Objectives (5 - 7 minutes)

1. Understand the concept of 'False Friends':

   • Students should be able to understand what 'False Friends' are and how they apply to the study of English vocabulary.
   • They should be able to identify examples of 'False Friends' in texts and everyday conversations.

2. Identify and differentiate common 'False Friends':

   • Students should be able to identify common 'False Friends', that is, words that have the same or similar form in English and Portuguese, but have different meanings.
   • They should also be able to differentiate these words, understanding the correct meanings in each language.

3. Apply the knowledge of 'False Friends' in practice:

   • Finally, students should be able to apply their knowledge of 'False Friends' in practice, avoiding common errors in the translation and interpretation of texts and conversations in English.

Secondary Objectives:

• Improve reading and comprehension skills in English:

  • By studying 'False Friends', students will be enhancing their reading and comprehension skills in English, as they will have to pay attention to details and context to identify and differentiate these words.

• Increase students' confidence in using English:

  • With a better understanding of vocabulary and the ability to avoid common errors, students will feel more confident in using English in various situations, whether in written texts or oral conversations.

Introduction (10 - 15 minutes)

1. Review of Previous Content:

   • The teacher should start the lesson by quickly reviewing some basic concepts of English vocabulary, such as cognates and false cognates, so that students can better understand the topic of the lesson.
   • This can be done through direct questions to the students or through a brief slide presentation.

2. Problem Situation:

   • The teacher can then propose two problem situations to instigate the students' interest and contextualize the lesson topic.
   • The first situation could be the following: 'Imagine you are reading a text in English and come across the word 'actual'. Do you know what this word means in Portuguese? And in English? How would you know the correct meaning in this context?'
   • The second situation could be: 'Now, imagine you are writing an email to a coworker in English and want to say that something is 'atual'. Would you use the word 'actual'? Why?'

3. Contextualization:

   • The teacher should then contextualize the importance of the topic, explaining that 'False Friends' are very common in English and can lead to errors in interpretation and translation if not understood correctly.
   • Examples of real situations where knowledge of 'False Friends' can be useful can be given, such as reading news in English, writing professional emails, or interpreting conversations in movies and series.

4. Introduction to the Topic:

   • To capture the students' attention, the teacher can start introducing the topic of 'False Friends' with some curiosities.
   • For example, they can mention that the word 'sympathy' in English does not mean 'simpatia' in Portuguese, but 'compaixão'. Another curiosity is that the word 'library' in English has nothing to do with 'livraria' in Portuguese, but with 'biblioteca'.
   • The teacher can also show how 'False Friends' can be misleading, presenting the word 'embarrassed' in English, which actually means 'envergonhado', and not 'embaraçado' as many Brazilians think.

Development (20 - 25 minutes)

1. Activity 1: False Friends Board Game (10 - 12 minutes):

   • In this activity, students will be divided into groups of 4 or 5. Each group will receive a 'track' board game with marked spaces. Additionally, each group will receive a set of cards, with each card having an English word and a Portuguese word, where the English word is the 'false friend'.
   • The goal of the game is to move the marker on the board, advancing a number of spaces equal to the number of letters in the English word, and then explain the correct meaning of the word in English and Portuguese to continue advancing. If the explanation is incorrect, the group must go back to the previous space. The first group to reach the finish line wins.
   • The words chosen for the game should be common 'False Friends', but with meanings that students can understand and explain. Some examples of words could be 'actual', 'library', 'sympathy', 'embarrassed', etc.
   • The teacher should circulate around the room, observing and assisting the groups as necessary.

2. Activity 2: False Friends Memory Cards (10 - 12 minutes):

   • In this activity, students will continue working in their groups. Each group will receive a set of cards, with each card having an English word and a Portuguese word, where the English word is the 'false friend'.
   • The goal of this activity is for students to create a visual memory to help them remember the correct meaning of each word. They can draw an image related to each word on the English side of the card and write an example sentence on the Portuguese side of the card. For example, for the word 'actual', they can draw a clock on the English side of the card and write the sentence 'The current time is...' on the Portuguese side of the card.
   • After all groups have finished creating their cards, the teacher should ask each group to share one or two of their creations with the class, explaining the meaning of the word in English and Portuguese and how the image and example sentence help remember the correct meaning.
   • This activity will not only help students learn and remember 'False Friends' words, but also stimulate their creativity and visual thinking skills.

3. Activity 3: Role-Play of Real Situations (5 - 10 minutes):

   • To conclude the Development stage, the teacher can propose a brief role-play of real situations where knowledge of 'False Friends' can be useful.
   • The teacher can divide the class into small groups and give each group a different scenario to work on. For example, one group can be a pair of friends reading a news article together, another group can be a student writing an email to a teacher, and another group can be a tourist trying to read a map in English.
   • Each group will have to use their knowledge of 'False Friends' to avoid errors in interpretation and translation in their scenario. Afterwards, they can present their role-play to the class, followed by brief feedback from the teacher and the class.
   • This activity will allow students to see the practical application of their knowledge of 'False Friends' and also improve their communication skills in English.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

   • The teacher should gather all students and promote a group discussion. Each group will have up to 2 minutes to share the solutions or conclusions they reached during the activities.
   • This is an opportunity for students to learn from each other and for the teacher to identify any misunderstandings or areas that need reinforcement. The teacher should encourage all students to actively participate in the discussion, asking questions and sharing their own experiences or observations.

2. Learning Verification (2 - 3 minutes):

   • After the group discussion, the teacher should quickly verify the learning. This can be done through direct questions to the students, asking them to explain again the concept of 'False Friends' or to give examples of 'False Friends' words they learned during the lesson.
   • The teacher can also ask students to explain how they remember the correct meaning of each 'False Friend' word, based on the activities they performed. For example, if they remember the image they drew or the example sentence they created.
   • This learning verification will help the teacher assess the level of understanding of the students and identify any areas that may need review or reinforcement in future classes.

3. Final Reflection (2 - 3 minutes):

   • To conclude the lesson, the teacher should propose that students reflect for a minute on what they have learned. This can be done by asking questions like: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.
   • After the minute of reflection, the teacher can ask some students to share their answers with the class. This will not only allow the teacher to assess the effectiveness of the lesson, but also give students the opportunity to consolidate what they have learned and express any doubts or concerns they may have.
   • To end the lesson, the teacher can give a brief overview of the content that will be covered in the next lesson and remind students of any tasks or readings that need to be completed before the next class.
   • This final Return will help ensure that students are leaving the lesson with a clear understanding of what they have learned and what they need to do to continue learning.

Conclusion (5 - 7 minutes)

1. Recapitulation (2 - 3 minutes):

   • The teacher should start the Conclusion by summarizing the main points covered during the lesson. They can review the concept of 'False Friends', the importance of identifying and differentiating these words, and how to apply this knowledge in practice.
   • This can be done through a quick oral review or a slide presentation with the key points of each section of the lesson.
   • The teacher should emphasize that by understanding and avoiding 'False Friends', students will be able to improve their reading and comprehension skills in English and express themselves more accurately and confidently.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes):

   • Next, the teacher should explain how the lesson connected theory, practice, and applications. They can highlight how the games and practical activities helped students understand and apply the concept of 'False Friends'.
   • They can also mention how the problem situations and role-play allowed students to see the practical importance of their new vocabulary knowledge.

3. Additional Materials (1 minute):

   • The teacher should then suggest some additional study materials for students who wish to deepen their knowledge of 'False Friends'.
   • This may include lists of common 'False Friends' words, online practice exercises, explanatory videos, or reference websites in English.
   • The teacher can provide a list of these resources in writing or send them to students by email after the lesson.

4. Importance of the Topic for Everyday Life (1 - 2 minutes):

   • Finally, the teacher should summarize the importance of the lesson topic for students' everyday lives. They can recall the real situations that were discussed during the lesson and how knowledge of 'False Friends' can help students avoid errors in interpretation and translation in their daily lives.
   • The teacher can also emphasize that knowledge of 'False Friends' is particularly useful for students studying for English proficiency exams, such as TOEFL or IELTS, or who are interested in careers or studies that require a high level of fluency in English.
   • They should end the lesson by reinforcing the importance of continuing to practice and study English vocabulary, and reminding students of any tasks or readings that need to be completed before the next class.