Listening for Key Information

Overview

Lesson 10 of 15 in Ngā Rangatira, Ngā Kōrero. Students listen to short spoken biography and instruction texts, record key information, clarify meaning in te reo Māori, and collaboratively reconstruct a message.

Learning intentions

• WALT listen for and record key information in spoken biography and instruction texts.
• WALT identify the topic, main ideas and supporting details in spoken Māori.
• WALT ask for clarification and confirm meaning in te reo Māori.
• WALT use listening notes to reconstruct and summarise a spoken message.

Success criteria

• I can identify the topic and main idea of a recording.
• I can record important details such as people, places, times, actions and sequence.
• I can ask for clarification using phrases such as Tēnā, whakahuatia anō and He aha te tikanga o…?
• I can work with others to reconstruct the message accurately.

Curriculum links

• Understanding and responding to spoken te reo Māori in familiar and less familiar contexts.
• Communicating information and ideas about people, events and processes.
• Using appropriate language structures, including active sentence patterns and negation where relevant.
• Developing the key competencies of managing self, participating and contributing, relating to others, and using language, symbols and texts.

Lesson structure (60 minutes)

1. 0–5 minutes – Whakatau and listening hook Greet students in te reo Māori and display the learning intention and success criteria using the opening and learning intention slides. Ask: He aha ngā mōhiohio matua ina whakarongo tātou ki tētahi kōrero mō te rangatira? Students predict what makes information useful: ko wai, kei hea, āhea, he aha, he pēhea.

2. 5–12 minutes – Pre-listening preparation Introduce a small set of vocabulary from the recordings, such as whānau, rangatira, whānau whakaheke, whāia, tuatahi, kātahi, i muri mai, kaua e, me. Students match each word to a short explanation or example sentence. Briefly revisit active negation, including kāore… i… and kaua e…, and explain that students should listen for what happened and what did not happen.

3. 12–22 minutes – First listening: biography Play or read a 45–60 second biography twice, using the biography listening prompt and the listening notes grid. The first time, students listen without writing and identify the topic. The second time, they record only key words under headings such as person, place, significant event, qualities and evidence.

4. 22–32 minutes – Compare, clarify and check Students compare notes in pairs, then form one group of four to agree on the most reliable details. Each student must ask or answer at least one clarification question, for example: Ka taea e koe te whakahoki anō?, Nō hea ia?, Ko wai te tangata i kōrerohia? Replay selected sections as needed. Discuss which details were essential and which were interesting but unnecessary.

5. 32–43 minutes – Second listening: instructions Introduce a short recording giving instructions for an age-appropriate task, such as preparing a simple snack or creating a kōwhaiwhai-inspired pattern. Students use the second section of the listening notes grid to record the materials, sequence and warnings. Play the recording twice, then invite students to request one replay or clarification in te reo Māori.

6. 43–54 minutes – Reconstruct the message In pairs, students reconstruct the instructions orally, using their notes and sequencing language: tuatahi, tuarua, kātahi, ā muri iho, hei whakamutunga. They then combine with the other pair and produce one agreed spoken version. Use the reconstruction task and discussion prompts to remind students to check the order, important details and any negation. Advanced students infer one unstated detail and explain the evidence for their inference.

7. 54–60 minutes – Summarise and assess Each student gives a 30-second summary of either the biography or the instructions. Students complete the final reflection on the self-assessment and exit response, stating one detail they heard, one clarification phrase they used or could use, and one listening goal for next time. Close with He aha te kōrero matua o tēnei rā?

Resources

• the complete lesson slide deck with hook, vocabulary, listening prompts, reconstruction instructions and plenary.
• the listening notes grid with biography and instruction sections.
• Two short teacher or student recordings, approximately 45–60 seconds each.
• Audio playback device and speakers.
• Whiteboard and markers.
• Prepared vocabulary and clarification phrases.
• Optional transcript for teacher use and targeted support.
• Timer.

Assessment

• Observe whether students identify the topic and record accurate, relevant details during both listening tasks.
• Listen for appropriate clarification questions and accurate use of sequencing language during reconstruction.
• Review the worksheet and oral summary for key information, order and understanding. Use the success criteria to give brief verbal feedback.

Differentiation

• Provide pre-listening vocabulary, visual prompts and a partially completed note-taking grid for students who need support.
• Replay audio in short sections; allow students to listen with a partner and use the teacher transcript after the second attempt.
• Accept key words, symbols or bilingual notes initially, then support students to turn selected notes into complete te reo Māori sentences.
• Extend advanced learners by asking them to infer unstated information, identify the speaker’s purpose or attitude, and summarise the recording in two or three concise sentences.