Listening and Turn-Taking

Overview

In this 45-minute lesson, students practise active listening and turn-taking during short identity conversations. They build on previously learned greetings and wellbeing questions in Spanish and te reo Māori, using fictional identities so that everyone can participate safely and confidently.

Learning intentions

• WALT use active listening and turn-taking in identity conversations.
• WALT greet someone and ask one prepared question in Spanish or te reo Māori.
• WALT respond appropriately using familiar language and respectful listening behaviours.
• WALT notice that listening behaviours may differ across settings and people.

Success criteria

• I can greet someone and ask one prepared question.
• I can listen without interrupting and show I am ready for the other person to speak.
• I can respond appropriately using a familiar phrase, “āe”, “kāo” or “me āwhina?” where appropriate.
• I can explain that people may show respectful listening in different ways.

Curriculum links

• Communicating in classroom using an extended repertoire of instructions and short interactions.
• Classroom instructions and interactions.
• Giving and following basic instructions.
• Cultural and sociolinguistic knowledge: using polite, clear and purposeful language while acknowledging relationships and place.
• Key competencies: relating to others; managing self; participating and contributing.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and listening hook. Teacher welcomes students and opens the introduction and listening hook slides, displaying two fictional characters having a conversation; ask, “What might show that someone is listening?” Students share ideas such as waiting, facing the speaker if comfortable, nodding, or using a brief response. Explain that respectful listening does not require one eye-contact rule: people and settings differ, and students may listen in ways that feel safe and appropriate.

2. 5–12 min · Model the language. Teacher revisits the phrases on the language model slides and models a short exchange with a student or puppet:

• Spanish: “¿Cómo estás?” — “Estoy bien.”
• Māori: “Kei te pēhea koe?” — “Kei te pai.” Add “āe” (yes), “kāo” (no) and “me āwhina?” (may I help?/do you need help?) where appropriate. Students echo the phrases, practise the turn-taking rhythm, and identify when a speaker has finished.

3. 12–20 min · Guided rehearsal. Teacher distributes the identity conversation rehearsal and peer-check sheet and the conversation role-play cards. Demonstrate choosing a fictional identity and one question from the visual prompts. In pairs, students rehearse greeting, asking one prepared question, waiting, responding, and closing; partners use the checklist to notice listening without interrupting. Teacher circulates, gives pronunciation support and records brief audio notes for students needing further practice.

4. 20–30 min · Question-card carousel. Teacher uses the carousel instruction and discussion slides to explain that students rotate to a new partner every two minutes, keeping the same fictional identity or choosing a new one. At each station, students greet, ask one prepared identity question, listen, respond, then swap roles. Students may answer in Spanish, te reo Māori, or with supported language as appropriate; partners show listening through a comfortable, respectful behaviour rather than a prescribed gaze.

5. 30–38 min · Talking-object circle. Teacher places a talking object in the centre and displays the talking-object circle slides. Explain: only the person holding the object speaks; others listen, wait, and may respond briefly when invited. Students sit in a circle and take turns greeting the group or answering one teacher-selected question as their fictional identity. The teacher pauses to affirm clear, purposeful language and respectful responses, including “āe”, “kāo” and “me āwhina?” when they fit the interaction.

6. 38–45 min · Partner audio recording and reflection. Teacher models the recording routine on the recording and plenary slides: introduce the fictional identity, greet, ask one question, listen, respond, then swap roles. Pairs record one short exchange on a tablet or choose a quiet recording space; students complete the final peer-check items on the identity conversation rehearsal and peer-check sheet. Finish with two or three volunteers sharing one listening behaviour that helped. Collect sheets or photograph them for evidence.

Resources

• the identity conversation and listening deck
• the identity conversation rehearsal and peer-check sheet
• the conversation role-play cards
• Talking object
• Tablets or audio-recording devices
• Headphones and a quiet recording space
• Visual glossary with Spanish, te reo Māori and English
• Large-print question prompts
• Fictional identity name cards or simple character pictures

Assessment

• Observe pair and carousel conversations for greeting, one prepared question, waiting, listening and an appropriate response.
• Use the peer checklist and brief teacher audio notes to identify pronunciation, confidence, turn-taking and support needs.
• Check recordings or provide an oral exit response: “One way I showed listening was…” Students may answer in English, Spanish or te reo Māori.

Differentiation

• Provide visual question cards, colour-coded speaker/listener prompts, gesture cues, rehearsal time and sentence frames. Accept oral responses instead of written responses.
• Offer AAC symbols, a communication board, partner modelling, slower teacher speech and the option to point, select or repeat a response.
• Provide dyslexia-friendly large-print prompts with clear sans-serif type, strong contrast, limited text and no requirement to read aloud. Students may record privately or respond one-to-one with the teacher.
• Support sensory and social needs with a quiet recording option, flexible seating and permission to use a comfortable listening behaviour. Advanced learners ask one relevant follow-up question and sustain the exchange for an additional turn.