1. Have the beam projector ready to show students the video suggested in the “Materiales Educativos Digitales” .

2. Ask students how they imagine the first dictionary was written, who did it, why it was written etc.

3. Tell students they are going to watch a video about the history of the dictionary and ask them to write down three questions whose answers they think could be in the video.

4.Tell students the video doesn’t have sound, it only shows facts so they need to take notes.

5. Play the video and pause it for students to write down the information.

6. Ask students if they found the answers to their questions in the video. If so, tell students to read their questions and answers.

7. Invite students to sit in pairs and compare  the notes they took .

8. Monitor the activity and help with grammar and vocabulary as needed.

9. Have a short discussion with students about the history of the dictionary.

10.Download the file of dictionary skills and make copies for students.

11. Invite students to work in pairs and work with the first sections.

12. As for section 7, have the beam projector ready to project the text they have to work with.

13. Since this quiz is long, you may want to choose some sections to do in class and assign some others for homework.

14. Finally, check answers by choosing pairs randomly.

1. Have the beam projector ready to show students the  video  suggested in the “Materiales Educativos Digitales”.Download as well the file ‘Guide words’ and make copies for students.

2. Tell students they are going to watch a video about a bilingual dictionary and ask them to think of some parts of the dictionary they remember.

3. Review what’s the use of a bilingual dictionary.

4. Ask students to take notes to compare after the video with a classmate.

5. Play the video and pause it the times you consider necessary.

6. Answer any questions students may have about the video.

7. Invite them to sit in pairs and complete their notes.

8. Ask students to use a graphic organizer, the one they use frequently or any other they have used in another class to write down the information about a bilingual dictionary.

9. Hand out the copies of the worksheet to students and ask them to complete the activity.

10. Monitor and offer help as needed.

11. If students do not finish the activity in the estimated time, check with them at least the first part and assign the rest for homework.

1. Download the file and make copies of the  suggested in the “Materiales Educativos Digitales” section  and have the beam projector ready to show students a video.

2. Ask students to spell  these words a) dragon b) taught c) pine d) know e) eyes, then, ask them to pronounce them.

3. Ask students what the difference is and discuss spelling vs. pronunciation in English.

4. Tell students they are going to watch a video about

 the official pronouncer of the National Spelling Bee. That is, the man who knows how to pronounce every word in the English dictionary.

5. Play the video and pause several times to give opportunity for discussion.

6. Focus again in the part of the video when they talk about how dictionaries know how to pronounce a word and discuss it with students.

7. Ask students to open up their dictionaries, choose  words at random to read them.

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

9. Ask students to use their dictionary for the abbreviations they don’t know. There will be some they recognize because they are similar to Spanish.

10. Finally, check answers with students by saying, ‘adverb’ and have them  spell the corresponding abbreviation spelled out, a-d-v