Te Reo Māori in English-medium schools
7.4 Offer and respond to information and opinions, giving reasons.
At the end of this lesson, students can:
Pānui – Reading: Distinguish between facts and opinions.
Kōrero – Speaking: Initiate and sustain conversations in te reo Māori.
For this activity, students should know the basic locatives, in other words, runga, raro, taha mauī etc.
Describe the placing of the prefix ‘whaka’ with the definite particle ‘te’ to suggest ‘facing towards’ or going ‘seawards,’ ‘heavenwards’ etc. For example: whakatemoana, whakaterangi.
Give a copy of Resource sheet 7K: He tauira to the students.
Using 5–10 items, build a model like that in Resource sheet 7K: He tauira. Use cutlery, stationery, lab or maths equipment.
Ask the students to observe the models you are going to make and discuss the descriptions on Resource sheet 7L: Ngā tohutohu and Resource sheet 7M: Kupu taka.
Make models by placing your collection of items:
When the students are familiar with the terms, ask them to construct their own shapes/models and instruct others how to make them.
|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:
|runga||kei runga i te|
|raro||kei raro te ... i te|
|kō mai||kei kō mai|
|kō atu||kei kō atu|
|te taha mauī||kei te taha mauī|
|te taha katau/matau||kei te taha katau|
The students could construct their own models and develop instructions for the group. They then exchange information and discuss the instructions given, based on their observation of the models.
|kāhore … e …||kāhore au e whakaae|
|kāhore … i te …||kāhore au i te whakaae|
|nō te mea|
|i te mea|
|tā te mea|
|kē||kei te taha mauī kē|
|kei te huripokia kē|
|kei te anga kē atu ki te raki|
The students could develop a kupu taka for items used to construct models.
This activity can be used with timetables, maps, brochures, programmes.