Đề IELTS Reading · IELTS 8020

Banking the World's Seeds

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IELTS Academic Reading Band 6.5-8.0 13 câu Bài đọc ~930 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: True/False/Not Given · Điền từ · 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 crop variety can be rescued from extinction simply by putting its seed into a freezer has an appealing finality about it, and it underpins a global network holding something in the order of seven million samples. The arithmetic behind the network is genuinely impressive: a sample dried to five per cent moisture and stored at minus eighteen degrees will, for most species, still germinate after several decades, while duplicate copies lodged in a second country insure against war, fire and administrative collapse. What the arithmetic conceals is that a banked sample is not a museum object but a living population on pause. Seed loses vigour, slowly but without exception, so every accession must eventually be taken out, sown, grown to maturity and harvested again. That operation, known as regeneration, is where the awkward questions begin. Curators must decide how many plants to sow, how to keep pollen from neighbouring plots out, and which fraction of the resulting harvest goes back into store. Each cycle passes the variety through a limited number of parent plants, and whatever is not represented among those parents does not come back.

BThe most systematic attempt to measure the cost of that bottleneck comes from Ingrid Sorhaug, a population geneticist at the Rodal Centre for Crop Diversity, who contends that the threat to banked diversity lies inside the routine rather than in any dramatic failure of the freezers. Between 1978 and 2014 her institution regenerated forty-two accessions of rye and fodder beet, both of which depend on pollen carried from other plants, and archived a portion of every harvest. Sequencing the archived material in reverse allowed her group to count what had gone. Alleles carried by fewer than five per cent of the plants in the founding sample had vanished from sixty per cent of accessions after only three cycles, whereas alleles common in the founding sample survived essentially intact. The losses tracked one variable closely, which was how many parents each cycle had drawn on. Accessions regenerated from at least two hundred plants lost little, while those regenerated from around eighty, a figure curators reach for when greenhouse space is short, lost a great deal.

CSorhaug is careful to say what her figures do not show. Drift on this scale is a problem of outcrossing crops, in which every generation reshuffles the population; wheat and barley, which fertilise themselves, pass through regeneration with far less erosion, and the great cereal collections are therefore in better condition than her headline number suggests. Nor is the damage spread evenly across a genome, since it falls overwhelmingly on rare variants, which is precisely why it went unnoticed for so long: a curator comparing plant height, ripening date or grain colour before and after a cycle would see nothing wrong at all. The difficulty is that rare variants are the ones a breeder eventually needs, because resistance to a disease that has not yet arrived tends to be carried by a handful of plants rather than by the crowd. Her recommendation is unglamorous and expensive: bigger regeneration plots, controlled pollination, and a written record of how many parents each cycle actually used. Whether a national programme can afford all three at once is a question she leaves to the ministries that write the budgets.

DNot everyone accepts that this is where the effort should go. Emeka Oduya, who directs the Kirundo Agricultural Station, dismisses the drift literature as a bookkeeping worry and maintains that the great failure of seed banking is institutional rather than molecular. An audit he published in 2019 found that, across eleven banks in one regional network, just six per cent of accessions had been requested by any breeder in the preceding decade, while a third of the collections had not had their germination rates checked within the interval their own protocols required. A variety that nobody grows, he argues, is being conserved in name only. Sorhaug does not challenge the audit, and concedes that use matters, but replies that an accession never asked for still retains its option value, whereas an allele lost in a greenhouse is gone for every future request. His evidence, moreover, rests on a single network of modest size, and demand from breeders is an imperfect measure of what a collection is worth.

EBoth arguments assume, in any case, a seed that tolerates drying, and a substantial minority of plants produce nothing of the sort. Those of cocoa, mango, avocado and most oaks are killed by the very treatment that preserves a grain of wheat, so their diversity has to be maintained as living trees in field collections, exposed to drought, disease and, in one much-cited case, a hurricane that destroyed a Caribbean cocoa plantation in 2004. Cryopreservation offers a way round the problem by freezing excised embryonic tissue in liquid nitrogen at minus one hundred and ninety-six degrees, yet a workable protocol exists for only a small proportion of these species, and the cost of each accession runs to roughly eight times that of conventional storage. The picture that emerges is not one of a system failing but of a system whose weakest points sit where they are hardest to see. Freezers rarely break down. Nor, on the evidence of the past forty years, do the institutions that operate them collapse as often as the founders of the network once feared. What erodes is the fine structure of a collection, cycle by cycle, in species that outcross, and what is missing altogether is much of what will not sit in a freezer in the first place.

Câu hỏi (13 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.A collection of self-pollinating cereals is likely to survive repeated regeneration in better condition than one of fodder beet.
  2. 2.Sorhaug's figures show that regeneration wiped out most of the variation carried by the original samples.
  3. 3.Banks that keep duplicate copies abroad regenerate their accessions less frequently than banks that do not.
  4. 4.Oduya urges curators to log the number of parents behind every cycle of regeneration.
  5. 5.Reducing an avocado seed's moisture content to the level used for cereals would kill it.

Questions 6–9 · Sentence completion

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

  1. 6.Besides enlarging plots and keeping a written note of parentage, Sorhaug asks curators to practise ________.
  2. 7.Oduya's audit reported that a third of collections had gone longer than their own rules allowed without a check on ________.
  3. 8.Tissue cut from seeds that cannot be dried is instead kept in ________ at an extremely low temperature.
  4. 9.Sorhaug replies that an accession nobody asks for still holds its ________, whereas a variant lost during growing-out is beyond recovery.

Questions 10–13 · Multiple choice

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

  1. 10.Why does the writer compare a stored sample to a population that has merely been paused?
    1. A. To stress that what a bank holds can quietly lose content.
    2. B. To explain why duplicate copies are lodged in another country.
    3. C. To show that dried seed stays alive in store for decades.
    4. D. To question whether freezers can be kept running for so long.
  2. 11.According to the third paragraph, why did the erosion Sorhaug describes go unrecognised for so long?
    1. A. Sequencing of archived harvests had not been attempted before.
    2. B. Curators kept no note of how many parents they used.
    3. C. The characteristics that curators normally inspect were not affected.
    4. D. Outcrossing crops were seldom regenerated before the 1970s.
  3. 12.What does the writer suggest about the audit that Oduya published?
    1. A. Its conclusion is contradicted by the regeneration data.
    2. B. Its basis is too narrow for the conclusion drawn from it.
    3. C. Its figures on viability testing were challenged by Sorhaug.
    4. D. It shows that breeders prefer varieties which are already common.
  4. 13.What overall view of seed banking does the final paragraph convey?
    1. A. Its cheapest techniques have proved to be its least dependable ones.
    2. B. Its central weakness is the risk of equipment failing inside the vaults.
    3. C. Its coverage of tree crops has widened faster than anyone expected.
    4. D. Its problems lie in places that routine inspection does not reach.
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.

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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