NiE Eng 2017 (Vol 458)

Vol 458

Wednesday 1 March 2017

Elementary Setting priorities Advanced The informed consumer BRATs Money matters

Tel: 03 7967 1388 Fax: 03 7955 4039 thestar.com.my/education

Embrace

who you are >4 Supported by the Ministry of Education

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-NiE ,

1 March 2017

Elementary

Time and tide wait for no man Note to the teacher

century

Tick! Tock!

DIFFErENT cultures view time differently. For example, in the Japanese train system, being “on time” means expecting delays of less than one minute. What’s a reasonable time span in your culture when you are expected to be “on time”?

NiE Activity

learning skills

Our children are riding the great wave of technology today. They now have facts and procedures at their fingertips.

Teachers have to equip their students with a new set of skills that allow them to thrive in today’s global economy.

The activities in The Star’s Newspaper-in-Education pullout combine literacy skills with content to build this set of skills.

The key below indicates the skills integrated into the activities in this pullout.

Critical thinking l Identify

l Measure

l Reason

l Organise

The pace of modern life today is something people from a hundred years ago would not understand.

These days, people are so rushed for time that they seem to constantly look for “shortcuts”.

Scan The Star for things and systems that show how precious time has become to us. here are a few general categories to help you along the way.

Creative thinking l Imagine l Connect l Brainstorm

Problem solving l Question l Research

l Recreate l Present

Look for a word or picture to place in the correct box. In pairs, discuss why you think each of these items or systems have come about.

Critical thinking l Identify

A fast food

l Reason

An item that uses speed dial

An instant drink

An express delivery system

Activity

l Measure

Critical thinking

l Organise

l Identify l Reason l Measure l Organise

Creative thinking l Imagine

Creative thinking

Problem solving

l Imagine l Brainstorm l Connect

l Question l Research l Recreate l Present

Communicating l Oral l Written l Aural

l Brainstorm l Connect l Invent

Problem solving l Question l Research l Recreate l Present

Communicating l Oral l Non-verbal

Many people shudder when they think about doing a time management schedule.

• Do you think that having a timetable means a loss of freedom?

• Does following a timetable mean you can no longer do anything at the spur of the moment?

• What’s your opinion about having a personal one for yourself?

l Listen l Contribute respectfully l Compromise l Attain goal

Answer the three questions on the left after you have completed the activity below. here are six tasks you have listed down for the week. Write the order of how you would get them completed by making a time schedule.

Write down how much time doing these tasks would take and how you would accomplish them (for example, forgoing the movie if time is tight for you).

Your tasks begin today, Monday, and your week ends on Friday the same week: 1. Your dad is out of town so, you have to keep an eye on your younger brother from 3.30pm to 4.30pm until your mother gets home.

2. You have a Science test tomorrow. You scored a C in the last one and your parents would confiscate your mobile phone if you don’t score a B. 3. You have a piano lesson this evening from 7pm to 8.30pm.

4. The Monday night movie is titled Godzilla Versus Predator. It runs from 8pm

to 10pm. You’ve been dying to watch this movie on the television.

5. You have to straighten your room before going out this weekend (a requirement from your mother).

6. You have a Geography project due in two days but you are required by your group to go to the store to purchase the supplies they will be using in class on Wednesday.

Template:

l Written l Aural

Collaborating

Task to do in sequence

1.

2.

Collaborating

3.

l Listen

4.

l Contribute respectfully

5.

l Compromise

6.

How each task will be done

How much time each will take When everyone has completed his schedule, discuss sample schedules as a class. volunteer your answers.

l Attain goal nie editorial manager: ShARON OvINIS senior nie executive: ROWENA ChUA writer: S. SIvAM layout designer: ShOBA illustrator: hASSAN BAhRI To order The Star for NiE lessons, call: Sundarrajan 03-7967 1388 ext 1437 or 016-288 3682 We welcome feedback; write to: Star-NiE, Star Media Group, 15 Jalan 16/11, 46350 Petaling Jaya or e-mail us at: starnie@thestar.com.my

-NiE ,

Elementary

Time and tide wait for no man NiE Activity 1 Critical thinking l Identify l Reason

l Measure l Organise

Creative thinking l Imagine

l Connect

l Brainstorm

1 March 2017

Setting priorities WHILE you were doing the Activity on Page 2, you would have realised that there were some tasks on your list that needed to get done. There would also be some tasks which would have been fantastic if only you had gotten to them.

One method to help you plan your time is to decide on things you “have to do” and things you “want to do” in order to meet your goals.

Another strategy to cope is grouping tasks together (like babysitting your little brother and cleaning your room). And if you are really pressed for time, you could use

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resources like asking one of your friends to help you get your project supplies.

Time management is not easy. And as you get older, you’ll find yourself juggling more activities that eat into your routine.

So keeping a schedule will allow you to handle your “have to” and “want to” tasks better. Once you begin using your time more efficiently, you will find that you are achieving more and enjoying more free time than before.

The real reward to time management is feeling less stressed and more in control.

Let’s work on this a little more.

Scan The Star for at least two things (in the form of words or pictures) that you enjoy doing but never have the time to do. Cut and paste the pictures or words in the box below.

Problem solving l Question l Research

l Recreate l Present

Why do you think you have never had the time to carry these activities out? (Note to teacher: Write down common things on the board.)

Since we can’t create more time to carry out such activities, what can we do to manage time? In order to manage time, we must: • Consider everything we HAVE to do and WANT to do during the day.

• Understand how much time each activity in a day will take.

• Make a plan that helps us get through the day.

Communicating l Oral l Non-verbal

l Written l Aural

Refer to the table on your right. One column is titled “Have to” while the other is titled “Want to”. Write down things that you have to get done every day in the “Have to” column, and all the things that you want to do but don’t have the time for in the “Want to” column.

“Have to” list Example: A proper night’s sleep

“Want to” list

How much time it will take in one day (24 hours total) 9 hours

(Add lines where necessary.)

• Estimate the amount of time each activity will take and write it down next to it.

• Next, make a “Timeline” to fit it all together.

• Fill in the time for your “Have to” and “Want to” lists, and the time it takes for each activity.

• Your timeline should add up to 24 hours (one day), so you might have to add or subtract time from some of your activities so that you have exactly 24 hours for all of them.

• When everyone is done, share what you have learnt with the rest of your class.

(Note to teacher: Help students reflect on how they can manage their time.)

If you learn to manage your time, you might be surprised at how much you can get done!

NiE Activity 2 Critical thinking l Identify l Reason

l Measure l Organise

Creative thinking l Imagine

l Connect

l Brainstorm

l Invent

Problem solving l Question l Research

l Recreate l Present

Communicating l Oral l Non-verbal

l Written l Aural

Collaborating l Listen

l Compromise

l Contribute l Attain goal respectfully

Sometimes, trying to stay focused on the tasks ahead can be a challenge, too! Look at this comic strip from Star2 titled Zits (Jan 6, 2017). What are some of the things that Jeremy had in mind while he was being spoken to?

Things like these are known as distractions. It’s important to recognise what distractions are and how they impact your time management.

Very quickly, scan through your copy of The Star. You are to look for the weather report.

Start now by recording the time here: ____________.

When you have found the weather report, write down the time here: ___________.

How long did it take you to find the weather report in The Star?

More importantly, how many advertisements, photographs or stories distracted you from your mission? This was just an example of how a distraction catches you off guard. Now, break into groups of four.

• Discuss the cause of distractions.

• List one way you can deal with common distractions.

• Present your idea through an example in a short sketch.

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-NiE ,

1 March 2017

INTERMEDIATE Health and body image

Activity

A super-sized world IF only I were taller, skinnier, fairer, muscular. They sound all too familiar, don’t they? Are you putting yourself down? If so, you aren’t the only one.

As a teenager, you are going through lots of changes in your body. As your body changes, so does your image about yourself. This can affect your

Each student will have a small note card taped to his back. Go around the class and pick four students to write a positive comment on. When you’ve done so, head back to your seat and sit.

Remove the card taped to your back and read it. How many of these comments are about your physical appearance and how many are about your inner self (like your personality, values)?

NiE Activity Critical thinking l Identify

l Measure

l Reason

l Organise

self-esteem.

How you perceive your body may be affected by lots of influences and you may not even realise that! But it’s important to be comfortable with who you are and the body you are in. In doing so, you, too, will be helping others along the way.

Based on the general feedback you received on your card, discuss as a class: • What is usually the first thing that you notice about someone?

• Do you care about how others see you?

There are generally three different body types. In groups of four, scan The Star for pictures or images of these various types. Cut them out and group them under:

Endomorph (short and wide)

Ectomorph (tall and thin)

Mesomorph (muscular)

• Large amount of fat accumulation • Larger frame

• Small joints • Skinny appearance • Pencil frame • Low body fat

• Symmetrical build • Wide shoulders • Small waist • Low body fat Adapted from directlyfitness.com

Creative thinking l Imagine l Brainstorm

l Connect

Problem solving l Question

l Recreate

l Research

l Present

Communicating l Oral l Non-verbal

l Written l Aural

From the pool of pictures collected, proceed to further group these people under the following categories: People who are…

healthy

popular

spiritual

compassionate

caring

What conclusion can you draw from this activity? Discuss your observations from your findings.

NiE Activity 2 The media portrays women as gaunt and very thin, and men as muscular figures.

These are the dangers of gender stereotyping.

From a very early age, boys pick up cues about what an adult man should look like through television shows, video games and even action heroes. Girls may desire to conform to being thin, or look like their favourite celebrities, not just in terms of body shape but clothing, as well.

Read the following excerpt that appeared in The Star on June 9, 2016. Discuss the questions that follow in groups of four.

Critical thinking l Identify

l Measure

l Reason

l Organise

Communicating l Oral l Written

l Aural

Super encounter for fans Superman and Wonder Woman set the Komtar mall in Penang abuzz when they popped up for a meet-and-greet with fans.

In the guise of Krypton’s favourite son was actually Filipino fashion designer Herbert Chavez, 40, who had gone to great lengths to practically become his favourite comic book hero.

The Calamba City native fell in love with the kindhearted and morally righteous “Man of Steel”, otherwise known as Clark Kent, after watching the Superman II movie starring Christopher Reeve.

He subsequently underwent 26 plastic surgery procedures over the past two decades to transform his Asian looks into that of the character, with sharp features, fair skin and blue eyes.

1. Is this how you, your friends, or the adult men you know, look like?

2. Why do you think the people who created these action figures made them look like this?

3. Do you need big muscles to be a hero?

4. Think of people with heroic qualities who don’t necessarily do good by using their muscles. Then, name one such person and explain his good deed(s).

5. If you had one question to ask Herbert Chavez, what would it be?

Why?

-NiE ,

A state of satisfaction

INTERMEDIATE Health and body image

FROM the activities carried out in the previous page, we can conclude that body images commonly presented in advertisements are of lean to normal-weight people who are having fun using the products advertised.

NiE Activity 1 Critical thinking

l Identify l Reason l Measure l Organise

1 March 2017

Creative thinking

Problem solving

l Imagine l Brainstorm l Connect

l Question l Research l Recreate l Present

The advertisements stereotype ideal body images, causing consumers to doubt their own body shapes. The truth is, there is no ideal body type. We all need to strive to be physically fit and maintain our health. Let’s take a closer look.

Communicating

Collaborating

l Oral

l Listen l Contribute respectfully l Compromise l Attain goal

l Written l Aural

Write your conclusion here:

Divide into four persons per group. Scan The Star for at least two advertisements. Discuss your opinions on each critique (see number 1 to 4) while referring to the two advertisements your group has selected. Take turns to briefly present your conclusion based on these points: 1. Most advertising models appear either normal weight or thin (rarely overweight).

2. Often the product and the body type of advertising models are in conflict (for example: slim people are eating unhealthy food or healthy-looking people are smoking) 3. Models look fantastic on the ads. Most people think these models are naturally so. Most, however, rely on heavy makeup and/or computer-enhanced photography to look the way they do in an advertisement.

4. Whether the product is healthy or unhealthy, most advertising models appear thin and look as if they are having fun.

NiE Activity 2 Problem solving

l Imagine l Brainstorm l Connect l Invent

l Question l Research l Recreate l Present

We are all different, both physically and in terms of ability. Some of these qualities are within our power to influence, while others are out of our control.

The take-home point is we should focus on staying healthy, being the best we can be, and showing respect for others and their abilities. As we mature, we learn to think for ourselves. Then, we would be better able to cope with how others view us.

Ask for courage

Collaborating

l Oral

l Listen l Contribute respectfully l Compromise

l Written l Aural

Here is a popular poem known as the Serenity Prayer.

Scan The Star for three possible nouns that can replace the nouns in red. Then, take turns explaining your choice. Work in groups of four for this activity.

The Serenity Flowchart I’ve got a problem

Maybe

Ask for courage

Ask for wisdom No

Accept it

Change it

I’ve got a problem

Yes

Ask for serenity

Can i change it?

No

Maybe

Can I change it?

Ask for wisdom

Yes

Answer:

Ask for serenity

Look at the flowchart. Complete the chart by rewriting the words (on your left) in the correct spaces to justify how this system works.

Then, think of a situation you had to go through (or may be experiencing at the moment). Tell your friend how this flowchart would help you in the situation. Do this activity in pairs.

Communicating

Change it

l Identify l Reason l Measure l Organise

Creative thinking

Accept it

Critical thinking

Adapted from Pinterest

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-NiE ,

1 March 2017

ADVANCED The smart consumer

NiE Activity 1 Critical thinking l Identify l Reason

l Measure l Organise

Creative thinking l Imagine l Brainstorm

l Connect l Invent

Problem solving l Question l Research

l Recreate l Present

Communicating l Oral l Non-verbal

l Aural l Written

Collaborating l Listen l Contribute respectfully

The informed consumer HEY YOU! Yes, you… the smart one reading this right now. Can you sell ice to an Eskimo? Or perhaps you are on the other end; you believe you are a smart consumer. No one is going to make you part with your money! Either way, you want to get the most of your money.

Work in pairs for this activity. Pick one advertisement from The Star. It has to be one that both you and your partner can agree on. One will play the role of the consumer; the other, the advertiser or salesperson representing the product.

The salesperson (Student A) will have to prepare his sales pitch to the unsuspecting consumer (Student B). Student B, you are a smart consumer. You don’t really need this product and chances are, you aren’t willing to part with your money.

Students A and B will prepare for a two-minute skit based on the advertisement chosen. Do this individually without divulging your strategy. One person will represent the consumer, while the other will represent the product agent. Both will have five minutes.

Student A: To prepare a good sales pitch.

Student B: To anticipate, to provide rational reasons and to fend off this aggressive salesperson.

Carry out the skit in class. After everyone has had a chance to perform, vote for the best salesperson. From your observation of the skits by your classmates, compile (in the first column) a list of some good sales strategies employed by the Good sales strategies

“salespeople” in your class.

In the other column, list some good strategies or answers by the “consumers” in your class that managed to fend off the salespeople.

Good consumer strategies

l Compromise l Attain goal

NiE Activity 2 Critical thinking

l Identify l Reason l Measure l Organise

Consumers are faced with many choices when they are planning to make a purchase. What product or service is needed? How much money is available to spend on it?

What features are desired in the product or service? Smart consumers make informed purchasing choices, and are aware of the influence of advertising.

In groups of four, scan The Star for advertisements. Pick one product. Discuss the different ways that the company tries to convince shoppers that its product is the best on the market. Then, if possible, examine consumer reviews of the product to see if it really is the best. Consolidate the information you have found. Write down your findings:

Creative thinking

Problem solving

l Imagine

l Question l Research l Recreate l Present

l Brainstorm l Connect

Communicating

Collaborating

l Oral l Non-verbal l Written l Aural

l Listen l Contribute respectfully l Compromise l Attain goal

My conclusion: ..................................................................

A brief about your product

The purpose of your product

The advertisement promises to:

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Three reviews of the product: 1. ………………………….……………………………………………………………………………….…………………………….……………………

2. ………………………….……………………………………………………………………………….…………………………….……………………

3. ………………………….……………………………………………………………………………….…………………………….……………………

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-NiE ,

ADVANCED The smart consumer

NiE Activity 1 Critical thinking l Identify l Reason

l Measure l Organise

Creative thinking l Imagine

l Connect

l Brainstorm

l Recreate l Present

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NOW that you know why advertisements are important, how well can you convince your consumers that your product is the best there is in town?

THERE are several techniques used by advertisers to attract consumer interest. The advertisements are designed to appeal to the consumer’s emotions, wants (or needs), and inspire or motivate him to act on the suggestion. The following are some techniques used. Complete the table by looking out for one advertisement from The Star that fits each technique employed.

Write down the page number and take turns sharing your rationale with the rest of the class. Complete the activity in groups of four. Feel free to agree or disagree with your classmates’ selection.

Technique employed

How it is used

Example from The Star

1. Information

The presentation of simple, direct information

• Product advertised: ....................................................................

• Page: ................................................................................................

2. Status/Peer approval

Using social popularity as a measure of one’s influence.

• Product advertised: ....................................................................

• Page: ................................................................................................

Everyone else uses this product. Why shouldn’t you?

• Product advertised: ....................................................................

If you used this product, you would be liked or accepted just like this hero has.

• Product advertised: ....................................................................

5. Physical attraction

This product is going to help you find romance, love or admiration.

• Product advertised: ....................................................................

6. Entertainment

Promotes entertainment or a temporary distraction from your daily, dull routine.

• Product advertised: ....................................................................

7. Intelligence/Independence

You are too smart to be fooled by gimmicks. It implies that if you don’t use this product, you are being duped.

• Product advertised: ....................................................................

Who says it works better – and better than what?

• Product advertised: ....................................................................

3. Join the gang

Problem solving l Question l Research

The ‘perfect’ pitch

1 March 2017

• Page: ................................................................................................

4. Hero endorsement

• Page: ................................................................................................

• Page: ................................................................................................

8. Comparing

• Page: ................................................................................................

• Page: ................................................................................................

• Page: ................................................................................................

A catchy phrase, slogan or tune which distracts your attention from the true facts.

9. Catchphrases and slogans

NiE Activity 2 Critical thinking

l Identify l Reason l Measure l Organise

Creative thinking

Problem solving

l Imagine l Brainstorm l Connect l Invent

l Question l Research l Recreate l Present

Work in groups of four for this activity. Your “agency” has been given a tender to design an advertisement for a new sports jacket. Use the guide below to help your team design an advertisement to sell this product. Use sample advertisements from The Star as a guide to design your own product.

Finally, each group will carry out a presentation of the advertisement.

Use your Wh- and How-questions to guide you in the presentation.

1. Give a special feature about your jacket. What makes it stand apart from other brands? For example, is it used for sports? Are any celebrities endorsing your jacket? Does it look different than other brands? Is it made from a special synthetic material? Be creative.

2. Think about how you are going to let customers know just how special your jacket is so that they would go out and buy one. What are some tactics you could use to persuade them to like your product?

3. In the space given, draw up an advertisement for your product.

Be sure to tell customers what the product name is, how much it will cost, and what makes it special.

Communicating

Collaborating

l Oral l Non-verbal l Written l Aural

l Listen l Contribute respectfully l Compromise l Attain goal

• Product advertised: ....................................................................

• Page: ................................................................................................

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-NiE ,

1 March 2017

By: Dean Pitchford

Episodes 4 and 5 In the second half, the Ferrets and the Chargers battled through the third quarter and into the fourth.

As the halftime horn sounded, the Fillmore Ferrets were leading 21-14.

American football Merrimac’s ahead by two points! No way!

TOUCHDOWN!

Fillmore!

Fillmore has won!

Immediately both teams buried my brother in a thunderous crash of shoulder pads and crack of helmets.

is known as football in the United States and Canada. It is played by two teams of 11 players each on a field with goalposts at each end. The team with the ovalshaped football will advance down the field by passing the ball. The other team has to try to stop their advance and take control of the ball for themselves.

Untangled

Unravelled, straightened out.

Unconscious

The crying and cheering continued until all the players had untangled themselves of the pile. All but one. Coach Gavin and the assistants rushed into the end zone.

I am a doctor!

Chris! Hey, buddy! Can you hear me?!

Not conscious or awake especially as the result of a head injury.

Cheering

Shouting in approval, congratulations or encouragement.

Chris, Chris.

QUESTIONS The ambulance guys put my brother on a stretcher and took him to the hospital.

How is Chris, how is he?

He’s unconscious.

I am going to join your mum at the hospital.

Can I come?

It’s gonna be crowded.

1. During the football game, who tossed the ball into Chris’s hands before he scored the field goal?

2. Why did Newt have to watch the game from the car park instead of the stadium?

3. When Newt asked his father if he could come to see his brother at the hospital, Mr. Newman said, “It’s gonna be crowded.” Do you think there was some other reason for Mr. Newman’s answer?