She works, she doesn’t work
Original fictional classroom material. The level is a teaching target, not a validated test result.
Teaching sequence
- 2 minutes: read the learner context and first draft. Ask what the writer wants the reader to understand or do.
- 3 minutes: answer the three decision questions. Require an explanation, not just a letter.
- 3 minutes: rewrite the original. Compare grammar, preserved meaning and communicative effect separately.
- 3 minutes: complete the new transfer task without copying the model.
- 1 minute: choose one reusable editing habit; revisit it in the linked activity.
Student task / print handout
Read the context on the learner page, then repair this message:
Defne work on some weekends. She doesn’t works every Sunday.
New situation: Alex studies on some evenings, but not every evening. Write two sentences about Alex: one positive and one with doesn’t.
Teacher answer guidance — separate before handing out
Use the learner page for Turkish instructions. These teacher notes and answer rationales are in English.
- Defne works on some weekends. — Third-person singular affirmative: works.
- work — Doesn’t is followed by the base form work.
- She works on some weekends, but not every Sunday. — Some weekends does not mean every Sunday or never.
Original repair: one possible version
Defne works on some weekends. She doesn’t work every Sunday.
Use works in the affirmative with Defne; use bare work after doesn’t.
Preserve the distinction between some weekends and every Sunday. Do not invent a new work schedule.
Transfer: one possible version
Alex studies on some evenings. He doesn’t study every evening.
Feedback without false precision
Review three dimensions separately: target-form accuracy, preservation of supplied facts, and suitability for the reader and purpose. Do not deduct points for a valid alternative wording. Ask the learner to explain one choice. The three-item recognition score is not a writing proficiency or CEFR score.
Delayed retrieval
At the next lesson, ask for a fresh two-sentence message using the same target. Then use the linked practice; ask the learner to identify where grammar alone is not enough.
Full unit extension: 30–40 minutes
Objective: use Present simple: he/she/it, negatives and questions in a new context. Suggested sequence: compare forms (6 minutes), explain two worked examples (4), recognition questions (4), controlled production (6), original contextual repair (6), independent transfer and feedback (8). Timing is adjustable.
Student worksheet: controlled production
- Complete with work: Defne ___ on some weekends.
- Complete with study: Alex doesn’t ___ every evening.
- Complete with do: ___ Maya work on Fridays?
- Rewrite as a negative: She studies every Sunday.
Independent task
Describe a fictional colleague in four sentences: two routines, one negative and one question. Use some days and every day accurately. Then say the sentences aloud without reading. Check each he/she verb and each does/doesn’t + base verb.
Controlled-production key
- works — Olumlu she/Defne ile works.
- study — Doesn’t sonrasında yalın fiil.
- Does — Maya tekil: Does + Maya + work.
- She doesn’t study every Sunday. / She does not study every Sunday. — Does not / doesn’t + study. Olumsuz every, never ile aynı değildir.
Accept other grammatical answers where they satisfy the stated constraint and preserve meaning. The short automatic checker accepts listed alternatives and normalised contractions; a non-match is a request to compare, not proof that all other wording is wrong. Assess independent production for target form, meaning and communicative purpose, not exact wording. No automatic CEFR score.