 identify and use Conjunctions e.g.: and, but, or, Assist pupils to identify conjunctions in Pupils to determine
Conjunctions conjunctions because, before, etc. phrases and sentences whether the underlined
correctly. Pupils to use conjunctions to join words, conjunction joins words,
or separate sentences phrases or
clauses/sentences.
3.2.2 identify coordinating Coordinate conjunctions. e.g.: and, Teacher uses phrases and sentences to
but, or, yet. help pupils to determine the functions of
conjunctions/coordinators coordinating conjunctions e.g. join word
and their functions and word Kofi and Ama (Kofi ne Ama)
e.g. joins sentences: Kofi swept and
Amma cooked (the) food (Kofi prae na
Ama noaa aduan.)
25
ACTIVITIES

UNIT 2
(cont’d)
3.2. 3 identify subordinating Subordinating conjunctions Teacher leads pupils to discover that Pupils to identify main
Conjunctions conjunctions and their Before, after, as soon as, if, etc subordinating conjunctions reduce: /subordinate clauses in
functions 1. main clauses into subordinate sentences.
Kofi came (main clause) clauses
subordinate clauses 2. make the sense in the subordinate
before Kofi came clause incomplete.
after Kofi came
as soon as Kofi came,
Teacher writes simple sentences on the Pupils to write six simple
writing board for pupils to convert into sentences and convert them
subordinate clauses by writing a subordinate into subordinate clauses
conjunction before the simple sentence. using subordinate
conjunctions,
UNIT 3 3.3.1 observe and describe Simple description e.g. market Dialogue: Teacher uses questions and Pupils to write an accurate
scenes. scenes, sporting event, lorry answer to help pupils to describe scenes, description of a picture,
park, etc. places, people, etc. object or event.
Descriptive
Writing 3.3.2 describe objects, places and Description of places of interest; Picture description: Pin pictures or paintings
events accurately. important occasions; objects of on the board and ask pupils to describe what
historical importance, etc. they see/observe.
26
UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES

Letter Writing 3.4.1 write the features of a Features of a letter e.g. address, Discuss the features of a letter, e.g.:
letter. date, salutation, subscription. - address
List the points or issues you - date
want to write about before you - salutation
start to write. - body
- conclusion
3.4.2 write informal letters Informal/Personal letters to Pupils to write informal letter to friends, Write a letter to a friend advising
to friends, parents etc. friends, sisters, brothers, brothers/sisters, parents, etc. him/her on how to maintain good
using the appropriate parents, etc. health.
register.
3.4.3 write formal letters to Formal letters Pupils to write formal letters to the
companies and Differences between formal and following:
people in authority. informal letters with regards to : - to a company for a job
-salutation - to the Electricity Company to connect
-formal or informal language in electricity to their home
the body of letter - to the Assembly man to arrange for the
-conclusion sinking of a well in the town/village.
3.4.4 write letters to Differences between informal Assist pupils to learn the differences Pupils write a letter to the
distant relatives and semi-formal letters and between the formal, informal and the assemblyman, DCE or
using the appropriate appropriate register. semi-formal letter. headmaster. Teacher to
register. determine content of letter.
Pupils to write a semi formal letter to a
distant relative.
27
UNIT TEACHING AND LEARNING
SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES
UNIT 5
Analysis of the 3.5.1. analyse the simple sentence Analysis of the simple sentence Construct simple sentences for analysis Pupils analyse given
into subject and predicate. into subject and predicate. The sentences into
Simple subject comprises the words or subject and predicate
Sentence group of words before the finite
verb.
3.5.2. state the elements of the The structure of the subject and Identify and analyse subject and predicate.
subject and predicate predicate component
UNIT 6
3.6.1 revise the uses of the The punctuation marks: Revise lessons on the question mark,
Punctuation comma, quotation marks, the comma, the quotation marks, the semi-colon
the semi-colon and the Comma ( , ) and the colon.
Marks: colon. Quotation marks ( )
Review/The Semi-colon (:)
Apostrophe Colon ( : )
3.6.2 use the apostrophe correctly Relevant Units/Lessons in the class Introduce the Apostrophe (Elision)
reader and supplementary reader. Elision - This involves removing a vowel
and replacing it with an apostrophe depending
on the language and the context/situation
(Orthography) the writing conventions,
e.g. Akan: Me adaka M adaka
Ewe: Nye agbale Ny agbale
Dangme: Pa a mi = Pa am
Dagaare: Nyε O = Ny o
NOTE: Write various kinds

Work through many more examples with of sentences for
pupils pupils to punctuate.
28
ACTIVITIES

Semi-Formal 3.7.1. write suitable semi-formal Semi-formal letters to specified Revise lesson on writing friendly, informal Individual pupils write
letters. Persons/addressees letters. semi-formal letters to
Letters e.g. father s/mother s friend, an aunt/uncle
uncle/aunt, grandfather/ Discuss similarities/differences between expressing appreciation
grandmother and other older informal and semi-formal letters, language for his/her love during
relations. use and formal features (Refer to Content) the last holiday spent
with him/her
Topics/issues normally raised: Pupils plan and write a semi-formal letter to a
expressing gratitude, specified recipient,
apologising ,making e.g. to an uncle finding out if they can spend the
requests/pleas. next holidays with him.
Use of language e.g. no contracted

forms, jargons or slangs.
Formal features - salutation,

subscription, full name, etc.
Synonyms:
UNIT 8 3.8.1 explain synonym and give Words with the same meaning Teacher to assist pupils to explain what synonymy is Teacher to write five
some examples. e.g. English: agree accept Teacher lists some words and pupils provide their sentences with some
Synonyms and direct show synonyms underlined words. Pupils
Write sentences and underline some words so that rewrite the sentences
Antonyms pupils replace the underlined words with synonyms. replacing the underlined
Ga: awo ny (Mother)
Dangme : ngma niyeni (food) words with suitable
Dagbani: sulu seha (good luck) synonyms.
Twi: sesa tase (gather)
Dagaare: ba saa (father)
Antonyms:
3.8.2 explain antonym and give Words that are opposite in Assist pupils to explain antonyms and give examples. Teacher to write five
examples meaning sentences with some
e.g. asleep awake List some words for pupils to provide their antonyms underlined words. Pupils
wise foolish rewrite the sentences
Ga: ba yaa replacing the underlined
Ewe: dzra le words with suitable
Dangme: Jua he antonyms.
Dagbani: Kamina chama
Twi: da nyan
Dagaare: gaa - wa
29
ACTIVITIES
Synonyms, 3.8.3 state some idioms and Idioms: Teacher and pupils to identify some idioms and Teacher to assist pupils
Antonyms explain their meanings An expression whose meaning is discuss their literary meanings and compare with to know how to look up
and idioms different from the original their idiomatic meanings. idioms in the dictionary of
meanings of the individual words the language
used to form the idiom.
Teacher to write some
Sources: idioms on writing board
associated with and ask pupils to look for
human body parts their meanings in the
food dictionary
plants and animals, etc.
Teacher to provide five
Like proverbs, idioms have their idioms and pupils use
contexts. them in sentences of
their own.
30
JHS 3
SECTION 1
ORAL SKILLS
1. acquire further knowledge of the social, cultural and political life of their community.
ACTIVITIES

1.1.1 state the importance of Importance of marriage: Assist pupils to talk about why List three reasons why
Customs marriage Procreation for the reproduction and people marry people marry.
(Marriage and renewal of the human species,
Divorce) socialization, etc.
1.1.2 describe the different types of Types of marriage e.g.: Discussion on: Pupils to write three types
marriage and how they are -Customary - different types of marriage of marriage
contracted. -Ordinance procedures in the language
community;
Personalities connected with - personalities involved in
marriages contracting marriages:
1.1.3 give examples of causes or Causes of divorce - Pupils to enumerate situations that Enumerate some causes of
situations/acts that can bring Divorce Procedures: can give rise to divorce. divorce.
about divorce. - separation/divorce e.g. domestic violence, non-
- divorce rites performance of responsibilities etc.
1.1.4 state the effects of divorce Effects of divorce - Pupils to describe divorce
procedures e.g. arbitration, return
of dowry, etc.
Pupils to outline some of the effects

of divorce especially on the children.
e.g. streetism, truancy, hooliganism,
1.1.5 outline ways for sustaining Sustaining marriages Discuss ways for sustaining List different ways by which
a marriage. -fidelity marriages e.g. honesty, fidelity, a marriage can be
-effective home/financial tolerance, etc. sustained.
management
- understanding and forgiveness A talk on marriage by a resource Essay on Ways to a
person e.g. Pastor, Imam, Social Happy Marriage .
worker, Marriage Counsellor.
31
ACTIVITIES

Funerals 1.2.1 describe the indigenous Indigenous funeral rites e.g. Discuss some activities of a Pupils name some post-
funeral rites after burials. widowhood, separation, purification. bereaved family after burial burial funeral rites and
describe the processes.
1.2.2 describe current influences Contemporary funeral rites e.g. Pupils narrate the roles played by Discuss some current
that have led to expensive church-burial, thanksgiving and some societies e.g. churches before changes introduced into
funerals memorial services, expensive and after burial e.g. wake-keeping, traditional funeral practices.
dresses, parties, etc. thanksgiving and memorial services.
Pupils discuss the high cost of
funerals and ways for reducing such
cost.
1.2.3 state the positive and negative Positive and negative aspects of Discuss the advantages and
aspects of widowhood rites widowhood rites disadvantages of the various funeral
rites e.g. widowhood, purification, etc.
Teacher assists pupils to discuss
negative and positive widowhood
rites.
Pupils to describe some of the rites Debates:

1.2.4 prevent the negative aspects Human rights abuse, widows undergo, and discuss Widowhood rite must be
of widowhood rites anti-social, vindictiveness, etc, whether such rites are decent, or abolished.
whether they degrade womanhood.
Pupils to suggest widowhood rites
that should be abolished or
amended, and give reasons.
32
ACTIVITIES

1.3.1 identify the various symbols Identification of symbols. Pupils: Pupils list symbols found in
Ghanaian Symbols used in the language - a red band tied around a fruit - discuss selected symbols used in their community.
and their Meanings community. on an orange tree the community.
- a bow hanging upside down
at the gate of a house.
1.3.2 state the meaning of the Meaning of symbols. - discuss the origin, meaning and Pupils tell the class the
symbols identified. unity, cooperation, etc. values of the symbols in their origins, meanings and
ethnic groups. values of symbols found in
their localities.
1.3.3 describe the values of the Value of symbols. Discuss some symbols and their
various symbols. e.g. source of information. values.
1.3.4 state the history of the Origins of symbols. Pupils in groups, investigate the Groups present their reports
symbols. history and meaning of identified of the investigations for
symbols from the community. discussion.
Nomination and installation of Pupils give personal experience or Use drama for some aspects
1.4.1 state how chiefs/queenmothers chiefs and queenmothers. an eye-witness account of of this lesson
are selected and Kingmakers candidates and nomination enstoolment of a chief or
enstooled/enskined. processes of nomination queenmother if any.
UNIT 4 installation.
Chieftaincy:
Selection, The chief/queenmother and Compare the duties and List some of the duties of the
Enstoolment/ 1.4.2 compare the duties and his/her responsibilities. responsibilities of the various chiefs chiefs and queenmothers.
responsibilities of chiefs and Chief: head of the nation, and queenmothers.
Enskinment Duties queenmothers. queenmother: Advisor to chief.
and Destoolment/
Deskinment
Offences for Destoolment/ Discuss how chiefs/queenmothers Pupils to discuss problems
1.4.3 state offences which call for deskinment. are selected, orientated and associated with the
Destoolment / deskinment of e.g.: arrogance installed nomination/installation
chiefs and queenmothers. processes.
1.4.4 describe the processes Destoolment/deskinment of Discuss offences for which Pupils to write an essay on:
involved in the destoolment/ chiefs in the traditional and chiefs/queenmothers can be If I were the
deskinment of chiefs. contemporary societies. destooled/ deskinned where chief/queenmother of my
applicable. community .
Discuss the process of

destoolment/deskinment of a chief.
33
ACTIVITIES
UNIT 5 The pupils will be able to:

Government 1.5.1 identify the traditional governing The traditional government: Pupils name some important List the traditional
of Traditional structure of the society. Structure paramouncy clan or personalities of the locality and functionaries of the area by
Societies lineage family. describe their roles and their order of hierarchy.
responsibilities.
1.5.2 state the duties of the various Duties of various Discuss the functions of a chief and Enumerate the duties of the
functionaries. functionaries e.g. the some elders e.g. kyeame or chief and his elders.
elders, chiefs attendants, divisional elders (Chiefs)
the spokesman (( kyeame),
Soul kra), etc. village heads
and family
1.5.3 state the importance of traditional Role of priests and priestesses, Discuss the roles of Enumerate the roles played
functionaries landlords (Fendama) priests/priestesses and landlords as by traditional spiritual
Priests/priestesses, k mfo in the spiritual leaders of society. leaders.
traditional political structure where
applicable. Discuss the need for leaders in the
society.
1.5.4 state the roles of spiritual Traditional military e.g. Asafo
leaders company.
1. maintain peace and order, Discuss the roles of the youth in the List three reasons why the
1.5.5 describe the organisation of the 2. ensure security, etc. traditional military. following are important
traditional military.
1.6.1 discuss how disputes are Settlement of disputes. Discuss the process for settlement Role play settlement of
settled. of disputes. disputes.
1.6.2 state the punishments/penalties Crimes and punishments. Identification of some crimes and List some crimes and
associated with the various penalties that go with them. offences and their penalties.
UNIT 6 crimes/offences
Traditional
1.6.3 identify the oaths and ordeals of Oaths. Pupils discuss when and how oaths List some oaths and ordeals
Judicial the community. of the community and their
Ordeals. and ordeals are used in judicial
Procedures procedures in traditional society. importance.
1.6.4 explain how oaths and ordeals Use of oaths and ordeals. Discuss the process for settlement
are used in our judicial of disputes.
procedure.
34
ACTIVITIES
UNI T 7 The pupils will be able to:

1.7.1 describe the various traditional What the people wear on Pupils mention various types of
Traditional dresses of some ethnic groups - traditional /social occasions clothing people wear in the locality. Pupils to identify the
Costumes in Ghana. - putting on traditional dresses Pupils associate each kind of costumes of some ethnic
the right way costume with the chief/queen groups.
mother and their regalia and
describe occasions on which such
traditional costumes are used.
1.7.2 state the appropriate dress for Traditional dresses, props Teacher leads pupils to demonstrate
specific occasions and (bracelets, sandals etc.) how the costumes are put on
demonstrate how they are worn.
1.7.3 identify and discuss the - chiefs regalia: Teacher may use real objects or
functions - state sword/staff (symbol of picture to enable pupils name the
of the chiefs regalia in the authority) items
community - palanquin
- anklets and bracelets (display of
wealth)
1.7.4 State the occasion on which the Durbar of chiefs, festivals National Pupils discuss various occasions
chiefs regalia is used Day celebrations) during which chiefs regalia is used.
UNIT 8
Contemporary 1.8.1 identify some current social Social problems: e.g. drug Pupils to mention some social List some items of regalia.
social problems trafficking and abuse, teenage problem. Discuss the causes of the
problems pregnancy, HIV/AIDS, social problems identified.
Poverty, road accidents, Pupils to be grouped to hold
unemployment, poor industrial and discussions on the topics
management strategies, etc.
1.8.2 identify the causes and effects Causes and effects of some Pupils mention the causes and
of selected social problems selected social problems effects of some social problems on
e.g: poverty, unemployment the individual, family and the nation
Pupils to discuss some causes and
effects of some selected problems
(ref. content of 1.8.1)
1.8.3 identify some possible solutions Solutions Discuss some possible solutions for: Group Work
for the problems e.g: education Drug trafficking/abuse teenage/ Pupils in groups select a
: trade learning centres. pregnancy problem, study the causes
HIV/ADIS and effects and develop
Child abuse/labour child trafficking solutions
35
JHS3
SECTION 2
General Objectives: The pupil will
1. develop the habit of reading for pleasure and information
2. develop interest in the oral and written literature of the community.
LEARNING ACTIVITIES

2.1.1 select main ideas from Use of various text types/passages Identification and explanation of Oral and Written
Reading passages read. e.g. Passages from books and new vocabulary, phrases, comprehension.
other factual materials. expression, etc. from a given
2.1.2 explain phrases, expressions, passage. Summary Writing.
and figures of speech etc. when Selected supplementary readers,
reading. magazines. Identification of main ideas from Give a passage and ask
passages read. pupils to answer
2.1.3 read and answer questions questions based on the
based on texts read. Reading of passages and texts. Questions based on passages passage.
read.
2.1.4 summarise material read.
Summary Summary of the story read. Summary Writing
UNIT 2 2.2.1 identify the special features of Special features of traditional Discussion of special features of Pupils recite some
traditional poetry. poetry orality, performance, oral poetry in the language e.g., poems
Oral Literature audience, instant feedback, etc. message, style, expression, etc.
and explain.
2.2.2 relate the messages in poetry to Interpretation of poems Teacher to guide pupils to see how Poetry appreciation. Give
real life situation. parts of the poem relates to real life a poem and through
situations question and answer, let
pupils comment on it.
2.2.3 identify figures of speech in a Pupils identify figures of speech in
poem and explain their a given poem. Discuss their
effectiveness. effectiveness in conveying
messages and images.
36
LEARNING ACTIVITIES
Oral Literature 2.2.4 practise sending messages on Pupils discuss the types of drums Invite a resource person to discuss Pupils listen to drum
drums, horn or flute in their language community. the kinds of messages that can be /horn flute xylophone
conveyed through the use of played by resource
drum/horns flutes or xylophone. person and interprets the
Pupils to practise sending message.
messages with drums
UNIT 3
2.3.1 identify the distinctive The features of a novel/prose - Pupils discuss the features of a List main features of a
Written features of a novel. narrative, long, fictitious, true to novel. play/poem.
Literature life, imaginary character(s).
Give a summary of a
Prose/Drama novel read with
comments/impressions.
2.3.2 list and explain the important The important elements in both a Pupils to distinguish the important Pupils state and explain
elements in a novel or play. novel and a play: theme, plot, features of poetry from prose. some important elements
conflict, crisis, climax, in a novel or play they
denouement/resolution. have read.
The most important element in a e.g. character,
play action, characters and characterization, diction,
speech. etc.
Compose poems about

2.3.3 define some of the important Special features of poetry - line Teacher to provide a poem for any of the following: bush
features that distinguish poetry arrangement, capital letters; study. fires,
from prose. alliteration, assonance, etc. the environment.
wildlife, etc.
Analysis and examination of Pupils to analyse selected works. Pupils to write the next
selected works. stanza of a poem.
37
JHS3
SECTION 3
WRITING SKILLS
General objectives: The pupil will:
1. Use grammatical structures/forms accurately in speech and in writing.

2. Use learnt grammatical structures/forms in their creative writing.

ACTIVITIES
3.1.1 identify clauses Identification of clauses: A clause Assist pupils by the use of examples to learn Teacher to write five
Clauses consist of a Subject and finite verb that a clause consists of two or more words compound/complex
with a subject and a finite verb. Pupils to sentences for pupils to
give examples of clauses. identify the main clause.
Teacher provides six

3.1.2 identify a main clause Main clause Assist pupils to learn that a main compound /complex
e.g.: Kofi likes bread. clause is a simple sentence with a subject sentence for pupils to
and only one finite verb. identify the subordinate
clauses.
3.1.3 identify subordinate clauses Subordinate Clauses Assist pupils to learn that a subordinate Pupils to write five
If Kofi enters the room, clause is a main clause introduced by a sentences each and
subordinate conjunction. indicate the main
and subordinate
Pupils to add subordinators to the clauses.
main clauses and convert them into
subordinate clauses.
Pupils to give examples of sentences and

indicate the main and the subordinate
clauses in them.
38
ACTIVITIES
3.2.1. construct simple The simple sentence: Teacher to lead pupils to review the concept Pupils to write six
The Sentence sentences e.g: Kofi washed the bowls of the clause. simple sentences.
and complex sentences. Ama cooked the food
Help pupils to known that a simple sentence
is the same as a main clause.
3.2.2. identify to construct Types of simple sentences: (by Teacher to invite pupils to give simple Pupils to construct six
compound sentences Function) sentences. compound sentences
- declarative on their own.
- interrogative Assist pupils to use coordinators to join
- imperative simple sentences that are acceptable
together.
Compound sentences: Help pupils realize that a compound

e.g: Kofi washed the bowls and Ama sentence is made up of two or more simple
cooked the food. sentences joined by a coordinator.
3.2.3. construct complex Complex sentences: Teacher to review subordinators/and Pupils to construct six
sentences e.g: Kofi saw his mother before she left. subordinate clauses with pupils. complex sentences of
- Pupils to convert main clauses into their own.
subordinate
- Clauses
- Teacher to lead pupils to provide
main clauses to some subordinate
clauses.
Teacher to help pupils realize that a
complex sentence is a main clause
plus a subordinate clause.
Pupils to do more practice on construct

complex sentences
39
ACTIVITIES
3.3.1. identify clauses in which Two or three finite verbs Teacher to write sample sentences Pupils to underline the
Serial Verb there is a subject with two with a common subject. containing two or three finite verbs serial verbs in sentences.
Constructions or three finite verbs. with one subject. Teacher to assist
pupils to identify the finite verbs.
Teacher helps pupils to observe that
the verbs are not joined with any
conjunction.
3.3.2. construct sentences with serial Serial verb constructions Ama b k aba ab t n ne nne ma Pupils to form sentences
verbs. (Akan) using the serial verb
Padi ma ya ya he kungw . - construction
(Dangme)
e.g. Ama will go and come back and
sell her things.
Teacher to assist pupils to identify the
structure of serial verb constructions
with transitive and intransitive verbs.
Kofi b kyere ap nkye no at n.(Akan)
T te maa nu to ya jua (Dangme)
e.g: Kofi will catch the goat and sell it.
Pupils to underline subject,

UNIT 4 3.4.1 identify the functional parts of Subject, direct, object,
Teacher to assist pupils to determine
verbs and object in a
the positions of the subject, verb,
sentences indirect object, verb, etc. simple sentence
objects etc. in a simple sentence
Sentence
(Analysis)
3.4.2 identify the grammatical units Pupils to do more exercises
Teacher to write some simple
used to fill in the functional Nouns, noun phrases, finite on sentence analysis
sentences on the chalkboard and
positions of subject, verb, object, verbs
assist pupils to determine the word
etc.
class types in the positions
40
ACTIVITIES
3.5.1 identify the various types of Phrases with: Illustrate different types of phrases in Pupils construct sentences
The Phrase phrases in the Ghanaian - simple nouns, quantifiers sentences. containing phrases.
Language. - verb stem with its auxiliary units
- adverbial phrases - simple Explain the functions of phrases in Pupils identify the different
compound and complex. sentences. types of phrases.
3.5.2 identify the simple, Simple, compound and complex Differentiate between simple, compound Pupils identify the simple,
Compound and complex phrases. and complex phrases. compound from the
phrases. complex phrase.
3.6.1 form words through Word formation through Teacher illustrates word formation through Pupils form compound
compounding. compounding compounding. words.
UNIT 6
Word
Formation 3.6.2 form words through Reduplication Teacher illustrates word formation Pupils form their own
reduplication. through, reduplication, etc. compound words.
e.g.
Daagare Wuli + wullo = wulwullo
Akan - nsuo + nsou = nsuosuo
Dangme nu + nui = nunui
Ga - ekome + ekome = ekomekome
Ewe ba (cheat) ba + ba = baba
3.6.3 form words through Affixation Prefix or Suffix or Teachers illustrate word formation through
affixation. both. affixation
e.g.
Dagaare baa t re = baare
Akan Pra + - eε = praeε
Dangme la + l = lal
Ga fo + l = fol
41
ACTIVITIES
3.7.1 describe the formal features Feature of formal/business letters. Discuss the features of a formal letter with Pupils to state what
Letter Writing – of letter writing. Pupils. goes into each of the
Formal features identified:
3.7.2 write formal/ business letters - address writer s/recipient s Discuss the contents of formal letters. pupils to write formal
in the Ghanaian Language, - opening salutation/ heading letters on given
using the appropriate - ending, etc. subscription topics/themes e.g.
registers. Signature application for a job
(fullname) asking permission to
stay out of school, etc.
Application letters;
- for jobs
- for admission into schools,
- permission to be absent from
school
42

Ghanaian Languages and Culture JHS 1 3

Uploaded by

Copyright:

Available Formats

Ghanaian Languages and Culture JHS 1 3

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ghanaian Languages and Culture JHS 1 3

Uploaded by

Copyright:

Available Formats

REPULIC OF GHANA

TEACHING SYLLABUS FOR GHANAIAN LANGUAGES AND CULTURE

(JUNIOR HIGH SCHOOL 1 - 3)

Enquiries and comments on this syllabus should be addressed to:

RATIONALE FOR TEACHING GHANAIAN LANGUAGES AND CULTURE

The subject is designed to help pupils to:

1. develop cultural and linguistic awareness.

2. attain competency in speaking, reading and writing their language.

3. appreciate the historical and cultural heritage of their linguistic community.

4. acquire the socio-cultural values in the literature of their language.

Section 1: Oral Skills

The syllabus is presented in the following pages.

STRUCTURE AND ORGANISATION OF THE SYLLABUS

JUNIOR HIGH 1 JUNIOR HIGH 2 JUNIOR HIGH 3

SECTION 1 - ORAL SKILLS SECTION 1 - ORAL SKILLS SECTION 1 - ORAL SKILLS

Unit 2 Naming System Historical Narratives Festivals

Unit 3 Kinship Terms Funeral Rites Funerals

Unit 4 Annual Festivals Different Types of Occupations Different Types of Occupations

Unit 5 Funeral Rites Administration of Justice Names and Appellations of Chiefs

Unit 7 Administration of Justice Chieftancy

Unit 8 Names and Appellations Government of Traditional Societies

Unit 9 Communal Living - games and pastimes Judicial Procedure

Unit 10 Languages of Ghana

Unit 11 Oaths and Taboos

Unit 12 Some Legends of Ghana

SECTION 2 - READING AND SECTION 2 - READING AND SECTION 2 - READING AND

Unit 2 Introduction to Literature Oral Literature Oral Literature

Unit 3 Oral Literature Written Literature Written Literature - Prose, Drama,

SECTION 3 - WRITING SKILLS SECTION 3 - WRITING SKILLS SECTION 3 - WRITING SKILLS

Unit 2 Paragraph Writing Structure of an Essay Argumentative Essay

Unit 3 Narrative Writing Letter Writing - Formal Expository Essay

Unit 4 Descriptive Writing Expository Essay Narrative Essay

Unit 5 Letter Writing Descriptive Essay

Unit 1 Word Classes Sentence The Phrase

Unit 2 Nouns The Simple Sentence The Sentence

Unit 3 Pronouns Analysis of the Simple Sentence Word Formation

Unit 4 Verbs Semantics (meanings) Antonyms, Synonyms and Polysemy

Unit 5 Adjectives Registers

Unit 9 Emphatic Particles

Unit 10 Synonyms, Antonyms and Homonyms

Ø Music and Dance 3

SUGGESTIONS FOR TEACHING THE SYLLABUS

DEFINITION OF PROFILE DIMENSIONS

The profile dimensions are:

Knowledge and Understanding 40%

The four skills are as follows:

Listening Comprehension 10%

The profile dimensions and the skills may be combined as follows:

Relationship Between Profile Dimensions and Learning Skills

Profile Receptive Skills Productive Skills

Knowledge and Understanding (KU)

Knowledge The ability to:

Understanding The ability to:

Use of Knowledge (UK)

Analysis The ability to

Synthesis The ability to

Evaluation The ability to

Explanation of the meaning of the four skills is as follows: