视听说听力原文lesson1-13

Lesson1NapoleonToday,I'mgoingtotalktoyouaboutoneofthemostimportanthistoricalfiguresinEuropeanhistory:NapoleonBonaparte.Let'sstartbytalkingabouthisearlylife.Napoleonwasbornin1769ontheislandofCorsica.Whenhewasonly10yearsold,hisfathersenthimtomilitaryschoolinFrance.Napoleonwasnotaverygoodstudentinmostofhisclasses,butheexcelledinmathematicsandmilitaryscience.Whenhewas16yearsold,hejoinedtheFrencharmy.Inthatyear1785,hebeganthemilitarycareerthatwouldbringhimfame,power,richesandfinallydefeat.NapoleonbecameageneralintheFrencharmyattheyoungageof24.NapoleonhadmanyvictoriesonthebattlefieldbuthealsobecameinvolvedinFrenchlawandpolitics.Andin1804,attheageof35,hebecamethefirstemperoroftheFrance.Napoleonwasmanythings.Hewas,firstofall,abrilliantmilitaryleader.Hissoldierswerereadytodieforhim.Asaresult,N.wonmanymilitaryvictories.AtonetimehecontrolledmostofEurope,butsomecountries,includingEngland,Russia,andAustriafoughtfiercelyagainsthim.Hisdefeat—“hisend”camewhenhedecidedtoattackRussia.InthismilitarycampaignagainstRussia,helostmostofhisarmy.

ThegreatFrenchconquerordiedalone一desertedbyhisfamilyandfriendsin1821.Napoleonwasonly51yearsoldwhenhedied.Lesson2PompeiiThelectureforthisclassisaboutthecityofPompeii.Anaturaldisasteroccurredtherealmost2000yearsago.TodaymanyrichpeoplewholiveinlargemetropolitanareassuchasBeijing,ParisandNewYorkleavethecityinthesummer.Theygotothemountainsortotheseashoretoescapethecitynoiseandheat.2,000yearsago,wealthyRomansdidthesamething.TheyleftthecityofRomeinthesummer.ManyofthesewealthyRomansspenttheirsummersinthecityofPompeii,abeautifulcity,locatedontheBayofNaples.Inthesummeroftheyear79C.E.,ayoungRomanboywholaterbecameaveryfamousRomanhistorianwasvisitinghisuncleinP..Theboy'snamewasPlinytheYounger.OnedayPlinywaslookingupatthesky.Hesawafrighteningsight.Itwasaverylargedarkcloud.Thisblackcloudrosehighintothesky.WhatPlinysawwastheeruptionofthevolcanocalledMountVesuvius.Rockandashflewthroughtheair.ThecityofP.wasatthefootofMt.V..Whenthevolcanofirsterupted,many

peoplewereabletogetoutofthecityandtoescapedeath.Infact,18,000peopleescapedtheterribledisaster.Unfortunately,therewasnotenoughtimeforeveryonetoescape.Morethan2,000peopledied.Theseunluckypeoplewereburiedaliveunderthevolcanicash.Theeruptionlastedforabout3days.Whentheeruptionwasover,P.wasburiedunder20feetofvolcanicrockandash.ThecityofP.wasforgottenforalmost1,700years.Intheyearof1748anItalianfarmerwasdiggingonhisfarm.Ashewasdigging,heuncoveredapartofawalloftheancientcityofP..Soonarchaeologistsbegantodiginthearea.Astimewentby,muchoftheancientcityofP.wasuncovered.TodaytouristscomefromallovertheworldtoseetheruinsofthefamouscityofPompeii.Lesson4RollerCoasterLet'stalkaboutthephysicsinvolvedinarideonarollercoaster.I'msuremanyofyouhavetakenarideonarollercoaster.Asimplerollercoasterconsistsofaframewithatrackonit.Thetrackisverymuchlikeatraintrack,thistrackgoesoveraseriesofhillsandaroundcurves.Itfollowsapaththatendsatthesameplaceitstarted.Atrain

ofcarstravelsaroundonthistrack,veryfast.Thecarshavetwosetsofwheels.Onesetofwheelsrollsontopofthetrack,andtheotherssetofwheelsrollsbelowthetrack.Thewheelsbelowthetrackkeepthefastmovingcarsfromcomingoffthetrack,rollercoastercarsasyouprobablyknowdon'thaveanymotorsorengines.Instead,achainpullsthecarsupthefirst,tallestandsteepystaffhill,thisishowtheridebegins.Then,atthetopofthehillthechaincomesoffthecarsandgravitytakesover.gravitypushesthecarsdowntheothersideofthehill.thetallerandsteeperthefirsthillis,thefastertheridewillbe.Andthefartherthecarswilltravel.asthecarsrolleddownhilltheygainedspeed.thecarshaveenoughspeedandenergytosendthemupthenexthill.asthecarsnearthetopofthesecondhilltheybegintoslowdown.butthen,thecarsreachedthetopofthathill,andstartdowntheotherside.gravityagainpushesthemtowardtheground.thisprocessrepeatsoneachhale.Okay,solet'sgooverthisprocessagain.first,thecarsarepulledbyachainupthefirsthighesthill.thentheygodownaverysteepslope,atthispoint,thereisenoughenergytopullthecarsupandoverthenexthill.whentheyreachedthebottomofthathill,thereisenoughenergytoclimbthenexthill,therollercoastercarsloseenergyastheridecontinues.so,thehillshavetobesmallertowardtheendofthetrack,finallywerolltoastopongroundlevelrightwherewebegan.Lesson5Language:HowChildrenAcquireTheirsWhatI'dlietotalktoyouabouttodayisthetopicofchildlanguagedevelopment.Iknowthatyouallaretryingtodevelopasecondlanguage,butforamoment,let'sthinkaboutarelatedtopic,andthatis:Howchildrendeveloptheirfirstlanguage.Whatdoweknowabouthowbabiesdeveloptheirlanguageandcommunicationability?Well,weknowbabiesareabletocommunicateassoonastheyareborn,evenbeforetheylearntospeaktheirfirstlanguage.Atfirst,theycommunicatebycrying.Thiscryingletstheirparentsknowwhentheyarehungry,orunhappy,oruncomfortable.However,theysoonbegintheprocessofacquiringtheirlanguage.Thefirststateoflanguageacquisitionbeginsjustafewweeksafterbirth.Atthisstage,babiesstarttomakecooingnoiseswhentheyarehappy.Then,aroundfourmonthsofagetheybegintobabble.Babiesallovertheworldbegintobabblearoundthesameage,andtheyallbegintomakethesamekindsofbabblingnoises.Now,bythetimetheyaretenmonthsold,however,thebabblingofbabiesfromdifferentlanguagebackgroundssoundsdifferent.Forexample,thebabblingofababyinaChinese-speakinghomesoundsdifferentfromthebabblingofababyinanEnglish-speakinghome.Babiesbeginanewstageoflanguagedevelopmentwhentheybegintospeaktheirfirstwords.Atfirst,theyinventtheirownwordsforthings.Forexample,ababyinanEnglish-speakinghomemaysay—babaIIfortheword一bottleIIor一kikiIIfor一cat.IInthenextfewmonths,babieswillacquirealotofwords.Thesewordsareusuallythenamesofthingsthatareinthebaby'senvironment,wordsforfoodortoys,forexample.Theywillbegintousethesewordstocommunicatewithothers.Forexample,ifababyholdsupanemptyjuicebottleandthensays一juice,IItohisfather,thebabyseemstobesaying,—Iwantmorejuice,DaddyIor—MayIhavemorejuice,Daddy?IThisword—juiceIIisreallyaone-wordsentence.Now,thenextstageoflanguageacquisitionbeginsaroundtheageof18months,whenthebabiesbegintosaytwo-wordsentences.Theybegintouseakindofgrammartoputthesewordstogether.Thespeechtheyproduceiscalled—telegraphicIIspeechbecausethebabiesomitallbutthemostessentialwords.AnEnglish-speakingchildmightsaysomethinglike—Daddy,upIIwhichactuallycouldmean—Daddy,pickmeup,please.IThen,betweentwoandthreeyearsofage,youngchildrenbegintolearnmoreandmoregrammar.Forexample,theybegintousethepasttenseofverbs.Thechildrenbegintosaythingssuchas—IwalkedhomeIIand—IkissedMommy.IITheyalsobegintoovergeneralizethisnewgrammarruleandmakealogofgrammarmistakes.Forexample,childrenoftensaysuchthinsas一IgoedtobedIIinsteadof一1wenttobed,Ior一1eatedicecreamIinsteadof一1ateicecream.IInotherwords,thechildrenhavelearnedthepasttenseruleforregularverbssuchas—walkIIand—kiss,IIbuttheyhaventlearnedthattheycannotusethisruleforallverbs.Someverbslike一eatIIareirregular,andthepasttenseformsforirregularverbsmustbelearnedindividually.Anyway,thesemistakesarenormal,andthechildrenwillsoonlearntousethepasttenseforregularandirregularverbscorrectly.Thechildrenthencontinuetolearnothergrammaticalstructuresinthesameway.Ifwestoptothinkaboutit,actuallyit'squiteamazinghowquicklybabiesandchildrenallovertheworldlearntheirlanguageandhowsimilartheprocessisforbabiesallovertheworld.Doyourememberanythingabouthowyoulearnedyourfirstlanguageduringtheearlyyearsofyourlife?Thinkabouttheprocessforaminute.Whatwasyourfirstword?Wasit-mamaIIormaybe—papaII?NowthinkalsoabouttheprocessoflearningEnglishasasecondlanguage.CanyourememberthefirstwordyoulearnedinEnglish?Idoubtthatitwas一mama.IINow,thinkaboutsomeofthesimilaritiesanddifferencesinvolvedintheprocessesofchildandadultlanguagelearning.We'IItalkaboutsomesimilaritiesanddifferencesinthefirstandsecondlanguagelearningprocessestomorrow.Seeyouthen.Lesson7RobotsWhenpeoplethinkaboutarobot,theyoftenpictureamachinethatlookssomethinglikeahumanbeing.However,that'snotalwaysthecase.Mostrobotsdonotlookmuchlikeahumanbeingatall,theylooklikemachinesbecausethat'swhatmostofthemare-industrialmachines.Today,I'mgoingtotalkmostlyaboutindustrialrobotsusedinindustry.Thesearerobotsthatdoworkthatforhumanswouldbephysicallydemanding,repetitive,dangerousorveryboring.Mostindustrialrobotsworkoninanassemblylineinafactory.Forexample,arobotmightputlizonjarsoffruitsorstartboxesforshaping.Inacarfactory,roboticarmsonanassemblylinejointhepartsofacartogether;otherrobotstightentheboatsonthecar'swheelsorpaintthecar.Therearethousandsofrobotsputtingcarstogetherin___plan.Theserobotsareveryprecisewhenrepeatingatask.Forexample,theyalwaystightenboatswiththesameexactamountofforce.Theyalwaysmoveaheavyenginetoexactlywhereitshouldbeandtheyalwaysputaholdintheexactsameplaceineverycardoorhourafterhour.Theseareexamplesofrobotsdoingtheworkhumanscoulddobuttherobotsaredoingtheworkmoreefficientlyandprecisely.So,justhowdorobotswork?Todoitsjobarobotfirstneedsacontrolsystem.Thiscontrolsystemdirectstherobotsmechanicalparts.Thecontrolsystemofarobotissortofspeak--arobotbrain.Sohowdoesarobotlearnwhichactiontodofirstandwhichofitsmovingpartneedstodothataction?Arobotlearnsitsjobwiththehelpandguidanceofahumanbeing.Toteachanindustrialrobottodosomething,firstapersonmustuseahandheldcomputer.Thecomputerisusedtoguidetherobot'sarmandhandthroughthemotionsitneedstodo.Then,therobotstoresexactmovementinitscomputermemory.Therobothassensorstogatherinformation,sonowtherobotwilluseitssensorstodirectitsactions.Therobottellsitsmovingpartwhattodoandthenitperformstheaction.Forexample,topickupandmoveabox,therobotfirstfindsthebox,nextitdecidestheweightofthebox.Thenitdecideshowmuchforceisneededtoliftandmovethebox,andfinally,itfindsthecorrectplacetoputtheboxdown.Itrepeatstheprocessoverandoveruntilit'sturnedoff.Itdoesthesamejobuntilitisgiventhejobandnewprogramtofollow.Somescientiststhinkthatrobotsofthefuturewillbesmarterthantoday'srobots.Theymayalsolookmorehumanlikeorevenanimallike.Infact,theymayworkandthinkmorelikehumansdo.Theindustrialrobotswe'vebeentalkingaboutsofartodayareautomaticrobots.Theyareknownasautomaticrobotsbecausetheyhaveprogramtofollowaspecificseriesofmovement.Usually,theyhavepartsthatmovebuttheyreallydon'ttravelaround.Ontheotherhand,anautonomousmachinecanchangeitsbehaviorinrelationtoitssurroundings.Forexample,anautonomousrobotwithwheelsorlegstomovearoundcanchangedirectionwhenitsensesthattherearesomethinginitsway.Arobotsuchas...candetectthemovementofpeoplenearby.Iingtowardit.Asthmacanevenlearntodancebyfollowingthemovementsofadancernexttoit.Idon'tknowwhetherorwhenpeoplewouldwelcomeautonomousmachinesorhumanlikerobots.Iguessthatwewillnotonlythinkaboutthatinthefuture.Weneedtothinkabouthowwewillinteractwithourglobaldoctor:robalteacher,robalpet,orevenourrobalfriend.Lesson8ATidalWaveAtidalwaveisaverylargeandverydestructivewallofwaterthatrushesinfromtheoceantowardstheshore.Manyscientistscallthesewavestsunami.InJapanesetsunamimeans“stormwave.”Butdoyouknowthattidalarenotcausedbystormsandthattheyarenottruetidalatall?Atruetidalistheregularriseawavesandfallofoceanwaters,atdefinitetimeseachday,butatidalwavecomesrushinginsuddenlyandunexpectedly.Atidalwaveiscausedbyanunderwaterearthquake.Theword“seaquake”ismadeupoftwowords,theword“sea”whichmeans“ocean”andtheword“quake”.“Toquake”means“toshake”or“totremble.”Whenaseaquaketakesplaceatthebottomoftheocean,theoceanfloorshakesandtrembles,andsometimestheoceanfloorshifts.Itisthisshakingthatproducesthetidalwave.Thetidalwavebeginstomoveacrosstheseaatgreatspeed.Tidalwaveshavetakenmanyhumanlivesinthepast.Todayscientistscanpredictwhenatidalwavewillhitland.Theyuseaseismographtodothis.Aseismographisaninstrumentthatrecordsthestrength,thedirection,andthelengthoftimeofanearthquakeorseaquake.Itisnotpossibletoholdbackatidalwave,butitispossibletowarnpeoplethatatidalwaveiscoming.Thiswarningcansavemanylives.Lesson9LevelsofLanguageTodayIwanttotalkaboutlevelsoflanguageusage.Youprobablyhavenoticedthatpeopleexpresssimilarideasindifferentways,dependingonthesituationtheyarein.Thisisverynatural.Alllanguageshavetwogeneral,broadcategories,orlevelsofusage:aformallevelandaninformallevel.Englishisnoexception.I'mnottalkingaboutcorrectandincorrectEnglish.WhatI'mtalkingaboutaretwolevelsofcorrectEnglish.Thedifferenceinthesetwolevelsisthesituationinwhichyouuseaparticularlevel.Formallanguageisthekindoflanguageyoufindintextbooks,referencebookssuchasencyclopedias,andinbusinessletters.Forexample,alettertoauniversitywouldbeinformalstyle.YouwouldalsouseformalEnglishincompositionsandessaysthatyouwriteinschool.PeopleusuallyuseformalEnglishwhentheygiveclassroomlecturesorspeechesandatceremoniessuchasgraduations.Wealsotendtouseformallanguageinconversationswithpersonswedon'tknowwellorwithpeoplewehaveaformalrelationshipwith,suchasprofessors,bosses,doctors,friendsofourparents',strangers,etc.Informallanguageisusedinconversationswithcolleagues,familyandfriends,andwhenwewritepersonalnotesorletterstoclosefriends,aswellasindiaries,etc.Formallanguageisdifferentfrominformallanguageinseveralways.However,todayI'mgoingtotalkonlyaboutacoupleofways.Firstofall,formallanguagetendstobemorepolite.Interestingly,itusuallytakesmorewordstobepolite.Forexample,Imightsaytoafriendorfamily

member,thedoor,member,thedoor,buttoastrangerorsomeoneinauthorityIprobablywouldsayyoumindclosingtheorAnotherdifferencebetweenformalandinformallanguageissomeofthevocabulary.Therearesomewordsandphrasesthatbelonginformallanguageandothersthatareinformal.Letmegiveyouacoupleofweretalkingtomysupervisororafriendofmyparents',IwouldprobablysomeonesomenewsIheardaboutthepolicearrestingacriminal.TomyAlthoughthelinebetweenformalandinformallanguageisnotalwaysclearandalthoughpeopleareprobablylessformaltodaythaninthepast,itisusefultobeawarethatthesetwolevels,orcategories,doexist.Thebestwayforanon-nativespeakerofEnglishtolearnthedifferenceistoobservethedifferentwaysEnglishspeakersspeakorwriteindifferentsituations.Televisionnewscasters,yourcollegeprofessorsinclass,yourdoctorsintheiroffices,etc,willusuallyspeakratherformally.However,yourclassmates,teammates,familymembers,friends,etc.willgenerallyspeakinaninformalfashion.Thedifferencecanbelearnedovertimebyobservingandinteractingwithnativespeakers.Lesson10Power:TheKindsPeopleUseandAbuseJohnMack,whoistheauthorofabookaboutpower,saysthattheneedforasenseofpersonalpowerisoneoftheprimaryforcesinhumanlife.Ontheotherhand,healsosaysthatafeelingofpowerlessnessisoneofthemostdisturbingofhumanemotions—afeelingtobeavoidedatallcosts.Justwhatispower?Psychologistsdefinepowerastheabilitytodetermineortochangetheactionsorbehaviorofotherpeople.Psychologistsaretryingtoidentifydifferentkindsofpowersothattheycanbetterunderstandhowpeopleusethesedifferentkindsofpowertogaincontroloverotherpeople.Theyaretryingtounderstandhowpeoplemanipulateotherpeopleforgoodandevilpurposes.Psychologistshaveidentifiedfivebasictypesofpower,andI'dliketotalkabouteachofthesebrieflyinthenextfewminutes.Thefirsttypeofpoweriscalledinformationpower.Somepsychologistbelievethatinformationpowerisoneofthemosteffectivetypesofpowerandcontrol.Thepersonwhohasinformationthatotherpeoplewantandneed,butdonothave,isinapositionofpower.Whyisthis?Well,mostpeopleliketoreceiveandhaveinformation.Havinginformationincreasesaperson'sownsenseofpower.Peoplewhoprovideinformationcanmanipulatethosewhodonothaveinformation.Often,whenpeoplereceiveinformation,theydonotknowthattheyarebeingmanipulatedbythosewhoprovidedtheinformation.ThepsychologistnamedEdwardssays,forexample,thatnewspapersprovidealotofinformationtotheirreaders,andthatthesenewspaperreadersgenerallybelievetheinformationtheyread.Readersdonotquestiontheaccuracyofthereportsaboutworldeventstheyreadinthenewspapers.Asecondtypeofpoweriscalledreferentpower.Forexample,apersonmaywanttobehavelikethemembersofaparticulargroup,suchasasoccerteam(oragroupofclassmates),orapersonmayidentifywithandwanttobelikeacertainteacher,afriend,orsay,arockstar.Ifyouidentifywithanotherperson,thatpersonhaspoweroveryou,andthatpersoncaninfluenceyouractionsandbehavior.Manypeopleimitateandarecontrolledbythepeopletheyidentifywith.Letmegiveyouasadexampleoftheuseofthistypeofpowerforevilpurposes.Inthe1970sinJonestown,Guyana,morethan900peoplecommittedsuicidewhentheirreligiousleaderJimJonestoldthemtokillthemselves.Theydidwhathetoldthemtodobecausehehadreferentpoweroverthem.Theyidentifiedwithhim;theybelievehim,andtheydidwhathetoldthemtodo.MorerecentlyamannamedDavidKoreshcontrolledthelivesanddestiniesofasmallcommunityofmen,women,andchildreninWaco,Texas.Mostpeopleinhiscommunitydiedinafire,alongwiththeirleader,duringaconfrontationwithU.S.governmentagents.Athirdkindofpowerisclassifiedaslegitimatepower.Governmentofficials,accordingtoEdwards,havealotoflegitimatepower.Whenthegovernmentdecidestoraisetaxesormakepeoplegotowar,mostpeoplewilldowhattheirgovernmentofficialstellthemtodo.Onepsychologistreportedonanexperimentthatshowedanexampleofthistypeofpower.Inthisexperiment,aresearcheraskedpeopleonthestreettomoveawayfromabusstop.Whenhewasdressedasacivilian,fewpeoplemovedawayfromthebusstop.Whentheresearcherwasdressedasaguard,mostpeoplemovedawayfromthebusstop.Theguard'suniformseemedtogivetheresearcheralookoflegitimatepower.Afourthkindofpoweriscalledexpertpower.Anexpertisapersonwhoisveryskilledinsomearea,suchassports,orwhoknowsalotaboutsomething,suchascomputers.Mostpeopleareimpressedbytheskillsorknowledgeofanexpert.Someofthese“experts”usetheirskillsatplayingsportsorknowingaboutcomputerstogainpowerandinfluenee—andtogainmoneyoradmiration,accordingtoEdwards.Inotherwords,theyusetheirexpertisetogainpower.Finally,rewardorcoercivepowerisusedbypeoplewhohavethepowertorewardorpunishanotherperson'saetionsorbehavior.Givingarewardwillehangepeople'sbehaviorbecauseitofferspeopleachanceforgain.Givingapunishmentmayormaynotcausethepeopletodowhatthepowerfulpersonwantsthemtodo,butthechangesmaynotlastforalongtime.Thepersonwhousescoercivepowermayalsohavetocarefullywatchthatthelesspowerfulpersondoes,infact,changehisorheractionsorbehavior.Tosumup,then,powermaybegainedinmanyways.Itmaycomefromhavinginformationthatotherpeoplewantorneed;itmaycomefrombeingareferentforotherpeopletoidentifywithortoimitate;itmaycomefromhavinganofficial,orlegitimate,positionofauthority;itmaycomefromhavingskillsorexpertise;oritmaycomefromhavingthepowertorewardorpunishpeople.Weallexerciseoneormoreofthesevariouskindsofpoweroverotherpeople,andotherpeoplewilltrytoexerciseoneormoreofthesekindsofpoweroverusthroughoutourlives.Lesson11AsianandAfricanElephants:SimilaritiesandDifferencesTheAfricanandtheAsianelephantsarethelargestlandanimalsintheworld.Theyarereallyenormousanimals.TheAfricanandtheAsianelephantsarealike,orsimilar,inmanyways,buttherearedifferencesbetweenthe2typesofelephants,too.WhataresomeofthesimilaritiesbetweentheAfricanandtheAsianelephant?Well,foronething,bothanimalshavelongnoses,calledtrunks.Anelephantsometimesusesitstrunklikeathirdhand.Bothkindsofelephantsusetheirtrunkstopickupverysmallobjectsandverylarge,heavyobjects.Theycanevenpickuptreeswiththeirtrunks.Foranotherthing,boththeAfricanandtheAsianelephantshaveverylargeears,althoughtheAfricanelephant'searsareconsiderablylarger.Inaddition,bothanimalsareintelligent.Theycanbetrainedtodoheavywork.Theycanalsobetrainedtodotrickstoentertainpeople.Inotherwords,theybothworkforpeople,andtheyentertainpeoplealso.AsIsaidbefore,theAfricanandAsianelephantsarealikeinmanyways,buttheyarealsoquitedifferent,too.LetmeexplainwhatImean.TheAfricanelephantislargerandheavierthantheAsianelephant.Asianelephantsreachaheightofabout10feet,andAfricanelephantsreachabout13feettall.TheAfricanmaleelephantweighsbetween12,000and14,000pounds.Incontrast,theaverageAsianmaleelephantweighsbetween7,000and12,000pounds.Sooneisbiggerthantheother,butasyoucansee,botharestillenormousanimals.Anotherdifferencebetweenthe2kindsofelephantsisthesizeoftheears.AsianelephantshavesmallerearsthanAfricanelephants.TheAfricanelephanthas2verylargeteeth.Theseteetharecalledtusks.TheAsianelephanthoweversometimesdoesnothaveanytusksatall.Theelephantsdifferincolor,too.TheAfricanelephantisdarkgrayincolorwhiletheAsianelephantislightgray.OccasionallyanAsianelephantisevenwhite!Thelastbigdifferencebetweenthe2typesofelephantsistheirtemperament.TheAsianelephantistamerthantheAfricanelephant,orinanotherway,theAfricanelephantismuchwilderthantheAsianelephant.Asaresult,it'smoredifficulttotraintheAfricanelephanttoperformtrickstoentertainpeople.That'swhytheelephantsyouseeinthecircusareprobablyAsianelephantsandnotAfricanelephants.Yes,therecertainlyaredifferencesbetweentheAfricanandtheAsianelephants,butasImentionatthestartofmytall,thereisonebigsimilaritybetweenthe2animals:theyarebothfascinatingandenormousanimals.Lesson13Lincol