English Primary 1-3

MI NI S T RY OF E DU C AT I ON S C I E NC E A ND S P ORT S
TEACHING SYLLABUS FOR ENGLISH LANGUAGE

(PRIMARY 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
Republic of Ghana
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TEACHING SYLLABUS FOR ENGLISH
(PRIMARY SCHOOL)
RATIONALE
The status of English Language and the role it plays in national life are well known. As the official language, it is the language of government and
administration. It is the language of commerce, the learned professions and the media. As an international language, it is the most widely used on the
internet and in most parts of the world. English is the medium of instruction from Primary 4 in the school system. This means that success in education at
all levels depends, to a very large extent, on the individual's proficiency in the language. It is for these and other reasons that English Language is a major
subject of study in Ghanaian schools.
GENERAL AIMS
The syllabus has been designed to help the pupil to:
1. develop the basic language skills of listening, speaking, reading and writing
2. attain high proficiency in English to help them in their study of other subjects as well as in the study of English at higher levels.
3. cultivate the habit of and interest in reading
4. communicate effectively in English
SCOPE AND CONTENT
In this syllabus the subject integrates the receptive and productive skills of the languages into five sections as follows:
Section 1: Listening and Speaking
Section 2: Grammar
Section 3: Reading
Section 4: Writing and Composition
Section 5: Library (Extensive Reading)
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BACKGROUND KNOWLEDGE AND SKILLS
As preparation for the formal study of English, it is assumed that pupils already have a background of two-year preschool language experience which
focused mainly on the acquisition of oral skills and such pre-reading and pre-writing skills as visual discrimination, visual motor, visual comprehension,
visual memory, auditory discrimination, auditory comprehension, drawing, colouring, painting, patterning, pattern writing and some phonological
awareness.
ORGANIZATION OF THE SYLLABUS
The structure and organization of the syllabus for each of the six years of primary education is presented in the following pages.
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STRUCTURE AND ORGANIZATION OF THE SYLLABUS
PRIMARY 1 PRIMARY 2 PRIMARY 3
SECTION 1: LISTENING AND
SPEAKING (p. 1-6)
Unit 1: Listening, Reciting and Singing
Unit 2: Story telling
Unit 3: Conversation
Unit 4: Drama
SECTION 2: GRAMMAR (pg.7 14)
Unit 1: Naming Words- Nouns
Unit 2: Doing Words Verbs, Verb 'to be'
Unit 3: Commands/Requests
Unit 4: Verb Tense Forms
Simple Present
Present Continuous
Unit 5: Simple Prepositions
in, on, under, near, behind
Unit 6: Questions and Responses
('WH' Questions)
What, where, who
Unit 7: Pronouns (Personal)
I, You, He, She, It, We, They
Unit 8: Demonstratives:
This, That, These, Those
Unit 9: Describing Words
SPEAKING (Pg. 24-30)
Unit 1: Listening, Singing Songs and
Reciting Rhymes and Poems
Unit 2: Story Telling
SECTION 2: GRAMMAR (p. 31 37)
Unit 1: Nouns Naming Words
Unit 2: Doing Words Verbs
Unit 3: Questions and Responses
(do, be, have)
Unit 4: Doing Words:
Present Continuous
Unit 5: Doing Words:
Simple Past
Unit 6: Doing words: Simple Present in Repeated
(Habitual) Action
Unit 7; More Prepositions : up, down, into,
in, in front of
SPEAKING (p. 45-50)
Unit 1: Listening to Poems, Directions and
Instructions
Unit 2: Listening to Directions and
Instructions
Unit 5: Drama
Unit 2: Nouns Number
Unit 2: Verb Tense Forms : Subject Word
Agreement
Unit 3: Verb Tense Forms:
Simple Past
Past Continuous
Unit 4: Prepositions:
Below, above, over, in front of,
behind, near
Unit 5: Expressing the Future
Unit 6: Questions: and Responses
(in the Future)
Unit 7: Simple Quantifiers Cardinals/ordinals
Unit 8: Adjectives Describing Words
Unit 9: Possessive Pronouns
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SECTION 3: READING (p. 15-17)
Unit 1: Pre-Reading Activities
Recognition/Discrimination of
Objects
Manipulating Objects
(Kinaesthetics)
Reading pictures and talking
about them
Language Games
Turing over the pages of a book
(Picture scrap boos)
Unit 2: Introduction to Formal Reading
Phonological Awareness
Letters of the alphabet
Picture/object word matching
Word recognition
SECTION 4: WRITING AND
COMPOSITION
(p.19 20)
Unit 1: Writing Patterns for Muscular
Control and Hand-eye Co-
ordination
Unit 2: Copying Letters and Simple
Words
Unit 3: Drawing and Labelling
Unit 4: Copying short sentences
SECTION 5: LIBRARY (p.21-23)
SECTION 3: READING (p. 37 - 39)
Unit 1: Recognition of Words
Unit 2: Phonic Work
Recognition of sounds in known
words vowels
Sound discrimination
Unit 3: Introduction to Reading
Comprehension
Reading Short Sentences in
Passages/Poems
SECTION 4: WRITING AND COMPOSITION
(p. 40 41)
Unit 1: Copy Work
Copying words
Lower case and Upper case letters
Unit 2: Copying from Simple Substitution
Tables
The full stop
Unit 3: Spelling and Dictation
Supplying missing letters and words
SECTION 5: LIBRARY (p.42 45)
Unit 1: Reading Aloud
Reading Games
Unit 2: Silent Reading
Unit 3: Phonic Work
Word Attack
Unit 4: Making and Using Picture
Dictionaries
COMPOSITION (p. 61 63)
Unit 1: Writing: Penmanship and Copy
Work
Purposeful copying of sentences,
verses, words of songs, prayer
Unit 2: Composition
Writing short descriptions
Punctuation full stop and comma.
Upper case and lower case letters
Subject/verb Agreement
Unit 3: Exercises Involving Substitution
Tables
Unit 4: Sentence Completion
SECTION 5: LIBRARY (p.65-67)
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SECTION 3: LISTENING & SPEAKING
(p. 68-75)
Unit 1: Listening to Songs, Poems and
Rhymes
Unit 2: Listening to
Instructions/Directions and
carrying them out.
Unit 5: Drama
Unit 6: Polite Request
SECTION 4: GRAMMAR (p.76 85)
Unit 1: Nouns: Proper Nouns &
Common Nouns
Unit 2: Comparison of Adjectives
(Regular)
Unit 3: Verb tense Forms: Simple Past,
Present Perfect
Unit 4: Adverbs
Unit 5: Subject-verb Agreement
Unit 6: Conjunction: and, but, so, for
Unit 7: Anomalous Finites: can, could,
may
Unit 8: Prepositions: below, above,
over, behind, near
SECTION 1: LISTENING AND SPEAKING
(p. 95-100)
Unit 1: Listening to Songs/Poems
Unit 2: Listening to Instructions & Directions
Unit 5: Drama
Unit 1: Nouns: Count Nouns and Non-Count
Nouns
Unit 2: Comparison of Adjectives (Irregular)
Unit 3: Simple Determiners: a, an, the, each,
both, all.
Unit 4: Quantifiers: many, more, much
several, few, a few, little, a little
(p. 118-123)
Unit 1: Listening to Poems (Rhymes)
Unit 2: Listening to Instructions and Directions
Unit 5: Drama
Unit 1: Anomalous Finites
(Modals must, have to, should,
ought to, need to)
Unit 2: Adverbs of more than one word
Unit 3: Word Groups Phrases
Unit 4: Prepositions
Unit 5: Adjectives
Unit 5: Direct and Reported Speech
Unit 6: Determiners
Unit 7: More about Quantifiers
(Quantifiers some, any, few, a few,
little, a little, many, much, both, all, a
majority, the majority)
Unit 8: Idioms and Idiomatic Expressions
Unit 10: Question and Answer Tags using
auxiliary verbs, - be, do, have, can
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Unit 2: Silent Reading
COMPOSITION
(p.88 85)
Unit 1: Penmanship: Joint script
Unit 2: Punctuation
Unit 3: Constructing Sentences from
Substitution Tables
Unit 4: Arranging Events and Ideas in
Logical Order
Unit 5: Controlled: Simple Story Writing
Composition
Unit 6: Simple Purposeful
Communication, Writing
Requests and Commands
(p. 106-107)
Unit 2: Reading and Comprehension
SECTION 4: WRITING AND COMPOSITION
(p. 108 114)
Unit 1: Penmanship: Joint Script
Unit 2: Paragraph Writing
Unit 3: Joining of Paragraphs
Unit 4: Giving Directions in Writing
Unit 5: Letter Writing Friendly Letters
Unit 6: Description of Simple Processes
Unit 7: Summary Writing
(p. 138-139)
Unit 1: Listening Comprehension
Unit 3: Reading Comprehension
COMPOSITION (p. 136 140)
Unit 1: Penmanship: Joint Script
Unit 2: Punctuation
Unit 3: Letter Writing
Semi-official letters
Official letters
Unit 4: Letter Writing: Official Letters
Unit 5: Writing Simple Stories
Unit 6: Writing Reports/Account of Events
Unit 7: Class Magazine Work
Unit 8: Argumentative Essay
Unit 9: Advertisements
Unit 10: Filling Forms
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SUGGESTED TIME ALLOCATION
Primary schools are open for 40 weeks in a year. This syllabus is expected to be completed within that time.
Suggested period allocations are as follows:
LOWER PRIMARY
(Regular)
LOWER PRIMARY (Shift) UPPER PRIMARY (Regular) UPPER PRIMARY
(Shift)
Listening and Speaking 2 1 2 1
Reading 2 2 2 2
Writing and Composition 2 2 2 2
Grammar 1 1 1 1
Library 1 1 1 1
Total 8 7 7 7
Apart from the time allocation for the subject itself, schools are advised to provide the following recommended time for the subjects/items listed below:
Physical Education 4
Library Work (Reading and Research) 3
SBA Project 2
Worship 2
SUGGESTIONS FOR TEACHING THE SYLLABUS
This syllabus has been developed very carefully and with a lot of consultations with the aim of helping to improve the standard of English in Basic Schools.
Read this section very well in order to be able to use the syllabus very effectively.
To start with, bear in mind that your class may consist of one or few pupils with different physical problems and mental abilities. Some of the children may
have high mental ability, while others may be slow learners; some may be dyslexic and not able to read or spell well as the others in the class. All these
are special needs children who need special attention. Ensure that you give equal attention to all pupils in your class to provide each of them equal
opportunities for learning. Pupils with disabilities may have hidden talents that can only come to light if you provide them the necessary encouragement
and support in class.
General Objectives
General Objectives have been listed at the beginning of each section of the syllabus, that is, just below the theme of the section. The general objectives
flow from the general aims for teaching English listed on page (ii) of this syllabus. The general objectives form the basis for the selection and organization
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of the unit topics. Read the general objectives very carefully before you start teaching. After teaching all the units, go back and read the general aims and
general objectives again to be sure you have covered both of them adequately in the course of your teaching.
Syllabus Structure: Sections and Units
The syllabus has been planned in 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 five columns of the syllabus are as follows: 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 the 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 points 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: 2.2.5. A teacher may want to base his/her test items/questions on objectives 2.2.3 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.
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 individualizing 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 column of the syllabus presents a selected body of information that you will need to use in teaching each particular unit.
In some cases, the content presented is quite exhaustive. In some cases, you could add more information to the content presented. As a teacher you
should at any rate, read widely enough to be able to have more information than is contained in the content column of the syllabus.
Column 4 Teaching and Learning Activities (T/LA): T/LA that will ensure maximum pupil participation in the lessons is presented in Column 4. English is
a subject in which rules of grammar and usage have to be learnt precisely and applied in a variety of situations. Lots of practice on the part of pupils is
therefore required for mastery. The instructional model to bear in mind is "understanding followed by practice. 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. In the case of English and
the other languages, the emphasis is on the acquisition of effective communication skills. There may be a number of units where you will need to re-order
specific objectives to achieve the 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. 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.
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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 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 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 such as application of mathematical principles and problem solving. 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 solve mathematical problems while still in school. Each action verb indicates the underlying
profile dimension of each particular specific objective. 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 English, 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 30%
Speaking 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 the English Language implies the acquisition of two major abilities or behaviours. These are "Knowledge and Understanding, and the "Use of
Knowledge. "Knowledge and Understanding refers to the ability to identify and recall for example, the principles of grammar acquired through instruction,
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and further acquired through Listening and Reading. "Use of Knowledge implies the ability to use the language in writing and in speaking. Besides the
two dimensions are the four skills, Listening, Reading, Speaking and Writing. "Listening and "Reading are referred to as "Receptive Skills. They are the
skills through which a pupil receives communication. "Speaking and Writing are referred to as "Productive Skills since these are the skills which require
the pupil to produce knowledge acquired through speaking the language and through writing letters, compositions etc.
The English Language has a store of body language and certain stresses and intonations which give particular meaning to spoken words. Body language
and stresses must also be taught to enable young people to be able to interpret the meaning of words and expressions more accurately.
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 show the relative emphasis that the teacher should give in the teaching, learning and testing processes.
Combining the dimensions and the four skills in the teaching and learning process will ensure that English Language is taught and studied competently in
school.
The following diagram shows the relationship between the profile dimensions and the four language skills:
Relationship Between Profile Dimensions and Language Skills
Receptive Skills Productive Skills Profile Dimensions
Listening Reading Writing Speaking
Total
Knowledge and
Understanding 10 30 - 40
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 as already indicated.
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, generalize, 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)
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This dimension is also referred to as "Application of knowledge. 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 teaching. The dimension "Use of Knowledge is a summary dimension for all four learning levels. Details of each of the
four levels are as follows:
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,
recognize unstated assumptions and logical fallacies, recognize 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,
organize, create, generate, write an essay, write a letter, write a report etc.
Evaluation The ability to:
appraise, compare features of different things and make comments or judgement, contrast, criticize, 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 means you should start to
develop this important skill early in your pupils by giving them lots of chances to do evaluative thinking while learning the 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 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. He/she should also be able to summarize
passages read in his/her own words to show understanding of the passages.
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 practice 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, etc.
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FORM OF ASSESSMENT
It must be emphasized again that it is important that both instruction and assessment be based on the profile dimensions 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.
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 in English for Primary 1-3. 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 "Application of knowledge. Primary 1 test paper could
contain 5-10 items; Primary 2, 10 items, and Primary 3, about thirty items. The total marks for the test should be scaled to 40. The 60 marks left should be
derived from SBA which focuses on "attitudes and process skills. The suggested number of items for the end-of-term test is as follows:
Primary 1: 10 items for 30 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.
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.
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Distribution of Examination Marks and Examination paper Weights
Section A
(Objective Test)
Section B
(Structured Questions) SBA
Dimensions Grammar, Writing and
Composition
Reading, Writing and
Composition
All Five Sections Total Marks %Weight of
dimensions
Knowledge and
Understanding 7 3 40 50 40
Use of knowledge 3 7 60 70 60
Total Marks 10 20 100 120
% Contribution of
Test Papers
10 40 50 100
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 10 questions, each carrying 2 marks and totaling 20 marks. 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 120, the total scaled marks will be 100. The ranking of pupils on examination
performance will hence be based on 100 marks.
GUIDELINES FOR SCHOOL BASED 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 labeled 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
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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 11
th
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. 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
Pupils at Lower and Upper Primary Levels 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%
Children 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:
End-of-month tests
Home work assignments (specially designed for SBA)
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.
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GRADING PROCEDURE
In marking your class examination scripts, it is very important that 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(s) 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 organization 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.
xvii
NOTES TO THE TEACHER
Listening, Speaking and Writing
Integration on Skills
A key concept of this syllabus is the integrated approach to the teaching of language skills. Thus although there are different sections for Listening,
Speaking, Reading and Writing and also for Grammar, you will observe from the Content and Teaching and Learning Activities columns that these aspects
are to be integrated in the course of teaching.
This is because Listening, Speaking, Reading and Writing complement one another in use, while Grammar simply sets the rules for speaking, reading and
writing correctly. It is, therefore, advantageous at this level to adopt an integrated approach in the teaching of language skills.
This means, for example, that as you teach a writing/composition lesson relevant grammatical issues must be raised and explained in relation to the
writing task. Similarly, such a lesson must have significant aural and oral components.
Another issue worthy of note is the integration of laudable human values. This is not to shift the focus of language lessons to preaching these values.
Small doses of these values are fused into literature and composition as well as reading and oral work.
Approach to Grammar
It is important to point out that at the primary school, grammar is basically internalized. It must be seen as an integral part of listening and speaking and
treated as such. The main task is to assist pupils to learn to use the listed language/grammatical items correctly and fluently. These should be introduced
in meaningful situations in the context of everyday activities, modeled adequately and practiced orally by every child.
It must be noted that the information contained in the Content column of the section on Grammar is intended for the teacher's guidance. The notes therein
are not in any way intended for the pupils to be copied by them or memorized. As much as is possible, the children must not be bothered with
grammatical terminologies, definitions and lengthy explanation of abstract grammatical concepts.
1. Oral Work (Listening and Speaking)
This section on Oral Work referred to as "Listening and Speaking in this syllabus, has the following segments: songs, rhymes, directions; story telling,
drama; and conversation. The purpose of each of these segments is to encourage pupils to listen carefully, recite, sing, carry out instructions and speak
English. The segments have been developed as complete units, but as activities that should be undertaken in turns. The teacher must give the segments
their due weight, balance and influence in the teaching process. Above all, the teacher must endeavour to get his/her pupils to speak English as mush as
possible for them to be able to acquire effective skills in speaking the English Language.
2. Reading Material
To help the teacher to achieve the general and specific objectives of the sections on " Reading , a list of topics for reading has been provided on the next
page. The topics have been carefully selected to help pupils acquire vital information on health issues, as well as information on issues of current interest.
xviii
The teacher is further encouraged to use initiative in improvising and planning new materials. It is a requirement that each pupil should read five books on
different topics each term, that is, fifteen books per year.
3. Supplementary Material
The teacher is further encouraged to constantly look for other supplementary material which will enhance the teaching learning especially of the sections
on "Listening and Speaking and "Reading; Material that focus on moral ethical and social values such as honesty, diligence, integrity are particularly
recommended.
xix
LIST OF TOPICS FOR READING
(PRIMARY 1- 6)
The following list of topics has been selected to be used in developing materials for reading from Primary 1 to JHS3. The teacher is encouraged to
look for materials that may be relevant to these topics, or select passages from other sources that will be of interest to pupils at each class level.
Materials for reading must also include the basic types of prose: narrative, descriptive, expository and argumentative as well as bits of drama and
verse.
The teacher should select relevant and interesting reading materials that will help to improve pupils' understanding and use of English at all levels of
primary school.
Primary 1-3
1. Animals Domestic and Wild Animals
2. Malaria How the Mosquito spreads malaria
3. Malaria How to prevent malaria
4. Healthy Living Balanced Meal
Immunization
Exercise
5. Sports and Games
6. Forest Destruction Bush Fires
7. Forest Destruction Cutting Trees for Firewood
8. Social moral & cultural values such as honesty diligence, patriotism, commitment respect for elders, care for public property
Primary 4-5
1. Drug Abuse
2. Natural Disasters Earthquakes
3. Natural Disasters Floods
4. Road Accidents
5. Water Sources, importance and uses
6. Leisure
7. Communication Letters, telephones E-mail, print and electronic media
8. Social moral & cultural values such as honesty diligence, patriotism, commitment respect for elders, care for public property
Primary 6
1. Adolescent Reproductive Health
2. Teenage Pregnancy
3. HIV/AIDS
4. Energy Sources and importance
xx
5. Inventions
6. Computers
7. Forest Depletion
8. Social moral & cultural values such as honesty diligence, patriotism, commitment respect for elders, care for public property .
21
PRIMARY 1
SECTION 1
LISTENING AND SPEAKING
General Objectives: The pupil will
1. listen attentively with understanding.
2. improve ability in oral expression.
3. respond to and appreciate songs and pieces of literary material.
4. develop skills in dramatization and creation of songs and rhymes.
5. develop co-operative spirit for team learning.
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING
ACTIVITIES
EVALUATION
UNIT 1
LISTENING,
RECITING
AND SINGING
The pupil will be able to:
1.1.1 listen attentively to songs/
rhymes/poems and mention
names of things/ animals/
places in the song/rhyme/
poem heard.
1.1.2 sing songs and recite
rhymes/poems with correct
stress and rhythm.
Carefully selected songs, rhymes/poems
for listening and recitation.
Singing songs and reciting rhymes/poems
with correct stress and rhythm.
NOTE:
The teacher is encouraged to select and
use suitable Ghanaian/and other rhymes,
poems and songs.
Select suitable material for listening,
singing/recitation
e.g. "Once l saw a little bird
"Toys, Toys, Toys etc.
Using actions/gestures, teacher sings
songs and recites rhymes/poems
several times for pupils to imitate.
Pupils sing songs and recite
rhymes/poems accompanied by word-
sensitising activities
Guide pupils to pronounce words
correctly in songs, rhymes/poems with
particular reference to contrast in stress
and rhythm.
Assist pupils to sing a song and recite a
poem with appropriate stress and
rhythm.
Pupils sing songs
and recite
rhymes/poems
learnt.
Pupils mention
animals or objects
in songs/rhymes/
poems learnt.
Pupils to tap/clap to
the rhythm of
rhymes or songs.
22
ACTIVITIES
EVALUATION
UNIT 1
(CONTD)
LISTENING,
RECITING
AND SINGING
UNIT 2
STORY
TELLING
1.1.3 talk about and act whole/parts of
songs, rhymes, poems.
1.1.4 develop a rhyme/poem or song.
1.2.1 listen to simple stories and
retell parts of the stories.
1.2.2 recall some of the words used
in stories and name some of the
characters in the story.
1.2.3 talk about stories heard.
Talk about songs, rhymes and
poems.
Imitate actions in songs,
rhymes/poems.
Act whole or parts of songs,
rhymes/poems
Basic elements of rhyme/poem or
song.
Listening to simple and
interesting stories and retelling
part of the stories.
Recall/repeat key words and
characters in stories.
Talking about stories heard.
Pupils perform sound-sensitisation
activities e.g clapping, tapping to rhythm,
singing and recitation.
Pupils imitate actions and sounds in
selected songs and rhymes.
Assist pupils to talk about the songs,
rhymes/poems using questions such as.
Do you like the song/rhyme? Why
do/don't you like it?
Pupils dramatise or act whole/parts of
songs, rhymes/poems to show
understanding and appreciation.
Through questions, teacher assists
pupils to develop a short rhyme/poem or
song on a chosen topic.
Teacher tells an interesting story and
illustrates it with actions, pictures,
sketches, puppets/toys, realia, etc.
Pupils to act whole or parts of the story.
Teacher to ask questions to elicit key
words and names of characters in
stories told in class
Pupils repeat key words.
Pupils to mime the story
Teacher starts a story for pupils to
continue in a chain.
Pupils imitate sounds and
actions of selected rhymes
and songs.
Pupils to talk about the
poem/song/rhyme.
Pupils to dramatise/act
parts of songs,
rhymes/poems.
Pupils retell the story told
in class using pictures.
Pupils to draw anything in
the story that interests
them.
Pupils to tell stories they
know and mime stories
read or heard.
23
ACTIVITIES
EVALUATION
UNIT 2
(CONTD)
STORY
TELLING
UNIT 3
CONVERSATION
Greetings and
Responses
Talking about
oneself: Family.
Visit
1.2.4 dramatize whole/parts of or
imitate some actions and/or
sounds in a story.
1.3.1 use appropriate greetings and
responses as and when
necessary.
1.3.2 talk about him/herself, family
friends and home , using
appropriate language.
1.3.3 talk about an excursion/a
visit.
Dramatizing whole/parts of
stories and imitating actions and
sounds in stories e.g.
Stories about:
people
places
animals
home and everyday activities
school activities
occasions/events/parties
Using greetings/responses for
various situations and occasions
e.g. Good Morning
Good Afternoon
Good Evening
Good Night
Merry Christmas
Happy Birthday
Responses
Describing/talking about
themselves, family, pictures,
pets, friends, school, toys, etc.
Everyday activities in the home,
.school. People-their work and
places of work.
Visits/excursions to different
places: the zoo, harbour, farm,
market, shops, post office,
children's park etc.
NB: Supplementary readers if
available, should be used in this
unit
Pupils dramatize/mime parts of a story
Led with questions, pupils talk about the
story dramatized.
Through simple questions and answers,
assist pupils to retell whole/parts of story,
and imitate actions or sounds in story.
Guide pupils to draw/model actions/scene
from stories.
Summarize relevant vocabulary for
selected occasions/situations
Teacher/pupils demonstrate types of
greetings and responses for various
occasions
Teacher to assist pupils in pairs, to
practise greetings and responses for
selected people e.g. teacher, parent, and
occasions.
Pupils talk about themselves: name, age
and where they live, house numbers,
parents' names etc.
-Teacher calls individual pupils in turns to
talk about any adult they know,
relationship to the adult, their work etc
Teacher to take pupils on excursion to
places of interest.
Pupils to talk about what they saw on the
excursion/visit in class.
NOTE: Encourage free expression and
avoid over correction.
Draw/model actions/scenes
from stories
In pairs pupils demonstrate
greetings and responses for
selected occasions e.g.
morning, afternoon, evening
birthday and Christmas. etc.
-Pupils practise how to greet
parents, brothers, sisters
etc. when they go home
from school.
Pupils to ask for names of
parents and guardian and
where they live and come
and tell the class.
Pupils to talk about their
visits/ excursion.
24
ACTIVITIES
EVALUATION
UNIT 3
(CONTD)
CONVERSATION
Observing
safety
measures
Dealing with
strangers and
neighbours
1.3.4 observe safety measures in
crossing the road.
1.3.6 tell how to deal with strangers
and other people in the home and
neighbourhood.
Safety in crossing the road
Walking on the road: walk on
the side of the road facing the
traffic so that you can clearly
see the oncoming vehicles.
NOTE: In villages where there
are relatively fewer vehicles,
there is less traffic problem.
There are, nonetheless,
problems associated with
bicycles and carts. Through
questions and answers the
teacher in such an area should
help pupils to describe some of
the dangers they face on the
roads and in the alleys and then
help the children to develop
appropriate ways for
maintaining personal safety in
using the roads and alleys in
such areas.
Personal Safety in dealing with
strangers and other persons in
the home and neighbourhood.
- Do not associate with people
you do not know
- Be careful with people who
are neither parents nor siblings
- Do not enter the rooms of
older girls/boys, older men/
women
Assist pupils to answer the following
question:
Do you meet cars on your way to
school/Do you sometimes meet vehicles
on your way to school?
Teach pupils how to cross the road and
the dangers a person faces on the road
especially in towns
Tell pupils to ask older persons or friends
to help them cross the road.
Discuss with pupils reasons for holding
the hand of an adult when crossing the
road and the need to walk on the side of
the road facing the traffic.
Teacher to advise pupils to walk on the
side of the road facing the on-coming
traffic (i.e. the left side of the road).
Create a road scene in the class and let
pupils hold teacher's hand to cross the
road.
Through questions and answers pupils to
describe how to cross the road.
Assist pupils to learn that it is important
not to associate with persons they do not
know, and why they should not accept
lifts from people they do not know.
Encourage pupils to understand that
some of these unknown people may be
bad people and may take them away
from their parents so they may never see
their parents again.
Pupils answer simple
questions on why they
should hold the hand of an
adult they know to cross the
road
Pupils answer why they
should walk on the side of
the road facing the traffic
Pupils tell how to deal with
strangers
25
ACTIVITIES
EVALUATION
UNIT 3
(CONTD)
CONVERSATION
Days of the week
1.3.6 state the days of the week.
AIDS has no cure. The result of AIDS is
death.
How older people entice young people to
their rooms and other obscure places:
i. They give them toffee, biscuits or
money.
ii. They send them to buy something
and take it to their room.
iii. They ask them to bring things from
their rooms.
iv. They invite them to watch
TV in their rooms.
Older people who treat young people very
badly tell the young people not to tell their
parents otherwise they will die. They may
also tell the young person that they will kill
them if they tell their parents.
Days of the week: Monday, Tuesday,
Wednesday, Thursday, Friday, Saturday,
Sunday.
Make pupils aware that some of the adults
who live in the same house or in the same
neighbourhood may be bad people.
Let pupils tell the meaning of "private part.
Let them be aware that they should allow
only their guardian, that is, mother, aunt or
close relative to touch their private part
when they are bathing them. Explain the
dangers of allowing other people apart from
their parents and guardians to touch their
private parts.
Pupils to tell the methods older people use
in order to entice young people to their
rooms and other obscure places (See
material in content)
Pupils tell the various ways of avoiding bad
people who treat young people very badly.
Note: Answers expected:
Do not accept sweets/gifts from older
persons you don't know.
Do not accept sweets/gifts from people in
your house and in the neighbourhood.
When anyone sends you and tells you to
send the item to his/her room don't go.
If anyone does anything bad to you, tell your
parents. You will not die if you tell your
parents. The older person cannot kill you.
He will be arrested and sent to jail.
Assist pupils to learn the names of the days
of the week.
With teacher as the
adult and using real
objects such as toffee,
discuss, money etc.
teacher/ pupils to role
play situations where
an adult tries to entice
a young person.
Use simple questions
to check understanding
of the lesson.
Pupils in turns tell the
day for this particular
lesson and the days
they were born.
26
ACTIVITIES
EVALUATION
UNIT 3
(CONTD)
CONVERSATION
Telling the time
Making polite
requests
UNIT 4
DRAMA
1.3.7 tell the time by the hour.
1.3.8 make polite requests
appropriately.
1.4.1 dramatize/act/role-play
whole/parts of stories, scenes
events.
1.4.2 talk about/describe
scenes/events/things in
stories/poems/sketches.
Telling time by the hour: 8 o' clock, 9o'clock
etc.
Making polite requests using "please
Dramatizing/acting/role playing whole/parts
of stories/scenes, events.
Talking about/describing scenes, events,
things
Using a model clock, teacher assists pupils
to tell time by the hour.
Create situations for pupils to practise using
polite requests e.g. Please, give me your
pen. Please, give me your book etc.
Guide pupils to perform simple actions in
stories/scenes/events.
Organize pupils to dramatize/act/role-play
whole/parts of stories/scenes/events
Organize pupils in groups, and assist each
group to elect and dramatize a scene for
class.
Select suitable/interesting materials for
listening/reading.
NOTE:
Avoid over-correction; encourage free
expression.
Pupils in turns
dramatize making
polite requests using
please.
Pupils to do simple
narrations/description
s and
dramatize/act/role-
play whole/parts of
stories/scenes/events
.
Pupils to dramatize
i. visit to the doctor
ii. how people pollute
the environment.
27
PRIMARY 1
SECTION 2
GRAMMAR
1. respond appropriately when spoken to.
2. express him/herself in English correctly
ACTIVITIES
EVALUATION
UNIT 1
NAMING WORDS-
(Nouns)
2.1.1 mention names of objects at
school and at home.
2.1.2 use naming words in simple
sentences.
Names of objects at school/home:
School: chairs tables, arm board,
pencils, chalk, books, cupboards,
chalkboard, etc.
Home: cups, plates, bed, mat,
shoes, dress, television, radio,
spoons etc.
Introduce "It is .
NOTE:
Teacher labels boldly all objects in
the classroom e.g. cupboard,
teacher's table and chair, chalk-
board, windows etc.
Using naming words in simple
sentences e.g.
This is an egg
This is a book
Pupils to mention the names of some
objects in the school and at home.
Using real objects, invite pupils to pick
up objects as you mention the names
e.g. an orange, pen, pencil, chalk, arm
board (slate). Pupils repeat the name as
they pick the object.
Use questions to pupils in identification
games.
Teacher pick up an object, calls a pupil
and asks
Tr. What is this?
P: It is an orange
If a pupil gets it right he/she invites the
next pupil to pick an object and ask:
P: What is this?
P: It is a book etc.
Teacher uses naming words in simple
sentences for pupil to repeat.
This is a table
This is an orange.
Pupils mention the names
of as many objects as
possible.
Pupils in pairs/individuals
use naming words in
simple sentences.
28
ACTIVITIES
EVALUATION
UNIT 2
DOING WORDS
Verbs
Verb to be
2.2.1 use appropriate words to tell
what people do.
2.2.2 use the different forms of the
verb 'to be' 'to be' in simple
sentences.
Using appropriate words to tell what
people do e.g. walk, eat, clap, sit,
stand, drink, jump, sleep, talk, etc.
Using different forms of the verb "'to
be in sentences.
I am eating
You are writing
He is walking
She is dancing
It is raining
You are singing
We are playing
They are running
NOTE: Introduce only a few of the
uses of the verb 'to be' at a time.
Start with singular before the plural
e.g.
She is singing. They are singing.
Through demonstration, pictures, real
objects like mats, plates, cups, etc.,
introduce the lesson on 'doing words'
(verbs) to pupils.
Teacher sits on a chair in front of the
class and says:
Tr. 'I am sitting down'
Teacher calls a child to sit on a chair.
Tr. "Mary, sit down
Teacher says' Mary is sitting down, for
class to repeat.
Introduce other verbs by assisting pupils
to perform the actions/talk about actions
in pictures, charts, e.g. crying, sleeping,
walking, drinking, eating etc.
Treat other verbs as they come up in
class: running, dancing, sweeping etc.
Using pictures, charts and
demonstration, assist pupils to talk about
actions being performed.
Tr. Call a pupil to eat from a plate/sleep
on a mat/drink using cups, etc. and say
She is eating/drinking.
He is sleeping, etc.
Pupils repeat the sentences after the
teacher.
Pupils respond to the question, "What is
he/she doing? to check understanding.
Encourage pupils individually to repeat
sentences and perform actions.
Pupils perform actions of
given verbs.
Pupils to use doing words
in simple sentences.
Pupils in pairs/groups
perform activities and talk
about them using the verb
to be in simple continuous
sentences: I am walking
etc.
29
ACTIVITIES
EVALUATION
UNIT 3
COMMANDS/
REQUESTS
2.3.1 use the Simple Present form of
verbs in commands/requests.
2.3.2 make polite requests using
"please
Using the Simple Present form of
verbs in commands and requests:
Commands (short sentences giving
instruction).
Stand up.
Come here.
Mention your name.
Go to the door.
Sit on the chair, etc.
Using the word "please to express
politeness. Using "please in
requests (short sentences making
polite demands).
Stand up, please.
Come here, please.
Please, bring the book.
Keep quiet, please.
Please, sit down, etc.
Introduce commands/requests using
appropriate situations and
demonstration.
Repeat commands/requests several
times for pupils to listen and respond to.
Accompany commands/requests with
gestures.
Pupils practise giving and responding to
commands/requests.
Introduce the use of 'please' in
commands and in requests as in the
examples in content.
Pupils to make requests using "please
e.g. Ama, please stand up.
Mahama, may l sit on your chair?
Drill using the structure introduced
(Command/Requests)
Pupils practise the structure using
appropriate situations.
Pairs/groups repeat and
respond to commands/
requests.
Provide situations for
pupils to make polite
requests to adults.
30
ACTIVITIES
EVALUATION
UNIT 4
VERB TENSE
FORMS
Simple Present
(Positive and
Negative
Statements)
Present Continuous
2.4.1 make positive statements
using the Simple Present.
2.4.2 make negative statements in
the Simple Present with NOT.
2.4.3 make positive and negative
statements using the Present
Continuous Tense.
Positive statements using the
Simple Present.
e.g. This is a pencil.
This is a chair.
Positive Negative
This is a bird. This is not a bird.
This is a book. This is not a book.
' m a boy/girl. I'm not a boy /girl.
In positive statements the stress is
on the last word. In negative
statements the stress is on NOT.
Present Continuous
Positive Negative
The dog is The dog is not
Barking/ barking/
playing. playing.
The children The children are
are playing. not playing.
I am eating I am not eating
Use appropriate situations/gestures to
introduce positive statements in simple
present. (See Content). Use repetition to
provide opportunities for listening
Pupils now repeat positive statements
after teacher with appropriate intonation
and pronunciation.
Use appropriate situations to introduce
negative statements as in Content.
Pupils repeat negative statements after
teacher using correct pronunciation and
intonation.
Pupils make their own negative
statements.
Note: Check for use of correct
pronunciation and intonation.
Introduce sentences in the Present.
Continuous Tense stressing the "ing
e.g. I am writing.
Teacher calls pupils in turns to perform
actions and then use "What is he/she
doing? questions for pupil' to answer.
Help pupils to create their own positive
present continuous sentences.
Introduce the negative using the Present
Continuous. Give examples as in
Content.
Pupils give positive
statements using the
Simple Present.
Pupils change positive
simple present sentences
to negative sentences.
Pupils make their own
positive or negative
statements using correct
pronunciation and
intonation.
Pupils give positive and
negative statements in the
Present Continuous Tense
using correct
pronunciation and
intonation.
Exercise:
Pupils to change positive
present continuous
sentences into present
continuous negative
Pupils to create their own
negative statements using
the Present Continuous.
In pairs, let one pupil give
a positive statement and
the other the negative.
31
ACTIVITIES
EVALUATION
UNIT 5
SIMPLE
PREPOSITIONS:
in on, under,
near, behind
UNIT 6
QUESTIONS
AND
RESPONSES
WH
QUESTIONS)
What
Where
Who
2.5.1 demonstrate the use of the
various simple prepositions.
2.5.2 use the various simple
prepositions appropriately in
sentences.
2.6.1 ask and answer 'Wh' questions
correctly.
Use of the various simple
prepositions and acceptable
responses.
Placing and positioning things as
indicated by prepositions, e.g. in,
on, under near, behind
Using the prepositions appropriately
in sentences e.g.
The pen is on the table.
The book is in the cupboard.
Put your hand behind you.
Sit on your chair.
Please, put it on the table.
Stand behind the class.
"WH questions e.g.
What, Who, Where
e.g. Q: What is your name?
A: Ali/Esi/Atta/Kodwo.
OR (See next page)
Revise commands and requests.
Demonstrate the use of prepositions by
placing objects in various positions e.g.
on, in, under, near, behind.
Pupils pick up various items in class and
place them at various positions.
Indicate positions for pupils to place
items accordingly. E.g. Put your pencils
on your tables.
Put your hand in your pocket
Stand near the table.
In pairs, pupils ask each other to place
items in positions they indicate e.g. Put
your pencils under the table.
Pupils put their items near/under/on the
table and say.
The pencil is near/under /on the table.
Through demonstration, lead pupils to
make up sentences for each of the 5
prepositions.
NOTE: Check which prepositions are
difficult for pupils to understand and give
further help in the use of those
prepositions.
Introduce questions and answers
involving what, where and who
Pupils to listen and repeat questions and
answers.
Teacher to use dialogue drill to teach the
'wh' questions.
In pairs/groups, pupils
say/show positions of
various objects using the
command/request
structure
Pupils in pairs/groups ask
and answer 'Wh'
questions using what,
where, and who
32
UNIT SPECIFIC
OBJECTIVES
CONTENT TEACHING AND LEARNING
ACTIVITIES
EVALUATION
UNIT 6 (CONTD)
QUESTIONS AND
RESPONSES (WH
QUESTIONS)
UNIT 7
PRONOUNS
(PERSONAL)
I, You, He, She, It, We,
They
2.6.2 use correct/appropriate
pronunciation and intonation
in asking and answering
questions.
2.7.1 use personal pronouns
appropriately in simple
utterances.
I am Ali/Esi/Ata/Kodwo.
' m Ali/Esi/Ata/Kodwo
My name is Esi
Q: Where do you live?
Q: What is the name of your
teacher?
What is this?
It's a pen/pencil/chair/table.
Who are you?
I am Ali/Esi/Ata/Kodwo
Where is the book? It's on the table
Where are you going?
'm going to school.
Where are you?
'm here/outside/in the room.
Using personal pronouns
appropriately in simple utterances
e.g
I am Issa.
I am Kaku.
You are Esi.
She is Edem.
He is Addo.
Pupils in pairs, ask their own questions
for their partners to answer.
NOTE:
Make lessons activity based to avoid
boredom.
Pupils to work in pairs/groups to
practise asking and answering
questions using What, Where and
Who. (Let them practise one wh
question at a time)
Go round listening to pupils and
motivating them to talk freely.
Teacher makes up new sentences as in
content for pupils to answer using
correct intonation and pronunciation.
Introduce the contracted form of "I am
to "'m, "It is to "It's.
Pupils give more examples of WH
questions and respond using the
contracted forms: I'm, It's.
Revise questions and answers.
Introduce personal pronouns in
situations using appropriate sentences.
Use various kinds of drills/games that
allow for practice in meaningful
situations.
In pairs/small groups, pupils take turns
to introduce themselves and members
of the group e.g. I'm Kofi, he is Mensah
and she is Araba etc.
Pupils to use contracted
forms; I'm .etc in
answering 'wh' questions.
Pupils use pronouns in
games and drills.
33
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 7 (CONTD)
PRONOUNS
(PERSONAL)
UNIT 8
DEMONSTRATIVES
This/That
These/Those
2.8.1 use the demonstrative
pronouns appropriately in
simple sentences.
Using personal pronouns
(continued):
I am a big girl.
You are small boy.
It is a cat/dog.
We are children.
You are all tall.
They are playing.
They are animals.
Use of demonstratives in
appropriate situations and
sentences.
Demonstratives: this, that these,
those
Singular Form Plural Form
This These
That Those
NOTE:
This/These are used for
things/nouns that are close by and
can be touched.
That/Those for items/nouns that
are not so close by.
This is my book
That is her book
Question and Answer Drill
Pupil A: I'm Kofi. Who are you?
(turning to pupil B)
Pupil B: I'm Araba. Who are you?
(turning to Pupil C)
Pupil C: I'm Afi. Who are you? etc.
Go on to introduce and repeat use of
you/he/she/we/you/they in sentences.
Let pupils form sentences with
I/you/he/she, it, me, you, they.
NOTE: Check which pronoun is not
easy to understand and give more
examples to improve understanding.
Revise personal pronouns
Introduce the demonstrative using
appropriate situations and sentences.
Illustrate the use of the singular and
plural forms of the demonstratives (refer
to Content)
Drill pupils on the use of demonstratives
Pupils work in pairs using
demonstratives in appropriate
situations.
Pupils to use
demonstratives in new
situations/sentences
34
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 8 (CONTD)
DEMONSTRATIVES
UNIT 9
DESCRIBING WORDS
2.9.1 use simple describing
words (adjectives) in
sentences.
These/Those are used for plural
items/nouns.
These are my books
Those are his books
Question:
What is this?
This is ....
What's that?
That's a ...
What are these/those?
These/Those are.....
We sometimes use colours to
describe or talk about things
people/animals e.g. blue/black
This is a red book.
This is a white cap.
Sometimes we use words of size to
describe people/animals/things e.g.
big/small/tall/short, fat, thin, round
e.g.
The teacher has a big table
My small table
Doh is a tall boy
Esi is a short girl
That is a round ball
NOTE:
Ensure that the practice sessions are
full of activity.
Revise nouns/personal pronouns.
Pupils in turns mention things that
belong to them using demonstratives
e.g. This is my dress.
That is my book.
These are my pens.
Those are your pencils.
Introduce the use of describing words
by presenting a collection of
items/objects of different colours and
sizes.
Pupils to group items according to
colour and size
Through leading questions, help pupils
to describe the colour of objects they
see. What colour is the pencil?
e.g. This is a red pencil.
What colour is this book?
It is a green book.
Through questions, pupils describe the
sizes and shapes of things they see
using describing words such as big,
small, short (See content).
Pupils identify objects
by size and colour.
Pupils colour objects in
pictures or drawings.
35
PRIMARY 1
SECTION 3
READING
1. read, understand and derive information from texts of varied nature
2. use reading techniques to understand information in books
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 1
PRE-READING
ACTIVITIES
Recognition/Discriminat
ion of objects.
Manipulating Objects
(Kinaesthetics)
3.1.1 recognise and identify
various objects by shape, size,
colour height and length.
3.1.2 draw/model or paint
various objects that interest
him/her.
3.1.3 identify letters of the
alphabet, their sounds and
associated objects.
Recognition/identification and
discrimination of objects by shape
size, colour, height, length
Shape: round, square
Length/height: long, tall, short
Size: big, small
Colour: red, blue, green etc.
Drawing, modelling, painting and
making various patterns/objects
Matching the shapes of letters
Associating letters with their
sounds and objects; five letters at a
time e.g. letter B, sound of the B
and the picture of ball
Improvise and use various pre-reading
materials: sort boxes, pictures concrete
objects, etc.
Guide pupils to recognise objects and
pictures that are the same/similar
Pupils to show differences or similarities
among objects/pictures by shape, size,
colour and height
Pupils play games involving recognition
and discrimination by shape, size,
length and colour
Use art and other handiwork periods to
enable pupils use their hands and
imagination to draw, model or paint
patterns/objects. Pupils choose their
own pictures for drawing or modelling
Use stencil of the letters of the
alphabet.
Pupils match shapes
Guide children to imitate the some
animals.
Pupils sort objects
according to shape, size
colour, height, length.
Pupils to draw, model or
paint specific
objects/patterns
Pupils match stencils of
the letters of the
alphabet to letters and
words
Pupils produce sounds
of particular letters.
36
ACTIVITIES
EVALUATION
UNIT 1 (CONTD)
PRE-READING
ACTIVITIES
Reading pictures and
talking about them.
.
Language Games
3.1.4 solve a variety of jigsaw
puzzles.
3.1.5 tell the similarities and
differences between objects.
3.1.6 say what a picture represents.
3.1.7 play a variety of language
games
observing their rules.
Solving various puzzles in pairs,
small groups or individually.
Jigsaw puzzles, single picture
puzzles, multiple picture puzzles,
geometrical shape puzzles etc.
Making generalisations from
observed relationships, e.g.
pointing out what ducks, chickens
and others of their kind have in
common and classifying them
Playing games that will help
develop concept building e.g.
Animals with tails, animals that live
in the house, etc.
Reading pictures.
Variety of language games and
their rules.
Make or find simple jigsaw puzzles of
pictures. Mount them on hard cards
and cut into various shapes.
Teacher shows a picture of the puzzle
and demonstrates how to solve a
picture puzzle.
Looking at the picture, pupils in
pairs/groups to solve the jig-saw puzzle
Let pupils observe two pictures/objects
closely and say what similarities and
differences there are between them.
Let pupils observe objects and identify
similarities
Pupils to give names of animals and
other items to fit description given by
teacher: animals that live in the house:
animals that have tails etc.
Prepare various picture cards/showing
various and actions.
Make the pictures very clear colourful
and attractive
Pupils observe and talk about the
pictures and tell the story behind the
pictures.
Prepare various language games.
Introduce the games and guide the
class to play them.
Make the games competitive to
generate interest.
Pupils practise solving
other puzzles: single
picture puzzles: multiple
picture puzzles,
geometrical shaped
puzzles.
Let pupils observe and
tell the similarities or
differences among
objects in the
classroom.
Pupils to be given a set
of pictures to observe
and tell what they see
or what is happening in
the pictures.
Pupils to take part in a
specific game e.g.
Matching pictures.
37
ACTIVITIES
EVALUATION
UNIT 1 (CONTD)
PRE-READING
ACTIVITIES
Turning Over the
Pages of a Book
(picture scrap books)
3.1.8 turn over the pages of a book
by opening gently from right to left.
.
Scrap books containing pictures of
various objects and actions
Observing pictures of various
objects and actions, and saying
what they represent.
Prepare scrap books out of magazine
pictures. Cut out and paste pictures on
paper. Use magazines with brightly
coloured pictures.
Guide pupils to prepare their own scrap
books.
Teach pupils the techniques for opening
a scrap book/other books i.e. gently
from right to left.
Pupils to turn over the pages of a given
book and locate a particular picture
mentioned by teacher e.g. In this book
there is a picture in which some boys
are playing football. Find it.
38
ACTIVITIES
EVALUATION
UNIT 2
INTRODUCTION TO
FORMAL READING
Phonological
Awareness
Letters of the
Alphabet
Picture/Object and
Word Matching
Word Recognition
Simple sentences of about
for words
3.2.1 identify, read and arrange
letters of the alphabet appropriately.
3.2.2 match pictures/objects with
words.
3.2.3 recognise words on given
cards.
3.2.4 group cards bearing the same
words together .
3.2.5 identify words with identical
sounds at the initial position.
3.2.6 read simple sentences of about
four words.
Flash/word cards,
templates/stencils of letters for
pupils to study.
Picture-word jigsaw puzzles.
Word/flash cards on words taught
Matching words with words.
Words with similar initial sounds
e.g. cat, coat, king, she, shore,
shut.
Reading short and simple
sentences made up of words pupils
have learnt to speak.
Use flash/word cards, templates and
stencils of letters for pupils to identify
letters of the alphabet.
Guide pupils to read the letters
Pupils use letter templates/stencils to
trace and write their names and read
them.
Make picture-word jigsaw puzzles.
Guide pupils to match them with
objects in the classroom/home
Prepare a number of word cards to be
used, beginning with names of objects
in the classroom/home.
Guide pupils to recognise words on
flash cards.
Pupils group words together.
Make 2 copies each of familiar words
and put them into two separate boxes.
Make sure both boxes have the same
number of words.
Let pupils in turn pick a word from one
box and find matching word from the
other box.
Pupils compare words with similar
initial sounds e.g. boy, box, balloon,
bowl.
Use pictures and real objects.
- Read sentence(s) out to pupils.
- Drill the sentence(s)
- Pupils identify sentence(s) and words
from word cards, sentence cards and
from the chalkboard.
Individuals/groups
interprete pictures.
Pupils read words and
sentences.
39
PRIMARY 1
SECTION 4
WRITING AND COMPOSITION
develop and demonstrate good handwriting (penmanship)
ACTIVITIES
EVALUATION
UNIT 1
WRITING PATTERNS
FOR MUSCULAR
CONTROL AND
HAND-EYE
CO-ORDINATION
UNIT 2
COPYING LETTERS
AND SIMPLE
WORDS
4.1.1 make given patterns, trace and
draw various objects.
4.2.1 copy letters and words correctly
in lower case and upper case.
4.2.2 match lower case and upper
case letters.
Wrist control in letter writing and
pattern drawing in the sand tray/on
arm boards.
Tracing given shapes, writing in the
air, in sand tray, on arm boards and
on chalk board
Writing in continuous form as in
m: mmmmmmmmmm
e: eeeeeeeeeeeeeeeeee
w: wwwwwwwww
Copying given letters of the
alphabet in lower case.
Copying given letters of the
alphabet in upper case
Matching lower case and upper
case letters
Create a sand tray section in the
classroom or on the veranda
Guide pupils to trace/draw patterns
Guide pupils to write letters in the air in
the sand tray and on arm boards.
Write on arm-boards or on the
chalkboard for pupils to trace.
Note:
Use copy books where available
Pupils to copy letters of the alphabet in
lower case (5 at a time).
Pupils to copy letters of the alphabet in
upper case (5 at a time)
Pupils in groups, to match lower case
and upper case letters.
Pupils to
trace/reproduce a given
shape or pattern.
Pupils to write/draw
patterns/objects on arm
boards/in copy books.
Pupils to write out given
letters many times
Pupils, individually to
match lower case and
upper case letters.
40
ACTIVITIES
EVALUATION
UNIT 2 (CONTD)
COPYING LETTERS
AND SIMPLE
WORDS
UNIT 3
DRAWING AND
LABELLING
UNIT 4
COPYING SHORT
MEANINGFUL
SENTENCES
4.2.4 copy the names of objects.
4.3.1 draw simple objects and label
them.
4.4.1 copy short meaningful
sentences.
Copying names of objects
Drawing simple pictures of pupils
themselves, various objects and
their labels
Copying short meaningful
sentences on values and right
attitude e.g. honesty, watchfulness.
Use sentences that pupils will
easily understand e.g. Early to bed,
early to rise.
Pupils mention the names of objects in
and around the classroom. Teacher
writes these on the chalkboard and
assists pupils to read/copy.
Use picture cards earlier used in
reading lessons as well as labelled
pictures in the pupils' textbooks
Pupils to bring selected objects from
home, identity them, draw them and
label them by writing the appropriate
names of the objects.
NOTE
Assist pupils to write correct words for
the labels.
Ensure pupils write boldly with good
spacing. Give a lot of help in writing
Explain the importance of the values
and attitudes in the sentences before
pupils begin copying the sentences.
Pupils to write out given
words and names many
times, (NOTE: Let
pupils also write the
names of the days of
the week)
Pupils to draw objects
such as themselves, a
parent etc. and label
them with the
appropriate names.
(Names of people begin
with upper case letters).
Pupils to copy given
sentences on values
and attitudes.
41
LIBRARY
1. General Objectives: Pupils will:
i. develop the love for reading
ii. develop interest in, and acquire the habit of reading for pleasure and for knowledge
iii. read for information on various topics
2. Specific Objectives: Pupils will:
i. acquire the skills for handling books
ii. talk about what they see in books
iii. read a minimum of 15 simple picture/story books
iv. express/answer simple questions and write views on stories read and the characters in them
v. talk and write about books read
3. General Guidelines on Library Work:
i. Introduce pupils to books/library
ii. Teachers should introduce pupils to books with special emphasis on handling and care.
iii. Introduce pupils to the class/school library and how it is organised
iv. Pupils should also be educated on library rules, such as borrowing procedure and care for books.
4. Starting The Class/School Library
A library could be a room full of books or a simple collection of books neatly arranged in cupboards, cartons or boxes and available for pupils to read
Teachers can start a class/school library with scrap-books made by pupils. Such books should be made with brightly coloured pictures and drawings. Every
school should therefore, be able to start a simple class/school library. Textbooks that are no longer in use and other discarded books could be used to begin a
class/school library.
42
5. Equipping A class/School Library
Books for the Library could be obtained from other sources like:
The Ghana Education Service (GES)
The Ghana National Association of Teachers (GNAT)
The District Assemblies
The School Management Committee
Past Pupils
Churches and Other Organisations
Philanthropists
Ghana Library Board
Ghana Book Trust
Non-Governmental Organisations (NGOs) such as:
World Vision
Plan International
Save the Children Fund
The Rotary Club
Valco Fund
European Economic Community
Friedrick Edert Foundation
Fredrick Nauman Foundation
Zonta International
ADRA
UNICEF/UNESCO, etc.
43
6. Maintaining The Class/School Library
Teachers must ensure that books in the library are properly kept and maintained. Books that get torn or damaged must be mended promptly. Teachers must also
ensure that books do not get lost and pupils must be tasked to prevent thefts.
7. Generating Interest in Reading
Reading Targets:
Reading is crucial to progress, not only in English, but in all other subjects. One way of encouraging the primary school child to read is to make suitable reading
materials available, and set minimum reading targets. As stated in the specific objectives, the target is 15 books for the year. It is expected that given the
necessary encouragement many children will exceed the target.
Teachers should use various other approaches to generate interest in library Approaches may include:
i. making sure children see them reading library and other books;
ii. giving gists of books read and recommending them to pupils,
iii. retelling stories read to class.
iv. giving time for pupils to tell stories read to the class; dramatize part of books read.
v. dramatizing parts of books (stories) read by pupils; writing short stories.
vi. giving prizes to pupils who read a lot of books and to those who make remarkable progress in library reading.
vii. selecting comprehension passages from class library books for terminal examinations and continuous assessment tests and tasks.
9. Checking on Pupils Reading
Teachers should introduce measures to check on pupils'. One way is to introduce a library reading sheet as shown on the next page.
44
PRIMARY 2
SECTION 1
1. develop confidence in listening and speaking.
2. increase ability to express him/herself orally
3. respond to and appreciate songs and other literary materials
4. develop creative talents
5. develop the co-operative spirit of learning in a team
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 1
LISTENING,
SINGING SONGS,
RECITING
RHYMES AND
POEMS
1.1.1 listen attentively to
songs, rhymes/
poems
1.1.2 sing songs and
recite rhymes/poems
with correct stress
and rhythm
1.1.3 talk about and act
whole/parts of
songs/ rhymes/
poems
Carefully selected songs/
rhymes for listening and
recitation with correct stress
and rhythm.
Sing songs and recite
rhymes/poems with correct
stress and rhythm.
Talk about songs, rhymes and
poems.
Act whole or parts of songs/
rhymes/poems.
Select suitable materials for listening,
singing/recitation.
e.g. Row, row, row your boat.
"Twinkle, twinkle little sta
Sing songs, recite rhymes/poems, tapping and
clapping, to the rhythm.
Pupils sing songs and recite rhymes/poems with
gestures tapping and clapping to the rhythm.
Guide pupils to pronounce words correctly in
songs, rhymes/poems with particular reference
to stress, rhythm and contrast in stress and
rhythm.
Pupils beat time to rhymes and songs.
Let pupils talk about the songs, rhymes and
poems through questions such as e.g. Do you
like the rhyme? Why do/don't you like it?
Organise pupils to dramatize whole/parts of
rhymes/poems/songs.
Pupils to sing songs and recite
rhymes/poems learnt.
Pupils clap to rhythm of
songs/poems.
Pupils to dramatize/act parts of
songs, rhymes/poems.
45
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 1
(CONTD)
LISTENING,
SINGING
SONGS AND
RECITING
RHYMES AND
POEMS
1.1.4 develop and say a
line of rhyme/poem
song of their own
Develop rhymes/poems/
songs/jingles on chosen topics
e.g. the school drums, the
market/birds/rain, HIV/AIDS.
Ideas for rhyme/ poem/songs
Say a line of rhyme, song,
poem etc on their own.
Guide pupils to choose a topic, then through
brainstorming, let them bring out their ideas
about the topic e.g., the market the noise, the
people (young and old) make, the items, the
cries of traders to attract customers to their
wares etc.
Write all ideas on the chalkboard.
Help pupils to re-organize the ideas on the
board to form short rhymes, poems, and jingles
of about five lines.
Lead pupils to say a line of rhymes, poems,
songs they have developed on their own.
Pupils to tell the story behind the song or rhyme.
Encourage pupils to try developing their own
poems/rhymes/songs/jiggles at home.
Create scenarios for pupils to
come with their own rhymes/
poems/songs.
Pupils tell the story heard.
46
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 2
STORY
TELLING
1.2.1 listen to simple
stories and state
some of the key
words, issues and
values in the stories.
1.2.2 read simple stories
and retell them with
actions and
dramatization
1.2.3 dramatize
whole/parts of, or
imitate actions and
sounds in a story.
1.2.4 talk about places
visited.
Listen to simple and interesting
stories and identify key words,
issues and values in stories.
Reading/retelling and
dramatizing simple stories
read/heard.
NOTE: Supplementary readers
will be useful here
Dramatizing whole/parts of
stories and imitating
actions/sounds in stories
Stories about:
people
places
animals
home and everyday activities
school activities
NOTE:
Stories should have some
values e.g. patriotism
places: the zoo, harbour,
forest, market/shops, post
office, children's park, etc.
Pupils select suitable and interesting stories, tell
stories to class, identify key words and morals.
Pupils identify key words, issues and moral in
stories heard.
Assist pupils to read/retell story and illustrate it
with actions/demonstrations,
pictures/sketches/puppets/toys, realia, etc.
Assist pupils to dramatize/mime whole/parts of
story.
Guide pupils to tell their own stories. Talk about
stories read/heard.
Pupils dramatize whole/parts of story. Imitate
actions/sounds.
Pupils answer questions on story.
Draw/model actions/scenes from stories
read/told.
Teacher takes pupils on excursion.
In groups, pupils talk about what they saw
during the excursion.
Pupils state some of the key
words, issues and values in
stories.
Pupils read/retell stories to class
individually.
dramatize/mime stories
read/heard.
Draw/Model actions/scenes
from stories.
Pupils role-play scenes from
stories heard/read to bring the
moral values.
Pupils draw what they saw
during the excursion.
47
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 3
CONVERSATION
Making Polite
Requests
Days Of The Week
1.3.1 talk about or
describe people,
things, places,
topics, occasions,
pictures, events and
things, using
correct/appropriate
language.
1.3.2 make polite
requests/enquiries
using "May I and
other forms.
1.3.3 mention the names
of the days of the
week in
chronological order.
1.3.4 use "yesterday,
"today and
"tomorrow
appropriately.
Talking about and describing
people, things, places,
occasions, pictures, events
and everyday activities at
home/school.
Games
e.g. football, table tennis, hop
scotch, ampe
In making polite requests and
enquiries we use 'May I' e.g.
May I go out?
May I come with you?
May I please borrow your
pencil?
May I sit by you please?
Esi, may I go with you?
Days of the week beginning
from Sunday to Saturday.
Concept of yesterday, today
and tomorrow.
Assist pupils to talk about people they know,
their names, where they live and the work they
do. Let pupils talk about/describe places they
have visited, things they have seen or done,
pictures they have seen, and occasions they
have witnessed at home/school.
Help pupils use appropriate vocabulary.
Encourage the class to ask questions as each
pupil talks to class on any of the above topics.
Pupils to talk about places, events, occasions,
games and other activities at home/school.
Class asks questions.
Revise commands and requests with pupils
(Primary 1, Sect. 2, Unit 3)
Teacher explains when to use "May I and
"please.
Pupils to make requests using "May I
Pupils to mention the names of the days of the
week in chronological order. (Teacher gives
assistance where needed)
Help pupils to learn the concept of yesterday,
today and tomorrow.
Pupils name the days, the day before
(yesterday), the day (today) and the following
day (tomorrow).
Pupils in pairs demonstrate
greetings and responses using
"Happy Birthday. "Happy
Easter, "I wish you speedy
recovery
In pairs/groups, pupils talk
about people they know, places
they have visited and occasions
they have witnessed.
demonstrate how to make polite
requests and enquiries using
"May I.
Pupils use yesterday, today and
tomorrow in simple sentences.
48
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 3 (CONTD)
CONVERSATION
Telling Time
Observing Table
Manners (Eating
Habit)
Observing
Personal Safety
on our Roads
1.3.5 tell time by the hour.
1.3.6 demonstrate good
eating habits.
1.3.7 observe personal
safety in crossing
the road.
Time by the hour: 1 o'clock, 2
o'clock, 3 o'clock etc.
Demonstrating good eating
habits: Not speaking with the
mouth full; not stretching your
hand across the next person's
plate etc.
Road Safety
e.g. crossing the road
Walking on the road. (Ref.
Primary 1, Sect 1, Unit 3)
NOTE: Do not forget to deal
with safety on the roads and in
neighbourhoods in the villages.
Assist pupils to tell time by the hour using a
model clock.
Pupils individually tell the time as teacher
changes the time on the clock.
Pupils to tell what time they come to school and
what time school closes.
Pupils to bring cutlery set to class, set a table for
about three people. Discuss table manners
through demonstration.
Pupils to dramatize good eating manners.
Let pupils give answers to the following
question:
What are the dangers a person faces on the
road especially in towns?
What are some of the dangers a person faces
on the roads and alleys in the villages?
How do you cross the road?
Assist pupils to observe the rules for crossing
the road as follows:
"Look left, then right and left again before
crossing the road. Do not run, always walk
when crossing the road
Create a road scene in the class/school for
pupils to practise crossing the road as shown
above.
NOTE: Assist pupils in the rural areas to
develop safety measures for using roads and
alleys in their neighbourhoods.
Pupils tell the time by looking on
the clock.
Pupils bring out some eating
manners.
Pupils in turn describe the safe
way of crossing the road in
towns, cities and villages.
49
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 3 (CONT'D)
CONVERSATION
Observing Safety
Measures
1.3.8 observe personal
safety in dealing
with strangers and
neighbours
1.3.9 state what to do to
avoid being molested
Observing safety precautions
in dealing with strangers and
neighbours.
When a person you do not
know gives you sweets, say
No.
- Do not accept lifts from
people you do not know.
-Do not enter the rooms of
older men, older women and
strangers alone.
-Do not enter the rooms of
people you live with in the
same compound house.
-Tell your parents if anyone
does any bad thing to you.
Most young persons who are
molested are molested by
people they know. These are
people who live in the same
house or people who live in the
same neighbourhood with the
young person.
Using assertive skills: Saying
No!; using refusal; threatening
to tell your parents; shouting
for help if necessary
Let pupils explain why it is important not to
associate with people they do not know, and why
they should not accept lifts from people they do
not know.
Encourage pupils to appreciate that some of
these unknown people are bad and may take
them away from their parents and they may not
see their parents again.
Some of these people may defile them and infect
them with HIV/AIDS.
Ask questions such as:
- How do older people entice young persons into
their rooms and other obscure places?
- What should a young person do to avoid being
molested by some bad people?
Take pupils through the points in content to let
them acquire the necessary assertive skills in
such situations.
Pupils role-play how to behave
or respond in the following
situations:
- a person (or persons) they do
not know, calls them to come
into their car.
- a neighbour asks them to go
and buy an item and send it to
his/her room.
- an older person gives him/her
toffee and takes him/her to a
room or place s/he doesn't
know.
Pupils to tell how they can
avoid being molested.
50
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 4
DRAMA
1.4.1 tell simple stories,
mention the title,
scenes, and talk about
events and things in a
story.
1.4.2 dramatize/act/role-
play whole/parts of
stories, scenes,
events.
Tell/read plays.
Talking about/ (author), title of
book, scenes, events and
things.
Dramatizing/acting/role playing
whole/parts of stories/scenes/
events.
Select suitable and interesting reading material
for listening.
Assist pupils to tell/narrate stories/events.
Teacher/pupils describe events, scenes and
things in stories read/heard.
Guide pupils to perform simple actions in
Organise pupils to dramatize act/role-play
whole/parts of stories/scenes/events.
Organise pupils into groups and assist each
group to select and dramatize scenes for class.
Let pupils answer questions on scenes
dramatized to bring out the moral values.
Encourage free expression.
Pupils to do simple
narration/description and
dramatise/act/role-play
whole/parts of
In pairs/groups, pupil discuss
book describing things they
like/not like about the book.
Individual/groups to dramatize
whole or parts of stories/scene
for class.
51
PRIMARY 2
SECTION 2
GRAMMAR
use grammatical forms correctly in speech and in writing.
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 1
NAMING WORDS
(Nouns)
2.1.1 identify nouns as
naming words and
use them correctly in
sentences.
Nouns as naming words used
for people, places and things
e.g.
Names of People:
Aba, Kafui, Ackah, Abla, Naki,
Ali, Salamatu, Nafi
Names of Places:
Airport, Church, Mosque,
Harbour, Accra, Football Park,
Community Centre, Accra,
Keta, Tamale.
Names of Things:
trees, chairs, tables,
chalkboard, pencils, pens,
dogs, birds, radio.
Introduce nouns to pupils by asking them to
mention names of things in the school/home;
their own names, names of parents, friends and
pets.
Write the names on the chalkboard as pupils
mention them.
Let pupils read the words on the chalkboard
individually and in groups.
Pupils to classify names on chalkboard
according to people, places or things.
Pupils form simple sentences using names of
things people and places.
Pupils write the names of their
mothers and one other person
(father, brother, sister, aunt
etc.), and the names of things
and places they know.
Pupils write sentences and
underline the nouns in them.
52
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 2
DOING WORDS
(Verbs)
UNIT 3
QUESTIONS
AND
RESPONSES
do, be, have
2.2.1 use doing words
(verbs) correctly in
simple sentences.
2.3.1 use the various forms
of "do, be, have
appropriately in
questions and
responses.
Using doing words such as
come, go, sit, play, jump, dance,
write, sweep, read, eat, drink,
sing, shout, cry etc.
Using the various forms of "do,
be, have in questions and
responses.
Do you like oranges?
Yes, I do/No, I don't
Are you a school girl?
Yes, I am/No, I'm not.
Have you got a pencil?
Yes, I have
No, I do not have a pencil
No, I haven't (used in speech)
Introduce verbs to pupils through
demonstration.
Ask pupils to perform certain actions and tell
what they are doing e.g.
T: Aba, sweep (sweeps) What are you doing?
P: Aba, I am sweeping.
T: Kaku, dance (dances). What are you
doing?
P: Aba, I am dancing.
Write words expressing pupils' actions on the
chalkboard.
Pupils use doing words in simple sentences.
Teacher writes some of these sentences on
the chalkboard. Pupils read the sentences
and identify the doing words.
Revise 'Wh' questions and responses.
What is your name?
Who are you?
Where are you going?
Teacher introduces various questions with
"do, "be and "have with appropriate
responses as in content
Pupils make up corresponding sentences with
"do, "be and "have.
Write questions and responses on the
chalkboard.
Pupils to repeat correct questions and
responses.
Pupils in pairs perform
actions using doing words.
Pupils write sentences and
underline the doing words in
them.
ask/respond to various
questions using 'do, be,
have'.
Pupils answer questions
using the appropriate
responses.
53
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 3 (CONTD)
QUESTIONS AND
RESPONSES
(do, be, have)
UNIT 4
DOING WORDS
Present
Continuous
2.4.1 use the present
continuous tense in
simple sentences.
Using the Present Continuous
Tense correctly and
appropriately in simple
sentences.
Present Continuous:
We are learning English
She is singing/clapping.
He is sweeping.
We are learning English now.
Now she is singing.
Introduce the negative of "have as "have not
or "haven't.
Pupils in pairs, one to ask a question and the
other to respond in the negative.
Listen to and guide pupils during their practice.
Encourage correct pronunciation and
intonation.
Revise Personal Pronouns and the Present
Continuous Tense using appropriate
situations/sentences.
Make pupils aware that the Present
Continuous Tense is used for activities in
progress:
I am standing in front of the class.
She is writing on the board.
He is talking.
It is raining.
You are sleeping in class.
They are laughing.
(See other examples in content)
Teacher introduces "Now in Present
Continuous sentences. E.g.
Now we are learning English.
Pupils to make up sentences in present
continuous using "Now
Pupils to use the present
continuous tense in simple
sentences.
Pupils use present
continuous including 'Now' in
simple sentences.
Pupils fill in blanks using the
appropriate form of the verb.
54
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 5
DOING WORDS
Simple Past
2.5.1 use the simple past
tense correctly in
simple sentences.
Simple Past
The Simple past is formed by
adding '-ed' to the verb e.g.,
He washed his shirt.
She walked fast.
Use of "yesterday in simple past
sentences.
Introduce the simple past by giving examples
in sentences, e.g.
I walked to school.
He climbed the tree.
She danced.
Make pupils understand that the Simple Past
refers to actions completed at a definite time in
the past and is formed by adding 'ed' to the
verb.
NOTE:
Treat regular verbs alone in the lesson.
Pupils in pairs, one gives a sentence in the
simple present and the other changes it into
the Simple Past e.g.
I enter the classroom. I entered the classroom.
Pupils to continue with other examples:
I talk to my friend.
I kick a ball.
I wash my school uniform.
Assist pupils to revise the concept of
"yesterday.
Introduce the use of "yesterday in the Simple
Past sentences.
Teacher gives the first example, e.g.
Yesterday, I visited my uncle.
Pupils construct sentences in the simple past
using "yesterday
Pupils change sentences
from the Simple Present into
the Simple Past.
Pupils write sentences in the
Simple Past using
"yesterday
55
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 5
(CONTD)
DOING WORDS
Simple Past
UNIT 6
DOING WORDS
Simple Present In
Repeated Action
(Habitual)
2.5.2 differentiate between
the Present
Continuous and the
Simple Past.
2.6.1 use the Simple
Present and Simple
present (Habitual) in
sentences
Now he is walking.
Yesterday he walked.
Yesterday we learned English
They are playing football.
Yesterday they played football.
It is raining now.
Yesterday it rained.
Simple and Continuous forms of
the Present Tense in sentences.
Simple Present
Present Continuous
(Habitual)
1. I eat every 1. I am eating
day. now.
2. We pray 2. We are pray-
every day ing now
3. Afua cleans 3. Afua is
her teeth cleaning
every day. her teeth
now.
4. The girls 4. The girls
learn every are learn-
day. ing now.
Use questions to guide pupils to construct their
own sentences in the present continuous and
in the simple past.
Pupils in pairs, one gives an example in the
present continuous and the other changes it
into the simple past. (Teacher gives the first
example)
Revise the Present Continuous and the Simple
past e.g.
Now I am climbing a tree.
Yesterday I climbed a tree.
Pupils give further examples of present
continuous and simple past (Primary 2,
Section 2, Unit 5)
Introduce the simple present in repeated
action i.e. habitual.
Teacher to use examples of simple present
habitual.
Pupils to give examples of sentences in simple
present (habitual).
Pupils change sentences in
present continuous into
Simple Past.
Simple Past into the Present
Continuous as homework.
Pupils to read their home
work in class individually.
Pupils make sentences using
the simple present to express
actions that happen again
and again (Habitual).
Pupils in pairs, one gives the
present continuous tense,
and the other gives the
simple present habitual
tense.
56
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 6
(CONTD)
DOING WORDS
Simple Present
In Repeated
Action
(Habitual)
UNIT 7
MORE
PREPOSITIONS:
Up, Down, Into,
In front of
2.6.2 use 'always' and
'everyday' in simple
habitual sentences
2.7.1 use prepositions
correctly in sentences
2.7.2 use the various
prepositions
appropriately in
sentences and through
actions
Use of "always and "everyday in
habitual tenses.
I always eat in the evening
I always bath before I come to
school
Mother cooks everyday.
Use of prepositions: e.g. in, on,
under, near, behind.
Use of prepositions such as up,
down, into, in front of.
Use of prepositions by placing or
positioning things as indicated
appropriately in sentences.
e.g. The pen is near the cup
The cat jumped into the
room.
He is standing in front of
the table.
Introduce the use of 'always' and 'everyday' in
sentences in content in the Simple Present
Tense.
Pupils to make up simple present sentences
using always and everyday.
Revise the use of prepositions e.g. in, on,
under, near, behind.
Using objects/items, demonstrates the use of
in, on, under, near, and behind.
Pupils pick up various things in the classroom
e.g. pens, pencils, bottle tops, etc. and
demonstrate the use of the above-mentioned
prepositions.
Using objects/items, teacher demonstrates the
use of up, down, into, in front of.
Through actions, or using various
objects/items in the classroom e.g. pens,
pencils, bottle tops, etc., pupils demonstrate
the use of up, down, into, and in front of.
Guide pupils to demonstrate the use of up,
down, into, in front of appropriately.
Pupils practise the use of the various
prepositions. e.g.
Put your hands into your pockets.
Efua, stand in front of the class.
He walked down the street.
He climbed up the hill.
Pupils to use the prepositions
57
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 8
DESCRIBING
WORDS
Adjectives.
2.8.1 identify describing
words in simple
sentences.
Describing words (adjectives) give
more information about people,
animals and things e.g.
The fair boy is crying.
The small cat is under the chair.
Ama has a beautiful dress
Choosing colours to describe fruits
and vegetables e.g.
orange pepper
banana kontomire
pawpaw carrots, etc
Words of size to describe
people/objects e.g.
fat/slim
big/small/
tall/short
Examples of sentences with
describing words.
The slim boy is running.
Ali is eating green pawpaw.
Nyamekye has a pink dress.
Describing position: First, second
and third
Revise nouns (Ref. Primary 1, Section 2, Unit
1), pronouns (Ref. Primary 1, Section 2, Unit
7) and demonstratives (Ref. Primary 1, Section
2, Unit 8)
Let pupils use nouns, pronouns and
demonstratives in simple sentences
Revise describing words (Ref. Primary 1,
Section 2, Unit 9).
Let pupils mention various fruits and
vegetables. Write them on the board.
e.g.
mango tomato
pawpaw carrots
banana kontomire, etc.
Pupils to describe the fruits using colours e.g.
mango green yellow red
tomato green red, etc.
Let pupils explain that each colour describes a
fruit or vegetable)
Using real objects introduce words of size to
describe people and objects e.g. comparing
pupils, items:
fleshy/slim
dark/fair
tall/long/short
clean/dirty
big/small
Pupils to form simple sentences with
describing words taught.
Assist pupils to learn first, second and third as
referring to number 1, 2, and 3.
Identify describing words in
sentences.
Pupils draw objects, colour
and write simple labels under
them using describing words
e.g. a yellow orange etc.
58
PRIMARY 2
SECTION 3
READING
apply reading techniques to understand and derive information from texts of varied nature
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 1
RECOGNITION
OF WORDS
3.1.1 recognize and read
various words.
3.12 read short sentences
made up of four to six
words.
3.1.3 read short stories
Word/sentence cards.
Identifying and reading words
from cards.
Arranging words written on cards
to form sentences.
Reading sentences written on
cards and on the board.
(between 4 6 words)
Read short interesting stories.
Make word cards bearing the words to be used
to form sentences
Pupils play games using the words learnt on
word cards e.g. Word Bingo.
Pupils pick up words on cards as teacher calls
them out.
Assist pupils to arrange themselves according
to the order or the words to form a sentence
after all the words have been picked.
e.g. The girls are drumming.
The boys are dancing.
Make various sentence cards. Vary the
number of words in the sentences
e.g. The boys are playing.
The boys are playing football.
The boys are playing football on the field.
Guide pupils to read the sentences on
cards/chalkboard.
Provide short stories for easy reading.
Pupils form sentences using
word cards.
Pupils write selected words
(i.e. cat, dog, car, boy, girl)
Pupils read various
sentences which have been
taught from sentence cards
and chalkboard.
Individuals/groups read and
answer questions.
59
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 2
PHONIC WORK:
Recognition of sounds
in known words
Vowels
Sound Discrimination
UNIT 3
INTRODUCTION
TO READING
COMPREHENSION
Reading short
Sentences in
Passages/Poems
The pupil will be able to
3.2.1 identify sounds that
make up words.
3.2.2 say which pairs of
words have the same
or different sounds.
3.3.1 read short sentences,
respond to and
answer questions on
them.
Identifying words and sounds
using pictures and real objects:
car, bird, bell, cat, dog etc.
Recognising different sounds in
words, e.g. short and long vowel
sounds as in
bed /bed)/ bird /bs:d/
bit /bit/ beat /bi:t/
lip /lip/ leap /li:p/
hip /hip/ heap /hi:p/
cat /kt/ cart /ka:t/
pot /pt/ port /p5:t/
NOTE:
The transcription is to help the
teacher pronounce the words
correctly: Correct word sounds
can also be picked from
dictionaries/computer.
Reading sentences on cards/the
board/from course books and
answering questions or
performing actions to show their
understanding.
Teacher prepares sets of words.
Teacher says a word for pupils to repeat.
Pupils identify and pick cards that represent
particular sounds.
Draw up minimal pairs, especially of words
with easily confused sounds. Drill pupils to
make the sounds, recognize and differentiate
the sounds in words.
Use rhymes and songs to show different
sounds.
Use sentences which have immediate
relevance to the classroom/school situation.
Pupils answer very simple questions and
follow instructions based on what they have
read.
Teacher to use 'wh' questions to probe
understanding of sentences read:
"What
"Where
"Who:
"When
Pupils identify out words
pronounced or indicate
sounds made and repeat
them.
Pupils listen to a list of words
and make the different
sounds as in:
e.g. lip (lip) - leap /li:p/
cat (kt) - cart /ka::t/
pot (pt) - port /p5:t/
Pupils answer questions
based on poems/passages
read.
60
SECTION 4
1. develop good handwriting/penmanship
2. write letters of the alphabet in lower case and upper case.
4. construct simple sentences using a substitution table.
5. spell simple words orally and through blank filling exercises.
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 1
COPY
WORK:
Copying Words
Lower case and
Upper Case
4.1.1 make accurate copies
of words in lower
case
4.1.2 make accurate
copies of words in
upper case
4.1.3 use lower case and
upper case letters
appropriately in words
and sentences
Copying words in lower case e.g.
boy boy boy
she she she
Copying words in upper case.
Upper case letters are used to
write the first letter of a person's
name, the name of a
town/village, and the name of a
country. The first letter of a
sentence also starts in upper
case.
Meaning of first name and last
name.
Write words boldly on the chalkboard.
Guide pupils to copy the words correctly in
lower case.
Pupils to write the words on the chalkboard in
upper case.
Guide pupils to write their names start with
the first name.
Go round to correct errors and guide pupils to
write their second name. (First letter of each
name should be upper case)
Assist pupils to learn that for a name like
'Joseph Mensah, the first name is Joseph and
the last name is Mensah.
Pupils individually come to the chalkboard to
write their names in full.
Pupils copy specific words a
number of times.
Pupils write their names and
names of friends in full.
Pupils write names of a given
number of cities/ towns/villages
they know and explain why each
of these names starts with a
capital letter (Note: Include the
name of the city/town/village
where the school is located in the
names above)
PRIMARY 2
61
UNIT SPECIFIC
OBJECTIVES
ACTIVITIES
EVALUATION
UNIT 1 (CONTD)
COPY WORK:
Copying Words
in Lower case
and Upper Case
UNIT 2
COPYING FROM
SIMPLE
SUBSTITUTION
TABLES
The full stop.
Supplying
Missing Letters
and Words
UNIT 3
SPELLING AND
DICTATION
4.1.4 write all letters of
the alphabet
4.2.1 find, read and copy
sentences from a
given substitution
table in neat
handwriting
4.2.2 use the full stop
appropriately
4.2.3 fill in blanks with
letters and words
correctly
4.3.1 spell simple two,
three or four letter
words
Skills in writing the Letters of the
alphabet.
Reading and copying sentences
from substitution tables.
boy sleeping
The man walking
girl is dancing
teacher reading
Use of the full stop at the end of a
sentence to show completion of an
action.
Filling in blanks with words in
simple sentences.
Spelling drill on simple and familiar
words; spelling games using the
computer.
Pupils to write the letters of the alphabet in
lower and upper case.
Make the substitution table very simple with
sentences provided by pupils.
Pupils read sentences from the substitution
table.
-Guide pupils to copy sentences from the
substitution table.
-Teacher goes round, checks and checks
clearness, and spacing shows appropriate
way for handwriting.
Assist pupils to learn that a full stop is placed
at the end of a sentence.
Pupils copy sentences from the substitution
table above and insert the full stop.
Pupils practise blank-filling exercises using
letters, words and sentences produced by
pupils themselves.
Pupils fill in blanks with letters/words e.g.
Sch - ol
Cl-ss - oom
Kofi - a boy
This a new dress
Teacher reads out simple words (two to four
letters) for pupils to spell.
Design simple materials in spelling using
books/dictionaries/ the computer.
Teacher reads out words for pupils to write
on the board or in their exercise books.
NOTE: Select words from reading text and
from story books they read.
Pupils find and copy sentences
from a given substitution table.
Pupils practise handwriting
using sentences from the given
substitution table.
Pupils fill in blanks with
appropriate letters/words.
Pupils correct mis-spelt
words/re-arrange jumbled
words.
62
LIBRARY`
i. develop the love for reading:
ii. develop interest in, and acquire the habit of reading for pleasure and for academic, in purposes'
iii. read for information on various topics
i. acquire the skills for handling books;
ii. talk about what they see in books;
iii. read a minimum of 15 simple picture story books
iv. express/answer simple questions their views on stories read and the characters in them;
v. talk and write about books read.
3. General Guidelines on Library Work
(i) introduce pupils to books/library
(ii) Teachers should introduce pupils to books with special emphasis on handling and car.
(iii) Introduce pupils to the class/school library and how it is organised
(iv) Pupils should also be educated on library rule, such as borrowing procedures and care for books.
63
A library could be a room full of books or a simple collection of books neatly arranged in cartons or boxes and available for pupils to read
Teachers can start a class/school library with scrap-books made by teacher and pupils. Such books should be made with brightly coloured pictures and drawings.
Every school should therefore, be able to start a simple class/school library. Textbooks that are no longer in use and other discarded books could be used to
begin a class/school library.
5. Equipping A class/School Library
Books for the Library could be obtained from other sources like:
The Ghana Education Service (GES)
The Ghana National Association of Teachers (GNAT)
The District Assemblies
The School Management Committee
Past Pupils
Churches and Other Organisations
Philanthropists
Ghana Library Board
Ghana Book Trust
Non-Governmental Organisations (NGOs) such as:
World Vision
Plan International
Save the Children Fund
The Rotary Club
Valco Fund
European Economic Community
Friedrick Edert Foundation
Fredrick Nauman Foundation
Zonta International
ADRA
UNICEF/UNESCO, etc.
64
Teachers must ensure that books in the library are properly kept and maintained. Books that get torn or damaged must be mended promptly. Teachers must also
ensure that books do not get lost and pupils must be tasked to prevent thefts.
Reading Targets:
Reading is crucial to progress, not only in English, but in all other subjects. One way of encouraging the primary school child to read is to make suitable reading
materials available, and set minimum reading targets. As stated in the specific objectives, the target is 15 books for the year. It is expected that given the
necessary encouragement many children will exceed the target.
Teachers should use various other approaches to generate interest in library reading including the following:
ii. giving gists of books read and recommending them to pupils,
iii. retelling stories read to class.
iv. giving time for pupils to tell stories read to the class; dramatize part of books read.
v. dramatizing parts of books (stories) read by pupils; writing short stories.
vi. giving prizes to pupils who read a lot of books and to those who make remarkable progress in library reading.
vii. selecting comprehension passages from class library books for terminal examinations and continuous assessment tests and tasks.
65
SECTION 1
1. develop confidence in listening and speaking and read a variety of texts.
2. increase ability to express himself/herself orally
3. respond to and appreciate songs and other literary materials
4. develop creative talents
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
UNIT 1
LISTENING TO
POEMS,
DIRECTIONS AND
INSTRUCTIONS
Listening to Poems
poems and recite
them with correct
stress and rhythm
1.1.2 tell what poems
are about
1.1.3 explain the key
words and state
values in poems
Selected poems for listening
and recitation, with correct
stress and rhythm.
Telling the meaning of poems
based on words and
accompanying actions.
Key words and moral in
poems/values.
Pupils listen to teacher recite appropriate
poems.
Pupils repeat the poems after teacher
Through questions, assist pupils to explain what
the poem is about.
Pupils recite poems and perform the actions in
them.
Assist pupils to
- identify key words in the poems
- explain the meaning of key words in the poems
- identify the moral values in the poems
-state relevance of poem to real life
Pupils perform actions in
poems learnt
Pupils use key words in poems
in simple sentences.
PRIMARY 3
66
UNIT 2
LISTENING TO
DIRECTIONS AND
INSTRUCTIONS
Listening to and
Carrying Out
Directions
simple instructions
and carry out the
instructions
1.2.2 pupils issue/give
directions directly
directions and carry
them out
Listening to and carrying out
simple instructions of not more
then ten words.
Examples of instructions:
Go to the cupboard, pick a
green (or red) book and give it
to Mary/Lariba/Osei.
Pick up your chair, take it to
the door and sit on it.
Showing a friend or visitor
where to go, where to turn etc.
to get to a specific place.
Examples:
- how to get to the head-
teacher's office.
- how to get to the post office
Listening carefully to directions
and giving clear and correct
direction.
Teacher gives simple instruction to class and
guides class to carry out the instruction) Use the
example in the content and other appropriate
ones)
Using other examples, teacher gives instructions
to pupils individually and guide them to carry out
the instructions.
In pairs, one pupil gives an instruction, the other
carries out the instruction.
Guide pupils in correct pronunciation, stress and
intonation as they give the instructions.
Teacher gives simple directions to pupils in
groups, e.g.
Go outside the classroom, turn left and go to the
second door on the left.
Give other directions to individual pupils using
'turn left', turn right', 'go forward', 'look for a blue
door on your right', (or look for a big tree on your
right)
in pairs, one pupil gives directions and the other
follows the directions to a specified place.
Pupils to give and carry out
instructions in groups
Pupils practise giving and
following directions.
In pairs, pupils give directions to
specified places
67
UNIT 3
STORY TELLING
The pupils will be able to:
1.3.1 state some of the
key words, issues
and moral in stories
1.3.2 read simple stories
and retell them with
actions
1.3.3 dramatize/mime
whole/parts of, or
imitate some actions
and or sounds in a
story
Listen to simple and interesting
stories and identify key words
and issues in the stories.
Retell simple stories using
miming and demonstration.
Dramatizing/Miming
whole/parts of, and imitating
actions and/or sounds in
stories
Stories about
people
places
animals
home and every day activities
school activities
places: zoo, harbour, forest
reserves, market, shops, post
office, children's park etc.
Language Use
-Use of the past tense in
stories
-use of adverbs and nominal
adjectives to enhance
narration.
NOTE:
Stories to aim at teaching
values e.g.
Dissemination, gratitude
unwillingness to hurt other
people.
Pupils select suitable and interesting stories,
retell stories to class, identify key words and
activities.
Pupils retell simple stories with appropriate,
actions, gestures and demonstration.
Guide pupils to tell their own stories and also
talk about stories read/heard
Post Story-Telling Activities
Retell whole/parts of a story
Dramatize/mime whole/parts of a story
Imitate actions/sounds in a story
Pupils answer simple questions.
Teacher take pupils on excursion to places of
interest.
Individuals talk about what they saw on the
excursion to class and class to ask questions.
NOTE:
Encourage free expression. Note and correct
only gross errors in grammar/ pronunciation
after narration telling.
Pupils tell stories about events
they have witnessed and stories
they have read or heard to
class.
In pairs/groups pupils
dramatize/mime stories in class.
Draw/model scenes from stories
read/told.
68
ACTIVITIES
EVALUATION
UNIT 4
CONVERSATION
Talking about
processes
Giving accurate
descriptions
Months of the
year.
Names of major
rivers
1.4.1 talk about people e.g.
(parents friends siblings),
of using correct and
appropriate language.
1.4.2 talk about selected
processes and issues
concerning the home and
life generally.
1.4.3 give accurate
description of a friend.
1.4.4 state the names of the
months of the year in
chronological order
1.4.5 state the names of some
major rivers in Ghana.
Talking about people: their
features, abode etc.
Processes: - cooking, polishing
shoes, washing clothes, etc.
The home and everyday
activities: Safety in the
home/school
Personal safety care in
dealing with strangers
Describing a friend in detail
paying attention to features
and other characteristics.
Names of the months of the
year in chronological order.
Some major rivers in Ghana:
River Volta River Pra
River Ankobrah Riverr Densu
Language use
Simple, present tense
active and passive forms,
descriptive words.
Use questions to assist pupils
individually, to talk about their parents
or other relatives, their friends. Class
asks questions.
Led with questions, pupils
individually, talk about selected topics
on processes in the home and on
personal safety etc. Class asks
question for clarification and to
sustain interest.
Pupils individually describe their
friend; appearance, school, favourite
subjects, food, hobbies etc.
Assist pupils to learn the names of
the months of the year in
chronological order (3 months at a
time).Pupils individually, to state the
months of the year in chronological
order.
Pupils to mention the name of the
river or stream in the area, or close to
the area where the school is.
Pupils to mention the names of the
some major rivers in the country
Pupils talk about parents, other people
using appropriate language
In pairs/groups pupils describe persons
they know.
Pupils mention the names of the months of
the year ( 3 at a time)
Pupils state name of the month in which
the lesson is being taught.
-Pupils tell the months in which they were
born.
Pupils to find out the names of some other
rivers in the country.
69
UNIT 4 (CONTD)
CONVERSATION
Names of cities
Telling the time
Making polite
requests
The pupils will be able to :
1.4.6 mention the names of
some cities, towns and
villages.
1.4.7 tell the time
1.4.8 make polite requests and
enquiries
1.4.9 Engage in conversation
using at least 2 of the
following;
- names of towns
- months
- time
- name of rivers, lakes
Cities and Towns: Accra,
Kumasi, Sunyani, Tamale,
Bolgatanga, Wa, Bawku,
Takoradi, Axim, Ho, Keta,
Cape Coast, Koforidua.
Telling time by the clock
Time by the hour
Half past
Quarter past
Quarter to
Make polite requests and
enquiries using "May I, "Can
, "Can you, "Will you, e.g.
May I go out?
May I sit down?
Can I sit down?
Can you eat the food?
Can she go now?
Can you give me the book?
Will you come with me?
Will you bring me the chair?
Conversation involving
Months of the year
Time
Names of towns/village
Names of rivers/lakes etc.
Pupils mention the name of the city, town or
village where their school is located as well as
the names of some cities, towns and villages.
Using a clock face, assist pupils to tell time by
the hour.
Assist pupils to learn to tell the time using
expressions such as:
- half past
- quarter past
- quarter to
Demonstrate the use of polite requests/enquiries
by creating relevant situations for the occasion
using 'May 1?, "Can I?' and 'Will you?'
Pupils in pairs, one-makes a request with 'May
', the other responds with 'Yes, you may'.
Pupils in pairs, one makes a request/enquiry
with 'Will you' the other responds with 'Yes, I will
In groups, pupils carry out conversation using
two of the topics.
Language use:
-Correct use of modal auxiliaries
-prepositions
adjectives
Pupils mention the names of
some cities, towns and villages.
Pupils to do exercises involving
time.
Pupils make polite requests in
given situations using "May I',
"Can I and "Will you
Pupils engage in conversation
using at least two of the
following:
- months of the year
- time
- names of towns/villages/cities
- Names of rivers, lakes
etc.
70
UNIT 5
DRAMA
1.5.1 Perform a sketch from
stories told/heard/read.
1,5.2 identify key issues and
lessons in a sketch.
Sketch from an interesting
story
Key issues/moral and other
value in a sketch. e.g.
selflessness, care for public
property and service.
Through questions, teacher guides pupils to
develop a sketch
Pupils to perform the sketch developed
(Encourage many pupils to participate)
Pupils identify key issues in the sketch
performed.
Pupils identify the moral/other lessons in the
sketch and explain their importance in real life.
Pupils perform sketches from
stories told, heard or read.
71
PRIMARY 3
SECTION 2
GRAMMAR
1. use grammatical forms correctly in speech and in writing
UNIT 1
NOUNS
NUMBER
2.1.1 distinguish between the
singular and plural forms
of nouns.
2.1.2 use the singular and
plural forms of verbs
correctly in speech and
in writing
Singular and plural forms of
nouns.
The plural is generally formed
by adding 's' to the word e.g.
Singular Plural
boy boys
girl girls
chair chairs
table tables
dog dogs
cat cats
bottle bottles
Pupils name things around them for teacher to
write on the chalkboard
Assist pupils to know the distinction between
singular and plural (Singular refers to one thing;
plural refers to more than one thing)
Using demonstration, introduce the plural form
of nouns on the chalkboard to class.
e.g.
Show a book to the class and say:
'This is a book' (singular)
Add two or more books
'These are books' (plural)
Pupils take turns to give the plural forms of
nouns on the board.
Pupils to use plural forms of nouns in simple
sentences.
Pupils write short sentences
using singular and plural forms
of nouns.
Pupils write the plural forms of
nouns provided by teacher in
their exercise books and use
them to form sentences.
72
UNIT 1 (CONTD)
NOUNS
NUMBER
UNIT 2
VERB TENSE
FORMS
SUBJECT-VERB
AGREEMENT
2.1.3 form the plural of some
nouns which do not take
's' for the plural but
rather change the form
of the word
2.1.4 use plural forms of
irregular nouns in
speech and writing
2.2.1 identify the correct verb
and pronoun agreement.
2.2.2 use the correct form of
the verb to agree with the
noun/pronoun in simple
sentences.
Some nouns do not take 's' for
the plural but instead change
their forms
e.g.
Singular Plural
man men
woman women
child children
knife knives
tooth teeth
louse lice
mouse mice
die dice
Verb and pronoun agreement:
I eat We eat
You eat You eat
He/she/it eats They eat
In the simple Present Tense,
the third person singular verb
takes an 's' e.g.
He/She/It dances.
Efua likes rice
Doh likes fufu.
However, in the Simple
Present tense, the first and
second persons always take
the verb in its bare form e.g.,
I cook rice everyday.
We cook rice everyday.
You go to church on Sundays
You all go to church on
Sunday
Teacher assists pupils to identify nouns for
which the plural is formed by a change in the
noun, rather than the addition of 's'
Pupils give the plural for nouns such as man,
woman and tooth.
Using the changes noted above, teacher assists
pupils to learn the plural for all nouns listed in
the content.
Pupils individually, to use the plural forms in the
list in simple sentences.
Through examples help pupils understand that
verbs agree with nouns/pronouns which go with
them.
Assist pupils to know when to use 'it'
Pupils give sentences in the third person
singular, ensuring verb/pronoun agreement.
Pupils form their own sentences with given
verbs and pronouns. Teacher writes them on
the chalkboard.
Teacher guides pupils to correct errors.
Pupils write the plural for child,
man, tooth and knife in their
exercise books.
Take home assignment: Pupils
complete the following
sentences using the correct
verb forms:
Kofi (like) to dance highlife
Afi (walk) to school in Accra.
You (are/is) laughing
He dance/dances
I (like/likes) mangoes
73
UNIT 2 (CONTD)
VERB TENSE
FORMS
UNIT 3
VERB TENSE
FORMS:
Simple Past
2.3.1 distinguish between
the Simple Present
and the Simple Past
Tense Forms.
2.3.2 use the Simple Past
tense correctly.
Nurse work in the hospital.
NOTE: The correct form of the
verb should agree with the nouns
or pronouns in simple sentences.
Verb Tense agreement:
I go to school.
You go to school on Monday.
Efua sells in the market.
Doh likes fufu.
We cook rice everyday.
You all go to church on Sundays.
Nurses work in the hospital.
Distinguishing between Simple
Present and Simple Past Verb
Tense forms.
Simple Past
We use the Simple Past Tense
to express an action that took
place at a definite time in the
past.
e.g. She came last week.
Awuah did his homework
last night.
Kafui cried yesterday.
We form the Simple Past Tense
of most verbs with ed or d.
e.g. enjoyed, worked, liked.
NOTE: Some verbs take different
forms in the Simple Past.
e.g. go went; sing sang see
saw; buy - bought
Using substitution table like the one below,
assist pupils to form sentences orally in class.
He goes work
everyday
Dela travels the market
to on Sundays
I go Accra
every Friday
We come school
Introduce the Simple past by changing pupils
sentences from the Simple Present to the
Simple Past.
e.g.:
I wash my clothes
I washed my clothes
I go to school
I went to school
Use questions to elicit similar sentences. Write
examples of pupils' sentences in the simple
Present and Simple Past on Chalkboard.
Working in pairs, one pupil gives a sentence in
simple present, the other changes it to simple
past.
Introduce the simple past of irregular verbs in
the content.
Pupils to use the simple past of irregular verbs
in sentences.
In turns, pupils form sentences
from the substitution table.
Pupils write sentences from the
table in their exercise books.
Simple Present into Simple
Past.
Pupils fill in blanks with either
simple present or simple past
forms of verb.
Pupils write sentences in the
simple past tense.
74
UNIT 3 (CONTD)
VERB TENSE
FORMS:
Simple Past
Past Continuous
UNIT 4
PREPOSITIONS
Below, above,
over, in front of,
behind, near
2.3.3 use the Simple Past
Continuous tense from
correctly.
2.4.1 use appropriate
prepositions in
sentences.
2.4.2 use the preposition
'over' appropriately
Past Continuous
We form the Past Continuous
Tense of most verbs by putting
WAS/WERE before the ing form
of the verb,.
e.g. They were playing 'ampe'.
She was learning Mathematics.
We use the Past Continuous
Tense to express an action that
took place over a certain period
in the past.
e.g. I was doing my homework
the whole evening.
Efua was crying the whole day.
They were praying throughout
the night.
Below, above, in front of, behind,
near.
Preposition: over, that is, from
one side to the other side.
Using examples, revise the present Continuous
Tense and write some of the examples on the
board e.g.
The boy is sleeping.
We are learning English.
I am playing.
Introduce the Past Continuous Tense by
changing the Verb Forms in the examples on
the chalkboard from Present Continuous to the
Past Continuous, e.g.
Present Past
Continuous Continuous
1. The boy is 1. The boy was
sleeping. sleeping.
2. We are learning 2. We were
English. learning English.
3. I am playing. 3. I was playing.
Through simple commands, assist pupils to
demonstrate the use of "behind and near.
Through demonstration, assist pupils to learn
the use of 'over' in practical terms
e.g. Jump over the wall.
Throw the ball over the table etc.
Pupils demonstrate the meaning of 'over' by
jumping over a ball and by using objects.
Pupils make sentences using 'over'
Pupils change sentences from
the Present Continuous to Past
Continuous.
Pupils fill in the blanks to
complete sentences in the Past
Continuous Tense in their
exercise books.
In pairs, pupils practise the use
of below, above, in front of,
behind and near.
In pairs, pupils practise the use
of 'over' in sentences and
commands.
75
UNIT 5
EXPRESSING THE
FUTURE
UNIT 6
QUESTIONS AND
RESPONSES
(USING THE
FUTURE TENSE
(Expressing the
future)
UNIT 7
SIMPLE
QUANTIFIERS
(Cardinals/Ordinals)
2.5.1 express the future
using "Will
2.6.1 answer Yes/No
questions correctly
using the expressions
that show the future.
2.7.1 differentiate between
cardinal and ordinal
quantifiers
2.7.2 use cardinal and
ordinal quantifiers
appropriately in
speech and in writing.
Expressing the future using
"Will.
e.g. I will celebrate my birthday
tomorrow.
My brother will come
tomorrow.
Kofi will eat rice this evening
Answering Yes/No Questions
correctly using the Future Tense
e.g. Will you go to the Library
tomorrow?
Yes, I will.
No, I won't.
Will you do your home wok
tonight?
Yes, I will
No, I won't
Cardinal and ordinal quantifiers
The cardinals are one, two
three, four (1.2.3.4), etc.
The ordinals are first, second,
third (1
st
, 2
nd
, 3
rd
) etc.
Explain the meaning of tomorrow'. Introduce
the use of 'will' to express the future as in:
I will eat rice tomorrow.
You will go to school on Monday.
He will leave for Nairobi Tomorrow
Pupils individually give examples of sentences
expressing ideas in the future.
Pupils change the following sentences to
express the future:
We come to school every day.
Kofi plays football every afternoon.
I eat rice very evening.
Ask pupils to come to the front of the class in
pairs, and engage in dialogue using the Yes/No
questions and corresponding answers using
'will' e.g.
Will you come to my party?
Yes, I will/No I won't
Will you read the story book?
Yes, I will/No I won't.
Ask questions and invite individual responses
expressed in the future.
Revise Numerals, i.e. simple counting of
numbers (cardinals) e.g. One, two, three four,
five etc. (1, 2, 3, 4, 5).
(ordinals) e.g. first, second, third (1st, 2nd, 3rd)
In turns, pupils take up their cardinal numbers
e.g. 1-40. etc.
Pupils write five sentences
about things they will do in the
future.
Pupils practise asking and
responding to questions
correctly using expressions
showing the future.
In pairs/groups, pupils ask and
answer questions based on the
future.
76
UNIT 7 (CONTD)
SIMPLE
QUANTIFIERS
(Cardinals/Ordinals)
2.7.3 write dates accurately.
The cardinal and ordinals may
precede nouns in speech and
writing.
e.g. One pupil, two children
The first child
The second lesson
NOTE:
After first, second and third, the
rest all add 'th' to indicate the
ordinal. After twentieth, the next
one is twenty-first, twenty-
second, twenty-third etc.
Today's date yesterday's date,
tomorrow's date.
Through questions and answers let pupils play
a language game to introduce the ordinals e.g.
The teacher tells the first pupil,
T: You are number 1, you are first (1
st
) who
are you?
P: I am number 1 and I am first (1
st
). Number
one turns to number two
As the game continues, teacher writes the
cardinals and ordinals on the chalkboard as
follows:
Cardinals Ordinals
1 one 1st first
2 two 2nd second
3 three 3rd third
4 four 4th fourth
5 five 5th fifth
Pupils to state the date of the day of the
lesson, including the year.
Pupils to state the date for the previous day,
the following day.
Assist pupils to write the following dates
accurately:
Today's date
Yesterday's date
Tomorrow's date
Following the examples below,
pupils write their birth dates
accurately. (Those who do not
know their birth dates are to
find out from their parents).
e.g.
James Ofori: 3
rd
June, 1992
Ama Adoma July 2 2006.
Pupils list the dates for each
day of the previous week.
77
UNIT 8
ADJECTIVES
Describing
Words
2.8.1 Identify adjectives in
sentences.
2.8.2 use adjective
appropriately in
speech and in writing.
Adjectives tell us more about
nouns and pronouns.
e.g. My uncle is an old man
I have a green book
Adjectives usually come before
the nouns they talk about.
(Refer examples above to show
the positions of the adjectives.
i.e., a green book).
e.g.
The kind man is my uncle.
I gave Yaw a brown book.
NOTE:
An adjective does not change
form for singular/plural nouns.
e.g. The clever girl
The clever girls
Revise nouns and pronouns.
To introduce adjectives (describing words),
present a collection of objects of various sizes
and colour to pupils e.g. pencils, pens, pieces of
fabric, etc.
Pupils observe the objects displayed and say
things by which they can be identified.
e.g. a green book,
a red piece of chalk,
a short pencil, etc.
Pupils explain how adjectives are used
Assist pupils to use the appropriate adjectives to
form simple sentences
e.g. My pencil is short.
I have a green dress.
Nartey has a black pair of shoes
Pupils give sentences in which the adjective
comes before the noun.
Pupils to give singular and plural sentences in
which the adjective comes before the noun and
sentences in which the adjective comes after the
noun.
Pupils to identify adjectives in
simple sentences.
Pupils select adjectives of their
choice to form sentences.
Pupils complete the blanks in
sentences using appropriate
adjectives.
78
UNIT 9
POSSESSIVE
PRONOUNS
2.9.1 distinguish between
the personal and
possessive
pronouns
2.9.2 use the various
possessive
pronouns
appropriately.
2.9.3 engage in
conversation using
future and
possessive
pronouns
Distinguish between the Personal and
Possessive pronouns
Personal Possessive
Pronouns Pronouns
1 Mine
You Yours
He His
She Hers
It Its
We Ours
They Theirs
Appropriate use of possessive
pronouns:
This is my pen the pen is mine.
This is your bag the bag is yours
That is his book the book is his.
That is her watch The watch is hers
I will give my spelling book to you.
Dede will buy her counters tomorrow.
We will use mine this afternoon.
Pupils mention things that belong to them and
use the possessive as below:
Ama: This is my dress The dress is mine.
Kojo: This is my ball The ball is mine
Kwesi and Kojo: This is our book The book
is ours.
These books are for all of you.
These books are yours.
Guide pupils to use the possessive to talk
about things that belong to them and to
others.
In pairs/groups pupils practise the use of the
possessive pronouns in a variety of
sentences.
In groups/pairs, pupils form own examples
using the future time and possessive
pronouns.
Pupils use possessive pronouns
In pairs/groups, pupils engage
in dialogue drills using the
possessive pronouns..
79
SECTION 3
READING
1. read aloud passages fluently
2. read, understand and derive information from texts of varied nature.
UUNIT 1
READING
ALOUD
Reading Games
UNIT 2
SILENT
READING
3.1.1 read aloud texts at an
appreciable speed with
correct pronunciation,
stress and intonation.
3.1.2 answer questions based
on passage read.
3.1.3 play a variety of games
according to their rules.
3.1.4 answer questions on
passages read to them
3.2.1 answer questions based
on passages read
silently
Simple passages, dialogues or
plays from the textbook or from
a supplementary reader.
Reading games:
e.g. Word dominoes.
Magic word games
Answering questions on
passages read to them.
Reading silently and following
instructions
Reading sentences from the
textbook and answering short
oral questions.
Teacher/pupils read out texts. Ensure that the
correct pronunciation, stress and intonation are
used.
Record individual pupils' difficulties and help to
correct them.
Ask simple questions based on the
texts/passages.
Explain how the games are played. Use a
variety of reading games.
Make games as competitive as possible;
monitor to prevent abuse and cheating
NOTE:
Games must be relevant to lessons taught.
Pupils listen to passages read and answer
questions on them.
Discuss pictures/titles of passages.
Model reading: Put pre-reading questions on
chalkboard.
Children read text silently within a specified
time.
Pupils to read aloud for correct
pronunciation stress and
intonation.
Pupils answer questions based
on texts/passages.
Pupils play competitive games
to solve problems and score
points.
Pupils answer orally, questions
based on passages read to
them.
Pupils read and answer
questions.
PRIMARY 3
80
UNIT 3
PHONIC WORK
Word Attack
UNIT 4
MAKING AND
USING PICTURE
DICTIONARIES
3.3.1 pronounce unfamiliar
words correctly
3.4.1 make picture dictionaries
Making the sounds of the
individual letters of known
words.
Initial Medial Final
put super stop
man remain storm
now thunder begin
Giving words/names of objects
that begin with particular
sounds. Using the computer
ICT Integration.
Making picture dictionaries
based on phonic work and
vocabulary items.
Find out the problems of the slow readers and
offer appropriate help.
Discuss the meaning of selected words and
expressions using real objects and
demonstration.
Work out phonic families that will be suitable for
the level and design simple learning and
teaching materials to promote better
pronunciation.
Ensure that the sounds taught can be
identified/recognised at initial, medial and final
positions.
Initial Medial Final
book table bulb
kick kicked pick
In groups pupils draw/cut out pictures to make
dictionaries.
Pupils select the best pictures for pasting in the
dictionaries.
Pupils write words under the pictures.
Pupils bind the dictionaries.
Pupils read relatively unfamiliar
texts
Pupils write and read names of
objects and other words with
correct pronunciation.
81
UNIT 4 (CONTD)
MAKING AND
USING PICTURE
DICTIONARIES
3.4.2 use the dictionary to
practise making
appropriate sounds
(Phonic Work).
3.4.3 spell words accurately
Using dictionaries for
practising various sounds
Spell two to four letter words-
go, come, dog, cat, big, left,
ship, talk, back etc.
Collect cement paper/newsprint/cardboard/
manila board/brown paper/bond paper, etc.
-Guide pupils to make and bind a dictionary out
of the materials available i.e cement
paper/newsprint, etc.
Collect old newspapers/journals/magazine/
newspapers, etc. and paste them in the
dictionary in alphabetical order. Where pictures
are not available, guide pupils to draw their own
pictures for the dictionary.
Pupils write words under the pictures in
alphabetical order i.e starting with "A e.g.
A B C D E
ant ball cat dog egg
apple bucket cutlass doll elephant
Guide pupils to write the letters and words under
the pictures using templates and stencils.
Guide pupils to make the sounds represented by
the letters and the words in the dictionary.
NOTE:
The sounds may occur in different positions.
e.g.: (initial, medial, final)
Using the picture dictionary and passages read
earlier, let pupils spell two to four letter words.
Pupils find words containing
sounds of the letters used in
dictionaries.
In groups pupils practise
spelling two, three and four
letter words.
82
PRIMARY 3
SECTION 4
1. Develop and apply the skills of good handwriting.
2. communicate his/her ideas effectively through the writing of simple sentences.
UNIT 1
PENMANSHIP
AND COPY
WORK
Purposeful
Copying of:
Sentences,
Verses, Words of
Songs, Prayer.
4.1.1 copy various sentences,
verses, words of songs,
legibly
4.1.2 write and practise saying
letters/words with which
pupils have difficulty
Copying short sentences,
verses, poems, and words of
songs.
Penmanship: Writing should
be bold and clear.
Writing sentences, verses,
poems, words of songs, with
which pupils have difficulty
e.g. Tongue Twisters like the
following:
- She sells sea shells at the
sea shore.
- Betty bought a bit of butter
bread, but found the butter
bread bitter. So she bought a
bit of better butter to make the
bitter butter better.
Teacher writes letters of the alphabet that pupils
find difficult to write on the chalkboard.
Ascenders (bar letters)
b d t I
and
Descenders (tail letters)
g p q y
Pupils write the letters in their exercise books.
Go round and advise on appropriate
penmanship.
Guide pupils to write the verses, words of songs,
etc. correctly.
Guide pupils to copy words/verses correctly.
Guide pupils to practise writing and saying
letters/ words with which they have difficulty.
Teacher/Pupils to practise writing their own
tongue twisters.
The verses or words copied must be checked
for correctness and they must be used in other
lessons.
Pupils to copy out specific
sentences, verses and songs.
Teacher to check for
correctness.
Pupils do dictation on simple
sentences.
83
UNIT 1 (CONTD)
WRITING:
Purposeful
Copying of:
Sentences,
Verses, Words of
Songs, Prayer,
Pledge
UNIT 2
COMPOSITION
Writing Short
Descriptions.
Punctuation:
Full Stop and
Comma, Upper
Case and Lower
Case letters
4.1.3 explain why it is
important to write clearly.
4.2.1 write short descriptions
of people, objects, places
animals, etc.
4.2.2 use the full stop, comma,
upper case and lower
case letters in simple
sentences
Writing clearly
Importance of writing
- to be able to write letters
- to be able to keep a record of
important events and things
- to preserve knowledge
- to be able to find work
- to understand what is written.
Writing simple sentences to
describe him/herself, people,
objects, places, animals, etc.
Use of full stop and comma in
sentences. Full stop shows
the end of a complete
sentence. The comma shows
a pause in a sentence.
Appropriate use of upper case
and lower case in sentences.
Let pupils give reasons why it is important to
write clearly.
Pupils give reasons why it is important to know
how to write.
Let pupils talk about themselves, parents
familiar people, objects, and animals.
Guide pupils to make sentences using particular
structures (simple Present, etc.) vocabulary and
intonation. Write pupils' sentences on the
chalkboard.
Guide pupils to rearrange sentences
sequentially on the chalkboard and in their
exercise books to form a short, meaningful
compositions.
Guide pupils to use the full stop and comma
(where necessary) in sentences.
Guide pupils to use upper case and lower case
letters appropriately in their sentences.
Language use:
Simple present tense, descriptive words as well
as selection of appropriate verbs for subjects.
Pupils explain the importance of
writing clearly.
Pupils write out a passage of
not more than four sentences.
Pupils write simple sentences to
describe parents, people,
objects, places, animals, etc.
Teacher gives extra guidance
on use of full stop, comma,
upper case and lower letters,
and on subject/verb agreement.
84
ACTIVITIES
EVALUATION
UNIT 3
WRITHING FROM
SUBSTITUTION
TABLES
UNIT 4
SENTENCE
COMPLETION
4.3.1 write correct sentences from
given substitution tables.
4.4.1. complete given sentences
with attention to subject/verb
agreement, and using
appropriate lower case and
supper case letters.
Using any of the structures taught
(e.g Simple Present, Simple Past)
to construct sentences.
Writing sentences from a
substitution table.
Contributing sentences on a given
topic.
Copy out sentences and supply
missing words or endings.
Reminder
Upper case letters are used to write
the first letter of a person's name or
a town/village, and the name of a
country. The first letter of a
sentence also starts in upper case
Let pupils practise structures earlier
taught e.g. simple past, past
continuous, adjectives etc.
Use pupils' sentences to make a
substitution table.
Pupils to read sentences from the
substitution table.
Guide pupils to copy sentences from
the substitution table.
NOTE: Check spelling and penmanship
as pupils work.
Pupils to insert full stops in sentences
appropriately.
Pupils write sentences of more than five
words on a specific topic with correct
subject-verb agreement, and correct
lower case and upper case letters.
Sentences should be based on
structures already taught and practiced.
Pupils complete sentences by supplying
words and phrases at the initial, medial
or end positions, e.g.
........is my teacher.
My .....is Mrs. Mensah.
Mrs. Mensah is my ......
etc.
Pupils write sentences
from a given substitution
table.
Pupils complete a set of
sentences.
Check pupils work for
correct subject/verb
agreement, lower case and
upper case use, and
spelling.
Pupils to write simple
sentences correctly paying
attention to subject-verb
agreement, full stop,
comma, lower case and
upper case use.
85
LIBRARY
i. develop the love for reading;
ii. develop interest in, and acquire the habit of reading for pleasure and for academic purposes;
iii. read for information on various topics.
i. acquire the skills for handling books;
ii. talk about what they see in books;
iii. read a minimum of 15 simple story books by the end of the year;
iv. express/answer simple questions and their views on stories read and the characters in them;
v. talk and write about books read.
3. General Guidelines on Library Work:
(i) Introduce pupils to books/library.
(ii) Teachers should introduce pupils to books with special emphasis on handling and care.
(iii) Introduce pupils to the class/school library and how it is organized.
(iv) Pupils should also be educated on library rules, such as borrowing procedures and care for them.
A library could be a room full books or a simple collection of books neatly arranged in cartons or boxes and available for pupils to read.
Teachers can start a class/school library with scrap-books made by teachers and pupils. Such books should be made with brightly coloured
Pictures and drawings. Every school should, therefore, be able to start a simple class/school library. Textbooks that are no longer in use and
Other discarded books could be used to begin a class/school library.
86
5. Equipping A Class/School Library
Books for the library could be obtained from other sources like:
The Ghana Education Service (GES).
The Ghana National Association of Teachers (GNAT).
The District Assemblies.
The School Management, Committees.
Past Pupils.
Churches and Other Organisations.
Philanthropists.
Ghana Library Board.
Ghana Book Trust and
Non-Governmental Organisation (NGOs) such as:
World Vision.
Plan International.
Save the Children Fund.
The Rotary Club.
Valco Fund.
European Economic Community.
Friedrich Nauman Foundation.
International.
ADRA.
UNICEF/UNESCO, etc.
87
Teachers must ensure that books in the library are properly kept and maintained. Books that get torn or damaged must be mended promptly.
Teachers must also ensure that books do not get lost and pupils must be tasked to prevent thefts.
Reading Targets:
Reading is crucial to progress, not only in English, but in all other subjects. One way of encouraging the primary school child to read is to make
suitable reading materials available, and set minimum reading targets. As stated in the specific objectives, the target is 15 books for the year. It is
expected that given the necessary encouragement many children will exceed the target.
Teachers should use various other approaches to generate interest in library reading. Approaches may include:
ii. giving gists of books read and recommending them to pupils, retelling stories read to class.
iii giving time for pupils to tell stories read to the class; dramatize part of books read.
iv. choosing comprehension passages for terming examinations and continuous assessment tasks and tests from story books read by
children.
v. giving prizes to pupils who read a lot of books and to those who make remarkable progress in library reading.
vi. selecting comprehension passages from class library books for terminal examinations and continuous assessment tests and tasks.

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What is the purpose of the teaching syllabus?

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MI NI S T RY OF E DU C AT I ON S C I E NC E A ND S P ORT S

TEACHING SYLLABUS FOR ENGLISH LANGUAGE

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