Configuring match resources based on sentence halves

The key thing to remember when making matching resources based on matching sentence halves is that the matches should be exclusive - i.e. you should make sure that there is only one sentence end that could possibly go with each sentence starter. It's no good making a resource based on the following data:

Je fais partie d'un club >> de foot
Je fais partie d'un club >> de tennis
Je fais partie d'un club >> de rugby
etc...

...because any of the ends can match perfectly well with any of the starters.

Instead, you need to do this sort of thing:

Je fais partie d'un club de >> foot
Je fais partie d'un club >> de tennis
Je fais partie d'un >> club de rugby
etc.

...so that each match is exclusive.

The screen image above shows a textivate Match resource which has the following characteristics:

  • The matching items are all in L2...
    ...with the first half of the sentence on the left and the second half on the right.
  • No text-to-speech
    Since for most activities TTS would only apply to either the first part or the second part of each match, it's best not to use it at all.
  • Several mostly production focused activities have been removed
    Flashcards, because it would essentially end up as a guessing game for this sort of content;
    All of the memory activities, for the same reason;
    All of the "letters" activities, for the same reason, and because our focus here is on matching the 2 halves, not filling in the last half;
    Hangman, because it doesn't present the first half of the match, so it wouldn't make sense with this content;
    Snake, because I think it's too difficult with this content... (Having said that, I've left in Maze and Invaders because I feel they are more do-able and the letter clues help students to complete the phrases -- best attempted later on in the learning sequence).
    See this blog post about excluding particular activities from the textivate menu.
    The image below shows the activities which have been excluded (via the "Extras" tab):

Here is a link to the resource shown above: >>> French: Je fais partie... <<<

Related posts:

How to make a match resource with an input (understanding) focus

How to make a match resource with a production / output focus

:0)

How to make vocab resources with a production / output focus

Vocab resources with an output focus ask the question "how do you say ...?" rather than "what does ... mean?"

The focus is on students' productive skills (speaking, writing) rather than on receptive skills (listening, reading), so they are more challenging for students.

The screen image above shows a textivate Match resource which has the following characteristics:

  • The matching items are in the order L1 >>> L2
    This means that the L1 item will be presented first, with students being required to say how that L1 word or phrase is said in the target language.

  • No text-to-speech
    Since adding L2 text to speech would make many of the activities much easier, turning them into dictation-type activities rather than "how do you say" activities.

  • Several mainly input-focused activities have been removed
    Snap because this is more about recognition;
    Shuffle, Switch, Click Match, Memory because these are not really output-focused;
    Hangman because this does not ask the question "how do you say ...?"
    See this blog post about excluding particular activities from the textivate menu.
    The image below shows the activities which have been excluded (via the "Extras" tab):

Here is a link to the resource shown above: French, daily routine, perfect tense

N.B. The most output focused activities are:

  • the Letters activities (Vowels, Consonants, 50:50, Initials, No letters, Anagrams) - which require students to spell the words, with varying levels of support;
  • Invaders, Snake and Maze - which require selective letter filling in game formats;
  • Flashcards - which does not require any writing / spelling, but tests students recall. ( Note that different levels of support can be provided via the "clue" selector at the bottom left.)

Challenge?

Why not set a Challenge each week based on this sort of resource? You could award prizes (according to your school's reward system) for the highest scorers, and you could require all students to score a specified minimum number of points each week (1000? 5000? -- bear in mind that the Letters activities score many more points than the simple matching activities, and Flashcards scores next to nothing because students assess themselves). 

Doing this sort of thing regularly should make a big impact on your students' ability to produce core vocab and expressions.

(See this blog post about Challenges on textivate)

:0)

Related posts:

How to make match resources with a receptive focus


How to make vocab resources with a receptive focus - good for GCSE R/L revision

Vocab resources with a receptive (or input) focus ask the question "what does ... mean?" rather than "how do you say ...?"

The focus is on students' receptive skills (listening, reading) rather than on productive skills (speaking, writing), so they are less challenging for students. We want to know what they can understand rather than what they can produce themselves.

The screen image above shows a textivate Match resource which has the following characteristics:

  • The matching items are listed in the order L2 >>> L1
    This means that the target language item will be presented first, with students tasked with understanding the meaning (and looking for it in L1).

  • Text-to-speech has been added to the L2
    Provided that students make sure that TTS is turned on (which they can do on the activity screens), they will hear as well as see the target language word or phrase. TTS is added to the resource via the "Extras" tab. See this blog post all about TTS on textivate.

  • All output-focused activities have been removed
    This means that all of the activities present the L2 and test students understanding of the L2 word or phrase with reference to the L1. None of the activities require the student to spell anything, or work on re-building words in the L1. See this blog post about excluding particular activities from the textivate menu.
    To exclude all of the output-focused activities, simply select all of the activities listed on the bottom 2 rows in the "Extras" tab, as shown in the image below:

Here is a link to the resource shown above: GCSE French environment - RECEPTIVE

Challenge?

Why not set a Challenge each week based on this sort of resource? You could award prizes (according to your school's reward system) for the highest scorers, and you could require all students to score a specified minimum number of points each week (1000???). Doing this sort of thing regularly should make an impact on your students' receptive understanding of key vocab.

(See this blog post about Challenges on textivate)

:0)

Related posts:

How to make match resources with an output focus


GCSE French essays on textivate plus :)

Have you seen the GCSE French essays section on textivate plus?

(Textivate Plus is for those with subscriptions to textivate. More info here.)

Each essay is split into at least 3 parts. 

Click on the essay titles (shown in image above) to see links to resources based on sub-sections of each essay as well as to the full essay. e.g. The sub-categories for "A holiday abroad" are shown below:

Each link then contains up to 59 activities, including vocab matching, reading, comprehension, dictation, translation, jigsaw reading, flashcards, football, millionaire. 

The activities are listed in order of difficulty, easiest to hardest.

Have a look for yourself: http://www.textivate.com/plus/French/KS4_GCSE%20essays_

The plan is to add more content to this section over time.

:0)

Related links


Comment vas-tu à l'école? (French resources based on openclipart...)

A resource blog-post, for a change...

The images in this textivate resource are direct links to images on the openclipart website, https://openclipart.org/

The 26 activities below are in the same order and format as many of the image+text matching resources on the KS3 French section of textivate plus (for textivate subscribers) at http://www.textivate.com/plus/French/KS3_General_

NB: Scroll down to below the interactive activities for some pdf worksheets based on this resource.

The embedded resources below can be accessed by anyone (with or without a subscription):

Dictée for homework?

Using a combination of embedded video or embedded audio and a single activity textivate sequence, it's easy to create a dictation activity on textivate that your students can complete for homework. (Records their score and time taken too.)

See this French example based on Prévert's "Déjeuner du matin":
http://www.textivate.com/frames.php?vid=you-9_FpZxao-Ng&res=sequence-9vijn1
(Close the log-in box to have a go at the activity)

Here is the same activity embedded. Close the log-in box to have a go at it. Then click on the video icon to open the activity with the video embedded, so that you can listen to the audio.

Resource blog: Plus de croissants en forme de croissant chez Tesco... (parallel text)

A resource blog based on a text suitable for AS French, I think. The text is about Tesco's decision to stop selling crescent-shaped croissants...

All the links below will open a textivate activity along with a parallel text

For most of the activities the parallel text is in English, to help students to complete the various reconstruction, gap-filling and text-entry activities (i.e. structured translation). 

The two activities that mention "Find the French" have the parallel text in French.

Rebuild the French text (1 in 4)

Put the blocks in order (3 x 5)

Random gap-fill

Separate the words that are stuck together

Find the French... (anagrams, 14 terms)

Find the French... (word shapes provided, 14 terms)

Rebuild the text, 3 words at a time

Put the words of each section in the correct order

Fill in the vowels

Anagram text (all words)

Fill in the letters (1 in 2 words affected, initials provided)

Fill in the letters (all words affected, initials provided)

Fill in the letters (only word shapes provided)

And here is a link to the menu screen (the one shown in the image at the top):

Menu

The menu provides access to loads more activities, many of which can be configured to change the number of words affected etc.

See this blog post on parallel texts, and this one on scaffolded translation using textivate.

:o)

New Year's Resolutions, FRENCH (a resource blog)

Some textivate resources for ks3 or ks4 French, based on these TaskMagic resources.

The contents for the resources are:
- Je vais...
- Je ne vais pas...
- J'ai l'intention de...
- Je vais essayer de...
+ a range of infinitive expressions

The resources are appropriate for KS3 or KS4 pupils as a way of practising the simple future within the context of the New Year.