HEBAT Bacaan BI

Unit 6

UNIT 6:
LIVE WELL

What can
How

improve

healthy do

our quality

you think
you are?

What
does living
well
mean?

How
Describe
a wellbalanced

of life?

important
is mental
health?

individual.
?

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HEBAT Bacaan BI
Unit 6

TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL

BY THE END OF
THE LESSON,
STUDENTS CAN:

STRATEGIES/
APPROACHES

i. Find relevant information from a text on Balanced Diet

ii. Identify main ideas from reading materials and videos.

Reading Strategy: SQ3R

LOTS: Remembering
Understanding
HOTS: Evaluating
Creating
st

21 Century Learning
VALUES

Love for Life

LEARNING/
TEACHING AIDS

Worksheet
Youtube

SITUATION

Educational

TEXT FORMAT
TEXT TYPE

Multiple
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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HEBAT Bacaan BI
Unit 6

ACTIVITIES

STRATEGIES/
APPROACHES

STEP 1
a. Students watch a video clip on Balanced Diet
(PICTURE 1).
https://www.youtube.com/watch?v=YimuIdEZSNY

LOTS:
Understanding

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

Healthy' (TEXT 1).

LOTS:
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

'Survey', 'Question', 'Read' and 'Recite' sections of the
SQ3R* chart (WORKSHEET 2).

d. Students share their answer for the 'Recite' section

with their face partner**.

e. In pairs, students complete the 'Review' section of the

Reading Strategy:
SQ3R

21st Century
Learning:
Think-Pair-Share**

SQ3R chart.

STEP 3
a. In groups, students create a complete 3-day balanced
meal menu pamphlet. Students use WORKSHEET 3 as
a guide for their menu.
b. Students share, compare and evaluate their
findings via Gallery Walk**.

HOTS:
Evaluating
Creating
21st Century
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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HEBAT Bacaan BI
Unit 6

PICTURE 1

https://www.youtube.com/watch?v=YimuIdEZSNY

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HEBAT Bacaan BI
Unit 6

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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HEBAT Bacaan BI
Unit 6

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-balancediet.html

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HEBAT Bacaan BI
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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HEBAT Bacaan BI
Unit 6

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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HEBAT Bacaan BI
Unit 6

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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HEBAT Bacaan BI
Unit 6

TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL

BY THE END OF
LESSON,
STUDENTS CAN:

i. Integrate and interpret information from a poster and a text.

ii. Justify opinion with supporting evidence from the internet.
iii.Create and present a Power Point Presentation.
Reading Strategy: ACID
LOTS: Understanding

STRATEGIES/
APPROACHES

HOTS: Applying
Evaluating
Creating
st

21 Century Learning
VALUES
LEARNING/
TEACHING AIDS
SITUATION
TEXT FORMAT
TEXT TYPE

Mental Health
Worksheet
Personal
Single, Continuous
Description

COGNITIVE
PROCESS

Integrate and Generate Inferences

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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HEBAT Bacaan BI
Unit 6

ACTIVITIES

STRATEGIES/
APPROACHES

STEP 1
a. Students study the poster (PICTURE 1) and write down
adjectives related to the poster.
b. Students share their words in a One-Two-Group**
activity.
c. In groups, students write a poem using the adjectives
with the theme 'Beauty'.
d. Students share their poems with the class.

LOTS:
Understanding
HOTS:
Applying
Creating
21st Century
Learning:
One-Two-Group

STEP 2
a. Students read an article about body image and
appearance (TEXT 1) and apply ACID* marks.
b. In pairs,
(a) students search online for information to support
their opinions based on the ACID marks.
(b) students share their findings orally in class via
Numbered Heads Together** activity.

Reading Strategy:
ACID
HOTS:
Evaluating
21st Century
Learning:
Numbered Heads
Together

STEP 3

a. In groups, students search online for tips on creating a

healthy body image.

b. Students create a webpage/blog to promote healthy

body image using the information gathered.

c. Upon finishing, students browse and evaluate each

others websites/blogs using ACID marks and choose
the best website/blog.

Reading Strategy:
ACID
21st Century
Learning:
ICT
HOTS:
Applying
Evaluating
Creating

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Unit 6

PICTURE 1

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HEBAT Bacaan BI
Unit 6

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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HEBAT Bacaan BI
Unit 6

TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL

i. Locate information from text on Choices in Life.

ii. Integrate and generate inferences based on the stimuli.
iii. Evaluate responses to questions on facts and opinions.

BY THE END OF
LESSON,
STUDENTS CAN:

Reading Strategy: PMI

LOTS: Understanding
STRATEGIES/
APPROACHES

HOTS: Analysing
Evaluating
Creating
st

21 Century Learning
VALUES

Self-Respect

RESOURCES

Picture
Worksheet

SITUATION

Personal.

TEXT FORMAT
TEXT TYPE

Multiple
Narration

COGNITIVE
PROCESS

Integrate and Generate Inferences

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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HEBAT Bacaan BI
Unit 6

ACTIVITIES

STRATEGIES/
APPROACHES

STEP 1

a. In groups, students study PICTURE 1.

b. Students write their individual response for a

LOTS:
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
response.

21st Century
Learning:
Round Table

d. Repeat steps (b) and (c) for other questions

(PICTURE 1).

STEP 2
a. Students read TEXT 1.

Reading Strategy:
PMI

b. Students complete a PMI* chart (WORKSHEET 1).

c. In groups, students take turns to share their answer
for 'Plus' (positive ideas).

HOTS:
Analysing
Evaluating

d. Repeat step (c) for 'Minus' and 'Interesting' in a

Round Table** activity.
e. Each group selects the best response for 'Plus',
'Minus' and 'Interesting' given by their group
members and report their best responses to the
class.

21st Century
Learning:
Round Table

STEP 3.
a. In groups, students create a poster with the theme
'Think Positive, Make Great Choices!'

HOTS:
Creating

b. Upon finishing, students display their posters for

viewing via Gallery Walk** and leave positive
remarks on their friends' posters using Post-It
notes.

21st Century
Learning:
Gallery Walk

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HEBAT Bacaan BI
Unit 6

PICTURE 1

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HEBAT Bacaan BI
Unit 6

TEXT 1

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HEBAT Bacaan BI
Unit 6

http://www.teenink.com/opinion/social_issues_civics/article/365202/Choices/

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HEBAT Bacaan BI
Unit 6

WORKSHEET 1

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HEBAT Bacaan BI
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.
ACTIVITIES

STRATEGIES/
APPROACHES

STEP 1
a. In pairs, students conduct a simple survey entitled

'Body Image' (WORKSHEET 1). Students are free

to decide on the participants of their survey (total
number, gender, age group, etc).

21st Century
Learning:
Collaboration,
Communication

STEP 2

a. Students analyse the data collected in their survey,

and create table/charts/graphs to present their
findings.
b. Students present their findings in the form of a

poster or Power Point to present to the class/

school community.

HOTS:
Analysing,
Evaluating,
Creating
21st Century
Learning:
ICT

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HEBAT Bacaan BI
Unit 6

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-WorkshopKit.pdf?ab54a4

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