Page 24 - ACADEMIC COMMUNICATION TG FORM FIVE
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Crafting meaning Academic Communication for Advanced Secondary Schools
3. Help students to analyse blended words by dividing them down
into constituent elements. For example, separate “smog” into “sm”
from “smoke” and “og” from “fog.” Discuss the different terms’
meanings and how their combination results in a new word with a
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similar meaning.
4. Teach students how to classify blended words based on their
structure and content.
5. Discuss many blend types, such as overlapping blends (“brunch”),
telescopic blends (“motel”), and other variations. Provide examples
for each category and ask students to identify the constituent terms
in them.
6. Encourage students to identify and analyse blended words from
reading materials. Encourage students to employ blended terms in
their writing projects to improve their comprehension and usage.
7. Incorporate vocabulary games for recognizing and creating blended
words. For example, give them a series of word fragments and ask
them to integrate them to create blended words. This can be done
independently or in groups to make it more engaging.
8. Use the notes provided in the Student’s Book to enhance the
discussion.
Exercise 1�5 in the Student’s Book
(a) Guide students in pairs to blend the words and form new
words. Encourage them to draw and use a table similar to the
one found in their text book.
(b) Each pair should share their work to the class for discussion.
Where necessary provide clarification.
(c) You can add other words during the exercise for students to
continue practising.
Activity 1�4 in the Student’s Book
(a) Guide students in groups through using online/offline sources
to search for blended words.
(b) They should organise a conversation in which the word
they have searched will be used. Let the groups take turn in
conversation.
Teacher’s Guide Form Five 7 7
30-Jun-24 11:00:02 AM
TG Academic Communication.indd 7
TG Academic Communication.indd 7 30-Jun-24 11:00:02 AM