English For Success 5
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 :
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Percakapan (Conversation)
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Kemampuan mendengar (Listening)
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Kosakata (Vocabulary)
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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 :
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Berbicara dengan penuh percaya diri layaknya native speaker.
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Memiliki listening skill yang bagus.
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Mampu membaca dengan intonation dan pronunciation yang benar.
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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.
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Unit 17
Key points are passives, time sequence, and linking words and phrases. Useful vocabulary for history, biographies and anatomical systems is also developed. Students should practice presenting and summarizing the information.
1. Warm-Up: Series of Events
This lesson focuses on past events and the resulting states: It was built more than two thousand years ago. Parts of the original road have been preserved and are now being used by cars.
2. School Life
Tina and Tiara discuss Michael’s speech. “I really liked it when he said how much he liked the food in the cafeteria!” They agree that his speech was better than Hillary’s. Tiara: Hillary’s speech wasn’t as good as his. What do you think? Tina: Yeah, I agree. She didn’t really say anything. Then they discuss what student representatives can do. For example, they could recommend changes in the class schedule. “It would be nice to have fewer classes each day.” Goal: to be able to express opinions with expressions such as: I think, I agree, I don’t agree, I really liked it when, that would be great, etc.
3. School Subjects: History 3
This lesson has 3 sections, each focusing on a different historical figure: Ataturk, Genghis Khan, and Sun Yat-sen. Along with the past tense the focus is on the language and vocabulary of history: overthrow, revolution, rebellion, ruler, exile, law, society, etc. In the Quiz, students practice answering questions that will help them with the language of biographies and historical contexts.
4. Main Learning Points
A. Passives
…have been built; has been reduced; have been preserved; are now being used; has become; was being used; was controlled by; was elected; had taken control; had captured; he had to be taken; can’t be digested; is broken down
B. Temporal Sequence
Until 1930; Today it has become; A year later, in 1910; By 1915; As a result, in 1919; From here; Following these changes; While in Hawaii; While exiled in Japan
C. Adjective and Noun clauses
…which included British and French forces; that the traditional Muslim way of organizing the country was old-fashioned; who destroyed lands and people; who had the largest empire the world has ever seen; that developed in one family in Mongolia; who controlled the north of the country; that he had liver cancer; that the body requires for growth and repair; that can’t be digested; which is genetic material from the male, etc.
D. Infinitives & Gerunds
to have fewer classes; decision to surrender; organizing the country; being modern; making changes; told to wear; to get married; stealing animals; to keep their own religion; to create a new, unified government; arriving in Beijing; trying to make China strong; to see the country unified; to break down and absorb food; excreting invasive threats, etc.
E. Purpose
…built to honor important people; come to visit; for many purposes; in order to establish; to force the emperor to abdicate; he travelled north to meet with warlords to discuss unification; to eliminate waste carbon dioxide, etc.
F. Adverb clauses/phrases
… when he said how much he liked the food in the cafeteria; when he was a boy in 1888; when he replaced religious schools with; when they heard about his death; in a period of just 25 years; when he heard about the successful rebellion against the Chinese emperor …
G. Wh-questions
How long did it take Genghis Khan to conquer an area larger than the Roman Empire? Why isn’t the exact year of his birth known? What’s one reason the Mongols could ride their horses so fast? What Mongol tradition was made illegal? Who did Genghis Khan trust the most? From where did he organize an army to fight for independence? How is a secular government different from other governments? Which system goes on the attack if an infection or disease invades the body? Which system sometimes uses white blood cells and antibodies to attack an infection?
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Unit 18
Useful vocabulary for history, politics and literature are developed. Students should practice presenting and summarizing the information.
1. Warm-Up: Causal Sequence
This lesson focuses on the results or consequences of our actions. The pictures show people doing things that have future consequences: “If too many of our forests are cut, it will…”
2. School Life
In Dialog 1, Tiara tells Tina that even though Michael won the election, he won’t be president. Tina: What do you mean? Tiara: His family is moving. He just found out. Then they discuss what will happen to the election. Who will be president?
In Dialog 2, Alex tells Nick: “I was supposed to turn in my English paper today, but I forgot all about it!” Alex doesn’t want his parents to find out. His teacher will let him turn it in late, but will lower his grade, one grade for each day it’s late. Goal: to be able to discuss plans, possibilities and consequences.
3. School Subjects: History 4 – Politics
This lesson has 3 sections: Political Units, Types of Governments and Roles of Government. The focus is on the language and vocabulary of history and politics: boundaries, territory, population, border, alliance, autocracy, democracy, monarchy, dictatorship, civil war, oligarchy, power struggle, colony, revolution, corruption, anarchy, head of state, representatives, parliament, etc. In the Quiz, students practice answering questions that will help them with the language of politics and news reports.
4. Main Learning Points
A. Passives
…can be treated; is being treated; is being taught how; could get seriously injured; is being cut down; can be formed; is known as; power is held by; was defeated; is supposed to be shared by; evidence is presented; governments were overthrown, etc.
B. Adjective and Noun clauses
…that we need to breathe and live; that divide countries; that has control over that territory and people; that all countries have in common; which has only one ruler; who loved his people; once ruled by foreign governments; who serve in Congress; where legal issues are decided; that defines how the government is set up; that every citizen above the age of 18 has the right to vote; which is the institution ruling the land; who had emerged from the other side, etc.
C. Infinitives & Gerunds
the right to tax; refuses to pay; paying taxes; to develop and spread; to find out; to handle dangerous chemicals; to mix these chemicals; to become a famous artist; making a decision; hearing the songs, etc.
D. Conditional
If she doesn’t see a doctor soon, she could get worse. If the amount he pours is incorrect, the experiment could fail. If we aren’t careful, we could destroy. If a member country were attacked, then the combined forces of all of the countries within its alliance would help in its defense. If a citizen refuses to pay taxes, he will be breaking the law. If the person is found guilty, the court determines the punishment, etc.
E. Adverb clauses/phrases
… when a colony becomes self-governing; when making a decision; when there is no government with the power to govern; when a ball appeared from the German side
F. Wh-questions
Besides countries, what else do political maps usually show? What defines the territory of a country? What do groups of countries often form for defense or economic purposes? What type of government is controlled by a small group of people? What type of government used to be quite rare but is quite common today? In a state of anarchy, who makes political decisions and enforces the laws? Which branch of government makes laws and raises money through taxes? How are representatives chosen in a representative democracy? If someone is charged with breaking a law, who decides if the person is guilty or innocent? What did the soldiers do after the truce ended?
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Unit 19
Useful language for economics, planning, jobs, and explaining emotions are developed. Students should practice presenting, summarizing and explaining the information in longer sentences.
1. Warm-Up: Emotions and the Future
This lesson focuses on explaining emotions: She’s very nervous because...The pictures show people and their emotions as they head into the future.
2. School Life
In the first dialog, Tina and Alex are waiting for the train. T: Where have you been? A: Oh, sorry. How long have you been waiting? T: I’ve been waiting for almost fifteen minutes! Alex is late because he was working on a project with Mei.
In the second dialog, Tina and Michael talk about his move to London: T: Are you looking forward to living there? M: No, not really. I’m tired of moving around. I’d rather stay here. Then they talk about their history test: T: I’m still reviewing my notes. Goal: to be able to discuss future plans, hopes, wishes and preferences.
3. School Subjects: Economics
This lesson has 3 sections: Goods and Services; Credit, and Supply and Demand. The focus is on the language and vocabulary of economics, government, finance and trade: advertising, interest rate, profit, value, payment, borrower, credit cards, penalty, assets, debts, etc. In the Quiz, students practice answering questions that will help them with the language of economics, finance, news reports, and daily life.
4. Main Learning Points
A. Passives
I’ve been waiting for; first time she has ever driven; are provided for you; has been taking place; you may not be charged interest; the costs will not be covered; can be traded for; about to be released; who have proven they can pay, etc.
B. Adjective and Noun clauses
that are nice, but not necessary; that they really need something; how goods and services are distributed; that can be traded for food; that is measured by its price; that the owner of a good or service will accept in exchange for; who have proven they can pay; who wish to purchase it; who can afford it; who can manage money and investments, etc.
C. Modals
In order to satisfy this need, many countries must trade; will accept in exchange; you may not be charged interest; the interest charges can become large; they may decide to create a shortage; the price should be high; one must first become educated, etc.
D. Instrument, Use & Means
Another way to increase demand is through advertising; by convincing consumers that their products satisfy a need; by controlling the supply; providing training; helping others to succeed, etc.
E. Conditional
If she fails her class, she might not; If she doesn’t pass, her grade could; even a good government may have difficulty if the country doesn’t have the resources necessary to support its economy; If you want to increase your price, you have to increase the value of your service; if the interest rate is high, the cost of credit can be expensive; if the price is too low, producers will not want to supply, etc.
F. Related Changes – as…
As communication and transportation has improved, trade has grown; as trade became more important and popular, money evolved as… as the price of something rises, the demand for it will fall; As demand falls, there will be an excess supply, etc.
G. Wh-questions
What do advertisers do to increase the demand for their product? What is needed to create a skilled workforce? What does an economy need to meet the basic needs of its population? What is the exchange of goods and services between countries? What is used as a medium of exchange for goods and services? Why do banks charge interest? What happens to people who have a poor credit history? If you owe $100 and you pay back $50, how much is still due? How does a price increase affect demand?
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Unit 20
This unit continues to develop academic vocabulary and grammar in preparation for advanced academic studies. Students should be asked to use longer sentences to clearly present, summarize and explain the information in this and previous units.
1. Warm-Up: Beliefs & Theories
This lesson focuses on mysterious facts and objects. There are many theories about how Stonehenge was once used. The pictures show objects or examples of behavior that still haven’t been explained.
2. School Life
In Dialog 1, Maya and Tina discuss what classes they should take next year. Tina advises Maya to take French even though the teacher isn’t good: Even if the class is bad, it’ll give you time to study French. You can always do more than the teacher asks, if you want to.
In Dialog 2, Tiara invites Tina to a sleepover at her house. Tina replies: I think so, but let me check with my parents. I’ll call you tonight and let you know. Who else is coming? Goal: to be able to reply appropriately to offers and invitations.
3. School Subjects: Science 6: Psychology
This lesson has 3 sections: Modern History; Memory and Learning and The Brain. The focus is on the language and vocabulary of psychology and brain science: plasticity, behavior, addiction, unconscious, inherited, stimulus, senses, memory, response, attention, conditioning, awareness, neural connections, etc. In the Quiz, students practice answering questions that are helpful with the language of the social sciences and brain science.
4. Main Learning Points
A. Passives
…emissions have been and continue to be; are related to dirty water; has more than doubled; it has become possible to study the brain, etc.
B. Adjective and Noun clauses
that they may have been created; what classes I should take; how we learn and why we forget; that a person is not aware of; that will affect the future of life; that 60 percent of all infant deaths are related to dirty water; which are the nerve cells in your brain, etc.
C. Adverb clauses/phrases
before alternative sources of energy will produce significant amounts of energy; when birth and death rates are the same; when neurons fire together; when this happens; when developing a skill, etc.
D. Infinitives & Gerunds
to cause severe health problems; arising from air pollution; processing and decision making; to study the brain; developing a new skill; to develop it; creating a new pattern, etc.
E. Instrument, Use & Means
by simply changing the stimuli and reinforcements; through practice and repetition; by making new connections in the brain, etc.
F. Conditional
If you’d rather learn French, then, if I were you, I’d take French; even if the class is bad, it’ll give you time to study… What would happen if she broke something? If she decides not to skate, maybe she can… if he could control the development of a child from infancy, he could produce…Even if you remember all the items on the list, you will begin to forget them; memories will fade away unless you come back to study several more times; You may remember more if you are really paying attention; So if you need to remember a phone number, you had better repeat it a few times; If accepted, the signal passes over a gap called a synapse and the neurons fire together; etc.
G. Related Changes – as…
As the demand for energy increases, energy prices will continue to rise; As greenhouse gases build up in the atmosphere, the Earth gets warmer; etc.
H. Wh-questions
What is an example of a learning disability? According to Freud, what is the cause of many behavioral problems? What did Freud tell his patients to do when he spoke a word? Why did the dogs salivate when they heard the bell? Which sense involves sound? About how long does sensory memory hold information? Why are you aware of what your left hand is doing? How are new memories encoded in the long-term memory? What happens when you practice a new skill?