Page 49 - @ccess 1 Teacher´s Book

Practice 3 Everyone who seeks finds

Academic and educational environment
Everyone who Practice 3 Social language practice: Write instructions to use a bilingual dictionary.
In this practice, you will learn how to write an
seeks finds instruction manual to use a bilingual dictionary .

Warm-up stage
m-up stag
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W
ar
Activity 1
• Activate previous knowledge 1. Read the following set of instructions.
by asking your students How to use this bilingual dictionary
whether they are familiar
» Identify the two main sections of the dictionary: Spanish-English and English-Spanish.
with dictionaries and » Make sure the word you are looking for is spelled correctly.
instructions on how to use » Go to the right section according to the language of the word you are looking up.
them. While students might Things I know. Planning our product » Look for the pages that begin with the first letter of the word you are looking up.
not be familiar with using » Find the word by using the first letter of the word, then the second, the third,
et cetera. Remember dictionaries are organized in alphabetical order.
bilingual dictionaries, they » When you find the word you were looking up, pay close attention to the following
might already be able to use details:
- Abbreviations: indicating if a word is a noun, an adjective, a verb, and so on.
monolingual ones in their - Bold letters: indicating a new word and its correct spelling.
native language. Ask them - Italics: pointing out the abbreviations. bold (n.):
negritas
what kind of dictionaries they » Read and select the information you need. italics (n.):
cursivas
are familiar with and what » Write down the information you select.
kind of instructions they have. session 1 » Put the dictionary back where it belongs.
Ask what the main differences
would be between the 2. Complete the following sentences by filling in the blanks with the best answer.
dictionaries they have used a) The previous instructions explain how to use a .
dictionary
and a bilingual dictionary. I. dictionary II. telephone III. electrical device
• Go through the instructions b) These instructions are addressed to: .
secondary school students
with them and make sure they I. preschool kids II. secondary school students III. primary school teachers
understand the text. c) Instructions have a .
title and steps
Activity 2 I. title and steps II. title and images III. title, steps and ingredients

• Before doing the activity, 44 Studentʼs Book / Practice 3
make sure students
understand what an imperative mood is. Explain and demonstrate what imperatives are by playing a
simple game: Ask a student to do something using an imperative sentence. For example, “Roberto, knock
on the door.” The student that performs the action will then get to ask another student to do something
different. Explain that imperatives are similar to the infinitive form of the verb.
• Go back to the set of instructions above and have your students underline the imperative verbs in it.
• Bear in mind that the purpose of this practice is not to teach how to use a dictionary, rather how to build
instructions about a “technical” publication, such as a dictionary (which is one of the few types of books
that needs instructions to be used). To put it into other words, its like learning how to write a recipe
book (the addressee is the person who needs to learn to cook, not the writer). However, inasmuch as
your students get the gist of using a dictionary, they will be able to convey the instructions in a more
straightforward manner.
• It can be useful to link these instructions with other types of instructions your students know, even if they
are not from a dictionary. Remember: text type is one clue that provides information about a text and
allows certain types of anticipation, which, in turn, are vital for better comprehension.

48 Teacher’s Book / Practice 3