True/ False/ Not Given

What are T/ F/ NG questions in IELTS Reading?

In T/F/NG questions, you have to compare the information given in the questions to the passage.

• True: The statement agrees with the information in the passage.
• False: The statement contradicts the information in the passage.
• Not Given: The information is not mentioned in the passage at all.

Note: Do not get confused between False and Not Given. There is a fine line, False is present in the passage but with a contradiction, whereas Not Given is not present at all.

Key Features of T/F/NG Questions:

• All questions follow chronological order.
• At least either of the 3 (T/F/NG) is always present.
• Questions are paraphrased, understand the meaning.
• Identify keywords in the questions, locate them in passage.
• T/G/NG are only in IELTS Reading Module, doesn't come in IELTS Listening.

Tips and Tricks for T/F/NG Questions:

• Read the Instructions Carefully: Ensure you understand whether the question requires True/False/Not Given or Yes/No/Not Given. These two formats are similar but may be used differently based on fact (True/False) or opinion (Yes/No).

• Analyze the Statements First: Read the statements in the questions carefully to understand what they are asking. This will help you focus on finding the specific information in the passage.

• Skim and Scan: Quickly skim the passage to get an overall understanding, then scan for specific details or keywords related to each statement.

• Focus on Keywords: Look for keywords in both the statement and the text. Keywords help you locate the relevant section of the passage quickly.

• Look for Synonyms and Paraphrasing: The information in the passage may be paraphrased or expressed in synonyms. Pay attention to words that have similar meanings but are worded differently.

• Answer in Order: TFNG questions usually follow the order of the information in the text. This means that once you find the answer to the first question, the next answer will likely be found in the following section of the passage.

• Check Carefully for Contradictions: If a statement is marked as False, it must directly contradict information in the passage. Be sure to look for clear evidence of this contradiction.

• Use the "Not Given" Strategy: If you can't find any information related to the statement after checking thoroughly, it is likely Not Given. Don't assume something is True or False just because you can't find a direct answer.

Common Mistakes in T/F/NG Questions:

• Overthinking "Not Given": Many test-takers tend to overthink and imagine that they might have missed the information. Remember, if you genuinely cannot find the information, the answer is Not Given.

• Misinterpreting Information: Sometimes, people misread or misunderstand the statements or the passage. Make sure you understand the exact meaning before deciding whether it is True, False, or Not Given.

• Assuming Information: Test-takers often make assumptions based on their general knowledge or logical thinking. Your answers must be based only on the information in the passage, not on your prior knowledge.

• Ignoring Qualifiers: Words like "all," "some," "always," "never," or "most" can change the meaning of a statement. Pay attention to these qualifiers, as they often indicate whether a statement is True, False, or Not Given.

• Guessing Too Quickly: Some candidates rush through the passage and guess answers without carefully checking the text. Make sure to verify your answers with evidence from the passage.

• Matching Keywords Incorrectly: A common mistake is to match keywords from the statement directly with words in the text without checking if the context or meaning is the same.

Exercise 1:

Chocolate Unwrapped

Chocolate, derived from the seeds of the cacao tree, has a long and rich history. It was first used by the ancient civilizations of Mesoamerica, including the Maya and the Aztecs. These civilizations revered the cacao bean and used it to create a bitter drink that was consumed during religious ceremonies and by the elite. It wasn’t until the 16th century, when Spanish explorers brought cacao back to Europe, that chocolate became widely known outside the Americas. Initially, it remained a luxury, available only to the European aristocracy. However, by the 19th century, technological advancements had made chocolate accessible to the general public.

The development of chocolate production techniques, particularly in Switzerland, led to the creation of milk chocolate, which became incredibly popular. The Swiss were pioneers in the chocolate industry, and many of the techniques and products they developed, such as the conching process (which improves the texture and flavor), are still in use today. Over time, chocolate transitioned from a drink to the solid form that is commonly consumed today. It became an integral part of various culinary traditions worldwide and continues to be a popular treat enjoyed by people of all ages.

Modern chocolate production has raised concerns about sustainability and ethical sourcing. The majority of the world’s cacao is grown in tropical regions of Africa, with countries like Côte d'Ivoire and Ghana being leading producers. Unfortunately, cacao farming is often associated with deforestation, child labor, and unfair wages. As awareness of these issues has grown, there has been a movement towards fair-trade and ethically sourced chocolate to ensure that farmers are fairly compensated and environmentally sustainable practices are followed.

Q. Identify whether the following statements are TRUE, FALSE or NOT GIVEN.

1. Cacao beans were initially consumed as a sweet drink by the ancient Maya and Aztec civilizations.
2. Chocolate became popular in Europe after it was brought there by Spanish explorers.
3. The Swiss developed many of the techniques used in modern chocolate production.
4. By the 19th century, chocolate was only affordable for the European aristocracy.
5. Côte d'Ivoire and Ghana are the only countries where cacao farming is practiced.
6. Ethical sourcing of chocolate is now a major concern in the industry.

Answers:

1. False
2. True
3. True
4. False
5. Not Given
6. True

Explanation:

1. False - The passage states that the Maya and Aztecs consumed cacao beans as a bitter drink during religious ceremonies, not as a sweet drink.

2. True - The passage mentions that chocolate became widely known outside the Americas after being introduced to Europe by Spanish explorers.

3. True - The extract states that Switzerland played a key role in developing techniques such as conching, which are still used in modern chocolate production.

4. False - The passage says that technological advancements in the 19th century made chocolate accessible to the general public, not just the aristocracy.

5. Not Given -The passage mentions Côte d'Ivoire and Ghana as leading producers of cacao but does not claim they are the only countries practicing cacao farming.

6. True - The passage explicitly states that there are concerns about sustainability and ethical sourcing in modern chocolate production.

Exercise 2:

From Beans to Brew

Coffee has a long and storied history that traces back to the ancient coffee forests of Ethiopia. According to legend, the energizing effects of the coffee beans were first discovered by a goat herder named Kaldi. He noticed that after eating the berries from a certain tree, his goats became so energetic that they did not want to sleep at night. Kaldi reported his findings to a local monastery, where a monk made a drink with the berries and discovered that it kept him alert during long hours of prayer. The knowledge of this energizing drink soon spread to other monasteries in the region.

Coffee eventually traveled to the Arabian Peninsula, where it began its journey to becoming one of the world’s most popular beverages. The Arabian people were the first to cultivate and trade coffee on a large scale. By the 15th century, coffee was being grown in the Yemeni district of Arabia, and by the 16th century, it was known in Persia, Egypt, Syria, and Turkey. Coffee houses began to appear in cities across the Middle East, becoming important social hubs where people could gather to exchange information.

In Europe, coffee arrived in the 17th century and quickly gained popularity, despite some controversy. At first, it was often associated with suspicion and referred to as the "bitter invention of Satan." However, once it received approval from Pope Clement VIII, its consumption became more widespread. Soon, coffee houses sprang up all over Europe, serving as centers for political discussion, artistic exchange, and business transactions.

Q. Identify whether the following statements are TRUE, FALSE or NOT GIVEN.

1. Kaldi, a goat herder, was the first person to consume coffee.
2. The Arabian Peninsula was the first place where coffee was cultivated on a large scale.
3. Coffee houses in the Middle East were mainly used for religious gatherings.
4. Pope Clement VIII played a role in popularizing coffee in Europe.
5. Coffee was universally accepted in Europe without any opposition.

Answers:

1. False
2. True
3. Not Given
4. True
5. False

Explanation:

1. False - he discovered the effects but does not mention him consuming it.

2. True - The passage states that the Arabian people were the first to cultivate and trade coffee on a large scale.

3. Not Given - The passage mentions that coffee houses were social hubs for exchanging information but does not specify religious gatherings.

4. True - The passage states that Pope Clement VIII's approval helped make coffee consumption more widespread.

5. False - The passage mentions that coffee was initially met with suspicion and referred to as the "bitter invention of Satan."

Exercise 3:

The Pyramids of Egypt

The Pyramids of Egypt are some of the most remarkable architectural feats in human history. Constructed during the time of the Old and Middle Kingdoms of ancient Egypt, these structures served as tombs for pharaohs and high-ranking officials. The most famous of these is the Great Pyramid of Giza, built for the Pharaoh Khufu. It is estimated that the pyramid took around 20 years to complete and was constructed using over two million limestone blocks.

The exact method used to build the pyramids remains a topic of debate among historians and archaeologists. While many theories exist, the most widely accepted idea is that a large workforce of skilled laborers, not slaves, was employed to move and position the enormous stones. Some evidence suggests that ramps, levers, and rolling logs might have been used in the construction process.

Despite their current state, the pyramids were once covered in a smooth layer of polished limestone that made them shine brilliantly under the sun. This outer casing has largely eroded or been removed over the centuries. The Pyramids of Egypt also align with incredible precision to the cardinal points of the compass, showing the advanced knowledge of geometry and astronomy possessed by the ancient Egyptians.

The purpose of these grand structures extended beyond being mere tombs; they were also believed to be a means to help the soul of the deceased pharaoh ascend to the afterlife. Many of the pyramids contained intricate carvings, hieroglyphs, and religious texts that provided guidance for the journey to the next world.

Q. Identify whether the following statements are TRUE, FALSE or NOT GIVEN.

1. The Pyramids of Egypt were primarily built to serve as royal tombs.
2. Pharaoh Khufu's tomb is located in the Great Pyramid of Giza.
3. All the pyramids in Egypt were built during the reign of Pharaoh Khufu.
4. The workers who built the Great Pyramid were treated poorly and given little food.
5. The primary purpose of the pyramids was to be used as astronomical observatories.
6. Archaeological evidence suggests that the workers lived in temporary villages near the pyramids.
7. The pyramids were seen as a connection between the pharaohs and their ancestors.

Answers:

1. True
2. False
3. True
4. False
5. False
6. True
7. Not Given

Explanation:

1. True - to serve as tombs for the pharaohs and powerful elites confirms that this was their primary purpose.

2. False - The passage mentions that the engineering skills required were remarkable built with minimal technology, indicating that advanced machinery was not used.

3. True - It is explicitly stated in the passage that was constructed for Pharaoh Khufu, confirming that it served as his tomb.

4. False - The passage states that the workers were "well-fed and cared for," directly contradicting the claim that they were treated poorly and given little food.

5. False - serve as tombs and symbols of the pharaoh's power, with no mention of being used as astronomical observatories.

6. True - workers lived in nearby temporary villages, supporting this statement as true.

7. Not Given - The passage mentions that the pyramids were seen as a bridge between the earth and the afterlife, helping the soul of the pharaoh join the gods, but it does not specifically mention a connection between the pharaohs and their ancestors.