Đề IELTS Reading · IELTS 8020

Into the Wind: The Peopling of the Eastern Pacific

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IELTS Academic Reading Band 6.5-8.0 14 câu Bài đọc ~933 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: True/False/Not Given · Điền từ · Yes/No/Not Given. 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 settlement of the eastern Pacific is the largest movement of people into empty ocean that we know of, and for two centuries it was argued about with far more confidence than evidence. Until the 1990s the standard chronology allowed some eighteen hundred years for the process. Then a re-audit published in 2011 went back to the raw material: of 1,400 radiocarbon determinations from island sites, only 268 were made on samples whose age at death could be controlled — short-lived seeds, twigs, the bones of birds that ate nothing from the sea. The rest were set aside. What survived compressed the whole eastern expansion into roughly the years AD 1025 to 1290, a span shorter than the errors that had preceded it. The tightening was welcomed as a triumph, and it was one. But a tighter chronology tells us when the canoes arrived; it does not tell us why they left, and the two questions have been run together far too often since.

BMarama Teariki, a maritime archaeologist at the University of Otautahi, has spent twenty years on the second of them. Her argument turns on a single navigational fact: across most of the region the trade winds blow from the east, and the unfound islands lay to the east as well. A canoe that runs downwind into unknown water can come home only by beating back against the very wind that carried it out. Between 2004 and 2019 her team logged 38 experimental passages in replica double-hulled craft, and found that a well-handled canoe could hold a course within 75 degrees of the wind on the outward leg, then retrace that leg in about a third of the time by running home before the same wind. Setting out into the wind, on her reading, was not bravado but its opposite: it turned exploration into what she calls a guaranteed return. Crews went east because going east could be undone.

CAmira Adebayo, a climate historian at Bergen, accepts the sailing arithmetic and rejects the conclusion drawn from it. Wind is not a constant, he objects, and the easterly regime that makes the argument work breaks down for months at a time during strong El Niño events, when westerlies run far out into the tropical Pacific. His group put 100,000 simulated voyages through a model driven by winds reconstructed from coral isotope records rather than by modern averages. Under mean conditions a canoe leaving Mangareva made landfall on Rapa Nui, 2,600 kilometres away across water with nothing in it, in 2 per cent of trials; during the prolonged westerly anomalies his records place between AD 1140 and 1260, the figure rose to 31 per cent. Opportunity and achievement arrive together, he concludes, and no experiment with a replica can prise them apart. What looks like a strategy may be only a register of the years in which the ocean permitted one.

DNeither side disputes that such knowledge could be lost as easily as won. Geochemical sourcing has traced nineteen basalt adzes recovered from one central Pacific atoll to a single quarry some 2,500 kilometres off, and every one of them falls inside a 120-year band; after that band, nothing arrives from anywhere. Comparable sequences turn up across the region, and they carry a condition that is easy to read past: long-distance exchange outlasted two or three generations only where a settlement could draw on more than one source, so that the failure of a single route did not end the traffic altogether. Teariki treats the collapse of voyaging as evidence that it had been a technique, since techniques are the kind of thing communities abandon. Adebayo answers that a closing climate window would produce exactly the same silence, and that this silence is the one signal both of them can read whichever way suits.

EThe provisioning figures unsettle both accounts. A double canoe carrying twenty people needs, by Teariki's own estimate, 60 litres of fresh water a day, and the largest reconstructed hulls hold about eleven days' worth; at an average of 4.5 knots the crossing from Mangareva takes sixteen. Rain and fishing must therefore have covered the shortfall, which they do dependably in some seasons and not at all in others. Then there is the sweet potato, a South American plant present in the eastern islands by about AD 1200 and known there, in several languages, by a word close to the Andean kumara. Teariki reads it as proof of a completed round trip and so of navigation under deliberate control. Adebayo replies that a single arrival need not imply a voyage completed in both directions, since the plant travels well in a hull and the people who carried it may never have gone home.

FTwo features of the quarrel deserve more attention than they get. The first is that the antagonists are not answering the same question. Teariki asks what a crew was capable of doing on purpose; Adebayo asks how often the ocean let anybody try. A result that strengthens one account need not weaken the other, and treating the dispute as a contest has cost the field a decade. The second is the traffic between model and voyage. Replica passages are sailed by crews who know that land lies ahead of them and that a rescue vessel is somewhere behind, while simulations inherit whatever the wind reconstruction has assumed. Adebayo concedes that the evidence behind his reconstruction comes from one archipelago alone, and that a single badly read century in those corals would shift his windows by decades. That admission is worth more than another season of replica sailing.

Câu hỏi (14 câu)

Questions 1–5 · 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. 1.The 2011 re-audit treated fewer than one in five of the radiocarbon determinations it examined as usable.
  2. 2.Teariki's argument is that canoes made their outward passages downwind so that the homeward leg would be faster.
  3. 3.Crews who left on upwind headings lost fewer lives at sea than crews who did not.
  4. 4.The claim that one arrival does not prove a voyage was completed in both directions is made by the researcher whose team logged 38 experimental passages.
  5. 5.On Adebayo's reconstruction, the years in which a canoe was likeliest to reach Rapa Nui fall inside the period to which the re-audited dates confine the eastern expansion.

Questions 6–10 · Sentence completion

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

  1. 6.Teariki maintains that heading into the wind turned exploration into what she calls a guaranteed ________, since a crew that found nothing could still run home.
  2. 7.Adebayo's simulations raise a canoe's chance of making landfall on Rapa Nui roughly fifteenfold in the centuries when his coral records indicate prolonged ________ anomalies.
  3. 8.Nineteen adzes recovered from a single atoll were all traced to one ________ lying about 2,500 kilometres away.
  4. 9.Exchange over long distances outlasted two or three generations only where a community had more than one ________ to draw on, so that the loss of a single route did not end it.
  5. 10.The evidence behind the wind reconstruction, its author admits, comes from one ________ alone.

Questions 11–14 · 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. 11.The writer treats the narrowed chronology as having settled the question of why the voyages were undertaken.
  2. 12.The writer states that winds reconstructed from coral isotope records give a more accurate picture of past conditions than modern wind averages do.
  3. 13.In the writer's view, a finding that supports one of the two explanations does not automatically damage the other.
  4. 14.The writer holds that a further season of replica sailing would be of greater value than a researcher's admission of what his evidence rests on.
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

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.

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.

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.

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