Đề IELTS Reading · IELTS 8020

The Sound A Building Makes

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IELTS Academic Reading Band 7.0-8.5 14 câu Bài đọc ~967 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: Matching Headings · Yes/No/Not Given · Multiple choice. 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

AFew buildings are designed to be heard, and almost all of them are. A classroom in which a teacher repeats every third sentence, an office in which a neighbour's telephone call cannot be ignored: these are failures of a building, and far harder to put right once the concrete has set. Since the 1990s, when several countries first wrote sound into their building regulations, the field has divided over what a good room actually does. One camp holds that the answer is a property of the room itself, measurable before anyone moves in. A second holds that what decides the matter is not the room but the relation between wanted and unwanted sound reaching a particular pair of ears. A third holds that both measure the wrong thing, since what makes a space bearable is settled by the occupants and their control over it. National standards are written out of this disagreement.

BThe oldest position is the easiest to test, and Ingrid Halvorsen, who runs the room acoustics laboratory at the Lindqvist Institute in Trondheim, has spent a career testing it. Reverberation time — the seconds a sound needs to decay by sixty decibels after its source stops — has measured rooms since Wallace Sabine derived it in 1898, and an empty building yields the figure in an afternoon. In a study published in 2017, Halvorsen's group fitted absorbent ceilings in 128 primary classrooms, cutting mean reverberation time from 1.1 seconds to 0.5. Word-recognition scores among pupils aged seven to nine, tested against a recorded voice at a fixed level, rose from 62 per cent correct to 81. Halvorsen is careful about what the number carries. The children heard recordings rather than teachers, and a word list is not a lesson. What the trial demonstrates, she says, is that the room can be made to stop obstructing speech; whether the lesson then improves is a separate question her data cannot answer.

CTomás Reguera, an environmental psychologist at the Institute of the Built Environment in Valparaíso, arrives elsewhere, and arrives from what occupants say rather than from what rooms do. Between 2014 and 2020 his group gathered 9,400 questionnaires in 63 open-plan offices across eleven countries. Loudness predicted very little: the floors with the highest measured levels were not the floors people objected to. What predicted objection was intelligibility, whether a neighbour's words could be made out. Sixty-eight per cent of those reporting serious disturbance named distinguishable conversation as its source, and the worst-rated offices were often the quiet ones, where a single voice carried unmasked across forty desks. Reguera's remedy is counter-intuitive: add sound. A low, steady hiss tuned to the frequencies of speech lifts the floor of the room and leaves the neighbour unintelligible without making the office loud. Reguera accepts that his case at present rests on annoyance rather than on output. No study, his own included, has yet shown that a masked office produces more or better work.

DWendy Okonjo, of the Marchmont Building Science Unit in Auckland, argues that both camps have mistaken the room for the experience of it. Between 2008 and 2019 she audited 52 offices and schools refurbished specifically to bring them inside the national reverberation limit; the measured quantity improved in every one, and the rate of noise complaints fell in none. The reverse case exists too: she has recorded workplaces two or three times over the limit where complaints are effectively absent, and these are consistently the ones where occupants choose their own desks and may move when the room turns against them. If the number can be mended without the complaints shifting, and the complaints can disappear while the number stays bad, the number is not the thing occupants are responding to. Okonjo's own proposal is deliberately modest: the room fixes the outer limit of what is possible, but inside that limit what counts as bearable is settled by control, expectation and who is making the noise.

EIn 2022 Halvorsen and Okonjo ran a trial together. Seventy-four meeting rooms in four buildings were surveyed; absorbent panels went into half of them, chosen at random, and reverberation time there fell from a mean of 0.9 seconds to 0.45. Occupants sat a standard speech-recognition test, then answered a satisfaction questionnaire six months later. Test scores were 11 percentage points higher where the panels had gone in. Satisfaction ratings were not: treated and untreated rooms were rated alike, to within the width of the measurement. Halvorsen reads the outcome as showing that the treatment does precisely what it is sold as doing; Okonjo reads the same outcome as showing that a gain which never reaches the occupant is not the gain the regulation was written to buy. Reguera, whose argument concerns open floors rather than enclosed rooms, considers the trial beside the point, and has said so in print.

FBeneath the argument about rooms lies an older one about evidence. Everything known about acoustic annoyance arrives through somebody's report of it; a meter registers pressure at a point in the air, never the irritation of the listener standing at that point. The limitation falls unevenly. It weighs least on Halvorsen, whose claims concern rooms and word scores and need no access to feeling, and most on Reguera, whose entire case is built from what occupants say. There is a quieter dispute about the word 'standard'. Regulators, and Halvorsen with them, use it to mean a numerical threshold a room must meet before it is occupied and can be written into a contract. Okonjo uses it to mean the disturbance a population of occupants will in fact tolerate, which nobody can know until the building is full. Until those two meanings are pulled apart, a measurement that looks conclusive to one camp will keep arriving in the other as an irrelevance.

Câu hỏi (14 câu)

Questions 1–5 · Matching headings

The passage has six paragraphs, A–F. Choose the correct heading for paragraphs B–F from the list of headings below. There are more headings than paragraphs, so you will not use them all.

List of Headings
  1. Proof that quieter rooms produce better lessons
  2. One trial read as a victory by each of its authors
  3. The decade in which sound first entered the law
  4. Evidence that the number and the nuisance move independently
  5. Masking noise shown to raise the output of offices
  6. A quick, old measurement and a deliberately narrow claim
  7. The trial that decided which measure regulators should use
  8. Two obstacles that keep the argument open
  9. The case for intelligibility, argued from complaints alone
  1. 1.Paragraph B
  2. 2.Paragraph C
  3. 3.Paragraph D
  4. 4.Paragraph E
  5. 5.Paragraph F

Questions 6–10 · 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. 6.The researcher whose evidence comes from buildings refurbished to meet the legal limit is, in the writer's view, the one whose case is most exposed to the difficulty of measuring annoyance.
  2. 7.Reguera himself accepts that his proposed remedy has not yet been shown to improve what an office produces.
  3. 8.Halvorsen's group checked whether the classroom gain in word recognition was still there some months after the ceilings had been fitted.
  4. 9.Reguera found that the offices people objected to most strongly were those in which the meter registered the greatest volume.
  5. 10.The kind of evidence the writer treats as least troubled by the reporting problem is also the kind that produced the finding that word scores rise once ceilings are treated.

Questions 11–14 · Multiple choice

Choose the correct letter, A, B, C or D.

  1. 11.What does Halvorsen say her 2017 classroom study does establish?
    1. A. That a treated classroom lets a teacher be heard without repeating herself.
    2. B. That the room can be stopped from getting in the way of speech.
    3. C. That reducing reverberation makes pupils aged seven to nine learn more.
    4. D. That a recorded voice is a fair substitute for a live teacher.
  2. 12.Why does Reguera recommend adding sound to an open-plan office?
    1. A. Because a steady hiss is found more pleasant than silence by most staff.
    2. B. Because the loudest offices in his survey drew the fewest complaints of all.
    3. C. Because complaints fall once occupants are free to choose where they sit.
    4. D. Because it stops a neighbour's words from being made out.
  3. 13.Why does the equal satisfaction rating in the 2022 trial matter to Okonjo's argument?
    1. A. It repeats a split she had already found between the number and the response.
    2. B. It confirms her finding that rooms outside the limit can still escape complaint.
    3. C. It shows that absorbent panels leave speech-recognition scores unchanged in practice.
    4. D. It proves that the room itself makes no difference to how a building is judged.
  4. 14.In the final paragraph, why does the writer say that a measurement looking conclusive to one camp keeps reaching the others as an irrelevance?
    1. A. Because each camp refuses to look at trials run by the other camps.
    2. B. Because meters cannot yet register sound pressure at a single point in air.
    3. C. Because the camps demand different things of the word they argue over.
    4. D. Because reports collected from occupants are usually found to be dishonest.
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

Matching Headings

Heading nói về ý bao trùm cả đoạn, không phải chi tiết nổi bật nhất. Đọc câu đầu và câu cuối của đoạn trước; nếu đoạn kết bằng công thức "X, not Y" thì chọn heading dựng trên X và loại mọi heading nghe giống Y.

Bẫy hay gặp nhất là heading tuyệt đối hoá: đúng chủ đề nhưng nâng giọng lên vài bậc (bài nói "mối liên hệ", heading nói "bằng chứng"). Số heading luôn nhiều hơn số đoạn — có cái sinh ra chỉ để không dùng.

Đọc kỹ hơn: cách làm dạng Matching Headings.

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.

Multiple Choice

Loại hai đáp án sai trước, rồi mới so hai đáp án còn lại — đừng cố tìm đáp án đúng ngay từ đầu. Đáp án sai của IELTS thường sai vì một chữ: một trạng từ tuyệt đối (always, only), một chủ thể bị đổi, hoặc một quan hệ nhân quả bài không hề khẳng định.

Đáp án đúng gần như luôn là bản diễn đạt lại của câu trong bài, không phải bản chép nguyên chữ. Phương án dùng lại nhiều từ y hệt bài đọc thường là bẫy.

Đọc kỹ hơn: các dạng câu hỏi Reading khác.

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