Dictionary Activities (Cambridge Handbooks for Language by Cindy Leaney

By Cindy Leaney

Dictionary actions is a wonderful instructing source which is helping scholars get to grasp their dictionaries by means of explaining dictionary positive aspects and the way to navigate them. The publication additionally covers extra advanced subject matters corresponding to collocations, idioms and be aware development. Dictionary actions additionally appears on the use of digital dictionaries and different non-standard really expert dictionaries similar to photo dictionaries. as well as supplying over ninety dictionary actions to exploit within the language school room, this e-book can be precious to any instructor who desires to enhance their very own wisdom of ways dictionaries paintings. Dictionary actions comprises 8 chapters which take care of: self assurance and dictionary skills-building actions, vocabulary-building actions, grammar actions, pronunciation actions, analyzing and writing actions, fast actions, CD-ROM and digital dictionary actions and really good dictionaries. A wealth of principles for development dictionary abilities in school and taking advantage of dictionaries as a instructing source.

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3 Ask them to use their dictionaries to match the words and definitions. Box 8 Match the words and definitions. 16 Example sentences Aim To practise using example sentences to find the ‘right’ word Focus Example sentences Level Intermediate and above Time 10 minutes Preparation Either use the words and example sentences in Box 9 or create your own. Procedure 1 Tell students that example sentences in learner dictionaries are very useful. They show how to use the word in a sentence, and also make the definition clearer.

Ask each group to present their scales to the rest of the class. 7 Word stress and pronunciation Explain that it is important to record word stress and pronunciation notes. Write several multi-syllable words on the board and mark the word stress as a whole class activity. Encourage students to use their dictionaries. ) and ask the students to tell you which letters are silent. Put a faint line or squiggle through the silent letters: island, lamb, calf. 8 Give students sets of recently learned vocabulary items and ask them to work in groups to decide which of the techniques they would choose to record them.

Opinions may vary. 3 Give students a list of words (on an OHT or on paper) to sort through, like the one in Box 19. Ask them to put them into categories. Put a simple grid on the board for them to draw in their notebooks or use the one in Box 19. g. appetizing. Discuss why this entry indicates a positive connotation in the Food category. 5 Check as a whole group activity. Discuss words that students categorized differently. Follow-up Ask which words on the list have a negative prefix (irresponsible, undercooked, unspoilt).

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