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Inspiration Mastering the Alphabet Mathematics Months of the Year in Nkwen Language Uncategorized

The Nkwen Language Scheme of Work

This scheme is a proposed plan of work aimed at assisting kids and Pupils who are in the Nursery and primary ̧Schools in Nkwen Fondom to be able to speak, read, and write the Nkwen Mother Tongue.

Mother Tongue Education

This scheme is a proposed plan of work aimed at assisting kids and Pupils who are in the Nursery and primary ̧Schools in Nkwen Fondom to be able to speak, read, and write the Nkwen Mother Tongue.

A Teaching Guide

A SCHEME OF WORK PROPOSED FOR BEGINNERS IN THE NKWEN MOTHER TONGUE EDUCATION FOR THE NURSERY AND PRIMARY SCHOOLS IN NKWEN FONDOM.

This scheme is a proposed plan of work aimed at assisting kids and Pupils who are in the Nursery and primary ̧Schools in Nkwen Fondom to be able to speak, read, and write the Nkwen Mother Tongue. Note should be taken that these schemes have been broken down from the National syllabus of the English speaking primary schools in Cameroon. The aim of this project, as conceived by the Nkwen Language Committee, is to foster the speaking, writing, and reading of the Nkwen Mother Tongue (MT) in all the Nursery and Primary schools in the Fondom as well as in all its quarters. This will also enable the child to move gradually from his mother Tongue to the English (foreign) language, which is introduced to him in school. There are two ways in which this program could be handled in a school system. The first is to use the mother tongue as a medium in the teaching/learning process where all the subjects are taught using the Mother Tongue. This is very effective in a situation where nearly all the children in a class speak the same language. The second method is when the mother tongue is taught as a subject on the school timetable. Thus, periods are allocated for Mother tongue on the timetable. These schemes, broken down into six sequences as wanted by the education authorities in Cameroon, will guide the teaching of the Nkwen Mother Tongue and help the learner develop the following skills.

SCHEMES FOR NURSERY AND PRIMARY ONE/TWO

FIRST SEQUENCE

  1. Greetings/simple commands (mә̀tsὲ’ὲtәnә̀:  ǹjwὲlǎ? a bәla? ɔ̀ zĭ? ɔ̀ yĭ? ɔ̀ bǔ? ɔ̀ dzwi ǹshi’inә̀?)  Commands: (yĭ! Ghә̌! Tiŋә! Dә̌! Fyâ! Khә̌! Zεˀεtә! tiŋә ndәŋә! Nunә nshyε! Lìnә! Fu abi! Ku nyĭ! zhwinә! Kĭ!  Tsәmә̀! Wwε!
  2. Self introduction (ә̀lwεnә̀ wa bә…, mә̀ mbә…, mә̀ mbә ә̀lùŋә̀ nә̀kwà, ә̀lwεnә әtàa wà bә…, ә̀lwεnә mma wa bә…, mә dzwi fәfә….)
  3. Introducing others. (li bә…, a dzwi fe …, à fu fә…, a fà’a fәfә…, a dzwi nә̀ әbɔɔ bi…
  4. Polite request and appreciation. (lɔntә wa nә̀…, ti bɔŋә ɔ̀ lɔntә̀ wa nә̀…, tәkɔ̀’ɔ mәyà, Mәyà wwɔ̀.)
  5. Identification of objects (at home, school, environment), nouns
  6. Pronouns: mine, yours, his/ hers, ours, theirs, yours (pl), these, that, those. (wà, wwɔ̀, yε̌, wĭ, wwă, wwǔ, bìi, wa, bya.) 
  • Kitchen utencils and plurals. (àkaŋә̀ – ә̀kaŋә̀, àlә̀ŋә – ә̀lә̀ŋә, ǹtɔ̀ -bә̀ntɔ̀,  etc.
  • Classroom equipments and plurals. (m̀bәŋә̀ – m̀bәŋә̀, àŋwà’àrә̀ – ә̀ŋwà’àrә̀, ŋ̀kɔŋә-aŋwà’àrә̀ – mә̀ŋkɔ̀ŋә̀ mә aŋwa’arә, tafrә̌ – bǝ̀tafrә, fәtù – bә̀fәtù, etc)
  • Parts of the Body and plurals.( àtyә̂ – ә̀tyә̂, ǹtɔ̀ŋә – mә̀tɔ̀ŋә, nә̀tɔ̀ŋә – mètɔ̀ŋә, àkù – mә̀kù, etc)
  • Places. (àdì’i  – ә̀dì’i, àfɔ̀  – ә̀fɔ̀, àtɔ̀’ɔ̀ – ә̀tɔ̀’ɔ̀, àtyә-nta’à – ә̀tyә-mә̀nta’à, mә̀tànә – bǝ̀mǝ̀tanǝ

SECOND SEQUENCE

  1. Identification of characters or letters of the alphabet ( a, b, c, d, dz, ɛ, ǝ, f, g, gh, i, j.…etc)
  2. Reading letters of the alphabet. ( a, b, c, d, dz, ɛ, ǝ, f, g, gh, i, j.…etc)
  3. Writing Letters of the Alphabet. ( a, b, c, d, dz, ɛ, ǝ, f, g, gh, i, j.…etc)
  4.  Countingmɔ̀’ɔ, bya, tarә, kwà, tanә, ǹtǔ, sàmbâ, nә̀fă, nә̀bu’u, nә̀ghǝmә̀, ǹcә̀-mɔ̀’ɔ, ǹcә̀-bya, ǹcә̀-tarә, etc.
  5.  Use of the present continuous tense and picture reading. (Ŋgәfɔ̀ a cu’u akù’u, Talǎ wà nna, etc)
  6.  Description of a picture / Pictures of animals, pets, their names and nature. ( ɔ̀ zә kә mәmә fәtu wǐ? A gha a la? A ghe a fә? Etc.

 Animals (1. ŋgwɔ, ŋgwu, 3.  àŋkә’ә, 4. mya-ŋgwu, 5.  bushì, 6. mbyi-ndɔŋә, 7. mbyi-ǹdzɛ̀rә, 8. àŋkwùŋә̀, 9. àlwεnә̀, 10. àkwi-mbyi, 11. kwunyàmә̀, 13. ǹnà-mәkarә, 14. dedɔ’ɔ 15. tsә̀tsà, 16. ǹsànkyî, 17. cici’i, 18. nәnaŋә, 19. kaa, 20. àcә̌, 21. fәnyә, 22. ŋ̀kànә, 23. ŋ̀kâbàŋә̀, 24. kàŋә, 25. tɔ̀’ɔrә, 26. àntswìŋә, 27. tәkwurә-mәlә̀ŋә, 28. m̀byi-mә̀lù’ù, 29. fә̀bu’ù, 30. ǹnà-ŋkyî, 31. m̀bɔ̀ŋә̀, 32. ŋ̀ghâ, 33. ǹnarә̀,  34. ǹsεnә̀, 35. cùwε, 36. àfɔ̀nә, 37. ǹnà-nwε, 38. ǹdzǝbә̀rә̂, 39. ǹdzǝbә̀rә̂-ntiŋgùŋә, 40. m̀biyandùŋә, 41. kә̀bә̀, 42. babәŋgɔ̀’ɔ̀, 43. swigәrә-ŋ̀kà’aŋkà’à, 44. dɔ̀ŋfawurǝ̀, 45. dzàkashi, 46. àliliŋә, 47. fɔrә, 48. swìŋnә̀, 49. ǹnǎ-ŋgyә̀’ә, etc)

  1. Birds: 1. tsɔ’ɔ, 2. wàrә̀, 3. àfә̀fàrә̀, 4. àyìyὲ, 5. tsɔwε̌, 6. Bu’urә-mә̀kû, 7. kwùŋǝ̀, 8.bǝ̀bǝ̀rǝ̀, 9. tsɔkɔ̀’ɔ, 10. tɔ̀ŋә̀, 11. mә̀nεnә̀, 12. sәŋә-lyәbu, 13. àŋәŋya, 14. wazε’εmɔɔ. àŋgù’u, 16. fә̀tɔ̀ŋә, 17. kwa’atә-tyi, 18. kɔ’ɔdziŋә.

THIRD SEQUENCE

  1. Trees / grasses (әtyĭ:  ŋ̀gà’a, àgǝ̀mә̀, fù, wàrә̀, àkәkwε, ǹfàbә, àfәfaŋәàŋgwεnә, ŋ̀kɔ̀ŋә, ǹdzàŋә, àkànә̀, lɔ̀nә, ǹsàrә̀, bàŋә̀, àluŋә̀, bὲrә̀,                       ǹdzɔŋә-ndzɔŋә, bya, frәsә̀garә̀) Grasses: ŋ̀gwεnè: àsә̀sɔŋә̀, aci’inә̌, tәtya nywὲ, ǹsǔ, ǹsǔ-ŋgha, sὲmbε’ε, àswĭŋkyi, nә̀’ә, cisәghɔ̀rә̀, lànshyε, ǹdi’i, bàŋndzә̀m-mɔ̀’ɔ, nә̀ghɔnә̀, m̀mi me ŋgwu, ŋ̀kyi-ŋkyi mmi, nә̀kɔ̀ŋә̀ nә bәŋkhә, ǹdɔrә̀, fi-ndzɔŋә, fi la’a, ŋ̀kә̀ŋә, ŋ̀gә̀ŋgɔ̀rә-ŋkә’ә, etc
  2. Fruits:  m̀bεrә, ǹsàrә̀, fә̀jyә, àdzɔ, ǹtàŋә̀, àntsɔ̀’ɔ̀, m̀bànta’à, mәmbɔ̂, nә̀bɔ̀’ɔ nә ŋkyi-ŋkyi, àsәsaŋә, ŋ̀fàgә̀lùŋә̀, lamshì, bɔ̀bɔ maŋgɔ̀rә̀, nanashì, ŋ̀gwabàŋә̀, fә̀mbà.
  3. Simple questions. Listening and responding.( lya bә kә? ɔ swa’a a gha la? ɔ̀ dzwi nә̀ ŋkabә̀ dàŋә fya, a li mbe  bә ntamә Ngu’u zha? Responses: kǎka,  à a, ŋ̀gaŋә, anyu dàŋǝ! kyε, ǎndә!
  4.  Rhymes. Possessions(bә̀sәŋә ba, bә̀sәŋә bwɔ, bә̀sәŋә byi, bәsәŋә bu, bә̀sәŋә bya. ǹnà za, ǹnà zhә̀,… m̀bεrә wwa, mbεrә wwɔ,…, fә̀ŋgwaŋә̀ fa, fә̀ŋgwaŋә̀ fwɔ,…mә̀lu’u ma, mǝ̀lu’u mwɔ,… mә̀lu’u muu
  5.  Riddles and jokes (ŋ̀kwalә̀’ә – lә̀’ә̀ŋkwa: nɔ̀ŋә̀ li, nɔ̀ŋә li = ә̀bǔ, tiŋә atyә nta’a ŋkwusә akɔŋә̀ zhǝ  – ә̀bɔ’ɔ , etc.
  6. Story telling (ŋ̀kwalә̀’ә, lә̀’ә̀ŋkwa, Ətaa/Mma tsә dzwi yi wu, …)
  7.  Common games and rules.(ǹnà ǹnà kuku, ɔ̀ byε lɔ, tu’u mbyi Sundὲ Màriyà, bә̀sәŋә bә mba’amba’ cya nzε’εsә atyә muwi, tsәmә wwɔ muwi tsәmә wwɔ lә.

FOURTH SEQUENCE

  1.  Parts of the body and their functions (the five senses)(Mә zә әdi’i nә m̀mi ma, mә fa’a nә m̀bwɔ ma, mә lә̀msә̀ nә mә̀lwi ma, mә zu’u nә әtugәrә dzwa, mә jyә nә ǹtswù wwa, etc)
  2. Sources and  Importance of water(mә̀ză, ŋ̀kyi fәŋgwaŋә̀, nә̀fĭ, àtsә̀mә̀, ghә̀ŋә̀, ŋ̀kyî-ŋgɔrә̀, karә-ghәrә): (ŋ̀kyî mә nyәnә̀, ŋ̀kyî la mәjyә, ŋ̀kyî sǔ nnu, ŋ̀kyî sǔ tsә̀’ә, etc)
  3. Questions and discussion on health.   – Toiletries (Bɔŋә ɔ̀ gha la mә ghәrәnә̀ ŋgә ǹnu zhә̀ nwa’a? , mә swà’a ghә mәmbà’à, etc
  4.  Cleaning tools and their functions (asɔ̂, ǹnywε, mә̀saŋә̀, nә̀kyǐ,, etc)
  5.  Describe actions in a chronological order eg 1st, 2nd, 3rd, 4th, etc. (ǹcyàmbì, àzɔ̀ŋtә̀, adì’i tarә,  adì’i nәkwà, etc, ǹlwitә̀.) ̀
  6. Foodstuffs, common meals, different meals. (ŋ̀gwàsaŋә̀, àzu’u, mәnjyә̌, fә̀ndә̀ŋә̀, màkàbә̀, mә̀kû, kàsarә̀, nә̀bɔ̀’ɔ, nә̀ŋgùŋә, mәmbɔ̂, mә̀tu’u mә tyi, mètu’u mә әkàrә, ǹdɔ̀ŋә, mәmbaŋә, ә̀kù’u la’à, ǹtàgә̀là) Meals:(àkù’u nә̀ njyâ-nә̀kyǐ, ŋ̀gwàsaŋә nә̀ mәŋjyә̌,  mә̀ku mә karә nә ŋjya mә̀kaŋәtә, etc)
  7.  Description of journeys,  (mә̀ ghә̀ mәtanә, mә ghә ntεnә̀, mә ghә afɔ̀, mә ghә aghanә̀, mә ghә ndyâ ǹtswa’à, mә ŋku ŋkyî,  mә ku ntɔ’ɔ, mә kɔ’ɔ nta’à, etc) 

FIFTH SEQUENCE

  1.  Expressions in the past tense (today, yesterday and remote past) (à ghә nla akù’u mba’a-mba’a, à tε nla akù’u, à kә̀ laa akù’u әzɔ/ ŋ̀ghà/ŋgù’u,  a lyә nla akù’u)
  2.  Simple expression of feelings / Expressions in the future tense. eg I like it. It is good.(mә̀ kɔ̀ŋә, mә̀ kɔ̀ŋtә ŋgә, à bɔ̀ŋә wwa, / à bә ghә̀ mәtanә,  à bә lya ghә̀ mәtanә әzɔ / ŋghà/ŋgù’u, ă lyә ghә̀rә/bù’u nyù, etc.)
  3.  Types of professions (occupations) and their functions. (ǹtâ-tsǝ̀’ә, ŋ̀ghùrә̀-mә̀la’à, ǹtyә̂-khә̌, ŋ̀kuŋә̀-tyә, m̀ba’à-ŋ̀kyὲ, ŋù-ŋgàŋә̀, ǹtsu’ù mә̀ghɔ̀nә, ŋ̀gàŋә sa’a mәnsa’a: m̀fɔ̀ kɔrә̀, bә̀ta bә kɔrә̀, ǹsa’à mә̀nsa’à, ǹtsὲrә̀ mә̀nsa’à, ǹtɔ̀’ɔ̀tә̀ mә̀nsa’à, etc
  4.  Days of the week. Yesterday, tomorrow.(Zә̀ntyε, Zә̀ŋkhalyε, Zә̀lyε, Zә̀ŋkhaka Zәkă, Zә̀kă, Zә̀zĭ, Zә̀ŋgәfә̀kwὲnǝ, Zә̀ŋkhaka zәntyε; ә̀zɔ ma à kә̀ cya, ә̀zɔ ma a yìi, etc)
  5.  Activities and duration, telling the time and date, months (fә̀’ә̀ li’i mәsuŋә, fә̀’ә̀ mә̀jyә, fә̀’ә̀ fә̀lyε, fә̀’ә̀ bә…, ǹjwε sεnә bә…, etc, months:1. ŋɔrә ǹcyambi, 2. ŋɔrә àbә̀bә, 3. ŋɔrә ǹcǔmbә̀ŋә̀, 4. ŋɔrә àzhә̌, 5. ŋɔrә shә̌ ŋgwεnә̀, 6. ŋɔrә ǹwùŋnә̀ alùŋә̀, 7. ŋɔrә mә̀ghă kә nә̀fu’u, 8. ŋɔrә  mǝ̀kû mә lùŋә̀ kә àlansә̂-mbә̀ŋә̀, 9. ŋɔrә ǹtswusanә, 10. ŋɔrә ŋ̀wà’àsànә, 11. ŋɔrә ŋ̀gwὲnә, 12. ŋɔrә krәsә̀mεnә̀)
  6.  Description of the weather.(abì ŋwa’à / bɔŋә̀, abì bǝ̀ǝ, ә̀dì’i ŋwa’à, әdì’i sεnә, m̀bә̀ŋә shwi’i, m̀fә kɔ, ә̀dì’i lùŋә, ә̀dì’i fyε, etc

SIXTH SEQUENCE

  1.  Location of objects, persons and animals (bәsәŋә dzwi atyә ati, bә dzwi afכ, mәna dzwi a mәmә ba’a, etc)
  2.  Ages. Pronunciation, stress and intonation.(Tone marking) (   ̀ ׳ ˆ ˇ ) 

̀̀       àbà, àsәŋә,

      ׳  sәŋә, fәfә, fɔrә (the high tone is respected but not marked)

ˆ      sâ, fâ, 

ˇ      să, fă 

  1.  Synonyms and Antonyms ( to harvest: fù’u, tsɔ̀’ɔ, kha, tɔŋә̀, bεnә̀, sә̀ŋә, fàrә, sɔrәtә, wă, kә’ә asәsaŋә, to plant:wε̌, shwuε, zεrә, mà’anә, kә’ә̀, fә̀mtә, anthonyms; àbɔ̀ŋә̀ – ә̀bwu, bàŋә̀ – shi, ghà’àtә – khә̌tә, sǎtә – kә̀mtә, mә̀ŋgyε̂ – mә̀mbàŋnә̌, Mәǹgὲnә̀ – Tanzɔ̀’ɔ,)
  2.  Labelling of object and colouring. ( èdzwuŋә dzwà sὲnә, bàŋnә, fә̀bә̀nә, ŋwὲ’ὲrә, fùŋnә,)  
  3. Counting 100 – 100000 :Counting 100 – 100000 : (ǹkὲrә̀, ŋ̀kὲrә̀ nә àzuŋә- mɔ̀’ɔ (101/ǹkὲrә̀ nә ә̀dzuŋә nә̀ghәmә̀ (110), ǹkὲrә̀ nә ǹcǝ̀-mɔ̀’ɔ (111), ǹkὲrә̀-bya (200), ǹkὲrә̀-tarә (300), nkὲrә̀-nә̀kwà, ǹkὲrә̀-tanә̀, nkὲrә̀-ntǔ, ǹkὲrә̀-sàmba, nkὲrә̀-nә̀fǎ, ǹkὲrә̀-nә̀bù’u, ǹcù’u, ncù’u nә ǹkὲrә̀-nә̀bù’u, ǹcù’u bya, ǹcù’u tarә, ǹcù’u nә̀ghǝmә̀, ǹcù’u ǹcә̀-mɔ̀’ɔ, ǹcù’u ǹcә̀-bya, ǹcù’u ǹcә̀-nә̀bù’u, ǹcù’u mә̀ghәmә mәbya,  ǹcù’u mә̀ghǝmә metarә, àbà nkabә̀, ә̀bà bya, ә̀bà tarә, ә̀bà nә̀bù’u, ǹkamә̀, etc

SCHEMES FOR ADULT LITERACY CLASSES IN NKWEN MOTHER TONGUE

We also proposed the following topics as guidelines to any seminar that will be organised for adult learners. The topics are re-arranges with some additions. The adult learners may progress faster or slower, depending on their ability to grasp the lessons. After treating all these topics, the adult learner should be able to speak fluently, read and write the Nkwen Mother Tongue that he/she is already speaking or learning to speak correctly.

  1. Greetings
  2. Self introduction  and Introducing of others
  3. Identification of characters or letters of the alphabet
  4. Reading letters of the alphabet
  5. Writing Letters of the Alphabet
  6. Tone marks
  7. Counting
  8. More on the Alphabet – short passages
  9. Pictures of animals, pets and their names
  10. Ages. Pronunciation, stress and intonation.
  11. Trees / grasses
  12. Animals and birds
  13. Synonyms and Antonyms Noun classes
  14. Plural of nouns
  15. Pronouns: mine,  his/ hers, theirs, ours, yours,  these, that, those
  16. Sequential pronouns
  17. The present continuous tense 
  18. The past tense and markers
  19. The future tense and markers
  20. Polite request and appreciation
  21. Simple questions. Listening and responding. (conversation)
  22. Rhymes and poems
  23. Riddles and jokes
  24. Proverbs
    1. Tradition concerning Marriages,    births, deaths, and other celebrations
  25. Common games and rules
  26. Parts of the body and their functions
  27. Essay writing eg Importance of water, etc.
  28. Story telling
  29. Appreciation  – part of a text  – Sentence construction 
  30. Types  of professions (occupations)  and their functions
  31. Days of the week. Yesterday, tomorrow.
  32. Activities and duration, telling the time and date
  33. Description of the weather.
  34. Common meals, different meals. 
  35. Pictures of animals, pets and their nature
  36. Synonyms and Antonyms

TEXT BOOKS/DIDACTIC MATERIAL

  1. Primer one and two
  2. Mathematic Book
  3. Let’s learn, write and read Nkwen Language
  4. Some Grammatical Aspects of the Nkwen Language.
  5.  Nkwen language for the Kids.
  6. STUDY GUIDE For The Teaaching of Nkwen Language

METHODS

TheTeaching/Learning methods to be used are; Questioningdiscussion, demonstration, illustrationstory tellingrhymes and songs, etc. Progress from one lesson to another should depend on how the first one has been mastered by the learners.

This work was done by the following appointed Nkwen language sub-committee members.

  1. Mrs. Taminang Theresia Ngeche
  2. Mrs. Tandia Regina Ngegha
  3. Mr. Joseph Che
  4. Mr. Wankwe Michael 
  5. Miss Usla Na’ah
  6. Mr. Azeh Chrysanthus
  7. Mrs Azefor Emmerentia 

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More videos on Nkwen Language https://www.youtube.com/watch?v=BlwSpS0eLyc&list=PL_ihUsy6_PLKYRhQJ1B65SZ5XN1sLjNBk Corn Fufu and Njyama-njyama. African Dish. Recipe and Preparation The quarantine is doing more good than harm. My home skills just got better
https://www.youtube.com/watch?v=dc8rWv73yu4&list=PL_ihUsy6_PLL97Zdkho2kVy3FL_3S-5dI With high combat on COVID-19 the future seems promising (Advantages of COVID-19) The Nkwen Language Alphabet and some Grammatical Aspects
https://www.youtube.com/watch?v=Ujl3jtLzO-4&list=PL_ihUsy6_PLIH9KxSwacoxdZ3m76vsYsD The quarantine is doing more good than harm. My home skills just got better Advantages of COVID-19 for the future. With high combat on COVID-19 the future seems promising.
https://www.youtube.com/watch?v=cQ2NZ53034o&list=PL_ihUsy6_PLK-rNbEuGye59EVlhjfeaVb My Traditional Dish, Achu and Yellow Soup Corn Fufu and Njyama-njyama. African Dish. Recipe and Preparation The Nkwen Traditional Anthem

2 replies on “The Nkwen Language Scheme of Work”

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