Page 29 - ACADEMIC COMMUNICATION TG FORM FIVE

Academic Communication for Advanced Secondary Schools Crafting meaning

4. Engage students in decoding different acronyms. Give them a list
of acronyms and ask them to identify the words they represent.
Discuss the definitions and contexts of both abbreviations and their
full words/names.
FOR ONLINE READING ONLY
5. Give them questions or topics and ask them to create acronyms that
symbolize specific ideas, organisations, or concepts. Encourage
creativity and critical thinking throughout the process.
6. Encourage students to use acronyms in their written assignments.

Exercise 1�8 in the Student’s Book
(a) Guide students in groups through performing Exercise 1.8.
(b) They should choose a subject and some topics. Then, they
should identify different concepts or phrases they can create
acronyms for.
(c) Each group should create acronyms for the concepts or phrases
they have identified and present them to the class for discussion.

Note: Acronyms created should not necessarily be currently in use. The
exercise is meant to encourage and engage students in the process
of creating acronyms just like other inventors are encouraged to
anticipate in the formation of acronyms by making new terms.

Activity 1�6 in the Student’s Book
(a) Inform students that apart from the types of word formation
processes they have studied, there are other types they should
also learn about.
(b) Guide them through using online/offline sources to study
about the following methods of word formation: neologism,
symbolism, reduplication, onomatopoeia and borrowing.
(c) Ensure students get the right answers and discuss them in class.
(d) Instruct each student to write short but detailed notes about
each method.
(e) Let them share their notes for discussion and knowledge
exchange. Correct and make clarification when necessary.

1212 Teacher’s Guide Form Five

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