English · Class 4

Active learning ideas

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.

• CBSE Learning Outcomes
• NCERT: English-7-Interview-Skills
• NCERT: English-7-Reporting-Information

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• 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.

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.

What to look for

Ask students to write down two open-ended questions they would ask a new classmate about their favourite hobby. Review their questions to ensure they encourage more than a one-word answer.

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

Activity 02

• 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.

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.

What to look for

Provide students with a short, hypothetical interview transcript. Ask them to identify one open-ended question and one closed-ended question from the text, explaining why each is classified as such.

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

Activity 03

• 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.

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.

What to look for

After conducting a brief peer interview, students swap their notes. Each student reviews their partner's notes and provides one specific suggestion on how the interviewer could have asked a question differently to get more detail.

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

Activity 04

• 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.

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.

What to look for

Ask students to write down two open-ended questions they would ask a new classmate about their favourite hobby. Review their questions to ensure they encourage more than a one-word answer.

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

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

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

  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.

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

  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.

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

  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.

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Methods used in this brief

• Expert Panel