English · Class 3

Active learning ideas

Developing Interview Questions

Active learning works well for developing interview questions because children learn best when they practice real-life communication in a supported setting. When students role-play as interviewers and helpers, they immediately see how different question types shape responses, making abstract concepts concrete and memorable.

• CBSE Learning Outcomes
• CBSE: Communication Skills - Class 3
• CBSE: Asking Questions - Class 3

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Numbered Heads Together
• 30 min · Pairs

Pairs: Helper Role-Play

Pair students: one acts as a community helper like a doctor, the other prepares and asks three questions. Switch roles after five minutes, then discuss which questions worked best and why. Record one improved question each.

What questions would you want to ask a firefighter or doctor about their job?

Facilitation Tip

During Helper Role-Play, model one question yourself and invite students to suggest alternatives before they practice in pairs.

What to look for

Give each student a card with the name of a community helper (e.g., 'Postman', 'Librarian'). Ask them to write two questions they would ask this helper during an interview: one that can be answered with 'yes' or 'no', and one that requires a longer explanation.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 02

• Numbered Heads Together
• 25 min · Small Groups

Small Groups: Question Sort

Provide a list of ten sample questions about jobs. Groups sort them into yes/no and open-ended categories, then create two new questions for each type about a firefighter. Share and vote on the best ones.

How is a question you can answer with 'yes' or 'no' different from one that needs a longer answer?

Facilitation Tip

For Question Sort, provide sentence strips so students physically move 'statement' and 'question' cards into columns while explaining their choices.

What to look for

After a class discussion on community helpers, ask students: 'If you could interview any helper we discussed today, who would it be and why? What is one important question you would ask them to learn about their job?'

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 03

• Numbered Heads Together
• 40 min · Whole Class

Whole Class: Live Interview

Teacher or volunteer acts as a helper, say a police officer. Class brainstorms questions together on the board, then takes turns asking. Note responses and refine questions as a group for clarity.

Can you write three questions you would ask a community helper in an interview?

Facilitation Tip

In Live Interview, stand back once students begin but step in quickly if they struggle to move from closed to open questions.

What to look for

During a pair-share activity where students practice asking questions, circulate and listen. Note down which students are formulating clear, open-ended questions and which are primarily asking yes/no questions. Provide immediate verbal feedback.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 04

• Numbered Heads Together
• 20 min · Individual

Individual: Question Cards

Each student chooses a helper and writes five questions on cards, mixing closed and open types. Practice asking them to a mirror or record on phone, then self-assess for improvements.

What questions would you want to ask a firefighter or doctor about their job?

Facilitation Tip

For Question Cards, give red and green markers so students highlight strong open-ended questions and revise weak ones.

What to look for

Give each student a card with the name of a community helper (e.g., 'Postman', 'Librarian'). Ask them to write two questions they would ask this helper during an interview: one that can be answered with 'yes' or 'no', and one that requires a longer explanation.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

A few notes on teaching this unit

Teachers should first model both types of questions clearly, then scaffold students through gradual release. Avoid correcting too early; instead, let students test their questions in role-plays and discover gaps themselves. Research shows that peer feedback during such activities improves question quality more than teacher corrections alone.

By the end of these activities, students will confidently frame both yes-or-no and open-ended questions to gather detailed information from community helpers. You will notice clearer phrasing, purposeful question types, and richer follow-up discussions during role-plays and interviews.

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Watch Out for These Misconceptions

• During Helper Role-Play, watch for students who assume all interview questions must be answered with yes or no.

  After the first round of role-play, pause the activity and ask pairs to swap a yes/no question for an open-ended one starting with 'what' or 'how', testing how the helper’s answer changes.

• During Question Sort, watch for students who treat statements like questions.

  Have students underline the first word of each card; if it isn’t a question word, they must rephrase it to start with one, using the sentence strips to test their fix.

• During Live Interview, watch for students who accept short answers from helpers without prompting more details.

  Model how to follow up with phrases like 'Tell us more about that' or 'Why do you think that happened?' during the mock interview, then ask student volunteers to try the same.

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Methods used in this brief

• Numbered Heads Together