In this lesson learners will focus on receptive skills of reading and sub skills gist reading and reading for detailed I'll start the lesson by brainstorming about the word "Crime" after students are finished with brainstorming, I'll give them some questions asking them to answer it in small groups (lead-in) . after that that they will move to pre-teaching vocabulary Through making them check the meaning of some words in their mini-dictionaries .After finishing that I'll give them a matching task asking them to match every word with its definition (it will be the stage of pre-teaching vocabulary)and after finishing I'll ask them to check the answers with their partners then giving them the right answer (as a feedback) Then they will read the text very quickly, then I’ll ask them to give every passage a name(Gist reading or skimming) Then I'll ask them to read every passage more than one time and fine the differences between fraud mugging, robbery and theft using their mini-dictionary if it necessary or asking me.(scanning) After that I'll focus on detailed reading through making them answer some questions for finding specific information about each criminal for example asking them "what exactly each criminal trying to steal ?" Then I'll make them answer activity 4 in which talking about the criminals themselves and which things they used for committing the crimes After that there will be a little peace of language which is the present perfect tense through a quick activity will clear the tense for them, first I'll highlight the tense form through the passage trying to elicit the negative and question in present perfect Finally I'll move to the stage of free practice for giving them a chance to use the new lexis which they learned And it will be through asking them to guess what went wrong in each story. Rationale I started the lesson with generating interest in the topic before reading as it enables students to activate prior knowledge about the topic and vocabulary used. So, they can predict what is to come and, therefore read more effectively. Getting students to predict will result in a personal investment in finding out the information. Also setting context of the text. "In order to get students to read enthusiastically in class we need to work to create interest in the topic and tasks, However, there are further roles we need to adopt when asking student to read" The practice of English language teaching, Page 286. Then I moved to focusing in new language within the text through pre-teaching vocabulary. And it to enable the students to have sufficient vocabulary to do the tasks that I set. After that I moved to the stage of gist reading for giving them purpose to reading and focusing students attention on the main idea for global understanding. Then I asked them to discuss their answers in pairs as it allows students to check their answers in a safe environment , which increases confidence and STT and lets teacher monitor to see how they did. "In order to make students better readers, we need first of all to raise their awareness that it's not always essential to understand every word" Learning teaching, Page 264 "Students need to be able to skim a text-as if they were casting their eyes over its surface- to get a general idea of what it's about". How to teach English, Page 69 After finishing the stage of gist reading I moved to the stage of detailed reading because it's realistic in terms of what students can accomplish and increases student confidence, and I didn't get the students to read the text aloud because it's not a very usual real-life reading skill as it takes more time and students are more focused on their pronunciation than understanding the text. "This is typically a stop/start kind of reading , involving going back over small pieces of same text a number of times to find out more and more about it, making sure that the words have been correctly interpreted." Learning teaching ,page 264 Then I'll teach them a little peace of grammar that is the present perfect for using it in the next stage in their free practice Finally I'll end the lesson with the stage of free practice that gives the learner a chance to use the new vocabulary which they have learned and the present perfect in their writing or talking