NiE Eng 2017 (Vol 469)

Vol 469

WEDNESDAY 14 JUNE 2017

Elementary Be a super saver Intermediate Just a click away BRATs Movies and entertainment

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

Unleash your potential >10 Supported by the Ministry of Education

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-NiE ,

14 JUNE 2017

Elementary

Money matters

Buying habits

Note to the teacher

HOW important is money to you? Are you a spender or a saver? Have you saved up to buy something you really wanted or have you given money away? How did that make you feel?

century 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 new 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.

You may not be old enough to work and earn money, but it’s never too early to understand the value and develop a good sense of money. Let’s start with some of our buying habits.

Activity Critical thinking ● Identify

No

● Reason

Communicating ● Oral

● Aural

Collaborating ● Listen

● Contribute respectfully

Item

Fill in the blank with…

1

Something you bought today

2

Something you would buy if you had RM1,000,000

3

Something you really want to buy

4

Something you bought that was a waste of money

5

Something you bought that made you very happy

NiE Activity 1

In groups of three, play a guessing game. Read out one of the items on your list, and your friends will try to guess the matching description. Do not show them your answers from the table above.

Exampl e Critical thinking ● Identify ● Reason ● Measure

Critical thinking ● Identify

● Reason

● Brainstorm ● Connect

Communicating ● Written

● Oral

“Daddy, I want…”

“Mummy, I need…”

Have you said something like that in the past week? What did you ask for? Was it a need or a want? ● “Needs” are the things that we rely on to live. (For example, a bed, shampoo) ● “Wants” are not essential to our life, health or hygiene; they are just things we would like to have. (For example, a doughnut, a Batman tumbler) In groups of four, look in The Star for pictures showing what a 12-year-old child needs and wants. Cut them out and paste them in the correct columns below. Note: Some needs are not bought with money (like fresh air).

We need… (It’s really important!)

● Organise

Creative thinking

We want… (It’ll be nice to have)

Creative thinking ● Imagine ● Brainstorm

Money doesn’t grow on trees. One way to remember the value of money is to work hard for it!

Some children are given a fixed allowance, while

● Connect ● Invent

Only 11 and already in business Child actress proves age is no barrier with launch of hijab brand PETALING JAYA: At 11, child actress-turned-entrepreneur Mia Sara is already the proud owner of hijab brand MS Couture.

She is the only child entrepreneur at the four-day Karnival Mai Dagang organised by international e-commerce and halal trading company Dagang Halal.

“My hijab brand is for both children and adults, but our focus is on children,” said the articulate lass.

Mia’s brand of colourful hijabs fills the void for Muslims who choose to cover up at a young age.

– The Star, Dec 9, 2016

Problem solving ● Question ● Research ● Recreate ● Present

Communicating ● Oral

NiE Activity 2

While we may not start our own businesses at the age of 11, are there things that we can do around the house to “earn” our money?

● Non-verbal ● Written ● Aural

Collaborating ● Listen

Creative thinking ● Imagine

● Brainstorm

● Connect

Communicating ● Written

● Contribute respectfully ● Compromise

some earn it by doing house chores, helping their parents with their businesses, or starting their own businesses!

● Oral

Collaborating ● Listen

● Contribute respectfully

In pairs, look in The Star for words, pictures and stories that show the jobs a child or teenager can do around the house or community.

Cut them out and paste them in the table.

Children (7-12 years old)

Teenagers (13-19 years old)

Discuss your answers: 1.

2.

Which is the easiest?

Which is the most interesting?

3.

4.

Which would you love to do?

Which would you hate to do?

● Attain goal nie editorial manager: SHARON OVINIS senior nie executive: ROWENA CHUA writer: PRISCILLA LIM 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 ,

Money matters

LITTLE Sally isn’t very good at saving. She spends all her money on snacks and fizzy drinks even though her mother packs sandwiches for her during recess. She also loves buying stationery such as erasers, rulers and stickers in school.

Sometimes, she throws a few spare coins into her coin box. When she feels poor, she breaks it to see how much she has inside. The poor coin box is always quite empty.

Are you like Sally? Do you have a coin box to save your money in? How often do you put money in there? Are you saving to buy a certain toy or a present for someone?

Activity Critical thinking ● Organise

One little, two little, three little jars…

It is a good idea to have three jars: one for saving, one for spending and one for giving.

SAVE: I’m saving to buy something that I really want.

SPEND: I need to buy this now. It’s important.

GIVE: I want to give this money to someone who needs it.

Problem solving ● Question

Communicating ● Oral

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Be a super saver

Elementary

● Identify ● Reason

14 JUNE 2017

If you are given RM10, how much will you put in each of the containers? Why?

● Written

An expert recommends that you save RM4, spend RM4 and give RM2. Do you think it’s a good idea? Why or why not? Discuss in class.

Source: Greg Karp, The 1-2-3 Money Plan: The Three Most Important Steps to Saving and Spending Smart

Answer:

NiE Activity Creative thinking

Critical thinking ● Identify ● Reason

● Organise

● Imagine

● Brainstorm

Problem solving ● Research ● Present ● Recreate

Communicating ● Oral ● Written

● Aural

Collaborating ● Listen

● Contribute respectfully

Let’s help Sally use her money more responsibly. Work in groups of three. Imagine you were Sally and you were given RM5 a day. Decide how much you would put in each jar.

Look in The Star for pictures, words and stories to describe what you would use the money for. Cut them out. Each person is in charge of ONE jar – SAVE, SPEND or GIVE. Then, using the cut-outs, make a poster on a sheet of A4 paper about the jar you are handling. Fill in the blanks in each jar.

Insert picture/word/story Insert picture/word/story Insert picture/word/story

I really want ___________ and I will save up for it.

It costs RM ___.

I will put in RM___ every day.

I will need to save for __ days.

I will spend RM ___ on _________ every day.

This is important because ___________.

Some days, I might buy _____ instead.

I want to give the money in this jar to _______________ because _______________.

My goal is to give RM ___.

I will put in RM___ every day.

I will need to save for __ days.

Finally, put up all three of your posters on the classroom notice board and do a gallery walk. Vote for the best financial plan.

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-NiE ,

14 JUNE 2017

INTERMEDIATE The savvy consumer

Take control of your spending

A SAVVY consumer is well-informed about the products and services he buys, and the person(s) he is buying them from. He makes good choices about what he is buying. Being financially savvy is much more than simply finding the best discounts. Here are a few tips.

are often tempted to stretch our budget when we see good deals or “cooler” alternatives.

First off, savvy consumers never buy things impulsively. Yes, an item may scream “Best Buy” and “for a limited time only”, but is it something that you really need? Maybe you already have the same item at home but it’s broken. Can you repair and reuse it, or borrow it from someone else and even do without it? If it is something you need, then consider the points below.

● Best deal: A battle between price and

● Breathe… is it a need?

● Budget

Have a clear budget in mind before you go shopping. This should be a no-brainer, yet we

● Brand

Are you buying a particular brand because everyone else has it, or because it is of good quality and is something you can use for a long time?

quality

This is a tricky one. We don’t want to spend too much, yet we don’t want to buy something of poor quality. Do some research: read reviews, check out different shops and look out for discounts. Find the best value and quality for the budget you have set for yourself. ● Final check

Check that the item is in good condition. Ask about warranty and return policies, and keep the receipt.

As rational as we try to be, we can be heavily influenced by the advertisements we see. If you live in the city or watch a lot of TV, you may be exposed to advertisements more than you realise. Their slogans and jingles can get stuck in our heads from time to time.

NiE Activity 2 Advertisements aren’t evil. They are simply promoting a product or a service. Still, as savvy consumers, we want to make sure that our buying decisions are made by our rational minds, not on impulsive emotions.

Some advertisements are informers, giving you factual information about the products. Other advertisements are persuaders, making you feel a certain way – cool, glamorous, scared, etc.

Critical thinking ● Measure

● Organise

Problem solving ● Recreate

● Present

NiE Activity 1 Critical thinking ● Identify ● Reason

Communicating

● Measure ● Organise

● Oral

● Written

Collaborating ● Listen

● Contribute respectfully

Look in The Star for advertisements. In pairs, create a poster on a sheet of A3 paper by dividing the advertisements into two categories: informers and persuaders. For the persuaders, label each advertisement with the type of emotion it aims to create in its viewers. Compare your poster with another pair.

Discuss:

1

2

Creative thinking ● Imagine ● Brainstorm

Collaborating

● Connect

● Oral ● Non-verbal

● Written ● Aural

Imagine that you are working in an advertising company, and your client is not happy with an advertisement. For example, one of the “informer” advertisements didn’t stir up any emotions. Can you make it more effective by including a persuasive element? It could be a slogan, question, picture or speech bubble.

In pairs, redesign an advertisement from The Star so that it has a good balance of being an informer and a persuader.

Draft your poster on a blank sheet of A4 paper. Put it beside the original advertisement and be ready to present it to another pair. Each pair will take turns to role-play the lead designer and the client.

le Examp

Thank you for your feedback, Sir. We’ve made some revisions.

Here, I’ll show you…

I’m not happy with this ad. It doesn’t have…

5

● Contribute respectfully

Communicating

3 4

● Listen

-NiE ,

14 JUNE 2017

Just a click away

INTERMEDIATE The savvy consumer

AS technology advances, it changes the way we communicate, learn and shop! In recent years, we see more and more people buying clothes, groceries and toys online. While some think this is a good idea, others think it’s dangerous, and takes the fun out of shopping. For now, only a small percentage of people shop online, and shopping malls are still booming. As online shopping becomes more popular, could shopping malls go “extinct” one day?

11street predicts that existing online shoppers will continue to buy more frequently while current non-online shoppers may start to explore e-commerce in the next 12 months.

Based on the results of the survey, 17% of the respondents said they had not shopped online before and 85% expressed interest in seeking out e-commerce services.

– StarMetro, Feb 16, 2017

Activity

Think-pair-share

Critical thinking ● Identify

Problem solving

● Reason

● Oral

● Question

Discuss with your partner: 1. Do you think online shopping is a good idea?

2. Have you ever bought something online?

3. Do your parents shop online? What do they usually buy?

4. Can you name an online site where you can buy the following items?

Communicating

Collaborating

● Written

● Contribute respectfully

Food Clothes Electronic items Toys Tickets (movies, theme parks, etc)

NiE Activity 1

NiE Activity 2

Critical thinking ● Identify ● Reason

● Measure ● Organise

Communicating ● Oral

● Written

● Listen

Example

Communicating

● Imagine

● Connect ● Brainstorm ● Invent

● Contribute respectfully

In pairs, look in The Star for at least six products that you would buy. These could be in the form of pictures, advertisements, or text.

Think about which of these items you would buy online and which of these you would rather buy from a physical store. Cut them out and paste them on a sheet of A3 paper. Give reasons for your choice.

Online shopping

Creative thinking

Collaborating

● Oral

● Written

Collaborating ● Listen

● Contribute respectfully

When was the last time you did some spring cleaning at home? Do you have some old toys or clothes that you don’t need anymore, but are still in good condition? It hurts the environment when we just throw things away.

What about selling them online? There are a few websites and applications that allow you to sell things online such as Carousell, Mudah.my and Lelong.my.

Imagine that you’re going to sell your unwanted items on one of these websites. In groups of four, set up your own online store and create at least four postings – one for each item. Describe it in as much detail as possible. Do this activity on a sheet of A3 paper.

Offline shopping

Name of online store:

Paste your picture here

Paste your picture here

Item: Price: RM

Item: Price: RM

Condition: Brand new / used Description: Size: Any defects?

Condition: Brand new / used Description: Size: Any defects?

Seller:

Seller:

Display your postings around your classroom and go “shopping”! Draw a heart on three things you would buy.

The store with the most hearts is the winner!

Note: Please get your parents’ permission before trying to sell anything online, and don’t sell your family members’ things without their consent!

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-NiE ,

14 JUNE 2017

ADVANCED Your career path

NiE Activity 1 First impressions Critical thinking ● Identify ● Reason

The future me WHAT do you want to be when you grow up? For some of us, it comes easily while for others, it may require a lot of thinking, self-discovery, research and planning. We may choose a job based on the opinions of others (parents, teachers, friends, etc.), our likes and dislikes, and our skills and interests, or even follow our noses to where the money is!

Look at the classifieds section of The Star and read some of the job advertisements.

Choose between three and five jobs and put them on the scale below.

● Measure ● Organise

Communicating ● Oral

Never!

Collaborating

● Listen

Don’t like it

Don’t know

Like it

Love it

In groups of four, share your answers and give reasons for your choices.

● Contribute respectfully

NiE Activity 2

Using words, pictures and phrases from The Star, fill in the blanks below to describe the ideal job for you. It doesn’t need to be a specific job. The sentence stems are given as a guide.

My ideal job

The core

Creative thinking ● Imagine ● Brainstorm

● Connect

Communicating ● Written

The frills

What the job involves… (Knowledge, skill…)

Job perks and office space

I will work with _____________________ I will know and learn a lot about __________ I will be really good at _________________ Every day, I will _____________________ I will never need to ___________________ I will earn _________________________ I will help _________________________ I will solve ________________________

My working space will be ________ I will have a _________ and a _________.

I will get free ___________________

Your idea of an ideal job would reveal something about who you are and what you value. Let’s dig a little deeper so that you understand yourself better, and make better decisions about your career path.

NiE Activity 3 Who am I? Critical thinking ● Identify

● Organise

Creative thinking ● Brainstorm

● Connect

Look in The Star for words and phrases that describe your passions, values, traits, strengths and skills. Cut them out and paste them onto the target chart on the right.

Use the descriptions and examples below as a guide.

Communicating ● Written

What are your…

Passions?

This means something you feel strongly about or have enthusiasm for.

Values?

This means the qualities or things that are most important in your life.

Traits and strengths?

What are you like as a person? How would friends and family describe you?

Skills?

What are you good at and what comes easily for you?

Example Children, music, history and culture Honesty, family, peace Cheerful, creative, caring Public speaking, design

Source: https://www.teachfirst.org.uk/, Futures Mentor Handbook

Look at your friends’ charts.

Can you suggest two possible jobs for them?

-NiE ,

ADVANCED

What’s next?

Your career path

Activity

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THINKING about life after the SPM may seem like a daunting task.

You may be overwhelmed by the amount of choices available, unsure of the best career path for yourself, or burdened by the price tag that comes with a quality tertiary education. Whether you are in Form Four or Five, it’s a good idea to start thinking about where to go for your tertiary education.

What criteria do you find most important in a college or university?

Rank them in order of importance

First things first

1 – Most important; 10 – Least important).

(

Critical thinking ● Identify ● Reason

● Organise

Communicating

Affordable price

Quality of lecturers

Central location/near home

Wide range of clubs and societies

Facilities

Well-connected with reputable companies across different industries

Having friends in the same college/university

● Oral

Local/foreign

● Contribute respectfully

In groups of four, discuss your top two and bottom two rankings, explaining the reasons for your choice. Work together to come up with a revised group ranking of the top two and bottom two criteria.

Well-known for the course of my choice

Public/private

Collaborating ● Listen

14 JUNE 2017

Was “Public/Private” one of your key considerations in choosing a university? For many, it appears to be a big factor. These are some comments from two articles that appeared in The Star.

Angie Lee, 38, can afford to do her PhD in any private institution but she insisted on having it done in Universiti Malaya because of its prestige.

A good education, she feels, is so much more than just fancy auditoriums or Olympicsized pools.

“Lecturers in public varsities are there because they’re passionate. They aren’t there because of big, fat pay cheques. In private institutions, money talks. It’s different with public universities – you either make the cut or you don’t.”

Education has changed. In the past, parents and their children felt that the only way to get a good education was via public varsities; today, they see private institutions as the only path to a bright future.

Cheaper fees is why Farah Anisa Mohd Ghazali chose to study at Universiti Teknologi Malaysia.

“Private institutions are so expensive. But when I speak to my private uni friends, it seems like their lecturers are more concerned about them and their studies. The lecturers talk and explain things to them and counsel them about their work,” she laments.

“Many feel like the only way to get a good education is to go to a private institution because they’ll only invest in the best facilities, equipment and talents. Hiring in private varsities is based on merit so parents know that they’re paying for the best educators to teach their children,” says former secretary-general of the National Union of the Teaching Profession Datuk N. Siva Subramaniam.

NiE Activity 1 Critical thinking ● Identify ● Reason

● Measure ● Organise

Problem solving ● Question

● Research

Communicating ● Oral ● Written ● Non-verbal ● Aural

Collaborating

Navinjeet Kaur, 18, says public varsities are as good as the private ones, but students in the latter have more exposure to what’s out there.

Looking to do a degree in software engineering, she thinks private varsities are more widely recognised if you want to study or work overseas in the future.

(The private-public dilemma, Sunday Star, Jan 15, 2017)

Based on the above comments, do the following:

“Parents looking to send their children for tertiary education only have two questions: Will my children be employable? Will a degree from this university open doors?”

NiE Activity 2

● Identify

3. SUMMARISE Write a summary statement from one of the comments. For example: Private institutions are the only path to a bright future.

Problem solving

Critical thinking

Which opinion do you agree with? Why?

From the comments, identify the problems of tertiary education in Malaysia.

● Reason

● Question

● Research

Communicating ● Written

The Star Education Fair was held on June 10 and 11, 2017 (Sat and Sun). Look in The Star for an article about the education fair or an advertisement on college and university courses.

Highlight three types of courses that you think might be suitable for you.

What are the possible jobs upon graduation?

1.

4. DEBATE Form groups of four and draw lots – one pair will agree with the statement, while another pair will disagree with it.

Take some time to write down your points, backed up by evidence – you could look for articles in The Star to get some ideas. Take turns to debate your points.

● Contribute respectfully

(Paying more to learn, Sunday Star, Jan 15, 2017)

1. DISCUSS

2. ANALYSE

● Listen

2.

3.

Refer to your completed target chart on the previous page. Based on the information you have gathered about the three courses, consider how they match your passions, values, strengths and skills. For homework, look at scholarship options from colleges and universities.

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Star-NiE

WEDNESDAY 14 JUNE 2017