-Start the lesson with displaying a photo of Istanbul on the screen. -Write this sentence on the board: "Istanbul is........................." -Ask the students to complete this sentence. They might say "Istanbul is beautiful...." -encourage them to come up with as many adjectives as they can. After they have done saying the adjectives, write this question on the board above "Istanbul is......." : "What's Istanbul like" So they understand that in reply to "What's.....like?" they need to use adjectives. _Now ask them "What's Paris like?" They will probably say "It is a romantic and beautiful city".

-Stick the adjective cards on the board (small,big,old.....) Page 20, there are 7 photos -Turn the slides on and show the first photo (Ex. a busy city) -Ask the students to tell you "What's this city like?" they will say "It's and old city" -Continue with the slides and ask this question about each photo/you can ask the students to ask each other about the photos to practice both question and adjectives.

-Put the students in groups of (3-4) -Ask one of the students to tell you their favorite place in Istanbul. -Ask him/her what it is like. -Now ask them to practice asking and answering the question "What's .....like?" in their groups.

_Write this sentence on the board: "Ankara is the .............of Turkey" -Ask them to fill in the blank -They will say "Capital" or they might say "başkent" in Turkish! -Now ask them about the capital of the countries they had previously covered in the last sessions. For example "Germany/Spain/Russia"

-Ask the students if they know how many capitals Turkey has had ? "Has the capital ever changed/moved or it has always been Ankara? -They will probably know that Ankara is a new capital -Ask them to tell you one old capital and one new one on the board "old ≠ new = created" capital if they still don't undersrtand ask them "who has created the world?" They might say "God" -Ask them if they can give you more examples. -Ask them why do they change Capitals? -They might say because of "pollution/overcrowding...." -Since Turkish students are familiar with the word "geographical" and "political", there is no need to go any further. they will understand these two words in the text.

-Hand them out the reading comprehension text (Global Elem, p.21) -Ask them to look at the photos, and the titile -Display T/F sentences on the screen/or write them on the board (exercise 3, page 20) -Tell them they have two minutes to read the text and decide if the sentences on the screen are T or F. -Ask them to check their answers in pairs -Check the answers in class

-write wh-words in a bubble on the board (What/where/how old/why/when) -read some sentences for them an ask them what the question is: 1. My name is Mina 2. I am in school 3. in two minutes 4. Because I am hungry 5. My father is 60 years old -Write the complete questions on the board 1. What is your name? ..... -come up with a formula for wh-words, ask them to discover it in pairs. -write these sentences on the board: (Ex.3 page 139) ............are you from? .............are you? ............is your English class? ............is your phone number? ............are you interested in English? Ask the students to complete the sentences with Wh-words.

-Put the students standing in two rows facing each other in pairs. (So that they can not look at each other paper). Give each one one slip of paper. One is about Canberra (p.126). The other one is about Brasilia (p.128). -Do one exercise with one of the students. Ask him/her "What is the capital?" -The student will say "Canbera" _Ask the same student to ask you another Wh-word question. -When you make sure they understand the instruction, ask them to continue in pairs. -Monitor the class -To check the questions ask two or three students to ask each other questions.