Using Dictionary and Thesaurus for Reading and Writing

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Subject: English

Semester: 2

Period: 4

Week: 23

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School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 7
Date:
Lesson Duration: 45 minutes
Week & Period: Week 23, Period 4
Topic: Using Dictionary and Thesaurus for Reading and Writing
Sub-topic: Vocabulary Building and Comprehension

Learning Objectives
By the end of the lesson, students should be able to:

1. Explain the importance of using a dictionary and thesaurus.
2. Find meanings, pronunciation, and word classes using a dictionary.
3. Use a thesaurus to find synonyms and antonyms.
4. Rewrite sentences using synonyms to improve writing.

Previous Knowledge
Students already know:
• Basic reading and writing skills.
• Familiarity with words in sentences and paragraphs.

Instructional Materials
• Textbook: English Language textbooks for Grade 7
• Teaching aids: Dictionaries, thesauruses, sample sentences, chalkboard/marker board
• Students’ notebooks and writing materials

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• Can you think of a word that you didn’t know the meaning of and had to look up?
• How did using a dictionary or thesaurus help you?
The teacher will record responses on the board.
Teacher’s Role: Lead discussion to activate prior knowledge and introduce dictionary and thesaurus use.
Learner’s Role:
• Share personal experiences using dictionaries or thesauruses.
• Participate actively in discussion.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role (Expanded with Examples)

1. Explain the Importance of a Dictionary

• A dictionary helps with:
• Meaning: Defines what a word means.
• Pronunciation: Shows how a word is spoken (e.g., /ˈfɑːðər/ for father).
• Word Class/Part of Speech: Identifies whether the word is a noun, verb, adjective, adverb, etc.
• Spelling: Ensures the word is written correctly.
• Word Usage: Provides sample sentences.

Example dictionary entry for “brave”

• brave (adjective) /breɪv/ – showing courage.
• Example: “The brave soldier saved the child.”

 

2. Demonstrate Dictionary Use

• Write words on the board (teacher, beautiful, run, quickly, happiness).
• Show how to:
• Alphabetically search for the word.
• Check meaning.
• Read pronunciation symbols.
• Identify the part of speech.
• Note spelling.

 

3. Explain the Importance of a Thesaurus

• A thesaurus is a reference book (or digital tool) that provides synonyms (words with similar meanings) and antonyms (opposite meanings).
• Importance:
• Makes writing richer and avoids repetition.
• Expands vocabulary.
• Helps find the most precise word for expression.

 

4. Demonstrate Thesaurus Use with Examples

• Example word: happy
• Synonyms: joyful, glad, cheerful, delighted, pleased.
• Antonyms: sad, unhappy, miserable, gloomy.
• Example word: big
• Synonyms: large, huge, enormous, gigantic.
• Antonyms: small, tiny, little, miniature.

 

5. Model Sentence Rewriting with Synonyms

• Original: The boy was happy with his big gift.
• Rewritten with synonyms: The boy was delighted with his enormous gift.
• Another Example:
• Original: The farmer worked hard every day.
• Rewritten: The farmer labored diligently each day.

 

Learners’ Activities (Expanded)

1. Dictionary Task

• In pairs, students look up assigned words: (brave, quick, school, honest, dance).
• For each word, they write:
• Meaning
• Pronunciation
• Word class
• Example sentence

2. Thesaurus Task

• Students use thesauruses to find 3 synonyms and 2 antonyms for words given (happy, strong, good, bad, fast).

3. Sentence Rewriting Task

• Students receive short sentences and rewrite them using synonyms.
• Examples:
• The food was good. → The food was delicious.
• She walked slowly. → She strolled leisurely.

4. Group Activity

• Each group is given a “boring” short paragraph (full of repeated simple words).
• Task: Replace repeated words with better synonyms from a thesaurus.

Example Paragraph Before:

• “The man was happy. The happy man had a big house. He was happy to see his big family.”

Example Paragraph After:

• “The man was joyful. The delighted man had a large house. He was pleased to see his enormous family.”

 

Assessment Checks

1. Observation: Teacher walks around, checking if students can use dictionaries and thesauruses correctly.
2. Quick Oral Questions:

• “What is a synonym for strong?”
• “What is the opposite of early?”
• “What word class is dance when used as He dances well?”

3. Mini Quiz:

• Fill in the blanks with synonyms/antonyms.
• Identify the meaning and word class of a word from the dictionary.

 

Notes (Expanded & Detailed)

• A dictionary improves spelling, meaning, pronunciation, and correct word usage.
• A thesaurus enriches writing by helping avoid repetition and by providing synonyms and antonyms.
• These tools encourage independent learning since students can solve word problems on their own.
• Using them makes students’ writing clearer, richer, and more professional.
• Practice is key: the more students use dictionaries and thesauruses, the better their vocabulary and communication skills will grow.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• Teacher reviews the importance and use of dictionary and thesaurus in reading and writing.
Evaluation Method (Expanded):
• Exit slip/quiz:

1. Find the meaning, pronunciation, and word class of two given words.
2. Rewrite one sentence using a synonym from the thesaurus.
   Teacher collects responses and gives oral feedback.

Assignment (Expanded):
• Select ten new words from your reading and use a dictionary and thesaurus to write their meanings, word classes, and at least one synonym or antonym for each.
Follow-up Activity:
• Share rewritten sentences in class using synonyms to improve writing style.

Differentiation / Inclusive Strategies
• Struggling Learners: Provide guided dictionary/thesaurus exercises and examples.
• Advanced Learners: Challenge them to use multiple synonyms in complex sentences to enhance writing.
• Students with Disabilities: Use oral demonstrations, peer assistance, and visual aids for dictionary and thesaurus use.

Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low