You should spend about 20 minutes on Questions 27-40, which are based on reading text 3.
What is the main theme in Jane Austen’s writings?
A
One of the most important themes in Jane Austen’s writings is society and a woman’s place in it. To deliver this theme she uses satire to get her female readers (and her male ones) to see themselves in the comical and small-minded antics of her characters and to relate to that and think how they can improve in the elements that apply to them – each reader as an individual. For example, are they like fluffy and empty-headed and short-sighted like Mrs Bennet? Or perhaps they are Lydia (impetuous, naive, impulsive and similarly short-sighted? perhaps they are a tad arrogant and full of themselves to the extent that they are thoughtlessly hurtful to others (‘badly done Emma, badly done!) For other readers, perhaps a female reader may recognize Mr Wickham as some irresponsible, self-serving youth as someone they know – a male reader may, of course, recognize himself! With gentle humour, Austen gets us to see society in a new way.
B
Austen was born in a rectory and died, unmarried, at the age of 41. She is buried in Winchester Cathedral, which she probably would have preferred to the Poets’ Corner in Westminster. Austen’s life is easily summarised because we don’t know much about it. We can assume, however, that nothing much happened in her life other than the writing of her novels. Unlike her contemporary Mary Wollstonecraft, Austen seems not to have held fierce views on the rights of women. She accepted the world into which she had been born and the status of women within it.
C
The heroine of her first novel, Northanger Abbey, Catherine Morland, is just 15, growing from a tomboyish adolescence into womanhood. The plot of Northanger Abbey revolves around the question: Who will Catherine marry, and how will she get to the altar? The theme, however, focuses on a different question: What is it to be grown up? What is it to be morally mature? How does one become the kind of person who can deal with the complicated issues of life? Austen intertwines that question with another question: What, in the process of growing up, is the function of the English novel? Austen believed that the novel could help readers mature; it could serve as a moral instructor, with a similar role as the weekly sermons the author would have heard in church. ion, which is romantic, addicting, light-headed, and corrupting. The point for Austen, though, is how fiction is used and, more importantly, the relationship of the novel to moral maturity and growth.
D
In another early novel, Sense and Sensibility, Austen pondered, in the characterization of the two Dashwood sisters, which was the road to maturity—sense and rationalism, as embodied in the elder sister, Eleanor, or sensibility and passion, as embodied in the younger sister, Marian? In typically English fashion, the answer lies in the middle road.
E
In a later novel, Mansfield Park, probably composed around 1810, Austen debates a central issue for her: Should a woman marry for love or for interest, prudently, that is, with an eye toward finances? The ironic opening of Mansfield Park recalls the decisions on this all-important question of three sisters of the Ward family. The novel tells us that there is no magic formula for happiness. This opening sets the stage for the novel proper, the story of Fanny Price, the namesake daughter of Frances, adopted from her impoverished house in Portsmouth to Mansfield Park, a grand estate, where she is never quite accepted. In the course of the novel, Fanny manages to resist pressures and make the right marriage choices. She becomes the mistress of Mansfield Park and a leading figure in society. These are the questions that Jane Austen asks: sense or sensibility, love in a cottage or love in a castle, marriage or independence? Time is an enemy here; a woman has only a few years in which to make these important choices.
F
In Austen’s last completed novel, Persuasion, the heroine, Anne Elliott, at age 28, has lost her bloom. Will she be able to marry at her age? In her novels, Austen asks the most important questions in a woman’s life. How does any woman determine the course that her life will take? Such decisions depend on the situation in which the woman finds herself. For Austen, novels, particularly great works of morality such as her own, can help women negotiate these paths.
Questions 27-32
Reading text 3 has six paragraphs, A-F.
Which paragraph contains the following information?
Write the correct letter, A-F, in boxes 27-32 on your answer sheet.
NB You may use any letter more than once.
27. The author questioned how one should navigate their growth.
28. The author loved to write.
29. The author thought about the personality traits of the two main characters.
30. There is no alchemy that can create bliss.
31. The character of this book showed the immaturity of their youth.
32. Characters were created in a playful way.
Questions 33 and 34
Choose TWO letters, A-E.
Write the correct letters in boxes 33 and 34 on your answer sheet.
Which TWO of these points are made by the writer of the text of the novel Mansfield Park by Jane Austen?
A. Crucial decisions must be made in good time in order to have a happy life.
B. Choosing to be secure over love is key.
C. A woman has the right to choose her own destiny.
D. Women should always be dependent.
E. Choosing marriage should always be the right choice.
Questions 35 and 36
Choose two letters, A-E.
Write the correct letters in boxes 35 and 36 on your answer sheet.
Which TWO of the following themes are regularly included in Jane Austen’s Novels?
A. Feminism.
B. Women and their place in the community.
C. Friendships.
D. Love, marriage and money.
E. The themes are all very similar.
Questions 37-40
Complete the summary below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 37-40 on your answer sheet.
The Themes in Austen’s Work
The themes within Jane Austen’s novels were as relevant in the 1800’s as they are today. One of the most regular themes is that of 37. …………………………….. and their place in society. Austen liked to develop characters that her readers could identify with and perhaps recognise their characteristics within themselves. Many of the novel’s themes centre on love, finding a good match to 38. ………………………… and financial security. Many of the author’s heroines are faced with the dilemma of marrying or having 39. …………………………………… The novels look at how women make 40. …………………………… to shape their lives, by giving in to the pressures to marry and be with someone who can provide or to make it on their own, without anyone to depend on.
If you need help to answer these questions with extra practice please read the posts below >>
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You should spend about 20 minutes on Questions 14-26, which are based on reading text 2.
Questions 14-18
The text below has five paragraphs A-E.
Choose the correct heading for each paragraph from the list of headings below.
Write the correct number, i-viii, in boxes 14-18 on your answer sheet.
List of Headings
i. A new beginning
ii. A career like no other
iii. Integration and education
iv. The result of the overall benefits
v. Some drawbacks of working in the healthcare system
vi. From the initial process to the workplace
vii. The future of healthcare for refugees and migrants
viii. Examples of medical staff success
14. Paragraph A
15. Paragraph B
16. Paragraph C
17. Paragraph D
18. Paragraph E
World Refugee Day: WHO training enables Syrian doctors and nurses to provide health care in Turkey
A
“We and the Turkish doctors are working like brothers and sisters.” These are the words of Muhammed Hattab, 1 of more than 3 million Syrian refugees now living in Turkey – the country with the highest number of refugees in the world. A doctor who fled his home in Aleppo more than 2 years ago, Muhammed did not know whether by leaving northern Syria he was also abandoning his profession and the career he had built in his home country. However, thanks to a joint programme of the WHO Country Office in Turkey and the Turkish Ministry of Health, he has been able to begin a new chapter of his life and career, working in the Turkish national health system and providing care for his fellow Syrians in Turkey.
B
In 2016, the Turkish government enacted a law that allows Syrian health professionals to enter the workforce in the Turkish health system, with the aim of both integrating Syrian professionals into the health system and also ensuring that Syrian refugees can receive health care without encountering language or cultural barriers. In order to implement this law, the Public Health Institution of Turkey, associated with the Ministry of Health, and the WHO Country Office developed an adaptation training for Syrian health workers living Turkey – including doctors, nurses and midwives. The initiative is supported financially by the European Civil Protection and Humanitarian Operations (ECHO).The training provides classroom and practical coursework, resulting in a certificate that authorises Syrian health-care workers to practice in refugee health centres established in Turkey and to deliver health services to Syrian refugees.
C
Since the trainings began in November 2016, over 380 doctors and 360 nurses and midwives have received vocational competence certificates, allowing them to serve refugee populations in Turkey. Ultimately, they will staff the 260 refugee health centres and 600 refugee health units that the Ministry of Health has opened and will establish in the future. These centres and units provide primary health care, with services offered to Syrian refugees free of charge. “This project in Turkey was the salvation for Syrian doctors,” says Muhammed. “With this programme, we felt like doctors for the first time in 2 years.”
D
While the health-care profession has general underlying principles that are universal across different parts of the world, some important regulations and practices differ greatly from country to country. The adaptation training seeks to give Syrian health workers the knowledge and experience they need in order to be fully competent and skilled in the Turkish setting. They must first apply for the programme and go through a selection process. Once approved by the Ministry of Health, they undergo a 1-week classroom training with Turkish university professors and lecturers, followed by 6 weeks of on-the -job training in a Refugee Health Centre. By working under the mentorship of Turkish health professionals for several weeks, they are able to familiarise themselves with the Turkish health system and prepare to provide care within this system. They are also evaluated at each stage of the training process before becoming certified to work in Turkey, helping to ensure good results for Syrian patients in the country.
E
“These trainings are not only a way to address language barriers but a good example of the collaboration between national and international partners in Turkey to help the integration of Syrian medical doctors, nurses and midwives to serve the community of refugees. We appreciate that the Government of Turkey, the Ministry of Health and Turkish health staff ensure equitable access to health services. And we consider this a one-of-a-kind collaboration among WHO, academia and the Ministry of Health to set an example for other countries, accommodating high numbers of refugees and migrants,” comments Dr Pavel Ursu, WHO Representative to Turkey. WHO supports the classroom portion of the training, in collaboration with the Ministry, and is committed to making sure that Syrian health professionals are equipped with the essential theoretical background for their future career. In addition, WHO provides trainees with financial support for the duration of practical training to cover living expenses and travel costs.
Questions 19-22
Look at the following titles/names (Questions 19-22) and the list of statements below.
Match each title/name with the correct statement, A-F.
Write the correct letter, A-F, in boxes 19-22 on your answer sheet.
19. Muhammed Hattab
20. The Turkish Government
21. The Ministry of Health
22. Dr Pavel Ursu
A. Moved to Turkey
B. Provides healthcare for Syrians in Turkey
C. Implemented a system allowing migrant and refugee medical workers to undergo training in similar practices
D. Are evaluating the Turkish health system
E. Has opened many places for people to receive free healthcare
F. Gives praise to the new collaboration amongst professionals and the government
Questions 23-26
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the text for each answer.
Write your answers in boxes 23-26 on your answer sheet.
23. Muhammed Hattab refers to working with fellow Syrians like working with brothers ………………………………………….
24. The Turkish government is making it easier for Syrians to be treated medically by fellow ……………………………
25. Syrian medical professionals are entered into a …………………………. program that updates their knowledge of the Turkish healthcare system.
26. Everyone involved is trying to set an ………………………. to other places in the world.
If you need help to answer these questions with extra practice please read the posts below >>
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.
You should spend about 20 minutes on Questions 27-40, which are based on reading text 3.
Mental Health and the Effects of Social Media
Is Facebook making you depressed? If so, you’re not alone. According to a recent study by UK disability charity Scope, of 1500 Facebook and Twitter users surveyed, 62 percent reported feeling inadequate and 60 percent reported feelings of jealousy from comparing themselves to other users.
I’ve heard similar complaints from friends and I’ve felt it myself on a bad day. Most frequently, I hear such statements from those who are struggling with depression. It makes sense that if you are already in a low mood or not feeling good about yourself, having pictures of happy couples and smiling babies pop up on your screen on a consistent basis may make you feel worse. The same is true if you tend to generally have a negative outlook on life.
If Facebook posts depress you, the solution is simple. Here are four things you can do today to help you cope:
Deactivate your Facebook account (you can always reactivate it later)
Unfollow your most (seemingly) happy and successful, friends
Remember that Facebook isn’t a representation of reality
Turn off the computer and go make your own annoyingly happy moments
Should you really take the four actions above?
In a 2015 study on the effects of Facebook use on mental health, researchers at the University of Missouri discovered that regular use could lead to symptoms of depression if the site triggered feelings of envy in the user.
“If it is used as a way to size up one’s own accomplishments against others, it can have a negative effect,” said Professor Margaret Duffy, one of the professors who co-authored the research. She explains that if it’s used “to see how well an acquaintance is doing financially or how happy an old friend is in his relationship – things that cause envy among users – use of the site can lead to feelings of depression.”
However, those who use the site primarily to feel connected do not experience the negative effects. In fact, when not triggering feelings of envy, the study shows, Facebook could be a good resource and have positive effects on well-being.
Further studies have shown that the majority of social media users tend to edit and post only their most attractive pictures, or ‘put a rose-tinted gloss over their lives’ in an effort to idealise themselves and, researchers believe, to improve others’ impressions of them.
To avoid Facebook-induced depression, users should be aware of the risks of using the site as a tool for comparison. Furthermore, users should be aware that most people are presenting a biased, positive version of reality on social media. Finally, if you’re still feeling down, angry, or generally disillusioned because of the positive news shared by your Facebook friends, on or offline, you should question why you feel that way.
Barring clinical depression or a recent life setback, is it really such a bad thing to see another human being enjoying life, especially if it’s a friend- or at least someone you tolerate enough to accept as a Facebook friend?
With all of the suffering and pain in the world, wouldn’t it be a tragedy if people stopped sharing joyful events for fear of making someone else jealous? Imagine if people only discussed all of the negative things that surrounded them. Especially over this past year, don’t we have enough tragic posts appearing in our newsfeeds 24/7?
Given that there will always be someone who’s taller, richer, better-looking, who has more friends, a better job, etc., we can either allow ourselves to fall into the dangerous trap of comparison, or we can choose to remember that regardless of what others around you appear to have, everyone is grappling with their own struggles. For every promotion, a book deal and Tony nomination, chances are, the recipient has experienced equally or more significant life setbacks.
Also important to remember is that for every person that seems to have more, there is another with less. For each individual whose qualities you covet, there’s someone out there who wishes they had what you have. If we can’t change our outer circumstances, at least we can try to change our perspective and learn to be grateful for what we have. We can also learn to celebrate other’s successes. Sharing in other people’s joy can often lift our spirits.
“Be aware of what others are doing, applaud their efforts, acknowledge their successes, and encourage them in their pursuits. When we all help one another, everybody wins” – Jim Stovall
These suggestions may be difficult, especially if you’re struggling with low self-worth or depression. If that is the case, seek help from a friend or a professional. Whether it’s reaching out for support, practising gratitude or simply surrounding yourself with more of the positive, you owe it to yourself to make the best out of this life.
Stop torturing yourself by comparing your life with everyone else’s positively biased representations of theirs. Seek to improve your own life in a realistic manner. Choose to look at the positives and to celebrate your wins… as well as theirs.
Questions 27-32
Do the following statements agree with the claims of the writer in the text?
In boxes 27-32 on your answer sheet write
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
27. Social media makes many people unhappy
28. When people see photographs of others having fun it makes them feel really happy
29. There are steps you can take to lessen the effects of social media on your wellbeing
30. Research shows how certain aspects can make you feel good about yourself
31. Ask for help on Facebook and Twitter
32. Seek positivity in your own life and stop comparing yourself to others
Questions 33-40
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the text for each answer.
Write your answers in boxes 33-40 on your answer sheet.
Mental Health And Social Media
There is a desire among most people to check their social media accounts obsessively with many people feeling 33. ……………………….. when they compare their lives to others. This is often felt by those suffering from depression or who have simply had a bad day. When looking through your newsfeed and seeing photographs of people having a great time, could make you feel 34. …………………………… There are steps that can be taken to reduce these feelings, including removing yourself from Facebook or other social media accounts. Another step is to leave the computer alone and go and do something you enjoy. Research has shown that looking at Facebook obsessively can point your mental health into the direction of 35 ………………………………….. When comparing your life to those that you see on social media feeds it can have a 36………………………………. effect. When people start to envy others on social media, it can lead to a person thinking badly about their own lives and themselves. Those people who use Facebook to keep in touch with friends and family experience more 37…………………………………. effects. Research also shows that most people who post photographs, heavily edit in an attempt to make others see them how they want to be seen. It is important to think about how everyone has their own problems in the world, glamorous people on Facebook included. For each person you see who inspires you to crave what they have, there are others who want what 38 ……………………………………… We should be happy for others good fortune and learn to be grateful for our own successes. If you feel like you are having difficulties with depression or low 39 …………………………………. ask for help. Even if you talk through it all with a good friend or colleague or envelop yourself in a more positive environment, small changes can make sure that you get 40 ………………………………. out of your life.
If you need help to answer these questions with extra practice please read the posts below >>
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.
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
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Essential strategies and practice techniques for this IELTS Reading question type. Learn how to manage time and improve accuracy.
Originally published June 2017. Last reviewed 3 July 2026.
In this post, we will be looking at multiple choice questions.
In the IELTS Reading Test, multiple choice questions are testing your skills of understanding the main idea in the given text.
Some multiple choice questions start with a question, that has (for example) four possible answers. Others may start with an unfinished sentence, that has (for example) four possible endings. The questions will ask you to choose one, two three or four options.
TIP >> You must make sure you read the instructions before beginning to answer the questions so that you choose the right amount of answers.
TIP >> You should also use your skim reading skills so that you can scan the text quickly for the main idea.
There is increasing global awareness that good quality care is key to keeping mothers and babies alive and well. Today, each year there are 303 000 deaths of women during pregnancy and childbirth, 2.6 million stillbirths, and 2.7 million deaths of babies during the first 28 days of life. Better care can prevent many of these deaths.
More babies are being born in health facilities. A new UN- and partner-supported “Network for Improving Quality of Care for Maternal, Newborn and Child Health” aims to help countries improve the quality of care in those facilities and to respect the rights and dignity of those who seek care.
What is the subject?
What is the main idea expressed?
Where do you find the main idea?
The main idea is usually in the opening sentence, then it is supported by other sentences. The main idea in this text is that the quality of care in health facilities is improving.
Awareness about elder abuse, still largely a taboo topic, has started to increase across the world. It is defined as actions or lack of appropriate action which can cause harm or distress to an older person, occurring within any relationship where there is an expectation of trust. All types of elder abuse can have an impact on the health and well-being of the older person. Psychological abuse is the most pervasive and includes behaviours that harm an older person’s self-worth or wellbeing such as name calling, scaring, embarrassing, destroying property or preventing them from seeing friends and family.
What is the main idea of the text?
Choose one letter A-D
A. The elderly suffer psychological abuse
B. The awareness of the mistreatment of older people is on the rise
C. People should know more about the abuse of the elderly
D. The government is trying to raise awareness of the abuse of the elderly
There are many ways to cope with exercising in hot weather. But one of the most effective may be, surprisingly, to soak in long, hot baths in the days beforehand, according to a well-timed new study of how best to prepare for athletic competitions in the heat. Across the United States and much of the Northern hemisphere, summer temperatures are spiking, which can make outdoor exercise gruelling. When it is hot, our hearts labour to shunt more blood to the skin, which allows internal heat to dissipate but also leaves us feeling fatigued and potentially at risk for heat illnesses, ranging from nausea to grievous heat stroke.
What is the main idea of the text?
Choose one letter A-D
A. How to cope with exercising in hot weather
B. How to exercise outdoors in the summer
C. How to prepare for your exercise routine
D. How to prepare for an athletic competition in scorching temperatures
Answers are at the bottom of the page.
Exercise 3
Read the paragraph below from an article taken from The Economist.
America is one of only a few countries in the Western world that still puts criminals to death. Even there, executions are on the wane: just 20 were carried out in 2016, down from a peak of 98 in 1999. Popular support is declining, too. Just 60% of Americans approve of the death penalty for murder, down from 80% in the 1990s. Only eight states have carried out an execution since 2015, and around two-thirds either have abolished capital punishment or have a moratorium on its use. But it has not disappeared altogether: during an eight-day stretch in April, Arkansas executed four people, so as not to waste its expiring supply of a lethal injection drug. And last month in Alabama, a man who spent 35 years on death row—and eluded seven execution dates—was finally put to death. Why does America continue to execute people?
Which two of the following points best describe the paragraph?
Choose two letters A-E
A. Though the American people mostly agree with the death penalty, it has been declining over the past few years
B. Punishing people to the extreme
C. America’s judiciary system still includes execution in selected areas
D. All Americans believe in lethal injections as a punishment for committing murder
E. Death row is a place where many criminals wait for sentencing
Answers are at the bottom of the page.
Exercise 4
Read the excerpt below from an article taken from The BBC News.
But for years already, the country has been struggling with another form of isolation – depression and suicide. A new report by Unicef contains a shocking statistic – New Zealand has by far the highest youth suicide rate in the developed world. A shock but no surprise – it’s not the first time the country tops that table. The Unicef report found New Zealand’s youth suicide rate – teenagers between 15 and 19 – to be the highest of a long list of 41 OECD and EU countries. The rate of 15.6 suicides per 100,000 people is twice as high as the US rate and almost five times that of Britain.
What does the author want to communicate to the reader?
Choose one letter A-D
A. The rising suicide rate of people in New Zealand
B. The appalling data collected of adolescent suicides in New Zealand
C. The growingnumber of people who have depression and feel isolated
D. A report was commissioned by UNICEF
Answers are at the bottom of the page.
Review and Strategy
The multiple choice questions 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 question asks you for one, two or three choices.
TIP >> Read the questions.
TIP >> Skim read the text and look for the main idea.
TIP >> Choose your answers through an elimination process. Which ones do not fit? Which ones can you dismiss? Don’t be fooled by the answers that use the same words as the text.
Answers >>
Exercise 1 Answer >> B
Exercise 2 Answer >> D
Exercise 3 Answers >> A and C
Exercise 4 Answer >> B
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.
