The T will show the Ss a picture of some children playing football on the bank of a river and jumping into water. Then, the Ss will be asked to describe what they see. The T will elicit their answers. Then she will set the context of the lesson by showing them the title and the picture of the text and ask them to make predictions about the text.

Pre-teaching the following words: risk /rɪsk/ (n) to risk (v) self-esteem /ˌself.ɪˈstiːm/ (n) sedentary /ˈsed.ən.tər.i/ (adj) resilience /rɪˈzɪliəns/ (n) obesity /əʊˈbiː.sə.ti/ (n) self-regulation /ˌself.reɡ.jəˈleɪ.ʃən/ (n) For each word the T will explain and highlight the meaning through visuals and CCQs. The teacher will model and drill effectively the new words and highlight the form and the stress.

The T will ask the Ss a general question about the text which is " Should we let children take more risks"? The Ss will be asked to read the text quickly in 30 seconds to try to find out the answer of the question. Then Ss will check their answers in pair followed by the T feedback.

The students will be given sheets with four questions about the text. The Ss have to read the text quickly in one minute and try to find answers for these questions. The answers will be short one/two words only. Then Ss will check their answers in pairs followed by the answer key.

As a follow up speaking activity, the T will set up a debate. Ss will be asked about “who is for or against letting the children take more risks”? Then the Ss will be divided into two groups according to their opinions and the T will ask each group to work in pairs for three minutes to prepare their reasons why they are for or against. The T will support them with any needed vocabulary to run their conversations (Scaffolding). Then Ss of the same group will be asked to share their ideas together. Finally, Ss of both groups will be asked to stand up face to face and start to discuss together and to prove their points of view to each other. This will be followed by a content feedback.