I like how colorful it is! And I really like the expansion activity. Can you show us a picture of what it looks like after students have completed it? Is there audio that goes with it?
The activity is great but I also had this reaction: 1) The color scheme is a little intense 2) There are so many boxes to tick and/or to number that it is not immediately evident how to complete the activity.
Anne Hendler Thanks for having a look. I don't have a picture of the students doing the worksheet. However, I did this the other day with my low level university students.The red circles are used for dictation led by the teacher. The black boxes is a matching activity and the blue boxes are for pair work. I hope that I have answered your questions.
Ashley Dresser Uh oh. I hoped my directions were clear enough. My objective was to fit a sequence of activities based on a conversation on one page cleanly. I have to disagree with you about olive green and brown being an intense color scheme. Thanks for your feedback.
It's a good example of how a very simple conversation (even one overheard somewhere in the street) can become an activity. Also, the materials look really ... cheerful :) However, I will agree with Ashley. The boxes are a bit confusing, especially that the exercises and the points within exercises are not numbered. There is also a great variety of font types and sizes. Some Ss might like it, but I have the feeling that others may get easily confused and distracted by this variety.
Hi Mark, I wasn't able to edit in Google without messing up the formatting so I'm posting a few comments here.
These materials are bright and colourful and I’m sure students would be motivated by them. I like the images too. They’re humorous. Short ‘mini’ dialogues are a great idea for teaching functional language in this way. I think the materials could be improved by adding numbering and breaking down tasks into separate points – when students are expected to do more than one thing.
Numbering isn’t always necessary but I think it helps students (and teachers) ‘navigate’ their way through materials. I’m wondering where you might add numbers here.
In the ‘Dictation and Matching’ activity, I’m trying to work out what each student (A and B) has to do because there are tick boxes (and circles) above and beow the pictures and also in the green box. I suggest doing the ‘grandmother test’ and working through the activity step by step and explaining each step aloud to yourself (as if you were explaining to your grandmother). That way you will see which instructions might be useful. It might be useful to start with smething like this:
Follow the instructions. Work in pairs.
1. xxxx 2. xxx
You might also decide that the order of the 4 images and the fgreen box needs to be reversed – but I could be wrong – I’m trying to work out what has to be done first, second, etc.
Katherine Bilsborough Thank you Katherine for your time and expertise. I took your suggestions plus from the others and redid it. I will upload it now. Thanks again
HI there. Loved the simplicity of the idea ( a simple everyday dialogue turned into a useful lesson, especially for ESL students). I got a bit confused with the dictation and matching. I didn't know which conversations were supposed to be practised (the one on top? the one below? after the dicatation?) And the titling. I love that. If students take this worksheet home and look at it a month later, they'll still know what it's about. Instant recall, easy revision. Love that.
Yes!
ReplyDeleteYea!
ReplyDeleteI like how colorful it is! And I really like the expansion activity. Can you show us a picture of what it looks like after students have completed it? Is there audio that goes with it?
ReplyDeleteI really like the layout, good job!
ReplyDeleteThe activity is great but I also had this reaction: 1) The color scheme is a little intense 2) There are so many boxes to tick and/or to number that it is not immediately evident how to complete the activity.
ReplyDeleteAnne Hendler Thanks for having a look. I don't have a picture of the students doing the worksheet. However, I did this the other day with my low level university students.The red circles are used for dictation led by the teacher. The black boxes is a matching activity and the blue boxes are for pair work. I hope that I have answered your questions.
ReplyDeleteMiss Alex Thank you
ReplyDeleteAshley Dresser Uh oh. I hoped my directions were clear enough. My objective was to fit a sequence of activities based on a conversation on one page cleanly. I have to disagree with you about olive green and brown being an intense color scheme. Thanks for your feedback.
ReplyDeleteIt's a good example of how a very simple conversation (even one overheard somewhere in the street) can become an activity. Also, the materials look really ... cheerful :) However, I will agree with Ashley. The boxes are a bit confusing, especially that the exercises and the points within exercises are not numbered. There is also a great variety of font types and sizes. Some Ss might like it, but I have the feeling that others may get easily confused and distracted by this variety.
ReplyDeleteHi Mark, I wasn't able to edit in Google without messing up the formatting so I'm posting a few comments here.
ReplyDeleteThese materials are bright and colourful and I’m sure students would be motivated by them. I like the images too. They’re humorous. Short ‘mini’ dialogues are a great idea for teaching functional language in this way. I think the materials could be improved by adding numbering and breaking down tasks into separate points – when students are expected to do more than one thing.
Numbering isn’t always necessary but I think it helps students (and teachers) ‘navigate’ their way through materials. I’m wondering where you might add numbers here.
In the ‘Dictation and Matching’ activity, I’m trying to work out what each student (A and B) has to do because there are tick boxes (and circles) above and beow the pictures and also in the green box. I suggest doing the ‘grandmother test’ and working through the activity step by step and explaining each step aloud to yourself (as if you were explaining to your grandmother). That way you will see which instructions might be useful. It might be useful to start with smething like this:
Follow the instructions. Work in pairs.
1. xxxx
2. xxx
You might also decide that the order of the 4 images and the fgreen box needs to be reversed – but I could be wrong – I’m trying to work out what has to be done first, second, etc.
I love the graphics!
ReplyDeleteDay In Day Out Thank you. 😊
ReplyDeleteKatherine Bilsborough Thank you Katherine for your time and expertise. I took your suggestions plus from the others and redid it. I will upload it now. Thanks again
ReplyDeleteMargarita Kosior Thank you for your feedback. Much appreciated. I redid it and uploading it now.
ReplyDeleteHI there. Loved the simplicity of the idea ( a simple everyday dialogue turned into a useful lesson, especially for ESL students). I got a bit confused with the dictation and matching. I didn't know which conversations were supposed to be practised (the one on top? the one below? after the dicatation?)
ReplyDeleteAnd the titling. I love that. If students take this worksheet home and look at it a month later, they'll still know what it's about. Instant recall, easy revision. Love that.