Stage Aims of activities Description of activities Assessment Time

evidence
PREPARATION
PRE- 1. Introduce 1. Students watch scorm and do exercises on elearning students’
CLASS disease- 2. Students review the provided vocabulary list and engagement on
related complete a fill-in-the-blank exercise elearning
vocabulary 3. Students watch the YouTube video about the story of students’ answer
2. Prime cholera, take notes and answer the questions: on elearning
understandin https://www.youtube.com/watch?v=jG1VNSCsP5Q students’
g of cholera 4. Students find information on a related aspect of cholera discussion
basics, and other diseases:
practice note-
taking How many of these diseases have you heard of? What do
3. Encourage governments, organizations, and people do to fight the spread of these
diseases?
critical
thinking
about sources
and bird flu cholera Ebola heart
information disease Zika virus

ACTIVITY 1: LEAD-IN: A. VOCABULARY PREVIEW + B BEFORE YOU READ

PRE- 1. Create good 1. Introduce distinguished guests. students’ answer 10

READING atmosphere for Ss to 2.Vocabulary Check: Quizizz: Ask students to fill-in-the-blank on Quizizz mins
learn and get exercise with vocabulary self-studied at home. students’
them ready for the Vocabulary: discussion on
new lesson. elearning
associate effective gather infected
2. Check the major polluted proof supply
knowledge of the
previous lesson.
1. Tiny germs of cholera spread through the ______ river.
3. Check students' 2. Flies carried cholera and it spread when people ate with
unwashed hands, which is a ______ source of illness.
vocabulary that they
3. The villagers learned how to ______ safe water and make a
self-studied at home.
rehydration drink.
4. One immediate concern was the ______ of safe water so
4. Lead in the topic people wouldn't get sick.
of the lesson. 5. The nurse knew it was cholera but said some ______ people
FIGHTING might not show the same symptoms.
CHOLERA 6. The villagers needed ______ that washing hands, cooking
food properly, and keeping waste away from water were
______ ways to stop cholera.
7. Everyone had to ______ with the effort to make the village
clean and healthy.
8. The villagers made changes like keeping a safe water ______
and building latrines away from the river.
Answer key:
1. polluted
2. major
3. gather
4. supply
5. infected truyền nhiễm
6. proof ... effective
7. associate
8. supply
3. Introduction to Cholera: Brief overview of the disease.

4. Discussion of Pre-Reading Questions: Project discussion

questions on the board and elicit student feedback from their pre-
class preparation.

Possible ideas for brainstorming:

Diseases I'm Familiar With:

 Bird Flu (Avian Influenza): This is a highly contagious
viral disease that primarily affects birds. Although rare, it
can transmit to humans. I have extensive knowledge
about bird flu, its risks, and prevention strategies.
 Cholera: A bacterial infection spread through
contaminated food and water. It causes severe diarrhea
and dehydration. I'm well-versed in cholera, its
transmission, and treatment options.
 Ebola: A severe, often fatal, viral infection transmitted
through bodily fluids. I have comprehensive knowledge
about Ebola outbreaks, symptoms, and prevention
measures.
 Heart Disease: A range of conditions that affect the heart.
This is an extremely common issue, and I understand the
different types of heart disease, risk factors, and available
treatments.
 Zika Virus: Primarily a mosquito-borne illness, although
it can be transmitted in other ways. I'm familiar with Zika,
its concerning association with birth defects, and
prevention strategies.
Actions to Fight the Spread of Diseases:
  Government:
o Invests in public health infrastructure, including
sanitation systems, clean water access, and disease
surveillance networks.
o Sets health policies and regulations to prevent the
spread of disease.
o Funds research to develop new treatments and
vaccines.
o Launches awareness campaigns to educate the
public about disease prevention.
 Organizations (like WHO, CDC, etc.)
o Coordinate global responses to disease outbreaks.
o Provide technical support and resources to
countries during health emergencies.
o Set guidelines and standards for disease control.
o Conduct research and surveillance to better
understand diseases.
 People (Individuals):
o Practice good hygiene (hand-washing, proper food
preparation).
o Get recommended vaccinations.
o Stay informed about health risks and follow
advisories during outbreaks.
o Seek medical attention when ill and avoid
spreading illness to others.
o

ACTIVITY 2: MATCHING C. GLOBAL READING

WHILE-
1. Helps students 1. Introduce the skill of making predictions. students’ answers 7
READING practice 2. Ask students to work in 6 groups. mins
making 3. Ask students to predict the topic and match keywords with
predictions predicted headings.
about content 4. Elicit answers from students.
based on 5. Assign each group one color-coded paragraph. Ask students
limited to skim quickly later with jigsaw reading activity to
information.
check answers.
Key words Topic

paragraph 1- cholera, diarrhea, A. Early theories about how

dehydration, injected, treatment, cholera is spread
die.

Paragraph 2-outbreaks, started, B. Snow’s research about his

transported, waste theory and proposed solutions.

Paragraph 3-Thought, theory C. The acceptance of Snow’s

theory

Paragraph 4-transmitted, fresh D. The spread of cholera

water, drinking, waste

paragraph 5- outbreaks, water, not E. John Snow’s theory about

affected, not infected, evidence, how cholera’s spread
stop

paragraph 6- sewer system…built, F. effects of cholera and its

propose … theory, accepted treatment

Answer: 1-F, 2-D, 3-A, 4-E, 5-B, 6-C

ACTIVITY 3: JIGSAW READING: D. CLOSE READING

1. Promote  Introduce reading skills: recognizing paragraphs structure Collaborative 23
close reading  Introduce jigsaw reading activity. notes, accuracy of mins
and  Ask students to work in 6 groups. Assign each group one summaries, group
paragraph color-coded paragraph. participation,
structure  Phase 1: students’ answers
analysis.  Ask groups to analyze only their assigned paragraph,
2. Facilitate discuss and do the following mini tasks:
peer-to-peer * Mini Task 1: take notes by answering questions
learning. briefly:
3. Gain Paragraph 1
information  What is cholera, and what are its primary symptoms?
about fighting  How is cholera treated today? What are the effects of this
cholera. treatment?
4. Build  Despite treatment, how does cholera still impact global
collaborative health?
understandin Paragraph 2
g of the  How did the Industrial Revolution contribute to cholera
passage. outbreaks?
 Define the term 'pandemic.' Why were cities particularly
susceptible?
 What were the challenges with infrastructure in rapidly
growing cities?
Paragraph 3
 What was the 'miasma theory' that people believed caused
cholera?
 Why did John Snow doubt this theory?
 State John Snow's alternative theory about cholera
transmission.
Paragraph 4
 Why did Snow focus on people's water sources instead of
 the air?
 Explain how people in London obtained their drinking
water at the time.
 What was the key connection Snow proposed between
water and cholera?
Paragraph 5
 Describe the methodology Snow used to investigate the
Broad Street outbreak.
 What was the crucial piece of evidence Snow discovered?
 How did the workhouse example further support Snow's
theory?
Paragraph 6
 Why was Snow's theory initially not widely accepted?
 What event in 1858 caused politicians to take water
sanitation seriously?
 How did Henry Whitehead further validate Snow's theory
after his death?

* Mini task 2:
1 Read the first paragraph in Fighting cholera. Match each
sentence in the paragraph to these functions.
A Describing the effects of cholera
B Describing the effects of treatment
C Describing the treatment
D Explaining the cause of cholera
E Describing the effects of not treating it
F Describing cholera today
2 Read the rest of the text. Underline the sentences with these
functions.
A paragraph 2-defining a major situation
B paragraph 3-the cause of cholera
C paragraph 4-the effects of cholera
D paragraph 5-the effects of the investigation
E paragraph 6-the effect of a smelly river Thames
 Phase 2:
 Ask students to bring their paragraphs and notes, mixing
with other groups to form new groups of 6.
 Ask members ("expert") discusses their paragraph
analysis with others who read/discuss different
paragraphs.
 While discussing, ask students to collect notes from other
paragraphs and post to a collaborative board.
 Move around groups to helps students if necessary.
Remind students how much time left for the discussion.
 Observe student’s group discussion and evaluate each
member’s contribution and participation
 Phase 3:
 After 10 minutes, ask members to return their old groups.
 Choose some groups to answer the questions and give
feedback.
Reading

Fighting cholera

1 Cholera is a disease that is transmitted by drinking water

contaminated with bacteria. It leads to diarrhea, which can result
in high levels of dehydration. Today, according to the World
Health Organization, around three to five million people are
infected with cholera. These days the disease can successfully be
treated provided that drinking water with added salt is
consumed. As a result of this cheap and effective treatment, most
people survive. However, the number of people that die from
cholera still exceeds 100,000 every year

2 Around the world there have been many outbreaks of cholera

that have killed millions of people. During the first industrial
revolution, the disease started to become an even bigger killer.
Transported between major towns and cities by people buying
and selling goods, once the disease reached a new area many
people were quickly infected, and it caused many pandemics. A
pandemic is an outbreak of a disease that rapidly leads to large
numbers of people being affected. As more and more people
moved to cities, the infrastructure of many places did not
undergo a development process at the required rate. Sewers were
not built quickly enough to take human waste away, and many
major rivers and other sources of water became polluted.

3 In the early days, most people thought that cholera was spread
through polluted air. Known as the miasma theory, the visible
effects of heavy industry understandably led people to suspect
that bad air was the cause of the pandemic. The actual cause of
the spread of infectious diseases gorm theory was not yet known.
This theory, suggested by Louis Pasteur, argued that small
organisms, too small to see with the human eye, grow and
reproduce on people, plants, and animals. However, one local
doctor, John Snow, was not convinced that this was how cholera
spread.

4 Snowfelt that provided cholera was a disease transmitted

through the air, then it would affect people's lungs. However, it
had no impact on people's breathing. Instead, it attacked people's
bowels and caused very bad diarrhea. At this time in London,
people did not receive a fresh water supply to their homes. They
took their drinking water from the river Thames, which was also
where sewage was deposited. Essentially, people were drinking
their own waste. Snow proposed that cholera was actually a
disease transmitted through water rather than air. Initially, unless
he could gather proof, his theory was unlikely to be accepted. 5
Snow went door to door mapping out where the main outbreaks
occurred. This method led him to a young child, Frances Lewis.
John discovered that the mother had washed Frances' soiled
clothes in a nearby cesspool, used to store human waste.
Unknown at the time, this cesspool had been leaking into the
main local fresh water supply, polluting it. This simple action
was the cause of the outbreak of cholera in the Broad Street area.
At the same time, a local workhouse with over 500 employees
was not affected. Only five people working there had died. Snow
believed this was because the workhouse had its own fresh water
pump that was not infected. With this and other evidence, he was
able to persuade the local government to close the Broad Street
pump and arguably stop the pandemic.

6 Although Snow now had significant evidence to support his

theory, it was still not widely accepted. Many people, including
doctors, still believed the water in the Thames was fresh enough
to drink. In 1858, John Snow died. Later that summer, the hot
weather caused the smell of the river Thames to become so had
that politicians were nearly forced to leave the Houses of
Parliament. As a result, a huge sewer system was built beneath
London to give people access to clean water. However, nearly a
decade later, in the last area to get access to the sewer system
there was another cholera outbreak. Henry Whitehead, a
researcher who worked with John Snow, used this evidence and
the previous examples they had gathered to propose the theory
again. Finally, the theory was accepted. John Snow's words to
Henry Whitehead had come true: "You and I may not live to see
the day, and my name may be forgotten when it comes, but the
time will arrive when great outbreaks of cholera will be things of
the past, and it is the knowledge of the way in which the disease
is propagated which will cause them to disappear".

Answer key:
Mini task 1: Answer the set of questions:
Paragraph 1
 What is cholera, and what are its primary symptoms?
o A bacterial infection transmitted through
contaminated water.
o Causes severe diarrhea and dehydration.
 How is cholera treated today? What are the effects of this
treatment?
o Treated with oral rehydration solution (drinking
water with added salt).
o Highly effective; most people survive with
treatment.
 Despite treatment, how does cholera still impact global
health?
o Still causes over 100,000 deaths annually, mainly
in areas with poor sanitation.
Paragraph 2
 How did the Industrial Revolution contribute to cholera
outbreaks?
o Rapid movement of people and goods spread the
disease between cities.
o Urban growth outpaced infrastructure development
(lack of sewers, clean water).
 Define the term 'pandemic.' Why were cities particularly
susceptible?
o Pandemic: A disease outbreak affecting a vast
geographical area and large populations.
o Cities had high population density and poor
sanitation, making spread easier.
 What were the challenges with infrastructure in rapidly
growing cities?
o Inadequate sewer systems for handling increasing
human waste.
o Pollution of major rivers and water sources due to
insufficient waste management.
o Limited access to clean and safe drinking water for
the growing population.
o Overcrowding and congestion in urban areas.
o Inefficient development of housing and
transportation infrastructure.
o Lack of effective disease control measures in
densely populated areas.
Paragraph 3
 What was the 'miasma theory' that people believed caused
cholera?
o Cholera was spread through "bad air" (pollution
from industry).
 Why did John Snow doubt this theory?
o Cholera affected the digestive system, not the
lungs.
 State John Snow's alternative theory about cholera
transmission.
o Cholera was spread through contaminated water.
Paragraph 4
 Why did Snow focus on people's water sources instead of
the air?
o He connected the disease's impact on the digestive
system to potential water contamination.
 Explain how people in London obtained their drinking
water at the time.
o They drew drinking water directly from the
polluted River Thames.
 What was the key connection Snow proposed between
water and cholera?
o People were drinking their own sewage, which
contained the cholera bacteria.
Paragraph 5
 Describe the methodology Snow used to investigate the
Broad Street outbreak.
o Door-to-door mapping of cholera cases.
 What was the crucial piece of evidence Snow discovered?
 o A contaminated cesspool leaking into the water
supply near the Broad Street pump.
 How did the workhouse example further support Snow's
theory?
o The workhouse had its own uncontaminated water
pump, and far fewer residents died.
Paragraph 6
 Why was Snow's theory initially not widely accepted? *
Prevailing belief in the miasma theory, even among
doctors.
 What event in 1858 caused politicians to take water
sanitation seriously?
o The Great Stink: The River Thames became so
foul that it disrupted Parliament.
 How did Henry Whitehead further validate Snow's theory
after his death?
o He linked a later cholera outbreak to an area with
delayed sewer system access.

Mini task 2:
1 Answer key:

1 Read the first paragraph in Fighting cholera. Match each

sentence in the paragraph to these functions.

A Describing the effects of cholera- It leads to diarrhea, which

can result in high levels of dehydration.

B Describing the effects of treatment- As a result of this cheap

and effective treatment, mast people survive.
C Describing the treatment- These days the disease can
successfully be treated provided that drinking water with added
salt is consumed.

D Explaining the cause of cholera- Cholera is a disease that is

transmitted by drinking water contaminated with bacteria.

E Describing the effects of not treating it- However, the number

of people that die from cholera still exceeds 100,000 every year

F Describing cholera today -Today, according to the World

Health Organization, around three to five million people are
infected with cholera.

2 Read the rest of the text. Underline the sentences with these
functions.

A paragraph 2-defining a major situation- A pandemic is an

outbreak of a disease that rapidly leads to large numbers of
people being affected.

B paragraph 3-the cause of cholera- The actual cause of the

spread of infectious diseases germ theory was not yet known.

C paragraph 4-the effects of cholera- Instead, it attacked people's

bowels and caused very bad diarrhea.

D paragraph 5-the effects of the investigation- With this and

other evidence, he was able to persuade the local government to
close the Broad Street pump and arguably stop the pandemic.
 E paragraph 6-the effect of a smelly river Thames- As a result, a
huge sewer system was built beneath London to give people
access to clean water.

POST- ACTIVITY 4: CRITICAL THINKING: BELIEVE OR NOT BELIEVE?

READING
1. Facilitate  Ask students to take some time making notes about the  students’ 7
critical questions. discussion mins
discussions 1. Give reasons why lots of people did not believe John  Students’
where Snow’s research. answer
students 2. Think about research you read every day, for example,  Reasons
provided for
analyze the the effects of a diet. Do you always believe everyday
the choice
believability research findings?
of the
- Ask students to discuss their ideas in groups and present the
research
answers they have come up with.
presented.
2. Guide - Give feedback as a class, encourage students to justify their
students in opinions with examples or evidence.
articulating
clear and Possible answer: 1. Why do you think lots of people did not
supported believe John Snow?
reasons for  Established Belief Systems: The Miasma Theory (bad
questioning air causes disease) was deeply rooted in medical beliefs
the validity of of the time. Challenging this required a major shift in
research thinking.
findings.  Lack of Understanding of Germ Theory: The idea that
microscopic organisms caused disease was not yet widely
accepted. Without this knowledge, the link between
 contaminated water and cholera was hard to grasp.
 Trust in Authority: Established doctors and scientists
held significant sway. Even if their theories were flawed,
they were more readily believed than a lone researcher
like Snow.
Discomfort with the Implications: Accepting Snow's
theory meant acknowledging the dire state of sanitation in
London. This would require costly infrastructure changes
that many were reluctant to accept.
The prevailing belief at the time was the miasma theory,
which attributed cholera to polluted air, and Snow's
waterborne transmission theory challenged this widely
accepted idea.
Lack of concrete evidence and scientific understanding of
disease transmission methods hindered acceptance of
Snow's findings.
The influence of established medical authorities and
resistance to change within the medical community
contributed to skepticism towards Snow's research.
2.
o The credibility and reputation of the research source
or institution: When evaluating research findings, it is
important to consider the credibility and reputation of the
source or institution conducting the research. Established
and reputable research institutions, universities, or
scientific journals are generally more reliable sources of
 information. These institutions often have strict standards
and rigorous review processes in place to ensure the
quality and validity of their research. Research conducted
by well-known experts in the field or published in
reputable journals is more likely to be trusted and
considered reliable.
o Critical evaluation and examination of research
methodology, statistical analysis, and peer review
process: It is crucial to critically evaluate the
methodology used in a research study. This includes
examining the study design, sample size, data collection
methods, and control groups, among other factors. A
well-designed study will have clear objectives,
appropriate data collection techniques, and statistical
analysis methods that are relevant to the research
question. Additionally, the peer review process plays a
significant role in ensuring the quality and validity of
research findings. Peer review involves independent
experts in the field reviewing the study before it is
published, providing feedback, and assessing its scientific
rigor. Checking if the research has undergone a thorough
peer review process adds to its reliability and credibility.

WRAP-UP & HOMEWORK

1. Identify what 1. Ask students what they have learn through this lesson 3
they have 2. Homework: mins
 learnt  Ask students to write a summary of the reading
2. Help  Brainstorm and identify specific actions students can take
students’ be in their daily lives to prevent cholera and how to raise
aware of people’s awareness about the disease.
evaluating
research
3. For
homework,
ask students
to write a
summary on
the reading.
4. For self-
study,
brainstorms
some reasons
why people
did not
believe John
Snow?

Video
This is the story of how cholera changed my village. Tiny germs of cholera, too small to see, spread through the river. So small,
yet so dangerous. Without realizing, women carried cholera home in the water. Flies carried cholera on their feet, and unwashed
hands spread it too. We swallowed cholera germs in our water, on our food, and on our fingers.
It happened so fast. By morning, my father was very sick. He had diarrhea that looked like rainwater and poured out of him. I was
so scared, I went for help. I never rode so fast. One look at my father, and the nurse knew it was cholera. We had to work fast to
save him.
We made a special drink to help him. First, we made the water safe. We filtered it through cloth and boiled it for one minute.
Then we mixed half a teaspoon of salt and six teaspoons of sugar in one liter of this safe water. He tasted like tears, not too salty. I
worried my father would die before my eyes, but he soon felt a little stronger.
The nurse explained to me that not everyone who swallows cholera germs gets sick like my father, but they can still spread the
disease. Now, I needed to take this knowledge to my village and teach them how to protect themselves from cholera.
I saw a girl carrying water. I told her she could make the water safe by adding chlorine drops and waiting half an hour. There was
a man about to eat with unclean hands. I told him to always wash his hands with soap and safe water after going to the toilet. Only
with clean hands could he eat safely.
I saw villagers spreading cholera into a river. I told them we needed to dig latrines far from the river, at least 30 meters away. This
was important to keep our village clean. I found a mother preparing unsafe food. I told her that first, we must wash our hands with
safe water, then we had to wash and peel the food, cook it, and always eat it hot and protected from flies.
I spread the word throughout my village and ran to find my father. I was so happy to see he was better. Our village became
healthy. Now, we filter and boil our water to make sure it is safe. We always use latrines and always wash our hands after food,
safe from flies. We wash and peel and cook, and we always wash our hands before cooking and eating.

We made our village safe from cholera. Spread the word. Your village can be safe too.
Questions:
1. How are the cholera germ spread?
2. What are the symptoms of cholera?
3. How is a rehydration drink made?
4. What are some ways to prevent the spread of cholera?
5. Why is it important to treat water even if it looks clean?
6. Why is protecting the river from contamination important?

Answer:
1. Cholera germs are primarily spread through contaminated water and food. When water sources become contaminated
with feces containing the cholera bacteria, such as from infected individuals, the germs can spread to others who
consume the contaminated water or food. Additionally, poor sanitation practices, such as improper disposal of feces or
lack of handwashing, can contribute to the spread of cholera.
2. The symptoms of cholera typically include severe watery diarrhea, vomiting, and dehydration. The diarrhea often
appears similar to rice water, with a pale and cloudy appearance. Other symptoms may include muscle cramps, rapid
heart rate, low blood pressure, and dry mucous membranes.
3. A rehydration drink is made by mixing half a teaspoon of salt and six teaspoons of sugar in one liter of safe water.
4. Some ways to prevent the spread of cholera include filtering and boiling water, using chlorine drops, practicing good
hygiene like handwashing, digging latrines away from water sources, and ensuring safe food handling and preparation.
5. It is important to treat water even if it looks clean because cholera bacteria are microscopic and cannot be seen with
the naked eye. Contamination may still be present.
6. Protecting the river from contamination is crucial to prevent the spread of cholera through water sources. If the river is
contaminated, it can lead to widespread transmission of the disease as people use the water for various purposes.
Keeping the river clean reduces the risk of cholera transmission and safeguards the health of the community.

Unit 6 before reading discussion

Please brainstorm the following question:
1. How many of these diseases you have heard of?
2. What do governments, organizations and people do to fight the spread of these diseases?
List of diseases: Bird flu, cholera, Ebola, heart disease, Zika virus.
Anwser:
1. I have heard of all the epidemics mentioned above.
Bird flu: Contagious virus affecting birds, occasionally transmitted to humans.
Cholera: Bacterial infection causing severe diarrhea, spread through contaminated water and food.
Ebola: Highly contagious and often fatal viral disease transmitted through contact with infected bodily fluids.
Heart disease: Conditions affecting the heart, caused by risk factors like high blood pressure and cholesterol.
Zika virus: Mosquito-borne infection with mild symptoms, but poses risks to pregnant women and babies.

2. What do governments, organizations, and people do to fight the spread of these diseases?
2.
Bird flu: Governments implement control measures in poultry farms, organizations conduct vaccination campaigns, and
people practice proper hygiene and cooking practices with poultry products.
Cholera: Governments work on improving water sanitation, organizations provide oral rehydration therapy, and people
practice hygiene and access clean water sources.
Ebola: Governments establish treatment centers, organizations conduct awareness campaigns, and people follow strict
infection control measures.
Heart disease: Governments promote healthy lifestyles, organizations provide healthcare access, and people adopt
healthy habits and undergo regular check-ups.
Zika virus: Governments implement mosquito control measures, organizations raise awareness on prevention, and
people protect themselves from mosquito bites and practice safe sexual behaviors.