Objectives (5 - 7 minutes)

1. Present the concept of 'If Clauses': The teacher should explain to the students what 'If Clauses' are, how they are structured, and in which situations they are used.

2. Differentiate the types of 'If Clauses': The teacher should teach the students the differences between the 'First Conditional', the 'Second Conditional', and the 'Third Conditional'. This includes the grammatical structure and the appropriate use of each type.

3. Practice the formation and use of 'If Clauses' in real situations: The teacher should guide the students in practical exercises that allow the application of what has been learned. The goal is for the students to be able to form and use 'If Clauses' correctly in various contexts.

Secondary Objectives:

• Encourage active student participation: The teacher should create an interactive learning environment and encourage students to ask questions and participate in discussions.
• Foster writing and speaking practice in English: The use of 'If Clauses' is an important tool in English communication, so the teacher should encourage students to practice writing and speaking using this concept.

Introduction (10 - 12 minutes)

1. Review of Previous Content:

   • The teacher should start the lesson by reminding students about the structure and use of basic verb tenses, such as present simple, past simple, and future simple. These will be the base verb tenses for the formation of 'If Clauses'.

2. Problem Situations:

   • The teacher can propose two problematic situations to arouse students' interest:
     1. 'If I had studied more, I would have passed the test.' - The teacher can ask students how they would formulate this sentence in English.
     2. 'If it rains tomorrow, we won't go to the park.' - The teacher can ask students to try to translate this sentence into English.
   • The goal of these situations is to show students the importance and usefulness of 'If Clauses' in English communication.

3. Contextualization:

   • The teacher can explain that 'If Clauses' are widely used in the English language, especially in informal speech and writing situations. He can give examples of how 'If Clauses' are used in songs, movies, books, and everyday conversations.

4. Topic Presentation:

   • The teacher should introduce the topic of 'If Clauses' by explaining that they are conditional structures used to talk about hypothetical situations, possibilities, expectations, and consequences. He can give simple examples, such as: 'If it rains, I will stay home' and 'If I see her, I will say hello'.
   • To capture students' attention, the teacher can share some curiosities about 'If Clauses':
     1. English is one of the few languages that has three types of 'If Clauses', each with its own specific structure and usage.
     2. The structure of 'If Clauses' can vary depending on the type of sentence (affirmation, negation, question, etc.) and the tense to be used.

Development (20 - 25 minutes)

1. Theory - 'First Conditional' (5 - 7 minutes)

   • The teacher should explain that the 'First Conditional' is used to talk about situations that are possible and likely to happen in the future if a specific condition is met.
   • The teacher should present the grammatical structure of the 'First Conditional': 'If + Present Simple, Will + Base Form Verb'. For example: 'If it rains, I will stay home.'
   • The teacher should give examples of affirmative, negative, and interrogative sentences using the 'First Conditional'. For example: 'If I see her, I will say hello.' / 'If it doesn't rain, we will go to the park.' / 'What will you do if it rains?'

2. Practice - 'First Conditional' (5 - 7 minutes)

   • The teacher should provide students with exercises to practice the formation and use of the 'First Conditional'. Students should be encouraged to work in pairs or small groups to discuss and solve the exercises together.
   • Exercises may include rewriting sentences using the 'First Conditional', forming sentences from images or hypothetical situations, and creating short dialogues using the 'First Conditional'.

3. Theory - 'Second Conditional' (5 - 7 minutes)

   • The teacher should explain that the 'Second Conditional' is used to talk about hypothetical or unlikely situations in the present or future if a specific condition were met (which is unlikely to happen).
   • The teacher should present the grammatical structure of the 'Second Conditional': 'If + Past Simple, Would + Base Form Verb'. For example: 'If I won the lottery, I would buy a big house.'
   • The teacher should give examples of affirmative, negative, and interrogative sentences using the 'Second Conditional'. For example: 'If I had more time, I would study English.' / 'If it didn't rain, we would go to the park.' / 'What would you do if you won the lottery?'

4. Practice - 'Second Conditional' (5 - 7 minutes)

   • The teacher should provide students with more exercises to practice the formation and use of the 'Second Conditional'. Students should continue working in pairs or small groups to solve the exercises.
   • Exercises may include rewriting sentences using the 'Second Conditional', forming sentences from images or hypothetical situations, and creating short dialogues using the 'Second Conditional'.

5. Theory - 'Third Conditional' (5 - 7 minutes)

   • The teacher should explain that the 'Third Conditional' is used to talk about hypothetical situations that did not occur in the past, due to a condition not being met.
   • The teacher should present the grammatical structure of the 'Third Conditional': 'If + Past Perfect, Would + Have + Past Participle'. For example: 'If I had studied more, I would have passed the test.'
   • The teacher should give examples of affirmative, negative, and interrogative sentences using the 'Third Conditional'. For example: 'If it hadn't rained, we would have gone to the park.' / 'What would you have done if you had won the lottery?'

6. Practice - 'Third Conditional' (5 - 7 minutes)

   • The teacher should provide students with more exercises to practice the formation and use of the 'Third Conditional'. Students should continue working in pairs or small groups to solve the exercises.
   • Exercises may include rewriting sentences using the 'Third Conditional', forming sentences from images or hypothetical situations, and creating short dialogues using the 'Third Conditional'.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher should group students and ask them to share the solutions or answers to the exercises done during the practice of 'First Conditional', 'Second Conditional', and 'Third Conditional'.
   • Students should be encouraged to explain the reasoning behind their answers, promoting discussion and idea exchange within the group.
   • The teacher should circulate around the room, listening to the discussions and clarifying any doubts that may arise.

2. Connection with Theory (2 - 3 minutes)

   • The teacher should then make the connection between the practical activities and the theory presented, reinforcing the structure and use of each type of 'If Clause' and how they apply in different contexts.
   • For example, the teacher can take a hypothetical sentence given by the students and demonstrate how it would fit into each type of 'If Clause'.

3. Reflection and Application (3 - 4 minutes)

   • The teacher should ask students to reflect on the lesson, answering questions such as:
     1. What was the most important concept learned today?
     2. What questions have not been answered yet?
   • Students should have a minute to think about their answers. Then, the teacher should ask some students to share their reflections with the class.
   • The teacher should encourage students to think about how they can apply what they learned today in real situations. For example, they can think about hypothetical situations in their lives and how they could express them in English using 'If Clauses'.

4. Feedback and Closure (1 minute)

   • The teacher should thank the students for their participation and effort during the lesson. He should reinforce that student feedback is important and encourage them to ask questions or seek clarification if needed.
   • The teacher should then announce the topic of the next lesson, giving a brief overview of what will be covered and why it is relevant to the ongoing learning of English.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes)

   • The teacher should recap the main points covered during the lesson. This includes the definition of 'If Clauses', the differentiation between the 'First Conditional', 'Second Conditional', and 'Third Conditional', and the practice of forming and using these types of 'If Clauses'.
   • For example, the teacher can review the grammatical structure of each type of 'If Clause' and give some additional examples of sentences using each of them.
   • The teacher should ensure that all concepts were understood by the students, offering the opportunity to ask questions and clarify any remaining doubts.

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

   • The teacher should highlight how the lesson connected the theory (explanation of the types of 'If Clauses'), the practice (exercises on forming and using 'If Clauses'), and the applications (discussion on how to use 'If Clauses' in real situations).
   • For example, the teacher can recall the practical exercises that students performed and how they helped solidify the theoretical understanding of 'If Clauses'.
   • The teacher should emphasize that the ability to use 'If Clauses' correctly is crucial for effective communication in English, both in speaking and writing.

3. Extra Materials (1 - 2 minutes)

   • The teacher should suggest additional study materials for students who wish to deepen their knowledge of 'If Clauses'. This may include English learning websites, textbooks, online lesson videos, among others.
   • For example, the teacher can recommend regular practice of listening to English songs and paying attention to how artists use 'If Clauses' in their lyrics.

4. Importance of the Subject (1 minute)

   • To conclude, the teacher should reinforce the importance of 'If Clauses' in everyday life.
   • For example, the teacher can explain that the correct use of 'If Clauses' allows students to express ideas in a more complex and precise manner, making them more effective communicators in English.
   • Additionally, the teacher can emphasize that the ability to understand and use 'If Clauses' is a milestone in English fluency, and a sign that students are progressing in their language learning.