If you're preparing for the IELTS Reading section, you might find the “Yes, No, Not Given IELTS” questions to be a bit challenging. But don’t worry, you’re not alone. With a sharp focus on details and a good grasp of the passage context, you can tackle these questions with confidence. In this blog, we’ll explore everything you need to know about this question type, including helpful samples, examples, and tips. So, let’s dive in and make this journey a little easier for you!
Table of Contents
The IELTS Reading Yes, No, Not Given questions are designed to assess your ability to identify the writer's views or claims in a passage. In essence, you need to determine whether the statements given align with, contradict, or are not mentioned in the text.
Here’s how to tackle each option:
| Option | Meaning |
|---|---|
| YES | The author's opinion agrees with the given statement |
| NO | The author’s opinion opposes the given statement. |
| Not Given | The statement is not mentioned in the passage. |
Note: It's important to note that, unlike the IELTS True/False/Not the IELTS reading Yes, No, Not Given questions concentrate on the writer’s opinions rather than factual details. Grasping these distinctions is crucial, as it requires thorough reading rather than just skimming the surface.
The IELTS reading section features three main types of questions: Yes, No, and Not Given. Familiarizing yourself with these question types can enhance your comprehension and improve your score. Below is a breakdown of each type:
These questions present a statement that reflects an opinion rather than a concrete fact. You will need to determine whether the passage agrees with the statement, disagrees, or if the information is not mentioned at all.
In this type of question, the statement provided is a reworded version of an idea found in the passage. Your task is to assess whether this idea is present in the passage (Yes), contrary to it (No), or not addressed at all (Not Given).
Questions of this nature may involve comparisons between facts or opinions. If the passage provides supporting information for the comparison, your answer will be Yes; if it contradicts the comparison, the answer will be No. If the passage does not make any comparison, then the answer is Not Given.
This section covers Yes, No, Not Given IELTS reading practice questions with the passage.
Here is a yes, no, not given IELTS sample question for your reference. Practicing with this type of sample can help you achieve 8+ bands on the IELTS exam.
Explore 100+ IELTS Reading Practice Tests with Answers to Prepare for Reading Section
IELTS Reading Passage- The True Cost of Food Reading
Paragraph- 1
For more than forty years the cost of food has been rising. It has now reached a point where a growing number of people believe that it is far too high and that bringing it down will be one of the great challenges of the twenty-first century. That cost, however, is not in immediate cash. In the West at least, most food is now far cheaper to buy in relative terms than it was in 1960.
The cost is in the collateral damage of the very methods of food production that have made the food cheaper: in the pollution of water, the enervation of soil, the destruction of wildlife, the harm to animal welfare, and the threat to human health caused by modern industrial agriculture.
Paragraph- 2
First mechanisation, then mass use of chemical fertilisers and pesticides, then monocultures, then battery rearing of livestock, and now genetic engineering - the onward march of intensive farming has seemed unstoppable in the last half-century, as the yields of produce have soared. But the damage it has caused has been colossal. In Britain, for example, many of our best-loved farmland birds, such as the skylark, the grey partridge, the lapwing, and the corn bunting, have vanished from huge stretches of countryside, as have even more wildflowers and insects. This is a direct result of the way we have produced our food in the last four decades. Thousands of miles of hedgerows and thousands of ponds have disappeared from the landscape. The fecal filth of salmon farming has driven wild salmon from many of the sea lochs and rivers of Scotland. Natural soil fertility is dropping in many areas because of continuous industrial fertiliser and pesticide use, while the growth of algae is increasing in lakes because of the fertiliser run-off.
Paragraph- 3
Put it all together, and it looks like a battlefield, but consumers rarely make the connection at the dinner table. That is mainly because the costs of all this damage are what economists refer to as externalities: they are outside the main transaction, which is, for example, producing and selling a field of wheat, and are borne directly by neither producers nor consumers. To many, the costs may not even appear to be financial at all, but merely aesthetic - a terrible shame, but nothing to do with money. And anyway they, as consumers of food, certainly aren’t paying for it, are they?
Paragraph- 4
But the costs to society can actually be quantified and, when added up, can amount to staggering sums. A remarkable exercise in doing this has been carried out by one of the world’s leading thinkers on the future of agriculture, Professor Jules Pretty, Director of the Centre for Environment and Society at the University of Essex. Professor Pretty and his colleagues calculated the externalities of British agriculture for one particular year. They added up the costs of repairing the damage it caused and came up with a total figure of £2,343m. This is equivalent to £208 for every hectare of arable land and permanent pasture, almost as much again as the total government and EU spend on British farming in that year. According to Professor Pretty, it was a conservative estimate.
Paragraph- 5
The costs included: £120m for removal of pesticides; £16m for removal of nitrates; £55m for removal of phosphates and soil; £23m for the removal of the bug Cryptosporidium from drinking water by water companies; £125m for damage to wildlife habitats, hedgerows and dry stone walls; £1,113m from emissions of gases likely to contribute to climate change; £106m from soil erosion and organic carbon losses; £169m from food poisoning; and £607m from cattle disease. Professor Pretty draws a simple but memorable conclusion from all this: our food bills are actually threefold. We are paying for our supposedly cheaper food in three separate ways: once over the counter, secondly through our taxes, which provide the enormous subsidies propping up modern intensive farming, and thirdly to clean up the mess that modern farming leaves behind.
Paragraph- 6
So, can the true cost of food be brought down? Breaking away from industrial agriculture as the solution to hunger may be very hard for some countries, but in Britain, where the immediate need to supply food is less urgent and the costs and the damage of intensive farming have been clearly seen, it may be more feasible. The government needs to create sustainable, competitive, and diverse farming and food sectors, which will contribute to a thriving and sustainable rural economy and advance environmental, economic, health, and animal welfare goals.
Paragraph- 7
But if industrial agriculture is to be replaced, what is a viable alternative? Professor Pretty feels that organic farming would be too big a jump in thinking and in practices for many farmers. Furthermore, the price premium would put the produce out of reach of many poorer consumers. He is recommending the immediate introduction of Greener Food Standard, which would push the market towards more sustainable environmental practices than the current norm, while not requiring the full commitment to organic production. Such a standard would comprise agreed practices for different kinds of farming, covering agrochemical use, soil health, land management, water and energy use, food safety, and animal health. It could go a long way, he says, to shifting consumers as well as farmers towards a more sustainable system of agriculture.
Questions for Reading Passage: The True Cost of Food
Do the following statements agree with the claims of the writer in Reading Passage?
YES, if the statement agrees with the claims of the writer
NO, if the statement contradicts the claims of the writer
NOT GIVEN, if it is impossible to say what the writer thinks about this
1. Several species of wildlife in the British countryside are declining.
2. The taste of food has deteriorated in recent years.
3. The financial costs of environmental damage are widely recognised.
4. One of the costs calculated by Professor Pretty was illness caused by food.
Answers for Sample 1
Answer 1: Yes
Explanation: The third sentence of the second paragraph clarifies the number of wildlife species in Britain that are disappearing daily. Therefore, the response is “Yes.”
Answer 2: Not Given
Explanation: A summary of the expense of food in recent years can be found in the opening paragraph. However, this passage does not mention anything about the quality of food, particularly regarding its taste.
Answer 3: No
Explanation: The initial statement of the third paragraph indicates that a significant number of individuals might not see the amount as financial in nature. Therefore, the response is “No.”
Answer 4: Yes
Explanation: Based on the initial statement in the fifth paragraph, Professor Pretty provides a thorough breakdown of the costs. Therefore, the response is “Yes.”
Here is the second sample of yes, no, not given IELTS questions that will help you get a higher IELTS band score in the reading section.
IELTS Reading Passage: Zoo Conservation Programmes
Paragraph: A
One of London Zoo’s recent advertisements caused me some irritation, so patently did it distort reality. Headlined “Without zoos, you might as well tell these animals to get stuffed”, it was bordered with illustrations of several endangered species and went on to extol the myth that without zoos like London Zoo, these animals “will almost certainly disappear forever”. With the zoo world’s rather mediocre record on conservation, one might be forgiven for being slightly skeptical about such an advertisement.
Paragraph: B
Zoos were originally created as places of entertainment, and their suggested involvement with conservation didn’t seriously arise until about 30 years ago when the Zoological Society of London held the first formal international meeting on the subject. Eight years later, a series of world conferences took place, entitled “The Breeding of Endangered Species”, and from this point onwards conservation became the zoo community’s buzzword. This commitment has now been clearly defined in The World Zoo Conservation Strategy (WZGS, September 1993), which, although an important and welcome document, does seem to be based on an unrealistic optimism about the nature of the zoo industry.
Paragraph: C
The WZCS estimates that there are about 10,000 zoos in the world, of which around 1,000 represent a core of quality collections capable of participating in coordinated conservation programmes. This is probably the document’s first failing, as I believe that 10,000 is a serious underestimate of the total number of places masquerading as zoological establishments. Of course, it is difficult to get accurate data but to put the issue into perspective, I have found that in a year of working in Eastern Europe, I discover fresh zoos on almost a weekly basis.
Paragraph: D
The second flaw in the reasoning of the WZCS document is the naive faith it places in its 1,000 core zoos. One would assume that the caliber of these institutions would have been carefully examined, but it appears that the criterion for inclusion on this select list might merely be that the zoo is a member of a zoo federation or association. This might be a good starting point, working on the premise that members must meet certain standards, but again, the facts don’t support the theory. The greatly respected American Association of Zoological Parks and Aquariums (AAZPA) has had extremely dubious members, and in the UK, the Federation of Zoological Gardens of Great Britain and Ireland has occasionally had members that have been roundly censured in the national press. These include Robin Hill Adventure Park on the Isle of Wight, which many consider the most notorious collection of animals in the country. This establishment, which for years was protected by the Isle’s local council (which viewed it as a tourist amenity), was finally closed down following a damning report by a veterinary inspector appointed under the terms of the Zoo Licensing Act 1981. As it was always a collection of dubious repute, one is obliged to reflect upon the standards that the Zoo Federation sets when granting membership. The situation is even worse in developing countries where little money is available for redevelopment, and it is hard to see a way of incorporating collections into the overall scheme of the WZCS.
Paragraph: E
Even assuming that the WZCS’s 1,000 core zoos are all of a high standard, complete with scientific staff and research facilities, trained and dedicated keepers, accommodation that permits normal or natural behavior, and a policy of cooperating fully with one another, what might be the potential for conservation? Colin Tudge, the author of Last Animals at the Zoo (Oxford University Press, 1992), argues that “if the world's zoos worked together in cooperative breeding programmes, then even without further expansion they could save around 2,000 species of endangered land vertebrates. This seems an extremely optimistic proposition from a man who must be aware of the failings and weaknesses of the zoo industry, the man who, when a member of the council of London Zoo, had to persuade the zoo to devote more of its activities to conservation. Moreover, where are the facts to support such optimism?
Paragraph: F
Today, approximately 16 species might be said to have been “saved” by captive breeding programmes, although a number of these can hardly be looked upon as resounding successes. Beyond that, about 20 species are being seriously considered for zoo conservation programmes. Given that the international conference at London Zoo was held 30 years ago, this is pretty slow progress and a long way off Tudge’s target of 2,000.
Questions for This Reading Passage: Zoo Conservation Programmes
Questions 1-7
Do the following statements agree with the views of the writer in Reading Passage? In boxes 1-7, write
YES- if the statement agrees with the writer
NO- if the statement contradicts the writer
NOT GIVEN- if it is impossible to say what the writer thinks about this
1. London Zoo’s advertisements are dishonest.
2. Zoos made an insignificant contribution to conservation up until 30 years ago.
3. The WZCS document is not known in Eastern Europe.
4. Zoos in the WZCS select list were carefully inspected.
5. No one knew how the animals were being treated at Robin Hill Adventure Park.
6. Colin Tudge was dissatisfied with the treatment of animals at London Zoo.
7. The number of successful zoo conservation programmes is unsatisfactory.
Answers for Sample 2
Answer 1: Yes
Explanation: According to the paragraph A, first line London Zoo's recent advertisement caused some irritation to the writer. That means they are dishonest. So, the right answer is yes.
Answer 2: Yes
Explanation: According to the first line of the paragraph B, until 30 years ago, Zoo made an insignificant contribution to creating a place of entertainment. Hence, the correct response is yes.
Answer 3: Not Given
Explanation: None of the paragraphs talk about that how the WZCS document is not known in Eastern Europe. That is why, test takers can mark it as not given in their answer sheet.
Answer 4: No
Explanation: According to the second line of the paragraph D the zoo in the WZCS did not select the list and carefully inspected it. Hence, the answer is no.
Answer 5: No
Explanation: According to the 4 paragraph, people knew about the treatment of animals at Robin Hill Adventure Park, contradicting the statement that no one knew how the animals were being treated there. Hence, the answer is No.
Answer 6: Not Given
Explanation: The passage doesn't explicitly mention Colin Tudge's satisfaction or dissatisfaction with the treatment of animals at London Zoo, making it impossible to determine whether the statement is true or false.
Answer 7: Yes
Explanation: According to the 5 paragraph, the progress of zoo conservation programs has been slow, indicating dissatisfaction with their success rate. Therefore, the statement that the number of successful zoo conservation programs is unsatisfactory agrees with the writer's views.
Here are 10 excellent passage examples featuring IELTS Reading Yes, No, Not Given questions for your practice. It's essential to strategize effectively before taking the IELTS exam. Additionally, regular reading practice will enhance your understanding of the IELTS syllabus and format, setting you up for success. Take a look below for more examples:
1. The True Cost of Food Reading Answers Practice Test
2. Children’s Thinking Reading Answers Practice Test
3. Voyage of Going Reading Answers Practice Test
4. Why Pagodas Don’t Fall Down Reading Answers Practice Test
5. Film Noir Reading Answers Practice Test
6. Inside the Mind of a Fan Reading Answers Practice Test
7. Space Travel and Health Reading Answers Practice Test
8. Making Every Drop Count Reading Answers Practice Test
9. Multitasking Debate Reading Answers Practice Test
10. Learning Lessons from the Past Reading Answers Practice Test
Utilizing IELTS reading practice tests will enhance your understanding of the exam syllabus and format, setting you up for success.
Here are some effective strategies to tackle IELTS reading questions that require yes, no, or not-given responses:
1. Read the passage to grasp its main idea before looking at the questions.
2. Avoid skimming the passage too quickly, but don’t read every word either.
3. Identify keywords that will help you find relevant details. Pay close attention to the wording of each statement.
4. Locate the keywords in the passage to pinpoint the relevant sections.
5. Base your answers solely on the information in the passage; do not use your personal knowledge.
6. Understand the author’s opinion and perspective, as this can help you find answers more quickly.
In summary, this guide discusses strategies for handling yes, no, or not given IELTS questions in the reading section. It includes sample passages and tips for achieving a high score. Consistent practice and the application of these strategies will help familiarize you with this question type in the reading section. For additional support, consider professional IELTS coaching from Gradding, where our experts excel in this area.
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