Page 54 - @ccess 1 Teacher´s Book

11. Write the instructions needed to explain the following in the chart below.
a) How must the word you are looking for in the dictionary be written? Activity 11
b) What are the parts of a dictionary you need to know before you start searching?
• One of the purposes of this
c) What do you need to know in order to decide in which section (Spanish or
English) to search? activity is to motivate your
d you ar
te the page wher
te the page wher
How can you loca
How can you loca
d) How can you locate the page where the word you are looking for is written?
d) How can you locate the page where the word you are looking for is written? students to look up the
e the wor
ten?
e the wor
d you ar
e looking for is writ
e looking for is writ
ten?
For our instruction manual meaning of words they do
not know or they need to
Our Instructions
Our Instructions
Examples Our Instructions clarify. It is convenient that you
Make sure the word you are looking a) remember to do this activity
for is spelled correctly. throughout the school year.
Identify the two main sections of the dictionary: b) • Remind your students that
Spanish-English and English-Spanish. subproducts elaborated in
Go to the right section according to the c) each step make it possible
language of the word you are looking up. for them to obtain the final
Look for the pages that begin with the first d) product at the end of this
letter of the word you are looking up. practice. Thus, it is important
for them to do their best on
Remember
Building stage A graphic each subproduct.
• Remember that bilingual
component is a
resource used to
12. Look at this dictionary page. Read the name of the different stress information. dictionaries may have more
graphic components. In bilingual session sections than monolingual
dictionaries, session 5
Antiquity 14 you will find the
dictionaries. It is up to your
bold antiquity [æn'tıkwıtı] n c & u antigüedad. anyone woulf have reacted in the same following graphic
antiseptic [ͺæn'tı'septık] adj antiséptico. way = cualquiera hubiera reaccionado components: students and you to write
anti-social [ͺæn'tı'sǝuʃl] adj 1 antisocial igual. bold, bullets,
(comportamiento, coatumbre). 2 insocia- anyplace [ˡenıpleıs] adj EE UU en cual- italics, symbols, instructions for sections
ble (persona). quier sitio, en cualquier lado. parentheses.
antitheft [antı'ɵeft] adj antirrobo. anything [ˡenıɵıŋ] indef pron 1 (en fra- other than the ones with the
antithesis [æn'tıɵısıs, pl æn'tıɵısı:z] (pl ses negativas) nada, ninguna cosa: the-
[ ] square antitheses) n c & u antítesis. re isnʼt anything in the cupboard = no hay numbers word meaning. However,
nada en el armario. 2 (en preguntas) algo:
antler [ˡæntlǝr] n u 1 asta. ● antlers n pl 2
bracket cornamenta. is there anything left? = ¿queda algo? italics bullets
page 182
anvil [ˡænvıl] n c yunque. 3 cualquier cosa (objeto, acción): buy Glossary on Special characters you should emphasize those
anxiety [æŋˡzaɹətı] n u 1 ansiedad (es- anything you like = compra lo que te gus-
tado de tensión). 2 ansia, anhelo (deseo te. 4 cualquier (cantidad, número): the ( ) sections since they are the
intenso) house costs anything between 5 and 8
anxious [ˡæŋkʃǝs] adj ~ about 1 preocu- million = la casa cuesta entre 5 y 8 millo- parentheses
∼ symbol pado por, inquieto por. ~ + inf 2 ansioso nes, ● ~ but todo menos: heʼs anything ones that will probably be
por, deseoso de (intensamente).
but nice = es todo menos agradable; like ~
any [ˡenı] indef adj 1 (en frases negativas) (infml) a más no poder. bullet used the most.
ningún, ninguna, ningunos, ningunas, anyway [ˡenıwer] adj 1 en todo caso, de
nada de: threre arenʼt any sweets left = no todas formas. 2 en cualquier caso (cambi-
• Read the instructions for this
Studentʼs Book / Practice 3 49 activity with your students
and go through examples to
answer questions your students might have before they do the activity.
• Subproducts are a good way to assess how the practices are being developed, to consider modifying your
time allocation and, in general, to detect strengths and areas that need further review.
• Monitor and offer your help where needed.
• If you have a large class, it can be more difficult to take time to gather enough evidence. One of the
challenges for B1 level is to improve independence, thus, you may want to use time to convey some self-
assessment strategies so that you diminish the level of support from help to coordination. The more time you
and your students take to move to a more autonomous level, the less chance your students will have to attain
the expected level. Remember, the purpose is for them to be independent users and, in real life (or situations
close to it, such as a certification exam) they are expected to act by themselves without any guide.
Activity 12
• Encourage students to comment on the difference between typographic and orthographic resources.

Teacher’s Book / Practice 3 53