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HEBAT Bacaan BI Unit 14

313

UNIT 14

HYBRID CARS

What is a hybrid car? How does hybrid technology

affect the environment?

Name a few

hybrid cars

available in the

local market.

What is the

difference

between a fossil

fuel engine and

an electric

motor?

What

possible

alternative

energy

resources

can fuel a

hybrid car?


314

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.

STRATEGIES/ APPROACHES

Reading Strategy: Skim and Scan

KWLH

LOTS: Understanding

HOTS; Applying

Analysing

Evaluating

Creating

21st Century Learning

i-THINK

Values Love for the Environment

LEARNING/ TEACHING

AIDS

Picture

Worksheet

SITUATION Public

TEXT FORMAT Mixed

TEXT TYPE 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


315

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


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


316

PICTURE 1


317

WORKSHEET 1

What can we do with

cars in regards to

pollution?


318

TEXT 1

http://www.consumerreports.org/cro/2013/03/electric-cars-101/index.htm

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.


319

WORKSHEET 2

KWLH CHART

TOPIC: HYBRID CARS

WHAT WE KNOW

Before reading

WHAT WE WANT

TO KNOW

Before reading

WHAT WE LEARNED

After reading

HOW CAN LEARN

MORE

After reading


320

WORKSHEET 3

Read the article on hybrid cars. Identify the advantages of a hybrid car and complete the Bubble Map below.

A Hybrid Car


321

PICTURE 2


322

TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL


i. Find relevant information using a Multi -flow Map. ii. Prepare a dialogue for role play from information in a text.



LOTS: Understanding

HOTS: Applying

Analysing

Evaluating

Creating


VALUES Love for the Environment

LEARNING/ TEACHING

AIDS

Video Clip

Worksheet

SITUATION Public

TEXT FORMAT Continuous text


COGNITIVE

PROCESS

Scan and locate






323


STEP 1 a. Students view a video about the

advantages of hybrid cars (SCREENSHOT 1). https://vimeo.com/100215561

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).

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).

c. Students share their findings about the positive and negative impacts of buying a hybrid car by conducting a Hot Seat** activity.

Reading Strategy : Skim and Scan

HOTS:

Analysing Evaluating

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 Multi-flow Map in WORKSHEET 1.

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

21st Century Learning: Role Play

HOTS:

Applying Creating

https://vimeo.com/100215561


324

SCREENSHOT 1


325

TEXT 1


326


327

WORKSHEET 1

THE EFFECTS OF BUYING A HYBRID CAR

ADVANTAGE

__________________________

__________________________

ADVANTAGE

__________________________

__________________________

DISADVANTAGE

_____________

_____________

___

DISADVANTAGE

_____________

_____________

___

POSITIVE EFFECT

__________________________

__________________________

__________________________

POSITIVE EFFECT

__________________________

__________________________

__________________________

NEGATIVE EFFECT

_________________

_________________

_________________

NEGATIVE EFFECT

_________________

_________________

_________________

POSITIVE EFFECT

__________________________

__________________________

__________________________

POSITIVE EFFECT

__________________________

__________________________

__________________________

NEGATIVE EFFECT

_________________

_________________

_________________

NEGATIVE EFFECT

_________________

_________________

_________________


328

TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL


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.



QUACK

LOTS: Understanding

HOTS: Applying

Analysing

Evaluating

Creating


i-THINK

VALUES Love for the Environment

LEARNING/ TEACHING

AIDS

Youtube

Picture

Worksheet

SITUATION Public

TEXT FORMAT Mixed


COGNITIVE

PROCESS


Integrate and generate inferences





329


STEP 1

a. Watch a commercial on YouTube about hybrid cars (SCREENSHOT 1). https://www.youtube.com/watch?v=g1LsT1PVjUA

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).

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.

Reading Strategy: QUACK

Skim and Scan

i-THINK: Flow Map

HOTS:

Analysing Evaluating

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.

HOTS:

Applying Creating

Evaluating

21st Century Learning: Gallery Walk

https://www.youtube.com/watch?v=g1LsT1PVjUA

https://www.youtube.com/watch?v=g1LsT1PVjUA

http://cdn.theatlantic.com/static/mt/assets/science/how-a-hybrid-works-infographic

http://cdn.theatlantic.com/static/mt/assets/science/how-a-hybrid-works-infographic


330

SCREENSHOT 1


331

WORKSHEET 1

Special

Features of

a Hybrid Car


332

TEXT 1


333


334

PICTURE 1


335

WORKSHEET 2

FLOW CHART ON HOW A HYBRID ENGINE WORKS

Steps when starting on the green light.

Steps when stopping at the red light.


336

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.

c. Give an interesting title to the video produced.

Action Oriented Task

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.

c. Create, edit and produce the video.

HOTS: Applying

Analysing Creating


ICT

STEP 3

a. Present videos using multimedia tools.

b. Each group is assigned to write a critique on the presentations.


ICT

HOTS: Analysing Evaluating

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