A mindmap of capital cities will be drawn on WB with country names placed on one side written on different pieces of paper. An example will be demonstrated before Sts are asked to match them individually for a minute, then S-WB will be done with WC involvement. Simple questions will be asked to sts related to the matching they done (for example; "Which animal is common in Australia?" or "What do Russians generally drink?").

Words "capital", "create", "centre", "reason", "geographical", "political" will be introduced and discussed with sts. Ask them if they know what they mean, if they do they can try to explain it first. Sts may be more familiar with the words geographical and political but especially for the words create and centre gestures, drawings and examples can be used to clarify the meaning for them.

Various questions will be projected to the WB through a PPT for sts to consider and try to answer while reading the text. Clear instructions will be given so that when they receive the hand-out they will keep it face down until said otherwise and they have exactly one minute to answer the questions by themselves, individually. They will check their answers in pairs before doing a WC FB. Questions: What is a created capital? What is the capital of Kazakhstan? What does it mean? Which city was the capital of USA before Washington DC? Why countries create capital cities? (2 reasons)

in addition to statements on Ex.3 more challenging statements will be added and projected on WB through PPT. First statement will be done as an example. Students will be asked to decide whether the statements are true or false first individually by checking the text. Then they will have quick PW to check their answers and S-WB will done asking sts to give their answers and correct the false statements. Additional Statements: Philadelphia is the capital of USA. Astana is created for political reasons. Astana was not the capital of Kazakhstan before.

Ex.1 will be projected and given as a hand-out to sts, after instructing them to choose the correct wh- question. They will quickly do the exercise individually and PW check their answers before coming to the board and circling the correct one as a S-WB. Then a matching exercise will be done on WB concerning the usage of wh- questions with WC. list of wh- questions: What, where, how old, why, when. to be matched with: things, places, age, reasons, time. Then T will make sure that they see the grammar box in pg.21 which actually summarizes the exercise for sts the reference if needed.

Sts will be instructed to do a PW to put the words in correct order and match them with the possible answers. Then they will be asked to do S-WB to write their structured questions. If there is time spared before the speaking exercise they will be instructed to do the Ex.3 with WC as S-T.

Sts will be divided into two groups according to their seating arrangements, so that sts in the same group won't be sitting next to each other. They will be instructed to read their short texts and complete their part of the table that is provided to them, individually. When done, they will be seated with their own groups to check their answers in GW. Then, they will arranged again so that they can all talk to someone from the other group and try to complete the other side of the table by asking questions. Only keywords will be provided on the table, so that sts can form their own questions. A clear demonstration should be used for the instruction.

If time is spared. Sts will be asked to refer back to the hand-out that contains the main reading text and look at the Ex.1 of the Speaking section. T will write down the question on WB and order the items according to himself and explain why. Then ask sts to do their own ordering individually. Then, sts will be asked to talk to each other why they made that particular order.