INDOAMERICA PUBLIC PEDAGOGICAL HIGHER EDUCATION COLLEGE

LEARNING GUIDE N°12

SEMINAR AREA
ENGLISH PROFESSIONAL CAREER - V

WEEK N°12

WEEK N°12

PERFORMANCE CRITERIA OF UNIT

N°4
 Reviewing relevant information about the
topics given in the unit II.

THEMATIC CONTENT

 Top - down & Bottom - up

 Captions before listening a story
 Speaking skill in ELT
 Communicative activities to promote
speaking skill.

Date: 26 - 07 -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.

Explaining the importance of learning the English language through the

development of speaking activities in the English language teaching .and
learning.

I. DIAGNOSTIC ACTIVITIES

1.1. Motivation:

Talking about how to develop a listening and speaking skills for the English
language teaching.

1.2. Previous knowledge:

Students answer some questions related to the listening and speaking skills in
the language learning.

1.3. Challenging conflict question

How can teachers develop listening and speaking skills in class?

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 II. CONTENT DEVELOPMENT

A. Listening strategies: Top-down and Bottom-Up /Metacognitive listening

strategies.

1.Top-down listening happens when we use background

knowledge to make sense of what we are listening to. We
already know a fair amount about the topic, and the story or
information we are getting fits into a previously established
schema.

 Identify the topic. Before you start figuring out what the speaker is saying, make
sure you know what they are talking about in general.

 Make a prediction. Think about what you already know about this topic, and
what you have heard this speaker say about it before.

 Remember some vocabulary. Is this a topic you have recently learned about? If
so, think of some of the key words and phrases you know in relation to this topic.

 Bottom-up listening, on the other hand, happens when we understand

language sound by sound or word by word, with less use of background
knowledge. Comprehension begins with the received data that is analyzed as
successive levels of organization – sounds, words, clauses, sentences, texts
until meaning is derived. Exercises that develop bottom-up processing
Recognize word and clause divisions
 Recognize key words and key transitions in a discourse
 Recognize grammatical relationships between key elements in sentences
 Most of the time, students will combine some bottom up and top down listening.

B. Listening strategies: Captions before listening a story.

It´s a short piece of text under a picture in a book, magazine, or newspaper that
describes the picture or explains what the people in it are doing or saying.

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C. Speaking skill: Definition, importance in the language teaching and learning

1.What is speaking?

Speaking is "the process of building and sharing meaning through the use of verbal
and non-verbal symbols, in a variety of contexts” (Chaney, 1998, p. 13).

Speaking is an interactive process of constructing meaning that involves producing

and receiving and processing information (Brown, Burns & Joyce, 1997).

2.How do we teach speaking skill? We have to consider the following aspects:

a. Provide real- life situations: Teachers should create a classroom environment

where students have real-life communication, authentic activities, and meaningful
tasks that promote oral language.

b. Collaborative learning: This can occur when students collaborate in groups to

achieve a goal or to complete a task. It refers to students working together in an attempt
to create knowledge and achieve shared learning goals.

c. Work in pairs and groups: Pair and group work provide excellent opportunities for
ELLs' oral language development because each student has more time to talk than in
a large group discussion, and students often feel more comfortable sharing their ideas

3.Why is speaking skill important in the language learning?

Speaking a language helps to move your knowledge of grammar, vocabulary, and
pronunciation from the back of your mind to the front, or from your 'slow memory' to
your 'quick memory. ' Given time, this will improve your fluency and memory too.

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Suggestions for teaching Speaking

 Provide maximum opportunity to students to speak;

 Try to involve each student in every speaking activity;
 Reduce teacher speaking time in class.
 Indicate positive signs when commenting on a student´s response.
 Ask eliciting questions such as “What do you mean? How did you reach that
conclusion? In order to prompt students, speak more.
 Circulate around classroom to ensure that students are on the right track
 Provide the vocabulary beforehand that students needs in speaking activities.

What is The Cone´s Dale?

The cone of learning is a visual guideline to how we can retain information from the
activities we are involved in. Generally, we learn actively or passively. Doing dramatic
presentation.

C. Speaking skills: communicative activities to promote speaking in ELT – I

Discussions: The students may aim to arrive at a conclusion, share ideas about
an event, or find solutions in their discussion groups. Before the discussion, it is
essential that the purpose of the discussion activity is set by the teacher.

Simulations: They are very similar to

role-plays but what makes simulations
different than role plays is that they are
more elaborate. In simulations,
students can bring items to the class to
create a realistic environment.

D. Speaking skills: communicative activities to promote speaking in ELT - II

Interview: Students can conduct interviews on selected topics with various people.
Conducting interviews with people gives students a chance to practice their
speaking ability.
Story completion: (1) For this activity, a teacher starts to tell a story, but after a
few sentences he or she stops narrating. (2) Then, each student starts to narrate
from the point where the previous one stopped

Picture narrating: This activity is based on several sequential pictures.

 Students are asked to tell the story taking place in the sequential pictures by
paying attention to the criteria provided by the teacher as a rubric.

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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 Work in pairs or in group of four:

IV. LEARNING ACTIVITY

-
I. Answer the questions according to the topics in unit II

1. How do you apply Top-down listening strategy? Give an example.

2. How do you apply Bottom-up strategy? Give an example
3. How do you apply metacognitive listening strategy? Give an example
4. How do you apply captions for a listening class?
5. What aspects should we consider for teaching speaking skill in class? Give
some suggestions.
6. What is the Dale´s cone?
7. What communicative activities can we apply for developing speaking skill in
class? Explain four of them. (8pts)

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V. EVALUATION

This questionnaire will be evaluated from 0-20

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