A Window to the World Through an American Classroom

  Writer Helen Thorpe spent one school year in a classroom in Denver, Colorado. There, she observed immigrant and refugee students who had come from different cultures. All the students were just learning to speak English. Thorpe saw the young people deal with problems and work hard to succeed at Denver’s South High School. She shares their stories in a new book called The Newcomers: Finding Refuge, Friendship, and Hope in an American Classroom.   Tearing down barriers Sitting in room 142 at the high school, Thorpe had a chance to meet students from all over the world. She said the class included 22 foreign students. They came from countries such as Mozambique, Burma, El Salvador and Iraq. "They had the ordinary struggles of teenagers everywhere, plus this extra added burden of being in a new country and trying to figure out a new culture and trying to figure out a new language, all at the same time." The 22 students spoke 14 different languages. "Many of the students were the only one in the room who spoke a certain language," Thorpe noted. "The majority of the students were very isolated in the classroom and just in general, in their new life in America. They weren't able yet to make friends because they were just starting out learning English. And so that loneliness was something that they all were struggling to overcome." But as time went by, the students were able to overcome it. “I watched that loneliness … go away as they figured out they could use Google Translate to send text messages back and forth from their home languages to another person's home language," Thorpe said. What these students were hungry for, she said, was to learn how to speak, to feel they were accepted at their new high school, and to feel that they belonged to a community. Comfortable in their own identity In her book, Thorpe writes about some of the issues many of these students faced. Iraqi sisters Jakleen and Mariam struggled with difficult memories. Thorpe learned they had witnessed a car bombing. "When their family fled Iraq, they went to Syria and they survived the Syrian civil war as well as the Iraq war. Their father vanished during that time. Their mother became a single parent, and then she struggled to keep the girls safe. They fled to Turkey. And then she got the chance to resettle here in the United States.” Coming to the U.S. was the first chance the sisters had in 10 years to live in a safe home. However, they had a problem: how to define their identity. One of the two girls covered up her hair with a headscarf, and because of that she faced prejudice, Thorpe said. However, as her classmates got to know her, they started to understand, accept and respect her, which helped her to express her identity. Second chance at education Many students in The Newcomers class had missed a lot of school before moving to Denver. So, they had to work hard to succeed now that they were back in a classroom. Solomon and his brother Methusella grew up in the eastern side of the Democratic Republic of the Congo. Armed conflicts forced their family to flee to a refugee settlement in Uganda. "They stayed there for seven years," Thorpe remembered. Then the whole extended family joined them in Uganda, she said. Solomon,  Methusella, their siblings and their parents were the only members of the family to get an invitation to go to the United States. They were excited and happy for a chance to stay in school, Thorpe said. “But they felt guilty that the rest of their family didn't get the same chance they were given." Methusella is expected to complete his high school studies next year. He gives thanks to classmates and his own willpower for his success. His brother Solomon says that wasn't easy. "I wasn't speaking any English. I couldn't even say, 'Hi,' Solomon recalled. A gifted teacher Solomon says one of their teachers, Eddie Williams, was friendly, patient, and kept them interested in school. Williams is an English Language Acquisition teacher and a very special teacher, Thorpe said. "His greatest skill was working one-on-one with individual students."  In her book, she explains how Williams kept each student interested in learning. "He really wanted to make sure that all the kids in his care understood that if they didn't know English when they walked into his room, that was perfectly OK with him." She added, "And he understood that they, nonetheless, were highly intelligent and possibly speaking other languages and he would appreciate them and show them respect and dignity." Thorpe notes that South High School gave the newcomers the chance to gain knowledge. In return, the newcomers gave their classmates the chance to learn about the world. I'm Alice Bryant. And I'm Lucija Millonig.   Faiza Elmasry reported this story for VOANews.com. George Grow adapted the report for Learning English. Mario Ritter was the editor. __________________________________________________________________ Words in This Story   ordinary – adj. usual or normal burden – n. something oppressive or hard to take figure out – v. to discover or solve isolate – v. to set apart from others; to keep separate from others overcome – v. to defeat or successfully deal with vanish – v. to disappear headscarf – n. a piece of cloth worn over a woman's or girl's head sibling – n. a brother or sister appreciate – v. to recognize the worth or importance of something dignity – n. the state of being worthy or honored   We want to hear from you. Write to us in the Comments Section.

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Vatican Magazine Condemns Misuse of Nuns in the Church

  A Vatican magazine has denounced the misuse of nuns who cook and clean for church officials with very little pay. The monthly magazine “Women, Church, World” describes how nuns are often treated like servants. The magazine, part of the official Vatican daily newspaper L’Osservatore Romano, is written by women journalists and scholars. Many nuns cook and clean for male church leaders and perform other household duties. “Some of them serve in the homes of bishops or cardinals, others work in the kitchens of church institutions or teach,” says the magazine. “Some of them, serving the men of the church, get up in the morning to make breakfast, and go to sleep after dinner is served, the house cleaned and the laundry washed and ironed.” A nun identified only as Sister Marie describes how nuns serve church leaders, but “are rarely invited to sit at the tables they serve.” Such work activities of Catholic nuns is widely known. But it is notable that an official Vatican publication would openly write about the church’s history of misusing nuns. “Until now, no one has had the courage to denounce these things,” the magazine’s editor, Lucetta Scaraffia, told the Associated Press. “We try to give a voice to those who don’t have the courage to say these words” publicly. “Inside the church, women are exploited,” Scaraffia said in a recent interview. Pope Francis has told Scaraffia he reads the magazine. But church officials have also questioned past writings that clashed with official teachings. One recent issue on “women who preach” appeared to support allowing lay women to give religious speeches during church services. After concerns from church officials, one of the writers had to publish an explanation that he was not suggesting a change to existing church rules   Only a handful of women hold high leadership positions in the church. Several nuns do lead some Vatican departments that oversee religious issues. One nun, called Sister Paule, told the magazine many nuns are highly educated and have college degrees. But most still end up only performing household duties because their intelligence is not valued. “Behind all this is the unfortunate idea that women are worth less than men, and above all that priests are everything in the church, while sisters are nothing,” she said. During a recent trip to Peru, Pope Francis condemned crimes against women that happen in some parts of the world.  He also has often called for dignified work - and dignified pay - for all. He recently wrote in a book on women’s issues that he was concerned that in many cases, women’s work in the church “sometimes is more servitude than true service.” I’m Bryan Lynn.   Bryan Lynn wrote this story for VOA Learning English, based on reports from the Associated Press and 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   nun – n. woman who is a member of a religious community and who usually promises to remain poor, unmarried and separate from the rest of society in order to serve God scholar – n. person who has studied a subject for a long time and knows a lot about it laundry – n. clothes, towels and other items that need to be washed iron – n. piece of electrical equipment that you use for making clothes flat and smooth courage – n. the ability and willingness to do something difficult or dangerous exploit – v. to use (someone or something) in a way that helps you unfairly; to abuse someone allow – v. to permit (something) : to regard or treat (something) as acceptable​ lay – adj. not ordained into or belonging to the clergy unfortunate – adj. having bad luck dignified – adj. serious and somewhat formal; behaving in a way that makes people respect you oversee – v. to watch and direct (an activity, a group of workers, etc.) in order to be sure that a job is done correctly​ servitude – n. ​the condition of being a slave or of having to obey another person  

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Everyday Grammar: Peek, Peak, Pique

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Lesson 21: It Speaks to Me

Summary Anna wants to get Pete a gift for his birthday. So, she visits a store called Tanglewood Works and tries to learn the difference between trash and treasure...   Conversation Anna: (on phone, to Pete) Got it. Pete, I promise. I won’t tell anyone. (to herself) Bye. He is so strange. Ashley: Hey, Anna! Anna: Hi, Ashley! Ashley: Are you talking to yourself again? Anna: No, not this time. I was talking to Pete. Ashley: How’s he doing? Anna: Good. He has a birthday coming up! But he told me not to tell anyone. Ashley: Why? Anna: Well, from the way he was speaking, I don’t think he likes cake or presents or fun. Ashley: That sounds like Pete. Anna: Well, I don’t care. I’m getting him a present. Do you know where I can buy something unique? Ashley: I do -- Tanglewood Works. You will definitely find something unique there. Anna: Great. I’ll go this weekend. Now, speaking of Pete’s birthday, what else should I do? I know. I’ll rent him a clown! Ashley: Yeah, he’ll never speak to you again. Professor Bot: Did you hear Ashley and Anna using the words talk and speak? Talk and speak both mean “to say words.” And, many times, you can use either word without losing any meaning. But there are some differences in when we use these words. The word talk is usually used: for conversations between two or more people and informal situations, such as between friends or family For example, Ashley asks Anna: “Are you talking to yourself again?” Speak is usually used: for one-way communication, such as presentations formal situations, such as a boss speaking with her workers to talk about language ability and in polite requests Keep watching, and listen for the words talk and speak. (Anna goes to Tanglewood Works.) Sue: Hey there. Welcome to Tanglewood Works! I’m Sue. How can I help you today? Anna: Hi Sue, I’m Anna. A friend told me about your store. She said, “Anna, this place is really unique!” Sue: We are! Here at Tanglewood Works, we focus on things that are handmade, reclaimed and recycled. Anna: Wow! That is really good for the environment. Sue: It’s good for you too. Local artists made all of these one-of-a-kind pieces. And I paint most of the furniture. Anna: Can I look around? Sue: Oh, please do. (Anna walks around the store.) Sue: So, Anna, do you like to make things? Anna: Me? Oh, no. Every time I try to make something, something goes wrong. (She knocks down many things.) Anna: Oh, sorry. Sorry. Sue: It’s okay. Anna, everybody can make something. Anna: Sue, this piece is very interesting! Sue: You know, when I found these pieces, they were broken and in a dumpster. But they spoke to me. And they said, “Save me, Sue! Save me!” Anna: Sue, what do you mean they “spoke” to you? Sue: When I see something special that someone has thrown away, I can almost hear it talk. Anna: It’s not saying anything! Sue: Anna, it’s not easy to see the treasure in trash. Anna: Or hear it talk.   Sue: But you can learn. In fact, I teach private classes. And one is called Turning Trash to Treasure. Sue: Next week, bring in some trash and we’ll turn it into treasure. Just remember – pick some trash that “speaks” to you.   Anna: Got it! I’ll see you next week! Professor Bot: Will Anna find trash that “speaks” to her? What will it say? We’ll find out next week!   New Words ability - n. the power or skill of doing something cake – n. a sweet baked food made from a mixture of flour, sugar, and other ingredients (such as eggs and butter) communication – n. the act or process of using words to express your ideas, thoughts, feelings, conversation – n. an informal talk involving two people or a small group of people definitely – adv. in a way that is certain or clear dumpster – n. a large trash container furniture – n. chairs, tables, beds, et cetera that are used to make a room ready for use focus – v. to direct your attention or effort at something specific handmade – adj. made with your hands or by using hand tools environment – n. the natural world local – adj. located or living nearby one-of-a-kind – adj. used to say that something is the only one of its kind polite – adj. having or showing good manners or respect for other people present – n. gift presentation – n. an activity in which someone shows, describes, or explains something to a group of people private – adj. for the use of a single person or group reclaimed – adj. describes getting (a usable thing) from materials that have been used before recycled – adj. describes something new that was made from something used before request – n. an act of politely or formally asking for something situation – n. the facts, conditions and events that affect someone or something at a particular time and in a particular place strange – adj. different from what is usual, normal, or expected trash – n. things that are no longer useful or wanted and that have been thrown away treasure – n. something that is very special, important or valuable unique – adj. used to say that something or someone is unlike anything or anyone else   Practice Now, you try it! First, read more about talk and speak below. Then, practice using those words in the Comments section. Try making one sentence with talk and one with speak. You can write about: a conversation with a friend a conversation with a group   someone’s language skills a professor at a national event a manager and his/her workers or anything else you choose In each sentence, be sure to use the correct word: talk or speak!   Talk | Speak Talk and speak both mean “to say words.” But there are some differences in the ways we use each word. Talk is less formal than speak. It is usually used for informal conversations between two or more people. He wants to talk to you. They talked for three hours. Let’s talk about ideas for the show. I can’t talk right now. I’ll call you later. Speak is usually used for communication in more serious or formal situations. It is also used in polite requests and to talk about language ability. She spoke on the news about world hunger. May I speak to the manager? Which languages do you speak? I speak French and Haitian Creole.   Test Yourself Test yourself on what you've learned so far! Lesson 21 has grammar from many lessons in Level 2. See how much you can find! Look for sentences in Lesson 21 with: Indirect questions Reported speech Reflexive pronouns Adverb clauses Present perfect Prepositions Then, write those sentences in the Comments section. For example: Sue says, “You know, when I found these pieces, they were broken and in a dumpster.” (Adverb clause: “when I found these pieces”)   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: Speak and talk Topics: Trying something new   Comments Let us know what you think about this lesson. Send us an email or write to us in the Comments section below or on our Facebook page.

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English in a Minute: Happy Camper

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College Admissions: Preparing to Test Your Abilities

  For many would-be college students, testing is the most difficult part of the undergraduate application process. Applicants sit for hours taking tests. They answer questions about a number of subjects, sometimes providing answers both in writing and by saying them out loud. In some countries, a single test result can be the only thing college or university officials consider when deciding whether or not to admit a student. But that is not true everywhere. Ryan Griffin says that in the United States, test scores are only part of what school officials consider. Griffin is head of International Admissions at the University of Missouri, a public research university in Columbia, Missouri. He notes that many schools have changed their thinking about this part of the application. Griffin says a growing number of U.S. colleges and universities let applicants choose whether or not they want to take a standardized test, such as the SAT or ACT. He told VOA the University of Missouri does not require international applicants to provide results from either test. Why? The College Board, a higher education group, created the SAT in 1926 as way of fairly measuring a student’s academic abilities and critical thinking skills. A university professor created the ACT in 1959 so as to offer a different method for rating college applicants. But Griffin says research has since shown the two tests are not as fair as was once thought, especially for students in need of financial help. Colleges and universities have come to recognize that tests like the SAT and the ACT usually help students with experience in the U.S. education system. Additionally, official testing centers are available in some, but not all areas. They can be difficult to reach and costly for some applicants. Still, Griffin says, if a student decides to apply to a school that does require a standardized test score, there is a lot to consider. Both the SAT and the ACT are divided into different parts. Both tests have areas that measure a student’s abilities in mathematics, where they must choose the best answer to a question. Standardized tests also require students to demonstrate their ability to understand a reading and express themselves in writing. But unlike the SAT, the ACT has a part with questions about science. Schools usually prefer one standardized test over the other and will clearly state which of the two they want applicants to take, says Griffin. The different parts of both tests have their own test scores. And he thinks that students should consider taking either test more than once. “There’s going to be some anxiety as far as sitting down for this test for the first time,” Griffin told VOA. “So it can be a good chance for the student … to feel as though they then have a better understanding … for their second attempt.” Most Americans take the SAT or ACT in the spring of their next to last year in high school. If students decide to re-take the test, Griffin suggests doing so in the autumn of their final year. Some colleges will only accept a student’s most recent test score. But another reason he says students should take either one more than once is that some schools will accept the highest score from both attempts. And if, for example, a student scores higher in math the first time they take the SAT, but higher in writing the second time, some schools will combine the higher numbers. Students can often ask schools how they weigh these scores, or read about their methods on the schools’ websites. There are many test preparation books and classes available to people interested in paying for them. But Griffin says the best test preparation is to be well-rested the night before and calm the day of the test. “It’s … important for students … to be confident in their knowledge, so that when they sit down to take the test there’s not an extra level of … pressure that they’re putting on themselves,” he said. However, academic tests are not the only ones students from non-English speaking countries will face. After World War II, U.S. schools needed a way of measuring the language abilities of the greatly increasing number of international students entering the country. So a test of English as a foreign language -- the TOEFL -- was created in 1964. Another test for non-native English speakers -- the IELTS -- was created in 1980. The IELTS is mainly for use by English-speaking European colleges and universities. But Mark Algren says it is becoming more widely used in the United States. Algren is the executive director of the Center for English Language Learning at the University of Missouri. Algren notes that like the SAT and ACT, the TOEFL and IELTS are similar, and schools usually prefer one over the other. They also both have individually scored parts. These measure a student’s abilities in listening, speaking, reading and writing in English. Like the academic tests, he says, there are many resources available to help applicants prepare themselves. But one of the best things any language learner can do is to take seriously the English language classes their school offers. Outside of school, the best thing a student can do is read in English, notes Algren. All areas of language ability are important. But in a college environment, reading is the most commonly used language skill. And reading connects to the second most commonly used skill: writing. “Read, read, read, read, read; because when you’re reading, you’re not only learning reading,” he said. “You’re learning vocabulary … You’re going to learn grammar.” Unlike traditional standardized tests, Algren suggests students not take the TOEFL or IELTS more than once. Test results are considered acceptable for up to two years, and many schools, such as Missouri, only accept the most recent score. Instead, Algren says, students should make use of internet-based practice tests. These will help student get used to the amount of time they have to complete these tests, and let them know where their strengths and weaknesses lie. “Be truthful with yourself, because you do … get some idea of things you need to be working on,” he added. Both Algren and Griffin agree that honesty is important, especially in testing. Schools have ways of looking at test scores to see if there is anything unusual about them that suggests a student cheated. Also, in the case of language testing, many U.S. schools require international students to take an additional English ability test when they arrive. This to ensure that students are fully prepared to begin their studies. I’m ­Pete Musto. And I’m Caty Weaver.   Pete Musto reported this story for VOA Learning English. George Grow was the editor. We want to hear from you. How do you prepare for tests? What advice can you offer to other students who are considering taking the SAT, ACT, TOEFL or IELTS? Write to us in the Comments Section or on our Facebook page. ________________________________________________________________ QUIZ ________________________________________________________________ Words in This Story   undergraduate – adj. describing a student at a college or university who has not yet earned a degree application – n. a formal and usually written request for something, such as a job, admission to a school, or a loan standardized test – n. any form of test that requires all test takers to answer the same questions, or a selection of questions from common bank of questions, in the same way, and that is scored in a consistent manner academic – adj. of or relating to schools and education prefer – v. to like someone or something better than someone or something else anxiety – n. fear or nervousness about what might happen confident – adj. having a feeling or belief that you can do something well or succeed at something practice – adj. describing the activity of doing something again and again in order to become better at it

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Stay on Your Toes!

Now, it’s time for the VOA Learning English program Words and Their Stories. Each week, we explore the meaning of expressions in American English. We often take terms and examine them from head to toe -- looking at each and every detail -- making sure not to overlook anything. Speaking of toes, let’s talk about them for a minute. Like the rest of our feet, they spend all day stuck inside socks and shoes. This can’t be good for them. So, let’s take them out of our shoes, give them a chance to stretch, and talk about how we use them in every-day speech. While listening to this program, you need to stay on your toes. We will give one example after another. So, you'll need to listen closely or you might miss one. Staying or keeping on your toes not only means to pay close attention. It also means to be ready to act. For example, when trying something dangerous, you need to keep on your toes. You want to be ready for anything that may happen. This expression comes from the fact that when you actually lift your heels and shift your weight to the balls of your feet and your toes, you are ready to jump into action! Now, the phrase keeping on your toes is different from tiptoeing around. Your feet are in a similar position. All your weight is on the balls of your feet. But the two expressions have different purposes and meanings. In fact, they are opposites. As we said, when you are on your toes, you are prepared to take action. But when standing on your tiptoes, you are not very balanced. You are either trying to make yourself taller to reach something or you are trying to walk very quietly. So, in American English, to tiptoe around something means to avoid an issue or talking about something in an indirect way. Here’s an example of this expression. “At the community meeting, city officials tiptoed around the issue of violence in schools for too long. Parents came to the meeting to hear solutions and not evasive language.”  Now, toes are important when we walk. They help us keep our balance. But they are good at something else. Imagine a person running up to a lake or the ocean to take a swim. Some brave people might just jump right in. They don’t care how cold the water is. Others may want to test the water temperature first. So, they put a toe in the water before jumping in.  There are other situations where you should put your toes in the water before jumping right in. Before moving to a new city or perhaps starting a new job, you need to do some serious thinking. When some people start a job, they may want to jump right in. But others move more slowly so as to avoid any unnecessary risk. Unsure about how their abilities measure up in the workplace, they tiptoe around co-workers. Or they are careful to avoid politically divisive or touchy subjects. Working in this way, new employees won't make anyone angry. They won't step on anyone's toes. Now, when you actually step on someone’s toes, most people simply apologize and that will be that. But stepping on someone’s toes in the idiomatic sense is more serious. It means you have done something on purpose to offend someone else.  But stepping on a co-worker's toes is not the worst thing you can do. If you go toe-to-toe with someone – that can be much worse! Well, actually, that depends. Toe-to-toe has two meanings: to be in direct competition with someone or to fight with someone. So, going toe-to-toe with a co-worker in a friendly, but competitive way is fine. In fact, employees are often expected to compete with one another in the workplace. If you are sure in your abilities, you are not afraid to go toe-to-toe with anyone. However, going toe-to-toe with a co-worker by having a fight or argument with them is not a good idea. The company might fire one or both workers! At the very least going-toe-to-toe can create a difficult work environment. So, sometimes it's a good idea to toe the line when you start working a new job. Just follow the rules and do your best not to step on anyone's toes. Some native English speakers think this expression starts with the verb “tow,” meaning to pull. It's not hard to understand why. We often tow things with a line of rope. But in this expression, the word "toe" is spelled t-o-e -- not t-o-w. Word historians have attempted to explain the origin of this expression. Some claim it comes from the sport of boxing. In the boxing ring, fighters are so close to each other that their toes seem to touch. However, the one story that connects most closely with following the rules is from boating. Some people say that in the 19th century, sailors faced punishment if they did not obey shipping rules. To prepare, crew members would stand in a line with their toes on a crack, or line, between the wooden boards that make up the deck of the ship. And that’s Words and Their Stories for this week. Thanks for listening. We hope you found these expressions useful. We avoided using them in stories that might make your toes curl. After all, if you feel uneasy and uncomfortable, you probably won't come back for more.  I’m Bryan Lynn. And I’m Anna Matteo.   Tiptoe by the window By the window, that is where I'll be Come tiptoe through the tulips with me Oh, tiptoe by the garden By the garden of the willow tree Come tiptoe through the tulips with me …   Anna Matteo wrote this for VOA Learning English. George Grow was the editor. At the end of the audio story, Tiny Tim sings "Tiptoe Through the Tulips." _________________________________________________________________ Words in This Story   evasive – adj. not honest or direct idiomatic – adj. an expression that cannot be understood from the meanings of its separate words but that has a separate meaning of its own fire – v. to dismiss from employment deck – n. a flat surface that forms the main outside floor of a boat or ship curl – v. to twist or form (something) into a round or curved shape : to become curved or rounded

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Satellites See Fishing Industry’s Effects on the High Seas

  Until recently, scientists had trouble identifying what was causing large numbers of fish to disappear from the high seas. Now they have an answer: human beings. By using emergency signals from ships, scientists got what they are calling the first complete picture of commercial fishing worldwide. And a new study claims the effect is much bigger than researchers thought. Major commercial fishing covers more than 55 percent of the oceans. The world's fishing fleet travels more than 460 million kilometers a year, according to a study in the journal Science. That is equal to three times the distance between Earth and the sun. Five countries do 85 percent of high seas fishing. The five are China, Spain, Taiwan, Japan and South Korea. Boris Worm, a marine biologist at Dalhousie University in Canada, called the fishing study “mind-blowing.” Worm helped prepare a report on the findings. He likened industrial fishing to factories that are mass producing goods for people around the world. The latest fishing information was taken from 22 billion ship safety signals sent to satellites orbiting the Earth. Before this, scientists had to use shipping records and observations, which were not always correct. Ships are obeying no-fishing areas and times, although they do sail along the edges of marine-protected areas. The study noted a drop in fishing around holidays, including Christmas, New Year's and the Lunar New Year. "The maps of global fishing in this report are sobering," said Douglas McCauley, a marine biologist who wasn’t part of the study. He works at the University of California, Santa Barbara. The top country for fishing is China. Of the 40 million hours that large ships fished in 2016, 17 million hours were by boats sailing under a Chinese flag, noted marine biologist Barbara Block. She is with Stanford University in California "No longer is the ocean, especially the high seas – out of sight, out of mind,” noted Jane Lubchenco in an email. She formerly led America’s National Oceanic and Atmospheric Administration. Lubchenco was not part of the study. From 2012 to 2016, the researchers collected signals from boats. New laws require many ships to carry identification systems that every few seconds report their position to satellites as a safety measure. Scientists then used computer programs to show where the boats were fishing, how they were moving, and what they were likely fishing for and how the fish were caught. The information was then compared with log books from some ships and they were the same, Worm said. It also shows that in the high seas, there is a heavy use of long line fishing, which catches more of the top predators like tuna, sharks and whales. Researchers said the findings could be used to better protect the oceans and keep fisheries alive. Block said that for too long scientists failed to recognize that human activities have the biggest effect on the planet. He added we have to develop a better system or else we’ll end up with a planet without Bluefin tuna and some sharks. I'm Susan Shand.   The Associated Press reported this story. Susan Shand adapted the report for VOA Learning English. The editor was George Grow. _________________________________________________________________ Words in This Story   According – adv. as stated by or in Fleet – n. a group of ships that work together Commercial – adj. relating to or based on the amount of profit that something earns Mind-blowing – adj. exciting; surprising Marine – n. of or involving the sea Global - adj. involving the whole world Sober – adj. having or showing a very serious quality Predator – n. an animal that lives by killing and eating other animals

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Refugee Women Get a Taste of Starting a Business

  When refugees arrive in a new country, they bring few possessions. But many bring something more valuable: their skills. Recently, twenty refugee women and asylum seekers met at a pop-up store in Phoenix, the largest city in the American state of Arizona. They came together to show their handmade products and exchange stories. “I am from Iraq,” said Nada Alrubaye. “I was an art teacher and I had two boys. One, my young boy, was killed in Baghdad. I decided to go to Turkey with another son because I wanted to protect him. After that, I came to Arizona.” Rodain Abo Zeed also spoke at the meeting. “I escaped from Syria,” she said, “when the war started because there was no safety and no opportunities for my kids to continue their education, and because my husband’s restaurant got burned down to ashes.” Another refugee, Tahmina Besmal, told the gathering “We escaped from Afghanistan, me, my mom and two sisters because of safety and there was no opportunities for ladies to go to school, to do a job, to be independent.” Details of the trips and the countries may be different, but their stories are similar. More than 20 refugee women left sadness and often tragic pasts behind. They all were given a chance to sell homemade products at this donated space in Phoenix. A group of social work students at Arizona State University created the Global Market pop-up store to help these women earn money. The Global Market Project involved local non-profit groups at Arizona State, said Alyaa Al-Maadeed, one of the students. The American Muslim Women’s Association (AMWA) was one of the groups supporting the project. “Last year, we started a new beginning skill training program for refugee women, said Asna Masood, the group’s president. She added that the women are taught how to sew and then helped to sell their products in the community. Among the products for sale were paintings, jewelry, soap, and handicraft arts. Nada Alrubaye says she likes the market because she can sell paintings, jewelry or other possessions that were in her home. “I am happy with this shop,” she said. The store was only open in February, but organizers are already thinking about the future. “The goal of the project is not only to bring these women short-term income. We want to really provide them with the experience to learn how to run their own businesses and learn how to be entrepreneurs,” said Megan McDermott, an Arizona State student. Iraqi refugee Tara Albarazanchi sold her homemade soaps and body care products at the market. “This pop-up gives me the experience of working in a shop, dealing with people (and) dealing with cash,” she said, adding that she is also learning about record-keeping. The organizers hope visitors to the store also learned new things – hopefully about the lives of refugees in their community. I'm Susan Shand.   June Soh reported this story for VOA. Susan Shand adapted the story for Learning English. George Grow was the editor. _________________________________________________________________ Words in This Story   pop-up – adj. a short rental opportunity opportunity – n. a possibility; a chance sew – v. to make or repair something (such as a piece of clothing) handicrafts – n. an object made by skillful use of your hands — usually plural shop – n. a business; a place with products for sale income – n. money that is earning; earnings entrepreneur – n. one who sets up and operates a business

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Benin, French Presidents to Discuss Returning African Artifacts

  French President Emmanuel Macron will meet with the president of Benin not long after he promised to return artifacts taken from Africa during colonial times. Macron will meet with Beninese president Patrice Talon in Paris on March 6. The two leaders are expected to discuss works of art from the former kingdom of Dahomey. Many of these artifacts were taken, and are now kept in French museums and private collections. If the Macron government keeps its promise, experts say, its action might influence other European countries facing similar restitution demands. The Quai Branly museum in Paris holds thousands of African artifacts.  These include Kwele masks from Gabon, Cameroon and the Republic of Congo. Other art works include Baoule and Dan statues from the Ivory Coast, and royal Dahomey artifacts from what is modern-day Benin. Museums in France and around Europe that hold African art are now reconsidering their collections. Many people are questioning if some of the objects were stolen or taken unfairly from countries that were former European colonies. Restitution claims are not new. But now, President Emmanuel Macron is giving them new importance. During a speech in Ouagadougou last November, Macron said Africa's cultural heritage could no longer remain in European museums and private collections. Over the next five years, he said, artifacts in France must be temporarily or permanently returned to Africa. Mechtild Rossler is the head of the World Heritage Center of the United Nations Education, Scientific and Cultural Organization (UNESCO) in Paris.  She says that the debate about African art has started in France. "Each of the museums need to have a look at their own collections and identify pieces which may have been trafficked illegally or may have come out of some dubious circumstances during colonialism." In 2016, Benin became the first African country to ask for the return of its artifacts.  The country is seeking several thousand pieces it says were taken from the former Kingdom of Dahomey by French soldiers and religious workers. Many works of art from Benin are at the Quai Branly museum. But earlier French administrations have said the art was now French property. Beninese people, like Marie-Cecile Zinsou, disagree. She heads the Zinsou Foundation in Cotonou, which supports African art. "Benin heritage is shown in France. It's shown in New York. It's shown in London, it's shown in Berlin. The only place where you can't see it is in Benin...the French left with everything." There are also important economic considerations in the debate. Art attracts foreign visitors to countries. These tourists, says Louis-Georges Tin, bring economic activity. Tin heads the Representative Council of France’s Black Associations, a group that is calling for restitution. "If you want tourists to come to your country, you need to have a cultural legacy. And how can you do that when most of your legacy has been robbed by many people in the Western countries?" Some people say African art is now something that belongs to the whole world. They argue that many African countries do not have museums to store artifacts that could easily be damaged. Others believe these issues can be resolved. A group of Paris art museums, for example, built a small museum in Benin. They donated art from their own collections to it. Gallery owner Robert Vallois led the effort. Vallois believes one answer would be to keep the art in European museums for now, where it is well preserved. Then, the goal would be to have artworks travel widely in Africa. Vallois considers the artifacts as national treasures of both France and Africa. What is important, he says, is that the public in both places has access to them. I’m Phil Dierking.   This story was originally written by Lisa Bryant for VOAnew.com. Phil Dierking adapted it for VOA Learning English. Mario Ritter was the editor. Do you think African artifacts should be returned to their original countries?  We want to hear from you. Write to us in the Comments Section or on our Facebook page. _________________________________________________________________ Words in This Story   artifact –n. objects made by people in the past dubious –adj. doubtful, causing doubt or uncertainty heritage –n. the traditions, beliefs and objects that are part of a group or nation legacy –n. something such as property that is received from someone who has died or from people in the past kingdom –n. the area ruled by a king restitution –n. the act of returning something that was lost or stolen to its owner

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Lesson 23: What Do You Want?

Summary Anna and her boss go on a trip around the world. That is, they eat foods from around the world. What will they find? Speaking In this video, you can practice saying the new words and learn about counting when you give someone change. Pronunciation In this video, you can learn about three informal English expressions: outta, yep, and whaddaya. Conversation   Anna: Washington, D.C. has great food from all over the world. Anna: Today I’m having lunch with my boss. Ms. Weaver says we’re going on a trip around the world. But she knows I only have an hour for lunch! Silly woman. Jonathan:  Hi, Anna! Anna: Hi Jonathan! Hey, we are meeting Ms. Weaver for lunch at noon, aren’t we? Jonathan:  Yes. Anna: What time is it now? Jonathan:  11:50. Anna: 11:50! We have to go!   Anna: So, where is this world food restaurant? Caty: We’re not eating at a restaurant. Anna: Where are we eating? Caty: We are eating at ... food trucks! Anna: Food trucks … awesome! What’s a food truck? Caty: These are food trucks! Anna: Wow!   Jonathan:  Whoa! Caty: Okay, Jonathan, you will buy the first dish. Here is $10. Surprise us! Jonathan:  Okay, I’ll be back in 15 minutes. Anna: What country do I want to visit? Caty: Anna, you pick the second country. Here is $10. Anna: I want chicken. Caty: The food truck, over there, has great chicken. Anna: Awesome! Caty: After you buy your food, meet me here. Jonathan:  Excuse me, I’ll have the shrimp. Jonathan:  Oh, you’re out of shrimp. Okay, I’ll have the beef then. Anna: Hello. I want the chicken dish. Truck worker: We're out of chicken. Anna: You're out of chicken. Worker: Yep. Anna: I’ll try another food truck. Thanks! Worker: You're welcome. Jonathan:  Okay, here is your change. The dish is $7. So, here is  1, 2, 3 dollars back from your 10. Caty: Great. Jonathan:  Where’s Anna? Is she dancing by that food truck? Caty: Yes. Yes, she is. Anna: Ms. Weaver, here is your change. The dish costs $5. So - $5   back. Caty: Thanks, Anna. But where is the food? Anna: I’m eating it. The Peruvian chicken is delicious! Try some! (Caty and Jonathan shake their heads “no”) Caty: Well, we still have $8! What do you want now? Anna: We can buy dessert!    Caty: I’ll buy dessert. Anna: In Washington, D.C., you can travel around the world … with food trucks! And it does not cost a lot. Anna: Until next time!   Writing Anna and her co-workers are going out for lunch together. What do you usually have for lunch on a weekday? Describe it and send us a photo if you can! Send us an email or write in the Comments section. Use the Activity Sheet to practice writing and talking about money and change. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Respond. In many everyday situations, we have to respond to what we hear. Speaking English as a second language might make it hard for you to respond quickly. The strategy respond is part of listening actively. After listening to what the other person says, you respond on the same topic.  In the video, Jonathan listens to the food truck worker. She says they are out of shrimp. Jonathan responds. First, he repeats the sentence, "Oh, you're out of shrimp." That shows he understands. Second, he asks for a different dish. "I'll have the beef, then." When you talk with someone in English, how do you usually respond? Write to us in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy.   Listening Quiz ​Test your understanding by taking the listening quiz. Listen to the short video, then choose the best answer.​ ​______________________________________________________________ New Words   after - adv. following in time or at a later time beef- n. meat from a cow or the meat of the cow used as food chicken  n. a bird that is raised by people for its eggs and meat or the meat of the chicken used as food cost - v. to have (an amount of money) as a price delicious - adj. very pleasant to taste dessert - n.sweet food eaten after the main part of a meal dish - n. food that is prepared in a particular way hour - n. one of the 24 equal parts of a day; 60 minutes minute - n. a unit of time equal to 60 seconds; one 60th of an hour noon - n. the middle of the day;12 o'clock in the daytime only - adv. no more than pick - v. to choose or select (someone or something) from a group shrimp - n. small shellfish that has a long body and legs and that is eaten as food trip -n. a journey to a place truck n. a very large, heavy vehicle that is used to move large or numerous objects ​_____________________________________________________________ Free Materials   Download the VOA Learning English Word Book for a dictionary of the words we use on this website. Each Let's Learn English lesson has an Activity Sheet for extra practice on your own or in the classroom. In this lesson, you can use it to learn how to talk about prices, American coins and money. For Teachers See the Lesson Plan for this lesson for ideas and more teaching resources. Send us an email if you have comments on this course or questions. Grammar focus: Using want to express desires Topics: Asking the time; Counting back change; Time and Punctuality Learning Strategy: Respond Speaking & Pronunciation Focus: Counting change, Reduced form of "out of;" Reduced form, "whaddaya;" Informal agreement using "yep." ______________________________________________________________ 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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