C Can you make a poster to...?
Can you design a webpage for...? Design a poster/leaflet/website/
R Can you make a game..?
E Can you draw a different ending?
A Can you write 6 sentences about the
T picture?
How can you make x better? How can you
E change x?
E Is it good or bad?
V How many do you give this from 1 – 10?
A Do you like it? Which one is the best/the
L worst? Which data is the best to... ?
U
Do you believe...?
A
T Do you agree...?
E Do you think..?
A How is x different from y?
N Can you put the things into the right
A group?
L Can you put the pictures in the order of
Y most important first?
S Why did x happen? What is the most
E important idea?
A Can you make a
sentence/graph/grid/model/like this one?
P Can you draw your own monster/make
P your own design?
Can you write some instructions for..?
L What can we use x for?
y Can you choose the right...?
How can we use x to make y?
U Can you put the sentences/pictures in the
N
D right order?
E Which is true and which is false?
R
S
What does ___ mean?
T Who is the most important person?
A What is the difference between x and y?
N
D
Can you talk for one minute about...?
R Can you point to the...? How many are
E there? Can you match the picture and the
M word? How big is it? What shape is it?
E What colour is it?
Which one...? Can you repeat...? Can you
M
Bloom’s question openers and tasks for
B
E
show me the... ? Who is wearing...? Who
says ‘______?’ How does he feel?Happy
or sad? Is it beside the computer or beside
R
EAL and Entry Level students.
the bookshelf? Where are they?
Write a story based on some pictures.
Make a model.
Design a monster and label its parts.
Hotseat: students have to react to
unprepared questions.
Acrostic poem with key words/ideas.
Draw a picture.
Design a grid to carry out a class survey to
test class opinion. Symbols can be used
for like/not like.
Taste tests.
Flashcards/pictures to be organised in
order of importance.
Categories activities and games.
Pyramid of importance. Pupils can use
pictures.
Grids /charts to show data.
Venn diagrams
Provide writing frames.
Make finger puppets to act out the story –
introduce new elements – how do they
react?
True or false? Choose the right facts to
support the argument/tell the story.
Ask students to make a word search with
the key words.
Scaffolded exercises. Sequencing. Gap fill.
Unscramble the word/sentence.
Hotseat – with questions and answers.
Ask ‘why’.
Construct a time line of events – pictures
or single words/sentences.
Reading comprehensions. Charades.
Match up word/picture/definition.
Game of noughts and crosses with a list of
the facts.
Label the picture.
Reassemble the story.
Use pictures and realia and concentrate on
the ‘wh’ questions, (except ‘why, which is
more of an ‘understanding’ question’)