Objectives (5-7 minutes)

1. Understand the concept of false cognates and how they can confuse the interpretation of texts and conversations in Spanish.
2. Identify and analyze a list of common false cognates in Spanish, establishing the difference between the real meaning and what could be misinterpreted.
3. Develop reading and comprehension skills in Spanish, improving the ability to identify and avoid the incorrect use of false cognates.

Secondary objectives:

• Develop independent research skills by encouraging students to search for more examples of false cognates in Spanish after class.
• Stimulate class discussions, promoting the exchange of ideas and doubts among students about the use of false cognates.
• Encourage writing practice in Spanish by asking students to create sentences using the false cognates learned.

Introduction (10-15 minutes)

1. Review of Previous Content: The teacher should start the class by reviewing what cognates are with students. Cognates are words in different languages that have the same origin and similar meanings. This is crucial to establish the difference between cognates and false cognates. It may also be useful to quickly review some examples of Spanish and English cognates to illustrate the concept. (3-5 minutes)

2. Problem Situations: The teacher can introduce two problem situations to engage the students. First, they can bring an example of a news article or text in Spanish that uses false cognates and ask the students to try to interpret it. Next, they can present an example of a dialogue in Spanish where one character uses a false cognate, causing confusion for the other person. These situations should demonstrate the importance of understanding and avoiding the use of false cognates. (3-5 minutes)

3. Contextualization: The teacher should explain the relevance of the topic, emphasizing that the ability to identify and avoid using false cognates is crucial for effective communication in Spanish. They can cite examples of real-life situations, such as business negotiations, international relations, and travel, where using a false cognate incorrectly could cause misunderstandings or even offense. (2-3 minutes)

4. Capture Student Attention: To pique the students' curiosity and interest, the teacher can share fun facts about Spanish false cognates. For instance, they can mention that the Spanish word "embarazada" does not mean "embarrassed" in English, but rather "pregnant." Another example is the word "actual", which means "real" in Spanish, not "current." These fun facts can serve as a playful introduction to the topic. (2-3 minutes)

Development (20-25 minutes)

1. Activity: False Cognate Crossword (10-12 minutes)

   • The teacher should divide the class into groups of 4 or 5 students and distribute a copy of the "False Cognate Crossword" to each group.
   • The crossword should contain a grid of mixed-up words where the clues are the English meanings of the Spanish false cognates. For example, the clue could be "delicate" and the word in the crossword could be "delgado", which actually means "thin" in Spanish.
   • The goal of the activity is for the students to identify the false cognates and correct them to the correct Spanish meaning.
   • The teacher should circulate around the classroom, assisting groups that are struggling and clarifying doubts.
   • At the end of the activity, the teacher should review the answers with the class, pointing out common mistakes and clarifying any misunderstandings.

2. Activity: False Cognate Dialogue Creation (10-12 minutes)

   • Still in their groups, the students should create a short dialogue in Spanish that includes the use of at least three false cognates.
   • The teacher should instruct students to make sure that the context of the dialogue allows the other person to understand the correct meaning of the false cognates, even if they are used incorrectly.
   • After creating the dialogues, each group should choose one to present to the class.
   • During the presentations, the other students should try to identify the false cognates and the correct meaning, which encourages participation and listening practice.

3. Complementary Activity: False Cognate Scavenger Hunt (5-8 minutes)

   • If there is time and the class is engaged, the teacher can suggest a "False Cognate Scavenger Hunt" activity.
   • To do so, the teacher should spread cards around the classroom that have Spanish words that are false cognates but with the incorrect English translation.
   • The students should form pairs and work together to find the cards. When they find one, they should correct the translation and explain the correct meaning in Spanish.
   • The pair that finds and corrects the most cards in the allotted time wins.
   • This activity promotes reading practice, interaction between students, and healthy competition, which can increase student engagement and interest.

Throughout the activities, the teacher should encourage discussion between the students, clarify doubts, and provide constructive feedback. Additionally, they should use these opportunities to reinforce the concept of false cognates and the importance of avoiding them for effective communication in Spanish.

Feedback (10-12 minutes)

1. Group Discussion (5-6 minutes)

   • The teacher should bring all the students together and promote a group discussion about the solutions each team found during the activities.
   • Each group will have up to 3 minutes to share their findings and conclusions. During this time, the other students should listen attentively and be encouraged to ask questions or make comments.
   • The teacher should guide the discussion, bringing up important points and correcting any potential misconceptions. The objective is to promote an exchange of ideas and experiences among students, reinforcing collaborative learning.

2. Connection to Theory (2-3 minutes)

   • After the discussion, the teacher should connect the practical activities with the theory presented at the beginning of the lesson.
   • The teacher should highlight how the activities helped reinforce the concept of false cognates and the importance of avoiding them in Spanish communication.
   • It might be useful to revisit some examples of false cognates introduced in the activities and explain again their correct translation and meaning.

3. Individual Reflection (2-3 minutes)

   • To conclude the class, the teacher should have the students individually reflect on what they have learned.
   • The teacher could ask questions such as: "What was the most important concept you learned today?", "What questions are still unanswered?" and "How can you apply what you have learned about false cognates in your daily life?"
   • The 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 whole-group participation and ensure that students feel comfortable expressing their opinions and questions.

4. Teacher Feedback (1-2 minutes)

   • Finally, the teacher should provide feedback on the lesson, acknowledging students' efforts, clarifying any lingering misunderstandings, and encouraging further exploration of false cognates.
   • The teacher should reinforce the importance of practicing Spanish reading and listening skills, and suggest that students search for more examples of false cognates in their post-class study activities.

The Feedback section is a crucial part of the lesson plan as it allows the teacher to assess students' progress, correct misunderstandings, and motivate further study. It also provides the students with an opportunity to reflect on what they have learned and how they can apply this knowledge in their daily lives.

Conclusion (5-7 minutes)

1. Summary of the Content (2-3 minutes)

   • The teacher should start the Conclusion by summarizing the main points covered in the lesson, reinforcing the concept of false cognates and the importance of avoiding them in Spanish communication.
   • Some examples of false cognates presented and discussed during the activities can be reviewed, reinforcing their correct Spanish translations and meanings.
   • The teacher could use a whiteboard or blackboard to write down the Spanish false cognates words discussed, reinforcing the difference between the real meaning and what could be wrongly interpreted.

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

   • The teacher should explain how the lesson connected theory, practice, and applications of Spanish false cognates.
   • It should be highlighted how the practical activities allowed students to apply theory into practice, which helped solidify the concept of false cognates and enhance Spanish reading and comprehension skills.
   • The teacher could reference the real-life situations presented in the Introduction, highlighting how understanding and correctly using Spanish false cognates can be applied in everyday and professional settings.

3. Extra Materials (1-2 minutes)

   • The teacher can then suggest extra materials for students who want to further explore Spanish false cognates.
   • These can include language learning websites, online dictionaries, Spanish grammar books, and even language learning games and apps that can help practice identifying and correctly using false cognates.
   • The teacher can prepare a list of these resources and make them available to the students through the school learning management system or by email.

4. Importance of the Subject (1 minute)

   • Finally, the teacher should reinforce the significance of the topic by explaining how the ability to identify and avoid using false cognates in Spanish can greatly improve communication in everyday or professional situations.
   • The teacher could encourage students to continue practicing their Spanish reading, listening and writing, and remind them that acquiring a new language is an ongoing process that requires effort and dedication.

The Conclusion is an essential part of the lesson plan, as it allows the teacher to consolidate what has been learned, make connections to real life, and motivate students to continue studying. It also provides the students with additional resources to further their understanding of the topic and reinforces the subject's relevance to their lives.