Ngā Mahi o te Kura

Overview

This is lesson 4 of 12 in Te Kura, Tōku Ao. Students develop listening comprehension by identifying familiar school activities and subjects in short oral statements, distinguishing the structure Kei te…, and matching what they hear to images or written options.

Learning intentions

• WALT whakarongo mōhio ki ngā kupu mō ngā mahi me ngā kaupapa o te kura.
• WALT mōhio ki te tauira rerenga kōrero Kei te….
• WALT whakarite i ngā kōrero ā-waha ki ngā whakaahua me ngā mahi.
• WALT whakamahi i te reo Māori hei tuku urupare poto.

Success criteria

• I can recognise ako, pānui, tuhituhi, tākaro, Pāngarau and Pūtaiao when I hear them.
• I can identify who or what is described in a Kei te… statement.
• I can match an oral statement to the correct image or activity.
• I can say or write one correct Kei te… sentence.

Curriculum links

• Te Reo Māori introduction: connecting language learning with identity, culture and the Māori worldview.
• Te Reo Māori introduction: noticing how language varies and how manaakitanga and whanaungatanga shape communication.
• Te Reo Māori introduction: communicating respectfully and considering others’ perspectives.
• Learning Languages: developing listening, interaction and language knowledge to support future learning in te reo Māori.

Lesson structure (45 minutes)

1. 0–5 min · Whakawhanaungatanga and recall. Teacher welcomes students in te reo Māori, displays the lesson goals in the opening and learning-intention slides, and briefly revisits vocabulary from the previous lesson by asking, “He aha tēnei?” while showing six school-related images. Students respond individually, then compare answers with a partner; they may use gestures or point if they are unsure.

2. 5–12 min · Hear and notice. Teacher introduces or revises ako, pānui, tuhituhi, tākaro, Pāngarau and Pūtaiao, modelling pronunciation and explaining that Kei te… signals an action or activity happening now. Teacher plays or reads the six model statements from the vocabulary and pronunciation slides, for example, “Kei te pānui au” and “Kei te ako a Mere.” Students repeat naturally, identify the repeated pattern, and show a thumbs-up when they hear a target word.

3. 12–22 min · First listening match. Teacher distributes the school activities listening-match worksheet and explains that students should listen before writing. Teacher reads six short statements twice, with a pause after each; the first reading is for meaning and the second is for matching. Students number or circle the image that matches each statement, working independently first and checking with a partner.

4. 22–32 min · Pair listening challenge. Teacher displays the pair-activity instruction and listening-challenge slides and reads a new set of statements, including different people and subjects, such as “Kei te tuhituhi a Hemi” and “Kei te mahi Pāngarau a Ani.” Students hold up, point to, or write the matching activity number, then explain their choice to a partner using “I rongo au i te kupu…”. Teacher repeats selected statements at natural but accessible speed and checks understanding without translating every word.

5. 32–39 min · Correct or incorrect? Teacher says or plays four statements while deliberately showing a mismatched image on the correct-or-incorrect discussion slides. Students decide whether the spoken statement matches the image, showing one finger for tika and two for hē. They justify one answer by naming the word they heard. Teacher clarifies pronunciation, meaning and the distinction between the activity words, affirming careful listening rather than speed.

6. 39–45 min · Whakamātau and exit check. Teacher asks each student to complete the final worksheet item: write or select one Kei te… sentence and identify its meaning. Students share their sentence with a partner, then complete a brief oral exit check by choosing one image after hearing a final statement. Teacher closes with the plenary and reflection slide, asking, “He aha te kupu hou i maumahara koe?” and records students needing further vocabulary or listening support.

Resources

• the complete lesson slide deck
• the school activities listening-match worksheet
• Six clear images representing the target activities and subjects
• Teacher script or audio recording of the listening statements
• Whiteboard and markers
• Student headphones, if audio is used
• Class list for recording listening observations

Assessment

• During modelling, check whether students recognise the target vocabulary and hear the repeated Kei te… structure.
• During the matching and correct-or-incorrect tasks, note accuracy, use of listening evidence and ability to distinguish similar activities.
• Collect or quickly scan the worksheet and record whether each student can match oral language and produce or select an accurate Kei te… sentence.

Differentiation

• Provide a small visual word bank and allow students to point, circle or use gestures before producing spoken language.
• Seat students strategically for partner rehearsal; read each statement twice and pause between key words for learners who need additional processing time.
• For EAL learners or students requiring learning support, model the pronunciation in short chunks, avoid unnecessary translation, and pair oral language with consistent images and written words.
• Extend confident learners by including a person’s name, changing the subject or asking them to create a new statement for a partner to match, while maintaining respectful turn-taking and encouragement.