篇一：剑桥雅思10听力解析10-2-4
剑桥雅思10-2-4听力解析
篇二：剑桥雅思4 test 1-test 4 阅读文章和翻译
Tropical Rainforests Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes - about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests - what and where they are, why they are important, what endangers them - independent of any formal tuition. It is also possible that some of these ideas will be mistaken.
Many studies have shown that children harbour misconceptions about ?pure' curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous，more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers.
Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children‘s ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.The study surveys children‘s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term "rainforest". Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continents or countries：Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator. Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded chat rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised die idea of rainforest as animal habitats.Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils‘ views about the use and conservation of rainforests, in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.
The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified chat it is human activities
which are destroying rainforests, some personalising the responsibility by the use of terms such as "we are". About 18% of the pupils referred specifically to logging activity. One misconception, expressed by some 10% of the pupils, was chat acid rain is responsible for rainforest destruction； A similar proportion said chat pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced. The misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.
In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils‘ responses indicate some misconceptions in basic scientific knowledge of rain forests‘ ecosystems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.
Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.
无论大人还是孩子都经常会遇到这样的报道，那就是热带雨林正在以惊人的速度消失。 打个比方，孩子们很容易就能理解这样一个图例，即平均每四十分钟，也就是一节课的时间内，世界上就会有相当于一千个足球场大小的热带雨林进到破坏。面对媒体频繁且生动的报道，也许不需要任何正规的教育，孩子们就能够形成一系列有关热带雨林的观点：比如说雨林是什么，位置在哪里，为什么如此重要，又是什么在威胁它们等等。当然，这些观点也很有可能是错的。
许多研究表明孩子们对于在学校里学到的科学知识心存误解。这些误解不是孤立存在的， 而是组成了一个尽管多层面却十分有条理的概念体系，这一点使得该体系本身及其所有的组成观点更加难以攻破，有些观点本身甚至就是错误的，但是也正是这样，它们反而更容易被改动。这些错误观点正是由于孩子们从大众煤体上吸收了信息而形成的。有时连这些信息本身都是错误的。学校似乎也没能够给们提供一个再度阐述自己观点的机会，因此老师及其他学生也不能帮助其检验及纠正这种错误观点。
尽管媒体对于热带雨林所遭受的破坏做了大量的报道，何是有关孩子相关观点的信息却少之又少。所以，目前这项研究的目的就是要给教师提供这样的信息来帮助他们设计自己的教学策略，以便帮助学生构筑正
确的观点，置换他们的错误概念，并在学校中展开环保研究项目。 该项研究调查了孩子有关热带雨林的科学知识以及态度。研究要求一些中学生填写一份包含了五个简答题的调查表。对于第一个问题.最常见的解答就来自―热带雨林‖这一名称 所附带的不言自明的含义。有些孩子把雨林描述成一个又潮又湿或闷热的地方。第二个问题是关于雨林的地理位置的，大多数答案都提到了国名或洲名：百分之四十三的孩子写了非洲， 百分之三十写了美洲，还有百分之二十五的人认为热带雨林主要分布在巴西。有些孩子给出 了如―赤道附近‖这样更为宽泛的答案。 第三道题目问及了热带雨林的重要性。百分之六十四的学生认为雨林为动物提供了栖身之所。较少的学生回答说雨林是植物的生长地。更少的学生提到了雨林中的土著居民。其中， 有百分之七十的女孩子认为雨林是动物的家，而男孩子中只有百分之六十的人执此观点。 相似的是，有百分之十三的女生认为热带雨林为人类提供了居所，而男生中有此想法的人只占百分之五。这些观点与先前就学生对热带雨林的开发及保护状况所做的研究的结果基本一致，该结果表项女生更容易表现出对小动物的同情，其观点也更容易将内在价值观基于动物而非人类生命上。
第四个问题问到了热带雨林遭到破坏的原因。值得庆幸的是，过半的学生(百分之五十九) 都认为是人类的行为导致了这一破坏，有人甚至用―我们‖这样的字眼将问题与自身联系起来。大概有百分之十八的学生将这一破坏归咎干滥砍滥伐。
百分之十的学生错误地认为是酸雨导致了雨林的破坏，.还有百分之十的学生觉得污染才是罪魁祸首。看来学生们是将热带雨林所受的破坏与上述因素对西欧森林的毁坏混为一谈了。 百分之四十的学生认为热带雨林为人们提供了氧气，在某种程度上，这样的答案也包含着一个误解，那就是认为热带雨林的消失会减少大气中氧气的含量，最终导致地球上的大气不再适合人类呼吸。 在被问及雨林保护的重要性时，大部分学生只是认为人类离开雨林就无法生存。只有寥寥百分之六的人提到热带雨林的消失会导致全球变暖。鉴于媒体对这个问题长篇累牍的报道， 这样的结果真是有点出人意料。还有些学生认为保不保护雨林根本无关紧要。 研究结果表明，在学生们对雨林的观点中，某些观点明显占上风。在有些问题上，比如说热带雨林是植物、动物及人类的栖息地以及天气变化与雨林破坏之间的关系等，学生们的回答又表明了他们在一些基本科学知识上的误区。 学生们给出的答案并不能够表明他们了解热带雨林所遭受破坏的原因的复杂性。换言之，没有任何迹象表明他们了解热带雨林对人类来讲到底如何重要以及那些破坏行为背后所潜藏 的复杂社会、经济及政治因素。然而，值得欣慰的是，其他类似环保研究的结果表明，大孩子们已经具备了鉴赏、理解以及评价矛盾观点的能力。而环保教育正是为这些能力的养成提供舞台，这一点对于孩子们成为未来的政策制定者是至关重要的。 What Do Whales Feel
Some of the senses that we and other terrestrial mammals take for granted are either reduced or absent in cetaceans or fail to function well in water. For example, it appears from their brain structure that toothed species are unable to smell. Baleen species, on the other hand, appear to have some related brain structures but it is not known whether these are functional. It has been speculated that, as the blowholes evolved and migrated
to the top of the head, the neural pathways serving sense of smell may have been nearly all sacrificed. Similarly, although at least some cetaceans have taste buds, the nerves serving these have degenerated or are rudimentary. The sense of touch has sometimes been described as weak too, but this view is probably mistaken. Trainers of captive dolphins and small whales often remark on their animals‘ responsiveness to being touched or rubbed, and both captive and free ranging cetacean individuals of all species (particularly adults and calves, or members of the same subgroup) appear to make frequent contact. This contact may help to maintain order within a group, and stroking or touching are part of the courtship ritual in most species. The area around the blowhole is also particularly sensitive and captive animals often object strongly to being touched there.The sense of vision is developed to different degrees in different species. Baleen species studied at close quarters underwater –specifically a grey whale calf in captivity for a year, and free-ranging right whales and humpback whales studied and filmed off Argentina and Hawaii – have obviously tracked objects with vision underwater, and they can apparently see moderately well both in water and in air. However, the position of the eyes so restricts the field of vision in baleen whales that they probably do not have stereoscopic vision.On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forward and downward. Eye position in freshwater dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have is stereoscopic forward and upward. By comparison, the bottlenose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne flying fish, it can apparently see fairly well through the air–water interface as well. And although preliminary experimental evidence suggests that their in-air vision is poor, the accuracy with which dolphins leap high to take small fish out of a trainer‘s hand provides anecdotal evidence to the contrary.Such variation can no doubt be explained with reference to the habitats in which individual species have developed. For example, vision is obviously more useful to species inhabiting clear open waters than to those living in turbid rivers and flooded plains. The South American boutu and Chinese beiji, for instance, appear to have very limited vision, and the Indian susus are blind, their eyes reduced to slits that probably allow them to sense only the direction and intensity of light.Although the senses of taste and smell appear to have deteriorated, and vision in water appears to be uncertain, such weaknesses are more than compensated for by cetaceans‘ well-developed acoustic sense. Most species are highly vocal, although they vary in the range of sounds they produce, and many forage for food using echolocation. Large baleen whales primarily use the lower frequencies and are often limited in their repertoire. Notable exceptions are the nearly song-like choruses of bowhead whales in summer and the complex, haunting utterances of the humpback whales. Toothed species in general
employ more of the frequency spectrum, and produce a wider variety of sounds, than baleen species (though the sperm whale apparently produces a monotonous series of high-energy clicks and little else). Some of the more complicated sounds are clearly communicative, although what role they may play in the social life and ?culture‘ of cetaceans has been more the subject of wild speculation than of solid science. 鲸鱼的感官
对我们人类以及其他的陆地哺乳动物来说，有些感官是与生俱来的，然而对于鲸鱼来讲， 这些功能要么已经衰退或彻底消失，要么就无法在水中正常发挥作用。比如说从齿鲸的大脑结构来看，它们是嗅不到气味的；而须鲸虽然有与嗅觉相关的脑部结构，可是我们却无法判断这些结构是否起作用。据推测，由于鲸鱼的气孔进化并最终移到了头部的正中所以掌管 嗅觉的神经纤维几乎全部不见了。同样，尽管有些鲸鱼也有味蕾，但这些味觉器官要么已经退化，要么就根本没有发育。
有人认为鲸鱼的触觉也不发达，不过这个观点很可能是错误的。训练人工饲养海豚和小鲸鱼的人常常会评论他们的小动物对于触碰和抚摩的敏感度。而无论是人工饲养还是放养， 几乎所有种类的鲸鱼个体之间都会进行频繁的接触，特别是在成年鲸鱼和幼鲸之间或同一亚群的成员之间。这种接触有助于维护同一种群内部的秩序，而且对大多数鲸鱼而言，抚摸和触碰也是求偶仪式的一部分。气孔周围的部分尤其敏感，一旦被触碰，人工饲养的鲸鱼就会有激烈的反应。
不同种类的鲸鱼，视觉发达程度也各不相同。通过研究一只被人工饲养了一年的小灰鲸，以及通过对阿根廷和夏威夷沿海所放养的露脊鲸和座头鲸的研究及拍摄，人们发现在封闭水 域中的须鲸显然可以利用视觉来追踪水下的物体，而且它们无论在水中或空气中视力都相当好。但是眼睛的位置如此严重地限制了须鲸的视野，以致于它们可能不具备立体视觉。
从另一方面来看，大多数海豚和江豚眼睛的位置表明它们是拥有向前及向下的立体视觉的。淡水海豚经常则游，或是在吃东西的时候肚皮朝上游泳，这就表明眼睛的位置使它们拥 有向前及向上的立体视觉。相反的是，宽吻海豚在水中视力就很敏锐，而从它观察及追踪空 中飞鱼的方式来看，它在水天交界面的视力也相当好。尽管之前的实验证据表明，海豚在露 天环境中可能是睁眼瞎，然而，它们能够从水中跃起很髙，并且能够准确地吃到训练员手中的小鱼，这就有趣地证明了上述观点是错误的。
当然，这些变异可以通过这些品种所生长的环境来解释。比如说，对于宽广清澈水域中的鲸鱼来说，视觉显然就有用的多；而对于那些住在混浊的河流或水淹的平原上的品种来说， 视力显然就没什么大用。比如，南美洲亚马逊河中的江豚以及中国的白鳍啄视力都相当有限， 而印度河中的江豚根本看不见东西，它们的眼睛已经退化成了两条窄缝，除了感知上下方向和光的强度几乎没什么作用。
尽管鲸鱼们的味觉和嗅觉严重衰退，在水中的视觉又不那么确定，然而这些缺陷完全可以被它们那高度发迖的听觉系统所弥补。尽管鲸鱼们音域不同，但是大多数鲸鱼都很会―唱 歌‖，而且还能用回声定位法来觅食。大个子须鲸只能用低频发声，除此之外就黔―鲸‖计穷 了。当然也有些著名的例外：比如夏天里北极露脊鲸歌曲般的合唱，还有座头鲸那复杂的。 令人难以忘怀的低语。与须鲸相比，齿鲸们可以更多地利用频谱，发出多种声音，当然，抹香鲸只会发出一系列单调激烈的喀哒声。有些复杂的声音显然具有交流作用，然而想要搞淸 楚它们在鲸鱼的社会生活及文化中到底起何作用，与其说是严谨科学研究的对象，不如说是丰富想象力的结果。 Visual Symbols and the Blind
Part 1
篇三：官方版剑桥雅思10听力原文
官方版剑桥雅思10听力原文
test 1
Section 1
(1) You will hear a woman and a man talking about the work of library. First, you have some time to look at the questions 1-5.
You will see that there's an example that has been done for you. On this occasion only, the conversation relating to this will be played first.
Hello, I'm Mrs. Phillips, the head librarian; you are the new library assistant, aren't you?
Yes, I'm Robert Hawscow, but please call me Bob.
The woman introduces herself as the head librarian Mrs. Phillips, so the name Mrs. Phillips is been written in. Now, we should begin. You should answer the questions as you listen, because you will not hear the recording the second time.
Listen carefully and answer questions 1-5.
Hello, I'm Mrs. Phillips, the head librarian; you are the new library assistant, aren't you?
Yes, I'm Robert Hawscow, but please call me Bob.
All right, Bob. Let me take a few minutes to explain how the library works and what your dutieswill be.
First, the library opens at 8:30 in the morning; so naturally, we expect you to be here and ready to work by then. Of course.
And you can go home at 4:30 when the library closes. Now let me explain where everything's kept. It looks like here on the ground floor is where the reference books are.
Yes, that's right. Upon the second floor is where the adult collection is, both fiction and non-fiction. And the children's books are there too, aren't they? I thought I saw them in the room by thestairway. No, those are magazines and newspapers for adults.
Children's books are up one more flight on the third floor, we'll take a look at them later.
Let me show you how we organize our work. Do you see that brown book cart over there?
The one at the door?
Yes, that one, those books have been shacked in and need to go back on the shelves.
Okay, so the brown book cart has books to re-shelve, what about the black cart by the desk?
Those books have torn pages or damaged covers; they're all books that need to be repaired.
Okay, I know how to do a lot of that and I'm very good at mending torn pages and covers.
That's great, because we really need help with that.
And the white cart over the corner, what are those books for?
Those were old books that we've taken off the shelves to make room for new ones.
We sell them as used books to raise money for the library.
So, they are all ready to sell.
Yes, that's right. So, now you know what to do with the books in the carts.
Let's talk about out activity schedule.
(2) Now listen and answer the questions 6-10.
I understand this library has a number of interesting activities every week.
Yes, our activities are quite popular; the most popular one is Story Time for the children.
Do a lot of children show up for that?
Yes, a good many. It takes place in children's room on Thursday mornings at 11:00.
Isn't there a family movie night too?
Yes, but it's not at night anymore.
We used to have family movies on Fridays when the library opened until nine.
But now, we have a different activity at that time.
So we have to switch family movies to the weekend, Saturday afternoon.
How much do you charge for the movies?
They are all free. The movie always starts at 2:30 in the reference room.
But you don't have to worry about that since you don't work on weekends.
And what takes place on Friday evenings?
We've just started our weekly lecture series.
We have a different speaker every week and the lectures cover all different kinds of topics.
That sounds like something I'll be interested in attending.
Good, because we'll need your help with that.
You' l be working Friday evenings and one of your duties would be to set up the meeting roomon first floor for the lecture.
What time will you need that done?
Let's say by 6:15, the lecture starts at 6:30 and the room needs to be ready well ahead oftime. A lot of people arrive early.
Maybe I should have the room ready by 6:00.
That wouldn't be a bad idea. Okay, why don't I take you upstairs and show you the rest of the collection.
Section 2
(1) You will hear a radio interview by Lakeside Resort.First you have some time to look at questions 11-15. As you listen to the first part of the talk, answerquestions 11-15.
Good afternoon, and welcome to Today Show. Thewarm months are with us and many of you are getting ready to plan vacation trips.
To help you with that, we have a special guest today, Robert Samson, director of the Golden Lake Resort. Robert, I understand Golden Lake is a popular place for families to spend their vacations.
Yes, families enjoy spending time at Golden Lake.
Many come back year after year. We have a spectacular location and fanatic activities for bothchildren and adults. Could you describe for us some of the activities available at Golden Lake?
We have a lot of water activities of course, Central ride on the lake.
We have a pleasant sandy beach for swimming.
We also have canoes and sail boats available and many of our guests enjoy boating on thelake.
I image water skiing would be popular among your guests.
Actually, we don't promote water skiing in the resort area.
It can be dangerous for swimmers and for the canoers too.
We do have a great location for fishing though and you often see guests fishing from our dock or from the canoes. That sounds very relaxing. What about activities on land? Do you have facilities for tennis?
We had tennis in the past, but the courts failed up to repair since we found that most of our guests weren't interested in the game.
We closed the court down, so that's no longer our option.
And actually, because of location in the woods, we don't have another good area for a golf course.
But I'd like to let your listeners to know, there would be adding a new activity this year.
We've made an arrangement for a local stable, so now we are going to have horse-back riding available for our guests.
We've created several riding trails around the lake.
That sounds lovely. Now, what about rainy days? What can your guests do when the weather's bad?
We have a games room and a crafts room. When the weather's rainy, some of our very talented staff members offer art sand crafts classes for all ages.
What fun! Do you offer any other classes or activities?
(2) Now listen, and answer questions 16-20.
We have a weekly schedule of evening activities, which anyone can attend if they choose.
Every Sunday we show a film or something suitable for the whole family.
Monday is my favorite night because that's dessert night.
Our cook prepares variety of desserts and we get to taste them all.
Umm...I'd like to be there for that.
Yes, it's great. We get more serious toward the middle of the week, our discussion night on Tuesday.
Discussion night?
Yes, we discuss different current events depending on what's happening that week of news.
And on Wednesday, we have lectures. We invite different experts to talk about local history on nature topics.
This is actually one of our popular evening activities. We found that our guests are really interested in learning about the local areas.
It sounds quite interesting.
Yes, we have some excellent speakers. Thursday night is totally different, cause that when we play games. That's especially fun for the children. Children love Fridays too, because that's talent show night.
Everyone gets in on that (staff, guests, everyone) .
It looks like you have a lot of fun at Golden Lake Resort.
We do. And we end every week with big fun, with a dance on Saturday night.
Now, I understand a little more why Golden Lake is such a popular place for family vacations.
With such a variety of activities, there's something for every member of family there.
There is. And I hopeyour listeners will consider spending their next vacation with us.
That is the end of section 2. You now have half a minute to check your answers.
Section 3
(1) You will hear two students talking about the classassignment about wild bird rescue adrehabilitation. First, you have some time to look at the questions21-25.
As you listen to the first part of the conversation, answer questions 21-25.
Okay, let's go over the requirements and see what we have left to do.
Let's see. We have to give the professor a written summary for the information we've given on ourtopic wild bird rescue and rehabilitation.
The other written thing we have to turn in is thecase study of rehabilitation of one bird. We have information on that already.
Right. All we have to do is to write it up. What about charts and graphs. Do we need to enclose something like that?
I don't think so. They are rarely relevant, but we do have to turn in a list of resources we used.
Actually, what about videos? I heard some of the other students were doing that.
Well, I guess that must be optional, because I don't see it on the requirements list.
Okay, we should start planning our class presentation since that counts for half the grade.
We've looked at lots of sources and information, but I think(转载自：www.dXf5.cOm 东星资源网:剑桥雅思4-10) our best source was the interviews we did with the wildlife rehabilitators.
Agreed. That and the journal articles. I think we have enough information from those two sources for the
Anyhow, the books we looked at weren't all that helpful.
I wonder if we should try to bring in some live birds for the presentation.
That would be too difficult, don't you think? But we have lots of photos of rehabilitated birds.We can show those.
(2) Now, listen and answer questions 26-30.
Right. Okay, I think we should start by talking about how to rescue a bird.
Probably first we should help people understand which birds need rescuing.
Yeah, that's really important because a lot of times people see a baby bird that's all alone orthey find a bird sitting on the ground and they think it needs to be rescued.
And usually, those are just baby birds learning to fly.
So we should emphasize that people should only attempt to rescue a bird that's clearly injured.
For certain kinds of birds, the rescuer needs to wear protective gloves because some of those birds have sharp claws and can tear your shirt or worse injure your faceor some other part of your body.
Yes, that's an important point. Okay, next, let's tell people to put the injured bird in a box, a box with good air circulation.
We should let them know that cages are necessary and a bag, especially a plastic one, could hurt the bird more. Another thing we need to say is that the best way to help the bird stay calm is not by patting it or talking to it, but by leaving it completely alone.
Then people should take the bird to the Bird Rescue Center as soon as possible.
Right. And we should also point out that when they're driving the bird to the Rescue Center, it's better not to play music on the radio or talk loudly.
Because those things just stress the bird.
Yes, it's better just to speak quietly while you have the bird in the car.
Okay, we're got that part covered. Next, we should talk about what happens at the RescueCenter.
That is the end of section 3. You now have half a minute to check your answers.
Section 4
(1) You'll hear a lecture about Great Barrier Reef. Firstyou have some time to look at the questions 31-33. Now listen carefully and answer questions 31-33.
Despite of its name, the Great Barrier Reef isn't just one large coral reef.
Rather, it's a system of coral reef that stretches along the east coast of Australia, covering an areaof around 300,000 square kilometers.
The Great Barrier Reef is composed of approximately 3000 individual reefs which range insize from one hectare to more than 10,000 hectareseach.
In addition, around 600 islands are scattered throughout the area, particularly at the northern and southern ends. The reefs themselves are composed of over 400 different kinds of coral, the largest variety of coral found anywhere in the world.
(2) Now, listen carefully and answer questions 34-40.
Thousands of species of sea animals live in and around the reefs.
All together, approximately 1500 species of fish inhabit the reef area, including a number ofdifferent kinds of sharks.
One of the more interesting mollusks to be found in the reefs is the giant clam.
These huge shelf fish can live for more than a hundred years and can weigh as much as 200 kilos.
Sea mammals are bound in the area, which serves as a breeding ground for certain types of whales, many of which
Over two hundred species of sea and shore birds fees, roost on nest among the reefs and islands.
Many types of reptiles can also be found living around and near the reefs.
Salt water crocodiles, for example, inhabit the marshes along coast or the area.
Amphibians include at least 7 species of fogs inhabit in the islands and reefs.
Unfortunately, this wondrous area of the world is threatened by climate change.
Rising sea temperatures have led to an effect called "coral bleaching", that is large numbers of corals dying off, especially in the shallower area of the reef.
The Great Barrier Reef Marine Park Authority is attempting to find effective ways to deal with this issue that threatens the reef.
One proposed solution involves shading the reef in certain areas to help keep thesurrounding water temperatures down.
That is the end of section 4. You now have half a minute to check your answers.
test 2
Section 1
(1) Global bicycle tours. May I help you?
Yes, thank you. I'd like to sign up for a bicycle tour.
Which tour will you be interested in? We have the River Valley tour coming up in June and the mountain tour in July.
The river valley tour was in June. I thought it was on May.
It actually takes place the first week of June.
Oh, I see. Well, I can still do that. The river valley tour is the one I want.
Splendid, Just let me take your information. May I have your name please?
Karla Schmidt. That's Karla with "K", not "C", K-A-R-L-A.
Thank you, Miss Schmidt. Address?
Do you need a street address? Or can I give you my post office box?
The post office box is fine.
It's P.O.Box, 257, Manchester.
Thank you. Okay, next, uld you bring in your own bicycle? Or do you want to rent one from us?
I'll bring my own.
Excellent. Now, we provide all the meals. So we need to know if you have any diet (dietary)restrictions. I don't think so. What do you mean?
I mean if there's any food you can't eat? Some people have food allergy (allergies) orvegetarian or have t avoid dairy products. Things like that.
Oh, I see. Yes, I'm a vegetarian and never eat meat.
(2) All right. I'll make a note of that. Now the total cost of the tour is $750.
That much?
The price includes everything: food, hotel, transportation. Everything.
Everything?
Yes, everything. The only other thing is you have (want) to tip the tour guide. We usuallyrecommend 5% the total tour cost.
A five percent tip. I guess that's reasonable.
In order to reserve your space on the tour. I'll need a 30% deposit.
Do you need that right away?