Activity 01
Pairs: Role-Reversal Mock Interviews
Pair students; one acts as interviewer on a career topic, using 5-7 open-ended questions for 7 minutes, while the other responds and notes peer questions. Switch roles, then discuss effective techniques. End with self-reflection on listening skills.
Explain how to formulate open-ended and probing questions for an interview.
Facilitation TipFor role-reversal mock interviews, provide clear rubrics so students know exactly what to assess in each other’s work.
What to look forPresent students with a short scenario (e.g., interviewing a school principal about a new policy). Ask them to write down two open-ended questions and one probing question they would ask. Review responses for clarity and relevance.
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Activity 02
Small Groups: Panel Interview Practice
Form groups of 5; select one interviewee for a job role, with others as panellists asking probing questions for 10 minutes. Rotate roles twice. Groups debrief on question quality and body language.
Analyze the importance of active listening and note-taking during an interview.
What to look forIn pairs, students conduct a 5-minute mock interview. One student is the interviewer, the other the interviewee. After the interview, the interviewer provides feedback on the interviewee's responses, and the interviewee provides feedback on the interviewer's question quality and listening skills.
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Activity 03
Whole Class: Fishbowl Technique
Inner circle of 4 conducts a live interview on a current event; outer class observes, notes strengths and improvements. Switch circles after 10 minutes. Class votes on best practices.
Construct appropriate responses to common interview questions as an interviewee.
What to look forAsk students to write one common interview question they might face as an interviewee and then construct a brief, structured answer (2-3 sentences) for it. Collect these to gauge their preparation for interviewee roles.
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Activity 04
Individual: Question Bank Creation
Students independently list 10 open-ended and 5 probing questions for a sample interview theme. Share one with class for peer review and refinement.
Explain how to formulate open-ended and probing questions for an interview.
What to look forPresent students with a short scenario (e.g., interviewing a school principal about a new policy). Ask them to write down two open-ended questions and one probing question they would ask. Review responses for clarity and relevance.
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Generate Complete Lesson→A few notes on teaching this unit
Start with structured drills before free practice. Model open-ended questions first, then gradually introduce probing questions. Research shows that students mimic the first examples they see, so demonstrate strong and weak techniques side by side. Avoid letting students rehearse scripts; instead, teach them to listen and adapt in the moment.
Successful learning is visible when students ask purposeful questions, listen attentively, and adapt responses based on feedback. Clear note-taking and concise answers become habits, not afterthoughts. Peer feedback sharpens both interviewer and interviewee roles.
Watch Out for These Misconceptions
During pairs role-reversal mock interviews, watch for students defaulting to closed questions because they feel safer.
During pairs role-reversal mock interviews, stop the activity halfway and ask interviewers to convert their last three questions into open-ended ones, comparing answer lengths before continuing.
During small groups panel interview practice, watch for students taking verbatim notes that distract from listening.
During small groups panel interview practice, give interviewers a 30-second timer to summarize the interviewee’s last point in their own words before writing any notes.
During whole class fishbowl technique, watch for students treating the interview as a performance rather than a conversation.
During whole class fishbowl technique, add a rule that the interviewer must ask at least one probing question before the interviewee finishes their first answer.
Methods used in this brief