HEBAT Bacaan BI

Unit 17

UNIT 17
BUDGET TRAVEL

Can you What Who are the How do What is

name the countries people in you your idea
amazing can you the picture? normally of a dream
places in identify in plan and holiday?
What do
these the book your And how
you think
pictures? holidays? much would
pictures? they are
it cost?
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Unit 17

TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL

BY THE END i. List items that are prohibited on airplanes.

OF LESSON, ii. Create a list of questions of what they want to know about liquid,
STUDENTS aerosol and gel restrictions on airplanes.
CAN: iii. Select relevant information from text to create a pamphlet.

Reading Strategy: KWLH

LOTS: Understanding
STRATEGIES/
HOTS: Applying
APPROACHES
Analysing
st
21 Century Skills
VALUES Respect
LEARNING/ Youtube
TEACHING
Worksheet
AIDS
SITUATION Public
TEXT FORMAT Multiple
TEXT TYPE Description
COGNITIVE Search and select relevant text
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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ACTIVITIES STRATEGIES/
APPROACHES

STEP 1

a. Students list** items that are prohibited in an

airplane. LOTS:
Understanding
b. Students view a video clip entitled Traveling with
Liquids, Aerosols, and Gels(LAGs) (PICTURE 1). 21st Century Learning
List-O-Mania
https://www.youtube.com/watch?v=QBv9Wtlh14g
c. Students discuss the regulations mentioned in
video.

STEP 2
a. Students complete the KNOW and the NEED section
of the KWLH* chart (WORKSHEET 1). Reading Strategy:
KWLH
b. Using the information from the 2 pamphlets (TEXT 1, HOTS:
TEXT 2), students complete the LEARNED section of Applying
the KWLH chart. Analysing
c. Students share their responses for the KNOW, 21st Century Learning:
NEED and LEARNED sections with their shoulder Think-Pair-Share
partner**.

STEP 3 HOTS:
Creating
a. In pairs, students create their own version of
the LAGs pamphlet. 21st Century Learning:
b. Students present their pamphlets in a One Stays One Stays Three Stray
Three Stray** activity.

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Unit 17

PICTURE 1

https://www.youtube.com/watch?v=QBv9Wtlh14g

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TEXT 1

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http://www.klia.com.my/images/img/gallery/klia/LAGs.jpg
TEXT 2

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WORKSHEET 1

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Unit 17

TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL

BY THE END
i. Construct Wh- questions based on headings.
OF LESSON,
ii. Answer Wh- questions by browsing a website.
STUDENTS
iii.Create FAQs based on information on a website.
CAN:

Reading Strategy: 5W1H

LOTS: Understanding
HOTS: Applying
STRATEGIES/
Analysing
APPROACHES
Evaluating
Creating
st
21 Century Learning
VALUES Responsibility

LEARNING/ Picture
TEACHING Website
AIDS Worksheet
SITUATION Public
TEXT FORMAT Single
TEXT TYPE Exposition
COGNITIVE Scan and locate
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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Unit 17

ACTIVITIES SKILLS/ APPROACHES

STEP 1

a) Students complete a Travel Checklist

(PICTURE 1) to any overseas travel destination. LOTS:
Understanding
b) Students share their checklist in a Round
Robin** activity.

c) Students state the importance of having a travel 21st Century Learning:

checklist. Round Robin

STEP 2

a) Students browse a website (TEXT 1):

Reading Strategy:
http://www.detourista.com/guide/singapore/ 5W1H

b) Students construct Wh- questions* based on

website's headings, and write them in the HOTS:
Questions section of WORKSHEET 1. Analysing
Evaluating
c) Students browse the website again to find the
answer to their questions; they complete the
Answer section.

STEP 3
HOTS:
a) In groups, students use the questions and Applying
answers in WORKSHEET 1 to create a Creating
'Frequently Asked Questions' (FAQs) section
for the website. 21st Century Learning:
ICT

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PICTURE 1

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TEXT 1

WORKSHEET 1
http://www.detourista.com/guide/singapore/

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5W1H Chart
Study the headings on the website. Based on these headings, write some
questions in the Questions section below. Then use the information on the
website to answer your questions, and write them down in the Answers section.

QUESTIONS ANSWERS
What questions:

Where questions:

Who questions:

When questions:

Why questions:

How questions:

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Unit 17

TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL

i. Generate questions using observed titles, headings

BY THE END
and subheadings.
OF LESSON,
ii. Locate relevant information in text using questions.
STUDENTS
iii. Write a summary using key points from a text.
CAN:
iv. Create a webpage about travelling on a budget.

Reading Method: SQ3R

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

VALUES Self- Reliance

LEARNING/ Picture
TEACHING
Website
AIDS
SITUATION Public
TEXT FORMAT Multiple
TEXT TYPE Exposition
COGNITIVE Integrate and generate inferences
PROCESS Corroborate, identify and handle conflict
*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 17

ACTIVITIES STRATEGIES/
APPROACHES

STEP 1

a. Students view PICTURE 1 and discuss. LOTS:

b. Students write words related to the picture Understanding
on cards and paste cards on a Word Wall**.
c. Students discuss why people choose to
backpack or travel on a budget. 21st Century Learning:
Word Wall

STEP 2

a) Students browse websites

(TEXT 1, TEXT 2, TEXT 3): Reading Strategy:
SQ3R
https://www.studentuniverse.com/travel-
guides/top-lists/top-10-cheap-backpacking-tips

https://www.skyscanner.com/news/9-easy-tips- HOTS:
traveling-tight-budget Analysing
Evaluating
https://www.rei.com/learn/expert-advice/travel-
budget.html

b) Students complete the 'Survey', 'Question',

'Read' and 'Recite' sections of the SQ3R* chart
(WORKSHEET 1).
21st Century Learning
c) Students share their answer for their 'Recite' Think-Pair-Share
section with their face partner**.

STEP 3
HOTS:
a) Students complete the 'Review' section of the Creating
chart (WORKSHEET 1).
21st Century Learning:
b) In groups, students create their own webpage ICT
entitled 'How to Travel on a Small Budget' using
the information from their 'Review' section.

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PICTURE 1

http://faszination-suedostasien.de/wp-content/uploads/2014/01/backpacker.jpg

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TEXT 1

https://www.studentuniverse.com/travel-guides/top-lists/top-10-cheap-backpacking-
tips

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TEXT 2

https://www.skyscanner.com/news/9-easy-tips-traveling-tight-budget

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TEXT 3

https://www.rei.com/learn/expert-advice/travel-budget.html

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WORKSHEET 1

SQ3R Budget Travel

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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ASSESSMENT PROJECT

Imagine that you are a student studying Tourism at a local college. You and your
college mates love budget travelling and always book the best deals. To supplement
your monthly allowance, you decide to start a part-time business planning budget
holidays for a fee. Create an online advertisement promoting your services to be
posted on the college website.

STRATEGIES/
ACTIVITIES APPROACHES

STEP 1

a. In groups, students discuss questions

related to the project. Action Oriented Task

What services should be offered?

Who is our target audience?
How much is their budget?
What are possible destinations?
What is a suitable fee for the services?

b. Students browse the internet to get ideas

about budget travel packages for their
project.

STEP 3
HOTS:
a. Students plan, design and create their online Evaluating
advertisement to promote the budget travel Creating
planning services.
b. Groups present their online advertisements
and get comments in a Carousel Feedback**
activity. 21st CENTURY SKILLS:
ICT
Collaboration
Teacher may also assign different assessment Carousel Feedback
projects such as writing blogs, or creating a
scrapbook to consolidate the knowledge learned in
this unit.

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