This practice test contains 60 original multiple-choice questions on lesson planning, Herbartian steps, modern lesson plan formats, questioning techniques, wait time, and core teaching skills, in the style of Pakistani teacher recruitment tests. Each question has one correct answer. Click Show Answer to check your answer and read a short explanation.

Lesson Planning: Foundations and Purpose

Q1. A lesson plan is best defined as

  • (A) a list of chapters to be covered in a term
  • (B) a teacher’s advance blueprint of objectives, activities, and assessment for one lesson
  • (C) a record of pupils’ marks
  • (D) the school timetable
Show Answer

Answer: B – A lesson plan is a single lesson’s blueprint: what pupils will learn, what they will do, and how learning will be judged.

Q2. The main purpose of writing objectives before teaching is to

  • (A) fill the plan format
  • (B) impress a supervisor
  • (C) lengthen the lesson
  • (D) give teaching and assessment a clear target
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Answer: D – Objectives state the intended destination, so both teaching choices and assessment can be aimed at the same target.

Q3. Which of the following objectives is observable and measurable?

  • (A) Pupils will label the parts of a flower on a diagram.
  • (B) Pupils will understand flowers.
  • (C) Pupils will appreciate nature.
  • (D) The teacher will teach flowers well.
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Answer: A – Labelling on a diagram can be seen and marked; understanding and appreciation cannot be directly observed.

Q4. A teacher plans a lesson without considering the pupils’ age and level. The likely result is that the

  • (A) discipline improves
  • (B) coverage becomes faster
  • (C) activities prove too easy or too hard for the learners
  • (D) homework increases
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Answer: C – Planning must fit the learners; content pitched at the wrong level either bores pupils or leaves them lost.

Q5. The teaching aids section of a lesson plan should specify

  • (A) the examination syllabus
  • (B) the aids to be used, at which stage, and for what purpose
  • (C) the names of the pupils
  • (D) the school timings
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Answer: D – Listing an aid is not enough; the plan should say when it appears and what learning job it does.

Q6. A plan that includes a backup activity in case the main activity finishes early shows

  • (A) over-planning
  • (B) flexibility and realistic pacing
  • (C) weak objectives
  • (D) poor discipline
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Answer: B – Good planners expect variation in pace and prepare for it, so no time is wasted.

Q7. Lesson planning saves teaching time mainly because the

  • (A) teacher enters the class with decisions already made
  • (B) pupils write notes faster
  • (C) fewer aids are needed
  • (D) homework becomes shorter
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Answer: A – Decisions made in advance, about sequence, examples, and questions, mean no hesitation or confusion during the lesson.

Q8. Which item belongs under the evaluation part of a lesson plan?

  • (A) A list of teaching aids
  • (B) Homework only
  • (C) Questions or tasks that check whether the objectives were met
  • (D) The title of the next chapter
Show Answer

Answer: C – Evaluation is the check on learning: questions and tasks matched to the lesson’s objectives.

Q9. Two teachers teach the same topic, one with a plan and one without. The planned lesson is more likely to

  • (A) be longer
  • (B) use more aids
  • (C) skip revision
  • (D) keep activities sequenced toward the objective
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Answer: D – Planning sequences activities so each step builds toward the objective, instead of drifting from point to point.

Q10. The motivation or introduction part of a lesson plan answers the question of

  • (A) how interest will be aroused at the start
  • (B) how marks will be given
  • (C) how homework is checked
  • (D) how the class is seated
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Answer: A – The introduction is designed to win attention and create a need to learn the new topic.

Q11. A lesson plan is judged mainly by

  • (A) its length
  • (B) neat handwriting
  • (C) whether it helps pupils learn the intended objectives
  • (D) the number of aids listed
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Answer: C – Length and neatness are secondary; a plan succeeds when it produces the intended learning.

Q12. Including pupils’ likely difficulties in a lesson plan helps the teacher to

  • (A) avoid asking questions
  • (B) prepare explanations and examples to address them in advance
  • (C) shorten the lesson
  • (D) set a harder test
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Answer: B – Anticipating where pupils may stumble lets the teacher prepare the clarifying example or analogy before it is needed.

Herbartian Steps of Lesson Planning

Q13. Herbart’s formal steps were based on the idea that learning moves from the

  • (A) known to the unknown
  • (B) unknown to the known without any links
  • (C) test to the teaching
  • (D) homework to the lesson
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Answer: A – Herbart held that new knowledge must be grafted onto existing ideas, so teaching proceeds from what pupils already know.

Q14. In Preparation, a teacher asks about the previous lesson on food before teaching a balanced diet. The purpose is to

  • (A) award marks
  • (B) give homework
  • (C) recall prior knowledge to anchor the new learning
  • (D) fill time at the start
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Answer: C – Preparation reactivates the relevant old knowledge so the new topic has something to attach to.

Q15. The Presentation step differs from Preparation because in Presentation

  • (A) old knowledge is tested
  • (B) homework is given
  • (C) the lesson is summarised
  • (D) new content is actually taught
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Answer: D – Preparation readies the mind; Presentation delivers the new material itself.

Q16. Association is sometimes called comparison because pupils

  • (A) copy notes
  • (B) relate new ideas to old ones and note similarities and differences
  • (C) memorise rules
  • (D) answer a final test
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Answer: B – In Association, the new is set beside the old, and likenesses and differences are examined.

Q17. Generalisation is complete when pupils can

  • (A) repeat the teacher’s exact words
  • (B) copy the rule from the board
  • (C) state the rule or principle in their own words
  • (D) finish their homework
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Answer: C – A pupil who restates the principle independently has genuinely generalised, not merely memorised wording.

Q18. Application in a grammar lesson is best shown when pupils

  • (A) use the rule to correct new sentences
  • (B) listen to the rule again
  • (C) copy the examples
  • (D) recall the previous lesson
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Answer: A – Using the rule on fresh sentences proves the principle has been grasped well enough to apply.

Q19. A teacher teaches the area of a rectangle with several examples, and pupils derive the formula length multiplied by breadth. The step reached is

  • (A) Preparation
  • (B) Generalisation
  • (C) Application
  • (D) Presentation
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Answer: B – Deriving a general formula from particular examples is exactly the Generalisation step.

Q20. A teacher who jumps from Preparation straight to Application skips the stages of

  • (A) homework only
  • (B) the summary only
  • (C) the teaching aids only
  • (D) Presentation, Association, and Generalisation
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Answer: D – Application assumes content has been presented, compared, and generalised; skipping those stages leaves nothing solid to apply.

Q21. A strength of the Herbartian plan is its

  • (A) flexibility
  • (B) systematic, step-by-step organisation of teaching
  • (C) focus on projects
  • (D) use of tests only
Show Answer

Answer: B – Its clear sequence gives trainee teachers a reliable framework for organising a knowledge lesson.

Q22. Recapitulation questions in a Herbartian lesson are asked to

  • (A) introduce a new chapter
  • (B) punish inattention
  • (C) check learning and consolidate the lesson
  • (D) assign homework
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Answer: C – Brief closing questions test whether the lesson’s points have been grasped and fix them in memory.

Q23. A trainee asks why the Generalisation step in a Herbartian lesson comes after Association rather than before it. The best answer is that:

  • (A) Pupils can only draw a general rule once they have compared examples with what they already know
  • (B) Application must come before any rule is stated
  • (C) Presentation alone gives pupils the rule without comparison
  • (D) Rules are best memorised before examples are examined
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Answer: A – Association compares the new with the known; only after that comparison can pupils generalise a rule from the examples, rather than merely receiving it.

Q24. Critics of the Herbartian model argue that its steps suit

  • (A) all lessons equally
  • (B) homework only
  • (C) revision lessons only
  • (D) knowledge lessons better than skill or appreciation lessons
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Answer: D – The formal steps fit lessons that build a concept or rule; skill practice and appreciation lessons need different structures.

Modern Lesson Plan Formats

Q25. Modern lesson planning gives a central place to

  • (A) the teacher’s lecture notes
  • (B) textbook pages
  • (C) the inspection file
  • (D) pupil learning outcomes and evidence of learning
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Answer: D – Modern planning starts from what pupils should be able to do and how the teacher will know they can do it.

Q26. In the 5E model, the Explain phase is the stage when

  • (A) pupils explore freely
  • (B) teacher and pupils formalise concepts, terms, and explanations
  • (C) the final examination is held
  • (D) homework is set
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Answer: B – Explain follows exploration: concepts discovered by pupils are named, defined, and connected by teacher and class together.

Q27. The Elaborate phase of the 5E model asks pupils to

  • (A) recall definitions
  • (B) listen to a summary
  • (C) apply the new concept to new situations
  • (D) take attendance
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Answer: C – Elaborate extends learning by using the concept in fresh contexts, deepening understanding.

Q28. Evaluation in the 5E model is

  • (A) ongoing and final checking of understanding
  • (B) only the end-of-term examination
  • (C) marking homework
  • (D) a teacher self-rating
Show Answer

Answer: A – In 5E, evaluation runs throughout the lesson and at its end, checking understanding at each phase.

Q29. A lesson plan with learning intentions plus success criteria helps pupils because

  • (A) it lengthens the lesson
  • (B) they know what they are learning and what success looks like
  • (C) it reduces teacher talk
  • (D) it adds homework
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Answer: B – When pupils know the goal and the standard, they can direct their effort and judge their own progress.

Q30. A starter activity in a modern lesson plan is used to

  • (A) end the lesson
  • (B) give a test
  • (C) settle the class, arouse interest, and link to prior learning
  • (D) mark attendance
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Answer: C – The starter opens the lesson, focuses attention, and bridges from previous learning.


Q31. A plenary differs from a starter because the plenary

  • (A) comes at the end to review and assess learning
  • (B) introduces the topic
  • (C) is homework
  • (D) prepares teaching aids
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Answer: A – The starter opens learning; the plenary closes it by reviewing what was learned and what remains unclear.

Q32. In a differentiated modern plan, support for struggling pupils may include

  • (A) harder tasks only
  • (B) no tasks at all
  • (C) the same task repeated
  • (D) a simplified task, prompts, or peer support
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Answer: D – Support means adjusting the task or adding scaffolding so weaker pupils can still reach the objective.

Q33. Extension tasks are meant for pupils who

  • (A) are absent
  • (B) misbehave
  • (C) finish core work early and need challenge
  • (D) missed the previous lesson
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Answer: C – Extension work stretches pupils who complete the core task, keeping them learning instead of idle.

Q34. A plan stating that pupils will be able to distinguish two concepts uses an objective from the

  • (A) affective domain only
  • (B) cognitive domain
  • (C) psychomotor domain only
  • (D) no recognised domain
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Answer: B – Distinguishing and comparing are mental operations, so the objective belongs to the cognitive domain.

Q35. Which modern planning practice best supports inclusion?

  • (A) The same pace for all pupils
  • (B) Ignoring learner differences
  • (C) Whole-class lecture only
  • (D) Varied activities, groupings, and supports for different learners
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Answer: D – Inclusion is served when plans vary activities and support so that different learners can all participate and progress.

Q36. Checking for understanding during a lesson, in Hunter’s model, means the teacher

  • (A) uses questions and responses to judge learning before moving on
  • (B) waits for the final examination
  • (C) checks homework
  • (D) counts attendance
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Answer: A – Hunter insists the teacher sample understanding mid-lesson and reteach if needed, rather than discovering gaps later.

Questioning Techniques and Wait Time

Q37. A factual or recall question mainly checks

  • (A) memory of learned facts
  • (B) creativity
  • (C) attitudes
  • (D) practical skill
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Answer: A – Recall questions ask pupils to retrieve facts they have learned, which is their proper but limited function.

Q38. What would happen if there were no electricity for a week? is an example of a

  • (A) recall question
  • (B) closed question
  • (C) leading question
  • (D) open-ended, divergent question
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Answer: D – The question has no single answer and invites imagination and reasoning, making it divergent and open-ended.

Q39. Wait time I refers to the pause

  • (A) after a pupil’s answer
  • (B) after the teacher’s question before a pupil responds
  • (C) after homework is set
  • (D) between periods
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Answer: B – Wait time I is the silence between the teacher’s question and the first pupil response.

Q40. Wait time II is the pause

  • (A) before the question is asked
  • (B) during homework
  • (C) after a pupil’s answer before the teacher reacts
  • (D) before the lesson starts
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Answer: C – Wait time II follows a pupil’s answer, giving the pupil and classmates time to reflect, extend, or correct it.

Q41. When a teacher regularly allows longer wait time, research finds that pupils themselves tend to:

  • (A) Give shorter one-word answers
  • (B) Ask fewer questions of their own
  • (C) Rely more on the teacher to supply answers
  • (D) Ask more questions of their own and offer more speculative answers supported by reasons
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Answer: D – Thinking time does not only improve answers to the teacher’s questions; pupils begin to ask their own questions and to reason aloud, rather than waiting for the teacher.

Q42. A teacher asks a question and calls on a pupil before others have had time to think. The problem is that

  • (A) only one pupil thinks while the rest switch off
  • (B) the lesson becomes too short
  • (C) the board goes unused
  • (D) homework is missed
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Answer: A – Naming a pupil first removes the need for anyone else to think, so whole-class thinking collapses.

Q43. What makes you say that? is an example of a

  • (A) recall question
  • (B) leading question
  • (C) probing question
  • (D) rhetorical question
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Answer: C – Asking for reasons behind an answer probes deeper thinking instead of accepting a bare response.

Q44. Redirecting a question is useful when

  • (A) the teacher wants to answer herself
  • (B) another pupil can build on, correct, or extend a peer’s answer
  • (C) the lesson must end
  • (D) a pupil is to be punished
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Answer: B – Redirecting turns one answer into class discussion, letting peers refine and extend each other’s thinking.

Q45. A rhetorical question in class is one that is

  • (A) asked for effect without expecting an answer
  • (B) testing recall
  • (C) requiring a long answer
  • (D) asked to one pupil only
Show Answer

Answer: A – Rhetorical questions are posed to make a point or provoke thought, not to collect a spoken answer.

Q46. A teacher rephrases a question after seeing blank faces. This is good practice because

  • (A) it gives the answer away
  • (B) it punishes silence
  • (C) clearer wording gives pupils a fair chance to respond
  • (D) it shortens the lesson
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Answer: C – Blank faces often signal unclear wording, not ignorance; rephrasing removes the language barrier to answering.

Q47. Higher-order questioning matters in teaching because it

  • (A) fills time
  • (B) tests memory only
  • (C) avoids wrong answers
  • (D) requires thinking beyond recall
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Answer: D – Higher-order questions demand analysis, evaluation, or creation, which develops thinking rather than mere remembering.

Q48. The best response to a partially correct answer is to

  • (A) say wrong and move on
  • (B) acknowledge the correct part and probe the rest
  • (C) answer it yourself
  • (D) ignore the pupil
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Answer: B – Recognising what is right keeps confidence, while probing the gap guides the pupil toward the complete answer.

Teaching Skills: Introduction, Explanation, Illustration, Reinforcement and Closure

Q49. Set induction, the introduction skill, is successful when pupils

  • (A) copy the objectives
  • (B) become attentive and curious about the lesson
  • (C) finish their homework
  • (D) sit quietly only
Show Answer

Answer: C – Set induction wins attention and creates curiosity, putting pupils in a state of readiness to learn.

Q50. The explanation skill breaks down when the teacher

  • (A) uses examples
  • (B) jumps between points without sequence or links
  • (C) speaks clearly
  • (D) checks understanding
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Answer: B – An explanation fails when ideas are unordered and unlinked, leaving pupils unable to follow the reasoning.

Q51. Illustration with a diagram of the water cycle helps pupils because it

  • (A) makes an abstract process visible and concrete
  • (B) fills the board
  • (C) replaces explanation
  • (D) tests the pupils
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Answer: A – A diagram turns an invisible, multi-stage process into something pupils can see and follow.

Q52. Reinforcement in teaching should be

  • (A) given only at the end of term
  • (B) the same for every response
  • (C) sarcastic
  • (D) immediate, specific, and sincere
Show Answer

Answer: D – Reinforcement works best when it follows the behaviour at once, names what was good, and is genuine.

Q53. In reinforcement terms, extinction means a behaviour weakens when its

  • (A) praise is repeated
  • (B) reinforcement is withdrawn
  • (C) punishment is physical
  • (D) reward is occasional
Show Answer

Answer: B – Extinction occurs when the reinforcing consequence stops, so the behaviour gradually fades.

Q54. The skill of closure is incomplete if the teacher

  • (A) summarises the main points
  • (B) checks understanding
  • (C) simply stops at the bell without summarising or linking learning
  • (D) involves the pupils
Show Answer

Answer: C – Stopping without a close leaves learning scattered; closure must gather and connect the lesson’s ideas.

Q55. A teacher varies her voice, gestures, and position while teaching. This is the skill of

  • (A) stimulus variation
  • (B) closure
  • (C) reinforcement
  • (D) illustration
Show Answer

Answer: A – Deliberate changes in voice, movement, and media are stimulus variation, used to hold attention.

Q56. Teaching aids are used effectively when the aid is

  • (A) colourful only
  • (B) displayed for the whole lesson
  • (C) expensive
  • (D) relevant, visible, and used at the right stage
Show Answer

Answer: D – An aid helps only if it matches the content, can be seen by all, and appears when the teaching needs it.

Q57. When a pupil gives a wrong answer, a skilled teacher

  • (A) scolds the pupil
  • (B) handles the error tactfully and guides the pupil toward correct thinking
  • (C) laughs
  • (D) moves to the next chapter
Show Answer

Answer: B – Tactful handling protects confidence and uses the error as a step toward the right idea.

Q58. The questioning skill includes

  • (A) asking only volunteers
  • (B) asking one pupil repeatedly
  • (C) clear, well-distributed questions with wait time
  • (D) answering your own questions
Show Answer

Answer: C – Skilled questioning combines clarity, distribution across the class, and pauses that let pupils think.

Q59. A blackboard summary should be built

  • (A) fully before the lesson
  • (B) after pupils leave
  • (C) in random order
  • (D) progressively during the lesson, highlighting key points
Show Answer

Answer: D – A summary that grows with the lesson records the key points in order and reinforces them as they are taught.

Q60. A lesson where the introduction arouses interest, the explanation is sequenced with examples, questions are distributed with wait time, and closure consolidates learning shows

  • (A) coordinated use of core teaching skills
  • (B) good planning only
  • (C) discipline only
  • (D) use of aids only
Show Answer

Answer: A – The lesson works because introduction, explanation, illustration, questioning, reinforcement, and closure operate together.

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