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Many people have asked for PDF or epub versions, but Serif seems quite steadfast in resisting. One possible reason, of course, is that they can't prevent people who buy the digital version from sharing it with others, cutting into Serif's revenue. Another that I think I've seen Serif mention is that with a printed book they have better control over the colors that you see, since they don't have to depend on how well calibrated your computer screen or your iPad is. I see no downside, only an upside.

They can be easily updated and the users always use the current version. Of course, they couldn't use PagePlus or APub to create them So what you're saying is that I can confidently purchase the current workbook in the safe knowledge that it covers all tools for the current version of Affinity Designer Version 1.

I'm saying that Serif has said they're updating the books when, in their judgment, an update is needed. But only someone from Serif would know for sure. So has anyone established which version of Affinity Designer the workbook is based on and whether the books have ever been updated since they were originally published?

Serif have said that it has been updated when necessary to account for changes. I don't know what level it was last modified for. But note that the Workbooks are not manuals.

They do not show nor explain everything, and are not intended to do so. Primarily they are worked examples tutorials that you can follow along with that demonstrate some of the functions of the applications. Unless a change directly affects something that's shown in the Workbook, no updates are needed. Hi Steve: How has your experience with the Designer Workbook been? I'm on the fence about buying it, as I've been for years. With the upcoming Black Friday sale, I'm considering it again.

What is the most recent updated date? Do you know? I'm interested in the Black Friday sale too so if the price is right I might get it. I've bought a used copy of the Affinity Designer Workbook Version 1. The problem with this is that it doesn't help people who bought an earlier version of the book s. Considering the cost of them, very few people are likely to be willing to pay for another, newer version, which probably only has minor updates.

I haven't bought any of the workbooks myself due to the cost but I do understand that, as Walt says, they are workbooks, using basic principles, rather than comprehensive manuals. Personally, I would like to have been able to buy eBook versions which were updated for free when changes were made. Acer XC : Core i Hexa-core 2. It's a really great book. As a first edition and a translation at that , the book does contain typos and omissions IMHO , but it's cool to be able to submit bug reports to the Affinity Forums and get positive feedback.

I don't worry that the information in this workbook would loose its value in the years to come. For current and up-to-date information of the three Affinity programs, I regularly consult the inline and online manual, which gets updated with each release. Thanks for sharing your experience and opinion. It is a big help in making the decision whether or not to buy the AD workbook.

Are you saying that you bought a used copy on Ebay and then recently bought another copy from Serif? So many love Affinity, me included. Shouldn't we, who love and support Affinity, be privy to the book updates info? Maybe many users would sell their old books and buy updated ones. I do understand that broadcasting the update would reduce subsequent sales from those who equate the value of the book with the age of the updated version.

There really doesn't seem to be any good solution that would protect the revenue of Serif while giving us what we want. The update issues will not stop me from buying the workbook if I decide to. Product support For questions, reporting bugs and requesting features please visit our forums. Account help Get billing, refunds, downloads and product key help and support. Contact us If you wish to get in touch just drop us an email at affinity serif.

Installing updates For more information on how to install Affinity updates , visit this page. This browser is no longer supported. These are the Terms of Use you will be asked to agree to if you join the forum. Privacy Policy Guidelines We have placed cookies on your device to help make this website better. You can adjust your cookie settings , otherwise we'll assume you're okay to continue. Share More sharing options Followers 6. Recommended Posts. Callum Posted October 8, Posted October 8, Link to comment Share on other sites More sharing options Leigh Posted November 6, Posted November 6, Affinity Designer Workbook Resources Here is one specific example of the links you will find printed in the Affinity Designer Workbook, on the pages listed below.

Affinity Designer English Core Skills - p. Below you will find the full list of pages to find the download links in the Affinity Designer Workbook: Chapter 2: Core Skills - p. Affinity Photo Workbook Resources Here is one specific example of the links you will find printed in the Affinity Photo Workbook, on the pages listed below.

Affinity Photo English Core Skills - p. Below you will find the full list of pages to find the download links in the Affinity Photo Workbook: Chapter 2: Core Skills - p.

 

Affinity designer workbook (english) pdf free.How to Teach English 2nd Edition Jeremy Harmer

 

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Master Affinity Apps with Official Tutorials and Resources - Affinity Designer

   

In: www. Abgerufen am Oktober In: Der Spiegel. Nummer 27, , S. Auf: Heise-Online. Abgerufen am 6. April englisch. April Wall Street Journal , 9. Juni FAZ , November August Optimised for the latest tech on Windows and Mac — and chosen by Apple as its Mac App of the Year — Affinity Publisher is the next generation of professional publishing software.

From books, magazines and marketing materials, to social media templates, website mock-ups and more, this incredibly smooth, intuitive app gives you the power to combine your images, graphics and text to make beautiful layouts ready for publication.

With essentials like master pages, facing page spreads, grids, tables, advanced typography, text flow, full professional print output and other amazing features, Affinity Publisher has everything you need to create the perfect layout — whatever your project.

Free yourself from the constraints of tired, traditional text layouts. Let Affinity Publisher help you visualise your text in creative new ways and flow it seamlessly through your document. Ensure the baseline of your text is aligned across all columns and spreads. Ensure your images match the brilliance of your layout. Affinity Publisher comes with a full collection of powerful, non-destructive adjustment layers to make crucial image corrections right there in your document.

Create and edit vector graphics in your layout using the powerful pen, node and comprehensive shape tools — all with fine control over gradients and transparency. Collate your document alongside all used image and font resources into a folder.

This can then be easily transferred to another system to aid collaboration or for print production. Perfect for creating certificates, business cards, badges, tickets, form letters, envelopes and catalogues. Customise the all new Preflight panel to receive live warnings for possible errors in your document, including poor image resolution, bleed hazards, overflowing text, spelling errors, missing images or font resources, and more. The first technology of its kind, this revolutionary feature takes the pain out of publishing by allowing you to instantly switch to the advanced photo editing features of Affinity Photo and precise vector tools of Affinity Designer without ever leaving the app.

Here are just some of the other capabilities built into this incredible app…. Instantly scrub through hundreds of undo steps with the history slider. At the same time, giving some students more attention than others may make those students more difficult to deal with later since they will come to expect special treatment, and may take our interest as a licence to become overdominant in the classroom.

Treating all students equally not only helps to establish and maintain rapport, but is also a m ark of professionalism. As professionals we are also asked to perform certain tasks.

Part of this preparation resides in the knowledge they have of their subject and the skill of teaching, something we will discuss in detail on pages But another feature of being well-prepared is having thought in advance of what we are going to do in our lessons. As we walk towards our classroom, in other words, we need to have some idea of what the students are going to achieve in the lesson; we should have some learning outcomes in our head. O f course, what happens in a lesson does not always conform to our plans for it, as we shall discuss on pages , but students always take comfort from the perception that their teacher has thought about what will be appropriate for their particular class on that particular day.

The degree to which we plan our lessons differs from teacher to teacher. It will often depend, among other things, on whether we have taught this lesson or something like it before.

We will discuss planning in detail in Chapter Keeping records Many teachers find the administrative features of their job taking the register, filling forms, writing report cards irksome, yet such record keeping is a necessary adjunct to the classroom experience. There is one particularly good reason for keeping a record of what we have taught.

It works as a way of looking back at what we have done in order to decide what to do next. It is im portant for professional teachers to try to evaluate how successful an activity has been in terms of student engagement and learning outcomes. If we do this, we will start to amend our teaching practice in the light of experience, rather than getting stuck in sterile routines.

It is one of the characteristics of good teachers that they are constantly changing and developing their teaching practice as a result of reflecting on their teaching experiences.

Being reliable Professional teachers are reliable about things like timekeeping and homework. It is very difficult to berate students for being late for lessons if we get into the habit for whatever reason of turning up late ourselves. It is unsatisfactory to insist on the prom pt delivery of homework if it takes us weeks to correct it and give it back. Teacher skills As we have suggested, who we are and the way we interact with our students are vital components in successful teaching, as are the tasks which we are obliged to undertake.

But these will not make us effective teachers unless we possess certain teacher skills. Managing classes Effective teachers see classroom management as a separate aspect of their skill.

We will know how to put students into groups, or when to start and finish an activity. We will have worked out what kinds of instructions to give, and what order to do things in. We will have decided whether students should work in groups, in pairs or as a whole class. We will have considered whether we want to move them around the class, or move the chairs into a different seating pattern see pages We will discuss classroom management in more detail in Chapter 3.

Successful class management also involves being able to prevent disruptive behaviour and reacting to it effectively when it occurs see pages Matching tasks and groups Students will learn more successfully if they enjoy the activities they are involved in and are interested or stimulated by the topics we or they bring into the classroom.

But even in such situations there is a lot we can do to make sure we cater for the range of needs and interests of the students in our classes see pages Many teachers have the unsettling experience of using an activity with, say, two or three groups and having considerable success only to find that it completely fails in the next class.

However, what such experiences clearly suggest is that we need to think carefully about matching activities and topics to the different groups we teach. Whereas, for example, some groups seem happy to work creatively on their own, others need more help and guidance. Where some students respond well to teacher presentation with the teacher acting as a controller , others are much happier when they investigate language issues on their own. Variety Good teachers vary activities and topics over a period of time.

The best activity type will be less motivating the sixth time we ask the students to take part in it than it was when they first came across it.

Much of the value of an activity, in other words, resides in its freshness. But even where we use the same activity types for some reason because the curriculum expects this or because it is a feature of the materials we are using , it is im portant to try to ensure that learner roles are not always the same. Sometimes they might compare answers in pairs; sometimes they might interview each other about the text; sometimes they m ight do all the work on their own.

Variety works within lessons, too. It is not just children who can become bored by doing the same thing all the time. However, we might make a different kind of activity, such as a role-play, last for longer than this. A lot depends on exactly what we are asking students to do.

We will discuss ways of using and adapting coursebooks in more detail in Chapter Destinations W hen we take learning activities into the classroom, we need to persuade our students of their usefulness. Good activities should have some kind of destination or learning outcome, and it is the job of the teacher to make this destination apparent. Students need to have an idea of where they are going, and more importantly, to recognise when they have got there.

Nevertheless, even in such circumstances, it will be helpful if we can make sure that students leave the class with some tangible result. That is why a summing-up, or feedback session at the end of a discussion, for example, is so valuable. Teacher knowledge Apart from the ability to create and foster good teacher-student rapport and the possession of skills necessary for organising successful lessons, teachers need to know a lot about the subject they are teaching the English language.

They will need to know what equipment is available in their school and how to use it. They need to know what materials are available for teachers and students. They should also do their best to keep abreast of new developments in teaching approaches and techniques by consulting a range of print material, online resources, and by attending, where possible, development sessions and teacher seminars.

The language system Language teachers need to know how the language works. This means having a knowledge of the grammar system and understanding the lexical system: how words change their shape depending on their grammatical function, and how they group together into phrases. They need to be aware of pronunciation features such as sounds, stress and intonation.

These different features of the language system are explained in Chapter 5. Students have a right to expect that teachers of the English language can explain straightforward gram m ar concepts, including how and when they are used. They expect their teachers to know the difference between the colloquial language that people use in informal conversation and the more formal language required in more formal settings. They also expect teachers to be able to demonstrate and help them to pronounce words correctly and with appropriate intonation.

W hen students have doubts about the language, they frequently ask their teachers to explain things. But at other times the issue is one of great complexity and even the most experienced teacher will have difficulty giving an instant answer. In other words, our knowledge of the language system may not be adequate for certain kinds of on-the-spot questions about subtleties. Moreover, sometimes the question is not especially relevant - it is a distraction from what is going on in the lesson.

But you can find the answer yourself if you go to this book. Students will realise that these answers are perfectly appropriate when the teacher does indeed return for the next lesson with the information that they have promised. Materials and resources When students ask the kind of complicated questions m entioned above, good teachers know where to find the answers. We need, in other words, to know about books and websites where such technical information is available.

No one expects teachers to be all-knowing in this respect: what colleagues and students can expect, however, is that teachers know where to find at least one good reference grammar at the appropriate level, or a good MLD, or can direct them to a library or a website where they can find these things.

If teachers are using a coursebook, students expect them, of course, to know how the materials work. Their confidence will be greatly enhanced if they can see that the teacher has looked at the material they are using before the lesson, and has worked out a way of dealing with it. Classroom equipment Over the last few decades the growth in different types of classroom equipment has been incredible.

Once upon a time we only had pens, board and chalk to work with. But then along came the tape recorder, the language laboratory, video machines, the overhead projector, computers, data projectors and interactive whiteboards these are all described in Appendix A on page Some teachers are more comfortable with these various pieces of educational technology than others.

This will always be the case. There is no reason why everyone should be equally proficient at everything. However, students will expect that teachers should know how to use the equipm ent that they have elected to use. Learning how to use various types of equipment is a major part of m odern teacher training.

However, we should do everything in our power to avoid being overzealous about the equipm ent itself. It is only worth using if it can do things that other equipment or routines cannot. The essentials of good teaching - i. W hat has changed recently, though, is that students can do things they were unable to do before thanks to technical innovation.

Thus m odern podcasts downloadable listening which can be played on individual MP3 players give students many more listening opportunities than ever before. They can burn CDs with examples of their work and the materials used in class to take home when a course has finished. They can search for a wide range of language and information resources in a way that would have been impossible a few years ago.

As teachers, we need to do everything we can to keep abreast of technological change in educational resources. But we should never let technology drive our decisions about teaching and learning.

We should, instead, decide what our learners want to achieve and only then see what kind of techniques and technology will help them to do this. Keeping up-to-date Teachers need to know how to use a variety of activities in the classroom, of course, but they also need to be constantly finding out about new ways of doing things. There is now a wealth of information about teaching on the Internet, too. Magazines, books and websites often contain good descriptions of new activities and how to use them.

In the first place, it is difficult for newly qualified teachers to keep everything in their heads at the same time as they struggle with the demands of a new job.

Nevertheless, as they learn their craft, we would expect them to be hungry for as much knowledge in these areas as possible since this will make them better teachers.

Secondly, this kind of knowledge is not static, hence the need to keep up-to-date. Things change almost daily. New books, classroom equipm ent and computer software are being produced all the time, just as teachers keep coming up with wonderful new ways of doing old things such as grammar presentation or discussion activities.

Staying in touch with these developments can seem daunting, of course, because of the pace of change, but it is worth remembering how deadly it would be if things always stayed the same. Art or science? Is teaching language an art, then, or is it a science? As this chapter has shown, there are good grounds for focusing its almost-scientific attributes. Understanding the language system and finding the best ways to explain it is some kind of a scientific endeavour, especially when we continue to research its changes and evolution.

In the same way, some of the technical skills that are required of teachers procedures for how to do things, a constant attention to innovation in educational technology and materials design need to be almost scientific in their rigour. Yet teaching is an art, too. It works when the relationship that is created between teacher and students, and between the students in a group, is at its best.

If we have managed to establish a good rapport with a group, almost anything is possible. We have discussed some of the key requirements in creating such a rapport, yet behind everything we have said lurks the possibility of magic - or a lack of it. Because the way some teachers are able to establish fantastic rapport, or get students really interested in a new activity may be observable, but trying to work out exactly how it was done or why it happened may be more difficult.

For as we have said, good teachers listen and watch, and use both professional and personal skills to respond to what they see and hear. These include how the classroom space is organised, whether the students are working on their own or in groups and how we organise classroom time. We also need to consider how we appear to the students, and how we use our most valuable asset - our voice. The way we talk to students - and who talks most in the lesson - is another key factor in classroom management.

Successful classroom management also involves being able to deal with difficult situations - an issue we will discuss on pages The teacher in the classroom O ur physical presence can play a large part in our management of the classroom environment. The way we move and stand, and the degree to which we are physically demonstrative can have a clear effect on the management of the class.

Most importantly, the way we are able to respond to what happens in class, the degree to which we are aware of what is going on, often marks the difference between successful teaching and less satisfactory lessons. All teachers, like all people, have their own physical characteristics and habits, and they will take these into the classroom with them. Proximity Teachers need to consider how close they should be to the students they are working with.

Some students are uncomfortable if their teacher stands or sits close to them. Appropriacy Deciding how close to the students you should be when you work with them is a matter of appropriacy. So is the general way in which teachers sit or stand in classrooms. Many teachers create an extremely friendly atmosphere by crouching down when they work with students in pairs. In this way, they are at the same level as their seated students. However, some students find this informality worrying.

Some teachers are even happy to sit on the floor, and in certain situations this may be appropriate. But in others it may well lead to a situation where students are put off concentrating. All the positions teachers take - sitting on the edge of tables, standing behind a lectern, standing on a raised dais, etc - make strong statements about the kind of person the teacher is. It is important, therefore, to consider what kind of effect such physical behaviour has so that we can behave in a way which is appropriate to the students we are teaching and the relationship we wish to create with them.

If we want to manage a class effectively, such a relationship is crucial. Movement Some teachers tend to spend most of their class time in one place - at the front of the class, for example, or to the side, or in the middle. Others spend a great deal of time walking from side to side, or striding up and down the aisles between the chairs. Although this, again, is to some extent a m atter of personal preference, it is worth remembering that motionless teachers can bore students, while teachers who are constantly in m otion can turn their students into tennis spectators, their heads moving from side to side until they become exhausted.

Most successful teachers move around the classroom to some extent. How m uch we move around in the classroom will depend on our personal style, where we feel most comfortable for the management of the class and whether or not we want to work with smaller groups. Awareness In order to manage a class successfully, the teacher has to be aware of what students are doing and, where possible, how they are feeling.

This means watching and listening just as carefully as teaching. This will be difficult if we keep too much distance or if we are perceived by the students to be cold and aloof because then we will find it difficult to establish the kind of rapport we m entioned in Chapter 2. Awareness means assessing what students have said and responding appropriately.

This means being able to perceive the success or failure of what is taking place in the classroom, and being flexible enough see page to respond to what is going on. The exact nature of this contact will vary from teacher to teacher and from class to class. Finally, it is not just awareness of the students that is im portant.

We also need to be self-aware, in order to try to gauge the success or otherwise of our behaviour and to gain an understanding of how our students see us.

Using the voice Perhaps our most im portant instrum ent as teachers is our voice. How we speak and what our voice sounds like have a crucial impact on classes. W hen considering the use of the voice in the management of teaching, there are three issues to think about.

A udibility Clearly, teachers need to be audible. They must be sure that the students at the back of the class can hear them just as well as those at the front.

But audibility cannot be divorced from voice quality: a rasping shout is always unpleasant. Teachers do not have to shout to be audible. Good voice projection is more im portant than volume though the two are, of course, connected. Variety It is im portant for teachers to vary the quality of their voices - and the volume they speak at - according to the type of lesson and the type of activity. The kind of voice we use to give instructions or introduce a new activity will be different from the voice which is most appropriate for conversation or an informal exchange of views or information.

In one particular situation, teachers often use very loud voices, and that is when they want students to be quiet or stop doing something see the next section. However, for teachers who almost never raise their voices, the occasional shouted interjection may have an extremely dramatic effect, and this can sometimes be beneficial.

Conservation lust like opera singers, teachers have to take great care of their voices. Breathing properly means being relaxed in the shoulders, for example, and not slumped backwards or forwards , and using the lower abdomen to help expand the rib cage, thus filling the lungs with air.

It is im portant too that teachers vary their voices throughout the day, avoiding shouting wherever possible, so that they can conserve their vocal energy. It does, however, require teachers to empathise with the people they are talking to by establishing a good rapport with them.

One group of people who seem to find it fairly natural to adapt their language to their audience are parents when they talk to their young children. Studies show that they use more exaggerated tones of voice and speak with less complex grammatical structures than they would if they were talking to adults. Their vocabulary is generally more restricted, they make more frequent attempts to establish eye contact and they use other forms of physical contact.

They generally do these things unconsciously. Though the teacher-student relationship is not the same as that between a parent and child, this subconscious ability to rough-tune the language is a skill that teachers and parents have in common. Rough-tuning is the simplification of language which both parents and teachers make in order to increase the chances of their being understood. Neither group sets out to get the level of language exactly correct for their audience. They rely, instead, on a general perception of what is being understood and what is not.

Because they are constantly aware of the effect that their words are having, they are able to adjust their language use - in terms of grammatical complexity, vocabulary use and voice tone - when their listener shows signs of incomprehension. In order to rough-tune their language, teachers need to be aware of three things. Firstly, they should consider the kind of language that students are likely to understand.

Secondly, they need to think about what they wish to say to the students and how best to do it. And thirdly, they need to consider the m anner in which they will speak in terms of intonation, tone of voice, etc.

But these considerations need not be detailed. To be successful at rough- tuning, all we have to do is speak at a level which is more or less appropriate. Experienced teachers rough-tune the way they speak to students as a m atter of course. Many teachers also use gestures to demonstrate things like the past tense pointing back over their shoulders.

They use facial expressions to show emotions such as happiness and sadness, and mime to demonstrate actions such as opening a book or filling a glass and drinking. Gesture, expression and mime should become a natural adjunct to the language we use, especially with students at lower levels.

Giving instructions This issue of how to talk to students becomes crucial when we give them instructions. There are two general rules for giving instructions: they m ust be kept as simple as possible, and they m ust be logical.

Before giving instructions, therefore, teachers must ask themselves the following questions: W hat is the im portant information I am trying to convey?

W hat must the students know if they are to complete this activity successfully? Which should come next? When teachers give instructions, it is im portant for them to check that the students have understood what they are being asked to do. This can be achieved either by asking a student to explain the activity after the teacher has given the instruction or by getting someone to show the other people in the class how the exercise works.

Where students all share the same m other tongue which the teacher also understands , a member of the class can be asked to translate the instructions into their m other tongue as a check that they have understood them.

Student talk and teacher talk There is a continuing debate about the am ount of time teachers should spend talking in class. Overuse of TTT is inappropriate because the more a teacher talks, the less chance there is for the students to practise their own speaking - and it is the students who need the practice, not the teacher. If a teacher talks and talks, the students will have less time for other things, too, such as reading and writing. Good TTT may have beneficial qualities, however.

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