T announces that today she wants to share with them an incredible story. T shows a picture of rowing boat in the sea. CCQs: What do you see here? Is there a boat? Yes. Are there people on the boat? Yes. Is the boat in the river? No. Where could it be? In the sea/ ocean. Are there waves? Yes. Is it dangerous? Yes. Does it look hard? Yes. Do you know what they are doing? Yes./ No. T drills the word row. Writes it on the board. Asks for stress. (one syllable!) T asks how people who row are called. Drills the words row and rower. Writes rOwer on the WB. Marks the stress.

T gives them handouts with the text about Debra and Andrew. Before reading: read the questions. 1. Why was their journey challenging? 2. Something went wrong in the middle of Atlantic. Can you guess what? Ss' own answers. They read the text. After reading: T asks the questions. T elicits what could go wrong in the middle of the ocean. (storm, sharks, collision...) Ss share their own ideas. For the 2. question

Before listening: T tells Ss to pay attention to two important things: 1. What experience did Debra and Andrew have of rowing? 2. What was the problem? Answers: 1. Andrew was very experienced and had won national competitions. Debra learned to row a year ago./ 2. Andrew suffered from fear of the ocean. Students listen and check answers in pairs. (1:44min)

Before listening: T gives them handouts with questions. Students listen to the second part of the text and answer the questions. T monitors carefully to see if it's necessary to play the recording again. (Rec: 2:14) Ss check their answers in pairs and then in groups.

Ss work in groups. They read what some people said about Andrew and Debra Veal. They decide which one they agree with. CCQs: A. Did he leave his wife alone? Yes. Did she die? No. B. Was Andrew able to make Debra stay? No. Did he try? No. C. Did she give up her journey? No.

T gives handouts with language analysis. Students choose and circle or highlight the correct answers. 1. She could have died out there. Answer: past/ C 2. He shouldn't have left her. Answer: past/ B 3. He would have been responsible. Answer: past/an imaginary situation Function and use answers: 1. a, 2. b, 3. a Students circle and tick the correct alternatives and best explanations. They fill in the gaps with the correct form. Students check all the answers in pairs before they share them with the rest of the class.

Ss are given handouts with extra facts and opinions about the story of Andrew and Debra Veal. They complete them with could have, should(n't) have, would(n't) have. They work in pairs, check their answer. Then they listen to recording to check their answers. (Rec: 1:22)

Teacher uses fingers to demonstrate how the short forms are pronounced: could+have--> could've; should + have --> should've; should not have --> shouldn't have, would + have --> would've. Drill.

Students are divided into A and B roles. 'A' students get a slip of paper with context, student 'B' use target language to give their opinions. eg. A: My birthday cake was not very delicious. B: You should have add more sugar. When they finish, Ss switch roles. Delayed correction!