Contextualization

Theoretical Introduction

In the study of the English language, it is common to come across words that closely resemble Portuguese words, either in writing or pronunciation. These words are called cognates. Cognate words are words that have the same etymological origin and, therefore, tend to be similar in different languages.

However, there is a set of words that, although they look like Portuguese words, have a completely different meaning. These words are called 'false friends' or falsos amigos. They are words that, at first glance, may seem familiar, but can lead to incorrect interpretations if one does not know their true meaning.

Therefore, the study of cognates and false friends is essential for the development of linguistic competence in the English language, providing a better understanding and interpretation of texts and dialogues.

Practical Contextualization

The ability to identify cognates and false friends is very important not only to improve English comprehension but also to avoid misunderstandings. For example, when reading an English newspaper, we may come across words that seem familiar, but actually have a completely different meaning. Knowing how to differentiate between cognates and false friends will help us better understand and correctly interpret the content read.

Furthermore, this knowledge is essential for those who wish to study, work, or travel to English-speaking countries. It is a valuable tool for effective and accurate communication, avoiding possible embarrassing situations caused by misunderstandings.

Activity

Title: 'Cognates and False Friends: A Linguistic Journey'

Objective

The objective of this project is to deepen students' understanding of cognates and false friends in the English language, while simultaneously developing their research, teamwork, and communication skills.

Project Description

Students will be divided into groups of 3 to 5, and each group will receive a list of words in English. The lists will include cognate words and false friends. Students will have to investigate each word, determine if it is a cognate or a false friend, and provide a suitable explanation for their choice.

Next, the groups will need to produce a 'Cognates and False Friends Dictionary,' which will include all the words from the list along with their definitions in both English and Portuguese and an explanation of why they are cognates or false friends.

This project will be carried out over a period of one month, and each student should dedicate between five to ten hours of individual work.

Required Materials

1. Lists of words in English (provided by the teacher)
2. Internet access for research
3. Paper and pen for notes
4. Word processing software (such as Microsoft Word or Google Docs) for the production of the dictionary.

Step by Step

1. Divide students into groups of 3 to 5.
2. Provide each group with a list of words in English.
3. Ask students to investigate each word, identifying if it is a cognate or a false friend.
4. Students should record their findings, noting the definition of each word in English and Portuguese, and an explanation of why the word is a cognate or a false friend.
5. Each group should compile their findings into a 'Cognates and False Friends Dictionary.'
6. At the end of the one-month period, each group should present their dictionary to the teacher and the class. They should be prepared to explain their choices and answer any questions.

Deliverables

Each group must deliver:

1. The 'Cognates and False Friends Dictionary,' which should include all the words from the list, their definitions in English and Portuguese, and an explanation of why the word is a cognate or a false friend.
2. A written report that includes:

a) Introduction: Students should contextualize the theme, explain its relevance and real-world application, and clarify the objective of this project.

b) Development: Students should detail the theory behind the concepts of cognate words and false friends, explain the activity in detail, indicate the methodology used for research, and present and discuss the results obtained.

c) Conclusion: Students should summarize their main points, explain the learnings obtained, and draw conclusions about the project.

d) Bibliography: Students should indicate the sources used for research, such as books, internet pages, videos, etc.

e) The presentation of the dictionary and report to the class should be part of the final deliverables.