Presentación para una unidad didáctica sobre los condicionales 0, 1 y 2 en inglés. VIU. 2012.

1. DIDACTIC UNIT 4º
ESO: Introducing
conditionals 0, 1
and 2.
ALEKSANDRA JANIK
FERNANDO LATORRE
ÁNGELA LLORCA
ALEJANDRO MENDIVE
MARÍA DE LOS ÁNGELES ROCA

2. General aspects
 LEVEL: 4º ESO
 TYPE OF SCHOOL: State school
 TIME DISTRIBUTION: 3 sessions of one hour
Regarding the organisation of the sessions, we have
considered useful to firstly provide the students with
real examples of English, in order to make them
deduce what new features of the language are
happening. Afterwards, when the students are aware
of them and have used them with some exercises,
theory will be explained to them. We believe in a
deductive way of learning, rather than explaining cold
grammar from the very beginning.

3. Session 1
 1.- Text on 0 and 1st conditionals (15’)
 Students should underline the conditional sentences and
then compare them with a fellow student.
 2.- Grammar explanation (10’)
 In a dynamic and deductive way.
 3.- Multiple choice exercise (15’)
 Students should be able to link two phrases of a
sentence in order to make them make sense
 4.- “Complete the sentence” exercise (10’)
 This exercise is useful to reinforce and to settle down the
new information.

4. Session 2
 1.- Speaking about “The Fiddler on the Roof” (7’)
 Students will be asked some questions about him and they will
provide answers in groups of 4 students.
 2.- Video-listening (15’)
 The song of “The Fiddler…”. They will
be asked some questions
about the content of the song.
 3.- Grammar explanation (10’)
 In a dynamic and deductive way.
 4.- Listening: “If I were a boy” – Beyoncé (10’)
 Fill in the gaps exercise.
 5.- Writing and singing (13’)
 In groups of 4 boys or 4 girls, they try to create new lyrics for an
specific part of the song. They try to write something about the
other sex, not in an offensive way at all. Something good or funny.

5. Session 3
 1.- Warm-up activity (15’)
 In groups of 4 students, they will try to establish the
grammatical rules of the conditionals. They will write
three sentence each and put them in common out
loud.
 2.- Grammar (written and spoken) practice (20’)
 With games.
 3.- Test (15’)
 This is not a final exam, just a test to check if the
students have learnt the conditionals.

6. Content
Specific and Language system
basic and didactic
competences objectives
0- Expressing Learning:
open
condition 1-Conditional
sentences:
0, 1st, and 2nd type
1-Hypothesising
Through the use of:
2-Expressing 2- Future tense
unreal 3-Simple
conditions conditional

7. Content
Vocabulary
• Structural items: if, unless, will, would…
• Lexical items: luck, superstitions word,
physical description, states of mind,
life quality, etc.
Pronunciation
• Contractions in future and
conditional tenses

8. Content
Communicative
Cooperative approach and
Methodology
learning deductive
learning
-An emphasis on learning to
-Students must fully participate communicate through
and put forth effort within their interaction in the target
language.
group.
-The introduction of authentic
texts into the learning
-Each group member has a situation.
task/role/responsibility therefore
must believe that they are
responsible for their learning
and that of their group.
-The provision of opportunities
for learners to focus, not only
on language but also on the
learning processes itself.
-Each student must
demonstrate master of the -Learning based on reason
content being studied. and logical analysis of
available facts. Implemented
by the teacher.

9. Content
Attention to diversity
 Guarantee significant learning.
 Pupilswith special educational needs
must be provided with the necessary skills
and procedures to be able to learn on an
independent basis.
 -Promote both physical and intellectual
activity. Such pupils must be active in their
learning process .

10. Content
Resources
Teacher’s book/ Exercise book/ Exercise/Lyrics
sheets (for each lesson). Projector, computer
with Internet access, whiteboard and marker.
Student’s book/Exercise book/ Exercise sheet.

11. Content
Evaluation
Criteria Methods
Oral interaction Written test at the end of the Unit
Evidence of comprehension of
Speaking test
texts
Pertinence of the text Involvement
Behavior and performance

12. THANKS FOR LISTENING 
ALEKSANDRA JANIK
FERNANDO LATORRE
ÁNGELA LLORCA
ALEJANDRO MENDIVE
MARÍA DE LOS ÁNGELES ROCA