IT ITES Level 3& Level 4

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CURRICULUM:
IT/ITeS (IT Service Desk Attendant) for NSQF Level 1 (Class 9) Level 4 (Class 12)
January, 2015
Publication no:
No of copies: 300
© PSS Central Institute of Vocational Education, 2015

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• Not priced publication, only for free circulation and distribution
Coordinator: Dr. Deepak D. Shudhalwar, Assistant Professor in VE (Computer Science/Engg.),

Department of Engineering and Technology, PSSCIVE, NCERT, Bhopal
Production Assistant: Shri A.M. Vinod Kumar
Published by: The Joint Director, PSS Central Institute of Vocational Education , Shyamla Hills, Bhopal
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Preface
Ministry of Human Resource Development, Government of India developed the National Skill Qualification
Framework (NSQF) to introduce vocational courses from class 9 th onwards .The NSQF organizes
qualifications according to a series of levels of knowledge and skills. These levels are defined in terms of
learning outcomes i.e. the competencies (knowledge, skills and attitude) which the learners must possess
regardless of whether they were acquired through formal, non-formal or informal education and training
system. Qualifications are made up of occupational standards for specific areas of learning units or unit of
competency. Units of competency are the specification of knowledge and skill and the application of that
knowledge and skill to the standard of performance expected in the workplace. The unit of competency or
National Occupation Standards comprising generic and technical competencies an employee should
possess are laid down by the Sector Skill Council of the respective economic or social sector.
Competency is defined in terms of what a person is required to do (performance), under what

conditions it is done (conditions) and how well it is to be done (standards). It can be broadly categorized into
foundational, practical and reflexive competencies. Generic competencies are considered essential for a
person to participate effectively in the workforce, whereas technical competencies are an individual’s
knowledge and expertise in the specific group task and its processes and its rules and regulations.
The competency based curriculum is broken down into coherent parts known as Units. Each unit is
further broken down into knowledge and skills on the basis of which evidence is to be provided by the learner
and the evaluation is to be done by the teacher or trainer.
PSSCIVE which is part of NCERT New Delhi is mandated by Government of India as a apex R&D
Institute for Vocational Education. The institute has taken up development of Curriculum and course-ware for
NSQF Level 1 (class 9) to Level 1 (class 12) to introduce vocational courses in Secondary and senior
secondary schools in of the country.
Dr. R. B. Shivagunde
Joint Director and Head
PSSCIVE Bhopal
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Contents
Introduction 05
About the Sector 06
Objectives of the course 07
Course Structure 08
Classroom Activities 08
Practical Activities 08
Certification 08
Competency Based Units 08
NSQF Level 1 (Class 9) 09

IT-SDA-101: Functional English (Basic) 10
IT-SDA-102: Fundamentals of Computer 11
IT-SDA-103: Mastering Typing 12
IT-SDA-104: Word Processing (Basic) 13
IT-SDA-105: Spreadsheet (Basic) 14
IT-SDA-106: Digital Presentation (Basic) 16
IT-SDA-107: Email Messaging (Basic) 18

IT-SDA-101: Functional English (Intermediate) 21
IT-SDA-102: Web Applications (Intermediate) 21
IT-SDA-103: Word Processing (Intermediate) 22
IT-SDA-104: Spreadsheet (Intermediate) 23
IT-SDA-105: Digital Presentation (Intermediate) 24
IT-SDA-106: Email Messaging (Intermediate) 25
IT-SDA-107: Database Development 26

IT-SDA-301: Functional English (Advanced) 28
IT-SDA-302: Digital Literacy 29
IT-SDA-303: Word Processing (Advanced) 29
IT-SDA-304: Spreadsheet (Advanced) 30
IT-SDA-305: Digital Presentation (Advanced) 31
IT-SDA-306: Email Messaging (Advanced) 32
IT-SDA-307: Computer Networks 33
IT-SDA-308: Web Designing Part 1 34
IT-SDA-309: Web Designing Part 2 35

IT-SDA-301: Functional English (Advanced) 37
IT-SDA-302: Word Processing (Advanced) 39
IT-SDA-303: Spreadsheet (Advanced) 40
IT-SDA-304: Digital Presentation (Advanced) 42
IT-SDA-305: Email Messaging (Advanced) 43
IT-SDA-306: Web Designing 43
IT-SDA-307: Project Work 46
Assessment Guide 47
List of tools, equipment and materials 49
Teacher' Qualifications 50
List of contributors 50
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INTRODUCTION
The National Skills Qualification Framework (NSQF) developed by the Ministry of Human Resource
Development (MHRD), Government of India is a descriptive framework that provides a common reference for
linking various qualifications. It is used for setting common principles and guidelines for a nationally
recognized qualification system covering Schools, Vocational Education and Training Institutions, Technical
Education Institutions, and Universities/Colleges.
The NSQF organizes qualifications according to a series of levels of knowledge and skills. These levels are
defined in terms of learning outcomes i.e., the competencies (knowledge, skills and attitude) which the
learners must possess regardless of whether they were acquired through formal, non-formal or informal
education and training system. Qualifications are made up of occupational standards for specific areas of
learning units or unit of competency. Units of competency are the specification of knowledge and skill and the
application of that knowledge and skill to the standard of performance expected in the workplace. The Unit of
competency or National Occupation Standards comprising generic and technical competencies an employee
should possess are laid down by the Sector Skill Council of the respective economic or social sector.
The competency based curriculum is broken down into coherent parts known as Units. Each unit is further
broken down into knowledge and skills on the basis of which evidence is to be provided by the learner and
the evaluation is to be done by the teacher or trainer.
After successful completion of this course from Level 1 (Class 9) to level 4 (Class 12), students will be able
to perform job role of IT Service Desk Attendant. Student can also go for higher education in degree courses
in engineering and science science stream.
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ABOUT THE SECTOR
Information Technology (IT) and Information Technology-enabled Services (ITeS) are one of the most
significant growth catalysts for the Indian economy. IT industry has not only influenced the employment
prospects of the people but also affected the social lives of the people through networking and social
websites. The major segments of the Industry are IT Services, Business Process Outsourcing (BPO),
engineering services, research and development and products. IT Products being manufactured in India
include personal computers, servers, workstations, supercomputers, data processing equipment, printers,
digitizers, networking products, etc. Much of the IT related activities are centred on services in Banking,
Financial Services, and Insurance (BFSI), Telecommunication, Manufacturing, and Retail.
Indian IT Industry has been contributing substantially to India's GDP, exports and employment. The
sector is responsible for enabling employment to an additional 8.9 million people in various associated
sectors – catering, security, transportation, housekeeping, etc – many of whom belong to rural areas/small
towns in India. It has grown tremendously over the last 15 years. The industry had about 1,50,000
employees in 1993, and around 5,00,000 employees in 1999 but today, the industry employs around 2.2
million employees. The IT/ITES exports have grown to a staggering US$ 46.3 billion in 2008-09, the IT sector
currently employing 2.2 million professionals directly and another 8 million people indirectly accounts for over
5% of GDP, a majority of the Fortune 500 and Global 2000 corporations are sourcing IT/ITES from India and
it is the premier destination for the global sourcing of IT/ITES accounting for 55% of the global market in
offshore IT services and garnering 35% of the ITES/BPO market.
It is expected that with the launch of the ultra low-cost Aakaash tablets exclusively for students, use of
information technology will increase. Internet has made revolutionary changes with possibilities of e-filing
Income Tax returns or applying for passports online or railway e-ticketing. With an Internet user-base of over
125 million, which is likely to grow to about half-a-billion over the next few years, and an established mobile
base of 950 million, coupled with a large and talented pool of human resources, India will be a key player in
the cyber-world.
Sn Level 1 (Calss 9) Hrs Level 2 (Calss 10) Hrs Level 3 (Calss 11) Hrs Level 4 (Calss 12) Hrs
1 Functional English 30 Functional English 30 Functional English 40 Functional English 40
2 Computer Fundamentals 30 Web Applications 20 Digital Literacy 20 Word Processing 40
3 Mastering Typing 20 Word Processing 30 Word Processing 30 Spreadsheet 40
4 Word Processing 30 Spreadsheet 30 Spreadsheet 30 Digital Presentation 40
5 Spreadsheet 30 DigitalPresentation 30 Digital Presentation 30 Email Messaging 40
6 Digital Presentation 30 Email Messaging 30 Email Messaging 30 Web Designing 60
7 Email Messaging 30 Database 30 Computer Networks 40 Project Work 40
Development
8 Web Designing 1&2 80
Total Hours 200 Total Hours 200 Total Hours 300 Total Hours 300
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OBJECTIVES OF THE COURSE
Upon completion of this course, you will be able to:

 Frame standard sentences in English for introducing yourself, greeting others, expressing about your
family, telling time, asking questions, describing weather, expressing likes and dislikes, inviting
people, etc.
 Describe the role and functions of various parts of computers.
 Demonstrate the use of various hardware and software in basic operations, such as creating and
managing files and folder, changing display, and mouse properties, using Internet and world wide
web, using digital media devices.
 Demonstrate the knowledge of preventing harm from natural and human threats.
 Demonstrate the ability to perform touch typing.
 Demonstrate the use of word processor in creating, editing, formatting and printing a document.
 Demonstrate the use of spreadsheet program in creating spreadsheet, entering and editing data,
entering formulae for calculations, formatting cells, preparing stock register, inserting currency
symbol, checking and correcting spelling errors, applying borders and different styles, and printing
worksheets.
 Demonstrate the use of digital presentation software in creating, editing, formatting and printing
slides and making presentations.
 Demonstrate the knowledge of opening and operating an email account for reading, composing,
editing, sending, forwarding and managing email messages.
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Classroom Activities: Classroom activities are an integral part of this programme and interactive lecture
sessions, followed by discussions should be conducted by trained teachers. Teachers should make effective
use of a variety of instructional aids, such as Videos, Colour Slides, Charts, Diagrams, Models, Exhibits,
Handouts, Recorded Compact Discs, etc. to transmit knowledge in projective and interactive mode.
Practical Activities: Activities that provide practical experience through case based problems, role play,
games, etc. and practical exercises using props, tools and equipment should be regularly organized off-the-
job and on-the-job. Equipment and supplies should be provided to enhance hands-on experiences to
students in the chosen occupation. Trained personnel should teach specialized techniques such as
dismantling and assembling of computer parts, servicing of computers, operating software programming, etc.
On-the-Job Training: On-the-job training (OJT) occurs whenever more experienced employee or supervisor
teaches less experienced person on how to do one or more tasks of a job. The training utilizes actual
equipment and materials. OJT should be undertaken in a structured manner with a training plan under the
supervision of an experienced trainer or supervisor. A training plan that reflects tasks to be performed and
competencies to be imparted should be prepared and signed by the student, teacher, and supervisor at the
workplace for training of the students in the organization/industry. The trainer should break down all the steps
of the job and train the students as per the training plan. In a structured OJT, the following steps should be
followed:
Step 1: The Instructor or the trainer tell, show, demonstrate, and explain. The trainer gives an overview of
the task while explaining the constructional details and use of the tools, equipment, materials, etc. in
performing the tasks.
Step 2: The Instructor or the trainer demonstrates each step in detail, actually doing the steps of the task
and explaining each step, one at a time, while the trainee watches. The steps may not necessarily be
demonstrated in the sequence of actual operation, as sometimes it is better that simple tasks are
demonstrated first to build confidence. Showing finished products at each appropriate step will help the
leaner understand what is required as outcome. While demonstrating, the trainer explains why each step is
done in the way it is done.
Step 3: It involves direct trainee participation. The trainer monitors the progress on a checklist of
competencies and offers feedback and pointers where and when needed.
Step 4: The trainee practices with clearly defined targets for performance standards.
Certification: Upon successful completion of this course, the State Education Board and the IT-ITeS Sector
Skill Council will provide a certificate to the student verifying the competencies acquired by the student. For
more details about SSC visit the website of NASSCOM at http://www.nasscom.in/itites-sector-skill-council.
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COMPETENCY BASED CURRICULUM FOR NSQF LEVEL 1 (CLASS 9)
Sector: IT/ITES, Job Role: IT SERVICE DESK ATTENDANT
Objectives:
Upon completion of this course, students will be able to:
• Get familiar with the Computer System Fundamentals and Computer Organization
• Learn basic principles of using operating system Windows and Linux
• Access the Internet to search information
• Learn use e-mail for sending and receiving mails
• Learn basic word processing, spreadsheet and presentation skills with LibreOffice
Course Structure: This course (vocational qualification package) is a planned sequence of instructions
consisting of the following modules, called as Units.
Sn Unit Code Unit Title Theory Practical Total

1 IT-SDA-101 Functional English (Basic) 20 10 30
2 IT-SDA-102 Fundamentals of Computer 15 15 30
3 IT-SDA-103 Mastering Typing 5 15 20
4 IT-SDA-104 Word Processor (Basic) 15 15 30
5 IT-SDA-105 Spreadsheet (Basic) 15 15 30
6 IT-SDA-106 Digital Presentation (Basic) 15 15 30
7 IT-SDA-107 Email Messaging (Basic) 15 15 30
Total Hours 100 100 200
RELEVANT SKILLS (Generic)
• Reading skill
• Writing skill
• Communication skill
• Language skill
• Behavioral skill
• Observation
• Listing skill
• Analytical skill
• Presence of mind
• Helping
• Decision making
• Arranging
Teaching and Training Methods: Theory with Demonstration and Practical Hands on
Location for Training: Classroom and Practical Laboratory
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UNIT CODE & TITLE IT-SDA-101: Functional English (Basic)
UNIT DESCRIPTOR This is a basic unit to improve the communication skills in English languages. It
covers the topics on introductory communication in English. Student can frame the
simple sentences and communicate with others using these sentences.
DURATION 30 Hours (Theory & Demonstration: 20 Hours, Practical Hands on: 10 Hours)
Sn LEARNING OUTCOME PERFORMANCE CRITERIA RELEVANT KNOWLEDGE

1 Introduce self Introduce self to others using Importance of introducing oneself in
appropriate sentences and body different occasions/ situations
language
2 Greet others Greet friends by appropriate words and Importance and ways of greeting
body language people
Greet strangers using standard
sentences
3 Make sentences to Make simple sentences for telling Importance of family and relations
express about one's about one’s family
family
4 Make sentences to tell Make sentences to tell the time Importance of punctuality
the time
5 Frame questions Frame correct questions appropriate to Words generally used for framing
properly the situation and need questions
6 Describe people, things Frame sentences for describing Adjectives generally used for
and places people, things and places describing people, things and places
7 Describe weather Frame sentences for describing Adjectives generally used for
weather describing weather
8 Frame complete Frame complete sentences Identify subject and verb in a sentence
sentences
9 Make sentences for Frame correct sentences to express Words and it meaning used for
expressing the likes and feelings about the likes and dislikes. expressing likes and dislikes
dislikes
10 Make sentences for Frame correct sentences to express Words generally used for expressing
expressing strengths strengths and weaknesses strengths and weaknesses
and weaknesses
11 Make sentences to Frame correct sentences to express Words generally used for expressing
express about strengths and weaknesses aspirations
aspirations
12 Tell about the Frame correct sentences for Importance of values in one’s life
importance of values expressing about values
13 Make sentences to use Frame sentences for making use of Difference between countable and
quantifiers countable and uncountable nouns uncountable nouns
14 Frame sentences for Frame sentences for inviting people on Difference in conversations for inviting
inviting people different occasions people on various occasions
15 Frame sentences for Frame sentences that are generally Words that are generally used when
conversing with people used when shopping for necessities shopping for necessities
when shopping
16 Frame sentences for Frame sentences generally used when Words generally used when asking for
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asking the price asking for the price of products the price of the product
17 Frame sentences for Frame sentences generally used for Words generally used when
negotiation negotiations negotiating
18 Differentiate between Frame sentences using homonym and Meaning of homonyms and
homonyms/ homophone words homophones
homophones
UNIT CODE & TITLE IT-SDA-102: Fundamentals of Computer

UNIT DESCRIPTOR This unit on fundamentals of computer provides the basic skill to operate the
computer and peripheral devices. It gives the knowledge of various parts of
computer, their functioning and how to use the operating system and simple
applications.
DURATION 30 Hours (Theory & Demonstration: 15 Hours, Practical Hands on: 15 Hours)

1 Describe the role of Identify the various components of a Role and importance of computers in
computers in different computer system bank, medical, business, science,
fields Enlist the various types of computer education, media, travel and ticketing,
and their configuration weather prediction, sports, arts and
entertainment, social media, mobile
Enlist the various types of software computing, research, publishing, etc.
and their uses
2 Describe the use of Identify the various parts of computer Functions of Central Processing Unit
various parts of Connect the cables to the Central (CPU)
computer Processing Unit Random Access Memory (RAM) and
Demonstrate the use of mouse Read Only Memory (ROM)
3 Describe the Identify various ports in a CPU Various input/ output devices
functioning of computer Draw a basic diagram of computer Functions of different units in a
system system and label computer system
4 Classify different types Identify the various types of Various terms generally used in
of computers and the computers selecting and classifying computers
role of memory Demonstrate the importance of Factors affecting computer
memory and role of memory in performance
computer functioning Role of memory in functioning
computer
5 Describe the various Demonstrate the procedure of starting Use of mouse and keyboard
keys of keyboard and and shutting down a computer Use of various function keys and
use of mouse Demonstrate the use of mouse special keys
Use of left and right buttons and the
scroll wheel of a mouse
6 Describe the features Identify the key components of a Functions of operating system
and functions of
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operating system desktop- task bar, icons, menu, etc. Menu, icons, task bar on the desktop
Create and manage files and folders
7 Describe the various Demonstrare to create, delete rename Utility of files and folders.
operations performed a file and folder Procedure of creating files and folders
on files and folders Restore files from recycle bin
Save files in folders and sub-folders
8 Describe the uses of Connect to the Internet Different types of connections and the
Internet Open and close a search engine procedure of connecting to the
Internet
Search the desired information using
a search engine Meaning of bandwidth
Websites and search engines
9 Search information Open and close web browser Basic components of world wide web
using world wide web Enter the URL on the address bar Abbreviations used for expressing the
Open a search engine and type the universal resource locater (URL)
key word for searching Concept of e-commerce
Demonstrate to book ticket on
Internet
10 Describe the use of Enlist various input and output digital nput and output digital media devices
digital media devices media devices – printers, web cams, scanners,
Connect media devices to computer camcorder, etc.
Demonstrate the use of media
devices.
Add and remove hardware and
software
11 Describe various Demonstrate the knowledge of Meaning of natural and human threat
measures to protect preventing harm to computers from Various measures to protect a
computer against natural and human threats. computer from human threat and
natural and human natural threats
threats
UNIT CODE & TITLE IT-SDA-103: Mastering Typing

UNIT DESCRIPTOR Typing skills is an essential to work on the computer. This unit provides the skills and
techniques of typing in computer system. The skill is imparted by using a software
on typing tutor. Practicing this tutor allows the student to type the correct words and
improve the typing speed.
DURATION 20 Hours (Theory and Demonstration: 5 Hours, Practical Hands on: 15 Hours)

1 Describe the purpose of Demonstrate the use of alphanumeric, Alphanumeric, punctuation and special
various keys on a punctuation and special keys keys
keyboard
2 Demonstrate Demonstrate touch typing Rules to be followed while performing
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touch typing touch typing
3 Describe the various Type a paragraph and interpret results Various levels and bench mark in rapid
level in rapid typing with regard to the bench marks in typing software
software and its use typing
4 Describe the procedure Demonstrate the knowledge of Procedure of viewing and analyzing
of viewing and analyzing statistics section of typing tutor for statistics of the progress in typing
statistics of the progress assessing the progress in typing
in typing
5 Demonstrate the use of Demonstrate the use of lesson editor Procedure for using lesson editor in
lesson editor for touch adding a new lesson and learning
typing typing
UNIT CODE & TITLE IT-SDA-104: Word Processing (Basic)

UNIT DESCRIPTOR Word processing skills are the first hand skill required for any office operation,
creating a document, letter etc. This unit provides the basic skills in word processing.

1 Getting Started with Open and close a word processor Use of word processing software in
Word Processor creating, editing and saving
Create and open a word document file documents
Type words in the text area Different word processing software
2 Edit and save documents Type a given passage Procedure adopted for opening,
editing and saving a file
Edit the passage and save the file
3 Identify the elements of Identify various elements of user Various elements of user interface
user interface interface and describe their uses
4 Format a document by Demonstrate the knowledge of the use Use of various text formatting tool bars
applying bold, italics, of text formatting tool bars for for formatting
underline performing the Bold, Italic, Underline
5 Check and replace the Demonstrate the procedure of Procedures of checking spelling errors
spelling errors using spell checking spelling errors and correcting and correcting them – using mouse
and grammar check them using mouse and menu and menu
6 Use thesaurus and Demonstrate the procedure of using Procedures of using thesaurus and
synonym features thesaurus and synonym features synonym features
7 Apply copy-paste and Demonstrate the procedure for Procedure for copying and pasting text
cut-paste copying and pasting text and moving and moving text
text
8 Use “find and replace” Demonstrate the “find and replace” Utility of the feature - find and replace
feature to find and feature for finding and replacing word
replace word in a in a document
document
9 Create list of items using Demonstrate the procedure of Bullets and numbering formats
bulletes and numbering applying bullets and numbering to text Ordered and unordered list
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10 Set or change font style Demonstrate the procedure of Procedure of changing font style and
and size changing font style and size size
11 Align the text Perform left, right and centre Procedure of aligning a text.
alignment of text
12 View a document Demonstrate the use of various Use of print layout, full screen reading,
options of “View tab” web layout, outline and draft features
of viewing the document
13 Print a document Use of different print settings Various features of print command
Print a word document
14 Create table in a Create/ insert a table with specified Procedure of creating table
document number of rows and columns
15 Format a table Format a table using “Design tab” and Procedure of formatting a table
“Layout” feature in formatting a table
16 Convert text to a table Convert text into table Procedure of converting text to a table
and table to text and table to text
Convert table to text
17 Add borders to pages, Set border in a page Procedure of setting borders to a

paragraphs text page, paragraph and text
Set border on a selected text
18 Add shadings to pages, Apply shades to a page, paragraph Procedure of shading a page,
paragraphs text and text paragraphs and text
19 Preview a document, Set page margins and page Procedure of previewing a document,
adjust margins and orientation (portrait or landscape) adjusting margin and orientation
orientation
20 Align text using tabs Align text using tabs Types of tabs – centre, left, and right
UNIT CODE & TITLE IT-SDA-105: Spredsheet (Basic)

UNIT DESCRIPTOR Charting and numerical processing is generally performed in the spreadsheet
application. This unit provides the basic skills in creating, opening, saving and
managing the spreadsheet.

1 Introduce witth Identify the elements of spreadsheet Key features of a spreadsheet
spreadsheet software
Start the spreadsheet application
Create spreadsheet
2 Open, save and a close Open an existing spreadsheet Procedure for opening, closing and
spreadsheet saving a spreadsheet
Insert data in cells
Save spreadsheet with a file name
Close spreadsheet document
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3 Enter data in a Enter different forms of data in a Different data types that can be
spreadsheet spreadsheet inserted in a spreadsheet
4 Perform basic Enter the formula at the appropriate Procedure of entering formula for
calculations – addition cell for adding the figures addition
calculations – subtraction cell for subtraction subtraction
calculations – cell for multiplication multiplication
multiplication
7 Perform basic Enter the formula at the appropriate Entering formula for division
calculations – division cell for division
8 Insert column and rows Insert and remove rows and columns Modify rows and columns
in a spreadsheet
Merge rows and columns
9 Format cells and Adjust size of the text Formatting a cell
contents Set background color of cell & cell
border
Change cell properties
10 Customize the interface Demonstrate adding and removing Customizing the interface
icons and buttons from ribbon
11 Use a currency symbol in Demonstrate the knowledge of Inserting currency symbol
spreadsheet inserting the currency symbol in the
cell
13 Format the cell contents Change the format, style and size in Formatting a cell
cell
14 Delete column and row Delete column and row Deleting column & row
15 Use spell check in a Demonstrate and use spell check Checking spelling in spreadsheet
spreadsheet button for checking spellings in a
spreadsheet
16 Assign border to cells Adjust cell layout Applying border on spreadsheet
Use various options for setting border
17 Apply colors and styles Apply different colors and styles on Applying colors on spreadsheet
to cells border
18 Manage worksheet Demonstrate the knowledge of adding, Adding, removing and creating a
removing and creating a worksheet worksheet
19 Preview and print a Preview spreadsheet in print preview Printing a spreadsheet
spreadsheet Set basic printer options to print a
spreadsheet
Print selected part of spreadsheet
Print the spreadsheet
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UNIT CODE & TITLE IT-SDA-106: Digital Presentation (Basic)
UNIT DESCRIPTOR This unit provides the understanding of digital presentation. The presentation is
prepared in the presentation application. It gives the skills and knowledge about the
presentation package and how to create and show the presentation to the audience.

1 Introduce with digital Identify elements of user interface Various presentation software
presentation Open existing presentation popularly used for preparing
presentation
Use of various tabs, ribbons and icons
2 Create, save and close Start digital presentation software Procedure of creating and saving
presentation Open a new file for presentation presentation
Select the template for the new
presentation
Create new presentation
Save a presentation
Select appropriate design and layout
Change the background of the slides
3 Create a simple Insert or create text boxes Procedure of creating text boxes
presentation Add text to the text boxes
4 View a presentation View the presentation in different ways Different views of presentation
5 Change font size, style Add text in a slide of the presentation Procedure of changing font size, style
and colour of the text Change font style, size and text colour and colour of the text
6 Edit text, font style and Align the text left, right and centre Procedure of editing text
colors in presentation Make the text bold, italic and underline
Change the text box background
colour
Create bulleted and numbered list
7 Insert image in slides Insert an image in a slide Procedure of inserting image in a slide
Resize the image
Rotate the image
8 Insert shapes and Insert graphics and shapes in the Procedure of adding shapes and
graphics in presentation slides graphics
Move and adjust shapes in Procedure of adding clipart
presentation
Adjust image size
Insert clip art in a slide
9 Apply themes to the Create a presentation Procedure of applying themes to the
presentation Apply appropriate theme presentation
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Save the presentation
10 Change design of the Create a presentation Procedure of changing design of the
presentation Use a background style option for presentation
changing the design of presentation
11 Arrange, delete and add Create a presentation Procedure of arranging, deleting and
slide – slide sorter view Use slide sorter option to rearrange adding slide
Move the slides
Add slides between two slides
Delete the slides
12 Print a presentation Create a presentation Describe the procedure of saving and
Print a slide printing a presentation
Print handouts with 2,4, and 6 slides
UNIT CODE & TITLE IT-SDA-107: E-mail Messaging (Basic)

UNIT DESCRIPTOR This unit provides the skill in using Email messaging for sending and receiving
emails, and using different features of email application.

1 Introduce with e-mail Identify the various elements of the Purpose of e-mail service, elements of
service email message email, email message format
2 Create an E-mail account Open an e-mail account with Gmail Procedure of creating an e-mail
in Gmail Sign in an email account account with Gmail
Logout an email account
3 Create an E-mail account Open an e-mail account with Outlook Procedure of creating an e-mail
in Outlook Login/ Sign in an email account account with outlook
Logout an email account
4 Link email address to Demonstrate the knowledge of linking Procedure of linking email address to
email application email address with Outlook email application
5 Introduce with email Sign in the email account and observe Email interface and componets of
interface the email interface email interface
Identify and name the various Use and working of each componet of
componets of email interface email interface
6 Compos email messages Sign in email account, add signature, Procedure of creating/composing
Compose message and subject line, email messages
Prepare a draft message
Open, Edit and Send message
7 Receive and respond to Sign in email account Procedure of opening and responding
the email messages Read the message in the inbox to the email messages
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Prepare reply to the message
Forward the message to a recipient
8 Format email message Demonstrate text aligning, Procedure of aligning the text in the
and checking for spelling Bold, underline and italicize the text message and checking and correcting
errors the spellings
Check and correct the spelling errors
9 Attach files and images Compose a new message Procedure of attaching file to the email
with e-mail message Attach text and image file with the message
message
Send message
10 Use help feature for Write appropriate key word and use Procedure of using help for finding
finding solutions to the the index for finding solutions to the solutions to the problems
problems problems
11 Print email message Sign in email account Procedure of printing a message
Read the message in inbox
Print email message using options
12 Organize emails and Create a contact Procedure of organizing and
manage contacts Edit a contact managing emails
Add contacts to contact group
Delete a contact
13 Organize email Demonstrate the knowledge of Procedure of creating, moving and
messages using folders creating, renaming, moving and deleting folders
deleting folders
Demonstrate the procedure of
transferring emails to the folders
18
Objectives:

1 IT-SDA-201 Functional English (Indermediate) 20 10 30
2 IT-SDA-202 Web Applications (Basic) 05 15 20
3 IT-SDA-203 Word Processing (Intermediate) 15 15 30
4 IT-SDA-204 Spreadsheet (Intermediate) 15 15 30
5 IT-SDA-205 Digital Presentation (Intermediate) 15 15 30
6 IT-SDA-206 Email Messaging (Intermediate) 15 15 30
7 IT-SDA-207 Database Development 15 15 30

• Reading skill
• Writing skill
• Language skill
• Observation
• Listing skill
• Decision making
• Arranging
• Processing
19
UNIT CODE & TITLE IT-SDA-201: Functional English (Intermediate)
UNIT DESCRIPTOR This is a basic unit to develop communication in English language by way of
learning and using the functional English in our daily life conversations. It develops
the understanding and improve communication skills in English.

1 Order Food at a Frame the sentences used for Ways of ordering food at restaurants
Restaurant ordering food in the restaurant
2 Making Resolutions Frame multiple sentences used for Importance of resolutions
making resolutions
3 Talking about Change Identifying the Active voice and Grammatical ways of talking about
passive voice sentences changes
4 Planning an Outing Identifying the correct/incorrect use of Different types of sentences for
the pronouns planning an outing
5 Narrating a Story Identifying and writing the sentences Ways to effectively narrate a story
using correct tenses using correct tense
6 Describing a Known Combine the phrases to describe a Known places using adjectives and
Place known place adverbs
7 Giving Directions Give sentences to describe different Different words used for giving
route from a route chart directions using prepositions
8 Describing an Event Using odd one out of the correct Event place using effective verbal
sentences for describing an event
9 Recounting an Recounts the sentences to tell about a Past events by retelling the events
Experience story or an event in the sequence in which they
occurred
10 Finding a Place to Stay Change the sentences into different Place to stay
types of tenses
11 Saying No Describe the appropriate ways of Effective grammatical ways of saying
saying No in different situations No
12 Describing a Lost Item Finding out the correct word from Ways of describing a lost item
information to describe a lost item
13 Appreciating Someone State appreciation styles in different Different ways of appreciating
situations someone at workplace, home, etc.
14 Attending a Phone Call Explain the appropriate way to Different styles for attending a phone
respond on phone call in different call in different situations
situations
15 Giving Instructions Describe ways of giving instructions in Appropriate prepositions to be used
multiple situations while giving instructions
16 Registering a Complaint Rearranging the sentences for logging Different ways of registering a
the complaint complaint in different situations
17 Calling up to Find about Use correct words for sentences used Enlists the sentences used while
a Job Vacancy for job vacancy finding call calling for finding a job vacancy
18 Writing a Resume Enlist the parameters and formats be Different formats, cover letter,
included in resume inclusions, etc. of a resume
20
19 Writing a Covering Letter Write cover letter for any specific Cover letters in different formats
occupation
20 Facing an Interview Enlist the common interview questions Common interview questions
and their answers
21 Taking a Telephonic Explain telephonic interview statement Standards of a telephonic interview
Interview Answer the typical interview questions
22 Accepting a Job Offer Explain the formats/words/phrases Points included while accepting a job
used while accepting a Job offer offer
UNIT CODE & TITLE IT-SDA-202: Web Applications (Basic)

UNIT DESCRIPTOR This unit develops the skills and knowledge for using various Internet applications
such as instant messaging, Google talk, using and publishing blogs etc.

1 Use accessibility Activate the required Different types of impaired computer
options accessibility options in the users, various accessibility options for
operating system for different types of different impaired groups
impaired users
2 Use computer in network Demonstrate the different wired and Introduction to network fundamentals
environment wireless network and network connections – wired and
connections Demonstrate the process wireless
to connect with Internet Internet and its connectivity
3 Use instant messaging Create account in various instant Instant messaging services, creating
services on the Internet messaging services account and using instant messaging
Use instant messaging services
4 Use Google talk for Chat using Chatting
chatting with a contact Google talk Features of Google talk
5 Create and Publish Web Demonstrate the creation and Web pages and blogs
Pages – Blog publishing of web pages and blogs Creating pages and blogs
Publishing pages and blogs
6 Use blog editors off-line Demonstrate the use of off-line blog Off-line blog editors
editors How to use off-line blog editors
UNIT CODE & TITLE IT-SDA-203: Word Processing (Intermediate)

UNIT DESCRIPTOR This unit develops the word processing skills. It covers the topics on formatting the
document, using document template and elementary features of word processing.

1 Insert headers and Demonstrate to insert headers and Use of headers and footers in word
footers in the document footers in different format in the word document
document Procedure to insert headers and
21
footers in a document
2 Format the document Demonstrate formatting of page using What is formatting?
different formatting options, changing Procedure of formatting a document
portrait orientation to landscape
3 Use document template Demonstrate the use of template on Advantages of using documents
word document template in preparing a document
Steps to be followed to apply template
on word document
4 Use page break and Demonstrate the procedure of Page and section in a document
section break breaking a page and a section Use of page break and section break
5 Usage of clip art in the Demonstrate the use of clip art in word What is clipart, advantages of using
document document clip art in document
6 Insert symbols, images Demonstrate the use of symbols in Advantages of inserting graphics and
and graphics shape word document images in a word document
Demonstrate the use of images and Use of symbols in a word document
graphic shapes
7 Describe the process of Demonstrate a process of inserting Process of inserting water marks in
inserting watermark in watermark in a document word document
word document
8 Describe the process of Demonstrate the process of Process of performing calculation on
performing calculation on performing calculation on tabular data tabular data
tabular data in word
document
9 Describe the process of Demonstrate the procedure of editing Use of crop and resize tools for image
editing image images editing
10 Use text wrapping Create a document and demonstrate What is text wrapping?
feature the text wrapping feature How to perform text wrapping
11 Insert different objects in Demonstrate the process of inserting Different types of objects, advantages
the document different different objects like symbols, of using different objects in the
shapes and images in the document document, Inserting the object in the
document
12 Create complex Demonstrate the use of ‘SmartArt’ Advantage of using ‘SmartArt’ feature
Illustrations with feature for creating complex Illustration
‘SmartArt’
UNIT CODE & TITLE IT-SDA-204: Spreadsheet (Intermediate)

UNIT DESCRIPTOR This unit develops the intermediate skills in spreadsheet application. It covers the
topics on page layout, conditional formatting, using formula for sum of cell values
and other intermediate skills in spredsheet application.

1 Perform sum of cell Creating a spreadsheet having student Use of autosum in spreadsheet
values using autosum names and marks obtained and apply How to perform a autosum functions to
autosum for totaling the marks perform addition in spread sheet
22
2 Perform conditional Creating spread sheet using different What is conditional formatting
formatting of the cells styles and rules of conditional Different styles and rules of conditional
formatting formatting
3 Hide, unhide and freeze Creating the spread sheet using How to Hide / Unhide / Rows and
rows and columns Hiding/ unhiding rows and columns Columns
Creating the spread sheet using How to Freeze Rows and Columns
freezing the rows and columns What is the use of Hide / Unhide /
Freeze Rows and Columns
4 Set page break Creating the spreadsheet having How to use a page break option in a
multiple page breaks spreadsheet
5 Set page layout Creating the spreadsheet using How to layout the page in spreadsheet
different options available in page Different options available in page
layout (Margins, Orientation, headers layout
and footers, Hide or display grid lines,
page size, define the print area,
specify the background)
6 Display the workbook in Demonstrate the advantages of Advantages of showing workbook
different views showing workbook records in different records in different views like: Normal
views like: Normal Page Layout, Page Page Layout, Page Break Preview,
Break Preview, Custom view, Full Custom view, Full Screen view etc.
Screen views in worksheet
7 Name the cell and cell Creating spreadsheet naming cell and Advantage of naming the cell/ cell
range naming cell range using different range
examples How to assign a name to an individual
cell as well as to the cell range
8 Create and format charts Creating charts using different Advantages of making charts
elements like: hart area, plot area, Procedure of making charts
data points, horizontal and vertical Different elements used in charts
axis, legend, chart and axis title, data Different types of chart
label Formating the charts
Creating different types of charts,
modifying and formatting them
9 Sort and filter data Demonstrate the use of sort and filter Advantages of sorting and filtering
feature of spreadsheet using different data
data How to sort and filter records
10 Calculate data across Creating a worksheet for calculating How to calculate data across rows
worksheets data across the rows and columns and columns
11 Linking the cells in Creating multiple workbooks and Advantage of linking the cells in
multiple workbooks establishing the linkages between multiple workbooks
various cells Options to link the cells in multiple
workbooks
12 Share worksheet data Creating a worksheet and sharing it for Advantage of sharing worksheet data
updating the data
23
UNIT CODE & TITLE IT-SDA-205: Digital Presentation (Intermediate)
UNIT DESCRIPTOR This unit develops the intermediate skills in digital presentation. It covers the topics
on inserting table, chart, picture, movie, objects as well as grouping objects.

1 Insert movie in Creating a presentation having movie Advantages of inserting movie in
presentation Procedure of animating graphical presentation
object in a slide How to insert movie in presentation
2 Insert audio clips in Creating a presentation having Audio Advantages of inserting audio clips in
presentation Clips presentation
How to insert Audio Clips in
presentation
3 Insert table in a Creating presentation by importing Procedure of inserting table in a
presentation table from another application presentation, importing table from
different application
How to format a table in a presentation
4 Use charts in Demonstrate the procedure of creating Procedure of inserting charts in a slide
presentation chart for the presentation Advantage of using charts in a
presentation
5 Insert transitions and Creating presentation by inserting Procedure of inserting transitions and
animations transitions and animations animations
6 Grouping objects Creating presentation by grouping Advantage of grouping objects
objects Grouping Objects in presentation
7 Insert speaker notes Creating presentation by inserting How to insert speakers note
speakers note
8 Review content Reviewing the contents of How to review content
presentations
9 Prepare to deliver the Delivering presentation by choosing How to deliver the presentation
presentation the appropriate way as per the
availability of equipments
10 Print a presentation Print the presentation in handout Various print formats of presentation
format
UNIT CODE & TITLE IT-SDA-206: E-mail Messaging (Intermediate)

UNIT DESCRIPTOR This unit develops the intermediate skills in email messaging. It covers the topics on
managing calendar, appointments, meetings etc.

1 Manage calendar Enlist the steps to manage (add, edit, Concept of time management
delete) schedule in e-mail calendar How to utilizes the calender
2 Manage appointments Scheduling (add, edit and delete) Schedule an appointments in
appointments in e-mail calendar calenders
24
3 Categorize an Categorizing an appointments as per Paramets for categorizing the
appointments our priorities appointments
4 Share and print Sharing the calendar with others and Use of sharing,
calender Printing a calender How to share and print the calendar
5 Create a meeting Sending meeting request to multiple How to send meeting request to user
request user
6 Respond to a meeting Responding to a meeting request sent How to respond to a meeting request
request by the host
7 Create and edit a task Enlist the created tasks that can be Process for creating and editing the
edited with save options tasks
Prepare a process flow diagram for
creating and editing the tasks
8 Create and edit a note Prepare a process flow diagram for Process flow diagram for creating and
editing and saving the Note editing the Note
9 Create and edit a Create and edit Journal entries Journal entry and process to create
journal entry and edit a journal entry
UNIT CODE & TITLE IT-SDA-206: Database Development (Basic)

UNIT DESCRIPTOR This unit develops the basic skills in database development. It covers the topics on
introduction to database concepts, creating database objects and tables, using table
for data manipulation etc.

1 Introduce with database Creating table as per DBMS DBMS and Database concepts
concepts
2 Store data in table Store data in tables as per data types How to store Data in a table
(Numeric, alphanumeric, binary type, Concept of row, column, database
date & time, other variable types), fields, data types, primary key etc
Create data fields with primary key
3 Manipulate with data Demonstrate the commands to retrieve Data manipulation and retrieval
the records as per the requirement mechanism
4 Create a database Creating database objects What is database objects
object How to create database objects
5 Create a table Creating table in DBMS Process to create table in DBMS
6 Build forms Creating forms in DBMS What is form and how to create form
7 Create and manage Creating and executing the queries in Procedure to create and manage
queries the database Queries
8 Design reports Designing a report What is report, Designing a report from
database
25

Objectives:

1 IT-SDA-301 Functional English (Advanced) 30 10 40
2 IT-SDA-302 Digital Literacy 10 10 20
3 IT-SDA-303 Word Processing (Advanced) 15 15 30
4 IT-SDA-304 Spreadsheet (Advanced) 15 15 30
5 IT-SDA-305 Digital Presentation (Advanced) 15 15 30
6 IT-SDA-306 Email Messaging (Advanced) 15 15 30
7 IT-SDA-307 Computer Networks 20 20 40
8 IT-SDA-308 Web Designing Part 1 20 20 40
9 IT-SDA-309 Web Designing Part 2 20 20 40

• Reading skill
• Writing skill
• Language skill
• Observation
• Listing skill
• Decision making
• Arranging
• Processing
26
UNIT CODE & TITLE IT-SDA-301: Functional English (Advanced)
UNIT DESCRIPTOR This unit develops the English lanbguage skills required for reading, writing and
communication.

1 Dress and Hygiene Explain the importance of dress and Reasons for maintaining/ following a
hygiene good hygiene
Maintain good hygiene Common terms used about dress and
hygiene
2 Preparing a Daily and Identify the key points to remember The concept of work plan
Weekly Work Plan while planning your daily and weekly Need of work plan
goals
3 The Importance of Identify the use and importance of Importance of computers in today’s
Computers computers in various fields world
4 Identifying different types Explain the advantages and Types of computers
of Computers disadvantages of different types of
computers
5 Computer Brands and Identify the brand ambassador of Categories of computers
Models different computer brands Describes the issues/features which
Identify the features defending the defends the brand
brand Terms related to computer brands and
models
6 Features, advantages Explain FAB of product FAB of the product
and benefits
7 Locating Products Identify the roles and responsibilities Activities of sales representative
of a Sales Representative
8 Complaint Handling Identify the importance of keeping a Nature of a complaint
customer happy Result a complaint has on business
Identify the reasons why customers Different ways of handling a complaint
complain
9 Categorizing Computer Identify various computer related Categorizing
Issues issues in different categories How to categorize products and
understand instructions related to it
10 User Manual Identify the sections of User Manual Purpose of User Manual
11 Cross Selling Identify common terms and phrases Cross selling
used while cross selling a product Methods for cross selling
12 Merchandizing Via Experience the advantages and Online and tele-merchandizing
Technology disadvantages of online and tele- Issues arises in online and tele-
merchandizing merchandizing
13 Product Promotion Identify most common Product Product promotion
27
Promotion methods Different ways of promoting a product
Explain the strategies for a product
promotion by different ways
14 Closing a Deal Close the deal document by following How to close a deal
appropriate procedures Tactics used in closing a deal
15 Stock Count Identify the benefits of Stock Count Tasks involved in a Stock Count
16 Writing a Customer Understand the format of CSR Customer service report
Service Report (CSR) Make a CSR of different complaints Purpose of Customer Service Report
UNIT CODE & TITLE IT-SDA-302: Digital Literacy

UNIT DESCRIPTOR This unit describes the basic understanding of digital literacy required in IT world. It
develops the competency in practicing ethics in digital world, follow copyright laws,
plagiarism and cyberlaws.

1 Explore ethics in Digital Explain the concept of Intellectual Concept of Intellectual property,
world property, ownership and transfer rights ownership and transfer rights
by examples
2 Follow copyright laws, Demonstrate about how to protect the Copyright laws, rights, jurisdiction,
Trademark and Patent document with copyright, validity and symbol, Trademark and
Demonstrate how to use the copyright Patents
documents
3 Explore the plagiarism Demonstrate the process of detecting Concept of Plagiarism, Internet
a plagiarism using appropriate Plagiarism, Detecting Plagiarism
websites
4 Avoiding Violations Demonstrate and follow the best Methods & licensing types for
practices to avoid copyright violations publication, Impact of violation of
copyright laws
5 Cyberlaws Demonstrate the happenings of cyber Cyber crime and cyber laws, places of
crime and its treatment by cyber laws cryber crime, how it occurs, who does
it, effect of cyber crime on the digital
world
UNIT CODE & TITLE IT-SDA-303: Word Processing (Advanced)

UNIT DESCRIPTOR This unit develops the skills in word processing at advanced level. Studnet can learn
and practice the advanced features of word processing.
28
1 Sort, renumber and Demonstrate the sorting process in Process of sorting, sorting type and
customize a list, particular order, order, sorting function, list types,
Multilevel list Demonstrate the process of Renumbering process, Customizing
numbering, renumbering, assigning
bullets and numbers to single and
multilevel list
Demonstrate the various customizing
options
2 Insert watermark in the Demonstrate how to add watermark in What is watermark, Custom
document the document watermark, Adding watermark in a
document
3 Explore and work with Demonstrate how to insert table, rows, Tabulation concept in word processing,
different features of column, change the appearance, style create, delete, select table, Manipulate
table manipulations and properties of table. table properties, select, add, delete
Demonstrate table auto format, rows/ columns in a table, Change
changing size, style, format of table height, width, style and format of table
4 Styling a document with Demonstrate how to create, delete, Importance of style, creating a style,
styles modify and assess style in word assessing style, deleting and modifying
processing a style
5 Insert and work with Demonstrate how to select and delete Importance of themes, default theme,
themes in a document themes to the documents sources of collecting themes, assigning
Demonstrate downloading themes themes to the document, downloading
from Internet themes from the Internet, customizing
a theme
Demonstrate customizing the themes
6 Insert and work with Demonstrate how to insert picture, Options to insert picture, modify picture
pictures in a document compress and resize a picture, crop a and its appearance, compress a
picture, using the appropriate picture picture, resize a picture, crop a picture
editing tools and techniques Picture tools and techniques
Improve picture quality
Apply special effects to picture
7 Insert and work with Demonstrate how to capture screen- What is screen-shot, What is active
screen-shots in a shot and insert in the word document window
document Demonstrate how to format a screen- Insert a screen-shot in a document
shot Format a screen-shot
8 Create Text boxes and Insert text boxes and pull quotes What are text boxes and pull quotes
Pull Quotes Customize the text boxes How to insert text box & pull quotes
Customize text box
9 Insert word art and Assign word art and special effects to Features of word art
other special effects in a the text in a document What is the importance of word art
document Demonstrate how to insert and remove options to insert and remove word art
word art effect to the text in a document
10 Create and use Smart Demonstrate how to create Smart Art What is Smart Art
29
Art in a document diagram, add visual effects to it, modify
the Smart Art contents Smart Art categories, diagram
Adding visual effects to Smart Art
Modifying Smart Art contents
11 Control Text Flow in a Demonstrate how to control the text What is text flow, where it is used, how
document flow in word document to control a text flow in word
processing
UNIT CODE & TITLE IT-SDA-304: Spreadsheet (Advanced)

UNIT DESCRIPTOR This unit develops the skills in spreadsheet at advanced level. Studnet can learn and
practice the advanced features of spreadsheet.

1 Insert and modify Demonstrate how to insert picture and Pictures and clipArts
pictures and clip art in a clipArt in a spreadsheet Procedure to insert picture and clipArt
spreadsheet Demonstrate how to apply effects to Apply effects to pictures and clipArt
picture & clipArt to improve
appearance
2 Draw and modify Demonstrate the process of inserting Shapes in a spreadsheet
shapes in a and modifying shapes in the Process to draw and modify shapes
spreadsheet spreadsheet
3 Illustrate workflow using Demonstrate how to create and modify What is workflow process and
SmartArt graphics in a graphical illustration using workflow SmartArt Graphics
spreadsheet process Procedure to create and modify the
graphics using workflow process
4 Work with Layer and Demonstrate viewing and moving in Layer and group in graphic object
Group graphic objects between layers Viewing and moving in between layers
Demonstrate grouping objects Grouping objects
5 Achieve Goal Seek in a Demonstrate how to achieve goal in Purpose of Goal Seek
spreadsheet spreadsheet data using Goal Seek How to achieve goal in spreadsheet
data using Goal Seek
6 Analyze data with Demonstrate the use of various logical Syntax of logical and lookup functions
Logical and Lookup and lookup functions and test the result Work with logical and lookup function
functions
7 Insert and manage Demonstrate the use of Themes in the Various themes to be used in the
themes in a spreadsheet spredsheet
spreadsheet Demonstrate how to Manage Themes Manage themes in the spreadsheet
in the spreadsheet Download and save themes
Downloading and saving themes
30
8 Create and use Demonstrate how to use built-in What is template
templates in a template How to use built-in template
spreadsheet Demonstrate how to create, download How to create and use template
and use the template in the
spreadsheet Downloading, saving and using the
template
9 Update workbook Demonstrate where the workbook Workbook properties
properties properties exists and how to update it How to update workbook properties
10 Create and edit macros Demonstrate how to create, use and What is macros
edit macros How to create macros
Editing macros
UNIT CODE & TITLE IT-SDA-305: Digital Presentation (Advanced)

UNIT DESCRIPTOR This unit develops the skills in digital presentation at advanced level. Studnet can
learn and practice the advanced features of digital presentation.

1 Work with a design View and use default templates Templates, default templates, using
template default templates, customization of
Demonstrate to Customize the templates
template
Demonstrate how to copy and use
template from other presentation
2 Use the slide master Demonstrate how to work with slide What is slide master, how to work with
mater slide master
Demonstrate how to preserve the slide Preserving the Slide Master
master and use multiple themes
Using Multiple Design Themes
3 Create headers and Demonstrate how to insert header and What is headers and footers
footers footers in the presentation
Header and footer dialog box
Demonstrate how to use various
options in header and footer dialog box
4 Work with the handout Demonstrate how to use handout What is handout master
master master
Creating handout master
Demonstrate how to create handout
master
5 Work with the notes Demonstrate how to use notes master What is notes master
master
Demonstrate how to create notes Creating notes master
master
31
6 Save presentation in Demonstrate how to save the Various options for saving presentation
different format presentation in various formats
File formats and size in various formats
Compare the file size in various
formats of presentation
UNIT CODE & TITLE IT-SDA-306: E-mail Messaging (Advanced)

UNIT DESCRIPTOR This unit develops the skills in Email Messaging at advanced level. Studnet can
learn and practice the advanced features of Email messaging.

1 Change the message Demonstrate how to change the Various message formats in email-
format formatting of email-messaging messaging
Procedures to change the formatting
of email-messaging
2 Create a distribution list Demonstrate how to create distribution What is distribution list or contact
or a Contact Group list or contact group in email- groups in email-messaging
messaging
3 Insert a hyperlink Demonstrate how to insert hyperlink to What is hyperlink

the particular text in email-messaging
Inserting hyperlink in email-messaging
4 Sort and filter messages Demonstrate how to sort an filter email What is sorting and filtering
using multiple criteria using singel or multiple criteria
Sorting and filtering email-messaging
using single and multiple criteria
5 Manage junk email Demonstrate how to manage junk What is junk email
emails
How to manage junk emails
6 Set workdays and time in Demonstrate how to set workdays and How to set workdays and time in a
a calendar time in a calender calender in email-messaging
7 Display an additional Demonstrate how to create and Creating and displaying additional time
time zone display additional time zone using zone using calender software
calender software
8 Set availability options Demonstrate how to set availability Setting the availability using options
using options in email-messaging over the Internet
9 Create calendar groups Demonstrate how to set a calender in Setting the calender in groups
groups
10 Manage automatic Demonstrate how to configure email- Configuration for automatic meeting
meeting responses messaging for automatic meeting responses
32
responses
11 Manually Modify a Demonstrate how to create and modify Create and modify manually journal
journal entry journal entry manually entry
12 Reply to a task request Demonstrate how to reply task request Purpose of task request
UNIT CODE & TITLE IT-SDA-307: Computer Networks

UNIT DESCRIPTOR This unit develops the knowledge and skills in understanding the computer networks
and use the networking features in IT work environment.

1 Introduce with computer Demonstrate the different types of Types of networking
networking computer networks and ways to form
network Networking models
Ways to form networking
2 Explore the OSI Model Demonstrate diagrammati cally the Different layers in OSI Model
different OSI layer in a OSI Model
3 Introduce with different Demonstrate the different networking Basic concepts and terminologies in
network terminologies terminologies by illustrations networking
4 Networking topologies Demonstrate graphically the different Different networking topologies and
and access methods network topologies, access methods access methods
5 Introduce with network Identify the different networking Networking hardware – configuration
hardware – Network hardware devices and demonstrate its and use
Interface Card, Hub, use in networking
Switches, Routers
6 Introduce with various Demonstrate the use of different Different networking protocols
networking protocols networking protocols
7 Introduce with server Demonstrate the features of various List and compare various server
operating system server OS operating systems
8 Introduce with Demonstrate the installation and What is DHCP and DHCP process
networking services - configuration of DHCP
DHCP
9 Networking services – Install and configure networking Name resolution methods

Name resolution, Net services
BIOS, WiNS, DDNS, Net BIOS, WINS, DDNS, Terminal
Terminal services and services and active directory
active directory
33
10 Wireless networking Demonstrate the installation and Introduce to wireless networking
configuration of wireless networking concept and features
11 Wireless security Demonstrate how to establish wireless Wireless security concept and features
security
12 Wide Area Networks Demonstrate the functioning of Wide Concept of Wide Area Network
Area Networks
UNIT CODE & TITLE IT-SDA-307: Web Designing Part 1

UNIT DESCRIPTOR This unit required develop the competency and web designing in HTML, CSS, XML.
It develops the skills in developing and using the web pages in HTML, CSS, ASP,
PHP etc.

1 Introduction to Web Demonstrate the use of HTML for web Introduction to web design tool HTML
Design & HTML page development
2 Create web pages by Demonstrate to develop web pages HTML basic elements and attributes to
using HTML basic tags using HTML basic elements develop web pages
3 Introduce with CSS Use CSS in web development Introduction to CSS
4 Introduce with XML & Demonstrate the use of XML & XHTML Overview of XML & XHTML
XHTML in web development
5 Create web pages using Use Javascript for web development Introduction to JavaScript
JavaScript
Basics of JavaScript
6 Introduce with DHTML, Use DHTML, Ajax and Jquery for web Overview of DHTML, Ajax and JQuery
Ajax and JQuery development
7 Introduce with Web Use web server in web development Overview of IIS and Apache Web
server – IIS and Apache Server
8 Introduce ASP for web Use ASP for web development Overview of ASP
development
9 Introduce PHP for web Use PHP for web development Overview of PHP
development
UNIT CODE & TITLE IT-SDA-308: Web Designing Part 2

UNIT DESCRIPTOR This unit required develop the competency and web designing in implementing
advanced features of web designing. It develops the skills in search engine
optimization.
34

1 Introduc with various Compare the various web development Various web development tools
web development tools tools
2 Create and test Create web pages and view it in the Development and testing of web pages
webpages browser to see the desired output
3 Create website using Create and test web pages using Website templates
templates & importing templates Creating web pages by using
webpages templates
4 Create web pages using Create web pages using common Common HTML elements - lists,
common HTML HTML elements formating text, use spell check and use
elements find and replace
5 Work with tables and Create tables in web pages How to create tables in web pages
cells
6 Work with images Insert images in the web pages How to insert and manipulate image in
web page
7 Insert and work with Insert hyper-links to the text in web How to insert hyper-links in web page
hyperlinks page
8 Insert and work with Link images in the web page How to link images using hyper-links
hyperlinks using images
9 Insert and work with Insert audio and video content in the How to insert audio and video content
audio & video content web site in the website
10 Working with frames, Create frames, inline frames, layers in Frames and layers in web pages
inline frames and layers web pages
11 Insert Hover effect, Assign hover effect, meta elements & What is Hover effect, meta elements &
meta elements & watermark in web pages watermark
watermark
12 Create and work with Create and insert forms in web pages Forms in web pages
forms
13 Work with CSS Use CSS in web pages What is CSS, use of CSS in webpages
14 Work with behaviors Controlling the behaviors of web pages What is the behaviors of web pages
15 Work with compatibility Handle compatibility issues in web site Compatibility issues of website
16 Work with code view, Work with code view, add-ins, snippets Code view, add-ins, snippets and page
add-ins, snippets and and page transitions transitions
page transitions
17 Work with dynamic web Create and use dynamic web Creating and using dynamic web
templates templates templates
18 Search Engine Optimize search engine Search engine and its optimization
Optimization
19 Work with Forms – Create forms and insert it in web page Creating and using forms in web sites
advanced
20 Publish webpages or Host the static and dynamic contents Hosting services and procedures,
websites on the website and test for view Hosting the static and dynamic
contents on the web server
35
Objectives:

1 IT-SDA-401 Functional English (Advanced) 30 10 40
2 IT-SDA-402 Word Processing (Advanced) 20 20 40
3 IT-SDA-403 Spreadsheet (Advanced) 20 20 40
4 IT-SDA-404 Digital Presentation (Advanced) 20 20 40
5 IT-SDA-405 Email Messaging 20 20 40
6 IT-SDA-406 Web Designing 30 30 60
7 IT-SDA-407 Project/ OJT 0 40 40

• Reading skill
• Writing skill
• Language skill
• Observation
• Listing skill
• Helping
• Decision making
• Arranging
• Processing
36
UNIT CODE & TITLE IT-SDA-401: Functional English (More Advanced)
UNIT DESCRIPTOR This unit covers the more advanced features of functional English, which is required
in the IT/ IteS work environment in IT to communicate with clients and customers. It
develops the skills for reading, writing and communication fluently in English.

1 Perform the job of a Describe the role of customer service Duties of customer service
customer service representative representative
representative Describe the skills required to perform Skills required to perform the job of
the job of customer service customer service representative
representative
2 Describe your job Explain how to describe your job How to describe your job
Use connectors and conjunctions Connectors and conjunctions
3 Write a leave Explain how to write a leave Format for writing leave application
application applications
Examples of leave application
Study the samples of leave
applications
4 Being a good team Describe the qualities of good team Qualities of good team player
player player
Role of good team player in various
Perform the role of good team player in situations
various situations
5 Describe about one’s Read the company profile Company profile

company Frame the sentences to describe your Pronouns used to describe your
company company
6 Introduce with Describe Information Technology Definition of Information Technology

Information Technology Describe the use of IT in various areas Application of IT in various areas
List out IT tools and softwares IT tools, hardware and software
7 Introduce with ITES Explain the meaning of ITES industry ITES industry and its meaning
Industry List out the various types of ITES Types of ITES industry
industry
Work of various of ITES industry
Describe the work of various of ITES
industry
8 Communicate List out various communication media Communication media

effectively Frame the sentence for effective Effective communication
communication
Communication skills of various media
Communicate using various media
37
9 Open and close a Describe how to open and close a Procedure to open and close a
customer service call customer service call customer service call
Frame the conversation to open a Types of conversation to open and
service call close a service call
Frame the conversation to close a Conversation to open and close a
service call service call
10 Introduce with Explain the term paraphrasing Paraphrasing

paraphrasing Paraphrase the original sentences Paraphrasing the sentences
Identify the active and passive voice Active and passive voice
11 Verify the information Explain the term “Verifying information” Meaning of Verification of information
Read and interpreat the varification Examples of verification process
process
12 Give direction to Give proper direction to customer on Tips and directions on various issues
customer telephonically various issues
13 Customer handling Identify customer's temparament Customer temparament and choices

Behave with customer as per desire Various types of customers
Describe the tips to handle various Tips to handle various types of
types of customers customers
14 Handle customer Explain the process to handle Tips to handle customer queries
queries customer queries
Expected customer queries and
Analyse the expected customer possible solutions to the queries
queries
Clarification of customer queries
Provide the instance solution to
customer queries and clarify the
customer queries
15 Follow call flow Explain the meaning of call flow Meaning of call flow
Explain the various terms in call flow Various terms in call flow plan
plan
Call flow chart
Read and interpreat the call flow chart
16 Give and receive Explain the meaning and process of Guidelines for giving feedback
feedback giving and receiving feedbak
Guidelines for receiving feedback
17 Communication Skills Describe the communication skills and Importance of communication skills
its importance
Elements of communication process
Describe the various elements of
communication process Communication process
Describe the communication process Types of communications
38
Communicate with cooligues in Verbal and non verbal communication
workplace
Communications in workplace
18 Effective Listening Skills Describe the effective listening skills Meaning of effective listening skills
Describe active listening Meaning of active listening
Check your listening skills by Experiments to check listening skills
performing an experiment to listen from
others
19 Non-Verbal Describe non-verbal communication Meaning of non-verbal communication

Communication List and explain the types of non-verbal Types of non-verbal communication
communication
How to communicate using body
Practice the non-verbal communication language and gesture
20 Workplace Describe the meaning and features of Meaning and features of workplace
Communication workplace communications communications
Communicate properly at workplace How to communicate properly at
workplace
21 Interview Skills Explain interview skills Interview skills

List out typical interview questions and Typical interview questions
practice to answer it
UNIT CODE & TITLE IT-SDA-402: Word Processing (More Advanced)

UNIT DESCRIPTOR This unit covers the more advanced features of word processing which is required
by expert office assistant. It develops the skills in using advanced features of word
processing.

1 Create own document Create a template in a document, save What is template
templates and use them it with name, open & modify it
Procedure to create, save open modify
Create the template from other a template in a document
template
2 Create and print Insert envelop using envelop dialogue What is envelop
envelopes box in a document
Procedure to insert envelop in a
Save the document with envelop document, saving the document with
envelop
Modify, format and print the envelop by
available options Modifying and formatting envelop
Printing the envelop by print option
3 Create and print labels Create label, format label, print label What is labels
39
using available option Procedure to create labels with
different fields
procedure to print the label
4 Use mail merge feature Open a document, create a contact list, What is mail merge
in word processing create a new document and enter text
matter requirement for mail merge
Generate and print the letters to the procedure to create and print the letter
addresses in the contact list using mail to different addresses using mail
merge feature merge feature
5 Create and use macros Create the macros using the available What is macros
to automate tasks options
procedure to create macros to
use the created macros by using automate the task
available option
procedure to use macros
6 Link word documents to Create the data record in the Procedure to link the data stored in the
data stored in spreadsheets spreadsheets
spreadsheets
Create the new document and link the
spreadsheet data with the document
using available options
7 Send a document Create a presentation from a document Procedure to create a presentation

outline to a presentation using available options from a document
8 Prepare a document for Create a document with some text What is reviewing a document
review enable the tracking and correct the
document in review mode procedure to review a document
9 Track changes, review Insert comments, delete comments, Procedure to track changes review
changes and include review changes, use filters and modify changes in a document
comments in a mark of appearance using available
document option
10 Compare and Merge Create the two documents compare Procedure to compare and merge the
document and merge them using available option document
UNIT CODE & TITLE IT-SDA-403: Spreadsheet (More Advanced)

UNIT DESCRIPTOR This unit covers the more advanced features of spreadsheet which is required by
expert office assistant. It develops the skills in using advanced features of
spreadsheet.
1 Create and use Create a spreadsheet assign the Procedure to create a hyper-link to a
hyperlinks website address and hyper-link the website from spreadsheet, create
40
website to the spreadsheet hyper-link to the existing, new
document, ccreate custom hyper-link
create custom hyper-link
procedure to link data from another
link data from another workbook workbook
2 Analyze data using Create a spreadsheet with sample Explain the purpose of Pivot Table
pivot tables and pivot data
charts Explain the procedure to create pivot
Create the pivot table from the table from a sample data
spreadsheet data using available
options
3 Create and use pivot Create a spreadsheet with sample What is pivot chart
charts data with 4-5 fileds and 4-5 records
Procedure to create pivot chart from
Create a pivot chart from the the spredsheet data
spreadsheet data
How to use pivot chart
4 Use slicers to analyze Create piviot table and apply slicer to Explain the purpose of Filter Slicers.
data analyse data using the abvailable
options Explain the procedure to apply slicers
to a sample data
6 Protect spreadsheet Create a spreadsheet, enter data to it What is protecting a spredsheet,

and add comments to
cells Protect the cells that do not require Explain the procedure to protect a
editing spresheet or a specific cell by
password
Try to change the data in the
protected cells and verify that data do
not gets changed
Protect the spredsheet by a password
and verify that it does not open
without password
7 Merge workbooks Create a spredsheet with some fields, What is merging of workbook,
copy it to another sheet
Explain the procedure to merge
Fill up the 2 data records in the first workbooks
sheet and 3 data records in the
second sheet, Merge these two
sheets with and verify that the merged
sheet contains all the 5 data record
from first and second sheet
8 Use digital signature in Acquire the digital signature from the Concept of digital signaure
a spredsheet provider of digital certificates, install it,
Procedure to apply digital signature to
Create a spredsheet and assign the a spreadsheet
digital signature to it by available
options
41
9 Restrict access to Create the spredsheet and restrict the Procedure to protect spreadsheet
spreadsheet print access to others from being copied or printed when
exporting as PDF
10 Share a workbook Create a spreadsheet and assign the Procedure to share a workbook
option to share it,
Allow to change the data in the
spredsheet by others and verify the
result
UNIT CODE & TITLE IT-SDA-404: Digital Presentation (More Advanced)

UNIT DESCRIPTOR This unit covers the more advanced features of digital presentation which is required
by expert office assistant. It develops the skills in using advanced features of digital
presentation.

1 Use SmartArt graphics Create a presentation and use What is smartArt graphics, how to use
in presentation appropriate smartArt graphics to it in presnetation
illustrate the step by step process
2 Use multimedia Include the multimedia element in the What is multimedia and how to use it in
elements in presentation by the relevant procedure presentation
presentatioin
3 Customize slide Create a presentation with text and What is animation

components using objects
animations Procedure to animate text and objects
Animate the text and objects in the in a presentation
presentation
4 Customize slide show Creae a prentation with 7-8 slides Procedure to creat a custom slide
show
Create a custom slide show with
available options
5 Annotate presentaion Create a presentation and annonate it Procedure to annonate a presentation

using the available options using callouts
6 Use presenter view Configure a presentation to run for Procedure to to configure the slide
audience on another display medium show to display presentation on
another monitor
7 Configure a slide show Congigure a presentation to advance Procedure to advance slides

to play automatically the slide automatically after duration of automatically afer a specific duration
5 sec. As well as adcance each slide as well as to advance each slide with a
after the the varied duration required to custom timing
read that slide automatically
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UNIT CODE & TITLE IT-SDA-405: Email Messaging (More Advanced)
UNIT DESCRIPTOR This unit covers the more advanced features of email messaging which is required
by expert office assistant. It develops the skills in using advanced features of email
messaging.

1 Send calendar Schedule the events in calendar and What is calendar, how to send
information in email send this calendar in email to others calendar information in email
message
2 Create and modify Create a signarure or vCard and allow What is signature in email messaging
signature it to send with all outgoing messages
by setting the available options of Procedure to include signature and
email messaging vCard for outgoing message
3 Configure email security Configure the email security by What is email security and what are
settings available options the security setting options for email
Set the default view of message body Explain the ways to keep email secure
to plain text and configure to move junk
mails to junk folder
4 Organise and group Create different folders for different Purpose, procedure and criteria for
emails in appropriate types of incoming mails grouping emails
folders
Move the mails in different folders
5 Manage data files Take backups of data files of email Purpose and procedure of managing
messaging software using available data files in email messaging
options in that software
UNIT CODE & TITLE IT-SDA-406: Web Design and Development

UNIT DESCRIPTOR This unit covers the advanced features of web degign and development. It develops
the skills in developing and deploying web pages and web sites by using CMS.

1 Introduce with web Introducing popular HTML editors and HTML Editors
designing advantages of HTML editors
Advantages HTML editors
2 Create web pages and Create a new website and webpages Concept of web page & site
web sites using HTML basic tags
Creating a new web site and web
View the web page in the web browser pages
43
HTML for creating, saving and viewing
webpage
3 Create and import Create a website by using built-in Template and its purposes
websites using template
templates Options to create and import website
by using templates
4 Create web pages using Create web pages using common Common HTML elements, its syntax
common HTML HTML elements such as font face, and use
elements size, alignment, format, list etc.
How to use these common elements to
build web pages
5 Create webpages with Create tables and include background Creating tables and using background
tables, cells and image using HTML images in cell using HTML
background images
Apply HTML tags for splitting, merging, HTML tags for table properties – split,
row span, column span merge, row span, column span
6 Insert and manipulate Create a web page by inserting various Different types of images, their
images in the web page types of image files and implement the properties and criteria to manipulate,
different image properties
How to insert and manipulate the
images in a web page
7 Create hyperlink to Create web page by providing What is hyperlink, advantages of

other websites, web hyperlinks to the other website, providing hyperlinks, ways and tags to
pages within the web hyperlink to the webpage within the give a hyperlink
site and to the email website and hyperlink to the e-mail
addresses address Hyperlink to various components
8 Create hyperlinks using Create web page by providing How to create hyperlinks using images,
images, interactive hyperlink to the webpage from the interactive buttons and how to use
buttons and use image or interactive buttons hotspots in HTML
hotspots
9 Insert audio, video Create a web page by adding audio, How to include audio, video and flash
contents and flash or video clips and flash or movies of or movies in a web pages using HTML
movies in a web page compatible file types in a web page
using HTML tag
10 Create and use frames, Creating web page using Frames, Concept of frames, inline frames and
Inline frames and layers Inline frames and Layers layers and their properties
in a web page
Use properties of frames and elements Procedure and HTML tags to create
to manage the layers and use frames, inline frames and
layers in a web page
11 Use Hover Effect, Meta Create a web page with hover effect, Hover effect, Meta elements and
Elements and meta elements and watermark Watermark
Watermark in a
webpage Procedure to assign hover effect, meta
elements and watermark to web page
12 Create Forms in the Create webpage having multiple forms Describe why forms are essential and
44
web pages how to create forms
13 Create and use Style Create webpage by including style CSS and its use in the website
Sheets in web site sheets and Providing/ removing links to
the style sheets How to create and use CSS in a
website
By defining various elements to style
sheets
14 Work with behaviors Create a webpage by applying different What are Behaviors, differebt
behaviors such as onclick, mouse over, behaviors and how it is used in the
redirect website
15 Check compatibility of a Checking compatibility of website with What is browser compatibility and how
website with browsers different web browsers it is achived
16 Work with code view, Creating website having multiple Code view, add-ins, snippets and page
add-ins, snippets and snippets and also having various types transitions, its purpose
page transitions of page transitions
How to add Snippets and Page
Transitions
17 Create and edit Create, use and edit dynamic web Dynamic web templates and its
dynamic web templates templates in a web site features
Detach dynamic web template from How to create, use and edit dynamic
site web templates
18 Use SEO checker to Optimize the search engine using SEO Concept of search engine optimizer
optimize the search checker
engine How to use SEO checker to optimize
the search engine
19 Create forms to save Create forms to interact with web Advanced features of forms
results in database server and save the result in database
How to interact with web server
20 Optimize web pages, Perform all the tasks before publishing Task to be carried out for publishing
HTML code to publish the website such as optimize web website
the website pages, HTML code, fix errors and take
back ups How to optimize web pages and HTML
code
21 Introduce with authoring Download the different authoring tools Different authoring tools, their purpose,
tools used to develop and try to use it for web development features and use in the website
websites
22 Download and use CSS Download and use the CSS template Purpose and features of CSS template
templates for designing a website
How to use it in a website
23 Introduce, download Explore the appropriate web Information about different web
and use common web applications and CMS, download it, applications & CMS under different
applications & CMS install it and explore its feature in the platform
web development
How to get it install it and use it
45
24 Introduce with web Explore the software requirement in What is web applications, client server
application development open source to develop web model
applications
What are the software requirement to
develop web application
46
ASSESSMENT GUIDE
Assessment is a process used for determining an individual's progress or level of mastery/competence in an

occupational area. It may be formative (continuous) and/or summative (final). It is a process of collecting
evidence and making judgement about the extent to which a person demonstrates the knowledge and skills
set out in the standards or learning outcomes of a unit of competency. Assessment should be done on the
basis of information or evidence about the individual’s ability against clearly stated objectives or standards. A
diversity of assessment methods is required to achieve the multiple purposes and to satisfy the requirements
of competency based assessment. Appropriate evidence is to be collected from activities that can be clearly
related to the Units of Competency. It should cover all the elements and performance criteria/indicators in the
competency standards. Student’s achievements should be assessed by using the following methods of
assessment.
Sn Assessments Method Weightage Evaluator

1. Written test 30 Marks Teacher
2. Practical test 30 Marks Certified Assessor #
3. Oral test/viva voce 10 Marks Teacher/Ext. Examiner
4. Portfolio 10 Marks Teacher
5. Project 10 Marks Teacher/Trainer
6. Direct Observation 10 Marks Teacher/Trainer
Total 100 Marks
# Assessors will be certified by the State Education Board.
1. Written test: It allows candidates to demonstrate that they have the knowledge and understanding
of a given topic.
2. Practical test: It allows candidates to demonstrate application of skills in simulated or real work
conditions against competency standards (skill and academic standards).
3. Oral test/viva voce: It allows candidates to demonstrate communication skills and content
knowledge. Audio or video recording can be done at the time of oral test or viva voce.
4. Portfolio: It is a compilation of documents that supports the candidate’s claim of competence that
was acquired from prior learning and experience. Documents (including photo’s, newspaper articles,
reports, etc.) of practical experience in the workplace or the community and photographs of the
products prepared by the candidates related to the units of competency should be included in the
portfolio.
5. Project: Projects (individual or group projects) are a great way to assess the practice skills on a
deadline, but these should be given on the basis of the capability of the individual to perform the
tasks or activities involved in the project. Projects should be discussed in the class and the teacher
should periodically monitor the progress of the project and provide feedback for improvement and
innovation.
6. Direct Observation – Direct observation requires a considerable degree of commitment from the
observer and those being observed. Employability skills evaluation listed below in the table should
be evaluated through direct observation by the teacher/trainer and appropriate records should be
maintained for transparency in evaluation.
47
Employability Skill Area Sn Competencies and Performance Standards Y N
Communication 1. Questions appropriately
2. Writes clearly and legibly
3. Demonstrates good listening and responding skills
4. Informs about the absence and reasons of absence
Responsibility 5. Organizes work
6. Manages time effectively and efficiently
7. Complete assignments timely
8. Displays care for tools and equipment
9. Accepts responsibility pleasantly
Y=Competent = 0.5 marks, N=Not yet competent = 0 marks
48
LIST OF TOOLS, EQUIPMENT AND MATERIALS
The list of tools, equipment and materials given below is suggestive and an exhaustive list should be
prepared by the teacher/trainer. Only basic tools, equipment and accessories should be procured by the
Institution for performance of routine tasks or activities by the students.
I. Computer Hardware, Software and Peripherals
HARDWARE
 Computer system with Latest configuration
 Laptop and Notebook
 Printers – Laser Printer, Inkjet Printer, Dot Matrix Printer
 Spare memory, Processor, cables, connectors, power pack, battery, NIC cards.
 Web Camera
 External Hard disk drives.
 Different types, makes and capacities of HDD in IDE/ATA and SCSI.
 Flash/Thumb/Pen drives of different makes and capacities.
 Different types, makes and sizes of monitors for dismantling, demonstration and reassembly
 Different types of Keyboards including wireless keyboards.
 Different types of Mice including wireless mouse.
SOFTWARE
 Operating systems – full and legal versions of Windows
 Operating System – Linux and Free and Open Source Softwares
TOOLS
 Tool kit
 Cable connectors
 Crimping tools
 RJ45 connectors and Crimping tool.
 Vacuum cleaner
 Air blower
OTHER DEVICES
 UPS 5 KVA
 Multimedia Projector
 External HDD
 DVD writer
 UTP 5/5e/6 cable.
FURNITURE
 Computer maintenance table
 Lab stools/chairs
 Computer tables
CONSUMABLES
 Paper
 Printer Cartridges
49
TEACHER’S QUALIFICATIONS
Qualification, competencies and other requirements for appointment of Graduate Teacher (IT/ITeS) on
contractual basis should be as follows:
Qualifications: Master of Science degree in Information Technology/ Computer Science/ Computer
Application OR Bachelor of Engineering in Information Technology/ Computer Science/ Computer Application
from any UGC recognized University OR DOEACC 'B' level
Desirable: 1 year experience in industry
Minimum Competencies: Effective communication skills (oral and written) , Basic computing skills.
Age Limit:18-37 years, relaxation to be provided as per Govt. Rules.
LIST OF CONTRIBUTORS
Advisory Group
1. Prof. R.B. Shivagunde, Joint Director, PSSCIVE, NCERT, Bhopal
2. Prof. Saurabh Prakash, Head, Department of Engineering & Technology, PSSCIVE, NCERT, Bhopal
3. Prof. Vinay Swarup Mehrotra, Head, Curriculum Development and Evaluation Centre, PSSCIVE,
NCERT, Bhopal
4. Wadhwani Foundation, C/o Symphony Teleca Corp. (India) Pvt. Ltd., Subramanya Tech Park, Plot
No. 3 & 3A, EOIZ Industrial Area, Sy No.85 & 86, Whitefield, Bangalore South, Bangalore – 560066
1. Ms. Rekha Menon, Wadhwani Foundation
2. Mr. Ajay Goel, Wadhwani Foundation
3. Mr. Austin Thomas, Wadhwani Foundation
Subject Matter Experts
Following experts have worked and contributed in the workshop for development of this competency based
curriculum in IT/ITeS sector. Their contribution is acknowledged.
1. Dr. Rajeeva Shrivastava, Dy Manager (IT), MPSIDC, 192 Zone I, M. P.Nagar, Bhopal, 9425009789,
shrivastava_rajeev@yahoo.com
2. Dr. Karan Singh, Senior Scientist, CIAE, Nabi Bagh, Berasia Road, Bhopal, 9425680189,
ksingh@ciae.res.in
3. Mr. Anant Bhole, Technical Officer, CIAE, Nabibag, Berasia Road, Bhopal, 9425022629,
anantbhole@gmail.com
4. Dr. Manu Pratap singh, Associate Professor in Computer Science, Departement of Engineering &
Technology, Dr. B. R. Ambedkar University, Agra (UP), manu_p_singh@hotmail.com
5. Dr. Rajesh Lavania, Assistant Professor in Information Technology, Departement of Engineering &
Technology, Dr. B. R. Ambedkar University, Agra (UP)
6. Dr. Deepak Shudhalwar, Assistant Professor in VE (CSE), Department of Engineering & Technology,
PSSCIVE, NCERT, Bhopal
50
Dr. Deepak D. Shudhalwar
Coordinator for IT/ITeS Sector
Working as Assistant Professor in VE (Computer Science/Engg), Department of Engineering & Technology
at PSS Central Institute of Vocational Education Bhopal. He has more than 20 years experience in
curriculum development, instructional material development and teacher training in Computer Science and
Information Technology. For further details of the curriculum please contact him on E-mail:
dipakds@yahoo.com, dds.ncert@nic.in
51
SESSION 1: DRESS AND HYGIENE
RELEVANT KNOWLEDGE
What do you think is Hygiene? As you all know, it is all about keeping yourself
clean and healthy. Following a good hygiene may be necessary for many
reasons; personal, social, health reasons, psychological or simply as a way of
life. Maintaining a good standard of hygiene helps to prevent the development
and spread of infections, illnesses and bad odors.
Self-esteem, confidence and motivation can all be altered by our body image
making it very important to follow good hygiene practices. The way you present
yourself speaks volumes about you. Many job interviews are highly dependent
on hygiene, as, often decisions are made by first impressions formed within the
first few minutes of a meeting. Hence chances of succeeding either in work or
social settings can be influenced by your maintenance of hygiene.
What is your idea of a well dressed person? Jot down your ideas here:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
There are some common terms used when talking about dress and hygiene.
Some of them are introduced here. Read aloud the following terms:
Well-groomed (A neat and tidy person.) - He is always well-groomed; I have

never seen him looking dirty or shabby.
Polished shoes - I only wear polished leather shoes to the office.
Clipped nails - It is easier to keep your nails clean when they are clipped.
Well-combed hair - Smita likes keeping her hair clean and well-combed.
Ironed clothes - It doesn’t matter whether I wear the white shirt or the blue
one, as long as it is ironed well.
Deodorant - It is advisable to use a deodorant, especially during summer, to
avoid body odor.
Read aloud the “List of Products” given below. Your facilitator will conduct an
activity based on this. Listen carefully and follow the instructions of your
facilitator.
List Of Products:
Cherry boot polish
Rexona deodorant
Vaseline lip balm
Colgate toothpaste
Cinthol soap
Sunsilk shampoo
Happy Nails nail-cutter
Gillette shaving cream
Brylcreem hair-styling gel
Dettol hand wash
Lexus iron
EXERCISE
Pronouns
Examples:
 Is this book yours?

 Does this book belong to you?
 Yes it is.
 Is this your book?
Read out the following sentences and choose the correct option.
1. _______ employees are well known for ______ cleanliness. (Our-their,
Their-our)
2. If _______ don’t dress neatly, people will not have a good impression of
_____. (you- you, I-I)
3. _________ wears polished shoes and _______ hair is always done nicely.
(Her-she, She-her)
4. _______ keeps buying new clothes every week! Someone should tell
______ that he should take care of the ones he has. (He-his, He-him)
5. ______ at ACES ‘n’ Co., believe that a well-dressed employee is a great
asset. (We, Us)
6. We have a dress code at _______ office – blue shirts and black pants.
(our, my)
7. Ravi and ________ have attended a grooming session as part of our
training. (me, I)
ASSESSMENT
2
Fill in the blanks with the appropriate pronouns.
“A person is what ______ (it, she) wears.” This is quite a popular saying. The
clothes that _____ (you, your) wear show others the person that you are.
It does not matter whether _______ (your, yours) clothes are expensive or
cheap. The important thing is that ________ (they, them) must be clean and
worn neatly. For example, _____ (my, mine) friend Parul has many expensive
and pretty clothes. But she never irons ______ (her, hers) clothes before
wearing them and so she never looks neat and presentable. In fact, people
think that she is a lazy girl!
The other important thing apart from clothing that can make your image a good
one is your hygiene. Ask ______ (you, yourself) – do you like to see someone
who comes to work with dirty hair or smelly feet? No! You would like to see
_____ (they, them) coming in ______ (their, theirs) best clothes, with nicely
combed hair and clean shoes. People expect the same from you.
To put it simply, a clean and healthy person presents a good image of

himself/herself. And this is what will be expected of you at college and work.
Most companies have a dress code which should be followed strictly. Some may
even provide you with the dress, but as for wearing it well – that responsibility
is entirely______ (your, yours).”
3
SESSION 2: PREPARING A DAILY AND WEEKLY WORK PLAN
RELEVANT KNOWLEDGE
What is a work plan? Why do you need one? Have you ever thought along these
lines?
A work plan is a detailed list of the tasks and activities that are going to be
carried out to fulfill a scope of work.
As a student, it is important for you to set a target or goal and then plan how to
achieve it. Work-planning is your ability to list a collection of related sub-tasks
that need to be done, set specific outcome goals to measure the success of
each sub-task, allocate sufficient time to carry out each sub-task, evaluate
actual work performance, and make necessary adjustments in future work-
planning as needed. As an example, read the following:
“School and homework. Activities and chores. Sleeping and eating. So much to
fit into a single day!
Anisha, 15, said, "I don't have much time for friends. I wish I could talk to them
on the computer and on the phone more". Rakesh, 14, feels like he never has
enough time to practice his football and hang out with friends. Instead, he's
always studying and doing homework. Karan, 16, wants more time for cricket
and Paramjeet, 13, wishes he had more time to watch TV. Malika, 17, said, "I
never have time to talk with my friends, write in my diary, or watch a movie!"
And Arnav, 17, complained that he never has enough time for himself because
he's packed with homework, tuition, and preparing for his exams.
Wouldn't it all be easier if time were like a DVD that you could slow-down,
speed-up, fast-forward, or rewind? Or have you wished that time was like a
computer game, and when your time was up, you could just stop it and return
to it whenever you pleased?
Well, unfortunately, we can't change the speed of time or get more of it. What
we CAN do, however, is manage it.
This means that we should:
Consider everything we HAVE to do and we WANT to do.

Understand how much time each activity in a day will take.
Prepare a plan that helps us get through the day, week, or month without
running around in circles.
If you learn to tame the time ‘monster’, you might be surprised at how much
you can get done. The real reward, however, is that you will probably feel a lot
less stressed and far more happy!”
4
Look at the given sample work plan drawn by Akaash Seth, a call center agent
at “this-is-IT.com”, for 5th October, 2012.
Time Task Objective
 check for complaints that

11:00 am. Check Complaint Files
have been solved
 check for complaints that are
still unsolved
 discuss feedback on
2:30 pm. Meeting with Team
performance
Manager, Richa Gulati
 discuss career pathway
 number of calls received - 29

8:30 pm. Complete “Call” Reports
 number of calls dropped - 6
 percentage of successful calls

9:30 pm. Submit reports on day’s call
– 83%
success rate
 percentage of unsuccessful
calls – 17%
This plan lists the time, task, and objective of work that Akaash Seth is
planning to do on the 5th October, 2012. Simple work plans such as this one can
be easily drawn up for daily or weekly goals, as required for a situation.
You can keep the points given below in mind when you plan your daily or
weekly goals to work upon:
 Describe the key issues: Two questions need to be answered.

1. What needs to be done?
2. What needs to be done first?
The answers depend on the level of significance and importance of each
task / goal.
 Identify key strategies: How will you put your plan into action?
List the major steps that need to take place.
Identify any difficulties you may come across and how they will be
managed.
 Resources required: What resources do you require to put your plan into
action.
Do you require support from your supervisor?
Do you require some additional software?
Do you require a faster computer?
5
 Timelines: When do you start? When do you have to finish? Are your
goals achievable in the given time? Have you thought about the other
tasks that may need your attention at the same time?
EXERCISE
Read the following exercise “Work Plan Activity 1”:

 On Monday, Aarav will have a talk with his team of newly hired agents at
9:00 a.m. This will include introducing them to one another, describing
the job that they each need to perform, and showing them how to fill in
the reports. At 7:00 pm., he will supervise the teams’ first day’s
performance while dealing with customers on calls. This will include how
they opened and closed their calls, identifying their strengths and the
areas that they need improving, and helping them accordingly.
 On Tuesday, Aarav will supervise the team’s daily attendance reports at
9:00 am. At 10:00 am, he will ask his team members and ask them to
submit their daily individual “call-report” by the end of the day. This will
include a report on all the calls; that they have received / answered,
and all the calls that got disconnected / dropped. And also their
percentage of successful and unsuccessful calls.
 On Wednesday Aarav will check the daily attendance report at 9:00 am.
 On Thursday, Aarav will check the daily attendance report at 9:00 a.m.
At 5:30 pm, he will prepare an individual performance report on all of
his team members to submit to his Manager.
 On Friday, Aarav will check the daily attendance report at 9:00 a.m. At
4:00 pm., he will have a meeting with his Manager, Tanuja Chattergee.
She will give her weekly feedback reports of the teams’ performance,
based on Aarav’s report, during the meeting. He will organize and
oversee a team building exercise on ‘goal-setting’ at 5:30pm.
The details given are of Aarav Kapoor’s Weekly Work Plan from October 22 nd to
October 26th. You have to fill the table below and draw up the work plan in
their Student Handbooks in class.
Date Day Time Task Objective
6
Now look at the exercise “Work Plan Activity 2”:
A: Hi, has Aarav drawn up his new work plan?

B: Yes. We had a talk yesterday. He has made some changes in his
work routine.
A: Oh! I was absent yesterday. Could you tell me what changes were made?
B: Sure. He plans to have a talk with his team of newly hired agents
on ________ which is a ___________.
A: Oh! When and about what?
B: At _____ on __________ morning. He’s going to ___________ them to
each other and _________ their ______ to each of them.
A: So will he be asking them to fill in their _____________?
B: Yes. He’s going to show them how.
A: Oh…good! What about the rest of the week?
B: From Tuesday he’s going to check their daily ____________ at ______
every day.
A: And what about the rest of the day?
B: At _____ Tuesday, he’s going to ask them to submit their daily
individual _____________ by the end of the day.
A: Will his schedule be the same for Wednesday?
B: I’m sure it is.
A: When will he prepare their ____________________________ ?
B: On Thursday, at ______.
A: And has he planned anything for Friday?
B: Aarav will have a __________ with his ___________ at _______. He will
give his weekly __________________ of the ______’s performance.
After which, he will organize and oversee a _____________________
on ‘____________’ at _______.
A: Good! Sounds like he’s got it all worked out.
Listen to the instructions given by your facilitator and complete this exercise.
7
Future continuous tense
Examples:
1. Our team will be competing in the final round.

2. They will be selecting the best three teams.
3. The game will be starting in five minutes.
Identify the sentences in the future continuous tense.

1. You will be drawing up a work plan for next month.
2. What kind of information will be included in the work plan?
3. Lavanya will be preparing the work plan very soon.
4. She is asking what the work plan should be based on.
5. Tell her that the work plan should include the following topics.
6. I will be finishing the work plan tonight.
7. Will you be including the interviews in the work plan?
8. No. I will not be including the interviews in the work plan.
SSESSMENT
The following is a work plan for a day at an IT company. Change the sentences
to the future continuous tense.
1. Twenty-eight new employees are arriving today.

_______________________________________________________________
2. We will make a work plan for the new employees.

_______________________________________________________________
3. I am meeting Kushaal and Raaj today.

_______________________________________________________________
4. We will make a new career plan for the software programmers.

_______________________________________________________________
5. I will complete the daily scheduled task by 5pm today.

_______________________________________________________________
6. As part of today’s training session, I will teach the trainees how to

program gaming software.
______________________________________________________________
7. Then I will show them how to create their own individual password for
the program.
_______________________________________________________________
8. After that, I will demonstrate how to install the software.

_______________________________________________________________
8
9. I visited two of our offices in Bangalore and Mumbai.
_______________________________________________________________
10.We will put up the advertisements for our website today.

_______________________________________________________________
(a)
9
SESSION 3: THE IMPORTANCE OF COMPUTERS
RELEVANT KNOWLEDGE
In this session, you will understand the importance of computers in today’s

world. Read aloud the points given below.
 The extraordinary growth of computers in the modern world has been

amazing. Computer is an electronic device used in almost every field
even where it is most unexpected. That is why the age of the computer
is known as the “IT-age!”
 In most offices around the world today, the computer has become an
important and necessary tool that enables communication and work.
 Governments around the world are introducing computer classes as one
of the core subjects in the education curriculum today, because they
realize that a computer-skilled enabled workforce is very important for
the countries’ economy. In addition, by the use of a few buttons on the
keyboard, computers have simplified many complex tasks.
 From schools to workplaces, it has claimed a central position because of
its many useful functions.
 Computer has become very important nowadays because it is very
accurate, fast and can accomplish many tasks easily, as computers can
do very big calculations in just a fraction of a second.
 Computers allow people with disabilities to do normal activities;
shopping online, playing games with other people and work from home.
 Computer knowledge is essential in our world today, as basic computer
skills have become one of the main conditions for getting a job.
 The presence of internet has revolutionized the way people
communicate and interact. Computers make lives of people easier and
more comfortable: they give opportunities to millions of people to keep
in touch, while being in different parts of the world.
 Business transactions, broadcasting of information and interpersonal
(family and friendly) interactions have all been incorporated in the
computerization process.
 In the days before the computer, tasks were completed manually and
required much more time than it does today.
 Computers can store a huge amount of data, far more than the human
mind.
 Today people work for employers from other countries even without
seeing them.
 Computers today are irreplaceable for business people and those who
need them for work and for students to study.
10
 One of the most positive results from the usage of computers, is the
impact it has had on de-forestation; cutting down of trees, as the use of
paper in offices around the world has gone down vastly over the years.
 Computers today are portable and no longer restrict their user to a desk.
They come in various models and sizes; from the super-thin Laptop to a
pocket-sized Tablet PC. This makes it easier for anyone to communicate
and work from anywhere!
EXERCISE
To assess your comprehension of the importance of computers, you will do the

following exercises.
A. Answer the following questions, in your own words.

1. How have computers simplified many complex tasks?
2. Why has the computer become an important and necessary tool in most
offices around the world today?
3. Why are governments around the world introducing computer classes as
one of the core subjects in the curriculum?
4. Why are computers considered important, in schools and workplaces?
5. What is one of the main conditions for getting a job now a days?
6. What is the age of the computer known as?
7. How have computers made life easier and more comfortable for people?
8. How was performing tasks before the use of computers, different from
what it is today?
9. What is one of the most positive outcome of the use of computers, and
why?
10. How have computers made it easier for people to communicate
and work?
11
B. Go through the following snippet:
“Importance of Computers in Todays’ World”.
Hi! My name is Mithaali. So, are you excited about today’s lesson, the “importance of Computer
Hi, Mithaali! My name is Armaan.
Very! I love Computers, and know everything there is to know about
Really? Yes. Ask me anything….
Okay.
: So Armaan, because you say that you know everything there is to know
about computers, tell me, do you know why computers are so _______ today?
: That’s easy! Because it allows, people from across the globe to _______ ,
and keep in touch with each other.
: It’s so cool the way families can stay _______ over long distances at no
cost.
: I agree. Did you know that almost all businesses use computers for their
_______?
: Yes. Even students use them to do their _______.
: So, that’s how you’ve been getting yours done!
: Well, I’m just glad our _______ is encouraging the use of computers in all
our schools.
: I agree because, one has to have basic ____________ in order to get a
job.
: That’s because in most _______ around the world today, the computer has
become such an important and _______ tool that enables _______ and_______.
: I agree. Armaan, can you tell me, what is one of the most ________
results from the use of computers?
12
: Yes. They’re also very important because they’re very _______,fast and
can _______ many tasks easily. Computers can do the biggest of _______ in just
a fraction of a second!
: The impact it has had on de-forestation; cutting down of trees, as the use
of _______ in offices around the world has gone down vastly over the years
: Yes. I think computers are super! Look at how easy and _______ they’ve
made our lives.
: I know. Today, by just the use of a few ________ on the _______,
computers have simplified so many complex tasks.
: Do you know that computers have made it easy for people to
communicate and work from anywhere?
: Yes. Since computers today come in various ______ and _____; from the
super-thin _______ to a _______ sized _______ PC, they can be carried and
used from anywhere in the world!
: Can you imagine how life must have been before the computer?
: No, but my dad often tells me that in the days before the computer, tasks
were completed _______ and required much more _______ than it does today.
: Thank God, we are born in the “_______ -age”!
: I completely agree!!
Follow the instructions of your facilitator and complete the exercise in class.
Using Articles – a, an, the
Examples:
1. I just came back from the computer-lab.

2. Is there a computer-lab in your school?
3. Every school in the state has a computer-lab.
Fill in the blanks with the appropriate article “a”, “an” or “the”. Some
sentences may not require an article:
1. Which category does ____ HCL belong to? (--)

2. She has _____ iPad and ____ laptop at home. (an, a)
3. Put ______ DVD in the computer. (the)
4. You will need ______ copy of each page. (a)
5. Can you call out _____ name of ____ sessions? (the, the)
6. Can you help me count _____ number of Cds? (the)
13
7. We need to sell all ____ computers by Friday. (the)
8. Who is typing _____ remaining letters? (the)
9. The computer needs ___________ cleaning. (--)
10.Place ___________ laptop on the desk. (the)
ASSESSMENT
Fill in the blanks with the articles ‘a’, ‘an’ or ‘the’.
(a) Make ___________ list of all the CD’s you need.

(b) You should place all ___________ schools work in a folder on your
computer.
(c) I have ___________ iPad and two laptops.
(d) Why have you switched ___________ computer off?
(e) Manisha, you need to make copies of all ____ sessions using ___
printer.
(f) I guess ___________ item is missing from this shelf.
(g) We need to rearrange ___________ CD’s on these shelves based on
the alphabet.
(h) We have just received forty new desktops. Arrange them alongside
____ laptops.
(i) Have you checked ___ computer for any viruses?
(j) Nothing has gone wrong with ____ computer. It is working fine.
(k)
14
SESSION 4: IDENTIFYING DIFFERENT TYPES OF COMPUTERS
RELEVANT KNOWLEDGE
In this session, you will be recall different types of computers. How many can
you name? List them in your notebooks and describe each one of them in your
own words in a sentence.
EXERCISE
Carefully read aloud the table listed below. You will be answering a quiz based
on this table. Pay attention to the questions posed by your facilitator.
Desktops:
a. A desktop is also known as a “Personal Computer” (PC), and can be
used in a single place.
b. Desktop computers normally cost less than some of the other types of
computers.
c. Desktops are popular for daily use in the workplace and households.
Laptops:
a. Laptop computers are smaller in size and best to use for people who
travel as they can work while they are travelling.
b. Laptops run on a single battery, and because they can be operated
anywhere on battery power, Laptops provide mobility.
c. Laptops operate very similar to Desktops but are less powerful than
desktops.
Netbooks:
a. Netbooks are very similar to laptops, but are low-cost and smaller in
size.
b. Netbooks are the newer version of ‘notebook computers’.
c. Today Netbooks have overtaken notebooks in terms of popularity and
size and sales.
Smartphones:
a. A smartphone is one device that can take care of all of your handheld
computing and communication needs in a single, small package.
b. Smartphones are equipped with enhanced multimedia features;
allowing one to take and view pictures and video in many formats. It
has one or two cameras.
c. Smartphones function as a mini computer, allowing the user access to
the Internet and give the user the ability to download games and
other productivity applications.
Tablet PCs:
a. Tablets are very similar to PDAs.
b. Tablets are mobile computers that are very easy to use.
c. Tablets also have touch screen technology.
15
d. Tablets also have either an onscreen keyboard or a digital pen.
e. “Apple's iPad” redefined the class of Tablet PCs.
Servers:
a. Servers are computers designed to provide services to a large area
network of computers linked together.
b. Servers have very large storage capacities and powerful processors.
c. Servers are usually very large in size, as they have large processors
and many hard drives.
d. Servers are designed to be dependable and resistant to computer
crashes.
Present Continuous Tense.
Identify the verb in the sentences and if present continuous tense has been
used.
1. I am going to the electronic store to buy a Laptop.

2. Shonali is buying a Netbook
3. Shopping at the electronic store is such great fun.
4. It is less tiring than shopping at the mall
5. I am planning to buy my iPad with my next month’s salary.
ASSESSMENT
Change the italicized sentences to the present continuous tense.
1. These days, I like to shop at the Electronic store. So many people come to
buy the various types of computers available there.
___________________________________________________________________.
2. Zakhir went to the store to buy a Netbook. He said he wants to buy it for his
Dad.
___________________________________________________________________.
3. My parents will gift me a Laptop today. It is what I had asked for.

___________________________________________________________________.
16
4. I bought a additional battery for my Laptop. I find it convenient to work
while I am travelling in the car.
___________________________________________________________________.
5. I will try the local CD store. I can buy the games and movies DVDs from
there.
___________________________________________________________________.
6. Tushar plans to buy his Tablet PC from a Secondhand Goods Store. He says
that the store will have good Tablet computers far cheaper than the selling
price.
___________________________________________________________________.
7. I thought of getting my computer serviced and upgraded at Ace Electronics.

It may be a small firm, but the people there know how to do their job well.
___________________________________________________________________.
8. Ace One, an International Call Center in Delhi, has offered me a job. It will
be a pleasure to work in a company which develops such three different
types of computer software
___________________________________________________________________.
9. Tanuja and I will be working in the same Call Center together.

___________________________________________________________________.
10. Have you gone to check out the new computer store at the mall? They
sell different types of computers there.
___________________________________________________________________.
17
REVIEW SESSION 1
RELEVANT KNOWLEDGE
The purpose of this session is to evaluate your knowledge and understanding of

Sessions 1, 2, 3 and 4.
Methodology: The review evaluations will be Question ‘and’ Answer based.

Answers will be assessed on Content, Context, Grammar, Sentence structure
and Vocabulary based on the sessions that were imparted.
Process: The review evaluations will be divided into four parts. One for each
session:
 Hygiene and Dress.

 Preparing a daily and weekly work plan.
 Importance of Computers.
 Identifying different kinds of computers.
ASSESSMENT
Review of Session 1: Hygiene and Dress
1) Answer each question in the “Questions” section as completely as

possible, in your own words. “Parroted” answers are not expected. (i.e.
do not repeat the exact same words that were taught in the sessions).
Questions
a) What are the lists of products that go with the following phrases? – You
can name the product in any order.
a. Smooth dude!
b. Strong, silky, and healthy!
c. Feel the energy!
d. Stay fresh, stay confident!
e. Protection and freshness – 24x7!
f. Best foot forward every day!
g. Wah! Kya smile hai!
h. Clip away!
i. Good bye, to wrinkly clothes!
j. Safe hands mean safe you!
k. Not a hair out of place!
b) True or false: A clean and well-dressed person is someone who wears
expensive clothes.
c) What kind of a person defines the idea of good “Dress and Hygiene”?
d) Why is it important to dress up for an interview?
e) Form sentences using the pronouns “Their”, “Our” “You” and “Your”.
18
2) In the sentences given below, fill in the blanks with the appropriate
pronouns.
o It does not matter whether _______ (your, yours) clothes are
expensive or cheap. The important thing is that ________ (they,
them) must be clean and worn neatly.
o _____ (My, Mine) friend Parul has many expensive and pretty
clothes. But she never irons ______ (her, hers) clothes before
wearing them and so she never looks neat and presentable.
o The other important thing apart from clothing that creates a good
image, is ____ (you’re, your) hygiene.
o Ask ______ (you, yourself) do you like to see someone who comes
to work with dirty clothes or bad body odor?
o Would you like to see _____ (they, them) in ______ (their, theirs)
best clothes, with neatly combed hair and clean clothes.
Remember, people expect the same from you.
Review of Session 2: Preparing a Daily and Weekly Plan
1) The details given are below of Simran Moitra’s Weekly Work Plan from
August 20th to August 24th. Fill in the details and draw up the work
plan in the table given below.
 On Monday, Simran will have a talk with her team of agents at 9:30
am. This will include briefing them on the daily task that they each
need to perform, and remind them to fill in the reports. At 7:00 pm.,
she will supervise the teams’ first day’s performance while dealing
with customers on calls. This will include how they opened and closed
their calls, identifying their strengths and the areas that they need
improving, and helping them accordingly.
 On Tuesday, at 9:00 am, Simran will supervise the team’s daily

attendance reports; number of team members on time, number of
team members late, number of team members present, number of
team members absent. At 10:00 am, she will ask her team members
to submit their daily individual “call-report” by the end of the day.
This will include a report on all the calls; that they have received /
answered, and all the calls that got disconnected / dropped. And,
also their percentage of successful and unsuccessful calls.
 On Wednesday Simran will check the daily attendance report at 9:00

am. At 5:30 pm, she will prepare the individual performance report
for each of her team members and submit to her Manager, Mr. Jay
Malhotra.
19
 On Thursday, Simran will check the daily attendance report at 9:00
a.m.
 On Friday, Simran will check the daily attendance report at 9:00 a.m.
At 4:30 pm., she will have a meeting with her Manager, Jay Malhotra,
who will give his weekly feedback of the teams’ performance, based
on Simran’s report. After the meeting, Simran will organize and
oversee a team building exercise on ‘goal-setting’ at 6:00pm.
Use the given format for creating Simran’s workplan
2) Change the sentences given below, to the future continuous tense.
a. We will make a work plan for the new employees.

b. I am meeting Kushaal and Raaj today.
c. We will make a new career plan for the software programmers.
d. As part of today’s training session, I will teach the trainees how to

program gaming software.
e. I will demonstrate how to install the software.
Review of Session 3: Importance of Computers

possible, in your own words.
Questions
a) Why are computers so important to offices around the world today?

b) How are computers more effective in performing tasks, especially
when calculating numbers?
20
c) Why are governments around the world introducing computer classes
as one of the core subjects in the education curriculum today?
d) How have computers made it easier for people to communicate and
work from anywhere?
e) Why have computers claimed a central position in schools and
workplaces?
f) What is one of the main conditions for getting a job today?
g) What are one of the most positive results from the use of computers,
and why?
2) Complete the sentences given below with the appropriate article.

a) You should place all ___________ schools work in a folder on your
computer.
b) I have ___________ iPad and two laptops.
c) Manisha, you need to make copies of all ____ lessons using ___
printer.
d) We have just received forty new desktops. Arrange them alongside

____ laptops.
e) Nothing has gone wrong with ____ computer. It is working fine.
Review of Session 4: Identifying Different Types of Computers

Questions
a) What are the different types of computers?

b) Name a couple of differences between a desktop and a laptop?
c) What is a “Smartphone”?
d) What are “Tablet PCs”?
e) Which Company’s Tablet has redefined the class of Tablet PCs world
over?
2) Change the given italicized sentences to the present continuous tense.
a) These days, I like to shop at the Electronic store. So many people

come to buy the various types of computers available there.
b) Zakhir went to the store to buy a Netbook. He said he wants to buy it

for his Dad.
21
c) I bought a battery for my Laptop. I find it convenient to work while I
am travelling in the car.
d) Tushar plans to buy his Tablet PC from a Secondhand Goods Store. He

says that the store will have good Tablet computers far cheaper than
the selling price.
e) I thought of getting my computer serviced and upgraded at Ace

Electronics. It may be a small firm, but the people there know how to
do their job well.
22
SESSION 5: COMPUTER BRANDS AND MODELS
RELEVANT KNOWLEDGE
In this session, you will talk about your preference for a particular computer
brand. Name some well known computer brands popular for the following
categories of computers:
 Desktops
 Laptops
 Tablet PCs
Select a category and prepare to defend a brand of your choice. You can defend
the brand from the point of view of:
 Affordability
 Efficiency
 Brand reliability
 Other attractive features - like the processor speed, storage (memory)
space, look, monitor screen resolution, DVD drive, warranty, free
software, etc.
Listen carefully to your facilitator as he/she guides you in forming appropriate

sentences.
Read aloud the following terms related to computer brands and models.
USP (Unique Selling Point) - A feature of a product shown as the main reason
why people should buy it. For example, the USP for Sony Vaio is it’s punch line
“‘Go Vivid”, as it explains that Vaio comes in different colors.
Brand ambassador - A well-known person or celebrity who promotes and

advertises a particular brand For example, Kareena Kapoor is the brand
ambassador for Sony Vaio Laptops
Branded products – Popular products belonging to established brands, such as,

Vaio, iPad, Windows7 and the micro-processor, belong to, Sony, Apple, Microsoft
and Intel respectively.
Models – Most computer brands are available in various models, with different
features and prices. For Example, HCL has 22 different models of Laptops; HCL
ME Laptop K4307 priced at Rs 41, 610, HCL ME Laptop P3897 priced at Rs 29,
250, HCL ME Laptop G3845 priced at Rs 25,130, etc.
23
EXERCISE
Carefully go through the tables below. You will be doing an exercise in the class
based on them. Listen attentively to the instructions given by your facilitator.
1) “Brand HCL”.
 Various products – HCL Desktops, HCL Laptops, and HCL Notebooks (also
known as Netbooks).
 Price Factor – Ranging from Rs 20,000 to Rs 50,000.
 Reliability of brand – A well reputed leading brand, started in 1976, in
Noida, India.
 Popularity – HCL operates in 31 countries around the world. Today HCL is
an empire with more than 90,000 employees’ worldwide.
 USP – “We Build Technology that touches lives” - From aeronautics,
computers to life sciences, HCL touches millions of people through
technology across the world every day.
Conversation:
A: Did you get your new computer?
B: Yes, I did! And I did not have to spend too much either.
A: What do you mean?
B: I got a brand new laptop at the newly opened ‘Second-hands store’
A: You mean, you bought a second hand laptop at the Second-hand store?
B: Okay, yes.
A: So, which Laptop did you buy?
B: HCL! Here, have a look. A: That is not a HCL computer!
B: Of course it is. The guy who sold it to me said so.
A: But HCL looks different, and it has its logo on top. This is a different
brand.
B: Oh, No! You are right.
A: HCL makes many products like ____________________________.
B: Are they affordable too?
A: Yes, the price ranges from _____ to _______.
B: Wow! They are also a very well-known brand that operates in
___________ around the world.
A: Apart from the price range, did you know that HCL has another USP.
B: No. What is it?
A: Their USP “_____________________” It really works!
B: You are right! I am going right now to that second-hand store to return
this laptop, and then I am going to buy myself a brand ‘new’ HCL Laptop! Do
you want to come along?
A: Yes!
24
2) “Brand Sony”
 Parent company Sony Corporation
 Target audience – Global population of all ages.
 Brand reliability - Sony is one of the largest and leading manufacturers of
electronic products in the world. Started in 1946 in Tokyo, Japan.
 Popularity – Sony operates worldwide in more than 41 countries, is an
empire with more than 1, 62, 700 employees’ worldwide.
 USP - “make.believe” - The introduction of "make.believe" symbolizes
Sony's spirit of creativity and innovation and marks the first time the
Company has introduced a united brand message encompassing both
entertainment and electronics.
Conversation:
A: Which one should we buy?
B: Let’s buy the Green Colored Sony Vaio! I don’t like the brown-black
variety.
A: Like some other brands?
B: Yes.
A: Did you know that Sony started in the year _______ in ______ , ________?
B: Oh! I never knew!
A: Can you tell me why you like the Sony laptop instead of other brands?
B: Well, the Sony Vaio has got so many _______.
A: And also ________________ is the Brand Ambassador of Sony Vaio!
B: Yes. I suppose that is why it is so popular.
A: It certainly is, and also because it targets a _______ audience of all
________.
B: Plus it has such a unique USP “_____ . ______”, that appeals to everyone.
A: I agree.
3) “Brand APPLE”
 APPLE Inc. - is an American multinational corporation that designs and
sells consumer electronics, computer software, and personal computers.
 Well-known products – APPLE’s best-known hardware products are
the Macintosh line of computers, the iPod, the iPhone and the iPad.
Its software includes; iTunes, iLife, iWork, etc.
 Target audience - Apple’s target customers could be described as middle
or upper income individuals who like to use their computer gadgets for
fun, not just work, and mostly professionals in the creative media and
design fields.
 Brand reliability – APPLE is the largest technology company in the world
(by income and profit), more than Google and Microsoft combined. It is
an empire with 63,500 employees’ worldwide.
 USP – “Think Different” - Apple's iPad would be a good example of
their USP, nothing like the iPad existed before APPLE created it.
 Brand Promotion: The USP “Think Different” inspires and motivates the
APPLE customer to do something, which is to think differently from other
people.
25
Conversation:
A: I bought an iPad yesterday.
B: Great! APPLE is such a good brand.
A: I keep hearing that. But I don’t know much about it.
B: APPLE is actually a ________________________ that designs and sells
___________
_________________.
A: Then why do you say “APPLE is a good brand” instead of “APPLE is a good
company”?
B: Because a “brand” stands for the entire range of products of a company.
A: OK. I understand it now.
B: Can you tell me some best known products of brand APPLE?
A: Uh…There is the Macintosh line of computers, and the ___ which is a
good example of their USP.
B: Yes. Did you know that APPLE is the ______________________ in the
world?
A: Wow! Then it must be manufacturing a lot of computers each year.
B: Of course.
A: Great! What do you think makes it so popular?
B: I think it is popular because it inspires and motivates the APPLE customer
to _____________________, which is to _____________________ from other
people.
A: Must be, after all the USP of the brand is, “Think Different”.
4) “Brand DELL Inc.”

 DELL Inc. - is an American multinational computer technology
corporation that develops, sells and supports computers and related
products and services.
 Target audience - DELL’s target customers could be described as middle
income individuals who like to use their computers at home, at work and
on the go (while they travel).
 Brand reliability – DELL is one of the largest technological corporations in
the world, with more than 103,300 employees worldwide. Started in
1984 in Texas, USA. It is named after its founder ‘Michael Dell’.
 USP – "Yours is here" to say that it customizes computers to fit customers'
requirements.
 Brand Promotion: DELL claims to have “something for everyone”.
Conversation:
A: There are too many Brands here, I can’t find DELL.
B: Hey! I can see the DELL Store over there.
A: Nothing escapes your eyes!
B: Finally! I love this place. It’s a computer geek’s paradise!
A: Same here. But can you tell me why you like it?
B: Well, because of the range of computers they make that suits my
requirements.
A: That is what DELL is all about – “_____________”. It is the USP of the
brand.
26
B: But that is not the only reason.
A: What’s the other reason?
B: The fact that DELL has ________ for __________.
A: Wow! I’m sure all these factors are responsible for the brand’s success.
B: Did you know that DELL was named after its founder _______________.
A: No, I didn’t. It’s good to know. Thanks.
Past Continuous Tense

Examples:
1. Sheetal was designing a game on her computer for her brother.
2. They were rehearsing for the competition.
3. The teachers were having a meeting.
1. Identify the sentences given below which use the past continuous tense.
1. We were looking for Laptops.
2. The salesman was suggesting Sony, Dell, and HP.
3. We started trying out the games.
4. But the CDs were not playing well.
5. We continued searching in other shops.
6. Finally we found a reasonably priced Tablet PC that did not suit our
budget.
7. It was an Apple iPad and was very expensive.
8. But we got a good discount.
9. We were smiling as we came out of the shop.
27
ASSESSMENT
Rewrite the sentences by changing the verbs in bold to the Past Continuous
Tense.
1. Because of the sale at the APPLE store, people tried to buy many
computer products.
2. I assisted a customer in finding a pair of speakers for his computer.
3. The logo on the laptop said DELL, but it looked fake.
4. I showed the anti-virus software which said “100% safety from internet
viruses” to assure the customer that it was completely safe to use.
5. My friend insisted on going to the new Electronics store at the mall, as
she would get multiple computer brands under one roof.
6. Paramjeet worked in the hardware section of the shop, but he was later
shifted to the software section as more people were needed there.
7. Last week Sony World ran a Customer Loyalty Program, where all their
regular customers got a 20% discount on their purchases.
8. I told the customer that she should not wash her monitor with water, as
it could spoil it.
9. Everyone spoke highly of the new iPhone from APPLE.
28
SESSION 6: FEATURES, ADVANTAGES AND BENEFITS
RELEVANT KNOWLEDGE
Look at the heading of this session. What do these terms indicate to you? How
do these terms relate to a product? Jot down your thoughts. The features,
advantages and benefits of a product are referred to as the FAB of the product.
Read aloud the details below:
Features
 A feature of a product is something which is hopefully unique in some
way.
 A feature should differentiate one product from its competition
(although many times features are similar between competitive
products).
 The important features of a product are its Unique Selling Points (USPs) -
that are not available with the competitor's product. (For Example: The
“iPhone 4S” from Apple). Therefore, you need to identify your own
product's unique selling points and make sure your customer agrees that
these are important to them.
Note: Most people think features are benefits but they are not. The
customer likes the features because they provide them with an advantage,
and the advantage then provides them with the benefits.
Here are some examples of the features of a product - mobile phone:
 Some mobile phones have the ability to surf the web and run Internet-
based applications.
 Many mobile phones have built-in digital cameras, and can play music
and videos that are stored on the device in addition to making phone
calls.
 Some of the latest mobile phones have built-in physical keyboards while
others use touch screen keyboards within the phone's screen or a
traditional numbered phone keypad.
 Some newer smart phones are also capable of streaming music and video
from the web.
 Mobile phones with built-in Bluetooth can be connected to hands-free
headsets and speakerphones, as well as share data with your computer
and other devices without having to connect the phone to them using
wires.
 Some mobile phones offer only built-in memory, while others give users
the ability to expand the phone's memory using memory cards.
29
30
Advantages
 The advantage is a result of the feature and is providing something good
for the customer.
 The advantage is dependent upon the feature
 The advantage is not always apparent so sometimes it needs to be
explained.
 Always ensure the customer understands the advantages to the features
the product provides.
Given below are some examples of advantages of the product - mobile phone.
 Mobile phones today enable many company executives to work from

across the world due to its computing applications.
 Mobile phones today perform various functions, eliminating the need for
carrying different stand-alone gadgets.
 Mobile phones are now a customers’ music system, digital camera,
gaming device, computer, all rolled into one!
 These mobile phones cater to the need of each and every class of
people.
 The newest mobile phones ensure that customers get outstanding
multimedia capabilities and high-tech digital cameras that enable
customers to capture a moment and turn it into a memory.
 Mobile phones with MP3 player, allow customers to play their favorite
music tracks with superb sound quality and share them with their friends
via powerful Bluetooth wireless technology.
 Mobile phones allow customers to access the latest technology in the
palm of your hand.
Benefits
 The benefits are the final results caused by the advantages, which in
turn have been brought about by the features.
 Few people really understand what benefits are, and can successfully
communicate them to the potential customer.
 The benefit is the real reason that a customer will make the decision to
invest money and buy the product.
Given below are some examples of benefits of the product - mobile phone.
 Stay connected anytime and anywhere: The most basic benefit of a

cell phone for which most of us use it is that we can stay connected
with our loved ones in any part of the world and anytime. Gone are
the days when we used to stand in queues to make an STD or ISD
calls. You can talk to your loved ones staying even seven seas far with
cell phones.
31
 Mini PC: cell phones are nowadays almost equivalent to mini
computers. The latest ones are equipped with windows and internet
facilities. So you don’t need to wait for the newspaper! You can
simply access the internet on your cell phone and get to know about
the latest news, your e-mails, movie shows and a lot more!
 Enhance your business: cell phones are a great help even at your
business. With cell phones, you can constantly stay in touch with your
employees and get to know about crucial information of your
business.
 Wholesome entertainment: with a cell phone in your hand, you don’t
need a TV or PC to get entertained. It is all in your cell phone. You
can play games, listen to music, and click pictures and even record
videos in your cell phone.
 Transfer of data: these days cell phones are equipped with infrared
and bluetooth technologies which allow you to transfer data like
mails, pictures, music and even videos just in span of seconds.
Knowledge of FAB helps to impart product information to the potential

customer. Sometimes customers may not be aware of the advantages and
benefits of the product, so it’s the responsibility of a salesperson to bring it to
their attention. After all, FAB is the real reason why customers choose one
product over another.
Given this information, you will follow the instructions of your facilitator and
complete an activity in class.
EXERCISE
1) Rearrange the following sentences so as to form a conversation between

a customer and a salesperson. The salesperson is explaining the
Features, Advantages and Benefits of Laptop Computers.
Customer: Wow! That’s like a lot in such a small package! So, how much does it
cost?
Salesperson: Some of the advantages of the Prime-Top Comps’ K-Series are;

their lightweight bodies make it easier for them to be carried around. Their full
flat surfaces make it easy to slide them into and out of a bag. Their Bluetooth
technology provides the option of working wireless. Their easy mobility enables
work to get done on time. The Intel Core i7 processor allows for instant access
to information (wireless or internet connected laptops) at very high speeds and
very low power out-put. Plus, their various colors make a very strong fashion
statement.
32
Customer: How different can they be? What are the advantages of the laptops
your company makes?
Salesperson: Many, Sir/Ma’am. Let me first explain the features to you.
Customer: Ok. That does not seem too steep, but what are the real advantages
of owning one of these?
Salesperson: At the counter, Sir/Ma’am. That way, Sir/Ma’am, please follow

the arrow.
Customer: Ok.
Salesperson: Thank you so much, Sir/Ma’am. It was a pleasure serving you. Do

come back again!
Customer: Super! That’s really impressive.
Salesperson: Of course, Sir/Ma’am. It is a simple process. We at “Prime-Top

Comps” make some of the best laptop computers in the market.
Customer: Yes, I see it. Thank you.
Salesperson: It comes at an unbelievable price of only Rs 35,000.
Customer: I am looking for a good laptop for my nephew. He has just started
travelling regularly for work, so I thought of buying him something useful. Could
you help me select one?
Salesperson: And yet their features, advantages and benefits are very
different!
Customer: Could you tell me about the benefits too?
Salesperson: I agree, Sir/Ma’am.
Customer: Great! Everything sounds excellent!
Salesperson: Thank you, Sir/Ma’am. The K-Series has been made to benefit
everyone. So, would you like to gift one of our K-Series laptops to your nephew?
Or, would you like to see something else?
Customer: No need to. You’ve convinced me. So, please make me a bill for my
nephews’ new Prime-Top Comps’ K-Series Laptop!
33
Salesperson: Of course, Sir/Ma’am. Some of them are; Time management: as
its’ portability enables for work to be done from anywhere and anytime.
Immediate access to information: as carrying a K-Series laptop means having
instant access to information, whether it's from saved files or from the
Internet, just flip open to find a solution. Low power consumption: the K-Series
models are more power-efficient than a desktop. They are beneficial for
businesses and homes where there is a computer running constantly. The K-
Series models are made to save money on the electricity bill. The K-Series
models can run for several hours off its internal battery. This is useful for
people who travel or when there is a power cut and work still needs to get
done. The K-Series models saves on money too, as other laptops in the market,
with similar FABs, cost a minimum of 46,000 rupees and go up to 1, 64,000
rupees. The K-Series models costs only 35,000 rupees and only goes up to
78,000 rupees.
Customer: Well, thought that’s good to know, because I really don’t know a
thing about them. To me all laptop computers pretty much look the same!
Salesperson: Thank you so much, Sir/Ma’am. I’ll do it right away!
Customer: Where do I make the payment?
Salesperson: Our premium “K Series” is ultra-light and thin, perfect for people
on the go, just like your nephew. The K-Series models have full flat surfaces,
and come with a specially engraved hinge and the finest quality carbon top
panel. IT also has a third generation Intel Core i7 processor, along with built-in
Bluetooth. The compatible accessories include a Bluetooth mouse, keyboard,
and headset. The K-Series models come with in-built internal battery. Their
monitors have a screen size of 14.5 inches, and have a web-camera of super
clarity. It has a 4GB RAM and a hard drive of 500 GB. Plus they come in various
colors, and only weigh 1.3 kg.
Prepositions
A preposition is a word that links a noun and pronoun to other words in a

sentence. Prepositions are used as follows:
 Prepositions of time: at, on, in, during, since, until, by, etc. We reached the
hostel at 9 pm. We reached the hostel on Monday. We will reach the airport
in an hour. Note: Use at for specific times, on for days and dates, and in for
non-specific times.
34
 Prepositions of place: at, on, in, over, above, under, beside, behind, etc. We
went to the library. The library is on Hudson Lane. Note: Use at for specific
places, on for roads, streets, etc., and in for cities, countries, etc.
 Prepositions of direction: to, from, across, through, around, into, towards,

etc. The electronics shop is across the street. The cricketers went in that
direction.
 Prepositions indicating other relationships: by, with, of, for, etc. This sari is
made of silk. A surprise is waiting for you.
Examples:
1. She spilt tea all over the tablecloth.
2. Put these coins in the piggy bank.
3. Pour the grains into the sack.
4. Turn off the lights before you go to sleep.
Choose the correct preposition in the following:
1. This user manual provides details ____ how to use the microwave oven.
(of, for, on)
2. The microwave oven should be opened _____ pressing this button.
(through, by, on)
3. Place the utensil ____ this raised plate. (above, on, over)
4. Only microwave-safe utensils should be used _____ cooking and heating
in a microwave oven. (with, in, for)
5. The red button ____ (in, at, on) the front is ____ (about, for, to) setting
the time.
6. The green button is meant ____ turning the oven on. (about, by, for)
7. The oven will beep to let you know when the time is ____. (over, up,
down)
35
ASSESSMENT
Fill in the blank with the correct preposition:
Salesperson: Can I help you, Ma’am?
Customer: Yes, please. Could you show me how to operate this washing
machine?
Salesperson: Sure, Ma’am. It is very easy to operate Landers’ AutoWash

washing machine. It will wash, rinse, and dry your clothes all ________ (by,
over) itself. To open it, you need to press this button. The lid will rise ________
(up, above) on its own.
Customer: Okay.
Salesperson: Then, you can put your garments _________. (Into, in)
Customer: Just a minute. Can I wash all kinds of garments together?
Salesperson: You can, but you are advised _________ (for, against) washing
different fabrics together. Soft fabrics might be ruined if you wash them
__________ (between, with) heavy ones.
Customer: Okay. And how do I set the time?
Salesperson: It depends _________ (on, for) the number of clothes you want to
wash ________ (at, over) a time. If the load is heavy, you have to push the
“Heavy” button. The machine will set the time and amount of water
automatically.
Customer: Okay. Can I use hot water?
Salesperson: Of course, Ma’am. The machine has hot and cold washing options.
Customer: Alright. And what _______ (about, for) flushing?
Salesperson: Just take the machine’s pipe ________ (off, of) its holder as soon
as you have switched it on. The machine will automatically flush when it is
done.
Customer: Great! Thanks for your help.
Salesperson: It’s my pleasure, Ma’am.
36
REVIEW SESSION 2
RELEVANT KNOWLEDGE

Sessions 5 and 6.
Methodology: The review evaluations will be Question ‘n’ Answer and Role
play based. Answers will be assessed on Content, Context, Grammar, Sentence
structure and Vocabulary based on the sessions that were imparted.
Process: The review evaluations will be divided into two parts, one for each
session:
 Computer Brands and Models.

 Features, Advantages and Benefits.
ASSESSMENT
Review of Session 5: Computer Brands and Models
Listen carefully to your facilitator and complete the following details as per
directions given.
1) Fill in the blanks in the Role-Play section, to form a conversation

between a customer and a salesperson with appropriate responses.
Role-Play: Name that Brand!
Customer: Which brand of computers would you recommend I buy?
Salesperson: I would recommend Brand _____.
Customer: Why this brand? What is so special about them?
Salesperson: Because _____ touches the lives of millions of people through

_____________ across the world every day, right from aeronautics and
computers to life sciences.
Customer: Good to know, however; what are the different types of

computers they manufacture?
Salesperson: They make various products, such as, __________,

___________, and __________ (also known as Netbooks).
Customer: Are they expensive?
37
Salesperson: Not at all. In fact, they’re quite affordable. The price
________ from Rs 20,000 to Rs 50,000.
Customer: How old is the brand?
Salesperson: _____ was founded in 19___, so they’re 36years old.
Customer: Okay, but are they as popular as some of the other brands?
Salesperson: Absolutely! ____ is a well-_________ leading brand that

__________ in 31 countries, and is an empire with more than 90,000
employees’ worldwide.
Customer: Wow! That is impressive.

Questions:
a) What is the difference between the following terms; Branded

Products, Unique Selling Point and Brand Ambassador? Give one
example of a popular product of an established brand, its Unique
Selling Point and its brand ambassador.
b) Which company was founded in 1984, in Texas, USA, and is named
after its founder? If possible, name the founder.
c) Which Brand’s USP do the following phrases belong to?
 “We Build Technology that touches lives”
 "Yours is here"
 “Think Different”
 “make.believe”
d) Name some of the products APPLE makes?
e) Which country was SONY Corporation founded in?
f) Which company’s brand promotion claims to have “something for
everyone”?
g) What are the different aspects that contribute to building a Brand
Name?
h) Name a few brand names that make Desktops, Laptops and Tablet
PCs?
3) In the sentences given below, re-write the given sentences by changing

the verbs in bold to the past continuous tense.
a) Because of the sale at the APPLE store, people tried to buy many
computer products.
38
b) I assisted a customer in finding a pair of speakers for his
computer.
c) I showed the anti-virus software which said “100% safety from

internet viruses” to assure the customer that it was completely
safe to use.
d) My friend insisted on going to the new Electronics store at the

mall, as she would get multiple computer brands under one roof.
e) Paramjeet worked in the hardware section of the shop, but he

was later shifted to the software section as more people were
needed there.
f) Last week Sony World ran a Customer Loyalty Program, where all
their regular customers got a 20% discount on their purchases.
g) Everyone spoke highly of the new iPhone from APPLE.
Review of Session 6 : Features, Advantages and Benefits
Listen carefully to your facilitator and complete the following details as per
directions given.

Question:
a) What are the features, advantages and benefits(F.A.B) of a

product? Explain.
b) You've just been handed a new product for a brand new client at
your company. Your assignment –to describe the F.A.B of the
“Pencil”?
2) Rearrange the dialogues in the role-play section, to form a conversation

between a customer and a salesperson. The salesperson has to explain
the features, advantages and benefits of Laptop Computers, in a
sequential order.
39
Role-Play
Customer: Wow! That’s like a lot in such a small package! So, how much does it
cost?
Salesperson: Some of the advantages of the Prime-Top Comps’ K-Series are;

their lightweight bodies make it easier for them to be carried around. Their full
flat surfaces make it easy to slide them into and out of a bag. Their Bluetooth
technology provides the option of working wireless. Their easy mobility enables
work to get done on time. The Intel Core i7 processor allows for instant access
to information (wireless or internet connected laptops) at very high speeds and
very low power out-put. Plus, their various colors make a very strong fashion
statement.
Customer: How different can they be? What are the advantages of the laptops
your company makes?
Salesperson: Many, Sir/Ma’am. Let me first explain the features to you.
Customer: No need to. You’ve convinced me. So, please make me a bill for my
nephews’ new Prime-Top Comps’ K-Series Laptop!
Salesperson: At the counter, Sir/Ma’am. That way, Sir/Ma’am, please follow

the arrow.
Customer: Could you tell me about the benefits too?
Salesperson: Thank you so much, Sir/Ma’am. It was a pleasure serving you. Do

come back again!
Customer: Super! That’s really impressive.
Salesperson: Of course, Sir/Ma’am. It is a simple process. We at “Prime-Top

Comps” make some of the best laptop computers in the market.
Customer: Yes, I see it. Thank you.
Salesperson: It comes at an unbelievable price of only Rs 35,000.
Customer: I am looking for a good laptop for my nephew. He has just started
travelling regularly for work, so I thought of buying him something useful. Could
you help me select one?
Salesperson: And yet their features, advantages and benefits are very
different!
Customer: Well, thought that’s good to know, because I really don’t know a
thing about them. To me all laptop computers pretty much look the same!
40
Salesperson: I agree, Sir/Ma’am.
Customer: Ok.
Salesperson: Our premium “K Series” is ultra-light and thin, perfect for people
on the go, just like your nephew. The K-Series models have full flat surfaces,
and come with a specially engraved hinge and the finest quality carbon top
panel. IT also has a third generation Intel Core i7 processor, along with built-in
Bluetooth. The compatible accessories include a Bluetooth mouse, keyboard,
and headset. The K-Series models come with in-built internal battery. Their
monitors have a screen size of 14.5 inches, and have a web-camera of super
clarity. It has a 4GB RAM and a hard drive of 500 GB. Plus they come in various
colors, and only weigh 1.3 kg.
Customer: Great! Everything sounds excellent!
Salesperson: Thank you, Sir/Ma’am. The K-Series has been made to benefit
everyone. So, would you like to gift one of our K-Series laptops to your nephew?
Or, would you like to see something else?
Customer: Ok. That does not seem too steep, but what are the real advantages
of owning one of these?
Salesperson: Of course, Sir/Ma’am. Some of them are:
1. Time management: as its’ portability enables for work to be done from

anywhere and anytime. Immediate access to information: as carrying a K-Series
laptop means having instant access to information, whether it's from saved files
or from the Internet, just flip open to find a solution.
2. Low power consumption: the K-Series models are more power-efficient than
a desktop. They are beneficial for businesses and homes where there is a
computer running constantly. The K-Series models are made to save money on
the electricity bill. The K-Series models can run for several hours off its
internal battery. This is useful for people who travel or when there is a power
cut and work still needs to get done.
3. The K-Series models saves on money too, as other laptops in the market,
with similar FABs, cost a minimum of 46,000 rupees and go up to 1, 64,000
rupees. The K-Series models costs only 35,000 rupees and only goes up to
78,000 rupees.
Salesperson: Thank you so much, Sir/Ma’am. I’ll do it right away!
Customer: Where do I make the payment?
41
3) In the sentences given below, re-write the given dialogues between a
customer sales/service representative and a customer by filling in the
blanks of the given sentences with the correct preposition.
Salesperson: Good Morning, Ma’am. How can I help you?
Customer: Yes, please. Could you show me how to operate this Laptop?
Salesperson: Sure, Ma’am. It is very easy to operate an ACER Laptop. It

is very user friendly, and can be used ________ (by, over) children too. In
order to switch it on, you need to press this button. The laptop cover
will rise ________ (up, above) on its own.
Customer: Okay.
Salesperson: Then, you can download or upload all your

documents_________ (Into, in) it.
Customer: Just a minute. Can I download any document from the net?
Salesperson: You can, but you are advised _________ (for, against)
downloading any documents that may cause harm to your computer. Your
computer may get infected if you download any document __________
(between, with) a virus.
Customer: Oh, okay. Thanks.”
42
SESSION 7: LOCATING PRODUCTS
RELEVANT KNOWLEDGE
The role of a sales representative is very diverse. Some of the activities of a

sales representative are:
 Assisting and encouraging customers to select and purchase products.

 Describing the FAB and sometimes even do a demo of the product.
 Answer all of the customer’s queries regarding specifications, warranty,
EMI options, maintenance etc.
 Address the customers’ needs i.e advise and help the customer locate
appropriate products.
 Receive payments, orders and makes invoices.
 Arrange display of goods in retail stores.
 Co-ordinate stock inventory and order new stock
Listen carefully to the instructions and directions of the facilitator as he/she

guides you through a role play of a computer sales representative.
EXERCISE
Go through the following conversation “Helping the Customer Find What

They’re Looking For – Over the phone”.
Rearrange the italicized parts to frame correct responses.
A: Thank you for calling “Online Gadgets”. How can I assist you?
B: Hello! Do you have computer speakers?
A: Sure, Ma’am. like you what could is kind me speakers tell of you’d?
________________________________________
B: I want a pair of desktop speakers.
A: Very good Ma’am. We have some wonderful desktop speakers from some of
the best brands in the world.
B: Great!
A: Do you have any particular brand and model in mind Ma’am?
B: have black of a Sony you would speakers do pair?
________________________________________
A: Sure, Ma’am. Please click on the “computer hardware” tab on the top left
side of the website, and a new page should open. Please have a look at the
Sony products listed there. You should be able to see the speakers.
B: Yes, I’m able to. Please give me a minute.
A: Sure Ma’am. Please take your time.
B: Oh, no. I am afraid they are not the kind I was looking for.
A: Ma’am, if you like the design, have similar DELL we a pair by.
B: That’s great. them I how find do?
________________________________________
43
A: In the same “computer hardware” page, Ma’am.
B: Oh, yes. I see it. They look very nice, but I don’t like the red color.
A: Ma’am. available they are in also black.
________________________________________
B: Great. Then I think I’m going to order a pair of black DELL speakers.
A: Fantastic Ma’am!
A: May I make your bill Ma’am?
B: Yes, please.
A: Will there be anything else Ma’am?
B: No. That’s it for now. Thanks!
A: Thank you for calling Ma’am.
Go through the following conversation “Helping the Customer Find What

They’re Looking for – In Person.”
Rearrange the following sentences to form conversations between A and B.

Assume that A is the sales representative and B the customer
First conversation:
(a) Here. All shirts on this shelf are Peter England, size 40, and have
full sleeves.
(b) Full-sleeve.
(c) Well, if you have Peter England, then we could take a look at those first.
(d) 40.
(e) Okay, Sir. Is there any brand you prefer?
(f) Sure, Sir. What is your size?
(g) We do have Peter England. What about sleeves, Sir?
(h) Hi! Could you show me some formal shirts?
(i) Okay, Sir. Please follow me.
(j) Hello! Welcome to Menswear!
(k) Ok.
(m) Thank you.
Second conversation:
(a) Sure, Ma’am.

(b) Yes. I am looking for a kurta for my son.
(c) No, Ma’am. I am afraid we have this piece in dark blue only.
(d) Size Medium will do.
(e) Thank you. Are both short-sleeve and long-sleeve kurtas here?
(f) Do you have this in orange?
(g) Here you are, Ma’am. This entire shelf stocks size Medium kurtas.
(h) Ok, Ma’am. Please come this way.
(i) Yes, Ma’am. The first shelf on the right has full-sleeve kurtas and the
second one has half-sleeve kurtas.
(j) Thank you. Could you show me the dark blue kurta there?
(g) Can I help you find anything, Ma’am?
(h) Ok.
44
(i) Okay. Could you tell me your size?
Reported speech
Read the following examples carefully:
Direct speech: Meena: Who bought these Cds?

Reported speech: Meena asked who had bought those Cds.
Direct speech: Tashish: I can talk non-stop for hours.

Reported speech: Tashish said that he could talk non-stop for hours.
Direct speech: Tanisha: Will you please buy me a computer for my birthday?
Reported speech: Tanisha requested me to buy her a computer for her birthday.
Choose the correct option of reported speech from the responses given below:
1. The customer said, “Can you help me find a laptop?”
(a) The customer asked if I could help her find a laptop.
(b) The customer asked if I can help her find a laptop.
2. I said, “Which brand would you prefer?”

(a) I asked her which brand would she prefer.
(b) I asked her which brand she would prefer.
3. She said, “Any brand will do.”

(a) The customer asked any brand would do.
(b) The customer said any brand would do.
4. I asked, “Okay, Ma’am. Could you tell me your name?”

(a) I asked her if she could tell me her name.
(b) I asked her if could she tell me her name.
5. She said, “My name is Sheena Kaur. Please show me only desktops.”
(a) She said her name was Sheena Kaur and asked me to show her only
desktops.
(b) She said her name was Sheena Kaur and please show her only
desktops.
ASSESSMENT
In the following sentences, convert the part in bold into reported speech.
Customer: Where are the games Cds?

Reported Speech:_____________________________________________________
Executive: They are in the second row ma’am.
45
Reported Speech:_____________________________________________________
Customer: Do you have these speakers in blue?

Reported Speech:_____________________________________________________
Executive: No ma’am. But you can try these black ones.

Reported Speech:_____________________________________________________
Customer: Can you help me find a matching sweater with this shirt?
Reported Speech:_____________________________________________________
Executive: Sure ma’am. Please take a look at our winter section.

Reported Speech:_____________________________________________________
Customer: But I think the sweater won’t look nice with this shirt.
Reported Speech:_____________________________________________________
Executive: Then you can try it with a formal skirt.

Reported Speech:_____________________________________________________
Customer: I’m looking for a book called The Alchemist. Where will I find it?
Reported Speech:_____________________________________________________
Executive : You will find it in the Popular Fiction section on our website.
Reported Speech:_____________________________________________________
46
SESSION 8: COMPLAINT HANDLING
RELEVANT KNOWLEDGE
We all have complained about something or the other in our daily lives. Now, it
is important for you to understand:
 The nature of a complaint.

 The importance of keeping a customer happy.
 The reasons why customers complain.
 The result a complaint has on business.
 The different ways of handling a complaint.
How do you define a complaint?
“An expression of dissatisfaction by a customer whether justified or not”
How does a happy customer affect business? A happy customer will…

 Returns the next time
 Use the other services that the business (restaurant / hotel / shop /
organization, etc.) is promoting or selling
 Appreciate the staff and respects them
 Recommend the place to his family and friends
 Thus, increase the profits of the place
Note: A study says that 95% of customers stop going to a hotel, restaurant or
store because somebody from the staff was rude to them.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
What do you think would happen if your favorite store/restaurant lost 95% of its
customers? Why do think customers complain? Can you list a few reasons?
Some of the main reasons why customers complain are…

 Bad service; very unacceptable and disappointing.
 Unsatisfactory service; average and ordinary
 Delayed response in service; taking too much time, sometimes days.
 Issues not being handled seriously; not given due importance.
 Not getting the promises promised; insincere assurance.
 Rude and disinterested staff.
47
How do you think complaints affect businesses?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
A study says that One unhappy customer not using the service of a business
equals to thirty-five people (including friends, family and social contacts)
not using its service.
Do you think it is a good idea for a business to actively seek (try to find out)
customers’ complaints? Support your answer with reasons.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
One of the most effective ways of handling a complaint is to:
Kill the reason for the complaint. Don’t let the complaint arise in the first
place.
Read aloud the eight steps to solve a complaint:
1. Provide customers your full and undivided attention.

2. Listen completely.
3. Ask the key question “what else?”
4. Agree that an issue exists; never disagree or argue.
5. Apologize; for any problem caused
6. Assure that the complaint will be looked into at once.
7. Reassure that the issue will be solved at the earliest (Ask again “what
else?”).
8. Thank the customer for bringing the complaint to your attention.
48
Go through the text given below “Complaint Handling; Keeping Customers
Happy”.
 Akhil is upset about the service at the store. He tells the store
manager he’s never coming back.
 Nilofer apologizes to the customer, for the faulty laptop he bought,
and assures him that she will make sure the laptop is replaced and
the whole issue solved within 72 hours.
 Ranvir takes down a complaint from Mr. Shorey, who is very
disappointed about the below average service he’d received the last
time he’d called.
 Manisha is upset! She has been put on hold, for more than 30mins, by
the call center agent she was speaking to. She is definitely going to
raise a complaint about this to the agent’s superior.
 Customers at the restaurant are always complaining to Tanya about
Mahesh’s poor service. If this keeps happening, Tanya fears the
restaurant may face a big loss!
Now answer the questions below:
1. Why is Manisha very upset, and what is she going to do?
______________________________________________________________
2. Who is Mr. Shorey and why is he disappointed?
______________________________________________________________
3. What did Akhil tell the store manager?
______________________________________________________________
4. What did Nilofer do to handle her customer’s complaint, and how long
did she say it will take to solve?
______________________________________________________________
5. What did the customers complain about in the restaurant, and what
does Tanya fear?
______________________________________________________________
Listen carefully to the instructions of your facilitator and fill in the details
below:
“Ways of Handling Complaints”.
49
A: Does your place of work have a complaint department?
B: No, it doesn’t.
A: Then who handles all of the customers’ complaints?
B: We do!
A: What do you mean you do? Don’t you think it’s wise to have a
separate department for that? Did you know that for every complaint
registered, there are…
B: ____ unregistered complaints. I know and I do agree that it is important to
keep our customers ______; however, we don’t have the budget that allows
such a department. So, even with the few of us, we manage to ______ our
customers with our ___ and undivided ________!
A: I understand. So, what are the different ways you handle complaints?
B: First, like I said, we show all our customers that we care by giving each of
them individual attention, ________ to everything they have to say, asking
them whatever the issue is.
A: Sounds good, but what if the customer insists that there was a problem with
the service, even if you know there wasn’t. What would you do then?
B: Simple. Never ________ or _____, as “the customer is always right”! So, we
_____ that an issue exists, and __________ for any problem caused to them
and then assure them that their complaint will be looked into at once.
A: Does that make the customers happy?
B: Yes, it does. Especially when we _________ them that their issue will be
solved at the earliest, and ______ them for bringing the complaint to our
attention.
A: Wow! This has really taught me a lot about how to handle customer
complaints. Thanks!
B: You’re welcome!
EXERCISE
Past perfect tense
Identify the sentences that are not in the past perfect tense.
1. Natasha had complained about new computer.
2. Have the customers’ complaints been filed?
3. She had been asked to apologize to the customer.
4. I had chosen to shop at the mall.
5. The waiter had already served the customer some lunch.
6. Ansh had not completed installing the software.
7. She had helped the customer solve the problem.
8. The customer called to thank him for the help, and he accepted.
50
ASSESSMENT
Change the verbs in bold to Past Perfect Tense and rewrite the sentences.
1. We received 75 letters of appreciation and 58 customers’ complaints last

Friday.
_________________________________________________________________
2. I signed on the Customer-Complaint Form.

_________________________________________________________________
3. Who verified the details of the customer?

_________________________________________________________________
4. I did not receive any complaint about the service.

_________________________________________________________________
5. I assured the customer that the item will be delivered to him on time.
_________________________________________________________________
6. I counted each and every item before signing the acknowledgement slip.
_________________________________________________________________
7. We received a lot of mails from some very happy customers.

_________________________________________________________________
8. I sent the Customer-Satisfaction Report to the manager because it was more

than we expected.
_________________________________________________________________
9. Did he give you the service slip?

_________________________________________________________________
10.Did you inform the customer service department that the new agent has
arrived?
_________________________________________________________________
51
SESSION 9: CATEGORIZING COMPUTER ISSUES
RELEVANT KNOWLEDGE
What is categorization? It implies that objects or ideas are placed in categories

or groups, for a specific purpose. Generally, a there is a relationship between
items in a category. Categorization is fundamental in language, decision
making, and in all kinds of environmental interaction. In this session, you will
be able to categorize products and understand instructions related to it.
Study the following table and try to match the two columns – issues with the
relevant category.
Computer Issue Category
Can’t Connect to the Email Operating System

All the files are opening very slowly Hardware
Screen Freeze Anti-Virus Software
DVD doesn’t work Internet
All the files are corrupted Memory / Disk Space
Now imagine that you are guiding your younger sibling to match the two
columns. How would you instruct her to create the categories match?
Write down the sentences that you form. Note the set of instructions that you
have created and underline the words that help make an ordinary statement
into an instruction.
Now, read aloud the following list “Words for Categorizing Issues”. You have
also been given sample sentences using the words.
1) Troubleshoot: Mend, Repair

i) You have to troubleshoot the issue with the hard disk
ii) The agent who troubleshot the problem with the DVD drive was very
helpful
2) Solve: Explain
i) Solve these issues as soon as possible
ii) Customers are pleased when their computer issues are solved
3) Classify: Organize, sort
i) Classify the issues into various categories
ii) It is important to classify all computer related issues into categories
and solve them on time
52
4) Label: Mark, tag
i) All hardware products have been labeled under various categories
ii) Label each computer with the customers’ names on it
53
5) Divide: Separate
i) Divide the issues amongst them
ii) Computer related issues” has been divided into two sub-categories –
Hardware and Software
6) Connect: Link, join
i) The customer was not able to connect to the internet
ii) He did not face any issues while he was connected to the internet
Make your own sentences with the words for categorizing issues.
Now, read aloud the “List of Computer Issues and Categories” given below.
Computer Issues
Loss of memory
No sound speaker
The keyboard is not working
Screen freeze
Computer crashed
Unable to open programs
Can’t turn on the computer or nothing happens
Computer is running slow
CPU is not switching on
Too many Pop-ups are making the screen hang
System shuts down whenever games are played
System takes a long time to start-up
Categories
Software: System, Programming and Application
Hardware: Keyboard, Monitor, Printer, Optical disc drive (CD / DVD), Floppy
disk, Memory card, USB flash drive, CPU (Central Processing Unit)
Hard disk: Motherboard Network, Power supply, Random-access memory (RAM),
Sound card, Video card
Internet: Broadband; Dial-up and Wireless, Modem
Listen carefully to the instructions given by your facilitator and complete an

activity in class.
EXERCISE
Active Passive Voice
Consider the sentence: She conceived the new business.

Consider the rewrite: The new business was conceived by her.
Both sentences convey the same message. But what makes the two different?
Let’s find out.
54
In the first sentence, the doer of the action (she) comes first in the sentence
and the thing being acted upon, or the receiver of the action (the new business
idea) follows. Such a sentence when the doer of the action precedes the
receiver of the action is called an active sentence.
In the second sentence, the receiver of the action (the new business idea)
comes before the doer of the action (she). Such a sentence is said to be written
in the passive voice.
Example:
Active Voice: I solved this issue for you.

Passive Voice: This was solved for you (by me).
Active Voice: We welcome you to work here
Passive Voice: You are welcome to work here (by us).
Similarly, some sentences in Passive Voice may not have an object. So, when we
change them to Active Voice, we may have to add a subject.
Example:
Passive Voice: You are welcome.
Active Voice: We/I/etc. welcome you.
Passive Voice: I was asked to troubleshoot the hardware issue.
Active Voice: They asked me to troubleshoot the hardware issue.
The following sentences are in the Passive Voice. Convert them to Active
Voice.
1. I was given the task of categorizing all the computer related issues. (use
She as subject).
2. Pop-up issues were put in the Internet section.
3. The Hardware problems were also sorted.
4. The virus issue was incorrectly put in the Hard disk section.
5. The categorizing was finished in 15 minutes.
6. The list of issues was delivered to the supervisor.
55
ASSESSMENT
Change only the italicized sentences to the passive voice.
First of all, they made the following categories:

Software, Hardware, Hard disk, Internet
____________________________________________________________________.
____________________________________________________________________.
Then, they divided the issues into sections for each category.
____________________________________________________________________.
____________________________________________________________________.
As soon as this was done, they decided to sort out the software issues first.
Shikha put all the operating system issues in the Software section.
____________________________________________________________________.
____________________________________________________________________.
Akshar handled the Keyboard issues. They were put in the Hardware section.
____________________________________________________________________.
____________________________________________________________________.
The next task on the line was all Internet related issues. Tanisha placed the all
the pop-up issues in the Internet section.
____________________________________________________________________.
____________________________________________________________________.
They gave Asmeen the task of tagging all the labels.
____________________________________________________________________.
____________________________________________________________________.
Mukti and Karan sorted the Hardware issues and put them in the Hardware
category.
____________________________________________________________________.
____________________________________________________________________.
Arnav and Smita helped calm the customers. Arnav informed the customers
that all their software related issues would be solved at the earliest.
____________________________________________________________________.
____________________________________________________________________.
Smita informed the customers about the Internet related issues .
____________________________________________________________________.
____________________________________________________________________.
All the categories were very large, especially the Hard disk category. There
were so many issues to do with the - Motherboard Network, Power supply,
Random-access memory (RAM), Sound card Video card…the list went on.
Finally, they divided the issues into further sub-categories and solved them
accordingly.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
56
SESSION 10: USER MANUAL
RELEVANT KNOWLEDGE
When you purchase a product, you generally find a small booklet along with it,
guiding you how to effectively and optimally use the product. What is this
booklet? Yes, it’s a user manual or a user guide.
What is the purpose of this manual? Would it make a difference if it was not
there? What kinds of products have user manuals? Is it very complicated and
difficult to follow?
Think about the answers to these questions and participate in your class room
discussion.
The basic outline of a good user manual is as follows:

 User manuals or product manuals are either big or small books with a set
of instructions that are user/customer friendly.
 The main purpose of a user manual is to make the product and
procedures . easier for the users/customers to understand.
 Before making a user manual, companies do a lot of research to define
who the user/customer is, how they will use the user manual and how
much experience they have with the product.
 Most user manuals have a reference page with a step-by-step description
of how to fix, repair and set-up a product.
 User manuals usually also have a wordlist with their meanings. (For
example: a user manual about computers may have the term CPU
mentioned in a number of places. All that the user has to do is turn to
the wordlist and the meaning of the term can be found there. CPU =
Central Processing Unit.)
 Some user manuals may be very lengthy and of many pages, while others
may only be a couple of pages long.
 Most user manuals have images / pictures of the products and
instructions to be followed. Pictures are better than text, especially in
complex procedures where users / customers need to have visual
confirmation that they're performing the steps correctly.
 The user manuals for heavy-duty machines come with a page consisting
of safety measures that the users/customers should follow while using
the product.
EXERCISE
57
Read aloud the conversation given below. Follow the instructions of your
facilitator and complete the blanks.
“The User Manual”
A: I heard that you have got a new computer.

B: Yes, I have.
A: Is it set-up?
B: No, it’s not set-up as yet.
A: Does someone have to come to set it up?
B: No, I plan to do it myself.
A: Great! I’ll help too. Let’s have a look at the user manual and get started!
B: User manual? Oh, you mean that book that comes along with the computer?
A: Yes, that! Where is it?
B: I don’t know. I must’ve kept it somewhere. Why? Is it important?
A: Of course, it is. It’s a guide that provides _____________ on how to ___ or
___ something.
B: Do all products have user manuals?
A: There are many different products that come with their own user manuals
B: Such as?
A: Such as, __________ devices such as; computers, computer __________ and
___________, ____________, _____________, mobile phones, as well as
__________ machines, and many heavy-duty machineries.
B: How are they useful?
A: They _________ users (customers) about the product's _________ while
teaching them how to ___ those features __________.
B: They always seem so hard to understand.
A: User manuals are normally written so they can be ______ read and
_________ to.
Read aloud the conversation given below. Follow the instructions of your
facilitator and complete the blanks.
“Basic Outline of a User Manual”
A: What are you up to?

B: Trying to figure out how to start this system I bought.
A: Why don’t you try with the help of a user manual? You’ll find it easier.
B: I don’t think so. They’re usually so complicated.
A: No, they’re not. In fact, companies do a lot of ____________, to define who
the _____________ is, how they will use the user manual and how much
__________ they have with the __________, while making a user manual.
They make sure that the manuals are _____ for the users/customers to
understand.
B: So, what you’re saying is user manuals come with a set of _____________
that are user/customer __________?
A: Exactly! Most manuals have a ____________ page with a _______-by-_______
description of how to ________, __________ and __________ a product.
Many have a _________ with meanings.
B: I know what you’re saying is true, but I find them so lengthy with so many
58
___________, with too much to read!
A: I agree that some manuals may be lengthy; however, there are some that
are only a _______ of pages long. And, as far as there being too much to
read, did you know that many manuals have _________ of the products with
__________ to be followed. Pictures are _______ than text, especially in
_________ procedures where users / customers need to have visual
____________ that they're performing the _________ correctly.
B: Wow! I never knew that a user manual could be so helpful. I think I’m going
to use mine now!
Connectors and Conjunctions
Now that you have mastered the basics of correct usage in written English, you
want to express yourself in increasingly complex ways. One of the ways to
improve your writing style is to use sentence connectors.
Sentence connectors are used to express relationships between ideas and also
sometimes to combine sentences.
Conjunctions are used to join two sentences into one sentence by showing a
relationship between the two sentences.
For example:
 He was interested in joining the play, but he couldn't come to practice.

(conjunction)
 Mr. Sharma bought a new scooter because his old one was giving a lot of
trouble. (conjunction)
 A second remix of the song has been released. Moreover, there are talks
of releasing another one. (connector)
 A second remix of the song had been released and there are talks of
releasing another one. (conjunction)
 I scored only 40, whereas she scored five points more and won the game.
(conjunctions)
 While I scored 40, she scored five points more. Therefore, she won the
game. (connector)
Some connectors are – and, but, or, either/or, neither/nor, both/and,

whether/or, not only/ but also, even if, as well as, as soon as, as if, as though,
so that, after, because, if, though, till, before, unless etc.
Many English books refer to principal conjunctions as FANBOYS. This is an

acronym used to help you remember the following conjunctions:
F – for; A – and; N – nor; B – but; O – or; Y – yet; S – so.
59
Now, read the following and choose the correct connectors/conjunctions.
1) Read the manual _______ follow the instructions. (and, but)

2) User manuals are useful _______ they help in fixing, repairing, and
setting up products. (so, as)
3) We did not have the new manual with us. ______, we had to use the old
one. (since, so)
4) She set-up the computer correctly ________ it was her first time.
(though, because)
5) Tell them they can use the software. ___________, they will have to
read the manual to find out how. (still, however)
6) You must have brought the wrong manual _________ the instructions in
this one is not right for the machine. (but, because)
7) This image is labeled “Computer Hardware”, _________ the layout does
not fit. (because, yet)
ASSESSMENT
Fill in the blanks with appropriate connectors/conjunctions.
1) A User manual is a written guide that provides instructions on how to do

______ (or / so) use something.
2) It is very easy to learn how to set-up _______________ (and / as) work
with a computer.
3) Successful user manuals are always user/customer friendly.
______________ (Whereas / Moreover), the unsuccessful ones are too
complicated and not user friendly.
4) The software also checks ________________ (whether / where) there are
any blocks or not.
5) Once you know how to read a manual, your work will become far easier
________________ (or / and) rewarding.
6) Instructions should be followed very carefully ________________
(because/ that) the function of a product depends on them.
7) It will be easy to repair a machine with the help of a user manual,
________________ (then / while) it will not be easy to repair a machine
without the help of a user manual.
8) ________________ (Since/ But) the image shows the step-by-step
instruction on how to fix the engine, it is easier to do.
9) Do not start the engine ________________ (until / when) you have
completed all the steps in the user manual.
10) The computer has a brand new hard disk ________________ (but /
and) CPU (central processing unit).
60
REVIEW SESSION 3
RELEVANT KNOWLEDGE

Sessions 7, 8, 9 and 10.
Process: There will be one review evaluation for each session:
 Locating Products
 Complaint Handling
 Categorizing Computer Issues
 A User Manual.
ASSESSMENT
Review of Session 7 : Locating Products
1) Rearrange the dialogues in Role-Play I & II to form a conversation

between a customer and a customer sales/service representative.
Represent the customer sales/service representative as “A” and the
customer as “B”. After rearranging the dialogues, you need to present
the conversation between A and B before the class.
Role Play I
(a) No, they are quite reasonably priced. Would you like for me to show you
their low-cost models?
(b) Sure, Ma’am/Sir. Is there any brand you prefer?
(c) Okay, Ma’am/Sir. Please follow me.
(d) That’s great! Thank you.
(e) Yes. Are they priced very high?
(f) We do have fourteen different models of Dell Laptops. Would you like to
see them?
(g) Hello! Welcome to “Gadgetronics”!
(h) Hi! Could you show me some of your laptops?
(i) Ok.
(j) Here you go Ma’am/Sir. All the computers on this shelf are Dell, and range
from Rs 26,000 to Rs 52,000, and come with a one year warranty.
(k) Yes.
(l) Well, if you have Apple or Dell, I would like to take a look at those first.
Role Play II
61
(a) Yes, that would be very helpful.
(b) Gadgetronics is offering a 25% on all Apple products for customers who
walk-in and make purchases at any of their stores all this month!
(c) Thank you; I’m mailing you the details right away!
(d) I was thinking of the iPhone-4S by Apple, but I’m not too sure.
(e) Yes. So, instead of Rs 40,250, you’ll only be paying Rs 30,187.50/- only! You
get a full 10,000 rupees discount on Apples’ finest iPhone.
(f) Okay, now you’ve got me curious. What is it?
(g) That’s great, Ma’am. Would you like for me to provide you with the address
and contact details of the Gadgetronics stores in your city?
(h) Ma’am, May I please have your email-id in order for me to mail you the
contact details, and the address of the Gadgetronics stores, along with the
directions on how to get there.
(i) Ma’am, Apple’s products are made for very exclusive customers, and the
price set is in accordance to the features, advantages and benefits that
they provide their customers with.
(j) Yes. I am looking for a store that sells smartphones. It’s for my son.
(k) And you won’t have to! I’ve got some very good news that will make you
very happy.
(l) I think the basic model will do, though 40,000 rupees seems like a lot too. I
don’t want to overspend.
(m) Can I help you find anything, Ma’am?
(n) Oh, okay. So, how much would I have to pay for the basic model?
(o) What?! That’s fantastic!
(p) Okay. Could you tell me if there is any particular brand and model you’re
interested in?
(q) Super! I’ve decided I’m definitely going to buy Apple’s iPhone-4S at
Gadgetronics.
(r) The cost starts at Rs 40,250 for a basic model and goes up to Rs 52,000 for
the premium model.
(s) I think that is a fantastic choice Ma’am. The iPhone-4S by Apple is an
amazing piece of technology that your son will love to own.
(t) Thank you.
(u) Okay. My email address is my.name@email.com
(v) Great! How much does it cost? I’ve heard it’s very expensive.
(w) Thank you, Ma’am.
2) In the sentences given below, convert the direct speech marked in bold,
into reported speech.
a) Esha: Puja, Where are the games CDs?
Puja: They are in the second row
b) Customer: Do you have these speakers in blue?
Customer sales representative: You can try these black ones.
c) Customer: I’m looking for a book called The Alchemist. Where
will I find it?
Customer sales representative: You will find it in the Popular
Fiction section on our website.
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Review of Session 8 : Complaint Handling

Questions:
a) What is a complaint? Define.

b) What are some of the main reasons why customers complain?
c) How would customers’ complaints affect a business; a restaurant,
a hotel, a shop or an organization?
d) What are five steps to solve a complaint?
e) What do customers do when they are happy and satisfied with the
service provided?
2) Change the verbs marked in bold to Past Perfect Tense and rewrite the
given sentences.
Sentences:
a) We received 75 letters of appreciation and 58 customers’

complaints last Friday.
b) I signed on the Customer-Complaint Form.
c) Who verified the details of the customer?
d) I did not receive any complaint about the service.
e) I assured the customer that the item will be delivered to him on
time.
f) I counted each and every item before signing the
acknowledgement slip.
g) We received a lot of mails from some very happy customers.
h) I sent the Customer-Satisfaction Report to the manager because it
was more than we expected.
i) Did he give you the service slip?
j) Did you inform the customer service department that the new
agent has arrived?
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Review of Session 9 : Categorizing Computer Issues

Questions:
1. Mark the following statements as “True” or “False”?

o It is important to solve customer issues as soon as possible.
o Customers are not pleased when their computer issues are
solved.
o When troubleshooting a DVD issue, you have to categorize the
issue in the hardware category.
o Computer related issues can be divided into two sub-categories
– Hardware and Software.
o It is important to classify all computer related issues into
categories and solve them on time.
2. Match the computer issues with the given category, correctly.

Computer Issues:
o Can’t Connect to the Email
o All the files are opening very slowly
o Screen Freeze
o DVD doesn’t work
Category:
o Operating System
o Hardware
o Anti-Virus Software
o Internet
o Memory / Disk Space
3. Which of the following issues belong to the software and hardware
categories?
o Loss of memory
o No sound speaker
o The keyboard is not working
o Screen freeze
o Computer crashed
o Unable to open programs
o Can’t turn on the computer or nothing happens
o Computer is running slow
o CPU is not switching on
o Too many Pop-ups are making the screen hang
o System shuts down whenever games are played
o System takes a long time to start-up
2) Change only the italicized sentences to the passive voice.
Sentences:
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1. I solved this issue for you.
2. We welcome you to work here.
3. They asked me to troubleshoot the hardware issue.
4. They made the following categories.
5. Then, they divided the issues into sections for each category.
6. Shikha put all the operating system issues in the Software section.
7. Tanisha placed the all the pop-up issues in the Internet section.
8. They gave Asmeen the task of tagging all the labels.
9. Mukti and Karan sorted the Hardware issues and put them in the
Hardware category.
10. Arnav informed the customers that all their software related
issues would be solved at the earliest.
11. Shivani informed the customers about the Internet related issues.
12. Finally, they divided the issues into further sub-categories and
solved them accordingly.
Review of Session 10: A User Manual

Questions:
a) What is a ‘User Manual’? Describe.

b) What are kind of products have user manuals?
c) How is it useful to have a user manual?
d) Are user manuals difficult to understand
2) Complete the dialogues in the Role-Play by filling in the blanks, thereby

forming a conversation between a Customer and customer service
representative.
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Role-Play: The User Manual
A: I heard you got a new computer.
B: Yes, I did.
A: Is it set-up?
B: No, it’s not set-up as yet.
A: Does someone have to come to set it up?
B: No, I plan to do it myself.
A: Great! I’ll help too. Let’s have a look at the user manual and get started!
B: User manual? Oh, you mean that book that comes along with the computer?
A: Yes, that! Where is it?
B: I don’t know. I must’ve kept it somewhere. Why? Is it important?
A: Of course, it is. It’s a guide that provides _____________ on how to ___ or
___ something.
B: Do all products have user manuals?
A: There are many different products that come with their own user manuals
B: Such as?
A: Such as, __________ devices such as; computers, computer __________ and
___________, ____________, _____________, mobile phones, as well as
__________ machines, and many heavy-duty machineries.
B: How are they useful?
A: They _________ users (customers) about the product's _________ while
teaching them how to ___ those features __________.
B: They always seem so hard to understand.
A: User manuals are normally written so they can be ______ read and
_________ to.
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3) Fill in the blanks of the given sentences with appropriate
connectors/conjunctions.
Sentences:
a) A User manual is a written guide that provides instructions on how to do

______ (or / so) use something
b) It is very easy to learn how to set-up _______________ (and / as) work

with a computer.
c) Successful user manuals are always user/customer friendly.

______________ (Whereas / Moreover), the unsuccessful ones are too
complicated and not user friendly.
d) The software also checks ________________ (whether / where) there

are any blocks or not.
e) Once you know how to read a manual, your work will become far easier
________________ (or/ and) rewarding.
f) Instructions should be followed very carefully ________________

(because/ that) the function of a product depends on them.
g) A machine repaired with the help of a user manual will work well,
________________ (then / while) a machine repaired without the help of
a user manual will not work properly.
h) ________________ (Since/ But) the image shows the step-by-step

instruction on how to fix the engine, it is easier to do.
i) Do not start the engine ________________ (until / when) you have

completed all the steps in the user manual.
j) The computer has a brand new hard disk ________________ (but / and)
CPU (computer processing unit).
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SESSION 11: CROSS SELLING
RELEVANT KNOWLEDGE
Cross selling is selling additional products to an existing customer. For example,

a customer is going to buy a computer from your company. You can cross sell a
DVD player or some educational or game CDs along with it.
Some common terms and phrases which can be used while cross selling a
product such as a computer or a mobile phone are:
o “Would you also like to try out/buy…”
o “We have a special offer for you…”
o “Limited offer…”
o “This ________ will look good/work well with the_____________.”
o “This _________ complements the ______ very well.”
Read the following examples:
o ‘Would you also like to try out this Compaq wireless mouse? It will work
well with the laptop.”
o “We have a special offer for you. Since you are buying the Compaq
laptop, you can also buy this Compaq wireless mouse at half the cost
price.”
o “This HP printer can be bought at half the cost price with the laptop. It’s
a limited offer so you should avail it soon.”
EXERCISE
Now, try making sentences substituting the above given products with any other
computer or computer related products, or mobile phone. For example,
“Would you also like to try out this Nokia Bluetooth? It will work well
with the mobile phone you’ve bought.”
Fill in the blanks with the phrases given below and complete the conversation
between a Customer and a Customer Sales/Service Representative.
 That are quite popular with

 It’s very effective too
 While you’re working
 Check out our range of
 Would complement your mobile phone
First conversation:
Customer: I think I will take the dark grey colored mobile phone.
CSR: Would you also like to ___________________Bluetooth?
Customer: Oh…I wasn’t really looking for one.
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CSR: Well, Ma’am, it is always useful to have a Bluetooth
___________________, so you don’t have to stop what you’re doing to answer a
call.
Customer: That’s true. What do you have?
CSR: We have some beautiful new colors ___________________ our customers.
Shall we check them out?
Customer: Yes.
CSR: I think this black pair _______________________________ really well.
Customer: I would like to try them on first.
CSR: Of course, Ma’am.
Customer: I like it, _______________________. I will take it.
CSR: Excellent choice, Ma’am!
 They are quite affordable too

 One of our best-selling
 Would you also like to look
 That comes along with it
Second Conversation:
Customer: I would like to buy the Laptop.

CSR: That’s a very good choice, Ma’am/Sir. ___________________ for a
matching pair of speakers and a web-camera that is an additional part of the
set?
Customer: Okay.
CSR: Here you are, Ma’am. A “Wise-Tech” Laptop set. It is
___________________ products.
Customer: Hmm…They look nice.
CSR: ___________________ Ma’am.
Customer: That’s good to hear. What about the warranty?
CSR: There is a one year warranty ___________________ Ma’am.
Adjectives and Adverbs
As you already know, adjectives and adverbs are words or groups of words that
modify (describe or provide additional information about) a noun and a verb
respectively. Additionally, adverbs also sometimes modify another adverb or an
adjective. Read the following sentences:
 Anita lives in a beautiful house which is very well equipped.

 Anita bought a yellow hummer which is a very fast car.
 Anita is quickly learning to drive long distances.
Now, in the above sentences, “beautiful”, “yellow” and “long” are adjectives
as they describe the nouns “house”, “hummer” and “distances” respectively.
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Similarly, “very” in the first two sentences is an adverb that modifies “well
equipped” and “fast car” – “well” and “fast” being adjectives. In the third
sentence, “quickly” modifies the verb “learning”.
Examples:
1. We need to buy five jackets. (adjective)
2. He was quite a gentleman. (adverb)
3. I think this match was worse than the one we played. (adverb)
4. This box is much heavier than that. (both are adverbs)
Now, identify whether the words in bold are adjectives or adverbs:

1. This cutlery set is perfect for your dinner set.
2. These cutlery sets are very popular with our customers.
3. They are rather affordable.
4. That’s a lovely choice, Ma’am.
5. It is a limited offer so you must avail it soon.
6. The wireless mouse would work well with the laptop.
ASSESSMENT
Underline the adjectives / adverbs in the following sentences.
1. Ma’am it’s a nice shirt that you have picked up. Please try this silver
bracelet that will beautifully complement your shirt.
2. If you buy two large bottles of jam, you will get a packet of brown bread
absolutely free.
3. Would you like to have our delicious chocolate cookies with your cup of
coffee, ma’am?
4. This sparkling diamond ring looks great on your finger. It would look
much better if you try it out with these pretty bangles.
5. How about buying this sleek DVD player along with your new television
Sir…we will give you 10 % discount on the DVD.
6. I suggest that instead of replacing your laptop, you replace your old
battery with this long-lasting battery.
7. If you buy two large boxes of cookies Sir, you can get a cheese sandwich
for just ten rupees.
8. You have bought all your course books – why don’t you buy other
stationery such as notebooks, coloring pens, pencils, etc.
9. This trendy phone will work much better if you use this memory card
with this phone.
10.How about this stylish pair of shoes to go with your suit? You will make
quite an impact.
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SESSION 12: MERCHANDIZING VIA TECHNOLOGY
RELEVANT KNOWLEDGE
What do you think is “Online and Tele-merchandising”. Read aloud the following
points out loud.
Definition: Online and Tele-merchandising is how a company markets its

products/services via the telephone, or displays its products/services on its’
website.
 Internet and the telephone is the fastest growing business phenomenon

on Earth. That is why companies are spending a fortune on calling
software, customer service/sales representatives, website designing,
categorizing product software, advertisements, etc.
 These days, going to the store to shop for an electronic item is
considered too tiresome for some.
 The new internet age, has revolutionized the way human beings interact
with each other. Today, people want the company selling the product to
reach them via the internet or via a call.
 Customers want the whole “customer sales / service experience” to
reach them in their living rooms, without as much as moving an inch!
 Customer sales representatives need to encourage all clarification
queries the customers may have, while the customer sales
representatives explain the products’ features, advantages and benefits.
 Customer sales representatives should read up in depth about the
product they’re marketing, and must be confident enough to answer all
the questions about the product.
 The purpose of merchandizing products via such technology is that it
shall meet the customer’s needs and wants, thus making the customers
happy.
 Customer sales representatives also know that marketing is all about
creating good relationships with the customers so that they can buy their
company’s products.
 When merchandizing over the telephone customer sales representatives
need to remember to be tactful and assure the customer that they can
trust the product is worth investing in.
 Customer sales representatives need to also be efficient, listen carefully,
sound energetic, and be prompt in responding, polite in speech, patient
with elderly customers and pleasant in mood.
 Customer sales representatives who are helpful and have an organized
way of communicating, plus sounds natural (not scripted) and is eager to
serve will mostly find their merchandizing calls ending very, very
satisfactorily!
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So, when merchandizing over the phone with customers, all the customer sales
representatives need to do is, remember the “Telephone”.
T - Tactful, Trustworthy
E – Efficient
L - Listen carefully
E – Energetic
P – Prompt, Polite, Patient, Pleasant
H – Helpful
O – Organized in thought
N – Natural sounding
E - Eager to serve.
In conclusion, whether serving or selling customers, customer sales
representatives always need to remember to smile a lot and have some fun;
good marketing becomes “best” only when customer sales representatives
are able to make customers feel that the whole interaction was pleasurable
and fun. Only then will the results be great and amazing!
EXERCISE
Now, follow the instructions of your facilitator and complete the exercise on
merchandising via technology.
Fill in the responses to each question.
1. What is “Online and Tele-merchandising”?

_______________________________________________________________
_______________________________________________________________
2. What type of marketing is becoming easy for customers?
_______________________________________________________________
_______________________________________________________________
3. What is the aim of Merchandising via Technology?
_______________________________________________________________
_______________________________________________________________
4. How is it achieved?
_______________________________________________________________
_______________________________________________________________
5. What is the fastest growing business phenomenon?
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_______________________________________________________________
_______________________________________________________________
6. What are companies are spending a fortune on?
_______________________________________________________________
_______________________________________________________________
7. How has the internet revolutionized the way people interact with each
other?
_______________________________________________________________
_______________________________________________________________
8. When Merchandizing over the phone, why do CSRs need to remember the
“Telephone”?
_______________________________________________________________
_______________________________________________________________
Connectors and Conjunctions
You have already worked on this concept earlier. More examples have been
given below:
1. We came out of the theatre even before the movie ended, thereby
making Tara angry.
2. Both the interior of the house and its outer walls have been painted a
light cream.
3. Either you or I will have to talk to her.
4. You passed with good marks. On the other hand, I got only pass marks.
In the sentences given below, choose the correct option.

1. Online and Tele-Merchandising makes customers’ happy ________
increases profits. (and, but, also)
2. Having in-depth knowledge about the product is important. __________,
it makes it easier to answer whatever queries the customer may have.
(moreover, but, yet)
3. Raashi wanted to buy a computer_________ she didn’t want to go out in
the rain. (but, yet, so)
4. I think it’s a great game. ______________ I will not be playing it myself.
(however, next, though)
5. He wasn’t following the lesson _________ he was too busy looking
outside the window. (as, thus, so)
6. _________ the laptop is red; I’d like a pair of speakers that match. (but,
since, yet)
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ASSESSMENT
Fill in the blanks with appropriate conjunctions / connectors.
1. Merchandising is the art of presenting products in best focus, ___________

(thereby / but) promoting their sale.
2. It includes _____________ the exterior _____________ (both…and / either…
or) the interior of a computer.
3. It displays the products in the most attractive way _____________ (so that /
thus) the customers find them appealing.
4. It draws the attention of the customer to the product _____________
(because / thereby) increasing the sale of products.
5. Sometimes poor presentation of even the best products can lead to poor
sales. _____________ (On the other hand / Then), an interesting
presentation of products can improve their sales.
6. _____________ (Besides / Therefore) displaying goods effectively on a
website, make sure that the atmosphere on the call is comfortable for the
customer.
7. Sometimes customers buy things just because they find them attractive,
_____________ (even though / additionally) they don’t have a need for
those products.
8. _____________ (Since / For) Merchandising can make the simplest of
products appeal customers; make sure you use interesting words to describe
your product. _____________ (Moreover / For example), each feature,
advantage and benefit of a product like a laptop can be described very
clearly with very positive words in order to grab customer’s attention.
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SESSION 13: PRODUCT PROMOTION
RELEVANT KNOWLEDGE
In this session, you will discuss the topic of promotion of items.
Read aloud the following questions and the points listed below each question.
1. What do you mean when you say you are promoting a product?
 -To encourage the sales of products through advertisement, adding

bonus features and or other publicity
2. How products are usually promoted?
 Advertisement
 Adding bonus features like gift items, two for the price of one, etc.
For e.g., “Buy a Desktop Computer and get a pair of speakers for
free”, “Buy a ‘Resilience’ Data Card, and get a 25% discount on the
first year’s bill”, “Four-pack Game Cds, 50 Rupees off”, etc.
 Brand ambassadors. E.g., Kareena Kapoor for Sony Vaio, Abhishek
Bachchan for Idea Cellular, etc.
EXERCISE
Think of some more examples. Follow the instructions of your facilitator and
complete the following exercises:
1) Fill in the blanks with the appropriate options.
a) Ranbir Kapoor is the _______________________ for Lenovo. He has

already made two ________________ for the ________. The computer
that he used in one of the advertisements was given away as a gift in
a lucky draw. (brand, brand ambassador, advertisements).
b) Nike had come up with a new idea to _____________ its products
during the World Cup. Their ads _____________ the “Bleed Blue”
slogan, and showed Indian cricketers playing on tops of buses in a
crowded area helped ___________ more of their shoes in India than
ever before. The ad focused on the idea that cricket and Nike are
inseparable became very ___________ with customers. (popular, sell,
promote, publicized).
c) Many people can be seen __________ First-Touch phones these days.
That is because First-Touch phones have a ___________________
going on. For every First-Touch phone that costs 12,000 Rupees, there
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is a ___________________. You can win anything from a laptop to a
free mobile phone. (scratch-card, prize scheme, buying).
d) Some online shopping websites have interesting __________ for those
customers who order their products online or by phone. If they fail to
deliver the ________ within the stipulated timeline, the customer
will get the product ______________. (order, for half the cost,
offers).
e) There is a scheme going on at HP. For every Laptop you __________,
you get a printer _________, or 65% _________ on any other item of
your choice that ____________ below 10,000 rupees. (free of charge,
costs, purchase, off).
2) Enact a role-play based on the topic.
Product Promotion 2
Rearrange the following sentences so as to form a conversation between
Customer-Sales Executive (A) and Customer (B)
B: Wow, I can’t believe it!! What an amazing offer!

A: Are you looking for anything in particular?
B: She is 15 years old.
A: Thank you for being our customer, Ma’am/Sir. It was a pleasure serving you.
B: Well, I am looking for a Smartphone for my sister.
A: Here we are. This is our mobile phones section.
B: Okay.
A: Yes, we do. In fact, we’ve just received the latest touch-screen smartphones
a couple of days ago.
B: Good. I’d like to have a look.
A: Yes, Ma’am/Sir. So, would you like to buy one for your sister Ma’am/Sir?
B: Very nice! It looks great. My sister will, love it! It looks quite expensive
though. How much does it cost?
A: Good Morning, Ma’am/Sir.
B: How about this ‘Matrik’ one?
B: No, that’ll be all. Thanks.
A: May I ask how old she is?
B: I don’t plan to buy something that is too expensive, as she still very young.
A: I understand, Ma’am/Sir. Though the mobile I have in mind for your sister, is
not only inexpensive, but also has a fantastic surprise offer that will benefit
you too!
B: Good Morning.
B: What?! Do you mean to tell me that IN-E has made this phone packed with all
these features for only 7, 500 rupees?
A: Please have a look at this state of the art beautiful “e-phone” from “IN-E”.
It has all the features and advantages of all the best mobile phones in the
market.
A: Good choice, Ma’am/Sir. But why don’t I show you a mobile phone your
sister will absolutely love!
B: Really? Okay, show me.
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A: Thank you, Ma’am/Sir. Is there anything else that I can assist you with?
B: Absolutely, Yes! Though, I don’t understand what’s the surprise in it for me?
A: Yes, it is. So, should I go ahead and make your bill Ma’am/Sir?
A: Great choice, Ma’am/Sir. The surprise offer that is going on for the first
30days is, for every purchase of an e-phone, you get another e-phone
absolutely free of charge!
B: Do you have a smartphone suitable for a fifteen-year old?
A: It costs only Rs 7,500 rupees.
A: Please do. And, let me know if you like anything.
B: Sure.
A: The mobile phones section is this way. Please follow me.
Future Continuous Tense
You are already familiar with the concept of future continuous tense. Some
more examples have been provided below:
1. You and I will be performing together.
2. One of the workers will be coming to visit us.
3. You, and not I, will be giving the welcome speech.
Now, from the sentences given below, identify the ones which are in the future
continuous tense:
1. We are willing to introduce a new scheme to promote our products.
2. We will be introducing a new scheme to promote our products.
3. Our brand will rope in a famous actor to promote our products.
4. A famous actor will be promoting our brands.
5. Huge billboards will be put up all over town to advertise our new range
of computers.
6. They will be putting up huge billboards all over town to advertise our
new range of computers.
7. We will be creating a website for our products.
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ASSESSMENT
Change the verbs in bold to future continuous tense and rewrite the
following sentences.
1. To promote our items, we will call all our existing customers and
communicate the benefits of our new products to them.
2. We will introduce money coupons and special offers on our new products to
increase their sale.
3. We will arrange a free demo of our products to the customers.
4. We will send mini-packets of these biscuits to students in school so that
they buy the bigger ones.
5. We will advertise our new product line on TV.
6. We will invite a famous actress to launch our new product line so that
people come in large numbers to our store.
7. We will put the banners and posters announcing the start of the sale season.
8. We will distribute pamphlets about the exchange offer on our washing
machines.
9. If necessary, we will give free gift items and reward points with our new
products.
10.We will set up a kiosk (a small open-fronted cubicle from which
newspapers, refreshments, tickets, etc., is sold) outside our shop where
customers can try free samples of our new flavored drink.
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REVIEW SESSION 4

Sessions 11, 12 and 13.
Process: There will be one review evaluation for each session:
 Cross-Selling.
 Merchandising via Technology
 Product Promotion.
ASSESSMENT
Review of Session 11: Cross Selling
1) Answer the question in the “Questions” section as completely as

Question:
 What is “Cross-Selling”? Give an example.
2) Complete the dialogues in Role-Play I and 2 (by filling in the blanks) to

form a conversation between a customer and a customer sales/service
representative. “A” represents the customer sales/service
representative and “B” the customer. After completing the dialogues,
you need to present the conversation between A and B before the class.
Role-Play - 1:
o that are quite popular with
o it’s very effective too
o while you’re working
o check out our range of
o would complement your mobile phone
A: I think I will take the dark grey colored mobile phone.
B: Would you also like to _______________________ Bluetooth?
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A: Oh…I wasn’t really looking for one.
B: Well, Ma’am, it is always useful to have a Bluetooth ____________________,
so you don’t have to stop what you’re doing to answer a call.
A: That’s true. What do you have?
B: We have some beautiful new colors _________________________ our
customers. Shall we check them out?
A: Yes.
B: I think this black pair ____________________________________ really well.
A: I would like to try them on first.
B: Of course, Ma’am.
A: I like it, _______________________. I will take it.
B: Excellent choice, Ma’am!
Role-Play - 2:
o They are quite affordable too
o one of our best-selling
o Would you also like to look
o that comes along with it
A: I would like to buy the Laptop.
B: That’s a very good choice, Ma’am/Sir. _________________________for a
matching pair of speakers and a web-camera that is an additional part of
the set?
A: Okay.
B: Here you are, Ma’am. A “Wise-Tech” Laptop set. It is ___________________
products.
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A: Hmm…They look nice.
B:________________________, Ma’am.
A: That’s good to hear. What about the warranty?
B: There is a one year warranty _________________________ Ma’am.
3) In the sentences given below, underline the adjectives / adverbs.
Sentences:
a) This sparkling mobile phone looks great in your hand. It would look much
better if you try it out with these colorful headphones.
b) How about buying this sleek DVD player along with your new television
Sir…we will give you 10 % discount on the DVD.
c) I suggest that instead of repairing your laptop, you replace your old
battery with this long-lasting battery.
d) You have bought all your course books – why don’t you buy other
stationery such as notebooks, coloring pens, pencils, etc.
e) This trendy phone will work much better if you use this memory card
with this phone.
Review of Session 12: Merchandising via Technology

Questions:
a) What is “Online and Tele-merchandising”?

b) What type of marketing is becoming easy for customers?
c) What is the aim of Merchandising via Technology?
d) How is it achieved?
e) What is the fastest growing business phenomenon?
f) What are companies are spending a fortune on?
g) How has the internet revolutionized the way people interact with
each other?
h) When Merchandizing over the phone, why do CSRs need to
remember the “Telephone”?
conjunctions / connectors.
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Sentences:
a) Merchandising is the art of presenting products in best focus,

___________ (thereby / but) promoting their sale.
b) It includes _____________ the exterior _____________ (both…and /

either…or) the interior of a computer.
c) It displays the products in the most attractive way _____________ (so

that / thus) the customers find them appealing.
d) It draws the attention of the customer to the product _____________

(because / thereby) increasing the sale of products.
e) Sometimes poor presentation of even the best products can lead to

poor sales. _____________ (On the other hand / Then), an interesting
presentation of products can improve their sales.
f) _____________ (Besides / Therefore) displaying goods effectively on

a website, make sure that the atmosphere on the call is comfortable
for the customer.
g) Sometimes customers buy things just because they find them

attractive, _____________ (even though / additionally) they don’t
have a need for those products.
h) _____________ (Since / For) Merchandising can make the simplest of

products appeal customers; make sure you use interesting words to
describe your product. _____________ (Moreover / For example),
each feature, advantage and benefit of a product like a laptop can be
described very clearly with very positive words in order to grab
customer’s attention.
Review of Session 13: Product Promotion

Questions:
1. What does the term “promoting a product” mean?

2. How products are usually promoted? Give examples.
3. Fill in the blanks with the appropriate options:
a) Ranbir Kapoor is the _______________________ for Lenovo. He has
already made two ________________ for the ________. The
computer that he used in one of the advertisements was given away
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as a gift in a lucky draw. (brand, brand ambassador,
advertisements)
b) Nike had come up with a new idea to _____________ its products

during the World Cup. Their ads _____________ the “Bleed Blue”
slogan, and showed Indian cricketers playing on tops of buses in a
crowded area helped ___________ more of their shoes in India than
ever before. The ad focused on the idea that cricket and Nike are
inseparable became very ___________ with customers. (popular,
sell, promote, publicized)
c) Many people can be seen __________ First-Touch phones these
days. That is because First-Touch phones have a
___________________ going on. For every First-Touch phone that
costs 12,000 Rupees, there is a ___________________. You can win
anything from a laptop to a free mobile phone. (scratch-card, prize
scheme, buying)
d) Some online shopping websites have interesting __________ for

those customers who order their products online or by phone. If
they fail to deliver the ________ within the stipulated timeline, the
customer will get the product ______________. (order, for half the
cost, offers)
e) There is a scheme going on at HP. For every Laptop you

__________, you get a printer _________, or 65% _________ on any
other item of your choice that ____________ below 10,000 rupees.
(free of charge, costs, purchase, off)
2) Re-arrange the dialogues in the role-play section, to form a
conversation between Customer “B” and customer Sales/Service
representative “A”. Once completed, follow the instructions of your
facilitator for further evaluation.
Role-Play:
B: Wow, I can’t believe it!! What an amazing offer!
A: Are you looking for anything in particular?
B: She is 15 years old.
A: Thank you for being our customer, Ma’am/Sir. It was a pleasure serving you.
B: Well, I am looking for a Smartphone for my sister.
A: Here we are. This is our mobile phones section.
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B: Okay.
A: Yes, we do. In fact, we’ve just received the latest touch-screen smartphones
a couple of days ago.
B: Good. I’d like to have a look.
A: Yes, Ma’am/Sir. So, would you like to buy one for your sister Ma’am/Sir?
B: Very nice! It looks great. My sister will, love it! It looks quite expensive
though. How much does it cost?
B: How about this ‘Matrik’ one?
B: No, that’ll be all. Thanks.
A: May I ask how old she is?
B: I don’t plan to buy something that is too expensive, as she still very young.
A: I understand, Ma’am/Sir. Though the mobile I have in mind for your sister, is
not only inexpensive, but also has a fantastic surprise offer that will benefit
you too!
B: Good Morning.
B: What?! Do you mean to tell me that IN-E has made this phone packed with all
these features for only 7, 500 rupees?
A: Please have a look at this state of the art beautiful “e-phone” from “IN-E”.
It has all the features and advantages of all the best mobile phones in the
market.
A: Good choice, Ma’am/Sir. But why don’t I show you a mobile phone your
sister will absolutely love!
B: Really? Okay, show me.
A: Thank you, Ma’am/Sir. Is there anything else that I can assist you with?
B: Absolutely, Yes! Though, I don’t understand what’s the surprise in it for me?
A: Yes, it is. So, should I go ahead and make your bill Ma’am/Sir?
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A: Great choice, Ma’am/Sir. The surprise offer that is going on for the first
30days is, for every purchase of an e-phone, you get another e-phone
absolutely free of charge!
B: Do you have a smartphone suitable for a fifteen-year old?
A: It costs only Rs 7,500 rupees.
A: Please do. And, let me know if you like anything.
B: Sure.
A: The mobile phones section is this way. Please follow me.
3) Change the verbs in bold to future continuous tense and rewrite the
following sentences.
Sentences:
a) To promote our items, we will call all our existing customers and
communicate the benefits of our new products to them.
b) We will introduce money coupons and special offers on our new
products to increase their sale.
c) We will arrange a free demo of our products to the customers.
d) We will send mini-packets of these biscuits to students in school so
that they buy the bigger ones.
e) We will advertise our new product line on TV.
f) We will invite a famous actress to launch our new product line so
that people come in large numbers to our store.
g) We will put the banners and posters announcing the start of the sale
season.
h) We will distribute pamphlets about the exchange offer on our
washing machines.
i) If necessary, we will give free gift items and reward points with our
new products.
j) We will set up a kiosk (a small open-fronted cubicle from which
newspapers, refreshments, tickets, etc., is sold) outside our shop
where customers can try free samples of our new flavored drink.
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SESSION 14: CLOSING A DEAL
RELEVANT KNOWLEDGE
One of the roles a customer sales/service representative plays is to answer the

customer’s queries in order to close a deal. A customer sales/service
representative must try his/her best to get the customer to buy an item. In
order to close the deal, he/she needs to explain the features and offer benefits
which make the deal very attractive.
Some of the questions a customer might ask are:

1. Will you deliver it to my place?
2. Is an upgrade available?
3. Can I take this car out for a test drive?
4. Does this item have a warranty on it?
5. Can I get a discount on the price?
How would you answer the above questions in the positive? Jot down your
answers here:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
EXERCISE
Fill in the blanks with the sentences given below in order to complete the
conversation:
o It comes with a warranty of 1 year.
o We will send a person across to deliver as well as install it for you.

o It is the most advanced Laptop available in the market right now.
o What do you think of our latest K-Series Laptop?
o We do our best for our customers.
o So, you get to pay less if you buy it now.
Sales representative: Is there anything else you would like to know about our
product?
Customer: No. I think you have told me all there is to know.
Sales representative: So, Ma’am/Sir ____________________________________?
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Customer: It does seem like a very advanced and beneficial piece of technology
packed into one product.
Sales representative: It is, Ma’am/Sir ___________________________________.
Customer: But does it come with a warranty?
Sales representative: Yes, Ma’am/Sir ___________________________________.
Customer: Oh! That’s good.
Sales representative: Plus, we are offering a discount of 20% for the first 20
buyers ___________________________________________.
Customer: Okay. I think I will take it. But will you deliver it to my place?
Sales representative: Sure, Ma’am/Sir ___________________________________.
Customer: Thanks so much!
Sales representative: It’s not an issue, Ma’am/Sir _________________________.
Modals.
As you already know, modal verbs are helping verbs. The English language has
ten modal verbs: can, could, may, might, shall should, will, would, must and
ought to. These are used with the main verb to form a sentence or a question.
In a statement the word order is subject + modal + main verb.
Example:
 They can come here.

 The baby will drink milk now.
In questions, the word order changes to modal + subject + main verb.
Example:
 Can they come here?

 Will the baby drink milk now?
Some more examples:
1. Would you like me to help?

2. Shall I help you?
3. Do you think we should get some help?
4. We might need some help.
5. You may ask for help if you need it.
Select the right modals in the following sentences:

1. __________ you sign on this purchase form? (could, will)
2. __________ you like to get a membership card? (could, would)
3. __________ we deliver your purchase to your address? (shall, may)
4. __________ you refer us to your friends and neighbors? (could, should)
5. We ____________ be able to offer you a discount if you buy the product
now. (might, shall)
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6. You ________ buy the product now as we are currently offering a
discount.
Next, ask each student to make a sentence with one of the following
modals: might, could, should, shall, can, will, would, may
ASSESSMENT
Fill in the blanks with the appropriate modal.
1. __________ you like to know anything else about our product? (May,
Would)
2. __________ I send across a person to install the AC tomorrow? (Shall,
Will)
3. __________ you like to pay by card or cash? (Will, Would)
4. __________ you refer us to a friend or neighbor? (May, Can)
5. Ma’am, you ________ fill out this form. (may, shall)
6. Where _________ we deliver your purchase? (must, should)
7. Sir, you _________ not lose this document as it is a proof of your
ownership of the item. (must, might)
8. __________ you fill out this feedback form and let us know how you like
our services? (Should, Could)
9. Is there anything else we _______ show you? (would, could)
10.We _________ re-issue another invoice, but we strongly advise you to
keep the original safely. (can, may)
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SESSION 15: STOCK COUNT
RELEVANT KNOWLEDGE
As you know, not only selling items and closing deals but also counting
inventory may be a part of a sales representative's daily job routine.
A stock count as the name suggests is the counting of in-hand inventory. This is
very important from the business point of view. Losing track of inventory is a
sure recipe for disaster in a business. Moreover, you can lose a customer if
often, he/she searches for an item at your store and does not get it due to
unavailability. The customer will definitely switch loyalty to a better stocked
store! Hence, you need to know which products are moving, which are not and
also how much of each item is left in hand.
What tasks do you think are involved in a stock count? Daily stock count
involves the following tasks:
1. Identifying location (The best place to showcase the product)
2. Arranging products (So that the products look attractive and the
customers can easily identify and choose the product they want)
3. Counting products (So they know how many were originally on sale, how
many sold, and how many are unsold)
4. Updating stock count format (Improving on the way/plan of stock taking)
All computer manufacturing companies need to take a count of their stocks on

a daily basis. Why? Think and jot down your answer.
EXERCISE
Read aloud the details given below. Rearrange the sentences to form
conversations between two people A and B.
“Daily Stock Count”
First Conversation:
a. What about Rack B and C?

b. Very good. What about the Desktop PCs?
c. Did you have a look at the software section as yet?
d. Sixty-four.
e. Pretty good. So where are they placed? Ok. How many items are there
per product?
f. We have 12 PCs from DELL, 18 PCs from HCL, 14 PCs from HP, 18 PCs
from Sony and 12 PCs from Acer.
g. I will.
h. Not yet. I am headed there now. What’s the stock count there?
i. How many Apple products?
j. Okay. We need to have 10 more computers per brand here.
k. Rack A has the laptops, iPads and Macintosh PCs from Apple.
l. Yes, I have it. We sold more than one hundred laptops this month!
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m. I agree.
n. Right. Let me record the numbers first.
o. We have desktops from DELL, HCL, HP, Sony and Acer on Rack B and C.
p. You’ll have to take a look.
q. 48 on the Rack.
Second Conversation:
a) There are 5 white cotton boleros, 6 dark blue denims, 5 cream corduroy
blazers, and 5 black cotton blazers.
b) Jackets. First count the shirts and tell me the number.
c) What are we stacking then?
d) 16 skirts in total then. We are moving them to the second rack.
e) There are 4 different jackets here. We have white cotton boleros, dark
blue denims, cream corduroy blazers, and black cotton blazers.
f) Let us arrange the jackets then. How many types are there?
g) There are 7 denim shirts and 9 cotton skirts.
h) Okay. Let us count how many are there for each type.
i) We are not stacking shirts on this rack anymore.
j) So, we have 21 jackets in this rack.
The first conversation should start with
A: Have you got the list of how many computers were sold?
The second conversation should start with
A: We are not stocking shirts on this rack anymore.
Listen carefully to the instructions of your facilitator and complete the

exercise.
Articles.
As you know, there are only three articles in the English language: a, an and
the.
A and an are indefinite articles. They refer to something not specifically known
to the person you are communicating with. They are also used before nouns
that introduce something or someone you have not mentioned before in your
conversation.
The is a definitive article. You use the when you know that the listener knows
or can understand what particular person/thing you are talking about. You also
use the when you talk about geographical points, rivers, oceans, seas etc. Read
aloud the examples below:
a) Can you tell me the total number of packages in each rack?

b) I had a glass of milk in the morning.
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c) I have to give the boss a daily report every evening.
d) The Nile is in Egypt.
e) I have two children, a boy and a girl. The boy is fourteen years
old and the girl is just eight.
f) Please shut the door.
g) The thief jumped in through an open window of the hostel.
Read out the sentences and ask the students to fill in the blanks with
appropriate articles.
1. We need to refill_____ rack with more shirts.
2. We need to put _____ packet of detergent here. There should be 5
packets in each rack.
3. We will need ____ hour to count the stock in this section.
4. There is ____ empty rack in ____ Home Appliance section.
5. We have to replenish ____ empty rack in ____ Home Appliance section.
6. One of ____ racks in ____ Home Appliance section is empty.
7. There is _____ rack in ____ Home Appliance which will need to be
restocked.
8. We have finished counting stock for ___ day.
ASSESSMENT
Fill in the blanks with ‘a’, ‘an’, or ‘the’.
1. _________ packet of biscuits is missing from this shelf. I had put

five packets in the morning here, but there are only four now.
2. Can you tell me _________ total number of washing machines on
display in the showroom right now?
3. I have _________ amazing idea that will help us keep track of
each and every item in the store.
4. There are 43 notebooks, 50 ball pens, 18 schoolbags, and
_________ water bottle in this rack.
5. Can you make _________ list stating how many more items are
required to stock these shelves completely?
6. I can’t find ________five pairs of trousers I had put here in
_______ morning.
7. Could you please categorize these packets of rice based on
_________ labels written on them?
8. And then put five packets from each category in _________ front
row.
9. I need _________ updated daily count format.
10. There are 19 books in the English section, but we need at
least 20. Please put _________ extra book there.
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SESSION 16: WRITING A CUSTOMER SERVICE REPORT
RELEVANT KNOWLEDGE
What is a customer service report?

A Customer Service report is a very important aspect of running of successful
business.
Customer sales/service representatives use customer service reports or call
reports to record details of all the customers they receive, from potential to
existing customers.
Call reports typically include what was discussed with the customer, the
outcome of the conversation, and any other relevant information. These
reports are then submitted to supervisors and are used to keep a record of
contacts with customers. They can also give supervisors valuable feedback
about an employee's job performance.
Look at the following chart (Customer Service Report Chart):
The Customer Service report has been prepared showing the number of
customers, their addresses and contact numbers. The report also shows the
reason why the customers contacted the company, their date of contact, the
discussion details, products sold, services requested, customers who need to be
called back, customers who need service provided, and any follow-up calls or
service that needs to be made or delivered.
With this information in hand, now listen carefully to you facilitator and
complete the exercises in the session.
EXERCISE
Look at the Customer Service Chart.

Fill in the blanks with the phrases given below in order to complete the
conversation between A and B.
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o “Service provided”
o computer upgrade for a desktop, model no. DT1234
o The second one is
o R.S House, High Park Road, New Delhi, Pin code – x0x 0x0, and the contact
number is 8765432190.
o the address of our store
o It’s a “Call back”.
o On the 22nd of August 2012 at 4:12 pm, Mr. Rajeev Shukla had called. The
same date, at 5:23pm, Ms. Deepika Patel had called, and at 6: 07pm Mr.
Mahinder Deol had called.
o House No. 16, Vallabhai Patel Road, Andheri, Mumbai – 400093, and the
contact number is 9874563210.
o Okay. I have the table with me. Do you have the details?
o call report
o Sunny Apartments, Dharam Jat Road, Gurgaon – 123456, and the phone
number is 9087654321.
o Tell me the date first, followed by the time, followed by the customers’
names.
o The third one.
o the number of customer calls we received.
o about the price of a laptop, model no. LT8910
A: We have to make a Customer Service report now.

B: ____________________________________________?
A: Yes. I will read out the details. You can fill in the table.
B: Okay. Tell me __________________________________.
A: Do you want the dates too?
B: Yes.______________________________________________________________
A: Ok________________________________________________________________
__________________________________________________________________
__________________________________________________________________
B: What about the customers’ addresses and contact numbers?
A: The first customer’s address is_______________________________________
B: what about the second customer’s address?
A: The second customer’s address is,____________________________________
B: And the third customer’s address?
A: The third customer’s address is,______________________________________
B: Thanks. What are the discussion and product details?
A: The first customer had inquired ______________________________________.
The second customer had requested a _______________________________
_________________ and the third customer had called to ask for
____________________________.
B: What is the customer status?
A: The first customer’s status is “_______________”.
B: What about the second customer?
A: _____________________ “Follow-up”.
B: And the last call’s status?
A: __________”___________”.
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B: Is that it?
A: Yes.
B: Great! The ____________ is complete.
Rearranging sentences.
Rearrange the following sentence to form a step by step explanation of how to

write a sales report for stocks received.
o Next, you should calculate the total cost of stocks received.

o First of all, a sales report must show the number of days for which it has
been prepared.
o You must also include the cost of stocks received.
o This should include the freight charges.
o You have to fill in details of number of stocks received.
ASSESSMENT
Given below is an empty call report template that you have to fill in.
Rearrange the sentences that follow so that you get a step-by-step
explanation of how to write the call report.
o After the “product/service” column, we have to record the status of

each customer interaction.
o The customer details; address and contact numbers, come next.
o Next are the details of the discussion between the customer and you.
o Write down the serial number, followed by the date
o You also need to log what product/service the customer was interested
in or requested for.
o Then comes’ the customer’s name.
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REVIEW SESSSION 5
The review evaluations will be Question and Answer and Role-Play based.
Answers will be assessed on content, context, grammar, sentence structure and
vocabulary based on the sessions 14, 15 and 16.
The review evaluation is divided into three parts. One for each session:
 Closing a Deal.
 Stock Count.
 Writing a “Customer Service Report”.
ASSESSMENT
Review of Session-14: Closing a Deal

Questions: Respond positively to the following:
1. Will you deliver the computer at my office?
2. Is an upgrade available?
3. Can you check my computer for any viruses?
4. Does this item have a warranty on it?
5. Can I get a discount on the price?
2) Complete the dialogues in Role-Play (by filling in the blanks) to form a

conversation between a Customer (A) and a Customer Sales/Service
Representative (B).
Role-Play:
o It comes with a warranty of 1 year.
o We will send a person across to deliver as well as install it for you.
o It is the most advanced Laptop available in the market right now.
o What do you think of our latest K-Series Laptop?
o We do our best for our customers.
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o So, you get to pay less if you buy it now.
B: Is there anything else you would like to know about our product?
A: No. I think you have told me all there is to know.
B: So, Ma’am/Sir. ____________________________________________________?
A: It does seem like a very advanced and beneficial piece of technology packed
into one product.
B: It is, Ma’am/Sir. ___________________________________________________.
A: But does it come with a warranty?
B: Yes, Ma’am/Sir. __________________________________________________.
A: Oh! That’s good.
B: Plus, we are offering a discount of 20% for the first 20 buyers. ___________.
A: Okay. I think I will take it. But will you deliver it to my place?
B: Sure, Ma’am/Sir. __________________________________________________.
A: Thanks so much!
B: It’s not an issue, Ma’am/Sir. _____________________________________.
modal.
Sentences:
a) __________ you like to know anything else about our product? (May,
Would)
b) __________ I send across a person to install the AC tomorrow? (Shall,

Will)
c) __________ you like to pay by card or cash? (Will, Would)
d) __________ you refer us to a friend or neighbor? (May, Can)
e) Ma’am, you ________ fill out this form. (may, shall)
f) Where _________ we deliver your purchase? (must, should)
g) Is there anything else we _______ show you? (would, could)

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Review of Session-15: Stock Count

Questions:
1. What are the four different tasks involved in a stock count.
2) Rearrange the dialogues in Role-Play 1 and 2 to form a conversation

between “A” and “B”.
Role-Play - 1:
(a) What about Rack B and C?

(b) Very good. What about the Desktop PCs?
(c) Did you have a look at the software section as yet?
(d) Sixty-four.
(e) Pretty good. So where are they placed? Ok. How many items are there per
product?
(f) We have 12 PCs from DELL, 18 PCs from HCL, 14 PCs from HP, 18 PCs from
Sony and 12 PCs
(g) from Acer.
(h) I will.
(i) Not yet. I am headed there now. What’s the stock count there?
(j) How many Apple products?
(k) Okay. We need to have 10 more computers per brand here.
(l) Rack A has the laptops, iPads and Macintosh PCs from Apple.
(m) Yes, I have it. We sold more than one hundred laptops this month!
(n) I agree.
(o) Right. Let me record the numbers first.
(p) We have desktops from DELL, HCL, HP, Sony and Acer on Rack B and C.
(q) You’ll have to take a look.
(r) 48 on the Rack.
Role-Play - 2
(a) There are 4 different brands of Desktops here. We have Sony Vaio, Dell,
Apple Macs, and HCLs.
(b) Tablet Pcs and Laptops. First count the Tablet Pcs and then the Laptops,
and only then tell me the number.
(c) What are we stacking then?
(d) So, we have 365 Desktop Computers on these eight racks.
(e) Let us arrange the Desktops then. How many types are there?
(f)There are 75 Sony Vaio, 90 Dell, 50 Apple Macs, and 150 HCLs.
(g) There are 70 den Tablet Pcs and 95 Laptops.
(h) Okay. Let us count how many are there for each type.
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(i) 166 computers in total then. We are moving them to the second rack.
(j)We are not stacking mobile phones on this rack anymore.
article.
Sentences:
a) Can you tell me _________ total number of computers that are on

sale in your showroom right now?
b) I have _________ amazing idea that will help us keep track of
each and every item in the store.
c) There are 43 notebook computers, 50 desktops, 28 laptops, and
_________ computer table for sale in this store.
d) Can you make _________ list stating how many more items are
required to stock these shelves completely?
e) I can’t find ________five pairs of speakers I had placed here in
_______ morning.
Review of Session-16: Writing a Customer Service Report

Questions:
1. Fill in the blank to complete the following sentence: A Customer

Service Report is a very important aspect of running a ____________
____________.
2. What do customer sales/service representatives use customer service
reports for?
3. What are the different aspects of a customer interaction that is
included in a customer service report?
4. Who are these reports submitted to, and why?
2) Complete the dialogues in Role-Play section (by filling in the blanks) to

form a conversation between “A” and “B”.
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Role-Play
o computer upgrade for a desktop, model no. DT1234

o House No. 16, Vallabhai Patel Road, Andheri, Mumbai – 400093, and the
contact number is 9874563210
o “Service provided”
o The second one is
o Tell me the date first, followed by the time, followed by the customers’
names
o about the price of a laptop, model no. LT8910
o Sunny Apartments, Dharam Jat Road, Gurgaon – 123456, and the phone
number is 9087654321
o the address of our store.
o customer service report
o On the 22nd of August 2012, Mr. Rajeev Shukla had called. The same
date, Ms. Deepika Patel had contacted us next, and after which we
received a call from Mr. Mahinder Deol
o the number of customer contacts we received
o R.S House, High Park Road, New Delhi, Pin code – x0x 0x0, and the
contact number is 8765432190
o Okay. I have the table with me. Do you have the details?
o It’s a “Call back”.
A: We have to make a customer services report now.
B:______________________________________________?
A: Yes. I will read out the details. You can fill in the table.
B: Okay. Tell me ____________________________________.
A: Do you want the dates too?
B: Yes.______________________________________________________________.
A: Ok._______________________________________________________________
____________________________________________________________________.
B: What about the customers’ addresses and contact numbers?
A: The first customer’s address is
____________________________________________________________________.
B: What about the second customer’s address?
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A: The second customer’s address is,
____________________________________________________________________.
B: And the third customer’s address?
A: The third customer’s address is,
____________________________________________________________________.
B: Thanks. What are the discussion and product details?
A: The first customer had inquired

__________________________________________. The second customer had
requested a ________________________________________________ and the
third customer had called to ask for ____________________________.
B: What is the customer status?
A: The first customer’s status is “_______________”.
B: What about the second customer?
A: _____________________ “Follow-up”.
B: And the last customer’s status?
A: ________”_____________”.
B: Is that it?
A: Yes.
B: Great! The ____________________ is complete.
3) Rearrange the sentences given below, to form a step by step

explanation of how to write a customer service report.
Sentences:
o After the “product/service” column, we have to record the status of

each customer interaction.
o The customer details; address and contact numbers, come next.
o Next are the details of the discussion between the customer and you.
o Write down the serial number, followed by the date
o You also need to log what product/service the customer was
interested in or requested for.
o Then comes’ the customer’s name.
101
Student Details
Student Name :
_______________________________________
Student Roll Number :
_______________________________________
Batch Start Date :
_______________________________________
1
PREFACE
Background
The National Curriculum Framework, 2005, recommends that children‟s life at school
must be linked to their life outside the school. This principle makes a departure from
the legacy of bookish learning which continues to shape our system and causes a gap
between the school, home, community and the workplace.
The student workbook Volume 2 on “Productivity Tools (Word Processing,

Spreadsheets, Presentation, E-mail Messaging)” is a part of the qualification
package developed for the implementation of National Vocational Education
Qualification Framework (NVEQF), an initiative of Ministry of Human Resource
Development (MHRD), Government of India to set common principles and guidelines
for a nationally recognized qualification system covering Schools, Vocational
Education and Training Institutions, Technical Education Institutions, Colleges and
Universities. It is envisaged that the NVEQF will promote transparency of
qualifications, cross-sectoral learning, student-centred learning and facilitate
learner’s mobility between different qualifications, thus encouraging lifelong
learning.
This student workbook, which forms a part of vocational qualification package for
student’s who have passed Class X or equivalent examination, was created by a group
of experts. The IT-ITeS Skill Development Council approved by the National Skill
Development Corporation (NSDC) for the IT/ITeS Industry developed the National
Occupation Standards (NOS). The National Occupation Standards are a set of
competency standards and guidelines endorsed by the representatives of IT Industry
for recognizing and assessing skills and knowledge needed to perform effectively in
the workplace.
The Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), a

constituent of National Council of Educational Research and Training (NCERT) in
association with Wadhwani Foundation has developed modular curricula and learning
materials (Units) for the vocational qualification package in IT/ITes sector for NVEQ
levels 1 to 4; level 1 is equivalent to Class IX. Based on NOS, occupation related core
competencies (knowledge, skills, and abilities) were identified for development of
curricula and learning modules (Units).
This student workbook attempts to discourage rote learning and to bring about
necessary flexibility in offering of courses, necessary for breaking the sharp
boundaries between different subject areas. The workbook attempts to enhance these
2
endeavors by giving higher priority and space to opportunities for contemplation and
wondering, discussion in small groups and activities requiring hands-on-experience.
We hope these measures will take us significantly further in the direction of a child-
centred system of education outlined in the National Policy of Education (1986). The
success of this effort depends on the steps that school Principals and Teachers will
take to encourage children to reflect their own learning and to pursue imaginative
and on-the-job activities and questions.
Participation of learners in skill development exercises and inculcation of values and

creativity is possible if we involve children as participants in learning, and not as
receiver of information. These aims imply considerable change in school routines and
mode of functioning. Flexibility in the daily time-table would be a necessity to
maintain the rigor in implementing the activities and the required number of teaching
days will have to be increased for teaching and training.
Acknowledgements
The following partners were instrumental in providing the content:
1. Accenture India’s Corporate Citizenship Program (Skills 4 Life) has provided the
content material for English and have commissioned and developed as well as
provided access to their implementing partners (Dr. Ready’s Foundation and
QUEST Alliance).
2. The Wadhwani Foundation team involved in designing and building this
curriculum and content include Ms. Sonia Kakkar, Mr Karthik Chandru, Ms.
Rekha Menon, Mr. Ajay Goel and Mr. Austin Thomas.
3. The PSSCIVE’s team was involved in guidance and editing the content.
4. In addition, various public domain sources have been leveraged to create
materials and illustrations across module. The contributions of all these sources
is gratefully acknowledged and recognized.
3
Table of Contents
WORD PROCESSING...........................................................................6
Session 1: Manage Lists – Sort, Renumber, Customize......................................6
Session 2: Add a Watermark & Apply a Page Border and Color..........................12
Session 3: Table Manipulations...............................................................15
Session 4: Work with Styles...................................................................20
Session 5: Work with Themes.................................................................25
Session 6: Play with Pictures.................................................................29
Session 7: Insert and Format Screenshots in a Document................................34
Session 8: Create Text Boxes and Pull Quotes.............................................36
Session 9: Use Word Art / Font Work with Special Effects...............................40
Session 10: Use SmartArt......................................................................42
Session 11: Control Text Flow................................................................46
Spreadsheet....................................................................................50
Session 1: Insert and Modify Pictures and ClipArt.........................................50
Session 2: Draw and Modify Shapes..........................................................55
Session 3: Illustrate Workflow Using SmartArt Graphics..................................57
Session 4: Layer and Group Graphic Objects...............................................61
Session 5: Goal Seek...........................................................................63
Session 6: Analyze Data with Logical and Lookup Functions.............................66
Session 7: Manage Themes....................................................................71
Session 8: Create and Use Templates........................................................75
Session 9: Update Workbook Properties.....................................................78
Session 10: Create and Edit Macros..........................................................80
Presentation....................................................................................83
Session 1: Work with a Design Template....................................................83
Session 2: Using the Slide Master............................................................87
Session 3: Create Headers and Footers.....................................................90
Session 4: The Handout Master...............................................................92
Session 5: The Notes Master..................................................................94
4
Session 6: Saving in a Different Format.....................................................96
Session 7: Assignment........................................................................101
Email Messaging..............................................................................104
Session 1: Modify Message Settings.........................................................104
Session 2: Change the Message Format....................................................111
Session 3: Out Of Office Notification......................................................114
Session 4: Create a Distribution List / Contact Group..................................118
Session 5: Insert a Hyperlink................................................................121
Session 6: Sort and Filter Messages Using Multiple Criteria............................124
Session 7: Manage Junk E-mail..............................................................128
Session 8: Set Workdays and Time in a Calendar.........................................133
Session 9: Display an Additional Time Zone...............................................135
Session 10: Set Availability Options........................................................138
Session 11: Manage Automatic Meeting Responses.......................................140
Session 12: Reply To a Task Request........................................................142
5
WORD PROCESSING
Session 1: Manage Lists – Sort, Renumber, Customize
Learning Objectives:
At the end of this session, you will be able to work and manage lists at an advanced
level including:
 Sorting a list according to criteria (alphabetic, ascending/descending, etc.).
 Renumbering individual list items.
 Customizing lists – multiple levels, using different number styles or bullets, etc.
RELEVANT KNOWLEDGE
Introduction and Recap
While working with word processors earlier, you created bulleted and numbered lists.
As you may recall, you use numbered lists when you are working with instructions to
be done in a sequence i.e. steps to be followed, and the numbers suggest an order.
The same applies when you refer to specific items by number. If ordering using
numbers are not necessary, you can use bullets.
Lists help to organize the contents of a document and summarize key points that are
easier to read and remember. For example, if you would like to summarize several
paragraphs, you can summarize as points and display a list that is easier to
understand. In some cases, you may need sub-lists under existing lists. For example, a
planets list can have a sub-list of moons. Creating multiple level lists help you to
organize the contents of your document effectively.
You have already created single level bulleted and numbered lists and are aware that
they can be created by clicking on the Bullets/Numbering icon in the Standard
Toolbar. These lists are by default, automatically indented from the page margin. To
stop creating the list, click the highlighted Bullets/Numbering icon again to turn it off
or press Enter twice.
Using a different bullet type
To use a different bullet type (e.g. arrow head instead of a dot), do the following:
1. Select Format > Bullets and Numbering. A Bullets and Numbering dialog box
appears (figure below left).
6
2. Select a bullet design from the list, click OK.
To use different bullet (a,b,c… instead of 1,2,3…), do the following:
3. Select the Numbering type tab (figure above right) and select a numbering
type from this list. Click OK.
Sorting a list
If you want to arrange an existing list in a particular order (alphabetic or value,

ascending or descending), you can do it using the sort function. To practice sorting a
list, do the following:
1) Open a new word

processing document.
2) Select the Numbering

On/Off(F12) icon in the
Standard toolbar.
3) Enter the names of you

classmates on a separate
line. (Make sure to press
Enter after every name).
4) When you have finished, select the entire list and click Tools> Sort… . A Sort
dialog box appears.
5) Currently the list has a single column (list of names), so, select “1” under
Column. Using the Key type drop down list, you can also specify whether the
contents are text or date or numbers. Select the appropriate radio button
under Order to specify the sort order (ascending or descending).
7
6) Click OK. Notice the result! Your list of classmates is now displayed in
alphabetic order of their names.
Re-numbering a list
When you create lists, the numbering may continue throughout the document.
Renumbering is handy when you want to create a new list (figure above left) or when
you want to continue an old list from before (which has been reset to 1). To restart
the numbering at the beginning of each list, do the following:
1) Select the items where you want to restart the numbering, and right-click. For
example, select items 15 to 25 (Refer figure above).
2) Select Restart Numbering from the popup menu. This automatically resets it
as another list instead of continuing from the previous list (figure above).
3) Alternatively, you can also make a list to continue from a previous list by
selecting the option Continue Previous Numbering (figure above).
8
4) If you want to start the numbering
from a specific number, place the
cursor next to the number and do
the following:
a. Right-click and select the

option Numbering/Bullets….
b. The Bullets and Numbering
dialog box appears. Select
the Options tab (figure
adjacent). Type the required
number in Start at. Click OK.
Switching between bullets and numbers
Occasionally, you may realize you need to use numbers instead of bullets or vice versa
as shown by the lists below.
Radha Radha
A bullet is a symbol used for Anita Anita
representing items in a list. Kashish Kashish
Bullet symbols can have a Ambikagiri Ambikagiri
variety of shapes, such as Swarna Lakshmi Swarna Lakshmi
circular, square, diamond, Aniruddha Aniruddha
arrow, etc. Bullets can also Vidya Vidya
include pictures. To use Geeta Geeta
bullets for an existing
numbered list do the following:
1) Reselect the list of classmates you had sorted.
2) Select Format > Bullets and Numbering. A Bullets and Numbering dialog box
appears. Select desired bullet from the list by clicking on it and click OK.
Notice the change as the numbers change into bullets.
Multilevel Lists
Having worked with single level lists, now you will learn about the powerful feature of
multilevel lists. A multilevel list has list within lists. The added advantage is that you
can mix numbers, letters and bullets in such a list. Look at the list below.
9
How do you create such a multilevel list? To create such a list, you need to first
understand the concept of list levels. A single level list has all details at one level.
When you add another list under one item, you are creating a new list at the next
level. Each new list within a list creates a new list level. Now, do the following:
1. Open a new document in word processor.

2. Create a list of items.
3. Select the Numbering
On/Off(F12) icon in the
Standard toolbar.
4. Now to create a multilevel list,
place the cursor before the item. Press TAB key on your keyboard. Notice the
item moves to the next level. You can also click on Increase Indent or
Decrease Indent icons available in the toolbar.
To return to the previous level in the list press Shift+Tab key (or click the Decrease
Indent button on the toolbar).
EXERCISE
Perform the following activities till you are confident:
S.No. Activities
1. Create the following list of planets:
1. Solar System
1.1.Major Planets
1.1.1. Mercury
10
1.1.2. Venus
1.1.3. Earth
1.1.3.1. Moon
1.1.4. Mars
1.2.Minor Planets
1.2.1. Pluto
2. Create a new multi-level list style in your word processing software
and apply it to be used across different documents. Then, do the
following:
 Open a new document and create a list of subjects at the first

level with names of students proficient in the subject at the
second level. Use the new list style here.
 Save this document for use in later sessions.
3. Create a list of Class-wise Toppers subject-wise and use different
symbols for the list style.
Hint: Open a new document. Create a multi-level list of colleges in
States of Haryana, Karnataka, Tamilnadu, Uttar Pradesh & Gurajat
offering courses in diploma, engineering, arts & science and medicine
based on the following guidelines:
a. Categorize location in Level 1
b. Categorize courses in Level 2
c. Categorize colleges in Level 3
Save this document for use in later sessions.
ASSESSMENT
Answer the following
1. Explain the purpose of list style

2. Can you customize a list style? If yes, explain the procedure.
3. What is a single level list?
4. How do you create your own list design?
5. What is a multi level list?
Fill in the blanks
1. ______ can help in summarizing key points that are easier to read and
remember.
2. ___________ is a symbol used for representing items in a list.
11
Session 2: Add a Watermark & Apply a Page Border and Color
At the end of this session, you will be able to:
 Understand the purpose of watermarks.
 Use watermarks.
 Apply Page border and Page color.
RELEVANT KNOWLEDGE
A watermark is text or an image embedded as a

background of a document. Watermark is typically used for
indicating readers the ownership such as copyright
information, status of a document such as its
confidentiality, etc. Watermark can be text or image such
as company name, department, logo, document status such
as draft or confidential, etc.
1. Create a watermark similar to the one below; use an

image editor of your choice such as Paint, GIMP, etc.
3. Select Format >Page… (figure below, left). Select Background tab (figure
below, right).
12
4. Select Graphic from As dropdown menu (figure above, right). Click Browse…,
select the picture created earlier and click Open. Notice the background
preview as shown below (figure below, left).
5. Click OK to insert this image as a watermark for this document. Notice the
watermark applied to the document (figure above, right).
Page Border
To apply page border, do the following:
1. Select Format > Page…. A Page Style: Default dialog box appears, select the
Borders tab (figure below).
13
a. Select a Line arrangement (Hint: Move your mouse
over each item), for example Set All Four Borders.
b. Select a line style from the list of styles.
c. Select a line color.
d. If you want to add shadow effect, select a shadow
style.
e. Click OK when done (figure adjacent).
Page Color
To apply page color, do the following:
1. Select Format > Page…. The Page Style: Default dialog box appears, select
Background tab.
2. Select a color from the palette (Move your mouse over each color), click OK
when done.
EXERCISE
S.No. Activities
1. Create a watermark to apply your name as a watermark to the
document created in the previous session. Observe the effect on the
document with each change.
ASSESSMENT
1. Explain the purpose of Watermark.

2. Explain the procedure for use a watermark in a document.
Fill in the blanks
1. A _____________ is text or an image embedded as a background of a

document.
14
Session 3: Table Manipulations
At the end of this session, you will be able to manipulate data in tables and do the
following:
 Sort data in a table.
 Perform calculations using formulas.
 Repeat table headers across multiple pages.
 Modify a cell layout.
 Format and design tables.
RELEVANT KNOWLEDGE
You are familiar with using spreadsheet software for sorting and computing numeric
values. You can also perform similar operations in using word processing software. You
have already learnt how to create a table for tabular representation of data using
spreadsheet software.
1) Open a new document in the word processing software.

2) Create a table in the new document with data as in the figure below.
Sort data in a table
You can sort data available in a table when you want to visualize data in a particular
sequence. You can sort up to three levels in a table on individual columns (not rows).
To sort the table data in the Name column by alphabetical order, do the following:
1. Select the rows and columns (except header) that need to be sorted (refer
figure below).
2. Select Tools > Sort…. A Sort dialog box appears (figure adjacent).
15
3. Since the names are in the
first column, select “1” in
Column. Select the Order
as Ascending, Click OK.
4. Notice the data in Name
column is sorted
alphabetically.
Similarly, to sort the table based

on the highest score in Subject 1,
do the following:
1. Select the rows and

columns (except
header) that need to be
sorted.
2. Select “2” in column
and select Descending.
3. Click OK.
Notice the list is sorted
by top to bottom score
in Subject 1 Column.
Perform calculations in a table
If you are using numbers in a table such as financial data or score, you can also apply
formulas for computations. This is similar to the calculations performed in a
spreadsheet. For example, to find the total score for the first student in the table, do
the following:
1. Place the cursor in the

last cell of the row.
2. Select Tools > Formula
F2.
3. Formula bar appears below the Standard toolbar (figure above).
Note: Before you enter the formulae, you need to understand the row and
column numbering system in a table. Columns represent letters and Rows
represent numbers (similar to that of a spreadsheet). Calculations are
performed based on cell references. First cell in the table is A1 and the cell to
the right is B1. The cell below A1 is A2.
16
Since this is very similar to spreadsheets, you can apply the formulas learnt
during spreadsheet sessions. You need to enter the formula in a particular cell,
similar to a spreadsheet, in order to calculate.
4. Now type the formula =<B2>+<C2>+<D2>. This will calculate the total of all
the values present in selected cells. Note the value in Total column.
Note: Calculations done using a word processor is suitable for simple calculations. For
complex operations such as data filtering, validation, etc, it is advisable to use
spreadsheet software.
Repeat table headers across multiple pages
If you have a lengthy table that spans across multiple pages, it will be easier to refer
if the headers are repeated on each page. Table headers are available only on the
first row of a table by default. To include header on each page, do the following:
Note: You need to have a table that spans at least two pages to complete this
exercise.
1. Place the cursor on the row that has headers (first row).
2. Select Table > Headings Row Repeat. Notice the header text is available on
subsequent pages.
Working with cell layout
If you want to modify an existing cell layout, you can use options under Table
dropdown menu.
For example to insert a row below,
1. Place the cursor where you want to

add row(s).
2. Select Table dropdown menu (figure
above), click Rows….
3. Insert Rows dialog box appears (figure
adjacent).
4. Type the number of rows you want to
insert by typing the value in Number,
select After to insert the row(s) below.
Click OK. Notice new rows inserted below
the existing row.
17
To insert a column,
1. Place the cursor where you want to add

column(s).
2. Select Table > Columns….
3. Insert Columns dialog box appears (figure
adjacent).
4. Type the number of columns you want to
insert by typing the value in Number,
select After to insert the column(s) to the
right. Click OK.
Splitting Cells
1. Place the cursor in the cell that needs to be split.

2. Select Table > Split Cells. A Split Cells dialog box appears as shown adjacent.
a. To split this into rows, specify the
number of rows in Split cell into
numeric box, select Horizontally
and click OK.
b. To split this into columns, specify
the number of columns in Split
cell into numeric box, select
Vertically and click OK.
Merging Cells
1. Select the cells you want to merge.

2. Select Table > Merge Cells. The selected cells are merged!
Apply designs to table
You can apply designs to a table to make it look attractive. To apply design, do the
following:
1. Click on the table.

2. Select Table >
AutoFormat…. An
AutoFormat
dialog box appears
(figure adjacent).
18
Scroll and select a design from the Format list. Click OK. Now try other styles
in the list.
EXERCISE
S.No. Activities
1. Repeat the calculation learnt in class and calculate totals for the
remaining students.
2. Create a weekly expense report containing daily expenses; include at
least expense heading for 3 items. Apply formula to calculate the
total weekly expense.
Use the following table as a guideline.
Expense Day 1 Day 2 Day 3 Day 4 Day 5 Total
Bus
Breakfast
Lunch
Dinner
Charity
Gifts
Groceries
3
ASSESSMENT
Answer the following:
1. Explain the procedure for using formulas in word processing software.

2. Explain the procedure for sorting data in a table in word processing software.
3. Explain the procedure to repeat headers in a table that spans across multiple
pages.
Fill in the blanks
1. To sort data in a table, you should select _____ option from ______ dropdown
menu.
2. To work with formulas, you should select _____ option from ______ dropdown
menu.
3. Headings Row Repeat is available in ________ dropdown menu.
4. AutoFormat option is available in ________ dropdown menu.
19
Session 4: Work with Styles
 Understand the purpose of styles.
 Apply default styles.
 Design your own styles.
RELEVANT KNOWLEDGE
Styles give your document a professional look and saves time. You have observed a
default style in your documents created using a word processor:
 Headings are in a font that contrasts with the text body.

 Paragraphs are separated by white space.
 Elements such as lists are indented.
 Emphasized text is usually in a contrasting color.
You have also learnt to apply different formats using font size, style, bold, italics etc.
As you know, this method of direct formatting can be very tedious when updating a
huge document. If you want to change the look of the document, you must select
each element separately and apply the new formatting choices.
On the other hand, by using styles to format your document, you can quickly and
easily apply a set of formatting choices consistently throughout your document.
A style is a set of formatting characteristics, such as font name, size, color,

paragraph alignment and spacing. Some styles even include borders and shading.
For example, instead of taking three separate steps to format your heading as Arial,
16 point, bold, you can get the
same result in a single step by
applying the built-in Heading 1
style (Apply Style dropdown
in Standard Toolbar.). For
each heading just click on
Heading 1 and the job is done!
Accessing the Style task pane
1. Select Format > Styles and Formatting F11 (or press F11 on your keyboard).
Styles and Formatting popup appears as shown below.
20
2. Following five styles are
available:
a. Paragraph Styles
applies to paragraphs.
b. Character Styles
applies to words in
paragraphs.
c. Page Styles applies to
entire page(s).
d. List Styles applies to
ordered and
unordered lists.
e. Frame Styles applies
to frames (you will
learn about this later).
3. Now look at the listing under Paragraph Styles such as Default, Heading 1,
Heading 2, etc. Each of them has pre-defined font family, size, formatting,
etc. set already that can be used in a document. For example to apply Heading
1, select the text in the document and click Heading 1 from this list. Notice the
text is automatically formatted with Arial font, bolded with size 16.
Note: Change of style is either a change of character style (the font, font size, color
etc.) or a change of paragraph style (alignment, spacing, paragraphing, and
indentation).
Creating your own style
Sometimes, you may want to create customized styles that suit your requirements.
You can create your own styles in two ways:
 Modifying the existing styles.

 Using styles from an existing document.
Now imagine that you have just finished creating an 80 page report with several
subheadings and your boss is not happy with the font and alignment. He wants you to
change it to left aligned, italics, bold, Arial point 14. You have been smart enough to
use a self created style for subheadings. So now, all you need to do is modify the style
and it automatically updates subheadings all over the document! What a relief! But
how do you modify a style?
To modify an existing style, do the following:
1. Select Format > Styles and Formatting F11.
21
2. A Styles and Formatting popup appears. Right-
click on Heading 1 (figure below).
3. Click the option Modify…. A Paragraph Style:
Heading 1 dialog box appears (figure below).
4. Notice the Font, Size (displayed in percentage), Typeface settings displayed. To

modify, these, do the following:
a. Select a Font from this list, for example Book Antiqua.
b. Select Bold from Typeface.
c. Specify a size, for example 18pt. (notice the percentage is replaced
with size indicated in points).
d. Click OK.
Notice the text highlighted as Heading 1 is now formatted with this new setting.
Using styles from an existing document
If you have received a document from someone that is already formatted, you may
apply those to your existing document. This could be useful in situations when you
want to create additional documents based on this pre-formatted document.
To understand this, do the following:
1. Create a new document with the following style:

a. Heading 1: Century Gothic Font, Size 18pt, Green Color.
b. Heading 2: Century Gothic Font, Size 14pt, Turquoise Color.
c. Default: Verdana Font, Size 10pt
2. Save this document (for example, sample.ott).
22
Now imagine if this document was sent to you and you would like to use these styles
from this document. To use the styles from this document, do the following:
1. Create a new document or open

an existing document with some
content along with headings.
2. Select Styles and Formatting
F11 from Format dropdown
menu.
3. Select dropdown (figure above) and click Load Styles…. Load Style popup
appears (figure below).
4. Check Overwrite (figure above) and click From File…. Browse and select the
file created earlier (sample.ott), click Open.
5. Notice the styles applied to this document.
EXERCISE
Perform the following activities until you are confident:
S.No. Activities
1. Write short notes on each course offered by each college and their
academic requirements based on the list created in first session in a
new document; Use heading 1 for locations and heading 2 for courses.
Create a custom design using the following guideline:
a. Heading 1: Font Trebuchet MS, Size 14
b. Heading 2: Font Trebuchet MS, Size 12
c. List Paragraph: Font Verdana, Size 10
Save this as STYLE_(YOUR NAME) and apply this Style to document
created in this session.
23
ASSESSMENT
1. Explain the purpose of Style in word processing software.

2. Explain the procedure to create your own style in word processing software.
3. Explain the procedure to use a style from another document.
Fill in the blanks
1. Styles and Formatting is available in __________ dropdown menu.

2. Shortcut key to Styles and Formatting _____.
24
Session 5: Work with Themes
Learning Objectives
 Understand the purpose of themes.
 Apply built-in themes.
 Customize themes.
 Download and use themes.
RELEVANT KNOWLEDGE
Themes can help in creating professional looking documents with coordinated sets of
colors, fonts, effects and backgrounds. When you create a new document in word
processing software, Office theme is applied by default by which a specific set of
colors, fonts, effects are applied to the document. However, you can customize the
look and feel of a document by modifying theme settings or design your own theme.
Themes are available in Microsoft Word. You can use Microsoft Word to learn and use
themes. To launch Microsoft Word (if installed), Click Start > Programs > Microsoft
Office > Microsoft Word.
Using default themes
1) Open a new document in word processing software

and create a document by using an existing
template available within the word processor.
2) To view list of themes, select Page Layout tab, click
Themes dropdown menu under Themes group.
Notice the default themes available in the
dropdown list.
3) To apply a theme, select it from the dropdown list
(for example,
concourse) and click
on it. Notice the
visual difference.
Customizing a theme
You can customize the look

and feel by modifying the theme color, theme font and theme effects available under
Themes group (Image below).
25
Theme Colour Theme Font Theme Effects
 To apply a theme color, click the dropdown menu available under theme color and
select by clicking on an item available in the list.
 To apply a theme font, click the dropdown menu available under theme font and
select by clicking on an item available in the list.
 To apply a theme effects, click the dropdown menu available under theme effects
and select by clicking on an item available in the list.
Notice the changes in the document after applying theme color, theme font and
theme effects.
Download themes
You can download and use themes in a document. To do so, do the following:
1) Select Page Layout tab.

2) Select Themes dropdown under Themes group and click Browse for Themes.
Relation between Quick Styles and Themes
Having worked with styles, Quick Styles and Themes, it is now important to grasp the
relationship between them. On the surface, it seems that both serve the same
function, helping you to change color, typefaces and style sets. However, the
difference is that while themes define the overall look of your document, styles offer
different palette options that work with the main design.
Once you apply styles to your document, you can quickly change its look to suit your
needs by selecting the Quick Style set you want. You can further refine the look of the
document by selecting a theme you like. You can also fine tune the color and font
schemes to give your document the desired professional looking design.
26
Quick Styles available under Styles group in Home Tab rely on the theme selection.
Similarly, the fonts in Fonts dropdown and styles in Style Set dropdown (under Change
Styles dropdown in Styles group) are determined based on a theme selection.
1) Select File > New.

2) Select Equity Report under Installed Templates and Click Create.
3) Now navigate to Page Layout Tab
4) Select Median Theme from Themes dropdown list.
5) Navigate to Home Tab, Click Change Styles Dropdown menu. Notice the list of
Fonts tailored for this particular theme.
To summarize, when styles are used in a document it interacts with the Quick Style
Sets and themes to provide professional looking documents.
EXERCISE
S.No. Activities
1. Customize an existing theme using the following guidelines:
a. Open an existing document that has headings and few paragraphs
of text content.
b. Select Opulent theme from Themes dropdown menu in Themes
group.
c. Customize by changing the Theme Color to Verve, Heading fonts to
Arial Narrow & Size 14, Paragraph font to Antique Olive & Size 12.
d. Save the theme by specifying the file name as THEME_(YOURNAME)
e. Navigate to Themes dropdown (Notice the custom theme available
in the dropdown) and apply this theme to the document created in
the previous session.
2. Download word processor themes and use them in your document.
Download themes from http://themes4office.sourceforge.net/.
Replace the custom theme applied in this session using Air Theme.
ASSESSMENT
1. Explain the purpose of themes in word processing software.

2. Explain the procedure to customize a theme in word processing software.
3. Explain the procedure for downloading and applying themes.
Fill in the blanks

27
1. _________________ are pre-defined designs that can make a document look
attractive.
2. Themes option is available under ___________ tab.
3. List any five themes available in the word processing software. _________ ,
__________, _____________, _____________ & ___________.
28
Session 6: Play with Pictures
 Modify pictures.
 Apply picture styles such as shadow effects.
RELEVANT KNOWLEDGE
You have already learnt to insert objects in a word processor document. You can also
insert pictures and customize them by resizing and using special effects available
within the word processing software.
Inserting pictures

2. Select Insert > Picture > From File…. Browse and select a picture. Click Open.
The selected picture is inserted in the page. Also, the Picture toolbar appears
below Standard toolbar (figure below).
Modifying pictures and their appearance
1. You can apply pre-defined filters to the picture. Click

dropdown arrow from Picture toolbar, a popup appears similar
to the one adjacent.
2. To apply a filter, click corresponding icon from this list. (Hint:
Move your cursor over each effect to identify the effect. Some
display popup for additional settings, experiment with each one
of them and observe the results).
Note: If you want to display the picture toolbar, select View > Toolbars > Picture.
Word processing software includes support for limited photo formatting and editing.
However, if you want to use advanced functions consider using photo editing software
such as GIMP, Photoscape, Paint.NET, etc.
29
Crop pictures
You can crop a picture to discard unwanted areas

(figure adjacent).
To crop,
1. Right-click on the picture and select Picture... from the popup menu. A
Picture dialog box appears; select the Crop tab (figure below, right).
2. Adjust the size by changing values in Left, Right, Top and Bottom numeric
value boxes. The changes are visible in the preview. Click OK when done.
Resize a picture
You can resize a picture to show the complete but smaller version of it. To resize,
drag the boxes at the corner of the picture until the desired size is reached.
Alternatively, you can specify the size in height & width by specifying numeric values
for height & width in the Scale section of the Crop tab in the Picture dialog box
(figure above, right).
Note: When you click on a picture, you can see 8 small little square boxes on its
sides. These are called place holders. Dragging the boxes in the middle of each side
will only change the height or width dimensions (depending on which side you
choose). To keep the picture’s height and width ratio in proportion, drag the boxes at
30
the corners. Also, the larger you re-size your picture, the more pixilated (grainy and
blurry) it gets.
Improving clarity
In some cases, the picture may lack clarity due to excess brightness or contrast.
1. From the Picture toolbar, Click Color icon (figure below, left). A Color popup
appears similar to the one below (figure below, right).
a. Adjust the percentage values in Brightness to modify the brightness of

the picture.
b. Adjust the percentage values in Contrast to modify the contrast of the
picture.
Close the color popup once complete.
Wrap Text around Pictures
You have noticed in newspapers and magazines have text content placed around a
picture referred to as wrapping. Wrapping allows text content to flow around a
picture.
To wrap text around pictures, do the following:
1. Create a new document with some text and Insert a picture (refer figure
below).
31
2. Select the picture and right-click. Select Picture (figure below, left).
Picture dialog box appears. Select the Wrap tab (figure below, right).
3. You can apply wrap settings such as Before, After, Parallel, Through or
Optimal by selecting corresponding option. Click OK. A sample is provided
below for your reference; in this Optimal Wrap setting was used.
EXERCISE
S.No. Activities
1. Create a one page flyer for promoting a product or service (example:
Tablet PC, Eye donation camp, etc.) using the following guidelines
(sample below):
32
a. Page Size: A4
b. Include placeholders for pictures & text content (Similar to
picture above) Hint: Draw text boxes using items such as a
Rectangular box from drawing toolbar to create placeholders. Include
content within the boxes.
c. Include relevant pictures
d. Apply special effects to the pictures.
2. Create a one page newsletter using the following guidelines:
a. Write an one page essay on (Choose one):
1) Ozone depletion and its harmful effects.
2) Pollution
3) Importance of Time
4) Social Service
5) Nuclear Power
b. Include at least three relevant pictures.
c. Wrap the content around the pictures.
ASSESSMENT
1. Explain the procedure to manipulate pictures in word processing software.
Fill in the blanks
1. To display picture toolbar, you should select ______ from Toolbar submenu
located in _____ dropdown menu.
2.
33
Session 7: Insert and Format Screenshots in a Document
 Capture and use screenshots in a document.
 Format screenshots.
RELEVANT KNOWLEDGE
A screenshot is an image taken by the user to record what is displayed on the monitor
of the computer. Screenshots are used for demonstrating a program or a problem
associated with a program. For example, there are several screenshots included in
this manual demonstrating various options available within the word processing
software.
You can take screenshots by using the Print Screen key and this option captures the
entire screen that can be inserted as a picture in a document.
To take a screenshot of the entire desktop, do the following:
1. Open a new word document. Press Print Screen Key on your keyboard.
2. To paste the screenshot on the word document, press CTRL+V together on the
document. Notice the entire screen is pasted into the document.
In some cases, you may need to insert portions of a screenshot instead of entire
screen, in that case you can use the ALT + Print Screen Key combination.
34
For example if you want to take the screenshot of only the
computer properties, do the following:
1) Right-click My Computer.
2) Click Properties. Ensure the screen is the
active window.
3) Press ALT + Print Screen on your keyboard.
4) Use CTRL+V to paste the screenshot in a
document.
Notice only the active window is pasted in the document.

You can further modify or crop the screenshot or apply
effects to enhance the image using the word processing
software.
EXERCISE
S.No. Activities
1. Prepare short tutorials on the following topics:
a. Using Notepad
b. Using WordPad
c. Using Paint
Use the following guidelines:
a. Create detailed step-by-step instructions with screenshots.
b. Crop screenshots to point out necessary areas of the software
(For example, tools menu).
ASSESSMENT
Answer the following questions

1. Explain the purpose of screenshot option in word processing software.
2. Explain different procedures for capturing and inserting screenshots in a
document.
Fill in the blanks
1. _____________ shortcut key in the keyboard is used for taking screenshots.
2. ________________ is used for taking screenshots of currently active window.
35
Session 8: Create Text Boxes and Pull Quotes
 Explain the purpose of text boxes.
 Use text boxes and pull quotes in word processing software.
RELEVANT KNOWLEDGE
A text box is used for placing a block of text in a document. Though a text box can be
placed anywhere in a document, it is usually used for highlighting key points that are
indicated within quotes ( i.e. “”).
A “pull quote” is a quotation or excerpt from an article highlighting or summarizing a

key topic. It is typically used in journalism and publishing. For example, you might
notice short-text such as a proverb or advertisement quoted in italics in the middle of
a document or an attention grabbing text message in a newspaper (figure below).
Advertisement (left) and Attention grab in a Newspaper (right)
To understand and work with pull quotes, do the following:
1. Create a new document and type the following:
Teamwork
Teamwork refers to efforts made by individuals in a team who work together to
achieve a common goal.
36
2. Select View > Toolbars > Drawing (if it is not available). Drawing toolbar will
be available at the bottom of the Word Processing window (figure below).
3. Select from the Drawing

Toolbar. Click and drag to draw
a text box, release the mouse
button once complete (figure
adjacent).
4. Type the following text within
quotes inside the text box:
“TEAM, T- Together, E- Everyone, A- Achieves, M- More - Chambless.” and
resize as required (figure below).
a. If you observe, this text box has no borders,

background colors, etc. To enhance this text box,
right-click on the text box, a popup appears
similar to the one adjacent.
b. To include borders, select Line…. Line dialog box
appears as shown below.
37
i. Select a style such
as dotted line,
dashed line, etc.
from Style
dropdown menu.
ii. Choose a color
from Color
dropdown menu.
iii. Specify the width
of the line by
specifying a size
from Width
numeric box.
iv. Click OK.
c. To include background color,
shadow effects, etc. click
Area… from the popup menu.
Area dialog box appears as
shown adjacent.
i. Select a solid color
from Fill dropdown or
choose a shade from
Gradients tab, apply
shadow effects from
Shadow tab.
ii. Click OK when done.
Notice the document containing text annotated through a sample pull quote;
experiment by selecting different line styles, fill colors, etc. and observe the results.
EXERCISE
38
S.No. Activities
1. Create a one page article on the following topics (choose one):
a. Astronauts
b. Albert Einstein
c. Mahatma Gandhi
d. Success
e. Entrepreneur
f. Leadership
Insert text box to position quotes within the article. Use the
following quotes for inserting into relevant topic.
a. That's one small step for a man, one giant leap for mankind.
—Neil Armstrong, 1969
b. E=mc². —Albert Einstein, 1905
c. "Live as if you were to die tomorrow. Learn as it you were to live
forever", “We must become the change we want to see in the
world.”, “Be the change that you want to see in the world.”,
“Anger and intolerance are the enemies of correct understanding.”.
– Mahatma Gandhi.
d. “The only place where success comes before work is in the
dictionary.” - Vidal Sassoon
e. “My son is now an ‘entrepreneur’. That’s what you’re called when
you don’t have a job.” - Ted Turner
f. A leader is a dealer in hope. —Napoleon Bonaparte. Education is
the mother of leadership. —Wendell Willkie. The supreme quality of
leadership is integrity. –Dwight Eisenhower.
ASSESSMENT
1. Explain the purpose of text box option in Word processing software.

2. Explain the purpose of Pull Quote with an example.
3. Explain different procedures for inserting text boxes in a document.
Fill in the blanks
1. Text box is available in _______ toolbar.

2.
39
Session 9: Use Word Art / Font Work with Special Effects
 Explain the purpose of Fontwork / Word Art.
 Use the Fontwork feature of word processing software.
RELEVANT KNOWLEDGE
Fontwork is a text-styling utility. It allows users to create stylized text with numerous
"special effects" such as textures, outlines, etc and many other manipulations that are
not available through the standard font formatting. This is also referred to as WordArt
in some word processing software.
You can add special effects to text such as Shadow, 3-D Rotation, etc. to make text
visually attractive. You will learn to use Fontwork by creating a poster for Children’s
day. Do the following:
1. Select View > Toolbars > Fontwork (figure below, left). Fontwork toolbar
appears (figure below, right).
2. Click from Fontwork toolbar.The Fontwork Gallery appears as shown

below right.
3. Select a Fontwork style from this list, for example Favorite 16. Click OK.
4. Press F2 on your keyboard, replace the default text “Fontwork” with
“Children’s day”. Resize as required. You will see a result similar to the one
below left.
40
5. You can customize the text further by
adding 3-D effects. Use the 3D-
Settings toolbar to modify the
settings (3D-Settings toolbar appears
when a Fontwork is selected).
Now go ahead and try applying different 3D

settings from this toolbar and observe the
results.
EXERCISE
S.No. Activities
1. Apply Fontwork to the titles created in the previous session.
2. Apply different shadow and 3D effects to the Fontwork applied
earlier.
ASSESSMENT

1. Explain the procedures for using Fontwork in a document.
Fill in the blanks
1. ________ is a text-styling utility used for creating stylish texts.
2. Fontwork is available in ____ dropdown menu.
41
Session 10: Use SmartArt
1. Understand the purpose of SmartArt.
2. Use different SmartArt graphics.
3. Apply SmartArt styles to a SmartArt graphic.
RELEVANT KNOWLEDGE
SmartArt is a set of editable & formatted diagrams in word processing software that
are used to create organizational charts, process diagrams, relationship diagrams,
etc.
When you want to present a flow chart, a good visual diagram can help you easily
explain the flow or the steps involved. Some word processing software have a feature
called SmartArt using which, it is convenient and easy to create such diagrams. You
select a layout, colors, enter some textual data, and the diagram is created
automatically!
SmartArt is a feature available in Microsoft Word. To launch Microsoft Word, click

Programs > Microsoft Office > Microsoft Word.
SmartArt categories
There are 115 preset SmartArt graphics layout templates in categories such as list,
process, cycle, and hierarchy. For example, if you would like to create a diagram to
represent a process flow, you can use the Process SmartArt Style.
SmartArt has seven categories. These are
1. List – Use this style to present a listing.
2. Process – Use this style to show steps in a process.
3. Cycle - Use this style to show steps in a continuous process.
4. Hierarchy - Use this style to represent an organizational chart or decision tree

diagrams.
5. Relationship - Use this style to represent relationships.
6. Matrix - Use this style to display how parts relate to a whole.
42
7. Pyramid- Use this style to display relationships with the largest component at
the top or the bottom.
Creating a SmartArt diagram
To work with SmartArt, do the following:
1) Open a new document in the Word processor.

2) To insert a SmartArt illustration, click on SmartArt option available under
Illustrations group in the Insert tab. A dialog box with a list of SmartArt styles
appears (shown below).
SmartArt dialog box
To represent a online shopping process flow, do the following:
a) Select Process (left pane).

b) Select Vertical Chevron List layout.
c) Click OK.
When an instance of a SmartArt is inserted, a text pane

appears next to it enabling the user to enter text that
should appear in the SmartArt graphic. Each SmartArt
graphic, based on its design, maps the text outline, onto
the graphic.
1) Replace [Text] by following the text given

below:
a. Step 1: Visit www.flipkart.com
b. Step 2: Select Products
c. Step 3: Compare Price & features
d. Step 4: Add to Shopping Cart
e. Step 5: Make payment
43
Notice the flow chart created looks similar to the one here.
Adding visual effects
If you want to enhance the visual effects, you can choose from the SmartArt Styles
available in Design tab. To apply a style, double-click the SmartArt.
Select subtle effect from the SmartArt Styles dropdown list. Notice the effect applied
to the SmartArt (figure below).
Color Scheme applied
If you want to modify the SmartArt by adding colors, you can choose a color scheme
from Change Colors dropdown in SmartArt Styles group. For example, select Colorful-
Accent colors from the Change Colors dropdown menu. Notice the color scheme
applied to the SmartArt (Figure below).
Modifying the SmartArt content
If you want to add another step, you can use the

Add Shape dropdown menu available in Create
Graphic group under Design tab.
If you want to switch the layout, you can use the

Right to Left option in Create Graphic group.
44
Use the Promote & Demote option in Create Graphic group to promote or demote
levels in a list (for example, replace step 3 with step 2 and vice versa).
Now apply different styles available under SmartArt Styles group.
EXERCISE
S.No. Activities
1. Create an organizational chart of school administration using
SmartArt.
2. Create a process chart for Life Cycle of a butterfly/ silk moth using
SmartArt.
3. Create a Nutritional Food Chart.
ASSESSMENT
1. Explain the purpose of SmartArt in word processing software.

2. Explain the procedure to insert a SmartArt in a document.
3. Explain the procedure to apply different SmartArt styles to a SmartArt graphic.
Fill in the blanks
1. __________ is a feature that can be used to create organizational charts,

process diagrams, relationship diagrams, etc.
2. SmartArt categories include ______, _______, _______, ______, _________,
_______ & ________.
3. Change Colors dropdown is available in _____________ group under
____________ tab.
45
Session 11: Control Text Flow
 Explain what a Text Flow is.
 Use Text flow in documents.
RELEVANT KNOWLEDGE
When you read newspapers or magazines, you might have noticed text content span
across different pages. When entering text there must be some way wherein the text
flows from one text box to another on a different page.
You might have noticed that the first five to six lines of a news item may be present
on the main page and rest of the news content continue several pages away. Have you
ever thought - how do the editors control the content and its flow across pages?
Editors use special procedures to control text that can span across multiple pages
through a feature built-in within the word processing software.
Text flow is a word processing feature that can help in controlling text flowing across
multiple pages. Text flow is created using “Frames”; Frames are similar to text boxes
but can be “linked” to provide flow between them.
To understand text flow and how it operates, do the following:
1. Open a new document.

2. Select Insert > Frame…. A Frame dialog box appears as shown below:
3. Set the size for this frame by specifying the size in Width and Height numeric
boxes. For example: 5” by 1”.
46
4. Uncheck Autosize in
the Size section
(figure adjacent) to
keep the height of the
frame fixed. Click OK.
Notice the frame
displayed in the
document (figure
below).
5. Now insert another frame.

6. To link the frames, do the following:
a. Select Link Frames icon from the Frames toolbar (figure below).
b. Notice the cursor change to hyperlink-like symbol. Now place the cursor
over second frame and click. This will create the link between these two
frames; notice the dotted line displayed indicating the link between the
frames (figure adjacent).
7. Enter the following content in the first frame:
Importance of Soft Skills

Soft skills are often described by using terms often associated with personality traits,
such as:
47
 Optimism
 Common sense
 Responsibility
 A sense of humor
 Honesty
These are also abilities that can be practiced (but require the individual to genuinely
like other people) such as:
 Empathy (sensitivity to others views/feelings)
 Teamwork
 Leadership
 Communication
 Good manners
 Negotiation
 Sociability
 Ability to teach.
It's often said that qualifications and expertise (often called “hard skills”) will get you
through an interview but you need soft skills to get (and keep) the job. Many people
often refer to 'soft skills' as 'people skills' or 'emotional intelligence'. Hard skills are
the technical abilities required to do a job or perform a task: essentially they are
acquired through training and education programs.
Some studies have shown that a person's ability to manage his or herself and relate to
other people-matters twice as much as intelligence or technical skills in job success.
Results of recent studies on the importance of soft skills indicated that the single
most important soft skill for a job candidate to possess was interpersonal skills,
followed by written or verbal communication skills and the ability to work under
pressure.
The work environment is constantly changing due to technology, customer-driven
markets, an information-based economy and globalization. These factors impact on
the structure of the workplace and lead to an increased reliance on, and demand for,
soft skills.
Soft skills are not a replacement for hard/technical-skills. They are, in many
instances, complementary, and serve to unlock the potential for highly effective
performance in people qualified with the requisite hard skill.
8. Notice the text continues to fill in the second frame automatically. You can also
link multiple frames using the above mentioned procedure.
Similarly, to remove the link between frames, do the following:

48
1. Select the frame.
2. Click Unlink Frames icon from the Frames toolbar.
EXERCISE
S.No. Activities
1. Design a two page article using your own words on one of the
following topics:
a. Air Pollution
b. Discipline
c. Child Labour
d. Online Advertisement (website)
e. Electronic Newsletter
f. Email etiquettes
g. Stress Management
h. Resume writing service
i. Job / Employment Portals
j. Interview Preparation
a. Create Frames on both the sides and link the Frames.
b. Fill the frames with continuous content such as advertisement
samples or quotes relevant to the topic.
ASSESSMENT
1. Explain the purpose of text flow.

2. Explain the procedure to create link between three frames.
Fill in the blanks
1. Frame option is available in ________ dropdown menu.
49
Spreadsheet
Session 1: Insert and Modify Pictures and ClipArt
 Use pictures and clipart in spreadsheet software

 Modify pictures and clipart in spreadsheet software
RELEVANT KNOWLEDGE
You have learnt to work with pictures and clipart in earlier sessions using word
processing software. You can insert pictures and clipart in spreadsheet software as
well.
You can download clip arts and use them in a spreadsheet. Some of the websites that
provide clip arts include:
 http://www.openclipart.org/
 http://office.microsoft.com/en-us/clipart/default.aspx
 http://www.barrysclipart.com/
 http://classroomclipart.com/
To insert a clip art from Openclipart.org, do the following:
1. Go to www.openclipart.org.
2. Search for the required clip arts by using relevant keyword. For example to find
clip arts related to a camera, type “Camera” in the search box and click
Search.
3. Notice the results displayed (figure adjacent).
4. Select a clip art from this list, click PNG (download button). Save the clipart.
To insert this clip art, do the following:
1. Open a new spreadsheet.

2. Select Insert > Picture > From File….An Insert Picture dialog box appears,
browse and select the downloaded clip art.
3. Click Open. Resize the Clip Art as required. Notice the Clip art inserted in the
spreadsheet (figure adjacent).
Adding Clip Arts to Gallery
50
You can also add clip arts to the
“Gallery” that is built-in with
word processing software. To
manage clip arts, do the
following:
1. Select Tools > Gallery.

2. Notice the clip arts are
organized by
categories such as
Backgrounds,
Bullets, etc (figure
adjacent) referred
to as “Themes”.
You can create your own
theme here. For
example, you can create a theme “Cameras” and add the clip art related to
camera. To create,
a. Click New Theme… button. A Properties of New Theme dialog box
appears (figure below left).
b. Replace “New Theme” with “Camera”, select Files tab (figure above
right).
c. Click Find Files…. Browse and select the folder that has clip arts, click
OK. Notice the list of clip arts displayed.
d. To add a single picture, select the picture and click Add.
51
e. To add all the pictures, click
Add All….
f. Click OK. Notice the new theme
created along with clip arts
(figure below).
Adding Clip art from Gallery
You can add a clip art into a spreadsheet by either inserting a copy or by linking it to
the spreadsheet. Linking helps save overall space occupied by the spreadsheet, as the
clip art is only linked and is displayed from the original location. However, a linked
clip art will not be displayed when the spreadsheet is viewed from another computer,
since the clip art is available only on the computer where the spreadsheet was
created. Hence, it is recommended that you insert a copy when you intend to send
the spreadsheet to someone else. To insert a clip art, do the following:
1. Select a clip art and

right-click.
a. To insert a
copy of the
clip art,
select Copy.
b. To link the
clip art, select Link.
To resize the picture/clip art, do the following:
1. Drag the corners of the clip art or right-click the picture.
52
2. Select Size and Properties option and specify the desired width & height of
the picture just as you do in a word processor.
To insert a picture, do the following:
1. Select Insert > Picture > From File….

2. Browse and select the picture, click Open. The picture will be inserted in the
spreadsheet.
Applying effects to clip art and pictures
You can apply special effects to enhance the appearance of a clipart or picture.
Adding special effects can make the spreadsheet look attractive.
1. When you select the picture, the Picture toolbar appears below Standard
toolbar (figure
adjacent).
2. You can apply pre-defined filters to the picture. Click
dropdown arrow from a popup appears similar to the one
adjacent.
3. To apply a filter, click corresponding icon from this list. (Hint:
Move your cursor over each effect to identify the effect. Some
display a popup for additional settings, experiment with each
one of them and observe the results).
EXERCISE
S.No. Activities
1. Create a ready-to-print one page spreadsheet for the following
(Choose one):
a. Travel Itinerary for a Travel agency.
b. Medication Schedule.
c. Hotel Menu Card.
d. School Time Table.
a. Include relevant fields & content for the topic selected.
b. Include relevant pictures or clip art.
c. Use appropriate picture effects.
ASSESSMENT
53
1. Explain the procedure of inserting a clipart in a spreadsheet with an example.

2. Explain the procedure of applying special effects to a photo inserted in a
spreadsheet.
Fill in the blanks
1. Gallery option is available under _________ dropdown menu.
2. You should ____ clip art to reduce space occupied by a spreadsheet.
54
Session 2: Draw and Modify Shapes
 Use shapes in a spreadsheet

 Modify shapes in a spreadsheet
RELEVANT KNOWLEDGE
You have learnt to work with shapes using word processing software in earlier
sessions. You can also use shapes in spreadsheets to annotate or insert comments to
compliment the data / data analysis.
Inserting a shape
You can insert shapes such as lines, basic geometric shapes, arrows, flowchart shapes,
stars, banners, and callouts using the items in Drawing toolbar (figure below).
To
1. Open a new workbook and enter

the adjacent data.
2. Click on Callouts dropdown
arrow in the drawing toolbar,
select Rectangular Callout from
the list (figure adjacent).
3. Click and drag to draw a callout similar to the one in the figure
below; release the mouse once complete. Drag the pointer to
point somewhere near cell D5 (figure below). Add the requisite
text “Result of Winter Campaign” within the rectangular callout.
An attention grabbing text in the rectangular callout represents
the reason for high sales figure in the
table.
Modifying a shape
You can modify the callout to enhance the

visual appearance by applying different
styles. To modify the callout you had created,
do the following:
55
1. Right-click the callout and click Area…. A Area dialog box appears as shown
below.
a. Select a fill color from the
list.
b. To apply shadow effect, select
Shadow tab. Check Use
Shadow and select a shadow
color.
c. To apply gradient effect,
select Gradients tab. Select a
gradient of your choice.
2. Click OK. Notice the effect applied
to the callout (figure below).
EXERCISE
Perform the following activities until

you are confident:
S.No. Activities
1. Create a marksheet with your marks scored in earlier exams. Use
callouts to indicate the reason for marks higher and lower than 60%.
ASSESSMENT

1. Explain the purpose of shapes.
2. Explain the procedure to use a shape in a spreadsheet.
Fill in the blanks
1. Shapes are available in ________ Toolbar.
2. Example of shapes include: _________,_________, ____________, __________
& __________.
56
Session 3: Illustrate Workflow Using SmartArt Graphics
 Use SmartArt in spreadsheet.

 Illustrate a workflow process in spreadsheet.
RELEVANT KNOWLEDGE
You can use Smart Art in spreadsheet software to illustrate a timeline or a workflow
process. SmartArt is a feature available in MS Office Excel. To launch Excel,
Click Start > Programs > Microsoft Office > Microsoft Excel.
You can illustrate a sequence of actions or events such as different phases of a project
or process by using SmartArt in spreadsheet software. Workflow consists of a
sequence of actions where each step has a precedent before the next action or step
can begin. You can basic workflow process using SmartArt.
Workflow process can vary from simple to complex structures. It is widely used in
almost every business today, ranging from manufacturing, production to research &
development, etc.
For example, a simple workflow process for recruitment includes:
 Post job description and required qualification.

 Collect resumes.
 Match skill sets.
 Conduct preliminary assessments.
 Shortlist potential candidates.
 Conduct face-to-face interviews.
 Finalize candidates.
 Provide employment offer.
 Complete hiring formalities.
To create the illustration for this workflow process, do the following:
1. Select Insert tab.

2. Select SmartArt in Illustrations group. A window similar to the one below
appears.
57
3. Notice, the recruitment process
defined here is a continuous
process. The cycle SmartArt
graphic illustrates a continuous
process. Select Cycle from the list
4. Select Basic Style and click OK. A
SmartArt graphic similar to the one
below is displayed.
5. You need to add text to illustrate the workflow process. To modify the default
text, enter the following under Type your text here section:
o Post Job Description & required qualification.
o Collect resumes.
o Match skill sets.
o Conduct preliminary assessments.
o Shortlist potential candidates.
o Conduct face-to-face interviews.
o Finalize candidates.
o Provide employment offer.
o Complete hiring formalities.
The recruitment workflow (illustrated below), now displayed as a continuous process,

is easier to comprehend.
58
Modify a SmartArt
To enhance visual appearance of the SmartArt, you can use the Design tab to
customize the color, style and layouts. To apply a style, do the following:
1. Select Design tab

2. Select Moderate Effect available in SmartArt Styles group and apply. Notice
the visual effect changed.
Use the following table as a reference when illustrating workflow process:
 Use List, if you want to illustrate a listing that do not follow a step-by-step
process.
 Use Process, if you want to illustrate a one way process.
 Use Cycle, if you want to illustrate a continuous process.
 Use Hierarchy, if you want to illustrate tree structure such as an organizational
chart.
 Use Relationship, if you want to illustrate connections between sets.
 Use Matrix, if you want to illustrate how parts relate to a whole.
 Use Pyramid, if you want to illustrate a top to bottom proportional
relationship.
EXERCISE
S.No. Activities
1. Create a family tree using hierarchy SmartArt.
2. Apply different effects to the SmartArt Graphics.
3. Illustrate an ecological pyramid. Hint - An ecological pyramid is a
59
diagram that shows the relative amounts of energy or matter
contained within each trophic level (producers, herbivores, carnivores
etc) in a food chain or food web. You can use the Pyramid SmartArt
here and create a Number pyramid.
4. Apply different SmartArt Styles to the SmartArt graphic created
earlier.
ASSESSMENT
1. Which SmartArt is best suited for creating a diagram representing lifecycles of

animals?
2. Which SmartArt is best suited for creating a diagram for representing the
hierarchical cricket team structure?
3. Explain the procedure to illustrate a workflow process with an example.
Fill in the blanks
1. SmartArt option is available under _______ group in _________ tab.

2. SmartArt Styles is available under _________________ group in _______ tab.
60
Session 4: Layer and Group Graphic Objects
 Understand concept of layers.

 Group graphical objects.
RELEVANT KNOWLEDGE
You have already learnt to group graphical objects in word processing and
presentation software. You can also group graphical objects in spreadsheet software.
Grouping can help when you want to simultaneously move, rotate or resize multiple
objects in a workbook. You can group objects such as pictures, clip art, shapes and
text box. Once grouped, they appear as a single object.
Layers
When working with graphical objects such as pictures, clip arts, shapes, etc., each
object is layered on top of each other. For example if you insert a picture over data,
the picture overlaps hiding the data and likewise if you draw a shape over a picture,
the shape overlaps hiding the picture. You can
rearrange layers according to your requirement after
inserting several pictures, clip arts or shapes.
To understand working with layers, open a workbook

using spreadsheet software and add few graphical
objects to the workbook (sample adjacent).
Notice the graphical objects overlap each other. In this example, a digital camera
overlaps a rectangle box, which in turn overlaps the surveillance camera clip art.
To manipulate layers, do the following:
1. Select an object.
2. Select Format > Arrange (figure below).
3. Click Bring to Font to bring it to the front
(foremost layer).
4. Click Send to Back to make it as the last layer.
Alternatively, you can use the icons in Picture toolbar (figure

adjacent) to work with layers.
Grouping Objects
61
Sometimes, you work on a spreadsheet that has multiple graphical objects, each
object being placed with great care at a relational distance from each other. To move
them all to another position would mean spending effort in positioning them once
again. So what’s the solution?
Grouping can help in organizing a group of objects to act like one single object
making them easier to move in a worksheet.
To understand how to group objects, do the following:

2. Insert few objects such as pictures, shapes,
etc.
3. To group, select objects by using the SHIFT key
on your keyboard.
4. Select Format > Group (figure adjacent).
5. Click Group. Try moving or resizing the object; notice all the objects grouped
move as if it is it is a single object.
6. Similarly to Ungroup, Select Group Submenu and click Ungroup.
EXERCISE
S.No. Activities
1. Insert at least 5 different objects and group them as a single object.
ASSESSMENT

1. Explain the procedure to work with layers with an example.
2. Explain the procedure to group and ungroup multiple graphical objects with an
example.
Fill in the blanks
1. Layer options such as Bring to Front, Send to Back are located in _____
submenu of ______ menu.
2. ___________ feature can assist in combining multiple objects as a single
object.
3. ______ shortcut key should be used for selecting multiple objects.
4. Group option is available under _______ menu.
62
Session 5: Goal Seek
 Understand goal seek.

 Use goal seek.
RELEVANT KNOWLEDGE
Goal seek is a special and very useful feature of spreadsheet software. This feature
allows you to alter the data used in a formula in order to find out what the modified
results will be. Basically, goal seeking is the ability to calculate backwards to obtain
an input that would result in a given output. This is also referred to as the what-if
analysis or as back solving.
For example, if you want sell a book worth Rs.500 with a sales target of Rs. 30,000
but are unsure of how many books you need to purchase and sell, you can use the goal
seeking method to create a forecast. This function helps you to see how one element
of data in a formula affects another.
To learn about this feature of spreadsheets, you will first create a scenario with the
example discussed above and then create a forecast using goal seek.Do the following:
Open a new worksheet and enter the

adjacent details in respective rows and
columns.To compute the total amount,
calculate the product of the price per
book and the number of books to be
sold. Enter the formula in B3 as
=B1*B2.
Since we do not know the number of copies to sell to
reach the target revenue, keep the value as zero in
B3.
Now, use Goal Seek function to find out how many
copies are needed to achieve the target revenue.
1. To use goal seek, click from Tools > Goal Seek…. A Goal Seek dialog box
appears.
2. Now do the following:
a. Specify the cell that has
the formula, in this case,
cell B3.
63
b. Specify the cell reference as B2 in the Variable Cell text box;
spreadsheet software will change
the goal value until it completes
matching the target income.
c. Select the Target Value text box
and enter the goal, 30000.
d. Click OK. Notice the popup
message that displays the progress for computing
the value necessary to reach the goal value.
e. Click Yes.
Notice that No. of books to Sell is automatically

populated with a target value of 60 to meet the income
of Rs.30,000.00.
If you would like to set different targets or goals, click

Undo (CTRL+Z) and try with different target values using the procedure outlined in
this session.
This feature can be very useful in loan or investment calculation. Another scenario
where this feature can be used is to answer the “what-if” questions people ask after
elections (for example, how many votes would have been needed to win, etc.).
EXERCISE
S.No. Activities
1. Your business has a profit of Rs 37,500. You have set a new profit goal
of Rs 65,000. Currently, you are selling 1500 items at Rs 25 each. If
you still sell the same number of items, calculate by how much you
should raise your prices to achieve your target. Find the solution using
Goal Seek.
2. Using the same conditions as above, if you decide that changing the
price is not a good idea, but rather you should sell more items,
calculate how many more items need to be sold to achieve the same
target. Find the solution using Goal Seek.
ASSESSMENT
64
1. Explain the purpose of goal seek with an example.
Fill in the blanks
1. Goal Seek is also called ____________ or __________.

2. Goal Seek option is available under __________ dropdown menu.
65
Session 6: Analyze Data with Logical and Lookup Functions
 Understand logical and lookup functions

 Use logical and lookup functions.
RELEVANT KNOWLEDGE
When you need to perform complex calculations and data analysis, you can use the
powerful functions of a spreadsheet - Lookup function and Logical function.
For example, if you have a large database of customers and you want to find out
customers by location, town, etc. you can use a combination of logical and lookup
functions for your data analysis.
Lookup functions are used to return a value from a single column or from an array. For
example, if in one sheet of a spreadsheet, you have a parts list in a table containing
thousands of part numbers and their description and other details (supplier, price
etc.). On a separate sheet in the spreadsheet, you have the Invoice with columns for
Part Number, Description, Quantity Sold, Price, and Total. Now, when you enter the
part number in the Part Number column of the Invoice sheet, the VLOOKUP function
can be used to automatically search for and get the related details of the input part
number (description, price, etc).This has a two pronged benefit:
a. It helps avoid data entry errors.

b. Updation in one central place will automatically be reflected in places where
the data has been used.
Logical functions in a spreadsheet help in decision making based on conditions.
Logical Functions
Spreadsheet software provides six logical functions. Logical function employs

operators for returning TRUE or FALSE values. Logical Operators compare two values
and return the result as either a TRUE or FALSE. Operators include =, <, >, <=, >=, and
<>. Logical functions include AND, TRUE, FALSE, IF, NOT and OR.
AND Function
The AND function returns TRUE if all the argument results are true and
returns FALSE if one or more argument results are false. To understand
AND function
66
1. Open a new worksheet and enter the above data.
2. Type the following in cell B2 & B3 =AND(5<A2;A2<100) and press Enter.
a. The AND function will display TRUE if the number is within the range of 6 to
100 and the value is greater than 5.
b. The AND Function will display FALSE if the value is not within the mentioned
range. Notice the result in the column where the formula was entered.
OR Function
Returns the value TRUE if any argument is true and returns the value
FALSE if all arguments are false. To understand the OR function.
1. Enter the adjacent data in a spreadsheet.

2. Type the following in cell A6 =OR(A1>50;A2>60;A3>100) and press Enter.
a. The OR function will display TRUE if any of the values present in A2, A3
or A4 satisfies the rule mentioned in the formula. Notice the result.
IF Function
The IF function is used where logical decisions are needed in a calculation. To

understand the IF function
1. Enter the adjacent data.

2. Type the following in cell C2
=IF(A2>B2;"Insufficient Funds") and press Enter.
a. Wherever the value in Expense column is greater than the value in
Income column, the IF Function displays a comment “Insufficient funds”
in the Comment column.
b. Now change the value in the Expense column making it less than the
value in the Income column and notice the Comment changing to
“FALSE” as the given condition is no longer met.
NOT Function
The NOT function returns reversed logical value i.e. if it is used for a true expression,
FALSE is returned, but, if it is used for false expression, TRUE is returned. To
understand the NOT function:
1. Enter the following in cell A2

=NOT(A1="I like to learn more") and
press Enter. You see the result as
given adjacent.
2. Now enter “I like to learn more” in cell A1 and press Enter. Notice the changed
value.
67
TRUE() and FALSE() Functions
The TRUE() function returns the logical value TRUE in its cell. Similarly, FALSE()
always evaluates to logical value FALSE. These functions are used with other
functions.
TRUE() or FALSE() can be used for testing purposes to force a certain value to be
returned. For example, consider the IF statement:
 IF (logic_test;true_value;false_value).
 If logic_test evaluates to TRUE, true_value is returned, otherwise false_value is
returned.
Lookup Functions
Lookup functions return values by looking up a table. Most popular lookup functions
include the VLOOKUP and HLOOKUP. These functions are available under Lookup &
Reference dropdown in Function Library group under Formulas tab.
Note: VLOOKUP needs data to be sorted in ascending order; sort the data before
attempting to use the function in a spreadsheet.
VLOOKUP looks for data vertically (top to bottom) until it locates a value that
matches your query. HLOOKUP looks for data horizontally (left to right) until it locates
a value that matches your query.
Lookup functions are used when you have a huge amount of data to analyze and take
decisions. To understand the VLOOKUP function, you will work on an exercise that is
based on the assumption that the spreadsheet has a lot of data and that you need to
find out the department of a person by
specifying the Employee ID. Do the following:
1. Enter the given data.

2. Type the following formula in cell
E3 (or any other empty cell)
=VLOOKUP(A3;A1:C4;3;0) and
press Enter. The output will be as
given adjacent.
The syntax of VLOOKUP is:
=VLOOKUP(lookup_value,table_array,col_index_num,[range_lookup])
 Lookup_Value is the value you want to search for in the first column of the
table_array. In this case, it is the Employee ID (A3).
68
 Table_Array is the data range to be searched. In this case, it is A1:C4.
 Col_Index_num is the number of the column in the table_array that contains
the data you want returned. In this case, it is the third (3) column that refers
to department.
 Range_lookup is the logical value that returns - either TRUE or FALSE. This
value indicates if VLOOKUP should return an exact value or an approximate
value.
o If TRUE, an exact or approximate match is returned. If the exact match
is not available, then the next largest value is returned.
o If FALSE, only an exact match is returned. If the exact match is not
available, then the error value #N/A is returned.
To understand HLOOKUP, you will work on an exercise where it is assumed that the
records or data are available horizontally (figure above) and that you need to find out
the Department of a person using the Employee ID. Do the following:
1. Enter the given data.

2. Type the following formula in cell D5 (or
any other empty cell):
=HLOOKUP(10203, A1:D3, 3,0) and
press Enter. The output will be as given
adjacent.
The syntax of HLOOKUP is:
=HLOOKUP(lookup_value,table_array,row_index_num,[range_lookup])
 Lookup_Value is the value you are searching for in the first column of the
table_array. In this case, it is the Employee ID (D3).
 Table_Array is the data range to be searched. In this case, it is A1:C4.
 Row_Index_num is the row referenced for returning respective value. In this
case, it is the third (3) row that refers to department.
 Range_lookup is the logical value that returns TRUE or FALSE; this value
indicate if HLOOKUP should return an exact value or an approximate value.
o If TRUE, an exact or approximate match is returned. If the exact match
is not available, then the next largest value is returned.
o If HLOOKUP value is smaller than the smallest value, the error value
#N/A is returned.
In this session, you have learnt about the fundamentals of logical & lookup functions.
You can perform complex analysis by combining the functions with different
arguments. You can also use data from different columns, rows, worksheets or
69
spreadsheets for data analysis. Refer to the spreadsheet help file for more syntax,
constraints and examples to learn more about logical & lookup functions in detail.
EXERCISE
S.No. Activities
1. Create a spreadsheet with the following data:
a. Use AND function to determine if A2>A3 and A2<A4.

b. Use OR function to determine if A2>A3 or A2<A4
c. Use NOT function that expresses A2+A3=175 is a false
statement.
d. Use IF function to display “Good” if the value in cell A2 is
greater than 60 and display “Average” if the value in cell A2 is
less than 60.
e. Use VLOOKUP to fetch record of the bike that has the highest
mileage from the list.
ASSESSMENT
1. Explain the purpose of logical function with an example.

2. Explain the purpose of lookup function with an example.
Fill in the blanks
1. Number of logical functions present in spreadsheet software: ______.

2. Name the logical functions: ____________ , __________ , __________,
__________ , _________ & ____________.
3. Write any three examples of Operators: _____ , ______ & _______.
70
Session 7: Manage Themes
 Apply theme color, font and effects in a spreadsheet.
RELEVANT KNOWLEDGE
Themes are used to format a spreadsheet and make it look attractive. For example,
you can create attractive scorecards, business reports or invoices to customers (email
or color print) by using themes.
You can apply themes to existing documents, documents created from templates or a
even a blank document.
To apply themes to a new spreadsheet, do the following:
1. Create a new spreadsheet for

managing your weekly timetable
similar to the one adjacent
(Include fields for days, number
of periods (classes) per day and
a shape to indicate the
heading).
2. Select View > Toolbars > Tools. A Tools
toolbar appears as shown adjacent.
3. Click Choose Themes Icon from this toolbar. A Theme Selection dialog box
appears as shown below.
4. Select a theme from this list, and click OK to apply
the selected theme.
Themes (Microsoft Excel)
You can also use themes in Microsoft Excel. Open

Microsoft Excel and do the following:
1. Create a new spreadsheet for managing your

weekly timetable similar to the one below (Include
fields for days, number of periods (classes) per day
and a shape to indicate the heading).
2. Select Page Layout tab
71
3. Select Paper theme from Themes dropdown (sample below) and observe the
changes. Select different themes until you find a theme that fits your need.
Weekly timetable sample after applying Paper Theme
You can customize the look and feel of a workbook by modifying the theme color,
theme font and theme effects available under Themes group (figure below).
Colors, Fonts & Effects dropdown menu
For practice, change the theme color to Oriel and observe the change.
Oriel Color applied
Now change the theme font to Technic and observe the difference. Now change the
theme effect to Equity and observe the change.
Equity Effect applied

72
Note: There might be minor alternations made when applying Fonts or Effects. Pay
close attention to the changes.
Saving a Theme and using it later
You can save themes for future use once it is customized. To save a theme, do the
following:
1. Select Page Layout Tab

2. Select Save Current Theme… in Themes dropdown menu
(figure adjacent)
3. Type a name for this theme, for example: MyTheme01
(figure below) and click Save.
To apply this theme to another spreadsheet, do the

following:
1. Open the spreadsheet

2. Select Page Layout tab
3. Select Themes dropdown menu in Themes
group (figure adjacent)
4. Notice the theme saved earlier is now
available in the list. You can apply the theme
by clicking on it.
Downloading Themes
You can download and use themes in a workbook. Use search engine such as Google to
find download themes from different websites. To apply the theme downloaded
earlier, do the following:
73
1) Select Page Layout tab.
2) Select Themes dropdown under Themes group.
3) Click Browse for Themes. Select the theme downloaded to your computer and
click Open. Theme will be applied to the spreadsheet and results will be
displayed on the screen.
EXERCISE
S.No. Activities
1. Create a personal monthly budget by using appropriate template and
customize it to suit your needs.
2. Apply different themes to the spreadsheets created earlier.
ASSESSMENT
1. Explain the procedure to apply a theme in spreadsheet software.
Fill in the blanks

1. Choose Themes option is available in _______ toolbar.
2. In Excel, Themes option is available under _______ dropdown menu in the
______ tab.
3. In Excel, Theme effects option is available under _______ group in the
__________ tab.
74
Session 8: Create and Use Templates
 Create templates and save it for future use or for sharing with others.
RELEVANT KNOWLEDGE
Templates can help you save time and effort because all the work it takes to design a
workbook has already been done. You can use templates that are built-in within the
spreadsheet software or create your own templates.
Creating and using a template
To create a template, first you need to create a spreadsheet as per your requirements
and then convert it to a template. You can create templates for a variety of purposes
such as invoices, bills, feedback forms, quiz, etc.
To create a template of a bill that auto calculates the price with sales tax, do the
following:

2. Create the following entries (figure
adjacent).
a. A6 to A11 (Description)
b. B6 to B11 (Price per
quantity)
c. C6 to C11 (Quantity)
d. D6 to D11 (Total). Enter
the formula to auto-calculate
the total as a product of
price per quantity and quantity {based on the values entered in the
cells (example: D6=B6*C6, etc.)}.
e. C13 (Net Total).
f. D13 (=SUM(D6:D11)
g. C14 (Tax Amount).
h. D14 (leave this blank to enter tax amount)
i. C15 (Total Amount)
j. D15 (Enter the formula to find the sum of Net Total and Tax
Amount)
3. To save this as a template, select File > Save As…. A Save As dialog box
appears. Give a name to the file and select the file type as ODF
Spreadsheet Template from the Save as type: drop down list. Click Save.
75
4. Enter a file name, for example, My Bill sample. Click Save.
Now you can use this template whenever you need to raise a bill. To create a
spreadsheet based on this template, double-click the template; a new spreadsheet
will be created based on this template and displayed.
You can add this templates to your template collection. Do the following:
1. Select File > Templates >

Organize…. A Template
Management dialog box appears.
2. Expand My Templates (left pane).
Click Commands dropdown arrow
(right pane), a context menu
appears as shown adjacent.
3. Click Import Template…. Browse
and select the template, click
Open. Notice the template added
under My Templates (figure below).
76
Templates added through this method makes the template available in the Templates
and Documents view.
1. Select File > New > Templates

and Documents.
2. Notice the template displayed
(figure adjacent).
3. Select the template from this
list, Click Open to create.
Downloading templates
Spreadsheet software has limited

templates installed by default. Hence,
at times, a template that you need
may not be readily available. In such a case, either you can download the template
from the following websites:
 http://templates.openoffice.org
http://www.tutorialsforopenoffice.org/tutorial/Calc_templates.html
EXERCISE
S.No. Activities
1. Create a spreadsheet template for storing and calculating your exam
scores. You will be using this template for later exercises. So save it
as Exam_{yourname}.
For each subject, have an internal assessment and a Term
Assessment. Create columns for:
1. Marks for Term I and Term II.
77
2. Percentage for each term for each subject.
3. Average percentage for the year for each subject.
4. Aggregate percentage for the year.
ASSESSMENT
1. Explain the procedure to create a template.
Fill in the blanks
1. Extension for Spreadsheet templates: ____.
78
Session 9: Update Workbook Properties
 Update workbook properties such as details about the Author, Title, Subject,
Keywords, etc.
RELEVANT KNOWLEDGE
Workbook properties contain information about the workbook such as the author of
the workbook, date and time when the workbook was created and modified, etc. This
information is referred to as metadata.
Adding information about author, company, etc. can help in identifying the source of
the document. For example if you need to report an in error in a document, it will be
easy it you know information about the author or the company.
You update a workbook's properties to store additional information about the

workbook. For example, you might want to store information about what the
workbook is used for to help potential users of the workbook. You can only update the
properties of a workbook that you own and currently have open.
You might also want to view a workbook's properties to find out information about the
workbook. For example, you might want to find out the name of the workbook owner
or the date that the workbook was created or last saved.
To update a workbook’s properties, do the following:
1. Open a workbook in Spreadsheet software.

2. Select File > Properties. A
Properties of FILENAME dialog box
appears.
3. Select the Description tab (figure
adjacent). You can view or modify
details about the Title, Subject,
Keywords and Comments here.
4. Select Custom Properties tab. You
can additional details such as Author
Name, Department, etc. here.
5. Select Statistics tab to view
statistical data about this
spreadsheet.
79
EXERCISE
S.No. Activities
1. Update all the spreadsheets created earlier using the following
guidelines:
a. Use your name as the Author Name
b. Fill in the title as Spreadsheet Exercise.
c. Type a detailed comment about the exercise in about 50 words in
the Comments field.
ASSESSMENT
1. Explain the purpose of workbook properties.

2. Explain the procedure to update workbook properties.
Fill in the blanks
1. Properties option is available under __________ menu.

2. ___________, ____________, ______________, and ________, details can be
viewed or modified using Document Properties.
80
Session 10: Create and Edit Macros
 Understand Macros.
 Create and edit macros.
RELEVANT KNOWLEDGE
Macros are used for storing a sequence of action that can help reducing time and
effort while performing repetitive tasks. In other words, when you find yourself
performing the same actions or tasks in a spreadsheet, again and again, it is useful to
create a macro.
A macro is a recording of each command and action you perform to complete a task.
Once you have created a macro, whenever you need to carry out that particular task
in a spreadsheet, all you need to do is to run the macro!
Macro recorder works by recording all keystrokes and clicks of the mouse.
To understand how to use macros, you will first open a new workbook in spreadsheet
software and then format the worksheet title.
Now do the following:
1. Select Tools > Macros.

2. Click Record Macro.
a. Select cells A1 to F1.
b. Click Merge Cells and Center Alignment from Standard toolbar.
c. Click on the bold icon.
d. Fill the merged cells with yellow color.
3. Click Stop Recording. The
macro recorder will stop
recording keystrokes or
actions and the macro is
ready to be saved.
OpenOffice.org Basic
Macros dialog box appears
as shown adjacent.
4. Type a name under Macro
name text box, for
example MyMacro1. Click
Save.
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To use this macro, do the following:

2. Select Tools > Macros > Run
Macros. A Macro Selector
dialog box appears as shown
adjacent.
3. Expand My Macros > Standard
> Module 1 (left pane). Notice
the macro created earlier is
displayed (MyMacro1). Select
the macro and click Run.
Observe the results.
Editing Macros
You can modify a macro to include additional sequences or remove certain sequences.
However to edit Macros you need to understand a language used by spreadsheet

software called Visual Basic for Applications (VBA). In short, macros are set of
instructions written using VBA and used by spreadsheet software to complete a
automated task.
Caution with Macros
Though macros are usually created for automating tasks, it is possible to create
macros programmatically that can run programs or spread virus on a computer.
Spreadsheet containing macros are considered to be a high risk. This is because when
a spreadsheet containing macros is accessed from another computer, most
spreadsheet software disables the macros by default. This results in reduced
functionality of the workbook itself as the macro is disabled and the user may have to
follow additional procedures.
EXERCISE
S.No. Activities
1. You had created a spreadsheet template for storing and calculating
your exam scores in earlier sessions.
Modify that spreadsheet by applying a theme, customize the font and
include logical function to automatically determine your grade level
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(Include Grade level Distinction, Good, Average and Below Average).
Complete the steps by recording a macro and share it among the
class.
ASSESSMENT
Answer the following questions:
1. Explain the purpose of Macros.

2. Explain the procedure to create a macro with an example.
Fill in the blanks
1. ____________ are used for automating repetitive tasks to save time.

2. Macros option is available in _____ dropdown menu.
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Presentation
Session 1: Work with a Design Template
 Understand templates
 Customize a design template
RELEVANT KNOWLEDGE
In presentation software, there are many in-built design templates with various
layouts, formatting and colors. These combinations help you to create eye-catching
presentations. You have learnt to work with templates in earlier sessions using word
processing and spreadsheet software. You can also work with templates in
presentation software. Templates or presentation templates refer to a sample design
that helps in saving your time and effort.
Sometimes, in a template, you may find sample content along with designs. For
example, if you want to inform the audience about an idea regarding the launch of a
product using a presentation, you can choose a relevant template and then modify
the required sections.
Viewing installed templates
1. Click Start > Programs > OpenOffice.org 3.4 > OpenOffice.org Impress. A
Presentation Wizard appears.
2. Select From template under Type in the Presentation Wizard.
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3. Notice the list of templates available.
Select Introducing a New product,
and click Create. A presentation
based on the template opens (figure
adjacent).
4. Now you can customize the contents
by replacing the title and contents.
5. Save the presentation.
More Templates
Presentation software includes a limited set of templates. If you want to use more
templates, you may download and install template collection from OpenOffice.org
website (Steps listed below).
1. Go to http://extensions.services.openoffice.org/en/project/modern-impress-
templates and click Get It button to download.
2. Save download in a folder. The downloaded file will look
similar to the one adjacent with an extension .OXT.
3. To install, open the presentation software.
4. Select Tools > Extension
Manager…. An Extension
Manager dialog box appears as
shown adjacent.
5. Click Add… button. Browse
and select the downloaded file
(.oxt), and then click Open.
You may notice a popup similar
to the one below:
6. Click For all users, and an End User License Agreement may be displayed,
Scroll down till the end of the agreement and click Accept. Notice the
template pack is installed and displayed.
7. Click Close and exit the presentation software.
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Note: You may also double-click and install extension directly from the downloaded
folder.
1. Click Start > Programs >

OpenOffice.org 3.4 >
OpenOffice.org Impress.
2. Select From Template.
3. Notice new templates are available
in this list. Go ahead and try using
them, for example scroll and select
Ubuntu Mocha from this list and
click Create.
4. Insert a few slides and save the presentation.
Creating a template
Sometimes the built-in templates may not suffice your design needs. In such cases,
you can customize a template and use it for other presentations you create. To
customize an existing design template, do the following:
Note: We will use the existing presentation

created using Introducing a New product.
1. Open the presentation created using

Introducing a New product.
2. Select a different font family for titles
and content.
3. You need to save this a template for
future use. To save this as a template, select File > Save As….
4. Select ODF Presentation Template (.otp) from the Save as type: dropdown
and click Save.
You can now use this customized design template to create other presentations. To
use this customized design template, do the following:
1. Go the location where the design template was stored.

2. Double-click on the template; to create a presentation based on it.
Customizing a template
1. Right-click the template, a popup will

appear similar to the one adjacent.
2. Select Open. Modify as required and
select File > Save to save the changes.
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EXERCISE
S.No. Activities
1. Create a presentation on one of the following:
a. Electricity Consumption & Saving
b. Water Treatment (Recycling)
c. Solar Energy
d. Wind Energy
e. Nuclear Energy
Choose a design template, select theme color to match the selected
topic. Summarize the points on the slides and provide detailed text in
the notes for each slide.
Apply different themes to the presentation and observe the changes.
Save the presentation with the name DESIGN TEMPLATE_{yourname}.
The presentation will be used in later sessions too.
2. Download Presentation templates from the following websites:
a. http://templates.openoffice.org
b. http://www.presentationmagazine.com/free-open-office-
impress-templates-91.htm
Customize the templates by modifying fonts, colors, etc. and use
them for your presentations.
ASSESSMENT
1. Explain the procedure to customize a design template with an example.
Fill in the blanks
1. You should select _________ option under Type in the Presentation Wizard.
2. Extension Manager is available under ___________ dropdown menu.
3. File extension for Presentation templates: _____.
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Session 2: Using the Slide Master
 Explain the concept of a slide master
 Customize the slide master
RELEVANT KNOWLEDGE
In the last session, you used in-built templates found in a presentation software.
However, you may wish to create your own template so that certain features, such as
a predefined background, your organization’s logo or company colors are always
present. These templates
are called Master Slides.
Impress comes with 28

pre-packaged slide
masters displayed in
Master Pages section
under Tasks pane. Slide
masters are categorized
into Used in This
Presentation, Recently Used and Available for Use subsections (figure above).
When you launch a presentation, the default design template or theme is a plain,
white slide. This is created from the slide master. A slide master controls the overall
formatting and object placement for the presentation and stores information about
the template, such as font styles (type, color and size), placeholder sizes and
positions, background design, color scheme information and special effects (e.g. text
shadowing). Slide masters also allow you to insert common elements on every slide,
for example, a common footer, slide number, copyright line, logo, or even pictures.
All slides in a presentation are created using the fonts, colors and graphics specified
in the slide master. Each new slide takes on these features. When you want to make a
global change to the appearance of your slides, you need to make changes on the
slide master and automatically the change ripples on all slides created using that slide
master.
This feature is very useful when you want all slides in your presentation to use similar
fonts, formatting, colors, and graphics. It saves time and the effort of applying
repetitive formatting. You can customize an existing slide master and create a
template for your personal use. Presentation software includes several tools to
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control the look and functionality of the slides. Slide Master View helps you to control
the themes to make the presentation look consistent across all the slides.
Working with the slide master
Open a new presentation in the presentation software. To work with Slide Master
view, do the following:
1. Select View > Master.

2. Select the option Slide Master. Notice the
Master View toolbar appears and default
settings displayed (figure below).
3. Now modify the following settings:

a. Select the title area. Apply border
and a background color.
b. Select the Outline Text area, apply a border and a background color.
Select Format > Page… to apply a background color to the slide.
4. Observe the changes (figure above).
5. To save this as a template,
Select File > Templates >
Save…. A Templates dialog
box appears.
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6. Select Presentations under Categories (figure adjacent).
7. Type a new for this template in New template, for example Design1. Click OK.
8. Click Close Master View.
You may also use settings from other Slide masters available in the presentation
software.
1. Open a new presentation. Select View > Master.

2. select the option Slide Master.
3. Choose a Slide Master from Master Pages list. Right-click
the selected design. For example, right-click Blue and
Gray.
4. Select Apply to All Slides.
5. Customize further by modifying background color, font, etc. if required.
6. Click Close Master View.
Now try inserting different slide layouts in the presentation; observe the results as an
effect.
EXERCISE
S.No. Activities
1. Create a template by editing the slide master using the following
guidelines:
a. Modify the borders of the Title Area.
b. Change the font to Century Gothic.
c. Apply a background picture instead of color.
Apply this custom template to the presentations created in the
previous session.
ASSESSMENT
1. Explain the purpose of Slide Master.

2. Explain the procedure to customize slide master with an example.
Fill in the blanks
1. Slide Master option is available under ______ submenu of _____ menu.
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Session 3: Create Headers and Footers
 Work with headers and footers in presentations.
RELEVANT KNOWLEDGE
You have learnt that you can use the slide master to insert information globally across
slides. One such item, usually required is headers and footers. You have learnt to
create headers and footers in documents using word processing software. You can also
add headers and footers to the slides using presentation software. As you already
know, headers and footers help to:
1. Include important information about the slides for the presenter (or audience),
such as the date when the presentation was created or delivered.
2. Brand the slides with your company name.
3. Automatically place a slide number on each slide.
To work with headers and footers, do the following:
1. Open a new
presentation.
2. Select View > Header
and Footer. A Header
and Footer dialog box
appears (figure
adjacent).
3. To include a date
and/or time, check
Date and time and do
either:
a. If it is a fixed date, Select and type the date and time in Fixed text
box.
b. Select a date from calendar using the dropdown arrow below
Variable option.
4. The footer text can be entered in the Footer text text box.
5. To include slide numbers, check the option Slide Number.
6. Click Apply to All.
Now play the slide show and observe the results displayed on the screen.
Note: Header area is available only for notes and handouts.
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EXERCISE
S.No. Activities
1. Open an existing presentation. Add your school name to the footer
along with current date.
ASSESSMENT
1. Explain the procedure to customize headers and footers in a presentation with

an example.
2. Explain the advantages of using headers and footers in a presentation.
Fill in the blanks
1. Header & Footer option is available under _______ dropdown menu.
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Session 4: The Handout Master
 Work with the handout master.
RELEVANT KNOWLEDGE
Handouts are set of slides distributed as hard copies to an audience during a

presentation. You can customize the handouts using the handout Master in the
presentation software.
To customize handouts, do the following:
1. Open an existing presentation with some content for handouts.

2. Select the Handout tab. A window similar to the one below appears (figure
below).
3. Notice the different handout layouts under Layouts pane. To set 9 Slides per page,
Select Nine Slides (figure above) under Layouts Pane (left).
93
4. Modify Header and Date/Time (figure above) if required, using View> Header and
Footer.
Handout elements are not visible on the screen as they are meant for printing
purposes. To confirm the changes you have made, print the handouts.
To preview, do the following:
1. Select File > Print.

2. Select Handouts under Document dropdown in Print
section (figure adjacent).
EXERCISE
S.No. Activities
1. Open the presentation created in previous sessions.
Use the Handout Tab to customize printing 9 slides per page.
ASSESSMENT
1. Explain the procedure to customize the handout tab with an example.
Fill in the blanks
1. To work with handouts, you should select _________ tab.
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Session 5: The Notes Master
 Work with notes master.
RELEVANT KNOWLEDGE
Notes master view is used for setting up header, folder and layout of printed notes.
A notes page contains a reduced image of your slide, and notes that go along with the
slide. The format of notes pages is specified in the Notes Master. Remember to add
page numbers to your speaker notes so that if you drop a stack of notes pages, you
can use the page numbers to quickly sort them back into order! To work with notes
master, open an existing presentation in which you can add notes for practice.
1. Select View > Master > Notes Master.
2. You can customize the orientation, header, footer and slide position on the
page. Notes master has two placeholders by default; one for the slide and one
for the notes.
a. For example if you want to reduce the space taken by the slide when
printing notes and change the page orientation, you can use the notes
master to:
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i. Resize the Slide area to make it smaller.
ii. Modify font family and font size for notes.
b. You can also insert logo’s (Select Insert > Picture > From File…) that are
printed along with the notes.
3. Click Close Master View when done.
Note: Notes will not be visible in the slideshow.

To view, select Notes tab (figure adjacent).
To preview, do the following:
3. Select File > Print.

4. Select Notes under Document dropdown in
Print section (Figure below).
EXERCISE
S.No. Activities
1. Open the presentation created in the earlier sessions. Modify it to
include the subject as the header, resize the slide area to fit about
25% of the printable area and add a logo on the right top corner.
ASSESSMENT
1. Explain the procedure to customize notes master with an example.
Fill in the blanks
1. Notes Master View option is available in _____ submenu of ____ menu.
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Session 6: Saving in a Different Format
At the end of this session, you will be able to :
 Save your presentation in other formats.
RELEVANT KNOWLEDGE
You can save your presentation in a variety of formats. You may need to do so if you
want to:
 Send your presentation to someone but you do not want them to use your design
template, you can save and send the presentation as images.
 Publish your presentation as a web page on your LAN or the Internet, you can save
the presentation as a webpage.
 Send your presentation in PDF format (non-editable).
 Save the presentation in Flash Format (Non-editable, suitable for web pages).
Save the presentation as images
To save your slides as

images, do the following:
1. Open a new
presentation or an
existing
presentation.
2. Select a slide from
the list (Note that
you need to save
each slide one by
one).
3. Select File > Export.
An Export dialog box
appears (figure
adjacent).
4. Notice the list of file
formats displayed in
the dropdown such as
PNG (Portable Network Graphics Format), GIF, JPEG, etc.
5. To save the files in PNG, select PNG from the dropdown list. Type a name in
File name:, click Save. PNG Options dialog box appears as shown below.
97
6. If you want to modify height and width,
change the values in Width: and Height:
numeric boxes, Click OK. The slide will be
saved in PNG format at the specified
location.
Now repeat the procedure by selecting each

slide.
Save the presentation for publishing on a web

page
To publish the presentation as a web page, do the

following:
1. Open a new presentation or an existing presentation.

2. Select File > Export. An Export dialog
box appears.
3. Select HTML Document from File
Format: list. Type a name in File
name: (for example Presentation to
Web), click Save. A HTML Export
dialog box appears (figure adjacent),
select New Design.
4. Click Next. You can select the

Publication type section now (figure
adjacent). Select Standard HTML
format, click Next.
5. Presentation software will create
necessary graphics files along with
HTML document. Select PNG as
graphics, click Next.
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6. Type your name in Author field, your email address in E-mail address, etc.
Click Next.
7. You may include a navigation menu to navigate between slides. Uncheck Text
only. Select a button style from this list, click Next.
8. Click Create. Type a new in Name HTML

Design, for example MyDesign1. Click
Save. Depending on the number of
slides, a number of HTML and graphic
files are created (figure adjacent).
9. Now open the HTML file (Presentation to Web.htm or equivalent file name) in
the web browser. Notice the navigation menu displayed along with the
presentation.
Save as PDF
PDF or Portable Document Format is a widely used format. You can save your
presentation as a PDF file and send that to recipients using your email software.
To save a presentation as a PDF, do the following:
99
1. Open an existing presentation.
2. Select File > Export as PDF….A PDF
Options dialog box appears as shown
below.
3. Click Export button. Give a file name and
click Save.
4. Notice the PDF created in the specified
folder. Open the PDF using Adobe acrobat
reader.
Save the presentation as Flash content
You can save your presentation in flash format

for use in web pages.
1. Open an existing presentation with

some content.
2. Select File > Export…. Export dialog
box appears.
3. Select Macromedia Flash (SWF) (.swf)
from File Format: dropdown list.
4. Type a file name, click Save. Notice
the entire presentation is available as
a flash file.
Note:
1. Open a web browser; drag the flash

file from the folder and drop it within
the web browser. Notice the
presentation displayed in flash
format.
2. You may also include this flash file in
a web page using HTML code. Use Google to find out the procedure.
Save the presentation in Microsoft PowerPoint Format
Presentations created using Impress can be viewed only in OpenOffice.org Impress. If

the presentation is sent to another person who has Microsoft PowerPoint instead of
OpenOffice.org Impress, he/she may not be able to view or modify this presentation.
In such cases you may save this presentation in Microsoft PowerPoint format.
To save a presentation in Microsoft PowerPoint format, do the following:
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1. Select File > Save As….
2. Select Microsoft PowerPoint
97/2000/XP (.ppt) from Save as
type: dropdown list.
3. Type a file name and click save.
Now you may send this
presentation saved in Microsoft
PowerPoint format to others.
Note: If someone sends you a presentation in Microsoft PowerPoint format, you may
view or modify that using OpenOffice.org Impress.
EXERCISE
S.No. Activities
1. Save a presentation as an image (PNG format) using the procedure
leant in this session.
2. Save a presentation as a web page and share it with your class.
3. Save a presentation as a flash file and share it with your class.
ASSESSMENT

1. List the procedure to save the presentation using different image formats with
examples.
2. List the procedure to publish the presentation as a web page.
3. List the procedure to save as a PDF File.
4. List the procedure to save as a Flash File.
5. List the procedure to save in Microsoft PowerPoint format.
Fill in the blanks

1. List any 3 image formats supported by the presentation software when saving
as images. __________ , _________ & _________.
2. Acronym for PDF ________________.
3. File extension for Flash files: ____.
4. File extension for Microsoft PowerPoint files: ____.
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Session 7: Assignment
 Create a full fledged presentation utilizing your skills on a presentation
software
RELEVANT KNOWLEDGE
Guidelines
Before you design and deliver a presentation, use the following guidelines that can
help you make effective presentations:
 Analyze the topic and the need for this presentation.

 Understand your audience.
 Estimate the number of hours required for a presentation.
 Collect required resources (photos, clip arts, audio / video clips, flash
animations, etc.) relevant to this presentation.
 Prepare speaker notes & handouts.
 Use a rough sketch first to estimate and then create the actual
presentation.
 Keep approximately 5-6 points per slide with not more than 30-40 words
 Keep only the keywords or key points in the slides, not an entire sentence
unless it is of high importance.
 Use readable fonts such as Arial, Tahoma, Verdana with size around 24-30
Points & colors.
 Use appropriate images & backgrounds or designs; don’t overcrowd the slide
with too many graphic or text elements.
 Revise key points on each slide once ready; replace keywords or points if
required.
 Rehearse the presentation at least 2-3 times to make sure you are
comfortable delivering it; use timings for recording the time taken for each
slide. Adjust the content for delivery if required.
 Anticipate questions based on the content and keep answers ready.
 Keep printouts of handouts ready.
 Include citations to indicate sources of information if used (websites, books,
etc.).
 Include references for additional reading through websites and books for
selected topic.
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 Summarize the presentation towards the end. Be ready to accept questions
from the audience.
 Include contact information at the end of the presentation.
EXERCISE
Create a presentation of about 10 – 15 slides for any two of the following topics:
 National Flag
 Hobbies
 Social Service
 Small Scale Industries
 Droughts
 UNO
 Any topic of your interest from your course books
Use the following guidelines when creating the presentation:

Create the presentation in less than 10 slides (average of 2-3 minutes per slide).
 Fonts
o Use Arial font for headings, size 40.
o Use Tahoma font for content, size 32.
o Use Verdana font for citations, size 24.
o Mark important keywords as bold and different color.
 Illustrations
o Use relevant images from Clip Art or Pictures.
o Use SmartArt graphic to represent lifecycles, process, hierarchy,
pyramid, etc.
o Use Charts to represent statistical data; Use formatted tables for
data.
o Group objects used on each slide.
 Animations
o Use Transition effects (Fades and Dissolves, Wipes, Push and Cover or
Stripes and Bars).
o Set Transition Speed to Slow.
 Multimedia
o Use relevant Movies to match the topic if required; Use movie clips
marked for use in Public Domain.
 Prepare speaker notes
o Create one or two lines of short text for each point covered in a
slide.
o Print and keep speaker notes ready.
 Prepare handouts
103
o Customize handouts to print 6 Slides per page.
o Include your name, data of presentation using headers and footers.
o Print and keep handouts ready.
104
Email Messaging
Session 1: Modify Message Settings
Lesson Objectives:
Sometimes it is necessary to alert recipients about the importance or sensitivity of
the information you are sending as well as making sure that your message has been
received and read. At the same time, as a recipient of e-mail, it is critical that
senders know when you will be able to respond to their e-mail. Moreover, when you e-
mail regularly to the same group of people, there is a great way to save time. In
addition, you may want to insert hyperlinks about resource in a mail you send. In the
following few sessions, you will learn about all these features of e-mailing software.
At the end of this session, you will be able to configure your e-mail to:
 Indicate the priority of a mail.

 Receive a return receipt.
 Categorize e-mails.
RELEVANT KNOWLEDGE
There are many email software available such as Microsoft Outlook, Mozilla
Thunderbird, Opera, Foxmail etc. You need to have one of them installed on your
computer. You can use these packages even if you aren’t connected to the network or
internet, although the e-mail messages can be received or sent only when this
internet connection is available.
Getting started with Email software:
To start you can choose any of the above software. Make sure that the software is
already installed in your computer. You can start using Mozilla Thunderbird software,
by performing any one of the following steps:
 Double click on a shortcut key of the Mozilla Thunderbird icon, if available, on

the desktop.
OR
 Click Start > All Programs > Mozilla Thunderbird.
Note: If you are using any other email application software, the steps to start it
would be almost identical to these.
105
You have already learnt to work with e-mail messages using the e-mail messaging
software. E-mail messaging software allows us to modify settings such as importance,
confidentiality, set color category, delivery options, etc.
Message settings alert the recipient of the message about the importance and
sensitivity of a message. Both the message importance and sensitivity are indicated by
an icon after the message subject in the Inbox.
Priority
E-mail messaging software allows you to set priority for messages. For example, since
an exam schedule is of high importance, you can set the importance level of exam
related e-mails to highest.
If you want to set highest importance for a mail

message, do the following:
1. Compose a new mail message.

2. Select Options > Priority. Notice the
five priority levels and default priority
set as Normal; now change this to
Highest to indicate higher level of
importance.
3. Send the e-mail message to a recipient.
Priority levels are not displayed by default; to

view priority level along with e-mails, do the following:
1. Click the Select Columns

dropdown arrow (figure
adjacent).
2. Select Priority.
3. Notice the priority levels
displayed along with e-
mails (figure below).
106
Receiving a confirmation (Requires Exchange environment and/or ISP support)
Sometimes, when you send important messages, you may need a confirmation that
the e-mail message sent by you has reached the recipient. E-mail messaging software
can track delivery of messages. However, this is not a guarantee that the recipient has
read and understood the message.
Return Receipt
If want to receive a notification when the

recipient has viewed or read your mail,
you can use the return receipt feature. To
receive a notification, do the following:
1. Compose a new e-mail message.

2. Select Options > Return Receipt.
3. Now send this to a recipient.
Recipients will see the message similar to

the one below when they open an e-mail
with a requested return receipt.
The e-mail recipients may choose to send the response by clicking on the Send Return
Receipt button. You will receive a message similar to the one adjacent only if the
recipient has clicked the Send Return Receipt option.
107
Categories
You have learnt to create color categories for appointments using Calendar. Now, you
will learn about a similar concept with mail messages.
When you have large number of mails in your inbox, it may be difficult to locate
specific messages. You can tag e-mails to
categorize and prioritize messages that
are easier to locate. For example,
messages marked as red mapped to
clients could mean a high priority, green
for mails from friends, etc.
To categorize and prioritize an e-mail, do

the following:
1. Select a message from the e-mail

message list and right-click (figure
adjacent).
2. Select the option Tag. Notice the
default list of tags. Choose appropriate tag for the e-mail. For example select
1 Important.
3. Notice the tag applied to the mail.
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Modify a tag
Default tags include Important, Work,

Personal, To Do and Later. If you want
to modify these tags or add your own
tags, do the following:
1. Select an e-mail message, right-

click and select Tag > Manage
Tags…. An Options window
similar to the one adjacent
appears:
2. To modify, select the tag from
this list and click Edit. For
example, to change “Important” to “Urgent”, select Important from this list
and click Edit. An Edit Tag dialog box appears as shown adjacent.
3. Replace “Important” with “Urgent”, change the color if
required. Click OK. Observe the change in tag list
(figure below left ).
4. Click OK. Notice the changed tag values (figure below
right) in the context menu (Right-click an e-mail
message).
Add a new tag
To add a new tag, do the following:
1. Select an e-mail message, right-click and select Tag > Manage Tags….
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2. Click the Add button. A Create New Tag dialog box
appears as shown adjacent.
3. Type a name in Tag Name: text box and choose a color.
For example, type Clients and select violet color. Click
OK twice.
4. Notice the new tag available in the context menu (figure adjacent). Now you
can assign this tag on mails that you
receive from your clients.
Delay Delivery
You can delay the delivery of e-mails. This

could be useful in situations when you want
send e-mail announcements at a particular
time.
Note: This requires an Add-On.
1. Select Tools > Add-ons.

2. Type “Send Later” in the search box and press
Enter.
3. Select Send Later from search results and click
Install.
4. Click Restart Now.
6. Select File > Send Later (figure below left). A
dialog box appears, similar to the one below
(right).
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7. Select a schedule and click Put in Outbox. The message will be sent
automatically at the specified time.
EXERCISE
S.No. Activities
1. Create a message containing exam schedule and do the following:
a. Set the priority to highest.

b. Request Return Receipt.
Send this to all your classmates.
ASSESSMENT
1. Explain the procedure to mark highest importance to a mail message.

2. Explain the procedure to request return receipt for a mail message.
Fill in the blanks

1. Five Priority levels are _______ , _______, _______, _______ & ______.
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Session 2: Change the Message Format
Lesson Objectives:
 Understand message formats in e-mail software
 Modify message format settings
RELEVANT KNOWLEDGE
Why have different formats?
You have already learnt how to compose e-mail messages. When sending e-mails, you
need to consider if the recipients have necessary support to view the e-mail as
intended. When a recipient views your mail using a e-mail software different from
yours, the message may appear distorted or garbled, making it difficult to read. In
such cases, you need to send the message in a format that is acceptable to the
recipient’s e-mail software.
E-mail messaging software supports a variety of formats to address these kinds of

issues. For example if a recipient reports that their e-mail software can accept text
formats without any problems, it is advisable to change the format at your end before
sending the mails.
Modify e-mail format
To modify message formats, do the following:
1. Open the e-mail

messaging software.
2. Select Tools > Account
Settings. An Account
Settings dialog box
appears.
3. Select Composition &
Addressing option under
the e-mail account
(figure adjacent).
E-mail messaging software supports the following formats:
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HTML – This is the default message format in e-mail messaging software.
This format allows the user to add formatted text, images, and hyperlinks in
the message. Message composed using this format look like document.
 Plain Text – This format of e-mail message enables the user to add only text
contents without any images or text formatting such as bold, italic, colors,
etc. This format is supported by all e-mail messaging software. You can use
this when you need maximum compatibility.
4. Notice the option Compose messages in HTML format is checked by default
indicating the default format is set as HTML.
Note: In most cases, you can leave the default setting as it is. Change the message
format settings only if the recipient is having issues viewing your mails.
Using plain text format
Plain text format is a simple text format that has widest compatibility compared to
other formats. Since plain text format is pure text, mails composed using this format
are smaller and move faster compared to other formats. To change the format to
plain text, do the following:
1. Select Tools > Account Settings.

2. Click Composition & Addressing option.
3. Uncheck Compose messages in HTML format and click OK.
4. Now compose a new e-mail message. Notice the Insert and Format dropdown
menus are not available as the default format is now set to Plain Text. Send
the message to a recipient and observe the format received by the recipient.
Using HTML Format
HTML format is like that of a webpage containing text and graphics formatted in a
specific manner. Messages composed using this format appear as it would appear in a
web browser. HTML mails are used in scenarios that require attractive messages such
as a newsletter or marketing e-mails. However, since HTML mails contain graphics,
colors, tables, URLs, etc, they take up more mail space making the e-mail bulkier and
its movement is also slower compared to other formats.
Most e-mail software includes support for HTML format through a GUI editor for
composing mails and a rendering engine for displaying HTML mails. To change the
format to HTML, do the following:
1. Select Tools > Account Settings.

2. Click Composition & Addressing option.
3. Check Compose messages in HTML format and click OK.
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4. Now compose a new e-mail message. Notice the Insert and Format dropdown
menus are now available as the default format is now set to HTML.
5. Send the message to a recipient and observe the format received by the
recipient.
EXERCISE
S.No. Activities
1. Compose a bi-monthly newsletter to be sent to all your classmates
based on the guidelines below:
a. Announce an activity to be held in school or neighborhood.
b. Include promotional pictures.
c. Use HTML format.
ASSESSMENT
1. Explain the different message formats in e-mail messaging software.

2. Explain the procedure to set plain text format for e-mail messages.
3. Explain the procedure to set HTML format as the default mail format.
Fill in the blanks
1. Compose messages in HTML format option is available in _____ option of

______ dropdown menu.
2. To send e-mails in plain text format, you should ______ Compose messages in
HTML format option.
3. To send e-mails in HTML format, you should ______________________________
_______________________________________________________.
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Session 3: Out Of Office Notification
Lesson Objectives:
 Understand the benefits of Out Of Office notification
 Configuring an Out of Office notification
RELEVANT KNOWLEDGE
Understanding Out Of Office notification
Out Of Office feature of messaging software (referred to as OOO), automatically

sends a standard reply to your incoming messages while you are out of the office, on
leave/vacation or having limited access to mails.
Configuring an Out of Office notification
To configure the out of office notification, as a first step, you need to create a
template that is used for automatically responding to received mail. Do the following:
1. Open the e-mail messaging software

and compose a message similar to the
one adjacent.
2. Type in some text in Subject:, for
example, Out Of Office.
3. Select File > Save As….
4. Select Template.
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Note: The template is
saved in the Templates
folder with titles based on
the text in Subject: text
box and you will not
receive any
acknowledgements. To
view this template, select
Templates folder (Figure
adjacent).
5. You need to create a
“rule” for Out Of Office
notification. Select Tools >
Message Filters. A
Message Filters dialog box
appears.
6. Click New…. A Filter Rules
dialog box appears as
shown below.
a. Type a name in
Filter name:, for
example OOO Reply.
b. You need to set a
criteria, for
example if you
want to send out of
office notification
to e-mails sent to
you, Select Match
any of the
following and
select To from the
first (left-most)
dropdown menu and
type your e-mail
address in the text
box (figure below).
116
c. Under Perform these actions: section, select the
first dropdown menu and select Reply with
template (figure adjacent). Notice the list of
template(s) displayed in the dropdown list next to
it (figure below). In this case the template saved
earlier is automatically selected.
d. Click OK. Close Message Filters dialog box.
From now on, the

message specified in
the template will be
sent automatically to
recipients whenever
you receive a mail.
Recipients will
automatically receive a
message similar to the
one adjacent. Notice
the message in the Subject.
You can also set up rules to forward mails from a specific client to a colleague who is
handing issues in your absence or to forward messages on a critical project to your
manager, or move messages to a specific folder from a particular e-mail address and
so on.
117
EXERCISE
S.No. Activities
1. Configure Out Of Office for Annual Holidays. Use the following
samples as guidelines:
Sample 1:
Thank you for your message. I am not available until DATE and I have
limited access to my E-mails.
If urgent, please contact - Phone +__________ or e-mail
__________________.
Regards,
Your Name
Sample 2:
Thank you for your message. I am not in the Office until DATE and I
have limited access to my E-mails.
If urgent, please contact - Phone +__________ or e-mail
__________________.
Regards,
Your Name
Sample 3:
I am currently out of the office and will respond to your e-mail when I
return on Date. If you need immediate assistance, please contact
Name at e-mail or phone.
Thank you,
Your Name
ASSESSMENT
1. Explain Out Of Office notification.

2. Explain the procedure for setting up Out Of Office notification.
Fill in the blanks
1. Message Filters option is available under _______ dropdown menu.
118
Session 4: Create a Distribution List / Contact Group
Lesson Objectives:
 Understand the what are distribution lists /contact groups / mailing lists
 Create, use and print a distribution list
RELEVANT KNOWLEDGE
Understanding distribution lists
A distribution list is a collection of contacts or a contact group. It is also referred to

as a mailing list. By creating this, you can quickly address and send messages to a
group of recipients. For example, if you want to send the exam schedule for 11th
grade students, you can create a group of all the 11th grade students and then send
the schedule to that particular group. This helps in saving time and avoids leaving out
anyone by mistake from the list.
Distribution lists are stored in the contacts folder, where you can identify them by the
distribution list symbol.
Creating a distribution list
1. Select Tools > Address Book. An Address

Book dialog box appears.
2. Click New List from the toolbar (figure below,).
3. A Mailing List dialog box appears (figure adjacent).
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a. Specify a name for this list, for example
my classmates in the List Name:
textbox.
b. Specify a nickname for this list
(optional), for example 11th Grade in
the List Nickname: textbox.
c. Specify a brief note (optional), for
example 11th Classmates list, Year
2013 in the Description: textbox.
120
d. You need to add contacts to this distribution list. Type the list of email
addresses in the Type email addresses to add them to the mailing list:
section; type one by one and press Enter for next entry. Repeat the
process until you have added all the email addresses.
e. Click OK. Now a distribution list is created.
Using the distribution list
To use the distribution list, do the following:
1. Right-click the distribution list, a

popup appears as shown adjacent.
2. Click Write. A new window opens for
composing a mail message (figure
below, left).
3. Notice the address in the To: column.
4. Type some content and click
Send. The mail is sent to all the
contacts included in the
distribution list.
Modify a distribution list
If you add/remove a name in the

distribution list, do the following:
1. Select Tools > Address Book. The

Address Book dialog box appears.
2. Double-click the list.
3. Add or remove email addresses
displayed under Type email addresses to add them to the mailing list:
section.
Print a distribution list
To print a distribution list, do the following:
1. Select Tools > Address Book. The Address Book

dialog box appears.
2. Select the mailing list.
3. Select File > Print Contact… (figure adjacent).
121
EXERCISE
S.No. Activities
1. Create a distribution list for:
a. your school friends
b. classmates
c. your family
d. your friends at home
ASSESSMENT
1. Explain the purpose of a distribution list.
2. Explain the procedure to create and use a distribution list.
Fill in the blanks
1. You should click ______ in Address book to create a mailing list.
2. You should click _______ from File Menu of address book to print a mailing list.
122
Session 5: Insert a Hyperlink
Lesson Objectives:
 Work with hyperlinks in e-mail messages.
RELEVANT KNOWLEDGE
Hyperlinks are widely used in the Internet. A hyperlink is an object, text or a graphic
that links to another web page, e-mail address or network etc. E-mail messaging
software includes a facility for sending hyperlinks to recipients. This is very useful
when you need to send reference links to others via e-mail. By clicking the hyperlink
in an e-mail, you can quickly get to the resource.
To begin with, open e-mail-messaging software. If you want to include links to

website in a mail message, do the following:
1. Compose a new e-mail message.

2. Select Insert > Link CTRL+L. A Link
Properties dialog box appears as shown
below:
3. Type the website URL in the text box below Link Location. For example,
http://www.google.com.
4. Click OK. Now send this message to a contact.
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Inserting lengthy website hyperlinks can look odd or difficult to read. For example:
http://en.wikipedia.org/wiki/Etiquette_%28technology%29. You can insert text to
include lengthier hyperlink. To set hyperlinks through text, do the following:

2. Type Etiquette in the message body.
Select the text Etiquette.
3. Select Insert > Link CTRL+L. A Link
Properties dialog box appears.
4. Type the complete website URL in Link
Location for example:
http://en.wikipedia.org/wiki/Etiquette_
%28technology%29.
5. Click OK. Send this message to a contact.
When the contact receives the mail, they
can access the website by clicking the
link.
If you want to send a list of hyperlinks in an e-mail for example a list of job websites
and important e-mail address, do the following:
1. Compose a new mail message

2. Type the list of website URLs using the procedure mentioned in this session.
3. To include an e-mail address, select Insert > Link CTRL+L. A Link Properties
dialog box appears.
a. Type HR in the Link Text text box .
b. Enter the e-mail address as
mailto:hr@somedomain.com (Figure
below).
Note: The prefix mailto: indicates that it is an e-

mail address.
4. Click OK. Now send this mail to a contact.
The person you sent the mail to will receive the

websites and e-mail addresses as hyperlinks
(embedded in the mail), which when clicked upon,
will open with web browsers and e-mail clients.
124
EXERCISE
S.No. Activities
1. Compose a message with list of:
a. Job websites
b. E-mail addresses of recruitment consultants
Include the websites and e-mail addresses as hyperlinks.
ASSESSMENT
1. What is a hyperlink and why would you use it in an e-mail?

2. Explain the procedure to include hyperlinks in e-mail messages.
Fill in the blanks
1. To insert hyperlinks, you should select _____ option from _____ dropdown
menu.
2. Shortcut key for inserting hyperlinks: _______.
3. _______ indicates the URL as an e-mail address when using hyperlinks.
125
Session 6: Sort and Filter Messages Using Multiple Criteria
Lesson Objectives:
As messages accumulate, in your mailbox it becomes important to organize and find
messages as quickly as you can. In addition, you would want to filter out unnecessary
mails (advertisements etc.) rightly called Junk. The next two sessions guide you
through these options in an e-mail messaging software.

 Sort messages
 Filter messages
RELEVANT KNOWLEDGE
You have already learnt to create, send, receive and open e-mail messages. Over
time, searching for a particular e-mail message could prove to be difficult as your
mailbox might have innumerable mails.
To help you out, e-mail-messaging software has features to sort and filter messages
using single or multiple criteria. For example, if you want to locate a mail that has a
large attachment, you can sort mails by size and locate the specific mail from the
sorted list.
Sorting Messages
By default, messages are listed based on timestamp, with most recent mails at the
top. You can change the arrangement to suit your needs.
1. Open the e-mail messaging software.

2. Select View > Sort By.
3. Click Size. Notice the e-mails are sorted automatically by size.
Filtering mail messages
Mailboxes can be flooded within a short span of time. Messages from friends, colleges,
subscriptions, etc. need to proper management to avoid issues locating important
mails. However, an alternative is to use the filtering feature available in mail
messaging software to organize mails.
1. One way is to setup a folder and move e-mails from specific e-mail address to
be stored in that folder. Open the e-mail messaging software.
2. Create a folder for a specific e-mail address. For example create a folder
matching a sender’s e-mail address (refer adjacent figure).
126
3. Select Tools > Message Filters….
A Message Filters dialog box
appears (figure adjacent).
4. Click New…. A Filter Rules
dialog box appears.
a. From the first dropdown,
select From. Select is
from the second
dropdown list and type
the e-mail address in the
last column.
b. Under Perform these
actions: section, select Move Message to from first dropdown list.
Locate and select the folder in the second dropdown list (figure below).
c. Click OK.
d. Click Run Now. Notice the relevant e-mails are moved to the mentioned
folder. Also new e-mails will be delivered to this particular folder.
127
Using multiple criteria
In the previous case, mails from specific e-mail address were moved to a specific
folder based on single criteria. You can also include additional criteria to organize
mails. For example to move mails marked with high priority and sent to a particular e-
mail address, do the following:
1. Create another folder, for

example High Priority.
2. Select Tools > Message
Filters….The Message Filters
dialog box appears.
3. You can add criteria to existing
rules; select the criteria
created earlier and click Edit….
4. Click button. Notice
another filter is added to the
next line (figure adjacent).
5. Select Priority from first
dropdown list. Notice the
values in the third column (lowest). Select Highest from this dropdown list.
6. Under Perform these actions:, do the following:

a. Select Move messages to from the first dropdown list.
b. Select the second folder (High Priority) from the second dropdown list.
7. Click OK.
Mails marked with high priority from the mentioned e-mail address will be
automatically moved to the mentioned folder.
128
EXERCISE
S.No. Activities
1. Sort messages based on the following guidelines:
a. Message with Attachments

b. Messages not Read
2. Filter messages based on the following guidelines:
a. Message Sent to one of the recipients

b. Message marked with high importance
c. Message with at least one attachment
ASSESSMENT
1. Explain the purpose of sorting messages with an example.

2. Explain the purpose of filtering messages with an example.
3. Explain the procedure to filter messages using multiple criteria.
Fill in the blanks
1. Sort By option is available under _____ dropdown menu.
2. List any five options available under Sort By: dropdown menu. ___________,
__________, __________, __________ & ______________.
3. Message Filters option is available under ____________ dropdown menu.
129
Session 7: Manage Junk E-mail
Lesson Objectives:
 Understand the concept of Junk Mails
 Manage Junk mails in messaging software.
RELEVANT KNOWLEDGE
Junk mails, also known as Spam are the unwanted mails you receive (sometimes
unintentionally sent to you). You can configure the e-mail messaging software to filter
junk mails and keep your mailbox cleaner. Some junk mails anchor viruses that could
potentially harm a computer, remove data, send personal information from the
computer to unknown recipients, etc. and are considered extremely dangerous.
E-mail messaging software include spam filters that can block mails that have
potentially dangerous content such as scripts or viruses. Spam filters can be set either
for a specific e-mail account or globally across all e-mail accounts.
To configure spam filters

for a specific e-mail
account, do the
following:
1. Open your e-mail

messaging
software.
2. Select Tools >
Account Settings.
An Account
Settings dialog
box appears
(figure adjacent).
3. Select Junk
Settings under
the e-mail
address. A Junk
Settings dialog
box appears
(figure below).
4. Notice the
settings in this dialog box.
130
a. Enable adaptive junk
mail controls for this
account is checked;
this means the e-mail
messaging software
learns by monitoring
to classify junk e-mails
based on how you
manage junk e-mails
over a period of time.
For example if you
mark marketing e-
mails as spam
consistently, then all
similar mails will be
marked as spam in the
future. However if e-
mail messaging
software cannot
identify if the mail is junk or not, then it is not marked as spam.
b. Notice that Personal Address book is checked under Do not
automatically mark as junk if the sender is in: section. This means e-
mail messages from senders in your personal address book are not
treated as junk e-mails, thus acting as an effective “white list”.
c. Notice the settings under Destination and Retention section (figure
above).
i. Check Move new junk
messages to: if you want
to move messages to a
specific folder if they are
identified as junk e-
mails.
Once you select this option, a folder called “Junk”

(figure adjacent) is created and messages identified
as junk are moved to this folder.
ii. Check Automatically delete junk mail older

than __ days if you want junk mails stored in the junk folder to
be automatically removed after specific time.
131
Once you have configured the settings, you may have to classify unwanted e-mail
messages as “Junk”. To mark an e-mail as junk, do the following:
1. Select an e-mail from Inbox (use an e-

mail from a sender whose e-mail
address is not in your contact list) and
right-click (figure adjacent).
2. Select Mark > As Junk. Notice the
Junk icon in the e-mail (figure below).
From now on, any e-mail from this sender will be stored in the Junk folder instead of
Inbox. To move existing e-mails marked as junk to the Junk folder, do the following:
3. Select Tools > Run Junk Mail Controls on Folder. Observe all mails from this
particular sender are moved to the Junk folder.
To view e-mails in Junk folder, do the following:
1. Click on the Junk

folder (figure
adjacent).
2. Notice the list of
e-mails in the
Junk Folder. Open an e-mail from this folder and notice the message
“Thunderbird thinks this
message is junk mail” above the
body of e-mail message (figure
adjacent).
3. To classify this as a safe e-mail,
click the Not Junk button.
Observe the e-mails are now
moved to Inbox.
Alternatively, you can add the sender

to a safe list to prevent e-mails from
being accidently marked as “Junk”. To add sender e-mail address to safe list, do the
following:
132
1. Open an e-mail message and click on the e-mail address displayed next to To:.
A dropdown menu appears similar to the one below.
2. Click Edit Contact….A Edit Contact dialog box
appears as shown below:
a. Type a friendly name in the Name: text box.

b. From the Address Book: dropdown, select
i. Personal Address Book, if you want to add the e-mail address to
your contact list.
ii. Office Contacts, if you want to classify this contact under office
contacts in your address book.
iii. Collect Addresses, if you want to receive e-mails from this
contact, but do not want to create a new contact with the e-mail
address.
c. Click Done.
To view your Personal Address book, click Address Book icon from the menu (figure
below, left). Notice the folders in your Address Book (figure below, right).
133
To configure spam filters for all e-mail accounts (globally), do the following:
1. Select Tools >

Options.
2. Select Security
Icon.
3. Select Junk tab.
Notice the settings here.

Settings modified here
will impact all e-mail
accounts.
EXERCISE
S.No. Activities
1. Block at least 3 e-mail addresses by marking them as Junk.
2. Add all your classmates e-mail addresses to your personal address
book.
ASSESSMENT
1. Explain the purpose of Junk Mail Filtering options in e-mail messaging software.
2. Explain the procedure to mark specific e-mails as “Junk”.
3. Explain the procedure to add contacts to “Collected Addresses”.
Fill in the blanks
1. You should mark e-mails as _____ to send e-mails directly to Junk folder.
2.
134
Session 8: Set Workdays and Time in a Calendar
Lesson Objectives:
Suppose your normal workday hours need to change due to the needs of a new
project, or you have to coordinate appointment times with someone across the
country or the globe (different time zones) and need to indicate your availability. At
the same time, you may need to create a calendar group to send mails to. How would
you manage all these activities? Additionally, you receive so many meeting requests,
can you configure the system to automatically respond to them?
E-mail messaging software provides tools and options for you as a solution to all these
issues. In the next five sessions, you will learn about all these tools and options.

 Set workdays and time in a calendar using e-mail-messaging software.
RELEVANT KNOWLEDGE
You have learnt how to work with calendar using e-mail messaging software. The
default workdays and work time are set in the e-mail messaging software. You can
configure the workdays and time according to your preferred schedule.
Typically, workdays start on a Monday ending Friday. However, in some countries and
even in some jobs, workdays could be different. To modify workdays and time in a
calendar, open the e-mail messaging software and do the following:
1. Select Tools > Options.

An Options dialog box
appears.
2. Select Views tab (figure
adjacent).
3. Check/select the
relevant workweek days
under Include these days
in the workweek: section
and change the time
from Day starts at: and
Day ends at: dropdown
menus. For example,
select Sunday to
Thursday as the workweek and specify schedule 9 AM to 6 PM. Click OK.
4. Notice the calendar displaying workweeks and timing as set before (Figure
below).
135
EXERCISE
S.No. Activities
1. Modify your calendar to include a six day work week (Mon – Sat) with
a schedule between 7 AM – 7 PM.
ASSESSMENT
1. Explain the procedure to change workdays and time settings in e-mail

messaging software.
Fill in the blanks
1. To change workweek, you should select _____ tab from options dialog box.
136
Session 9: Display an Additional Time Zone
Lesson Objectives:
 Explain the concept of Time Zones
 Work with Time zone settings
RELEVANT KNOWLEDGE
Places around the world have different time zones and calendar software is set to
match the current geographic schedule. Calendar software include option for adding
additional time zones; this could be beneficial to work if you are working with
colleagues from different time zone.
By default, e-mail messaging software displays the local time in your calendar.
To add an additional time zone, do the following:
1. Select Tools > Add-ons (figure adjacent).

2. Click Get Add-ons (figure below).
3. Type “Time Zone” and Click Search. Select FoxClocks from the search results
and click Install.
4. Click Restart Now. The FoxClocks add-on will be installed and three time
zones will be displayed at the bottom of the calendar software (figure below).
137
To set additional Time zones, do the following:
1. Select Tools > FoxClocks Ctrl+Shift+Q (figure

adjacent).
2. A FoxClocks dialog box appears as shown below.
3. Notice the default time zones under the right
pane Watchlist (figure below right).
a. To remove a time zone from the Watchlist, select the time zone and
click << Remove button. For example, select UK, Pacific Time and Hong
Kong and click << Remove.
b. To add a time zone, select time zone from the Zone Picker pane and
click Add >> button.
i. Expand Asia > Countries and select Singapore. Click Add >>.
ii. Expand North America > United States and select Central Time.
Click Add >>.
iii. Close FoxClocks dialog box.
4. Notice the time zones added.
138
EXERCISE
S.No. Activities
1. Add the following Time zones:
a. Malaysia
b. Qatar
c. Australia
d. Netherlands
ASSESSMENT
1. Explain the procedure to add additional time zone with an example.
Fill in the blanks
2. List any three time zones available in the Time Zone dropdown list.
____________, ___________ & _____________.
139
Session 10: Set Availability Options
Lesson Objectives:
 Specify your availability in the messaging software
RELEVANT KNOWLEDGE
You have already learnt to share your calendar through e-mail. When you schedule
activities and share, the persons who you have shared with on viewing your calendar
can see your availability as either busy or a blank. Informing others about your
availability assists them in fixing a meeting or requesting an appointment with you.
You can indicate your availability by using the built-in indicators of the calendar
software.
Note: You will be using MS Outlook for this session.
Specifying your availability
Before you share your calendar, use the in-built indicators of the messaging software
to schedule tasks or meetings. To use the indicators, do the following:
1. Open your calendar software

2. Select Go > Calendar
3. Schedule appointments based on the following guidelines:
a. Schedule 1
i. Subject: Team Meeting
ii. Timing – 10 AM to 11 AM
iii. Reoccurrence: Monday to Friday (10 occurrences)
b. Schedule 2
i. Subject: Vendor Meeting
ii. Timing – 2 PM – 3 PM
iv. To mark the entire appointment as tentative, select Tentative
from Show As dropdown in Options group (figure below)
140
c. Schedule 3
i. Subject: Free
ii. Timing – 3 PM – 5 PM
iv. Mark the entire appointment as Free. Select Free from Show As
dropdown in Options Group.
Notice the entries in your calendar (weekly view).
ASSESSMENT
1. Explain the purpose of setting availability options.

2. Explain the procedure to share your calendar in a network environment.
Fill in the blanks
1. To set availability, use ___________ Options under _________ group.

2. Free/Busy Options… is available under ____________ in ___________ dialog
box.
141
Session 11: Manage Automatic Meeting Responses
Lesson Objectives:
After this session, you will be able to:
 Use automatic meeting responses
RELEVANT KNOWLEDGE
You have learnt to set up meeting requests in the earlier sessions. You can configure
the e-mail messaging software to respond to meeting requests automatically.
Using automated meeting responses could be useful in situations when you want to
accept meeting requests from your team members or colleagues.
Note: You will use MS Outlook for this session.
To automate meeting responses, do the following:
1) Go to Tools > Options. Select Calendar

Options under Calendar Group.
2) Click the button Resource Scheduling… in
the Advanced options section. A Resource
Scheduling dialog box similar to the one
adjacent appears.
 Check Automatically accept meeting
requests and process cancellations to
automatically accept requests.
 Check Automatically decline
conflicting meeting requests to decline meeting requests if a conflict
arises. This is helpful when meeting requests conflict with other
scheduled meetings.
 Check Automatically decline recurring meeting requests if you want to
decline meeting requests fearing that a conflict could arise due to
recurring meetings. Generally, recurring meetings span over a period of
time and can flood your calendar with too many schedules in no time
hence it is recommended to use this option in this case.
142
EXERCISE
S.No. Activities
1. Modify your calendar software settings to accept all meeting requests
and decline only recurring meeting requests.
ASSESSMENT
1. Explain the procedure to configure the e-mail client to automatically reject all
conflicting meeting requests.
Fill in the blanks
1. Automated response can be set using ____________ option under

____________.
143
Session 12: Reply To a Task Request
Lesson Objectives:
 Use Task Request
 Reply to a task request
 Accept Task Request
 Track Tasks
RELEVANT KNOWLEDGE
When working together as a team, you may have a list of tasks assigned to each
person in the team. For example, if you want to organize a school annual day
function, a team is formed and tasks are assigned to each student. This makes it
easier to complete the project on time.
This is also called work delegation. The same scenario exists in a real work life. Tasks
can be assigned to coworkers and subordinates. Each Task has a due date, a priority,
and other settings such as whether you want status updates, privacy options, etc.
You have learnt to create tasks in earlier sessions. You can create task requests for
others using the e-mail messaging software.
Note: You will use MS Outlook for this session, as you cannot send task request in
Thunderbird / Lightning. The same holds true for replying to task request.
Create a task
If you want to assign an existing task from your calendar, do the following:
1. Open your calendar

software
2. Select Go > Tasks
3. Create a task, for
example:
a. Subject: Collect
donation from all
students
b. Select a target date
from Start Date:
and Due Date:
dropdown
144
c. Use the Task body to include task items or instructions for this task
Notice the Owner: field
(Currently you are owner
of this task) (figure
above).
4. Select Save & Close.
Notice the task is
created in your task list
(figure adjacent).
Assign a task
To assign this task to

someone, do the following:
1. Double-click the task

to open the task
(figure adjacent)
2. Select Assign Task
from Manage Task
group. A window
similar to the one
below appears.
3. Select To…, and then
select the contact
(whom you want the task assigned) from your address book.
4. Select the schedule
using Start Date: and
End Date: to indicate
timelines for the
activity.
5. To keep track the
progress of the
assigned task, select
both Keep an
updated copy of this
task on my task list
and Send me a status
report when this task
is complete.
6. Click OK. A window similar to the one below appears.
145
7. You have assigned the task to the contact. To send this task, select Send. The
task is sent to the contact through e-mail.
Accept the request (Recipient’s end)
The contact(s) whom

you have assigned this
task to receive a
notification on
opening their e-mail
(figure adjacent).
The contact(s) can

either Accept or
Reject the request. If
they select Accept,
the task will is added
and can be viewed in
their Tasks list (figure
adjacent).
Once the task is

accepted, the
ownership is
transferred and now
when you view the
task by double clicking on it, you see the following details:
146
Do you notice a difference? List them out.
Sending updates
Now the assignee will send updates of the progress and complete this task. To send an
update, you need to do the following:
1. Open the task to be updated.

2. In the task form, enter the updated information. Any previously entered
information can be modified and new information added.
Note: To view who will receive updates, select Details. The Update List line
displays the user name(s) of who will receive updates.
3. On the task request toolbar, click Save & Close. A task update is automatically
sent to those on the update list.
Once the task is completed, the sender can indicate so by doing the following
1. Select Mark Complete Mark Complete in Manage Task group to indicate to the
sender that the task is complete.
2. On doing so, an e-mail is automatically sent to the contact who originally
assigned this task.
The sender (Original owner) receives a mail similar to the one below:
147
Sender’s task list is automatically updated with the status of this task and can be
viewed in their task list as being struck out.(figure below):
This method of assigning existing tasks from your task list can also be used when the
task is originally assigned to you and you to transfer the task to someone else.
Tracking task status
Just because you delegate a task to someone does not mean your responsibility is
over. Hence, even though you assigned a task to someone else, you will still need to
keep track of the progress on the task. This helps to avoiding any last minute
surprises. You will receive a status report from the recipient similar to the one below:
148
To view the status of the task, do the following:
1. Select Go > Tasks

2. Double-click on the task. A window similar to the one below appears:
3. Notice the Status: displayed as In Progress as updated by the recipient. Also

notice the highlighted message above subject indicating the deadline and the
date & time of the last update received.
EXERCISE
S.No. Activities
1. Create Task request for the following:
a. School Annual day Celebration

b. Eye Donation Camp
149
a. Create a complete plan with list of activities

b. Assign different tasks to each person within the group
c. Track the progress by periodically updating the tasks
ASSESSMENT
1. Explain the purpose of Task Request.

2. Explain the procedure to initiate a Task Request.
Fill in the blanks
1. Once a task is complete, you need to select ___________ in Manage Task group.
150
Student Details
Student Name :
_______________________________________
Student Roll Number :
_______________________________________
Batch Start Date :
_______________________________________
1
PREFACE
Background
The National Curriculum Framework, 2005, recommends that children‟s life at school
must be linked to their life outside the school. This principle makes a departure from
the legacy of bookish learning which continues to shape our system and causes a gap
between the school, home, community and the workplace.
The student workbook Volume 3 on “Computer Networks” and “Web Designing” is a

part of the qualification package developed for the implementation of National
Vocational Education Qualification Framework (NVEQF), an initiative of Ministry of
Human Resource Development (MHRD), Government of India to set common principles
and guidelines for a nationally recognized qualification system covering Schools,
Vocational Education and Training Institutions, Technical Education Institutions,
Colleges and Universities. It is envisaged that the NVEQF will promote transparency of
qualifications, cross-sectoral learning, student-centred learning and facilitate
learner’s mobility between different qualifications, thus encouraging lifelong
learning.
This student workbook, which forms a part of vocational qualification package for
student’s who have passed Class X or equivalent examination, was created by a group
of experts. The IT-ITeS Skill Development Council approved by the National Skill
Development Corporation (NSDC) for the IT/ITeS Industry developed the National
Occupation Standards (NOS). The National Occupation Standards are a set of
competency standards and guidelines endorsed by the representatives of IT Industry
for recognizing and assessing skills and knowledge needed to perform effectively in
the workplace.
The Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), a

constituent of National Council of Educational Research and Training (NCERT) in
association with Wadhwani Foundation has developed modular curricula and learning
materials (Units) for the vocational qualification package in IT/ITes sector for NVEQ
levels 1 to 4; level 1 is equivalent to Class IX. Based on NOS, occupation related core
competencies (knowledge, skills, and abilities) were identified for development of
curricula and learning modules (Units).
This student workbook attempts to discourage rote learning and to bring about
necessary flexibility in offering of courses, necessary for breaking the sharp
boundaries between different subject areas. The workbook attempts to enhance these
endeavors by giving higher priority and space to opportunities for contemplation and
2
wondering, discussion in small groups and activities requiring hands-on-experience.
We hope these measures will take us significantly further in the direction of a child-
centred system of education outlined in the National Policy of Education (1986). The
success of this effort depends on the steps that school Principals and Teachers will
take to encourage children to reflect their own learning and to pursue imaginative
and on-the-job activities and questions.
Participation of learners in skill development exercises and inculcation of values and

creativity is possible if we involve children as participants in learning, and not as
receiver of information. These aims imply considerable change in school routines and
mode of functioning. Flexibility in the daily time-table would be a necessity to
maintain the rigour in implementing the activities and the required number of
teaching days will have to be increased for teaching and training.
Acknowledgements
The following partners were instrumental in providing the content:
1. Accenture India‟s Corporate Citizenship Program (Skills 4 Life) has provided the
content material for English and have commissioned and developed as well as
provided access to their implementing partners (Dr. Reddy‟s Foundation and
QUEST Alliance).
2. The Wadhwani Foundation team involved in designing and building this
curriculum and content include Ms. Sonia Kakkar, Mr Karthik Chandru, Ms.
Rekha Menon, Mr. Ajay Goel and Mr. Austin Thomas.
3. The PSSCIVE‟s team was involved in guidance and editing the content.
4. In addition, various public domain sources have been leveraged to create
materials and illustrations across module. The contributions of all these sources
is gratefully acknowledged and recognized.
3
Table of Contents
COMPUTER NETWORKS......................................................................7
Session 1: Introduction to Networking........................................................7
Session 2: The OSI Model......................................................................11
Session 3: Terminologies and Technologies.................................................16
Session 4: Network topology and Access Methods.........................................21
Session 5: Network Hardware – Network Interface Card.................................26
Session 6: Network Hardware – Hubs, Switches and Routers............................33
Session 7: Protocols............................................................................38
Session 8: IP Address...........................................................................43
Session 9: IP Address Assignment.............................................................47
Session 10: Transport Layer Protocols – TCP & UDP.......................................53
Session 11: Server Operating Systems.......................................................58
Session 12: Networking Services - DHCP....................................................61
Session 13: Networking Services – Name Resolution......................................69
Session 14: Networking Services - NETBIOS, WINS & DDNS..............................75
Session 15: Wireless Networking.............................................................78
Session 16: Wireless Security.................................................................86
Session 17: Wide Area Network Concepts...................................................91
Session 18: Networking Services – Proxy Servers and Address Translations............99
Session 19: Network Security................................................................103
Session 20: Troubleshooting Networks.....................................................107
WEB DESIGNING - PART I....................................................................118
Session 1: Introduction to Web Design and HTML........................................118
Session 2: HTML Elements & Attributes - The Basics....................................121
Session 3: HTML Elements & Attributes - Text Formatting..............................125
Session 4: HTML Elements & Attributes – Lists & Links..................................130
Session 5: HTML Elements & Attributes – Tables, Images & MultiMedia..............134
Session 6: HTML Elements & Attributes - Forms & Frames.............................138
Session 7: HTML Elements & Attributes – Metatags, Doctypes & Validation.........142
4
Session 8: Introduction to CSS..............................................................145
Assignment.....................................................................................150
Session 9: Overview of XML & XHTML......................................................152
Session 10: Web Design Scripting Tools....................................................156
Session 11: Overview of DHTML, AJAX & JQUERY........................................160
Session 12: Introduction to VBScript.......................................................163
Session 13: Overview of IIS & Apache Web Server.......................................166
Session 14: Overview of ASP.................................................................169
Session 15: Overview of PHP................................................................171
WEB DESIGNING - PART II....................................................................173
Session 1: Introduction.......................................................................173
Session 2: Creating Web Pages and Websites.............................................176
Session 3: Templates and Importing Websites............................................182
Session 4: Lists, Formatting Text, Spell-check, and Find & Replace..................187
Session 5: Tables and Cells..................................................................191
Session 6: Images.............................................................................195
Session 7: Hyperlinks - I......................................................................202
Session 8: Hyperlinks - II.....................................................................206
Session 9: Audio & Video.....................................................................209
Session 10: Frames, Inline Frames and Layers............................................213
Session 11: Hover Effect, Meta Elements & Watermark................................217
Session 12: Forms.............................................................................221
Session 13: CSS................................................................................224
Session 14: Behaviours.......................................................................228
Session 15: Compatibility....................................................................230
Session 16: Code view, Add-ins, Snippets and Page Transitions........................232
Session 17: Dynamic Web Templates.......................................................237
Session 18: SEO - Search Engine Optimization............................................242
Session 19: Forms - Advanced...............................................................244
Session 20: Publishing Web Pages or Websites - I........................................249
Session 21: Publishing Web Pages or Websites - II.......................................254
5
Session 22: Authoring Tools..................................................................260
Session 23: CSS Templates...................................................................262
6
COMPUTER NETWORKS
Session 1: Introduction to Networking
 Describe the purpose of networking.
 Explain the various ways to form a computer network.
 Describe types of networks: Peer-to-Peer and Client Server models.
 Explain the concepts of Internet, Intranets & Extranets.
RELEVANT KNOWLEDGE
A computer network, often simply referred to as a network, is a collection of

computers and other hardware components interconnected by communication
channels that allow sharing of resources and information.
A network may consist of one or more computers or devices connected to provide

access to resources. Resources include a range of devices (example, Printer, CDROM,
Hard Drives, etc.) and services (example, web service, mail service, etc.).
Networks are used widely used for web browsing, file transfers, file & printer sharing,
etc. and has become an integral part of our daily activities. Today, networks are now
popular across private and business users across the globe making it difficult to work
without it. Networks can also help in reducing costs; for example you can buy a single
printer, attach it to a single computer and share it across multiple users.
Networks based on size are broadly classified into LAN & WAN.
 LAN: Local Area Network refers to group of computers networked within a limited
geographical area such as schools, colleges, offices, etc.
 WAN: Wide Area Network refers to computers networked across geographical

areas, in other words they connect LAN's between different locations. For
example, computers or devices in a branch office could connect to the computer
networks at the head office through telephone lines or satellites.
Ways to form a computer Network
There are several ways to form a network as listed below:
 Use a cross-over cable (also referred to as Peer-to-peer cable).

 Use Serial and Parallel ports.
7
 Use Bluetooth.
 Use Wi-Fi (for more than two computers).
 Use Hub or Network Switch (for more than two computers).
 SOHO Router or Wi-Fi Router (Commonly found in home & small business
networks).
Though technically it is possible to connect computers using the options above,

practices such as using a crossover cable, Wi-Fi or a network switch are most common
methods. The choice is generally based on the number of connections, speed and
distance constraints.
Networking Models
Peer-to-Peer (P2P): P2P is meant for limited number of connections, for example 10-
20 computers. In P2P
networks, each computer
can act both as a server as
well as a client. Also
known as workgroup
model, this model is simple to setup & use.
Client / Server: These are large networks with 10 to hundreds of computers and may
have dedicated servers and devices. Office networks that require centralized security
and administration
fall in this
category. Common
servers on these
networks include
File Servers, Print Servers, Messaging Servers, Database Servers, Domain controllers,
etc. Key difference from Workgroup model is that in Client/Server model, security is
centralized.
Note: Clients are referred to as "Service Requestors" and Servers as "Service

Providers". Any machine that request a service is called as the client and machines
that fulfill the requests is called the server.
Networks can have a combination of both Client/Server models and Peer-to-Peer. For
example, you may be using a centralized mail server and/or access files from other
machines in the network.
8
Intranet
Intranet refers to private computer networks used by organizations for helping

employees connect to different offices. Unlike Internet, Intranet is not accessible to
the public.
Extranet
Extranet is a computer network used outside the Intranet. For example, an

organization may allow a vendor to view or access their resources such as their
internal website for updating a product catalog or training material. However, this is
highly restricted to Internet users (public).
Internet
Referred to as network of networks, Internet is a global

system of interconnected networks and uses TCP/IP
protocol suite. Internet consists of billions of computing
devices and is the largest network in the world. Internet
is used for various purposes such as browsing, email,
chatting, social networking, online shopping, etc.
EXERCISE
S.No. Activities
1. Analyze the network requirement for your school or office setups
available close to your vicinity. If a network is already present,
understand the purpose of it. Share the inputs with rest of the class.
ASSESSMENT
Answer the following Questions
1. Explain the purpose of Networking.

2. Explain Peer-to-Peer Networks.
3. Explain Client Server networks.
4. Explain any three methods for connecting two or more computers.
5. Explain Internet, Intranet & Extranet.
Fill in the blanks
1. Acronym for LAN ____________________________.

2. Acronym for WAN ___________________________.
9
3. In ________________ model, a computer can act both as a server and a client.
4. List any three resources that can be shared across a network. _________ ,
________ & _________. _________
5. _________ model uses centralized security database.
6. __________________ is also referred to as Service Requestors.
7. __________________ is also referred to as Service Providers.
8. __________________ is the largest network in the world.
9. __________________ is commonly referred to as a private network by most
organizations.
10
Session 2: The OSI Model
 Understand the OSI Model.
 Explain the different layers of the OSI Model with their functions.
RELEVANT KNOWLEDGE
In 1978, Open Systems Interconnect (OSI) model was introduced by the International
Standards Organization (ISO) to provide a conceptual model for networking. The OSI
model describes how data is sent and received over a network. This model breaks
down data transmission over a series of seven layers.
Each layer has a

responsibility to
perform specific
tasks regarding
sending and
receiving of data.
All the layers are
needed for a
message to reach
its destination.
The OSI model

provides the
standard for communication so that different manufacturers' computers can be used
on the same network. Though each layer in the model performs a specific function,
all the layers have one common function - to communicate with the layers above and
below them in the model.
Data flow in the OSI Model
Data sent from one computer to another on a network flows two ways in the OSI
model, Down (data encapsulation) and Up (data decapsulation). OSI model ensures
that everyone follows certain guidelines and hence each computer is able to
communicate with every other computer, regardless of whether one computer is a
Macintosh and the other is a PC.
For example when data is sent by a network application such as a web browser to the
application layer, the application layer adds specific information and passes on to the
11
Presentation layer. Likewise presentation layer adds presentation layer specific
information and passes the result to session layer. This process is repeated till Physical
layer. Process of adding layer specific information is termed as “encapsulation”.
On the receiving computer, the various headers and the data trailers are stripped off
one by one by each layer and passed on to the next upper layer till the packet finally
reaches the receiving process. Process of removing layer specific information is
termed as “decapsulation”.
Seven layers of OSI model are:

Layer Description
Physical Layer  Only layer that deals with hardware – media, signals and binary
transmission.
 Modulate and demodulate signals.
 Define Electrical signals and cabling specifications.
 Unit of measurement (called as Protocol Data Units, PDU) at
physical layer is bits.
 Hubs & Repeaters Operate at this layer.
 Protocols include 100BASET, 1000BASE-SX, DSL, etc.
Data Link Layer  Delivery of frames between stations in a network.
 Physical addressing using MAC Address.
 Network Interface Cards, Bridges and Switches operate at this
layer.
 Unit of measurement in data link layer is frames (data packet).
 Protocols include Ethernet, PPP, SLIP, Token Ring, etc.
 This layer can be sub-divided into two layers:
o Logical Link Control (LLC).
o Media Access Control (MAC).
12
Layer Description
Network Layer  Logical addressing and routing functions.
 Handle routing of packets.
 Routers operate at this layer.
 Unit of measurement in network layer is packets or datagram.
 Protocols include IPv4, IPv6, IPX, RIP, OSPF, ICMP, etc.
Transport Layer  Ensures end-to-end communication and error-free transmission.
 Provides connection/connectionless oriented packet delivery &
Sequencing.
 Unit of measurement in transport layer is segments.
 Protocols include TCP, UDP, etc.
Session Layer  Manages user sessions and dialogues (Logon/Logoff).
 Controls establishing, maintaining (synchronizing) and
terminating sessions (conversations)/logic links between users/
network applications.
 Protocols include NetBIOS, PAP, PPTP, L2TP, etc.
Presentation  Specifies architecture-independent data transfer format.
Layer  Encodes/decodes, encrypts/decrypts,
compresses/decompresses data.
 Protocols in this layer include ASCII, EBCDIC, MIDI, SSL, TLS, etc.
Application  Responsible for process-to-process communication.
Layer  Provides standardized services such as virtual terminal, file and
job transfer and operations (provides services to end-users such
as browsing, email, file transfers, etc.).
 Protocols include HTTP, FTP, SMTP, POP3, DNS, DHCP, NNTP, etc.
Note: Unit of measurement at Session, Presentation & Application layers is data.
Hint: A simple acronym that will help you to remember the layer names is All People
Seem To Need Data Processing. Physical layer is concerned with hardware and the
rest with software.
IEEE 802 Standards
IEEE (Institute of Electrical and Electronics Engineers) is an international non-profit

organization that set standards, IEEE 802 deals with LAN and WAN related
technologies. Services and protocols specified in IEEE 802 map to the lower two layers
(Data Link and Physical) of the seven-layer OSI networking reference model. In fact,
IEEE 802 splits the OSI Data Link Layer into two sub-layers named Logical Link Control
(LLC) and Media Access Control (MAC). Following table summarizes some of IEEE 802
standards.
13
Hint: When you want to buy network products, all you need to check is if it is
adhering to certain standards. This can help you save time, avoid compatibility issues
and you need not worry about which vendor to choose! You will come across few IEEE
802 standards in the next few sessions.
Standard Description
IEEE 802.3 Ethernet
IEEE 802.5 Token Ring
IEEE 802.11 Wireless LAN
IEEE 802.15 Wireless Personal Area Network
EXERCISE
S.No. Activities
1. Write the layers of OSI Model and list different protocols that match
each layer. Refer to http://en.wikipedia.org/wiki/OSI_model for list
of protocols at each layer.
Use the following table to complete this activity:
Layer Protocols
14
ASSESSMENT
1. Briefly explain :
a) The purpose of OSI Model.
b) Physical Layer of the OSI Model.
c) Data Link Layer of the OSI Model.
d) Network Layer of the OSI Model.
e) Transport Layer of the OSI Model.
f) Session Layer of the OSI Model.
g) Presentation Layer of the OSI Model.
h) Application Layer of the OSI Model.
Fill in the blanks
1. Acronym for ISO _______________________________________.

2. Acronym for OSI _________________________________________.
3. Seven layers of the OSI model are (write in correct order): ________________ ,
________________ , _______________ , ________________,
_________________, ______________ & _____________.
4. Sub layers of Layer 2 are: ________________ & ________________.
5. _____________ layer handles the function of logical addressing & routing.
6. _____________ layer deals with standards for cabling & connectors.
7. _____________ layer deals with standards for data formats, encryption &
compression.
8. __________, __________ & ________ are examples of layer 1 protocols.
9. __________, __________ & ________ are examples of layer 2 protocols.
10.__________, __________ & ________ are examples of layer 3 protocols.
15.________ layer is used for creating communication sessions between
computers.
16.___________ layer of the OSI model is used to encrypt and compress data.
17._________ is the unit of measurement at Layer 1.
19.________ or _________ is the unit of measurement at Layer 2.
15
Session 3: Terminologies and Technologies
 Understand signaling methods.
 Differentiate baseband and broadband.
 Explain different terminologies.
Before you learn further about networking, it is essential to learn about key
terminologies and technologies associated with networking.
RELEVANT KNOWLEDGE
Signaling Methods
In a network, communication happens between devices or computers through

electrical, optical or radio-wave signals. Methods of signaling are widely categorized
into baseband and broadband.
 Baseband: Data is sent as digital signals by using entire bandwidth of the media
(Single Channel), supporting single communication at a time. Signals are sent over
co-axial, twisted pair or fiber optic cables. Baseband supports higher transfer rates
as compared to broadband; however, baseband is limited with distance. Baseband
uses TDM (Time Division
Multiplexing) to send multiple
signals over a single cable.
Example: Ethernet, Token Ring &
FDDI.
 Broadband: Data is send as analog
signals by using portion of a
bandwidth. Broadband supports use Baseband vs. Broadband
of multiple signals at different frequencies (multiple channels). Signals are split
into channels by using FDM (Frequency Division Multiplexing). Example: xDSL,
where telephone lines are used for both voice (telephone) calls and data (Internet
connectivity).
Channel Operation
Channel operation refers to the mode of communication between connected devices

or computers. Channel operation can be:
 Simplex is a one way communication, similar to that of a radio.
16
 Half-duplex is a two way communication but only one way at a time, similar to
that of a walkie-talkie.
 Full-duplex is two way simultaneous communication (data can be received and
sent at the same time), similar to that of a telephone.
Multiple Signaling Methods
When multiple devices or computers are connected in a network, they use multiple
signals that are combined at the source and separated at the destination by use of a
technique called multiplexing. For multiplexing, a device called the multiplexer is
used for multiplexing / demultiplexing signals. Types of multiplexing include:
 TDM (Time Division Multiplexing) is a method in which multiple signals are

combined and send over a single transmission media such as wires or radio waves.
This is achieved by use of time sharing; multiple signals are transmitted for a
defined amount of time in cycles. For example, a device sends and receives signals
every alternate second.
 FDM (Frequency Division Multiplexing) is a method in which multiple signals are
transmitted at different frequencies. Multiple signals can be sent at the same time
over a single channel using this technique. For example, a device sends multiple
signals at the same time using different frequencies similar to that of a radio (FM)
or cable TV and the end device receives by tuning in to a particular channel.
Data Transmission methods
Data can be transferred over a network using the following techniques:
 Circuit Switching: In this method, a dedicated path is established between the

endpoints before the data is transferred. Once a dedicated path is established, no
other devices can use the circuit. Example: Dial-Up, ISDN.
 Packet Switching: In this method, data is divided into blocks referred to as

packets. Multiple packets can be sent via different paths allowing more than two
devices to communicate at the same time. Modes of operation can be
connectionless or connection-oriented.
 In connectionless mode, packets have source & destination address for

routing that may take different paths. Example: Ethernet, IP, UDP.
 In connection-oriented mode, connection is defined (a virtual circuit is

created) before a packet is transferred. Packet switching supports variable
packet sizes. Example: X.25, Frame Relay, TCP.
17
 Cell Switching: Cell switching method is similar to that of packet switching but
has a fixed size for the cells transmitting data. Cell switching is efficient when
large amounts of data need to transferred. Example: ATM.
Channel Access Methods
Channel access methods refer to how devices communicate using a shared medium
such as bus networks, star networks, ring networks, hub networks & wireless
networks. When multiple devices or computers are used in a shared medium, a pre-
defined method of transmission needs to be defined. Channel access methods in
circuit switching networks include FDM, TDM, etc and in packet switching networks
include CSMA/CD, CSMA/CA, Token passing, etc.
Ethernet
Ethernet is a family of computer networking technologies for local area networks

(LANs) and has largely replaced competing wired LAN technologies. Ethernet standard
defines how communication happens between network interface cards, hub, switches,
repeaters, etc. Devices on Ethernet networks use frames or Ethernet frames for
communication. IEEE 802.3 standard defines the Media Access Control (MAC) portion
of the data link layer and the physical layer of the OSI model. Ethernet protocols are
covered by this standard.
CSMA/CD
CSMA/CD (Carrier Sense Multiple Access/Collision Detect) as per IEEE 802.3 standard is
a mechanism that defines how transmission takes place in a network. Only one device
in the collision domain may transmit at any one time, and the other devices in the
domain listen to the network before sending any packets in order to avoid data
collisions. Collisions also decrease network efficiency on a collision domain. If two
devices transmit simultaneously, a collision occurs, and both devices device will wait
for a random amount of time before attempting to transmit again.
Collision domains are found in a hub environment where each host segment connects
to a hub that represents only one collision domain and only one broadcast domain.
Modern wired networks use a network switch to eliminate collisions. By connecting
each device directly to a port on the switch, either each port on a switch becomes its
own collision domain (in the case of half duplex links) or the possibility of collisions is
eliminated entirely in the case of full duplex links. Collision domains are also found in
wireless networks such as Wi-Fi.; CSMA/CA is used in wireless networks.
18
CSMA/CA
Carrier sense multiple access with collision avoidance (CSMA/CA) is a network

multiple access method in which nodes attempt to avoid data collisions by
transmitting only when the channel is sensed to be "idle". Token Passing
Token passing is a channel access method where a signal called a token is passed
between nodes that authorize the node to communicate. The most well-known
examples are token ring and ARCNET.
Addressing methods
When multiple computers or devices are connected in a network, signals can be

addressed as:
 Unicast refers to one-to-one communication, for example signal is sent from

one computer to another.
 Multicast refers to one-to-may communication, for example signal from one
computer or device is sent to selective set of computers or devices.
 Broadcast refers to one-to-all communication, for example single from one
computer or device is sent to all devices and computers in a network.
ASSESSMENT
1. Explain the difference between baseband & broadband.

2. Explain TDM & FDM.
3. Explain CSMA/CD.
4. Explain CSMA/CA.
Fill in the blanks
1. Acronym for TDM _______________________________

2. Acronym for FDM _______________________________
3. Acronym for CSMA/CD _________________________________________________
4. In _________ a dedicated path is established before transmitting data.
5. In _________ method, data is divided into packets and can take different
routes to reach the destination.
6. Define Unicast ____________________________.
7. Define Multicast ____________________________.
8. Define Broadcast ____________________________.
9. Simplex mode of communication ___________________.
10.Half-duplex mode of communication ___________________.
11.Full-duplex mode of communication ___________________.
12.IEEE Standard for CSMA/CD _________________.
19
13.________ refers to digital signals that support single communication at a time.
14.________ refers to analog signals that support multiple signals sent over a
single cable.
15._________ is the mechanism used in wireless networks.
16.Acronym for CSMA/CA ________________________________________________.
20
Session 4: Network topology and Access Methods
 Describe different types of network topologies.
 Explain different types of cables.
RELEVANT KNOWLEDGE
In communication networks, a topology shows the layout and describes the

arrangement of a network. A graphical representation of a physical network is best
illustrated through topology. There are two ways of showing network geometry: the
physical topology and the logical (or signal) topology.
Physical topology refers to the placement of network components including device

(computers and network peripherals) location & cable installation. Logical topology
refers to how data is sent or received in a network.
Basic topologies include Bus, Star, Ring, Mesh and Hybrid.
Bus or Linear Topology
In bus topology, each node (computer) is connected through a single cable (known as
backbone or trunk) used as a common transmission medium for communication. Signal
from the source computer travels to all computers connected to the cable until the
destination computer accepts the data; if not, the machines ignore the data.
Nodes are
interconnected using
co-axial cables through
the T-Connector that
splits the connection
between nodes. Terminators are used at both ends to absorb the signal.
A device called the Repeater is used to amplify and retransmit weak signals to cover
longer distances. Advantages include ease of installation and low cost; however, since
all the computers depend on a single cable, a single break or loose connection can
cause the entire network to be down and troubleshooting can be difficult.
Though bus topology is the simplest form for connecting multiple computers, issues
may arise when two computers have a need to transmit at the same time. To handle
such collisions, CSMA/CD protocol is used in Bus (Ethernet) implementations.
21
IEEE Standards related to bus topology are 10BASE2 (Thinnet) and 10BASE5 (Thicknet).
Star Topology
Star topology is the most common and widely used topology today. Each computer is
connected to a centralized device called the hub or switch using dedicated cable such
as the Twisted-Pair. All signals need to pass through the centralized device. Star
topology is considered to be the easiest topology to design and implement as adding
additional nodes is simple and easy to troubleshoot in case of single cable failure.
However, entire network is affected if the hub or switch goes down.
Hub Switch RJ-45 UTP
Ring Topology
In a ring topology, each node connects to exactly two other nodes, forming a single
continuous pathway for signals through each node. Data travels
from node to node, with each node along the way handling every
packet. Ring topology provides only one pathway between any
two nodes, ring networks may be disrupted by the failure of a
single link. A node failure or cable break can isolate every node
attached to the ring. Ring topology uses physical star topology
and logical ring for communication.
Devices used in ring topology include the Token Ring Network Interface card, Twister
pair or fiber optic cables connected to a centralized device called the MSAU (Multi-
station Access Unit).
Other topologies include the Mesh Topology where all nodes are connected to each
other one way or the other and the Hybrid Topology which is a combination of one or
more topologies.
Twisted Pair
Twisted-Pair cables are widely used in Local Area Networks and telephone networks.
In a twisted pair cable, two conductors of a single circuit are twisted together for
22
canceling out electromagnetic interference (EMI) from external sources. Types include
the UTP (Unshielded Twisted Pair) and STP (Shielded Twisted Pair).
UTP cables are found in Ethernet networks and telephone systems. RJ-45 (Registered
Jack) connectors are used to connect the twisted pair cables to end-points on
computer networks. RJ-11 is a connecter used on telephone networks. Some of the
UTP cable grades include:
Type Use Speed MHz Pairs / Wires

CAT 1 Voice (Telephones) < 1 Mbps 1 MHz Two-Twisted Pair / 4
CAT 3 Data (Ethernet) 10 Mbps 16 MHz Four-Twisted Pair / 8
CAT 5 Data (Fast Ethernet) 100 Mbps 100 MHz Four-Twisted Pair / 8
CAT 5e Data (Gb Ethernet) 1000 Mbps 100 MHz Four-Twisted Pair / 8
 CAT 1 is primarily used on telephone networks (PSTN), ISDN connections

 CAT 2 - 7 is used for data transmissions (Computer Networks)
IEEE Standards related to star topology are 10BASET, 100BASE-TX, 1000BASET &
10GBASET. Maximum distance supported by twisted pair is 100 meters.
Twisted-pair Ethernet cables are wired "straight-through" or “Crossover”. To create

patch cables you require a RJ-45 crimping tool, RJ-45 connectors, wire stripper and a
cable continuity tester.
To connect a network interface card to a switch, hub or router, straight-through or

patch cables are used. To connect similar devices (network interface card on
computer to another network interface on another computer, hub to hub or switch to
switch), crossover cables are used.
Pin Number (RJ-45) T568B T568A

1 White / Orange White / Green
2 Orange Green
3 White / Green White / Orange
4 Blue Blue
5 White / Blue White / Blue
6 Green Orange
7 White / Brown White / Brown
8 Brown Brown
Table: Straight-through & Crossover reference
23
Fiber Optic
A fiber optic cable is a cable containing one or more optical fibers. Fiber-Optic cables
are ideal for transmitting data over very long distances at great speeds as light is used
for the medium for transmission. Fiber optic cables are not susceptible to any EMI,
Near-end Crosstalk (NEXT), or Far-end Crosstalk (FEXT).
Note that you require special network interface cards & network switch that support
the fiber optic interface which is usually expensive and common only in large
enterprise networks or locations that are susceptible to EMI such as factories that use
heavy machineries.
Fiber-Optic cables consist of a high quality glass or plastic strands and a plastic jacket
made of Teflon or PVC that protects the cable. Single-Mode Fiber (SMF) is used for
longer distances and Multi-Mode Fiber (MMF) is used for shorter distances.
1. Core, 2. Cladding, 3. Buffer, 4. Jacket Fiber Optic Cable
In some cases, plenum rated cables are used that have a special jacket to protect
against fire and emit less smoke than normal cables. However, this is rare and often
seen only in industrial or manufacturing sites.
24
EXERCISE
S.No. Activities
1. Identify hubs, switches, connectors & cables.
2. Compare Straight-through & Crossover cables.
ASSESSMENT
1. Explain the devices and types of cables used in Star Topology.

2. Explain the advantages of fiber-optic cables.
Fill in the blanks
1. IEEE Standards related to bus topology are __________ & ____________.

2. 10BASE2 is referred as __________.
3. 10BASE5 is referred as __________.
4. ___________ topology is easy and simple to set up.
5. ___________ topology is redundant and considered expensive.
6. ___________ topology is the most widely used topology today.
7. Star topology uses__________ type of cable and _________ type of connectors.
8. Write any three IEEE standards that relate to star topology. _______________,
______________ & ________________.
9. ________ type of cable uses light as a medium of transmission.
10.__________ type of optic cables is used for long distances.
11.__________ cable can be used for connecting two computers without using a
switch.
12. ________ cable is used for connecting dissimilar devices such as network
switch & desktop.
13. ____________ are devices used for amplifying and retransmitting signals.
14.__________ is the most common cable used today on computer networks.
15.__________ is the category of UTP cable that supports minimum 100 Mbps.
16.__________ cable should be used in locations such as heavy machineries that
have high EMI.
17.__________ cable should be used if fire protection is required.
18.__________ mode fiber supports longer distances than __________ mode fiber.
19.Acronym for MSAU ___________________________.
20.Acronym for NEXT ________________.
21.Acronym for FEXT ________________.
25
Session 5: Network Hardware – Network Interface Card
 Explain the purpose of network interface cards.
 Describe the features of network interface cards.
RELEVANT KNOWLEDGE
TCP/IP Utilities
On computers that have support for networking, a list of utilities is available to

configure and troubleshoot network related issues. Often referred to as TCP/IP
utilities, these utilities are bundled along with the operating system. Though the
names of the utilities could vary in spelling, the underlying function is almost the
same across operating systems. Given below is a list of utilities (with simple
description). You will learn more about them in later sessions.
Note: Use /? for additional help/syntax for each command listed here. For example to
know more about IPCONFIG, do the following:
1. Click Start > Run.

2. Type CMD to invoke the command prompt.
3. Type IPCONFIG /? in the command prompt (C:\>IPCONFIG /?).
Network devices such as NIC, hub, bridge, switch & routers are devices that help
computers to network and communicate. There are a variety of network devices
equipped with a wide range of functions.
Network Interface Card (NIC)
26
Network cards are devices that connect computers to the network. Network cards are
both Layer 1 (Physical) & 2 (Data Link) devices as they provide physical access to the
medium and also provide physical addressing through the MAC address.
A variety of interface such as PCI, CardBus, USB are available today. Most desktop
computers, laptops, servers and motherboards have built-in NIC.
PCI Ethernet Card for use CardBus Ethernet Card for USB Ethernet Card (USB
in Desktops use in older laptops Ethernet converter)
Lab: View Network Interface card installed on a computer

2. Type “devmgmt.msc”, click OK.
3. Expand “Network Adapters”. Notice the Network card displayed.
Device Manager is a utility used for configuring & troubleshooting hardware devices
such as Network Interface card, sound card, video card, etc. Device manager display
the status of devices along with error codes if any. It is commonly used for updating
device drivers, enabling or disabling devices, re-installing device drivers, etc.
Reference: http://support.microsoft.com/kb/310123
NIC’s are installed, configured and work right out of the box. In some cases
administrators modify settings for speed & duplex, WOL, VLAN, etc. to match their
network environment.
Network Interface cards have one or more LED (Light Emitting Diodes) to indicate
network conditions such as Link status, Network Speed, etc. which are useful for
troubleshooting.
Usually there are Light Emitting Diodes to indicate

Link/Speed (labeled as LINK) and activity (labeled as
ACT). For example solid green could mean the device
is properly connected to a switch auto negotiated at
100 Mbps / full duplex, blinking orange could mean
network activity, no light indicate a problem with
network connection, etc.
Lab: View status indicators in a network interface card.
27
Locate the NIC (located at the rear end of the computer, use either the integrated NIC
in the motherboard, dedicated NIC in an I/O slot or USB Ethernet converter)
Lab: View connectivity status through an Operating System.
1. Click Start > Run and type NCPA.CPL Then click OK.
2. Right-click Local Area Connection, and click Status.
Lab: View settings of a Network Interface card.
1. Click Start > Run and type Devmgmt.msc. Then click OK.
2. Device Manager opens. Expand Network Adapters.
3. Double-click on the Network Adapter (For example, RealTek RTL 8139
Family PCI Fast Ethernet NIC). Network Adapter properties is displayed.
28
Auto-negotiation
Auto-negotiation is an Ethernet procedure by which two connected devices choose

common transmission parameters, such as speed, duplex mode, and flow control. In
this process, the connected devices first share their capabilities regarding these
parameters and then choose the highest performance transmission mode they both
support.
Due to affordability of high speed devices (NIC & Switch), 100 or 1000 Mbps speed and
full duplex settings are used usually through auto-negotiation, eliminating the need to
configure this setting.
MAC Address
Also known as physical address, MAC Addresses are unique to each network interface
card. MAC addresses are integrated with the NIC and usually not possible to change.
On a network, each station is identified by its MAC Address. MAC Addresses are
governed by IEEE and use 48-bit (2 48) addressing scheme providing a total of
281,474,976,710,656 MAC addresses.
GETMAC is a command line utility used for viewing the MAC address of an NIC.
Lab: View MAC Address of a Network Interface Card using GETMAC.
1. Click Start > Run and type CMD to activate the command screen. Click OK.
2. Type GETMAC. Notice the MAC address displayed.
29
Lab: View MAC Address of a Network Interface Card using IPCONFIG.
1. Click Start > Run and type CMD to activate the command screen. Click OK.
2. Type IPCONFIG/ALL. Notice the MAC address displayed under Physical Address.
Boot ROM
Some NIC’s are equipped with a special chip called the Boot ROM. Boot ROM is used
for loading an Operating System from a remote computer or for administrative
purposes such as Remote OS Installation. Some computers such as public terminals
used in libraries, schools, etc. rely on a centralized computer for processing and
storing capabilities; referred to as Thin Clients these computers load their operating
system and applications from a much powerful computer.
30
EXERCISE
S.No. Activities
1. Refer to the following articles:
 http://en.wikipedia.org/wiki/IEEE_802.3
 http://en.wikipedia.org/wiki/Network_interface_controller
 http://en.wikipedia.org/wiki/Conventional_PCI
 http://en.wikipedia.org/wiki/CardBus
 http://en.wikipedia.org/wiki/Device_Manager
 http://en.wikipedia.org/wiki/MAC_Address
 http://en.wikipedia.org/wiki/Boot_ROM
2. Compare different models of wired network cards available from different
vendors. Most vendors provide technical specifications through their website
and/or as downloadable manuals. Use those resources to complete the
following activity. More models you refer, the better.
Use the Wired Adapters Sample Worksheet below:
31
Wired Adapters (Sample provided below for your reference)
Vendor D-Link
Model DGE-528T
Interface
PCI Yes
USB No
PCMCIA No
Cardbus No
PCI Express No
Number of Ports (RJ-45) 1
Supported Speed (Mbps)
10 Yes
100 Yes
1000 Yes
Connectors
RJ-45 (UTP) Yes
Fiber Optic No
Features
WOL Support (Yes / No) Yes
Boot ROM (Yes / No) Optional
Power Management (Yes / No) Yes
Operating Systems
Microsoft Windows XP Yes
Microsoft Windows Vista / 7 Yes
Linux Yes
IEEE Standards
IEEE 802.3 Yes
IEEE 802.3u Yes
IEEE 802.3ab Yes
IEEE 802.3x Yes
ASSESSMENT
1. Explain the purpose of an NIC.

2. Explain the types of NIC’s for use in Desktops.
3. Explain the types of NIC’s for use in Laptops.
4. Explain MAC address with an example.
5. Explain the purpose of WOL
6. Explain the purpose of Boot ROM.
Fill in the blanks
32
1. _________ types of NICs are designed for use in desktop computers.
2. _________ types of NICs are designed for use in laptop computers.
3. _________ type of NICs can be used in both desktop & laptop computers.
4. List any three manufactures of NICs. ______________ , ____________ &
___________.
5. MAC Addresses are displayed in ____________ format, separated by ________.
6. ___________ refers to the procedure through which the devices choose
compatible network speed.
7. ____________ is also known as Physical address of an NIC.
8. ________ is a command line utility is used for viewing the physical address of
an NIC.
33
Session 6: Network Hardware – Hubs, Switches and Routers
1. Understand the purpose of hub, switch & routers.
2. Understand features of hub, switch & routers.
RELEVANT KNOWLEDGE
While setting up a network, you will come across different types of hardware used.
The commonly used hardware are hubs, switches and routers.
Hub
Hubs are Layer 1 (Physical Layer) devices that connect multiple computers. Number of
computers that can be connected depends on the number of ports available on a hub,
typical 4 to 8 computers. Hubs broadcast data to all devices connected to it leading
to collisions; hence they are referred to as multiport repeaters.
Bridge
Bridge is a device that can connect network segments and separate network traffic
based on broadcasts. Bridges examine the frames and selectively transfer frames
according to their MAC address. Bridges operate at Layer 2 of the OSI Model.
Switch
Switch or Network Switch is similar to hub but manage traffic based on MAC address
and are efficient in large networks. Switches are considered intelligent as they build a
table of MAC Addresses of devices connected to it and when each packet is received,
they are analyzed and forwarded to the device with matching MAC Address.
Using switches can eliminate collision as each port in the switch acts as a collision
domain. Since switches isolate collision domains, they are referred to as multiport
bridges. When forwarding frames, switches use Store and forward, cut through,
Fragment free or Adaptive switching methods.
Unlike a hub that uses half-duplex communication, a network switch can send and
receive at the same time (full-duplex mode) resulting in faster performance.
Number of computers that you can connect to a switch depends on the number of
ports available ( Typically 4 or 8 on SOHO switches designed for use in home and small
business networks and 8 – 32 or 64 on switches designed for use in an enterprise
network.). The networks can be extended by adding additional switches usually
34
cascaded from the primary switch. Switches designed for larger networks are
cascaded through a special port called the Uplink port.
A Simple Network Setup An Enterprise Network (multiple devices)
Categories of switches include:
 Unmanaged switches are network switches used typically for homes or small
offices requiring no administrative configuration.
 Managed switches are widely used in enterprise networks and ISP’s. These need to
be configured by the network administrator before it is used in a network.
VLAN
A single layer-2 network can be partitioned to create multiple distinct broadcast

domains, enabling data to be exchanged only between the computers within the
domain. This is referred to as VLAN or Virtual LANs. This is created to reduce
collisions and to implement security.
Power over Ethernet
PoE describes a standardized system to provide electrical power supply through

Ethernet cables; generally, UTP cables carry only signals necessary for data
communication. Switches that have support for PoE are generally expensive and in
some cases only limited number of Ethernet ports are capable of supporting PoE.
Advantages of PoE include the ability to provide power up to 25 watts and distance
factor that allows devices to be connected up to 100 meters from the switch.
35
Router
Routers are Layer 3 devices that route packets to different logical networks. Routers
can discover and transfer packets based on routing table that are pre-determined or
self-discovered. Routing tables are either managed by an administrator by manually
defining the routes or automated through special configuration to exchange the
routing tables with other routers on a logical network. SOHO Routers are found in
home and small business environments and Enterprise Routers are found in ISP’s and
enterprise networks.
SOHO Router Enterprise Router

Notable manufacturers of routers include Cisco, Nortel Networks, Avaya, HP, Dell,
Huawei, etc.
SOHO Router
Also referred to as a residential gateway, SOHO (Small Office Home Office) routers are
devices designed for use in small to medium sized networks. Most SOHO routers have
combinations of a switch, DSL or cable modem and an access point for Wi-Fi
connectivity; some are designed to connect to an existing modem. These devices are
used for two primary purposes:
 Connecting desktops & laptops across home or office.

 Sharing a single Internet connection across desktops & laptops.
Some models include support for connecting peripherals such as printers, USB hard
disk drives, etc. through USB ports.
36
EXERCISE
S.No. Activities
1. Read and understand the following websites:
a. http://en.wikipedia.org/wiki/Network_Switch
b. http://en.wikipedia.org/wiki/Router_%28computing%29
2. Compare different models of unmanaged switches available from
different vendors.
Network Switch (sample provided below for your reference)
Vendor D-Link
Model DGS-1008D
Details
Managed / Unmanaged Unmanaged
No. of Ports (Ethernet) 8
No. of Ports (PoE) None
Speeds
10 Mbps Yes
100 Mbps Yes
1000 Mbps Yes
IEEE Standards
IEEE 802.3 Yes
IEEE 802.3u Yes
IEEE 802.3ab Yes
IEEE 802.3x Yes
Interface
10BaseT Yes
100BaseTx Yes
1000BaseT Yes
ASSESSMENT
1. Explain the purpose of a hub.

2. Explain the purpose of bridge.
3. Explain the purpose of a network switch.
4. Explain the purpose of PoE.
5. Explain the purpose of a router.
6. Differentiate between hub, switch & router.
7. Explain VLAN.
Fill in the blanks
37
1. Hubs operate at the ________ layer of the OSI Model.
2. Switch operates at the _______ layer of the OSI Model.
3. Router operates at the __________ Network Layer of the OSI Model.
4. ________ are also referred to as multiport repeaters.
5. __________ type of switches require no administrative efforts.
6. VLAN's, PoE, bandwidth restrictions can be used only on ___________ switches.
7. Acronym for VLAN _________________________.
8. Acronym for PoE ____________________.
9. ___________ layer of OSI Model is used for VLANs.
10.__________ is the process of selecting paths in a network when sending or
receiving packets from one computer or device to another.
11.Switches use __________, _____________, ____________ or ____________
methods.
12. __________ switches are used to create VLANs.
13.__________ are also referred to as multiport bridges.
38
Session 7: Protocols
1. Understand the purpose of protocol.
2. Explain different types of protocols.
3. Explain IPv4 & Classes of IPv4.
RELEVANT KNOWLEDGE
Protocols are a set of standards that allow network devices to communicate and
exchange information. Protocols define how devices start, manage and end
communication; most protocols are described by IETF (Internet Engineering Task
Force) as RFC's (Request for Comments).
Protocols are set of rules for communication. In a computer network, all computers
need to use the same protocol for communication. Protocols may include signaling,
authentication and error detection and correction capabilities. Protocols address data
formats, address formats, error detection techniques, sequence & flow control,
routing and other requirements for communication. In a network, multiple protocols
are used during communication. Examples of protocols at the network layer are
NetBEUI, IPX/SPX, TCP/IP, AppleTalk, etc.
The NetBEUI protocol is used to connect and communicate between computers with
Microsoft Windows as the operating system. Similarly AppleTalk protocol is used to
connect and communicate among computers with MAC OS. However, when connecting
computers with different operating systems you need to use the TCP/IP protocol.
Proprietary & Open Standard Protocols
Proprietary protocols are communications protocol owned by a single organization or

individuals. Usually proprietors enforce technical and licensing restrictions through
patents to keep the specification as a trade secret. Examples include NETBEUI from
Microsoft, IPX/SPX from Novell, AppleTalk from Apple, etc.
Open Standard protocols are communication protocols that are publicly available,
have various rights to use associated with it, and may also have various properties of
how it was designed. Example, TCP/IP.
39
TCP/IP
TCP/IP (Transmission Control Protocol / Internet Protocol) is a routable protocol suite

that is also known as the Core Protocol of the Internet Protocol Suite. TCP/IP has
gained popularity as it is very efficient in very large networks; most operating systems
include support for TCP/IP.
Unlike many other protocols, TCP / IP have the following benefits:
 Open Standard (not tied to any vendor unlike proprietary protocols)
 Enable communication between different Operating Systems (almost every

operating system including flavors of Unix, Windows, Mac OS support TCP / IP)
 Runs on any network framework (Ethernet, Token Ring, Dial-Up connections)
 Routable & a common addressing scheme.
TCP/IP protocol suite is the most widely used protocol today including LAN’s and
WAN’s. Internet uses TCP/IP as its protocol.
IP (Internet Protocol)
Internet protocol is the primary communication protocol used for relaying data across
network boundaries. Functions include logical addressing and routing. The first major
version of IP, Internet protocol Version 4 (IPv4), is the dominant protocol of the
internet. Its successor is Internet Protocol Version 6 (IPv6), which is increasingly being
used.
IPv4
IPv4 is a connectionless protocol for use on packet-switched Link Layer networks

(e.g., Ethernet). It operates on a best effort delivery model; in that it does not
guarantee delivery, nor does it assure proper sequencing or avoidance of duplicate
delivery. These aspects, including data integrity, are addressed by an upper layer
transport protocol, such as the
Transmission Control Protocol (TCP).
 IP (IPv4) use a 32-bit addressing

scheme.
 IPv4 provides 4,294,967,296 (232)
possible addresses.
 IPv4 has two parts; Network ID
(Portion of the address that
40
represents the network that a device belongs to) and Host ID (Portion of the
address that represents the host on a particular network).
 Each device on an IP network must have a unique IP address.
IP addresses are binary numbers (image above), but they are usually stored in text
files and displayed in human-readable notations such as 10.3.5.10 (image above).
IANA
Internet Assigned Numbers Authority (IANA) is the entity that oversees global IP
address allocation, autonomous system number allocation, root zone management in
the Domain Name System (DNS), media types, and other Internet Protocol-related
symbols and numbers. IANA is a department operated by the Internet Corporation for
Assigned Names and Numbers, also known as ICANN. IANA manage the IP Address
space through regional Internet registries (RIRs) to allocate IP address blocks across
the globe.
Classful Network
Classful network is an addressing schedule originally introduced in 1981 and used for
several years until the introduction of CIDR method. In this method, the 32-bit
address space is divided into five addresses classes namely A, B, C, D and E. Each class
defines a fixed network size and number of hosts within networks.
Following table summarizes the classes of IPv4 addressing:
Examples of Class A IP Addresses: 5.2.2.1, 12.1.1.14, 72.34.23.23
Examples of Class B IP Addresses: 129.1.2.3, 160.2.3.34, 190.2.3.4
Examples of Class C IP Addresses: 200.12.3.4, 202.13.14.15, 220.3.2.3
IPv6
Internet Protocol version 6 (IPv6) is the latest revision of the Internet Protocol (IP),
intended to replace IPv4. IPv6 was developed by IETF to address the IPv4 issue of
address exhaustion. IPv6 uses a 128-bit address, allowing for 2 128, or approximately
3.4×1038 addresses, or more than 7.9×1028 times more than IPv4.
41
IPv6 addresses consist of eight groups of four hexadecimal digits separated by colons,
for example: 2001:0db8:85a3:0042:1000:8a2e:0370:7334. Most operating systems
support IPv4 and IPv6.
EXERCISE
S.No Activities
.
1. 1. Identify the class for the following IP addresses:
a. 7.1.2.3, Class ___ .
b. 45.43.32.12, Class ___ .
c. 183.12.34.22, Class ___ .
d. 203.23.12.33, Class ___ .
e. 219.44.34.23, Class ___ .
f. 130.34.54.12, Class ___ .
a. http://en.wikipedia.org/wiki/Communications_protocol
b. http://en.wikipedia.org/wiki/NetBEUI
c. http://en.wikipedia.org/wiki/IPX/SPX
d. http://en.wikipedia.org/wiki/TCP/IP
ASSESSMENT
1. Explain Protocol?
2. Explain Proprietary Protocols with an example.
3. Explain Open Standard Protocols with an example.
4. What is IP?
5. List the classes of IPv4.
Fill in the blanks
1. Protocols are set of rules for communication.

2. Examples of Proprietary Protocols ___________ , __________ & ___________.
3. Acronym for NetBEUI ____________________.
4. Acronym for IPX/SPX ____________________.
5. Acronym for TCP/IP ______________________.
6. _________ is an example of a protocol that is Open Standard.
7. Versions of IP are ______ & ______.
8. _____ is a connectionless protocol used on packet-switched networks.
9. Acronym for IANA _____________________.
10.IPv4 uses ______ addressing scheme.
11.IP address classes are ______ , ______ , _______ , ________ & _______.
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12.Number of logical networks in Class A _____ and host per network
____________.
13.Number of logical networks in Class B _____ and host per network
____________.
14.Number of logical networks in Class C _____ and host per network
____________.
15.Range of IP Address Class A _________________.
16.Range of IP Address Class B _________________.
17.Range of IP Address Class C _________________.
18.Range of IP Address Class D _________________
19.Range of IP Address Class E _________________.
20.____________ class of IP addresses are reserved for multicasting.
43
Session 8: IP Address
1. Understand Public & Private IP addresses.
2. Understand binary to decimal conversion (lab).
3. Perform binary to decimal conversion & vice versa (lab).
4. Identify network & host ID of an IP address (lab).
RELEVANT KNOWLEDGE
As you have learnt about IP addresses in the previous session, you know that IP
addresses are seen as numbers or numeric values such as 10, 192, 182, etc. However,
computers use binary language and translate decimal to binary and vice versa behind
the scene. IP addresses assigned to a host or a computer can be public or private.
Public IP Address
Public IP addresses are IP addresses obtained from an ISP by organizations to provide

services such as web hosting, email, etc. This is similar to a cell phone number that is
required for you to make and receive phone calls. If you want to provide a service
such as free email for users (like Gmail) or an online shopping mall for your
customers, you must have a public IP address assigned to the computer serving such
requests.
When you rent or lease an Internet connection from an ISP such as DSL, Cable, Dial-
up, etc. you are given only a dynamic public IP address that changes every time you
re-connect; ISP’s issue the same IP address to different customers on a rotation basis
to reduce the incurred cost. If you want to provide an Internet based service such as
free mails or a website on your computer, you need to get a dedicated or static IP
address which can be leased from the ISP for a fixed fee.
Private IP Address
Private IP addresses are addresses used in private networks such as homes and office
networks. Private IP addresses need not be purchased as it is meant for private use
and anyone can use the private address without approval from a regional Internet
Registry (RIR); private IP addresses will not connect to public address and vice versa.
This is similar to an intercom system, ie extension numbers that can be used only for
calling telephone numbers within a location not externally. Following IPv4 addresses
are the reserved ranges for private networks:
44
Internet service providers (ISPs) only allocate a single public IP address to each
residential customer, but some homes have more than one computer or other Internet
connected device, such as IP telephones or IP televisions. In this case, a network
address translator (NAT/PAT) gateway is used to provide Internet connectivity to
multiple hosts. This gateway translates private to public IP address and vice versa.
Private addresses are also commonly used in corporate or enterprise networks.
Subnet Mask
When you assign IP addresses, you need to provide the subnet mask value. Subnet
masks are used for dividing logical networks into one or more sub-networks, a
practice referred to as “subnetting”.
Providing a subnet mask helps devices or computers calculate and indicate portions of
network ID for a given IP address; this in turn is used for determining if the host
belongs to the same or different logical network. If the host is identified to be in a
different logical network, then the packet is sent to the gateway IP address for
routing.
IPCONFIG is a command line utility used for managing IP configuration. IPCONFIG is

used for viewing IP configuration of a computer; however, additional administrative
tasks are also possible using this command.
Lab: Determine if the IP address is Private or Public using IPCONFIG.
1. Click Start > Run > Type CMD > Click OK.
2. Type IPCONFIG. Notice the IP address displayed; analyze the IP address range
to determine if it falls within the private range of IP address.
Lab: Converting from Binary to Decimal & vice versa.
Lab: Identifying Network & Host ID of the IP Addresses.
Use the following links for Binary & Decimal conversions and Subneting (Classful &
CIDR) exercises.
http://technet.microsoft.com/en-us/library/bb726995.aspx
http://technet.microsoft.com/en-us/library/bb962065.aspx
45
EXERCISE
S.No. Activities
1. Identify the Network & Host ID of the following IP Addresses with
Subnet Masks.
Computer ID IP Address Subnet Mask
Computer A 10.1.1.3 255.0.0.0
Computer B 10.1.2.3 255.0.0.0
Computer C 10.23.1.3 255.0.0.0
Computer D 11.2.1.2 255.0.0.0
Computer E 11.2.3.2 255.0.0.0
Computer F 141.23.12.12 255.255.0.0
Computer G 202.13.14.12 255.255.255.0
Answer the questions in the following sections:

Section 1:
1. Network ID of Computer A: _______________________
2. Network ID of Computer B: _______________________
3. Network ID of Computer C: _______________________
4. Network ID of Computer D: _______________________
5. Network ID of Computer E: _______________________
Section 2:
1. Host ID of Computer A: _______________________
2. Host ID of Computer B: _______________________
3. Host ID of Computer C: _______________________
4. Host ID of Computer D: _______________________
5. Host ID of Computer E: _______________________
Section 3:
1. Will Computer A be able to communicate with Computer B?
2. Will Computer A be able to communicate with Computer C?
3. Will Computer C be able to communicate with Computer D?
4. Will Computer D be able to communicate with Computer E?
5. Will Computer F be able to communicate with Computer G?
6. What is required for Computer A to be able to communicate
with Computer E?
46
ASSESSMENT
1. Explain the purpose of Public IP address with an example.

2. Explain the purpose of Private IP address with an example.
3. Explain the purpose of Subnet Masks.
4. Explain the procedure to determine the network ID and host ID of an IP address
with an example.
5. Explain the purpose of IPCONFIG utility with an example.
Fill in the blanks
1. Acronym for RIR ________________________________ .

2. ____________ IP addresses are required to communicate with other computers
on the Internet.
3. ____________ IP addresses are used within Local Area Networks such as home
or office networks.
4. _____________ , ________________ & _______________ are reserved ranges of
Private IP Addresses.
5. ________ is a command line utility for working with IP configuration in a
computer.
6. Device that is required for transmitting data across different logical networks
____________.
7. 123.43.12.11 is an example of Class _____ IP address.
10.Identify the IP Address that can be assigned to a computer from the table
below:
IP Address Can be assigned, True / False

0.0.0.1
1.0.1.1
255.1.1.1
254.1.1.1
127.0.0.1
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Session 9: IP Address Assignment
1. Understand IP address assignments.
2. Assign static IP addresses to computers.
3. Verify network connectivity using PING.
4. Understand CIDR method.
RELEVANT KNOWLEDGE
IP addresses are assigned by administrators either manually or automated through

DHCP servers. In this session, you will learn about IP address assignment.
IP Address Assignment
Internet Protocol addresses is assigned either dynamically when a computer is turned

on, or permanently by a fixed configuration of its hardware or software.
Administrators can allocate and assign unique non-changing IP addresses to hosts or
computers. Such addresses are called Static IP address (Figure below, left). On large
networks, administrators automate the IP address assignment using a special service
called the DHCP that assigns IP addresses automatically; such dynamically assigned
addresses are called Dynamic IP address (Figure below, right).
If you want to host a website or provide email services to employees or users, ideally
you should use static IP addresses. If you want to provide Internet access to users, you
can use dynamic IP address.
Lab: Assign static IP address to computers.
1. Click Start > Run > Type NCPA.CPL > click OK.
2. Right-click Local Area Connection, Click Properties.
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3. Select Internet Protocol Version 4 (TCP/IPv4) and click Properties.
Lab: To view IP Configuration (Command Prompt).
PING is a command line utility used for testing network connectivity. PING operates
using ICMP echo request packets for its response from another computer and
measures the time taken by the packet (from transmission to reception - referred to
as Round-Trip). PING is widely used by administrators to understand and troubleshoot
network related issues particularly at the network layer of the OSI model.
Lab: Check network connectivity using PING (LAN).
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PING utility sends 4 packets by default to determine the network connectivity
condition, however this can altered. To send unlimited packets,
1. Type PING IP ADDRESS –t, for example PING 192.168.1.50 –t.

2. To stop, press CTRL+C.
ARP or Address Resolution Protocol is used for resolving IP addresses to MAC address.
When two computers communicate using IP address (Layer 3) on the same subnet, the
IP address is resolved to MAC address (Layer 2) and they start communicating using
MAC Address through Network Switch. Thus ARP, a layer 3 protocol serves as an
intermediate between Layer 3 and Layer 2 establishing connectivity between network
layer and the Ethernet.
Once resolved, mapping of IP Address to MAC addresses are stored in cache for some
time for future use. Entries resolved automatically are referred as dynamic entries
and are used most of the time.
Lab: Use ARP to view current entries (Command Prompt).
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Loopback IP Address
Loopback IP address is a special IP address reserved for testing the local machine NIC
or device drivers or TCP/IP stack within the local computer. It cannot be assigned to
any computer and is implemented at the software level. IP address in the range of
127.0.0.1 to 127.255.255.254 is reserved for loopback address. However, 127.0.0.1
is most commonly used for testing and management purposes by administrators.
Lab: Test Loopback IP.
CIDR
Assigning numbers based on Classful network was easier during early stages of
networking when networks were smaller. As time evolved, due to explosive growth of
the Internet, IP addresses were getting exhausted. An addressing scheme, CIDR
(Classless Inter-domain Routing), was introduced for efficient use of IP addresses.
If you have noticed, a Class A IP address can accommodate 16 million hosts. However,
in most organizations the number of computers is probably in thousands and not
millions. Assuming if an organization has around 2000 computers, imagine the wastage
of number of IP addresses if Class A was used. Similarly, a Class C IP address can
accommodate only 254 host; and in the same situation, the IP address range is
insufficient and multiple ranges from Class C will be needed. CIDR helps resolve these
issues.
Lab: Use CIDR Method.
Lab: Use the decimal to binary conversion to determine network ID & Host ID by
using CIDR Method.
51
Special IPv4 Addresses
Given below is a list of special IP addresses that cannot be assigned to any computer
as they are reserved for specific functions.
EXERCISE
S.No. Activities
1. Identify the Network & Host ID of the following IP Addresses with
Subnet Masks.
Computer ID IP Address Subnet Mask
Computer A 10.13.1.3 255.255.0.0
Computer B 10.13.5.3 255.255.0.0
Computer C 10.23.1.3 255.255.255.0
Computer D 101.27.1.2 255.255.255.0
Computer E 101.27.1.112 255.255.255.0
Computer F 192.168.2.5 255.255.0.0
Computer G 192.168.20.5 255.255.0.0
Answer the questions in the following sections:

Section 1:
1. Network ID of Computer A: _______________________
2. Network ID of Computer B: _______________________
3. Network ID of Computer C: _______________________
4. Network ID of Computer D: _______________________
5. Network ID of Computer E: _______________________
Section 2:
6. Host ID of Computer A: _______________________
7. Host ID of Computer B: _______________________
8. Host ID of Computer C: _______________________
9. Host ID of Computer D: _______________________
10.Host ID of Computer E: _______________________
Section 3:
7. Will Computer A be able to communicate with Computer B?
52
8. Will Computer A be able to communicate with Computer C?
9. Will Computer C be able to communicate with Computer D?
10.Will Computer D be able to communicate with Computer E?
11.Will Computer A be able to communicate with Computer E?
12.Will Computer E be able to communicate with Computer F?
2. Assign Static IP address to computers, verify network connectivity.
a. http://en.wikipedia.org/wiki/Ping_%28networking_utility%29
b. http://en.wikipedia.org/wiki/Address_Resolution_Protocol
c. http://en.wikipedia.org/wiki/CIDR
ASSESSMENT
1. Explain the procedure of assigning a static IP address with an example.

2. Explain the PING utility with an example.
3. Explain the purpose of loopback IP address and its range with an example.
4. Explain the purpose of CIDR Method with an example.
5. Explain ARP.
Fill in the blanks
1. Acronym for ARP ______________________________.

2. Acronym for CIDR ________________________________________________.
3. _____________ protocol is used by ping utility for displaying messages.
4. ICMP operate at ____________ layer of the OSI Model.
5. Acronym for ARP _____________________________________.
6. 22.123.12.255 is an example of ___________ address.
7. Number of bits in IPv4 address are ____.
8. __________ is a command line utility used for testing network connectivity.
9. ___________ protocol is used for translating IP addresses to MAC addresses.
10.__________ is a command line utility used for managing ARP Cache.
11.IP address range reserved for loopback purpose __________________.
12.IP address assigned through DHCP is referred to as ___________ IP addresses.
53
Session 10: Transport Layer Protocols – TCP & UDP
1. Understand the purpose of Transport Layer Protocols.
2. Understand TCP & UDP.
3. Understand Ports & Sockets.
RELEVANT KNOWLEDGE
While network layer protocols are used for logical addressing and routing, transport
layer protocols provide end-to-end communication between hosts or computers on a
TCP/IP Network.
Transport Layer Protocols
The transport layer provides convenient services such as connection-oriented data

stream support, reliability, flow control, and multiplexing. Well-known protocols at
this layer are TCP & User Datagram Protocol (UDP).
User Datagram Protocol (UDP) is a transport layer protocol that is used for sending
messages to other hosts on the network without prior communications, to set up
special transmission channels or data paths. UDP does not provide reliability,
ordering, or data integrity. UDP assumes that error checking and correction is either
not necessary or performed in the application, hence avoiding the overhead of such
processing at the network interface level.
UDP's stateless nature is also useful for servers answering small queries from huge
numbers of clients, such as Domain Name System (DNS), streaming media applications
such as IPTV, Voice over IP (VoIP), Trivial File Transfer Protocol (TFTP), IP tunneling
protocols and many online games.
Transmission Control Protocol (TCP) provides reliable, ordered delivery of a stream

of bytes from a program on one computer to another program on a different computer
on the network.
TCP is the protocol used

by major Internet
applications such as the
World Wide Web, email,
remote administration
and file transfer. UDP is used either by applications that have a built-in facility to
54
check reliability or when transfers happen that do not require reliability. UDP has less
overhead than TCP.
Ports & Sockets
When a network application from a client attempts to connect to corresponding

network application to a server, the operating system uses a combination of the
assigned IP address along with a port number referred to as a socket for end-to-end
communication.
Computers that have single IP address

can host a variety of services using
different port numbers eliminating the
need for having multiple IP address.
For example, a computer assigned with
an IP address 12.1.1.1 can run a web
server using port 80 and an FTP server
using port 21.
Port numbers range from 0 to 65,535 as

it uses a 16-bit scheme (216 = 65,536).
0 is reserved and cannot be used;
actual range is between 1 to 65535.
Some network applications such as

network & Internet games, video
conferencing software, etc. may use a
range of port numbers for communication. For example Apple’s QuickTime Streaming
Server uses UDP as its transport protocol in the 6970-9999 range.
Note: To know about the port numbers and range for specific network application,
refer to product manual or the vendor’s website.
IANA Well-Known Ports
Port numbers are standardized by IANA for most network applications. Port numbers in
the range from 0 to 1023 are referred to as well-known ports. Following are some of
the standardized well-known port numbers:
Note: Refer to Service Name and Transport Protocol Port Number Registry of IANA for
complete list of assigned ports.
55
Port numbers from 1024 to 49151 are the registered ports and port numbers above
49151 are dynamic or private ports.
NETSTAT
NETSTAT (i.e. Network statistics), is a command line utility used for viewing port
numbers used by network applications. This command is used to understand and
troubleshoot any network or transport layer issues.
Lab: Use NETSTAT to view Ethernet Statistics (Command Prompt).
TCP/IP model
DoD (Department of Defense) or TCP/IP Model simplifies the 7 layer OSI Model into a 4
layer model (figure below):
OSI (7 Layers) vs. TCP/IP Model (4 Layers)

1. Network Interface or Link Layer specifies how data is physically sent on a
network using electrical, optical or radio waves. This layer includes devices
such as NIC that directly interface with a network medium such as a UTP Cable.
56
2. Internet Layer specifies IP packets sent on a Packet Switched Network and is
same as the Network Layer.
3. Transport Layer specifies how communication session takes place between
computers and is the same as the Transport Layer discussed earlier.
4. Application Layer specifies how applications and protocols communicate
between end points. This layer combines Session, Presentation & Application
layers of the OSI Model.
EXERCISE
S.No. Activities
1. Refer to common protocols TCP/IP protocol suite.
a. https://en.wikipedia.org/wiki/Internet_Protocol
b. https://en.wikipedia.org/wiki/Internet_Control_Message_Protocol
c. https://en.wikipedia.org/wiki/Internet_Group_Management_Protocol
d. http://en.wikipedia.org/wiki/Address_Resolution_Protocol
e. http://en.wikipedia.org/wiki/Reverse_Address_Resolution_Protocol
f. http://en.wikipedia.org/wiki/Transmission_Control_Protocol
g. https://en.wikipedia.org/wiki/User_Datagram_Protocol
h. https://en.wikipedia.org/wiki/Dynamic_Host_Configuration_Protocol
i. https://en.wikipedia.org/wiki/Hypertext_Transfer_Protocol
j. https://en.wikipedia.org/wiki/Internet_Message_Access_Protocol
k. https://en.wikipedia.org/wiki/Lightweight_Directory_Access_Protocol
l. https://en.wikipedia.org/wiki/Post_Office_Protocol
m. https://en.wikipedia.org/wiki/Network_News_Transfer_Protocol
n. https://en.wikipedia.org/wiki/Simple_Mail_Transfer_Protocol
o. https://en.wikipedia.org/wiki/Simple_Network_Management_Protoco
l
p. https://en.wikipedia.org/wiki/Telnet
q. https://en.wikipedia.org/wiki/File_Transfer_Protocol
r. https://en.wikipedia.org/wiki/Transport_Layer_Security
s. https://en.wikipedia.org/wiki/Transport_Layer_Security
2. Complete the following activity to understand using the NETSTAT Utility.
1) Open different websites in a web browser and…
a. Use Netstat –n while it is loading the website & after
b. Use Netstat –f while it is loading the website & after
c. Use Netstat –a while it is loading the website & after
2) Open your email messaging software and…
a. Use Netstat –n while it is loading the website & after
b. Use Netstat –f while it is loading the website & after
c. Use Netstat –b while it is loading the website & after
Run the command several times and observe the results.
57
ASSESSMENT
1. Explain the purpose of Transport Layer Protocols.

2. Explain UDP and TCP and differentiate between them.
3. Explain sockets with an example.
Fill in the blanks
1. Acronym for TCP and UDP are ___________________ and __________________.

2. ____________ is a command line utility is used for viewing network statistics.
3. __________ is a transport layer protocol has less overhead and higher
performance than TCP.
4. __________ is a transport layer protocol provides reliability.
5. Acronym for ARP _________________________________.
6. Acronym for IMAP ________________________________.
7. Acronym for LDAP ________________________________.
8. Acronym for FTP _________________________________.
9. Default port number for HTTP is ________, for DNS Query is ________, for POP3
is ________, for SMTP is ________, for IMAP4 is ________, for LDAP is
________, for HTTPS is ________, and for Telnet is ________.
10. Acronym for IGMP ___________________ .
11.Acronym for ARP ___________________.
12.Acronym for RARP ___________________ .
13.Acronym for DHCP___________________ .
14.Acronym for IMAP ___________________ .
15.Acronym for LDAP ___________________ .
16.Acronym for SNMP ___________________ .
17.Acronym for SSL ___________________ .
18.Well-known ports range from _____ to _______ .
19.Dynamic ports start above __________ .
20.DOD or TCP/IP model has __ layers.
58
Session 11: Server Operating Systems
1. Understand the purpose of an SOS
2. Understand different SOS
RELEVANT KNOWLEDGE
Server Operating Systems (SOS) are system software that allows us to manage data,
users, groups, security, applications, and other networking functions. SOS are
commonly used on medium to large networks and uses the client/server architecture.
Advantages Disadvantages
 Centralized Management  Initial cost can be high
 Higher Level of Security  Requires special technical expertise
 Can be accessed from remote locations  Requires regular maintenance
Server Operating systems include support for a variety of functions (not limited to):
 Name Server (DNS, WINS, DDNS)
 Database Server
 Communications Server
 Mail Server
 File Server
 Print Server
 Proxy Server
 Web Server
 Remote Access Server
 Gaming Server
 Terminal Server, etc.
Generally computers serving large number of requests and/or offering multiple

services require powerful hardware and appropriate support from the Operating
system. Popular server operating systems listed below are designed to support such
hardware.
Microsoft Windows Servers
Windows Servers refers to the brand of Server Operating Systems from Microsoft such
as:
 Microsoft Windows NT 4.0 Server

 Microsoft Windows 2000 Server, Advanced Server & Datacenter Editions
59
 Microsoft Windows 2003 Web, Standard, Enterprise & Datacenter Editions
 Microsoft Windows 2008 Web, Standard, Enterprise & Datacenter Editions
 Microsoft Windows 2012 Foundation, Essentials, Standard & Datacenter Editions
UNIX
UNIX is a multitasking, multi-user computer operating system. UNIX operating system

is widely used in servers, workstations, and mobile devices. Based on UNIX Kernel,
there are several variants available today. Some of the popular UNIX variants include
SUN Solaris, IBM AIX, BSD OS, Digital UNIX, HP-UNIX, MAC OS X Server, etc.
Linux
Linux is a Unix-like operating system assembled under the model of free and open
source software development and distribution. Linux kernel was initially conceived
and created by Finnish computer science student Linus Torvalds in 1991 and today,
Linux kernel has received contributions from thousands of programmers across the
globe.
It is one of the leading Operating System used on Servers, Mainframes, Smart Phone
and Supercomputers. Users & administrators operate a Linux-based system through a
command line interface (CLI) or a graphical user interface (GUI).
Linux is packaged in a format known as a Linux distribution through which users install
Linux on their desktops or servers. Popular distributions include Debian, RedHat,
OpenSUSE, Android, Ubuntu, BOSS, Fedora, etc.
Debian openSUSE Redhat
60
EXERCISE
S.No. Activities
1. Discuss different distributions of Linux. Use the following links for
reference:
http://en.wikipedia.org/wiki/Linux
http://en.wikipedia.org/wiki/Linux_distribution
http://en.wikipedia.org/wiki/Red_Hat
http://en.wikipedia.org/wiki/SUSE
http://en.wikipedia.org/wiki/Ubuntu_(operating_system)
2. Compare different editions of Server Operating Systems from
Microsoft; use the following URL’s for reference:
http://en.wikipedia.org/wiki/Windows_Server_2003
ASSESSMENT
1. Write five functions of a Server Operating System.

2. List the editions of Windows 2003.
5. List any 5 variants of UNI.
6. List any 5 Linux distributions.
61
Session 12: Networking Services - DHCP
1. Understand & use DHCP.
2. Understand & use File and Print Sharing.
RELEVANT KNOWLEDGE
DHCP
Dynamic Host Configuration Protocol (DHCP) is a network protocol used to configure

network devices to enable them to communicate on an IP network.
DHCP infrastructure consists of:
 DHCP servers that provide IP address and other IP configuration. DHCP Servers are
configured to allocate IP address and additional configuration as set by an
administrator. DHCP uses Ports 67 & 68.
 DHCP clients that use the DHCP protocol to receive IP address and other IP
configuration from a DHCP Server.
DHCP Process
DHCP follows a basic process widely referred to as DORA.
Lab: Configure DHCP.
You can use the DHCP Service bundled along with a server operating system such as
Windows Server, Linux or a SOHO Router. Following is an example of implementing
DHCP using a SOHO Router.
1. Login to the Router.

2. Select LAN Settings (Refer to product manual for exact details).
62
3. Specify the DHCP range from which the IP addresses will be allocated to the
computers in a network and select the lease duration. Click Apply Changes.
Lab: Configure clients for Dynamic IP.
By default, most operating systems will be automatically configured as a DHCP client.

If you have modified the computer to use static IP address, you should reconfigure the
computer to act as a DHCP Client by using the procedure below:
1. Click Start > Run > type NCPA.CPL > click OK.
2. Right-click Local Area Connection, select Properties.
3. Select Internet Protocol Version 4 (TCP/IPv4) and Click Properties
4. Select obtain an IP address automatically and Obtain DNS server
address automatically. Click OK twice.
Now go the command prompt, check if the computer has received an IP address from
a DHCP Server. Use Ping to verify connectivity with other computers in the network.
Computer Names
Computers that run Microsoft windows use unique NetBIOS names that are 16
characters in length. (The 16th character is reserved for NETBIOS suffix to represent
service and as a result computer names are maximum 15 characters long.) Computer
63
names use alphanumeric characters for naming convention and are assigned by the
administrator.
On a Microsoft windows network that uses IP, computers can be accessed using
computer names instead of IP addresses as these are easier to remember and identify.
Lab: View and Change Computer Name.
1. Right-click My Computer, select Properties.

2. Select Computer Name tab.
3. Click Change.
Note: You may need to restart the computer.
HOSTNAME
Hostname is a command line utility that can retrieve computer name.
Lab: Use HOSTNAME (Command Prompt).
64
Workgroups
Workgroup or Peer-to-
Peer computer network
refers to decentralized
model where the user
name and password is
stored on individual
computers. Workgroup model is suitable for 10-15 computers or fewer numbers of
users and requires additional administration as the number of computer or user
grows. Since the permissions are managed locally at each computer, each user or
owners of a computer act as an administrator.
File and Print Sharing
Once you have setup the computer to work in a network, you can share files and
printers among other computers in a network.
Lab: Share files on a computer.
1. Create a folder that you want to share, for example. C:\Monthly Reports.
2. Right-click the folder, select Properties. Select Sharing tab. Click
Advanced Sharing.
3. Click OK twice.
Note:
a. Windows XP allows maximum 10 concurrent connections; Vista and above

allows 20.
b. Everyone is a special group that is created and managed by the Operating
system; any user account that is logged on to a network becomes a member of
the Everyone group. You cannot modify the members of Everyone group;
however, you can remove the Everyone group from the Share Permissions list
by adding a desired user or a group account manually.
c. Select Read under Allow column if you don’t want to allow users to modify
contents.
65
d. Select Change or Full Control under Allow column if you want to allow user to
modifying contents.
Lab: Access a shared folder from another computer.

2. Type \\COMPUTERNAME\SHARENAME. (example, \\LABPC\Monthly Reports)
3. You may be prompted to enter username and password, type them and click
OK. You should be able to access the shared folder.
Lab: Share a printer attached to a computer.
1. Go to Control Panel > Devices and Printer.

2. Install a printer.
3. Right-click the Printer, select Properties.
4. Select Sharing tab.
5. Select Share this Printer, click OK.
Lab: Access a shared printer.

2. Type \\COMPUTERNAME.
3. Notice the shared printer displayed. You need to install the printer drivers on
other computers in order to use this printer; to automatically install the printer
driver on your computer, double-click on the printer. Once installed, you can
use any application such as word processing software to open a document,
select print and choose this printer. Notice the printing request will be
automatically forwarded to the printer available on the other computer.
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4. To set permissions, select Security tab.
a. Select Print if you want to allow users to just print (default permission).
b. Select Manage this Printer if you want to allow users to have
administrative control over the printer.
c. Select Manage Documents if you want users to manage document
queue. This should be used when you want to allow users to pause,
rearrange or delete documents in print queue.
Auto-IP
Computers configured as DHCP Clients will not able to communicate with each other
if they don’t receive an IP address from a DHCP Server. In such cases Auto-IP feature
of operating system self-assigns IP address from a built-in range so that client
computers can communicate at least with each other.
Internet Engineering Task Force has reserved the address block 169.254.1.0 through
169.254.254.255 for Auto-IP reserve range in IPv4. Auto-IP is a feature found on most
recent operating systems such as Microsoft Windows, MAC OS X & Linux.
Lab: APIPA demonstration.
1. Stop or disable the DHCP Service (on the Router).

2. Type IPCONFIG /RELEASE on all DHCP Clients (to release the IP address).
3. Type IPCONFIG /RENEW on all DHCP Clients (attempt to receive an IP address).
4. Notice the IP address assigned to each client computer in the 169.254.x.x
range.
5. Use PING to verify connectivity between different computers.
6. Start or enable the DHCP Service (on the Router).
7. Repeat steps 2, 3 & 5.
Additional Information
Network Controllers
On medium to large sized networks, it is a practice to have centralized security.

Network or Domain Controllers are used for authenticating user accounts and
permissions are tightly controlled. This helps the administrators as everything is
centralized and users can login to any of the computer within a network using a single
username and password combination.
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Domains
Domain refers to a
centralized model where
a centralized database
stores all the credentials
(usernames, passwords,
security policies, etc.).
Domain models assist
administrators to control Domain Model, User Accounts on Domain Controller
the computers in a network from a single station making it easier to administer.
Permissions (or restrictions) to change wallpaper, access control panel items, etc. can
be set across the network keeping all the computers secure. Domain models are
suitable for small, medium to extremely large networks and can scale to thousands of
users.
Active Directory
Active Directory is a directory service used in Microsoft Windows Domain networks.

Here, a domain controller is configured to authenticate and authorize all users and
computers in a network. Active Directory enforces security policies such as password
length, password complexity, user restriction, etc. Active Directory or an equivalent
directory service is widely used in medium to large corporate networks. Active
Directory uses the LDAP Protocol for directory service, Kerberos protocol for
authentication and DDNS for name resolution.
EXERCISE
S.No. Activities
1. Set up the DHCP Server to use the following details:
IP Range: 10.1.1.1 to 10.1.1.50
Subnet Mask: 255.255.255.0
Gateway: 10.1.1.100
2. Share different folders, share using Read & Full Control Permissions and
access from other computers.
3. Install different printer models, share and access from other computers.
a. http://en.wikipedia.org/wiki/Dynamic_Host_Configuration_Protocol
b. http://en.wikipedia.org/wiki/Hostname
c. http://en.wikipedia.org/wiki/APIPA
ASSESSMENT
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1. Explain the procedure to change a computer name.

2. Explain the purpose of DHCP.
3. Explain the DORA Process.
4. Explain the purpose of Auto-IP.
5. Explain the procedure to share a folder (based on lab).
6. Explain the procedure to access a shared folder (based on lab).
7. Explain the procedure to share a local printer (based on lab).
8. Explain the procedure to access a shared local printer (based on lab).
Fill in the blanks
1. Computer names are __ characters in length.

2. ________ is a command line utility that can retrieve computer name.
3. Acronym for DHCP ____________________________________________.
4. _________ protocol is used for automatic configuration of IP addresses.
5. Acronym for UNC ___________________________________.
6. Acronym for APIPA __________________________________.
7. Computers that will be used as DHCP Servers must have a ________ IP address.
8. ____________________ through _______________ is reserved for Auto-IP by
IETF.
9. With respect to file sharing, maximum number of simultaneous connections
supported by Windows vista / 7 _____.
10.DORA Process ________, ___________, ___________ & _______________.
11.________ IP addresses are assigned by a DHCP Server.
12. DHCP Port Number ___.
13.169.254.123.33 is an example of _____ address.
14._______ permission should be assigned if you do not want others to modify the
documents or files when accessed over a network.
15._______ permission should be assigned if you want others to modify the
documents or files when accessed over a network.
16._______ permission should be assigned if you want others to print when using a
shared printer.
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Session 13: Networking Services – Name Resolution
1. Understand Name Resolution
2. Understand HOSTS file
3. Understand and use DNS
RELEVANT KNOWLEDGE
Name Resolution
Name resolution refers to the process of converting host names or domain names to
an IP address. On an IP network, computers communicate using the IP address;
however, computers are assigned names which are easy to remember. When a user
attempts to access a computer by using the computer or hostname, it is translated to
the IP address assigned to it and then, the communication takes place.
Name resolution methods include using HOSTS file, DNS, WINS & DDNS.
HOSTS File
The hosts file is a computer file used by the operating system to map host names to IP
addresses. The hosts file is a plain text file and is conventionally named hosts.
Note: Though it’s a plain text file, this file does not have extension as .TXT.
HOSTS use a simple mechanism of separating hostnames and IP addresses by white

space or tabs; this is very similar to that of a phonebook having entries of customers
and their phone numbers. You can map friendly names such as John, PRINTSERVER,
etc. that will be easier for users to remember; however for the computers to identify
and connect, you need to map the name with respective IP address. Following are the
attributes of a host name:
 Host name can contain maximum 255 characters.

 Multiple host names can be assigned to single host.
 Host name need not match the NetBIOS computer name (Microsoft Windows).
 Comments can be included by including a hash character (#).
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The table above shows the location of the HOSTS file in varying operating systems.
Lab: View HOSTS file.
1. Click Start > Run > type C:\Windows\system32\drivers\etc.

2. Click OK. Notice the contents of this folder. To view HOSTS file, open it with a
text editor such as Notepad.
DNS (Domain Name System)
Since HOSTS file needs to be maintained on each computer, this method is not
possible on large networks and the Internet. On large networks and the Internet, a
hierarchical distributed naming system called the DNS is used. DNS provides
centralized name resolution and can help reduce administrative costs and efforts.
DNS uses a method is analogous to retrieving phone numbers from a centralized

service such as the yellow pages instead of our personal phone books.
DNS provides a worldwide, distributed keyword-based redirection service and serves

as an essential component for the functionality of the Internet. Unlike HOSTS file,
DNS can be quickly updated and updates are distributed to other DNS servers across
the globe.
Domain name space
Domain name space consists of trees of domain names and has multiple levels. For
example, for a domain mail.google.com, .com refers to the top-level domain, google
refers to second-level domain and mail refers to third-level domain. A single DNS zone
may consist of one or more domains and sub-domains and are not case sensitive.
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Note: For complete list of domain zones, visit
http://www.iana.org/domains/root/db/
Address resolution mechanism
When you use an application such as web browser or mail client, the domain names
(e.g. Wikipedia.org or mail.google.com) are translated to an IP address enabling your
computer to communicate. Domain name resolvers determine the appropriate domain
name servers responsible for the domain name to be accessed, by a sequence of
queries, starting with the right-most (top-level) domain label.
DNS Process
The DNS process is explained below:
1. User opens an URL,

www.example.org. Client sends a
query to ISP’s DNS for the IP
address of www.example.org.
2. ISP’s DNS searches its database or
cache to find matching IP address.
If not found, query is forwarded
to the root server.
3. Root server traces the IP address
of the .org DNS Server and sends
it to ISP’s DNS Server.
4. ISP’s DNS Server contacts the .org DNS Server by its IP Address. The .org DNS
Server responds to ISP’s DNS Server with the IP address of www.example.org.
5. Client communicates with www.example.org using its IP address.
Lab: View DNS Settings (Command Prompt).
DNS settings are usually pushed along with IP address. To view, do the following:
1. Click Start > Run > Type CMD > Click OK.
2. Type IPCONFIG /ALL, press Enter. Notice the DNS server IP address displayed
under DNS Servers.
If you receive request timed out or extremely delayed response from your external
DNS servers, try using other DNS Server’ IP address such as one of the Public DNS
servers. Using Public DNS Servers can improve performance and resolve issues related
to DNS name resolutions; for example, Google provides free Public DNS to be used as
alternate to DNS Servers. Typically ISP’s provide Primary and alternate DNS’s server’s
IP address pushed along with your IP address when you subscribe; if you have
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performance or name resolution issues with your ISP’s DNS Servers, then it is
recommended to use the Public DNS Server’s IP address. For example, to use Google’s
Public DNS Servers on a computer, do the following:
Lab: Use Public DNS IP Address.
Now use IPCONFIG /ALL and notice the DNS server IP address displayed.
NSLOOKUP (Name Server Lookup)
NSLOOKUP is a command line utility used for querying DNS servers.
Lab: Use NSLOOKUP (Command Prompt).
DNS Client Resolver Cache (Microsoft Windows XP / 7)
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DNS client resolver cache is a RAM-based table that contains entries of Hosts file and
host names that Windows has tried to resolve through DNS. The DNS client resolver
cache stores entries for both successful and unsuccessful DNS name resolutions. This
in turn can improve performance as Windows can locate the destination IP address
directly from Cache (RAM) instead of initiating another query to an internal or
external DNS server.
Lab: View DNS Resolver Cache (Command Prompt).
Lab: Clear DNS resolver cache (Command Prompt).
1. Type IPCONFIG /FLUSHDNS, press Enter. Type IPCONFIG /DISPLAYDNS, press

Enter. Notice the results in DNS Resolver Cache.
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EXERCISE
S.No. Activities
1. Use NSLOOKUP to resolve IP addresses of at least five different
websites.
2. View DNS Resolver Cache.
3. Clear DNS Resolver Cache.
a. http://en.wikipedia.org/wiki/Hosts_file
b. http://en.wikipedia.org/wiki/Domain_Name_System
c. http://en.wikipedia.org/wiki/NSLOOKUP
ASSESSMENT
1. List the methods used for name resolution.

2. Explain the DNS Process.
3. Explain the purpose of NSLOOKUP with an example.
Fill in the blanks
1. Hostname can be up to maximum of ______ characters.

2. Location of HOSTS file in Linux _________________________.
3. Location of HOSTS file in Microsoft Windows ___________________________.
4. Acronym for DNS _______________________________________.
5. DNS uses a ___________________distributed naming system.
6. _________ & __________ can be used for resolving domain name to IP address.
7. Acronym for TLD _______________________.
8. Acronym for ICANN _____________________________________________.
9. Acronym for IANA ______________________________________________.
10.Examples of TLD ___________ , _________ & ____________.
11.Acronym for FQDN __________________________________________.
12.______________ is a command line utility used for querying a DNS Server.
13.______________ is used for clearing the DNS resolver cache.
14.______________ is used for viewing entries in DNS resolver cache.
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Session 14: Networking Services - NETBIOS, WINS & DDNS
1. Understand NETBIOS Names.
2. Understand and use WINS.
3. Understand DDNS.
RELEVANT KNOWLEDGE
NetBIOS over TCP/IP
NetBIOS over TCP/IP (NBT, or sometimes NetBT) is a networking protocol that enables
legacy computer applications (relying on the NetBIOS API) to run on modern TCP/IP
networks. NetBIOS was developed in the early 1980s, targeting very small networks
(about a dozen computers).
NBTSTAT
NBTSTAT is a command line utility for viewing statistics of NetBIOS over TCP/IP.
Lab: Use NBTSTAT to view registered names (Command Prompt).
WINS
Windows Internet Name Service (WINS) is Microsoft's implementation of NetBIOS Name

Service (NBNS), a name server and service for NetBIOS computer names. WINS is to
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NETBIOS Names just as DNS is to hostnames, providing name resolution services for
computers running windows on a Microsoft Windows network.
DDNS
DNS requires hosts to be assigned static IP addresses. DNS is not suitable when using
DHCP environments; as the IP addresses keeps changing over time and the DNS service
requires permanent IP addresses for its records. For example if a consumer using a
DSL or cable modem wants to host a website (accessible to the public) on his
computer, it is not practically possible as the public IP address changes over shorter
period of times. In such a scenario, DDNS can be used.
Similar to WINS, DDNS clients can make use of dynamic IP address and computers can
be accessed using hostnames or domain names. How? For example, if you are initially
assigned a dynamic public address of 202.1.2.3 , your computer can be configured to
update its IP address along with the hostname or domain name to a machine with
DDNS. If the public address changes, the DDNS client will automatically contact and
update the DDNS with the changed IP address.
Today, there are a many DDNS providers on the Internet, offering their service free or
for a small fee. Examples of service providers include (not limited to):
 http://www.dnsdynamic.org
 http://www.changeip.com
 http://www.dyndns.com
 http://www.changeip.com
 http://freedns.afraid.org
 http://www.dnsmadeeasy.com
Lab: Sign up with one of the free DDNS providers.
EXERCISE
S.No. Activities
1. Visit any three website that provides DDNS Service.
2. Refer to the following websites:
a. http://en.wikipedia.org/wiki/NETBIOS
b. http://en.wikipedia.org/wiki/Windows_Internet_Name_Service
c. http://en.wikipedia.org/wiki/DDNS
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ASSESSMENT
1. Explain the purpose of NBTSTAT with an example.

2. Explain the purpose of WINS.
3. Explain the purpose of DDNS.
Fill in the blanks
1. ________ is a command line utility for viewing statistics of NetBIOS over

TCP/IP.
2. Acronym for WINS _______________________________.
3. Acronym for DDNS _______________________________.
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Session 15: Wireless Networking
1. Understand WLAN.
2. Understand and implement ADHOC & Infrastructure networks.
RELEVANT KNOWLEDGE
Introduction to Wireless Networking, RF Communication
Wireless network refers to a computer network that is not connected by any cables.
Typically wireless networking is used where wired connectivity is not possible or
feasible due to technology costs or availability. Wireless telecommunications networks
are implemented and administered using a transmission system called radio waves.
This implementation takes place at the physical level (layer) of the OSI model
network structure.
Types of wireless networks
 Wireless personal area network (WPANs) interconnect devices within a relatively

small area usually within a person's reach. For example, usage of Bluetooth to
connect a mobile phone to a laptop.
 Wireless metropolitan area network (WMANs) is a wireless network that connects
several wireless LANs. WiMAX is a type of Wireless MAN and is described by the
IEEE 802.16 standard.
 Wireless wide area network (WWANs) is a wireless network that covers large
areas, such as one between neighboring towns and cities, or city and its suburbs.
This network can connect branch offices of business or function as a public
internet access system.
Note: Though there are a variety of Wireless Networks, this course focuses only on
Wireless LAN.
Wireless LAN
WLAN refers to connectivity between two or more devices within short distances such
as homes or campus. WLAN uses spread-spectrum or OFDM technologies that enable
users to have mobility within the coverage area. WLAN corresponds to IEEE 802.11
standards and are marketed commonly under the Wi-Fi brand name.
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WNIC: Wireless network interface controller (WNIC) is a network interface controller
that uses radio waves for connectivity. WNIC is usually integrated with mobile devices
such as laptops; however, to use on a desktop, you may need a dedicated card.
PCI WNIC CardBus WNIC USB WNIC WAP Range Expander
WAP (Wireless Access Points): WAP are devices that connect WNIC to wired networks
thus acting like a bridge between wired and wireless networks. WAP have built-in
antennas for communicating with WNIC and other WAP’s. WAP are generally connected
to a network switch or router providing internet connectivity to its client over
wireless networks. Since wireless networks use radio waves, their transmission
capability is limited. Range extenders are devices used for extending wireless LAN
similar to that of repeaters used in wired networks. Most SOHO routers have access
point integrated and are commonly referred to as Wi-Fi or Wireless Routers.
IEEE 802.11: IEEE 802.11 standard defines the Wi-Fi standard, used for wireless
networks and is Sub classified into IEEE 802.11b, a, g and n.
IEEE 802.11 Standards
Note: IEEE 802.11 b, g & n are compatible with each other. IEEE 802.11n is compatible
with IEEE 802.11a.
Types of wireless LAN include the ADHOC & Infrastructure Network.
ADHOC
A wireless ad-hoc network is a decentralized type of wireless network. Also known as

peer-to-peer (P2P) network, ADHOC mode allows wireless devices to directly
communicate with each other. Wireless devices within range of each other can
discover and communicate directly without involving central access points.
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This method is usually used by two or more wireless computers that connect to each
other to form a network. This is considered the quickest method as no other devices
are required other than the WNIC and the procedure is straight-forward and simple.
Infrastructure Mode
In infrastructure mode, communication happens via a centralized device called the

access point that serves as a bridge to a wired network infrastructure. Usually, this is
used for utilizing resources on the wired networks.
ADHOC Mode Infrastructure Mode
For example, you may have an existing wired network with two desktops connected
for Internet access; to add wireless clients such as a laptop, you can attach an access
point to the network switch. All wireless clients will access the desktops and the
Internet through the access point. You may also find SOHO routers (figure above) that
has integrated access points for connecting wired and wireless devices in home or
small business networks.
SSID
SSID (Service Set Identifier) is a case-sensitive, 32-character alphanumeric name for

naming Wireless Networks. Wireless clients scan and display available wireless
networks as SSID’s. Any wireless device can be associated with only one SSID (similar
to that of cell phone associated with a single ISP or number).
Wireless Zero Configuration & Proprietary Utility
Wireless connection management utility refers to software provided by a vendor that

is used for managing wireless network connections. Also referred to as proprietary
utility, this is usually installed along with the drivers and accessed through a program
shortcut. Mostly utilities from different vendors have different user interface that
may be confusing to end users.
Wireless Zero Configuration (WZC), also known as Wireless Auto Configuration or

WLAN AutoConfig, is a wireless connection management utility included with Microsoft
Windows. You can use WZC to manage wireless network connections. It works with all
wireless adapters. WZC is used for providing an interface that looks similar
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irrespective of the wireless card used. This is useful to consumers who work with
different WNIC from a variety of vendors.
D-Link WLAN Utility Linksys WLAN Utility WLAN (Windows 7)
Setting up Wireless Networks
Lab: Set up a ADHOC network.
Install WNIC
a. Connect the WNIC; install the device drivers by referring to the product
manual.
b. Verify if it properly installed using Device Manager.
Set up ADHOC Network (Vista / 7)
a. Click Start > Control Panel > Network and Sharing Center.
b. Select Set up a new connection or network.
c. Select Set up a wires ad hoc (computer-to-computer) network, click Next.
d. Click Next.
e. Type a name, for example LABWIFI in the Network Name:, select No
authentication (open) from Security type: dropdown list, select Save this
network.
f. Click Next, click Close. Now this computer is configured to accept WLAN
connections.
To connect to this computer, do the following:
a. Click the Wireless Network Icon in the System Tray.

b. Notice the list of connection(s) displayed. To connect to the ADHOC network
LABWIFI created earlier, double-click LABWIFI from this list. You will be
connected to the other computer.
Note: You will be able to access each other computer by its computer name or by IP
address. Since there was no IP set, both this connection will have the auto-configured
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IP address (169.254.x.x range) and should be able to communicate between these
two. You can also specify an IP address. Use the procedure for setting static IP address
covered earlier.
Lab: Set up a Infrastructure Network (Use a WAP or Wi-Fi Router).
a. Connect the WAP to a free computer on the network via LAN port (Advisable for
first time setup).
b. Open the web browser, type the IP address of the WAP.
c. Select Wireless > Channel and SSID.
d. Select Wireless > Security.
To connect to this WAP, do the following:
a. Click the Wireless Network Icon in the System Tray.
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Notice the list of connection(s) displayed. To connect, double-click INFRADEMO from
this list. You will be connected to the WAP.
Wireless Site Survey
Before you implement a WLAN, you need to understand the requirements such as
coverage, number of computers that will connect, roaming, data rates, etc. This
process requires planning and designing, commonly referred to as Site Survey.
WLAN, since it uses radio waves they are prone to interference and the effect range
can be determined only after a thorough study. You can analyze the signal strength,
coverage, etc. by placing a WAP at a fixed location, move a client device to measure
and conclude the actual requirements.
EXERCISE
S.No Activities
.
a. http://en.wikipedia.org/wiki/WLAN
b. http://en.wikipedia.org/wiki/Wireless_network_interface_controller
c. http://en.wikipedia.org/wiki/Wireless_access_point
1. Set up a ADHOC Network using different SSID’s
2. Set up a Infrastructure Network using different SSID’s
3. Compare different models of wired network cards available from different

vendors. Use the Wired Adapters Worksheet below:
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Wireless Adapters (Sample provided below for your reference).
Vendor Netgear
Model A6200
Interface
PCI No
USB Yes
PCMCIA No
Cardbus No
PCI Express No
IEEE Standards
IEEE 802.11b Yes
IEEE 802.11g Yes
IEEE 802.11a Yes
IEEE 802.11n Yes
11 Yes
54 Yes
150 Yes
300 Yes
Operating Systems
Microsoft Windows XP Yes
Microsoft Windows
Vista / 7 Yes
Linux No
Frequency
2.4 GHz Yes
5 GHz Yes
Dual Band (2.4 + 5 GHz) Yes
Wireless Security Support
WEP, 64-bit Yes
WEP, 128-bit Yes
WPA Yes
WPA2 Yes
Antennas
Single No
Double No
Detachable (Yes/No) No
ASSESSMENT
Answer the following questions.
1. Explain WLAN.
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2. Explain IEEE 802.11 standards.
3. Explain Wireless Access Points.
4. Differentiate AHDOC & Infrastructure Networks.
5. Explain the procedure to setup a AHDOC Network.
6. Explain the procedure to setup a Infrastructure Network.
7. Differentiate Wireless Zero Configuration & Proprietary Utility.
Fill in the blanks
1. __________ are devices that acts like a bridge connecting wired & wireless
networks.
2. Acronym for SOHO _________________________________________.
3. Acronym for WAP __________________________________________.
4. ___________ is used for identifying a WLAN.
5. ___________ mode in WLAN uses an AP.
6. ___________ mode in WLAN does not require an AP.
7. __________ type of SOHO routers have integrated WAP.
8. IEEE 802.11b can support maximum speed up to _____ Mbps.
9. IEEE 802.11a can support maximum speed up to _____ Mbps.
10.IEEE 802.11g can support maximum speed up to _____ Mbps.
11.IEEE 802.11n can support maximum speed up to _____ Mbps.
12.IEEE 802.11g is backward compatible with IEEE 802.11___.
13.IEEE 802.11b & g devices operate in the frequency range of _____.
14.IEEE 802.11a devices operate in the frequency range of _____.
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Session 16: Wireless Security
1. Understand and implement WLAN Security.
RELEVANT KNOWLEDGE
Overview of Wireless Security
Wireless security is the prevention of unauthorized access or damage to computers

using wireless networks. Due to affordability of Wi-Fi Routers, Internet access through
wireless means have gained popularity. Today, almost every laptop and Smartphone is
equipped with wireless cards enabling users to access network or the Internet through
a wireless connection. Data transmitted over wireless LAN using radio waves can be
trapped and unauthorized users can gain access to internal network resources or
access to the Internet without the consent of the owner. In most cases, unprotected
WLAN’s acts like a free hotspot for wireless users.
You can protect WLAN’s by using wireless security such as Wired Equivalent Privacy
(WEP) and Wi-Fi Protected Access (WPA) to encrypt and decrypt network traffic.
Piggybacking
Piggybacking refers to the practice of using wireless Internet connection subscribed by

others. For example, a user can connect to his/her neighbor’s WLAN and access the
Internet without permission. Such practices are unethical and considered illegal in
some countries.
Protecting WLAN
In order to protect wireless networks, there are a variety of methods available listed
below (not limited to):
Note: Some of these methods may not be possible if the WAP or SOHO router with
integrated AP lacks such capabilities.
1. Use MAC address authentication / filtration: You can add the list of MAC addresses
of computers or devices to the WAP. Connection to the WAP will be allowed only if
the WAP finds matching MAC address.
Lab: Use MAC Address authentication / filtration.
a. Login to the Wi-Fi Router.
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b. Select
MAC
Address
Filtering
.
c. Type the
MAC
Addresses of the computers or devices that you would like to allow. Click Add
and Click Apply Changes. Repeat to add more MAC addresses.
2. Implement WEP or WPA.
WEP (Wired Equivalent Privacy)
WEP is a widely used security algorithm and is often the first security choice.
Although its name implies that it is as secure as a wired connection, due to
numerous flaws and has lost out to newer standards such as WPA2. WEP uses 64-bit
or 128-bit encryption.
WPA (Wi-Fi Protected Access) & WPA2 (Wi-Fi Protected Access II)
WPA and WPA2 are two security protocols and security certification programs
developed by the Wi-Fi Alliance to secure wireless computer networks.
WPA protocol implements a lot of the IEEE 802.11i standard, especially the
Temporal Key Integrity Protocol (TKIP). TKIP employs a per-packet key, i.e. it
dynamically generates a new 128-bit key for each packet thus preventing attacks
which compromised WEP.
WPA2 has replaced WPA. WPA2 uses CCMPa new AES-based encryption mode with
strong security and is considered most secure.
Lab: WPA / WPA2.
a. Connect to the WAP, login.

b. Select Wireless > Security.
c. Click Apply Changes. Now attempt to connect to this wireless network and
observe the changes.
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3. Disabling SSID broadcasts: If SSID broadcast is disabled, SSID’s will not be displayed
when computers attempt to discover WLAN’s.
Lab: Disable SSID broadcast.
a. Connect to the WAP by using the web browser
b. Select Channel and SSID
c. Uncheck Broadcast SSID. Click Apply Changes. Now click the Wireless icon on a
client computer and notice this SSID is not listed anymore.
4. Implement Wireless intrusion detection systems and monitor your network for any
intruders attempting to access your network through WLAN. This method is most
expensive as it involves use of special devices and requires additional research.
To summarize, it is best to use a combination of methods to keep the network secure.

Though there is no guarantee of 100% protection, the discussed methods definitely
make it difficult for unauthorized users to penetrate and access the network.
Troubleshooting Wireless Networks
Given below are guidelines to optimize and troubleshoot wireless networks based on
best practices:
 WLAN’s use radio waves that is limited in distance. If the end device such as
desktop or a laptop is quite far away from the WAP, the signal would be weak. It is
advisable to either move the devices as close as possible or to place the devices
(at least the WAP) at a higher level to avoid interference from obstacles such as
cupboards, etc. Anything made of wood, steel, concrete, glass, etc. absorbs
signals resulting in poor signals. Use a range extender to increase coverage area.
 Change channels (optional) to move away from other consumer devices such as
cordless phones, microwave oven, etc. that may use the same frequency.
 Use external antennas if supported by the WAP or Wi-Fi Router.
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EXERCISE
S.No. Activities
1. Compare different models of access points available from different

vendors. Use the Wired Adapters Worksheet below:
2. Setup WLAN security by:

a. Using 64-bit WEP
b. Using 128-bit WEP
c. Using different Pass Phrase
d. Using WPA-PSK (AES)
e. Using WPA2-PSK (AES)
a.
b. http://en.wikipedia.org/wiki/Wired_Equivalent_Privacy
c. http://en.wikipedia.org/wiki/Wi-Fi_Protected_Access
d. http://en.wikipedia.org/wiki/Wi-Fi_Protected_Setup
e. http://en.wikipedia.org/wiki/WPA2
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Wireless Access Point
Vendor Linksys
Model WAP610N
Details
Default SSID linksys
Default Password admin
Assigned by
Default IP address DHCP
IEEE Standards
IEEE 802.11b Yes
IEEE 802.11g Yes
IEEE 802.11a Yes
IEEE 802.11n Yes
11 Yes
54 Yes
150 Yes
300 Yes
Frequency
2.4 GHz Yes
5 GHz Yes
WEP, 64-bit Yes
WEP, 128-bit Yes
WPA Yes
WPA2 Yes
WPS (Yes/No) No
Antennas
Single No
Double No
Detachable (Yes/No) No, 3 Internal
ASSESSMENT
1. Explain Wireless security.

2. Explain piggybacking with an example.
3. List any three methods that can be used for protecting WLAN with an example.
4. Explain WEP.
5. Explain WPA.
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Fill in the blanks
1. ____________ refers to the practice of using wireless Internet connection that

others have subscribed.
2. Acronym for WEP __________________________________.
3. _____ WEP key is entered as a string of 10 hexadecimal characters
4. _____ WEP key is entered as a string of 26 hexadecimal characters
5. Acronym for WPA __________________________________.
6. ___________ is the most secure wireless encryption standard.
7. ________ uses AES-based encryption.
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Session 17: Wide Area Network Concepts
1. Understand Wide Area Networks.
2. Understand different types of Wide Area Networks.
3. Understand Routing & Remote Access Server.
RELEVANT KNOWLEDGE
A Wide Area Network (WAN) is a network that covers a broad area (metropolitan,
regional, or national boundaries) using private or public network transports. Using
WANs, data can be transmitted over very long distances.
There are a variety of WAN technologies available offering temporary (pay as per
usage) and permanent (24/7 availability) connectivity. Some of the common
connectivity includes Dial-Up, ISDN, DSL, Cable, Satellite and Wireless.
Dial-up
A Dial-up connection is a form of

network connectivity using telephone
networks. In the initial stages of
networking, dial-up connections were
used to connect to the ISP for
Internet connectivity. In this, computers are connected over telephone networks using
a device called the MODEM (a device used for modulating and demodulating signals
from analog signals to digital signals and vice versa). Protocols used in dial-up
networking are SLIP (Serial Line Internet Protocol) & PPP (Point-to-Point Protocol).
Dial-up is now widely replaced by DSL & Cable modem due to increased speeds and
lower cost today. However, you may still find people using dial-up connections for
Internet Access or for connecting to offices in remote location.
ISDN (Integrated Services Digital Network)
ISDN is a circuit switched network that enables digital transmission over telephone
lines. It allows data, voice; video transmissions over a single line and multiple devices
can use the same communication line. ISDN is widely used for high speed Internet
access in most countries.
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DSL
Digital subscriber line is a family

of technologies that provide
Internet access by transmitting
digital data over telephone
network. This is achieved by
using different frequencies for
voice and data.
The service is offered by installing a DSLAM (Digital Subscriber Line Access

Multiplexer) (at telephone exchanges) and a DSL filter (at customer’s premises) to
split voice and data thereby enabling simultaneous transmission of voice and data.
Since multiple signals are sent over pairs of wires at different frequencies, this is
categorized as broadband. DSL uses PPPoE (Point-to-Point Protocol Over Ethernet).
Following is a summary of some of xDSL standards:
DSL is offered by vendors with a variety of options and sometimes with usage
restrictions based on quota and/or bandwidth. For example, an ISP may offer a
download speed of 2 Mbps and configure it in a way that it steps down automatically
to 512 Kbps or lower once you reach a download limit of 10 GB. However, this
depends on the plan taken from an ISP.
Lab: Set up a DSL Connection.
Note: Your facilitator can demonstrate to set up a DSL connection only if a DSL router
and an active internet connection is available. You need an active DSL connection
from an ISP, a DSL Modem and a computer to use DSL.
1. Connect the DSL Modem to the splitter.

2. Turn on the DSL Modem.
3. Open the web browser, type the IP address of the Router and login.
4. View DSL Connection properties (Use the Router Product Manual).
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Cable Internet Access
Cable Internet access is a form of broadband communication that uses cable

television infrastructure. Like DSL, cable Internet access is provided through co-axial
or fiber optic cables from the
ISP to customer’s premises.
Unlike DSL that provides
dedicated bandwidth, cable
Internet users share the
available bandwidth.
Depending on the provider,
varying speeds are offered in the range of 1 Mbps to over 400 Mbps.
Wireless WAN
Wireless Internet access is used where wired connectivity is not possible or for remote
locations. Wireless WAN uses technologies such as LTE, WiMAX, GSM, CDMA, etc. for
providing connectivity.
WiMAX
WiMAX or Worldwide
Interoperability for
Microwave Access is a
wireless communication
standard used for providing Internet Access to fixed stations. WiMAX is used where
wired Internet access such as DSL or Cable is not possible or available.
As compared to other wireless technologies, WiMAX is preferred as it economically

viable and easier to implement. WiMAX can provide speeds of 30 to 40 Mbps with
current trend at around 1 Gbps; however, the actual speed offered depends on the
ISP.
VPN
Virtual Private Network (VPN) allows private network (LAN) to be extended outside
the network. Users of VPNs access resources as if they are present locally though
actually they are located remotely. A VPN connection is created through a WAN link
such as the Internet but appears as a private link to the end-users hence the name
Virtual Private Network. Though accessed through the Internet in most cases, high
level of security is maintained between the host computer and the network through
use of tunneling protocols and encryption. VPN uses PPTP (Point to Point Tunneling
Protocol) or L2TP (Layer 2 Tunneling protocol) protocol.
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RRAS (Routing & Remote Access Server)
RRAS (Routing & Remote Access Server) is a feature in server operating systems used
for managing remote connections. RRAS supports a variety of connections including
Dial-up & VPN (Virtual Private network – you will read about this later) and usually
support tens to hundreds of incoming connections. This is usually used by large
organizations and ISPs.
Routing
Routing is the process of selecting paths in a network when sending or receiving

packets across computers or devices. Imagine if you are planning to send a parcel to
someone; the parcel will travel through different offices, change routes if roadblocks
are detected and finally be delivered to the recipient. Similarly when you browse the
internet or send an email, packets take different routes (from your computer to your
ISP, from your ISP to the next ISP, etc.) until it reaches its destination.
On packet switching networks, routers use static or dynamic methods:
 In Static routing, packets are transmitted through a fixed route as set in the
routing table defined by an administrator. It is not fault-tolerant as it can lead
to a single point failure; however, as the route path is known to the
administrator, static route is considered to be secure.
 Dynamic routing refers to the capability where the routes are determined by
the router automatically based on conditions. Packets may take alternate
routes in case of a change in network condition.
When you specify an IP address and a subnet mask, you also need to specify an IP
address in the default gateway column. Routing takes place when a packet is
identified for delivery to a remote network. Once the packet is determined not a part
of the local network, it is forwarded to the default gateway. Such packets forwarded
to the default gateway, are routed and sent to the destination network.
Routing Protocols
In dynamic routing, routing tables are created and managed by routing protocols that
automatically run on a router. Routing protocols enable routers to exchange the
routing table between them periodically or when there is a change in network
condition. Two categories of dynamic routing protocols are Distance-vector protocols
and Link-state protocols.
 Distance-vector protocols use some form of distance to calculate the route

metric. Examples include RIPv1, RIPv2 & IGRP.
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 Link-state routing protocols operate by building topology table based on links
and its status from neighboring routers. Examples include OSPF & IS-IS.
Routing Commands
TRACERT
TRACERT is a command line utility used for displaying path taken by a packet and
measuring transmit delays across an IP network. TRACERT uses ICMP.
Lab: Use TRACERT (Command Prompt).
ROUTE
Route is a command line utility that is used for viewing and manipulating routing
tables. Routing table on computers is automatically built based on the IP
configuration of your computer. Route command is also used by administrators to
make manual entries in the routing table to define static routes.
Lab: Use Route (Command Prompt).
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PATHPING
PATHPING is a command line utility that combines the power of both PING and
TRACERT. PATHPING can provide PING-like statistics between each host traced through
TRACERT.
Lab: Use PATHPING (Command Prompt).
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EXERCISE
S.No. Activities
1. Use Tracert command to trace route for at least five websites.
2. Use Route command to view the routing table.
3. Use Pathping command for at least five websites.
a. http://en.wikipedia.org/wiki/Dial-up
b. http://en.wikipedia.org/wiki/Integrated_Services_Digital_Network
c. http://en.wikipedia.org/wiki/XDSL
d. http://en.wikipedia.org/wiki/Cable_Modem
e. http://en.wikipedia.org/wiki/Wireless_WAN
f. http://en.wikipedia.org/wiki/VPN
g. http://en.wikipedia.org/wiki/Routing_and_Remote_Access_Service
h. http://en.wikipedia.org/wiki/Packet_switching
i. http://en.wikipedia.org/wiki/Static_routing
j. http://en.wikipedia.org/wiki/Dynamic_routing
k. http://en.wikipedia.org/wiki/Routing_Protocols
ASSESSMENT
1. Explain the purpose of Dial-up connections.

2. Explain the purpose of VPN.
3. Explain DSL.
4. Explain Cable Modem.
5. Explain WiMAX.
6. Differentiate Static vs. Dynamic Routing.
Fill in the blanks
1. Acronym for SLIP __________________________________________.

2. Acronym for PPP __________________________________________.
3. Acronym for RRAS __________________________________________.
4. Acronym for DSL _________________________________________.
5. Acronym for WiMAX ______________________________________________.
6. Acronym for DSLAM ___________________________________________.
7. _____________ splits voice & data at a customer’s premises in DSL connection.
8. __________ is a command line utility used for viewing the route taken by a
packet.
9. ___________ is used for indicating IP packets to be routed.
10.__________ is a command line utility used for viewing and manipulating routing
table.
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11.__________ is a command line utility that combines the power of both PING and
TRACERT.
12.________ is a command line utility can be used for viewing the route taken by a
packet.
13.List any two distance-vector routing protocols. _________ & __________.
14.List any two Link-state routing protocols. _________ & __________.
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Session 18: Networking Services – Proxy Servers and Address Translations
1. Understand Proxy Servers.
2. Understand NAT.
3. Understand and use Remote Desktop.
RELEVANT KNOWLEDGE
Proxy Server
A proxy server is an application that acts as an intermediate between internal and

external networks for processing requests. Proxy servers hide internal networks and
hence provide an additional layer of security. They are used to share internet
connections across multiple computers such as an Internet Café. Some proxy servers’
cache resources such as web pages, videos to prevent content being re-downloaded
thus saving network bandwidth referred to as caching proxies. Proxy servers can also
be used to restrict or bypass Internet access.
NAT
Network Address Translation or NAT is the process of modifying a private IP address to

a public address and vice versa. NAT is commonly used where a single public address
is used for sharing Internet access to multiple computers hence, multiple private IP
addresses. NAT is a feature used widely in home, small & medium to enterprise
networks for more than a decade due to IPv4 address exhaustion. Classic example
includes the Internet Café (referred to as browsing centers) which uses a single public
IP among multiple clients having private IP addresses.
For example, look at the

illustration. ISP has issued a
Public address of 202.12.12.18
for this connection (WAN
Interface) that is connected to
a NAT device. NAT device’s
internal IP address (LAN
Interface) is 192.168.1.1 and the clients are assigned 192.168.1.2 and 192.168.1.3
which are private IP addresses. Clients cannot send any request directly to
73.12.34.54 as it’s a public IP address. Listed below is the NAT process in this case:
1. Client 1 sends a request to 73.12.34.54.

2. LAN interface assigned with IP 192.168.1.1 receives the request.
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3. NAT software on the Router replaces 192.168.1.1 with 202.12.12.18 and sends
the request to 73.12.34.54.
4. 73.12.34.54 replies to 202.12.12.18.
5. NAT software replaces 202.12.12.18 with 192.168.1.1 based on its NAT table.
6. Reply is sent to 192.168.1.2.
The process is repeated for all other clients in the network. Thus though they are
assigned Private IP addresses, computers in a network can access the Internet by using
a single public IP address.
SOHO Routers are NAT devices widely found in home and small business networks.
Since routing happens between public & private IP addresses and vice versa depicting
the function of routing, NAT devices are commonly referred to as Routers.
Note to Instructor: Lab: Work with NAT Device (Use Product Manual)
1. Login to SOHO Router.

2. Select WAN. Notice the settings and values displayed for DSL connection.
Internet Connection Sharing (ICS)
Internet Connection Sharing is a feature in Windows Operating System that enables

you to share Internet access with other computers on a network. ICS can be used
when there is no availability of Wi-Fi Routers or other NAT Devices and also on dial-
up, DSL, Cable, WiMAX and other connections. ICS uses IP addresses in the reserved
range 192.168.0.x to 192.168.0.255; however, this cannot be changed.
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EXERCISE
S.No. Activities
a. http://en.wikipedia.org/wiki/Proxy_server
b. http://en.wikipedia.org/wiki/NAT
c. http://en.wikipedia.org/wiki/Internet_Connection_Sharing
d. http://en.wikipedia.org/wiki/Wireless_router
2. Compare different models of routers available from different vendors.
Use the Wired Adapters Worksheet below:
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Wireless Routers (Sample provided below for your reference).
Vendor Belkin
Model N600
Details
Default IP 192.168.2.1
Default Username N/A
Default Password None
Default SSID belkin.7eb
WPS (Yes/No) Yes
IEEE Standards
IEEE 802.3 Yes
IEEE 802.3u Yes
IEEE 802.3ab No
IEEE 802.11b Yes
IEEE 802.11g Yes
IEEE 802.11a Yes
IEEE 802.11n Yes
Supported Speed (Mbps), Wired
10 Yes
100 Yes
1000 No
10000 No
Supported Speed (Mbps), Wireless
11 Yes
54 Yes
150 Yes
300 Yes
Frequency
2.4 GHz Yes
5 GHz Yes
WEP, 64-bit Yes
WEP, 128-bit Yes
WPA Yes
WPA2 Yes
Antennas
Single No
Double No
Detachable (Yes/No) No, Internal
Ports
WAN Yes
LAN 4 Ports
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ASSESSMENT
1. Explain the purpose of a Proxy Server with an example.

2. Explain NAT.
3. Explain ICS.
Fill in the blanks
1. Acronym for NAT ________________________.

2. ___________ remaps private to public IP addresses and vice versa.
3. Acronym for ICS _______________________________________________.
4. IP address range reserved for ICS, from ___________ to ____________.
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Session 19: Network Security
1. Understand the purpose of Network security.
2. Understand and use Firewall.
3. Understand the purpose of Patch Management.
4. Understand the purpose of Anti-Virus Software.
RELEVANT KNOWLEDGE
Network security refers to the practice of securing computers and devices in a

network from unauthorized users and attacks. Network security can range from simple
procedure such as using a username and password to using complex network devices
to protect a network.
When you connect to the Internet, your computer and/or network is exposed to a
public network where anyone could possibly attack and gain access to resources
including data. You can implement certain measure such as using a firewall to protect
a computer or a network from such situations.
Firewall
Firewalls are software or hardware devices that protect a computer and/or a network
by analyzing and controlling both incoming and outgoing network traffic. Firewalls act
like a window between internal and external network allowing authorized users to
access resources. Most operating systems include a software firewall that is sufficient
enough to keep computers on a small network secure.
Windows Firewall
Windows Firewall is a firewall software bundled and installed by default on most

Microsoft Windows Operating systems like Windows XP, Vista & 7.
Lab: View Windows Firewall Status.
1. Click Start > Run and type FIREWALL.CPL. Click OK.
Windows Firewall protects the computer by using the default settings (firewall rules)
that can be modified anytime. Most commonly used network applications such as web
browsers, email client software, etc. work without the need for modifying the
settings on the firewall. Some network applications may not work as intended if it is
blocked by the firewall (for example, an antivirus software may not be able to update
itself from the Internet); in such cases, you need to add the application to the
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exception list indicating that
the application is permitted to
use the network or the Internet.
Lab: Add a program to the

Exception List in Windows
Firewall.
1. Select Exceptions tab.
Patch Management
When you install an Operating

System or applications, they
may have flaws, also referred
to as security holes. This can
be an opportunity for people
who can manipulate and gain
control of a computer or
network resources using these
flaws.
Operating systems and

applications may have
vulnerabilities (weakness)
that can be corrected using
by applying security patches, a process referred to as Patch Management. Since
presence of flaws is considered as a security risk & threat, these vulnerabilities must
be addressed as quickly as possible. Most vendors analyze weaknesses and provide
updates called as patches on a periodic basis. In most cases, the updates are
automatically downloaded and updated by corresponding applications.
Lab: View Automatic Update Settings (Windows).
1. Click Start > Control Panel > Automatic Updates
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Lab: Update an Application (Firefox).
Popular applications such as Firefox include option for checking updates directly from
within the software.
1. Start Mozilla Firefox.

2. Select Help > About Firefox.
3. Click Check for Updates. If there are any updates available, it will be
downloaded, installed and program will be updated.
You can use products such as Belarc Advisor & Microsoft Baseline Security Analyzer
(MBSA) to analyze the computer for any risks or threats and take corrective action.
Anti-Virus Software
Anti-virus software can help in protecting your computer against viruses. It is highly
recommended that you use an anti-virus software and most importantly, keep it up to
date! Some of the popular anti-virus software vendor include AVG, AVAST, McAfee,
Symantec, Kaspersky, Microsoft, etc.
EXERCISE
108
S.No Activities
.
1. Add at least three network applications to the firewall exception list.
2. Collect list of 3rd party firewalls and present it to the class.
3. Collect list of Anti-Virus software that has built-in firewall and present it to
the class.
4. Refer to the following websites:
a. http://en.wikipedia.org/wiki/Firewall_%28computing%29
b. https://en.wikipedia.org/wiki/Antivirus_software
ASSESSMENT
1. Explain Network Security.

2. Explain Firewall.
3. Explain the procedure to add a program to the exception list of a firewall.
Fill in the blanks
1. ________ is a software application or hardware device that protects computers

or network by monitoring network traffic.
2. ____________ is the name of the firewall that ships with most versions of
Microsoft Windows.
3. List any three anti-virus software vendor __________, __________ &
______________.
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Session 20: Troubleshooting Networks
1. Troubleshoot Network related issues.
RELEVANT KNOWLEDGE
Troubleshooting Networks
You have learnt a variety of utilities and concepts. When you manage a network, it is
quite common to face a number of issues related to network or Internet connectivity.
Always check for any recent changes made to a computer or network before starting
to troubleshoot; it’s most likely that you find a clue that will save time.
Some of the well-known error messages include:
 Network cable unplugged: Indicates issue with cable; check if the cables are
properly connected to both computer and network switch or SOHO Router. Use
alternate cables to confirm.
 Limited or No Network Connectivity: Indicates issue with network card or IP
settings, later more common. Check if the computer is configured as a DHCP client
and verify its IP address, gateway and other relevant settings.
 The Network Path cannot be found: Indicates issue with network card, IP settings
or Name resolution problems. Use the File and Print Sharing troubleshooting
procedure.
 Windows has detected an IP address conflict: Indicates issue with IP address;
assign another static IP address that is different than the one assigned to other
computers within the same network.
 A duplicate name exists on the network: Indicates two or more computers in a
network have the same name; assign another computer name that is different than
the one assigned to other computers.
Use the following checklist and scenarios as a general guideline when troubleshooting:
 Unable to connect to a network (LAN)
If you are unable to connect to another computer on the same network, do the
following:
2. Verify the cables are connected properly at both ends.

a. Use a cable tester if required.
b. Replace RJ-45 Jacks or use different cable if possible.
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c. Check LED indicators on the NIC to verify connectivity status, interpret
based on NIC product manual.
3. Check if the NIC is installed and working properly using Device Manager.
a. Sometimes the device drivers may be updated when operating system
downloads and installs updates automatically. In some cases, updated
drivers may be pushed through special software bundled along with
device drivers. Typically updated drivers work properly as they address
technical issues caused in earlier versions. In rare cases, these device
drivers cause problems and need to be replaced with the drivers that
worked earlier. .
i. Use device manager to find if the driver was updated to a most
recent one and if that’s causing the problem; if yes, try using
Rollback driver to replace the current driver with the previous
device driver.
ii. If Rollback driver did not fix the problem, re-install device drivers
from the original compact disc. If original compact disc is not
available, then download the drivers from Vendor’s website and
complete the installation. Verify if the issue is fixed.
iii. Always use device drivers intended for the correct version of the
operating system. Device drivers designed for 32-bit operating
systems are NOT compatible with 64-bit operating systems and
vice versa.
iv. Download drivers ONLY from the manufacturer’s website; never
download drivers from 3rd party websites that may be modified
internally and may cause major problems. Contact the vendor for
correct or compatible device drivers.
4. Check if the NIC settings are proper (if altered) using Device Manager.
a. In general, settings are managed automatically and usually not modified
in home, small business or enterprise networks. Sometimes, network
card settings are modified to match a network environment and
incorrect settings can lead to problems in network connectivity.
b. Use Device Manager to verify if settings such as duplex settings, etc. are
intact. If unsure, reset the settings to the default value indicated as
Auto; refer to NIC’s product manual.
5. Check if the computer has a valid IP address (Use IPCONFIG).
a. Computers are usually configured to receive IP address from DHCP in
most networks to ease administration. If there are issues with the DHCP
server, computers configured as DHCP clients will not receive any IP
address resulting in network issue. In home and small business networks,
devices such as SOHO routers provide IP addresses to client computers.
i. Check if the DHCP Service is functional by logging to the SOHO
router.
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ii. If all other computers configured as DHCP clients receive IP
address from DHCP Service, then do the following (try each step
and verify if the issue is resolved):
1. Use IPCONFIG/RENEW.
2. Disable and enable Network Adapter (Local Area
Connection).
3. Check if any firewall or startup program is blocking (Use
MSCONFIG to reduce startup programs and check firewall
settings).
4. Test the affected computer by assigning a static IP address
in the same subnet. Verify if the issue is resolved.
 Unable to connect to Internet (WAN).
Always verify if the issue is associated with a particular program or all programs on a
computer. You can save time by proper probing to understand the exact issue. For an
example, if you hear a complaint like “Internet not working”, it could actually refer
to an issue when a user is unable to use their email client, a web browser, video
conferencing software or a game.
In addition to the above mentioned procedure (Unable to connect to a network

(LAN)), use the following guidelines.
1. Test if the computer is able to communicate with the gateway (Ping gateway’s
IP address).
2. Test if the computer is able to communicate with the DNS server (Ping DNS
Server’s IP address).
a. If you receive request timed out or extremely delayed response from
your external DNS servers, try using other DNS Server’ IP address such as
one of the Public DNS servers. Using Public DNS Servers can improve
performance and resolve issues related to DNS name resolutions; for
example, Google provides free Public DNS to be used as alternate to DNS
Servers. Typically ISP’s provide Primary and alternate DNS’s server’s IP
address pushed along with your IP address when you subscribe; if you
have performance or name resolution issues with your ISP’s DNS Servers,
then it is recommended to use the Public DNS Server’s IP address. For
example, to use Google’s Public DNS Servers on a computer, do the
following:
i. Click Start > Run > Type ncpa.cpl > Click OK.
ii. Right-click Local Area Connection, select Properties.
iii. Select TCP/IP (TCP/IPv4), select Properties.
iv. Enter 8.8.8.8 and 8.8.4.4 as primary and alternate DNS Servers,
click OK.
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Now your computer will use the Google’s Public DNS servers for
name resolution instead of your ISP’s DNS Server. You can also
specify the Google’s Public DNS Server’s IP address in your SOHO
Router, if you want to use Google’s Public DNS Servers for all
computers and devices within your network; refer to SOHO router’s
product manual to alter this setting.
v. Use NSLOOKUP to verify name resolution functionality.

b. You can also use OpenDNS, a name resolution service that is offered for
free. As compared to public DNS servers, OpenDNS offers additional
facilities such as Phishing & Botnet Protection, Web Content Filtering,
etc., refer to OpenDNS for more information.
3. If you do not have issues with name resolution, but a problem associated with a
specific program such as a web browser or an email client, do the following:
a. Try using programs of similar nature. For example, if the issue is related
to a web browser such as Mozilla Firefox, try using Google Chrome or
Internet Explorer.
i. If it works fine with other browsers.
1. Clear the browser’s cache; web browsers store cached
copies of content when you visit websites that could lead
to problems.
2. Check the settings of the web browser that related to this
issue. Reset it to defaults or the value associated with the
issue. Refer to browser’s help file for further instructions.
3. Web browser add-on’s or plug-gin’s offer additional
functionality; some add-ons cause problems when in use. In
such cases, you can disable the particular add-on by using
the add-on settings within the web browser. If you are not
sure of the add-on that is causing the problem, try
disabling all add-ons and verify if the issue is resolved. If
the issue appears fixed, then try enabling each add-on to
confirm the issue with an add-on.
b. If the issue is related to a email client such as Microsoft outlook
configured to download copies of emails from a service provider (such as
Gmail, Live or Yahoo!) or custom email messaging providers, do the
following:
i. Check if any other programs are using the network or Internet
bandwidth; stop or exit all other network applications that
consume bandwidth for testing.
ii. Check username & password combinations, if you are unable to
login; some services require just the username (SOMENAME) and
some require username along with domain name suffix
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(SOMENAME@EXAMPLE.COM) for login names. Verify password as
well; check if the password was recently changed.
iii. Check if this the ports are blocked by a firewall by using TELNET
iv. Verify the email client POP3/SMTP settings of the email client by
referring to the settings as required by the ISP.
v. Some ISP’s offer complimentary email addresses when customers
avail web hosting services; usually the POP3/SMTP settings are
different than the conventional port numbers or settings, contact
ISP for exact details if required. Check if the ports are accessible
using TELNET.
Tip: Most ISP’s allow email access through a web browser pointing
to customer’s domain names, commonly referred to as webmail
such as mail.domainame.extension. Check customers webmail to
verify the status of mail service and provide alternate access until
the actual issue is resolved.
c. If the issue is related to a chat software or video conferencing software
such as Skype, do the following:
i. Verify and confirm if other applications are working
ii. Some video conferencing software use TCP or UDP ports that may
be disallowed by default in the firewall settings of a local
computer. Open the firewall and the application to the exception
list and verify if it is working.
iii. If you are using a computer behind a SOHO Router, you may have
to open certain port numbers or port range for the application to
work. Usually port numbers required by such applications are
documented and labeled as “Port Forwarding” by respective
vendors. Refer to the application software and the SOHO router to
configure.
iv. In certain cases you may have to expose all port numbers for a
particular computer in a network; for example, multiplayer games
designed for use in the Internet or an organization providing a
range of services from set of computers or hosts. Demilitarized
Zone or DMZ, is a perimeter network that separates a single
computer or a network from the LAN (though it is a part of the
LAN) allowing access to a specific computer or the network.
Computers that belong to DMZ typically used in SOHO Routers are
exposed to the Internet, prone to direct attacks. Refer to SOHO
Router manual for further reference.
 Unable to connect to a network share (File & Print Sharing).
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1. File and Print sharing service is widely used in most networks, especially on
Microsoft Windows Networks. On a Microsoft Windows Network, computers are
accessed each other by computer names. For example, a folder with a share
name “MYSHARE” on a computer named “DESKTOP01” is accessed through the
UNC path, \\DESKTOP01\MYSHARE. If you are unable to access shares, do the
following:
a. Confirm the share name and computer name.
b. Check if its computer or network specific; for example, if this share is
not accessible only a particular computer or the entire network.
i. If it is across the entire network, then do the following on the
computer that is configured to act as a server:
1. Check network adapter & IP address settings.
2. Check if File and Printer Sharing is allowed in Windows
Firewall or 3rd party firewall.
ii. If it is only on a single computer, then do the following on the
computer where the share is being accessed:
1. Check network adapter & IP address settings.
2. Check if you are able to access the computer by IP address
instead of computer name.
a. If you are able to access the computer by IP address
but not by computer name, it indicates a problem
with name resolution. Add the remote computer
along with its IP address in the HOSTS file for quick
resolution.
b. Check if NETBIOS over TCP/IP is enabled (Advanced
Settings of TCP/IP Properties).
c. Check Firewall settings. If unsure, disable firewall
and verify.
Note: On computers running vista/7/8 additional procedures may be required, refer

to the manual for detailed instructions.
Some operating systems include built-in facilities for fixing issues automatically. For
example, you may use the Repair or Diagnose option to fix network issues
automatically. This could be useful for users who do not have sufficient knowledge to
fix network issues or even understand their network setup. Network troubleshooter is
designed to run series of tests and present friendly messages that can be understood
by non-technical persons. To repair your network connection (Windows vista / 7)
automatically, do the following:
1. Click Start > Control Panel > Troubleshooting.
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2. To troubleshoot issues related to Internet connectivity, select Connect to the
Internet.
3. Click Next. Follow the on-screen instructions.
TELNET
Telnet (Terminal Emulation) is a client-server protocol used for established

connections to a remote host. Telnet is also a utility used by administrators for
troubleshooting network applications. TELNET can be used for connecting to remote
computers, switches and routers as well. Telnet provides bi-directional text-oriented
communication using a virtual terminal connection. Telnet uses TCP and port number
23.
Lab: Use TELNET (Command Prompt) for troubleshooting.
Consider this situation when you want to understand if a web or an email server is
functioning properly and you send packets to a remote computer using the PING
utility. PING works based on ICMP, a protocol that operates at the network layer;
whereas a web works at the application layer listening for HTTP requests. If you
receive replies when using the PING utility, it indicates the computer providing the
service works, not the service itself.
Usually you will use a web browser to connect to a web server by sending HTTP
requests. However, in this scenario you are not sure if the web server is listening or
not. Hence, you can use the TELNET (to emulate an HTTP request) to confirm if the
web server is listening or not. To test if the web server is listening to incoming
requests, do the following:
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Notice the first line displaying HTTP 400 Bad Request and rest of the screen filled with
HTML code. Typically web browsers send HTTP requests in a format that only a web
server can understand. In this case we have used TELNET program to send a request
and the connection was accepted. This indicates and confirms that the web server
was listening to port 80.
You can use the TELNET utility to check other application protocols such as SMTP,
POP3, IMAP, etc. by using its destination address and the port number to confirm the
status of server applications.
Remote Desktop
Remote Desktop is a feature that enables computers to be managed remotely from

other computers. This feature is commonly used by administrators to take remote
control of a computer for performing administrative tasks such as installing or
removing software, managing user accounts, troubleshoot application issues, etc. The
functions are similar to that of normal system administration, except these are all
done remotely. Remote Desktop uses the Remote Desktop Protocol (RDP) for
communication and TCP port 3389.
Lab: Remote Desktop
a. On computer A, click Start > Run and type SYSDM.CPL, click OK.
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b. On computer B, click Start > Run and type MSTSC.EXE, click OK.
Now you should be able to perform administrative tasks on the remote computer.
You can also use other 3rd party software such as VNC, TeamViewer, GoToAssist,
Ammyy admin, GoToMyPC, LogMeIn, Radmin, Symantec pcAnywhere, Google Chrome
Remote Desktop, etc. for taking remote control of a computer.
Troubleshooting Model
As a general practice, you need to adopt a troubleshooting model that can help you
stay organized and troubleshoot effectively. Given below is a general guideline:
1. Gather Information about the issue or statement.

a. Probe to differentiate if it is a request or an issue.
b. Probe to find out if it is affecting single computer or an entire network.
2. Determine if any recent changes were made.
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a. Examples: Was any software downloaded and installed with or without
their knowledge? Any settings were changed? Any hardware device added
or removed? etc.
3. Determine the most probable cause.
4. Create an action plan.
5. Verify the result and apply preventive measures.
6. Document the resolution.
Though this gives you a broad picture about troubleshooting, you may have to use
additional resources in certain situations. Use the following guidelines to enhance
your knowledge on troubleshooting further:
 Most product manuals or help files include detailed instructions for completing
most tasks. It is highly recommended to read the product manual to understand
features and limitations prior to troubleshooting. Sometimes, you may also find
late-breaking information (most recent issues when the product is about to be
shipped out) usually documented in a file labeled as Readme.txt or Readme.htm.
 Vendors also provide additional Self-help through community forums setup for
each product or feature at their websites. You may submit your question or issue
that may be answered by experts for a possible resolution. Be aware that you may
even receive an answer from a normal registered user who may or may not be
100% competent in the particular area; if the answer is vague, try validating the
answer from another expert in such cases.
 Paid or Free Support is offered by a variety of vendors; some vendors offer free
support through email or chat while charge a fee for voice support. Research by
visiting the website and find out if there is a way to get your solution, either for
free or for a small fee.
 Make use of free eBooks or training materials that are widely available on the
Internet. Use free resources such as Wikipedia, eHow.com, about.com, etc. for
articles on networking, troubleshooting, etc.
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EXERCISE
S.No. Activities
1. Use the following remote administration tools to take remote control
of a computer:
a. Download, install and use TeamViewer
b. Download, install and use Google Chrome Remote
Desktop
c. Download, install and use Ammyy admin
2. Discuss different network scenarios and how to troubleshoot.
ASSESSMENT
1. Explain any three well-known error messages and cause of the error messages.
2. Explain the procedure to troubleshoot:
a. If you are unable to connect to another computer within a LAN.
b. If you are unable to connect to the Internet.
3. Explain the procedure to use remote desktop.
4. Explain the purpose of Remote Assistance with an example.
5. Explain any two remote administration tools.
Fill in the blanks
1. __________ is a built-in utility that is used for connecting and troubleshooting

issues on a remote computer.
2. ______________ is the utility used for troubleshooting hardware devices in
Microsoft Windows.
3. List any five free remote administration utilities. ______________ ,
___________ , ____________, ____________ & _______________.
4. Remote Desktop uses ________________ protocol.
5. RDP uses port number ____.
6. Shortcut (executable) for Remote Desktop __________.
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WEB DESIGNING - PART I
Session 1: Introduction to Web Design and HTML
1. Understand Web design concept.
2. Understand the purpose of HTML.
3. View Source Code.
4. Save Web pages.
RELEVANT KNOWLEDGE
You have surfed several websites, exchanged emails, performed online transactions,
etc. in the previous sessions. If you want to create websites like the ones you have
seen, you need to learn a variety of technologies, tools and techniques.
Web designing refers to the skills that are required to create and manage websites.
Web design as a whole refers to designing a user interface, authoring (programming)
or a combination of both. Designing a website requires multiple skills. However, it is
recommended to master and become skilled in one particular technology once you get
a taste of various technologies involved.
Following topics are covered in this module:
 HTML & CSS

 Web Authoring Tools, Microsoft Expression Web
 Overview of Client-side & Server-side scripting, JavaScript & VBScript
Web Publishing
A number of markup languages such as HTML, DHTML, XML are used to create web
based content. Apart from these, software products such as FrontPage, Dream Weaver
etc are also used to develop web based content. Web based applications are built
using technologies such as ASP (Active Server Pages), JSP (Java Server Pages), PHP
(Hypertext Preprocessor), ASP.net etc.
Understanding HTML
HTML or Hypertext Markup Language is a language used for created web pages that
can be viewed in a web browser.
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 Hyper – means active and all over the place! When you use a Web browser, you can
move all over the place, without a specified order as to how to access pages/sites.
 Text – You will be working with text files only.
 Markup – To create a Web page, you will type in the text and then “Mark up” the
text.
 Language – This is a method of creating something or communicating and in this
case, you are creating Web pages using a particular syntax.
HTML elements are the building blocks of a website. Web browsers interpret the tags
written in HTML and display a web page. Hypertext refers to the text that can be
linked to another text or page which a user can access. Hypertext is the underlying
concept behind the World Wide Web.
HTML is developed and maintained by World Wide Web Consortium abbreviated as

W3C. When HTML was first released, there were a handful of tags available and used
for basic web page structures. As time evolved, several new tags and attributes were
introduced. Popular HTML versions include HTML 4.01 and HTML 5.0.
Designing Web pages using HTML
All you need is a text editor such as notepad to create a web page using HTML. HTML
files have the extension .htm or .html. You can open the web pages using web
browsers such as Mozilla Firefox, Internet Explorer, Google Chrome, etc.
Viewing Source Code
Web browsers have the ability to display the source code used for a web page. You
can use this to enhance your knowledge To view the code, do the
following:
1. Open the Web Browser and right-click anywhere in the

web page and select View Page Source from the context
menu similar to the one below:
2. Notice, the source code of the web page is visible with
different color codes. The colors have no meaning in terms
of function and are only used to differentiate different
sets of code.
Saving a web page
You can save web pages for future reference using the following
procedure:
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1. Select File > Save Page As…
2. Type a file name and click Save.
EXERCISE
S.No. Activities
1. Download and use different web browsers such as Mozilla Firefox, Google
Chrome, Internet Explorer (recent version).
ASSESSMENT
1. Explain HTML.
2. List any three popular web browsers.
3. Explain the procedure to view source code in Mozilla Firefox.
4. Explain the procedure to view source code in Internet Explorer.
5. Explain the procedure to view source code in Google Chrome.
Fill in the blanks:
1. Acronym for HTTP _____________________________________________.

2. Acronym for HTML ____________________________________________.
3. Acronym for W3C _____________________________________________.
4. Default File extension of an HTML document ________ or _________.
5. Organization that manages the web standards ______.
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Session 2: HTML Elements & Attributes - The Basics
1. Use Basic HTML Elements.
2. Use HTML Attributes.
RELEVANT KNOWLEDGE
When you work with a document, you create headings, sub-headings, tables, etc. to
give the document a structure. Similarly in HTML, tags or elements are used to create
a web pages’ structure.
Look at an example of an online magazine. Online magazines have articles with text
content, images, videos, links or continuation to related articles, advertisements,
etc. They appear as a single web page to visitors. Have you noticed that the headings
are of varying sizes to indicating topics and sub-topics and different from the content?
All this formatting is possible using combinations of several HTML elements.
Elements & Attributes
Elements have content placed between a start

tag and an end tag. Tags act as containers for
text, images and other types of content. Tags
start an opening tag and end with a closing tab,
using angle brackets (<>) to define the structure.
Note: To learn to use the tags, throughout this document, you will find examples of
code displayed within dotted boxes. Copy it in a text editor, save it in your local
computer and view using web browsers.
Writing your First HTML Code
HTML uses tags enclosed in angle brackets; most tags are used in pairs such as
<html></html>, etc. Following is a simple example of HTML code:
<!DOCTYPE html>
<html>
<head>
<title>Learn HTML</title>
</head>
<body>
<p>Hello World!</p>
<!this is an example of simple HTML code created using Notepad>
</body> </html>
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Important: Type the code in a text editor such as Notepad, save it as “filename.htm”
or “filename.html”. To edit the HTML file, open the file using notepad and save the
changes.
In the above mentioned code, there are a few HTML tags used. All HTML documents
start with <html> and end with </html>. The rest of the document contains other
elements and web page content placed using elements.
 Document type or DOCTYPE is an element used for indicating the version of HTML
used in a web page. This is used by the web browser to apply a set of rules for
understanding the document structure.
 HTML element indicates the start and end of an HTML document. <HTML>
indicates the beginning of this HTML document and </HTML> indicates the end.
HTML is also the root of an HTML document and has two parts, Head and Body
elements.
o Head element represents the header section of a document and contains
information about a web page. Head elements start with <head> and end
with </head>. This element includes all other elements that need to be
executed or understood before the content (included in the body element)
is displayed to the user.
 Content placed within the <Title> and </Title> element is displayed
as the title of a web page and used by search engines to create
indexes of content.
o Body element represents the section that contains body content and is
displayed in the web browser. Most HTML elements are used within the body
element between <body> and </body> tags.
 If you want to place hidden text in a web page, you can use the comment element
( tags). Text placed using comment element will not be displayed in
a web browser but can seen when viewing the source code. This is useful to
developers or users who would like to share their experience in writing HTML code
but hide the text from general visitors.
HTML Attributes
Attribute are used to provide additional

information about an element. Attribute
contains values and some elements use
multiple attributes.
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Nesting
You can nest other elements within

elements. Elements nested within another
element are referred to as a child
elements and the nesting element is
referred to as a parent element.
When you nest elements, you

need to ensure the elements
are used in proper order.
Observe the correct way of
using opening and closing tags
illustrated in the adjacent
figure.
EXERCISE
S.No. Activities
1. Create a HTML document for the following topics:
a. World Wide Web
b. Wireless Application Protocol (WAP)
c. Android Operating System
d. Firefox Operating System
 Use Headings for titles
 Include content within paragraphs (<p>)
 Use comment element to include the source of information
 Use appropriate titles for topics using Title Tag
ASSESSMENT
1. Explain Markup Language.

2. Explain HTML element and attribute with an example each.
3. Explain the purpose of the HTML elements: Head, Body, Title, Paragraph and
Comment.
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Fill in the blanks:
1. __________ tag indicates the version of HTML used.

2. __________ tag is used for displaying content in a browser's title bar.
3. __________ tag is used for including comments hidden from a web browser.
4. Documents always should start with ________ tag and end with _____ tag.
5. __________ area is treated as header section of a HTML document.
6. __________ provides additional information through a name and value in HTML
documents.
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Session 3: HTML Elements & Attributes - Text Formatting
1. Use Heading Elements.
2. Use common Text Elements.
RELEVANT KNOWLEDGE
Text formatting
You can format the text content of a web page to make it attractive by using other
HTML elements such as Headings, Bold, Italics, etc.
Element Description
Heading There are six levels of heading elements from H1 to H6. H1 has the
largest text size and H6 has the smallest heading text size.
Emphasize To emphasize a particular text in a sentence (for example a text that
should be pronounced different), use this element. Text enclosed
within <em> and </em> are displayed in italics.
Italics If you want the text to be displayed in alternate voice such as a text
translated from a foreign language, technical words or present text in
typographic italics, enclose the text within <i> and </i> elements.
Strong If you want to emphasize a text with stronger importance in a
sentence, use the strong element. Text enclosed within <strong> and
</strong> are displayed in bold.
Bold To make the text such as keywords visually bold, enclose the text
within <b> and </b>, the bold element.
Underline To underline the text, enclose the text within <u> and </u>, the
underline element.
Mark To highlight the text in a sentence, enclose the text within mark
element : <mark> and </mark>
Big If you want to display a particular text in a sentence bigger than rest
of the text in a sentence, enclose the text within the big element :
<big> and </big>.
Small To display a particular text in a sentence as smaller than the rest of
the text in a sentence, enclose the text within the small element:
<small> and </small>.
Subscript & Text enclosed within <sub> and </sub> are displayed as subscripts
Superscript and Text enclosed within <sup> and </sup> are displayed as
superscripts.
Pre Text enclosed using <pre> and </pre> tags are displayed as it is (in
the example below - using a mono-space font such as Courier).
INS & DEL Text enclosed within <del> and </del> are displayed as struck out
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Element Description
while text enclosed within <ins> and </ins> is underlined.
Break To separate single lines or use multiple line spacing, use the break
element. Breaks between lines are represented through use of <br>.
No closing tag is needed.
HR To separate sections, use a horizontal line to indicate distinctiveness.
Horizontal line is indicated through use of <hr> element and requires
no closing tag.
Sample Code - Text Elements
<!DOCTYPE html>
<html>
<head>
</head>
<body>
<p> HTML supports six levels of headings, H1 to H6 with H1 being the
largest.</p>
<h1>Main Heading</h1>
<h2>Sub heading, Level 1</h2>
<p> You are required to <em>agree</em> with our terms and conditions.</p>
<p> <i>HTML</i> is simple to learn.</p>
<p>It is important to know the common <strong>HTML Elements and
attributes.</strong></p>
<p>This an example of text displayed in <b>bold</bold>.</p>
<p>This an example of text displayed <u>underlined</u>.</p>
<p>This is an example of highlighted <mark>text.</mark></p>
<p><big>Sun</big> is the largest of all planets with 696,000 KM as it’s
radius.</p>
<p><small>Mercury</small> is the smallest planet in the Solar System ever
since Pluto lost its status and was reclassified as a dwarf planet.</p>
<p>this is an example of subscript for a formula, H<sub>2</sub>O</p>
<p>this is an example of superscript for a formula, (A+B)<sup>2</sup></p>
<pre>
/* Hello World program */
#include<stdio.h>
main()
{
printf("Hello World");
}
</pre>
<p>this is the correct spelling of <del>entreprenaur</del>
<ins>entrepreneur</ins></p>
</body>
</html>
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Referencing Elements
Element Description
Quote To include short text such as name of an author, publisher, etc. in
quotes, use the quote element. You can also use the cite attribute to
indicate the source. Text included within <q> and </q> is displayed
within quotations.
Blockquote To include lengthy quotes, include text within <blockquote> and
</blockquote> elements.
Cite To specify a tile of a work such as title of a book, movie, painting, etc.
include text within <cite> and </cite> elements.
Abbreviatio To include abbreviations of acronyms, include the abbreviation
n between <abbr> and </abbr> elements. Text included within this
element will be displayed when the cursor is moved over the text.
Sample Code - Referencing Elements
<!DOCTYPE html>
<html>
<head>
</head>
<body>
<p>HTML Tutorial
<q>Created by Author Name</q>
<blockquote cite="http://en.wikipedia.org/wiki/Google_Analytics">
Google Analytics (GA) is a service offered by Google that generates detailed
statistics about a website's traffic and traffic sources and measures
conversions and sales.</blockquote>
<p>You can learn more about web design at <cite>

http://en.wikipedia.org/wiki/Web_design</cite>
<p><abbr title=" Hypertext Markup Language">HTML</abbr> has several elements
and attributes. </p>
</p>
</body>
</html>
EXERCISE
S.No. Activities
130
1. Modify the web page created in the earlier session using the following
guidelines:
 Use Heading 1 for titles and Heading 2 for sub-titles.
 Highlight important sentences using Mark Element.
2. Create a webpage for the following topics:
 Compile a list of ten Algebraic with formula
 Compile a list of ten Chemicals with the molecular formula.
 Write at least one or two sentences about each topic.
 Use Subscript and Superscript elements as required.
3. Create a webpage to include the following list of acronyms:
 OSI Model
 UTP Cables (with categories of cables)
 Application Layer Protocols (with examples)
 Write at least one or two sentences about each topic.
 Use Abbreviation Element to include acronyms in text content.
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ASSESSMENT
a. Explain the purpose of the following elements with an example:

a. Heading
b. Emphasize
c. Strong
d. Mark
e. Break
f. HR
g. Subscript
h. Superscript
i. Pre
j. INS
k. DEL
l. Quote
m. Blockquote
n. Abbreviation
Fill in the blanks:
1. HTML provides ___ levels of heading.

2. ________ tag should be used for displaying text with the largest heading size.
3. ________ tag is used to make a text visually bold.
4. ________ tag is used to make a text to be visually displayed in Italics.
5. ________ tag is used to make a text underlined.
6. ________ tag is used for indicating paragraphs.
7. ________ tag is used to create subscripted text.
8. ________ tag is used for aligning text to center of a document.
9. ________ tag is used for displaying abbreviations.
10.________ tag is meant for quoting lengthy references.
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Session 4: HTML Elements & Attributes – Lists & Links
1. Use Lists.
2. Use Links.
RELEVANT KNOWLEDGE
You can list elements to represent ordered, unordered or definition items. This could
be useful when you want to list instructions, numbered sets, etc. on a web page. A
sample of what these lists look like in a browser is given below:
Element Description
UL To create a list with no sequence, use the Unordered List element, the
tags <ul> and </ul> represent an unordered list and <li> & </li>
represent items in the list.
OL To create a list with sequence, use the Ordered List element, the tags
<ol> and </ol> represent an ordered list and <li> & </li> represent
items in the list.
Definition lists are used when creating lists of terminologies along with
Definition some descriptive text. The definition term tag is <dt> and the
definitions are paced between the <dd> and </dd> elements. The List
of definitions are enclosed within the <dl> and </dl> elements.
Sample Code – Unordered Lists
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<!DOCTYPE html>
<html>
<head>
</head>
<body>
<p>Junk food refers to food items that have less nutritional value and
considered unhealthy. Health food provides healthy diet and has high
nutritional value.
<ul>Junk Food
<li>Potato Chips
<li>Pizza
<li>Soda
</ul>
<ul>Health Food
<li>Milk
<li>Fruits
<li>Raw or Cooked Vegetables
</ul></p></body></html>
Sample Code – Ordered Lists
<!DOCTYPE html>
<html>
<head>
</head>
<body>
<p>To check if the HTML code works in a variety of browsers, do the
following:
<ol>Instructions to use Mozilla Firefox
<li>Go to http://www.mozilla.org/enUS/firefox
<li>Select Mozilla Firefox Free download for desktop
<li>Install once complete
<li>Open the web page in Mozilla Firefox
</ol>
</p>
</body>
</html>
Sample Code – Definition Lists
<!DOCTYPE html>
<html>
<head>
</head>
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<body>
<p>Following are examples of definition lists. </p>
<dl>
<dt>Pizza</dt>
<dd>Pizza is an ovenbaked, flat, round bread typically topped with a tomato
sauce, cheese and various toppings. An establishment that makes and sells
pizzas is called a "pizzeria".</dd><br>
<dt>Potato Chips</dt>
<dd> A potato chip is a thin slice of potato that is deep fried or baked
until crunchy. </dd><br>
<dt>Fruit</dt>
<dd> A fruit is a part of a flowering plant that derives from specific
tissues of the flower, one or more ovaries, and in some cases accessory
tissues. Fruits are also used in manufactured foods like:
<ul><li>Cookies<li>Muffins<li>Yogurt<li>Ice cream<li>Cakes, and many more.
</ul></dd>
</dl> </body> </html>
Links
Links are used for interlinking to web pages of other websites, different sections of a
web page, display email addresses, links to websites etc. Links that are used within a
website are referred to as Internal Links. These are used when you want to navigate
between pages or link to text, image, etc. within a website. Links that are outside a
website are referred to as external links. When using hyperlinks, you need to provide
a path that points to the resource. You can use:
 An absolute path contains complete path details, for example:

o http://www.example.com/folder1/subfolder1/filename1.htm
 A relative path refers to a folder or location that is shorter, for example:
o index.htm
o ../tutorials (previous folder)
o /foldername
Absolute paths are used when creating external hyperlinks as you need to provide a
complete path. Relative path is more common when you link resources within a
website.
Links are created using the <a> anchor element and href attribute along with link to
the resource. Text enclosed within <a href> and </a> are displayed as clickable
hyperlinks.
Sample Code – Links
<!DOCTYPE html>
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<html>
<head>
</head>
<body>
<p>Example of an hyperlink that points to another <a
href="page2.htm">page</a> within a website.</p>
<p>Example of an hyperlink that points to <a
href="http://www.google.com">Google</a>, a popular search engine.</p>
<p>Example of an hyperlink that opens the default email client when clicked
to send a mail to <a href="mailto:webmaster@example.com">webmaster</a> of
example.com</p>
<a href="http://www.google.com" target="_blank">Example of link that opens in
a new window or tab.</a>
</html>
EXERCISE
S.No. Activities
1. Create a unordered list the types of soil found in India. Save the webpage
for later sessions.
2. Create a ordered list for New Indian states (e.g. Uttranchal, Chattisgarh
etc). Save the webpage for later sessions.
3. Create a web page with links to the following:
a. www.htmlhelp.com
b. www.w3schools.com
c. developer.mozilla.org/en-US/learn/html
Save the webpage for later sessions.
ASSESSMENT
1. Explain the procedure to create an unordered list.

2. Explain the procedure to create an ordered list.
3. Explain the procedure to create a definition list.
4. Explain the procedure to create a hyperlink to website that needs to open in a
new window.
5. Explain the procedure to include a clickable email address in a web page.
6. Explain Relative and Absolute Paths with an example.
Fill in the blanks:
1. __________ tag is used for indicating a unordered list.
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2. __________ tag is used for indicating a ordered list.
3. __________ tag is used for indicating a definition list.
4. __________ element & __________ attribute is used for creating hyperlinks.
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Session 5: HTML Elements & Attributes – Tables, Images & MultiMedia
1. Create tables.
2. Use images in a web page.
3. Use audio & video elements.
4. Use flash animations.
RELEVANT KNOWLEDGE
Tables
You can create a table using the Table Element. Tables are made of rows and columns
similar to that of a spreadsheet. Rows are contained within table row element <tr>
and data is stored within row element <td>.
<!DOCTYPE html>
<html>
<head>
</head>
<body>
<table>
<tr><td>Name</td><td>Age</td><td>City</td
></tr>
<tr><td>Anand</td><td>17</td><td>Delhi</td></tr>
<tr><td>Rohit</td><td>23</td><td>Bangalore</td></tr>
</table></body></html>
Images
You can include images in your web page by using the <img> image element. Use the
SRC attribute to specify the location of the image and width and height attributes to
specify the dimensions of the image. Also it is a recommended practice to use the ALT
attribute for displaying text if the image is not downloaded.
<!DOCTYPE html>
<html>
<head>
</head>
<body>
<img src="HTML5logo.png" alt="HTML 5 Logo, is not displayed due to an error.
Please reload this page or contact the website administrator" width="300"
height="300"></body></html>
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Working with Audio, Video & Flash
Element Description
Audio To include an audio clip, enclose the audio within the <audio> and
</audio> elements and point to the clip using SRC attribute. To
automatically play the audio, use the autoplay attribute. To display
controls, use the controls attribute.
Video To include a video clip, enclose the audio within the <video> and
</video> elements and point to the clip using SRC attribute. Also use
width and height attributes to specify the dimensions of a video clip.
Flash To embed a flash animation, use the <embed> and </embed>
elements and point to the animation using SRC attribute.
Sample Code – Multimedia
<!DOCTYPE html>
<html>
<head>
</head>
<body>
<audio src="pump_im.mp3" autoplay controls>
Your browser does not support the audio element.
</audio> </body></html>
<!DOCTYPE html>
<html>
<head>
</head>
<body>
<video src="sample_mpeg4.mp4" height="320" width="200" controls>
Your browser does not support the Video element.
</video>
</body>
</html>
<!DOCTYPE html>
<html>
<head>
</head>
<body>
<embed src="sample.swf" height="200" width="320"></body></html>
You can also include videos from other sources such as youtube.com, etc. To include a
video from youtube.com, do the following:
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1. Go to Youtube.com
2. Select a video clip
3. Right-click on the video and select Copy embed html.
Write the code within <body> and </body> section (sample below).
.<!DOCTYPE html>
<html>
<head>
</head>
<body>
<iframe width="640" height="360"
src="http://www.youtube.com/embed/v4oN4DuR7YU?feature=player_detailpage"
frameborder="0" allowfullscreen></iframe></body></html>
Now save and open this web page using a web browser.
Note: Refer to Youtube.com FAQ’ for detailed instructions.
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EXERCISE
S.No. Activities
1. Create a audio dictionary using the following guidelines:
a. Choose at least five words from dictionary.com or other source
such as Wikipedia. Download relevant audio files
(pronunciation) and include next to the word.
2. Create web based tutorial for the following topics:
a. HTML
b. HTML Templates
c. Web Hosting
a. Link to tutorials relevant to the topic from youtube.com.
b. Use videos only that are marked as public domain.
ASSESSMENT
1. Explain the procedure to insert an audio clip in a HTML document.

2. Explain the procedure to insert a video clip in a HTML document.
3. Explain the procedure to insert a flash animation in a HTML document.
4. Explain any three image file formats for use in web with examples.
Fill in the blanks:
1. ____ tag is used for inserting audio clips in a HTML 5 document.

2. ____ tag is used for inserting video clips in a HTML 5 document.
3. Acronym for GIF ___________________________________.
4. Acronym for JPEG __________________________________.
5. Acronym for PNG __________________________________.
6. File extension for flash animations ____.
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Session 6: HTML Elements & Attributes - Forms & Frames
1. Use forms.
2. Understand form elements.
RELEVANT KNOWLEDGE
FORMS
Forms contain input elements such as text boxes, dropdown menus, check boxes,
radio buttons, etc. to collect information from visitors and sent to a web server for
further processing such as displaying search results or send to a database for storage.
Forms are created using <form> element along with action and method attributes.
Action attribute is used for specifying the URL to where the data needs to be
submitted. Method attribute is used for specifying the HTTP method, get or post.
POST attribute is used for storing or updating a database or for sending emails and
GET attribute is used for retrieving data.
Form element uses text boxes to collect text information and radio buttons, check
boxes and dropdown menus for collecting information through pre-defined options.
Control Description
Textbox Single-line text input box is typically used for collecting shorter
text such as usernames or passwords. Multiple-line text input
boxes are used for collecting lengthier text such as narrative
feedback, etc.
Radio Buttons Used for collecting single value from multiple values. You
should use type = radio attribute for using radio buttons in a
web page.
Checkbox Used for collecting multiple values. You should use type =
checkbox attribute for using checkboxes in a web page.
Dropdown Used for collecting single or multiple values from a dropdown
menu. You should use the option attribute along with values to
present multiple options.
Submit Submit button allows visitors to submit the value.
Reset Reset button clears all the selections made.
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Sample Code – Forms
<!DOCTYPE html>
<html>
<head>
</head>
<body>
<p>Subscribe to your weekly Newsletter</p>
<form action="http://www.example.com/signup.asp" method="post">
Name <input type="name" name="Name" size="30">
Password <input type="password" name="Name" size="30">
<textarea rows="3" name="Comments" cols="30"></textarea>
<p>I agree to the Terms and Conditions.
<input type="radio" value="Agree" name="R1"> Yes
<input type="radio" value="Diagree" checked name="R1"> No</p>
<p>10th <input type="checkbox" name="Class_10" value="ON"> 12th
<input type="checkbox" name="Class_12" value="ON"> Bachelors Degree
<input type="checkbox" name="Bachelors_Degree" value="ON"> Masters Degree
<input type="checkbox" name="Masters_Degree" value="ON"></p>
<p>This is an example of Dropdown Menu (Single Selection)</p>
<p>School Education Board<select size="1" name="School">
<option>State Board</option>
<option>Matriculation</option>
<option>CBSE</option>
</select> </p>
<p>
<input type="submit" value="Submit" name="Submit">
<input type="reset" value="Reset" name="Reset"></p>
</form>
</body>
</html>
Frames
Frames are used to display one or more pages within a single web page; collections of
different frames are referred to as a frameset. Frames are used when you want to
display different pages as a single page in a web browser.
<html>
<frameset cols="25%,50%,25%">
<frame src="sample.htm">
<noframes>
Text to be displayed in browsers that do not support frames
</noframes>
</frameset>
</html>
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iframe
iframe or inline frames is an element used for embedding another document or an

URL with a web page.
<!DOCTYPE html>
<html>
<head>
<title>Learn HTML</title></head>
<body>
<p>You can use iframe to include a web page.</p>
<iframe width="600" height="300" src="lesson002.htm"></iframe>
<hr>
<p>You can use iframe to view another website live.</p>
<iframe width="600" height="300" src="http://www.mozilla.org"></iframe>
<hr>
<p>You can restrict scrolling in iframe.</p>
<iframe width="600" height="300" src="http://www.wikipedia.org"
scrolling=no></iframe>
</body>
</html>
EXERCISE
S.No. Activities
1. Create a form using the following guidelines:
Field Type Field No. of
Characters
Text box First Name 30
Text box Last Name 30
Text box LoginName 30
Text box Password 15
Text box ConfirmPassword 15
Text box Email 30
Text box Homepage 50
Dropdown (Single Qualification (10th, 12th,
Selection) Diploma, Bachelor’s Degree,
Master’s Degree)
a. Include Submit and reset buttons
b. Configure the form to send a mail to your personal email
address when submitted.
2. Create a feedback form using a free online form service provider and
integrate it with your blog.
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3. Create a web page that includes the following websites using iframe:
 dictionary.cambridge.org
 www.merriam-webster.com
 www.thefreedictionary.com
ASSESSMENT
1. Explain the purpose of forms with an example.

2. Explain the purpose of Frames with an example.
3. Explain iframe with an example.
4. Explain the procedure to include a special character with an example.
Fill in the blanks:
1. ______ element is used for collecting information from a visitor in a web page.
2. ______ element is used for collecting names and passwords.
3. ______ , ______ & ______ elements can be used for collecting information
through pre-defined options.
4. _________ attribute or method is used for storing information.
5. _________ attribute or method is used for retrieving information.
6. _________ element is used for including frames.
7. Acronym for iframe ______________________
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Session 7: HTML Elements & Attributes – Metatags, Doctypes & Validation
1. Understand declaration and Use DOCTYPES.
2. Understand and use Meta tags.
RELEVANT KNOWLEDGE
Meta elements are used to provide structured metadata about a webpage. Metadata,
also referred to as data about data is used for providing internal information i.e
information that is understood by web browsers or web servers. Meta tags are used by
web browsers, search engines or web services.
 Meta tags must be included within the <head></head> sections.

 Use name attribute and value author to include an Author’s name.
 Use name attribute and value description to include descriptions.
 Use name attribute and value keywords to include keywords. Keywords are used by
search engine to index later which is used by search engines to provide results to a
visitor.
 Use name attribute and value copyright to include copyright details.
Sample Code – Meta Tags
<!DOCTYPE html>
<html>
<head>
<title>Learn HTML</title><meta name="author" content="First Name, Last Name">
<meta name="description" content="Learn about Meta Elements and Attributes">
<meta name="keywords" content="Meta Element, Meta Attributes, HTML Author
Element">
<meta name="copyright" content="COMPANY or AUTHOR NAME">
</head>
<body>
<p>Use View Source to view the code as code placed in header section will not
be displayed in the body section.</p>
</body>
</html>
DOCTYPES
DOCTYPES are declarations used for providing a formal definition of the HTML version
used in a web page. Browsers sniff or use this DOCTYPE declaration to understand the
HTML tags (elements & attributes) used in a web page. DTD or Document Type
Definition refers to set of markup declarations that define a standard document type.
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You have learnt a variety of HTML elements and attributes in this module. Not all
elements, attributes or combination of both is supported by all browsers; to ensure
compatibility, it is considered a best practice to use compatible HTML elements and
attributes and also indicate the version of HTML standard used by a web page through
use of a DOCTYPE.
DOCTYPES must be indicated in the first line of a document as it helps the browser
understand the format used in a web page. Following are examples of DOCTYPES:
<!DOCTYPE html>
<html>
<head>
<title>DOCTYPE for HTML5</title>
</head>
<body>
<p>Documents marked with !DOCTYPE html are considered to be HTML 5
complaint</p>
</body>
</html>
HTML Validation
Though there are a variety of browsers available, it is important that you test the
code on popular browsers before making it available on the Internet. If it is not
checked, you cannot be sure of how it will be displayed to a user using a different
browser than yours. Also note that all computers will not have the recent versions of
web browsers; some users may still be using older versions of the web browsers. It is
the responsibility of a developer to check, verify and confirm if a website can be
published after thorough testing.
There are a variety of tools available for checking the HTML validity. Some of them
include:
 Online HTML Markup Validation Service such as:

 http://validator.w3.org
 http://browsershots.org
 http://browserlab.adobe.com
 Web Browser extensions:
o HTML Validator for Firefox (http://users.skynet.be/mgueury/mozilla/)
o HTML Validator for Google Chrome (http://robertnyman.com/html-
validator/)
 Use offline software program such as CSE HTML Validator Lite
(http://www.freehtmlvalidator.com/)
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Additional Reading
Though you have learned about basics of HTML, use the following resources for
enhancing your knowledge on HTML:
1. http://www.w3schools.com/html/default.asp
2. http://www.htmlhelp.com/
3. http://en.wikipedia.org/wiki/HTML
EXERCISE

S.No. Activities
1. Include the following details using meta tags to the web pages
created in previous sessions:
 use author and fill your name
 use keywords and fill at least three to five keywords based on the
topic of your web page used for this exercise
 include instructions for the web page not to be cached by a
browser
2. Navigate to http://validator.nu and validate all the web pages
created in previous sessions.
ASSESSMENT
1. Explain the purpose of meta elements.

2. Explain any three meta elements with an example.
3. Explain the purpose of DOCTYPES with examples.
4. Explain the purpose of HTML validation with an example.
Fill in the blanks:
1. _________ meta name is used for providing author's name.

2. _________ meta name is used for providing detailed information about a web
page.
3. _________ meta name is used for refreshing a page automatically every few
seconds or minutes.
4. _________ meta name is used to instruct a web browser never to cache.
5. DOCTYPE to be used for pages utilizing HTML 5 ______________________ .
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Session 8: Introduction to CSS
1. Understand the purpose of CSS
2. Understand CSS Standards
RELEVANT KNOWLEDGE
CSS or Cascading Style Sheets is a language used for describing the presentation
format of a web page. While HTML focuses on structure, CSS focuses on the
presentation.
Imagine that you are constructing a house. All the rooms, windows, kitchen, hall etc
have been built to specification. But still, it is only after the coats of paint are given,
does the finish and appeal to the home come. CSS is like the beautiful coat of paint
that you apply to the HTML structure to make it aesthetically appealing.
Advantages of CSS include:
 Separate content from presentation that is easier for developers to work with.
 Use different style sheets to target different web browsers or devices.
 Save bandwidth by writing several lines of presentation code in a separate style
sheet and link to it multiple pages.
 Provide customized web pages to users based on their preferences.
Styles can be applied to a web page just with a click of a mouse. For example if you
have a web page with content using different HTML elements, you can apply different
styles to all the HTML elements at once. You can also create multiple style sheets that
can be applied to a web page on a rotation basis.
Content after applying different styles

CSS Versions
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Like HTML, CSS also uses simple syntax and is easier to learn. CSS has also evolved
over time and popular versions include CSS 2.1 and CSS3.
CSS Parts
CSS has two main parts, Selector and Declaration that associates rules for HTML
elements. (Refer figure below)
1. Selector specifies the element that needs to be applied (example: H1)

2. Declaration specifies the parameters for the selector. Declaration has two
parts, Properties and Values
a. Properties specify the aspects of an element such as font, color, size,
border, etc.
b. Values specify the value of an aspect. (example: 14pt, blue, etc.)
Writing you first CSS Code
You can use a simple text editor such as notepad to create CSS code. You can
integrate the CSS code in a HTML file by one of the three following methods:
1. Using INLINE Code
<!DOCTYPE html>
<html>
<head>
<title>Inline Code</title>
</head>
<body>
<p>Use View Source to view the code as code placed in header section
will not be displayed in the body section.</p><hr>
<h1 style="fontfamily: Arial; fontsize: 14pt; color: #0000FF">This is
heading 1 formatted with Inline Code</h1>
</body>
</html>
Notice the CSS code is placed within sections of the web page.
2. Embedding CSS Code
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<!DOCTYPE html>
<html>
<head>
<title>Embedded Code</title>
<style>
h1 { fontfamily: Arial; fontsize: 14pt; color: #0000FF }
</style>
</head>
<body>
<h1>This is heading 1 formatted with Inline Code</h1>
</body>
</html>
Notice the CSS code is placed with <style></style> tags. Usually it is

considered as a best practice to place the code within the header section of a
web page i.e. the <head></head> section. This is to enable browsers to speed
up the process of applying styles to rest of the content. If you place the CSS
code within the body, the browser will reload the page to apply the code
resulting in a slower display of the web page.
In this case, you need to add the CSS Code to all the web pages in a website.
3. Referring to an external style sheet
<!DOCTYPE html>
<html>
<head>
<title>External CSS</title>
<link rel="stylesheet" type="text/css" href="CSSExercise001.css">
</head>
<body>
<h1>This is heading 1 formatted with CSS Code from an external CSS</h1>
</body>
</html>
h1 { fontfamily: Arial; fontsize: 14pt; color: #0000FF }
In this case there are two documents, a .htm and a .css file. CSS code is placed
within the .CSS file is linked to a HTML page with a single line of code. This can
help in saving time by excluding complete CSS code in all web pages of a
website. Yu can also alter the code in the CSS file that will automatically get
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executed when the HTML page is loaded next time. Style sheets have the file
extension .CSS.
Now change the CSS code,
h1 { fontfamily: Arial; fontsize: 14pt; color: red }
Refresh the page that include references this style sheet and notice the results
displayed.
Additional Reading
Though you have learned about basics of CSS, use the following resources for
enhancing your knowledge on CSS:
1. http://www.w3schools.com/css/default.asp
2. http://www.caniuse.com
3. http://www.css3.info
4. http://en.wikipedia.org/wiki/Cascading_Style_Sheets
EXERCISE

S.No. Activities
1. Create an external style sheet for the following elements.
a. Heading 1 (H1): Font Verdana, Color Violet, Size 10pt
b. Heading 2 (H2): Font Verdana, Color Dark Green, Size 8pt
c. Paragraph (P): Font Verdana, Color Black, Size 8pt
2. Create a web page using the following HTML elements (this will be
used over the next few sessions in CSS Module):
a. H1, H2 & H3
b. Paragraph
c. Table (with some data)
d. Use Horizontal Breaks
e. Hyperlinks to at least three websites
f. Registration Form (Name, Mobile, Email Address, etc.)
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ASSESSMENT
1. Explain CSS with an example.

2. Explain different procedures to implement CSS.
Fill in the blanks:
3. ____________________ is a language used for describing the presentation

format of a web page.
4. Acronym for CSS __________________________.
5. Recent version of CSS is ________.
6. Three methods of implementing CSS are ________ , ________ & ___________..
7. Extension of style sheets _______ ..
8. __________ and __________ associate rules for HTML elements.
9. CSS Code must be place within ______ & _______ tags.
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Assignment
1. Create a website with minimum 5 web pages for the following topics:
a. Windows 8 Mobile APP development.
b. Android Mobile APP development.
c. iOS Mobile APP development.
d. Free APP makers (Android, iOS & Windows).
e. Life Skill Development.
f. Learning at home using elearning.
2. Use the following guidelines for completing this exercise:
a. Use Heading 1 for title .
b. Use heading 2 for sub-titles.
c. Use tables whenever required.
d. Use Meta tags.
i. Provide brief overview of each page content (Title Element).
ii. Provide description of each page in less than 50 characters
(Description Element).
e. Provide the links and resources that you used for developing this website
as comments (Comment Element).
f. Use adequate breaks between paragraphs
g. Include at least three to five abbreviations
h. List the objectives at the starting as an ordered or unordered list.
i. Store all images in \images folder.
j. Use absolute path for all external links
k. Use relative path for all internal links.
l. Use hover effects for hyperlinks
m. Include relevant images as thumbnails. Configure images to open in new
window.
n. Include at least three videos from youtube.com relevant to the selected
topic.
o. Create a feedback form. Use websites such as emailmeform.com and
integrate the form in a separate web page (for example, feedback.htm).
p. Include navigation menu for including links to other web pages within
this website.
q. Use at least three tables. Tables must have only dotted borders.
r. Use HTML 5 as DOCTYPE and must pass validation.
s. Use CSS rounded corners for tables.
t. Use CSS for ALL elements.
u. Store all style sheets in \css folder.
v. Use CSS 2.1 as CSS Schema and must pass validation.
w. Include link to homepage on all web pages placed at the bottom.
x. Link to W3C HTML validator must be available on all web pages.
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Session 9: Overview of XML & XHTML
1. Understand XML
2. Understand XHTML
RELEVANT KNOWLEDGE
As you learn more about web designing or development, you need to learn some other
technologies that are used along with HTML & CSS such as XML & XHTML.
XML
XML or Extensible Markup Language is a markup language that defines a set of rules
for encoding formats. Unlike HTML, apart from being used in web pages, XML is also
used for variety of purposes such as database storage or retrieval and data exchange.
XML is used for separating data and document structure.
For example, when you design web sites, you may display product catalog or shopping
cart to visitors. The details of the products can be stored locally on the visitor’s
computer in an XML file instead of storing on the server thereby reducing the number
of trips in between.
Use of XML
Imagine if you want to send hundred records of matching products to a visitor based
on a specified keyword for example books. Here, each record may contain information
on book title, description, image of the cover, author, publisher, number of pages,
etc. and displaying these records on a single webpage may make it difficult for the
visitor to scroll up and down (a single lengthy page!). On the other hand if you want
to display only ten records a time, you need to send the request multiple times to the
server thus resulting in increased traffic and bandwidth usage. In such a case, you can
store the values of all records in a single file, write some code using HTML or
JavaScript and display ten records at a time in the visitor’s browser!
XML is also useful when you use incompatible database management systems. For
example, if a company uses proprietary database software which is different from the
client’s software, they may encounter issues while sending the data to their clients. In
such cases, XML can be used to send the data that can be exported or imported at
both ends.
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Another advantage is that you can use any other application other than HTML to
display the data. For example you can write your own application for addressing
people with visual disabilities and read out the data stored in XML.
XML Code
XML is written as string of characters. XML document contains markup and data. XML
has a structure similar to HTML but it does not have any pre-defined elements like
HTML. You need to create your own tags. Like HTML or CSS, you can use a simple text
editor such as notepad to create XML code. XML code is case sensitive, requires
closing tags and should be properly nested (unlike HTML).
1. Type the following code in a text editor such as notepad.
<school>
<class>11th</class>
<section>A</section>
<rollnumber>01</rollnumber>
</school>
2. XML files have the extension .XML. Now save this file as intro.xml.
3. Open this file (intro.xml) in a web browser. Notice the results displayed (figure
below).
Since you need to write your own code, given below are some of the rules you should
follow:
 Names cannot start with a number or punctuation character.

 Names can contain letters, numbers, and other characters.
 Names cannot start with the letters xml.
 Names cannot contain spaces (white space is allowed in data).
 Elements are extensible (you can append tags in between).
 Entity reference such should be used instead of special characters such as >, <,
&, ‘ & “.
 Comments can be placed between <!—COMMENT -->.
 XML documents must have a root element.
 XML documents are case sensitive.
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 XML elements require proper opening and closing tags.
 Attributes must be used within single or double quotes.
 Elements can use multiple values, attributes cannot.
 Elements are expandable, attributes are not.
XML Today
Many languages are created based on XML:
 WAP and WML as markup languages for handheld devices.

 RSS languages for news feeds.
 SMIL for describing multimedia for the web.
Though you have gone through a high-level overview of XML, it is recommended that
you use the following websites to learn more about XML and real-world examples:
 http://en.wikipedia.org/wiki/XML
 http://www.w3schools.com/xml/
XHTML
Extensible HyperText Markup Language or XHTML is an extension of HTML. XHTML

follows strict rules similar to that of XML and is used for creating well-formed HTML
documents. All elements need to have an opening and a closing tag; some elements
that do not require a closing tag in HTML require a self-closing syntax when used in
XHTML. For example, to include break <br> is used HTML and <br/> is used in XHTML.
You can configure your HTML editor to add necessary code automatically. However,
you need to specify the DOCTYPE to be used by the editor. For example to configure
MEW to use XHTML, do the following:
1. Open Expression Web.

2. Select Tools > Page Editor Options…..
3. Select Authoring tab.
4. Select the version of XHTML from Document Type Declaration: dropdown
menu. For example, XHTML 1.1.
5. Click OK.
6. Select File > New > HTML.
7. Select View > Page > Code.
Notice the XHTML version of XHTML used along with XML namespace is automatically
included in the web page.
Note: If you have already used a different version, then you need to add the code
manually.
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Learn more about XHTML at:
 http://en.wikipedia.org/wiki/XHTML
 http://www.w3schools.com/html/html_xhtml.asp
EXERCISE
S.No. Activities
1. Create a XML file for defining the following custom elements:
a. CD Catalog
i. CD Title
ii. Name of the artist
iii. Title of the song
b. Library
i. Category of Book (Humor, Mystery, Murder, Classics etc)
ii. Title of the book
iii. author
c. Hotel Menu
i. Category of Cuisine (North Indian, South Indian etc)
ii. Item Category (Breakfast, Lunch, Tiffin, Snacks etc)
iii. Item Name
Save the file and view in web browser.
ASSESSMENT
1. Explain the purpose of XML with an example.

2. Explain the purpose of XHTML with an example.
3. List at least five differences between HTML and XHTML.
Fill in the blanks:
1. Acronym for XML _______________________.

2. Acronym for XHTML _______________________.
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Session 10: Web Design Scripting Tools
1. Understand the purpose of Web Site Design Scripting Tools
2. List different Web Site Design Scripting Tools
3. Understand the purpose of JavaScript
RELEVANT KNOWLEDGE
Web Site Design Scripting Tools
Web site design tools refer to tools used for web designing and web development that
help in creating interactive and intuitive websites. These tools save time as they may
contain ready to use, pre-defined codes. Some of them help you edit, debug or
manipulate graphics. Some of the popular tools include Aptana Studio, Notepad++,
Firebug, jEdit, CSSED, etc.
Scripting Language
Scripting language refers to code written manually and executed either at client side
(handled by the local browser at the client end) or server side (handled by the web
server). Scripts help in extending the functionality that is not possible using standard
HTML or CSS Code. For example look at a search engine like Google or train
reservation system like IRCTC; these are designed to cater to thousands of visitors
based on their request - like displaying search results or seat availability for a
particular train. Though there is a variety of programming languages used, scripting is
broadly classified into client-side and server-side scripting.
 Client-Side scripting refers to scripts or programs processed by the web browser

at the client’s end. These web browsers interpret the script and execute them on
the client’s computer. Hence these are referred to as Client-side scripts. Client-
side scripts are usually embedded within the HTML code or in a separate file
referenced in HTML and downloaded along with the HTML files. JavaScript and
VBScript are some of the popular client-side scripting languages.
 Server-Side scripting refers to scripts or programs processed by a web server. The
script is executed on the server before the results are sent to the visitor. This is
useful when you need to retrieve data from a database server and send only the
results to be displayed on a client computer. It enables the website owner to
minimize user access to source code (which may be proprietary and also valuable).
Most popular server-side scripting languages include PHP, ASP, Java via Java Server
Pages, Server Side Java Script, Server Side VB Script, Perl CGI, Ruby, Python, etc.
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Overview of JavaScript
JavaScript or JS is a popular programming language used widely on the Internet for

creating interactive web pages and special effects. JavaScript provides many exciting
features that cannot be provided through HTML.
Like HTML, JavaScript is understood and executed by web browsers such as Mozilla
Firefox, Internet Explorer, Google Chrome, etc. and is therefore referred to as Client-
side scripting.
JavaScript is very user friendly and is used for purposes such as:
 Providing popup text to assist visitors in filling forms.

 Redirecting to different web pages or websites.
 Displaying slideshows, attractive animations and cool effects.
 Providing personalized experience to repeating visitors (by remembering the
items in their shopping cart, search keywords, Jobs searched, etc.)
Form with text displayed as popup message
History
JavaScript was first created in May 1995 by Netscape, now called Mozilla. It was first
called Mocha. In December 1995, the name JavaScript was adopted. JavaScript was
made into a standard by an organization called ECMA. Though ECMAScript is the name
of the official standard, JavaScript is the popular name being used.
Though you had a high-level overview of JavaScript, enhance your knowledge on

JavaScript using the following websites:
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 http://www.w3schools.com/js/
 http://en.wikipedia.org/wiki/JavaScript
 https://developer.mozilla.org/en-US/docs/Web/JavaScript
 http://www.javascriptsource.com
EXERCISE
Perform the following activities till you understand where JavaScript can be used
S.No. Activities
1. Assume that you are asked to help a travel operator to design an
interactive form for his website.
He has eight buses (mix of AC, Non-AC, Sleeper, Semi Sleeper)
scheduled at different times plying between multiple locations.
The user should be able to key in his details, his destination, no. of
seats required, select the type of bus and date and time of
departure, after checking the availability of different types of buses,
their timing and the amount that to be paid.
Analyze and list the fields needed for creating the form to match the
business requirement.
Specify the fields that the user has to key in data and those where
the computer has to display data.
2. Imagine that you have to create a form to accept online deposits for
the Bank of India. Deposits may be of various types – Fixed Deposit,
Recurring Deposit, Savings Bank Deposit etc. Account numbers should
be valid and also amount available in a account should be displayed
when required. Also, if the amount of deposit is greater than 50000, it
should ask for a PAN number. On submitting the form, it needs to
display the total amount available for the depositor which is inclusive
of the amount entered.
Create a form on a chart and Indicate those areas where data is to be
validated and errors displayed.
3 Assume that you are asked to create a form for a medical shop.
Design a form on chart which will take in the Patients name, address
and phone no. details, the doctor’s name, the medicines he buys,
their rate, qty and total. Maybe there is a discount that may be given
by the shop.
Specify which fields need to be accessed using code and the
validations that need to be done on the fields.
ASSESSMENT
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1. Explain Client-side scripting and Server-side scripting.

2. Explain why JavaScript is said to be very ‘User-Friendly’?
3. Why is JavaScript called a Client Side Scripting program?
Fill in the blanks:
1. _____________ is a program widely used for creating interactive web pages.

2. ________________ refers to scripts processed by a web browser at a client’s
end.
3. _______________ refers to scripts processed by a web server.
4. ____________ & ____________ are examples of Client side scripting languages.
5. _________, _______, _________ & _________ are examples of server side
scripting languages.
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Session 11: Overview of DHTML, AJAX & JQUERY
1. Understand the purpose of DHTML, AJAX and JQUERY.
RELEVANT KNOWLEDGE
DHTML or Dynamic HTML refers to sets of technologies used together to create

interactive or animated websites. Typically DHTML uses the following combination:
1. HTML (for document structure)

2. CSS (for presentation, used for quickly changing styles)
3. Client-side scripting language (for interactions or animations from visitors)
DHTML is generally used for changing variables which in turn affects the look and feel
of content. For example visitors may be allowed to pick a theme for the website by
presenting a dialog box to choose from a list of themes. Another classic example is
the website navigation menu presented as a dropdown menu similar to the ones used
in applications and a ticker that updates cricket scores time to time.
Use samples of navigation menus, animation effects, tooltips, image effects, scrolling
menus, form effects, etc. from the following websites:
 http://www.dynamicdrive.com/
 http://www.dhtmlgoodies.com/
 http://www.quackit.com/dhtml/dhtml_examples.cfm
View samples of DHTML and see the kind of things that can enhance the look and feel
of websites. If you observe, most of them are developed using a combination of HTML,
CSS & JavaScript.
Following is a list of URL’s that you can use for enhancing your knowledge:
 http://en.wikipedia.org/wiki/Dynamic_HTML
 http://www.htmlgoodies.com/beyond/dhtml
 https://developer.mozilla.org/en/docs/DHTML
 http://www.javascriptkit.com/dhtmltutors/
DHTML Navigation Menus
You can use attractive navigation dropdown menus using DHTML scripts or a product
such as DHTML Menu builder lite that creates the menu for you.
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1. Download DHTML Menu builder lite from
http://www.xfx.net/utilities/dmbuilderlite/download.php
2. Follow the on-screen instructions and complete the installation.
3. Select Start > Programs > DHTML Menu builder
Refer to the help file for further instructions on creating a navigation menu and to
integrate that in your website.
AJAX
AJAX or Asynchronous JavaScript & XML is set of techniques used for developing
asynchronous web applications. Usually data is downloaded to the visitor’s computer
and displayed by the web browser; when additional data needs to be viewed, browser
sends request and the response is again displayed in the web browser. In such cases,
the entire web page will reload to display the new set of data. For example when you
use an online shopping website, you may notice the first 10 results are displayed and
when displaying the next set of results (11-20), the entire page refreshes. In such
cases you can write code to fetch the next set in the background without interfering
with the display of existing web page resulting in rich experience for the visitor.
AJAX uses a combination of HTML, CSS, XML and JavaScript. AJAX is widely used today
and is implemented through popular Ajax frameworks such as JQuery, MooTools,
Prototype, YUI Library, Dojo Toolkit, etc.
JQUERY
JQuery is one of the most popular web application framework used for many web
applications. You may have noticed fancy effects such as slideshows, collapsible
tables, etc. in few websites that look attractive (sample below).
Slideshows
You can use JQuery to produce such effects. Use the search engine to find samples or
demos of sliders, etc. and refer to the website for including them in your web page.
Most of them are easy to implement as the instructions are straight-forward.
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Use the following websites to find samples of JQUERY & AJAX framework, refer to the
website for detailed instructions on integrating them in your website.
 http://jquery.com/
 http://mootools.net
 http://prototypejs.org/
 http://yuilibrary.com/
 http://dojotoolkit.org/
Note: These website provide complete tutorials on learning and using them.
EXERCISE
S.No. Activities
1. Download a DHTML navigation menu and implement it in the website
created in the earlier sessions. Refer to the website where you
downloaded the script for instructions.
2. Download JQUERY and integrate it with a website. Modify the script
to apply different slide effects. Refer to the website where you
downloaded the script for instructions.
ASSESSMENT
1. Explain the purpose of DHTML with an example.

2. Explain the purpose of JQUERY with an example.
Fill in the blanks
1. Acronym for DHTML ______________________________.

2. Acronym for AJAX ______________________________.
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Session 12: Introduction to VBScript
1. Understand the purpose of VBScript.
2. Create a simple program using VBScript.
RELEVANT KNOWLEDGE
Visual Basic Script or VBScript is a popular scripting language developed by Microsoft

and modeled on Visual Basic. You do not have to buy a copy of VBScript from the
computer store or install a VBScript disk on your computer. All that you do is install
the Internet Explorer (IE) browser, which will support VBScript. The IE has the
VBScript engine built inside and has the ability to create Web pages with VBScript. It
provides the functionality that is not possible through HTML coding.
VBScript is a lighter version of the programming language Visual Basic and comes with
a fast interpreter. It has been installed by default in every desktop release of
Microsoft Windows 98 and in the Windows server since Windows NT 4.0 Option pack.
Uses of VBScript
VBScript is a general-purpose scripting language and can be used for both Client-side
and Server-side scripting. It is widely used among system administrators who work on
the Microsoft environment and is the scripting language for the Quick Test Professional
which is a test automation tool. Some embedded applications which are in use in the
industry (e.g. – industrial operator interface) also make use of VBScript. When used
for client side web development, it is similar in function to JavaScript. i.e. it is used
to write executable functions which can be used in HTML pages and which interact
with the Document Object Model (DOM) of the page to provide functionality which
HTML alone cannot give. It is also used for server-side processing of web pages and is
a pre-requisite for Microsoft ASP.(Active Server Pages).
Using VBScript
Consider VBScript as an add-on to HTML. While HTML is used for creating objects and
CSS for presentation, VBScript is used for manipulating DOM objects to provide a
particular function. For example you may have designed a feedback form including
fields for First Name, Last Name, Age, Email Address, etc. However if you want to
display popup text to guide the visitor to fill the details properly, you can use
VBScript.
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VBScript is easy and fun to learn. You can use a text editor such as notepad to create
scripts, save them with the .html extension and run them using Microsoft Internet
Explorer web browser.
You need to add special tags to indicate the VBScript code present within the HTML
document. To indicate the presence of VBScript code, you need to place the code
within <script></script> HTML tags. The script tag can be placed in the <head> tag or
the <body> tag of the HTML.
Look at the following example:
<html>
<body>
<script type="text/vbscript">
document.write("Hello World!")
</script>
</body>
</html>
Notice that in the above example, the <script> tag has a type attribute which tells the
browser that it’s a vbscript. To print a text on the webpage use the document.write()
command. The output on the IE Browser is as follows.
Though you had a high-level overview of VBScript, enhance your knowledge on

VBScript using the following websites:
 http://www.w3schools.com/vbscript/
 http://en.wikipedia.org/wiki/VBScript
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EXERCISE
S.No. Activities
1. Create a simple program to:
a. Display “Hello Class”
b. Display “I am learning VBScript”
ASSESSMENT
1. Explain the uses of VBScript.

2. Explain the procedure to write a simple program using VBScript.
Fill in the blanks:
1. _______________ is a program widely used for creating interactive web pages

for Microsoft related technologies.
2. VBScript programs are included within _________ & __________ tag of a HTML
document.
3. ______________ command is used to print a text on to the HTML page.
4. VBScript can be used for both _____________ as well as _________ scripting.
5. VBScript is widely used among ________________ who work on the Microsoft
environment.
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Session 13: Overview of IIS & Apache Web Server
1. Understand the purpose of IIS & Apache Web Server.
2. Set up IIS.
3. Set up Apache Web Server.
RELEVANT KNOWLEDGE
Internet Information Services
IIS or Internet Information Services is a suite of products for web applications. IIS
includes a web server (hence popularly referred to as IIS), ftp server, news server and
SMTP service.
IIS is included in both client and server operating systems from Microsoft. IIS shipped
with client operating system is meant to be used for testing or internal development
purposes. IIS is required for processing server-side scripts included in web pages using
ASP. To install IIS, do the following:
1. Select Start > Control Panel > Programs

and Features.
2. Select Turn Windows features on or off.
3. Select and expand Internet Information
Services, select ASP (figure adjacent).
4. Select OK.
5. Once it is installed, you can test by
typing the URL. For example, type
http://IPADDRESS and press Enter.
(Replace IPADDRESS with the IP address of
the computer where IIS is installed).
Publishing Content
Once you install IIS, it creates the following folder structure \Inetpub\wwwroot
(typically in C:). This folder is used as the starting point of the website hosted on this
computer. You can copy or publish web pages into this folder and web pages in this
folder are served through the web server.
For example, if you have a web page index.htm or index.html, copy the file in
C:\Inetpub\wwwroot (should be like C:\Inetpub\wwwroot\index.htm). To access this
web page through a web server, type http://IPADDRESS/index.htm).
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Note: You can also create subfolders and place content inside them. For example,
C:\Inetpub\wwwroot\SITENAME.
To learn more about IIS, use the following resources:
 http://en.wikipedia.org/wiki/Internet_Information_Services
 http://windows.microsoft.com/en-in/windows-vista/install-internet-
information-services-iis-7-0
Apache Web Server
Apache Web Server or Apache HTTP Server is the most widely used web server
software hosting millions of websites across the globe. Apache web server can be run
on Windows though Linux is the most popular operating system used. To use, Apache
Web Server, do the following:
1. Go to https://httpd.apache.org/.
2. Download Apache HTTP Server.
3. Install Apache HTTP Server by:
a. Double-click httpd-2.0.64-
win32-x86-no_ssl.msi.
b. Click Next.
c. Select I accept the terms
in the license agreement.
d. Click Next twice. Use the
following details on Server
Information (figure
adjacent).
i. Type a domain name, for example, example.com.
ii. Type the server name, for example, www.example.com.
iii. Type the email address, for example, admin@example.com.
iv. Select for All users, on Port 80, as a service – Recommended.
e. Click Next.
f. Select Custom.
g. Select Next.
h. Select Install.
i. Select Finish.
4. You need to test the web server once it is installed.
5. Open the web browser and type http://IPADDRESS. For example:
http://192.168.2.2. Default home page should be displayed (figure adjacent).
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Publishing Content
Once it is installed, you can view or modify the path to

default content folder. Configuration for Apache HTTP
Server is stored in httpd.conf located in C:\Program
Files\Apache Group\Apache2\conf folder. Open the
httpd.conf using a text editor such as notepad and
locate “DocumentRoot” section to view the default
content folder.
Publish the files to the default content folder and view through the web browser (use
http://IPADDRESS).
To learn about Apache HTTP Server, use the following resources:
 http://en.wikipedia.org/wiki/Apache_HTTP_Server
 http://www.apache.org/
EXERCISE
S.No. Activities
1. Install IIS and publish sample content. View using a web server (http).
2. Install Apache Web Server. Publish and view sample content (http).
ASSESSMENT
1. Explain the procedure to install IIS.

2. Explain the procedure to install Apache HTTP Server.
3. Explain the procedure to publish content on web servers.
Fill in the blanks:
1. Acronym for IIS _____________________________________.

2. IIS can be installed through ___________.
3. Apache Web Server configuration file _________.
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Session 14: Overview of ASP
1. Have a high-level understanding of ASP.
RELEVANT KNOWLEDGE
Active Server Pages or ASP is a server side scripting technology introduced by

Microsoft. Learning ASP is easy as the technology is based on VBScript. ASP web pages
contain HTML, XML or Scripts and have the file extension .asp.
When a request is send from the browser, an ASP page is passed to the ASP engine of
the web server such as IIS (Internet Information Services) and once processed, the
result is returned to the browser for display. Unlike HTML that displays only static
content (content that does not change unless modified by the developer), ASP allows
you to add, edit or change content dynamically on the web page. Also ASP code is not
displayed in the browser thus making it secure.
VBScript is the default scripting language for ASP and is the most preferred language
for developers who work with ASP. You can also JScript, Microsoft’s version of
JavaScript or PerlScript for developing Active Server Pages.
Writing your first ASP Code
You can use a simple text editor such as notepad to create ASP code. To create the
code, do the following:
a. Open the text editor and type the following code:
<!DOCTYPE html>
<html>
<body>
<%
response.write("My first ASP program")
%>
</body>
</html>
b. Save this as ASP file. For example, “intro.asp”.
c. Now open the web browser and type the complete URL. For example:
http://192.168.2.2/intro.asp. Notice the results displayed (figure below).
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d. Right-click, select View Source. Notice the code displayed.
In this case, the web server has already processed and returned only what is required
for the browser to display. Thus, for any server-side scripting, the code is executed at
the server’s end and browsers just need to display only the result (no support is
required at browser’s end for ASP!).
Today ASP is used in most websites that require dynamic web pages such as search
engines, online shopping portals, recruitment portals, etc. Though you had a high-
level overview of ASP, use the following resources for learning ASP:
 https://en.wikipedia.org/wiki/Active_Server_Pages
 http://www.w3schools.com/asp/
 http://msdn.microsoft.com/en-us/library/aa286483.aspx
EXERCISE
S.No. Activities
1. Discuss the benefits of ASP. Use the resources included in this session.
ASSESSMENT
1. Explain the purpose of ASP.
Fill in the blanks:
1. Acronym for ASP _______________________________.
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Session 15: Overview of PHP
1. Have a high-level understanding of PHP.
RELEVANT KNOWLEDGE
Hypertext Preprocessor (originally known as Personal Home Page) or PHP is a server-

side scripting language designed for web development but also used as a general-
purpose programming language. PHP is one of the most widely used languages on the
web today; this is due to the fact that PHP is considered as a free, open-source
alternative to competitive technology such as ASP (Active Server Pages). PHP
resembles the syntax of C programming language but made simpler and easier than C.
PHP runs on many platforms including Windows, MAC, Unix, etc. PHP is compatible
with web servers such as IIS, Apache, etc. PHP supports using a variety of databases
such as MySQL, Microsoft SQL, Oracle, Microsoft Access, ODBC compliant databases,
etc. however, you find that MySQL as the most commonly used database in most
websites. Like any other Server-side scripting language, requests are processed by the
web server and only the results are sent to the browser for display.
Overview of WAMP
WAMP refers to Windows, Apache Web Server, MySQL and PHP programs packaged
together for ease of installation. Instead of going through strenuous procedure for
installing and configuring each component individually, you can use WAMP to simply
the whole task. To use WAMP, do the following:
1. Go to www.wampserver.com
2. You will find a single package with a file name like wampserver2.2e-php5.3.13-
httpd2.2.22-mysql5.5.24-32b.exe.
3. Download WAMP.
4. Follow the on screen instructions to complete the installation.
5. Select Start > Programs > WampServer (Notice the icon in the system tray)
Writing your first PHP Code
You can use a simple text editor such as notepad to create PHP code.
To create the code, do the following:
a. Open the text editor and type the following code:

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<!DOCTYPE html>
<Title>PHP</Title>
<?php
echo 'Hello World';
?>
b. Save this as PHP file (store in root folder). For example, “intro.php”.
c. Now open the web browser and type the complete URL. For example:
http://192.168.2.2/intro.php. Notice the results displayed.
Though you had a high-level overview of PHP, use the following resources for learning
PHP:
 http://en.wikipedia.org/wiki/PHP
 http://www.w3schools.com/php/
 http://in.php.net/
EXERCISE
S.No. Activities
1. Discuss the benefits of PHP. Use the resources included in this session.
ASSESSMENT
1. Explain the purpose of PHP.
Fill in the blanks:
1. Acronym for PHP _______________________________.
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WEB DESIGNING - PART II
Session 1: Introduction
5. Understand the purpose of web authoring tools.
6. Understand the purpose of Expression Web.
7. Understand Microsoft Expression Web user interface.
RELEVANT KNOWLEDGE
Web Authoring tools are tools that simplify your web page development tasks. HTML
editors, referred to as web authoring tools are applications that write & check HTML
code for you and help in saving time and effort.
HTML editors are referred to as WYSIWYG (what you see is what you get) editors. This
is due to the fact that what you see during the design phase is what you get as an
output viewed in a web browser (or at least very close to it). Usually, websites are
first designed offline using HTML editors, then tested, and, later uploaded to
websites.
Some of the popular HTML editors include Amaya, Adobe Dreamweaver, KompoZer,
Microsoft Expression Web, etc. Some web hosting provides provide online tools to
design websites but this usually requires a high-speed Internet connection.
Advantages provided by HTML editors are:
 Generate Standard Compliant Code: The developer need not worry whether the
code written conforms to standards such as HTML 5, CSS3, etc. The editor takes
care of standards.
 HTML & CSS Validation: Each and every line of code is checked to ensure it is free
of errors and/or standard compliant.
 Generate Compatibility Reports: The editor generates reports based on
compatibility with multiple versions of varying browsers.
 Spell Check: The editor checks for spelling mistakes in content similar to that of
word processing software.
 Optimize HTML: The editor “cleans” out unnecessary code resulting in smaller
web page size enabling a faster download of the web page.
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 Multiple Resolution / Browser Views: The editor automatically checks your web
page/website across multiple screen resolution/sizes (Smartphone, net-book etc)
and also across multiple browsers (Mozilla Firefox, Google Chrome, etc.).
 SEO (Search Engine Optimization): The editor prepares your website in the
manner that search engines can understand and thereby helps your website to gain
a better ranking for search results.
 Support for Add-ons: The editors support 3rd party add-ons which add additional
capabilities to the HTML editor.
 Multiple Publishing Methods: Editors have the ability to use different options such
as FTP, WebDAV, etc. to publish your website on remote computers.
Microsoft Expression Web
Microsoft Expression Web is a free HTML editor and web design software product by
Microsoft. One great advantage of MEW is the ability to create and manage web pages
using HTML, XML, CSS, ASP.NET, XHTML, PHP and JavaScript.
Note: This module focuses only on Microsoft Expression Web using HTML.
Installing Microsoft Expression Web
To work with MEW, do the following:
1. Download Microsoft Expression Web 4 (recent and last version) from

Microsoft.com.
2. Install by following the on-screen instructions.
3. Click Start > Programs > Microsoft Expression Web.
The MEW Interface
MEW User Interface explained:
1. Menu Area, displays menu

items such as File, Edit, etc.
2. Toolbar Area, displays icons
to Menu Items.
3. Toolbox, contains HTML
elements and ASP.NET items.
4. Task Pane, displays folders,
images, etc. in a website in
folder list view.
5. Editing Area, displays the
HTML editing area.
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6. Status bar, displays additional document properties.
7. Style Sheet Area, to manage style sheets.
8. Attributes & Elements Area, displays HTML attributes & values and CSS property
and values.
EXERCISE
S.No. Activities
1. Discuss the benefits of HTML Editor by comparing different HTML
editors. Use Wikipedia to learn more about HTML Editors.
ASSESSMENT
1. Explain the benefits of HTML Editors.

2. List any five HTML editors.
Fill in the blanks:
1. ________ are software that produces HTML code without writing HTML.
2. ______________, ______________ & ____________ are free HTML Editors.
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Session 2: Creating Web Pages and Websites
1. Create a new site.
2. Create and save a web page.
RELEVANT KNOWLEDGE
Creating a Website
You can create websites with your own design. When you work with web pages,
images, style sheets, etc., you need to store all the related files in a single location
(folder). This helps you to:
 Stay organized
 Upload the entire content to the remote server when you want to publish the
website.
Note: You will learn about templates later in this module. To create a new website,
1. Select Site > New Site… (figure below, left). A New dialog box appears (figure
below, right).
a. You can create a website with a single page by selecting One Page Site.
b. You can create a website from scratch by selecting Empty Site.
c. If you already have a website created using HTML or any other software, you
can continue to work with the website using MEW once it is imported. To
import an existing website, use the Import Site Wizard.
2. Select Empty Site and enter a name for the website, for example:
MyFirstWebsite. Click OK.
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3. A website is created and you will notice a
window similar to the one adjacent:
Now you can create web pages for this website.

Navigate to the location (example: My Documents)
where you stored the website. Notice the folder
icon.
Content such as images, flash

animations, web pages & style
sheets, etc. will be automatically
stored in this folder.
Create a Web page
Once the website is created, you need to create web pages. To create a webpage, do
the following:
1. Select File > New > Page…. A window appears

2. You can use MEW to create web pages using
HTML or ASP code, Style Sheets (CSS), etc.
Select HTML from the list and Click OK. Notice
that a new page is created (figure below).
3. Notice the file name Untitled_1.html. Being
the first page of the
website, this page is may be
your homepage. Use a
standard naming convention
such as default.htm, index.htm or home.htm and save this page. To save this
page, select File > Save.
4. Type the file name as default and select Save. You need not specify .htm or
.html extension as it is automatically added to the web page.
Handling File Extensions
HTML Editors such as MEW automatically append the required file extension, .html by
default. You can configure the HTML editor to add the extension .htm by the following
procedure:
1. Select Tools > Page Editor Options…. The Page Editor Options dialog box
appears (figure adjacent).
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2. Select the Authoring Tab
(figure below).
3. Notice the default
document type selected
as HTML under Default
Document: dropdown
menu and file extension
selected as .html in
Default HTML File
Extension: option.
You can change the settings,

and, it is recommended to
change Document Type
Declaration to HTML 5.
You can configure expression

web to use external programs
such as notepad to open specific
file types such as a style sheet.
By default, style sheets open in
expression web. To modify, do the
following:
1. Select Tools > Application

Options…. The
Application Options dialog
box appears (figure below).
2. Select the Configure
Editors Tab (figure below).
3. Notice the file extensions
(left pane) and application
that will handle the
extension (right pane)
displayed.
Note: Do NOT change any settings here for now.
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Working with a Web page
The biggest advantage of HTML editors

such as MEW is that the code is written
for you by the software.
1. Type the following in the body area

(figure below):
a. My Homepage.
b. This is a website created
using a HTML Editor.
When you create content, MEW

automatically intends them as
paragraphs. You may notice the paragraph
element indicated (see figure above) as “p” with a box above around the content.
When you use carriage return (Enter key), MEW inserts another paragraph similar to
that of the word processing software.
2. Now select the text “My Homepage” and do the following:

a. Select the Style dropdown located in the toolbar (figure adjacent)
b. Select Heading 1
<h1> from the list.
3. Now select the text “This
is a website created using
a HTML Editor.” Select
Heading 3 <h3> from the style dropdown list.
4. Once complete, select View (Menu) > Page > Code (or select Code located
above the status bar). You will see a screen
5. Notice the text is enclosed using heading
(h1 and h3) elements. Now save this page
(CTRL+S).
Since the editor writes the code for you; you can
stay focused on creating the content rather than focusing on the code!
If you have noticed, there are pre-built standard HTML elements that you can use in a
webpage by just selecting the element from the style dropdown menu Now to switch
back to design view, select View > Page > Design.
The three views available in MEW are:
1. Design View: This is the default view and displays only the content.
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2. Code View: This is used either when you want to view the source code written
by the HTML editor or, when you want to insert elements or code that is not
available within the HTML editor.
3. Split View: This is used when you want to use both the Design and Code View
side-by-side.
Using Multiple Web Browsers
If you want to test your web page, it is a recommended practice to test using multiple
web browsers. However you may need to set up the browser list. To specify multiple
browsers, do the following:
1. Select File > Preview in Browser > Edit

Browser List…. The Edit Browser List
dialog box appears.
2. You may notice that some web browsers are
added to the list by default. If you want add
a web browser (for testing), select Add…,
and specify the path of the executable file
of the web browser (for example: C:\Program
Files\Google\Chrome\Application\chrome.exe).
3. You can also use set the screen resolution here. This could be useful when
you want to test your pages for viewing on Smartphones or tablets that use
different screen resolutions.
EXERCISE
S.No. Activities
1. Build a website on any of the following topics:
a. Computer Shop (Sales & Service)
b. Bakery
Visit different websites that offer this service and discuss how they
are designed. Create a new empty website in MEW, create at least 2-3
web pages and use different HTML elements such as Headings, Strong,
etc. when presenting content.
2. Add Mozilla Firefox to the Edit Browser list.
ASSESSMENT
Fill in the blanks:
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1. New Site is available in _____ menu.
2. ______, ______ & _______ are type of pages can be created by HTML Editor.
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Session 3: Templates and Importing Websites
1. Create websites using templates.
2. Import sites.
RELEVANT KNOWLEDGE
Create a new website using templates
MEW includes many (19) built-in templates that can be used for creating websites. To
create a website using the built-in template, do the following:
1. Select Site > New

Site…
2. Select Templates and
choose a template, for
example Organization
5 from the list
3. Type a new for this
website, for example:
Company01.
4. Change the location
and store this website
in C:\Documents and
Settings\Lab\My
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5. To work on the homepage, double-click default.html. You can change only
certain parts of this web page, because, when you make websites from
templates, MEW uses DWT (Dynamic Web Template). You will learn more about
DWT in later sessions. The text is editable within this page
6. You can view this website in a browser to see how it will appear to visitors. To
preview this website in a browser, press F12 on your keyboard. The website
appears on the default web browser. Use the navigation links on the left side of
the homepage to view other pages.
Though it takes some time to get used to an HTML editor, you will soon be creating
web pages or sites in no time with minimal efforts.
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Importing Sites
If you have used another HTML editor or created files using a text editor, you can
import them into your website. This is useful when you want to either use MEW HTML
editor (ease of use) or to organize different files under one common website. You can
also import websites that are already hosted (running live) using MEW. For example if
you have created files manually and saved in C:\HTML and you want to import them,
do the following:
1. Create a New Website and give it a name, for example: IMPORTWEB.

2. Select Site > Import > Import Site Wizard… (figure below)
3. The Import Size Wizard dialog box appears.

4. Notice the list of values in Connection Type: dropdown menu.
5. Select the option File System from the Connection Type: dropdown menu.
6. Click the Browse… button and specify the file path C:\HTML. Click Select.
7. Click Next.
8. The Import Wizard creates a copy of the original content in C:\HTML. This can
be helpful as your original files are left as it is. Click Next.
9. Click Finish. A List of files is displayed. For importing to your new website, you
can select either individual files/folders, or the entire content of a folder. To
import entire content, select all the items on the left pane and select .
Notice the results displayed (Figure below).
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Now you can use the imported files. The original files in C:\HTML are left as is.
EXERCISE
S.No. Activities
1. Create a website using any of the built-in template (choose a topic
from the list below). Replace the content with your own relevant
content.
a. Household Supplies
b. Pet Care
c. Sports Shop
d. Virtual Museum
ASSESSMENT
1. Explain the procedure to create a website using templates.

2. Explain the purpose of importing a website with the procedure.
Fill in the blanks:
1. Number of built-in templates ___.
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2. Three categories of templates are ___________, ____________ & ___________.
3. Templates are available in ____ menu.
4. __ function key is assigned for previewing web pages or websites.
5. Import Site Wizard is available in ____ section of Site Menu.
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Session 4: Lists, Formatting Text, Spell-check, and Find & Replace
At the end of this session, using MEW, you will be able to:
1. Work with lists.
2. Format text.
3. Use Spell Check.
4. Use Find and Replace.
RELEVANT KNOWLEDGE
Work with common HTML elements
In the previous session, you learnt to work with headings and paragraphs. You can also
work with HTML elements such as listings, images, tables, etc. in MEW.
Working with Unordered lists
You can create a list using the procedure similar to the one you used in word
processing software. To create an unordered list, do the following:
1. Create a new page, save this page as unorderedlists.html.

2. Type the following text (within quotes):
“An electronic book or EBook is a book published in digital form. It consists of text,
images, or both. EBooks are readable on computers, net-books and Smart phones.
EBooks are available in the following formats:”
3. Now place the cursor on the next paragraph.

4. Select Unordered List from the Style dropdown menu.
5. Type the following (press enter after each entry):
a. DjVu
b. EPUB
c. HTML
d. iBook (Apple)
e. KF8
f. LIT (Microsoft)
6. Check the results in web browser (use
F12 key).
7. Switch to MEW and select View > Page > Code. Notice the code written by the
HTML editor for unordered list (Figure above).
Handling Text
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You can align or format the text using the options in the common toolbar located
below the HTML Editor Menu. This is very similar to
word processing software; however, remember that
being a web page, special code is needed for formatting and displaying the text.
You can simply select the items from the toolbar and work as if you work with a
regular document. HTML Editor writes the code for you! Switch to Code View when
you use the toolbar items to view the source code.
Spell Check and Thesaurus
When you focus on creating content, you may make spelling mistakes. As a solution,
HTML Editor has an in-built spell check program. To do a spell check on the current
web page, do the following:
1. Open a web page with some content. (Create some content with spelling
mistakes if you don’t have one)
2. Select Tools > Spelling > Spelling (F7)…. Notice the spell check utility
checking spelling mistakes just as in a word processing software.
You can also use the built-in Thesaurus option by selecting Tools > Thesaurus.
Find and Replace (Text)
If you want to replace a misspelled author or company name across a website, what
would you do? You can use the find and replace dialog box to replace text either on a
single web page or across an entire website. The functionality is very similar to a
word processor. To find a
particular text, do the following:
1. Select Edit > Find. The

Find and Replace dialog
box appears (figure
adjacent). Notice the tabs
- one for find another for
replace and a third for
HTML tags.
2. To search for a particular
keyword across all pages
in a website, enter a
keyword in the Find
What: text box and select Find All…. See the results. Double-clicking on any
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item in the
listed result
Now explore and the Replace tab to replace an existing text.
Find and Replace (HTML Tags)
If you had initially set a table background color as blue and now want to replace it
with another color, what do you do? Use the HTML tab of the Find and Replace
feature! Using this, you can replace attributes, values or even a tag across a website.
To use this feature, do the following:
1. Select Edit > Replace.

2. Select the HTML Tags tab.
3. Select the appropriate option from the Replace action: dropdown menu. Note
the list of actions that can be performed
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EXERCISE
S.No. Activities
1. Create a HTML page utilizing the following HTML Elements:
a. Ordered List & Definition List
b. Bold, Italics, Underline & Text Alignment
2. Use Spell Check to correct spelling errors in the website created
earlier.
ASSESSMENT
Fill in the blanks:
1. You can view the HTML code in HTML editor by selecting _______.
2. ____ is the shortcut key to launch Spell Check.
3. ___ is the shortcut key to launch find tool.
4. ___ is the shortcut key to launch replace tool.
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Session 5: Tables and Cells
1. Work with tables and cells.
RELEVANT KNOWLEDGE
Working with Tables
MEW simplifies the tough task of creating a table using HTML with many rows and
columns. To create a complex table, do the following:
1. Create a new page, save this page

as tables.html.
2. Switch to Design View. Place the
cursor where you want to position
the table.
3. Select Table > Insert Table…. A
dialog box appears similar to the
one adjacent.
4. Here you can specify the number of
rows and columns, border size,
border color etc. Do the following:
a. Type 10 in Rows under Size
section.
b. Type 10 in Columns under
Size section.
c. Type 3 in Size under Borders
section.
d. Select Maroon from Color dropdown menu under Borders section.
e. Click OK.
5. Imagine how many lines of code you would have typed to have such a result!
Now to view the HTML code, select View > Page > Code.
6. Switch to Design View. To create borders for cells, select all the cells in the
table.
7. Select Table > Table Properties > Cell…. The Cell Properties dialog box
appears (Figure below).
8. In the Borders section, type 1 in Size: and select Olive from Color: dropdown.
Click OK.
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9. Save the page and view in
browser (F12). MEW creates
style sheet codes and
placed them within this
webpage by default. Now
switch to code view, scroll
to the top and see the code
available under <style> and
</style> element. Now
scroll down and see the
style applied to the table
and cell. So much time and
effort has been saved!
Merging and splitting cells
You have created table structures like the one

adjacent in word processors. But for a web page,
you will need to write a lot of code to achieve
the same!
Using a HTML editor, it is easy. All you need to do is:
1. Create a new page, save this page as mergetables.html .

2. Insert a table (for example, 2 rows and 2 columns).
3. Select the cells that you want to merge and then select Table > Modify >
Merge Cells.
4. Similarly, to split cells, select a single cell. Select
Table > Modify > Split Cells…. The Split Cells
dialog box is appears (figure adjacent).
5. To split this cell into five rows, select Split into
rows and type 5 in Number of Columns:. Click
OK. Note, the entire table is auto adjusted to fit
content.
6. Now switch to Code View and see the code under <style> and </style>. Scroll
to see the style applied to this table.
Using image background for cells or tables
You can place images as a background for cells or tables. To include a image
background for a cell, do the following:
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1. Create a new page, save this page as imagetables.html (You need not type the
extension).
2. Insert a table (minimum 2 rows and 2 columns). Place the cursor in the cell
where you want the background.
3. Right-click and select Cell Properties.
4. Under Background, click Browse….
5. Locate and select an image, click Open and then click
OK. Note the cell includes an image background (Figure
above).
6. Save and preview this in a web browser (F12).
Working with Cell or Table Size
Usually a table spans the entire screen and that may not be appealing to the eye.
Also, sometimes you may want to specify a size for a cell or table (for example, to
display photos). Using MEW, you can specify the size of a cell or the table. To restrict
the size of a cell, do the following:
1. Place the cursor in the cell to which you want to set a particular size. Right-
click and select Cell Properties. You can specify the size in pixel units or
percentage.
2. Under Layout, select specify width: and type 100 (In pixels).
3. Select specify height: and type 200 (In pixels) and then click OK. Notice the
size of the cell.
Converting Table to Text
You can also convert the contents of a table to text using the Table to Text option in
HTML Editor. Explore and convert table to text and observe the changes in code.
EXERCISE
S.No. Activities
1. Create a HTML page utilizing the Table HTML Element. Set a
background image for a particular cell. Merge the first row and insert
appropriate title.
ASSESSMENT
Fill in the blanks:
1. Insert table options is available under _____ menu.
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2. To specify a background for a particular cell, you should use ____ .
3. Table to Text option is available in ______ under Table menu.
4.
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Session 6: Images
1. Work with images.
RELEVANT KNOWLEDGE
Inserting images
As you know, it is not an easy task when you have multiple images to be placed in
varying positions within a web page. HTML editors enable you to easily place images
with formats such as GIF, JPEG, PNG and BMP. To insert a clipart or image, do the
following:
1. Create a new page,

save this page as
images.html.
2. Select Insert > Picture > Picture from file… (figure above).
3. Browse and select a picture from your computer, Click Insert. The
Accessibility Properties dialog box appears (figure adjacent).
4. Specify the text (ALT
attribute) in Alternate Text:,
for example, type Sample
Image for Demo. And then
click OK. The image is
inserted in the web page!
5. Click Save. A Save Embedded Files dialog box appears.
MEW saves a copy of the
image within this website
folder. Remember this is
the website that may be
published to a remote
computer for visitors. The
image on your computer
may not be accessible to
them if the HTML page and
the image are in different
locations. So, you need to
save the images within
your website to ensure that the image stays along with the website.
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HTML editor also enable you to save images in different formats. This helps
when you want to change the image format to one that is suitable for websites.
Also by optimizing the image size (by optimizing quality), you reduce file size
resulting in faster downloads of images from your website.
To change image format and/or optimize quality, click on Picture File Type….
The Picture File Type
dialog box appears.
a. Select GIF if you
are inserting an
image with solid
colors.
b. Select JPEG for
high quality images
such as
photographs from a
digital camera. The
quality can be
adjusted only for
JPEG formats.
c. Select PNG-24 if
you are using
illustrations or screenshots.
6. Select JPEG for this exercise. Uncheck Use image as is: and specify a value. For
example, to retain 75% of the original quality, type 75 in Quality: and click OK
twice.
Note: If you are using image editors such as Adobe Photoshop, JPEG images are
automatically optimized for quality and size. In such cases, leave the image quality as
it is. Working with image formats requires special expertise, consult an expert if
required.
Now this image is saved within this website. Note the image file listed in the folder
list. Remember, what you have here is a copy of the original image. So even if
something goes wrong with image quality, size or both, you can rework again!
Changing Image properties
If you want to change properties after inserting the image, do the following:
1. Double-click on the image. You can use the Picture Properties dialog box
(Figure below, left) to specify or change settings.
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2. To change size of this image, select Appearance tab (Figure above, right).
3. To reduce the image to 50% of its original size, select In Percent and type the
value 50 in both width: and height: fields. Click OK. Notice the adjusted size
displayed. Preview the change in a web browser (F12). Notice the value in
alternate text is also displayed. Now switch to MEW and see the code written
for this image element.
When you work with images that are relatively huge (covering the whole screen), you
can make smaller versions of the image (thumbnails) which when clicked, displays the
image in actual size. This helps make the website with several images look pleasant
and not crowded. HTML editors have the ability to automatically create thumbnails
and link them to the actual size images. To create thumbnails, do the following:
1. Create a new page, save this page as multipleimages.html.

2. Select Insert > Picture > From File….
3. Select multiple pictures by using Ctrl + Click (you need at least 3-4 large size
pictures for this exercise).
4. Select Insert. Skip providing alternate text for now, you can add it later. Click
OK once for each image. Notice the size of the images.
5. Now select the image, right-click and select Auto Thumbnail. Repeat the
procedure for rest of the images.
6. The thumbnails are displayed in the
web page. Click File> Save. HTML
editor again attempts to save the
images and the following dialog box
appears:
7. Note there is a set of images with _small added to the original filenames.
These are the thumbnail versions created by the HTML editor. Click OK. Now
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preview this web
page (F12). Notice
the results. Each
image is displayed
as a thumbnail
which when clicked
displays the larger
version of the
image.
8. Switch to MEW and
view code.
Modifying thumbnail size
All the thumbnail images have a

standard size. This is the default
setting of the HTML Editor. You may
need to increase the default thumbnail
size if it is too small for images such as
photos or if you are unable to
differentiate between the small size
images. To modify the thumbnail size,
do the following:
1. Select Tools > Page Editor

Options….
2. Select AutoThumbnail tab
(Figure below). Note the default
values. You can change the size
by altering the values.
Once changed, thereafter, the modified size is used when you create auto thumbnails
(older thumbnails will remain the same based on the original thumbnail size).
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Handling Larger Images
If large versions of many images are displayed in the same window, visitors may find it
unpleasant to move back and forth to view images! As a solution, you can make the
images open up in a new window. To do so:
3. Right-click a large image and select Picture Properties.
4. In the Hyperlink section, select the button next to Target Name… The
Target frame dialog box appears.
5. Select New Window from the
Common targets: list and click OK
twice. Save this web page to
include the changes and preview this
in browser (F12).Now click on the
first thumbnail and observe the
difference in behavior.
6. Switch to MEW and view code.
Aligning Images
You can also align images along with text

content (similar to alignments in word
processing). To align, to the following:
1. Create a new page, save this page as textwrap.html.

2. Insert an image and enter some text above or below the image.
3. Select Image and right click and select Picture Properties.
4. Select the Appearance tab. Then select a wrapping style to wrap text.
5. Select a value from the Alignment: dropdown (if required).
6. Specify a border for the image by entering a value in Border Thickness: field.
7. Click OK. Save and preview this in your browser (F12). Also, see the source
code for this activity.
Editing Images
You can edit images using the built-in image toolbar when you want to crop an image,
adjusting brightness or contrast of an image, etc. To work with an image using the
image toolbar, do the following:
1. Create a new page, save this page as editimage.html

2. Insert an image and Select View > Toolbars > Pictures. The Picture Toolbar
will be displayed (Figure below).
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3. You can use a variety of functions such as:
a. Flip pictures using different flip options .
b. Increase or decrease brightness or contrast.
c. Crop (keep only the necessary portion of a picture).
4. To crop, select the crop tool ( ). Now try and crop the image (same as in any
other software you have worked with).
5. Save and preview this in your browser (F12). Also see the source code for this
activity.
Working with Image Formats
When you insert images, HTML editor is configured to use GIF format for images that
have 256 colors or lower and JPEG format for images that have more than 256 colors
(it is intelligent!). At times, you may need to change this default behavior (to use PNG
when you are creating content with mostly screenshots of products or images with
focused color). To view or modify this setting, do the following:
1. Select Tools > Page

Editor Options…. and
select the Picture tab.
2. Notice the values in
dropdown menus (gif and
jpg). You can change the
format by selecting a
image format from these
dropdown menus. For example, to force the HTML editor to use PNG as the
image format when images with 256 color or higher are detected, select PNG
from Use the following format when converting or pasting images with
more than 256 colors: dropdown menu.
3. Click OK.
To test, do the following:
1. Create a new page.

2. Use Ctrl + Print Screen on your keyboard to take a screenshot.
3. Save the page.
4. Notice the image format displayed with the extension of PNG.
Creating & Optimizing Images
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If you want to create, edit or optimize images, consider using professional photo
editing software such as Adobe Photoshop, GIMP (Open Source), Microsoft Expression
Design (Freeware), Google Picasa or Online editors such as Pixlr (www.pixlr.com).
EXERCISE
S.No. Activities
1. Create a HTML page by inserting images and provide an ALT text for
all the images.
2. Create a HTML page with multiple images with thumbnails and
configure them to open in a separate window. Create custom
thumbnail size of 50 * 50 pixels.
3. Manipulate the picture’s brightness using the Image toolbar.
ASSESSMENT
Fill in the blanks:
1. To insert a picture, you should use _____ menu.

2. When inserting multiple pictures, you should the shortcut key ______.
3. Default thumbnail size can be modified from _____ menu.
4. Image toolbar should be launched from _____ View Menu.
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Session 7: Hyperlinks - I
1. Work with hyperlinks.
RELEVANT KNOWLEDGE
Working with Hyperlinks
It is easy to write code when you have a few embedded links. But, when there are
many links to be included in a web page (image a large organization having 100’s of
web pages that need to be connected), it will be difficult to code manually. Here, you
can use HTML editors to simplify the task.
Hyperlinks to Websites
To work with hyperlinks in HTML editor, do the following:
1. Create a new page, save this page as links.html.

2. Type the URL, for example www.google.com. Press Enter. Notice the text is
automatically formatted and displayed as a hyperlink.
3. Save and preview this in your browser (F12).View the source code for this
activity.
If you want to change the text from URL, do the following:
4. Switch to MEW and

place the cursor on
the text that has
the hyperlink.
5. Right-click and
select Hyperlink
Properties…. The
Edit Hyperlink
dialog box appears.
6. In the textbox
Text to display:,
replace
www.google.com with Google. Click OK. Notice the text changed in the
hyperlink (the link is still available).
To insert a hyperlink manually to point to Wikipedia, do the following:

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1. Create a new page, save this page as manuallinks.html and place the cursor
where you place the hyperlink
2. Select Insert > Hyperlink…. (Or use shortcut CTRL+K). The Insert Hyperlink
dialog box appears.
3. Enter Wikipedia in Text to display: textbox (this will be name that will be
displayed).
4. To include helpful tips indicating the purpose of links which will be displayed
when the cursor is placed over the hyperlink, select the ScreenTip… button.
The Set Hyperlink ScreenTip dialog box
appears.
5. Type Use Wikipedia to learn more. Click
OK.
6. Type http://www.wikipedia.org in
Address: and click OK.
Save and preview this in your browser (F12). Observe the results (Move your
mouse over the hyperlink). Switch to MEW and view code.
Hyperlinks to an email address
1. Create a new page, save this page as emaillink.html and place the cursor
where you place the
hyperlink.
2. Select Insert >
Hyperlink….. The Insert
Hyperlink dialog box
appears.
3. Select E-mail Addresses.
a. Type Feedback in
Text to display: (this
will be name that will
be displayed in the browser).
b. Type an email address in E-Mail address: (for example,
feedback@example.com). Notice the mailto: attribute is automatically
added.
c. Type a value in Subject: (for example: Feedback for website). This helps
you trace where the mail came from especially when you are using a
single email address for multiple purposes. It is recommended that you
use a separate email address for collecting feedback from visitors.
d. Click OK.
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4. Save and preview this in your browser (F12). Notice the default email client is
opened, email address and subject is automatically added leaving the email
body empty for visitors to send their comments or feedback.
Link to different sections within a web page
You can link to different sections within a webpage using HTML editor. To understand
the procedure, do the following:
1. Create a new page, save this page as sectionlinks.html.

2. Create at least two sections in the HTML document (leave adequate space
between sections, at least 10 lines between them). For example, Section 1 &
Section 2 (figure below, left).
Note: Leave some space at the top of the page.
3. Select (highlight) the text Section 1. Select Insert > Bookmark…. The
Bookmark dialog box appears (Figure above, right).
Notice the name in Bookmark

name: list. MEW automatically
creates the bookmark for you.
Click OK. Repeat the procedure
to bookmark all sections.
4. Now scroll to the top where the

links will be placed.
5. Select Insert > Hyperlink….
Select Place in this document… under Link to:.
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6. Now type Section 1 in Text to display:. Select Section_1 under Bookmarks,
Click OK. (or use CTRL+G to bookmark).
7. Repeat the procedure to include hyperlink for Section 2. Save and preview this
in your browser (F12). Check if the hyperlink is working by clicking on it. Switch
to MEW and view code.
Note: If you notice the hyperlinks are not functional though you are following the
proper procedure, it may be due to insufficient space between the main text that has
hyperlinks and the sections with the page (too close to scroll up or down).
Link to another web page within a website
You can link a web page to other web pages within the site. This helps visitors view
other sections of your website that may have information on products or service that
you offer. To link other pages within a website, do the following:
Note: You will use the HTML files created earlier.
1. Create a new page, save this page as weblinks.html and place the cursor
where you want to place the hyperlink.
2. Select Insert > Hyperlink…. Select Existing File or Web Page under Link To….
3. Notice the list of files displayed in your website. You can choose ANY file
including images. To link to other web pages, you must select only web pages.
Now select tables.html from this list, type Tables in Text to display: and
click OK.Save and preview this in your browser (F12). Check if the hyperlink is
working by clicking on it. Switch to MEW and view code.
EXERCISE

S.No. Activities
1. Create hyperlinks for at least five websites that offer free tutorials on
HTML. Include your email address as hyperlinks.
2. Create hyperlinks for the pages created in earlier sessions.
ASSESSMENT
Fill in the blanks:

1. Hyperlink option is available under ______ .
2. Shortcut key to insert a hyperlink _______ .
3. Shortcut key to bookmark a section _______.
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Session 8: Hyperlinks - II
1. Work with hyperlinks.
RELEVANT KNOWLEDGE
Link using Images
You can also create links using images enabling you to use attractive buttons or
images as hyperlinks.
1. Create a new page, save this page as manuallinks.html.

2. Insert an image. Select the image, select Insert > Hyperlink….
3. Type http://www.download.com.
4. Generally hyperlinks open within the same window which the visitor is viewing.
If you do not want the visitor to leave your website, you can set the target
frame property to open the hyperlink in a new tab or window. To open the
hyperlink in a new window, select Target Frame….
5. Select New Window and then click OK.
Note: Images with hyperlinks display text such as one below (Use Ctrl + Click if you
want the destination web page to open in HTML editor).
This helps you to identify images with hyperlinks when
you work with HTML editors.
6. Click OK. Save and preview this in your

browser (F12).Check if the hyperlink is
working by clicking on it. Switch to MEW
and view code.
Using interactive buttons
You can use fancy buttons to display hyperlinks

instead of mundane text or heavy images. To
insert interactive buttons, do the following:
1. Create a new page, save this page as

buttonlinks.html.
2. Select Insert > Interactive Button….
The Interactive Buttons dialog box appears.
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a. You can choose a style from buttons: list. For example, select Glass
Capsule 1 from list.
b. Replace Button Text in Text: with a name. For example, Mozilla.
c. Type the URL in Link:. For example, http://www.mozilla.org.
3. Click OK. Save and preview this in your browser (F12). Note: You need click OK
every time you are prompted, to save the images.
4. Check if the hyperlink is working by clicking on it. Switch to MEW and view
code.
Use Hotspots
Hyperlinks can be used on portions of a single image thereby creating clickable

hotspots, when you want to link portions of the image to resources such as to a web
page, website or email address. To create hotspots, do the following:
1. Create a new page, save this page as hotspots.html.

2. Insert an image (use an image that can be used for pointing out different
portions such as world map that has continents).
3. Select View > Toolbars > Pictures. Picture toolbar appears (Figure below).
Note: Move your cursor over each icon to understand the purpose of each item.
4. Select Rectangular Hotspot from Pictures Toolbar. Place the cursor

(displayed like a pencil), drag over a particular area to draw a square or
rectangle (this entire area will become a hyperlink).
5. Once complete, the Insert Hyperlink dialog box will be displayed.
6. Type the URL in the Address: and Click OK.
7. Save and preview this in your browser (F12). Check if the hyperlink is working
by clicking on it. Switch to MEW and view code.
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EXERCISE
S.No. Activities
1. Create a html page and insert different images. Create hyperlinks for
images to launch different websites in new window.
2. Create a html page with relevant image on any of the following
topics:
a. Anatomy of human brain
b. Anatomy of human body
c. Parts of Bulb
d. Parts of a computer
e. Anatomy of a flower.
Use image hotspot to provide hyperlinks to articles on the Internet
such as a page in Wikipedia about each section.
3. Create navigation menu for all pages in the website using Interactive
buttons. Name the buttons accordingly (Hint: For homepage, use
HOME).
ASSESSMENT
Fill in the blanks:
1. Interactive buttons can be inserted from _____ Menu.

2. Image hotspots can be created using ______ toolbar.
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Session 9: Audio & Video
1. Work with audio & video content.
RELEVANT KNOWLEDGE
Working with audio & video content
You have learnt to include audio & video content in the HTML module. You can also
use HTML editor to include audio & video content.
Note: You can also use HTML 5 audio & video elements. Use Code View to insert the
code. Also keep samples of audio and video clips ready for these exercises.
To include an audio clip, do the following:
1. Create a new page, save this page as audio.html. Place the cursor where you
place the audio player control.
2. Select Insert > Media > Windows Media Player….
Note: MEW by default lists only files that are

associated with Windows Media file types. Select All
files from Files of Type: dropdown.
3. Select the audio clip, for example: sample.mp3.

Click Insert.
4. Click Save (Save this audio clip with your website
when prompted). Notice the result displayed in MEW
(Figure adjacent).
5. Save and preview this in your browser (F12).
Note: Audio clip by default plays automatically when

the page is accessed.
If you want to customize the settings for this audio clip, do the following:
6. Switch to MEW and double-click the Windows Media Player Control. The
Windows Media Player Properties dialog box appears. Note the available
controls (Figure adjacent).
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7. For the content to play, CODEC (a software component required for playback)
must be available on the visitor’s computer and if it is not available, you can
include the source using CODEBASE attribute. Visitor’s browser will download
the CODEC from the URL specified in CODEBASE: attribute of Object element,
install and play the content automatically.
Note: Refer to respective website for correct URL. Some of the common URL’s
are provided here for your reference:
Type of Content Download Location

QuickTime (WAV) http://www.apple.com/qtactivex/qtplugin.cab
QuickTime (MP4) http://www.apple.com/qtactivex/qtplugin.cab
Flash (SWF) http://fpdownload.macromedia.com/pub/shockwave/c
abs/flash/swflash.cab#version=8,0,0,0
8. Repeat the procedure for including video clips. Save and preview this in your
browser (F12). Switch to MEW and view code.
Working with Flash animation
If you want to include a flash animation, do the following:
1. Create a new page, save this page as flash.html.

2. Place the cursor where you place the flash animation. Select Insert > Media >
Flash Movie….
3. Locate and select the flash animation (file with .swf extensions), select Insert.
4. Save and preview this in your browser (F12). Switch to MEW and view code.
If you want to include videos, for example, from Youtube.com, do the following:
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1. Create a new page, save this page as Youtube.html.
2. Place the cursor where you place the Youtube video.
Note: You need to follow the procedure before you insert videos from Youtube.
a. Go to Youtube.com.
b. Select a video clip.
c. Right-click on the video and select copy embed html.
3. Select View > Page > Code.
4. Paste the code (example: <iframe width="640" height="360"
src="http://www.youtube.com/embed/ieM93xFIGCc?
feature=player_detailpage" frameborder="0" allowfullscreen></iframe>)
Note: You need to have an active Internet connection for this exercise.
Working with Silverlight Content
Silverlight is an application framework for writing rich internet applications similar to

that the ones created using Adobe Flash. Rich internet applications are web
applications that look and work similar to that of standard desktop applications such
as accounting software, word processing software, image manipulation software, etc.
Silverlight content is played using Silverlight plug-in a free download.
Note: Silverlight content can be played only on Microsoft Windows operating systems,
MAC OS and Symbian OS. You can use Moonlight, a free plug-in to view content on
Linux based computers.
If you want to include Silverlight content

on your page, do the following:
1. Create a new page, save this page

as silverlight.html.
2. Place the cursor where you place
the Silverlight content. Select
Insert > Media > Silverlight. The
Select a Silverlight XAP file dialog
box appears.
3. Silverlight files have the
extension .XAP. Browse and select
the file and then select Open.
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4. Save and preview this in your browser (F12). Notice the Silverlight content
displayed in the browser (if the plug-in is available). Switch to MEW and view
code.
You can use products such as Powerlight Converter, PPTX2SilverLightConverter, etc. to

convert a presentation to simple Silverlight content.
EXERCISE
S.No. Activities
1. Insert relevant audio & video clips with a variety of file formats for
the website created in earlier sessions.
2. Create a web page and include videos from YouTube. Collect and
present links related to learning HTML, CSS, Expression Web, XML,
XHTML and JavaScript.
ASSESSMENT
Fill in the blanks:
1. Media Player control should be inserted from _________ dropdown menu of

_____ Menu.
2. Flash content should be inserted using _______ option from _________
dropdown menu of _____ Menu.
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Session 10: Frames, Inline Frames and Layers
1. Use frames, inline frames and layers.
RELEVANT KNOWLEDGE
Frames
You have learnt to use frames using HTML code. MEW includes few frame styles that
you can use right out of the box.
To create a web page using built-in frames, do the following:
1. Select File > New > Page….

2. Select Frames Pages. A list
of frames with different
styles is displayed.
3. Select Header, Footer and
Contents from the list and
Click OK. Notice the results
displayed.
4. If you want to use the
existing HTML files, select
Set Initial Page…. Select
any of the HTML pages
created in earlier activities
and click OK.
5. If you want the HTML editor
to create a new page for
rest of the frames, select
New Page….
6. Select File > Save
(CTRL+S). You will have to
save each new page that is
a part of this frame.
Preview this in your browser
(F12). Switch to MEW and
view code.
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If you want to edit or work with
individual web page in a frame,
it is recommended to open each
file separately (open by the file
name from the folder list). Once
complete, open the frames.html
in the HTML editor or web
browser.
iframe
You have learnt to use iframes

using HTML code. You can also
create iframes using MEW with minimum efforts. To
insert an iframe, do the following:

iframe.html.
2. Place the cursor where you want the new iframe
to be placed. Select Insert > HTML > Inline Frame. Notice a new frame is
inserted within this page.
3. Select Set Initial Page…. Type
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To modify the appearance of an iframe, select the iframe and double-click on it.
The Inline Frame Properties dialog box appears wherein you can modify the size,
include margins, align text, disable scrollbar or provide alternate text.
Layers
Layers are advanced techniques that you use to float content on top of other content
in a web page. You use this when you want to include a popup registration form or
menus when a visitor views a web page. Layers can also
help in keep content such as image or dropdown menus
fixed in a particular position in a web page. Layers are
managed using a special element called DIV. To insert
layers, do the following:
1. Create a new page, save this page as layers.html.

2. Select Format > Layers. The Layer Toolbar appears.
3. From the toolbar, select Insert Layer . A new layer is inserted similar to
the one below.
4. You can increase or decrease the size of this layer by selecting the layer box
and drag around the corner. To place this elsewhere,
simply drag the entire layer box.
5. Now insert an image in this layer:
a. Place the cursor inside the layer. Select Insert >
Picture > From File…
b. Locate and Insert the image. Notice the picture is
within the layer.
6. Now type some content in the web page. Notice the
image present in the layer does not move along with the content and stays in
the position that you fixed.
Note: Layers are an advanced concept and require additional practice to understand.
You can place multiple layers on top of each other (Figure below).
This is done by inserting and positioning additional layers. Use the

Layer toolbar to insert additional layers.
To use the toolbar to position layers, do the following:
1. Select View > Toolbar > Positioning.
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2. Insert an HTML element in the body, for example: a table with
2 rows and 3 columns and select the Table.
3. Select position: fixed from the dropdown.
4. Notice the values in positioning toolbar indicated in pixels.
5. Now try typing content in this web page. Notice the table is
in a fixed position.
Note: It will take a while to work with positioning and particularly CSS. Use help file
and search engines for more examples.
EXERCISE
S.No. Activities
1. Create a web page with three frames to represent the following
designs:
Link to existing pages created in earlier sessions.

2. Create a web page with inline frame to point to different websites.
3. Create at least 3 overlapping layers and include picture in each layer.
ASSESSMENT
Fill in the blanks:
1. Frame page should be created from _____________ menu.

2. iframe should be inserted from ______ dropdown of ______ menu.
3. Layer toolbar can be accessed from _______ menu.
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Session 11: Hover Effect, Meta Elements & Watermark
1. Use meta elements in a web page.
2. Use hover effects in a web page.
3. Use Watermark in a web page.
RELEVANT KNOWLEDGE
You have learnt to use HTML elements and attributes such as Title, Description,
keywords, etc. using HTML code. You can also use the HTML editor to include such
elements easily. Note that the settings modified here apply only to the current page.
1. Create a new page, save this page as meta.html.

2. Right-click on the body,
select Page Properties.
The Page Properties dialog
box appears.
3. You can specify the Title in
the Title: text box. Enter
details about the website in
Page Description: textbox
and use keywords for this
website using the
Keywords: textbox. Now
type:
a. Webpage created
using HTML editor in
Title:
b. We offer great web designs in Page Description:
c. Type Web Page Development, Web Design, Website Development in
Keywords:
d. Click OK.
Notice the HTML elements and content inside elements have been created
automatically by MEW!
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Modifying background
You can also specify a color or image background for a web page. To set a background
color, do the following:
1. Select View > Page > Design.

2. Right-click on the body and
select Page Properties.
3. Select the Formatting tab.
4. In the Colors section, select
Silver from the Background:
dropdown menu.
5. Click OK.
6. Save and preview this in your
browser (F12). Switch to MEW
and view code.
Modifying appearance of links
You can also modify how links appear in a web page. To apply hover effects, do the
following:
1. Create a new page, save this page as hover.html. Insert at least two or three
hyperlinks.
2. Right-click on the body, select Page Properties. Select Formatting tab.
3. Select the following values in the Colors: section:
a. Green for Hyperlink:.
b. Silver for Visited Hyperlink:.
c. Maroon for Active Hyperlink:.
d. Teal for Hovered Hyperlink:.
4. Click OK. Save and preview this in your browser (F12). Switch to MEW and view
code.
Inserting a watermark
You can include a watermark for a web page when you want to inform visitors that
you are still testing the website or it is under development. To include a watermark,
do the following:
1. Create a new page, save this page as watermark.html.

2. Right-click on the body, select Page Properties. Select the Formatting tab.
3. Select Background Picture under Background. Click browse:, select the image
you want as a watermark and then click OK.
4. Check Make it a Watermark and click OK.
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5. Type some content in the webpage (at least one or two pages in length).
6. Save and preview this in your browser (F12). Now scroll down the page and
notice the background is in fixed position and does not move along with
content. Switch to MEW and view code.
Changing the margins
You can also adjust the margins of a web page while designing the page. Doing so
leaves some space on either sides of a webpage where you may want to place
advertisements later on. To adjust the margin, do the following:
1. Create a new page, save this page as margin.html.

2. Right-click on the body, select Page Properties. Select Advanced tab.
3. To specify the margin size (in pixel units), type:
a. 30 in Top Margin:.
b. 60 in Left Margin:.
c. 60 in Right Margin:.
d. 30 in bottom Margin:.
4. Type some content. Save and preview this in your browser (F12). Switch to
MEW and view code.
Specifying the language
You can also specify the language the web page is created with. This information is
used by search engines to index and display language specific results to visitors, by
screen reader software to understand the language of the content used in a web
page, by automated translation tools that translate web pages from one language to
another and so on. To specify a language, do the following:
1. Create a new page, save this page as lang.html.

2. Right-click on the body, select Page Properties. Select Language tab.
3. Select English (India) under Mark current document as: dropdown menu.
4. Click OK. Save and preview this in your browser (F12). Switch to MEW and view
code.
Note: You may not notice any visual difference in web page as this is used only by
search engines, screen readers or browsers for internal use.
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EXERCISE
S.No. Activities
1. Include meta elements such as title, description and keyword for web
pages created earlier.
2. Include a picture as a watermark.
3. Create hover effect:
a. Dark Blue for Hyperlink:.
b. Dark Green for Visited Hyperlink:.
c. Black for Active Hyperlink:.
d. Teal for Hovered Hyperlink:.
4. Set margins:
a. 10 in Top Margin:.
b. 10 in Left Margin:.
c. 10 in Right Margin:.
d. 10 in bottom Margin:.
ASSESSMENT
Fill in the blanks:
1. Meta elements can be inserted through ____ options.

2. _________________________ should be checked under background if you want
to use a picture as a watermark.
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Session 12: Forms
1. Create forms.
RELEVANT KNOWLEDGE
Creating forms
You have learnt to create forms using HTML code. As you are aware, forms are used
for collecting information from visitors or for displaying relevant results to visitor. You
can include forms in a website using the HTML editor.
To create a simple HTML form, do the following:
1. Create a new page, save this page as form.html.

2. Select Insert > HTML > More HTML Tags…. The HTML
Toolbox is displayed, scroll down and expand Form
Controls (Figure adjacent).
3. To create a form, first you need to add the form control.
To add the form control, select Form from the
Form Controls list.
4. Click and drag from the toolbox to the web page where you want to
place the form.
You need to add elements to make this form functional. There are a variety of
form controls available with this HTML Editor. For example you can use textbox
element to collect a visitor’s email address.
5. Select Input (Text) from Form Control List. Drag and drop it inside the form
area (Figure below, left).
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6. You need to indicate the user the purpose of this field. You can do that by
double-clicking on an element. Double-click the Input (Text) field that you just
inserted. Text Box Properties dialog box appears (Figure above, right).
a. If you have multiple fields in a form, they will be easy to locate and
understand if you have friendly names assigned to it. To add a name,
type Email in Name:.
b. To indicate the purpose of this field, type a value in Initial Value: field.
This will be displayed initially but can be replaced by visitor’s email
address. Type Enter your email address in Initial Value: field.
c. Click OK.
7. Press Enter to move to the next line.
8. You need to add a control for this form to be submitted. You
should use the Input (Submit) control from the Form
Control List. Select Input (Submit) from the list, drag and
place it below the Input (Text) field inserted earlier. Now
your form will start to look like the one adjacent.
9. Now this form needs to be
configured. To send the
form details for further
processing, after the visitor
enters the email address,
you need to specify the URL
where the details should be
sent. Now right click the
form, select Form
Properties. The Form
Properties dialog box will
be displayed (Figure
adjacent).
a. Select Options….
The Options for Custom Form Handler dialog box appears.
i. You need to specify the URL in the text box Action: for the details
to be sent to a script
that will take care of
further execution. Type a
URL, for example:
ii. You need to specify a method. Since we are sending data, select
POST.
iii. Click OK.
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10.Give a relevant name to this form that helps track different forms used in a
website. In this activity, type Newsletter and click OK.
11.Save and preview this in your browser (F12). Switch to MEW and view code.
Note: You need to point to the URL that has the script to process this form further. If
you have provided values just for demo, your form will NOT work. However, you can
understand the concept behind HTML form.
EXERCISE
S.No. Activities
1. Create a form to collect the First name, Last name, Email address,
Date of birth and Favorite book genre (Science, Science Fiction,
Statistics) of visitors as single selection.
ASSESSMENT
Fill in the blanks:
1. Form elements are available in ________.

2. ________ control should be used for password fields in a form.
3. To create a dropdown list, __________ control should be used.
4. To provide description inside a form, ________ control should be used.
5.
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Session 13: CSS
1. Create Style Sheets (CSS).
2. Apply a style sheet across a website.
3. Apply CSS code to a single page.
RELEVANT KNOWLEDGE
Managing Style Sheets (CSS)
If you have noticed HTML code is complimented using CSS. HTML Editor uses CSS for
presentation to align your website to certain standards as set by W3C.
Create a style sheet to be used across a website
You can also create style sheets that could be

applied across an entire website. You have learnt to
create style sheets manually in CSS Module. You can
use MEW to create style sheets using the following
procedure:
1. Select File > New > CSS.

2. You can use the Style toolbox (Figure adjacent) to create styles in the style
sheet. (If it is not visible, select Panels > Apply Styles….).
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3. Select New Style….
The New Style
dialog box appears
(Figure adjacent).
4. You can define
styles for each
HTML element
using the Selector:
dropdown menu.
a. For example
to apply a
particular
setting for
body HTML
element,
i. Select
body from Selector: dropdown menu.
ii. Select Verdana from font-family:
dropdown menu.
iii. Select small from font-size: dropdown
menu.
iv. Select Gray from Color: dropdown menu.
v. Click OK.
vi. Notice the CSS code written automatically (figure above)
b. To apply a particular setting for Table element, select New Style….
i. Select Table from Selector: dropdown
menu.
ii. Select Courier from font-family:
dropdown menu.
iii. Select x-small from font-size: dropdown
menu.
iv. Select Gray from Color: dropdown
menu.
v. Click OK.
vi. Notice the CSS code written automatically (Figure above)
Note that the code is appended to the existing code. This is helpful when you
want to modify an existing style sheet.
5. Save this file with a file name, for example, mystyle.css (You need not type
the file extension).
Apply a style sheet across a website
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Now you need to link all the web pages in the website to this style sheet. This is
usually done by including this style between <style> and </style> elements in each
page. HTML Editor can add that code for you. To apply this style sheet to all the web
pages in a website, do the following:
1. Select Attach Style Sheet… under Apply

Styles. The Attach Style Sheet dialog
box is displayed (Figure adjacent).
2. Select All HTML Pages in Attach to:
option. You can either include the CSS code to all the pages or link all the
pages to use the CSS code in this style sheet. It is highly recommended and
considered best practice to link style sheet as:
a. You have a better control of the whole site via a single style sheet.
b. Change of the settings in one style sheet is automatically applied to all
the web pages linked to the style sheet.
3. Select Link.
4. Select browse…. Select the style sheet you created earlier (mystyle.css) and
click OK.
Note: Linking all the web pages may take a while depending on the number of web
pages in the website. Notice the popup message once complete.
5. To verify if the link is added, open any HTML page in this website. Select View
> Page > Code. Notice the link to mystyle.css within the <head> and </head>
elements.
Removing Style Sheet Links
To remove style sheet links from a single web page, remove the line that contains
code for linking to a style sheet. To remove style sheet links for all web pages, open
any web page that has the link to a style sheet and do the following:
1. Select Panels > Manage Styles….

2. Select the Style Sheet listed under CSS Styles:.
3. Right-click and Select Manage Style Sheet
Links…. The Link Style Sheet dialog box
appears (Figure adjacent).
4. Select All Pages.
5. Select the Style Sheet from the URL: list.
6. Select Remove.
7. Click OK.
8. Click Continue.
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Now the links will be automatically removed from all the web pages.
Use CSS code for a single page
You can also use CSS for a specific web page when you want to use a separate style
for that particular web page only. To specific CSS for a specific page, do the following:
1. Create a new page, name it single.html.

2. Select Format > New Style…. The New Style dialog box appears.
a. Select Paragraph element from Selector: dropdown list.
b. Select Book Antiqua from font-family: dropdown menu.
c. Select medium from font-size: dropdown menu.
d. Select Lime from Color: dropdown menu.
e. Click OK.
3. Select View > Page > Code. Notice the CSS code
included only for this web page.
4. Create some content using paragraph element. Save and
preview this in your browser (F12).
EXERCISE
S.No. Activities
1. Create a style sheet and define the following elements:
 Body - background color - light grey
 Paragraph - left aligned, Times New roman font, size 12pt
 Table - Border color - Green, thickness 3 pt
 Heading 1 - Center aligned, Times New roman font, size 20pt
 Heading 2 - left aligned, Tahoma font, size 16pt
 Heading 3 - left aligned, Georgia as font, size 14pt
Apply this to all the web pages in a website.
2. Create a style sheet and define the following elements:
 Body background color – Dark Grey
 Heading 1 – Left Aligned, Century Gothic, size 18 pt
 Paragraph – Left Aligned, Verdana, Size 10 pt
Apply this only to the home page.
ASSESSMENT
Fill in the blanks:
231
1. External style sheets should be created from ______ menu.
2. Style sheets should be linked using _____ attribute.
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Session 14: Behaviours
1. Work with behaviors.
RELEVANT KNOWLEDGE
Using Behaviors
You have learnt to use JavaScript code earlier to showcase a behavior. You can also
create behaviors without writing any JavaScript code and get a limited level of
functionality. You need to use JavaScript for advanced functions; however, you can
use the built-in Behavior functions to achieve most simple tasks such as:
 Do something when an object is clicked.

 Do something when an object is double-clicked.
 Do something when the cursor is over an object.
 And so on….
Onclick
If you want to display a popup message box when a visitor clicks on an image, do the
following:
1. Create a new page, save this page as popup.html.

2. Insert an image, ensure the image is selected. Select
Format > Behaviors. The Behaviors toolbar is
displayed.
3. Select Popup message from the Insert dropdown menu
(Figure adjacent).
4. The Popup Message dialog box appears. Type the
message to be displayed when the visitor clicks on the
image you inserted earlier (step 2), for example, Image Popup using behavior.
4. Click OK. Save and preview this in your browser (F12). Click on the image and
notice the popup displayed (Figure adjacent). Switch to
MEW and view the code.
Mouseover
If you want to display a popup when the visitor moves the mouse over an image
instead of clicking on it, do the following:
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1. Select View > Page > Design.
2. Select the image.
3. From the Behavior toolbar, under Events dropdown, select onmouseover.
4. Save and preview this in your browser (F12). Move the cursor over the image
and notice the popup displayed without clicking.
5. Switch to MEW and view code.
Redirect
You can also redirect visitors to another web page or website when they click or move
their cursor over an image. To redirect a visitor, do the following:

redirect.html.
2. Insert an image, ensure the image is
selected.
3. Select Go To URL from the Insert dropdown menu. The Go To URL dialog box
appears.
4. Enter an URL. For example, http://www.youtube.com and click OK.
5. Save and preview this in your browser (F12). Click on the image and notice the
page is redirected to YouTube. Now try using other behaviors available with
MEW.
EXERCISE
S.No. Activities
1. Create a web page with the following behaviors:
 Use an image which when double-clicked should take visitors to
a website.
 Insert multiple images and display a popup message for each
message (onmouseover).
ASSESSMENT

1. Explain the purpose of behaviors with an example.
Fill in the blanks:
1. Behavior option is available under ______ Menu.
2. ______ behavior displays a popup message when a visitor moves their cursor
over an image.
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Session 15: Compatibility
1. Check compatibility.
RELEVANT KNOWLEDGE
Checking Compatibility with other browsers
Once you complete designing your website, you need to ensure that your website
works and looks as expected. You can use the compatibility checker to check all pages
of a website are compatible with different browsers. This helps save time and you
need not worry about checking each and every web page or item on your website.
To check for compatibility, do the following:
1. Open the website that you want to check.

2. Select Tools > Compatibility Reports…. The Compatibility Checker dialog
box appears.
3. A big advantage is that
compatibility checker can be run
across the entire website as it
checks page by page
automatically. You need to
specify the HTML and CSS
standards that need to be
verified for compatibility. For
example,
a. Select HTML 5 from Check HTML/XHTML compatibility with: dropdown
menu.
b. Select CSS 2.1 from the Check CSS Compatibility with: dropdown
menu. Click Check.
Notice the results displayed. Review each element and correct as required; remember
to re-run the checker till you have an error free website.
As you may have some visitors using older browsers (which is most likely on the
Internet), you need to check for compatibility with older standards too. Now to test
this website, for older standards such as HTML 4.01 and CSS 1.0, do the following:
1. Select Tools > Compatibility Reports….
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a. Select HTML 4.01 Strict from Check HTML/XHTML compatibility with:
dropdown menu.
b. Select CSS 1.0 from the Check CSS Compatibility with: dropdown
menu.
c. Select Check.
2. Notice the results displayed
(figure below).
Notice the compatibility problems as
the code in Style sheet is found
incompatible with CSS 1.0. This
indicates that this page may display
properly on browsers that support only
CSS 1.0.
Note: In such cases where you need to target older
browsers or standards, configure the HTML editor to use
older CSS standards. However, for existing code you need to
modify the code manually.
You can also check for issues with CSS code by:
1. Select Tools > CSS Reports…. The CSS Reports

dialog box appears.
2. Click the button Check. Notice the results displayed.
EXERCISE
S.No. Activities
1. Run compatibility checker, select HTML 5 and CSS 2.1 and validate if
the website created earlier is standard compliant.
ASSESSMENT
1. Explain the purpose of compatibility checker with an example.
2. List the versions available in Check HTML/XHTML compatibility with: dropdown
menu.
3. List the versions available Check CSS Compatibility with: dropdown menu.
Fill in the blanks:
1. Compatibility Reports is available under _____ menu.
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Session 16: Code view, Add-ins, Snippets and Page Transitions
1. Work with CODE view.
2. Use add-ins.
3. Use snippets.
4. Implement page transitions.
RELEVANT KNOWLEDGE
Working with CODE View
Though most tasks can be completed using GUI, at times you may have to insert code
manually (for example when you want to integrate with your website, a third party
web application, provided as code).
IntelliSense is a feature that automatically provides you a list of codes and attributes
as a popup when you work in the code view mode. To understand how to use it, do
the following:
1. Create a new HTML page.

2. Select Code View.
3. Place the cursor after the
<body> tag.
4. Type angle bracket < to
open the tag. Notice the
list of elements displayed
(Figure below).
5. Select a element from the
list, for example: h1 .
6. Now place the cursor after
the element and press
spacebar. Notice the list of
attribute related to this
element is displayed.
Select align, (notice the
attribute added), select =
on your keyboard. Notice
the value corresponding to this attribute is selected. Select Center.
7. Close the tag using >. Notice the end tag is automatically added.
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Though code view can be difficult to use in the beginning, once you have adequate
practice, you will gain total control of the coding environment!
To view IntelliSense settings, do the following:
1. Select Tools > Page Editor Options….

2. Select the tab IntelliSense (Figure above).
3. Notice the settings. Note that you need additional technical expertise to work
with this area.
Important: Do NOT change any setting here.
Add-ins
Add-ins extends the capability of the main program by adding enhanced custom
commands and specialized features. You can download a variety of Add-ins from:
 http://msdn.microsoft.com/en-us/expression/jj873995.aspx
 http://www.webassist.com/go/xweb-add-ins
 http://www.expressionextras.com/products/lightbox.htm
 http://www.dotnetcurry.com/ShowArticle.aspx?ID=534
Of Course, you can use Google to find more Add-ins! Once you have downloaded an
Add-in, use the following procedure to install the Add-in:
1. Select Tools > Add-ins. The Manage Add-ins dialog box appears.
2. Select Install…. Browse and select the Add-in and then click Open.
3. Select Yes.
4. Repeat the procedure to include more Add-ins.
Note: Add-ins may need to be installed through a special

procedure. Refer to Add-ins help file for detailed
instructions.
Using Snippets
Snippets are pieces of programs re-used by most

developers. Snippets are useful as you can keep reusing the
code created many times across multiple web pages or web
sites saving enormous amount of time and effort. To view
and insert the available snippets, do the following:
1. Select Panels > Snippets. Notice the list of snippets available separated into
categories such as CSS, HTML, JavaScript, JQuery, etc.
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2. To insert a snippet, do the following:
a. Create a new page. Place the cursor where you want the snippet to be
placed.
b. Select View > Page > Code. (Snippets can be inserted only in Split or
Code View).
c. Expand HTML, expand Hyperlink folder.
d. Double-click on a snippet, for example: Add to favorites. Notice the
code is added to the web page.
e. Save and preview this page in browser (F12). Switch to MEW to view
code.
Note: You may require following additional instructions for some of the snippets listed
here. Refer to the help file for detailed instructions.
PSD Templates
As a web designer, you need to create pages that are attractive and simple.
Remember that along with showcasing content to a visitor and the design also needs
to be pleasant, encouraging them to repeat their visit to the website.
When it comes to Web design, you need to maintain a balance between visual design
and code. Though it is possible to create simple web designs using standard HTML, it
is always a good practice to research on good designs. Components of some of the
attractive websites are usually created using Adobe Photoshop and later integrated
into the web site for additional functionality such as text content, forms, etc.
You can import certain parts (or layers) or entire images into your website using MEW.
Given here is a list of websites where you can find Photoshop templates (some of
them are free!):
 http://www.psdtemplates.com/templates/
 http://www.freepik.com/free-psd/web-templates
You can browse, select, download and use these files. Refer to website terms and
conditions for license information.
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Link PSD & MEW
Also there is a special feature that can be used for updating an image whenever the
original (.PSD) Photoshop image is modified. To understand how to use this feature, do
the following:
Import a .PSD (Photoshop files use this extension) file and do the following:
1. Create a new web page, save the

file as psd.html.
2. Select File > Import > Adobe
Photoshop (.psd)….
3. Browse and select the file. Click
Open. Import Adobe Photoshop
File dialog box appears (Figure
adjacent).
4. You can select the layers you want
to import using the options in the
left pane. Select Compatibility
Image located at right bottom and click OK.
5. Click Save when prompted.
6. Right-click on the image, notice the menu item Adobe Photoshop (.psd) (Figure
adjacent).
7. You can update this image
whenever the original image is
updated by selecting Update
from Source…. This is possible
because MEW maintains a link between the image and the original source. This
is one feature that is useful for both web developers (who write code) and web
designers (who design sites)!
Page Transitions
You can apply special effects to web pages just as in presentation software. This helps
present special effects to visitors. To add transitions, do the following:
1. Create a new page, save the file as

trans.html.
2. Select Format > Page Transition…. The
Page Transitions dialog box appears (Figure
adjacent).
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3. You need to select an event to which the effect should be applied. Select Site
Enter from Event: dropdown and select Circle In from Transition effect: list.
4. Type 5 in Duration (seconds): box and click OK.
5. Save and preview this page in browser (F12). Switch to MEW and view code.
Note: Page Transitions will work only on Internet Explorer 5.5 or above.
EXERCISE
S.No. Activities
1. Download and use the following Add-ins:
a. PayPal ecommerce Toolkit
b. WordPaste Add-in
c. Insert Bing Map Add-in
So think DHTML Menu Addon
2. Include different snippets in web pages created in earlier sessions.
3. Set the following transition effects for each web page created in earlier
sessions:
a. Random dissolve
b. Blend
c. Box Out
d. Split horizontal in
4. Download and import a .PSD file.
ASSESSMENT
1. Explain the purpose of Add-ins.

2. List any three website that offer Add-ins for download (use Google).
3. Explain the purpose of snippets with an example.
4. Explain the purpose of Page Transitions with an example.
Fill in the blanks:
1. Add-ins is available _____ menu.

2. Snippets can be accessed from ________ menu.
3. PSD can be imported from _____ menu.
4. Page Transitions is available _____ menu.
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Session 17: Dynamic Web Templates
1. Work with dynamic web templates.
RELEVANT KNOWLEDGE
Templates help you organize the entire website to have a consistent look and feel.
This is very helpful when you work with large number of web pages.
On your website, you may have some common items displayed on all pages such as
the logo, copyright & organization details, navigation menu, etc. but the content may
vary on each page. Here, you can create a dynamic web template (DWT) with fixed
positions for common elements and modifiable designated portions on each web page.
Unlike standard templates, Dynamic Web templates have the following features:
1. When you update the DWT, all web pages in the website are automatically
updated to changes.
2. You can create multiple DWT and keep changing just the template that affects
the entire website.
3. You can allow only specific portions of the pages to be edited instead of whole
web page resulting in better control and reduced chances of mistakes. This
feature is very useful when multiple developers work on the same website.
Creating a dynamic web template
To create a dynamic web template, do the following:
1. Create a new web page (to be used as template).

2. Add common elements such as a logo (picture), company name, copyright
notice at the bottom of the web page, etc.
3. You need to add editable regions and that will be the only area in which the
content can be modified. To create an editable region, do the following:
a. Place the cursor where you need to place content (remember, this will
be the only area where the content can be placed or changed). Right-
click and select Manage Editable Regions…. The Editable Regions
dialog box appears (figure below).
b. Type a name, for example: Content. Click Add.
c. Click Close.
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4. Select File > Save. Select Dynamic Web Template from the Save as type:
dropdown menu (Figure above, right). Type a file name, for example:
MyTemplate and click Save.
Using a dynamic web template
You have created a DWT template. If you want to create web page based on this
template, do the following:
1. Select File > New > Create from Dynamic Web

Template…. (Figure adjacent).
2. Notice the template displayed in the list. Select
the template, for example: MyTemplate and click
Open. A web page based on this template will be
created and displayed.
Template List Web Page
3. Notice that you are able to type content only in the editable region specified
earlier and rest of the area are not editable. Now type some content in the
“Content” area. Save this page as a normal web page. For example,
Page01.html.
4. Create at least 2-3 pages based on this DWT. Save the files.
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Editing a dynamic web template
When you edit the DWT, it automatically updates the changed layout to all the pages
created using the DWT (for example, when you want to change to a different layout
or update the company logo without affecting the content). To edit a DWT, do the
following:
1. Locate the Dynamic Web Template you created earlier (it will be displayed with
the file extension .dwt) and double-click on it.
2. Now add another editable region by placing the cursor elsewhere in the web
page. Name the region as “Photos”.
3. Now save this DWT (CTRL+S). Notice
the message displayed (figure adjacent).
4. Select Yes. Automatically all the web
pages created using this template are
updated.
5. Open any of the web pages created
using this template and notice the changes.
6. Insert an image in the “Photo” region. Save the web page.
Sometimes you may have to use a completely different layout for entire website. In
such cases you can create a new dynamic web template and associate all the web
pages to this new DWT. This in turn will (in no time) apply the new structure to all the
web page eliminating the need for making layout changes to each web page!
To create a new DWT and associate all web pages (or selected web pages), do the
following:
1. Create a new DWT by swapping the “Content” and “Photos” regions:

a. Create a region for “Photos” (at the top)
b. Create a region for “Content” (below Photo)
2. Save this as DWT with a new file name, example: MyTemplate02.
Note: You need to include the region names as the content has to be retained but
placed according to the new layout. Use the same region names when you want
to work with different DWTs. Otherwise content may not swap properly leading
to issues.
Now, to use this new DWT, associate the web pages to the new template.
1. Select all the web pages (Page0x.html) using the folder view (left pane). Use
CTRL + Click to select multiple pages.
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2. Select Format > Dynamic Web Template > Attach Dynamic Web Template…
(Figure below, left).
3. Attach Dynamic Web Template dialog box appears (Figure above, right).
4. Select the second template, for example: MyTemplate02 and click Open.
5. Notice the results displayed. Content from “Photos” and “Content” are
automatically swapped based on the new template.
Remove DWT association with selected or all web pages
When you no longer need to use DWT or are using a HTML editor that may not have
support for DWT, you can detach the DWT linked with selected or all web pages.
Note this procedure only removes the relationship and is a one-way process. Content
and the layout are left undisturbed. However if you want to associate with a DWT you
need to start all over again! If you decide at some point to remove the relationship of
DWT and selected or all web pages, do the following:
1. Select all the web pages (Page0x.html) using the folder view (left pane).
2. Select Format > Dynamic Web Template > Detach from Dynamic Web
Template.
3. Notice the message displayed, select Close.
EXERCISE
S.No. Activities
1. Create a dynamic web template using the following guidelines:
 Use a table to link different pages in a website for navigating
to other pages.
 Use a table for the content area.
 Insert copyright notice at the bottom and a hyperlink to the
homepage (default.html)
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Link this DWT to the all the web pages in the website created
in previous sessions.
ASSESSMENT
1. Explain the purpose of dynamic web template with an example.
Fill in the blanks:
1. Acronym for DWT _____________________________.

2. _________________________ from the Save as type: dropdown menu should be
used for creating DWT.
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Session 18: SEO - Search Engine Optimization
1. Understand SEO.
2. Use SEO Checker.
RELEVANT KNOWLEDGE
Search Engine Optimization or SEO refers to the process that affects the website
visibility or ranking when displaying search results. Search Engines search contents of
a web page and create indexes to display results. As a web developer, you need to
understand how search engines work and how to get better search ranking. SEO
Checker built-in with the HTML Editor gives detailed reports that help you optimize
the website for better ranking.
Anatomy of a Search Engine
Search engines crawl a website (and hence referred to as Spiders) to create index of
content. This index helps find a matching web page or link based on keywords entered
by visitors.
Search engines index the following components of a web page:
1. Page Title (only the first 70 characters are displayed in search results!)
2. Page Description (at least first 156 characters are displayed in search results!)
3. Page Keywords
4. Page headers (H1)
5. Links to other pages
6. Strong text (bold)
7. Phrases
8. ALT Text in images………………..And many
more.
Note: You need to learn more about SEO before

taking decisions on optimizing a website. . You need
to refer to the SEO process of each search engine at
their respective websites. However, you can use the
SEO Checker to understand what needs to be
optimized for a better ranking.
1. Select Tools > SEO Reports…. SEO Checker dialog box appears (Figure above).
2. Select All Pages, and the select Check .Notice the results (Figure below).
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You can click on each message displayed in the list to find out and fix related issues.
For example for a message as “The Description is missing”, you can add a description
using the META tags to correct it. Once errors are identified and fixed, run the SEO
Checker again to confirm if the website is optimized.
EXERCISE
S.No. Activities
1. Verify the website created earlier using SEO Checker.
ASSESSMENT
1. Explain the purpose of SEO.

2. Explain the purpose of SEO Checker with an example.
Fill in the blanks:
1. Acronym for SEO ____________________________________.

2. SEO reports can accessed from _______ menu.
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Session 19: Forms - Advanced
1. Create a form to save results in a database.
RELEVANT KNOWLEDGE
So far, you have been using HTML and CSS for creating simple web pages. These are
referred to as Static Web pages. While static web pages are good enough for creating
basic web sites, you need to learn and use technologies such as ASP, PHP, etc. for
creating dynamic websites. Dynamic Websites allow visitors to search and locate
information (such as a search feature of search engines or database listing), submit
information (such as feedback, rating, voting) etc.
Advanced Forms
You can create a fully functional form using MEW. Data filled using a form can be
stored in a database or sent to a specific email address. But these features require
proper support from the web hosting provider, primarily the support for FrontPage
Server Extensions.
Special Note:
FrontPage Server Extensions is a technology that provides special functionalities on
web servers created using Microsoft FrontPage or Microsoft Expression Web. Though
this technology was used for over a decade, it is considered obsolete due to the
evolution of other equivalent or better technologies. You may still find a few web
hosting providers extending their support to this almost obsolete technology.
Microsoft Expression Web replaced Microsoft FrontPage. Most of the activities in
this module can also be done using Microsoft FrontPage. However, Microsoft
FrontPage has a limited support for recent developments in web technologies such
as CSS3, HTML5, etc. Yet, you can use form functionalities outlined in this module
if your web hosting provider supports only FrontPage Server Extension.
If you want to create a form for your Intranet or if your web hosting provider
supports FrontPage Server Extensions, you can use procedure in this session to
create the form, configure it to save the data in a database and later publish it to
the remote computer.
Web Server
You can use the web server in-built with the operating system. Windows includes IIS
(Internet Information Services) in both client and server operating systems. IIS in-built
with client operating system such as Windows XP, Vista & 7 is usually sufficient for
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websites having few visitors. You can install IIS on Windows Vista & 7. Use the help file
for detailed instructions.
Note: FrontPage Server Extensions is not available in Vista / Windows 7 & Windows
2008. You may download an evaluation copy of FrontPage Server Extensions
(FPSE) from www.iis.net. Some web hosting providers still give support for FPSE
and you will be able to publish using FPSE.
Creating forms
You can create forms and use additional functionalities of MEW. To create a form and
store the details in a database, do the following:
1. Select File > New > ASP and save this page as dform.asp.
2. Insert a form and add the following:
a. Insert Input (Text), for visitor’s name.
b. Insert Input (Text), for visitor’s email address.
c. Insert Drop-Down Box, for collecting visitor’s
favorite color.
d. Insert Input (Submit).
Now your form should look similar to the one adjacent.

You need to customize this form before it is displayed to the visitor. Now to customize
the fields, do the following:
3. Double-click on the first Input (Text)

field. Type Name in Name:, click OK.
4. Double-click on the second Input
(Text) field. Type Email in Name:,
click OK.
5. Double-click on the drop-down box.
Drop-down Box Properties dialog box
appears.
6. Since you are collecting details of
visitor’s favorite color, you need to add
dropdown values for visitor to select.
a. Notice there is a default dropdown with null value (no value); you can
remove that by selecting Remove.
b. Click Add…, Type Red in Choice:, Click OK.
c. Click Add…, Type Blue in Choice:, Click OK.
d. Click Add…, Type Green in Choice:, Click OK.
e. Now change the Name: (Select1) by replacing the text to Color.
7. Click OK.
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Creating a database
To save the details collected from the form, you

need to have a database with corresponding
fields ready. MEW can create a database for you
and link these fields to the database
automatically. To create and link the database
automatically, do the following:
1. Right-click on the form, select Form

Properties. The Form Properties dialog box
is displayed.
a. Select Send to database (Note:
Requires FrontPage Server
Extensions).
b. Select Options…. The
Options for Saving
Results to Database
dialog box appears
(figure above).
c. To create the database, select
Create Database…. MEW
automatically creates an Access
database (only format supported for
automatic creation). Click OK to
close the popup.
d. Select Saved Fields tab. Note the
fields are mapped from form to
database automatically. Click OK
twice.
Now the form is ready but you need to publish

the form to a server that supports FrontPage Server Extensions; otherwise this form
will not work. Once publishing is complete, you can use the published URL to view the
webpage.
Publish the form to a website
Note: Forms are published automatically along with other files in a website.
1. Select Site > Publishing Settings….

2. Select Add….
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a. Type a friendly name in Name:
b. Select FrontPage Server Extensions from Connection Type: dropdown
menu
c. Type the remote location, for example: www.example.com
d. Type the credentials (Username and password) provided by the hosting
provider.
e. Click Add.
3. Click OK.
4. Select Site > Publish All Files to…NAME (IP address of the server or
computer that supports FPSE).
Note: Publishing may take some time.
Viewing the webpage
Visitors can now view the website or webpage. When they

click on the URL that takes them to the form, the form will
appear.
Visitors can fill the form by entering the details and when
they click submit, they will see a confirmation page
similar to the one below:
The database is stored in a special folder with the name

fbdb; this folder is hidden for security purposes and is
not accessible to visitors.
You can open this database using your database software

to view or modify information within this database. This could be useful when you
want to collect all the email addresses and send a newsletter to visitors.
Note: Use Windows Explorer to navigate to the folder that contains this website if you
are using a web server within LAN; Access database is stored in a special folder named
fpdb. If you are using MEW, then the access database can be retrieved from the fpdb
folder in folder list view.
EXERCISE
S.No. Activities
1. Create a detailed form for the following fields and configure it to
save the details in a database.
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a. First Name
b. Last Name
c. Age
d. Email Address
e. Favorite Car (Include at least three different vendors,
allow selection through Checkboxes – Single Selection)
f. City (Create a list and display using a dropdown menu)
g. State (Create a list and display using a dropdown menu)
h. Pin Code
i. Comments
ASSESSMENT
1. Explain the purpose of FrontPage Server Extensions.
Fill in the blanks:
1. ________ is the product was replaced by Microsoft Expression Web.

2. Acronym for IIS ____________________________.
3. Create Database option is available in _____________________ dialog box of
form properties.
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Session 20: Publishing Web Pages or Websites - I
1. Optimize Web pages.
2. Estimating the size of content.
3. Optimize HTML.
RELEVANT KNOWLEDGE
Preparing for publishing
Before you publish a website, you need to verify the website’s functionality.
Hyperlinks (internal & external) should be checked and replaced if necessary. Given
here is a list of standard procedures to be followed prior to site publishing.
Examining Structure of a website
Create a visual diagram of

hyperlinks of a website. This
helps you understand the
navigation structure or to trap
any broken links. To view the
structure of a website, do the
following:
1. Open the website

2. Select View > Site >
Hyperlinks. Notice the visual diagram (Figure above).
3. You can further expand and understand the links to
other pages. Select the plus symbol next to the link
( ). Notice the results displayed
(Figure adjacent).
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Estimating Size of a website
If you know the size occupied by files in a website,

you can determine if you have sufficient web space
(as allocated by an ISP) or even determine the time
taken to download before visitor can view the web page.
1. Select View > Site > Site Summary (Figure above).

2. Notice the results displayed (Figure below). Look at the list of items analyzed
and given below Name, Count, Size and Description.
You can now decide to remove items that may possibly slow down a page.
1. Select Site > Problems > Slow Pages

(Figure adjacent)
2. By default, HTML editor assumes and
displays only the pages that take more
than 30 seconds to load. You can
change the value to 3 seconds to list
web pages that take more than 3
seconds to download. Select 3 Seconds from the dropdown (Figure below).
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3. Notice the results displayed (Figure below).
HTML calculates based on two

parameters; the amount of
bandwidth and time taken to
download within the set bandwidth.
To modify this setting, do the
following:
1. Select Tools > Application

Options…. Application
Options dialog box will be
displayed (Figure adjacent).
2. Select Reports View tab
(figure adjacent, below).
3. Notice the values of “Slow
Pages” take at least and
Assume connection speed of
(indicated in kilobits per
second).
Note: This is not YOUR connection

speed. This refers to the
connection speed available
at the web hosting end.
DWT
If you have used Dynamic Web

Template to create the website,
check for updates made to the
template. Also you can update all the pages by selecting the Format > Dynamic Web
Template > Update All Pages option to ensure all page layouts are up to date.
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Code Optimization
Before you publish, you need to cleanup your web page for any unnecessary code that
can result in reducing page size. This in turn will help in faster downloads. You can
use the in-built optimizer tool to remove unnecessary code by:
1. Select Tools > Optimize HTML…. The Optimize HTML dialog box appears.
2. During development you may have left behind some code such as comments.
These might have to be removed before
you present the website to an audience. To
do so, select All HTML Comments in
Remove Comments section and then
select OK. All the comments will be
removed automatically.
To optimize a web page, do the following:
1. Open an existing page (at least 5-10 KB in

size, record the size for comparison).
2. Select all the items under Remove
Components list.
3. Click OK. Notice the difference in file size.
Fixing Errors
Before you publish the website, you need to

verify if there are any pending issues. This helps you save time and unnecessary
problems that may arise post publishing the website. To verify and fix (if there are
any errors), do the following:
1. Open the Website.

2. Select Tools > Recalculate
Hyperlinks. The Recalculate
Hyperlink dialog box is
displayed (Figure adjacent).
3. Click Yes. If there are any
issues, they will be
automatically fixed.
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EXERCISE
S.No. Activities
1. Create a visual diagram of any of the websites created earlier. Share
it with your classmates. Optimize the HTML code in your website,
remove all unnecessary code.
ASSESSMENT
1. Explain the purpose of Site Summary with an example.

2. Explain the purpose of Code Optimization with the procedure.
3. Explain the procedure to fix errors in a web page automatically.
Fill in the blanks:
1. Structure of website can be viewed using ____ option in ____ dropdown menu
of ____ menu.
2. Site summary is available in ____ dropdown menu of ____ menu.
3. Optimize HTML is available in _____ menu.
4. Recalculate Links is available in _____ menu.
258
Session 21: Publishing Web Pages or Websites - II
1. Choosing a hosting provider.
2. Work with publishing options.
3. Use Web Packages.
4. Backup websites.
RELEVANT KNOWLEDGE
Web Hosting
When you want others to see your content designed using HTML, you need to host the
content in a web server to be viewed by the public. There are several free web
hosting providers that provide free web space for your content. Though there may be
restrictions on the total web space or advertisements posted within your website, the
web space is usually sufficient for hosting small websites or practicing HTML! Use
Google or other search engines to find a free web hosting provider.
Web hosting providers usually allow publishing through FTP. Some web hosting
providers allow other methods such as SFTP, WebDAV, etc. which you can use to
upload your website. Some of them allow other methods such as SFTP (secure FTP),
WebDAV, FrontPage Server Extensions, etc. and these are detailed usually in the page
that displays various plans for comparison.
For web pages created using HTML, you can use any provider that supports FTP.
Publishing your website
Once you have created the website, you need to publish it to computers that will be
available 24x7 for visitors to view. When you sign up with a hosting provider,
generally, you will be given multiple options to publish the content such as FTP,
WebDAV, FrontPage Server Extensions, etc.
To publish a website using FTP, do the following:
1. Open the website that you need to publish.

2. Select Site > Publishing Settings…. The Site Settings dialog box appears.
3. Prior to publishing, you need to add details such as the destination computer’s
IP addresses or domain name, settings and credentials. For example if you have
signed up with a web hosting provider who has given you an IP address
192.168.1.200 and FTP as the method for publishing, do the following:
259
a. Click Add…. The Connection Settings dialog box is displayed.
b. Enter the following details:
i. Type a name in the Name: textbox (usually your domain name or
destination computer name or IP address of the destination).
ii. Select FTP from the Connection Type: dropdown menu.
iii. Hosting providers will provide a path for publishing, for example:
ftp.domainame.ext. Type the path in Location: textbox.
iv. Specify the folder where the content will be stored (Usually
directory is auto-selected for websites, use this only if required).
v. Enter the username and password in Credentials: section. This
will be used when you
publish from the HTML
editor. Generally multiple
files are transferred
simultaneously between
HTML editor and
destination resulting in
faster transfers. Leave this
setting as it is or contact
hosting provider for this
detail only if required.
vi. Click Add.
c. Notice the change in the
Publishing tab (Figure above)
indicating the remote site is added to the list.
4. Click OK.
Now MEW is ready with the remote site settings for publishing content. Whenever you
want to publish (first time or periodic updates), do the following:
5. Select Site > Publish All files to [NAME]. Once published, use the web
browser to view the website.
Web Packages
Another method to take your website to a remote computer is by using the Web
Package feature. You can use the Web Package feature to transfer contents of your
entire website (preserving the structure) to a remote computer. This is useful when
you want to send your website (including the complete structure) for being hosted
from a remote computer or, if the existing structure is to be used for creating another
website.
To export existing website to a web package, do the following:

260
1. Open the website.
2. Select Site > Export to Web Package…. (Figure
adjacent).
3. Export Web Package dialog box appears.
4. You can select individual files or folders or,
package the entire website. To package the
entire website,
a. Place the cursor
at the root folder
(C:\ in the image
adjacent). Click
Add>>. Notice
the entire
website is added
to the right pane.
b. You can use a
friendly name for
this package.
Select
Properties…, and
the Web
Package
Properties dialog
box appears.
c. You can enter company name,
author, a suitable title for this
package. External dependencies:
has a list of external resources that
this website uses. This is helpful
when you are using any files, folder
or links that need to be verified
before sending the package to
someone.
i. Enter a title in Title: textbox, for example: WEBPACKAGE.
ii. Enter a description in Description: textbox, for example: created
using MEW.
iii. Enter your name in the Author: textbox
iv. Click OK.
5. Click OK.
261
6. When
prompted to
save this Web
Package, type
a filename
for example:
7. Click OK.
Navigate to the folder where you saved this web package and notice the entire
website packed as a single file (Figure above).
Note: To easily identify the package, replace the

date by specifying current date or a version
number.
Importing Web Package
If you want to import this web package on another

computer, do the following:
1. Create a New Site (Empty Site), name this website for example:
MySecondWebsite.
2. Select Site > Import > Import
from Web Package… (Figure
above).
3. Browse and select the Web
Package, select Open. The
Import Web Package dialog box
appears (Figure adjacent).
4. You can either select individual
files or folders, or the entire
website. Click Import.
5. Select Yes to All. Click OK.
Now you can edit web pages within this website. Also you can keep a copy of the Web
package as a backup for future use.
Backup Websites
262
It is a highly recommended practice to take periodic (daily, weekly, etc.) backups of
websites either using special backup tools or publishing it to another internal source.
Whenever you attempt to perform an update on a website, ensure you take a backup
of the current site before touching it.
If you only have HTML content (static web pages), use the following procedure to take
a backup of the website:
1. Go the location where your website is stored (default location is My

Documents).
2. Select the folder that has the complete website.
3. Copy and paste it in another location such as a pen drive or to a folder on
another computer.
EXERCISE
S.No. Activities
1. Compare different hosting providers using the worksheet below:
Feature Provider 1 Provider 2 Provider 3
ISP
Monthly Price
Setup Fee
Disk Space
Monthly Traffic
Ads
Languages
ASP
PHP
Databases
Access
MySQL
Microsoft SQL
Email
POP3 / SMTP
IMAP
Web Mail
Sub-domains
Templates
FTP Access
Static IP address
2. Backup the website:
a. Use Web Package to create a single web package file and
263
store it elsewhere.
b. Copy the entire website to another location on your hard
disk drive.
ASSESSMENT
1. Explain the purpose of Web packages with an example.
Fill in the blanks:
1. Publishing Settings is available in ____ menu.

2. Web package option should be accessed from _____ menu.
3. Import from Web Package is available in _______ dropdown menu of ____
menu.
264
Session 22: Authoring Tools
1. Understand the purpose of Authoring Tools.
2. Understand the purpose of KompoZer.
3. Understand the purpose of Macromedia Dreamweaver.
RELEVANT KNOWLEDGE
You have learnt to work with Expression Web in earlier sessions. There are a variety of
other web authoring tools available for use and most of them have similar
functionality. Some of the popular authoring tools are discussed in this module.
KompoZer
KompoZer is an open
source WYSIWYG HTML
editor. KompoZer
complies with the W3C's
web standards.
1. Download
KompoZer from
2. Follow the on-screen instructions and complete installing the software.

3. Select Start > Programs > KompoZer.
Note: Screen grabs are from

kompozer-0.8b3.en-US.win32
(Version).
Now you have installed, create &

save pages and view them using
different web browsers.
To create a page using KompoZer, do

the following:
265
1. Select File > New…. The Create a new document or template dialog box is
displayed (Figure above).
2. Select A blank template, select Create.
3. Type some content, select Source to view the source code.
Use the help file (F1) to learn about using KompoZer.
Dreamweaver
Adobe Dreamweaver is another popular

authoring tool used widely. Adobe
Dreamweaver supports a variety of
scripting languages such as JavaScript,
VBScript, ASP.NET, PHP, etc. apart from
standard support for HTML & CSS.
1. Download Trial edition of

Dreamweaver from adobe.com.
2. Follow the on-screen instructions
and complete installing the
software.
3. Select Start > Adobe > Dreamweaver.
Use the help file (F1) to learn about using Adobe Dreamweaver.
EXERCISE
S.No. Activities
1. Download, install and work with NetObjects Fusion.
ASSESSMENT
1. List any three web authoring tools.

2. Compare the features of at least two web authoring tools.
266
Session 23: CSS Templates
After this session, you will be able to use CSS Templates.
RELEVANT KNOWLEDGE
Designing a good looking interface can be quite difficult at times as it requires

creativity. Also you need to learn additional software to create such designs while
focusing on delivering websites that are standard complaint.
When you design websites, you don’t have to design a web page from scratch. You can
use templates that are available for free or a free to save time and efforts. Though
you have learnt to create templates using HTML editors, you can still find and use
creative designs for your websites.
CSS Templates
Instead of creating dull and boring websites, you can use templates that are available
on the Internet. Popularly referred to as CSS Templates or XHTML/CSS Templates
these templates look attractive while meeting certain standards. Following is a list of
websites that offer such templates for your reference:
 http://html5up.net
 http://www.cssportal.com/css-templates/
 www.freecsstemplates.org
 www.free-css.com
 www.templatemo.com
 www.oswd.org
 www.openwebdesign.org
and many more….
To use a CSS template, do the following:
1. Visit any of the website mentioned above (or use a search engine to locate
one).
2. Browse and select a template.
3. Most website provides an entire site structure consisting of web page(s), style
sheets and accompanying images as a single compressed package. Download
the compressed file and unzip them to a folder. Also you may notice a link for
live preview that allows you to view the template in action before
downloading. Always check the design before you download.
267
4. Once the download is over, open the homepage. Homepage is usually titled
with names as index.htm, default.htm or home.htm.
Note: Some website may require you to sign up and even have certain terms and
conditions. Check the website for requirements.
Customizing Templates
You can use a simple text editor to modify the template. However, if you find it
difficult, you can use an HTML editor such as MEW. Also note that if the template is of
a recent standard and if the HTML editor does not support that standard, entire
template will appear distorted. Confirm if the HTML editor support the standard used
in a template.
To work with a template using MEW, do the following:
1. Launch MEW.
2. Create a New Site (always test the
template in a new website).
3. Copy all the files from the template
folder (or use import wizard).
4. Paste in within the HTML editor (You
may receive prompt for files to be
overwritten, click Yes).
5. Open the Homepage (index or default.htm) (Figure above).
6. Customize the website.
7. To view the source code, select View > Page > Code.
Following is provided as a courtesy:
CSS can also be used for developing attractive navigation menus (Figures below).
You can use CSS Tab designer (http://www.highdots.com/products/css-tab-designer/)

to create navigation menus such as the ones above.
268
EXERCISE
S.No. Activities
1. Download a CSS template. Use this template as a design for the website
created in earlier sessions.
2. Download CSS Tab designer, create a navigation menu for a website.
ASSESSMENT
1. Explain the purpose of using CSS templates.
Fill in the blanks
1. List any three websites that offer free CSS templates (write complete URL).
a. __________________.
b. __________________.
c. __________________.
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© PSS Central Institute of Vocational Education, 2015

Coordinator: Dr. Deepak D. Shudhalwar, Assistant Professor in VE (Computer Science/Engg.),

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Competency is defined in terms of what a person is required to do (performance), under what

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Upon completion of this course, you will be able to:

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17 Add borders to pages, Set border in a page Procedure of setting borders to a

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UNIT CODE & TITLE IT-SDA-202: Web Applications (Basic)

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3 Insert a hyperlink Demonstrate how to insert hyperlink to What is hyperlink

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9 Networking services – Install and configure networking Name resolution methods

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IT ITES Level 3& Level 4

IT ITES Level 3& Level 4