Đề IELTS Reading · IELTS 8020

The Clocks We Are Born With

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IELTS Academic Reading Band 6.5-8.0 14 câu Bài đọc ~915 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: Yes/No/Not Given · Multiple choice · Điền từ. 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

AAsk people whether they are a morning or an evening person and almost everyone has an answer ready. Chronobiologists call the trait chronotype, and they measure it less by opinion than by clock time: the midpoint of sleep on days when nothing obliges a person to get up. The questionnaire that fixed the idea in the field was published in 1976 and is still administered, though most large studies now prefer the sleep-midpoint measure, which survives translation into other languages more gracefully. When Marta Ihlen's group applied that measure to 61,000 adults in 2019, the result was not the two tribes of popular writing. Fourteen per cent qualified as decidedly early and twelve per cent as decidedly late; the remainder were distributed between them, forming a curve with a long tail rather than a pair of camps. Larks and owls, Ihlen likes to say, are the ends of a rope that most people are standing somewhere along.

BThe trait has a physical seat. A cluster of some twenty thousand cells above the crossing of the optic nerves keeps a rhythm of roughly a day, which specialised receptors in the eye correct each morning by reference to light. Left in constant dim conditions, the average human cycle runs to about twenty-four hours and eleven minutes, and small differences in that period, compounded night after night, separate the person who wakes easily at six from the one who cannot. Ihlen's own summary of the twin literature puts the heritability of chronotype at 40 to 50 per cent, and several common variants, among them one in the gene PER3, have been shown to move sleep timing by twenty to forty minutes. Inheritance, though, does not act alone. In communities Ihlen surveyed in the Andes and in northern Ghana, where household electric light is weak or absent and the strongest timing cue available is daylight, the spread of chronotypes narrows to roughly half of that recorded in cities.

CWhat modern lighting is free to exaggerate is the subject of Ihlen's larger project. Her cohort of 27,000 adults, followed since 2014, records the gap between a person's sleep timing on working days and on free days, which she calls social jetlag. About a third of the sample carried a gap of more than two hours, and that group showed higher rates of metabolic disorder, depression and smoking than colleagues of the same age doing the same jobs. Her insistence is that the damage lies in the mismatch and not in the shortage: participants who slept few hours but at a consistent time fared better than those who slept longer at hours their employers had chosen for them. She is candid about the study's weaknesses. Sleep timing was reported by the participants themselves, with wrist recorders worn by a subsample of 1,100; and shift work, which she could not exclude from the cohort, may account for part of what she sees.

DDaniel Kwarteng, an epidemiologist at the Bergholt School of Public Health, has become the most quoted of the sceptics, though the position he holds is narrower than the headlines suggest. He does not dispute that chronotype is substantially inherited, nor that misalignment is unpleasant to live with. His objection is to the size of the effects and to what is built upon them. Reanalysing nine cohorts, Ihlen's among them, with adjustment for household income, shift work, smoking and years of education, he found the association between social jetlag and metabolic disorder reduced by about sixty per cent: smaller, but still present. A residue of that size, he argues, will not carry the weight of a national policy. The disagreement, he adds, is persistently misreported as a quarrel over whether body clocks exist at all.

ESchools are where the argument has been tested in public. In 2021 the Aldergrove district moved the start of its secondary day from 08:10 to 09:05 and agreed to be measured. Eight weeks in, pupils were sleeping forty-three minutes longer on school nights; by the ninth month, the last of the school year, the gain had fallen to twenty-two. Lateness dropped by a third and stayed down. Attainment rose by 0.06 of a standard deviation, a figure the evaluators declined to distinguish from zero. Both researchers claim the result. Kwarteng points to the attainment figure and to an expense the arithmetic usually omits: a district that moves its start must move its transport as well, and that bill is rarely counted. Ihlen reads the fading differently. The extra hour, she argues, was partly spent rather than banked, because pupils released from an early alarm drifted their bedtimes later still, under evening light that no timetable governs.

FSome things both accept. Chronotype is not fixed for life: evening preference strengthens throughout adolescence, peaks at about nineteen, and then retreats year by year until the average sixty-year-old rises earlier than the average twelve-year-old. Neither has patience for the older habit of reading a late clock as a sign of idleness. Ihlen is dismissive of the popular account that blames screens, which she treats as one modest source of evening light among many, and holds that the workable remedy for most occupations is flexibility over starting times rather than exhortation. Kwarteng would go no further than permitting such flexibility where it costs an employer nothing. What now separates the two is not the measurements, which they largely share, but a question no cohort study will settle: what a society owes the people whose clocks it was not built around.

Câu hỏi (14 câu)

Questions 1–5 · 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. 1.The two researchers are divided over whether a late-running body clock is largely something people are born with.
  2. 2.In Ihlen's long-running cohort, the timings for most participants came from what they said about themselves rather than from instruments.
  3. 3.People with late chronotypes are more likely than early types to end up in jobs that require working through the night.
  4. 4.The additional sleep recorded when Aldergrove first delayed its start had not been fully kept by the end of the school year.
  5. 5.The writer believes that further cohort studies will in time settle what now divides the two researchers.

Questions 6–9 · Multiple choice

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

  1. 6.Why does the writer report the proportions found in the 2019 study of 61,000 adults?
    1. A. To establish that evening types now form the larger of the two groups.
    2. B. To show that the familiar two-way division misdescribes most of the population.
    3. C. To argue that the questionnaire dating from 1976 has lost its usefulness.
    4. D. To explain why chronotype cannot be assessed outside a sleep laboratory.
  2. 7.What is Ihlen's central claim about why social jetlag is harmful?
    1. A. Late types accumulate a shortage of sleep that eventually tells on health.
    2. B. The human clock's natural period is longer than the day it must track.
    3. C. Light from screens in the evening is the principal cause of the mismatch.
    4. D. Timing at odds with the body's own schedule matters more than hours lost.
  3. 8.What did Kwarteng's reanalysis of nine cohorts find?
    1. A. The association weakens considerably once other differences are allowed for, yet remains.
    2. B. The association disappears altogether once shift workers are taken out of the sample.
    3. C. The association reflects nothing more than errors in how people recall their bedtimes.
    4. D. The association is strongest in the countries whose working day begins earliest.
  4. 9.How does Ihlen explain the shrinking of the Aldergrove sleep gain?
    1. A. Pupils had overstated how little sleep they were getting before the change.
    2. B. The trial ought to have begun at the opening of a new school year.
    3. C. Part of the later start was absorbed by pupils going to bed later.
    4. D. Nine months is too brief a period for a new sleep habit to settle.

Questions 10–14 · Sentence completion

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

  1. 10.In the communities Ihlen surveyed, chronotypes vary less widely because the main signal by which people there set their clocks is ________.
  2. 11.One factor Kwarteng removes by statistical adjustment, and which Ihlen concedes her own cohort still contains, is ________ work.
  3. 12.According to Kwarteng, calculations of what a later school start costs usually leave out the price of moving the district's ________.
  4. 13.A preference for late hours grows through the teenage years and is strongest at roughly the age of ________.
  5. 14.For most kinds of employment, what Ihlen proposes is greater ________ about the hour at which work starts.
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

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.

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.

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