*The teacher says the word “forklift” and writes it on the board, asking the students to guess its meaning as a key word that will help students in the text. * The teacher elicits answers from students “Do you think it is related to the fork that we eat with?” “Is it like the normal lift that is found in our buildings?” “Do you think it is used for heavy objects or light objects?”

*The teacher shows students some pictures related to a newspaper title and asks them to guess the title (pic 1) to set the context for them. * The teachers raises a discussion about the topic: *The teacher elicits answers from students until reaching out the title “A man steals an ATM with a forklift” *The teacher then asks some answers related to the title: “Do you know the ATM?” “Do you know what does “ATM” stands for?” “Can it be taken out or lifted easily?” “How do you think the man stole the ATM?” “Is what he did good?” “Do you think the police will punish him?”

*The teacher asks students to skim read the text giving them 5 minutes to promote a global understanding about the topic. *Then the teacher elicits answers from students using concept check questions about the topic “what’s the meaning of a witness in your opinion?” “Is this Orphy’s first crime? “Was he arrested by the police?”

*The teacher then asks students to scan the text again to look for specific information and details so they can answer questions about the text (pic 3) where they will be asked for specific information and details

*The teacher focuses on other skills: new vocabulary (witness- U-Haul truck(pic4)- mischief), synonyms and antonyms (Jail= prison, bolt= attach) and the past tense grammar point. * The teacher discusses the events of the text with the students. *Practice: *Aim: To give freer written practice in writing. *Mode of interaction : T-SSS in the instruction stage/ S where each student writes individually. *The teacher writes on the board “A strange theft” and asks students to write an essay about the strangest theft they have ever heard about.