Asking Questions and Sharing Answers

Active learning turns abstract interview skills into lived experiences. Students move from memorising rules to feeling the difference between a dull 'yes/no' answer and a rich, storytelling reply, making the skill of asking questions concrete and memorable.

• Class 4
• English
• 4 activities
• 20 min–45 min

Learning Objectives

1. Formulate at least three open-ended questions to gather specific information from a peer during a simulated interview.
2. Analyze interview notes to identify key details and summarise them into a coherent report.
3. Demonstrate ethical reporting by accurately representing interviewee responses without personal bias.
4. Compare and contrast the effectiveness of open-ended versus closed-ended questions in eliciting detailed information.
5. Create a short interview report based on notes taken during a peer interview.

Expert Panel

⏱ 30 min·Pairs

Pair Practice: Peer Interviews

Each student prepares three open-ended questions about a partner's hobbies or school life. Partners take turns interviewing for five minutes each, noting key points. They practise paraphrasing answers ethically before sharing one highlight with the class.

Prepare & details

What is an interview and why do people use them to find information?

Facilitation Tip: During Pair Practice, model the interview yourself first so students hear how a friendly tone invites longer answers.

Setup: Standard classroom arrangement with chairs or desks rearranged to seat 4–6 panellists facing the class; suitable for rooms of 30–50 students with a central panel table or row.

Materials: Printed expert role cards with sub-topic reading extracts, Audience question cards (one per student), Student moderator guide and facilitation script, Note-taking framework for audience members, Printed debrief synthesis and individual exit reflection sheets

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

Expert Panel

⏱ 45 min·Small Groups

Small Groups: Role-Play Interviews

Form groups of four: two interviewers prepare questions on community helpers, one acts as interviewee, one as reporter. Conduct the interview, then reporter writes a short ethical summary. Groups present and receive peer feedback on question quality.

Prepare & details

How do you prepare good questions before you interview someone?

Facilitation Tip: For Role-Play Interviews, provide a short list of rapport-building phrases on the board to scaffold spontaneous conversation.

Setup: Standard classroom arrangement with chairs or desks rearranged to seat 4–6 panellists facing the class; suitable for rooms of 30–50 students with a central panel table or row.

Materials: Printed expert role cards with sub-topic reading extracts, Audience question cards (one per student), Student moderator guide and facilitation script, Note-taking framework for audience members, Printed debrief synthesis and individual exit reflection sheets

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

Expert Panel

⏱ 25 min·Whole Class

Whole Class: Question Relay

Divide class into teams for a topic like 'My Favourite Festival'. First student writes an open-ended question, passes baton-style to team. Teams discuss and refine questions, then vote on the best class-wide.

Prepare & details

Can you write three questions you would ask a classmate for a short interview?

Facilitation Tip: In Question Relay, set a visible timer so students practise formulating questions quickly under gentle pressure.

Setup: Standard classroom arrangement with chairs or desks rearranged to seat 4–6 panellists facing the class; suitable for rooms of 30–50 students with a central panel table or row.

Materials: Printed expert role cards with sub-topic reading extracts, Audience question cards (one per student), Student moderator guide and facilitation script, Note-taking framework for audience members, Printed debrief synthesis and individual exit reflection sheets

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

Expert Panel

⏱ 20 min·Individual

Individual: Question Journal

Students independently list five open-ended questions for interviewing a family member. Review in pairs, revise based on feedback, then conduct one real interview at home and report back next class.

Prepare & details

What is an interview and why do people use them to find information?

Facilitation Tip: For the Question Journal, remind students to leave space between questions so they can note observations after each interview.

Setup: Standard classroom arrangement with chairs or desks rearranged to seat 4–6 panellists facing the class; suitable for rooms of 30–50 students with a central panel table or row.

Materials: Printed expert role cards with sub-topic reading extracts, Audience question cards (one per student), Student moderator guide and facilitation script, Note-taking framework for audience members, Printed debrief synthesis and individual exit reflection sheets

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

Teaching This Topic

Teach by doing. Begin with a quick demonstration interview where you intentionally use a closed question, receive a one-word answer, then rephrase it as open-ended and watch the response lengthen. This visible shift helps students trust the method. Avoid long lectures on theory; instead, let them discover the value of open questions through immediate comparison. Research shows that students grasp interview ethics best when they experience the impact of accurate reporting firsthand, so build in moments where interviewees correct misheard details in real time.

What to Expect

Successful learning looks like students shifting from closed, one-word answers to open, detailed responses during interviews. You will see them naturally adjusting their questions mid-sentence when a peer gives a brief reply, showing they have internalised the value of open-ended phrasing.

Watch Out for These Misconceptions

Common Misconception

During Pair Practice, some students may believe that 'Do you like cricket?' is a good interview question.

What to Teach Instead

During Pair Practice, have students write the same question twice: once as a closed question and once as an open question ('What makes cricket enjoyable for you?'). Then they compare the length and detail of the answers side-by-side and discuss which format works better.

Common Misconception

During Small Groups Role-Play Interviews, students might think it is acceptable to change a person’s age or name when reporting answers.

What to Teach Instead

During Small Groups Role-Play Interviews, give each student a small card to record key details shared in the interview. After the role-play, ask interviewees to verify the accuracy of the notes before sharing with the class, highlighting the importance of truthful reporting.

Common Misconception

During Whole Class Question Relay, students may feel interviews must be formal with stiff body language.

What to Teach Instead

During Whole Class Question Relay, challenge pairs to practise asking questions with a smile or nod to show interest, then ask the class to observe which small gestures led to longer, more engaged answers.

Assessment Ideas

Quick Check

After Pair Practice, collect students’ written questions and highlight two that are open-ended. Ask them to exchange with a partner and mark which one encourages a detailed answer, then discuss as a class.

Exit Ticket

During Question Relay, give each student a half-sheet to jot one open-ended and one closed question from the relay. Collect these as they leave to check if they can distinguish between the two types.

Peer Assessment

After Pair Practice, have students swap their interview notes and underline one question that could be improved to get more detail. Each student writes one specific revision on the back and returns it to their partner for discussion.

Extensions & Scaffolding

• Challenge: Ask students to interview two different classmates about the same hobby and compare how the answers differ based on the questions asked, then present findings to the class.
• Scaffolding: Provide sentence starters like 'Tell me about a time when...' or 'Describe how...' on cards to help struggling students form open-ended questions quickly.
• Deeper exploration: Invite a local storyteller or elder from the community to class and have students prepare a set of 5 open-ended questions in advance, then discuss how the responses shape their understanding of cultural traditions.

Key Vocabulary

Interview	A conversation where one person asks questions to gather information from another person. People use interviews to learn about others' experiences, opinions, or knowledge.
Open-ended question	A question that cannot be answered with a simple 'yes' or 'no'. These questions encourage the person being interviewed to share more details and thoughts.
Closed-ended question	A question that can be answered with a short, specific response, often 'yes' or 'no', or a single word. These questions limit the amount of information shared.
Interviewee	The person who is being asked questions during an interview.
Interviewer	The person who asks the questions during an interview.
Report findings	To share the information gathered during an interview in a clear and organised way, usually in writing or speaking.