Q1. A teacher uses a tape of bird songs, a set of photographs of birds, and a short film of birds feeding their young in three different lessons. How are these three aids classified in order?

• (A) Visual, audio, audio-visual
• (B) Audio-visual, visual, audio
• (C) Audio, visual, audio-visual
• (D) Visual, audio-visual, audio

Q2. Which aid would best help pupils who cannot visit a hospital to understand how a stethoscope is used?

• (A) A short video in which a doctor demonstrates the stethoscope and explains each step as it happens
• (B) A written list of medical instruments to memorise
• (C) A silent photograph of a hospital building
• (D) An audio recording of hospital sounds with no explanation

Q3. A teacher plays a full 45-minute documentary in a 40-minute lesson, leaving no time for discussion. Pupils later remember only scattered scenes. The main lesson is that:

• (A) Pupils should watch the whole film without interruption
• (B) Pupils should take notes on the main scenes
• (C) Films should be shown in full whenever time allows
• (D) A short, well-chosen clip with planned discussion beats a long unmediated viewing

Q4. A teacher wants pupils to practise listening for specific information in English. She plays a short announcement twice: first for general meaning, then for detail. This approach works mainly because:

• (A) Playing audio twice gives pupils more time to memorise spelling
• (B) A clear listening purpose for each hearing helps pupils attend to meaning and then to detail
• (C) Announcements are shorter than other audio materials
• (D) Pupils find listening easier than reading

Q5. Which of the following is a non-projected visual aid?

• (A) A slide shown with a projector in a darkened room
• (B) A film projected onto a classroom screen
• (C) A computer presentation displayed through a projector
• (D) A bulletin board display of pupils’ work with captions

Q6. A teacher prepares a chart with seven colours, tiny writing, three different typefaces and a border full of pictures. Pupils find it hard to read the main point. The chart mainly violates which principle?

• (A) A chart should include every detail of the topic
• (B) A chart should be displayed for a whole week
• (C) A visual aid should be clear, uncluttered and focused on one main idea
• (D) A chart should use small writing so more fits

Q7. In a lesson on the seasons, a teacher uses a flashcard for each month, asks pupils to arrange them in order, and then asks why the order matters for farming. This use of flashcards is effective because:

• (A) Pupils actively arrange the cards and reason about order and farming, so the aid supports thinking, not just recall
• (B) Flashcards let the teacher test recall quickly
• (C) Flashcards keep pupils busy in pairs
• (D) Flashcards cover the whole topic in one lesson

Q8. A teacher shows a diagram of a plant cell on the board, but draws it so small that back-bench pupils cannot read the labels. She then asks the whole class questions about the labels. The fairest conclusion is that:

• (A) Diagrams should be drawn on the board rather than on paper
• (B) The aid failed because it was not legible to all learners it was meant to serve
• (C) Back-bench pupils should copy labels from a neighbour
• (D) Questions about diagrams should come at the end of the lesson

Q9. Which classroom situation best justifies choosing a model instead of the real object?

• (A) The real object is used in most lessons
• (B) The real object is familiar to most pupils
• (C) The real object can be shown in a photograph
• (D) The real object is too large, distant, dangerous or fragile to bring into class

Q10. A teacher uses real coins, weights and a balance in a mathematics lesson on mass and value. The main advantage of real objects here, compared with pictures of them, is that:

• (A) Pupils can handle, weigh and compare the objects directly, linking number to physical experience
• (B) Real objects are easier to store than pictures
• (C) Real objects need less preparation than pictures
• (D) Real objects work for most topics

Q11. Before showing a video, a teacher tells pupils to watch for how the farmer prepares the field, and after the video she asks them to list the steps in order. This framing is important mainly because:

• (A) Pupils enjoy videos more than reading
• (B) A written task after a video helps pupils remember
• (C) A viewing purpose and a follow-up task focus attention and check understanding
• (D) The teacher should speak over the video throughout

Q12. A school library has a set of audio stories for young learners. A teacher who uses them only as background sound while pupils do other work is most likely to:

• (A) Give pupils a rest from focused work
• (B) Waste the material, because listening without a task rarely builds comprehension
• (C) Let pupils hear stories they would not read
• (D) Fill time while the teacher prepares the next activity

Q13. Which statement about the cost of teaching aids is most defensible?

• (A) Effective aids can be low-cost and locally made, provided they are accurate, clear and matched to the objective
• (B) Imported aids teach abstract concepts more clearly
• (C) Low-cost aids suit revision better than new topics
• (D) More expensive aids hold pupils’ attention longer

Q14. A teacher displays a new chart every two minutes during a lesson, removing each before pupils have read it. Pupils become confused and stop trying to follow. The problem here is best described as:

• (A) Pupils in this class are not interested in visual learning
• (B) Charts are inherently confusing for school pupils
• (C) The teacher should have used a textbook instead
• (D) Aids were changed too rapidly for learners to observe, think and respond

Q15. When a teacher involves pupils in making a wall display about healthy eating, the display is valuable not only as a finished product but also because:

• (A) It motivates pupils by displaying their work
• (B) It helps pupils revise the topic later
• (C) The process of selecting, organising and presenting information is itself learning
• (D) It gives pupils pride in their work

Q16. In Dale’s cone, a contrived experience, such as a working model of a water pump, is best understood as:

• (A) An experience identical to using a real pump in the field
• (B) A simplified, edited representation that lets learners study a real process that is otherwise hard to observe
• (C) A purely verbal description of a pump
• (D) An experience useful only when no textbook is available

Q17. A pupil learns to ride a bicycle by practising on a real bicycle, learns about gears by handling a cutaway model, and learns the names of parts from a labelled diagram. In Dale’s terms, these move from:

• (A) Abstract symbols to direct experience
• (B) Diagram first, then model, then real bicycle
• (C) Dramatisation to field observation only
• (D) Direct experience, then a contrived model, then visual symbols, moving from concrete towards abstract

Q18. Which activity sits closest to the base of Dale’s cone?

• (A) Pupils conducting a simple experiment themselves and recording what happens
• (B) Pupils reading a summary of an experiment in a textbook
• (C) Pupils listening to a teacher describe an experiment
• (D) Pupils watching a still picture of an experiment

Q19. A teacher explains the concept of democracy only through definitions, and pupils struggle to apply it. According to Dale’s cone, a more concrete step the teacher could add is to:

• (A) Give pupils a longer list of definitions to memorise
• (B) Organise a classroom election in which pupils vote, count votes and discuss the result
• (C) Ask pupils to copy the definition five times
• (D) Play a recording of the definition being read aloud

Q20. Where would Dale place a visit to a museum, a demonstration by the teacher, and a radio talk, in order from most concrete to most abstract?

• (A) Radio talk, demonstration, museum visit
• (B) Demonstration, radio talk, museum visit
• (C) Museum visit, demonstration, radio talk
• (D) Museum visit, radio talk, demonstration

Q21. A common error is to treat Dale’s cone as a rule that teachers must always start at the base and climb step by step. Why is this a misreading?

• (A) Teachers can enter the cone at the level that fits the objective and the learners, combining levels as needed
• (B) The base of the cone suits practical subjects best
• (C) The cone was written for adult learners
• (D) Verbal symbols should come before concrete experience

Q22. A teacher wants older pupils to study the structure of a cell in detail. She uses a microscope, then a large model, then a textbook diagram, then written terms. Her sequence is defensible because:

• (A) Older pupils should never use concrete materials
• (B) Textbooks alone are sufficient for older pupils
• (C) Microscopes are too advanced for school use
• (D) It moves from direct observation towards symbols, giving abstract terms a concrete base

Q23. Which pair correctly matches a level of Dale’s cone with an example?

• (A) Verbal symbols: a field trip to a river
• (B) Direct experience: reading a novel about a river
• (C) Visual symbols: a chart showing the course of a river with labels
• (D) Dramatised experience: listening to a lecture about a river

Q24. A pupil watches a television programme about earthquakes, then reads a newspaper report about one, then takes part in a school earthquake drill. The learning becomes progressively:

• (A) More abstract at each step
• (B) More concrete and participatory at each step
• (C) Less useful at each step
• (D) More dependent on technology at each step

Q25. A teacher argues that because a film is near the middle of Dale’s cone, it is always better than reading. What is wrong with this argument?

• (A) Films are better than reading for most topics
• (B) Reading is better for older pupils
• (C) The cone ranks aids by how much pupils enjoy them
• (D) The cone describes concreteness, not a universal ranking of quality for all purposes

Q26. Which example best illustrates an exhibit as a learning experience in Dale’s cone?

• (A) Pupils walking through a display of rocks, tools and labelled specimens arranged for close observation
• (B) Pupils reading a dictionary definition of a rock
• (C) Pupils listening to a song about rocks
• (D) Pupils memorising the names of rocks from a list

Q27. A teacher is teaching the concept of symmetry. She starts with folding paper shapes, then shows pictures of symmetrical buildings, then writes the definition. This order follows Dale’s idea mainly by:

• (A) Starting with the definition so pupils know what to look for
• (B) Grounding an abstract idea in hands-on action before moving to pictures and then to words
• (C) Avoiding pictures because they confuse young learners
• (D) Using only one level of experience in the whole lesson

Q28. A film is more abstract than a live demonstration of the same process because:

• (A) Films are shorter than live demonstrations
• (B) Films let every pupil see the same event
• (C) Learners observe a recorded representation rather than participating in or directly observing the real event
• (D) Films are made for entertainment, not teaching

Q29. A teacher who wants pupils to remember a historical event for a long time decides to combine a short dramatisation with a class discussion and a written summary. This combination is sensible because:

• (A) Combining concrete participation with discussion and verbal summary links experience to reflection and to words
• (B) Dramatisation alone builds long-term memory
• (C) Written summaries alone are enough for retention
• (D) Discussion should come before dramatisation

Q30. A pupil has handled real coins, used a model shop, watched a video about markets, and read a passage about trade. Which statement best uses Dale’s cone to describe this learning?

• (A) The pupil learned most from the real coins alone
• (B) The pupil learned most from reading alone
• (C) The experiences must be used in cone order to count
• (D) The pupil experienced several levels of the cone, from direct handling to verbal symbols

Q31. A trainee completes a micro-lesson, receives feedback, revises her plan, and teaches again to a similar small group. The second teaching is called:

• (A) A school placement lesson
• (B) Re-teaching in the microteaching cycle
• (C) A final examination lesson
• (D) A demonstration by the supervisor

Q32. Which feature most clearly distinguishes microteaching from ordinary classroom teaching?

• (A) The teacher uses a textbook in microteaching
• (B) The lesson is observed by a supervisor in microteaching
• (C) Content, time, class size and skill focus are all deliberately scaled down for practice and feedback
• (D) The teacher stands at the front of the room in microteaching

Q33. During a micro-lesson on explaining, a trainee uses an example that confuses pupils, but she does not notice their puzzled faces and continues. Feedback should most usefully focus on:

• (A) Telling her to use longer explanations in future
• (B) Advising her to avoid examples altogether
• (C) Praising her confidence and ignoring the confusion
• (D) Noticing pupil cues, checking understanding, and adjusting the example when confusion appears

Q34. A trainee practises the skill of set induction by starting a lesson on magnets with a puzzling question: why does a magnet pick up some objects but not others? This opening works because it:

• (A) Arouses curiosity and focuses attention on the question the lesson will answer
• (B) Gives pupils the full answer before the lesson begins
• (C) Tests pupils on content they have not yet learned
• (D) Allows the teacher to avoid planning the main lesson

Q35. Which supervisor comment is an example of specific, usable feedback in microteaching?

• (A) Your lesson was good, but work on questioning
• (B) Your second question was open and gave pupils time to think, but your third question answered itself, so rephrase it as an open question in the re-teach
• (C) Your questions were good
• (D) You should practise more before the next lesson

Q36. A trainee’s micro-lesson is recorded so she can watch herself afterwards. The main benefit of this recording is that:

• (A) It lets the trainee practise again without a supervisor
• (B) It provides a record for the college file
• (C) It shows pupils how they behaved
• (D) She can observe her own voice, movement, questioning and board work and compare them with the feedback she received

Q37. In microteaching, why is it important that the trainee, not only the supervisor, takes part in evaluating the lesson?

• (A) Supervisors cannot observe every lesson
• (B) Trainees remember their lessons better than supervisors do
• (C) Self-evaluation builds the habit of reflective practice that continues after training ends
• (D) Self-evaluation is faster than supervisor feedback

Q38. Which microteaching plan shows the best focus for practising the skill of blackboard work?

• (A) A plan that lists what will be written, when, in what order, with clear headings and space for pupil responses
• (B) A plan that uses the board for the lesson title
• (C) A plan that leaves board work to chance during the lesson
• (D) A plan that copies the textbook page onto the board

Q39. A trainee asks a question and immediately calls on the first pupil who raises a hand, before others have thought. To improve wait time, feedback should suggest that she:

• (A) Ask easier questions so more pupils answer
• (B) Pose the question, pause for several seconds so all pupils can think, and then invite responses
• (C) Answer the question herself if no hand rises at once
• (D) Ask the fastest pupil first, then others

Q40. A microteaching session focuses on reinforcement. The trainee praises every answer with the same phrase, whether it is correct, partial or wrong. What is the main flaw?

• (A) Praise should be given at the end of the lesson
• (B) Praise should be the same for every pupil to be fair
• (C) Praise should focus on effort rather than answers
• (D) Reinforcement must be varied and linked to the quality of the response, so pupils learn what was good about an answer

Q41. After re-teaching, a trainee’s questioning has improved but she still rushes her summary. The supervisor’s re-feedback should:

• (A) Focus only on the summary in the re-feedback
• (B) Repeat the same feedback given after the first lesson
• (C) Recognise the questioning gain and set the summary as the next specific target, with a suggestion for how to pace it
• (D) Set a new skill as the next target

Q42. Which statement best explains why microteaching uses a short lesson rather than a full period?

• (A) A short, focused lesson makes observation, feedback and re-teaching manageable in one cycle
• (B) Short lessons cover the syllabus faster
• (C) Short lessons are less tiring for trainees
• (D) Short lessons need fewer pupils

Q43. A trainee practises closure in a micro-lesson by stopping suddenly when time runs out, leaving pupils unsure what the main point was. Effective closure, by contrast, would:

• (A) Repeat the opening question and answer it
• (B) Ask pupils to copy the main points from the board
• (C) Set homework on the same topic
• (D) Summarise the key ideas with pupils and check that the lesson objective was reached

Q44. In the microteaching cycle, re-planning differs from the first planning mainly because it is:

• (A) Done by the supervisor, with the trainee observing
• (B) Informed by specific feedback on the first attempt, targeting the points to improve
• (C) A completely new plan for a different skill
• (D) A shorter version of the first plan, unchanged

Q45. Which outcome would show that a microteaching cycle on stimulus variation had succeeded?

• (A) In the re-teach, the trainee varies voice, gestures, movement and interaction, and pupils stay attentive and responsive
• (B) In the re-teach, the trainee speaks more loudly throughout
• (C) In the re-teach, the trainee stands still to avoid distraction
• (D) In the re-teach, the trainee repeats the same sentence several times

Q46. In a team-teaching model where one teacher teaches the whole class while the other observes pupils and collects information about their understanding, the second teacher’s role is best described as:

• (A) A substitute who waits in case the first teacher is absent
• (B) A visitor who watches for general interest
• (C) An observer who gathers evidence to inform joint planning and support
• (D) A disciplinarian who only punishes misbehaviour

Q47. Two teachers divide a class into two groups and teach the same content simultaneously, each to half the class. This model is known as:

• (A) One teacher teaching while the other observes
• (B) Parallel teaching, which reduces group size and increases pupil participation
• (C) Pupils rotating through stations
• (D) One teacher teaching the whole class while the other helps a small group

Q48. In station teaching, pupils rotate through stations, each led by a teacher or an independent task. The main advantage of this model is that:

• (A) Teachers can teach larger classes together
• (B) Each station can be used for revision
• (C) One teacher can prepare all stations alone
• (D) Small-group stations allow focused teaching and varied activities within one lesson

Q49. A team plans a lesson in which both teachers share the front of the room, alternating explanations and building on each other’s points. This model is best called:

• (A) Team teaching with both teachers jointly leading instruction, alternating and building on each other’s points
• (B) One teacher teaching while the other marks books
• (C) Two teachers teaching unrelated topics at the same time
• (D) Team teaching in name only, with teachers working separately

Q50. A school introduces team teaching but teachers report that lessons feel disorganised. The most likely missing element is:

• (A) A larger classroom
• (B) More teaching aids
• (C) Joint planning time, agreed roles and shared evaluation of the lesson
• (D) Smaller classes

Q51. In alternative teaching, one teacher works with a small group that needs extra help while the other teaches the larger group. This model is most useful when:

• (A) The whole class needs the same revision
• (B) Teachers want pupils to work in pairs
• (C) Both teachers want to teach the same content
• (D) A small group needs pre-teaching, re-teaching or enrichment while the rest of the class proceeds

Q52. A teacher begins a lesson by stating the objective in pupil-friendly language, then checks what pupils already know. This practice is valuable because:

• (A) Objectives should be stated at the end of the lesson
• (B) Clear objectives and activated prior knowledge give pupils direction and a base for new learning
• (C) Pupils learn best when they discover the purpose themselves
• (D) Checking prior knowledge takes time from new content

Q53. Which approach is most consistent with a deductive lesson?

• (A) Presenting a general rule first, then giving examples and practice that apply the rule
• (B) Starting with pupil activity and letting a rule emerge at the end
• (C) Avoiding rules entirely in favour of stories
• (D) Testing pupils before any teaching has taken place

Q54. A teacher gives pupils a problem with no single obvious answer and asks them to discuss possible solutions in pairs before sharing ideas. This mainly develops:

• (A) Speed in finding any answer
• (B) Confidence in speaking to the whole class
• (C) Thinking, reasoning and discussion skills through open-ended problem solving
• (D) Skill in presenting to the class

Q55. A teacher notices that the same three pupils answer most questions. The most effective change is to:

• (A) Ask questions only after the lesson
• (B) Distribute questions more widely, use wait time, and invite responses from different pupils, including through pair talk
• (C) Give pupils the questions in advance
• (D) Ask more questions in each lesson

Q56. Which feedback practice is most likely to help a pupil improve a piece of writing?

• (A) Writing only a grade at the top of the page
• (B) Correcting every error without comment
• (C) Noting two strengths, one specific point to improve, and a clear suggestion for the next draft
• (D) Returning the work with no comment at all

Q57. A lesson plan states an objective, a set of activities, the aids to be used, and how learning will be checked. It omits any mention of pupils’ prior knowledge. The most reasonable judgement is that:

• (A) The plan is incomplete in one important respect, because prior knowledge affects how new content should be introduced
• (B) The plan is complete, because objectives and activities matter more than prior knowledge
• (C) The plan should be rewritten from scratch
• (D) The plan needs a longer activity list

Q58. When two teachers co-teach, a pupil asks a question and one teacher answers it differently from how the other teacher explained it earlier. The best immediate response is for the teachers to:

• (A) Let the teacher who spoke first correct the other
• (B) Move on and correct the point in the next lesson
• (C) Clarify the point together, acknowledge the difference, and give pupils a consistent explanation
• (D) Tell pupils to follow the first explanation

Q59. A teacher ends a lesson by asking pupils to write one thing they learned and one question they still have. This closure is useful mainly because it:

• (A) Gives pupils a written record to revise from
• (B) Gives the teacher quick evidence of learning and of gaps to address next lesson
• (C) Shows the teacher which pupils worked hardest
• (D) Proves that the lesson objective was fully achieved

Q60. A school leader says that aids, microteaching and team teaching will only help if teachers use them thoughtfully. This claim is best supported by the idea that:

• (A) New methods raise results in most schools
• (B) Methods work best when they are expensive
• (C) Methods work best in large schools
• (D) Any method helps only when it is matched to a clear purpose, used well, and reviewed for its effect on learning