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A Course in Ghanaian Languages and Culture

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A Course in Ghanaian Languages and Culture GhanaianGhanaian languageslanguages andand CultureCulture Teacher’s Guide Teacheer’s Guide Teacheer’s PRIMARY 6 Co-ordinator : D.E.K. Krampah A Course in Ghanaian Languages and Culture Teacher ’s Guide 6 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: J.A. Saanchi 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 Lesson Plans 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. Angsomwine, C.Dabuo, M.K.K. Ali; 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 2005. 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 978-9988-0-4430-5 Typeset by Eyedears Indesign 2 Lesson Plans CONTENTS Scope and sequence p04 Introduction p05 Lesson plan unit 1 p14 Lesson plan unit 2 p22 Lesson plan unit 3 p25 Lesson plan unit 4 p28 Lesson plan unit 5 p30 Lesson plan unit 6 p33 Lesson plan unit 7 p36 Lesson plan unit 8 p39 Lesson plan unit 9 p42 Lesson plan unit 10 p46 Lesson plan unit 11 p52 Lesson plan unit 12 p55 Lesson plan unit 13 p58 Lesson plan unit 14 p61 Lesson plan unit 15 p64 Lesson plan unit 16 p67 Lesson plan unit 17 p70 Lesson plan unit 18 p73 Lesson plan unit 19 p75 Lesson plan unit 20 p77 Lesson plan unit 21 p79 Lesson plan unit 22 p82 Lesson plan unit 23 p85 Lesson plan unit 24 p88 Lesson plan unit 25 p91 Lesson plan unit 26 p94 Lesson plan unit 27 p97 Lesson plan unit 28 p100 Lesson plan unit 29 p102 Lesson plan unit 30 p105 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 Manhean 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 6 Unit Oral skills Reading skills Writing skills 1 Explaining commitment Travel in times gone by Comma and apostrophe 2 Identifying someone who is not committed Travelling by lorry and train Colon and semi-colon 3 Destruction of the environment Where have all the forests gone? Quotation marks 4 Building in waterways The three street boys Exclamation marks 5 Natural destruction/storms Trees and forests Revision of all punctuation 6 Careless defecation A letter from Abidjan Revision of friendly letters 7 Stopping deforestation/tree planting Shade trees Letter to a pen pal describing your school 8 Stopping deforestation/terracing Travelling by plane Friendly letter retelling latest events in your community 9 Traditional games Tema Harbour Friendly letter describing the sport you like best 10 Revision: the environment Friendly letter 11 Role models: Michael Essien Climbing Mount Everest Planning a narrative 12 Role models: Maame Dokono Wild Animals Writing a narrative 13 Role models: Kwadwo Antwi Robert the Cock Narrative: A story I have read 14 Role models: Dr Kwame Nkrumah The crow and the vulture Narrative: my first day at school 15 Influence of leaders Dr Kofi Annan Narrative: a visit to the hospital 16 Value of traditional costumes/north The Best of friends Narrative: my first visit to a city/village 4 17 Value of traditional costumes/south Growing up Description: a missing article 18 Modesty in dressing Domestic animals Description: a pet 19 Nuclear and extended family My country Ghana Description: my teacher 20 Revision: role models Descriptive composition 21 Kinship terms for extended family My country Ghana – the people Process description: purifying dirty water 22 The clan system Ghana’s neighbours Process description: making a phone call 23 The clan system Our place and role in life Process description: How to make Omo Tuo 24 Accidents at home Ghana’s links with the rest of the world Process description: Organising a clean up day 25 Accidents on roads Boys and girls all over the world Imaginative composition: road accident 26 Festivals in my area A bright future for Mary What I would like to be when I grow up 27 Festivals outside the area Homowo What I would do to live peacefully with other ethnic groups 28 Priests and priestesses of traditional religions The singing bird Imaginative composition: armed robbery 29 Preparing for an exam Why dwarves pick human beings Imaginative composition: fire! 30 Revision: How to wash a school uniform What I would do if I found 20 cedis 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 Pupil’s Book and a 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. 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.
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