INDOAMERICA PUBLIC PEDAGOGICAL HIGHER EDUCATION COLLEGE

LEARNING GUIDE N°6

SEMINAR AREA
PROFESSIONAL CAREER – ENGLISH V

WEEK N°6

WEEK N°6

N°4 OF UNIT
PERFORMANCE CRITERIA
Analyze relevant information about strategies and
activities for listening skills: Top-Down and Bottom -UP

THEMATIC CONTENT

• Listening strategies: Top-down and Bottom - Up

• Metacognitive listening strategies.

Date: 21 - 06 -2021
Hours: 2 hours

Teacher: Luz Urquiaga Fernández

Fernández
 INTRODUCTION

Most institutions of higher education in Peru have in their mesh the compulsory
learning of a foreign language. Likewise, it has been part of the curricular
designs of Peru for a long time.
Learning other languages allows you to enrich your life, experience new ideas,
exercise your mind, benefit from world cultural diversity, obtain scholarships for
postgraduate studies, work in a transnational company, as well as an ability to
express yourself to others in a way understandable. It is time to reflect on the
importance of these studies.

LEARNING ORGANIZATION

a. Competence
It creates a comfortable climate to learning, democratic coexistence and the
experience of diversity in all its expressions with a view to forming critical and
intercultural citizens.

b. Capacities
Generates an environment of respect, trust and empathy based on the
appreciation of diversity.

Explains the importance of learning the English language through the

development of listening process in the English language teaching.

I. DIAGNOSTIC ACTIVITIES

1.1. Motivation:

Talk about the importance of learning in the English language through the
development of listening skill in the English language teaching.

1.2. Previous knowledge:

Students observe pictures related to the lesson topic developing listening skill
in the English language teaching.

1.3. Challenging conflict question

What is listening process for English language teaching?

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 II. CONTENT DEVELOPMENT

A. How to improve your listening skills effectively? What do you think about it?

1. Why is listening so important for ELT?

It should not be difficult to realize the importance of listening when we consider that it
occupies about 45 per cent of the time adults spend in communication. This is

2. What are Listening strategies?

Listening strategies are techniques or activities that contribute directly to the

comprehension and recall of listening input.

The context gives input, provides resources for the process and sets requirements to
the output. Listening strategies can be classified by how the listener processes the
input.

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 In real-life listening, students have to use a combination of the two processes,
with more emphasis on top-down or bottom-up listening depending on their reasons
for listening. However, the two types of listening can also be practiced separately,
as the skills involved are quite different.

3. What are Top –down listening strategies?

Top-down strategies are listener based; the listener taps into background knowledge
of the topic, the situation or context, the type of text, and the language. this
background knowledge activates a set of expectations that help the listener to
interpret what is heard and anticipate what will come next.
top-down strategies include:

➢ listening for the main idea

➢ Predicting
➢ drawing inferences
➢ summarizing

LISTENIG ACTIVITIES RELATED TO TOP DOWN LISTENING STRATEGIES.

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4. What are Bottom-Up listening strategies?

Bottom-up strategies are text based; the listener relies on the language in the
message, that is, the combination of sounds, words, and grammar that creates
meaning.

Bottom-up strategies include:

• listening for specific details

• recognizing cognates
• recognizing word-order patterns

BOTTOM - UP LISTENING STRATEGIES

5. What are metacognitive listening strategies?

What are they? Metacognitive listening strategies involves thinking about your
listening skills and becoming aware of how you listen and how you can
improve your listening.

• Strategic listeners also use metacognitive strategies to plan, monitor, and

evaluate their listening.
• They plan by deciding which listening strategies will serve best in a particular
situation.
• They monitor their comprehension and the effectiveness of the selected
strategies.

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• they evaluate by determining whether they have achieved their listening
comprehension goals and whether the combination of listening strategies
selected was an effective one.
How to do it…!

• After doing some listening work, put students into small groups and ask them to
discuss how they did on the listening activity.
• We can provide discussion questions to guide them, such as:

✓ What was the most difficult part of the listening?”

✓ or “What strategies did you use to get the most out of the listening?”

EXAMPLES RELATED TO TOP-DOWN AND BOTTOM – UP STRATEGIES

BOTTOM – UP

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TOP DOWN

TOP -DOWN

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 III. BIBLIOGRAPHIC REFERENCES

- Jack C. Richards (2007) La enseñanza comunicativa de las lenguas.

- Harmer, Jeremy, (2007). “How to Teach English” Pearson Education Limited,
Malaysia
- MED, (2001) Didáctica General de la Enseñanza de los idiomas.
- MED, (2007) OTP para el área Idioma Extranjero. “Orientaciones para el Trabajo
- Pedagógico”
- UR, penny (1996) A course in Language Teaching, Practice and Theory Cambridge
University Press, UK

IV. LEARNING ACTIVITY

Work in pairs or in group of four:

1. Make a research about what Top-down and Bottom up listening strategies are
in the English Language teaching. Give at least one example for each strategy
(Top-Down and Bottom –up) using a listening activity for an English class.

2. How can we use metacognitive listening strategies for ELT?

NOTE: This work in group will be explained and exposed in seminar class.

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 V. EVALUATION

Desarrolló la Acierto de Conoce el tema y Nivel

tarea en un argumentos e brinda académico
Nota
100% ideas en la conclusiones en del trabajo
exposición la exposición. realizado.
Estudiantes
(0-6p) (0-6) (0-4 p)
(0-4 p)

1.

2.

3.

4.

5.

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