PRIMARY 4

SECTION 1
LISTENING AND SPEAKING

General Objectives: The pupil will

1. develop confidence in listening and speaking.

2. increase the ability to express himself/herself orally.
3. respond to and appreciate songs and other literary works.
4. develop creative potentials.
5. cultivate good morals, etiquette and co-operative living.
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 1 The pupil will be able to:

LISTENING TO 1.1.1 listen attentively to songs Carefully select rhymes/poems/ Select suitable materials for listening, Pupils sing songs / recite
SONGS, POEMS, and poems and sing/recite songs for listening and recitation. singing/recitation. rhymes/poems and imitate
them with stress and rhythm. E.g.: ―The national anthem‖ actions in them.
RHYMES
―The national pledge‖
― The ten galloping horses came
through the town‖

Singing songs, reciting rhymes/ Using popular actions, gestures, sing Pupils answer simple
poems with correct stress and songs, recite rhymes/poems several questions on songs,
rhythm e.g. sound-sensitising times for pupils to imitate with correct rhymes/poems.
activities to accompany stress and rhythm.
recitation/singing.
Write rhyme/poem on the chalkboard
for pupils to select words not familiar to
them.

Use objects, realia or pictures to explain

selected words in context.

Following the same procedure, draw

attention to rhyming words.
NOTE:
Some of the poems selected Guide pupils to sing songs and recite
should have moral values. rhymes/poems with actions/gestures
while clapping/tapping to the rhythm.

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

Guide pupils to pronounce words
LISTENING TO correctly in songs/rhymes/poems with
SONGS, POEMS particular reference to contrast in stress
and rhythm.
AND RHYMES
Engage pupils in recitation for mastery.

NOTE: Pupils should not be made to Pupils compose and recite

commit poems to memory at a go. It poems for the class.
should be spaced over a number of
lessons).

1.1.2 discuss values in Values in a poem e.g Read or recite a poem to pupils. Pupils state the moral
poems/songs/. patriotism, honesty, forgiveness Through questions, pupils identify the lessons derived from
moral lessons in the poem and show poems/songs.
how they apply to real life situation.

1.1.3 compose a poem. Basic elements of a poem: Assist pupils to develop a poem using
Rhythm – the pattern of the basic elements.
movement of the poem.
Stress – the points/words of Write pupils‘ contributions on the topic Pupils compose and recite
emphasis in the poem. on the board. Rearrange sentences in their own poems for
a logical order to form a simple poem. enjoyment/discussion.

Compose poems/rhymes on In turns, pupils recite their poems in

topics such as The rain, A bird, class for enjoyment.
UNIT 2 My pet, My teacher, etc.

LISTENING TO 1.2.1 listen attentively to simple Listening to and carrying out Give instructions to class and guide Pupils carry out simple
DIRECTIONS/ instructions and carry them out. simple instructions. them carry out the instructions. instructions given be the
INSTRUCTIONS/ NOTE: teacher.
CARRYING OUT Select a number of simple A group carries out teacher‘s
INSTRUCTIONS instructions for this lesson e.g. instructions. The rest of class indicates
Go to the back of the class; pick whether the instructions have been
up two chairs and bring them to carried out correctly.
the front of the class. Place one
chair near the door on the right Pupils work in pairs, one gives an
and the other by the first window instruction, the other carries it out:
on the left. (Provide instructions Eg. Take a book to the next classroom:
of such nature to make them Ask permission from the teacher to give
slightly more complicated than the book to Mary/Kodjo.
the instructions used in P3.
Section 1, Unit 2)
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LEARNING ACTIVITIES

UNIT 2 (CONTD) The pupil will be able to:

LISTENING TO 1.2.2 listen attentively to directions Give clear directions e.g.: In pairs/groups, pupils give the Select about 5 pairs of
DIRECTIONS, and carry them out. How to get to the post office. directions indicated by teacher and pupils.
How to get to the market. carry them out. Class asks questions to Using selected land marks
INSTRUCTIONS
Eg. walk about 20m, turn left clarify the directions given. on the compound, give
AND CARRY OUT then turn left again and go directions to the class. Let
INSTRUCTIONS straight. You will get to the post NOTE; Take note of permanent one group give out the
office. landmarks that can be use to give instruction while the other
direction, group carries out the
eg. light poles, buildings, traffic lights, instructions.
roundabout etc. Class comments on how
well instructions given were
carried out.
Guide pupils to use words like ―turn left
towards‖ ― turn right towards‖, etc.

UNIT 3

STORY TELLING 1.3.1 compose and tell a story. The parts of a story: Select suitable story to tell/read to In pairs/groups, let pupils
The heading/title sometimes class select their own stories and
comes from the name of the e.g.: ―Why ducks sit on water‖ identify the various parts.
main character/what story is
about e.g. Selma‘s friend. Teacher/pupil reads/retells story in
class and discuss the various parts of
The beginning: Once upon a the story as in content.
time/Once there lived…
Assist pupils to identify parts of the
The middle: What the characters story by arranging jumbled up pictures
do/ what happens in the story. in sequence/ sentences of a story to
show the title, beginning, middle and
The end: How story ends/what end.
happens to characters. Mora/
social/cultural values inherent in
the story.

1.3.2 use connecting and referral Use adjectives, adverbs for clear Through questions and other activities Pupils arrange sentences
words to enhance the meaning and vivid narration, also pupils provide a storyline. Teacher into stories using
and understanding of a story. connecting and referral words to assists in identifying points in the story connecting/referral words
enhance meaning and where connecting words and points appropriately.
understanding of stories where referral words should be used. Pupils construct sentences
e.g.: Pupils retell the story using appropriate using connecting words
connecting and referral words.

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UNIT 3 (CONT’D) The pupil will be able to; Pupils replace nouns with
Connecting words NOTE: referrals in given
STORY TELLLING and, but, so Revise personal pronouns with pupils. sentences.
Make pupils aware that pronouns are
Referral words sometimes used to avoid repetition of
he, she, it. nouns in speaking and writing.

1. 3.3 tell a simple story using Simple story about events Pupils in groups choose their own Pupils tell their own stories
connecting and referral words. describing scenes etc. topics. Teacher to assist the groups to and identify connecting/
Eg. a football match, an end of develop their topic into a story line. referral words.
year party.
Pupils to tell their stories in class using
appropriate connecting and referral
words. (Class ask questions as story
goes on)

UNIT 4
1.4.1 describe objects accurately. Language use: Using objects such as a table a chair Pupils describe a pile of
CONVERSATION Accurate description of objects and others, pupils give oral description books placed on the
in the classroom. of the selected objects in class. (Class teacher‘s table.
Describing Use simple past tense, past asks questions as the description goes
Persons/objects continuous tense, on).
adjectives/Adverbs yesterday,
today, tomorrow in
conversation.

1.4.2 describe people, accurately Description Select and describe a person using Individuals/groups
using correct/appropriate People relevant vocabulary e.g.; describe people accurately
language. e.g. Parents Sister/brother/parent: name, how using appropriate
Sisters/brothers he/she looks like - shape of face, facial language
Teachers marks if any, shape of nose, eyes etc.,
Friends, etc. height - tall, short, colour and any
minute detail that can be used to
identify the person easily.

NOTE: Ensure that pupils use most of

the grammatical points in descriptive
sentences (see content).

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

CONVERSATION 14.3 mention the names of Names of the Regional Ministers, Through questions and other activities, pupils Pupils mention the names
some of the ministers of Ministers for Education, Health mention the name of the Regional Minister for of other Ministers they
Describing state and their duties. and Agriculture, their duties, their the region in which their school is located. know.
personalities roles and duties.

1.4.4 describe some Personalities in sports and music. Through questions and answers, pupils learn Pupils state what the
personalities in sports or the names of the Ministers for Education, ministers do.
music he/she knows. Health and Agriculture.
Assist pupils to learn the roles and duties of
the three Ministers.

Individually, pupils talk about their favourite Pupils talk about the
personalities in sports, music and mention favourite personalities in
their characteristics, what they like about the sports and music.
personalities mentioned.

1.4.5 tell time indicating number Provide a clock that is visible to Using a clock face, assist pupils to revise half Using the clock, ask pupils
Telling the time
of minutes past, or the class. (teacher can improvise) past 8, quarter past 8, quarter to 8 etc. to tell the time as move the
number of minutes to a hour and minute hands of
specified hour. Assist pupils to tell the time throughout the the clock.
day: 10 minutes past 8; 25 minutes past 9; 20
to 11 etc.
Names of the month.
1.4.6 tell the names of the Revise the names of the months of the year Pupils find out any
months of the year in the Names of months of the year. and number of day in each month already important event that
chronological order. learnt in class 3. occurred in the month in
which they were born.
Assist pupils to learn the names of at least 6
months of the year in chronological order.

Birthday/date. 1.4.7 state his/her birthday/date. Pupils state their birthdays/dates and write Pupils state the dates of
them down using the two formats indicated in some given occasions/
the content. (Teacher should check events using the format
accuracy). studied.

Dates for yesterday, 1.4.8 state the dates for Birthdays and dates in general, Pupils learn the day‘s date, the previous day‘s
today and tomorrow. specified days accurately. using the format: 27th August, date (yesterday), the date for the following
i.e. yesterday, today etc. 2006, September 30, 1999. day (tomorrow) and the date for the following
Monday etc.

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The pupil will be able to:
UNIT 4 (CONT’D)
1.4.9 describe/talk about events Describe some important people Pupils discuss given topics treated in Pupils talk about games
CONVERSATION games or places using /events/places e.g. chiefs, conversations e.g. month, time, people, they have watched or
correct/appropriate sporting events. region. places they have visited.
language.

1.4.10 tell the region in which Map of Ghana showing the Assist pupils to learn the names of the ten Pupils tell the class about
Names of regions of their city/town/village is regions indicated. regions in Ghana. their regions and some
pupils located. Language use: towns located in them.
Appropriate tenses. Use Pupils learn the names of their region and
descriptive words. (Avoid over locate them on the map
correction). However, ensure that
pupils use correct/appropriate
language in narration/discussion/
dramatisation.

1.4.11 carry out conversation Conversation involving: In pairs, pupils talk about the region they
using at least three of the people, places, time come from, people they know and the work
topics treated in rivers/lakes, month etc. they do.
conversation
e.g. people, month, time, Language use: See 1.3.2 Pupils talk about the rivers/streams they
rivers/lakes, regions etc. know, where they are located and their
importance

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 TEACHING AND
UNIT PECIFIC OBJECTIVES CONTENT LEARNING ACTIVITIES EVALUATION

UNT 5 The pupil will be able to

DRAMA

15.1 perform a sketch using Develop a sketch from stories Teacher/pupils select a story and develop it
costume. read/heard. into a sketch.

Guide pupils to perform the sketch in groups

using costume.

1.5.2 identify and state the key Discuss key issues and moral Through leading questions, guide pupils to In pairs/groups pupils
issues and moral values in values in the sketch. identify key issues in the sketch. develop, rehearse and
the sketch. perform a sketch.
Pupils identify and state the lesson(s) in the
sketch and explain how the lesson(s) relates
to real life situations.

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The pupil will be able to;
UNIT 6

POLITE REQUESTS: 1.6.1 make polite requests Making polite requests using: Revise modals using examples and situations Pupils make polite
using ―please‖, ―excuse please, excuse me, ―May I‖, ―Can e.g. Can I eat now? requests in sentences and
Using: please, excuse me‖, ―may I‖, ―can I‖. ―I‖. situations.
me, may I, can I Introduce polite request using appropriate
e.g. Please help me cross the sentences and situations.
street.
Lend me a hand, please. Teacher to pupil ―May I use your pen?‖
Excuse me, can you direct me to Bring me the duster, please.
the headteacher‘s office?
May I go out?
Pupils repeat teacher‘s sentences.

Pupils make similar requests, working in

pairs/groups.

Could I, Could You, 1.6.2 make polite requests and Make polite requests and Demonstrate the use of polite request by Pupils make polite
Would You, Should I. enquiries. enquiries using ―Could I‖, Could creating relevant situations for the occasion requests in given situations
you‖, ―Would you‖, ―Should I‖ using ―Could you‖, Would you‖, ―Could I‖, using could, would, should.
Should I‖.
Eg. Could you give me that pan
on the table? Should I go home?
Would you come with me?

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 PRIMARY 4

SECTION 2

GRAMMAR
General Objectives: The pupil will

1. use grammatical structures/forms correctly in speech and in writing.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES

UNIT 1 The pupil will be able to:

NOUNS –
2.1.1 identify and differentiate Proper nouns are special naming Through discussions let pupils mention the Pupils find out and write
Proper Nouns between proper and common words for: names of people they know, names of the names of countries in
(Special naming words) nouns. countries, towns, villages, months and days, West Africa and their
festivals and holidays. capital towns.

People Write all examples on the chalkboard and

Akosua, John, Ebo, Ackah, Ali, guide pupils to re-organise them accordingly.
Esther, etc. (Refer to Content).

Countries, Towns and Villages Make pupils aware that all special
Ghana, Cote d‘Ivoire, Ukraine, names/proper nouns start with capital letters.
Kumasi, Hohoe, Chiraa, Accra, e.g.
Oyarifa, Kade, Tumu, Bawku., Adoma, John, Ghana, Kibi, Mando, May,
Wa. June, Friday, Sunday, Odwira etc.

Days and Months Pupils name the days and

Monday, Tuesday, January, months in which they were
March, etc. born.

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

NOUNS 2.1.2 identify and use proper Common Nouns – A common Introduce common nouns by following the Pupils underline proper
nouns appropriately in noun is the name of an object procedure used for proper nouns. and common nouns in
speech and in writing. e.g.: passages.
Common Nouns chair, pen, table, ball, pencil, Through questions, pupils differentiate
house, umbrella, cassava, mango, between common and proper nouns.
pepper, etc.
Pupils provide two examples each of the
following:
Names of people
Proper Nouns Proper nouns—Fenyiwa, Bredu, Countries, towns and villages
Papua New Guinea, Ghana Months and days
Commercial Bank etc. Festivals and holidays.

From a given passage let pupils identify

proper/common nouns by underlining them

Pupils select nouns and use them in simple

sentences, e.g. My father is Mr. Amusah

2.1.3 use proper and common Provide sentences in which Assist pupils to underline the proper and Pupils use common and
nouns appropriately in common and proper nouns are common nouns in the poem ―Thirty days has proper nouns in sentences.
sentences. used appropriately e.g.: September …………..‖
Fenyiwa is a quiet girl.
Both men are Ghanaians.

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UNIT 2 The pupil will be able to:

COMPARISON OF 2.2.1 identify the positive, Positive, comparative and superlative Revise possessives/adjectives eg. mine Pupils use the appropriate
comparative and forms of regular adjectives. yours, ours, his etc. forms of given adjectives in
ADJECTIVES
superlative forms of We use the comparative form to sentences.
(REGULAR) regular adjectives. compare two things and the superlative
when we compare three or more things
e.g. Introduce comparative adjectives by
He is the shorter of the two boys. comparing people/objects.

Esi is the tallest of the three girls. e.g. This book is bigger than that one.
John is taller than Tamakloe.
Araba is the cleverest pupil in her
class. Pupils complete a table of
Pupils make similar comparative statements. comparative forms of
adjectives.

2.2.2 differentiate between Positive Comparative Superlative Compare three pupils/objects using the
comparative and tall taller tallest positive, comparative and superlative forms.
superlative forms of big bigger biggest
adjectives. hot hotter hottest e.g. Ama is tall, Esi is taller, Adamu is the
old older oldest tallest.
short shorter shortest
Guide pupils to compare items/objects and
For comparative forms, add –er to the pupils in similar ways.
positive (as in table above).

2.2.3 use the comparative and For superlative forms, add –est to the Adjective Comparative Superlative Pupils inter-change the
superlative forms of positive (as in table above). comparative and
regular adjectives in long ………………. longest superlative forms in
speech and writing. slow slower …………. sentences.
high ………………. ………….
happy ……………… happiest
small ……………… ………….

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UNIT 3 The pupil will be able to:

VERB TENSE 2.3.1 identify the simple present The simple present form of the Revise verbs
FORMS: tense forms in speech and verb is used for expressing
in writing. actions (verb) which are Let pupils mention some actions that can be Pupils change sentences
Simple Present Tense performed every day or regularly. performed. Use these words in sentences to from simple past to tense
Eg. we celebrate Christmas every express their habitual use. forms to simple past forms.
year.
E.g. He leaves the bag at home.
She comes here every day.
Every month Mary and Ama buy a new Pupils write sentences in
pair of shoes. the simple present tense.

Subject – Verb 2.3.2 identify singular and plural Singular subject goes with Discuss the two forms of the verb that are
Agreements subjects and the verb singular verb and plural subjects used in the simple present tense.
forms that go with them. go with plural verbs.
Eg. Kofi sings in the choir every Sunday.
I sing in the choir every Sunday.
We/They/You sing in the choir on
Sundays.

Explain when ‗s‖ is added to the verb and

when it is not.

Use a drill to help pupils master the pattern

Simple Past Tense.

2.3.3 identify the simple past Simple Past Pupils to give further examples of sentences Pupils write sentences in
forms and use them in Simple Past is used for something in the simple present and change into the the simple past using
speech and in writing. that happened at a simple past. different subjects
specific/definite time in the past (pronouns).
e.g.
She finished school in 1990.
He came here yesterday.
We went to the village last
Sunday.

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UNIT 4 The pupil will be able to:

ADVERBS (MANNER) 2.4.1 recognise and use adverbs of Use of adverbs. Revise verbs through discussion.
manner correctly in speech An adverb tells us more about Provide a passage and guide pupils to
and writing. how, when, or where the action of underline all verbs in the passage and circle
a verb took place e.g. all words ending in ‗ly‘ in given
sentences/passages.
The bird sang sweetly.
Ali ran quickly to the house. Pupils call out all circled words for teacher to
The baby cried loudly. write on the chalkboard.

Most adverbs end in ‗ly‘ e.g. Use the list to introduce adverbs of manner as Pupils write sentences
quietly, silently, closely, slowly, words that add to verbs or tell us more about featuring adverbs of
quickly, sweetly, happily. how the action of a verb took place. manner.

NOTE:
Make pupils aware that there are other
adverbs that do not end in ‗ly‘.
Eg. fast, very etc.

Guide pupils to use adverbs of manner from Pupils underline all

given passages to form simple sentences. adverbs of manner in given
passages.

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UNIT 5 The pupil will be able to:

CONJUNCTIONS 2.5.1 identify conjunctions in Simple conjunctions: ‗and‘. ‗but‘, Revise nouns.
sentences. ‗so‘, ‗or‘. Introduce and illustrate joining words using Pupils underline
and, but, so, or conjunctions e.g.: conjunctions in
Conjunctions are used to join two tables and chairs. sentences/text.
texts. When used they come boys and girls.
between the ideas they join.
Pupils practise putting nouns together in the
same way

2.5.2 use simple conjunctions ―and‖ is used to make lists e.g. Introduce other conjunctions using sentences. Pupils join sentences using
correctly in speech and in kenkey and fish. Boys and girls; (Refer to content). appropriate conjunctions.
writing. Kotey, Baba and Afo. In lists,
―and‖ comes before the last noun. Guide pupils to put sentences together using
conjunctions.
―and‖ is also used to show two
complementary attributes. E.g. I have a pen .
He is big and strong. I have a pencil.
I have a pen and a pencil.
―but‖ is used to show contrast.
She is fat. She is smart. In pairs/groups, pupils practise using the
conjunctions, and, in sentences. Use the
She is fat but smart. same procedure to teach the other
He is slow but intelligent. conjunctions.

―so‖ is used to show result. E.g.

He came late so he was punished.
They finished working, so they
went home.

―or‖ is used to join alternatives

e.g. Give me a pen or a pencil.
Can I have kenkey or rice?

NOTE: it is advisable to teach

one or two of the conjunctions at a
time.

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UNIT 6 The pupil will be able to:

ANOMALOUS
FINITES (Modals) 2.6.1 identify the modals in Use of modals in sentences. Introduce modals using sentences as follows: Pupils identify modals in
Can, Could, May given sentences. sentences.
Modals: Kofi can walk to school.
Subject Verb Verb
I can walk The baby can stand on its own.
You could come
He/she may have She can come by herself.

He could go to his brother

They are often used to express
ability – can, could. May I use your pen?
2.6.2 use the modals Pupils write simple
appropriately in a variety They are also used to express May I come in? sentences using given
of situations in speech permission/polite requests--may, modals.
and in writing. can, could May I go out?

Modals usually come before the Guide pupils to make sentences of their own
main verb. using modals.

Guide pupils to recognise the position and use

of modals.
UNIT 7

PREPOSITIONS 2.7.1 identify and use prepositions Preposition: below, above, over, Create situations for pupils to use each Pupils identify prepositions
appropriately in sentences. behind, near, under, at, besides. preposition. in a given passage.
below, above, over, Over--that is from one side to the
behind, near. other side. Pupils construct sentences using each of the
prepositions. Pupils write correct
sentences using the
Pupils identify prepositions in given sentences prepositions.

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 PRIMARY 4

SECTION 3

READING
General Objectives: The pupil will

1. use reading techniques to understand and derive information from texts of varied nature.
2. develop the habit of reading for pleasure.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES

The pupil will be able to:

UNIT 1
3.1.1 read aloud appropriate Reading aloud sentences, Selected suitable sentence/passages for
READING ALOUD passages and texts paragraphs, passages, aloud with pupils to read.
fluently. correct pronunciation, stress and
appropriate intonation. Pupils to read aloud passages indicated by
teacher, with correct stress and intonation.

Use a variety of written materials e.g.

sentences, paragraphs, passages, stories,
verse, drama/scenes, newspaper articles of
topical interest.

3.1.2 identify vocabulary items Developing fluency in reading. Give model reading of text types. Pupils read texts aloud for
Pupils practise reading various types of texts fluency.
aloud and fluently.

3.1.3 read out a variety of types NOTE: Select passages from recommended
of written English fluently literature books.
and comprehensibly.

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ACTIVITIES
The pupil will be able to:
UNIT 2 Silent and fast reading. Discuss title/pictures of passage (if any).
3.2.1 read silently and Time allotted for reading must suit Encourage pupils to use dictionaries/internet
SILENT READING reasonably fast. purpose of reading and difficulty of to find the meanings of unfamiliar words and
reading material. discuss context meaning as well. (This should
Reading for be a post-reading activity).
Comprehension
3.2.2 find meanings of new Meanings of new words from their Introduce pupils to the dictionary by providing Pupils look for meanings of
words from their contexts and from the dictionary. them with simplified dictionaries. Let pupils new words from the
contexts/dictionary. examine the dictionary and talk about the passage.
arrangement of the words.
The words are arranged in alphabetical order.
Words which begin with ―a‖ come first then
―b‖. ―c‖, ―d‖, up to ―z‖.

Select a passage and guide pupils to find the

contextual and dictionary meanings of the
words.

3.2.3 answer questions based Reading silently for meaning of text and Put pre-reading questions on the blackboard. Pupils answer questions
on passage read. answering questions on text read. Pupils read silently to answer pre-reading on passage read.
Examples of questions: questions. (See content)
-factual and inferential questions
-explanation of figurative expressions in Further comprehension exercise. Discuss
the text/passage characters and morals in story (if any).
-prediction of what would happen next
-author‘s purpose in the text
-conclusion(s) of the text

3.2.4 summarize passages Significant points in the text Pupils write one sentence summaries of short Class discusses whether
read orally Conclusions paragraphs. summaries match content
of given passages or not.
Pupils give titles to untitled texts/passage.

3.2.5 write short summary of Summary of 4 lines Individual work: Pupils to write a summary of
a passage read Correct use of punctuation marks e.g., three lines of the text for teacher to mark and
full stops, commas provide feedback

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 PRIMARY 4

SECTION 4

WRITING
General Objectives: The pupil will

1. develop and apply the skills of good handwriting.

2. use writing skills to communicate his/her ideas effectively.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES

UNIT 1 The pupil will be able to:

PENMANSHIP: JOINT 4.1.1 copy sentences clearly in Pay attention to ascending and Write sentence/verse etc. on chalkboard. Pupils copy sentences
SCRIPT joint script. descending letters that are not clearly.
easy to write.

4.1.2 write simple sentences Copy sentences clearly using joint Pupils copy sentences. Pupils write sentences
show correct/clear word. script. using joint script.

4.1.3 show correct capitalisation Every sentence begins with a Pupils read sentences on chalkboard.
capital letter. E.g. ―Two heads are better than one‖; ―Charity
All proper nouns (names) begin begins at home‖ etc.
with capital letters
Eg. Koforidua, Tumu, Pra, Volta, .
etc.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 2 The pupil will be able to:

PUNCTUATION 4.2.1 use the full stop, comma, Full stop is used at the end of a Assist pupils to learn the use of the full stop Teacher selects a
MARKS question mark and complete sentence. comma, question mark and apostrophe in passage. Leave out the
apostrophe appropriately in sentence construction. punctuation marks and let
sentences. Comma is used as a pause in pupils insert the
sentences and in speech. It is also appropriate punctuation
used to separate list of items. marks in given passages.

Question mark is used at end a

question.

Apostrophe is used to indicate

possession.

4.2.2 complete given sentences Sentence completion Pupils construct sentences on specific topics Pupils to complete
appropriately and with correct using structures and vocabulary that have sentences on given topics
punctuation. been taught

Vary the sentence completion exercises using

the initial, medial and final position technique.
(See sentence completion exercises for
Primary 3, section 4, unit 2)

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 3 The pupil will be able to:

CONSTRUCTING 4.3.1 construct sentences using a NOTE: Insist on good and bold The sentence to be completed should be
SENTENCES FROM substitution table on a given handwriting. Where pupils still topical and should together make up a clear
topic. have writing problems let them composition piece.
SUBSTITUTION
use ―My Third Copy Book‖ as
TABLES. homework. Pupils write sentences from the substitution Pupils write sentences
table to form a composition on a topic. from a substitution table.

UNIT 4

ARRANGING 4.4.1 arrange mixed-up events and Re-arranging sentences in logical Pupils contribute sentences based on a topic.
EVENTS AND IDEAS ideas in a logical order on order. The logical ordering should be clearly
specific topics. explained. Begin such exercises with simple
IN LOGICAL ORDER.
Examples of topics. : ―What I do sentences.
before I come to school‖. ―How to
boil yam/cassava‖. (Teacher Discuss with pupils the logical arrangement of Pupils re-arrange a group
should give/develop other the ideas in a composition. of sentences to make a
examples). logical composition piece.
Pupils write/arrange the sentences in a logical
order.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES
The pupil will be able to:
UNIT 5
4.5.1 write simple stories with Planning and writing a simple Guide pupils to compose stories about Pupils write simple stories
CONTROLLED logical arrangement of facts story. The title, the beginning, the themselves, their peers, events, people, and read them, role
COMPOSITION: or ideas. middle, the end. places following the processes below: play/mime.
SIMPLE STORY
Role-playing or miming. Preparing to write:
WRITING: Think about who, what, where to write about,
Writing and reading out stories. noting down essential ideas.
Sentences about given NOTE: Pupils are not expected to Drafting and Revising:
topics write only traditional Ananse -Pupils write the sentences to make up the
Stories. They should go beyond story.
this and write more imaginative -They arrange sentences in a logical order
stories. and use them to write a draft, ensuring that it
has a beginning, a body and an end.
Language use: -Pupils read through draft to ensure that the
Past tense, descriptive purpose of writing has been achieved.
language—for episodes, actions,
characters, paragraphing. Editing:
-Pupils copy the piece from the draft and
correct language and other errors using the
dictionary, consulting peers/teacher.
-Pupils write the sentences to make up the
story. Pupils logically arrange sentences.

Publishing:
Pupils copy out the work for submission.
UNIT 6
4.6.1 write short notes, give or ask Oral purposeful communication. Guide pupils to practise speaking the words Pupils write brief notes in
SIMPLE for information in given and expressions before any writing is given communicative
PURPOSEFUL situations. Writing short notes to provide or attempted. E.g.: You want to borrow a pen situations.
COMMUNICATION ask for information. from a friend because you have left yours at
home. Send him /her a short note.
Writing requests and -A friend has just given you a birthday
commands. present. Send a short note to thank him/her.
-Pupils write brief notes to each other in given
situations.
NOTE: This lesson may be extended into Art
so that pupils design simple greeting cards.
UNIT 7

DICTATION 4.7.1 write a dictated passage Correctness of passage heard Teacher reads a passage with correct Pupils correct their errors
correctly and written; correct use of pronunciation for pupils to write in their from comments provided
punctuation marks e.g., full stops, exercise books. by teacher
commas

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 LIBRARY

General Objectives: Pupils will:

i. develop the love for reading.

ii. develop interest in, and acquire the habit of reading for pleasure and for academic purposes.

iii. read for information on various topics.

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 story books by the end of the year.

iv. answer simple questions and express their views on stories read and the characters in them.

v. talk and write about books read.

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 procedures and care for books.

Starting The Class/School Library

A library could be a room full of books or a simple collection of books neatly arranged in cartons or boxes made 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.

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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 Organisations (NGOs) such as:

World Vision.
Plan International.
Save the Children fund.
The Rotary club.
Valco Fund.
European Economic Community.
Frederich Ebert Foundation.
Zonta International.
ADRA.
UNCEF/UNESCO.
LIONS CLUB, etc.

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.

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 Teachers should use various other approaches to generate interest in library reading including the following:

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 for in library reading.
vii. selecting comprehension passages from class library books for terminal examinations and continuous assessment tests/tasks.

8. Checking on Pupils Reading

Teachers should introduce measures to check on pupils. One way is to introduce a library reading sheet as shown below.

Title:………………………………………………………Author:…………………………………. Nationality:………………….

Publisher:…………………………………………………………………………………………….. Year of Publication:………..

Literary Type:………………………………………………………………………………………… No. of Pages:……………….

Date Started:……………………………………………………………………………………....... Date Completed ………….

Main Characters and Others:……………………………………………………………………… Date Completed:……………

Summary/Gist of Text

The part I like best/don‘t like and reasons:

Note: The teacher should discuss the books read by the children using this format.
This is to check on whether they have read the books or not.

The part I like best/don‘t like and reasons:

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 PRIMARY 5
SECTION 1

LISTENING AND SPEAKING

General Objectives: The pupil will

1. develop confidence in listening and speaking skills and read a variety of texts.
2. increase ability to express him/herself orally.
3. respond to and appreciate songs and pieces of other literary materials.
4. develop creative talents.
5. cultivate good morals, etiquette and the spirit of co-operation.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES
UNIT 1 The pupil will be able to:

LISTENING TO 1.1.1 listen attentively to songs, Carefully select songs/ rhymes/ Select suitable material for listening, singing Pupils sing songs and
SONGS/POEMS/ rhymes/poems. poems for listening, singing and and recitation. recite rhymes/poems
RHYMES reciting with correct stress and E.g. ―The National Anthem‖, ―The National learnt.
rhythm. Pledge‖, other interesting rhymes, local or
international. Ensure that pupils are able to
sing the national anthem and recite the
national pledge properly.

1.1.2 sing songs and recite Guide pupils to select suitable poems. Pupils answer simple
poems with correct stress Using actions/gestures, sing songs and recite questions based on songs/
and rhythm. rhymes/poems several times for pupils to poems/rhymes.
imitate with correct stress and rhythm.

Write rhymes on the board and assist pupils

to underline words not familiar to them.

Assist pupils to look for the meaning of the

words in a dictionary/internet and relate them
to the context of the rhyme/poem/verse/song
etc.

Draw attention to rhyming words in songs,

poems and rhymes.

Read short passages for pupils to listen to.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES
UNIT 1 (CONT’D) The pupil will be able to:

LISTENING TO SONGS/ Guide pupils to pronounce words correctly in Pupils use dictionaries to
POEMS/RHYMES songs, rhymes/poems with particular look for meanings of words
reference to contrast in stress and rhythm not already explained.

Engage pupils in singing and recitation for

mastery.

Pupils beat time and rhythm during singing

and recitation.

1.1.3 talk about and act Talking about and acting Let pupils talk about the songs, Pupils state their feelings
whole/parts of songs, whole/parts of songs, rhymes/poems through questions such as: Do about the songs, rhymes
rhymes/poems. rhymes/poems. you like it? Why do/don‘t you like it? and poems learnt.

Pupils dramatize/act whole/parts of songs,

rhymes/poems.

1.1.4 develop a poem/song. Basic elements of poems/songs Select a topic such as: Pupils dramatize/act parts
―The Sun‖, ―The Moon‖, ―My Farm‖, ―The of songs, rhymes and
Rhythm – the pattern of River‖, ―The Lake‖, ‖The Sea‖, etc. poems.
movement of the poem/song.
Pupils contribute ideas in the form of
Stress – the points/words of sentences to the selected topic.
emphasis in the poem/song.
Write pupils‘ contributions on the topic on the
board.

Assist pupils to re-arrange sentences in

logical order to form simple poem/songs.

Let pupils develop their own poems/songs Pupils develop poems,

using the basic elements as stated in content. songs, rhymes as home
work.
In turns let pupils recite their newly developed
poem/song in class for enjoyment.

NOTE: Pupils write new poem in their

exercise books during writing period.

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 TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT ACTIVITIES EVALUATION
UNIT 2 The pupil will be able to:

LISTENING TO
INSTRUCTIONS AND 1.2.1 listen to directions and Listening to and following Take pupils to a locality close to the school.
DIRECTIONS follow them correctly. directions. Select a point farther away from where the
class is standing.

1.2.2 give instructions and Pupils listen to and follow Let pupils in groups, follow directions using Individually, pupils give
directions accurately. instructions and directions. examples such as the following: directions for the others to
follow.
Go straight and turn at the first junction to the
right. Count three houses on your right. The
house with a brown gate opposite the third
house on the left is Mr. Fusseini‘s house.

Make use of permanent landmarks. Pupils should give

Eg. names of streets, traffic lights, directions to their homes
roundabout, telephone mast etc. from the school.

NOTE:
Provide several examples of such directions Pupils draw the following
to a well known place. direction: Walk straight to
second junction. Turn to
the road on your left. Mr.
Boateng‘s house is the
third house on the right.

1.2.3 listen and interpret Interpreting instructions on Pupils bring a selection of instructions on Pupils interpret selected
instructions correctly. medicine bottles, instructions from medicine bottles and labels, instructions for instructions from labels
the pharmacist‘s pomade and prescriptions from the pharmacist etc. Pupils and bottles/manuals.
other labels and manuals of read the instructions and interpret the
electrical gadgets. meaning of the instructions.

Pupils in groups read instructions and

interpret the meaning.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES
The pupil will be able to:
UNIT 3
1.3.1 listen to simple and Identifying key words, issues and Pupils select suitable and interesting stories Pupils tell stories they
STORY TELLING interesting stories and moral in stories e.g. spirit of and retell them to class. know.
identify the key words, inquiry, self control, being helpful
issues and values in them. to others, being considerate, etc. Pupils state the key words and issues in the Pupils tell parallel stories to
stories. the one they have read or
heard.
Pupils state the moral of the stories and how
they apply to life.

1.3.2 tell simple stories Telling simple stories read/heard. Pupils tell/read stories read/heard using
read/heard. actions/ demonstration/pictures/sketches/
puppets/toys/realia, etc.

1.3.3 identify the various parts Developing a story by following Revise the parts of a story with pupils. Assist
of a story and use them in the specified format such as: pupils to identify the various parts of a story
developing one. read/heard.
The heading/title
The beginning Pupils in groups, develop their own stories Pupils write their stories
The middle based on the parts of a story. (Encourage and paste on the class
The end them to use referrals and connectives in the wall. Pupils read each
story (Ref. P.4 Section 1, Unit 3) story and answer oral
questions from teacher and
Pupils read out their own stories to class. other pupils on the stories.

1.3.4 predict the sequence of Predicting the sequence of events Tell a story to class. Pause frequently and
events in a story. in a story by rearranging simple ask pupils what they think will follow or will
sentences of story in logical order. happen next. Continue with the story.

Ask a few questions to check pupils‘

understanding of the story.

Using sentence cards, let pupils re-arrange

events in a story in logical order.

Language use: focus on past Let pupils predict the ending of the story. Pupils complete a story
tense, adjectives and adverbs. started by teacher.
Pupils talk about the story and state what they
like and/or do not like about the story, stating
reasons.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES
The pupil will be able to:
UNIT 4

CONVERSATION 1.4.1 talk about/describe events Describing/Talking about events Pupils individually, select and describe or talk Pupils in pairs/groups
using correct/appropriate e.g.: about any of the topics listed in content. narrate, discuss and
language. 1.Festivals/events: dramatise topics among
outdooring/naming ceremonies Class asks questions and discusses the themselves.
parties presentation.
clean up exercise
holidays Pupils select and discuss relevant vocabulary
excursions in the topic.
journeys, etc.
Individuals and groups talk about the topic Individuals/pairs/groups
2.Games: through narration, discussion, play (simple narrate, discuss or
football dramatization of scenes witnessed). dramatise topics/scenes in
table tennis, etc. class.
Look out for errors and correct them after the
3.Public places: narration/discussion/dramatization.
zoo/harbour, stadium
airport, market/shops, etc. Encourage free expression and avoid over-
correction. Ensure that pupils use
4.Processes: correct/appropriate language.
cooking, polishing shoes,
washing clothes, etc.

1.4.2 tell the names of their Regional Minister for the region Assist pupils to learn the names and functions Pupils mention names of
teachers and some where the school is located. of the Ministers specified in content. teachers and ministers.
specific Ministers Ministers for Education, Health,
(political and Religious). Agriculture, Industries, Roads and Pupils describe the role of named Ministers of
Highways, etc. State in class (pupils ask questions for
clarification).

1.4.3 tell the names of the Months of the year. Assist pupils to learn the names of the months
months of the year. Events in specified months of the of the year in the correct sequence.
year, the school term, festivals (of
their localities) and the months in Pupils describe some of the events that take Assess pupils‘ knowledge
which they are celebrated etc. place in certain months (as in content) of the of the sequence of the
year. months of the year.
Language use: pay attention to
tense, choice of words, adjectives.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES
The pupil will be able to:
UNIT 5
1.5.1 dramatise/act/role play Dramatising with costume. Select suitable/interesting material for Pupils narrate/describe/
DRAMA whole/parts of stories, listening. dramatise/act/role play
scenes, events using whole/parts of
costume. Teacher/pupils tell/narrate stories/events. stories/poems/scenes/
events, etc.
Guide pupils to perform simple actions in
stories/scenes/events.

Organise pupils to dramatise/act/role-play

whole/parts of stories/scenes/events using
costume.

1.5.2 develop and perform Developing a sketch from stories Through questions and other activities guide In pairs/groups pupils
sketches from stories read/heard. pupils to develop a sketch on any of the develop and perform a
read/heard. stories read/heard. sketch.
Pupils perform the sketch developed.
Encourage many pupils to participate.

1.5.3 identify and talk about the Identifying and talking about the Assist pupils to identify and talk about Pupils identify and talk
characters in sketches. characters in a sketch: - characters in the sketch e.g. their names, the about the characters they
aggressive, kind, patient etc. roles they play and the effects of their roles on like or dislike with reasons.
the sketch

Pupils identify key issues and lessons in the

sketch

NOTE
Encourage free expression and avoid over-
correction.

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 PRIMARY 5

SECTION 2

GRAMMAR

General Objectives: The pupil will

1. use grammatical structures/forms correctly in speech and writing.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES
The pupil will be able to:
UNIT 1

NOUNS: 2.1.1 identify count and Count Nouns

non-count nouns Refer to things that we can easily Revise proper and common nouns. (Ref. Primary From given passages
Count Nouns and appropriately. count e.g. books, tables, chairs, 4. Section 2. Unit 1) pupils identify count nouns
Non-Count Nouns pens, pencils, mangoes, eggs, and non-count nouns.
etc. Introduce count nouns through revision of
singular and plural nouns.
e.g. a chair chairs
a table tables
a mango mangoes

We can also say two chairs, ten tables, five

mangoes.

Pupils give examples of count nouns in singular

and plural.

2.1.2 use count and non- Eg. 1. All the boys came to Assist pupils to understand that, those nouns that
count nouns in speech and school. – count take ‗s‘ in the plural are count nouns because
in writing. 2. All the water is they can be counted.
finished – non-count.

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 UNIT SPECIFIC CONTENT TEACHING AND EVALUATION
OBJECTIVES LEARNING ACTIVITIES
The pupil will be able to:
UNIT 1 (CONT’D)

NOUNS: NOTE:
Most count nouns take ‗s‘ in the Through examples, guide pupils to Pupils select count/non-count nouns and
Count Nouns and Non- plural. However, there are others learn that the plural of some count use them in sentences.
Count Nouns that take ―es‖ as in ―boxes‖ and nouns is formed by adding ―es‖ or
―ies‖ as in ―ladies‖, ―countries‖. ―ies‖

Pupils give examples of plural

count nouns that end in ―es‖ and
―ies‖

Non-Count Nouns Introduce non-count nouns as Pupils choose non-count nouns and use
Refer to things that cannot be follows. them to form their own sentences in their
easily counted e.g. water, gari, rice, Some nouns cannot be counted exercise books.
sugar, sand, butter. e.g.

Eg. All the water is finished oil bread

All the sand has been washed hair news
away. gari salt
grass music
NOTE: rubbish dough
The verb that goes with it is always advice air
in the singular form. i.e. is/has, no milk sugar
matter the amount.
Pupils give other examples of non
count nouns.

Make pupils aware that ―non-count‖

nouns take determiners such as
―some‖. ―a piece of‖, ― a bit of‖, etc.
e.g. ‗some oil‘, ‗some bread‘, ‗a
piece of bread‘, and ‗a loaf of
bread‘.

Pupils give examples of plural

forms of non-count nouns using
―some‖, ―a bit of‖, ―a piece of‖.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES
The pupil will be able to:
UNIT 2

COMPARISON OF 2.2.1 identify the positive, We add more to irregular Revise regular adjectives. Pupils underline adjectives
ADJECTIVES comparative and superlative adjectives to make them Introduce the irregular adjective forms and in sentences/passages.
(Irregular) forms of irregular adjectives. comparative and most to make guide pupils to make sentences comparing
them superlative forms (as in table various things/quantities.
below).

2.2.2 use the positive, comparative Positive Comparative Introduce and illustrate adjectives that take Pupils use
and superlative forms of careful more careful more and most for comparative and positive/comparative/
adjectives appropriately in beautiful more beautiful superlative forms. superlative adjectives in
sentences. important more important sentences.
dangerous more dangerous This is a beautiful car.
That car is more beautiful than this
Superlative one.
most careful The other car is the most beautiful of
most beautiful the three.
most important
most dangerous Pupils give sentences with comparative and
superlative adjectives using more and most.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES
The pupil will be able to:
UNIT 3

SIMPLE 2.3.1 identify simple determiners Role of simple determiners in Guide pupils to revise nouns: Pupils mention Pupils complete given
DETERMINERS (an, the) and recognise their sentences e.g. the names of things e.g. car, sheep, tree, sentences with appropriate
roles in speech and in chapel, mosque, table, chair. determiners.
a, an, the, writing. a pen (not specific)
the pen (specific) Write the nouns on the chalkboard.
both (two, not more than two)
all (more than two).

Introduce determiners by adding them to the

nouns as appropriate e.g. a car, a sheep, a
ship, a tree, an apple, an orange, the chapel,
the mosque.

Introduce ―each‖, ―both‖ and ―all‖ and explain

their uses and implications.

Each Every one out of 2 or more.

Each of the girls has a handbag.

Both 2 only
e.g. Both chairs are good.
Both pupils were admitted.
each, both, all
2.3.2 identify the simple A boy came here (not particular). Pupils use simple determiners correctly in Pupils write simple
determiners – each, both and The boy came here (a particular sentences. sentences with appropriate
all and recognise their roles in boy). determiners to be read in
speech and in writing. All girls (more than two, girls in Pupils use ―each‖, ―both‖ and ―all‖ in class for comment and
general) like beautiful clothes. sentences. correction where
necessary.
2.3.3 use simple determiners From a given passage, let pupils identify the
appropriately in speech and determiners used and the role they play in the
in writing. sentences.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES
The pupil will be able to:
UNIT 4

QUANTIFIERS 2.4.1 identify quantifiers used for Quantifiers are used with count Revise nouns and simple quantifiers Pupils add appropriate
count nouns . nouns and non-count nouns. (cardinals/ordinals). (Primary 3, Section 2, quantifiers to given nouns.
many, more, several, Unit 7)
few, a few,
Quantifiers used with count Introduce many, more, several, few, a few
nouns: many, more, several, few, with count nouns (Refer content) in simple
a few eg. a few mangoes, a few sentences.
glasses, etc.
Write sentences featuring quantifiers on the
Quantifiers used with non-count board and discuss their importance with
nouns: much, little, a little water, a pupils.
little bread, a piece of bread etc. Pupils compose other sentences with
quantifiers. Write these on the chalkboard
and let pupils discuss whether appropriate
quantifiers have been used.

much, little a little. 2.4.2 identify quantifiers used for Note: Differences in meaning Pupils use quantifiers with appropriate count
non-count nouns few/little – scarce--almost nothing, nouns in sentences.
negligible, a few/a little – small
number/quantity (a reasonable Introduce and explain in sentences quantifiers
number/quantity). which go with non-count nouns--much, little, a
little.
Many – for number
Much – for quantity
More – for number/quantity

2.4.3 use quantifiers correctly in Explain and further illustrate count and non- In pairs, pupils engage in a
speech and in writing. count nouns using appropriate quantifiers. 3 minute conversation
using some quantifiers to
In pairs/groups, pupils list nouns and add the modify the nouns they use
appropriate quantifier to them. in their statements.

Guide pupils to use quantifiers in expressions

and put them in sentences.
e.g. I want a piece of land to make a garden.
He won a large sum of money.
She used several pieces of
material for that dress.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 5 The pupil will be able to:

VERB TENSE
FORMS:
Pupils write sentences in
2.5.1 differentiate between the Simple Past and Present Perfect: Revise the simple past Tense. the simple pest.
Present Perfect Tense Simple Past and Present
Perfect Tense forms and Simple Past E.g. He leaves the bag at home.
use them in speech and in Simple Past is used for something
writing. that happened at a She comes here every day.
specific/definite time in the past
e.g. Mary and Ama buy a new pair of shoes.

2.5.2 identify and differentiate She finished school in 1990. Pupils give further examples of sentences in Pupils change simple past
between the simple past He came here yesterday. the simple past. sentences to present
verb forms and the We went to the village last perfect sentences.
participle form. Sunday.

2.5.3 identify and use past Present Perfect Explain to pupils that the present perfect is Pupils write sentences
perfect in speech and in Present Perfect is used for used for actions that have just ended or using the past perfect and
writing something that happened only a happened only a short time ago. present perfect forms.
short time ago e.g.

He has read the book. Through demonstrations explain the use of

We have forgotten your name. the present perfect. E.g.
She has sewn a new dress.
Tr. Asana, write your name on the board.
(She writes her name.)
Subject-Verb 2.5.4 identify singular and plural Singular subject goes with
Agreement. subjects and the verb singular verb and plural subjects Tr. Asana has written her name on the
forms that go with them. go with plural verbs. board.

Consolidate the simple present and present

perfect.
Tr. Ayi, pick up the pen. (He picks)

Tr. Ayi has picked up the pen.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

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

VERB TENSE Pupils complete simple

FORMS: 2.5.5 differentiate between past Past perfect Using appropriate drills/commands/ sentences in the past
perfect and present perfect is used to express an idea/ event instructions, let pupils practise using the perfect.
tense form. that has happen before another present perfect.
Past Perfect took place in the past.
Eg. when he came the bus had Illustrate and explain the differences between
left. the simple past and the present perfect tense
forms.

In pairs/groups, pupils practise using the two Pupils write sentences

tense forms by giving examples of sentences using the past perfect and
in the simple past and changing them to the the present perfect tense
Present Perfect. forms.

UNIT 6

COMPARISON OF 2.6.1 identify the positive, We add more to adverbs to make Revise adverbs. Pupils underline adverbs in
ADVERBS comparative and superlative them comparative and most to Introduce the adverbs forms guide pupils to sentences/passages.
forms of adverbs. make them superlative forms (as make sentences comparing various
in table below). things/quantities.

2.6.2 use the positive, comparative Positive Comparative Introduce and illustrate adverbs that take Pupils use
and superlative forms of careful more carefully more and most for comparative and positive/comparative/superl
adverbs appropriately in beautiful more beautifully superlative forms. ative forms of adverbs in
sentences. important more importantly sentences.
dangerous more dangerously He drives dangerously.
He drives more dangerously when he is
drunk
Superlative The man drives mort dangerously when
most carefully he is climbing a hill.
most beautifully
most importantly Pupils give sentence with comparative and
most dangerously superlative adverbs using more and most.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 7 The pupil will be able to:

QUESTION TAGS
2.7.1 identify features of - A statement followed by the Create situations to give several examples of
Using auxiliary verbs question tags. question tag; usually positive question tags. In pairs/groups, pupils practice
– be, do, have, can. statements take negative tags question tags. One makes a statement and
2.7.2 use question tags and negative statements take the other provides the tag.
correctly in speech positive tags.
and in writing.
- Auxiliaries repeat themselves
in the tags.

- Both the statement and the

tag take the same tense.

- In written form, a comma

separates the tag.
Pupils write question tags for
- Eg. 1. You are late for statements given.
school today, aren‘t
you?
2. Kofi isn‘t here, is
he?

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 PRIMARY 5
SECTION 3

READING
General Objectives: The pupil will

1. read, understand and derive information from different texts.

2. develop the habit of reading for pleasure.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES

UNIT 1 The pupil will be able to:

READING ALOUD 3,1.1 listen to short passages and Listening to selected texts/ Read/play recorded passages/texts to
answer questions passages and answering pupils.
based on them. questions.
Pupils with good reading skills read
passages/texts as model reading
example. Others to read a sentence
each.

3.1.2 read with the correct Reading sentences, paragraphs, Pupils answer oral or written questions or Pupils read aloud.
pronunciation, stress passages and stories aloud. carry out instructions based on Teacher listens for correct
and intonation. passages/texts heard. pronunciation, stress and
intonation.

Pupils read aloud individually. Pupils answer questions on

Note wrong pronunciation, stress and passages read.
intonation and correct them after the
reading (and sometimes while reading).

3.1.3 summarize the ideas in the Summary of given texts/passages. Use a variety of reading materials e.g. Pupils summarize the key ideas
passage read. word and sentence cards (for slow in selected passages in their
learners), paragraphs, short stories, exercise books.
passages from the textbook, magazines, Pupils write summaries of
newspapers and supplementary readers. passages on selected texts.

Pupils summarize orally the content and

key ideas in a passage read in class.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 2 The pupil will be able to:

SILENT READING 3.2.1 read silently and Reading sentences, paragraphs Use pictures, titles, etc for prediction Pupils read and answer
AND reasonably fast and and passages from varied texts activities. questions to test comprehension.
answer questions silently and answering questions
COMPREHENSION based on passages on them. Examples of questions: Put pre-reading questions on the
read. -factual and inferential questions blackboard. (See content) Pupils do spelling exercise
-explanation of figurative involving 5-7 letter words.
expressions in the text/passage Guide pupils to discuss title/pictures of
-prediction of what would happen passage (if any), Encourage pupils to
next use dictionaries to find the meaning of
-logical and illogical statements in unfamiliar words and discuss context
the text meaning as well.
-author‘s purpose in the text
-conclusion(s) of the text Pupils read silently and answer pre-
reading questions.

Guide pupils to discuss characters and

values in story (if any).

3.2.2 write a summary of passage Correctness of passage written; Pupils give titles to untitled texts. Teacher to provide feedback for
read correct use of punctuation marks Individual work: Pupils write a summary corrections
e.g., full stops, commas of five lines of the passage read. (See
content)

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 PRIMARY 5
SECTION 4

WRITING AND COMPOSITION

General Objectives: The pupil will

1. develop and apply the skills of good handwriting.

2. communicate ideas effectively through the writing of sentences .
3. use correct grammatical structures in their writing.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES

UNIT 1 The pupil will be able to:

Pay attention to ascenders and Using a substitution table, write sentences, Pupils read sentences.
PENMANSHIP: 4.1.1. copy sentences descenders and letters that are verses, on chalkboard and explain them.
JOINT SCRIPTS clearly. not easy to write eg. ‗c‘, ‗o‘, ‗s‘,
‗x‘, ‗z‘, etc.
Pupils read sentences on the chalkboard e.g. Pupils copy sentences clearly.
―Let us keep our environment clean‖.

Pupils copy sentences clearly in their books.

UNIT 2
4.2.1 write short Writing short paragraphs on Through discussion pupils generate sentences Each pupil writes a short paragraph on
paragraphs on given given topics. around a topic. e.g. ‗My School‘ a given topic.
PARAGRAPH topics. ‗My family‘
WRITING e.g. ―My School‖ Encourage pupils to make reference and
―My Family‖ acknowledge the sources

A paragraph is a group of Guide pupils to re-organise sentences in a

sentences about one main idea. logical order in a paragraph. (Ref. content)

Every paragraph begins on a

new line. NOTE:
Pupils use connectives to join sentences e.g. Pupils use connectives to join ten given
and, but, so, however, therefore, also, etc. sentences.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES
The pupil will be able to:
UNIT 2 (CONT’D)
4.2.2 state main ideas in A paragraph should have Each member of the pair/group writes a
PARAGRAPH the paragraphs. sentences about the same sentence on a topic. The group then puts the
WRITING subject. sentences together to make a paragraph. The
Stating the main ideas in group puts the paragraph in good shape.
paragraphs.
Paragraph joining words Pupils in pairs/groups identify main ideas in Pupils identify main ideas in short
E.g. and, also, then, moreover, paragraphs. paragraphs.
but, yet, etc.
e.g. Par. 1 – Name and Location.
Par. 2 – Description of building.
Par. 3 – Description of compound.

UNIT 3

JOINING 4.3.1 combine paragraphs Combining sentences into short Revise work on Paragraph Writing. Each pupil writes a three paragraph
PARAGRAPHS into full composition paragraphs. composition on a given topic.
pieces. -Organising paragraphs into full Pupils in groups of three (3). Each pupil writes
composition pieces. a short paragraph on a topic.

The group arranges the paragraphs into a full

composition piece using the paragraph joining
words. Refer to content.

UNIT 4

DESCRIBING 4.4.1 write descriptions of Examples of simple processes: Pupils write descriptions of simple processes. Pupils describe some simple processes
SIMPLE simple processes Making a scrap book Correct pupils‘ work checking vocabulary, orally and in writing.
PROCESSES using appropriate Boiling yam structures, punctuation, connectives etc.
words/expressions Washing a shirt. Check also the accuracy of the description of
related to a specific the process.
process.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 5 4.5.1 say where they sit in

Words and expressions Role-play: In pairs pupils practice giving Pupils write a brief direction to a specific
class in relation to
associated with giving directions to where they sit in class in relation location on the compound and read to
GIVING others.
directions, e.g. turn right/left, to others. Use correct grammar. class. Other pupils comment on
DIRECTIONS IN first turn, second turn, adjacent, whether the written directions are
WRITING opposite, near, in front of, go accurate and clear or not.
past, etc.

Collect map/chart from Ghana Show a road safety map/chart, point to specific Draw/Display a simple map/diagram of
4.5.2 interpret road safety
Highways Authority. Find signs and help pupils to give the meaning of an area e.g. the compound/village and
signs and use them
attached to P5 syllabus, notes the signs. help pupils locate places of interest.
in giving directions.
for ‗THE ROAD USER ON
FOOT‘

Refer to content of 4.5.1 above.

4.5.3 direct another Pupils write a description of how to get to
Correct individual pupils‘ descriptions
person to specific specific places outside the classroom such as
and read the best ones in class.
places outside the the post office, the market, football park.
classroom.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 6 The pupil will be able to:

SUMMARY
4.6.1 listen to texts and Stating the main points in texts Pupils listen to short stories or passages read
WRITING state briefly the main by teacher/pupil. Pupils give a summarized
points in them. version of stories or passages read/heard.

Teacher discusses with pupils the main ideas

in the story.

4.6.2 summarise in a few Suggest titles for passages and Pupils suggest titles to stories or passages. Individually pupils write a gist of
words the passages stories read. stories/passages heard.
they read. In pairs/groups pupils write the gist of the
Gist of stories/passages read. story.

Main ideas in stories, Guide pupils with basic summary writing skills: Pupils give the gist of short passages
passages/texts read. identifying main ideas in paragraphs/ they read
/passages and putting main ideas together
NOTE: using connectives, adjectives. Pupils provide suitable titles for
Use simple and interesting passages and stories read.
passages from different subject Looking for the main ideas/identifying the
areas. character/what the story is actually about.

In situations where passages/texts are not

titled guide pupils to give appropriate titles to
passages/texts.
UNIT 7

DICTATION 4.7.1 write a dictated passage Teacher reads a passage with correct Pupil correct errors made from
correctly pronunciation for pupils to write into their comments provided by teacher
exercise books.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES
The pupil will be able to:
UNIT 8
4.8.1 identify the various Parts of a letter: Address, date, Discuss the layout of a friendly letter
LETTER WRITING parts of a letter. salutation, subscription, etc.
Show layout on the chalkboard.

Address
Date

Salutation

Body of Letter
in Paragraphs
---------------------------) Body
---------------------------)

Subscription

First Name

Friendly Letters
4.8.2 set out the parts of A friendly letter is an informal Pupils design the layout of a friendly letter. Pupils write individual friendly letters to
a friendly letter communication with people close friends, school mates or siblings on
correctly (Layout). to us through letters e.g parents, Pupils role play the different parts of a friendly given topics e.g. the vacation, a trip etc.
siblings, close friends. letter describing the parts they play in letter
writing. (In correcting individual pupils‘ letters,
4.8.3 write a simple We frequently use contracted check subject/verb agreement, use of
friendly letter. forms, e.g. I‘m, You‘re, I‘ll in Make pupils aware that in friendly letters we upper case letters and handwriting.
friendly letters. write to the people in the same way we talk to Use the corrections for remedial
them using friendly terms and nicknames. teaching in grammar and handwriting).
We also use affectionate forms
of address and first names: Dear Pupils write letters to their friends telling them
Anna, Hello Asana, My Dear about their own school, or giving other types Teacher reads the most interesting
Kwesi, etc. of information. Begin by jotting down ideas letters in class.
they wish to write on.
Paragraphs and subscription.
Language use: Pupils use appropriate
vocabulary, good grammar, connectives and
punctuation marks in their letters.

Pupils note that the following are usually used

for subscription: Your sister, Yours
affectionately, Your friend etc
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UNIT 9

THE ROAD USER ON FOOT

GENERAL

1. Where there is a pavement or suitable footpath, 7. Where pedestrian crossing, central islands, traffic, sub-
use it. Do not walk next to the kerb with your back ways or foot-bridges are provided, use them. If you cross
to the traffic. Look both ways before you step into the road elsewhere, make sure you can see clearly both
the road. ways.

2. Where there is no suitable footpath, walk on the 8. Try not to cross the road between or in front of packed
left hand side of the road. It is safer to face on- vehicles, because drivers in the road may not be able to see
coming traffic. Keep as close as possible to the you. If you have to cross near packed vehicles, stop at the
side of the road, and do not walk more than two outside edge and do your kerb drill.
abreast. Take care at left-hand bends, and keep
one behind the other if possible. 9. Before crossing a one-way street, do your traffic drill and
make sure you know which way the traffic is moving.
3. If you have children with you, walk between them
and the traffic. Do not let them run into the road. 10. Where there is an island in the road, cross first to the island
and wait there until the second half of the road is clear.
4. You can be more easily seen in the dark or in poor then finish crossing.
light if you wear or carry something white, or light
coloured, or reflective. This is important on roads 11. At night, cross the road near a bright street lamp if there is
without footpaths. no convenient pedestrian crossing or traffic signals.

5. A group of people marching on the road should keep 12. Do not cross the road where there are guard rails except
To the right. There should be look-outs in front and through the gaps. Do not wait outside the guard rail.
at the back. At night the look-out in front should carry
a white light, and the one at the back should carry red PEDESTRIANS CROSSINGS
light.
13. You have no priority at a pedestrians crossing until you have
CROSSING THE ROAD stepped on it, but when you do, traffic must give way to you.
Always allow vehicles enough time to slow down or stop
6. Traffic Drill. Before you cross, stop, look left, look before you start to cross especially if the road is wet.
right, look left again. When the road is clear, walk
across at right angles but keep looking out for the 14. Although drivers must give way to you once you are on the
traffic. Cross the road as quickly as you can, but do crossing, look left and right as you cross-even if the driver
not run. has given you way. Another might not have seen you or
might try to overtake.

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 15 If there is an island in the middle of the pedestrian GETTING ON OR OFF A BUS
crossing use each half of the road as a separate 21. Do not get on or off a bus or car, unless it is standing at a
crossing. recognized bus stop. When you get off a bus and want to
cross the road, wait until the bus has moved off and you
CROSSING AT JUNCTIONS have a clear view of the road.

16. When you cross at a road junction look out for

traffic turning the corner, especially from behind you.

CROSSING CONTROLLED BY TRAFFIC LIGHTS

17. When you cross at traffic light watch the traffic as

well as the light. Be careful against traffic turning
the corner.

SIGNAL CONTROLLED CROSSINGS

18. At push button controlled crossings, press the

button and wait for your signal to cross. When you
get the signal, cross with care and watch for
approaching traffic.

19. At some of the crossing with the green man symbol,

the green man will flash for a short time before
changing to red man i.e. ‗wait‘ signal. Do not start
cross if the green man is already flashing.

CROSSING CONTROLLED BY POLICE

20. do not cross the road when a police officer controlling

the traffic is allowing traffic to move, or has signaled
you to stop.

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 LIBRARY

1. General Objectives: Pupils will:

i. develop the love for reading;

ii. develop interest in, and acquire the habit of reading for pleasure and for academic purposes:

iii. read for information on various topics

2. Specific Objectives: Pupils will:

i. acquire the skills for handling books;

ii. talk about what they see in books:

iii. read sat least 20 story books by the end of the year:

iv. express their views on stories read and the characters in them:

v. talk and write about books read.

3. General Guidelines on Library Work:

(a) Introduce pupils to books/library.

(b) Introduce pupils to books

(c) Introduce pupils to the class/school library and how it is organized.

(d) Pupils should also be educated on library rules, such as borrowing procedures.

4. Starting the Class/School Library

A library could be a room full of books or a simple collection of books neatly arranged in cartons or boxes made 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.

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).

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 The District Assemblies.

The School Management Committees.

Past Pupils.

Churches and other Organisations.

Philanthropists.

Ghana Library Board.

Ghana Book Trust.

and Non-Governmental Organisations (NGOs) such as:

World Vision:
Save the Children fund.
Plan International
The Rotary Club.
Valco Fund.
European Economic Community
Friedrich Ebert Foundation.
Friedrich Nauman Foundation.
Zonta International.
ADRA
UNICEF/UNESCO
The Lion‘s Club,etc

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.

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 Teachers should use various approaches to generate interest in library reading. Approaches may in clued:

i. making sure children see them reading library and other books;

ii. giving gists of books read and recommending them to pupils; retell 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 from story books read by pupils for end of term examinations and continuous assessment tests and tasks.

v. dramatizing parts of books (stories) read by pupils; writing short stories.

NOTE: vi. giving prizes to pupils who read a lot of books and to those who make remarkable progress in library reading.

8. Checking on Pupils Reading

Teachers should introduce measures to check on pupils‘. One way is to introduce a library reading sheet as shown bellow.

Library Reading Sheet

Title:………………………………………… Author:…………………………… Nationality:………………………………………….

Publisher:………………………………………………………………………….. Year of Publication:……………………………….

Literary Type:……………………………………………………………………… No. of Pages:………………………………………

Date Started:………………………………………………………………………. Date Completed:………………………………….

Main Characters and Others:…………………………………………………………………………………………………………………

Summary/Gist of Text:

The part I like best/don‘t like and reasons:

Note:
The teacher should discuss the books read by the children using this format:
This is to check on whether they have read the books or not.

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 PRIMARY 6
SECTION 1

LISTENING AND SPEAKING

General Objectives: The pupil will

1. develop confidence in listening and speaking, read a variety of texts.

2. respond to and appreciate poems and pieces of literary materials.
3. give and follow directions and instructions with precision.
4. talk clearly, correctly and intelligently about people, places and events in the country.

UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION

OBJECTIVES ACTIVITIES

UNIT 1 The pupil will be able to:

LISTENING TO 1.1.1 listen attentively Carefully selected poems for Select suitable material for listening and Pupils recite poems learnt.
POEMS/RHYMES to poems. listening and recitation. recitation.

Teacher/pupils read selected poems.

1.1.2 recite poems with Reciting poems with correct Using actions/gestures, pupils recite poems
correct stress stress and rhythm. several times. (Pupils beat time and rhythm
and rhythm. during recitation)

Guide pupils to pronounce words correctly in

rhymes/poems with particular reference to
contrast in stress and rhythm.

1.1.3 talk about and Talking about and acting whole Through questions and answers, lead pupils to Pupils should dramatise/act
act whole/parts or parts of rhymes/poems. talk about the poems recited (the issue(s) raised parts of poems/songs/rhymes.
of rhymes/poem. in the poem, eg. whether the poem is about a
happy or a sad event.

1.1.4 write short Write poems on personal Pupils write their own poems and recite in class. Class discusses poems written
poems on their experiences by individuals.
experiences.

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES

UNIT 2 The pupil will be able to:

LISTENING TO 1.2.1 give more complicated Complicated Directions: In groups, pupils carry out instructions.
DIRECTIONS directions accurately. Directions to any of the following Identify locations far away from the school
places: The Chief‘s house, The and ask pupils to give the directions on how
AND
Post Office, The Bank; using: to get to the selected place to another pupil.
INSTRUCTIONS Go forward for 50 meters, turn The pupil receiving the directions to ask
right, turn left etc. (the directions questions; class also asks questions for
selected should be more clarification.
complicated than in previous
lessons)

1.2.2 read and follow Instructions on medicine bottles, Select some instructions. Teacher selects some
complicated beverages etc. Instructions on Read out the instructions to pupils. instructions and read them for
instructions. how to operate gadgets such as Let pupils in groups follow the instructions pupils to follow.
radios etc, or assemble some and re-tell the class the instructions e.g. how
machinery, furniture etc. to take prescribed medicines; how to
prepare beverage; how to operate a gadget
etc.

UNIT 3
1.3.1 tell simple stories. Stories about: Pupils select suitable and interesting stories, In groups, pupils compose their
STORY TELLING people or tell stories to class on any of the topics own stories of about a hundred
places listed in content. (Story can also be on a words.
animals visit or excursion undertaken by pupil or
home and everyday activities class)
School activities Pupils to ask questions.
Occasions/events/parties/festivals

1.3.2 recall and say some Visits/excursions to different Guide pupils to tell their own stories.
of the words, issues places: zoo, harbor, forest, Talk about the stories read/heard.
and moral in market/shops, posts office, Post Story-Telling Activities:
stories. children‘s part. Pupils retell whole/parts of a story
dramatise whole/parts of story
Key words, issues and moral in imitate actions/sounds
simple and interesting stories. answer suitable questions (oral/written).

NOTE:
Discuss language use after each effort.

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES

UNIT 4 The pupil will be able to:

CONVERSATION 1.4.1 describe another Detailed description of Pupils describe a person they met only casually Pupils describe someone they
person with persons: met only casually, e.g in a shop, in the market etc using met casually.
Describing people accuracy. a person you saw on the correct/appropriate language. (Description
street, in a shop etc. should include shape of face, shape of eyes,
nose, hair style, skin colour, height, size etc.)
Pupils ask questions for more details.

Talking about people, 1.4.2 talk about/describe Describing/Talking about Class discussion on selected topics (Ref.
places, topics events people, things, occasions events/places: content).
etc. places, topics, 1. Festivals/Events
occasions, events, outdooring/naming Select and discuss relevant vocabulary for topic:
etc. using ceremonies e.g. use of adjectives and adverbs for clarity.
correct/appropriate parties
language. clean-ups Individuals and groups, talk about the topic Pupils in groups describe an
holidays through narration, discussion, playlets (simple event, occasion, topic etc. of
excursions dramatization). their choice.
journeys, etc.
2. Games NOTE:
football Note errors and correct them after the
basketball narration/discussion/dramatization).
table tennis.
3. Public Places Ensure pupils use appropriate language for the
Zoo topic.
harbour,
stadium, Ensure that the details listed for each of the
airport, units are covered.
market/shops, etc.
1.4.3 describe a simple 4.Processes: Class discusses the steps involved in cooking,
process. cooking, polishing shoes, washing clothes, etc.
polishing shoes,
washing clothes. etc.

Good Health 14.4 explain the need for How to maintain Good Health: Through questions and answers let pupils be Pupils tell how they take care of
good health and how Observing personal hygiene. aware of the need to maintain good health by their bodies- observing personal
to maintain good Eating healthy food. eating balanced diet consisting of protein, hygiene, eating healthy food
health. Regular exercise etc. carbohydrates, cereals, fats and oils, and doing regular exercises.
vegetables, legumes, fruits and fluids.

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES

UNIT 5 The pupil will be able to:

DRAMA 1.5.1 dramatise/act/role Dramatising/acting/role playing Teacher/pupils narrate/describe events, scenes Pupils narrate/describe/
play whole/parts of whole/parts of stories/scenes, and stories. dramatize/act/role play
stories, scenes and events. whole/parts of stories/scenes
events. and events

1.5.2 write a short play out Writing plays out of a story. Organise pupils to dramatise/act/role-play
of a story. whole/parts of stories/scenes/events narrated or
described.
NOTE:
Encourage free expression and avoid over-
correction.

1.5.3 perform a sketch Develop a sketch from topics Through questions, guide pupils to develop a
from stories told, such as: sketch on stories told/heard/read.
heard, or read.
Good health: Observing NOTE: The sketch could be on any of the topics
personal hygiene; Eating in the content.
healthy food; Regular exercise
etc.
Drug Abuse: Cigarette
smoking; Indiscriminate use of Pupils perform the sketch developed
drugs;
Buying drugs without
prescription
HIV/IDS: Not to use old blades Encourage many pupils to participate.
discarded by others.
Barber to use fresh blade for
your hair (or carry along your
own blade)
Pupils identify key issues in the sketch.

1.5.4. identify key issues Key issues and lesson in Pupils identify and explain the meaning of the Pupils write down values they
and lessons in the sketch. lesson to real life. learnt from sketches and state
sketch. ways to apply them.

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 PRIMARY 6
SECTION 2

GRAMMAR
General Objective: The pupil will

1. Use grammatical structures/forms accurately in speech and in writing.

2.

UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION

OBJECTIVES ACTIVITIES

UNIT 1 The pupil will be able to:

ANOMALOUS 2.1.1 identify the Anomalous finites usually Revise the modals: can, could, may, might, etc.
FINITES anomalous finites in come before the verb in (Refer Primary 4, Sect. 2, Unit 6)
sentences. sentences.
(MODALS) e.g. It may rain
Akosua can drive.
must, have to,
should, ought to,
2.1.2 use anomalous They are used to show Introduce must, have to, should, ought to and Pupils fill in blanks in sentences
need to
finites appropriately obligation, compulsion land need to create situations in which the word using ‗must‘, ‗have to‘. ‗should‘,
in speech and in necessity. could be used. ‗ought to‘ , need to and ‗ to‘
writing. E.g. You must come early. appropriately.
(obligation) E.g. All pupils must come to school early.

We have to finish this The room should be swept everyday.

work. (compulsion)
We all have to dress properly.
They have to hurry up.
(compulsion) We need to study hard.

She should help her You must obey your parents.

brother. (obligation)
Pupils in small groups develops rules and Pupils use substitution tables to
I need to buy a new regulations for the school using ‗must‘, ‗have to‘, form sentences using the
pencil. (necessity) ‗should‘, ‗ought to‘, ‗need to‘. anomalous finites in speech and
in writing.
We ought to finish our E.g. You must obey your teachers.
home work. (compulsion)
You must speak good English

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OBJECTIVES ACTIVITIES

UNIT 2 The pupil will be able to:

THE ADVERB 2.2.1 use adverbs of more These are adverbs made up of Pupils give examples of single word adverbs. Pupils complete sentences with
PHRASE than one word more than one word e.g. appropriate adverbs (made up
correctly in every day, every year, once in Explain that there are adverbs made up of more of more than one word) Eg.
Adverbs of more than sentences. a while. than one word as shown in the content.
one word We work……………………….
He walks to school every day. Pupils form sentences with each of the following
adverbs: every day, every year, last year, next He slept………………………..
They celebrate Homowo every year, early at dawn, late at night, once in a
year. while, throughout the day. She goes to school…………..

She left for Kumasi early at They set off……………………

dawn.
We went to Tamale…………...
He goes to church once in a
while. NOTE: We shall visit the zoo…………
Give more examples on adverbs of more than
one word and use drills for further practice. It rained…………………………

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES

UNIT 3 The pupil will be able to:

THE ADJECTIVE 2.3.1 identify the adjective Adjectives: They express a Guide pupils to list examples of adjectives to be Pupils write a short description
PHRASE phrase in sentences. feature or quality of a noun, matched with appropriate nouns, e.g. red, short, of a place, person, event, etc. in
long, etc. (adjectives) table, car, ruler, boy, etc. a few sentences using adjective
e.g. The tall man. (nouns) phrase.
The man is tall.
The brown bag. Give suitable passages and let pupils in
The bag is brown. pairs/groups identify the adjectives.

They may be preceded by Guide pupils to know that the comparative Pupils identify adjective phrase
adverbs like very, rather, so, (-er/more) forms of the adjective are used to in sentences.
etc. compare two things/people, one of whom has a
higher quality/feature.
e.g. A very beautiful scenery.
The landscape is very e.g. Yaw is short but Kwesi is shorter.
beautiful. Asibi‘s painting is beautiful but Yaa‘s is
more beautiful.

They may have comparative ‗most/-est‘ is used for comparison of more than
and superlative forms, e.g. two things and people, with regard to a feature
comparative with suffix –er, i.e. or quality. Also, the article ‗the‘ precedes the
harder, shorter, bigger, more superlative form in usage.
beautiful.
E.g. My dress is pretty, Ama‘s is prettier, but
Superlative with suffix ‗-est‘ Asibi‘s is the prettiest.
eg.shortest, hottes,t etc.
The largest lake in Ghana is the Volta Lake.

2.3.2 use adjective Pupils form sentences using comparative Pupils give the comparative and
phrase adjectives. superlative forms of some
appropriately in adjective phrases.
speech and in Pupils form sentences using
writing . comparative/superlative adjectives.

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES

UNIT 4 The pupil will be able to:

PREPOSITIONS

In, into, on, near, 2.4.1 identify A preposition is a word or Write a few sentences on the board and guide Pupils should underline
beside, under, behind prepositions and group of words which usually pupils to identify the prepositions in them. prepositions in sentences.
beneath, below, use them in speech precedes a noun or pronoun,
between, among and in writing. relating it to the rest of the
sentence.
Eg. A car is parked near the In pairs, let one give a sentence with a
house. preposition and the other identify the
prepositions in the sentence.
The man is standing under the
tree
Ama sits in front of her sister in Provide a text and let pupils identify the
class. preposition in the text/paragraph.

Akua and Kofi shared the

mangoes between them
All the pupils shared the books
among themselves.

2.4.2 use different types of 1. The children are playing Pupils identify preposition in given sentences on Pupils write simple sentences
propositions in football on the field. the board and then make their own sentences using appropriate prepositions.
speech and in 2. There are ten mangoes in using prepositions appropriately.
writing. the basket.
3. The ripe plantains are
packed on top of the green
one.

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES

UNIT 5 The pupil will be able to:

DIRECT AND 2.5.1 identify direct and Direct and reported speech Guide pupils to give sentences (statements and Pupils in pairs/groups report
REPORTED reported speech forms: questions). Write them on the board. each other‘s statements and
forms in text. E.g. I like football. questions – use dialogue or
SPEECH
Direct Speech: This show the We will go to Accra. drills.
exact words of the speaker.
e.g. Ekow said, ―I am hungry‖ Use pupils‘ sentences to model Direct Speech.

Features of Direct Speech: Sena said, ―I like football‖.

1. Quotation marks are used to Ahmed said, ―We will go to Accra.‖
enclose the exact words that
were spoken. Guide pupils to change statements in Direct
Speech above into Reported Speech.
2. The exact words spoken are
preceded by a comma. Sena said she liked football.
Ahmed said they would go to Accra
3.The exact words start with (Teacher gives more examples)
capital letters.

2.5.2 change direct Reported Speech:

speech into The words of a speaker are
reported speech. reported indirectly by another
speaker,
e.g. Fati said she had lost her
hat.
Ekow said he was hungry.

Features of Reported Speech: Pupils change given sentences

There are no quotation marks. from Direct Speech to Reported
There are changes in the Speech and from reported to
tenses, pronouns, adverbs of direct.
time.

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES

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

DIRECT AND 2.5.3 use direct and Using direct and reported speech forms Using examples, assist pupils to learn how Pupils change direct speech
REPORTED reported speech in speech and in writing. to change direct speech in simple present, in simple present, simple past
forms appropriately simple past and present perfect into indirect and present perfect into
SPEECH
in speech and in CHANGES THAT TAKE PLACE speech, ensuring changes in pronouns as indirect speech.
writing. well.
TENSES
Direct Reported

Simple Simple past Give statements in direct speech in the

Present (came) simple present, simple past and present
(come) perfect tenses for pupils to change to
indirect speech.
Simple Past Past Perfect Pupils change direct speech
(went) (had gone) Using examples assist pupils to learn how to in simple future and present
change direct speech in simple future and continuous tenses into
Present Past Perfect present continuous tenses into indirect indirect speech.
Perfect (has (had eaten) speech, ensuring changes in pronouns as
eaten) well.

Simple Past Give statements in direct speech in the

Future (will Conditional simple future and present continuous for
go) (would go) pupils to change to indirect speech.

Present Past
Continuous Continuous
(are going) (were going)

NOTE: change in tense depends on the NOTE Treat the different tenses in separate
time of reporting. lessons.
PRONOUNS

I He/She

You He/She

We They

Me Him/Her

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES

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

DIRECT AND ADVERBS OF TIME Using examples assist pupils to learn how to Written exercise:
REPORTED change direct speech in simple present, simple Pupils change direct speech
today that day past, present perfect, simple future and present involving adverbs of time and
SPEECH
continuous tenses with adverbs of time into the use of ―this‖ and ―these‖ into
yesterday the day before/ indirect speech. indirect speech. Pupils write
previous day short paragraph reporting an
Give statements in direct speech with adverbs event e.g. What happened at
tomorrow the next/following of time for pupils to change to indirect speech. assembly/During break time
day etc.
Using examples, teacher to assist pupils to
learn how to change direct speech involving the Give other exercises to ensure
next the following week use of ―this‖ and ―these‖ into indirect speech. pupils learn the indirect speech
week form effectively.
Give statements in direct speech involving the
use of ―this‖ and ―these‖ for pupils to change
OTHERS into indirect speech.

this that Pair pupils: One gives or makes a statement in

direct speech in the Simple Present, Simple
these those Past, Present Perfect, Simple Future, and
Present Continuous, the other to change to
indirect speech.
NOTE. Change in adverbial
depends on the place and time of NOTE:
reporting. Each pair of pupils deal with one tense form i.e.
Simple present, or simple past etc.

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES

UNIT 6 The pupil will be able to:

DETERMINERS 2.6.1 identify determiners Appropriate use of determiners Revise articles. Pupils add appropriate articles In pairs/groups, pupils practice
(QUANTIFIERS) in speech and in writing. to given nouns e.g. pen, angel, Kotoka the use of quantifiers in a
International Airport – a pen, an angel, the dialogue.
some, any, few, a Kotoka International Airport.
few, little, a little, Provide a text and have pupils identify the
many, much, both, determiners.
all, most.
2.6.2 use determiners Determiners: express quantity Introduce quantifiers in sentences drawing
appropriately in and are also called quantifiers attention to their usual positions and roles.
speech and in e.g. some milk (quantity of (Refer to Content)
writing. milk not specific)

a little money Illustrate the meanings of pairs such as: Little/a Pupils complete blanks in a
(considerable amount). little, few/a few etc. (Refer to Content). given text, adding the
appropriate quantifiers to nouns.
Little money (almost Pupils form sentences using quantifiers for class
nothing/very little) to comment on whether the sentences are
correct or not.

Little/a little are usually NOTE:

used to show Make sure examples of sentences cover all
amount/quantity for nouns determiners listed under the unit title.
that are not normally
count nouns. Draw attention to the misuse of all for both.

few people (not many E.g. All the two boys were late. (wrong)
people) Both boys were late (correct).

Few/a few are usually used to

show number and go with
count nouns. (see Unit 2.4.1;
Primary 5).

Quantifiers normally precede

the nouns to which they relate.
e.g. Some pupils, both men, all
girls, a few hours.

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OBJECTIVES ACTIVITIES

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

We have a little water in the Exercise:
DETERMINERS tank so we don‘t need to fetch Pupils use a few, a little, many,
(QUANTIFIERS) any more. both etc. in sentences.

I can‘t buy the story book Pupils write paragraphs using

because I have little money. some of the determiners.

There were a few pupils in the

classroom so we had the
lesson. There were few pupils
in the classroom so the
teacher didn‘t teach us.

There is much sugar in the tea.

I saw many friends at the

party.

Kwesi and Ato are friends and

they both attend the same
school.

All the girls were present in

class.

UNIT 7

COMPLEX
QUANTIFIERS
2.7.1 identify quantifiers One-word quantifiers and Revise single word quantifiers (e.g. many boys,
A lot of, a piece of, expressed as quantifiers of more than one several hours, much food)
much of, a bit of, phrases. word.
many of, more of,
amount of, most of (Many, much, few, more, little) Pupils give examples of sentences using single
word quantifiers.

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES
More than one-word quantifier Introduce quantifiers of more than one word Pupils underline appropriate
UNIT 7(CONT’D) A lot of, a piece of, a bit of, using appropriate nouns. complex quantifiers in given
much of, amount of sentences.
COMPLEX e.g. grass – a lot of grass
QUANTIFIERS firewood – a piece of firewood e.g. energy – a lot of energy
land – a piece of land
A lot of, a piece of, money – a sum of money water – a lot of water
much of, a bit of, - a large sum of money
many of, more of, paper – piece of paper Some vegetables need a lot of
amount of, most of meat – a piece of meat water.

2.7.2 use quantifiers Quantifiers are used to show Guide pupils to use quantifiers of more than one In pairs/groups, pupils practice
correctly in speech or talk about a particular word in sentences e.g. I want a piece of land to using more than one word
and in writing. quantity of something e.g. make a garden. quantifiers in sentences- can
Many of the teachers are in He won a large sum of money. use drills.
school
She drank a lot of milk Pupils to identify quantifiers in
He used a piece of wood to given passages.
repair the table.
Pupils write a paragraph on a
given topic using at least three
quantifiers of more than one
word.

UNIT 8

IDIOMS AND 2.8.1 identify idioms and Idiomatic Expressions : They Introduce idioms and idiomatic expressions by
IDIOMATIC Idiomatic are groups of words in a fixed explaining what they are.
EXPRESSIONS expressions order with special meaning.
e.g. the lion‘s share.

2.8.2 differentiate Idioms: They are made up of

between idioms and adverbial particle and verbs
idiomatic and have fixed meaning.
expressions. e.g. to look into.

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OBJECTIVES ACTIVITIES

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

IDIOMS AND 2.8.3 use idiomatic Idiomatic Expressions: Give examples of some simple idioms and Pupils use idiomatic
IDIOMATIC expressions To tell a tall story – To tell an idiomatic expressions. expressions in sentences.
appropriately in untrue story
EXPRESSIONS sentences. To shed crocodile tears – To Guide pupils to understand the meaning of the
pretend to be sorry for Idiomatic Expression in context and any others
someone when you are really you may introduce.
not.

Idioms:
Mwazi is the black sheep of
the family.

2.8.4 use idioms Idiomatic expressions (phrasal Guide pupils to understand the meaning of the
appropriately in verbs) idioms in the content and any others you may
sentences. To take after – To resemble introduce to class.
To pull down – To demolish
To destroy the Assist pupils to use the examples of idiomatic
reputation of expressions in the content in sentences.
someone,
To look into – to investigate Pupils give further examples of idiomatic
To pull someone legs. expression.

Idioms: Rashid takes after his

mother. Pupils use idioms in sentences.

The workers pulled down all

the old houses.
To take to one‘s heels.

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 PRIMARY 6
SECTION 3
READING
General Objectives: The pupil will
1. read passages fluently.
2. read, understand and derive information from different texts.
3. develop the habit of reading for pleasure.

UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION

OBJECTIVES ACTIVITIES

UNIT 1 The pupil will be able to:

LISTENING 3.1.1 listen carefully to Listening to tape recorded Read/play passages/texts on tapes to pupils.
COMPREHENSION short passages/ passages or reading passages
texts and answer and answering questions on Pupils answer questions on passages/tapes
oral/written them. heard.
questions based on
them. Explain to pupils the key principles of effective
listening as in content.

3.1.2 develop listening Listening skills: Pupils listen attentively and answer questions on Pupils answer questions based
skills. -listening carefully the passages/texts heard. on passages heard.
-paying attention to key words
-checking the meaning of
words and phrases.
-anticipating or predicting the
sequence of events.
UNIT 2
3.2.1 read whole passage Reading dialogues/passages Pupils in turns, read passages aloud. Pupils read selected passages
READING ALOUD with correct with correct pronunciation, fluently.
pronunciation, stress and intonation. Use variety of reading material e.g. short
stress and Finding out the pronunciation passages, articles, stories, drama, poem,
intonation. of words from the dictionary. magazines, etc.

NOTE: Encourage correct pronunciation stress and

Encourage the use of a good intonation
dictionary to check the
pronunciation of words.

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES
The pupil will be able to:
UNIT 3
3.3.1 read silently at an Spelling words in passages Give model reading. Pupils read passages
READING appreciable speed. read. silently within a stipulated
COMPREHENSION time.
3.3.2 answer questions Reading silently from various sources Put pre-reading questions on the board. Give oral or written
based on passages e.g. texts/books/passage (See content) exercises, using objective
read /newspapers, magazines. text items: completion,
Examples of questions: Pupils read silently and answer pre-reading multiple choice, matching,
-meaning of new words from the questions. etc.
dictionary
-meaning of new phrases and Discuss titles/pictures of passages/texts (if Pupils do oral/written
expressions any). exercises.
-factual and inferential questions
-explanation of figurative expressions in Treat unfamiliar words. Pupils correct their
the text/passage mistakes from comments
-prediction of what would happen next provided by teacher
-logical and illogical statements in the
text Pupils answer further
-author‘s purpose in the text questions on materials read
-conclusion(s) of the text to check for
-pupils take a stand on issues raised in comprehension.
passage and defend it

3.3.3 summarize in writing Summary of passage read Individual work; Pupils write a summary of Provide feedback for pupils
passage read five lines of the passage read to correct their mistakes

3.3.4 read plays and Selection of plays and dialogues.

dialogues and Give further oral/written comprehension
answer questions exercises.
on them. Comprehension exercises should be on
facts from the passages, analysis of events
or issues, meaning of expressions, reasons
for action taken by some characters,
possible consequences of events etc.
Crosscheck pupils‘ answers with information
from the passage

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 PRIMARY 6
SECTION 4
WRITING
General Objectives: The pupil will
1. develop and apply the skills of good handwriting.
2. communicate ideas effectively through writing.

UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION

OBJECTIVES ACTIVITIES
UNIT 1 The pupil will be able to:
4.1.1 copy sentences and
PENMANSHIP -Paying attention to ascending Provide text for pupils to copy. Pupils read sentences.
passages in joint
and descending letters that are Eg. sentence, verse etc.
script.
not easy to write. Explain the meaning of sentences. Pupils read
Joint Scripts
-Copying sentences in joint text and copy. Pupils copy sentences and
script. Demonstrate joint script on the board. short passages clearly and
e.g. Two heads are better than one‖. ―Charity neatly in joint script.
UNIT 2 begins at home‖, etc.
-Pupils copy text in joint script.
PUNCTUATION
4.2.1 use punctuation
MARKS The full stop, comma, question Pupils insert full stops, commas, question mark
marks appropriately
mark and apostrophe. and apostrophe appropriately in passages from
in writing.
which these have been omitted.
UNIT 3
4.3.1 identify the features Parts/layout of semi-official Revise features of friendly letters. Pupils working in pairs/groups
LETTER WRITING of a semi-official letters. Assist pupils understand the meaning of semi- produce semi-official letters on
letter. Address official letters and friendly letters, pointing out a given topic.
Semi-Official Letters. similarities and differences.
Date
Salutation Discuss features of semi-official letters:
e.g. layout the same as that of a friendly letter.
4.3.2 differentiate between Body of Letter (Refer to content)
friendly and semi- (in paragraphs) Language – not very official.
official letters. Contracted forms can be used.
Subscription
First Name
4.3.3 write semi-official Differentiating the features of Pupils tell the differences between friendly
letters. semi-official letters, e.g. letters and semi-official letters.
salutation:
Dear Uncle Joe,
Subscription – Your loving
niece, etc.

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES

UNIT 4 The pupil will be able to:

LETTER WRITING 4.4.1 identify the features Revise semi-official letters.

and layout of official Pupils write letters to the
Official Letters: letters In pairs/groups, pupils write semi-official letters Headteacher:
on a given topic. - for permission to be absent
(Permission, 4.4.2 write official letters Address from school.
excuses, apology, Date Discuss the features of official letters. - explaining absence form
invitation and replies school
to invitations) Recipient‘s Discuss language used in official letters e.g.
formal, no contracted forms, etc.
Address
Pupils in pairs/groups write official letters to an
Salutation identified addressee using the appropriate
formal features and style of writing.
Heading

Body of Letter

(In paragraphs)
__________________
__________________

Subscription

Signature

Full name

Language use: Pupils in pairs. Pupil ‗A‘ writes

Ensure correct English in all letters. an official letter on a given topic
and Pupil ‗B‘ writes a reply to it.

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES

UNIT 5 The pupil will be able to:

WRITING SIMPLE 4.5.1 narrate simple Narrating simple stories Pupils listen to a story by, e.g. teacher, pupil, Pupils narrate stories.
STORIES. stories. radio/cassette/TV.

Pupils narrate stories heard.

4.5.2 identify the ordering Order of events in stories. In pairs/groups, pupils identify the main events
of events in stories. in the stories heard and order the events
sequentially.

4.5.3 write simple stories. Writing simple stories. Pupils individually write simple stories of their Each pupil writes a story. to be
choice. (See Primary 4: Section 4: Unit 5 for published in the class/school
format). magazine.
Language use: Provide
guidance on concord, correct
tense, adjectives, adverbs,
idioms, idiomatic expressions
and dates where necessary.

UNIT 6

WRITING 4.6.1 give brief oral Oral reports/accounts of Pupils in turns give oral account of a football In pairs, pupils give reports/
ACCOUNTS reports/accounts of events and activities. game seen; a festival or other event witnessed. accounts of events/activities to
events and (Rest of class to listen and ask questions) each other.
OF EVENT(S)
activities.

4.6.2 write brief Written reports/accounts of Pupils in pairs, give a report/account of events
reports/accounts of events and activities. or activities:
events and e.g.
activities. Language use: - on the way to school.
Past tense and reported - a fight between two pupils
speech in reports/accounts, - an accident/incident
pay attention to punctuation - TV programme, etc.
and capitatization, idiomatic
expressions and handwriting. Pupils write the reports on things seen/heard Each pupil writes the report/
indicating the relevant points of information. accounts heard.

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES

UNIT 7 The pupil will be able to:

CLASS MAGAZINE 4.7.1 determine issues Determining issues in a class Pupils brainstorm on issues to be included in the
WORK for the content of a magazine. class magazine.
class magazine.

4.7.2 identify the features Features of materials in a Use sample magazines to identify the features Pupils write individual
of materials in a class magazine: of the articles/information for a class magazine. contributions to a class
class magazine e.g. magazine.
reports/accounts, The title
stories, etc. The introduction
The main body
The conclusion
Name of writer and date

4.7.3 contribute articles Production of a class In pairs/groups, pupils produce materials to be Pupils in groups produce a
for a class magazine. included in the class magazine. class magazine.
magazine.
Pupils exchange articles/information for editing.

Pupils make decisions on the cover design and

the illustrations in the class magazine.

Guide pupils arrange materials for the magazine

and bind/display on the wall.
UNIT 8
4..8.1 propose and Proposing and identifying the Teacher/pupils propose topics/issues and list Pupils write arguments either for
WRITING SIMPLE identify sides of an sides of an issue/topic. key issues on one selected topic. or against a selected
ARGUMENTS issue. Select four pupils who will discuss the merits topic/motion.
and demerits of arguments raised.

Pupils in pairs/groups discuss and advance

4.8.2 advance reasons Advancing reasons for/or arguments in support/against the topics/issues
for and against a against a topic/issue. orally.
topic/an issue.
Panel gives their views on arguments after the
groups have finished their presentations.

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OBJECTIVES ACTIVITIES

UNIT 9 The pupil will be able to:

ADVERTISEMENTS
AND NOTICES 4.9.1 explain the purpose An advertisement is used to Pupils bring old newspapers to class to observe Pupils write adverb for the sale
of an advertise- announce a product or an how advertisements are written. of items of their own.
ment. event.

4.9.2 write an ―Fish Sold Here‖. Not ―Fish is Guide pupils to note the capitalization of the first
advertisement. sold here‖. alphabet of each word in an advert.
―Chairs for Hire‖. Not ―Chairs
for hiring‖) Pupils give examples of advertisements they
have seen.

Pupils give reasons why advertisements are

written.

Pupils write advertisements for sale of

chicks/eggs, announce date, place and time for
an exhibition.
UNIT 10

FILLING FORMS
4.10.1 fill forms. Filling JHS forms and other Design simple forms for pupils to fill. Pupils design class membership
forms. forms to be filled in class.

UNIT 11
4.11.1 write short dictated Passage five lines Pupils write passages dictated by teacher Provide feedback for pupils to
DICTATION passages correct their work

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 LIBRARY

1. General Objectives: Pupils will:

iv. develop the love for reading;

v. develop interest in, and acquire the habit of reading for pleasure and for academic purposes:

vi. read for information on various topics

2. Specific Objectives: Pupils will:

vi. acquire the skills for handling books;

vii. talk about what they see in books:

viii. read sat least 20 story books by the end of the year:

ix. express their views on stories read and the characters in them:

x. talk and write about books read.

3. General Guidelines on Library Work:

(e) Introduce pupils to books/library.

(f) Introduce pupils to books.

(g) Introduce pupils to the class/school library and how it is organized.

(h) Pupils should also be educated on library rules, such as borrowing procedures.

4. Starting the Class/School Library

A library could be a room full of books or a simple collection of books neatly arranged in cartons or boxes made 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.

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 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 Organisations (NGOs) such as:

World Vision:
Plan International
Save the Children fund.
The Rotary Club.
Valco Fund.
European Economic Community
Friedrich Ebert Foundation.
Friedrich Nauman Foundation.
Zonta International.
ADRA
UNICEF/UNESCO
The Lions Club, etc.

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.
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 Teachers should use various approaches to generate interest in library reading. Approaches may in clued:

i. making sure children see them reading library and other books;

ii. giving gists of books read and recommending them to pupils; retell stories read to class.

iii. giving time for pupils to tell stories read to the class; dramatize part of books read.

vi. choosing comprehension passages from story books read by pupils for end of term examinations and continuous assessment tests and tasks.

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.

8. Checking on Pupils Reading

Teachers should introduce measures to check on pupils‘. One way is to introduce a library reading sheet as shown bellow.

Library Reading Sheet

Title:………………………………………… Author:……………………………….. Nationality:…………………………………………………….

Publisher:………………………………………………………………………….. …. Year of Publication:…………………………………………..

Literary Type:……………………………………………………………………… ….. No. of Pages:…………………………………………………

Date Started:………………………………………………………………………. ….. Date Completed:…………………………………………….

Main Characters and Others:……………………………………………………………………………………………………………………………….

Summary/Gist of Text:

The part I like best/don‘t like and reasons:

Note:
The teacher should discuss the books read by the children using this format:
This is to check on whether they have read the books or not.

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 TEACHING/LEARNING MATERIALS
Dusters
Wall pictures
Conversation charts
Cardboards
Mannilla cards
Markers
Water ink
Tape recorders
Computers
Printers
Cassettes
CD‘s
Photocopiers
Exercise books
Pens
Workbooks
‗A‘ 4 paper
Drawing books
Writing books
Jotters
Clay (synthetic)
Coloured chalk
Brushes
Sand trays
Pencils
Workbooks
Textbooks
Library books
Teachers resource packs – (dictionary, textbooks, etc. appropriate for use at the
different levels.)
Materials for costumes
Ink
Screens
Projectors
Realia (e.g. toys, vegetables, animals, birds, human beings, fish, etc.)
Desktop computers for Teachers
Laptop computers for pupils/students
Television
Chalk/fomeca boards

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 RECOMMENDED TITLES FOR READING

1. Wizard of Oz - Lyman Frank Baum

2. Invisible Man - H.G. Wells
3. Tale of Two Cities - Charles Dickens
4. Three Musketeers - Alex Audre Dumas
5. Black Beauty - Anna Sewell
6. Pinocchio - Colloid C.
7. Tom Sawyer - Mark Twain
8. David Copperfield - Charles Dickens
9. Great Expectations - Charles Dickens
10. Robinson Crusoe - Daniel Defoe
11. Prince and Pauper - Mark Twain
12. Oliver Twist - Charles Dickens
13. Treasure Island - Lewis Stevenson
14. Heidi - Johanna Spyri
15. Frankenstein - Mary Shelley
16. Alice in Wonderland - Lewis Carroll
17. Arabian Knights - Andrew Lang
18. Gulliver‘s Travels - Jonathan Swift
19. Pride and Prejudice - Jane Austen
20. Jungle Book - Rudyard Kipling
21. The Cockcrow - Step Publishers
22. The Greedy man and the magic drum - Philip A. Gborsong
23. Journey to Heaven - Thomas Ntumy
24. Tomorrow and Tomorrow and Tomorrow - Thomas Ntumy
25. The One-eyed Rock - Thomas Ntumy
26. The Strange Man - Amu Djoleto
27. Success City - Grace Tagoe

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 28. To Have a Son Like You - Rachel Carnegie
29. The Pot of Gold Dust & Other Stories - Jane Osafoa Dankyi
30. Six Ananse Stories - S.Y. Manu
31. The Magic Food Tree & Others Stories - Albin K. Korem
32. Look and Read - Emma Afriyie
33. Home and School - Emma Afriyie
34. Around the African Fire - Sarah Opong
35. The Iguana and the Mosquito - Aaron Ofori Atta
36. The Clever Little Frog - Sarah Opong
37. Afua Becomes a Pilot - Aania L.S. Seade
38. The Young Detectives - Yaw Ababio Boateng
39. Serwa and Ofosu - Elidah B. Chisha
40. Journey to Heaven - Thomas Ntumy
41. King Forever - Cyprian Ekwensi
42. The Gold Diggers - Kwasi Koranteng
43. Azasu, Son of the Hunter - Nico Kofi Adiku
44. The Discovery of Palm Wine and Other Stories - Jane Osafoa Dankyi
45. Whose fault is it, Pare3nts or Children? - Edward Michael Effah
46. Mr. Sha-Sha the controversial man - Edward Michael Effah

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 THE ENGLISH LANGUAGE PANEL

This syllabus was developed by a selected panel consisting of the following:

1. Rev. Dr. Philip Arthur Gborsong - (Chairman) - Department of English, University of Cape Coast
2. Freda Quao (Ms) - Language Department – Accra College of Education
3. Mabel Ndô (Ms) - Language Department – Accra College of Education

4. Mr. Collins Amoako - Nana Kwaku Boateng Primary ‗A‘ School, Koforidua

5. Mr. Foster Owusu Kyei - Language Department, Abetifi College of Education

6. Mr. Raphael Ahiabli - Formerly of St. Francis‘ College of Education, Hohoe

7. Mr. Thomas Ntumy - Formerly of Accra College of Education

8. Regina Ankama (Ms) - Formerly of Presbyterian Women‘s College of Education – Aburi

9. Mr. Kwabena Nyamekye - GES-Hqrs, CRDD (Co-ordinator)

EXPERT REVIEWERS

Review comments to the syllabus development process were provided by:

1. Mr. Kofi Nti - Department of English, Institute of Education, University of Cape Coast

2. Mr. John K. Adu - P.O. Box 412, Koforidua

CURRICULUM RESOURCE PERSON

Kofi B. Quansah Ph. D. - P. O. Box 245, Tema

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 ACKNOWLEDGEMENT

Appreciation goes to the following MOE/GES staff for a good job toward the success of the syllabus writing workshops:

COORDINATORS

Ms. Victoria Achiaa Osei - Dep. Divisional Director, GES-Hqrts. Curriculum

Research and Development Division, CRDD, Accra

Dr. M. Ato Essuman - Textbook Development and Evaluation Expert,

Ministry of Education, Accra

SECRETARIAT

Miss Sandra Sahada Osman - Secretary, GES Hqrts, Curriculum Research and
Development Division, CRDD, Accra

Mrs. Cordelia Nyimebaare - Secretary, GES Hqrts, Curriculum Research and

Development Division, CRDD, Accra

Mr. Collins O. Agyemang - Secretary, Regional Education Office, Accra

Mr. Thomas K. Baisie - Mimeographer, GES Hqrts, Curriculum Research and

Development Division, CRDD, Accra

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