I will introduce the main theme and try to set the context using a photo of a beggar and write three elements on the board, "house", "food", or "real love". I want them to discuss them in their groups and tell me which one is his most important need and why. then to receive the Fb I will pick two students to say their ideas loudly. (the stage aim: I want them to understand the whole theme and have a background)

I will attach the reading photo with its title on the board and I want them to guess the relation, then after receiving the FB, I will give them text pieces and provide two questions on the same paper: who is he? why did Sheila get angry?, after a short detailed reading I will ask them to stand up and check with new partners.

after receiving that marker statements I avoid writing them on the board, and I will give them HOs including some some incomplete statements from the texts (the answers), it has two parts, first gap-fill to highlight the TL and then a matching activity to match the words to their correct parts of speech. this way everything will be done in s-centered way. (aim: I will be able to lead them to the language with the least interference)

this stage will be so short, to make sure that everything is understood well I need some CCQs. like: "is it different to use quotation marks?", "Do I shift the tense to the future when I remove the quotation marks?" they can refer to the text and answer my question, I can using gestures and stepping backward technique to show the real meaning (aim: to make sure that everything has been perceived in the best way and elicit if more clarification is needed.)

I will provide them with more direct statement (in quotation marks) which should be reported. there will be a model sentence so they can understand what to do very well with little help. then I will have them practice them in their pairs and give me the FB. (aim: to provide more scaffold to move into a freer practice and focus on the accuracy.)

the text is unfinished and it has an open-ending which can test both their language understanding and power of imagination at the same time! I will ask them to do a collaborative writing so in each group there will be one writer and 3 or 4 story teller. after finishing the story I will need them to exchange their papers with their friends and check (aim: to provide a freer chance of practicing their knowledge with the least guidance or interference)