Listening 2026-02 Test 2

==================== IELTS Listening Transcript ==================== PART 1 Speaker 0: Section 1. Speaker 0: You will hear a young woman asking an adviser for information about diving courses. Speaker 0: First, you have some time to look at questions 1 to 5. Speaker 1: Morning. This is Greenwood Scuba Diving Club. How can I help you? Speaker 2: Hi. Good morning. I'm thinking about joining an amateur diving class. Since it's my first time, I'm not quite sure which level would suit me. Speaker 1: Well, for a green hand, you can start from the level of beginning. Speaker 2: Yeah. I think so. So when will it start? Is it next month? June? Speaker 1: Not really. The whole area is under construction now, and it will be done at the end of June. So we will reopen in July. Speaker 2: Alright. I will make a note of that. Can I take classes on Fridays? I have only got one class that day in university. Speaker 1: I'm afraid not. The training is only available on Saturdays. Speaker 2: Oh, that's okay. I'm free on the weekends. I'm wondering what the classes will be like. I guess we learn everything in the sea. Right? Speaker 1: For the first two weeks, you need some indoor training in the swimming pool under the coach's guidance before you go further. Speaker 2: Oh, that's great. It sounds much safer for me. Speaker 1: Yeah. The safety of students is always our first concern. When you finish the basic training program and have all necessary skills mastered, you will be allowed to try diving in a lake which will give you quite a different experience. And of course, we have two professional lifeguards on duty in case of an accident or emergency. Speaker 2: Wow, that's good to know. I won't get too nervous then. Right. Should I bring any equipment like a diving suit or something? Speaker 1: No. We provide everything you need for the class. Though it's acceptable if you want to bring your own equipment, which may fit you better. Speaker 2: Great. I guess I will only need to buy a new diving mask then. What else do I need to know about the courses? Speaker 0: Before you hear the rest of the conversation, you have some time to look at questions 6 to 10. Speaker 0: Now listen and answer questions 6 to 10. Speaker 1: Let's see. Alright. Every evening there will be some homework assigned to you. I hope you won't take it as a burden. Speaker 2: Is it written tests or in pool practice? Speaker 1: It can be both, but you may have more written tests at the beginning which can help you understand some key rules of diving. Speaker 2: Oh, okay. I don't have a lot of schoolwork this term and next term, so that won't be a problem. Speaker 1: That's great. By the way, if you do well, according to your coach's evaluation, we will offer you a certificate after you complete this course. Speaker 2: Wow. That's something I didn't expect before. I am becoming even keener now. Can I register for the class now? Speaker 1: Yeah. Sure. Now, I need your name for registration. Speaker 2: Sure. It's Kate Rowling. Is there a brochure or something that I can learn more about the course? Speaker 1: Of course. But I recommend that you visit our website for more detailed information. Speaker 2: Okay. I will do that. Oh, I almost forgot. What's the price for my course? A friend told me that's €350 for each person. Is that right? Speaker 1: Actually, that was what we charged last year. It's €375 now, and you will need to pay €130 as a deposit on the first day. Speaker 2: Okay. Thanks. Speaker 1: My pleasure. Speaker 0: That is the end of section one. You now have half a minute to check your answers. Now turn to section two. PART 2 Speaker 3: Section two. Speaker 3: You will hear the chairperson of the Middletown Urban Farming scheme talking to a group of people who are interested in joining the scheme. Speaker 3: First, you have some time to look at questions 11 to 16 on page three. Speaker 3: Now listen carefully and answer questions 11 to 16. Speaker 4: I'm Chris Butler, and I'm the chairperson of the Middletown Urban Farming Scheme or MUFS for short, a highly successful program which encourages city dwellers to grow their own fruit and vegetables, to become city farmers, if you will. Who started MUFS? Well, the idea of urban farming has been around for quite a while, particularly among town planners. But it was actually a group of Middletown business people, including myself, who decided to create what became MUFS. University agriculture specialists got involved later. Now initially, the aim was not some eco-friendly goal of reducing CO2 emissions caused by the transport of food from farm to dinner plate. It was simply to maximize the utilization of the vacant or idle land that lies within the city. Of course, later we realized that an additional benefit might be a healthier diet for local people. Let me tell you a bit about the groups that have joined the scheme. We've got any number of schools involved and loads of corporate employees, so our message seems to have been well received there. But for next year, we're gonna concentrate on getting various community centers, like those for senior citizens to join, because so far, they've been somewhat slow to take up the scheme. Now the core committee of the MUFS is a group of dedicated gardeners. They probably won't be familiar with your specific plot of land. They're mostly amateurs. But they are the people who know the ins and outs of gardening, and they will be happy to sit down with any MUFS member and make some hands-on suggestions about gardening. But don't expect them to know the answers to technical questions like the Latin names of plants. The MUFS are keen to support members who are physically disabled. We're looking at the possibility of providing specially adapted gardening tools on loan to members who can't cope with regular tools. That's not happening yet. But we do have some window boxes as well as larger containers, which we can distribute free of charge to these members, although they will have to provide their own soil and compost themselves. I'm especially proud of the work we've done with the local schools, both grade school level and high schools. The teachers say that they knew the scheme would be of some practical use in science classes like biology. Despite the original hopes of some, the fruit and vegetable plots haven't provided cheaper lunches for their students. But what they didn't anticipate was the change in attitude that the scheme has created amongst their students. They say the students have become much more conscious of their surrounding environment. They wanna keep it neat and tidy. Speaker 3: Before you hear the rest of the talk, you have some time to look at questions 17 to 20 on page four. Speaker 3: Now listen and answer questions 17 to 20. Speaker 4: Now a number of local organizations and businesses provide our members with free goods and services. Let me go through some of them. The city hospital, as you might expect, has to provide thousands of meals for its patients. So the manager of its kitchen runs a course for our members on how to use vegetables in a huge variety of dishes. The local government found it had a large glass building, which the parks department used to start off flower seeds and young plants during the winter, and they agreed to allow our members to use this free of charge to get their own little seedlings off to a good start. Another thing, the university has agreed that if members send them a sample of their soil, they will do a series of tests on it to indicate what kind of plants will grow best and what types of fertilizer and nutrients would be best to use. And just to make sure our members know what's good for them, a supermarket is offering a series of classes on how to lose weight and stay healthy by having a sensible diet. Now let's talk about the practicalities. Speaker 3: That is the end of section two. You now have half a minute to check your answers. Now turn to section three on page five. PART 3 Speaker 5: Section three. Speaker 5: You will hear a discussion between two students called Mark and Fran about their presentation on some dolphins which are unique to New Zealand. Speaker 5: First, you have some time to look at questions 21 to 24 on page five. Speaker 5: Now listen carefully and answer questions 21 to 24. Speaker 6: Hi, Mark. Thanks for coming around. Speaker 7: Hi, Fran. No problem. We need to try and get this presentation finished. Speaker 6: Mark, let's start with the way dolphins make sounds. Speaker 7: Well, we all know that dolphins make clicking noises to communicate. Speaker 6: Yes. They have tongues and larynxes as humans do, but what's really strange about the dolphin is that the sounds are focused through an extraordinary organ called the melon, which most other sea mammals don't have. Speaker 7: So shall I take over from there and speak about the different dolphin types? I want to share what we found out about those rare dolphins that are special just to New Zealand in particular. Speaker 6: Yeah. Great. Put the emphasis on them. The rarest of all is the Hector's dolphin, isn't it? They are endangered, aren't they? I think that's mainly because so many of them get tangled up in fishing gear, especially gill nets, and die. I know that some conservationists are worried about the impact of the tourism industry on dolphin numbers, but I don't think that's a problem yet here. Also, remember that this species has a very long reproductive cycle, so their numbers don't get replenished quickly. Speaker 7: Yeah, that's really sad. But at least the New Zealand government established a sanctuary for them, didn't it? The fishing industry was against it, but I remember reading that the general public were very supportive of the decision. It was a consequence of a study done by some marine biologists. Having a protected breeding area has made a big difference to the dolphin population already. Speaker 6: Yeah, I think their numbers have swelled to over 7,000 in total, with a tiny group of just 89 living down off Southland, nearly 2,000 living near Christchurch on the East Coast, and the biggest group surviving off the West Coast. It's pretty wild country over there, so I guess there aren't as many tourists and fishermen to disturb them. Speaker 5: Before you hear the rest of the discussion, you have some time to look at questions 25 to 30 on page six. Speaker 5: Now listen and answer questions 25 to 30. Speaker 7: Okay. So how do you suggest I structure my part of the talk? Speaker 6: Well, you could start with the common dolphin, which inhabits the whole of the sea around New Zealand. And once you've covered everything to do with them feeding and so on you could go on to the more unusual types. The dusky dolphin is especially interesting because you know how all the dolphins travel in small social groups called pods? Well, the dusky dolphins travel in pods as big as 800 members. Speaker 7: And I think the duskies like to travel along beside fishing and tourist boats, don't they? Whereas the Hector's dolphins are different in that they prefer to go in the wake of boats, that is coming along in the rear. Speaker 6: Yeah. They do. But they also dive down deep to avoid fast boats. Speaker 7: Oh, let's not forget the Maui because they are endangered too, aren't they? There are only 150 of them left, and they inhabit only the Western coastal waters off the North Island of New Zealand. Speaker 6: Yeah. It's a pity. They also face problems because of their tiny size. Now the orca is actually a dolphin too. Right? Speaker 7: Yes, surprisingly. So I'll include that in my talk. People call them killer whales, but in fact, they're not whales. They're a huge and very fierce type of dolphin. In New Zealand, Kaikoura in the South Island is the best place to spot orcas swimming by, so people mistakenly think that's where they live. But actually, orcas cover vast distances. Speaker 6: Let's not forget to mention the bottlenose. It's bigger than nearly all the other dolphins, even the common dolphin. Speaker 7: Oh, but still not as big as the orca. Right? Speaker 6: That's right. Speaker 7: Well, I think that's our presentation done now. Speaker 5: That is the end of section three. You now have half a minute to check your answers. PART 4 Speaker 8: Section four. Speaker 8: You will hear a talk on research into music. Speaker 8: First, you have some time to look at questions 31 to 40. Speaker 8: Now listen carefully and answer questions 31 to 40. Speaker 9: Today, we're going to delve into the fascinating history of music in Britain and the evolution that it experienced throughout the duration of the eighteenth and nineteenth centuries. During the second half of the eighteenth century, Britain experienced an industrial revolution during which its manufacturing industry underwent a major transition from hand production methods to the use of machinery. This sudden boom in the industry drew thousands of people into the cities, where they knew they'd be able to find jobs in the factories, working with or maintaining the machinery. This sudden influx of people into the cities did not just come from the surrounding countryside, but also from other poorer nations in search of a better life. Between 1800 and 1900, the population of England increased by four times. This mass immigration from different nations and areas of the country resulted in a variety of cultural influences meeting and mixing to form a new more diverse culture. With this new culture came a new style of music. Prior to the industrial revolution, music had originally been risen to reflect the hard labor intensive life in all kinds of industries when all work had to be done by hand. Most people resided in small rural communities where their lives revolved around farming. Life for the average person was difficult as incomes were meager, and malnourishment and disease were common. Despite the difference in nationalities of the people and the variety of musical genres, all of the music shared one common language: English. As many were unable to write, the songs were a means for the people to give voice to their experiences and feelings about their hard and laborious jobs. Most of the music written by the workers during this period has been lost as a result of illiteracy and the wear of time. Now you may be asking yourselves how these small musical works were formed. The roots of most of these groups can mostly be traced back to the younger members of the working classes, who were perhaps rebelling against the inferiority of their living and working conditions compared to those of the upper classes. Young performers would often lead these musical trends, usually possessing a great talent for singing or playing particular handmade instruments. As time progressed into the nineteenth century, these musical groups had gained much notoriety and would hold small performances in the street for all to watch. It was perhaps their blind optimism and rebellious spirit that led them to become so popular with their audiences, which were usually made up of the poorest of the poor. Despite efforts by the upper classes to put an end to these musical traditions, they continued to gain popularity and flourish. By the late 1870s, they had evolved past the barrier of the social echelons and gained access to the middle class. Performances were held in proper establishments such as village halls, and some were even ticketed with audiences paying a fee for the privilege of watching. Music produced by these groups were better recorded, and some is still preserved today in museums. The music of these groups may not exist in the present day, but its influences are still clear if you look closely enough. In classical culture, for example, many of the themes and theatrical performances are still based on the lives and experiences of the working classes both prior to and following the Industrial Revolution. The novel entitled Les Miserables by Victor Hugo, for example, is a novel about the French working classes and is still widely popular today. The original recordings of the music written during these periods are now hugely valuable due to the demand from avid collectors and enthusiastic fans. Many of these recordings are publicly owned and displayed in museum exhibits. However, a selection are still privately owned and occasionally appear for sale in auctions, often reaching prices in the hundreds of thousands. Well, that just about wraps the lecture up for today. So if anyone has any questions... Speaker 8: That is the end of section four. You now have half a minute to check your answers. ==================== Chinese Translation ==================== 第一部分 Speaker 0：第一部分。 Speaker 0：你将听到一位年轻女士向顾问咨询潜水课程的信息。 Speaker 0：首先，你有时间看一下第1到第5题。 Speaker 1：早上好。这里是格林伍德水肺潜水俱乐部。有什么可以帮您的吗？ Speaker 2：嗨，早上好。我在考虑参加一个业余潜水班。因为我是第一次，不太确定哪个级别适合我。 Speaker 1：嗯，对于新手来说，你可以从初级开始。 Speaker 2：是的，我也这么想。那什么时候开始呢？是下个月吗？六月？ Speaker 1：不是的。整个区域现在正在施工，六月底才能完工。所以我们七月份重新开放。 Speaker 2：好的，我记一下。我可以在周五上课吗？我那天在大学只有一节课。 Speaker 1：恐怕不行。训练只在周六进行。 Speaker 2：哦，没关系。我周末有空。我想知道课程是什么样的。我猜我们都在海里学习，对吧？ Speaker 1：前两周，你需要在教练的指导下在游泳池进行室内训练，然后才能继续。 Speaker 2：哦，太好了。这对我来说听起来安全多了。 Speaker 1：是的。学生的安全始终是我们最关心的。当你完成基础训练课程并掌握所有必要技能后，你就可以尝试在湖中潜水，这会给你带来完全不同的体验。当然，我们有两名专业救生员值班，以防发生事故或紧急情况。 Speaker 2：哇，知道这些真好。那我就不会太紧张了。对了，我需要带什么装备吗？比如潜水服之类的？ Speaker 1：不用。我们提供课堂所需的一切。不过，如果你想自带装备也可以，可能更适合你。 Speaker 2：太好了。我想我只需要买一个新的潜水面镜了。关于课程我还需要知道什么？ Speaker 0：在你听到对话的其余部分之前，你有时间看一下第6到第10题。 Speaker 0：现在请听并回答第6到第10题。 Speaker 1：让我想想。好的。每天晚上都会给你布置一些作业。希望你不要把它当成负担。 Speaker 2：是笔试还是泳池练习？ Speaker 1：两者都有可能，但一开始你可能会有更多的笔试，这可以帮助你理解一些关键的潜水规则。 Speaker 2：哦，好的。我这学期和下学期学业任务都不多，所以没问题。 Speaker 1：那太好了。顺便说一下，如果你表现好，根据教练的评估，我们会在你完成课程后给你颁发证书。 Speaker 2：哇。这是我之前没想到的。我现在更感兴趣了。我现在可以报名上课吗？ Speaker 1：是的，当然。现在，我需要你的名字进行注册。 Speaker 2：好的。我叫凯特·罗琳。有没有手册之类的东西可以让我了解更多课程信息？ Speaker 1：当然有。但我建议你访问我们的网站获取更详细的信息。 Speaker 2：好的，我会的。哦，我差点忘了。我的课程价格是多少？一个朋友告诉我每人350欧元，对吗？ Speaker 1：实际上，那是我们去年的收费。现在是375欧元，你需要在第一天支付130欧元作为押金。 Speaker 2：好的，谢谢。 Speaker 1：不客气。 Speaker 0：第一部分到此结束。你现在有半分钟时间检查答案。现在请翻到第二部分。 第二部分 Speaker 3：第二部分。 Speaker 3：你将听到米德尔顿城市农耕计划的负责人向一群有兴趣加入该计划的人讲话。 Speaker 3：首先，你有时间看一下第三页的第11到第16题。 Speaker 3：现在请仔细听并回答第11到第16题。 Speaker 4：我是克里斯·巴特勒，我是米德尔顿城市农耕计划（简称MUFS）的主席。这是一个非常成功的项目，鼓励城市居民自己种植水果和蔬菜，可以说是成为城市农民。MUFS是谁发起的？嗯，城市农耕的想法已经存在相当一段时间了，尤其是在城市规划者中。但实际上，是一群米德尔顿的商人，包括我自己，决定创建后来的MUFS。大学的农业专家后来也参与了进来。最初，目标并不是什么环保目标，比如减少食物从农场到餐桌运输所产生的二氧化碳排放。它只是为了最大限度地利用城市内的闲置土地。当然，后来我们意识到另一个好处可能是让当地人的饮食更健康。让我告诉你一些关于加入该计划的团体的情况。我们有很多学校参与，还有大量的企业员工，所以我们的信息似乎在那里得到了很好的接受。但明年，我们将专注于让各种社区中心，比如老年人中心加入，因为到目前为止，他们对这个计划的接受速度有些慢。MUFS的核心委员会是一群敬业的园丁。他们可能不熟悉你的具体地块。他们大多是业余爱好者。但他们是了解园艺方方面面的人，他们会很乐意与任何MUFS成员坐下来，就园艺提出一些实践性的建议。但不要指望他们能回答像植物拉丁名这样的技术问题。MUFS非常愿意支持身体残疾的成员。我们正在考虑为无法使用普通工具的成员提供专门改造的园艺工具出借的可能性。这还没有实现。但我们确实有一些窗台花箱以及更大的容器，我们可以免费分发给这些成员，尽管他们需要自己提供土壤和堆肥。我尤其为我们与当地学校所做的工作感到自豪，包括小学和高中。老师们说，他们知道这个计划在生物等科学课上会有一些实际用途。尽管有些人最初抱有希望，但果蔬园并没有为学生提供更便宜的午餐。但他们没有预料到的是，这个计划在学生中创造的态度转变。他们说学生们对自己周围的环境变得更加有意识了。他们想保持环境的整洁。 Speaker 3：在你听到演讲的其余部分之前，你有时间看一下第四页的第17到第20题。 Speaker 3：现在请听并回答第17到第20题。 Speaker 4：现在，许多当地组织和企业为我们的成员提供免费商品和服务。让我介绍其中一些。市医院，正如你可能预料的那样，必须为病人提供数千份餐食。所以其厨房经理为我们的成员开设了一个课程，教授如何用蔬菜制作各种各样的菜肴。当地政府发现它有一个大型玻璃建筑，公园部门过去常常在冬天用它来培育花卉种子和幼苗，他们同意让我们的成员免费使用它，来让成员自己的小幼苗有一个好的开始。另一件事是，大学已经同意，如果成员给他们寄一份土壤样本，他们会对土壤进行一系列测试，以指示哪种植物生长得最好，以及使用哪种肥料和营养素最好。为了确保我们的成员知道什么对他们有好处，一家超市正在提供一系列关于如何通过合理饮食减肥和保持健康的课程。现在让我们谈谈实际操作问题。 Speaker 3：第二部分到此结束。你现在有半分钟时间检查答案。现在请翻到第五页的第三部分。 第三部分 Speaker 5：第三部分。 Speaker 5：你将听到两名学生马克和弗兰关于他们关于新西兰特有海豚的演示的讨论。 Speaker 5：首先，你有时间看一下第五页的第21到第24题。 Speaker 5：现在请仔细听并回答第21到第24题。 Speaker 6：嗨，马克。谢谢你能来。 Speaker 7：嗨，弗兰。没问题。我们得想办法把这个演示做完。 Speaker 6：马克，我们从海豚发声的方式开始吧。 Speaker 7：嗯，我们都知道海豚会发出咔嗒声来交流。 Speaker 6：是的。它们像人类一样有舌头和喉头，但海豚真正奇怪的地方在于，声音是通过一个叫做“瓜状体”的特殊器官聚焦的，大多数其他海洋哺乳动物没有这个器官。 Speaker 7：那么我从这里接手，谈谈不同的海豚种类好吗？我想分享我们发现的关于那些特别只属于新西兰的稀有海豚的信息。 Speaker 6：好的，太好了。重点讲它们。最稀有的是赫氏海豚，对吧？它们是濒危物种，不是吗？我认为主要是因为它们中有很多被渔具缠住，尤其是刺网，然后死亡。我知道一些环保人士担心旅游业对海豚数量的影响，但我认为在这里还不是问题。另外，记住这个物种的繁殖周期很长，所以它们的数量不会很快得到补充。 Speaker 7：是的，真让人难过。但至少新西兰政府为它们建立了一个保护区，不是吗？渔业界反对，但我记得读到公众非常支持这个决定。这是一些海洋生物学家进行的一项研究的结果。拥有一个受保护的繁殖区已经对海豚数量产生了很大影响。 Speaker 6：是的，我认为它们的总数已经增加到超过7000只，其中一小群只有89只生活在南地附近，近2000只生活在东海岸的基督城附近，最大的群体生活西海岸附近。那里是相当荒凉的乡村，所以我猜没有那么多游客和渔民打扰它们。 Speaker 5：在你听到讨论的其余部分之前，你有时间看一下第六页的第25到第30题。 Speaker 5：现在请听并回答第25到第30题。 Speaker 7：好的。那你建议我如何组织我演讲的那部分呢？ Speaker 6：嗯，你可以从普通海豚开始，它们栖息在新西兰周围的整个海域。一旦你涵盖了它们觅食等所有内容，你就可以继续讲更不寻常的类型。暗色斑纹海豚特别有趣，因为你知道所有海豚都是以称为“群”的小型社会群体旅行的吗？嗯，暗色斑纹海豚的群体可以多达800名成员。 Speaker 7：而且我认为暗色斑纹海豚喜欢沿着渔船和旅游船旁边游，不是吗？而赫氏海豚的不同之处在于它们更喜欢跟在船的尾流中，也就是从后面过来。 Speaker 6：是的，它们确实如此。但它们也会下潜到深处以躲避快艇。 Speaker 7：哦，别忘了毛伊海豚，因为它们也濒临灭绝，不是吗？它们只剩下150只了，而且只栖息在新西兰北岛西部的沿海水域。 Speaker 6：是的，很遗憾。它们也因其体型微小而面临问题。对了，虎鲸实际上也是一种海豚，对吧？ Speaker 7：是的，令人惊讶。所以我会把它包括在我的演讲里。人们称它们为杀人鲸，但实际上它们不是鲸鱼。它们是一种巨大且非常凶猛的海豚。在新西兰，南岛的凯库拉是观赏虎鲸游过的最佳地点，所以人们错误地认为那里是它们生活的地方。但实际上，虎鲸的活动范围非常广。 Speaker 6：别忘了提一下宽吻海豚。它比几乎所有其他海豚都大，甚至比普通海豚还大。 Speaker 7：哦，但还是没有虎鲸大，对吧？ Speaker 6：没错。 Speaker 7：嗯，我想我们的演示现在做完了。 Speaker 5：第三部分到此结束。你现在有半分钟时间检查答案。 第四部分 Speaker 8：第四部分。 Speaker 8：你将听到一个关于音乐研究的讲座。 Speaker 8：首先，你有时间看一下第31到第40题。 Speaker 8：现在请仔细听并回答第31到第40题。 Speaker 9：今天，我们将深入探讨英国音乐的迷人历史，以及它在18和19世纪所经历的演变。在18世纪下半叶，英国经历了一场工业革命，其制造业从手工生产方式向使用机器进行了重大转变。工业的突然繁荣吸引了成千上万的人进入城市，他们知道在那里可以在工厂找到工作，操作或维护机器。涌入城市的人潮不仅来自周围的乡村，也来自其他较贫穷的国家，以寻求更好的生活。在1800年到1900年间，英格兰的人口增加了四倍。来自不同国家和地区的移民潮导致了各种文化影响相互交汇融合，形成了一种新的、更加多元的文化。伴随着这种新文化而来的是一种新的音乐风格。在工业革命之前，音乐最初是为了反映各行各业中所有工作都必须手工完成的艰苦劳动生活。大多数人居住在小型的农村社区，他们的生活围绕着农耕。普通人的生活很艰难，收入微薄，营养不良和疾病很常见。尽管人们国籍不同，音乐流派多样，但所有的音乐都共享一种共同的语言：英语。由于许多人不会写字，歌曲成为人们表达他们对艰苦劳累工作的经历和感受的一种方式。工人在这一时期创作的大部分音乐，由于文盲和时间的磨损，已经失传了。现在你们可能会问自己，这些小型音乐作品是如何形成的。这些团体的根源大多可以追溯到工人阶级的年轻成员，他们或许是在反抗与上层阶级相比自己生活和工作条件的低下。年轻的表演者常常引领这些音乐潮流，他们通常拥有唱歌或演奏特定手工乐器的天赋。随着时间的推移进入19世纪，这些音乐团体声名鹊起，会在街头为所有人进行小型表演。也许正是他们盲目的乐观和反叛精神使他们深受观众欢迎，这些观众通常是最贫穷的人。尽管上层阶级试图终结这些音乐传统，但它们继续获得欢迎并蓬勃发展。到19世纪70年代末，它们已经超越了社会阶层的障碍，进入了中产阶级。表演在村礼堂等正规场所举行，有些甚至需要购票，观众付费观看。这些团体制作的音乐得到了更好的记录，有些至今仍保存在博物馆中。这些团体的音乐在当今可能已不复存在，但如果你仔细观察，其影响仍然清晰可见。例如，在古典文化中，许多主题和戏剧表演仍然基于工业革命前后工人阶级的生活和经历。例如，维克多·雨果的小说《悲惨世界》就是一部关于法国工人阶级的小说，至今仍广受欢迎。由于狂热收藏家和热情粉丝的需求，这些时期创作的音乐原始录音现在价值连城。许多这些录音为公共所有，并在博物馆展览中展出。然而，也有一些仍为私人所有，偶尔出现在拍卖会上，价格常常达到数十万。好了，今天的讲座就到这里。如果有人有任何问题…… Speaker 8：第四部分到此结束。你现在有半分钟时间检查答案。