HEBAT Bacaan BI

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

TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL

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:

Reading Strategy: SQ3R

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

VALUES Love for Life

LEARNING/ Worksheet
TEACHING AIDS Youtube
SITUATION Educational
TEXT FORMAT Multiple
TEXT TYPE Description
COGNITIVE Integrate and generate inferences
PROCESS
*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

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ACTIVITIES STRATEGIES/
APPROACHES

STEP 1

a. Students watch a video clip on Balanced Diet LOTS:

(PICTURE 1). Understanding
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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Unit 6

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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Unit 6

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

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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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

TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL

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.

Reading Strategy: ACID

LOTS: Understanding
STRATEGIES/ HOTS: Applying
APPROACHES Evaluating
Creating
st
21 Century Learning
VALUES Mental Health

LEARNING/ Worksheet
TEACHING AIDS
SITUATION Personal
TEXT FORMAT Single, Continuous
TEXT TYPE Description
COGNITIVE Integrate and Generate Inferences
PROCESS Reflect on Content and Form
*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

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ACTIVITIES STRATEGIES/
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
others 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

TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL

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
STRATEGIES/ HOTS: Analysing
APPROACHES Evaluating
Creating
st
21 Century Learning

VALUES Self-Respect
Picture
RESOURCES
Worksheet
SITUATION Personal.
TEXT FORMAT Multiple
TEXT TYPE Narration
COGNITIVE Integrate and Generate Inferences
PROCESS Search and select relevant text
*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

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Unit 6

ACTIVITIES STRATEGIES/
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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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.

ACTIVITIES STRATEGIES/
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 elses 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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