JHS 1 - Mintah Eric
JHS 1SECTION 1ORAL SKILLS - CUSTOMS AND INSTITUTIONSGeneral Objectives: The student will:1. identify the elements that constitute his/her culture2. appreciate the morals and values inherent in their customs and institutions3. appreciate modern and contemporary cultureUNITSPECIFIC OBJECTIVESCONTENTTEACHING AND LEARNINGACTIVITIESEVALUATIONUNIT 1The student will be able to:CULTURE1.1.1explain the meaning ofculture.Way of life of a people e.g., food,language, clothes, music, dance etcDiscuss the elements of culture of the localitye.g., language, religion, food etc.Students to explain themeaning of culture.1.1.2differentiate betweencustoms and institutions.Customs: include rites performed tomark some events e.g. puberty rites;rites performed to mark the beginningof a festival. Customs also includetraditional ways of worship; ways ofshowing respect; child namingceremony, food used for occasions,etc.Institutions: These are bodies that canbe identified and which have certainresponsibilities in the culture of thesociety. Examples: chieftaincy, thefamily, the church, the mosque, theshrine etc.Guide students to discuss customs such asLibation pouring, naming, drumming, singingetc.Students to discuss traditional institutions intheir community e.g. chieftaincy with subchiefs, linguist etc.; the family: father, motherand other relatives etc.Students to tell thestages of the libationprocess.Language, food, occupation, dresscode, religion, literature, implementsused for work etc.Compare some elements of their culture tothose of other neighbouring communitiese.g. staple food of the Ga vrs that of theAsante; dress codes of the Fante vrs theDagaaba, etc.Students to list someelements of theirculture.1.1.3name some elements ofculture.Food can be compared on the basis of thetype of crop used.Ghanaian Languages and Culture September, 20121Students to state therole of culturalinstitutions in theircommunity.Students to appear intheir traditionalcostumes and indicatethe ethnic group thatwears the costume.
UNITSPECIFICOBJECTIVESUNIT 1(CONT’D)The student will be able to:CULTURE1.1.4identify some culturalpractices of the locality.1.2.1TEACHING AND LEARNINGACTIVITIESEVALUATIONCultural practices: namingceremony, marriage, chieftaincy,puberty rites, etc.e.g. puberty rites:Ga:OtofoDangme :DipoAsante :BragorɔNzema :AzezielεDagbani :Paɣa pirigibuGuide students to identify some cultural practices inthe locality.Students in groupsmention some of theircultural practices.greet according to theseason and specificoccasions and giveappropriateresponses.Seasonal greetings e.g. atindigenous festivals, New Year, atwork, etc.Assist students to find the appropriate greetings forsome seasons and occasions e.g. X‟mas, New Year,birth, death, Homowo, Akwasidae, Kundum etc.Students to role-playgreetings on specialoccasions, e.g. at birth,death, marriageceremonies andfestivals.use appropriateexpressions to greetin specificcircumstances andsituations.Taboos against greetingUNIT 2GREETINGS ANDRESPONSES1.2.2CONTENTSpecific situations, e.g. at table, atwork, during funerals, etc.Demonstration: i.e. Teacher – students greet inspecific situations e.g. at table, work, socialgatherings and taboos associated with somegreetings.Greetings at table:(Stimulus – Response)e.g.StimulusResponseTwiKuta mu oo!Ma ɔnkɔ/yooEtire nka mm Y redi adeɔ.EWEVa mia kpoe da.Nye asi le me looMez af nyue.Me dunu.GAYoo,Ha nii aba.Onina mi/wDAGBANI: Ti dima! Naawuni ni chɛ kadi doni.A nuu na be Ŋmanene.Paheme a nuu.DAGAARE: Fo naŋdire.Wa soŋ ma.GONJA: Kɔnɔ maŋ chenaFANTE: Kita muoo!NZEMA: Mevɛlɛ wɔ o1.2.3 explain the importanceof greetings.Importance of greetingsi. Conversation starterii. Shows respectiii. Brings unity and friendshipGhanaian Languages and Culture September, 20122Identify situations andpair students up togreet using the newexpressions learnt.Students identify andmention taboos relatingto situations such asgreeting:- at table- at funeral- attending tonature‟s call (toilet)etc.Anye jiMedze mu.Me sa wɔ nuhuaAssist students to explain the importance ofgreetings.Kasem: - A jege zoŋa.Students explain theimportance ofgreetings.
UNITSPECIFICOBJECTIVESUNIT 3The student will be able to:GRATITUDE ANDAPPRECIATION1.3.1 use the right register toexpress gratitude andappreciation.CONTENTTEACHING AND LEARNINGACTIVITIESExpressing gratitude andappreciation.e.g. Thank you.May God bless you etc.Guide students to discuss ways of showing gratitudeand appreciation.Discuss the expressions for showing gratitude andappreciation on specific occasions.e.g. for a gift, food, advice, etc.Akan: Meda wo ase.Nyame nhyira woGonja: Asan kushuŋEbɔrɛe nafa fo.Dagbani: M paɣiyaEVALUATIONStudents mention fouroccasions during whichwe show appreciationand gratitude.Students to state theright expressions usedwhen:(1) advice is given.(2) work is done well.(3) gift is received.Dagaare:BarekaŊmene na soŋ fo.1.3.2 use of right gestures toshow appreciation.Gestures:a bow, a nod, a smile.Send a small gift or card as token ofappreciation.Assist students to discuss ways for showingappreciation through body language and othergestures.Students role-play rightgestures to showappreciation.1.3.3 give reasons why weshould showappreciation andgratitude for what isdone for us.Appreciation and gratitude give thefollowing: Encouragement to thereceiver to do more;Acknowledgement to the receiverthat their contribution has beennoticed.Shows politeness and goodmanners on the part of the one forwhom the services or contributionwere rendered.Students to brainstorm on how one feels when theircontribution or services rendered are acknowledgedor not acknowledged.Students role-playsituations when:1. „A‟ does somethingand he/she isappreciated2. „B‟ does it andhe/she is notappreciated1.4.1 identify the variouskinship relationships inthe family.Kinship relationships in the family:e.g. father, mother, sister, brother,uncle, etc.Assist students to discuss the kinship terms ofmembers of the nuclear family and members of theextended family.Name the immediate relations of mother and father.Students to draw thefamily tree.1.4.2 explain termsassociated with variouskin.Father line kinMother line kinMarriage relation kin etc.Assist students to discuss and compare kinship termsof maternal and paternal relations.Students to explainkinship terms in groups.UNIT 4KINSHIP TERMSStudents give reasons why we must showappreciation for services rendered to us.NOTE: Discussion should focus on differencesbetween traditional terms and the English culturalterms.Ghanaian Languages and Culture September, 20123
UNITSPECIFICOBJECTIVESUNIT 5The student will be able to:THE CLANSYSTEM1.5.1 explain what the clan isand mention the names ofsome clans in the locality.CONTENTTEACHING AND LEARNINGACTIVITIESA group of families who are thought tohave originated from the same familyand have the same naming system andthe same totemGuide students to discuss what a clan is andmention the names of some clans they know.EVALUATIONStudents to write thenames of clans in thelocality.Pupils to identify some clans in the locality.Clans in the locality:Akan: Asona, Oyoko, Biretuo, etc.Ewe: Adz via, Lik , Blu, etc.Ga: As r , Gbese, Sempe, etc.Dangme: Bunase, Ny w , Nam, etc.Dagaare: Mal r , Kow r , Dakpaal ,etc.Nzema: Ezohile, Ndwefoɔ, etc.Kasem: Navɛ bia, Tala Bia, Bawea Bia1. 5.2 mention some basicfeatures that identify aclan.Features of a clan:Totems, taboos, oaths, clan names,origin and ancestry, etc.Discuss the basic features of a clan: oaths,taboos, etc.Students to mention the clan they belong to andthe features of their clan.Students to identify threeclans and state theirtotems.Let students identify other clans and theirtotems, taboos, clan names, etc.1.5.3 state the importance ofthe clan system.Importance of the clan system:- helps clan members to knowone another as belonging to oneancestry.- forges unity among members.- source of pride.- mutual support in times of sicknessor death, etc.Guide students to discuss the importance of theclan system.Students to list someadvantages of the clansystem.1.5.4 state factors that havereduced the importance ofthe clan system.Education, religion, politics, technology,urbanisation etc. These factors havetended to disintegrate the clan system.Guide students to discuss factors that havereduced the importance of the clan system.Students in groups toidentify some of theproblems that haveaffected the clan system.NOTE: Discussion should show how formaleducation has negatively affected the clansystem; how politics, technology andurbanization have negatively affected the clansystem and reduced its importance(See the content of 1.5.3 for more information).Ghanaian Languages and Culture September, 20124
UNITSPECIFICOBJECTIVESUNIT 6The student will be able to:ANNUALFESTIVALS1.6.1identify names andtypes of festivals ofhis/her locality.CONTENTTEACHING AND LEARNINGACTIVITIESNames and types of festivalsReligious aEVALUATIONStudents to identify festivals of their locality andthe times of celebration.Students to write about someof the scenes of a localfestival.Guides students to discuss the types of festivalsand their origins.Students to state at leastthree values of festivals.Invite students to discuss periods of localfestivals.Guide students to discuss the importance offestivals.Students write some reasonswhy festivals are celebrated.Assist students to discuss the problemsassociated with the celebration of festivals.Students to write shortessays on problemsassociated with festivals andsuggest some solutions.Dagbani: Buɣum chuɣuFestivals of other ethnic groupsAgricultural festivalsH m wGaTeduduPekiK aDambaDagbaniHistorical festivalsHogbetsotso - AnloSasadu - Sovie, Alavanyo, etc.Bugum - DagbaniAsafotu - AdaDamba - GonjaDamba - DagbaniBagr benɛ -DagaabaOrigin and time of celebration.1.6.2explain theimportance offestivals.1.6.3identify problemsassociated withfestivals.Revenue from tourism; Renewal ofallegiance to paramount chiefs, Nationalintegration, Raising of funds fordevelopment; periods when men andwomen form relationships that could leadto marriage, etc.Finance, Chieftaincy disputes, Education,Religion, etc.Ghanaian Languages and Culture September, 20125
UNITSPECIFIC OBJECTIVESCONTENTTEACHING AND LEARNINGACTIVITIESEVALUATIONUNIT 7The student will be able to:NON-VERBALCOMMUNICATION (BODYLANGUAGE)1.7.1 identify some non-verbalforms of communication.Identification of non-verbal formsof communicatione.g. nodding- maintaining eye-contact- winking- frowning- waving- using other gestures etc.Students identify and demonstrate some nonverbal forms of communication as listed incontent.Students role-play variousforms of non-verbalcommunication.1.7.2 explain the value andimportance of nonverbal communicationas a form of socialization.Importance of non-verbal formsof communication- shortens long verbalcommunication,- it accords privacy.- it saves time.- eases communication withpeople with hearing problems- sometimes more importantand more appreciated thanverbal communicationAssist students to discuss the importance ofnon-verbal forms of communication.Students to compare theimportance of verbal andnon-verbal communication.1.7.3 identify some disadvantagesof non-verbal communication.Its major disadvantage is that itmay not be seen or it may bemisinterpreted.Students to discuss some majordisadvantages of non-verbal communication.List some disadvantages ofnon-verbal forms ofcommunication.Ghanaian Languages and Culture September, 20126
UNITSPECIFIC OBJECTIVESCONTENTTEACHING AND LEARNINGACTIVITIESEVALUATIONUNIT 8The student will be able to:TELLING THETIME ANDMONTHS1.8.1 tell the time of day accurately.Day, hour, minutes, seconds,after, before.Discuss the various ways of telling time onanalogue and digital clocks/watchese.g. 12.35 p.m., 12.35 am; twenty to three etc.Students to tell somegiven dates in theirlanguage.1.8.2 mention days of the week in SaturdaySundayStudents mention the names of the days of theweek in their language and answer questions onthem.e.g. Which day comes after Thursday?Which day is the market day in your locality?Students write the daysof the week in asequential order.1.8.3 state the months of the year intheir various stSeptemberOctoberNovemberDecemberGuide students to arrange and say the months ofthe year in their respective languages and discussthe number of days in each month.Students write themonths of the year andstate the number ofdays for each month.Students write their date of birth in their languageand also write their date of birth using thefollowing format: 14/2/1995.Students sing a songusing the names of themonths.Refer to Appendix 84Ghanaian Languages and Culture September, 20127
JHS 1SECTION 2GRAMMARGeneral Objectives: The student will:1.2.UNITacquire the knowledge of the functions of grammatical forms.understand and use grammatical forms correctly in speech and in writing.SPECIFIC OBJECTIVESUNIT 1The student will be able to:SPEECHSOUNDS2.1.1 identify vowels in the variouslanguages.VowelsCONTENTThe speech sounds of theGhanaian languages arerepresented by letters which areused in writing e.g., a b d e εFghiklmno prstuvwyzjetc.TEACHING AND LEARNINGACTIVITIESEVALUATIONGuide students to mention the sounds that theletters represent in the Ghanaian language.Students to list thevowel sounds of theletters of the alphabetAssist students to group the sounds into vowels andconsonants.These speech sounds aregrouped into two:Vowels: /a/e/ε/ i/o/ u/ /2.1.2 identify vowels with more thanone sound.Some vowels have more than onesound which cannot be seen inwriting but rather heard in speech.Examples:a: a – abaa, asεmae –ani, daabi0: o – onipa, osuani- koto, foroe: e – efie, etirei - sere, sekanu - buɣumi - buɣumGhanaian Languages and Culture September, 20128In groups, students listen and repeat the sounds ofvowels one after the other.Students to identifyvowel sounds in givenwords
UNITSPECIFICOBJECTIVESUNIT 1(CONT’D)The student will be able to:SPEECHSOUNDS2.1.3 identify consonant soundsand pronounce themcorrectly.ConsonantsCONTENTTEACHING AND LEARNINGACTIVITIESConsonants can be found inspeech, writing and in reading. Wehave one letter consonants whichgive one sound e.g.,Introduce the sounds through discussion.Assist students to identify consonant sounds insentences.EVALUATIONStudents to useconsonants to fill blankspaces in given words./b/d/f/g/h/k/etc.Vowel sounds and consonantsounds are combined to formwords e.g.,k a kab a ba2.1.4 write words which aremade up of diagraphs.Diagraphs are two or more letterconsonants which make onesound.Assist students to differentiate between words whichhave diagraphs and those which do not havediagraphs.Students to usediagraphs in formingwords.Discuss with students the basic definition of abstractnouns.Students to identifyabstract nouns insentences.e.g. tz, ngm, kp, dw, ky, gb, dz,ts, dj etc.ngm - ngma:- ŋm -ŋmagb - gbigy - gyɛkp - kpoaNote: Use where applicableUNIT 2WORDCLASSES:2.2.1 identify abstract nouns inthe language.Abstract nounsAbstract NounsNouns that we cannot taste, see,feel, touch, smell.e.g. air, happiness, sorrow, loveetc.Guide students to identify abstract nouns insentences.Lead students to use the abstract nouns they haveidentified in forming sentences.e.g. I have love for Ama(Twi) Mewɔ ɔdɔ ma AmaN kɔ kasha n sa jimche (Gonja)Lɔlɔ le asinye na Adzo (Ewe)Ayi yurihin be n suhuri (Dagbani)N taa la nɔmmo ko Ayuo. (Dagaare)M mali Amina yurilim. (Kasem)Ghanaian Languages and Culture September, 20129Use abstract nouns toform sentences.
UNITUNIT 2 (CONT’D)WORDCLASSES:SPECIFIC OBJECTIVESTEACHING AND LEARNINGACTIVITIESEVALUATIONThe student will be able to:2.2.2 use concrete nouns insentences.Concrete nounsCollective nounsCONTENTConcrete nouns.Nouns that we can feel, taste,see, touch, smell.e.g. table, dog, pen, water, etc.cowTwi- NantwiFante - NantwiGonja - KenaluuDangme - NaDagbani - NahuGa- TsinaKasem - NɔɔnoDagaare – GaŋaNzema - Ɛlankε2.2.3 identify and use collectivenouns in sentences.Students to give examples of concrete nouns anduse them in simple sentences.e.g. The table is brokenPon no ebu. (Fante)Tebul na by (Gonja)Kplɔ la ŋe/Kplɔa ŋe - EveOkplɔɔɔ kuStudents use someconcrete nouns to formsentences.Students identifyconcrete nouns insentences andpassages.(DangmeA tabol kɔɔ ɛ la (Dagaare)Ekponle ne εbu – NzemaTeibuli konto bwori (Kasem)Let students identify concrete nouns in sentencesand passages.Collective nouns:Nouns used to define groups ofitems.e.g. A herd of cattleNantwikuw(Fante)A group of people:TwiNipakuoFanteNyimpakuwGonjaKemɔlDangme Nimli kpekpemDagbani - LaɤiŋguDagaare - GyamaaGa- AsafoKasem- NajereNzema- menli ekpunliGhanaian Languages and Culture September, 201210Guide students to identify collective nounsassociated with different items e.g.,A herd of cattleA pride of lionsA shoal of fishA bervy of girlsA flotilla of shipsStudents write somecollective nouns anduse them in simplesentences.Guide students to form sentences using collectivenouns.e.g. We saw a herd of cattle grasing on aplain.Students identifycollective nouns inpassages or in theirbooks.
UNITUNIT 2 (CONT’D)WORDCLASSES:SPECIFIC OBJECTIVESCONTENTTEACHING AND LEARNINGACTIVITIESEVALUATIONThe student will be able to:2.2.4 identify and use proper nounsin speech and in writing.Proper nounsProper nouns are special wordsfor people, countries, months,days of the week etc.Assist students to identify the different nouns insentences.Students to formsentences with someproper nouns.Guide students to form sentences with some propernouns.Proper nounsCommon NounsGender Nouns2.2.5 use common nouns in speechand in writing.2.2.6 identify gender of nouns.Through discussions let students mention thenames they know, names of countries, towns,months and days.Identify proper nouns insentences andpassages.Common nounsA common noun is a name of anobject e.g. tree, book, pen,window, curtain, school or aplace etc.Students to mention names of objects around them.Students use selectedcommon nouns insentences.Gender nounsMasculine, feminine, neuter.Students to identify some masculine nouns insentences.MasculineIt is a noun which relates tomale e.g. man, cock, boy.Students to identify some feminine nouns insentences.FeminineIt is a noun which relates tofemale e.g. woman, hen, girl etc.NeuterIt is a noun which stands foreither masculine or feminine.e.g. child, teacher, doctor, etc.Ghanaian Languages and Culture September, 201211Students underline nouns in passages and insentences.Students identify properand common nouns inpassages.Students to identify some neuter nouns insentences.Students to identifymasculine nouns insentences andpassages.Students to identifyfeminine nouns inpassages and usethem in forming theirown sentences.Students to groupsome nouns under thefollowing:- masculine- feminine- neuter
UNITUNIT 2 (CONT’D)WORDCLASSES:NOUNSCountable andUncountablenounsSPECIFIC OBJECTIVESCONTENTTEACHING AND LEARNINGACTIVITIESEVALUATIONThe student will be able to:2.2.7 identify countable anduncountable nouns and usethem in speech and in writingappropriately.Countable nounsThey are nouns that could beseen and counted. E.g. tree,chair, cup, dog, human beings.Revise types of nouns with students.Uncountable nounsThese are nouns which cannotbe counted e.g. sand, water, saltash, hair, air.Students to give examples of countable anduncountable nouns and use them in sentences.Students identifycountable anduncountable nouns inpassages.Personal PronounsWords used in place of nouns.e.g. I, we, me, you,Guide students to replace some nouns in sentenceswith pronouns.e.g. English: The boys killed the snakeThey killed itStudents replace nounswith correct pronouns.Introduce countable and uncountable nouns throughdiscussions.Students use givenuncountable nou
UNIT 2 GREETINGS AND RESPONSES Seasonal greetings e.g Kuta mu oo! GONJA student will be able to: 1.1.4 identify some cultural practices of the locality. cultural practice 1.2.1 greet according to the season and specific occasions and give appropriate responses. 1.2.2 use appropriate expre
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Categories of Computers (by size) 1. Main Frame which is very big in size (to fill a room) and can store large information with multiple users 2. Super computer which is very powerful for calculations 3. Mini Computer (mid-range server) which is like a refrigerator and can support fewer users at a time Evaluation 1. Explain the meaning of ICT
computers with internet access 2. Pupils Text book 3. A Smart Cell Phone Etc. Composing and Sending of Emails - Steps 1. Log into your email account 2. Click on the mail box option of your account window 3. Click on the inbox option to access all mails 4. select the mail you wish to reply 5. click on the reply tab/button 6.
Daniel Asare Mintah Member Daniel Asare-Mintah Worked for 26 years in the Bank of Ghana and rose to become an Assistant Director in the Banking Supervision Department of the Central Bank. He trained primarily as an Economist and obtained a BA (Honors) Degree in Economics awarded by the University of Cape Coast, Ghana in 1981.
ERIC A. GREENLEAF ERIC J. JOHNSON VICKI G. MORWITZ EDITH SHALEV* * Order of authorship is alphabetical. Eric A. Greenleaf is Professor of Marketing, Leonard N. Stern School of Business, New York University, 40 West 4th Street, Suite 813, New York, NY 10012-1126 (egreenle@stern.nyu.edu). Eric J.
A Bell for Ursli Carigiet, Alois "Slowly, Slowly, Slowly", Said the Sloth Carle, Eric Do you want to be my friend? Carle, Eric Does a kangaroo have a mother, too? Carle, Eric From head to toe Carle, Eric Mister Seahorse Carle, Eric Pancakes, Pancakes! Carle, Eric Ten little rubbe
Principles of Animal Nutrition Applied Animal Science Research Techniques for Bioscientists Principles of Animal Health and Disease 1 Optional Physiology of Electrically Excitable Tissues Animal Behaviour Applied Agricultural and Food Marketing Economic Analysis for Agricultural and Environmental Sciences Physiology and Biotechnology option Core Endocrine Control Systems Reproductive .
