Whakariterite Kōrero

Overview

In this lesson (13 of 20) you will prepare for an oral presentation in Te reo Māori about the NZ Land Wars. You will practise correct pronunciation, place names, and key cultural protocols, using set opening and closing phrases.

Learning intentions

• Students will develop an oral presentation plan with 3 main points linked to the Land Wars unit.
• Students will practise mihi and whakatōhea (acknowledgements) using clear, correct pronunciation.
• Students will use presentation phrases to structure a spoken kōrero.
• Students will rehearse and refine delivery for audience clarity and respect.

Success criteria

• I can identify 3 main points for my oral kōrero and state them in sequence.
• I can pronounce key Māori words and place names using the guide provided.
• I can deliver an opening, mihi, and acknowledgement using appropriate protocol phrases.
• I can conclude using a chosen conclusion phrase and coherent final statement.

Curriculum links

• NCEA Te Reo Māori: speaking and presenting with control of pronunciation, structure, and meaning.
• NCEA: using cultural knowledge and protocols to guide speech (appropriate formal register).
• NCEA: producing and sustaining spoken language for a meaningful purpose (clarity, pace, and audience focus).

Lesson structure (45 minutes)

1. 2–5 min | Whakamahana (warming up)

• Teacher models 4 key phrases with slow/normal speech: “Tēnā koutou katoa”, mihi sentence starters, “hei whakakapi” (in conclusion), and a short acknowledgement phrase for whakatōhea.
• Students repeat in pairs, focusing on accuracy of sounds and stress patterns.

2. 5–12 min | Pronunciation focus (place names & key words)

• Students receive a short “pronunciation guide” handout for 6–10 target words/place names from prior lessons (already used in the unit).
• Teacher and class practise using “chorus then solo”: whole class repeats, then 3 volunteers deliver one word/phrase each with feedback.

3. 12–20 min | Build your kōrero structure

• Teacher provides a simple presentation template: opening → mihi → 3 main points (Point 1/2/3) → whakatōhea (acknowledgements) → “hei whakakapi” conclusion.
• Students write notes only (not full scripts), with one sentence cue for each main point and one protocol line each for mihi and whakatōhea.

4. 20–29 min | Rehearse in triads (feedback cycle)

• Students work in triads: Speaker, Feedbacker, Pronunciation Coach (rotate roles).
• Each speaker delivers a 60–90 second draft. Feedbacker checks: “Do you hear 3 main points?” Pronunciation Coach checks: “Which words did you stumble on? Which guide line will help next?”

5. 29–38 min | Micro-practice: delivery and control

• Students refine one target area based on feedback: pace, pausing, correct end of sentences, or using protocol lines confidently.
• Teacher does quick spot-checks: 6–8 students get a 30-second coaching prompt (for pronunciation or flow).

6. 38–44 min | Quick performance checks (whole-class, low stakes)

• Selected students deliver only the opening + Point 1 + acknowledgement (a short segment). Class listens for the success criteria: 3 main points later, but today we confirm structure and pronunciation readiness.
• Teacher records common pronunciation errors on the board for final practice.

7. 44–45 min | Exit reflection

• Students complete a 1-minute self-check: circle one word to practise at home and write one improvement for their next rehearsal.

Resources

• Pronunciation guide sheet with phonetic spelling (e.g., consonant clusters broken up for dyslexia-friendly access) and target place names from the unit
• Presentation template with sentence starters for mihi and whakatōhea
• Cue-card prompts: “Tēnā koutou katoa”, “hei whakakapi”, and conclusion starter options
• Small cue strips for each main point (Point 1/2/3) to help students reorder quickly
• Timer for triad rehearsal segments (teacher visible)
• Teacher checklist for listening feedback (3 main points, pronunciation, protocol use)
• Optional audio recording device/app for students to self-listen (no sharing required)

Assessment

• Formative assessment during triad rehearsal and teacher spot-checks: students show 3 main points planning readiness and practise protocol lines.
• Teacher observation of pronunciation against the provided guide for key Māori words/place names.
• Self-assessment at exit time: students identify one specific pronunciation target and one delivery improvement.

Differentiation

• Support
• Provide a completed model mini-kōrero (same template, shorter length) for students to follow.
• Offer phonetic pronunciation cards for target words and allow students to colour-code which words are “must-pronounce”.
• Sentence starters for each main point (choose one to complete) and a word bank for mihi/acknowledgement phrases.
• Extension
• Add an oratory technique requirement: use one traditional rhetorical device (for example, contrast/parallel wording or a respectful emphasis pause) within one main point.
• Require students to include an extra specific detail (date, iwi/hapū relationship, or a place name variant) while maintaining the 3 main points structure.
• EAL/Language support
• Allow rehearsal in first language for planning meaning first, then require only the protocol phrases and key vocabulary to be in Te reo Māori for the first draft.
• Provide “listen first, repeat, then speak” recordings (teacher voice) for difficult place names.
• SEN/Dyslexia-friendly
• Use phonetic spelling and larger font text; minimise copying by offering partially filled templates.
• Provide short cue cards instead of full paragraphs; allow students to read cue cards silently before speaking.
• Offer a clear one-page protocol strip with only the phrases used today.

Extension (optional)

• Use a traditional Māori oratory technique: add a respectful rhetorical turn at the end of Point 2 (e.g., a pause and emphasis phrase) and practise it 3 times before the final rehearsal segment.