Greeting_ meeting and parting

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					                                                                 The guided teaching and learning sequence
    Greeting, meeting and parting                                1. As you meet each learner at the start of this
                                                                      session, use a variety of greetings suitable for
                                                                      the situation, for example, “Hi George, nice to
    LiVoc     LiL&T      SpVoc       SpL&T       LiSpInt
                                                                      see you”, “Good morning Ms Smith, how are
The purpose of the activity                                           you today?”, “Kia ora, Huhana, how’s it going?”
Managing simple and more complex social,
                                                                 2. Explain that the purpose of this activity is
community and workplace exchanges usually starts
                                                                      to share what we know about greetings and
and finishes with socially-prescribed interactions.
                                                                      similar social practices, and to extend the
The purpose of this activity is to give learners
                                                                      choices we have.
choices and to practise commonly used ways
of greeting, introducing and farewelling people.                 3. Discuss the greetings with the group to elicit
Customary practices such as whaiko rero can also                      their responses to the expressions you used.
be included in this scope.                                            Talk about other ways to greet people and, as
                                                                      new expressions are shared, talk about the
This activity can be used at different and/or
                                                                      kinds of people and places you might use them.
multiple levels according to learners’ needs. It can
also be used as the basis for establishing shared                4. Have learners work in pairs to try out a
routines within an organisation. The mother tongue                    greeting they have not used before. Ask for
languages of learners can be used as well to help                     feedback when they have done this.
build a sense of community.                                      5. In the same way, discuss the different ways
The teaching points                                                   we might introduce a new person to the group,
                                                                      to an elder of the community, or to a new
•    Learners share their experiences of using
                                                                      boss. How do these vary? Again allow time for
     greetings, introductions and farewells in
                                                                      learners to try out several different ways of
     familiar situations including the marae.
                                                                      introducing their partner to a new person: for
•    Variations and new ways of carrying out these                    each different example, they need to say what
     interactions are discussed and practised to                      the situation is.
     enable learners to develop their own style.
                                                                 6. Discuss the experience and share understandings
•    Discourse markers are commonly used in                           about how to introduce people in different
     greetings, introductions and farewells.                          situations. This may include the ways we
•    Learners are able to extend their repertoire                     make connections with and between people,
     and feel comfortable in a variety of different                   for example, the whakapapa in a mihi, or the
     situations.                                                      naming of people and places to help strangers
                                                                      make connections with each other. (“Mere, this
Resources                                                             is my friend Sue. She used to work with your
•    No resources are required.                                       cousin Harry at…”)

                                                                 7. Repeat the activity, this time with a focus on
                                                                      saying goodbye in different ways. Discuss
                                                                      options first then have pairs try out several
                                                                      variations before coming back together to
                                                                      discuss the experience. Record discourse
                                                                      markers as before.

                          Tertiary Education Commission Teaching Adults to Listen and Speak to Communicate: Using the Learning Progressions   
              8. Bring the activity to a close by having the                        Associated activities
                   learners review what they have learned,                          Icebreakers
                   clarifying any misunderstandings. Review the                     Icebreakers are activities designed to help a group
                   lists of discourse markers: learners whose                       of strangers (or people who do not know each other
                   mother tongue is not English may like to share                   well), learn something about each other and feel
                   any commonalities with their own language in                     comfortable together. Try this icebreaker:
                   the context of their own customary practice.
                                                                                    Ask group members to turn to a person and find
              Follow-up activities                                                  out something about them, using one or more of
              •    Help learners who require more practice to                       these topics:
                   work with a more-skilled buddy for a few days
                                                                                    •   The culture they grew up in.
                   then check on progress.
                                                                                    •   What matters most to them in their lives.
              •    Suggest to the learners that they listen for
                   greetings, introductions and farewells as they                   •   A time when they overcame a fear.
                   watch a variety of different TV programmes                       Allow a few minutes for sharing in pairs, then ask
                   as well as in their day-to-day lives.                            each person to use what they have learned to
              •    Spend time examining the words used to signal                    introduce their partner to the group.
                   greetings, introductions and farewells (“Kia                      -
                   ora!”, “Hello”, “Yeah, gidday”; “I’d like you to                                                            -
                                                                                     - whiri is a common process within Te Ao Maori
                   meet…,” “Have you met…?”, This is…”, “Well,                      and also in New Zealand society at large. Find out
                   I’d better get going”, “Ok, see you later”. These                if group members (or the group as a whole) have
                   words are discourse markers (see the activity                                      -
                                                                                    been involved in powhiri from a traditional context
                   Signpost words on page 32) and are helpful                       at a marae, or in a contemporary setting such as
                   signposts in social, work and other interactions.                a polytechnic, school, university, conference or
              •    Ask the learners to spend time observing                         other setting.
                   body language as people enter a room, greet                      Ask learners to reflect on each step of the process.
                   friends or strangers, or meet people in different
                                                                                    •   What happened?
                   contexts. They can discuss how the ways in
                   which we sit, stand, move, dress or use our                      •   How did it happen?
                   bodies (including gestures) all communicate
                                                                                    •   Who was involved?
                   information. This is an important aspect of
                   communication and is often overlooked. If                        •   What kinds of speaking and listening skills
                   learners agree, it would be useful for them                          were required?
                   to film each other then discuss the unspoken                     •   Does this vary, for example from one occasion
                   messages they are conveying.                                         (such as hui) to another (such as tangi)?

                                                                                    Ask learners to discuss the listening and speaking
                                                                                    that occurs in this process.

   Tertiary Education Commission Teaching Adults to Listen and Speak to Communicate: Using the Learning Progressions
Pepeha refers to the process of self-introduction.
This activity can be used to highlight the listening
and speaking requirements when introducing
yourself in the Maori language.

The minimum requirement is to give your name:

Ko                  ahau. (I am                          .)

A fuller pepeha would include more details:

Ko                 taku waka              (                      is my canoe.)

Ko                 taku maunga             (                     is my mountain.)

Ko                 taku awa/moana (                              is my river/lake etc.)

Ko                 te Iwi                 (                      is my (tribe) name of my people.)

                            Tertiary Education Commission Teaching Adults to Listen and Speak to Communicate: Using the Learning Progressions   

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