Why Our Street Needs More Trees
About this practice test
Read a resident’s opinion about planting trees on a busy street, including their benefits, possible problems and plans to ask the council.
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.
Why Our Street Needs More Trees
On our street, many people walk with bags, bikes, and children. In summer, the pavement gets hot, and the air feels dry. I think we need more trees here. Trees give shade, so people can walk more comfortably. They also make the street look calm and friendly. Last month, some neighbours met in front of the shop and agreed to ask the council for new trees. My neighbour Lina says trees also make drivers slow down a little, which may help children crossing. Of course, trees are not a perfect answer. They need water and care, and their roots must not break the path. Still, I believe the street would be better with a few small trees in the wider places near the corners. They would not block the shops, and they could help birds and insects. Even one row along the pavement would change the street in a simple, useful way. I do not think plastic flowers or more signs can do this job. I know we must choose the right places, but that is a reason to plan well, not to do nothing.
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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 more signs can do the same job as trees.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- No
No. The writer says that more signs cannot do this job.
I do not think plastic flowers or more signs can do this job.
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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 believes the new trees should be small and planted near the corners.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- Yes
Yes. The writer clearly says the street would be better with small trees in the wider places near the corners.
I believe the street would be better with a few small trees in the wider places near the corners.
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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 says the street has no shade at all.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- Not Given
Not Given. The passage says trees would give shade, but it does not say whether the street has no shade now.
Trees give shade, so people can walk more comfortably.
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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 believes more trees would make the street more comfortable in summer.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- Yes
Yes. The writer says the pavement gets hot in summer and that trees give shade, so people can walk more comfortably.
I think we need more trees here. Trees give shade, so people can walk more comfortably.
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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 believes trees could help birds and insects.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- Yes
Yes. The writer says the trees could help birds and insects, so the statement matches the writer’s view.
they could help birds and insects.
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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 plastic flowers would solve the street's problems.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- No
No. The writer says plastic flowers cannot do this job, so they are not seen as a solution.
I do not think plastic flowers or more signs can do this job.
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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 council has already agreed to plant new trees.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- Not Given
Not Given. The passage says the neighbours agreed to ask the council, but it does not say the council has agreed.
some neighbours met in front of the shop and agreed to ask the council for new trees.
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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 believes the neighbours will pay for the new trees.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- Not Given
Not Given. The passage says the neighbours will ask the council, but it does not say who will pay for the trees.
some neighbours met in front of the shop and agreed to ask the council for new trees.
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.