Identify

Created Feb. 7, 2024 by Madison Lowe

Please Note: The activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. 

This activity was created by upper-division language students working in the World Languages Resource Center at Boise State University. Our activities seek to help students solidify their interpersonal speaking and interpretive listening skills through task-based situations or communicative activities. We recommend using these activities to help reinforce the content students are learning, allowing the students time to feel comfortable using the unit’s vocabulary and grammar structures through application. Further, these activities should be facilitated in approximately 90% (or more) in the target language, per the recommendation of the American Council on the Teaching of Foreign Languages.

Using the WLRC Repository’s Activities:

When you are ready to begin remixing the activity, in order to adapt it for your target language and audience, simply click the “Remix This Resource” button at the top of your screen. The text provided in purple is a suggestion of what you might say to your students and should be changed to the target language. 

Most activities contain a connected chapter, two to three “NCSSFL-ACTFL Can-Do” statements, a warm-up, main activity, and a wrap-up. In addition to the instructions, some activities may include a “cheat sheet” containing the target vocabulary and grammar structures emphasized in the activity. Though most of the lab materials are provided, a computer, projector, printer, and laminator may also be needed to fully utilize materials. 

Many of the activities include printable cards and other instructional materials. If you would like to adapt these materials for your language, please email WLRCLAR@gmail.comand we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided. 

Enjoy!

- Boise State World Languages Resource Center

Identifying Cognates / Los cognados

Proficiency Level:

Interpersonal Speaking, Novice Low

In this activity, students will be identifying Spanish cognates in a Spanish magazine article. They will also have the opportunity to practice their comprehension of cognates with bingo.

Keywords:

cognates, bingo, magazine, los cognados

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can use Spanish/English cognates to help improve my understanding in unfamiliar situations.
  • I can identify common false cognates to avoid misunderstandings.
  • I can comprehend the overall topic of an article in a Spanish magazine.

Relevant ACTFL World-Readiness Standards

Communication

Standard 1.1

Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Materials Needed:

Google Slide Presentation - Click here!

  • Whiteboard markers
  • Bingo chips
  • Laminated Spanish magazine articles 

Possible Spanish Magazine Articles (warm-up), 1 article per student

https://hablacultura.com/turismo-idiomatico/viajeros/cafe-tortoni/

https://hablacultura.com/cultura-textos-aprender-espanol/musica-en-espanol/regueton/

http://hablacultura.com/cultura-textos-aprender-espanol/curiosidades/tapas/

Cognate Bingo Caller's Card, 1 card for teacher  & Cognate Bingo Cards (Main Activity), 1 card per student

Download: Cognate_BINGO_Cards.pdf


Warm-up

1. Begin by introducing the Can-Dos for today’s activity and distributing a whiteboard marker and a laminated Spanish magazine article to each student. 

"Today we are going to talk about cognates."

"Hoy vamos a hablar sobre cognados."

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can use Spanish/English cognates to help improve my understanding in unfamiliar situations.
  • I can identify common false cognates to avoid misunderstandings.
  • I can comprehend the overall topic of an article in a French magazine.

1. Ask your students if they know what a cognate is.

"What is a cognate?"

 "Qué significa la palabra cognado?" 

2. Then, explain what a cognate is. 

"A cognate is a word that sounds very similar in English and Spanish. For example, the word “moderno” in Spanish is “modern” in English. Also, the word “romantico” in Spanish is “romantic” in English. Moderno and romantico are cognates.

"Un cognado es una palabra que suena muy similar en inglés y español. Por ejemplo, la palabra "moderno" en español es "modern" en inglés. También, la palabra "romantico" en español es "romantic" en inglés. Moderno y romantico son cognados." 

3. After, explain that they are also false cognates. 

"Also, there are false cognates in Spanish. For example, “embarazada” does not mean “embarrassed.” It means “pregnant!" It is a false friend or false cognate."

"También, hay cognados falsos en español. Por ejemplo, "embarazada" no significa "embarrassed." Singifica "pregnant!" Es un amigo falso o cognado falso."

4.  Now pass out one magazine article to each student.

"Now, everyone will take 5 minutes to underline the cognates in their article and then we will share with the group. There are three different articles, pick the one that interests you the most!"

“Ahora, todos van a tomar 5 minutos para subrayar los cognados en su artículos y después vamos a compartir con el grupo. Hay tres artículos diferentes, elijan el que más les interesa."

5. After, have the students share aloud the cognates that they underlined. Check to make sure the words are indeed cognates. Correct students if needed.

Main Activity

1. Pass out a Cognate Bingo Card and some bingo chips to each student. 

"Now, we are going to play Bingo! You are receiving a bingo card." 

“Ahora, vamos a jugar BINGO. Van a recibir una tarjeta de BINGO."
                
2.  Tell your students:
     "I am going to say a cognate in English and you are going to find it in Spanish on your card."
1. “Voy a decir un cognado en inglés y ustedes van a encontrarlo en español en su tarjeta." 

     "For example, if I say the word "romantic," you are going to search for the word "romantico" on your card."
2. “Por ejemplo, si digo la palabra "romantic," van a buscar la palabra "romantico: en su tarjeta."

     "The first person to complete a line, wins!
¡La primera persona que cumpla una linea, gana!"

Wrap-up

Wrap-up questions (Pick the a few you’d like to ask):

1. ¿Cuál es su cognado favorito?

2. ¿En su opinion, hay muchos cognados en español?

3.  ¿Pueden pensar en otros cognados?

End of lab:

• Read Can-Do statements once more and have students evaluate their confidence. 
(Use thumbs up/thumbs down or download our student cards.) 
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can use Spanish/English cognates to help improve my understanding in unfamiliar situations.
  • I can identify common false cognates to avoid misunderstandings.
  • I can comprehend the overall topic of an article in a Spanish magazine.


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