BEROEPSOPDRACHT 3-A
ASKING QUESTIONS IN AN
ACTIVATING, RECEPTIVE
SKILLS LESSON
AMSTERDAM UNIVERSITY OF
APPLIED SCIENCES (AUAS)
FACULTY OF EDUCATION
ENGLISH TEACHER TRAINING
PROGRAMME
LIANDA VAN DER SCHILDEN
21-10-2020
,TABLE OF CONTENTS
INTRODUCTION...............................................................................................2
CHAPTER 1......................................................................................................3
DESIGNED RECEPTIVE SKILLS LESSON....................................................................3
CHAPTER 2......................................................................................................4
PLANNED TECHNIQUE AND ACTIVITIES.....................................................................4
CHAPTER 3......................................................................................................5
PLANNED QUESTIONS..................................................................................................5
CHAPTER 4......................................................................................................6
REFLECTION...................................................................................................................6
REFERENCE LIST............................................................................................7
APPENDICES...................................................................................................8
FEEDBACK FORM BO3-A...............................................................................................8
WORKSHEET LISTENING EXERCISE.........................................................................10
LESSON PLAN FORM..................................................................................................12
1
, INTRODUCTION
The aim of this report is to offer a clear idea of what an activating and receptive skills lesson
looks like. The learners will be asked both lower order thinking (hereafter this concept will
be abbreviated as LOT) and higher order thinking (hereafter this concept will be
abbreviated as HOT) questions, which fit their start situation at the beginning of the lesson.
The relevance of these planned questions for the topic of the lesson will be discussed as
well. The lesson concerned will be taught in a first-year group at ROC-TOP in Amsterdam.
2
ASKING QUESTIONS IN AN
ACTIVATING, RECEPTIVE
SKILLS LESSON
AMSTERDAM UNIVERSITY OF
APPLIED SCIENCES (AUAS)
FACULTY OF EDUCATION
ENGLISH TEACHER TRAINING
PROGRAMME
LIANDA VAN DER SCHILDEN
21-10-2020
,TABLE OF CONTENTS
INTRODUCTION...............................................................................................2
CHAPTER 1......................................................................................................3
DESIGNED RECEPTIVE SKILLS LESSON....................................................................3
CHAPTER 2......................................................................................................4
PLANNED TECHNIQUE AND ACTIVITIES.....................................................................4
CHAPTER 3......................................................................................................5
PLANNED QUESTIONS..................................................................................................5
CHAPTER 4......................................................................................................6
REFLECTION...................................................................................................................6
REFERENCE LIST............................................................................................7
APPENDICES...................................................................................................8
FEEDBACK FORM BO3-A...............................................................................................8
WORKSHEET LISTENING EXERCISE.........................................................................10
LESSON PLAN FORM..................................................................................................12
1
, INTRODUCTION
The aim of this report is to offer a clear idea of what an activating and receptive skills lesson
looks like. The learners will be asked both lower order thinking (hereafter this concept will
be abbreviated as LOT) and higher order thinking (hereafter this concept will be
abbreviated as HOT) questions, which fit their start situation at the beginning of the lesson.
The relevance of these planned questions for the topic of the lesson will be discussed as
well. The lesson concerned will be taught in a first-year group at ROC-TOP in Amsterdam.
2
