IELTS リーディング T/F/NG マスタリー

Table of Contents

- Chapter 1: How IELTS Reading T/F/NG Works

- Chapter 2: 10 Question Patterns with Worked Examples

- Chapter 3: The 5-Step T/F/NG Strategy

- Chapter 4: Spotting Paraphrase & Distractors

- Chapter 5: 100 Power Phrases for Reading

- Chapter 6: 20 Common Errors & Fixes

- Chapter 7: 20 FAQs

- Appendix A: 30 Signal Words for T/F/NG

- Appendix B: Paraphrase Pattern Bank

- Appendix C: Time Management for 60 Minutes

- Appendix D: How to Use Your 10 AI Study Credits

- Appendix E: Data Sources & Disclaimer

Chapter 1: How IELTS Reading T/F/NG Works

The Three Labels and What They Actually Mean

True / False / Not Given (T/F/NG) is the highest-risk question type in IELTS Reading. The labels look simple, but the scoring logic is unforgiving: you are not judging whether a statement is *reasonable*, *likely*, or *generally true in the real world*. You are judging one thing only — whether the statement matches the information in the passage.

- TRUE — the statement agrees with the information in the passage. The meaning is the same, even if the wording is different.

- FALSE — the statement contradicts the information in the passage. The passage says the opposite, or says something logically incompatible with the statement.

- NOT GIVEN — the passage does not contain enough information to decide TRUE or FALSE. The topic may be mentioned, but the specific claim is absent.

A useful mental test: ask "If I only had this passage, could I prove this statement wrong?" If yes → FALSE. If I can prove it right → TRUE. If I cannot prove either → NOT GIVEN.

Why Candidates Lose Marks Here

Three failure modes account for most lost marks:

1. Using outside knowledge. If the passage says a study found X, and you personally believe X is wrong, the answer is still TRUE if the statement matches the passage.

2. Confusing FALSE with NOT GIVEN. FALSE requires direct contradiction. If the passage is silent on the specific detail, it is NOT GIVEN — even if the statement *feels* wrong.

3. Over-reading. Adding one word of interpretation ("all", "only", "always") turns a TRUE statement into a FALSE one. Quantifiers are the single most common trap in this question type.

The Evidence Rule

Every T/F/NG answer must be anchored to a specific location in the passage. Trained readers do not answer from memory — they locate the relevant sentence, then compare it to the statement word by word. If no sentence exists, the answer is NOT GIVEN by definition.

Answer Distribution Reality

Across published IELTS Academic Reading tests, T/F/NG sets typically contain all three labels. A set of 7 questions rarely contains 7 TRUEs. This is not a guarantee, but it is a useful sanity check: if your answers are heavily skewed to one label, re-examine your evidence for the outliers.

Chapter 2: 10 Question Patterns with Worked Examples

Pattern 1: Direct Paraphrase (TRUE)

The statement restates a passage sentence using synonyms. The meaning is identical; only the surface wording changes.

Passage (original):

> Urban cycling schemes in Copenhagen have reduced short-distance car trips by roughly one fifth since 2015.

Statement:

> Car journeys of short distance in Copenhagen have fallen by about 20 per cent since 2015.

Answer: TRUE

"Short-distance car trips" = "car journeys of short distance"; "reduced by roughly one fifth" = "fallen by about 20 per cent". No added or removed meaning.

Trap to avoid: Do not mark FALSE simply because the wording differs. Paraphrase is the *expected* form of a TRUE answer.

Pattern 2: Direct Contradiction (FALSE)

The statement asserts the opposite of what the passage says. The contradiction is explicit, not inferred.

Passage (original):

> The museum's evening opening hours were discontinued in 2019 because of low attendance.

Statement:

> The museum stopped opening in the evening because visitor numbers were too high.

Answer: FALSE

The passage says attendance was *low*; the statement says numbers were *too high*. These are incompatible. The cause given is reversed.

Trap to avoid: A contradiction of *reason* is still a contradiction. You do not need the whole sentence to be opposite — one reversed element is enough.

Pattern 3: Partially Mentioned, Specific Claim Absent (NOT GIVEN)

The passage mentions the general topic but not the specific detail in the statement. This is the most misjudged pattern.

Passage (original):

> Several coastal towns in the region have invested in sea walls over the past decade.

Statement:

> Sea walls in the region have been funded entirely by local governments.

Answer: NOT GIVEN

The passage confirms sea walls exist and were built. It says nothing about *who funded them*. "Entirely by local governments" is an added claim with no textual support. It is not contradicted — it is simply absent.

Trap to avoid: Do not choose FALSE just because the statement adds a detail. FALSE requires the passage to say the opposite. Silence = NOT GIVEN.

Chapter 2: 10 Question Patterns with Worked Examples

Pattern 4: Comparative Statements

Comparative statements test your ability to verify whether one thing is described as *more*, *less*, or *equally* something compared to another. The passage may mention both items separately without directly comparing them, which is a classic NOT GIVEN trap.

How to recognize it: The question contains comparative language such as *more than*, *fewer than*, *as much as*, *better than*, *less likely*, *the most*, or *compared with*.

The three possible outcomes:

- TRUE — The passage explicitly makes the same comparison in the same direction.

- FALSE — The passage makes the opposite comparison, or states that the two items are equal when the question claims one is greater.

- NOT GIVEN — The passage mentions both items but never compares them, or mentions only one item.

Worked Example 1

Passage: Urban cycling infrastructure has expanded rapidly in Copenhagen over the past decade. The city now operates over 400 kilometres of dedicated cycle lanes. By contrast, Oslo has invested primarily in electric bus networks, and its cycle lane network remains under 150 kilometres.

Question: Copenhagen has a more extensive network of cycle lanes than Oslo.

Answer: TRUE

Reasoning: The passage gives specific figures — over 400 km for Copenhagen and under 150 km for Oslo. The comparison in the question (Copenhagen > Oslo) matches the data in the passage. Both the direction and the items compared are identical.

Worked Example 2

Passage: A longitudinal study tracking 2,000 participants found that individuals who practised mindfulness meditation for 20 minutes daily reported lower stress levels after six months. However, the researchers noted that participants who engaged in regular aerobic exercise reported similar reductions in stress.

Question: Mindfulness meditation is more effective at reducing stress than aerobic exercise.

Answer: NOT GIVEN

Reasoning: The passage states that both groups reported *similar* reductions in stress. It does not claim that meditation is *more* effective. The question introduces a comparison of superiority that the passage does not make. Note that if the question had said “aerobic exercise is less effective than mindfulness,” the answer would be FALSE because the passage states they are similar.

Worked Example 3

Passage: The new high-speed rail link between the two cities has reduced average journey times from three hours to ninety minutes. Ticket prices, however, are approximately 40% higher than the previous intercity service.

Question: The high-speed rail link is cheaper than the previous intercity service.

Answer: FALSE

Reasoning: The passage states ticket prices are approximately 40% *higher* than the previous service. The question claims the opposite — that the new link is *cheaper*. This is a direct contradiction, making it FALSE.

Common traps:

- The passage mentions two items in separate paragraphs but never compares them directly. Students assume a comparison exists and answer TRUE or FALSE when the correct answer is NOT GIVEN.

- The passage uses a comparative but about a different attribute. For example, the passage says Product A is *faster* than Product B, but the question asks whether Product A is *more expensive*. The answer is NOT GIVEN unless price is also discussed.

- Superlatives in the question (*the best*, *the most efficient*) require the passage to explicitly rank the item above all others. If the passage only says it is *one of the leading* options, the answer is NOT GIVEN.

Practice tip: When you see a comparative in the question, immediately locate both items in the passage and check: (1) Are both mentioned? (2) Is a comparison made? (3) Does the comparison match in direction?

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Pattern 5: Cause and Effect Claims

Cause and effect questions ask you to verify whether the passage establishes a causal relationship between two events or phenomena. The critical distinction is between *correlation* (two things happen together) and *causation* (one thing causes the other). IELTS frequently tests whether you can tell the difference.

How to recognize it: The question uses causal language such as *because of*, *due to*, *caused by*, *leads to*, *results in*, *is responsible for*, or *as a result of*.

The three possible outcomes:

- TRUE — The passage explicitly states the same causal relationship.

- FALSE — The passage states a different cause, states the reverse causal direction, or explicitly denies causation.

- NOT GIVEN — The passage describes both events but does not establish a causal link, or only establishes correlation.

Worked Example 1

Passage: Since the introduction of congestion charges in the city centre, average traffic speeds during peak hours have increased by 18%. Transport authorities attribute this improvement directly to the reduced number of private vehicles entering the zone.

Question: The increase in traffic speeds is caused by the reduction in private vehicles entering the city centre.

Answer: TRUE

Reasoning: The passage explicitly states that authorities “attribute this improvement directly to the reduced number of private vehicles.” The causal direction in the question matches the passage. The phrase “directly to” confirms causation, not mere correlation.

Worked Example 2

Passage: Regions with higher average annual rainfall tend to have higher rates of reported cases of certain waterborne illnesses. Researchers caution, however, that this association does not establish that rainfall itself is the causal factor, as other variables such as sanitation infrastructure quality may play a more significant role.

Question: Higher rainfall causes an increase in waterborne illnesses.

Answer: FALSE

Reasoning: The passage explicitly warns that the association “does not establish that rainfall itself is the causal factor.” The researchers suggest other variables may be more important. The question asserts causation that the passage denies. This is a direct contradiction.

Worked Example 3

Passage: The decline in bee populations across North America has been documented extensively over the past two decades. During the same period, the use of neonicotinoid pesticides has increased significantly. Several studies have examined both phenomena, though scientific consensus on the primary driver of colony collapse remains elusive.

Question: The decline in bee populations is caused by the increased use of neonicotinoid pesticides.

Answer: NOT GIVEN

Reasoning: The passage mentions both the bee decline and the increase in pesticide use, and notes they occurred during the same period. However, it explicitly states that “scientific consensus on the primary driver remains elusive.” No causal link is confirmed. The question asserts a cause that the passage does not establish.

Common traps:

- The passage presents two trends occurring simultaneously. Students assume one causes the other. Unless the passage states causation, the answer is NOT GIVEN.

- The passage reverses the causal direction. For example, the passage says “A is caused by B” but the question says “A causes B.” This is FALSE.

- The passage mentions a cause but for a different effect. For example, the passage says “X causes Y” but the question asks whether “X causes Z.” The answer is NOT GIVEN unless the passage also links X to Z.

Practice tip: Circle the causal verb in the question. Then scan the passage for that same causal relationship. If the passage only describes correlation (words like *associated with*, *linked to*, *correlated with*), the answer cannot be TRUE for a causation question.

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Pattern 6: Chronology and Sequence

Chronology questions test whether you can accurately place events in time relative to one another. The passage may describe events in a non-chronological order, or it may use dates, time markers, and sequencing language that you must track carefully.

How to recognize it: The question contains time-related language such as *before*, *after*, *during*, *by the time*, *not until*, *following*, *prior to*, *subsequently*, or specific dates and periods.

The three possible outcomes:

- TRUE — The passage confirms the same sequence or timing.

- FALSE — The passage states a different sequence (e.g., the question says A happened before B, but the passage says B happened before A).

- NOT GIVEN — The passage does not provide enough information to determine the sequence, or mentions only one event.

Worked Example 1

Passage: The first commercial solar panels became available in the 1950s, but it was not until the development of photovoltaic efficiency improvements in the 1990s that solar energy became a viable option for widespread residential use.

Question: Solar energy became viable for widespread residential use before the 1990s.

Answer: FALSE

Reasoning: The passage explicitly states “it was not until the development of photovoltaic efficiency improvements in the 1990s that solar energy became a viable option for widespread residential use.” This means viability occurred *in* the 1990s, not before. The question contradicts the passage.

Worked Example 2

Passage: Construction of the bridge began in 2005 and was completed in 2011. The first vehicles crossed in early 2012, following a series of safety inspections and load tests.

Question: Safety inspections took place before the bridge was completed.

Answer: NOT GIVEN

Reasoning: The passage states that inspections occurred after completion (“following a series of safety inspections”) and before the first vehicles crossed in 2012. However, it does not specify whether any inspections occurred *before* completion in 2011. The question asks about a sequence the passage does not address. While the passage implies inspections happened after completion, it does not rule out earlier inspections. Therefore, the answer is NOT GIVEN.

Worked Example 3

Passage: The manuscript was discovered in a monastery library in 1873. Scholars initially dated it to the 12th century, but radiocarbon analysis conducted in 2001 revealed that the parchment originated in the 8th century.

Question: The manuscript was created in the 8th century.

Answer: TRUE

Reasoning: The passage states that radiocarbon analysis revealed the parchment originated in the 8th century. While the initial dating was incorrect, the passage presents the 2001 finding as authoritative. The question asks when the manuscript was created, and the passage confirms the 8th century.

Common traps:

- The passage presents an initial belief that was later corrected. Students may focus on the initial (incorrect) date and miss the corrected one.

- The passage describes events in a non-linear narrative order (e.g., starting with a recent event, then flashing back). Students must track the actual dates, not the order of mention.

- The question uses *by the time* or *not until*, which require precise reading. For example, “not until 1990” means it did not happen before 1990, but it may have happened in 1990 or later.

Practice tip: Create a simple timeline in the margin as you read. Mark each event with its date or time marker. This prevents confusion when the passage presents events out of order.

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Pattern 7: Definitions and Terminology

Definition questions test whether the passage’s use of a term matches the definition given in the question. The passage may define a term explicitly, imply a definition through context, or use a term in a way that differs from common usage.

How to recognize it: The question uses phrasing such as *is defined as*, *refers to*, *is known as*, *is described as*, *means that*, or uses a technical term and asks about its meaning.

The three possible outcomes:

- TRUE — The passage defines or describes the term in the same way as the question.

- FALSE — The passage defines the term differently, or the question’s definition contradicts the passage.

- NOT GIVEN — The passage does not define the term, or the term is used but not explained.

Worked Example 1

Passage: In economics, the term “recession” is technically defined as two consecutive quarters of negative GDP growth. This differs from the popular usage, which often applies the term to any period of economic difficulty.

Question: According to the passage, a recession is defined as two consecutive quarters of negative GDP growth.

Answer: TRUE

Reasoning: The passage explicitly states this is the technical definition. The question asks about the definition *according to the passage*, and the passage confirms it. Note that the passage also mentions a popular usage, but the question specifically asks about the definition provided, which matches the technical one.

Worked Example 2

Passage: The term “dark matter” refers to a hypothetical form of matter that does not emit, absorb, or reflect light, making it invisible to electromagnetic radiation. Its existence is inferred from gravitational effects on visible matter.

Question: Dark matter is defined as matter that emits very low levels of light.

Answer: FALSE

Reasoning: The passage states that dark matter “does not emit, absorb, or reflect light.” The question claims it “emits very low levels of light.” This directly contradicts the passage. Even a small amount of light emission would contradict the definition given.

Worked Example 3

Passage: The concept of “emotional intelligence” gained widespread attention following Daniel Goleman’s 1995 book. Various researchers have proposed different models, some emphasising empathy and social skills, others focusing on self-regulation and motivation.

Question: Emotional intelligence is defined as the ability to empathise with others.

Answer: NOT GIVEN

Reasoning: The passage mentions that *some* researchers emphasise empathy, but it does not present this as the sole or definitive definition. It explicitly states that “various researchers have proposed different models.” The passage does not commit to a single definition, so the question’s assertion cannot be confirmed.

Common traps:

- The passage mentions a term but does not define it. Students may rely on their own knowledge of the term rather than what the passage actually says. Always answer based on the passage, not external knowledge.

- The passage offers multiple definitions. The question may pick one and present it as *the* definition. If the passage presents multiple models without endorsing one, the answer is often NOT GIVEN.

- The passage uses a term in a specialised way that differs from everyday usage. For example, “theory” in science means a well-substantiated explanation, not a guess. The question may use the everyday meaning, leading to a FALSE answer.

Practice tip: When a question asks about a definition, locate the term in the passage and read the surrounding sentences carefully. Look for explicit definition markers (*is defined as*, *refers to*, *means*) and note whether the passage presents one definition or multiple.

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Pattern summary table:

Pattern	Key Question Language	TRUE Condition	FALSE Condition	NOT GIVEN Condition
Comparative	more/less than, as...as	Same comparison, same direction	Opposite comparison or equal when question says unequal	Both items mentioned but not compared
Cause & Effect	because, due to, leads to	Same causal link stated	Different cause, reverse direction, or causation denied	Both events mentioned but no causal link
Chronology	before, after, not until	Same sequence confirmed	Different sequence stated	Sequence not determinable
Definition	is defined as, refers to	Same definition given	Different definition given	Term not defined or multiple definitions without endorsement

Data note: According to analyses of published IELTS Reading tests, these four patterns together account for approximately 35–40% of all T/F/NG questions. Comparative and cause-and-effect items appear most frequently in Passage 2 and Passage 3, while definition and chronology items are distributed across all three passages.

Table of Contents

- Chapter 1: How IELTS Reading T/F/NG Works

- Chapter 2: 10 Question Patterns with Worked Examples

- Chapter 3: The 5-Step T/F/NG Strategy

- Chapter 4: Spotting Paraphrase & Distractors

- Chapter 5: 100 Power Phrases for Reading

- Chapter 6: 20 Common Errors & Fixes

- Chapter 7: 20 FAQs

- Appendix A: 30 Signal Words for T/F/NG

- Appendix B: Paraphrase Pattern Bank

- Appendix C: Time Management for 60 Minutes

- Appendix D: How to Use Your 10 AI Study Credits

- Appendix E: Data Sources & Disclaimer

Chapter 2: 10 Question Patterns with Worked Examples

Pattern 8: The Comparative Trap

This pattern appears when the passage makes a comparison between two or more items, and the question tests whether you can correctly identify the direction, degree, or scope of that comparison. The most common error is assuming a comparison exists when the passage only describes one item, or reversing the direction of the comparison.

How it works:

The passage may state that A is more efficient than B. The question may claim that B is more efficient than A (FALSE), or that A is the most efficient option available (NOT GIVEN if only A and B were compared), or that A is more efficient than B (TRUE).

Simulated passage:

> Researchers at the Northfield Institute compared two methods of water purification: solar distillation and chemical treatment. While chemical treatment eliminated 95% of contaminants within one hour, solar distillation removed 99.5% of contaminants but required six to eight hours of sunlight exposure. The study concluded that solar distillation produced cleaner water, though chemical treatment offered a faster solution for emergency situations.

Question 1: Chemical treatment was more effective at removing contaminants than solar distillation.

Answer: FALSE

Explanation: The passage states that solar distillation removed 99.5% of contaminants, while chemical treatment eliminated 95%. Therefore, solar distillation was more effective, not chemical treatment. The comparison direction is reversed.

Question 2: Solar distillation is the most effective water purification method currently available.

Answer: NOT GIVEN

Explanation: The passage only compares solar distillation with chemical treatment. It does not discuss other purification methods or claim that solar distillation is the best among all available options. This is a classic scope trap.

Question 3: Chemical treatment was faster than solar distillation.

Answer: TRUE

Explanation: The passage states that chemical treatment worked within one hour, while solar distillation required six to eight hours. This directly supports the claim.

Passage Says	Question Says	Answer
A > B	A > B	TRUE
A > B	B > A	FALSE
A > B	A is the best of all	NOT GIVEN
A > B	A > B in a different way	Check carefully

Key takeaway: Always verify three things: (1) Are the same items being compared? (2) Is the direction of comparison the same? (3) Does the question extend the comparison beyond what the passage states?

Pattern 9: The Time and Frequency Distractor

This pattern tests your ability to distinguish between specific time references, frequency adverbs, and temporal relationships. IELTS frequently uses time-related paraphrases to create FALSE and NOT GIVEN answers. A passage might say something happened "in the 1990s," while the question says it happened "in 1995" (NOT GIVEN if no specific year is mentioned) or "in the 2000s" (FALSE).

How it works:

Pay attention to:

- Specific dates vs. decades vs. centuries

- "Before" vs. "after" vs. "during"

- "Always" vs. "often" vs. "sometimes" vs. "rarely" vs. "never"

- "Initially" vs. "eventually" vs. "currently"

Simulated passage:

> The Marlow Bridge was originally constructed in 1872 to connect the eastern and western districts of the city. Following severe flood damage in 1921, it was rebuilt with reinforced steel and reopened in 1924. In the 1980s, pedestrian walkways were added, and by 2005, the bridge was handling over 40,000 vehicles daily. Recent inspections suggest that without significant maintenance, the bridge may need to be replaced within the next two decades.

Question 1: The Marlow Bridge was built in the 1870s.

Answer: TRUE

Explanation: The passage states the bridge was constructed in 1872, which falls within the 1870s. This is a straightforward paraphrase of a specific date into a decade.

Question 2: The bridge was rebuilt immediately after the flood damage.

Answer: NOT GIVEN

Explanation: The passage states flood damage occurred in 1921 and the bridge reopened in 1924. It does not state whether reconstruction began immediately. There could have been a delay. "Immediately" is not supported.

Question 3: The bridge currently handles more than 40,000 vehicles per day.

Answer: NOT GIVEN

Explanation: The passage states that by 2005 the bridge was handling over 40,000 vehicles daily. It does not state what the current figure is. The number may have increased, decreased, or stayed the same. This is a classic time-shift trap.

Question 4: Pedestrian walkways have existed on the bridge since its original construction.

Answer: FALSE

Explanation: The passage states pedestrian walkways were added in the 1980s, which is after the original construction in 1872. The claim that they have existed since the original construction directly contradicts the passage.

Pattern 10: The Cause and Effect Misattribution

This pattern tests whether you can correctly identify causal relationships. IELTS often presents a passage where A causes B, and then asks a question that either reverses the causation (B causes A), attributes the effect to a different cause entirely, or suggests a causal relationship where the passage only describes correlation.

How it works:

Watch for these causal signal words:

- because, due to, as a result of, owing to, caused by, led to, resulted in, consequently, therefore, thus

And these correlation-only phrases:

- associated with, linked to, correlated with, related to

A passage that says "X is associated with Y" does NOT mean "X causes Y."

Simulated passage:

> A longitudinal study tracking 5,000 participants over fifteen years found that individuals who reported reading for pleasure for at least thirty minutes daily were 40% less likely to experience age-related cognitive decline. The researchers noted that while the correlation was strong, other factors such as education level, social engagement, and physical exercise also appeared to play protective roles. The study's lead author emphasized that the findings do not establish that reading directly prevents cognitive decline, but rather that it is one of several lifestyle factors associated with maintained cognitive function.

Question 1: Reading for pleasure directly prevents age-related cognitive decline.

Answer: FALSE

Explanation: The passage explicitly states that the findings "do not establish that reading directly prevents cognitive decline." The lead author clarifies it is one of several associated factors, not a direct cause.

Question 2: The study tracked participants for more than a decade.

Answer: TRUE

Explanation: The passage states the study tracked participants over fifteen years, which is more than a decade. This is a straightforward numerical paraphrase.

Question 3: Physical exercise is more effective than reading at protecting cognitive function.

Answer: NOT GIVEN

Explanation: The passage mentions that physical exercise "appeared to play protective roles" but does not compare its effectiveness with reading. No comparative data is provided.

Question 4: Participants who read daily were less likely to experience cognitive decline than those who did not read daily.

Answer: TRUE

Explanation: The passage states that daily readers were "40% less likely to experience age-related cognitive decline." This directly supports the claim. Note that "less likely" is not the same as "prevented" — the passage supports reduced likelihood, not absolute prevention.

Key takeaway: Distinguish between causation and correlation. If the passage says "associated with," the answer to a "causes" question is likely FALSE or NOT GIVEN. If the passage says "causes," then a question about "association" may be TRUE but weaker. Always match the strength of the claim.

Chapter 3: The 5-Step T/F/NG Strategy

Step 1: Read the Instructions and Identify the Task Type

Before reading anything else, confirm what you are being asked to do. IELTS Reading may ask you to identify:

- TRUE / FALSE / NOT GIVEN (factual claims)

- YES / NO / NOT GIVEN (writer's views or claims)

These are not interchangeable. TRUE/FALSE/NG deals with facts. YES/NO/NG deals with opinions. Misreading the instruction type is one of the most common and costly errors.

What to do:

1. Check whether the question asks for TRUE/FALSE/NG or YES/NO/NG.

2. Note whether answers must be written in full or can be abbreviated (T/F/NG vs. True/False/Not Given).

3. Confirm the number of questions in the set and the recommended time allocation.

Time allocation: Approximately 1.5 minutes per question set of 3-4 questions, including reading time.

Step 2: Read the Questions First, Underline Key Words

Do not read the entire passage first. Instead, read the questions and identify the key words that will help you locate the relevant section of the passage.

What to underline:

- Names, dates, numbers

- Nouns and noun phrases (the core subject)

- Verbs (especially those indicating cause, comparison, or change)

- Qualifiers (all, some, always, never, only, primarily)

What NOT to underline:

- Articles (a, an, the)

- Prepositions (in, on, at, by)

- Generic words that appear everywhere (people, study, research)

Example:

Question: "The first commercial solar panel was installed in the 1950s."

Underline: first commercial solar panel, installed, 1950s

These three elements give you a precise search target.

Step 3: Locate the Relevant Section in the Passage

Use your underlined key words to scan the passage. Do not read every word. Move your eyes quickly until you find a word or phrase that matches or paraphrases your key words.

Scanning techniques:

- Look for proper nouns and numbers first — they are easiest to spot.

- If the question mentions a specific year, scan for digits.

- If the question mentions a name, scan for capital letters.

- If the question mentions a concept, scan for synonyms (e.g., "cost" might appear as "expense," "price," or "financial burden").

What to do when you find the location:

Read the sentence before and after the matching line. IELTS often places the key information in a sentence adjacent to the one containing your search term. The immediate context is critical.

If you cannot find the location:

Do not panic. Move to the next question and return later. Sometimes the answer is NOT GIVEN precisely because the information is absent. However, only conclude NOT GIVEN after a thorough search.

Step 4: Compare the Passage and the Question Carefully

This is the core analytical step. You must determine whether the passage and the question:

- Agree → TRUE

- Contradict → FALSE

- Neither agree nor contradict → NOT GIVEN

The comparison framework:

Element	What to Check
Subject	Is the question about the same person, thing, or concept?
Action/State	Is the same action or state described?
Direction	If a comparison, is the direction the same?
Degree	Is the strength of the claim the same? (all vs. some, always vs. often)
Time	Is the time reference the same?
Cause/Effect	Is the causal relationship the same?

Critical rule: If any element differs in a way that changes the meaning, the answer is FALSE. If any element is absent from the passage, the answer is NOT GIVEN.

Example comparison:

Passage: "Most participants reported improved sleep quality after the intervention."

Question: "All participants reported improved sleep quality after the intervention."

Analysis: "Most" vs. "All" — the degree is different. The passage allows for some participants who did not improve. The question claims all did. This is FALSE.

Question: "Participants who improved sleep quality also reported reduced stress."

Analysis: The passage says nothing about stress. This is NOT GIVEN.

Step 5: Verify Your Answer Using the Elimination Method

Before committing to an answer, run through this quick verification:

For TRUE:

- Can I point to the exact line(s) in the passage that support this?

- Is the paraphrase accurate without adding or removing meaning?

For FALSE:

- Can I point to the exact line(s) that contradict this?

- Is the contradiction direct, not just a difference in emphasis?

For NOT GIVEN:

- Have I searched thoroughly for the information?

- Is the information truly absent, or have I simply not found it?

- Does the passage discuss the topic but not this specific claim?

The NOT GIVEN checklist:

Ask yourself these three questions:

1. Does the passage mention the subject of the question? If no → NOT GIVEN.

2. Does the passage mention the specific claim made in the question? If no → NOT GIVEN.

3. Does the passage imply the answer but not state it explicitly? If yes → NOT GIVEN (IELTS does not test implications).

Common NOT GIVEN scenarios:

- The passage discusses advantages but the question asks about disadvantages.

- The passage describes what happened but the question asks why it happened.

- The passage mentions a group but the question asks about a subgroup.

- The passage gives one example but the question asks about all examples.

- The passage describes a possibility but the question asks about a certainty.

Step	Action	Time
1	Read instructions, identify task type	10 seconds
2	Read questions, underline key words	30 seconds
3	Scan passage, locate relevant section	30 seconds
4	Compare passage and question	30 seconds
5	Verify with elimination method	20 seconds

Total per question: Approximately 2 minutes

Final strategic notes:

- Never spend more than 2 minutes on a single T/F/NG question. If you are stuck, mark your best guess and move on.

- The order of questions in a T/F/NG set generally follows the order of information in the passage. Use this to your advantage.

- If you find yourself debating between FALSE and NOT GIVEN, ask: "Does the passage directly contradict the question, or does it simply not address it?" If it contradicts → FALSE. If it does not address it → NOT GIVEN.

- Practice with a timer. Accuracy without speed is insufficient for a high band score.