- Situational contexts in daily life. (e.g. telephone conversations, giving directions, making a complaint, etc.)
- Development of listening, speaking, reading and writing skills.
- Vocabulary enrichment
- Interactive lessons and activities
- Audio tool to practise pronunciation, enunciation, modulation and intonation.
- 56 lessons, 30 grammar items, 168 practices
- This program was selected as finalist in Asia Pasicfic ICT Award (APICTA) 2012
- FOC trillingual translation book (English - Malay - Chinese)
This courseware is intended for secondary school and adult learners. The aim of this courseware is to build English learners' confidence in speaking the language by developing their communicative ability in real-life situations.
Toward that end, we have adopted the communicative language teaching approach for our courseware. This approach highlights learners' communicative competence, which is the learners' ability to efficiently express what they mean in the target language (English) and successfully achieve communications in real-life situations.
COMMUNICATIVE LANGUAGE TEACHING – THE RATIONALE
We use language for communication. But language is more than just a tool for communication – it has implicit social and cultural elements. Merely learning the linguistic aspects of English cannot successfully engage learners in real-life communications. Learners also need to acquire pragmatic competence – the capacity to incorporate cultural knowledge into language use and choose appropriate language in different sociocultural contexts. The communicative language teaching approach that we employ focuses on teaching learners to efficiently use English in different contexts. By involving learners in a wide range of meaningful interactive situations, we can expect them to be progressively fluent when communicating in English.
One other purpose of this communicative approach is to create more comprehensible input. Through meaningful communication, learners have opportunities to notice the linguistic gap between their own first language and English. It is a long-held belief that this kind of gap-noticing can help learners know what is still needed to be learned, and this benefits the learning process.
MAKING THE MOST OF THE COURSEWARE
Lesson Contents:
CD1
1. At a motivation camp
2. Introducing oneself
3. Calling a wrong number
4. Calling the office
5. Where is the washroom
6. Asking for information about a friend
7. Buying a T-shirt
8. Buying shoes
9. Complaining about a messy room
10. Asking to skip tuition
11. About Razak
12. Visiting grandparents in the village
13. A visit to Penang
CD2
1. Introducing a friend
2. Meeting a client
3. Transferring a telephone call
4. Leaving a voice message
5. Where is the Customer Service Centre
6. Buying clothes with gift vouchers
7. Exchanging a T-shirt for another
8. Complaining of poor service
9. Asking for a refund
10. My mother
11. My school
12. Stamp-collecting
13. The elephant
CD3
1. Meeting a coursemate
2. Transferring a telephone call
3. Apologising for being late
4. Calling to apologize
5. A farewell party
6. What shall we order
7. Where is the post office
8. At a fish market
9. Mother complaining about her son
10. Where is my fridge
CD4
1. At a conference
2. Asking for directions to the staff room
3. Asking for the location of an office
4. Giving advice to a friend
5. At the food stall
6. Complaining about slow bus service
7. Calling to apply for emergency leave
8. Reporting loss of credit card
9. Offering a free membership to a club
10. Farewell to a teacher going on retirement
CD5
1. A new colleague
2. The new roommate
3. Invite for Hari Raya open house
4. How do we get there
5. Meeting a friend on the street
6. Dengue fatalities reduced
7. The new English teacher
8. Invite for wedding ceremony
9. Invitation to an engagement party
10. Buy clothes
What is in the package:
- 5 CD-Roms
- Trilingual translation book (English, Malay, Chinese)
Weight: 650 g
Package size: 27.0cm x 19.5cm x 4.5cm
Free delivery within Peninsular Malaysia