English · Class 1

Active learning ideas

Asking 'Who' and 'What' Questions

For young learners, turning ideas into spoken questions happens best when they move, speak, and see at the same time. This topic grows listening into talking by linking pictures to voices, hands to words, and turns to clear sentences. Moving around the room while asking keeps every child engaged and builds confidence in using two small words that open doors to whole conversations.

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

• 15–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Numbered Heads Together
• 20 min · Pairs

Pair Share: Picture Prompts

Give each pair 4-5 picture cards showing people, animals, and objects. One student asks a 'who' or 'what' question about the picture; the partner answers in a full sentence. Switch roles after three turns, then share one question with the class.

Who is in this picture?

Facilitation Tip

During Pair Share, move between pairs every 90 seconds to listen for the question word and the full question, not just the answer.

What to look for

Show students a picture with several people and objects. Ask them to point to a person and ask a 'who' question about them, and then point to an object and ask a 'what' question about it. Observe if they use the correct question word.

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

Activity 02

• Numbered Heads Together
• 25 min · Whole Class

Circle Time: Question Chain

Form a whole class circle with a central object or toy. The teacher models a question like 'Who can hold this?', then passes it. Each student asks a 'who' or 'what' question to the next child before passing the item.

What is the boy holding?

Facilitation Tip

In Circle Time, model the rhythm of a question by raising your voice on the last word and clapping after the partner answers.

What to look for

Present a scenario, for example, 'The park is busy today.' Ask students to think of one 'who' question and one 'what' question related to the park. Encourage them to share their questions with the class and explain why they chose 'who' or 'what'.

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

Activity 03

• Role Play
• 35 min · Small Groups

Role Play: Scene Questions

In small groups, use 2-3 puppets to enact simple scenes like a market visit. Group members take turns asking 'who' and 'what' questions about the action; performers respond. Groups perform one scene for the class.

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

Facilitation Tip

For Puppet Role Play, keep a small basket of props nearby so students can grab an object and immediately ask, ‘What is this?’ or ‘Who uses this?’

What to look for

Give each student a card with a picture. Ask them to write one 'who' question about a person in the picture and one 'what' question about an object in the picture on the back of the card before they leave.

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

Activity 04

• Numbered Heads Together
• 15 min · Individual

Object Hunt: Individual Inquiry

Each student picks a classroom object or brings a small item. They write or draw one 'who' question (imagining a person) and one 'what' question, then share with a partner for answers.

Who is in this picture?

Facilitation Tip

During Object Hunt, place identical objects in different corners so students practise asking the same question in different ways.

What to look for

Show students a picture with several people and objects. Ask them to point to a person and ask a 'who' question about them, and then point to an object and ask a 'what' question about it. Observe if they use the correct question word.

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

A few notes on teaching this unit

Start by giving children plenty of oral models; children learn question frames the way they learn songs, by hearing and repeating. Avoid drilling isolated words; instead, always pair the question word with a clear picture or object so the meaning sticks. Research shows that when students physically point to what they are asking about, the link between word, object, and voice is stronger. Keep corrections gentle and immediate, turning mistakes into teachable moments right in the flow of play.

At the end of these activities, you should see students pointing, speaking in full sentences, and swapping simple questions with partners without waiting to be asked first. Their questions will start with ‘who’ for people and ‘what’ for things or actions, and they will naturally link the question word to the right part of the picture or object in front of them.

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Watch Out for These Misconceptions

• During Pair Share, some children treat animals or objects like people and use ‘who’.

  Give each pair a sorting mat with two columns: one labelled ‘who’ with pictures of children, and one labelled ‘what’ with pictures of animals, toys, or actions. Ask them to place each card under the correct word while saying it aloud, so the rule becomes a physical sorting game.

• During Circle Time, students say single words like ‘Who?’ or ‘What?’ instead of full questions.

  Model the full question first, then clap the beats of the sentence while students echo: clap-clap-clap-clap for ‘Who is jumping?’. Keep a visual strip with the question structure above the circle so students can read and repeat the sentence frame.

• During Object Hunt, students believe questions are only for unknown items.

  Give each child an object they know well, such as a pencil or eraser. Ask them to ask three questions about it, including ‘Who uses this?’ when pointing to themselves. This shows that questions build shared knowledge, not just new knowledge.

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Methods used in this brief

• Numbered Heads Together
• Role Play