MCQ: Practice Test - 1 Video Lecture | Listening for IELTS

0:0:1: you will hear a number of different
0:0:3: recordings and you will have to answer
0:0:6: questions
0:0:7: on what you hear
0:0:10: there will be time for you to read the
0:0:12: instructions and
0:0:13: questions and you will have a chance to
0:0:16: check your work
0:0:19: all the recordings will be played once
0:0:22: only the test
0:0:25: is in four sections
0:0:29: at the end of the test you will be given
0:0:32: 10 minutes
0:0:33: to transfer your answers to an answer
0:0:35: sheet
0:0:38: now turn to section 1.
0:0:46: section one
0:0:49: you will hear tom and danny two students
0:0:52: talking with their professor about the
0:0:54: assignment
0:0:57: first you have some time to look at
0:0:59: questions one to six
0:1:34: professor tomlinson may annie and i
0:1:36: please quickly ask you a few questions
0:1:38: about the reflective journal assignment
0:1:41: it's just
0:1:42: that we're a bit confused as to what you
0:1:44: want us to include and discuss
0:1:47: yes of course what are you having
0:1:49: trouble with
0:1:50: well everything really to start with
0:1:53: what should be included first in the
0:1:56: reflective journal
0:1:57: perhaps suggestions from others no no
0:2:1: firstly you should include the study
0:2:2: goals you set yourself
0:2:4: at the beginning of the module this
0:2:6: section should have been discussed
0:2:8: in some detail towards the beginning of
0:2:9: the course by professor may
0:2:11: you should be able to find her
0:2:13: suggestions on the slides she has
0:2:15: provided the class
0:2:16: online okay thank you professor
0:2:19: could i also trouble you to take a brief
0:2:21: look at my bibliography and footnotes
0:2:24: i feel like they're missing something
0:2:26: most of our friends bibliographies are
0:2:28: longer
0:2:29: well looking at this annie i can see
0:2:32: that you have used a wide range of
0:2:33: resources
0:2:34: which shows that you have made effective
0:2:36: use of communication technology
0:2:39: as far as i can tell you need not make
0:2:42: any changes to this
0:2:44: although you might want to double check
0:2:45: that your referencing complies with the
0:2:47: harvard referencing style
0:2:49: regulations oh i'm very surprised you've
0:2:52: said that
0:2:53: thank you now i can set my mind at ease
0:2:57: tom you said you wanted to ask the
0:2:59: professor about the achievement section
0:3:2: oh yes professor in the assignment
0:3:4: guidelines
0:3:5: we're asked to introduce and elaborate
0:3:8: on our biggest achievement in the past
0:3:11: saying which skills we learned in the
0:3:13: process and how these skills can be
0:3:15: transferred to various different
0:3:17: future careers the only problem is that
0:3:20: i don't know what my greatest
0:3:22: achievement actually is
0:3:24: i've only ever worked as a waiter in a
0:3:26: hotel restaurant
0:3:27: during the summer holidays from
0:3:29: university
0:3:30: if you worked as a waiter in a hotel
0:3:33: restaurant
0:3:34: you're bound to have worked with other
0:3:35: waiters as part of a team
0:3:37: would you say that during your time as a
0:3:39: waiter you developed any leadership
0:3:41: skills
0:3:42: yes well i suppose i was asked to become
0:3:45: the team leader of the food and beverage
0:3:47: department
0:3:48: but that's hardly an achievement you
0:3:50: might not think so
0:3:52: but if you ride that you were offered
0:3:53: the position of the team leader
0:3:55: it shows a lot more about your character
0:3:58: for example
0:3:59: that you're charismatic and work well in
0:4:1: a high pressure situation
0:4:3: i never would have thought to write that
0:4:6: down
0:4:6: thank you i guess i should start
0:4:9: listening to others more often
0:4:11: annie do you have any more questions or
0:4:14: are you ready to go back to the library
0:4:17: yeah i think i've got everything i need
0:4:19: thank you very much professor tomlinson
0:4:22: that was really helpful i'm actually
0:4:25: starting to look forward to writing this
0:4:28: now and it should be a really useful
0:4:30: exercise to prepare us for writing
0:4:32: cvs and applying for jobs
0:4:35: it's shocking how bad i am at
0:4:37: identifying my strengths and weaknesses
0:4:40: professor tomlinson has shown me that i
0:4:43: definitely need to start displaying some
0:4:46: self-awareness yeah tom you really do
0:4:49: you're always so modest modesty is great
0:4:52: until it comes to applying for jobs
0:4:56: before you hear the rest of the
0:4:57: conversation you have some time to look
0:5:0: at questions 7 to 10.
0:5:22: now listen and answer questions 7 to 10.
0:5:29: oh no i forgot to ask the professor
0:5:32: about the section on identifying the
0:5:34: skills gained through different
0:5:36: activities
0:5:37: do you remember when it asks you for
0:5:40: example
0:5:41: whether writing an essay develops your
0:5:43: study skills
0:5:44: or your independent learning and so on
0:5:47: oh goodness
0:5:48: we really should have asked him that
0:5:50: i've been having trouble
0:5:52: with it too it just seems like such a
0:5:55: pointless task what do you reckon the
0:5:58: answers are
0:6:0: i think writing an essay might be a way
0:6:3: of identifying and resolving a problem
0:6:6: because you have to state the problem in
0:6:8: the introduction
0:6:9: and then solve it i'm not so sure about
0:6:12: taking exams
0:6:14: i thought they were supposed to develop
0:6:16: lots of different skill sets
0:6:19: if i really had to choose i'd say that
0:6:22: taking exams enables you to become more
0:6:24: confident in yourself
0:6:26: do you agree maybe i really don't know
0:6:29: either
0:6:30: what do you think about the last two
0:6:33: making class
0:6:34: notes and presentation notes oh it's so
0:6:37: difficult i think making class notes has
0:6:41: to be a way of becoming a more
0:6:42: independent learner
0:6:44: because you yourself decide what the
0:6:46: important information is
0:6:48: and learn it that reminds me i find
0:6:51: taking presentation notes is a disaster
0:6:55: the professors speak much too quickly
0:6:58: and i write much too slowly
0:7:2: that is the end of section one
0:7:6: you now have half a minute to check your
0:7:14: answers
0:7:40: now turn to section two
0:7:48: section two you will hear a woman called
0:7:51: phoebe who is training to be a teacher
0:7:54: talking to her tutor called tony
0:7:56: about research he has done in the school
0:7:59: first you have some time to look at
0:8:2: questions
0:8:2: 11 to 15.
0:8:34: now listen carefully and answer
0:8:36: questions 11 to 15.
0:8:40: so how did you get on with your
0:8:42: school-based research phoebe
0:8:44: well it was exhausting but really
0:8:46: valuable
0:8:47: good what was the specific focus you
0:8:50: chose
0:8:51: my title is attitudes towards study
0:8:54: among 11 to 12 year old pupils right
0:8:57: and what made you choose that focus well
0:9:1: that's a bit difficult lots of my
0:9:4: classmates decided on their focus
0:9:6: really early on mainly on the basis of
0:9:9: what they thought would help in their
0:9:10: future career
0:9:12: you know in their first years teaching
0:9:14: so that's what
0:9:15: helped you decide actually it was that i
0:9:18: came across a book
0:9:19: written by experienced teachers on
0:9:21: student attitudes
0:9:23: and that motivated me to go for the
0:9:25: topic okay
0:9:26: so what were your research questions or
0:9:29: issues
0:9:30: well i wanted to look at the ways
0:9:32: students responded to different teachers
0:9:34: particularly focusing on whether very
0:9:37: strict teachers
0:9:38: made teenagers less motivated and from
0:9:41: your research did you find that was true
0:9:43: no not from what i saw you know from my
0:9:46: five days observation
0:9:47: talking to people and so forth okay
0:9:50: we'll talk about the actual research
0:9:52: methods in a moment but
0:9:53: before that can you briefly summarize
0:9:56: what your most striking findings are
0:10:0: well what really amazed me was the
0:10:2: significant gender differences
0:10:4: i didn't set out to focus on that but i
0:10:6: found that boys were much more positive
0:10:9: about being at school
0:10:10: girls were more impatient they talked a
0:10:13: lot about wanting to grow up and leave
0:10:15: school
0:10:16: very interesting yeah it is from doing
0:10:19: the research
0:10:20: it was clear to me that you might start
0:10:22: out to focus on one thing
0:10:24: but you pick up lots of unexpected
0:10:27: insights
0:10:28: right did you get any insights into
0:10:30: teaching
0:10:31: yes certainly i was doing a lot of
0:10:34: observations of the way
0:10:36: kids with very different abilities
0:10:38: collaborate on certain tasks
0:10:41: you know help each other and i began to
0:10:43: realize
0:10:44: that the lessons were developing in
0:10:46: really unexpected ways
0:10:48: so what conclusion do you draw from that
0:10:51: well
0:10:52: i know it's necessary for teachers to
0:10:54: prepare lessons carefully
0:10:56: but it's great if they also allow
0:10:57: lessons to go their own ways
0:11:0: good point now i'm really pleased to see
0:11:3: you doing this
0:11:5: analyzing and drawing conclusions based
0:11:7: on data
0:11:8: but surely this isn't proper data
0:11:11: because it's derived from such small
0:11:13: scale research
0:11:14: well as long as you don't make grand
0:11:17: claims for your findings this data is
0:11:19: entirely valid
0:11:21: i like the way you're already stepping
0:11:23: back from the experience
0:11:24: and thinking about what you've learned
0:11:26: about research well done
0:11:28: but i know i could have done it better
0:11:30: as you become more experienced
0:11:32: you'll find ways to reduce the risk of
0:11:34: difficulties okay
0:11:39: before you hear the rest of the talk you
0:11:42: have some time to look at questions 16
0:11:44: to 20.
0:12:5: now listen and answer questions 16 to
0:12:8: 20.
0:12:13: so let's look in more detail at how you
0:12:16: gathered your data
0:12:17: let's start with lesson observation well
0:12:20: it generally went quite smoothly
0:12:23: i chose my focus and designed my
0:12:25: checklist
0:12:26: then teachers allowed me into their
0:12:28: classes without any problems
0:12:30: which surprised me it was afterwards
0:12:33: that the grueling work started
0:12:34: yeah it's very time consuming isn't it
0:12:37: making sense of
0:12:39: analyzing your observation notes
0:12:42: absolutely
0:12:43: much more so than interview data for
0:12:45: example
0:12:46: that was relatively easy to process
0:12:49: though i wanted to make sure i used a
0:12:50: high quality recorder
0:12:52: to make transcription easier and i had
0:12:55: to wait until one became available
0:12:58: right and did you interview some kids as
0:13:0: well
0:13:1: in the end yes i talked to 10 and they
0:13:4: were great
0:13:6: i'd imagined i'd be bored listening to
0:13:8: them but
0:13:9: so it was easy to concentrate sure
0:13:13: one of the teachers was a bit worried
0:13:15: about the ethics you know
0:13:17: whether it was right to interview young
0:13:19: pupils and it took a while for him to
0:13:21: agree to let me talk to three of the
0:13:23: kids in his class
0:13:24: but he relented in the end good what
0:13:27: other methods did you use
0:13:29: i experimented with questionnaires but i
0:13:32: really regret that now
0:13:34: i decided to share the work with another
0:13:36: student but we had such
0:13:38: different agendas it ended up taking
0:13:40: twice as long
0:13:42: that's a shame it might be worth you
0:13:44: reflecting on ways you might improve on
0:13:46: that for future projects
0:13:48: you're right yeah okay
0:13:51: and the other thing i did was stills
0:13:53: photography
0:13:54: i didn't take as many pictures as i'd
0:13:56: hoped to
0:13:57: lack of time it's pretty easy just
0:14:0: snapping away
0:14:1: but i wanted each snap to have a purpose
0:14:3: you know
0:14:4: that would contribute to my research
0:14:6: aims and i found that difficult
0:14:8: well that's understandable but remember
0:14:13: that is the end of section two
0:14:17: you now have half a minute to check your
0:14:28: answers
0:14:51: now turn to section three
0:14:59: section three you will hear a
0:15:2: conversation between a student
0:15:4: and her professor talking about a summer
0:15:7: course
0:15:8: first you have some time to look at
0:15:10: questions 21-24
0:15:43: now listen carefully and answer
0:15:46: questions 21-24
0:15:51: hello mr thompson may i speak to you for
0:15:54: a minute
0:15:55: of course please come in i'm alexandra
0:15:59: jones
0:16:0: i'm studying sustainability here at the
0:16:2: university
0:16:3: and i heard about the summer course that
0:16:5: you offer every year
0:16:7: i was considering joining the course and
0:16:10: wanted to ask you some questions about
0:16:12: it
0:16:12: yes of course please fire away has the
0:16:15: course been effective
0:16:16: in improving the environment yes
0:16:19: absolutely
0:16:20: we have seen great results last year we
0:16:23: planted a small field of trees
0:16:26: and we have been measuring their oxygen
0:16:28: outputs to see the benefits that they
0:16:30: have provided to the environment
0:16:33: since we were regulated by law last
0:16:35: month
0:16:36: we are now able to hugely enhance our
0:16:38: efforts
0:16:40: our current goal is to introduce a lot
0:16:42: more tree species to the plot
0:16:44: so that we can establish a complex
0:16:46: habitat
0:16:47: and compare the benefits of each species
0:16:50: in order to do this we need to get a lot
0:16:53: more students involved in the project
0:16:55: so i am very pleased to hear about your
0:16:58: interest
0:16:59: well the project sounds fascinating i
0:17:2: would definitely like to be involved
0:17:4: absolutely over the years we have
0:17:6: received funding from private investors
0:17:9: and from selling shares but the biggest
0:17:12: improvement in our research came from a
0:17:14: government fund that we received in the
0:17:16: first
0:17:16: year this has greatly improved the
0:17:19: organization
0:17:21: and we have since won prizes for our
0:17:23: research
0:17:24: wow how impressive yes
0:17:27: it is of the utmost importance to our
0:17:29: organization that we find a way to
0:17:31: repair the terrible damage
0:17:33: that has been done to the environment by
0:17:36: the human species
0:17:37: this is no small undertaking and our
0:17:40: resources still need management
0:17:43: but from reports taken of our studies we
0:17:45: have found that teachers
0:17:47: and students have greatly benefited from
0:17:50: field trips to the tree plantation
0:17:53: yes i visited the plantation myself on a
0:17:56: field trip two years ago
0:17:58: and i found myself greatly impressed by
0:18:0: it
0:18:1: we have received a lot of feedback from
0:18:3: visiting groups
0:18:4: telling us how impressed teachers
0:18:7: researchers
0:18:8: and students alike have been during
0:18:10: their visits
0:18:12: due to the educational facilities that
0:18:14: we have carefully structured
0:18:16: i know that the visits are useful and
0:18:18: engaging for students
0:18:20: and that their experience is
0:18:22: particularly special
0:18:26: before you hear the rest of the
0:18:28: conversation you have some time to look
0:18:30: at questions
0:18:31: 25 to 30.
0:18:53: now listen and answer questions 25 to
0:18:56: 30.
0:19:0: so what is the particular focus of the
0:19:3: organization
0:19:4: and the reports that it provides i am
0:19:6: personally very interested in soil
0:19:8: erosion
0:19:10: so i knew that i definitely wanted to
0:19:12: focus some of the report on this area
0:19:15: before i set up the organization i
0:19:18: looked up
0:19:18: information on what areas were currently
0:19:20: being researched
0:19:22: and i found that there were already
0:19:23: studies into air pollution and water
0:19:25: pollution
0:19:27: i obviously wanted to find a unique area
0:19:30: to research
0:19:31: and so these were no good i was tempted
0:19:35: to look into the background of
0:19:36: over grazing but the impacts of forest
0:19:40: exploitation are far more devastating
0:19:42: and very little research has been
0:19:44: carried out on this subject
0:19:46: so i decided that this should also form
0:19:49: some focus for the report yes that makes
0:19:52: sense
0:19:54: what have you found to be the greatest
0:19:55: benefits of the activities carried out
0:19:58: by the organization
0:20:0: i have found that the greatest benefits
0:20:2: are not the ones that anyone can learn
0:20:4: from a book
0:20:5: like how to collect data but more
0:20:8: importantly
0:20:9: are life lessons that one can gain only
0:20:12: from experience
0:20:14: students who have partaken in the summer
0:20:16: course
0:20:17: have massively enhanced their confidence
0:20:20: which will prove
0:20:21: invaluable for the rest of their
0:20:23: lifetime
0:20:24: the people who partake in the summer
0:20:26: course already know the importance of
0:20:28: environmental protection
0:20:30: so it is not important that we spend
0:20:33: time teaching them this
0:20:35: students instead benefit from learning
0:20:37: the importance of punctuality
0:20:39: as each day they have to wake up early
0:20:42: to make sure that they are not late for
0:20:44: their practical experience sessions
0:20:46: if i decide to attend the summer course
0:20:49: what will i be doing for the rest of the
0:20:51: time
0:20:51: when no activities are going on well
0:20:55: we unfortunately don't yet have a
0:20:57: library on site
0:20:58: so you would be unable to read reference
0:21:1: books although you are obviously welcome
0:21:3: to bring some books of your own with you
0:21:6: we offer a range of fun hobbies such as
0:21:8: games and painting
0:21:10: for students to participate in outside
0:21:12: of their classes
0:21:14: so you could participate in one of these
0:21:16: activities
0:21:18: we do not offer tutorials outside of the
0:21:21: scheduled classes
0:21:22: however you are free to interview
0:21:24: teachers and ask them any questions
0:21:27: you may have about the research well the
0:21:29: course sounds fantastic
0:21:31: i would definitely like to participate
0:21:33: during the summer
0:21:34: thank you so much for your help no
0:21:37: problem at all
0:21:38: here is a forum with all of the details
0:21:41: i look forward to seeing you there
0:21:46: that is the end of section three you now
0:21:49: have half a minute to check your answers
0:22:22: now turn to section four section 4
0:22:27: you will hear part of a talk about an
0:22:30: australian wild
0:22:31: zoo given by a tour guide first
0:22:35: you have some time to look at questions
0:22:38: 31 to 40.
0:23:20: now listen carefully and answer
0:23:22: questions
0:23:23: 31 to 40.
0:23:27: good morning everybody and welcome to
0:23:29: the australian wild zoo
0:23:31: i would like to start by introducing you
0:23:34: to the new features that we have
0:23:36: added to our zoo in the recent
0:23:37: renovation
0:23:39: being the only zoo in the area we
0:23:41: receive
0:23:42: thousands of visitors a year we found
0:23:45: that this huge footfall
0:23:46: was too demanding for the facilities
0:23:48: that we were able to
0:23:50: provide and so we decided to expand
0:23:53: ourselves
0:23:53: in order to give every visitor a
0:23:55: brilliant and exciting experience
0:23:59: we initially intended to build a new dog
0:24:1: walking area
0:24:3: however we felt that the zoo should
0:24:5: cater only to exotic animals
0:24:8: during our previous renovation we
0:24:10: expanded the exhibition center
0:24:12: and so we felt that this time the zoo
0:24:15: would benefit most
0:24:16: from introducing a new batch of animals
0:24:19: so visitors
0:24:20: can now see a whole range of new
0:24:22: additions at the australian wild zoo
0:24:25: including lions and bears with this huge
0:24:28: improvement to our facilities
0:24:30: we also found it necessary to change our
0:24:33: regulations
0:24:34: which we put into action in june we now
0:24:37: allow visitors access to the zoo during
0:24:40: weekdays
0:24:41: and as some of our newly added animals
0:24:43: are nocturnal
0:24:45: guests may also now visit the animals
0:24:47: late at night
0:24:49: unfortunately some visitors had started
0:24:52: feeding the animals
0:24:53: during these late night viewing times
0:24:56: which disrupted their feeding pattern
0:24:58: and as a result we had to ban food in
0:25:1: the viewing areas
0:25:2: one of our most exciting additions to
0:25:5: the zoo is our native kangaroo
0:25:7: who we have named frisbee for a fee of
0:25:11: just five dollars
0:25:12: visitors can have their photo taken with
0:25:14: him and have it printed onto a selection
0:25:17: of items
0:25:18: such as key rings and mugs at first
0:25:22: visitors were also allowed to feed
0:25:24: frisbee items that we provided
0:25:26: such as carrots and leaves however
0:25:29: some guests started feeding him
0:25:31: hamburgers and chips
0:25:33: so we were forced to forbid visitors
0:25:35: from feeding him
0:25:36: as kangaroos are such calm animals
0:25:39: frisbee isn't disturbed by the noises
0:25:42: and shouting of visitors at the zoo
0:25:44: which has helped him to settle in at his
0:25:46: new home very quickly
0:25:49: the pie dog zone has been permanently
0:25:51: closed throughout the winter period
0:25:54: to allow the dogs to hibernate as they
0:25:56: would in their natural habitat
0:25:58: we were very excited to be reopening the
0:26:1: zone
0:26:2: however unfortunately we have been
0:26:4: forced to close it temporarily
0:26:6: as the result of a broken fence which
0:26:9: will take about
0:26:10: one week to fix we were intending to
0:26:12: renovate the zone
0:26:14: with the other construction that we were
0:26:16: undertaking
0:26:17: but unfortunately we did not have
0:26:19: sufficient funds
0:26:21: we understand that this temporary
0:26:23: closure may disappoint our visitors
0:26:25: and so we have decided to offer a
0:26:27: discounted price on our tickets for the
0:26:30: next week
0:26:31: if you ask at the reception desk they
0:26:33: will happily direct you to the photoshop
0:26:36: where you can purchase the ticket the
0:26:38: ticket will also entitle you to a 10
0:26:41: discount off any item in our gift shop
0:26:44: where we sell a range of items including
0:26:46: postcards and fluffy toys
0:26:58: uh come in russ thank you now
0:27:2: you wanted to consult me about your
0:27:3: class presentation on nanotechnology
0:27:6: you're due to give it next week aren't
0:27:8: you that's right
0:27:10: and i'm really struggling i chose the
0:27:13: topic because i didn't know much about
0:27:15: it and wanted to learn more
0:27:17: but now i've read so much about it in a
0:27:19: way there's too much to say
0:27:21: i could talk for much longer than the 20
0:27:24: minutes i've been allocated
0:27:26: should i assume the other students don't
0:27:28: know much
0:27:29: and give them a kind of general
0:27:31: introduction
0:27:32: or should i try and make them share my
0:27:34: fascination with a particular aspect
0:27:38: you could do either but you'll need to
0:27:40: have it clear in your own mind
0:27:42: then i think i'll give an overview
0:27:45: okay now one way of approaching this is
0:27:48: to work through developments in
0:27:50: chronological order
0:27:52: on the other hand you could talk about
0:27:54: the numerous ways that nanotechnology is
0:27:57: being applied
0:27:58: you mean things like thin films on
0:28:0: camera displays to make them water
0:28:2: repellent
0:28:3: and additives to make motorcycle helmets
0:28:6: stronger and lighter
0:28:7: exactly or another way would be to focus
0:28:11: on its impact in one particular
0:28:13: area say medicine or space exploration
0:28:17: that would make it easier to focus
0:28:19: perhaps i should do that
0:28:21: i think that would be a good idea right
0:28:24: how important is it to include slides in
0:28:27: the presentation
0:28:28: they aren't essential by any means and
0:28:32: there's a danger of tailoring what you
0:28:34: say
0:28:34: to fit whatever slides you can find
0:28:37: while it can be good to include slides
0:28:39: you could end up spending too long
0:28:42: looking for suitable ones
0:28:43: you might find it better to leave them
0:28:45: out i see
0:28:47: another thing i was wondering about was
0:28:49: how to start
0:28:51: i know presentations often begin with
0:28:53: first i'm going to talk about this
0:28:56: and then i'll talk about that but i
0:28:58: thought about asking the audience what
0:29:0: they know about nanotechnology
0:29:3: that would be fine if you had an hour or
0:29:5: two for the presentation
0:29:7: but you might find that you can't do
0:29:9: anything with the answers you get
0:29:11: and it simply eats into the short time
0:29:13: that's available
0:29:14: so maybe i should mention a particular
0:29:17: way that nanotechnology is used to focus
0:29:19: people's attention
0:29:21: that sounds sensible what do you think i
0:29:23: should do
0:29:24: next i really have to plan the
0:29:26: presentation today and tomorrow
0:29:29: well initially i think you should ignore
0:29:32: all the notes you've made
0:29:33: take a small piece of paper and write a
0:29:35: single short sentence that ties together
0:29:38: the whole presentation
0:29:40: it can be something as simple as
0:29:42: nanotechnology is already improving our
0:29:44: lives
0:29:45: then start planning the content around
0:29:47: that you can always modify that sentence
0:29:50: later if you need to
0:29:52: okay
0:29:57: that is the end of section four you now
0:30:0: have half a minute
0:30:1: to check your answers
0:30:34: do
0:30:40: [Music]
0:30:49: [Music]
0:31:3: foreign