A Student’s View of School Uniforms
About this practice test
Read a student’s opinion about school uniforms, including practical benefits, fairness, personal style, and the limits of what uniforms can achieve.
What you’ll practice
Finding detail
Locate specific information and evidence.
Interpreting ideas
Connect main points and inferences.
Evaluating arguments
Assess claims, evidence, and limitations.
What to expect:
8 questions with explanations to review after submission.
Study the questions and tasks
Work through the material below, or start the interactive practice above to complete an attempt. Try the exercises before opening any answer or transcript sections, then use them to review your work.
- Practice level
- A2. Try this level if you can follow the instructions and understand most of the language; choose an earlier level if you need more support.
- Question formats
- Yes / No / Not Given
How to approach this practice
Read the passage for its main idea, then return to the relevant sentence or paragraph for each question. Base answers on the passage.
A Student’s View of School Uniforms
My school asks us to wear a uniform. At first I did not like it, but now I think it is useful. In the morning I choose my clothes faster, so I am never late because of outfits. The uniform also makes us look tidy in class, and I like that everyone looks the same. I do not think it takes away all our style, because we can still wear bright socks and small badges. It also feels comfortable on busy days, which matters more to me than wearing something fancy. Last term our class talked about uniforms. Some students wanted to stop wearing them, but I said I would keep them. I think one uniform for everyone is fairer than expensive clothes. However, I do not believe a uniform can solve all school problems, and it will not make every student work harder. Our school changes the design every year, but I have not decided if the new blue shirt is better than the old green one. For me, the best uniform is simple, fair, and easy to wear.
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Question 1 · Yes / No / Not Given
Decide whether the statement agrees with the writer’s or speaker’s view. Choose Not Given when the view is not stated.
The writer thinks the school should change the uniform less often.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- Not Given
Not Given. The passage says the school changes the design every year, but it gives no opinion about changing the uniform less often. The writer’s uncertainty is only about which shirt is better, not about how often the design should change.
Our school changes the design every year
I have not decided if the new blue shirt is better than the old green one
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Question 2 · Yes / No / Not Given
Decide whether the statement agrees with the writer’s or speaker’s view. Choose Not Given when the view is not stated.
The writer thinks the uniform should include a hat.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- Not Given
Not Given. The passage mentions bright socks, small badges, and different shirt colours, but it does not mention a hat or give an opinion about including one. Yes and No are therefore both unsupported.
we can still wear bright socks and small badges
the new blue shirt is better than the old green one
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Question 3 · Yes / No / Not Given
Decide whether the statement agrees with the writer’s or speaker’s view. Choose Not Given when the view is not stated.
The writer thinks one uniform for everyone is fairer than expensive clothes.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- Yes
Yes. The passage says, "I think one uniform for everyone is fairer than expensive clothes." The writer clearly agrees with the statement. No is wrong because the view is the same, and Not Given is wrong because it is stated directly.
I think one uniform for everyone is fairer than expensive clothes
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Question 4 · Yes / No / Not Given
Decide whether the statement agrees with the writer’s or speaker’s view. Choose Not Given when the view is not stated.
The writer likes that everyone looks the same.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- Yes
Yes. The writer says, "I like that everyone looks the same." This is a direct opinion. It is not No, because the writer does not dislike it, and it is not Not Given, because the idea is clearly mentioned.
I like that everyone looks the same
The uniform also makes us look tidy in class
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Question 5 · Yes / No / Not Given
Decide whether the statement agrees with the writer’s or speaker’s view. Choose Not Given when the view is not stated.
The writer thinks the uniform takes away all their style.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- No
No. The writer says, "I do not think it takes away all our style," and adds that they can still wear small personal items. This is the opposite of the statement. Not Given is wrong because the writer’s view is clear.
I do not think it takes away all our style
we can still wear bright socks and small badges
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Question 6 · Yes / No / Not Given
Decide whether the statement agrees with the writer’s or speaker’s view. Choose Not Given when the view is not stated.
The writer believes a uniform can solve all school problems.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- No
No. The writer says, "I do not believe a uniform can solve all school problems." This directly contradicts the statement. Not Given is wrong because the writer gives an opinion, and it is a negative one.
I do not believe a uniform can solve all school problems
it will not make every student work harder
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Question 7 · Yes / No / Not Given
Decide whether the statement agrees with the writer’s or speaker’s view. Choose Not Given when the view is not stated.
The writer believes the class should stop wearing uniforms.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- No
No. The writer says, "Some students wanted to stop wearing them, but I said I would keep them." That shows the writer supports keeping the uniform, not stopping it. Not Given is wrong because the writer’s opinion is clear.
I said I would keep them
Some students wanted to stop wearing them
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Question 8 · Yes / No / Not Given
Decide whether the statement agrees with the writer’s or speaker’s view. Choose Not Given when the view is not stated.
The writer thinks the uniform is useful.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- Yes
Yes. The writer says, "now I think it is useful," so the statement matches the writer’s view. "At first I did not like it" describes the past, not the present. "Not given" is wrong because the opinion is clearly stated.
now I think it is useful
At first I did not like it
What to review next
Find the words that support each answer. For a mistake, compare the question with the evidence and identify the detail or inference you missed.
A focused practice result shows how you did on these tasks. Use several activities across skills to decide what to study next; one practice score does not certify an overall CEFR level.
Before you practise: a worked example
Look for evidence in the text. Separate what the writer says from what you already know about the topic.
The library normally closes at six, but on Fridays it stays open until eight. When does it close on Friday?
The answer is eight. But introduces an exception to the normal closing time, so the first time mentioned is not the answer.
This teaching example is separate from the scored questions. After your test, compare any mistakes with the explanation and revisit the topic before trying again.