Objectives

(5 - 10 minutes)

1. Presenting the concept of False Friends: The main objective is to introduce students to the concept of 'False Friends' (Falsos Cognatos) in learning the English language. This includes explaining what they are, how they occur, and the importance of identifying them to avoid misunderstandings and translation errors.

2. Identifying examples of False Friends: Students should be able to recognize common examples of False Friends in English and Portuguese, analyzing their similarities and differences in meaning.

3. Applying knowledge in practice: Students should be able to apply the acquired knowledge about False Friends in practical activities of reading, writing, and conversation, thus avoiding errors in interpretation and translation.

Secondary Objectives

1. Promoting the development of critical thinking skills: The study of False Friends can be an excellent opportunity for students to develop critical thinking skills, as they will need to analyze and compare the meaning of words in different contexts.

2. Stimulating autonomous practice of English study: By learning to identify and avoid False Friends, students will be encouraged to seek more examples and deepen their vocabulary studies at home, autonomously.

Introduction

(10 - 15 minutes)

1. Content review: The teacher should start the lesson by briefly reviewing the concept of cognates, which are words that share the same root and therefore have significant similarities in different languages. This review is essential for students to understand the difference between cognates and False Friends, which is the focus of the lesson.

2. Problem situations: Next, the teacher should present two situations where the improper use of False Friends can lead to misunderstandings. For example, the word 'sensible' in English, which contrary to what it seems, does not mean 'sensitive' in Portuguese, but 'sensible'. Or the false friend 'pretend', which does not mean 'to intend', but 'to pretend'. These situations serve to arouse students' interest in the topic and demonstrate the importance of understanding the meaning of words correctly.

3. Contextualization: The teacher should explain that the ability to identify and avoid False Friends is crucial for effective communication in English, especially in formal situations such as job interviews, academic presentations, etc. Furthermore, it should be emphasized that knowledge of False Friends can be useful in other areas, such as reading English texts and translation.

4. Introduction to the topic: To capture students' attention, the teacher can share some curiosities about False Friends. For example, the word 'embarazada' in Spanish, which seems to mean 'embarrassed' in Portuguese, but actually means 'pregnant'. Or the false friend 'actual' in English, which does not mean 'current', but 'real'. Another curiosity is that, although English and Portuguese are Romance languages, they have many False Friends, which may be surprising to students.

5. Engaging students' attention: To conclude the Introduction and engage students' attention, the teacher can present a challenge. They can show a list of words that seem to have the same meaning in English and Portuguese, but actually have different meanings (for example, 'fabric' and 'fábrica', 'library' and 'livraria', 'sympathy' and 'simpatia'). The challenge is for students to identify which are the False Friends. In the end, the teacher should explain that the goal of the lesson is to provide the necessary tools for them to overcome this challenge.

Development

(20 - 25 minutes)

1. Theory: What are False Friends?

   1.1. Definition: The teacher should start the theoretical part by explaining that False Friends, or Falsos Cognatos, are words in two different languages that seem to have the same meaning, but actually have different meanings. For example, 'actual' in English does not mean 'current', but 'real' in Portuguese.

   1.2. Origin: The teacher should explain that the existence of False Friends is due to the fact that many words in different languages have the same root, but over time, their meanings have changed.

   1.3. Importance: The teacher should emphasize that knowledge of False Friends is essential for effective communication in English, as the improper use of these words can lead to misunderstandings and translation errors. Furthermore, it should be emphasized that the identification of False Friends is a valuable skill that can be applied not only in conversation but also in reading and writing.

2. Theory: Examples of common False Friends

   2.1. Examples of False Friends between English and Portuguese: The teacher should present a list of common False Friends between English and Portuguese, such as 'actual', 'library', 'sympathy', etc. For each word, the teacher should explain the real meaning in English and the false meaning in Portuguese.

   2.2. Examples of False Friends between English and other languages: If there are students in the classroom who speak another language besides Portuguese, the teacher can include examples of False Friends between English and that language. This will enrich the lesson and show students that False Friends are not exclusive to English and Portuguese.

3. Practice: Activities for identifying False Friends

   3.1. Matching activity: The teacher should provide students with a list of words in English and their supposed equivalents in Portuguese. Students must identify which of these words are False Friends. This activity will help students practice identifying False Friends and differentiating them from cognates.

   3.2. Translation activity: The teacher should provide students with some English sentences containing False Friends. Students must translate these sentences into Portuguese, correcting the improper use of False Friends. This activity will help students understand the real meaning of words and use them correctly.

4. Theory: How to avoid errors with False Friends?

   4.1. Tips to avoid errors: The teacher should provide students with some tips to avoid errors with False Friends. For example, students should pay attention to the context in which the word is used, as this can help understand its true meaning. Additionally, students should always check the meaning of a word in a reliable dictionary to avoid confusion.

   4.2. Practice: Applying the tips: The teacher should ask students to use the tips to identify the False Friends in a list of English sentences. This activity will help students apply what they have learned and develop the ability to avoid errors with False Friends.

5. Discussion: Importance of False Friends in communication

   5.1. Reflection: The teacher should encourage students to reflect on the importance of False Friends in communication. They should think about situations where the improper use of False Friends can lead to misunderstandings and translation errors. Additionally, students should consider how the ability to identify and avoid False Friends can improve their communication in English.

   5.2. Sharing: The teacher should give students the opportunity to share their reflections with the class. This will promote discussion and allow students to learn from each other.

6. Feedback: The teacher should provide feedback to students on their activities and discussions. This includes praising correct answers, correcting errors, and clarifying any doubts students may have.

7. Closing the activity: The teacher should conclude the Development part by summarizing the main points of the lesson and preparing students for the next step - practice.

Return

(5 - 10 minutes)

1. Concept review: The teacher should start the Return stage by reviewing the main concepts covered in the lesson. This includes the definition of False Friends, common examples in English and Portuguese, and strategies to avoid them. This review can be done interactively, through questions and answers, to ensure that students have understood the material well.

2. Connection to practice: Next, the teacher should help students make the connection between the theory learned and practice. This can be done through examples of how knowledge about False Friends can be applied in real English communication situations. For example, the teacher can show how identifying and correcting False Friends in a translation can improve the clarity and accuracy of the message.

3. Reflection on learning: The teacher should then propose that students reflect on what they learned in the lesson. For this, the teacher can ask the following questions:

   3.1. What was the most important concept learned today? The aim of this question is to help students identify and value what they have learned, and to realize the importance of the concept of False Friends in English communication.

   3.2. What questions have not been answered yet? This question is important so that the teacher can identify any gaps in students' understanding and plan future activities to clarify these doubts.

4. Students' feedback: After the reflection, the teacher should open space for students to share their answers. The teacher should ensure a welcoming and encouraging environment, where all students feel comfortable participating and expressing their opinions.

5. Teacher's feedback: Based on students' answers, the teacher should provide feedback on the class's learning. This may include comments on strengths, areas that need reinforcement, and suggestions for future studies.

6. Closing the lesson: To conclude the lesson, the teacher should emphasize the importance of continuous study and practice in improving vocabulary in English. The teacher can suggest some autonomous study activities, such as reading texts in English that contain False Friends, practicing identifying False Friends in English conversations or movies, and creating lists of common English words and their equivalents in Portuguese for review.

7. Preparation for the next lesson: The teacher should inform students about the topic of the next lesson and provide any necessary study materials. Additionally, the teacher can encourage students to prepare for the next lesson by reviewing the content of the current lesson and researching more about False Friends.

Conclusion

(5 - 10 minutes)

1. Lesson summary: The teacher should start the Conclusion by summarizing the key points of the lesson. This includes the definition of False Friends, common examples in English and Portuguese, and strategies to avoid them. The goal is to reinforce what students have learned and ensure they have a clear and complete understanding of the topic.

2. Theory-Practice Connection: The teacher should highlight how the lesson connected theory to practice. This may include a review of the activities carried out and how they helped students apply theoretical knowledge. Additionally, the teacher should emphasize how understanding False Friends can be useful in real English communication situations.

3. Additional Materials: The teacher should suggest additional study materials for students who wish to deepen their knowledge of False Friends. This may include books, articles, websites, videos, and language learning apps. The teacher should emphasize that autonomous study is an important part of the learning process and that students can use these materials to review and reinforce what they have learned in the lesson.

4. Importance of the Subject: The teacher should reinforce the importance of knowledge about False Friends. This can be done through examples of how the improper use of these words can lead to misunderstandings and translation errors. Additionally, the teacher should emphasize that the ability to identify and avoid False Friends is a valuable skill that can be applied not only in conversation but also in reading and writing in English.

5. Closing the Lesson: To conclude the lesson, the teacher should thank the students for their participation and effort. The teacher should reinforce that learning is a continuous process and that students should continue practicing and studying to improve their vocabulary in English. Additionally, the teacher should inform students about the topic of the next lesson and provide any necessary study materials.

6. Teacher's Feedback: The teacher should provide feedback to students on the class performance. This may include comments on students' participation, understanding of the topic, and completion of activities. The teacher should also encourage students to ask questions or bring any doubts they may have to the next lesson.