Objectives (5 - 10 minutes)

1. Understanding Cognate Words: Students should be able to identify and understand the concept of cognate words, which are words that have a common origin, even if they have undergone changes in their forms or meanings over time.

2. Identification of False Friends: Students should be able to identify and understand the concept of 'false friends', or false cognates, which are words that, despite being similar in form, have distinct meanings between languages.

3. Differentiation between Cognates and False Friends: Students should be able to distinguish between cognate words and false cognates, recognizing that, although similar, they have different characteristics and uses in the English language.

   Secondary Objectives:

   • Vocabulary Expansion: By studying cognate words and false friends, students will have the opportunity to expand their English vocabulary, as many words in Portuguese have Latin origins, just like English.

   • Improved Understanding of English Texts: With the ability to identify cognate words and false cognates, students can improve their understanding of English texts, facilitating the deduction of meanings based on their similarities to Portuguese.

Introduction (10 - 15 minutes)

1. Review of Necessary Content (3 - 5 minutes): The teacher should start the lesson by reviewing vocabulary concepts, word origins, and similarities between English and Portuguese. This is important for students to have a solid foundation before moving on to the main topic of the lesson, which is cognate words and false friends.

2. Problem-Solving Scenarios (3 - 5 minutes): The teacher can present two problem-solving scenarios involving the use of cognate words and false friends. For example, they can show two sentences in English that contain words similar to Portuguese but with different meanings. The challenge for students would be to identify these words and explain why they do not have the same meaning in English.

3. Contextualization of the Subject (2 - 3 minutes): The teacher should explain the importance of understanding and recognizing cognate words and false friends when learning a new language, especially English. They can cite examples of how confusion between these words can lead to misunderstandings and translation errors. Additionally, the teacher can mention how the ability to identify cognate words can help students expand their vocabulary more quickly.

4. Introduction to the Topic (2 - 4 minutes): To grab students' attention, the teacher can share some curiosities about cognate words and false friends. For example, they can mention that English and Portuguese share many words that have the same origin, such as 'hospital' and 'hotel'. Furthermore, the teacher can talk about some common false friends between English and Portuguese, like 'actually' (which means 'na verdade' and not 'atualmente') and 'sensible' (which means 'sensato' and not 'sensível').

Development (20 - 25 minutes)

1. Cognate Treasure Hunt Activity (10 - 12 minutes):

   • Preparation (3 - 5 minutes): The teacher should prepare a list of English words that are cognates with Portuguese words. For example, 'hospital' in English is a cognate of 'hospital' in Portuguese. The list of words should have at least 20 items. The teacher should also prepare cards with the corresponding words in Portuguese and English for each pair of cognates.

   • Execution (7 - 9 minutes): Students will be divided into groups of up to 5 people. Each group will receive a list of English words. They will have to search for the corresponding word in Portuguese in the classroom. Once the word is found, they must match it with the corresponding card. The group that manages to match the highest number of words correctly within the specified time will be the winner.

2. Drama Activity with False Friends (10 - 12 minutes):

   • Preparation (3 - 5 minutes): The teacher should prepare a list of pairs of false friends in English and Portuguese. For example, 'actual' in English (which means 'real' in Portuguese) and 'atual' in Portuguese (which means 'current' in English). The teacher should assign a pair of words to each group.

   • Execution (7 - 9 minutes): Each group must create a short scene or dialogue involving the use of the words from the pair of false friends assigned to them. They must make sure to use the words correctly according to the meanings in English and Portuguese. Then, each group will present to the class, and students must try to guess which word is a false friend based on the scene or dialogue.

3. Discussion and Reflection (5 - 7 minutes):

   • Preparation (2 - 3 minutes): The teacher should prepare some questions to promote discussion and reflection on the activities. For example: 'What was the most difficult false friend word to use correctly in the drama activity? Why?' 'Were you able to easily identify the cognates in the treasure hunt activity? Why or why not?'

   • Execution (3 - 4 minutes): The teacher will lead the discussion, asking groups to share their answers to the prepared questions. The goal is for students to reflect on their experiences in the activities and consolidate what they have learned about cognate words and false friends.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher should facilitate a group discussion, where each team will share their solutions or conclusions from the activities. Each group will have up to 3 minutes to present their findings, highlighting the cognates and false friends they found, and how they were able to distinguish them. The teacher should encourage participation from all students, asking questions to ensure everyone is involved in the discussion.

2. Connection to Theory (2 - 3 minutes): After the presentations, the teacher should revisit the definitions of cognate words and false friends, reinforcing the connection between theory and the practical activities carried out. They should highlight examples presented by the groups that illustrate these concepts and reinforce the importance of recognizing and understanding these words when learning a new language.

3. Individual Reflection (3 - 5 minutes): To conclude the lesson, the teacher should propose a moment of individual reflection. Students should silently think for a minute and then respond in writing to questions like:

   1. 'What was the most important concept you learned today?'
   2. 'What questions have not been answered yet?'

   The teacher should encourage students to be honest in their answers and ensure they know that their questions and doubts will be addressed in the next lesson or during independent study time.

4. Teacher Feedback (1 - 2 minutes): The teacher should review the students' responses and, if appropriate, share some of the most interesting or relevant reflections with the class. They should also take the opportunity to clarify any misunderstandings that may have arisen during the lesson and reinforce the importance of the topic for the ongoing learning of English.

5. Closure (1 minute): To conclude, the teacher should thank the students for their participation and remind them of the key points covered in the lesson. They should also announce the topic of the next lesson and any necessary preparation.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes): The teacher should summarize the main points covered during the lesson. They should remind students of the definition of cognate words and false friends, and the difference between them. The teacher can also reinforce the examples of each of these types of words that were discussed during the activities.

2. Theory-Practice Connection (1 - 2 minutes): The teacher should highlight how the lesson connected theory, practice, and application. They can mention how the cognate treasure hunt and drama activities with false friends allowed students to apply theoretical concepts in a practical and fun way. The teacher can also reinforce how understanding these concepts can be applied in real life, facilitating communication in English.

3. Extra Materials (1 - 2 minutes): The teacher should suggest some extra study materials for students who wish to deepen their knowledge of cognate words and false friends. This may include grammar books, language learning websites, or even online games that help practice recognizing cognate words and false friends. The teacher can also suggest to students to pay attention to these words when reading texts in English, so they can see how these concepts apply in practice.

4. Topic Importance (1 minute): To conclude, the teacher should reinforce the importance of the lesson topic for students' daily lives. They can explain that by understanding and recognizing cognate words and false friends, students will be able to expand their English vocabulary more efficiently and avoid translation errors. Additionally, the teacher can mention that the ability to identify cognate words and false friends can help students better understand texts in English, as they will be able to deduce the meaning of unknown words based on their similarities to Portuguese.