New Dynamic English Module 8
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
The Secret Code
(Setting a Trap; The Suspects; The Investigation; Focus Exercises; and Guilty or Not Guilty?)
In the context of solving a mystery, this unit focuses on making inferences about what may or may not have happened in the past. In Setting a Trap, The Suspects, and The Investigation, the language models are presented along with comprehension checks. When these three lessons are completed, students should do the Focus Exercises lesson, which gives them practice making inferences. In the final lesson, Guilty or Not Guilty, students decide which of the suspects committed the crime.
Goals:
To be able to make inferences about a past sequence of events.
To be able to explain why and how a set of facts leads to a range of possible conclusions. To be able to use language as a problem solving tool.
To be able to make inferences with different degrees of certainty.
Objective 1: To understand and express different degrees of logical connection between a series of events in the past, using the modals (must, could, might, may, etc.) and logical connectives such as as a result, even though, and unless.
Objective 2: To understand and express the difference between past conditionals and contrary- to-fact conditionals when making inferences, such as:
If + subj. + V(d) –> subj. + V(d) modal + have+V(n) (past conditional and inference)
If + subj. + V(d)+ have+V(n) –> subj. + V(d) modal + have+V(n) (contrary to fact).
Learning Points
adverb and noun clauses
Bob became suspicious that someone had gotten in to his drawer. It looked as if things had been moved around. He wasn’t sure if anyone had looked in the book. Only a few people could have known that the book even existed. It kept a record of when the files were opened. Bob found out that someone was getting into his files. He was sure that whoever it was had a copy of his key. He couldn’t figure out how they could have gotten it. It could detect when the drawer was opened. He discovered that someone had accessed his files twice during the weekend
past possibilities
Someone may have opened the drawer. He may have been able to access the files because he knows a lot about computers. She might have been at the office before 11:00 on Saturday. One possibility is that a competitor sent someone to break in. The only way to have gotten in was if the drawer wasn’t locked. If it was before 11:00, it could have been Shirley.
past conditionals (in contrast to contrary-to-fact conditionals) If + subj. + V(d) à subj. (modal) have+V(n)
If she went to the office (if she had gone), she couldn’t have been there past 11:00. They couldn’t have known about the book unless someone told them (had told them). The only way to have gotten in was if the drawer wasn’t locked (hadn’t been locked). If the drawer was unlocked, the thief must have done it during the day. If the files were accessed (had been accessed) after 2:00 on Saturday, it couldn’t have been Leslie.
modals, degrees of certainty and logical necessity in making inferences and predictions
(would, could, must have, could have, may have)
Suddenly he realized what must have happened. There are several companies that would be interested in the project. Bob thinks they would pay a lot. There’s no way they could have known about Bob’s book. Shirley couldn’t have been at the office at either time. Whoever wrote the program must have known about computers. Since nobody opened Bob’s drawer, there must have been another way to get the codes.
passives, past perfect passive be+V(n), V(d) have+V(n) be+V(n)
He found that the files were accessed twice over the weekend. It looked as if things had been moved around. It could detect when the drawer was opened. It kept a record of when the files were opened. He checked to see when his desk drawer had been opened.
past perfect in past narrative and reported speech V(d) have+V(n)
He became suspicious that someone had gotten into his drawer. It looked as if things had been moved around. He wasn’t sure if anyone had looked in the book. He told several people that he had solved the problem.
UNIT 2
Matrix Vocabulary
(Historical Figures; A World Timeline; News Events; Great Accomplishments; and Regions of the World)
This unit prepares students to discuss global issues, trends, and news events. It develops vocabulary in subject areas necessary for academic and general studies.
In the first category, Historical Figures, we have chosen eight famous people from world history. The descriptions and events associated with each person use vocabulary that is current and essential for understanding news events, politics, and descriptions of contemporary newsmakers. In the classroom, students will nominate their own cast of important figures.
In the second category, A World Timeline, we present nine periods in history, beginning with the Big Bang. Again, the focus is on presenting a range of important vocabulary, from trade routes to the expansion of civilizations throughout the world.
In the third category, News Events, the focus is on six kinds of events that, unfortunately, are in the news every day: accidents, military conflicts, natural catastrophes, health problems, terrorist acts, and environmental problems, such as global warming.
In the fourth category, Great Accomplishments, we look at six of humankind’s greatest accomplishments, including the building of the Great Wall, the Panama Canal, and the Pyramids.
In the final category, Regions of the World, we develop a range of vocabulary related to geography, natural resources, and the changing world.
Goals:
To be able to talk about and describe historical and contemporary newsmakers.
To be able to talk about and describe historical events and periods in the past and present.
To be able to talk about and describe a range of both negative and positive daily news events. To be able to talk about regions of the world and a range of issues related to geography.
Objective 1: To build sentence complexity through the use of adjective, adverb, and noun clauses.
Objective 2: To focus on different ways to use gerunds and infinitives; in particular that gerunds express a process or state of being, and infinitives express an act or purpose.
Learning Points
adjective, adverb and noun clauses
Confucius taught that we should not do to others what we would not do to ourselves. Cleopatra succeeded to the throne when she was 17 years old. Napoleon was a nineteenth century leader who conquered much of Europe. Much of the material that formed our solar system came from older stars. Scientists believe that a catastrophic event caused many species of life to become extinct. When one country invades another, it is an act of war. Mexico City is located where the Aztecs had their capital several hundred years ago. Many scientists think that the destruction of the Amazon rain forest could cause a global disaster.
adjective phrases
Famous for her great beauty, Cleopatra was involved in several power struggles with leaders of the Roman Empire. Winner of the Nobel Peace Prize, Nelson Mandela negotiated an agreement to create a democracy based on the nonracial policy of … Capable of going more than 135 miles per hour, the Shinkansen is powered by electricity. One of the greatest engineering works of all time, the Panama Canal is at the boundary of North and South America. Located in northern South America, the Amazon is one of the world’s most important regions.
gerunds and infinitives (V(ing) as process or state of being, and to V as an action or purpose)
Three years after becoming Queen of Egypt, Cleopatra… Galileo was condemned for supporting ideas that… Mother Therea believed in the power of love to heal suffering. She devoted her life to serving the sick and dying. The first ships sailed around the world in 1522, proving that the Earth was round. One famous accident was the sinking of the Titanic. The high cost of building the Great Wall led to political problems… The largest pyramid measured nearly 150 meters high with a square base measuring 230 meters on each side. Capable of going more than 135 miles per hour, the Shinkansen… Gandhi led a revolution to overthrow British rule in India. He developed the use of passive resistance as a means to force change. His discovery of the moons of Jupiter helped to disprove the view that the Earth was the center of the universe. His army was forced to retreat with heavy losses. It was too hot for matter to exist. A catastrophic event caused many species of life to become extinct. By about 5,000 years ago, ancient civilizations were organized enough to undertake major engineering projects. Modern science began to question the view that … Earthquakes are difficult to predict.
passives
The Himalayas were formed by the pressing together of the Indian subcontinent against Asia. The moon landing was viewed by millions of people. The Shinkansen is powered by electricity. Engineers still aren’t sure how the pyramids were constructed. The Great Wall was built to help defend China from invasion. Diseases are often spread by unsanitary conditions. Mahatma Gandhi was assassinated in 1948 by a Hindu fanatic.
UNIT 3
UFOs: For and Against
(Presentation; For or Against? Drake’s Equation; Rulers and Clocks; and Sentence Reordering)
This unit focuses on the building of arguments and counter arguments, point by point. Arguments for and against the existence of UFOs are presented, with comprehension questions, and supported by ‘notes’, which are displayed on screen. These notes help students visualize how arguments and counter arguments line up against each other and can build an argument.
In the second lesson, For or Against? students listen to a statement and decide whether it supports the For or Against position. The lessons, Drake’s Equation and Rulers and Clocks, are bonus lessons which provide supplementary information for students interested in science.
The final lesson, Sentence Reordering, focuses on how sentences are logically arranged to present an argument or sequence of ideas. This lesson follows up a similar lesson, Level IV: 1 (2), Epidemic.
Goals:
To be able to understand and analyze the points and evidence in an argument. To be able to understand and express logical relationships between ideas.
To be able to cite and/or challenge evidence, assumptions, and inferences in an argument.
Objective 1: To understand how modals and logical connectors are used to express different degrees of logical force or certainty (unlikely, reasonable, must, could, would, etc.).
Objective 2: To understand and be able to use pronouns (this, it, such a) and sentence ordering cues (as a result, however) to make reference to previously specified information or events without having to restate them.
Objective 3: To be able to use implied conditionals and other means to hypothesize and draw conclusions from previously stated or understood assumptions.
Learning Points
logical necessity, degrees of certainty, and modals
In order to accept the existence of UFOs, we must accept the fact that alien life exists. Even if we accept that there might be 10,000 advanced civilizations in our galaxy, it is unlikely that any could be closer than 50 light years away. This means that an exchange of information would take 100 years. A journey of this distance would be impractical for even an advanced civilization. Nothing can travel faster than the speed of light. This light barrier is impossible to overcome, even for a civilization far more advanced than ours. An advanced alien civilization could be thousands of years older than we are. It isn’t unreasonable to think that such a civilization might have discovered a way… The existence of UFOs would be evidence that an advanced civilization has somehow solved the problem.
qualifiers and logical connectors
(however, in fact, even if, this means, as a result, to seem, just, in this case, on the contrary, otherwise) However, we must be able to find a balance. Otherwise, our beliefs can be used against us. While it is true that many UFO incidents can be explained, it is also true that a number of incidents remain unsolved. The light barrier argument seems persuasive. However, it’s just a theory. We cannot allow ourselves to believe anything just because we want to believe it. On the contrary, all the evidence is against it. This means that an infinite amount of energy would be required to accelerate it to a higher speed. As a result, no matter can be accelerated to the speed of light.
citing evidence, appeal to reason, arguing and countering a point
(according to, given the fact that, to be well established, all the evidence, no reason, based on) There is no reason to think that we are unique. In fact, some scientists estimate that as many as 10,000 advanced civilizations exist in our galaxy. This estimate is based on our understanding of how life began on Earth. According to science, nothing can travel faster than the speed of light. The light barrier has been well established. That’s a good point. However, it’s just a theory. The fact that scientific theories have been wrong before doesn’t mean we can say that anything is possible. In this case, for example, there is no evidence to indicate that anything can travel faster than light. On the contrary, all the evidence is against it. Without a single exception, none of the reports has been verified. The scientific evidence seems convincing. However, we can be sure that there will be surprises in the future. Therefore, we should not rule out the fantastic. However, we must find a balance between wishful thinking and fact. Otherwise, our beliefs can be used against us.
speculations, implied conditionals (would, could, might)
It would mean that the aliens had the technology to travel an enormous distance through space. Even if we accept that there might be advanced civilizations, it is unlikely that any could be closer than 50 light years away. This means that an exchange of information would take 100 years. A journey of this distance would be impractical for even an advanced civilization. An infinite amount of energy would be required. The existence of UFOs would require the existence of advanced alien life. It isn’t unreasonable to think that an advanced civilization might have discovered a way to travel near or beyond the speed of light.
sentence ordering cues, pronoun reference (it, this, as a result, such a , in fact, more, however)
It would mean that the aliens had the technology… This estimate is based on our understanding of how life began. The existence of an alien spacecraft requires much more. This means that an exchange of information would take 100 years. A journey of this distance would be impractical. However, it’s just a theory. Such a civilization might have discovered a way to travel near or beyond the speed of light.