Te Reo Māori in English-medium schools
7.1 Communicate about future plans.
At the end of this lesson, students can:
Pānui – Reading: Understand much of what is written about a range of topics across a range of text types.
Tuhituhi – Writing:
Hand out Resource sheet 7H: Matapae huarere to one student and Resource sheet 7I: Matapae huarere to another. Tell the students that they will be working in pairs.
Ask each student to write down their plans for the weekend, based on the weather report. One student in each pair is to write an email to their hoa describing their plans. Use Resource sheet 7J: Ngā tohu huarere and Kupu taka: Huarere for vocabulary support.
Their hoa replies, disagreeing with one of the plans. They should state why they disagree, logically and succinctly. The weather forecast should be used as a basis for their argument, for example, the student might say: “Ka haere ahau ki te moana a te Rāmere, e paki kē ana te rangi".
|Suggested language focus||Suggested vocabulary||Notes|
|Prefix ‘whaka’ with definite article ‘te’||
The prefix and the definite article give the idea of ‘towards’, for example:
|Directional particle ‘mai’ with locative particle ‘i’
|mai i te tonga|
|e kore ... e ...||e kore te ua e heke ā te ahiahi|
|kāhore i te …||kāhore i te paikia puta ā te ata|
|nō te mea||nō te mea he hau tonga e pupuhi ana|
|i te mea|
|tā te mea|
|nō reira||nō reira me hari ō koutou tāporena|
Turn the discussion into a phone conversation or use other styles of communication.
Simulate a hui at the marae where the whānau discusses going swimming or staying at the marae.
Invite local iwi radio representatives to class to explain weather forecasting processes.
Level 2 Whakataetae Tākaro
Photographs, satellite imagery and radar readings: http://www.metvuw.com/index.php