NiE Eng 2017 (Vol 464)

Vol 464

WEDNESDAY 19 APRIL 2017

Elementary The power of peers Intermediate Keep out of harm’s way BRATs Teens on a high

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

Don’t suffer in silence >10 Supported by the Ministry of Education

19 APRIL 2017

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

1.

What is peer pressure?

A. It is what friends do to each other B. It is influence from people your age C. It is when others force you to do something you don’t want

2.

3.

4.

5.

Peer pressure is bad.

A. Yes B. No

Peer pressure can come from within ourselves, too.

A. True B. False Sometimes we give in to peer pressure because A. We want to feel accepted by our friends B. We want others to think that we are “cool” C. We don’t know what to do so we follow what others do D. All of the above

It is not uncommon to think that peers are your close friends. In actual fact, a peer can be anyone who is about the same age as you, like your classmates, sports team members, uniform body society members or even the people you meet regularly at your tuition centre.

Activity What would you do?

● Identify

● Organise

Creative thinking ● Imagine ● Brainstorm ● Connect ● Invent

Problem solving ● Question ● Research

Peers play a great role in our lives. They can influence the way we think or speak, dress or behave, the way we treat others and the activities we choose to be involved in. Sometimes, these influences can be negative and affect us greatly.

Critical thinking

Creative thinking

Problem solving

● Identify ● Reason

● Imagine ● Brainstorm ● Connect

● Question ● Present

● Reason ● Measure

C. It can be both

Peer pressure is always caused by others.

A. True B. False

5. D

century

BEFORE we talk more about peer pressure, test yourself to see how much you know about peers in the mini quiz below.

4. A

Note to the teacher

The power of peers

3. B

Peer pressure

2. C

Elementary

ANSWERS:

-NiE ,

1. B

2

Scenario

Communicating ● Oral ● Written

Take a look at the scenarios of negative peer pressure below. How would you respond if they happened to you? Work with a partner and come up with a reasonable solution for each.

Response

During a Math test, your friend asks you for answers. At first, you ignore him but then he says to you, “If you don’t tell me the answer, I’ll tell the rest of the gang not to play with you during break time.”

Your good friend has forgotten to bring her sports attire for the school’s Sports Day rehearsal. She suggests that you pretend you have forgotten, as well, so that you both can “get in trouble” together. “I would do the same if it happens to you,” she says.

Sara and Jamal are your best friends. They got into an argument and are not talking to each other. You were told by Jamal to ignore Sara. At the same time, Sara has also asked you not to befriend Jamal.

Peer pressure often leads us to do things we wouldn’t normally do. Before you do something, think of the consequences of your actions and how they will affect you and the people around you.

Always remember that true friends do not force you to become who you are not.

● Recreate

Vocabulary brainstorm

● Present With your partner, brainstorm for words that are linked to peer pressure. At least three of the words must be taken from The Star.

Communicating

Creative thinking ● Brainstorm ● Connect

● Oral ● Non-verbal

Communicating ● Oral ● Written

NiE Activity Collaborating ● Listen ● Contribute respectfully

● Written ● Aural

Collaborating ● Listen

stressful

Peer pressure

● Contribute respectfully ● Compromise ● Attain goal nie editorial manager: SHARON OVINIS senior nie executive: ROWENA CHUA writer: MELALYN NG 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 Peer pressure

Activity Positive peer pressure Critical thinking ● Identify

● Organise

Creative thinking ● Imagine ● Brainstorm

3

In good company OFTEN times, when we hear the words “peer pressure”, we tend to think of the bad things that friends influence other pals to do, like playing truant, using impolite and vulgar language, being unkind to someone else, etc.

Do you think peer pressure can also be positive? Think of a time when you were in a dilemma and a friend gave you good advice. Get together in a group of four. Discuss some examples of positive peer pressure that you have experienced. What does positive peer pressure look like, sound like and feel like?

● Connect

Positive peer pressure

Communicating ● Oral

19 APRIL 2017

● Written

Looks like What are some positive scenarios you can see?

Sounds like What are some dialogues you can hear?

Feels like What kinds of emotions or feelings you will feel?

Example: A friend reminds you to study for your exams.

Example: I feel cared for by my friend.

1. __________________

Example: “Don’t forget to study for your English test.

Let me know if you need help.”

2. __________________

1. __________________

2. __________________

3. __________________

2. __________________

3.__________________

Collaborating ● Listen

● Contribute

respectfully

1.__________________

3. __________________

NiE Activity

Headline: ______________________________________________

Good advice!

Gist: This article is about ____________________________.

Good advice found in this article: 1. ____________________________________________ ____________________________________________ 2. ____________________________________________ ____________________________________________

Critical thinking

In your group, look through a copy of The Star. Hunt for three articles with pieces of good advice. Write them in the boxes provided. Remember to describe briefly what the articles are about. Star2 and StarMetro are good places to start!

● Identify

● Organise

Communicating ● Oral ● Written

Problem solving ● Question

● Non-verbal

Collaborating

● Research

● Listen

Headline: ______________________________________________

Headline: ______________________________________________

Gist: This article is about ____________________________.

Good advice found in this article:

Gist: This article is about ____________________________.

Good advice found in this article:

1. ____________________________________________

1. ____________________________________________

____________________________________________

____________________________________________

2. ____________________________________________

2. ____________________________________________

____________________________________________

____________________________________________

● Contribute

respectfully

4

-NiE ,

19 APRIL 2017

INTERMEDIATE Better safe than sorry

Keep out of harm’s way

Activity Criminal vocabulary Critical thinking ● Identify ● Organise

WE have often heard people say “Better safe than sorry” to mean that they can never be too careful or vigilant. You may have seen in the news or heard from people around you that there are many crimes taking place on a daily basis. If you have been a victim, you would understand how important it is to be alert to your surroundings and to take safety precautions.

There are various things criminals do that can cause harm to others. We use different words for these people who commit different crimes. With a partner, read the definition of each crime below and see if you can unscramble the criminal vocabulary.

Problem solving

This person takes items off shelves in a store

3.

This criminal breaks into homes, normally in the middle of the night, to take people’s precious belongings

RLBRGUA

4.

This person attacks his victims out on the streets by taking their things by force

GRUMGE

5.

This person kills another human being

6.

This person targets his victims on the streets and is very quick to nick their belongings from their pockets or handbags without them realising

7.

A person who brings in illegal and prohibited items into a country

RSGGLUEM

8.

Sometimes this person commits this act to demand a ransom

PINDKAREP

9.

Operating individually or in a group, this person is out to destroy public property

10.

A person who enters into a private property without permission

HSLFIOPRET

REDRUMER TEICCKKOPP

LDAVNA STARPRESSE 2. Shoplifter

3. Burglar

Recently, the heartbreaking news of eight teen cyclists killed in a crash in Johor Baru shook the nation.

Instead of debating who were at fault, we could discuss the best measures to keep cyclists safe.

2.

1. Thief

● Oral ● Aural

Definition A person who steals your personal belongings when you are not alert to your surroundings

9. Vandal

Communicating

Scrambled vocabulary FITHE

No 1.

7. Smuggler 8. Kidnapper

● Recreate

10. Trespasser 4. Mugger

5. Murderer

6. Pickpocket

ANSWERS:

Keeping children safe

Problem solving

Critical thinking

● Question ● Recreate ● Present

● Identify ● Reason

Creative thinking

Collaborating

● Brainstorm

(Sunday Star, Feb 26, 2017)

NiE Activity

Communicating ● Oral ● Aural

● Listen ● Compromise ● Contribute respectfully ● Attain goal

In this article written by Hariati Azizan, some experts suggested that imposing a curfew on children under 18 can keep them out of harm’s way, while others disagree. Here are a few snippets of the experts’ take on the matter. “(A curfew) can minimise the possibility of young people getting into trouble or dangerous situations.”

– Dr P. Sundramoorthy, Criminologist, Universiti Sains Malaysia “(The curfew is) a short-term idea and quick solution that we have already considered as ineffective decades ago.”

– James Nagayam, child rights activist

“(If children are given the freedom to roam), the cycle of physiological well-being and growth is disrupted; their ability to learn… is also negatively affected.”

– Dr Geshina Ayu Mat Saat, Criminologist, Universiti Sains Malaysia

In groups of four, discuss these experts’ opinions. Are you for or against implementing a curfew for children under 18?

Talk about the benefits and disadvantages of a curfew. Then, generate three reasons for your decision. Finally, present your argument to the class.

You may use the table below to help you organise your thoughts.

A curfew SHOULD be implemented because

A curfew SHOULD NOT be implemented because

1.

1.

2.

2.

3.

3.

-NiE ,

19 APRIL 2017

Get the

INTERMEDIATE Better safe than sorry

facts

JUST like the proverb “better safe than sorry”, “prevention is better than cure” also implies that it is within our power and ability to make changes for the better. This can be said about maintaining our individual health.

NiE Activity 1 Health is wealth Critical thinking ● Identify ● Reason ● Organise

When we have the best of health, we live our lives more fully, pursuing our goals and achieving our dreams. Go through The Star and identify articles related to health. Cut out two articles and use them to complete the boxes below.

Problem solving ● Question ● Recreate

Headline:

Headline:

_____________________________________________

_____________________________________________

Sickness/Disease:

Sickness/Disease:

_____________________________________________

_____________________________________________

People vulnerable to this sickness/disease:

People vulnerable to this sickness/disease:

_____________________________________________

_____________________________________________

Cause(s) of the sickness/disease:

Cause(s) of the sickness/disease:

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Prevention tips:

Prevention tips:

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

The cure:

The cure:

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Activity Public service announcement Creative thinking ● Imagine ● Brainstorm ● Connect ● Invent

Communicating ● Oral ● Aural ● Written

Collaborating ● Listen ● Contribute respectfully

Get together in a group of four. Go through the information that all of you have obtained from the earlier activity. Then, decide on a sickness or disease you want to focus on as a group. Next, create a public service announcement (PSA) script that will educate the general public about the sickness or disease. Normally, a PSA is heard over the radio or television. Use the questions on the right to help you write your script.

What is your ish with your PSA? pl m co ac to t an • What do you w aim?

A about?

• What is your PS dience?

• Who are your au to listen and pay encourage them or te iva ot m u • How can yo is announcement? attention to th ners’ attract your liste ge can you use to ua ng la of d kin t • Wha attention? interesting and and information s ct fa ur yo e ak • How do you m ation compelling? quire more inform your audience re ld ou sh , ce ur so it).

• Provide a or a website to vis (a number to call

When your group has completed the script, take turns to read aloud and present the PSA. Discuss how you can improve on the script and presentation.

Then, present it in class as a group.

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10

-NiE ,

19 APRIL 2017

ADVANCED

Dealing with bullies Activity Chain reaction Critical thinking ● Identify ● Reason

● Organise

Creative thinking ● Brainstorm ● Imagine

● Connect

BULLYING is an ugly behaviour that takes place in many forms. Unfortunately, this happens regularly in a school environment. With the increase of online connectivity, bullies are attacking their victims using a different platform.

The Malaysian authorities are not taking this issue lightly at all. On Feb 7, 2017, it was reported that Deputy Education Minister Datuk Chong Sin Woon announced to the public that laws on cyber bullying are being drafted.

With an anti-bullying programme in place, the police will join forces with schools to curb the problem. Chong proposed the following to be implemented under the programme: • Police officers to give a talk to school students at least once a month on why they should stay away from crime.

• Schools and police officers to check on students’ disciplinary problems.

What are your opinions on these plans? Will they work? Discuss in class.

Problem solving ● Question ● Recreate

Laws to rein them in

● Present

Collaborating ● Listen ● Attain goal ● Contribute respectfully

You have heard people say that “every cause has an effect” and “every action has a reaction”.

Following the two propositions raised by our Deputy Education Minister, create a five-step chain reaction that may result from them.

Police give a talk to students during the assembly once a month.

The school and police check on students’ disciplinary problems.

EXAMPLE

1.

Students report bullying cases to the discipline teacher.

2.

The discipline teacher brings it up to the school principal.

3.

The principal investigates the case with the discipline teacher.

4.

The bully and victims are called to resolve the matter.

5.

The bully is given a warning letter with the possibility of suspension if his negative behaviour persists.

Here’s an article published on Feb 26, 2017, highlighting one of the main punishments that will be imposed on a school gang leader if found guilty of bullying.

While suspending students from school for six months acts as a disciplinary measure, do you think that this method is sufficient to curb the bullying problem?

In a group of four, discuss the implications of suspending a school gang leader for six months.

Brainstorm and come up with at least three reasons each as to why it will or will not work.

NiE Activity Evaluating options Critical thinking ● Identify ● Reason

● Organise

Creative thinking ● Brainstorm ● Imagine

Suspend a bully from attending school for six months

Problem solving ● Question ● Recreate

It WILL work because

● Connect

● Present

It WON’T work because Collaborating ● Listen ● Attain goal ● Contribute respectfully

Communicating ● Oral ● Aural ● Written

-NiE ,

ADVANCED

Speaking up for yourself

Dealing with bullies

Chain reaction

Verbal Name-calling, ongoing teasing, sarcasm, spreading malicious lies and rumours

Critical thinking ● Reason

AT some point in our lives, we may have been bullied or know someone who has. While there are various methods of dealing with bullies, it is important to understand why some people demonstrate behaviours and tendencies to hurt others. Of course, no two bullies are the same and they all do it for different reasons.

Social Excluding, humiliating, using graffiti aimed at others

Physical Hitting, spitting, tripping, shoving, pushing, being aggressive, engaging in gang fights

● Present

Paste article here

Communicating ● Oral ● Aural

● Written

Activity Being an interviewer

Cyber Similar to verbal bullying but is done online through texting and social media

Jot down your points here.

Problem solving ● Question

11

In general, there are four types of bullying: verbal, social, physical and cyber. Look in The Star for an article featuring one of these types of bullying. Cut it out and paste it on a sheet of A4 paper. Read the article, making sure you jot down at least five points that stand out for you. Then, share your findings, as well as your opinions on the issue, in class.

NiE Activity

● Identify

19 APRIL 2017

Critical thinking

Creative thinking

Problem solving

● Identify ● Reason ● Organise

● Imagine ● Brainstorm

● Question ● Recreate ● Present

Communicating ● Oral ● Aural ● Written

1.

_____________________________________

2.

_____________________________________

3.

_____________________________________

4.

_____________________________________

5.

_____________________________________

Collaborating ● Listen ● Contribute respectfully

A. Designing interview questions

Tip:

Imagine you are part of an anti-bullying campaign in school. You have been asked to conduct an interview with a teacher or student of your choice, on ways to deal with bullying in school. The aim of this interview is to find out strategies and ways to stop bullying, and to ensure that the school is a safe environment for all. Based on the four types of bullying given in the activity above, work with a group and create at least five interview questions.

Your questions must not be repetitive, and must be arranged in a logical sequence and effective in getting your interviewees to share their opinions.

Vary the way you begin your questions by using different Wh-question words (such as Who, What, Where, When, Why, Which, How).

● Attain goal

How to deal with bullying in school

Aim: To find out strategies and ways to stop the act of bullying and to ensure that the school is a safe environment for all.

Interview questions:

B. Conducting an interview

Example: Have you been bullied in school or know someone who has?

Now that you have constructed your interview questions, test them out on a teacher or classmate.

Ask him the questions you have written earlier, then listen carefully and write down his responses.

Look at the answers given and evaluate the clarity and effectiveness of your questions. Always bear in mind the aim of your interview because this will help you stay on task. Take this time to improve, rewrite and edit the questions. Ask yourself, “Is there another way I can ask this question?”

Can you share briefly what happened?

1. _______________________________________________ _______________________________________________ 2. _______________________________________________ _______________________________________________ 3. _______________________________________________ _______________________________________________ 4. _______________________________________________ _______________________________________________ 5. _______________________________________________ _______________________________________________

Revised interview questions: 1. ________________________________________________________________ 2. ________________________________________________________________ 3. ________________________________________________________________ 4. ________________________________________________________________ 5. ________________________________________________________________ If time permits, use this revised set of questions to interview a different person.

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Star-NiE

WEDNESDAY 19 APRIL 2017