Đề IELTS Reading · IELTS 8020

The Hidden Conversations Of Trees

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IELTS Academic Reading Band 7.0-8.5 13 câu Bài đọc ~918 từ 14 phút Đề 8020 tự biên soạn

Trang này có toàn văn bài đọcđủ 13 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

AThe idea that a forest might be a communicating whole rather than a crowd of competitors has had an unusually rapid career. First proposed in the 1980s on the strength of a few glasshouse experiments, it reached popular books within a decade, and by the turn of the century a phrase describing the soil fungi as a kind of web had entered ordinary speech. The picture it conjures is a companionable one: older trees feeding sugars to shaded seedlings, damaged plants warning their neighbours of insects on the way, a wood behaving less like a market than like a household. Almost every element of that picture rests on a real observation, and almost every element travels further than the observation permits. Sugars do move between root systems, and volatile chemicals given off by a chewed leaf do alter the chemistry of leaves on plants nearby. The dispute is therefore not about whether anything travels, but about how the traffic should be described. What remains contested is who is doing the moving, who gains by it, and whether either process is usefully described as a message sent from one tree to another.

BMarta Ilves, a plant physiologist at the Tarnow Institute of Forest Science, argues that the airborne half of the story has been read backwards. A plant, she points out, has no nervous system, so a leaf attacked on one branch cannot alert the rest of the plant except through the air; the volatile compounds are, on this account, a message the plant sends to itself, and any neighbour that responds is eavesdropping rather than being addressed. Between 2011 and 2017 her group worked with 240 shrubs, wrapping the crown of each in a sleeve that let light through but kept air from moving between branches. The sleeves were taken off for two hours each week so that the plants could be inspected. Wrapped plants failed to raise their defences on undamaged branches after one branch had been cut, while unwrapped controls did so within a day. In the field the reaction of neighbours followed the wind: defensive enzymes rose by 38 per cent in plants downwind of a damaged shrub and by 4 per cent in those upwind of it. A signal aimed at a neighbour, Ilves observes, would not depend so heavily on the weather.

CThe underground half is harder to dismiss, since labelled carbon does travel from one tree to another, but Ilves regards the quantities as the crucial and neglected point. In a study of paired birch and fir saplings, carbon that had demonstrably crossed the fungal connection accounted for 2.6 per cent of the carbon budget of the receiving plant over a season, and rather more than half of the labelled material was still in fungal tissue when the trees were harvested. The saplings in that study were four years old and grew under a closed canopy. A fungus that draws sugar from one host and passes a fraction of it to another is not a postal service; it is an organism managing its own supply. Transfer of any measurable size, moreover, was detected only where the two trees were linked by the same fungal species and only where the receiving seedling stood in deep shade. Ilves is careful here. She does not deny that the carbon moves, nor that a shaded seedling may benefit from it; she denies that the movement was arranged by the donor.

DEwan Traill, who directs the Kinloch Forest Laboratory, maintains that experiments of this kind answer a question nobody in forestry is asking. Pots, sleeves and single seasons, he contends, cannot capture a relationship that develops over the life of a stand, and the only test that matters is what happens to regeneration when mature trees are taken out. His own trial, begun in 2009 and still running, compared plots in which selected old trees were retained with plots cleared entirely: after nine years, seedling survival stood at 41 per cent in the retained plots against 23 per cent in the cleared ones. Kinloch has since opened two further sites, though neither has yet yielded usable figures. Traill concedes, however, that his design cannot separate the fungal network from everything else a standing tree provides, including shade, wind shelter, leaf litter and a soil that machinery has not disturbed. He also accepts that no plot in the trial was given a fungicide treatment, which is the one manipulation that might have told the network apart from its surroundings.

EDecisions are meanwhile being taken on the strength of whichever version is believed. Retention rules in several forestry codes now require that a proportion of mature trees be left standing, a policy that Traill's figures support whether or not the network explains them, and a market has grown up in fungal inoculants sold to growers on the promise of connection. Products of that kind are not cheap. The wording matters here in a way that is easy to underestimate: a wood in which resources are traded by fungi and a wood in which trees care for their offspring imply different laws, different products and different reasons for public support. Most specialists now accept that both processes occur and that the fungus, rather than the tree, is the party with something to gain, while conceding that neither position has been tested at the scale at which forests are actually managed. The conversation, if that is the word for it, may turn out to be one the trees are not having.

Câu hỏi (13 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. The chemistry of airborne warnings between shrubs
  2. How much moves, and to whose advantage
  3. An appealing account that outran its evidence
  4. Survival rates of seedlings in commercial plantations
  5. Self-directed cues that bystanders happen to detect
  6. Practical consequences of an unsettled question
  7. A longer field record with rival explanations attached
  1. 1.Paragraph A
  2. 2.Paragraph B
  3. 3.Paragraph C
  4. 4.Paragraph D
  5. 5.Paragraph E

Questions 6–9 · 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 fungal products on sale are of more use in shaded plantings than in open ground.
  2. 7.Ilves rules out the possibility that a seedling in shade is any better off for the carbon it receives.
  3. 8.The airborne experiments and the carbon measurements are presented as telling against the same assumption.
  4. 9.The writer takes the difference in seedling survival as evidence that the fungal web sustains regeneration.

Questions 10–13 · Multiple choice

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

  1. 10.Why does the writer mention that a plant is not equipped with nerves?
    1. A. To explain why one branch would need the air to reach another.
    2. B. To argue that plants cannot register damage done to a neighbour.
    3. C. To account for the weakness of the reaction recorded upwind.
    4. D. To question how quickly a shrub is able to mount a defence.
  2. 11.What does Ilves take the carbon figures to show?
    1. A. Birch and fir trade sugars at roughly the same rate.
    2. B. The fungus keeps a good share of what it collects.
    3. C. Labelling techniques overstate the amount that travels.
    4. D. Shaded seedlings die where no connection has formed.
  3. 12.Which shortcoming of his own trial does Traill acknowledge?
    1. A. The old trees kept in place were of a different species.
    2. B. Nine years is too brief a span for regeneration to be judged.
    3. C. Nothing was applied to any plot that would suppress the fungi.
    4. D. Survival counts were made by staff who knew the plot layout.
  4. 13.What is the writer's attitude in the closing paragraph?
    1. A. Practice has moved ahead of a matter that is still open.
    2. B. Forestry rules should wait until the fungi are better known.
    3. C. The popular version has been shown to be wholly mistaken.
    4. D. Growers are being sold something that cannot possibly work.
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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