HEBAT Bacaan BI

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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TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL

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:

Reading Strategy: Skim and Scan

KWLH
LOTS: Understanding
HOTS; Applying
STRATEGIES/
Analysing
APPROACHES
Evaluating
Creating
21st Century Learning
i-THINK

Values Love for the Environment

LEARNING/ Picture
TEACHING
Worksheet
AIDS
SITUATION Public
TEXT FORMAT Mixed
TEXT TYPE Description
COGNITIVE Scan and locate
PROCESS 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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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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PICTURE 1

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WORKSHEET 1

What can we do with

cars in regards to
pollution?

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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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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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TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL

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:
Reading Strategy: Skim and Scan
LOTS: Understanding
HOTS: Applying
STRATEGIES/
Analysing
APPROACHES
Evaluating
Creating
st
21 Century Learning

VALUES Love for the Environment

LEARNING/ Video Clip
TEACHING
Worksheet
AIDS
SITUATION Public
TEXT FORMAT Continuous text
TEXT TYPE Description
COGNITIVE Scan and locate
PROCESS 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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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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TEXT 1

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

ADVANTAGE POSITIVE EFFECT POSITIVE EFFECT

__________________________ __________________________ __________________________
__________________________ __________________________ __________________________
__________________________ __________________________

DISADVANTAGE NEGATIVE EFFECT

_____________ NEGATIVE EFFECT
_________________ _________________
_____________ _________________
___ _________________
_________________ _________________

DISADVANTAGE NEGATIVE EFFECT NEGATIVE EFFECT

_____________ _________________ _________________
_____________ _________________ _________________
___ _________________ _________________

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TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL

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:

Reading Strategy: Skim and Scan

QUACK
LOTS: Understanding
HOTS: Applying
STRATEGIES/
Analysing
APPROACHES
Evaluating
Creating
st
21 Century Learning
i-THINK

VALUES Love for the Environment

LEARNING/ Youtube
TEACHING Picture
AIDS Worksheet
SITUATION Public
TEXT FORMAT Mixed
TEXT TYPE Description
COGNITIVE Represent literal and gist meaning
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

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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.
21st Century Learning:
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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SCREENSHOT 1

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WORKSHEET 1

Special
Features of
a Hybrid Car

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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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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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