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Who is the course for?
Professionals and other businessmen who want to learn about web development
People who have an interest in Website Development and how you could work into web designing and development industry
Entry Requirement:
This course is available to all learners, of all academic backgrounds.
Learners should be aged 16 or over to undertake the qualification.
Good understanding of English language, numeracy and ICT are required to attend this course.
Assessment:
At the end of the course, you will be required to sit an online multiple-choice test. Your test will be assessed automatically and immediately so that you will instantly know whether you have been successful.
Before sitting for your final exam, you will have the opportunity to test your proficiency with a mock exam.
Certification:
After you have successfully passed the test, you will be able to obtain an Accredited Certificate of Achievement. You can however also obtain a Course Completion Certificate following the course completion without sitting for the test. Certificates can be obtained either in hard copy at the cost of £39 or in PDF format at the cost of £24.
PDF certificate’s turnaround time is 24 hours, and for the hardcopy certificate, it is 3-9 working days.
Why choose us?
Affordable, engaging & high-quality e-learning study materials;
Tutorial videos/materials from the industry leading experts;
Study in a user-friendly, advanced online learning platform;
Efficient exam systems for the assessment and instant result;
The UK & internationally recognized accredited qualification;
Access to course content on mobile, tablet or desktop from anywhere anytime;
The benefit of career advancement opportunities;
24/7 student support via email.
Career Path:
The Web Development Intermediate Level course will be very beneficial and helpful, especially to the following careers:
Businessman
Marketing and Promotions Specialists
Marketing Managers
Product Creators
Programmers
Sales Managers
Sales and Promotions Specialists
Top Executives
Website Developer.
When I first came to live in Italy I didn’t speak any Italian at all, but gradually picked it up as I went along. One day, when I was at about Intermediate level, I had to go to the local Council offices to deal with something concerning my residence papers, and on the way found myself silently thinking through in Italian what I’d have to say, what the other person might say to me, how I’d reply and so on. At the level of fluency I’d then reached, I couldn’t have coped without this type of silent rehearsal.
Yet it occurred to me that I never gave my students at the same level the opportunity to prepare in this way. I’d set up a speaking activity and expect them to go straight into it. Was it, I wondered, the most effective way to develop their confidence in their ability to speak fluently and effectively in English?
The activity sequence that I’m going to describe here grew out of that realisation. It aims to give the students :
The chance to develop ideas so that they know what they want to say before they start.
The chance to rehearse silently what they want to say and think about how they can express more complex ideas, asking for the teacher’s help as necessary.
The chance to see their first attempt as only a rehearsal, to receive feedback and then have the chance to “polish” their performance until they are happy with it.
The chance to move to a more challenging activity as soon as, but only if and when, they are ready for it.
The sequence can be applied, with a few modifications, to most types of speaking activity, but I’m going to describe it here with one that I’ve found particularly successful : anecdote telling.
Anecdote telling is a natural part of everyday social conversation. One person starts talking about something that once happened to them, and while they’re speaking everyone else is thinking of a similar story that they can then tell themselves. This activity exploits this tendency and can easily be built into any lesson focusing on a specific topic or vocabulary field. It will not necessarily be instantly successful as, as with many classroom activities, it works best when students are used to it, and know what to expect and how to get the most out of it. The activity has five stages, and I’ll use the example of a lesson focusing on the topic of the weather to explain them :
Stage One - a Teacher Model: Start by telling the students an anecdote about a time you were once caught in bad weather. I usually choose from : the day I had to drive through Switzerland in a blizzard; the time my house got flooded during a day of torrential rain; the time when I got lost on a mountain in the fog; or the day when I flew through a sandstorm. Check comprehension afterwards by asking the students to compare with their partners what they understood. This sort of teacher model not only gives the students ideas on what to say themselves, it also provides excellent listening practice and, most importantly, is highly motivating: students love hearing about their teacher's 'real' life, and if you can catch their interest at this stage it can help motivate them towards the whole of the lesson.
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