M I N I S T R Y O F E D U C AT I O N

Republic of Ghana

TEACHING SYLLABUS FOR GHANAIAN LANGUAGES

(SENIOR HIGH SCHOOL 1 - 3)

Enquiries and comments on this syllabus should be addressed to:

The Director
Curriculum Research and Development Division (CRDD)
P. O. Box 2739
Accra
Ghana.

Tel: 0302-683668
0302-683651

September, 2010
 TEACHING SYLLABUS FOR GHANAIAN LANGUAGES AND CULTURE
SHS 1-3

RATIONALE FOR TEACHING GHANAIAN LANGUAGES AND CULTURE

Language is not only a medium of communication, it is a library in which the other elements of culture - customs and institutions, the philosophy, technology,
architecture, medicine, medical practice, etc. of a people are stored. Language remains the secret of the continued existence of all ethnic groups, and the most
reliable means through which these other elements of culture are transmitted from generation to generation. Culture defines who and what a people were; who and
what they are, and who and what they are likely to be. The teaching and learning of a language and its culture is therefore the way for ensuring the continued
existence of an ethnic group into the future. The study of with Ghanaian Language and culture will therefore:

i) equip and enhance their linguistic and performance competencies

ii) deepen their insights for using the skills acquired in their languages and culture for functional literacy.
iii) help them to understand and appreciate the uniqueness of their cultural norms and values and to promote and preserve them.
iv) help them to appreciate the social, economic and political problems of their communities and the nation as a whole.
v) help them to respect and appreciate other languages and cultures.

GENERAL AIMS

This syllabus has been written in a way that will encourage students to improve their reasoning skills and improve their ability to contribute to the solution of the
problems of a dynamic society. The subject is designed to help students to:

i) apply the mechanics and elements of their language more effectively in speaking and writing their language.

ii) appreciate their linguistic, historical and cultural heritage.

iii) realize that oral literature is the source of habits and behaviours that help to fully integrate the individual into the community.

iv) re-examine and where necessary revise aspects of their customs and institutions that may need to be modified.

ORGANIZATION AND STRUCTURE OT THE SYLLABUS

The syllabus for each year’s work consists of four sections:

Section 1: Phonology
Section 2: Reading Comprehension
Section 3: Writing
Section 4: Literature and Customs and Institutions

These divisions reflect the various skills and knowledge that students are expected to acquire in Ghana Language and Culture. The structure of the syllabus is
presented on the next pages:

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 STRUCTURE AND ORGANIZATION OF THE GHANAIAN LANGUAGES AND CULTURE SYLLABUS

YEAR ONE (SHS 1) YEAR TWO (SHS 2) YEAR THREE (SHS 3)

SECTION 1 : PHONOLOGY SECTION 1 : PHONOLOGY SECTION 1 : PHONOLOGY

Unit 1 : Language Unit 1 : Vowel sequence and elision Unit 1 : Vowel harmony / mutation
Unit 2 : Organs of Speech Unit 2 : Consonant Description and Distribution Unit 2 : Assimilation and Coalescence
Unit 3 : Distinguishing between speech sound Unit 3 : Oral, nasal and nasalized sounds Unit 3 : Double and Secondary articulation
symbols and the letters of the alphabet Unit 4 : The Syllable
Unit 4 : Vowel Description Unit 5 : Tone
Unit 5 : Vowel distribution

SECTION 2 : READING COMPREHENSION SECTION 2 : READING COMPREHENSION

Unit 1 : Intensive Reading SECTION 2 : READING COMPREHENSION Unit 1 : a) Skimming with practice
a) skimming Unit 1 : Intensive Reading b) Scanning with practice
b) scanning Unit 2 : Extensive Reading Unit 2 : Summary
Unit 2 : Topic and Supporting sentences Unit 3 : Literary Devices Unit 3 : Translation (revision)
Unit 3 : Idioms/ Literary Device Unit 4 : Translation
Unit 4 : Translation

SECTION 3 : WRITING SECTION 3 : WRITING SECTION 3 : WRITING

Unit 1 : Word Classes Unit 1 : Transitive and Intransitive Verbs Unit 1 : Sentence analysis
Unit 2 : The Sentence Unit 2 : Tenses ( simple present/past/future) Unit 2 : Serial Verb Construction
Unit 3 : The Clause ( present/past continuous) Unit 3 : Negation
Unit 4 : Pluralization ( present/past perfect) Unit 4 : Reported Speech
Unit 5 :Word formation Unit 3 : The Noun Phrase Unit 5 : Essay:
Unit 6 : Punctuation Unit 4 : The Verb Phrase i. Narrative
Unit 7 : Essay Unit 5 : The Adverb Phrase ii. Descriptive
a) Narrative Unit 6 : The Adjective Phrase iii. Argumentative
b) Descriptive Unit 7 : Detailed study of the minor word classes iv. Expository
c) Expository (determiners, post-positions, auxiliaries Unit 6 : Speeches
Conjunctions, emphatics, etc. ) Unit 7 : Semi-formal letters
Unit 8 : Essay : Narrative Unit 8 : Debates
Descriptive Unit 9 : Dialouges
Expository Unit 10 : Articles
Argumentative
Informal letters

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 YEAR ONE ( SHS 1) YEAR TWO (SHS 2) YEAR THREE (SHS 3)

SECTION 4 : LITERATURE, CUSTOMS AND SECTION 4 : LITERATURE, CUSTOMS AND SECTION 4 : LITERATURE, CUSTOMS AND
INSTITUTIONS INSTITUTIONS INSTITUTIONS

Unit 1: Introduction to literature: Unit 1: Dirges Unit 1: Proverbs

a) definition Unit 2: Riddles and Puzzles Unit 2: Libation (traditional prayer)
b) tpyes- oral , written. Unit 3: Historical Narratives-myths and Legends Unit 3: Funeral Rites
c) characteristics Unit 4: Songs-occupational/cradle/war/ etc Unit 4: Inheritance
d) elements- subject matter, Unit 5: Taboos and Oaths Unit 5: Contemporary social, moral, economic
theme, setting, characters, etc Unit 6: Traditional Administration of Justice issues
Unit 2 : Literary Devices Unit 7: Authority Unit 6: Marriage and Divorce
Unit 3 : The Folktale Unit 8: Non-verbal Communication: drum, horn, Set Books : Prose, Drama, Poetry
Unit 4 : Initiation rites/Rites of Passage Xylophone, signs and symbols, body
Unit 5 : Manners and Etiquette Language Set books: prose, Drama,
Unit 6 : Set Books: Prose, Drama, Poetry Poetry

SECTION 1: PHONOLOGY

This section covers principles underlying speech production and some processes that occur in live speech.

SECTION 2: READING COMPREHENSION

This section deals with intensive and extensive reading as well as translation. It is aimed at improving the already acquired reading skills and enhancing further
reading and comprehension. The inclusion of translation in this section is justified by the fact that reading and comprehension skills are pre-requisites for meaning-
based translation.

SECTION 3: WRITING

This section comprises grammar and composition writing.

SECTION 4: LITERATURE/CUSTOMS AND INSTITUTIONS

This section consists of topics on oral literature, customs and institutions and contemporary issues. Students are also introduced to set books in their language
and techniques for literary criticism.

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METHODOLOGY

Suggestions for making lessons more learner-centred have been given in the Teaching/Learning Activities (TLA). The evaluation column is also designed to make
practical application of new knowledge acquired to real life situations the focus. Teachers are free to use any participatory method that is essentially learner
centred and challenging

SUGGESTIONS FOR TEACHING THE SYLLABUS

General Objectives
General Objectives have been listed at the beginning of each section of the syllabus, that is, just below the theme of the section. The general objectives flow from
the general aims for teaching Ghanaian Languages and Culture listed on page (i) of this syllabus. The general objectives specify the knowledge, skills and values
a student should acquire and demonstrate after learning the units of a section. After teaching all the units, go back and read the general aims and general
objectives again to be sure you have covered both of them adequately in the course of your teaching.

Sections and Units: The syllabus has been planned on the basis of Sections and Units. Each year’s work focuses on a Section and each Section deals with a
genre. A section consists of a fairly homogenous body of knowledge within the subject. Within each section are units. A unit consists of a more related and
homogeneous body of knowledge and skills.

The syllabus is structured in five columns: Units, Specific Objectives, Content, Teaching and Learning Activities and Evaluation. A description of the contents of
each column is as follows:

Column 1 - Units: The units in Column 1 are divisions of the major topics of the section. You are expected to follow the unit topics according to the linear order in
which they have been presented. However, if you find at some point that teaching and learning in your class will be more effective if you branch to another unit
before coming back to the unit in the sequence, you are encouraged to do so.

Column 2 - Specific Objectives: Column 2 shows the Specific Objectives for each unit. The specific objectives begin with numbers such as 1.3.5. or 2.2.1. These
numbers are referred to as "Syllabus Reference Numbers". The first digit in the syllabus reference number refers to the section; the second digit refers to the unit,
while the third digit refers to the rank order of the specific objective. For example, 1.3.5 means: Section 1, Unit 3 (of Section 1) and Specific Objective 5. In other
words, 1.3.5 refers to Specific Objective 5 of Unit 3 of Section 1. Similarly, the syllabus reference number 2.2.1 simply means Specific Objective number 1 of Unit
2 of Section 2. Using syllabus reference numbers provides an easy way for communication among teachers and other educators. It further provides an easy way
for selecting objectives for test construction. Let's say for instance, that Unit 2 of Section 2 has five specific objectives: 2.2.1 -2.2.5. A teacher may want to base
his/her test items/questions on objectives 2.2.3 and 2.2.4 and not use the other three objectives. In this way, a teacher would sample the objectives within units
and within sections to be able to develop a test that accurately reflects the importance of the various skills taught in class.

You will note also that specific objectives have been stated in terms of the student i.e., What the student will be able to do after instruction and learning in the unit.
Each specific objective hence starts with the following. "The student will be able to." This in effect, means that you have to address the learning problems of each
individual student. It means individualizing your instruction as much as possible such that the majority of students will be able to master the objectives of each unit
of the syllabus.

Column 3 - Content: The "content" in the third column of the syllabus presents a selected body of information that you will need to use in teaching the particular
unit. In some cases, the content presented is quite exhaustive. In some other cases, you could add more information to the content presented. In a few cases the
content space has been left blank for you to develop.

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Column 4 - Teaching and Learning Activities (TLA): Teaching and Learning activities that will ensure maximum student participation in the lessons are presented in
column 4. Avoid rote learning and drill-oriented methods and rather emphasize participatory teaching and learning and also emphasize the cognitive, affective and
psychomotor domains of knowledge in your instructional system wherever appropriate. You are encouraged to re-order the suggested teaching and learning
activities and also add to them where necessary in order to achieve optimum student learning. As we have implied already, the major purpose of teaching and
learning is to make students able to use their knowledge in Language and Culture in a variety of ways. There may be a number of units where you need to re-
order specific objectives to achieve such required effects. The emphasis is to encourage students to develop the skills for critical thinking, analysis and to
appreciate any type of literary work, people and situations. The activities should also help them to unearth and develop their creative potentials.

Column 5 - Evaluation: Suggestions and exercises for evaluating the lessons of each unit are indicated in Column 5. Evaluation exercises can be in the form of
oral questions, quizzes, class assignments, essays, structured questions, project work role play, dramatization. Ask questions and set tasks and assignments that
will challenge your students to develop excellent skills in literary appreciation as a result of having undergone instruction in this syllabus. You are encouraged to
develop other creative evaluation tasks to ensure that students have mastered the instruction and behaviours implied in the specific objectives of each unit. For
evaluation during class lessons, determine the mastery level you want students to achieve in their answers and responses. If for instance, you take 80% as the
mastery level, ensure that each student's answer to questions asked in class achieve this level of mastery.

Lastly, bear in mind that the syllabus cannot be taken as a substitute for lesson plans. It is therefore, necessary that you develop a scheme of work and lesson
plans for teaching the units of this syllabus.

PROFILE DIMENSIONS

Profile dimensions describe the underlying behaviours or abilities students are expected to acquire as a result of having gone through a period of instruction. Each
of the specific objectives in this syllabus contains an action verb that specifies the type of learning or skill that the student should acquire by the end of the
instructional period. A specific objective as follows: The student will be able to describe …etc. contains an action verb "describe" that indicates what the student
will be able to do after teaching and learning have taken place. Being able to "describe" something after the instruction has been completed means that the
student has acquired "knowledge". Being able to explain, summarise, give examples, etc. means that the student has understood the lesson taught. Similarly,
being able to develop, plan, construct etc, means that the student has learnt to create, innovate or synthesize knowledge. Each of the action verbs in the specific
objectives of the syllabus describes the behaviour the student will be able to demonstrate after the instruction. "Knowledge", "Application", etc. are dimensions
that should be the prime focus of teaching, learning and assessment in schools. Read each objective carefully to know the profile dimension towards which you
have to teach.

In Ghanaian Language and Culture, two profile dimensions and four skills have been selected for teaching, learning and testing. The profile dimensions are:
Knowledge and Understanding - 30%
Use of knowledge - 70%

The four (4) skills are as follows:

Listening Comprehension - 10%
Reading Comprehension - 20%
Speaking - 30%
Writing - 40%

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

Reading - Knowledge and Understanding
Speaking - Use of knowledge
Writing - Use of Knowledge

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Learning language and culture implies the acquisition of two major abilities or behaviours. These are “Knowledge and Understanding”, and the “Use of
Knowledge”. “Knowledge and Understanding” may be taught through “Listening” and “Reading”, while “Use of Knowledge” may be taught in “Speaking” and
“Writing”. Listening and Reading are “receptive skills” while, Speaking and Writing are “productive skills”. In Ghanaian Language and Culture where the learner is
born into the particular language and culture, the stress on “listening” is rather less, especially for students at the SHS level. It is expected that by the Junior High
School level, the student would have acquired proficiency in “listening” such that this skill would require only about 10% of instructional time at the SHS. For this
reason, only the skills of “Speaking”, “Reading” and “Writing” are stressed in this syllabus. Every language and culture has a store of body language and certain
intonations which give particular meaning to spoken words. These are referred to as the “kinesics” and “paralang” of the language. These are some of the sub-
skills that must be taught in “Listening Comprehension”, especially for the very young classes.

Each of the dimensions and the skills has been given a percentage weight that should be reflected in teaching, learning and testing. The weights indicated on the
right of the dimensions and skills on the previous page, show the relative emphasis that the teacher should give in the teaching, learning and testing processes.
Combining the dimensions and the four skills in the teaching and learning process will ensure that Ghanaian Languages and Culture is taught and studied
competently in school.

The explanation of the key words used in each of the profile dimensions is as follows:

Knowledge and Understanding (KU)

Knowledge The ability to:

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

Understanding The ability to:

Explain, summarize, translate, rewrite, paraphrase, give examples, generalize, estimate or predict consequences based upon a trend.
Understanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.

Use of Knowledge (UK)

The ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of learning/behaviour levels. These levels include application, analysis,
innovation or creativity, and evaluation. These may be considered and taught separately, paying attention to reflect each of them equally in your teaching. The
dimension "Use of Knowledge' is a summary dimension for all four learning levels. Details of each of the four levels are as follows:

Application The ability to:

Apply rules, methods principles, theories, etc. to concrete situations that are new and unfamiliar. It also involves the ability to produce,
solve, operate, plan, demonstrate, discover etc.

Analysis The ability to:

Break down a piece of material into its component parts; to differentiate, compare, distinguish, outline, separate, identify significant points,
etc., recognize unstated assumptions and logical fallacies, recognize inferences from facts etc. Analytical ability underlies discriminate
thinking.

Innovation/Creativity The ability to put parts together to form a new whole. It involves the ability to synthesize, combine, compile, compose, devise, suggest a
new idea or possible ways, plan, revise, design, organize, create, and generate new solutions. The ability to create or innovate is the
highest form of learning. The world becomes more comfortable because some people, based on their learning, generate new ideas and
solutions, design and create new things.

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Evaluation The ability to:
appraise, compare features of different things and make comments or judgments, contrast, criticize, justify, support, discuss, conclude,
make recommendations etc. Evaluation refers to the ability to judge the worth or value of some materials, ideas etc., based on some
criteria. Evaluation is a constant decision making activity. We generally compare, appraise and select throughout the day. Every decision
we make involves evaluation. Evaluation is a high level ability just as application, analysis and innovation or creativity since it goes beyond
simple knowledge acquisition and understanding.

FORM OF ASSESSMENT

It is important that both instruction and assessment be based on both the profile dimensions and skills of the subject. In developing assessment procedures, select
specific objectives in such a way that you will be able to assess a representative sample of the syllabus objectives. Each specific objective in the syllabus is
considered a criterion to be achieved by the student. When you develop a test that consists of items or questions that are based on a representative sample of the
specific objectives taught, the test is referred to as a “Criterion-Referenced Test”. In many cases, a teacher cannot test all the objectives taught in a term, in a year
etc. The assessment procedure you use i.e. class tests, home work, projects etc., must be developed in such a way that it will consist of a sample of the important
objectives taught over a period.

The following diagram on the next page shows the relationship between the profile dimensions and the four learning skills:

Relationship Between Profile Dimensions and Learning Skills

Profile Receptive Skills Productive Skills
Dimensions
Listening Reading Writing Speaking Total

Knowledge and 10 20 - - 30
Understanding

Use of knowledge - - 40 30 70

Total 10 30 30 30 100

“Knowledge and Understanding” has a weight of 30%, and “Use of Knowledge” has a weight of 70% as shown in the last column of the table. The last row shows
the weight or relative emphasis that should be given each of the four skills in the teaching and learning process. The productive skills are weighted 70% as against
30% for the receptive skills. The explanation and key words involved in each of the profile dimensions are as follows:

The relationships shown in the above diagram have been used to produce the recommended examination structure for SHS2 – 4 shown below. The structure
consists of two examination papers and School Based Assessment (SBA). Paper 1 will be an objective test paper, while Paper 2 will consist of comprehension and
essay questions. The last column shows the weights for “Knowledge and Understanding” and “Use of knowledge”. Note the last row shows the weights of each
examination paper and the weight of the School Based Assessment (SBA). The objective test paper is weighted 20%; the structured question paper is weighted
50%, and the SBA is weighted 30%, making a total of 100%.

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The objective test paper may be constructed to consist of 40 or more items, but since the paper is weighted 20%, the total marks allocated to the paper, whether
40, 50 or more, will have to be scaled down to 20%. Similarly, the paper two could be scored out of 100 or any convenient number, and scaled down to 50% to
derive the final total mark.

Distribution of Examination Paper Weights and Marks

Dimensions Paper 1 Paper 2 Total

Knowledge and 30 20 50
Understanding
Use of Knowledge 10 40 50

Total 40 60 100

The objective test items are distributed in the following way in Paper 1: 15 items (or marks) for “Knowledge and Understanding” and 5 items or marks for “Use of
knowledge”, making a total of 20 items or 20 marks.

The mark distribution for questions in Paper 2 is as follows: 15 marks for “Knowledge and Understanding”, and 35 marks for “Use of knowledge”. Paper 2 is
essentially a “productive paper” and this is indicated by the rather large marks for the essay in the paper. Paper 2 is weighted more than Paper 1 and the School
Based Assessment because it is a more intellectually demanding paper.

Note that at the WASSCE the objective test, the comprehension test and essay test are all components of one examination paper. The examination has two parts:
Section A is the objective test component and Section B consists of the comprehension and essay questions. The teacher at SHS 3 should however, advise
his/her students on the structure of the WASSCE examination paper and how to prepare for it.

End-of-Term Examination
The end-of-term examination is a summative assessment system and should consist of a sample of the knowledge and skills students have acquired in the term.
The end-of-term test for Term 3 should be composed of items/questions based on the specific objectives studied over the three terms, using a different weighting
system such as to reflect the importance of the work done in each term in appropriate proportions. For example, a teacher may build an end-of- Term 3 test in
such a way that it would consist of the 20% of the objectives studied in Term 1, 20% of the objectives studied in Term 2, and 60% of the objectives studied in
Term 3.

The third diagram below shows the recommended end-of-term examination structure. The structure consists of one examination paper with two sections, A and B
and the School-Based Assessment. The end-of-term Test Paper will be a blend of objective-type and structured questions (i.e. short answers). The paper will test
“Knowledge and Understanding” and “Use of knowledge”.

SHS 1: 30 items for 45 minutes

SHS 2: 40 items for 60 minutes
SHS 3: 40 items for 60 minutes

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

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 Distribution of Examination Marks and Examination paper Weights

Section A Section B
(Objective Test) (Structured Questions) SBA
Dimensions Grammar, Writing and Reading, Writing and All Five Sections Total Marks %Weight of
Composition Composition dimensions
Knowledge and
Understanding 10 10 40 60 40

Use of knowledge 10 10 60 80 60

Total Marks 20 20 100 140

% Contribution of 10 40 50 100
Test Papers

The assessment model above consists of one paper with two sections. Section A, the objective test paper will consist of no less than 20 items and contribute 10
percent of the total marks. Section B is the structured questions section made up of 20 questions, each carrying 2 marks and totalling 20 marks. The total marks
of 20 marks under Section B should be multiplied by 2 to obtain 40 as the percentage contribution of Section B. SBA will cover all five sections of the syllabus and
will be marked out of 100 and scaled down to 50% as indicated in the last row. Each of the marks in the last but one row will be scaled to the percentage
contribution marks indicated in the last row. While the actual marks will be 140, the total scaled marks will be 100. The ranking of students on examination
performance will hence be based on 100 marks.

GUIDELINES FOR SCHOOL-BASED ASSESSMENT (SBA)

A new School Based Assessment system (SBA) will be introduced into the school system in 2011. The new SBA system is designed to provide schools with an
internal assessment system that will help schools to achieve the following purposes:

o Standardize the practice of internal school-based assessment in all Senior High Schools in the country
o Provide reduced assessment tasks for subjects studied at SHS
o Provide teachers with guidelines for constructing assessment items/questions and other assessment tasks
o Introduce standards of achievement in each subject and in each SHS class
o Provide guidance in marking and grading of test items/questions and other assessment tasks
o Introduce a system of moderation that will ensure accuracy and reliability of teachers’ marks
o Provide teachers with advice on how to conduct remedial instruction on difficult areas of the syllabus to improve class performance.

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SBA may be conducted in schools using the following: Mid-term test, Group Exercise, End-of-Term Test and Project

1. Project: This will consist of a selected topic to be carried out by groups of students for a year. Segments of the project will be carried out each term toward
the final project completion at the end of the year,

The projects may include the following:

i) investigative study (including case study)
iii) practical work assignment

A report must be written for each project undertaken.

2. Mid-Term Test: The mid-term test following a prescribed SBA format

3. Group Exercise: This will consist of written assignments or practical work on a topic(s) considered important or complicated in the term’s syllabus

4. End-of-Tem Test: The end –of-term test is a summative assessment system and should consist of the knowledge and skills students have acquired in the
term. The end-of-term test for Term 3 for example, should be composed of items/questions based on the specific objectives studied over the three terms,
using a different weighting system such as to reflect the importance of the work done in each term in appropriate proportions. For example, a teacher may
build an End-of-Term 3 test in such a way that it would consist of the 20% of the objectives studied in Term 1, 20% of objectives studied in Term 2 and
60% of the objectives studied in Term 3.

Marking SBA Tasks

The following guidelines are provided for making SBA reports.

1. Introduction 10%
2. Data analysis 50%
3. Conclusions 20%
4. Acknowledgements and references 20%

The emphasis is to improve students’ learning by encouraging them to produce detailed writing, make important conclusions and generalizations and also show the
sources of their data.

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GRADING PROCEDURE

To improve assessment and grading and also introduce uniformity in schools, it is recommended that schools adopt the following WASSCE grade structure for
assigning grades on students’ test results. The WASSCE structure is as follows:

Grade A1: 80 - 100% - Excellent

Grade B2: 70 - 79% - Very Good
Grade B3: 60 - 69% - Good
Grade C4: 55 - 59% - Credit
Grade C5: 50 - 54% - Credit
Grade C6: 45 - 49% - Credit
Grade D7: 40 - 44% - Pass
Grade D8: 35 - 39% - Pass
Grade F9: 34% and below - Fail

In assigning grades to students’ test results, you are encouraged to apply the above grade boundaries and the descriptors which indicate the meaning of each
grade. The grade boundaries i.e., 60-69%, 50-54% etc., are the grade cut-off scores. For instance, the grade cut-off score for B2 grade is 70-79% in the example.
When you adopt a fixed cut-off score grading system as in this example, you are using the criterion-referenced grading system. By this system a student must
make a specified score to be awarded the requisite grade. This system of grading challenges students to study harder to earn better grades. It is hence a very
useful system for grading achievement tests.

Always remember to develop and use a marking scheme for marking your class examination scripts. A marking scheme consists of the points for the best answer
you expect for each question, and the marks allocated for each point raised by the student as well as the total marks for the question. For instance, if a question
carries 20 marks and you expect 6 points in the best answer, you could allocate 3 marks or part of it (depending upon the quality of the points raised by the
student) to each point, hence totaling18 marks, and then give the remaining 2 marks or part of it for organization of answer. For objective test papers you may
develop an answer key to speed up the marking.

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 SENIOR HIGH SCHOOL – YEAR 1
SECTION 1:
GHANAIAN LANGUAGES AND CULTURE (ELECTIVE) SYLLABUS
PHONOLOGY
General Objective: The student will:
i. acquire knowledge about what language is and its components.
ii. identify the speech organs, sounds and letters of the language and state how they are organised.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES

The student will be able to:

UNIT 1:

LANGUAGE 1.1.1 explain language.

A system of conventional vocal Teacher to lead students to brainstorm Students to define language
sounds used for communication on: conventional, system, vocal sounds and list its aspects.
among human beings. and communication.

1.1.2 identify three functions of Functions of language: Teacher to put students into groups to Groups to present their reports
language. Communication identify and discuss other functions of for discussion in class.
Cultural identification language
Transmission of culture
Source of morals and values, etc.

UNIT 2:
Teacher to write some sound
Teacher to explain articulation and
ORGANS OF SPEECH 1.2.1 explain the term organs Organs of speech. symbols on the blackboard for
leads students to produce some
of speech and identify Any part of the body that students to identify the organs
consonant sounds to enable them
any four. contributes to speech production. involved in their production
identify the speech organs involved
e.g. lungs, larynx, trachea, lips, e. g. /p, b, m, s, t/
tongue, etc.

Articulators are the organs of Teacher to lead students through

speech that contribute to the questions to establish the difference
production of specific speech between speech organs and
sounds e.g. tongue, lips, larynx, articulators.
teeth, velum, etc.

1
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 3: The student will be able to:

DISTINGUISHING 1.3.1 identify consonant Vowel sounds and letters Teacher to discuss words containing Teacher to provide some
BETWEEN SPEECH sounds of the language. vl vss vowel sounds that are spelt with the words with a vowel underlined
SOUND SYMBOLS /æ/ lal same letters. for students to write the
(PHONETIC 1.3.2 distinguish between /e//i/ e phonetic symbol e.g.
SYMBOLS) AND consonant sounds and / / Teacher to discuss vowel sounds that atade (Twi)
LETTERS OF THE the consonant letters of /i/ i are spelt with different letters. wo4 (Dagaare)
ALPHABET WITH the alphabet of the /3/ o
WHICH THEY ARE language with which /u/ u Do the same with consonant wound
SPELT AND WRITTEN they are spelt. symbols and letters

UNIT 4:
Teacher leads students to give the Students to give the phonetic
VOWELS: 1.4.1 define and describe the Speech sounds produced without description of four vowels in
DESCRIPTION AND an obstruction of the speech air in definition of a vowel.
vowel sounds of the some words in their language.
DISTRIBUTION language the mouth.

1.4.2 distinguish between Description of vowels Teacher discusses the description of

vowel sounds and the Lip shape: – vowels with students.
vowel letters of the rounded/unrounded/spread
alphabet. Tongue height: – close, mid-close, Teacher guides students to draw the Students to draw the vowel
mid open, and open. vowel chart. chart.
Tongue part: – front ,central, back
Tongue root: – advanced and
unadvanced

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 5: The student will be able to:

Table
DISTRIBUTION OF 1.5.1 determine the position of Position of sounds at word initial, Teacher to use words to explain the WI WM WF
VOWELS vowel sounds in words. word medial and word final. idea of sounds at word initial, word
medial and word final positions.
Teacher to use words to explain the
position of sounds at word initial, word Students to fill in the table
medial and word final above with words which have
the following sounds in the
positions indicated where
applicable:

7, 4, o, 0, i, e, u,

3
 SENIOR HIGH SCHOOL – YEAR 1
SECTION 2:
GHANAIAN LANGUAGES AND CULTURE (ELECTIVE) SYLLABUS
READING COMPREHENSION

General Objective: The student will:

i) acquire skills in reading comprehension.

ii) identify idioms and use them appropriately.
iii) acquire basic skills in translation.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES

UNIT 1: The student will be able to:

INTENSIVE 2.1.1 read any text or book with or Read text, passage or book. Teacher to assist students to use titles, Students to answer questions
READING without supervision. topics, pictures, diagrams, maps, etc to from text.
predict the content of a passage/book.
a) SKIMMING a) identify the main ideas in the
text or the book read. Teacher to discuss words, phrases,
idioms and other devices in the text as
b) SCANNING b) do an indepth reading and oral/written comprehension drill.
answer questions. Model reading where necessary.
Silent reading

UNIT 2:

THE TOPIC AND 2.2.1 identify the topic sentence Topic and supporting sentences. Teacher to put a statement on the Students to identify the topic
SUPPORTING in any paragraph. chalkboard. Students to say or write sentence in a paragraph or a
SENTENCES something to support or disagree with the text.
statement. After three or four of such
2.2.2 identify a supporting examples, teacher explains topic and
sentence in a paragraph. supporting sentences.

4
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 3: The student will be able to:

IDIOMS 2.3.1 explain the term idiom, Examples of idioms to be Teacher to cite an example of an idiom Students to write examples of
give examples of idioms provided by the various language and explain it to students. five idioms and use them in
and use them in areas. sentences.
sentences. Teacher to lead students to give some
examples of idioms.

Teacher to ask students to give

examples of idioms in relation to the
announcement of the death of a chief, an
ordinary citizen and for any other
purpose.

UNIT 4:

TRANSLATION 2.4.1 explain the term translation A process of converting a i. Teacher to assist students to give Students to translate English
and acquire some skills for message from a source equivalent names and meanings of sentences and paragraphs into
translating simple language into a target language. some nouns, adjectives, adverbs, their language and vice versa.
sentences and paragraphs. verbs from English into their
Source language language.

Target language ii. Teacher to do more exercises on

word, phrase, sentence and
Knowledge of the syntax and paragraph translation with students.
semantics in both languages.

Knowledge of the cultural

background of both languages

Translation should be context

based. (meaning based
translation)

5
 SENIOR HIGH SCHOOL – YEAR 1
SECTION 3:
GHANAIAN LANGUAGES AND CULTURE (ELECTIVE) SYLLABUS
WRITING

General Objective: The student will:

i) grasp and apply the grammar of his/her language
ii) develop skills in essay writing

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES

UNIT 1 The student will be able to:

Word classes: nouns, verbs, Teacher, through questions and answers, Teacher to write some words
WORD CLASSES 3.1.1 identify and explain word adjectives, adverbs, post- assists students to identify a word class including nouns, verbs,
classes. positions, conjunctions, etc. e.g. What name do we give to words that adjectives, adverbs, etc and
label/name places, people, ideas, things, students to regroup them into
etc? the word classes.

What name do we give to words that

have singular and plural forms?

What name do we give to words that

express actions, processes, events and
states?

What name do we give to words that take

tenses?

What is the label for words that describe

nouns?

What is the name given to words that

have comparative and superlative forms?

3.1.2 regroup the word classes into Major and Minor word classes Teacher to lead students to distinguish Students to regroup the words
major and minor. 1. Major 2. Minor between the major and minor word in three given sentences into
Noun post-position classes. major and minor word classes.
Verb conjunction
Adverb determiners,
Adjective etc.

6
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 2: The student will be able to:

PLURALISATION 3.2.1 explain the concept of Singular : one Teacher to write nouns in the singular Teacher to write down some
pluralisation. Plural: more than one and plural forms and assist students to nouns and ask students to
Nouns that do not take plural see the difference between the two write their plural forms.
markers (language specific) forms. Teacher to explain that singular Teacher to assists students to
means one unit of a thing and plural come out with nouns which do
means more than one unit of a thing. not take plural markers.

3.2.2 identify the plural TO BE FILLED IN BY THE

markers in the SPECIFIC LANGUAGE AREAS
language.

UNIT 3:

NEGATION 3.3.1 distinguish between Positive sentence Teacher to write verbs in the various Students to change positive
positive and negative Negative sentence tense forms and assist students to write statements into negative
sentences. them in the negative form. statements.

3.3.2 identify how negation is Negation markers in the specific Teacher to lead students to identify the
marked in their languages. language negative markers in the various
sentences.

UNIT 4:

WORD FORMATION 3.4.1 explain how word-forms Word formation: affixation, Teacher to explain how new words are Students write two examples
and new words are derivation, compounding, etc. formed through: each of words formed through
generated in their affixation, compounding, tone,
languages. i. Affixation nasalization, reduplication, etc
ii. Compounding
3.4.2 identify the classes of the iii. Nasalization
new words and word- iv. Tone
forms. v. Reduplication

7
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 5 The student will be able to:

PUNCTUATION 3.5.1 use the full stop, question Punctuation marks Teacher to explain the uses of these Teacher to write sentences or
mark, colon and the i. question mark (?) marks, through questions and answers a short text to be punctuated.
comma appropriately in ii. colon (:) and chalkboard demonstration.
writing. iii. comma (,)
iv. full stop (.)

UNIT 6

ESSAY 3.6.1 retell or write their Sequential ordering of Teacher to assist the students to retell a Students to write a two
experiences or events in a ideas/events past experience. hundred and fifty word essay
NARRATIVE sequential order using the on any given narrative topic.
appropriate tense types. Sequence of tenses. Teacher to pay attention to logical
sequencing of events that make up the
experience.

DESCRIPTIVE 3.6.2 describe objects, events, Systematic description using the Teacher to lead students through Students write on a given
scenes in a systematic and appropriate register, adjectives discussion to describe any object, descriptive essay topic.
accurate manner. and adverbs. structure, personality, occasion, etc.

EXPOSITORY 3.6.3 use the appropriate A stage by stage explanation of a Teacher to discuss a sample topic with Students to write an essay on
register to explain process using the appropriate students going through the stages any given topic (350 words).
processes. register e.g. how to prepare involved and the samples used to be
groundnut soup. written on the chalkboard.

8
 SENIOR HIGH SCHOOL – YEAR 1
SECTION 4:
GHANAIAN LANGUAGES AND CULTURE (ELECTIVE) SYLLABUS
LITERATURE AND CUSTOMS AND INSTITUTIONS

General Objective: The student will:

i) understand the concept of literature, both oral and written and determine their characteristics and elements.
ii) identify and describe initiation rites in his/her area.
iii) understand the essence of good manners and etiquette.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES

UNIT 1 The student will be able to:

INTRODUCTION 4.1.1 explain the term literature. Literature – It is the artistic use of Teacher to give and explain a proverb Students to attempt a
TO LITERATURE language in other words and assist students to appreciate the definition of literature on their
literature is a piece of writing in beauty in the choice and arrangement of own.
which a composer is felt to have the words and how these together excite
made use of words to excite the the mind e.g. “Patience moves
minds of the audience. mountains”.

Teacher to analyse the following words:

patience, moves, mountain.

4.1.2 state the two types of literature. Oral and written literature. Teacher to assist students to identify the Students to write the names of
two forms of literature. some written literature books
in the language.

4.1.3 list the characteristics of Characteristics of literature Teacher to assist students to mention Students to write three
literature (oral and written). Oral literature some characteristics of both oral and characteristics of both oral and
i. Has no identifiable composer written literature through questioning. written literature.
ii. It is dynamic
iii. There is a performer
v. It is a societal property, etc.

Written literature
i. Has an author
ii. It is static
iii. Documented
iv. No performer, etc
9
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

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

Features Teacher to lead students to brainstorm Students to identify and write
INTRODUCTION 4.1.4 identify the features that are i. Subject matter on the features. down the following features:
TO LITERATURE common to both written and ii. Theme character, setting, conflict in a
oral literature. iii. Setting given story.
iv. Characters
v. Plot
vi. Conflict
vii. Suspense
viii. Flashback, etc.

UNIT 2

LITERARY 4.2.1 identify some literary devices in Literary Devices Teacher to use examples to explain Students to give examples of
DEVICES spoken and written texts. i. Metaphor these devices. some selected devices.
ii. Simile
iii. Personification
iv. Irony, etc.

UNIT 3

FOLKTALE 4.3.1 define or explain a folktale. A story in which human beings or Teacher to give a sample story and invite Students to write some
non-human entities are made to students also to give their examples. folktales to be edited and
behave like human beings in pasted in the classroom.
order to teach a moral lesson.

4.3.2 describe the structure of the Structure Teacher to discuss the importance of
folktale. i. The opening formula (s – r) each part of the story using a sample
ii. The body folktale.
iii. The closing formula
iv. Interludes

10
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 4 The student will be able to:

INITIATION RITES 4.4.1 describe how puberty rites Define initiation/puberty. Teacher may invite a resource person to Students to role – play an
(PUBERTY) are performed. give a talk on initiation/puberty rites of the initiation/ puberty ceremony.
locality.

4.4.2 state the relevance or Our cultural heritage. It identifies Teacher to organise a debate on, “In the Students to set the stage for a
otherwise of initiation/ puberty the people who do it. light of present day developments, are debate on the motion in T.L.A.
rites in contemporary society. puberty rites still important?”
Some aspects that need to be
modified.

UNIT 5

MANNERS AND 4.5.1 state three reasons why one Forms and ways of showing Teacher to organise a short sketch of Students to write three ways of
ETIQUETTE must be polite. politeness. instances of: making a polite request.
(POLITENESS)
4.5.2 identify three ways of showing 1. Verbal a) Verbal impoliteness Students to write three
or expressing politeness. Prefacing statements, request, b) Non-verbal impoliteness sentences to decline a
with politeness markers request.
like: “please” “I beg Teacher to lead a discussion on the two
to/for……..” role-plays. Students to be encouraged to
cite more instances of verbal and non-
verbal impoliteness.

2. Non-verbal Teacher to lead a discussion on the Students to state what

i. Bowing to give or receive possible effects of impoliteness on behaviour one should put up
something i. the individual when provoked.
ii. Body posture ii. the offended
iii. Silence iii. the individuals’ relations
iv. Smiles, etc. iv. the society

Manners Teacher to discuss the appropriate

5 i. a mark of good up - bringing. behaviour in request situations or
ii. ii establish cordial relationship situations of provocation.
iiii iii earns you self respect, etc.

11
 SENIOR HIGH SCHOOL - YEAR 2
SECTION 1:
GHANAIAN LANGUAGES AND CULTURE (ELECTIVE) SYLLABUS
PHONOLOGY

General Objective: The student will:

i) describe the sounds (vowels and consonants) and explain vowel harmony.
ii) understand the concept of the syllable and explain its structure in the language.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES

UNIT 1 The student will be able to:

VOWEL SEQUENCE 1.1.1 explain the term vowel A situation where a vowel follows Teacher through discussion, assists Teacher puts students in groups
AND ELISION sequence. another vowel without a students to explain what vowel to write down ten words, six
consonant occurring between sequence is. words within vowel sequence
them. e.g. within and 4 between words
Twi /pii/
Dagaare /pie/ Teacher puts students in groups
Ewe /fia/ to write ten words – six words
with vowel sequence within and
four words with vowel sequence
between.

1.1.2 Identify vowel sequence Vowel sequence within words. Through demonstration and practice,
within words and between e.g. teacher assists students to identify
words Twi /pii/ words with vowel sequences within
Dagaare /piiri/ and between words.
Ewe /fia/
Dangme /tue/ Teacher assists students to identify
vowel patterns in vowel sequence
Vowel sequence between words
e.g.
Twi kofi opoku
Dagaare /iri abe/
Ewe /ade avu/
Dangme /baa 7m0/

12
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

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

VOWEL SEQUENCE 1.1.3 explain vowel elision A situation where a vowel is lost With examples, teacher assists. Students to write words or
AND ELISION in a process of pronouncing a students to work through some phrases with vowel elision.
word. instances of vowel deletion in words
during live speech. Students to identify three
Languages to insert examples different instances where vowel
Students to be cautioned that elision is elision occurs.
a feature of the spoken language and
not the written language in some
languages.

UNIT 2

CONSONANT 1.2.1 describe the consonant Position of sounds at word initial, Teacher leads students to give Initial Medial Final
DESCRIPTION AND sounds of the language. word medial and word final. examples of words with consonants at
DISTRIBUTION word initial, word medial and word final
position.

Students to fill the table above

with words which have the
following sounds in the positions
indicated where applicable
/b, d, g, m, n, w/

13
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 3 The student will be able to: The syllable

THE SYLLABLE 1.3.1 identify and explain some Syllable structure e.g. Using flash cards, teacher assists Students to give their own
syllables in four words of V students to pronounce the words, paying words and break them into
their language. CV attention to the natural breaks in the syllables.
CCV words Teacher writes words on the
1.3.2 identify the syllable CVC (where applicable) chalkboard for students to
structure of the language. CVV “ “ Teacher to use more words to assist copy and indicate syllable
C “ “ students to identify different structures of junctures with dots.
syllables in the language.

UNIT 4

TONE 1.4.1 explain tone. Tone refers to pitch levels in Teacher to write words with different More drills with words with
words, phrases and sentences. pitch patterns and through drills help different pitch patterns.
students to distinguish between the
different pitch levels.

1.4.2 identify tone types of the Tone types: e.g. high, mid, low Teacher, through demonstration uses Teacher to write eight words
language. Functions: voice modulation to assist students to on the chalkboard; students
i) to distinguish between differentiate between different levels of copy them with the appropriate
dialects pitch. e.g. High (/), mid (-), low (\) tone marks.

1.4.3 list two or three functions ii) to distinguish between two Through discussion, teacher guides
of tone. different words with the same students to identify the functions of tone
spelling (lexical functions) in the language.

iii) to distinguish between :

words, phrases and clauses
that have different
grammatical interpretations

14
 SENIOR HIGH SCHOOL - YEAR 2
SECTION 2:
GHANAIAN LANGUAGES AND CULTURE (ELECTIVE) SYLLABUS
READING COMPREHENSION

General Objective: The student will:

i) acquire more skills in reading comprehension.
ii) acquire more skills in translation.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES

UNIT 1 The student will be able to:

INTENSIVE 2.1.1 read a text or a book with Read text, passage or book Teacher to assist students to use titles, Students to answer questions
READING or without supervision. topics, pictures, diagrams, maps, etc to from the text.
predict the content of a passage/book.
Discuss words, idioms, phrases and
other devices in the text.
Model reading where necessary.
Silent reading

EXTENSIVE 2.1.2 effectively apply the Helping students to choose a Teacher to guide students on how to Students to write reports on
READING reading skills acquired to suitable text or book from the read books, journals, etc. books, journals, etc.
read library books, library.
journals, the dailies, etc.

UNIT 2

THE TOPIC AND 2.2.1 identify the topic sentence Topic and supporting sentences Teacher to put a statement on the Students to identify the topic
SUPPORTING in any paragraph. chalkboard. Students to say or write sentence in a paragraph or a
SENTENCES (IN something to support or disagree with the text.
CONTEXT) statement. After three or four of such
2.2.3 identify a supporting examples, teacher explains topic and
sentence in a paragraph. supporting sentences.

15
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 3
The student will be able to:

LITERARY DEVICES 3.1.1. explain the term literary

devices, give examples and Examples of literary devices to Teacher to provide a comprehension Students to write examples of
(IN CONTEXT)
use them in sentences. be provided by the various passage and cite example of literary five literary devices and use
language areas. devices. them in sentences.
Teacher to lead students to give some
examples of literary devices.

TRANSLATION 2.2.1 apply translation skills Teacher to assist students to do more

A process of converting a Student to translate English
acquired to translate message from a source translations on paragraphs. sentences and paragraphs into
simple texts from English language into a target language. i. Teacher to assist students to give their language and vice versa.
to Ghanaian language and equivalent names and meanings of
vice versa. Source language
some nouns, adjectives, adverbs,
Target language verbs from English into their
Knowledge of the syntax and language.
semantics in both languages. ii. Teacher to do more exercises on
Knowledge of the socio-cultural word, phrase, sentence and
background of both languages. paragraph translation with students.

Translation should be context

based. (meaning based
translation)

16
 SENIOR HIGH SCHOOL – YEAR 2
SECTION 3:
GHANAIAN LANGUAGES AND CULTURE (ELECTIVE) SYLLABUS
WRITING

General Objective: The student will:

i) acquire further knowledge in grammar.

ii) acquire advanced skills in writing a variety of essays.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES

UNIT 1 The student will be able to:

TRANSITIVE AND 3.1.1 distinguish between Transitive and intransitive verbs Teacher uses questions to elicit some Students to construct five
INTRANSITIVE transitive and intransitive answers/statements from students e.g. sentences each using
VERBS verbs. Transitive verbs take an object; i. What did you take for supper transitive and intransitive
intransitive verbs do not take an yesterday? verbs.
object. ii. When did you go to bed yesterday?
iii. Who did you meet on your way to
3.1.2 use transitive and Transitive Intransitive school?
intransitive verbs in speech eat rest iv. How did you get to school today?
and writing. write sleep
throw swim Teacher writes students’ responses on
see fly the chalkboard and discusses them to
die explain the differences between transitive
and intransitive verbs.
UNIT 2

TENSE (SIMPLE 3.2.1 identify the various tense LANGUAGE SPECIFIC Teacher to write pairs of simple Students to write two
PRESENT/ PAST, markers and use them EXAMPLES sentences on the chalkboard. Each pair sentences each with given
PRESENT/PAST appropriately. to comprise the simple present/past verbs using some given tense
CONTINUOUS; tenses. types.
SIMPLE/PAST Teacher discusses these sentences to
FUTURE; help students distinguish between the
PRESENT/PAST uses of the simple present and past
PERFECT) tenses.
Do same with other tense forms but give
more explanation where necessary. e.g.
distinguish between the simple past and
present perfect.

17
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 3 The student will be able to:

NOUN PHRASE 3.3.1 describe a phrase. A phrase is a word or a group of Through discussion, teacher assists Students to compose three
words which can occur together students to define a phrase. Teacher to single word noun phrases and
3.3.2 identify the elements of a within a clause. write examples of simple sentences on three expanded noun phrases.
noun phrase. the chalkboard and ask students to
identify the nouns and discuss their Students to determine the
3.3.4 determine the position of a One-word noun phrase: functions based on position. function of some noun phrases
noun phrase in a clause Kofi, Amina in given sentences.
and discuss its function. i. Kofi called Amina
Expanded noun phrase: ii. The boy called my sister.
the boy, my sister, iii. The tall boy is calling the short girl
the tall boy,
the short girl
UNIT 4

VERB PHRASE 3.4.1 describe a verb phrase. i. Main verb alone Teacher to write examples of simple Students to compose six verb
ii. Auxiliary + main sentences on the chalkboard and assist phrases to complete the noun
3.4.2 identify the elements of a students to identify the verb phrase and phrases composed in the
verb phrase. Main verb: Kofi called Amina discuss its structure and position. previous lesson.
Auxiliary + main verb:
3.4.3 determine the position of a The tall boy is calling the short
verb phrase in a clause. girl.

UNIT 5

SERIALIZATION 3.5.1 explain the concept of Two or more verbs occurring in With examples on the chalkboard, Students to write down five
serialization. sequence without any teacher assists students to identify and sentences using the serial
conjunction in a sentence. practise the use of serial verb structure in verb structure.
3.5.2 construct clauses with sentence constructions.
serial verbs and also
identify serial verbs in
clauses.

18
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 6 The student will be able to:

ADVERB PHRASE 3.6.1 describe an adverb phrase. Adverbs only Teacher to write examples of sentences Students compose six adverb
Adverb + adverb on the chalkboard and ask students to phrases to complete the verb
3.6.2 identify other phrases that Adverb + adverb + adverb identify the adverb phrase and discuss its phrases composed in the
can function as adverbs. (where applicable) structure, function and position. previous lesson.

3.6.3 identify and use adverb

phrases appropriately.

UNIT 7

ADJECTIVES 3.7.1 give a functional or Function With the help of the noun phrase and the Students to compose four
positional definition of an Adjectives modify nouns clause, teacher assists students to sentences with attributive
adjective. identify. adjectives and four with
Positional types i. the position and function of attributive predicative adjectives.
3.7.2 identify the types of Attributive adjectives in a phrase
adjective. Predicative
ii. the position and function of
3.7.3 use the two types of predicative adjective in a clause
adjective appropriately.

UNIT 8

DETAILED STUDY 3.8.1 determine the functions of Minor word classes Teacher, through discussion of sample Teacher to write ten sample
OF MINOR WORD the minor word classes. Conjunctions, emphatics, sentences, assists students to determine sentences with minor word
CLASSES interjections, determiners, the functions of various minor word classes underlined. Students
(CONJUNCTIONS, auxiliaries, post-positions, etc. classes. For example, the conjunctions should determine the function
EMPHATICS, and, but, or of these minor word classes.
POST-POSITIONS i. and : used to express addition,
INTERJECTIONS e.g. Kofi and Ama
ETC.) ii. and : used to express sequence,
e.g. The man came and left.
iii. or: used to express choice,
e.g. black or white
iv. but: used to express contrast,
e.g. Ama attended the party but Esi .
did not.
v. Post-positions: express location/
relation

19
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 9 The student will be able to:

ESSAY 3.9.1 recall techniques for writing Narrative, Descriptive, Expository Revision – refer to Senior High School Students write on a given topic
Narrative Narrative, Descriptive (SHS) 2 section 3 unit 6.
Descriptive and Expository Essays.
Expository
(Revision)

Argumentative 3.9.2 express their opinions for or Argument for or against. Teacher may use the values clarification i. Students to set a stage for
against a general statement approach to introduce the lesson e.g. a debate.
(motion). Teacher makes a popular statement on
the chalkboard e.g. “Women are more ii. Teacher to provide a topic
responsible than men” for an argumentative
Teacher assists students to acquire the composition for students to
skills of presenting their views using the write on.
appropriate register.

Letter Writing 3.9.3 write friendly letters using Informal: Teacher to assist students to discuss the Students to write a friendly
(Informal) appropriate format and Tone, mood of the letter is format of friendly letters. letter on a given topic.
register. informal. i. Address
ii. Date
Structure of informal letters.
iii. Salutation
iv. Body of the letter
v. Subscription
vi. Name

20
 SENIOR HIGH SCHOOL – YEAR 2
SECTION 4:
GHANAIAN LANGUAGES AND CULTURE (ELECTIVE) SYLLABUS
LITERATURE/CUSTOMS AND INSTITUTIONS

General Objective: The student will:

i) understand and appreciate some cultural practices and literary arts in his/her locality.
ii) develop skills in analysing a textbook and be introduced to the set books.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES

UNIT 1 The student will be able to:

DIRGES 4.1.1 explain the nature and Things to discuss Teacher to lead a discussion on why Students to write a short dirge
characteristics of dirges. I The language/ literary devices. people compose and sing dirges. of about eight lines.
i. Linguistic devices e.g.
4.1.2 state the importance of dirges repetition, Teacher to assist students to discuss the
to the community. ii. Pauses, movement of lyrics of a particular dirge.
the singer, impact on the (Teacher may invite a resource person
audience, etc. to handle the topic.)

Importance
a) To honour the dead

b) Sharpens the musical skill of

the performer.

c) A training session for the

young ones.

d) Ensures continuity of
tradition.

e) Time to condemn and

rebuke evil doers.

f) Helps to create the right

mood for sympathizers, etc.

21
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 2 The student will be able to:

RIDDLES AND 4.2.1 distinguish between riddles Riddles are oral games that are Teacher to assist students to distinguish Teacher organizes a
PUZZLES and puzzles. meant to test the intelligence of a between riddles and puzzles. riddle/puzzle competition
person. It is usually played by among students
children.

4.2.2 state the importance of They have answers that may be Teacher to give examples of riddles and
riddles and puzzles. logical or illogical. students provide the answer.

Puzzles:
Oral games whose answers are Teacher/ students to provide some
arrived at through serious examples of riddles for students to solve
thinking. or answer.

Structure Do same to puzzles.

i. opening
Teacher to assist students to find the
ii. statement
differences between riddles and puzzles.
iii. question
Teacher discusses the structure of
riddles and puzzles.

UNIT 3
Teacher to give an example and invite Students to go and find out
HISTORICAL 4.3.1 identify some historical Historical Narratives
students to narrate what they know of about the origin of their tribe.
NARRATIVES narratives and discuss A story that talks about the
their tribe or other tribes.
their importance. historical past of a tribe or a
group of people.
A discussion of the narrative as a literary
art.

Teacher to assist students to identify and

list the values of historical narratives.

22
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 4 The student will be able to:

SONGS (CRADLE, 4.4.1 explain the songs and state Songs Teacher to give some examples and Students to write samples of
OCCUPATIONAL, their importance in the i. Cradle songs are songs that invite students to come out with theirs. these songs.
WAR) community. are sung to entertain babies
or lull them to sleep. Teacher to select some songs for class
discussion.
ii. Occupational songs – Songs
sung during work.

iii. War songs – Songs sung at

war or when disaster strikes.

Importance

i. To be inserted by each
language group.

UNIT 5

TABOOS AND 4.5.1 explain and identify some Prohibitions of some verbal and Teacher to invite students to name and Students to write four verbal
OATHS taboos. non-verbal behaviours on classify some taboos into verbal and non- taboos.
religious grounds or for some verbal.
other reason.
Teacher to discuss the origin of taboos
Types of taboo with students.

i. Verbal Taboos
Examples:
Insulting the nakedness of your
wife/husband.

- a child calling the father/

mother wizard/ witch

- calling someone by name at

midnight, etc.

23
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

The student will be able to:

Non-verbal taboos: e.g. Teacher to invite students to name some Students to write four non-
- poisoning someone’s taboos in the community. verbal taboos.
food/drink

- destroying your wife’s hearth Teacher to assist students to classify

and cooking utensils. taboos into verbal and non-verbal.

- incest Teacher to discuss the origin of taboos

with students.
- having sex with a woman in
her menstrual period or in
the bush.

- working on a sacred day

- defecating in water bodies

and in shrines, etc.

4.5.2 state three reasons why - Socio-moral control Teacher should lead a discussion on A debate on the topic “The
taboos should be maintained technique taboos in general. relevance of taboos” or an
or discarded. - health reasons assignment on the same topic
- environmental protection, Teacher to assist students to classify could be given to students to
etc. taboos into sanctionable and non- work on.
sanctionable and discuss the relevance
of the classification.

Teacher to identify two taboos to be

discussed in details in the light of present
day development.

Teacher can also invite a resource

person from the community to give a talk
on taboos.

24
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

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

OATHS 4.5.3 identify and explain some A swear word related to a god, i. Teacher to invite students to mention Students to write two oaths
oaths. event, or stool, etc. used to affirm some oaths of the locality and discuss each relating to gods, events,
one’s commitment to a critical them and stools (whichever is
issue. applicable).

4.5.4 identify and discuss some Teacher to discuss sanctions for oaths. Students to write two oaths
sanctions for oaths. and state the sanctions.

UNIT 6

TRADITIONAL 4.6.1 identify conflicts and types. Teacher leads a discussion on the Students to write two types of
JUDICIAL relevance of the oaths identified. conflict that usually occur at
PROCEDURES the family, community levels
i. Teacher to assist students to identify and the people involved.
the types of conflict that usually occur
at the various levels mentioned in
content

Teacher to discuss the various Students to describe how a

4.6.2 identify methods of conflict At home methods of conflict resolution at the conflict should be managed at
resolution. various levels mentioned under any of the levels.
In the community, in the state, content
between communities.

The individual and the

community.
At home
In the community

In the state

Students should debate on,

Between communities. Teacher to lead a discussion on the
4.6.3 state three advantages of “The traditional judicial
strengths and weaknesses of the
the traditional judicial procedures are more reliable
Individual and state traditional judicial system.
system. than the legal system.”

More conciliatory and

reconciling, less expensive, a
platform for teaching and
learning conflict management
techniques.

25
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 7 The student will be able to:

AUTHORITY 4.7.1 explain authority and Authority – the entity to whom Teacher through questions and answers Students to explain why
identify the levels of the individual surrenders parts of helps students to brainstorm on the parents control affairs at
authority. their rights to enable him/her concept of authority, for example. home.
control them for peace and
stability Who controls the affairs; Students to explain why the
(headmaster/headmistress)
i. at home?
Levels of Authority controls affairs in school.
i. home ii. at school?
ii. school iii. in the community?
iii. community iv. at workplace?
iv. work place v. in the state?
v. the state

4.7.2 list at least three duties of i. To ensure that people Teacher to discuss some general duties Students to list five duties of
people in authority. observe rules and performed by people in leadership the:
regulations. positions. i) School prefect
ii. Controls the affairs of the ii) Headmaster/
community for peace and Headmistress
stability. iii) Chief
iii. Caters for the general welfare iv) MP/DCE/Assembly
of the people, etc. member, etc.

4.7.3 list five reasons why there - it makes way for peace Teacher, through discussion, assists Students to write five reasons
is the need to respect - It brings about mutual respect students to state why there is the need to why students must comply
authority. - It ensures individual safety and respect authority. with school regulations.
welfare.
- It ensures that every individual
performs his duties (obligation)
- It ensures judicious use of
resources for the benefit of all.
- It strengthens confidence in
the leader to perform his /her
duties.

26
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 8: The students will be able to:

COMMUNICATION: 4.8.1 identify and demonstrate Body language signs and symbols Teacher to lead students to identify State four signs and symbols
other ways of Drum/Xylophone/Horn texts. some non-verbal forms of of your language and their
communication apart from communication interpretations.
that of the word of mouth.

4.8.2 demonstrate and interpret Body language, signs and symbols: Demonstration of some non-verbal
some non-verbal forms of Nodding the head, waving the hand, forms of communication by teacher
communications. frowning, hanging a bottle on a tree, and students with their
tying a red band, etc. interpretations.

4.8.3 state functions of Drum/Xylophone/Horn texts: Through questions and answers,

drum/xylophone/ horn For alertness, praise, call to teacher guides students to identify
language. assembly, etc. some functions of
drum/xylophone/horn language

27
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 9: The students will be able to:

WTITTEN 4.9.1 distinguish between prose Prose and Drama Teacher to assist students to mention Students to write two features
LITERATURE and drama. Prose: Continuous writing: it is some books which are on prose in that distinguish prose from
( PROSE & DRAMA) organised into chapters and their language. drama.
paragraphs.
Teacher to assist students to mention
Drama: Written to be acted on some books on drama in their
stage. It is organised into acts and language.
scenes with stage directions, etc.
Teacher to lead students to identify
the main features that distinguish
prose from drama.

WTITTEN 4.9.2 distinguish between fiction Fiction: an imaginary story. Teacher to lead students to regroup
LITERATURE and non friction. Non- fiction a story that is the true story books identified into fiction and
(FICTION AND life experience of a person or a non-fiction.
NON FICTION) people. Teacher to assist students to regroup
Biography: a story written by non-fiction into biography and
someone about another person. autobiography.

Autobiography: a story written by the

writer about himself or herself

WTITTEN 4.9.3 determine the subject Subject matter: Teacher to take a text, short story, Students to analyse a simple
LITERATURE matter and the theme of a A summary of a story expressed in short poem, analyse it and use it to poem and state the subject
(SUBJECT MATTER given poem. one word or in a phrase. distinguish between subject matter matter and theme.
AND THEME) and theme.
Theme:
Any lesson / moral learnt in the
course of reading a story.
Themes are deduced from the
subject matter. They are expressed
in a sentence

28
 SENIOR HIGH SCHOOL – YEAR 3
SECTION 1:
GHANAIAN LANGUAGES AND CULTURE (ELECTIVE) SYLLABUS
PHONOLOGY
General Objective: The student will:

i) identify and explain some phonological processes that occur in spoken and written language.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES

UNIT 1 The student will be able to:

ORAL, NASAL 1.1.1 describe how oral, nasal Oral sounds Teacher, through demonstration, Teacher to have oral drills with
AND NASALIZED and nasalized sounds are Speech air passes through the explains the differences between the students on oral, nasal and
SOUNDS made. mouth only /a, e, i…..p, f, z …/ three sound types, that is, the oral, the nasalized sounds.
nasal, and the nasalized.
Nasal sounds
Speech air passes through the i. Teacher leads students to attempt
nose only /m, n, ŋ…/ nasalizing some oral consonants.
e.g. /s, k, f…. /

1.1.2 identify sounds that can be Nasalized sounds ii. Teacher leads students to produce Students to listen to teacher
nasalized. Speech air passes through nasalized vowels e.g. /a (ã) ε, (0) 4 (4) and write out the nasal or
both the mouth and the nose u (u) nasalized sounds in words
Only vowels may be nasalized dictated by teacher.
e.g. /a, i, ε, …/

1.1.3 identify the functions of Functions of nasalization Teacher, through discussion, assists In groups, students identify
nasalization in the i. to generate new words – students to list some functions of and write twenty words with
languages. lexical nasalization. nasalized sounds.
ii. to indicate dialectal
difference

29
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 2 The student will be able to:

ASSIMILATION AND 1.2.1 give situations where Assimilation: adjacent sounds i. Teacher to provide instances of one Students to write five words or
COALESCENCE assimilation and influencing one another. adjacent sound influencing its phrases which feature
coalescence take place in neighbour. assimilation and or
words and phrases in the Coalescence – adjacent sounds coalescence.
language. giving way to a different sound. ii. Teacher to use the instances to
explain the concept of assimilation.

iii. Teacher to provide where applicable

two adjacent sounds replaced with a
different sound.

iv. Students to be cautioned that

assimilation is a feature of the spoken
language in some languages.

v. Teacher uses this to explain the

concept of coalescence.

UNIT 3

DOUBLE AND 1.3.1 give examples of sounds i. sounds with double Through demonstration and practice with i. Students to write six words
SECONDARY that are produced with articulation students, teacher assists students to with double articulation.
ARTICULATIONS double or secondary e.g. /kp gb ŋm/ identify sounds with double or secondary
articulations. articulations. ii. Students to write six words
ii. sounds with secondary with secondary articulation.
articulation
e.g. / hw kw nj sw…./

UNIT 4

DELETION 1.4.1 cite instances of vowel Languages to insert their own With examples, teacher assists students Students to write words or
(VOWELS ONLY) deletion in the language. examples. to work through some instances of vowel phrases with vowel deletion.
deletion in words during live speech.

Students to be cautioned that deletion is Students to identify three

a feature of the spoken language and not different instances where
the written language in some languages. vowel deletion occurs.

30
 SENIOR HIGH SCHOOL – YEAR 3
SECTION 2:
GHANAIAN LANGUAGES AND CULTURE (ELECTIVE) SYLLABUS
READING COMPREHENSION
General Objective: The student will:

i) consolidate the reading skills acquired.

ii) acquire some skills in summary writing.
iii) consolidate the translation skills acquired.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES

UNIT 1: The student will be able to:

a) SKIMMING 2.1.1 read more extensive texts for Read text, passage or book. Teacher to assist students to read first Students to read unseen
WITH PRACTICE skimming. paragraph and the first two lines of passages and answer
(REVISION) subsequent paragraphs to strengthen questions.
their prediction.

b) SCANNING 2.1.2 read more extensive texts for Teacher to guide students to read the
WITH scanning. entire passage through to the end and
PRACTICE also read steadily for details.
(REVISION)

UNIT 2: 2.2.1 acquire the techniques of Topic sentences and supporting Teacher, through discussions, assists Students to do a summary
SUMMARY summary writing. sentences and their different students to do more advance work on exercise.
functions. how to identify topic sentence and
supporting sentences.

2.2.2 do more exercises on Through questions and answers, teacher

summary writing. assists students to identify the functions
of the supporting sentences.

Teacher to assist students to practise

using different structures to express the
UNIT 3: same idea.

TRANSLATION 2.3.1 acquire more skills in Revise techniques and go on to Teacher to assist students to do more Students translate short
(REVISION) translation as in SHS UNIT 2. do more practice in translation. translations on paragraphs and given English texts into their
texts. language.

31
 SENIOR HIGH SCHOOL – YEAR 3
SECTION 3:
GHANAIAN LANGUAGES AND CULTURE (ELECTIVE) SYLLABUS
WRITING
General Objective: The student will:
i) acquire further knowledge about the clause and its constituents.
ii) acquire the skill of writing direct and indirect speech.
iii) have more practice to develop the skills acquired in essay writing.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: The clause

THE CLAUSE 3.1.1 define clause. i. the main clause The teacher through questions and answers Students write five examples each of the
assists students to identify the main features of a main and subordinate clauses.
3.1.2 distinguish between ii. the subordinate clause clause.
main and subordinate
clauses. i. A clause may consist of two or more words
with a subject and a finite verb. e.g.
1. God knows.
2. John relaxed.
3. The girls are washing the bowls.

The clauses above have a subject and a finite

verb and express a complete thought.

ii. The subordinate clause is a main

clause with subordinating particles:
e.g. main clause: Kofi killed the snake.
Subordinate clause =
Subordinate conjunction + main clause
If/when/After/As soon as +
Kofi killed the snake.

NB: The method of reducing a main clause into

a subordinate clause may differ in your language
area. Find out the subordinating particles and
teach or practise with students.

3.1.3 Identify the various Types of clause: iii. Teacher to use the functional positions in a Students write two sentences each
clause types and their Noun clause clause to assist student to identify e.g. Noun containing.
functions. Adverb clause clause, adverb clause and adjective/relative i. Noun clause
Relative/Adjective clause clause. ii. Adjective clause
iii. Adverb clause

32
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 2 The student will be able to:

THE SENTENCE 3.2.1 identify the sentence types by Sentence: Types Teacher to revise the concept of clause Students write ten simple
TYPES form/structure and function. with students and through this assist sentences.
Form/Structure students to know that the simple
i. Simple sentence sentence is the same as the main clause. Students construct ten
ii. Compound sentence sentences each of a
iii. Complex sentence Teacher to write examples of sentences compound sentence and a
and assist students to identify the types complex sentence.
By Function by form/ structure and function.
i. Declarative/Statement
ii. Interrogative/question b) By function:
iii. Imperative/command i. Declarative, Interrogative, Imperative,
iv. Exclamatory Exclamatory, etc.
UNIT 3

REPORTED 3.3.1 distinguish between direct Direct Speech Teacher to lead students to give Teacher to write some
SPEECH speech and reported speech. - Verbatim or exact words sentences in direct speech e.g. sentences in direct speech for
- Use of quotation marks or i) I will travel tomorrow. students to rewrite in reported
the colon. He said, “I will travel tomorrow” speech
ii) We are hungry.
Reported Speech He said, “We are hungry”.
- Changes tense, pronouns,
adverbs of time and place Teacher guides students to change the
- No quotation marks sentences from the direct speech into
reported speech.
i) He said (that) he would travel
the next day
ii) He said (that) they were hungry

UNIT 4
Teacher assists students to identify these Teacher to write five
SENTENCE 3.4.1 identify the various Grammatical functions functional positions in a clause by a sentences for students to label
ANALYSIS grammatical functions that practical analysis of the structure of a using (S V O…) for sentence
(ELEMENTS OF THE may be found in the sentence. Subject (S) variety of sentences. e.g. elements.
STRUCTURE) Verb (V) Kofi danced
3.4.2 break sentences into their Object (O) (s) (v)
various elements. Complement (C) Kofi killed the snake
Adjunct (A) (s) (v) (o)
Yesterday, we met the president.
(A) (S) (V) (O)

The boy in the blue shirt stole the pen

(S) (V) (O)

33
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 5 The student will be able to:

a) ESSAY: 3.5.1 recall the technique for Narrative Revision – Refer to Senior High School Students to write an essay on
i) Narrative writing Descriptive (SHS3) Section 3 unit 9. a given topic.
ii) Descriptive Narrative Expository
iii) Expository Descriptive Argumentative
iv) Argumentative Expository
Argumentative essays

b) Speech writing 3.5.2 to prepare a format for A speech must have a Teacher finds out whether they have ever Students to write on a given
speech writing. i. Heading heard or read a speech before and use topic.
ii Body students responses to start a discussion
iii Conclusion on speech writing.
Observing protocol
3.5.3 write a good speech. e.g. Mr. Chairman, Nananom, Teacher and class discuss the items
etc. under content.

Transition markers and their use, Teacher discusses the importance of the
concluding formula e.g. I’m done, format with students.
thank you.

c) Letter writing 3.5.4 prepare a format for Format Teacher gives a topic to be discussed in Students to write on any given
(formal letters) formal letters. a. Address class. topic.
b. Date
3.5.5. use the appropriate c. Recipients address Teacher discusses the importance of the
register for formal d. Salutation format with students.
letters. e. Heading
f. Body
3.5.6 write a formal letter on g. Conclusion
any topic. h. Subscription
i. Signature
j. (name)

Semi-Formal Letters 3.5.7. use the appropriate Letters to older persons, Teacher discusses the format, style, Students to write on a given
register for semi-formal acquaintances and/or not too mood and structure of semi-formal topic
letters. familiar friends or colleagues letters.

Format
Address
Date
Salutation
Language (indicating politeness)
Subscription
Tone should neither be too
familiar nor too formal

34
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

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

d) Debates 3.5.8 write out the procedure in Opening + motion, Pros and Teacher gives a motion for students to Students to write out a debate
debates. Cons, occasional use of protocol, speak for or against. on a given motion.
polite language.

3.5.9 write a debate on any given Concluding statement to

topic. reinforce a stand on a motion or
debunk any claims.

e) Dialogues 3.5.10 mention the conventions Format Teacher provides a scenario and two Students to write their own
and stages involved in Name of speaker; students invited to come and role-play in dialogue.
writing dialogues and be Exactly what the person says the scenario. Class is invited to restate
able to apply them. Interventions/interludes verbatim what the role players said in the
dialogue.

f) Articles 3.5.11 mention the conventions Format Teacher to provide a topic for discussion. Students to write an article on
and stages involved in writing Heading Body of article to be broken into suitable a given topic.
articles and be able to apply Body paragraphs.
them. Conclusion
Name and address Each paragraph to focus on a particular
(mobile no) aspect of the topic.
Formal language Conclusion with reference to topic
Appropriate register sentence in first paragraph.
Use of polite language

35
 SENIOR HIGH SCHOOL – YEAR 3
SECTION 4:
GHANAIAN LANGUAGES AND CULTURE (ELECTIVE) SYLLABUS
LITERATURE/ CUSTOMS AND INSTITUTIONS

General Objective: The student will:

i) be introduced to more literary art forms and contemporary issues.

ii) develop in-depth understanding of set books.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES

UNIT 1: The student will be able to:

PROVERBS 4.1.1. state what a proverb is. A short expression that states a Teacher gives a simple proverb and Students to write two proverbs
general truth that has a moral assists students to analyse it. each and indicate the situations
lesson. in which they can be used.
Teacher can give proverbs and assist
students to say situations under which
these proverbs could be used.

4.1.2 state the nature and A proverb: Teacher, through discussions, assists Students to write two proverbs
characteristics of proverbs. a) is a short expression students to identify some of the features and state the moral lesson in
b) expresses a general truth of a proverb stated in the content. each.
c) has a moral lesson
d) has a hidden meaning, etc.

4.1.3 identify and discuss types Thematic classification of Teacher to invite students to give many Students write two proverbs on
of proverbs. proverbs. proverbs and assist students to classify each of the following themes;
them according to themes e.g. humility and greed.

i. humility
ii. greed
iii. patience
iv. arrogance, etc.

36
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

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

PROVERBS 4.1.4 state the importance of They help to: Teacher discusses the relevance of Students write five uses of
proverbs. - cut a long story short. proverbs with students. proverbs.
- spice the language in speech
- teach a lesson
- help to modify behaviour
- also earn respect for the users
- state general truths, etc.

UNIT 2

LIBATION 4.2.1 explain libation. A traditional prayer involving a Teacher to organise a practical Students to consult elders to
practical demonstration of faith demonstration of libation performance learn more about libation and
(Traditional Prayer) after which he assists class to discuss write a libation text.
the text in the performance.

4.2.2. identify occasions for libation Occasions for libation Teacher, through discussion, assists Students list ten occasions
performance. performance students to cite occasions that demand when libation is performed
- marriage ceremonies, libation performance.
child birth, death and burial
rites, periods of purification,
ill-health, festivals, etc

4.2.3 state the relevance of - A practical demonstration of Teacher assists students to discuss the Students discuss the
libation. faith relevance of libation and its performance. relevance of libation in the
- Gives spiritual conviction and context of modern day
communion to the people developments.
- An occasion for teaching and
learning, etc.

37
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 3 The student will be able to:

FUNERAL RITES 3.1.1 state three reasons why Belief in life after death. Students to brainstorm on the In groups, students are to
AND THEIR funeral rites are It is an honour. significance of funeral rites. identify any two reasons for
SIGNIFICANCE celebrated in their It is a rite of passage. celebrating funerals and write
community It is an obligation. for or against it.

3.1.2 compare the organistion Orgnisation of funeral celebration in Teacher leads students in a discussion Students to debate on present
of funerals of the past the past and the present. on the organisation and the celebration of day organisation and
and the present. funerals in the past and present and celebration of funerals and that
make comparism. of the past

3.1.3 explain the traditional Transition of the spirit/soul etc. In groups students discuss the concept of In groups, students find out
concept of death. death among the people. how our concept of death
influences our way of life.
Each group presents the report for
discussion.

3.1.4 explain different types Natural and Unnatural. Teacher leads students in the discussion Students to write two
of deaths. of types of deaths. (A resource person instances of natural deaths
may be invited) that are not celebrated.

Two instances of unnatural

deaths that may be celebrated.
UNIT 4
INHERITANCE 4.1.1 state and explain the A practice whereby the property and Teacher leads students to brainstorm on Students to group and discuss
two types of inheritance role of a deceased is passed on to a the concept of inheritance. the two systems of inheritance.
in Ghana and give successor.
examples. Patrilineal inheritance Teacher leads students to distinguish
Matrilineal inheritance. between patrilineal and matrilineal
inheritance.

4.1.2 explain the traditional Choice of successor. Teacher lead a discusses with students Students to go into groups to
inheritance. Advantages and disadvantages of on how to choose a successor. discuss the advantages and
traditional inheritance. disadvantages of traditional
Teacher discuss the advantages and inheritance and report their
disadvantages of traditional inheritance. findings for class discussion.

4.1.3 state how the property PNDC LAW 111 Teacher leads a discussion on the A debate on PNDC LAW 111
of someone who dies Advantages and disadvantages. advantages and disadvantages of the is better than the customary
intestate is shared intestate law. Refer to PNDC LAW 111. one. Discuss.
under the PNDC Law
111 and make some
comparism with the
traditional one.

38
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 5 The student will be able to:

CONTEMPORARY 5.1.1 identify some current Social, moral and economic Students to identify some of the causes Students in their groups
SOCIAL, MORAL social, moral and problems likely to be identified. of the problems mentioned. present their findings on the
AND ECONOMIC economic problems. causes of the problem.
ISSUES - armed robbery Students may break into groups to
- drug menace discuss the causes of the problems
- child prostitution identified.
- occultism
- child trafficking
- alcoholism,
- slander, etc.

5.1.2 identify some causes and Causes of some selected social Discuss some possible solutions to the Group work: students in their
effects of some selected problems e.g. most prevalent contemporary problems. groups select a problem,
social, moral and - poverty discuss its causes and effects
economic problems. - unemployment and suggest solutions.
- lack of parental care
- adventurism
- peer pressure etc

5.1.3 identify and discuss some Possible solutions Students to be encouraged to identify Students to be grouped to
possible solutions to the - parental control some problems in the community. discuss some of the problems
problems. - education identified.
- attachment to role models, etc

UNIT 6
6.1.1 explain the concept of Marriage: a union between a man Teacher to lead students to determine Students role-play a marriage
MARRIAGE AND
marriage and state its and a woman as husband and wife the kind of relationship that is considered ceremony.
DIVORCE
importance. with the consent of the families of as marriage in the locality.
the spouses, with the necessary
rites performed.

Importance
- for procreation
- exclusive sexual rights
- prestige
- mutual support/companionship,
etc

39
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

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

MARRIAGE AND 6.1.2 identify types of Customary marriage Teacher to lead students to identify the Students to write five
DIVORCE marriages. Legal/court marriage different types of marriages in their examples of customary
Christian/Moslem marriage locality. marriages in their locality.

6.1.3 list some appropriate Things to consider Teacher to lead a discussion on things to Students discuss in groups
ways of choosing a - age of partner consider in choosing a partner. any five things to consider
partner. - interest when choosing a partner.
- ethnic background
- religious background
- character, etc.

6.1.4 identify four causes of Some possible causes of divorce Teacher to assist students to discuss Students to list six ways of
divorce. - wrong choice of partner possible causes of divorce. sustaining a marriage.
- immaturity
- economic problems
- diverse religions
- stealing
- infertility
- sexual incompatibility
- arrogance
- expensive life – style, etc.

UNIT 7

WRITTEN 7.1.1 classify a text as a poem. Features of a poem Teacher to bring to the class books on Students to state four features
LITERATURE - Written in stanzas and lines drama, prose and poetry. of poetry.
(POETRY) - Economy of words
- Free verse Teacher to put students into groups and
- Full of literary and dramatic give them a copy each of prose, drama
devices, etc. and poetry to identify their difference in
- It occupies the centre page structure.
Teacher to lead students to discuss the
Each line normally begins with a features of poetry under content.
capital letter.

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SOME SUGGESTED TOPICS FOR ESSAY WRITING

REGENERATIVE HEALTH AND NUTRITION

TOPICS: 1. Source Of Water:

Rain
Rivers
Lakes
Borehole
Pipe-Borne
Running Water
2. Importance of water to the individual and the community.

3. Rest and health

RELIGIOUS, MORAL AND CRITICAL ISSUES OF OUR TIME (RMCI)

TOPICS: 1. Drug Abuse among teenagers: Causes

Effects
Interventions
2. Health and Sanitation

3. Teenage Pregnancy: Causes, effects and Solutions

4. Single Parenting

5. Pollution: Water, air, soil, environment etc.

6. Aforestation and Deforestation

7. Food Poison

8. Accident: Motor, road, boat, fire outbreak etc.

9. Conservation

10. Dress mode among the youth.

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