The students are given a set of cards with names of jobs on. In turns students take cards and ask each other "What is your job?". The answer must correspond with the card taken. Then the teacher gives pictures of different jobs and get students to match pictures with definitions. The last task will be to divide the pictures into 2 groups - daytime jobs and nighttime jobs.

The teacher elicits the story of two people. One of them works in the daytime, another one works at night. Students provide some bits of personal information (name, age, job etc.), while teacher sets the context for the TL by contrasting the two different life styles ("She wakes up at 7 but he doesn't...")

The teacher uses parts of elicited story to clarify the present simple negative. Visual supporting materials help present the meaning of the TL. Then the teacher underlines don't and doesn't and elicits the form. The teacher crosses -s in the end of the third person verb and moves it to do__n't. This is followed by drilling the pronunciation of the TL in sentences.

The teacher asks CCQs. Then students are given HO 2 (controlled practice) where they are supposed to rephrase sentences from the affirmative to the negative form. This is followed by the peer-check and WCFB (answer key).

Students are divided into 2 teams. The task is to make as many sentences with do and don't as possible. Teams write their sentences on the WB. Then they correct errors during peer-check. The team that managed to write maximum correct sentences wins.

The students write sentences about themselves using affirmative and negative forms of the Present Simple. Then the teacher collects papers, mixes them and gives back randomly. The students are asked to correct mistakes if necessary and during the WCFB they try to find out the author of each paper.

The teacher writes mistakes heard during the lesson and elicits corrections. This is followed by summarizing all three lessons.