New Dynamic English Module 2
Deskripsi
Course Bahasa Ingggris untuk umum yang ideal bagi kalangan remaja dan dewasa, memudahkan pelajar dalam mempelajari struktur kalimat yang penting untuk efektivitas berkomunikasi di segala tingkatan. Cakupan dan rangkaian hirarkis 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 8 Modules.
UNIT 1
Family Schedule
(The Harris Family; Bob and Sandra’s Schedules; Collette and John’s Schedules; Questions; and Focus Exercises)
This unit introduces the basic concepts and language structures that are the foundation for Levels 2 and 3. The focus is on specific times, days of the week, habitual, daily activities, means (how things are done), frequency (how often), and duration (how long something takes). The structures and vocabulary necessary to express these concepts are fundamental and will be further reinforced and developed throughout the course.
In these lessons, students learn to understand and express information related to their daily lives — in particular their daily schedules. By the end of this unit, students should be able to describe their daily and weekly routines. They should also be able to ask and answer questions about when, how, how long and how often activities take place.
In the Focus Exercises lesson, students practice arranging words into the correct order to answer questions about the four characters in this unit.
Goals
To be able to understand and express a point in time, means, frequency, and duration of events.
To be able to understand, express, and ask about a typical daily and weekly schedule.
Objective 1: To be able to understand and use adverb and prepositional phrases to express points in time, frequency and duration.
Objective 2: To be able to understand and differentiate between a period of time (how long does it take) and a point of time (when does it happen).
Objective 3: To be able to understand and use common verbs to talk about routine activities.
Objective 4: To be able to understand and express before/after sequences, including the use of gerunds, such as After eating dinner…
Learning Points
adverbs of frequency, adverb phrases (usually, never, every, sometimes, after …)
He never watches TV. He usually reads the newspaper after dinner. She usually goes to bed at around 11:00. Sometimes he dreams about the Olympics. After dinner, Bob reads the newspaper. On other days, she comes home after school.
days of the week
Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday
duration, it takes + duration
(it takes…, it lasts, for an hour, from 6:00 until 8:00) She practices the violin for about an hour. It takes an hour for him to get to work. She teaches from 2:30 to 4:30.
family relationships
husband, wife, sister, brother, father, mother, son, daughter
frequency
five days a week; once a week; usually; each day; on Mondays; every day; in the evenings
means
by car; by motorcycle; by bus, how does he get to work? He usually drives his car to work. She goes to school by bus
prepositions
of place: at the post office; at her home; in her home, at school
of time: at 6:45; at around 7:00; in the morning/evening; for two hours; from 2:30 to 4:30
of direction: to work; to school; (listen) to music
present simple, daily activities
work; get up; start; eat; leave; drive; take; get; watch; listen; read; go; practice, change; teach; give; begin; end; last; study; finish. In the evenings, she studies. She does homework… She practices the violin for about an hour
questions:
about time: How long…? When…? What time does he…?
about means: How? How does he get to work?
about duration: How long does it take for her to get to school?
time expressions, phrases
in the morning; at night; at 6:45; between 6:45 and 7:00; after dinner; after reading the newspaper; each day; someday; on Mondays; from 6:00 until 8:00; after he gets up, on other days
sequence
after; before; until; first; then; after dinner; after that; until 4:30
subject/verb/object pattern
He drives his car to work. Bob reads the newspaper. They eat dinner at around 7:00. She practices the violin.
UNIT 2
Matrix Vocabulary
(Seasons; Times of Day; Weather Conditions; Times of Life; and Types of People)
This unit introduces key vocabulary in five subject areas that affect our lives and the world we live in. It is important to extend the vocabulary in this unit and to point out differences related to different cultures and regions of the world. For example, in Tropical countries, the lack of a winter and the importance of ‘rainy seasons’ and ‘dry seasons’ should be added. This adds interest and relevance to the lessons. The Classroom Activities for this unit will provide a systematic way to further develop the vocabulary and basic fluency.
The first category, Seasons, focuses on the four classic seasons of the year and their characteristics, such as hot and cold. By introducing vocabulary in sets, students are able to associate words in natural ways. This helps them remember and use the words in meaningful ways.
In each of the other four categories, a set of four examples is introduced, such as four types of weather. These should be added to, along with additional vocabulary once the basic vocabulary is mastered.
Goals:
To be able to talk about and describe the seasons of the year. To be able to talk about and describe the times of day.
To be able to talk about and describe typical weather conditions.
To be able to talk about and describe people and their basic life cycle.
Objective 1: To build sentence complexity through the use of adjective, adverb, and noun phrases.
Objective 2: To improve the learning of vocabulary by helping students organize words into natural sets of words that provide a framework for memory.
Learning Points
adjectives
sunny; warm; cold; cool; cloudy; long; tall; short; thin; the best; beautiful; good; bad; young; old
adverb phrases
when flowers bloom; when it’s raining; in autumn; at birth; after summer; before winter; in the first years after birth
amount/quantification (most, many, some, lots)
a balloon, most people, many people, some types of people; many men and women; most adults
classification
here are the times of; here are four types of; here are some types of; These are the seasons. This is the coldest time of the year.
describing conditions it’s + adj.
it’s cold, it’s hot, it’s raining it’s 3 a.m., Does it ever rain in your country? It’s time to sleep.
indefinite/definite reference
the time; a time; an umbrella; other interests; another place; the hottest time of year; the last years; a good time; a boy and a girl; the man on the left; a cloudy sky; this kind of weather
logical relations
Hot is to summer as cold is to winter. What season comes after summer and before winter? In winter the sun sets early, so the daytime is short.
word relations
hot/cold; tall/short; cool/warm/hot; Hot is to summer as cold is to what? Boy is to girl as man is to woman.
UNIT 3
Likes and Dislikes
(A Survey: Food and Sports, What Can You Do?)
This unit completes the main focus of New Dynamic English, Level 1, which is to prepare students to comprehend and express general information about themselves and their daily lives.
In these lessons, Kathy interviews Max about his personal preferences and abilities — what kinds of food he likes, what sports and hobbies he enjoys, and which activities he is good at.
Goals:
To be able to ask and answer questions about preferences and abilities.
To be able to ask and answer questions about proficiency or manner (how well), using adverbs of manner.
To be able to conduct a simple survey to find out preferences and abilities.
Objective 1: To understand and express how things are classified and organized into general categories, through the use of expressions such as “What kind of…” and “such as”.
Objective 2: To understand how to use the modal can to express ability.
Objective 3: To understand how to use adverbs of manner to express degrees of proficiency, such as fairly well, a little, and not very well.
Learning Points
adverbs of manner
well; a little; fairly well; not at all; He can beat me easily.
amount/quantification (a lot, any, most, some)
most kinds of food; some people; any kinds of meat…? Do you practice a lot? Not so much.
ability, can/can’t
Can you play tennis? Yes, I can. I can’t play golf at all.
classification
such as; what kinds of? what other kinds? You mean food and hobbies, and things like that?
gerunds
playing tennis; losing, watching TV
questions
Can you…? Do you like…? How well can you…? Does he know how to …?
useful phrases
You mean…? How about…? Well, let’s see… For example… I mean… Yes, that’s right. Not so much. No, not really. I want to ask you a question.