1. Download the file ‘Dictionary entries’ suggested in the “Materiales Educativos Digitales” section ready to show to students.

2, Print it and make copies for students.

3. Ask students what a bilingual dictionary is and what kind of information we can find in it.

4. Ask students they are bilingual dictionaries and you need to know what these words mean,’banana’, ‘house’, ‘dog’, ‘read’, ‘eat’, ‘swim’, yellow’ ,’   without using a dictionary.

5. Hand out the worksheet on dictionary entries

6. Draw students’ attention to the word BANK and ask them to define it in their own words, then, read the definition in the worksheet, how different was it? How different?

7. Ask students to complete the activity with the missing information.

8. Monitor and offer help as needed.

9. Invite students to work in pairs and check their answers.

10. Ask students how many different pieces of information about the word BANK they found.

11. Invite them to ask each other a question about the entry, ‘what part of speech BANK is? , Give the pronunciation of BANK, etc.

12. Download the file and make copies for students. (the answers come in the same file on a different sheet)

13 Review what guide words are and ask students what letter comes before M, after C, before I, etc., to review alphabetical order.

14 Hand out the worksheet and ask students to work in pairs.

15. Monitor and offer help as needed.

16. Finally, check answers with the class.

1. Download the suggested in the “Materiales Educativos Digitales” section and make copies for students of the two worksheets.

2. Ask students to spell backwards the following words, SCHOOL, TIRED, ELEPHANT, MICROSCOPE, GRAPES, DINOSAUR, SPAGHETTI, and add some other words depending on the size of your class.

3. Ask students what the importance of spelling accurately in English is.

4. Ask students to work in groups of three.

5. Distribute the worksheet and ask students to use their dictionaries to unscramble those words.

6. Monitor the activity and offer help as needed.

7. Invite students to check their answers with another group.

8. Invite students to spell the words they unscrambled.

9. Hand out the worksheet and ask students to use their dictionaries for the activity.

10. Depending on the size of your class you may want to explain the activity, answer the first question and give the activity for homework. It is possible that the type of dictionaries students bring to class does not have all these words.

You may also use an on-line dictionary and do the activity by asking students to look up the words by taking turns.

11.  Finally, ask students to report what a ‘wren’ is, if an ‘impala’ is a bird or not, etc.

1. Have the worksheets suggested in the “Materiales Educativos Digitales” section ready to show to give to students in the session.

2. Prepare students some simple questions about the dictionary such as, what’s a bilingual dictionary? , how are the words arranged in dictionaries?,what word comes first in a dictionary, ORANGE or ORANGUTAN?, etc.

3. Hand out the dictionary quiz to students and ask them to have their dictionaries ready to look up the words and work in groups of three.

4. Offer help with grammar and vocabulary as needed.

5. Monitor the activity.

6. Check answers with students by asking them the questions and having two students answer at the same time, are their answers the same?

7. Hand out the word search and ask students to do the activity.

8. Monitor and offer help as needed.

9. Check the answers with the class.

10. Finally, ask students to order the words alphabetically.