Contextualization

In the modern world, the importance of learning foreign languages is increasingly valued. Therefore, it is crucial for students to develop the ability to use important tools such as bilingual dictionaries and other sources of consultation, both printed and online. These tools assist not only in translating words and expressions, but also in understanding cultural contexts and acquiring new vocabulary.

Mastering the use of the dictionary and other resources is a key competence that facilitates the learning of English as a second language. Furthermore, it encourages student autonomy in their learning process, promoting the development of socio-emotional skills.

Project Introduction

This project aims to teach students how to effectively use a bilingual dictionary and other resources for the study of the English language. Additionally, it is a secondary objective to work on cooperation and time management through group activities.

Regarding theory, students will be guided in the use of the dictionary, understanding the organization of entries, the presentation of definitions, the identification of synonyms, antonyms, examples of use, and pronunciation. Furthermore, other digital tools and applications will be explored as resources for building a lexical repertoire in the English language.

Students will also work on grammar concepts, such as the correct use of verb tenses, and elements of culture, such as idiomatic expressions and slang used in various contexts.

Practical Activity: "The Translation Marathon"

Project Objective

The objective is for students to use the dictionary and other resources to translate and produce a small bilingual book containing a story or fable in English, a glossary of important terms, and a guide on how to use the chosen dictionary.

Detailed Project Description

Students, in groups of 3 to 5, will select a story or fable (a text of moderate to difficult difficulty is recommended) and will translate and produce a bilingual book in English-Portuguese. Groups are free to choose a story or fable that is of interest to all.

The book must contain:

1. Title in both languages
2. The original story or fable and its translation
3. Bilingual glossary with key words and expressions from the story
4. A step-by-step guide on how to use the chosen dictionary
5. Citations/References of the materials and tools used in the translation

Required Materials

• Bilingual dictionaries (printed or online)
• Language learning tools such as those mentioned above (Cambridge, Duolingo, BBC Learning English)
• Book "How to Use the English-Portuguese Dictionary" by Francisco Sampaio
• Materials for book production (paper, pens, computer, text editing software, etc.)

Detailed Step-by-Step

1. Formation of groups and definition of the story or fable to be translated.
2. Reading the story/fable in English, identifying unknown words.
3. Use of the dictionary and other tools to translate the text.
4. Creation of a glossary of key words and expressions from the text.
5. Production of a step-by-step guide on how to use the chosen dictionary.
6. Assembly of the book, including the title, the translated text, the glossary, and the guide.
7. Teamwork review, ensuring the accuracy of the translation and the overall quality of the book.
8. Writing the final project report, detailing the entire process of completion.

Project Deliverables

In addition to the bilingual book, which is the main product of this project, students must write a final report describing the entire completion process and connecting with the elements that make up the book.

• Introduction: Should include the chosen story or fable, its relevance to the group, and the project's objective.
• Development: In this section, students should detail the theory behind the use of the dictionary and how they applied this theory during the translation process. They should also explain how they developed the glossary of terms and created the dictionary usage guide. Difficulties encountered and strategies adopted to overcome them should also be highlighted.
• Conclusion: Students should reflect on the project, connections with the theory, lessons learned, and the applicability of this knowledge in the real world.
• Bibliography: Include all materials and resources used, such as books, dictionaries, websites, etc.

At the end of this project, students will have developed important technical skills and worked with key concepts from various disciplines, including using English in a concrete and relevant application of the dictionary and other tools for learning a new language.