Đề IELTS Reading · IELTS 8020

Designing Life: The Ethics Of Synthetic Biology

← Tất cả đề Reading
IELTS Academic Reading Band 6.5-8.0 14 câu Bài đọc ~954 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: Yes/No/Not Given · Multiple choice · Điền từ. 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.

Làm đề này trên máy, chấm ngay khi nộp

Đúng định dạng thi máy, có đồng hồ. Nộp xong hiện đáp án kèm lời giải từng câu. Không cần trả phí.

Vào làm đề này →

Bài đọc

AFew technologies have arrived carrying so much borrowed language as synthetic biology. The ambition of the field is easily stated: to move from reading genetic sequences to writing them, and to assemble living systems out of catalogued components in the way an engineer assembles a circuit. The Halden Registry, opened in 2004, now lists more than 24,000 standardised sequences, each with a recorded function. The vocabulary in which the resulting ethical argument is conducted, however, was inherited almost intact from the recombinant-DNA controversy settled at Rockhaven in 1975, a dispute about the accidental escape of altered organisms rather than about the wisdom of making them at all. That inheritance is an awkward one. The Rockhaven rules assume a laboratory that moves a known gene from one familiar species into another and asks only whether the result might get out, whereas much current work designs sequences with no counterpart in anything alive, for purposes announced in advance. Whether machinery built to prevent leaks can also weigh intentions has become the central question of the field.

BViktor Mbeki, a policy scholar at the Vesterlund Institute for Science and Society, argues that the failure of governance here is one of accounting rather than of principle. Between 2011 and 2018 her group read 512 grant applications submitted to biosafety committees in nine countries and coded, line by line, every sentence in which a risk was named. Seventy-one per cent of the applications discussed containment in some form. Twelve per cent said anything at all about what would follow if the organism performed exactly as its designers intended. Over the same years the number of applications filed annually roughly tripled, while the proportion identifying who stood to lose from the work did not move at all. The system, on her reading, asks with great care whether a thing might get out and hardly ever whether it ought to be built, and a question never put cannot be answered badly.

CThe account yields a prediction that can be tested, and Mbeki has tested it. If review is organised around escape, then proposals whose hazards are economic rather than biological should pass most easily. In a blind exercise, 84 committee members drawn from 22 institutions assessed matched pairs of proposals. One version described the manufacture by fermentation of a sweetener at present harvested from a shrub grown by smallholders in three countries; the other version of the same project raised a modest prospect of a strain surviving outside the vessel. Seventy-nine per cent of committees cleared the first at the first attempt, against thirty-one per cent for the second. Clearance without conditions was confined to versions in which no physical release was foreseen. Mbeki is nonetheless careful to present the finding as a limit on one instrument rather than a verdict on the people who operate it.

DRafael Mendes, an engineering biologist at the Kirchmayer Centre for Biological Design, rejects the inference, on the ground that a study of committee paperwork measures the paperwork at least as much as the practice it is meant to reflect. In his own institution, teams beginning a project now hold what he calls an anticipation workshop, a half-day session in which three participants from outside the laboratory, most often a lawyer, a clinician and someone from an affected trade, are asked to describe the world in which the finished organism would be used. Seven of the eleven projects run in this way altered at least one design goal before any construction began. Ethics, Mendes maintains, enters usefully at the bench rather than at the point of submission, by which time the interesting choices have already been made. He concedes two things, however. His eleven projects sit in a single institution, and the effect of the sessions was inferred indirectly, from the revision histories of the design files, because no dependable measure of harm avoided exists.

EThe argument has moved well beyond the seminar room. In 2019 several jurisdictions added synthesised DNA to their export-control lists, and the companies that sell made-to-order sequences now screen incoming orders against a shared hazard list, a voluntary code observed by firms holding roughly eighty per cent of world synthesis capacity. Ventures proposing to brew flavour compounds industrially have met objections framed in these terms. Mbeki points out, uncomfortably for her own position, that nothing in her survey shows that stricter review would have produced better projects, since a defective instrument and a necessary one are not alternatives. Mendes replies that the two cannot be held apart in practice, because funders read the existence of a procedure as evidence that a question has been settled. Both agree that debating the field through single dramatic scenarios, the amateur assembling a pathogen in a garage above all, rather than counts of what ordinary laboratories actually do, 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 one another. Where a hazard is physical, local and immediate, committees see it and deal with it, which is what they were designed in 1975 to do; where a hazard is distributive and slow, a crop no longer worth growing or a skill no longer worth having, no committee sits where it could notice, and the loss falls on people who were never consulted. The unresolved question is whether harms of that second kind are common or rare, and no method now available can settle it, because a project quietly abandoned leaves no record of the damage it did not do. What both researchers reject is the assumption behind the borrowed vocabulary, namely that a new technology must be either a repetition of an older one or wholly without precedent.

Câu hỏi (14 câu)

Questions 1–5 · 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. 1.Mbeki puts the weakness she describes down to the way review is set up rather than to bad faith among those who carry it out.
  2. 2.The point that a faulty instrument and a needed one are not competing possibilities is raised by Mendes in order to answer Mbeki.
  3. 3.The sessions Mendes describes address the question that Mbeki finds absent from almost every application.
  4. 4.Projects that begin with an anticipation workshop reach the construction stage later than projects that do not.
  5. 5.In the matched-pair exercise, every committee cleared the version raising no prospect of escape at the first attempt.

Questions 6–10 · Multiple choice

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

  1. 6.Why does the writer compare the work of the field to the assembling of a circuit?
    1. A. To suggest that biology has grown simpler than engineering is.
    2. B. To convey the aim of building organisms out of listed parts.
    3. C. To explain why the registry records a function for each sequence.
    4. D. To warn that living systems behave less predictably than machines.
  2. 7.In her study of grant applications, what does Mbeki present as the revealing imbalance?
    1. A. Committees spent longer on large projects than on small ones.
    2. B. Few applications named the countries where the work would happen.
    3. C. Far more applications weighed escape than weighed success.
    4. D. The number of applications grew faster than the number of committees.
  3. 8.What does the matched-pair exercise contribute to Mbeki's argument?
    1. A. It supplies the pattern of approval that her account of review predicts.
    2. B. It shows that committees treat economic damage more seriously than escape.
    3. C. It proves that biosafety rules serve no useful purpose whatever.
    4. D. It shows that fermentation is a less hazardous method than farming.
  4. 9.What does Mendes accept about the evidence for his workshops?
    1. A. Nobody from outside the laboratory took part in the sessions.
    2. B. The sessions were held after construction of the organisms began.
    3. C. Their benefit was not established by any direct measurement.
    4. D. Most of the projects went ahead with their goals unchanged.
  5. 10.What does the writer identify as still unsettled at the end of the passage?
    1. A. Whether the code now used by synthesis companies will be made law.
    2. B. Whether the two researchers have been describing the same committees.
    3. C. Whether the rules of 1975 can be adapted instead of being replaced.
    4. D. Whether the harms committees cannot see are common or rare.

Questions 11–14 · Sentence completion

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

  1. 11.Today's argument still uses the words of a quarrel from 1975 that turned on the ________ of altered organisms, not on whether they should exist.
  2. 12.A proposal was cleared ________ only where nothing was expected to get loose.
  3. 13.Lacking any reliable gauge of the harm a project avoids, Mendes judged the worth of the sessions from the ________ of the design files.
  4. 14.Under a voluntary code, the companies selling sequences to order now check every order they receive against a shared ________.
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

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.

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.

Sẵn sàng làm thử?

Làm xong sẽ thấy đáp án, lời giải từng câu và chỗ trong bài đọc quyết định đáp án đó.

Làm đề "Designing Life: The Ethics Of Synthetic Biology" →

Đề Reading khác cùng mức

Xem toàn bộ kho đề IELTS Reading, hoặc vào kho đề luyện tập để lọc theo kỹ năng và dạng câu. Đang cần một khung học tổng thể thì xem lộ trình tự học IELTS.