# Worksheet Design

## Structure

1. Header: title, level, topic, name/date line.
2. Learning aim in learner language: "Today: talking about past holidays."
3. Exercises from recognition to production (see [exercise-types.md](exercise-types.md)), each with an
   instruction, an example and numbered items.
4. A personalised final task.
5. Self-check: "I can..." with three statements learners tick.
6. Answer key on a separate page (or upside down at the bottom for self-study).

## Length

| Level | Exercises | Items each | Time |
|-------|-----------|------------|------|
| A1 | 3-4 | 5-6 | 15-20 min |
| A2-B1 | 3-5 | 6-8 | 20-30 min |
| B2-C1 | 3-4 | 8-10 | 25-35 min |

A worksheet for one lesson stage needs only one or two exercises.

## Language in the worksheet

- Content sentences at or just below learners' level apart from the target items; check unknown words.
- Natural, contextualised sentences (a story, a person, a situation) beat unrelated sentences.
- Vary the subject and context; avoid stereotypes; use diverse names and places.
- Spelling standard stated (UK or US) and consistent.

## Layout and accessibility

- Sans-serif font (Arial, Verdana, OpenDyslexic optional), 12-14 pt, 1.15-1.5 line spacing.
- Left-aligned text, no justified text; no full capitals for instructions.
- Gaps long enough to write in (8-10 underscores or a line); space for answers.
- One exercise per visual block with clear numbering; avoid splitting an exercise across pages.
- Images that support meaning, not decoration; alt text when digital.
- Print in black and white without losing information (do not rely on colour).

## Digital worksheets

- Use form fields or tables so learners can type in the gaps.
- For LMS quizzes, one gap per question for automatic marking; list alternative answers.

## Copyright

- Write original texts or adapt with credit; check licences for images (CC BY, public domain) and credit them.
- Do not reproduce full coursebook pages or song lyrics; short extracts for teaching may be allowed under local
  exceptions, but cite the source.

## Quality check

| Check | Question |
|-------|----------|
| Aim | Does every exercise practise the lesson's target language? |
| Example | Is there a worked example for each exercise? |
| Single answer | Does each controlled item have one correct answer (or listed alternatives)? |
| Level | Are instructions and content language within reach? |
| Progression | Recognition -> controlled -> freer? |
| Key | Answer key complete and checked? |