IELTS Reading: Matching Headings

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Practice and useful tips for tackling IELTS reading matching headings questions. These are one of the most challenging types of question in the reading test. They are certainly the most lengthy and time consuming. Below you will find tips for what these questions require and how to approach them. And there is a reading practice lessons as well.

IELTS Reading Matching Headings Tips

Below are a list of useful tips to tackle these types of matching questions. You definitely need a strategy and familiarity to answer these questions correctly and to do it quickly. Even if you are at native speaker English level, you need practice and develop strategy, otherwise you will waste valuable time.

  1. You can choose whether to skim read (read for gist, not detail)  the passage first or the headings. There is no right or wrong way. You decide what works for you. Most teachers will recommend you read the headings first.
  2. One advantage to the computer reading test is that the headings and passage are side by side on the screen. For the paper test, they are on different pieces of paper.
  3. Count how many headings you have and how many paragraphs. You will usually have more headings than paragraphs.
  4. There is only ever one heading that works for each paragraph.
  5. The headings are basically titles for the paragraph. This means the heading summarises the aim of the entire paragraph.
    • This isn’t about matching words or just locating information in the paragraph, it’s about the aim of the whole paragraph.
  6. Pay attention to headings that are similar in meaning or contain similar words. Some headings can appear very similar so you’ll have to pay attention to the way in which they differ.
  7. Spend time paraphrasing keywords in the possible headings. You will use keywords and key paraphrases to decide which paragraphs or headings are possible. Then you analyse deeper meaning before deciding your answer.
  8. Read the paragraphs to find the main idea – what is the direction and aim of the paragraph?
  9. Distinguish between main ideas and extra information or examples in the paragraph.
  10. There might be a heading which does match some information or one sentence in the paragraph, but that doesn’t mean it is the answer. Your aim is to find the heading that matches the aim of the whole paragraph, not just one sentence. So, look out for that when you choose your heading.
  11. Not all headings will be used.
  12. Your answer will be a roman numeral, for example, I or VI. Do not write words.
  13. Remember one correct answer is only worth one point so think about how much time you are spending on these questions. They do take time to answer.
  14. In the paper test, you’ll see the list of headings first (similar to the reading lesson below). On the computer test, the headings and passage will be side by side, which is easier. Don’t forget the paper test and computer test are not different tests. They are the same test whether you type or write your answers.

IELTS Reading Matching Headings Practice Lessons

Reading Practice 1

Try this reading passage below. 

Reading Passage: The Greenhouse Effect

Choose the correct heading (I-IX) for paragraphs A, B, C and D in the passage below.

  • I     Changing temperatures
  • II    The greenhouse
  • III   Global warming
  • IV   Use of a greenhouse
  • V    Werne’s research
  • VI    Earth’s atmosphere
  • VII   Our choices
  • VIII  Effects of carbon dioxide
  • IX     Climates around the world

A.   A greenhouse is a house made entirely of glass: both walls and roof are glass. One of the main purposes of a greenhouse is to grow tomatoes, flowers and other plants that might struggle to grow outside. A greenhouse stays warm inside, even during winter. Sunlight shines in and warms the plants and air inside. But the heat is trapped by the glass and cannot escape. So during the daylight hours, it gets warmer and warmer inside a greenhouse, and stays quite warm at night too.

B    The Earth experiences a similar thing to a greenhouse. Gases in the atmosphere such as carbon dioxide do what the roof of a greenhouse does. During the day, the Sun shines through the atmosphere. Earth’s surface warms up in the sunlight. At night, Earth’s surface cools, releasing the heat back into the air. But some of the heat is trapped by the greenhouse gases in the atmosphere. That is what keeps our Earth a warm and comfortable 59 degrees Fahrenheit, on average.

C   However, gas molecules, called greenhouse gases, which absorb thermal infrared radiation, are rising and this is what is altering the climate system. Carbon dioxide (CO2) and other greenhouse gases act like a blanket, absorbing IR radiation and preventing it from escaping into outer space. The greenhouse effect, combined with increasing levels of greenhouse gases, produces climate change on a global scale, which is expected to have profound implications for all countries around the world.

D   Many scientists agree that the damage to the Earth’s atmosphere and climate is past the point of no return or that the damage is near the point of no return. Josef Werne’s, an associate professor at the department of geology & planetary science at the University of Pittsburgh, told Live Science that we have three ways to move forward. Firstly to do nothing and live with the consequences. Secondly, to adapt to the changing climate (which includes things like rising sea level and related flooding protection). Thirdly, mitigate the impact of climate change by aggressively enacting policies that actually reduce the concentration of CO2 in the atmosphere.

The above article was adapted from wiki and livescience.com

MATCHING HEADINGS ANSWERS

Click below:

ANSWERS

Paragraph A = II

  • The answer can’t be IV. The paragraph did contain information about how the greenhouse was used, such as growing vegetables. But that information was not the main aim of the paragraph, it was additional information. If the aim was about it’s uses, there would be more information about using it for various purposes – but that isn’t the aim.
  • The answer can’t be I, about Changing Temperatures. Although temperature is often mentioned, it is only to illustrate how the green house works. The aim isn’t to discuss temperatures and how they change.
  • The paragraph actually talked about what it was made of, what it was used for and how it works. The best title would be “The greenhouse” because the paragraph gives a clear overview of it.

Paragraph B = VI

  • The answer isn’t I  because the paragraph actually explains that this natural effect keeps the temperature of Earth stable.
  • The answer is VI which explains how Earth’s atmosphere works to keep our planet at a stable temperature.

Paragraph C = III

  • The answer isn’t VIII (Effects of carbon dioxide) because the paragraph isn’t aimed at explaining carbon dioxide and in fact only mentions it along side other greenhouse gases.
  • The answer isn’t  IX (Climates around the world) because although climates are affected around the world, the whole paragraph aim isn’t to discuss climates in different countries.

Paragraph D = VII

  • The answer isn’t V because the paragraph doesn’t actually discuss Werne’s research (which means how he did his studies and the problems with his studies), but rather his opinion about what options we have to deal with our changing world climate.

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Reading Practice 2

Reading Passage: The History of Pasta 

Choose the correct heading (I-VIII) for paragraphs A, B, C and D in the passage below.

  • I       A theory dismissed
  • II      Marco Polo in China
  • III     Is pasta really a popular Italian dish?
  • IV     China is the origin of pasta
  • V      The real roots
  • VI     An Arabian taste sensation
  • VII    The common belief of the origins of pasta
  • VIII   How about China?

A    Worldwide, pasta has become synonymous with Italian cuisine. Italian immigrants themselves brought pasta everywhere they went. While it is true that the most famous varieties and recipes of cooking pasta really do come from Italy, surprisingly, the actual origin of pasta lies elsewhere!

B    One of the more popular theories of the arrival of pasta in Italy was published in the ‘Macaroni Journal’ by the Association of Food Industries. It states that pasta was brought to Italy by Marco Polo via China. Polo ventured to China in the time of the Yuan Dynasty (1271-1368) and the Chinese had been consuming noodles as early as 3000 B.C. in the Qinghai province. There is even some evidence there of 4,000-year-old noodles made from foxtail and broomcorn millet.

C    Unfortunately, there are problems with this theory, least of which is that the noodles they were making in China aren’t technically considered pasta. Polo also described Chinese noodles as being like “lagana”, which implies he was possibly already familiar with a pasta-like food before going to China. Further, in 1279, there was a Italian Genoese soldier that listed in the inventory of his estate a basket of dried pasta. However, Polo did not come back from China until 1295. Furthermore, the modern pasta we know today was first described in 1154 by an Arab geographer, Idrisi, as being common in Sicily. So Marco Polo could not have brought pasta to Italy via China. It was already in Italy at that time.

D   Most food historians believe that Arabs (specifically from Libya) are to be credited for bringing pasta, along with spinach, eggplant and sugar cane, to the Mediterranean. In the Talmud, written in Aramaic in the 5th century AD, there is a reference to pasta being cooked by boiling. It is thought, then, that pasta was introduced to Italy during the Arab conquests of Sicily in the 9th century AD, which had the interesting side effect of drastically influencing the region’s cuisine. It also known that by the 12th century, the Italians had learned from the Arabs methods for drying pasta to preserve it while traveling. Further support for this theory can be found by the fact that, in many old Sicilian pasta recipes, there are Arab gastronomic introductions. One example of cross cultural recipes is Barida, which is an old Arab recipe with Roman clear roots.

Source: Passage was adapted from: todayIfoundout.com.

MATCHING HEADINGS ANSWERS

Click below:

ANSWERS
  1. A = VII
    • This paragraph is all about what we think is the origins of pasta. It opens up the topic of where pasta really comes from.
    • The answer cannot be III (Is pasta really a popular Italian dish?) because it is not about how popular pasta is as a dish within Italy.
    • The answer isn’t I (A theory dismissed) because the paragraph isn’t about a theory, but about a common belief – a common opinion or thought.
    • The answer cannot be V (The real origins of pasta) because the paragraph aim is not to talk about the real origins but instead just to introduce the idea that is isn’t Italy.
  2. B = VIII
    • This paragraph offers yet another common belief which is that pasta comes from China. For this reason, “How about China” which means is China the real origin fits with the whole aim of the paragraph.
    • The answer isn’t I (A theory dismissed) because although the paragraph does present a theory, it does not aim to dismiss it.
    • The answer isn’t II (Marco Polo in China) because although it mentions Marco Polo, the aim isn’t not to discuss his time in China.
    • The answer isn’t IV (China is the origin of pasta) because the paragraph isn’t aimed to convince us that China is the origin but rather to introduce the theory that it could be.
  3. C = I
    • This paragraph is all about dismissing the theory that was introduced in the previous paragraph – that pasta was introduced to Italy by Marco Polo when he came from China.
  4. D = keep reading:
    • There are two possible headings for this paragraph
      • V      The real roots
      • VI     An Arab taste sensation
    • We do see the word “roots” used in the paragraph.
    • We do see the paragraph is about an Arab food.
    • But which heading works? The key is meaning:
      •  – taste sensation – means a powerful, incredible, delicious experience of flavour in an ingredient or dish. This paragraph give no description of this and it certainly isn’t an aim of the paragraph to talk about something full of amazing flavour.
      •  – roots – we need to look more carefully at this word. We use the word “root” to talk about an origin of something. This paragraph really does talk about the origin of pasta. It is about the real roots of pasta. In the paragraph, the word “root” as in reference to one particular dish that had Roma roots with Arab influence. This word acted like a distractor – to confuse the reader about the real heading.
    • The answer is V (The real roots)

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I hope you enjoyed the lessons. All the best, Liz

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Should I Speak Fast or Slow?

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Many students ask me if they should speak fast or slow in their IELTS speaking test. Some students think that if they speak more quickly, they will get better results. Before I answer the questions of how fast to talk, lets look more at how your speaking test is assessed.

IELTS Speaking Tips: Speaking Fast or Slow

All this falls under the criterion of ‘fluency‘ which accounts for 25% of your final marks for your IELTS speaking.. Fluency relates to the flow, smoothness and coherence of your speech as well as hesitations and pauses.

FLOW –  this is about your ability to keep talking. If you are aiming for band score 6 and above, this will be important. You must show the ability to answer at length rather than just give short answers.

SMOOTHNESS – this relates to how often you break your speech with pauses, hesitations, self-corrections and silences. All of this interrupts the flow and stops the smoothness of your speech. If you are aiming for band score 6 and above, it is important  to avoid any long pauses and to avoid  repeating yourself.

COHERENCE – this is all about being understood. There is no point having a good flow with smooth speech if you are not talking in any logical order. This means organising your ideas so that the listener can understand and also using some linking devices to help the listener follow what you are saying.

How Fast Should I talk? So, how fast should you speak? As long as you keep a steady pace, you will be fine. Avoid speaking very slow because the listener can get lost in what you are trying to say if it takes you a long time to say it. Alternatively, don’t speak very fast as you may lose your coherence and the words might not be clear or easy to understand. Instead:

  1. Keep a steady, even pace when you are talking.
  2. Extend your answers.
  3. Avoid long pauses.
  4. Don’t repeat yourself too much.
  5. Avoid correcting yourself more than once or twice.
  6. Keep a logical order to what you are saying.

Free IELTS Speaking Tips & Lessons

Click the following link for more Speaking Tips: IELTS Speaking Tips & Lessons

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IELTS Speaking Tips: How long should my answer be?

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Should your answers be long or short in IELTS Speaking? Are the answers different lengths for different parts of the speaking test? How long should my answer be? This page offers advice on the best length of your answer for each part of the IELTS speaking test. Learn how many sentences to use for IELTS speaking part 1 or how to expand your talk for IELTS speaking part 2.  Learn how long your answer should be for IELTS speaking part 3.

IELTS Speaking Part 1: Length of Answers

Some people think that they must give only short answers in speaking part 1. Other people think you should expand all answers for all questions. Take a look at the answers below and then click on the advice tab to reveal advice about what is acceptable length.

Example Question Lengths – which answers are the right length?

  • Question 1: Do you like cooking?
  • Answer 1: Yes, I do.
  • Question 2: Do you often cook?
  • Answer 2: No, not really. To be honest, I’m pretty busy most of the time so I rely on eating out or ready meals, so I only cook about once a week.
  • Question 3: What is your favourite meal?
  • Answer 3: Well, it’s really hard to choose. I actually enjoy all meals. I mean, breakfast is always great because it’s my first meal of the day and I usually aim for a big bowl of porridge. But then, I also love dinner because it’s more varied and, having a sweet tooth, I love the desserts. So, I would say it’s a toss up between breakfast and dinner.

ADVICE –  HOW LONG YOUR ANSWERS SHOULD BE

There is no right or wrong way to answer in the speaking test. And marking is not based on each question, it’s based on your overall performance, but here is the best advice for IELTS Speaking Part 1:

  1. The first answer above is too short. Don’t limit your answer to only a few words or just one sentence. It doesn’t show the examiner how good your English is. It is possible that one of your answers might be short, but it isn’t something to aim for. So, always go beyond one sentence.
  2. Part of your score for Fluency is showing you are willing to speak at length. So, very short answers are not good for your Fluency score.
  3. The second answer above is a good length on average. It’s good to answer directly and then offer a bit more. This is a typical length in part 1 when the question is very simply.
  4. However, some questions in part 1 might be more complicated so they might require a slightly longer answer. For example:
    • Q – Why should children learn to cook at school?
    • A – Well, I think that cooking is an essential skill that they will require as an adult. They should be learning not just to cook, but all about nutrition as well. Another benefit is that is helps them become more independent which is also very important.
    • Note: As you see, the question is complex and requires you to explain in more detail so your answer will be longer. Essentially, this means there is no fixed length for your answers in part 1.
  5. The third answer above is quite long for a simple question. The question doesn’t require such a long answer. Is that a problem? No, not at all. You should aim to speak until the examiner interrupts you. Let the examiner decide when to move on to the next question. So, while the answer is quite long for the third answer, it is fine to aim for that.
  6. Overall:
    • Be chatty. It’s an informal speaking test.
    • Be more natural with your answer.
    • Speaking part 1 is 4 to 5 minutes in length for 12 questions. This means there are a lot of questions in a limited time. So, your answers won’t be long, but they definitely shouldn’t be very short.
    • If you have strong fluency then don’t limit your answers – be natural, aim to give long answers, and let the examiner decide when to move on. to only two sentences. To get a high score in fluency, you must show you are able to speak at length without much effort.
    • Speaking until your are interrupted.
  7. See this page for Speaking Part 1 Topics.

IELTS Speaking Part 2 – Answer Length

What happens if you don’t speak for 2 mins? Will you get a low score for fluency? See the advice below.

Typical IELTS Speaking Cue Card:


Describe a family celebration that you remember. You should say
– what you were celebrating
– who was present
– what happened
– and why you like that celebration

Length of your Talk

Take a look at the talk below to see the average length.

I’m going to describe my sister’s wedding day, which took place a few years ago in the town where I grew up. For my sister it was the biggest and most important day of her life.

I think there were around 100 people at the marriage ceremony, which was held in a church. Even more people came to the party, or the wedding reception as we call it, after the ceremony. Of course, most members of my family were there, as well as the groom’s family and a collection of the bride and groom’s friends and colleagues. The person I remember most was John because we hadn’t seen each other in over two years so that was a really pleasant surprise. 

It was a wonderful wedding and quite lavish if I remember rightly. The wedding dress was incredible with layers of silk and lace. The cake was magnificent with detailed icing and it had about four tiers to it. It tasted amazing too, which is always the way with beautiful cakes. It was such a fun day but I can’t say anything particular happened. I mean, it was good weather, great food and the people were full of joy.

I’ve been to a number of weddings and celebrations in the past. This wedding isn’t my favourite in terms of events, but it was the most memorable because it was my sister who was getting married. To be honest, I prefer normal family get-togethers which are much more relaxed and a bit smaller so you get the chance to talk to people for longer. Next year, my cousin is getting married so I can’t wait for that.

ADVICE AND TIPS FOR IELTS SPEAKING PART 2

  1. There are no questions on the topic card. There are prompts on the card. Prompts are there to guide you – nothing more.
  2. To give a full talk, you must add much more information to your talk rather than only follow the prompts.
  3. This is your main chance in the test to show your fluency. Use this opportunity and give lots of description and information.
  4. If the prompt asks “who was present”, you can add why they were there, how close you were to those people, how they travelled to the wedding,  if there were any people you wished hadn’t gone, describe a person you clearly remember … You choose what extra information to add.
  5. Part of your preparation at home will be getting cue cards and practicing speaking for 2 mins. Always use your recording device (your phone) to record yourself so that you can play it back and work on improvement.
  6. See this page for Speaking Part 2 Topics.

IELTS Speaking Part 3: How long should my answer be?

Is the answer below the right length?

Q. Is it better to get advice from a friend or from a family member?
A. I think it depends on the kind of advice that you need. Parents and grandparents probably have more life experience than a friend, and so you might get a wiser or more sensible answer from them. But they might not think on your level or understand your life as well as a friend. Also, friends are less likely to become too worried if you go to them with a problem. For example, I probably wouldn’t want to burden my parents with a financial worry but I’m pretty sure my friends won’t mind if I go to them with a problem like that. It’s easier to talk to friends and they don’t get so stressed out about things.

ADVICE & TIPS FOR IELTS SPEAKING PART 3 – ANSWER LENGTH

  1. The answer above a good length. It’s natural – typical of spoken English.
  2. When you prepare and practice answers for your speaking test, don’t write them down. Speak your practice answers into your phone to record them. We don’t write and speak in the same way so always speak your answers at home.
  3. It’s always good in speaking part 3 to give examples.
  4. Give more examples of when you would seek advice from grandparents – what kinds of problems would prompt you to ask for their help?
  5. It is always better in speaking to give more than you need to give, than to give less..

How long should my answers be in IELTS speaking?

If you have a lower level of English with many hesitations, your answers will be shorter. If you are aiming for band score 7 and above, your answer should be longer. Use each question to showcase your English in a natural way.

Here is a link to an IELTS speaking practice test video. There is also a link in that lesson to a model speaking test. You will be able to see clearly how long my answers are: Practice Speaking Test Video

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IELTS Writing Maps: Model Answer, Tips & Vocabulary

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Below is an IELTS Writing Task 1 Map Model Answer with Great Tips and also Vocabulary. The IELTS Map Model Answer is Band Score 9 and helps you see the structure, key features and language. The IELTS Map question is a comparison of three maps in different time periods for the academic writing task 1. 

TIPS FOR IELTS MAPS: WRITING Task 1

Below are useful tips and techniques for writing a high band score writing task 1 map.

Types of IELTS Maps

There are a variety of maps that you can get in IELTS Writing Task 1 test:

  1. Changes in Towns

These types of maps focus on the expansion and layout of towns with features such as roads, buildings, land and other features of a town or city. It is most common to be given two maps, but occasionally (like in the model below) you could get three maps.

2. Changes in a Resort

This is about a holiday area which usually has different features than a town. There might be facilities such as swimming pools, nature hikes, hotels, beaches and water features. These types of tasks often compare current resorts with a future resort. However, future maps could appear as any type of map. 

3. Places with Multiple Buildings and Features

Typical examples of this type of map is a school, university or hospital.

This type of map covers an area of ground containing different buildings that serve different functions. The layout is different to a town and the facilities relate only to the function of the company/institution.

4. Building Plans

You could be given a floor plan which means it is the layout of a building on the inside showing all the rooms. Floor plans often show a past layout with a future plan to expand and alter rooms. Unlike the above maps, this one is about rooms and the functions of rooms. For example a room might have been a study in the past but there are plans to expand it and use it as a kitchen/diner. 

Grammar Tenses for Map Writing

Always check the date on the maps.:

  1. if the map is dated in the past, you must use past tense. For example, “The hospital was located to the north side of the town”
  2. if the map shows a future plan, you must use future forms, such as “it will be extended and will no longer be used as an office, but instead used as a reception room.”. 
  3. if the map is dated as “Present” or “Now”, you would use the present tense.
  4. If there is a comparison of dates, you must be flexible with the tenses in your sentences: “the office was located on the ground floor but in the future it will be moved to the first floor.”
  5. You will also notice that the passive voice is sometimes used for map reports for writing task 1.

Map KEYS and Compass Points

Sometimes your map will have a key. This is a a box of information in the map that tells you what things are called. You should pay attention to it and use that language.

Always check if the map shows north. For towns and other areas, you can always presume that north is directly up. It is important to know: north, south, east and west. Watch the video below for map vocabulary.

Structure & Paragraphing for IELTS Map Writing

Structure of Report

  1. Introduction – paraphrasing the description given and adding more required information
  2. Overview – collecting all key features into one paragraph
  3. Body Paragraph 1 – details of the maps
  4. Body Paragraph 2 – details of the maps
  5. Body Paragraph 3 – details of the maps (optional)

Overview: Key Features

All overviews in writing task 1 are critical to your score and are the most important paragraph. They must contain all key features. So, you need to pay attention to what changes and what stays the same. This what you highlight in your overview paragraph. The biggest mistake people make is writing only one sentence for their overview because they think it isn’t important.

Body Paragraphs

Your division of information for body paragraphs will depend on what your maps show. You might divide the information into paragraphs based in different time periods. But if you do that, you won’t be comparing. Or you could divide information based on what changes and what doesn’t. Body paragraph organisation must be logical whatever your choice.

IELTS MAP WRITING TASK 1: Model Answer 

The maps below show the changes that have taken place in Meadowside village and Fonton, a neighbouring town, since 1962.

IELTS Map Comparison for Writing Task 1

Source: Map above not produced by IELTS Liz.

IELTS Map Comparison Model Answer

The three maps illustrate how Meadowside village and Fonton, which is a nearby town, have developed from 1962 to the present.

Overall, both Fonton and Meadowside village increased in size over the years until they eventually merged together, at which point Meadowside became a suburb. Furthermore, there have been significant changes to infrastructure, housing and facilities over the period given.

In 1962, both Meadowside and Fonton were completely separate with no roads or rail connecting them. While Fonton had a railway line running to the north, Meadowside, located to the west of Fonton, only had a small road from the west.

By 1985, Meadowside had expanded and the small road had become a main road. A further main road had been built to connect the village to Fonton. Within Meadowside, a superstore, leisure complex and housing estate had been developed. By this time, Fonton had also grown in size. 

Currently, Meadowside is known as Meadowside Suburbs after joining with Fonton. Between both places, a hotel, station and business park have been built on either side of the railway line.

COMMENTS about MODEL ANSWER:

  1. It isn’t often that you will have three body paragraphs for your IELTS Writing Task 1 report. But this maps has three time periods so it makes sense to have these body paragraphs.
  2. It could be possible to divide the information of body paragraphs into:
    • Body Paragraph 1 – roads and railway
    • Body Paragraph 2 – land and buildings
    • There is no right or wrong way to organise information into body paragraphs. You are being marked on being logical in how you organise information. If it lacks logic, you get a lower score. Your organisation also needs to help highlight key features which means deciding key features during your planning state is important because it will influence your paragraphing.
  3. The length of all writing task 1 should be between 170 and 190 words. A longer report will be marked down for not selecting features and getting lost in detail. A shorter report will be marked for not having enough information. To learn about the marking criteria that the examiner will assess you on, click here: Writing Task 1 Band Scores Explained

Vocabulary for Maps Video

The map shown in this lesson was designed for teaching vocabulary – it not an IELTS map task.

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IELTS Reading True False Not Given: Essential Tips

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IELTS True False Not Given Tips for Reading. These are the most challenging types of questions that appear in IELTS reading. You can find them in both the Academic and GT IELTS Reading tests. The more you understand about these questions, the easier they will be. Use the strategies and techniques below to help you boost your score for reading. 

Understanding IELTS Reading True False Not Given Questions

You will be given statements containing information. You must decide if the information in the statement is True, False or Not Given according to the information in the reading passage.

  1. True: You can find this information in the passage and it agrees with the statement.
  2. False: The passage and statement have different information. The passage shows that the statement is wrong – it contains a mistake which you know because the passage shows us what it should be.
  3. Not Given: This means you can’t find all the information in the passage or that the passage does not contain enough information to know if it is true or false.

Are these types of questions the same as Yes, No, Not Given Questions? They are essentially the same, but IELTS have created the two kinds of questions because of the different content of the reading passage. To learn more, click here: IELTS Yes No Not Given Reading

Difficulties with True False & Not Given

  1. Paraphrasing. You must be prepared for the words in the statement to be paraphrased in the passage. This means you really need to know your vocabulary.
  2. You are looking for meaning. Many students just try to match words but you actually need to match meaning and check the content of the information given. Some times the same words are used but the meaning is not the same – this is one common difficulty with choosing the right answer.
  3. Not Given OR False 
    1. Not Given means the entire statement is not given in the passage.  Maybe part of the statement is given but not the whole statement. Watch out for that!! Try to find the whole meaning in the passage.
    2. False means the passage contradicts the statement. This means the passages shows the statement is wrong. Don’t forget you are not just looking for an opposite meaning, you are also looking for contradicting information.

Summary of IELTS Reading True False Not Given Tips

Below is a list of the main Tips for IELTS True False Not Given Reading Questions. However, you should watch the video to understand them clearly for maximum benefit.

  1. Spend time analysing the statement in the question before you try to find the answer
  2. Many words will be paraphrased so watch out for that (for example, work = employment / changing = altering)
  3. Don’t match just key words, you are aiming to match meaning. Some of the key words might be the same in the passage but it doesn’t mean the answer is true or yes.
  4. The meaning of false or no is that the statement contradicts the claims or information in the passage. This means the statement gives one meaning but the passage gives another meaning – therefore the statement is FALSE.
  5. Not Given means that the whole meaning of the statement is not in the passage. Some key words might be found but not the full meaning of the statement.
  6. You can write T instead of True on your answer sheet but make sure your handwriting is clear.
  7. The answers follow the order of information in the passage for these questions. Other types of reading questions might not have answers that come in order.
  8. Learn common challenges or problems that you have in reading. Make a list of paraphrases you have struggled with.
  9. You can write T instead of True, but you can’t write T instead of Yes. You also can’t write True instead of Yes. So, don’t mix up TFNG answers and YNNG answer.

True False Not Given Reading Video

 

 

See below video for homework answer.

Homework Answer from TFNG Video Lesson

Is the following question statement True, False or Not Given according to the information in the passage?

  • Passage: By the second half of the 17th century coffee had found its way to Europe.
  • Question: Coffee arrived in Europe after the 17th century.

Answer 

Click below:

ANSWER

The answer is FALSE.

The passage states by the second half of the 17th century. What does this mean? Well, the first half is at the beginning of the 17th century to the middle of the 17th century. The second half is from the middle of the 17th century to the end of the 17th century. So, the second half of the 17th century is still inside the 17th century.

However, the question statement says after the 17th century which means the 18th century. So, this is wrong. If we know the statement is incorrect / opposite / contradicting, the answer is FALSE.

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IELTS Model Bar Chart Band Score 9

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The model answer below is for an IELTS bar chart in writing task 1 of the academic paper. This model answer comes from the video tutorial I made, see the following link: Free Video Tutorial:  How to Describe an IELTS bar chart

IELTS Bar Chart

Bar Chart Model

Source: Bar chart above from unknown source.

IELTS Bar Chart Sample Answer

The chart illustrates the amount of money spent on five consumer goods (cars, computers, books, perfume and cameras) in France and the UK in 2010. Units are measured in pounds sterling.

Overall, the UK spent more money on consumer goods than France in the period given. Both the British and the French spent most of their money on cars whereas the least amount of money was spent on perfume in the UK compared to cameras in France. Furthermore, the most significant difference in expenditure between the two countries was on cameras.

In terms of cars, people in the UK spent about £450,000 on this as opposed to the French at £400,000. Similarly, the British expenditure was higher on books than the French (around £400,000 and £300,000 respectively). In the UK, expenditure on cameras (just over £350,000) was over double that of France, which was only £150,000.

On the other hand, the amount of money paid out on the remaining goods was higher in France. Above £350,000 was spent by the French on computers which was slightly more than the British who spent exactly £350,000. Neither of the countries spent much on perfume which accounted for £200,000 of expenditure in France but under £150,000 in the UK.

EXAMINER COMMENTS: The report has been organised into logical paragraphs with flexible use of linking. The overview is very clear with key features well highlighted. Accurate data is used to support sentences in the body paragraphs. There is a range of complex structures and vocabulary which are all flexibly used. This is an estimated band score 9 writing task 1 report for the academic paper. As you can see, the structure and information are presented in a way that is easy to understand, while the language offers complexity. 

RECOMMENDED FOR YOU FOR WRITING TASK 1:

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Practice Essay for Sample Materials

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I am currently working on an e-book for IELTS writing task 2 grammar. I need sample writing from people preparing for IELTS for my book.

I would like you to write a model essay for the question below. Sentences from your essay might be used in my e-book. Obviously, your name will not be used, just some sentences. If you post your essay, you are giving me your consent to use sentences in your essay in my e-book.

Essay Question

Some people think that watching TV causes weight problems in children. Do you agree with this view? What solutions can you suggest to tackle children’s weight problems?

Model Essay

I have written a full model essay for this question and also a long list of tips which relate directly to many of the essays posted below.

To view the model essay and tips, click below:

Model Essay & Tips

 

All the best

Liz

Comments

The points below will help you when you type your essay into the comments box.

  1. Please note this is a multi-task essay. The first question asks for your opinion on the issue. The second asks for your solutions. Both questions carry equal weight.
  2. You should aim for between 270 and 290 words. It is not recommended to go over 300.
  3. You should use a range of linking devices.
  4. Do not use learned phrases. Each sentence should be uniquely created by yourself.
  5. Always divide the body into paragraphs. Choose a logical organisation of ideas.
  6. Don’t aim to impress. Always aim for accuracy.

Filed Under: IELTS Writing Task 2

IELTS Reading Lesson: Death of the High Street

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A 2019 IELTS lesson 🙂 A reading exercise for matching headings practice about the “Death of the High Street”. This is an easy lesson to help you develop confidence. There are two exercises in this lesson.

  1. Exercise 1 = Matching Headings
  2. Exercise 2 = Synonyms (Vocabulary practice)

Death of the High Street: Reading for IELTS

Exercise 1: Matching Headings

Questions 1-5. Match the heading with the relevant paragraph below. Write a letter for each answer.

  1.  Changing Tastes
  2.  Rising Overheads
  3. Squeezed Incomes
  4. Too Much Debt
  5. E-commerce

A) A big factor has been a fall in discretionary spending, spurred by rising shop prices and weak wage growth. A near 15% fall in the pound since the Brexit vote has pushed inflation over 3% – way above the Bank of England’s 2% target. This has made imported goods more expensive, with those costs passed on to consumers. Couple that with the fact that wages have been rising at a slower pace than inflation – and shoppers have less disposable income to spend in stores and restaurants.

B) Online giants such as Amazon have had a huge impact on the high street as more consumers see online shopping as cheaper and easier than going to the shops. And while overall retail sales growth is weak, online sales continue to shoot up. If shops fail to do either “value, convenience, or experience” well, they will struggle, Mr Martin says.

C) Toy store “Toys R Us” fell short in all three areas, according to Simon Thomas of Moorfields Advisory, the toy chain’s administrators. He says it was “unlikely” the retailer can be saved because its business model “isn’t what consumers really want now”. “We’ve got very large stores which are fairly impersonal. People are looking now to have a better shopping experience, and we were unable to deliver that.”

D) Inflation is not the only cost pressure retailers face. The National Minimum Wage and new National Living Wage for over-25s go up each year, pushing up payroll costs. “Business rates are deterring investment in local communities, causing shop closures and job losses in hard-pressed communities and preventing retailers from delivering what their customers want in an efficient and cost-effective way.”

E) As a consequence of over expansion, many retailers are shouldering “high debt burdens”, says KPMG’s Mr Martin. Just before its collapse, Toys R Us UK faced a looming VAT debt payment deadline of £15m. It would have been unable to pay it without a cash injection from an outside investor.

Source: Passage from BBC News Photo sourced online.

Exercise 2: Synonyms Practice

Questions 6-12. Find the following synonyms in the passage above. The answers will come in order in the passage. No more than two words for each answer. This question type does not come in the test. I have created it to give you essential practice with synonyms.

  • 6. triggered
  • 7. combine
  • 8. expendable
  • 9. soar
  • 10. discouraging
  • 11. imminent
  • 12. boost

Answers

Click below for Answers:

Answers

Please remember that in the real IELTS test, if you are asked to write a letter, you must write the letter and not the word. Always following instructions very carefully.

  1. A = 3
  2. B = 5
  3. C = 1
  4. D = 2
  5. E = 4
  6. triggered = spurred
  7. combine = couple that
  8. expendable = disposable
  9. soar = shoot up
  10. discouraging = deterring
  11. imminent = looming
  12. boost = injection

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Hope you find the lesson useful 🙂

All the best

Liz

Filed Under: IELTS Reading
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