Greetings Across Contexts

Overview

Lesson 2 of 18 in Language, Identity, Connection. Students build on introductory language learning by choosing and using a Spanish or te reo Māori greeting that suits the person and situation. The lesson emphasises that greetings are connected to relationships, respect, and local tikanga, rather than being interchangeable scripts.

Learning intentions

• WALT choose a greeting suited to a person and situation.
• WALT use a beginner greeting in Spanish or te reo Māori.
• WALT show respectful body language and listen carefully during an interaction.
• WALT explain why a greeting may change according to context.

Success criteria

• I can use a suitable greeting in Spanish or te reo Māori.
• I can say the greeting clearly and listen to the response.
• I can show respect through my body language, voice, and attention.
• I can explain why I chose that greeting.

Curriculum links

• Learning Languages — using greetings, farewells, introductions, and basic personal information in a formal context.
• Learning Languages — formal greetings, farewells, and introductions.
• Spanish — using greetings and introductions in a formal context.
• Key competencies: relating to others; participating and contributing; managing self.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and connect. Teacher welcomes students and opens the welcome and context slides, then explains that today they will select greetings for different people and situations. Students listen, repeat a familiar greeting, and notice how voice, posture, and attention can communicate respect.

2. 5–15 min · Teacher modelling. Teacher uses the greeting model slides to introduce and model:

• hola — hello, Spanish
• buenos días — good morning, Spanish
• kia ora — hello, te reo Māori
• tēnā koe — greeting one person
• tēnā kōrua — greeting two people
• tēnā koutou — greeting three or more people

Model a new classmate, a friend, and an adult. Think aloud: “I am greeting one adult, so I choose tēnā koe.” Demonstrate facing the person, using a friendly voice, allowing personal space, and listening for a reply. Explain that greetings are not interchangeable scripts: relationships, number of people, time, language, and situation matter. Remind students that local tikanga and guidance from mana whenua or the school community should guide the use of te reo Māori. Students echo the words, practise respectful body language, and identify which greeting fits each modelled situation.

3. 15–30 min · Greeting movement game and matching stations. Teacher displays the game instruction and situation slides and gives each student a visual situation card or role-play badge. Students move safely around the room, finding a partner or group and greeting them appropriately. On a signal, they freeze, listen to a new situation, and choose a greeting. For the matching-card stations, students work in small groups to match greeting cards with picture situations and practise saying each match aloud. Include situations such as morning arrival, greeting one person, greeting two people, greeting a group, meeting a friend, and meeting an adult. Teacher circulates with a checklist, checking choice, pronunciation, listening, and respectful body language. Students may point to a card or use a non-verbal response before attempting the spoken greeting.

4. 30–40 min · Paired role-play. Teacher distributes the greeting situation recording sheet and explains the three role-plays using the role-play instructions. Students pair with a new classmate and practise:

• greeting a new classmate;
• greeting a friend;
• greeting an adult in a formal situation.

Partners take turns being speaker and listener, selecting a Spanish or te reo Māori greeting where appropriate. They record or draw the situation, greeting, and reason for their choice. Partners give kind feedback: “Your greeting matched the situation” or “Try saying it again clearly.” Teacher supports students who need repeated audio, a model, or a reduced choice of two cards.

5. 40–45 min · Reflection and exit check. Teacher revisits the reflection slides and asks: “How did the person, group size, relationship, or time affect your choice?” Students share one example with a partner, then complete the success criteria exit ticket slips by indicating which criteria they met and naming or drawing one greeting they used. Collect slips and invite two or three students to demonstrate a greeting with appropriate body language.

Resources

• the complete Greetings Across Contexts slide deck
• the greeting situation recording sheet
• Greeting word-and-picture cards for hola, buenos días, kia ora, tēnā koe, tēnā kōrua, and tēnā koutou
• Visual situation cards
• Role-play badges
• Audio recordings of each greeting
• Teacher observation checklist
• Whiteboard and markers
• the success criteria exit ticket slips

Assessment

• During modelling and the movement game, listen for accurate or developing pronunciation and ask students to justify a greeting choice.
• Use a checklist during matching stations and role-play to record whether each student chooses an appropriate greeting, speaks or communicates it understandably, listens, and uses respectful body language.
• Use the exit slip to identify students who can name or show a suitable greeting and explain how context influenced their choice.

Differentiation

• Provide colour-coded greeting cards, picture cues, gesture prompts, and repeated audio. Use the same colour for each greeting across slides, cards, and the worksheet.
• Read all instructions aloud, use a clear sans-serif font and generous spacing, and avoid requiring students to decode dense text. Pair dyslexic learners with a supportive partner and allow pointing, drawing, echoing, or recorded responses.
• Offer a choice of two greetings, private rehearsal, teacher modelling, and non-verbal participation before spoken participation. Do not require eye contact; teach respectful alternatives such as facing the speaker and listening.
• For advanced learners, ask them to explain precisely why a greeting changes, compare two possible choices, or create a new situation for another pair to solve. Encourage careful use of macrons when reading and writing te reo Māori.