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Academic Communication for Advanced Secondary Schools Crafting meaning
Exercise 1�4 in the Student’s Book
(a) Guide students in groups through using the given words to
form new words/meaning when they use them in different
sentences.
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(b) They should also indicate a class for each word in a different
sentence.
(c) Ensure each group forms words correctly and use them to
construct meaningful sentences and identify a word class for
each word they form.
Activity 1�3 in the Student’s Book
(a) Guide students in pairs through preparing a list of words from
the words they formed in Exercise 1.4 and incorporate them
into a dialogue. (Encourage them to develop field-specific
words; i.e. the vocabulary from science, politics, education, etc.
(b) Guide them through brainstorming a scenario or topic in
which they will have a dialogue; e.g., an assignment they are
working on, latest news they have heard etc.
(c) Instruct them to prepare a dialogue and observe appropriate
grammar and punctuation.
(d) Guide students through acting out the dialogues they have
prepared and encourage them to be active and free.
(e) Conclude the activity by giving a summary of key issues you
noticed.
Blending
Teaching and Learning Procedures
The following procedures may be considered in teaching and learning
the blending process:
1. Introduce the blending process by explaining what it is. Let students
engage in the introduction by making reference to the notes they
created in Activity 1.1.
2. Engage students by providing examples of blended words to help
illustrate the concept. Begin with simple and recognisable terms like
“smog” (smoke + fog), “brunch” (breakfast + lunch), and “motel”
(motor + hotel).
66 Teacher’s Guide Form Five
30-Jun-24 11:00:02 AM
TG Academic Communication.indd 6
TG Academic Communication.indd 6 30-Jun-24 11:00:02 AM