Mock Interview Activity for High School Students

Mock Interview Role-Play Script - Job Interview Skills Example

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Lesson Plan Overview

Template and Class Instructions

Lesson Plan Overview

A mock interview is the closest thing to the real one, but many students freeze when asked to improvise in front of the class. Scripting it first takes away the fear. In this activity, students storyboard a mock interview as a comic: the interviewer asks a question, the candidate answers, and the interviewer gives feedback. Then partners act out the script, swap roles, and try it again without the board.

The example continues Jordan's interview for a part-time job at TagBack with the manager, Ms. Grant. The feedback cells model what a real interviewer is listening for, so students learn to judge an answer, not just give one.

Before You Begin

Time needed: 45 minutes to script; 20 to 30 minutes for role-play rounds.
Pick three questions: one about you ("Tell me about yourself"), one about the job ("Why do you want to work here?"), and one about experience ("Tell me about a time you made a mistake").
Run it in threes: an interviewer, a candidate, and an observer who uses a checklist (eye contact, a specific example in each answer, answers under one minute, a question at the end). Rotate so everyone plays each role.
Assessment: each answer includes a specific example, the feedback names one strength and one thing to improve, and the student revises at least one answer after feedback.

Example: Jordan's Mock Interview

QUESTION	JORDAN'S ANSWER	MS. GRANT'S FEEDBACK
"Tell me about yourself."	"I'm a junior at Lincoln High. I run the register at our school store twice a week, and I like keeping things organized."	Strong: short, and it connects to the job. Next time, add why TagBack in particular.
"Why do you want to work here?"	"TagBack found my hoodie last year, so I know the product works. I'd like to help other families get their things back."	Great: a real story that shows you care about customers.
"Tell me about a time you made a mistake."	"I gave someone the wrong change at the school store. I told my advisor, we fixed it, and now I count change out loud."	Excellent: you owned the mistake and showed what you learned.

Differentiation

Grade 8: use two questions and provide sentence starters for the answers.
Grades 9–12: students write a weak answer and a strong answer to the same question, and the observer explains the difference.
CTSO prep: use questions from FBLA or SkillsUSA job interview events, and invite a local employer to play the interviewer.

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Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)

Student Instructions

Create a storyboard comic that scripts a mock job interview, then act it out with a partner.

Click "Use This Template" from the assignment.
Choose a job to interview for, or use Jordan's interview at TagBack.
In the first cell of each row, show the interviewer asking a question.
In the second cell, show the candidate's answer in a speech bubble. Include a specific example.
In the third cell, show the interviewer's feedback: one strength and one thing to improve.
Complete three rows, one for each question.
Act out your script with a partner, then swap roles.
Save and submit your storyboard.

Mock Interview Role-Play Script - Job Interview Skills Template

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Lesson Plan Reference

Grade Level 9-12

Difficulty Level 2 (Reinforcing / Developing)

Type of Assignment Partner, or Group

Type of Activity: Discussion Storyboards

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Lesson Plan Overview

Before You Begin

Time needed: 45 minutes to script; 20 to 30 minutes for role-play rounds.
Pick three questions: one about you ("Tell me about yourself"), one about the job ("Why do you want to work here?"), and one about experience ("Tell me about a time you made a mistake").
Run it in threes: an interviewer, a candidate, and an observer who uses a checklist (eye contact, a specific example in each answer, answers under one minute, a question at the end). Rotate so everyone plays each role.
Assessment: each answer includes a specific example, the feedback names one strength and one thing to improve, and the student revises at least one answer after feedback.

Example: Jordan's Mock Interview

QUESTION	JORDAN'S ANSWER	MS. GRANT'S FEEDBACK
"Tell me about yourself."	"I'm a junior at Lincoln High. I run the register at our school store twice a week, and I like keeping things organized."	Strong: short, and it connects to the job. Next time, add why TagBack in particular.
"Why do you want to work here?"	"TagBack found my hoodie last year, so I know the product works. I'd like to help other families get their things back."	Great: a real story that shows you care about customers.
"Tell me about a time you made a mistake."	"I gave someone the wrong change at the school store. I told my advisor, we fixed it, and now I count change out loud."	Excellent: you owned the mistake and showed what you learned.

Differentiation

Grade 8: use two questions and provide sentence starters for the answers.
Grades 9–12: students write a weak answer and a strong answer to the same question, and the observer explains the difference.
CTSO prep: use questions from FBLA or SkillsUSA job interview events, and invite a local employer to play the interviewer.

Copy Activity

Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)

Student Instructions

Create a storyboard comic that scripts a mock job interview, then act it out with a partner.

Click "Use This Template" from the assignment.
Choose a job to interview for, or use Jordan's interview at TagBack.
In the first cell of each row, show the interviewer asking a question.
In the second cell, show the candidate's answer in a speech bubble. Include a specific example.
In the third cell, show the interviewer's feedback: one strength and one thing to improve.
Complete three rows, one for each question.
Act out your script with a partner, then swap roles.
Save and submit your storyboard.

More options

Copy This Storyboard

Lesson Plan Reference

Grade Level 9-12

Difficulty Level 2 (Reinforcing / Developing)

Type of Assignment Partner, or Group

Type of Activity: Discussion Storyboards

Copy Activity

How to Run a Mock Interview Role-Play

Choose three questions

Pick one question about the student, one about the job, and one about experience.

Script the interview as a comic

Students storyboard each question, a specific answer, and the interviewer's feedback in one row.

Form groups of three

Assign an interviewer, a candidate, and an observer with a short checklist.

Role-play and rotate

Run the script, give feedback, and rotate until everyone has played each role.

Revise one answer

Students rewrite one answer using the feedback and try it again without the storyboard.

Frequently Asked Questions about Running Mock Interviews in Class

Why script a mock interview before role-playing it?

Many students freeze when asked to improvise in front of classmates. Writing the questions, answers, and feedback first gives them something to hold on to, so the role-play becomes practice rather than a test. After one scripted round, most students can try the same questions again without the storyboard, which is the real goal.

Which interview questions should students practice first?

Start with one question about the student ("Tell me about yourself"), one about the job ("Why do you want to work here?"), and one about experience ("Tell me about a time you made a mistake"). Those three appear in almost every first-job interview and need different kinds of answers, so together they make a well-rounded practice set.

What does the observer do in a group of three?

The observer watches with a short checklist: eye contact, a specific example in each answer, answers under one minute, and a question at the end. They share one strength and one thing to improve after each round. Rotating so every student plays interviewer, candidate, and observer builds the judgment students need to coach themselves.

How can I bring real interviewers into class?

Ask your CTE advisory board, local business owners, school staff who hire student workers, or alumni to play the interviewer for one class period. Give them the three questions and the observer checklist in advance. Even one visit helps, because students take feedback from a real employer more seriously than feedback from a classmate.

How should I grade the mock interview?

Score the storyboard and the role-play together: 1 point per answer that includes a specific example, 1 point per feedback cell that names a strength and an improvement, and up to 3 points for revising one answer after feedback. Grading the revision rewards growth rather than a polished first attempt.