VOA标准英语2011--Embassies' Diplomatic Efforts Extend int

Embassy representatives in Washington, D.C., work regularly with lawmakers on Capitol Hill and U.S. officials at the State Department.
Nearly four dozen of them also extend their diplomatic efforts into city schools. They visit hundreds of 5th and 6th graders in D.C. classrooms, as part of the Embassy Adoption¹ Program.
Getting to know you
In one classroom at Aiton Elementary School, the Embassy of Saudi Arabia is hosting a fashion show. Staffer Tarik Allagany explains the different types of robes and head scarves as students model traditional Saudi dress.
District of Columbia Public Schools
Students from Martin Luther King Elementary School visit the Islamic Center in Washington, D.C. with staffers from the Saudi Embassy.
"They put patterns on them," he says. "Anything that they see in the desert - colors, flowers."
The 5th grade class is part of the Embassy Adoption Program, which matches embassies with classrooms in the nation's capital. Each year, the program gives thousands of youngsters a unique, inside look at another country and its culture.
After their fashion show, the Aiton students munch² on sweet dates, and ask Allagany about other aspects of Saudi life.
"Who's the first Muslim in the world?" asks one student.
"That would be Prophet Mohammed," Allagany answers.
Allagany wants students to know about the relationship between the United States and Saudi Arabia which, he says, is not just about oil.
"We have the cultural ties, the educational ties, the healthcare ties, even the social ties and I haven't even touched on the political alliances between our two countries."
District of Columbia Public Schools
Representatives from the Israeli Embassy in the classroom at Hendley Elementary School.
Cultural outreach
Riyadh's embassy is one of 45 that participate in the Embassy Adoption Program.
Kate McNamee, coordinator³ of the 37-year-old program for D.C. Public Schools, says the interactions have been as varied⁴ as the countries themselves.
Students in one class made French food. Staff from the Mexican embassy helped their adopted classroom make pi?atas - the brightly colored papier-maché decorations usually filled with candy treats. One class video-conferenced with students in Luxemburg. Another began judo⁵ lessons after the embassy of Japan donated mats and uniforms.
"It's not just another add-on, and another thing to take away from the school day," says McNamee. "It becomes a creative, dynamic way to teach curriculum."
One class learned about exchange rates using Canadian currency in math, and another - in science class - discussed how climate change is affecting Finland.
These interactions sometimes gloss⁶ over serious concerns, such as disputed political boundaries or women's rights in other countries. McNamee says school officials are working on a revised curriculum with the State Department so children will also learn about the U.S. government's relationship with each country, and gain a more balanced view of the world.
What connects us
Njambi Wynn ran the Embassy adoption program for two decades, and still helps with its activities. She says in addition to facts about their adopted country, students learn respect for other cultures. That respect sometimes includes sampling unfamiliar⁷ foods.
District of Columbia Public Schools
Students in traditional Japanese clothing
"We say just take a little bit. You don't go, 'Oooh, I don't like that!' You try it, you say 'Thank you very much' and you're appreciative⁸ of anything anyone does for you," says Wynn.
Even as children learn about differences, they also learn about what connects us all.
Ten-year-olds at Eaton Elementary, who were adopted by the Embassy of South Africa, listen to a firsthand account of life there from Ambassador Ebrahim Rasool.
"How did it feel during apartheid?" asks a student.
"I remember when I went to high school, within the first three months, I was involved in my first march against apartheid because the school was so bad," says Rasool. "It was raining and cold outside but we had no ceilings, we had no heating. Every five children shared one textbook."
At the end of the year, children visit their adopted country's embassy to present what they've learned.
Njambi Wynn still remembers the year some students performed a rap song about King Henry and his wives at the British embassy, to the amusement of the ambassador. Another class performed a traditional Indonesian dance, while another began by singing the Cyprus national anthem⁹.
"And they did it in Greek. The ambassador, his wife, his staff, they all had tears in their eyes," says Wynn. "They were so pleased. This year, they have Japan and the teacher says 'We'll do it in Japanese, as well.'"
And why not? In an international city like Washington, one is never too young for global experiences.

1 adoption   

n.采用，采纳，通过；收养

参考例句：

• An adoption agency had sent the boys to two different families.一个收养机构把他们送给两个不同的家庭。
• The adoption of this policy would relieve them of a tremendous burden.采取这一政策会给他们解除一个巨大的负担。

2 munch   

v.用力嚼，大声咀嚼

参考例句：

• We watched her munch through two packets of peanuts.我们看她津津有味地嚼了两包花生米。
• Getting them to munch on vegetable dishes was more difficult.使他们吃素菜就比较困难了。

3 coordinator   

n.协调人

参考例句：

• The UN Office for the Coordination of Humanitarian Affairs, headed by the Emergency Relief Coordinator, coordinates all UN emergency relief. 联合国人道主义事务协调厅在紧急救济协调员领导下，负责协调联合国的所有紧急救济工作。
• How am I supposed to find the client-relations coordinator? 我怎么才能找到客户关系协调员的办公室？

4 varied   

adj.多样的，多变化的

参考例句：

• The forms of art are many and varied.艺术的形式是多种多样的。
• The hotel has a varied programme of nightly entertainment.宾馆有各种晚间娱乐活动。

5 judo   

n.柔道

参考例句：

• The judo is a kind of fighting sport.柔道是一种对抗性体育活动。
• Which is more important in judo, strength or techniques?柔道运动中，力量和技术哪个更重要？

6 gloss   

n.光泽，光滑；虚饰；注释；vt.加光泽于；掩饰

参考例句：

• John tried in vain to gloss over his faults.约翰极力想掩饰自己的缺点，但是没有用。
• She rubbed up the silver plates to a high gloss.她把银盘擦得很亮。

7 unfamiliar   

adj.陌生的，不熟悉的

参考例句：

• I am unfamiliar with the place and the people here.我在这儿人地生疏。
• The man seemed unfamiliar to me.这人很面生。

8 appreciative   

adj.有鉴赏力的，有眼力的；感激的

参考例句：

• She was deeply appreciative of your help.她对你的帮助深表感激。
• We are very appreciative of their support in this respect.我们十分感谢他们在这方面的支持。

9 anthem   

n.圣歌，赞美诗，颂歌

参考例句：

• All those present were standing solemnly when the national anthem was played.奏国歌时全场肃立。
• As he stood on the winner's rostrum,he sang the words of the national anthem.他站在冠军领奖台上，唱起了国歌。