Listening to Powerful Voices

Overview

Lesson 1 of 6 in Persuade, Speak, Inspire. Students listen to short, age-appropriate extracts from diverse authentic speeches from Aotearoa New Zealand, identifying purpose, audience, topic and viewpoint. They notice how oral language, structure and delivery influence listeners while practising respectful, critical listening.

Learning intentions

• WALT identify a speaker’s purpose, audience, topic and viewpoint.
• WALT notice language, structure and delivery choices in spoken texts.
• WALT explain how a speaker influences listeners.
• WALT listen respectfully and respond to ideas with evidence.

Success criteria

• I can identify who is speaking, to whom and why.
• I can summarise the topic and viewpoint in my own words.
• I can describe at least two choices that make a speech powerful.
• I can support my response with a specific word, phrase or delivery feature.

Curriculum links

• Oral language: listening attentively, responding thoughtfully and presenting ideas clearly.
• Reading and viewing: interpreting purpose, audience, viewpoints and language choices in texts.
• Critical literacy: recognising how texts position audiences and whose perspectives are represented.
• NCEA English foundations: responding critically to spoken texts and analysing how language features create effects.

Lesson structure (45 minutes)

1. 0–5 minutes – Hook: What makes a voice powerful? Open with the opening question and speech image. Play two contrasting 20–30-second extracts from teacher-selected speeches by speakers from Aotearoa, such as a youth advocate, community leader, artist, athlete or public official. Ask students to silently note one difference they hear in tone, pace, words or purpose.

2. 5–10 minutes – Establish respectful listening Explain that powerful speaking can inform, challenge, encourage or call people to action. Co-construct listening expectations: eyes and attention on the speaker or text, no interruptions, curiosity about different viewpoints, and critique of ideas rather than people. Use the respectful listening expectations and clarify any cultural or unfamiliar terms before replaying the extracts.

3. 10–17 minutes – Model analysis Play one short extract again, using the model speech extract and four-part analysis. Think aloud: “The audience appears to be…”, “The speaker wants listeners to…”, and “The viewpoint is…” Model noticing one language feature, such as repetition or a direct address, and one delivery feature, such as pause or emphasis. Invite students to suggest evidence.

4. 17–29 minutes – Paired listening investigation Distribute the powerful voices listening grid. In pairs, students listen to two further short extracts from diverse Aotearoa New Zealand speakers. They record the purpose, audience, topic and viewpoint, then identify one oral-language choice, one structural choice and one delivery choice. Replay each extract once so students can check or add evidence.

5. 29–36 minutes – Compare and discuss Pairs join another pair and compare one speech feature that influenced them. Display the comparison prompts: “Which audience was being addressed?”, “What did the speaker want listeners to think, feel or do?”, and “Which choice was most effective?” Students must refer to a precise word, phrase or moment of delivery.

6. 36–42 minutes – Share interpretations Invite several groups to report. Encourage respectful disagreement by providing the stems “I agree because…”, “I noticed a different effect…”, and “The evidence for that is…”. Record useful examples under the headings language, structure and delivery using the class summary slide.

7. 42–45 minutes – Exit reflection Students complete the final section of the powerful voices listening grid: “A powerful speaker influences listeners by…” and “One listening skill I will use next time is…”. Collect responses to identify students who can distinguish topic from viewpoint and those needing further modelling in Lesson 2.

Resources

• the complete Listening to Powerful Voices slide deck
• the powerful voices listening grid
• Four teacher-selected speech extracts from Aotearoa New Zealand, each approximately 1–2 minutes
• Audio and display equipment
• Prepared transcripts or captions for each extract
• Timer and board or shared digital space
• Seating arranged for pairs and groups of four

Assessment

• Listen during pair and group discussion for accurate identification of purpose, audience, topic and viewpoint.
• Check worksheets for evidence-based observations about language, structure and delivery.
• Use exit reflections to plan next steps: retelling content, identifying viewpoints, or explaining effects on an audience.

Differentiation

• Provide transcripts, captions, replay points and a small word bank for students who need support with processing spoken language or unfamiliar vocabulary.
• Pair students strategically and offer the sentence frame: “The speaker wants ___ to ___ because ___.”
• For EAL learners, pre-teach key terms such as audience, purpose, viewpoint, repetition and emphasis, with examples and visual cues.
• Extend confident students by asking them to explain how the speaker’s choices position the audience and whether another audience might respond differently.