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Recommended lesson procedure

  1. Predict and discuss the type of language and content likely to be in the DVD from the title of the DVD scenario.

    Through guided discussion, learners might predict that Unit 1 will introduce:

    • characters who are likely to be of similar age to themselves
    • greetings
    • pronunciation guides and/or alphabet
    • aspects of tikanga – Māori culture.

    As learners progress through the units, they will be able to use clues from the storyline to predict likely language and content of subsequent units.

  2. View the DVD scenario.
  3. Discuss the DVD scenario. Talk about what happened and what you think the characters are saying. In the case of DVD Unit 1 Scene 1, for example, the learners will probably guess that the characters are greeting each other and, since the scene is at the breakfast table, that it could be a specific morning greeting. The context will also give a clue that the boys are being invited to sit down and eat.
  4. View the DVD clip a second time. During and after the second viewing, confirm or modify the learners’ initial interpretations.
  5. Check the learners’ interpretation against the translation. Praise successful attempts and guide the learners to rethink any misconceptions. Direct translation may be necessary at this point for any parts that remain unclear.
  6. Form groups with the same number of students in them as there are actors in the scene.
  7. Read and act out the script. To maximise co-operation and encourage memorising new language, give each group only one copy of the script. Alternatively, students who are confident enough to re-create the scene without the aid of the script should be encouraged to do so.
  8. Watch He kōrero whakamārama on DVD and discuss the reo and tikanga explanations.
  9. Work through the activities at a pace to suit your learners. Promote maximum use of te reo Māori. In classes where Māori-speaking students are present, encourage them to add further relevant words and phrases, without translation. Give praise in te reo Māori using kia ora! and other expressions introduced in later units.
  10. Talk about how the new language items could be used in everyday situations in the classroom, playground and at home. Some suggestions are given in the teachers’ notes in each unit of work. Teachers and students will find many opportunities during the day to use additional words, phrases and idioms.
  11. Use te reo Māori in everyday situations and praise learners for doing so. Enlist the cooperation of the learners to look for opportunities to use te reo Māori in other curriculum areas as well.
  12. Revisit activities as often as necessary to consolidate learning.

Note: The above procedure is recommended for all units, with class teachers varying the pace and amount of repetition according to the needs of their learners. In most classes there will be a wide range of levels of prior knowledge. This should not be seen as a problem but rather as a valuable opportunity to put peer scaffolding into practice.

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