Mia's class visited a zoo（动物园）/zuː/ to complete（完成）/kəmˈpliːtɪd/ a short animal（动物）/ˈænɪml/ survey（调查；观察表）/ˈsɜːveɪ/. The aim（目标）/eɪm/ was to record appearance（外形；外观）/əˈpɪərəns/, behaviour（行为）/bɪˈheɪvjə/, food, and habitat（栖息地）/ˈhæbɪtæt/ for one animal. Mia chose the giant（巨大的；大熊猫名称的一部分）/ˈdʒaɪənt/ panda（熊猫）/ˈpændə/. Her teacher said it was a great choice. At first（起初）/æt fɜːst/, Mia wrote（写）/rəʊt/ only two words: amazing（令人惊叹的）/əˈmeɪzɪŋ/ and cute（可爱的）/kjuːt/. She could admire（欣赏；喜爱）/ədˈmaɪə/ the panda, but those words did not give enough evidence（证据）/ˈevɪdəns/ for the task. Her teacher asked her to add facts（事实）/fækts/ that another visitor（参观者）/ˈvɪzɪtə/ could check.
Mia watched the enclosure（动物活动区）/ɪnˈkləʊʒə/ for ten minutes. For example（例如）/fər ɪɡˈzɑːmpl/, the panda was a big（大的）/bɪɡ/ bear（熊）/beə/ with black-and-white（黑白相间的）/ˌblæk ən ˈwaɪt/ hair（毛发；头发）/heə/. It sat beside a wood（木头；木制的）/wʊd/ climbing（攀爬）/klaɪm/ frame（架子；框架）/freɪm/ and began to climb. Later, it held（拿着）/held/ bamboo（竹子）/bæmˈbuː/ and crushed（压碎；咬碎）/krʌʃt/ it with its teeth（牙齿）/tiːθ/. A sign explained that bamboo made up about 95 per cent（百分之……）/pə sent/ of its zoo diet（饮食）/ˈdaɪət/. Strong teeth gave the panda an advantage（优势）/ədˈvɑːntɪdʒ/ when it ate the hard（坚硬的）/hɑːd/ plant.
To find out（查明）/faɪnd aʊt/ how pandas lived in the wild（在野外）/ɪn ðə waɪld/, Mia watched a short video（视频）/ˈvɪdiəʊ/ recorded by a Chinese（中国的；中国人）/ˌtʃaɪˈniːz/ expert（专家）/ˈekspɜːt/. A model（模型）/ˈmɒdl/ beside the screen（屏幕）/skriːn/ showed mountain（山地；山）/ˈmaʊntən/ forest（森林）/ˈfɒrɪst/ in central（中部的）/ˈsentrəl/ China（中国）/ˈtʃaɪnə/. Mia could imagine（想象）/ɪˈmædʒɪn/ the cool（凉爽的）/kuːl/, wet climate（气候）/ˈklaɪmət/ and the thick（茂密的；厚的）/θɪk/ bamboo below the trees. She began to realise（意识到）/ˈrɪəlaɪz/ that this forest land（土地；陆地）/lænd/ was part of the panda's food supply（供应；来源）/səˈplaɪ/ and helped it survive（生存）/səˈvaɪv/.
Another sign described changes to the habitat. Past farming（农业活动）/ˈfɑːmɪŋ/ and forest clearing（砍伐；清理）/ˈklɪərɪŋ/ reduced some panda habitat. The sign did not blame（责怪）/bleɪm/ one farmer（农民）/ˈfɑːmə/. It showed how many human（人类的；人）/ˈhjuːmən/ changes together could harm（伤害）/hɑːm/ a wild（野生的；野外）/waɪld/ population（种群；人口）/ˌpɒpjuˈleɪʃn/. Climate could also influence（影响）/ˈɪnfluəns/ where bamboo grew（生长）/ɡruː/. Connected forest had an important benefit（益处）/ˈbenɪfɪt/ because pandas needed room（空间；房间）/ruːm/ to move and find food. The number on the sign was an estimate（估计值）/ˈestɪmət/, not a total（总数；总计的）/ˈtəʊtl/ that anyone could know exactly.
Mia completed all four boxes on her survey. As a result（因此）/æz ə rɪˈzʌlt/, her page（页面）/peɪdʒ/ was different from（与……不同）/wəz ˈdɪfrənt frəm/ her first two-word（两个词的）/ˌtuː ˈwɜːd/ answer. It still said that the panda looked cute, but it also gave evidence from observation（观察）/ˌɒbzəˈveɪʃn/, video, model, and signs. The final box described conservation（保护；保育）/ˌkɒnsəˈveɪʃn/ efforts（努力）/ˈefəts/ by Chinese and international（国际的）/ˌɪntəˈnæʃnəl/ teams（团队）/tiːmz/. Mia ended with one clear sentence: protecting（保护）/prəˈtektɪŋ/ forest gives this part of nature（自然界）/ˈneɪtʃə/ and life（生命）/laɪf/ on Earth（地球）/ɜːθ/ a better chance（机会）/tʃɑːns/ in the future（未来）/ˈfjuːtʃə/.