Goals (5 - 10 minutes)

1. Comprehension of words and expressions in English: The teacher must ensure that students are able to use the English dictionary correctly to find the meaning of unknown words and expressions. This goal is crucial for the development of reading comprehension skills and understanding texts in English.

2. Vocabulary acquisition: The teacher should guide students to write down the words and expressions they learn during the class, thus encouraging the construction of a vocabulary repertoire in English. The goal is that students become more autonomous in the study of the language, being able to learn new words and expressions even outside the school environment.

3. Development of research skills: The teacher should encourage students to use resources other than the dictionary, such as the thesaurus (dictionary of synonyms and antonyms) and the collocations dictionary (dictionary of word combinations). The goal is for students to learn how to use these resources efficiently to improve the quality of their written and oral productions in English.

Secondary goals:

• Promotion of student autonomy: The teacher should encourage students to solve doubts on their own, using the available resources. This will help develop student autonomy, a fundamental skill for effective and continuous learning.

• Stimulus for autonomous study: The teacher should encourage students to practice using the dictionary and other resources outside the classroom, as part of their autonomous study activities. This will help consolidate learning and develop the skill of autonomous learning, so important in today's world.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher begins the class by reminding students about the importance of vocabulary in learning a new language. He should emphasize the role of the dictionary as an essential tool for acquiring new words and expressions. In addition, the teacher should briefly review the different types of dictionaries, such as the monolingual (which provides definitions in a single language) and the bilingual (which provides definitions in two different languages). (3 - 5 minutes)

2. Problem Situations: The teacher proposes two problem situations to arouse students' interest and contextualize the use of the dictionary. The first situation could be reading a text in English that contains several unknown words. The second situation could involve writing an essay in English, where students need to find synonyms to avoid repeating words. The teacher should ask students how they would solve these situations, encouraging active participation. (2 - 3 minutes)

3. Contextualization: The teacher explains the importance of the dictionary in everyday life, emphasizing that its use is not limited to the classroom. He can mention everyday situations where the dictionary can be useful, such as reading books, newspapers, and magazines in English, researching on the internet, writing academic papers, among others. In addition, the teacher can talk about the importance of using the dictionary critically, that is, evaluating the context and choosing the most appropriate meaning for the situation. (2 - 3 minutes)

4. Curiosities and Stories: To arouse students' curiosity, the teacher can share some curiosities and stories related to the dictionary. An interesting curiosity is the existence of thematic dictionaries, which bring together words and expressions from a specific field of knowledge, such as medicine, law, technology, among others. Another curiosity is that the dictionary is not a fixed and immutable tool, but rather a cultural product that reflects the changes and evolutions of the language over time. The teacher can tell the story of the first English dictionary, the "A Table Alphabeticall", published by Robert Cawdrey in 1604. (2 - 3 minutes)

Development (20 - 25 minutes)

1. "Living Dictionary" Activity (10 - 15 minutes):

   In this activity, students will be divided into groups of 4 to 5 people. Each group will receive an envelope containing several words and expressions in English that they probably do not know. The challenge will be to research the meaning of these words and expressions using the dictionary, thesaurus, and collocations dictionary.

   The teacher will guide students to not only find the literal meaning of the words, but also to explore the different ways to use them in different contexts. For example, if the word "run" is in the envelope, students should look for not only the basic meaning of "running", but also other definitions, such as "managing" (as in "I run a business"), and the various expressions in which the word "run" is used (such as "run out of", "run into", etc.).

   After the research, each group must present the words and expressions they researched to the class, explaining the meaning and providing examples of use. This activity will promote interaction between students, the development of research skills, and vocabulary acquisition.

2. "The Dictionary Game" Activity (10 - 15 minutes):

   In this activity, students will continue working in their groups. Each group will receive a set of cards, each containing a word in English. The goal of the game is for students to use the dictionary, thesaurus, and collocations dictionary to create a definition for the word in their own terms (without using the word itself in the definition), and the other groups have to guess the word.

   The teacher should remind students that they do not need to find the "correct" definition (as found in the dictionary), but rather a definition that makes sense and is clear. This activity will promote creativity, collaboration, and understanding of the use of words in different contexts.

   At the end of the game, the teacher can reward the group that had the most words guessed correctly, thus encouraging student participation and effort.

3. "Creating a Mini Dictionary" Activity (5 - 10 minutes):

   To consolidate learning and promote student autonomy, the teacher can propose that each group select the most interesting words and expressions they researched during the activities and create a "mini dictionary" for the class.

   The "mini dictionary" should include not only the meaning of the words and expressions, but also examples of use, synonyms, antonyms, and collocations. The teacher should guide students to use the dictionary critically, that is, evaluating the context and choosing the most appropriate meaning for the situation.

   This activity will not only help students consolidate learning, but also promote collaboration, responsibility, and student autonomy. The teacher should circulate around the room during the activities, monitoring the progress of the groups, clarifying doubts and providing guidance as necessary. In addition, the teacher should reinforce the importance of using the dictionary and other resources critically and efficiently, emphasizing that the goal is not only to find the meaning of words, but also to develop research skills and vocabulary acquisition.

Feedback (5 - 10 minutes)

1. Group Discussion (3 - 5 minutes):

   The teacher should gather all students for a group discussion. Each group will have up to 3 minutes to share the solutions or conclusions they reached during the activities. The teacher should encourage all students to participate actively, asking questions, and giving constructive feedback.

2. Connection to Theory (1 - 2 minutes):

   After the group presentations, the teacher should make a brief connection between the activities carried out and the theory presented at the beginning of the class. He should emphasize how the activities helped students develop the skills of understanding words and expressions in English, vocabulary acquisition, and research. In addition, the teacher should highlight the importance of the dictionary and other resources in the autonomous and effective learning of English.

3. Individual Reflection (1 - 2 minutes):

   The teacher should propose that students reflect individually on what they have learned during the class. He can ask questions like: "What was the most important concept you learned today?" and "What questions have not yet been answered?" Students will have a minute to think about these questions and write down their answers.

4. Teacher Feedback (1 - 2 minutes):

   After the individual reflection, the teacher should give general feedback on the class. He can highlight the students' strengths, such as active participation, teamwork, and creativity in the proposed solutions. In addition, the teacher should address points that still need to be improved, such as research efficiency, understanding the use of words in different contexts, and autonomy in study.

5. Student Feedback (1 - 2 minutes):

   Finally, the teacher should make space for students to give feedback on the class. He can ask students what they liked most about the class, what they found most challenging, and what they would suggest to improve the class. Student feedback is a valuable tool for the teacher to assess the effectiveness of their teaching strategies and make adjustments, if necessary.

The purpose of Feedback is to consolidate learning, promote reflection on what has been learned, and identify possible gaps in students' understanding. In addition, Feedback helps develop the crucial skill of metacognition, that is, the ability to reflect on one's own learning process.

Conclusion (5 - 10 minutes)

1. Summary and Recapitulation (2 - 3 minutes):

   The teacher should begin the Conclusion of the class by summarizing the main points covered. He can recall the importance of using the dictionary and other resources, such as the thesaurus and collocations dictionary, for understanding words and expressions in English, vocabulary acquisition, and improving research skills. In addition, the teacher should recap the activities carried out and the goals achieved.

2. Connection between Theory, Practice, and Applications (2 - 3 minutes):

   Next, the teacher should explain how the class connected theory, practice, and applications. He can highlight how the theory provided the necessary basis for the effective use of the dictionary and other resources, such as understanding the different types of dictionaries and the importance of using them critically. In addition, the teacher should emphasize how the practical activities allowed students to apply the theory in a fun and interactive way. Finally, the teacher should mention the practical applications of the knowledge acquired, such as improving the reading and comprehension of texts in English, improving written and oral production, and increasing autonomy in the study of the language.

3. Extra Materials (1 - 2 minutes):

   The teacher should suggest extra materials for students who wish to deepen their knowledge about using the dictionary and other resources. These materials can include reference books, such as thematic dictionaries and Oxford Wordpower, educational websites that offer free resources, such as the Cambridge Dictionary Online and the Merriam-Webster Learner's Dictionary, and language learning apps, such as Duolingo and Rosetta Stone. The teacher should emphasize that autonomous study is an essential part of learning a new language and that the effective use of the dictionary and other resources can facilitate this process.

4. Importance of the Subject in Everyday Life (1 - 2 minutes):

   Finally, the teacher should explain the importance of the subject presented in class for everyday life. He can mention everyday situations where the use of the dictionary and other resources can be useful, such as reading books, newspapers, and magazines in English, researching on the internet, writing academic papers, among others. In addition, the teacher should emphasize that the ability to understand and use words and expressions in English properly is a valuable skill that can open doors to new personal and professional opportunities.

The Conclusion of the class is a crucial moment to consolidate learning, reinforce the importance of the subject, and motivate students to continue studying the topic. The teacher should ensure that students understand the relevance of using the dictionary and other resources for the autonomous and effective learning of English.