Karl Emmett, IH, Sydney
Adapting authentic media for student-centered listening lessons

This presentation provides teachers with one way to curate online content into a cohesive lesson based on one topic without printing material.

This lesson shape encourages learner autonomy through guided use of online learning resources and peer discussions through to students producing similar resources and engaging with online communities interested in the same topic.

By the end of each lesson the students have done the following activities.

1. Learnt how to research new vocabulary in a vocabulary journal, including what websites to use to find example sentences and pronunciation.
2. Practised writing questions based on the source video or transcript.
3. Engaged in both top-down and bottom-up listening.
4. Studied the content of the target audio for comprehension, grammar, vocabulary and pronunciation features.
5. Practiced shadowing the audio or video.
6. Had a discussion based on the contents of the audio or video.

Transitioning from a digital media background to language teaching, I have spent the past nine years discovering and implementing digital media and film techniques in the classroom.

Through guidance from my DOS, head teachers and peers, I've been encouraged to adapt my materials and pedagogy to teach increasingly paperless classes that are designed to accommodate different language proficiency and learner autonomy as well as providing ample opportunities for meaningful communication between students.