(完整word版)视听说听力原文lesson1-13

Lesson1NapoleonToday,I'mgoingtotalktoyouaboutoneofthemostimportanthistoricalfiguresinEuropeanhistory:NapoleonBonaparte.Let*sstartbytalkingabouthisearlylife.Napoleonwasbornin1769ontheislandofCorsica.Whenhewasonly10yearsold,hisfathersenthimtomilitaryschoolinFrance.Napoleonwasnotaverygoodstudentinmostofhisclasses,butheexcelledinmathematicsandmilitaryscience.Whenhewas16yearsold,hejoinedtheFrencharmy.Inthatyear1785‘hebeganthemilitarycareerthatwouldbringhimfame‘powerjichesandfinallydefeat.NapoleonbecameageneralintheFrencharmyattheyoungageof24.NapoleonhadmanyvictoriesonthebattlefieldbuthealsobecameinvolvedinFrenchlawandpolitics.Andin1804,attheageof35，hebecamethefirstemperoroftheFrance.Napoleonwasmanythings.Hewas,firstofall,abrilliantmilitaryleadenHissoldierswerereadytodieforhim.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.ManyofthesewealthyRomansspenttlieii*summersinthecityofPompeii,abeautifillcity,locatedontheBayofNaples.Inthesummeroftheyear79C.E.,ayoungRomanboywholaterbecameaveiyfamousRomanhistorianwasvisitinghisuncleinP..Theboy'snamewasPliiivtheYounger.OnedayPlinywaslookingupatthesky・Hesawafrighteningsight.Itwasaveiylargedarkcloud.Thisblackcloudrosehighintothesky・WhatPlinysawwastheemptionofthevolcanocalledMountVesuvius.Rockandashflewthroughtheaii\ThecityofP.wasatthefootofMt.V..Wlienthevolcanofirstenipted,manypeoplewereabletogetoutofthecityandtoescapedeath.Infact,18,000peopleescapedtheterribledisaster.Unfortunately,therewasnotenoughtimeforeveiyonetoescape・Morethan2,000peopledied.Theseunluckypeoplewereburiedaliveunderthevolcanicash.Theemptionlastedforabout3days.Whentheemptionwasover,P・wasburiedunder20feetofvolcanicrockandash.ThecityofP.wasforgottenforalmost1,700years.•rIntheyearof1748anItalianfarmerwasdiggingonhisform.Ashewasdigging,lieuncoveredapartofawalloftheancientcityofP..Soonarchaeologistsbegantodiginthearea.Astimewentby，muchoftheancientcityofP・wasuncovered.TodaytouristscomefromallovertheworldtoseetheminsofthefamouscityofPompeii.Lesson4RollerCoasterLet'stalkaboutthephysicsinvolvedinarideonarollercoaster.I'msuremanyofyouhavetakenarideonarollercoaster.Asimplerollercoasterconsistsofaframewithatrackonit.Thetrackisverymuchlikeatraintrack,thistrackgoesoveraseriesofhillsandaroundcurves.Itfollowsapaththatendsatthesameplaceitstarted.Atrainofcarstravelsaroundonthistrackzveryfast.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.IknowthatyouallaretryingtodevelopasecondIanguage,butforamoment,let'sthinkaboutarelatedtopic,andthatis:HowchildrendeveloptheirfirstIanguage.Whatdoweknowabouthowbabiesdeveloptheirlanguageandcommunicationability?Well,weknowbabiesareabletocommunicateassoonastheyareborn,evenbeforetheylearntospeaktheirfirstIanguage.Atfirst,theycommunicatebycrying.Thiscryingletstheirparentsknowwhentheyarehungry,orunhappy,oruncomfortable.However,theysoonbegintheprocessofacquiringtheirIanguage.Thefirststateoflanguageacquisitionbeginsjustafewweeksafterbirth.Atthisstage,babiesstarttomakecooingnoiseswhentheyarehappy.Then,aroundfourmonthsofagetheybegintobabble.Babiesallovertheworldbegintobabblearoundthesameage,andtheyallbegintomakethesamekindsofbabblingnoises.Now,bythetimetheyaretenmonthsold,however,thebabblingofbabiesfromdifferentIanguagebackgroundssoundsdifferent.Forexample,thebabblingofababyinaChinese-speakinghomesoundsdifferentfromthebabblingofababyinanEnglish-speakinghome.BabiesbeginanewstageofIanguagedevelopmentwhentheybegintospeaktheirfirstwords.Atfirst,theyinventtheirownwordsforthings.Formple,ababyinanEnglish・speakinghomemaysay—babaIIforthe—bottleor—kikiIIfor—cat.Inthenextfewmonths,babieswillacquirealotofwords.Thesewordsareusuallythenamesofthingsthatareinthebaby*senvironment,wordsforfoodortoys,formple.Theywillbegintousethesewordstocommunicatewithothers.Forexample,ifababyholdsupanemptyjuicebottleandthensays—juice,IItohisfather,thebabyseemstobesaying,—IwantmorejugDaddyIIor—MayIhavemorejuice,Daddy?IIThisword—juiceIIisreallyaone-wordsentence.Now,thenextstageoflanguageacquisitionbeginsaroundtheageof18months,whenthebabiesbegintosaytwo-wordsentences.Theybegintouseakindofgrammartoputthesewordstogether.Thespeechtheyproduceiscalled—telegraphicIIspeechbecausethebabiesomitallbutthemostessentialwords.AnEnglish-speakingchildmightsaysomethinglike—Daddy,upIIwhichactuallycouldmean—Daddy,pickmeup,please・IIThen,betweentwoandthreeyearsofage,youngchildrenbegintolearnmoreandmoregrammar.Forexample,theybegintousethepasttenseofverbs.Thechildrenbegintosaythingssuchas—Iwalkedhomeand—IkissedMommy.IITheyalsobegintoovergeneralizethisnewgrammarruleandmakealogofgrammarmistakes.Forexample,childrenoftensaysuchthinsas—IgoedtobedIIinsteadof—Iwenttobed,IIor—Ieatedicecream丨insteadof—Iateicecream.IInotherwords,thechildrenhavelearnedthepasttenseruleforregularverbssuchas—walkIIand—kiss,IIbuttheyhaver/tlearnedthattheycannotusethisruleforallverbs.Someverbslike—eatIIareirregular,andthepasttenseformsforirregularverbsmustbelearnedindividually.Anyway,thesemistakesarenormal,andthechildrenwillsoonlearntousethepasttenseforregularandirregularverbscorrectly.Thechildrenthencontinuetolearnothergrammaticalstructuresinthesameway.Ifwestoptothinkaboutit,actuallyit'squiteamazinghowquicklybabiesandchildrenallovertheworldlearntheirIanguageandhowsimilartheprocessisforbabiesallovertheworld.Doyourememberanythingabouthowyoulearnedyourfirstlanguageduringtheearlyyearsofyourlife?Thinkabouttheprocessforaminute.Whatwasyourfirstword?Wasit—mamaIIormaybe—papaII?NowthinkalsoabouttheprocessoflearningEnglishasasecondIanguage.CanyourememberthefirstwordyoulearnedinEnglish?Idoubtthatitwas—mama.IINow,thinkaboutsomeofthesimilaritiesanddifferencesinvolvedintheprocessesofchildandadultIanguagelearning.We'IItalkaboutsomesimilaritiesanddifferencesinthefirstandsecondIanguagelearningprocessestomorrow.Seeyouthen.Lesson7RobotsWhenpeoplethinkaboutarobot,theyoftenpictureamachinethatlookssomethinglikeahumanbeing.However,that'snotalwaysthecase.Mostrobotsdonotlookmuchlikeahumanbeingatall,theylooklikemachinesbecausethat'swhatmostofthemare-industrialmachines.Today,I'mgoingtotalkmostlyaboutindustrialrobotsusedinindustry.Thesearerobotsthatdoworkthatforhumanswouldbephysicallydemanding,repetitive,dangerousorveryboring.Mostindustrialrobotsworkoninanassemblylineinafactory.Forexample,arobotmightputlizonjarsoffruitsorstartboxesforshaping.Inacarfactory,roboticarmsonanassemblylinejointhepartsofacartogether;otherrobotstightentheboatsonthecar'swheelsorpaintthecar.Therearethousandsofrobotsputtingcarstogetherinplan.Theserobotsareveryprecisewhenrepeatingatask.Forexample,theyalwaystightenboatswiththesameexactamountofforce.Theyalwaysmoveaheavyenginetoexactlywhereitshouldbeandtheyalwaysputaholdintheexactsameplaceineverycardoorhourafterhour.Theseareexamplesofrobotsdoingtheworkhumanscoulddobuttherobotsaredoingtheworkmoreefficientlyandpreciseiy.So,justhowdorobotswork?Todoitsjobarobotfirstneedsacontrolsystem.Thiscontrolsystemdirectstherobotsmechanicalparts.Thecontrolsystemofarobotissortofspeak-arobotbrain.Sohowdoesarobotlearnwhichactiontodofirstandwhichofitsmovingpartneedstodothataction?Arobotlearnsitsjobwiththehelpandguidaneeofahumanbeing.Toteachanindustrialrobottodosomething,firstapersonmustuseahand-heldcomputer.Thecomputerisusedtoguidetherobot'sarmandhandthroughthemotionsitneedstodo.Then,therobotstoresexactmovementinitscomputermemory.Therobothassensorstogatherinformation,sonowtherobotwilluseitssensorstodirectitsactions.Therobottellsitsmovingpartwhattodoandthenitperformstheaction.Forexample,topickupandmoveabox,therobotfirstfindsthebox,nextitdecidestheweightofthebox.Thenitdecideshowmuchforceisneededtoliftandmovethebox,andfinally,itfindsthecorrectplacetoputtheboxdown.Itrepeatstheprocessoverandoveruntilit"sturnedoff.Itdoesthesamejobuntilitisgiventhejobandnewprogramtofollow.Somescientiststhinkthatrobotsofthefuturewillbesmarterthantoday'srobots.Theymayalsolookmorehumanlikeorevenanimallike.Infact,theymayworkandthinkmorelikehumansdo.Theindustrialrobotswe'vebeentalkingaboutsofartodayareautomaticrobots.Theyareknownasautomaticrobotsbecausetheyhaveprogramtofoliowaspecificseriesofmovement.Usually,theyhavepartsthatmovebuttheyreallydon'ttravelaround.Ontheotherhand,anautonomousmachinecanchangeitsbehaviorinrelationtoitssurroundings.Forexample,anautonomousrobotwithwheelsorlegstomovearoundcanchangedirectionwhenitsensesthattherearesomethinginitsway.Arobotsuchas...candetectthemovementofpeoplenearby.Itcanmovetoavoidbumpingintosb.comingtowardit.Asthmacanevenlearntodancebyfollowingthemovementsofadancernexttoit.Idon'tknowwhetherorwhenpeoplewouldwelcomeautonomousmachinesorhumanlikerobots.Iguessthatwewillnotonlythinkaboutthatinthefuture.Weneedtothinkabouthowwewillinteractwithourglobaldoctor:robalteacher,robalpet,orevenourrobalfriend.Lesson8ATidalWaveAtidalwaveisaverylargeandverydestructivewallofwaterthatrushesinfromtheoceantowardstheshore.Manyscientistscallthesewavestsunami.InJapanesetsunamimeans"stormwave."Butdoyouknowthattidalarenotcausedbystormsandthattheyarenottruetidalatall?Atruetidalistheregularriseawavesandfallofoceanwaters,atdefinitetimeseachday,butatidalwavecomesrushinginsuddenlyandunexpectedly.Atidalwaveiscausedbyanunderwaterearthquake.Theword"seaquake"ismadeupoftwowords,theword"sea"whichmeans"oceaandtheword"quake"."Toquake"means"toshake"or"totremble/'Whenaseaquaketakesplaceatthebottomoftheocean，theoceanfloorshakesandtrembles,andsometimestheoceanfloorshifts.Itisthisshakingthatproducesthetidalwave.Thetidalwavebeginstomoveacrosstheseaatgreatspeed.Tidalwaveshavetakenmanyhumanlivesinthepast.Todayscientistscanpredictwhenatidalwavewillhitland.Theyuseaseismographtodothis.Aseismographisaninstrumentthatrecordsthestrength”thedirection,andthelengthoftimeofanearthquakeorseaquake.Itisnotpossibletoholdbackatidalwave,butitispossibletowarnpeoplethatatidalwaveiscoming.Thiswarningcansavemanylives.Lesson9LevelsofLanguageTodayIwanttotalkaboutlevelsoflanguageusage.Youprobablyhavenoticedthatpeopleexpresssimilarideasindifferentways,dependingonthesituationtheyarein.Thisisverynatural.AllIanguageshavetwogeneraI,broadcategories,orlevelsofusage:aformallevelandaninformallevel.Englishisnoexception.I〃mnottalkingaboutcorrectandincorrectEnglish.WhatKmtalkingaboutaretwolevelsofcorrectEnglish.Thediffereneeinthesetwolevelsisthesituationinwhichyouuseaparticularlevel.FormalIanguageisthekindofIanguageyoufindintextbooks,refereneebookssuchasencyclopedias,andinbusinessletters.Forexample,alettertoauniversitywouldbeinformalstyle.YouwouldalsouseformalEnglishincompositionsandessaysthatyouwriteinschool.PeopleusuallyuseformalEnglishwhentheygiveclassroomlecturesorspeechesandatceremoniessuchasgraduations.Wealsotendtouseformallanguageinconversationswithpersonswedon'tknowwellorwithpeoplewehaveaformalrelationshipwith,suchasprofessors,bosses,doctors,friendsofourparents：strangers,etc.InformalIanguageisusedinconversationswithcolleagues,familyandfriends,andwhenwewritepersonalnotesorletterstoclosefriends,aswellasindiaries,etc.FormalIanguageisdifferentfrominformallanguageinseveralways.However;todayI'mgoingtotalkonlyaboutacoupleofways.Firstofall,formallanguagetendstobemorepolite.Interestingly,itusuallytakesmorewordstobepolite.Forexample,Imightsaytoafriendorfamilymember;"Closethedoor,please舄buttoastrangerorsomeoneinauthorityIprobablywouldsay"Wouldyoumindclosingthedoor"or"Excuseme,couldyoupleaseclosethedoor"Usingwordslike"could”and"would"makesmyrequestsoundmorepolite,butalsomoreformal.Anotherdiffereneebetweenformalandinformallanguageissomeofthevocabulary.TherearesomewordsandphrasesthatbelonginformalIanguageandothersthatareinformal.LetmegiveyouacoupleofexamplesofwhatImean.Let'ssay'Tmjustcrazyaboutsoccer!11ButifIweretalkingtomysupervisororafriendofmyparents：IwouldprobablysayHlreallyenjoysoccer"orHllikesoccerverymuch11.Let'ssayKmtellingsomeonesomenewsIheardaboutthepolicearrestingacriminal.TomyfriendImightsay"Thecopsbaggedthecrook'1.Tomyparents"friendImightsay"Thepolicearrestedthethief”.AlthoughthelinebetweenformalandinformalIanguageisnotalwaysclearandalthoughpeopleareprobablylessformaltodaythaninthepast,itisusefultobeawarethatthesetwolevels,orcategories,doexist.Thebestwayforanon-nativespeakerofEnglishtolearnthediffereneeistoobservethedifferentwaysEnglishspeakersspeakorwriteindifferentsituations.Televisionnewscasters,yourcollegeprofessorsinclass,yourdoctorsintheiroffices,etc,willusuallyspeakratherformally.However,yourclassmates,teammates,familymembers,friends,etc.willgenerallyspeakinaninformalfashion.Thediffereneecanbelearnedovertimebyobservingandinteractingwithnativespeakers.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,andthatpersoncaninflueneeyouractionsandbehavior.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'sactionsorbehavior.Givingarewardwillchangepeople'sbehaviorbecauseitofferspeopleachaneeforgain.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.Anotherdiffereneebetweenthe2kindsofelephantsisthesizeoftheears.AsianelephantshavesmallerearsthanAfricanelephants.TheAfricanelephanthas2veryla