T elicits examples by asking the Ss to provide some positive sentences from exercise 2.3. T writes the examples on the board and Ss decide if the sentences are positive or negative.

T changes a word in each sentence and asks the Ss to change the sentence accordingly. T poses a yes / no question: is this negative or positive? Having received the correct answer, the teacher proceeds by asking ‘why’ whose answer is ‘not’.

Instructions are given through chesting. One similar item is written on the board whose gap learners fill. After the exercise is done, IF NECESSARY, learners can check their answers based on page 103. Otherwise, the answers could be checked in pairs after which the answers are checked as a whole class.

The Ss come up with the relative grammatical pattern through the T's cues.

T plays the audio and pauses after each sentence so that the learners would repeat. In case there is a problem with pronunciation, that area is double marked on the board and a choral drill follows. T elicits some jobs. The teacher points at students at random so that they can provide the negative forms with correct pronunciation. Pair work on writing based on realia: First the pronunciation of the words in the box is brought under scrutiny. Then, the meanings of the words in the box are elicited. Instructions are given using chesting and the two examples provided. The teacher asks different students to read the examples so that the point is clearly made. It is important to make sure students understand the meaning of true and false. The meanings could be highlighted using signs based on which a check mark represents true and a cross represents false. If necessary, the teacher can also add an example relative to the students’ own culture. The answers are checked using the information on page 126. The teachers asks how many questions they answered correctly.

(exercise 10) Students are given instructions through the teacher’s providing an example of the task on the board. All students participate to decide if the items on the board are true or false. The Ss are instructed to write three sentences on pieces of paper. The process is monitored by T. T tells the class to work in groups of four for exercise 11 part a. T makes sure everyone will make use of the phrases in the speech bubbles. T monitors the activity. T points to Ss to read two of their true sentences for the class (exercise 11.b)

The teacher writes the following sentence on the board: David is fat. So, he isn't ………. . The rest of the sentences will lack both the adjective and the negative to be verbs – for example: Jane is beautiful. She …….. …………… In case the students cannot come up with the right answers, the teacher leaves gaps in place of the letters belonging to the adjective required as follows: Jim is active. He isn't - - - -. There are four gaps representing the four letters of the word ‘lazy’.