HEBAT Bacaan BI

Unit 9

Unit 9
Cloud Society

What is social media?

What is social networking?
How often do you use social
networking?
Could you go a day without
using any social media?
What do Facebook, Twitter and
Instagram have in common?
What are the benefits of using
social media?

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Unit 9

TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL

BY THE END OF
LESSON,
STUDENTS CAN:

i. Interpret non-linear graphs.

ii. Conduct a survey of social media users in the class according to
their preferences.
Reading Strategy: Skim and Scan
5W1H
LOTS: Understanding

STRATEGIES/
APPROACHES

HOTS: Analysing
Applying
21st Century Learning
i-THINK

VALUES

Respect

LEARNING/
TEACHING AIDS

Picture

SITUATION
TEXT FORMAT

Worksheet
Personal
Single, Non Continuous

TEXT TYPE

Description

COGNITIVE
PROCESS

Scan and locate

Represent gist and literal 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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ACTIVITIES

STRATEGIES/
APPROACHES

STEP 1:
a. Discuss examples of social media and reasons for
using social media.
b. In groups, students complete the Circle Map***.
(WORKSHEET 1 and WORKSHEET 2)

LOTS:
Understanding
i-THINK:
Circle Map

STEP 2:
a. Students study and analyse the content of the graph
in PICTURE 1.
http://www.marketingcharts.com
b. Students work with their Shoulder Partner** and
answer the questions (WORKSHEET 3).

Reading Strategy:
Skim and Scan
5W1H
HOTS:
Analysing
21st Century Learning:
Think-Pair-Share

STEP 3:
a. Students list down social media platforms that they
have used from the most to the least (WORKSHEET
4).
b. In groups, students:

HOTS:
Applying
Analysing

(i) carry out a survey to find out their friends usage

of social media networks.
(ii) show the information in a bar graph
like in DIAGRAM 1.

21st Century Learning:

Gallery Walk

(iii) present and explain their findings in a Gallery

Walk** and classmates comment on their
presentation.

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WORKSHEET 1

Examples
of Social
Media

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WORKSHEET 2

Reasons
for Using
Social
Media

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Unit 9

PICTURE 1

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WORKSHEET 3
Study the diagram and answer the following questions.

In 2014, Facebook had the highest

number of social media users, but in
2016 the percentage decreased to 68.
Why do you think this happened?

Give TWO reasons why

snapchat is the most
widely used social media
among the youths in
America in 2016?

Which social media

showed a consecutive drop
from 2014 to 2016?

Why do you think social

media is very popular
among teenagers?

How harmful is social

media to teenagers?

Which social media do

you like the most?
State your reason.

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WORKSHEET 4

1. List the social media platforms that you use the most to the least.

No

Social Media Platform

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TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL

BY THE END OF
LESSON,
STUDENTS CAN:

i. Identify the relevant information using KWLH.

ii. Create a brochure about cyberbullying.
Reading Strategy: KWLH
LOTS: Understanding

STRATEGIES/
APPROACHES

HOTS: Analysing
Applying
Creating
st

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

Respect
Picture
Website
Worksheet
Personal
Public
Single , Continuous
Description
Represent gist and literal 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 9

ACTIVITIES

STRATEGIES/
APPROACHES

STEP 1
a. Students study pictures in PICTURE 1.
b. In groups, students
i.
write down what they know about the pictures
shown (WORKSHEET 1: Task A).
ii.

discuss and list down questions about what

they want to know about the pictures shown
(WORKSHEET 1: Task A).

iii.

present what they know and what they want to

know regarding the pictures given to them.

Reading Strategy:
KWLH
LOTS:
Understanding

STEP 2
a. Students read TEXT 1.
b. In groups, students complete the KWLH chart:
i.

List out what they learn in L column

(WORKSHEET 1: Task B).

ii.

Check whether the text answers the questions

in W column (WORKSHEET 1: Task B).

iii.

Suggest ways on how they can learn more

about the topic in H column.

Reading Strategy:
KWLH
HOTS:
Analysing

STEP 3
a. In pairs, students create a brochure about cyber
bullying to raise awareness on this issue using the
information from KWLH chart.

HOTS:
Applying
Creating
21st Century Learning:
Collaboration

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PICTURE 1

To be cut and shown to students OR as a slideshow.

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WORKSHEET 1
Task A
Based on the picture,
a. Fill in the Know column with what you know about the pictures
b. Fill in the Want column with questions on what you want to know about the pictures
Task B
While reading Text 1;
a. List out what you learn in Learned column.
b. Check the questions in Want column to see whether the questions could be answered
with the information from Text 1.
c. Fill out the How column with how you can learn more about the topic.

What you Know

What you Want to

know

What you Learned

How you can learn

more

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TEXT 1

https://www.stopbullying.gov/cyberbullying/what-is-it/#whycyberbullying

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Unit 9
TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL

BY THE END OF
LESSON,
STUDENTS CAN:

i. Interpret posts and comments taken from social media.

ii. Reflect and evaluate the credibility of social media posts.

Reading Strategy: 5W1H

PMI
STRATEGIES/
APPROACHES

LOTS: Understanding
HOTS: Analysing
Evaluating
Creating
st

21 Century Learning
VALUES

Respect

LEARNING/
TEACHING AIDS

Picture

SITUATION
TEXT FORMAT
TEXT TYPE

Worksheet
Personal
Multiple, Non Continuous
Argumentation

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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ACTIVITIES

STRATEGIES/
APPROACHES

STEP 1
a. In groups, students study the poster (TEXT 1) and
discuss.
b. Teacher prompt discussion using 5W1H* technique.

Reading Strategy:
5W1H
LOTS:
Understanding

STEP 2
a. Students read the extracts of responses from social
media (TEXT 2).

Reading Strategy:
PMI

b. Students identify the extracts with positive and

negative responses and complete the PMI* table in
WORKSHEET 1.

HOTS:
Analysing

c. In groups, students justify the answers.

21st Century Learning:

Collaboration

STEP 3
a) Students produce a one-paragraph-post of more
than 100 words on the topic:
SOCIAL MEDIA GIVES AN EDITED
VERSION OF REALITY
b) Students post and upload them on Frog VLE English
Dashboard.

HOTS:
Evaluating
Creating

21st Century Learning:

ICT

c) Each member of the class is required to comment on

the post.

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TEXT 1

Questions to ponder
1. How were information and opinions shared before the advent of social media?
2. In relation to the comic strip, how has the social media affected human relationships?

Are people becoming insensitive?

Are people becoming detached from real life?

3. Give your interpretation of Facebook is watching you.

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TEXT 2

EXTRACT A

EXTRACT E

EXTRACT B

EXTRACT F

EXTRACT G

EXTRACT C
EXTRACT H

EXTRACT D
EXTRACT D
EXTRACT I

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WORKSHEET 1

Task: Identify the extracts with positive and negative responses and complete the PMI
table below. Justify your answers.

PLUS

MINUS

INTERESTING

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Unit 9
ASSESSMENT PROJECT
The advancement of technology has brought quite a number of side effects; be it good or bad.
Since students nowadays are inseparable from their gadgets, they are prone to cyber-crime,
one of which is cyber-bullying. This can be a good platform for students not only to learn about
cyber-bullying, but also on what they can do to deal with it.
STRATEGIES/
APPROACHES

ACTIVITIES
STEP 1
a. Recall and reflect on social media; examples,
reasons and effects on themselves and the society.
b. Students are divided into 4 groups. Explain to
students that they are to come up with a
project/exhibition:

Action Oriented Task

HOTS:
Creating

Group 1 : Produce flyers

Group 2: Produce posters
Group 3: Short video clips on Cyber-bullying

21st Century Learning:

Collaboration

Group 4: Poetry recital/Song presentation on

cyber bullying
Group 5: Developing a website providing information
on cyber-bullying and support for the victims.
* Teachers can have the whole class involved in this project
by working on different tasks for the Exhibition on Cyberbullying.
c. Have students consider these questions in
discussion for the project:

their

What is cyber-bullying?

Why does cyber-bullying happen?

What can students do when they are the victims of

cyber-bullying?

What can students do if they notice someone else

being cyber-bullied or being the bully themselves?

How can society play their role in handling the issue?

STEP 2
a. Students put up an exhibition on Cyberbullying and
launch their website.

HOTS:
Applying
Creating

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