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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



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