Page 28 - ACADEMIC COMMUNICATION TG FORM FIVE

Crafting meaning Academic Communication for Advanced Secondary Schools

(c) Guide students through writing an essay or a story and provide
assistance where needed.
(d) Instruct each group to post their finished work on a board/
wall. They should label each work as per the name/number
FOR ONLINE READING ONLY
allocated to each group.
(e) Organise a gallery work where each group studies other
groups’ works. Depending on the number of groups, you can
assign each group to one or more work to study and judge.
Studying and judging a work should entail:
i. Reading what other groups have written.
ii. Identifying issues they think need to be corrected, clarified
etc.
(f) After the gallery walk, let students share their comments on
each work, provide responses and engage in a discussion.
(g) Where necessary give clarification and correct any anomalies.

Acronyms
Teaching and Learning Procedures

The following procedures may be observed in teaching and learning
acronyms:
1. Engage students in a discussion about the acronym. You can start
by posing probing questions to encourage them to engage in the
discussion and as they do so, make reference to the notes they
created in Activity 1.1.
2. Encourage them to identify different familiar acronyms. Start with
well-known acronyms like “NASA” (National Aeronautics and
Space Administration), “UNESCO” (United Nations Educational,
Scientific, and Cultural Organization), or “COVID” (Coronavirus
Disease). Explain how acronyms are formed, why they are used in
numerous fields. You can lead them in situating their discussion in
technical, technology, medicine fields and in naming organisations
and institutions.
3. Encourage students to identify and analyse acronyms found in their
reading materials.

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