Đề IELTS Reading · IELTS 8020

The Open-Plan Experiment

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IELTS Academic Reading Band 6.5-8.0 14 câu Bài đọc ~927 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

AFor most of the period in which employers were dismantling internal walls, the case for doing so rested on a promise that nobody had troubled to check. Removing partitions, it was said, would multiply the unplanned encounters from which good ideas are supposed to come, and the firms that moved fastest reported exactly that: forms returned by staff in the first months after a refurbishment showed people describing their new floor as friendlier and more open. What such forms record, however, is how an environment feels rather than what happens in it, and the two can diverge sharply. Nobody was counting conversations. A second reason for the promise's long life is that it was never the only reason for the change. Floor space is among the largest fixed costs an employer carries, and a plan without corridors or private rooms accommodates roughly a third more people on the same footprint, so a decision taken for the accountant could be presented as a decision taken for the culture. Between 1998 and 2014, when conversions were at their peak, almost no employer commissioned a direct record of who actually spoke to whom, and the promise passed into received wisdom by default.

BThat gap was closed, unexpectedly, by a technology developed for something else. Camilla Bergström, of the Halden Institute of Work Studies, fitted 312 employees at two large firms with badges that logged proximity and speech without recording content, and ran them for eight weeks before a move to an open floor and eight weeks afterwards. Face-to-face exchange fell by 41 per cent; electronic messaging between the same pairs of people rose by 63 per cent, and the volume of email sent to colleagues seated within ten metres nearly doubled. Bergström argues that the result is not a paradox but a straightforward consequence of exposure: a conversation held in the open can be overheard by everyone, so the cost of starting one rises, and people shift the exchange to a channel over which they keep some control. Her data have since been reproduced at four further sites. What they have not done is settle the question of why, because a link between removing walls and talking less is compatible with more than one story about the mechanism.

CDevraj Menon, an organisational psychologist, maintains that the story Bergström tells attributes to the plan of the room what belongs to something the room merely made visible. Employees withdraw, he contends, not because a space lacks walls but because it offers nowhere else to go; where an employer installs bookable rooms for concentrated work and a norm that using them is unremarkable, the withdrawal does not occur. Menon followed two software companies for eighteen months after conversion and found that face-to-face contact, having dropped in the first quarter by an amount close to Bergström's figure, returned to within 6 per cent of its previous level once such rooms were available. He is franker than most critics about the limits of this. Both firms had volunteered for the study, both operated in an industry with unusually strong habits of scheduled discussion, and the recovery was measured only in teams whose managers had themselves used the rooms. Bergström objects that a remedy which works when three conditions are met is not a refutation of a problem that arises when they are not.

DA finding on which the two agree has attracted far less attention than their disagreement, though it may matter more to anyone actually choosing a floor plan. The effect of an open layout is not uniform across the workforce. Staff whose output requires long uninterrupted stretches, such as writing, auditing or analysis, lose measurably: error rates in proofreading tasks rise by about a fifth when the same people are moved from enclosed rooms to an open floor, and the loss persists after the novelty of the new setting has worn off. Nor is the split a matter of taste, since the same individuals show the pattern whenever they are moved between settings, which rules out the idea that people simply gravitate towards whatever suits them. Staff whose work is chiefly coordination, by contrast, gain: supervisors in Bergström's sample settled queries in less than half the time once they could see the people they were settling them for. An arrangement that suits the second group therefore imposes a cost on the first, which is why a single floor plan applied to a whole building will always be a compromise rather than an optimum.

EThe argument has moved, then, from whether open plans work to what has to accompany them, and that is a more useful place for it to be. Neither party now defends the original promise that removing walls will by itself increase the exchange of ideas; the evidence assembled since 2016 points the other way, and the disagreement concerns how much of the damage the walls themselves are responsible for. Menon's position implies that the layout is cheap to fix and expensive to get wrong, since the remedy is a small number of rooms and a rule about using them. Bergström's implies that employers who provide neither will find that their savings on floor space have been recovered from somewhere less easy to see. What has changed is the standard of proof: an employer who converts a floor is now expected to say what will be measured afterwards, and very few can. Both would accept that the least defensible option is the one still most common. It is to convert, to celebrate the openness, and then to measure nothing at all.

Câu hỏi (14 câu)

Questions 1–5 · Matching headings

The passage has 5 paragraphs. Choose the correct heading for each paragraph from the list of headings below.

List of Headings
  1. Sensors as a tool for management
  2. A finding that reversed the expected result
  3. Benefits for some, penalties for others
  4. An assumption never put to test
  5. The cost savings that drove adoption
  6. A verdict that shifts the question
  7. Blaming the layout for a missing provision
  1. 1.Paragraph A
  2. 2.Paragraph B
  3. 3.Paragraph C
  4. 4.Paragraph D
  5. 5.Paragraph E

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.Bergström puts the drop in talking down to the greater distance between desks once partitions are taken away.
  2. 7.Staff in Menon's study said they liked the bookable rooms better than the enclosed offices they had before.
  3. 8.The sort of evidence that could have tested the original promise only became available through equipment built for another purpose.
  4. 9.According to Menon's figures, face-to-face contact came back in all of the teams he watched.
  5. 10.The supervisors who did better under the new arrangement were drawn from the same workforce whose overall face-to-face contact was recorded as falling.

Questions 11–14 · Multiple choice

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

  1. 11.Why does the writer mention the cost of floor space in the first paragraph?
    1. A. To explain why an unexamined claim was so convenient to keep.
    2. B. To show that employers were misled by the consultants they hired.
    3. C. To identify the largest single expense faced by modern employers.
    4. D. To argue that savings of that size justified the disruption involved.
  2. 12.What limitation does the writer identify in Bergström's badge data?
    1. A. The badges were unable to capture the content of any conversation.
    2. B. They cannot establish which of several explanations is the right one.
    3. C. The two firms she studied were not typical of employers in general.
    4. D. The period observed after the move was too brief to be informative.
  3. 13.What point is made about Menon's two companies in the third paragraph?
    1. A. Their managers had insisted on taking part in the research.
    2. B. They had already recovered before the rooms were made available.
    3. C. Features of how they were chosen may account for the outcome.
    4. D. They were larger than the organisations Bergström had worked with.
  4. 14.Which conclusion does the writer draw in the final paragraph?
    1. A. Open floors should be abandoned in favour of the older arrangement.
    2. B. The savings on space were smaller than employers had been promised.
    3. C. The two researchers have now reached agreement on the main issue.
    4. D. Employers who convert and provide nothing else pay an unseen price.
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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