8 Te Reo Māori
Weekly outline
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Mihi
E ngā kohungahunga o te kura waenganui o Mīhana Teitei, nau mai, haere mai ki te taumata tuarua o te reo Maori! Ko Matua Anthony ahau. Ko tōku hiahia, he tino ngahau ā tātou haerenga ki te reo Māori i tēnei tau. Kia kaha, kia toa, kia manawanui!
Welcome to year 8 Te Reo Māori! The aim of this course is to build on your understanding of tikanga Māori and improve your ability to communicate in te reo Maori.
Course Outline
By the end of the course you will be able to:
- Recite 2 karakia
- Pronounce Māori words accurately.
- Use and respond to some basic greetings in te reo Māori
- Demonstrate an understanding of some common tikanga Māori
- Give a mihi (your name, where you are from, where you live, age)
- Say an appropriate pepeha
- Communicate about yourself and your family and aspects of your home life.
- Recognise and form the following sentence patterns: describing, location, numbering, action
You will have approximately 20 weeks of Te Reo Māori, 1 session per week.
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Speech: Y8 Assessment 1 Te Reo Maori: Pepeha & Whānau Assignment
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING familiar words about ourselves and our whānau
FOCUS / ARONGA learning intentions:
- We are FOCUSING using familiar words about ourselves and our whānau
- We are FOCUSING understanding the form and vocabulary of whakapapa
This week we will focus on whakawhanaungatanga or getting to know each other better and building relationships.
Whanaungatanga (Relationships) this is a activity for the students to get to know each other and make connections in the classroom.
Mihimihi
A mihi whakatau is traditionally used for welcoming and introductions which take place on the marae. For Tangata whenua (home people) this is an opportunity to welcome the guests (manuhiri) on to the marae. Both sides will mihi to each other so they can learn who they are and where they are from. It is an opportunity for whakawhanaungatanga and to connect with each other.
Achievement Objectives
4.3 communicate about obligations and responsibilities;
WALT(We are learning to):
Kōrero :
• share a simple mihi and use generally appropriate pronunciation, stress, rhythm, and intonation.
Success Criteria:
Students will be able to share a simple mihi to introduce themselves in te reo Māori. This will include their name, the place their ancestors came from and where they live now.
Activity:
Go to the website below and learn how to write your mihi and then practice saying it. You will record yourself saying your mihi and then upload it to our google classroom page and if you like on the reo maori website. You will also use the mihi to introduce yourself to the class.
Vocabulary List
Attached below is the first vocabulary list of kupu (words) to learn. You will be tested regularly and a grade will be given on your report.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING using familiar words about ourselves and our whānau
- We are FOCUSING understanding the form and vocabulary of whakapapa
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to communicate where we and others live
- We are PLANNING to communicate about our whakapapa using an appropriate form
- We are PLANNING to use short phrases about ourselves and our whānau
- We are PLANNING to recite our pepeha and whakapapa in front of our class
Topic One: Ko au me tōku whānau
Achievement Objectives:
1.1 greet, farewell, and acknowledge people and respond to greetings and acknowledgments
1.2 introduce themselves and others and respond to introductions
1.3 communicate about numbers, using days of the week, months and dates
1.4 communicate about personal information such as name, parents’ and grandparents’ names, iwi, hapū, mountains, and river, or home town and place of origin
2.1 communicate about relationships between people
2.3 communicate about likes and dislikes, giving reasons where appropriate
2.5 communicate about physical characteristics, personality, and feelings.
Learning outcomes:
Students will be able to:
- draw a whakapapa chart accurately
- extract information from a whakapapa chart
- introduce self and family members
- describe relationship with members of immediate family
- use possessives and pronouns accurately
- ask and reply about age
- understand the concept of pepeha
- recite their pepeha
- describe people occupations
- describe people's appearance
- describe things they like and dislike
Maori vocabulary
English translation
ahau, au
Me, myself, I
awa
river
hapū
sub tribe
huatahi
only child
ia
He, she, him, her
iwi
tribe
kaihana
cousin
kainga
home
kaumātua
elder(s)
kōkā, māmā, whaea
mother, mum
kōtiro
girl
koroua
grandfather
kuia
grandmother
koe
You (1 person)
kōrua
You (two people)
koutou
You (3 or more people)
marae
courtyard, village
mātāmua
eldest child, first born
matua, pāpā
father, dad
mātua
parents
matua kēkē
uncle
maunga
mountain
moana
ocean, sea
mokopuna
grandchild, grandchildren
pōtiki
youngest child, last born
tama
son, boy
tamāhine
daughter
tamaiti
child
tamariki
children
tāne
husband, man
tau
year
teina
younger brother of a male
younger sister of a female
tipuna, tupuna
ancestor
tuahine
sister of a male
tuakana
elder brother of a male,
elder sister of a female
tungāne
brother of a female
wahine
wife, woman
whaea kēkē
aunt
whakapapa
genealogy, ancestry
whānau
family, to be born
whanaunga
relative(s)a
wharenui
meeting house
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to communicate where we and others live
- We are PLANNING to communicate about our whakapapa using an appropriate form
- We are PLANNING to use short phrases about ourselves and our whānau
- We are PLANNING to recite our pepeha and whakapapa in front of our class
Tēnā koutou
Over the next two weeks you will recite your pepeha and whakapapa in front of the class as part of your assessment.
Achievement Objectives:
1.1 greet, farewell, and acknowledge people and respond to greetings and acknowledgments
1.2 introduce themselves and others and respond to introductions
1.4 communicate about personal information such as name, parents’ and grandparents’ names, iwi, hapū, mountains, and river, or home town and place of origin
Learning outcomes:
Students will be able to:
- draw a whakapapa chart accurately
- extract information from a whakapapa chart
- introduce self and family members
- describe relationship with members of immediate family
- understand the concept of pepeha
- recite their pepeha
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING kupu Māori for kai and kai related objects
FOCUS / ARONGA learning intentions:
- We are FOCUSING on recognising and using kupu Māori for kai and kai related objects.
- We are FOCUSING on using kai related phrases
- We are FOCUSING on using some sentences often used about food
Learning Intentions/Success Criteria:
- understand and use some familiar food vocabulary
- recognise and use some food vocabulary transliterated from English
- recognise and use some food-related phrases
- recognise and use some sentences often used about food
- use the correct form when giving or receiving food
- understand and use some simple phrases to offer food
- ask a question about where an item of food is
- ask and answer questions about food and drink choices
- describe the qualities of food
- ask and answer questions about food likes and dislikes, giving reasons why
- ask and answer questions about more food using “anō”
- understand and simple instructions in recipes
- describe the location of food
- understand and use “tino” to mean “very”
- understand a short karakia for food
Activities:- Vocabulary List - Whakarongo, kōrero
- Wharewhare (Bingo)
- Translate Reomations on Kai
- - 'He aha kei roto i tō pouaka kai?
- - Homai, anei, he ___
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING kupu hou on akomanga/akomanga related obejects
Kia ora koutou!
We are now moving onto AKOMANGA.
Learning Intentions:
- understand and use words for common classroom objects
- understand and respond appropriately to some classroom instructions
- ask and answer the question “Kei hea?”
- ask and answer questions about possession
- ask and answer questions about location
- understand and respond appropriately to directional instructions
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Mihi
E ngā kohungahunga o te kura waenganui o Mīhana Teitei, nau mai, haere mai ki te taumata tuarua o te reo Maori! Ko Matua Anthony ahau. Ko tōku hiahia, he tino ngahau ā tātou haerenga ki te reo Māori i tēnei tau. Kia kaha, kia toa, kia manawanui!
Welcome to year 8 Te Reo Māori! The aim of this course is to build on your understanding of tikanga Māori and improve your ability to communicate in te reo Maori.
Course Outline
By the end of the course you will be able to:
- Recite 2 karakia
- Pronounce Māori words accurately.
- Use and respond to some basic greetings in te reo Māori
- Demonstrate an understanding of some common tikanga Māori
- Give a mihi (your name, where you are from, where you live, age)
- Say an appropriate pepeha
- Communicate about yourself and your family and aspects of your home life.
- Recognise and form the following sentence patterns: describing, location, numbering, action
You will have approximately 20 weeks of Te Reo Māori, 1 session per week.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING familiar words about ourselves and our whānau
FOCUS / ARONGA learning intentions:
- We are FOCUSING using familiar words about ourselves and our whānau
- We are FOCUSING understanding the form and vocabulary of whakapapa
This week we will focus on whakawhanaungatanga or getting to know each other better and building relationships.
Whanaungatanga (Relationships) this is a activity for the students to get to know each other and make connections in the classroom.
Mihimihi
A mihi whakatau is traditionally used for welcoming and introductions which take place on the marae. For Tangata whenua (home people) this is an opportunity to welcome the guests (manuhiri) on to the marae. Both sides will mihi to each other so they can learn who they are and where they are from. It is an opportunity for whakawhanaungatanga and to connect with each other.
Achievement Objectives
4.3 communicate about obligations and responsibilities;
WALT(We are learning to):
Kōrero :
• share a simple mihi and use generally appropriate pronunciation, stress, rhythm, and intonation.
Success Criteria:
Students will be able to share a simple mihi to introduce themselves in te reo Māori. This will include their name, the place their ancestors came from and where they live now.
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING using familiar words about ourselves and our whānau
- We are FOCUSING understanding the form and vocabulary of whakapapa
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to communicate where we and others live
- We are PLANNING to communicate about our whakapapa using an appropriate form
- We are PLANNING to use short phrases about ourselves and our whānau
- We are PLANNING to recite our pepeha and whakapapa in front of our class
Topic One: Ko au me tōku whānau
Achievement Objectives:
1.1 greet, farewell, and acknowledge people and respond to greetings and acknowledgments
1.2 introduce themselves and others and respond to introductions
1.3 communicate about numbers, using days of the week, months and dates
1.4 communicate about personal information such as name, parents’ and grandparents’ names, iwi, hapū, mountains, and river, or home town and place of origin
2.1 communicate about relationships between people
2.3 communicate about likes and dislikes, giving reasons where appropriate
2.5 communicate about physical characteristics, personality, and feelings.
Learning outcomes:
Students will be able to:
- draw a whakapapa chart accurately
- extract information from a whakapapa chart
- introduce self and family members
- describe relationship with members of immediate family
- use possessives and pronouns accurately
- ask and reply about age
- understand the concept of pepeha
- recite their pepeha
- describe people occupations
- describe people's appearance
- describe things they like and dislike
Maori vocabulary
English translation
ahau, au
Me, myself, I
awa
river
hapū
sub tribe
huatahi
only child
ia
He, she, him, her
iwi
tribe
kaihana
cousin
kainga
home
kaumātua
elder(s)
kōkā, māmā, whaea
mother, mum
kōtiro
girl
koroua
grandfather
kuia
grandmother
koe
You (1 person)
kōrua
You (two people)
koutou
You (3 or more people)
marae
courtyard, village
mātāmua
eldest child, first born
matua, pāpā
father, dad
mātua
parents
matua kēkē
uncle
maunga
mountain
moana
ocean, sea
mokopuna
grandchild, grandchildren
pōtiki
youngest child, last born
tama
son, boy
tamāhine
daughter
tamaiti
child
tamariki
children
tāne
husband, man
tau
year
teina
younger brother of a male
younger sister of a female
tipuna, tupuna
ancestor
tuahine
sister of a male
tuakana
elder brother of a male,
elder sister of a female
tungāne
brother of a female
wahine
wife, woman
whaea kēkē
aunt
whakapapa
genealogy, ancestry
whānau
family, to be born
whanaunga
relative(s)a
wharenui
meeting house
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