Page 20 - ACADEMIC COMMUNICATION TG FORM FIVE

Crafting meaning Academic Communication for Advanced Secondary Schools

Exercise 1�1 in the Student’s Book

(a) Ask students in groups to do Exercise 1.1 in the Student’s Book.
(b) Guide students through forming new words by using the affixes
given in the table and fill the new words in the designated
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column in the table they have drawn.
(c) Each group should present their work to the class for discussion
and knowledge sharing.

Exercise 1�2 in the Student’s Book
(a) Ask students in groups to do Exercise 1.2 in the Student’s Book.
(b) They should study the words they formed in the previous
exercise and categorise them as instructed in the Student’s
Book: words changed to other word categories by prefix and
words assigned a particular grammatical property e.g., number,
possession, tense and comparison.
(c) Each group to present their work to the class for discussion.
Encourage each student to actively take part in the discussion.
(d) Check on the correctness of their responses and where
necessary, provide clarification.

Compounding
Teaching and Learning Procedures

The following procedures may be observed in teaching and
learning compounding word formation process:
1. Let students engage in the introduction by making reference to the
notes they created in Activity 1.1.
2. Guide students through question and answer method to discuss
what compounding is.
3. Encourage them to share compound words they know. They should
also explain why they consider those words to be compound.
4. Provide more examples of compound words to help students grasp
the concept. Begin with simple examples such as “sunflower”,
“notebook”, and “raincoat”.

Teacher’s Guide Form Five 3 3

30-Jun-24 11:00:02 AM
TG Academic Communication.indd 3
TG Academic Communication.indd 3 30-Jun-24 11:00:02 AM