- Show the students the photos of pets. Elicit what they are called. - Make it clear that today's lesson will be about pets.

- Ask them to write down a descriptive adjective for every pet they see on the board. - Get the answers from the students and write the adjectives on the board, below the pictures of the pets. - After giving the handout, tell them to look at the pictures in the handout and guess which person has which animal.

- Tell them they will listen to Tim, Gus and Maxine (only once) and try to understand which pet they have from the ones on the whiteboard. - Tell them to compare their answers in pairs. - Elicit the answers as much as possible and write them on the board, below the animal pictures. (Tim: pig. Gus: spider. Maxine: hamster.)

- Tell them to read the sentences in the handout. - Then tell them they will try to catch the sentences in the handout from the dialogues. They will tick the sentences they hear from the dialogues. - Quick feedback, give them the answers if eliciting does not work. - Tell them to listen again, try to focus on finding Second Conditional questions "if you were ... ?". - Write the answers on the board.

- Elicit the answer of the question "If you were an animal, what animal would you like to be? - Then, focus on meaning, form and pronunciation. - CCQs; - Is this sentence imaginary or real? - What are the tenses in the sentences? - Are we talking about past, present or future? - Ask them to write sentences for themselves using character adjectives. Do modelling if necessary. Modelling example: If I were an animal, I would be a bird. Because bird is a free animal and I am a free person. - Tell them to tell their questions and answers to practice in pairs. Monitor them and check for mistakes. Correct mistakes (if there is enough time).