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Didac ic Ma e ials o Fos e
Dic iona y Skills in he EFL
Class oom
Uni e si y Mas e 's Deg ee o Seconda y
Educa ion, Voca ional T aining and Language
Teaching
Daniela Segu a O í
Tu o : Ma i Ca men Campoy
Cubillo
Specialisa ion: English
Academic yea : 2018 - 2019
ABSTRACT
The p esen p ojec can be iden i ied as belonging o Modali y numbe 6:
didac ic ma e ials included in he ules es ablished by Jaume I Uni e si y. This
pa icula modali y e e s o he c ea ion o singula didac ic ma e ials, educa ional
inno a ions as well as echnological esou ces which can be exploi ed in an educa ional
con ex .
In his pa icula case, a se ies o didac ic ma e ials ha e been c ea ed o
ein o ce he lea ning o English skills h ough he ei e a ed employmen o digi al
dic iona ies, o os e hei use. In he p esen case, he elabo a ed didac ic ma e ials
belong o he English subjec augh in 4 h g ade o ESO in IES “Els Po s”, Mo ella.
On he one hand, h ough he de elopmen o he whole se o ac i i ies we
p e end o b eak wi h he adi ional me hodology o eaching g amma , ocabula y and
he di e en skills. In o de o s eng hen his eaching and lea ning p ocess s uden s
inc ease hei use o Communica ion and In o ma ion Technologies (ICTs) since hey
ha e o make a p ope use o echnological equipmen and he a o dances i b ings in o
language lea ning.
On he o he hand, he c ea ion and p epa a ion o hese ac i i ies aims a
examining he use o wo pa icula online dic iona ies in dep h, since all o hem do no
exhibi he same in o ma ion and all e-dic iona ies do no p esen in o ma ion in he
same way.
Mo eo e , he lack o ac i i ies in ex books equi ing s uden s o use online
dic iona ies is a eali y since he ex book employed in IES “Els Po s” o each English
does no exhibi hese exe cises, o whe he hey exis , he s a emen implies o use a
dic iona y i needed, wi hou being mo e speci ic and wi hou being a equi emen .
Finally, he assessmen will no ollow he usual p ocess, in con ex s in which
s uden s ha e o si in on o a inal exam because all he ac i i ies a e complemen a y
o he i s uni o he book. In his sense, each ac i i y will ecei e a 5% wi hin he uni ,
so ha , 10 dic iona y ac i i ies will accoun o i e poin s in he uni . In he same way,
se e al me hods will be used in o de o e alua e he ac i i ies: ield no es h ough
di ec obse a ion in he class oom, ma e ial/ ask deli e y and ub ics.
TABLE OF CONTENTS
1. In oduc ion …………………………………………………………………1
2. Theo e ical backg ound …………………………………………………4
3. Objec i es …………………………………………………………………7
4. Cu icula con ex ……………………………………………...………….8
5. Ac i i ies ………………………………………………………………..13
6. Ac i i y assessmen ……...………………………………………………...29
7. Conclusion ………………………………………………………………..33
8. Re e ences ………………………………………………………………..35
9. Appendix: ac i i y samples and ma e ials …………………………………..38
ACRONYMS
 CAA: Compe encia de ap ende a ap ende .
 CD: Compe encia digi al.
 CEC: Compe encia de conciencia y exp esiones cul u ales.
 CMCT: Compe encia ma emá ica y compe encias básicas en ciencia y
ecnología.
 CLLI: Compe encia en comunicación lingüís ica.
 CSC: Compe encia social y cí ica.
 CEFRL: Common Eu opean F amewo k o Re e ence o Languages
 LDOCE: Longman Dic iona y o Con empo a y English.
 SIEE: Compe encia de sen ido de inicia i a y espí i u emp endedo .
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1. INTRODUCTION
The main aim o he p esen p ojec is o c ea e a se ies o didac ic ma e ials o
os e he use o online dic iona ies in he EFL class oom. Ano he objec i e is o
p esen ac i i ies o implemen he use o online dic iona ies as ools o ocabula y
acquisi ion; o g amma acquisi ion and o he imp o emen o o he skills which a e:
eading, w i ing, lis ening and speaking.
I made he decision o wo king wi h online dic iona ies because in a echnological
e a, adi ional p in ed dic iona ies a e becoming useless; hey do no eally ul il wha
bo h lea ne s and eache s p e end o achie e when dealing wi h he English language,
ha is, p in ed dic iona ies do no o e he same amoun o possibili ies as online ones.
Acco ding o Aus , Kelley and Roby (1993) he use o online dic iona ies p omo es a
highe le el o consul a ion han ha o pape dic iona ies.
Conce ning he possibili ies online dic iona ies o e i is ele an o explain ha
hese ools a e a ailable in di e en languages; s uden s can ind he e he p onuncia ion
o a huge a ie y o wo ds, synonyms and an onyms, ac i i ies o p ac ice and e en
games o enjoy lea ning.
Howe e , in spi e o he ac ha online dic iona ies o e mo e possibili ies o e
p in ed ones, he eal ac is ha nei he online no adi ional dic iona ies a e
conside ed as pa o he syllabus, as shown in he wo k o Chi (1998). In high schools
in gene al, hese de ices a e no as used as hey should and in case some s uden s decide
o use hem, hey a e no augh abou ha .
Apa om no being p esen in he syllabus, i is also impo an o men ion ha
in many ex books used in he EFL class oom, he e a e no any ac i i ies which imply
he use o online dic iona ies. In o de o demons a e he absence o exe cises and
he e o e, he inno a i e pa o he p esen p ojec he book Real English Eso 4 has
been analysed; mo e speci ically uni 1, i led Mo ing On.
Analysing he whole uni and ollowing he s udies ca ied ou by se e al
au ho s (Chun, 2001; Lan, 2005; Lau e & Hill, 2000) all he ac i i ies in ex books,
implying he use o a dic iona y a e hose c ea ed o inc ease ocabula y acquisi ion in
eading and w i ing asks. Howe e , hese ac i i ies only p esen as s a emen he
ollowing sen ence: use a dic iona y i you need i . This sen ence does no speci y he

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ype o dic iona y s uden s ha e o use and in case hey decide o employ an online
dic iona y, hey a e no able o know which one would be be e o ind he in o ma ion
hey a e looking up.
Following he analysis o he ex book Real English Eso 4, ano he aspec which
needs o be aken in o accoun is ha , in case s uden s decide o use an online
dic iona y, being able o use i adequa ely is no he same as simply using i .
Du ing my in e nship pe iod I could obse e ha ocabula y, g amma and o he
English skills a e augh ollowing adi ional me hods. I s uden s do no know he
meaning o a wo d, he eache p o ides hem wi h he solu ion; in e ms o g amma ,
s uden s do no know ha dic iona ies o e g amma ical explana ions and in e ms o
he o he skills, hey a e no conce ned abou how use ul an online dic iona y can be.
Conce ning he impo ance o using an online dic iona y p ope ly, bo h eache s
and s uden s ha e hei own ole. On he one hand, wha eache s ha e o do is o clea ly
explain o hei s uden s he ype o dic iona y hey ha e o use and he eason. In many
occasions, eache s p e e hei s uden s o use monolingual dic iona ies because in his
way hey lea n a o eign language in a mo e e ec i e way (Ali 2012). Howe e , he e
a e many o he occasions, when he use o bilingual o o he speci ic dic iona ies is
be e , because online dic iona ies a e plen y o in o ma ion and o ma s which need o
be disco e ed.
On he o he hand, s uden s a he same ime need o be clea ly explained wha
hey a e expec ed o do wi h he online dic iona y. I his does no occu , hey end o
use bilingual dic iona ies, because hey eel hey a e easy o use (Ali 2012) and hey
should also be conce ned abou he use ulness o o he ypes o online dic iona ies.
Following hese ideas, s uden s would no employ he dic iona y when he book
asks hem o do so, o jus o look o he meaning in hei own language, hey would
use hem o o he pu poses; hey would also use o he s a egies and seek seman ic
meanings a he han lexical o ms o meanings (Jin & Dei ell 2013).
In o de o sol e his, dic iona y skills need o be in oduced in high schools;
s uden s need o be ained by eache s o de elop hese skills and hey ha e o be augh
in an e ec i e way (Bishop 2001; Lew and Galas 2008) because dic iona y skills do no
come na u ally (Chi 1998). Mo eo e , lea ne s should know wha hey a e doing when
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using online de ices (Lew 2013a); ha is why hey should o be augh abou how o
choose an online dic iona y capable o mee ing hei needs (Chi 1998).
Taking in o conside a ion he impo ance o including dic iona y skills in ex books
s uden s need o be awa e o he ac ha “The dic iona y is an impo an pedagogical
ool ha plays a i al ole in a ious p ocesses o language lea ning including eading
comp ehension and ocabula y lea ning and acquisi ion” (Ali 2012, p.3).
In o de o demons a e bo h he impo ance o online dic iona ies and all he
pa icula unc ions hey p esen , I ha e de eloped 10 online dic iona y ac i i ies; wo
online dic iona ies ha e been selec ed o ca y ou he di e en asks: Longman
Dic iona y o Con empo a y English (LDOCE) and Me iam-Webs e online dic iona y
because hey a e he ones which exhibi he in o ma ion in a clea way.
E en ually, hese ac i i ies a e going o be inno a i e because, as p e iously
men ioned, he e a e no ac i i ies implying he use o online dic iona ies and hey will
os e he use o wo online dic iona ies wi h di e en pu poses. Fu he mo e, he
ollowing ac i i ies will be c ea ed in such a way ha s uden s will know he speci ic
dic iona y hey ha e o use, he eason and how hey ha e o use i , because hei
ex book Real English Eso 4 does no speci y i .
Mo eo e , he se o ac i i ies will also be inno a i e in he sense ha s uden s will
employ ICTs, in his case online dic iona ies, in o de o ob ain mo e in o ma ion han
jus he meaning o he ansla ion o a wo d when lea ning English (Ranalli 2013).
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2. THEORETICAL BACKGROUND
The eme gence o online esou ces has a ec ed all b anches o educa ion including
Fo eign Language lea ning and lea ne s a e conside ed digi al na i es. Wi hin his
con ex , he impo ance o language dic iona ies in language lea ning is indispu able and
i aims a changing he way s uden s lea n he o eign language (Jin & Dei ell 2013; Ali
2012).
Following he ideas p esen ed abo e i can be s a ed ha adi ional and p in ed
dic iona ies a e dec easing hei use in a echnological wo ld; hey a e becoming less
employed wi hin an educa ional con ex and ha is he eason why e-dic iona ies
p esen se e al ad an ages o e adi ional ones.
On he one hand, he a ailabili y o online dic iona ies allows eache s o each and
es a Fo eign Language, English in he cu en case, in an e icien and dynamic
manne . I means ha online dic iona ies sca old language lea ning bo h wi hin and
ou side he class oom and his allows s uden s o lea n in con ex s o he han he
class oom (Jin & Dei ell 2013).
E-dic iona ies a e eely a ailable on he web whe e, o many pu poses, hey can be
mo e quickly and con enien ly consul ed han he pape -based e sions (Lew 2010).
S uden s can e en download he applica ion on hei sma phone o compu e and
access i wi hou he need o in e ne connec ion.
O he ad an age o be men ioned could be ha he e is a huge a ie y o online
dic iona ies; each one o e ing di e en possibili ies which can be exploi ed in high
schools and use s can ha e all hese possibili ies a hei disposal. The las ad an age o
conside is ha use s ge o be libe a ed om he alphabe ical o de (Lew 2013b).
Bea ing all hese ad an ages in mind, i is c ucial o deal wi h educa ional
inno a ion in his p ojec since bo h eache s and s uden s ha e o be adap ed o he
con ex and hey ha e o use di e en dic iona y ypes wi h di e en pu poses.
Educa ional inno a ion, acco ding o Cañal de León (2002) is a se o ideas,
p ocesses and s a egies which y o in oduce and eplace he adi ional and cu en
educa ional sys em. E en hough, inno a ion means a la ge p ocess, he inal pu pose is
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o al e he cu en eali y by means o imp o ing and eno a ing he eaching-lea ning
p ocesses.
As he p esen p ojec aims o c ea e didac ic ma e ials in o de o modi y hese
p ocesses, I ha e aken in o accoun he wo k o se e al au ho s who p o ide hei
analysis o inno a ion h ough he use o In o ma ion and Communica ion
Technologies, and mo e speci ically h ough he de elopmen o dic iona y skills.
Acco ding o Ha mann and James (1998, p. 117) dic iona y skills a e “ he abili ies
equi ed on he pa o he dic iona y use o ind he in o ma ion being sough ”. In his
sense, he e is a need o aining bo h s uden s and eache s in dic iona y skills, key o
inno a e in an educa ional con ex .
These dic iona y skills a e no easy o ge and acco ding o Campoy (2015) he
de elopmen o hese dic iona y skills depends on he s uden s’ look-up s a egies; hei
abili ies o use he bes s a egy in a pa icula con ex and o a de e mined pu pose. In
his sense, he use o online dic iona ies in high schools would os e he acquisi ion o
dic iona y skills and i would demons a e he use ulness o dic iona ies as lea ning
ools.
In spi e o being lea ning ools, he ole o online dic iona ies does no appea in he
syllabus; dic iona y skills a e no included as an impo an measu emen in language
skill es ing o eading, w i ing, lis ening o speaking. Howe e , dic iona y skills a e
ela ed o language p o iciency le els because a s uden belonging o an A2 le el is no
able o accomplish he same objec i es as one s uden o a B2 le el and i would be an
impo an eason o include dic iona y skills in he syllabus.
In o de o inno a e wi hin an educa ional con ex and c ea e sui able ac i i ies o
gi e dic iona y skills he same impo ance as o o he skills implies knowing he s ages
ha bo h s uden s and eache s ha e o ollow when wo king wi h an e-dic iona y.
These s ages de ined by Nesi (1991) will be assessed in he ac i i ies p esen ed below:
- Be o e s udy,
- Be o e dic iona y consul a ion,
- Loca ing en y in o ma ion,
- In e p e ing en y in o ma ion,
- Reco ding en y in o ma ion, and
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con en ions, as well as he lexicon, exp essions and idioms o
equen use and mo e speci ic, in he di e en communica i e
si ua ions wi h aes he ic sense and c ea i i y.
E – TRANSVERSAL ELEMENTS OF THE SUBJECT
- Sea ch, selec ion and
o ganiza ion o in o ma ion in
digi al media.
-Digi al ools: sea ch in blogs,
wikis, o ums, sound banks,
specialized web pages,
dic iona ies and i ual
encyclopaedias, specialized
da abases.
- Assessmen o he posi i e
aspec s o ICT o he sea ch and
con as o in o ma ion.
4ºLE.BL5.1 Sea ch and selec in o ma ion, ex documen s,
images, sound acks and ideos om a il e ing s a egy and in a
con as ed way in digi al media such as sound banks, specialized
web pages, dic iona ies and i ual encyclopaedias o specialized
da abases, egis e ing i in pape ca e ully o s o ed digi ally in
compu ing de ices and ne wo k se ices.
CD
All he ac i i ies
Rub ic 1
Table 1. Cu icula conc e ion o he ac i i ies.

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As s uden s o 4 h g ade o ESO a e supposed o ha e an A2 le el o English, he ollowing able ( aken om Campoy, 2015) will be used o
assess s uden s’ dic iona y skills. This able is unde s ood as a p ocess in he sense ha once s uden s know how o decide, hey can be able o
loca e, unde s and, e c.
Table 2 - Dic iona y skills
P o iciency
le el
Decide
Loca e
Unde s and
In e p e
E alua e
Reco d
Implemen
A2
Basic Use
Can choose
among
bilingual
dic iona ies
when ha ing
doub s abou
language.
Can loca e
en ies a anged
acco ding o a
speci ic w i ing
sys em
(logog aphic,
consonan ,
alphabe ic).
Can unde s and
dic iona y
mic o and
mac o-s uc u e
in bilingual
dic iona ies.
Can use a
dic iona y o
unde s and
sho , simple
ex s. Can use a
dic iona y o
ind
in o ma ion in
simple
e e yday
ma e ial and
unde s and
sho simple
pe sonal le e s.
Can e alua e i
choosing a
dic iona y is a
good s a egy.
Can no e down
look-up esul s
success ully so
hey may be
used la e .
Can use a
dic iona y o
comple e
simple
exe cises on
g amma and
ocabula y.
All he complemen a y ac i i ies in Uni 1
Table 2. Dic iona y skills
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5. ACTIVITIES
In his sec ion he se o 10 ac i i ies p epa ed in o de o os e he use o online
dic iona ies when lea ning and eaching English is shown.
Each one o he ac i i ies has been c ea ed in o de o be de eloped du ing a
di e en pe iod o ime, depending on he ac i i y. The e a e some ac i i ies which can
be done jus using a sho pe iod o ime and some o he equi e mo e ime o be
de eloped. The e o e, he exac iming will be de ailed in he ollowing pages.
We will s a wi h an in oduc o y ac i i y which p e ends o in oduce he
unc ioning sys em o he wo analysed dic iona ies (LDOCE and Me iam-Webs e
online). In his ini ial ac i i y, s uden s will be augh abou e-dic iona ies’ use. The
ollowing 10 ac i i ies will be ocused on ocabula y and g amma acquisi ion bu also
on de eloping linguis ic skills h ough he use o online dic iona ies. E en ually, he
inal ask has been c ea ed o make s uden s e lec upon he p ocess and he ac i i ies.
INTRODUCTORY ACTIVITY
OBJECTIVES
 To ac i a e p e ious knowledge.
 To in oduce s uden s owa ds he
con en hey will deal wi h in he
ac i i ies.
 To ac i a e s uden s.
 To make s uden s e lec upon
possible uses o dic iona ies.
 To aise awa eness owa ds he
amoun o use ul hings hey can do
wi h online dic iona ies.
KEY COMPETENCES
 CLLI
 CAA
 CSC
 CD
 CEC
TIMING
 1 session (55 minu es app oxima ely)
AREA
 ICT oom
MATERIALS
 Compu e wi h in e ne access
 LDOCE and Me iam-Webs e online dic iona ies
 Lis o wo ds (see Appendix 1)
METHODOLOGY
 Explana ion / lis / ques ion / commen / u he explana ion
DEVELOPMENT
 The eache explains how Me iam-Webs e and Longman online dic iona ies wo k as
well as he possibili ies hey o e . Mo eo e , he/she shows he main page o bo h
14
dic iona ies o make s uden s being amilia ised wi h hem.
Image 1. Taken o m Me iam-Webs e online dic iona y
Image 2. Taken om Longman Dic iona y o Con empo a y English (LDOCE)
 The eache p o ides a lis o wo ds ela ed o a elling, he opic o he uni .
 He/she asks i hey know mo e aspec s a he han he meaning o he wo ds.
 Indi idual hinking in o de o answe he p e ious ques ion.
 Then, he eache explains how hey ha e o look up he wo ds.
 La e , he/she sugges s hem o sea ch he wo ds bo h in Me iam-Webs e and
Longman online dic iona ies.
 In g oups o ou people hey commen e e y hing hey ha e ound.
 In a piece o pape hey w i e in a pape all he in e es ing aspec s hey ha e ound, in
he di e en g oups (e.g. “we ha e ound synonyms and an audio wi h he
p onuncia ion”).
 They ead ou wha hey ha e lea n .
 I he e a e some aspec s hey ha e no been able o disco e , he eache p o ides
hem wi h an explana ion (e.g. colloca ions, hesau us, bilingual dic iona y, e c.).
EVALUATION CRITERIA
The e is no e alua ion as such ega ding his in oduc o y ac i i y, bu he eache akes no es
abou he pa icipa ion o each s uden bo h indi idually and wi hin he g oup h ough ield
no es.
15
ACTIVITY 1 – VOCABULARY and PRONUNCIATION
OBJECTIVES
 To ac i a e p e ious knowledge.
 To inc ease he use o online
dic iona ies.
 To lea n ocabula y ela ed o
a elling.
 To lea n de ini ions o wo ds
belonging o he wo ld o a elling.
 To lea n abou he p onuncia ion o
key wo ds.
KEY COMPETENCES
 CLLI
 CAA
 CSC
 CD
 SIEE
TIMING
 1 session (55 minu es)
AREA
 ICT oom
MATERIALS
 A compu e wi h in e ne access
 Longman monolingual dic iona y
 A pape including a ci cle o wo ds (see Appendix 2)
METHODOLOGY
 Wo d / de ini ion / p ac icing p onuncia ion
DEVELOPMENT
 Fi s ly, he eache di ides he class in o g oups o ou people and each g oup choses a
speake .
 The eache gi es each g oup a pape wi h a ci cle wi h all he le e s o he alphabe
and one wo d beginning wi h each le e (See Appendix 2).
 Each g oup eads all he wo ds ca e ully.
 Then, he eache sugges s hey ha e o employ Longman online dic iona y and hey
ha e o access he i s window and selec he monolingual op ion: English –
de ini ion.
 A e wa ds, he eache asks o he de ini ion o he i s wo d (e.g. A - Ai plane) and
hey ha e o ind he p ope de ini ion acco ding o he opic o he uni ( his is no
always he i s de ini ion). In his case, he de ini ion hey should selec would be he
ollowing:
Image 3. Ai plane aken om LDOCE
 The whole g oup looks up a p ope de ini ion.
 Once a g oup ob ains a de ini ion he pa icipan s say: “s op he i e” and he speake
o he g oup p o ides he de ini ion ou . I he de ini ion is adequa e and he key wo d
is p onounced p ope ly, he whole g oup ge s one poin .
 Then, he eache asks o he de ini ion o he es o he wo ds in he ci cle and he
speake changes.
 The game inishes when he eache has asked o all he de ini ions and he winne is
he g oup which has ob ained mo e poin s.
EVALUATION CRITERIA
In o de o e alua e his ac i i y he eache has p epa ed Rub ic 1 which akes in o accoun
s uden s’ linguis ic skills and Rub ic 2 which is used o assess s uden s’ abili ies when using an
online dic iona y. This ask accoun s o 5 % o he inal ma k.
EVALUATION INSTRUMENTS
Rub ic 1, c i e ia B and E
Rub ic 2
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ACTIVITY 2 – VOCABULARY
OBJECTIVES
 To lea n speci ic ocabula y abou
a elling.
 To inc ease he use o online
dic iona ies.
 To use mul imodal in o ma ion
( isual mode).
 To lea n p ope de ini ions o wo ds
belonging o he wo ld o a elling.
KEY COMPETENCES
 CLLI
 CAA
 CSC
 CD
TIMING
 1 session (55 minu es)
AREA
 ICT oom
MATERIALS
 Compu e wi h in e ne access
 Me iam-Webs e and LDOCE online dic iona ies
 Illus a ions
 Kahoo
METHODOLOGY
 Image / p onuncia ion / epe i ion / Kahoo
DEVELOPMENT
 Fi s o all, s uden s a e gi en an ai plane image wi h some wo ds showing he
di e en pa s o a plane (see Appendix 3).
 A e wa ds, s uden s ha e o ead he wo ds and selec he easies wo ds because he
mos di icul ones do no appea in he dic iona y because o being oo speci ic.
 Then, s uden s need o look up he ansla ion o he easies wo ds (i.e. Ai plane,
wea he ada , cockpi , pylon, wing, udde , ele a o and cabin) in he bilingual
English-Spanish online dic iona y.
 A e wa ds, using he same bilingual dic iona y he eache explains o s uden s ha
hey need o pay a en ion o phone ics.
 La e , hey ha e o p ess he “speake ” in o de o hea he p ope p onuncia ion o
each wo d and hey epea he wo d well-p onounced.
 Finally, he eache asks hem o do a Kahoo in o de o answe some ques ions
ega ding p onuncia ion.
EVALUATION CRITERIA
In o de o e alua e his ac i i y he eache has p epa ed Rub ic 1 which akes in o accoun
s uden s’ linguis ic skills and Rub ic 2 which is used o assess s uden s’ dic iona y skills. This
ask accoun s o 5 % o he inal ma k.
EVALUATION INSTRUMENTS
Rub ic 1, c i e ia A and E
Rub ic 2

17
INTRODUCTION TO ACITIVITY 3
In o de o explain Ac i i y 3 in a clea way, s uden s will be gi en a b ie in oduc ion by he
eache in o de o be e know how LDOCE wo ks. They will be doing one o he ac i i ies
c ea ed by he dic iona y i sel .
Image 4. I egula e bs aken om LDOCE
In his p e ious example we assume ha s uden s do no know he meaning o “bee” and
he e o e, hey do no know he igh answe because hey a e no able o know which is he
e b ela ed o a bee. The eache has o explain ha in he monolingual English window hey
can look o his wo d. In his same window hey ind ha a bee is an insec which can s ing.
Image 5. Bee aken om LDOCE
Once hey know he in ini i e (i.e. s ing) hey ha e o keep hemsel es in he same window,
monolingual English. Then, hey ha e o open ano he window and s uden s ha e o selec he
bilingual op ion (English- Spanish) and he e hey can ind he pas pa iciple o he e b s ing
as well as he meaning. In his sense hey can obse e ha he meaning hey a e looking o is
he one which says: pica .
Image 6. S ing aken om LDOCE
18
ACTIVITY 3 – GRAMMAR (IRREGULAR VERBS)
OBJECTIVES
 To lea n I egula e bs.
 To enhance sel -assessmen .
 To os e he use o he Longman
Dic iona y o Con empo a y English.
 To employ monolingual and bilingual
windows.
 To mo i a e s uden s.
KEY COMPETENCES
 CLLI
 CAA
 CSC
 CD
 CEC
TIMING
 20 minu es app oxima ely
AREA
 ICT oom
MATERIALS
 Compu e wi h in e ne access
 Longman Dic iona y o Con empo a y English (LDOCE)
METHODOLOGY
 Read / ill in he gaps
DEVELOPMENT
 The eache de elops he in oduc o y ac i i y and explains how LDOCE wo ks and
how hey ha e o go om one window o ano he (see In oduc ion o Ac i i y 3).
 S uden s indi idually sea ch he in o ma ion hey do no know and comple e he
ollowing 10 sen ences p o ided by he dic iona y.
EVALUATION CRITERIA
Sel -assessmen will be he e alua ion c i e ia ollowed o gi e a ma k o his ac i i y. In his
ac i i y, he dic iona y i sel p o ides a esul om 0 o 10 and s uden s a e able o know hei
knowledge ega ding i egula e bs. Also Rub ic 1 and 2 will help he assessmen o his
ac i i y. This ask accoun s o 5 % o he inal ma k.
EVALUATION INSTRUMENTS
Rub ic 1, c i e ia C and E
Rub ic 2
19
ACTIVITY 4 – GRAMMAR (PRESENT PERFECT SIMPLE)
OBJECTIVES
 Lea n abou i egula e bs.
 Lea n abou he use o p esen pe ec
simple.
 Lea n abou he exis ence o i egula
e bs in a dic iona y.
KEY COMPETENCES
 CLLI
 CAA
 CSC
 CD
 CEC
TIMING
 20 minu es
AREA
 ICT oom
MATERIALS
 Compu e wi h in e ne access
 Longman Dic iona y o Con empo a y English (LDOCE)
 C osswo d (see Appendix 4)
METHODOLOGY
 Explana ion / c osswo d / esea ch and unde s anding
DEVELOPMENT
 The eache explains s uden s ha hey a e going o do a c osswo d and hey ha e o
comple e he emp y spaces wi h he pas pa iciple o m o he e bs.
 Then, he eache gi es hem he c osswo d.
 In he c osswo d hey ha e o w i e hei answe s in he numbe ed boxes.
 The s uden s a e p o ided wi h he de ini ion o an i egula e b.
 Once hey ha e disco e ed he in ini i e o he i egula e b by unde s anding he
sen ence, hey ha e o look up his e b in he gi en dic iona y.
 As he eache has p e iously explained, i hey look up an i egula e b in LDOCE,
hey can ind bo h he pas simple and pas pa iciple as shown in his image:
Image 7. Ea aken om LDOCE
 A e wa ds, s uden s ha e o selec he pas pa iciple o m and hey ha e o w i e i on
he c osswo d.
 Then, s uden s ha e o hand in he c osswo d o he eache .
 Finally, hey ha e o comple e 10 sen ences using he e bs in he c osswo d oge he
wi h p esen pe ec simple (see Appendix 4).
EVALUATION CRITERIA
This ac i i y will ecei e a 5% o he inal ma k and in o de o gi e his ma k, he eache will
collec all he c osswo ds and will co ec hem by gi ing punc ua ion om 0 o 0.5 being he
o me he lowes ma k and he la e he highes one. Mo eo e , Rub ics 1 and 2 will help he
assessmen o his ac i i y.
EVALUATION INSTRUMENTS
Rub ic 1, c i e ia C and E
Rub ic 2
20
ACTIVITY 5 – PRONUNCIATION
OBJECTIVES
 Lea n abou he p onuncia ion o
wo ds.
 Lea n he meaning o wo ds h ough
sen ences.
 Lea n ocabula y ela ed o he opic.
 Disco e o he possibili y he
dic iona y o e s.
 Imp o e lis ening skills.
KEY COMPETENCES
 CLLI
 CAA
 CSC
 CD
 SIEE
TIMING
 30 minu es
AREA
 ICT oom
MATERIALS
 Compu e wi h in e ne access
 Longman English monolingual dic iona y (LDOCE)
 Speake s
 Lis o wo ds (see Appendix 5)
METHODOLOGY
 Wo ds / lis ening / epe i ion / p onuncia ion
DEVELOPMENT
 S uden s a e gi en a lis o h ee wo ds ela ed o a elling and a elling
a angemen s.
 The eache explains ha hey should look up he meaning in he Longman English
monolingual dic iona y.
 The e, hey ind di e en meanings as well as sen ences which exhibi he meaning in a
clea e manne , as he ollowing image exhibi s:
Image 8. Accommoda ion aken om LDOCE
 They mus lis en o all he sen ences wi h he included audio and epea hem in o de
o imp o e p onuncia ion.
 Then, s uden s ha e o selec one sen ence, he one hey a e mo e amilia wi h.
 Finally, each s uden has o ead his/he sen ence aloud.
EVALUATION CRITERIA
This ac i i y ecei es a 5% o he inal ma k wi hin he whole uni and i is e alua ed ollowing
Rub ic 1 in o de o assess linguis ic skills and Rub ic 2 o assess hei abili ies when using
online dic iona ies.
EVALUATION INSTRUMENTS
Rub ic 1, c i e ia A, B and E
Rub ic 2
27
ACTIVITY 10 – VOCABULARY AND PRONUNCIATION
OBJECTIVES
 Lea n ocabula y ela ed o a elling.
 Imp o e p onuncia ion.
 Fos e eco dings.
 Lea n he use o o he ICTs.
KEY COMPETENCES
 CLLI
 CAA
 CSC
 CD
 SIEE
TIMING
 1 session (55 minu es)
AREA
 ICT oom
MATERIALS
 Compu e wi h in e ne access
 Me iam-Webs e online dic iona y
 Voki ( eco ding ool)
 W i ing Ac i i y 9 (see Appendix 10)
METHODOLOGY
 S o y / eading / lis ening / epe i ion / eco ding
DEVELOPMENT
 The eache in oduces he ac i i y by gi ing s uden s he s o y w i en by hemsel es
in ac i i y 9 (see Appendix 10).
 Then, he eache sugges s s uden s o ead he s o y indi idually in o de o e lec
upon he p onuncia ion o some wo ds.
 La e , he eache explains ha hey ha e o look o he p onuncia ion o he wo ds
ollowing he same p ocedu e as in Ac i i y 8.
 A e wa ds, s uden s ha e o play hei p onuncia ion and epea he wo ds ou .
 Repea he same p ocess wi h all he wo ds hey do no know.
 La e , he eache explains o s uden s ha hey a e going o c ea e a oki, which is a
ic i ious pe son who opens his/he mou h and ep oduces he ex s uden s ha e
eco ded (see Appendix 10).
Image 16. Voki aken om h ps://www. oki.com/si e/c ea e
 Then, s uden s ha e o c ea e he Voki eco ding hei oices while eading he ex .
 Finally, s uden s ha e o sha e he Voki wi h one o hei classma es and he/she has o
guess he coun y he/she has isi ed.
 Whe he s uden s a e no able o know he coun y his/he classma e has isi ed, hey
can aise hei hands and ask o clues.
 Once s uden s ha e guessed all hei classma es’ coun ies, all o hem send he Voki o
he eache .
EVALUATION CRITERIA
In o de o assess his ac i i y which ecei es a 5% o he inal ma k wi hin he uni , he eache
will use Rub ic 1 which has been c ea ed o assess p onuncia ion and Rub ic 2 o assess
s uden s’ dic iona y skills.
EVALUATION INSTRUMENTS
Rub ic 1, c i e ia B and E
Rub ic 2

28
FINAL ACTIVITY
OBJECTIVES
 Re lec upon he use o online
dic iona ies.
 Fos e he use o online dic iona ies in
he u u e.
 Help s uden s o ca y ou a deba e.
 E alua e hemsel es.
KEY COMPETENCES
 CD
 CLLI
 CAA
 CSC
 SIEE
TIMING
 20 minu es app oxima ely
AREA
 English class oom
MATERIALS
 Ques ions
 Pape and pen
METHODOLOGY
 Ques ions / answe s / deba e
DEVELOPMENT
 Fi s ly, he eache explains o s uden s ha hey a e going o answe a se ies o
ques ions in o de o know hei eelings and hough s.
 Then, he eache p o ides s uden s wi h a piece o pape including ques ions such as
he ollowing ones:
- Ha e you lea ned some hing new wi h hese ac i i ies?
- Do you hink ha using online dic iona ies is use ul when lea ning English?
- Will you use online dic iona ies in he u u e?
 S uden s ha e o answe yes o no in he ques ions and w i e some commen s in case
hey conside i necessa y.
 Finally, a e answe ing he ques ions, a kind o deba e lead by he eache is c ea ed
and s uden s commen hei sensa ions owa ds he ac i i ies and hey e lec upon he
use ulness o online dic iona ies while lea ning a language.
EVALUATION CRITERIA
The e is no e alua ion as such ega ding his inal ac i i y, bu he eache akes no es abou he
pa icipa ion o each s uden indi idually h ough ield no es in o de o know hei eelings and
hough s owa ds he use o online dic iona ies in he EFL class oom.
29
6. ACTIVITY ASSESSMENT
The assessmen p ocess o he whole se o ac i i ies p esen ed abo e will ake
place a he end o each ac i i y and s uden s will ecei e he whole ma k a he end o
uni 1 because he designed ac i i ies a e conside ed complemen a y and hey a e done
du ing he de elopmen o he uni .
All he dic iona y ac i i ies will ecei e 5 poin s (0.5 each) wi hin he uni and
he es o he ac i i ies done by he eache h ough he uni will ecei e ano he 5
poin s. The o me ac i i ies will be assessed by ob aining he a e age o bo h he
linguis ic skills de eloped as well as dic iona y skills. The la e will no be conside ed
wi hin his p ojec because i is in ended o deal wi h he de elopmen o dic iona y
skills only and we assume hey a e done by he eache a he same ime as dic iona y
ac i i ies.
The e alua ion o he ac i i ies ela ed o he use o online dic iona ies will be
ca ied ou h ough he use o ou main ools, in o de o e alua e s uden s’ linguis ic
skills, hei p o iciency when using online dic iona ies and hei in ol emen in all he
ac i i ies.
On he one hand, ield no es and di ec obse a ion will be used in o de o pay
a en ion o s uden s’ pa icipa ion and in ol emen bu his ool will be employed in he
in oduc o y ac i i y because i has been designed o make s uden s be amilia wi h
online dic iona ies and i does no ecei e a ma k i sel , his in oduc o y ac i i y is no
included in he a e age ma king sys em.
On he o he hand, wo ub ics ha e been c ea ed. Rub ic 1 will be employed o
assess s uden s’ linguis ic skills. This ins umen allows he eache o gi e s uden s
punc ua ion pe each ac i i y gi ing hem 5, 3 o 1 poin s h ough di ec obse a ion.
Rub ic 2 ( aken om Campoy 2015) will be used o assess s uden s’ abili ies when
using online dic iona ies and he employed sys em would be he same as wi h he
p e ious ins umen . In his sense, he eache will p o ide s uden s wi h 5, 3 o 1
poin s. Once he eache has bo h ma ks aking he ub ics in o conside a ion he/she will
ob ain he a e age.
The las echnique employed in o de o assess s uden s consis s on asks
collec ion. This way o assessmen jus akes place in ac i i y 4 because pupils should
30
hand in he c osswo d hey ha e done. In his way, he eache will p o ide hem wi h
he whole ma k i i is has been comple ed p ope ly.
Finally, in o de o ha e a clea idea o he e alua ion p ocess, ac i i y 1 will be
explained in a mo e de ailed way as an example. In he case o his ac i i y Rub ics 1
and 2 will be employed because s uden s a e equi ed o p ac ice hei linguis ic skills
(in his case o al p oduc ion and p onuncia ion, c i e ia B) and hei dic iona y skills
( he whole p ocess).
I we conside ha one s uden ob ains he whole ma k in ac i i y 1, i means
ha his s uden has ob ained 5 poin s in e ms o linguis ic skills and 5 mo e poin s
because he/she has been p o icien when looking up in o ma ion in he dic iona y;
he/she has ul illed he whole p ocess assessed h ough di ec obse a ion and aking
in o accoun i he ac i i y has been p ope ly done.
As he s uden has answe ed he ac i i y co ec ly, he a e age conside ing bo h
ub ics is 5 and i di ided in o 10, which is he o al numbe o ac i i ies, shows us ha
he s uden ge s 0.5 in his ac i i y. The same p ocess is ollowed wi h he es o
ac i i ies and i he/she comple es all he dic iona y ac i i ies p ope ly he s uden will
ob ain he ull ma k, which is 5 poin s.
31
Rub ic 1 – linguis ic skills
The p esen ub ic is used o assess s uden s’ linguis ic skills when doing he a o emen ioned ac i i ies.
Adequa e
(5 poin s)
Fai
(3 poin s)
Poo
(1 poin )
O al comp ehension
The s uden is able o iden i y he
essen ial in o ma ion in medium
leng h o al ex s. The s uden
dis inguishes he communica i e
unc ions o he le el.
The s uden a ely iden i ies he
essen ial in o ma ion in medium
leng h o al ex s. The s uden
dis inguishes he communica i e
unc ions o he le el.
The s uden is no able o iden i y
he essen ial in o ma ion in medium
leng h o al ex s. The s uden
dis inguishes he communica i e
unc ions o he le el.
O al p oduc ion
The s uden is able o p oduce o
cop oduce medium leng h o al
ex s in di e en suppo s and
egis e s.
The s uden a ely p oduces o
cop oduces medium leng h o al ex s
in di e en suppo s and egis e s.
The s uden canno p oduce o
cop oduce medium leng h o al ex s
in di e en suppo s and egis e s.
P onuncia ion
The s uden ’s p onuncia ion is
good wi h jus only occasional
p oblems o he lis ene .
The s uden ’s p onuncia ion is ai
wi h some p oblems o he lis ene .
The s uden ’s p onuncia ion is bad
wi h se ious p oblems o he
lis ene .
W i en comp ehension
The s uden is able o iden i y he
essen ial in o ma ion wi hin
medium leng h w i en ex s. The
s uden equen ly makes use o
w i en comp ehension s a egies.
The s uden a ely iden i ies he
essen ial in o ma ion wi hin medium
leng h w i en ex s. The s uden
equen ly makes use o w i en
comp ehension s a egies.
The s uden canno iden i y he
essen ial in o ma ion wi hin
medium leng h w i en ex s. The
s uden equen ly makes use o
w i en comp ehension s a egies.
W i en p oduc ion
The s uden is able o p oduce o
cop oduce medium leng h w i en
ex s in di e en suppo s and
egis e s.
The s uden a ely p oduces o
cop oduces medium leng h w i en
ex s in di e en suppo s and
egis e s.
The s uden canno p oduce o
cop oduce medium leng h w i en
ex s in di e en suppo s and
egis e s.
Figu e 1. Rub ic 1 – linguis ic skills
32
Rub ic 2 – Dic iona y skills
The p esen ub ic is used o assess s uden s’ dic iona y skills.
Rub ic 2 – Dic iona y skills assessmen
Decide
Loca e
Unde s and
In e p e
E alua e
Reco d
Implemen
Adequa e
(5 poin s)
S uden s can
choose among
bilingual
dic iona ies when
ha ing doub s
abou language
S uden s can
loca e en ies
a anged
acco ding o a
speci ic w i ing
sys em.
S uden s can
unde s and mic o-
and mac o-
s uc u e in
bilingual
dic iona ies
S uden s can use a
dic iona y o
unde s and sho ,
simple ex s. Can
use a dic iona y o
ind in o ma ion in
simple e e yday
ma e ial
S uden s can
e alua e i
choosing a
dic iona y is a
good s a egy
S uden s can no e
down look-up
esul s
success ully so
hey may be used
la e
S uden s can use
a dic iona y o
comple e simple
exe cises on
g amma and
ocabula y
Fai
(3 poin s)
S uden s usually
choose among
bilingual
dic iona ies when
ha ing doub s
abou language
S uden s usually
loca e en ies
a anged
acco ding o a
speci ic w i ing
sys em.
S uden s
some imes
unde s and mic o-
and mac o-
s uc u e in
bilingual
dic iona ies
S uden s usually
use a dic iona y o
unde s and sho ,
simple ex s. Can
use a dic iona y o
ind in o ma ion in
simple e e yday
ma e ial.
S uden s usually
e alua e i
choosing a
dic iona y is a
good s a egy
S uden s usually
no e down look-
up esul s
success ully so
hey may be used
la e
S uden s usually
use a dic iona y
o comple e
simple exe cises
on g amma and
ocabula y
Poo
(1 poin )
S uden s canno
choose among
bilingual
dic iona ies when
ha ing doub s
abou language
S uden s canno
loca e en ies
a anged
acco ding o a
speci ic w i ing
sys em.
S uden s canno
unde s and mic o-
and mac o-
s uc u e in
bilingual
dic iona ies
S uden s a e no
able use a
dic iona y o
unde s and sho ,
simple ex s. Can
use a dic iona y o
ind in o ma ion in
simple e e yday
ma e ial
S uden s canno
e alua e i
choosing a
dic iona y is a
good s a egy
S uden s a e no
able o no e down
look-up esul s
success ully so
hey may be used
la e
S uden s canno
use a dic iona y
o comple e
simple exe cises
on g amma and
ocabula y
Figu e 2. Rub ic 2 – Dic iona y skills assessmen

33
7. CONCLUSION
In o de o elabo a e he con en o he p esen Mas e ’s Disse a ion, which is de o ed o
he design o didac ic ma e ials, i has been aken in o conside a ion he idea o changing he
way o eaching English, bu mo e speci ically uni 1 in he ex book Real English Eso 4:
using online dic iona ies. In o de o do ha , wo online dic iona ies ha e been in oduced o
he s uden s o 4 h g ade o ESO.
As p e iously men ioned, he choosing o his p ojec ypology has no been andom
since i was necessa y o in oduce he use o online dic iona ies as undamen al ools when
lea ning and eaching English o ESO s uden s, as indica ed in he cu iculum and he
CEFRL (Campoy 2015). This p ojec in ends o show s uden s how use ul hese ools a e as
well as o use hem as hooks in o de o encou age s uden s o lea n English in a di e en
way.
These ac i i ies a e conside ed necessa y o complemen he uni and o ul il he
objec i es o he p esen p ojec ; in his case i is impo an o men ion ha o he dic iona ies
could ha e been selec ed, bu Longman and Me iam-Webs e online a e he ones which
show he in o ma ion in a clea way and bo h o hem con ain all he in o ma ion necessa y
o ca y ou he p oposed ac i i ies.
Mo eo e , wi h he de elopmen o he ac i i ies s uden s lea n ocabula y and g amma
and hey de elop all he skills ( eading, w i ing, lis ening and speaking) ha is why he
e alua ion c i e ia conside s bo h s uden s’ linguis ic and dic iona y skills.
Th ough he de elopmen o hese ac i i ies i can be s a ed ha he igu e o he eache
is eally impo an ; s uden s a e no amilia wi h online dic iona ies and he/she is he one
who has o explain in a de ailed way he p ocess s uden s ha e o ollow o bene i o online
dic iona ies (Chi 1998).
In o de o inish wi h he con en o he p ojec i is ele an o ake in o conside a ion
he e alua ion p ocess. These ac i i ies p e end o os e he use o online dic iona ies in he
EFL class oom and i is he eache who has o con ol s uden s’ lea ning h ough di ec
obse a ion. The e o e, s uden s do no need o pass a inal exam in o de o demons a e
hey ha e lea n how o use online dic iona ies, hey a e assessed e e y day and ha is why
each ac i i y ecei es he same sco e.
34
Finally, we can s a e ha i is no easy o c ea e and de elop dic iona y ac i i ies o be
complemen a y in a uni , mainly due o he lack o ime bu i he cu iculum speci ies ha
s uden s ha e o know how o use an online dic iona y, i can be in e es ing and use ul o
include ac i i ies like he ones p esen ed abo e. Mo eo e , i can be g a e ul o he eache
o each s uden s some hing new and some hing hey a e no used o employ. The e o e, “I
can be said ha online dic iona ies a e u ili y ools: hey a e made o be used” (Mülle 2014,
p. 85).
35
8. REFERENCES
- Ali, H. I. H. (2012). Monolingual Dic iona y Use in an EFL Con ex . English
Language Teaching, 5(7), 2-7.
- Aus , R., Kelley, M. J., Roby, W. (1993) "The Use o Hype -Re e ence and
Con en ional Dic iona ies". Educa ional Technology Resea ch and De elopmen .
ol. 41, 63-73.
- Bishop, G. 2001. Using quali y and accu acy a ings o quan i y he alue added o a
dic iona y skills aining cou se. Language Lea ning Jou nal, 24(1), 62-69.
- Chi, M. L. A., Fon enelle, T., Hiligsmann, P., Michiels, A., Moulin, A., & Theissen,
S. (1998). Teaching dic iona y skills in he class oom. Thie y Fon enelle e al, 565-
77.
- Chun, D. (2001). L2 eading on he Web: S a egies o accessing in o ma ion in
hype media. Compu e -Assis ed Language Lea ning, 14(5), 367-403.
- Cubillo, M. C. C. (2002). Gene al and specialised ee online dic iona ies. Teaching
English wi h echnology, 2(3), 42-47.
- Cubillo, M. C. C (2015). Assessing dic iona y skills. Lexicog aphy, 2(1), 119-141.
- Cañal de León, P. (2002). La Inno ación Educa i a, Mad id.
- Dec e o 87/2015, de 5 de junio, del Consell, po el que es ablece el cu ículo y
desa olla la o denación gene al de la Educación Secunda ia Obliga o ia y del
Bachille a o en la Comuni a Valenciana. [2015/5410]
- Ha mann, R. R. K., & James, G. (2002). Dic iona y o lexicog aphy. Rou ledge.
- Jin, L., & Dei ell, E. (2013). Fo eign language lea ne s' use and pe cep ion o online
dic iona ies: A su ey s udy. Jou nal o Online Lea ning and Teaching, 9(4), 515.
- Lau e , B., & Hill, M. (2000). Wha lexical in o ma ion do L2 lea ne s selec in a
CALL dic iona y and how does i a ec wo d e en ion? Language Lea ning &
Technology, 3(2), 58-76. Re ie ed om h p://ll .msu.edu/ ol3num2/lau e -
hill/index.h ml
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- Lan, L. (2005). The g owing p ospe i y o online dic iona ies. English Today, 21(3),
16-21.
- Lew, R. (2010). Online dic iona ies o English. In P. A. Fue es-Oli e a & H.
Be genhol z (Eds.), e-Lexicog aphy: The In e ne , digi al ini ia i es and
lexicog aphy (pp. 230-250). London/New Yo k: Con inuum.
- Lew, R. (2013a). Online dic iona y skills. In Elec onic lexicog aphy in he 21s
cen u y: Thinking ou side he pape , ed. I. Kosem, J. Kallas, P. Gan a , S. K ek, M.
Langeme s, and M. Tuulik, 16-31., P oceedings o he eLex 2013 con e ence, 17-19
Oc obe 2013, Tallinn, Es onia Ljubljana: T ojina, Ins i u e o Applied Slo ene
S udies/Ees i Keele Ins i uu .
- Lew, R. (2013b). F om pape o elec onic dic iona ies: E ol ing dic iona y skills. In
Lexicog aphy and dic iona ies in he in o ma ion age, ed. D. A. Kwa y, N. Wulan,
and L. Musyahda, 79-84., Selec ed pape s o m he 8 h ASIALEX in e na ional
con e ence Su abaya: Ai langga Uni e si y P ess.
- Lew, R. and Galas, K. (2008). Can dic iona y skills be augh ? The e ec i eness o
lexicog aphic aining o p ima y-school-le el Polish lea ne s o English. In Be nal,
E. and DeCesa is, J. (eds). P oceedings o he XIII EURALEX In e na ional
Cong ess. Ba celona: Uni e si a Pompeu Fab a, 1273-1285.
- Longman Dic iona y o Con empo a y English Online.
h ps://www.ldoceonline.com/
- Ma ks, L. & Addison, C. (2010) Real English ESO 4. Bu ling on Books: Cyp us
- Me iam-Webs e Dic iona y and Thesau us. h ps://www.me iam-webs e .com/
- Mülle -Spi ze , C., & Koplenig, A. (2014). Online dic iona ies: expec a ions and de
mands. Using online dic iona ies, 145, 143.
- Na ional Geog aphic Lea ning: English: Sample Uni 9: T a el accessed om
h ps://ngl.cengage.com/asse s/downloads/li e_p o0000000047/sample_uni _9_li e_b
eginne .pd
43
Appendix 5 - Ma e ials Ac i i y 5:
Wo ds: accommoda ion, ligh , luggage
Appendix 6 - Ma e ials Ac i i y 6:
Wo ds pe g oup:
- S a ion, bus and expensi e.
- Railway, ain and ip
- Luggage, accommoda ion, a el
Appendix 7 - Ma e ials Ac i i y 7:
Reading:
Figu e 6. Reading aken om Sample Uni 9: T a el
Wo ds ela ed o a elling: ain, book, icke s, a el agen , passenge s, a el, ho el,
sigh seeing, isi , bus, hi ch-hike, ca , ip, lo ies and boa .
Appendix 8 - Ma e ials Ac i i y 8:
Lis o wo ds: Mobile home, accommoda ion, luggage, ip, ligh , ai line, a e, ai po ,
high-speed ain, con enien , s a ion, jou ney, passenge , coun yside, place, ho el, oad,
expensi e, cheap and holiday.

44
Appendix 9 - Ma e ials Ac i i y 9:
Lis o p ohibi ed wo ds: ci y, luggage, ip, anspo , place, day, nigh , wonde ul, big,
small, beau i ul, special.
Example o eading:
This summe I ha e isi ed one o he mos amous coun ies in he wo ld. The coun y I
ha e isi ed is eally big and i has go a lo o o es s bu also a lo o ci ies. I ha e isi ed
jus one ci y in his coun y bu i has been special o me.
The coun y I ha e isi ed has go he Big Ben, he Towe B idge, se e al oo ball s adiums,
S . Paul’s Ca hed al, Shakespea e’s Thea e and many o he places. I ha e isi ed some o
hem because I ha en’ had mo e ime bu i has been wonde ul and one o he bes
expe iences o my li e.
Example o eading wi h p ohibi ed wo ds:
This summe I ha e isi ed one o he mos amous coun ies in he wo ld. The coun y I
ha e isi ed is eally big and i has go a lo o o es s bu also a lo o ci ies. I ha e isi ed
jus one ci y in his coun y bu i has been special o me.
The coun y I ha e isi ed has go he Big Ben, he Towe B idge, se e al oo ball s adiums,
S . Paul’s Ca hed al, Shakespea e’s Thea e and many o he places. I ha e isi ed some o
hem because I ha en’ had mo e ime bu i has been wonde ul and one o he bes
expe iences o my li e.
Reading wi h synonyms:
This summe I ha e isi ed one o he mos amous coun ies in he wo ld. The coun y I
ha e isi ed is eally huge and i has go a lo o o es s bu also a lo o illages. I ha e
isi ed jus one own in his coun y bu i has been p ecious o me.
The coun y I ha e isi ed has go he Big Ben, he Towe B idge, se e al oo ball s adiums,
S . Paul’s Ca hed al, Shakespea e’s Thea e and many o he loca ions. I ha e isi ed some o
hem because I ha en’ had mo e ime bu i has been amazing and one o he bes
expe iences o my li e.
45
Appendix 10 - Ma e ials Ac i i y 10:
Example o eading:
This summe I ha e isi ed one o he mos amous coun ies in he wo ld. The coun y I
ha e isi ed is e y big and i has go a lo o o es s bu also a lo o ci ies. I ha e isi ed
jus one ci y in his coun y bu i has been special o me.
The coun y I ha e isi ed has go he Big Ben, he Towe B idge, se e al oo ball s adiums,
S . Paul’s Ca hed al, Shakespea e’s Thea e and many o he monumen s. I ha e isi ed some
o hem because I ha en’ had mo e ime bu i has been wonde ul and one o he bes
expe iences o my li e.
Coun y: London
Link o he Voki: h p:// inyu l.com/y2ez lne
Appendix 11 - Ma e ials Final Ac i i y:
Ques ions:
- Ha e you lea ned some hing new wi h hese ac i i ies?
- Do you hink ha using online dic iona ies is use ul when lea ning English?
- Do you hink ac i i ies using online dic iona ies a e enjoyable?
- Did you know all he possibili ies online dic iona ies o e ?
- Did you use online dic iona ies in he pas ?
- Will you use online dic iona ies in he u u e?