Đề IELTS Reading · IELTS 8020

How the Vikings Crossed an Empty Ocean

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IELTS Academic Reading Band 7.0-8.5 13 câu Bài đọc ~923 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 Norse voyages to Iceland and Greenland are usually explained by pointing at objects. A notched wooden disc, a lump of transparent crystal, a bearing dial: each has been offered, at one time or another, as the device that turned an eight-hundred-kilometre passage out of sight of land into a routine act rather than a gamble. The appeal of such explanations is partly practical, since an object can be photographed, reconstructed and put in a case, whereas a habit of mind cannot. It is also, however, an argument from absence. The medieval annals that record these crossings describe cargoes, quarrels and losses at length, yet mention no instrument at all, and a catalogue of grave goods published in 1998 lists nothing from the several hundred burials of seafaring men in the northern settlements that a modern sailor would recognise as navigational equipment. Wood decays and crystal is easily mislaid, and nobody expects a complete record of what was carried in an open boat. Historians have generally treated the silence as an accident of preservation. A smaller group has begun to treat it as evidence.

BThe most developed version of that second position belongs to Astrid Villard, a maritime historian at the Kvitsoy Institute for Northern Seafaring, who argues that the decisive equipment was never carried aboard but held in the memory of the crew. Norse sailing directions, preserved in later manuscripts, are not charts but sequences of expectations: the number of days to be spent on a heading, the bird that ought to appear, the colour the water takes over a particular bank, the height at which a mountain should stand above the horizon when land is finally raised. Villard assembled 214 crossings named in the annals of the northern dioceses and found that 27 of them ended in loss, a proportion that fell to one in fourteen on the Iceland run, which was sailed most often of all. Her explanation is not that those sailors were lucky. A route travelled every season, she maintains, is a route under continual correction, since every returning ship brings back a revision, and the description held by a navigator is amended at a speed no written chart of the period could approach.

CVillard is careful about how far the argument reaches. Knowledge of the kind she describes decays quickly, because it exists only in the heads of the people who use it, so a route left unsailed for a generation is in effect a route that has to be found all over again. That, on her account, is why the western passages beyond Greenland were made a handful of times and then let go, while the Iceland run stayed ordinary for three centuries. Two weaknesses in her evidence are acknowledged. The annals she counted were compiled long after the events, mostly by clerics with no interest in seamanship, and a voyage that ended badly was far likelier to be written down than one that ended in the usual way, which would push her figure for losses upward rather than down. She also has no means of dating the sailing directions themselves, since the manuscripts are late, and a remark about a bird or a swell may have entered the text at any point across three hundred years.

DDiarmuid Callaghan, an experimental archaeologist at the Ardmore Centre for Maritime Reconstruction, dismisses the whole approach as an argument that cannot fail. Expectations about birds and water colour, he objects, tell a crew where they are not; they do not hold a vessel on a line between one noon and the next, and it is the accumulation of small errors in heading that leaves a ship a hundred kilometres south of an island it never sees. Between 2011 and 2016 his group sailed a replica trading vessel across the same waters eleven times, recording position continuously. Crews steering by sun and swell alone wandered an average of 9 degrees from the intended course each day, an error that a shadow board of the type reconstructed from the Greenland disc brought down to 3 degrees. Callaghan concedes that his crews were modern, that every voyage was made between June and August, and that a single hull was used throughout. What he denies is that these limitations touch his central point, since error accumulates faster, not slower, in the conditions he avoided.

EMost specialists now describe the two accounts as answering different halves of one problem, and that division of labour has become the standard settlement: a device of some sort keeps a ship pointing in roughly the right direction, while remembered expectations tell the crew when the direction has become wrong and what should be done about it. Neither half is much use without the other. The settlement, though, conceals a genuine dispute about what the Norse achievement consisted of. Callaghan reads it as a technical solution, arrived at once and thereafter passed on; Villard reads it as a social one, sustained only for as long as enough ships kept sailing to keep the knowledge current, and lost when they stopped. The distinction matters well beyond the north Atlantic, since it decides what a seafaring society must maintain in order to remain capable, and on that question the archaeology of the seabed, which recovers hulls and cargo but never conversation, will always speak for one side more loudly than for the other. Whether the capability was a possession that could be handed on, or a practice that had to be performed, is in the end what the objects cannot settle.

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. An expertise that improves through frequent use
  2. How a simple shadow board reduces drift
  3. Reinterpreting what the record fails to mention
  4. Shared ground that leaves the main question open
  5. Written charts and their advantage over memory
  6. Measuring what remembered signs cannot achieve
  7. Limits of the theory and of its sources
  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.For Villard, how often the Iceland passage was made accounts both for its low rate of loss and for its survival as an unremarkable voyage over three centuries.
  2. 7.It is Callaghan who holds that the western routes beyond Greenland were given up because the knowledge they called for was no longer being renewed.
  3. 8.Callaghan agrees that the restrictions built into his sea trials weaken the conclusion he draws from them.
  4. 9.Present-day sailors find a reconstructed trading vessel harder to handle than medieval crews would have found it.

Questions 10–13 · Multiple choice

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

  1. 10.Why does the writer mention what can be placed in a display case?
    1. A. To explain why one kind of explanation has proved more attractive.
    2. B. To blame museums for their neglect of the written sources.
    3. C. To show that reconstructions have grown more accurate over time.
    4. D. To suggest that such devices were rarer at sea than is assumed.
  2. 11.What does the passage indicate about the steering errors recorded during Callaghan's voyages?
    1. A. They were smaller when the crew relied on birds and water colour.
    2. B. They were noted only on voyages made outside the summer months.
    3. C. They came from a hull that handled worse than a medieval one.
    4. D. They fell by about two thirds once a steering aid was used.
  3. 12.Which weakness in her own material does Villard acknowledge?
    1. A. The clerics who compiled it disagreed about which routes existed.
    2. B. Disasters were more likely to be written up than uneventful arrivals.
    3. C. Several of the crossings she listed appear twice in her total.
    4. D. It covers only the years in which the western routes were open.
  4. 13.What is the writer's view of the disagreement, as expressed in the final paragraph?
    1. A. Underwater excavation is likely to settle the argument before long.
    2. B. Devices mattered more on long crossings than on familiar ones.
    3. C. The settlement most specialists accept leaves the real question open.
    4. D. Villard's account has quietly been dropped by most specialists.
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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