Cambridge IELTS 17 Test 4 Reading Passage 2 là một bài tập không quá khó nhưng vẫn đủ thử thách để luyện tập cho phần thi IELTS Reading. Để cùng vận dụng hết những từ vựng mà bài có thì hãy cùng ISE giải đề và phân tích đáp án nhé!

 1. Phần thi Cambridge IELTS 17 Test 4 Reading Passage 2 là gì?

1.1. Thông tin bộ sách Cambridge IELTS 17

Cambridge IELTS là một bộ sách được xuất bản bởi Cambridge với mục đích luyện đề thi IELTS và được ra mắt vào tháng 5 hàng năm.

Các đề từ Cambridge IELTS nhìn chung bám khá sát với đề thi thực tế và đã được thí sinh trên toàn thế giới thêm vào danh sách các bộ đề luyện thi IELTS uy tín.

Nội dung sách bao gồm các phần thi của cả 4 kỹ năng trong bài thi IELTS Academic bao gồm: Reading, Listening, Speaking và Writing.

1.2. Tổng quan Cambridge IELTS 17 Test 4 Reading Passage 2

Bài đọc Cambridge IELTS 17 Test 4 Reading Passage 2 nói về sự so sánh giữa việc phát triển giáo dục có thúc đẩy về phát triển kinh tế hay không. Trong bài đọc, theo nghiên cứu trong lịch sử thì dù đôi lúc những nơi có tỷ lệ giáo dục cao nhưng kinh tế lại không phát triển. Dựa vào những tài liệu nghiên cứu được, nhóm nghiên cứu cho thấy các hội nhóm đoàn thể cũng là một lực lượng gây ra việc chặn đứng những phát minh và tiến bộ công nghệ. Họ sử dụng quyền lực và tính độc quyền của mình để chặn những phát minh gây bất lợi cho họ.

Phần Passage 2 sẽ bao gồm 13 câu hỏi từ câu 14 đến 26 của phần Reading Test 4.

 2. Bài đọc và đề bài Cambridge IELTS 17 Test 4 Reading Passage 2

READING PASSAGE 2

You should spend about 20 minutes Questions 14—26, which are based on Reading Passage 2 below.

Does education fuel economic growth?

A. (Q15) Over the last decade, a huge database about the lives of southwest German villagers between 1600 and 1900 has been compiled by a team led by Professor Sheilagh Ogilvie at Cambridge University’s Faculty of Economics. It includes court records, guild ledgers, parish registers, village censuses, tax lists and – the most recent addition – 9,000 handwritten inventories listing over a million personal possessions belonging to ordinary women and men across three centuries. Ogilvie, who discovered the inventories in the archives of two German communities 30 years ago, believes they may hold the answer to a conundrum that has long puzzled economists: the lack of evidence for a causal link between education and a country’s economic growth.

B. As Ogilvie explains, ‘Education helps us to work more productively, invent better technology, and earn more … surely it must be critical for economic growth? (Q23+24) But, if you look back through history, there’s no evidence that having a high literacy rate made a country industrialise ’ Between 1600 and 1900, England had only mediocre literacy rates by European standards, yet its economy grew fast and it was the first country to industrialise. During this period, Germany and Scandinavia had excellent literacy rates, but their economies grew slowly and they industrialised late. ‘Modern cross-country analyses have also struggled to find evidence that education causes economic growth, even though there is plenty of evidence that growth increases education,’ she adds.

C. (Q18) In the handwritten inventories that Ogilvie is analysing are the belongings of women and men at marriage, remarriage and death. From badger skins to Bibles, sewing machines to scarlet bodices – the villagers’ entire worldly goods are included. Inventories of agricultural equipment and craft tools reveal economic activities; ownership of books and education- related objects like pens and slates suggests how people learned. In addition, the tax lists included in the database record the value of farms, workshops, assets and debts; signatures and people’s estimates of their age indicate literacy and numeracy levels; and court records reveal obstacles (such as the activities of the guilds*) that stifled industry.

Previous studies usually had just one way of linking education with economic growth – the presence of schools and printing presses, perhaps, or school enrolment, or the ability to sign names. According to Ogilvie, the database provides multiple indicators for the same individuals, making it possible to analyse links between literacy, numeracy, wealth, and industriousness, for individual women and men over the long term.

D. Ogilvie and her team have been building the vast database of material possessions on top of their full demographic reconstruction of the people who lived in these two German communities. (Q19) ‘We can follow the same people – and their descendants – across 300 years of educational and economic change,’ she says. Individual lives have unfolded before their eyes. (Q16+20) Stories like that of the 24-year-olds Ana Regina and Magdalena Riethmüllerin, who were chastised in 1707 for reading books in church instead of listening to the sermon. ‘This tells us they were continuing to develop their reading skills at least a decade after leaving school,’ explains The database also reveals the case of Juliana Schweickherdt, a 50-year-old spinster living in the small Black Forest community of Wildberg, who was reprimanded in 1752 by the local weavers’ guild for ‘weaving cloth and combing wool, counter to the guild ordinance’. (Q21) When Juliana continued taking jobs reserved for male guild members, she was summoned before the guild court and told to pay a fine equivalent to one third of a servant’s annual wage. It was a small act of defiance by today’s standards, but it reflects a time when laws in Germany and elsewhere regulated people’s access to labour markets. (Q22) The dominance of guilds not only prevented people from using their skills, but also held back even the simplest industrial innovation.

E. The data-gathering phase of the project has been completed and now, according to Ogilvie, it is time ‘to ask the big questions’. One way to look at whether education causes economic growth is to ‘hold wealth constant’. (Q14) This involves following the lives of different people with the same level of wealth over a period of time. If wealth is constant, it is possible to discover whether education was, for example, linked to the cultivation of new crops, or to the adoption of industrial innovations like sewing machines. The team will also ask what aspect of education helped people engage more with productive and innovative Was it, for instance, literacy, numeracy, book ownership, years of schooling? Was there a threshold level – a tipping point – that needed to be reached to affect economic performance?

F. Ogilvie hopes to start finding answers to these questions over the next few years. One thing is already clear, she says: the relationship between education and economic growth is far from straightforward. (Q17) ‘German-speaking central Europe is an excellent laboratory for testing theories of economic growth,’ she explains. Between 1600 and 1900, literacy rates and book ownership were high and yet the region remained (Q25+26) It was also the case that local guilds and merchant associations were extremely powerful and legislated against anything that undermined their monopolies. In villages throughout the region, guilds blocked labour migration and resisted changes that might reduce their influence.

G. ‘Early findings suggest that the potential benefits of education for the economy can be held back by other barriers, and this has implications for today,’ says Ogilvie. ‘Huge amounts are spent improving education in developing countries, but this spending can fail to deliver economic growth if restrictions block people – especially women and the poor – from using their education in economically productive If economic institutions are poorly set up, for instance, education can’t lead to growth.’

Questions 14–18

Reading Passage 2 has six sections, A–F.

Which section contains the following information?

Write the correct letter, A–F, in boxes 14–18 on your answer sheet.

14. an explanation of the need for research to focus on individuals with a fairly consistent income

15. examples of the sources the database has been compiled from

16. an account of one individual’s refusal to obey an order

17. a reference to a region being particularly suited to research into the link between education and economic growth

18. examples of the items included in a list of personal possessions

Questions 19–22

Complete the summary below.

Choose ONE WORD from the passage for each answer.

Questions 23 and 24

Choose TWO letters, A–E.

Write the correct letters in boxes 23 and 24 on your answer sheet.

Which TWO of the following statements does the writer make about literacy rates in Section B?

1. Very little research has been done into the link between high literacy rates and improved earnings.
2. Literacy rates in Germany between 1600 and 1900 were very good.
3. There is strong evidence that high literacy rates in the modern world result in economic growth.
4. England is a good example of how high literacy rates helped a country industrialise.
5. Economic growth can help to improve literacy rates.

Questions 25 and 26

Choose TWO letters, A–E.

Write the correct letters in boxes 25 and 26 on your answer sheet.

Which TWO of the following statements does the writer make in Section F about guilds in German-speaking Central Europe between 1600 and 1900?

1. They helped young people to learn a skill.
2. They were opposed to people moving to an area for work.
3. They kept better records than guilds in other parts of the world.
4. They opposed practices that threatened their control over a trade.
5. They predominantly consisted of wealthy merchants.

3. Đáp án và giải thích chi tiết

3.1. Câu 14 – 18 – Matching Information

Trong phần câu 14 – 20, bài thi yêu cầu thí sinh cần tìm được từ khóa trong câu hỏi. Các câu đáp án đều sẽ được nhắc đến trong bài, tuy nhiên không phải câu nào cũng hoàn toàn đúng hoặc nói về từ khóa của câu hỏi, nên thí sinh cần vận dụng paraphrase để có thể tìm đươc đáp án chính xác.

3.2. Câu 19 – 22 – Summary Completion

Trong phần câu 19 – 22, bài thi yêu cầu thí sinh tìm được phân đoạn chứa thông tin của phần tóm tắt. Để có thể tìm được chính xác từ khóa, thí sinh cần lưu ý các keywords trong câu hỏi và so sánh với paraphrase của chúng trong bài đọc.

3.3. Câu 23 – 26 – Multiple Choice

Trong phần câu 23 – 26, bài thi yêu cầu thí sinh cần hiểu được đại ý trong các câu hỏi để đưa ra được lựa chọn đúng, thí sinh cần nắm rõ keywords và paraphrase của nó trong bài cũng như đại ý của các phần câu hỏi đặt ra.

TỔNG KẾT VỀ CAMBRIDGE IELTS 17 TEST 4 READING PASSAGE 2

Vậy là chúng ta đã cùng nhau đi qua những câu hỏi tuy không quá khó nhưng cũng có thể dễ dàng đánh lừa thí sinh. Bài đọc này được ISE đánh giá là vừa sức với các bạn thi IELTS do chủ đề không quá hàn lâm và từ vựng cũng không quá cao cấp. Vì vậy, việc đạt được điểm tối đa ở bài đọc Cambridge IELTS 17 Test 4 Reading Passage 2 là hoàn toàn có thể nếu bạn có một chiến thuật làm bài hợp lý. Các thí sinh cũng có thể mua sách Cambridge IELTS 16 để tham khảo và tự thực hành các bài tại nhà nhé.

Bạn có thể liên hệ ISE để đăng ký tư vấn lộ trình học IELTS phù hợp tại:

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