Program Hebat Bacaan Bi All-In-One

INTRODUCTION
& USER GUIDE
BAHAGIAN PEMBANGUNAN KURIKULUM

KEMENTERIAN PENDIDIKAN MALAYSIA
2016
HEBAT Bacaan Bahasa Inggeris
Introduction & User Guide
TABLE OF CONTENTS
1.0. INTRODUCTION………………………………………………………………….……...2
2.0. AIMS…………………………………………………………………………….…………3
3.0. OBJECTIVES………………………………………………………………………….....3
.
4.0. BAHAN SUMBER HEBAT BACAAN BAHASA INGGERIS………..…….…………..3
5.0. CONTENTS OF BAHAN SUMBER HEBAT BACAAN BI……………………………4
5.1 Introduction and User Guide…………………………….………….……….……4
5.2 20 Teaching and Learning Reading Units (Modules) .....................................4
5.3 Teaching and Learning Guides ….……………………………….……….……...6
5.4 Computer- Based Reading Literacy Assessment Items …...........…………....6
6.0. HOW TO USE BAHAN SUMBER HEBAT BACAAN BI……………………..………..6
7.0. IMPLICATIONS OF USING BAHAN SUMBER HEBAT BACAAN BAHASA

INGGERIS…….……………………………………………..…………………………....7
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2
1.0 INTRODUCTION
Program HEBAT Bacaan
Programme for International Student Assessment (PISA) is a worldwide study by the

Organisation for Economic Co-operation and Development (OECD) which examines
the scholastic performance of students in mathematics, science and reading to
determine if they have acquired the knowledge and skills essential for participation in
a knowledge society. The study evaluates the quality of a nation’s education system
in comparison to the rest of the world. According to recent PISA reports, Malaysia
was ranked in the bottom third of countries with a Reading score well below the
OECD average. Malaysia’s participation in PISA has highlighted a need to improve
several areas in the education system. As a result, the Education Blueprint has set a
target that Malaysia should be in the top one-third in the world for international
assessments such as PISA by the year 2025.
To realise this aspiration, the Curriculum Development Division, Ministry of

Education has been given the responsibility to plan and execute an initiative to
improve Malaysia’s achievement in PISA. As part of the initiative, Program HEBAT
Bacaan was introduced comprising a resource material for teachers to improve
reading literacy as tested by PISA.
What is Program HEBAT Bacaan?
Program HEBAT Bacaan comprises the development of Bahan Sumber HEBAT

Bacaan as a resource material and training on how to use this material. It is intended
as a guide for teachers to achieve effective teaching and learning (TL) of Reading,
subsequently, improving students’ reading literacy at secondary school level. Bahan
Sumber HEBAT Bacaan is available for both language subjects i.e. Bahasa Melayu
and English Language.
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2.0 AIMS
Program HEBAT Bacaan aims to provide information regarding PISA reading literacy,
exposure to reading techniques and various TL strategies such as Higher Order
Thinking Skills (HOTS) and 21st Century Learning as well as methods to incorporate
these elements into the TL of Reading.
3.0 OBJECTIVES
The objectives of Program HEBAT Bacaan are:
i. To improve students’ reading skills and interest in reading.

ii. To increase students’ reading comprehension, ability to evaluate various
types of texts and to encourage engagement in reading.
iii. To develop students’ critical thinking and spirit of inquiry in reading through
creative and collaborative project-based learning activities.
4.0 BAHAN SUMBER HEBAT BACAAN BAHASA INGGERIS
Bahan Sumber HEBAT Bacaan Bahasa Inggeris (BI) was designed and developed
to provide a quick and easy reference material for English Language teachers when
planning their Reading lessons. The resource material is intended as exposure for
teachers on teaching and learning strategies and approaches such as 21st Century
Learning, HOTS and Reading Strategies in order to better prepare students for skills
needed in the real world. These skills are in-line and concurrent with the
requirements of the PISA assessment.
The resource material is a guide for English Language teachers in secondary

schools in Malaysia as they incorporate PISA-type reading material and assessment
in their TL. Each reading unit (module) contains a lesson guide which emphasises
relevant TL strategies and approaches in order to develop students’ HOTS and
improve their ability to comprehend varieties of reading texts, thus, improving their
reading literacy.
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5.0 CONTENTS OF BAHAN SUMBER HEBAT BACAAN BI
Bahan Sumber HEBAT Bacaan Bahasa Inggeris (BI) comprises four (4) main
components:
i. Introduction and User Guide for HEBAT Bacaan BI

ii. 20 Teaching and Learning Reading Units (Modules)
iii. Teaching and Learning Guides (Reading Strategies, Guide to Using HOTS in
a Reading Classroom and 21st Century: Cooperative Learning Structures)
iv. Computer-Based Reading Literacy Assessment Items
Diagram 1: Bahan Sumber HEBAT Bacaan BI
5.1 The Introduction and User Guide section basically describes the HEBAT
Bacaan programme in general i.e. its origins, development, contents and
prescribed usage.
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5.2 The 20 TL Reading Units or modules is the main component for teachers
to refer to as a guide when preparing their lessons. The units are designed to
complement the Reading syllabus in the new Standard-Based English Language
Curriculum (SBELC) beginning 2017. The strategies and lesson activities in the
units are developed based on the four (4) themes in SBELC:
1. People and Culture

2. Health and Environment
3. Science and Technology
4. Consumerism and Financial Awareness
Suggested lessons in the units also provide the context for language use
according to the four (4) domains as proposed in SBELC and the PISA Reading
Literacy Framework:
1. Personal
2. Public
3. Educational
4. Occupational
The themes and domains form a background to language learning whereby

students can easily relate and apply what they learn in the classroom to real
world situations. The units also incorporate inquiry-based learning in the
suggested lesson activities and an assessment project (project/problem- based
learning) task at the end of each unit.
Additionally, the reading units also conform to the cognitive processes in the
PISA 2018 Reading Literacy Framework. Cognitive processes in reading are
mental strategies, approaches or purposes that is required to negotiate a
reader’s way into, around and between texts.
Relevant reading strategies are recommended in the lessons to develop

student’s comprehension skills and it is hoped that with regular practice of these
strategies during lessons, students can use them in new situations beyond the
classroom.
The units also incorporate elements of HOTS, 21st Century Learning and
i-THINK in order to enhance students’ critical thinking skills, ICT skills, creativity
and collaborative skills needed for the real world. Mastery of these skills are vital
for success in today’s competitive global job market.
The units focus on engaging student-centred activities to spark an interest in

learning and to develop a genuine love for reading.
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5.3 The Teaching and Learning Guides is a quick reference material for
teachers as they apply the approaches in the TL Reading Units to lessons. It
includes three (3) pullouts which are; Reading Strategies, Guide to Using HOTS
in a Reading Classroom and 21st Century Learning: Cooperative Learning
Structures. These pullouts contain simplified explanations of terms, approaches
and strategies used in the reading units.
5.4 The Computer- Based Reading Literacy Assessment Items are sets of
PISA-type reading literacy assessment questions for classroom practice or to be
used as a diagnostic assessment to check students’ reading literacy progress.
The assessment items are organised according to topics based on the four (4)
themes in SBELC.
6.0 HOW TO USE BAHAN SUMBER HEBAT BACAAN BI
There are 20 TL Reading Units in Bahan Sumber HEBAT Bacaan BI and each
unit is organised by topics corresponding to the four (4) themes in SBELC.
Each unit or topic has three (3) recommended lesson activities - beginner,
intermediate and advanced levels.
Each unit includes a cover page, a lesson guide, suggested lesson activities,
and an assessment project.
The cover page is illustrated with pictures or graphics and includes suggested
set induction questions related to the topic as teachers begin the lesson.
The lesson guide (refer Diagram 2) is similar to a lesson plan, detailing aspects
in the lesson such as lesson objectives, strategies and approaches to be applied,
values to be imparted and teaching aids required. Additionally, the guide also
includes PISA elements considered in the planning of the lesson such as the
situation, text format, text type, and cognitive processes (refer to PISA 2018
Reading Literacy Framework).
At the end of each unit, there is an Assessment Project which is a project-based

assignment related to the topic. Teachers can assign the action- oriented tasks
as a form of summative assessment for the topic.
Teaching aids such as reading texts, worksheets and pictures are included in the
appendix in Word format and Power Point slides. Teachers can edit the basic
slides according to classroom needs.
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In order to take full advantage of this resource material, teachers are advised to:
i. Use the HEBAT Bacaan Reading Units at secondary school level.

ii. Select one or more levels to use according to students’ proficiency.
iii. Check students’ progress by using the Computer-Based Reading Literacy
Assessment Items (classroom practice or a diagnostic test).
It is essential to note that these lesson activities (refer Diagram 3) are merely
SUGGESTIONS that can be used directly as is. More importantly, it is a GUIDE
for teachers on how to plan, organise and carry out reading lessons which
incorporate proposed strategies to ensure effective TL of reading. The teacher
may choose to adopt or adapt parts of the suggested lesson activities as
necessary.
Contents of HEBAT Bacaan BI Reading Units
Sample Reading Units
Levels 1-3
Focus on HOTS
Reading Strategy
& 21st Century
Learning
PISA Elements
References guides
Diagram 2: Lesson Guide
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Suggested Lesson Activities in HEBAT Bacaan BI Reading Units
Suggested Activities:
May be adapted
according to teachers’
creativity.
May be selected based
on students’ proficiency.
May be used in
progression (Levels 1-3)
or just choose one level
which is suitable.
Activities must be
engaging and encourage
student exploration (PBL &
Inquiry-based Learning)
Reading Literacy
is understanding, using,
evaluating, reflecting on
and engaging with texts in
order to achieve one’s
goals, to develop one’s
knowledge and potential
and to participate in
society. (OECD)
Diagram 3: Lesson Activities
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Sample HEBAT Bacaan BI Lesson Power Point
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7.0 IMPLICATIONS OF USING BAHAN SUMBER HEBAT BACAAN BI
Bahan Sumber HEBAT Bacaan can be used by English Language teachers to teach
reading by adopting or adapting the lesson guides and incorporating it into their daily
lesson plans. By using the resource material provided the implications are as
follows:
i. It will transform the classroom TL environment into one which is

student-centered, therefore, making the learning more interactive as it
requires active student participation and teacher facilitation.
ii. Students will become familiar with various reading strategies and
techniques to improve comprehension and develop reading literacy.
iii. Students will become life-long readers as they cultivate reading skills
by learning through engagement, exploration and inquiry.
iv. Students will be exposed to PISA-type assessment items which

measure students’ ability to understand, use, evaluate, reflect on and
engage with texts and these skills are related to their readiness to
participate in society.
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12
Reading Strategies
READING
STRATEGIES

2016
1
Reading Strategies
TABLE OF CONTENTS
READING STRATEGIES PAGE
1. KWLH 3
2. 5 W’s and an H 4
3. PARApicture 5
4. PARApoint 6
5. SQ3R 7
6. QAR 8
7. Reading Comprehension Strategies 9
8. QUACK 10
9. ACID marks 11
10.RAP 12
11.CHATT 13
12.THRILD 14
13.Reciprocal Reading 15
2
KWLH
Reading Strategies
K KNOW
What we know
W WILL or WANT
What we want to know
L LEARNED
What we learned
H HOW?
How you can learn more
How:
Students begin by brainstorming everything they Know about a topic. This information is recorded
in the K column of a K-W-L chart. Students then generate a list of questions about what they Want
to Know about the topic. These questions are listed in the W column of the chart. During or after
reading, students answer the questions that are in the W column. This new information that they
have Learned is recorded in the L column of the K-W-L chart. H stands for how they can learn
more or answer questions not answered in their worksheet. These include other sources of
information, including: organizations, experts, tutors, websites, librarians, etc  
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5 W’s and an H
Reading Strategies
This reading strategy is to answer the questions that form the basis of good journalism:  
Who What When Where Why and How  

Who are the main characters? 
What does the author say happened?
Where did the action occur? 
When did it happen or what is the span of time?
Why did this happen? 
How did it happen?
What
happened?
Where When
did it happen? did it happen?
Topic Map About
__________
How
Who did it happen?
was involved in this
event?
Why
did it happen?
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PARApicture Reading Strategies
What is PARApicture?
A technique for actively reading a passage and retrieving significant information using highlighter
reading and pictures in the margin.
How:
Students initially Preview or read a passage to determine what information is important. Next they
Analyze the text to locate and highlight the information that is fundamental to the understanding of
the content. They then Review the highlighted text and finally, Accent the highlighted information by
drawing symbols and visual representations in the margin (or on a strip of paper) to record the
important content. These drawings will consequently act as reminders and cues for the content
contained in the piece of reading.
Hence the acronym PARA:
Preview: Initial reading to determine what content is important.

Analyze: Locate and highlight information fundamental to the understanding of the content.
Review: Re-read the analyzed, highlighted information.
Accent: Draw pictures in the margin that summarize the highlighted information. 
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PARApoint
Reading Strategies
How:
Students initially Preview a passage to determine what type of information is being presented using
a quick “THRILD” (see THRILD under Active Reading Strategies on the Interactive Strategies
Instruction CD). They scan the Title, Headings, Read the first paragraph, examine Illustrations, and
read the Last paragraph (Discussion questions are not a concern for Parapoint). Once they have
determined the main intent of the passage, they develop focus questions to guide their reading –
questions to which they want answers. They then Analyze the selections, locating and highlighting
the information that is fundamental to the understanding of the content and provides answers to
the focus questions. Next they Review the highlighted text and finally, Accent the important
information with short, point form notes in the margin (or on a strip of paper). These notes will
consequently act as reminders and cues for the content contained in the piece of reading.
Hence the acronym PARA:
Preview: Determine the type and purpose of the text by using a brief preview strategy
(THRILD) and develop focus questions to direct one’s analysis while reading.
Analyze: Highlight/underline and circle key information which answers predetermined focus
questions.
Review: Reread highlighted words to determine what information you want to accent.
Accent: Accent pertinent information in the margin using brief note form.
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Reading Strategies
. SQ3R
Source: http://www.gridgit.com/post_sq3r-graphic-organizer_567106/
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Reading Strategies
QAR
Question Answer Relationship
How:
1. Explain to students that there are four types of questions they will encounter. Define each type
of question and give an example.
2. Read a short passage aloud to your students.
3. Have predetermined questions you will ask after you stop reading. When you have finished
reading, read the questions aloud to students and model how you decide which type of
question you have been asked to answer.
4. Show students how to find information to answer the question (i.e., in the text, from your own
experiences, etc.).
In the text
Right there Think and search
The answer can be found right The answer is in the text, but you have
there in the text to ‘think and search’ to find the
a n s w e r, s o m e t i m e s w i t h i n a
Strategies: paragraph, across paragraph,
• Scan the text. chapters or even books.
• Look for keywords.
Strategies:
• Skim the text.
• Search for important information in different
places in the text.
In your mind
Author and me On my own
The answer is not in the text. You The answer is not in the text. You need to use your
need to use your own background own background knowledge. You could even answer
knowledge and what the author the question without reading the text.
has told you to come out with the
answer Strategies:
• Think about what you already know, your prior
Strategies: knowledge.
• Make inferences from clues • Think about what you
found in the text. have heard or read
• Make predictions before, while, before.
and after reading the text.
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Reading Comprehension
Reading Strategies
 
Strategies
9
QUACK Reading Strategies
What are QUACK marks?

A strategy for actively reading a factual passage of text, making judgments on the types of
information included, and marking specific kinds of information with the following:
How:
While reading the text, students employ the following marks to highlight specific information. If you
do not want marks in the text, use an acetate over the page, place marks on the acetate and then
transfer Keywords and definitions to your notes.
Q ? (question mark) – beside words, phrases and ideas that you do not understand.
U underline – underline entire definitions.
A * (asterisk) – beside important or interesting ideas and information.
C circle – examples of important information or definitions.
K Keywords – place a capital K beside keywords (usually in bold or italics). Rewrite
the keywords and their definitions in the margin. 
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ACID MARKS
Reading Strategies
What are ACID marks?

A strategy for actively reading a passage to increase comprehension and encourage students to
interact with reading materials. It involves making judgments on the
types of information being read and marking specific passages with the following:
How:
A.C.I.D. Marks has two parts:
1) A.C.I.D. and
2) Three separate “Marks”
As you read, ask yourself whether you:

A Agree with the statement
C are Confused by the statement
I find the point Interesting
D Disagree with the point
Place an A, C, I or D in the margin by the appropriate point.

Next comes the Marks. Re-read the article and insert the following marks:
Circle key terms

Asterisks important points (*)
Bracket or Underline supporting details. ( _________ )
It can be interesting to have students use this strategy and, while reading from a different
perspective, Agree or Disagree! For example, how would your responses differ if you read
the article imagining yourself to be from a different culture or ethnicity? 
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Reading Strategies
RAP
Read•Ask questions•Paraphrase
How:
1. Label the paragraph

2. Read the paragraph
3. Ask yourself: Who or what is this paragraph about?
4. Put the main ideas into your own words.
Paragraph Ask yourself Who/What is the Put the main ideas into your own words: What does
Number paragraph about? it tell me about? It tells me…
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C.H.A.T.T.
Reading Strategies
How:
Students read the text and apply the C.H.A.T.T. marks to select important vocabulary, highlight
main ideas and identify details. Next, students transfer the key terms, written definitions (with an
image) and record the main points with supporting details to a separate “C.H.A.T.T. Sheet”. Finally,
the teacher provides a summary statement which the students record on their C.H.A.T.T. Sheet.
C Circle – key words.

H Highlight or Underline – main ideas.
A * (asterisk) – beside supporting details.
T Transfer – information to a C.H.A.T.T. Sheet.
T Teacher – provides a summary statement which students record on
their C.H.A.T.T. Sheet.
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T.H.R.I.L.D Reading Strategies
How:
As students scan the chapter, they perform six steps. To begin with, they write down the chapter
title and all the sub-headings. They read the opening paragraph (or introduction) and write a brief
summary of this information. Students write a key word or phrase about the main idea of each
illustration. After this, students write a brief summary of the last paragraph or summary of the
chapter. Finally, students scan the Discussion Questions and select three that they would like to
know more about.
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Reciprocal Reading Reading Strategies
How:
First the teacher reads a section of the text aloud and models the following steps:
Summarize
Clarify
Question
Predict*
Respond*
*optional - depending on material
The teacher generates a short summary of what they just read, soliciting input from the class. Next
the instructor constructs a “main idea” question (one that could be used in a test setting). Once
again, input can be received from the listeners. In the clarify step, the teacher ensures that
everyone understands the vocabulary, terms, figurative language and generally comprehends the
passage. After this, the teacher makes a prediction, with listener input, about what may happen
next. Finally, at the end of a significant portion of text, students generate a written response about
the passage (i.e. “What would you do in the protagonist’s situation?”). Both the predict and respond
steps are optional, depending on the type of material being used (appropriate for fiction and poetry,
but not a science text).
This entire process is then repeated, with a student taking the role of the teacher, reading the
passage out loud and guiding the class through the steps. Eventually, students work in pairs or
small groups, each individual taking turns being the “teacher” (or reciprocating).
Initially, it is important for the teacher to demarcate the size of the reading portions for each student
to read before changing roles (paragraph, 1⁄2 page, whole page). This will depend on student
reading abilities and the logical breaks in the material.
http://www.slideshare.net/ncmsa/reciprocal-teaching-bookmarks
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Guide to Using HOTS in a Reading Classroom
GUIDE TO USING
HOTS
IN A READING
CLASSROOM

2016
1
  OF
TABLE
CONTENTS
1.0 Introduction to HOTS …………………………………………………. 3
2.0 Revised Bloom’s Taxonomy …………………………………………. 4
3.0 Steps to Developing Questioning Skills ……………………………. 7
4.0 Features of A Good Question ………………………………………. 8
5.0 Developing Teacher’s Questioning Skills …………………………. 10
6.0 Types of Questions ………………………………………………….. 14
7.0 Thinking Maps & Activities ………………………………………… 22
8.0 Using Graphic Organisers to Develop HOTS ……………………. 27
9.0 Promoting HOTS in Reading ………………………….…………… 38
10.0 Teaching Vocabulary ……………………………………………… 43
2
INTRODUCTION TO HOTS
Higher Order Thinking (HOT) is thinking on a level that is higher than memorising facts
or telling something back to someone exactly the way it was told to you. HOTs takes
thinking to higher levels than restating the facts and requires students to do something
with the facts — understand them, infer from them, connect them to other facts and
concepts, categorize them, manipulate them, put them together in new or novel ways,
and apply them as we seek new solutions to new problems.
The diagram below shows the questioning levels of Bloom’s categories of educational
objectives for classifying questions.
Revised Bloom's Taxonomy Cognitive Domain
Highest
Lowest
(Anderson and Krasthwohl-Bloom’s Taxonomy Revised-2001) 
3
REVISED BLOOM’S TAXONOMY
The most famous question taxonomy was designed by Benjamin Bloom and his
associates in 1956. Called Bloom's Taxonomy of the Cognitive Domain, or, more
commonly, Bloom's Taxonomy, it comprises six levels of intellectual behaviour. Each
question level requires a greater amount of mental activity to formulate an answer than
the previous level.
KNOWLEDGE The first level, Knowledge—asks students to recall information.

("Name the three branches of government.”)
The second level, Comprehension—asks students to put

COMPREHENSION information in another form. ("Write the chemical equation for
water.”)
The third level, Application—asks students to apply known facts,

APPLICATION principles, or generalizations to solve a problem. ("Use the
Euclidean algorithm to find the greatest common divisor of 42
and 100.”)
The fourth level, Analysis—asks students to identify and

ANALYSIS
comprehend elements of a process, communication, or series of
4
events. ("Compare and contrast a capitalist economic system

with a socialist economic system.”)
The fifth level, Evaluation—asks students to determine how

EVALUATION
closely a concept or idea is consistent with standards or values.
("After examining criticism of the U.S. immigration system and
proposals for change, which proposed change do you think
would be the most democratic? Defend your choice.”)
The sixth level, Synthesis—requires students to engage in

SYNTHESIS
original creative thinking. ("Write a script for a television
commercial highlighting the dangers of global warming.")
Based on Bloom’s Taxonomy, these are the examples of questions to be asked: 
Guidelines of asking questions using Bloom’s Taxonomy
LEVEL QUESTIONS TO BE ASKED

REMEMBER Can you.. ?
Where…?
Who…?
How would you describe..?
Could you explain ……?

UNDERSTAND What is the main idea from …..?
Can you find the example …?
What might happen next?

APPLY How would you solve this problem?
Who do you think …?
What would happen if …?

ANALYSE Why do you think …?
Can you compare…?
Can you contrast..?

EVALUATE Which is more important?
Is there a better solution than..?
What are the pros of …?
What are the cons of…?

CREATE Could you invent ways to…?
Design …….
Create ……
5
Let’s Practise Asking Questions

There were once five-and-twenty tin soldiers, who were all brothers, for they had been
made out of the same old tin spoon. They shouldered arms and looked straight before
them, and wore a splendid uniform, red and blue. The first thing in the world they ever
heard were the words, "Tin soldiers!" uttered by a little boy, who clapped his hands with
delight when the lid of the box, in which they lay, was taken off. They were given him for
a birthday present, and he stood at the table to set them up. The soldiers were all
exactly alike, except one, who had only one leg; he had been left to the last, and then
there was not enough of the melted tin to finish him, so they made him to stand firmly on
one leg, and this caused him to be very remarkable.
Hans Christian Andersen
Categories of Questions
Knowledge/
Application/Analysis Synthesis/Evaluation Creation
Comprehension
What were the Why do you think the The one legged tin Create a soldier
soldiers made of? boy clapped his soldier was of the future
hands? considered Imagine that…
`remarkable’. In your (scenario)
own words, explain
why.
6
STEPS TO DEVELOPING QUESTIONING SKILLS
1 Planning
Balance both simple and complex questions. Challenge

2 your students with questions that stimulate critical thinking.
3 Distribute questions to all students.
Use the overhead technique:

4 1) question, 2) pause, 3) call the student
5 Be loud and clear.
6 Encourage students to speak.
Allow individual thinking time before sharing in pairs and in

7 groups.
7
FEATURES OF A GOOD QUESTION
  PURPOSEFUL
Asked to achieve a
specific purpose
BRIEF ADAPTABLE
Stated in as few words as Tailored to the students’
possible proficiency
NATURAL
Stated simply in
A GOOD CLEAR
Students understand
conversational English
QUESTION what they mean
STRENGTHENS
THOUGHT-PROVOKING
LEARNING
They stimulate thought
Review & summarise
and response
what is taught
GQoueostdion Adapted from

Karron G. Lewis Ph.D
Center for Teaching Effectiveness,
The University of Texas
8
QUESTION TYPES THAT SHOULD BE AVOIDED

 
ELLIPTICAL
These draw one-word
answers: What is your
favourite colour?
YES-NO TUGGING
These only allow two These are vague: Come
possible responses: Do on, think of a third
you live in a bungalow? reason…
QUESTIONS
THAT SHOULD BE
AVOIDED
GUESSING VAGUE
These encourage These don’t give students
speculation rather than
a clue as to what is called
thought: How long do you
for: Tell us about concave
think man has been on
earth? lenses.
LEADING
These tend to give away
answers: How do vitamins
help to build strong bodies
and make up Adapted from
deficiencies? Karron G. Lewis Ph.D
Center for Teaching Effectiveness,
The University of Texas
9
DEVELOPING TEACHER’S QUESTIONING SKILLS

 
WHAT IS A GOOD
QUESTION
1. Short
2. Thought provoking
3. Relevant
4. Related to objects
5. Straight forward
6. Clearly stated
WHAT MAKES A GOOD
QUESTION
1. Avoid question that requires single answer
2. Use questions that invite students to talk and engage in discussion.
3. Put them in pairs or groups.
4. Give them time to think.
5. Encourage them to share or write down the answer.
10
As teachers, we want students to think with us as we teach or guide a

discussion, but how do we ask questions that stimulate this kind of intellectual
engagement? We can best promote critical thinking by asking open questions that
cannot simply be answered “yes” or “no” or with a single “right” answer. Our questions
can invite students to analyze, synthesize or evaluate lesson material. “Why?” and
“How?” can be more profitable for discussion than “What?”
Ask your students to clarify their comments or answers. You

CLARIFY might do this even when the comment is clear to you. This can
COMMENTS be helpful for other students in the class.
AND
ANSWERS “Are you saying that…?”
“Could you give me an example?”
Ask questions that probe your students’ assumptions. They

may be unaware of their assumptions until asked to articulate
PROBE them.
ASSUMPTIONS
“What are you assuming here?”
“What could we assume instead?”

“Is this always the case?”
“Why do you think the assumption holds here?”
Ask questions that probe reasons, evidence and causes. Lead

PROBE students to support their arguments.
REASONS,
EVIDENCE & “What are your reasons for saying that?”
CAUSES
“What other information do we need to know?”
“Is there good evidence for believing that?”
“What do you think the cause is?”
11
Ask questions that probe implications and consequences.

PROBE

IMPLICATIONS & “When you say___, are you implying that____?”
CONSEQUENCES
“If you do that, what will happen?”
“How is that connected to the question?”

“How does that bear on ____?”
“How does that follow?”
Ask questions that help students recognize, and clarify, their

own thought processes.
RECOGNIZE &
CLARIFY “Could you explain further where you’re having difficulties?”
“Could you express that point in another way?”

“Could you be more specific?”
“Have you thought of…?”
“What factors make this a difficult problem?”
“What would this look like from the point of view of ___?”

Ask questions that require students to defend their positions.

DEFEND Play “devil’s advocate,” even with students you agree with or who
POSITIONS articulate their points most cogently. All students can benefit from
this intellectual exercise.
Ask a question with multiple possible answers. Write all options

MULTIPLE on the board without commenting on the list being produced.
POSSIBLE Then have the class discuss the options, explaining why some
ANSWERS
answers are better than others.
When you ask open questions, be sure to allow students time to respond
(between 10 and 30 seconds). This time feels longer than it is; try not to rush in too
soon to rephrase the question or answer it yourself. If the silence is protracted,
however, you might try: rephrasing the question, having a student rephrase it for you,
giving students a few minutes to write about the question or discuss it with a peer.
12
There are various types of questions teachers could use in class in order to
check their students’ understanding and to encourage critical thinking. In order to
develop good questions, it is vital that teachers build questions based on objectives of
the teaching and learning.
3 STEPS FOR IMPROVING TEACHERS’ QUESTIONS
1. Get students to take part in the discussion.

(Students should be put in groups).
2. Prepare the questions.
3. Scaffold the questions.
13
TYPES OF QUESTIONS
1. Open or Close Ended Questions
2. Leading or Loaded Questions
3. Probing Questions
4. Increasing Critical Awareness
5. Prompting
6. Redirecting to Another Student
7. Factual Questions
8. Simple Bits of Information
9. Facts Organised into a Logical Order
10. Divergent Questions
11. Higher Order Questions
14
TYPES OF QUESTIONS Guide to Using HOTS in a Reading Classroom
1. Open or Close Ended Questions

OPEN OR
CLOSE ENDED Close ended question
QUESTIONS
Usually has short answer
Limited choice
Useful for fact finding
Example : Who is the first Malaysia Prime Minister?
Open ended question
Usually has longer response
Wide choice of answer
Example: Do you agree with the opinion?
2. Leading or Loaded Questions

LEADING OR
LOADED Leading questions – subtly points the response answer
QUESTIONS in certain direction
Example: Did you have a good time at school?
Loaded questions – Indirectly and less leading, so vague

and does not focus on certain direction and therefore
encourage students to give their opinion freely.
Example : How was your day at school?
3. Probing Questions
PROBING
QUESTIONS Series of questions which require students to go beyond
the first response. Subsequent teacher questions are
formed on the basis of the student's response.
Types:
Clarifying
Eg: "What, exactly do you mean?"
15
"Will you please rephrase your statement?"

"Could you elaborate on that point?"
"What did you mean by the term. . .?"
4. Increasing Critical Awareness

INCREASING
CRITICAL Eg: "What are you assuming?"
AWARENESS
"What are your reasons for thinking that is so?"
"Is that all there is to it?"
"How many questions are we trying to answer here?"
"How would an opponent of this point of view

respond?"
Refocusing
Eg: "If this is true, what are the implications for . . . ?"
"How does John's answer relate to . . . ?"
"Can you relate this to . . . ?"
"Lets analyze that answer."
5. Prompting
PROMPTING Eg: Teacher : "John, what's the square root of 94?"
John : "I don't know."
Teacher : "Well, what's the square root of 100?"
John : "Ten." Teacher: "And the square root

of 81?"
John : "Nine."
Teacher : "Then what do we know about the

square root of 94?”
John : "It's between nine and ten."
16
6. Redirecting to Another Student
REDIRECTING Eg: Teacher : "What is the theme of Hemmingway's

'Old Man and the Sea'?"
Sam : "It's about an old man's courage in

catching a fish."
Teacher : "Mary, do you agree?"
or : "Mary, do you think it's that simple?"
or : "Mary, can you elaborate on Sam's

answer?"
7. Factual Questions
FACTUAL Questions which require the student to recall specific
QUESTIONS information s(he) has previously learned. Often these use
who, what, when, where, etc.
8. Simple Bits of Information

BITS OF Eg: "Who was the leader of the Free French forces
INFORMATION
during W.W.II?"
"Who is the main character in Margaret Mitchell's

novel, Gone With The Wind?"
"During which century did Shakespeare live?"
"What is the Spanish verb meaning to run?"
9. Facts Organized into a Logical Order (Sequence of

SEQUENCE OF Events)
EVENTS
Eg: "What are the steps a bill goes through before it
becomes a law?"
"How were the American and French forces able to

bottle up Cornwall and the British at Yorktown?"
17
"How did Robinson Crusoe react when he

discovered footprints in the sand?"
"What is the commercial method for producing

hydrochloric acid?"
10. Divergent Questions

DIVERGENT Questions with no right or wrong answers, but which
QUESTIONS
encourage exploration of possibilities. Requires both
concrete and abstract thinking to arrive at an appropriate
response
Eg. "What might happen if Congress passes a law

preventing the manufacture and sale of cigarettes in
the United States?"
"How would the story have been different if John had

been a tall, strong boy instead of disabled?"
"If you were stuck on a desert island and the only

tool you had was a screwdriver, what use might you
make of it?"
"In what ways would history have been changed had

the Spanish Armada defeated the English in 1588?"
11. Higher Order Questions

HIGHER ORDER Questions which require students to figure out answers
QUESTIONS
rather than remember them. Requires generalizations
related to facts in meaningful patterns.
Types:
a) Evaluation: Requires judgment, value or choice based

Evaluation upon comparing of ideas or objects to established
standards.
Eg: "Which of the two books do you believe contributed

most to an understanding of the Victorian era?
Why?”
18
"Assuming equal resources, who would you rate as

the most skillful general, Robert E. Lee or Ulysses S.
Grant? Why?
b) Inference: Requires inductive or deductive reasoning

Inference
c) Inductive: Discovery of a general principle from a

Inductive collection of specific facts.
Eg: "We have examined the qualities these world leaders

have in common. What might we conclude, in
general, about qualities necessary for leadership?
Why?" (Inductive)
d) Deductive: Logical operation in which the worth of a

Deductive generalization is tested with specific issues.
Eg: ”If the temperature of the gas remains the same, but
gas is taken to an altitude of 4000 feet higher, what
happens to the pressure of the gas?
Why?" (Deductive)
e) Comparison: Requires student to determine if ideas/

Comparison objects are similar, dissimilar, unrelated, or contradictory.
Eg: "Is a mussel the same thing as a clam?"

"What similarities and differences exist between
Lincoln's Gettysburg Address and Pericles' Funeral
Oration?"
"What is the connection between Social Darwinism
and the Supreme Court actions of the late nineteenth
century?”
f) Application: Requires student to use a concept or

Application principle in a context different from that in which she/he
learned it.
19
Concept = Classification of events/objects that have

common characteristics.
Principle = A relationship between two or more concepts.
Eg: "How was Gresham's Law demonstrated in

the Weimer Republic of Germany?"
"Can you think of an example to fit this
definition?"
g) Problem-solving: Requires a student to use previously

Problem-
learned knowledge to solve a problem. Students must
Solving
see relationships between knowledge and the problem,
diagnose materials, situations, and environments,
separate problems into components parts, and relate
parts to one another and the whole. This question may
generate answers the teacher hasn't anticipated.
Eg: "Suppose you grow up with the idea that dogs were
bad. Out of the many dogs you came into contact
with, none bit you when you were quite young. How
would you react towards dogs now? Would the
type, size, etc., of the dog make any difference as to
how you react? Explain the notion of prejudices
using this example."
h) Affective Questions
Affective
Questions Questions which elicit expressions of attitude, values, or
feelings of the student.
Eg: "How do you feel about that?”
"Is that important to you?”
"Would you like to . . . ?"
20
THE DO’S & DON’TS

OF EFFECTIVE QUESTIONING
DO’S DON’TS
1.Match questions to objectives. Use a 1.Emphasize only lower-order or

variety of question levels and types. convergent questions.
2.Ask many questions throughout the 2.Use questions mainly to review at the
end of the lesson.
lesson.
3.Allow callouts or fail to include pauses
3.Ask a question, pause, and then call on a after your questions.
student by name to respond. This allows
them to think of the answer.
4.Rely on volunteers.
5.Overlook or allow to go uncorrected
4.Ensure that all students get equal
inappropriate or incomplete answers.
opportunities to successfully answer
questions. 6.Rely solely on your ability to generate
spontaneous questions during
5.Follow up lower-order, inaccurate, and interaction.
incomplete answers so students are
7.Use long questions or ask multiple
aware of their errors.
questions simultaneously.
6.Write questions, especially critical 8.Ask questions as a punitive, disciplinary
questions, into your lesson plan. tool.
7.Keep questions clear, brief, and to the 9.Use questions only on major points.
point to avoid students confusion.
10. Show disinterest in asking questions
8.Ask questions to keep students engaged or in students’ responses.
in discussion.
9.Write the objectives and summary of the

lesson as questions.
10. Match non-verbal behaviour with the

21
questions you ask.
THINKING MAPS Guide to Using HOTS in a Reading Classroom
Thinking Maps are a set of graphic organisers or visual tools for learning used in
primary and secondary education. There are eight diagram types intended to
correspond to eight diﬀerent fundamental thinking processes. They are supposed to
provide a common visual language to information structure, often employed when
taking notes. Teachers may apply these Thinking Maps in all content areas to support
students‟ development through the cognitive process.
Thinking
Thinking Maps Questions Key Words
Processes
List
Define
How do you define Brainstorm
Defining in
Circle Map this idea? Identify
context
Give the context Associate
Attributes
Qualities
What adjectives
Describing Characteristics
Bubble Map would best describe
qualities Properties
this?
Describe
Compare
What are the
Contrast
similarities and
Double Bubble Comparing and Similarities
differences? Which
Map contrasting Differences
do you value the
Distinguish
most?
Differentiate
Sort
What is the main Group
Tree Map Classifying idea and supporting Classify Categorise
details? Main Idea and
supporting ideas
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Components
Parts
Show
Seeing whole-to What are the parts
Brace Map Identify the
part relationships of this object?
relationship
Sequence
Put in order
What are the various Retell/ Recount
Flow Map Sequencing stages in this Patterns
process? Cycles
Process
Causes and effects

Discuss the
What happens next?
consequence
Analysing cause What is the cause
Multi-flow Map Predict
and effect and effect of this
Describe the
event?
change
Identify the
relationship
Symbolism
Seeing analogies
Bridge Map Metaphor
and relationships
Allegory
Analogy
Simile
Adapted from
Thinking Map, INC
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S U G G E S T E D A C T I V I T I E S B A S E D O N EGuide
A C toHUsing
M HOTS
A P :in a Reading Classroom
1. Circle Map
After reading the passage, list 10 words all the words related to this topic.
Example: Smoking- Lung infection/heart disease/
2. Bubble Map
List 5 qualities of the main character in the reading passage given.
Example:
Character 1: compassionate/loyal/brave/talented/filial
3. Double Bubble
Identify the similarities and differences between two characters in the
passage.
Example:
Character 1 & Character 2
Similarities:
▪ attend the same school
▪ farmer’s children
▪ same family.
▪ talented
Differences:
Character 1 Character 2
hardworking lazy
compassionate aggressive
rational impulsive
24
4. Tree Map
Classify the modes of transport given in the text and state their advantages.
Example:
1. Car 2. Train 3. Aeroplane
Advantages:
a. Car
• less expensive
• can go anywhere
b. Train
• less stress
• more space
• dining car
c. Aeroplane
• saves time
• reach destination very quickly
• less stress
5. Brace Map
Draw the outline of an essay.
Example:
ESSAY
Introduction: Hook
Elaboration
Thesis Statement
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Content
Paragraph 1: Topic Sentence
Elaboration
Example/s

Elaboration
Example/s

Elaboration
Example/s
Conclusion: Reflective/Reinforcing thesis statement

Sum-up
6. Flow Map
Example: Rearrange the sentences according to the plot of the story.
7. Multi-Flow Map
Example: Identify the causes and effects of smoking from the passage given.
8. Bridge Map
Based on the text given, what does the object symbolise.
e.g. a type of kebaya as saree

attire Malay Indian
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USING GRAPHIC ORGANISERS TO DEVELOP HOTS
Graphic Organisers Help Students Organise Their Thinking
When to use graphic organisers:

• Pre-reading : graphical reading guides showing sequences and relationships prepare
students for the important themes of concepts they will encounter in their assigned
readings.
• Prewriting: brainstorming and drawing or mapping the relationship between a topic and
its details will help students narrow down and select a topic before beginning the writing
process.
• Note taking: codifying information in graphical form (such as two-column compare and
contrast chart), while reading, helps students lock down and retain pertinent concepts
facts, figures, etc.
• Summarizing: summarizing information (such as cause and effect factors) in a cause/

effect diagram helps students follow processes, make inferences and draw conclusions.
Source: http://teaching.colostate.edu/tips/tip.cfm?tipid=176
27
Examples: TYPES OF GRAPHIC ORGANISERS
1. CARTOON STRIPS (PLOT)
- Transfer information from the text into dialogue
http://www.edutopia.org/blog/graphic-novels-comics-andrew-miller
28
2. TIMELINE
https://printables.scholastic.com/shop/prcontent/Graphic-Organizer-Timeline/98765432ORG00-006
29
3. STORY TRAIN
https://printables.scholastic.com/shop/prcontent/Graphic-Organizer-Story-Train/9780590769907-998
30
4. PREDICTION BUBBLE
http://www.keansburg.k12.nj.us/cms/lib02/NJ01001933/Centricity/Domain/798/Graphic%20Organizers.pdf
31
5. VENN DIAGRAM
http://www.keansburg.k12.nj.us/cms/lib02/NJ01001933/Centricity/Domain/798/Graphic%20Organizers.pdf
32
6. STORY MAP
http://www.readingrockets.org/strategies/story_maps
33
7. STORY PYRAMID
http://www.sanchezclass.com/reading-graphic-organizers.htm
34
8. COMPARE AND CONTRAST
http://www.scholastic.com/teacher/images/articles//i//lessonplans_charactercompar.gif
35
9. CAUSE AND EFFECT
https://www.teachervision.com/reading/graphic-organizers/55667.html
36
10.THREE PARAGRAPHS, MAIN IDEA AND DETAIL CHART
https://www.teachervision.com/reading/graphic-organizers/55667.html 
37
SAMPLE ACTIVITIES TO PROMOTE HOTS IN READING
1. JIGSAW READING
1. Students get into groups of 4

2. Assign each member a number (1,2,3,4)
3. Every group is given a different part of the story.
4. Group members read individually.
5. Gather all the members according to number at different parts of the classroom.
https://tesolatrennertnyc.files.wordpress.com/2012/10/jigsaw.png
6. The members of the new group try to sequence the story..
2. MIX-N-MATCH
1. After reading the text, students sit in groups of 5.

2. One member is appointed as the manager. He /She keeps the answers.
3. Each group is given 2 sets of cards (question cards and answer cards).
4. Answer cards are left on the table.
5. Question cards are distributed to the members.
6. They read one question at a time and then find the right answer card.
7. The manager is consulted and gives the right answer.
8. If the answer is wrong, the card is placed back on the table.
9. If it is correct, the member keeps the card.
10. At the end of the activity, the member who has the most number of cards is the winner.
38
3. FAN-N-PICK
1. After reading the text, students get into groups of 4.

2. Students are given Question Cards which have answers at the bottom of the card.
3. Each student has his own set of cards.
4. Student 1 holds the cards like a fan.
5. Student 2 will pick a card from student 1.
6. Student 2 will read the question and student 3 will answer. Student
two will confirm the answer.
7. If it is correct, the card is placed on the table. If it is wrong then, the
student who answers wrongly adds the card to his fan
8. Then student 3 will pick a card from student 2, read the question and
student 4 will answer
9. This will go on until all the question cards are picked and answered.
10. The student who has the most number of cards on the table is the winner.
4. TREASURE HUNTING
1. All students are given a text to read. They are divided in groups of four.
2. Teacher prepares a different question for each group based on the text.
3. Students work independently and write a response on a piece of paper and place it on the table.
4. Once all the group members have answered, they discuss and decide on the best answer.
5. They write the best answer on a piece of paper and put it in a box.
6. On the signal, students move as a group to another group and respond to
the question which that group has. They discuss and decide on the best
answer. They write their response and place it in the box.
7. Students continue to move from group to group clockwise until they
return to their own table. When they are back at their table, they read the
responses given by the other group members.
39
5. PAIRS CHECK
1. Students read a text.

2. Students work in pairs.
3. Student 1 answers question 1.
4. Student 2 acts as a coach, gives praise and checks answers.
5. Student 2 answers question 2 (reverse roles)
6. Then students swap with another pair and check answers again and tick if
agree
7. Students then go back to answering questions 3 and 4 before swapping again.
8. Teacher then goes through all the answers at the end of the session.
6. PARTNERS
1. Teacher gives the reading text.

2. Students read individually.
3. Students are given a set time to think about what they have read.
4. On a signal, students pair up.
5. Pairs have a set time to discuss what they have read.
6. Rotate partners every 30 seconds and share thinking different partners.
40
7. BRAINSTORMING
1. After reading a text individually, students work in groups of 4.

2. A question is given to each group.
3. Each group is given a piece of A5 paper,
4. Fold the paper into 4s and draw a circle in the middle.
5. Students write their responses to the text read in their own
quadrant.
6. At the signal, students read each other’s responses.
7. Similar responses are written in the circle.
8. A representative presents.
8. FACT OR OPINION
1. Students are given reading texts.

2. Students read the text individually.
3. They discuss as a group and choose statements which
are facts and opinions.
4. They try to distinguish one from the other.
5. They are then given a mah-jong paper on which they draw a
suitable thinking map to present their statements.
6. Gallery walk activity may be carried out after this.
9. READER’S THEATRE
1. Students read and express what they have read in actions
41
10. THINKING MAPS
1. Students work in groups of 4.

2. Students read a passage.
3. Each group is given different question.
4. Group members discuss the question and express their
responses in thinking maps.
42
INTRODUCTION TO DEVELOPING VOCABULARY
A teacher cannot really teach vocabulary but she could help students develop
strategies to expand the pool of vocabulary that a student has. In order to read and
understand a text, the reader must know the meanings of at least ninety percent of the
words in the text. Without this knowledge, students will not be able to answer
questions which require higher order thinking skills.
Therefore, it is important for teachers to plan a list of vocabulary items that students
need for a particular theme or topic and aid them in acquiring the meanings. This kind
of vocabulary scaffolding will greatly improve the students’ ability to comprehend
content of the reading lessons in the future.
PLANNING
1. Make a list of the vocabulary items that are related to a theme / topic. It would be
good if the list has word collocations related to the topic.
2. It is recommended that the word list is derived from the reading passages given for
the theme or others which are related.
ACTIVITIES TO DEVELOP VOCABULARY ITEMS
1. Select the vocabulary you want to revise and write each word on slips of paper. On
the other side Is the meaning of the word. Students can find the meanings on their
own and prepare the slips of paper. They then work in pairs and ask their shoulder
partner the meaning of the word that they have. Once the person has answered they
reverse roles. When they are done, they go around the classroom to find new
partners.
2. Alternatively, the slips of paper can be placed in a box and teacher reads out the
definition and the student who gives the correct word receives a token according to
the difficulty.
43
3. Pick a list of words you want the students to use and they work in groups to write a
short story . Teacher can give the beginning of the story or the end.
4. BINGO GAME using the words.
5. Students look at a list of words and try to divide them into 5 categories.
6. Students try to find a partner for the words they have. Eg. If they have the word
‘bright’ the partner will add bright student.
7. Students brainstorm other words that belong to the same category.
8. Students link two or more words in a category by finding some feature they have in
common and they have to say what the connection is.
FEEDBACK AND REINFORCEMENT

Reinforce the words learnt for the theme after obtaining feedback on their acquisition
of the vocabulary item learnt.
44
VOCABULARY ACTIVITIES
Suggested Vocabulary Activities
1. The Frayer Model
• Students are divided into groups. The teacher will give a different word for every
group according to a chosen theme.
• In groups, students discuss to answer and complete the required sections in the
handout given.
• Students share their answers with the entire class. The teacher will facilitate a
class discussion based on each group’s answers.
a) For advanced students
45
b) For intermediate and lower intermediate students

(an alternative to Frayer’s Model)
http://
learningtasks.weebly.com/vocabulary-strategies.html
46
2. Making Meaning
• The teacher will choose selected vocabulary words from the text and fill it in the
handout. These are the words students will need to understand in order to
comprehend the text.
• Before reading the text, students are put into groups and given a handout. In
groups, they will discuss and brainstorm on the meaning of the words, without
any guidance from the teacher.
• After reading the text, students will get into their groups again and brainstorm to
guess the meaning of the selected words. They will use contextual clues
provided in the context to give meaning to the words. Teacher will provide
guidance if necessary.
Example:
New Word Before Reading After Reading
Earthquake
Landslide
Flood
Drought
http://learningtasks.weebly.com/vocabulary-strategies.html
47
3. Vocab Shot
• The teacher divides the class into two groups. Each member of the group is
asked a vocabulary question (definition, spelling, pronunciation, etc.).
• If the student answers correctly, he or she wins a point for the group and can
shoot a basketball into a ready-made basketball hoop. If the ball goes inside the
hoop, that student can answer another question.
• If the question is answered correctly again, that student has a second chance to
shoot the basketball, but this time he or she must take two steps back.
• This continues until the student misses a shot or gets a question wrong. Then,
the next question goes to the other team. After everyone has had a turn, the
team with the most points wins.
Materials Needed:
- Foam basketball and hoop (or alternatively use a recycling bin or waste paper
basket as a basketball hoop)
- List of words for teacher
https://www.flocabulary.com/vocabulary-mini-games/
48
4. First Letter, Last Letter
• The teacher divides students into pairs or groups, according to students’ abilities
and suitability of task given.
• The teacher will start by giving the first word to students, for example ‘APPLE’.
• The first group will continue by saying the word that begins with the last alphabet
of the previous word, for example apple ! elephant.
• Each group will continue with a new word made up from the last
Example :
APPLE ELEPHANT TAIL
LETTER READ DONKEY
http://www.eslcafe.com/idea/index.cgi?display:913501734-8336.txt
49
5. Last Man Standing
• The teacher chooses a category or theme, such as things found in a kitchen, food,
occupation and so on.
• To play the game, prepare a ball and have all the students form a circle. Begin by
tossing the ball at a student. That student will shout a word related to the theme and
throw the ball to another student.
• As each person catches the ball, they need to come up with another word that fits
the theme.
• If they repeat a word that has already been said or cannot think of a new word within
5 seconds, then they are out and must sit on the sidelines.
http://www.fluentu.com/english/educator/blog/esl-tefl-ell-vocabulary-games/
50
6. Stop the Bus

• The teacher divides students into groups and gives all of them a handout.
• The teacher draws a table on the whiteboard, exactly like the handout given to
students earlier.
• The teacher asks students to think of one item to match in each category
provided, beginning with the chosen alphabet. For example here, the chosen
alphabet is ‘T’.
• Students have to discuss in their groups and fill in the required answers. The first
group to complete all the answers will raise their hand and shout, “Stop the
Bus!”
• Students will write their answers on the whiteboard and if all answers are correct,
then that group wins a point. If there are any mistakes, another group gets the
chance to answer.
Example:
Animals Colours Food Clothes Countries Sports

T tiger turquoise tuna trousers Tunisia tennis
https://www.teachingenglish.org.uk/article/stop-bus
51
7. Pop Song Vocabulary
• The teacher plays a song in class and asks students to listen to it for a few times.
• The teacher chooses a few selected words from the song and asks students to
draw pictures of the words in the handout provided.
• From the pictures, students write sentences using the words chosen to show that
they understand the meaning of the words.
• This activity can be done to make a weekly vocabulary list for students.
Example of handout:
Word Picture
Raindrops Sentence : ……………………………………………………
Roses Sentence : ……………………………………………………
Whiskers Sentence : ……………………………………………………
Kittens Sentence : ……………………………………………………
Kettles Sentence : …………………………………………………
52
Example of an excerpt from the lyrics:

My Favourite Things – From The Sound of Music
Raindrops on roses and whiskers on kittens 
Bright copper kettles and warm woolen mittens 
Brown paper packages tied up with strings 
These are a few of my favorite things.
Full Lyrics of the song:

My Favourite Things – From The Sound of Music
Cream colored ponies and crisp apple strudels 
Doorbells and sleigh bells and schnitzel with noodles 
Wild geese that fly with the moon on their wings 
Girls in white dresses with blue satin sashes 
Snowflakes that stay on my nose and eyelashes 
Silver white winters that melt into springs 
When the dog bites, when the bee stings 
When I'm feeling sad 
I simply remember my favorite things 
And then I don't feel so bad.
Cream colored ponies and crisp apple strudels 
Doorbells and sleigh bells and schnitzel with noodles 
Wild geese that fly with the moon on their wings 
Girls in white dresses with blue satin sashes 
Snowflakes that stay on my nose and eyelashes 
Silver white winters that melt into springs 
When the dog bites, when the bee stings 
When I'm feeling sad 
I simply remember my favorite things 
And then I don't feel so bad.
http://www.fluentu.com/english/educator/blog/songs-for-teaching-english/
53
8. Roll Call Round Robin
• The teacher will have a roll call and ask students to answer their names with an
additional English word.
• The Lower Intermediate students must name a food or color or an animal and add
it to their names. For example, Farah Pizza, Farah Purple and Farah Fox.
• The Intermediate students can use emotions, occupations or hobbies and add it
before or after their names. For example, Happy Farah, Teacher Farah and
Singing Farah.
• The Advanced students can use adjectives with the same alphabet as the
student’s name. For example, Fascinating Farah, Adventurous Ai Hui and
Hardworking Harvinder.
http://www.eslcafe.com/idea/index.cgi?display:919305019-11070.txt 
54
9. Dressed to Impress
• The teacher prepares items that will be the focus of the lesson, such as hats,
pants, shoes, shirts, or accessories and brings them to class.
• The teacher asks for volunteers among the students to model the items.
Students will wear one or a few items and show them off in front of the class.
• The other students will raise their hands and name all the items that is shown to
them. For example, "Henry is wearing a red bandana, brown shoes and a white
shirt” and “Selina is wearing a tall black hat, black and purple tights and holding a
broom".
55
10.Word-in-a-Word Competition
• The teacher divides students into pairs or groups.
• The teacher chooses a word, for example ‘TEACHER’, and tells students that
each group must construct as many words as they can from the letters in the
word ‘TEACHER’.
• The teacher will go around the class to check on every group from time to time.
• The group with the most number of new words made up from the given word
(TEACHER) will the winner.
http://www.eslcafe.com/idea/index.cgi?display:913583045-24279.txt
56
21st Century Learning: Cooperative Learning Structures
21
ST CENTURY
LEARNING
COOPERATIVE
LEARNING
STRUCTURES

2016
1
TABLE OF CONTENTS
1. Carousel Feedback ……………………………………………………. 3

2. Fan-N-Pick………………………………………………………………. 3
3. Flashcard Game………………………………………………………… 4
4. Inside-Outside Circle…………………………………………………… 4
5. Find Someone Who……………………………………………………. 5
6. Find-the-Fiction…………………………………………………………. 5
7. Jot Thoughts…………………………………………………………….. 6
8. Match Mine……………………………………………………………… 6
9. Think-Pair-Share……………………………………………………….. 6
10. Mix-Freeze-Group……………………………………………………… 7
11. Mix-Pair-Share………………………………………………………….. 7
12. Numbered Heads Together……………………………………………. 8
13. One Stray……………………………………………………………….. 9
14. Pairs Compare…………………………………………………………. 9
15. Poems for Two Voices………………………………………………… 10
16. Quiz-Quiz-Trade………………………………………………………. 10
17. Round Table & Rally Table…………………………………………… 11
18. Simultaneous Round Table…………………………………………… 11
19. Round Robin & Rally Robin…………………………………………… 12
20. Stand Up-Hand Up-Pair Up…………………………………………… 13
21. Talking Chips……………………………………………………………. 13
22. Team Stand-N-Share………………………………………………….. 14
23. Timed Pair Share………………………………………………………. 14
24. Gallery Walk…………………………………………………………….. 15
25. One Stays Three Stray………………………………………………… 15
26. Hot Seat…………………………………………………………………. 16
27. Jigsaw…………………………………………………………………… 16
28. Word Wall......................................................................................... 17
29. List-O-Mania…………………………………………………………….. 17
30. Two Stars & A Wish…………………………………………………….. 18
31. Table Cloth / Combo Mat………………………………………………. 18
32. 21st Century Learning Group Work………………………………….. 19
33. Exit Cards 19
2
1. CAROUSEL FEEDBACK
Teams rotate from project to project to leave feedback for other teams.
Setup: Teams spread out team projects around the room. Each project has feedback form attached.
1. Teams stand in front of their assigned projects.
2. Team rotate clockwise to the next project (other team’s project).
3. For a specified time, teams discuss their reactions to the other team’s project,
with no writing.
4. Student #1 records feedback on feedback form. Students are encouraged to
include positive comments.
5. Teacher calls time.
6. Teams rotate, observe, discuss and give feedback on the subsequent project. A
new recorder is selected each round.
Photo credit: Kagan Cooperative Learning
7. Teams continue until each team rotated back to its own project, or until Teacher
calls time.
8. Teams review the feedback they received from other teams
2. FAN-N-PICK
Teammates play a card game to respond to questions. Roles rotate with each new question.
Setup: Each team receives a set of question cards.
1. Student #1 holds question cards in a fan and says, “Pick a card, any card!”
2. Student #2 picks a card, reads the question aloud, and allows five seconds of think time.
3. Student #3 answers the question.
4. Student #4 responds to the answer:
i. For right/wrong answers, student #4 checks and then either praises or tutors.
ii. For questions that have no right or wrong answer, student#4 does not check
for correctness, but praises and then paraphrase the thinking that went into
the answer.
5. Students rotate roles, one person clockwise for each new round.
*Modifications: Fan-N-Pick can be played in pairs. (Student #1 fans, student #2 picks and reads;
student #1 answers; student #2 tutors and praises; students switch roles. Photo credit: Kagan Cooperative Learning
3
3. FLASHCARD GAME
 
Partners proceed through three rounds as they quiz each other with flashcards, mastering the
content to win cards.
Setup: Students have their own set of flashcards.
1. In pairs, the Tutee gives his/her flashcards to the Tutor.

2. Round 1: Maximum Cues.
The Tutor shows the question on the firtst card, reads the question, and shows and reads the answer written on the back
of the card. The Tutor then turns the card back over and again reads the question on the front of the card asking the Tutee
to answer from memory.
3. The Tutee answers. If correct, Tutee wins the card back and receives a surprising, delightful praise from the Tutor. If wrong, the
Tutor shows the Tutee the answer side of the card and coaches. The card is then returned to stack to try again later.
4. When the Tutee wins all cards, partners switch roles. When the new Tutee wins all his/her cards, partners advance to Round 2.
5. Round 2: Few Cues.
The process is repeated, except the Tutor shows only the question on the front of each card, and asks the Tutee to answer
from memory.
6. Round 3: No Cues
The process is repeated, except the Tutor quizzes Tutee on each question without showing the Tutee the flashcards.
*Hints: For young students, limit each round to no more than five cards. If a student has won all cards, he/she can add bonus
cards.
4. INSIDE-OUTSIDE CIRCLE
Students rotate in concentric circles to face new partners for sharing, quizzing, or problem solving.
Setup: The teacher prepares questions, or provides a question card for each student.
1. Students form pairs. One student from each pair moves to form one large circle in the class facing outward.
2. Remaining students find and face their partners (class now stands in two concentric circles).
3. Inside circle students ask a question from their question card; outside circle students answer. Inside circle students
praise or coach. (Alternative: The teacher asks a question and indicates inside or outside student to answer to their
partner).
4. Partner switch roles: Outside circle students ask, listen, then priase or coach.
5. Partners trade question cards.
6. Inside circle students rotate clockwise to a new partner. (The teacher may call
rotation numbers: “Rotate Three Ahead”. The class may do a ‘choral count’ as
they rotate).
*Note: When played with cards, step 3-6 are Quiz-Quiz-Trade.
Variation Photo credit: Kagan Cooperative Learning

Inside-Outside Line. Students stand stand in two straight lines facing each other. One line rotates, and
the other remains in place. Rotating students rotate to a new partner and rotate to the back of their line when they pass the
last student in the fixed line.
4
 
5. FIND SOMEONE WHO
Students circulate through the classroom, forming and reforming pairs, trying to ‘find someone who’
knows an answer, then they become ‘someone who knows’.
Setup: The teacher prepares a worksheet or questions for students.
1. Students mix in the class, keeping a hand raised until they find a partner that is not a teammate.
2. In pairs, Partner A asks a question from the worksheet; Partner B responds. Partner A records the
answer on his or her own worksheet and expresses appreciation.
3. Partner B checks and initials the answer.
4. Partner B asks a question; Partner A responds. Partner B records the answer on his or her own
worksheet and expresses appreciation.
5. Partner A checks and initials the answer.
6. Partners shake hands, part, and raise a hand as they search for a new partner.
7. Students repeat Steps 1-6 until their worksheets are complete.
8. When their worksheets are complete, students sit down; seated students may be approached by
others as a resource.
9. In teams, students compare answers; if there is disagreement or uncertainty, they raise four hands to ask a team
question.
6. FIND-THE-FICTION
Students write three statements and read them to teammates. Teammates try to ‘find’ which of the
three statements is the ‘fiction’
Setup: Teammates each write three statements: two true, one false, attempting to trick their
teammates
1. One student on each team stands, and reads his/her statements to teammates.
2. Without consulting teammates, each student writes down his/her own best guess which statement is false.
3. Teammates Round Robin and defend their ‘best guess’ (Note: Teacher may or may not ask teams to attempt to reach
consensus).
4. Teammates announce their guess(es).
5. The standing student announces the false statement.
6. Students celebrate: The standing student congratulates teammates who guessed correctly. Teammates who were
fooled congratulate the standing student.
7. The next teammate stands to share. The process is repeated.
Variations:
Class Find-the-Fiction. Find-the Fiction may be played with the whole class. The teacher or a student may attempt to
outwit the whole class.
Fact-or-Fiction. Fact-or-Fiction is a variation of Find-the-Fiction, also used on an occasional basis to spice up a review. In
Fact-or-Fiction, students state either a true or false statement and it is up to teammates to decide if the statement is either
a fact or fiction. Fact-or-Fiction is easier for young students because they only need to deal with one statement at a time.
5
 
7. JOT THOUGHTS
Teammates ‘cover the table’, writing ideas on slips of paper.

Setup: Students each have multiple slips of paper (e.g., pre-cut sticky notes, cut-up bond paper).
1. Teacher names a topic, sets a time limit, and provides think time (e.g., In three minutes,
how many questions can you write that have the answer 17? What are ways we could
reduce poverty?).
2. Students write and announce as many ideas as they can in the alloted time, one
idea per slip of paper.
3. Each slip of paper is placed in the center of the table; students attempt to ‘cover
the table’ (no slips are to overlap). Photo credit: Kagan Cooperative Learning
8. MATCH MINE
Partners on the opposite sides of a barrier communicate with precision, attempting to match the
other’s arrangements of game pieces on a game board.
Setup: Partners sit on opposite sides of a barrier with identical game boards and game pieces. One
is designated to be the Sender, the other the Receiver.
1. Sender arranges game pieces on game board while Receiver waits quietly.
2. Sender gives the Receiver directions to match the Sender’s arrangement of game
pieces on the game board.
3. When finished, partners set game boards side by side to check for accuracy.
4. Receiver praises Sender, and they develop improvement strategies.
5. Roles are switched, and the game is played again.
Hints: Teacher instructs students in communication skills: asking for clarification, Photo
checking for understanding, giving unambigious directions.
9. THINK-PAIR-SHARE
In pairs, students share with a partner while the partner listens.

Setup: Students are paired up with a partner.
1. Teacher gives a topic /question and students think within an allocated time frame.
2. Then, students turn to partners and share their responses, thus allowing time for both to rehearse
and receive immediate feedback on their ideas.
3. Then they share their thoughts with the class.
6
 
10. MIX-FREEZE-GROUP
The classroom is bursting with energy as students rapidly ‘mix’ around the room, ‘freeze’ in their
tracks, and frantically ‘group’ to avoid falling into the lost and found.
Setup: Students stand. An area of the room is designated as the ‘Lost and Found’.
1. Students ‘mix’ around the room.

2. Teacher calls, ‘Freeze’, and students freeze.
3. Teacher asks a question to which the answer is a number or which corresponds to a key with a number. Teacher gives
think time. (Examples: How many planets are there in our solar system? What direction is Washington, DC, from
California? Key: North=2, South=3, East=4, West=5).
4. Teacher calls, “Show Me”, and the students show their answer with fingers on their chests.
5. Students group according to the number, and kneel down.
6. Students in their groups discuss a question provided by the teacher. Can you name the planets in order? How far do
you think Washington, DC, is from Los Angeles?
7. Students not in groups go to the ‘Lost and Found’.
Optional: Once students know the game, students in Lost and Found may be the ones to generate and ask the next
question. After they ask the question, they rush to join the group.
11. MIX-PAIR-SHARE
The class ‘mixes’ until the teacher call, ‘pair’. Students find a new partner to discuss or answer the
teacher’s question.
Setup: Teacher prepares questions to ask students.
1. Students mix around the room.

2. Teacher calls ‘Pair’.
3. Students pair up with the person closest to them and give a high five. Students who have not found a partner raise
their hands to find each other.
4. Teacher asks a question and gives think time.
5. Students share with their partner using:
i. Timed-Pair-Share.
ii. Rally Robin.
Optional: Students may practice greetings or affirmations during Step 1.

Hint: For oral list (name animals that live in the rain forest), use Rally Robin. For longer in-depth responses (how do you
think we can save the rain forest?), use Timed-Pair-Share.
7
 
12. NUMBERED HEADS TOGETHER
Teammates put their ‘heads together’ to reach consensus on the team’s answer. Everyone keeps on
their toes because their number may be called to share the team’s answer.
Setup: Teacher prepares questions or problems to ask teams.
1. Students number off.

2. Teacher poses a problem and gives think time. (Example: “How are rainbows formed? Think about your best answer.”)
3. Students privately write their answers.
4. Students stand up and put down their heads together, showing answers, discussing and teaching each other.
5. Students sit down when everyone knows the answer.
6. Teacher calls a number. Students with that number answer simultaneously using:
i. Answer Board Share
ii. Choral Practice
iii. Finger Responses
iv. Chalkboard Responses
v. Response Cards
vi. Manipulatives.
7. Classmates applaud students who responded
Variations:
Paired Heads Together: Students are in shoulder partner pairs. After teacher asks a question, pairs huddle to improve the
answers they have each written. Teacher then calls for either A or B to share their best answer with the face partner.
Travelling Heads Together: Travelling Heads starts the same as Numbered Heads, but when the teacher calls a number,
the students with that number on each team stand, then ‘travel’ to a new team to share their answers. For fun, seated
students beckon for a standing students to join their team.
Stir-the-Class: Teams stand around the outside of the class with spaces between teams. Teammates stand shoulder-to-
shoulder. The teacher poses a question, then students write their own answers on an Answer Board or slip of paper.
Teammates huddle to reach consensus, then unhuddle when done. The teacher selects a number and tells students with
that number how many teams to rotate forward to share their answer.
8
 
13. ONE STRAY
One teammate ‘strays’ from his or her team to a new team to share or gather information.
Setup: Students are divided into teams.
1. A number is randomly called and that student from each team stands up. The remaining three teammates remain
seated but raise their hands.
2. Teacher calls, “Stray”.
3. Standing students stray to a team that has their hands up.
4. Teams lower their hands when a new member joins them.
5. Students work in their new teams to share or gather information.
Optional: Students return to their original teams to share what they learned
when they strayed.
Random Teams: Three rounds of One Stray can be used to form random teams. A
different number is called each round, and students may not join a team where a
teammate is seated.
14. PAIRS COMPARE
Pairs generate a list of possible ideas or answers. Pairs compare their answers with another pair.
Finally, pairs work as a team to create additional answers or ideas.
Setup: Teacher puts students in pairs.
1. Teacher provides a question that has multiple possible responses and

provides time for them to think.
2. Rally Table: Shoulder partners Rally Table answers. They ‘keep it a secret’
from the other pair.
3. Teacher calls time.
4. Pairs Compare: Pairs pair to Round Robin their answers. For each answer, the
face partner in the other pair adds the answer to that pair’s list, or checks it
off they already had it.
5. Team Challenge: As a team, students generate new answers, taking
turns within pairs recording answers on their pair lists.
9
 
15. POEMS FOR TWO VOICES
Partners create and present a poem they recite using one voice, the other voice, or both
Setup: Students are paired up in the classroom.
1. The teacher assigns each pair a poem topic.

2. Partners work together to write their poem.
3. Partners label each line of their poem, A, B, or AB, representing who will read each line.
4. Pairs rehearse their poems.
5. Pairs recite their poems to another pair or to the class.
Note: Students may progress through three stages:

1. Teacher provides poem and AB scripting.
2. Teacher provides poem, and students provide AB scripting.
3. Students create or select poem and script it.
16. QUIZ-QUIZ-TRADE
Students quiz a partner, get quizzed by a partner, and then trade cards to repeat the process with a
new partner.
Setup: The teacher prepares a set of question cards for the class, or each students creates a question
card.
1. The teacher tells students to “Stand up, put a hand up, and pair up”.
2. Partner A quizzes B.
3. Partner B answers.
4. Partner A praises or coaches.
5. Partner switch roles.
6. Partners trade cards and thank each other.
7. Repeat steps 1-6 a number of times.
10
 
17. ROUND TABLE & RALLY TABLE
Students take turns generating written responses, solving problems, or making a contribution to a
project. In Round Table, students take turns in their teams. In Rally Table, partners take turns.
Setup: Each team needs one set of high-consensus problems and one pencil.
1. The teacher provides a task to which there are multiple possible responses, and
provides think time.
2. Students take turns passing a paper and pencil or a team project, each writing
one answer or making a contribution.
Variations:
Pass-N-Praise: Students praise the contribution of the person passing the paper
to them
Round Table Consensus: Students must reach consensus before recording each answer. Photo credit: Kagan Cooperative Learning
18. SIMULTANEOUS ROUND TABLE
In teams, students each write a response on their own piece of paper. Students then pass their
papers clockwise so each teammate can add to the prior responses.
Setup: Each team of four needs four papers and four pencils..
1. The teacher assigns a topic or question and provides think time.

2. All four students respond, simultaneously writing, drawing, or building
something with manipulatives.
3. The teacher signals time, or students place thumbs up when done with the
problem.
4. Students pass papers or projects one person clockwise.
5. Students continue, adding to what was already completed.
6. Continue, starting at Step 3.

Optional:
Pass-N-Praise: Students are instructed not to release their paper until they receive a praiser that makes them feel good.
Hint: Simultaneous Rally Table works well when each paper is labelled with a related topic (e.g., the four food groups, four
historical characters).
11
 
19. ROUND ROBIN & RALLY ROBIN
Students take turns responding orally. In Round Robin, students take turns in their teams. In Rally
Robin, Partners take turns.
Setup: Students are divided into teams.
1. Teacher poses a problem to which there are multiple possible responses or solutions, and provides think time.
2. Students take turns stating responses or solutions.
Photo credit: Kagan Cooperative Learning Photo credit: Kagan Cooperative Learning
Round Robin Rally Robin

All Write Round Robin
During Round Robin, students each record each answer on their own
paper
12
 
20. STAND UP-HAND UP-PAIR UP
Students stands up, put their hands up, and quickly find a partner with whom to share or
discuss.
Setup: Students listen to teacher’s instruction.
1. Teacher says, “when I say go, you will stand up, hand up, and pair up!” Teacher pauses, then
say, “Go!”
2. Students stand up and keep one hand high in the air until they find the closest partner who’s
not a teammate. Students do a ‘high five’ and put their hands down.
3. Teacher may ask a question or give an assignment, and provides think me.
4. Partners interact using:
i. Rally Robin.
ii. Timed-Pair-Share.
Hint: In some classes, it may be necessary to make sure students pair with their classmate they are
closest to rather than running to a friend.
21. TALKING CHIPS
Teammates place Talking Chips in the center of the table to make sure everyone contributes to
the team discussion.
Setup: Team have talking chips (maximum: two chips each).
1. The teacher provides a discussion topic and provides think time.

2. Any student begins the discussion, placing one of his/her chips in the center of the table.
3. ANy student with a chip continue discussing, using his/her chip.
4. When all chips are used, teammates each other collect their chips
and continue the discussion using their talking chips.
Modifications:
Students may be given just one chip each, or two chips. Students with
no chips left must wait until teammates have used all their chips
before they all collect their chips(s) and continue the discussion.
13
 
22. TEAM STAND-N-SHARE
Teams check off or add each idea as it is shared by other teams, sitting down to show every
team’s ideas have been shared.
Setup: Teams generate a list of items to share.
1. All students stand near their teammates.

2. The teacher calls on a standing student holding the team list.
3. Selected student states one idea from the team list.
4. The student in each team, who is holding the team list, either
adds the item to the list, or if it is already listed, checks it off.
5. Students pass their team list one teammate clockwise.
6. Steps 2-5 are repeated.
7. Teams sit when all their items are shared. While seated, they add each
new item using Round Table. When all teams are seated, all items
have been shared and Team Stand-N-Share is complete.
Variations
Pair Stand-N-Share: Pairs generate ideas, and then play as a pair.
Individual Stand-N-Share: Each student plays with her/his own list of ideas.
23. TIMED PAIR SHARE
In pairs, students share with a partner for a predetermined time while the partner listens. Then
partners switch roles.
Setup: Students are paired with a partner.
1. The teacher announce a topic, states how long each student will share, and provides think time.
2. In pairs, Partner A shares: Partner B listens.
3. Partner B responds with a positive gambit.
4. Partner switch roles.
Hint: The teacher provides positive response gambits to use in Step 3:

Copycat response gambits
• “Thanks for sharing!”
• “You are interesting to listen to!”
Complete the sentence gambits
• “One thing I learned listening to you was…”
• “I enjoyed lisening to you because…”
• “Your most interesting idea was…”
14
 
24. GALLERY WALK
“Gallery Walk” is an activity that allows participants/students to discuss and display their final
work around a room much like artists would display their artistic pieces in an “exhibit.”
Setup: Group students into teams and place them at different stations in the classroom.
1. Students are given a task by the teacher.

2. Once they have finished their work, they are to display and ‘exhibit’ their work
by pasting it on the classroom wall.
3. Students will visit other teams’ work at different stations in the
classroom.
4. As they walk around, they will write comments or compliments on a
sticker note and paste it at the particular stations.
25. ONE STAYS THREE STRAY
This collaborative strategy gets students moving around the room while working with classmates
to solve problems and answer questions.
Setup: Group students into teams and place them at different stations in the classroom.
1. Students are given a task by the teacher.

2. Once they have finished their work, they are to display and ‘exhibit’ their work by pasting it on the classroom
wall.
3. One student from each group will ‘stay’ to present their work, while the others will ‘stray’ to other stations to
listen to the other team’s presentation. They are allowed to ask questions for better understanding.
15
 
26. HOT SEAT
Students take role to be experts.

Setup: Students read and make research on a particular task (individually or in groups).
1. Students are given a task and they make a research.

2. The task can be done individually or in groups.
3. A student will be chosen and will be asked to sit on the ‘hot seat’ to be ‘the expert’.
4. ‘The expert’ will answer questions asked by other students based on the research made.
27. JIGSAW
Jigsaw is a cooperative learning strategy that enables each student of a ‘home’ group to
specialize in one aspect of a topic (for example, one group studies habitats of rainforest
animals, another group studies predators of rainforest animals).
Setup: Students meet with members from other groups who are assigned the same aspect, and
after mastering the material, return to the "home" group and teach the material to their group
members.
1. Introduce the strategy and the topic to be studied.
2. Assign each student to a "home group" of 3-5 students who reflect a range of reading abilities.
3. Determine a set of reading selections and assign one selection to each student.
4. Create "expert groups" that consist of students across "home groups" who will read the
same selection.
5. Give all students a framework for managing their time on the various parts of the
jigsaw task.
6. Provide key questions to help the "expert groups" gather information in their
particular area.
7. Provide materials and resources necessary for all students to learn about their
topics and become “experts.”
Note: It is important that the reading material assigned is at appropriate instructional levels (90–95%
reading accuracy).
8. Discuss the rules for reconvening into "home groups" and provide guidelines as each "expert" reports the
information learned.
9. Prepare a summary chart or graphic organizer for each "home group" as a guide for organizing the experts'
information report.
10. Remind students that "home group" members are responsible to learn all content from one another.
16
 
28. WORD WALL
A word wall is a collection of words which are displayed in large visible letters on
a wall, bulletin board, or other display surface in a classroom.
Setup:Make words accessible by putting them where every student can see
them.
1. Teachers and students should work together to determine which words should go on the word wall.
2. Try to include words that children use most commonly in their writing. Words should be added
gradually — a general guideline is five words per week.
3. New information should be added on a regular basis
29. LIST-0-MANIA
Students achieve success by listing everything they know about a topic.

Setup: Students are given a topic for them to think about.
1. Teacher introduces a topic.

2. Students are asked to work individually to produce a list of everything they already know which links to the
topic.
3. Options:
1. Choose one student to be a scribe and invite him/her to the front of the class. Give
him/her a pen and ask him/her t note down on the whiteboard the answers given
by students. Choose a range of students, each of whom contributes two items
from their list. In this way, a whole-class list is created.
2. Ask students to team up with the person sat next to them. Pairs should share
their lists and add anything which they have not already got. After a minute of
sharing has passed, ask pairs to get into groups of four and to repeat the process.
3. Invite students to stand up and walk around the room with their lists. They should try to
speak to as many of their peers as possible, in order to find new things which they can add to
their own lists.
Note: This activity is suitable to be used as starters.
17
 
30. TWO STARS & A WISH
Students praises other students’ work and give comments.

Setup: Students study other teams work and note two positive aspects.
1. Students identify two positive aspects of the work of a peer and then express a wish about
what the peer might do next time in order to improve another aspect of the work.
2. For example, they will say, “I want to give you a star for the start of your story and a star for
the way you described the house. I wish that you will tell us more about Billy.”
3. Teachers model this strategy several times, using samples of student work, before asking
the students to use the strategy in pairs on their own. They check the process and ask pairs
who have implemented the strategy successfully to demonstrate it to the whole group.
31. TABLE CLOTH / COMBO MAT
Students come to a consensus on a particular topic

Setup: Teacher provides a Table Cloth /Combo Mat and distributes to respective groups.
1. Teacher gives a question or lesson topic.

2. A ‘Table Cloth’ / ‘Combo Mat’ is put on every group’s table. Students give response , record own ideas on the
‘mine’ section on the Table Cloth / Combo Mat.
3. Teacher gives signal. Students take turns to share their ideas recorded on the Table Cloth / Combo Mat. If the
other members of the group agree with an idea, the idea will be circled.
4. Teacher gives another signal. Students will decide to choose the circled ideas and put them into the ‘combine’
section in the Table Cloth / Combo Mat.
5. Teacher chooses students to explain and justify their choice.
M
ine
n
io
se
ct
se
cti
Combine section
on
e
in
M
Mi n
ne io
se ct
cti
on se
e
in
M
18
32. 21st CENTURY GROUP WORK

 
‘Face Partner’
Sitting facing each other
(Student A & C)
A B
C D
‘Shoulder Partner’
Sitting next to each other
(Student C & D)
33. EXIT CARDS
1. Exit cards require students to answer particular questions on a piece of paper that is turned in before they leave the class. These
cards provide teachers with immediate information that can be used to assess students’
understanding, monitor students’ questions or gather feedback on teaching. For students, exit
cards serve as a content review at the end of a daily lesson and enhance their meta-cognitive
skills.
2. Often teachers have students complete exit cards during the final 5 minutes of the class
period. Since exit cards must be turned in before students leave class, it is best if the prompts
are specific and brief.
3. Students may leave class when they turn in an exit card to the teacher.
4. Sample exit cards:
19
Adapted from:
Kagan. (2009). Kagan Cooperative Learning. Retrieved from http://phillipskagan.weebly.com/learning-

structures.html
Reading Rockets. Jigsaw. Retrieved from http://www.readingrockets.org/strategies/jigsaw
Mike Gershon. (2013). More Secondary Starters and Plenaries. Retrieved from https://
books.google.com.my/books?id=Dng9AgAAQBAJ&pg=PA6&lpg=PA6&dq=list%27o%27mania
+activity&source=bl&ots=S5HIvz4lPf&sig=c-9RZjM_GTwsjUDQQGVhbT5Vvyc&hl=en&sa=X&sqi=2&redir
_esc=y#v=onepage&q=list'o'mania%20activity&f=false
Facing History and Ourselves. (2016). Retrieved from https://www.facinghistory.org/resource-library/

teaching-strategies/exit-cards
20
For Official Use EDU/PISA/GB(2015)21
Organisation de Coopération et de Développement Économiques
Organisation for Economic Co-operation and Development
___________________________________________________________________________________________
_____________ English - Or. English
DIRECTORATE FOR EDUCATION AND SKILLS
PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT
For Official Use
EDU/PISA/GB(2015)21
Governing Board
PISA 2018 DRAFT READING LITERACY FRAMEWORK
40th meeting of the PISA Governing Board
26-28 October 2015

Munich, Germany
Andreas Schleicher; Email: Andreas.Schleicher@oecd.org; Tel: +33.1.45.24.93.66

English - Or. English
Complete document available on OLIS in its original format

This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of
international frontiers and boundaries and to the name of any territory, city or area.
EDU/PISA/GB(2015)21
TABLE OF CONTENTS
PREAMBLE ....................................................................................................................................................4
INTRODUCTION ...........................................................................................................................................5
Reading as the major domain .......................................................................................................................5
Changes in the nature of reading literacy.....................................................................................................5
The continuity and change in the framework from 2000 to 2015 ................................................................6
Revising the framework for PISA 2018.......................................................................................................7
The importance of digital reading literacy ...................................................................................................8
Reading motivation, practices and metacognition .......................................................................................9
The structure of the reading literacy framework ..........................................................................................9
DEFINING READING LITERACY ............................................................................................................10
Reading literacy . . .................................................................................................................................11
. . . is understanding, using, evaluating, reflecting on . . . ......................................................................11
. . . and engaging with . . . ......................................................................................................................11
. . . texts . . . ............................................................................................................................................12
. . . in order to achieve one’s goals, to develop one’s knowledge and potential and to participate in
society. ...................................................................................................................................................12
.......................................................................................................................................................................12
ORGANISING THE DOMAIN ....................................................................................................................13
Processes ....................................................................................................................................................14
Text processing ......................................................................................................................................16
Task management processes ..................................................................................................................17
Summary of reading processes ...............................................................................................................18
Texts...........................................................................................................................................................19
Source .....................................................................................................................................................20
Organisation and navigation ...................................................................................................................20
Text format .............................................................................................................................................20
ASSESSING READING LITERACY ..........................................................................................................23
Scenarios ....................................................................................................................................................23
Tasks ..........................................................................................................................................................23
Distribution of tasks ...............................................................................................................................24
Factors affecting item difficulty.................................................................................................................24
Factors improving the coverage of the domain ..........................................................................................26
Situations ................................................................................................................................................26
Text types ...............................................................................................................................................27
Response formats .......................................................................................................................................29
Assessing the ease and efficiency of reading simple texts for understanding ...........................................30
Assessing students' reading motivation, reading practices and awareness of reading strategies ...............31
Intrinsic motivation and interest in reading ............................................................................................31
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Reading practices ...................................................................................................................................32

Awareness of reading strategies .............................................................................................................32
Teaching practices and classroom support for reading growth and engagement ...................................33
Considerations for adaptive testing ............................................................................................................33
REPORTING PROFICIENCY IN READING .............................................................................................34
Reporting scales .........................................................................................................................................34
Interpreting and using the scales ................................................................................................................34
Defining levels of reading literacy proficiency..........................................................................................35
APPENDIX A. MAIN CHANGES IN THE READING FRAMEWORK, 2000-2015. ...............................37
APPENDIX B. SAMPLE TASKS ................................................................................................................38
REFERENCES ..............................................................................................................................................42
Tables
Table 1. Mapping of 2012/15 aspects to 2018 processes for reporting scales .....................................18
Table 2. Approximate distribution of tasks per targeted process and text availability ........................24
Table 3. Item difficulty for tasks .........................................................................................................25
Table 4. An overview of reading proficiency levels as they were described in the PISA 2012 study 36
Figures
Figure 1. Reading Literacy Sources of Influence .................................................................................13

Figure 2. PISA 2018 Reading Framework Processes ...........................................................................15
Boxes
Box 1. The definition of reading literacy in earlier PISA cycles ...............................................................10

The 2018 Definition of Reading Literacy ..................................................................................................10
Box 2. Characteristics used to classify texts in the PISA 2009 reading framework ..................................19
Box 3. Text availability and its impact on comprehension in the design of tasks .....................................26
Box 4. Categorisation of situations ............................................................................................................26
Box 5. Classification of texts .....................................................................................................................27
Box 6. The status of writing skills in PISA 2018 reading literacy assessment ..........................................29
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EDU/PISA/GB(2015)21
PREAMBLE
1. This document is the second draft of the framework for reading literacy, the major domain in
PISA 2018. This version addresses questions and comments raised by the PGB on the first draft of the
framework (EDU/PISA/GB(2015)3) presented at the 39th meeting of the PGB in Mexico City.
Specifically, this draft:
 Draws on extensive research to show that “the ease and efficiency of reading simple texts for
understanding” (referred to as “fluency” in the first draft) represents a robust marker of strong
basic skills in reading, and provides a rationale for measuring this indicator of basic reading skills
through tasks that are specifically designed for this purpose.
 Clarifies in the introduction the relationship between “ICT literacy”, “digital reading” and
“reading literacy” skills. Changes in reading practices and text formats/types that accompanied
the widespread adoption of digital devices as the main medium for storing and communicating
textual information motivate many innovative aspects of the PISA 2018 reading framework.
 Clarifies the extent to which the “processes” described in this framework map to the “aspects”
that structured previous reading frameworks (Table 1).
2. In addition, the structure of the document has been improved and the exposition of the reading
processes (Figure 2) has been simplified. The terminology has been made clearer and more consistent
throughout the document. This draft also identifies the 2009 reporting scale as the provisional reporting
scale for 2018, and introduces sample tasks to illustrate how the most innovative aspects of this framework
(the measurement of “reading ease and efficiency”, the use of multiple sources within units, the use of
scenario-based units) can be operationalised.
3. The PGB will need to FINALISE the framework for reading literacy.
4. The PISA Governing Board is asked to:
 REVIEW the draft framework, in particular:
a) The changes introduced in response to the Board’s comments on the first draft;
b) The sample tasks introduced in Appendix B;
c) The accessibility of language and form for a non-specialist audience.
 PROVIDE DIRECTIONS for finalising the framework.
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INTRODUCTION
Reading as the major domain
5. PISA 2018 marks the third time reading is a major domain and the third time that the framework
receives a major revision. Such a revision must reflect the changing definition of reading literacy as well as
the contexts in which reading is used in citizens’ lives. Thus, the present revision of the framework builds
on contemporary and comprehensive theories of reading literacy as well as considers how students acquire
and use information across broad contexts.
6. We live in a rapidly changing world, in which both the quantity and variety of written materials
are increasing and where more and more people are expected to use these materials in new and
increasingly complex ways. It is now generally accepted that our understanding of reading literacy evolves
along with changes in society and culture. The reading literacy skills needed for individual growth,
educational success, economic participation and citizenship 20 years ago were different from those of
today; and it is likely that in 20 years’ time they will change further still.
7. The goal of education has continued to shift its emphasis from the collection and memorisation of
information only to the inclusion of a broader concept of knowledge: “whether a technician or a
professional person, success lies in being able to communicate, share, and use information to solve
complex problems, in being able to adapt and innovate in response to new demands and changing
circumstances, in being able to marshal and expand the power of technology to create new knowledge and
expand human capacity and productivity” (Binkley et al., 2010, p. 1). The ability to locate, access,
understand and reflect on all kinds of information is essential if individuals are to be able to participate
fully in our knowledge-based society. Achievement in reading literacy is not only a foundation for
achievement in other subject areas within the educational system, but also a prerequisite for successful
participation in most areas of adult life (Cunningham & Stanovich, 1998; OECD, 2013a; Smith,
Mikulecky, Kibby, & Dreher, 2000). The PISA framework for assessing the reading literacy of students
towards the end of compulsory education, therefore, must focus on reading literacy skills that include
finding, selecting, interpreting, integrating and evaluating information from the full range of texts
associated with situations that reach beyond the classroom.
Changes in the nature of reading literacy
8. Evolving technologies have rapidly changed the ways in which people read and exchange
information, both at home and in the workplace. Automation of routine jobs creates a demand for people
who can adapt to quickly changing contexts and who can find and learn from diverse information sources.
In 1997 when the first PISA framework for reading was starting to be discussed, just 1.7% of the world’s
population used the Internet. By 2014 the number had grown to a global penetration rate of 40.4%,
representing almost three billion people (ITU, 2014a). Between 2007 and 2013, mobile phone
subscriptions doubled: in 2013, there were almost as many active subscriptions as people on earth (95.5
subscriptions per 100 people) and mobile broadband has increased to almost two billion subscriptions
worldwide (ITU, 2014b). The Internet increasingly pervades the life of all citizens, from learning in and
out of school, to working from real or virtual workplaces, to dealing with personal matters such as taxes,
health care or holidays. As personal and professional development is becoming a lifelong undertaking, the
students of tomorrow will need to be skilled with digital tools in order to succeed with the increased
complexity and quantity of information available.
9. In the past, the primary and predominant interest in student reading literacy proficiency was the
ability to understand, interpret and reflect upon single texts. While these skills remain important, greater
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emphasis on the integration of information technologies into citizens’ social and work lives requires that
the definition of reading literacy be updated and extended. It must reflect the broad range of newer skills
associated with literacy tasks required in the 21st century (e.g. Ananiadou & Claro, 2009; Kirsch et al.,
2002; Rouet, 2006; Spiro et al., 2015). This necessitates an expanded definition of reading literacy
encompassing both the basic reading processes and higher-level digital reading skills while recognising
that literacy will continue to change due to the influence of new technologies and changing social contexts
(Leu et al., 2013, 2015).
10. As the medium through which we access textual information is moving from print to computer
screens to smart phones, the structure and formats of texts have changed. This in turn requires readers to
develop new cognitive strategies and clearer goals in purposeful reading. Therefore, success in reading
literacy should no longer be defined by just being able to read and comprehend a single text. Although the
ability to comprehend and interpret extended pieces of continuous texts - including literary texts - remains
a valuable one, success will also come through deploying complex information-processing strategies,
including analysing, synthesising, integrating and interpreting relevant information from multiple text (or
information) sources. In addition, successful and productive citizens will need to use the information from
across domains, such as science and mathematics, and employ technologies to effectively search, organise
and filter a wealth of information, These will be the key skills, which are necessary for full participation in
the labour market, in additional education as well as in social and civic life in the 21st Century
(OECD, 2013b).
The continuity and change in the framework from 2000 to 2015
11. With the changes in the nature of reading literacy, the framework also has changed. Reading
literacy was the major domain assessed in 2000 for the first PISA cycle (PISA 2000). For the fourth PISA
cycle (PISA 2009), it was the first to be revisited as a major domain, requiring a full review of its
framework and new development of the instruments that represent it. For the seventh PISA cycle (2018), it
is again being revised.
12. The original reading literacy framework for PISA was developed for the PISA 2000 cycle (from
1998 to 2001) through a consensus building process involving reading experts selected by the participating
countries to form the PISA 2000 reading expert group (REG). The definition of reading literacy evolved in
part from the IEA Reading Literacy Study (1992) and the International Adult Literacy Survey (IALS,
1994, 1997 and 1998). In particular, it reflected the IALS emphasis on the importance of reading skills for
active participation in society. It was also influenced by contemporary – and still current – theories of
reading, which emphasise the multiple linguistic-cognitive processes involved in reading and their
interactive nature (Britt, Goldman, & Rouet, 2012; Kamil, Mosenthal, Pearson, & Barr, 2000; Perfetti,
1985, 2007; Rayner & Reichle, 2010; Snow, 2002), models of discourse comprehension (Kintsch, 1998;
Zwaan & Singer, 2003) and theories of performance in solving information problems (Kirsch, 2001;
Kirsch & Mosenthal, 1990; Rouet, 2006).
13. Much of the substance of the PISA 2000 framework was retained in the PISA 2009 framework,
respecting one of the central purposes of PISA: to collect and report trend information about performance
in reading, mathematics and science. However, the PISA domain frameworks are designed to be evolving
documents that will adapt to and integrate new developments in theory and practice over time. Thus, there
has been an evolution, reflecting both an expansion in our understanding of the nature of reading and
changes in the world. This evolution is shown in greater detail in Appendix A, which provides an overview
of the primary changes in the reading framework from 2000 to 2015.
14. Changes in our concept of reading since 2000 have led to an expanded definition of reading
literacy, which recognises motivational and behavioural characteristics of reading alongside cognitive
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characteristics. Both reading engagement and metacognition – an awareness and understanding of how one
develops an understanding of text and uses reading strategies – were referred to briefly at the end of the
first PISA framework for reading under “Other issues” (OECD, 2000). In the light of recent research,
reading engagement and metacognition were featured more prominently in the PISA 2009 and 2015
reading frameworks as elements that can be developed, shaped and fostered as components of
reading literacy.
15. A second major modification of the framework for PISA 2009 involved the inclusion of
electronic texts in recognition of the increasing role digital texts play in the literacy skills needed for
individual growth and active participation in society (OECD, 2011). This modification was also
specifically developed for presentation of items on a computer screen. PISA 2009 was the first large-scale
international study to assess electronic reading. Due to the rapidly evolving technologies and related
practices, this initiative, which is grounded in current theory and best practices from around the world, was
inevitably a first step.
16. For the 2015 cycle, reading was a minor domain and continued the description and illustration of
reading literacy developed for PISA 2009. However, the 2015 cycle involved important changes in the test
administration procedures, some of which required adjustments in the wording of the reading framework.
For example, the reading assessment in the 2015 cycle was administered primarily on computer. As a
result, the “environment” and “medium” dimensions were revisited and further elaborated with the
inclusion of the terms “fixed” and “dynamic”.
Revising the framework for PISA 2018
17. The revisions to the reading literacy framework retain aspects of the 2009/2015 frameworks that
are still relevant to PISA 2018. However, the framework is enhanced and revised in the following ways:
 The framework fully integrates reading in a traditional sense together with the new forms of
reading that have emerged over the past decades and continue to emerge due to the spread of
digital devices and digital texts.
 The framework incorporates constructs involved in basic reading processes. These constructs,
such as fluent reading, literal interpretation, inter-sentence integration, extracting the central
themes and inferencing, are critical skills for processing complex or multiple texts for specific
purposes. If students fail at performing higher-level text processing functions, it is critical to
know whether it was due to difficulties in these basic skills in order to provide targeted support to
student populations within educational systems.
 The framework revisits the way in which the domain is organised to incorporate reading
processes such as evaluating the veracity of texts, information seeking, reading from multiple
sources and the integration/synthesis of information across sources. The revision rebalances the
prominence of different reading processes to reflect the global importance of the different
constructs, while ensuring there is a link to the prior frameworks in order to maintain trend.
 The revision considers how new technology options and the use of scenarios involving print and
digital text can be harnessed to achieve a more authentic assessment of reading, consistent with
the current use of texts around the world.
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The importance of digital reading literacy
18. Reading in today's world is very different from just 20 years ago. Up to the mid-1990s, reading
was mostly performed with paper. Printed matter existed in many different forms, shapes and texture, from
children books to lengthy novels, from leaflets to encyclopaedia, from newspapers and magazines to
scholarly journals, from administrative forms to notes on billboards.
19. In the early 1990s, a small percentage of people owned computers and most of those owned were
mainframes or desktop PCs. Very few people owned laptops for their personal use, whereas digital tablets
and smartphones were still mostly fiction. Computer-based reading was limited to specific types of users
and uses, typically a specialised worker dealing with technical or scientific information. In addition, due to
mediocre display quality, computer-based reading was slower, more error-prone and more tiring than
reading on paper (Dillon, 1994). Initially acclaimed as a means to "free" the reader from the printed text
"straightjacket", the emerging hypertext technology [(i.e. the linking of digital information pages allowing
each reader to dynamically construct their own route through information chunks (Conklin, 1988)] was
also generating syndromes of disorientation and cognitive overhead, as design of the Web was still in its
infancy (Foltz, 1996; Nielsen, 1999; Rouet & Levonen, 1996). But then, only a very small fraction of the
world population had access to the newly-born World Wide Web.
20. In less than 20 years, the number of computers in use worldwide grew to an estimated 2 billion in
2015 (ITU, 2014b). In 2013, 40% of the world’s population had access to the Internet at home, with sharp
contrasts between developed countries, where access reached 80% of the population, and some less
developed countries; where access lagged below 20% (ITU, 2014b). The last decade has witnessed a
dramatic expansion of portable digital devices, with wireless Internet access overtaking fixed broadband
subscriptions in 2009 (OECD, 2012). By 2015, computer sales were slowing, whereas digital pads, readers
and cell phones still grew at two-digit rates (Gartner, 2015).
21. As a notable consequence of the spread of information and communication technology (ICT) in
the general public, reading is massively shifting from print to digital texts. For example, computers have
become the second source of news for American citizens, after TV and before radio and printed
newspapers and magazines (American Press Institute, 2014). Similarly, British children and teenagers
prefer to read digital than printed texts (Clark, 2014), and a recent UNESCO report showed that two thirds
of users of a phone-based reader across five developing countries indicated that their interest in reading
and time spent reading increased once it was possible to read on their phones (UNESCO, 2014). This shift
has important consequences for the definition of reading as a skill. Firstly, the texts that people read on line
are quite different from traditional printed texts. In order to enjoy the wealth of information,
communication and other services offered through digital devices, online readers have to cope with smaller
displays, cluttered screens and challenging networks of pages. In addition, new genres of print-based
communication have appeared, such as email, short messaging, forums and social networking applications.
It is important to stress that the rise of digital technology means that people need to be selective in what
they read while they must also read more, more often and for a broader range of purposes. Reading and
writing are even replacing speech in some essential communication acts, such as telephoning and help
desks. A consequence is that readers have to understand these new text-based genres and social-
cultural practices.
22. Readers in the digital age also have to master several new skills. They have to be minimally ICT
literate in order to understand and operate the devices and applications. They also have to search and
access the texts they need to read through the use of search engines, menus, links, tabs and other paging
and scrolling functions. Due to the uncontrolled profusion of information on the Internet, readers also have
to be discerning in their choice of information sources and assessment of information quality and
credibility. Finally, readers have to read across texts to corroborate information, to detect potential
8
EDU/PISA/GB(2015)21
discrepancies and conflicts and to resolve them. The importance of these new skills was clearly illustrated
in the OECD’s PISA 2009 digital reading study, whose report noted the following:
Navigation is a key component of digital reading, as readers “construct” their text through
navigation. Thus, navigational choices directly influence what kind of text is eventually
processed. Stronger readers tend to choose strategies that are suited to the demands of the
individual tasks. Better readers tend to minimise their visits to irrelevant pages and locate
necessary pages efficiently. (OECD, 2011, p. 20)
23. In addition, a 2015 study of student use of computers in the classroom (OECD, 2015) shows for
instance that “students’ average navigation behaviour explains a significant part of the differences in
digital reading performance between countries/economies that is not accounted for by differences in print-
reading performance” (p. 119), (see also Nauman, 2015).
24. Thus, in many parts of the world skilful digital reading literacy is now key to one’s ability to
achieve one’s goals and participate in society. The 2018 PISA reading framework is revised and expanded
so as to encompass those skills that are essential for reading and interacting with digital texts.
Reading motivation, practices and metacognition
25. Individuals’ reading practices, motivation and attitudes towards reading, as well as an awareness
of how effective reading strategies are, play a prominent role in reading. Students who read more
frequently, be it with print or on-screen, who are interested in reading, who feel themselves confident in
their reading abilities and who know well which strategies to use, for instance, to summarise a text or
search information on Internet, tend to be more proficient in reading. Moreover, if practices, motivation,
and metacognition deserve close attention, it is not only because they are potential predictors of reading
achievement and growth, it is also because they can be considered important goals or outcomes of
education, potentially driving life-long learning. Furthermore, they are malleable variables, amenable to
change. For instance, there is strong evidence that reading engagement and metacognition (awareness of
strategies) can be enhanced through teaching and supportive classroom practices (Brozo & Simpson, 2007;
Guthrie, Wigfield, & You, 2012; Guthrie, Ho, & Klauda, 2013; Reeve, 2012). Reading motivation,
practices and metacognition are briefly discussed in the reading literacy framework since they are critical
factors of reading, although they are assessed in the questionnaire and are covered in more detail in the
questionnaire framework.
The structure of the reading literacy framework
26. Having addressed what is meant by the term “reading literacy” in PISA and introduced the
importance of reading literacy in today’s society in this introduction, the remainder of the framework is
organised as follows. The second section defines reading literacy and elaborates on various phrases that are
used in the reading framework, along with the assumptions underlying the use of these words. The third
section focuses on the organisation of the domain of reading literacy and discusses the characteristics that
will be represented in the tasks included in the PISA 2018 assessment. The fourth section discusses some
of the operational aspects of the assessment and how it will be measured as well as presenting sample
items. Finally, the last section describes how the reading literacy data will be summarised and outlines
plans for reporting.
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EDU/PISA/GB(2015)21
DEFINING READING LITERACY
27. Definitions of reading and reading literacy have changed over time to reflect changes in society,
economy, culture and technology. Reading is no longer considered an ability acquired only in childhood
during the early years of schooling. Instead it is viewed as an expanding set of knowledge, skills and
strategies that individuals build on throughout life in various contexts, through interaction with their peers
and the wider community. Thus, reading must be considered across the varied ways in which citizens
interact with text-based artefacts and how reading is part of life-long learning.
Cognitively-based theories of reading emphasise the constructive nature of comprehension, the

diversity of cognitive processes involved in reading and their interactive nature (Binkley, Rust, & Williams
1997; Kintsch, 1998; McNamara & Magliano, 2009; Oakhill, Cain, & Bryant, 2003; Snow and the RAND
Reading Group, 2002; Zwaan & Singer, 2003). The reader generates meaning in response to text by using
previous knowledge and a range of text and situational cues that are often socially and culturally derived.
While constructing meaning, competent readers use various processes, skills and strategies to locate
information, to monitor and maintain understanding (van den Broek, Risden, & Husbye-Hartmann, 1995)
and to critically assess the relevance and validity of the information (Richter & Rapp, 2014). These
processes and strategies are expected to vary with context and purpose as readers interact with multiple
continuous and non-continuous texts both in print and when using digital technologies (Britt & Rouet,
2012; Coiro, Knobel, Lankshear, & Leu, 2008).
Box 1. The definition of reading literacy in earlier PISA cycles
The PISA 2000 definition of reading literacy was as follows:
Reading literacy is understanding, using and reflecting on written texts, in order to achieve one’s goals, to
develop one’s knowledge and potential, and to participate in society.
The PISA 2009 definition of reading, continued for 2012 and 2015, added engagement in reading as part of
reading literacy:
Reading literacy is understanding, using, reflecting on and engaging with written texts, in order to achieve one’s
goals, to develop one’s knowledge and potential, and to participate in society.
28. For 2018 the definition of reading literacy adds in evaluation of texts as an integral part of
reading literacy and removes the word “written”.
The 2018 Definition of Reading Literacy
Reading literacy is understanding, using, evaluating, reflecting on and engaging with texts in order to achieve
one’s goals, to develop one’s knowledge and potential and to participate in society.
29. Each part of the definition is considered in turn below, taking into account the original
elaboration and some important developments in the definition of the domain that uses evidence from
PISA and other empirical studies, from theoretical advances and from the changing nature of the world.
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Reading literacy . . .
30. The term “reading literacy” is used instead of the term “reading” because it is likely to convey to
a non-expert audience more precisely what the survey is measuring. “Reading” is often understood as
simply decoding, or even reading aloud, whereas the intention of this survey is to measure much broader
and more encompassing constructs. Reading literacy includes a wide range of cognitive and linguistic
competencies, from basic decoding to knowledge of words, grammar and larger linguistic and textual
structures for comprehension, as well as integration of meaning with one’s knowledge about the world. It
also includes metacognitive competencies: the awareness of and ability to use a variety of appropriate
strategies when processing texts. Metacognitive competencies are activated when readers think about,
monitor and adjust their reading activity for a particular goal.
31. The term “literacy” typically refers to an individual’s knowledge of a subject or field, although it
has been most closely associated with an individual’s ability to learn, use and communicate written and
printed information. This definition seems close to the notion that the term “reading literacy” is intended to
express in this framework: the active, purposeful and functional application of reading in a range of
situations and for various purposes. PISA assesses a wide range of students. Some of these students will go
on to a university, possibly to pursue an academic or professional career; some will pursue further studies
in preparation for joining the labour force; and some will enter the workforce directly upon completion of
secondary schooling. Regardless of their academic or labour-force aspirations, reading literacy will be
important to their active participation in their community and economic and personal life.
. . . is understanding, using, evaluating, reflecting on . . .
32. The word “understanding” is readily connected with the widely accepted concept of “reading
comprehension”, that all reading involves some level of integrating information from the text with the
reader's knowledge structures. Even at the earliest stages, readers draw on symbolic knowledge to decode a
text and require a knowledge of vocabulary to make meaning. However, this process of integration can
also be much broader, such as developing mental models of how texts relate to the world. The word
“using” refers to the notions of application and function – doing something with what we read. The term
“evaluating” was added for PISA 2018 to incorporate the notion that reading is often goal-directed, and
consequently the reader must weigh such factors as the veracity of the arguments in the text, the point of
view of the author and the relevance of a text to the reader’s goals. “Reflecting on” is added to
“understanding”, “using” and “evaluating” to emphasise the notion that reading is interactive: readers draw
on their own thoughts and experiences when engaging with a text. Every act of reading requires some
reflection, reviewing and relating of information within the text with information from outside the text. As
readers develop their stores of information, experience and beliefs, they constantly test what they read
against outside knowledge, thereby continually reviewing and revising their sense of the text. This
evaluation can include determining the veracity of a text, checking the claims made by the author as well
as inferring the author’s perspective. At the same time, incrementally and perhaps imperceptibly, readers’
reflections on texts may alter their sense of the world. Reflection might also require readers to consider the
content of the text, apply their previous knowledge or understanding or think about the structure or form of
the text. Each of these skills in the definition, “understanding”, “using”, “evaluating” and “reflecting on”
are necessary, but none are sufficient for successful reading literacy.
. . . and engaging with . . .
33. A reading literate person not only has the skills and knowledge to read well, but also values and
uses reading for a variety of purposes. It is therefore a goal of education to cultivate not only proficiency
but also engagement in reading. Engagement in this context implies the motivation to read and comprises a
cluster of affective and behavioural characteristics that include an interest in and enjoyment of reading, a
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sense of control over what one reads, involvement in the social dimension of reading and diverse and
frequent reading practices.
. . . texts . . .
34. The phrase “texts” is meant to include all language as used in its graphic form: handwritten,
printed or screen-based. In this definition, we exclude as texts those purely aural language artefacts such as
voice recordings, as well as film, TV, animated visuals and pictures without words. Texts do include visual
displays such as diagrams, pictures, maps, tables, graphs and comic strips, which include some written
language (for example, captions). These visual texts can exist either independently or they can be
embedded in larger texts.
35. Dynamic texts are distinguishable from fixed texts in a number of respects, including how they
affect the ability to estimate the length and quantity of texts when physical cues (e.g. dimension of paper-
based document are hidden in virtual space); the way different parts of a text and different texts are
connected with one another through hypertext links; whether multiple abstracted texts are shown as a result
of a search; and consequent upon all these text characteristics, the way that readers typically engage with
dynamic texts. To a much greater extent than with what is printed, readers need to construct their own
pathways to complete any reading activity associated with dynamic texts.
36. The term “texts” was chosen instead of the term “information” because of its association with
written language and because it more readily connotes literary as well as information-focused reading.
. . . in order to achieve one’s goals, to develop one’s knowledge and potential and to participate in
society.
37. This phrase is meant to capture the full scope of situations in which reading literacy plays a role,
from private to public, from school to work, from formal education to lifelong learning and active
citizenship. "To achieve one’s goals and to develop one’s knowledge and potential” spells out the long-
held idea that reading literacy enables the fulfilment of individual aspirations – both defined ones such as
graduating or getting a job, and those less defined and less immediate that enrich and extend personal life
and lifelong education (Gray & Rogers, 1956). The PISA concept of reading literacy also embraces the
new challenges of reading in the 21st century. It conceives of reading literacy as the foundation for full
participation in the economic, political, communal and cultural life of contemporary society. The word
“participate” is used because it implies that reading literacy allows people to contribute to society as well
as to meet their own needs: “participating” includes social, cultural and political engagement (Hofstetter,
Sticht, & Hoffstetter, 1999). For instance, literate people have greater access to employment and more
positive attitudes toward institutions (OECD, 2013). Higher levels of reading literacy have been found to
be related to better health and reduced crime (Morrisroe, 2014). Participation may also include a critical
stance, a step toward personal liberation, emancipation and empowerment (Lundberg, 1991).
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ORGANISING THE DOMAIN
38. Reading as it occurs in everyday life is a pervasive and highly diverse activity. In order to design
an assessment that adequately represents the many facets of reading literacy, the domain is organized
according to a set of dimensions. The dimensions will in turn determine the test design and, ultimately, the
evidence about student proficiencies that can be collected and reported.
39. Snow and the RAND group’s (2002) influential framework defined reading comprehension as the
joint outcome of three combined sources of influence: the reader, the text and the activity, task or purpose
for reading. Reader, text and task dimensions interact within a broad sociocultural context, which can be
thought of as the diverse range of situations in which reading occurs. For the purpose of PISA, we adopt a
similar view of the dimensions of reading literacy. Figure 1 illustrates these dimensions. A reader brings a
number of reader factors to reading, which can include motivation, prior knowledge, and other cognitive
abilities. The reading activity is a function of text factors (i.e. the text or texts that are available to the
reader at a given place and time). These factors can include the format of the text, the complexity of the
language used, the number of texts a reader encounters, as well as others. Reading activity is also a
function of task factors (i.e. the requirements or reasons that motivate the reader's engagement with text).
Task factors also include the potential time and other practical constraints, the goals of the task (e.g. read
for pleasure, read for deep understanding or skim) and the complexity or number of tasks to be completed.
Based on their individual characteristics and their perception of text and task dimensions, readers apply a
set of reading literacy processes in order to locate, extract information and construct meaning from texts to
achieve the tasks.
Figure 1. Reading Literacy Sources of Influence
Reader Factors
Reading
Literacy
Processes
Text Factors Task Factors
40. For the purpose of PISA reading literacy, the goal of the cognitive instrument is to measure
students' mastery of reading literacy processes through manipulating task and text factors. The
questionnaire further serves to assay some of the reader factors, such as motivation, disposition
and experience.
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41. In designing the PISA reading literacy assessment, the two most important considerations are,
first, to ensure broad coverage of what students read and for what purposes they read, both in and outside
of school, and, second, to represent a natural range of difficulty in texts and tasks. The PISA reading
literacy assessment is built on three major characteristics: text – the range of material that is read;
processes – the cognitive approach that determines how readers engage with a text; and scenarios – the
range of broad contexts or purposes for which reading takes place with one or more thematically related
texts. Within scenarios are tasks – the assigned goals that readers must achieve in order to succeed. All
three contribute to ensuring broad coverage of the domain. In PISA, difficulty of tasks can be varied by
manipulating text features and task goals, which then require deployment of different cognitive processes.
Thus, the PISA reading literacy assessment aims at measuring students master of reading processes (the
possible cognitive approaches of readers to a text) by varying the dimensions of text (the range of material
that is read) and scenarios (the range of broad contexts or purposes for which reading takes place) with one
or more thematically related texts. While there may be individual differences in reader factors based on the
skills and background of each reader, these are not manipulated in the cognitive instrument, but are
captured through the assessment in the questionnaire.
42. In order to use these three characteristics in designing the assessment, they must be
operationalised. That is, the various values that each of these characteristics can take on must be specified.
This allows test developers to categorise the materials they are working with and the tasks they construct
so that they can then be used to organise the reporting of the data and to interpret results.
Processes
43. The PISA typology of cognitive aspects involved in reading literacy was designed at the turn of
the 21st Century (OECD, 2000). A revision of the “aspects” in the 2018 PISA reading literacy framework is
needed for at least three reasons:
a) A definition of reading literacy must reflect contemporary developments in school and

societal literacy demands, namely, the increasing amount of text information available in print
and digital forms and the increasing diversity and complexity of situations involving texts and
reading. These evolutions are partly driven by the spread of digital information technology
and in particular by increased access to the Internet worldwide.
b) The PISA 2018 framework should also reflect recent developments in the scientific
conceptualisation of reading and be as consistent as possible with the terminology used in
current theories. There is a need to update the vocabulary that was used to designate the
cognitive processes involved in reading, taking into account progress in the
research literature.
c) Finally a revision is needed to reassess the necessary trade-off between the precision of the
aspects as described in the framework and the limited possibility to account for each of these
individual aspects in a large-scale international assessment. Such a reassessment is
particularly relevant in the context of PISA 2018 in which reading literacy is the
main domain.
44. The 2018 framework replaces the phrase “cognitive aspects”, used in previous versions of the
framework, with the phrase “cognitive processes”. The phrase “cognitive processes” aligns with the
terminology used in reading psychology research and is more consistent with a description of reader skills
and proficiencies. The term “aspects” tended to confound the reader's actual cognitive processes with the
requirements of various types of tasks (e.g. demands of specific types of questions). A description of
proficient reading processes permits the 2018 framework to map these processes to a typology of tasks.
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45. Recent theories of reading literacy emphasise the fact that "reading does not take place in a
vacuum" (Snow and the RAND Reading Group, 2002; see also McCrudden & Schraw, 2007; Rouet &
Britt, 2011). Indeed, most reading activities in people's daily lives are motivated by specific purposes and
goals (White, Chen & Forsyth, 2010). Reading as a cognitive skill involves a set of specific reading
processes that competent readers make use of when engaging with texts in order to achieve their goals.
Goal setting and goal achievement drive not only readers' decisions to engage with texts, their selection of
texts and passages of text, but also their decisions to disengage from a particular text, to reengage with a
different text, to compare and to integrate information across multiple texts (Britt & Rouet, 2012;
Goldman, 2004; Perfetti, Rouet, & Britt, 1999).
46. To achieve reading literacy as it is defined in this framework, an individual needs to be able to
execute a wide range of processes. Effective execution of these processes, in turn, requires that the reader
have the cognitive skills, strategies and motivation that support the processes.
47. The PISA 2018 reading framework acknowledges the goal-driven, critical and intertextual nature
of reading literacy (McCrudden & Schraw, 2007; Rouet, 2006; Vidal-Abarca, Mañá, & Gil, 2010).
Consequently, the former typology of reading aspects (OECD, 2000) is revised and extended so as to
explicitly represent the fuller range of processes that skilled readers selectively draw from as a function of
their particular task context and information environment.
48. More specifically, two broad categories of reading processes are defined for PISA 2018: text
processing and task management (Figure 2). This distinction is consistent with current views of reading as
a situated and purposeful activity (see e.g. Snow and the Rand Reading Group., 2002). The focus of the
cognitive assessment is on processes identified in the text processing box.
Figure 2. PISA 2018 Reading Framework Processes
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Text processing
49. The 2018 typology of reading process specifically identifies the process of reading fluently as
distinct from other processes associated with text comprehension.
Read Fluently
50. Reading fluency can be defined as an individual’s ability to read words and connected text
accurately and automatically and to phrase and process these words and texts in order to comprehend the
overall meaning of the text (e.g. Kuhn & Stahl, 2003). In other words, fluency is the ease and efficiency of
reading simple texts for understanding. There is considerable empirical evidence demonstrating a link
between reading ease/efficiency/fluency to reading comprehension (Chard, Pikulski, & McDonagh, 2006;
Jenkins et al., 2003 b; Kuhn; Wagner et al; Wayman et al., 2007; Woodcock, Mather, & McGrew, 2001).
The chief psychological mechanism proposed to explain this relationship is that the ease and efficiency of
reading text is indicator of expertise in foundational reading skills of decoding, word recognition and
syntactic parsing of texts.
51. Fluent reading frees up attention and memory resources, which can be allocated to higher-level
comprehension processes. Conversely, weaknesses in reading fluency divert resources from
comprehension towards lower level processes necessary to process the printed text, resulting in weaker
performance in reading comprehension (e.g. Cain & Oakhill, 2007; Perfetti, Marron, & Foltz, 1996).
Acknowledging this strong link between fluency and comprehension, the National Reading Panel (2000) in
the United States recommended fostering fluency in reading to enhance students’ comprehension skills.
Locate information
52. Competent readers can read a text entirely and carefully in order to comprehend the main ideas
and reflect on the text as a whole. However, on a daily basis readers most often use texts for specific
purposes that require the location of specific information, with little or no consideration for the rest of the
text (White et al., 2010). Furthermore, locating information is becoming a mandatory aspect of reading
when people interact with complex digital information systems such as search engines and websites
(Brand-Gruwel, Wopereis, Vermetten, 2005; Leu et al., 2013). The 2018 framework defines two processes
whereby readers perform the selection of information within and across texts:
53. Access and retrieve information within a text. Locating information from tables, text chapters
or whole books is a skill in and by itself (Dreher & Guthrie, 1990; Moore, 1995; Rouet & Coutelet, 2008).
Locating information draws on readers' understanding of the task demands, their knowledge of text
organisers and their ability to assess the relevance of text. The ability to locate information is grounded on
readers' strategic awareness of their information needs and their capacity to quickly disengage from
irrelevant passages (McCrudden & Schraw, 2007). In addition, readers sometimes have to skim through a
series of paragraph to retrieve specific pieces of information. This requires an ability to modulate one's
reading speed, depth of processing and consideration versus dismissal of the information (Duggan &
Payne, 2009).
54. Search and select relevant text. Readers are able to select information from not just one, but
several texts. In electronic environments, the amount of available information often largely exceeds the
amount readers are able to actually process. In these multiple text reading situations, readers have to make
decisions as to which of the available texts is the most important, relevant, accurate or truthful (Rouet &
Britt, 2011). These decisions are based on readers' ability to assess the texts' qualities based on partial and
sometimes opaque indicators, such as the information contained in a web link. (Gerjets, Kammerer, &
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Wermer, 2011; Mason, Boldrin, & Ariasi, 2010; Naumann, 2015; Rieh, 2002). Thus, one's ability to search
and select a text within a set is an integral component of reading literacy.
Understand
55. A large number of reading activities involve the parsing and integration of extended passages of
text in order to form an understanding of the meaning conveyed in the passage. Text understanding (also
called comprehension) may be seen as the construction by the reader of a memory representation of what
the text is about, or “situation model” (Kintsch, 1998; Zwaan & Singer, 2003). A situation model is based
on two core processes: the construction of a memory representation of the literal meaning of the text; and
the integration of literal text contents with one's prior knowledge through mapping and inference processes
(McNamara & Magliano, 2009).
56. When readers are faced with more than one text, integration and inference generation may be
performed based on pieces of information located in different texts (Perfetti, Rouet, & Britt, 1999).
Integration of information across texts poses a specific problem when the texts provide inconsistent or
conflicting information. In those cases readers must engage in evaluation processes in order to
acknowledge and handle the conflict (Bråten, Strømsø, & Britt, 2009; Stadtler & Bromme, 2014;
see below).
Evaluate and reflect
57. Competent readers must also be able to evaluate the quality and credibility of the text (e.g.
whether the information is valid, up to date, accurate, unbiased). Quality evaluation sometimes requires the
reader to identify and assess the source of the information: whether the author is competent, well-informed
and benevolent, the reader must be able to reflect critically on the content and form of the text. Evaluation
and reflection were arguably always part of reading literacy, but their importance has increased with the
increased amount and heterogeneity of information readers are faced with today.
58. When facing multiple texts that contradict each other, readers need to become aware of the
conflict and to find ways to deal with it (Stadtler & Bromme, 2013; 2014). Competent integration of
information across texts sometimes requires readers to keep track of the source of the information,
especially if the information is inconsistent or discrepant (Britt & Rouet, 2012). As these skills underlie
much of contemporary reading, it is an issue of critical importance to measure the extent 15-year-olds can
meet the new challenges of comprehending, comparing and integrating multiple texts (Bråten et al., 2011;
Leu et al., 2015; Rouet & Britt, 2014).
59. Competent readers must also be able to reflect on the quality and style of the writing. This
reflection involves being able to evaluate the form of the writing and how the content and form together
relate to, and effectively express, the author’s purposes and point of view.
Task management processes
60. In the context of any assessment, but also in many everyday reading situations (White et al.,
2010), readers engage with texts because they receive some kind of assignment or external prompt to do
so. Reading literacy involves one's ability to accurately represent the reading demands of a situation, to set
up task-relevant reading goals and to monitor progress toward these goals throughout the activity. Task
management processes to accomplish a reader’s goals include the setting, self-monitoring and self-
regulation of goals and strategies (see e.g. Hacker, 1998; Winne & Hadwin, 1998, for discussions of self-
regulated reading).
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61. Task-oriented goals fuel the reader's search for task-relevant texts and/or passages within a text
(McCrudden & Schraw, 2007; Rouet & Britt, 2011; Vidal-Abarca, Mañá, & Gil, 2010). Finally,
monitoring (metacognitive) processes enable the dynamic update of goals throughout the reading activity.
Task management is represented in the background of text processing to emphasise the fact that it
constitutes a different, metacognitive level of processing.
62. While readers’ interpretation of task requirements are an important part of task management
processes, it is important to stress that the construction of reading goals extends beyond the context of
explicit task instructions, as goals may be self-generated based on one's own interests and initiative.
However, the PISA reading literacy assessment only considers those goals that readers form upon
receiving external prompts to accomplish a given task. In addition, due to implementation constraints, task
management processes are represented but not directly and independently assessed as part of PISA 2018.
However, portions of the background questionnaire will estimate readers' awareness of reading strategies.
Future cycles may consider the use of computer-generated process indicators (such as visiting a particular
page, number of question lookbacks) as part of the assessment of task management skills.
Summary of reading processes
63. To summarise, the 2018 framework features a comprehensive and detailed typology of the
cognitive processes involved in purposeful reading activities as they unfold in single or multiple text
environments. Due to design constraints, it is not possible to distinguish each of these processes in a
separate proficiency scale. Instead, the framework also defines a smaller list of processes that will form the
basis for scaling and reporting (Table 1).
64. It is worth noting that the 2018 process typology also permits an analysis of changes in students’
proficiency at the level of broad reading processes, as the former “cognitive aspects” featured in previous
frameworks can be mapped onto specific categories within the new typology. Table 1 shows the
correspondence between the 2018 typology and the former 2009 typology (which was also used in 2012
and 2015). The distinction between single and multiple text processes are discussed in greater detail below.
Table 1. Mapping of 2012/15 aspects to 2018 processes for reporting scales
Superordinate Category Used

2018 Process Typology 2009-2015 Typology
for Scaling in 2018
SINGLE TEXT PROCESSES
Read fluently Not assessed Reported but not on PISA scale
Scan and locate Access and retrieve Locate information
Represent literal and gist meaning Integrate and interpret Understand
Integrate and generate inferences Integrate and interpret Understand
Assess quality and credibility

Reflect and evaluate Evaluate and reflect
Reflect on content and form
MULTIPLE TEXT PROCESSES
Search and select relevant text Access and retrieve Locate information
Detect and handle conflict Complex Evaluate and reflect
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Texts
65. Reading requires material for the reader to read. In an assessment, that material – a text (or a set
of texts) related to a particular task – must include sufficient information for the proficient reader to engage
in meaningful comprehension and resolve the problem posed by the task. Although it is obvious that there
are many different kinds of texts and that any assessment should include a broad range, there was never a
single agreed-upon ideal categorisation of the many different kinds of text that readers encounter. With the
advent of digital media and the profusion of new text genres and text-based communication services –
some of which may not survive the next decade, some of which may be newly created in the same time
span – this issue becomes even more complex.
Box 2. Characteristics used to classify texts in the PISA 2009 reading framework
The previous reference framework (2009) included four major dimensions to characterise texts:
Medium: print and electronic
Environment: authored and message-based
Text format: continuous, non-continuous, mixed and multiple
Text type: description, narration, exposition, argumentation, instruction and transaction
A Digital Reading Assessment was offered as an optional component in 2009 and 2012.
For the 2015 reading literacy assessment, only texts that had their origin as paper-based print documents were used,
albeit presented on computer. For clarity, these were referred to as fixed and dynamic texts under the heading “text
display space” instead of medium (clarifying that while their origin was paper-based print, students were in fact reading
them on a computer screen, hence on an electronic medium). Because reading literacy was a minor domain in 2015,
no new tasks were designed and implemented. Consequently, dynamic texts, i.e. texts such as websites designed to
take advantage of hyperlinks, menus, and other navigational features of an electronic medium, were not part of
1
PISA 2015 .
66. For 2018, reading is the major domain and a broader range of texts can be represented in the
assessment. These will include texts that are typical of the print medium, and also the ever-expanding
category of digital-native text genres. Just like printed texts, some digital texts are "static" in that they
come with a minimal set of tools for interaction (scrolling, paging, and a find function). For instance, this
is the case of documents intended for printing but displayed on a computer screen (e.g. word processing
documents or pdf files). However, many digital texts come with innovative features that increase the
possibilities for the reader to interact with the materials, hence the phrase "dynamic text", which is
sometimes used to characterize these texts. Dynamic text features include embedded hyperlinks that take
the reader to other sections, pages or web sites; advanced search functions that provide ad hoc indexes of
the searched keyword and/or the highlighting of these words in the text; and social interaction like in
interactive text-based communication media such as email, forums and instant messaging services.
67. The 2018 framework defines four dimensions of texts: source (single, multiple); organisation and
navigation (static, dynamic); format (continuous, non-continuous, mixed); and type (description, narration,
exposition, argument, instruction, interaction, transaction). The first three dimensions are typical of
1
Some dynamic navigation features were incidentally included in the 2015 assessment. This was a result of the adaptation of the trend of print
documents to the electronic screen. Many of these so-called fixed texts used in previous cycles, although adapted to mimic as closely
as possible the presentation of printed texts, had to be reformatted to cope with the smaller screen size typical of computer displays.
Therefore, tabs and other very simple navigation tools were included to let the reader navigate from one page to another.
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specific situations and tasks and may trigger the use of specific processes. In contrast, the fourth dimension
is included mainly for purposes of domain coverage.
Source
68. In the PISA 2018 framework, a source is a unit of text. Single texts are defined by having a
definite author (or group of authors), time of writing or publication date, and reference title or number.
Authors may be defined precisely, like in most traditional printed books, or more vaguely like the
pseudonyms in a blog post or the sponsors of a website. A single text may also be construed as such
because it is presented to the reader in isolation from other texts, even if it does not explicitly bear any
source indication. Multiple texts are defined by having different authors, or being published at different
times, or bearing different titles or reference numbers. Note that in the PISA framework, “title” is meant in
the sense of a bibliographical catalogue unit. Lengthy texts that feature several sections with titles and
subtitles are still single texts, to the extent that they were written by a definite author (or group of authors)
at a given date. Likewise, multi-page websites are single texts as long as there is no explicit mention of a
different author or date. It is useful to point out that multiple texts may be represented on a single page.
This is the case in printed newspapers and in many textbooks, but also in forums, customer reviews or
question-and-answer websites. Finally, a single text may contain embedded sources, that is, references to
various authors or texts (Rouet & Britt, 2014; Strømsø et al., 2013).
69. The source dimension in PISA 2018 replaces the distinction between “multiple” and the other
types of “text formats” in the previous versions of the framework.
Organisation and navigation
70. Screen sizes vary dramatically in digital environments, from cell phone displays, which are
smaller than a traditional index card, to large, multiple screen displays for simultaneously showing
multiple screen windows of information. At the time of the drafting of this framework, however, the
typical computer screen (such as the 15" or 17" that come with ordinary desktop and laptop computers)
features a display resolution of 1024x768 pixels. Assuming a typical font size, this is enough to display
about a half-page of A4 or US-Letter page; that is, a very short piece of text. Given the wide variation in
the “landscape” available on screens to display text, digital texts come with a number of tools meant to let
the user access and display specific passages. These tools range from generic tools, such as the scroll bar
and tabs (also found in a number of other software applications like spreadsheets and word processors) and
tools to resize or position the text on the screen, to more specific devices such as menus, tables of contents
and embedded hyperlinks to move between text segments. There is growing evidence that navigation in
digital text requires specific skills (OECD, 2011; Rouet, Vörös, & Pléh, 2012). Therefore, it is important to
assess readers' ability to deal with texts featuring a high density of navigation tools. For reasons of
simplicity, the PISA 2018 framework distinguishes “static” texts, with a simple organisation and low
density of navigation tools (typically, one or several screen pages arranged in a linear way), from
“dynamic” texts, which feature a more complex, non-linear organisation and a higher density of navigation
devices. Note that the term “density” is preferred to “number” to mark the fact that dynamic texts do not
have to be longer than static texts.
71. For purposes of coverage, the 2018 framework also retains two former dimensions of texts,
“format” and “type”, that remain for the most part unchanged from the previous framework.
Text format
72. An important classification of texts, and one at the heart of the organisation of the PISA 2000
framework and assessment, is the distinction between continuous and non-continuous texts. Continuous
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texts are typically composed of sentences that are, in turn, organised into paragraphs. These may fit into
even larger structures such as sections, chapters and books. Non-continuous texts are most frequently
organised in matrix format, based on combinations of lists.
73. Texts in continuous and non-continuous formats appear in both fixed and dynamic texts. Mixed
and multiple format texts are also prevalent in both, particularly so in dynamic texts. Each of these four
formats is elaborated below.
74. Other non-text-formatted objects are also commonly used in conjunction with fixed texts and
particularly with dynamic texts. Pictures and graphic images occur frequently in fixed texts and can
legitimately be regarded as integral to such texts. Static images as well as videos, animations and audio
files regularly accompany dynamic texts and can, also, be regarded as integral to those texts. As a reading
literacy assessment, PISA does not focus on non-text formatted objects independently, but any such objects
may, in principle, appear in PISA as part of a (verbal) text. However, in practice the use of video and
animation is very limited in the current assessment. Audio is not used at all because of practical limitations
such as the need for headphones and audio translation.
75. Continuous texts. Continuous texts are formed by sentences organised into paragraphs. Examples
of text objects in continuous text format include newspaper reports, essays, novels, short stories, reviews
and letters, including on e-book readers.
76. Graphically or visually, organisation occurs by the separation of parts of the text into sentences
and paragraphs with spacing (e.g. indentation) and punctuation conventions. Texts also follow a
hierarchical structure signalled by headings and content that help readers to recognise the organisation of
the text. These markers also provide clues to text boundaries (showing section completion, for example).
The location of information is often facilitated by the use of different font sizes, font types such as italic
and boldface or borders and patterns. The use of typographical and format clues is an essential subskill of
effective reading.
77. Discourse markers also provide organisational information. Sequence markers (first, second,
third, etc.), for example, signal the relation of each of the units introduced to each other and indicate how
the units relate to the larger surrounding text. Causal connectors (therefore, for this reason, since, etc.)
signify cause-effect relationships between parts of a text.
78. Non-continuous texts. Non-continuous texts are organised differently to continuous texts, and
therefore require a different kind of reading approach. Most non-continuous texts are composed of a
number of lists (Kirsch & Mosenthal, 1990). Some are single, simple lists, but most consist of several
simple lists combined.
79. Examples of non-continuous text objects are lists, tables, graphs, diagrams, advertisements,
schedules, catalogues, indexes and forms. These text objects occur in both fixed and dynamic texts.
80. Mixed texts. Many fixed and dynamic texts are single, coherent objects consisting of a set of
elements in both a continuous and non-continuous format. In well-constructed mixed texts the components
(for example, a prose explanation including a graph or table) are mutually supportive through coherence
and cohesion links at the local and global level.
81. Mixed text is a common format in magazines, reference books and reports, where authors employ
a variety of presentations to communicate information. In dynamic texts, authored web pages are typically
mixed texts, with combinations of lists, paragraphs of prose and often graphics. Message-based texts, such
as online forms, e-mail messages and forums, also combine texts that are continuous and non-continuous
in format.
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82. The “multiple” format defined in the previous versions of the framework is now represented as
one modality of the new “source” dimension defined above.
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ASSESSING READING LITERACY
83. The previous section outlined the conceptual framework for reading literacy. The concepts in the
framework must in turn be represented in tasks and questions in order to collect evidence of students’
proficiencies in reading literacy.
84. In this section, we consider the use of scenarios, factors affecting item difficulty, dimensions
ensuring coverage and some of the other major issues in constructing and operationalising the assessment.
Scenarios
85. Reading is a purposeful act that occurs within the context of particular reader goals. In many
traditional reading assessments, test takers are presented with a series of unrelated passages on a range of
general topics. Students answer a set of discrete items on each passage and then move on to the next
unrelated passage. In this traditional design, students are effectively expected to “forget” what they read
previously when answering questions on later passages. Consequently, there is no overarching purpose for
reading other than to answer discrete questions (Rupp et al., 2006). In contrast to this approach, a scenario-
based assessment approach can influence the ways in which students use the texts in order to assess
specific processes (e.g. Sabatini et al., 2014, 2015).
86. The PISA 2018 assessment will include scenarios in which students are provided an overarching
purpose for reading a collection of thematically related texts in order to complete a higher-level task (e.g.
respond to some larger integrative question, write a recommendation based on a set of texts), along with
traditional PISA reading units. The reading purpose sets up a collection of goals, or criteria, that students
use to search for information, evaluate sources, read for comprehension and/or integrate across texts. The
collection of sources can be diverse and may include a selection from literature, textbooks, e-mails, blogs,
websites, policy documents, primary historical documents and so forth. Although the prompts and tasks
that will evolve from this framework may not grant student test-takers freedom to choose their own
purposes for reading and the texts related to those individual purposes, the goal of this assessment is to
offer test-takers some freedom in choosing certain textual sources and paths after attending to initial
prompts. In this way, within the constraints of a large-scale assessment, goal-driven reading can
be assessed.
Tasks
87. Each scenario is made up of one or more tasks. For each task, students may be asked questions
about the texts ranging from traditional comprehension items (locate information, perform an inference) to
more complex tasks such as the synthesis and integration of multiple texts, evaluating web search results or
corroborating information across multiple texts. Each task is designed to assess one or more processes
identified in the framework. Tasks in a scenario can be sequenced starting with less difficult to more
complex to provide information about different student abilities. For instance, a student might encounter an
initial task in which the student must locate a particular document based on a search result. As a second
task, the student might have to answer a question about information that is specifically stated in the text.
As a third task, the student might need to determine if the author’s point of view in the first text is the same
as a second text. In each case, these tasks can be scaffolded so that if a student fails to find the correct
document in the first task, the student is then provided with the correct document in order to complete the
second task. In this way, complex multipart scenarios do not become an “all or none activity”, but rather a
way to help triangulate the level of different student skills within the context of realistic tasks. Thus,
scenarios can be thought of as corresponding to units and tasks as items within units from previous PISA
reading literacy assessments.
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88. A scenario-based assessment mimics the way an individual interacts and uses literacy source
material in a more authentic way than in traditional, decontextualised assessments. It presents students with
realistic problems and issues to solve, and it involves the use of both basic and higher-level reading and
reasoning skills (O’Reilly & Sabatini, 2013).
89. Scenarios make use of the affordances of computer-based assessments, such as the possibility of
introducing stimulus material in a paced sequence, providing feedback to students and delivering items in a
lockstep fashion, in order to provide scaffolding and manipulate difficulty. Scenarios represent a natural
extension of the traditional, unit-based approach in PISA. A scenario-based approach was used in the PISA
2012 assessment of problem solving and the PISA 2015 assessment of collaborative problem solving.
Tasks 2-4 in Appendix B illustrate a sample scenario with multiple items.
Distribution of tasks
90. Tasks are designed to assess the specific skills as were defined in the section on processes. Each
task will primarily assess one process. As such, they can be thought of as individual assessment items. The
approximate distribution of tasks for the 2018 reading literacy assessment are shown below in Table 2 and
are contrasted with the distribution of tasks for the 2015 assessment.
Table 2. Approximate distribution of tasks per targeted process and text availability
2015 FRAMEWORK 2018 FRAMEWORK
SINGLE Text MULTIPLE Text
Scan and Locate 15%

Access and Retrieve 25% Search and select relevant text 10%
Literal/Gist Comprehension 15%
Integrate and Interpret 50% Inference Comprehension 15% Inference Comprehension 15%
Assess quality and credibility

Reflect and Evaluate 25% 20% Corroborate/Handle conflict 10%
Reflect on content and form
91. Items will be reused from previous PISA reading literacy assessments in order to maintain trends.
In order to achieve the desired representation of multiple text tasks, and because prior PISA assessments
focused on single text tasks, the development of new items will mostly require the creation of tasks
involving multiple texts (e.g. search, inference and corroborate/conflict). At the same time, a sufficient
number of single-text items within the newly developed scenarios need to be present to ensure that future
trend items cover the entire framework.
Factors affecting item difficulty
92. The purpose of the PISA reading literacy assessment is to monitor and report on the reading
proficiency of 15-year-olds as they approach the end of compulsory education. Each task in the assessment
is designed to gather a specific piece of evidence about that proficiency by simulating a reading activity
that a reader might carry out either inside or outside school, as an adolescent or as an adult.
93. The PISA reading literacy tasks range from very straightforward locating and comprehension
activities to quite sophisticated activities requiring integrating information across multiple texts. The
difficulty of any reading literacy task depends on an interaction amongst several variables. Drawing on
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Kirsch and Mosenthal’s work (see for example Kirsch, 2001; Kirsch & Mosenthal, 1990), the difficulty of
items can be manipulated by applying knowledge of the process and text format variables. In Table 3
below we outline how the difficulty can be manipulated across the different types of tasks.
Table 3. Item difficulty for tasks
Single Multiple
In scan and locate tasks, difficulty is conditioned by the Multiple document search difficulty is conditioned by
number of pieces of information that the reader needs to the number of texts, the complexity of the document
locate, by the amount of inferencing required, by the amount hierarchy (depth and breadth), familiarity of the
and prominence of competing information and by the length structure, the amount of non-hierarchical linking, the
and complexity of the text. distance to the goal, the salience and relevance of
the headers and the dissimilarity of each of the
physical presentation/structure of the sources (lack
of parallelism in different source texts)
In literal and explicit meaning and integrate and generate In multiple documents, inference difficulty is
inferences tasks, difficulty is affected by the type of conditioned on the number of texts, the salience of
interpretation required (for example, making a comparison is the headers, the similarity of content (e.g.
easier than finding a contrast); by the number of pieces of discrepancy in text content/arguments, variability in
information to be considered; by the degree and prominence point of view), the dissimilarity of the physical
of competing information in the text; and by the nature of the presentation/structure of the sources (lack of
text: the less familiar and the more abstract the content and parallelism in different source texts) and the
the longer and more complex the text, and the lower the explicitness of source information.
coherence of the structure, the more difficult the task is likely
to be.
In reflect on content and form tasks, difficulty is affected by In multiple documents,
the type of reflection or evaluation required (from least to corroborate/conflict/synthesize difficulty is
most difficult with types of reflection being: connecting; conditioned on the number of texts, the dissimilarity
explaining and comparing; hypothesising and evaluating); by of content (discrepancy in texts content/arguments),
the nature of the knowledge that the reader needs to bring to the dissimilarity of each of the physical
the text (a task is more difficult if the reader needs to draw on presentation/structure of the sources (lack of
narrow, specialised knowledge rather than broad and parallelism in different source texts), the explicitness
common knowledge); by the relative abstraction and length of of the source information, and the degree of
the text; and by the depth of understanding of the text credibility of the source.
required to complete the task.
For assess quality and credibility tasks credibility and
quality of a source can be conditioned by using text signals
such as the explicitness of the source and the degree to
which a text appears to be advertising or comes from a
reputable source.
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Box 3. Text availability and its impact on comprehension in the design of tasks
In the last decade, there has been some debate whether memory-based measures of reading comprehension,
i.e. answering comprehension question while the text is not available to students after initial reading, might be a better
indicator of students’ reading comprehension skills than questions with text availability. From a theoretical point of
view, arguments can be made for both, with- and without-text availability questions. Answering comprehension
questions with a text might be more ecologically valid because many reading settings (especially in the digital age)
potentially allow the reader to refer back to the text. In addition, if the text is not available to students, their
performance on the comprehension questions might be confounded with their memory skills, i.e. their ability to
remember the content of the text. On the other hand, answering comprehension questions without text availability is
also a common reading situation (e.g. commenting on a newspaper article over lunch that has been read in the
morning) and might be less confounded by students’ motivational and test taking strategies. Empirically, recent studies
(Ozuru et al., 2007; Schroeder, 2011) do provide some evidence that comprehension questions without text availability
might indeed be more sensitive to the quality of the processes that are executed while students are reading a text and
the strength of the resulting memory representation. At the same time, however, both kinds of measures are highly
correlated and are thus difficult to dissociate empirically. At present, therefore, there is not enough evidence that
justifies any major changes in the way PISA is administered. However, it is encouraged to include further measures in
the analysis, e.g. time on task, time of initial reading of a text, etc., in order to further explore this issue.
Factors improving the coverage of the domain
Situations
94. Scenarios can be developed across a wide range of potential situations. Situation is used to define
the contexts and uses for which the author constructed the text. The manner in which the situation variable
is specified is therefore about supposed audience and purpose, and is not simply based on the place where,
or the purpose for which, the reading activity is carried out.
95. The framework categorises situations using a typology adapted from the Common European
Framework of Reference (CEFR) developed for the Council of Europe (Council of Europe, 1996). The
situations are personal, public, occupational and educational contexts and are defined in Box 4. In contrast
to previous PISA reading literacy assessments, texts from the different situations may be mixed within a
scenario. For example, a student may perform a set of tasks that require relating an educational text that
provides historical content to personal texts that provide first person accounts of the events.
Box 4. Categorisation of situations
A personal situation relates to texts that are intended to satisfy an individual’s personal interests, both practical
and intellectual. This category also includes texts that are intended to maintain or develop personal connections with
other people. It includes personal letters, fiction, biography and informational texts that are intended to be read to
satisfy curiosity, as a part of leisure or recreational activities. In the electronic medium, it includes personal e-mails,
instant messages and diary-style blogs.
A public situation describes the reading of texts that relate to activities and concerns of the larger society. The
category includes official documents as well as information about public events. In general, the texts associated with
this category assume a more or less anonymous contact with others; therefore they also include message boards,
news websites and public notices that are encountered both on line and in print.
The content of educational situations makes use of texts designed specifically for the purpose of instruction.
Printed textbooks, electronic textbooks and interactive learning software are typical examples of material generated for
this kind of reading. Educational reading normally involves acquiring information as part of a larger learning task. The
materials are often not chosen by the reader, but instead assigned by an instructor.
Many 15-year-olds will move from school into the labour force within one to two years. A typical occupational
reading situation is one that involves the accomplishment of some immediate task. It might include searching for a job,
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either in a print newspaper’s classified advertisement section or online; or following workplace directions. Texts written
for these purposes, and the tasks based on them, are classified as occupational in PISA. While only some of the 15-
year-olds who are assessed will currently have to read at work, it is important to include tasks based on texts that are
related to work since the assessment of young people’s readiness for life beyond compulsory schooling and their
ability to use their knowledge and skills to meet real-life challenges is a fundamental goal of PISA.
Many texts used in classrooms are not specifically designed for classroom use. For example, a piece of literary
text may typically be read by a 15-year-old in a mother-tongue language or literature class, yet the text was written
(presumably) for readers’ personal enjoyment and appreciation. Given its original purpose, such a text is classified as
being used in a personal situation in PISA. As Hubbard (1989) has shown, some kinds of reading usually associated
with out-of-school settings for children, such as rules for clubs and records of games, often take place informally at
school as well. These are classified as public situations in PISA. Conversely, textbooks are read both in schools and in
homes, and the process and purpose probably differ little from one setting to another. These are classified as
educational situations in PISA.
96. It should be noted that many texts can be cross-classified to different situations. In practice, for
example, a text may be intended both to delight and to instruct (personal and educational); or to provide
professional advice, which is also general information (occupational and public). While content is not a
variable that is specifically manipulated in this study, by sampling texts across a variety of situations the
intent is to maximise the diversity of content that will be included in the PISA reading literacy test.
Text types
97. Text types further describe the diversity of texts in a way to cover a wide range of types of
reading that students would encounter: description, narration, exposition, argumentation, instruction and
transaction2. Texts as they are found in the world typically resist categorisation, as they are usually not
written with text type rules in mind, and tend to cut across categories. For example, a chapter in a textbook
might include some definitions (exposition), some directions on how to solve particular problems
(instruction), a brief historical account of the discovery of the solution (narration) and descriptions of some
typical objects involved in the solution (description). Nevertheless, in an assessment like PISA it is useful
to categorise texts according to the text type, based on the predominant characteristics of the text, in order
to ensure that the instrument samples across a range of texts that represent different types of reading.
98. The classification of texts used in PISA is adapted from the work of Werlich (1976) and are
shown in Box 5.
Box 5. Classification of texts
Description is the type of text where the information refers to properties of objects in space. The typical questions
that descriptive texts provide an answer to are what questions. Descriptions can take several forms. Impressionistic
descriptions present information from the point of view of subjective impressions of relations, qualities and directions in
space. Technical descriptions present information from the point of view of objective observation in space. Frequently,
technical descriptions use non-continuous text formats such as diagrams and illustrations. Examples of text objects in
the text type category description are a depiction of a particular place in a travelogue or diary, a catalogue, a
geographical map, an online flight schedule or a description of a feature, function or process in a technical manual.
Narration is the type of text where the information refers to properties of objects in time. Narration typically
answers questions relating to when, or in what sequence. Why characters in stories behave as they do is another
important question that narration typically answers. Narration can take different forms. Narratives present change from
the point of view of subjective selection and emphasis, recording actions and events from the point of view of
2
In the first version of the reading framework, these text types were located as subcategories of the continuous text format. In the PISA 2009 cycle
it was acknowledged that non-continuous texts (and the elements of mixed and multiple texts) also have a descriptive, narrative,
expository, argumentative or instructional purpose.
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subjective impressions in time. Reports present change from the point of view of an objective situational frame,
recording actions and events which can be verified by others. News stories intend to enable the readers to form their
own independent opinion of facts and events without being influenced by the reporter’s references to his own views.
Examples of text objects in the text type category narration are a novel, a short story, a play, a biography, a comic strip
and a newspaper report of an event.
Exposition is the type of text in which the information is presented as composite concepts or mental constructs, or
those elements into which concepts or mental constructs can be analysed. The text provides an explanation of how the
different elements interrelate in a meaningful whole and often answers questions about how. Expositions can take
various forms. Expository essays provide a simple explanation of concepts, mental constructs or conceptions from a
subjective point of view. Definitions explain how terms or names are interrelated with mental concepts. In showing
these interrelations, the definition explains the meaning of words. Explications are a form of analytic exposition used to
explain how a mental concept can be linked with words or terms. The concept is treated as a composite whole that can
be understood by breaking it down into its constituent elements and then naming the interrelations of those elements.
Summaries are a form of synthetic exposition used to explain and communicate texts in a shorter form than the original
text requires. Minutes are a record of the results of meetings or presentations. Text interpretations are a form of both
analytic and synthetic exposition used to explain the abstract concepts that are realised in a particular (fictional or non-
fictional) text or group of texts. Examples of text objects in the text type category exposition are a scholarly essay, a
diagram showing a model of memory, a graph of population trends, a concept map and an entry in an
online encyclopedia.
Argumentation is the type of text that presents the relationship among concepts or propositions. Argumentative
texts often answer why questions. An important subclassification of argumentative texts is persuasive and opinionative
texts, referring to opinions and points of view. Comment relates the concepts of events, objects and ideas to a private
system of thoughts, values and beliefs. Scientific argumentation relates concepts of events, objects and ideas to
systems of thought and knowledge so that the resulting propositions can be verified as valid or non-valid. Examples of
text objects in the text type category argumentation are a letter to the editor, a poster advertisement, the posts in an
online forum and a web-based review of a book or film.
Instruction (sometimes called injunction) is the type of text that provides directions on what to do. Instructions
present directions for certain behaviours in order to complete a task. Rules, regulations and statutes specify
requirements for certain behaviours based on impersonal authority, such as practical validity or public authority.
Examples of text objects in the text type category instruction are a recipe, a series of diagrams showing a procedure
for giving first aid and guidelines for operating digital software.
Transaction represents the kind of text that aims to achieve a specific purpose outlined in the text, such as
requesting that something is done, organising a meeting or making a social engagement with a friend. Before the
spread of electronic communication, this kind of text was a significant component of some kinds of letters and, as an
oral exchange, the principal purpose of many phone calls. This text type was not included in Werlich’s (1976)
categorisation, used until now for the PISA framework.
The term transactional is used in PISA not to describe the general process of extracting meaning from texts (as in
reader-response theory), but the type of text written for the kinds of purposes described here. Transactional texts are
often personal in nature, rather than public, and this may help to explain why they do not appear to be represented in
some of the corpora used to develop many text typologies. For example, this kind of text is not commonly found on
websites, which are frequently the subject of corpus linguistics studies (for example, Santini, 2006). With the extreme
ease of personal communication using e-mail, text messages, blogs and social networking websites, this kind of text
has become much more significant as a reading text type in recent years. Transactional texts often build on common
and possibly private understandings between communicators – though clearly, this feature is difficult to explore in a
large-scale assessment. Examples of text objects in the text type transaction are everyday e-mail and text message
exchanges between colleagues or friends that request and confirm arrangements.
Narration occupies a prominent position in many national and international assessments. Some texts are
presented as being accounts of the world as it is (or was) and therefore claim to be factual or non-fictional. Fictional
accounts bear a more metaphorical relation to the world as it is, appearing either as accounts of how it might be or of
how it seems to be. In other large-scale reading studies, particularly those for school students: the National
Assessment of Educational Progress (NAEP); the IEA Reading Literacy Study (IEARLS); and the IEA Programme in
International Reading Literacy Study (PIRLS), the major classification of texts is between fictional or literary texts and
non-fictional texts (reading for literary experience and reading for information or to perform a task in NAEP; literary
experience and acquire and use information in PIRLS). This distinction is increasingly blurred as authors use formats
and structures typical of factual texts in creating their fictions. The PISA reading literacy assessment includes both
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factual and fictional texts, and texts that may not be clearly one or the other. PISA, however, does not attempt to
measure differences in reading proficiency between one type and the other. In PISA, fictional texts are classified as
narration.
Response formats
99. The form in which the evidence is collected – the response format – varies according to what is
considered appropriate given the kind of evidence that is being collected, and also according to the
pragmatic constraints of a large-scale assessment. As in any large-scale assessments the range of feasible
item formats is limited. However, with computers for assessment, the types of response formats can
include interactions with text, such as highlighting and drag-and-drop, as well as multiple choice and short
constructed response items (to which students write their own answer).
100. Response formats can be differentially sensitive to individual differences. For example, cloze and
sometimes multiple choice are typically more dependent on decoding skills, because readers have to
decode distractors or items, when compared to open constructed response items (Cain & Oakhill, 2006).
Several studies based on PISA data suggest that the response format has a significant effect on the
performance of different groups: for example, students at different levels of proficiency (Routitsky &
Turner, 2003); students in different countries (Grisay & Monseur, 2007); students with different levels of
intrinsic reading motivation (Schwabe, McElvany & Trendtel, 2015), and boys and girls (Lafontaine &
Monseur, 2006, 2006b; Schwabe, et al., 2015). Given this variation, in measuring trends over time, it is
important to maintain a similar proportion of tasks in multiple choice and constructed response formats
from one administration to the next. A further significant consideration in the context of reading literacy is
that open constructed response items are particularly important for the reflection and evaluation aspect,
where the intent is often to assess the quality of thinking rather than the conclusion itself. Nevertheless,
because the focus of the assessment is on reading and not on writing, constructed response items should
not be designed to put great emphasis on assessing writing skills, such as spelling, grammar, etc. Finally,
students in different countries are more or less familiar with various response formats. Including items in a
variety of formats is likely to provide some balance between more and less familiar formats for all
students, regardless of nationality.
101. In summary, to ensure proper coverage of the ability ranges in different countries, to ensure
fairness given the inter-country and gender differences observed and to ensure a valid assessment of the
reflect and evaluate aspect, both multiple choice and open constructed response items continue to be used
in PISA reading literacy assessments regardless of the change in delivery mode. Any major change in the
distribution of item types in print reading might also impact the measurement of trends.
Box 6. The status of writing skills in PISA 2018 reading literacy assessment
Skilled readers are often required to write comments, essays or explanations in response to questions, or choose
to make notes, outlines and summaries, or simply write down their thoughts and reflections about texts, towards
achieving their reading goals. They also routinely engage in written communication with others (e.g. teachers, student
peers, acquaintances) in learning (e.g. an email assignment from a teacher) or social (e.g. a chat with peers about text
or school literacy contexts). The PISA 2018 reading framework considers writing to be an important correlate of
reading literacy. Test design and administration constraints prohibit the inclusion of the assessment of writing skills,
where writing is in part defined as the quality and organization of the production. However, a significant proportion of
test items requires readers to articulate their thinking into written answers. Thus, the assessment of reading skills also
draws on readers' ability to communicate their understanding in writing, although such aspects as spelling, quality of
writing and organization are not measured in PISA.
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Assessing the ease and efficiency of reading simple texts for understanding
102. The PISA 2018 reading literacy assessment will include the assessment of reading fluency,
defined as the ease and efficiency with which students can read simple texts for understanding. This will
provide a valuable indicator for use in describing or understanding differences between students, especially
for individuals in the lower reading proficiency levels. Students with low levels of foundational reading
skills may be exerting so much attention and cognitive effort on lower level skills of decoding, word
recognition and sentence parsing that they have diminished resources to perform higher-level
comprehension tasks with single or multiple texts. This finding applies to developing as well as teenage
readers (Rasinski et al., 2005; Scamacca et al., 2006).
103. The computerized administration and scoring in PISA 2018 allows the measurement of the ease
and efficiency with which 15-year-olds can read simple texts for understanding. While not all slow reading
is poor reading, as noted above, a large body of evidence documents how and why a lack of automaticity in
one’s basic reading processes can be a bottleneck to higher-level reading proficiency and is associated with
poor comprehension (e.g. Rayner et al., 2001). Thus, it is valuable to have an indicator of the ease and
efficiency with which 15-year-olds can read simple texts accurately for understanding to better describe
and interpret very low-level performance on PISA comprehension tasks.
104. It is further worth noting that with the exponential expansion of text content available on the
Internet, there is an ever greater need for 21st century students to not only be proficient readers, but also
efficient readers (OECD, 2011). Thus, a basic indicator of reading rate under low demand conditions can
also be used descriptively for other purposes, such as investigating how much students regulate their rate or
strategic processes in the face of more complex tasks or larger volumes of text.
105. While there are many variations in how to define, operationalize and measure reading ease,
efficiency or fluency, the most common evidence collected when using silent reading tasks are indicators
of accuracy and rate. Oral reading fluency measures can also be used to estimate prosody and
expressiveness of the reader, but these attributes are more challenging to measure in silent reading tasks
and there is less agreement concerning their added value over and above strong indicators of accuracy and
rate (Eason et al., 2013; Kuhn, Schwanenflugel, & Meisinger, 2010). In addition, it is not currently feasible
to implement and score oral reading tasks in all the languages in which PISA is available. Thus, a silent
reading task design is recommended.
106. In order to better understand the challenges facing 15-year-olds scoring at lower levels on the
PISA reading literacy task, a specific task can be administered near the start of the assessment to measure
reading ease and efficiency. Performance on this task can be scaled and reported independently from the
main proficiency scales. As noted, inefficient reading can be a symptom of low foundational skills.
However, there may be individuals who are relatively slow readers, yet possess compensatory or strategic
processes that permit them to be higher-level readers when given sufficient time to complete complex
tasks. This may be especially the case for non-native speakers of a language, who may be relatively slower
than native speakers, but score comparably to more proficient students on untimed tasks. Thus, it seems
most prudent to use the ease of reading indicator as a descriptive variable to help differentiate students who
may have foundational skill deficits from those who are slow, but nonetheless proficient readers.
107. In addition, an index of ease and efficiency of reading could be, as one of several indicators, used
for placing students in a level for adaptive testing (see section below on “Considerations for adaptive
testing”). For the reasons cited in the previous paragraph, the index may not be suitable as a sole indicator
of reading level, however, when combined with other evidence, inefficiency in basic processing may be
helpful in placing students in appropriate levels.
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108. A task design that has been used effectively as an indicator of reading ease and efficiency in
other empirical research requires students to read a sentence and make a judgment of the plausibility of the
sentence in relation to world knowledge or internal logical consistency of the sentence. The measure takes
into account both accuracy of understanding the text and the time it takes to read and respond. This
sentence task structure has been used in the Woodcock Johnson Subtest of Reading Fluency (Woodcock,
McGrew, & Mather, 2001) and the Tests of Silent Reading Efficiency and Comprehension (TOSREC)
(Wagner, Torgesen, Rashotte, & Pearson, 2010). It is also the task type used in the PIAAC Reading
Components task set (OECD, 2013a; Sabatini & Bruce, 2009), and in two PISA countries (Bruce &
Sabatini, 2013) with success. A similar task has been used in the Austrian PISA 2000 assessment and
showed high correlations (r = .64) with students’ final test score (Landerl & Reiter, 2002). This task design
thus has a proven empirical foundation as an index of reading ease and efficiency in international study
contexts. Task 1 in Appendix B shows a sample item taken from the PIAAC Reading Components task.
109. While it may be possible in future cycles of PISA to use log-file data based on complex reading
literacy tasks as the sole source for measuring ease and efficiency, this option is not recommended for the
current cycle. In order to ensure that students complete tasks under conditions that yield a valid indicator of
efficiency, the design and instructions accompanying the task should target the desired construct. The texts
need to be simple and short in order to maximize reading efficiency versus strategic or compensatory
processes. In addition, the task demands should take minimal reasoning so as to not confound individual
differences in decision time with basic reading rate information. It will therefore be difficult to ensure that
the reading rates and accuracy observed in tasks that were designed for different measurement purposes
that are executed by students under these constraints. The more complex the task, the more likely that
students will deploy strategic or compensatory processes that interfere with measuring ease and efficiency
of basic understanding.
110. Thus, it is recommended that the log files from this cycle be analysed to evaluate whether there
are indicators within the new PISA Reading Literacy task set that are strongly correlated with the sentence
level efficiency task proposed. The probability is low that there is sufficient valid evidence in the field test
log files – essentially psychometric equivalence with the sentence task – from initial item trials of the new
reading literacy tasks. On the other hand, such log file correlational evidence would serve as cross-
validation evidence for the ease and efficiency task.
Assessing students' reading motivation, reading practices and awareness of reading strategies
111. Since PISA 2000, the importance of motivational attributes of the reader (such as their attitude
toward reading) and of their reading practices (e.g. the readers’ factors in Figure 1) has been highlighted in
the reading literacy framework; accordingly, items and scales have been developed to measure these
important constructs in the student questionnaire. It is important to note that reading motivation and
reading strategies may vary as a function of the contexts and types of texts considered. Therefore,
questionnaire items assessing motivation and strategies should refer to a range of situations that represent
students' practices. In addition to increased theoretical relevance, items referring to more specific and
concrete situations are known to decrease the risk of response bias that may come with ratings and self-
reports.
Intrinsic motivation and interest in reading
112. “While motivation refers to goals, values, beliefs in a given area, such as reading, engagement
refers to behavioural displays of effort, time, and persistence in attaining desired outcomes” (Klauda &
Guthrie, 2015, p. 240). Reading engagement, motivation and practices have been shown in a number of
studies to be strongly linked with reading proficiency (Becker, McElvany, & Kortenbruck, 2010; Guthrie,
Wigfield, Metsala, & Cox, 2004; Klauda & Guthrie, 2014; Mol & Bus, 2011; Morgan & Fuchs, 2007;
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Pfost, Dörfler, & Artelt, 2013; Schaffner, Philipp, & Schiefele, 2014; Schiefele, Schaffner, Möller, &
Wiegfield, 2012). In PISA 2000, engagement in reading (comprising interest, intrinsic motivation,
avoidance and practices) were strongly correlated with reading proficiency, stronger even than the
association between reading literacy and socio-economic status (OECD, 2002; 2010a). In other studies,
reading engagement has been shown to explain reading achievement more than any other variable besides
previous reading achievement (Guthrie & Wigfield, 2000). Critically, perseverance as a characteristic of
engagement has also been linked to successful learning and achievement outside of school (Heckman &
Kautz, 2012). Thus, motivation and engagement are powerful variables and levers on which one can act in
order to enhance reading proficiency and reduce gaps between groups of students.
113. In previous PISA cycles in which reading literacy was the major domain (PISA 2000 and PISA
2009), the main motivational construct investigated was interest in reading and intrinsic motivation. The
scale measuring interest and intrinsic motivation also captured reading avoidance, which is lack of interest
or motivation and has shown strong associations with achievement especially among struggling readers
(Klauda & Guthrie, 2015; Legault, & al., 2006). For PISA 2018, in accordance with what was done in
other domains, two other prominent motivational constructs will be investigated as part of the PISA
questionnaire, namely self-efficacy, the individual’s perceived capacity of doing specific tasks, and self-
concept, the individual’s own perceived abilities related to a domain.
Reading practices
114. Beside motivation, reading practices have previously been measured as the self-reported
frequencies of reading different types of texts in various media, including online reading. In PISA 2018,
the list of online reading practices scales will be updated and extended in order to take into account
emerging practices (e.g. e-books, online search, short messaging and social networking).
Awareness of reading strategies
115. Metacognition, an individual’s ability to think about and control his or her reading and
comprehension strategies, has both a significant correlation with reading proficiency and is responsive to
teaching and learning. A number of studies have found an association between reading proficiency and
metacognitive strategies (Artelt, Schiefele, & Schneider, 2001; Brown, Palincsar, & Armbruster, 1984).
Explicit or formal instruction of reading strategies leads to an improvement in text understanding and
information use (Cantrell et al., 2010). More specifically, it is assumed that the reader becomes
independent of the teacher after these strategies have been acquired and are applied without much effort.
By using these strategies, the reader can effectively interact with the text by conceiving reading as a
problem-solving task that requires the use of strategic thinking and by thinking strategically about solving
reading comprehension problems. In previous PISA cycles, engagement and metacognition proved to be
robust predictors of reading achievement, mediators of gender or socioeconomic status (OECD, 2010, b
vol. III) and also potential levers to reduce achievement gaps. In the questionnaire framework, the
measures of these motivational, metacognition and reader practices are updated and extended in order to
take into account the recent and emerging practices (e.g. e-books, online search, social networking) as well
as to better cover measurement of teaching practices and classroom support that support reading growth.
116. Skilled reading requires students to employ strategies in order to make the best use of text given
their purposes and goals. For instance, students must know when it is appropriate to scan a passage or
when the task requires the sustained and complete reading of the passage. In PISA 2009, information about
reading strategies was collected. Two reading scenarios were presented to students. In the first scenario,
students were asked to evaluate the effectiveness of different reading and text comprehension strategies to
reach the goal of summarising information; in the second, students had to evaluate the effectiveness of
other strategies for understanding and remembering a text). For PISA 2018, in accordance with the new
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frame of reading processes (see Figure 2), information will also be collected about reading strategies
specifically linked to the goal of “assessing the quality and credibility of sources”, which is particularly
prominent in digital reading and when confronted with multiple texts.
Teaching practices and classroom support for reading growth and engagement
117. There is strong research evidence showing that classroom practices, such as the direct teaching of
reading strategies, contribute to growth in reading skill (Pressley, 2000; Rosenshine & Meister, 1997;
Waters & Schneider, 2010). In addition, teachers’ scaffolding and support for autonomy, competence and
ownership improve students’ reading proficiency, awareness of strategies, and engagement in reading
(Guthrie, Ho, & Klauda, 2013; Guthrie, Wigfield, & You, 2012). While in most educational systems,
reading is no longer taught as a subject matter to 15-year-old students in the same way as are mathematics
and science, some reading instruction may be explicitly or incidentally given in language lessons and in
other disciplines (e.g. social science, science, foreign languages, civic education, ICT). Yet the dispersed
nature of reading instruction represents a challenge for articulating questions that capture the classroom
practices and opportunities to learn to which students may be exposed. Despite these challenges, it is
thought extremely important to capture through the student questionnaire the relevant instructional
processes – opportunity-to-learn and teaching practices – that might support the development of students’
reading skills, practices and motivation.
Considerations for adaptive testing
118. The deployment of computer-based assessment in PISA creates the opportunity to implement
adaptive testing. Adaptive testing enables higher levels of measurement precision using fewer items per
individual student. This is accomplished by targeting more items that are aligned to the ability range of
students at different points in the ability distribution.
119. Adaptive testing has the potential to increase the resolution and sensitivity of the assessment,
most particularly at the lower end of the distribution of student performance. For example, students who
perform low on items that assess their ease and efficiency of reading (e.g. reading fluency) will likely
struggle on highly complex multiple text items. Thus, there would be benefit in providing additional lower-
level texts for those students to better assess specific aspects of their comprehension.
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REPORTING PROFICIENCY IN READING
Reporting scales
120. PISA reports students’ results in terms of proficiency scales that are interpretable in educational
policy terms. In PISA 2000, when reading was the major domain, the results of the reading literacy
assessment were first summarised on a single composite reading literacy scale having a mean of 500 and a
standard deviation of 100. In addition to the composite scale, student performance was also represented on
five subscales: three process (aspect) subscales (retrieving information, interpreting texts, and reflection
and evaluation) and two text format subscales (continuous and non-continuous) (OECD, 2002). These five
subscales made it possible to compare mean scores and distributions among subgroups and countries by
various components of the reading literacy construct. Although there is a high correlation between these
subscales, reporting results on each subscale revealed interesting deviations among the participating
countries. Where such deviations occur, they can be examined and linked to the curriculum and teaching
methodology used. In some countries, the important question may be how to teach the current curriculum
better. In others, the question may be not only how to teach but also what to teach. In PISA 2009, reading
was again the major domain. A reporting scheme including subscales as well as a composite scale
was used.
121. In both PISA 2003 and 2006, and 2012 when reading was a minor domain, and fewer reading
items were administered to participating students, a single reading literacy trend scale was reported based
upon the overall composite scale (OECD, 2004, 2007, 2014). In 2018 reading is the major domain, and
reporting on subscales is again possible.
122. For PISA 2018, the reporting subscales will be (see also Table 1):
a) Locate information, which is composed of tasks that require students to search and select relevant
texts, and access relevant information within texts.
b) Understand, which is composed of tasks that require students to represent the explicit meaning of
texts as well as integrate information and generate inferences.
c) Evaluate and reflect, which is composed of tasks that require the student to assess the quality and
credibility of information, reflect on the content and form of a text and detect and handle conflict
within and across texts.
123. As described above, a separate subscore for reading fluency can also be provided as a measure of
students’ ease and efficiency of reading. This subscore will not be reported on the PISA scale, but can be
used to help interpreting student’s performance.
Interpreting and using the scales
124. Just as students can be ordered from the least proficient to the highly skilled on a single scale,
reading literacy tasks are arranged along a scale that indicates progressively the level of difficulty for
students and the level of skill required to answer each item correctly. By comparing the position of
students and items on these scales, we can summarise both the proficiency of a person in terms of his or
her ability and the complexity of an item in terms of its difficulty.
125. Reading literacy tasks used in PISA vary widely in situation, text format and task requirements,
and they also vary in difficulty. This range is captured through what is known as an item map. The item
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map provides a visual representation of the reading literacy skills demonstrated by students at different
points along the scale.
126. Tasks at the lower end of the reading scale and subscales differ from those at the higher end.
Difficulty is in part determined by the length, structure and complexity of the text itself. However, while
the structure of a text contributes to the difficulty of an item, what the reader has to do with that text, as
defined by the question or instruction, interacts with the text and affects the overall difficulty. A number of
variables that can influence the difficulty of any reading literacy task have been identified, including the
complexity and sophistication of the mental processes integral to the aspect of the task (retrieving,
interpreting or reflecting), the amount of information to be assimilated by the reader and the familiarity or
specificity of the knowledge that the reader must draw on both from within and from outside the text.
Defining levels of reading literacy proficiency
127. In an attempt to capture this progression of complexity and difficulty in PISA 2000, the
composite reading literacy scale and each of the subscales were divided into six levels (Below level 1, 1, 2,
3, 4, 5). These levels as they were defined for PISA 2000 were kept for the composite scale used to
measure trends in PISA 2009 and 2015. However, newly constructed items helped to improve descriptions
of the existing levels of performance and to furnish descriptions of levels of performance above and below
those established in PISA 2000. Thus, the scales were extended to level 6, and level 1b was introduced at
the bottom of the scale (OECD, 2012).
128. The levels provide a useful way to explore the progression of reading literacy demands within the
composite scale and each subscale. The scale summarises both the proficiency of a person in terms of his
or her ability and the complexity of an item in terms of its difficulty. The mapping of students and items on
one scale represents the idea that students are more likely to be able to successfully complete tasks mapped
at the same level on the scale (or lower), and less likely to be able to successfully complete tasks mapped at
a higher level on the scale.
129. As an example, the reading proficiency scale for the PISA 2012 study is represented in Table 4.
The left-hand column shows the level number, the lower score limit, and the percentage of students who
are able to perform tasks at each level or above (OECD average). The right-hand column describes what
students can do at each level (adapted from OECD, 2013).
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Table 4. An overview of reading proficiency levels as they were described in the PISA 2012 study
Level What Students Can Do

Readers at level 6 typically can make multiple inferences, comparisons and contrasts that are both detailed and
6 precise. They demonstrate a full and detailed understanding of one or more texts and may integrate information from
698 more than one text. Tasks may require the reader to deal with unfamiliar ideas, in the presence of prominent
1.1% competing information, and to generate abstract categories for interpretations. Students can hypothesise about or
critically evaluate a complex text on an unfamiliar topic, taking into account multiple criteria or perspectives, and
applying sophisticated understandings from beyond the text. A salient condition for access and retrieve tasks at this
level is precision of analysis and fine attention to detail that is inconspicuous in the texts.
At level 5, readers can locate and organise several pieces of deeply embedded information, inferring which
5 information in the text is relevant. Reflective tasks require critical evaluation or hypothesis, drawing on specialised
626 knowledge. Both interpretative and reflective tasks require a full and detailed understanding of a text whose content
8.4% or form is unfamiliar. For all aspects of reading, tasks at this level typically involve dealing with concepts that are
contrary to expectations.
At level 4, readers can locate and organise several pieces of embedded information. They can also interpret the
4 meaning of nuances of language in a section of text by taking into account the text as a whole. In other interpretative
553 tasks, students demonstrate understanding and application of categories in an unfamiliar context. In addition,
29.5% students at this level can use formal or public knowledge to hypothesise about or critically evaluate a text. Readers
must demonstrate an accurate understanding of long or complex texts whose content or form may be unfamiliar.
Readers at level 3 can locate, and in some cases recognise the relationship between, several pieces of information
3 that must meet multiple conditions. They can also integrate several parts of a text in order to identify a main idea,
480 understand a relationship or construe the meaning of a word or phrase. They need to take into account many
58.6% features in comparing, contrasting or categorising. Often the required information is not prominent or there is much
competing information; or there are other text obstacles, such as ideas that are contrary to expectation or negatively
worded. Reflective tasks at this level may require connections, comparisons, and explanations, or they may require
the reader to evaluate a feature of the text. Some reflective tasks require readers to demonstrate a fine
understanding of the text in relation to familiar, everyday knowledge. Other tasks do not require detailed text
comprehension but require the reader to draw on less common knowledge.
Readers at level 2 can locate one or more pieces of information, which may need to be inferred and may need to
2 meet several conditions. They can recognize the main idea in a text, understand relationships, or construe meaning
407 within a limited part of the text when the information is not prominent and the reader must make low-level inferences.
82.0% Tasks at this level may involve comparisons or contrasts based on a single feature in the text. Typical reflective tasks
at this level require readers to make a comparison or several connections between the text and outside knowledge,
by drawing on personal experience and attitudes.
Readers at level 1a can locate one or more independent pieces of explicitly stated information; they can recognise
1a the main theme or author’s purpose in a text about a familiar topic, or to make a simple connection between
335 information in the text and common, everyday knowledge. Typically the required information in the text is prominent
94.3% and there is little, if any, competing information. The student is explicitly directed to consider relevant factors in the
task and in the text.
Readers at level 1b can locate a single piece of explicitly stated information in a prominent position in a short,
1b syntactically simple text with a familiar context and text type, such as a narrative or a simple list. Texts in level 1b
262 tasks typically provide support to the reader, such as repetition of information, pictures or familiar symbols. There is
98.7% minimal competing information. Level 1b readers can interpret texts by making simple connections between adjacent
pieces of information.
130. Given that the top of the reading literacy scale currently has no bounds, there is arguably some
uncertainty about the upper limits of proficiency of extremely high performing students. However such
students are likely to be capable of performing tasks characterised by the highest level of proficiency. For
students who are at the bottom end of the reading literacy scale, there is a greater issue. Although it is
possible to measure the reading proficiency of students performing below Level 1, at this stage their
proficiency cannot be described. The independent measure of reading ease and efficiency, however, may
provide additional information about those students performing below Level 1. In developing new material
for PISA 2018, an effort should be made to design items that measure reading skills and understandings
located at or below the current Level 1.
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APPENDIX A. MAIN CHANGES IN THE READING FRAMEWORK, 2000-2015.
2000 2009 2015

TEXT
Format Continuous, Non- Same as 2000, plus Same as 2009
continuous, Mixed Multiple
Type Argumentation, Same as 2000, plus Same as 2009
Description, Exposition, “Transactional”
Narration, Instruction
Environment N/A Authored, N/A

Message-based
Medium N/A Print, Electronic N/A
Space N/A N/A Fixed, Dynamic
SITUATIONS Educational, Personal, Same as 2000 Same as 2000

Professional, Public
ASPECT Access and retrieve Same as 2000, plus Same as 2000
Integrate and interpret “complex”
Reflect and evaluate
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APPENDIX B. SAMPLE TASKS
Task 1. Sample of a reading ease and efficiency task.
This task is adapted from PISA 2012 and PIAAC’s Reading Components and would be a timed task
requiring the student to also read and select words to ensure comprehension.
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Tasks 2-4. Sample scenario with three embedded tasks.
In this scenario, students are asked to read three sources: a blog post, the comments section that
follows and an article that is referenced by one of the commenters. The articles and comments all discuss
space exploration now and in the future. Students are asked to answer several questions that assess
different reading processes.
Task 2. Scan and locate (single text).
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Task 3: Multiple text inference
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Task 4. Evaluate and reflect.
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45
EDU/PISA/GB(2015)21
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52
HEBAT Bacaan BI
Unit 1
UNIT
`
1
MOVIE TIME! NIGHT AT THE MUSEUM
What benefits can you

gain from watching
movies?
These are pictures from Have you ever been to Would you recommend
a movie. What do you a museum? this movie to your
think the movie is friends? Give reasons for
about? your answer.
What can you find in a
museum?
1
HEBAT Bacaan BI
Unit 1
TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL
BY THE END OF i. Read and find similarities between two texts.

THE LESSON, ii. Complete mind map with important values found in a passage.
STUDENTS CAN: iii. Give opinions about the movie.
Reading Strategy: KWLH

LOTS: Understanding
STRATEGIES/
HOTS: Analysing
APPROACHES
Evaluating
st
21 Century Learning
VALUES Courage
Computer
LEARNING/
Speakers
TEACHING AIDS
Picture
SITUATION Personal
TEXT FORMAT Single ,Continuous & Non Continuous
TEXT TYPE Descriptive
COGNITIVE Scan and locate
PROCESS Integrate and generate inferences
*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies
**refer to 21st Century Learning: Cooperative Learning Structures
***refer to Guide to Using HOTS in a Reading Classroom
2
HEBAT Bacaan BI
Unit 1
STRATEGIES/
SUGGESTED ACTIVITIES
APPROACHES
STEP 1 LOTS:
Understanding
a. Students read the synopsis (TEXT 1) and watch a
trailer from the movie. HOTS:
Analysing
https://www.youtube.com/watch?v=WeBy3_xqYtM Evaluating
b. Students fill in KWLH* sheet (WORKSHEET 1). Reading Strategy :

KWLH
STEP 2
HOTS:
a. Students read the movie reviews from a parent and a
Analysing
teenager (TEXT 2).
b. In groups, students fill in the Table Cloth** with

21st Century
opinions about the movie trailer (WORKSHEET 2).
Learning:
Table Cloth
c. Students share their answers and identify the
similarities in their opinions.
STEP 3
a. Assuming students have watched the movie, teacher HOTS:

poses questions for students to answer Evaluating
(WORKSHEET 3).
21st Century
b. Students write their responses in an Exit Card ** Learning:
(PICTURE 1). Exit Card
3
HEBAT Bacaan BI
Unit 1
TEXT 1
Synopsis
WORKSHEET 1
KWLH CHART
How are you
Know Want to know Have Learned going to learn
better/more?
4
HEBAT Bacaan BI
Unit 1
TEXT 2
5
HEBAT Bacaan BI
Unit 1
WORKSHEET 2
WORKSHEET 3
1. What is your favourite scene in the movie? Give

reason/s for your choice.
2. Which line or dialogue from the movie left an
impact on you?
3. Who is your favourite character? Explain why.
4. If you were given the opportunity to edit any parts
of the movie (intro, climax, ending), which event
would you want to change? How would you change
it?
5. What do you predict will happen in the sequel?
6
HEBAT Bacaan BI
Unit 1
PICTURE 1
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
7
HEBAT Bacaan BI
Unit 1
TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL
BY THE END i. Compare and contrast between fact and opinion and write
OF THE sentences to demonstrate the differences.
LESSON,
STUDENTS ii. Give short response orally or in writing to questions about facts
CAN: and opinions.
Reading Strategy: SQ3R

LOTS: Understanding
STRATEGIES/ HOTS: Analysing
APPROACHES Applying
21st Century Learning
i-THINK
VALUES Respect
LEARNING/ Movie synopsis

TEACHING Picture
AIDS Worksheet
SITUATION Personal
TEXT FORMAT Single Continuous
TEXT TYPE Description
COGNITIVE Represent literal and gist meaning
PROCESS
8
HEBAT Bacaan BI
Unit 1
STRATEGIES/
ACTIVITIES
APPROACHES
STEP 1
a. Discuss: LOTS:
Understanding
(i) Definitions and examples of facts and opinions
(PICTURE 1). HOTS:
Analysing
(ii) Find similarities or differences between facts and
opinions using the Double Bubble Map*** i-THINK:
(PICTURE 2). Double Bubble Map
STEP 2
a. In pairs, students read a synopsis about the movie HOTS:
(TEXT 1). Analysing
b. Students use SQ3R* (Survey, Question, Read, Reading Strategy:

Record, Review) method to guide understanding and SQ3R
answer questions (WORKSHEET 1).
c. Students present and justify their answers.
STEP 3
a. Prepare two separate columns ‘Facts’ and ‘Opinions’ HOTS:

on the whiteboard. Applying
b. On a piece of paper, students write down a

statement about a movie that they have watched.
eg. The first ‘Star Wars’ movie was produced in 1981 21st Century
Learning :
c. In a Gallery Walk** session, students paste their Gallery Walk
statements in the ‘Facts’ or ‘Opinions’ column
accordingly. Students view, discuss and reflect.
9
HEBAT Bacaan BI
Unit 1
PICTURE 1
10
HEBAT Bacaan BI
Unit 1
PICTURE 2
SIMILARITIES
DIFFERENCES
DIFFERENCES
11
HEBAT Bacaan BI
Unit 1
TEXT 1
Below is a synopsis of the movie ’Night at the Museum’. Study the synopsis and answer the
questions that follow.
WORKSHEET 1
Wild: uncontrolled or
unrestrained, especially in
pursuit of pleasure.
QUESTIONS
(a) (i) Do you think the word ‘wild’ is a

suitable word to represent the movie?
Give reasons for your answer.
(b) (i) Who is the director of the movie? (ii) Is this comment ‘wild’ a fact or an
opinion from the writer?
(ii) Do you think the sentence naming the director is a fact or an

opinion?
12
(c)
(i) Do you think these words
‘heavy
HEBAT Bacaan
(‘kind-hearted’, BI heart’,
Unit
and ‘lowly’) affect how1 the
readers see the night guard?
Give reasons for your answer.
(ii) Do these words turn the

sentences into facts or
opinions?
(e) Can you list down some facts and opinions from the excerpt below?
Facts Opinions
(d) Can you state one fact present in the last sentence in the above excerpt?
13
HEBAT Bacaan BI
Unit 1
TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL

BY THE END
OF LESSON, i. Identify meaning of reading text by asking questions.
STUDENTS ii. Infer correctly based on contextual clues in a text.
CAN:
Reading Strategy: QAR
LOTS: Understanding
HOTS: Applying
EDUCATIONAL
Analysing
EMPHASES
Evaluating
i-THINK
VALUES Patriotism
LEARNING/ Movie reviews
TEACHING
Worksheet
AIDS
SITUATION Personal
TEXT FORMAT Multiple, Non Continuous
TEXT TYPE Argumentation
COGNITIVE Integrate and generate inferences
PROCESS
14
HEBAT Bacaan BI
Unit 1
STRATEGIES/
ACTIVITIES
APPROACHES
STEP 1
a. Discuss:
(i) definition, features and characteristics of inferring LOTS:
using a Bubble Map*** (PICTURE 1). Understanding
(ii) table on differences between inferring and giving i-THINK:

opinions (PICTURE 2). Bubble Map
STEP 2
a. In groups, students read the reviews about the movie Reading

(WORKSHEET 1). strategy:
QAR
b. Students may use QAR* (Question Answer
Relationship) method to guide understanding.
21st Century
c. Each group chooses a question from one of the boxes Learning
to answer.
d. Students present and justify their answers. HOTS:

Analysing
STEP 3
a. In groups, students write short comments about the HOTS:
movie ‘Night at the Museum’. Applying
Evaluating
b. Students present their comments for the class to
guess or infer the intended meaning of the comment.
15
HEBAT Bacaan BI
Unit 1
PICTURE 1
PICTURE 2
Differences between Inferring, Making Predictions and Giving Opinions

INFERRING GIVING OPINIONS
-Drawing logical conclusions from given data - Making or giving viewpoints
-Combining clues, evidence, and background -Giving a personal view from clues and
knowledge to form a theory. evidence
- Implicit analysis based on evidence and clues - Statement that a person believes to be
true but cannot be measured against an
objective standard
Example: Example:
Jameela saw cookie crumbs on the floor and Jenny is a girl with blue eyes and blonde
chocolate around her son’s mouth. hair.
Jameela can infer that her son ate the cookies. Jenny is pretty/Jenny is ugly.
16
HEBAT Bacaan BI
Unit 1
WORKSHEET 1
How does this watching guide

help parents?
If you have watched this movie,

would you change any part of
the watching guide?
Based on the review, does the

writer like or dislike the movie?
What justification does the
writer give for his/ her
preference?
What actual reason does the

writer give for not liking the
movie?
After reading his/ her comment From the context, guess the
here, what does this writer think meaning of the word ‘iffy’.
of the movie?
17
HEBAT Bacaan BI
Unit 1
ASSESSMENT PROJECT
In the movie ’Night at the Museum’, various museum exhibits come to life when the
sun sets because of the Tablet of Akhmenrah. This can be a great opportunity for
students not only to learn about the language and the values, but also the history of
various cultures around the world.
STRATEGIES/
ACTIVITIES
APPROACHES
STEP 1
a. Recall and reflect on all the characters in the movie
’Night at the Museum’. Action Oriented
Task
b. Explain to students that they are to come up with a
project entitled ’Night at the Museum: Asian Edition’.
* Teachers can do this as a whole class project or divide

class into two large groups.
STEP 2
a. Have students consider these questions in their 21st Century
discussions for the project: Learning
 Which historical figures would they choose?

 What would be the reasons for those figures as their
choice of exhibits?
 What could the visitors learn from the figures when
they visit the museum?
 Would there be conflict among the exhibits if they
were to come to life like in the movies?
 If there are problems, what would be suitable HOTS:
measures taken to solve/handle those problems? Creating
* Encourage students to discuss other considerations

about the project besides the questions above.
b. Have students consider how they are going to arrange

the exhibits in the museum.
STEP 3
a. Students present their answers.
HOTS:
* Other groups are welcome to give comments and Applying
opinions (if there is more than one group).
b. Student carry out assessment project according to

time frame given by teacher.
18
HEBAT Bacaan BI
Unit 1
19
HEBAT Bacaan BI
Unit 2
UNIT 2
PANDEMIC
What do Nowadays,
What are Are all disease can What
Malaria,
spread very measures
these diseases HIV, SARS,
quickly can be
frightening dangerous EBOLA and
around the taken to
pictures to human ZIKA have
world. control an
about? existence? in
outbreak?
common? Why?
20
HEBAT Bacaan BI
Unit 2
BY THE END OF
i. Identify diseases related to mosquitoes.
LESSON,
ii. Answer comprehension questions based on Zika Virus.
STUDENTS
iii. List preventive steps to prevent the spread of Zika Virus.
CAN:
iv. Create a flyer
Reading Strategy: Skim and Scan

LOTS: Understanding
HOTS: Analysing
STRATEGIES/
Applying
APPROACHES
Creating
st
21 Century Learning
i-THINK
Values Physical Cleanliness
LEARNING/ Infographic
TEACHING AIDS Poster
SITUATION Public
TEXT FORMAT Single
PROCESS
21
HEBAT Bacaan BI
Unit 2
STRATEGIES/
ACTIVITIES
APPROACHES
STEP 1
LOTS:
a. Students are shown an image of a mosquito Understanding
(PICTURE 1).
b. Students list mosquito-borne diseases they are i-THINK:

familiar with and present it using a Bubble Map*** Bubble Map
(WORKSHEET 1).
STEP 2 LOTS:
Understanding
a. Students read TEXT 1 and answer the questions in
WORKSHEET 2- Skim & Scan*.
Reading Strategy:
c. In groups, students discuss answers for
Skim & Scan
WORKSHEET 2.
STEP 3
a. Students study the diagram and discuss the HOTS:

main ideas (PICTURE 2). Applying
Analysing
b. In pairs, students list preventive measures taken to
Creating
avoid being affected by the Zika virus
(WORKSHEET 3 - TASK 1).
c. Students create a simple flyer from the list prepared 21st Century
(WORKSHEET 3 - TASK 2). Learning:
Collaboration
22
HEBAT Bacaan BI
Unit 2
PICTURE 1
23
HEBAT Bacaan BI
Unit 2
TEXT 1
http://i.cfr.org
24
HEBAT Bacaan BI
Unit 2
WORKSHEET 1
Complete the Bubble Map below.
Mosquito
- borne
diseases
25
HEBAT Bacaan BI
Unit 2
WORKSHEET 2
Questions Answers
1. Who were the scientists that first identified the

Zika Virus?
2. Where were the Zika virus cases observed

between 1977 to 1978?
3. What were the main causes for the spread of

the Zika virus in the Americas between 2015
and 2016?
4. When was the Zika Virus confirmed to be the

cause of an outbreak of a dengue-like
disease?
5. In 1978, there were few Zika virus cases in

Indonesia. Why do you think there was no
action taken to check further development of
the disease?
6. How did the Zika virus reach Brazil in 2014?
7. In your own words, state one way to prevent

the spread of the Zika virus.
26
HEBAT Bacaan BI
Unit 2
PICTURE 2
Study the diagram below carefully.
27
HEBAT Bacaan BI
Unit 2
WORKSHEET 3
TASK 1
Find the 10 words taken from Text 2.
ZIKA VIRUS
C B A Q Q P Q G S Y G D M W Q
A H G E O R N L P Y G R O L E
D K W Z M I Y R G J C C S X A
G E F T D O E T J I O R Q Y O
S W T E K V C S I C V B U S Y
P Q E C E T F Y N S E W I G T
W R T N E L L E P E R N T N T
B F T J M T S Z L E W L O I J
Q E Z E N P O C B C M Q E H S
D G Y V M T Y R R N A T S T O
S Y M P T O M S P E G Q N O D
C T D J E H Q C D T E R O L J
D F D I L V O E F O J N O C Q
G U G B R W S G O B G V X R I
U V D V Y J P L N W R N G W K
TASK 2
Using the information in the infographic, list the preventive measures.
Preventive measures
1
28
HEBAT Bacaan BI
Unit 2
TASK 3
Based on the measures that you have listed, create a simple flyer on the preventive
measures of Zika Virus.
Cover page Preventive Measures

(Title) 1. Acknowledgement
- Name of disease 2. Images
- Image of disease
- Simple description 3. Hopes/ tips/ advice
of disease
* This is a sample flyer layout to guide students.
29
HEBAT Bacaan BI
Unit 2

BY THE END OF
LESSON, ii. Identify main ideas in a text.
STUDENTS ii. Compose an email.
CAN:
LOTS: Remembering
STRATEGIES/
Understanding
APPROACHES
HOTS: Applying
VALUES Public Spiritedness
Word Cloud
LEARNING/
Brochure
TEACHING AIDS
Graphic Organiser
SITUATION Public
TEXT FORMAT Single
PROCESS Represent literal and gist meaning
30
HEBAT Bacaan BI
Unit 2
STRATEGIES/
ACTIVITIES
APPROACHES
STEP 1
a. Students view PICTURE 1 and look at various words LOTS:

relating to Zika virus.
Remembering
b. Students write down the words they can remember
within 3 minutes. Memory and
Observation
c. Students view PICTURE 1 again to check the number
of correct answers. Kim’s Game
STEP 2
a. In groups, students are given brochure strips; one for Reading Strategy:
each group (TEXT 1). Skim & Scan
LOTS
b. In groups, students discuss and identify the main
Understanding
ideas from the strip (TEXT 1).
Thinking Tools:
c. Students read aloud and present the main ideas while Graphic Organiser
others give feedback (Carousel Feedback)**.
21st Century Learning:
d. Students jot down the main ideas from other groups Carousel Feedback
and complete a Graphic Organiser*** Presentation
(WORKSHEET 1)
STEP 3
a. Using the information in WORKSHEET 1, students HOTS:

compose an email to a friend providing information
Applying
on Zika virus (WORKSHEET 2).
31
HEBAT Bacaan BI
Unit 2
PICTURE 1
32
HEBAT Bacaan BI
Unit 2
TEXT 1
Note: Teachers are required to cut the brochure into 4 strips before distributing
to the groups.
33
HEBAT Bacaan BI
Unit 2
WORKSHEET 1
Using the information gathered on Zika virus, complete the following graphic organiser.
Symptoms:
a) ___________________
b) ___________________
Prevention using the 4Ds: c) ___________________
r) ___________________ d) ___________________
s) ___________________ e) ___________________
t) ___________________ f) ____________________
u) ___________________
Treatment for symptoms:

g) _____________________________
ZIKA VIRUS h) _____________________________

i) ______________________________
j) ______________________________
Tools used in IMM program:

l) _________________________
m) ________________________
n) ________________________ Preventive measure to be taken by
o) ________________________ victims:
p) ________________________ k) ____________________
q) ________________________ g) ____________________
34
HEBAT Bacaan BI
Unit 2
WORKSHEET 2
1. Imagine that your friend’s area is affected by the Zika virus.

2. Send an email to him/her to provide information about the symptoms and precautions
to be taken.
35
HEBAT Bacaan BI
Unit 2

BY THE END
OF LESSON, i. Make judgement and give justification on information in a text.
STUDENTS ii. Debate on a motion given.
CAN:
Reading Strategy: ACID

STRATEGIES/ LOTS: Understanding
APPROACHES HOTS: Analysing & Evaluating
VALUES Awareness
LEARNING/ Worksheet
TEACHING
AIDS
SITUATION Public
TEXT FORMAT Multiple
TEXT TYPE Expository
PROCESS
36
HEBAT Bacaan BI
Unit 2
STRATEGIES/
ACTIVITIES
APPROACHES
STEP 1
a. Students discuss the quote below in a Round Table** LOTS:

activity:
Understanding
“There are those who say: ‘The First World War was
chemical; the Second World War was nuclear; and
that the Third World War – God forbid – will be 21st Century
biological.” Learning:
Round Table
STEP 2
HOTS:
a. Students read TEXT 1 and TEXT 2. Analysing
Evaluating
b. Students indicate their opinions by marking specific
statements using the ACID* table in WORKSHEET 1 Reading Strategy :
and WORKSHEET 2. ACID
c. In groups, students share their opinions about the

statements in TEXT 1 and TEXT 2- in a Think-Pair- 21st Century
Share** activity. Learning:
Think-Pair-Share
STEP 3
a. Students participate in a “Mini Parliament” activity HOTS:

on the motion given in WORKSHEET 3.
Analysing
Evaluating
21st Century
Learning:
Presentation
37
HEBAT Bacaan BI
Unit 2
TEXT 1
A Virus That Sure Sounds Like It Causes The Zombie

Apocalypse Is Spreading Across The Americas
BY DAVID COVUCCI 01.25.16
Friends, meet the Zika virus. Health officials
haven’t explicitly stated that it will cause people
infected with it to rise from their graves and hunt
down the living, spreading death and bringing
about a global catastrophe, but that said, it kinda
sounds like it will, per Rueters.
The mosquito-borne Zika virus, which has been

linked to brain damage in thousands of babies in
Brazil, is likely to spread to all countries in the Americas except for Canada and
Chile, the World Health Organization said on Monday.
Brazil’s Health Ministry said in November that Zika was linked to a fetal deformation
known as microcephaly, in which infants are born with smaller-than-usual brains.
Now, I’m not calling these babies zombie babies, because that would be insensitive,
but … I’m just saying. They could be zombie babies. Zombie babies that are going to
span the globe pretty soon. Because the Zika virus is already tearing across the
planet.
The clinical symptoms of Zika are usually mild and often similar to dengue, a fever
which is transmitted by the same Aedes aegypti mosquito, leading to fears that Zika
will spread into all parts of the world where dengue is commonplace.
Zika’s rapid spread, to 21 countries and territories in the Americas since May 2015,
is due to the prevalence of Aedes aegypti and a lack of immunity among the
population, the WHO said in a statement.
“We’ve got nothing to stop its spread.”
“We’ve got no drugs and we’ve got no vaccines. It’s a case of deja vu because that’s
exactly what we were saying with Ebola,” said Trudie Lang, a professor of global
health at the University of Oxford. “It’s really important to develop a vaccine as
quickly as possible.”
Ahhh. A deja vu of Ebola. That’s exactly what we all want to hear. That said, it’s not
that much of a concern to Bros, but it can be devastating to pregnant women.
From The BBC:
But the biggest concern is the potential impact on babies developing in the womb.
There have been around 3,500 reported cases of microcephaly – babies born with
tiny brains – in Brazil alone since October. Colombia, Ecuador, El Salvador and
Jamaica last week recommended women delay pregnancies until more was known
about the virus. Again, I don’t want to say it’s because officials are afraid of zombie
babies.
http://brobible.com/life/article/zika-virus-zombie-apocalypse-maayybe/
38
HEBAT Bacaan BI
Unit 2
TEXT 2
By Jonathan Hepburn
Updated 25 Jan 2016, 1:23pm
Zombies show how unprepared we are

for a serious pandemic
Although these studies appear frivolous, they have a serious message.
In a post on her science blog Aetiology, Dr Smith explained that she had frequently used the
attention paid to zombies to talk about infectious diseases with children and other audiences.
Although no one really expects a zombie outbreak, Dr Smith wrote, we have recently seen
new diseases including MERS, Zika virus, Chikungunya, Hendra, Nipah and pandemic
influenza as well as H5N1 and SARS.
“It's way more fun for the average person to shoot the shit about zombies than
to have a more serious discussion.”
Dr Tara Smith
The Ebola virus is still present in Guinea and Liberia more than a year after the first outbreak,
and the World Health Organisation has admitted failings in how it handled the crisis.
"And we are still unprepared for them when they become explosive, as Ebola did in 2014," Dr
Smith said.
The slow response to Ebola cost lives, "and that's for a virus that is not particularly easy to
transmit, as it's only spread late in the illness via direct contact with infected bodily fluids," she
added.
Dr Smith invites readers to imagine a zombie virus that is much more easily spread, "slowly
incubating in infected individuals as they move all over the globe. Definitely unprepared."
"Furthermore, even with our handful of cases in the US, we saw that the hype and
misinformation about Ebola was out of control," she said.
She said that using zombies gives researchers, public health officials, policy makers and
members of the public the ability to discuss the same serious issues the world would face in
any serious epidemic: coordination, funding, communication, training, and access to treatment
or prevention.
In her study, Dr Smith notes that zombie outbreaks are expensive and difficult to control, with
quarantine often failing or inadequate, which has parallels in real-life outbreaks and the legal
and ethical quandaries that arise.
"In short, it's way more fun for the average person to shoot the shit about zombies than to
have a more serious discussion about influenza, or Ebola, or whatever the infectious disease
du jour may be," she said.
WORKSHEET 1
Topics: infectious-diseases-other, offbeat, united-states
First posted 16 Dec 2015, 10:39pm
http://www.abc.net.au/news
39
HEBAT Bacaan BI
Unit 2
WORKSHEET 1
Task 1
Transfer the statements you have identified in Text 1 into the following table and give
reasons for your opinions.
ACID Statements Reasons
Agree
Confusing
Interesting
Disagree
40
HEBAT Bacaan BI
Unit 2
WORKSHEET 2
Transfer the statements you have identified in Text 2 into the following table and give
reasons for your opinions.
ACID Statements Reasons
Agree
Confusing
Interesting
Disagree
41
HEBAT Bacaan BI
Unit 2
WORKSHEET 3
In this activity, turn your class into a MINI PARLIAMENT. Divide your students into
three groups. Each group is given a scenario/situation related to the text that they
have read. They need to come up with their plans to cope with the issues given.
“THE MINI PARLIAMENT”
SITUATION 1
Suddenly a pandemic outbreak happens in your country. Your
scientists identified the Virus as EBOLA. A small village with a
population of 300 people were infected and have the potential to
spread the deadly virus to the whole nation. 121 villagers are
already dead. As the Prime Minister, what would be your actions ?
SITUATION 2
A survey was done in your country and it is revealed that
60% of your population are ignorant about the threats of a
pandemic. As the Prime Minister, what would be your
actions?
SITUATION 3
A neighbouring country is in trouble. The whole island is
being infected with SARS. Thousands of people have died.
Millions more are trying to flee the country. The President
of that country is begging you to help and open your
borders to his citizens. As the Prime Minister, what would
be your actions?
42
HEBAT Bacaan BI
Unit 2
ASSESSMENT PROJECT
A pandemic is a global outbreak of disease which causes devastating loss of lives around
the world. Therefore, the public should take the possibility of such a threat seriously. Hence,
it is vital for governments and NGOs to create awareness regarding diseases that could
erupt into a pandemic.
STRATEGIES/
ACTIVITIES
APPROACHES
STEP 1
a. Students pretend that they are scientists doing

research on highly contagious diseases.
Action Oriented Task
b. Students prepare a 10 minute multimedia
presentation to create awareness on one of the
pandemic diseases as assigned.
* Teachers can have the whole class do this project or

divide class into two large groups.
STEP 2
a. Have students consider these questions in their

discussion for the project:
 What is a pandemic?
 What would be the symptoms for the disease?
 How is it transmitted? HOTS:
 What would be the possible treatments? Creating
 How could we prevent the disease from
spreading?
 How do we find a cure to overcome the
pandemic?
 If there are problems, what would be suitable 21st Century Learning :
measures taken to solve or handle those ICT
problems?

about the disease besides the questions above.
43
HEBAT Bacaan BI
Unit 3
UNIT 3
BIOENERGY
What is How does nature help What can we do

bioenergy? to generate bioenergy? with bioenergy?
Why do we need Can you identify any

renewable energy alternative energy
resources? resources?
HEBAT Bacaan BI
Unit 3
BY THE END i. List words related to the topic (renewable energy).

OF THE ii. Scan and locate information to complete a brace-map.
LESSON, iii. Browse websites and extract information on the importance of
STUDENTS planting trees.
CAN:

LOTS: Remembering
STRATEGIES/ Understanding
APPROACHES HOTS: Analysing
i-THINK
VALUES Gratitude
LEARNING/ YouTube
TEACHING Worksheet
AIDS Websites
SITUATION Educational
TEXT FORMAT Single
TEXT TYPE Exposition
HEBAT Bacaan BI
Unit 3
ACTIVITIES STRATEGIES /
APPROACHES
STEP 1
a. Students view a Youtube video on Sources of

Energy. They write down a keyword from the LOTS:
video (SCREENSHOT 1) on a card and post it Remembering
on a Word Wall**. Understanding
https://www.youtube.com/watch?v=zaXBVYr9I
j0
b. In groups: 21st Century Learning:

i) students discuss the relevance of the Word Wall
words on the wall in a Round Table** activity. Round Table
ii) students choose 5 best words to describe
the video.
STEP 2
a. Students read the text about Biomass Reading Strategy:
(WORKSHEET 1). ACID
http://www.funkidslive.com/learn/energy-
sources/biomass-energy-source-fact-file-2/
b. In groups, students discuss the text by using HOTS:

ACID marks*. Analysing
c. Students complete the graphic organiser

(WORKSHEET 2) and present their findings to Thinking Tools:
the class. Graphic Organiser
STEP 3
a. In pairs, students browse the internet for

websites on the importance of planting trees. i-THINK:
Circle Map
b. Students complete the Circle Map*** on the
reasons why we need to plant trees
(WORKSHEET 3).
HEBAT Bacaan BI
Unit 3
SCREENSHOT 1
HEBAT Bacaan BI
Unit 3
WORKSHEET 1
A - Agree
C - Confusing
I - Interesting
D - Disagree
Biomass: Energy Source Fact File!
To help you get thinking about energy, we've got some great pages all
about it!
Here’s the need-to-know stuff about the energy source, biomass!

Description
All living things and organic matter are known as biomass. The energy
released from biomass when it is eaten, burnt or converted into fuels is
called biomass energy. This includes wood, wood waste, straw, manure,
sugar cane, and many other by-products.
Where can you find biomass?
Biomass can be found all around us.
How is it made into electricity?
Biomass can be burned to heat water and produce steam. This steam
propels the blades of a turbine. This is attached to a generator, which
produces electricity.
More to click...
 Curious facts about insulation
 Curious facts about solar power
 Curious facts about electricity
What are the advantages of using biomass?
 It is a renewable source of energy, which means that it will not run out as
long as it is replaced, for example by growing more crops or trees.
 Although carbon dioxide is released when biomass is burned, the plants
absorbed carbon dioxide when they were growing. So the only additional
carbon dioxide that is emitted is from farm machinery used in the process.
 It can use waste materials to produce electricity.
 It supports farmers because they can sell their crops for biomass fuel.
HEBAT Bacaan BI
Unit 3
What are the disadvantages of using biomass?
 Burning biomass does produce some carbon dioxide gas overall, which
contributes towards global warming, but in general it can be thought of as
almost carbon-neutral.
 Biomass production can encourage intensive farming and may contribute
towards deforestation if new trees are not planted.
 Growing and collecting the biomass can sometimes cause problems. It can
be heavy and may need to be transported long distances.
 If food crops are used for fuel this can make them more expensive to buy
as food.
HEBAT Bacaan BI
Unit 3
WORKSHEET 2
Based on information from the given websites, complete the brace-map

below.
Types of biomass
Advantages of
biomass energy
Biomass Energy
Disadvantages
of biomass
energy
HEBAT Bacaan BI
Unit 3
WORKSHEET 3
Brainstorm the reasons to plant more trees on Earth.
HEBAT Bacaan BI
Unit 3
BY THE END i. Generate 5 questions from the title, headings and sub-headings of
OF THE the article.
LESSON, ii. Locate relevant information using questions generated.
STUDENTS iii. Share information with peers.
CAN: iv. Present a summary of text read using key points gathered.

APPROACHES Evaluating
st
21 Century Learning
VALUES Gratitude
LEARNING/ Website
TEACHING
AIDS Worksheet
TEXT FORMAT Single
PROCESS Reflect on content and form

HEBAT Bacaan BI
Unit 3
APPROACHES
STEP 1
a. Discuss the heading of a few websites HOTS:

(PICTURE 1). Analysing
Evaluating
b. Discuss how to use the SQ3R* (PICTURE 2).
Reading Strategy:
SQ3R
STEP 2
a. Students browse the website (PICTURE 3). Reading Strategy:
SQ3R
http://www.eschooltoday.com/energy/renewab
le-energy/what-is-renewable-energy.html HOTS:
Analysing
b. Complete the SQ3R* chart (WORKSHEET 1). Evaluating
c. In pairs**, students compare their charts.

21st Century Learing:
Think – Pair – Share
STEP 3
a. Students complete the 'Review' section in HOTS:

WORKSHEET 1 by writing a summary. Evaluating
b. In groups, students present their summary.

HEBAT Bacaan BI
Unit 3
PICTURE 1
HEBAT Bacaan BI
Unit 3
PICTURE 2
Use the SQ3R method

HEBAT Bacaan BI
Unit 3
PICTURE 3
HEBAT Bacaan BI
Unit 3
WORKSHEET 1
Write down the titles, headings or subheadings.

___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Construct 5 questions based on the titles, headings or subheadings.

1. ______________________________________________
2. ______________________________________________
3. ______________________________________________
4. ______________________________________________
5. ______________________________________________
Answer the questions above.

1. ______________________________________________
2. ______________________________________________
3. ______________________________________________
4. ______________________________________________
5. ______________________________________________
Share what you have learned with your partner. (Oral)
Write a summary on Renewable Energy.

___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
_______________________________________________
HEBAT Bacaan BI
Unit 3
BY THE END i. Summarize information in a text.

OF THE ii. Identify the similarities and differences of renewable energy.
LESSON, iii. Evaluate and discuss renewable energy that is best for use in
STUDENTS Malaysia.
CAN:
Reading Strategy: PARApoint

HOTS: Analysing
STRATEGIES/
Evaluating
APPROACHES
st
21 Century Learning
i-THINK
VALUES Gratitude
LEARNING/ PARApoint diagram
TEACHING
Worksheet
AIDS
TEXT FORMAT Single
COGNITIVE Represent gist and literal meaning

HEBAT Bacaan BI
Unit 3
APPROACHES
STEP 1
a. Brainstorm the topic renewable energy i-THINK:
sources*** (WORKSHEET 1). Circle Map
STEP 2 Reading Strategy:

a. In groups, students read a text about a PARApoint
renewable energy. Each group is given a
different text (TEXT 1 - 3). Students do a
Jigsaw Reading** activity. HOTS:
Analysing
b. Each student makes short notes based on the Evaluating
PARApoint* criteria. (PICTURE 1)
c. The groups exchange texts and repeat the 21st Century Learning:
activities. Jigsaw Reading
d. Students fill in the worksheet with the

information from each text (WORKSHEET 2).
STEP 3
a. Discuss the topic: WHICH RENEWABLE
ENERGY IS THE BEST OPTION FOR USE IN HOTS:
MALAYSIA? WHY? Evaluating
b. Present the findings of the discussion by 21st Century Learning:

conducting a Hot Seat** activity. Hot Seat
c. Choose the renewable energy that is the best

option for Malaysia via a class vote.
HEBAT Bacaan BI
Unit 3
WORKSHEET 1
RENEWABLE
ENERGY
HEBAT Bacaan BI
Unit 3
TEXT 1
HEBAT Bacaan BI
Unit 3
TEXT 2
HEBAT Bacaan BI
Unit 3
TEXT 3
HEBAT Bacaan BI
Unit 3
PICTURE 1
PARApoint
P = PREVIEW
Survey reading to determine what content is to
be examined.
A = ANALYSE
Locate and highlight information fundamental to
the understanding of the content.
R = READ
Reread only the analysed, highlighted
information.
A = ACCENT
Make summary margin notes of the highlighted
information
HEBAT Bacaan BI
Unit 3
WORKSHEET 2
HEBAT Bacaan BI
Unit 3
ASSESSMENT /PROJECT
Students have discovered through the activities in this unit that food scraps, dead plants,
sawdust, and other matter usually thought of as garbage, are called biomass, which is a rich
source of energy that can be used to produce electricity, heat, or fuel. In this project,
students will compare the amounts of biogas produced by different types of biomass using
the language of a science domain.
ACTIVITIES STRATEGIES/
APPROACHES
STEP 1
You have learned that food scraps, dead plants,

sawdust, and other decaying organic matter, called Action Oriented Task
biomass are a rich source of energy. You can get
energy out of biomass by burning it, turning it into a
liquid, or by turning it into a gas called biogas. You've
probably burned biomass (like dead wood) before if HOTS:
you've ever built a campfire, and you've seen biogas Applying
being produced if you've ever watched cows happily Creating
munching on green grass. The cows eat a type of
biomass (grass or hay) and turn it into the biogas,
methane, in their digestive tracts. In this science fair
project, you'll discover the energy contained in
different types of biomass.
STEP 2
a. Students carry out an Action-Oriented Task**

by conducting an experiment on biomass
energy in groups.
b. 12 different experiments would be carried out HOTS:

by 12 groups concerning different types of Applying
biomass. Creating
c. Refer to the experiment tasksheets

(SCREENSHOT1).
http://www.nrel.gov/education/pdfs/educational
_resources/elementary/biomass_activities.pdf
d. Students discuss and plan how to conduct the

experiments assigned to them.
e. Each member of the group should be actively

involved in carrying out the experiment.
HEBAT Bacaan BI
Unit 3
Step 3: 21st Century Learning:

Gallery Walk
a. Science Fair Project - Students exhibit their
experiments and present their findings.
b. Representatives from each group explain the

results obtained in a Gallery Walk** activity.
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Unit 3
SCREENSHOT 1
HEBAT Bacaan BI
Unit 3
HEBAT Bacaan BI
Unit 4
UNIT 4
HELLO
HELLO
NICE TO
MEET YOU
THEY HAVE A VERY UNIQUE WHAT LANGUAGE WOULD YOU LIKE TO

LOOK AND WAY OF DO THEY USE TO LEARN MORE ABOUT
DRESSING. WHO DO YOU COMMUNICATE? THEM?
THINK THEY ARE?
WHICH PART OF THE WORLD DO THEY LOOK

DO YOU THINK THEY COME FRIENDLY?
FROM?
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i. Skim and scan for specific information.

BY THE END OF LESSON,
ii. Understand the explicit and implicit meaning of the text.
STUDENTS CAN:
Reading Strategy: 5W1H

Skim & Scan
QUACK
STRATEGIES/
LOTS: Understanding
APPROACHES
HOTS: Analysing
Applying
Evaluating
st
21 Century Learning
VALUES Patriotism
LEARNING/ TEACHING Website

AIDS Worksheet.
TEXT FORMAT Mixed
COGNITIVE PROCESS Scan & locate
Represent literal and gist meaning
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SKILLS/
ACTIVITIES
APPROACHES
STEP 1
a. Listen to a recording of people speaking and try to LOTS:
identify the language. Understanding
https://www.youtube.com/watch?v=vNFpQAvh-H8
(SCREENSHOT 1)

a. Students read a passage about Kenya. Skim & Scan
http://www.our-africa.org/kenya/people-culture QUACK
(TEXT 1).
b. Students use QUACK* marks as they read. HOTS:

Analysing
c. In pairs, students;
i. Match the adjectives to nouns, based on the
passage (WORKSHEET 1).
ii. Fill in the blanks with correct adjectives based
on the passage (WORKSHEET 1).
STEP 3
a. In groups, students identify the spoken languages in HOTS:

Kenya from TEXT 1 and write it onto the Owl Board
Applying
(WORKSHEET 2).
b. Students evaluate 5 statements regarding The San Evaluating
people and indicate whether it is true or false.
c. Students present their Owl Board and justify their 21st Century Learning:
answers in a Carousel Feedback** activity Carousel Feedback
(WORKSHEET 3).
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SCREENSHOT 1
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TEXT 1
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WORKSHEET 1
Match the adjectives to the nouns according to the passage.
mother # # systems
native # # language
tribal # # tongue
belief # # tribes
remote # # jewellery
elaborate # # African culture
official # # clothes
Enrichment Activity
Fill in the blanks with the correct adjectives based on the passage.
1. Speak a variety of _______________ tongues

2. ________________ African culture
3. Original ___________ clothes
4. _____________ systems
5. ______________ tribes
6. ______________ jewellery
7. ______________ language
8. Their _________ culture
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WORKSHEET 2
Write out languages spoken in Kenya onto the Owl Board.
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WORKSHEET 3
State True or False to the statements below.
Statements True/False
Kenya has more than 40 different ethnic African groups
The Cushitic language is spoken by over 5% of the population.
Many of the foreigners came to Kenya in the 19th century.
Swahili and English are the official languages of Kenya.
Many people in Kenya still strongly believe in the ancestral world.
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BY THE END OF i. Make decisions based on the information given.

LESSON, STUDENTS ii. Give opinions and justify the answers
CAN: iii. Locate main and supporting details

ACID
5W1H
STRATEGIES/
LOTS: Remembering
APPROACHES
HOTS: Analysing
Evaluating
i-THINK
VALUES Gratitude
LEARNING/ TEACHING Worksheet
AIDS
TEXT FORMAT Mixed
COGNITIVE PROCESS Reflect on content and form
Integrate and generate inferences
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SKILLS/
ACTIVITIES
APPROACHES
STEP 1
a. Students look at different pictures of continents LOTS:
(PICTURE 1). Remembering
b. Students name some countries in the African continent.

a. Students read the text ”The San” (TEXT 1). 5W1H
http://www.krugerpark.co.za/africa_bushmen.html
b. Students: i-THINK
i. use 5W1H* strategy to find information about Bubble Map
The San.
21st Century
ii. transfer the information into Bubble Map*** Learning:
(WORKSHEET 1). Collaboration
c. Students share their findings with their shoulder
partner**.

a. In pairs, students; ACID
i. read and evaluate the text ”Life of The San
Today” by using ACID* marks (TEXT 2). HOTS:
http://www.krugerpark.co.za/africa_bushmen.html Analysing
ii. use Double Bubble Map*** to show similiarities Evaluating
and differences they find in TEXT 1 and TEXT 2
(WORKSHEET 2).
i-THINK:
b. Students present their Double Bubble Map*** and the Double Bubble Map
class listens while taking down notes.
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PICTURE 1
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TEXT 1
The San
The San are the oldest inhabitants of Southern Africa, where they have
lived for at least 20 000 years. The term San is commonly used to refer to a
diverse group of hunter-gatherers living in Southern Africa who share historical
and linguistic connections. The San were also referred to as Bushmen, but this
term has since been abandoned as it is considered derogatory. There are many
different San groups - they have no collective name for themselves, and the terms
'Bushman', 'San', 'Basarwa' (in Botswana) are used. The term, 'bushman', came
from the Dutch term, 'bossiesman', which meant 'bandit' or 'outlaw'.
This term was given to the San during their long battle against the
colonists. The San interpreted this as a proud and respected referen ce to their
brave fight for freedom from domination and colonization. Many now accept
the terms Bushmen or San. Like the first people to inhabit other countries in the
world, the San have an unfortunate history of poverty, social rejection, decline of
cultural identity and the discrimination of their rights as a group. Yet, the San
have also received the attention of anthropologists and the media with their
survival and hunting skills,wealth of indigenous knowledge of the flora and
fauna of Southern Africa, and their rich cultural traditions.
San people speak numerous dialects of a group of languages known for the
characteristic 'clicks' that can be heard in their pronunciation, represented in
writing by symbols such as ! or /. Made up of small mobile groups, San
communities comprise up to about 25 men, women and children. At certain times
of the year groups join for exchange of news and gifts, for marriage arrangements
and for social occasions.
Not related to the BaNtu tribes, the San are descendants of Ear ly Stone
Age ancestors. Clans and loosely connected family groups followed seasonal
game migrations between mountain range and coastline. They made their homes
in caves, under rocky overhangs or in temporary shelters. These migratory
people do not domesticate animals or cultivate crops, even though their
knowledge of both flora and fauna is vast. The San categorized thousands of
plants and their uses, from nutritional to medicinal, mystical to recreational and
lethal. San men have a formidable reputation as trackers and hunters. San
trackers will follow the 'spoor' (tracks) of an animal across virtually any kind of
surface or terrain. Their skills even enable them to distinguish between the
"spoor" of a wounded animal and that of the rest of the herd.
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At about the beginning of the Christian era a group of people who owned
small livestock (sheep and perhaps goats) moved into the northern and western
parts of South Africa and migrated southward. These pastoralists,
called Khoikhoi or 'Hottentot' resembled the San in many ways and lived by
gathering wild plants and domesticating animals. Coincidently in the eastern
parts of the country another migration was occurr ing - the BaNtu speaking people
were moving southward bringing with them cattle, the concept of pl anting crops
and settled village life. Ultimately, the 'Hottentots' met these black -skinned
farmers and obtained from them cattle in exchange for animal skins and other
items.
Thus, when the white settlers arrived in the mid-17th century the whole
country was inhabited by 3 different groups - the hunter-gatherers (San), the
pastoralists (Khoikhoi) and the farmers (BaNtu). At first, the San co -existed
peacefully with the Nguni (a sub-language group of the BaNtu) speakers (the
Zulu, Xhosa, Swazi and Ndebele) who intermarried with the San and incorporated
some of the distinctive and characteristic 'clicks' of the San language into their
own languages. Contact with Nguni and Sotho -Tswana farmers is depicted in the
San rock art. The artists started including representations of cattle and sheep
as well as of people with shields and spears, in their paintings.
Unfortunately, hunter-gatherers cannot live permanently alongside a
settled community and thus problems arose. When the San fought against the
BaNtu, they were at a huge disadvantage not only in numbers but also in lack of
weapons. With the Europeans, they were at an even greater disadvantage. The
Europeans owned horses and firearms. In this period, the number of San was
greatly reduced. They fought to the death and preferred death to capture where
they would be forced into slavery.
Colonialism destroyed the San migratory way of life, they were no longer
allowed to roam freely and trophy hunters destroyed the vast herds of game that
formed their principal supply of food. Both Black and White farmers built up
huge herds of cattle that destroyed the foods that had been the San staple diet for
centuries. Enslavement and sometimes mass destruction of San communities,
by both White and Black farmers, followed. Many became farm labourers and
some joined Black farming communities, and intermarried with them, which
added to the destruction of the social identity of the San people.
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WORKSHEET 1
Complete the bubble map with the information from Text 1 using 5W1H.
i.e Q : Who are The San people?
A : They are the oldest inhabitants of Southern Africa
THE SAN
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TEXT 2
Life of the San Today

Today, the San suffer from a perception that their lifestyle is
'primitive'and that they need to be made to live like the majority cattle -herding
tribes. Specific problems vary according to where they live. In South Africa, for
example, the !Khomani now have most of their land rights recognised, but many
other San tribes have no land rights at all. Few modern San are able to continue
as hunter-gatherers, and most live at the very bottom of the social scale, in
unacceptable conditions of poverty, leading to alcoholism, violence, prostitution,
disease and despair. The last of the hunter-gatherers were forcibly evicted from
the Central Kalahari Game Reserve as recently as April 2002, by the Botswana
government to make way for diamond mines. A court case is currently in
existence to help the San claim their land.
The official reason was to provide them with services such as schools and
medical services, and to bring them into modern society. In fact, few of these
services have materialized, and the San have been confined to
bleakencampments in a hostile environment. The San are a friendly, creative,
and peaceful people, who never developed any weapons of war, and have lived in
harmony with their natural environment for at least 20 000 years. Properly
restored to their ancestral lands, and reintegrated into the game reserves of
southern Africa, San communities could become self -sustaining.
The hardiness of the San allowed them to survive their changed fortunes
and the harsh conditions of the Kalahari Desert in which they are now mostly
concentrated. Today, the small group that remains has adopted many strategies
for political, economic and social survival. The San retain many of their
ancient practices but have made certain compromises to modern living. The
westernised myths regarding the San have caused considerable damage. They
portray the San as simple, childlike people without a problem in the world. This
could not be further from the truth.
Due to absorption but mostly extinction, the San may soon cease to exist as a
separate people. Unfortunately, they may soon only be viewed in national
museums. Their traditions, beliefs and culture may soon only be found in
historical journals.
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Unit 4
WORKSHEET 2
Complete the Double Bubble Map by using information from Text 1 and Text 2.
Text 1 Text 2
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BY THE END OF i. Identify interesting and important details in a text.

LESSON, STUDENTS ii. Analyse information taken from a text.
CAN: iii. Create a scrap book based on information in a text.
Reading Strategy: QUACK

Skim and Scan
STRATEGIES/ LOTS: Remembering
Creating
st
21 Century Learning
VALUES Respect
LEARNING/ TEACHING Website

AIDS Worksheet
TEXT FORMAT Mixed
COGNITIVE PROCESS Reflect on content and form
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Unit 4
SKILLS/
ACTIVITIES
APPROACHES
STEP 1 LOTS:
a. Students look at different pictures of people in Remembering
traditional clothing and guess which country they are
from (PICTURE 1).
STEP 2 Reading Strategy

a. Students read a text entitled “Bushman Traditions & Skim and Scan
Culture” and use QUACK* Marks (TEXT 1) QUACK
http://www.africancraftsmarket.com/Bushman-
people.htm
b. Students write the information obtained from TEXT 1 HOTS:
and complete the graphic organiser*** Analysing
(WORKSHEET 1).
c. Students share their answers with the class.
STEP 3
a. In groups, students;
HOTS:
i. Create a scrapbook about ”The Traditions & Creating
Culture of The San” (WORKSHEET 2).
ii. Display the scrapbook at the English Corner 21st Century Learning:
and in a Gallery Walk**.
Gallery Walk
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PICTURE 1
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TEXT 1
Bushman People Traditions & Culture

The 'Bushmen' are the oldest inhabitants of southern Africa, where they are
commonly known as Bushmen, San, Khwe or as the Basarwa. They have been resident in and
around the Kalahari Desert for at least 20,000 years. Which spans areas of South Africa,
Botswana, Namibia and Angola. The terms San, Khwe, Bushmen, and Basarwa have all been
used to refer to hunter-gatherer peoples of southern Africa. They speak a variety of languages,
all of which incorporate 'click' sounds represented in writing by symbols such as! or /. Genetic
evidence suggests they are one of the oldest, if not the oldest, peoples in the world
They were hunter-gatherers, hunting with bows and arrows,

trapping small animals and eating edible roots and berries. They
lived in rock shelters, in the open or in crude shelters of twigs
and grass or animal skins. They made no pottery, rather using
ostrich eggshells or animal parts for storing and
holding liquids. For these reasons, animals and
nature are central features in the Bushman's
religious tradition, folklore, art and rituals.
The Bushman is small in statue and usually
have large bottoms hence the term "Bushman
bum"
Spiritual
The most important southern Bushmen spiritual being was /Kaggen, the trickster-
deity. He created many things, and appears in numerous myths where he can be foolish or
wise, tiresome or helpful.
The word '/Kaggen' can be translated as 'mantis', this lead to the belief that the
Bushmen worshipped the praying mantis. However, /Kaggen is not a praying mantis: the
mantis is only one of his manifestations. He can also turn into an eland, a hare, a snake or a
vulture; he can assume many forms. When he is not in one of his animal forms, /Kaggen lives
his life of an ordinary Bushman, hunting, fighting and getting into scraps
The Bushmen's beliefs go beyond that. The eland is their most spiritual animal and
appears in four rituals
1-boys' first kill,

2-girls' puberty,
3-marriage and
4-trance dance
A ritual is held where the boy is told how to track an eland and how the eland will fall
once shot with an arrow. He becomes an adult when he kills his first large antelope,
preferably an eland. The eland is skinned and the fat from the eland's' throat and collar bone is
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made into a broth. This broth has great potency. In the girls' puberty rituals, a young girl is
isolated in her hut at her first menstruation. The women of the tribe perform the Eland Bull
Dance where they imitate the mating behavior of the eland cows. A man will play the part of
the eland bull, usually with horns on his head.
This ritual will keep the girl beautiful, free from hunger and thirst and peaceful.
As part of the marriage ritual, the man gives the fat from the eland's' heart to the girls' parents.
At a later stage the girl
is anointed with eland
fat.
In the trance dance, the
eland is considered the
most potent of all
animals, and the
shamans aspire to
possess eland potency
The modern Bushmen of the Kalahari believe in two gods: one who lives in the east
and one from the west. 'Medicine People' or shamans protect everyone from these spirits and
sickness.
A shaman is someone who enters a trance in order to heal people, protect them from evil
spirits and sickness, foretell the future, control the weather, ensure good hunting and generally
try to look after the well being of their group
The Bushmen are well known for their rock art paintings of stickmen figure hunting
and gathering. These bushman paintings have become important historical finds as they have
given historians key data in the lives and times that the Bushman has been around. As well as
the movement of African people.
The bushman are not notorious for their craft but are more known for their paintings
and rock art. They do however make traditional arts and crafts today such as eggshell jewelry,
bows and arrows, dancing and fire sticks and dancing skirts. They are also making exquisite
textiles and ceramics that have been hand painted with traditional images.
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WORKSHEET 1
Write the information on the Bushman’s traditions and cultures from Text 1 into the
graphic organiser.
Bushman's
Traditions and
Cultures
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WORKSHEET 2
Create a scrap book about The Traditions & Culture of The San by using the sample
as a guide.
Sample of scrapbook showing front cover
Sample picture of part of the contents in the scrap book
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ASSESSMENT PROJECT
In the unit 'Hello', students learned about cultures, costumes and languages being practised
all over the world. The reading activities allowed students the opportunity not only to learn
about a people’s language and culture, but also to develop a respect and appreciation for the
diversity in cultures. Consequently, students will learn to appreciate their own cultural
heritage as an integral part of an inter-connected global community.
APPROACHES
Imagine you are representing a country in a summit on cultural

diversity and traditions. Assume the role of an ambassador of a
country and showcase the uniqueness of your chosen
country’s cultural practices. You can display your findings Action Oriented
through exhibitions, video or powerpoint presentations. Task
STEP 1
HOTS:
a. Students recall countries with interesting cultural Applying
landscape. Students relate these cultures to their own Creating
background.
b. They come up with a project where they take on the role
of ambassadors of a chosen country and present a
showcase on that country’s culture at a summit.
c. Students must do research on the country in order to
complete this project.
STEP 2
a. Have students consider and reflect on these questions
in their discussions for the project: 21st Century
Learning:
 Which country and its cultural practices would they
Collaboration
choose?
 What would be the reason for their choice of country?
 What could they learn from their research on different
cultural practices?
 Look out for contrast and comparisons with their own
native land cultural diversity to the country that they
have chosen.
 Would there be conflict between both the two cultures?
 If there are problems, what would be suitable measures
taken to solve/mediate those problems ?
* Encourage students to discuss other considerations about

the project not mentioned above.
b. Have students consider how they are going to

arrange/display/present their findings.
HOTS:
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Creating
STEP 3
a. Students present their findings through powerpoint
presentation to other groups who take the role as
ambassadors.
b. The audience will have to guess from which country the HOTS:
ambassadors represent. Applying
* The audience comprising ambassadors from other

countries can give their view in comparison in their own 21st Century
cultural practices. Learning
* Teachers who do not have modern technology accessibility Gallery Walk
can present their findings through Gallery Walk.
STEP 4
Cultural Day/Fair (PICTURE 1) HOTS:
a) Ambassadors from each country showcase their cultural Applying
practices i.e food, clothing, wedding attire, taboos,
traditions and mother tongue or native languages.
PICTURE 1
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Unit 5
UNIT 5
ONLINE SHOPPING
How do What are the

Nowadays,
Why are What kind you make a
there’s a new risks of online
consumers of items purchase on
trend in shopping?
opting can be the internet?
shopping.
for online purchased eg. How to Name some
What is it shopping? online? order/ pay/ precautions a
called? collect the consumer
product? should take.
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BY THE END i. List words related to online shopping

OF LESSON, i. Scan and locate details to complete a mind-map
STUDENTS ii. Discuss the similarities and differences of online
CAN: shopping in Malaysia and India

APPROACHES HOTS: Evaluating
a. 21st Century Learning
VALUE Honesty
LEARNING/ Youtube
TEACHING Website
AIDS Worksheet
TEXT FORMAT Single
PROCESS
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ACTIVITIES STRATEGY/
APPROACHES
STEP 1
LOTS:
a. Students view a Youtube video on online shopping Understanding
and write a keyword taken from the video on a
flashcard. 21st Century
https://www.youtube.com/watch?v=kDmawiW_MXw Learning:
b. Students paste the keywords on their Word Wall** or Word Wall
class whiteboard and discuss.
STEP 2
Students browse these 2 websites: Reading Strategy:
http://www.talented.com.my/malaysias-online- Skim and Scan
shopping-behaviour/ (TEXT 1)
https://www.coupondaddy.in/online-shopping-india-
brief-analysis-infographic/ (TEXT 2)
Thinking Tools:
b. Students complete the Venn Diagram*** Venn Diagram
(WORKSHEET 1) and present to the class.
STEP 3 HOTS:
Evaluating
a. In pairs**, students discuss the similarities
and differences of online shopping in 21st Century
Malaysia and India. Learning:
Think-Pair-Share
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TEXT 1
http://www.talented.com.my/malaysias-online-shopping-behaviour/
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TEXT 2
https://www.coupondaddy.in/online-shopping-india-brief-analysis-infographic/
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WORKSHEET 1
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BY THE END i. Generate a list of questions using observed titles,

OF LESSON, headings and subheadings.
STUDENTS ii. Locate relevant information using questions generated.
CAN: iii. Write a summary of a text given.

VALUES Gratitude
LEARNING/ Worksheet
TEACHING
Website
AIDS
TEXT FORMAT Single
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APPROACHES
STEP 1
a. Teacher explains how to use the SQ3R* chart. LOTS:

(PICTURE 1). Understanding
STEP 2
a. Sudents browse the website (TEXT 1) and complete Reading Strategy:
the 'Survey', 'Question', 'Read' and 'Recite' sections of SQ3R
the SQ3R* chart (WORKSHEET 1).
http://www.talented.com.my/malaysias-online-
shopping-behaviour/ 21st Century
b. Students share their answer for the 'Recite' section Learning:
with their friend(s). Collaboration

a. Students complete the 'Review' section of the SQ3R
worksheet.
b. In groups, students share their 'Review' summary. HOTS:
Analysing
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PICTURE 1
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TEXT 1
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WORKSHEET 1
SQ3R Online Shopping

Jot down important title, headings and subheadings.
Turn the titles, headings and subheadings into questions.
Find the answer and jot them down here.
Using the answer in the above section (Read), jot down some key
points/ideas here. Then explain them to your friend(s).
Write a summary using the points here.
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TEACHING AND LEARNING STRATEGIS FOR ADVANCED LEVEL
BY THE END OF i. Generate a list of questions they want to know about the topic.
LESSON, i. List information that they learned from reading the text.
STUDENTS CAN: ii. Create an informative poster using the information gathered.

LOTS: Understanding
Creating
st
iii. 21 Century Learning
VALUE Honesty
LEARNING/ KWLH chart

TEACHING AIDS Website
COGNITIVE Search and select relevant text
PROCESS
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Unit 5
APPROACHES
STEP 1
a. Display some samples of completed KWLH* charts LOTS:

b. Discuss how to use the chart.
STEP 2
b. Students complete the 'Know' section of the KWLH
chart (WORKSHEET 1) for the topic 'Online Shopping'. Reading Strategy:
c. Students construct questions to complete the KWLH
'Wonder' section of the KWLH chart.
d. Students browse websites (TEXT 1) and answer the
questions listed in the 'Wonder' section of the chart.
http://www.talented.com.my/malaysias-online-
shopping-behaviour/
http://corporate.walmart.com/_news_/photos/grocery- HOTS:
home-shopping-infographic Analysing
Evaluating
http://www.indivirtualdubai.com/news/state-of-
ecommerce-in-the-middle-east
https://www.coupondaddy.in/online-shopping-india-
brief-analysis-infographic/
21st Century
e. Students complete the 'Learned' section of the chart. Learning:
f. In groups, students share their answer. Collaboration

a. In groups, students create an informative KWLH Chart
poster entitled 'Online Shopping' using the
information in their KWLH charts. HOTS:
Creating
21st Century
Learning:
Collaboration
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PICTURE 1
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WORKSHEET 1
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TEXT 1
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http://corporate.walmart.com/_news_/photos/grocery-home-shopping-infographic
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http://www.indivirtualdubai.com/news/state-of-ecommerce-in-the-middle-east
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https://www.coupondaddy.in/online-shopping-india-brief-analysis-infographic/
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Unit 5
ASSESSMENT PROJECT
You have read articles about online shopping. Now let’s take a look at this cultural
phenomena. Using ideas from the texts, construct an online survey to be posted on
social media. Use your findings to write an article for the school magazine entitled
“Online Shopaholics”.
ACTIVITIES SKILLS/
APPROACHES
STEP 1
a. Students are asked to refer to the texts they have read Action Oriented
and formulate statements related to the popularity of Task
online shopping. E.g. Doing online shopping make life
easier. ( 1 agree ...................................... 3 disagree) HOTS:
Creating
b. Students create an online survey using at least 6 – 8
statements. 21st Century
Learning:
ICT
STEP 2
a. Students work in pairs or groups to record the whole HOTS:
interview process. Evaluating
b. Students analyse the responses from the respondents Applying
and write an article for the school magazine.
STEP 3 21st Century

a. Before finalising the article, students send their Learning:
articles and video by creating a QR code to be ICT
uploaded on the school website with teacher’s guide.
b. Teacher will choose best articles and videos to be
shared on Youtube.
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Unit 6
UNIT 6:
LIVE WELL
What can
How improve
healthy do our quality
you think of life?
you are? How
What
Describe important
does living
a well- is mental
well
balanced health?
mean?
individual.
?
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Unit 6
BY THE END OF
i. Find relevant information from a text on Balanced Diet
THE LESSON,
ii. Identify main ideas from reading materials and videos.
STUDENTS CAN:

STRATEGIES/ LOTS: Remembering
APPROACHES Understanding
HOTS: Evaluating
Creating
st
21 Century Learning
VALUES Love for Life
LEARNING/ Worksheet
TEACHING AIDS Youtube
PROCESS
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APPROACHES
STEP 1
a. Students watch a video clip on Balanced Diet LOTS:

https://www.youtube.com/watch?v=YimuIdEZSNY
b. Based on the video clip, students suggest possible

headings and related keywords.
STEP 2
a. Students read an article entitled 'A Balanced Diet is LOTS:

Healthy' (TEXT 1). Remembering
Understanding
b. Students identify unfamiliar words from the text and
complete WORKSHEET 1 (using a dictionary).
http://craftthefinalfrontier.blogspot.my/2014/10/healthy
-balance-food-is-balance-diet.html
c. Students read the text again and complete the Reading Strategy:
'Survey', 'Question', 'Read' and 'Recite' sections of the SQ3R
SQ3R* chart (WORKSHEET 2).
d. Students share their answer for the 'Recite' section

with their face partner**. 21st Century
Learning:
e. In pairs, students complete the 'Review' section of the Think-Pair-Share**
SQ3R chart.
STEP 3
HOTS:
a. In groups, students create a complete 3-day balanced Evaluating
meal menu pamphlet. Students use WORKSHEET 3 as Creating
a guide for their menu.
b. Students share, compare and evaluate their 21st Century

findings via Gallery Walk**. Learning:
Gallery Walk
c. Students watch a video entitled Effects of Unhealthy
Eating and answer WORKSHEET 3.
https://www.youtube.com/watch?v=nj2OjA62crs
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PICTURE 1
https://www.youtube.com/watch?v=YimuIdEZSNY
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TEXT 1
A Balanced Diet is Healthy

Eating a balanced diet is the basic advice for everyone. What you eat determines
how healthy you are. A ‘balanced' meal is food that has nutritional content and is
taken moderately. It is important to note that the nutritional intake for each person
varies, depending on the gender, age, capacity, and other everyday activities.
Balanced food contains nutrients which include: Carbohydrates, Protein,

Vitamins, Minerals, Fat & Fibre
Carbohydrates
Carbohydrates play an important role as the main source to support daily activities of
the human body. Food rich in carbohydrates:
It is important to always eat one food source of carbohydrates at every meal. For
example, rice, noodles, sweet potato, cassava, and other. The body is tired when
there are insufficient carbohydrates.
Sugar
Granulated sugar, brown sugar, rock sugar, syrup, honey and sweet cakes need to
be restricted because excessive sugar can lead to obesity and diabetes.
Fat
Fat is a source of energy which serves as a reservoir of energy for the body.
Excessive fat can cause obesity which leads to other health problems.
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Protein
Protein enables the growth of the body as it serves as the building blocks of body
tissue and replaces damaged tissue. Thus, we need to have protein in our diet every
day. Protein is found in fish, chicken, meat, eggs, milk, tofu, and nuts.
Vitamin&Mineral
Vitamins and minerals launch the body's performance and protect the body from
illnesses. Many vitamins and minerals are present in vegetables and fruits.
Fibre
Fibre helps lower blood, glucose and blood fats. It also functions as a laxative and
makes you feel full, thus you eat less. Fibre is found in whole wheat bread, fruit, and
fresh vegetables, beans, and tofu.
Excessive eating patterns result in diseases such as stroke, coronary artery disease,
diabetes, and more. These diseases can be tackled by cutting down on fatty food,
sugar and salt.
Obesity
Try to maintain your ideal weight to avoid various diseases. To lose weight, you need
to eat balanced meals and reduce calories. Additionally, more physical activities
such as walking, riding a bike, gymnastics, swimming, and more are recommended.
http://craftthefinalfrontier.blogspot.my/2014/10/healthy-balance-food-is-balance-
diet.html
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WORKSHEET 1
Vocabulary
Identify unfamiliar words from the text and using a dictionary, find the meaning of these
words. Write them in the table below.
WORD MEANING
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WORKSHEET 2
SQ3R A Balanced Diet

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WORKSHEET 3
Create a 3-day balanced meal menu.
DAY 1 DAY 2 DAY 3
BREAKFAST BREAKFAST BREAKFAST
………………………………………… ………………………………………… …………………………………………

… … …
………………………………………… ………………………………………… …………………………………………

… … …
………………………………………… ………………………………………… …………………………………………

… … …
LUNCH LUNCH LUNCH
………………………………………… ………………………………………… …………………………………………

… … …
………………………………………… ………………………………………… …………………………………………

… … …
………………………………………… ………………………………………… …………………………………………

… … …
DINNER DINNER DINNER
………………………………………… ………………………………………… …………………………………………

… … …
………………………………………… ………………………………………… …………………………………………

… … …
………………………………………… ………………………………………… …………………………………………

… … …
………………………………………… ………………………………………… …………………………………………

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Unit 6
BY THE END OF i. Integrate and interpret information from a poster and a text.
LESSON, ii. Justify opinion with supporting evidence from the internet.
STUDENTS CAN: iii.Create and present a Power Point Presentation.

LOTS: Understanding
STRATEGIES/ HOTS: Applying
Creating
st
21 Century Learning
VALUES Mental Health
LEARNING/ Worksheet
TEACHING AIDS
SITUATION Personal
TEXT FORMAT Single, Continuous
COGNITIVE Integrate and Generate Inferences
PROCESS Reflect on Content and Form
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APPROACHES
STEP 1
a. Students study the poster (PICTURE 1) and write down LOTS:

adjectives related to the poster. Understanding
HOTS:
b. Students share their words in a One-Two-Group** Applying
activity.
Creating
c. In groups, students write a poem using the adjectives 21st Century
with the theme 'Beauty'.
Learning:
d. Students share their poems with the class. One-Two-Group
STEP 2
Reading Strategy:
a. Students read an article about body image and
appearance (TEXT 1) and apply ACID* marks. ACID
b. In pairs, HOTS:
(a) students search online for information to support Evaluating
their opinions based on the ACID marks.
(b) students share their findings orally in class via 21st Century
Numbered Heads Together** activity. Learning:
Numbered Heads
Together
STEP 3
a. In groups, students search online for tips on creating a Reading Strategy:

healthy body image. ACID
b. Students create a webpage/blog to promote healthy 21st Century

body image using the information gathered.
Learning:
ICT
c. Upon finishing, students browse and evaluate each
other’s websites/blogs using ACID marks and choose
the best website/blog. HOTS:
Applying
Evaluating
Creating
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PICTURE 1
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TEXT 1
State whether you agree (A) or disagree (D) with the statements below, or whether you
find them confusing (C) or interesting (I) by marking A, C, I or D in the right column.
Statement ACID
marks
A/C/I/D
Media's Effect on Body Image
The popular media (television, movies, magazines, etc.) have, since World
War II, increasingly held up a thinner and thinner body image as the ideal
for women.
In a survey of girls 9 and 10 years old, 40% have tried to lose weight,
according to an ongoing study funded by the National Heart, Lung and
Blood Institute.
In a study on fifth graders, 10 year old girls and boys told researchers they
were dissatisfied with their own bodies after watching a music video by
Britney Spears or a clip from the TV show "Friends".
A 1996 study found that the amount of time an adolescent watches soaps,
movies and music videos is associated with their degree of body
dissatisfaction and desire to be thin.
One study reports that at age thirteen, 53% of American girls are "unhappy
with their bodies." This grows to 78% by the time girls reach seventeen.
A Focus on Appearance
A Kaiser Foundation study by Nancy Signorielli found that:
In movies, particularly, but also in television shows and the accompanying
commercials, women's and girls' appearance is frequently commented on:
58 percent of female characters in movies had comments made about their
looks, as did 28 percent in television shows and 26 percent of the female
models in the accompanying commercials. Mens' and boys' appearance is
talked about significantly less often in all three media: a quarter (24%) of
male characters in the movies, and 10 percent and 7 percent, respectively,
in television shows and commercials.
One in every three (37%) articles in leading teen girl magazines also
included a focus on appearance, and most of the advertisements (50%)
used an appeal to beauty to sell their products.
The commercials aimed at female viewers that ran during the television
shows most often watched by teen girls also frequently used beauty as a
product appeal (56% of commercials). By comparison, this is true of just 3
percent of television commercials aimed at men.
http://depts.washington.edu/thmedia/view.cgi?section=bodyimage&page=fastfacts
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Unit 6
BY THE END OF i. Locate information from text on Choices in Life.

LESSON, ii. Integrate and generate inferences based on the stimuli.
STUDENTS CAN: iii. Evaluate responses to questions on facts and opinions.
Reading Strategy: PMI

LOTS: Understanding
Creating
st
21 Century Learning
VALUES Self-Respect
Picture
RESOURCES
Worksheet
SITUATION Personal.
TEXT TYPE Narration
PROCESS Search and select relevant text
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APPROACHES
STEP 1
a. In groups, students study PICTURE 1.

LOTS:
b. Students write their individual response for a Understanding
selected question from the picture on a piece of
paper.
c. Students share their response with their group

members, and group members select the best 21st Century
response. Learning:
Round Table
d. Repeat steps (b) and (c) for other questions
(PICTURE 1).
STEP 2
Reading Strategy:
a. Students read TEXT 1. PMI
b. Students complete a PMI* chart (WORKSHEET 1).
c. In groups, students take turns to share their answer HOTS:

for 'Plus' (positive ideas). Analysing
Evaluating
d. Repeat step (c) for 'Minus' and 'Interesting' in a
Round Table** activity.
21st Century
e. Each group selects the best response for 'Plus', Learning:
'Minus' and 'Interesting' given by their group Round Table
members and report their best responses to the
class.
STEP 3.
a. In groups, students create a poster with the theme HOTS:

'Think Positive, Make Great Choices!' Creating
b. Upon finishing, students display their posters for 21st Century

viewing via Gallery Walk** and leave positive Learning:
remarks on their friends' posters using Post-It Gallery Walk
notes.
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PICTURE 1
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TEXT 1
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http://www.teenink.com/opinion/social_issues_civics/article/365202/Choices/
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WORKSHEET 1
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Unit 6
ASSESSMENT /PROJECT
We have been hearing about stories of many teenagers who have problems with their health
due to extreme dieting to get to size 0. Many of them have been diagnosed as aneroxic. To
understand how important the perception of teenagers is of body image, students are
encouraged to conduct a survey among their peers.
Each pair will conduct a survey of 10 students among their peers.
APPROACHES
STEP 1
a. In pairs, students conduct a simple survey entitled 21st Century

'Body Image' (WORKSHEET 1). Students are free Learning:
to decide on the participants of their survey (total Collaboration,
Communication
number, gender, age group, etc).
STEP 2
HOTS:
a. Students analyse the data collected in their survey, Analysing,
and create table/charts/graphs to present their Evaluating,
findings. Creating
b. Students present their findings in the form of a 21st Century

poster or Power Point to present to the class/ Learning:
school community. ICT
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WORKSHEET 1
Please take the time to reflect on these ideas concerning your own relationship to
weight, your body, and your assumptions about other bodies:
How often do you:
Statements Never Rarely Often Daily
Compliment someone on weight
loss?
Encourage someone to go on a
diet?
Tease or criticize someone about
food or eating habits?
Admire rigidly controlled eating
habits?
Make negative comments about
your body size or shape?
Make negative comments about
someone else’s size or shape?
Disapprove of fatness in general?
Assume someone is doing well
because they have lost weight?
Say something that presumes
that people around you want to
lose weight?
Say something that presumes
that fat people eat too much?
Admire someone who is
compulsive and/or rigid about
their exercise routines?
Talk about your weight?
http://womenshealthclinic.org/wp-content/uploads/2013/10/Body-Image-Workshop-
Kit.pdf?ab54a4
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Unit 7
UNIT 7
\TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL
H
EART
Reading activities for beginners should be simple, purposeful, interactive and
flexible. It should aim to develop the interest of the learners gradually.Most
EARTH DAY
importantly, reading at this level should involve identifying word meaning at a very
basic level.
Activity 1
i. Discuss words associated with a sick earth.

DAY
BY THE END OF
LESSON, ii. Scan and locate specific information in the text.
STUDENTS
CAN: iii. Create a poster on ”Saving Mother Earth”.
STRATEGIES/ i. 5W1H
APPROACHES
ii. Think-Pair-Share
iii. 21st Century Learning
iv. Values- Awareness
LEARNING/ i. Poster of a sick earth

TEACHING ii. Template of 5W1H mind map.
AIDS
TEXT FORMAT Continuous

PROCESS
Earth Day
&
Earth Hour What is Why is it How do What are
are global the important you see the your hopes
movements difference to care for world you for a better
observed by between Mother are living world?
many countries. the two Earth? in now?
Why is this so? events?
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Unit 7
BY THE END OF i. Discuss words associated with a sick earth.

LESSON, ii. Scan and locate specific information in the text.
STUDENTS CAN: iii. Create a poster on ”Saving Mother Earth”.

LOTS: Remembering
Creating
st
21 Century Learning
VALUES Love for the Environment

LEARNING/ Picture
TEACHING AIDS Worksheet
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Unit 7
APPROACHES
STEP 1 LOTS:
Remembering
a. Show a poster of a sick earth (PICTURE 1). Understanding
b. Students discuss words related to the poster.
21st Century
c. In pairs, students choose a word best associated with
Learning:
the poster from flash cards (WORKSHEET 1) and paste
Collaboration
it on the poster.

a. Students read and analyse the text “Celebrating Earth 5W1H
Day with XEROX”(TEXT 1) using 5W1H* questions.
http://sosxrx.com/celebrate-earth-day-xerox/ HOTS:
Analysing
b. Students complete the graphic organiser*** using the
correct information from the text (WORKSHEET 2). Thinking Tools:
Graphic Organiser
c. Students share answers with a Shoulder Partner**.
21st Century
Learning:
Think-Pair-Share
STEP 3 HOTS:
a. In groups, students create a poster on how to save Creating
Mother Earth.
b. Students present their posters via Gallery Walk**.
21st Century
Learning:
Gallery Walk
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PICTURE 1
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Unit 7
WORKSHEET 1
pollution factory
river delighted
environment go green
deforestation rubbish
sad trees
contented smoke
caring toxic waste
containers litter
3R fresh air
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TEXT 1
CELEBRATE EARTH DAY WITH XEROX

Earth Day is just around the corner, tomorrow in fact! It’s time to assess your office
and ensure that you’re doing your part for the environment and Southwest Office
Solutions is here to help! Celebrate Earth Day with a close look at your print systems
and solutions. Print has unfairly been given a bad reputation for harming the
environment when this is false. Innovations and creative alternatives have helped the
printing world reduce waste, recycle and cut costs through a few simple tools.
Southwest Office Solutions is bringing the best that Xerox has to offer right into your
office. At Xerox, all genuine Xerox Branded Imaging Supply items can be recycled
including select Used Xerox Cartridges, Waste toner containers, empty toner bottles,
fuser modules, and Xerox Branded HP & Brother Replacement cartridges. Take
advantage of these tools and become part of the solution. Southwest Office
Solutions is giving you the tools and services you need to do your part in your own
office and community. Xerox customers return more than 2.5 million cartridges and
toner containers annually and have kept more than 145 million pounds of waste out
of landfills over the last 20 years.
Our team helps you Go Green while you print! Southwest Office Solutions’ Managed
Print Services offers companies an easy way to reduce their cost of printing, print
from mobile devices, and eliminate unnecessary printing. All it takes is a simple
evaluation of your print environment, office, and overall workload and we do the rest
to evaluate your printing environment and ensure that your printing is up to your
business expectations and that your machine is working efficiently and effectively for
your workload. Xerox will “develop a roadmap for your ideal future state, including
cost savings projections”.
Office assessment, Managed Print Services, recycling and sustainable options;

Southwest Office Solutions and Xerox truly does it all. This Earth Day, consider
cutting costs and saving trees by assessing your own print situation. Is your printer
old? Does it use solid or laser ink? These questions may seem superfluous but in the
office, these are the most cost conscious issues. Go Green this season with
Southwest Office Solutions and explore high-quality, high-workload, and a lower
carbon foot print.
http://sosxrx.com/celebrate-earth-day-xerox/
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WORKSHEET 2
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Unit 7
BY THE END OF i. Complete a table on recycling aluminium cans.

LESSON, ii. Compare and contrast the processes of two recycleable
STUDENTS CAN: materials.

LOTS: Remembering
APPROACHES HOTS : Analysing
i-THINK
VALUES Gratitude
Youtube
LEARNING/
SITUATION Public
Educational

PROCESS Intergrate and generate inferences
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APPROACHES
STEP 1
LOTS:
a. Students listen to the song ”What A Wonderful World” Remembering
https://www.youtube.com/watch?v=PuP0fkMG-TQ Understanding
(PICTURE 1)
b. Students fill in the missing words in the lyrics
(WORKSHEET 1).
c. Students discuss answers and sing along to the song. Song Appreciation

a. Students read a text about “How Beverage Cans Are Skim and Scan
Recycled?”(TEXT 1).
b. Based on TEXT 1, complete the flow chart on “Life HOTS:
Cycle of Aluminium Can” (WORKSHEET 2). Analysing
c. Students present and justify their answers in a Gallery i-THINK:
Walk** or Think- Pair - Share**activity. Flow Map
21st Century
Learning:
Gallery Walk
Think-Pair-Share
STEP 3
a. In groups, students study the chart on recycling plastic HOTS:
bottles (TEXT 2). Analysing
b. Students identify similarities and differences between
i-THINK:
recycling aluminium cans and plastic bottles using the
Double Bubble Map
diagram*** in WORKSHEET 3.
c. Students share their findings via presentation. Thinking Tools:
Graphic Organiser
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PICTURE 1
https://www.youtube.com/watch?v=PuP0fkMG-TQ
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WORKSHEET 1
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TEXT 1
How Aluminum Beverage Cans Are Recycled
Have you ever wondered what happens to an aluminum beverage can after you put it in a
recycling bin? Or how the can came to be manufactured in the first place? Understanding
the life cycle of a product will help us make better decisions about how to use and properly
dispose of them.
Before an aluminum beverage can even makes it to store shelves filled with the sugary
soda or flavored waters we enjoy drinking it is manufactured. This process begins with
mining bauxite ore from the Earth’s crust. Mining may require the removal of trees and
vegetation from the site, as well as the use of drills, large bulldozers, and blasting. When the
bauxite is loose and broken down into more manageable pieces it is loaded on to trucks that
transport the raw material to an alumina refinery.
At the refinery the aluminum is extracted from the bauxite then melted into a molten pool of
hot metal. This electricity-intensive process is called smelting. After further refinement the
aluminum is formed into a large column or slab called an ingot. These are typically about 25
feet long and weigh more than 50,000 pounds. You may have seen one before strapped
onto a flatbed tractor trailer. At this point the ingot is transported to manufactures who may
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make products like serving utensils, foil, metal for airplanes or construction projects, and
more.
Aluminum ingots that will be used by beverage can manufactures will first be pressed into a
long continues sheet and rolled up. Some of the rolls can weight as much as twelve tons and
measure almost six miles long. According to the book “Make Garbage Great: The Terracycle
Family Guide to a Zero-Waste Lifestyle” by Tom Szaky and Albe Zakes, “These massive
spools are unrolled with a machine called an uncoiler, which then lubricates the metal and
sends the flattened sheet through the beverage can assembly line.”
Next, circles are cut out from the aluminum sheet. The circles are formed into small cups
then stretched into the shape of a taller longer can. After being trimmed and washed the
cans are sent through a printer that applies the exterior label and protective coating. Later
the cans receive a protective coating on the inside to prevent liquids from coming into
contact with the aluminum. Cans are tested for leaks and defects before being sent to
beverage suppliers who fill the cans with drinks.
After being filled with the tasty liquids we enjoy so much cans are sealed with pop-tab tops
and shipped out to stores. At the store cans are put on display on store shelves where
consumers, like us, select the beverage cans we want to buy and drink.
When the beverage is consumed we are left with a decision to make. Should the empty
aluminum can be thrown in the garbage can or a recycling bin? If thrown in the garbage the
can will be taken to the landfill where it is mixed with other types of waste and buried.
Recycling however, allows the aluminum can to be remanufactured into a new product. This
means that the bauxite ore which was mined from the Earth can be used again.
Thanks to recycling it’s estimated that nearly seventy-five percent of all aluminum ever
produced is still in use today. Aluminum is a resilient metal that can be recycled over and
over again. It’s important to note that only the products that are separated for recycling
correctly are sent to be remanufactured. Recyclable products mixed in with the garbage are
not sorted at the landfill or at any point in the waste disposal process.
When you send your empty beverage can to the recycling center it is combined with other
aluminum cans in a holding area. After there is enough for a truck load the cans are crushed
and shaped into a large bale. The bales are sent to the aluminum recyclers where the cans
are shredded into tiny pieces. These are then heated into molten aluminum along with
thousands of other cans and are formed into an ingot.
Manufacturing aluminum beverage cans from recycled cans instead of raw bauxite ore
saves an average of ninety-five percent of the energy required by the smelting process. As a
result, recycling one beverage can save enough energy to run a television set for three
hours. Recycled cans can become new beverage cans we can buy, drink, and recycle again
in as little as sixty days. The average beverage can contain seventy percent recycled
content.
http://www.dwswa.org/recycle-reuse-articles/2016/5/12/how-aluminum-beverage-cans-
are-recycled
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WORKSHEET 2
http://kevindiu.weebly.com/circle-of-life-project.html
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TEXT 2
http://www.howitworksdaily.com/wp-content/uploads/2015/09/Bottle-recycling.jpg
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WORKSHEET 3
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BY THE END OF i. Scan and locate specific information in the text.

LESSON, ii. Provide justification to support arguments.
STUDENTS CAN: iii. Suggest interesting ways to celebrate Earth Hour.

LOTS: Understanding
STRATEGIES/ HOTS: Evaluating
APPROACHES Analysing
st
21 Century Learning
i-THINK
VALUES Self-Reliance
Picture
LEARNING/
Website
TEACHING AIDS
Worksheet
TEXT FORMAT Multiple, Continuous
TEXT TYPE Instructional
COGNITIVE
Corroborate,identify and handle conflict
PROCESS
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ACTIVITIES STRATEGY /
APPROACHES
STEP 1
LOTS:
a. Watch an advertisement on Earth Hour Understanding
(SCREENSHOT 1)
https://www.earthhour.org/
b. Relating to the Earth hour campaign, discuss: HOTS:
i. how our actions today may jeopardise the Evaluating
future. Analysing
ii. the importance of supporting the campaign.
STEP 2
a. Students study the information in:
(i) a website about “Earth Hour” ( SCREENSHOT 2).
Reading Strategy:
ACID
(ii) a website titled “Earth Day: Facts and History”
(TEXT 1).
HOTS:
http://www.livescience.com/50556-earth-day-
Analysing
facts-history.html
(iii) a blog about “The Dangerous
Narcissism of Earth Hour” (TEXT 2).
i-THINK:
http://www.spiked-
Tree Map
online.com/newsite/article/the-dangerous-
narcissism-of-earth-hour/18165#.V0ZoCeQXRws
b. Students analyse the materials and make ACID*
ICT
marks in the text accordingly e.g. Agree (A),
Confusing (C), Interesting (I) or Disagree (D).
c. Students share their ACID opinions with the class.
d. Students identify the benefits and disadvantages of

Earth Hour celebrations and complete a Tree Map***
(WORKSHEET 1).
STEP 3
HOTS:
a. In groups, discuss:
Evaluating
i. Approaches to ensure a successful ”Earth
Analysing
Hour” campaign.
ii. Suitable implementation of the campaign.
i-THINK

b. Use any appropriate i-THINK map to present their
Collaboration
discussion. Students present and justify their ideas.
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SCREENSHOT 1
Source: https://www.earthhour.org/
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SCREENSHOT 2
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TEXT 1
Earth Day: Facts & History

By Alina Bradford
Earth Day is an annual event created to celebrate the planet's environment and raise public
awareness about pollution. The day, marked on April 22, is observed worldwide with rallies,
conferences, outdoor activities and service projects.
Started as a grassroots movement, Earth Day created public support for the creation of the
Environmental Protection Agency (EPA) and contributed to the passage of the Clean Air Act,
the Water Quality Improvement Act, the Endangered Species Act and several other
environmental laws. The idea for Earth Day was proposed by then-Sen. Gaylord Nelson of
Wisconsin, who died in 2005.
History
The first Earth Day was in 1970. Nelson, after seeing the damage done by a 1969 massive
oil spill in Santa Barbara, California, was inspired to organize a national "teach-in" that
focused on educating the public about the environment.
Nelson recruited Denis Hayes, a politically active recent graduate of Stanford University, as
national coordinator, and persuaded U.S. Rep. Pete McCloskey of California to be co-
chairman. With a staff of 85, they were able to rally 20 million people across the United
States on April 20, 1970. Universities held protests, and people gathered in public areas to
talk about the environment and find ways to defend the planet.
"Groups that had been fighting against oil spills, polluting factories and power plants, raw
sewage, toxic dumps, pesticides, freeways, the loss of wilderness, and the extinction of
wildlife suddenly realized they shared common values," according to a history of Earth Day
by the Earth Day Network, which was founded by the event's organizers to promote
environmental citizenship and action year-round.
Reflecting on the 10th anniversary of Earth Day, Nelson wrote in an article for EPA Journal,
"It was on that day that Americans made it clear that they understood and were deeply
concerned over the deterioration of our environment and the mindless dissipation of our
resources."
In 1995, President Bill Clinton awarded Nelson the Presidential Medal of Freedom for being
the founder of Earth Day. This is the highest honor given to civilians in the United States.
Modern Earth Day

Earth Day continued to grow over the years. In 1990, it went global, and 200 million people
in 141 countries participated in the event, according to the Earth Day Network.
Earth Day 2000 included 5,000 environmental groups and 184 countries. Hayes organized a
campaign that focused on global warming and clean energy. "The world's leaders in Kyoto,
Japan, in late 1997, acknowledged the scientific fact that the leading cause of global
warming is carbon emissions from fossil-fuel consumption, and that something must be done
to address those rising emissions," Hayes told National Geographic.
In 2010, for the 40th anniversary of Earth Day, 225,000 people gathered at the National Mall
for a climate rally. Earth Day Network launched a campaign to plant 1 billion trees, which
was achieved in 2012, according to the organization.
The impact of Earth Day

Although Earth Day has become mainstream, surveys show that environmentalism may be
stumbling. According to recent Gallup polls, 42 percent of Americans believe that the
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dangers of climate change are exaggerated, and less than half say that protection of the
environment should be given priority over energy production.
But Earth Day is still important because it reminds people to think about humanity's values,
the threats the planet faces and ways to help protect the environment, said Susan Clayton, a
professor of psychology and environmental studies at The College of Wooster in Ohio.
"Thinking about the history of environmental activism and the way individuals have worked
together to change policy can make us more optimistic about the ability to make positive
changes in the future," Clayton said.
Mia Yamaguchi, outreach coordinator at the CoolClimate Network at the University of
California, Berkeley's Renewable and Appropriate Energy Laboratory, agreed. "There are
many, many things that any one person can do to manage their own environmental impacts,
which I think makes it really different from worries like the national debt or U.S. foreign
policy," Yamaguchi told Live Science in 2011.
In those cases, "I can probably write a letter to a politician, maybe donate to a cause," she
said. "But if I actually start looking at what it would take to improve my vehicle's fuel
efficiency by 5 miles per gallon, that makes a big difference."
The CoolClimate Network has a variety of online widgets for people interested in calculating
their own energy footprint.
Earth Day activities

Each year, corporations and activists create new projects, initiatives and campaigns to
protect and restore the Earth. Children in the United States often celebrate by creating Earth
Day-themed crafts and school projects.
According to a survey from device recycler ecoATM, 30 percent of those polled plant a tree
for Earth Day, and 23 percent clean up a local park. About 47 percent of those polled
associate Earth Day with recycling.
Here are some Earth Day ideas from people around the country:
 There are two simple ways to celebrate Earth Day to make the world a little better,"
said Nathaniel Weston, an associate professor of environmental science at Villanova
University. "The first is to promote understanding of important environmental issues
so that more people are aware of the critical actions we need to take to protect our
environment. The second is to commit yourself to service on or around Earth Day —
plant some trees, clean up a stream or help your local community garden."
 Kate Williams, CEO of 1% for the Planet, one of the world's largest environmental
networks, told Live Science that anyone can make a difference on Earth Day by
simply incorporating little changes into their daily routines. "Read your labels, and
require transparency from your favorite brands. Make a pledge to keep water clean
and accessible for years to come," Williams said. "Commit to making an at-risk
species your mascot, and become an advocate for that particular species. There are
so many different ways to make an impact — you just have to choose one!"
 "Take a walk in nature and simply appreciate it, plant a tree or a flower, pick up a
discarded bottle and recycle it (even if it isn't yours), turn off your printer for a day,
power off your computer and take a tech break, go vegetarian for a day, use a
certified natural skin-care product. These are just a few simple ways to make a
positive impact for yourself and for our Earth," Jennifer Barckley, director of brand
communications and values at The Body Shop, a chain of bath and body products,
told Live Science.
 "A simple way that everyone can celebrate Earth Day to make the world a better
place is to turn off the lights in their own homes and in their offices ... not just
sometimes, but all of the time," said Helene King, a member of the LifeBridge Health
hospitals' Health Green Team in Baltimore. "It may sound simple, but how many
times have you left the lights on when you could be saving energy?"
http://www.livescience.com/50556-earth-day-facts-history.html
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TEXT 2
On 19 March every year, millions of people in developed

countries spend 60 minutes of their lives reeling in collective guilt
over the evil of fossil fuels. But when people turn off the lights
for Earth Hour, they only hold a candle to their own ignorance.
Earth Hour is exactly the type of feel-good event today’s
environmentalists seem to relish. It provides a readymade
opportunity for people to flaunt their social conscience by
denouncing industrialisation, electricity, fossil fuels and the other
‘excesses’ that make 21st-century life worth living.
But what these candle-waving, middle-class do-gooders forget are
the 1.3 billion people who will spend all of 19 March in the dark
– not out of some desire to be close to nature, but because that’s
how they spend every other day of the year.
How long without electricity would today’s Earth Hour
enthusiasts last before their warm inner glow turned to despair?
Perhaps if people were forced seriously to contemplate life off the
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grid, they’d come to accept the empirical fact that nothing has
done more to advance the plight of humanity than cheap, reliable
electricity.
The problem with Earth Hour isn’t that burning candles actually
emits more carbon than using a lightbulb, nor that large numbers
of households simultaneously going dark disrupts the power grid
and actually increases emissions.
No, the problem with Earth Hour is that it makes a villain out of
electricity provision, the very thing that’s allowed humanity to
rise out of abject poverty and reach the standard of living we
enjoy today. So, since you probably won’t hear it anywhere else,
here are just a few of the tremendous benefits of cheap, reliable
electricity:
 It feeds the world
Worldwide poverty is at its lowest rate in human history.
This is in large part because of the modern methods of mass
food production that depend on cheap electricity. Industrial
farming practices, including irrigation, mass food storage
and transport, would all be impossible if environmentalists
had their way. In the Middle Ages over 90 per cent of
Europe’s workforce worked on farms; today, less than five
per cent does. This has freed millions of people from
backbreaking labour to develop their own skills and talents,
which in turn have enriched our lives.
And once this mass-produced food reaches our homes, it is
electricity that allows us to cook it quickly and safely,
without exposing ourselves to health risks from chronic
smoke inhalation. Two million people in developing
countries still die each year from noxious fumes caused by
traditional indoor heating and cooking practices. This gives
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some insight into what cheap electricity has meant for

human welfare.
 It saves lives
Electricity has made possible the advances and wide
availability of modern medicine, from vaccines to antibiotics
and surgery. According to the World Health Organisation,
the measles vaccine alone has saved over 17million lives
worldwide since 2000. This wouldn’t have happened had
there not been cheap, electrically powered refrigeration for
the storage and transportation of the vaccine.
 It creates prosperity
As Bjorn Lomborg, author of The Skeptical
Environmentalist, points out, the electricity available to
people in wealthy countries is roughly the equivalent of
having 56 servants working for you in pre-industrial times.
It’s easy to forget this if you have the luxury of boiling a cup
of tea and sitting down to watch a digitally recorded episode
of MasterChef once your annual 60 minutes of
environmental self-flagellation is up. But for the people of,
say, Liberia or South Sudan or Sierra Leone, every hour is
Earth Hour. Life is short and illness often deadly. People
spend most of their waking hours fighting a neverending
struggle for basic necessities like food and shelter.
There is no doubt that our prosperity has come at a cost to the
natural world. But if we care about making the world a better
place, the last thing we should be doing is turning off the lights. If
what we want is a genuine accommodation with Mother Nature,
we should be concentrating humanity’s collective energies on
finding cleaner and cheaper ways of sustaining modern life, not
harking back to some pre-industrial fantasy.
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Contrary to the delusions of eco-pessimists, cheap electricity is

exactly the kind of innovation we need more of. London’s air
quality today is the best it’s been since coal became a common
fuel for lime burners in the early Middle Ages. Why? Because
thanks to electricity, factories are no longer run on coal power.
Nor do households have to burn it to cook and stay warm.
The idea that human progress actually helps the environment flies
in the face of everything today’s environmental zealots hold dear.
In their eyes, humanity must repent for daring to industrialise.
That means putting an end to the wealth and material excess that
characterise our daily lives.
If people are actually interested in saving the planet, they’d be
better off lighting their houses with electricity, not mourning
human progress in the dark.
John Slater is a Young Voices Advocate, and an Australian writer
based in Washington DC. Follow him on twitter, @JohnSlater93.
http://www.spiked-online.com/newsite/article/the-dangerous-narcissism-of-earth-
hour/18165#.V0ZoCeQXRws
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WORKSHEET 1
Instruction:
Complete the diagram below.
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ASSESSMENT PROJECT
The school is organising a ”Global Warming Awareness Week.” Your class has been
selected to take part in a sketch competition to raise awareness about the effects of global
warming. Choose your group members and assign everyone a specific task for the project.
In groups, students will have to discuss the work flow.
APPROACHES
STEP 1
a. Students choose a director to lead the project. Action Oriented Task
b. Students have to plan carefully in order to participate

in the sketch. Emphasise the importance of the theme
of the sketch.

c. Explain that students will have to play roles as:
Collaboration
i) A script writer
ii) Choreographer
iii) Actors and actresses
iv) Props Manager
v) Audio Visual Director and any other relevant
posts accordingly.
*This assignment should be done in groups to instil

teamwork.
STEP 2
a. Have students consider these factors when presenting
their sketch:
HOTS:
i) Theme Applying
ii) Mood Creating
iii) Moral values
iv) Costumes
v) Props
vi) The duration
*Or other aspects of sketch performance not mentioned
above.
STEP 3
a. Students present their sketch and make a video 21st Century Learning:
recording. 2 Stars & A Wish
b. Other groups give their comments using 2 Stars & A ICT
Wish**
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Unit 8
UNIT 8
THE EVOLUTION OF TELEVISION
When was
Who the first
invented the Smart TV
first TV? launched?
Why do you
like watching
TV?
Is having a television a
What can you learn from
necessity?
watching television? 166
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BY THE END OF i. Find relevant information in a text.

THE LESSON, ii. Compare and contrast between information in a text.
STUDENTS CAN: iii. Give reasons to support answers.

LOTS: Remembering
Understanding
STRATEGIES/ HOTS:Analysing
APPROACHES Applying
st
21 Century Learning
i-THINK
VALUES Gratitude
LEARNING/ Picture
TEXT FORMAT Mixed
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APPROACHES
STEP 1
a. Students discuss the evolution of televison and LOTS:
compare and contrast the two TVs in PICTURE 1. Remembering
Understanding
b. Students complete the Double Bubble Map*** in
WORKSHEET 1. HOTS:
Analysing
c. Students present and justify their answers.
i-THINK:
Double Bubble Map
STEP 2
a. Students read a passage entitled How The Television Reading Strategy:
Has Evolved (TEXT 1). Skim and Scan
HOTS:
b. In groups, students complete the Circle Map*** in
WORKSHEET 2. Analysing
i-THINK:
c. Students discuss answers in a Round Table** activity. Circle Map
21st Century
Learning:
Round Table
STEP 3
a. Students read TEXT 1 again. HOTS:
Applying
b. In groups, students complete the Flow Chart*** in
WORKSHEET 3. i-THINK:
Flow Chart
c. Students discuss the answers.
21st Century
Learning:
Collaboration
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PICTURE 1
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WORKSHEET 1
Differences Similarities Differences
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TEXT 1
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WORKSHEET 2
Complete the Circle Map below based on Text 1.
Changes in TV
appearance
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WORKSHEET 3
Complete the flow chart below based on TEXT 1 above.
1928 ________ ________

General Electric made walnut cabinet RCA
Octagon
________
1957 1948
Raytheon
____________ Built-in legs, round ____________
screen
2007
1962 ________
_____________
____________ Sony
_____________
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BY THE END OF
THE LESSON, i. Identify advantages and disadvantages of a Smart TV
STUDENTS CAN: ii. Write short responses about Smart TV
Reading Strategies: KWLH

LOTS: Remembering
Understanding
STRATEGIES/
HOTS: Analysing
APPROACHES
Evaluating
i-THINK
VALUES Self-Reliance
LEARNING/ Picture
TEXT FORMAT Single
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ACTIVITIES SKILLS/
APPROACHES
STEP 1
a. Display a picture of a Smart TV (PICTURE 1) Reading Strategy:

and students discuss the features of a Smart TV. KWLH
b. Students fill in a KWLH* sheet on what they already LOTS:

know about the topic and what they want to know Remembering
(WORKSHEET 1). Understanding
c. Students complete the Circle Map*** in
WORKSHEET 2.
d. Discuss answers with the class. i-THINK:

Circle Map
`STEP 2
Reading Strategy:
a. In pairs, students read TEXT 1 and fill in the What
have you Learned column of KWLH sheet KWLH
(WORKSHEET 1).
b. Student also fill in the How Would you Learn More HOTS:
column. Analysing
c. Students do a Think- Pair- Share** activity to discuss 21st Century Learning:

their KWLH answers with partners. Think- Pair- Share
STEP 3
a. In groups, students discuss the advantages and HOTS:

disadvantages of Smart TVs. Evaluating
b. Students complete the graphic organiser in 21st Century Learning:

WORKSHEET 3. Collaboration
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PICTURE 1
SMART TV
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WORKSHEET 1
KWLH CHART
Know Want to know Have Learned How are you
going to learn
better/more?
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WORKSHEET 2
Features of
a
Smart TV?
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TEXT 1
SMART TVs – TELEVISION AND THE INTERNET

More and more television manufacturers are producing Smart TVs. Although they differ in some
ways most of them use the same technology. Smart TVs can be connected to the internet using a
setup box, a cable or wireless adapter. As more and more broadcasting companies are showing
videos on demand, Smart TVs are an investment for the future.
Some decades ago watching a conventional television was a completely different experience. If you
were lucky you had a handful of channels you could watch. Depending on your rooftop antenna and
the signal you got, reception was sometimes bad and during storms the signal was lost altogether.
In the 1970s, cable TV gave viewers a choice of several different programmes, not only from the
local area. The arrival of video recorders allowed viewers to record their shows during the night time
or while they were on holidays. Satellite television in the 80s and 90s gave people access to
hundreds of TV channels from around the world. In the last decade Internet television has been
growing rapidly.
Today Smart TV today offers the user a new way of selecting content from the thousands of
entertainment items. Content is often divided into genres, so you when you choose comedy, a Smart
TV can offer not only the shows and movies that are currently being shown on various TV channels
but also display comedy clips on YouTube, Vimeo or other video networks. Smart TV gives its
audience a broader selection of what they want to watch.
Modern TV sets are not only restricted to videos. They allow you to access your Facebook account or
communicate with friends around the world via Skype. Smart TVs can talk or communicate with
other devices, like your mobile phone or desktop computer.
The smart TVs, however, still have a long way to go before they are fully accepted by viewers. For
one, the interface is not user friendly. Slow and disrupted internet connections also pose a problem.
Nobody wants apps that take hours to download or experience a pause in the middle of a thriller.
http://www.english-online.at/technology/smart-tv/smart-tv.htm
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WORKSHEET 3
Complete the following table on the advantages and disadvantages of smart TVs.
ADVANTAGES DISADVANTAGES
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i. Identify main ideas in a text by using notation.

BY THE END OF
ii. Complete a flow chart with information from a text.
THE LESSON,
ii. Produce a guideline on how to use Smart TVs wisely.
STUDENTS CAN
Reading Strategy: PARApoint

Skim and Scan
LOTS: Understanding
APPROACHES Applying
Creating
st
21 Century Learning
i-THINK
VALUES Self- Reliance

LEARNING/ Worksheet
TEACHING AIDS
TEXT FORMAT Single
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ACTIVITIES SKILLS/
APPROACHES
STEP 1
a. Students read a poem in WORKSHEET 1. LOTS:

Understanding
b. Students discuss:
(i) meaning of the poem.
(ii) personal information that should not be shared.
i-THINK:
c. Students write their answers in a Circle Map* Circle Map
(WORKSHEET 1).

Skim and Scan
a. Students read the passage entitled Not in Front of PARApoint
The Telly: Warning over 'Listening' TV (TEXT 1).
HOTS:
b. Students read the text while doing PARApoint* Analysing
highlighting important points.
i-THINK:
c. In groups, students complete the Flow Chart on how
discussing personal information in front of a Smart Flow Chart
TV can be dangerous (WORKSHEET 2).
STEP 3
a. In groups students discuss negative effects of Smart

TVs on teenagers. HOTS:
b. Students produce a guideline on how teenagers Applying
should use Smart TVs wisely (WORKSHEET 3). Creating
c. Students present their guidelines in a Gallery Walk** 21st Century Learning:

as classmates give feedback on Post- It notes. Gallery Walk
d. Based on comments, students make improvements to
their guidelines.
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WORKSHEET 1
Walls have ears. Doors have eyes.

Trees have voices. Beasts tell lies.
Beware the rain. Beware the snow.
Beware the man You think you know.
-Catherine Fisher-
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TEXT 1
Not in front of the telly: Warning over 'listening' TV

Samsung is warning customers about discussing personal information in front
of their smart television set.
The warning applies to TV viewers who control their Samsung Smart TV using its
voice activation feature.
When the feature is active, such TV sets "listen" to what is said and may share what
they hear with Samsung or third parties, it said.
Data sharing
The warning came to light via a story in online
news magazine the Daily Beast which
published an excerpt of a section of Samsung's
privacy policy for its net-connected Smart TV
sets. These records what is said when a button
on a remote control is pressed.
The policy explains that the TV set will be listening to people in the same room to try
to spot when commands or queries are issued via the remote. It goes on to say: "If
your spoken words include personal or other sensitive information, that information
will be among the data captured and transmitted to a third party."The third party was
probably the company providing speech-to-text conversion for Samsung.
In response to the widespread sharing of its policy statement, Samsung has issued a
statement to clarify how voice activation works. It emphasised that the voice
recognition feature is activated using the TV's remote control.
It said the privacy policy was an attempt to be transparent with owners in order to
help them make informed choices about whether to use some features on its Smart
TV sets, adding that it took consumer privacy "very seriously".
Samsung said: "If a consumer consents and uses the voice recognition feature,
voice data is provided to a third party during a requested voice command search. At
that time, the voice data is sent to a server, which searches for the requested
content then returns the desired content to the TV."
It added that it did not retain voice data or sell the audio being captured. Smart-TV
owners would always know if voice activation was turned on because a microphone
icon would be visible on the screen, it said.
The third party handling the translation from speech to text is a firm called Nuance,
which specialises in voice recognition, Samsung has confirmed to the BBC.
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Samsung is not the first maker of a smart, net-connected TV to run into problems
with the data the set collects. In late 2013, a UK IT consultant found his LG TV was
gathering information about his viewing habits.
Publicity about the issue led LG to create a software update which ensured data
collection was turned off for those who did not want to share information.
http://www.bbc.com/news/technology-31296188
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WORKSHEET 2
In groups, complete the Flow Chart below using the information in Text 1.
________________________
Voice activation active

________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
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WORKSHEET 3
The text talks about the dangers of using smart TVs. In groups, discuss how Smart TV can
be used wisely. Then, produce a guideline on how teenagers should use smart TVs wisely.
Present your guideline to the class.
HOW TO USE SMART TV WISELY
1. __________________________
2. __________________________
3. __________________________
4. __________________________
5. __________________________
6. __________________________
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ASSESSMENT PROJECT
An International TV manufacturer is organising a ’TV of the Future’ competition.The

competition is open to all secondary school students in Malaysia. You and your
friends have decided to take part in the competition.
STRATEGIES/
ACTIVITIES APPROACHES
STEP 1
a. Recall and reflect on the evolution of television.
Action Oriented Task
b. Explain to students that they are representing the
school in this contest and must create a prototype of
a television of the future.
* Teachers can assign groups and reward the students.
STEP 2
a. Have students consider these factors when creating
their prototype: HOTS:
Applying
i) features
ii) size/weight/length/width Creating
iii) material
iv) cost
v) design
vi) warranty Cross- curricular
vii) the ”wow factor” element
21st Century
b. Students brainstorm, plan and execute the project Learning:
within a stipulated time frame. Students may also rely Collaboration
on their study of science to inform their work.
STEP 3
a. Groups present their prototype. Other groups HOTS:
are welcome to give their comments and opinions . Applying
b. Students with the best prototype are rewarded.
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Unit 9
Unit 9
Cloud Society
What is social media?

What is social networking?
How often do you use social
networking?
Could you go a day without

using any social media?
What do Facebook, Twitter and
Instagram have in common?
What are the benefits of using
social media?
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BY THE END OF i. Interpret non-linear graphs.
LESSON, ii. Conduct a survey of social media users in the class according to
STUDENTS CAN: their preferences.

5W1H
LOTS: Understanding
STRATEGIES/
HOTS: Analysing
APPROACHES
Applying
i-THINK
VALUES Respect
LEARNING/ Picture
SITUATION Personal
TEXT FORMAT Single, Non Continuous
PROCESS Represent gist and literal meaning

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STRATEGIES/
ACTIVITIES
APPROACHES
STEP 1:
a. Discuss examples of social media and reasons for LOTS:

using social media. Understanding
b. In groups, students complete the Circle Map***.

i-THINK:
(WORKSHEET 1 and WORKSHEET 2)
Circle Map
STEP 2:
a. Students study and analyse the content of the graph Reading Strategy:
in PICTURE 1. Skim and Scan
http://www.marketingcharts.com 5W1H
b. Students work with their Shoulder Partner** and

HOTS:
answer the questions (WORKSHEET 3).
Analysing

Think-Pair-Share
STEP 3:
a. Students list down social media platforms that they

have used from the most to the least (WORKSHEET
4). HOTS:
Applying
b. In groups, students: Analysing
(i) carry out a survey to find out their friends’ usage

of social media networks.
(ii) show the information in a bar graph 21st Century Learning:

like in DIAGRAM 1. Gallery Walk
(iii) present and explain their findings in a Gallery

Walk** and classmates comment on their
presentation.
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WORKSHEET 1
Examples
of Social
Media
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WORKSHEET 2
Reasons
for Using
Social
Media
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PICTURE 1
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WORKSHEET 3
Study the diagram and answer the following questions.
In 2014, Facebook had the highest

number of social media users, but in
2016 the percentage decreased to 68.
Why do you think this happened?
Give TWO reasons why

snapchat is the most
Which social media widely used social media
showed a consecutive drop among the youths in
from 2014 to 2016? America in 2016?
Why do you think social

How harmful is social media is very popular
media to teenagers? among teenagers?
Which social media do

you like the most?
State your reason. 198
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WORKSHEET 4
1. List the social media platforms that you use the most to the least.
No Social Media Platform
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BY THE END OF
i. Identify the relevant information using KWLH.
LESSON,
ii. Create a brochure about cyberbullying.
STUDENTS CAN:

LOTS: Understanding
APPROACHES Applying
Creating
st
21 Century Learning
VALUES Respect
Picture
LEARNING/
Worksheet
SITUATION Personal
Public
TEXT FORMAT Single , Continuous

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Unit 9
APPROACHES
STEP 1
a. Students study pictures in PICTURE 1.

Reading Strategy:
b. In groups, students KWLH
i. write down what they know about the pictures
shown (WORKSHEET 1: Task A).
LOTS:
ii. discuss and list down questions about what Understanding
they want to know about the pictures shown
(WORKSHEET 1: Task A).
iii. present what they know and what they want to

know regarding the pictures given to them.
STEP 2
a. Students read TEXT 1.
b. In groups, students complete the KWLH chart: Reading Strategy:

KWLH
i. List out what they learn in L column
(WORKSHEET 1: Task B). HOTS:
Analysing
ii. Check whether the text answers the questions
in W column (WORKSHEET 1: Task B).
iii. Suggest ways on how they can learn more

about the topic in H column.
STEP 3
HOTS:
a. In pairs, students create a brochure about cyber Applying
bullying to raise awareness on this issue using the Creating
information from KWLH chart.
Collaboration
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PICTURE 1
 To be cut and shown to students OR as a slideshow.
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WORKSHEET 1
Task A
Based on the picture,
a. Fill in the Know column with what you know about the pictures
b. Fill in the Want column with questions on what you want to know about the pictures
Task B
While reading Text 1;
a. List out what you learn in Learned column.
b. Check the questions in Want column to see whether the questions could be answered
with the information from Text 1.
c. Fill out the How column with how you can learn more about the topic.
What you Want to How you can learn

What you Know What you Learned
know more
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TEXT 1
https://www.stopbullying.gov/cyberbullying/what-is-it/#whycyberbullying
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BY THE END OF i. Interpret posts and comments taken from social media.
LESSON, ii. Reflect and evaluate the credibility of social media posts.
STUDENTS CAN:

PMI
LOTS: Understanding
STRATEGIES/
Evaluating
Creating
st
21 Century Learning
VALUES Respect
LEARNING/ Picture
SITUATION Personal
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APPROACHES
STEP 1
Reading Strategy:
a. In groups, students study the poster (TEXT 1) and 5W1H
discuss.
LOTS:
b. Teacher prompt discussion using 5W1H* technique. Understanding
STEP 2
a. Students read the extracts of responses from social Reading Strategy:

media (TEXT 2). PMI
b. Students identify the extracts with positive and

negative responses and complete the PMI* table in HOTS:
WORKSHEET 1. Analysing
c. In groups, students justify the answers.

Collaboration
STEP 3
a) Students produce a one-paragraph-post of more

than 100 words on the topic: HOTS:
Evaluating
“SOCIAL MEDIA GIVES AN EDITED Creating
VERSION OF REALITY”
b) Students post and upload them on Frog VLE English

Dashboard. 21st Century Learning:
ICT
c) Each member of the class is required to comment on
the post.
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TEXT 1
Questions to ponder
1. How were information and opinions shared before the advent of social media?
2. In relation to the comic strip, how has the social media affected human relationships?
 Are people becoming insensitive?
 Are people becoming detached from real life?
3. Give your interpretation of “Facebook is watching you”.
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TEXT 2
EXTRACT A
EXTRACT E
EXTRACT B
EXTRACT F
EXTRACT G
EXTRACT C
EXTRACT H
EXTRACT D
EXTRACT D
EXTRACT I 208
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WORKSHEET 1
Task: Identify the extracts with positive and negative responses and complete the PMI
table below. Justify your answers.
PLUS MINUS INTERESTING
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ASSESSMENT PROJECT
The advancement of technology has brought quite a number of side effects; be it good or bad.
Since students nowadays are inseparable from their gadgets, they are prone to cyber-crime,
one of which is cyber-bullying. This can be a good platform for students not only to learn about
cyber-bullying, but also on what they can do to deal with it.
STRATEGIES/
ACTIVITIES
APPROACHES
STEP 1
a. Recall and reflect on social media; examples,

reasons and effects on themselves and the society.
b. Students are divided into 4 groups. Explain to Action Oriented Task
students that they are to come up with a
project/exhibition:
Group 1 : Produce flyers HOTS:
Creating
Group 2: Produce posters
Group 3: Short video clips on Cyber-bullying
Group 4: Poetry recital/Song presentation on
Collaboration
cyber bullying
Group 5: Developing a website providing information
on cyber-bullying and support for the victims.
* Teachers can have the whole class involved in this project
by working on different tasks for the Exhibition on Cyber-
bullying.
c. Have students consider these questions in their
discussion for the project:
 What is cyber-bullying?
 Why does cyber-bullying happen?
 What can students do when they are the victims of
cyber-bullying?
 What can students do if they notice someone else
being cyber-bullied or being the bully themselves?
 How can society play their role in handling the issue?
STEP 2
HOTS:
a. Students put up an exhibition on Cyberbullying and Applying
launch their website. Creating
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Unit 10
UNIT 10
UNDER MY SKIN
Why are
How
vaccines
Have you many What are some
important?
been types of myths about
vaccinated? vaccines vaccination?
are
What are
there?
vaccines?
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BY THE END i. Find relevant information in a reading text.

OF THE ii. Construct Wh-questions from headings in a text.
LESSON, iii. Read a text and fill in a record of vaccination beginning from
STUDENTS childbirth.
CAN:
Reading strategy: Skim and Scan

5W1H
APPROACHES HOTS: Applying
Analysing
VALUES
Love for Life
Youtube
LEARNING/
TEACHING Picture
AIDS
Worksheet
TEXT FORMAT Single
PROCESS
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APPROACHES
STEP 1
Reading Strategy:
a. Students view a Youtube video entitled 'Immunity Skim and Scan
and Vaccine' (SCREENSHOT 1).
https://www.youtube.com/watch?v=lXMc15dA-vw LOTS:
Understanding
b. Students find listed words in Word Search puzzle
(WORKSHEET 1).
STEP 2
Reading Strategy:
a. Students read a text about immunisation (TEXT 1). 5W1H
b. Students construct 'Wh-' questions based on the HOTS:

headings in the text (TEXT 1), and write these Analysing
questions in the 5W1H chart* (WORKSHEET 2).
c. In pairs, students find the answer to the questions 21st Century Learning:
and complete the chart in WORKSHEET 2. Collaboration
STEP 3
a. In groups, students do a survey on the types of HOTS:

immunisation their classmates have taken. Analysing
Applying
b. Students present their findings in a graphic form
such as graphs and charts( teacher to give 21st Century Learning:
examples). Collaboration
c. Students present their findings to the class.
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SCREENSHOT 1
https://www.youtube.com/watch?v=lXMc15dA-vw
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WORKSHEET 1
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TEXT 1
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WORKSHEET 2
Vaccination
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BY THE END
OF THE i. Complete a FRAME chart about vaccines.
LESSON, ii. Skim and scan information to create a brochure to raise awareness
STUDENTS of vaccinnation.
CAN:
FRAME Routine
LOTS: Understanding
Evaluating
Creating
LEARNING/ Youtube
TEACHING Website
AIDS Worksheet
SITUATION Personal
TEXT FORMAT Single
***refer to Guide to Using HOTs in a Reading Classroom
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Unit 10
APPROACHES
STEP 1
a. Students view a video about vaccination LOTS:

(SCREENSHOT 1). Understanding
https://www.youtube.com/watch?v=NaGndICPT8I
HOTS:
b. Students respond to questions: Analysing
 Do you think vaccination is neccessary? Evaluating
Why?
 List the importance of vaccines.

Skim and Scan
a. Students read a text about vaccinations (TEXT 1). FRAME Routine
b. Students extract information from the text and fill in

the FRAME* chart (WORKSHEET 1). HOTS:
Analysing
STEP 3
a. In groups, using the information in TEXT 1, students HOTS:

create a brochure to increase awareness about Applying
vaccination. Creating
b. Students present the brochures in a Gallery Walk**

activity. 21st Century Learning:
Gallery Walk
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SCREENSHOT 1
https://www.youtube.com/watch?v=NaGndICPT8I
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TEXT 1
What are some of the myths – and facts – about vaccination?
A: Myth 1: Better hygiene and sanitation will make diseases disappear – vaccines are
not necessary. FALSE
Fact 1: The diseases we can vaccinate against will return if we stop vaccination
programmes. While better hygiene, hand washing and clean water help protect people from
infectious diseases, many infections can spread regardless of how clean we are. If people
are not vaccinated, diseases that have become uncommon, such as polio and measles, will
quickly reappear.
Myth 2: Vaccines have several damaging and long-term side-effects that are yet
unknown. Vaccination can even be fatal. FALSE
Fact 2: Vaccines are very safe. Most vaccine reactions are usually minor and temporary,
such as a sore arm or mild fever. Serious health events are extremely rare and are carefully
monitored and investigated. You are far more likely to be seriously injured by a vaccine-
preventable disease than by a vaccine. For example, in the case of polio, the disease can
cause paralysis, measles can cause encephalitis and blindness, and some vaccine-
preventable diseases can even result in death. While any serious injury or death caused by
vaccines is one too many, the benefits of vaccination greatly outweigh the risk, and many
more injuries and deaths would occur without vaccines.
Myth 3: The combined vaccine against diphtheria, tetanus and pertussis (whooping
cough) and the vaccine against poliomyelitis cause sudden infant death
syndrome. FALSE
Fact 3: There is no causal link between the administering of the vaccines and sudden infant
death, however, these vaccines are administered at a time when babies can suffer sudden
infant death syndrome (SIDS). In other words, the SIDS deaths are co-incidental to
vaccination and would have occurred even if no vaccinations had been given. It is important
to remember that these four diseases are life-threatening and babies who are not vaccinated
against them are at serious risk of death or serious disability.
Myth 4: Vaccine-preventable diseases are almost eradicated in my country, so there is

no reason to be vaccinated. FALSE
Fact 4: Although vaccine preventable diseases have become uncommon in many countries,
the infectious agents that cause them continue to circulate in some parts of the world. In a
highly inter-connected world, these agents can cross geographical borders and infect
anyone who is not protected. In western Europe, for example, measles outbreaks have
occurred in unvaccinated populations in Austria, Belgium, Denmark, France, Germany, Italy,
Spain, Switzerland and the United Kingdom since 2005. So two key reasons to get
vaccinated are to protect ourselves and to protect those around us. Successful vaccination
programmes, like successful societies, depend on the cooperation of every individual to
ensure the good of all. We should not rely on people around us to stop the spread of
disease; we, too, must do what we can.
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Myth 5: Vaccine-preventable childhood illnesses are just an unfortunate fact of life.

FALSE
Fact 5: Vaccine preventable diseases do not have to be ‘facts of life’. Illnesses such as
measles, mumps and rubella are serious and can lead to severe complications in both
children and adults, including pneumonia, encephalitis, blindness, diarrhoea, ear infections,
congenital rubella syndrome (if a woman becomes infected with rubella in early pregnancy),
and death. All these diseases and suffering can be prevented with vaccines. Failure to
vaccinate against these diseases leaves children unnecessarily vulnerable.
Myth 6: Giving a child more than one vaccine at a time can increase the risk of
harmful side-effects, which can overload the child’s immune system. FALSE
Fact 6: Scientific evidence shows that giving several vaccines at the same time has no
adverse effect on a child’s immune system. Children are exposed to several hundred foreign
substances that trigger an immune response every day. The simple act of eating food
introduces new antigens into the body, and numerous bacteria live in the mouth and nose. A
child is exposed to far more antigens from a common cold or sore throat than they are from
vaccines. Key advantages of having several vaccines at once is fewer clinic visits, which
saves time and money, and children are more likely to complete the recommended
vaccinations on schedule. Also, when it is possible to have a combined vaccination, e.g. for
measles, mumps and rubella, that means fewer injections.
Myth 7: Influenza is just a nuisance, and the vaccine isn’t very effective. FALSE
Fact 7: Influenza is much more than a nuisance. It is a serious disease that kills 300 000 -
500 000 people worldwide every year. Pregnant women, small children, elderly people with
poor health and anyone with a chronic condition, like asthma or heart disease, are at higher
risk for severe infection and death. Vaccinating pregnant women has the added benefit of
protecting their newborns (there is currently no vaccine for babies under six months). Most of
influenza vaccines offer immunity to the three most prevalent strains circulating in any given
season. It is the best way to reduce your chances of severe flu and of spreading it to others.
Avoiding the flu means avoiding extra medical care costs and lost income from missing days
of work or school.
Myth 8: It is better to be immunized through disease than through vaccines. FALSE

Fact 8: Vaccines interact with the immune system to produce an immune response similar to
that produced by the natural infection, but they do not cause the disease or put the
immunized person at risk of its potential complications. In contrast, the price paid for getting
immunity through natural infection might be mental retardation from Haemophilus influenzae
type b (Hib), birth defects from rubella, liver cancer from hepatitis B virus, or death from
measles.
Myth 9: Vaccines contain mercury which is dangerous. FALSE

Fact 9: Thiomersal is an organic, mercury-containing compound added to some vaccines as
a preservative. It is the most widely-used preservative for vaccines that are provided in multi-
dose vials. There is no evidence to suggest that the amount of thiomersal used in vaccines
poses a health risk.
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Unit 10
Myth 10: Vaccines cause autism FALSE

Fact 10: The 1998 study which raised concerns about a possible link between measles-
mumps-rubella (MMR) vaccine and autism was later found to be seriously flawed, and the
paper has been retracted by the journal that published it. Unfortunately, its publication set off
a panic that led to dropping immunization rates, and subsequent outbreaks of these
diseases. There is no evidence of a link between MMR vaccine and autism or autistic
disorders.
http://www.who.int/features/qa/84/en/
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Unit 10
WORKSHEET 1
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Unit 10
BY THE END i. Identify concerns about taking vaccines.

OF THE ii. Add relevant information in the KWLH table.
LESSON,
STUDENTS
CAN:

KWLH
APPROACHES Remembering
HOTS: Evaluating
LEARNING/ Website
TEACHING
Worksheet
AIDS
SITUATION Personal
COGNITIVE Reflect on content and form
PROCESS Corroborate, identify and handle Conflict
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Unit 10
APPROACHES
STEP 1
a. Students view PICTURE 1 and share their LOTS:

experiences being vaccinated. Remembering
Understanding
STEP 2
Reading Strategy:
a. In pairs, students read the online news (TEXT 1) ACID
and put in ACID* marks accordingly.
http://www.straitstimes.com/asia/outrage-over- HOTS:
diphtheria-deaths-in-malaysia Evaluating
b. Students read TEXT 2 and identify Amy’s change
in view and perception regarding vaccination
(WORKSHEET 1).
http://www.voicesforvaccines.org/growing-up-
Carousel Feedback**
unvaccinated/
c. Students present and justify their answers in a

Carousel Feedback** activity.
STEP 3
a. Based on both texts, student complete the KWLH* Reading Strategy:

chart (WORKSHEET 2). KWLH
b. Students take part in an Academic Controversy** HOTS:

activity on the issue: Evaluating
‘Childhood immunisation is not compulsory in

Malaysia.’
Is this policy relevant today?
*Academic Controversy is a debate without 21st Century Learning:

interruption (Point of Information) where both Collaboration
teams will switch sides after completing a full
round.
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PICTURE 1
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TEXT 1
Parents had rejected vaccine, fearing 'pig DNA';

the authorities seek to quash rumours
KUALA LUMPUR • Two children have died in Malaysia from diphtheria this month,
apparently because their parents did not vaccinate them against the infectious disease,
believing the jabs contained elements of pig DNA.
The deaths have triggered outrage, prompting the Health Ministry, medical experts and a
state mufti to plead with parents not to believe in rumours.
Malaysian media reports say an "anti-vaccine movement" reportedly based in Kedah has
spread doubts about the contents of the vaccine and about its necessity.
The reports say the group claims the injections are part of a plot by enemies of Islam to
weaken Muslims.
Diphtheria is a highly contagious bacterial disease that can cause fatal heart and nerve
damage, but childhood immunisation is not compulsory in Malaysia. In Singapore,
immunisations against diphtheria and measles are compulsory by law.
Prime Minister Najib Razak, in an unusual intervention on a health issue, wrote on his blog
on Thursday that people should not listen to rumours. He said he felt sad after reading about
the deaths, as the national immunisation programme started 50 years ago had been
successful in stopping infectious diseases.
What is diphtheria?
 Diphtheria is a contagious bacterial disease that causes inflammation of the mucous

membranes, potentially hindering breathing and swallowing. It could cause fatal heart
and nerve damage.
 Childhood immunisation is not compulsory in Malaysia.
 In Singapore, the childhood immunisation programme offers vaccination against nine

infectious diseases, including tuberculosis and mumps.
 Only diphtheria and measles immunisations are compulsory by law, the Ministry of
Health said on its website.
"All these efforts will be a waste if there are among us those who spread rumours that raise
doubts about vaccine inoculations and immunisation," he wrote. "The worst part is when
these false reports are spread using the name of Islam by Muslims themselves."
A seven-year-old girl from Malacca died last Saturday after contracting the disease eight
days earlier, the New Straits Times (NST) daily reported yesterday.
She infected two siblings, aged nine and 10, who are recovering in hospital now after
receiving diphtheria anti-toxin and antibiotics.
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In the second case, NST reported that a two-year-old boy in Kedah died after contracting
diphtheria. The toddler and three of his siblings had not been immunised against the
disease. The boy's 10-month-old sibling is in critical condition.
Perlis mufti Mohd Asri Zainal Abidin, the highest Islamic religious authority in the northern
state, said it was sinful for Muslims to refuse to take measures that prevent them from harm,
such as vaccinating against a known dangerous disease such as diphtheria.
"It is okay if those who are against vaccination could prove, based on facts, that the vaccine
is indeed dangerous. However, what happened recently proved otherwise," he told NST.
Terengganu's state director for health, Dr Mohammad Omar, said there were perceptions
that the vaccines were "not halal", so some people refused the vaccinations. "This should
not be happening. The Fatwa Council declared that immunisation is a must and that
vaccines are halal," he told The Star newspaper.
The Islamic Medical Association of Malaysia said the vaccinations are a proven method for
preventing infection and recognised by millions of Muslim doctors worldwide.
"The loss of lives resulting from a disease that can be prevented with vaccination should be
regretted," its president, Dr Abdul Rahim Mohamad, said in a statement on Wednesday.
A version of this article appeared in the print edition of The Straits Times on June 25, 2016,
with the headline 'Outrage over diphtheria deaths in Malaysia'.
http://www.straitstimes.com/asia/outrage-over-diphtheria-deaths-in-malaysia
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TEXT 2
Growing Up Unvaccinated
I am the 70s child of a health nut. I wasn’t vaccinated. I was brought up on an
incredibly healthy diet: no sugar til I was one, breastfed for over a year, organic
homegrown vegetables, raw milk, no MSG, no additives, no aspartame. My mother
used homeopathy, aromatherapy, osteopathy, we took daily supplements of vitamin
C, echinacea, cod liver oil. I had an outdoor lifestyle; I grew up next to a farm, walked
everywhere, did sports and danced twice a week, drank plenty of water. I wasn’t
even allowed pop; even my fresh juice was watered down to protect my teeth, and I
would’ve killed for white, shop-bought bread in my lunch box once in a while and
biscuits instead of fruit like all the other kids. We only ate (organic local) meat maybe
once or twice a week and my mother and father cooked everything from scratch – I
have yet to taste a Findus crispy pancake and oven chips were reserved for those
nights when mum and dad had friends over and we got a “treat.”
As healthy as my lifestyle seemed, I contracted measles, mumps, rubella, a type of

viral meningitis, scarlatina, whooping cough, yearly tonsillitis, and chickenpox, some
of which are vaccine preventable. In my twenties I got precancerous HPV and spent
6 months of my life wondering how I was going to tell my two children under the age
of 7 that mummy might have cancer before it was safely removed.
So having the “natural immunity sterilised out of us” just doesn’t cut it for me. How
could I, with my idyllic childhood and my amazing health food, get so freaking ill all
the time? My mother was the biggest health freak around–she would put most of my
current “crunchy” friends to shame. She didn’t drink, she didn’t smoke, she didn’t do
drugs and we certainly weren’t allowed to watch whatever we wanted on telly or
wear plastic shoes or any of that stuff. She LIVED alternative health. And you know
what? I’m glad she gave us the great diet that we had, I’m glad that she cared about
us in that way.
But it just didn’t stop me getting childhood illnesses.
My two vaccinated children, on the other hand, have rarely been ill, have had
antibiotics maybe twice in their lives, if that (not like me who got so many illnesses
which needed treatment with antibiotics that I developed a resistance to them, which
led me to be hospitalized with penicillin-resistant quinsy at 21–you know that old
fashioned disease that killed Queen Elizabeth I and which was almost wiped out
through use of antibiotics).
My kids have had no childhood illnesses other than chickenpox, which they both
contracted while still breastfeeding. They too grew up on a healthy diet, home-grown
organics etc. Not to the same extent as I did, though, as I was not quite as strict as
my mother, but they are both healthier than I have ever been.
I find myself wondering about the claim that complications from childhood illnesses
are extremely rare but that “vaccine injuries” are rampant. If this is the case, I
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struggle to understand why I know far more people who have experienced
complications from preventable childhood illnesses than I have EVER met with
complications from vaccines. I have friends who became deaf from measles. I have
a partially sighted friend who contracted rubella in the womb. My ex got pneumonia
from chickenpox. A friend’s brother died from meningitis.
Anecdotal evidence is nothing to base decisions on. But when facts and evidence-
based science aren’t good enough to sway someone’s opinion, then this is where I
come from. After all, anecdotes are the anti-vaccine supporter’s way. Well, this is my
personal experience. And my personal experience prompts me to vaccinate my
children and myself. I got the flu vaccine recently, and I am getting the whooping
cough booster to protect my unborn baby. My natural immunity from having
whooping cough at age 5 will not protect him once he’s born.
I understand, to a point, where the anti-vaccine parents are coming from. Back in the
90s when I was a concerned, 19-year-old mother, frightened by the world I was
bringing my child into, I was studying homeopathy, herbalism and aromatherapy; I
believed in angels, witchcraft, clairvoyants, crop circles, aliens at Nazca, giant ginger
mariners spreading their knowledge to the Aztecs, the Incas and the Egyptians and
that I was somehow personally blessed by the Holy Spirit with healing abilities. I was
having my aura read at a hefty price and filtering the fluoride out of my water. I was
choosing to have past life regressions instead of taking anti-depressants. I was
taking my daily advice from tarot cards. I grew all my own veg and made my own
herbal remedies. I was so freaking crunchy that I literally crumbled. It was only when
I took control of those paranoid thoughts and fears about the world around me and
became an objective critical thinker that I got well. It was when I stopped taking
sugar pills for everything and started seeing medical professionals that I began to
thrive physically and mentally.
If you think your child’s immune system is strong enough to fight off vaccine-
preventable diseases, then it’s strong enough to fight off the tiny amounts of dead or
weakened pathogens present in any of the vaccines. But not everyone around you is
that strong, not everyone has a choice, not everyone can fight those illnesses, and
not everyone can be vaccinated. If you have a healthy child, then your healthy child
can cope with vaccines and can care about those unhealthy children who can’t.
Teach your child compassion, and teach your child a sense of responsibility for those
around them. Don’t teach your child to be self -serving and scared of the world in
which it lives and the people around him/her. And teach them to LOVE people with
ASD or any other disability for that matter, not to label them as damaged.
And lastly but most importantly for me – knowingly exposing your child to childhood
illnesses is cruel; even without complications these diseases aren’t exactly pleasant.
I don’t know about you, but I don’t enjoy watching children suffer even with a cold or
a hurt knee. If you’ve never had these illnesses you don’t know how awful they are–I
do. Pain, discomfort, the inability to breathe or to eat or to swallow, fever and
nightmares, itching all over your body so much that you can’t stand lying on bed
sheets, losing so much weight you can’t walk properly, diarrhea that leaves you lying
prostrate on the bathroom floor, the unpaid time off work for parents (and if you’re
self employed that means NO INCOME), the quarantine, missing school, missing
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parties, the worry, the sleepless nights, the sweat, the tears and the blood, the
midnight visits to A and E, sitting in a doctor’s waiting room on your own because no
one will sit near you because they’re rightfully scared of those spots all over your
kids face.
Those of you who have avoided childhood illnesses without vaccines are lucky. You
couldn’t do it without us pro-vaxxers. Once the vaccination rates begin dropping, the
less herd immunity will be able to protect your children. The more people you convert
to your anti-vax stance, the quicker that luck will run out
Amy Parker is a 37 year old mother of two teenagers, with a new arrival on the
way. She was brought up in the idyllic countryside of the Lake District,
England by health conscious parents–an artist and a ballet teacher. She
currently lives on the Fylde coast where she teaches piano and singing. Amy
runs arts and crafts workshops for children and adults.
http://www.voicesforvaccines.org/growing-up-unvaccinated/
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WORKSHEET 1
TASK: Based on the story, find out Amy’s change in view about vaccination.
BEFORE VACCINATION AFTER VACCINATION
233
WORKSHEET 2
Complete the KWLH based on Text 1 and Text 2.
What We Know What We Want To Know What We Learned How We Can Learn More
234
ASSESSMENT PROJECT
Students have learned that being immunised is important for a person’s health. But lately,
there have been strong views against vaccination. People in the movement base their
understanding on hearsay and unproven opinions. However, as we have access to
technology and information, we must be wise to differentiate facts and myths.
APPROACHES
STEP 1
a. Recall and reflect on the issue of vaccination LOTS:

 how vaccines work and what they are Remembering
 the advantages & disadvantages Analysing
 the immunisation effect to one’s life
* This project can be done in pairs or small groups.
STEP 2
a. Students have to prepare a scrap book on

compulsory vaccination in Malaysia from
childbirth.
HOTS:
b. Have students consider these questions in their Applying
discussion for the scrap book: Evaluating
Creating
 Why is vaccination important?
 Is vaccination different from immunisation?
 What are different vaccinations and how do they
protect a child?
 When are children vaccinated?
 What are the advantages of vaccines?
 How do we get vaccines?
 Is there any other reasons for vaccination other
than the compulsory ones while growing up. 21st Century Learning:
ICT
 Students need to interview at least ONE medical
Collaboration
practitioner to validate their sources.
235
STEP 3
a. Students present their scrapbook in an “ala-viva” HOTS:

presentation. Applying
b. Each group must come up with: Creating
 A power point presentation
 A sample flyer promoting vaccination
 A poster for an immunisation awareness
campaign.
236
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Unit 11
UNIT 11:
RISKY CREDIT
Can a person Where is the

What are the How can we
recover from best place to
risks of using avoid getting
bankruptcy? get financial
credit cards? scammed?
How? advice?
237
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Unit 11
BY THE END OF
LESSON, i. Identify main ideas in a text on credit card scams.
STUDENTS CAN: ii. Use the information to produce a presentation.

REAP
LOTS: Remembering
STRATEGIES/
Understanding
APPROACHES
HOTS : Evaluating
Creating
st
21 Century Learning
VALUES Integrity
LEARNING/ Worksheet
TEACHING AIDS Infographic
SITUATION Public

238
HEBAT Bacaan BI
Unit 11
STRATEGIES/
STEP 1
a. Students are given 2 minutes to memorise a LOTS:
set of words and phrases (PICTURE 1). Remembering
b. In small groups, students list as many words as they Understanding
can remember.
c. The group with the most number of words wins. Memory
d. Class discuss meaning of words. and Observation :
Kim’s Game

a. Students Skim and Scan* as they read TEXT 1 and Skim and Scan
complete the REAP* table (WORKSHEET 1). REAP
b. Students discuss with their shoulder partners** and
then with their table group members. 21st Century
Learning:
Collaboration
STEP 3
a. Students study TEXT 2.
b. In groups, students use the information from the text HOTS :
for different outputs: Evaluating
Group A : Produce a poster Creating
Group B : Produce a TV advertisement
Group C : Create a dialogue 21st Century
Group D : Create a message to post on social media. Learning:
c. Students present their work in a Gallery Walk**. Gallery Walk
239
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Unit 11
PICTURE 1
240
HEBAT Bacaan BI
Unit 11
TEXT 1
241
HEBAT Bacaan BI
Unit 11
WORKSHEET 1
Read the text given and complete the REAP chart below.
REAP
R (Read) E (Encode)
Read the text and jot down the title. In your own words, write down the main ideas.
A (Annotate) P (Ponder)
List the keywords. What do you KNOW about credit scams?
What do you WANT TO KNOW about credit scams?
242
HEBAT Bacaan BI
Unit 11
TEXT 2
How To Report Credit Card Fraud
1. Call your card issuer. Call immediately as

soon as you suspect your card has been
used by someone else. The toll free number
of your credit card issuer can be found on the
back of your credit card. You can also call this
number if you card is lost or stolen.
2. Follow up with written notification. Send a

letter to your credit card issuer. Include the
credit card number and the date you file the
report. If your card is stolen or lost include
the information in your report.
3. Make a police report. Stolen or lost credit

card must be reported to the police for
further investigation. You will be asked to
report on certain information such as the
name of the person who used your card and
other details of the crime.
Use information from a text and apply in a new situation
243
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BY THE END OF i. Scan and locate main points in each paragraph.

LESSON, ii. Use information from a text and apply in a new situation.
STUDENTS CAN:

LOTS: Understanding
STRATEGIES/ HOTS : Analysing
APPROACHES Applying
Creating
VALUES Integrity
LEARNING/ Worksheet
TEACHING AIDS
SITUATION Public
TEXT FORMAT Single

PROCESS Integrate and generate inferences.
244
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Unit 11
APPROACHES

a. Students study the poster (PICTURE 1). KWLH
b. Students underline difficult words and discuss
the meaning to improve vocabulary. LOTS:
c. Students complete the 'Know' section of the KWLH* Understanding
chart (WORKSHEET 1).
STEP 2
a. Students complete the 'Want' section of the KWLH Reading Strategy:
chart by constructing Wh-questions. KWLH
b. Students read a text on different types of credit card
fraud (TEXT 1).
http://people.exeter.ac.uk/watupman/undergrad/otho HOTS:
mas/different_types_of_credit_card_f.htm Analysing
c. Students find the answer to the Wh- questions and
write them down in the 'Learned' section. Lastly,
they complete the’ How to learn more’ column.
21st Century Learning :
d. Students share answers with their face partner**. Collaboration
STEP 3
a. In groups, students brainstorm and list** ways to 21st Century Learning:
protect themselves from credit card fraud. List-O-Mania
b. Students apply information from TEXT 1 and the list
for different outputs:
HOTS:
Group A : Produce a poster (PICTURE 2) Applying
Group B : Produce a TV advertisement Creating
Group C : A dialogue
Group D : A message on social network
Group E : A power point presentation
c. Students present their work and get peer feedback 21st Century Learning :
in Two Stars & A Wish** activity. Two Stars & A Wish
245
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Unit 11
PICTURE 1
246
HEBAT Bacaan BI
Unit 11
WORKSHEET 1
Complete the KWLH chart on credit card scams.
What we Know What we Want to What we Learned How we can learn

know more
247
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Unit 11
TEXT 1
DIFFERENT TYPES OF CREDIT CARD FRAUD

There are many different types of credit card fraud, these vary from where both the card and
criminal are present to where the criminal has acquired a card holder’s details and is able to
purchase goods fraudulently over the phone or Internet. The Internet and telephone
shopping has proved a breading ground for credit card fraud . The reason for this is not only
the annonymity that is made possible through not having to go to the shop in person but
through the pressure that retailers have found themselves under to have a quick turn around
between the time of an order being placed and the time that it arrives at the customers door.
This has been sparked through the Internet providing ever increasing amounts of
competition between retailers for better and quicker services and increase consumer
expectations. However, the contrasting effect of this is that in order to be quick and simple to
use, retailers can easily become sloppy or cut corners when it comes to whether or not the
person paying for the goods is the same person who ordered them. This is of course if it is in
any way possible to actually prove this anyway. For instance, it is very difficult to tell on the
basis of an address, card number and expiry date whether the person using it is genuine at
all. Many companies, especially Internet firms, may not report incidents of fraud because
they do not want to appear vulnerable and put people off shopping at their sites. "The
Confederation of British Industry reports as of 2001 two thirds of UK businesses have
experienced a serious on-line incident such as hacking, virus attacks or credit card fraud".
For these reasons the three forms of credit card fraud counterfeiting, "card not present" and
lost and stolen cards have flourished whilst other older types of fraud (e.g. mail non-receipt)
have either decreased or almost ceased to exist at all.
Counterfeiting
Counterfeiting, in the UK, rose 104% in 2000 to £102.8m and then a further 64% in 2001 up
to £160.3m. A counterfeit card is one that has been scanned, printed, recoded or swiped
without the card issuer’s permission. Most cases of counterfeiting involve a process known
as ‘skimming’ or cloning, where legitimate data from the magnetic stripe on a card is
electronically copied on to another one without the knowledge of the rightful card holder.
This is a particularly common problem when it comes to areas of commerce such as
restaurants or bars where the cardholders will likely lose sight of their cards when it is
swiped to pay for their drinks or meals. Here, corrupt waiters and waitresses are then able to
sell on or use the details of the cardholder that they have acquired for fraudulent purposes.
This will involve the creation of a duplicate counterfeited card which can then be signed on
the back by the fraudster and then used as they please. The legitimate cardholder is unlikely
to realise until they next receive information on their balance showing purchases that they
did not make due to them thinking that their card and personal details were safe in their
wallet.
Lost and Stolen Credit Cards

In 2001 thieves stole £114m in the UK in 2001 through the use of lost and stolen credit
cards. Most fraud on lost and stolen credit cards will take place at commercial outlets or
Internet and telephone shops prior to the genuine card holder reporting its’ loss. Cards are
often stolen during burglaries or pick pocketing in the street and then used almost
instantaneously. Unlike counterfeit or card-not-present forms of fraud the victim will usually
notice fairly quickly enabling the card to be blocked and hopefully limiting the damage.
248
HEBAT Bacaan BI
Unit 11
Card Not Present Fraud and Deceitful Use Of Credit Card Details
In the UK "Card not present" fraud, where information obtained from innocent cardholders is
used to buy goods over the Internet, over the phone or through mail order rose 94% to
£56.8m in 2000 and then 59% to £95.7m in 2001. Most recently, a phenomena widespread
across the US has made its’ way across the Atlantic in to the EU. It is what is known as ‘bin-
raiding’ or ‘dumpster-diving’. This is the process through which peoples’ rubbish may be
stolen and its’ contents looked through so as to ascertain the details required to commit
credit card fraud using the unsuspecting bin owner’s details. "One bin picked through
contained a signed blank cheque. Another contained an unused cheque book, while from a
third bin researchers were able to find an individual’s full name, address, date of birth, bank
account number, sort code, employment details and medical information. The same person
had thrown away a whole benefit book, bill and other official letters that might be used to
corroborate identity. For good measure, he had also discarded a completed passport
application giving even more detailed information about his identity". One of the most striking
factors about this form of scam, is that should the fraudster be able to gather enough
information he may be able to even assume the actual identity of his unlucky victim. This
would enable him to take control of their bank account, notifying for instance the bank, of a
change of address so that all correspondence from the bank will go elsewhere thus
maximising the time that the fraudster has to accomplish his task. This form of fraud can
happen through hacking of databases on the Internet to allow fraudsters access to peoples
banking and personal details once again enabling them to assume their identity. Fraudsters
may even fill in the gaps amongst their information by cold calling their victims claiming to be
from the bank or police and use information that they have already gained about them to
sound genuine. "A recent FBI bust nailed 90 on-line fraudsters who had fleeced 56,000 Net
users of over $117 million. Some 2,000 computer users a week complain of identity theft to
the Federal Trade Commission". When the fraudsters have managed to acquire these card
details they will usually purchase goods that they can dispose of quickly on the black market
so as to cover their tracks and "launder" the stolen money.
Mail Non-Receipt Credit Card Fraud

This form of fraud had its’ heyday in the early 1990’s peaking in 1991 when it cost the British
banking industry £33m alone and represented 20% of total plastic fraud. This represents one
of the success stories for those fighting credit card fraud. Since 1991 the banking industry,
governments and mail delivery services have combined to try to stamp out mail non-receipt
fraud as much as possible. Steps that they have taken involve securing delivery systems,
sending PIN numbers separate from actual cards and drastic punishments including prison
sentences for postal workers found interfering with or stealing items of post. There was
however, a marked rise in this type of fraud during 2001, which, more than anything
represents how criminals will, more often than not, find ways around measures designed to
stop them.
Applications Fraud
This form of fraud involves using stolen or fake ID such as passports, birth certificates,
driving licences etc. to open a fraudulent account with an unsuspecting victims’ identity.
Criminals can also use information that they have stolen, either through burglaries or the
process of dumpster-diving, enough details that they are able to carry out an identity theft.
This means that they have enough proof of identity that they are able to inform the bank of a
249
HEBAT Bacaan BI
Unit 11
change of address using the stolen documents and steal not just money from an account but
effectively the whole account and control of it. This causes problems not only because a
theft has occurred but even when it is discovered it may take time for the bank to admit that
a mistake has been made. This is due to the fact that as far as they are concerned the
application for an account or change of address have been perfectly legitimate and in some
cases the unfortunate victim may have difficulty convincing them of their own identity. At
present, this is not a hugely common problem, however, banks and law enforcement
agencies expect criminals to begin to switch to the use of application fraud as the
emergence of new PIN and "Smart Card" systems make more popular frauds, such as
counterfeiting, much more difficult.
Other Less Common Types Of Credit Card Fraud

There are other, far less common, types of credit card fraud that are worthy of mention:
Automated Teller Machine (ATM) Fraud

This form of theft usually occurs in three ways. The first is where the cardholder has been
imprudent enough to leave their Personal Identification Number (PIN) with their credit card
and it has been lost or stolen. The thief is then able to go to the nearest cash point, or if the
victim is unlucky enough and the thief brave enough several cash points, to easily take out
as much money as the machine will allow. In this case the problem is solely in the hands of
the police and the cardholder as the banks are under no obligation to refund them. Secondly,
PIN numbers can be obtained by thieves watching someone closely enough whilst they key
in their PIN, in order to then follow them until an appropriate time when the card can be
obtained either through stealth or intimidation (otherwise known as mugging) and then
money withdrawn soon afterwards. This is known as ‘shoulder surfing’ and in this case the
banks are liable as the cardholder has been robbed through no fault of their own. There are
also cases of both card and PIN number being obtained through a process of intimidation
and series of threats, however thankfully, as it is this case that generally causes the most
danger and trauma for the victim, these cases are very rare. The final example of ATM fraud
involves a process known as ‘card trapping’. This involves a device that traps the card inside
the cash point, the thief then approaches the stranded cardholder and gives the impression
of trying to be helpful but is instead tricking the cardholder into re-entering their PIN. When
the cardholder eventually gives up and goes to look for help inside the bank or elsewhere
the thief will then remove the device, re-enter the acquired PIN number and abscond with
the money before the victim reappears. Similarly, there have also been cases where
cardholders have been duped by fake cash machines. These look like ordinary ATMs into
which they have entered their card and their PIN only to find neither the card nor money
come out, so believing their card to be stuck, they leave to find help or ring the card
company. However, on their return they find not only is their card gone but in fact, the entire
ATM seems to have disappeared along with a sizeable sum of money from their account.
Fake Copy-Cat Web Sites

One recent trend in on-line fraud is the emergence of fake ‘copy-cat’ web sites that take
advantage of consumers that are unfamiliar with the Internet or do not know the exact web
address of the legitimate company that they wish to visit. The consumer, believing that they
are entering their credit details in order to purchase goods from the intended company, are
instead unwittingly entering their details into a fraudster’s personal database. He is then able
to make use of this information at a later stage, either for his own purposes or to sell on to
others interested in perpetrating credit card fraud.
http://people.exeter.ac.uk/watupman/undergrad/othomas/different_types_of_credit_ca
rd_f.htm
250
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Unit 11
PICTURE 2
Sample of a poster
251
HEBAT Bacaan BI
Unit 11
BY THE END OF i. Suggest ways to avoid becoming victims of credit card fraud.
LESSON, ii. Justify the use of a text as a credible source material.
STUDENTS iii. Research the internet to produce a presentation.
CAN:
Reading Strategies: THRILD

CHATT
QUACK
HOTS: Applying
STRATEGIES/
Analysing
APPROACHES
Evaluating
Creating
i-THINK
VALUES Integrity
LEARNING/ Worksheet
TEACHING AIDS
SITUATION Public
TEXT FORMAT Single
COGNITIVE Reflect on Content and Form

PROCESS Assess Quality and Credibility
252
HEBAT Bacaan BI
Unit 11
APPROACHES
STEP 1
a. Students study PICTURE 1. Reading Strategy:
b. Students construct 5W1H* questions based on 5W1H
PICTURE 1.
c. Students take turns posing and answering questions 21st Century Learning:
with shoulder partner**. Think-Pair-Share

a. Students read TEXT 1 and complete the THRILD* Skim and Scan
form (WORKSHEET 1). THRILD
b. Students share their answers with their shoulder
partner. 21st Century Learning:
Think-Pair-Share
STEP 3
a. In pairs, students read TEXT 1 again and apply the Reading Strategy:
CHATT* form to select important vocabulary, CHATT
highlight main ideas and identify details
(WORKSHEET 2). HOTS:
Analysing
b. Students carry out a Round Robin* activity on ways Evaluating
to prevent credit card scam.
i-THINK
c. Students choose an appropriate i-THINK Map to
present their ideas. 21st Century Learning:
Round Robin/
d. The class evaluates and gives feedback. Carousel Feedback
253
HEBAT Bacaan BI
Unit 11
STEP 4
a. Students are given a situation:
Hariz Iskandar is planning to present the topic credit card

scam on his talk show. Justify a text as a suitable source of HOTS:
information. Applying
Analysing
b. Students work in groups and carry out Numbered Evaluating
Heads Together** activity. Each student in the group Creating
is given a statement for example:
a) The text is outdated.
b) The text is unreliable.
c) The text discusses all types of credit card frauds. Reading Strategy:
d) The information in the text is sufficient. QUACK
c. Each student defends and justifies his statement

using examples. The group decides on one
statement. A representative from every group
presents and defends their final statement. 21st Century Learning:
d. The class finalise their opinion on the text as a ICT
credible source material for the talk show. Numbered Heads
Together
e. In groups, students do online research and produce
a power point presentation about credit card scam.
254
HEBAT Bacaan BI
Unit 11
PICTURE 1
255
HEBAT Bacaan BI
Unit 11
TEXT 1
DIFFERENT TYPES OF CREDIT CARD FRAUD

There are many different types of credit card fraud, these vary from where both the card and
criminal are present to where the criminal has acquired a card holder’s details and is able to
purchase goods fraudulently over the phone or Internet. The Internet and telephone
shopping has proved a breeding ground for credit card fraud . The reason for this is not only
the annonymity that is made possible through not having to go to the shop in person but
through the pressure that retailers have found themselves under to have a quick turnaround
between the time of an order being placed and the time that it arrives at the customers door.
This has been sparked through the Internet providing ever increasing amounts of
competition between retailers for better and quicker services and increase consumer
expectations. However, the contrasting effect of this is that in order to be quick and simple to
use, retailers can easily become sloppy or cut corners when it comes to whether or not the
person paying for the goods is the same person who ordered them. This is of course if it is in
any way possible to actually prove this anyway. For instance, it is very difficult to tell on the
basis of an address, card number and expiry date whether the person using it is genuine at
all. Many companies, especially Internet firms, may not report incidents of fraud because
they do not want to appear vulnerable and put people off shopping at their sites. "The
Confederation of British Industry reports as of 2001 two thirds of UK businesses have
experienced a serious on-line incident such as hacking, virus attacks or credit card fraud".
For these reasons the three forms of credit card fraud counterfeiting, "card not present" and
lost and stolen cards have flourished whilst other older types of fraud (e.g. mail non-receipt)
have either decreased or almost ceased to exist at all.
Counterfeiting
Counterfeiting, in the UK, rose 104% in 2000 to £102.8m and then a further 64% in 2001 up
to £160.3m. A counterfeit card is one that has been scanned, printed, recoded or swiped
without the card issuer’s permission. Most cases of counterfeiting involve a process known
as ‘skimming’ or cloning, where legitimate data from the magnetic stripe on a card is
electronically copied on to another one without the knowledge of the rightful card holder.
This is a particularly common problem when it comes to areas of commerce such as
restaurants or bars where the cardholders will likely lose sight of their cards when it is
swiped to pay for their drinks or meals. Here, corrupt waiters and waitresses are then able to
sell on or use the details of the cardholder that they have acquired for fraudulent purposes.
This will involve the creation of a duplicate counterfeited card which can then be signed on
the back by the fraudster and then used as they please. The legitimate cardholder is unlikely
to realise until they next receive information on their balance showing purchases that they
did not make due to them thinking that their card and personal details were safe in their
wallet.
Lost and Stolen Credit Cards

In 2001 thieves stole £114m in the UK in 2001 through the use of lost and stolen credit
cards. Most fraud on lost and stolen credit cards will take place at commercial outlets or
Internet and telephone shops prior to the genuine card holder reporting its’ loss. Cards are
often stolen during burglaries or pick pocketing in the street and then used almost
instantaneously. Unlike counterfeit or card-not-present forms of fraud the victim will usually
notice fairly quickly enabling the card to be blocked and hopefully limiting the damage.
256
HEBAT Bacaan BI
Unit 11
Card Not Present Fraud and Deceitful Use Of Credit Card Details
In the UK "Card not present" fraud, where information obtained from innocent cardholders is
used to buy goods over the Internet, over the phone or through mail order rose 94% to
£56.8m in 2000 and then 59% to £95.7m in 2001. Most recently, a phenomena widespread
across the US has made its’ way across the Atlantic in to the EU. It is what is known as ‘bin-
raiding’ or ‘dumpster-diving’. This is the process through which peoples’ rubbish may be
stolen and its’ contents looked through so as to ascertain the details required to commit
credit card fraud using the unsuspecting bin owner’s details. "One bin picked through
contained a signed blank cheque. Another contained an unused cheque book, while from a
third bin researchers were able to find an individual’s full name, address, date of birth, bank
account number, sort code, employment details and medical information. The same person
had thrown away a whole benefit book, bill and other official letters that might be used to
corroborate identity. For good measure, he had also discarded a completed passport
application giving even more detailed information about his identity". One of the most striking
factors about this form of scam, is that should the fraudster be able to gather enough
information he may be able to even assume the actual identity of his unlucky victim. This
would enable him to take control of their bank account, notifying for instance the bank, of a
change of address so that all correspondence from the bank will go elsewhere thus
maximising the time that the fraudster has to accomplish his task. This form of fraud can
happen through hacking of databases on the Internet to allow fraudsters access to peoples
banking and personal details once again enabling them to assume their identity. Fraudsters
may even fill in the gaps amongst their information by cold calling their victims claiming to be
from the bank or police and use information that they have already gained about them to
sound genuine. "A recent FBI bust nailed 90 on-line fraudsters who had fleeced 56,000 Net
users of over $117 million. Some 2,000 computer users a week complain of identity theft to
the Federal Trade Commission". When the fraudsters have managed to acquire these card
details they will usually purchase goods that they can dispose of quickly on the black market
so as to cover their tracks and "launder" the stolen money.
Mail Non-Receipt Credit Card Fraud

This form of fraud had its’ heyday in the early 1990’s peaking in 1991 when it cost the British
banking industry £33m alone and represented 20% of total plastic fraud. This represents one
of the success stories for those fighting credit card fraud. Since 1991 the banking industry,
governments and mail delivery services have combined to try to stamp out mail non-receipt
fraud as much as possible. Steps that they have taken involve securing delivery systems,
sending PIN numbers separate from actual cards and drastic punishments including prison
sentences for postal workers found interfering with or stealing items of post. There was
however, a marked rise in this type of fraud during 2001, which, more than anything
represents how criminals will, more often than not, find ways around measures designed to
stop them.
Applications Fraud
This form of fraud involves using stolen or fake ID such as passports, birth certificates,
driving licences etc to open a fraudulent account with an unsuspecting victims’ identity.
Criminals can also use information that they have stolen, either through burglaries or the
process of dumpster-diving, enough details that they are able to carry out an identity theft.
This means that they have enough proof of identity that they are able to inform the bank of a
change of address using the stolen documents and steal not just money from an account but
effectively the whole account and control of it. This causes problems not only because a
257
HEBAT Bacaan BI
Unit 11
theft has occurred but even when it is discovered it may take time for the bank to admit that
a mistake has been made. This is due to the fact that as far as they are concerned the
application for an account or change of address have been perfectly legitimate and in some
cases the unfortunate victim may have difficulty convincing them of their own identity. At
present, this is not a hugely common problem, however, banks and law enforcement
agencies expect criminals to begin to switch to the use of application fraud as the
emergence of new PIN and "Smart Card" systems make more popular frauds, such as
counterfeiting, much more difficult.
Other Less Common Types Of Credit Card Fraud

There are other, far less common, types of credit card fraud that are worthy of mention:
Automated Teller Machine (ATM) Fraud

This form of theft usually occurs in three ways. The first is where the cardholder has been
imprudent enough to leave their Personal Identification Number (PIN) with their credit card
and it has been lost or stolen. The thief is then able to go to the nearest cash point, or if the
victim is unlucky enough and the thief brave enough several cash points, to easily take out
as much money as the machine will allow. In this case the problem is solely in the hands of
the police and the cardholder as the banks are under no obligation to refund them. Secondly,
PIN numbers can be obtained by thieves watching someone closely enough whilst they key
in their PIN, in order to then follow them until an appropriate time when the card can be
obtained either through stealth or intimidation (otherwise known as mugging) and then
money withdrawn soon afterwards. This is known as ‘shoulder surfing’ and in this case the
banks are liable as the cardholder has been robbed through no fault of their own. There are
also cases of both card and PIN number being obtained through a process of intimidation
and series of threats, however thankfully, as it is this case that generally causes the most
danger and trauma for the victim, these cases are very rare. The final example of ATM fraud
involves a process known as ‘card trapping’. This involves a device that traps the card inside
the cash point, the thief then approaches the stranded cardholder and gives the impression
of trying to be helpful but is instead tricking the cardholder into re-entering their PIN. When
the cardholder eventually gives up and goes to look for help inside the bank or elsewhere
the thief will then remove the device, re-enter the acquired PIN number and abscond with
the money before the victim reappears. Similarly, there have also been cases where
cardholders have been duped by fake cash machines. These look like ordinary ATMs into
which they have entered their card and their PIN only to find neither the card nor money
come out, so believing their card to be stuck, they leave to find help or ring the card
company. However, on their return they find not only is their card gone but in fact, the entire
ATM seems to have disappeared along with a sizeable sum of money from their account.
Fake Copy-Cat Web Sites

One recent trend in on-line fraud is the emergence of fake ‘copy-cat’ web sites that take
advantage of consumers that are unfamiliar with the Internet or do not know the exact web
address of the legitimate company that they wish to visit. The consumer, believing that they
are entering their credit details in order to purchase goods from the intended company, are
instead unwittingly entering their details into a fraudster’s personal database. He is then able
to make use of this information at a later stage, either for his own purposes or to sell on to
others interested in perpetrating credit card fraud.
http://people.exeter.ac.uk/watupman/undergrad/othomas/different_types_of_credit_ca
rd_f.htm
258
HEBAT Bacaan BI
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WORKSHEET 1
Pre-reading: Fill in the required information into the THRILD Form

THRILD FORM
Name: _______________________________ Date: _________________
THRILD to be on : _________________________________________________
T itle
Write down the text title.
H eadings
Write down all the sub-headings.
R ead
Read the opening paragraph (or
introduction) and write a brief
summary of this information.
I llustrations
Write a keyword or phrase about the
main idea of each paragraph.
L ast Paragraph
Read and write a brief summary of
the last paragraph or summary of the
text.
D iscussion
Scan the discussion or questions and
select 3 that you would like to know
more about.
259
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Unit 11
WORKSHEET 2
Use the CHATT sheet to help you find and remember the important information in your text.
260
HEBAT Bacaan BI
Unit 11
ASSESSMENT PROJECT
Anyone can be a victim of credit scam. Therefore, it is important to educate the public on
how to avoid being scammed. One of the most effective ways of informing the community is
through online videos.
APPROACHES
STEP 1
a. Students state what they know about credit scams.
b. In groups, students explain to each other how to Action Oriented Task
produce a video clip (using mobile phones, digital
cameras, video cameras and other related video
recording gadgets).
c. Teacher explains the assessment project:
In groups, students produce a 3-minute video clip entitled 21st Century Learning:
”How to NOT be a Victim of Credit Scam”. Think-Pair-Share
STEP 2
a. Have students consider these questions in their HOTS:
discussions for the project: Applying
- Who are the victims? Creating
- How do people get scammed?
- Who are the scammers?
- What can people do to avoid being scammed
- What legal action can be taken after being
scammed?
b. Students write a script for their video clip.
c. Students rehearse their acting for the video clip.
d. Students shoot their video clip.
STEP 3
a. Students present their video clips to the class.
b. Students comment on each others' video clip. 21st Century Learning:
c. Teacher announces the best video clip and rewards ICT
the group.
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UNIT 12 :
NANO TECHNOLOGY
What is How was What are the Why is it Can you name a
nanotechnology? nanotechnology benefits of this important in product using
developed? kind of our everyday nanotechnology?
technology? lives?
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BY THE END OF THE i. Write antonyms and synonyms.

LESSON, ii. Find and select relevant information in a text.
STUDENTS CAN: iii. Respond to innovations related to nanotechnology.

5W1H
VALUES Diligence
LEARNING/ Worksheet
TEACHING AIDS Flash cards
SITUATION Public
Educational
TEXT FORMAT Single
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ACTIVITIES SKILLS/ APPROACHES
STEP 1
LOTS:
a. Students read TEXT 1. Understanding
b. Students fill in the blanks with correct synonyms and
antonyms (WORKSHEET 1). Reading Strategy:
c. Class discuss answers. Skim and Scan
STEP 2
Reading Strategy:
a. In pairs, students read TEXT 1 again and answer 5W1H
5W1H* questions in WORKSHEET 2.
HOTS:
b. Students discuss answers with their face partner**. Analysing

Think-Pair-Share
STEP 3
HOTS:
a. In groups, students answer questions in a World Analysing
Cafe** activity (WORKSHEET 3).
b. Students discuss and answer the questions. 21st Century Learning:
World Cafe
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TEXT 1
WHAT IS NANOTECHNOLOGY?
What is it?
The 'Nano' part is referring to the size of the thing being made.
A 'nanometer' is absolutely tiny, being a billionth of a metre. This is hard to imagine,

so to give you an idea, the smallest atom in the universe is the hydrogen atom. You
can line up ten hydrogen atoms in one nanometer.
So nano-technology is making devices at the atomic scale.
How did it come about?
It has been around for about 15 years. Maybe one of the most significant starting
points was when scientists developed a device that could spell 'IBM' on the surface
of a crystal by moving individual atoms around. They won the Nobel Prize for that.
Then along came a molecule going by the wonderful name of 'Buckminster-

Fullerene'. This is an arrangement of 60 carbon atoms in the shape of a football. It
showed that it was possible to make things at the atomic scale.
So thousands of researchers around the world started to look at what could be

made. Some looked at new materials with properties never-before seen. Others had
ideas to put atoms together in the shape of tubes and rods to see what they could
do.
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Unit 12
The more over-excited scientists wrote books about tiny machines traveling
through your blood, fixing you from the inside-out, or making anything you
want from nano-glob, a bit like the star-trek machine that makes coffee from
nothing.
So what has it really done for us?
Medicine
Nano-technology has produced better ways of delivering vital drugs to the right place
in your body - but not in the shape of a tiny submarine! Nano-cages trap the drug
molecules and then carry them to where they are meant to go.
Materials
Nano-particles are added to steel and

plastics to give them improved properties.
For example:
A new type of carbon fibre, developed at

the University of Cambridge, could be
woven into super-strong body armour for
the military and law enforcement.
Input Sensors
Nano-technology is used to make very sensitive, tiny sensors for detecting various
physical effects. For example there are now sensors used in modern cars that can
detect the car being in a potentially lethal situation (i.e. crash), so allowing brakes
and safety devices to be used effectively in an emergency. MEMS = "Micro Electro-
Mechanical Systems".
Electronics
This is probably the most significant area for nano-technology. For the past fifty
years, engineers have made smaller and smaller devices; today they can make
electronics down to about 60 nano-metres.
There is a bit of leeway left, but around 35nm is just about the last stage engineers
can go before they have to take a different way. Transistors start to behave in weird,
unpredictable ways when they get smaller than this because individual atoms begin
to have an effect. These are called 'quantum' effects. With nano-technology you will
often see the word 'quantum' crop up.
It is early days, but nano-technology is making it possible to build up devices from

atoms, so devices will become ever smaller.
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Recently a scientist/engineer won the 2007 Nobel prize for discovering a nano-scale
effect that allows hard-disk heads to be two thousand times smaller than the width of
a human hair. This is why you now see 1 Terabyte hard disks appearing. And the
future?
Renewable Energy
Scientists have recently used nano-wires 200 times thinner than a human hair to
create tiny solar power cells.
Medicine
Nano-technology is being used to create artificial corneas and develop new ways of
measuring your health.
World Health
Millions of people have no clean water to drink. Nano-clay and nano-fibres are being
used to create cheap, effective water filters for developing countries.
Smart dust
Engineers have recently made a radio component the size of a virus, so maybe
'smart dust' will become a reality where smart particles are spread over a battle field
to report back to base. Or the particles are placed in your body to report back on
your health.
Computers
Quantum computers, with processing devices at the atomic level, promise to be a

million times faster than today's supercomputers.
Global warming
Cars are adding to the global warming problem by burning fossil fuels. An alternative
to petrol is to use hydrogen. But no-one has figured out a convenient and safe way
of storing the hydrogen in the car. Nano-technology is being used to see if the
hydrogen can be stored inside a 'Buckminster-Fullerene' type atomic cage.
Nano-technology remains a fascinating field where surprises continue to crop up.
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WORKSHEET 1
Fill in the blanks with appropriate words.
Synonyms Antonyms
Small : Scientists :
Devices : Developed :
Won :
Artificial
Improved:
Sensitive
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WORKSHEET 2
Answer all questions. Choose the correct answer and there might be more than one
correct answer.
1. The first paragraph discusses

a) The origin of nanotechnology
b) The background of the founder
c) What nanotechnology is all about
2. ‘They won the Nobel Prize for that’. According to the text, which of the following
events has led to the winning of the Nobel Prize?
a) The arrangement of 60 carbon atoms in the shape of a football

b) The production of better ways of delivering vital drugs
c) The development of a device that could spell 'IBM' on the surface of a
crystal by moving individual atoms around
d) The invention of very sensitive, tiny sensors for detecting various
physical effects
3. The more over-excited scientists wrote books about tiny machines traveling
through your blood, fixing you from the inside-out, or making anything you
want from nano-glob, a bit like the star-trek machine that makes coffee from
nothing.
What does the paragraph above tell you about the scientists’ reaction to the
discovery of nanotechnology?
a) They are overwhelmed by the finding

b) They are too ambitious
c) They are afraid of being obsolete
d) They are adequately ready for new challenges
4. Read the statements and tick in the correct box.
No. Statement True False

Nano-technology has produced better ways of delivering
a. vital drugs to the right place in your body in the shape of a
tiny submarine.
There are now sensors used in modern cars that can detect
the car being in a potentially lethal situation (i.e. crash
b. MEMS = "Micro Electro-Mechanical Systems) so allowing
brakes and safety devices to be used effectively in an
emergency.
Transistors start to behave in weird, unpredictable ways
c. when they get smaller than 3.5nm because individual atoms
begin to have an effect. These are called 'quantum' effects
Quantum computers, with processing devices at the atomic
d. level, promise to be a million times faster than today's
supercomputers
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WORKSHEET 3
WORLD CAFÉ
Students sit at different tables in a cafe setting and each table is
assigned a question for the participants to discuss and respond to.
Quantum computers…What
do you know about this?
Global warming…How can you
overcome this problem by
applying Nano Technology?
What do you know about Nano

Technology and how do you
explain that briefly?
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BY THE END
OF LESSON, i. Analyse a text and answer Wh-questions.
STUDENTS ii. Classify and categorize information from a text
CAN:
PARApoint
LOTS: Understanding
STRATEGIES/
HOTS: Applying
APPROACHES
Analysing
Evaluating
VALUES Rationality
LEARNING/ Worksheet
TEACHING
Picture
AIDS
TEXT FORMAT Single
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APPROACHES
STEP 1
LOTS:
a. Students guess the meaning of the word Understanding
’nanotechnology’.
b. Discuss definitions of the words ’nano’ and Vocabulary
’technology’ (PICTURE 1).
c. Students check their answers (PICTURE 2).

a. Students read the article about nanotechnology using Skim and Scan
PARApoint* or PREVIEW, ANALYSE, RE-READ and PARApoint
ACCENTING important points(TEXT 1).
HOTS:
b. Students answer the questions and discuss with a Analysing
shoulder partner**. (WORKSHEET 1) Evaluating
c. Class discuss answers and teacher gives feedback. 21st Century

Learning:
Think-Pair-Share
STEP 3
a. Students study examples of new inventions in HOTS:

WORKSHEET 2. Applying
Analysing
b. Students use a suitable i-THINK*** Map to categorise Evaluating
the inventions according to:
i-THINK
i. ‘Nanotechnology Inventions’
ii. ‘Non – Nanotechnology Inventions’ 21st Century
Learning:
c. Class discuss answers in a Round Robin** activity. Round Robin
Round Rally
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PICTURE 1
PICTURE 2
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TEXT 1
What is Nanotechnology?
What is it?
The 'Nano' part is referring to the size of the thing being made.
A 'nanometer' is absolutely tiny, being a billionth of a metre. This is hard to

imagine, so to give you an idea, the smallest atom in the universe is the
hydrogen atom. You can line up ten hydrogen atoms in one nanometer.
So nano-technology is making devices at the atomic scale.
How did it come about?
It has been around for about 15 years. Maybe one of the most significant
starting points was when scientists developed a device that could spell 'IBM' on
the surface of a crystal by moving individual atoms around. They won the Nobel
Prize for that.
Then along came a molecule going by the wonderful name of 'Buckminster-

Fullerene'. This is an arrangement of 60 carbon atoms in the shape of a football.
It showed that it was possible to make things at the atomic scale.
So thousands of researchers around the world started to look at what could be

made. Some looked at new materials with properties never-before seen. Others
had ideas to put atoms together in the shape of tubes and rods to see what they
could do.
The more over-excited scientists wrote books about tiny machines traveling
through your blood, fixing you from the inside-out, or making anything you want
from nano-glob, a bit like the star-trek machine that makes coffee from nothing.
So what has it “really" done for us?
Medicine
Nano-technology has produced better ways of delivering vital drugs to the right
place in your body - but not in the shape of a tiny submarine! Nano-cages trap
the drug molecules and then carry them to where they are meant to go.
274
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Unit 12
Materials
Nano-particles are added to steel and plastics to give them improved properties.
For example, a new type of carbon fibre, developed at the University of
Cambridge, could be woven into super-strong body armour for the military and
law enforcement.
Input Sensors
Nano-technology is being used to make very sensitive, tiny sensors for

detecting various physical effects. For example there are now sensors used in
modern cars that can detect the car being in a potentially lethal situation (i.e.
crash), so allowing brakes and safety devices to be used effectively in an
emergency. MEMS = "Micro Electro-Mechanical Systems".
Electronics
This is probably the most significant area for nano-technology. For the past fifty
years, engineers have made smaller and smaller devices; today they can make
electronics down to about 60 nano-metres.
There is a bit of leeway left, but around 35nm is just about the last stage
engineers can go before they have to take a different way. Transistors start to
behave in weird, unpredictable ways when they get smaller than this because
individual atoms begin have an effect. These are called 'quantum' effects. With
nano-technology you will often see the word 'quantum' crop up.
It is early days, but nano-technology is making it possible to build up devices

from atoms, so devices will become ever smaller.
Recently a scientist/engineer won the 2007 Nobel prize for discovering a nano-
scale effect that allows hard-disk heads to be two thousand times smaller than
the width of a human hair. This is why you now see 1 Terabyte hard disks
appearing.
And the future?
Renewable Energy
Scientists have recently used nano-wires 200 times thinner than a human hair
to create tiny solar power cells.
275
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Unit 12
Medicine
Nano-technology is being used to create artificial corneas and develop new

ways of measuring your health.
World Health
Millions of people have no clean water to drink. Nano-clay and nano-fibres are
being used to create cheap, effective water filters for developing countries.
Smart dust
Engineers have recently made a radio component the size of a virus, so maybe
'smart dust' will become a reality where smart particles are spread over a battle
field to report back to base. Or the particles are placed in your body to report
back on your health.
Computers
Quantum computers, with processing devices at the atomic level, promise to be

a million times faster than today's supercomputers.
Global warming
Cars are adding to the global warming problem by burning fossil fuels. An
alternative to petrol is to use hydrogen. But no-one has figured out a convenient
and safe way of storing the hydrogen in the car. Nano-technology is being used
to see if the hydrogen can be stored inside a 'Buckminster-Fullerene' type
atomic cage.
Nano-technology remains a fascinating field where surprises continue to crop

up.
Worksheet 1
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Unit 12
WORKSHEET 1
The excerpt below is taken from Text 1. Answer the questions based on the excerpt
and your understanding of the passage.
It has been around for about 15 years. Maybe one of the most
significant starting points was when scientists developed a device that
could spell 'IBM' on the surface of a crystal by moving individual
atoms around. They won the Nobel Prize for that.
Then along came a molecule going by the wonderful name of

'Buckminster-Fullerene'. This is an arrangement of 60 carbon atoms
in the shape of a football. It showed that it was possible to make
things at the atomic scale.
a) Both breakthroughs basically revolve only around the ability to move things
around (moving atoms to spell ’IBM” and arrange atoms in the shape of a football).
What is the ground-breaking discovery that made the scientists won the Nobel Prize
for it?
Nano-technology has produced better ways of delivering vital

drugs to the right place in your body - but not in the shape of a
tiny submarine! Nano-cages trap the drug molecules and then
carry them to where they are meant to go.
b) How would people benefit from this technology?
There is a bit of leeway left, but around 35nm is just about the
last stage engineers can go before they have to take a
different way. Transistors start to behave in weird, unpredictable
ways when they get smaller than this because individual atoms
begin to have 'quantum' effects. With nano-technology, you
will often see the word 'quantum' crop up.
Nano-technology is making waves in producing novice devices

from atoms to create a better life for all.
c) What is quantum effect?

d) What is one advantage of having devices made smaller?
277
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Global warming
Cars are adding to the global warming problem by burning

fossil fuels. An alternative to petrol is to use hydrogen. But no-
one has figured out a convenient and safe way of storing the
hydrogen in the car. Nano-technology is being used to see if
the hydrogen can be stored inside a 'Buckminster-Fullerene'
type atomic cage.
Nano-technology remains a fascinating field where surprises

continue to crop up.
e) What is one challenge that needs to be overcome in order for hydrogen to be

used as an alternative fuel?
f) In your opinion, will there be any consequences from the advent of nano-
technology? Give the pros and cons.
OR
In your opinion, will nanotechnology continue to revolutionize ways to improve the

lives of people?
278
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WORKSHEET 2
279
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Unit 12
BY THE END OF
i. Discuss the validity of a new nanotechnology product.
LESSON,
ii. Write short descriptions about the new product.
STUDENTS CAN:

PARApoint
HOTS: Applying
STRATEGIES/
Analysing
APPROACHES
Evaluating
Creating
st
21 Century Learning
VALUES Rationality
Youtube
LEARNING/
Worksheet
TEACHING AIDS
Picture
TEXT FORMAT Single
COGNITIVE Understand literal and gist meaning
PROCESS Assess quality and credibility
280
HEBAT Bacaan BI
Unit 12
APPROACHES
STEP 1
a. Watch a video and discuss how nanotechnology HOTS:
benefits human beings (SCREENSHOT 1).
Analysing
https://www.youtube.com/watch?v=C7BjkXF2bxU Evaluating
(i) Students categorise facts by filling in the

Fact Table*** provided (WORKSHEET 1).
STEP 2
a. Students read an article on nanotechnology using Reading Strategy:
PARApoint technique (TEXT 1) and answer questions PARApoint
(WORKSHEET 2) . Skim and Scan
b. In groups, students present and justify their answers. HOTS:

Analysing
Evaluating
STEP 3
a. In groups, students invent a new nanotechnology HOTS:

product as required in WORKSHEET 3.
Applying
b. Students present their innovation and classmates give Analysing
comments in a Carousel Feedback** activity. Creating
c. Students discuss the validity of the new products and 21st Century
give opinions on how best to improve them. Learning:
Carousel Feedback
281
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SCREENSHOT 1
282
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Unit 12
WORKSHEET 1
Tick(/) the correct column

NO FACTS CATEGORY
SAFETY MEDICAL INDUSTRY
1 Creates an invisibility
cloak
2 Produces bullet proof
business suit
3 Cures paralysed limbs
4 Recharge portable
gadgets through
clothes or fabric
5 Blades made of
Damascus steel can
cut through stones or
metals
6 Nanobots consume
matter on earth by self-
replicating
7 Damages brain
8 Produces higher
quality papers
9 Produces high tech
boots to scale smooth
buildings
10 Cure cancer
283
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TEXT 1
284
HEBAT Bacaan BI
Unit 12
WORKSHEET 2
Answer the questions based on the excerpt and your understanding of the passage.
Manufacturing Advantages
Nanotechnology is already making new materials available that could revolutionize many
areas of manufacturing. For example, nanotubes and nano particles, which are tubes and
particles only a few atoms across, and aerogels materials composed of very light and strong
materials with remarkable insulating properties, could pave the way for new techniques and
superior products. In addition, robots that are only a few nanometers in length, called
nanobots, and nanofactories could help construct novel materials and objects.
1. Based on the excerpt above, the manifestation of nanotechnology results in

creation of new techniques and superior products. What makes this technology
better compared to the previous ones?
2. With the marked change in the manufacturing sector caused by nanotechnology,

it has resulted in the creation of nanobots and nanofactories. How do you think
this will affect job opportunities in a country?
Energy Advantages
Nanotechnology may transform the ways in which we obtain and use energy. In particular,
it’s likely that nanotechnology will make solar power more economical by reducing the cost
of constructing solar panels and related equipment. Energy storage devices will become
more efficient as a result. Nanotechnology will also open up new methods of generating and
storing energy.
3. Based on the excerpt above, what is likely to happen if nanotechnology is not

utilised in generating energy?
285
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Unit 12
Environmental Effects
Some of the more extravagant negative future scenarios have been debunked by
experts in nanotechnology. For example: the so-called “gray goo” scenario, where
self-replicating nanobots consume everything around them to make copies of
themselves, was once widely discussed but is no longer considered to be a credible
threat. It is possible, however, that there will be some negative effects on the
environment as potential new toxins and pollutants may be created by
nanotechnology.
Economic Upheaval
It is likely that nanotechnology, like other technologies before it, will cause major
changes in many economic areas. Although products made possible by
nanotechnology will initially be expensive luxury or specialist items, once availability
increases, more and more markets will feel the impact. Some technologies and
materials may become obsolete, leading to companies specializing in those areas
going out of business. Changes in manufacturing processes brought about by
nanotechnology may result in job losses.
4. Nanotechnology, as stated above, is said to have negative effects in many areas,

which can disrupt a country’s economy. In your opinion, explain how the adverse
effects of nanotechnology to the environment affect a country’s economy?
Privacy and Security
Nanotechnology raises the possibility of microscopic recording devices, which would

be virtually undetectable. More seriously, it is possible that nanotechnology could be
weaponized. Atomic weapons would be easier to create and novel weapons might
also be developed. One possibility is the so-called ”smart bullet,” a computerized
bullet that could be controlled and aimed very accurately. These developments is
indeed a boon for the military.
5. The author strongly claims that nanotechnology has brought great advantage in the
private and security area. But in your opinion how far is this true if these developments fall
into the wrong hands?
6 The ’smart bullet’ and many other developments are said to benefit the army when they
fall into the wrong hands, the consequences would be dire. In your own words, explain
the undesirable effects caused by these developments.
7. If you were asked to create a new technology, what will it be and in which
area/field will your creation benefit the most?
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WORKSHEET 3
A. Create a new technology that helps to improve one’s life in various areas.
1. Area: Education Problem: Heavy bags
Solution
New Technology: ___________________________________
Description
___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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2. Area: Search & Rescue Problem: Locating trapped victims in buildings
Solution
New Technology: ___________________________________
Description
___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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ASSESSMENT / PROJECT
Students imagine that they are in a real world situation as marketing executives. They
are required to promote and market the innovative product their group created in the
Advanced Level activity.
In groups, students plan a marketing project.
ACTIVITIES SKILLS/
APPROACHES
STEP 1
a. Students are asked to reflect on the activity that they Action Oriented
have done for the Advanced Level. Task
b. In this project, they will be asked to develop a marketing
strategy for their product.
c. Marks will be given based on: HOTS:
i. Cooperation Applying
ii. Creativity Analysing
iii. Presentation Evaluating
iv. Supporting material Creating
*Teacher will determine a suitable time frame for completion

of the project.
STEP 2 21st Century

a. Students will present their project in class via Gallery Learning:
Walk**. Collaboration
289
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Unit 13
UNIT 13:
What are healthy

alternatives for snacks
instead of candy or
chocolate?
What is a
well-balanced meal?
Who can we Why is it difficult

consult if we want to maintain a
to know more healthy diet?
about healthy
eating?
290
HEBAT Bacaan BI
Unit 13
i. Scan and locate information in a text.

BY THE END OF
ii. Demonstrate understanding on healthy eating by filling in a
THE LESSON,
table with relevant information from the text
STUDENTS CAN:

LOTS: Remembering
Understanding
STRATEGIES/
Analysing
Evaluating
st
21 Century Learning
VALUES Cleanliness of mind and body
Youtube
LEARNING/
TEACHING AIDS Picture
Worksheet
TEXT FORMAT Single, Non Continuous,

291
HEBAT Bacaan BI
Unit 13
APPROACHES
STEP 1
a. Students view and analyse two Youtube videos on fast LOTS:

food (processed food) and healthy food Remembering
(SCREENSHOT 1 & 2). Understanding
Video 1:
https://www.youtube.com/watch?v=KgDeeMfh3HY
HOTS:
Video 2: Analysing
https://www.youtube.com/watch?v=PZ4pctQMdg4 Evaluating
b. Students identify types of food seen on the videos on

flashcards. 21st Century
Learning:
c. Students paste cards on whiteboard /Word Wall** Word Wall
activity according to two categories:
 Healthy
 Unhealthy
STEP 2
a. Students read an infographic on ‘Healthy Eating Reading Strategy:

Plate’ (PICTURE 1). Skim and Scan
b. Students complete an information transfer chart

(WORKSHEET 1). 21st Century
Learning:
c. Students discuss answers with face partner**. Think-Pair-Share
STEP 3
a. Students study a list of healthy and unhealthy food HOTS:

in WORKSHEET 2. Applying
Analysing
b. Students select the food that they want to include in Evaluating
their picnic basket. (WORKSHEET 2)
21st Century
c. Students write down their selection and present the Learning:
contents of “My Picnic Basket” as classmates give Carousel Feedback
comments in Carousel Feedback**.
d. Students justify their decisions.
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SCREENSHOT 1
https://www.youtube.com/watch?v=KgDeeMfh3HY
SCREENSHOT 2
https://www.youtube.com/watch?v=PZ4pctQMdg4
293
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PICTURE 1
http://www.health.harvard.edu/media/content/images/healthy-eating-plate-
web1000.jpg
294
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WORKSHEET 1
Complete the table below based on the infographic given.
HEALTHY EATING PLATE
i. _______________________________________________________
WHAT TO AVOID? ii. _______________________________________________________
iii. _______________________________________________________
i. _______________________________________________________
WHAT TO INCREASE?
ii. _______________________________________________________
i. _______________________________________________________
ii. _______________________________________________________
WHAT TO LIMIT?
iii. _______________________________________________________
iv. _______________________________________________________
WHICH IS BETTER?
i. OLIVE OIL or BUTTER
ii. REFINED GRAINS or WHOLE GRAINS
CIRCLE THE ANSWER
iii. POULTRY or RED MEAT
295
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Unit 13
WORKSHEET 2
“My Picnic Basket”
You are going for a picnic with your friends. Choose from the list of food below to be
filled in your Picnic Basket. Justify your selection.
FOOD DRINKS Snacks

Fries 3 in 1 Drinks Ice Cream
Hamburger A&W Root beer Nachos
Noodle-in-cup Milo Super Ring
Canned Tuna Orange juice Mamee Monster
Corn beef Plain water Twisties
Nasi Lemak Hot Coffee Mix fruit
Roti Canai Milk tea Salad
Fried noodles Cendol Nugget
Fried rice Ice blended Sausages
Instant noodles Bubble tea Marshmallows
Pizza Green tea Nuts
Burger Fruit Smoothie Popsicles
Hot dog Yogurt Drinks Candies
Sandwich Fish crackers
Fruit Rojak
296
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Unit 13
i. Complete a framework to better understand a text.

BY THE END OF
ii. ii. Identify common misconceptions about chocolate.
THE LESSON,
iii.
STUDENTS CAN:

LOTS: Understanding
Creating
LEARNING/
Worksheet
TEACHING AIDS
SITUATION Personal
TEXT FORMAT Single, Continuous

297
HEBAT Bacaan BI
Unit 13
ACTIVITIES SKILLS/
APPROACHES
STEP 1
a. Display 3 different types of chocolate – White, Milk, LOTS:

Dark (can be real chocolates or pictures). Understanding
b. Students discuss the qualities of each type with
teacher’s guidance. HOTS:
c. In groups, students choose which chocolate they Analysing
think is the healthiest and justify their answers. Evaluating
STEP 2
a. Students read TEXT 1 on Reasons to Eat More

Chocolate and complete the SQ3R* chart in
WORKSHEET 1. READING
STRATEGY:
b. Students do the following: SQ3R
i. Survey: Record important titles and subtitles
from the article
HOTS:
ii. Question: Write “Who, What, Why, How” Analysing
questions from main topics Evaluating
Creating
iii. Read: Write answers to questions from above
iv. Recite: Record key facts and phrases as needed

for each question
v. Review: Create a summary for the article (About

60 words)
STEP 3
a. In pairs, students complete a ‘Did You Know’ column HOTS:

on the common misconceptions about chocolates Applying
(WORKSHEET 2). Creating
b. ASSIGNMENT: Students do further research online on

other common misconceptions about food and write 21st Century
ONE ‘Did You Know’ column (About 30 – 45 words) Learning:
ICT
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TEXT 1
Chocolate Day: 10 convincing health reasons you

should eat more of the stuff
4. It reduces cholesterol
Consumption of cocoa has been shown to reduce
levels of “bad” cholesterol (LDL) and raise levels of
“good” cholesterol, potentially lowering the risk of
cardiovascular disease.
5. It's good for your skin

The flavonols in dark chocolate can protect the skin
against sun damage (though you'd probably better
Magical mouthful: chocolate has an array of health benefits still slap on some sun cream).
(as long as it's dark)CREDIT:CORBIS
By Andrew Baker 6. It can help you lose weight
22 FEBRUARY 2016 • 9:30AM Really. Neuroscientist Will Clower says a small
square of good chocolate melted on the tongue 20
minutes before a meal triggers the hormones in the
C
hocolate is the ultimate comfort food, a sure-fire
stand-by in times of stress, a reliable source of brain that say “I’m full”, cutting the amount of food you
consolation when life has let us down, and a subsequently consume. Finishing a meal with the
mood-enhancer and romance-inducer in more same small trigger could reduce subsequent
positive circumstances. But is it at all healthy? snacking.
If you scoff lots of it, obviously not. But there are a 7. It's good for mothers and babies
host of medically proven ways in which chocolate — A Finnish study found that chocolate reduced stress
good chocolate, which is to say dark chocolate, with a in expectant mothers, and that the babies of such
cocoa percentage of around seventy per cent or more mothers smiled more often than the offspring of non-
— really is good for us. chocolate-eating parents.
Research is continuing all the time, and experts have 8. It may prevent diabetes
already found that chocolate is good for the heart, It sounds mad, but cocoa has been shown to
circulation and brain, and it has been suggested that it improve insulin sensitivity. So dark chocolate - in
may be beneficial in such major heath challenges as moderation - might delay or prevent the onset of
autism, obesity and diabetes. And in fact, the very diabetes.
latest research suggests that eating chocolate could
help keep your brain function whirring into old age. 9. Chocolate is good for the brain
Here are ten scientifically established health benefits Flavanols are thought to reduce memory loss in older
of good chocolate. people, and the anti-inflamatory qualities of dark
chocolate have been found beneficial in treating
1. It's good for the heart and circulation brain injuries such as concussion.
A recent study found that dark chocolate helps
restore flexibility to arteries while also preventing 10. Chocolate makes you feel better
white blood cells from sticking to the walls of blood Chocolate contains phenylethylamine (PEA), which is
vessels - both common causes of artery clogging. the same chemical that your brain creates when you
2. It reduces risk of stroke feel like you’re falling in love. PEA encourages your
Researchers in Finland have found that chocolate brain to release feel-good endorphins.
consumption lowers the risk of suffering a stroke - by
a staggering 17 per cent average in the group of men Certain kinds of chocolate can be good for the soul:
they tested. this is chocolate for which the raw materials have
been grown with care by farmers who are properly
3. It's mineral rich rewarded for their work; then processed by people
Dark chocolate is packed with beneficial who take time and care in their work, and finished by
minerals such as potassium, zinc and selenium, and chocolatiers who love what they do. It will not be
a 100g bar of dark (70 per cent or more) choc mass-produced, and it may not be cheap. But it will
provides 67 per cent of the RDA of iron. be good for you, heart and soul.
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WORKSHEET 1
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WORKSHEET 2
TASK: Fill in the table with other common misconceptions about chocolate in about 30 – 45 words.
DID YOU KNOW?
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Unit 13
i. Identify important features of good advertisements.

BY THE END OF ii. Fill in an A.C.I.D. table with opinions and justifications.
THE LESSON, iii. Produce a video presentation to market their health food
STUDENTS CAN: company.

LOTS: Understanding
HOTS: Applying
STRATEGIES/ Analysing
APPROACHES
Evaluating
Creating
VALUES Cooperation
Picture
LEARNING/
Worksheet
SITUATION Public

COGNITIVE
Search and select relevant text
PROCESS

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STEP 1 LOTS:
Understanding
a. Students view 3 advertisements on
whiteboard/screen (PICTURE 1-3)
b. In pairs, students list** features they find attractive in List-O- Mania
the advertisements.
HOTS:
c. Discuss the qualities of a good advertisements. Analysing
Evaluating
Creating
STEP 2
a. Students read three texts on advertising strategies Reading Strategy:

by fast food giants McDonald’s, Subway and ACID
Burger King (TEXT 1 – 3).
HOTS:
b. Students fill in the ACID* table (WORKSHEET 1). Analysing
Evaluating
c. Students share answers with their shoulder Creating
partner**.
Think-Pair-Share
STEP 3
a. In groups, students imagine they own a health food HOTS:

chain which helps people make smart choices Applying
regarding the food they eat. Analysing
Evaluating
b. Students have to produce a 1-minute video to Creating
promote their company.
c. Students do internet research to inform their work. ICT
Students present videos in next lesson.
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PICTURE 1
http://www.foodpromotions.com.my/2009/03/mcdonald-mcvalue-lunch-everyday.html
PICTURE 2
http://adsoftheworld.com/media/print/iveco_elephant
PICTURE 3
http://cowsome.com/ikea-malaysia-cherras-advertisement-song/
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TEXT 1
http://adage.com/article/cmo-strategy/mcdonald-s-focus-improving-marketing-digital-
menu/292155/
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TEXT 2
Wednesday, April 10, 2013
The startup and advertising strategy for Subway
S
ubway is one of the most popular chain restaurants for sub sandwiches.
Subway was established by a 17 years old college student and his family
friend Fred DeLuca and Peter Burk. He borrowed $1000 and opened the first
shop in 1965. The first restaurant was located in Bridgeport, Connecticut and called
Pete’s Super Submarines. Their long-term goal was to open 32 stores in 10 years.
But in 1974, Fred and Peter had only 16 submarine sandwich shops established. At
that point, Fred and Peter realized that they wouldn’t reach their target number of
operational restaurants. To reach their goals and expand their brand name, Fred and
Peter pursued the opportunity of franchising; launching the Subway brand.
Switching gears, the rest of the post will focus on how subway is advertising its own
brand:
Subway targets adults between the ages 18 and 49. This is a wide target. Subway
believes this market to be more health conscious and live a healthy lifestyle. Subway
advertises most on national TV during prime time sports and late night shows on
popular broadcast and cable networks. They also advertise via local markets on TV,
radio and print. Subway uses social media to inform consumers about upcoming
offers or competitions. Subway currently has 25.5 million people like Subway on
Facebook whereas Quizno’s only has 1.1 million. On their Facebook page, they had
announced the winner of the competition and the prize was giving 1000 subs to a
local food bank. That is a great way of get consumers involved and support a local
community.
Have you heard about Jared “the Subway guy”? He is the inspirational spokesman of
Subway, who had lost 245 lbs. He achieved this life changing experience through
exercise and consuming subway sandwiches for a year. Men’s Health Magazine
wrote his story and had reached national headlines. The story gave Subway the
reputation serving healthy food. His diet was eating a 6-inch Subway turkey sub for
lunch and a foot-long Veggie Delite sub for dinner. After the story, Jarred started
working for Subway as a spokesperson. He has traveled around the US and
Canada; telling his story. He has also been a part of interviews for television, radio,
newspapers and magazines.
Subway utilizes the Franchisee Advertising Fund (FAF); to develop creative

advertisements for the sub sandwich powerhouse. FAF cooperates with a national
media agency to create advertisements that fit Subway´s reputation. They hire a
public relation agency to be responsible for the content and promotions of new
products and programs. Subway had also made advertisements for local advertising
agencies throughout the world. Posted by Stian Abrahamsen at 10:05 PM
http://fastfoodcrave.blogspot.my/2013/04/the-startup-and-advertising-strategy.html
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TEXT 3
Long live the King. We mean the one with the funny crown.
Photographer: Jason Merritt/WireImage/Getty Images
O
n the night of the Floyd Mayweather-Manny Pacquiao fight in Las Vegas in May,
most Burger King franchisees were unaware their brand had found a way to advertise
during the commercial-free event, which drew a record 4.4 million pay-per-view
sales, almost double the previous high, and was viewed by millions more worldwide. So
when the King, the chain’s robed mascot, emerged into the MGM Grand’s arena just off
Mayweather’s left shoulder, Shoukat Dhanani’s phone started to light up. His company,
Houston Foods, owns about 460 Burger King restaurants, and he represents his fellow
franchisees on the company’s marketing council. “Everyone wanted to know what was up
with the King,” he says. Besides the millions of viewers globally, within hours the King’s
appearance in Mayweather’s entourage alongside Justin Bieber was all over Twitter and
Facebook, generating big-time buzz for the restaurant chain.
Media types speculated that Burger King paid Mayweather $1 million to pull off the stunt, a
fraction of the tab for a 30-second Super Bowl ad. “They’re spending that money very
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Unit 13
wisely,” Dhanani says. “What we used to spend and what we used to get, and what we spend
now and what we get, it’s a big difference.”
Burger King, which counts Bill Ackman and Warren Buffett as two of the largest
shareholders in its parent company, Restaurant Brands International, has developed a knack
for viral advertising. Under the management of its famously stingy controlling shareholder,
3G Capital, since 2010, the chain has managed to muscle into the daily conversations on
social media that increasingly define pop culture. Franchisees say the buzz has translated into
higher restaurant sales. And the company is doing it for far less than what McDonald’s
spends on advertising.
A knack for attracting social media attention has allowed Burger

King to punch above its weight in the Twitterverse
n June 2014, Josh Kobza, Burger King’s chief financial officer, said the company would
I rely more heavily on data to make sure its marketing was cost-effective and reaching the
right customers, and was “shifting channels toward more digital and social media.” David
Palmer, an analyst at RBC Capital Markets, recently said Burger King’s marketing had “been
among the most effective in U.S. fast food” in the past few years. Besides ad agencies David,
RockOrange, and Pitch, Burger King uses marketing shop Code & Theory for social media
and Scout, a sports-focused subsidiary of Horizon Media, for planning the King’s high-
profile boxing and racing gigs.
Relying on cheaper social marketing fits nicely with 3G’s management approach. In the fast-
food industry, it’s common for franchisees and company-owned restaurants to pay about
4 percent of gross sales each month into an advertising fund that’s administered at the
corporate office. That means that in the U.S., McDonald’s had about $1.42 billion in its
marketing pot in 2014, funded mostly by franchisees. McDonald’s corporate owns about
19 percent of its restaurants worldwide, and the company reported spending $808 million on
marketing last year. But after 3G Capital took over Burger King, it started selling off
hundreds of company-owned restaurants to reduce costs. Five years later, the parent owns
only 52 restaurants, all in the Miami area. So it pays next to nothing for advertising out of the
corporate coffers. Last year, Burger King collected an estimated $345 million in U.S.
advertising money, less than a quarter of the haul at McDonald’s.
The huge ad budget differential is one reason Burger King is likely to continue rolling out
marketing stunts such as its open letter to McDonald’s in August, asking its longtime rival to
help it create a hybrid burger from the two chains’ ruling sandwiches; its sale would benefit
charity. For the price of two full-page newspaper ads, Burger King and its hypothetical
“McWhopper” lit up the Twitterverse and quickly generated chatter around its brand across
social media. “It was perfect guerrilla marketing,” says Landor Associates’ Adamson. “There
was nothing McDonald’s could have done. They were instantly checkmated.”
The bottom line: Burger King’s mascot stunt at the Belmont Stakes cost only $200,000 but
sparked a social media frenzy worth more.
http://www.bloomberg.com/news/articles/2015-10-01/burger-king-s-social-media-
marketing-is-a-cost-effective-champ
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WORKSHEET 1
TASK: Jot down your opinions in the table below on the advertising strategies used
by each company. Provide justifications to your opinions.
ADVERTISING STRATEGIES
ACID
Agree
Confusing
Interesting
Disagree
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ASSESSMENT PROJECT
Big companies and famous brands from all over the world have their own way to
promote and sell their products and services. Imagine that you are advertising
executives hired by a company to create a campaign for their new product. You have
to prepare a proposal of your ideas on how best to market this new product.
APPROACHES
STEP 1
a. Recall the advertising strategies by Burger King and
other brands mentioned in the reading texts.
b. In groups, students must produce a multimedia Action Oriented Task

presentation entitled “Our Advertisement Campaign”
describing the best strategies to promote a
company’s product or services entering the market.
STEP 2
a. Students can refer to a framework or guideline.
e.g. Advertisement 101 (PICTURE 1).
b. Have students consider the following:
 What is the name of the business/company?

 What is the tagline/logo? HOTS:
 What is the product that they need to market? Applying
 What are the details of their product/service? Analysing
(price/cost, types etc.) Evaluating
 Why would the consumers need their product? Creating
 How are they going to promote the product?
( At least 3 ways/strategies of promoting their
product)

about the advertising strategy for the product.
STEP 3 HOTS:
Analysing and
a. Students present their final product using Evaluating
multimedia tools.
b. They will be judged on creativity, content and 21st Century
teamwork. Learning:
c. Class votes for the best overall presentation. Parking Lot
d. Students must write their thoughts about the project ICT
in a Parking Lot** activity.
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PICTURE
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Unit 14
UNIT 14
HYBRID CARS
How does hybrid technology

What is a hybrid car?
affect the environment?
Name a few
What hybrid cars
possible available in the
alternative local market.
energy
What is the
resources
difference
can fuel a
between a fossil
hybrid car?
fuel engine and
an electric
motor?
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HEBAT Bacaan BI
Unit 14
BY THE END
i. Scan and locate the information in a text using bubble map.
OF LESSON,
ii. Design a poster using information from a bubble map.
STUDENTS
CAN:

KWLH
LOTS: Understanding
HOTS; Applying
STRATEGIES/
Analysing
APPROACHES
Evaluating
Creating
i-THINK
Values Love for the Environment

LEARNING/ Picture
TEACHING
Worksheet
AIDS
SITUATION Public
TEXT FORMAT Mixed
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Unit 14
STRATEGIES/
ACTIVITIES
APPROACHES
STEP 1
a. Students view a poster and discuss cars as a LOTS:

source of pollution (PICTURE 1). Understanding
b. Students brainstorm ways to overcome the i-THINK:

problem by using Circle Map*** Circle Map
(WORKSHEET 1).
STEP 2
a. In groups, students write a word related to 21st Century Learning:

hybrid cars on flashcards in a Word Wall** Word Wall
activity.
b. Students read an article entitled ”Why you Reading Strategy:

should own a hybrid car (TEXT 1). Skim and Scan
KWLH
c. Students fill in the KWLH* form as they read
(WORKSHEET 2). HOTS:
Analysing
Evaluating
d. In pairs, students identify the advantages of a i-THINK:

hybrid car and complete a Bubble Map*** Bubble Map
(WORKSHEET 3).
STEP 3
a. Students view a car advertisement and read

the desriptions given (PICTURE 2). HOTS:
Applying
b. In groups, students design a similar poster Creating
advertising their own innovative hybrid car.
c. Students present their posters in a Gallery 21st Century Learning:

Walk**. Gallery Walk
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Unit 14
PICTURE 1
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Unit 14
WORKSHEET 1
What can we do with

cars in regards to
pollution?
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Unit 14
TEXT 1
Why you should own a hybrid car
Electric cars use far less energy than gasoline-

powered cars, generally cost about a third as
much as a gas-powered car to run, and often
have lower maintenance costs. Electricity in most
parts of the country costs the equivalent of about
$1-a-gallon gas. And you could save even more if
you take advantage of lower off-peak charging
rates—in Texas, some utilities even offer free
electricity at night.
There are currently about a dozen all-electric cars

on the market. They include tiny two-seaters, an
SUV, and even a high-end luxury car. But most
are traditional small five-passenger hatchbacks.
Electric vehicle selection is still limited and electric

We’ve found most electric cars are smooth and quiet, with instant power from a stop.
Most ride well, and despite their heavy batteries, most (though not all) handle
respectably. Acceleration at speed tends to be leisurely (with the notable exception
of the Tesla Model S); driving enthusiastically just depletes the batteries that much
faster, anyway. In addition, some EVs have complicated, fussy controls and
compromised space inside. Others are simple and straightforward.
Pure EV range varies from about 60 to 100 miles, although some versions of the
expensive Tesla Model S can go a lot farther by about 240 miles. Count on range
being about 25-percent less than manufacturer claims in the real world. In particular,
driving in cold weather will shorten the range noticeably, especially when the heater
is used. The headlights, wipers, and defroster can likewise exact a toll.
Gasoline-fuel cars will typically go 350 to 400 miles between fill-ups and take 5
minutes to fill. Driving an EV requires more planning. But, plug-in hybrids have a
combined gasoline and electric range of 400 to 550 miles, and if you plan it right, you
may never have to go to a gas station except for long trips.
http://www.consumerreports.org/cro/2013/03/electric-cars-101/index.htm
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WORKSHEET 2
KWLH CHART
TOPIC: HYBRID CARS
WHAT WE KNOW WHAT WE WANT L

WHAT WE EARNED HOW CAN LEARN
TO KNOW MORE
Before reading Before reading After reading After reading
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Unit 14
WORKSHEET 3
Read the article on hybrid cars. Identify the advantages of a hybrid car and complete the
Bubble Map below.
A Hybrid Car
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Unit 14
PICTURE 2
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Unit 14
BY THE END
OF LESSON, i. Find relevant information using a Multi -flow Map.
STUDENTS ii. Prepare a dialogue for role play from information in a text.
CAN:
LOTS: Understanding
HOTS: Applying
STRATEGIES/
Analysing
APPROACHES
Evaluating
Creating
st
21 Century Learning

LEARNING/ Video Clip
TEACHING
Worksheet
AIDS
SITUATION Public
TEXT FORMAT Continuous text
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Unit 14
STRATEGIES/
ACTIVITIES
APPROACHES
STEP 1
a. Students view a video about the LOTS:
advantages of hybrid cars Understanding
(SCREENSHOT 1).
https://vimeo.com/100215561
b. In pairs, students list the advantages of 21st Century Learning:

hybrid cars based on the video in a Think – Think – Pair – Share
Pair – Share** activity.
STEP 2
a. Students read the article on The Advantages Reading Strategy :

and Disadvantages of Hybrid Cars (TEXT 1). Skim and Scan
b. With a shoulder partner**, students discuss HOTS:

the impact of using hybrid cars based on the Analysing
information from the text and complete the Evaluating
Multi-flow Map**(WORKSHEET 1).
i-THINK:
c. Students share their findings about the Multi-flow Map
positive and negative impacts of buying a
hybrid car by conducting a Hot Seat** activity. 21st Century Learning:
Hot Seat
STEP 3
a. In pairs, students role play** the parts of a 21st Century Learning:

sales person and a customer. Role Play
b. Students prepare the dialogue for the role HOTS:

play using the information from the Multi- Applying
flow Map in WORKSHEET 1. Creating
c. Students act out the dialogue in a role play.
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SCREENSHOT 1
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Unit 14
TEXT 1
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Unit 14
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Unit 14
WORKSHEET 1
THE EFFECTS OF BUYING A HYBRID CAR
ADVANTAGE POSITIVE EFFECT POSITIVE EFFECT
__________________________ __________________________ __________________________
__________________________ __________________________ __________________________
__________________________ __________________________
ADVANTAGE POSITIVE EFFECT POSITIVE EFFECT

__________________________ __________________________ __________________________
__________________________ __________________________ __________________________
__________________________ __________________________
DISADVANTAGE NEGATIVE EFFECT

_____________ NEGATIVE EFFECT
_________________ _________________
_____________ _________________
___ _________________
_________________ _________________
DISADVANTAGE NEGATIVE EFFECT NEGATIVE EFFECT

_____________ _________________ _________________
_____________ _________________ _________________
___ _________________ _________________
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Unit 14
BY THE END
i. Infer meaning from a text on hybrid cars.
OF LESSON,
ii. Explain information in a text using flow maps.
STUDENTS
iii. Assess features and quality of an imaginary hybrid car.
CAN:

QUACK
LOTS: Understanding
HOTS: Applying
STRATEGIES/
Analysing
APPROACHES
Evaluating
Creating
st
21 Century Learning
i-THINK
LEARNING/ Youtube
TEACHING Picture
AIDS Worksheet
SITUATION Public
TEXT FORMAT Mixed
328
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Unit 14
STRATEGIES/
ACTIVITIES
APPROACHES
STEP 1
LOTS:
a. Watch a commercial on YouTube about Understanding
hybrid cars (SCREENSHOT 1).
HOTS:
https://www.youtube.com/watch?v=g1LsT1PV Analysing
jUA
i-THINK:
b. Fill a Bubble Map*** with the special features Bubble Map
of the hybrid car in WORKSHEET 1.
c. Discuss with a shoulder partner** the findings Think- Pair - Share
in a Think – Pair – Share** activity.
STEP 2
a. Students read an infographic in TEXT 1 and

Reading Strategy:
apply QUACK marks* (PICTURE 1). QUACK
Skim and Scan
http://cdn.theatlantic.com/static/mt/assets/sci
ence/how-a-hybrid-works-infographic
i-THINK:
b. In pairs, students describe how hybrid engine Flow Map
works using Flow Map*** (WORKSHEET 2).
HOTS:
Analysing
c. Students present their findings and conduct Evaluating
peer corrections.
STEP 3
In groups:
a. Students discuss the concept of future
HOTS:
transportation using alternative energy. Applying
b. Each group draws a model of a future Creating
transport. Evaluating
c. Students present their ideas and convince
the class of the effectiveness of their hybrid 21st Century Learning:
transport in a Gallery Walk** activity. Gallery Walk
d. Peers give comments with Post It notes.
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Unit 14
SCREENSHOT 1
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Unit 14
WORKSHEET 1
Special
Features of
a Hybrid Car
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Unit 14
TEXT 1
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Unit 14
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Unit 14
PICTURE 1
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Unit 14
WORKSHEET 2
FLOW CHART ON HOW A HYBRID ENGINE WORKS
Steps when starting on the green light.
Steps when stopping at the red light.
335
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Unit 14
ASSESSMENT PROJECT
The society we live in today depends on motor vehicles for transportation. The number of
motor vehicles is increasing each day. With this building concern, Eco Cars are cars
designed to help reduce the amount of CO2 in the air by creating cars with clean emissions,
running efficiently (using little fuel) and producing little CO2. In conjunction with Earth Day,
students are to produce an interactive video promoting Eco Cars to promote awareness on
the advantages of Eco Cars. This ♥ EV Project will provide opportunities for students to use
language to creatively produce an interactive video promoting various future eco-friendly
vehicles. This project entails the use of persuasion language and enhances the students’
ICT skills.
STRATEGIES/
ACTIVITIES
APPROACH
STEP 1
a. Recall and reflect the advantages of Hybrid cars

learnt previously.
b. For the ♥ EV Project, students are to create a Action Oriented Task

three-minute interactive video on an eco-friendly
vehicle using PowerPoint Presentation.The time
pace for each slide is depending on the effects
intended in the video.
c. Give an interesting title to the video produced.
STEP 2
a. In groups, discuss and gather information such as HOTS:

pictures, songs, and videos on eco-friendly Applying
vehicles. Analysing
Creating
b. Select relevant information to be used in the
project. 21st Century Learning:
ICT
c. Create, edit and produce the video.
STEP 3
a. Present videos using multimedia tools. 21st Century Learning:

ICT
b. Each group is assigned to write a critique on the
presentations. HOTS:
Analysing
Evaluating
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Unit 15
UNIT 15
ENDANGERED SPECIES
What does
‘endangered’
mean?
Why are
animals
important to
humankind?
Can you name

some animals
which are
endangered?
Whose
responsibility
is it to protect
these innocent
creatures?
What are
some measures
that can ensure
the survival of
these animals?
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Unit 15
BY THE END OF i. Read and understand descriptions about endangered species.

THE LESSON, ii. Answer WH-questions.
STUDENTS CAN: iii. Give opinions on endangered species.

LEARNING/ Pictures
338
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Unit 15
APPROACHES
STEP 1
a. Students are shown pictures of some LOTS:

endangered animals (PICTURE 1). Understanding
b. In groups, students discuss the endangered i-THINK:

animals in PICTURE 1 and fill in the Circle Circle Map
Map*** (WORKSHEET 1).
c. Complete the task in the handout Reading Strategy:

(WORKSHEET 2). Skim and Scan
STEP 2
a. Students read a passage on the causes for HOTS:

the disappearance of endangered animals Analysing
(TEXT 1).
b. Students construct 'Wh-' questions based on Reading Strategy:

the headings in the text (TEXT 1), and write 5W1H
these questions in the 5W1H Chart*
(WORKSHEET 3).
c. In a Think – Pair – Share** activity, students 21st Century Learning:

refer the text (TEXT 1) to find the answer to Think – Pair – Share
their questions and complete the chart
(WORKSHEET 3).
STEP 3
a. Based on Text 1, students complete the LOTS:

graphic organiser (WORKSHEET 4). Understanding
b. Students present and justify their answers. 21st Century Learning:

(Suggested activities : Gallery Walk, One Stay Gallery Walk
Three Stray) One Stay Three Stray
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PICTURE 1
Instruction: These are some of the critically endangered species. Share what
you know about the animals with your friends.
www.worldwildlife.org
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WORKSHEET 1
ENDANGERED
SPECIES IN
MALAYSIA
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TEXT 1
WORKSHEET 2
Instruction: Based on the information given, write the number of animals

under each picture. Then, write the order from
DISAPPEARING the lowest to the highest in the
ACTS
boxes provided. Rank them from 1-9.
At the moment, the world is losing one species of wildlife almost every day. The two main
causes of this decline are the destruction of their habitat and over-population by human beings.
Every minute of the day, 20 hectares of tropical rainforest are cut down or burned. Hundreds
of wild species – insects and plants – are lost as a result. If it goes on, rainforests could disappear in
50 years’ time. They are vital in keeping the Earth’s climate and environment stable. If they are
destroyed, mankind will suffer as well as wildlife.
As cities grow and industry develops around them, pollution becomes another problem for
wildlife. Friends of Earth believe that two-thirds of the world’s population will be living in urban areas
by the year 2025.
Something must be done!
In theory, most countries agree that there should be no trade in endangered species. Ninety-
five countries have signed the Convention on International Trade in Endangered Species of Wild life
and Fauna and Flora. The Conventions aims to forbid trade in endangered species and to limit trade
in any species whose population is declining fast.
However, in reality trade in endangered species is still big business. People can buy fur coats
made from the fur of jaguars, snow leopards and other cats facing extinction.
Source: http://www.ganino.com/games/Busy%20Teacher/PDF/the-environment-endangered-species-fauna.pdf
http://www.ganino.com/games/Busy%20Teacher/PDF/the-environment-endangered-
species-fauna.pdf
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WORKSHEET 2
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WORKSHEET 3
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WORKSHEET 4
Instruction: Fill in the graphic organiser below.
Main causes of extinction:

A.____________________
______________________
C. In 60 seconds
B. Over-population by
______________________
human. ______________________
______________________
D. Rainforests are ______________________
important for ________
_____________________
_____________________
_____________________
_____________________
Declining Numbers
Endangered
species which Of
are still in trade
Endangered Species E. ___________
G._____________
Countries
H._____________
joined the
I. _____________ Convention on
International
Trade in
Endangered
Species of Wild
life and Fauna
F. Objective of the convention and Flora.
___________________________
___________________________
___________________________
_______________
J. How can I help to save the endangered species?

_____________________________________________ ora
_____________________________________________
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BY THE END
OF THE i. Identify relevant details from the text about endangered species.
LESSON, ii.Create a poster about endangered species.
STUDENTS
CAN:
HOTS: Analysing
STRATEGIES/
Creating
APPROACHES
i-THINK

LEARNING/ Flash Card
TEACHING
Worksheet
AIDS
SITUATION Public

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APPROACHES
STEP 1
(i) Students identify and discuss various i-THINK:

types of endangered species using a Circle Map
Circle Map***(WORKSHEET 1).
(ii) Students share the findings in a Wall Wall Word
Word** activity.
STEP 2
a. Students read information about endangered HOTS:

species in flash cards (TEXT 1 – TEXT 3). Analysing
b. Students discuss and list possible factors

that threaten the lives of endangered species Reading Strategy:
(WORKSHEET 2). Skim and Scan
STEP 3
a. In groups, students identify an animal they

want to protect.
b. Using information from the text, students HOTS:

design a poster on how to save the animal Creating
(PICTURE 1).
c. Students present their posters. 21st Century Learning:

(Suggested activities: Gallery Walk**, One Gallery Walk
Strays Three Stay**) One StraysThree Stay
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WORKSHEET 1
ENDANGERED SPECIES
TEXT 1
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Instruction: These are some of the critically endangered species. Read the
description below each picture.
Picture 1: The Black Rhino
o Oldest group of mammal

o An important source of income from ecotourism
o Requires large block of land to live
o Habitat loss, illegal poaching and hunting, illegal trading – to extinction
o Steps to save the rhino – provide better protection, relocate to wider
space for habitat, take strict action against hunters and poachers,
contribution from the public
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TEXT 2
Picture 2: The Sea Turtle
o Important link in marine ecosystems

o Help maintain health of sea grass beds and coral reefs
o Existed for the last 100 million years
o Under threat – accidentally caught in fish nets and drown, caught for the
meat and eggs as source of food and income, used as medicine and
religious ceremony
o Steps to protect the turtles – switch to a more turtle-friendly fishing
hooks, develop a different source of income, implement programmes to
save the turtles
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TEXT 3
Picture 3: The Gorilla
o Largest of the great apes

o Share 98.3% of their genetic codes with humans
o Only 17% of the gorilla population lives in protected regions
o Becoming endangered – logging for timber trade, mining, oil and gas
industries, felling of trees to make way for agricultural fields and
livestock, as source of food and trade
o Ways to protect the gorilla –monitoring wildlife trade, raise awareness
not to choose gorilla as source of food and income, ecotourism as a
way to safeguard the gorillas and their habitat
351
Instruction: After reading the information about the endangered species, can
you spot the similarities of factors that threaten their lives? List the factors in
the diagram below. WORKSHEET 2
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FACTORS THAT THREATEN ENDANGERED SPECIES
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PICTURE 1
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i. Brainstorm ideas about endangered species in the world.

BY THE END OF
ii. Give opinions on factors that threaten endangered species.
THE LESSON,
iii. Give opinions on the benefits and drawbacks of keeping
STUDENTS CAN:
endangered species in zoos.

LOTS: Understanding
STRATEGIES/
HOTS: Analysing
APPROACHES
Evaluating
st
21 Century Learning

LEARNING/ Worksheet
TEACHING AIDS
SITUATION Public
TEXT FORMAT Multiple, mixed
Corroborate, identify and handle conflict
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APPROACHES
STEP 1
a. Students discuss: LOTS:
(i) meaning of endangered species; Understanding
(ii) the threats faced by the endangered
species.
b. Fill in the ‘Know’ and ‘Want to Know’ sections Reading Strategy:

in the KWLH* chart (WORKSHEET 1). KWLH
STEP 2
a. Students read various texts about HOTS:
endangered species from the website (TEXT 1 Analysing
and 2).
b. Fill in the ‘What I Learn’ section in the KWLH*

chart (WORKSHEET 1). Reading Strategy:
KWLH
c. Students answer the reading comprehension 5W1H
questions in WORKSHEET 2.
d. Students justify their answers.
STEP 3
a. In groups, students discuss the benefits and HOTS:
drawbacks of keeping endangered species in Evaluating
zoos (WORKSHEET 3).
b. By conducting Hot Seat**, students share 21st Century Learning:

opinions about keeping endangered species Hot Seat
in zoos.
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WORKSHEET 1
Instruction: Fill in the KWLH chart as you explore more about endangered species
What I know What I want to What I have How we can learn

know learned more
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TEXT 1
A gorilla was fatally shot at an Ohio zoo this

weekend after it picked up a young boy who
had tumbled into an exhibit, officials said.
The encounter at the Cincinnati Zoo

and Botanical Garden occurred Saturday
afternoon when the boy crawled through a
barrier and fell into a moat at the
facility’s outdoor gorilla center, zoo director
Thane Maynard told reporters.
The boy wasn’t seriously hurt in the fall, Maynard said at a news
conference, but after he dropped into the enclosure, the gorilla, a
17-year-old male named Harambe, “went down and got him.” The
animal grabbed and dragged the child, Maynard said, and that’s
why officials determined that the boy’s life was in danger.
“It seemed very much by our professional team, our dangerous-
animal response team, to be a life-threatening situation,” Maynard
said. “And so the choice was made to put down, or shoot,
Harambe. And so he’s gone.”
357
The boy was taken to a children’s hospital, according to a news
release from the zoo. His name was not released. A family
spokeswoman said in an email that he was 3 years old.
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Unit 15
“It’s a sad day all the way around,” Maynard said. “The right choice was made; it was
a difficult choice. We have protocols and procedures, we do drills with our dangerous-
animal response team. But we’ve never had a situation like this at the Cincinnati Zoo,
where a dangerous animal needed to be dispatched in an emergency situation.”
Zoo employees opted to put down the animal instead of using tranquilizers because in
“agitated” situations, it can take time for the drugs to take effect, Maynard said. Harambe
also would have had a “dramatic response” to a tranquilizer’s effect, he said.
Maynard praised the workers tasked with handling the incident, saying they had a “tough
choice.”
“Because they saved that little boy’s life,” he said. “It could have been very bad.”
The outdoor gorilla center has been part of the zoo for more than 30 years, Maynard said
at the news conference. The child apparently went under a railing and through wires to
get to the moat wall and then fell into the water. The gorilla had the child for about 10
minutes before it was fatally shot, he said.
“The child wasn’t under attack, but all sorts of things could happen in a situation like
that,” Maynard said. “So he certainly was at risk.”
The zoo’s gorilla exhibit would remain closed “until further notice,” the news release
stated.
The Cincinnati Enquirer reports that Harambe was a western lowland gorilla, a species
that is considered to be critically endangered, according to the the World Wildlife
Fund. They can reach 4 to 5½ feet in height and weigh more than 400 pounds, the
WWF notes on its website.
Harambe was born at a zoo in Texas, according to Maynard. Two female gorillas were
also in the area when the incident occurred, but they were “recalled immediately,” the
news release stated.
“Harambe was a good guy. He was a youngster, just starting to grow up,” Maynard said.
“And there were hopes to breed him. He was not quite of breeding maturity yet. But it’ll
be a loss to the gene pool of lowland gorillas.”
Brittany Nicely, a zoo visitor who was at the exhibit when the boy fell, described a
frantic, fast-moving scene in an interview with the Cincinnati Enquirer, saying:
“Everybody started screaming and going crazy.”
The newspaper reported:
Nicely said the gorilla rushed toward the boy and led him by the arm through the water in
the enclosure. She said initially the gorilla seemed protective and only alarmed by all the
screaming.
https://www.washingtonpost.com/news/post-nation/wp/2016/05/29/it-could-have-been-
very-bad-gorilla-killed-after-boy-falls-into-cincinnati-zoo-
exhibit/?utm_term=.ec9d9608a2c1
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TEXT 2
FACT 1: Good Zoos help fight wildlife extinction
FACT 2: Good zoos educate visitors
FACT 3: Good zoos attract good people
FACT 4: Four of Australia’s leading zoos are not-for-profit
FACT 5: Good zoos constantly strive for better and better animal welfare
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WORKSHEET 2
1. “FACT 1: Good Zoos help fight wildlife extinction”
The fact shows that zoos help fight wildlife extinction. However, why did the zoo
employees kill the gorilla?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. “…The child wasn’t under attack, but all sorts of things could happen in a situation
like that,” Maynard said. “So he certainly was at risk.” ”
The phrase all sorts of things is referring to…

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. If you are one of the zoo employees, would you shoot the gorilla? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. In your opinion, how can zoo educate the people about extinction of endangered
species?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. What are public responsibilities to help saving the endangered species?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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WORKSHEET 3
Instruction:
What do you think about the lives of endangered species in zoos? Is it beneficial for
the animals? Based on the information that you get from various sources, identify the
benefits and the drawbacks of endangered species to be kept in zoos.
The benefits and the drawbacks

of endangered species to be kept
in zoos.
Benefits Drawbacks
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ASSESSMENT /PROJECT
Throughout the lessons, students have explored the challenges faced by endangered
species to survive in this world. Not only can students learn about the challenges, it also
creates awareness among students about the importance of conserving flora and fauna and
that every life is important.
APPROACHES
STEP 1
a. Recall the challenges faced by endangered
species to survive.
b. Explain to students that they are to come up LOTS:

with a project called “The Kingdom of Animals Remembering,
Parliament”. Understanding
*Teachers are free to modify the instruction HOTS: Evaluating,

according to their own classroom situation.
c. The students are given a situation. Students

imagine that they are representatives in
parliament fighting for an animal of their choice
to populate a new habitat project
STEP 2
a. Have students consider these questions in the
preparation stage of the project: HOTS:
 What can the animal contribute to others? Analysing
 Why should the animal be saved compared Evaluating
to other animals?
 Which animals should be in the habitat
together with the animal you represent? i-THINK:
 Would there be conflicts among the animals Circle Map
in the habitat?
 If there are problems, how should they
solve/handle those problems?
* Encourage students to also consider why
some animals should/should not be in
the habitat.
b. Students conduct a mini debate.
STEP 3
a. Students vote on which animals should be HOTS:
selected based on the debate and justify their Analysing
decisions. Evaluating
* Everyone is welcome to give their comments and

opinions.
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Unit 16
UNIT 16
COLD HARD CASH
HOW MUCH WOULD YOU ‘MONEY DOES

MONEY DO LIKE TO EARN NOT GROW ON
MORE TREES’
YOU HAVE
WHAT DOES THIS
RIGHT NOW? MONEY?
MEAN?
WHAT WOULD
HOW MUCH YOU BUY IF
MONEY IS YOU HAD A
ENOUGH? LOT OF
MONEY?
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BY THE END OF
i. Identify the main idea and the gist of the text.
LESSON,
ii. Paraphrase and summarize the information in a text.
STUDENTS CAN:

RAP
HOTS: Applying
STRATEGIES/
Analysing
APPROACHES
Evaluating
st
21 Century Learning
i-THINK
VALUES Moderation
LEARNING/ Youtube
SITUATION Personal
TEXT FORMAT Single
365
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APPROACHES
STEP 1
a. Students view a video clip on Price Tag by Maddi

Jane. 21st Century Learning:
https://www.youtube.com/watch?v=7oBQnIumBRY Collaboration
b. Students discuss issues related to money and how HOTS:

to manage money eg. online banking services. Applying
c. In groups, students complete the Circle Map i-THINK:

(WORKSHEET 1). Circle Map
STEP 2
a. In groups students read the text assigned Reading Strategy:

using RAP* technique (TEXT 1-TEXT 6). RAP
5W1H
b. Students write down possible questions
(5W1H)* based on the text. HOTS:
Example: Applying
Why is online banking not popular? Analysing
Evaluating
c. Students put all questions in the
centre, discuss and answer them.
STEP 3
a. Each group presents a summary of paraphrased 21st Century Learning:

sentences from Text 1-6 in a Gallery Walk**. Gallery Walk
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WORKSHEET 1
Reasons Why You Should Choose Online Banking
REASONS
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TEXT 1
Check Your Balance At Any Time

This is probably the most common
form of online banking – being able
to log into your bank’s website and
look at your current balance, expenses
and deposits. But there might be some
who still don’t do this. Honestly, I
can’t imagine a time where I couldn’t
go to a computer and check how
much I have. In fact, currently my
bank had a little mishap of conversion and I’m temporarily locked out of my
account. It’s quite nerve racking.
So to imagining not ever being able to do this is incomprehensible to me,

personally.
http://www.makeuseof.com/tag/6-reasons-why-you-should-bank-online/
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TEXT 2
Pay Your Bills Online, Even Automatically

Have you ever had a late payment on a
bill? One of the common reasons is not
getting the payment in the mail at the
right time. But even if you do, you
always run the risk of something
happening to it and it getting lost –
we’re all human, even the mailman is.
Or what about this, have you ever thought about how unsecure mail really is?
Many of our computers aren’t very secure either due to our own practices, but
most of that we can improve. You can’t prevent someone from going to your
mailbox and grabbing the envelope full of cash that your grandmother sent you
for your birthday.
Paying your bills online is simple, fast and secure. All you need to do is check
out your options on your bank’s website or talk to them about setting it up (or
both).
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TEXT 3
Unclutter Your Mailbox With E-Statements

I’m not talking about your email
inbox. I’m talking about that thing
that is stuffed full of junk mail, that
never seems to have anything good in
it (although, I guess for some that
might still be describing their email
inbox). None the less, if you’re
getting bank statements through the
mail still, you should switch to e-
statements.
What are the benefits? Less clutter in your mailbox and that table that you
always throw your mail on when you walk in the door. If you’re worried about
that clutter transferring to your email inbox, it is very minimal. Personally, I just
get one statement a month. What if someone hacks your email – can they see the
statement? No. They would only be able to see the email linking to the
statement, which requires you to log in to your bank’s website to view and/or
download.
That’s the other nice thing – if you want or need to save your statements for
archiving, simply download the PDF, save it in a folder on your computer and
you’re good to go. No more bulging folders stuffed in a filing cabinet taking up
valuable office space.
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Unit 16
TEXT 4
Deposit Your
Checks Online
If you’re like most people, you
probably drive to the bank to
deposit your check into your
account. For you, it might be on
the way to your work or
somewhere else you go often.
But for many of us, it’s not
necessarily, so it posses as yet another place we have to go before going home.
Now, it’d be great if your employer(s) did direct deposit. Unfortunately my
current one doesn’t so I have to manually deposit every check to my bank.
If you have a smartphone or even a scanner, you might be able to deposit your
check directly through that. It depends if your bank lets you, so that is something
you’ll have to check with them about. You might also want to just search the app
store and see if their app comes up.
However, if you find out your bank doesn’t let you, there’s still another option
and that is PayPal. Through their mobile app you can scan your check and then
deposit it from PayPal into your regular bank account. This typically will take a
few days so don’t expect and instant deposit. Nonetheless, if you don’t need the
money right away, it shouldn’t be too much of a hassle and will save you driving
time and waiting in line.
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TEXT 5
Pay People (& Get Paid) Easier, Faster & Cheaper Than Checks
Staying along the lines of a check-free life, have

you ever split the bill at a restaurant with
someone only to find out that you didn’t have any
cash on you? You could go to an ATM and get
cash, but sometimes that costs more. You could
write them a check… if you carry checks (and of
course you have to pay for those usually).
What about a direct deposit? Yes! Actually that works great. All you need is their bank
routing number and you can send the money to them. No more need to worry about cash or
forgotten “paybacks”. Instead you’ll keep your friendship intact and look cool while
doing it.
The one downside to this is most people don’t know their bank routing number. Another
option is PayPal. You can ask if they have a PayPal account and make the payment through
to them that way. If you both happen to have the iPhone 4 and PayPal accounts, you can
actually send/receive money simply through “bumping” them. If none of those work,
simply make a quick “I owe you” note in Evernote (or your preferred note-taking service)
to remember it and then email them to remind you to get that routing number so you can
send them the payment.
What about getting paid if you on the receiving end? PayPal makes that super easy if you
have an account. You can actually email them a request to remind them. Alternatively, you
could memorize your routing number. Also, if you don’t have a smartphone, you can
still use PayPal via SMS (text).
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TEXT 6
Manage Your Online Accounts

Simultaneously, Create Budgets & More
With Mint
Lastly, if you bank online you should definitely be using Mint. We’ve covered it
quite a bit on MakeUseOf, and rightfully so – it’s awesome. You can view how
much is in several of your accounts instead of signing into each one separately.
You can also make goals, budgets and categorize your expenses to manage them
better. Have loans? Mint can help you track them and create a plan for paying
them off quickly. Mint is just all-around a great addition to any online banking
experience and we highly recommend it.
For more information on Mint, check out Bakari’s article: How To Use Mint To
Manage Your Budget & Spendings Online. They also have a mobile app and
SMS functionality so you can manage your money on the go, whether you have a
smartphone or not (which by the way, you should see if your bank has a mobile
app too).
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Unit 16
BY THE END OF
i. Analyse and draw conclusions from the text.
LESSON,
ii. Suggest solutions to real life situations based on the text.
STUDENTS CAN:

LOTS: Understanding
HOTS: Applying
STRATEGIES/
Analysing
APPROACHES
Evaluating
st
21 Century Learning
i-THINK
VALUES Rationality
LEARNING/ Picture
SITUATION Public
Educational
TEXT FORMAT Single
TEXT TYPE Narration
COGNITIVE Integrate and generate inference
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APPROACHES
STEP 1
LOTS:
a. Students view an illustration of Online Banking Understanding
Fraud (PICTURE 1).
b. Students give comments about the illustration.
c. In pairs, students complete the first two columns of Reading Strategies:
the KWLH*chart (WORKSHEET 1). KWLH
STEP 2
a. Students read the testimony of a bank customer in HOTS:

TEXT 1. Applying
b. Students discuss the bank customers’ experiences Analysing
c. In groups:
(i) students read 3 cases relating to customers’
experiences with online banking (TEXT 2).
i-THINK
(ii) students create a Multi-flow Map*** on the Multi-flow Map
causes and effects of online banking fraud
(WORKSHEET 2).
STEP 3 HOTS:
Applying
a. In groups, students read TEXT 2 again and provide Analysing
solutions to the situations in WORKSHEET 3.
b. Students present and justify their solutions to the 21st Century Learning:
cases as an expert in a Hot Seat** activity. Hot Seat
STEP 4 HOTS:
a. In pairs, students complete the final column of the Evaluating
KWLH chart (WORKSHEET 1).
Reading Strategy:
KWLH
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PICTURE 1
Adapted from www.transactionage.com/2012/04/13
What do you think is happening to the man?
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Unit 16
WORKSHEET 1
Note: Only complete the final column at the end of the lesson.
KWLH Chart
What I Know What I Want to Know What I have Learned
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Unit 16
TEXT 1
Testimony from a bank customer

COMPROMISED BANK ACCOUNT
Several months ago, I got a computer virus, which I thought I got rid of. I checked my bank
account almost DAILY. One day, I tried to access my account and it wouldn't let me in (I typed
in the address, manually, not by link). It took me to a website which made me "resubmit" my
info for security reasons. Like an idiot, I did (I am a bit of a computer illiterate). After doing all
of these, I got to access my account. Realizing that this didn’t seem right, I went to another
computer and changed my password and other info on my online banking. A couple of weeks
later, I received a call from the bank telling me that there were some unusual charges happening
on my account (there were several one cent debits from my account). Being suspicious, I told
them that I would go directly to the bank and see about this, and the nice person on the phone
agreed (This was legit, but I had to confirm). They cancelled my ATM card and sent me a new
one. I got it straightened-out, thanks to the sharp eye of my bank. I got a new account number
and ATM card. Also, thanks to the sharp eye of my bank, I didn't get burned out of any money.
The moral of this long, boring story: If you try to access your bank account and see ANYTHING
out of the ordinary, contact your bank (in person, if possible) and find out what's up. If you
suddenly have to "resubmit" ANYTHING other than your username and password, DON'T!!!
Check the computer for spyware, viruses. Check your account from A DIFFERENT
COMPUTER until you get your own computer straightened-out.
Mark, NV
http://www.lookstoogoodtobetrue.com/stories/vicAccount.aspx
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Unit 16
TEXT 2
Case 1
A Florida business man sued his Financial Institution after hackers submitted a $90,000
fraudulent wire transfer out of his account to an account in Latvia. His claim was that the bank
should reimburse the funds since they processed the wire transfer. Upon investigation, it was
determined that his computer was infected with a malicious software program (malware) that
enabled fraudsters to retrieve his online ID and Password via keylogging. He then claimed that
the bank was negligent because they had not specifically informed him that this particular
malware was a risk. The courts disagreed and ruled in favor of the Financial Institution, stating
that the customer had neglected to take the necessary basic precautions to protect his
information. At the time of the fraud, nearly all antivirus software programs had made
modifications to look for, and alert users of, the very malware that allowed his information to be
compromised. At the time of his claim, those antivirus updates had been available for nearly two
years .
*keylogging - the use of a computer program to record every keystroke made by a computer user
http://info.netteller.com/go/preventingfraud
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Case 2
A business owner accessed the Internet via an unsecured wireless network and as a result left his
device open for a keylogging program to be placed on his computer. Fraudsters captured the
user's ID and Password and created a new administrative user for the business account. During
the next several days, fraudsters logged in as the new user and sent ACH batches in excess of
$400,000.
*Automated Clearing House (ACH) is an electronic network for financial transactions

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Unit 16
Case 3:
A virus on the users’ computer compromised the login page to the users’ business account. The
altered/false login page displayed additional fields asking the user for credentials necessary to
gain further access to the accounts, not just the usual ID and Password. Fraudsters were able to
initiate two separate ACH transactions totaling more than $100,000.
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Unit 16
WORKSHEET 2
Complete the following chart with the causes and effects of online banking fraud.
Online Banking
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Unit 16
WORKSHEET 3
Solutions
Case 1 Case 2 Case 3
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Unit 16
i. Evaluate their own spending pattern and compare it

BY THE END OF to their friends’.
LESSON, ii. Analyse the information given and make conclusions.
STUDENTS CAN: iii. Create an infographic to represent spending habits.

HOTS : Applying
Analysing
STRATEGIES/
Evaluating
APPROACHES
Creating
i-THINK
VALUES Moderation
LEARNING/ Picture
SITUATION Personal
TEXT FORMAT Mixed
PROCESS Reflect on Content and Form
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Unit 16
STEP 1
a. Students discuss and compare their spending habits. i-THINK:

b. Students complete a Circle Map*** with ideas of good Circle Map
spending habits (WORKSHEET 1).
c. Students present and justify their answers. HOTS:
Applying
Evaluating
STEP 2
Reading Strategy:
a. Students view an infographic on spending patterns. 5W1H
(PICTURE 1).
b. In a Hot Seat** activity, students take turns to answer HOTS:
questions as an expert on the information in the Applying
infographic. Analysing
c. The class poses 5W1H* questions to the expert.

Hot Seat
STEP 3
a. Students answer questionnaires on their spending HOTS:
habits (WORKSHEET 2). Analysing
b. In groups, students use the data to create an Evaluating
infographic on their classmates’ spending habits Creating
(WORKSHEET 3).
c. Students present their answers in a Gallery Walk** 21st Century Learning:
Gallery Walk
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Unit 16
WORKSHEET 1
Complete the following circle map by your ideas of good spending habits.
GOOD
SPENDING
HABITS
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Unit 16
PICTURE 1
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Unit 16
WORKSHEET 2
Tick the box which best represent your spending habits.
No Item Yes No
1. I buy skincare products every month.
2. I buy stationeries every month.
3. I subscribe to books and magazines.
4. I buy prepaid cards for mobile phones every week.
5. I spend money on clothing, shoes and accessories every month.
6. I go out for entertainment and leisure purposes.
7. I spend money on buying latest gadgets.
8. I have a saving account.
Complete the following table with data you collected from your classmates. Write the number
of those who answered YES to each item in the questionnaire.
Item Number of students Percentage

1
2
3
4
5
6
7
8
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Unit 16
WORKSHEET 3
Based on your above findings, design an infographic that represents your classmates’ spending
habit.
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Unit 16
ASSESSMENT PROJECT
Nowadays, there are many new online banking services popping up. Therefore,
understanding how to access your account online is an important tool. Knowledge on
setting up your online account, locating and using helpful and important features are all
important parts of using online banking.
APPROACHES
STEP 1
a. Students recall and reflect on the online services Action-Oriented Task
provided by the bank.
b. Explain to students that they are to produce a poster
on the online banking services.
* The project should be done in groups.
STEP 2
a. Have students to do research on online banking on
the following services.
 Pay bills online

 Deposit cheques online
 Pay people / PayPal 21st Century Learning
 Managing online accounts simultaneously
 Check balance
 Purchasing online ticket HOTS:
Applying
* Encourage students to also discuss other services Evaluating
provided by online banking. Creating
b. Each group has to design and produce a poster

based on the above online services.
STEP 3
a. Your school is organizing an Entrepreners’ Day role

play contest.
b. Your group will role play as marketing officers to HOTS:
promote your product. Applying
c. Your audience will comprise of ordinary people,
businessmen, teachers and housewives. 21st Century Learning
d. You can dress up according to your role. 2 Starts 1 Wish
e. The group with the most stars will be declared as the
winner of the Entrepreneuers’ Day’s contest.
(2 Starts 1 Wish**)
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Unit 16
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Unit 17
UNIT 17
BUDGET TRAVEL
Can you What Who are the How do What is

name the countries people in you your idea
amazing can you the picture? normally of a dream
places in identify in plan and holiday?
What do
these the book your And how
you think
pictures? holidays? much would
pictures? they are
it cost?
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doing?
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Unit 17
BY THE END i. List items that are prohibited on airplanes.

OF LESSON, ii. Create a list of questions of what they want to know about liquid,
STUDENTS aerosol and gel restrictions on airplanes.
CAN: iii. Select relevant information from text to create a pamphlet.

LOTS: Understanding
STRATEGIES/
HOTS: Applying
APPROACHES
Analysing
st
21 Century Skills
VALUES Respect
LEARNING/ Youtube
TEACHING
Worksheet
AIDS
SITUATION Public
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Unit 17
APPROACHES
STEP 1
a. Students list** items that are prohibited in an

airplane. LOTS:
Understanding
b. Students view a video clip entitled ”Traveling with
Liquids, Aerosols, and Gels”(LAGs) (PICTURE 1). 21st Century Learning
List-O-Mania
https://www.youtube.com/watch?v=QBv9Wtlh14g
c. Students discuss the regulations mentioned in
video.
STEP 2
a. Students complete the KNOW and the NEED section
of the KWLH* chart (WORKSHEET 1). Reading Strategy:
KWLH
b. Using the information from the 2 pamphlets (TEXT 1, HOTS:
TEXT 2), students complete the LEARNED section of Applying
the KWLH chart. Analysing
c. Students share their responses for the KNOW, 21st Century Learning:
NEED and LEARNED sections with their shoulder Think-Pair-Share
partner**.
STEP 3 HOTS:
Creating
a. In pairs, students create their own version of
the LAGs pamphlet. 21st Century Learning:
b. Students present their pamphlets in a One Stays One Stays Three Stray
Three Stray** activity.
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Unit 17
PICTURE 1
https://www.youtube.com/watch?v=QBv9Wtlh14g
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Unit 17
TEXT 1
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Unit 17
http://www.klia.com.my/images/img/gallery/klia/LAGs.jpg
TEXT 2
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Unit 17
WORKSHEET 1
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Unit 17
BY THE END
i. Construct Wh- questions based on headings.
OF LESSON,
ii. Answer Wh- questions by browsing a website.
STUDENTS
iii.Create FAQs based on information on a website.
CAN:

LOTS: Understanding
HOTS: Applying
STRATEGIES/
Analysing
APPROACHES
Evaluating
Creating
st
21 Century Learning
VALUES Responsibility
LEARNING/ Picture
TEACHING Website
AIDS Worksheet
SITUATION Public
TEXT FORMAT Single
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HEBAT Bacaan BI
Unit 17
STEP 1
a) Students complete a Travel Checklist

(PICTURE 1) to any overseas travel destination. LOTS:
Understanding
b) Students share their checklist in a Round
Robin** activity.
c) Students state the importance of having a travel 21st Century Learning:

checklist. Round Robin
STEP 2
a) Students browse a website (TEXT 1):

Reading Strategy:
http://www.detourista.com/guide/singapore/ 5W1H
b) Students construct Wh- questions* based on

website's headings, and write them in the HOTS:
Questions section of WORKSHEET 1. Analysing
Evaluating
c) Students browse the website again to find the
answer to their questions; they complete the
Answer section.
STEP 3
HOTS:
a) In groups, students use the questions and Applying
answers in WORKSHEET 1 to create a Creating
'Frequently Asked Questions' (FAQs) section
for the website. 21st Century Learning:
ICT
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Unit 17
PICTURE 1
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Unit 17
TEXT 1
WORKSHEET 1
http://www.detourista.com/guide/singapore/
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Unit 17
5W1H Chart
Study the headings on the website. Based on these headings, write some
questions in the Questions section below. Then use the information on the
website to answer your questions, and write them down in the Answers section.
QUESTIONS ANSWERS
What questions:
Where questions:
Who questions:
When questions:
Why questions:
How questions:
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HEBAT Bacaan BI
Unit 17
i. Generate questions using observed titles, headings

BY THE END
and subheadings.
OF LESSON,
ii. Locate relevant information in text using questions.
STUDENTS
iii. Write a summary using key points from a text.
CAN:
iv. Create a webpage about travelling on a budget.
Reading Method: SQ3R

LOTS: Understanding
HOTS: Analysing
STRATEGIES/
Evaluating
APPROACHES
Creating
st
21 Century Learning
VALUES Self- Reliance

LEARNING/ Picture
TEACHING
Website
AIDS
SITUATION Public
PROCESS Corroborate, identify and handle conflict
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HEBAT Bacaan BI
Unit 17
APPROACHES
STEP 1
a. Students view PICTURE 1 and discuss. LOTS:

b. Students write words related to the picture Understanding
on cards and paste cards on a Word Wall**.
c. Students discuss why people choose to
backpack or travel on a budget. 21st Century Learning:
Word Wall
STEP 2
a) Students browse websites

(TEXT 1, TEXT 2, TEXT 3): Reading Strategy:
SQ3R
https://www.studentuniverse.com/travel-
guides/top-lists/top-10-cheap-backpacking-tips
https://www.skyscanner.com/news/9-easy-tips- HOTS:
traveling-tight-budget Analysing
Evaluating
https://www.rei.com/learn/expert-advice/travel-
budget.html
b) Students complete the 'Survey', 'Question',

'Read' and 'Recite' sections of the SQ3R* chart
(WORKSHEET 1).
c) Students share their answer for their 'Recite' Think-Pair-Share
section with their face partner**.
STEP 3
HOTS:
a) Students complete the 'Review' section of the Creating
chart (WORKSHEET 1).
b) In groups, students create their own webpage ICT
entitled 'How to Travel on a Small Budget' using
the information from their 'Review' section.
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Unit 17
PICTURE 1
http://faszination-suedostasien.de/wp-content/uploads/2014/01/backpacker.jpg
406
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Unit 17
TEXT 1
https://www.studentuniverse.com/travel-guides/top-lists/top-10-cheap-backpacking-
tips
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Unit 17
TEXT 2
https://www.skyscanner.com/news/9-easy-tips-traveling-tight-budget
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Unit 17
TEXT 3
https://www.rei.com/learn/expert-advice/travel-budget.html
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Unit 17
WORKSHEET 1
SQ3R Budget Travel

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HEBAT Bacaan BI
Unit 17
ASSESSMENT PROJECT
Imagine that you are a student studying Tourism at a local college. You and your
college mates love budget travelling and always book the best deals. To supplement
your monthly allowance, you decide to start a part-time business planning budget
holidays for a fee. Create an online advertisement promoting your services to be
posted on the college website.
STRATEGIES/
STEP 1
a. In groups, students discuss questions

related to the project. Action Oriented Task
What services should be offered?

Who is our target audience?
How much is their budget?
What are possible destinations?
What is a suitable fee for the services?
b. Students browse the internet to get ideas

about budget travel packages for their
project.
STEP 3
HOTS:
a. Students plan, design and create their online Evaluating
advertisement to promote the budget travel Creating
planning services.
b. Groups present their online advertisements
and get comments in a Carousel Feedback**
activity. 21st CENTURY SKILLS:
ICT
Collaboration
 Teacher may also assign different assessment Carousel Feedback
projects such as writing blogs, or creating a
scrapbook to consolidate the knowledge learned in
this unit.
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UNIT 18 Unit 18
STATE OF MIND
Can mental illness

be prevented?
What causes mental illness?
How can we help people with

mental illness?
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Unit 18
BY THE END OF i. Select relevant information from a text.

LESSON, ii. Use information from a stimulus to complete a mind map.
STUDENTS CAN: iii. Provide possible solutions to a problem.

LOTS: Understanding
HOTS Applying
STRATEGIES/
Analysing
APPROACHES
Evaluating
st
2 21 Century Learning
i-THINK
LEARNING/ Picture

413
HEBAT Bacaan BI
Unit 18
APPROACHES
STEP 1
LOTS:
a. Students discuss the definition of mental illness Understanding
(TEXT 1).
Reading Strategy:
b. Students study the poster (TEXT 2), identify the
Skim and Scan
causes and ways to prevent mental disorder and fill in
the tree map (WORKSHEET 1).
i-THINK:
Tree map
STEP 2
a. Students read the article on ‘Types of Mental Illness’
(TEXT 3). HOTS:
Analysing
b. Based on Text 3, students match the disorders with
the correct description (WORKSHEET 2).
i-Think:
c. In groups, students identify the characteristics of Bubble Map
each type of mental illnesses and transfer them into a
bubble map (WORKSHEET 3). 21st Century Learning:
Gallery Walk
d. Students present and justify their answers. One Stays Three Stray
STEP 3
a. In groups, discuss the scenario:
Your classmate, Jane always sits alone in class. One HOTS:

day, you notice that she is crying and mumbling Applying
something to herself. Suggest ways to help her solve Evaluating
her problem.
b. List possible ways to help Jane cope with her

problem on a Table Cloth/Combo Mat**
Gallery Walk
Table Cloth/Combo Mat
c. Students present and justify their answers in a Gallery
Walk**.
d. As a follow up, students write a short paragraph on

ways to avoid depression.
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Unit 18
TEXT 1
Mental illness refers to a wide range of

mental health conditions — disorders
that affect your mood, thinking and
behavior. Examples of mental illness
include depression, anxiety disorders,
schizophrenia, eating disorders and
addictive behaviors. Many people have
mental health concerns from time to
time.
http://www.mayoclinic.org/diseases-conditions/mental-illness/basics/definition/con-20033813
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Unit 18
TEXT 2
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Unit 18
WORKSHEET 1
Based on the poster, identify the causes of mental disorder and its prevention measures . Place your findings in
the Tree Map given.
Mental Disorder
Causes Prevention Measures
Example:
Example:
• Get organised by
• Unsettled debts making monthly budgets
• Financial stress
• Keep track of your
expenditure
417
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Unit 18
TEXT 3
418
WORKSHEET 2
HEBAT Bacaan BI
Unit 18
Match the following description of mental illnesses correctly.

http://www.webmd.com/mental-health/mental-health-types-illness
http://www.webmd.com/mental-health/mental-health-types-illness
Exaggerated emotions, attitudes, behavior, and

Mood Disorder concerning weight and food
Psychotic Prolonged and frightening thought and memories

Disorder of the event and tend to be emotionally numb
Post-Traumatic
Stress Disorder Continuous feelings of depression or overjoyed
Persistent thought or fright to perform certain

Eating Disorder ritual or routine
Impulse Control &

Addiction Unable to resist compulsion thus perform acts
Disorder that could be hazardous to others
Types of
Mental
Disorder
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Unit 18
WORKSHEET 3
Based on the text, identify the characteristics of each mental illness. Place your findings in the Bubble Map given.
Example:
ANXIETY DISORDER
• Having the feelings

of fear, panic and
dread
• Rapid heartbeat
and sweating
•
Characteristics
of Mental
Illness
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Unit 18
BY THE END OF i. List the feelings described by each person in the video.
LESSON, ii. Find information in a text to answer questions.
STUDENTS CAN: iii. Create a flyer on Ways to Relieve Exam Pressure.
Reading Strategy: PARApicture

LOTS: Understanding
Creating
st
21 Century Learning
LEARNING/ Worksheet
TEACHING AIDS Video Clip
Personal

PROCESS Search and select relevant text
421
HEBAT Bacaan BI
Unit 18
APPROACHES
STEP 1
LOTS:
a. Students watch a video entitled “Living with A Mental Understanding
Disorder”. (SCREENSHOT 1)
https://www.youtube.com/watch?v=ezI2W32yNg8
b. In pairs, students list the feelings described by each 21st Century Learning:
person in the video in a List-O-Mania (WORKSHEET 1). List-O-Mania
c. Students compare answers with other pairs.

a. In pairs, students analyse the flyer (TEXT1) PARApicture
using PARApicture technique i.e. Previewing,
Analysing, Re-Reading and Accenting important
ideas with pictures. HOTS:
Analysing
b. Students answer the questions in WORKSHEET 2. Applying
c. Students share and justify their answers in a Gallery 21st Century Learning:
Walk**. Gallery Walk
STEP 3
a. Assign each student a section in a Combo Mat**

(WORKSHEET 3).
b. Students read the internet excerpt (TEXT 2). 21st Century Learning:
Combo Mat
c. Based on TEXT 2, students discuss ways to relieve
exam pressure.
d. Students write their responses in the ‘mine’ section of HOTS:

the Combo Mat (WORKSHEET 3). Applying
Creating
e. Students take turns to share their ideas from the
Combo Mat and circle ideas that they agree with.
f. In groups, students design and create a flyer on Ways

to Relieve Exam Pressure.
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Unit 18
SCREENSHOT 1
https://www.youtube.com/watch?v=ezI2W32yNg8
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Unit 18
WORKSHEET 1
List down the feelings described by each person in the video you have viewed.
TYPES OF MENTAL
No HOW DO THEY FEEL?
ILLNESS
 ______________________________
1 DEPRESSION
 ______________________________
 ______________________________
 ______________________________
2 ANXIETY
 ______________________________
 ______________________________
 ______________________________
3 OCD
 ______________________________
 ______________________________
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Unit 18
 ______________________________
4 ADHD
 ______________________________
 ______________________________
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Unit 18
TEXT 1
Study the flyer below and answer the following questions.
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HEBAT Bacaan BI
Unit 18
WORKSHEET 2
Answer these questions.
1. What do you do when someone is suicidal?
i. ___________________________________
ii. ___________________________________
2. Why do you think people commit suicide?
_________________________________________________________________
_________________________________________________________________
3. Your friend shows symptoms of being suicidal. As a friend, what would you do to
prevent him or her from committing suicide?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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HEBAT Bacaan BI
Unit 18
WORKSHEET 3
“COMBO-MAT”
A B
WAYS TO RELIEVE EXAM

PRESSURE
C D
POSTER 1
TEXT 2
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Unit 18
TEXT 2
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Unit 18
i. Find information from a text on Personality Types.

BY THE END OF ii. List the characteristics of different personality types.
LESSON, iii. Identify their personality type and give reasons.
STUDENTS CAN:

HOTS: Applying
st
21 Century Learning
i-THINK
VALUES Kindness
LEARNING/ Website
Personal

430
HEBAT Bacaan BI
Unit 18
APPROACHES
STEP 1
a. Discuss the definition and characteristics of different Reading Strategy:
types of personalities (TEXT 1). Skim and Scan
b. Choose two personality types, identify the differences
HOTS:
and similarities and fill in the Double Bubble Map
Analysing
(WORKSHEET 1).
STEP 2
a. In groups, choose one personality type from TEXT 1 HOTS:
and determine its causes and effects using a Multi Evaluating
Flow Map (WORKSHEET 2). Students use the internet
to search for further information. i-Think:
Multi-flow Map
b. Students present and justify their answers
(Suggested activities: Gallery Walk, One Stay Three
Stray).
Gallery Walk
One Stays Three Stray
STEP 3
a. Students identify a personality type that suits them HOTS:
best and give reasons (WORKSHEET 3). Applying
Analysing
e.g. I believe I am a perfectionist because …
Evaluating
b. The class respond by agreeing, disagreeing or
expressing uncertainty about the statement (Traffic
Light Cards).
Collaboration
c. Some students are selected to justify their opinions.
d. Based on TEXT 1, students write a short paragraph on
how to cope with issues relating to their personality
types.
E.g. In order not to be so shy (introvert), I should…
In order not to worry so much (worry wart), I should…
e. As a follow up activity:
Pretend that you are the school counsellor, you
receive an email from a student with a problem.
Respond to the student’s email appropriately, citing
ways to help cope with the student’s problem
(WORKSHEET 4).
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Unit 18
TEXT 1
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Unit 18
WORKSHEET 1
Choose two personality types, identify the differences and similarites and fill in the
Double Bubble Map below.
Similarities:
Differences: Differences:
Differences: Personality Similarities: Differences:

Personality
chosen: chosen:
Differences: Similarities: Differences:
433
HEBAT Bacaan BI
Unit 18
WORKSHEET 2
Choose one personality type and identify its causes and effects.
Causes Effects
Example personality chosen:
Overachiever
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Unit 18
WORKSHEET 3
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HEBAT Bacaan BI
Unit 18
WORKSHEET 4
Imagine that you are a counselor of the school. Respond to the email.
suzy@yahoo.com
Seeking advice
Dear Miss Suzy,
Recently there are many assignments given by the teachers and

at the same time I’ve to stay back for my netball practices. I
always want to make sure everything is done perfectly but I do
not have enough time. I feel depressed and anxious. I think I‘m
already burnt out!
Miss Perfecto
436
HEBAT Bacaan BI
Unit 18
ASSESSMENT PROJECT
In this unit, students have been exposed to various aspects about mental health. The state
of mind is affected by various factors which may lead to negative consequences or even
worse, suicide! As students have explored the causes and effects of mental health issues, it
is hoped that it will create an awareness among students to better handle the challenges
they face in real life. Imagine that you are researchers, conduct a survey on common
mental health issues and create a video documentary.
APPROACHES
STEP 1
a. Recall and reflect the causes and effects of mental Action Oriented Task
health problems.
b. In pairs, students ask their partner about the
problems he/she faced recently and how they dealt
with the problems.
c. Students are required to investigate further about
the problems faced by the people around them.
STEP 2
a. In groups, students brainstorm possible problems i-THINK:
faced by: Circle Map
i. Students
ii. Teachers
iii. Parents
b. Groups are assigned a mini research project on
mental health problems and possible solutions. HOTS:
c. Students can conduct: Analysing
i. Interview Evaluating
ii. Survey Creating
iii. Library research
iv. Online research
d. Each group has to create a short video documentary
based on their findings.
STEP 3 21st Century Learning:

a. Students present their findings in an exhibition. Gallery Walk
* Other groups are welcomed to give comments.
437
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Unit 19
UNIT 19: INVENTIONS

DO IT YOURSELF COOLERS
What do “Necessity is Identify What is the What do you

people the mother of characteristics difference think is the
usually do invention.” of a good between an air meaning of
when the Can you invention. cooler and an the word „eco-
weather gets explain what air friendly‟?
too hot? this quote conditioner?
means? 438
HEBAT Bacaan BI
Unit 19
BY THE END OF i. Share experiences about dealing with hot weather.

LESSON, ii. Give reasons to support their opinions about Eco Coolers.
STUDENTS CAN: iii. Create a DIY air cooler based on instructions in a manual.

QAR
5W1H
LOTS: Remembering
Analysing
Creating
i-THINK
LEARNING/ Picture
SITUATION Public
Educational
TEXT FORMAT Single

Instruction
COGNITIVE Scan and Locate

PROCESS Integrate and Interpret

439
HEBAT Bacaan BI
Unit 19
STEP 1
LOTS:
a. Based on personal experience, students share Remembering
about what they normally do during very hot days. Understanding
b. Students give opinions on what can be used to cool iTHINK:

Bubble Map
themselves down during hot weather and transfer ideas
into Bubble Map***.
STEP 2 LOTS:
Analysing
a. Students use QAR* (Question, Answer Relationship)
method to read TEXT 1 on Bangladeshi’s Eco Cooler. Reading Strategy:
b. In pairs*, students answer questions in WORKSHEET 1. QAR

Think-Pair-Share
Collaboration

a. In, groups, students read the infographic on How to Skim and Scan
make an Eco Cooler (PICTURE 1). 5W1H
b. Following the instructions, students create a functional
Eco Cooler. HOTS:
c. Groups present their final product and explain its Applying
special features. Creating

Collaboration
440
HEBAT Bacaan BI
Unit 19
TEXT 1
Bangladesh’s ‘Eco-Cooler’ that runs without electricity could be the

answer to the rising heat
SANJANA RAY, 21 MAY 2016 2197SHARES
With the overall temperature rise across the globe and the sweltering heat this summer, one
can safely assume that households will see a furious shoot-up in their electricity bills this year.
While the urban population resorts to air-conditioning to escape the heat wave, the poor
clamour for shade in varied confinements.
Bangladesh might have just found the perfect solution to the world’s problem of rising
temperatures. Grey Dhaka, the Bangladesh wing of New York-based advertising agency Grey,
in collaboration with Grameen Intel Social Business Limited (a Dhaka-based IT company), has
introduced the ‘Eco-Cooler’, a cooling device that can run without electricity!
The process involves creating grids made from repurposed plastic bottles cut in half and
installed on windows as per size. Based on the direction of the wind and the pressure created
by airflow, the Eco-Cooler decreases the temperature by up to five degrees Celsius. This is how
it works: hot air enters the open end of the bottle and gets compressed at the neck of the
bottle making the air cooler before it enters the room.
In an interview with Mumbrella Asia, Syed Gousul Alam Shaon, managing partner and chief
creative officer at Grey Dhaka, said, “After initial tests, blueprints of the Eco-Cooler were put
up online for everyone to download for free. Raw materials are easily available, therefore
making Eco-Coolers a cost-effective and environmentally-friendly [cooling] solution.”
The Eco-Cooler works better for houses which are made with corrugated tins. Since most of
the houses in Bangladesh are made in this way, the cooler works miracles for them. Even India
can endorse this technology in the rural sections of the country, given that most of our rural
house-structures echo the corrugated tin houses of Bangladesh. This simple idea could bring
much-needed relief to the millions suffering the heat, not only in Bangladesh but in India as
well
http://yourstory.com/2016/05/no-electricity-eco-cooler
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WORKSHEET 1
Questions Answers
1.What is an Eco-Cooler?
2.Where was the Eco-Cooler originally

created?
3. Who created Eco-Cooler?
4.What are the materials needed to make

Eco-Cooler?
5.How does an Eco-Cooler work?
6.Why is an Eco-Cooler better than

normal air-conditioners?
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7.When did the company put up the

blueprint of Eco-Cooler online?
8.Who is Syed Gousul Alam Shaon?
9. Would you consider making Eco-Cooler

on your own? Why?
10.What can you do to make your own

home cooler?
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PICTURE 1
Read the manual carefully.

In groups of 3-4, follow the instructions in the infographic and create an Eco-Cooler
httpi1.tribune.com.pk/wp-content/uploads/2016/How-to-make-eco-cooler.jpg
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Unit 19
BY THE END OF
LESSON, i. Use information from text to justify opinion.
STUDENTS CAN: ii. Analyse and compare two texts to choose the better option.
iii. Apply information from reading text to produce a poster.

LOTS: Remembering
Understanding
Evaluating
Creating
st
21 Century Learning
LEARNING/ Picture
TEXT TYPE Instructions

PROCESS Search and Select Relevant Text
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APPROACHES
STEP 1
LOTS:
a. Based on personal experience, students share ways to
Remembering
cool themselves during warm/hot weather. Understanding
c. In groups, students take turns sharing ideas about what is
the best way to cool down on a Table Cloth/ Combo Mat** 21st Century Learning:
activity. Table Cloth
d. Groups select, present and justify their best ideas. Combo Mat

ACID
a. In pairs, students use ACID* marks to read and compare the
HOTS:
qualities between TEXT 1 and TEXT 2. Analysing
b. Students choose the TEXT with the most reader- friendly and Evaluating
with easy to follow instructions on making DYI air cooler.
c. Students share and justify their opinions in Round Rally**. 21st Century Learning:
Round Rally
STEP 3
HOTS:
a. In groups, students design a promotional poster to Applying
promote a DIY air cooler or air conditioner. Creating
b. Students present their posters and explain why the cooler 21st Century Learning:
is an amazing product in a Gallery Walk**activity. Gallery Walk
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TEXT 1
http://windycityair.net/diy-ac-how-to-make-your-own-air-conditioning/
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TEXT 2
https://s-media-cache-ak0.pinimg.com/236x/a2/ee/9f/a2ee9f69420bc745bd8fb12b2e4199c6.jpg
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BY THE END OF i. Compare and contrast information from text
LESSON, ii. Analyse the suitability of a product to different situation
STUDENTS CAN: Iii. Invent a solution to a real-life problem
Reading Strategy: QAR

LOTS: Understanding
HOTS: Applying
Evaluating
APPROACHES
Creating

i-THINK
LEARNING/
SITUATION Public
TEXT FORMAT Single


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STEP 1 LOTS:
Understanding
a. Students identify everyday items that can be recycled.
HOTS:
b. In pairs, students list** items on a Word Wall**. Applying
Analysing
c. Students discuss creative ways these items can be recycled
for e.g. by reusing or repurposing them into something new. 21st Century Learning;
List-O-Mania
d. Students share ideas and get feedback from peers. Word Wall
STEP 2
a. Students read TEXT 1 on How Bangladeshi Inventors are Reading Strategy:

Making Eco Friendly Air-cons from Plastic Bottles using QAR
QAR* method.
HOTS:
b. Students complete task (a) in WORKSHEET 1 by using a Applying
suitable i-THINK*** Map to list the similarities and Evaluating
differences between the Eco Cooler and a regular Air
i-THINK
Conditioner.
c. Students compare their answers with a face partner**, and
Collaboration
amend their list.
d. In pairs, students complete task (b) by listing places or

situations in which an Eco Cooler may not be suitable
(WORKSHEET 1).
STEP 3
HOTS:
a. In groups, students discuss ideas on how to recycle/reuse/ Applying
repurpose rubbish such as paper, plastic and glass bottles, Creating
candy wrapper etc. that they see around the school
compound. i-THINK
Flow Chart
b. Students select the used item (rubbish) and develop a
process of making it reusable for eg. aluminium can into a 21st Century Learning
Innovation
pencil holder. Gallery Walk
c. Students describe the process in a Flow Chart*** and present
in a Gallery Walk**.
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TEXT 1
How Bangladeshi inventors are making eco-friendly air

conditioners from plastic bottles
BANGLADESH 06/02/2016
Become an Observer
What can you make with old plastic bottles? A vase? A flowerpot? … an air-conditioning unit? Believe
it or not, you can. When inventor Ashis Paul came up with an innovative way to draw cool air into
homes using plastic bottles, his whole company got on board to help teach people living in rural
Bangledesh to do the same. Since February this year, they’ve helped people to install these units-- which
don’t need electricity to function-- in more than 25,000 households in developing areas of the country.
“Most people live in tin huts… in the summer, it’s like being in sauna in the Sahara”
Jaiyyanul Huq
Jaiyyanul Huq is a creative director with the Grey Group, the advertising company that spearheaded this
social project. “We are a flood-prone nation, so in rural Bangladesh, most people build their homes out
of tin, instead of mud. About 70% of Bangladesh's population lives in these homes. But the problem
with these tin huts is that they get unbearably hot in the summer, especially in northern and central
Bangladesh. I’ve been in these huts. It’s like being in a sauna in the Sahara.”
One of our creative supervisors, Ashis Paul, started thinking about ways to bring relief to these people.
He was turning it over in his mind when one day, he overheard his daughter’s physics tutor explaining to
her how gas cools when it expands quickly. Ashis has an "inventor" mentality and he’s always been
fascinated by science. So, he started experimenting.
He told us about his idea of making an air-conditioner out of plastic bottles. The simplicity of the Eco-
Cooler is incredible.
How to Make an Eco-Cooler
To make an Eco-Cooler, you cut plastic bottles in half and then mount them on a board.
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Then, you place the board over a window, with the bottlenecks facing towards the inside of the house.
The change in pressure that occurs when air enters the wider part of the bottle and comes out through the
bottleneck cools the air.
It seems uncanny, but the principle is simple. Blow on your hand with your mouth wide open. The air
feels hot, doesn’t it? Now, blow on your hand with your lips pursed. It feels like a cool breeze.
The Eco-Cooler doesn’t require any electricity to function!
"We finalised it just as the weather was getting hot"

The Eco-Cooler can decrease the temperature by 5°C immediately. When it goes from 30°C to 25°C, I
can tell you that it makes a difference.
The Grey group decided to take it on as a pro-bono project. We like to give back -- it’s core to our
company. We decided to make and distribute these units for free. We designed the first prototype in
March last year and finally finalised it at the end of February this year. That’s just when the weather
starts getting hot in Bangladesh.
“The streets here are littered with bottles, so the raw materials are easy to find”
To distribute the Eco-Coolers, we teamed up with Grameen Intel Social Business Ltd. because they
work in a lot of villages in Bangladesh [Editor’s note: Grameen Intel is social business platform that’s a
partnership between NGO Grameen and the company Intel]. We sent our teams out to the villages where
Grameen Intel works to teach people how to make our Eco-Coolers.
The beauty of it all is how easy these units are to make. First of all, the raw materials are easy to find:
people don’t recycle here, so the streets are littered with bottles. We show people how to make them and
then ask them to both do it on their own and to teach others. We also made a how-to pdf that’s up on our
website and includes an easy step-by-step process.
It’s free and people get immediate results!
http://observers.france24.com/en/20160602-bangladesh-air-conditioner-plastic-bottles-
technology
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WORKSHEET 1
a. Make a comparison between an Eco Cooler and a regular air-conditioner. Then, present
the similarities and differences in the form of a suitable i-THINK map.
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Unit 19
b. List places or situations when an Eco Cooler may not be very effective in lowering the
temperature of a space.
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Unit 19
ASSESSMENT PROJECT
The residential area you live in is facing a problem with stray dogs that roam the streets, bark all night
and destroy garbage bins. These dogs are not only a nuisance but can sometimes be dangerous when
they occasionally attack residents. Imagine that you work at the Local Municipal Council as a Creative
Solutions Engineer. Design an invention that is both cost effective and time effective that may be used
to alleviate or solve this problem. Create a manual for this invention, build a physical model of the
invention and propose it to the council members for approval.
APPROACHES
STEP 1
Students work in groups and consider questions relating
to the project.
ACTION ORIENTED TASK
1. What can keep stray dogs out of the area?
2. Where did the dogs come from?
3. Why are there so many dogs?
4. Is there a way to keep dogs away without hurting them?
5. Can the device/machine be affordable to all
households?
Have students consider other issues besides the above.

i-THINK:
STEP 2 Flow Map
Students answer the questions above and develop a plan
on a suitable invention to keep dogs away from the
neighbourhood.
They list the process of building the machine in a Flow
Map** and start building the prototype.
STEP 3.
Groups present their final product in a Gallery Walk** and HOTS:
describe how the machine can work to alleviate the Applying
problem of stray dogs. Evaluating
Creating
Class vote on the best invention based on criteria given.
 Teachers may adapt scenario for the project

to reflect any real world situation relevant 21ST CENTURY SKILLS:
to students’ background. Innovation
Colloboration
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Unit 20
UNIT 20
SELFIE
People say
Social media
Selfies
and camera
In what are harmless
phones have
situations but when
created a new Why are
do people do
craze called people so in Who do
usually Selfies
Selfie. love with you think
resort to become
taking was the first
What is it? taking dangerous?
Selfies? person to
Selfies?
take a
Selfie?
456
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Unit 20
BY THE END OF i. Give meanings of vocabulary items in the text on selfies.

LESSON, ii. Locate main ideas in a text and present them in a graphic form.
STUDENTS CAN:

LOTS: Understanding
HOTS: Applying
STRATEGIES/
Analysing
APPROACHES
Evaluating
st
21 Century Learning
i-THINK
VALUES Respect
LEARNING/ Picture
TEXT FORMAT Single, Mixed
COGNITIVE Scan and locate information
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Unit 20
APPROACHES
STEP 1
LOTS:
a. Students analyse and discuss comic strip with a Understanding
shoulder partner**(TEXT 1).
b. In pairs, answer questions based on the comic strip 21st Century Learning:
given. (WORKSHEET 1). Think- Pair-Share
Rally Robin
c. Students share answers in a Rally Robin** activity.
STEP 2
a. Students view a list** of new vocabulary items.
(WORKSHEET 2)
b. In pairs, students find definitions of these words List-O-Mania
using a dictionary or via online. Word Wall
c. Students create a Word Wall** of the new words

learnt.
STEP 3
Reading Strategy:
a. Students read TEXT 2 about the Pros and Cons of Skim and Scan
Selfies and take turns modelling the teacher in a
Reciprocal Reading*activity.
HOTS:
http://www.hercampus.com/school/sacred-heart/pros- Applying
and-cons-selfies Analysing
Evaluating
b. In groups, students:
I-THINK
(i) List the pros and cons of selfies
(ii) Tabulate data and transfer information into 21st Century Learning:
an appropriate i-THINK*** Map. Gallery Walk
(iii) Present their i-THINK*** Map in a Gallery
Walk** activity.
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Unit 20
TEXT 1
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Unit 20
WORKSHEET 1
Refer to the comic strip and answer the questions below.
a. What do you think the girl is doing?
______________________________________________________________________
b. Why did the father say ‘What just happened?’
______________________________________________________________________
c. Where do people normally upload their photos?
______________________________________________________________________
d. Why do people upload their photos?
______________________________________________________________________
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Unit 20
WORKSHEET 2
Suggested vocabulary items

Selfie
dolled up
obsession
booster
cherished
autobiographies
offender
immense
approval
Phenomenon
Confidence
Awesome
Memorable
Prime
Skyscraping
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Unit 20
TEXT 2
The Pros and Cons of Selfies
If you don’t know what a selfie is then my best guess is that you’re either my grandma's age or an
alien. Because, seriously, who doesn’t know what a selfie is during this day and age? Selfies are a
world phenomenon and a personal guilty pleasure of mine. I’d be lying if I said I never got all dolled
up a time or two, to snap a few pics of
myself for Instagram. It probably looked
like I was doing something
entertaining, when in reality I was
actually alone, eating a bag of chips
and watching reality TV. So for all of
you who think my life is SOO
awesome I’m letting you know that my
Instagram is most definitely a liar.
Now that my secret is out I guess it is
safe to say I love taking selfies, and
it's probably safe to say that so do
you. So, yes, selfies are a load of fun
and all, but when do they become a
problem? Or even an obsession?
Let's take a look at some of the pros
and cons of selfies.
The Pros:
1. Selfies Are A Confidence Booster!
What better way to feel good than posting a picture of yourself looking your prime? I know my heart
skips a beat when a cutie likes my picture. The notification is usually followed by me texting my best
friends, telling them ALL about it, and then a little victory dance to wrap up my freak-out sesh. Call
me crazy, but if he liked my selfie it probably means we are getting married tomorrow…just
kidding…maybe. Don’t even get me started about when my like-count hits sixty in less than an hour.
Seriously, I feel like I beat a world record-- it's Instagram psychology. My point is...selfies have a way
of making us feel great about ourselves! And with all of the negativity in this world, what is wrong
with that?
2. Selfies Capture Memorable Moments
As time goes on we get so caught up in what’s going on

in the present that memories from the past slowly fade.
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However, that doesn’t apply to all you daredevils who took selfies while skydiving or from those
skyscraping, cloud touching, buildings because who in their right mind could forget something so
terrifying?! Anyways, selfies are a great way to preserve our most memorable experiences, and
even the most simple, yet cherished experiences. For better or for worse, scrolling weeks back into
the archives of our Instagram profile has a way of showing us how much our lives have truly
changed! And unlike the real world if you don’t like what your seeing just click “delete.” (Unless
someone took a screenshot… then you’re out of luck, my friend.) Progressions of selfies are
autobiographies in photo form for the world to see!
The Cons:
1. Selfies Can Become Obsessive
If you post more than 1 selfie a day, I hate to break it to you but you’re a bit obsessed, girl. At least in
my book you are. If you want to upload one picture of yourself and then one of your cats in the same
day then that’s perfectly fine. But, if I have to see your face on my timeline more than once, I’m
probably rolling my eyes and scrolling to the next post. If you are a double-selfie offender please do
us all a favor and cut it out. If you can’t choose between two selfies, save one for a rainy day. Bless
us with your immense beauty another time. Trust me, you will need to. Not everyday is a photogenic
one.
Kim K is a perfect example of a selfie-offender. Just
look how it backlashed.
2. Selfies That Are A Bit Too Revealing
Ladies, please have some respect for

yourself and your bodies! Posting half naked
pictures are not the way to rack up your likes.
The only thing you’re racking up is negative
attention! I can’t help but to notice how risky
selfie taking is becoming. No offense, but I’m
not trying to see all of “that” if you get what I
mean. Just remember there is a fine line
between posting a selfie in your bathing suit
versus your bloomers. There are a million
ways to be beautiful, but there is one way
that doesn’t require any effort at all. Be
yourself! Don’t stoop so low for the approval
of others, let people like you for you.
http://www.hercampus.com/school/sacred-heart/pros-and-cons-selfies
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Unit 20
WORKSHEET 3
List down the pros and cons of selfies.

With reference to Text 2, tabulate the information into a suitable i-THINK map.
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Unit 20
BY THE END OF i. Interpret information to complete a graphic organiser.

LESSON, ii. Identify the similarities and differences between two texts.
STUDENTS CAN: iii. Use information from a text to write an article on selfie etiquette.

5W1H
LOTS: Understanding
STRATEGIES/
HOTS: Analysing
APPROACHES
Evaluating
Creating
st
21 Century Learning
i-THINK
VALUES Respect
LEARNING/ Worksheet
TEACHING AIDS Picture
SITUATION Personal
Public
TEXT FORMAT Multiple ,Mixed
PROCESS Corroborate, identify and handle conflict
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HEBAT Bacaan BI
Unit 20
APPROACHES
STEP 1
In pairs, students:
LOTS:
a. Read and identify difficult words in TEXT 1. Understanding
https://en.wikipedia.org/wiki/Selfie HOTS:
Analysing
b. Google the meanings of difficult vocabulary.
c. Post the words and definitions on a Word Wall** in
Word Wall
class. Round Rally
d. Students present their words and definitions in a
Round Rally**activity.
STEP 2
a. Students read TEXT 1. Reading Strategy:
https://en.wikipedia.org/wiki/Selfie Skim and Scan
b. In groups, students discuss the text and complete a 5W1H
graphic organiser (WORKSHEET 1).
HOTS:
c. Students analyse the text using 5W1H method and
Applying
complete WORKSHEET 2. Analysing
d. Students share and compare their findings with
other groups in a 1 Stays 3 Stray Activity**. 21st Century Learning
1 Stays 3 Stray
STEP 3
a. Students refer to: HOTS:

i. reading text (TEXT 1). Evaluating
https://en.wikipedia.org/wiki/Selfie Analysing
ii. different sets of selfie posts (PICTURE 1).

b. In pairs, students analyse and interpret Think, Pair Share
selfie etiquette as seen in PICTURE 1. Discuss the
selfie posts with a face partner**.
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Unit 20
i-THINK
c. Situation A:
Your friend is a selfie addict. How do you inform
him/her about selfie etiquette? 21st Century Learning:
Gallery Walk
Organise the do’s and dont’s of taking selfies in a
suitable i-THINK*** map.
d. Students present their i-THINK Maps in a Gallery

Walk**activity.
e. Students write an article on selfie etiquette

(WORKSHEET 3).
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Unit 20
TEXT 1
Selfie
From Wikipedia, the free encyclopedia
A selfie (/ˈselfiː/) is a self-portrait photograph, typically taken

with a digital camera or camera phone held in the hand or
supported by a selfie stick. Selfies are often shared on social
networking services such as Facebook, Instagram and Twitter.
They are usually flattering and made to appear casual. Most
selfies are taken with a camera held at arm's length or pointed at
a mirror, rather than by using a self-timer. A selfie stick may be
used to widen the angle of view.
A typical selfie, shot from a high angle, exaggerating the size of the eyes and
giving the impression of a slender pointed chin
Popularity
The term "selfie" was discussed by photographer Jim Krause in 2005, although photos in the
selfie genre predate the widespread use of the term. In the early 2000s, before Facebook became
the dominant online social network, self-taken photographs were particularly common on
MySpace. However, writer Kate Losse recounts that between 2006 and 2009 (when Facebook
became more popular than MySpace), the "MySpace pic" (typically "an amateurish, flash-
blinded self-portrait, often taken in front of a bathroom mirror") became an indication of bad
taste for users of the newer Facebook social network. Early Facebook portraits, in contrast, were
usually well-focused and more formal, taken by others from distance. In 2009 in the image
hosting and video hosting website Flickr, Flickr users used 'selfies' to describe seemingly endless
self-portraits posted by teenage girls. According to Losse, improvements in design—especially
the front-facing camera of the iPhone 4 (2010), mobile photo apps such as Instagram and
Snapchat led to the resurgence of selfies in the early 2010s.
Initially popular with young people, selfies gained wider popularity over time. By the end of
2012, Time magazine considered selfie one of the "top 10 buzzwords" of that year; although
selfies had existed long before, it was in 2012 that the term "really hit the big time". According to
a 2013 survey, two-thirds of Australian women age 18–35 take selfies—the most common
purpose for which is posting on Facebook. A poll commissioned by smartphone and camera
maker Samsung found that selfies make up 30% of the photos taken by people aged 18–24. By
2013, the word "selfie" had become commonplace enough to be monitored for inclusion in the
online version of the Oxford English Dictionary. In November 2013, the word "selfie" was
announced as being the "word of the year" by the Oxford English Dictionary, which gave the
word itself an Australian origin.
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Unit 20
Sociology
The appeal of selfies comes from how easy they are to create and share, and the control they give
self-photographers over how they present themselves. Many selfies are intended to present a
flattering image of the person, especially to friends whom the photographer expects to be
supportive. However, a 2013 study of Facebook users found that posting photos of oneself
correlates with lower levels of social support from and intimacy with Facebook friends (except
for those marked as Close Friends). The lead author of the study suggests that "those who
frequently post photographs on Facebook risk damaging real-life relationships." The photo
messaging application Snapchat is also largely used to send selfies. Some users of Snapchat
choose to send intentionally-unattractive selfies to their friends for comedic purposes.
Posting intentionally unattractive selfies has also become common in the early 2010s—in part
for their humor value, but in some cases also to explore issues of body image or as a reaction
against the perceived narcissism or over-sexualization of typical selfies.
The practice of taking selfies has been criticised not only for being narcissistic, preventing
assessment and appreciation of what is happening in the present, but also for being mindlessly
conformist behaviour, when everyone does what everyone else is doing, "like that scene in The
Life of Brian – where the crowd gathers outside Brian's window and enthusiastically chants in
unison: 'Yes, we're all individuals! ... Yes, we are all different!' "
Injuries while taking photos

For more details on this topic, see List of selfie-related injuries and deaths.
In 2015 it was reported that more people had been killed taking selfies that year than by shark
attacks.[83] Takers of selfie photographs have fallen to their deaths while losing their balance in a
precarious position, and others have been wounded or killed while posing with handguns which
have accidentally fired.
Concerned about the increasing number of incidents in Russia where attempts to set up a daring
selfie had led to injuries and deaths, the Russian Ministry of the Interior released a "Selfie Safety
Guide" in 2015 that warned selfie enthusiasts about some common dangerous behaviors.
A 2015 study showed that 20% of young Britons had taken selfies while driving a car. The
Italian chief of state police expressed concern over the same phenomenon in Italy on the
occasion of the launch of a short film with the title "Selfie".
In 2016 the behaviour of an Argentinian crowd seeking a selfie with a La Plata dolphin was held
responsible for its death.
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Unit 20
https://en.wikipedia.org/wiki/Selfie
WORKSHEET 1
Injuries caused by What is selfie?

selfie?
ALL ABOUT SELFIE
Popular social Reasons for ugly

media for selfies selfies
1.
2.
3.
4.
470
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Unit 20
WORKSHEET 2
Based on Text 1, answer ALL the questions.
1. Where do people often share their selfies?

________________________________________________________________________
2. How do people take selfies?

________________________________________________________________________
3. What led to the resurgence of selfies?

________________________________________________________________________
4. Why do people upload their selfies in the social media?
________________________________________________________________________
5. What are the purposes of uploading unattractive selfies?

_______________________________________________________________________
6. List down the criticism on taking selfies.

________________________________________________________________________
7. Why is it important to implement ‘Selfie Safety Guide’?

________________________________________________________________________
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Unit 20
PICTURE 1
1.
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Unit 20
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Unit 20
WORKSHEET 3
As the president of Photography Club, write an article on ‘The Etiquette of Taking Selfies’ for
your school magazine. Use information from Text 1 and Picture 1 to write your essay.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Unit 20
BY THE END OF i. Use information from reading texts to produce a flyer.

LESSON, ii. Write a summary on advantages and disadvantages of selfies.
STUDENTS CAN: iii. Evaluate information from various texts to create a blog.

5W1H
iii. QUACK
LOTS: Remembering
Understanding
STRATEGIES/
HOTS: Analysing
APPROACHES
Evaluating
Creating

i-THINK
VALUES Respect
LEARNING/ Worksheet
TEACHING AIDS
SITUATION Personal
TEXT FORMAT Multiple, Continuous
COGNITIVE Search and Select Relevant Text
PROCESS Corroborate, identifyand handle conflicts

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Unit 20
APPROACHES
STEP 1
In groups, students: LOTS:

Remembering
a. recall earlier lessons on Selfies then, Understanding
analyse TEXT 1 and TEXT 2.
1. http://www.hercampus.com/school/sacred-
heart/pros-and-cons-selfies HOTS:
2. https://en.wikipedia.org/wiki/Selfie Analysing
Creating
b. identify
i. definition of selfie
ii. reasons people take selfie Reading Strategy:
iii. pros and cons of taking selfie Skim and Scan
c. From findings, students create flyers about selfies

and present flyers in a Gallery Walk**activity.
Gallery Walk
STEP 2
Reading Strategy:
a. In pairs, students analyse TEXT 3 using 5W1H* and 5W1H
QUACK* marks to identify main ideas. QUACK
http://www.teenvogue.com/story/selfie-obsession
HOTS:
b. Students discuss with their shoulder partners** and Analysing
share findings in groups.
c. Students write a summary on: 21st Century Learning:
i. Advantages and disadvantages of selfies Think-Pair- Share
ii. Consequences of selfies (WORKSHEET 1).
STEP 3
In groups: HOTS:
a. Based on the findings in Step 1 and 2, complete an Evaluating
i-THINK map on the topic:
“Selfies And Its Consequences” (WORKSHEET 2)
i-THINK
b. Present their i-THINK Map in a Gallery Walk**
activity. 21st Century Learning:
Gallery Walk
c. From the findings, create a blog based on the topic ICT
to be uploaded on Frog VLE English Dashboard.
d. Students post their comments on Frog VLE.
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HEBAT Bacaan BI
Unit 20
TEXT 1
The Pros and Cons of Selfies
If you don’t know what a selfie is then my best guess is that you’re either my grandma's age or an
alien. Because, seriously, who doesn’t know what a selfie is during this day and age? Selfies are a
world phenomenon and a personal guilty pleasure of mine. I’d be lying if I said I never got all dolled
up a time or two, to snap a few pics of
myself for Instagram. It probably looked
like I was doing something
entertaining, when in reality I was
actually alone, eating a bag of chips
and watching reality TV. So for all of
you who think my life is SO awesome
I’m letting you know that my
Instagram is most definitely a liar.
Now that my secret is out I guess it is
safe to say I love taking selfies, and
it's probably safe to say that so do
you. So, yes, selfies are a load of fun
and all, but when do they become a
problem? Or even an obsession?
Let's take a look at some of the pros
and cons of selfies.
The Pros:
1. Selfies Are A Confidence Booster!
What better way to feel good than posting a picture of yourself looking your prime? I know my heart
skips a beat when a cutie likes my picture. The notification is usually followed by me texting my best
friends, telling them ALL about it, and then a little victory dance to wrap up my freak-out sesh. Call
me crazy, but if he liked my selfie it probably means we are getting married tomorrow…just
kidding…maybe. Don’t even get me started about when my like-count hits sixty in less than an hour.
Seriously, I feel like I beat a world record-- it's Instagram psychology. My point is...selfies have a way
of making us feel great about ourselves! And with all of the negativity in this world, what is wrong
with that?
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Unit 20
2. Selfies Capture Memorable Moments
As time goes on we get so caught up in what’s going

on in the present that memories from the past slowly
fade. However, that doesn’t apply to all you daredevils
who took selfies while skydiving or from those
skyscraping, cloud touching, buildings because who in
their right mind could forget something so
terrifying?! Anyways, selfies are a great way to
preserve our most memorable experiences, and even
the most simple, yet cherished experiences. For better
or for worse, scrolling weeks back into the archives of our Instagram profile has a way of showing us
how much our lives have truly changed! And unlike the real world if you don’t like what your seeing
just click “delete.” (Unless someone took a screenshot… then you’re out of luck, my friend.)
Progressions of selfies are autobiographies in photo form for the world to see!
The Cons:
1. Selfies Can Become Obsessive
If you post more than 1 selfie a day, I hate to

break it to you but you’re a bit obsessed, girl.
At least in my book you are. If you want to
upload one picture of yourself and then one
of your cats in the same day then that’s
perfectly fine. But, if I have to see your face
on my timeline more than once, I’m probably
rolling my eyes and scrolling to the next post.
If you are a double-selfie offender please do
us all a favor and cut it out. If you can’t
choose between two selfies, save one for a
rainy day. Bless us with your immense
beauty another time. Trust me, you will need
Kim K is everyday
to. Not a perfect example of a selfie-offender.
is a photogenic one.
Just look how it backlashed.
2. Selfies That Are A Bit Too Revealing
Ladies, please have some respect for yourself and your bodies! Posting half naked pictures are not
the way to rack up your likes. The only thing you’re racking up is negative attention! I can’t help but
to notice how risky selfie taking is becoming. No offense, but I’m not trying to see all of “that” if you
get what I mean. Just remember there is a fine line between posting a selfie in your bathing suit
versus your bloomers. There are a million ways to be beautiful, but there is one way that doesn’t
require any effort at all. Be yourself! Don’t stoop so low for the approval of others, let people like you
for you.
http://www.hercampus.com/school/sacred-heart/pros-and-cons-selfies
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Unit 20
TEXT 2
Selfie
From Wikipedia, the free encyclopedia
A selfie (/ˈselfiː/) is a self-portrait photograph, typically taken

with a digital camera or camera phone held in the hand or
supported by a selfie stick. Selfies are often shared on social
networking services such as Facebook, Instagram and Twitter.
They are usually flattering and made to appear casual. Most
selfies are taken with a camera held at arm's length or pointed at
a mirror, rather than by using a self-timer. A selfie stick may be
used to widen the angle of view.
A typical selfie, shot from a high angle, exaggerating the size of the eyes and
giving the impression of a slender pointed chin
Popularity
The term "selfie" was discussed by photographer Jim Krause in 2005, although photos in the
selfie genre predate the widespread use of the term. In the early 2000s, before Facebook became
the dominant online social network, self-taken photographs were particularly common on
MySpace. However, writer Kate Losse recounts that between 2006 and 2009 (when Facebook
became more popular than MySpace), the "MySpace pic" (typically "an amateurish, flash-
blinded self-portrait, often taken in front of a bathroom mirror") became an indication of bad
taste for users of the newer Facebook social network. Early Facebook portraits, in contrast, were
usually well-focused and more formal, taken by others from distance. In 2009 in the image
hosting and video hosting website Flickr, Flickr users used 'selfies' to describe seemingly endless
self-portraits posted by teenage girls. According to Losse, improvements in design—especially
the front-facing camera of the iPhone 4 (2010), mobile photo apps such as Instagram and
Snapchat led to the resurgence of selfies in the early 2010s.
Initially popular with young people, selfies gained wider popularity over time. By the end of
2012, Time magazine considered selfie one of the "top 10 buzzwords" of that year; although
selfies had existed long before, it was in 2012 that the term "really hit the big time". According to
a 2013 survey, two-thirds of Australian women age 18–35 take selfies—the most common
purpose for which is posting on Facebook. A poll commissioned by smartphone and camera
maker Samsung found that selfies make up 30% of the photos taken by people aged 18–24. By
2013, the word "selfie" had become commonplace enough to be monitored for inclusion in the
online version of the Oxford English Dictionary. In November 2013, the word "selfie" was
announced as being the "word of the year" by the Oxford English Dictionary, which gave the
word itself an Australian origin.
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HEBAT Bacaan BI
Unit 20
Sociology
The appeal of selfies comes from how easy they are to create and share, and the control they give
self-photographers over how they present themselves. Many selfies are intended to present a
flattering image of the person, especially to friends whom the photographer expects to be
supportive. However, a 2013 study of Facebook users found that posting photos of oneself
correlates with lower levels of social support from and intimacy with Facebook friends (except
for those marked as Close Friends). The lead author of the study suggests that "those who
frequently post photographs on Facebook risk damaging real-life relationships." The photo
messaging application Snapchat is also largely used to send selfies. Some users of Snapchat
choose to send intentionally-unattractive selfies to their friends for comedic purposes.
Posting intentionally unattractive selfies has also become common in the early 2010s—in part
for their humor value, but in some cases also to explore issues of body image or as a reaction
against the perceived narcissism or over-sexualization of typical selfies.
The practice of taking selfies has been criticised not only for being narcissistic, preventing
assessment and appreciation of what is happening in the present, but also for being mindlessly
conformist behaviour, when everyone does what everyone else is doing, "like that scene in The
Life of Brian – where the crowd gathers outside Brian's window and enthusiastically chants in
unison: 'Yes, we're all individuals! ... Yes, we are all different!' "
Injuries while taking photos

For more details on this topic, see List of selfie-related injuries and deaths.
In 2015 it was reported that more people had been killed taking selfies that year than by shark
attacks.[83] Takers of selfie photographs have fallen to their deaths while losing their balance in a
precarious position, and others have been wounded or killed while posing with handguns which
have accidentally fired.
Concerned about the increasing number of incidents in Russia where attempts to set up a daring
selfie had led to injuries and deaths, the Russian Ministry of the Interior released a "Selfie Safety
Guide" in 2015 that warned selfie enthusiasts about some common dangerous behaviors.
A 2015 study showed that 20% of young Britons had taken selfies while driving a car. The
Italian chief of state police expressed concern over the same phenomenon in Italy on the
occasion of the launch of a short film with the title "Selfie".
In 2016 the behaviour of an Argentinian crowd seeking a selfie with a La Plata dolphin was held
responsible for its death.
https://en.wikipedia.org/wiki/Selfie
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HEBAT Bacaan BI
Unit 20
TEXT 3
It's easy: Flip the view on your phone and hold it at a high angle, making your eyes look
bigger and your cheekbones more defined. Position your thumb over the button, turn to
your best side, and click.
The art of the selfie is one that lots of people have practiced and perfected in recent
years. Seriously, lots. As of press time, more than 31 million Instagram photos have been
hashtagged #selfie, and according to a recent study from the Pew Research Center, 91
percent of teens have posted a photo of themselves online. You're not alone: Celebrities
like Miley Cyrus, Rihanna, and Justin Bieber are perpetual selfie posters, as you've likely
noticed. And when even the Mars rover is programmed to be able to take photos of
itself, you know selfies are more than just a trend. They're here to stay.
Part of the reason for their popularity? "The cult of the selfie celebrates regular people,"
says Pamela Rutledge, Ph.D., faculty director of the media psychology program at the
Massachusetts School of Professional Psychology. "There are many more photographs
available now of real people than models." And posting selfies is an empowering act for
another reason: It allows you to control your image online. "I am painfully self-conscious
about photos of myself," admits Samantha, nineteen, from Missouri. "I like having the
power to choose how I look, even if I'm making a funny face."
But let's be real: The most common selfie is the one where you look cute, partially
because it's a quick way to get positive comments about your appearance. "If I feel
pretty, I take one," says Maryland native Paris, 23. "When other people Like it, it's a mini
boost of confidence."
Sure, showing off a new outfit or that you're at a cool event is fun, but it can be a
slippery slope. Psychologist Jill Weber, Ph.D., says there's a danger that your self-esteem
may start to be tied to the comments and Likes you get when you post a selfie, and they
aren't based on who you are—they're based on what you look like. On one hand,
seeking validation is totally normal, Dr. Weber explains: "It's a healthy way for teenagers
481
HEBAT Bacaan BI
Unit 20
to develop their identity." But with social networks, where it's easy to get quick hits of
approval almost constantly, the selfie thing can quickly spiral out of control. It may even
start to feel like an addiction: When you get a "GORGE," you're up, but when you get
nothing—or a "get over yourself"—your confidence can plummet. Girls in particular are
socialized toward seeing themselves as lovable and worthwhile only if others value
them, Dr. Weber notes, and "selfie culture is a way for this tendency to go into
overdrive."
That could be one explanation for total selfie overload (aka when you see ten photos in
a row of the same person in your feed—overkill alert!). "My friends and I joke about
people who have selfies as their cell phone backgrounds," says Cora*, seventeen, from
Massachusetts. "It seems like they have nothing important in their lives other than the
way they look, which is pretty shallow." But according to Dr. Weber, there's more to it
than that. "In my experience, girls who repeatedly post selfies struggle with low self-
esteem," she says.
Overall, opinions vary on whether selfie culture is lame or legit, which means it's up to
you to shape the future of the habit. Ask yourself: Are my selfies for fun, or do I need the
comments? If you fall under category two, Dr. Rutledge recommends shifting your
perspective. That could mean cutting selfies out entirely or just scaling back and making
them more fun. Bottom line? Everything you share on social media reveals something
about you, and you are in control. So maybe you like to travel, or read, or dance, or
create crazy 3-D nail art ... post that! Take it from us: It's so much more interesting.
http://www.teenvogue.com/story/selfie-obsession
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HEBAT Bacaan BI
Unit 20
WORKSHEET 1
Based on Text 1 and 2, write a summary on:

i. Advantages and disadvantages of selfies
ii. Consequences of selfies
Begin your summary with the ten words given below:
There are several advantages, disadvantages and consequences of taking

selfies…____________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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HEBAT Bacaan BI
Unit 20
WORKSHEET 2
Present the information on advantages and disadvantages of taking selfies in a

suitable I-THINK map.
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HEBAT Bacaan BI
Unit 20
ASSESSMENT PROJECT
You have read articles about people taking selfies in the west. Now let's take a look at
this cultural phenomena closer to home. Using ideas from the texts, conduct brief
interviews with your schoolmates and video tape them. In your groups, edit these videos
and come up with one video presentation to be posted on the school website or Youtube.
The video clip with the most ‘likes’ will receive a surprise gift.
APPROACHES
STEP 1
Students work in groups and come up with questions
based on the text they have read.
E.g. Do you feel like a celebrity when you take selfies? ACTION ORIENTED TASK
Why?
STEP 2
Students go around the school posing these questions to
their schoolmates. Students video tape the respondents.
STEP 3.
HOTS:
Groups edit the video clips and come up with one video Evaluating
presentation which will be posted on the school website Creating
and Youtube.
Students promote their video clips. The clip that has the
most number of likes will win a prize.
21ST CENTURY SKILLS:
 Teachers may also assign different assessment ICT
projects such as writing blogs, a sketch or creating Collaboration
a scrapbook to consolidate the knowledge learned
in this unit.
485

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INTRODUCTION

& USER GUIDE

BAHAGIAN PEMBANGUNAN KURIKULUM

5.0. CONTENTS OF BAHAN SUMBER HEBAT BACAAN BI……………………………4

5.1 Introduction and User Guide…………………………….………….……….……4

5.2 20 Teaching and Learning Reading Units (Modules) .....................................4

5.3 Teaching and Learning Guides ….……………………………….……….……...6

5.4 Computer- Based Reading Literacy Assessment Items …...........…………....6

6.0. HOW TO USE BAHAN SUMBER HEBAT BACAAN BI……………………..………..6

7.0. IMPLICATIONS OF USING BAHAN SUMBER HEBAT BACAAN BAHASA

Program HEBAT Bacaan

Programme for International Student Assessment (PISA) is a worldwide study by the

To realise this aspiration, the Curriculum Development Division, Ministry of

What is Program HEBAT Bacaan?

Program HEBAT Bacaan comprises the development of Bahan Sumber HEBAT

The objectives of Program HEBAT Bacaan are:

i. To improve students’ reading skills and interest in reading.

4.0 BAHAN SUMBER HEBAT BACAAN BAHASA INGGERIS

The resource material is a guide for English Language teachers in secondary

5.0 CONTENTS OF BAHAN SUMBER HEBAT BACAAN BI

i. Introduction and User Guide for HEBAT Bacaan BI

Diagram 1: Bahan Sumber HEBAT Bacaan BI

1. People and Culture

The themes and domains form a background to language learning whereby

Relevant reading strategies are recommended in the lessons to develop

The units focus on engaging student-centred activities to spark an interest in

6.0 HOW TO USE BAHAN SUMBER HEBAT BACAAN BI

At the end of each unit, there is an Assessment Project which is a project-based

i. Use the HEBAT Bacaan Reading Units at secondary school level.

Contents of HEBAT Bacaan BI Reading Units

Sample Reading Units

Diagram 2: Lesson Guide

Suggested Lesson Activities in HEBAT Bacaan BI Reading Units

Diagram 3: Lesson Activities

Sample HEBAT Bacaan BI Lesson Power Point

7.0 IMPLICATIONS OF USING BAHAN SUMBER HEBAT BACAAN BI

i. It will transform the classroom TL environment into one which is

iv. Students will be exposed to PISA-type assessment items which

BAHAGIAN PEMBANGUNAN KURIKULUM

READING STRATEGIES PAGE

7. Reading Comprehension Strategies 9

Who What When Where Why and How

Topic Map About

PARApicture Reading Strategies

Hence the acronym PARA:

Preview: Initial reading to determine what content is important.

Hence the acronym PARA:

2. Read a short passage aloud to your students.

QUACK Reading Strategies

What are QUACK marks?

What are ACID marks?

As you read, ask yourself whether you:

Place an A, C, I or D in the margin by the appropriate point.

Circle key terms

1. Label the paragraph

C Circle – key words.

T.H.R.I.L.D Reading Strategies

Reciprocal Reading Reading Strategies

BAHAGIAN PEMBANGUNAN KURIKULUM

1.0 Introduction to HOTS …………………………………………………. 3

2.0 Revised Bloom’s Taxonomy …………………………………………. 4

3.0 Steps to Developing Questioning Skills ……………………………. 7

4.0 Features of A Good Question ………………………………………. 8

Who What When Where Why and How  

(Anderson and Krasthwohl-Bloom’s Taxonomy Revised-2001) 

Based on Bloom’s Taxonomy, these are the examples of questions to be asked: 