Roger Press, 40, has (1) ... his career. After spending five years as a concert pianist he has gone into business, recently (2) ... up his own company. „I have always thought that it‟s important to be commercial, to participate and compete in the modern world. So although moving on was a difficult decision, having (3) ... it I felt relieved in many ways. When I(4) ... up my performing career, people around me were more sad and disappointed than I was. But I felt free and at last I knew I was getting serious about life. After getting a qualification in business administration I (5) ... the recording company EMI and started producing programmes about famous artists. A year ago I left EMI and formed a new company, New Media Systems, which (6) ... in multimedia programmes. Now that I run my own business I am in control of my life and I can feel (7) ... of my achievements. Although the stress is high and I work (8) … hours, the stress (9) ... in piano playing was much worse. It (10) ... physical, emotional and mental skills. I prefer the pressures I live with now.'

Roger Press, 40, has (1) ... his career. After spending five years as a concert pianist he has gone into business, recently (2) ... up his own company. „I have always thought that it‟s important to be commercial, to participate and compete in the modern world. So although moving on was a difficult decision, having (3) ... it I felt relieved in many ways. When I(4) ... up my performing career, people around me were more sad and disappointed than I was. But I felt free and at last I knew I was getting serious about life. After getting a qualification in business administration I (5) ... the recording company EMI and started producing programmes about famous artists. A year ago I left EMI and formed a new company, New Media Systems, which (6) ... in multimedia programmes. Now that I run my own business I am in control of my life and I can feel (7) ... of my achievements. Although the stress is high and I work (8) … hours, the stress (9) ... in piano playing was much worse. It (10) ... physical, emotional and mental skills. I prefer the pressures I live with now.'

Roger Press, 40, has (1) ... his career. After spending five years as a concert pianist he has gone into business, recently (2) ... up his own company. „I have always thought that it‟s important to be commercial, to participate and compete in the modern world. So although moving on was a difficult decision, having (3) ... it I felt relieved in many ways. When I(4) ... up my performing career, people around me were more sad and disappointed than I was. But I felt free and at last I knew I was getting serious about life. After getting a qualification in business administration I (5) ... the recording company EMI and started producing programmes about famous artists. A year ago I left EMI and formed a new company, New Media Systems, which (6) ... in multimedia programmes. Now that I run my own business I am in control of my life and I can feel (7) ... of my achievements. Although the stress is high and I work (8) … hours, the stress (9) ... in piano playing was much worse. It (10) ... physical, emotional and mental skills. I prefer the pressures I live with now.'

Roger Press, 40, has (1) ... his career. After spending five years as a concert pianist he has gone into business, recently (2) ... up his own company. „I have always thought that it‟s important to be commercial, to participate and compete in the modern world. So although moving on was a difficult decision, having (3) ... it I felt relieved in many ways. When I(4) ... up my performing career, people around me were more sad and disappointed than I was. But I felt free and at last I knew I was getting serious about life. After getting a qualification in business administration I (5) ... the recording company EMI and started producing programmes about famous artists. A year ago I left EMI and formed a new company, New Media Systems, which (6) ... in multimedia programmes. Now that I run my own business I am in control of my life and I can feel (7) ... of my achievements. Although the stress is high and I work (8) … hours, the stress (9) ... in piano playing was much worse. It (10) ... physical, emotional and mental skills. I prefer the pressures I live with now.'

Like most tourists, I enjoy taking photographs on holiday and can't wait to show them to friends and family when I get back. But whilst for me they represent treasured memories, to others they are more often than not simply a collection of boring, badly composed, out of focus pictures. So this year I decided to do something about this by booking myself on a trip to Rome which included photography lessons.

The first time I went to Rome, I remember thinking that it was a photographer's paradise with a fantastic photo opportunity lying around every corner. (1)___ Added to this was the fact that there were crowds of tourists everywhere, blocking all the best views. But this second time things were different. Antonio, my photography tutor, was on hand to give expert advice every step of the way.

The first thing Antonio told our group was that the secret to creating a good photographic image rather than just a snapshot is to first take a long look at what you want to photograph. For example, he said, you should consider the background just as much as you do the subject. (2)___ You can get unwanted figures out of your image simply by getting down on your knees to take a picture, for instance, or changing the angle of the shot.

Our first port of call was Piazza Navona, where Antonio gave us advice about how to photograph the Fountain of Neptune. (3)___ Then, he added that we should take the photo with the fountain slightly off centre.

Next, we headed off to the Pantheon, which was originally an ancient Roman temple. Along the way, I took the opportunity to photograph anything that caught my eye. The Pantheon itself is so huge that it is impossible to take a good photograph of the whole thing. (4)___ I tried out this technique by lying down on the floor and taking a picture of just one section of the great domed ceiling. I was pretty pleased with the results.

For the next couple of hours, we wandered around the historic centre visiting many of Rome's architectural highlights. (5)___ And I felt that I was really able to appreciate the sights as I had to look at each one so carefully in order to get good pictures.

We finished off our first morning tour with a stop at a traditional Roman street café. After all the hard work and walking I'd done, a large Italian ice cream seemed like the perfect reward! (6)___ It felt like a whole new world had opened up to me. I learnt an incredible amount over the next two days, as well as having a thoroughly enjoyable time in one of the world's most beautiful cities.

Like most tourists, I enjoy taking photographs on holiday and can't wait to show them to friends and family when I get back. But whilst for me they represent treasured memories, to others they are more often than not simply a collection of boring, badly composed, out of focus pictures. So this year I decided to do something about this by booking myself on a trip to Rome which included photography lessons.

The first time I went to Rome, I remember thinking that it was a photographer's paradise with a fantastic photo opportunity lying around every corner. (1)___ Added to this was the fact that there were crowds of tourists everywhere, blocking all the best views. But this second time things were different. Antonio, my photography tutor, was on hand to give expert advice every step of the way.

The first thing Antonio told our group was that the secret to creating a good photographic image rather than just a snapshot is to first take a long look at what you want to photograph. For example, he said, you should consider the background just as much as you do the subject. (2)___ You can get unwanted figures out of your image simply by getting down on your knees to take a picture, for instance, or changing the angle of the shot.

Our first port of call was Piazza Navona, where Antonio gave us advice about how to photograph the Fountain of Neptune. (3)___ Then, he added that we should take the photo with the fountain slightly off centre.

Next, we headed off to the Pantheon, which was originally an ancient Roman temple. Along the way, I took the opportunity to photograph anything that caught my eye. The Pantheon itself is so huge that it is impossible to take a good photograph of the whole thing. (4)___ I tried out this technique by lying down on the floor and taking a picture of just one section of the great domed ceiling. I was pretty pleased with the results.

For the next couple of hours, we wandered around the historic centre visiting many of Rome's architectural highlights. (5)___ And I felt that I was really able to appreciate the sights as I had to look at each one so carefully in order to get good pictures.

We finished off our first morning tour with a stop at a traditional Roman street café. After all the hard work and walking I'd done, a large Italian ice cream seemed like the perfect reward! (6)___ It felt like a whole new world had opened up to me. I learnt an incredible amount over the next two days, as well as having a thoroughly enjoyable time in one of the world's most beautiful cities.

Like most tourists, I enjoy taking photographs on holiday and can't wait to show them to friends and family when I get back. But whilst for me they represent treasured memories, to others they are more often than not simply a collection of boring, badly composed, out of focus pictures. So this year I decided to do something about this by booking myself on a trip to Rome which included photography lessons.

The first time I went to Rome, I remember thinking that it was a photographer's paradise with a fantastic photo opportunity lying around every corner. (1)___ Added to this was the fact that there were crowds of tourists everywhere, blocking all the best views. But this second time things were different. Antonio, my photography tutor, was on hand to give expert advice every step of the way.

The first thing Antonio told our group was that the secret to creating a good photographic image rather than just a snapshot is to first take a long look at what you want to photograph. For example, he said, you should consider the background just as much as you do the subject. (2)___ You can get unwanted figures out of your image simply by getting down on your knees to take a picture, for instance, or changing the angle of the shot.

Our first port of call was Piazza Navona, where Antonio gave us advice about how to photograph the Fountain of Neptune. (3)___ Then, he added that we should take the photo with the fountain slightly off centre.

Next, we headed off to the Pantheon, which was originally an ancient Roman temple. Along the way, I took the opportunity to photograph anything that caught my eye. The Pantheon itself is so huge that it is impossible to take a good photograph of the whole thing. (4)___ I tried out this technique by lying down on the floor and taking a picture of just one section of the great domed ceiling. I was pretty pleased with the results.

For the next couple of hours, we wandered around the historic centre visiting many of Rome's architectural highlights. (5)___ And I felt that I was really able to appreciate the sights as I had to look at each one so carefully in order to get good pictures.

We finished off our first morning tour with a stop at a traditional Roman street café. After all the hard work and walking I'd done, a large Italian ice cream seemed like the perfect reward! (6)___ It felt like a whole new world had opened up to me. I learnt an incredible amount over the next two days, as well as having a thoroughly enjoyable time in one of the world's most beautiful cities.

§ 1. Catherine Cassidy has every reason to be proud. This summer she graduated with a degree in Zoology from Queen's University, Belfast. She has ambitions to be a scientific journalist. She is also completely deaf. She can lipread. I interviewed Catherine via e-mail. She told me getting to university was an achievement in itself. She says: 'You have to work much harder than your peers (сверст­ни­ки) and have to be prepared to commit yourself.'

§ 2. The Disability Discrimination Act insists that universities increase their intake of special needs students. But there are difficulties. First, there are no reliable figures on the numbers of disabled in the community, so universities are unsure of the percentages they should be aiming to recruit. Second, some students might require specially adapted computers, or online learning support. Of all the disabilities, deafness is probably the one that is hardest to cope with at university. Universities run on talk. Knowledge is communicated in lectures, seminars, talking to fellow students  — reading is only secondary. For deaf students, casual spontaneous discussions are out.

§ 3. Fortunately for Catherine, Queen's University is a centre of excellence for the teaching of deaf students. The Joint Universities Deaf Education centre (JUDE) organised a special phonic earpiece (слу­хо­вой ап­па­рат) that enabled Catherine to listen to lectures. JUDE has been extended to the other higher education institutions of Northern Ireland. JUDE is setting an example in what can be achieved. Sharon Easton, deaf student support officer, says: "We visit schools to make deaf people aware that higher education is a possibility. Another part of our role is to talk with employers. We're offering them deaf awareness training  — how to adapt to the needs of deaf employees, and where to apply for grants.'

§ 4. Catherine's skill in lip-reading made communicating with her seem so effortless that many people did not believe she had a problem. At times this experience has been painful. Catherine says: 'People have labelled me "not really deaf". It is like telling me I don't count. And this can be very disheartening, very demoralising.'

§ 5. Catherine believes that excellent and well-focused special needs support should be available to all disabled students at university whatever the cost. She says: 'You are accepted by a university on the basis of your ability to carry out mental tasks. You have a right to be there - people should not judge a person by any physical disability.'

§ 1. Catherine Cassidy has every reason to be proud. This summer she graduated with a degree in Zoology from Queen's University, Belfast. She has ambitions to be a scientific journalist. She is also completely deaf. She can lipread. I interviewed Catherine via e-mail. She told me getting to university was an achievement in itself. She says: 'You have to work much harder than your peers (сверст­ни­ки) and have to be prepared to commit yourself.'

§ 2. The Disability Discrimination Act insists that universities increase their intake of special needs students. But there are difficulties. First, there are no reliable figures on the numbers of disabled in the community, so universities are unsure of the percentages they should be aiming to recruit. Second, some students might require specially adapted computers, or online learning support. Of all the disabilities, deafness is probably the one that is hardest to cope with at university. Universities run on talk. Knowledge is communicated in lectures, seminars, talking to fellow students  — reading is only secondary. For deaf students, casual spontaneous discussions are out.

§ 3. Fortunately for Catherine, Queen's University is a centre of excellence for the teaching of deaf students. The Joint Universities Deaf Education centre (JUDE) organised a special phonic earpiece (слу­хо­вой ап­па­рат) that enabled Catherine to listen to lectures. JUDE has been extended to the other higher education institutions of Northern Ireland. JUDE is setting an example in what can be achieved. Sharon Easton, deaf student support officer, says: "We visit schools to make deaf people aware that higher education is a possibility. Another part of our role is to talk with employers. We're offering them deaf awareness training  — how to adapt to the needs of deaf employees, and where to apply for grants.'

§ 4. Catherine's skill in lip-reading made communicating with her seem so effortless that many people did not believe she had a problem. At times this experience has been painful. Catherine says: 'People have labelled me "not really deaf". It is like telling me I don't count. And this can be very disheartening, very demoralising.'

§ 5. Catherine believes that excellent and well-focused special needs support should be available to all disabled students at university whatever the cost. She says: 'You are accepted by a university on the basis of your ability to carry out mental tasks. You have a right to be there - people should not judge a person by any physical disability.'

§ 1. Catherine Cassidy has every reason to be proud. This summer she graduated with a degree in Zoology from Queen's University, Belfast. She has ambitions to be a scientific journalist. She is also completely deaf. She can lipread. I interviewed Catherine via e-mail. She told me getting to university was an achievement in itself. She says: 'You have to work much harder than your peers (сверст­ни­ки) and have to be prepared to commit yourself.'

§ 2. The Disability Discrimination Act insists that universities increase their intake of special needs students. But there are difficulties. First, there are no reliable figures on the numbers of disabled in the community, so universities are unsure of the percentages they should be aiming to recruit. Second, some students might require specially adapted computers, or online learning support. Of all the disabilities, deafness is probably the one that is hardest to cope with at university. Universities run on talk. Knowledge is communicated in lectures, seminars, talking to fellow students  — reading is only secondary. For deaf students, casual spontaneous discussions are out.

§ 3. Fortunately for Catherine, Queen's University is a centre of excellence for the teaching of deaf students. The Joint Universities Deaf Education centre (JUDE) organised a special phonic earpiece (слу­хо­вой ап­па­рат) that enabled Catherine to listen to lectures. JUDE has been extended to the other higher education institutions of Northern Ireland. JUDE is setting an example in what can be achieved. Sharon Easton, deaf student support officer, says: "We visit schools to make deaf people aware that higher education is a possibility. Another part of our role is to talk with employers. We're offering them deaf awareness training  — how to adapt to the needs of deaf employees, and where to apply for grants.'

§ 4. Catherine's skill in lip-reading made communicating with her seem so effortless that many people did not believe she had a problem. At times this experience has been painful. Catherine says: 'People have labelled me "not really deaf". It is like telling me I don't count. And this can be very disheartening, very demoralising.'

§ 5. Catherine believes that excellent and well-focused special needs support should be available to all disabled students at university whatever the cost. She says: 'You are accepted by a university on the basis of your ability to carry out mental tasks. You have a right to be there - people should not judge a person by any physical disability.'

§ 1. Catherine Cassidy has every reason to be proud. This summer she graduated with a degree in Zoology from Queen's University, Belfast. She has ambitions to be a scientific journalist. She is also completely deaf. She can lipread. I interviewed Catherine via e-mail. She told me getting to university was an achievement in itself. She says: 'You have to work much harder than your peers (сверст­ни­ки) and have to be prepared to commit yourself.'

§ 2. The Disability Discrimination Act insists that universities increase their intake of special needs students. But there are difficulties. First, there are no reliable figures on the numbers of disabled in the community, so universities are unsure of the percentages they should be aiming to recruit. Second, some students might require specially adapted computers, or online learning support. Of all the disabilities, deafness is probably the one that is hardest to cope with at university. Universities run on talk. Knowledge is communicated in lectures, seminars, talking to fellow students  — reading is only secondary. For deaf students, casual spontaneous discussions are out.

§ 3. Fortunately for Catherine, Queen's University is a centre of excellence for the teaching of deaf students. The Joint Universities Deaf Education centre (JUDE) organised a special phonic earpiece (слу­хо­вой ап­па­рат) that enabled Catherine to listen to lectures. JUDE has been extended to the other higher education institutions of Northern Ireland. JUDE is setting an example in what can be achieved. Sharon Easton, deaf student support officer, says: "We visit schools to make deaf people aware that higher education is a possibility. Another part of our role is to talk with employers. We're offering them deaf awareness training  — how to adapt to the needs of deaf employees, and where to apply for grants.'

§ 4. Catherine's skill in lip-reading made communicating with her seem so effortless that many people did not believe she had a problem. At times this experience has been painful. Catherine says: 'People have labelled me "not really deaf". It is like telling me I don't count. And this can be very disheartening, very demoralising.'

§ 5. Catherine believes that excellent and well-focused special needs support should be available to all disabled students at university whatever the cost. She says: 'You are accepted by a university on the basis of your ability to carry out mental tasks. You have a right to be there - people should not judge a person by any physical disability.'

Joanne Rowling became famous almost overnight. She is the author of a highly successful series of books for young people, Joanne (1) ... of being a writer for as long as she can remember. In fact, she (2) ... up stories and characters ever since she was a schoolgirl. When she was still quite young, the family moved to a town called Chepstow. A family who lived nearby were called Potter, and she used their name for the hero of her books. She and her sister, Di, attended a state school in the town. Joanne's talent for telling stories (3) ... her a popular figure in the School. During breaks between lessons, she (4) ... by a crowd of friends, anxious to hear the latest story she (5) ... .

When she left school, Joanne succeeded in getting a place at university. After graduating, she married a journalist but, sadly, the couple soon (6) ... up and she moved to Edinburgh. She had no income and couldn't even afford a plastic folder to send her new book to potential publishers. However one wonderful day a publisher (7) ... 'yes'. It was the greatest day of her life.

Joanne Rowling became famous almost overnight. She is the author of a highly successful series of books for young people, Joanne (1) ... of being a writer for as long as she can remember. In fact, she (2) ... up stories and characters ever since she was a schoolgirl. When she was still quite young, the family moved to a town called Chepstow. A family who lived nearby were called Potter, and she used their name for the hero of her books. She and her sister, Di, attended a state school in the town. Joanne's talent for telling stories (3) ... her a popular figure in the School. During breaks between lessons, she (4) ... by a crowd of friends, anxious to hear the latest story she (5) ... .

When she left school, Joanne succeeded in getting a place at university. After graduating, she married a journalist but, sadly, the couple soon (6) ... up and she moved to Edinburgh. She had no income and couldn't even afford a plastic folder to send her new book to potential publishers. However one wonderful day a publisher (7) ... 'yes'. It was the greatest day of her life.

Joanne Rowling became famous almost overnight. She is the author of a highly successful series of books for young people, Joanne (1) ... of being a writer for as long as she can remember. In fact, she (2) ... up stories and characters ever since she was a schoolgirl. When she was still quite young, the family moved to a town called Chepstow. A family who lived nearby were called Potter, and she used their name for the hero of her books. She and her sister, Di, attended a state school in the town. Joanne's talent for telling stories (3) ... her a popular figure in the School. During breaks between lessons, she (4) ... by a crowd of friends, anxious to hear the latest story she (5) ... .

When she left school, Joanne succeeded in getting a place at university. After graduating, she married a journalist but, sadly, the couple soon (6) ... up and she moved to Edinburgh. She had no income and couldn't even afford a plastic folder to send her new book to potential publishers. However one wonderful day a publisher (7) ... 'yes'. It was the greatest day of her life.

Joanne Rowling became famous almost overnight. She is the author of a highly successful series of books for young people, Joanne (1) ... of being a writer for as long as she can remember. In fact, she (2) ... up stories and characters ever since she was a schoolgirl. When she was still quite young, the family moved to a town called Chepstow. A family who lived nearby were called Potter, and she used their name for the hero of her books. She and her sister, Di, attended a state school in the town. Joanne's talent for telling stories (3) ... her a popular figure in the School. During breaks between lessons, she (4) ... by a crowd of friends, anxious to hear the latest story she (5) ... .

When she left school, Joanne succeeded in getting a place at university. After graduating, she married a journalist but, sadly, the couple soon (6) ... up and she moved to Edinburgh. She had no income and couldn't even afford a plastic folder to send her new book to potential publishers. However one wonderful day a publisher (7) ... 'yes'. It was the greatest day of her life.

(1) ... to the myth of the Tower of Babel (2) ... was once a time when all people spoke a common language. This doesn't seem a very believable story if you consider how many languages are spoken in the world today. (3) ... is true is that throughout history people have always searched for a global language, one that can be used to communicate with anyone, no (4) ... where they originally come from.

(1) ... to the myth of the Tower of Babel (2) ... was once a time when all people spoke a common language. This doesn't seem a very believable story if you consider how many languages are spoken in the world today. (3) ... is true is that throughout history people have always searched for a global language, one that can be used to communicate with anyone, no (4) ... where they originally come from.

(1) ... to the myth of the Tower of Babel (2) ... was once a time when all people spoke a common language. This doesn't seem a very believable story if you consider how many languages are spoken in the world today. (3) ... is true is that throughout history people have always searched for a global language, one that can be used to communicate with anyone, no (4) ... where they originally come from.

(1) ... to the myth of the Tower of Babel (2) ... was once a time when all people spoke a common language. This doesn't seem a very believable story if you consider how many languages are spoken in the world today. (3) ... is true is that throughout history people have always searched for a global language, one that can be used to communicate with anyone, no (4) ... where they originally come from.

In 1967, the use of drugs by (1) ... in the Olympics was banned. Before modern drugs became a problem, athletes had tried all sorts of ways to get an (2) ... advantage, including drinking a mixture of alcohol and raw egg before a race, hoping for an improvement in their times. Unfortunately, in 1960, a Danish athlete died after taking drugs and the (3) ... was taken to outlaw certain substances. Today, there are (4) ... chemicals that athletes are not allowed to take during training and officials randomly test athletes for evidence of these drugs.

In 1967, the use of drugs by (1) ... in the Olympics was banned. Before modern drugs became a problem, athletes had tried all sorts of ways to get an (2) ... advantage, including drinking a mixture of alcohol and raw egg before a race, hoping for an improvement in their times. Unfortunately, in 1960, a Danish athlete died after taking drugs and the (3) ... was taken to outlaw certain substances. Today, there are (4) ... chemicals that athletes are not allowed to take during training and officials randomly test athletes for evidence of these drugs.

In 1967, the use of drugs by (1) ... in the Olympics was banned. Before modern drugs became a problem, athletes had tried all sorts of ways to get an (2) ... advantage, including drinking a mixture of alcohol and raw egg before a race, hoping for an improvement in their times. Unfortunately, in 1960, a Danish athlete died after taking drugs and the (3) ... was taken to outlaw certain substances. Today, there are (4) ... chemicals that athletes are not allowed to take during training and officials randomly test athletes for evidence of these drugs.

In 1967, the use of drugs by (1) ... in the Olympics was banned. Before modern drugs became a problem, athletes had tried all sorts of ways to get an (2) ... advantage, including drinking a mixture of alcohol and raw egg before a race, hoping for an improvement in their times. Unfortunately, in 1960, a Danish athlete died after taking drugs and the (3) ... was taken to outlaw certain substances. Today, there are (4) ... chemicals that athletes are not allowed to take during training and officials randomly test athletes for evidence of these drugs.

1.  She described the whole play to us ... detail.

2.  Both my sons are crazy ... old motorbikes.

3.  The restaurant prides itself ... having the best pizza in town.

4.  There are so ... lemons in the fridge that I can't make lemonade.

5.  ... Susan use to be slim when she was at university?

6.  Bob Dylan ... original name was Robert Zimmerman won the Nobel Prize in Literature in 2016.

1.  She described the whole play to us ... detail.

2.  Both my sons are crazy ... old motorbikes.

3.  The restaurant prides itself ... having the best pizza in town.

4.  There are so ... lemons in the fridge that I can't make lemonade.

5.  ... Susan use to be slim when she was at university?

6.  Bob Dylan ... original name was Robert Zimmerman won the Nobel Prize in Literature in 2016.

1.  She described the whole play to us ... detail.

2.  Both my sons are crazy ... old motorbikes.

3.  The restaurant prides itself ... having the best pizza in town.

4.  There are so ... lemons in the fridge that I can't make lemonade.

5.  ... Susan use to be slim when she was at university?

6.  Bob Dylan ... original name was Robert Zimmerman won the Nobel Prize in Literature in 2016.

1.  She described the whole play to us ... detail.

2.  Both my sons are crazy ... old motorbikes.

3.  The restaurant prides itself ... having the best pizza in town.

4.  There are so ... lemons in the fridge that I can't make lemonade.

5.  ... Susan use to be slim when she was at university?

6.  Bob Dylan ... original name was Robert Zimmerman won the Nobel Prize in Literature in 2016.

1.  The tallest trees in the world are called redwoods and they have grow in California. These

2.  trees which can reach heights of around 91 metres. Among the enormous redwoods,

3.  one other giant tree beats them all. This tree was discovered and measured in 2006.

4.  The National Park Service then announced itself that at 115.7 metres, it was the tallest

5.  tree in the world. Now it is so enough famous that it even has a name, ‘Hyperion’.

6.  In California there are every other giant redwoods which are just a little shorter than

7.  Hyperion. The exact location of many of these enormous trees is been kept secret to

8.  prevent them from being damaged. A typical redwood tree may lives for 500 to 700 years.

9.  The National Park Service says that the redwoods’ great height it is mainly due to the

10.  climate in California; there is many heavy rain every year and the temperatures are mild.

1.  The tallest trees in the world are called redwoods and they have grow in California. These

2.  trees which can reach heights of around 91 metres. Among the enormous redwoods,

3.  one other giant tree beats them all. This tree was discovered and measured in 2006.

4.  The National Park Service then announced itself that at 115.7 metres, it was the tallest

5.  tree in the world. Now it is so enough famous that it even has a name, ‘Hyperion’.

6.  In California there are every other giant redwoods which are just a little shorter than

7.  Hyperion. The exact location of many of these enormous trees is been kept secret to

8.  prevent them from being damaged. A typical redwood tree may lives for 500 to 700 years.

9.  The National Park Service says that the redwoods’ great height it is mainly due to the

10.  climate in California; there is many heavy rain every year and the temperatures are mild.

1.  The tallest trees in the world are called redwoods and they have grow in California. These

2.  trees which can reach heights of around 91 metres. Among the enormous redwoods,

3.  one other giant tree beats them all. This tree was discovered and measured in 2006.

4.  The National Park Service then announced itself that at 115.7 metres, it was the tallest

5.  tree in the world. Now it is so enough famous that it even has a name, ‘Hyperion’.

6.  In California there are every other giant redwoods which are just a little shorter than

7.  Hyperion. The exact location of many of these enormous trees is been kept secret to

8.  prevent them from being damaged. A typical redwood tree may lives for 500 to 700 years.

9.  The National Park Service says that the redwoods’ great height it is mainly due to the

10.  climate in California; there is many heavy rain every year and the temperatures are mild.

1.  The tallest trees in the world are called redwoods and they have grow in California. These

2.  trees which can reach heights of around 91 metres. Among the enormous redwoods,

3.  one other giant tree beats them all. This tree was discovered and measured in 2006.

4.  The National Park Service then announced itself that at 115.7 metres, it was the tallest

5.  tree in the world. Now it is so enough famous that it even has a name, ‘Hyperion’.

6.  In California there are every other giant redwoods which are just a little shorter than

7.  Hyperion. The exact location of many of these enormous trees is been kept secret to

8.  prevent them from being damaged. A typical redwood tree may lives for 500 to 700 years.

9.  The National Park Service says that the redwoods’ great height it is mainly due to the

10.  climate in California; there is many heavy rain every year and the temperatures are mild.

1.  The tallest trees in the world are called redwoods and they have grow in California. These

2.  trees which can reach heights of around 91 metres. Among the enormous redwoods,

3.  one other giant tree beats them all. This tree was discovered and measured in 2006.

4.  The National Park Service then announced itself that at 115.7 metres, it was the tallest

5.  tree in the world. Now it is so enough famous that it even has a name, ‘Hyperion’.

6.  In California there are every other giant redwoods which are just a little shorter than

7.  Hyperion. The exact location of many of these enormous trees is been kept secret to

8.  prevent them from being damaged. A typical redwood tree may lives for 500 to 700 years.

9.  The National Park Service says that the redwoods’ great height it is mainly due to the

10.  climate in California; there is many heavy rain every year and the temperatures are mild.

1.  The tallest trees in the world are called redwoods and they have grow in California. These

2.  trees which can reach heights of around 91 metres. Among the enormous redwoods,

3.  one other giant tree beats them all. This tree was discovered and measured in 2006.

4.  The National Park Service then announced itself that at 115.7 metres, it was the tallest

5.  tree in the world. Now it is so enough famous that it even has a name, ‘Hyperion’.

6.  In California there are every other giant redwoods which are just a little shorter than

7.  Hyperion. The exact location of many of these enormous trees is been kept secret to

8.  prevent them from being damaged. A typical redwood tree may lives for 500 to 700 years.

9.  The National Park Service says that the redwoods’ great height it is mainly due to the

10.  climate in California; there is many heavy rain every year and the temperatures are mild.

1.  The tallest trees in the world are called redwoods and they have grow in California. These

2.  trees which can reach heights of around 91 metres. Among the enormous redwoods,

3.  one other giant tree beats them all. This tree was discovered and measured in 2006.

4.  The National Park Service then announced itself that at 115.7 metres, it was the tallest

5.  tree in the world. Now it is so enough famous that it even has a name, ‘Hyperion’.

6.  In California there are every other giant redwoods which are just a little shorter than

7.  Hyperion. The exact location of many of these enormous trees is been kept secret to

8.  prevent them from being damaged. A typical redwood tree may lives for 500 to 700 years.

9.  The National Park Service says that the redwoods’ great height it is mainly due to the

10.  climate in California; there is many heavy rain every year and the temperatures are mild.