Level 6: Assessment activities
6.1 Give and follow instructions
Students could be learning through:
- following taped or written instructions for performing a simple task;
- following instructions for finding out specific things about Māori culture, using the Internet;
- writing instructions for a teenager who is going to do some housework and care for a child after school;
- leaving an answerphone message to tell a friend where to meet them after school;
- playing the role of a travel agent who explains an itinerary to a client, making it clear where and when the client will catch or change trains, planes, or other forms of transport;
- writing a set of negotiated rules for the classroom;
- looking at a series of pictures that show how something is done and recounting the information in the correct order by telephone;
- taking part in communicative games (for example, “Spot the Difference”) or looking at a picture or map and giving directions to a partner or group for reproducing the picture or map.
6.2 Communicate about problems and solutions
Students could be learning through:
- matching cards (that describe symptoms of illness or other problems) with a second set (that suggest remedies or appropriate courses of action);
- filling in a “lost luggage” form;
- leaving an answerphone message that they are unable to meet a friend;
- composing railway station announcements about changes of platform or delayed or cancelled trains;
- using a television guide to play the roles of several family members squabbling over their choice of viewing for the evening;
- identifying a problem at school, such as a lack of storage lockers, and listing some possible solutions;
- reading a short report of a disastrous event, such as an earthquake, and writing an account that advises readers about possible precautions;
- identifying kīwaha relevant to specific problems and solutions;
- selecting appropriate waiata to accompany whaikōrero in different contexts/situations;
- identifying whakataukī and pepeha associated with different iwi that are relevant to particular problems and solutions.
6.3 Communicate about immediate plans, hopes, wishes, and intentions
Students could be learning through:
- listening to a phone message about arrangements for meeting someone later in the day, and taking notes as they listen;
- matching captions (which describe what people are about to do) with appropriate pictures, such as a person carrying a tennis racket, a fishing rod, or an empty shopping bag;
- interviewing a partner to find out some of their hopes, wishes, and intentions for the immediate future and introducing that person and their plans to two other people.
6.4 Communicate in formal situations
Students could be learning through:
- playing the roles of a railway or airline employee and a person buying a train or plane ticket;
- writing an email asking to reserve a room in a hotel or a youth hostel;
- writing a transcript of a conversation between a chemist and a customer;
- playing the roles of a post office employee and a person wanting to send a parcel;
- listening to conversations between tourists and information office employees and taking notes;
- observing and listening for specific features of a whaikōrero recorded on video;
- writing letters asking for information from an information office;
- role-playing a person ringing to make an appointment with a doctor;
- identifying the formal components of karanga and their relationship to particular occasions.