Q1. A teacher asks pupils to act as a librarian and a borrower returning a damaged book, to practise polite complaints and apologies. The main purpose of this role play is to:

• (A) Test pupils’ memory of textbook definitions
• (B) Give pupils a break from written work
• (C) Find out which pupils are naturally confident speakers in front of the whole class
• (D) Let pupils practise handling a disagreement politely in a lifelike situation

Q2. Role play is most valuable for learning that involves:

• (A) Feelings, attitudes, and how people interact in a situation
• (B) Memorizing long lists of dates
• (C) Copying diagrams accurately
• (D) Solving silent arithmetic sums alone throughout the lesson for all pupils in the class

Q3. During a role play, the pupils who are not acting should be given:

• (A) Time to chat quietly at the back, so that they do not disturb the actors on stage
• (B) A copy of the script to memorise while the scene runs
• (C) A watching task, such as noting what each character does and why
• (D) The job of judging the acting once the scene ends

Q4. When selecting a situation for role play, the teacher should choose one that is:

• (A) Far removed from pupils’ experience and impossible to imagine in ordinary classroom work
• (B) Familiar enough to understand, relevant to the learning aim, and safe to explore
• (C) Certain to embarrass at least one pupil
• (D) So complex that no pupil can follow the plot

Q5. A teacher plans a role play about resolving a playground quarrel. She briefs the players but gives the observers no task. What is missing?

• (A) A prize for the best actor
• (B) A clear observation task so non-players also learn from watching
• (C) A longer script for the players to memorise as a standard classroom practice
• (D) Permission to leave the classroom

Q6. Which briefing best prepares pupils for a role play?

• (A) “Act well or you will lose marks.”
• (B) “Do whatever you like; there is no purpose.”
• (C) “You are a librarian and a late borrower; show how the problem could be handled politely.”
• (D) “Memorise this dialogue exactly and do not change a word.” for every pupil in the room as a standard classroom practice

Q7. A teacher wants pupils to understand how a patient feels when a doctor rushes. The most suitable technique is:

• (A) Dictating notes about hospitals
• (B) A silent reading passage on medicine during the teaching period for every pupil in the room
• (C) A lecture on hospital rules
• (D) A role play in which pupils take the patient’s and the doctor’s roles

Q8. Role play should normally be kept brief because:

• (A) Short enactments leave time for debriefing, where most learning is consolidated
• (B) Pupils cannot act for more than one minute
• (C) Long role plays always produce better marks in the course of the lesson during the teaching period
• (D) Teachers dislike watching pupils act

Q9. Which learning aim fits role play best?

• (A) Pupils learn to listen, negotiate, and see another person’s point of view
• (B) Pupils learn to spell twenty new words silently
• (C) Pupils learn to draw a map to scale
• (D) Pupils learn to calculate speed from distance and time for the class as a whole

Q10. A teacher chooses a role play about a family argument that mirrors a real quarrel between two pupils in the class. This choice is poor because:

• (A) Family topics are never suitable for school as part of everyday teaching
• (B) Pupils enjoy acting family scenes
• (C) Role plays must always be funny
• (D) It risks embarrassment and real hurt by exposing private conflict

Q11. In planning a role play, the teacher decides the learning objective first and the situation second. This order is correct because:

• (A) Scripts are easier to write than objectives
• (B) The situation must serve the learning aim, not merely entertain
• (C) Objectives are only needed for examinations
• (D) Pupils prefer objectives to be hidden from them in most classroom situations

Q12. Which preparation helps shy pupils take part in role play?

• (A) Rehearse the whole class role play several times until every line is memorised
• (B) Tell the class that mistakes during role play will be corrected at once
• (C) Starting with small-group or paired role play and low-risk roles
• (D) Ask shy pupils to perform first, while the class is still settling

Q13. During enactment, the teacher’s main role is to:

• (A) Act every role herself so pupils can watch
• (B) Leave the room and return for the debrief
• (C) Observe, support quietly, and keep the enactment on its learning purpose
• (D) Correct every grammar error as soon as it occurs as a regular classroom routine

Q14. A role play stalls because players do not know what to say next. The teacher should:

• (A) End the lesson immediately in silence
• (B) Offer a gentle prompt, such as a question the character might ask
• (C) Replace all the players at once
• (D) Tell the class the role play has failed for pupils of different abilities

Q15. During a role play, which player behaviour should the teacher allow to continue without intervening?

• (A) A player uses an unexpected but polite argument that fits the role
• (B) A player mocks another pupil in front of the class across the full lesson period
• (C) A player refuses to let anyone else speak at all
• (D) A player turns the scene into a personal quarrel

Q16. A pupil over-acts, turning a serious role play about bullying into slapstick comedy. The teacher should:

• (A) Praise the comedy and abandon the learning aim
• (B) Laugh along and let the scene run for the whole period in a typical classroom lesson
• (C) Punish the pupil in front of the class
• (D) Stop the scene briefly, restate the purpose, and restart with a clearer focus

Q17. Which teacher action best supports observers during enactment?

• (A) Asking observers to chat among themselves
• (B) Telling observers to memorise the whole dialogue
• (C) Letting observers leave the room during the scene before moving to the next topic in a typical classroom lesson
• (D) Giving observers a checklist, such as noting polite phrases or listening behaviours

Q18. A teacher stops a role play every few seconds to correct pronunciation. This is unwise because it:

• (A) Helps pupils learn pronunciation quickly with the whole class present
• (B) Makes the role play more realistic
• (C) Breaks the flow and the feeling of being in the situation
• (D) Gives observers more to note down

Q19. A pupil leaves a role play believing that the rude approach worked best. The debrief matters most here because it can:

• (A) Challenge that conclusion and show what a polite approach would have changed
• (B) Let the teacher praise the most confident performers in front of the class at the end
• (C) Give pupils a rest before written work
• (D) Repeat the scene with the same roles

Q20. A good first debrief question after a role play about a shop dispute is:

• (A) Which character would you most like to play next time, and why would you choose them?
• (B) How did each person in the scene feel, and what made the outcome better or worse?
• (C) What was the shopkeeper’s name in the scene?
• (D) Who spoke the loudest during the scene?

Q21. In debriefing, the teacher should ask players first about their experience because:

• (A) Observers have nothing useful to add
• (B) Players’ feelings and intentions explain choices that observers could only guess at
• (C) Players need to be praised before anyone else speaks for all pupils in the class as part of the planned lesson
• (D) Debriefing must always follow the same fixed script

Q22. During debriefing, a pupil says the shopkeeper was rude. The teacher’s best follow-up is to ask:

• (A) “What did the shopkeeper say or do that seemed rude, and what could have been said instead?”
• (B) “Do you agree that the pupil is wrong?” throughout the lesson for all pupils in the class as part of the planned lesson
• (C) “Shall we move on to the next chapter?”
• (D) “Who else thinks this pupil is rude?”

Q23. A teacher ends a role play lesson immediately after the acting, with no discussion. The main loss is that pupils:

• (A) Will have enjoyed the lesson too much over the course of the lesson
• (B) Will remember the script perfectly
• (C) Will ask for more role plays
• (D) May leave with unexamined impressions instead of clear learning

Q24. Which debrief practice is most effective?

• (A) The teacher alone summarises while pupils listen silently in ordinary classroom work
• (B) Only the most confident pupil speaks
• (C) Pupils compare what happened with the learning aim and draw out general principles
• (D) The class votes for the funniest moment and stops there

Q25. In a simulation, pupils run a model shop with pretend money, prices, and stock records. Simulation differs from role play mainly because it:

• (A) Recreates a whole system with rules and consequences, not just a single interaction
• (B) Requires pupils to wear costumes
• (C) Forbids any discussion afterwards as a standard classroom practice in ordinary classroom work
• (D) Is always played on a computer

Q26. A class cannot visit a real bank, so the teacher sets up a classroom bank with accounts, deposits, and interest. This is a simulation because it:

• (A) Uses real money belonging to pupils for every pupil in the room
• (B) Sends pupils to work in a real bank
• (C) Models the real process in a safe, simplified classroom form
• (D) Replaces all teaching about banking

Q27. Which example is a simulation rather than real experience?

• (A) Pupils buy real goods with real money in a market
• (B) Pupils run a mock election with ballot papers, candidates, and counting
• (C) Pupils visit a working factory and watch production during the teaching period
• (D) Pupils plant real seeds and tend them for a term

Q28. Simulation is preferable to real experience when the real situation is:

• (A) Easy, cheap, and safe for a whole class in the course of the lesson
• (B) Already familiar to every pupil
• (C) Short enough to fit in five minutes
• (D) Dangerous, costly, or impractical for pupils to enter directly

Q29. A game differs from a simulation mainly in that a game:

• (A) Never involves any rules
• (B) Always teaches more than a simulation for the class as a whole
• (C) Centres on competition, scoring, and winning within set rules
• (D) Cannot be used for learning at all

Q30. A teacher runs a quiz competition and calls it a simulation of an examination. The label is wrong because:

• (A) Quiz competitions are never useful
• (B) Examinations cannot be discussed in class as part of everyday teaching
• (C) Pupils enjoyed the competition too much
• (D) A quiz game models no real-world system or process

Q31. A simulation can combine role play and game elements when pupils:

• (A) Take roles inside a modelled system that also keeps score for decisions
• (B) Memorise a script without making decisions in most classroom situations as part of everyday teaching
• (C) Watch a film about a factory
• (D) Copy a diagram of a system

Q32. In a model parliament simulation, pupils debate and vote on a school rule. The main learning is about:

• (A) Acting talent and stage presence
• (B) How decisions are proposed, debated, amended, and decided in a system
• (C) Memorising the names of real politicians during normal class teaching in most classroom situations
• (D) Winning at any cost

Q33. A teacher wants pupils to grasp how a town council balances a budget. The best choice is:

• (A) A lecture with worked examples of council spending
• (B) A simulation in which groups allocate limited funds and face the consequences of cuts
• (C) A worksheet where pupils add up council department budgets
• (D) A class discussion about what councils do and which services matter most to local residents

Q34. A simulation fails when pupils treat it as only a game to win, ignoring the real process it models. The teacher should:

• (A) Remove all scoring and all rules
• (B) Declare the winning group the only successful learners for pupils of different abilities
• (C) Stop using simulations forever
• (D) Debrief explicitly on what the simulation shows about the real situation

Q35. Which situation is best taught by simulation rather than by a field visit?

• (A) Managing a flood emergency in a town, which would be unsafe to experience directly
• (B) Observing birds in the school garden across the full lesson period for pupils of different abilities
• (C) Buying a ticket at a local station
• (D) Interviewing a shopkeeper next door

Q36. A limitation of simulation is that it:

• (A) Always costs more than a field visit
• (B) Gives pupils real professional qualifications in a typical classroom lesson
• (C) Simplifies reality, so some real-world factors are left out
• (D) Never allows pupils to make decisions

Q37. A shy pupil refuses to act in front of the whole class. The teacher’s best first step is to:

• (A) Insist, to build character quickly
• (B) Excuse the pupil from all future role plays before moving to the next topic in a typical classroom lesson
• (C) Ask the pupil to criticise others’ acting
• (D) Offer a smaller group, a non-speaking role, or an observer task with a report

Q38. One confident pupil dominates every role play, leaving others silent. The teacher should:

• (A) Give that pupil every main role
• (B) Rotate roles, set speaking turns, and assign the pupil an observer or supporting role
• (C) Ban role play for the whole class
• (D) Ask the pupil to leave the classroom with the whole class present before moving to the next topic

Q39. After a role play on apologising, a pupil apologises more politely in a real playground dispute the next week. This is evidence of:

• (A) Better handwriting
• (B) Better examination recall
• (C) Transfer of learning from role play to real behaviour
• (D) Improved acting ability only during classroom teaching

Q40. The fairest way to evaluate learning from a role play is to assess:

• (A) Understanding shown in debriefing, reflection, and later application, not acting skill alone
• (B) How loudly pupils spoke
• (C) How funny the performance was
• (D) How closely pupils copied a script as part of the planned lesson during classroom teaching with the whole class present

Q41. Which evaluation question best matches the purpose of a role play on handling disagreement?

• (A) “What did you learn about handling disagreement, and what would you do differently next time?”
• (B) “Who acted best in the scene?”
• (C) “Who was the funniest performer?”
• (D) “Who spoke the loudest during the scene?” for all pupils in the class as part of the planned lesson

Q42. A pupil writes in reflection after a role play: “I learned that interrupting made the other person angry, so I will wait and listen first.” This reflection shows:

• (A) The pupil memorised the script
• (B) Learning from experience, with a stated change in future behaviour
• (C) The pupil enjoyed acting most
• (D) The pupil wants a higher mark for acting throughout the lesson for all pupils in the class

Q43. Which follow-up task best consolidates a role play on welcoming a new pupil?

• (A) Copying the names of all class members
• (B) A test on the dates of school events
• (C) Writing a short guide to welcoming newcomers, based on what worked in the scene
• (D) Drawing a picture of the classroom

Q44. A major limitation of role play is that it:

• (A) Requires a theatre hall for every lesson
• (B) Works equally well for every topic and age group
• (C) Guarantees changed behaviour in real life
• (D) Can feel artificial and may not suit pupils who dislike performing

Q45. Role play is time-consuming because it needs:

• (A) Only the acting itself
• (B) A script written by the teacher alone
• (C) Briefing, enactment, and debriefing, each given enough time
• (D) Expensive costumes for every pupil

Q46. A teacher plans role play for a topic that is mainly factual, such as the dates of historical events. The best judgement is that:

• (A) Role play is a poor fit; factual recall is better served by other techniques
• (B) Role play will automatically teach the dates
• (C) Dates should be acted out in costume
• (D) Factual topics always need role play

Q47. During a simulation, a group discovers a loophole in the rules and exploits it to win easily. The teacher should:

• (A) Declare them the only winners and end the lesson
• (B) Ignore the loophole and let it happen again
• (C) Punish the group for cleverness
• (D) Pause, discuss what the loophole shows about the real system, and adjust the rule

Q48. Which teacher behaviour most harms a role play lesson?

• (A) Briefing pupils clearly before acting
• (B) Judging pupils publicly on acting talent during the debrief
• (C) Asking observers to note specific behaviours
• (D) Summarising the learning at the end

Q49. A teacher replays a role play with roles swapped after the first debrief. This is valuable because pupils:

• (A) Get a second chance to win a prize
• (B) Experience the other person’s perspective and test a different approach
• (C) Memorise the first version better
• (D) Avoid any further discussion

Q50. In a simulation of a market, prices rise when demand rises. Pupils who raise prices too far lose customers. This teaches them that:

• (A) Prices should never change
• (B) Customers always buy regardless of price
• (C) Decisions in a system have linked consequences that must be weighed
• (D) Winning means charging the highest price

Q51. The safest way to handle a sensitive role play topic, such as teasing, is to:

• (A) Use fictional characters and situations, agree ground rules, and allow pupils to step out of role
• (B) Base the scene on a real pupil who is teased
• (C) Let pupils say anything without ground rules
• (D) Forbid any discussion after the scene

Q52. A teacher uses role play, then asks pupils to write what each character might have been thinking. This task deepens learning by:

• (A) Testing spelling
• (B) Filling time before the bell
• (C) Rewarding the best actors
• (D) Requiring pupils to infer feelings and motives behind behaviour

Q53. Which statement about evaluating simulations is correct?

• (A) Only the final score matters
• (B) Only the winning group has learned
• (C) Evaluation should ignore the debrief discussion
• (D) Evaluation should cover decisions made, reasons given, and lessons drawn in debriefing

Q54. A class role play becomes noisy and off-task. The most likely planning fault is that:

• (A) The situation, roles, and observer tasks were unclear, leaving pupils without direction
• (B) Pupils were given too little freedom
• (C) The debrief was planned too carefully
• (D) The topic was too serious for school

Q55. When pupils say after a role play, “That is exactly how it feels when nobody listens,” the teacher should:

• (A) Dismiss the comment as mere feeling
• (B) Use it as the starting point for drawing out the lesson’s general point
• (C) Move at once to a written test
• (D) Ask the pupil to act the scene again alone

Q56. A simulation about running a hospital ward leaves out staffing shortages. In debriefing, the teacher should:

• (A) Pretend the model was complete
• (B) Tell pupils simulations are always wrong
• (C) Name the omission and discuss how it would change real decisions
• (D) Ban questions about the model

Q57. The overall test of a good role play or simulation lesson is whether pupils can:

• (A) Explain the insight gained and apply it in a new or real situation
• (B) Perform the scene flawlessly from memory
• (C) Win the game built into the simulation
• (D) Repeat the teacher’s briefing word for word

Q58. A new teacher worries that role play will waste time. The best advice is to:

• (A) Avoid role play entirely
• (B) Let role plays run for the whole week
• (C) Use role play only for examinations
• (D) Keep the enactment short, brief clearly, and protect time for debriefing

Q59. Which combination best describes the teacher’s role across a role play lesson?

• (A) Actor, judge, and examiner throughout
• (B) Silent watcher who never speaks
• (C) Planner and briefer before, facilitator during, and guide to reflection after
• (D) Scriptwriter who controls every line spoken

Q60. A teacher chooses between a lecture, a role play, and a simulation for a lesson on negotiating fairly. She should choose role play or simulation because:

• (A) Lectures can never mention negotiation
• (B) Negotiation is best learned by practising interaction and decisions, with reflection afterwards
• (C) Role play requires no preparation
• (D) Simulations always produce fair outcomes