English For Success 4
Deskripsi
Course ini membantu persiapan pelajar usia 11 – 17 tahun untuk menggunakan Bahasa Inggris di lingkungan sekolah dan mata pelajaran seperti matematika, sains, geografi, dan sejarah.
Course 3-in-1: Course Bahasa Inggris untuk umum, course Bahasa Inggris untuk komunikasi di lingkungan sosial, dan course persiapan untuk sekolah.
Cakupan dan rangkaian hierarkis mendorong pelajar untuk memahami, melatih, dan mempersonalisasi Bahasa Inggris yang diperlukan untuk meraih kefasihan dan kesuksesan jangka panjang. Dalam program kursus ini siswa akan belajar :
-
Percakapan (Conversation)
-
Kemampuan mendengar (Listening)
-
Kosakata (Vocabulary)
-
Menulis (Writing)
Devices
Siswa bisa mengakses semua pelajaran melalui handphone, laptop, tablet dan komputer setiap hari.
Assignment
Para siswa bukan hanya dilatih berbicara tetapi siswa akan diajarkan latihan menulis yang akan dikirim melalui aplikasi kami.
Goals
Setelah menyelesaikan kursus ini siswa akan mampu :
-
Berbicara dengan penuh percaya diri layaknya native speaker.
-
Memiliki listening skill yang bagus.
-
Mampu membaca dengan intonation dan pronunciation yang benar.
-
Memiliki kemampuan menulis atau dikte.
Courseware
Courseware ini terdiri dari 20 unit.
Tipe pelajaran di setiap unit
- Warm Up (Permulaan) Menyajikan dan memperluas pengetahuan tata bahasa dan kosa kata dalam kehidupan sehari-hari. Topik termasuk musim, cuaca, kendaraan, mendeskripsikan orang dan benda, serta pekerjaan.
- School Life (Kehidupan Sekolah) Fokus pada Bahasa Inggris yang digunakan untuk percakapan sehari-hari dan di lingkungan sekolah. Karakter utama adalah pelajar yang belajar di sebuah sekolah internasional dari berbagai macam latar belakang. Topik yang berkisar seputar sekolah termasuk menu makan siang, letak ruangan, dan jadwal kelas.
- School Subject (Mata Pelajaran) Menyajikan ilustrasi pendek yang membahas berbagai macam subjek, termasuk matematika, sains, geografi, sejarah dunia, dan Bahasa Inggris. Tata bahasa dan kosa kata kunci untuk setiap mata pelajaran dipersembahkan dengan apik, termasuk penjelasan mengenai penggunaan bahasa, pengelompokan, perbandingan, angka, dan bentuk pertanyaan.
- Main Learning Points (Topik Utama Pembelajaran) Bagian The Grammar Focus memberikan latihan tata bahasa dengan pertanyaan pemahaman yang disertai dengan struktur kunci untuk pelajar.
————————————————————————————————————————————————————–
Unit 13
Key points are the passive, purpose, place clauses, conditionals, and units of measurement. Students should practice presenting the information.
1. Warm-Up: Needs
This lesson focuses on expressing and explaining needs. Like all animals, bears need food to survive. The pictures show animals and people satisfying their needs.
2. School Life
Alex and Mei need to prepare for a social studies project that is due next week. Alex hasn’t started yet. Mei suggests that they meet in the library after school and work together. Mei will do the writing, and Alex will make the posters. “I’m better at art than writing.” Sue will look for more information, and they can all meet at Sue’s house this weekend. Goal: to be able to make plans.
3. School Subjects: History
This lesson has 3 sections: Ancient History; Early Cities and Early Greece. Along with the past tense, (covered, moved, existed, allowed, grew up, etc.) the focus is on sequence: at one time; later; these; as; as a result. Goal: Students should be able to give both an oral and a written summary of each section. Pay attention to how the ideas and events are linked together.
4. Main Learning Points
A. Past Events, Processes and States
The Stone Age began…Huge ice sheets covered…they moved across…land bridges existed…as the glaciers melted, the land bridges disappeared…Nomads didn’t have permanent homes …they followed…Irrigation was needed to… the Greeks became great sailors…They had to steal food to survive.
B. Duration & Sequence
During some periods of history; At one time; Many forms of life existed before humans. As the water level went down, soil was left behind. This rich soil made it easier to…This led to a larger supply of food. With the expanding work force, larger, more complex cities developed. As the Earth slowly warmed, people discovered they could grow food. This meant they could stay in one place for a longer time. In the wild, they sleep as much as twenty hours a day; somewhere between 10,000 and 3,500 BC. As a result, food was more plentiful in these areas.
C. Modals
People could stay warm; farmers could make animals work for them; they could be eaten…players may use their heads or feet to pass the ball; if you put shelters near a river, a flood may destroy them
D. Instrument & Use – Process
Players use a bat to try to hit a fast-moving ball; score points by shooting a ball through a hoop; move the ball by dribbling it or throwing it; learning how to control fire changed the way people lived; with fire they could cook their food.
E. Purpose – for, to
Players use a bat to try to hit a fast-moving ball. The object of this game is to use as few strokes as possible to get a ball into a hole. …try to get the other side to mishandle the ball…for work and school, etc.
F. Conditionals
A ball which is passed backwards is live even if it is not caught. If she forgets to water them, they’ll die very quickly. If you make good posters, it’ll make it easier. If you put shelters near a river, a flood may destroy them. If they were caught stealing, they were punished.
G. Wh-questions
Why have the early land bridges between continents disappeared? How did early humans and animals move from one continent to another during the ice ages? What happened to the level of the oceans during the ice ages? Why did people have to live as nomads during the Stone Age? What discovery allowed people to survive in colder areas? What did these early civilizations need to learn how to do? What was used to carry water from rivers to where crops were being grown?
————————————————————————————————————————————————————–
Unit 14
Key points are the modals, suppositions, and the language of problem solving. Students should practice presenting the information.
1. Warm-Up: Making Decisions
This lesson focuses on explaining what and why a decision must be made, such as: He is trying to decide which airplane should land next. The pictures show people who have to make a choice.
2. School Life
Michael is trying to decide if he should run for class president. Tina recommends that he decide to run. “I think you should run.” Another candidate, Hillary, has already put up posters. Michael says he’ll run if Tina helps him with his campaign. M: If I do, will you help me? T: Sure… I’ll do what I can. M: Can you get some of your friends to help?
There’s a lot to do, and they don’t have much time. The election is in two weeks. Tina will talk to her friends at lunch. They’ll talk again after class. Goal: To be able to make recommendations and requests in order to make a decision.
3. School Subjects: Math 4
This lesson has 3 sections: Graphs, Coordinates, and Linear Equations. This lesson builds on the language introduced in Units 10 and 11. The focus is on how to present and explain graphical and mathematical information, including the language of problem solving: to solve for x, divide; to find the slope, take the…In the Quiz, students practice answering questions that will help them with homework, test problems, and mathematical explanations. Goal: Students should be able to present graphs and explain how to solve problems.
4. Main Learning Points
A. Present Perfect
The sky has become crowded. She has found…the distance an object has fallen depends on…a chart that has been divided into sectors…
B. Recommendations
I think you should…I think you’d be a better president. You should run.
C. Instructions
To solve for x, divide both sides of the equation by…To calculate this, take the difference between the y coordinates …To find the slope, take the change in speed in a period of time, and divide it by…
D. Modals
Maybe I will run. You should run. Brian says he will run if I don’t. The repair truck won’t be there for at least an hour. We can calculate how far an object will fall in 4 seconds. In a linear equation, the slope will always be…This line must be perpendicular to the x axis.
E. Instrument & Use – Process and Function
The heart is responsible for supplying the body with… The lungs expand when inhaling air and contract when…contains strong acids which help to digest … uses acids to digest food before passing it to…
F. Conditionals
…the coordinates would be…to give the location of a point inside the Earth, we would also need… In that case, the coordinates would be 3 numbers…If you put in the units, the equation is…
G. Place clauses/phrases
Humans have two lungs in the upper chest area, near the heart. The stomach is a muscular organ below the heart and to the left of the liver. The large intestine is where solid waste materials are excreted.
H. Wh-questions
Which axis on the graph gives the population? When did the amount of shoplifting begin to go down? What does this graph show? How was shoplifting changing before the new system was installed? What happens to the speed of sound if the temperature rises? If you double the time, how much more is the distance travelled? What is the acceleration due to gravity? What is the point where the x and y axes intersect? What is the y intercept in this equation? [If the teacher doesn’t know, have the students explain and discuss it!]
————————————————————————————————————————————————————–
Unit 15
Key points are the language of English grammar, storytelling and analysis, conditionals and the perfect tenses. Students should practice presenting and summarizing the information.
1. Warm-Up: Reason, Purpose & Means
This lesson focuses on preparing for the future: “Manual labor doesn’t require much education.” “He has been trying to teach himself for more than a year.” The pictures show people at work or preparing for a future career by studying.
2. School Life
Maya talks about her dream to be a dancer and all the work she’s putting in to it. She’d like to go to a going-away party for Mr. Andrews, but she can’t: “I wish I could come, but I’ve got ballet class.”
T: Do you really want to become a dancer? M: Yeah, it’s been my dream for a long time. What about you? Isn’t there something you really want to do? T: No, not really. I keep changing my mind. There are so many interesting things. It’s hard to decide.
3. School Subjects: English 3
This lesson has 3 sections: Subjects and Objects, Verb Tenses, and Modals. This unit helps students talk about and explain aspects of English grammar, such as direct and indirect objects, verb tenses and the difference between the modals (will, may, can, must, should, etc.). In the Quiz, students practice answering questions that will help them better understand the nuances of English.
4. Main Learning Points
A. Present Perfect and Perfect Progressives
I’ve been doing it for a long time. He has been a great teacher. It’s been my dream for a long time. She has been working on an essay; … has been trying to teach himself; …has been studying microscopic organisms; I’ve been thinking about this etc.
B. Modals
If he can come, if he could come, he may come, he will come, he must come, he should come, he might come, The horse should have helped the donkey, but he didn’t.
C. Purpose – for, to
…to complete a class assignment…for work and school… to slow down the pace… It would be easier for them to escape.
D. Conditionals
Unless he works hard, his future isn’t very bright. If I lose my scholarship, my parents will…If only I had shared some of the donkey’s load; If we knew where it was, we could easily escape; It would no longer be dangerous; If the man had put some of the donkey’s load onto the horse, the point of the story would have been lost; It would be easier for them to escape if they always knew where it was, etc.
E. Past Perfect
They had set off early in the morning. The cat had moved in to their neighborhood. Several mice had been caught by the cat and eaten. Why hadn’t anyone thought of it before? The horse was wishing that the donkey hadn’t died. The horse was probably thinking that he had been foolish not to help the donkey.
F. Time clauses/phrases
…since they were very young…During her school days… After a while…As they moved along the road… By now the donkey was…when the horse pictured himself carrying the load…after only a few more steps…
G. Reported Speech
The old man said that the horse would have to carry the load. The horse was probably thinking that he had been foolish not to help the donkey.
H. Means – Process
…by picking tea leaves…using a microscope to look at… from carrying his heavy load
I. Wh-questions
Which modal expresses something that is expected but isn’t certain or necessary? Which sentence shows the highest degree of confidence? Which of these verbs is irregular? Why did the horse ignore the donkey’s request? What should the horse have done? What would make it easier for the mice to escape?
————————————————————————————————————————————————————–
Unit 16
Key points are dependence relations and causal sequences. Useful vocabulary for biology is also presented. Students should practice presenting and summarizing the information.
1. Warm-Up: Cause, Effect & Dependence
This lesson focuses on how things are connected and depend on each other. Some plants depend on the wind or insects such as bees to spread their pollen. The pictures show how the actions of animals or people connect to others and affect the environment.
2. School Life
Michael and Tina are talking about their science project. Michael’s project is about global warming and Tina’s project is about energy sources. Her problem is that her topic is too big, so she needs to focus on something. Michael suggests: Why don’t you focus on nuclear energy? People are really divided on whether or not we need more nuclear power plants. There are good arguments on both sides. Tina replies that she’s also thinking about focusing on the importance of conservation.
3. School Subjects: Science 5: Biology
This lesson has 3 sections: Cells, Photosynthesis and Mitosis (cell division). The focus is on how to present and explain basic biological processes such as growth, development and reproduction. Topics include DNA, the genetic code, and chemical equations such as for photosynthesis: Sunlight plus 6 molecules of carbon dioxide and 6 molecules of water are used to make 1 molecule of glucose. In the Quiz, students practice answering questions that will help them understand and explain processes, step by step. Goal: students should be able to present and explain basic chemical processes.
4. Main Learning Points
A. Passives
Cells are made from only a small number of elements. They are surrounded by a structure called the cell membrane. Bacteria can be found in … The overall process of photosynthesis can be
shown … Energy is required for all…Six molecules of oxygen are given off as a waste product. ATP is produced during cellular respiration…are absorbed into the blood stream… may be related to health problems such as…
B. Adjective and Noun clauses
…that is used for reproduction… that are identical to the parent… that you see around you each day… that can live… needed to maintain life… which carry out different processes…which are complex
carbohydrates …which the body breaks down into simple sugars…that contain a lot of simple sugars… which are absorbed into the bloodstream.
C. Modals
Any fluid that you drink will contain water; may be related to; may get infected; people should learn; must be copied; must divide; must be carried out; would be different; it can eat; it can carry out the processes; can cause disease, etc.
D. Sentence Ordering and Pronoun Reference
This process must be carried out accurately. It is a separate process to weigh… Other structures convert… Still other parts of the cells…Some bacteria are… Other bacteria are harmful…
E. Conditionals
If he doesn’t wear a mask, he could spread; if bees don’t do their work; without plants and bees, our lives would be very different. If this mosquito is carrying malaria, this man may get infected with the disease. If you need any data about fossil fuels and carbon gases, let me know, etc.
F. Wh-questions
What’s an example of a form of life that has just one cell? What can plants do that animals can’t? What type of cells are the basis for all multi-cell organisms? What happens if the necessary conditions for life are not maintained? Besides providing energy for food, what else does photosynthesis provide? Until photosynthesis evolved, what was missing in the Earth’s atmosphere?
How many molecules of carbon dioxide are needed to make 1 molecule of glucose? What contains the genetic code that is used for reproduction? How do the chromosomes on the opposite sides of the cell compare? What can cause the blood sugar level to rise quickly? What do dairy products such as milk and yogurt supply to the body?