Cambridge IELTS 8 · General Training · Test 2 · Section 3
Talking Point — IELTS Reading Answers
All 13 answers for Talking Point, Cambridge IELTS 8 General Training Reading Test 2 Section 3, with the passage evidence and an explanation for each.
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Talking Point answer key at a glance
Questions 28–42. Tap an answer to see the evidence.
What this section tests
This section is tested with True / False / Not Given (Q28–31), Matching Features (Q32–38), Two Choices (Q39–42). Each section below gives the strategy for that question type, the answers, and the sentence that proves them.
Questions 28–31: True / False / Not Given
Strategy: Judge the whole statement against the text. FALSE contradicts the passage; NOT GIVEN means the passage never addresses that specific claim.
Most people who speak a second language in New Zealand were born in another country.
“This leaves a small number who claim to speak two or more languages – a small percentage of whom were born in New Zealand”
TRUE: of those speaking two or more languages only 'a small percentage' were born in New Zealand, so most were born in another country.
Most New Zealanders believe it is good to teach children a second language.
“But in fact, the general agreement among experts is that learning a second language is good for children”
NOT GIVEN: 'general agreement among experts' is reported, but the text never says what most New Zealanders think about teaching children a second language.
Chinese is the most common foreign language in New Zealand.
“This depends on how much of each language they can speak, not on which language is used, so it doesn't matter whether they are learning Maori or German or Chinese or any other language”
NOT GIVEN: Maori, German and Chinese appear only as equal examples, and no figures or ranking show which foreign language is most common in New Zealand.
Some languages develop your intelligence more than others.
“This depends on how much of each language they can speak, not on which language is used, so it doesn't matter whether they are learning Maori or German or Chinese or any other language”
FALSE: progress 'depends on how much of each language they can speak, not on which language is used', so no language boosts intelligence more.
Questions 32–38: Matching Features
Strategy: Match the statement to the named person or thing. Names can repeat, so check each option against what that person actually says.
Options for Questions 32–38
- ACathie Elder
- BBrigitte Halford
- CSusanne Dvorak
- DJoanne Powell
- EDonna Chan
Children learning two languages may learn one language more slowly.
“A lot of studies have shown that children who speak more than one language sometimes learn one language more slowly”
Cathie Elder (A) cites studies showing children who speak more than one language 'sometimes learn one language more slowly'.
It has been unexpectedly difficult to raise a bilingual child in New Zealand.
“When she and husband Dieter left Germany six years ago to start up a new life in New Zealand, they thought it would be the perfect opportunity to raise their two-year-old as a bilingual.”
Susanne Dvorak (C) expected New Zealand to be 'the perfect opportunity' for a bilingual child, yet Tiffany 'stopped talking completely' at nursery.
Her daughter sometimes speaks a mixture of two languages.
“Today, when Susanne speaks to her daughter in German, she still answers in English. 'Or sometimes she speaks half and half”
Susanne Dvorak (C): her daughter answers in English and 'sometimes she speaks half and half', mixing German and English.
Children's attitudes to language depend on general social attitudes.
“But, she says, this depends a lot on the attitudes of the societies in question”
Brigitte Halford (B) says this 'depends a lot on the attitudes of the societies in question', so social attitudes shape children's views.
It is not important which language parents speak with their children.
“What parents should do is provide rich language experiences for their children in whatever language they speak well. They may feel like outsiders and want to speak the local language, but it is more important for the child's language development to provide a lot of language experience in any language”
Cathie Elder (A) urges rich language input 'in whatever language they speak well', adding that 'any language' will do.
Learning a second language provides opportunities to learn another culture.
“By learning another language she can open the door to another culture”
Joanne Powell (D) says learning another language 'can open the door to another culture', matching the cultural opportunity described.
Speaking a second language provides work opportunities.
“'It's quite beneficial speaking another language in my job. Last year, my company sent me to a trade fair in Hong Kong because I could speak Chinese. Being bilingual definitely opens doors,' she says”
Donna Chan (E): her Chinese got her sent to a Hong Kong trade fair, and she says 'being bilingual definitely opens doors' at work.
Questions 39–40: Two Choices
Strategy: Both answers must be supported by the passage. Check each option independently; order does not usually matter.
“But when Tiffany went to nursery school she stopped talking completely. She was quiet for about two or three months. Then, when she took up talking again, it was only in English She also remembers refusing to speak Chinese when she started primary school”
Options A and C: Tiffany 'stopped talking completely' for two or three months at nursery, and later 'refused to speak Chinese' at primary school.
Questions 41–42: Two Choices
Strategy: Both answers must be supported by the passage. Check each option independently; order does not usually matter.
“While her 'ideal' scenario hasn't happened with Tiffany, she is aware that her daughter has a certain bilingual ability which, although mainly passive at this stage, may develop later on Joanne Powell feels the same way about her daughter, Ani.”
Options B and F: both mothers accept the present stage: Tiffany's ability is 'mainly passive' and 'may develop later', while Ani 'will pick it up again in her own time'.
Learn the question types in this section
Frequently asked questions
Where does the Talking Point passage come from?
It is Section 3 of Cambridge IELTS 8 General Training Reading Test 2, and it covers Questions 28–42.
What question types appear in Talking Point?
The section is tested with True / False / Not Given, Matching Features, Two Choices. Each type is explained on this page, alongside the answers.
Are these reading answers reliable?
Every answer is paired with the sentence that proves it, so you can check each one against the passage yourself. Use the page after a timed attempt, not instead of one.
Cambridge IELTS is published by Cambridge University Press & Assessment. Band9Prep is not affiliated with Cambridge. This page is an independent study aid: it gives the answer key, the passage evidence and an explanation so you can review an attempt you have already made.