| Achievement objectives
| Possible learning and assessment activities
|
| 6.1 Give and follow instructions
| Students could be learning through:
- following spoken instructions for performing waiata ā-ringa or a simple task
- following instructions for finding out specific things about tikanga Māori, using the Internet
- writing instructions for a teenager who is going to do some housework and care for a child after school
- leaving an answer phone message to tell a friend where to meet them after school
- writing a set of negotiated rules for the classroom
- looking at a series of pictures that show how something is done and recounting the information in the correct order by telephone
- looking at a picture or map and giving directions to a partner or group for reproducing the picture or map
- taking part in communicative games, for example, Spot the Difference.
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| 6.2 Communicate about problems and solutions
| Students could be learning through:
- matching cards that describe symptoms of illness or other problems with a second set that suggest remedies or appropriate courses of action
- leaving an answer phone message that they are unable to meet a friend
- identifying a problem at school, such as a lack of storage lockers, and listing some possible solutions
- reading a short report of a disastrous event, such as an earthquake, and writing an account that advises readers about possible precautions
- discussing a scenario in which a rāhui that has been placed on a river after a drowning, making it tapu, is now to be lifted using karakia, so that the river will become noa again
- identifying kīwaha relevant to specific problems and solutions
- selecting appropriate waiata to accompany whaikōrero in different contexts/situations
- identifying and discussing whakataukī and pepehā associated with different iwi that are relevant to particular problems and solutions.
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| 6.3 Communicate about immediate plans, hopes, wishes and intentions
| Students could be learning through:
- listening to a phone message about arrangements for meeting someone later in the day and taking notes as they listen
- matching captions (that describe what people are about to do) with appropriate pictures, such as a person carrying a tennis racket, a fishing rod or an empty shopping bag
- interviewing a partner to find out some of their hopes, wishes and intentions for the immediate future, and introducing that person and their plans to two other people.
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| 6.4 Communicate in formal situations
| Students could be learning through:
- role-playing the part of a young person responding to the questions of a kaumātua who they have just met
- writing an email asking to reserve a room in a hotel or a youth hostel
- writing a transcript of a conversation between a chemist and a customer
- role-playing participants at the opening of a wharenui, at the donation of a taonga to a museum, or at a tangihanga
- observing and listening for specific features of a whaikōrero recorded on video
- writing letters asking for information from an information office
- role-playing a person ringing to make an appointment with a doctor
- identifying the formal components of karanga and their relationship to particular occasions.
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