CYCLE 4, FIRST GRADE
SCHOOL TERM 2015-2016
GRADE:
UNIT:
First Grade
SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS
Understand and write instructions
Academic and Educational
Write instructions to use a bilingual dictionary
DOING WITH THE LANGUAGE
CONTENTS
KNOWING ABOUT THE
LANGUAGE

 Locates and reads the
definitions of words both in
English and Spanish.
 Understands the use of
upper case letters, lower
case letter and
abbreviations in dictionary.
 Completes and writes
sentences in order to
organize them into a
sequence, from a model.
 Removes and/or adds
information to edit an
instructions manual.
2A

Select and check bilingual dictionaries.
 Identify purpose and intended audience.
 Recognize graphic & text components.
 Identify text organization.
 Point out sections assigned to each language.
 Identify entries and subentries.
 Examine numbers and special characters and
determine their use.
Understand the use of the textual components in
bilingual dictionaries.
 Locate words in English and in the mother tongue.
 Read the definitions for words in English and in
Spanish.
 Understand the use that is given to lower and uppercase letters.
 Establish type of word from an abbreviation.
 Understand the instructions to use a bilingual
dictionary.
 Textual organization
patterns: listings.
 Typographic signs.
 Arabic and roman
numbers
 Abbreviations.
 Articles, nouns,
adverbs, adjectives
and pronouns.
 Connectors.
 Verb forms: imperative.
 Upper and lower case
letters.
 Punctuation.
BEING THROUGH
THE LANGUAGE
PRODUCT
 Show curiosity and
interest in searching
and obtaining
information.
 Favor cooperation
and integration in
school work.
INSTRUCTION MANUAL TO
LEARN HOW TO USE
A BILINGUAL DICTIONARY
Stage 1
Select and explore bilingual
dictionaries.
Stage 2
Determine the words, definitions and
abbreviations the instruction manual
will refer to.
Stage 3
Write instructions.
Stage 4
Order the sequence of instructions.
Stage 5
Edit the instructions and make a
clean copy as the final version of the
instruction manual.
Stage 6
Display the instruction manuals on a
visible place, so they can be read.

Write instructions.
 Classify types of words in table (e.g., nouns,
adjectives).
 List abbreviations.
 Write a list of textual components.
 Write sentences that explain how to use
abbreviations and textual components.
 Establish the number of instructions or steps.
 Arrange sentences in a logical sequence.
 Edit instructions.
 Read to revise punctuation and spelling conventions.
 Mark and clarify doubts.
 Remove and/or add information to improve a text.
 Write a final version.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 4. Fase de expansión. México, 2011
Programa de Inglés en Educación Básica en el Distrito Federal
PRODUCT
STAGES
SUGGESTED ACTIVITIES
Stage 1
 Activate previous knowledge regarding dictionaries by asking Ss questions such as: “Who uses dictionaries? Are they important to learn a language? Do you have
some dictionaries at school or at home? Can they help you learn? How? What kind of dictionaries do you know?” If possible, take Ss to the school’s library and ask
them to check the dictionaries available. An alternative activity is to take Ss to the media room. Have them explore different kinds of dictionaries. Arrange teams
and ask them to share what they found in terms of intended audience (e.g. dictionaries for kids like the picture dictionary, monolingual, bilingual, specialized,
thesaurus, etc.).
 Let Ss know they will be writing an instructions manual for using a bilingual dictionary as a product. Ask them to bring their own English-Spanish dictionaries if
possible, to explore them next class. If not, prepare a set of handouts from different dictionaries so that Ss can work in teams in order to identify its elements
Stage 2
 Using their own dictionaries ask Ss to identify the following elements: headword (table with the equivalences for each abbreviation) bold type, word entry,
abbreviations (part of speech or function); language style (BrE, AmE), subentry, phonetic symbols, other forms of the headword (e.g. child, children), synonyms,
phrasal verbs and idiomatic expressions. In case there are not enough dictionaries, Ss can work in teams using handouts and make a chart with the above
mentioned items in their notebooks. Ask every team to provide three examples of each element using words from their dictionaries. Early finishers might help draw
on the board the same grid so the teams can share their words and clarify doubts. Make sure Ss are aware of their functions as well.
 Provide Ss with stripes of paper with parts of speech (e.g. Nouns - used to name persons, places, things or ideas, etc.). Ss can write down or use a copy of the
headword and add a column with the function of each part of speech. Encourage reflection on the relevance of distinguishing the part of speech to determine
meaning through examples in sentences, e.g.: “We took an express train” and “I am running a marathon next month so I train every day”. Guide reflection towards
the fact that even when using an electronic version of a dictionary the meaning of the word is determined by the context.
 Divide the class into teams of three. Have each team draw a table with seven columns in their notebooks. Ask them to label the columns with the parts of speech:
verb, noun, adjective, adverb, preposition, pronoun and conjunction. Tell Ss you are going to say the alphabet quietly in your mind, and one volunteer has to say
“Stop” at any time. When a student says “Stop”, tell the class the letter you were thinking of and tell them to write an example in each column beginning with that
letter. Encourage teams to use their dictionaries if they need to. The first team that finishes shouts: “Stop!” Have Ss read out their answers and ask the class if the
words are correct. Then, request a sentence in which the word is used. Ss can read the sample sentence written in the dictionary. Clarify doubts if necessary.
 Allow Ss further practice playing a True or False game using the dictionary. In teams, have Ss find three words and write their meanings. Tell them to include a
false meaning (probably taken from the same dictionary). Another team has to guess what definition is correct. Assign a point for each correct guess.
Stage 3
 In groups discuss the elements that would be necessary to include for writing a manual of instructions to use a bilingual dictionary. Have Ss write a list of
components of a dictionary entry as well as the reasons for using a bilingual dictionary; what is necessary to consider when trying to find a word quickly, looking for
the translation, checking spelling and pronunciation, checking synonyms, deciding on context and finding sample sentences.
 Provide examples of how steps are introduced. The website http://www.wikihow.com/Use-a-Dictionary might be a guide for Ss regarding the steps to be followed
when using a bilingual dictionary. Emphasize the use of connectors to give sequence to the steps to be followed. Have Ss write the instructions in teams.
Stage 4
 In groups, ask Ss to select some sample dictionary entries they consider suitable and useful to explain the steps to be followed when using a bilingual dictionary.
Have Ss write individual notes within their teams. Have Ss share and determine their relevance and order.
 Monitor and make sure Ss arrange their notes into logical steps. Ask Ss to check their peers’ work. Check together the steps are in the correct order and complete.
Have Ss complete their manuals with sample dictionary entries and label the different components.
Stage 5
 Ss exchange their manuals for peer correction. Ask Ss to verify that instructions are clear and logical. Have Ss edit and correct mistakes in order to prepare the
final versions of their manuals.
Stage 6
 Have every team display their manual in the classroom. Walk around and read each other’s manuals. Assign turns of participation so that Ss get to explain their
manual and listen and ask questions to their classmates. Check with the whole group differences in the order or way in which they presented the instructions.
 Explain to Ss that their manuals will remain in the classroom for future dictionary use reference.
Programa de Inglés en Educación Básica en el Distrito Federal
BOOKS
Publishing house
Teacher´s Book
Activity Book
Readers
“All Ready! 1”
Macmillan
pp. 49-61
pp. 38-51
Nonfiction
pp. 33-45
“Brilliant! Teens 1”
Santillana
pp. 48-61
pp. 48-65
Stories
pp. 87-100
“Crossover 1”
University of Dayton
pp. 62-81
pp. 29-38
Informative
pp. 17-28
“Teens Club 1”
Castillo
pp. 54-58
pp. 38-47
Informative
pp. 14-17
“Yes, we can! 1”
Richmond
pp. 24-33
pp. 24-33
Nonfiction
pp. 17-26
WEBSITE RESOURCES
http://www.onestopenglish.com/teenagers/skills/warmers/
http://learnenglishteens.britishcouncil.org/
http://www.learn-english-today.com/fun/fun_activities.html
http://genkienglish.net/juniorhigh.htm
http://www.cambridge.org/gb/elt/students/zones/item2325607/Secondary/?site_locale=en_GB&currentSubjectID=2325607
How to use dictionaries:
http://www.wikihow.com/Use-a-Dictionary
http://esl.fis.edu/learners/advice/dic.htm
http://www.minds-in-bloom.com/2010/01/8-fun-dictionary-activities.html
http://www.onestopenglish.com/skills/vocabulary/dictionary-skills/
http://oxforddictionaries.com/words/free-secondary-resources
N.B. Website resources enclosed are suggestions which require suitable adjustments and content analysis in order to include them as part of the didactic sequence according to every particular
classroom reality and student´s needs and preferences.
Programa de Inglés en Educación Básica en el Distrito Federal