10 Te Reo Māori 1
Weekly outline
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Welcome
E te whānau, nau mai hoki mai ki te reo māori 2022. Ko te tūmanako, he tino pai ō tātou haerenga ki te reo i tēnei tau!
Welcome to Year 10 te reo māori this year. I hope that we have an enjoyable journey together.
TOPICS
- Mihimihi
- Ko au me tōku whānau
- Te āhua o ngā tangata
- Marae & Pōhwiri
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...tikanga Māori associated with mihimihi
- We are EXPLORING...sentence patterns to recognise how to correctly introduce yourself and others
- We are EXPLORING...
Mihimihi
Learning Outcomes:
Students will be able to:
- describe tikanga (customs) associated with mihi
- mihi to your classmates
- perform a waiata tautoko
- recite a new karakia
Whakatauki
“He aha te mea nui o te ao? He tangata, he tangata, he tangata!”
What is the most important thing in the world? It is people, it is people, it is people!
Manaakitanga or caring for people is of the utmost importance in te ao Māori. Whakawhanaungatanga is about building relationships, acknowledging people for who they are and trying to make connections.
Tikanga Māori - Inoi / Karakia/ Mihimihi/ Waiata tautoko
In Te Ao Māori karakia are ritual chants invoking spiritual guidance and protection. They are performed in every aspect of life. For example: welcoming the dawn and farewelling the day, to ensure a safe journey, blessing food, carving a wharenui etc. With the introduction of Christianity to New Zealand in the 19th Century, new karakia were written to acknowledge the Christian God and Jesus Christ.
Similarly in most gatherings (hui) it is customary for a person to welcome everyone that is attending by performing a mihi whakatau. Following the mihi a waiata is sung in support of the person who welcomed everyone. In class this year all students will learn waiata and how to give a mihi whakatau.
KUPU:
mihi acknowledgement tikanga custom
pepeha tribal saying maunga mountain
awa river iwi tribe
kōrua you (2) hoa mahi work mates
koutou you (2+) pouako teacher
rangatira leader tumuaki principal
Atua God Kīngi Māori Māori King
Kāhui Āriki royal family tauparapara incantation, chant
hunga mate the deceased hunga ora the living
whāea polite term for older woman
matua polite term for older man
Activities
This week you will learn how to give a mihi whakatau to formally welcome people at a hui. You will develop your own mihi. We will also learn a waiata tautoko to be used following your mihi as well as a new karakia.
1. Use the mihimihi template on our google classroom page to develop your own mihi whakatau
2. Revise your pepeha and add this at the end of your mihi to introduce yourself following your mihi whakatau.
3. Use the waiata slideshow to learn the words to the waiata tautoko "Ehara i te mea."
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to learn language features so that we can...
- describe tikanga (customs) associated with mihi
- share mihi to their classmates
- perform a waiata tautoko
- recite a karakia
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on kōrerorero in te reo Māori
- We are FOCUSING...developing their own mihi and pepeha
- We are FOCUSING...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...tikanga Māori associated with mihimihi
- We are EXPLORING...sentence patterns to recognise how to correctly introduce yourself and others
- We are EXPLORING...
Ko Au me tōku Whānau
Achievement Objectives:
2.1 communicate about relationships between people
2.3 communicate about likes and dislikes, giving reasons where appropriate
Success Criteria
By the end of the unit students will be able to:
- use the a/o category accurately when describing relationships between family members
- draw, interpret and describe information shown on a whakapapa chart
- give a range of details about self and family members
- use possessives and pronouns accurately
- talk about age
- say what people like and dislike
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to learn language features so that we can...
- describe tikanga (customs) associated with mihi
- share mihi to their classmates
- perform a waiata tautoko
- recite a karakia
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on kōrerorero in te reo Māori
- We are FOCUSING...developing their own mihi and pepeha
- We are FOCUSING...
Ā & Ō Category
In Te Ao Māori all things are divided into the ‘A’ and the ‘O’ category
Ā
Ō
People same generation or younger
older generation-parents etc.
people like your boss, principal etc.
food
pure water, medicine
portable objects
immovable objects
animals (except transport)
transport
actions (verbs)
parts of anything
names, groups, clothing
emotions
POSSESSIVES
Ā
Ō
Singular
Plural
Singular
Plural
my
tāku
āku
tōku
ōku
yours
tāu
āu
tōu
ōu
his/hers
tāna
āna
tōna
ōna
When we use possessives we must use the correct possessive for the noun that we are talking about.
For example:
tāku teina my younger sibling āku teina my younger siblings
tōku whaea my mother ōku tīpuna my ancestors
tāu pene rākau your pencil āu pene rākau your pencils
tōu whare your house ōu whare your houses
tāna tuahine his sister āna tuahine his sisters
tōna kuia his grandmother ōna kuia his grandmothers
Task
Please complete the worksheet on our google classroom page.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to learn language features so that we can...
- describe tikanga (customs) associated with mihi
- share mihi to their classmates
- perform a waiata tautoko
- recite a karakia
Showing Possession
Success Criteria:
Students should be able to:
- place items in the correct category( ā or ō)
- show that an item belongs to someone using a or o correctly
Hei Mahi
In English we can show that something belongs to someone else by using an apostrophe then S
E.g. Hoani's nose or Mere's pen
In te reo Māori there is no letter ‘s’ so we have to rearrange the sentence instead.
eg. Hoani’s nose becomes the nose of Hoani.
Mere's pen becomes the pen of Mere
The word ‘of’ is either ‘a’ or ‘o’ depending on which category the noun falls into.
‘nose’ is ‘o’ category because it is a part of something so the sentence becomes.
te ihu o Hoani (the nose of Hoani or Hoani's nose)
'pen' is in 'a' category as it is a portable object so the sentence becomes:
te pene a Mere (the pen of Mere or Mere's pen)
Complete the worksheet that has been assigned on our google classroom page.
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KO WAI? ASKING WHO?
When asking “who” the sentence structure is "Ko wai te (noun)?"
Ko wai te whaea? Who is the mother? Ko Aroha te whaea. Aroha is the mother
Ko wai te matua? Who is the father? Ko Heemi te matua. Heemi is the father
The question word in this sentence is ‘wai’. To answer the question we just replace ‘wai’ with the word needed to answer the question (see example above).
Ko te whānau Hōhepa
Koro
Pīta
Nanny
Mere
Matua
Mikaere
Whaea Ani
Rōpata
Marama
Te Awarangi
Paora
Hei Mahi 1: From the pictures above, answer these questions in te reo Māori.
- Ko wai te kuia?
- Ko wai te mātāmua?
- Ko wai te koroua?
- Ko wai te tamāhine?
- Ko wai te pōtiki?
- Ko wai te tamaiti tuatoru?
- Ko wai te whaea?
- Ko wai te tuakana o Te Awarangi?
Joining two names together
When we join two names we use ‘rāua ko’ for ‘and’
E.g. Ko John rāua ko Marama aku mātua
Joining three or more names together
When we join three or more names we use ‘rātou ko’ for ‘and’. This phrase goes between the first two names only, and then we just use ‘ko’ in front of the other names. eg. Ko Tui rātou ko Alice, ko Jeremy, ko Mata ngā tamariki
Hei Mahi 2: Answer the following questions from the Hohepa whānau information above.- Ko wai ngā mātua?
- Ko wai ngā teina o Rōpata?
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Whakapapa
Achievement Objectives:
2.1 communicate about relationships between people
2.3 communicate about likes and dislikes, giving reasons where appropriate
Success Criteria
By the end of this unit students will be able to:
- use the a/o category accurately when describing relationships between family members
- draw, interpret and describe information shown on a whakapapa chart
- give a range of details about self and family members
Drawing a whakapapa chart (family tree)
Hei Mahi: Whakapapa
a)Using the chart above, copy and complete this passage.
Ko …………te matua.
Ko Aroha te …………
Toko………..nga tamariki i te whanau.
Ko ………..te mātamua.
Ko Tai te tua…………..
Ko Mihi te tua………...
Ko Hiria te …………….
b) Translate the passage above into English
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Asking someone’s age?
To ask someone’s age is the same as asking “how many” years, “E hia …..”
For example:
E hia ō tau? How old are you? (How many your years?)
E tekau mā toru āku tau I am 13 years old (My years are 13)
Hei Mahi: Complete the worksheets on our google classroom page. -
Whakapapa Revision
This week we will revise all of the work we have done so far in preparation for a unit test next week.
There are some worksheets and practice tests on our google classroom page for you to complete in preparation for the test next week.
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Unit Test: Whakapapa
The assessment will test the following skills:
- pānui (reading)
- tuhituhi (writing)
- whakarongo (listening)
You will also stand and deliver your mihi at the beginning of term 2 to test your kōrero (speaking) skills.
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Kai
Nau mai, hoki mai whānau ki te kura!
This term we will be learning how to communicate about a subject that is important in te ao Māori, kai! Kai is what brings people together, to socialise and build relationships. It breaks tapu as people become part of the whānau.Achievement Objectives:
- understand and use simple politeness conventions
- communicate about likes and dislikes, giving reasons where appropriate
- communicate about the quality, quantity and cost of things
Success Criteria
Students will be able to:
- use words for common food
- ask for something
- communicate about cost
- communicate about likes and dislikes
- respond to and give simple instructions
- describe how a hangi is made
- say grace in Maori
Traditional KarakiaNau mai e ngā hua
o te wao
o te ngakina
o te wai tai
o te wai Māori
Nā Tane
Nā Rongo
Nā Tangaroa
Nā Maru
Ko Ranginui e tū iho nei
Ko Papatūānuku e takoto nei
Tuturu whakamaua
Kia tina! TINA! Hui e! TĀIKI E! I
Welcome the gifts of food
from the sacred forests
from the cultivated gardens
from the sea
from the fresh waters
The food of Tane
of Rongo
of Tangaroa
of Maru
I acknowledge Ranginui who is above me, Papatuanuku who lies beneath me
Let this be my commitment to all!
Draw together! Affirm!
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Around the table
This week we will learn some kōrero to use when sitting around the table to eat.
How to ask for something
Homai te/nga (noun) Give/pass me the ...... Hoatu te (noun) ki a (name)
Homai te tote Give/pass me the salt Hoatu te tote ki a John Pass the salt to ..........
In te reo Maori there is no word for please but we use 'koa' (happy or glad)
Homai koa te tote. Please pass the salt
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More Table Phrases
Learning outcomes: You will be able to;
- recognise and use the instruction ‘get’
- ‘An instruction that contains a number’
- recognise and use the instruction ‘put’
- ‘An instruction that contains a preposition’
Tīkina he (noun) Tīkina he āporo. Get an apple
Tīkina e (number) nga (noun) Tīkina e whā ngā āporo. Get four apples
Tukuna te (noun) ki (preposition) i te (object) Tukuna te āporo i te pouaka. Put the apple in the box
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Foods you like and dislike
Likes: Dislikes
He pai ki ahau te/nga (noun) Kaore e pai ki ahau te/nga (noun)
He pai ki ahau ngā kina Kāore e pai ki ahau ngā huawhenua
I like kina I don't like vegetables
To say your favourite food
Ko (noun) taku tino kai. Ko koura taku tino kai. Crayfish is my favourite food
Hei Mahi
Click on the link below to watch the video below and then write down the foods that paora the Pukeko likes and dislikes:
Kei te hiakai ahau video
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Costs
This week we will learn how to ask how much something costs and how to say how much something costs.
Cents = heneti Dollars = tāra
Ask how much something is He aha te utu o ngā āporo? How uch are the apples?
Say how much something is E rua tāra ono tekau heneti $2.60
Hei Mahi
Complete the worksheet on our google classroom page
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Ngā Tono (Commands)
To give a command there are 2 basic rules:
For verbs with 2 syllables or less we use:
E verb E tū! Stand! E noho! Sit!
For verbs with 3 syllables or more we must use the passive verb
Waiatatia te waiata Sing the song
The sentence structure will look like:
Verb (passive ending) + (subject) + ki (preposition) i te (object)
E.g. Tuhituhia tēnei mahi ki roto i to pukapuka Write this work into your book.
Hei Mahi: Translate into Maori
- Take off your shoes.
- Put your shoes in the cupboard.
- Shut the door.
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Ngā Tohutao (Recipes)
Over the next few weeks you will look at writing a recipe of a simple dish in te reo Māori for your assessment
Hei Mahi: Translate the following recipe to make a cup of hot chocolate into English
Mahi kapu tiakarete
Tuatahi, tukuna ētahi wai ki roto i te tīkere
Koropupūtia te wai
Haere ki te pouaka whakamatao
Tīkina te miraka
Katahi haere ki te kāpata
Tīkina te tiakarete me te huka
Tīkina ngā kapu e rua
Tukuna kotahi tīpune o tiakarete ki roto i ia kapu
Tāpiritia ētahi miraka
Tāpiritia te waiwera
Tukuna kotahi tīpune o huka ki roto i ia kapu
Kororitia te tiakarete
E inu!
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Assessment:
This week we will spend time completing you kai assessment
Karakia mō te kai
E te Atua
Whakapainga ēnei kai
Hei oranga mō ō mātou tinana
Whāngaia hoki ō mātou wairua ki te taro o te ora
Ko Ihu Karaiti tō mātou Ariki
Ake, ake, ake
Amine
Lord God
Bless this food
For the goodness of our bodies
Feeding our spiritual needs also with the bread of life
Jesus Christ, our Lord
Forever and ever
Amen
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Learning Outcomes:
Students will be able to:
- describe people’s characteristics
- Give an opinion about how someone appears
Te tuākiri ō te tangata: Personality Traits
To describe a person’s personality we can use the following sentence pattern:
He (tangata) + (adjective) + (subject)
He tangata manaaki tōku whaea My mum is a caring person
He tama whakatoi ia He is a cheeky boy
He wahine tonotono ia She is a bossy woman.Give an opinion about how someone appears
He āhua kōroua/kuia/rangatahi (s) (s) is kind of elderly/young
Te āhua nei… it seems as though, it would appear that,
Ki ōku nei whakaaro… I think, in my opinion -
Learning Outcomes:
Students will be able to:
use comparatives and superlatives
Comparatives
In te reo Māori we use directional words like atu, ake, iho to add ‘er’ to the adjective.
For example:
nui atu = bigger teitei ake = taller poto iho = shorter
The word noa is often used with the directional words ‘atu’ and ‘iho’ to add the word ‘much’ to the comparison.
nui noa atu = much bigger poto noa iho = much shorter
The joiner ‘i’ is used to compare two things in a sentence. For example:
He (adjective) atu/ake/iho (Subject 1) i (subject 2)
He nui atu tōku whare i tōu whare My house is bigger than your house
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Learning Outcomes:
Students will be able to:
use comparatives and superlatives
To say someone is like someone else
Āhua rite (s) ki (s)
Āhua rite koe ki tōku pāpā You are just like your father
Superlatives
To add ‘est’ to the adjective or to say something is the best or ‘the most……’ we use the phrase ‘rawa atu’ after the adjective.
For example:
nui rawa atu = biggest poto rawa atu = shortest ātaahua rawa atu = most beautiful
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Learning Outcomes:
Students will be able to:
Say what people like and dislike
Likes & Dislikes
He pai ki (s) te/nga (noun) Kāore (s) e pai ana te/nga (noun)
He pai ki ahau ngā kina Kāore au e pai ana te hua whenua
I like kina I don’t like vegetablesLikes to do (action) or Does not like to do (action)
He pai ki (s) ki te (verb) Kaore (s) e pai ana ki te (verb)
He pai ki ahau ki te takaro hākinakina Kāore ahau e pai ana ki te kanikani
I like to play sports I do not like dancing -
Learning Outcomes:
Students will be able to:
- say when people were born, where they grew up, where people come from, how many children people have.
- know some common occupations
- be able to use the prefix kai- to express job titles
Useful Narrative Phrases
I whanau mai (s) i te tau (year (s) was born in the year ……….
I tipu ake (s) i (place). (s) grew up in (place)
I te taha o toku whaea/matua, no (place/iwi) (s). On my mother/father’s side, (s) is from
Toko(number) ā rāua tamariki They (2people) have (number) childrenOccupations
tākuta doctor pirihimana policeman kaiako teacher
tumuaki principal roia lawyer kaihanga builderKai + mahi
We all must work to put kai (food) on the table. In pre colonial times, Māori hunted, planted and grew their food. Thus, when we put the word kai before a verb it describes the person that does that work. For example:
kaimahi = worker kaikōrero =speaker kaiwaiata = singer
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Tangata Rongonui Presentation
You will be working on your final assessment during weeks 1-3. You will present your speech on Wed Nov 2nd in class. Please upload your presentation on MHOL by this date.
Kia kaha!
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