Objectives (5 minutes)

1. Understanding Concepts: Students should be able to understand what a dictionary is, how it is organized, and what information can be found in it. Additionally, they should be able to differentiate between bilingual and monolingual dictionaries.

2. Research Skills: After understanding the concept of a dictionary, students should develop the ability to use it as a research tool to understand new words and expressions in English.

3. Use of the Bilingual Dictionary: Students should learn how to use the bilingual dictionary to translate words and expressions from English to Portuguese and vice versa, and understand that the dictionary is not only a translation source but also a valuable resource to expand vocabulary and language comprehension.

Secondary Objectives:

• Vocabulary Development: Through the use of the dictionary, students will be exposed to a large number of words and expressions in English, contributing to the development of their vocabulary.
• Improvement of Pronunciation and Fluency: By reading the definitions and usage examples of words in the dictionary, students will have the opportunity to practice pronunciation and fluency in the language.

Introduction (10 - 15 minutes)

1. Content Review: The teacher starts the lesson by reminding students about the importance of vocabulary in learning a new language and the need for tools that assist in understanding and acquiring new words. Other resources such as translation apps and websites may also be mentioned. (3 - 5 minutes)

2. Problem-Solving Scenarios: The teacher presents two problem-solving scenarios to engage students:

   • Scenario 1: "Imagine you are reading a text in English and come across an unfamiliar word. How can you find out the meaning of that word?"
   • Scenario 2: "You are watching a movie in English and a character says an expression you've never heard before. What can you do to understand what they mean?" (2 - 3 minutes)

3. Contextualization: The teacher explains that using the dictionary is an important skill not only for learning English but for studying any other language. Additionally, it is emphasized that the use of the dictionary can be helpful not only for word translation but also for text comprehension, pronunciation enhancement, and fluency development. (2 - 3 minutes)

4. Engaging Students:

   • Curiosity 1: The teacher may share the curiosity that the Oxford English Dictionary, considered the ultimate authority in the English language, contains over 600,000 words.
   • Curiosity 2: Another interesting curiosity is that some dictionaries, like Merriam-Webster, include the history of words, showing how they have evolved over time. (2 - 3 minutes)

By the end of the Introduction, students should understand the importance of the dictionary as a learning tool and be motivated to learn how to use it effectively.

Development (20 - 25 minutes)

1. Bilingual Dictionary Treasure Hunt Activity (10 - 12 minutes)

   • Group Formation: The teacher divides the class into groups of five students and provides each group with an English-Portuguese bilingual dictionary.

   • Instructions: The teacher explains that each group will receive a list of words in English. The group's task will be to find the definitions of these words in the dictionary and write them down. The group that finds all the definitions first will win.

   • Execution: Groups start searching for the definitions in the dictionary. The teacher circulates around the room, assisting groups with doubts and providing guidance when necessary.

   • Feedback: After completing the activity, the teacher reviews the definitions found by the groups, clarifies any remaining doubts, and highlights the difficulties and learnings from the activity.

2. Guess the English Expressions Game (10 - 12 minutes)

   • Preparation: The teacher writes a set of English expressions on small pieces of paper and places them in a hat. The expressions should be common but perhaps unknown to the students. For example, "break a leg" (good luck) or "raining cats and dogs" (heavy rain).

   • Instructions: In each round, one student from each group picks a paper from the hat and tries to explain the expression to the other members of their group without using the expression itself or any words from the target language (English). The other group members use the dictionary to try to guess the expression.

   • Execution: Each group carries out the activity in alternating rounds. The teacher circulates around the room, observing and providing guidance when necessary.

   • Feedback: After completing the activity, the teacher reviews the expressions used, discusses their definitions and origins, and highlights the importance of the dictionary in understanding idiomatic expressions.

These fun and interactive activities allow students to experience the use of the dictionary in a practical and contextualized way, reinforcing the concepts presented in the lesson's Introduction.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher calls each group to share their discoveries and solutions from the activities. Each group has up to 3 minutes to present.
   • During the presentations, the teacher encourages students to explain how they used the dictionary to find word definitions or understand expressions.
   • The teacher may intervene to ask questions that stimulate students to think critically about what they have learned. For example, "Why do you think it was difficult to find the definition of some words?" or "How could you use the dictionary to understand a word in a specific context?".
   • The goal of this stage is to allow students to share their learning experiences, reinforce the concepts learned, and develop communication and collaboration skills.

2. Connection to Theory (3 - 5 minutes)

   • After the presentations, the teacher reviews the theoretical concepts presented in the lesson's Introduction and makes connections with the activities carried out.
   • For instance, the teacher can explain how the treasure hunt activity helped develop research skills and understand the structure and content of a dictionary.
   • Similarly, the teacher can highlight how the guessing game of expressions helped understand the importance of the dictionary in comprehending idiomatic expressions.
   • The teacher can also review the curiosities presented in the Introduction and ask students if they can think of other curiosities or interesting facts about dictionaries.

3. Individual Reflection (2 - 3 minutes)

   • Finally, the teacher asks students to reflect individually on what they learned in the lesson.
   • Questions like "What was the most important concept you learned today?" and "What questions have not been answered yet?" may be posed by the teacher.
   • Students have a minute to think about their answers. Then, they can share their reflections with the class if they wish.
   • This reflection stage allows students to consolidate their knowledge, identify areas of difficulty, and prepare for the next lesson.

By the end of the Feedback, students should have a clear understanding of the use of the dictionary and other resources, and should be motivated to continue improving their research and autonomous learning skills.

Conclusion (5 - 7 minutes)

1. Summary (2 - 3 minutes)

   • The teacher summarizes the key points covered in the lesson. This includes the definition of a dictionary, the difference between bilingual and monolingual dictionaries, and how to use the dictionary to research words and expressions in English.
   • The teacher reinforces the importance of using the dictionary as a learning tool, not just for word translation but also for text comprehension, pronunciation enhancement, and fluency development.
   • The teacher also highlights the benefits of the activities carried out, such as vocabulary improvement, pronunciation and fluency practice, and understanding of idiomatic expressions.

2. Theory-Practice Connection (1 - 2 minutes)

   • The teacher explains how the lesson connected theory, practice, and application. It is emphasized how theory was applied in the practical activities of the treasure hunt and guessing game of expressions, and how these activities helped students understand and apply theoretical concepts.
   • The teacher also mentions how the use of the dictionary applies to students' daily lives, whether in studying English, reading English texts, watching English movies and series, or communicating with native English speakers.

3. Extra Materials (1 - 2 minutes)

   • The teacher suggests some extra materials for students to deepen their knowledge of using the dictionary. This may include online dictionary websites, dictionary apps, reference books, and word games that encourage dictionary use.
   • The teacher may also recommend some vocabulary and text comprehension exercises that students can do using the dictionary as a support tool.

4. Relevance of the Topic (1 minute)

   • Finally, the teacher emphasizes the importance of the topic for students' daily lives. It is explained that the ability to use the dictionary effectively is a crucial skill for autonomous learning, not only of English but of any language.
   • The teacher encourages students to continue exploring the use of the dictionary and other learning resources, and to apply these skills not only in the classroom but in all situations where they encounter unfamiliar words or expressions in English.

With the Conclusion, students should have a clear and comprehensive view of the use of the dictionary and other learning resources, and should feel motivated and prepared to continue improving their research and autonomous learning skills.