English Language For BS3 by Janix K Asare

ENGLISH
LANGUAGE
JUST
COMMIT
ENGLISH
SERIES LANGUAGE FOR
(EASY
ENGLISH BASIC SCHOOL 3
AND
GLOBAL
(BASED ON NEW GES
AWARD- AND NACCA
WINNING
CONTENTS) CURRICULUM)
ENGLISH FOR B. S. 3, TERM 1-3 | Janix K. Asare
ENGLISH LANGUAGE FOR BASIC SCHOOL 3 (BASED ON NEW GES AND NACCA CURRICULUM)
Contents
COPYRIGHT ............................................................................................................................................. 4
TERM 1 .................................................................................................................................................... 5
STRAND 1-ORAL LANGUAGE ........................................................................................................ 5
WEEK 1: SUB-STRAND 1- BENEFITS OF SONGS ................................................................................... 5
WEEK 2: SUB-STRAND 1- THINK ABOUT SONGS ................................................................................. 5
WEEK 3: SUB-STRAND 2: LEARN RHYMES ........................................................................................... 6
WEEK 4: SUB-STRAND 2: COMPOSE RHYMES ..................................................................................... 7
WEEK 5: SUB-STRAND 4-STORY TELLING ............................................................................. 8
WEEK 6: SUB-STRAND 4: STORY TELLING ............................................................................ 9
WEEK 7: SUB-STRAND 4: LEARN PARALLEL STORIES..................................................... 10
WEEK 8: SUB-STRAND 4- CREATE PARALLEL STORIES ................................................. 11
WEEK 9: SUB-STRAND 4-EXTEND STORIES HEARD ......................................................... 12
WEEK 10: SUB-STRAND 4: EXTEND STORIES HEARD ...................................................... 13
WEEK 11: SUB-STRAND 5-DRAMATISATION AND ROLE PLAY ....................................... 14
WEEK 12: SUB-STRAND 5-DRAMATISATION AND ROLE PLAY ....................................... 15
TERM 2 .................................................................................................................................................. 16
STRAND 1-ORAL LANGUAGE ...................................................................................................... 16
WEEK 1: SUB-STRAND 6- CONVERSATION (GREETINGS AND RESPONDS)........................................ 16
WEEK 2: SUB-STRAND 6- CONVERSATION (EVENTS IN THE COMMUNITY) ...................................... 17
WEEK 3: SUB-STRAND 6- CONVERSATION (IMPORTANT PLACES) .................................................... 19
WEEK 4: SUB-STRAND 6- CONVERSATION (CUSTOMS AND
CULTURAL VALUES) ........................................................................................................................... 20
WEEK 5: SUB-STRAND 6- CONVERSATION (TURN-TAKING IN
CONVERSATION) ............................................................................................................................... 21
WEEK 6: SUB-STRAND 6- CONVERSATION (ASK AND
ANSWER QUESTIONS FOR CLARIFICATION) ...................................................................................... 22
WEEK 7: SUB-STRAND 6- CONVERSATION (GREATER VARIETY OF
COMMUNICATIVE MEANING) ........................................................................................................... 23
WEEK 8: SUB-STRAND 7- LISTENING COMPREHENSION................................................................... 24
WEEK 9: SUB-STRAND 8- ASKING AND ANSWERING QUESTIONS .................................................... 25
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WEEK 10: SUB-STRAND 9- GIVING AND RESPONDING TO COMMANDS/INSTRUCTIONS/DIRECTIONS

AND MAKING REQUESTS................................................................................................................... 26
WEEK 11: SUB-STRAND 10- PRESENTATION ..................................................................................... 27
STRAND 2: READING ...................................................................................................................... 28
WEEK 12: SUB-STRAND 2-PHONICS .................................................................................................. 28
LESSON 1: PURE VOWEL SOUNDS .................................................................................... 28
LESSON 2: CONSONANTS..................................................................................................... 29
TERM 3 .................................................................................................................................................. 30
STRAND 2: READING ...................................................................................................................... 30
WEEK 1: STRAND 2: READING .................................................................................................... 30
LESSON 1: Sub-Strand 3-Word Families-Rhyming Endings and Common Digraphs .... 30
LESSON 2: SUB-STRAND 6-VOCABULARY ....................................................................... 31
WEEK 2: SUB-STRAND 7-COMPREHENSION ..................................................................................... 32
LESSON 1: UNDERSTAND AND ANALYSE TEXTS READ .............................................. 32
LESSON 2: UNDERSTAND AND ANALYSE TEXTS READ .............................................. 32
LESSON 1: PRE-READING BEFORE RETELLING A TEXT/STORY .............................. 33
LESSON 2: RETELLING A TEXT/STORY ............................................................................. 34
LESSON 1: LITERARY TEXTS-PURPOSE AND FEATURES OF POEMS/RHYMES .. 35
LESSON 2: LITERARY TEXTS- UNDERSTAND, INTERPRET AND APPRECIATE
STORIES ..................................................................................................................................... 36
WEEK 5: SUB-STRAND 9-FLUENCY .................................................................................................... 37
LESSON 1: PRE-READING AND SIGHT WORDS .............................................................................. 37
LESSON 2: READING............................................................................................................... 38
WEEK 6: STRAND 4: WRITING ........................................................................................................... 39
LESSON 1: SUB-STRAND 2-PENMANSHIP/HANDWRITING AND SUB-STRAND 3-WRITING
/COPYING LETTERS – SMALL AND CAPITAL................................................................................... 39
LESSON 2: SUB-STRAND 4- LABELLING ITEMS .............................................................. 40
LESSON 1: SUB-STRAND 5-READ SIMPLE WORDS AND SENTENCES ............................................. 41
LESSON 2: SUB-STRAND 5-WRITING SIMPLE WORDS AND SENTENCES ....................................... 42
LESSON 1: SUB-STRAND 8-GUIDED COMPOSITION ABOUT MY HOME ........................................ 43
LESSON 2: SUB-STRAND 9-WRITING AS A PROCESS ..................................................................... 44
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WEEK 9: SUB-STRAND 10-NARRATIVE WRITING............................................................................... 45

LESSON 1: NARRATIVE READING................................................................................................... 45
LESSON 2: NARRATIVE WRITING........................................................................................ 45
WEEK 10: STRAND 4-WRITING .......................................................................................................... 46
LESSON 1: SUB-STRAND 12-DESCRIPTIVE WRITING ..................................................................... 46
LESSON 2: SUB-STRAND 13- PERSUASIVE/ARGUMENTATIVE WRITING ....................................... 47
WEEK 11: STRAND 4-WRITING .......................................................................................................... 48
LESSON 1: SUB-STRAND 14-INFORMATIVE/ ACADEMIC WRITING ............................................... 48
LESSON 2: SUB-STRAND 14-INFORMATIVE/ ACADEMIC WRITING ............................................... 49
WEEK 12: STRAND 5- USING WRITING CONVENTIONS/GRAMMAR USAGE ..................................... 50
LESSON 1: USING CAPITALISATION AND PUNCTUATIONS ............................................................ 50
LESSON 2: Sub-Strand 5: Using Qualifying Words –Adjectives ........................................ 51
LESSON 1: SUB-STRAND 4- USING ACTION VERBS ...................................................... 52
LESSON 2: SUB-STRAND 6- USING ADVERBS ................................................................ 53
LESSON 1: SUB-STRAND 7-USING SIMPLE PREPOSITIONS ....................................... 54
LESSON 2: SUB-STRAND 9-USING SIMPLE AND COMPOUND SENTENCES .......... 55
LESSON 1: SUB-STRAND 10: SPELLING............................................................................ 56
LESSON 2: STRAND 6-EXTENSIVE READING .................................................................. 57
REFERENCES ................................................................................................................................... 60
3
COPYRIGHT
All rights reserved. No part of this publication may be reproduced,
stored on, or introduced into a retrieval system, or transmitted, in
any form, or by any means (electronic, mechanical, photocopying,
recording or otherwise) without prior permission, of the publisher.
Any person who does any unauthorized act in relation to this
publication may be liable to criminal prosecution and civil claims
for damages.
First published on Amazon
ISBN: 9798391147534
April: 2023
Website: justcommit.org Email:justcommitfoundation@gmail.com
© Janix K. Asare, 2023. Just Commit Foundation
Obuasi
Ashanti, Ghana
Contact: 0246 573 743 or 0209 54 17 16
DEDICATION:
This book is dedicated to the Almighty God, to our families and to you.
4
TERM 1
STRAND 1-ORAL LANGUAGE
WEEK 1: SUB-STRAND 1- BENEFITS OF SONGS

Objective: You will be able to talk about the benefits of songs.
Song: A song is a short arrangement of music or sound with words called lyrics.
ACTIVITY: Let us Sing and Listen attentively to the song below and sing with
appropriate stress and rhythm to the underlined words.
TITLE: „THE NATIONAL ANTHEM OF GHANA‟
1. God bless our homeland Ghana,

2. And make our nation great and strong,
3. Bold to defend for ever,
4. The cause of Freedom and of Right.
5. Fill our hearts with true humility
6. Make us cherish fearless honesty,
7. And help us to resist oppressor‘s rule
8. With all our will and might for evermore.
WEEK 2: SUB-STRAND 1- THINK ABOUT SONGS

ACTIVITIES:
A. Let us, in convenient groups, identify and talk about the moral lessons in the songs.
B. Let us think-pair-share the benefits of songs.
C. Let us in pairs share our views with the whole class.
1. The writer of the song above is.. A. Philip Gbeho B. Theodosia Okoh C. Arko Adjei
2. Moral Lessons are good ideas people believe in and practice.

Examples of moral lessons that we cannot learn from the National Anthem above
are:...........
A. Boldness meaning to be confident and do not fear.
B. Humility meaning do not be arrogant but respect others.
C. Honesty meaning to tell the truth.
D. Lies meaning cheat others and do no tell the truth.
3. Find the meaning of the values Greatness (Great) and Strength (Strong) in the
National Anthem song.
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4. The benefits of songs are all the following except....................................................
A. Good moral lessons B. Getting joy C. Listening skills D. Bad behaviour

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WEEK 3: SUB-STRAND 2: LEARN RHYMES

Objective: You will be able to learn short rhymes and tongue-twisters and recite
them.
LESSON 1:
Rhymes: Rhymes are words with the sounds at the end of two or more lines.
Let us revise some previously taught rhymes.
Example: 1. Mr. Nobody 2. Black ... Black .... Sheep 3. Hey... Diddle ... Diddle
4. Hickory, Dickory, Dock 5. Itsy Bitsy Spider
ITSY BITSY SPIDER
The Itsy Bitsy Spider went up the waterspout
Down came the rain and washed the spider out
Out came the sun and dried up all the rain
And Itsy Bitsy Spider went up the spout again.
LESSON 2: NEW RHYMES

A. Let us learn the new rhymes and perform them as we listen and observe.
B. Let us read through the lines meaningfully.
C. Let us read through the lines in groups and individually on our own.
D. Let us focus on rhyming words by helping learners to identify them.
Ways to Care for the Environment

We must take good care,
Of the water, land and air,
Since God has given us many good things.
Otherwise we will destroy all things,
In our environment,
And we cannot use the good things
in our environment .
These are ways to care
For our water, land and air.
Let‘s all send waste to the refuse yard,
And plant many trees in every yard.
Let‘s all pour waste water into the gutters,
And mine away from waters.
Let‘s do clean-up exercises always.
So that we can use a good environment always.
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WEEK 4: SUB-STRAND 2: COMPOSE RHYMES

Objective: You will be able to compose short rhymes and tongue-twisters and recite
them.
LESSON 1: Revise Rhymes

A. Let us learn the new rhymes and perform them as we listen and observe.
B. Let us read through the lines meaningfully.
C. Let us read through the lines in groups and individually on our own.
D. Let us focus on rhyming words by helping learners to identify them.
Ways to Care for the Environment

We must take good care,
Of the water, land and air,
Since God has given us many good things.
Otherwise we will destroy all things,
In our environment,
And we cannot use the good things
in our environment .
These are ways to care
For our water, land and air.
Let‘s all send waste to the refuse yard,
And plant many trees in every yard.
Let‘s all pour waste water into the gutters,
And mine away from waters.
Let‘s do clean-up exercises always.
So that we can use a good environment always.
LESSON 2: Revise Rhymes

A. Let us form convenient groups.
B. Let us use assigned rhyme and task them to compose a parallel one rhyme in a song.
C. Let us in groups recite our rhymes with the class.
Assigned Rhyme On The Topic ‘Nature’: Future, Brother, Water, etc. ................
Example: I love nature
Because the of the land, air and water
Which are all part of nature
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WEEK 5: SUB-STRAND 4-STORY TELLING

Objective: You will be able to read a suitable story.
ACTIVITY: Let us read a suitable story
WHY ANANSE HAS THIN LEGS

Once upon a time, there lived a spider called Ananse. He lived in a
village called Anansekrom. Ananse‘s wife, Asor was a good cook. However,
Ananse was greedy so he loved tasting the food other families cooked.
One day, Ananse visited his friend, Adowa, the Antelope. Adowa was
cooking a nutritious green food in a pot. Ananse did not want to help Adowa in
his house. Ananse lied to leave and come back when the food is ready. So he
said, ―I beg you, please take my web, I have attached it to my leg. Please pull
it when the food is ready and I will come‖.
Ananse met other friends such as the Crab, the Cock, the Dog, the
Buffalo, the Lizard, the Parrot and the Elephant. They were all cooking.
Ananse did not want to help them. So Ananse lied to leave and come back
when the food is ready. So he said to all of them, ―I beg you, please take my
web, I have attached it to my leg. Please pull it when the food is ready and I
will come‖.
Later, when Ananse was in the house, the Antelope pulled the web that
was attached to one of Ananse‘s eight legs. Anase happily got up to go to the
Antelope‘s house. Then, the Crab also pulled the web that was attached to
one of Ananse‘s eight legs. Then the Cock, the Dog, the Buffalo, the Lizard,
the Parrot and the Elephant also pulled their webs attached to Ananse‘s legs.
So Ananse could not move. Therefore, Ananse‘s legs became thin.
Ananse then said, ―My wife is a good cook but I asked for more so I am
greedy. I have learnt that it is not good to be greedy. I have also learnt that I
must do one thing at a time‖.
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WEEK 6: SUB-STRAND 4: STORY TELLING

Objective: You will be able to respond to and ask questions based on stories heard.
ACTIVITIES:
A. Let us revise the story ‗Why Ananse Has Thin Legs‘
B. Let us tell our favourite parts of the story.
C. Let us respond to the story by asking and answering relevant questions to
enhance comprehension.
ANSWER THE FOLLOWING QUESTIONS

1. Ananse was ................. so he loved tasting the food other families
cooked.
A. greedy B. hungry C. liar
2. Adowa was cooking a .........................................food in a pot.

A. nutritious B. green C. nutritious green
3. Ananse‘s legs become thin because his friends ............................

A. did not give him food B. pulled his legs C. gave him food
4. The moral lesson from the story is that ............................................

A. I must help others B. I must be greedy
C. I must do many things at a time.
5. I like the story because of ...................................................................

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9
WEEK 7: SUB-STRAND 4: LEARN PARALLEL STORIES

Objective: You will be able to identify parallel stories.
Parallel Stories: Two stories are parallel when the two stories are told at the
same time in a story book, movie, or drama. The two stories may have the
same moral lesson, the same characters or the same idea.
ACTIVITY:
Let us read two parallel stories.
The two stories have two characters that did the same thing by leading people.
The two characters are Ndewura Jakpa and Osei Tutu I
STORY 1: NDEWURA JAKPA STORY 2: OSEI TUTU I
Ndewura Jakpa was the Osei Tutu was the leader
leader of the Gonja people.He of the Asante people. He
fought many tribes and won. fought many tribes and won.
These tribes came under him. These tribes came under him.
He united all the tribes He united all the tribes
he won. He then made all he won. He then made all
these tribes part of the Gonja these tribes part of the Asante
and Guan Ethnic group in Kingdom in Ghana. He was
Ghana. He was helped by his helped by Okomfo Anokye
sister. who was a priest.
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WEEK 8: SUB-STRAND 4- CREATE PARALLEL STORIES

Objective: You will be able to create parallel stories.
Parallel Stories: Two stories are parallel when the two stories are told at the
same time in a story book, movie, or drama. The two stories may have the
same moral lesson, the same characters or the same idea.
ACTIVITIES:
1. Let us in groups create two parallel stories using any of the following character
pair.
A. Jesus Christ and Prophet Mohammed B. Yaa Asantewaa and Dode Akaabi
2. Let us present the stories to the class for feedback.
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WEEK 9: SUB-STRAND 4-EXTEND STORIES HEARD

Objective: You will be able to create own events to extend stories heard.
ACTIVITY: Let us read a story.
Ananse And The Wisdom Pot

Today, we know that Agriculture is the rearing of animals and the growing of
crops. However, very long ago, people did not know many things. They got food by
hunting and fishing for animals. They also gathered fruits and vegetables. This was
because they did not know much about planting or sowing seeds to grow. They did
not also know about rearing animals. They did not know much about making
clothes, farming tools and machines.
Nyankopon, the God of the sky kept all the wisdom. Nyankopon kept all the
wisdom in a pot made of clay. One day, Nyankopon gave the Spider, Ananse the
special gift; the pot that had all the wisdom in it. Ananse became very happy. Any
time he looked into the pot of clay, he learned something new.
Ananse was selfish so he wanted to keep the pot away on a tall tree. He did
not want to share the wisdom with anyone. So he knotted a rope around his waist so
he would be able to climb a tree. Again, he knotted the rope around the pot of
wisdom and it hung down in front of him. He started climbing the tree. Then his
eldest son, Ntekuma laughed at Ananse. He then told Ananse to tie the clay pot full
of wisdom to his back so that he can climb the tree with ease.
When he reached the top of tree, he said to himself, ―I have the pot of wisdom
so I am wiser that anyone so why should my little child tell me what to do?‖ Ntekuma
continued laughing at him. So
Ananse became angry. He then
decided to come down fast to
punish his son. While he rushed
down, the pot of wisdom fell on
the ground and burst into pieces.
Then the wisdom spread all over
the world. That is why people
now know many things such as
farming, technology and more.
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WEEK 10: SUB-STRAND 4: EXTEND STORIES HEARD

Objective: You will be able to retell some stories they have read or heard.
ACTIVITIES:
A. Let us in pairs create our own events to extend a story of our choice.
Example, write another story about Ananse like Ananse and Sticky Statue.
B. Let us invite representatives of our group to share the part of the story we have
created with the class.
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WEEK 11: SUB-STRAND 5-DRAMATISATION AND ROLE PLAY

Objective: You will be able to dramatize and role-play stories heard and read.
LESSONS:
1. Let us mention the titles of stories they have heard or read, e.g. ‗Ananse and The
Wisdom Pot‘; ‗Why Ananse Has Thin Legs‘
2. Let us mention the ten characters example people or animals in ‗Why Ananse Has
Thin Legs‘
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village called Anansekrom. Ananse‘s wife, Asor was a good cook. However,
Ananse was greedy so he loved tasting the food other families cooked.
One day, Ananse visited his friend, Adowa, the Antelope. Adowa was
cooking a nutritious green food in a pot. Ananse did not want to help Adowa in
his house. Ananse lied to leave and come back when the food is ready. So he
said, ―I beg you, please take my web, I have attached it to my leg. Please pull
it when the food is ready and I will come‖.
Ananse met other friends such as the Crab, the Cock, the Dog, the
Buffalo, the Lizard, the Parrot and the Elephant. They were all cooking.
Ananse did not want to help them. So Ananse lied to leave and come back
when the food is ready. So he said to all of them, ―I beg you, please take my
web, I have attached it to my leg. Please pull it when the food is ready and I
will come‖.
Later, when Ananse was in the house, the Antelope pulled the web that
Antelope‘s house. Then, the Crab also pulled the web that was attached to
one of Ananse‘s eight legs. Then the Cock, the Dog, the Buffalo, the Lizard,
the Parrot and the Elephant also pulled their webs attached to Ananse‘s legs.
So Ananse could not move. Therefore, Ananse‘s legs became thin.
greedy. I have learnt that it is not good to be greedy. I have also learnt that I
must do one thing at a time‖.
14
WEEK 12: SUB-STRAND 5-DRAMATISATION AND ROLE PLAY

Objective: You will be able to dramatize and role-play stories heard and read.
LESSONS:
1. Let us dramatize or role-play a story heard, read or created, with appropriate

characters. Example: ‗Why Ananse Has Thin Legs‘
2. Let us discuss the story dramatized or role-played.

Scene 1:
Ananse: You and I have lived in our village of Anansekrom. You are a good cook. I
have to go and visit some friends.
Asor: Ananse do not be greedy. Do not go and taste the food other families cook.
Scene 2:
Adowa: I am cooking a nutritious green food in the pot.
Ananse: It‘s not like I do not want to help you in this house. I have to leave and
come back when the food is ready. I beg you, please take my web, I have attached it
to my leg. Please pull it when the food is ready and I will come‖.
Scene 3:
Ananse met other friends such as the Crab, the Cock, the Dog, the Buffalo,
the Lizard, the Parrot and the Elephant. They were all cooking. Ananse did not want
to help them. So Ananse lied to leave and come back when the food is ready. So he
said to all of them, ―I beg you, please take my web, I have attached it to my leg.
Please pull it when the food is ready and I will come‖.
Scene 4: Later, when Ananse was in the house, the Antelope pulled the web that
Antelope‘s house. Then, the Crab also pulled the web that was attached to one of
Ananse‘s eight legs. Then the Cock, the Dog, the Buffalo, the Lizard, the Parrot and
the Elephant also pulled their webs attached to Ananse‘s legs. So Ananse could not
move. Therefore, Ananse‘s legs became thin.
Scene 4:
Ananse: My wife is a good cook but I asked for more so I am greedy. I have learnt
that it is not good to be greedy. I have also learnt that I must do one thing at a time.
15
TERM 2
STRAND 1-ORAL LANGUAGE
WEEK 1: SUB-STRAND 6- CONVERSATION (GREETINGS AND RESPONDS)
Objective: You will be able to use appropriate greetings for special occasions.
LESSON 1
ACTIVITY: Let us read.
GREETINGS: Greetings are salutation words used to wish others well.
Importance of Greetings
1. Greetings show respect, politeness and courtesy.
2. Also, greetings help us to start speaking to others.
Types of Greetings
1. Greetings based on time. Example Good morning, Good afternoon, etc.
2. Greetings for special events. Example festivals, birthdays
3. Welcome Greetings. Example: Welcome, Woezor, Akwaaba
4. Greetings for Official Documents: Dear Sir/Madam
5. Unofficial Greetings: Hello, Hi, etc.
6. Greetings based on results: Congratulations!
LESSON 2
ACTIVITY: Let us take turns to read to demonstrate greetings for special occasions and practise
the appropriate responses.
GREETINGS AND RESPONDS

Teacher: Good morning, Aya.
Aya: My morning is not good.
Teacher: Good Morning means I want your morning to good.
Aya: Thank you.
Teacher: „Thank you‘ is a selfish response. You must also wish me a good morning.
Aya: Good morning, Madam.
Teacher: Happy Birthday, Atsu.
Atsu: Same to you.
Teacher: Atsu, same to you means Happy Birthday to me too. Do you understand?
Teacher: Happy Birthday, Atsu.
Atsu: Thank you.
Teacher: Today, I am going to greet some of you and you must respond.
Teacher: Merry Christmas!
Asor: Merry Christmas!
Teacher: Happy New Year!
Yaw: Many happy returns.
Teacher: Happy Easter!
Amina: Same to you.
Teacher: How do you do?
Yaa: I am fine and you?
Teacher: No, When I greet: How do you do? You respond: How do you do?
Teacher: How do you do?
Yaa: How do you do?
Teacher: Eid Mubarak!
Mohammed: Khair Mubarak
Teacher: My condolences.
ABC: Thank you.
Teacher: Congratulation!
All: Thank you.
16
WEEK 2: SUB-STRAND 6- CONVERSATION (EVENTS IN THE COMMUNITY)

Objective: You will be able to talk about events in the community.
LESSON 1
ACTIVITIES:
A. Let us sing a familiar song about festivals such as Christmas, Easter, Eid-ul-Fitr or
Eid-ul-Adha
B. Let us look at pictures of festivals in the community.
Festival: A festival is a period of time or day set aside to feast and celebrate.
FESTIVALS IN GHANA
A festival is a period of time or day, set aside to feast and celebrate.
Christians celebrate Christmas and Easter.
Muslims celebrate Eid-ul-Fitr and Eid-ul-Adha.
Traditionalists celebrate Homowo and Odwira,
Hogbetsotso, Fetu and Damba,
Adae, Kundum and Bugum. Ewes Celebrating Hogbetsotso
FESTIVALS ACTIVITIES IN GHANA
It is a festive time,
1. There is merry-making by singing and dancing.
2. We share by giving and taking gifts.
3. We worship by praying, fasting

Mole-Dagbanis celebrating Damba
4. We feast by cooking, eating and drinking.
5. We spend time with our family and friends.
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LESSON 2: EVENTS IN THE COMMUNITY
ACTIVITIES:
A. Let us think-pair-share the events with the person sitting next to them.
B. Let us have the pairs share their experiences with the class.
C. Let us talk about which of the events we like most and why we like them.
D. Let us in groups, role-play the events of our choice.
Christian Festivals
Christmas is celebrated on the 25th of December every year to remember the birth of
Jesus Christ and the coming of Jesus Christ as the saviour. During Christmas, Christians go
to church and worship. They also eat and drink with their family and friends.
Easter is celebrated to remember the death and resurrection of Jesus Christ. During
Easter, Christians go to church and worship and to ask for forgiveness of sins. They also eat
and drink with their family and friends.
Islamic Festivals
Eid- ul –Fitr is about nearness to God, spiritual devotion and thanksgiving to God.
Eid- ul –Fitr marks the end of praying and fasting in Ramadan. Ramadan is the ninth month
of the Islamic calendar; the month of fasting; the holiest period for the Islamic faith
Eid-ul- Adha is about sharing and remembrance of Prophet Ibrahim‘s sacrifice of his
son, Ismael. Animals are slaughtered, ate and shared by families.
Traditional Festivals
Agricultural Festivals are celebrated to thank God, the gods and ancestors for good
harvest and ask for more in the coming year. Examples are Bakatue (Elmina) and Yam
Festival (Tedudu -Peki)
Ancestral/Historical Festivals are celebrated in remembrance of the past deeds of
heroes and heroines and to remember past events in the life of the community. Examples
are Odwira (Akuapem), Bugumchugu (Dagomba/Mamprusi) and Hogbetsotso (Anlo).
Odwira, Damba, Homowo, Kundum, Hogbetsotso are celebrated to ensure devotion,
purification, thanksgiving to the deities and ancestors.
THINK ABOUT
Describe the activities that take place during a named festivals (Example worship, feasts)
...................................................................................................................................................
..................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
18
WEEK 3: SUB-STRAND 6- CONVERSATION (IMPORTANT PLACES)

Objective: You will be able to talk about important places in your communities.
LESSON 1: IMPORTANT PLACES

ACTIVITIES:
A. Let us watch pictures of important places in the community
B. Let us think-pair-share our views and opinions about the pictures.
C. Let us make groups according to the number of pictures.
D. Let us have each group talk about the activities that go on in these places and the
importance to the community and the nation.
a. The Okomfo Anokye‘s sword is in Kumasi.

b. It is at the Okomfo Anokye Teaching
c. Hospital in Kumasi.
d. People visit the place to see the sword.
e. The place reminds us of our heritage.
1. The Okomfo Anokye
Sword
a. The Kumasi Military Museum is at Kumasi.
b. The military museum was the palace of the Asante
King.
c. The British took it as an office when they defeated
one of the Asante Kings.
d. The military museum has aircrafts and weapons.
e. People visit the place to see the sword.
f. The place reminds us of our heritage.
2. Kumasi Military Museum
a. The Assin Manso Slave Site has a river.

b. The slaves took their last bath there before
they were sent out of Ghana.
c. People visit the place to see the sword
d. The place reminds us of our culture.
3. Assin Manso Slave Site

LESSON 2: IMPORTANCE OF THE PLACES
a. The Gbewaa Palace was the palace of the King
Naa Gbewaa.
b. Naa Gbewaa founded the Mole-Dagbani
c. People visit the place to see the sword
d. The place reminds us of our heritage.
4. Gbewaa Palace
What are the Importance of the Places to the community and the nation?
1. Some places remind us of our heritage. Example: Anokye‘s Sword, Gbewaa palace.
2. We get money, clothes and food things from places. Example: the market
3. The Lorry station gives us ..........................................................................................
4. The community centre gives us ................................................................................
19
WEEK 4: SUB-STRAND 6- CONVERSATION

(CUSTOMS AND CULTURAL VALUES)
Objective: You will be able to use a wider variety of words to talk about different
customs and cultural values.
LESSON 1-READING
ACTIVITY: Let us read.
Teacher: What is culture?
Ama: Culture is the way of life of a group of people.

Example: dressing, dance, food, language, etc.
Teacher: Who can tell us some cultural practices of his or her tribe that are different from
other cultures?
Mahama: My Dagbani people make and wear black and white smock or ‗frugu‘ while the
Asantes make and wear ‗kente‘ with many colours.
Djibodzi: My Ewe people do the ‗Agbadza‘ dance while the Asantes do the ‗Adowa‘ and
‗Kete‘ dance.
Teacher: Good. What are customs?
Abu: Customs are long accepted practice.

Example: festivals, naming ceremony, puberty rites, marriage ceremony and funeral rites.
Teacher: Who can tell us some customs of his or her tribe that are different from other
cultures?
Kofi: My Asante people celebrate the ‗Addae‘ festival while the some Fantes celebrate the
‗Fetu‘ Festival. Also, the Mole-Dagbani people celebrate Damba festival but the Gas
celebrate the Homowo festival.
Teacher: Cultural values are the ideas different cultures believe are wrong or right.
Example: Some Ewes believe that Trokosi teaches truth, hard work and humility. However,
some people think that Trokosi is painful and dangerous. This is because Trokosi involves
Female Genital Mutilation and child marriage.
LESSON 2-POSTER
ACTIVITIES:
a. Let us use create conversational posters on different customs and cultural practices
b. Let us think-pair-share, looking at the various illustrations on the poster.
c. Let us use expressions learnt and other new ones to talk about the customs and cultural
practices.
d. Let us, in groups, role-play the customs and cultural practices on the poster.
20

(TURN-TAKING IN CONVERSATION)
Objective: You will be able to demonstrate turn-taking in conversation in different topics.
ACTIVITIES:
A. Let us identify some familiar/interesting topics based on their environment for discussion.
B. Let us give scenarios from the identified topics.
C. Let us demonstrate taking turns in conversations.
D. Let us use appropriate language use in conversation.
LESSON 1: CAUSES OF POLLUTION

Teacher: Our environment refers to the things around us.
What are some of the things are around us?
Ama: Some of the things are around us air, water, land, plants and animals.
Teacher: Excellent! What do we get from the environment?
Mahama: Plants and animals are used as food. We also breathe in air so that we can live.
Djibodzi: We use water for drinking, cooking and washing.
Teacher: Good job. Pollution is the process whereby we destroy the environment.
How do we destroy the environment that gives us air, water, land, plants, etc.?
Yoofi: Yes, we destroy water bodies when we mine in water and throw waste into water.
Teacher: Excellent! How do we also destroy our air, land, plants and animals.
Ayariga: We destroy our land when we mine holes in land and also throw waste on land.
Asantewaa: We destroy our air when we burn waste.
Liman: We destroy plants when we cut trees and mine on land.
Nkrumah: We kill animals when hunt and use chemicals to fish and mine.
Teacher: Excellent guys!
LESSON 2-EFFECTS AND SOLUTIONS TO POLLUTION

Teacher: So what happens when we destroy all these things through pollution?
Dode Akaabi: We will get few and poor air, water, land, plants and animals.
Teacher: So how do we protect the environment?
Okoh: We must not mine holes in land. We must stop throwing waste on land and in
water.
Tutu: We must stop burning waste. We must replace, reduce, reuse and recycle waste.
Afrifa: We must stop cutting trees. We must farm and plant more trees.
21

(ASK AND ANSWER QUESTIONS FOR CLARIFICATION)
Objective: You will be able to ask and answer questions for clarification about what other
people say.
ACTIVITIES:
A. Let us revise topics previously discussed. Example: Climate Change.
B. Let us ask questions on the topic discussed.
C. Let us answer questions based on the topic discussed.
D. Let us to ask and answer questions for clarification on what other learners say
LESSON 1: GLOBAL WARMING

Teacher: What did we learn in our last class?
Mahama: I learnt that we must replace, reduce, reuse and

recycle waste. We must not burn waste?
Teacher: Why should we stop burning waste?
Asantewaa: When we burn waste, we destroy the air.
Teacher: So what happens to the air when we burn waste

and destroy the air?
Nana: When we burn waste, we release bad gases.

When we inhale these gases, we can get cancer and worsen asthma.
Teacher: When we burn waste, it also releases greenhouse gases. These greenhouse
gases also trap the heat from the sun on earth. This heat causes the earth to become
warmer called global warming.
LESSON 2: CLIMATE CHANGE

Teacher: What is temperature?
Kotoka: Temperature is how hot or cold something is. When

we burn waste, we release heat and increase the temperature
of the air.
Dede: What happens when we increase the temperature?
Teacher: The earth becomes warmer. When the earth

becomes warmer, rainfall, sunshine and etc. change. This
change in weather conditions is called Climate Change.
Liman: What happens when there is Climate Change?
Teacher: Climate Change can cause more or less rain and water. This can cause more
water from the rivers, ocean and water to come to destroy our environment. Flooding is
when a lot of water destroys our environment. Therefore, we must stop burning waste. We
can reuse and recycle plastic, metal and other waste to make new things.
22

(GREATER VARIETY OF COMMUNICATIVE MEANING)
Objective: You will be able to express a greater variety of communicative meaning.
LESSON 1: ROLE-PLAY
ACTIVITY: Let us role-play topics or themes discussed example: Environment
WHO PROTECTS THE ENVIRONMENT

Addo: God protects the environment. Humans cannot destroy the environment.
Nkrumah: No, you are a liar. I do not agree. Humans can destroy the environment.
Addo: Do not insult me and call me a liar. Can humans destroy the environment?
Nkrumah: I am sorry for calling you a liar. Yet, humans can destroy the land, water, etc.
Kuffuor: I also agree that humans cannot destroy the environment.

This is because God is the source of all life. God sustains all things.
Mahama: Source of life means God created all things. Sustain means God helps humans to
keep all things safe. So God does not do everything for us.
Zenator: That means God created all things. Yet, we humans must protect them.
Kofi: So what must we do?
Afrifa: We must grow and protect our water, air, land, plants and animals in the
environment.
Asantewaa: We must stop burning waste.
Afrifa: We can reuse and recycle plastic, metal and other waste to make new things.
LESSON 2:
ACTIVITIES:
a. Let us discuss the importance of expressing a variety of communicative meanings/telling
people about their feelings, etc.) apologising, agreeing or disagreeing with partners on
issues.
b. Let us express a variety of communicative meanings.
THINK ABOUT
1. Saying ―I do not agree‖ is a way of............ A. apologising B. agreeing C. disagreeing
2. Saying ―I am sorry‖ is a way of.................... A. apologising B. agreeing C. disagreeing
3. Saying ―I agree‖ is a way of........................ A. apologising B. agreeing C. disagreeing
4. When expressing ourselves me can .......... A. insult B. fight C. agree/disagree
5. When expressing ourselves, me must say why we ...... A. insult B. fight C.agree/disagree
23
WEEK 8: SUB-STRAND 7- LISTENING COMPREHENSION

Objectives: 1. You will be able to listen to and interact actively within information texts.
2. You will be able to recognise and relate the sequence of events in stories.
3. You will be able to share facts from information texts heard.
LESSON 1: LET‟S READ
ACTIVITIES:
A. Before reading, let us let think- pair- share, and talk about what we already know about
the topic Barter Trade.
B. Let us ask questions about what we want to know.
C. While one person reads the text, let us pause often to give us the chance to share what
we have learned.
BARTER TRADE
1. Trade is when people buy and sell things.

2. At first, the Europeans traded with the people of Gold
Coast since 1471.
3. They bought and sold things with the people of Gold Coast.
4. At first, they exchanged things through Barter Trade.
5. During Barter Trade, our ancestors took things like fish.
6. They gave out gold to pay for the fish.
7. They also used gold to pay for cloths, guns and gun powder.
Barter Trading 8. Later, they used ‗sedie‘ to pay for things.
Gold for Fish
9. ‗Sedie‘ is cowrie shells.
10. Now we pay for things with cash like paper, coins and e-cash.
LESSON 2: LET US ANSWER QUESTIONS

ACTIVITIES:
A. Let one person re-read the narrative text about ‗Barter Trade‘ aloud to you.
B. Let us answer the questions we asked before reading.
C. After the reading, let us share what we have learned.
D. In groups, let us identify and talk about the parts of the story (e.g. beginning, middle
and end).
THINK ABOUT
1. ................................................................ is when people buy and sell things.
2. In the beginning, they exchanged things through.......................
A. Barter Trade B. food C. cash
3. Who did the people of Gold Coast trade with?...................................................
4. In the middle part, they used ..... to pay for things. A. Barter Trade B. food C. ‗sedie‘
5. In the end, now we pay for things with ............ A. Barter Trade B. food C. cash
24
WEEK 9: SUB-STRAND 8- ASKING AND ANSWERING QUESTIONS

Objectives: 1. You will be able to ask and answer questions for clarifications about topics.
2. You will be able to use appropriate pronunciation and intonation in asking and
answering the inversion questions.
LESSON 1: DISCUSS A TOPIC

ACTIVITIES:
A. Let us select topics of interest for discussion.
Example: 1. Balanced Meal; 2. Personal Hygiene; 3. Immunization;
4. Body Exercise; 5. Sports And Games; 6. Safety in the Home, School and Community;
7. Forest Destruction – Bush Fires; 8. Cutting Trees for Firewood;
9. Social, Moral & Cultural Values; 10. Energy Sources And Energy Saving
B. In groups, let us ballot for topics.
C. Let the members of each group discuss topics respecting rules of conversation.
D. Let us encourage each other to ask and answer questions for clarifications on issues
raised in their discussion.
TOPIC EXAMPLE: BALANCED MEAL

Example Question Example Answer
1. What is a Balanced Meal? Balanced meal is a food that has the right amount of all the
nutrients.
2. What are the types of Carbohydrate, Vitamin, Protein and Fats and Oil.
nutrients?
3. Where can we get all the A. Foods that have Carbohydrate are rice, yam and
nutrients from? cassava.
B. Foods that have Vitamin are apple, orange and tomato.
C. Foods that have Protein are fish, meat, beans and egg.
D. Foods that have Fats and Oil are butter and cooking oil.
4. What problems do we A. We do not get energy and we become weak.
face if we do not have all the B. We become ill and our body cannot fight diseases.
nutrients in our food?
5. Why do we need all the A. Carbohydrates build our body and give us energy.
nutrients in our food? What B. Vitamins help fight against diseases.
do we get from the nutrients? C. Proteins help us to grow and heal weak tissues.
D. Fats and Oil gives us heat and energy.
5. What is an example of a A. Rice and soup with meat.
Balanced Meal we eat? B. Yam and ‗kontomire‘ stew with egg.
LESSON 2: Pronunciation And Intonation In Asking And Answering Questions

ACTIVITIES:
A. Let us in pairs, ask and answer questions on given issues in lesson 1.
B. Let us revise inversion questions with learners. e. g. He is going.—Is he going?
C. Let us use appropriate pronunciation and intonation in asking and answering questions.
D. Let us write answers to inversion type of questions our own.
ENERGY SOURCES AND ENERGY SAVING
Example Inversion questions Example Answer
Statement
1. There are Are there sources of Yes, sources of energy are where we get
sources of energy. energy? energy from. Example: water, wind, oil, sun,
2. There are ways ................................... .....................................................................
to save energy. ................................... .....................................................................
3.
25
WEEK 10: SUB-STRAND 9- GIVING AND RESPONDING TO

COMMANDS/INSTRUCTIONS/DIRECTIONS AND MAKING REQUESTS
Objectives:
1. You will be able to give and respond to commands, instructions and directions.
2. You will be able to make and respond to polite requests.
LESSON 1: INSTRUCTIONS AND DIRECTIONS

ACTIVITY:
A. Instructions and Responds: Let us fill in the missing letters to complete the following
words:
1. ..........arboh......drate 2. Vit...........m.......n
3. Prot...............n 4. Fats and Oi.......
5. Ba........nc.....d
B. Directions and Responds

N
1. Let us use the Bono East Region as the Centre.
2. Tell us the directions of some regions in map.
PLACE DIRECTION
1. Ashanti (Down) South
2. Central (Down) .....................
3. Ahafo (Left) West
4. Bono (Left) .....................
5. Northern(Up) North (N)
6. Savannah(Up) .....................
7. Oti (Right) East
8. Togo (Right)
LESSON 2: MAKE AND RESPOND TO POLITE REQUESTS

ACTIVITY: Let us practise making and accepting or declining requests.
Let us use expressions such as "Yes, Of course, No problem, I'm sorry, I can't, etc.
Kofi‟s polite request: Please, can you lend me your pencil?
Ama‟s polite declining response: ....... A. No, I can't B. Leave me alone C. Go away
Kofi‟s polite request: Please, I will return it. May I have it?
Ama‟s polite accepting response: .... A. Yes, of course B. Take it and go C. Take now
Student 1 polite request: ..................................................................................................
Student 2 polite response: ...............................................................................................
26
WEEK 11: SUB-STRAND 10- PRESENTATION

Objectives:
1. You will be able to present ideas logically.
2. You will be able to use appropriate verbal and non-verbal cues to convey meaning.
LESSON 1: PRESENT IDEAS LOGICALLY

ACTIVITIES:
A. Let us discuss important people in our community and what made them important.
B. Let us prepare presentations on what we would like to be important for and why.
Some Important Ghanaians
2. Baba Yara played very

1. Theodosia Okoh designed good Football for Kotoko and
the National flag of Ghana. Ghana.
3. Amon Kotei designed the 4. Ephraim Amu helped

Coat of Arms of Ghana. develop Music in Ghana
5. Kow Ansah helped 6. Kofi Antubam helped

develop the Film industry in develop Arts and craft in
Ghana Ghana.
LESSON 2: VERBAL AND NON-VERBAL CUES TO CONVEY MEANING

ACTIVITY: Let us use and discuss appropriate posture, verbal and non-verbal cues to
communicate meaning, e.g. nodding, smiling, eye contact, to present our work.
WHAT I WOULD LIKE TO BE IMPORTANT FOR AND WHY

I want to be a ......................................................................................... in the future.
This is because I want to help ....................................................................................
......................................................................................................................................
................................................ so that people remember as an important person.
27
STRAND 2: READING
WEEK 12: SUB-STRAND 2-PHONICS

Objectives:
1. You will be able to understand the relationship between spelling of words and
sounds of speech.
2. You will be able to use the alphabetic knowledge to decode unknown words (e.g.
consonant blends, consonant digraphs, vowel sounds, vowel diagraphs and word
patterns).
LESSON 1: PURE VOWEL SOUNDS

ACTIVITY 1: Pronounce
LESSON 1: Short Vowel sounds LESSON 2: Long Vowel Sound

with :
1. /i/ as in it, fit, bit, sit, kit 2. /i:/ as in be, me, see, he, feet,
beet, we, key, quay, receive.
3. /e/ as in bet, set, well, pet, 4. /з:/ as in heard, bird, first,
bed, hurt
5. /æ/ as in bat, sat, cat, back, 6. /a:/ as in arm, palm, balm,
hand. calm, park, march
7. /ͻ/ as in pot, cot, dot, hot. 8. /ͻ:/ as in bore, ball, call, tall,
halt, port.
9. /℧/ as in pull, full, bull, would, 10. /u:/ in food, cool, fool,
book. tool
11. / Λ / as in cup, but, hut,
mud, love
Other Vowel sounds: // as in above, again, about, against, ago
DIPHTHONGS
A diphthong is a vowel sound that starts near the articulatory position for one vowel
and moves toward the position for another. A diphthong has the sound of ―ou‖ as in
“out‖. A diphthong also has the sound of ―oy‖ as in ―boy”, “toy”
28
LESSON 2: CONSONANTS
PLOSIVES AND FRICATIVES
PLOSIVES: Plosive is a consonant produced by preventing the flow of air at some point and
suddenly releasing it.
Practice Pronunciation:
Voiced Plosives Voiceless Plosives

Cocking ears and feeling buzz/ rapid vibration Absence of buzz for voiceless between
for voiced sounds pairs of consonants
1. /d/ You did do the dance for dad. 2. /p/ Put my pie on the pan.
3. /b/ Be a big boy and beat Ben. 4. /t/ Tom, take my toy to town.
5. /g/ Go and get Gad gum. 6. /k/ Kofi‘s is keen on his key.
FRICATIVES
Fricative: Fricative is continuant consonant produced by breathe moving against a
narrowing of the vocal tract.
Voiced Fricatives with vibration Voiceless Fricatives (no vibration)
1. /v/ Vera‘s violin is very velvet. 2. /f/ Fight for free food for Fred
3. /ð/ This father‘s teethe like that of 4. /Ө/ His third thief who stole the cloth
those there in these lands. was thirsty on the eleventh
Thursday, his birthday, so he
thanked me with his thumb.
5. /ᵹ/ The beige one in Asia is pleasure. 6. /∫/ She showed me the fish, the dish
and the sugar.
7. /z/ The zebra must zoom in and arise 8. /s/ The Sir was the ace in the race
at the zoo. with pace.
9. /h/ He heard ahead of the heir of his

house.
NASALS AND AFFRICATES

Practice Pronunciation:
NASALS AFFRICATES
1. /m/ using bilabial or both lips 1. /tʃ/ or ch voiceless sound
Example: Man must mop to make more Example: Check the chin and digestion,
money. for catch and gesture
2. /n/ alveolar: or tongue and alveolar 2. /dƷ/ or j voiced sound
ridge. Example: No nut is no nap.
3. / ŋ/ velar: tongue and velum Example: The Agenda was to find
Example: I have been, working, singing, the jar, jaw, the hedge and the
and thinking. badge during the surge.
29
TERM 3
STRAND 2: READING
WEEK 1: STRAND 2: READING
LESSON 1: Sub-Strand 3-Word Families-Rhyming Endings and Common Digraphs

Objective: You will be able to use common rhyming/endings words for decoding of words.
ACTIVITY: Pronounce
Short Vowel sounds Long Vowel Sound
1. /i/ as in it, fit, bit, sit, kit 2. /i:/ as in be, me, see, he, feet, beet,
we, key, quay, receive.
3. /e/ as in bet, set, well, pet, bed, 4. /з:/ as in heard, bird, first, hurt
5. /æ/ as in bat, sat, cat, back, hand. 6. /a:/ as in arm, palm, balm, calm,
park, march
7. /ͻ/ as in pot, cot, dot, hot. 8. /ͻ:/ as in bore, ball, call, tall, halt,
port.
9. /℧/ as in pull, full, bull, would, book. 10. /u:/ in food, cool, fool, tool
11. / Λ / as in cup, but, hut, mud, love
12. Other Vowel sounds: // as in above, again, about, against, ago
13. DIPHTHONGS: Sounds of ―ou‖ as in “out‖ and ―oy‖ as in ―boy”, “toy”
Voiced Plosives Voiceless Plosives
14. /d/ You did do the dance for dad. 15. /p/ Put my pie on the pan.
16. /b/ Be a big boy and beat Ben. 17. /t/ Tom, take my toy to town.
18. /g/ Go and get Gad gum. 19. /k/ Kofi‘s is keen on his key.
Voiced Fricatives with vibration Voiceless Fricatives (no vibration)

20. /v/ Vera‘s violin is very velvet. 21. /f/ Fight for free food for Fred
22. /ð/ This father‘s teethe like that of those 23. /Ө/ His third thief who stole the cloth
there in these lands. was thirsty on the eleventh Thursday,
his birthday, so he thanked me with his
thumb.
24. /ᵹ/ The beige one in Asia is pleasure. 25. /∫/ She showed me the fish, the dish
and the sugar.
26. /z/ The zebra must zoom in and arise at 27. /s/ The Sir was the ace in the race with
the zoo. pace.
28. /h/ He heard ahead of the heir of his
house.
NASALS AFFRICATES
29. /m/ using bilabial or both lips 30. /tʃ/ or ch voiceless sound
Example: Man must mop to make more Example: Check the chin and digestion, for
money. catch and gesture
31. /n/ alveolar: or tongue and alveolar ridge. 32. /dƷ/ or j voiced sound
Example: No nut is no nap.
4. / ŋ/ velar: tongue and velum Example: The Agenda was to find the
Example: I have been, working, singing, jar, jaw, the hedge and the badge
and thinking. during the surge.
30
LESSON 2: SUB-STRAND 6-VOCABULARY

Objective: 1. You will be able to read level-appropriate sight words, understand and use
them in meaningful complex sentences.
2. You will be able to use knowledge of prefixes and suffixes to interpret unfamiliar words.
ACTIVITY 1: KNOWLEDGE OF PREFIXES AND SUFFIXES

Prefix is an element that is added in front of a word. Example: re in rewrite.
Suffix is an element that is added at the end of a word. Example: ful in beautiful.
PREFIX AND MEANING MEANING OF WORD
re = again rewrite = write again
Un, in, dis, = not / opposite unhappy = not happy; dislike= do not like,
Pre= before Prefix = before
mis = wrong misbehave = behave wrongly
SUFFIX AND MEANING MEANING OF WORD

ful, ous, = full of Beautiful= full of beauty
less = no/without careless = no care
ment = action Punishment = punishing
ness = state or quality sweetness = state of being sweet
THINK ABOUT: Use dictionaries, glossaries and internet to clarify the meaning of the
following words: meanings:
1. Redo = do ................ 2. Inaccurate = ................ accurate
3. Misact = ....................act 4. Respectful = .................... respect
5. cashless = ............cash
ACTIVITY 2: READ SIGHT WORDS

Sight Words Read Example in a sentence
A: a, an, at, are, as, and, all, about, after. ExampIe: I am about to be after all.
B: be, by, but, buy, been, boy, bus, and bag. ExampIe: Be by the boy and buy the bag.
C: can, could, called, cat, car. E.g.: Could the cat have called by the car or the cup.
D: D: did, down, do. Example: Did Dad do the dance down?
E: each, eat, eye, ear. Example: The boy has an eye and ear.
F: from, first, find, for, food. Example: Find my food first.
H: he, his, had, how, has, her, have, him. Example: He and his house had had her.
I: in, I, if, into, is, it, its Example: Is it into its jar?
J: just, jar, joy, jam. Example: Just the joy of the jam is known.
K: know, knew. Example: I know he knew.
L: like, long, little, love. Example: I like the little long light.
M: me, my, made, may, make, more, many, most. Example: I made my most mat in May.
N: not, no, now, new. Example: No, I am not new now.
O: or, one, of, out, other, over, only, on. Example: No one or the other is out of it.
P: People, Pan, pee, pen, pencil, pay. Example: People pay for the pencil not the pee.
S: so, said, she, some, see, say. Example: So she said say something.
T: the, to, too, they, this, there, them, then, these, two, time, than, that, their.
Example: Then, there are two of these there this time.
U: up, use. Example: Use it up.
V: very, van, violin Example: I like violin very well.
W: was, with, what, were, when, we, which, will, would, words, where, water, who, way.
Example: What were the words?
Y: you, your, yours Example: Your water is yours.
31
WEEK 2: SUB-STRAND 7-COMPREHENSION

LESSON 1: UNDERSTAND AND ANALYSE TEXTS READ
Objective: You will be able to understand and analyse texts read.
ACTIVITIES:
1. Let us ask these Pre-Reading Questions
a) What is personal hygiene?
b) Why is personal hygiene important?
c) How can we ensure personal hygiene?
2. Read out words and sentences for learners to identify in the text.
PERSONAL HYGIENE
What is personal hygiene? Personal hygiene is how one can prevent illness and
ensure good health. Personal hygiene is how you keep your own body clean. Personal
hygiene is something you must do for yourself.
Why is personal hygiene important? Personal hygiene helps us to stay away from
dirt and pathogens. Pathogens are agents that cause illness. Pathogens are found in
dirt. So, personal hygiene helps us to stay away from illness or diseases.
How can we ensure personal hygiene? First, we must wash our clothes and bath
always. Second, we must brush our teeth. Third, we must sweep and clean our house
always. Fourthly, we must also eat hot food and drink clean water. Lastly, We must
wash our hands with soap and water always.
Therefore, we must stay clean to prevent illness.
LESSON 2: UNDERSTAND AND ANALYSE TEXTS READ

THINK ABOUT
1. What is personal hygiene?

Personal hygiene is how one.......................................................................................
...................................................................................................................................
............................................................................................................................. ........
2. Why is personal hygiene important?

Personal hygiene helps us to stay away from ............................................................
............................................................................................................................. .........
3. What three ways can we ensure personal hygiene?
a. First, ........................................................................................................................
.......................................................................................................................................
b. Second, ....................................................................................................................
.......................................................................................................................................
c. ..................................................................................................................................
.......................................................................................................................................
32

LESSON 1: PRE-READING BEFORE RETELLING A TEXT/STORY
Objective: You will be able to retell level-appropriate text in own, explain and illustrate.
ACTIVITY: Let us ask a few questions to review a text/story to be retold.

1. Where did Ananse live?
2. Who did Ananse live with?
3. Why did Ananse love tasting the food other families cooked?
4. Which animals did Ananse visit?
5. Why did Ananse lie to leave and come back when the food is ready?
6. What did Ananse tell his friends to do to call him when their foods were ready?
7. How and when did Ananse‘s legs become thin?
8. What have we learnt from the story?

Once upon a time, there lived a spider called Ananse. He lived in a village
called Anansekrom. Ananse‘s wife, Asor was a good cook. However, Ananse was
greedy so he loved tasting the food other families cooked.
One day, Ananse visited his friend, Adowa, the Antelope. Adowa was cooking
a nutritious green food in a pot. Ananse did not want to help Adowa in his house.
Ananse lied to leave and come back when the food is ready. So he said, ―I beg you,
please take my web, I have attached it to my leg. Please pull the web when the food
is ready and I will come‖.
Ananse met other friends such as the Crab, the Cock, the Dog, the Buffalo,
the Lizard, the Parrot and the Elephant. They were all cooking. Ananse did not want
to help them. So Ananse lied to leave and come back when the food is ready. So he
said to all of them, ―I beg you, please take my web, I have attached it to my leg.
Please pull the web when the food is ready and I will come‖.
Later, when Ananse was in the house, the Antelope pulled the web that was
attached to one of Ananse‘s eight legs. Anase happily got up to go to the Antelope‘s
house. Then the Crab, the Cock, the Dog, the Buffalo, the Lizard, the Parrot and the
Elephant also pulled their webs attached to Ananse‘s legs. When all the animals
finished cooking, they all pulled the web that was attached to one of Ananse‘s eight
legs. So Ananse could not move. Therefore, Ananse‘s legs became thin.
greedy. I have learnt that it is not good to be greedy. I have also learnt that I must do
one thing at a time‖.
33
LESSON 2: RETELLING A TEXT/STORY

Objective: You will be able to retell level-appropriate text in own, explain and illustrate.
ACTIVITIES:
A. Let us re-Read ‗Why Ananse Has Thin Legs‘
B. Let us narrate or retell the story passage sequentially using the herring bone or story
map strategy.
i. Herring Bone Method: You can use the herring bone method to tell who
did what, why, when and where and how for others to understand the
story.
ii. Story Map Method: Also, when you can use the story map method to tell
the characters (who), plot (order/when),the setting (where), the problem
and solution (what, how and why) for others to understand the story.
C. Let us re-tell ‗Why Ananse Has Thin Legs‘ using the Herring Bone Method and
Story Map Method.
THINK ABOUT
1. Where did Ananse live? ........................................................................................
2. Who did Ananse live with? ..................................................................................
3. Why did Ananse love tasting the food other families cooked?
Ananse was g........................................................................................................
4. Which animals did Ananse visit?

Mention three ..........................................................................................................
5. Why did Ananse lie to leave and come back when the food was ready?
Ananse did not want to ............................................................................................
6. What did Ananse tell his friends to do to call him when their foods were ready?
He told them to ........................ the ................................when the food is ready.
7. How and when did Ananse‘s legs become thin?

When all the animals finished ................................., they all pulled the web that
was attached to one of Ananse‘s eight legs.
So Ananse could ..............................
Therefore, Ananse‘s legs became thin.
8. What have you learnt from the story?

I have learnt that.................................................................................................
34

LESSON 1: LITERARY TEXTS-PURPOSE AND FEATURES OF POEMS/RHYMES
Objective: You will be able to demonstrate understanding of the purpose and
features of poems or rhymes and fables, etc.
ACTIVITIES:
A. Let us read the poem/rhyme.
B. Let us answer the questions that follow
BARTER TO CEDI
1. In Gold Coast now Ghana,
2. Trade without currency was Barter.
3. You exchange one thing for another.
4. But how much gold for kola?
5. How do you avoid cheating?
6. By using Cowry Shells and now ‗Cedi‘.
THINK ABOUT
1. The purpose of a poem/rhyme is what the poem/rhyme wants to teach.
The purpose of the poem/rhyme ‗Barter To Cedi‘ above is to teach about...................
A. Gold B. Barter Trade and Cedi C. Cows
2. A Line is a single line of words in a poem. The poem above has ................ lines.
3. Rhyme is when the last words of two or more lines in a poem have similar sounds.
Example: Ghana in Line 1 rhymes with Barter in Line 2.
Also, Barter in Line 2 rhymes with another in Line 3.
4. Another in Line 3 rhymes with ........................................................ in Line 4.
5. ............................ in Line ......... rhymes with ................................ in Line .......
35
LESSON 2: LITERARY TEXTS- UNDERSTAND, INTERPRET AND APPRECIATE

STORIES
Objective: You will be able to use knowledge, skills and techniques of reading to
understand, interpret and appreciate a variety of literary texts.
ACTIVITIES:
A. Read the story below alone.
B. Let us answer the questions that follow.
ANANSE AND THE SINGING MONKEY

One day, Kwaku Ananse heard a sweet voice when he was walking in his
garden. It was dawn so it was too early in the morning to sing. He found out that it was
the Monkey singing. He praised the Monkey. Then, he told the Monkey that he wanted
the Monkey to teach him how to sing. The Monkey agreed to teach him.
Ananse visited the Monkey. However, after many days Ananse could not sing
well. Ananse was not good at singing. Then, Ananse decided to use the Monkey to
make a lot of money. He told the Chief and the people of his Amantoo village that he
would entertain them. So he sang with Monkey at the houses and at the gatherings of
many people.
After singing many times, Ananse got a lot of money from the people. All that
Ananse did was that he moved his lips along as if he sung with the Monkey. However,
Ananse did not give the Monkey even a penny. Ananse was greedy. The Monkey was
angry and sad. Therefore, the Monkey decided to do something about it.
Ananse and the Monkey went to sing in front of many people. While they were
singing, the Monkey suddenly stopped singing. Ananse could not continue singing.
Then, the Monkey told the people that each one of them was going to sing alone. The
Monkey sang alone first. When it was time for Ananse to sing, he could not sing.
This was because Ananse did not know how to sing. Also, Ananse had a bad voice.
The crowd hooted at Ananse and he was ashamed. Ananse wanted to run away
but the people surrounded him. The Monkey told the people that Ananse had cheated
him. Ananse did not give him some of the money the people paid. The crowd then took
all the money they paid at the show from Ananse. They gave all the money to the
Monkey. Also, they went to the house of Ananse and took all the money that Ananse
had and gave it to the Monkey.
Ananse then said that, ―I have learnt not use others again. I will not take
advantage of others. I will not be greedy. I will not cheat others again.‖
THINK ABOUT
1. A fable is short moral story with animal characters. This story about Ananse and the
singing Monkey is a fable. A. True B. False C. Untold
2. The setting or place of the story was ....... A. Anansekrom B. Amantoo C. Kotwi
3. The Monkey had a good voice but Ananse had a ..................... voice.
A. sweet B. bad C. cool
4. The people took all the money from Anase and gave it to the .................
A. Ananse B. Monkey C. Chief
5. I have learnt to .............. others. A. use others B. cheat C. tell the truth
36
WEEK 5: SUB-STRAND 9-FLUENCY

LESSON 1: PRE-READING AND SIGHT WORDS
Objective: You will be able to read texts fluently.
ACTIVITIES:
A. In in pairs and groups, let us engage in pre-reading and demonstrate/model reading aloud
with fluency, accuracy and expression.
B. Let us revise and use sight words through games such as Fishing and Lucky Dip
C. Let us use self-correction strategy as we pronounce words in a read aloud lesson.
D. Let us check for intonation and our own pace as we read to make meaning.
Sight Words Example in a sentence
A: a, an, at, are, as, and, all, about, after. ExampIe: I am about to be after all.
B: be, by, but, buy, been, boy, bus, bag. E.g.: Be by the boy and buy the bag.
C: can, could, called, cat, car. E.g.: Could the cat have called by the car or the cup.
D: D: did, down, do. Example: Did Dad do the dance down?
E: each, eat, eye, ear. Example: The boy has an eye and ear.
F: from, first, find, for, food. Example: Find my food first.
G: Go, get, give, girl Example: Go and get the girl
H: he, his, had, how, has, her, have, him. Example: He and his house had had her.
I: in, I, if, into, is, it, its Example: Is it into its jar?
J: just, jar, joy, jam. Example: Just the joy of the jam is known.
K: know, knew. Example: I know he knew.
L: like, long, little, love. Example: I like the little long light.
M: me, my, made, may, make, more, many, most. Example: I made most in May.
N: not, no, now, new. Example: No, I am not new now.
O: or, one, of, out, other, over, only, on. E.g.: No one or the other is out of it.
P: People, Pan, pee, pen, pencil, pay. E.g.: People pay for the pencil not the pee.
R: run, read, rat, Example: The rat can run.
S: so, said, she, some, see, say. Example: So she said say something.
T: the, to, too, they, this, there, them, then, these, two, time, than, that, their.
Example: Then, there are two of these there this time.
U: up, use. Example: Use it up.
V: very, van, violin Example: I like violin very well.
W: was, with, what, were, when, we, which, will, would, words, where, water, who,
way. Example: What were the words?
Y: you, your, yours Example: Your water is yours.
37
LESSON 2: READING
Objective: You will be able to read texts fluently.
ACTIVITIES:
A. Let us learn the knowledge of two hundred sight words through
sentences and games such as Fishing and Lucky Dip.
B. Let us correct our own intonation and pace as we pronounce
words in a read aloud lesson.
C. Let us read.
AT HOME
1. I am a bit fit so I can sit.
2. I see that my feet and knee will heal so I must receive the key.
3. I bet my leg will set well.
4. I heard the bird first before I got hurt.
5. The cat and the bat sat back.
6. I put the balm in my palm and on my arm to stay very calm in the
park at March.
7. The pot is hot so stop playing.
8. You must halt the ball before I call Daddy Paul from the port.
9. Do not pull bull because it could destroy the book.
10. The food has not cooled.
11. Shut the sugar and show the fish.
12. Bring the cup with love under the hut away from the mud.
13. I was not being above or against August about long ago.
14. I must bring the boy toy out our house.
15. My brother does not like this.
16. Thank you for the cloth.
17. The beige toy from Asia is a pleasure.

18. It arises like a zebra at the zoo.
19. It can race with pace.
20. Catch the chair.
21. The jar hit my jaw and the badge.
22. I have been, working, singing, and thinking.
38
WEEK 6: STRAND 4: WRITING

LESSON 1: SUB-STRAND 2-PENMANSHIP/HANDWRITING AND SUB-STRAND 3-
WRITING /COPYING LETTERS – SMALL AND CAPITAL
Objective: You will be able to copy short paragraphs clearly.
ACTIVITIES:
A. Let us play the alphabet sound game.
B. Let us dictate words and simple sentences and write.
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
C. Let us copy a short paragraph drawing attention to features such as clarity, spacing
and alignment of letters.
COPY THE PARAGRAPH BELOW
village called Anansekrom. Ananse‘s wife, Asor was a good cook. But,
Ananse was greedy so he loved tasting the food other families cooked. .
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
39
LESSON 2: SUB-STRAND 4- LABELLING ITEMS

Objective: You will be able to edit and self-correct the errors in spelling.
ACTIVITIES:
A. Let us make a list of objects found in a given thematic area.
Example: Everywhere
B. Let us in groups and pairs make similar lists from self-chosen or given areas.
You may use invented spelling initially.
C. Let us guide learners to edit and self-correct the errors before presenting their
work to the class. They may use children‘s pictures, dictionaries and other
sources.
Correct ten words in the table below.
Item Invented spelling of items of similar sound found

everywhere
Example ocffee = coffee eat = tea
Toffee
1. Biscuit pni= ____________________
2. Peg gge = ________________
3. Hat maet = _________________
4. Balm amr = __________________
5. Pot bxo = __________________
6. Waterfall blal= __________________
7. hook boko = _________________
8. cool fodo = _________________
9. sugar fihs = ____________________
10. Mug cpu = __________________
11. boy tyo = _________________
12. broth colth = _______________
13. cage paeg = ________________
14. zebra ooz = __________________
15. chess chari = _________________
16. jam jra = ____________________
40

LESSON 1: SUB-STRAND 5-READ SIMPLE WORDS AND SENTENCES
Objective: You will be able to read simple sentences to express personal opinions about
favourite characters in texts.
ACTIVITY: Let us read the story below.

Kwaku Ananse And The Farm Trap
Once upon a time, there was a village called Anansekrom. Due to famine, there were
little crops and food and many people were very hungry. So the Chief, Nana Ansa wanted
to stop the hunger. Then, Nana Ansa and the people of the village met to stop the hunger.
Some people shared what they thought would help. Then, they all agreed to make a farm.
On the next day, every man and his family met to work. This included wives and
children. They weeded a large area and planted many crops. Kwame Osei worked very hard
on the farm. He was a good man. The worked on it the farm at least three times a week.
However, Kwaku Ananse did not help them. The Chief sent for Ananse but he always gave
excuses. Ananse finally told them that he did not like the farm. He would find his own food.
The people in the village did not like what Ananse said.
After some weeks, the crops were ready for harvest. The yams, plantains, cocoyam
and cassavas had carbohydrate. Also, the vegetables were tomatoes, pepper, garden eggs
and onions had vitamins. They all became happy because they had enough food to eat.
They did not give Ananse some of the food. This was because he did not work on the
farm. After many days, Kwame Osei and the people found and out that someone was
stealing the crops from the farm at night. Whenever they went to the farm in the morning,
some of the crops were gone. They told the Chief about it. Kwame Osei and the people
decided to set a trap to catch the thief. They then placed a rubber statue in the farm. The
statue looked like a human being.
At night, Ananse went to the farm to steal some of the crops. At that time, Ananse did
not have a wife and children. So nobody could get him food. So he was hungry. When
Ananse was about to steal the crops, he saw the statue. It was night so Ananse did not see
well. He did not see that it was a statue. So he talked to the statue but it did not respond. He
became angry. So he slapped the statue with his hand. The people in the village had put a
very sticky substance all over the statue. So Ananse‘s hand got stuck on the statue. Ananse
realized that it was a statue. He tried hitting the statue with some parts of his body. This
made his legs and belly get stuck on the statue. The people had used a metal and concrete
to make the statue so Ananse could not break free.
In the morning, all the people came to work on the

farm. They saw Ananse stuck on the statue. They then
hooted at Ananse and took him to the Chief. The Chief
gave Ananse a very difficult punishment. So Ananse said,
―I have learnt to work hard and help the community. I will
not be lazy and steal again.‖
41
LESSON 2: SUB-STRAND 5-WRITING SIMPLE WORDS AND SENTENCES

Objective: You will be able to write simple sentences to express personal opinions about
favourite characters in texts.
ACTIVITIES:
A. In groups, let us revise the story ‗Kwaku Ananse And The Farm Trap‘.
B. Let us answer the questions that follow.
(Use correct spelling of words, capitals, small letters and spacing of letters and words).
1. What did the Chief of the village want to stop? (Paragraph 1: Characters)
The Chief, ............................................................ wanted to stop ........................................
2. The Chief gave Ananse a very difficult punishment. (Paragraph 6: Characters)

What did Ananse say after that?
I have learnt to................................................................................................................
............................................................................................................................................
3. What do you think about the person you like most from the story? (Feelings and opinions)
.................................................................................................................................................
.................................................................................................................................................
4. When Ananse was about to steal the crops, what did he see? (Paragraph 5: Things in
the environment.) Example: Ananse saw a ..........................
.................................................................................................................................................
5. Draw one food from the farm in the box and write a sentence about it. (Paragraph 3)
Example: Yam has carbohydrate.
ASSIGNMENT: Copy The National Anthem (sentences, verses and words of songs clearly.
................................................................... „THE NATIONAL ANTHEM OF GHANA‟

1. ................................................................... 1. God bless our homeland Ghana,
2. And make our nation great and
2. ...................................................................
strong,
3. ...................................................................
3. Bold to defend for ever,
4. ................................................................... 4. The cause of Freedom and of Right.
5. ................................................................... 5. Fill our hearts with true humility
6. ................................................................... 6. Make us cherish fearless honesty,
7. ................................................................... 7. And help us to resist oppressor‘s rule
8. ................................................................... 8. With all our will and might for
evermore.
42

LESSON 1: SUB-STRAND 8-GUIDED COMPOSITION ABOUT MY HOME
Objective: You will be able to develop a coherent paragraph on one idea or concept using
leading questions and publish by presenting it to the class.
ACTIVITY : A. Let us read the text below.
QUESTIONS ABOUT MY HOME MY HOME
1. Who is your name? 1. My name is Aba.

2. Where do you live? 2. I live at Ho.
3. Who do you live with? 3. I live with my father, my mother,
my brother and my sister
4. How many of you live there? 4. I live with four people.

5. What kind of buildings are 5. 5. Some of the buildings are made
there? of mud.
6. Others are made of blocks.
ACTIVITY B: Write about your home.
QUESTIONS ABOUT MY HOME MY HOME
1. Who is your name? 1. My name ….…………………………
2. Where do you live? 2. I live ...............................................
3. Who do you live with? 3. I ............. with my ...........................,

my ..............................................,
my ..................... and my .................
4. How many of you live there? 4. I live with ........................................
5. What kind of buildings are 5. 5. Some of the buildings are made

there? ...........................................................
6. Others are made of ............................
43
LESSON 2: SUB-STRAND 9-WRITING AS A PROCESS

Objective: You will be able to select a topic on familiar themes, brainstorm and organise
before writing.
ACTIVITY: A. Let us read the text below.
QUESTIONS ABOUT MY SCHOOL MY SCHOOL
1. What is the name of your The name of my school is Just

school? Commit School.
2. What town is your school at? My school is at Amanfoo.
3. How many students are in There are about three hundred
your school? students in my school.
4. What class are you in?
I am in class three
5. What do you like about your
I like the teachers, other staff and
school?
our school farm.
class
ACTIVITY B: Write about yourself and read it to the class.
QUESTIONS ABOUT MY SELF ……………………………………………………………….
1. Who is your name? ……………………………………………………………….

2. How old are you?
……………………………………………………………….
3. Where do you live?
……………………………………………………………….
4. Where do you come from?
5. Who do you live with? ……………………………………………………………….
6. What is the name of your ……………………………………………………………….
school?
……………………………………………………………….
7. What class are you in?
8. What subject do you like ……………………………………………………………….
best? ……………………………………………………………….
9. What food do you like best?
……………………………………………………………….
10. What game do you like best?
……………………………………………………………….
……………………………………………………………….
44
WEEK 9: SUB-STRAND 10-NARRATIVE WRITING

Objective: You will be able to add more details of a story structure to narrative stories.
LESSON 1: NARRATIVE READING

ACTIVITY: Let us read the story below and retell it.
THE TRAFFIC LIGHT

My name is Ama Asibi Dede. I come from Ho but I stay at Amanfoo. During the
last vacation holidays, I visited my aunt Djibodzi at Accra. I saw many new things there.
I saw a traffic light at Accra. When I saw the traffic light, I remembered what we
learnt about the traffic light. The light was red so the driver stopped. Then after few
minutes, the light became yellow. This means get ready to go. So the driver changed his
gears. Then it turned to green and the driver moved the car.
I asked my mum Esi, ―What is Traffic? Then, my mum had a call. A stranger told
me that traffic is when we have things coming and going at a place. I asked mum, ―Why
do we have Traffic light? She told me that the traffic light helps to stop problems so that
we can go and come easily.
LESSON 2: NARRATIVE WRITING

ACTIVITY:
A. Let us fill the spaces to continue the story.
We had to cross the road to my aunt‘s house. Then I remembered what we learnt
how to .................... a road. I looked .........................., right and left again. There was no
..................... coming. Then I ............................... the road. Then we
.................................................................................................................................
I saw my cousins called .........................................................................................
I stayed at ............................. in Accra, the ........................................ Region of Ghana.
ASSIGNMENT: Write your own short story.

.............................................................................................................................................
............................................................................................................................. ................
.............................................................................................................................................
............................................................................................................................. ................
.............................................................................................................................................
............................................................................................................................. ................
.............................................................................................................................................
............................................................................................................................. ................
............................................................................................................................. ................
.............................................................................................................................................
45
WEEK 10: STRAND 4-WRITING

LESSON 1: SUB-STRAND 12-DESCRIPTIVE WRITING
Objective: You will be able to describe places in a coherent paragraph.
ACTIVITY A: Let us read.
QUESTIONS ABOUT THE SADDEST THE SADDEST DAY OF YOUR LIFE

DAY OF YOUR LIFE
1. Where were you sad? I was at sad at school.
2. Who made you sad? Kofi made me sad.
3. What happened? I lost Kofi‘s pen. So he insulted

me.
I felt sad.
4. How did you feel?
I told him that I was sorry. So he
5. What did you do or say? should forgive me.
6. What have you learnt? I have learnt to keep things well.
ACTIVITY B: Let us write about a place that made you happy or sad.
QUESTIONS ABOUT THE PLACE THE PLACE I WAS ………………………….

……………………………………….
1. Where were you happy or sad? ……………………………………….
2. Who made happy or you sad? ……………………………………….
……………………………………….
3. What happened? ……………………………………….
……………………………………….
……………………………………….
4. How did you feel? ……………………………………….
……………………………………….
5. What did you do or say? ……………………………………….
……………………………………….
6. What have you learnt?
……………………………………….
……………………………………….
……………………………………….
……………………………………….
……………………………………….
46
LESSON 2: SUB-STRAND 13- PERSUASIVE/ARGUMENTATIVE WRITING

Objective: You will be able to write a short paragraph to support an opinion or claims with
clear reasons.
ACTIVITY A: Let us read.
QUESTIONS FOR ARGUMENT WHICH IS BETTER: RICE OR FUFU?
Paragraph 1 I like eating Fufu often.

I like Fufu with palm nut soup and
A. Which one do you like better?
meat. Fufu is made of pounded
B. How do you like it?
cassava and plantain.
C. What is it?
I like Fufu because it is a
Paragraph 2
balanced diet. Fufu has all the
D. Why do you like it? right nutrients. Fufu gives me
energy. Fufu is also cheap. I do
E. What does it do?
not like rice because it is costly.
F. Why don‘t you like the other?
ACTIVITY B: In two groups, write on: Who are better friends: Males or Females?
QUESTIONS FOR ARGUMENT WHO ARE BETTER FRIENDS:

MALES OR FEMALES?
Paragraph 1 ……………………………………….
1. Which one do you like better? ……………………………………….
……………………………………….
2. How many friends do you ……………………………………….
have? ……………………………………….
……………………………………….
3. What do male/female friends ……………………………………….
make you feel or think? ……………………………………….
Paragraph 2 ……………………………………….
……………………………………….
4. Why do you like male/female ……………………………………….
friends? ……………………………………….
……………………………………….
5. What do male/female friends
……………………………………….
do to help?
……………………………………….
6. Why don‘t you like the other? ……………………………………….
47
WEEK 11: STRAND 4-WRITING

LESSON 1: SUB-STRAND 14-INFORMATIVE/ ACADEMIC WRITING
Objective: You will be able to write on the events of the day.
ACTIVITIES:
A. Let us read and add pictures and texts to complete the events of the day.
B. Let us read and show the pictures to others.
EVENTS OF THE DAY

In the morning, I sweep the house at five o‘clock am.
I fetch water, bath and dress.
MORNING I ...........................................................school.
In the afternoon, I ..............................................at school.

I ........................................................................ ............pm.
I............................................................................................
AFTERNOON
In the evening, I help at home.
I......................................................... school homework.
EVENING I.............................................................................................
At .............................................................................................
I ...............................................................................................
I ...............................................................................................
NIGHT
48
LESSON 2: SUB-STRAND 14-INFORMATIVE/ ACADEMIC WRITING

Objective: You will be able to make a radio/TV presentations/performances.
ACTIVITIES:
A. Let us search a textbook, newspaper or the internet and write about one of the
following topics assigned to your group:
1. Immunization; 2. Body Exercise; 3. Sports And Games;
4. Safety in the Home, School and Community; 5. Forest Destruction – Bush Fires;
6. Cutting Trees for Firewood; 7. Social, Moral & Cultural Values;
8. Energy Sources And Energy Saving
B. Let us rehearse presenting information like on radio or TV.

C. Let us present the information like on radio or TV.
TITLE: .........................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
49
WEEK 12: STRAND 5- USING WRITING CONVENTIONS/GRAMMAR USAGE

LESSON 1: USING CAPITALISATION AND PUNCTUATIONS
Objective: You will be able to use capital letters and punctuations in communication.
ACTIVITY A: SUB-STRAND 1-USING CAPITALISATION

Let us read and complete the table below
Initials: Initials are created from the first capital letters of words.
INITIALS OF HUMAN NAMES
First Name Middle Name Other Last Name Initials
Name or Surname
1. E.g. Djibodzi Quashigha D. Quashigha
2. E.g. Jane Ama Korkor J.A. Korkor
3. E.g. Osman Kofi Mohammed Abu O. K. M. Abu
4. Me .................... .................... .................... .................... ....................
ABBREVIATIONS OF NON-HUMAN NAMES

Abbreviations are short forms or of a word or phrase. Abbreviations are also initials.
Abbreviations can be used for the names of organizations and titles/headings.
First Second Third Word Fourth Fifth Sixth Abbreviation
Word Word Word Word Word
5. African Union A. U
6. World Health Organization W.H.O
7. Economic Community Of West African States ........................
8. Ananse and the Wisdom Pot A.W.P
9. ............... ................. ................. ................ ............ .......... .......................
ASSIGNMENT: SUB-STRAND 2- PUNCTUATION (Full stops, commas and apostrophe )

Let us read the texts below
Her name is Mary Akua Abu. She is ten years old. She attends the
Just Commit School in the Accra, Greater Accra Region of Ghana. The subjects she
likes are English, History, Science and Math‟s. Sometimes, after school, she plays at
Kofi‟s house and study at James‟ house.
Answer the following questions using one sentence each from the texts above.
1. What are the initials and surname of Mary?(Use a sentence E.g.: John‘s name is J. Asare)
.................................................................................................................................................
2. What is the full name and Abbreviation of Mary‘s school?
...............................................................................................................................................
3. What subjects do Mary like?
...............................................................................................................................................
4. Sometimes, where does Ama go after school?
................................................................................................................................................
50
LESSON 2: Sub-Strand 5: Using Qualifying Words –Adjectives

Objectives: You will be able to identify adjectives in sentences.
ADJECTIVES : An adjective is a word class that qualifies nouns.
TYPES OF ADJECTIVES
1. Adjectives Directly Before Nouns (Attributive Adjectives)
An adjective that comes directly before a noun is called Attributive Adjective.
Adjective Noun
a. John is a good student.
b. They are great singers.
c. It is a tall tree.
d.
Write sentences using adjectives directly before nouns at d.
2. Adjectives with the verb "to be”

Adjectives with the verb "to be” do not normally have to "to be” but tells what "to be”
Subject "to be” form Adjective
a. John is happy.
b. They are very cold.
c.
Write sentences using adjectives with the verb "to be” at c.
3. Adjectives With Sense Verbs

Some adjectives can have sense verbs (sight, taste, smell, touch, and hearing) or verbs of
appearance to modify the nouns, which comes before the verb.
Subject Sense Verb Adjective
a. John looks tall.
b. The food tasted dry.
c. She seems worried.
d.
Write sentences using Adjectives With Sense Verbs at d.
THINK ABOUT: Underline the adjectives in the following sentences.
Example a. John looks tall.
1. You are a short boy.
2. We are very happy.
3. The man is very great.
4. The food is sweet.
5. I had a bad day.
51

LESSON 1: SUB-STRAND 4- USING ACTION VERBS
Objective: You will be able to identify and use verbs in sentences.
ACTIVITY: Let us read and complete the text below.

PRESENT CONTINUOUS TENSE
What do you see now? Present continuous tense has a verb ending in –ing. We use
the present continuous tense to write about what is going on now.
I am reading a book. Let us look around the class, and write about what one person
is doing. Who is drinking water, sitting down, standing, walking, talking, reading or writing?
Subject(s) or doer Helping Verb Action Word in Present

(is/are) continuous tense
1. Yaw is reading.
2. ..................................... ..................... ...................................................
SIMPLE PAST TENSE

What did you see, do or hear? Was it few seconds ago, yesterday, last week, last
month or last year? Simple past tense expresses actions or states in the past. The action
words end with –ed, -ied and others.
I read a book? You listened to me. Let us look around the class, and write about one
person did. Who drank water, sat down, stood, walked, talked, read or wrote?
Subject(s) or doer Action Word in Simple past tense Time
1. Yaw read today.
2. ..................................... ................................................... .........................
PAST CONTINUOUS TENSE

What were you seeing, doing or hearing? Past continuous tense has a verb an
ending in –ing with was or were. We use the past continuous tense to write about what
was going on the past.
I was reading a book. Let us look around the class, and write what one person was
doing. Example: 1. Ama was listening. 2. Kofi and Yaw were talking.
Who was drinking water, sitting down, standing, walking, talking, reading or writing?
Subject(s) or doer Helping Verb Action Word in Past Time
(was/were) continuous tense
1.1. Yaw was reading today.
2.2. ..................................... ..................... ..................................... ......................
THINK ABOUT: Choose the correct answer to fill in the space.
1. Yaw is ................................................ A. read B. reading C. read
2. They .................................................. A. are write B. are writing C. writing
3. He ................................................ yesterday. A. study B. studied C. studying.
4. I .................................................... today. A. was walk B. was walking C. walking
5. They ................................. in the morning. A. were talk B. were walking C. walking
52
LESSON 2: SUB-STRAND 6- USING ADVERBS

Objective: You will be able to identify adverbs that qualify verbs in sentences.
ACTIVITY: Let us read and complete the text below

ADVERB
Adverb is the word class that qualifies verbs.
SOME TYPES OF ADVERBS

1. ADVERB OF TIME describes the time of an action.
Examples:
Subject Verb(s) Adverb
a. She came yesterday.
b. They sleep late.
2. ADVERB OF FREQUENCY describes how often an action occurs.

Examples:
Subject Verb(s) Adverb
a. They pray sometimes.
b. I study always.
3. ADVERBS OF MANNER: These adverbs describe how an action occurs.

Examples:
Subject Verb Adverb
a. John ate (adverb) slowly.
b. They speak quietly
4. ADVERBS THAT QUALIFY ADJECTIVES

Some adverbs qualify or describes adjectives to give more information about the adjective.
Examples:
Adverb Adjective
a. John was very handsome.
b. They were extremely difficult.
5. ADVERB OF DEGREE describes the extent of an action.

Examples:
Verb Qualifying Adverb Main Adverb
a. John Ate very slowly.
b. They Run incredibly quick.
6. ADVERB OF PLACE describes the place of an action.

Verb Adverb
a. Come here!
b. Go everywhere.
THINK ABOUT: Underline the adverbs in the following sentences.

1. I will study soon.
2. I eat always.
3. They dance well.
4. You are very good at singing.
5. Bring it here.
53

LESSON 1: SUB-STRAND 7-USING SIMPLE PREPOSITIONS
Objective: You will be able to identify prepositions in sentences.
ACTIVITY: Let us read and complete the text below.
PREPOSITION:
A preposition is a word that tells the relation between other words.
Examples of prepositions are: in, to, for, from, of, on, by, at, under, with, over,
within/inside, outside, etc.
Examples of Prepositions In Sentences
1. I come from Ho.
2. I stay at Kumasi.
3. The book is on the table.
4. They are going home by bus.
5. Come for the book.
6. I am in the pool.
7. Yaa is afraid of dogs.
8. Come to me.
9. Do not play under the pool.
10. Pass it over to Ama.
THINK ABOUT
Choose the correct answer to fill the spaces
1. I come to school ........................ foot. A. at B. on C. in
2. The cat is climbing .................. the tree. A. up B. in C. at
3. They are going ...................... school. A. to B. on C. at
4. I come to school ..................... my bag. A. at B. with C. in
5. I am the class prefect ............. my class. A. with B. by C. of
54
LESSON 2: SUB-STRAND 9-USING SIMPLE AND COMPOUND SENTENCES

Objective: You will be able to identify and use coordinating conjunctions to join
sentences.
Sentence
Sentence is an arrangement of words agreeing to the grammar rules of a language.
Some Types of Sentences: Simple Sentence and Compound Sentences.
Examples of simple sentences are:
a. I have eaten. b. I am happy.
Conjunction is a word class that joins sentences, words, phrases or clauses.

Example of conjunctions is: and, but/while, although, but, so, therefore, as etc.
Compound Sentences: When we use a conjunction to join two simple sentences

we get a compound sentence.
Simple Sentences Conjunction Compound Sentences

1 a. I have eaten. so I have eaten so I am happy.
b. I am happy.
2. a. I am a boy. but I am a boy but.

b. You are a girl. you are a girl.
3. ............................................ and ............................................

............................................. .............................................
4. ............................................ as ............................................
............................................. .............................................
5. ............................................ therefore ............................................

............................................. .............................................
6. ............................................ ............................................
............................................. .............................................
55

LESSON 1: SUB-STRAND 10: SPELLING
Objective: You will be able to spell phonically irregular words correctly.
ACTIVITIES: A. Let us learn how to spell the following words groups.
B. Let us play the Pick and Spell game to spell phonically irregular words.
1. /i/ as in digit, befit, bit, resist, kit 2. /i:/ as in be, meet, foresee, heel,
defeat, disease, week, key, quay,
receive.
3. /e/ as in abet, reset, dwell, pet, 4. /з:/ as in heard, bird, first, hurt
bed,
5. /æ/ as in bat, sat, cattle, aback, 6. /a:/ as in arm, palm, balm, calm,
forehand. park, march
7. /ͻ/ as in potter, cotton, dotting, 8. /ͻ:/ as in bore, baller, caller,
hotbox. taller, halt, airport.
9. /℧/ as in pull, full, bull, would, 10. /u:/ in food, cool, fool, tool
book.
11. / Λ / as in cup, but, hut, mud, love 12. above, again, about, against, ago
13. outer, oyster,
20. /d/ decide, draw, dancer, deduce. 21. /p/ Punish, power, pamper.
22. /b/ bigger, boycott, bitter. 23. /t/ Travel, taste, town.
24. /g/ Ghost, grade, gunshot . 25. /k/ Keep, kiss, keen.
29. /v/ Violet, violin, velvet. 30. /f/ Fight, Flight, France, Fable
31. /ð/ father, teethe, that, those there, 32. /Ө/ third, thief, cloth, thirsty,
these mother, brother, bother, eleventh Thursday, birthday, thank,
thumb.
33. /ᵹ/ beige , Asia, pleasure. 34. /∫/ showed, fish, dish, sugar.
35. /z/ zebra, zoom, arise, zoo. 36. /s/ Sir, face, race, pace.
37. /h/ heard, ahead, heir, house.
30. /m/ 31. /tʃ/ or ch

Manner, master, to maker, more money. Check, chin, digestion, catch, gesture
33. /n/ Notice, nutmeg, night. 34. /dƷ/ or j
Agenda, jar, jaw, hedge, badge, surge.
56
LESSON 2: STRAND 6-EXTENSIVE READING

Objective: You will be able to read a variety of age and level-appropriate books and
summarise them.
SUB-STRAND 1: BUILDING THE LOVE AND CULTURE OF READING
ACTIVITIES:
A. Let us create a library by collecting some books.
Let us use the Author‘s chair, introduce the reading/library time.
B. Let us have a variety of age/level-appropriate books to make a choice from.
C. Let us identify narratives, expository, procedural texts.
D. Let us select books for readings
TYPES OF TEXTS
Narrative Texts
Narrative Texts are about the details of an event.
They have acts or occurrences or course of events.
They can be presented in writing or drama or cinema or as a radio or television program.

Examples are stories and histories such as Ananse and The Wisdom Pot
Expository Texts
Expository Texts is a step by step explanation of a specific topic.
Expository Texts text explains the meaning or intent of a text.
Example: The Meaning of Life
Procedural Texts
Procedural Texts is a about how something is done.
Example: Cook Book, Manual, etc.
THINK ABOUT: Group the following texts into the types of text.
1. Ananse and The Wisdom Pot 2. Kwaku Ananse And The Farm Trap
3. The Meaning of Life 4. Ama‘s Cook Book 5. Game Manual
Narrative Texts Expository Texts Procedural Texts
57
NOTES
58
NOTES
59
REFERENCES
Asare, J. K. (2022). Business Stories. 5th Edition. ISBN: 978-9988-54-712-7.
Obuasi. Ghana.
Asare, J. K. (2022). History For Basic School 1 - (Based On New NaCCA

GES Curriculum). Just Commit Series. Just Commit Foundation. Obuasi. Ghana.
Amazon. ISBN: 9798810024361. Retrieved from
https://www.amazon.com/gp/product/B0B7Z78ZML/ref=dbs_a_def_awm_hsch_vapi_
tkin_p1_i2

https://www.amazon.com/gp/product/B09Z9YGBJ9/ref=dbs_a_def_awm_hsch_vapi_
taft_p1_i7

https://www.amazon.com/gp/product/B09Z9ZYPYT/ref=dbs_a_def_awm_hsch_vapi_
taft_p1_i6.
Asare, J. K. (2022). R.M.E for B.S. 3. Obuasi: Just Commit Foundation.

Amazon. Retrieved from https://www.amazon.com/dp/B0BB1PB5L1
Asare, J. K. (2022). Religious and Moral Education (R.M.E) for Primary 2.

Obuasi: Just Commit Foundation. Amazon. Retrieved from
https://www.amazon.com/dp/B0B7QBGMJJ
Asare, J. K. (2022). Religious and Moral Education (R.M.E) for Primary 1.

Obuasi: Just Commit Foundation. Amazon. Retrieved from
https://www.amazon.com/dp/B0B7QHG3DL
Lewis, A. (2020). WordWeb 9.3. Princeton University. Retrieved from

https://www.deskperience.com
National Council for Curriculum and Assessment (NaCCA), (2019 ). English

Language Curriculum For Primary Schools (Basic 1 - 3). Ministry of
Education. Republic Of Ghana. Cantonments. Accra. Accessed at
www.nacca.gov.gh.
The InsiteTalk. (2016). Ananse Stories. Retrieved from

https://insidetalk.wordpress.com.
60
Tompkins, Gail E. (2011). Literacy in the Early Grades: A Successful Start for
Prek-4 Readers and Writers. Allyn and Bacon. ISBN 978-0-13-702787-3.
"Reading Performance" (https://nces.ed.gov/programs/coe/pdf/coe_cnb.pdf)

Archived (https://web.archive.org/web/20170831085622/https://nces.ed.gov/program
s/coe/pdf/coe_cnb.pdf) (PDF) from the original on 2017-08-31. Retrieved 2018-03-
07.
"What is Reading Comprehension?" (http://www.k12reader.com/what-is-

reading-comprehension/) . Reading Worksheets, Spelling, Grammar,
Comprehension, Lesson Plans. 2008-05-29. Archived
(https://web.archive.org/web/20160509110054/http://www.k12reader.com/what-is-
reading-comprehension/) from the original on 2016-05-09. Retrieved 2016-05-13.
61
ABOUT THE BOOK
This book uses simple language to provide practical and reflective
approach to English Language studies. It is authored with award
winning contents from ‘Inspirational Business Stories’ by Janix K.
Asare (M.A), President of Just Commit Foundation, Laureate, 2020
UNESCO Confucius Prize for Literacy. It educates on learning and
writing songs, poetry, Story Telling, Dramatization and Role Play,
Talking about Oneself, Family, People, Customs, Socials/Cultural
Values and Manners, Listening Comprehension, Asking and Answering
Questions, Giving and Following Commands/ Instructions/Directions
and Making and Responding to Requests, and Presentations based on
the National Council for Curriculum and Assessment (NaCCA), (2019 )
English Language Curriculum For Primary Schools (Basic 1 - 3) by the
Ministry of Education. Republic Of Ghana.
© Janix. K. Asare, 2023

April: 2023
Just Commit Foundation. Obuasi Ashanti, Ghana

Website:justcommit.org
Email:justcommitfoundation@gmail.com
Contact: 0246 573 743 or 0209 54 17 16 for more copies
62

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ENGLISH

WEEK 10: SUB-STRAND 9- GIVING AND RESPONDING TO COMMANDS/INSTRUCTIONS/DIRECTIONS

WEEK 9: SUB-STRAND 10-NARRATIVE WRITING............................................................................... 45

stored on, or introduced into a retrieval system, or transmitted, in

any form, or by any means (electronic, mechanical, photocopying,

recording or otherwise) without prior permission, of the publisher.

Any person who does any unauthorized act in relation to this

publication may be liable to criminal prosecution and civil claims

First published on Amazon

Website: justcommit.org Email:justcommitfoundation@gmail.com

© Janix K. Asare, 2023. Just Commit Foundation

Contact: 0246 573 743 or 0209 54 17 16

STRAND 1-ORAL LANGUAGE

WEEK 1: SUB-STRAND 1- BENEFITS OF SONGS

TITLE: „THE NATIONAL ANTHEM OF GHANA‟

1. God bless our homeland Ghana,

WEEK 2: SUB-STRAND 1- THINK ABOUT SONGS

2. Moral Lessons are good ideas people believe in and practice.

4. The benefits of songs are all the following except....................................................

A. Good moral lessons B. Getting joy C. Listening skills D. Bad behaviour

WEEK 3: SUB-STRAND 2: LEARN RHYMES

ITSY BITSY SPIDER

The Itsy Bitsy Spider went up the waterspout

Down came the rain and washed the spider out

Out came the sun and dried up all the rain

And Itsy Bitsy Spider went up the spout again.

LESSON 2: NEW RHYMES

Ways to Care for the Environment

WEEK 4: SUB-STRAND 2: COMPOSE RHYMES

LESSON 1: Revise Rhymes

Ways to Care for the Environment

LESSON 2: Revise Rhymes

Example: I love nature

Because the of the land, air and water

Which are all part of nature

WEEK 5: SUB-STRAND 4-STORY TELLING

ACTIVITY: Let us read a suitable story

WHY ANANSE HAS THIN LEGS

WEEK 6: SUB-STRAND 4: STORY TELLING

ANSWER THE FOLLOWING QUESTIONS

2. Adowa was cooking a .........................................food in a pot.

3. Ananse‘s legs become thin because his friends ............................

4. The moral lesson from the story is that ............................................

5. I like the story because of ...................................................................

WEEK 7: SUB-STRAND 4: LEARN PARALLEL STORIES

Let us read two parallel stories.

The two characters are Ndewura Jakpa and Osei Tutu I

STORY 1: NDEWURA JAKPA STORY 2: OSEI TUTU I

Ndewura Jakpa was the Osei Tutu was the leader

leader of the Gonja people.He of the Asante people. He

He united all the tribes He united all the tribes

he won. He then made all he won. He then made all

and Guan Ethnic group in Kingdom in Ghana. He was

Ghana. He was helped by his helped by Okomfo Anokye

sister. who was a priest.

WEEK 8: SUB-STRAND 4- CREATE PARALLEL STORIES

2. Let us present the stories to the class for feedback.

WEEK 9: SUB-STRAND 4-EXTEND STORIES HEARD

ACTIVITY: Let us read a story.

Ananse And The Wisdom Pot

WEEK 10: SUB-STRAND 4: EXTEND STORIES HEARD

WEEK 11: SUB-STRAND 5-DRAMATISATION AND ROLE PLAY

WHY ANANSE HAS THIN LEGS