Where do you live?
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:
Where you live? Do you free today?
New situation: You meet Maya online. Ask about her job using work, then ask whether she is ready for the activity using ready.
Teacher answer guidance — separate before handing out
Use the learner page for Turkish instructions. These teacher notes and answer rationales are in English.
- Where do you live? — Live needs do in this present-simple question.
- Are you free today? — Free is an adjective, so the question uses are.
- Which part of the city do you like? — Ask about preferences without requesting private access details.
Original repair: one possible version
Where do you live? Are you free today?
Use do with the main verb live; use are with the adjective free.
Accuracy does not make an intrusive question appropriate. Discuss privacy without calling every direct question impolite.
Transfer: one possible version
Where do you work? Are you ready for the activity?
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 Be questions versus do/does 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: Where ___ you live?
- Complete: ___ Maya free this afternoon?
- Rewrite as a question: Alex works here.
- Put in order: you / are / where / from
Independent task
Write a four-question welcome interview: ask a name, a location, a routine and availability. Answer as an invented adult learner. Decide first whether each main verb is be or another verb; then role-play both parts.
Controlled-production key
- do — You + live için do.
- Is — Maya + free için be: is.
- Does Alex work here? — Does ile work yalın kalır.
- Where are you from? — Be sorusu: where + are + you + from.
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.