Te Hanga Whaikōrero

Overview

Lesson 1 of 4 in the unit “Ko Wai Au? – Whaikōrero Journey”. Students are introduced to the structure and purpose of whaikōrero, with particular attention to the tauparapara as an opening that establishes identity, connection and readiness to speak. The teacher models a short, locally appropriate example before students identify its parts and begin practising.

Learning intentions

Students will:

• understand the main components of a whaikōrero;
• explain the purpose of a tauparapara;
• identify how language and structure suit a formal speaking context;
• begin delivering a short tauparapara with appropriate voice and confidence.

Success criteria

• I can name and order key parts of a whaikōrero.
• I can explain why a tauparapara is used.
• I can identify words or phrases that show identity and connection.
• I can practise a tauparapara using clear pronunciation, pace and respectful delivery.

Curriculum links

• Te Reo Māori Taumata 4 — Rautaki Reo: explaining the relationship between different forms of Māori and other kōrero within a formal topic.
• Te Reo Māori Taumata 4 — Āheinga Reo: asking relevant questions and giving explanations that persuade and affirm.
• Te Reo Māori Taumata 4 — Rautaki Reo: developing fluency and adapting language for formal communication.
• Te Reo Māori Taumata 4 — Āheinga Reo: selecting language features to strengthen authentic and creative texts.

Lesson structure (30 minutes)

1. 0–4 min · Whakatau and hook. Teacher welcomes students, establishes respectful listening expectations, and opens the opening question and visual: “He aha te take ka tīmata te kaikōrero ki ōna hononga?” Students share one idea each about how a speaker might show who they are and where they belong.

2. 4–10 min · Teacher modelling. Teacher explains that whaikōrero is formal spoken language and introduces a simple structure: tauparapara, mihi or whakatau, whakapapa and connections, kaupapa, and whakakapi. Teacher models a short, appropriate tauparapara, using local tikanga and pronunciation, then repeats it at a slower pace. Students listen without interrupting and record or point to the section they hear on the whaikōrero structure and listening worksheet.

3. 10–15 min · Notice and discuss. Teacher returns to the labelled whaikōrero structure slides and asks: “He aha te mahi a te tauparapara?” and “He aha ngā hononga e rangona ana?” Students work together to match the modelled phrases to the structure, explaining their choices. Teacher clarifies that tauparapara can vary between iwi, hapū and speakers; students should use the form taught by their kaiako or local community.

4. 15–22 min · Guided language practice. Teacher displays the tauparapara practice steps and breaks the model into short phrases. Students practise chorally, then take turns saying one phrase while the teacher supports pronunciation, breathing, pace and volume. Each student highlights the phrase they will practise on the personal tauparapara planning section and identifies the connection or place represented.

5. 22–27 min · Paired rehearsal. Teacher gives feedback using three prompts: “Kia mārama te whakahua”, “Kia tika te tere”, and “Kia rangona te hononga.” Students take turns delivering their short tauparapara to each other, then give one warm feedback comment and one next step. The teacher listens closely and models any difficult sounds again.

6. 27–30 min · Whakakapi and exit check. Teacher displays the recap and exit question and asks students to complete the retrieval practice exit ticket slips: “He aha te tauparapara?” and “He aha tētahi mea ka whakapai ake koe i tō tuku?” Students share one response orally before leaving.

Resources

• the whaikōrero introduction and modelling deck
• the whaikōrero structure and listening worksheet
• the retrieval practice exit ticket slips
• Whiteboard and markers
• Teacher-selected, locally appropriate tauparapara
• Timer
• Pencils or highlighters

Assessment

• During modelling and discussion, check whether students can name the tauparapara and explain its purpose.
• During rehearsal, listen for clear pronunciation, suitable pace, audible volume and respectful formal delivery.
• Use the exit ticket to identify students’ understanding of structure and their next speaking goal for Lesson 2.

Differentiation

• Provide the model in short, clearly separated phrases, with written and visual prompts on the worksheet and slides.
• Allow students to rehearse quietly with the teacher, use a prompt card or point to words before speaking independently.
• For students needing language support, pre-teach key terms such as whaikōrero, tauparapara, hononga, whakapapa and kaupapa, with English explanations where helpful.
• Extend confident students by asking them to explain how changing pace, emphasis or vocabulary can affect the listener, while ensuring any personal or whakapapa information shared is chosen safely and respectfully.