Language STRATEGIES FOR

MOTHER TONGUE
for LISTENING and VIEWING

Group 2 – BEEd 2B
 Learning Objectives
•Acquire strategies for teaching listening and viewing
•Distinguish between bottom-up and top-down models of listening
•Categorize listening skills and activities as involving bottom-up or
top-bottom approaches
•Design activities for selected listening skills and;
•Design activities that target the development of viewing skills.
 What is Teaching Listening?
is a basic skill for different learning processes.
It is an active behaviour in contrast to reading which is
just a receiving of sound waves. 

There are three (3) 1.Hearing

basic steps 2.Understanding and;
listening involves: 3.Judging
A skills approach focused on such things as (Rost
1990):

discriminating sounds in words, especially phonemic contrasts.

deducing the meaning of unfamiliar words.
predicting content.
noting contradictions, inadequate information, ambiguities.
differentiating between fact and opinion.
 1. Pre-listening - means that the teacher
makes the students aware of a
situation and activates their prior
Three (3) knowledge.
different stages 2. While-listening - means that the
of teaching teacher gives the students visual
listening: support or guiding questions
beforehand.
3. Post-listening - is the stage where the
students become active and work with
what they had heard.
 What is the
Bottom-up Model and Top-down Model ?

1. Bottom-up Model

- holds that listening is a linear, data-driven process. Comprehension occurs to

the extent that the listener is successful in decoding the spoken text.

- happens when we understand language sound by sound or word by word, with

less use of background knowledge.

To develop bottom-up processing, students could be asked to:

• distinguish individual sounds, word boundaries, and stressed syllable

• identify thought groups

• listen for intonation patterns in utterances

• identify grammatical forms and functions

• recognize contractions and connected speech

• recognize linking words

 What is the
Bottom-up Model and Top-down Model ?
2. Top-down Model

- involves the listener in actively constructing meaning based on expectations,

inferences, intentions, knowledge of schema and other relevant prior knowledge

and by a selective processing of the input.

- happens when we use background knowledge to make sense of what we are

listening to what we are listening to.

 Top-down listening skills include
• listening for gist, main ideas, topic, and setting of the
text
• listening for specific information
• sequencing the information
• prediction
• guessing
• inferencing
 Mendelsohn (1994) summarizes the assumptions
underlying current methodology as:
 Listening materials should be based on a wide range of authentic texts, including both
monologues and dialogues.
 Schema-building tasks should precede listening.
 Strategies for effective listening should be incorporated into the materials.
 Learners should be given opportunities to progressively structure their listening by listening
to a text several times and by working through increasingly challenging listening tasks.
 Learners should know what they are listening for and why.
 Tasks should include opportunities for learners to play an active role in their own learning.
  Get ready for attention
Bottom-up  Use you eyes, too.
Listening  Repeat
Strategies  Chunk it
 Find key words
  Identify the topic
 Identify the speaker
Top-down  Make a prediction
Listening  Remember some vocabulary
Strategies  Form pictures in your mind
 Stay focused
 Take notes
 • Dictation
• Cloze listening
What are
activities • Use of multiple-choice questions
under Bottom- after a text and similar activities that
require close and detailed
up Model? recognition
• Processing of the input.
 • Putting a series of pictures or sequence
of events in order
What are • Listening to conversations and
identifying where they take place
activities
• Reading information about a topic then
under Top- listening to find whether or not the same
down Model? points are mentioned
• Inferring the relationships between the
people involved.
 What is Teaching Viewing?
In the Canadian Common Curriculum Framework, viewing is
defined as follows:
An active process of attending and comprehending visual
media, such as television, advertising images, films, diagrams,
symbols, photographs, videos, drama, drawings, sculpture and
paintings.’
It is about ‘reading’ – analyzing, evaluating and appreciating –
visual texts. Viewing is an active rather than a passive process.
 According to the Canadian Common Curriculum Framework,
active and effective viewers would ask themselves a series of
questions such as:
• What is the text representing?
• How is the text constructed?
• What assumptions, interests, beliefs, biases and values are
What do active portrayed by the text?
viewers do? • What is the purpose of the text?
• To whom is the text directed? Who does the text exclude?

• What is my reaction to the text? What causes this reaction?

• What personal connection and association I can make with this

text?
Active viewers engage in the following
procedure:

• Pre-viewing
• During viewing
• After viewing/Responding
 1. Film and video: The 3Cs and 3Ss
2. Paintings and photographs: See,
Three (3) Think, Wonder
Frameworks of 3. The Visual Thinking Strategies
Viewing (VTS)

Film and video: The
3Cs and 3Ss
This framework was developed by 
Into Film and is used widely in schools in
the UK. The 3Cs (Colour, Camera,
Character) and the 3Ss (Story, Setting,
Sound) framework can be used to help
students discuss and analyse all the
elements of a film text.
Colour
 What colours do you see?
 What do the colours make you feel?
 Why do you think certain colours are used?
 What mood do you think the colours create?
Camera
 What shots have been used? Can you name them?
 Through whose eyes do we see the story?
When do we see different characters’ point of view?  How could you tell when the story was taking place?
When does the camera move and when does it stay
still?
Character
What do the main characters look like?
 How do they speak and what do they say?
 How do they behave?
 Which character interests you the most? Why?
Story
 What happens in the beginning, middle and at the
end of the story?
 What are the most important things (events) that
happen in the story?
 How do we know where the story takes place?
 How long does the story take place in ‘real’ time?
Setting
 Where does the action take place?
 When and how does the setting change?
 How could you tell where the story was taking
place?
Sound
 How many different sounds do you hear? What are
they?
 How does the music make you feel?
 Are there any moments of silence?
 Can you hear any sound effects?
•The simplicity of the 3Cs and 3Ss framework makes it
easy to remember and use.
 Paintings and photographs: See, Think, Wonder
The See, Think, Wonder routine is one of the Visible Thinking Routines developed by
researcher-educators for Project Zero at Harvard University. This routine helps students
make careful observations and develop their own ideas and interpretations based on what
they see when viewing a painting or photograph by asking these three questions.

 What do you see?

 What do you think about what you see?
 What does it make you wonder?
By separating the two questions – ‘What do you see?’ and ‘What do you think about what
you see?’ – the routine helps students distinguish between observations and interpretations.
By encouraging students to wonder and ask questions, the routine stimulates students’
curiosity and helps students reach for new connections. This routine is designed to be easy
to remember, practical and invite a broad range of thinking moves. 

The Visual Thinking
Strategies (VTS)
The 
Visual Thinking Strategies
 (VTS) approach was co-
developed by Abigail Housen
and Philip Yenawine 30 years
ago. It finds meaning in
imagery and develops visual
literacy skills through learning
in the arts, fostering thinking
and communication skills
through listening carefully and
expressing oneself.
The approach works in the following way:
 Students silently examine carefully
selected art images
The teacher asks these three open-ended
questions
o What’s going on in this picture?
o What do you see that makes you
say that?
o What more can we find?
Students then …
o Look carefully at the image
o Talk about what they observe
o Back up their ideas with evidence
o Listen and consider the views of
others
o Discuss many possible
interpretations
o Construct meaning together
 The teacher …
o Listens carefully to each comment
o Paraphrases student responses
demonstrating language use
o Points to features described in the
artwork throughout the discussion
o Facilitates student discussions
o Encourages scaffolding of
observations and interpretations
o Validates individual views
o Links related ideas and points of
agreement/disagreement
o Reinforces a range of ideas
Types of authentic text that might be listened to or
viewed include:

• commercials performances
 podcasts  animated short films
 songs/music videos  fine art
 video clips  photographs
 movie trailers
 news clip
 live or recorded interviews
 live or recorded
 REFERENCES

• https://www.teachingenglish.org.uk/article/listening-top-down-and-bottom
• Listening: Top down and bottom up | TeachingEnglish | British Council | BBC
• Teaching Listening and Speaking – GRIN
• Teaching listening and viewing skills using authentic resources | passion4theprofession
• Teaching listening #5 – Listening strategies | Cambridge English
• Difference between top-down and bottom-up approach in listening
• bk_ELTD_Listening_004
• Current Trends in Teaching Listening and Speaking
DOCUMENTATION
 GROUP 2
Group Leader: Erika Honey M. Ereve

Members:
Jaynard S. Delos Reyes
Aira C. Bolasco
Aira Joy T. Luna
Alexandra Nicole C. Abejo
Catherine A. Gadon
Chester Ann D. Ferranco
Dianne Joyce A. Colesio
Glecyrie A. Delos Santos
Jessica T. Tasani
Lyka O. Soberano
Mary Ann B. Servancia
Mea France B. Payas
Pauline Grace M. Domingo
May Ann A. Francisco