Context

This is Lesson 10 of 12 in the Year 11 Languages unit "Understanding Disasters in NZ". Students will present their researched findings on New Zealand disasters, focusing on clear speech, structured content, and the use of visual aids. This lesson is designed for a mixed-ESOL class with students ranging from CEFR levels A0 to B1, culturally diverse, working toward NCEA English Language unit standards and CAA L1 Literacy external assessments.

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Learning Objectives

By the end of the 60-minute lesson, students will be able to:

• Clearly present their disaster research findings, using visual aids appropriately (Reading, Writing, and Speaking contexts).
• Use structured language to organise their presentation with a clear introduction, body, and conclusion.
• Demonstrate oral language skills appropriate to Year 11 level, with emphasis on clarity, volume, and pace.
• Employ sentence stems and vocabulary relevant to disasters, supported by scaffolded prompts.
• Understand and incorporate up to five basic Māori words related to disasters, respecting cultural connections (linking to Ngā Kawatau me ngā Tūmanakotanga o Te Tauihu).
• Reflect on their speaking performance and respond to peer feedback using positive self-talk and metacognitive strategies.

These objectives align with the New Zealand Curriculum (English learning area, Levels 5-6) with a focus on oral language, vocabulary development, and the confidence to communicate for learning and social purposes. ESOL differentiation is embedded through scaffolded sentence stems, visual aids, and peer support.

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Key Curriculum Links

• English Learning Area - Oral Language:
• Speak to communicate information, ideas and opinions clearly and persuasively, adapting oral language to audience and purpose (Level 6).
• Use speech that is fluent and coherent by planning, rehearsing, and presenting (Level 6).
• English Language Unit Standards (NCEA Level 1) - Speaking clearly, presenting ideas, and using supporting materials.
• CAA L1 Literacy: Communicating with clarity and structure to fulfill the task requirements.
• Ngā Kawatau me ngā Tūmanakotanga o Te Tauihu: Integrate Māori language and perspectives relevant to disasters.

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Lesson Outline

Time	Activity	Notes & Differentiation
0-5m	Introduction & Lesson Purpose	Teacher briefly recaps Unit focus on disasters in NZ and today's focus on presenting. Introduce Māori words related to disasters (e.g., rūwhenua (earthquake), āwhina (help), hau (wind), awa (river), ahi (fire)). Visual flashcards reinforce meaning.
5-15m	Modelling Clear Presentation	Teacher models a short (2-min) clear presentation on an assigned disaster topic with visuals. Focus on clear articulation, volume, pace, following structured content (intro, main points, conclusion). Use sentence stems/prompts on slides. Questions encouraged after.
15-25m	Group Practice with Sentence Stems	In pairs, students rehearse their own disaster presentations using sentence stems and/or personalised scaffolds tailored to their CEFR level. Teacher circulates to provide feedback and support. Visual aid use is practised.
25-40m	Student Presentations (Part 1)	First 6 students present to the class (~2 minutes each). Other students listen actively using a feedback checklist focusing on clarity and use of Māori words. Teacher provides in-the-moment constructive feedback.
40-50m	Student Presentations (Part 2)	Remaining 6 students present. Repeat feedback process. Peer feedback encouraged, using sentence stems. Accommodations for lower-level ESOL students include allowed use of notes or brief prompts.
50-55m	Self and Peer Reflection	Students complete a simple self-assessment checklist on their own presentation and feedback received. They write or orally share one strength and one learning goal for next time, supported by sentence starters.
55-60m	Lesson Wrap-up & Cultural Connection	Recap key vocabulary and Māori concepts learned. Brief class discussion on the importance of language respecting New Zealand’s cultural heritage when discussing natural disasters. End with a group karakia (blessing) or waiata relevant to community resilience (optional).

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Teaching and Learning Strategies

• Visual supports: Use photo-type images of teenage female students from diverse cultures (Myanmar, Japanese, Chinese, Colombian, Chin) in disaster settings or presenting. Visual aids support vocabulary and comprehension.
• Sentence stems: Provide examples such as "My disaster is...", "This happened because...", "The impact was...", "To help, we can...". Supports lower-level speakers.
• Modelling and Think-Aloud: Teacher demonstrates planning and delivering a clear presentation with highlighted Māori vocabulary.
• Peer feedback focus: Foster respect and constructive language using sentence stems "I liked when you...", "You could improve by...".
• Metacognitive strategies: Encourage reflection on speaking skills, volume, and pacing; prompt positive self-talk and goal setting.
• Māori integration: Introduce 3-5 Māori words per unit, relevant to disasters, referencing Ngā Kawatau me ngā Tūmanakotanga o Te Tauihu, linking language to identity and place.

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Assessment

Formative:

• Observation during paired rehearsals and presentations, focusing on clear speech, structured content, and use of visual aids.
• Peer and self-assessment checklists to reflect on presentation effectiveness and language use.
• Teacher feedback on clarity, structure, and cultural language use.

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Resources

• Visual aid templates or Google Slides with simple, labelled images related to disasters and presentation structure.
• Printed or digital sentence stems and vocabulary lists including Māori words.
• Audio-visual example of a short disaster presentation by a model speaker.
• Feedback checklist for listening students.

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Differentiation

• Lower CEFR level learners (A0-A1): Use heavily scaffolded sentence stems and visuals; allow note cards during presentation.
• Medium level learners (A2): Encourage more independent use of descriptive vocabulary and limited sentence complexity with practise.
• Higher level learners (B1): Challenge to incorporate evidence or cause-effect language; encourage more natural pacing and volume control.
• Visual and auditory learners: Use videos and images to support content.
• Culturally responsive: Include content and vocabulary connecting to students’ own cultures and community disaster knowledge.

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Māori Language Integration

• Teach and reinforce these five Māori terms for the unit:

• Rūwhenua – Earthquake

• Āwhina – Help/Assist

• Hau – Wind

• Awa – River

• Ahi – Fire

• Include pronunciation practice and short explanations of how these concepts relate to disasters in Aotearoa New Zealand.

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Closing

This lesson plan provides a scaffolded, culturally inclusive approach to develop year 11 ESOL students' speaking skills in presenting structured research findings about disasters in New Zealand. By embedding Māori language and cultural concepts with explicit teaching of oral presentation skills and vocabulary, it aligns with the New Zealand Curriculum and supports progression toward NCEA and CAA literacy standards.

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