HEBAT Bacaan BI

Unit 14

UNIT 14
HYBRID CARS

How does hybrid technology

affect the environment?

What is a hybrid car?

What
possible
alternative
energy
resources
can fuel a
hybrid car?

Name a few
hybrid cars
available in the
local market.
What is the
difference
between a fossil
fuel engine and
an electric
motor?

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Unit 14
TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL

BY THE END
OF LESSON,
STUDENTS
CAN:

i. Scan and locate the information in a text using bubble map.

ii. Design a poster using information from a bubble map.

Reading Strategy: Skim and Scan

KWLH
LOTS: Understanding
HOTS; Applying
STRATEGIES/
APPROACHES

Analysing
Evaluating
Creating
21st Century Learning
i-THINK

Values

Love for the Environment

LEARNING/
TEACHING
AIDS

Picture

SITUATION

Public

TEXT FORMAT

Mixed

TEXT TYPE

Worksheet

Description

COGNITIVE
PROCESS

Scan and locate

Represent literal and gist meaning
*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 14
ACTIVITIES

STRATEGIES/
APPROACHES

STEP 1
a. Students view a poster and discuss cars as a
source of pollution (PICTURE 1).
b. Students brainstorm ways to overcome the
problem by using Circle Map***
(WORKSHEET 1).

LOTS:
Understanding
i-THINK:
Circle Map

STEP 2
a. In groups, students write a word related to
hybrid cars on flashcards in a Word Wall**
activity.
b. Students read an article entitled Why you
should own a hybrid car (TEXT 1).
c. Students fill in the KWLH* form as they read
(WORKSHEET 2).

d. In pairs, students identify the advantages of a

hybrid car and complete a Bubble Map***
(WORKSHEET 3).

21st Century Learning:

Word Wall

Reading Strategy:
Skim and Scan
KWLH
HOTS:
Analysing
Evaluating
i-THINK:
Bubble Map

STEP 3
a. Students view a car advertisement and read
the desriptions given (PICTURE 2).
b. In groups, students design a similar poster
advertising their own innovative hybrid car.
c. Students present their posters in a Gallery
Walk**.

HOTS:
Applying
Creating
21st Century Learning:
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 gasolinepowered 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
ratesin 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
Weve 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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Unit 14
WORKSHEET 2
KWLH CHART
TOPIC: HYBRID CARS
WHAT WE

KNOW

Before reading

WHAT WE WANT
TO KNOW

WHAT WE EARNED

Before reading

After reading

HOW CAN LEARN

MORE
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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PICTURE 2

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Unit 14
TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL

BY THE END
OF LESSON,
STUDENTS
CAN:

i. Find relevant information using a Multi -flow Map.

ii. Prepare a dialogue for role play from information in a text.
Reading Strategy: Skim and Scan
LOTS: Understanding
HOTS: Applying

STRATEGIES/
APPROACHES

Analysing
Evaluating
Creating
st

21 Century Learning
VALUES

Love for the Environment

LEARNING/
TEACHING
AIDS

Video Clip
Worksheet

SITUATION

Public

TEXT FORMAT
TEXT TYPE

Continuous text
Description

COGNITIVE
PROCESS

Scan and locate

Represent literal and gist meaning
*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 14
STRATEGIES/
APPROACHES

ACTIVITIES
STEP 1
a. Students view a video
advantages of hybrid cars
(SCREENSHOT 1).
https://vimeo.com/100215561

about

the

b. In pairs, students list the advantages of

hybrid cars based on the video in a Think
Pair Share** activity.

LOTS:
Understanding

21st Century Learning:

Think Pair Share

STEP 2
a. Students read the article on The Advantages
and Disadvantages of Hybrid Cars (TEXT 1).

Reading Strategy :
Skim and Scan

b. With a shoulder partner**, students discuss

the impact of using hybrid cars based on the
information from the text and complete the
Multi-flow Map**(WORKSHEET 1).

HOTS:
Analysing
Evaluating

c. Students share their findings about the

positive and negative impacts of buying a
hybrid car by conducting a Hot Seat** activity.

i-THINK:
Multi-flow Map
21st Century Learning:
Hot Seat

STEP 3
a. In pairs, students role play** the parts of a
sales person and a customer.
b. Students prepare the dialogue for the role
play using the information from the Multiflow Map in WORKSHEET 1.

21st Century Learning:

Role Play
HOTS:
Applying
Creating

c. Students act out the dialogue in a role play.

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SCREENSHOT 1

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TEXT 1

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Unit 14

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WORKSHEET 1
THE EFFECTS OF BUYING A HYBRID CAR
ADVANTAGE
__________________________
__________________________

POSITIVE EFFECT
__________________________
__________________________
__________________________

POSITIVE EFFECT
__________________________
__________________________
__________________________

ADVANTAGE
__________________________
__________________________

POSITIVE EFFECT
__________________________
__________________________
__________________________

POSITIVE EFFECT
__________________________
__________________________
__________________________

DISADVANTAGE
_____________
_____________
___

DISADVANTAGE
_____________
_____________
___

NEGATIVE EFFECT
_________________
_________________
_________________

NEGATIVE EFFECT
_________________
_________________
_________________

NEGATIVE EFFECT
_________________
_________________
_________________

NEGATIVE EFFECT
_________________
_________________
_________________

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Unit 14
TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL
BY THE END
OF LESSON,
STUDENTS
CAN:

i. Infer meaning from a text on hybrid cars.

ii. Explain information in a text using flow maps.
iii. Assess features and quality of an imaginary hybrid car.
Reading Strategy: Skim and Scan
QUACK
LOTS: Understanding
HOTS: Applying

STRATEGIES/
APPROACHES

Analysing
Evaluating
Creating
st

21 Century Learning
i-THINK
VALUES

Love for the Environment

LEARNING/
TEACHING
AIDS

Youtube
Picture

SITUATION

Public

TEXT FORMAT

Mixed

TEXT TYPE

Worksheet

Description

COGNITIVE
PROCESS

Represent literal and gist meaning

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

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HEBAT Bacaan BI
Unit 14
ACTIVITIES

STRATEGIES/
APPROACHES

STEP 1
a. Watch a commercial on YouTube about
hybrid cars (SCREENSHOT 1).
https://www.youtube.com/watch?v=g1LsT1PV
jUA
b. Fill a Bubble Map*** with the special features
of the hybrid car in WORKSHEET 1.
c. Discuss with a shoulder partner** the findings
in a Think Pair Share** activity.

LOTS:
Understanding
HOTS:
Analysing
i-THINK:
Bubble Map
21st Century Learning:
Think- Pair - Share

STEP 2
a. Students read an infographic in TEXT 1 and
apply QUACK marks* (PICTURE 1).

Reading Strategy:
QUACK
Skim and Scan

http://cdn.theatlantic.com/static/mt/assets/sci
ence/how-a-hybrid-works-infographic
b. In pairs, students describe how hybrid engine
works using Flow Map*** (WORKSHEET 2).
c. Students present their findings and conduct
peer corrections.

STEP 3
In groups:
a. Students discuss the concept of future
transportation using alternative energy.
b. Each group draws a model of a future
transport.
c. Students present their ideas and convince
the class of the effectiveness of their hybrid
transport in a Gallery Walk** activity.
d. Peers give comments with Post It notes.

i-THINK:
Flow Map
HOTS:
Analysing
Evaluating

HOTS:
Applying
Creating
Evaluating
21st Century Learning:
Gallery Walk

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SCREENSHOT 1

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WORKSHEET 1

Special
Features of
a Hybrid Car

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Unit 14

TEXT 1

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PICTURE 1

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WORKSHEET 2
FLOW CHART ON HOW A HYBRID ENGINE WORKS

Steps when starting on the green light.

Steps when stopping at the red light.

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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.
ACTIVITIES

STRATEGIES/
APPROACH

STEP 1
a. Recall and reflect the advantages of Hybrid cars
learnt previously.
b. For the EV Project, students are to create a
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.

Action Oriented Task

c. Give an interesting title to the video produced.

STEP 2
a. In groups, discuss and gather information such as
pictures, songs, and videos on eco-friendly
vehicles.
b. Select relevant information to be used in the
project.

HOTS:
Applying
Analysing
Creating
21st Century Learning:
ICT

c. Create, edit and produce the video.

STEP 3
a. Present videos using multimedia tools.
b. Each group is assigned to write a critique on the
presentations.

21st Century Learning:

ICT
HOTS:
Analysing
Evaluating

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