faylor valmara cherub
Karri Weston
The problem is that I want to give more options of correct answers, so if students answer "I didn't do my homework" and not "I did not do my homework" the software still gives the student credit for his/her answer.
I've tried creating it in all the hotpotatoes options (different softwares inside the program)... but none of them seems suitable for this kind of activity... maybe it is just my logic that is not going right... I could create all the other type of activities - gap, matching... - only this one, that I can't think of any possibility..
I have tried to make the exercise real obvious with lots of instructions. Students working regularly with this sort of exercise are quickly familiar with what to do and fewer instructions are necessary, reducing screen clutter.
Different answers are accepted in the demo. The only problem you sometimes run into are the different types of apostrophe out there. I have only built answer options into the demo that use the standard straight one. I could get around this problem through instructions telling the student about the apostrophe issue or by simply telling them not to use contractions. That is not the direction you have inquired about and the example exercise at the link above goes in the direction you are hoping for. In the labs I work in, apostrophes are not a problem and judging by the apostrophe showing up in your question to this forum, the demo shouldn't be a problem for you either. They begin to be a problem when students work at home on a wide variety of machines and keyboards. But I digress. Press F5 to refresh the demo and try different answers.
The file was created using JCloze that uses Michael Rottmeier's most excellent Find-It-Correct script, or hack, for Hot Potatoes instead of the regular JCloze source files. He has two scripts Find-It and Find-It-Correct that add a truly unique pedagogical functionality to the Hot Potatoes JCloze. When combined with all the other Hot Potatoes (and more) pedagogical options available to TaskChain, these scripts are what make the whole Hot Potatoes/TaskChain/Moodle combo so powerful to my mind, certainly in language teaching.
Finally, I should add that I also do the same kind of transformation exercise very effectively using the Moodle Pattern Match question format. The Regular Expression question types, of which there are two, would also work really well. All of them allow for an amazing amount of variation in the answers you might accept as long as you are comfortable with the coding needed in the answer fields when creating the questions. At this point, these question types would need to be installed as plug-ins into your Moodle.
To transform a sentence means to alter its form without modifying its meaning. A simple sentence can be altered to become a complicated or compound sentence and vice versa. Similarly, affirmative, negative, and interrogative statements can be interchanged without changing their meaning. Also, an Active voice sentence can be changed or transformed into a Passive sentence, and so on.
Thus the transformation of the sentences can be of numerous types based on the purpose and need. Sometimes your writing requires transformation, and sometimes you are instructed to do so. In either way, you must know how to transform the sentences correctly. Below are some exercises that can help you practice and master it.
Thus, this brings us to the end of the exercises of Transformation Of Sentences. Hopefully, these will help you grasp the concept better and make you more efficient at the transformation. Keep practicing to get better at it.
Copyright 1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.
To navigate the OWL exercises, please use the navigation bar on the left. You may also print the exercises and the exercise answers by using the "Print this Resource" bottom at the bottom of this page.
If you cannot find an exercise you have used in the past, or if you have a suggestion for adding an exercise, please let us know. As always, please contact either of the Assistant Directors of Content Development if you have any questions. We value your feedback. Thank you.
Note: Users may notice that the OWL exercises no longer offer the dropdown option. The reason we had to eliminate this is because the OWL staff is dedicated to the W3C and Section 508 compliance guidelines, which were a major consideration for the original OWL redesign in 2006. Unfortunately, the dropdown options in the original OWL exercises did not comply with W3C and section 508 standards because the dropdowns cannot be used with some adaptive technologies. The new exercises can be used with adaptive technologies.
Purdue OWL is a registered trademark. Copyright 2024 by The On-Campus Writing Lab & The OWL at Purdue and Purdue University. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. This website collects and publishes the ideas of individuals who have contributed those ideas in their capacities as faculty-mentored student scholars. The materials collected here do not express the views of, or positions held by, Purdue University. Use of this site constitutes acceptance of our terms and conditions of fair use. Privacy policy.
If you've tried our exercises to practise comparative and superlative forms and want to see how well you know them, try this Sentence Transformation-style test. All of the answers require a comparative or superlative form.
Were there any questions above that you got wrong? Is so, learn these new patterns. The best way to do this is to use them in sentences that mean something to you. For example, in question 2 we had this pattern:
The shop is not very busy today compared to yesterday.
The shop is not as busy as it was yesterday.
Use these patterns in sentences of your own. For example:
My French is not very good compared to my English.
My French is not as good as my English.
This document contains examples of key word transformation exercises. The goal is to complete the second sentence of each pair using the given keyword. There are 6 exercises with 10 questions each, providing contexts to practice transforming sentences using just 2-5 additional words while incorporating the given keyword. The answers are also provided.Read less
Le passif, or la voix passive (the passive voice), allows us to avoid mentioning the subject of a sentence and instead place the emphasis on the person or thing affected by the action. We use the passive when the subject of the sentence is not important or is unknown. If the subject is mentioned, it is introduced by the prepositions par or de. The passive voice is formed using tre as an auxiliary verb followed by the participe pass.
In contrast, la voix passive (the passive voice) focuses on who or what is affected by the action and the action itself. The subject of the sentence is not always mentioned in a passive sentence, either because it is unknown or unimportant.
Improve your French with Lingolia. Each grammar topic comes with one free exercise where you can review the basics, as well as many more Lingolia Plus exercises where you can practise according to your level. Check your understanding by hovering over the info bubbles for simple explanations and handy tips.
You're now familiar withsimple,compoundandcomplex sentencesand how totransform simple, compound and complex sentencesfrom one form to another. What's next? Don't worry, we've got you covered. This article is equipped with an array of exercises on transforming simple, complex and compound sentences. Test your skills and understanding of the topic with these exercises.
The Grammar Test comprises threequestions. The first question (a possible 12 marks = 24%) is a multiple choicequestion based on four possible answers to twelve missing elements of aconversation between two people. Here is an example, but obviously the itemsbeing tested are not quite this easy!
Question three (a possible 14 marks = 28%) tests lexical knowledge and is again a multiple choice task. The items in thissection are, however, completely separate and there is no connection betweenthe fourteen questions. Here is an example:
Question two carries the most marks - 24 marks(= 48%). This part of the test is the only productive section and aims to testknowledge of how the English grammar system operates. Two essential elementsare being tested:
This part of the tests requires students totransform sentences, by using a given word (inbold) inside a different structure, without changing the meaning of theoriginal, and within a word limit of six words. For example:
Knowing features and different types of practice activities can help you make a grammar lesson more meaningful and show the students that the language they learned can be used not only in gap-filling tasks or other controlled practice exercises but also in real-time communication, which will lead to a deeper understanding of grammar in context and make the language more memorable for learners.
After presenting a particular grammar topic to learners, we need to practice the target language and allow students to use it in different contexts. However, we should distinguish a few types of activities for practicing: controlled, semi-controlled, and freer.
Semi-controlled practice still focuses on accuracy, but there can be a range of correct answers to each question or item. These activities are not really interactive, but students are given more freedom, so they have the chance to personalize the language. This increases the level of communicative challenge slightly.
c01484d022