DOCSLIB.ORG

Primary 4 Ghanaian Language Teacher's Guide

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Primary 4 Ghanaian Language Teacher's Guide GhanaianGhanaian languageslanguages andand CultureCulture Teacher’s Guide PRIMARY 4 Co-ordinator : D.E.K. Krampah A Course in Ghanaian Languages and Culture Teacher’s Guide 4 Co-ordinator D.E.K Krampah Authors Akuapem: E. Apenteng Sackey, L.D. Apraku, S.A. Asiama Asante: Prof. K. Agyekum, B.O. Amoako, R.M. Opong, S. Banning-Peprah Dagaare: P.P. Angsomwine, C. Dabuo Dagbani: H.A. Al-Hassan, S.P. Dawuni, K.A. Mohammed Dangme: T.O. Caesar, T. Kwame, J. N. Nanor, Rev. E. N. Natue Ewe: G.M.Y. Hlomatsi, C.A.D. Kakane, K.A.G. Ofori Fante: J.E.K. Aggrey, K.K. Keelson, I.K. Quainoo, E.K. Tetteh Ga: J.C. Abbey, E.N.A. Adjei, A.A. Arries-Tagoe Gonja: A. Amidu, F. Mbonwura, I. Yakubu Evaluation units Dr. K. Andoh-Kumi Syllabus Advisor Dr. K. Saah Language Advisors Akuapem: Nana Øpare Asante: Prof. L.A. Boadi Dagaare: Mark K.K. Ali Dagbani: I. Al-Hassan Dangme: F. Teye Fante: Dr. K. Andoh Kumi Ewe: Dr. A. Dzameshie Ga: Nii Tei Adumuah II Gonja: K.H. Afari-Twako winmat PUBLISHERS LIMITED Published by WINMAT PUBLISHERS LTD P.O. Box AN8077 Accra North Ghana © D.E.K Krampah; Akuapem: E. Apenteng Sackey, L.D. Apraku, S.A. Asiama; Asante: K. Agyekum, B.O. Amoako, R.M. Opong, S. Banning-Peprah; Dagaare: P.P. Angsomwine, C. Dabuo; Dagbani: H.A. Al-Hassan, S.P. Dawuni, K.A. Mohammed; Dangme: T.O. Caesar, T. Kwame, J. N. Nanor, Rev. E. N. Natue; Ewe: G.M.Y. Hlomatsi, C.A.D. Kakane, K.A.G. Ofori; Fante: E.N. Abakah, J.E.K. Aggrey, I.K. Quainoo, K.K. Keelson, E.K. Tetteh; Ga: J.C. Abbey, E.N.A. Adjei, S.M. Amartey, A.A. Arries-Tagoe; Gonja: A. Amidu, F. Mbonwura, I. Yakubu. All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages. First published 2003 by Unimax Macmillan Ltd ISBN 978-9988-04428-2 Typeset by Eyedears Indesign. CONTENTS Scope and sequence p004 Introduction p005 Lesson plan unit 1 p014 Lesson plan unit 2 p016 Lesson plan unit 3 p018 Lesson plan unit 4 p021 Lesson plan unit 5 p024 Lesson plan unit 6 p027 Lesson plan unit 7 p030 Lesson plan unit 8 p033 Lesson plan unit 9 p037 Lesson plan unit 10 p043 Lesson plan unit 11 p047 Lesson plan unit 12 p052 Lesson plan unit 13 p057 Lesson plan unit 14 p062 Lesson plan unit 15 p065 Lesson plan unit 16 p069 Lesson plan unit 17 p076 Lesson plan unit 18 p079 Lesson plan unit 19 p083 Lesson plan unit 20 p087 Lesson plan unit 21 p091 Lesson plan unit 22 p093 Lesson plan unit 23 p095 Lesson plan unit 24 p097 Lesson plan unit 25 p100 Lesson plan unit 26 p104 Lesson plan unit 27 p106 Lesson plan unit 28 p108 Lesson plan unit 29 p110 Lesson plan unit 30 p112 Acknowledgements We would like to thank the following schools for their help and comments in trialling this series: Mayera Presbyterian Primary, Mayera Opoku Ware M/A Basic School, Kumasi St. Mary’s Anglican Primary, Accra P.T.C. Demonstration Primary, Akropong Mahean Anglican Primary, Tema Mamfe Presbyterian Primary, Mamfe Good Shepherd Anglican Primary, Eguase Ahwerase Presbyterian Primary, Ahwerase St. Mary’s Catholic Primary, Anomabo Dahin Sheli M/A Primary, Tamale Christ Church Anglican, Cape Coast Lamashegu M/A Primary, Lamashegu Azizanya D/C Primary, Ada Foah Gurugu R/C Primary, Gurugu Prampram Methodist Primary, Prampram Limanyiri M/A Model Primary, Wa Somanya Catholic Primary, Somanya Sing M/A Primary, Sing Ho-Heve E.P. Primary, Ho Loggu M/A Primary, Loggu Kpetoe E.P. Primary A, Kpetoe Kpembe Primary School, Salaga Abor R.C. Primary, Abor Binjai Primary School, Binjai Fumesua Anglican Primary, Fumesua Kafaba M/A Primary School, Kafaba MTTC Practice Primary, Mampong Ashanti 3 Scope and Sequence Primary 4 Oral skills Reading skills Writing skills 1 The environment Our environment Sentence completion: singular noun 2 Bush fires Bush fires Sentence completion: plural noun 3 Deforestation The school garden Forming sentences using verbs 4 Sand winning A visit to Cape Coast Castle Forming sentences using adjectives 5 Careless defecation A farmer and a little monkey Forming sentences using adverbs 6 Parts of the house Different kinds of houses Picture description: items in the home 7 Values of team sports The school sports festival Picture description: items in the school compound 8 Values of games The kente weaver Conjunctions 9 Values of international sports competitions The First Aid Box Present tense 10 Revision/The environment The fight Substitution table and composition 11 Telling the time The school band Past tense 12 Telling the time Bead making Future tense 13 Months of the year The seasons Picture description: items in the classroom 14 Importance of punctuality The Ghanaian Policewoman Capitals and full stops 15 Fishing songs Sleep Capitals and full stops 16 Farming songs Kakum Question marks 17 Blacksmith’s songs Kofi Dade’s smithy Commas 4 18 Basket weaving songs Food from nowhere Apostrophe 19 Hunting songs Immunization Quotation marks 20 Revision/Farming songs Two friends Description: the school sports festival 21 Traditional costumes of the north Kasoa market Picture description: at the market 22 Traditional costumes of the north In hospital Picture description: at the hospital 23 Traditional costumes of the south Water shortages Picture description: at the standpipe 24 Costumes for festivals The Good Citizen Picture description: picnic day 25 Folktales Bush mouse and the Pot of Oil Description: myself/my classmate 26 Story prediction Ananse and the Hot Boiled Beans Description: siblings/parents 27 Story prediction Ananse and the Pot of wisdom Description: houses 28 The Dog and the Bone The Rabbit and the Duck Description: vehicles 29 The Lion and the Donkey The Post Office Description: the Post Office 30 Revision/At the market The Wedding of the Foodstuffs Description: the household Introduction INTRODUCTION ABOUT THIS COURSE This course for the study of Ghanaian Languages and Culture is a six-level Primary course. Each level comprises a Pupils’ Book and Teacher’s Guide. The course of study covers nine Ghanaian languages: Akuapem (A) Asante (As) Dagaare (Dag) Dagbani (Db) Dangme (D) Ewe (E) Fante (F) Ga (G) Gonja (Gj) The course, follows the national syllabus for Ghanaian Languages and Culture and covers all aspects of study. It integrates the learning of Ghanaian cultural heritage into the oral, reading and writing skills sections of each unit. The course aims to develop pupils’ cultural and linguistic awareness, to enable them to attain competency in speaking, reading and writing their mother-tongue and to give them an appreciation of their historical and cultural heritage and of its socio- cultural values. The title of the course in each language is: Akuapem Kasasua Asante Kasasua Dagaare Zannoo Dagbani Bøhimbu Dangme Kasemi E√egbe Søsrç Mfantse Kasas ña Ga Kasemø Ngbanyato Be Kabii TEACHER’S GUIDE The Teacher’s Guide is written in English and explains how to teach the material for all language editions of the Pupils’ Books. Each unit has: • a summary of the objectives for each skill. This section may also include background information and a discussion of the material to be taught. • a list of any extra equipment needed. • a detailed lesson plan for each exercise. Some of these lesson plans include dialogues between teacher and class or between individual pupils. Please note that these are suggestions only and that any such dialogues should be conveyed to the pupils in their own language and in the simplest possible terms. A direct translation of the English words may not be appropriate. 5 Introduction SCOPE OF THE COURSE Each level consists of thirty units. Each unit covers approximately one week’s lessons with ten units per term. ARRANGEMENT OF CONTENT Each unit of any level in the Primary series has a vertical arrangement of content distinguished by icons. oral skills reading skills writing skills ORAL SKILLS The oral skills component treats topics from daily life, Ghanaian culture, oral literature, story telling, traditional occupations and songs, and encourages visits to places of interest. It provides pupils with the opportunity of using their mother- tongue in meaningful and interesting ways. From this, pupils will gain pleasure and confidence in their mother-tongue. The oral skills component uses illustration to stimulate conversation and trains the pupils to listen well and to talk with the correct and fluent use of their mother-tongue. READING SKILLS The overall aim at primary level is to develop pupils’ reading skills so that they become interested, independent readers. Pupils should be encouraged to read for understanding and for enjoyment. At Primary 4 level, the reading skills segment consists of a pronunciation and vocabulary drill of a limited amount of new sight vocabulary. The teacher himself or herself knows his/her own class best, so it may be necessary to supplement the list of vocabulary before the pupils tackle the reading passage. However, try to avoid teaching a lengthy list of vocabulary. Try instead to encourage pupils to work out the meanings of words from context. Reading for comprehension Practice in reading is based on a graded passage. From Primary 4 onwards, you should encourage your pupils to read silently for comprehension and understanding and attempt reading aloud after reading silently. At Primary 4, pre-reading questions appear in the Teacher’s Guide. From Primary 5, pre-reading exercises are formalized and every reading passage in the Pupils’ Book is preceded by pre-reading questions.
Load more

Recommended publications
  • ED373534.Pdf
    DOCUMENT RESUME ED 373 534 FL 022 094 AUTHOR Bodomo, Adams B. TITLE Complex Predicates and Event Structure: An Integrated Analysis of Serial Verb Constructions in the Mabia Languages of West Africa. Working Papers in Linguistics No. 20. INSTITUTION Trondheim Univ. (Norway). Dept. of Linguistics. REPORT NO ISSN-0802-3956 PUB DATE 93 NOTE 148p.; Thesis, University of Trondheim, Norway. Map on page 110 may not reproduce well. PUB TYPE Dissertations/Theses Undetermined (040) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS *African Languages; Foreign Countries; *Grammar; *Language Patterns; Language Research; Language Variation; *Semantics; Structural Analysis (Linguistics); *Syntax; Uncommonly Taught Languages; *Verbs IDENTIFIERS Africa (West); Dagari ABSTRACT An integrated analysis of the syntax and semantics of serial verb constructions (SVCs) in a group of West African languages is presented. With data from Dagadre and closest relatives, a structural definition for SVCs is developed (two or more lexical verbs that share grammatical categories within a clause), establishing SVCs as complex predicates. Based on syntactic theories, a formal phrase structure is adapted forrepresentation of SVCs, interpreting each as a product of a series of VP adjunctions. Within this new, non-derivational, pro-expansionary approach to grammar, several principles are developed to license grammatical information flow and verbal ordering priority. Based on semantic theories, a functional account of SVCs is developed: that the actions represented by the verbs in the SVC together express a single, complex event. A new model of e. -ant structure for allconstructional transitions is proposed, and it is illustrated how two types of these transitions, West African SVCs and Scandinavian small clause constructions(SCCs), conform to this proposed event structure.
    [Show full text]
  • 425983 FULLTEXT01.Pdf
    THE USE OF KAŋA AS A SPECIFICITY MARKER IN DAGAARE DISCOURSE JOHN GANAAH A thesis submitted to the Department of Language and Communication Studies, Norwegian University of Science and Technology (NTNU), Trondheim, in partial fulfilment for the award of the degree of Master of Philosophy (Mphil). June 2011 i ABSTRACT This thesis discusses the use of „kaŋa‟ as a specificity marker in Dagaare discourse. The thesis also explores the status of „kaŋa‟ in various syntactic positions and contexts of occurrence in utterances and the interpretations it elicits in Dagaare discourse. ii DEDICATION To the four pillars of my life: God, my wife, my mom and my dad. Without you, my life would fall apart. Sometimes, I have no idea where life‟s road will lead me, but walking with you, and putting my faith in you, God, through this journey has given me the mental fortitude and inner strength to go a step further, anytime I feel like giving up. Thank you God! Miriam, you are everything for me, without your love and understanding I would not be able to make it. Mom, you have taught me so much, thanks for your confidence in me, and constant belief in my abilities. Daddy, you have been my role model. Your encouragement and unreserved faith in what I can accomplish have spurred me on. Though not a lawyer yet, this is an achievement in that direction. Thanks for inspiring my love for linguistics and the Dagaare language. We made it… iii ACKNOWLEDGEMENTS My deepest gratitude first goes to the Almighty God who has given me good health and sound mind throughout my studies in Norway and the urge, strength and wisdom to complete this work.
    [Show full text]
  • Tnn Contrtbutton of Lonnwords to Rhe Srrrdy Transmitter Appraisal of the Significance of These Foreign Words in the Dagaare Language
    Nordic Journalof African Studies 4(2): 42-49 (1995) The nf f nqntvnrrl< languages. We will then end this essay with a cultural and historical Tnn CoNTRTBUTToN oF LonNwoRDS To rHE SrrrDy transmitter appraisal of the significance of these foreign words in the Dagaare language. OF CULTURAL HISTORY: Dagaare is a member of the Mabia group of the Gur branch of the AN lr,t usrRATIoN wITH THE DAGAABA Niger-Congo language family (Bendor-Samuel 1971; Bodomo 1994).It is spoken into Burkina Faso and OFNORTHWESTERN GuaNn in present-day north-westem Ghana and across the borders parts of the Côte d'Ivoire.r Most of the loanwords in this language come from ADAMS B. BODOMO four major transmitter languages which have incidentally been the languages Stanford University, USA through which the Dagaaba have received items of trade, in particular, and Westem civilisation, in general. These languages are Hausa and Djula (Bambara) from the North and Akan and English from the South. Our use of the term transmitter language highlights the fact that a lot of the foreign words we shall AesrRacr see are indeed also foreign to these languages and all that they have done is simply to transfer them into Dagaare. In attempts to understand the cultural evolution of any groups of people, the In this paper, which is only meant to be an illustration of the general indigenous languages spoken by these groups constitute important sources of principles of the study, no comprehensive cataloguing and analysis of loanwords infonnation in this regard. This is even more true in societies that do not seem to have a in the language is envisaged.
    [Show full text]
  • A Dictionary and Grammatical Sketch of Dagaare
    A dictionary and grammatical sketch of Dagaare Mark Ali Scott Grimm Adams Bodomo language African Language Grammars science press and Dictionaries 4 Chief Editor: Adams Bodomo Editor: Firmin Ahoua In this series: 1. Schrock, Terrill B. The Ik language: Dictionary and grammar sketch. 2. Brindle, Jonathan. A dictionary and grammatical outline of Chakali. 3. Friesen, Dianne. A grammar of Moloko. 4. Ali, Mark, Scott Grimm & Adams Bodomo. A dictionary and grammatical sketch of Dagaare. ISSN: 2512­4862 A dictionary and grammatical sketch of Dagaare Mark Ali Scott Grimm Adams Bodomo language science press Mark Ali, Scott Grimm & Adams Bodomo. 2021. A dictionary and grammatical sketch of Dagaare (African Language Grammars and Dictionaries 4). Berlin: Language Science Press. This title can be downloaded at: http://langsci-press.org/catalog/book/245 © 2021, Mark Ali, Scott Grimm & Adams Bodomo Published under the Creative Commons Attribution 4.0 Licence (CC BY 4.0): http://creativecommons.org/licenses/by/4.0/ ISBN: 978-3-96110-306-5 (Digital) 978-3-98554-002-0 (Hardcover) ISSN: 2512-4862 DOI: 10.5281/zenodo.4501694 Source code available from www.github.com/langsci/245 Collaborative reading: paperhive.org/documents/remote?type=langsci&id=245 Cover and concept of design: Ulrike Harbort Typesetting: Scott Grimm Proofreading: Alena Witzlack, Amr El-Zawawy, Andreas Hölzl, Aniefon Daniel, Felix Hoberg, Jean Nitzke, Jeroen van de Weijer, Ludger Paschen, Steven Moran, Tom Bossuyt, Yvonne Treis Fonts: Libertinus, Arimo, DejaVu Sans Mono Typesetting software:Ǝ X LATEX Language Science Press xHain Grünberger Str. 16 10243 Berlin, Germany langsci-press.org Storage and cataloguing done by FU Berlin Contents Preface iii Acknowledgments vii Authors’ contributions ix Dictionary orthography and corresponding IPA symbols xi List of abbreviations xiii Grammatical sketch of Dagaare 1 1 The Dagaare language and Dagaare studies ...........
    [Show full text]
  • The Influence of Dagaare on the Spoken English of SHS Students In
    International Journal of English Language and Linguistics Research Vol.8, No 4, pp. 1-23, September 2020 Published by ECRTD-UK Print ISSN: ISSN 2053-6305(Print), Online ISSN: ISSN 2053-6313(online) MOTHER-TONGUE INFLUENCE ON THE SPOKEN ENGLISH OF ESL STUDENTS IN UPPER WEST REGION GHANA Emmanuel Osuman Languages Department Nusrat Jahan Ahmadiyya College of Education P. O. Box 71. Wa. Upper West Region.Ghana Tel: +233201280422 Solomon A. Dansieh Department Of General and Liberal Studies Hilla Liman Technical University Wa. Upper West Region. Ghana ABSTRACT: This paper examines the influence of Dagaare on the spoken English of Senior High School (SHS) students in the Upper West Region, Ghana whose mother tongue is Dagaare. Using the case study design, the article examines how pervasive the phenomenon is among Dagaare speakers of the English language among Senior High School students in the Upper West Region specifically and Ghana as a whole. Dagaare is in a language contact situation with the English language where the latter is the official language in Ghana. This study shows that Dagaare interferes with the spoken English of SHS students who have Dagaare as their L1 because of transfer of Dagaare linguistic features into English. This is premised on their assumption that Dagaare and English have the same speech sounds. The researcher recommends among others that the speech sounds of Ghanaian languages like Dagaare and English must be taught deliberately in order for learners of English as a second language to know their differences in order not to interchange them. KEYWORDS: Dagaare, Dagao, Dagaaba, interference, contact situation, articulators, speech sounds and English as a second language.
    [Show full text]
  • A Dictionary and Grammatical Sketch of Dagaare
    A dictionary and grammatical sketch of Dagaare Mark Ali Scott Grimm Adams Bodomo language African Language Grammars science press and Dictionaries 4 Chief Editor: Adams Bodomo Editor: Firmin Ahoua In this series: 1. Schrock, Terrill B. The Ik language: Dictionary and grammar sketch. 2. Brindle, Jonathan. A dictionary and grammatical outline of Chakali. 3. Friesen, Dianne. A grammar of Moloko. 4. Ali, Mark, Scott Grimm & Adams Bodomo. A dictionary and grammatical sketch of Dagaare. ISSN: 2512­4862 A dictionary and grammatical sketch of Dagaare Mark Ali Scott Grimm Adams Bodomo language science press Mark Ali, Scott Grimm & Adams Bodomo. 2021. A dictionary and grammatical sketch of Dagaare (African Language Grammars and Dictionaries 4). Berlin: Language Science Press. This title can be downloaded at: http://langsci-press.org/catalog/book/245 © 2021, Mark Ali, Scott Grimm & Adams Bodomo Published under the Creative Commons Attribution 4.0 Licence (CC BY 4.0): http://creativecommons.org/licenses/by/4.0/ ISBN: 978-3-96110-306-5 (Digital) 978-3-98554-002-0 (Hardcover) ISSN: 2512-4862 DOI: 10.5281/zenodo.4501694 Source code available from www.github.com/langsci/245 Collaborative reading: paperhive.org/documents/remote?type=langsci&id=245 Cover and concept of design: Ulrike Harbort Typesetting: Scott Grimm Proofreading: Alena Witzlack, Amr El-Zawawy, Andreas Hölzl, Aniefon Daniel, Felix Hoberg, Jean Nitzke, Jeroen van de Weijer, Ludger Paschen, Steven Moran, Tom Bossuyt, Yvonne Treis Fonts: Libertinus, Arimo, DejaVu Sans Mono Typesetting software:Ǝ X LATEX Language Science Press xHain Grünberger Str. 16 10243 Berlin, Germany langsci-press.org Storage and cataloguing done by FU Berlin Contents Preface iii Acknowledgments vii Authors’ contributions ix Dictionary orthography and corresponding IPA symbols xi List of abbreviations xiii Grammatical sketch of Dagaare 1 1 The Dagaare language and Dagaare studies ...........
    [Show full text]
  • Prayer Cards | Joshua Project
    Pray for the Nations Pray for the Nations Aguna in Benin Aja in Benin Population: 20,000 Population: 993,000 World Popl: 38,000 World Popl: 1,228,000 Total Countries: 2 Total Countries: 2 People Cluster: Yoruba People Cluster: Guinean Main Language: Aguna Main Language: Aja Main Religion: Ethnic Religions Main Religion: Ethnic Religions Status: Partially reached Status: Significantly reached Evangelicals: 8.0% Evangelicals: 11.0% Chr Adherents: 35.0% Chr Adherents: 30.0% Scripture: Translation Needed Scripture: Portions www.joshuaproject.net www.joshuaproject.net Source: Kerry Olson "Declare his glory among the nations." Psalm 96:3 "Declare his glory among the nations." Psalm 96:3 Pray for the Nations Pray for the Nations Anii in Benin Anufo, Chokossi in Benin Population: 47,000 Population: 25,000 World Popl: 66,000 World Popl: 229,000 Total Countries: 2 Total Countries: 3 People Cluster: Guinean People Cluster: Guinean Main Language: Anii Main Language: Anufo Main Religion: Islam Main Religion: Islam Status: Unreached Status: Partially reached Evangelicals: 1.00% Evangelicals: 5.0% Chr Adherents: 2.00% Chr Adherents: 10.0% Scripture: Unspecified Scripture: New Testament www.joshuaproject.net www.joshuaproject.net Source: Kerry Olson Source: Anonymous "Declare his glory among the nations." Psalm 96:3 "Declare his glory among the nations." Psalm 96:3 Pray for the Nations Pray for the Nations Batonu, Baruba in Benin Biali in Benin Population: 953,000 Population: 167,000 World Popl: 1,381,000 World Popl: 173,600 Total Countries: 4 Total
    [Show full text]
  • Iouo Iouo Iouo Iouo Iouo Iouo Iouo Iouo Iouo Iouo Iouo Iouo Iouo Iouo
    Africa No. Language [ISO 639-3 Code] Country (Region) 1 !Xóõ [nmn] Iouo Botswana, Namibia 2 ‡Hua [huc] Iouo Botswana 3 ||Ani [hnh] Iouo Botswana 4 ||Gana [gnk] Iouo Botswana 5 |Gwi [gwj] Iouo Botswana 6 Aari [aiw] Iouo Ethiopia 7 Aasáx [aas] Iouo Tanzania 8 Abanyom [abm] Iouo Nigeria 9 Abé [aba] Iouo Ivory Coast 10 Abidji [abi] Iouo Ivory Coast 11 Abon [abo] Iouo Nigeria 12 Abron [abr] Iouo Ghana, Ivory Coast 13 Abua [abn] Iouo Nigeria 14 Abure [abu] Iouo Ivory Coast 15 Abureni [mgj] Iouo Nigeria 16 Acheron [acz] Iouo Sudan 17 Acholi [ach] Iouo South Sudan, Uganda 18 Acipa, Eastern [acp] Iouo Nigeria 19 Adangbe [adq] Iouo Ghana, Togo 20 Adara [kad] Iouo Nigeria 21 Adele [ade] Iouo Ghana, Togo 22 Adhola [adh] Iouo Uganda 23 Adioukrou [adj] Iouo Ivory Coast 24 Aduge [adu] Iouo Nigeria 25 Afade [aal] Iouo Cameroon, Nigeria 26 Afar [aar] Iouo Djibouti, Eritrea, Ethiopia 27 Afitti [aft] Iouo Sudan Botswana, Malawi, Namibia, South 28 Afrikaans [afr] Iouo Africa, Swaziland, Zambia 29 Agatu [agc] Iouo Nigeria 30 Aghem [agq] Iouo Cameroon 31 Agoi [ibm] Iouo Nigeria 32 Aguna [aug] Iouo Benin Togo 33 Agwagwune [yay] Iouo Nigeria 34 Àhàn [ahn] Iouo Nigeria 35 Ahanta [aha] Iouo Ghana 36 Ahwai [nfd] Iouo Nigeria 37 Aizi, Aproumu [ahp] Iouo Ivory Coast 38 Aizi, Mobumrin [ahm] Iouo Ivory Coast 39 Aizi, Tiagbamrin [ahi] Iouo Ivory Coast 40 Aja [aja] Iouo South Sudan 1 Africa No. Language [ISO 639-3 Code] Country (Region) 41 Aja [ajg] Iouo Benin, Togo 42 Ajiya [idc] Iouo Nigeria 43 Ajumbu [muc] Iouo (=Mbu’); Cameroon 44 Aka [axk] Iouo Congo Republic 45
    [Show full text]
  • Codes for the Representation of Names of Languages — Part 3: Alpha-3 Code for Comprehensive Coverage of Languages
    © ISO 2003 — All rights reserved ISO TC 37/SC 2 N 292 Date: 2003-08-29 ISO/CD 639-3 ISO TC 37/SC 2/WG 1 Secretariat: ON Codes for the representation of names of languages — Part 3: Alpha-3 code for comprehensive coverage of languages Codes pour la représentation de noms de langues ― Partie 3: Code alpha-3 pour un traitement exhaustif des langues Warning This document is not an ISO International Standard. It is distributed for review and comment. It is subject to change without notice and may not be referred to as an International Standard. Recipients of this draft are invited to submit, with their comments, notification of any relevant patent rights of which they are aware and to provide supporting documentation. Document type: International Standard Document subtype: Document stage: (30) Committee Stage Document language: E C:\Documents and Settings\여동희\My Documents\작업파일\ISO\Korea_ISO_TC37\심의문서\심의중문서\SC2\N292_TC37_SC2_639-3 CD1 (E) (2003-08-29).doc STD Version 2.1 ISO/CD 639-3 Copyright notice This ISO document is a working draft or committee draft and is copyright-protected by ISO. While the reproduction of working drafts or committee drafts in any form for use by participants in the ISO standards development process is permitted without prior permission from ISO, neither this document nor any extract from it may be reproduced, stored or transmitted in any form for any other purpose without prior written permission from ISO. Requests for permission to reproduce this document for the purpose of selling it should be addressed as shown below or to ISO's member body in the country of the requester: [Indicate the full address, telephone number, fax number, telex number, and electronic mail address, as appropriate, of the Copyright Manger of the ISO member body responsible for the secretariat of the TC or SC within the framework of which the working document has been prepared.] Reproduction for sales purposes may be subject to royalty payments or a licensing agreement.
    [Show full text]
  • Songs and Dances of the Dagaaba of West Africa
    SONGS AND DANCES OF THE DAGAABA OF WEST AFRICA Adams Bodomo and Manolete Mora The University of Hong Kong © 2002 Adams Bodomo and Manolete Mora. All Rights Reserved. (No part of this publication should be copied without the permission of the authors.) CD Synopsis This CD comprises songs and dances of the Dagaaba, a West African ethnolinguistic group that, like most other groups in the region, relies more on the oral mode of communication than on the written. The importance of this documentation lies in the fact that traditional oral cultures are fast disappearing among some sections of these traditional societies in the face of a ruthless process of globalization. These CD liner notes outline the social-cultural organization of the communities investigated, give a succinct description of the structure of Dagaare, language of the Dagaaba, and describe the structure of bawaa, their main dance, before analyzing transcriptions of a representative sample of spoken and sung folktales with comments on the thought systems and world-views emanating from these texts. 1. Introduction This recording was part of a research project that focussed on the language and music of the Dagaare- speaking people of the Republic of Ghana, West Africa. It is intended to document songs, proverbs, riddles, spoken and sung folktales, instrumental music and dance performances, in particular ba waa, in their “natural” contexts. These notes briefly describe the location of the fieldwork in the northwestern parts of Ghana, where most Dagaaba live, and its capital city, Accra, where many have settled. They also account for the basic structure of the Dagaare language, Dagaare music, and Dagaare dance, especially the ba waa dance.
    [Show full text]
  • Ieq2/Ghana Final Report: the Implementation of Ghana’S School Language Policy
    Improving Educational Quality (IEQ) Project IEQ2/GHANA FINAL REPORT: THE IMPLEMENTATION OF GHANA’S SCHOOL LANGUAGE POLICY IEQ undertaken by: American Institutes for Research in collaboration with The Academy for Educational Development Education Development Center, Inc. Juárez and Associates, Inc. The University of Pittsburgh Report prepared by: Peter Amissah, Kingsley Andoh-Kumi, Samuel Asare Amoah, Albert Awedoba, Fiifi Mensah, Eric Wilmot, and Shirley Miske November 15, 2001 Contract #HNE-I-00-97-00029-00 IEQ2/Ghana Final Report: The Implementation of Ghana’s School Language Policy Table of Contents Preface...................................................................................................................................... iii Abbreviations .............................................................................................................................v Chapter One: Apala School and Erokosa Teacher Training College...................................1 Chapter Two: Awocha School and Blessed Virgin Teacher Training College...................26 Chapter Three: Kapa School and Wosec Teacher Training College ....................................43 Chapter Four: Noto School and Teacher Training College................................................56 Chapter Five: Nantwi School..............................................................................................86 Chapter Six: Medofo School, Aseret Teacher Training College and Sicnarf Teacher Training College ..........................................................................................95
    [Show full text]
  • Documenting Spoken and Sung Texts of the Dagaaba of West Africa
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by KnowledgeBank at OSU Empirical Musicology Review Vol. 2, No. 3, 2007 Documenting Spoken and Sung Texts of the Dagaaba of West Africa ADAMS BODOMO The University of Hong Kong MANOLETE MORA [1] The University of Hong Kong ABSTRACT: This article discusses a documentation of spoken texts, sung texts, and dances of the Dagaaba , a mainly oral West African cultural group based on actual interdisciplinary linguistic and musicological field research within the group. The importance of this documentation lies in the fact that traditional oral cultures are fast disappearing among some sections of such societies in the face of a ruthless process of globalization. The article outlines the socio-cultural organization of the communities investigated, gives a succinct description of the structure of Dagaare , language of the Dagaaba , and describes the structure of bawaa, their main dance, before analyzing transcriptions of a representative sample of spoken and sung folktales with comments on the thought systems and world-views emanating from these texts. Submitted 2007 February 18; accepted 2007 March 14 KEYWORDS: West Africa song dance story oral culture Dagaare Dagaaba bawaa INTRODUCTION DOCUMENTING cultural elements such as language and music for posterity has always been or ought to be an important aspect of linguistic, musical, and anthropological studies. This is all the more important, because, as is well known, smaller and more rural cultural groups are under threat of extinction from dominant cultures. The primary material for this article is a recording that was done as part of a research project that focused on the language and music of the Dagaare-speaking people of the Republic of Ghana, West Africa (see Figure 1).
    [Show full text]