2 pages 18–19 Dictionary entries
2.1 Vocabulary
2.1 Vocabulary CB
Reading texts
Vocabulary Bank Skills Bank
VOCABULARY BANK 2.1 Using an English–English dictionary
Online resources
2.1_B
2.1_B5 2.1_C 2.1_E
2.1_F
T is lesson focuses on the use of dictionaries as a tool for developing vocabulary. Students should gain an understanding of the diff erent uses for bilingual and monolingual dictionaries and their advantages and disadvantages. T ey should understand key principles of using paper-based and online monolingual English dictionaries and will gain practice in using them.
Students will need access to dictionaries, either printed or web-/app-based – ideally both – for many of the activities in this lesson.
2.1_B 2.1_C
Use the facsimiles of the dictionary pages to guide and to feed back visually throughout the lesson. If you wish, you can hand out the facsimiles included in the PDFs for students to annotate.
Lesson aims
At the end of this lesson, students should: • understand when to use diff erent types of dictionary
• know how to make use of an English–English dictionary
• have gained familiarity with the target vocabulary
A Explain that this activity will help students to use their dictionaries more eff ectively. If students have printed dictionaries, ask them to take them out and open them at the appropriate page for medicine or medical.
Set questions 1 and 2 for small-group work and class feedback.
1. Ask students to discuss the type of dictionary that they use and how often they use it and then to share their thoughts with the class.
If appropriate, visually list the reasons that students give for using a dictionary.
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2. T e following information is useful for spoken English:
• word stress
• pronunciation of individual characters/digraphs – particularly when they have multiple possible pronunciations
T e following information is useful for written English:
• information about the type of word (countable/ uncountable; transitive/intransitive)
• spelling – students might make the point that if you don’t know the spelling, you can’t fi nd the word in the fi rst place, but point out that you can often guess the possible spelling – for example, medical could be under medik, but if you don’t fi nd it there, you can try medic
• examples of the word in use to memorize
• some synonyms for lexical cohesion – this is a very important point, although you may not want to elaborate on this now
3. Set for pairwork and small-group feedback. Discuss as a class.
Visually share the advantages and disadvantages in the table below. Add any ideas which the group may have discussed.
Advantages (+)
• Good when you know the word in your own language and need a translation into English
• When you look up an English word, the translation into your language is easy to understand
Disadvantages (–)
• Defi nitions of words may not be very precise, and there may not be many examples of the words in use
• Where there is more than one possible translation of a word, it can be diffi cult to identify the correct one
4. Set for pairwork and small-group feedback. Elicit students’ opinions and discuss as a class.
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