New Dynamic English Module 7
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 :
-
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 8 Modules.
UNIT 1
Life Choices
(Harry’s Accident; Joan’s Challenge; Joe’s Cafe; Sandra’s Dilemma; Question Practice; and Focus on Conditionals)
This unit focuses on decisions and their consequences, both real and imaginary. In Harry’s Accident, Joan’s Challenge, Joe’s Café, and Sandra’s Dilemma, the language models are presented, with comprehension checks. When these four lessons have been studied, students should do the Question Practice lesson and the Focus on Conditionals lesson which gives students practice constructing conditionals which follow from a set of facts. The two support-lessons should be done frequently — until the Completion Percentage is 80% or more — while students continue to practice and review the language in the four main lessons.
Goals:
To be able to speculate about or predict the consequences of a series of events.
To be able to explain why and how an event in the past, present, or future leads to another. To contrast factual, imaginary, and predicted outcomes of an event.
To be able to make predictions with different degrees of certainty.
Objective 1: To understand and express different degrees of logical connection between events in the past, present, and future, using the modals (would, could, might, will, may, etc.), and logical connectives such as as a result, even though, and unless.
Objective 2: To understand and express contrary-to-fact conditionals, using the following two structures:
If + subj. + had+V(n) –> subj. + (d)modal + have+V(n) Had + subj. + V(n) –> subj. + (d)modal + have+V(n).
Objective 3: To understand and express conditional predictions with different degrees of certainty and reality, such as:
If + subj. +V –> subj. + modal + V (more likely)
If + subj. + V(d) –> subj. + (d)modal + V (less likely).
Learning Points
conditional, likely/unlikely
If + subj. + V à real prediction, If + subj. + V(d) à unlikely speculation
If she sells/sold the company, the new owners will/would control it. If he is/were lucky, he might make enough to retire. If Sandra refuses/refused their offer, the other company will/would compete against her. If they compete/competed against her, she will/would have to work harder. If they decide/decided to, they could even let her go.
conditional, unreal/imaginary
If + subj. + V(d) à speculation; If + subj. + had+V(n) à speculation; Had + subj. V(n) à speculation
If you were Sandra, what would you do? If they didn’t like the way she runs the company, they wouldn’t want her to stay. If the car hadn’t been going too fast, it wouldn’t have gone out of control. If Joe’s prices had been lower, he might not have lost so much business. Joe’s business might have survived had the factory not had to lay off workers.
have to / compulsion (have to, let happen)
He has to use a wheelchair. She had to pay for food and rent. The factory had to lay off workers. If they compete against her, she’ll have to work harder. She can sell the company and let them control. She’s sure they would force her to make changes. Since then, he has had to use a wheelchair.
logical relations (as a result, because of, even though, in spite of, instead of, since, unless)
Since Joan was looking for a challenge, she decided to apply. In spite of his injury, Harry has gone ahead with his life. As a result of the accident, Harry almost died. Unless she agrees to stay on, they won’t buy her business.
modals with past real meaning (would, could)
When he was a young man, he could run very fast. Instead of thinking about the things he couldn’t do, he focused on what he could do. She wanted a job that would be challenging. She was confident that she would do well.
modals with unreal or unlikely meaning (would, could, might)
Though Harry wishes he could walk, he is looking forward to the future. He wonders what might have happened had he not been injured. If he’s lucky, he might make enough to retire. If they decide to, they could even let her go. They could also decide to lay off some of her employees. If she sold the business, she would never know what she could have done.
passives with modals (will be forced to close, wouldn’t have been injured)
If he hadn’t been running near a road, he wouldn’t have been hit by a car.
passives (was hit by a car, was bought, had been offered, were paid)
He has to use a wheelchair because he was injured in an accident. What happened to the travel agency? It was bought by another company.
past habitual used to
Harry used to be a runner. Joan used to work at a travel agency. What happened to the travel agency where she used to work? Where did Joan use to work?
UNIT 2
Epidemic
(Our Changing Lives; Fighting Infections; The Adaptability of Life; Preparing for Our Future; and Sentence Reordering)
This unit focuses on listening for specific points of information in a presentation. Students are asked to listen for the main idea or a supporting idea as indicated by a prompt at the top of the screen. This is followed by a comprehension task before continuing the presentation. As the shuffler level increases, the listening prompts will change. It is necessary to go through each lesson at least three times to cover the different listening prompts. In each of the four presentation sections, the target language models and vocabulary are presented.
Goals:
To be able to listen for specific points in a presentation. To be able to summarize the main points in a presentation.
To be able to recognize the difference between the main idea and supporting ideas. To be able to make a short, well-organized presentation.
Objective 1: To understand and express descriptive information in the form of an adjective clause (which, that) as a means to express more complex ideas.
Objective 2: To understand and express how things are classified and organized into general and specific cases, with more detailed descriptions becoming less general. (Some diseases… An example of such a disease is polio, a disease which has killed millions.)
Objective 3: To understand how ideas can be linked by using reference language such as pronouns (they, these, those) and logical connectors (however, for example, as a result).
Learning Points
classification and exemplification
(such as, both, for example, are used to, that… which… some kinds, one type)
Many diseases, such as smallpox and pneumonia, are now under control. Smallpox and pneumonia are both diseases. Polio, for example, is a viral disease that attacks the nervous system. Antibiotics are used to treat bacterial infections, such as pneumonia. Polio is a viral disease that has been brought under control. Some kinds of infections come from viruses.HIV, for example, is a virus. Tuberculosis is a bacterial infection that has killed millions. An antibiotic is a type of drug. Drugs which used to be effective no longer work.
present perfect tenses to express a result have+V(n), have+been+V(n)
Better communications and transportation have given us a global economy. Medical science has made great progress. Modern drugs have made it easier to treat a cold. The development of vaccines and antibiotics have helped to control the spread of infectious Because of the success of the polio vaccine, polio has been brought under control. Powerful antibiotics have also been developed.
Polio is a disease that has killed millions. The E.coli bacteria has become a threat. Genetic differences have helped us to adapt. Adaptability has resulted in more resistant bacteria. Some bacteria have become stronger. Throughout history, epidemics have caused many deaths.
Modernization has increased the threat of a global epidemic.
can and could to show potentiality and past ability
If your heart wears out, you can get a new one. If your kidney fails, you can still live and maybe even receive a transplant. If an infection cannot be controlled, it can/could cause an epidemic. Compared to how it used to be, an epidemic could spread more quickly now. When travel was slow and difficult, a deadly epidemic couldn’t quickly spread. Now, however, a serious disease could spread around the world with a few days. Epidemics could be confined more easily in the past. There is a real concern that a worldwide epidemic could break out. This epidemic could threaten our survival.
adjective clauses
Diseases which wiped out populations just a hundred years ago are now under control. The products we use come from around the world. Polio, for example, is a viral disease that attacks the nervous system. Polio is a viral disease that has been brought under control. Tuberculosis is a bacterial infection that has killed millions. To kill or control a disease, it is necessary to kill or control the infection which causes it. A drug which kills 90% of a particular type of bacteria may leave stronger bacteria that are resistant. Drugs which used to be effective no longer work.
logical relations and sentence connecting
(for example, as a result, also, one, other, these, this, another, it, too, they, however)
Better communications and transportation, for example, have given us… As a result, in every house there are products… Along with changes in technology, the world’s population continues… Powerful antibiotics have also been developed. One great success has been… Other kinds of infection come from… These antibodies will… Another approach is to interfere… This can be done by… It makes it far more difficult to survive. Like human beings, they can adapt too. Now, however, a serious disease could spread around the world within a few days.
passives with perfect tenses, be used + infinitive, and can/could
Polio has been brought under control. Powerful antibiotics have also been developed. Antibiotics are used to treat bacterial infections. Sometimes a drug can be used to fight an infection. Epidemics could be controlled more easily in the past. If an infection cannot be controlled, it can cause an epidemic.
UNIT 3
Space and Time Sequences
(Presentation; Speaking Practice; Space Game; and Time Game)
This unit focuses on spatial arrangements, specifying time and action sequences, and giving instructions that require certain conditions to be met. Once the language is comprehended, students must make inferences, solve a problem, and then arrange a sequence of objects on screen.
In the Presentation lesson, the target language models and vocabulary are presented, with comprehension checks and Glossary support. When this is completed, students may try the Speaking Practice lesson, where they will be presented with a sequence which they should describe by either using the mouse to click on the correct choice or by clearly speaking their answer using the Speech Recognition feature of the program. When these two lessons are completed, students should try the Space and Time Games to test their understanding. If they have difficulty, they should review the Presentation lesson again.
Goals:
To be able to use a description instead of a name to specify an object.
To be able to express logical alternatives (one of, either) and exclusions (neither).
To be able to understand and give instructions which involve a condition or exception. To be able to understand and indicate the correct sequence of actions and events.
Objective 1: To understand and make specific reference to something by using descriptive phrases (the red-haired woman) instead of a name.
Objective 2: To understand and give instructions which involve logical alternatives and qualified choices (not unless, unless, except for, if A then B, if either of them, etc.)
Objective 3: To understand how verb tenses and time phrases are used to indicate relationships in time (was still V(ing) when …, had just V(n) when…).
Learning Points
logical specification and reference
(nobody, neither of them, on either side, one of them, the person on the left, the bald man, as far away as possible, anywhere, the child who isn’t in the middle, a woman, the red-haired woman) Move the bald man next to the woman with glasses. Put one of the children in the middle unless somebody is already there. Put the child who isn’t in the middle on the far right. Put the other child as far right as possible. Don’t put Nicole anywhere except next to the red-haired woman. The bearded man has a woman on either side of him.
conditional action
(not unless, if, so that, only if, even if, etc.)
Move the red-haired woman so that the bearded man has a woman next to him on either side. If either of the men is in the center, move him to the far left. As long as it isn’t Kathy, put one of the children between the center and the far left. Put Jimmy on the far right unless he is in the middle. Move the bald man next to the woman with glasses, but only if the person in the middle is a man. Put Sharon on the far left even if someone is in the center.
qualification and exception
(if, except, except for, besides, but, unless)
Don’t put her anywhere except on the far left. They are children, except for the adult in the middle. Besides the one in the middle, they’re children. The red-headed woman is on the right, but not all the way. Jeff left the office before Sharon did, but not until after Nicole. Put one of the children in the middle unless somebody is already there. If the red-haired woman is on the left, put Kathy next to her.
past perfect tense V(d) + have+V(n), V(d) + have+V(n) be+V(ing)
Sharon still hadn’t come and Nicole was already working when Jeff got there. By the time her car broke down it had already started to rain. It had been raining for about ten minutes when her car broke down. It didn’t start to rain until after her car broke down and she had telephoned for a repair truck. Her car had broken down and it was starting to rain when she telephoned for help. Sharon had just arrived when Jeff came in the door.
time sequences, phrases, and adverb clauses
(by the time that, not until, still, already, when…, while…, etc.)
Put Nicole on the left unless somebody is already there. They couldn’t leave until after Jeff left. Nicole was still working when Sharon left. By the time Dave arrived, everybody else was there. Sharon still hadn’t come and Nicole was already working when Jeff got there. By the time her car broke down it had already started to rain. It had been raining for about ten minutes when her car broke down. She was talking on the car phone when it started to rain. While she was talking on the car phone, it started to rain. As she was talking on the phone she realized that it was beginning to rain. After stopping for gas she called her husband and said she would be late. Sharon arrived just before Jeff did.