CYCLE 4, FIRST GRADE SCHOOL TERM 2014-2015

GRADE: First Grade UNIT: 2A

SOCIAL PRACTICE: Understand and write instructions LEARNING ENVIRONMENT: Academic and Educational

SPECIFIC COMPETENCY: Write instructions to use a bilingual dictionary

ACHIEVEMENTS

CONTENTS PRODUCT

DOING WITH THE LANGUAGE KNOWING ABOUT THE

LANGUAGE BEING THROUGH THE LANGUAGE

Locates and reads the

definitions of words both in English and Spanish.

Understands the use of upper case letters, lower case letter and abbreviations in dictionary.

Completes and writes sentences in order to organize them into a sequence, from a model.

Removes and/or adds information to edit an instructions manual.

Select and check bilingual dictionaries.

Identify purpose and intended audience.

Recognize graphic & text components.

Identify text organization.

Point out sections assigned to each language.

Identify entries and subentries.

Examine numbers and special characters and determine their use.

Understand the use of the textual components in bilingual dictionaries.

Locate words in English and in the mother tongue.

Read the definitions for words in English and in Spanish.

Understand the use that is given to lower and upper-case letters.

Establish type of word from an abbreviation.

Understand the instructions to use a bilingual dictionary.

Write instructions.

Classify types of words in table (e.g., nouns, adjectives).

List abbreviations.

Write a list of textual components.

Write sentences that explain how to use abbreviations and textual components.

Establish the number of instructions or steps.

Arrange sentences in a logical sequence.

Edit instructions.

Read to revise punctuation and spelling conventions.

Mark and clarify doubts.

Remove and/or add information to improve a text.

Write a final version.

Textual organization

patterns: listings.

Typographic signs.

Arabic and roman numbers

Abbreviations.

Articles, nouns, adverbs, adjectives and pronouns.

Connectors.

Verb forms: imperative.

Upper and lower case letters.

Punctuation.

Show curiosity and

interest in searching and obtaining information.

Favor cooperation and integration in school work.

INSTRUCTION MANUAL TO LEARN HOW TO USE A BILINGUAL DICTIONARY Stage 1 Select and explore bilingual dictionaries. Stage 2 Determine the words, definitions and abbreviations the instruction manual will refer to. Stage 3 Write instructions. Stage 4 Order the sequence of instructions. Stage 5 Edit the instructions and make a clean copy as the final version of the instruction manual. Stage 6 Display the instruction manuals on a visible place, so they can be read.

SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 4. Fase de expansin. Mxico, 2011

PRODUCT STAGES

SUGGESTED ACTIVITIES

Stage 1

Activate previous knowledge regarding dictionaries by asking Ss questions such as: Who uses dictionaries? Are they important to learn a language? Do you have some dictionaries at school or at home? Can they help you learn? How? What kind of dictionaries do you know? If possible, take Ss to the schools library and ask them to check the dictionaries available. An alternative activity is to take Ss to the media room. Have them explore different kinds of dictionaries. Arrange teams and ask them to share what they found in terms of intended audience (e.g. dictionaries for kids like the picture dictionary, monolingual, bilingual, specialized, thesaurus, etc.).

Let Ss know they will be writing an instructions manual for using a bilingual dictionary as a product. Ask them to bring their own English-Spanish dictionaries if possible, to explore them next class. If not, prepare a set of handouts from different dictionaries so that Ss can work in teams in order to identify its elements

Stage 2

Using their own dictionaries ask Ss to identify the following elements: headword (table with the equivalences for each abbreviation) bold type, word entry, abbreviations (part of speech or function); language style (BrE, AmE), subentry, phonetic symbols, other forms of the headword (e.g. child, children), synonyms, phrasal verbs and idiomatic expressions. In case there are not enough dictionaries, Ss can work in teams using handouts and make a chart with the above mentioned items in their notebooks. Ask every team to provide three examples of each element using words from their dictionaries. Early finishers might help draw on the board the same grid so the teams can share their words and clarify doubts. Make sure Ss are aware of their functions as well.

Provide Ss with stripes of paper with parts of speech (e.g. Nouns - used to name persons, places, things or ideas, etc.). Ss can write down or use a copy of the headword and add a column with the function of each part of speech. Encourage reflection on the relevance of distinguishing the part of speech to determine meaning through examples in sentences, e.g.: We took an express train and I am running a marathon next month so I train every day. Guide reflection towards the fact that even when using an electronic version of a dictionary the meaning of the word is determined by the context.

Divide the class into teams of three. Have each team draw a table with seven columns in their notebooks. Ask them to label the columns with the parts of speech: verb, noun, adjective, adverb, preposition, pronoun and conjunction. Tell Ss you are going to say the alphabet quietly in your mind, and one volunteer has to say Stop at any time. When a student says Stop, tell the class the letter you were thinking of and tell them to write an example in each column beginning with that letter. Encourage teams to use their dictionaries if they need to. The first team that finishes shouts: Stop! Have Ss read out their answers and ask the class if the words are correct. Then, request a sentence in which the word is used. Ss can read the sample sentence written in the dictionary. Clarify doubts if necessary.

Allow Ss further practice playing a True or False game using the dictionary. In teams, have Ss find three words and write their meanings. Tell them to include a false meaning (probably taken from the same dictionary). Another team has to guess what definition is correct. Assign a point for each correct guess.

Stage 3

In groups discuss the elements that would be necessary to include for writing a manual of instructions to use a bilingual dictionary. Have Ss write a list of components of a dictionary entry as well as the reasons for using a bilingual dictionary; what is necessary to consider when trying to find a word quickly, looking for the translation, checking spelling and pronunciation, checking synonyms, deciding on context and finding sample sentences.

Provide examples of how steps are introduced. The website http://www.wikihow.com/Use-a-Dictionary might be a guide for Ss regarding the steps to be followed when using a bilingual dictionary. Emphasize the use of connectors to give sequence to the steps to be followed. Have Ss write the instructions in teams.

Stage 4

In groups, ask Ss to select some sample dictionary entries they consider suitable and useful to explain the steps to be followed when using a bilingual dictionary. Have Ss write individual notes within their teams. Have Ss share and determine their relevance and order.

Monitor and make sure Ss arrange their notes into logical steps. Ask Ss to check their peers work. Check together the steps are in the correct order and complete. Have Ss complete their manuals with sample dictionary entries and label the different components.

Stage 5

Ss exchange their manuals for peer correction. Ask Ss to verify that instructions are clear and logical. Have Ss edit and correct mistakes in order to prepare the final versions of their manuals.

Stage 6

Have every team display their manual in the classroom. Walk around and read each others manuals. Assign turns of participation so that Ss get to explain their manual and listen and ask questions to their classmates. Check with the whole group differences in the order or way in which they presented the instructions.

Explain to Ss that their manuals will remain in the classroom for future dictionary use reference.

BOOKS

Publishing house Teachers Book Activity Book Readers

All Ready! 1 Macmillan

pp. 49-61 pp. 38-51 Nonfiction pp. 33-45

Brilliant! Teens 1 Santillana

pp. 48-61 pp. 48-65 Stories

pp. 87-100

Crossover 1 University of Dayton

pp. 62-81 pp. 29-38 Informative pp. 17-28

Teens Club 1 Castillo

pp. 54-58 pp. 38-47 Informative pp. 14-17

Yes, we can! 1 Richmond

pp. 24-33 pp. 24-33 Nonfiction pp. 17-26

Other resources

http://www.onestopenglish.com/teenagers/skills/warmers/ http://learnenglishteens.britishcouncil.org/

http://www.learn-english-today.com/fun/fun_activities.html http://genkienglish.net/juniorhigh.htm

http://www.cambridge.org/gb/elt/students/zones/item2325607/Secondary/?site_locale=en_GB&currentSubjectID=2325607 How to use dictionaries:

http://www.wikihow.com/Use-a-Dictionary http://esl.fis.edu/learners/advice/dic.htm

http://www.minds-in-bloom.com/2010/01/8-fun-dictionary-activities.html http://www.onestopenglish.com/skills/vocabulary/dictionary-skills/

http://oxforddictionaries.com/words/free-secondary-resources