TRANSCRIPT

LISTENING AND SPEAKING 1

UNIT 1 – PART A
Exercise 1: Listen to the Interview with Annie Griffiths. Choose the main ideas of the interview.
Exercise 2: Listen again and take notes on important details. Use only key words and phrases.
Host: Welcome back, viewers! I’m your host, Ray Bellows. Today we have the opportunity to talk with
Annie Griffiths. She’s a photographer for the National Geographic Society, and she travels the world to
places such as Africa, Australia, the Middle East, and North and South America. The photos you’ll see
throughout the interview were all taken by Annie.
Sometimes her work takes her to dangerous places like on top of mountains, under the water, or in
jungles. But she says her experiences in places where there are wars going on are more frightening than
any wild animals or faraway places. Welcome to the show, Annie.
AG: Thank you, Ray. I’m glad to be here.
Host: Now, you travel a lot. What’s your favorite part of the world?
AG: Well, I love southern Africa. I like the energy of the people and the wildlife. I also love the
Galápagos Islands and Mexico. You know, actually, I love so many places that it’s hard to choose a
favorite!
Host: I can understand that! And why do you like to travel and explore the world so much?
AG: Oh, I love to travel because it allows me to learn about different cultures and, you know,
different views of the world. I spend most of my time with ordinary people, and I get to experience
how people in different places live their lives. I also love taking pictures of wildlife and landscapes.
Host: Well, your job really is an adventure! My job keeps me sitting in this room day after day. Now,
I’ve read that you’ve traveled with your children. Why did you take them with you?
AG: Oh, I took my children along on my travels for many reasons. My assignments were often two or
three months long, and I couldn’t bear to be away from them for so long. Also, I wanted them to be
able to see the world themselves. They have become great travelers and have a great perspective now
on the world.
Host: What was their favorite place?
AG: My children loved the Middle East. They had so much fun being part of the Bedouin community
there. They rode camels and donkeys and learned to milk goats. They also loved Australia because they
got to go to the beach almost every day.
Host: Those do sound like wonderful experiences! But how do you communicate with people in so
many places? Say, if you don’t speak the language, for example. How do you make friends?
AG: I think the key is to get over my own shyness. I start, you know, by smiling and talking to people.
Even if I don’t know the local language, I’ll gesture or smile and be a little silly, so that people feel more
relaxed around me.
Host: And that helps you to get your amazing pictures, I’m sure! So, what advice do you have for
someone who wants to become a photographer? Do they need any special skills?

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AG: I actually think the most important thing a photographer needs is curiosity. You’ve got to wake
up every morning wanting to experience something new, or learn more about something familiar. It’s
also important to love being creative and to enjoy seeing things in new ways.
Host: That makes sense. Viewers—does that sound like you? Could you be a photographer? OK, one
last question, Annie: what’s your favorite photo, and what’s the story behind it?
AG: My favorite photo is of a man standing on top of Victoria Falls in Zambia. The light is so beautiful,
and it brings back memories of an unforgettable day at one of the most amazing places
on Earth.

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 UNIT 1 – PART B
Exercise 1: Listen and mark the main stress in each word.
1. study
2. nurse
3. travel
4. remember
5. reporter
6. creative
7. receive
8. skills

Exercise 2: Write each word from the box in the correct column of the chart below. Then listen
and check your answers.

One syllable Two syllables Three syllables

cook money adventure

know travel officer
fly teacher amazing
yesterday

Exercise 3: You are going to listen to a conversation between students about oceanographer Sylvia
Earle. Here are some words you will hear. Listen and repeat the words. Then answer the
questions below.
billion marine biologist ocean pollution tuna

Exercise 4: Listen to the first part of the conversation. What presentation are the students talking
about. Choose the correct answer.
A: Hi, Becca! I didn’t see you in class on Thursday. Where were you?
B: Hey, Ren. Yeah, I was sick on Thursday, so I stayed home.
A: That’s too bad. Do you feel better now?
B: I do, thanks. So, was it a good class on Thursday?
A: Oh, it was great! There was a special presentation by Dr. Sylvia Earle.
B: Really? I’m sorry I missed it. What did she talk about?
A: She talked about her career and how she got started.

Exercise 5: Listen to the entire conversation. Choose the main idea.

Exercise 6: Listen again. Check (˅) any ideas that are NOT part of the conversation.
A: Hi, Becca! I didn’t see you in class on Thursday. Where were you?
B: Hey, Ren. Yeah, I was sick on Thursday, so I stayed home.

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 A: That’s too bad. Do you feel better now?
B: I do, thanks. So, was it a good class on Thursday?
A: Oh, it was great! There was a special presentation by Dr. Sylvia Earle.
B: Really? I’m sorry I missed it. What did she talk about?
A: She talked about her career and how she got started.
B: She’s a marine biologist, right? Did she say what made her decide to study the ocean?
A: She said that she was knocked over by a wave when she was just a little girl, and since then
she’s been fascinated by the ocean.
B: So, what exactly does she do?
A: She’s in charge of several groups that study the oceans and take care of them.
B: So, they study the oceans . . .like-all of the oceans?
A: Sure, well, she talked about fish and other forms of ocean life. That’s what marine biologists
study, you know. And she talked about the fact that there are about seven and a half billion people
on Earth now.
B: Wow! That’s a lot of people! But how does that relate to her study of the ocean?
A: Actually, all these people are having a really big effect on the world’s oceans.
B: What kind of effect?

Exercise 7: Read and listen to the conversation. Then underline the expressions that show when
the speakers don’t understand.
A: What’s your major?
B: Marine biology.
A: I’m sorry?
B: Marine biology. It’s the study of marine organisms and their ecosystems.
A: Do you mean you study fish and other forms of life in the ocean?
B: Exactly.
A: And what can you do with that?
B: I’m not sure what you mean.
A: What jobs can you get?
B: Oh, gosh, a lot of different things. I can do research or teach, I could be a fisheries
biologist…
A: Stop there. Fisheries? What are those?
B: They raise fish. And there’s also aquaculture…

Exercise 9: Read and listen to one student’s presentation. Then follow the steps below.
Hi, everyone. My name is Alejandro, but please call me Alex. I’m from Bogotá. As you probably know,
that’s the capital city of Colombia. I’m studying English now, and I’m also studying international
relations. I hope to work for an international aid organization someday. I want to travel the world, and I
want to help people, too, so I think this is a good job for me.

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 UNIT 2 – PART A
Exercise 1: Read the questions and answer. Then listen to the first part of the lecture and choose
the correct answer.
OK, well. Today we’re starting a new topic. It’s a fun topic, but it’s also serious science. We’re looking
at laughter—laughter in both human beings and in animals. Of course, human beings know how to
laugh, even as babies. We laugh before we can talk. But human beings are not unique when it comes to
laughter. So, let’s start with animals. Do apes laugh? How about, how about rats? Do rats laugh?
Strangely enough, yes they do.

Exercise 2: Read the statements and answer choices. Then listen again and choose the best word
or phrase to complete each statement.
Exercise 3: Read the statements. Then listen again and complete each statement with information
from the lecture.
OK, well. Today we’re starting a new topic. It’s a fun topic, but it’s also serious science. We’re
looking at laughter—laughter in both human beings and in animals. Of course, human beings know how
to laugh, even as babies. We laugh before we can talk. But human beings are not unique when it comes
to laughter. So, let’s start with animals. Do apes laugh? How about, how about rats? Do rats laugh?
Strangely enough, yes they do.
Ah, now we’re all laughing. That’s because we usually laugh when we hear other people
laugh. But we’ll get to that in a minute. First, let’s answer the question: Why do animals laugh? Well,
one researcher led a study of rats, hoping to find that out. He noticed that young rats—like many
young animals—like to play. And animals like to play because it’s fun. It feels good to them. So
Professor Panksepp from Bowling Green State University began to tickle the rats. Really! You can
find videos of it online! OK, and what did he hear? Well, he heard nothing at first. The rats’ laughter
was at a very high frequency—too high for human ears to hear it. But with special equipment, he was
able to hear sounds from the rats when he tickled them. The rats were having fun, and they liked to
be tickled! According to the professor, the rats’ laughter is a way to communicate. It’s a sound of
happiness, and it tells other rats, “Hey! This is fun! Let’s play
some more!”
Apes also like to be tickled. Tickling causes them to make a sort of panting sound. Researchers
in the U.K. recorded a lot of apes making this sound, and they think it’s a form of laughter. Early
humans probably made a similar sound, but over time, that sound became the “ha ha” sound we know
as laughter today.
So, that brings us to human beings like you and me. We all, all of us, understand laughter, and
all of us—no matter what language we speak—laugh in the same way, more or less. Doctor Robert
Provine studies human laughter, and he noticed some interesting things about it. First, do jokes make
you laugh? Do amusing stories make you laugh? Maybe they do. But most laughter—more than 80
percent of it—does not happen because of a joke. Provine says that human beings laugh in social
situations. They laugh at something their friend says, or they laugh at something they see, but again—
something they see with their friends. People don’t usually laugh alone.
Provine also studies comedy shows on television. One thing TV producers know: if one person
laughs, other people start to laugh. So these TV shows have a laugh track—you know, you’re watching

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the show, and you can hear the audience laughing. Believe it or not, the show doesn’t even have a real
audience! They use recorded laughter to encourage the people at home to laugh.

Exercise 6: Listen to the conversation. Then practice it with your partner.

A: Everyone’s having a good time!
B: What did you say?
A: I said everyone’s having a good time.
B: They sure are—it’s a fun party!

Exercise 7: Read the two conversations. Mark the intonation you think you will hear in
the questions.
Conversation 1
A: What’s the name of the park?
B: It’s called the High Line.
A: Is it in New York City?
B: Yes, it is.
A: Why do people go there?
B: It’s a good place to relax.
Conversation 2
A: Do you like to go to the park?
B: Yes, I do. I go there to run.
A: Why do you do that?
B: It’s good exercise, and I enjoy being outdoors.
A: Are you going again tomorrow?
B: Yes. Do you want to come?

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 UNIT 2 – PART B
Exercise 1: Read the statements. Then listen and complete each statement with the information
you hear.
Exercise 2: Read the statements and answer choices. Then listen again and choose the
correct answer.
Instructor: OK, class, let’s welcome our guest speaker, Mark Johnson. Mark works for the city
government. He manages the parks department.
Guest Speaker: Thanks. Thanks a lot. Hello, I’m Mark Johnson. It’s nice to meet you all. I’m here
today to talk to you about some of the benefits of city parks.
First, I have a question for you, though. Who goes to River Park?
Student 1: I do. I walk through the park every day.
Student 2: I sometimes go there, on the weekends. In fact, last Sunday, I went to a really
good concert there.
Guest Speaker: Great! At least some of you are enjoying the park, and are probably getting some
benefits from your time there. I’d like to go into more detail now and talk about some recent research
on the benefits of parks and other green spaces. First, one of the most common reasons people go to
parks is for exercise. Yes? You have a question?
Student 2: I often see people relaxing at the park, not exercising. I didn’t realize there is
exercise equipment at River Park. What kind of exercise do people usually do there?
Guest Speaker: Actually, the most important type of exercise for most people doesn’t require any
equipment—it’s walking, especially in parks. Recently, research in the Netherlands and
Japan found that people who live near parks—in other words, people who have good green places
to walk, not just city sidewalks—were healthier than other people.
Student 3: That’s interesting! Why are they healthier?
Guest Speaker: Well, people who walk in a park or other place with grass and trees are less likely to
have diabetes and high blood pressure, and they’re also less likely to be overweight. Patients in
hospitals near parks get well more quickly, too. Just being able to see trees and plants is healthy. And
in addition to the health benefits, parks provide social benefits as well. A recent study in Chicago
showed that crime falls when there are more green spaces. The study looked at 98 apartment buildings
and found that crime was 50 percent lower around buildings that had lots of trees and green spaces.
Student 1: Why don’t we have more parks then? Are there any drawbacks?
Guest Speaker: I’m sorry? I missed that.
Student 1: I said, what are the drawbacks, or the disadvantages to building more parks?
Guest Speaker: Good question. The chief disadvantage is cost. Parks cost money. Cities have to buy
land and build walkways and play areas; and they have to pay people to take care of the parks. But
here’s the thing: We know now that having nice places where people can spend their free time is very
important. It leads to healthier, happier people. And healthier, happier people have fewer problems,
so cities don’t have to spend as much money on things such as police and medical care. So investing
money in parks saves cities money in other areas.
Student 3: I have a question: you mentioned some health and social benefits. I assume there
are environmental benefits to parks as well, right?

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 Guest Speaker: Yes! I’m glad you mentioned that. Parks have also been shown to lead to cooler cities
with better air quality.
Instructor: Thank you. This is really interesting information about parks. I think there may still be
questions. Do you have time to answer a few more?

Exercise 5: Read and listen to the conversation. Underline examples of small talk.
Shelli: There are a lot of people here today.
Omar: I’m sorry?
Shelli: I said there are a lot of people at the park today.
Omar: There sure are. It’s a beautiful day to be outdoors.
Shelli: It really is. Do you know if it’s going to last?
Omar: I don’t know, but it feels perfect today. I’m here with my daughter.
Shelli: Oh, which one is your daughter?
Omar: That’s her over there.
Shelli: Really? She’s playing with my son!
Omar: That’s your son? What’s his name?
Shelli: Robert, and my name is Shelli.
Omar: Nice to meet you, Shelli. I’m Omar, and my daughter is Zara.
Shelli: It’s great that the kids can play here.
Omar: It really is.

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 UNIT 3 – PART A
Exercise 1: Listen to the newscast. Complete the main ideas using abbreviations.
Exercise 2: Listen again and match each example to the idea it supports.
Exercise 3: Read the statements. Then listen again and choose True or False. Correct the false
statements.
Host: So you want to sell something. Which will attract more customers: a famous actor, an animal,
or a cartoon character? For the answer, let’s hear from Maya Adams, our business correspondent.
Maya: You’ve seen them on commercials and in ads on social media—cute, brightly colored creatures
that help sell a product, mascots are a very popular marketing tool. To understand why, I talked to
Mike Hernandez, who runs his own marketing company. Mike, why do so many companies use
mascots to advertise their products?
Mike: Mascots can be both effective and inexpensive. Companies use mascots to help customers
identify, remember, and understand their products. Think about the M&M mascots. You see these
colorful candies that walk, talk, and even dance. They’re easy to recognize. You remember the name
because it’s right on the mascot, and you know what they’re selling – little chocolate candies with a
hard shell that won’t melt in your hands. You associate the mascot with the wonderful features of
the product.
Maya: So, are you saying a mascot is a kind of spokesperson?
Mike: No, let me explain. A mascot is like a spokesperson in some ways, but it might actually be
better for a few reasons. You know that famous actor who appears on commercials for expensive cars?
He might help sell them, but he may do something people don’t like and he will definitely get older.
Also, he may ask for more money, get sick, or go on vacation at the wrong time. Mascots don’t do any
of those things. They don’t age! And, they can be improved to be even more popular, or to aim the
advertising at a different group of customers. For example, the mermaid that sells tuna has been
updated to look more like the mermaid in the Disney movie. You can’t do that with a real person. And
mascots make good toys. Think about Hello Kitty. You can buy toys, clothing, jewelry, products for
school – all with Hello Kitty images.
Maya: That’s true. I see why they might be less expensive in the short term, because you’re saving
money on salary, but do they sell more products in the long run?
Mike: Yes, they often do. Take the insurance company called AFLAC. They chose a duck as their
mascot because the name sounds like a duck quacking. Because of that duck, the company’s name
recognition is 91% more than for other big insurance companies, and it’s similar to the name
recognition of Coca-Cola or McDonald’s.
Maya: That is impressive.
Mike: It is. And, mascots are successful on social media, where users share information they like.
For example, a cookie company that uses mascots is shared 203% more than other cookie companies,
and the tiger that sells breakfast cereal gets shared 279% more than non-mascot images.
Maya: Why is that?
Mike: The fun colorful characters encourage people to communicate about them, and to share them
online. They provide a message over time and they’re so visual. That’s key.
Maya: I understand that people know the products and share information online, but are the mascots
selling more products?

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Mike: It looks like they are. For instance, the use of the Energizer Bunny mascot, which represents
Energizer batteries, increased sales by 7% in one year.
Maya: How do you think it did that?
Mike: By representing the key quality of the product itself. The bunny is very active for a long time.
That’s what you want in a battery. And remember the Michelin man? He looks like the tires he helps
to sell. Mascots help us remember the product’s benefits in addition to its name, the kind of product
it is, its audience, and even our relationship with the product. They are particularly effective at point
of sale – meaning in the section of the store where they are displayed and where the customer actually
decides to buy something. Their bright simple graphics are appealing and they can appear to look
right at the customer.
Maya: Okay, I can see how mascots promote products. Can they be used for marketing other things?
For example, could we use them for public service in some way?
Mike: Absolutely! Some research suggests that mascots can help promote public service, like
conservation or other environmental issues. When a mascot seems to dislike something such as
pollution, people are less likely to pollute or otherwise harm the environment. They want to please the
mascot. For instance, Smokey the Bear has been important in reducing forest fires.
Maya: I guess the only surprise is that companies don’t use them more often. Thanks for a very
interesting discussion, Mike.
Mike: My pleasure!

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 UNIT 3 – PART B
Exercise 1: Listen and check (v) the sound you hear for each verb in the past.

Exercise 3: Read the questions. Then listen to the interview and choose the correct answer.
Exercise 4: Listen again and complete the sentences.
Host: Welcome to our alumni forum. This morning we’ll be hearing from Kate Henry, who graduated
from this university in 2010 with a degree in graphic design. Thank you, Kate, for coming back to talk
to current students about how your major has helped your career.
Kate: I’m happy to be here.
Host: How are you using your major in your current job? Kate: Gosh… uh… everything. I’m pretty
much the go-to person for my job. I work for a small marketing company. Other companies, our clients,
hire us to do marketing and publicity for them. I have to think about the target market and how to
translate our client’s message. If I’m successful, the audience, or customers, will take the desired
action. For example, if our client company wants people to come to an event, I know we’ve been
successful if a lot of people show up. It’s usually easy to see if we’ve achieved the results our clients
wanted.
Host: And how do you do that? Translate the message to the target audience?
Kate: That’s probably the most important thing I learned in the graphic design program – how to
think. I have to think critically about the message and the goal. I have to think analytically to figure
out why a particular technique does or doesn’t work. And I also have to think creatively to come up
with new and unique ways I can make something stand out.
Host: Can you give us an example?
Kate: Sure. I recently worked on some marketing for a rowing organization. They were trying to
get more people to sign up for their programs and join the club. To achieve this goal, they wanted to
hold a Learn to Row day that would be free for all participants. My job was to promote the event.
The question is: How can we attract people to this club? We can’t spend a lot of money on marketing,
but we want to reach a lot of people. So we used different approaches that didn’t cost a lot. First, I
created a poster that we posted in local businesses. I had to think about the best visual for the message
– something that would attract people to take a closer look at the information. You don’t want the
image to be too complicated. It needs to be simple, bold, and eye-catching. With a simple graphic,
you can do a lot of things. We also made T-shirts for the members of the club to wear – an easy way
to advertise. And I used the same graphic image for their website.

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Host: How important is social media to the work you do? How has the use of social media changed
the way that organizations or companies provide information?
Kate: Most people are online a lot nowadays, and use social media. People love to share information
about what they like and pay attention to because it brings them closer to their friends or helps them
find other people like them. And that’s where marketing comes in. Companies can get information
about what people like and share online. This makes it much easier to see what’s getting attention
within a certain audience or demographic. For example, they can find out very quickly what kinds
of videos college-educated people are sharing, or what kinds of visuals people are clicking on. So
knowing how to use social media is important.
Host: So far you’ve said that being able to think and use social media are important in this field.
What else helps?
Kate: Well, you need to be up-to-date on software and technology, obviously. And it also helps to have
a lot of energy. Days can be long, and you sometimes have to run around a lot. I think the key is being
able to “see” the message, meaning that you can translate it into something visual.

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 UNIT 4
Exercise 1: You will listen to a podcast about strange weather. Discuss the questions below.
Exercise 3: Read the sentences. Then listen and choose the correct word or phrase to complete the
main ideas.
Exercise 4: Listen again. Match the phrases to their definitions.
Host: It’s Friday again, so welcome to another episode of our podcast, Weather or Not, about all things
meteorological. Today we’re going to talk about weird weather, or not your usual rain, sun, and snow.
Generally, weather forecasts are fairly routine. They tell us about various types of precipitation, which
may include rain, snow, sleet, or hail, depending on the season and your location. We use forecasts to
check the temperature so we know what to wear, and if the meteorologist predicts rain, well, we know
to bring an umbrella.
But recently, weather reports have been getting weirder and weirder. There have been wildfires in
snowy Alaska as well as sunny-day flooding in Miami. And some weather is even harder to
prepare for.
Take water spouts for example. A water spout is a whirling cloud like a tornado that forms over water.
This cloud is circling so fast that it can pick up fish and frogs from the water. When the cloud moves
over land and loses power, it drops the animals. One of the most famous examples of this was on June
28, 1957 in Alabama. On that day, a nearby storm caused thousands of small fish, frogs, and crayfish
to fall from the sky. Some were still alive. More recently, on February 11, 2013 there were reports of
crabs falling from the sky in Florida. Now that’s a new use for your umbrella.
Another strange weather situation is one that can happen after a drought. Wildfires are very common
when there hasn’t been any rainfall for a long period of time. Everything dries out and can catch fire
easily. Sometimes a wildfire gets so hot that it forms a fire tornado, or a tight whirling cloud of fire.
One of the most dramatic examples of a fire tornado was one that destroyed the entire town of
Peshtigo, Wisconsin in 1871.
I’m sure you’ve seen lightning before. It often happens during a thunderstorm. But have you ever seen
ball lightning? Most lightning looks like a white line in the sky, but ball lightning gets its name from
its round shape, and it can be red, orange, or even blue. It makes a hissing noise and has a strange
smell. Ball lighting moves fast and doesn’t last long, so it’s hard to study. Scientists still don’t know a
lot about it.
I like to ski, so I enjoy winter weather stories. Have you ever heard of a snow roller? A snow roller
is a rare weather event that can occur when wind moves over sticky loose snow. The wind causes
a small amount of snow to roll. As it rolls, it forms a snowball of sorts that looks kind of like a tire
cutting a path through the snow.
Really cold weather can create ice flowers, or beautiful crystals that are formed by very low
temperatures and dry air moving over water. Scientists have measured some crystals that are several
inches high.
So there you have it – the weird world of weather, full of fire and ice, raining frogs, and rolling snow.
Next week, we’ll be talking about different kinds of clouds.

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 7.1.4. PRONUNCIATION

Exercise 7: Read and listen to an interview between a student and a meteorologist.

Exercise 8: Practice the interview with a partner. Underline the expressions that tell you what the
speakers like or dislike and the reasons they give
Student: Do you like being a meteorologist?
Meteorologist: Oh, yes. I really like it. I’ve always liked science.
Student: Do people get angry with you when your forecast is wrong?
Meteorologist: Yes, sometimes they do, but that’s understandable. Even I can’t stand it when I want
to do something outdoors and it rains!
Student: Did you ever work in a weather station?
Meteorologist: Yes. I worked at a station in Antarctica. I loved it! I did a lot of research.
Student: So you like cold weather then?
Meteorologist: Oh, no. I really don’t like the cold! But Antarctica is very interesting.
Student: I’m actually studying to be a meteorologist.
Meteorologist: Really? That’s great!

Exercise 9
Son: Mom, are you worried about global warming?
Woman: I wasn’t, until I saw a TV show about it last year. Now I take it very seriously.
Son: We talked about it in school, but I don’t really get it. What exactly is happening?
Woman: Well, it’s all about greenhouse gases and the temperature of the earth. We produce carbon
dioxide when we burn oil, coal, and gas, and when we breathe, of course. We produce methane, another
gas, when we mine coal, raise cattle, or grow rice. And there are other gases called CFCs, used in
fridges and spray cans, and so on.
Son: But those things aren’t new.
Woman: No, they’re not. The thing is, the population is growing rapidly and we’re becoming more
and more industrialized. That means more factories producing more greenhouse gases, more cars on
the roads, more cattle and rice to feed the people, and more greenhouse gases.
Son: OK, but what does that have to do with the temperature?

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Woman: The gases collect in the earth’s atmosphere. They let the light from the sun through, but they
don’t let the heat it produces back out. Just like the glass in a greenhouse for growing plants. That’s
how they got their name. And they’re important to us— without greenhouse gases, the earth would be
a very cold place.
Son: Oh, but now things have gone too far. Is that it?
Woman: Exactly. The amount of carbon dioxide has increased by 25 percent since records began in
the 19th century, and the average temperature of the earth has gone up by one degree.
Son: One degree? That doesn’t sound so bad.
Woman: No, it doesn’t, but they say the temperature will keep rising if we do nothing to control the
amount of greenhouse gases we produce. That would have a big effect on our weather and
living conditions.
Son: Wow, that’s terrible! So, what can we do about it?

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