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UNIT 14

UNIT 14. Websites. Starter. 1. Starter 1. Divide the students into groups. Ask them to make lists. Ask Students to read their lists. Discuss the most important features with them. . Starter. 2. Starter 2. Design

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UNIT 14

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  1. UNIT 14 Websites

  2. Starter 1

  3. Starter 1 • Divide the students into groups. • Ask them to make lists. • Ask Students to read their lists. • Discuss the most important features with them.

  4. Starter 2

  5. Starter 2 • Design • Are the pages simple and easy to understand or are they full with too much information and too many links? • Has the designer considered: • Who is the site for? • What information do they need? • How do they want the information presented?

  6. Starter 2 • Navigation • Is it easy to move round the site? • Can you see the route you’ve taken from the home page to your current location? • Can you get back to the home page with a single click.

  7. Starter 2 • Ease of use • Is the site easy to use? • Accuracy • Is the information contained accurate and reliable? • Up to date • Is the site kept up to date?

  8. Starter 2 6. Helpful graphics • Are the graphics included simply to make the site look more attractive or do they serve a useful purpose? 7. Compatibility • Can most browsers access the site without difficulty?

  9. Reading 3

  10. Reading 3 • He is an expert in web design offering advice to webmasters. • Business people wanting to improve their websites. • Provide advice on building an effective navigation system in sites.

  11. Reading 4

  12. Exercise- 7 • It’s a good idea to use text links because visitors use them more often than graphical links. • Avoid using only graphical buttons because some visitors browse with the graphics turned off. • You should always include ALT text captions if you use graphical links as some browsers do not support them

  13. Exercise - 7 • I recommend you include a site map because it helps visitors to navigate your site. • You had better not use frames because they can be confusing and some browsers do not support them. • You should keep navigation elements in the same position on each page.

  14. Exercise - 7 • Use logical links because they will help visitors to find what they want. • Avoid using a search function as they produce irrelevant answers and visitors may not know how to use them. • It’s not a good idea to have too many links on a page as this may overwhelm visitors.

  15. Exercise - 8 • 1. If you’re a complete beginner; you should choose a free ISP which provides its sign- up software on CD-ROM. • 2. I recommend you choose an ISP which provides local call access numbers. • 3. Avoid using an ISP which uses national call rates for online time. Charges can be very expensive. • 4. You should not use a free ISP which charges an initial set up fee.

  16. Exercise - 8 • 5. If you need access your email from any computer, Web-based email is a good idea. • 6. You should choose POP3 email for a faster and more efficient service. • 7. I recommend around 25 to 50 Mb of free Web space as this is sufficient for most personal website developments.

  17. Exercise - 8 • 8. If children use your PC, I recommend you choose an ISP which restricts access to some newsgroups. • 9.You had better check support line charges as some ISPs use their support lines to raise revenue. • 10. You should choose an ISP which offers reliable service. • 11. It’s a good idea to have multiple accounts and use the one which offers the best service at any one time for your needs.

  18. Specialist Reading

  19. Specialist Reading – Part A • A- HTML B- XML • A markup language. • SGML and XML. • A. identity B. Meaning C. Structure. • You can define your own custom markup tags. • You can explicitly define the contents in a document. • The start of a new paragraph. • Because of the intelligent nature of XML content i.e. they can identify the type of data in a document. • An e-commerce website.

  20. Specialist Reading – Part B (1) • a -- F • b -- T • c -- F • d -- F • e -- T • f -- T

  21. Specialist Reading – Part B (2) • a -- iii • b -- v • c -- iv • d -- i • e -- ii

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