IELTS Reading True/False/Not Given: Expert Tips and Practice Exercises

Identifying information (True/False/Not Given or Yes/No/Not Given) is one of the most common and tricky question types in IELTS Reading. It tests your ability to understand factual information accurately, recognize paraphrasing, and pay attention to detail.

In this task, you are given a list of statements based on the passage. You must decide whether the passage confirms the statement (True/Yes), contradicts it (False/No), or if the information is not mentioned at all (Not Given).

Strategy:

• Read at least 2-3 question statements and mark the keywords. These keywords may be names, places, years, or any words that may help locate the information in the passage.
• Based on these keywords, find the paragraph and then the sentences in the passage that contain these keywords. (Remember, these words might be paraphrased in the text)
• Read carefully to match the meanings. The statement would be True/Yes, if the passage confirms the same using different words. It would be False/No, if the passage contradicts or gives opposite information. In case of Not Given, the passage neither confirms nor contradicts the statement.

Tips:

• Learn to catch paraphrasing: For a statement to be TRUE/YES, you may not be able to find the exact words in the passage, but the meaning would be same. For FALSE/No, again the opposite information might be hidden using antonyms, so try to match the meaning not words.
• Practice the Not Given Trap: Sometimes, you will find the exact words from the statement in the passage; however, there will be some words that are missing. So rather than claiming it to be FALSE/NO, consider the Not Given option.

For Example:

Passage: ‘Roughly 11,700 years ago, as the most recent ice age ended, the climate became significantly warmer and wetter, making Obi’s jungle much thicker. The surrounding areas also experienced changes in vegetation.’

Question: ‘A change in the climate around 11,700 years ago had a more significant impact on Obi than the surrounding areas.’

Here, the answer would be NOT Given as whether Obi had a greater impact than surrounding area or not is not mentioned.

• Be careful with comparisons: Many statements include comparisons between two or more things. Pay close attention to what exactly is being compared and check whether that comparison is actually mentioned in the passage. Misreading or assuming a comparison can easily lead to an incorrect answer.

Passage: ‘Organic farming is growing rapidly.  Many farmers who have been engaged with  traditional farming are attracted towards this new idea.’

Question: ‘Organic farming is more profitable than traditional farming.’

The statement would be ‘Not Given’ as profitability is not compared in the text.

 

• Watch out for the extreme words like all, always, everyone, every day, always. They may change the meaning and cause confusion.

The statement ‘People in the cities prefer cars over bikes.’ is different from ‘All the people in the cities prefer cars over bikes.’

Practice Exercise 1:

Athletes and Stress: Balancing Pressure for Peak Performance

Athletes, whether professional or amateur, often face high levels of stress due to the demands of training, competition, and public expectations. Stress is the body’s natural response to challenging situations, and in athletes, it can be both physical and psychological. While moderate stress can improve focus and performance, excessive stress may lead to anxiety, burnout, or even physical injuries.

One of the sources of stress for athletes is competition pressure. Winning and losing are part of sports, but constant emphasis on results can create fear of failure, which negatively affects performance. Another common stressor is training load. Intense schedules, long hours, and recovery demands can overwhelm the body, increasing fatigue and susceptibility to injuries. Athletes also face social and personal pressures, such as expectations from coaches, teammates, and family. Media scrutiny and public attention can add another layer of stress, especially for elite athletes.

To cope with stress, many athletes adopt strategies like mental conditioning, mindfulness, and relaxation techniques. Support from sports psychologists, coaches, and teammates can help them manage anxiety and stay motivated. Physical recovery through proper sleep, nutrition, and physiotherapy is equally important. Understanding stress and developing effective coping mechanisms is crucial for long-term success. Athletes who learn to balance stress with preparation and recovery are more likely to sustain high performance and maintain both physical and mental health.

Do the following statements agree with the information given in the text above?

Write TRUE if the statement agrees

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this.

1. All athletes experience the same level of stress regardless of their level of competition.
2. Excessive stress in athletes can sometimes cause health issues.
3. Competition pressure is the biggest source of stress for athletes.
4. Several techniques may help mitigate stress for athletes.
5. Mental guidance from trainers and peers is more important than bodily recovery.

Practice Exercise 2:

Cleopatra: The Last Pharaoh of Egypt

Cleopatra VII, often simply known as Cleopatra, remains one of the most fascinating and controversial figures in ancient history. As the last active ruler of the Ptolemaic Kingdom of Egypt, she was not only a queen but also a shrewd politician and a symbol of female power in a male-dominated world. Her reign, which began in 51 BC, marked the final chapter of ancient Egypt before it became a province of the Roman Empire.

Born into the Greek-speaking Ptolemaic dynasty, Cleopatra was highly educated and fluent in several languages, including Egyptian, which distinguished her from many of her predecessors. Unlike earlier rulers who distanced themselves from native traditions, she embraced Egyptian customs and portrayed herself as the reincarnation of the goddess Isis. This helped her gain popularity among her subjects and maintain stability in a politically fragile kingdom.

Cleopatra’s political skills were evident in her relationships with two of Rome’s most powerful leaders—Julius Caesar and Mark Antony. Her alliance with Caesar helped her regain the throne after a civil war against her brother Ptolemy XIII. Later, her partnership with Mark Antony was both romantic and strategic, as they sought to strengthen Egypt’s independence from Rome. However, their union alarmed Rome’s leaders, particularly Octavian, who used it as justification to declare war.

The conflict culminated in the famous Battle of Actium in 31 BC, where Cleopatra and Antony’s forces were decisively defeated. Facing inevitable capture, both chose to end their lives rather than be paraded as prisoners in Rome. According to legend, Cleopatra died by allowing an asp, a venomous Egyptian snake, to bite her. Her death marked the end of the Ptolemaic dynasty and the beginning of Roman rule in Egypt.

Cleopatra’s legacy has endured for more than two thousand years. While ancient Roman historians often portrayed her as manipulative and seductive, modern scholars view her as an intelligent and capable ruler who fought to preserve her nation’s sovereignty. Her life continues to inspire art, literature, and film, making her not just a historical figure but also a lasting cultural icon.

Do the following statements agree with the information given in the text above?

Write TRUE if the statement agrees

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this.

1. Before 51 BC, Egypt was under the Roman Empire.
2. Cleopatra was the first ruler in her dynasty to learn Egyptian.
3. The previous rulers were less traditional than Cleopatra.
4. Julius Caesar helped Cleopatra secure her position as the Egyptian queen.
5. Cleopatra’s alliance with Mark Antony resulted in a war.
6. As per a famous folk tale, Mark Antony was bitten by a poisonous snake.

Practice Exercise 3:

Affluenza: When Wealth Leads to Unhappiness

In modern society, wealth is often considered the ultimate marker of success. However, psychologists and social commentators have coined the term “affluenza” to describe a paradoxical condition in which people with significant financial resources experience emotional distress rather than happiness. Affluenza is not a formal medical diagnosis but is increasingly recognized as a social and psychological phenomenon that affects individuals and families across the globe.

The term affluenza combines “affluence” with “influenza,” implying that the condition spreads like a virus. It is characterized by excessive materialism, lack of motivation, and feelings of isolation despite financial abundance. Research suggests that individuals who grow up in wealthy environments may develop unrealistic expectations and a sense of entitlement, leading to dissatisfaction and poor mental health outcomes. In extreme cases, affluenza has been linked to depression, anxiety, and reckless behavior.

Experts argue that affluenza is partly a result of cultural pressures. In societies where success is measured predominantly by material possessions, children often learn to equate self-worth with wealth. Parents who prioritize financial achievement over emotional guidance may inadvertently foster dependency, entitlement, and poor coping skills in their children. Furthermore, the constant pursuit of wealth can lead to social isolation, strained relationships, and chronic stress, which paradoxically undermines the very lifestyle that affluenza is supposed to enhance.

Addressing affluenza requires a multifaceted approach, including education, family support, and psychological intervention. Encouraging empathy, personal responsibility, and community engagement can help counteract the negative effects of excessive wealth. As awareness of the phenomenon grows, researchers hope that society will recognize that financial success alone does not guarantee happiness or moral development.

Do the following statements agree with the information given in the text above?

Write TRUE if the statement agrees

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this.

1. Affluenza is a medical condition that spreads like a virus.
2. According to psychologists, most of the wealthy people experience emotional distress.
3. Cultural pressure is the most common factor leading to affluenza.
4. Parents who prioritize emotional guidance over financial success prevent affluenza.
5. Mental health strategies could play a role in coping with affluenza.

Answers

Practice Exercise 1:

1. Not Given ( The passage does not mention whether all athletes experience the same level of stress or not)
2. True ( The passage mentions that excessive stress may lead to anxiety, burnout, or even physical injuries, which are health issues.)
3. Not Given (The passage mentions competition pressure as one of the sources but does not say it is the biggest.)
4. TRUE (Techniques mentioned include mental conditioning, mindfulness, relaxation techniques, support from psychologists/coaches/teammates, and physical recovery.)
5. FALSE (Equally important has been mentioned in the text)

 

Practice Exercise 2:

1. False (The passage says Cleopatra’s reign marked the final chapter of ancient Egypt before it became a province of Rome, so Egypt was independent before 51 BC.)
2. Not Given (The passage says she spoke Egyptian and was distinguished from many predecessors, but it does not explicitly say she was the first.)
3. True (The passage states that earlier rulers distanced themselves from native traditions, while Cleopatra embraced Egyptian customs.)
4. True (The passage says her alliance with Caesar helped her regain the throne.)
5. True (The passage says their union alarmed Rome’s leaders, particularly Octavian, who used it as justification to declare war.)
6. Not Given (The passage mentions Cleopatra died by an asp bite, but does not provide any details about Antony’s cause of death.)

Practice Exercise 3:

1. False (The passage states affluenza is not a formal medical diagnosis; the virus comparison is metaphorical.)
2. Not Given (The passage says wealthy people may experience distress, but it does not claim ‘most’ .)
3. Not Given (The passage says affluenza is partly a result of cultural pressures, but it does not say it is the most common factor.)
4. Not Given (The passage mentions parental influence but does not claim it guarantees prevention.)
5. True (The passage mentions psychological intervention as part of addressing affluenza, which paraphrases this statement.)