Essential strategies and practice techniques for this IELTS Reading question type. Learn how to manage time and improve accuracy.
Originally published April 2023. Last reviewed 3 July 2026.
Video Games and Violence
For quite some time now, video games that involve significant amounts of violence have been blamed for growing numbers of violence by young people, the demographic most likely to play these games. Debate about this has even reached the courts, with both sides of the argument claiming that the scientific literature supports their opinions. Some experts involved have proclaimed that the debate is scientifically settled and that only people holding personal concerns and biases oppose these established truths.
Scientifically, two competing social theories have been formulated about the potential effects of video game violence. The first is that video games increase violence because they teach players how to be violent and reinforce violent tendencies. The second theory is that video games have a possibly beneficial effect, because they provide a socially acceptable outlet for the release of aggression and thereby promote better mental health.
Articles reviewing the effects of video games on general populations have found links between playing violent video games and changes in behaviour, and/or thought process, with some finding that people who played realistic violent games for 45 minutes had a greater increase in violent and aggressive feelings than persons who played unrealistic violent video games or non-violent video games for the same period. What seems clear though is that certain populations are more at risk and/or are more likely to play violent video games than others.
Studies suggest that at-risk individuals are usually male, have pre-existing personality disorders or traits, for example a conduct disorder, have pre-existing mental health conditions, have had difficult or traumatic upbringings, and are insecure with poor self-esteem. Children with attention deficit disorder were also seen to be at a higher risk of showing addictive behaviour to violent video games and that violent video games might be a significant risk variable for aggressive behaviour in persons who already have aggressive personality traits.
There are, of course, plenty of other groups of people (probably the majority of users) who play and enjoy video games, with or without violence, that have no character disorders at all. Another recent key report which relied on parents’ self-report of their children’s video game playing behaviours suggest that spending a large amount of time playing violent video games was correlated with troublesome behaviour and poor academic achievement. The same study also indicated that children who played more educational games had more positive outcomes.
What is interesting is that the comic book debate of the 1950’s is eerily similar when compared to the current debate about the effects of video games on children. In 1954, the US Senate Subcommittee on Juvenile Delinquency held hearings on the effects of comic books on America’s youth. The primary focus of the Senate hearings was ‘crime and horror’ comic books, some of which graphically showed horrific images, such as dismembered bodies.
Concerns were voiced that these comics would lead to a decline in public morals, an increase in violence and aggression, an increase in general lawlessness, and societal disrespect and deterioration. Medical and social science experts became involved in the debate, writing articles in reputable journals. Many of the concerns that dominate the current video game debate were also expressed and it could show the frequently experienced perception that violent behaviour is always more prevalent in the present than in the past and that people just search for a scapegoat on which to blame it.
Although many articles have suggested a connection between violent video games and aggression, several studies have found no such relationship. One study in fact showed that non-gamers and excessive gamers both had lower self-reported mental wellness scores than low to moderate gamers. This finding suggests that excessive playing may be detrimental, but that there are some protective and non-harmful consequences to playing in moderation.
This finding is in line with social theory, which suggests that video games, like sports, may provide an outlet for individuals to work through aggression and, therefore, have better mental functioning and overall lower levels of aggression. The same study pointed to the positive attributes of violent video game playing, such as improved visual-spatial coordination, increased peripheral attention, and increased decision-making capabilities. People who play a lot of video games also generally have better overall computer skills than people who do not.
Another study examining the multivariate risk issues for youth violence showed that the most common positive predictors of youth violence were delinquent peer influences, antisocial personality traits, depression, and parents or guardians who use psychological abuse in family relationships. The factors that were not found to be predictive of youth violence included neighbourhood quality, parental use of domestic physical violence in intimate relationships, and exposure to violent television or video games.
A recent neurological study provided further evidence that video games do not increase violent behaviour by users. The study examined whether there was a change in brain imaging that suggested a loss of distinction between virtual and actual violence in players of violent video games compared with controls. What was found was that the ability to differentiate automatically between real and virtual violence was not diminished by a long-term history of violent video game play, and nor were gamers’ neural responses to real violence subject to desensitization processes. This would indicate that video games do not cause people to lose their grip on what is real in comparison with what is fantasy.
Many questions are raised by the split nature of the scientific literature regarding violence and video games and it should also be remembered that a correlation does not prove a causation. Stakeholders need to examine the current video game debate in order to decide how to sensibly influence social policy.
Questions 27-33
Do the following statements agree with the information given in the text?
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
27 Violent video games are most likely to be played by people in their youth and middle age.
28 It has been claimed that people, who still feel the effects of violent video games are not decided and clear, have vested interests in the debate.
29 lt is claimed that men and women are more or less equally threatened by the effects of violent video games.
30 One study has found a link between usage of violent video games and poor school performance.
31 Various violent video games are based on stories previously published in comic books.
32 Some of the comic books of the 1950’s had shocking images of mutilated people.
33 It has been claimed that violence has always been present in society and video games are just the latest thing to blame it on.
Questions 34-39
Write NO MORE THAN THREE WORDS from the text for each answer.
Studies Defending the Use of Violent Video Games
Study 1
Non-gamers and excessive gamers had similar grading in terms of 34………….It shows excessive gaming can have protective effects.Similar ideas in social theory – users can rid themselves of 35……. and therefore have a better mental condition.Gaming can improve visual spatial coordination, peripheral attention, 36………. and computer skills.
Study 2
It examined the various risk factors for youth violence – peers, personality, depression and psychological abuse.Non-factors were 37…………., violence at home and violent TV and video games.
Study 3
A neurological study examining variations in 38…………. when users interacted with virtual and real violence.Results showed that users’ differentiation between virtual or real violence was not affected by the use of violent video games.The 39………… with regards to real violence in users’ neural reactions were also not affected.It shows video games do not affect people’s perceptions of what is real or what is fantasy.
Question 40
Choose the correct letter, A, B, C or D.
40 What is the writer’s purpose in the reading passage?
A To defend the use of violent video game usage.
B To discourage people from using violent video games.
C To examine examples of violence by users of violent video games.
D To review what has been discovered about the effects of violent video games.
A detailed guide to this IELTS Writing Task 2 essay type, with structure templates, useful vocabulary, and techniques to achieve Band 7+.
Originally published June 2017. Last reviewed 3 July 2026.
In this post, we will be looking into how you can understand the writer’s opinion and attitude in a text.
When you read a book, article, etc, you should be able to understand how the writer feels or thinks about a subject. For example, in an article or blog about travelling, you may read views on certain places and how they feel when going there. This can help you to understand how they explain their opinions and views through the language they use.
Understanding attitude and opinion are important skills because writers do not always clearly state how they think or feel.
When reading an opinion piece, think about the following questions;
How does the writer share their opinion – is it obvious?
What language/vocabulary do they use?
How can you tell what they are thinking or feeling?
Exercise 1
Look at the opinion piece below from The Guardian – how does the writer share his opinion about the topic?
Answer the following questions (Yes, No, Not Given)
Skim the text and see if the statements below agree with the claims of the writer >>
YES – if the statement agrees with the views or claims
NO – if the statement contradicts the views or claims
NOT GIVEN – it is impossible to say what the writer’s views/claims are
10. The hospital staff were mainly from the UK
11. The surgical procedure the writer needed was created by a Doctor from the Philippines
12. This is the second time the author has had heart surgery
13. Officials should give more funding to the NHS and employ more people from around the world
I’m having heart surgery in a few hours. I fear for myself – and the NHS – By Giles Fraser
Last Sunday afternoon, on the feast day of Pentecost, I had a heart attack. A pain seized my chest and coursed down my left arm. Maybe, as a middle-aged, overweight diabetic, I shouldn’t have been all that surprised. But I was. Within minutes of phoning 101, I was on my back in St Thomas’ hospital, central London, hooked up to beeping machines, sweaty and scared.
The doctor who looked after me in A&E had been up all night, saving the lives of men and women who had been stabbed by terrorists around Borough Market. And though it feels crass to say, I am going to say it anyway: he was Muslim. And French. The off-duty Australian nurse who rushed to help the dying, and was murdered for her compassion, was also from this NHS trust. On the ward, those who could stand for a minute’s silence to remember her.
The word multicultural is no longer fashionable. But I don’t know what other words to use to describe the feel of St Thomas’. The nurse who wheeled me over to x-ray was Portuguese. The woman who made me a cup of tea was Brazilian. One of my consultants wore a turban. The other was Thai. My night nurse was from Essex. And the doctor doing my angiogram was, I guessed, from Nigeria. “How are you?” she asked. “Wahala,” I replied, knowing the Yoruba for trouble. She laughed. I had guessed right.
The Pentecost story from the book of Acts tells of the disciples being miraculously understood across many languages. The reading has a wonderful rhythm to it, familiar to churchgoers. They were understood by “Parthians, Medes and Elamites; residents of Mesopotamia, Judea and Cappadocia, Pontus and Asia, Phrygia and Pamphylia, Egypt and the parts of Libya near Cyrene; visitors from Rome (both Jews and converts to Judaism); Cretans and Arabs”.
On Sunday morning I was preaching about how people were united across cultures, in a common cause to bring life to others. By the afternoon I wasn’t just talking about it, I was living it. Pentecost is the original feast day of multiculturalism. And, in this country at least, the NHS is its most impressive secular institution – though the religious and the secular are not entirely unconnected. This hospital was founded by monks in the 12th century. And it carries a saint’s name that time cannot unfrock.
So on Friday, as others are digesting what flavour of government we are going to be living under for the next five years, I will be oblivious to politics, undergoing triple heart bypass surgery (by a Greek surgeon). It turns out that the arteries around my heart need replacing.
Though pretty commonplace these days, this amazing surgery was pioneered by an Argentinian doctor, René Favaloro. And his is a remarkable story. Having opposed the right-wing military regime of President Juan Perón, he was refused a prestigious medical position and instead set up a practice for the poor, after which he emigrated to Cleveland, Ohio, even though he spoke little English.
In October 1967 he operated on a vegetable wholesaler from DeKalb, Illinois. This man’s coronary arteries were so dangerously blocked that he had been told by his family doctor that he had no more than three months to live. Offered experimental surgery by Favaloro, the patient agreed. Favaloro opened up the patient’s ribcage, took a vein from his leg and used it to bypass the blocked section of artery around the heart. It worked. Fifty years later, this is pretty much the same operation that I’m about to undergo.
As hospital reading, my wife brought me The Matter of the Heart, Thomas Morris’s new book on the history of pioneering heart operations. The story begins with a second world war US army surgeon working to remove shrapnel from soldiers’ chests in a shed in the Cotswolds and ends with the surreal prospect of the 3D printing of hearts. For someone in my condition, it’s on the edge of being too much information. And it doesn’t attempt to get to grips with the symbolic nature of the heart: of how it developed a connection with the emotions, of why it makes sense to say that “I love you with all my heart” or that someone with courage has a big heart. Certainly, a heart operation feels viscerally different from an operation, say, on the liver, though both can kill you. Perhaps it is the spasmodic rhythm of the heart’s beating that suggests the source of life itself. It feels almost creepy that someone will soon be holding my heart in their hands.
“In a lifetime of 80 years, the heart beats around 3bn times,” Morris explains. I calculate that if I want to live well past 80, my replumbed heart will have to shift another 100m litres of blood. That’s around 40 swimming pools full. Preferably, I don’t want it to pack up before then. The vegetable salesman lived for another 26 years after Favaloro changed his pipes. I’d like to do a bit better than that.
When I come round from surgery – prayers and crossed fingers all welcome – I may be in a ward facing parliament. Whichever government takes up residence over there, it absolutely has to be one that treasures this extraordinary, wonderful, beautiful National Heath Service. I’m obviously being emotional about it. And biased. But the blood supply of the NHS is both funds and staff – and to those who would use Brexit to restrict the flow of immigration, I remind them that, for the NHS, this means international staff too.
After his time in the US, Favaloro returned to Argentina, to work once more with the poor in Buenos Aires: his heart procedure was not just for the overfed and wealthy. But this life-saving work was undermined by a financial crisis in his hospital. Increasingly desperate, in 2000 René Favaloro shot himself. And inevitably, perhaps, he aimed the gun at his heart. In a suicide note, he expressed frustration that the government refused properly to fund patient care. Those who have ears to hear, let them hear.
Answers are at the bottom of the page.
REVIEW AND STRATEGY
TIP >> Read the instructions before you start reading the questions or the text. Take note if the questions are true, false, not given or yes, no, not given.
TIP >> Read the questions and the given text. For the yes, no, not given questionslook out for keywords that suggest the writer is sharing their view or opinion, like; always, occasionally, some or claimed.
TIP >> Skim read the text and match the statement to the correct part of the text.
TIP >> Check that the statement exactly matches the meaning of the text if you are going to say it is true (or yes). If it does not it is false (or no). If there is no information – it is not given.
TIP >> Answers are in the same order as the text, work your way through them. If you are going over and over looking for something, then it is most likely ‘not given’. Don’t waste lots of time looking for something that is not there.
TIP >> Be aware of synonyms and paraphrasing.
Answers >>
How does the writer share his opinion about the topic?
The writer shares his feelings about the NHS staff and the care he received from them by explaining how he was attended to by many people from all over the world. That the NHS is a multicultural place bringing people together for one cause – to help people and save lives. He gives his opinion that the government should make sure they treat the NHS well, giving more funds and not restricting international staff from working in the UK.
Exercise 1 Answers >>
10. No 11. No 12. Not Given 13. Yes
We hope you found this post useful in helping you to study for the IELTS Test. If you have any questions please let us know in the comments below or on the Facebook page.
The best way to keep up to date with posts like this is to like us on Facebook, and then follow us on Instagram and Pinterest.
If you need help preparing for the IELTS Test, join the IELTS Achieve Academy and see how we can assist you to achieve your desired band score. We offer an essay correction service, mock exams, and online courses.
Comprehensive guide covering essential IELTS preparation strategies and techniques to help you achieve your target band score.
Originally published June 2017. Last reviewed 3 July 2026.
In this post, we will be looking at identifying information and the writer’s views or claims,including true, false and not given and yes, no not given questions.
True, False, Not Given
In the IELTS Reading Test, common questions include true, false, not given. You will be asked to identify information in a text, then reading statements and deciding if they are true, false or not given.
When reading the text, you must concentrate and look for the following;
TRUE – this means that the statement agrees with the information in the text.
FALSE – This means that the information disagrees with the information in the text.
NOT GIVEN – this means that the information is not present in the text – so you cannot say if it is either true or false.
For the answer to be true, it must agree and be true to the information given in the text. Any information that is not shown in the text would be not given.
TEST QUESTION
In the IELTS test, the true, false, not given questions will look similar to the those below >>
Exercise 1
Read the text below (from the English History website) and decide if the statements are true, false or not given.
Mary, Queen of Scots was one of the most fascinating and controversial monarchs of 16th century Europe. At one time, she claimed the crowns of four nations – Scotland, France, England and Ireland. Her physical beauty and kind heart were acknowledged even by her enemies. Yet she lacked the political skills to rule successfully in Scotland. Her second marriage was unpopular and ended in murder and scandal; her third was even less popular and ended in forced abdication in favour of her infant son. She fled to England in 1568, hoping for the help of her cousin, Elizabeth I. Her presence was dangerous for the English queen, who feared Catholic plotting on Mary’s behalf. The two queens never met and Mary remained imprisoned for the next nineteen years. She was executed in 1587, only forty-four years old. By orders of the English government, all of her possessions were burned. In 1603, upon Elizabeth’s death, Mary’s son became king of England as James I.
True – if the statement agrees with the information
False – if the statement contradicts the information
Not Given – if there is no information present
10. Mary Queen of Scots was once the monarch of four different places.
11. Mary married her first husband Francis ii of France in 1558.
12. Mary and Queen Elizabeth 1st were good friends and met often.
13. After her death, Mary’s son James 1st became the King of Scotland.
Answers at the bottom of the page.
TIP >> NOT GIVEN > The IELTS Reading Test is measuring your ability to be able to read a text and find information within it. Not about your general knowledge on the subject. If the information is not in the text – your answer would, therefore, be not given.
Exercise 2
Read the text below (from the English History website) and decide if the statements are true, false or not given.
Henry’s first wife, Katharine of Aragon, was the youngest child of the ‘Catholic Kings’ of Spain, Ferdinand and Isabella; she and Henry were married for over twenty years. His second wife, Anne Boleyn, was the daughter of an ambitious knight; she was executed after three years of marriage. His third wife, Jane Seymour, died after less than two years of marriage, having finally produced a son and heir for Henry. His fourth wife, Anne of Cleves, was divorced mere months after the wedding, for Henry found her unattractive and was already courting his fifth wife, Catherine Howard. Catherine was executed after less than two years of marriage and the king settled upon the twice-widowed Katharine Parr as his sixth wife. She outlived the mercurial king.
True – if the statement agrees with the information
False – if the statement contradicts the information
Not Given – if there is no information present
14. Henry’s first wife Katharine of Aragon was the longest relationship he had with any of the wives.
15. Henry Viii favoured his second wife Anne Boleyn above all the others.
16.Henry Viii divorced Anne of Cleaves after a short time.
17. atherine Parr had two sons with Henry Viii before he died.
Answers at the bottom of the page.
Exercise 3
Read the text below (from the English History website) and decide if the statements are true, false or not given.
Elizabeth Tudor is considered by many to be the greatest monarch in English history. When she became queen in 1558, she was twenty-five years old, a survivor of scandal and danger, and considered illegitimate by most Europeans. She inherited a bankrupt nation, torn by religious discord, a weakened pawn between the great powers of France and Spain. She was only the third queen to rule England in her own right; the other two examples, her cousin Lady Jane Grey and half-sister Mary I, were disastrous. Even her supporters believed her position dangerous and uncertain. Her only hope, they counselled, was to marry quickly and lean upon her husband for support. But Elizabeth had other ideas.
She ruled alone for nearly half a century, lending her name to a glorious epoch in world history. She dazzled even her greatest enemies. Her sense of duty was admirable, though it came at a great personal cost. She was committed above all else to preserving English peace and stability; her genuine love for her subjects was legendary. Only a few years after her death in 1603, they lamented her passing. In her greatest speech to Parliament, she told them, ‘I count the glory of my crown that I have reigned with your love.’ And five centuries later, the worldwide love affair with Elizabeth Tudor continues.
‘Proud and haughty, as although she knows she was born of such a mother, she nevertheless does not consider herself to inferior degree to the Queen, whom she equals in self-esteem; nor does she believe herself less legitimate than her Majesty, alleging in her own favour that her mother would never cohabit with the King unless by way of marriage, with the authority of the Church….
She prides herself on her father and glories in him; everybody saying that she also resembles him more than the Queen does and he therefore always liked her and had her brought up in the same way as the Queen.’ the Venetian ambassador Giovanni Michiel describes Elizabeth; spring 1557.
Elizabeth Tudor was born on 7 September 1533 at Greenwich Palace. She was the daughter of King Henry VIII and his second wife, Anne Boleyn. Henry had defied the papacy and the Holy Roman Emperor to marry Anne, spurred on by love and the need for a legitimate male heir. And so Elizabeth’s birth was one of the most exciting political events in 16th-century European history; rarely had so much turmoil occurred on behalf of a mere infant. But the confident predictions of astrologers and physicians were wrong and the longed-for prince turned out to be a princess.
True – if the statement agrees with the information
False – if the statement contradicts the information
Not Given – if there is no information present
18. Queen Elizabeth 1st wanted to find a husband to share her royal responsibilities.
19. Queen Elizabeth 1st was loved by many.
20. Queen Elizabeth 1st was the only female heir to the throne.
21. Henry was determined to marry Anne Boleyn, driven by his affection and his longing for a son.
Answers at the bottom of the page.
What is the difference between true, false, not given and yes, no, not given questions?
There is a difference between the true, false, not given questions and the yes, no, not given questions.
The true, false, not given questions are asking you to look for information based on facts in the text.
The yes, no, not given questions are asking you to look for the writer’s views or claims in the text.
Identifying The Writer’s View or Claims
When the writer is giving their opinion, this is them expressing their view on a topic. If the writer presents something as a fact, then this is a claim. Therefore to find a claim or view in the text, you are required to read the text and use your own interpretation of it.
Not given still means that you cannot find any information in the text in relation to the statement.
Yes, No, Not Given
For these questions you will look at the following;
YES – if the statement agrees with the views or claims
NO – if the statement contradicts the views or claims
NOT GIVEN – it is impossible to say what the writer’s views/claims are
TEST QUESTION
In the IELTS test, the yes, no, not given questions will look similar to the those below >>
Exercise 4
Read the text below (from the BBC English History website) and decide if the statements are yes, no or not given.
Viking Raids
Raids by seaborne Scandinavian pirates on sites in Britain, especially largely undefended monastic sites, began at the end of the eighth century AD.
By the end of the ninth century, there were large-scale settlements of Scandinavians in various parts of Britain, and they had achieved political domination over a significant territory.
Early in the 11th century, the king of Denmark became King of England as well. And in 1066 there were separate invasions by the king of Norway, Harald Hardrada, and Duke of Normandy, William, the latter the descendant of Scandinavian settlers in northern France.
Many monasteries in the north were destroyed, and with them any records of the raids.
Yet the most significant development of the period was an indirect result of Scandinavian involvement in the affairs of Britain – the emergence of two kingdoms of newly unified territories, England and Scotland.
In 793 AD, an anguished Alcuin of York wrote to the Higbald, the bishop of Lindisfarne and to Ethelred, King of Northumbria, bemoaning the unexpected attack on the monastery of Lindisfarne by Viking raiders, probably Norwegians sailing directly across the North Sea to Northumbria.
It is clear from the letter that Lindisfarne was not destroyed. Alcuin suggested that further attack might be averted by moral reform in the monastery.
Over the next few decades, many monasteries in the north were destroyed, and with them any records they might have kept of the raids. We know no historical details of the raids in Scotland, although they must have been extensive.
Iona was burnt in 802 AD, and 68 monks were killed in another raid in 806 AD. The remaining monks fled to Kells (County Meath, Ireland) with a gospel-book probably produced in Iona, but now known as the ‘Book of Kells’.
Other monasteries in Scotland and northern England simply disappear from the record. Lindisfarne was abandoned, and the monks trailed around northern England with their greatest possession, the relics of St Cuthbert, until they found a home in Durham in 995 AD.
Skim the text and see if the statements below agree with the claims of the writer >>
YES – if the statement agrees with the views or claims
NO – if the statement contradicts the views or claims
NOT GIVEN – it is impossible to say what the writer’s views/claims are
7. The most important part of that time was the evolution of two empires.
8. The fear that the Norwegians would cross the ocean and settle into the North of England.
9. The Vikings left with treasures including ‘The Book of Kells’.
10. The Vikings ruined many places along the north coast in the UK including Bamburgh Castle.
Answers at the bottom of the page.
Exercise 5
Read the text below (from the BBC English History website) and decide if the statements are yes, no or not given.
The Home Front
The concept of a ‘Home Front’ – when civilians are mobilised en masse to support the war effort during a conflict – dates from World War One, as far as the British are concerned. It was re-activated in 1938 during the Munich crisis when civilians were encouraged to enrol in Air Raid Precautions (ARP) or the Auxiliary Fire Service (AFS).
Anticipating terror from the air
ARP was a reaction to the fear, shared throughout Europe in the 1930s, of the mass bombing of civilians from the air. In the 1930s, the government estimates calculated that 600,000 people would be killed and 1.2 million injured in air raids during a future war.
The evacuation had already been running for two days by the time war with Germany was announced on 3 September 1939. Throughout the war, three million people were moved beyond the reach of German bombers, in what became a fundamentally life-changing event for many. The internment of German and Austrian ‘aliens’ also commenced at the outbreak of war, and those considered high risks were interned immediately. Later, Italian aliens were ’rounded up’ under Churchill’s orders after Italy joined the war in June 1940.
‘Doing your bit’
The nation’s labour was once again mobilised, and to an even greater extent than World War One. Half a million women joined the uniformed services, and millions more worked in the factories and on the land. Both men (from 1939) and women (from 1941) were conscripted. Men were even conscripted into the coal mines – one in ten of those enlisted domestically.
Skim the text and see if the statements below agree with the claims of the writer >>
YES – if the statement agrees with the views or claims
NO – if the statement contradicts the views or claims
NOT GIVEN – it is impossible to say what the writer’s views/claims are
11. Although many people were in the military services during World Wars 1 and 2 much more volunteered to help.
12. During the war, many people were displaced.
13. People from Italy were offered protection from the English government.
14. Women completed more roles during the war effort than men.
Answers at the bottom of the page.
REVIEW AND STRATEGY
The true, false, not given / yes, no, not givenquestions are common in the IELTS Reading Test, therefore you should practice and develop a strategy for answering.
TIP >> Read the instructions before you start reading the questions or the text. Take note if the questions are true, false, not given or yes, no, not given.
TIP >> Read the questions and the given text. For the yes, no, not given questionslook out for keywords that suggest the writer is sharing their view or opinion, like; always, occasionally, some or claimed.
TIP >> Skim read the text and match the statement to the correct part of the text.
TIP >> Check that the statement exactly matches the meaning of the text if you are going to say it is true (or yes). If it does not it is false (or no). If there is no information – it is not given.
TIP >> Answers are in the same order as the text, work your way through them. If you are going over and over looking for something, then it is most likely ‘not given’. Don’t waste lots of time looking for something that is not there.
TIP >> Be aware of synonyms and paraphrasing.
Answers >>
Exercise 1 Answers >>
10. True
11. Not Given
12. False
13. False
Exercise 2 Answers >>
14. True
15. Not Given
16. True
17. False
Exercise 3 Answers >>
18. False
19. True
20. Not Given
21. True
Exercise 4 Answers >>
7. Yes
8. Yes
9. No
10. Not Given
Exercise 5 Answers >>
11. Yes
12. Yes
13. No
14. Not Given
We hope you found this post useful in helping you to study for the IELTS Test. If you have any questions please let us know in the comments below or on the Facebook page.
The best way to keep up to date with posts like this is to like us on Facebook, then follow us on Instagram and Pinterest.
If you need help preparing for the IELTS Test, join the IELTS Achieve Academy and see how we can assist you to achieve your desired band score. We offer an essay correction service, mock exams and online courses.
