HỌC VIỆN NGÂN HÀNG

KHOA NGOẠI NGỮ

MID-TERM READING PROJECT

Subject: English III

Lecturer : ThS. Trần Thị Thu Thủy

Student : Group 13
Class : K24TCB

Hà Nội, 11/2022

1
 GROUP MEMBERS

STATE Name Student ID number

1 Đàm Yến Nhi 24A4010527
2 Tạ Thị Phương Anh 24A4012682
3 Trần Linh Giang 24A4010585
4 Võ Tuệ Linh 24A4012519
5 Đỗ Thị Diệu Linh 20A4020424

ACKNOWLEDGEMENT

We express our sincere thanks to Mrs. Tran Thi Thu Thuy - our English III
teacher. Our group could not have completed this report without the support of Mrs.
Nguyen Thi Thuy, our English III teacher. This project could not have been
accomplished without her assistance and dedicated involvement in every step of the
process. We are extremely grateful to her for supporting us during the past few
months. 
Our project has been highly productive, and the time we worked was great. All
reference data in the reading project is clearly cited. Although we have tried to
complete the project, there will be some shortcomings. We hope to receive comments
from the teachers and readers so that the group can try our best for the next exercises.

2
 TABLE OF CONTENTS

GROUP WORK SCHEDULE....................................................................................4

MEETING MINUTES................................................................................................6

MEETING MINUTES 1............................................................................................6

MEETING MINUTES 2............................................................................................8

MEETING MINUTES 3..........................................................................................10

MEETING MINUTES 4..........................................................................................11

GROUP WORK REPORT.......................................................................................13

READING PORTFOLIO..........................................................................................17

1st ARTICLE: MULTIPLE CHOICE.......................................................................17

2nd ARTICLE: Q&A................................................................................................22

3RD ARTICLE: TRUE OR FALSE...........................................................................27

4TH ARTICLE: MATCHING...................................................................................30

5th ARTICLE: SUMMARIZING..............................................................................34

3
 GROUP WORK SCHEDULE

1. Task division

State Name Mission Work content

- Organizing group discussions

- Assigning tasks for members
- Checking the progress of the project
- Guiding members follow to the rule
1 Đàm Yến Nhi Leader
- Research and design:
Topic Language: True/ False.
- Summarizing and reporting group work
results in 1 file

- Take note of the meeting minutes 3

2 Trần Linh Giang Member - Research and design:
Topic Language: Matching.

- Take note of the meeting minutes 2

Tạ Thị Phương
3 Member - Research and design:
Anh
Topic Language: Multiple choice.

- Take note of the meeting minutes 1

4 Võ Tuệ Linh Member - Research and design: Question and
Answer.

- Research and design:

5 Đỗ Thị Diệu Linh Member
Topic Epidemic: Summarizing.

4
 2. Timeline

Week Task
Week 2
Discussing topics
(26/8/2022)
Week 3 Choosing 2 topics
(2/9/2022) Finding articles
Week 4
Discussing and choosing 5 articles
(9/9/2022)
Week 5
Dividing tasks for each member
(16/9/2022)
Week 6
Doing mission
(23/9/2022)
Week 7
Doing mission
(30/9/2022)
Week 8 Checking the 5 articles for the 1 st
(7/10/2022) time, fixing the mistakes
Week 9 Checking the 5 articles for the 2nd
(14/10/2022) time
Week 10 Completed the project and a group
(21/10/2022) work report

5
 MEETING MINUTES
------------------------------------------------------------------------------------------------

MEETING MINUTES 1

Date: August 26, 2022

Start time: 12 a.m
End time: 1 p.m
Place: Circle K Vietnam
Attendees: 4/4
Agenda Result

1. Getting acquainted with the

- Each member knew more about the others
members and choosing a
- Nhi has chosen to be the leader
leader
2. Discussion about the group o Group name: Cinderella
name, desired outcome, rules o Desired outcome
- Understand more about other members
- Develop leadership skills, teamwork skills
- Know how to complete a professional
project
- Get good marks in E3 and other subjects
with teamwork skills
o Group rules
- Have a serious attitude toward group
exercises
- Participating fully and on time in group
meetings
- Comply with the specified criteria of group
assignments and group assignments (correct
submission of assignments)
- Listen and respect the opinions of the
members
- Missing the deadline 2 times or more, minus
0.5 points for homework
6
 - Missing more than 50% of the group
meeting 0.25 points for homework
- Late for meeting more than 2 times, deduct
0.25 points for homework
- Main topics: Epidemic, Language (4/4
voted)
3. Choosing Topic (Main
- Standby topics: Shopping (Linh’s idea),
topic, standby topics)
cooking (Nhi’s idea), traveling (Giang’s
idea), music (PA’s idea)

- Week 2:discussing about topics

3. Create a timeline
- Week 3: Choosing 2 topics and Finding
articles
- Week 4: Discussing and choosing 5 articles
- Week 5: Dividing tasks for each member
- Week 6: Doing mission
- Week 7: Doing mission
- Week 8: Checking the articles for the 1 st
time => fixing mistakes
- Week 9: Checking the articles for the 2nd
time
- Week 10: Completed the project and a group
work report

- Leader: Nhi
- Week 2 - week 4: Linh records the minutes
- Week 5- week 7: Phuong Anh records the
4. Task division
minutes
- Week 8 – week 10: Giang records the
minutes

------------------------------------------------------------------------------------------------
Updated week 3: We decided to choose the topic Language and Epidemic
Deadline for finding articles: 8 p.m 7/9/2022
------------------------------------------------------------------------------------------------

7
MEETING MINUTES 2

Date: September 9, 2022

Start time: 11 a.m
End time: 12 a.m
Place: Circle K Vietnam
Attendees: 4/5
Absent: Dieu Linh
Agenda Result

- Nhi: Overcoming the language barrier, The hardest

language, Zika virus
- Giang: The New Coronavirus, The Spanish Flu –
Causes and origin, Learn a language by reading
1. Reading comics
member’s articles - Tue Linh: The Flu, Ebola Virus, Learning English
- Phuong Anh: The Importance of Learning English,
How Languages Die and Efforts to Revive Them,
Learning a New Language, The Flu
- Dieu Linh: Language diversity, Popularity of
English, Epidemic

- Nhi: The hardest language

- Giang: Learn a language by reading comics
- Tue Linh: Ebola Virus
2. Choosing 5
- Phuong Anh: How Language Die and Efforts to
articles
Revive Them
- Dieu Linh: Epidemic
=> The readings match the requirements for the correct
number, level, and topic
https://docs.google.com/document/d/
3. Summarizing into 1lTO9kJ2bW8x6IS72jPsUUGmsk8IroyNlJXcmaSMoxcg/
1file-based on the edit?
assigned rule fbclid=IwAR3NYk2h5IhPeqJRY7SjkWcqByDO8M71J1Do
ZIYe4p2uXH8ox87KFAPQ_Y0

8
------------------------------------------------------------------------------------------------
Updated week 5: Task division
State Name
1 Đàm Yến Nhi
2 Trần Linh Giang
3 Tạ Thị Phương Anh
4 Võ Tuệ Linh
5 Đỗ Thị Diệu Linh
Deadline: 0:00 a.m 1/10/2022
------------------------------------------------------------------------------------------------
Mission Work content
- Organizing group discussions
- Assigning tasks for members
- Checking the progress of the project
- Guiding members follow to the rule
Leader
- Research and design:
Topic Language: True/ False.
- Summarizing and reporting group work
results in 1 file
- Take notes of the meeting minutes 3
Member - Research and design:
Topic Language: Matching.
- Take note of the meeting minutes 2
Member - Research and design:
Topic Language: Multiple choice.
- Take note of the meeting minutes 1
Member - Research and design: Question and
Answer.
- Research and design:
Member
Topic Epidemic: Summarizing.
9
MEETING MINUTES 3

Date: October 8th, 2022

Start time: 15h30 pm
End time: 16h30 pm
Place: Online gg meet
Attendees: 5/5
Late: Tuệ Linh : 20 minutes
Dieu Linh: 33 minutes
Agenda Result

 Strengths
- Share responsibility
1. Overall performance - Everyone has individual morale
- Most of all completed assignments on time
review comments
 Weaknesses
- Dieu Linh: Delay in the assignment, absent
from the meeting many times

- Nhi: Have no examplein article 1

2. Individual comments
- Giang: Have to notice the form of words ( adj
& adv, adv & v )
- Phuong Anh: Have no source
- Tue Linh: Have no source, no example, no
form of words
- Dieu Linh: The article is over the word
(requirement: 100 words; reality: 125 words)

- Reading carefully meeting minutes,

3. Requirement comments, deadline
- Recheck and correct the mistakes
- Deadline: 8.00 p.m 13/10/2022

------------------------------------------------------------------------------------------------

10
MEETING MINUTES 4

Date: October 19th, 2022

Start time: 16h00 pm
End time: 17h00 pm
Place: Online gg meet
Attendees: 5/5
Agenda Result

1. Overall performance  Efficiency

review comments

- Team members listen to each other

- Organize and distribute work evenly
and reasonably
- Be responsible for their work
- Respect and help each other

 Achievement

- Understand each member's

strengths and weaknesses

- Develop teamwork skills

- Conflicting content resolved

- Always stick to the right timeline

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 - Complete the project neatly,
professionally

- The members all tried their best and

were satisfied with the project

- Listing member’s advantages and

disadvantages
- Listening to their sharing about the
2. Grading participation progress of doing the project,
scores difficulties, the reason why they made
mistakes,…
- The leader graded the score, ask for
all member’s agreement

12
 GROUP WORK REPORT

1. Group name
We decided to choose the name: Cinderella. We like dressing up and
being perfect everyday.
Our quotes: “I think every young girl at some point in her early life
wonders what it's like to be a princess. They like the idea of dressing up and the
fun of it.”

2. Reason for the formation of group

 Get along with each other

 Have the same goal of getting A in E3

 We have our strength

+ Nhi: Leadership
+ Linh Giang: Writing aptitudes
+ Phương Anh: Analysis
+ Tuệ Linh: Synthesis
+ Diệu Linh: Unite members

3. Desired outcome
 Understand more about other members
 Develop leadership skills, teamwork skills
 Know how to complete a professional project
 Get good marks in E3 and other subjects with teamwork skills

4. Group rules
 Have a serious attitude toward group exercises
 Participating fully and on time in group meetings
 Comply with the specified criteria of group assignments and group
assignments (correct submission of assignments)
 Listen and respect the opinions of the members
 Missing the deadline 2 times or more, minus 0.5 points for homework
13
  Missing more than 50% of the group meeting 0.25 points for homework
 Late for meeting more than 2 times, deduct 0.25 points for homework

5. Efficiency
- Team members listen to each other
- Organize and distribute work evenly and reasonably
- Be responsible for their work
- Respect and help each other

6. Achievement

- Understand each member's strengths and weaknesses

- Develop teamwork skills
- Conflicting content resolved
- Always stick to the right timeline
- Complete the project neatly, professionally
- The members all tried their best and were satisfied with the project

7. Resolve conflicts

The group had a conflict when Dieu Linh was absent for 2 sessions. To
ensure the quality of teamwork, as a rule, team members must be present fully

14
 and on time, so Dieu Linh's absence at that time made team members
unsatisfied. As for Dieu Linh, she thinks that her absence is for a good reason.
After re-discussing, the group chose to listen to each other and agree on
comments, revisions, and assimilation. On the part of Dieu Linh, she corrected
the mistake by participating in the meeting more fully and listening to more
suggestions to ensure more effective group activities. The group's side
summarized the meeting contents and shared things to note with Dieu Linh to
link group activities and get good results.

8. Contribution level
On a scale of 100%, rate the whole group.

Contribution
Member Evaluation Signature
level

 Set clear team goals

 Delegate tasks and set
deadlines
Đàm Yến Nhi  Monitor team 97/100
performance and
report on metrics
 Do the job properly.

 Take note of the

meeting minute
Tạ Thị Phương Anh carefully 96/100
 Complete the assigned
work properly.

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  Take note of the
meeting minute
carefully
Võ Tuệ Linh  Complete the assigned 95/100
work properly.
 Late for the meeting 1
time

 Take note of the

meeting minute
Trần Linh Giang carefully 96/100
 Complete the assigned
work properly.

 Complete the assigned

work properly.
 Have the spirit to
learn and promptly
correct errors
 Late for the meeting 1
Đỗ Thị Diệu Linh time 90/100
 Absent for the
meeting 1 time
 Late for the deadline
2 times (- 0.5)

16
 READING PORTFOLIO
------------------------------------------------------------------------------------------------

1st ARTICLE: MULTIPLE CHOICE

HOW LANGUAGES DIE AND EFFORTS TO REVIVE THEM

The world is losing languages at an alarming rate. Michael Krauss suggested that of
the approximately 6,000 human languages alive today, only 350 to 500 are safe from
extinction. Some linguists estimate that a language dies every two weeks or so. At the
current rate, by 2100, about 2,500 native languages could disappear.

Languages become extinct for many reasons. Through imperialism, colonizers impose
their languages on colonies. Some politicians believe multilingualism will fragment
national interests. Thus they prohibit education in all but the national language.
Another reason for language death is the spread of more powerful languages. In the
world today, several languages, including English, are so dominant in commerce,
science, and education, that languages with fewer speakers have trouble competing.

Although in the past, governments have been one of the primary causes of language
death, many have now become champions of preserving endangered languages and
have had some significant successes. Two outstanding examples are the revival of
Hebrew and Irish. Hebrew was considered a dead language, like Latin, but is now the
national language of Israel. Irish was not dead, but severely threatened by English
when the government of Ireland began its rescue immediately after the establishment
of the Irish Free State in 1922. All students in public schools must now take some
classes in Irish and there are Irish programs in major media, such as television and
radio. According to the Irish government, approximately 37% of the population of
Ireland now speaks Irish.

One of the largest programs to revive languages, Documenting Endangered Languages

(DEL), is being conducted by three U.S. government agencies: the National Science
Foundation, the National Endowment for the Humanities, and the National Museum of
Natural History. Researchers funded by these agencies are recording interviews with
the mostly elderly people who still speak the languages.
17
Analyses of these interviews will help linguists publish dictionaries and grammar of
the languages. Eventually, linguists hope to establish language-training programs
where younger people can learn the languages, carrying them on into the future.

The linguists participating in DEL defend spending millions of dollars to preserve

dying languages. They point out that when a language dies, humanity loses all of the
knowledge of the world that that culture held. Traditional healers in rural areas have
given scientists important leads in finding new medicines; aspirin is an example of
these. But one of the most common reasons given by these researchers is that studying
languages gives us insight into the radically different way humans organize their
world. David Lightfoot, an official at the National Science foundation, gives the
example of Guguyimadjir, and Australian aboriginal language, in which there are no
words for “right” or left,” only for “north,” “south,” “east,” and “west.”

Many researchers are optimistic that the efforts to save dying languages will succeed,
at least in part. Bruce L. Cole, Chairman of the National Endowment for the
Humanities, said, “Not only is this a time of great potential loss, it is also a moment for
enormous potential gain. In this modern age of computers and our growing
technological capabilities, we can preserve, assemble, analyze, and understand
unprecedented riches of linguistic and cultural information.”

( Source: https://vietjack.online/cau-hoi/274330/according-to-the-passage-which-
language-is-a-dead-language )

Question 1: This passage is mainly about

A. Similarities between Engendered Species

B. Preserving Endangered Languages

C. Linguistic Globalization

D. Language Death and Efforts to Resurrect It

Question 2: The word “extinction” in paragraph 1 refers to ______.

A. disappearance     B. survival     C. excursion   D. alive

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Question 3: According to the passage, which language is a dead language?

A. Irish      B. English     C. Hebrew   D. Latin

Question 4: It can be inferred from paragraph 3 that ______.

A. It is the Governments that make the right policies on language preservation.

B. No governments can preserve languages once they have disappeared.

C. Governments are more concerned with their imperialism than language

preservation.

D. Governments take education as the tool to spread their languages.

Question 5: The word “revive” in paragraph 4 mostly means _______.

A. bring in     B. bring back     C. regain    D. retain

Question 6: According to the passage, What happens when a language dies?

A. The people in the world can not communicate

B. The culture of the world will develop more

C. All the world knowledge that culture contained is lost to humanity.

D. Humanity loses all the memories of the world

Question 7: According to the passage, what would linguists in the DEL project like to
do someday?

A. Record interviews with elderly people

B. Get funding from the government

C. Teach endangered languages to young people

D. Write a dictionary and grammar for Irish

Question 8: The word “these” in paragraph 5 refers to ______.

A. dying languages      B. traditional healers         C. important leads    D. new

medicines

19
Question 9: David Lightfoot gives the example of Guguyimadjir in order to ______.

A. protest against spending millions of dollars to preserve dying languages

B. describe how humanity loses all of the knowledge of the world through dead
languages

C. prove that languages give us insight into different ways humans organize their
world

D. show how language preservation helps traditional healers in rural areas find new
medicines

Question 10: How would you describe Bruce Cole’s opinion of the DEL project?

A. He thinks that we will lose the fight to save endangered languages.

B. He believes that it isn’t worth the time and energy required to save languages.

C. He believes we can save significant amounts of information about languages.

D. He thinks that we will be able to save Guguyimadjir, the aboriginal language.

Key:

1. D 2. A 3. D 4. A 5. B

6. C 7. C 8. D 9. C 10. C

Vocabulary

New words Definition Example

  Linguist (n) /ˈlɪŋ.ɡwɪst/ someone who studies the Linguists are aware that a
structure and development language becoming extinct
of language, or someone does not necessarily mean
who knows several that the people who spoke
languages  it have all died.

20
Imperialism (n) a system in which a
/im'piəriəlizm/ country rules other
countries, sometimes
having used force to get
power over them 
France was accused of
economic imperialism
because of its trade
policies.

Colony (n) /´kɔləni/ a country or area controlled Australia and New

politically by a more Zealand are former British
powerful country that is colonies.
often far away 

Politician (n) /pɒlə'tɪʃn/ a member of a government Several politicians were

or law-making accused of dispensing
organization favours to people who
voted for them.

Fragment (n) /'frægmənt/ a small piece or a part, The road was covered with
especially when broken fragments of glass from the
from something whole     shattered window.

Dominant (adj) more important, strong, or A dominant gene is one

/´dɔminənt/ noticeable than anything that always produces a
else of the same type particular characteristic in
a person, plant, or animal

Revival (n) /ri´vaivl/ a process in which Cinema in Britain is

something starts to grow, undergoing a revival of
develop, or become popularity.
successful again

Point out to talk about or mention The mechanic pointed out

something that one thinks the repair on the front of
/pɔint aʊt /
is important his car.

21
Assemble (v) /əˈsɛmbəl/ to bring or come together Over 50,000 people
in a single group or place, assembled in the main
or to put together the parts square.
of something

Unprecedented (adj) /ʌn never having happened or Crime has risen on an

´presi¸dentid/ existed in the past unprecedented scale.

------------------------------------------------------------------------------------------------

2ND ARTICLE: Q&A

EBOLA VIRUS: SOME INFORMATION TO KNOW ABOUT A KILLER

DISEASE

Hundreds of people are dead as the worst Ebola virus outbreak in history sweeps
through West Africa. It began as a handful of cases in Guinea in March but quickly
spread to neighboring Sierra Leone and Liberia. Here are nine things to know about
what the World Health Organization calls "one of the world's most virulent diseases."

What is Ebola?

The Ebola virus causes viral hemorrhagic fever, which according to the U.S. Centers
for Disease Control and Prevention (CDC), refers to a group of viruses that affect
multiple organ systems in the body and are often accompanied by bleeding. The virus
is named after the Ebola River in the Democratic Republic of Congo (formerly Zaire),
where one of the first outbreaks occurred in 1976. The same year there was another
outbreak in Sudan.

The WHO says there are five different strains of the virus - named after the areas they
originated in. Three of these have been associated with large outbreaks of hemorrhagic
fever in Africa. These are the Bundibugyo - an area of Uganda where the virus was
discovered in 2007 - Sudan and Zaire sub-types. There has been a solitary case of
Ivory Coast Ebola. This subtype was discovered when a researcher studying wild

22
chimpanzees became ill in 1994 after an autopsy on one of the animals. The researcher
recovered. Finally, Reston Ebola is named after Reston in the U.S. state of Virginia,
where this fifth strain of the Ebola virus was identified in monkeys imported from the
Philippines. The CDC says while humans have been infected with Ebola Reston, there
have been no cases of human illness or death from this sub-type.

What are Ebola's symptoms?

Early symptoms include sudden onset of fever, weakness, muscle pain, headaches, and
a sore throat. These symptoms can appear two to 21 days after infection. The WHO
says these nonspecific early symptoms can be mistaken for signs of diseases such as
malaria, typhoid fever, meningitis, or even the plague. MSF says some patients may
also develop a rash, red eyes, hiccups, chest pains, and difficulty breathing and
swallowing.

The early symptoms progress to vomiting, diarrhea, impaired kidney and liver
function, and sometimes internal and external bleeding. Ebola can only be definitively
confirmed by five different laboratory tests.

How is it treated?

There are no specific treatments for Ebola. MSF says patients are isolated and then
supported by healthcare workers. "This consists of hydrating the patient, maintaining
their oxygen status and blood pressure, and treating them for any complicating
infections," it says. There have been cases of healthcare workers contracting the virus
from patients, and the WHO has issued guidance for dealing with confirmed or
suspected cases of the virus. Caregivers are advised to wear impermeable gowns and
gloves and to wear facial protection such as goggles or a medical mask to prevent
splashes to the nose, mouth, and eyes. MSF says it contained a 2012 outbreak in
Uganda by placing a control area around its treatment center. An outbreak is
considered over once 42 days - double the incubation period of the disease - have
passed without any new cases.

Source:https://en.islcollective.com/english-esl-worksheets/grammar/object-questions/
ebola-reading-comprehension-activity/73334
23
Question 1. Where did Ebola begin?

It began as a handful of cases in Guinea in March

Question 2. What does the World Health Organization call the virus?

The World Health Organization calls it "one of the world's most virulent diseases."

Question 3. What does the acronym CDC mean?

It means Disease Control and Prevention

Question 4. When did the first outbreak occur?

The first outbreak occurred in 1976

Question 5. How many strains of the virus?

There are five different strains of the virus

Question 6. What are some early symptoms of Ebola?

Early symptoms include sudden onset of fever, weakness, muscle pain, headaches, and
a sore throat

Question 7. What are other diseases that Ebola can be confused with?

It may be confused with malaria, typhoid fever, meningitis, or even the plague

Question 8. How can Ebola be definitively confirmed?

Ebola can be definitively confirmed by five different laboratory tests

Question 9. How is Ebola treated?

Patients are isolated and then supported by healthcare workers.

Question 10. What are caregivers advised to protect themselves?

Caregivers are advised to wear impermeable gowns and gloves and to wear facial
protection such as goggles or a medical mask

24
VOCABULARY:
New words
Symptom /ˈsim(p)təm/ (n)
Treatment /ˈtrētmənt/ (n)
Autopsy /ˈôˌtäpsē/ (n)
Infection /inˈfekSH(ə)n/ (n)
Impermeable /im
ˈpərmēəb(ə)l/ (adj)
Recover /riˈkəvər/ (v)
Consider /kənˈsidər/ (v)
Definition Example
any feeling of illness
or physical or mental He had all the classic
change that is caused symptoms of the disease.
by a disease
the use of drugs,
This disease doesn't
exercises, etc. to cure
generally respond to
a person of an illness
treatment.
or injury
the cutting open and
examination of a The body arrived for
dead body in order to autopsy at the Bach Mai
discover the cause of hospital.
death
If a place, wound, or
substance is infected, The drugs slow down the
it contains bacteria or progression of HIV
other things that can infection.
cause disease
The insulating material
not allowing liquid or
should be impermeable to
gas to go through
water vapor.
to get back The police recovered her
something lost or handbag, but her wallet
spent was gone.
to spend time We're considering selling
25
 thinking about a
possibility or making the house.
a decision

to keep a person or
animal separate from
other people or He was isolated from all
Isolate /´aisə¸leit/ (v)
animals by putting the other prisoners.
them in a different
place

We suspected his motives

Suspect /səs´pekt/ (v) to not trust; to doubt 
in making his offer.

special glasses that

fit close to the face to My swimming goggles
Goggles /'gɔglz/ (n) protect the eyes from keep steaming up so I
chemicals, wind, can’t see.
water, etc.

------------------------------------------------------------------------------------------------

3RD ARTICLE: TRUE OR FALSE

THE HARDEST LANGUAGE

People often ask which is the most difficult language to learn, and it is not easy to
answer because there are many factors to take into consideration. Firstly, in a first
language the differences are unimportant as people learn their mother tongue
naturally, so the question of how hard a language is to learn is only relevant when
learning a second language.

A native speaker of Spanish, for example, will find Portuguese much easier to learn
than a native speaker of Chinese, for example, because Portuguese is very similar to
Spanish, while Chinese is very different, so the first language can affect learning a

26
second language. The greater the differences between the second language and our
first, the harder it will be for most people to learn. Many people answer that Chinese
is the hardest language to learn, possibly influenced by the thought of learning the
Chinese writing system, and the pronunciation of Chinese does appear to be very
difficult for many foreign learners. However, for Japanese speakers, who already use
Chinese characters in their own language, learning writing will be less difficult than
for speakers of languages using the Roman alphabet.

Some people seem to learn languages readily, while others find it very difficult.
Teachers and the circumstances in which the language is learned also play an
important role, as well as each learner's motivation for learning. If people learn a
language because they need to use it professionally, they often learn it faster than
people studying a language that has no direct use in their day-to-day life.

Apparently, British diplomats and other embassy staff have found that the second
hardest language is Japanese, which will probably come as no surprise to many, but
the language that they have found to be the most problematic is Hungarian, which has
35 cases (forms of nouns according to whether it is subject, object, genitive, etc). This
does not mean that Hungarian is the hardest language to learn for everyone, but it
causes British diplomatic personnel, who are generally used to learning languages, the
most difficulty. However, Tabassaran, a Caucasian language has 48 cases, so it might
cause more difficulty if British diplomats had to learn it.

Different cultures and individuals from those cultures will find different languages
more difficult. In the case of Hungarian for British learners, it is not a question of the
writing system, which uses a similar alphabet, but the grammatical complexity,
though native speakers of related languages may find it easier, while struggling with
languages that the British find relatively easy.

No language is easy to learn well, though languages which are related to our first
language are easier. Learning a completely different writing system is a huge
challenge, but that does not necessarily make one language more difficult than
another. In the end, it is impossible to say that there is one language that is the most
difficult language in the world.
27
(Source: https://personalenglishteacher.edu.pe/testing/)

Question 1: The question of how hard a language is to learn is relevant to both

first and second language acquisition.

Question 2: Portuguese is definitely easier than Chinese

Question 3: A Japanese speaker may well find the Chinese writing system
easier than a speaker of a European language.

Question 4: Teachers in which the language is learned play a necessary role

Question 5: - The Hungarian alphabet causes problems for British speakers.

Question 6: - Hungarian is the hardest language in the world.

Question 7: - Hungarian has as many cases as Tabassaran.

Question 8: - Many British diplomats learn Tabassaran.

Question 9: - The writer thinks that learning new writing systems is easy.

Question 10: The writer says that there is not one language that is the hardest
language in the world

Key:

1. F 2. F 3. T 4. T 5. F

6. F 7. F 8. F 9. F 10. T

Vocabulary

New words Definition Example

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relevant /ˈreləvənt/ connect with what is The point is highly relevant to this
(adj) happening or being discussion.
discussed

circumstance a fact or event that Obviously we can't deal with the

/ˈsərkəmˌstans/ (n) makes a situation the problem until we know all the
way it is circumstances.

motivation /ˌmōdə enthusiasm for doing The motivation behind the decision
ˈvāSH(ə)n/ (n) something is the desire to improve our service
to our customers.

diplomat /ˈdipləˌmat/ an official whose job is The new government has expelled
(n) to represent one country all foreign diplomats.
in another, and who
usually works in an
embassy

genitive /ˈjenədiv/ (n) the form of a noun, The most problematic is

pronoun, etc. in the Hungarian, which has 35 cases
grammar of some (forms of a noun according to
languages that shows whether it is subject, object,
that the noun, pronoun, genitive, etc…)
etc. has or owns
something

complexity /kəm the state of having There are a lot of complexities

ˈpleksədē/ (n) many parts and being surrounding this issue.
difficult to understand
or find an answer to

29
embassy /'embəsi/ (n) the group of people We used to be friendly with some
who represent their people who worked at the Swedish
country in a foreign Embassy.
country

Roman /ˈroumən/ relating to the city of Roman letters are in the ordinary
(adj) Rome and its empire in style of printed writing in which
ancient times the letters are vertical.

Portuguese /,pɔ:tju'gi the main language Portuguese is the main language

:z/ (n) spoken in Portugal spoken in Portugal

Caucasian /kɔː belonging to the races However, Tabassaran, a Caucasian

ˈkeɪʒən/ (n) of people who have language has 48 cases, so it might
skin that is of a pale cause more difficulty if British
colour diplomats had to learn it.

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4TH ARTICLE: MATCHING

LEARN A LANGUAGE BY READING COMICS

Reading, or better reading accompanied by audio (audiobook) is a great way to

improve your language skills. We have already written several articles on reading,
including a selection of books in several languages. However, we have not talked
enough about comics. Comics offer a reading model suitable for learning a language,
especially for beginners and those who tend to avoid picking up a book. So keep
reading to find out how to learn a language with comics, and where to find comic
books and graphic novels that you might like. 

Learn a Language with Comics

When you start learning a foreign language, it is not easy to find a book that is
at the same time interesting and at your reading level. I remember when I started in

30
Spanish, I bought Treasure Island (in Spanish) but I really had trouble reading it. I
understood about 60% of the words, but it was not pleasant because I lacked a lot of
vocabulary.

However, fortunately, I had comics. Learning a language with comics offers a

big advantage over books. It is that the images which accompany the reading make it
possible to understand better. It is indeed much easier to understand with images, to
guess both the story and the vocabulary.

What are the advantages of learning a language with comics? 

This reading model offers several advantages:

Firstly, of course, is the ability to use the images to understand the meaning of
the story if you have trouble with the vocabulary. No need to turn to a dictionary,
comics (and especially the images) allow us to understand for ourselves. Secondly, it
is a mostly entertaining activity. Reading comics in a foreign language allows us to
combine business with pleasure. We are not tired of this learning activity, since it is
above all fun and enjoyment. Thirdly, as in a TV series, there is something addictive in
reading comics: when you start a series of comics, you often want to continue. And
read the other “episodes”. This allows us to be regular in learning. Finally, there are
comics for all tastes, and for both children and adults. So it’s simple to find a comic
book that both you like, and adapted to your level in languages.

What Kinds of Comics Can You Read?

If you are learning English and you like comics (e.g. Spiderman, Walking
Dead, etc.), you will have many choices. It is useless to give you some titles, as you
will find comics in English all over the place. But if you’re like me and you do not like
American comics, or if you are learning other European languages (Spanish, German,
Italian, etc.), you can always look for French-language comics translated into other
languages. Indeed, the commercial successes of European comics have been translated
into many languages. This allows you to use the comic to improve languages in Italian,
Spanish, German …

31
(Source:https://www.mosalingua.com/en/learn-a-language-with-comics/)

Matching information in Column A with a correct question in Column B:

Column A Column B

1. Comics offer a reading model a. because you can guess both the
suitable for story and the vocabulary.

2. When you start a series of b. allows you to use the comic to

comics,  improve languages in Italian,
Spanish, German …

3. It is much easier to understand c. the meaning of the story if you

with images lack vocabulary.

4. Reading, or audiobook d. is a great way to improve your

language skills.

5.  If you are learning English and e. it is above all fun and enjoyment. 
you like comics

6. You can use the images to f. learning a language, especially for

understand  beginners

7. If you do not like American g. make it possible to understand

comics, better. 

8. The images which accompany h.  you often want to continue and
the reading  read the other episodes.

9. Learning languages by reading i. you can always look for French-

comics it is a mostly entertaining language comics translated into
activity because other languages.

10. European comics which have j.   you will have many choices.
been translated into many

32
languages

Key:

1. F 2. H 3. A 4. D 5. J

6. C 7. I 8. G 9. E 10. B

Vocabulary:

New words Definition Example

to go with someone
Accompany(v) /ə or to be provided or The course books are accompanied
ˈkʌm.pə.ni/ exist at the same time by four CDs.
as something

selection(n) the act of choosing Success is achieved by the careful

/səˈlek.ʃən/ someone or something selection of projects.  

fortunately(adv) happening because of Fortunately, no one was in the

/ˈfɔːr.tʃən.ət.li/ good luck building when it collapsed.

He works as a painter, graphic

Graphic (adj) related to drawing or
designer, illustrator and
/ˈɡræf.ɪk/ printing
photographer.
really or certainly,
Indeed (adv) The tests showed that your son does
often used to
/ɪnˈdiːd/ indeed have a hearing problem.
emphasize something
to exist together, or
combine (v) None of us has much money so let’s
join together to make
/kəmˈbaɪn/ combine what we’ve got.
a single thing or group
an addictive activity
addictive (adj) The problem with video games is
or food is one that you
/əˈdɪk.tɪv/ that they're addictive.
cannot stop doing or

33
 eating once you have
started
one of the single
Episode (n) This latest episode in the fraud
parts into which a
/ˈep.ə.soʊd/ scandal has shocked a lot of people.
story is divided
to change, or to
The good thing about children is that
Adapt (v) change something, to
they adapt very easily to new
/əˈdæpt/ suit different
environments.
conditions or uses
related to making
Commercial (adj) This is a commercial product, not
money by buying and
/kəˈmɝː.ʃəl/ free software.
selling things

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5th ARTICLE: SUMMARIZING

EPIDEMIC

An epidemic is a sudden disease outbreak that affects a large number of people

in a particular region, community, or population.

An epidemic is a sudden disease outbreak that affects a large number of people

in a particular region, community, or population. In an epidemic, the number of people
affected by the disease is larger than what is normally expected.

An epidemic of an infectious disease can happen if the virus, bacteria, or other

cause of the disease has recently grown stronger, is introduced somewhere it has never
been before, or finds new ways to enter the bodies of those it is affecting. It also can
happen if people somehow grow more susceptible to the cause of the disease or have
greater exposure to it.

Epidemics typically are classified as common-source or propagated. A disease

is labeled one or the other based on the way it spreads through a group of people.

Propagated outbreaks happen when a disease is passed from person to person.

This can happen through direct contact, like with some sexually transmitted diseases;
34
through sharing an item or vehicle that passes the disease, like needles, also called
vehicle-borne transmission; or through a vector like mosquitoes, also called vector-
borne transmission. For example, in 2014, the Ebola virus caused an epidemic that
killed thousands of people, mainly in western Africa. It was a propagated epidemic as
the virus spread through human contact with contaminated body fluids. As families
tended to sick relatives and other caregivers helped ill patients, many were exposed to
the virus and became sick themselves.

A common-source outbreak occurs when a group of people get sick after being
exposed to a virus, bacteria, toxin, or other infectious agent from the same source. For
example, a common-source outbreak happens when a group of people get sick after
eating the same contaminated food at the same restaurant on the same day. This
specific type of common-source outbreak is also known as a point-source outbreak. In
this case, those who get sick are infected within a short period of time.

Common-source outbreaks can also be continuous. In a continuous common-

source outbreak, people are exposed over a longer period of time to the same source.
These outbreaks can stretch for days, weeks, or longer. A continuous common-source
epidemic of cholera, for example, sickened many people in the Broad Street area of
London, England in 1854. The outbreak was tracked to its source, the contaminated
Broad Street public water pump. An intermittent common-source outbreak means
patients are exposed to the source of the disease at irregular intervals.

A mixed epidemic includes both common-source and propagated outbreak

characteristics. For example, people infected through a common-source outbreak
might later transmit the disease through direct contact with others. This occurred in
1988, when about three thousand women contracted shigellosis, a type of food
poisoning, at a music festival. These women then returned home and spread the
disease through person-to-person contact.

Some epidemics are neither common-source nor propagated. These epidemics

stem from a disease carried by a vector, like a tick, or an animal that spreads the
disease to humans. One example of this is the 1980s Lyme disease epidemic caused by
infected deer ticks biting humans in the northeastern United States.
35
Source : epidemic | National Geographic Society

SUMMERIZING

In general, the epidemic is a topical issue that needs social attention and vigilance.
They break out sporadically in many places, causing heavy damage in all aspects of
life and causing widespread psychological crises in society. As can be seen, the
proliferation of viruses, the mode of transmission, and the low population have spurred
them to flourish. Currently, there are diseases of unknown origin or flexible incubation
periods that cause patients to lose control. However, the epidemic has become the
engine and lever to promote the development of medicine and change people's lifestyle
awareness towards a better life.

Vocabulary

New words Infinition Example

Vigilance ( n ) /´vidʒiləns/ more careful attention, We need to be vigilance

especially in order to notice child abduction 
possible danger

Break out ( n ) /breik aʊt/ If something dangerous or Population crisis is broke

unpleasant breaks out, it out in many places 
suddenly starts:

Sporadically ( adv ) /spə. sometimes, but not regularly Broken cups cause shards
ˈræ.dɪ.kəl.li/ or continuously: to fall sporadically
around the kitchen 

Aspect ( n ) /ˈæspekt/ one part of a situation, Learning has a positive

problem, subject, etc. effect on all aspects of
life 

Proliferation ( n ) the fact of something Spring promotes the

36
/prə,lifə'rei∫n/ increasing a lot and suddenly proliferation of all things 
in number or amount

Crisis ( n ) /ˈkraɪsɪs/ a time of great disagreement, Hyperactivity disease in

confusion, or suffering children causes a crisis
for parents in educational
orientation

Spur ( v ) /spə:/ to encourage an activity or She spurred her horse

development or make it towards the hedge 
happen faster

Flourish ( adj ) /'flʌri∫/ to grow or develop Flourishing countries will

successfully: invest in mineral-rich
countries

Incubation periods ( n ) the period of time between Covid-19 has an

harmful bacteria or viruses incubation period of up to
/¸inkju´beiʃən 'piəriəd/
entering a person's or 2 weeks
animal's body, or entering a
plant, and the effects of a
disease appearing

Lever (n) /ˈlivər/ a bar or handle that moves Using lever is a classic
around a fixed point, so that method of physics
one end of it can be pushed
or pulled in order to control
the operation of a machine
or move a heavy or stiff
object

37