Đề IELTS Reading · IELTS 8020

The Edited Field

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IELTS Academic Reading Band 7.0-8.5 14 câu Bài đọc ~913 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 · True/False/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

AEvery few decades an agricultural technology arrives with the claim that it will end an old compromise. The one now making that claim is gene editing, and in particular the CRISPR systems that let a breeder cut a chosen sequence and leave the cell's own repair machinery to disable it. The promise is usually explained by contrast with the transgenic crops of the 1990s, which worked by inserting genes taken from other organisms and which needed, on average, twelve years and a dossier running to some thirty volumes before a variety could be sown outside a glasshouse. Editing leaves no foreign DNA behind, and the earliest edited lines reached field trial about three years after the first cut was designed. Whether that saving of time and paperwork has produced crops that actually do more in a field, or merely crops that arrive sooner, is the question the past decade of trials was meant to answer.

BLena Vosberg, a plant geneticist at the Halstrom Institute for Crop Science, has spent that decade counting. Between 2016 and 2022 her group grew edited bread wheat in 118 replicated plots across four sites, each plant carrying a disabled copy of a single susceptibility gene that mildew is known to exploit. Where the fungus was allowed to establish, the edited plots out-yielded their unedited controls by 22 per cent, a figure large enough to be reported on its own in the farming press. What that figure omits is the other half of the design. In the plots kept clear of mildew by fungicide, the same edited lines yielded about 5 per cent less than the controls, a penalty her group traces to the everyday work the disabled gene does when no fungus is present. The gain, in short, was confined to the seasons in which the crop came under attack.

CThe account behind those numbers makes a prediction, and Vosberg has tested it. Editing of this kind removes; it is at its most powerful when a desirable trait is simply what remains once one gene has been switched off, and the same reasoning should hold in reverse wherever a trait is governed by many genes of small effect rather than by one. Drought tolerance is the standard example. In trials run at the same four sites, edited lines aimed at drought tolerance improved measurably in 9 per cent of attempts, against roughly 70 per cent for the single-gene disease traits. The asymmetry matters, because it is the many-gene traits that conventional crossing and selection have always handled best. Vosberg is nonetheless careful to present the figure as a boundary for one method rather than a verdict on the trait.

DPia Ovchinnikov, an agronomist at the Rioseco Field Station, rejects the inference, on the ground that a line which fails on a research station is telling you about the station at least as much as about the gene. His own edited sorghum lines, all of them aimed at heat tolerance, a trait governed, as he accepts, by many genes at once, were grown by farmers on their own land, with their own spacing, weeding and manure, across two seasons; 57 per cent of them out-performed the local variety the farmer had planted the year before. A trial which strips a plant of the management its growers actually practise, Ovchinnikov argues, is measuring the station rather than the seed. He concedes two things, however. His work covered eleven lines of a single crop, and adoption was estimated indirectly, from the rate at which households reordered seed, because no dependable record of on-farm planting exists in the district.

EThe dispute has not stayed inside the field station. A court ruling in 2018 placed edited crops under the same authorisation regime as transgenic ones in several jurisdictions, a decision that turned on the wording of a directive drafted long before the technique existed, and a partial relaxation in 2023 has left breeders licensing one tool under two sets of rules depending on the border. Vosberg points out, uncomfortably for her own position, that nothing in her yield analysis bears on whether the public will accept the crops, since precision at the cut site and public trust are not alternatives. Ovchinnikov replies that the two cannot be held apart in practice, because legislators read yield figures as evidence about safety, and read a poor harvest as evidence against it. Both agree that the habit of publishing single striking successes, rather than counts of what lines do across ordinary seasons, has served the subject badly.

FA settlement of sorts is emerging in which the two accounts are given different work to do rather than ranked against each other. Where a trait is the visible consequence of one gene being switched off, editing delivers it in a few seasons instead of a decade, which explains both the speed of the wheat result and the modesty of its scope; where a trait is assembled from many small contributions, the older business of crossing, selecting and waiting still does the assembling, and editing at best adjusts what that business hands over. The unresolved question is whether the traits that fail on research stations are genuinely beyond reach on farms, and no trial design now in use can settle it, since the two settings differ in far more than management. What both researchers reject is the assumption that produced the original promise, namely that a new tool must either replace breeding or be a faster copy of it.

Câu hỏi (14 câu)

Questions 1–5 · Matching headings

The passage has six paragraphs, A–F. Choose the correct heading for each of 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. A technique introduced by contrast with an older one
  2. A headline figure and the one printed beside it
  3. A rule rewritten to keep pace with the technique
  4. Marking the edge of what one method can do
  5. Findings that are read as answers to something else
  6. Moving the test to where the crop is grown
  7. A division of labour, and one gap left open
  1. 1.Paragraph B
  2. 2.Paragraph C
  3. 3.Paragraph D
  4. 4.Paragraph E
  5. 5.Paragraph F

Questions 6–10 · 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. 6.The benefit measured in Vosberg's wheat trials vanished, and was slightly reversed, in the plots that fungicide kept clear of the fungus.
  2. 7.The point that accuracy at the cut site and public confidence are not rival goods is one that Ovchinnikov makes against Vosberg.
  3. 8.Ovchinnikov's sorghum results deal with exactly the class of trait that Vosberg's reasoning expects editing to handle badly.
  4. 9.Farmers pay less for seed of the edited varieties than they did for the transgenic varieties these replace.
  5. 10.Vosberg regards the drought figure as proof that editing will never lift a trait of that kind.

Questions 11–14 · Multiple choice

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

  1. 11.Why does the writer describe the paperwork that the crops of the 1990s had to clear?
    1. A. To argue that the older rules were drafted by people who had never farmed.
    2. B. To explain why so few companies now attempt to breed cereals at all.
    3. C. To measure the obstacle that the newer technique was expected to remove.
    4. D. To show that edited crops face a lighter burden than they deserve.
  2. 12.Which result does Vosberg treat as telling against the idea that editing lifts yield as such?
    1. A. The edited plots fell behind the controls wherever the fungus was kept out.
    2. B. The advantage over the controls reached twenty-two per cent under disease pressure.
    3. C. Only four sites were available for the replicated plots she needed.
    4. D. The disabled gene had been copied from a variety grown elsewhere.
  3. 13.What does Ovchinnikov's choice of growing site add to his objection?
    1. A. It shows that the local varieties had been bred for the wrong climate.
    2. B. It proves that research stations produce no useful information at all.
    3. C. It removes the need to know which genes control heat tolerance.
    4. D. It delivers successes in the very class of trait where station work had failed.
  4. 14.What does the writer present as still undecided at the close of the passage?
    1. A. Whether the two researchers were in fact working on the same crop.
    2. B. Whether what research stations cannot deliver is truly out of reach on farms.
    3. C. Whether edited sorghum yields more reliably than edited wheat does.
    4. D. Whether disabling a gene should count as breeding at all.
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.

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.

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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