Level 4: Assessment activities
4.1 Request, offer, accept, and decline things, invitations, and suggestions
Students could be learning through:
- observing and taking part in simulated meal-table dialogues involving requesting, offering, accepting, and declining things;
- requesting, offering, accepting, and declining things and giving reasons, while role-playing situations such as preparing the tables for a hui;
- identifying invitations and responses in dialogues and then supplying similar invitations and responses where they are omitted in similar dialogues;
- producing a poster to advertise a forthcoming event;
- reading invitations, acceptances, and refusals relating to a social event and then writing their own for a different occasion;
- role-playing people offering a selection of items for a proposed jumble sale and people responding by accepting or declining.
4.2 Communicate about plans for the immediate future
Students could be learning through:
- asking or answering questions about what they will do because they have an afternoon off school;
- listening to a family talking about what each member plans to do later in the day or during the weekend and preparing a checklist for each person;
- listening to two people discussing their immediate plans and recording, on a checklist, what each will or won’t do;
- giving information about the itinerary for a school trip and filling in itinerary sheets while asking questions to clarify and confirm what they hear.
4.3 Communicate about obligations and responsibilities
Students could be learning through:
- making a list of what they are expected to do by their elders, parents, teachers, siblings, communities, and friends;
- asking friends what they are expected to do at home or at their marae, listing these obligations, and then preparing to role-play a short radio broadcast in which they interview their friends about these expectations;
- conducting a classroom survey on household tasks and summarising the results as a class;
- asking a teacher or parent what is expected of them (students) on a planned visit to a local marae.
4.4 Give and seek permission
Students could be learning through:
- role-playing a situation in which people ask for, and give or withhold, permission, for example, where teenagers request permission from their parents to go to a late-night party;
- creating a poster listing simple classroom rules or the rules of conduct on a local marae;
- listening to dialogues involving giving, receiving, and declining permission and recording against a checklist whether permission is granted, whether there are conditions if it is granted, and what reasons are offered for granting or not granting permission;
- role-playing seeking permission to visit a local marae.
4.5 Communicate about the quality, quantity, and cost of things
Students could be learning through:
- selling and buying items from a classroom-based “market stall”, asking and answering questions about the quality and cost of things;
- comparing items from a shopping catalogue in terms of quality and price and making a shopping list based on their comparisons;
- making a shopping list, which includes the reasons for their selections, on the basis of information about quality, quantity, and cost (delivered in a simulated morning “shopping basket” broadcast);
- preparing an advertising brochure that states why (in terms of cost and quality) customers should buy each item;
- using a simulation of a market stall to practise requests about quantities and to discuss the quality of goods.