Summary Anna is writing a story about the culture of Peru. She does not have time to travel, but her friend Bruna says she can learn about Peru in one short visit. Where will she go? Conversation Bruna: Hi, Anna! Anna: Hi, Bruna! What’s up? Bruna: I thought we could meet for lunch today. Anna: I wish I could, but I can’t. I have to research Peru for a story. Bruna: How’s it going? Anna: Not so good. I’ve been reading about Peru and listening to Peruvian music. I really want to understand Peru. I hope it's enough. Bruna: You should visit Peru. Anna: I wish! Bruna: You can! Anna: Bruna, I don’t have the money or time to go to Peru. My deadline is tomorrow! Bruna: No, I don’t mean to really go there. The museum where I work is having a Peruvian festival today! …. Anna? Anna? Anna, are you there? Prof. Bot: Hello again! Professor Bot here. Today we will hear about wishes and hopes. Bruna asked Anna to go to lunch, but she answered, I wish I could, but I can’t. Listen for more hope and wish sentences. Bruna: Hi, Anna! Anna: Hi, Bruna! Thanks for telling me about this event. Bruna: Sure! It's much better than staring at your computer. I hope it helps with your story. Anna: I’m sure it will. So, what should we see first? Bruna: Dance and music are very important to Peruvian culture, so let’s watch the dancers. Anna: Great! Let’s go! Bruna: There's this very special Peruvian dance called Marinera Norteña. Anna: I love the Marinera Nortina… ! Bruna: Marinera Norteña. Anna: Marinera Norten… ? Bruna: No. Marinera Norteña. Anna: I love the … marriage dance! Anna: Bruna, I read about this dance. But it is much more romantic in person! Bruna: The dancers are giving lessons after their performance. You should try it! Anna: I’d love to. But I’m not ready to get married. I mean, one day I hope to meet the right guy. We’ll buy matching motorcycles and ride into the sunset -- the wind blowing through our hair! Bruna: Anna, the dance just shows the courtship tradition. It doesn’t mean you will get married. Anna: Oh. Well, I’ll try anyway. Bruna: Don’t forget. This festival also shows Peruvian art! Anna: I hope I have time to see everything! Bruna: Anna, I wish I could join you. But I have some work to do. Anna: Of course, of course. You go back to work. I’ll check out the art. Bruna: Okay, I’m hoping to finish in about an hour. Let’s meet then. Anna: Great. See you then! Bruna: See ya! Prof. Bot: Did you notice any sentences with hope or wish? Anna says, “One day I hope to meet the right guy.” That’s an example of using “hope” with an infinitive to talk about doing something in the future. Keep watching! Anna: Oh, wow! I can make my own Peruvian art! Bruna: Anna, how’s it going? Anna: Hi, Bruna! Bruna: You know you're in the kid's section, right? Anna: I'm in the art making section. Bruna: I see that. Your art is very nice. I wish I could do art like that. Anna: Oh, this one’s not mine. This is mine. Bruna: Wow! Really? That's really nice! Anna: Thanks! And thanks for telling me about this festival. I learned so much about Peru. Ooh, we still have time! Bruna: Time for what? Anna: Time for Marinera Norteña! Prof. Bot: Do you remember what Anna said? “I really want to understand Peru.” I hope you understand Peru a little better now, too. And I wish I could talk with you more about grammar, but that’s all the time we have today! Go to the website to learn more! New Words blow - v. to be moved or affected in a specified way by the wind courtship - n. he activities that occur when people are developing a romantic relationship that could lead to marriage or the period of time when such activities occur deadline - n. a date or time when something must be finished hope - v. to want something to happen or be true and think that it could happen or be true in person - expression used to say that a person is actually present at a place join - v. to put or bring (two or more things) together marriage - n. a ceremony in which two people are married to each other match - v. to have the same appearance or color motorcycle - n. a vehicle with two wheels that is powered by a motor and that can carry one or two people Peru - n. a country in South America romantic - adj. of, relating to, or involving love between two people sunset - n. the time when the sun goes below the horizon in the evening wish - v. to want (something) to be true or to happen Learning Strategy The learning strategy for this lesson is Use Sounds. That means you can use your "mental tape recorder" to listen carefully and notice new sounds. For example, when you are learning English there may be some new sounds that you do not have in your native language. In this lesson, Anna hears the name of a dance from Peru. Bruna says, "There's this very special Peruvian dance called Marinera Norteña." At first, Anna has trouble saying the name. She says, "I love the Marinera Nortina… !" Bruna says it again, so Anna can hear it correctly. Later, Anna says the name with the correct sound: "Time for the Marinera Norteña!" How about you? How do you use sounds or "use your mental tape recorder"while you are studying English? Write to us in the Comments section or send us an email. Listening Quiz See how well you understand this lesson 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. Grammar focus: Wish & Hope Clauses Topics: Describing traditions & life events; Expressing Hopes & Wishes; Musical Traditions Learning Strategy: Use Sounds 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 this lesson.
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Sunday, November 12, 2017
Saturday, November 11, 2017
Why US College Students Cheat and How to Fight It
Everyone who has been a student has probably experienced something like this: It is the night before a big test in one of your most difficult classes. You tried your best to study all the information you think will be included in the test. But you are still worried that you have not studied hard enough. If you fail the test, you will likely fail the class. You start to worry so much that you start thinking about doing something you know is wrong. You think about writing some of the information you think will be on the test on a little piece of paper and hiding it in your clothing. You think, “Will my teacher really be able to see what I am doing? And in the end, does doing this harm anyone?” Eric Anderman says he has known many young people who have had these or similar thoughts in his teaching career. It began when he was a high school teacher, where he witnessed many students cheating in his classes. Now Anderman works at the Ohio State University in Columbus, Ohio. He is a professor of educational psychology and head of the Department of Educational Studies at Ohio State. Anderman says cheating happens just as much at the college level as it does in high school. In fact, the International Center for Academic Integrity found that a majority of American college students cheat. In 2015, over 71,000 university students were asked about cheating. About 68 percent of them admitted to doing so at least once. Anderman has been studying why students cheat and the ways in which they do it for over 20 years. His most recent research, published in September, provides interesting information about when students believe cheating is acceptable. His research involved a little over 400 students at two large research universities in the United States. They were asked about cheating. The study found that the students said it is most acceptable to cheat in classes they disliked. And the classes where students felt cheating was acceptable were often subjects like mathematics and science. Anderman notes that it is difficult to say what makes students like or dislike a class. It could be the subject or the personality of the professor. And in the end, it is always up to the student to make the decision whether or not to cheat. However, Anderman argues that college professors can design their classes in a way that reduces students’ desire to cheat. Students feel cheating is less acceptable in classes that focus on learning how to do something instead of memorizing information, he says. “If you think about it,” he told VOA, “it makes logical sense if a class is set up so that you have to demonstrate mastery … of the content, cheating’s not going to buy you anything. A flipside of that is … a focus on testing. And so when a student goes in a class, and … all they think about or all they hear about is testing … and ‘If you don’t do well on the test, you’ll never move on to the second level’ … they cheat more often.” So, Anderman says, when a math test is given to students, teachers should not test whether or not they have memorized the necessary formulas. Students might be so worried about recalling the formulas that they feel the need to cheat in order to succeed. The more students cheat, the more their understanding of the subject will weaken, Anderman says. Instead, he suggests that the professor could provide the math formulas to the students and test whether or not they know how to use them to solve complex problems. After all, Anderman argues, in the real world, many professionals use computer programs that already possess the formulas. It is up to the professionals to know how to use the formulas and their knowledge of the subject to solve the problems presented to them. Anderman says professors should do their best to explain why they are passionate about a given issue and why students might need such knowledge in the future. That way the students themselves will feel more connected to what they are learning. Yet David Rettinger suggests that even with a connection to the material, there is still more to the fight against cheating. Rettinger is an associate professor of psychology at the University of Mary Washington in Fredericksburg, Virginia. He is also one of the heads of the International Center for Academic Integrity. Rettinger says cheating is so difficult to prevent, in part, because of the examples students see in the world around them. “Cheating is deeply ingrained in our culture,” he told VOA. “And when students look to politics, they look to business, and … they see dishonesty being rewarded, it’s very difficult for those of us in higher education to make an argument that they should do things the right way.” That is why Rettinger believes professors need to clearly explain the rules about cheating. For example, actions such as plagiarism -- copying the work of others -- will likely get a student expelled from any college or university in the U.S. Understanding these rules can often be especially difficult for international students, Rettinger says. The education systems in some countries do not place the same importance on individual work or presenting creative ideas in writing projects, for example. So some international students may be cheating without even knowing they are doing so. But most of all, Rettinger argues, professors should explain that finding cheating acceptable can cause problems for students well after college. “You can, perhaps, get a job by cheating,” he said. “But you’re not going to keep that job. Over time it’s going to become clear to the people you work with that you don’t really know what you’re doing. And so the knowledge that you claim to have isn’t going to present itself, and they’re going to be looking for someone who can actually do the things you say you can do.” I’m Pete Musto. And I’m Dorothy Gundy. Pete Musto reported this story for VOA Learning English. George Grow was the editor. We want to hear from you. Have you ever cheated in school? If so, what made you decide to do it? What would you say to others who might consider cheating? Write to us in the Comments Section or on our Facebook page. _____________________________________________________________ Words in This Story focus – v. to cause something, such as attention, to be directed at something specific logical – adj. agreeing with the rules of a proper or reasonable way of thinking about or understanding something content – n. the ideas, facts, or images that are in a book, article, speech, or movie flipside – n. the bad or unpleasant part or result of something formula(s) – n. a general fact or rule expressed in letters and symbols professional(s) – n. someone who does a job that requires special training, education, or skill passionate – adj. having, showing, or expressing strong emotions or beliefs ingrained – adj. existing for a long time and very difficult to change plagiarism – n. the act of using another person's words or ideas without giving credit to that person
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Review of Lessons 6 - 9
Congratulations! You are learning English with VOA Learning English! Try the quiz and enjoy the video of our mistakes. For Fun - 'Bloopers' Sometimes we do not remember what to say. Or sometimes we are laughing about a funny event. Watch the video above to see these mistakes, or 'bloopers.' New Words from Blooper Video break - n. a period in which you stop activity or for a short time mistake - n. something that is not correct blooper - n. an embarrassing mistake usually made in public some - adj. of an untold amount or number Listening Quiz Take this quiz to review the lessons from 6 to 9. 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 Lesson 6: Where Is the Gym? (Places in an Apartment) Places in an apartment Prepositions: next to, behind, across from Greetings between friends Asking questions about locations Naming places Lesson 7 - What Are You Doing? (Everyday Activities) Asking someone what they are doing Telling someone what you are doing Saying "what are" quickly Lesson 8: Are You Busy? (Schedules) Times of day: morning, evening, afternoon To Be + Short answers Telling what someone is doing Words to use when you don't know what to say: uh, um How to say "I'm sorry" Lesson 9: Is it cold? (Talking About Weather) Weather words & adjectives Fahrenheit & Celsius temperatures To Be + Short answers Yes/No question Agreeing and disagreeing 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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Pig or Pork? Cow or Beef?
Now, Words and Their Stories from VOA Learning English. On this program we often talk about the origins of words and expressions that we use in American English. We also talk about how we use them in everyday conversations. Today we talk about animals--and animals we eat. In English, these two categories often have different names. Pigs turn into pork. Cows turn into beef. Sheep is mutton. Calves are veal. And deer is venison. But why do we call these animals different names when we prepare them for a meal? Why is it “pig” on the farm but "pork" in a sandwich? The answer is the Norman Conquest of Britain in 1066. That is when many French words became part of the English language. Many of those French words related to the battlefield, such as “army” and “royal.” Many related to government and taxation. And many others related to food. When animals were in the stable or on the farm, they kept their Old English names: pig, cow, sheep and calf. But when they were cooked and brought to the table, an English version of the French word was used: pork (porc), beef (beouf), mutton (mouton) and veal (veau). On several websites, word experts claim that this change shows a class difference between the Anglo-Saxons and the French in Britain at the time of the conquest. Because the lower-class Anglo-Saxons were the hunters, they used the Old English names for animals. But the upper-class French saw these animals only at mealtimes. So, they used the French word to describe the prepared dishes. Today, modern English speakers — regardless of social class — have come to use both. However, the words “deer" and "venison," however, are a bit more complicated. Etymology Online says "venison" comes from an Old French word from the 1300s (venesoun) meaning "'meat of large game,' especially deer or boar." And that Old French word comes from a Latin word (venation) meaning "a hunt, hunting, or the chase." Following the Norman Conquest of 1066, any hunted animal was called venison after it was killed. And probably because deer were killed more than any other animal, “venison” came to mean “deer meat.” However, “chicken” and “fish” remain largely unchanged. However, sometimes we use the word "poultry" when talking about buying a chicken, turkey, or other similar bird to eat. For example, a grocery store may have a place called “the poultry section.” But we don't use "poultry" when we order chicken or turkey at a restaurant, or serve it at a meal. We simply say "chicken" or “turkey.” For example, if I want to order my favorite dish, which is popular in the southern part of the United States, I will say, "I’ll have the chicken and waffles, please." I would never order "poultry and waffles." Lesser common birds, such as quail and pheasant, simply go by their own names. What about fish? The French word for "fish" is "poisson." Some word experts suspect that "poisson" is too close to the English word "poison" to become a common food word. After all, even the food-rich culture of France cannot overcome the fact that eating poison might kill you or at least make you sick. As a result, anything that even sounds like “poison” will probably be an unpopular choice at mealtimes. And that bring us to the end of another Words and Their Stories. In your language, do the words for animals change when you eat them? Let us know in the Comments Section! Thanks for joining us. I'm Anna Matteo. I’m William the Conqueror Britain’s first Norman king. I found renown and won my crown at the Battle of Hastings.In September of 1066 …” Anna Matteo wrote this story for VOA Learning English. Kelly Jean Kelly edited the story. ______________________________________________________________ Words in This Story category – n. a group of people or things that are similar in some way Norman Conquest – This major event in history is when William, duke of Normandy, took control of England. His important victory at the Battle of Hastings (Oct. 14, 1066) resulted in profound political, administrative, and social changes in the British Isles conquest – n. the act of taking control of a country, city, etc., through the use of force royal – adj. of, relating to, or subject to the crown stable – n. a building in which animals are kept, fed, and cared for poultry – n. birds (such as chickens and ducks) that are raised on farms for their eggs or meat quail – n. an Old World migratory game bird : a kind of small wild bird that is often hunted pheasant – n. a large bird that has a long tail and is often hunted for food or sport overcome – v. to defeat (someone or something) : to successfully deal with or gain control of (something difficult)
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Tecumseh: Tribal Leader Who Fought American Expansion
Tecumseh was a leader of the Shawnee Tribe in the early 1800s. He led the Shawnee and other tribes in fighting American expansion into what is now the Northwestern United States. In the end, however, their efforts failed. Tecumseh was born in western Ohio around 1768. He grew up during a period of endless warfare, as non-native settlers moved inland from the Atlantic Coast. The Shawnee had once lived in woodlands east of the Mississippi River. But by the late 1700s, they had been forced to move to what are today the states of Ohio and Indiana. The Eastern Shawnee Tribe’s website notes that Tecumseh’s father died in a battle with a Virginia militia in 1774. The boy was left to be raised by his older brother, who trained him as a warrior. Tecumseh fought his first battle at the age of 14. The Shawnee say he became frightened and ran from the battlefield. He was so embarrassed that he made up his mind to never be afraid of battle again. In 1790, his forces attacked a group of American soldiers in western Ohio. More than 600 soldiers died and hundreds more were wounded in the attack. It was the biggest defeat of the U.S. army ever. Around 1805, Tecumseh’s younger brother is said to have had a series of visions. That experience led him to take the name Tenskwatawa, which means “Prophet” in English. Tecumseh worked to support Tenskwatawa’s visions, which promised protection against American soldiers and predicted the return of the traditional Shawnee way of life. The two brothers established the village of Tippecanoe in what is now Indiana. It was meant to serve as the headquarters of a new native alliance against the U.S. government. Tecumseh then began to travel, as far north as Canada and as far south as the Gulf of Mexico. He wanted to spread his brother’s message in an effort to seek out tribal allies. By the spring of 1810, non-native settlers had grown increasingly nervous. They worried that the tribal alliance was planning to attack and kill them. In 1811, while Tecumseh was away on a trip along the Gulf Coast, the U.S. army prepared to attack “Prophetstown.” A group of Shawnee warriors went out to meet them, and the two sides fought a two-hour battle. Neither side won. The Shawnee withdrew from the area. The next day, the U.S. army burned Tippecanoe to the ground. In 1812, the U.S. Congress declared war on Great Britain. Tecumseh and his allies joined the side of the British. They believed that a British victory would stop the progress of the Americans. Tecumseh is said to have demonstrated himself to be a clever planner who helped the British to victory in Detroit. But in 1813, he was wounded by American forces during the Battle of the Thames in Ontario, Canada. He died a short time later. His death is seen as having opened the way for American expansion into the continental northwest. In the following years, the U.S. government forced tribes west of the Mississippi River to accept more than 200 treaties. The government also set up nearly 100 areas for Native American tribes. They are called reservations. The Shawnee were once spread across parts of the United States, Canada and Mexico. Today, the U.S. government recognizes the Shawnee in three branches: the Shawnee Tribe, the Absentee Shawnee Tribe and the Eastern Shawnee Tribe. Each one lives in Oklahoma, and all remember Tecumseh as a hero. William Henry Harrison would become the ninth U.S. president. He described Tecumseh as “one of those uncommon geniuses which spring up occasionally to produce revolutions and overturn the established order of things.” I’m Jonathan Evans. Cecelia Hilleary wrote this story for VOA News. Jonathan Evans adapted her report for VOA Learning English. George Grow was the editor. _______________________________________________________________ Words in this Story clever – adj. showing intelligent thinking embarrassed – adj. feeling confused and foolish in front of other people genius – n. a very smart or talented person; a person who has a level of talent or intelligence that is very rare or remarkable vision – n. something that you see or dream especially as part of a religious or supernatural experience branch – n. a local office of an organization; a major part of something prophet – n. someone with moral or spiritual gifts; one who can predict future events
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Turkey's Africa Presence
In Somalia this past September, Turkey opened its first military base on the African continent. Over the past ten years, Turkey has expanded its presence in Africa, establishing 36 embassies and major trade links. Turkey has a long history with North African countries, says David Shinn, a professor at George Washington University’s Elliot School of International Affairs. In 2016, Turkey had more than $10 billion in trade with Egypt, Algeria and Morocco. Now Turkey is expanding into African countries below the Sahara Desert. A Turkish company is building a multi-billion dollar railroad across Ethiopia and Tanzania. The state-owned Turkish Airlines flies to more than 50 African cities. Most of Turkey’s ties to Africa are about business, says Shinn, who believes Turkey wants to invest in private African companies and expand its exports. Turkish President Recep Tayyip Erdogan has made Africa an important part of his foreign policy. In a statement published by Al-Jazeera last year, Erdogan wrote, "Many people in the world associate the African continent with extreme poverty, violent conflict and a general state of hopelessness. The people of Turkey have a different view. “We believe Africa deserves better,” he wrote. Shinn says the new Turkish military base in Somalia is a display of power and helps to strengthen strategic alliances. Turkey’s presence in Somalia goes back to the Ottoman Empire, when Turkey built small communities along the Somali coast. But, its recent interest is linked to politics as well as economics. Somalia is a mostly Muslim nation, like Turkey, and Erdogan thinks a partnership could be helpful to both countries. Turkey can help Somalia as it struggles with food insecurity, drought, and terrorism. On October 14, more than 300 people died from a car bomb explosion in Mogadishu, Somalia’s capital. It was the country’s worst terrorist attack in 20 years. Turkey helped immediately. It flew wounded people to a Turkish hospital in Ankara. Turkey condemned the attack and offered Somalia support and solidarity. A few days later, Somali Prime Minister Hassan Ali Khaire went to Ankara to meet the Turkish Prime Minister and visit the victims. “Turkey’s help and support will be written in our history books and we will never forget that,” Khaire said at a news conference. Turkey plans to train as soldiers thousands of Somalis at the new military base just south of Mogadishu. The soldiers will replace AMISOM, the international peacekeeping force now in Somalia. It is to withdraw over the next three years. AMISOM is helping Somalia fight the terrorist group al-Shabab, suspected of the October bomb attack. Al-Shabab calls AMISOM an army of “foreign invaders.” Many of the troops are Christians from other African nations. Serhat Orakci is an Africa expert with the IHH Humanitarian Relief Foundation. He told VOA that the newly trained Somali soldiers could help fight al-Shabab. The presence of Turks may be more acceptable in Somalia since they are Muslims. Since 2015, Erdogan has visited Ethiopia, Djibouti, Somalia, Kenya and Uganda. He also traveled to Tanzania, Mozambique and Madagascar. In each country, he requested that Gulen schools close. Gulen Schools are Islamic schools named after Fethullah Gulen, a clergy leader with many international followers. Years ago, Gulen chose to leave Turkey and live in the United States. Erdogan says Gulen was the leader of a violent overthrow attempt in Turkey in 2016. Gulen denies the accusation. More than 250 people died during the violence. At least six governments in Africa have agreed to close the schools although they are popular. Shinn thinks it unlikely that Turkey will continue to expand in Africa when Erdogan leaves office. He added that Turkey’s economy will have to remain strong to continue its presence in Africa. I'm Susan Shand Salem Solomon, Hilmi Hacaloglu wrote this story for VOANews. Susan Shand adapted it for Learning English. Caty Weaver was the editor. Write to us in the Comments Section or on our Facebook page. ______________________________________________________________ Words in This Story associate – v. to think of one person or thing when you think of another person or thing — usually + with strategic - adj. of or relating to a general plan that is created to achieve a goal in war, politics, etc solidarity – n. a feeling of unity between people who have the same interests, goals, etc.
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India’s Currency Ban Under Fire One Year Later
It’s been a year since India’s government banned the use of high-value paper money. That decision is being heavily criticized by some individuals and groups. Prime Minister Narendra Modi – who ordered the action in November 2016 – has repeatedly defended his decision. The move removed India’s 500 and 1,000 rupee notes from use. Modi has said the ban was necessary to fight corruption and target “black money.” Black money is a term used to describe undeclared wealth that is not taxed. He said the move was also intended to get rid of fake currency and reduce terror financing. The ban affected about 86 percent of the country’s currency. It led to huge cash shortages for nearly two months. Millions of people stood in long bank lines to get cash for their daily needs. About 75 percent of India’s workforce depends on the country’s cash economy for employment. Some critics say the ban greatly harmed India’s economy at a time when it was experiencing healthy growth. Former Prime Minister Manmohan Singh has called the move “reckless.” Singh recently spoke out against the ban again, saying that “nowhere in the world has any democracy undertaken such a coercive move.” He said the measure was hurting small and medium businesses across the country. The Centre for Monitoring Indian Economy is a Mumbai-based think tank. It estimated that about 1.5 million jobs were lost in the first four months of 2017 following the currency ban. But government officials recently declared the year-old policy a success and celebrated the anniversary as “anti-black money day.” Finance Minister Arun Jaitley said on Facebook the country’s dependence on cash had fallen by nearly 3.89 trillion rupees. He also said the cash to Gross Domestic Product, or GDP, rate dropped from 12 to 9 percent over the past year. The finance ministry said the policy led to about 5.6 million new taxpayers being added. And the Reserve Bank of India said new data showed that digital money transactions tripled. But the opposition Congress party held demonstrations in major cities to protest what they believe is a failed policy. “It has ruined the lives of millions of hard-working Indians,” the party’s Vice President Rahul Gandhi said on Twitter. The policy also affects people in neighboring Nepal. There, thousands of migrant workers held old currency notes that could not be exchanged before the date to do so passed. Nepalese officials are currently seeking help from India to provide a way to exchange the nearly 55 million in Indian currency notes held by its citizens. I’m Bryan Lynn. Anjana Pasricha reported this story for VOA News. Bryan Lynn adapted it Learning English, with additional material from Reuters. Hai Do was the editor. We want to hear from you. Write to us in the Comments section, and visit our Facebook page. _____________________________________________________________ Words in This Story intend – v. to plan or want to do (something): to have (something) in your mind as a purpose or goal rid – v. to cause (someone or something) to no longer have or be affected by (someone or something unwanted) fake – adj. not true or real currency – n. the money that a country uses: a specific kind of money cash – n. ready money; paper money and coins data – n. facts or information used usually to calculate, analyze, or plan something digital – adj. using or characterized by computer technology reckless – adj. doing something dangerous and not caring about what might happen coercive – adj. using force to persuade people to do things they are unwilling to do transaction – n. a deal involving the buying or selling of something
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Friday, November 10, 2017
'A White Heron,' by Sarah Orne Jewett
We present the short story "A White Heron" by Sarah Orne Jewett. Dona de Sanctis wrote this version for VOA Learning English. Your narrator is Kay Gallant. The forest was full of shadows as a little girl hurried through it one summer evening in June. It was already 8 o'clock and Sylvie wondered if her grandmother would be angry with her for being so late. Every evening Sylvie left her grandmother's house at 5:30 to bring their cow home. The old animal spent her days out in the open country eating sweet grass. It was Sylvie's job to bring her home to be milked. When the cow heard Sylvie's voice calling her, she would hide among the bushes. This evening it had taken Sylvie longer than usual to find her cow. The child hurried the cow through the dark forest, following a narrow path that led to her grandmother's home. The cow stopped at a small stream to drink. As Sylvie waited, she put her bare feet in the cold, fresh water of the stream. She had never before been alone in the forest as late as this. The air was soft and sweet. Sylvie felt as if she were a part of the gray shadows and the silver leaves that moved in the evening breeze. She began thinking how it was only a year ago that she came to her grandmother's farm. Before that, she had lived with her mother and father in a dirty, crowded factory town. One day, Sylvie's grandmother had visited them and had chosen Sylvie from all her brothers and sisters to be the one to help her on her farm in Vermont. The cow finished drinking, and as the 9-year-old child hurried through the forest to the home she loved, she thought again about the noisy town where her parents still lived. Suddenly the air was cut by a sharp whistle not far away. Sylvie knew it wasn't a friendly bird's whistle. It was the determined whistle of a person. She forgot the cow and hid in some bushes. But she was too late. "Hello, little girl," a young man called out cheerfully. "How far is it to the main road?" Sylvie was trembling as she whispered "two miles." She came out of the bushes and looked up into the face of a tall young man carrying a gun. The stranger began walking with Sylvie as she followed her cow through the forest. "I've been hunting for birds," he explained, "but I've lost my way. Do you think I can spend the night at your house?" Sylvie didn't answer. She was glad they were almost home. She could see her grandmother standing near the door of the farm house. When they reached her, the stranger put down his gun and explained his problem to Sylvie's smiling grandmother. "Of course you can stay with us," she said. "We don't have much, but you're welcome to share what we have. Now Sylvie, get a plate for the gentleman!" After eating, they all sat outside. The young man explained he was a scientist, who collected birds. "Do you put them in a cage?" Sylvie asked. "No," he answered slowly, "I shoot them and stuff them with special chemicals to preserve them. I have over 100 different kinds of birds from all over the United States in my study at home." "Sylvie knows a lot about birds, too," her grandmother said proudly. "She knows the forest so well, the wild animals come and eat bread right out of her hands." "So Sylvie knows all about birds. Maybe she can help me then," the young man said. "I saw a white heron not far from here two days ago. I've been looking for it ever since. It's a very rare bird, the little white heron. Have you seen it, too?" he asked Sylvie. But Sylvie was silent. "You would know it if you saw it," he added. "It's a tall, strange bird with soft white feathers and long thin legs. It probably has its nest at the top of a tall tree." Sylvie's heart began to beat fast. She knew that strange white bird! She had seen it on the other side of the forest. The young man was staring at Sylvie. "I would give $10 to the person who showed me where the white heron is." That night Sylvie's dreams were full of all the wonderful things she and her grandmother could buy for ten dollars. Sylvie spent the next day in the forest with the young man. He told her a lot about the birds they saw. Sylvie would have had a much better time if the young man had left his gun at home. She could not understand why he killed the birds he seemed to like so much. She felt her heart tremble every time he shot an unsuspecting bird as it was singing in the trees. But Sylvie watched the young man with eyes full of admiration. She had never seen anyone so handsome and charming. A strange excitement filled her heart, a new feeling the little girl did not recognize … love. At last evening came. They drove the cow home together. Long after the moon came out and the young man had fallen asleep Sylvie was still awake. She had a plan that would get the $10 for her grandmother and make the young man happy. When it was almost time for the sun to rise, she quietly left her house and hurried through the forest. She finally reached a huge pine tree, so tall it could be seen for many miles around. Her plan was to climb to the top of the pine tree. She could see the whole forest from there. She was sure she would be able to see where the white heron had hidden its nest. Sylvie's bare feet and tiny fingers grabbed the tree's rough trunk. Sharp dry branches scratched at her like cat's claws. The pine tree's sticky sap made her fingers feel stiff and clumsy as she climbed higher and higher. The pine tree seemed to grow taller, the higher that Sylvie climbed. The sky began to brighten in the east. Sylvie's face was like a pale star when, at last, she reached the tree's highest branch. The golden sun's rays hit the green forest. Two hawks flew together in slow-moving circles far below Sylvie. Sylvie felt as if she could go flying among the clouds, too. To the west she could see other farms and forests. Suddenly Sylvie's dark gray eyes caught a flash of white that grew larger and larger. A bird with broad white wings and a long slender neck flew past Sylvie and landed on a pine branch below her. The white heron smoothed its feathers and called to its mate, sitting on their nest in a nearby tree. Then it lifted its wings and flew away. Sylvie gave a long sigh. She knew the wild bird's secret now. Slowly she began her dangerous trip down the ancient pine tree. She did not dare to look down and tried to forget that her fingers hurt and her feet were bleeding. All she wanted to think about was what the stranger would say to her when she told him where to find the heron's nest. As Sylvie climbed slowly down the pine tree, the stranger was waking up back at the farm. He was smiling because he was sure from the way the shy little girl had looked at him that she had seen the white heron. About an hour later Sylvie appeared. Both her grandmother and the young man stood up as she came into the kitchen. The splendid moment to speak about her secret had come. But Sylvie was silent. Her grandmother was angry with her. Where had she been? The young man's kind eyes looked deeply into Sylvie's own dark gray ones. He could give Sylvie and her grandmother $10 dollars. He had promised to do this, and they needed the money. Besides, Sylvie wanted to make him happy. But Sylvie was silent. She remembered how the white heron came flying through the golden air and how they watched the sun rise together from the top of the world. Sylvie could not speak. She could not tell the heron's secret and give its life away. The young man went away disappointed later that day. Sylvie was sad. She wanted to be his friend. He never returned. But many nights Sylvie heard the sound of his whistle as she came home with her grandmother's cow. Were the birds better friends than their hunter might have been? Who can know? Download activities to help you understand this story here. Now it’s your turn. Imagine you are Sylvie. Would you do the same thing she did - keep silent about the heron? If not, what could you say to the young man to make him stop killing birds? Let us know in the Comments section or on our Facebook page. _____________________________________________________________ QUIZ _________________________________________________________ Words in This Story whistle - n. a high and loud sound made by forcing air through your lips or teeth preserve - v. to keep (something) in its original state or in good condition heron - n. a large bird that has long legs and a long neck and bill nest - n. the place where a bird lays its eggs and takes care of its young handsome - having a pleasing appearance that causes romantic feelings in someone
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The True Story of Pocahontas
Pocahontas is one of the most famous figures in American history. Many books and films portray her as a beautiful American Indian “princess” who made sacrifices to serve British colonial interests. These stories also suggest that she saved England’s first Virginia settlers from death and starvation. Most likely none of that is true. Pocahontas was the daughter of Pamunkey Chief Wahunsenaca. He was leader of an alliance of about thirty Algonquian tribes and bands in Virginia when the British arrived in 1607. This did not make her a “princess” however. Royalty was a European idea. Her family called her Matoaka, “flower between two streams.” This likely referred to their home between Virginia’s Mattaponi and Pamunkey Rivers. Tradition has said that her father also called her “Pocahontas.” This has several possible meanings, including “wanton” to “mischievous.” The name suggests she had a lively personality. Little is known of Pocahontas’ childhood. Linwood “Little Bear” Custalow was a member of the Mattaponi tribe, an ally of Wahunsenaca’s. Dr. Linwood’s book, The True Story of Pocahontas, the Other Side of History reports about Mattaponi oral history. It says Matoakoa married a young Potowomac fighter named Kocoum when she was about 14. They had a child called Little Kocoum, who was raised among the Mattaponi. The book also says that the English murdered the older Kocoum. Pocahontas’s imprisonment In 1613, the English took Pocahontas and imprisoned her because they thought it would help influence negotiations with her father. They kept her for a year at the settlement of Jamestown. At some point during her imprisonment, Pocahontas was declared a Christian and her British captors gave her a new name: Rebecca. The Mattaponi say at one point the English settlers permitted her sister to visit her. During that visit Pocahontas told her sister that she had been raped. During her time at Jamestown, a British farmer named John Rolfe took an interest in her. The details of their relationship are not clear. In his writings, Rolfe said that he loved Pocahontas but also recognized that a marriage alliance between Britain and Virginia tribes would be helpful. Rolfe married Pocahontas in 1614, and she gave birth to a son, Thomas. The Mattaponi say her father did not attend the wedding. However he gave her a necklace made of pearls harvested from Virginia's coastal waters as a gift. Pocahontas later traveled to England with Rolfe and Thomas to help bring attention to the new Virginia colony. She was presented to the Queen as Virginia’s first Christian. Historical records say she was well-received. However, Pocahontas became sick, and later died before she and Rolfe could return to Virginia. She was buried at St. George’s Church in the Kent town of Gravesend on March 21, 1617. A memorial statue for Pocahontas stands there today. Famous for an unclear story Pocahontas is most famous for an event that likely never happened: Saving British explorer Captain John Smith from death by Chief Wahunsenaca in 1607. Smith claimed that he had been taken prisoner by a group of fighters, who brought him before Chief Wahunsenaca. Smith said they were ready to kill him with a club. But, he wrote, Pocahontas threw herself down on top of the prisoner, which saved his life. Today, the Mattaponi say it could not have happened. They say such behavior would not have been consistent with Virginia Native culture or custom. Non-Native researchers also suspect the truth of this story, taking note that even in his own time, people saw Smith as a liar who had an inflated sense of his own importance. I’m Phil Dierking. This story was originally written by Cecily Hilleary for VOANews. Phil Dierking adapted the story for VOA Learning. Caty Weaver was the editor. Does your country have history stories that might not be true? We want to hear from you. Write to us in the Comments Section or on our Facebook page. ______________________________________________________________ Words in This Story alliance - n. a union between people, groups, countries, etc. baptize - v. to officially make someone a member of a specified Christian church through the ceremony of baptism exaggerate - v. to think of or describe something as larger or greater than it really is mischievous - adj. causing or tending to cause annoyance or minor harm or damage oral - adj. of or relating to the mouth pearl - n. a hard, shiny, white ball that is formed inside the shell of an oyster and that is often used as jewelry royalty - n. members of a royal family wanton - adj. showing no thought or care for the rights, feelings, or safety of others
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