Unit 6
Video script
Narrator: In the country of Argentina, cowboy life has scarcely changed over the past three centuries. The gaucho is a hero here; for most people, he is a legendary figure that is larger than life. But in the far reaches of the country, there are still men for whom the gaucho is more than a legend. For them, it is their life; they are the gauchos of Argentina.
The cowboy life of the gaucho came to Argentina from Spanish culture. It created a unique type of men who were as hardy and self-reliant as the animals for which they cared. The word “gaucho” means “outcast”, or one who doesn’t belong to a specific society or group.
There are as many kinds of gauchos as there are varied terrains in Argentina. There are gauchos on the soft flat pampas of Corrientes, on the windswept plains of Patagonia, and in the wooded hills of Salta.
Don José Ansola, a 76-year-old horseman, seems to be the “classic gaucho”, and one who treasures his residence in a remote region of Corrientes. He believes solitude helps to keep gaucho life in its purest form.
Don José Ansola, Corrientes Gaucho: “If I couldn’t live in the campo, the countryside—an unthinkable thought—I don’t know what I’d do.”
Narrator: According to Don José, he would rather live in a poor little house in the country than in a palace in the city. Don José’s 400-square-kilometer ranch in Corrientes is far from everything, so Don José depends entirely on his horses to travel. As a result, he and his three sons spend much of their time finding and catching the wild horses that run free in the countryside. The horses must then be “broken” so that they’ll allow people to ride them.
Ansola: “Breaking a horse is a slow process, taking more than a year. This is something the horse learns to put up with.”
Narrator: The gaucho explains that the horse must adjust to using a saddle and reins so the riders aren’t thrown off later. The treatment seems cruel, but according to Don José it’s actually not. The training, he says, often seems harsher than it is.
Ansola: “We love our horses, and in the end, they love us in return. This is the traditional way of training a horse in Argentina—the gaucho way.”
Narrator: Being a gaucho, though, is more than a life of solitude and caring for horses and cattle. The gaucho way of life has its own strict code of ethics. Hospitality and respect for others are as much a part of this lifestyle as the art of breaking horses. Argentina is nearly the last place where this code of ethics and the demanding lifestyle of the gaucho still exist. The country is home to nearly 150,000 gauchos who are very much a part of the national identity. There are gauchos in all parts of the country, even 2,000 kilometers south of Buenos Aires, on the edge of Antarctica in Patagonia.
The harsh terrain of this region has its own type of gaucho as well. Here, the gauchos raise sheep, not cattle, and even more surprisingly, many speak English. Many of the ancestors of Patagonian gauchos were immigrants from
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Scotland. Several of these settlers came to the area during the 19th century, including the ancestors of Eduardo Halliday and his father, Jimmy. These two gauchos run a ranch in Patagonia, and for them, this strange terrain seems like the perfect place to live.
The Hallidays enjoy living in the region for a number of reasons. For Jimmy, the most refreshing aspect about living in Patagonia is that there’s space everywhere so he can see far in all directions. The land is also rich, he says, and produces everything that he and his family need. Life on the plains of Patagonia is difficult, even harsh, but the gauchos here have learned how to adjust and succeed.
Eduardo has lived his entire life on the family ranch and has learned the traditional ways from his father. The goal of every gaucho is self-reliance, and these gauchos of Patagonia are no different. Because the ranch is so remote, father and son have to utilize everything they have available. This also means they don’t abandon anything quickly and often use and reuse everything they have, including their bags and their boots. After all, it’s a long way to go to buy new ones.
Gauchos are experts at adjusting to their surroundings. Here, they’ve learned to use a local weapon called a “boleadora”. Made of leather and small stones, boleadoras are still used to hunt rhea. Pursuing the small flightless birds is no problem, but hitting them can be tough. As the gauchos fly like the wind along the plains on their strong horses, the rheas run swiftly ahead of them. It’s an exciting chase, but the rheas get away—this time.
Narrator: Twenty-nine hundred kilometers north of Patagonia is the region of Salta. Here the stony hills and rough terrain have produced yet a different kind of gaucho. The gauchos here were once fierce soldiers for Argentina, and they won recognition and respect in the Argentine war of independence from Spain. They’re famous for their huge leather chaps and red ponchos, and often celebrate their proud traditions in an annual parade.
One of the best horsemen in the area is Rudecindo Campos. Rudecindo loves being a gaucho and says that it’s the life he’s always wanted.
Rudecindo Campos, Salta Gaucho: “In life there are all kinds of people: engineers, doctors, and gauchos. I knew I had to choose one or the other. I have always had a gaucho soul and I like being a gaucho.”
Narrator: However, choosing the life of a gaucho means more than just working with horses. Just as it is in Corrientes, a strict code of ethics and principles is essential to the gaucho lifestyle in Salta as well.
Don Coco Campos, Rudecindo’s Father: “It’s not only knowing how to catch an animal with a rope, use a saddle or ride a horse. It’s also about being good and kind. When you ask a gaucho a favor, he must not refuse. He does it.”
Narrator: At times, it’s difficult to make enough money working as a gaucho. In order to survive, Rudecindo must work at a part-time job so he can continue training horses. He specializes in training a strong little horse from the area called a criollo. It’s one of the few animals that can round up cattle in this rough
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terrain covered with thorns. To protect themselves from the environment, horse and rider rely on their special leather chaps. The thick leather protects the pair from injuries as they round up the last of the cattle.
In Salta, each time the gauchos successfully return the cattle safely back to the ranch, there’s a lively fiesta, a celebration in which women have always had an important role. Rudecindo’s wife, who comes from the city, talks about life on the ranch.
Rudecindo’s Wife: “It’s very difficult to adapt to the slower pace of the campo. In the city, you live faster and you are less attentive to nature. We’ve lost that in the city. We’ve lost some of our humanity, which my husband hasn’t lost. He’s not caught up in the trivia of everyday life. You can really get consumed by small things, and you forget what’s important.”
Rudecindo: “If I go into town for two weeks, I can’t wait to get home to the horses, to the smell of the countryside, and the wet earth after a rain. I love this life.”
Narrator: In the end, the story of today’s gaucho may be one of adaptation: to climate, to landscape, and to traditional ways of life that sustain them.
Ansola: “For Argentina, it’s very important for people to treasure this proud and honorable legacy. We must be sure that whatever else happens to us, we never lose our heritage, our gaucho way of life.” Narrator: Don José is not alone in his dream. The proud and self-reliant gauchos of Corrientes, Patagonia, and Salta are all helping to retain the traditional lifestyle of the gauchos of Argentina.
Key:
Part 1 P.85
Ｉ. ACD
Ⅱ. Age: 76 years old
Residence: In a remote region of Corrientes Lifestyle : Leading a life of solitude Ranch size: 400 square kilometers Means of transportation: Horses
Daily work: Finding and catching the wild horses in the countryside;
“breaking” / training horses
III. Oral work. Work with a partner. First ask questions about the underlined part of each sentence. Then talk about the scene of breaking a horse using the questions and answers.
1. Why must the horses be \"broken ?
The horses must be \"broken” so that they'll allow people to ride them. 2. How long does it take to break a horse? It takes more than a year.
3. What must a horse adjust to (in training)?
The horse must adjust to using a saddle and reins.
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4. What is the training like?
The training often seems harsher than it is.
5. What is the relationship between gauchos and the horses?
They love their horses, and in the end, the horses love them in return.
Part 2 P86
Ｉ. ACEG
Part 3 P87
Ｉ. Complete the summary with the missing words.
The (1) rough terrain of Salta has its own type of gaucho. The gauchos here used to be (2) soldiers in the Argentine War of Independence from (3) Spain. They wear huge leather chaps and red (4) ponchos. They're proud of their traditions and often celebrate them each year in a (5) parade. As in Corrientes and Patagonia, the gaucho lifestyle here has its own strict code of ethics and principles, such as being (6) kind and not rejecting requests for help. To celebrate the safe return of the cattle back to the ranch, there is a lively (7) fiesta in which (8) women have always played an important role.
II. Watch again. Decide whether the following statements are true (T) or false (F).
___F___ 1. Salta is located in the south of Patagonia.
___T___ 2. For Rudecindo being a gaucho is like pursuing any other career.
___F___ 3. Choosing the life of a gaucho only means dealing with horses and other animals.
___T___ 4. Rudecindo takes a part-time job to make enough money to support his family.
___F___ 5. Criollo is a kind of cattle.
___F___ 6. According to Rudecindo's wife, city dwellers pay more attention to nature.
Ⅲ. P88
Rough terrain (崎岖不平的) Win recognition and respect (赞誉和尊重) Argentine “War of Independence” (独立战争)
An annual parade (一年一度的游行) Love being a gaucho (做个牛仔) work at a part-time job (兼职) specialize in a strong horse (擅长于) round up cattle (驱拢)
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the terrain covered with thorns (荆棘密布) cannot wait to get home (迫不及待)
Reading comprehension P96
1. C 2. A 3. B 4.D 5.B 6. C 7.B 8. outside of the limits of society 9. holding on to tradition 10. use the reins
HOME LISTENING Audio script
Amazing Argentina Dear Lee, April 3rd
How are things back home? Things here are great! We’ve only been in Argentina for a few days, but we’ve already had so many remarkable experiences! We arrived in Buenos Aires last Saturday and spent a couple of days just exploring this fascinating city. The first evening we visited Puerto Madero. Prior to this visit, it was a rather unattractive neighborhood, but there’s been an astonishing transformation in the past ten years. It’s now full of wonderful places to eat. We had a delicious dinner in an outdoor cafe and relaxed for hours just watching people walk by.
The next morning we visited several of the famous squares in downtown Buenos Aires. To me the most striking one was the three-block-long Plaza del Congreso. They say the whole thing was constructed in less than a year, which I find to be an unbelievable achievement! We also visited the residence of the president, the nearby Casa Rosada, which means “pink house” in English. The most interesting thing about the city for me is the people; everyone is absolutely beautiful—both men and women. They could all be movie stars! It must be something special about the lifestyle here.
On Tuesday we decided to visit the gaucho museum in San Antonio de Arico. However, on our way there, we were lucky enough to come across a traditional Argentinean gaucho event—complete with a horse show. We stopped to take advantage of the opportunity to see Argentinean gauchos in action. They did some really amazing things that showed off their excellent riding skills. I have to admit, I was cheering as loudly as the next person.
Later in the week we flew down to Iguazu National Park to see the waterfalls. The falls were incredibly impressive, but what I enjoyed most was a side trip we took. Our guide led us down a three-kilometer path deep into rain forest terrain. It was the loveliest, most exotic and peaceful place I’ve ever seen. It really felt like I was in another world. Here’s a picture so you can see how wonderful it is—I’ll send more pictures and info later when I update my journal!
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See you soon
Marco
Home listening P97
Ⅱ. Listen again. Complete the table below with the missing information. Marco's Travel Journal (1) Saturday evening (2) Transformation (3) delicious dinner (4) (4) people walk by (5) achievement (6) Tuesday (7) riding skills (8) in action (9) impressive
(10) saw the waterfalls (11) a rain forest terrain (12) exotic
(13) in another world
Unit 8 Video script
Narrator: Once a year, the people of Shirone, Japan, leave their quiet lives behind them and take part in an activity about which they are absolutely passionate. They become so enthusiastic about a competition, that local residents have given it a name. They call it Tako Kichi: Kite Crazy.
Kazuo Tamura, Kite Enthusiast: “‘Kite Crazy’ refers to people who really love kites. People who think more about kites than getting their three meals a day. Even when they go to bed, they can’t fall asleep because they see kites flying over their beds.” Narrator: Normally Shirone is a quiet and peaceful place, like many other towns that are found in northern Japan. Farmers work hard through the spring to plant their rice, but when the work is done, they’re ready to have some fun at a five-day festival that celebrates the open sky—the Great Shirone Kite Fight. The Great Kite Fight began 250 years ago. According to legend, a giant kite was given to a village leader by the local lord. The kite was so huge that it damaged houses and crops when it came crashing down. Soon after, villagers who were angry or upset started using kites to fight one another. Eventually, these battles evolved into a festival where people rid themselves of some stress every spring. Kite madness comes to Shirone every June, and affects people of all ages. Residents
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both old and young join the fun and just about anybody who can cling to a piece of kite rope gets involved. The town is transformed into a giant kite factory as rival teams prepare for battle. Playgrounds, parking lots, driveways, and even schools become work areas. Kazuo Tamura is an internationally known kite-flying team leader.
Tamura: “This event is very important to me. It’s not just a question of having a good time. Somehow, underneath a sky that’s full of kites, everyone seems equal. And no one flies a kite in times of war. So the festival is like a sign that we’re at peace.” Narrator: Shirone festival kites are made by hand and put together carefully and precisely. Teams spend hours designing, constructing, and painting their creations. Each kite has a distinct colorful design to capture the special look that symbolizes a particular team. Finally, opening day arrives. Fifteen hundred kites are designed, decorated, and ready to be flown. The biggest kites are called odako. They’re difficult to get into the air, but 13 different teams have come to try their best. Other teams prefer the smaller kites called rokako, which are much easier to fly—more like fighter jets while the odako are like heavy bombers. For centuries, the battle of the kites has taken place along Shirone’s central river, the Nakanokuchi. The competing teams stand on opposite sides of the river. The goal is for one team to capture another team’s kite and pull it from the sky. Once one team has captured another team’s kite, it’s time for the real competition to begin. Team members desperately cling to their kite ropes, doing everything they can to keep their grip. Unfortunately, in the tug of war, both of the kites are twisted, pulled, and basically destroyed. Finally, when one team’s rope breaks, a winner is declared. Extra points are given to the winning side for every inch of rope it captures from the losing team. All along the river, teams get involved in clashes that quickly lead to open war. The battles often spread to the town, and almost everyone gets involved. Narrator: By the end of day one, thousands of the smaller kites have been destroyed, but not everyone has been able to enjoy the competition. The large odako kites are still not flying. The teams can’t even get the huge odakos into the air. Without a stable northern wind, the larger kites are helpless. The odako teams must wait for a change in the weather, and hope that they’re ready when the north wind finally arrives. While they wait, the teams step back from the excitement of the riverside to ensure that their ropes are strung correctly. These ropes are made by hand, which makes them extremely strong so they can serve two purposes: controlling the kite, and standing up to the tugs of war. Teamwork constitutes another important part of the kite competition.
Tamura: “The most important thing is teamwork. Everyone runs around clinging to the same rope, so they have to work together. This is very important. Without teamwork, these kites won’t fly; they’ll fall right to the ground.” Narrator: On the third day of this five-day festival, there’s still no northern wind, and everyone’s very disappointed. But when evening falls the kite fighters still manage to have a good time. Everyone welcomes the chance to relax, have some fun, and go a little crazy. On the fifth and final day of the competition, the wind continues to deliver disappointment, but at the last minute something wonderful happens. With just one hour remaining, a northern wind comes down along the river. At last, the oversized kites are
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released from their earthly imprisonment. Now, finally, Tamura’s team will have its only chance to compete before the festival ends. The young men on Tamura’s team have managed to capture the competing team’s kite. Now the tug of war begins. It’s a situation that requires both skill and passion; luckily Tamura’s team has plenty of both.
Tamura: “People call me a kite maniac. I am a kite enthusiast. That’s just me. They call me a kite maniac, but I don’t think I’m all that crazy.” Narrator: The two teams are nearly exhausted, but the battle continues. Neither will stop until the war is won, but the ropes remain firmly tied together across the river. One set of kite ropes finally breaks and it belongs to the rival team. It looks like Tamura’s team is the winner! Narrator: So are the people of Shirone really Kite Crazy? Most of the residents become very excited at this time of year. But if it’s some type of craziness, it’s not a dangerous one. In a good year every kite is destroyed, but the people of Shirone never seem to feel sorry. They know that next spring, the kites will live again. For now, there are no signs that the “Kite Craziness” will disappear any time soon. In fact, among everyone who appears affected by it, no one seems to want to take the cure.
Part 1
I. Watch Part 1. Decide whether the following statements are true (T) or false (F). P117
___F___ The kite fight is held once a month in Shirone. ___T___ The kite fight festival lasts five days in Shirone.
___F___ The kite fight is held to show people's anger and worries.
___F__ People will fight with kites in playgrounds, parking lots, schools and so on. ___T__ The kite fight means a lot to Kazuo Tamura.
II. Watch again. Complete the table with the missing words. When did the Great Kite Fight start? _250_ years ago. In which season does the festival take place? In _spring___. How often is the festival held? _Once_ a year. Who gets involved in the kite madness? Almost _anybody__ who can cling to a piece of kite rope.
What does the event mean to Kazuo Tamura? It means enjoyment, equality for everybody and a sign of __peace _.
Part 2 P118
ＩWatch part 2. Put the following events in the correct order. P118 A. Capturing another team's kite B. One team's rope breaking
C. Arriving at the bank of Shirone's central river, the Nakanokuchi D. Flying kites
E. Declaring a winner
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( C )→( D )→( A )→( B )→( E )
II. Watch again. Decide whether the following statements are true (T) or false (F). ___F___ The kites are made by machines carefully. ___T__ Each kite has its special look.
___F__ The smaller kites are called odako.
___F__ In the tug of war, kites won't be destroyed. ___T__ The fight will be scored.
___F__ Kids mustn't get involved in the kite fight because it's dangerous.
Part 3
ＩWatch Part3. Choose the true statements about Kazuo Tamura and his team. D F
II. Watch again. Answer the following questions in less than five words. P119 1. Why can't the teams get the huge odakos into the sky? Because there's not __a stable northern wind___.
2. What do the teams do while they are waiting for the wind? They step back from the riverside to ensure that their ropes are strung correctly. 3. Why should the ropes be extremely strong? Because they must control the kite and stand up to the tugs of war.
III. Watch again. Fill in the blanks with the missing words.
On the third day of this five-day festival, there's still no northern wind, and everyone's very disappointed. But when evening falls the kite fighters still manage to have a good time. Everyone _welcomes the chance to relax, have some fun, and go a little crazy.
On the __fifth and final__ day of the competition, the wind continues to _deliver_ disappointment, but at the last minute something wonderful happens. With just one hour remaining_, a northern wind comes down along the river. At last, the ___oversized__ kites are released from their earthly imprisonment.
Now, finally, Tamura's team will have its only chance to ___compete___ before the festival ends. The young men on Tamura's team have managed to __capture_ the competing team's kite. Now the tug of war begins.
IV. Listen and repeat. You are going to hear five sentences selected from the video. Repeat each sentence after it is spoken twice. Then write the sentences. P120 1. But not everyone has been able to enjoy the competition. 2. Team work constitutes another important part of the kite competition. 3. Lucky Tamura’s team has plenty of both. 4. But I don’t think I’m all that crazy. 5. It looks like Tamura’s team is the winner.
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Part 4 P120
I. Watch part 4. Choose the best answer to each of the following questions. 1. What conclusion does the narrator make in this part? __B____ A. Kite flying should become the national sport of Japan. B. The people of Shirone are proud of their kite tradition. C. No one can understand why the festival is popular. D. After the festival, competitors should go to the hospital.
2. What kind of attitude does the narrator hold towards the kite fight? ___C___ A. Indifferent. B. Impartial. C. Positive. D. Negative.
II. Watch again. Complete the following sentences according to what you have learned in this part.
1. If it is some type of ___craziness___, it's not a ___dangerous___ one. 2. In a good year every kite is __destroyed__. 3. No one seems to want to ___take the cure__.
Reading comprehension P128
1. B 2. A 3. C 4.D 5. B 6. A 7.D 8. a dangerous one 9. are destroyed 10. will live again
HOME LISTENING Audio script
Competing with Kites Around the World Kite Fights
Historians believe that people first started to fly kites thousands of years ago either in India, Afghanistan, or any other Asian country, depending upon the source. Somewhere in the early history of kite flying, the idea of having battles in the sky was born. One area well known for its fighter kites is India. There, kites called “patang” or “guda” are flown, and the rope used to fly them is coated with broken bits of glass. The winner is the one who is able to cut the ropes of all of the other competitors. Afghan fighter kites are much larger than their Indian cousins with some being up to five feet wide. They are usually constructed of different materials, and competitors use very lightweight paper for their creations.
The sport of kite fighting is also popular in such places as Japan, Korea, Thailand, parts of Europe, Cuba, and Brazil. Brazilian kites are often smaller
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constructions, but the competition between rivals is still just as enthusiastic. Part of the fun of kite fighting in Brazil involves cutting away someone else’s kite and then stealing it. Trees and power lines in Brazilian cities are often full of lost or abandoned kites.
Kite-Building Competitions
Kite-building competitions offer a totally different approach to the sport of kite flying. Each year, hundreds of festivals are held around the world in which people build their own kites and bring them to be judged by experts in the field. The American Kitefliers Association was formed over 40 years ago and today it is the largest such organization in the world with over 4,000 members in 35 countries. During the annual competitions, kites are judged on four characteristics: appearance, flight capability, construction technique, and design.
The kite’s “appearance” is simply a measure of how good the kite looks on the ground. The “flight capability” category measures how well the flier is able to handle it. “Construction technique” refers to how neatly and carefully the kite was made, and the “design” category is a measure of how strong the structure of the kite is. Judges carefully assess all attributes when making their decisions. Although it’s a fun sport, competitors take it very seriously and work extremely hard on their entries. You can research possible kite-building competitions in your area by going to the American Kitefliers Association website.
Home Listening
I. Listen to the passage. Decide whether the following statements are true (T) or false (F). P129
__F____ This passage is mainly about an international kite festival. ___T___ Kite fight is now popular in many countries. ___T__ Different countries have different kite styles.
___F__ Kite-building competition is another form of kite fight.
___T__ Four characteristics are taken into consideration in kite-building competition.
II. Listen again. Choose the best answer to each of the following questions. 1. According to historians, which continent first started to fly kites? A. America. B. Asia. C. Europe. D. Australia.
2. What is the main difference between Indian and Afghan fighter kites? A. Indian kites are stronger than Afghan ones. B. Afghan kites are stronger than Indian ones. C. Indian kites are smaller than Afghan ones. D. Afghan kites are smaller than Indian ones.
3. In which of the following countries, kites can be cut away and stolen by the
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rival during the competition?
A. Japan. B. Korea. C. China. D. Brazil.
4. When was the American Kitefliers Association formed? A. Over 35 years ago. B. Over 40 years ago. C. Over 45 years ago. D. Over 50 years ago. 5. What does the \"design characteristic of kites refer to? A. It refers to how reasonable the structure of the kite is. B. It refers to how beautiful the structure of the kite is. C. It refers to how strong the structure of the kite is. D. It refers to how practical the structure of the kite is.
III. Listen and repeat. You are going to hear five sentences selected from the audio. Repeat each sentence after it is spoken twice. Then write the sentences. P130
1. The idea of having battles in the sky was born
2. They are usually constructed of different materials .
3. The competition between rivals is still just as enthusiastic. 4. It’s the largest such organization in the world
5. Judges carefully assess all attributes when making their decisions.
Unit9 Video script
Martha Schaum, Program Coordinator: “Let’s get this stuff out and see what we’ve got here.”
Narrator: In a classroom at the National Aquarium in Baltimore, ten high school students are preparing for a lesson. They’re also preparing a show-and-tell presentation to give to a group of children and creating costumes for a play that they’ve written.
Schaum: “And where’s the poison dart frog container? OK.”
Narrator: Due to their age, this preparation and planning appears to be schoolwork, but it isn’t. In fact, these students are employees of a very special program called “Aquarium on Wheels” .
DeJane’ Jones, Aquarium on Wheels: “There’re a lot of kids who do not have the opportunity to come to the aquarium, or see live animals or anything like that, so we bring the aquarium to them.”
Narrator: The overall objectives of Aquarium on Wheels are to entertain and educate. This year’s goal is to explain the importance of the world’s rain forests to young people. These student teachers want to help their young audience to better understand conservation.
Narrator: The play is about a species threatened by the loss of the rain forest because it relies on it for food: the monkey.
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Actress: “They’re going to cut down this tree.”
Actor: “They’re going to cut down this tree? How am I going to find my leaves to eat? That means I’m going to have to fight other monkeys! I can’t fight other monkeys; I’m going to mess up my hair!”
George Faulk, Aquarium on Wheels: “We’re trying to get through to the kids that saving one tree can be important to all the animals in the rain forest.”
Narrator: For aquarium administrators, on the other hand, the program is about more than just teaching biology, or even teaching about the environment; it’s about offering student employees lessons for life. Martha Schaum is the program coordinator at the aquarium.
Schaum: “Most kids like to play in the water—let’s be realistic—so marine biology is a really great vehicle to use to teach the other skills that they need to know.”
Narrator: One set of skills that the high school students need are the communication skills necessary to get— and keep—a job.
Schaum: “I think for many of them—probably for most of them—they are probably the first in their family to go to college. And so what we’re doing is coming along behind them and saying, ‘You can do it!’”
Jones: “I wouldn’t be the person I am today if it wasn’t for them. Basically, they taught me responsibility. That’s a big thing I’ve learned here. The rainy season, it rains, like, all day.”
Schaum: “They knew we were going to discuss the rain forest. That’s a big topic. They had to decide how they wanted to present it, the concept that they wanted to use. They had to write the script. They had to decide the sorts of things that they wanted in the lab.”
Narrator: Through this work, the student teachers learned an enormous amount about organization and planning, and they also learned a bit about themselves as well.
Jones: “It means a lot to me. Like I said, I have been here for three years and I really feel like I’ve helped a lot of people understand conservation.”
Narrator: However, for many of these teenagers, the real value of Aquarium on Wheels is more personal; it’s about their dreams for their lives.
Student Employee, Aquarium on Wheels: “At first it just seemed like a really cool job to work at the aquarium. Now that I’ve been working here, I’ve finally found out what I would like to be. I’ve found out that I would like to be a marine biologist.”
Faulk: “I want to be an environmental lawyer, so it helps me out a lot.”
Student Employee, Aquarium on Wheels: “It really . . .the program really means a lot to me because I want to major in marine biology. And here at the aquarium I can get the experience that most other students wouldn’t be able to receive.”
Narrator: The program is proving to be advantageous for these students in helping them to prepare for their future professional lives. For Martha Schaum, the program allows her to achieve personal and professional satisfaction from
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watching these teenagers grow as people.
Schaum: “This program has meant more to me than anything else, because I’ve just, I have watched these kids grow and develop.”
Narrator: The Aquarium on Wheels program is having a powerful impact on more than just the rain forests; it’s having a positive effect on everyone involved with this very special program.
Part 1 P133
I. Watch Part 1. Choose the best answer to each of the following questions. 1. Which of the following is NOT mentioned about the ten high school students?
A. They are preparing for a lesson.
B. They are preparing a show-and-tell presentation. C. They are creating costumes for a play. D. They are preparing for a dancing party.
2. The special program has earned the name \"Aquarium on Wheels because ______
A. it is designed for children who often go to the aquarium.
B. it brings the aquarium to schools and libraries around the city by van.
C. it is popular with children in foreign countries. D. it is sponsored by an automobile corporation.
3. The overall objectives of \"Aquarium on Wheels are to ______. A. entertain and educate B. entertain and relax
C. relax and practice D. enjoy and make money
II. Watch again. Complete the following sentences with the information you have learned in this part.
1. _Due to their age, this preparation and planning appears to be schoolwork_, but it isn't.
2. In fact, these students are employees of a very special program.
3. This year's goal is to explain the importance of the world’s rain forests to young people.
4. These student teachers want to help their young audience to better understand conservation.
Part 2 P134
I. Watch Part 2. Decide whether the following statements are true (T) or false (F).
1. _F__ The play is about an animal affected by the environmental
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pollution.
2. _T__ The monkey in the play feels upset because people are going to cut down the trees in the rain forest.
3. _F__ For the aquarium administrators, the special program \"Aquarium on Wheels is just aiming at teaching biology to the kids.
4. _F__ According to Martha Schaum, the program coordinator, most kids like to play in the snow.
5. __T___ Marine biology is a great vehicle to use to teach these young employees other skills they need to know in the future.
II. Watch again. Fill in the blanks with proper words or expressions. The first letter of each word or expression is given.
To help young children better understand conservation, the student teachers have written a play about the monkey. They are using their time and creativity to perform the play. The monkey is a (1) species__ directly (2) threatened by the destruction of the rain forest because it (3) relies on the leaves the rain forest provides for food. These student teachers are trying to (4) get through to the kids that saving one tree can be important to all the animals in the rain forest. At the same time, the student teachers themselves have got the opportunity to learn some skills that they need to know. One set of skills they need are the (5) communication skills that are necessary to get and keep a job.
Part 3 P135
II. Watch again. Fill in the blanks with the given words. Change the form where necessary.
bit enormous sort discuss script organize concept topic
The student teachers were going to (1) discuss the rain forest. That's a big (2) topic . They had to decide how they wanted to present it, the (3) concept they wanted to use. They had to write the (4) script . They had to decide the (5) sorts of things that they wanted in the lab. Through this work, they learned an (6) enormous amount about (7) organization and planning, and they also learned a (8) bit about themselves as well.
II. Watch again. Complete the table below to show the positive effects that \"Aquarium on Wheels is having on both the team of high school students and the program coordinator.
Benefits of \"Aquarium on Wheels”
For the young teachers
The program (1) _means a lot to them.
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They get the (2) _experience__ that most other students wouldn't be able to (3) receive.
The program may help (4) prepare them for their future (5) professional lives.
For the program coordinator
The program allows her to (1) achieve personal and professional (2) satisfaction .
The program (3) means more to her than anything else because she may watch these (4) kids grow and (5) develop.
III. Listen and repeat. You are going to hear five sentences selected from the video. Repeat each sentence after it is spoken twice. Then write the sentences. P136
1. It just seemed like a really cool job to work at the aquarium. 2. I’ve finally found out what I would like to be.
3. I’ve found out that I would like to be a marine biologist.” 4. The program really means a lot to me 5. I want to major in marine biology.
Follow-up P137
I. Watch the entire video. Put the events of the \"Aquarium on Wheels program in the correct order.
A. They take the aquarium to a library or school. B. The theme for the year is decided.
C. They go to another library and repeat their performance. D. They write a script for a play about a threatened species. E. They perform the play.
F. The student employees prepare a show-and-tell presentation. G. They make costumes and choose their laboratory exhibits.
( B )→( F )→( D )→( G )→( A )→(E )→( C )
Reading Comprehension P144
1. C 2. B 3. B 4. C 5. B 6. D 7. C
8. a sense of duty/ responsibility 9. aquarium administration 10. satisfied
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HOME LISTENING Audio script
FAQ: Frequently Asked Questions about Ethiopia Reads WHAT IS ETHIOPIA READS?
Ethiopia Reads is an organization which aims to help young Ethiopians learn to read, and to create a culture of reading in Ethiopia. It seeks to achieve these goals by providing quality reading materials in locations that are readily accessible to all children, while providing supportive adult guidance. HOW DID ETHIOPIA READS BEGIN?
While working at the San Francisco public Library, Yohannes Gebregeorgis, a native of Ethiopia, was unable to find any books in the 83-plus Ethiopian languages. He realized that Ethiopian children urgently needed books in order to learn to read, so he asked author Jane Kurtz for help. Kurtz, who has lived in Ethiopia and authored several books for children, worked with local organizations in grand Forks, North Dakota, to raise money for the project. The program was started with these contributions, and others from the San Francisco public Library.
WHERE DO THE BOOKS COME FROM?
Materials in local Ethiopian languages, such as textbooks, reference books, and story books, are purchased from local publishers or published by Ethiopia Reads. Since English is the language used in most high schools and for university placement exams, the libraries also offer English language books. Some of these books are purchased, but many are donated by people in English-speaking countries and shipped directly to Ethiopia Reads. HOW SUCCESSFUL ARE THE LIBRARY?
In 2003, Ethiopia Reads opened the country's first free library for children downtown Addis Ababa. The Shola Children's Library now contains 50,000 books and provides a safe, well-organized environment in which children can read, study and learn. More than 200,000 children have visited the library, which is open six days a week, since 2003. In addition, the organization has opened ten branch libraries in other districts of the city and has plans to open 100 libraries, including sites in all eight major cities, by the year 2010. Challenges Faced by Ethiopia Reads
● 58% of Ethiopians age 15 and above cannot read.
● Classes in government schools typically have approximately 180 students.
● At present, 99% of schools in Ethiopia have no libraries. The Donkey Library
Ethiopia Reads has found a unique way to meet the needs of residents living in the farming region around Awassa. In 2006, they began using a donkey cart to transport books to children who had no libraries in their neighborhood. \"Queen Helina, as the donkey is called, brings books to thousands of children
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who would not have access to them.
Home Listening P 145
I. Listen to the passage. Choose the best answer to each of the following questions.
1. What is Ethiopia Reads?
A. It is a movie which encourages Ethiopians to read.
B. It is an organization which aims to help young Ethiopians learn to read. C. It is a book which attracts the attention of Ethiopian readers. D. It is an Ethiopian library with a great variety of books. 2. How did Ethiopia Reads begin?
A. The program was started with the help of the government of San Francisco.
B. The program was started with support from the Ethiopian government. C. The program was started with the contributions of people from English-speaking countries.
D. The program was started with the great contributions of a native of Ethiopia and an author who has written several books for children. 3. Where do the English language books come from? A. All the books are purchased from local publishers.
B. Some of the books are purchased, but many are donated by people in English-speaking countries.
C. All the books are donated by people in Ethiopia.
D. Many of the books are purchased from English-speaking countries. 4. How were books brought to Ethiopian children who had no libraries in their neighborhood in 2006?
A. People brought books to children by using a farm truck.
B. People transported books to children with the help of horses. C. People began using a donkey cart to transport books to children. D. People transported books to children by ships.
5. When did Ethiopia Reads open the country's first free library for children in downtown Addis Ababa?
A. In 2002. B. In 2003. C. In 2004. D. In 2005.
II. Listen again. Decide whether the following statements are true (T) or false (F).
1. _T__ Ethiopia Reads provides both quality reading materials and supportive adult guidance to Ethiopian children.
2. _F__ Jane Kurtz has lived in San Francisco and authored several books for children.
3. _F__ \"Queen Helina is the name of a horse.
4. _F__ The Shola Children's Library now contains 60,000 books and provides a safe, well-organized environment for children.
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5. _T___ The organization has plans to open 100 libraries in Ethiopia by the year 2010.
III. Listen and repeat. You are going to hear five sentences selected from the audio. Repeat each sentence after it is spoken twice. Then write the sentences.
1. It seeks to achieve these goals by providing quality reading materials.
2. He realized that Ethiopian children urgently needed books in order to learn to read.
3. Materials in local Ethiopian languages are purchased from local publishers.
4. Classes in government schools typically have approximately 180 students. 5. Ethiopia Reads has found a unique way to meet the needs of residents.
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