UNIT 2

PANDEMIC DISEASES

Have you
WhatDo you
are
ever
know heard
Whathow
these
What is
of these
Malaria,
caused this
pictures
happening?
HIV, SARS,
diseases
situation?
about?
EBOLA
spread?and
ZIKA?
 UNIT 2
AN OUTBREAK OF PANDEMIC DISEASES

TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL

ELLs at all levels of English proficiency, and literacy, will benefit from explicit instruction of
comprehension skills along with other skills. Examples of comprehension skills that can be
taught and applied to all reading situations include comprehension skills such as
distinguishing between facts and opinion, comparing and contrasting and self-questioning
which are important for comprehending expository reading.

Activity 1

i. Answer the questions based on the graphic text given

BY THE END OF
LESSON,
ii. List preventive steps to prevent the spread of Zika Virus
STUDENTS
CAN:
iii. Create a flyer

Skim & Scan

5W and 1H
LOTS - Remembering
STRATEGIES/
HOTS - Applying
APPROACHES
- Creating
21st Century Learning
i-Think

Values Awareness, Caring towards others

LEARNING/ - Infographic
TEACHING AIDS - Poster
SITUATION Public
TEXT FORMAT Single
TEXT TYPE Description
COGNITIVE Represent literal and gist meaning
PROCESS
 STRATEGIES/
ACTIVITIES
APPROACHES

STEP 1

a. Students are shown an image of a mosquito. (Picture 1)

LOTS:
Understanding
b. Students list mosquito-borne diseases they are
familiar with and present it using a Bubble Map**.
i-Think:
(Worksheet 1)
Bubble Map

STEP 2
LOTS:
a. Students read Text 1 and answer 5W 1H* questions in Understanding
Worksheet 2.

b. In groups, students discuss answers for Worksheet 2.

STEP 3

a. Students study the diagram given and discuss the HOTS:

main ideas. (Diagram 2) Analysing

b. In pairs, students list preventive measures taken to

avoid being affected by Zika virus.
(Worksheet 3 - Task 1)
HOTS:
c. Students create a simple flyer from the list prepared. Creating
( Worksheet 3 - Task 2)
PICTURE 1
 WORKSHEET 1

Complete the Bubble Map below.

Mosquito
borne
diseases
TEXT 1
(Taken from: http://i.cfr.org)
 WORKSHEET 2

Questions Answers

1. Who were the scientists who first identified

Zika Virus?

2. Where was the Zika virus cases observed

between 1977 to 1978?

3. What are the main causes for the spread of

Zika virus in the Americas between 2015 and
2016?

4. When was Zika Virus confirmed to be the

cause of a dengue-like disease?

5. In 1978, why do you think the country did not

do any health interventions on this disease?

6. How did the Zika virus reach Brazil in 2014?

7. In your own words, state one of the ways to

prevent the spread of Zika virus.

TEXT 2
Study the diagram below carefully.

WORKSHEET 3
TASK 1
Find the 10 words taken from Text 2.

ZIKA VIRUS
C B A Q Q P Q G S Y G D M W Q
A H G E O R N L P Y G R O L E
D K W Z M I Y R G J C C S X A
G E F T D O E T J I O R Q Y O
S W T E K V C S I C V B U S Y
P Q E C E T F Y N S E W I G T
W R T N E L L E P E R N T N T
B F T J M T S Z L E W L O I J
Q E Z E N P O C B C M Q E H S
D G Y V M T Y R R N A T S T O
S Y M P T O M S P E G Q N O D
C T D J E H Q C D T E R O L J
D F D I L V O E F O J N O C Q
G U G B R W S G O B G V X R I
U V D V Y J P L N W R N G W K
TASK 2
Using the information in the info graphic, list the preventive measures.

Preventive measures
1
2
3
4
5
6
7
TASK 3
Based on the measures that you have listed, create a simple flyer on the preventive
measures of Zika Virus.

Cover page Preventive Measures Acknowledgement

(Title) 1. Images
 - Name of disease
- Image of disease 2.
- Simple description 3. Hopes/ tips/ advice
of disease

* This is a sample of a flyer layout to guide the students.

UNIT 2
AN OUTBREAK OF PANDEMIC DISEASES

TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL

ELLs at all levels of English proficiency, and literacy, will benefit from explicit instruction of
comprehension skills along with other skills. Examples of comprehension skills that can be
taught and applied to all reading situations include comprehension skills such as
distinguishing between facts and opinion, comparing and contrasting and self-questioning
which are important for comprehending expository reading.

Activity 1

i. Skim and scan for relevant information

BY THE END
ii. Identify main ideas
OF LESSON,
STUDENTS
ii. Write an email
CAN:
** Set specific objectives according to classroom
requirements.

Skimming and scanning

STRATEGIES/
HOTS - Understanding & applying
APPROACHES
21st Century Learning

VALUES Awareness, Caring towards others

LEARNING/ - Word Cloud

TEACHING - Brochure
AIDS - Graphic Organizer
SITUATION Public
TEXT FORMAT Single
TEXT TYPE Description
COGNITIVE Represent literal and gist meaning
PROCESS

SKILLS/
ACTIVITIES
APPROACHES

STEP 1
LOTS
a. Students view Diagram A and look at various words Remembering
relating to Zika Virus disease.
21st Century Learning
 b. Students write down the words they can remember Kim’s Game
within 3 minutes.

c. Students view Diagram A again to check the number

of correct answers.

STEP 2
LOTS:
a. In groups, students are given a strip of a brochure Understanding
each.(Text 1)
Reading strategy:
b. In groups, students discuss and identify the main Skimming & Scanning
ideas from the strip given. (Text 1) 21st Century Learning
Carousel Feedback
c. Read out the main ideas while others give
feedbacks.

d. Students jot down the main ideas from other groups

and complete the graphic organizer. (Worksheet 1)

STEP 3
HOTS:
a. Using the information in Worksheet 1, students Applying
compose an email to a friend providing information
on Zika virus. (Worksheet 2)
DIAGRAM 1
 TEXT 1
Note: Teachers are required to cut the brochure into 4 strips before distributing to the groups.
 WORKSHEET 1
Using the information gathered on Zika virus, complete the following graphic organizer.

Symptoms:
a) ___________________
b) ___________________
c) ___________________
d) ___________________
e) ___________________
Prevention using the 4Ds:
f) ____________________
r) ___________________
s) ___________________
t) ___________________

u) ___________________

Treatment for symptoms:

g) _____________________________
h) _____________________________
i) ______________________________
ZIKA VIRUS j) ______________________________

Tools used in IMM program:

l) _________________________
m) ________________________
n) ________________________
o) ________________________
p) ________________________ Preventive measure to be taken by
q) ________________________ victims:
k) ____________________
g) ____________________
 WORKSHEET 2

1. Imagine that your friend’s area is affected by Zika virus.

2. Send an email to him/her to provide information about the symptoms and precautions
to be taken.
 UNIT 2
AN OUTBREAK OF PANDEMIC DISEASES

TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL

- ELLs at all levels of English proficiency, and literacy, will benefit from explicit instruction of
comprehension skills along with other skills. Examples of comprehension skills that can be
taught and applied to all reading situations include comprehension skills such as
distinguishing between facts and opinion, comparing and contrasting and self-questioning
which are important for comprehending expository reading.

Activity 1

BY THE END i. Make judgements on the types of information being read and justify
OF LESSON, their responses.
STUDENTS
CAN: ii. Debate on the motion.

ACID
STRATEGIES/ LOTS - Understanding
APPROACHES HOTS - Analysing & Evaluating
21st Century Learning

VALUES Awareness and caring towards others

LEARNING/ - Blog articles
TEACHING
- ACID Worksheets
AIDS
SITUATION Public
TEXT FORMAT Multiple
TEXT TYPE Expository
COGNITIVE Integrate and generate inferences
PROCESS

ACTIVITIES STRATEGIES/
 APPROACHES

STEP 1
LOTS:
a. Write on a whiteboard : Understanding
“There are those who say: ‘The First World War was
chemical; the Second World War was nuclear; and
that the Third World War – God forbid – will be 21st Century
biological.” Learning:
Round Table
b. Students talk about the quote.

STEP 2 HOTS:
Analysing & Evaluating
a. Students read Text 1 and Text 2. Reading strategy :
ACID
b. Indicate their opinions by marking specific
statements using the ACID table in Worksheet 1 and 21st Century
2. Learning:
Think-pair-share
c. In groups, students share their opinions about the
statements in Text 1 and Text 2.

STEP 3
HOTS:
a. Students participate in a “Mini Parliment” activity on Analysing & Evaluating
the motion given in Task 2. 21st Century
Learning:
Presentation

TEXT 1
A Virus That Sure Sounds Like It Causes The Zombie
Apocalypse Is Spreading Across The Americas
BY DAVID COVUCCI 01.25.16
Friends, meet the Zika virus. Health officials
haven’t explicitly stated that it will cause people
infected with it to rise from their graves and hunt
down the living, spreading death and bringing
about a global catastrophe, but that said, it kinda
sounds like it will, per Rueters.

The mosquito-borne Zika virus, which has been

linked to brain damage in thousands of babies in
Brazil, is likely to spread to all countries in the Americas except for Canada and
Chile, the World Health Organization said on Monday.
Brazil’s Health Ministry said in November that Zika was linked to a fetal deformation
known as microcephaly, in which infants are born with smaller-than-usual brains.

Now, I’m not calling these babies zombie babies, because that would be insensitive,
but … I’m just saying. They could be zombie babies. Zombie babies that are going to
span the globe pretty soon. Because the Zika virus is already tearing across the
planet.

The clinical symptoms of Zika are usually mild and often similar to dengue, a fever
which is transmitted by the same Aedes aegypti mosquito, leading to fears that Zika
will spread into all parts of the world where dengue is commonplace.
Zika’s rapid spread, to 21 countries and territories in the Americas since May 2015,
is due to the prevalence of Aedes aegypti and a lack of immunity among the
population, the WHO said in a statement.

“We’ve got nothing to stop its spread.”

“We’ve got no drugs and we’ve got no vaccines. It’s a case of deja vu because that’s
exactly what we were saying with Ebola,” said Trudie Lang, a professor of global
health at the University of Oxford. “It’s really important to develop a vaccine as
quickly as possible.”

Ahhh. A deja vu of Ebola. That’s exactly what we all want to hear. That said, it’s not
that much of a concern to Bros, but it can be devastating to pregnant women.
From The BBC:

But the biggest concern is the potential impact on babies developing in the womb.
There have been around 3,500 reported cases of microcephaly – babies born with
tiny brains – in Brazil alone since October. Colombia, Ecuador, El Salvador and
Jamaica last week recommended women delay pregnancies until more was known
about the virus. Again, I don’t wanna say it’s because officials are afraid of zombie
babies. Taken from: http://brobible.com/life/article/zika-virus-zombie-apocalypse-maayybe/
TEXT 2
 By Jonathan Hepburn
Updated 25 Jan 2016, 1:23pm

Zombies show how unprepared we are

for a serious pandemic
Although these studies appear frivolous, they have a serious message.
In a post on her science blog Aetiology, Dr Smith explained that she had frequently used the
attention paid to zombies to talk about infectious diseases with children and other audiences.

Although no one really expects a zombie outbreak, Dr Smith wrote, we have recently seen new
diseases including MERS, Zika virus, Chikungunya, Hendra, Nipah and pandemic influenza as
well as H5N1 and SARS.

“It's way more fun for the average person to shoot the shit about zombies than
to have a more serious discussion.”
Dr Tara Smith

The Ebola virus is still present in Guinea and Liberia more than a year after the first outbreak,
and the World Health Organisation has admitted failings in how it handled the crisis.

"And we are still unprepared for them when they become explosive, as Ebola did in 2014," Dr
Smith said.

The slow response to Ebola cost lives, "and that's for a virus that is not particularly easy to
transmit, as it's only spread late in the illness via direct contact with infected bodily fluids," she
added.

Dr Smith invites readers to imagine a zombie virus that is much more easily spread, "slowly
incubating in infected individuals as they move all over the globe. Definitely unprepared."

"Furthermore, even with our handful of cases in the US, we saw that the hype and
misinformation about Ebola was out of control," she said.

She said that using zombies gives researchers, public health officials, policy makers and
members of the public the ability to discuss the same serious issues the world would face in
any serious epidemic: coordination, funding, communication, training, and access to treatment
or prevention.

In her study, Dr Smith notes that zombie outbreaks are expensive and difficult to control, with
quarantine often failing or inadequate, which has parallels in real-life outbreaks and the legal
and ethical quandaries that arise.

"In short, it's way more fun for the average person to shoot the shit about zombies than to have
a more serious discussion about influenza, or Ebola, or whatever the infectious disease du jour
may be," she said. WORKSHEET 1
Topics: infectious-diseases-other, offbeat, united-states
First posted 16 Dec 2015, 10:39pm

Task 1
Taken from: http://www.abc.net.au/news
Transfer the statements you have identified in Text 1 into the following table and give
reasons for your opinions.

ACID Statements Reasons

Agree

Confusing

Interesting

Disagree
 WORKSHEET 2
Transfer the statements you have identified in Text 2 into the following table and give
reasons for your opinions.

ACID Statements Reasons

Agree

Confusing

Interesting

Disagree
 TASK 2
In this activity, turn your class into a MINI PARLIAMENT. Divide your students into
three groups. Each group is given a scenario/situation related to the text that they
have read. They need to come up with their plans to cope with the issues given.

“THE MINI PARLIAMENT”

SITUATION 1
Suddenly a pandemic outbreak happens in your country. Your
scientists identified the Virus as EBOLA. A small village with a
population of 300 people were infected and have the potential to
spread the deadly virus to the whole nation. 121 villagers are
already dead. As the Prime Minister what would be your actions ?

SITUATION 2
A survey was done in your country and it is revealed that
60% of your population are ignorant about the threats of a
pandemic. As the Prime Minister what would be your
actions

SITUATION 3
A neighbouring country is in trouble. The whole island is
being infected with SARS. Thousands of people have died.
Millions more trying to flee the country. The President of
that country is begging you to help and open your borders
to his citizens. As the Prime Minister what would be your
actions.
ASSESSMENT /PROJECT

A pandemic is a global disease outbreak which causes a lot of casualties among the people
in the world. Due to this, we as the public should take this matter seriously. Hence, it is vital
for us to create awareness among the public of this pandemic disease.

STRATEGIES/
ACTIVITIES
APPROACHES

STEP 1

a. Students do research on other pandemic

diseases.
Action-Oriented Task
b. Students prepare Multimedia presentation to
create awareness on one of the pandemic
diseases identified within 7-10 minutes.

* Teachers can have the whole class to do this project or

put students into two big groups.

STEP 2
21st Century Learning :
a. Have students consider on these questions in Multimedia Presentation
their discussions for the project:
 What is a pandemic disease?
 What would be the symptoms for the disease?
 How it is transmitted?
 What would be the possible treatments?
 How to prevent the disease from spreading?
 How to overcome the disease? HOTS:
Creating
 If there are problems, what would be suitable
measures taken to solve or handle those
problems?

* Encourage students to also discuss on other

considerations about the disease other than the
questions above should they think of any.

b. Have students consider on how they are going to

create awareness among the viewers.