Why One Teacher Supports Outdoor Lessons
About this practice test
A science teacher explains why she uses outdoor lessons, including their benefits, limits, practical requirements, and value for pupils.
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:
10 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
- B1. 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 One Teacher Supports Outdoor Lessons
Teaching science indoors has many advantages, but I began taking my Year 8 class outside once a week after a difficult term. The room felt airless, and several pupils became restless by the end of a long lesson. In the school yard, near the hedge and the football field, they listened more carefully, especially when we were comparing leaves, measuring shadows, or sketching clouds. Fresh air does not solve every problem, but it can give a tired group a better start. I do not believe outdoor lessons should replace the classroom. Some topics need a board, quiet reading, or simple experiments that are easier inside. Even so, I think short outdoor sessions are useful in cold months as well as warm ones, because coats and gloves are easier to manage than many teachers expect. The important point is to choose the task well. If the activity asks children to observe, discuss, or move in pairs, the change of space often helps rather than distracts. For me, the best part is not that lessons become exciting, though that can happen. It is that pupils notice small details and work together with less pressure. I would rather spend money on training teachers and setting clear safety rules than on expensive equipment. Some parents worried at first, but when we explained the plan, most of them could see that outdoor learning was practical, calm, and cheap to run. I think that is why it can be a useful part of science teaching, especially when teachers know when and how to use it well.
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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 parents should decide whether outdoor lessons are allowed.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- Not Given
Not Given. The passage mentions parents worrying and then understanding the plan, but it does not say they should decide whether outdoor lessons are allowed. Their role is described, but not their authority.
Some parents worried at first, but when we explained the plan, most of them could see that outdoor learning was practical, calm, and cheap to run
Yes: The passage does not say parents should make this decision.
No: The text does not clearly reject parents having a role in this way.
Not Given: Correct.
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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 outdoor lessons are more useful for art than for science.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- Not Given
Not Given. The writer talks about science activities and general benefits, but does not compare art with science. Since no comparison is made, we cannot say yes or no from the text.
Teaching science indoors has many advantages, but I began taking my Year 8 class outside once a week after a difficult term
Yes: The text does not compare art and science.
No: The passage does not disagree with this comparison.
Not Given: Correct.
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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 believes outdoor lessons help pupils notice small details.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- Yes
Yes. The writer says pupils notice small details, which is presented as one of the main benefits of outdoor learning.
It is that pupils notice small details and work together with less pressure
Yes: Correct.
No: The passage presents this as a benefit.
Not Given: The idea is clearly stated.
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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 thinks pupils should do less homework after outdoor lessons.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- Not Given
Not Given. The passage mentions outdoor learning, concentration, safety, and cost, but says nothing about homework. So the writer's view on homework is not stated.
It is that pupils notice small details and work together with less pressure
Yes: Homework is not mentioned as a result of outdoor lessons.
No: The text does not disagree with this idea directly.
Not Given: Correct.
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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 outdoor lessons work well when children observe, discuss, or move in pairs.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- Yes
Yes. The writer says that when an activity asks children to observe, discuss, or move in pairs, the change of space often helps. That is a direct match.
If the activity asks children to observe, discuss, or move in pairs, the change of space often helps rather than distracts
Yes: Correct.
No: The writer says these activities are often helped by being outdoors.
Not Given: The passage does give this view.
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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 fresh air can help a tired class.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- Yes
Yes. The writer says fresh air can improve a tired group's start, so the statement matches the passage. The other options do not fit because the text gives a positive view, not a refusal or an absence of information.
Fresh air does not solve every problem, but it can give a tired group a better start
Yes: Correct.
No: The passage supports this view, not the opposite.
Not Given: The writer gives a clear opinion here.
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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 short outdoor sessions can be useful in cold months.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- Yes
Yes. The writer directly says short outdoor sessions are useful in cold months as well as warm ones. This matches the opinion in the passage.
I think short outdoor sessions are useful in cold months as well as warm ones
Yes: Correct.
No: The writer says the opposite is true.
Not Given: The text clearly states this opinion.
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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 expensive equipment is more important than training teachers.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- No
No. The writer says the opposite: she would rather spend money on training teachers than on expensive equipment. This makes the statement incorrect.
I would rather spend money on training teachers and setting clear safety rules than on expensive equipment
Yes: The passage argues against this idea.
No: Correct.
Not Given: The writer compares these two things directly.
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Question 9 · 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 outdoor lessons should replace classroom teaching for most topics.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- No
No. The writer clearly says outdoor lessons should not replace the classroom and that some topics are easier inside. So this statement contradicts the passage.
I do not believe outdoor lessons should replace the classroom. Some topics need a board, quiet reading, or simple experiments that are easier inside
Yes: The passage says the opposite.
No: Correct.
Not Given: The writer states a clear disagreement.
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Question 10 · 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 best part of outdoor lessons is that they are exciting.
Return to the passage, recording or visual- Yes
- No
- Not Given
Check answers and explanations
- Answer
- No
No. The writer says the best part is not that lessons become exciting. The text gives a different main reason, so the statement is wrong.
For me, the best part is not that lessons become exciting, though that can happen
Yes: The passage explicitly rejects this idea.
No: Correct.
Not Given: The writer does comment on this point.
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.