IELTS Academic Reading True False Not Given

In IELTS Academic Reading True False Not Given, you are required to judge whether the information given in the question statement is True, False, or Not Given according to the passage. The key part here is to understand the passages clearly and choose the correct answer. To do well in this task, you must need a good amount of attention and comprehensive capability. Proper tips and practice can help you to get used to this task.

In the True False Not given question type you have to read the passage to identify whether the given statement is true or not based on the given passage. To tackle the True False Not Given question type well, you need to be aware of the following points. Read the statements and understand it carefully before trying to answer. And, Don’t put “Yes” in the place of “True” and “No” in the place of “False”

IELTS Academic Reading True False Not Given is one of the most important and trickiest IELTS academic reading question types in the reading section. In this article, we provide you with a complete understanding about this task, the tips and exercises required to enhance your ability to perform well inIELTS academic reading true false not given question.

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Table of Contents:

1. IELTS Academic Reading True False Not Given
2. IELTS Academic Reading True False Not Given - Strategies & Tips to Solve
3. Challenges faced while answering the True False Not Given Question
4. Skills required to answer True False Not Given Question
5. True False Not Given Practice Exercise 1
6. True False Not Given Practice Exercise 2
7. True False Not Given Practice Exercise 3
8. True False Not Given Practice Exercise 4
9. True False Not Given Practice Exercise 5
10. True False Not Given Practice Exercise 6
11. True False Not Given Practice Exercise 7
12. True False Not Given Practice Exercise 8
13. True False Not Given Practice Exercise 9
14. True False Not Given Practice Exercise 10
15. Answers For Practice Exercises
16. Conclusion

IELTS Academic Reading True False Not Given - Strategies & Tips to Solve

On this page, we are giving you 13 IELTS Academic Reading True False Not Given tips and strategies which were used by numerous students who have achieved high band scores. These tips are recommended by experts, who have a detailed understanding on IELTS Academic True False Not Given and they are as follows

• Read the question statement. Identify the keywords that can help you to locate relevant information in the passage. Also, read the statement carefully to understand the meaning.
  
  
• Go to the passage and find the location with the help of keywords. Remember, in most cases, you will not get the exact keyword. Look for words or phrases with similar meanings.
  
  
• Single word can alter the entire meaning of the sentence. So that, Give an extra amount of attention if you find the words like some, often, occasionally, never, all.
  
  
• Read this portion of text carefully and get the meaning. If the text agrees with what is said in the question statement, the answer is True. If it contradicts, the answer is False. If the information is not sufficient to decide, the answer is Not Given. Remember, to raise the difficulty level, the question statements will be paraphrased, i.e. the sentences will be written differently.
  
  
• The question statements follow the order of the passage. This is called the progressive order of questions.
  
  
• Do not apply your knowledge about the topic to decide the answers. They must be based on the information provided in the passage.
  
  
• Follow the instructions. Do not write ‘Yes’ in place of ‘True’ or ‘No’ in place of ‘False’.
  
  
• Avoid overthinking about the question statement. It may lead you to add your own knowledge about the topic and will affect your answer in a negative way.
  
  
• Paraphrase the statement in the question. Paraphrasing helps you to understand the meaning of the statement in a precise manner, precisely. It makes the task a little bit easier.
  
  
• Take note of the keywords in the sentence. Keywords navigate you to locate the appropriate portion in the passage.
  
  
• Use the Skimming techniques to comprehend the gist of the passages.
  
  
• Make use of Scanning technique - the ability to locate individual words or short phrases. Scanning with the keywords in mind is a good strategy. 

• Not Given means the meaning of the statement is not found in the passage. Keywords might be there but not the full meaning of the statement. Therefore, double check if you’re answering Not Given to the question.

We hope these IELTS academic reading true false not given tips and strategies will be helpful for you.  

Also read: IELTS academic reading tips

Challenges faced while answering the True False Not Given Question

• You may search for information that is not actually there in the text for Not Given ones. This could consume your time.
• You can’t find the exact words in the passage which you found in the question statement because those words could be paraphrased in the passage.
  
• Some students match the keywords rather than matching the meaning while answering the questions.

Skills required to answer True False Not Given Question

• Ability to Comprehend the passages.
• Ability to paraphrase the statement.
• Good Repertoire of  Vocabulary.

True False Not Given Practice Exercise 1

Answer questions 1-7 which are based on the reading passage below.

A Secret Well Kept Reading Passage

Political leaders in the days before the internet and 24-hour cable news were not subjected to the intense media scrutiny that their modern counterparts face. It was possible to rise to power and stay in office despite having skeletons in the closet that would now see one disgraced in a scandal. One of the best examples of keeping damaging secrets from the public was Canadian Prime Minister, Lyon Mackenzie King, (almost always referred to as Mackenzie King).

Mackenzie King was born in 1874 with the proverbial silver spoon. He accumulated five university degrees, including a PhD from Harvard in economics, a subject he went on to teach at that institute. In addition to being a professor and an economist, King was a lawyer and a journalist. He was also a civil servant and was appointed as Canada's first Minister of Labour. He was elected to Parliament as a Liberal and would go on to become Canada’s, and the Commonwealth's longest-serving prime minister, serving for nearly 22 years.

Mackenzie King cut his political teeth as a labour negotiator. He was successful in part because he mastered the art of conciliation. Conciliation, along with half measures, would become his trademark. "Do nothing by halves that can be done by quarters,” one detractor wrote of him. And so, King sought the middle ground in order to keep the country’s many factions together. He would go out of his way to avoid debate and was fond of saying "Parliament will decide," when pressed for an answer. He was pudgy, plodding, wooden and cold, and his speeches were slumber-inducing. Unloved, but practical and astute, he has been called Canada's greatest prime minister. He created old age pensions, unemployment insurance, and family allowance, and he left the country in much better shape than when he inherited it.

Mackenzie King died in 1950, thus passing into the mildly-interesting annals of Canadian history. Then, during the seventies, his diaries (all 30,000 pages of them) were published, and millions of Canadian jaws dropped. It turns out that King, that monotonous embodiment of Presbyterian morals, was a dedicated occultist who communicated with the dead, including his mother (who he revered), former President Roosevelt, Leonardo da Vinci, and his dogs. And he did this almost every evening for the last 25 years of his life.

King used a Ouija board and owned a crystal ball. He read tea leaves. He employed mediums and consulted a psychic. He visited palmists. He was a numerologist, always sensitive to what the numbers 7 and 17 were attempting to reveal to him. He thought that when he looked at the clock and found both hands in alignment, someone from the other side must have been watching over him. King was careful not to reveal any of his "psychical research" to the public, his departed mother having warned him that people wouldn't understand.

(Adapted from a passage in "A Sort of Homecoming - In Search of Canada' by Troy Parfitt)

Questions 1-7

Do the following statements agree with the information given in the reading passage?

Write

• TRUE                if the statement agrees with the information
• FALSE               if the statement contradicts the information
• NOT GIVEN     if there is no information on this in the passage

1. Mackenzie King came from a privileged background.
2. He taught economics at Harvard University.
3. Mackenzie King was known for his stubbornness and extreme political views.
4. Mackenzie was not liked by his people and did nothing for their welfare.
5. His diaries were published when he was in his seventies.
6. He communicated with dead political leaders to get their advice on handling problems.
7. He regarded seeing the hands of a clock together as an auspicious sign.

True False Not Given Practice Exercise 2

Answer questions 1-7 which are based on the reading passage below.

Have Researchers Created Synthetic Life at the J. Craig Venter Institute Reading Passage

Researchers often insert a gene or two into an organism to make it do something unique. For example, researchers inserted the insulin gene into bacteria to make them produce human insulin. However, researchers at the J. Craig Venter Institute (JCVI) in Rockville, MD, have now created organisms that contain a completely synthetic genome. This synthetic genome was designed by computer, resulting in the "first self-replica project species … parent is a computer," as stated by Dr Venter, the lead scientist on this project.

In essence, the JCVI scientists took the genome of one bacterial species, M.mycoides, synthesised it from scratch, and then transplanted it into a different bacterial species, M.capricolum. The DNA was synthesised as a series of cassettes, or pieces, spanning roughly 1,080 bases (the chemical units that make up DNA) each. These cassettes were then painstakingly assembled together and slowly input into the M.capricolum species.

The JCVI researchers also included several "watermarks" in the synthetic genome. Because DNA contains introns, which are non-expressed spans of DNA, as well as exons, which are expressed spans of DNA, much of the code can be altered without affecting the final organism. Also, the four bases of the DNA code - A, C, G, and T- can combine into tripleTS to code for the 20 amino acids (the chemical units of which protein is composed), as well as start and stop instructions for gene expression. These amino acids are designated by single alphabetical letters; for example, tryptophan is designated by the letter W. Thus, by using the amino acid "alphabet," the JCVI researchers were able to insert sequences of DNA that
were specifically designed to spell out the names of the study authors, project contributors, web addresses, and even include quotations from James Joyce, and Richard Feynman. Such engineering helped clarify that the M.capricolum genome is entirely synthetic and not a product of natural bacterial growth and replication.

Over one million total bases were inserted into M.capricolum. The final result was a bacterial cell that originated from M. capricolum, but behaved like and expressed the proteins of M.mycoides. This synthetic M.mycoides bacterium was also able to self-replicate, fundamental quality of life.

The demonstration that completely synthetic genomes can be used to start synthetic life promises other exciting discoveries and technologies. For example, photosynthetic algae could be transplanted with genomes that would enable these organisms to produce biofuel. In fact, the ExxonMobil Research and Engineering Company has already worked out an agreement with Synthetic Genomics, the company that helped fund the JCVI research team, to start just such a project.

While some researchers agree that the technical feat of the JCVI team is astounding, detractors point to the difficulty of creating more complicated organisms from scratch. Other researchers point to the fact that some biofuels are already being produced by microorganisms via the genetic engineering of only a handful of genes. And Dr David Baltimore, a leading geneticist at CalTech, has countered the significance of the work performed by the JCVI research team, stating that its lead researcher, Dr Venter, ".. has not created life, only mimicked it."

Questions 1-7

Do the following statements agree with the information given in the reading passage?

Write

• TRUE               if the statement agrees with the information
• FALSE              if the statement contradicts the information
• NOT GIVEN    if there is no information on this in the passage

1. DNA was also injected into animals.
2. Bacteria have been made to produce insulin.
3. The artificial genome is left with some signs to identify its creators.
4. Tryptophan is one example of an amino acid.
5. Production of biofuel from genetically altered algae will be a solution to world energy problems.
6. The research team was financially supported by ExxonMobil.
7. There is no dispute regarding the importance of the achievement of the JCVI team in creating a synthetic genome.

True False Not Given Practice Exercise 3

Answer questions 1 - 8 which are based on the reading passage below.

Coral Triangle Reading Passage

The Philippines is part of the so-called coral triangle, which spans eastern Indonesia, parts of Malaysia, Papua New Guinea, Timor Leste and the Solomon Islands. It covers an area that is equivalent to half of the entire United States.

Although there are 1,000 marine protected areas (MPAs) within the country, only 20 percent are functioning, the update said. MPAs are carefully selected areas where human development and exploitation of natural resources are regulated to protect species and habitats.

In the Philippines, coral reefs are important economic assets, contributing more than US$1 billion annually to the economy. "Many local, coastal communities do not understand or know what a coral reef actually is, how its ecosystem interacts with them, and why it is so important for their villages to preserve and conserve it," Southeast Asian Centre of Excellence (SEA CoE) said in a statement.

Unknowingly, coral reefs – touted to be the tropical rainforest of the sea – attract a diverse array of organisms in the ocean. They provide a source of food and shelter for a large variety of species including fish, shellfish, fungi, sponges, sea anemones, sea urchins, turtles and snails. A single reef can support as many as 3,000 species of marine life. As fishing grounds, they are thought to be 10 to 100 times as productive per unit area as the open sea. In the Philippines, an estimated 10-15 percent of the total fisheries come from coral reefs. Not only do coral reefs serve as home to marine fish species, but they also supply compounds for medicines. The Aids drug AZT is based on chemicals extracted from a reef sponge while more than half of all new cancer drug research focuses on marine organisms.

Unfortunately, these beautiful coral reefs are now at serious risk from degradation. According to scientists, 70 percent of the world's coral reefs may be lost by 2050. In the Philippines, coral reefs have been slowly dying over the past 30 years. The World Atlas of Coral Reefs, compiled by the United Nations Environment Program (UNEP), reported that 97 percent of reefs in the Philippines are under threat from destructive fishing techniques, including cyanide poisoning, overfishing, or from deforestation and urbanisation that result in harmful sediment spilling into the sea.

Last year, Reef Check, an international organisation assessing the health of reefs in 82 countries, stated that only five percent of the country's coral reefs are in excellent condition. These are the Tubbataha Reef Marine Park in Palawan, Apo Island in Negros Oriental, Apo Reef in Puerto Galera, Mindoro, and Verde Island Passage off Batangas.

About 80-90 per cent of the incomes of small island communities come from fisheries. "Coral reef fish yields range from 20 to 25 metric tons per square kilometre per year for healthy reefs," said Angel C. Alcala, former environment secretary. Alcala is known for his work in Apo Island, one of the world-renowned community-run fish sanctuaries in the country. It even earned him the prestigious Ramon Magsaysay Award. Rapid population growth and the increasing human pressure on coastal resources have also resulted in the massive degradation of the coral reefs. Robert Ginsburg, a specialist on coral reefs working with the Rosenstiel School of Marine and Atmospheric Science at the University of Miami, said human beings have a lot to do with the rapid destruction of reefs. "In areas where people are using the reefs or where there is a large population, there are significant declines in coral reefs," he pointed out.

"Life in the Philippines is never far from the sea," wrote Joan Castro and Leona D'Agnes in a new report. "Every Filipino lives within 45 miles of the coast, and every day, more than 4,500 new residents are born." Estimates show that if the present rapid population growth and declining trend in fish production continue, only 10 kilograms of fish will be available per Filipino per year by 2010, as opposed to 28.5 kilograms per year in 2003.

Questions 1- 8

Do the following statements agree with the information given in the Reading Passage?

Write

• TRUE if the statement agrees with the information
• FALSE if the statement contradicts the information
• NOT GIVEN if there is no information on this

1. The Coral Triangle spreads over half of the United States.
2. The natural resources in twenty percent of the marine protected areas are still exploited.
3. The Philippines' economy relies largely on coral reefs.
4. Coral reefs shelter a wider range of species compared to tropical rainforests.
5. Coral reefs make better fishing areas than the open sea.
6. All the coral reefs in the Philippines will be destroyed by 2050.
7. Experts consider humans as one key factor for the decreasing size of coral reefs.
8. Available fish resources in the Philippines are expected to reduce by more than 50% over a period of seven years.

True False Not Given Practice Exercise 4

Answer questions 1-7 which are based on the reading passage below.

Pavlovian Conditioning Reading Aswers

Associated learning is the most basic form of learning where creatures are making new connections between the environment and events. The two forms of associated learning are classical conditioning, which has been made famous by Ivan Pavlov’s experimentation with dogs, and operant conditioning. 

Around the beginning of the 20th century, Russian physiologist Ivan Pavlov accidentally discovered classical conditioning. Pavlov was studying digestive processes in dogs when he discovered that the dogs salivated at the sight of the lab assistants who got them food even before the food was served. Pavlov noticed that the dogs were not only responding to hunger as a stimulus but also developing a new response in the process of learning. This observation was confirmed with the repeated pairing of the food and the lab attendants during which a tuning fork cued the dogs that food would soon be served. Pavlov called this phenomenon ‘psychic secretions.’

The rest of Pavlov’s life was spent in researching why there was an occurrence of associated learning, a condition which is now referred to as classical conditioning. Pavlov developed some unconventional terms to describe his processes. The object or event that naturally produces a response was called the ‘unconditioned stimulus’ (UCS), and the response to this was termed as ‘unconditioned response’ (UCR). The neutral stimulus or the NS is a new stimulus where there is no response. In the process of conditioning, the person or animal is given an unconditioned stimulus along with a neutral stimulus repeatedly to produce a new learned response termed as ‘conditioned response’ (CR). Pavlov also discovered that for the associations to occur, the two stimuli should be offered one after the other. This law was coined ‘the law of temporal contiguity’ by Pavlov. 

Since Pavlov’s previous work between 1890 and 1930, his studies of classical conditioning have become very famous. Pavlov was, without doubt, a behaviorist. His theories were based on observable behaviour as it is possible to measure behaviour but not thought. The human mind can be compared to a black box that is not possible to open. We can only know what goes inside and what comes outside of that box. For Pavlov, scientific evidence was the keyword; he studied reflex and automatic behaviour that is triggered by a stimulus from the surroundings. 

John B. Watson went further and extended the work of Pavlov to study human behaviour. In 1921, Watson conducted a study of Albert, an 11-month-old infant. The purpose of the study was to condition Albert to fear a white rat by combining the sight of the white rat with a jarring noise. Initially, Albert showed no fear at the sight of the rat, but as the rat began to appear repeatedly along with the sound, Albert developed a fear of rats. It can be concluded that loud noise was the factor that induced fear of the rat. The experiment conducted by Watson suggested that classical conditioning could be the cause of some phobias present in human beings as they learn to associate one stimulus with another. The first stimulus triggers the second stimulus. 

Pavlov’s theories, especially in the field of child psychology, were very influential, and he received a Nobel Prize for his path-breaking contribution to science. He died in Russia in 1936.

Questions 1-7

Do the following statements agree with the information given in the Reading Passage?

Write
TRUE if the statement agrees with the information 
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

1.Creatures rarely associate incidents with the surroundings in which they occured.
2.Pavlov’s experiment on dogs was originally designed to study classical conditioning.
3.The terms coined by Pavlov were not accepted initially.
4.If the interval between the UCS and NS is lengthy , no associated learning will take place.
5.Pavlov believed that human behaviour as well as the human mind could be measured. .
6.The child in Watson’s experiment was afraid of the rat due to its frequent appearance.
7.Classical conditioning can explain some of the human fears.

True False Not Given Practice Exercise 5

Answer questions 1-7 which are based on the reading passage below.

 Sosus listening to the ocean Reading Answers

A. The oceans of Earth cover more than 70 percent of the planet’s surface, yet, until quite recently, we knew less about their depths than we did about the surface of the Moon. Distant as it is, the Moon has been far more accessible to study because astronomers long have been able to look at its surface, first with the naked eye and then with the telescope-both instruments that focus light. And, with telescopes tuned to different wavelengths of light, modem astronomers can not only analyze Earth’s atmosphere, but also determine the temperature and composition of the Sun or other stars many hundreds of light-years away. Until the twentieth century, however, no analogous instruments were available for the study of Earth’s oceans: Light, which can travel trillions of miles through the vast vacuum of space, cannot penetrate very far in seawater.

B. Curious investigators long have been fascinated by sound and the way it travels in water. As early as 1490, Leonardo da Vinci observed: “If you cause your ship to stop and place the head of a long tube in the water and place the outer extremity to your ear, you will hear ships at a great distance from you.” In 1687, the first mathematical theory of sound propagation was published by Sir Isaac Newton in his Philosophiae Naturalis Principia Mathematica, Investigators were measuring the speed of sound in air beginning in the mid seventeenth century, but it was not until 1826 that Daniel Colladon, a Swiss physicist, and Charles Sturm, a French mathematician, accurately measured its speed in water. Using a long tube to listen underwater (as da Vinci had suggested), they recorded how fast the sound of a submerged bell traveled across Lake Geneva. Their result-1,435 meters (1,569 yards) per second in water of 1.8 degrees Celsius (35 degrees Fahrenheit)- was only 3 meters per second off from the speed accepted today. What these investigators demonstrated was that water - whether fresh or salt- is an excellent medium for sound, transmitting it almost five times faster than its speed in air.

C. In 1877 and 1878,the British scientist John William Strutt, third Baron Rayleigh, published his two-volume seminal work, The Theory of Sound, often regarded as marking the beginning of the modem study of acoustics. The recipient of the Nobel Prize for Physics in 1904 for his successful isolation of the element argon, Lord Rayleigh made key discoveries in the fields of acoustics and optics that are critical to the theory of wave propagation in fluids. Among other things, Lord Rayleigh was the first to describe a sound wave as a mathematical equation (the basis of all theoretical work on acoustics) and the first to describe how small particles in the atmosphere scatter certain wavelengths of sunlight, a principle that also applies to the behavior of sound waves in water.

D. A number of factors influence how far sound travels underwater and how long it lasts. For one, particles in seawater can reflect, scatter, and absorb certain frequencies of sound - just as certain wavelengths of light may be reflected, scattered, and absorbed by specific types of particles in the atmosphere. Seawater absorbs 30 times the amount of sound absorbed by distilled water, with specific chemicals (such as magnesium sulfate and boric acid) damping out certain frequencies of sound. Researchers also learned that low frequency sounds, whose long wavelengths generally pass over tiny particles, tend to travel farther without loss through absorption or scattering. Further work on the effects of salinity, temperature, and pressure on the speed of sound has yielded fascinating insights into the structure of the ocean. Speaking generally, the ocean is divided into horizontal layers in which sound speed is influenced more greatly by temperature in the upper regions and by pressure in the lower depths. At the surface is a sun-warmed upper layer, the actual temperature and thickness of which varies with the season. At mid-latitudes, this layer tends to be isothermal, that is, the temperature tends to be uniform
throughout the layer because the water is well mixed by the action of waves, winds, and convection currents; a sound signal moving down through this layer tends to travel at an almost constant speed. Next comes a transitional layer called the thermocline, in which temperature drops steadily with depth; as temperature falls, so does the speed of sound.

E. The U.S. Navy was quick to appreciate the usefulness of low-frequency sound and the deep sound channel in extending the range at which it could detect submarines. In great secrecy during the 1950s,the U.S. Navy launched a project that went by the code name Jezebel; it would later come to be known as the Sound Surveillance System (SOSUS). The system involved arrays of underwater microphones, called hydrophones, that were placed on the ocean bottom and connected by cables to onshore processing centers. With SOSUS deployed in both deep and shallow waters along both coasts of North America and the British West Indies, the U.S. Navy not only could detect submarines in much of the northern hemisphere, it also could distinguish how many propellers a submarine had, whether it was conventional or nuclear, and sometimes even the class of sub.

F. The realization that SOSUS could be used to listen to whales also was made by Christopher Clark, a biological acoustician at Cornell University, when he first visited a SOSUS station in 1992. When Clark looked at the graphic representations of sound, scrolling 24 hours day, every day, he saw the voice patterns of blue, finback, minke, and humpback whales. He also could hear the sounds. Using a SOSUS receiver in the West Indies, he could hear whales that were 1,770 kilometers (1,100 miles) away. Whales are the biggest of Earth’s creatures. The blue whale, for example, can be 100 feet long and weigh as many tons. Yet these animals also are remarkably elusive. Scientists wish to observe blue time and position them on a map. Moreover, they can track not just one whale at a time, but many creatures simultaneously throughout the North Atlantic and the eastern North Pacific. They also can learn to distinguish whale calls. For example, Fox and colleagues have detected changes in the calls of finback whales during different seasons and have found that blue whales in different regions of the Pacific ocean have different calls. Whales firsthand must wait in their ships for the whales to surface. A few whales have been tracked briefly in the wild this way but not for very great distances, and much about them remains unknown. Using the SOSUS stations, scientists can track the whales in real time and position them on a map. Moreover, they can track not just one whale at a time, but many creatures simultaneously throughout the North Atlantic and the eastern North Pacific. They also can learn to distinguish whale calls.
For example, Fox and colleagues have detected changes in the calls of finback whales during different seasons and have found that blue whales in different regions of the Pacific Ocean have different calls.

G. SOSUS, with its vast reach, also has proved instrumental in obtaining information crucial to our understanding of Earth’s weather and climate. Specifically, the system has enabled researchers to begin making ocean temperature measurements on a global scale - measurements that are keys to puzzling out the workings of heat transfer between the ocean and the atmosphere. The ocean plays an enormous role in determining air temperature the heat capacity in only the upper few meters of ocean is thought to be equal to all of the heat in the entire atmosphere. For sound waves traveling horizontally in the ocean, speed is largely a function of temperature. Thus, the travel time of a wave of sound between two points is a sensitive indicator of the average temperature along its path. Transmitting sound in numerous directions through the deep sound channel can give scientists measurements spanning vast areas of the globe. Thousands of sound paths in the ocean could be
pieced together into a map of global ocean temperatures and, by repeating measurements along the same paths over times, scientists could track changes in temperature over months or years.

H. Researchers also are using other acoustic techniques to monitor climate. Oceanographer Jeff Nystuen at the University of Washington, for example, has explored the use of sound to measure rainfall over the ocean. Monitoring changing global rainfall patterns undoubtedly will contribute to understanding major climate change as well as the weather phenomenon known as El Nino. Since 1985, Nystuen has used hydrophones to listen to rain over the ocean, acoustically measuring not only the rainfall rate but also the rainfall type, from drizzle to thunderstorms. By using the sound of rain underwater as a “natural” rain gauge, the measurement of rainfall over the oceans will become available to climatologists.

Questions

Questions 1-4
Do the following statements agree with the information given in the reading passage above? In boxes 1-4 on your answer sheet, write

TRUE	if the statement is true
FALSE	if the statement is false
NOT GIVEN	if the information is not given in the passage

1 In the past, difficulties of research carried out on Moon were much easier than that of
2 The same light technology used on investigation of moon can be employed in the field of ocean.
3 Research on the depth of ocean by method of sound wave is more time-consuming.
4 Hydrophones technology is able to detect the category of precipitation.

True False Not Given Practice Exercise 6

Answer questions 1-7 which are based on the reading passage below.

Life Of Frederick Douglass Reading Answers

Douglass lived in the family of Hugh Auld at Baltimore for seven years. During this time the achievement that had the greatest influence upon his future was his learning to read and write. His mistress had given him a start. His own efforts gained the rest. He carried in his pocket a blue-backed Webster's Spelling Book, and, as occasion offered, induced his young white playmates, by the bribes of childhood, to give him lessons in spelling. When he was about thirteen, he began to feel deeply the moral yoke of slavery and to seek for knowledge of the means to escape it. One book seems to have had a marked influence upon his life at this epoch. He obtained, somehow, a copy of The Columbian Orator, containing some of the choicest masterpieces of English oratory, in which he saw liberty praised and oppression condemned; and the glowing periods of Pitt and Fox and Sheridan and our own Patrick Henry stirred to life in the heart of this slave boy the genius for oratory which did not burst forth until years afterward. 

The worldly wisdom of denying to slaves the key to knowledge is apparent when it is said that Douglass first learned from a newspaper that there were such people as abolitionists, who were opposed to human bondage and sought to make all men free. At about this same period Douglass's mind fell under religious influences. He was converted, professed faith in Jesus Christ, and began to read the Bible. He had dreamed of liberty before; he now prayed for it, and trusted in God. But, with the shrewd common sense which marked his whole life and saved it from shipwreck in more than one instance, he never forgot that God helps them that help themselves, and so never missed an opportunity to acquire the knowledge that would prepare him for freedom and give him the means of escape from slavery.

Douglass had learned to read, partly from childish curiosity and the desire to be able to do what others around him did; but it was with a definite end in view that he learned to write. By the slave code it was unlawful for a slave to go beyond the limits of his own neighborhood without the written permission of his master. Douglass's desire to write grew mainly out of the fact that in order to escape from bondage, which he had early determined to do, he would probably need such a "pass," as this written permission was termed, and could write it himself if he knew how. His master for the time being kept a ship-yard, and in this and neighboring establishments of the same kind the boy spent much of his time. He noticed that the carpenters, after dressing pieces of timber, marked them with certain letters to indicate their positions in the vessel.

Questions 1-4 
Do the following statements agree with the information given in the reading passage?

Write

TRUE, if the statement agrees with the information
FALSE, if the statement contradicts the information
NOT GIVEN, if there is no information on this in the passage

For Douglass, learning to read and write is a life-changing thing.
Douglass knows about abolitionists by watching T.V.
Douglass learned to read entirely out of childish curiosity.
Douglass' desire to write increased because to escape from the bondage.

True False Not Given Practice Exercise 7

Answer questions 1-7 which are based on the reading passage below.

The Secret Of The Yawn

A
When a scientist began to study yawning in the 1980s, it was difficult to convince some of his research students of the merits of “yawning science.” Although it may appear quirky, his decision to study yawning was a logical extension to human beings of my research in developmental neuroscience, reported in such papers as “Wing-flapping during Development and Evolution.” As a neurobehavioral problem, there is not much difference between the wing-flapping of birds and the face – and body-flapping of human yawners.
B
Yawning is an ancient, primitive act. Humans do it even before they are born, opening wide in the womb. Some snakes unhinge their jaws to do it. One species of penguins yawns as part of mating. Only now are researchers beginning to understand why we yawn, when we yawn and why we yawn back. A professor of cognitive neuroscience at Drexel University in Philadelphia, Steven Platek, studies the act of contagious yawning, something done only by people and other primates.
C
In his first experiment, he used a psychological test to rank people on their empathic feelings. He found that participants who did not score high on compassion did not yawn back. “We literally had people saying, ‘Why am I looking at people yawning?’” Professor Platek said. “It just had no effect.”
D
For his second experiment, he put 10 students in a magnetic resonance imaging machine as they watched video tapes of people yawning. When the students watched the videos, the part of the brain which reacted was the part scientists believe controls empathy – the posterior cingulate, in the brain’s middle rear.” I don’t know if it’s necessarily that nice people yawn more, but I think it’s a good indicator of a state of mind,” said Professor Platek. “It’s also a good indicator if you’re empathizing with me and paying attention.”
E
His third experiment is studying yawning in those with brain disorders, such as autism and schizophrenia, in which victims have difficulty connecting emotionally with others. A psychology professor at the University of Maryland, Robert Provine, is one of the few other researchers into yawning. He found the basic yawn lasts about six seconds and they come in bouts with an interval of about 68 seconds. Men and women yawn or half-yawn equally often, but men are significantly less likely to cover their mouths which may indicate complex distinction in genders.” A watched yawner never yawns,” Professor Provine said. However, the physical root of yawning remains a mystery. Some researchers say it’s coordinated within the hypothalamus of the brain, the area that also controls breathing.
F
Yawning and stretching also share properties and may be performed together as parts of a global motor complex. But they do not always co-occur – people usually yawn when we stretch, but we don’t always stretch when we yawn, especially before bedtime. Studies by J.I.P, G.H.A. Visser and H.F. Prechtl in the early 1980s, charting movement in the developing fetus using ultrasound, observed not just yawning but a link between yawning and stretching as early as the end of the first prenatal trimester.
G
The most extraordinary demonstration of the yawn-stretch linkage occurs in many people paralyzed on one side of their body because of brain damage caused by a stroke. The prominent British neurologist Sir Francis Walshe noted in 1923 what when these hemiplegics yawn, they are startled and mystified to observe that their otherwise paralyzed arm rises and flexes automatically in what neurologists term an “associated response.” Yawning apparently activates undamaged, unconsciously controlled connections between the brain and the cord motor system innervating the paralyzed limb. It is not known whether the associated response is a positive prognosis for recovery, nor whether yawning is therapeutic for reinnervation or prevention of muscular atrophy.
H
Clinical neurology offers other surprises. Some patients with “locked-in” syndrome, who are almost totally deprived of the ability to move voluntarily, can yawn normally. The neural circuits for spontaneous yawning must exist in the brain stem near other respiratory and vasomotor centers, because yawning is performed by anencephalic individuals who possess only the medulla oblongata. The multiplicity of stimuli of contagious yawning, by contrast, implicates many higher brain regions.

Questions 11-13

Do the following statements agree with the information given in Reading Passage?
In boxes 11-13 on your answer sheet, write

TRUE               if the statement is true
FALSE              if the statement is false
NOT GIVEN    if the information is not given in the passage

11. Several students in Platek’s experiment did not comprehend why their tutor ask them to yawn back.
12. Some results from the certain experiment indicate the link between yawning and compassion.
13. Yawning can show an affirmative impact on the recovery from brain damage brought by s stroke.

True False Not Given Practice Exercise 8

Answer questions 1-7 which are based on the reading passage below.

Sosus Reading Answers

1. The oceans of Earth cover more than 70 percent of the planet’s surface, yet, until quite recently, we knew less about their depths than we did about the surface of the Moon. Distant as it is, the Moon has been far more accessible to study because astronomers long have been able to look at its surface, first with the naked eye and then with the telescope-both instruments that focus light. And, with telescopes tuned to different wavelengths of light, modern astronomers can not only analyse Earth’s atmosphere, but also determine the temperature and composition of the Sun or other stars many hundreds of light-years away. Until the twentieth century, however, no analogous instruments were available for the study of Earth’s oceans: Light, which can travel trillions of miles through the vast vacuum of space, cannot penetrate very far in seawater. 
2. Curious investigators long have been fascinated by sound and the way it travels in water. As early as 1490, Leonardo da Vinci observed: “If you cause your ship to stop and place the head of a long tube in the water and place the outer extremity to your ear, you will hear ships at a great distance from you.” In 1687, the first mathematical theory of sound propagation was published by Sir Isaac Newton in his Philosophiae Naturalis Principia Mathematica, Investigators were measuring the speed of sound in air began in the mid seventeenth century, but it was not until 1826 that Daniel Colladon, a Swiss physicist, and Charles Sturm, a French mathematician, accurately measured its speed in water. Using a long tube to listen underwater (as da Vinci had suggested), they recorded how fast the sound of a submerged bell travelled across Lake Geneva. Their result-1,435 metres (1,569 yards) per second in water of 1.8 degrees Celsius (35 degrees Fahrenheit)- was only 3 metres per second off from the speed accepted today. What these investigators demonstrated was that water - whether fresh or salt- is an excellent medium for sound, transmitting it almost five times faster than its speed in air.
3. In 1877 and 1878, the British scientist John William Strutt, third Baron Rayleigh, published his two-volume seminal work, The Theory of Sound, often regarded as marking the beginning of the modern study of acoustics. The recipient of the Nobel Prize for Physics in 1904 for his successful isolation of the element argon, Lord Rayleigh made key discoveries in the fields of acoustics and optics that are critical to the theory of wave propagation in fluids. Among other things, Lord Rayleigh was the first to describe a sound wave as a mathematical equation (the basis of all theoretical work on acoustics) and the first to describe how small particles in the atmosphere scatter certain wavelengths of sunlight, a principle that also applies to the behaviour of sound waves in water.
4. A number of factors influence how far sound travels underwater and how long it lasts. For one, particles in seawater can reflect, scatter, and absorb certain frequencies of sound - just as certain wavelengths of light may be reflected,
   scattered, and absorbed by specific types of particles in the atmosphere. Seawater absorbs 30 times the amount of sound absorbed by distilled water, with specific chemicals (such as magnesium sulphate and boric acid) damping out certain frequencies of sound. Researchers also learned that low frequency sounds, whose long wavelengths generally pass over tiny particles, tend to travel farther without loss through absorption or scattering. Further work on the effects of salinity, temperature, and pressure on the speed of sound has yielded fascinating insights into the structure of the ocean. Speaking generally, the ocean is divided into horizontal layers in which sound speed is influenced more greatly by temperature in the upper regions and by pressure in the lower depths. At the surface is a sun-warmed upper layer, the
   actual temperature and thickness of which varies with the season. At mid-latitudes, this layer tends to be isothermal, that is, the temperature tends to be uniform throughout the layer because the water is well mixed by the action of waves, winds, and convection currents; a sound signal moving down through this layer tends to travel at an almost constant speed. Next comes a transitional layer called the thermocline, in which temperature drops steadily with depth; as temperature falls, so does the speed of sound.  
5. The U.S. The Navy was quick to appreciate the usefulness of low-frequency sound and the deep sound channel in extending the range at which it could detect submarines. In great secrecy during the 1950s,the U.S. The Navy launched a project that went by the code name Jezebel; it would later come to be known as the Sound Surveillance System (SOSUS). The system involved arrays of underwater microphones, called hydrophones, that were placed on the ocean bottom and connected by cables to onshore processing centres. With SOSUS deployed in both deep and shallow waters along both coasts of North America and the British West Indies, the U.S. The Navy not only could detect submarines in much of the northern hemisphere, it also could distinguish how many propellers a submarine had, whether it was conventional or nuclear, and sometimes even the class of sub. 
6. The realisation that SOSUS could be used to listen to whales also was made by Christopher Clark, a biological acoustician at Cornell University, when he first visited a SOSUS station in 1992. When Clark looked at the graphic representations of sound, scrolling 24 hours a day, every day, he saw the voice patterns of blue, finback, minke, and humpback whales. He also could hear the sounds. Using a SOSUS receiver in the West Indies, he could hear whales that were 1,770 kilometres (1,100 miles) away. Whales are the biggest of Earth’s creatures. The blue whale, for example, can be 100 feet long and weigh as many tons. Yet these animals also are remarkably elusive. Scientists wish to observe blue time and position them on a map. Moreover, they can track not just one whale at a time, but many creatures simultaneously throughout the North Atlantic and the eastern North Pacific. They also can learn to distinguish whale calls. For example, Fox and colleagues have
   detected changes in the calls of finback whales during different seasons and have found that blue whales in different regions of the Pacific ocean have different calls. Whales firsthand must wait in their ships for the whales to surface. A few whales have been tracked briefly in the wild this way but not for very great distances, and much about them remains unknown. Using the SOSUS stations, scientists can track the whales in real time and position them on a map. Moreover, they can track not just one whale at a time, but many creatures simultaneously throughout the North Atlantic and the eastern North Pacific. They also can learn to distinguish whale calls. For example, Fox and colleagues have detected changes in the calls of finback whales during different seasons and have found that blue whales in different regions of the Pacific Ocean have different calls.  
7. SOSUS, with its vast reach, also has proved instrumental in obtaining information crucial to our understanding of Earth’s weather and climate. Specifically, the system has enabled researchers to begin making ocean temperature measurements on a global scale - measurements that are keys to puzzling out the workings of heat transfer between the ocean and the atmosphere. The ocean plays an enormous role in determining air temperature; the heat capacity in only the upper few metres of ocean is thought to be equal to all of the heat in the entire atmosphere. For sound waves travelling horizontally in the ocean, speed is largely a function of temperature. Thus, the travel time of a wave of sound between two points is a sensitive indicator of the average temperature along its path. Transmitting sound in numerous directions through the deep sound channel can give scientists measurements spanning vast areas of the globe. Thousands of sound paths in the ocean could be pieced together into a map of global ocean temperatures and, by repeating measurements along the same paths over time, scientists could track changes in temperature over months or years. 
8. Researchers also are using other acoustic techniques to monitor climate. Oceanographer Jeff Nystuen at the University of Washington, for example, has explored the use of sound to measure rainfall over the ocean. Monitoring changing global rainfall patterns undoubtedly will contribute to understanding major climate change as well as the weather phenomenon known as El Nino. Since 1985, Nystuen has used hydrophones to listen to rain over the ocean, acoustically measuring not only the rainfall rate but also the rainfall type, from drizzle to thunderstorms. By using the sound of rain underwater as a “natural” rain gauge, the measurement of rainfall over the oceans will become available to climatologists.

Questions

Questions 1-4

Do the following statements agree with the information given in the reading passage above? In boxes 1-4 on your answer sheet, write

TRUE             if the statement is true
FALSE            if the statement is false
NOT GIVEN  if the information is not given in the passage

1. In the past, difficulties of research carried out on Moon were much easier than that of ____________ 
2. The same light technology used in the investigation of the moon can be employed in the field of ocean. __________
3. Research on the depth of the ocean by method of sound waves is more time-consuming. ___________
4. Hydrophones technology is able to detect the category of precipitation. ____________

True False Not Given Practice Exercise 9

Answer questions 1-7 which are based on the reading passage below.

The Origin of Writing Reading Passage

Writing was first invented by the Sumerians in ancient Mesopotamia before 3,000 BC. It was also independently invented in Meso-America before 600 BC and probably independently invented in China before 1,300 BC. It may have been independently invented in Egypt around 3,000 BC although given the geographical proximity between Egypt and Mesopotamia the Egyptians may have learnt writing from the Sumerians.
There are three basic types of writing systems. The written signs used by the writing system could represent either a whole word, a syllable or an individual sound. Where the written sign represents a word the system is known as logographic as it uses logograms which are written signs that represent a word. The earliest writing systems such as the Sumerian cuneiform, Egyptian hieroglyphics and Mayan glyphs are predominantly logographics as are modem Chinese and Japanese writing systems. Where the written sign represents a syllable the writing system is known as syllabic. Syllabic writing systems were more common in the ancient world than they are today. The Linear A and B writing systems of Minoan Crete and Mycenaean Greece are syllabic. The most common writing systems today are alphabetical. These involve the written sign (a letter) representing a single sound (known as a phoneme). The earliest known alphabetical systems were developed by speakers of semetic languages around 1700 BC in the area of modem day Israel and Palestine. All written languages will predominately use one or other of the above systems. They may however partly use the other systems. No written language is purely alphabetic, syllabic or logographic but may use elements from any or all systems.
Such fully developed writing only emerged after development from simplier systems. Talley sticks with notches on them to represent a number of sheep or to record a debt have been used in the past. Knotted strings have been used as a form of record keeping particularly in the area around the Pacific rim. They reached their greatest development with the Inca quipus where they were used to record payment of tribute and to record commercial transactions. A specially trained group of quipu makers and readers managed the whole system. The use of pictures for the purpose of communication was used by native Americans and by the Ashanti and Ewe people in Africa. Pictures can show qualities and characteristics which can not be shown by tally sticks and knot records. They do not however amount to writing as they do not bear a conventional relationship to language.
An alternative idea was that a system by which tokens, which represented objects like sheep, were placed in containers and the containers were marked on the outside indicating the number and type of tokens within the container gave rise to writing in Mesopotamia. The marks on the outside of the container were a direct symbolic representation of the tokens inside the container and an indirect symbolic representation of the object the token represented. The marks on the outside of the containers were graphically identical to some of the earliest pictograms used in Sumerian cuneiform, the worlds first written language. However cuneiform has approximately 1,500 signs and the marks on the ouside of the containers can only explain the origins of a few of those signs.
The first written language was the Sumerian cuneiform. Writing mainly consisted of records of numbers of sheep, goats and cattle and quantites of grain. Eventually clay tablets were used as a writing surface and were marked with a reed stylus to produce the writing. Thousands of such clay tablets have been found in the Sumerian city of Uruk. The earliest Sumerian writing consists of pictures of the objects mentioned such as sheep or cattle. Eventually the pictures became more abstract and were to consist of straight lines that looked like wedges.
The earliest cuneiform was an accounting system consisting of pictograms representing commodities such as sheep and a number. The clay tablets found might for example simply state “ten sheep”. Such writing obviously has its limitations and would not be regarded as a complete writing system. A complete writing system only developed with the process of phonctization. This occurs when the symbol ceases to represent an object and begins to represent a spoken sound, which in early cuneiform would be a word. This process was assisted when the symbols which initally looked very like the object they represented gradually became more abstract and less clearly related to an object. However while the symbol became more closely connected to words, it was words dealing with objects, such as sheep, bird or pot. It was still not possible to write more abstract ideas such as father, running, speech or foreigner.
The solution to this problem was known as the rebus principle. Words with the same or similar pronuciation to an abstract word could be used to represent the abstract word. The sign for eye could be used to represent the word “I”. The sign for deer could represent the word “dear”. Which word is referred to by the picture is decided by an additional sign. Pictographs which originally represented a word began to represent the sound of the word. The rebus principle is used to represent abstract words in all word writing systems in Sumer, Egypt, China and in the Aztec and Mayan writing in central America.
The Rebus principle lead to cuneiform becoming a form of logo-syllabic writing consisting of both logograms and syllabic writing. The effect of the change from logographic to logo-syllabic writing was substantial. Logographic writing cannot produce normal prose and is resticted to nouns, numbers, names and adjectives. The vast majority of early Sumerian writing consisted of bureaucratic records of products received or products distributed. Only when syllabic writing was introduced into cuneiform did it become possible to write prose such as myths and royal propaganda.
The next major development in writing in the old world was the development of the alphabet. The alphabet was developed out of Egyptian hieroglyphs which contained 24 signs for 24 Egyptian consonants. About 1700 BC Semites who knew Egyptian hieroglyphs began making certain changes in their writing system. They put the letters in a particular sequence and gave them simple names to assist learning and ease of memory. They also dropped the logograms and other signs used in hieroglyphs and just kept the Egyptian consonants and resticted the signs to those for individual consonants. Finally, they introduced vowels into their alphabet. Alphabets were soon to spread over most of the world as they provide both flexibility and simplicity for a writing system.

Question 1- 7

Do the following statements agree with the information given in Reading Passage 1?
On your answer sheet please write

TRUE if the statement is true
FALSE if the statement is false
NOT GIVEN if the information is not given in the passage 1

1. There is no language that adopts elements from only one writing system.

2. Inca quipus used talley sticks to track payments and commercial transactions.

3. The marks on the outside of the containers originated from pictograms used in Sumerian cuneiform.

4. The first written language was created to document the quantities and types of livestock and food.

5. Cuneiform could not express abstract concepts at all.

6. Affected by the rebus principle, cuneiform combined the elements of both logograms and syllabic writing.

7. Most countries adopt alphabetical writing systems due to their flexibility and simplicity.

True False Not Given Practice Exercise 10

Answer questions 1-7 which are based on the reading passage below.

Plans to protect the forest of Europe

Forests are one of the main elements of our natural heritage. The decline of Europe's forests over the last decade and a half has led to an increasing awareness and understanding of the serious imbalances which threaten them. European countries are becoming increasingly concerned by major threats to European forests, threats which know no frontiers other than those of geography or climate: air pollution, soil deterioration, the increasing number of forest fires and sometimes even the mismanagement of our woodland and forest heritage. There has been a growing awareness of the need for countries to get together to coordinate their policies. In December 1990, Strasbourg hosted the first Ministerial Conference on the protection of Europe's forests. The conference brought together 31 countries from both Western and Eastern Europe. The topics discussed included the co-ordinated study of the destruction of forests, as well as how to combat forest fires and the extension of European research programs on the forest ecosystem. The preparatory work for the conference had been undertaken at two meetings of experts. Their initial task was to decide which of the many forest problems of concern to Europe involved the largest number of countries and might be the subject of joint action. Those confined to particular geographical areas, such as countries bordering the Mediterranean or the Nordic countries therefore had to be discarded. However, this does not mean that in future they will be ignored.

As a whole, European countries see forests as performing a triple function: biological, economic and recreational. The first is to act as a 'green lung' for our planet; by means of photosynthesis, forests produce oxygen through the transformation of solar energy, thus fulfilling what for humans is the essential role of an immense, non-polluting power plant. At the same time, forests provide raw materials for human activities through their constantly renewed production of wood. Finally, they offer those condemned to spend five days a week in an urban environment an unrivaled area of freedom to unwind and take part in a range of leisure activities, such as hunting, riding and hiking. The economic importance of forests has been understood since the dawn of man - wood was the first fuel. The other aspects have been recognised only for a few centuries but they are becoming more and more important. Hence, there is a real concern throughout Europe about the damage to the forest environment which threatens these three basic roles.

The myth of the 'natural' forest has survived, yet there are effectively no remaining 'primary' forests in Europe. All European forests are artificial, having been adapted and exploited by man for thousands of years. This means that a forest policy is vital, that it must transcend national frontiers and generations of people, and that it must allow for the inevitable changes that take place in the forests, in needs, and hence in policy. The Strasbourg conference was one of the first events on such a scale to reach this conclusion. A general declaration was made that 'a central place in any ecologically coherent forest policy must be given to continuity over time and to the possible effects of unforeseen events, to ensure that the full potential of these forests is maintained'.

That general declaration was accompanied by six detailed resolutions to assist national policymaking. The first proposes the extension and systematization of surveillance sites to monitor forest decline. Forest decline is still poorly understood but leads to the loss of a high proportion of a tree's needles or leaves. The entire continent and the majority of species are now affected: between 30% and 50% of the tree population. The condition appears to result from the cumulative effect of a number of factors, with atmospheric pollutants the principal culprits. Compounds of nitrogen and sulfur dioxide should be particularly closely watched. However, their effects are probably accentuated by climatic factors, such as drought and hard winters, or soil imbalances such as soil acidification, which damages the roots. The second resolution concentrates on the need to preserve the genetic diversity of European forests. The aim is to reverse the decline in the number of tree species or at least to preserve the 'genetic material' of all of them. Although forest fires do not affect all of Europe to the same extent, the amount of damage caused the experts to propose as the third resolution that the Strasbourg conference consider the establishment of a European databank on the subject. All information used in the development of national preventative policies would become generally available. The subject of the fourth resolution discussed by the ministers was mountain forests. In Europe, it is undoubtedly the mountain ecosystem which has changed most rapidly and is most at risk. A thinly scattered permanent population and development of leisure activities, particularly skiing, have resulted in significant long-term changes to the local ecosystems. Proposed developments include a preferential research program on mountain forests. The fifth resolution relaunched the European research network on the physiology of trees, called Eurosilva. Eurosilva should support joint European research on tree diseases and their physiological and biochemical aspects. Each country concerned could increase the number of scholarships and other financial support for doctoral theses and research projects in this area. Finally, the conference established the framework for a European research network on forest ecosystems. This would also involve harmonizing activities in individual countries as well as identifying a number of priority research topics relating to the protection of forests. The Strasbourg conference's main concern was to provide for the future. This was the initial motivation, one now shared by all 31 participants representing 31 European countries. Their final text commits them to on-going discussion between government representatives with responsibility for forests.

Questions

Questions 1-7

• Do the following statements agree with the information given in the Reading Passage?
• In boxes 1-7 on your answer sheet, write
• TRUE if the statement agrees with the information
• FALSE if the statement contradicts the information
• NOT GIVEN if there is no information on this

1. Forest problems of Mediterranean countries are to be discussed at the next meeting of experts.
2. Problems in Nordic countries were excluded because they are outside the European Economic Community.
3. Forests are a renewable source of raw material.
4. The biological functions of forests were recognised only in the twentieth century.
5. Natural forests still exist in parts of Europe.
6. Forest policy should be limited by national boundaries.
7. The Strasbourg conference decided that a forest policy must allow for the possibility of change.

Answers For practice Exercises

Here you will find the answers for practice exercises 1,2,3,4,5,6,7,8,9 and 10.

A Secret Well Kept Reading Answers

(Note: The text in italics is from the reading passage and shows the location from where the answer is taken or inferred. The text in the regular font explains the answer in detail.)

1. True

   Explanation: Paragraph 2 - Mackenzie King was born in 1874 with the proverbial silver spoon.

2. True

   Explanation: Paragraph 2 - He accumulated five university degrees, including a PhD from Harvard in economics, a subject he went on to teach at that institute.

3. False

   Explanation: Paragraph 3 - He was successful in part because he mastered the art of conciliation… And so, King sought the middle ground in order to keep the country’s many factions together.

4. False

   Explanation: Paragraph 3 - Unloved, but practical and astute, he has been called Canada’s greatest prime minister. He created old age pensions, unemployment insurance, and family allowance, and he left the country in much better shape than when he inherited it.
   
   The first part of the statement agrees with the information in the passage but the second part contradicts the information.

5. False

   Explanations: Paragraph 4 - Mackenzie King died in 1950,...Then, during the seventies, his diaries (all 30,000 pages of them) were published, and millions of Canadian jaws dropped.
   
   King’s diaries were published after his death. The seventies means 1970s.

6. Not given

   Explanation: Paragraph 4 mentions that King communicated with mentions that communicated with the dead, including his mother (who he revered) and former President Roosevelt but nothing is mentioned about the purpose of communication.

7. True

   Explanation: Paragraph 5 - He thought that when he looked at the clock and found both hands in alignment, someone from the other side must have been watching over him.

Have Researchers Created Synthetic Life at the J. Craig Venter Institutesummary completion? Reading Answers

(Note: The text in italics is from the reading passage and shows the location from where the answer is taken or inferred. The text in the regular font explains the answer in detail.)

1. Not Given

   Explanation: Paragraph 1 states that researchers often insert a gene or two into an organ to make it do something unique, but there is no mention of whether that includes an an or not.

2. True

   Explanation: Paragraph 1 - For example, researchers inserted the insulin gene into bacteria to make them produce human insulin.

3. True

   Explanation: Paragraph 3 - The JCVI researchers also included several "watermarks" in synthetic genome...Thus, by using the amino acid "alphabet," the JCVI researchers were to insert sequences of DNA that were specifically designed to spell out the names of study authors, project contributors, …

4. True

   Explanation: Paragraph 3 - These amino acids are designated by single alphabetical; For example, tryptophan is designated by the letter W.

5. Not Given

   Explanation: Paragraphs 5 and 6 give information about the production of biofuel from genetically altered algae, but there is no mention regarding the world's energy problems.

6. False

   Explanation: Paragraph 5 - In fact, the ExxonMobil Research and Engineering Company has already worked out an agreement with Synthetic Genomics, the company that helped fund the JCVI research team, to start just such a project.
   
   Synthetic Genomics funded the research team. So, False.
   
   

7. False

   Explanation: Paragraph 6 - And Dr David Baltimore, a leading geneticist at CalTech, has countered the significance of the work performed by the JCVI research team, stating that its lead researcher, Dr Venter, ".. has not created life, only mimicked it.”

Coral Triangle Reading Answers

(Note: The text in italics is from the reading passage and shows the location from where the answer is taken or inferred. The text in the regular font explains the answer in detail.)

1. False (h6)

   Explanation: Paragraph 1- The Philippines is part of the so-called coral triangle, which spans eastern Indonesia, parts of Malaysia, Papua New Guinea, Timor Leste and the Solomon Islands. It covers an area that is equivalent to half of the entire United States.
   
   The geographical location of the coral triangle is stated in the above lines taken from the text, and it does not cover any part of the USA. The text mentions the USA to give an idea about the size of the coral triangle.

2. False

   Explanation: Paragraph 2- Although there are 1,000 marine protected areas (MPAs) within the country, only 20 percent are functioning, the update said.
   
   According to the text, only 20 percent MPAs are being protected. The rest are being exploited.

3. Not Given

   Explanation: Though Paragraph 3 mentions that coral reefs are important economic assets for the Philippines, it does not mention that it is the major contributor to the Philippines’ economy.

4. Not Given

   Explanation: Paragraph 4 mentions that coral reefs are considered as the tropical rainforests of the sea, but there is no comparison regarding the range of species found.

5. True

   Explanation: Paragraph 4- As fishing grounds, they are thought to be 10 to 100 times as productive per unit area as the open sea.

6. Not Given

   Explanation: Paragraph 5 mentions that 70 percent of the world's coral reefs may be lost by 2050 and the Philippines’ coral reefs are also dying gradually. But there is no such prediction for the Philippines.

7. True

   Explanation: Paragraph 7- Robert Ginsburg, a specialist on coral reefs working with the Rosenstiel School of Marine and Atmospheric Science at the University of Miami, said human beings have a lot to do with the rapid destruction of reefs. "In areas where people are using the reefs or where there is a large population, there are significant declines in coral reefs," he pointed out.

8. True

   Explanation: Paragraph 8- Estimates show that if the present rapid population growth and declining trend in fish production continue, only 10 kilograms of fish will be available per Filipino per year by 2010, as opposed to 28.5 kilograms per year in 2003.

Pavlovian Conditioning Reading Answers

(Note: The text in italics is from the reading passage and shows the location from where the answer is taken or inferred. The text in the regular font explains the answer in detail.)

1. Answer: False

Explanation: Paragraph 1 - Associated learning is the most basic form of learning where creatures are making new connections between the environment and events.

2. Answer: False

Explanation: Paragraph 2 - Around the beginning of the 20th century, Russian physiologist Ivan Pavlov accidentally discovered classical conditioning.

3. Answer: Not Given

Explanation: Paragraph 3 mentions that the terms coined by Pavlov were unconventional, but there is no information on their acceptability.

4 .Answer :True

Explanation: Paragraph 3 - Pavlov also discovered that for the associations to occur, the two stimuli should be offered one after the other.
The phrase ‘one after the other’ means following each other in quick succession.

5. Answer:False

Explanation: Paragraph 4 - Pavlov was, without doubt, a behaviorist. His theories were based on observable behaviour as it is possible to measure behaviour but not thought.

6.Answer:False

Explanation: Paragraph 5 - Initially, Albert showed no fear at the sight of the rat, but as the rat began to appear repeatedly along with the sound, Albert developed a fear of rats. It can be concluded that loud noise was the factor that induced fear of the rat.

7.Answer:True

Explanation: Paragraph 5 - The experiment conducted by Watson suggested that classical conditioning could be the cause of some phobias present in human beings ...

Sosus listening to the ocean Reading Answers

(Note: The text in italics is from the reading passage and shows the location from where the answer is taken or inferred. The text in the regular font explains the answer in detail.)

1. Answer: true

Explanation: The passage mentions that until quite recently, we knew less about the depths of Earth's oceans than we did about the surface of the Moon, indicating that research difficulties related to the Moon were easier in the past. Located in paragraph A from 4th line.

2. Answer: false

Explanation: The passage does not mention using the same light technology for investigating the Moon in the field of the ocean. It discusses the limitations of light penetration in seawater. Located in paragraph A in last 4 lines.

3. Answer: not given

4. Answer: true

Explanation: The passage mentions that hydrophones (underwater microphones) were used in the Sound Surveillance System (SOSUS), which could detect not only submarines but also distinguish their characteristics, including the type of propulsion (propellers) they used. Located in paragraph E between 5-9 lines.

Life Of Frederick Douglass Reading Answers

(Note: The text in italics is from the reading passage and shows the location from where the answer is taken or inferred. The text in the regular font explains the answer in detail.)

1. Answer: True

Explanation: Paragraph 1 - Douglass lived in the family of Hugh Auld at Baltimore for seven years. During this time the achievement that had the greatest influence upon his future was his learning to read and write.

2. Answer: False

Explanation: Paragraph 2 - The worldly wisdom of denying to slaves the key to knowledge is apparent when it is said that Douglass first learned from a newspaper that there were such people as abolitionists, who were opposed to human bondage and sought to make all men free.

3. Answer: False

Explanation: Paragraph 3 - Douglass had learned to read, partly from childish curiosity and the desire to be able to do what others around him did.

4. Answer: True

Explanation: Paragraph 3 - Douglass's desire to write grew mainly out of the fact that in order to escape from bondage.

The Secret Of The Yawn Reading Answers

(Note: The text in italics is from the reading passage and shows the location from where the answer is taken or inferred. The text in the regular font explains the answer in detail.)

11. Answer: Not given

Explanation: —

12. Answer: True

Explanation: In the entire paragraph C, “In his first experiment, he used a psychological test to rank people on their empathic feelings. He found that participants who did not score high on compassion did not yawn back. “We literally had people saying, ‘Why am I looking at people yawning?’” Professor Platek said. “It just had no effect.”

13. Answer: False

Explanation: In the first two lines of paragraph G, “The most extraordinary demonstration of the yawn-stretch linkage occurs in many people paralyzed on one side of their body because of brain damage caused by a stroke”.

Sosus Reading Answers

1. Answer: True

Explanation: In Paragraph A, the writers mentioned that, ‘Distant as it is, the Moon has been far more accessible to study because astronomers long have been able to look at its surface, first with the naked eye and then with the telescope-both instruments that focus light.’ This suggests that studying the Moon's surface has been easier compared to studying the depths of the Earth's oceans.

2. Answer: False

Explanation: In Paragraph A, the writers mentioned that, ‘Until the twentieth century, however, no analogous instruments were available for the study of Earth’s oceans: Light, which can travel trillions of miles through the vast vacuum of space, cannot penetrate very far in seawater.’ This indicates that the same light technology used in the investigation of the moon cannot be employed in the study of the ocean.

3. Answer: Not Given

Explanation: There is no related information given here.

4. Answer: True

Explanation: In Paragraph H, the writers mentioned that, ‘Oceanographer Jeff Nystuen at the University of Washington, for example, has explored the use of sound to measure rainfall over the ocean. Monitoring changing global rainfall patterns undoubtedly will contribute to understanding major climate change as well as the weather phenomenon known as El Nino. Since 1985, Nystuen has used hydrophones to listen to rain over the ocean, acoustically measuring not only the rainfall rate but also the rainfall type, from drizzle to thunderstorms.’ This indicates that hydrophone technology is capable of detecting the category of precipitation.

The Origin of Writing Reading Answers

(Note: The text in italics is from the reading passage and shows the location from where the answer is taken or inferred. The text in the regular font explains the answer in detail.)

1. Answer: True

Explanation: All written languages will predominately use one or other of the above systems. They may however partly use the other systems. No written language is purely alphabetic, syllabic or logographic but may use elements from any or all systems. The given answer is located in the last 3 lines of the 2nd paragraph in the passage.

2. Answer: False

Explanation: They reached their greatest development with the Inca quipus where they were used to record payment of tribute and to record commercial transactions. The given answer is located in the 5 -7 lines of the 3rd passage.

3. Answer: Not given

4. Answer: True

Explanation: The worlds first written language. However cuneiform has approximately 1,500 signs and the marks on the ouside of the containers can only explain the origins of a few of those signs. The given answer is located in the 2-3 lines of the 4th paragraph.

5. Answer: False

Explanation: This process was assisted when the symbols which initally looked very like the object they represented gradually became more abstract and less clearly related to an object. The given answer is located in the 5-6 lines of the 6th paragraph.

6. Answer: True

Explanation: The Rebus principle lead to cuneiform becoming a form of logo-syllabic writing consisting of both logograms and syllabic writing. The given answer is located in first 3 lines of the 8th paragraph.

7. Answer: Not given

Coral Triangle Reading Answers

(Note: The text in italics is from the reading passage and shows the location from where the answer is taken or inferred. The text in the regular font explains the answer in detail.)

1. Answer: Not given

2. Answer: False

Explanation: Their initial task was to decide which of the many forest problems of concern to Europe involved the largest number of countries and might be the subject of joint action. Those confined to particular geographical areas, such as countries bordering the Mediterranean or the Nordic countries therefore had to be discarded.The given answer is located in the last 5 lines of paragraph 1.

3. Answer: True

Explanation: Those confined to particular geographical areas, such as countries bordering the Mediterranean or the Nordic countries therefore had to be discarded. The given answer is located in the last 3 lines of paragraph 1.

4. Answer: False

Explanation: At the same time, forests provide raw materials for human activities through their constantly renewed production of wood. The given answer is located in the 5-7 lines of paragraph 2.

5. Answer: False

Explanation: The economic importance of forests has been understood since the dawn of man - wood was the first fuel. The other aspects have been recognised only for a few centuries but they are becoming more and more important. The given answer is located in the 9-12 lines of paragraph 2.

6. Answer: False

Explanation: This means that a forest policy is vital, that it must transcend national frontiers and generations of people, and that it must allow for the inevitable changes that take place in the forests, in needs, and hence in policy. The given answer is located in the 3-6 lines of paragraph 3.

7. Answer: True

Explanation: This means that a forest policy is vital, that it must transcend national frontiers. The given answer is located in the 3-4 lines of paragraph 3.

Also check IELTS academic reading multiple choice questions

Conclusion

The tips, strategies and skill building exercises offered on this page will help you to tackle the IELTS True False Not Given question type in an effective way. In addition, it also could improve your band score in mock test in the IELTS Reading test and you find it useful to practice.