English · Class 1

Active learning ideas

Asking 'Where' and 'When' Questions

Active learning helps Class 1 students grasp 'where' and 'when' questions because it turns abstract concepts into tangible experiences. When children use real objects, pictures, and personal stories to frame questions, they connect language to context, making inquiry natural and meaningful for young learners.

• CBSE Learning Outcomes
• CBSE: Framing Questions - Class 1
• CBSE: Inquiry and Interaction - Class 1

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Hot Seat
• 30 min · Small Groups

Picture Walk: Question Rounds

Display 4-5 large pictures of daily scenes. In small groups, children take turns asking one 'where' or 'when' question about the picture, such as 'Where is the child playing?' Group members answer and add their own question. Note best questions on a board.

Where is the cat sitting?

Facilitation Tip

During Picture Walk: Question Rounds, pause after each image to let children whisper their questions to a partner before sharing with the class; this builds confidence and reduces pressure.

What to look for

Show students a picture of a classroom with a cat sleeping on a chair. Ask: 'Can you ask me a 'where' question about the cat?' Listen for questions like 'Where is the cat?'

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 02

• Hot Seat
• 25 min · Whole Class

Story Chain: Where and When Queries

Read a short story aloud. Form a circle with the whole class. Each child asks one 'where' or 'when' question about the story to the next child, who answers briefly before asking their own. Continue until all have participated.

When does the story happen , in the morning or at night?

Facilitation Tip

In Story Chain: Where and When Queries, model the first question in the chain yourself to show how to build on the previous answer.

What to look for

Give each student a card with a simple sentence, e.g., 'The train arrives at 3 PM.' Ask them to write one 'when' question about this sentence. Collect and review for understanding of 'when'.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 03

• Hot Seat
• 35 min · Pairs

Pair Interviews: Routine Talk

Pairs pretend to interview each other about school day. One child asks 'where' and 'when' questions like 'When do you come to school?' Partner answers. Switch roles after 5 questions each. Share one fun question with class.

Can you ask a 'where' question about this picture?

Facilitation Tip

For Pair Interviews: Routine Talk, provide a simple checklist of 3 questions so pairs stay focused and practise turn-taking clearly.

What to look for

Hold up two objects, one representing a place (like a toy house) and one representing time (like a clock). Ask: 'Which word helps us ask about the house? Which word helps us ask about the clock?'

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 04

• Hot Seat
• 20 min · Individual

Classroom Hunt: Question Scavenger

Hide picture cards around the room. Individually, children find a card and write or say one 'where' or 'when' question about it. Gather to share questions and answers in a group discussion.

Where is the cat sitting?

Facilitation Tip

During Classroom Hunt: Question Scavenger, give each pair a small sticky note to write their question and stick it near the object they are asking about.

What to look for

Show students a picture of a classroom with a cat sleeping on a chair. Ask: 'Can you ask me a 'where' question about the cat?' Listen for questions like 'Where is the cat?'

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

Teachers should model short, simple questions first, as young learners benefit from hearing clear examples. Avoid overloading children with complex phrasing; instead, focus on accuracy in word choice. Research shows that children learn language best when they are actively engaged in meaningful tasks, so pair speaking with movement or objects whenever possible.

Children will confidently ask short, clear 'where' questions about places and 'when' questions about times by the end of these activities. You will notice them using these words naturally during discussions, interviews, and classroom hunts without prompting.

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Watch Out for These Misconceptions

• During Picture Walk: Question Rounds, watch for children mixing up 'where' and 'when' by asking 'Where did it happen?' instead of 'When did it happen?'.

  Use a sorting game with picture cards: have children separate 'place' cards (like a park or school) from 'time' cards (like morning or recess) before they frame questions. Peer discussion in pairs will help clarify the difference.

• During Pair Interviews: Routine Talk, watch for children writing long, unclear questions like 'Where do you go in the morning time after breakfast?'

  Model and display short, clear examples like 'Where do you go after breakfast?' on the board. During interviews, remind pairs to use the shortest version that still makes sense.

• During Story Chain: Where and When Queries, watch for children assuming only the teacher can ask questions.

  Assign clear roles in each pair: one student asks the first question, the other answers, then the second student asks the next. Rotate roles so every child leads at least once.

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Methods used in this brief

• Hot Seat