Đề IELTS Reading · IELTS 8020

When an Animal Picks Up a Stone

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IELTS Academic Reading Band 6.5-8.0 14 câu Bài đọc ~879 từ 14 phút Đề 8020 tự biên soạn

Trang này có toàn văn bài đọcđủ 14 câu hỏi đúng như trong phòng thi, chia theo dạng: True/False/Not Given · Điền từ · Yes/No/Not Given. Đáp án và lời giải từng câu không in ở đây — bạn làm bài trên máy rồi hệ thống chấm ngay khi nộp và giải thích vì sao mỗi câu đúng hoặc sai. Làm trước, đọc lời giải sau thì mới biết mình sai ở đâu; đọc đáp án trước thì đề coi như hỏng.

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Bài đọc

AThe list of animals said to use tools has lengthened quickly. A survey published in 1981 recognised 21 species in the wild; a comparable audit in 2019 named 96. The growth is usually read as a correction of an older condescension towards animal minds, and in part it is. But the two lists were not compiled in the same way. The later one draws on camera traps and on observers who stayed at a single site for a decade, and it admits as a tool any object detached from the substrate and used to alter another object — a definition wide enough to include the fish that carries a clam to an anvil rock. Counting species is in any case a poor measure of anything much. What separates a New Caledonian crow, which trims a barbed twig into a hook before probing for grubs, from a sea otter that keeps a favoured stone in a fold of skin is not captured by adding both to a total, and the total tells us nothing about why either of them began.

BAnneke Vorst, a behavioural ecologist at the Weller Institute, has spent her career asking not which animals use tools but when they begin. Her longest dataset follows 19 groups of bearded capuchins across two habitats in north-eastern Brazil. In the 11 groups at sites where fruit availability drops below a quarter of its annual peak for at least four months a year, stone hammering on palm nuts was routine in nine. Among the eight groups in humid forest, where fruit never falls that far, a single group hammered, and it did so only during the drought of 2015, abandoning the habit within a year of the rains returning. Tools, Vorst concludes, are what an animal reaches for when its preferred food fails. The capacity may well be widespread; the behaviour surfaces where the ordinary diet does not.

CRafael Duarte, an anthropologist at Coimbra, thinks the correlation real but wrongly explained. Open dry ground, he points out, is also where loose quartzite cobbles of the right mass — his measurements put the effective range at 0.9 to 1.6 kilograms — lie uncovered, whereas a humid forest floor buries them beneath leaf litter. Scarcity of food and abundance of hammers arrive together, and Vorst's design cannot prise them apart. Between 2017 and 2021 his team therefore carried suitable cobbles into two humid-forest sites where fruit remained plentiful, and left them beside palm nuts. At one site a juvenile female began striking nuts after 19 months, and four other animals had copied her within a further year. The second site produced nothing at all in four years of watching. Materials, on this account, are what limits tool use; hunger merely gets the credit.

DNeither camp disputes that what one individual invents can spread through the animals around it. Across the pooled Brazilian sites, 2,100 hours of camera footage show juveniles placing themselves within a metre of a hammering adult far more often than chance allows, and handling the discarded shells once the adult has moved away. The same footage carries a condition that is easy to read past: a new technique persisted in a group beyond a single season only where at least three adults had taken it up before the inventor's own attempts ceased. Vorst grants that transmission explains how a behaviour is kept, then insists that it says nothing about why the first animal tried. Duarte replies that the distinction flatters the question of origins, since an invention that nobody copies leaves no trace for either of them to study.

EEfficiency data unsettle both accounts. Adult capuchins at Vorst's dry sites extract on average 2.4 kernels a minute; animals under four years old manage 0.3, and full adult proficiency is not reached until roughly the ninth year. Measured against the alternative of foraging for insects and soft fruit, hammering returned 38 per cent more energy per hour in the dry months when fruit is scarce, and 4 per cent more in the wet. The margin is therefore real but narrow, and it is negative for any animal still learning the technique. Duarte reads this as support for his own position: a skill so costly to acquire is unlikely to be summoned by hunger alone, and requires years of unhurried practice with the materials to hand. Vorst reads the same figures as evidence that only a genuine shortage could justify so long an apprenticeship.

FTwo features of the dispute deserve more attention than they receive. The first is that the two researchers are not answering the same question: Vorst's data describe the conditions under which hammering appears in a population, Duarte's the conditions under which an individual can practise the thing at all, and a finding about one need not embarrass the other. The second is the traffic between field and laboratory. Captive birds and primates, given clean workshops and unlimited time, produce feats that are then reported as species-typical, though the animals concerned were reared where nothing else was on offer. Duarte concedes that his seeded sites numbered two, both inside one reserve, and that the cobbles he supplied were cleaner and more uniform than any river would deliver. That admission is more useful than another species added to the list.

Câu hỏi (14 câu)

Questions 1–5 · TRUE / FALSE / NOT GIVEN

Do the following statements agree with the information given in the passage? Write TRUE if the statement agrees with the information, FALSE if the statement contradicts the information, NOT GIVEN if there is no information on this.

  1. 1.The later of the two audits mentioned recognised more than four times as many wild tool-using species as the earlier one did.
  2. 2.Vorst's position is that the ability to use tools exists only in populations whose usual food supply fails.
  3. 3.Capuchin groups that hammer nuts have been shown to rear more surviving young than groups in the same habitat that do not.
  4. 4.The remark that an invention nobody copies leaves nothing for researchers to examine is made by the scientist whose dataset follows 19 groups.
  5. 5.By Vorst's account of when animals turn to tools, the season in which hammering pays best is also the season in which it is most needed.

Questions 6–10 · Sentence completion

Complete the sentences below. Choose NO MORE THAN TWO WORDS from the passage for each answer.

  1. 6.Duarte holds that open dry ground is also where stones of the right ________ lie uncovered, a band he measures as 0.9 to 1.6 kilograms.
  2. 7.Although an adult at Vorst's dry sites averages 2.4 kernels a minute, that level of skill is not usually attained before about the ________ year.
  3. 8.Duarte's closing claim is that the limit on tool use is set not by any particular kind of stone but by ________ in general, while hunger merely takes the credit.
  4. 9.Camera footage indicates that a new technique survived beyond a single ________ only where three or more adults had taken it up in time.
  5. 10.The writer objects that achievements produced by captive animals are then described as ________ although those animals were raised with no other option.

Questions 11–14 · YES / NO / NOT GIVEN

Do the following statements agree with the claims of the writer in the passage? Write YES if the statement agrees with the claims of the writer, NO if the statement contradicts the claims of the writer, NOT GIVEN if it is impossible to say what the writer thinks about this.

  1. 11.The writer accepts the growing species count as a fair measure of how far animal intelligence was once underrated.
  2. 12.The writer regards Duarte's seeding experiment as better evidence than Vorst's comparison of habitats.
  3. 13.In the writer's view, evidence that supports one of the two researchers need not weaken the case made by the other.
  4. 14.The writer suggests that adding one more species to the list of tool users would be worth more than a researcher's admission of a study's weaknesses.
Tự chấm giờ: đề này gợi ý 14 phút. Trong bài thi Reading thật bạn có 60 phút cho 3 passage và 40 câu, nên hãy tập bám sát mốc thời gian ngay từ khi luyện — hết giờ là kiểu mất điểm phổ biến nhất của phần Reading.

Cách làm các dạng câu có trong đề này

TRUE / FALSE / NOT GIVEN

FALSE nghĩa là bài nói NGƯỢC LẠI, không phải bài không nói. Còn NOT GIVEN nghĩa là bài im lặng về chuyện đó. Quy tắc tự kiểm rẻ nhất: khi định trả lời FALSE, hãy chỉ tay vào đúng cụm từ trong bài mâu thuẫn với phát biểu — không chỉ ra được thì đáp án là NOT GIVEN.

Các câu theo đúng thứ tự xuất hiện trong bài đọc, nên khi đã định vị được câu 3 và câu 5 thì câu 4 chắc chắn nằm giữa hai chỗ đó. Đừng đọc lại cả bài cho từng câu.

Đọc kỹ hơn: phân biệt True/False/Not Given với Yes/No/Not Given.

Điền từ (Sentence / Summary / Note completion)

Đọc giới hạn số từ trong câu lệnh trước khi làm câu đầu tiên. Viết quá giới hạn là sai, kể cả khi nội dung đúng. Từ ghép có gạch nối tính là một từ; mạo từ a, the vẫn tính là một từ nên bỏ được thì nên bỏ.

Trước khi đi tìm, hãy đoán từ loại cho mỗi chỗ trống dựa vào ngữ pháp của câu: danh từ, số, hay động từ. Việc này biến bài đọc từ "đọc xem có gì" thành "đọc để xác nhận cái mình đang chờ". Chính tả và số ít số nhiều đều bị chấm.

Đọc kỹ hơn: luật số từ và bẫy điền từ.

YES / NO / NOT GIVEN

Câu lệnh hỏi về claims of the writerquan điểm, không phải dữ kiện. Vì thế nửa số bẫy của dạng này là bẫy gán sai người: phát biểu đúng nguyên văn nhưng với một nhân vật khác trong bài. Gạch chân chủ ngữ của phát biểu và xác định "ai" trước khi đi tìm "cái gì".

Nhãn phải viết đúng bộ chữ. Viết TRUE trong nhóm Yes/No/Not Given là bị tính sai dù hiểu đúng hoàn toàn — mà một đề thường có cả hai dạng, nên quen tay là chép nhầm.

Đọc kỹ hơn: Yes/No/Not Given khác True/False/Not Given chỗ nào.

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