Objectives (5 - 7 minutes)

1. Understanding of cognates and false friends - Students should be able to understand the concept of cognates and false friends, as well as their differences and similarities. This includes the ability to identify these types of words and understand how they can be misleading in translation.

2. Identifying and differentiating cognates and false friends - After understanding the concept, students should be able to identify cognates and false friends in a text or dialogue, and differentiate them correctly. This will contribute to improving their reading and listening comprehension skills.

3. Practical application - Finally, students should be able to apply the knowledge gained in real-world situations. This may include the ability to avoid common translation errors when using cognates and false friends, as well as improving their English communication skills.

Secondary Objectives:

• Vocabulary development - As an essential part of the topic, students will have the opportunity to expand their English vocabulary, focusing on words that are similar or misleading in different languages.
• Enhancement of reading skills - By learning to identify and differentiate cognates and false friends, students will enhance their reading and comprehension skills in English.
• Improvement of translation skills - By understanding the nature of cognates and false friends, students will also improve their translation skills between English and their native language.

Introduction (10 - 15 minutes)

1. Review of Previous Content - The teacher should start the lesson by reminding students of the importance of English vocabulary, and how the similarity between words in different languages can be helpful but also misleading. For example, the teacher can show some examples of words that are similar in English and in their native language but have different meanings (for example, 'sympathy' in English, which means 'simpatia' in Portuguese, but also 'piedade', which is a less common meaning). This review will help prepare students for the new content.

2. Problem Situations - The teacher can then present two situations that illustrate the importance of the lesson topic:

   • Situation 1: 'Imagine you are reading a book in English and come across the word 'actual'. In Portuguese, 'actual' means 'atual', but in English, 'actual' means 'real'. How do you think this could cause confusion in the translation of the text?'
   • Situation 2: 'Now, imagine you are writing an email in English to a friend who speaks Portuguese. You want to say you are 'embarassado' (embarrassed), but you accidentally write the word 'embarazado' (pregnant). How do you think your friend might react to that sentence?'

3. Contextualization - The teacher should then explain the importance of the topic. They can mention how confusion with cognates and false friends is common among non-native English speakers, and how this can lead to misunderstandings and translation errors. The teacher can also emphasize how the ability to identify and differentiate these words can significantly improve students' reading, writing, and translation skills.

4. Introduction to the Topic - To capture students' attention, the teacher can share some curiosities about cognates and false friends:

   • Curiosity 1: 'Did you know that English and Portuguese have many cognates due to their Latin origins? For example, 'action' in English and 'ação' in Portuguese have the same origin and meaning.'
   • Curiosity 2: 'On the other hand, English and Spanish have many false friends, words that look the same or similar but have different meanings. For example, 'actual', which in Spanish means 'real', but in English means 'current.''

By the end of this Introduction, students should have a general understanding of the lesson topic and be ready to start exploring the content more in-depth.

Development (20 - 25 minutes)

1. Word Game Activity (10 - 15 minutes)

   • Materials needed: Word cards (can be handmade or printed), timer.
   • Procedure:
     1. The teacher should divide the class into small groups of 4 or 5 students. Each group receives a set of word cards. Half of the cards should contain cognate words and the other half should contain false friends (the word in English and its translation in Portuguese, for example).
     2. The teacher sets a time (for example, 1 minute) and when the timer starts, students must try to match as many pairs of cards correctly as possible (i.e., the English word with its correct translation).
     3. At the end of the defined time, the teacher stops the game and checks each group's answers. The group that has correctly matched the most pairs of cards is the winner.
     4. During the game, the teacher should circulate around the room, observing the students' work, clarifying doubts, and providing feedback.

2. Role-Playing Activity (10 - 15 minutes)

   • Materials needed: Printed or handwritten scenarios (for example, a travel situation, a business situation, a school situation).
   • Procedure:
     1. The teacher should divide the class into small groups and give each group a different scenario.
     2. Each group should then create a short dialogue based on the scenario, using as many cognates and false friends as possible. For example, in a travel scenario, the dialogue may involve a tourist trying to ask for 'preservativos' (which, in English, means 'condoms') at a pharmacy, but receiving 'conservantes' (which, in English, means 'preservatives') instead.
     3. After a defined time, each group presents their dialogue to the class. During the presentations, other students should try to identify the cognates and false friends used.
     4. After all presentations, the teacher should lead a class discussion on the cognates and false friends used, clarifying any doubts and providing feedback.

3. Research and Presentation Activity (5 - 10 minutes)

   • Materials needed: Internet access, paper, and pens.
   • Procedure:
     1. The teacher divides the class into small groups and assigns each group a set of cognates and false friends to research. For example, one group may research cognates in English and Spanish, while another group researches false friends in English and French.
     2. Students should use the internet to research the meaning and origin of these words, as well as examples of how they can be confused in translation.
     3. After the research, each group should prepare a brief presentation for the class, sharing their findings. They can use posters, presentation slides, or simply speak to present their information.
     4. At the end of the presentations, the teacher should lead a class discussion, relating the information presented by students to the concept of cognates and false friends. The teacher should clarify any doubts and provide feedback.

These fun and interactive activities will not only help reinforce the concept of cognates and false friends but also allow students to practice their reading, writing, listening, and speaking skills in English in a fun and engaging way.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher should gather all students and start a group discussion. Each group will have up to 2 minutes to share the solutions or conclusions they reached in their respective activities.
   • During the discussion, the teacher should encourage students to explain the reasoning behind their answers, allowing them to share their different perspectives and approaches to the topic.
   • The teacher should ask questions to each group, ensuring that all students are involved in the discussion and understand the content.

2. Connections to Theory (2 - 3 minutes)

   • After the group discussion, the teacher should summarize the main ideas shared by students and connect these ideas to the theory presented in the lesson.
   • For example, the teacher can highlight how the word game and role-playing activities helped students apply the concept of cognates and false friends in practical contexts.
   • The teacher can also reinforce the importance of identifying and differentiating cognates and false friends to avoid misunderstandings and translation errors.

3. Individual Reflection (2 - 3 minutes)

   • The teacher should propose that students reflect individually on what they learned in the lesson. They can guide this reflection by asking some questions, such as:
     1. 'What was the most important concept you learned today?'
     2. 'What questions have not been answered yet?'
   • Students should have a minute to think about these questions. They can then share their answers with the class if they wish.
   • The teacher should encourage students to note any questions or concepts they still do not fully understand, so they can be addressed in future lessons.

4. Feedback and Closure (1 minute)

   • Finally, the teacher should thank the students for their participation and effort during the lesson. They can also provide general feedback on the class's performance and highlight any strengths or areas for improvement.
   • The teacher should encourage students to continue practicing the identification of cognates and false friends in their individual study, and to seek the teacher or classmates if they have questions or need help.

This Feedback moment is crucial to consolidate students' learning, allowing them to reflect on what they have learned, make connections with the theory, and identify any areas that still need more practice or study. Additionally, the teacher's feedback will help motivate students and guide them in their continuous study.

Conclusion (5 - 7 minutes)

1. Content Review (2 - 3 minutes)

   • The teacher should start the Conclusion by recapping the main points covered during the lesson. They can reiterate the definition of cognates and false friends, and the importance of identifying them correctly to avoid misunderstandings and translation errors.
   • The teacher can also briefly summarize the activities carried out during the lesson, highlighting how each contributed to the understanding and application of the concept of cognates and false friends.

2. Theory-Practice Connection (1 - 2 minutes)

   • Next, the teacher should explain how the lesson connected theory and practice. For example, they can mention how the group discussion and role-playing activities allowed students to apply the concept of cognates and false friends in practical contexts.
   • The teacher can also highlight how the word game and research and presentation activities helped reinforce the theoretical content and develop practical skills, such as reading, writing, and listening in English.

3. Extra Materials (1 minute)

   • The teacher should then suggest additional materials for students to explore the topic of cognates and false friends more deeply. This may include language learning websites, online dictionaries, English textbooks, and educational videos.
   • For example, the teacher can suggest that students research more examples of cognates and false friends in English and their native language, and try to use them in different contexts to enhance their translation and communication skills.

4. Topic Importance (1 minute)

   • Finally, the teacher should emphasize the importance of the topic of cognates and false friends for students' daily lives. For example, they can mention how the ability to identify and differentiate these words can significantly improve students' reading, writing, and translation skills, and help them avoid misunderstandings in real-world situations.
   • The teacher can also stress that constant knowledge and practice are essential to enhance these skills, and encourage students to continue exploring and practicing the topic outside the classroom.

The Conclusion is a crucial moment to consolidate students' learning, reinforce the connection between theory and practice, and motivate students to continue studying and practicing the topic. By providing a review of the content, suggesting extra materials, and highlighting the importance of the topic, the teacher can help students understand the relevance of what they have learned and feel encouraged to continue their study and practice.