Chapter Graphic
 : Trend Task: Whakahoahoa
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Approach: One to one Level: Year 4 and year 8
Focus:   Personal introduction 
Resources: None
56Kb

Questions/instructions:
Sometimes when people meet other people for the first time, we introduce ourselves to them. We do this because it helps others to get to know us.

In this activity, imagine that you and I haven’t met each other before.

I would like you to introduce yourself to me so I can know you a little better.

After that I’ll introduce myself to you.

Student introduces self. Give encouragement if needed. DO NOT ask specific or leading questions.
Thank you [student’s name]. Now it’s my turn to introduce myself to you.

A BRIEF introduction!
Some people have a special kind of introduction which they say in their own language on special occasions. Do you have a special introduction?

If the student says no, stop the task at this point.
I would be very pleased to hear your special introduction, so you could say it to me now.

If student wishes to make their greeting in a language other than English that is to be encouraged.
   prompt: Is there anything else you would like to tell me about yourself?

% responses
2004 ('00)
y4
y8
CONTENT OF INTRODUCTION:      
   Gives information about self: (name, age, etc.)
 
a lot
7 (3)
15 (12)
quite a lot
38 (41)
49 (60)
one thing
52 (49)
35 (28)
none
3 (7)
1 (0)
   Gives information about others: (family, whänau, friends, ancestors, etc.)
 
a lot
4 (2)
14 (6)
quite a lot
10 (17)
19 (19)
one thing
13 (13)
17 (15)
none
73 (68)
50 (60)
   Information about places: (home, school, river, mountain, etc.)
 
a lot
2 (3)
5 (1)
quite a lot
13 (20)
27 (32)
one thing
33 (32)
47 (47)
none
52 (45)
21 (20)
   Information about personal interests and activities:
 
a lot
6 (2)
17 (6)
quite a lot
15 (18)
22 (32)
one thing
22 (24)
19 (18)
none
57 (56)
42 (44)
PRESENTATION OF INTRODUCTION:
   Organisation (sequencing and grouping):
 
high
5 (2)
19 (9)
quite high
36 (32)
48 (54)
moderate
37 (46)
24 (26)
low
22 (20)
9 (11)
   Clarity:
high
12 (12)
30 (20)
 
quite high
52 (37)
53 (61)
moderate
27 (40)
14 (16)
low
9 (11)
3 (3)
    Fluency:
high
8 (7)
23 (17)
 
quite high
42 (37)
49 (50)
moderate
37 (39)
23 (25)
low
13 (17)
5 (8)
    Overall effectiveness of introduction:
high
4 (2)
16 (4)
 
quite high
22 (19)
39 (44)
moderate
49 (55)
36 (35)
low
25 (24)
9 (17)
special introduction included
10 (7)
17 (18)
Total score:
24–27
2 (0)
8 (2)
 
20–23
2 (3)
10 (7)
16–19
9 (5)
23 (22)
12–15
20 (20)
24 (31)
8–11
34 (41)
22 (20)
4–7
19 (17)
8 (13)
0–3
14 (14)
5 (5)
Commentary
Most students gave quite brief introductions, with little detail. Just over half of the year 8 students and one quarter of the year 4 students gave an introduction that was judged “high” or “quite high” in overall effectiveness.
 
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