Cambridge 21 Test 1 Reading Answers & Explanations

This post provides the complete answers and clear explanations for Cambridge IELTS 21 Academic Reading Test 1.

Each answer includes:

• Strategy
• Keywords
• Exact paragraph and line location
• Explanation
• Correct answer

> Location note: Line numbers are counted separately within each paragraph or section as displayed in the reading passage. When a paragraph continues onto the next page, its line count continues.

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How This Guide Is Structured

Strategy

The strategy explains the most effective method for answering each IELTS Reading question type.

Keywords

Keywords are the important words and phrases that help locate the relevant information.

Exact Paragraph and Line Location

The location identifies the reading passage, paragraph or section, and exact line range containing the relevant information.

Explanation

The explanation shows how the question matches, paraphrases or contradicts the passage.

Correct Answer

The answer appears only after the location and explanation.

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Reading Passage 1

The Davies Sisters

Questions 1–7: Note Completion

Strategy

For note-completion questions:

1. Read the headings and notes before scanning the passage.
2. Predict whether each blank needs a noun, verb or adjective.
3. Identify the main keywords surrounding the blank.
4. Locate synonyms and paraphrases in the passage.
5. Copy the exact word from the passage.
6. Follow the word limit strictly.

The instruction says:

Choose ONE WORD ONLY from the passage for each answer.

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Question 1

Their grandfather’s wealth came from ______ and transportation businesses.

Keywords

grandfather, wealth, transportation businesses

Exact Paragraph and Line Location

Reading Passage 1, Paragraph 1, lines 1–2

Explanation

The passage says David Davies built his fortune through the shipping and mining industries.

Here:

• shipping = transportation business
• The other industry was mining.

The answer is a noun and follows the one-word limit.

So, the answer is: mining

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Question 2

Their ______ was designed to give them an interest in activities such as collecting art.

Keywords

designed, interest, collecting art, early life

Exact Paragraph and Line Location

Reading Passage 1, Paragraph 2, lines 1–2

Explanation

The passage says the sisters’ education was carefully directed towards cultural pursuits such as art appreciation and collecting.

Here:

• rigorously geared towards such pursuits = designed to encourage those interests
• The thing being designed was their education.

So, the answer is: education

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Question 3

They took lengthy ______ about the things they saw in art galleries.

Keywords

lengthy, art galleries, things they saw, governess

Exact Paragraph and Line Location

Reading Passage 1, Paragraph 2, lines 2–4

Explanation

The sisters travelled with their governess, visited galleries and made extensive notes about the collections.

Here:

• extensive = lengthy
• made = took
• The records they produced were notes.

So, the answer is: notes

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Question 4

Their ______ showed that they liked Old Master paintings.

Keywords

showed, liked, Old Master paintings

Exact Paragraph and Line Location

Reading Passage 1, Paragraph 4, lines 1–2

Explanation

The passage says the sisters’ journals reveal their preference for Old Master paintings.

Here:

• reveal their preference = showed what they liked
• The source containing this information was their journals.

So, the answer is: journals

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Question 5

The first Impressionist paintings they bought showed places in ______.

Keywords

first Impressionist paintings, showed places, bought

Exact Paragraph and Line Location

Reading Passage 1, Paragraph 5, lines 4–6

Explanation

The sisters’ first Impressionist purchases were paintings by Claude Monet showing scenes of Venice.

Here:

• scenes of Venice = places in Venice
• The required place name is Venice.

So, the answer is: Venice

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Question 6

They worked in a ______ for soldiers in France.

Keywords

worked, soldiers, France, First World War

Exact Paragraph and Line Location

Reading Passage 1, Paragraph 6, lines 4–5

Explanation

During the war, both sisters volunteered at a canteen for troops in Troyes, northern France.

Here:

• troops = soldiers
• The workplace was a canteen.

So, the answer is: canteen

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Question 7

They did not have any ______ who were artists.

Keywords

did not have, artists, isolation, typical collectors

Exact Paragraph and Line Location

Reading Passage 1, Paragraph 8, lines 1–2

Explanation

The passage says the sisters lived in rural isolation and did not make friends with artists or gallery owners.

Here:

• did not make friends with artists = did not have friends who were artists

So, the answer is: friends

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Questions 8–13: TRUE, FALSE, NOT GIVEN

Strategy

For this question type:

• Choose TRUE when the statement agrees with the passage.
• Choose FALSE when the passage gives opposite information.
• Choose NOT GIVEN when the passage does not provide enough information.

Compare the complete meaning of the statement with the passage. Do not choose an answer only because similar words appear.

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Question 8

The Davies sisters’ childhood influenced the way they decided to use their wealth.

Keywords

childhood, influenced, use their wealth

Exact Paragraph and Line Location

Reading Passage 1, Paragraph 1, lines 3–6

Explanation

The sisters received a religious upbringing in rural Wales. This gave them a strong sense of social responsibility, and they chose to use their inheritance for cultural and charitable purposes.

Here:

• religious upbringing = childhood influence
• chose to use their inheritance = decided how to use their wealth

The statement agrees with the passage.

So, the answer is: TRUE

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Question 9

The Jean-Baptiste-Camille Corot paintings were purchased from a gallery in France.

Keywords

Corot paintings, purchased, gallery, France

Exact Paragraph and Line Location

Closest related location: Reading Passage 1, Paragraph 4, lines 6–7

Explanation

The passage says the sisters’ early purchases included paintings by the French artist Jean-Baptiste-Camille Corot.

However, it does not state:

• where the paintings were purchased;
• whether they came from a gallery;
• whether the gallery was in France.

The artist was French, but this does not prove that the paintings were bought in France.

So, the answer is: NOT GIVEN

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Question 10

Hugh Blaker opposed the sisters’ decision to buy art by French Impressionists.

Keywords

Hugh Blaker, opposed, French Impressionists

Exact Paragraph and Line Location

Reading Passage 1, Paragraph 5, lines 1–4

Explanation

The passage describes Hugh Blaker as a supporter of contemporary French art and says he had a role in the sisters’ decision to collect Impressionist paintings.

Here:

• champion of contemporary French art = supporter
• had a hand in the decision = helped influence the decision

This directly contradicts the claim that he opposed it.

So, the answer is: FALSE

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Question 11

The exhibition of Cézanne paintings at the Bath gallery was very popular with the public.

Keywords

Cézanne paintings, Bath gallery, popular, public

Exact Paragraph and Line Location

Closest related location: Reading Passage 1, Paragraph 7, lines 3–5

Explanation

The passage says the paintings were sent to Bath and became the first works by Cézanne displayed in a public gallery in Britain.

However, it gives no information about:

• visitor numbers;
• public reactions;
• whether the exhibition was popular.

So, the answer is: NOT GIVEN

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Question 12

The impact of the First World War encouraged Gwendoline to reconsider her interest in collecting art.

Keywords

First World War, Gwendoline, reconsider, collecting art

Exact Paragraph and Line Location

Reading Passage 1, Paragraph 9, lines 1–4

Explanation

After the war, Gwendoline became increasingly uncomfortable purchasing art because of the poverty and social disruption the conflict had caused.

She then concentrated more strongly on social and charitable projects.

Here:

• felt increasingly uncomfortable buying artworks = reconsidered collecting
• poverty and social upheaval created by the war = impact of the First World War

So, the answer is: TRUE

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Question 13

The sisters bought French Impressionist art during a period when very few people were doing so.

Keywords

French Impressionist art, very few people, period

Exact Paragraph and Line Location

Reading Passage 1, Paragraph 10, lines 1–3

Explanation

The passage says the sisters collected French Impressionist paintings when this type of art was regularly ignored by both individuals and institutions.

Here:

• routinely ignored = attracted little interest
• This means very few collectors were purchasing it at the time.

So, the answer is: TRUE

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Reading Passage 2

Why We Need Silence

Questions 14–17: Matching Information

Strategy

For matching-information questions:

1. Read all the statements first.
2. Underline distinctive words in each statement.
3. Skim each section to identify its main subject.
4. Scan for examples, statistics, experiments and opinions.
5. Match ideas rather than identical vocabulary.
6. Remember that a section may contain more than one answer.

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Question 14

Examples of strategies to decrease the noise that the public are exposed to

Keywords

strategies, decrease noise, public exposure

Exact Paragraph and Line Location

Reading Passage 2, Section C, lines 1–8

Explanation

Section C gives several examples of noise-reduction measures:

• quieter buses;
• reduced road and aircraft noise;
• noise-reducing road surfaces;
• greenery that absorbs sound;
• bans on petrol-powered leaf blowers;
• fines for making vehicles noisier.

These are all strategies intended to reduce public exposure to noise.

So, the answer is: C

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Question 15

Data indicating the extent of the problem of excessive noise

Keywords

data, extent, problem, excessive noise

Exact Paragraph and Line Location

Reading Passage 2, Section B, lines 1–5

Explanation

The section provides numerical evidence showing how widespread excessive noise is.

It states that people in major cities are exposed to more than the recommended 40 decibels at night and that at least one in five Europeans regularly experiences harmful noise levels.

Here:

• 40 decibels and one in five people = data
• These statistics demonstrate the scale of the problem.

So, the answer is: B

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Question 16

A description of physiological changes in our bodies when we hear sudden noises

Keywords

physiological changes, bodies, sudden noises

Exact Paragraph and Line Location

Reading Passage 2, Section A, lines 2–5

Explanation

The passage explains that loud or unexpected sounds change the body’s internal chemistry.

The physical responses include:

• increased blood pressure;
• tense muscles;
• hormone release;
• preparation for fight or flight.

These are physiological reactions to sudden noise.

So, the answer is: A

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Question 17

Evidence that a relatively quiet environment can be more beneficial than a totally silent one

Keywords

relatively quiet, more beneficial, totally silent

Exact Paragraph and Line Location

Reading Passage 2, Section G, lines 6–8

Explanation

Participants in a study felt more relaxed and less bored while sitting quietly in an outdoor garden than in a completely silent room.

Here:

• outdoor garden = relatively quiet environment
• completely silent room = total silence
• more relaxation and less boredom = greater benefit

So, the answer is: G

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Questions 18–21: Summary Completion

Strategy

For summary-completion questions:

1. Read the complete summary before locating the answers.
2. Predict the grammatical form of each missing word.
3. Find the relevant section of the passage.
4. Identify synonyms and paraphrases.
5. Copy the exact word from the passage.
6. Follow the one-word limit.

The instruction says:

Choose ONE WORD ONLY from the passage for each answer.

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Question 18

Flotation tanks allow people to concentrate on their own ______, helping them relax and meditate.

Keywords

concentrate, own, relax, meditate, flotation tanks

Exact Paragraph and Line Location

Reading Passage 2, Section D, lines 7–8

Explanation

Justin Feinstein says focusing on the breath helps people enter a relaxed or meditative state.

Here:

• focus on = concentrate on
• The thing they concentrate on is their breath.

So, the answer is: breath

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Question 19

The participants were given a ______ to complete before and after using a flotation tank.

Keywords

50 people, complete, before and after, experiment

Exact Paragraph and Line Location

Reading Passage 2, Section E, lines 1–2

Explanation

Feinstein and his colleagues asked 50 people with stress-related conditions to answer a questionnaire before and after a flotation session.

Here:

• answer = complete
• The document they completed was a questionnaire.

So, the answer is: questionnaire

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Question 20

Participants showed relaxation and improved general ______.

Keywords

relaxation, improved general, participants

Exact Paragraph and Line Location

Reading Passage 2, Section E, lines 2–4

Explanation

After an hour in the flotation tank, participants reported less pain, muscle tension and stress-related symptoms.

They also experienced increased relaxation and overall wellbeing.

Here:

• overall = general
• improved general wellbeing fits the summary exactly.

So, the answer is: wellbeing

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Question 21

People who floated in a tank had decreased brain activity in regions associated with ______.

Keywords

decreased brain activity, brain regions, associated with

Exact Paragraph and Line Location

Reading Passage 2, Section E, lines 8–10

Explanation

Brain scans showed reduced activity in the default mode network after flotation sessions.

The passage says this group of brain regions is commonly linked with depression.

Here:

• linked with = associated with

So, the answer is: depression

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Questions 22–26: Matching People

Strategy

For matching-people questions:

1. Read all the statements before returning to the passage.
2. Note the central idea in each person’s comments.
3. Scan for the person’s name.
4. Match the meaning of the statement with the person’s view.
5. Remember that the same letter may be used more than once.

List of People

• A — Nick Antonio
• B — Justin Feinstein
• C — Tal Dotan Ben-Soussan
• D — Eric Pfeifer

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Question 22

It is unpleasant and upsetting for people to be placed in a silent environment against their will.

Keywords

unpleasant, upsetting, silent environment, against their will

Exact Paragraph and Line Location

Reading Passage 2, Section F, lines 4–6

Explanation

Tal Dotan Ben-Soussan says that a person must voluntarily want to experience silence.

When people do not want silence, the experience can be very distressing.

Here:

• do not want silence = against their will
• very distressing = unpleasant and upsetting

So, the answer is: C — Tal Dotan Ben-Soussan

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Question 23

The trend towards creating quieter urban locations is likely to increase in the coming years.

Keywords

trend, quieter cities, increase, future

Exact Paragraph and Line Location

Reading Passage 2, Section C, lines 8–9

Explanation

Nick Antonio says people are recognising the benefits of quieter urban environments and predicts that cities will introduce more noise-reduction measures in the future.

Here:

• expect we will see much more of this = the trend will increase

So, the answer is: A — Nick Antonio

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Question 24

When the senses receive no external input, the brain compensates by creating images and sounds.

Keywords

no sensory input, brain compensates, images, sounds

Exact Paragraph and Line Location

Reading Passage 2, Section D, lines 3–6

Explanation

Justin Feinstein explains that when external sensory information is absent, the brain attempts to fill the empty space.

This can produce:

• subtle humming sounds;
• visual effects;
• awareness of normally unnoticed sounds.

Here:

• tries to fill the void = compensates for missing sensory input

So, the answer is: B — Justin Feinstein

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Question 25

Even a short amount of silent time can have a positive impact.

Keywords

short amount, silence, positive impact

Exact Paragraph and Line Location

Reading Passage 2, Section G, lines 8–10

Explanation

Eric Pfeifer says people do not need to spend hours in silence.

A few minutes of silence experienced regularly may be more beneficial than one long period each week.

Here:

• a few minutes at a time = short amount
• can make a big difference = positive impact

So, the answer is: D — Eric Pfeifer

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Question 26

External and internal quietness makes us more aware of our surroundings and helps us respond appropriately.

Keywords

external quietness, internal quietness, aware, appropriate response

Exact Paragraph and Line Location

Reading Passage 2, Section F, lines 1–3

Explanation

Tal Dotan Ben-Soussan says that quietness in both our environment and inner selves allows us to understand what is happening around us.

This awareness helps us provide a more suitable response.

Here:

• more aware of what is happening around us = conscious of our surroundings
• adequate response = appropriate reaction

So, the answer is: C — Tal Dotan Ben-Soussan

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Reading Passage 3

Book Review: The World of Sugar by Ulbe Bosma

Questions 27–30: Multiple Choice

Strategy

For multiple-choice questions:

1. Locate the paragraph named in the question.
2. Read the complete paragraph.
3. Identify the reviewer’s main point.
4. Predict the answer in your own words.
5. Compare your prediction with every option.
6. Eliminate options that are too narrow, unsupported or opposite in meaning.

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Question 27

What does the reviewer suggest about the cultivation and trading of sugar in the first paragraph?

Keywords

cultivation, trading, sugar, first paragraph

Exact Paragraph and Line Location

Reading Passage 3, Paragraph 1, lines 4–6

Explanation

The reviewer says beet sugar has received large subsidies and has been sold at artificially low prices internationally.

This has threatened producers of cane sugar.

Here:

• subsidised and artificially low prices = made more competitive
• Beet sugar gained an advantage in international markets.

Option Analysis

• A: International relations are not the main point.
• B: Correct — beet sugar was made more internationally competitive.
• C: Quality differences are not discussed.
• D: The paragraph mentions growing locations but not increased production from new locations.

So, the answer is: B — Beet sugar has been made more internationally competitive.

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Question 28

What does the reviewer stress about Britain’s sugar market in the second paragraph?

Keywords

Britain, sugar market, second paragraph, stress

Exact Paragraph and Line Location

Reading Passage 3, Paragraph 2, lines 1–6

Explanation

The paragraph follows the changing sources of British sugar:

1. British colonial plantations;
2. Cuba and Brazil;
3. continental European beet sugar;
4. domestic British beet sugar.

The main emphasis is how Britain’s sources of sugar changed over time.

Option Analysis

• A: Correct — the supply sources changed.
• B: Agricultural developments are not the central point.
• C: Demand is not measured.
• D: Ethical cultivation is not presented as the main trend.

So, the answer is: A — how the sources used changed over time

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Question 29

What is the reviewer doing in the third paragraph?

Keywords

third paragraph, popular belief, sugar cane, plantations

Exact Paragraph and Line Location

Reading Passage 3, Paragraph 3, lines 1–5

Explanation

The reviewer challenges the popular belief that cane sugar was grown only on large plantations owned by wealthy people.

The example of Java shows that small farmers also grew sugar cane alongside rice.

Here:

• contrary to popular belief = correcting a misconception
• The misconception concerns how sugar cane was cultivated.

So, the answer is: C — addressing a misconception about the growing of sugar cane

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Question 30

What does the reviewer suggest is the overall message of Bosma’s book?

Keywords

overall message, final paragraph, sugar

Exact Paragraph and Line Location

Reading Passage 3, Paragraph 8, lines 1–5

Explanation

The reviewer says humans could always have lived without sugar and now have many other sources of sweetness.

The book also examines the many tragedies and damaging consequences connected with sugar.

Here:

• Sugar is described as unnecessary.
• Earlier paragraphs show its harmful effects on workers, poorer countries and health.

Option Analysis

• A: Correct — sugar is presented as both harmful and unnecessary.
• B: Economic pressure is not given as the overall message.
• C: Worker conditions are only one part of the book.
• D: Marketing is not the main cause of all the consequences discussed.

So, the answer is: A — Sugar is a harmful and unnecessary product.

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Questions 31–36: Summary Completion with a Word List

Strategy

For summary completion with a list of options:

1. Read the entire summary before selecting answers.
2. Predict the grammar and meaning required in each blank.
3. Locate the relevant paragraph.
4. Identify passage words that have been paraphrased.
5. Eliminate options that do not fit grammatically.
6. Use each answer once unless instructed otherwise.

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Question 31

In Germany and the US, large sugar industries depended on ______.

Keywords

Germany, US, depended on, large industries

Exact Paragraph and Line Location

Reading Passage 3, Paragraph 4, lines 1–3

Explanation

German beet fields used Polish workers, while Mexican, Sicilian and other foreign workers were important to sugar production in the United States.

Here:

• Workers arriving from other places = migrant workers
• imported labour is a direct paraphrase of migrant workers.

So, the answer is: H — migrant workers

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Question 32

In South Asia and Latin America, ______ continued.

Keywords

South Asia, Latin America, continued, traditional methods

Exact Paragraph and Line Location

Reading Passage 3, Paragraph 4, lines 4–7

Explanation

Traditional methods continued to be used on small farms in South Asia and Latin America.

Here:

• traditional methods on small farms = small-scale cultivation
• continuity = continued

So, the answer is: E — small-scale cultivation

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Question 33

Sugar production involved ______ who wanted to protect their markets.

Keywords

sugar production, protect markets, capitalists, corporations

Exact Paragraph and Line Location

Reading Passage 3, Paragraph 5, lines 1–4

Explanation

The passage refers to capitalists, sugar dynasties, corporations and powerful business interests that remained influential for long periods.

Here:

• capitalists, dynasties and corporations = powerful individuals and businesses
• They used their influence to defend their economic interests.

So, the answer is: I — powerful individuals and businesses

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Question 34

In countries such as Cuba, the sugar industry had a major influence on ______.

Keywords

Cuba, sugar industry, major influence

Exact Paragraph and Line Location

Reading Passage 3, Paragraph 5, lines 2–5

Explanation

Powerful sugar interests played a major role in politics and strongly influenced the policies of states.

Here:

• policies of states and politics = national governments
• The sugar industry influenced how governments acted.

So, the answer is: A — national governments

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Question 35

To protect sugar producers, ______ were established.

Keywords

protect interests, producers, established

Exact Paragraph and Line Location

Reading Passage 3, Paragraph 5, lines 4–5

Explanation

Sugar producers’ interests were protected through trade barriers and subsidies.

Both are financial or economic controls used to influence markets.

Here:

• trade barriers and subsidies = financial controls

So, the answer is: G — financial controls

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Question 36

As a result, ______ were penalised.

Keywords

as a result, penalised, poor countries

Exact Paragraph and Line Location

Reading Passage 3, Paragraph 5, lines 5–6

Explanation

The passage says poorer countries were the ones that suffered in the struggle to control the sugar industry.

Here:

• poor countries came off worse = less wealthy nations were penalised

So, the answer is: C — less wealthy nations

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Questions 37–40: YES, NO, NOT GIVEN

Strategy

For this question type:

• Choose YES when the statement agrees with the reviewer’s view.
• Choose NO when it contradicts the reviewer’s view.
• Choose NOT GIVEN when the reviewer’s opinion cannot be determined.

Focus on what the reviewer accepts, rejects or leaves unclear.

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Question 37

Sugar is now available in large quantities because of a range of agricultural developments.

Keywords

large quantities, agricultural developments, now available

Exact Paragraph and Line Location

Reading Passage 3, Paragraph 7, lines 1–3

Explanation

The passage says sugar was once produced only in tiny amounts.

New techniques, plant varieties, fertilisers and irrigation systems have since made sugar widely available.

Here:

• tiny quantities compared with ubiquitous = major increase in availability
• Techniques, varieties, fertilisers and irrigation = agricultural developments

The statement agrees with the reviewer.

So, the answer is: YES

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Question 38

Advertisers initially marketed sugar as a luxury product.

Keywords

advertisers, initially marketed, luxury product

Exact Paragraph and Line Location

Closest related location: Reading Passage 3, Paragraph 7, lines 3–4

Explanation

The passage says sugar was once regarded as a luxury and was later promoted as a useful source of energy.

However, it does not state:

• that advertisers originally marketed it as a luxury;
• who created its luxury image;
• how it was marketed when it was first introduced.

Being regarded as a luxury is not the same as being advertised as one.

So, the answer is: NOT GIVEN

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Question 39

The invention of high-fructose corn syrup was a positive development.

Keywords

invention, high-fructose corn syrup, positive development

Exact Paragraph and Line Location

Reading Passage 3, Paragraph 7, lines 10–14

Explanation

The reviewer introduces high-fructose corn syrup as a worrying development in mass sweetening.

It is cheap, widely used and considered a major cause of obesity.

Here:

• worrying new development contradicts positive development
• leading cause of obesity shows a negative assessment.

So, the answer is: NO

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Question 40

High-fructose corn syrup is an ingredient in many processed foods.

Keywords

high-fructose corn syrup, ingredient, processed foods

Exact Paragraph and Line Location

Reading Passage 3, Paragraph 7, lines 12–14

Explanation

The passage says high-fructose corn syrup has been adopted in soft drinks and a large number of processed foods.

Here:

• adopted in the making of = used as an ingredient
• a large number = many

The statement agrees with the passage.

So, the answer is: YES

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Cambridge 21 Test 1 Reading Answer Key

Reading Passage 1

1. mining
2. education
3. notes
4. journals
5. Venice
6. canteen
7. friends
8. TRUE
9. NOT GIVEN
10. FALSE
11. NOT GIVEN
12. TRUE
13. TRUE

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Reading Passage 2

14. C
15. B
16. A
17. G
18. breath
19. questionnaire
20. wellbeing
21. depression
22. C — Tal Dotan Ben-Soussan
23. A — Nick Antonio
24. B — Justin Feinstein
25. D — Eric Pfeifer
26. C — Tal Dotan Ben-Soussan

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Reading Passage 3

27. B
28. A
29. C
30. A
31. H — migrant workers
32. E — small-scale cultivation
33. I — powerful individuals and businesses
34. A — national governments
35. G — financial controls
36. C — less wealthy nations
37. YES
38. NOT GIVEN
39. NO
40. YES

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Bonus IELTS Reading Tips

Follow the Word Limit

Always check whether the instruction says:

• ONE WORD ONLY
• NO MORE THAN TWO WORDS
• NO MORE THAN THREE WORDS
• A NUMBER
• A LETTER

Writing additional words will make a correct answer wrong.

For example:

• Correct: questionnaire
• Incorrect: a questionnaire

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Look for Paraphrases

IELTS questions usually express passage information using different words.

Question wording	Passage wording
transportation businesses	shipping industries
lengthy notes	extensive notes
showed they liked	reveal their preference
soldiers	troops
childhood	upbringing
strategies to decrease noise	recommendations and noise-reducing measures
physiological changes	blood pressure rises, muscles tense and hormones are released
concentrate on	focus on
general wellbeing	overall wellbeing
associated with	linked with
against their will	do not want silence
positive impact	make a big difference
sources changed	imports came from different places over time
migrant workers	imported labour
less wealthy nations	poor countries
ingredient in	adopted in the making of

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Understand FALSE and NOT GIVEN

Choose FALSE when the passage provides opposite information.

Choose NOT GIVEN when the passage does not provide enough information.

Example of FALSE

The statement says Hugh Blaker opposed Impressionist art.

The passage says he supported contemporary French art and helped influence the sisters’ decision.

Therefore, the answer is FALSE.

Example of NOT GIVEN

The passage says Cézanne’s paintings were displayed in Bath but does not describe the public’s reaction.

Therefore, a statement claiming the exhibition was popular is NOT GIVEN.

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Be Careful with Unsupported Details

A statement may contain a correct subject but add information that is not in the passage.

For example:

• Corot was a French artist.
• The passage does not say the paintings were bought in France.

The extra location detail is unsupported, so the answer is NOT GIVEN.

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Check the Grammar of Completion Answers

The missing word must fit naturally into the sentence.

For example:

> They worked in a canteen for soldiers.

The noun fits after the article a.

Another example:

> Brain regions associated with depression.

The noun fits correctly after the preposition with.

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Identify the Main Point in Multiple-Choice Questions

Do not select an option simply because it repeats words from the paragraph.

For Question 27, several benefits and effects of sugar are mentioned. However, the main point is that subsidies and low prices made beet sugar more internationally competitive.

Therefore, B is the best answer.

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Follow the Order of the Passage

Most completion and TRUE/FALSE/NOT GIVEN questions follow the order of the passage.

After finding one answer, continue reading from that location instead of returning to the beginning.

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Read Around the Matching Sentence

Read at least one sentence before and after the matching information.

This helps identify:

• contrasts;
• corrections;
• limitations;
• the writer’s actual opinion;
• details that make a statement FALSE or NOT GIVEN.

Words such as however, but, yet, although and instead often signal important changes in meaning.

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Review Every Incorrect Answer

After completing the test, identify why each mistake occurred.

Common reasons include:

• missing a paraphrase;
• ignoring the word limit;
• confusing FALSE with NOT GIVEN;
• selecting an option based on one repeated word;
• overlooking a contrast;
• misunderstanding the main point;
• adding information not stated in the passage.