Review of Lessons 1 - 5

Congratulations! You are learning English with Let's Learn English! We hope you are having fun and learning to speak and listen well in English. Try to review the lessons often, and you will remember the new words better. Listening Quiz Take this quiz to review the lessons from 1 to 5.  Lesson Review Here are the lessons and learning points. Write to us in the Comments section to let us know which you like best. Lesson 1: Welcome! (Meeting People) Verb BE + name in introductions BE + location Meeting people Personal information Learning the Alphabet Learning the Numbers 1-20 Pronouncing linked sounds Lesson 2: Hello! I'm Anna! (Introductions) BE + noun; BE + location Subject pronouns: I, you, he, she, we, they Welcoming & Leave-taking Spelling names aloud Contractions with the verb "be" Saying your address Lesson 3: I'm Here! (Apologizing and Phone Conversation) Numbers in Addresses & Phone numbers Place pronouns: here, there Calling someone on the phone Polite telephone expressions Lesson 4: What Is It? (Everyday Things) Greeting people To Have + Object To Not Have + Object To Be + Object Saying quickly "and" as "n" Lesson 5: Where Are You? (Rooms in a House) To Be + Location Asking about locations Listening for information about people’s locations Naming places and activities What do you think? How are you using "Let's Learn English?" Is it helping you to learn English? Please write to us in the comments section or send us an email. Take the poll to let us know the most helpful part of each lesson. Thank you for coming to learn English with us!

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Review of Level 2 Lessons 1 - 5

Review of Lessons 1 -- 5 Lesson 1: Budget Cuts Grammar focus:  Review: Present Perfect (has/have + past participle)  New: Present Perfect Continuous (has/have + been + ing verb) Topics: Agent Nouns, New occupations, Evaluating People's Activities Learning Strategy: Make Inferences Lesson 2: The Interview Grammar focus:  Review: Two-word verbs; Separable and Inseparable  Topics: Job Interviews​, Describing Talents and Skills, Describing Accomplishments Learning Strategy: Goal Setting Lesson 3: He Said - She Said Grammar focus:  Past Perfect Tense Topics: Promptness, Leaving a message, Schedules Learning Strategy: Monitor Lesson 4: Run Away With the Circus! Topics: Expressing opinions; Expressing agreement and disagreement Learning Strategy: Apply a rule Lesson 5: Greatest Vacation of All Time Grammar focus:  Review of ​comparative adjectives and superlative adjectives​ Topics: Asking for Information; Comparing different vacations and transportation Learning Strategy: Make Associations Listening Quiz See how well you understand the first five lessons by taking a listening quiz. Play each short video, then choose the best answer. Free Materials Download the VOA Learning English Word Book for a dictionary of the words we use on this website. For Teachers Send us an email if you have comments on this course or questions.     Comments Now it's your turn. Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of the Let's Learn English course.

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Half of Teenagers in US and Japan ‘Addicted’ to Smartphones

  About half of teenagers in the United States and Japan say they are “addicted” to their smartphones. To be addicted means an individual is unable to stop doing something -- in this case, using the telephones. University of Southern California, or USC researchers asked 1,200 Japanese about their use of electronic devices. The researchers are with the Walter Annenberg School for Communications and Journalism. Their findings were compared with an earlier study on digital media use among families in North America. Willow Bay is head of the Annenberg School. She said, “Advances in digital media and mobile devices are changing the way we engage not only with the world around us, but also with the people who are the closest to us.”   James Steyer is founder of Common Sense Media, an organization which helped with the study. He said, “This is a really big deal. Just think about it, 10 years ago we didn’t even have smart phones.” Among the findings in the USC report: 50 percent of American teenagers and 45 percent of Japanese teens feel addicted to their mobile phones. Sixty-one percent of Japanese parents believe their children are addicted to the devices. That compares to 59 percent of the American parents who were asked. Also, more than one in three Japanese parents feel they have grown dependent on electronic devices, compared to about one in four American parents. Leaving your phone at home is ‘one of the worst things’ “Nowadays, one of the worst things that can happen to us is, like, oh, I left my phone at home,” said Alissa Caldwell, a student at the American School in Tokyo. She spoke at the USC Global Conference 2017, which was held in Tokyo. A majority of Japanese and American parents said their teenagers used mobile devices too much. But only 17 percent of Japanese teens agreed that they use their devices too much. In the United States, 52 percent of teens said they are spending too much time on mobile devices. Many respond immediately to messages About seven-in-10 American teens said they felt a need to react quickly to mobile messages, compared to about half of Japanese teens. In Japan, 38 percent of parents and 48 percent of teens look at and use their devices at least once an hour. In the United States, 69 percent of parents and 78 percent of teens say they use their devices every hour. Naturally, that hourly usage stops when people are sleeping, the researchers said. The devices are a greater cause of conflict among teens and parents in the United States than in Japan. One in three U.S. families reported having an argument every day about mobile device use. Only about one in six Japanese families say they fight every day over mobile devices. Care more about devices than your children? But 20 percent of Japanese teens said they sometimes feel that their parents think their mobile device is more important than they are. The percentage of U.S. teens saying they feel this way is six percent. In the United States, 15 percent of parents say their teens’ use of mobile devices worsens the family’s personal relationships. Eleven percent of teens feel their parents’ use of mobile devices is not good for their relationship. The USC research was based on an April 2017 study of 600 Japanese parents and 600 Japanese teenagers. Opinions from American parents and teenagers were collected in a study done earlier by Common Sense Media. Willow Bay, the Annenberg School of Communications dean, said the research raises critical questions about the effect of digital devices on family life. She said the cultural effects may differ from country to country, but “this is clearly a global issue.” I’m Bruce Alpert. And I'm Jill Robbins.                            Bruce Alpert reported on this story for VOA Learning English. George Grow was the editor. We want to hear from you. Write to us in the Comments Section and share your views on our Facebook Page. How often to you use mobile devices? Do you think it affects your relationships with your parents? Your friends? And is that effect more positive than negative, or more negative than positive? ________________________________________________________ Words in This Story   smartphone – n. a telephone with computer software programs digital - adj. using or characterized by computer technology advance - v. to move forward engage - v. to do something mobile – adj. something with the ability to be moved; changeable  

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College Admissions: Looking Beyond Big Name Schools

  When students around the word think about higher education in the United States, a few images are likely to appear in their minds. They probably see beautiful old buildings, libraries full of books and open grassy spaces where students relax or walk to class. A list of famous names probably comes to mind as well; Harvard University, Yale University, Stanford University. The list sometimes stops after just five or six schools. But, there are over 4,000 colleges and universities in the U.S. Why do only a handful of them gain so much attention? One reason is history. Schools like Harvard and Yale have existed for hundreds of years so people have been hearing about them for hundreds of years. Another reason is reputation. Some of the best-known schools, including Harvard and Yale, are part of a small group called the Ivy League. These private American colleges and universities have long been thought to be among the best in the world. John Gaines says such schools earned their reputations. Gaines is the director of undergraduate admissions at Vanderbilt University, a private research university in Nashville, Tennessee. While not part of the Ivy League, Vanderbilt is widely seen as a top American school. Gaines says, for generations, schools like Vanderbilt have produced important leaders and thinkers. But he admits that these famous schools are far from the only places that offer an excellent education. The top schools in America are also extremely difficult to win admission to. For example, about 39,500 undergraduates applied for admission to Harvard for the 2017 school year. The university accepted just a little over 2,000. In 2016, Vanderbilt accepted fewer than 3,500 of the more than 32,000 students who applied. Gaines suggests every student should consider other possibilities in the face of such competition. He says they should look at schools with fewer international applicants or those seeking a more diverse student body. Gaines says applicants who are a little different than most can be especially appealing.  “The truth of the matter is the very best known places in the United States, have admit rates that are really, very small,” he told VOA. “We’re hyper selective in many ways. And so, the international applicant or the American…who is broadening their search…may, in some real way, be enhancing their chance for admission.” Gaines says there are many sources for information on the different types of colleges and universities in the U.S. The U.S. News and World Report and the Princeton Review are some of the most popular sources of this sort of information. The two groups rank and review schools using many kinds of measures. But Gaines says students should make use of the U.S. Department of Education’s College Scorecard. He also suggests the non-profit organization the College Board’s Big Future website. Both services are free, and they let students search for schools based on qualities like location, cost, size, and kind of programs offered. The College Scorecard even lists graduation rates and the average amount of money students make after they graduate. Ryan Ricciardi says looking for information beyond just a ranking can be extremely useful for students. Ricciardi is an admissions official at Bowdoin College in Brunswick, Maine. Bowdoin is a private college with about 1,800 total students. The school accepted about 14 percent of its applicants for 2017. School rankings are decided using information like average scores of common tests and size of investments. So Ricciardi argues that more detailed information that directly relates to a student’s individual needs is much more useful. “Rankings don’t tell the full picture,” she told VOA. “They don’t talk about the experience that students have…They don’t talk about the research opportunities that are available...They don’t talk about the work that professors are doing and publishing…They just give you data. And that data is really important and interesting. But it’s just data. It’s not the food that you’re going to eat…the professor that’s going to teach your class.” Ricciardi and Gaines both say that students should start their exploration by asking themselves several questions: Do they prefer small classes or big ones? Are close, personal relationships with their professors important to them? Do they want to be in a small town or a big city? The answers will help them narrow the field of possibilities. Ricciardi also says that parents should also understand and accept that not everyone can or will get into a “big name” university. But, she says many successful people received great educations from lesser known schools. “The CEOs of all of these companies, the chief researchers, the doctors that are saving lives, they didn’t all go to…the number one university,” she said. “They all got a lot out of their education no matter where they went. It’s how they’ve invested in it as individuals and what they’ve gotten out of it that they’re using to make the world a better place.” I’m Pete Musto.  And I’m Dorothy Gundy. Pete Musto reported this for VOA Learning English. Caty Weaver was the editor. We want to hear from you. How important is a school’s reputation in regards to the quality of the education it provides? What are some of the experiences you have heard about from other students who have attended lesser-known colleges and universities? Write to us in the Comments Section or on our Facebook page. _______________________________________________________________ Words in This Story   relax – v. to spend time resting or doing something enjoyable especially after you have been doing work reputation – n. the common opinion that people have about someone or something undergraduate – adj. related to students at a college or university who has not yet earned a degree applied – v. asked formally for something, such as a job, admission to a school, or a loan, usually in writing diverse – adj. made up of people or things that are different from each other hyper – adj. excessively or extremely selective – adj. careful to choose only the best people or things enhancing – v. increasing or improving something location – n. a place or position graduation – n. the act of receiving a diploma or degree from a school, college, or university opportunities – n. amounts of time or situations in which something can be done data – n. facts or information used usually to calculate, analyze, or plan something

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Teachers in English-speaking Areas of Cameroon Remain on Strike

  Thousands of teachers celebrated World Teacher's Day in Yaounde, Cameroon's capital on October 5. Ernestine Tabe, a teacher, came to the capital in September to look for a job. She used to live in Kumba, an English-speaking town.   Tabe had not been paid for five months because of an ongoing strike in Cameroon's English speaking areas. "I decided to come here in order to get myself involved in teaching, so that the zeal in me would not die down because, as a teacher, you are always eager to teach others to know." Last November, most of the schools in Cameroon's two English-speaking regions closed when lawyers and teachers went on strike. The strikers demanded that the government reform how it uses the French language in the country. Gideon Tanda is a leader of one of the teacher's trade unions that called the strike. Tanda spoke about some of the issues the teachers' union is concerned about. He said English-speaking teachers are often sent to French-speaking regions and French-speaking teachers are sent to English-speaking areas. He added that the teachers often have to teach in areas outside of their training. "What do you think? That person [teacher] cannot perform. There is bad faith," he said. Tanda also said that he is concerned that teachers will miss more school. “[The] Government is not listening, and it is so deplorable now that we have had a lot of killing. People are on the run, others are nowhere to be found, just missing. I feel terribly bad as a teacher that at this point in time people have to miss classes for a whole year and they are about to miss another year." English-speaking separatist groups have joined the strike. They are demanding that English-speaking regions form a new state called “Ambazonia.” Thousands of people demonstrated in the streets in support of calls for independence earlier this month. However, the rights group Amnesty International said security forces reacted violently, killing at least 17 people. In response to the strike, the government says it has given jobs to 1,000 English-speaking teachers and paid subsidies to private schools. Officials also say they have released some of the leader of teachers' unions from jail. The governor of the Southwest Region, Bernard Okalia Bilai, is urging teachers to return to their classrooms. He says the state is here to guarantee their security. He says officials will continue to talk with teachers to deal with their concerns throughout the year. But other violence also has been reported. Unknown arsonists, possibly from militant groups, have targeted schools that have ignored the call to take part in the strike. Some parents say it is not safe to send their children back to school. The government estimates that only 20 percent of expected students in the English-speaking regions have shown up for class since the school year began in September. I'm John Russell.   Moki Edwin Kindzeka reported on this story for VOA News. John Russell adapted it for Learning English. Mario Ritter was the editor. We want to hear from you. Write to us in the Comments Section. ________________________________________________________________ Words in This Story   celebrate – v.  to do something special or enjoyable for an important event, occasion, holiday, etc. zeal – n. a strong feeling of interest and enthusiasm that makes someone very eager or determined to do something eager –adj. very excited and interested regions –n. part of the world or of a country that is separate  faith – n.  strong belief or trust in someone or something deplorable – adj. very bad, causing fear and shock subsidy – n. money or support usually from a government that is meant to keep the cost of a product or service low arsonist – n. a person who commits the illegal burning of a building or other property 

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Bicycles Mean Less Demand for Fuel in East Asia

  Millions of people in cities across Asia are using phone apps to borrow bicycles for local travel. This kind of technology is made for people who want to leave cars and motorcycles at home, and avoid spending money on a taxi service. The Reuters news agency reports that bicycle sharing has been rising in popularity in places like Beijing, Taipei and Singapore. China’s Ministry of Transport reports that the two-year bike-sharing trend has put over 16 million bikes in China alone. It adds that more than 100 million Chinese have registered for bike-sharing. That has reduced car use and demand for gasoline. Economists have predicted that demand for fuel will likely stop rising by the year 2025. “I often use bike-sharing services because it’s very convenient,” said 36-year-old Wei Zhang, who uses a shared bike several times a week to go to work. “I can find it anywhere and will not worry about losing the bike,” the Beijing native added. No one knows the exact number of bicycles on China’s streets or how much bike-sharing has affected fuel demand. But the government, oil companies and a study by Reuters all found that fewer people are using cars. “Bike-sharing has been crazy since late last year,” said Harry Liu, who works as an advisor for IHS Market. He added that more people are using public transportation because they know they can finish their trip with a shared bicycle. Even before the popularity of bike-sharing, observers were saying that the rising use of electric cars and better fuel efficiency meant an end for gasoline’s big growth story. China’s gasoline demand growth is expected to slow to nearly 4 percent this year, compared with 6.5 percent growth last year. That information comes from Sri Paravaikkarasu, head of East of Suez oil at Facts Global Energy. Asian bikes, Asian cities Last month, a Chinese bike-sharing start-up company opened offices in Kuala Lumpur, Bangkok and Washington, D.C.  The company, called Mobike, was launched in April 2016. Another Chinese company, Ofo, provides a similar service. The two businesses have received more than $2 billion in private investment. Mobike has 7 million bicycles worldwide. Ofo has more than 10 million, and plans to increase the number to 20 million in the next three months. In Taiwan, the government supports a bike-sharing plan. Officials hope to have 12 percent of commuters using bicycles in trips to work by 2020. Five percent of commuters use bicycles now. The Taipei city government hopes to have every citizen just 10 minutes from a bike by 2018.  Harry Liu of IHS said that bike-sharing could change the way people think about mobility and could change the transportation business. I’m Susan Shand.   The Reuters news agency reported this story. Susan Shand adapted the report for VOA Learning English. George Grow was the editor. Do you choose riding a bicycle over driving a car? Write to us in the Comments Section or on our Facebook page. ________________________________________________________________ Words in This Story   phone app – n. a computer program that performs an activity trend – n. something that is currently popular or fashionable convenient - adj. allowing you to do something easily or without trouble crazy – adj. wildly; very excited commuter - n. a person who travels regularly to and from a place  

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Learn How to 'Get a Clue'

  Now, Words and Their Stories from VOA Learning English. On this program we talk about words and expressions that we use in everyday conversation. Today we are going to talk about mysteries. And, more importantly, how to solve them. So, what are the keys to solving a mystery? If you said clues, you are right. Clues are pieces of information that help you find an answer. The word "clue" has an origin story that may surprise both native English speakers and those learning English. The origin of the word combines a Greek myth, a labyrinth, danger and knitting. That's right, knitting! But first, let’s start with the myth. In this story, a monster called the Minotaur lived in a labyrinth on the island of Crete. From time to time, people were sent inside the labyrinth as sacrifices. They could not find their way out, and the Minotaur killed and ate them. Except for one man.    As the story goes, Theseus volunteered to go into the Minotaur's labyrinth. But before going in, Theseus unraveled a ball of yarn. He battled the Minotaur and killed it. Then he followed the yarn back to the opening of the labyrinth and came out alive. You may be saying to yourself, "That is a great story. But what does it have to do with the word ‘clue’?" Well, in the 1590s, a ball of yarn was called a clew, spelled c-l-e-w. Because of this Greek myth about Theseus -- and possibly other stories, too -- the meaning of "clew" began to change. By the 1620s, the word meant something that will lead to a solution. After more time passed, the spelling changed to c-l-u-e, the way we spell it today. "Clue" continued to become even more widely used. By the late 1940s, someone who didn't have a clue meant someone who didn't understand something. Today, we commonly use this "clue" in many expressions. You can use it to talk about someone who doesn't know a specific thing or about someone who is generally ignorant. For example, I am organizing a surprise birthday party for my friend. She doesn’t have a clue what I am planning! When the guests jump out of their hiding places and yell “Surprise!” she will be shocked. That is a friendly use of the expression. But it can also be used in a more critical way. For example, I could say, "I have a friend who was born into a very rich family. I feel uncomfortable when she complains about people who struggle to pay their bills on time. She doesn't have a clue how hard it can be to make a living!" Instead of "didn't have a clue" you could also say “she is clueless” for both of these examples. Here's another example of “clueless” meaning a general state of ignorance.  "I can't believe the boss made his son our manager. That kid is so clueless. He has no idea how this company works. We're doomed!" That's an insult. Now, if someone is clueless or doesn't have a clue in the sense that he or she is simply ignorant, you can tell them angrily to get a clue. This like telling them to wake up or to get with it! You can also gently clue them in. This phrase means to let someone know the way something happens. We often use it when something is difficult to understand or see on the surface. So, if you are simply sharing your homemade apple pie recipe with a friend, you probably wouldn't say, "I'll clue you in on how to make this apple pie." I mean, you could say that. But it sounds much too dramatic. But let's say a friend of yours moves into the apartment building where you live. Many strange and difficult people also live in that building. You might want to pull your friend aside and say, "Look, if you want to be happy here, let me clue you in on some of the characters who live here. Never talk directly to the guy who walks his turtle. If you need to say something to him, just say it to the turtle. And don't hang your laundry on your balcony. The woman living above you will shoot at your dry clothes with a water gun. And whatever you do, DO NOT play classical music after 6 p.m. Your next door neighbor was a conductor in an orchestra and misses it terribly. You will hear him crying for hours afterward." Now, I hope you feel a bit clued in on the different ways to use the word "clue." And that's all for this Words and Their Stories. I'm Anna Matteo.   Do you have a similar word story for "clue" in your language? Let us know in the Comments Section. Anna Matteo wrote this story for Learning English. Kelly Jean Kelly was the editor. The song at the end is Royksopp singing "You Don't Have a Clue." __________________________________________________________ Words in This Story   myth – n. a story that was told in an ancient culture to explain a practice, belief, or natural occurrence : an idea or story that is believed by many people but that is not true knit – v. to make (a piece of clothing) from yarn or thread by using long needles or a special machine Minotaur – n. a monster shaped half like a man and half like a bull, confined in the labyrinth built by Daedalus for Minos, and given a periodic tribute of youths and maidens as food until killed by Theseus labyrinth – n. a place that has many confusing paths or passages yarn – n. a long, thin piece of cotton, wool, etc., that is thicker than thread and that is used for knitting and weaving unravel – v. to cause the separate threads of something to come apart specific – adj. relating to a particular person, situation, etc. dramatic – adj. attracting attention : causing people to carefully listen, look, etc. often showing a lot of emotion : tending to behave and react in an exaggerated way turtle – n. a reptile that lives on land, in water, or both and has a toothless horny beak and a shell of bony plates which covers the body and into which the head, legs, and tail can usually be drawn water gun – n. a toy gun made to squirt a jet of water or other liquids — called also water pistol, squirt gun balcony – n. a raised platform that is connected to the side of a building and surrounded by a low wall or railing conductor – n. a person who stands in front of people while they sing or play musical instruments and directs their performance orchestra – n. a group of musicians who play usually classical music together and who are led by a conductor

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English in a Minute: Play it by Ear

Does this expression relate to music? Sort of...

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'The Murders in the Rue Morgue,' by Edgar Allen Poe, Part Four

  We present the fourth of five parts of the short story "The Murders in the Rue Morgue," by Edgar Allen Poe. The story was originally adapted and recorded by VOA Learning English. Murder had come to the old house on the street called Rue Morgue! Murder had come and gone and left behind the dead bodies of an old woman and her daughter. It was a perplexing crime scene. The damage to the daughter’s body suggested a killer of superhuman strength. The knife that had killed the old woman, almost separating head from body, was in the room. But the old woman’s body was outside, behind the house. The door and windows to the house all firmly closed, locked on the inside. Voices had been heard. One voice was speaking in French; the other voice had not spoken even one word that anyone could understand. And yet, there was no one in the room when police arrived moments after the attack. My friend Dupin was now explaining to me what he had learned when we visited the scene of the crime. “I knew that what seemed impossible must be proved possible. The killer, and I believe there was just one, escaped through one of these windows. After the murderer had left he could have closed the window from the outside; but he could not have fastened the nail. Yet anyone could see the nails which held the windows tightly closed. This was the fact that stopped the police. How could the murderer put the nail back in its place?” “That’s the problem, Dupin! Perhaps — perhaps if you pulled out the nail…” “Yes! That is just what I thought. Two things seemed clear: first, there had to be something wrong with the idea that the nails were holding the windows closed. Second, if it was not the nails which were holding the windows closed, then something else was holding them closed, something hard to see, something hidden. So, I checked the first window again. I removed the nail. Then I again tried to raise the window. It was still firmly closed. There had to be a hidden lock, I thought, inside the window. I searched the window frame. Indeed, I found a button which, when I pressed it, opened an inner lock. I raised the window with ease. “Now I knew that the killer could close the window from outside and the window would lock itself. But there was still the nail. So, I returned the nail, pressed the button and again tried to raise the window. The nail held the window closed!” “Then…the window could not have been the means of escape!” “That window, no. The killer did not escape through it. But I went again to the other window. The nail there looked the same as the one I had just seen. I moved the bed so that I could look closely. Yes. There was a button here, too. I was so sure I was right that without touching the nail I pressed the button and tried to raise the window. And guess what happened?” I knew the answer but I let Dupin have the satisfaction of reporting. The window went up, he told me. “As the window went up, it carried with it the top part of the nail, the head. When I closed the window, the head of the nail was again in its place. It looked just as it had looked before. The nail was broken but looked whole. And, what is impossible is proved otherwise.” “So the murderer went out that window. Did he arrive in the room by that path as well?" Dupin answered, although it seemed he was speaking more to himself than me. “It was a hot summer night. Would the victim have opened the window to get some fresh night air? Most likely.” “So, the killer found it open and entered, I said.” Dupin nodded. “And, as he came, the window locked when it closed. The lock held the window closed not the nail, as it appeared to investigators. Again that which seemed impossible was actually possible.” Dupin’s eyes were shining with the satisfaction discovery brings. He was analyzing evidence and his unusual reasoning ability had found a great purpose. I suddenly understood:This is why going to the house on the Rue Morgue seemed “pleasing” to Dupin. The use of his sharp mental abilities made him happy. And, I had more work to provide that great brain. “Dupin — the windows are on the fourth floor, far above the ground. Even an open window…” Dupin shook his head up and down slowly. “Yes…yes. That is an interesting question: how did the murderer go from the window down to the ground and vice-versa? But I had looked around carefully outside you recall. And I knew a way. And the answer to this question told me still more about the identity of the killer. Do you remember, friend, the lightning rod attached to the house?” I paused. “Yyy…yes. A metal pole, and quite narrow. It protects the building from lightning strikes. But it is so tall and thin.” “True. It would take great strength and agility to get up the pole. Some kinds of animals might climb it easily, yes? But surely not every man could. In fact, maybe very few men. Those of very special strength and special training. “This helped create a better picture of the murderer. But still not sharp enough to recognize. I still had the question: who? “We know the killer climbed the pole, entered the room through the window, murdered and destroyed all order in the room. He managed to push one body up the chimney. He threw the other, almost headless, out the window. Then he left the way he came. We can answer the how of the crime. But who? Such unspeakable viciousness…what human could do this to another?” Dupin continued, trancelike again, seeming to speak to himself as much as to me. “Perhaps we can come closer to answering the question of who by exploring the question of why.” “But Dupin, the police said the motive must have been robbery.” “But my friend, what was taken? The police said they could not answer the question. They said they did not know what the women had. Maybe clothes and jewelry, the investigators proposed. But neighbors described the women as nearly hermits, rarely if ever, leaving the house. Of what use would fine clothes and costly jewelry be to them?” Dupin’s eyes were glistening, his brows pointing sharply down, as he circled me, thinking aloud. “But, what is more telling than what the killer might have taken is what he left behind…conveniently in bags in the center of the room…” “Of course, the money. You are right, Dupin. It makes no sense. All the money delivered from the bank to the old woman. Right there on the floor. Why would the attacker have passed on the riches? A thief certainly would not.”  “So, I want you to forget the investigators’ claim that the killer acted out of a desire for money. They thought this only because they knew the money had arrived just three days before the killings. But that was just chance. If gold was the reason for the murders, the killer must have been quite a fool to forget and leave it there. “No. I think that there was no reason for these killings…except, perhaps, fear. The wild nature of the attack leads me to a motive of fear.” “Hmm, an interesting theory, Dupin. Fear can bring out the crazed beast in a person…” “In any living thing. Now let us look at the murders themselves. A girl is killed by powerful hands around her neck, then the body is placed in the opening over the fireplace, head down. Unusual, even by the standards of the most terrible criminals. Think, also, of the great strength needed to put the body where it was found. It took several men to pull it out! Also the hair pulled from the head of the old woman. You saw it on the floor yourself, and you saw the blood and skin still attached. It takes great force to pull out even twenty or thirty hairs at a time. But this was hair AND scalp! And there was no reason to almost take off the woman’s head just to kill her.” “It is extremely odd, I agree. Especially since there is no evidence that the killer knew the victims. No one could hate a stranger enough to carry out such torture.” Dupin’s eyes narrowed. “Exactly.”   Download activities to help you understand this story here. Now it's your turn to use the words in this story. What kinds questions do you ask yourself and others when trying to solve difficult problem? What are things you think of that no one else usually does? Let us know in the comments section or on our Facebook page. _____________________________________________________________ Words in This Story   superhuman – adj. greater than normal human power, size or ability button – n. a small, usually round piece of plastic, glass, metal, etc., that is sewn to a piece of clothing and used for fastening one part of the clothing to another part lightning rod – n. a metal pole often attached to homes or buildings used for attracting lightning pole – n. a long, straight piece of wood, metal or some other material, that is often placed in the ground so that it stands straight up trancelike – adj. to be (or seem to be) in a state where you are not aware of what is happening around you because you are thinking of something else hermit(s) – n. a person who lives in a simple way apart from others especially for religious reasons glistening – gerund. shining with light, as if reflected off a wet surface brow(s) – n. the line of hair that grows over your eye thief – n. a person who steals something scalp – n. the skin on the top of your head where hair grows

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UN: States Increasingly Using Refugees for Political Purposes

  For years, people fleeing from war and oppression have sought asylum in nearby countries. Now, the United Nations is warning that countries are increasingly using refugees as tools to support their local and national interests. Filippo Grandi is the U.N.’s High Commissioner for Refugees (UNHCR). He says many refugees are being used as pawns as traditional guarantees of asylum appear to be breaking down. Grandi spoke at the refugee agency’s annual conference this week in Geneva, Switzerland. The UNHCR reports a record 65.6 million people had been forcibly displaced by war and persecution worldwide by the end of 2016. This includes 22.5 million refugees who had crossed from one country to another. The UNHCR reports that, in 2017 alone, more than two million people have fled their countries as refugees. Grandi told the delegates that in just five weeks, 500-thousand Rohingya fled from violence in Myanmar. During the same period, he noted, more than 50,000 people fled South Sudan, while 18,000 others were escaping clashes in the Central African Republic. Grandi said that in some ways refugees have always been used for political purposes. But he said the problem has worsened in recent years. He said refugees have become a major issue in local and national politics and even in relationships between governments. “Protection is constantly being tested. And, at times, it even seems that refugees have become a commodity, traded between states. Principled leadership has frequently given way to an erosion of refugee rights, driven by confused and sometimes frightened public opinions often stirred up by irresponsible politicians.” Grandi told the conference that immigration and asylum policies have become more restrictive in some countries. He said some countries that welcomed refugees in the past also have their own histories of exile and migration. He added that refugee protection is weakening in many areas, including in industrialized countries. He says protection of refugees is breaking down in traditional countries of asylum in Europe, the United States and Australia. I’m Alice Bryant.   Lisa Schlein reported this story from Geneva. Christopher Jones-Cruise adapted her report for Learning English. George Grow was the editor. We want to hear from you. Write to us in the Comments Section, or visit our Facebook page. _____________________________________________________________ Words in This Story pawn – n. someone that can be used to carry out the will of another individual annual – adj. once a year persecution – n. punishment; oppression commodity – n. something useful or valued principled – adj. existing or based on beliefs erosion – n. the natural process of breaking down or wearing away

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Remembering Rock Music Star Tom Petty

  Americans are remembering rock musician Tom Petty. Petty died on Monday after suffering a cardiac arrest at his home in Malibu, California. He was 66 years old. Petty's family said he was taken to a hospital early Monday, but doctors could not help him. They said he died several hours later "surrounded by family, his bandmates and friends." Petty and his band finished their most recent tour just last week at the Hollywood Bowl in Los Angeles. In December, Petty told Rolling Stone magazine that he thought this would be the group's last performances together. He said, "It's very likely we'll keep playing, but will we take on 50 shows in one tour? I don't think so. I'd be lying if I didn't say I was thinking this might be the last big one." Singer-songwriter Bob Dylan was a friend of Petty’s. They performed together over 20 years ago in a group called the Traveling Wilburys. In a statement to Rolling Stone magazine, Dylan said Petty’s death was “shocking, crushing news.” The rock star added “He was a great performer, full of the light, a friend, and I’ll never forget him." Petty was born on October 20, 1950 in Florida. The New York Times newspaper reported that he had a difficult childhood and did not do well in school. Petty said he first wanted to become a rock and roll star after meeting Elvis Presley while Presley was in Florida filming a movie called “Follow That Dream.” Petty rose to fame in the 1970s with his band Tom Petty and the Heartbreakers. They were known for hits such as "American Girl," "Listen to Her Heart” and "You Got Lucky." The group became members of the Rock and Roll Hall of Fame in 2002. But alongside his success, Petty suffered from depression and turned to drugs. A 2015 biography told about his addiction to the drug heroin in the 1990s. Warren Zanes wrote the book “Petty: The Biography.” Zanes told The Washington Post that Petty “had had encounters with people who did heroin, and he hit a point in his life when he did not know what to do with the pain he was feeling.” Petty once told CNN, “Music, as far as I have seen in the world so far, is the only real magic that I know. There is something really honest and clean and pure and it touches you in your heart.” I’m Jonathan Evans. Jonathan Evans wrote this story for VOA Learning English based on reports from Reuters and VOANews.com. George Grow was the editor. ________________________________________________________________ Words in this Story   encounter – n. an occasion when you deal with or experience something tour – n. a series of related performances, appearances, competitions, etc., that occur at different places over a period of time cardiac arrest – n. sudden, unexpected loss of heart beat and breathing biography – n. a book about someone’s life

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