The police got all the special drinks back. They were not broken. The bad people tried to make the police cars go away by driving crazy. One bad person got out of a truck and into another car. The police are still looking for them.

Original news source: French police thwart €600,000 champagne heist (BBC)

– Vocabulary Pictionary
Instructions: Divide the class into two teams. Using a whiteboard, have one student from each team come up to the front. The teacher will show them a word from the article (e.g., truck, champagne, police, etc.) without the rest of the class seeing. The students will then draw the word on the board, and their teammates must guess the word in English. This helps students associate vocabulary with images, which is especially useful for ESL beginners.
– News Reporter Role-play
Instructions: Pair up the students and assign them roles: one as a news reporter and the other as a witness or a police officer. Provide them with a simplified script based on the article, leaving blanks for key words. Students take turns to role-play and fill in the blanks during the interview. This encourages speaking practice and the use of specific vocabulary.
– Keyword Hangman
Instructions: Play a game of hangman using keywords from the article (e.g., champagne, trucks, police). This will help students recognize and remember new words. Write the blank spaces for the letters of the word on the board and have students guess the letters. For each incorrect guess, draw a part of the hangman. This activity is especially engaging and interactive for beginners.
– Speed Summarizing
Instructions: Give students a set amount of time (e.g., 2 minutes) to write a brief summary of the article in their own words. They should aim to use keywords from the article and keep it as simple as possible. Afterward, they can share their summaries with a partner or the whole class. This helps students with comprehension and summarizing skills.
– Sketch It
Instructions: Have students work in small groups. Give each group a sheet of paper and have them draw a scene from the article, such as the police chasing the trucks or finding the champagne. They should label each part of their drawing with the English word for it (e.g., truck, police car, road, etc.). Afterward, each group can present their drawing and explain what's happening in the scene. This encourages vocabulary usage and speaking skills.

Some bad people took two big ? full of a special drink called ?. The drink was very expensive, like 600,000 money coins. The police cars went very fast to ? the trucks. They ? the trucks because they had special things that told the police where they were. But the bad ? got away and left the trucks. The police got all the special drinks back. They were not broken. The bad people ? to make the ? ? go away by driving crazy. One bad person got out of a truck and into another car. The police are still looking for them.

1. What is a truck?
2. Do you like special drinks like juice or soda?
3. How would you feel if someone took your favorite drink?
4. What do you think the police do when they are looking for bad people?
5. Do you think it's good to take things that are not yours? Why or why not?
6. How would you feel if you lost something very expensive?
7. What is a special thing that can tell you where something is?
8. Do you think driving crazy is safe? Why or why not?
9. Have you ever seen a police car go very fast? How did it make you feel?
10. What would you do if you found something that was not yours?
11. Do you think the bad people should say sorry for taking the trucks? Why or why not?
12. If you were a police officer, how would you try to find the bad people?

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