Objectives (5 - 7 minutes)

1. Understanding If Clauses: The teacher must ensure that students understand the general concept of If Clauses, understanding how they are used to express conditions and possibilities in English. This involves explaining the general structure of If Clauses and how they differ from conditional sentences in Portuguese.

2. Identifying Types of If Clauses: In addition to understanding the general concept of If Clauses, students should be able to distinguish the different types that exist, such as first, second, and third conditionals. This involves learning the specific structures of each type and the situations in which they are used.

3. Practical Application: Finally, students should be able to apply the knowledge acquired to form and use If Clauses correctly in their own speech and writing. This may include the task of writing conditional sentences in English based on a given situation.

   Secondary Objectives:

   • Developing Reading Skills: Studying If Clauses can help students improve their reading skills in English, as this type of structure is commonly found in texts. The teacher should encourage students to identify and understand If Clauses when reading texts in English.

   • Improving Listening and Speaking Skills: By learning to form and use If Clauses, students can also improve their listening and speaking skills in English. The teacher should provide examples of If Clauses in everyday conversations and encourage students to use them in their own oral interactions.

Introduction (10 - 15 minutes)

1. Review of Related Content: The teacher should start the lesson by quickly reviewing the concepts of conditional sentences that students should have already learned. This may include a brief discussion on the use of 'if' to express conditions and the difference between the first and second part of a conditional sentence. The teacher can ask questions to check students' understanding and clarify any doubts.

2. Problem-Solving Scenarios: Next, the teacher should present two situations that involve the use of If Clauses. For example:

   • 'If it rains tomorrow, I will stay at home'
   • 'If you study more, you will pass the test'

   The teacher should ask students to identify the If Clauses in these sentences and explain the difference between the first and second examples. This will help set the stage for the introduction of the different types of If Clauses.

3. Contextualization: The teacher should then contextualize the importance of using If Clauses correctly, explaining that they are often used in written texts and in everyday conversations. For example, when reading a book in English, students will likely encounter many If Clauses. Additionally, by improving their ability to form and use If Clauses, students will be able to express ideas more accurately and sophisticatedly in their own speech and writing.

4. Engaging Students' Attention: To capture students' attention, the teacher can share some curiosities or interesting facts about If Clauses. For example:

   • 'Did you know that English is one of the few languages that has three different types of If Clauses? In most other languages, such as Spanish or French, there is only one type.'
   • 'If Clauses are so important in the English language that they are often used to express not only real or possible conditions, but also things that are actually impossible or will never happen. This is what we call 'unreal conditionals.'

   These curiosities can not only help spark students' interest in the subject but also serve as a memorable way to introduce the different types of If Clauses.

Development (20 - 25 minutes)

1. Theory Presentation (10 - 12 minutes):

   • General Explanation (3 - 4 minutes): The teacher should start by explaining the general structure of If Clauses, which consists of two parts: the 'if' clause and the main clause. They should emphasize that in an If Clause, the 'if' clause usually comes first, followed by the main clause. The teacher can use simple examples to illustrate this structure, such as: 'If it rains, I will bring an umbrella.'
   • Types of If Clauses (5 - 6 minutes): Next, the teacher should introduce the three types of If Clauses: the first, second, and third conditionals. For each type, the teacher should explain the specific structure and the situations in which they are used. The teacher should provide many examples to illustrate each type of If Clause and encourage students to ask questions and share their own ideas and examples. This can be done through a slide presentation or a whiteboard.
     • First Conditional (2 - 3 minutes): The teacher should explain that the first conditional is used to express conditions that are possible and likely. The structure of the first conditional is: 'If + Present Simple, will + base verb.' Example: 'If it rains, I will bring an umbrella.'
     • Second Conditional (2 - 3 minutes): The teacher should explain that the second conditional is used to express conditions that are unlikely or unrealistic. The structure of the second conditional is: 'If + Past Simple, would + base verb.' Example: 'If I won the lottery, I would buy a big house.'
     • Third Conditional (2 - 3 minutes): The teacher should explain that the third conditional is used to express conditions that are impossible because they refer to events that have already happened. The structure of the third conditional is: 'If + Past Perfect, would have + Past Participle.' Example: 'If I had studied harder, I would have passed the test.'

2. Practical Activity (10 - 13 minutes):

   • Identification Exercises (5 - 7 minutes): The teacher should distribute a list of sentences containing If Clauses and ask students to identify the type of If Clause in each one. The teacher can provide a model answer to help students understand what is expected of them. This activity will allow students to apply the knowledge they have acquired and help the teacher assess students' understanding.
   • Word Game (5 - 6 minutes): Next, the teacher can propose a word game in which students have to form If Clauses based on a set of words or images. For example, the teacher can show students an image of a person using an umbrella and ask students to form an If Clause based on that. Students can work in pairs or groups to make the activity more interactive and fun.

3. Discussion and Reflection (2 - 3 minutes): At the end of the lesson, the teacher should provide a brief summary of what was learned and ask students to share what they found most interesting or challenging. This is an opportunity for students to reflect on what they have learned and for the teacher to identify any areas that may need reinforcement in future lessons.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should organize a group discussion where students share their solutions or conclusions from the practical activities carried out. This is an opportunity for students to learn from each other and for the teacher to clarify any misconceptions or doubts that may have arisen. The teacher should encourage students to explain their answers and provide additional examples to reinforce their understanding.

2. Connection to Theory (2 - 3 minutes): The teacher should then connect the practical activities to the theory presented at the beginning of the lesson. They can do this by discussing how the If Clauses identified by students fit into the different types of If Clauses (first, second, and third conditionals). The teacher should emphasize that the ability to identify and use the different types of If Clauses correctly is an important skill that can improve students' communication in English.

3. Final Reflection (2 - 3 minutes): To conclude the lesson, the teacher should ask students to silently reflect on what they have learned. They can ask questions such as:

   1. 'What was the most important concept you learned today?'
   2. 'What questions have not been answered yet?'
   3. 'How can you apply what you learned today in your study activities and daily life?'

   The teacher should give students enough time to think about these questions and then can ask for volunteers to share their answers. The teacher should listen carefully to students' responses and provide constructive feedback, praising strengths and offering suggestions for improvement if necessary.

4. Teacher's Feedback (1 minute): Finally, the teacher should provide overall feedback on the lesson, highlighting what went well and what can be improved for next time. The teacher should encourage students to continue practicing forming and using If Clauses at home and to seek additional help if needed.

Conclusion (3 - 5 minutes)

1. Summary and Recap (1 - 2 minutes): The teacher should start the Conclusion by summarizing the key points of the lesson. This includes the general structure of If Clauses, the different types (first, second, and third conditionals), and the situations in which each type is used. The teacher can do this interactively by asking students to share what they remember or to complete the definitions and examples provided.

2. Connecting Theory to Practice (1 - 2 minutes): Next, the teacher should emphasize how the theory was applied in practice during the lesson. For example, they can mention the practical activities that students carried out and how they helped reinforce the concept of If Clauses. The teacher can also highlight how the ability to form and use If Clauses can improve students' communication in English, both in speaking and writing.

3. Extra Materials (1 minute): The teacher should then suggest additional materials that students can use to deepen their understanding of If Clauses. This may include language learning websites, English grammar books, educational videos on YouTube, or online exercises. For example, the teacher can recommend the British Council website, which has a section dedicated to If Clauses with explanations, examples, and interactive exercises.

4. Importance of the Subject (1 minute): Finally, the teacher should explain the importance of the lesson's subject to students' lives. They should emphasize that If Clauses are a fundamental aspect of English grammar and that the ability to use them correctly can make a significant difference in the clarity and accuracy of communication in English. Additionally, the teacher can point out that understanding If Clauses can help students improve their reading skills in English, as this type of structure is commonly found in texts. The teacher can also mention that by learning to form and use If Clauses, students are developing critical thinking and problem-solving skills, as they need to analyze different conditions and their possible consequences.