Course: 10 Te Reo Māori 1

Weekly outline

Select week Course Outline

Course Outline

Collapse all Expand all
Nau mai, haere mai ki te patae tuarua o te reo Maori kei te kura o Mīhana Teitei!
Welcome to year 10 Maori! The aim of this course is to continue to consolidate your journey to communicate in te reo Maori.
By the end of the course you will be able to:
Recite 2 karakia
Demonstrate an understanding of some common tikanga Māori
Recognise and describe the different stages of the pōwhiri process
Communicate about yourself and your family, aspects of your home life, school life and other familiar contexts you experience in your day to day life.
Form & recognise basic sentences in te reo Māori including: describing; location; action (verbal); numbering
Give a simple mihi
Understand what a pepeha is and be able to share your own pepeha
Assessment
You will be assessed at the conclusion of each unit of work. At least one of the following language modes will be assessed each unit using a range of activities:
Reading reading for meaning, correcting errors, cloze activities
Writing translating familiar sentences, answering questions
Listening true/false activities, dictated drawings, answering questions
Speaking saying a range of information about familiar topics
Select week Term 1 Week 1

Term 1 Week 1
Whakawhanaungatanga
A famous Māori proverb says, “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.

Achievement Objectives:
Students should be able to:
1.1 greet, farewell, and acknowledge people and respond to greetings and acknowledgments
1.2 introduce themselves and others and respond to introductions
1.6 understand and use simple polite conventions, for example, ways of acknowledging people, expressing regret and complimenting people
1.7 use and respond to simple classroom language (including asking for the word to express something in te reo Māori).

Activity 1:
Learning about your classmates. Finding similarities and differences between your classmates.

Activity 2:
This is an intro activity in which students can use these 3 sets of basic questions and answers to begin building a connection in their own class.
We will practice saying these sentences using the correct pronunciation and tone.
Students will pair up and then ask each other these questions.
Students will then move around the classroom and ask 5 other students in the classroom.
The final activity is in your pairs they will introduce each other to the classroom using the last 2 sentences in the resources provided.

Resources:
Patai: Questions Whakautu: Answers
Ko wai tō ingoa? What is your name? Ko ...... toku ingoa My name is ........
Nō hea koe? Where are you from? No .......... ahau I am from ...........
Kei hea tō kainga? Where do you live? Kei …..tōku kainga I live in ………...
Select week Term 1 Week 2

Term 1 Week 2
Achievement Objectives:
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:
identify the whenua & landmarks that are significant to the place which a chosen ancestor originated from
compose a meaningful pepeha that connects them to their ancestors and the whenua from which they cane.
Recite their pepeha
Pepeha
Pepeha is a way of introducing yourself in te ao Māori. A pepeha connects you to your ancestors and the whenua that they came from. It identifies important places like the maunga, awa, waka, iwi, hapū and marae to which you are connected
This week you will research your own pepeha that will connect you to your ancestors to the whenua from which they came and the significant landmarks that were important to them.
Mihimihi Kupu List
Take time to learn and practise using these kupu Māori
KUPU:
mihi acknowledgement tikanga custom
Atua God kaikarakia person who says prayer
hunga mate the deceased hunga ora the living
pepeha tribal saying maunga mountain
awa river iwi tribe
koe you (1) kōrua you (2)
koutou you (2+) hoa mahi work mates
whāea mother, aunt, polite term for older woman
matua polite term for older man
- Select activity Words for Karakia whakamutunga
  
  Words for Karakia whakamutunga File
Select week Term 1 Week 3: Mihimihi

Term 1 Week 3: Mihimihi
Achievement Objectives:
1.4 communicate about personal information, such as name, parents’ and grandparents’ names, iwi, hapū, mountain and river, or home town and place of family origin
1.5 communicate about location
1.6 understand and use simple polite conventions, for example, ways of acknowledging people, expressing regret and complimenting people
3.1 communicate, including comparing and contrasting, about habits, routines and customs
Learning Outcomes:
Students will be able to:
describe tikanga (customs) associated with mihi
mihi to their classmates
perform a waiata tautoko
perform a karakia
recognise tikanga around karakia, waiata tautoko and mihi
Success Criteria
Students should be able to:
describe the when mihi usually occurs
describe the common speaking order
name the things/people that get acknowledged in a mihi
describe how an appropriate waiata tautoko is chosen to support a speech

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.
Mihimihi are informal introductions at the beginning of any hui, gathering or event. This week we will learn about the order of things that should be acknowledged in a mihi.
We will begin each class this year with a mihi whakatau to follow tikanga Māori and so that we can have the opportunity to practise using our reo as well as to mihi.
This mihi will be followed by a waiata tautoko as per tikanga Māori. This year we learn a variety of waiata tautoko including mōteatea which are traditional Māori waiata or chants.
Mōteatea: Te Pou
Te pou te pou
Te tokotoko i whenuku
Te tokotoko i wherangi
Tokia tukia
Ko te mumu ko te āwhā
Ko te mumu ko te āwhā
Ko te manihi kai ota
Takere panapana
Ka rau i runga
Ka rau i raro
Ka whai tamore i runga
Ka whai tamore i raro
Tēnā ko te pou
Tēnā ko te pou
Te pou o Rongo
Nō Rongo mauri ora
Ka ora e
Select week Term 1 Week 4

Term 1 Week 4
Mihimihi
Learning Outcomes
Students should be able to:
know a range of standard acknowledgements
Know tikanga to choose an appropriate waiata tautoko
Perform a waiata tautoko and a mōteatea
This week we will look at the people and things that you should acknowledge in a mihi.
Classroom Mihimihi Template
https://online.mhjc.school.nz/pluginfile.php/195320/course/section/414657/10%20MAO%20Classroom%20Mihi%20Template.odt
Select week Term 1 Week 5

Term 1 Week 5
Mihimihi Assessment: Speech
Kia ora whānau. This week you will stand to share your pepeha and a mihi to your classmates. Following the speeches we will sing our mōteatea "Te Pou" as our waiata tautoko. You need to learn the wrods for your speech and the waiata off-by-heart.
Kia kaha ki te tū ki te mihi ki te waiata!

Term 1 Week 6

Wetewete Reo

For the next few weeks we will be revising our sentence patterns that we learnt in Year 9 te reo Māori.

Learning outcomes:

Students will be able to:
recognise and use correct pūmua for basic sentence structures (te/ngā, tētahi/ētahi, taku/tō/tana, a)
recognise a describing sentence pattern (He (adjective) te (noun)
describe objects and people
recognise a negative describing sentence pattern (Ehara te (noun) i te (adjective)
use a negative describing sentence

Pūmua are the small, sometimes insignificant words that must be used before a noun in te reo Māori sentences. The Māori alphabet does not have the letter ‘s’ so the word that is used before the noun is used to indicate whether or not a person is talking about one or more things.

This week we will focus on these little words that are used before nouns.

Pūmua	Singular	Plural	Examples
the	te	ngā	te pene = the pen	ngā pene = the pens
a, some	tētahi	ētahi	tētahi pene = a pen	ētahi pene = some pens
my	taku	aku	taku pene = my pen	aku pene = my pens
your	tō	ō	tō pene = your pen	ō pene = your pens
his/hers	tana	ana	tana pene = his pen	ana pene = his pens

When we use someone's name in a sentence we use the word ‘a’ before the name.

For example: He tino mōhio a Mere Mere is very clever

Describing Sentences: Saying something is …………...

Describing sentences in te reo Māori begin with the kupu “He.”

He (adjective) te (noun)
He whero te pene
The pen is red

Select week Term 1 Week 7

Term 1 Week 7
Learning outcomes:
Students will be able to:
describe objects and people
recognise a negative describing sentence pattern (Ehara te (noun) i te (adjective)
use a negative describing sentence
Negative Describing Sentences: Saying something is not…..
Ehara te (noun) i te (adjective) Ehara te pene i te whero The pen is NOT red
Select week Term 1 Week 8

Term 1 Week 8
Learning outcomes:
Students will be able to:
recognise and use correct pumua for basic sentence structures (te/ngā, tētahi/ētahi, taku/tō/tana, a)
recognise and use identity sentences using ‘Ko’ to identify someone
ask and answer questions about who someone is
Identity Sentences
In te reo Māori sentences beginning with the word ‘Ko’ are often used to identify people.
For example:
Ko Matua Anthony taku ingoa My name is Matua Anthony
Ko au te kaiako Māori I am the Māori teacher
These sentences do not use verbs (action words) but mostly use nouns.
Singular Pronouns
au, ahau = me, myself, I
koe = you
ia = he/she
Asking who someone is?
To ask who someone is we use the phrase “Ko wai?” For example:

Q: Ko wai koe? Who are you?
A: Ko Matua Anthony ahau I am Matua Anthony
OR
Q: Ko wai tō ingoa? What (who) is your name?
A: Ko Matua Anthony taku ingoa My name is Matua Anthony
Select week Term 1 Week 9

Term 1 Week 9
Learning outcomes:
Students will be able to:
recognise and use correct pumua for basic sentence structures (te/ngā, tētahi/ētahi, taku/tō/tana, a)
recognise and use sentences to describe where something is located.
recognise and use prepositions correctly (runga, raro, mua, muri, roto, waho, taha, taha māui, taha mātau, waenganui)
Location Sentences
In te reo Māori, sentences describing where something is presently located begin with kupu “Kei.” For example:
Kei Flat Bush taku kura My school is in Flatbush
Kei Manukau taku kainga My home is in Manukau

Prepositions are words that describe the position of one object in relation to another.

To say where something is in relation to something else in te reo Māori we use:
Kei (preposition) te (object or noun) i te (object or noun)

Kei runga te koha i te tēpu The gift is on the table
Kei roto te ngeru i te pākete The cat is in the bucket
Select week Term 1 Week 10

Term 1 Week 10
Learning outcomes:
Students will be able to:
ask and say where something is located in te reo Māori
recognise and use prepositions correctly (runga, raro, mua, muri, roto, waho, taha, taha māui, taha mātau, waenganui)
ask and say where something was located in the past

Asking where something is?
To ask where something is located we ask “Kei hea?” (where?) or some iwi use “Kei whea?”
Kei hea tō kura? Where is your school?
Kei Flat Bush taku kura My school is in Flat Bush

Kei hea taku pene? Where is my pen?
Kei runga tō pene i te tēpu Your pen is on the table

Past Tense Location Sentences
To say where something was (in the past) we use ‘I’ instead of ‘Kei’ at the beginning of the sentence
I hea taku pene? Where was my pen?
I runga tō pene i te tēpu Your pen was on the table
Select week Term 1 Week 11

Term 1 Week 11
Learning outcomes:
Students will be able to:
ask and answer the question ‘how many’ in te reo Māori
describe how many people or objects there are in a given scenario

Asking How many Objects?
When we want to ask how many objects there are we use the phrase “E hia ngā ……..?”
E hia ngā āporo? How many apples?
E rua ngā āporo. There are two apples
If there is only ONE we would reply “Kotahi te….”
Kotahi te āporo There is only one apple.

People
When asking about how many people there are we use ‘Tokohia’ instead of ‘E hia.’

Tokohia ngā tamariki? How many children?
Tokowhā ngā tamariki. There are four children
However, we only use “toko” for 2-9 people.
For 10 or more people we would just use “E ……...”
E tekau mā iwa ngā tamariki There are 19 children

If there is only ONE person then we would still reply “Kotahi te……...”
Kotahi te tamaiti There is one child.
Select week Holidays!!!

Holidays!!!
E te whānau, kia pai ō koutou hararei. Noho ora mai!
Select week School Holidays

School Holidays
Kia pai ō koutou hararei e te whānau!
Select week Term 2 Week 1

Term 2 Week 1
Tangata Rongonui
Achievement Objectives:
Students should be able to:
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.
3.1 communicate, including comparing and contrasting, about habits, routines and customs
3.4 communicate, including comparing and contrasting, about how people travel

This week we will start learning our new vocabulary list ‘Te āhua o te tangata’
Kupu List
https://online.mhjc.school.nz/pluginfile.php/195320/course/section/414643/Te%20%C4%80hua%20o%20te%20Tangata%20Kupu.odt
Select week Term 2 Week 2

Term 2 Week 2
Learning Outcomes:
Students will be able to:
recognise things that belong to the Ā & Ō category

Ā & Ō Categories
Ā Ō
portable objects immovable objects (whare, maunga)
same generation people and younger   older generation – parents, grandparents etc
animals (except transport) transport (including animals used)
food (kai)   pure water, medicine
actions (mahi)   emotions, thoughts, qualities
parts of anything (including your body)
groups, clothing, names
These categories determine which possessives should be used in a sentence

SINGULAR POSSESSIVES

Ā Category
Ō Category
my
tāku
āku
tōku
ōku
yours
tāu
āu
tōu
ōu
his/hers
tāna
āna
tōna
ōna
For example:
tāku teina younger sibling tōku matua my father
āu kai my food ōu whakaaro your thoughts
tāna kurī his dog ōna kare-ā-roto her feelings
Select week Term 2 Week 3

Term 2 Week 3
Learning Outcomes:
Students will be able to:
Use singular pronouns and possessives accurately
describe in detail themselves and other people (hair, eyes, features)
describe people’s characteristics

Modifiers
tino = very āhua = quite, somewhat, a little, kind of
He tino ataahua tērā wahine That woman (over there) is very beautiful
He āhua teitei tērā wahine That woman (over there) is kind of tall

Describing people's appearance
This week we will also learn to describe people's appearance and personality traits. We will learn to use modifiers to add meaning to our use of adjectives in describing sentences.

To say “Someone has….” to describe a person's appearance we use possessives from the Ō category because these characteristics belong to them.
He (adjective) + (possessive) + characteristic
He parauri ōna makawe Her hair is brown
He kakariki ōna whatu Her eyes are green
Select week Term 2 Week 4

Term 2 Week 4
Learning Outcomes:
Students should be able to:
describe in detail themselves and other people (height, what they are wearing)
Describing Someone's Height
E (number) hēnimita tōna teitei   His/Her height is …….. cm
E rua rau mā rima hēnimita tōna teitei   His height is 205 cm
Describing What Someone is Wearing
We use our active verbal sentence pattern to say what someone is wearing.
E mau ana (subject) i te/ngā (clothing)
E mau ana ia tētahi panekoti whero   She is wearing a red skirt
Select week Term 2 Week 5

Term 2 Week 5
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
Select week Term 2 Week 6

Term 2 Week 6
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
Select week Term 2 Week 7

Term 2 Week 7
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
Select week Term 2 Week 8

Term 2 Week 8
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 vegetables

Likes 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
Select week Term 2 Week 9

Term 2 Week 9
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) children

Occupations
tākuta doctor pirihimana policeman kaiako teacher
tumuaki principal roia lawyer kaihanga builder

Kai + 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
Select week Term 2 Week 10

Term 2 Week 10
Assessment:
This week we will spend time preparing and rehearsing for your Tangata Rongonui assessment
Kia kaha ki te tū ki te kōrero!
Select week Holidays!!!

Holidays!!!
Select week Term 3 Week 1

Term 3 Week 1
This term you will begin your Tangata Rongonui assessment.
- Select activity Tangata Rongonui Writing Assessment
  
  Tangata Rongonui Writing Assessment Assignment
Select week Term 3 Week2

Term 3 Week2
Term Two: Unit Tōku Kura
Achievement Objectives
2.1 communicate about relationships between people
2.2 communicate about possessions
2.4 communicate about time, weather, and seasons
3.1 communicate, including comparing and contrasting, about habits, routines and customs
3.2 communicate about events and where they take place
3.3 give and follow directions

Learning outcomes:
Students will be able to:
give simple information about school (buildings, subjects, teachers, uniform)
This week we will start learning a new vocabulary list about kura and learn to describe objects and people around our school.
Tōku Kura Kupu List
https://online.mhjc.school.nz/pluginfile.php/195320/course/section/414632/T%C5%8Dku%20Kura%20Kupu%20List.odt
Select week Term 3 Week 3

Term 3 Week 3
Learning Outcomes
Students should be able to:
name and describe buildings and objects in the classroom
name people and their jobs in the school
recognise and use the words (t)ēnei, (t)ēnā, (t)ērā

Describing Objects
This week we will be adding to what we learned last term about describing sentences.
He (adjective) te (noun)

Tēnei, tēnā & tērā.
The endings ‘nei, nā & rā’ are used to indicate the location of something.
nei indicates that the object is near the person speaking
nā indicates that the object is near the person being spoken to
rā indicates that the object away from both people in the conversation OR ‘over there’

Singular
Plural
tēnei
this (by me)
ēnei
these
tēnā
that (by you)
ēnā
those (by you)
tērā
that (over there)
ērā
those (over there)

To ask someone what something is we often use the words we ask He aha? (What?)
Select week Term 3 Week 4

Term 3 Week 4
Learning Outcomes
Students should be able to:
name and describe buildings and objects in the classroom
name people and their jobs in the school

This week we will be adding to what we learned last term about identity sentences.
Ko (noun) te (noun)

Ko Matua Morrison te tumuaki Mr Morrison is the principal
Ko Matua Naidoo te tumuaki tuarua Mr Naidoo is the deputy principal

Kura Speech

Tīhei mauri ora
*Pepeha
Ko ____ toku ingoa
Ko te kāreti o ngā teina o Mission Heights taku kura
Ko Matua Morrison te tumuaki
Kei roto ahau i te whānau …………. (Takutai, Te wao-nui-ā-Tāne, Wai, Maunga etc.)
Ko (deputy principal) rāua ko (assistant principal) ngā tumuaki tuarua
Ko (whānau class e.g. 9M1) toku rōpu ako
Ko (LA teacher) te kaitohutohu
E (number of subjects) aku kaupapa ako
Ko (favourite subject) taku tino kaupapa
Tena koutou katoa.
Select week Term 3 Week 5

Term 3 Week 5
Learning Outcomes
Students should be able to:
name items of clothing
describe their school uniform
Hei Mahi
This week you will search for words to add to your vocabulary to help you to write a description of the school uniform for both boys and girls at this school.

You will also design your own uniform and write a description of it.
Select week Term 3 Week 6

Term 3 Week 6
Learning Outcomes
Students should be able to:
recognise basic commands that are used in the classroom
ask someone to give them something
ask someone to pass something to someone else

In te reo Māori there are some words that are used after a verb to indicate a direction.

Hei Mahi
This week you will learn and practise some common classroom phrases that use these directional words

Whakarongo mai Listen (here to me speaking)
Titiro mai Look (here to me speaking)
haere mai Come here (towards the person speaking)
kuhu mai Come inside
haere atu Go away (from the person speaking)
neke atu move away
Homai
To ask someone to give something to you we use the phrase ‘Homai te (object)’
Homai te pene Give (pass) me the pen

To say ‘please’ in te reo Māori we use the word ‘koa’
Homai koa te pene Please give (pass) me the pen

To ask someone to pass something to someone else
To ask someone to give something to you we use the phrase ‘Hoatu te (object) ki a (name)’

Hoatu te tote ki a Mere Give (pass) the salt to Mere
Select week Term 3 Week 7

Term 3 Week 7
Learning Outcomes
Students should be able to:
Use “kei hea?” and reply appropriately
Use a sentence saying where something is
Say how many of an object there is in a location

Where?
This week we are adding to the work we did last term about location, number & describing sentences.
E.g.He (adjective) te (object)

Kei hea te/nga (noun) Kei hea te ngeru? Where is the cat?
Kei (preposition) i te (noun) Kei runga i te whare kurī On the kennelE (number) ngā (objects)
E hia ngā mōkai? How many pets?
E rua ngā mōkai There are two pets

Combining a describing sentence with a location sentence
He (noun) kei (preposition) i te (noun) He ngeru kei runga i te wharekurī
There is a cat on the dog kennel
Combining a number sentence with a location sentence

E (number) nga (nouns) kei (preposition) i te (noun)
E rima ngā manu kei runga i te rākau There are 5 birds on the tree
Select week Term 3 Week 8

Term 3 Week 8
Learning Outcomes
Students should be able to:
Use a simple verb sentence (E verb ana)
recognise and use singular pronouns correctly
recognise and use plural pronouns correctly

Active Verbal Sentences
To describe an action that is presently taking place we use the verbal sentence pattern:
E (verb) ana (kaimahi)
This sentence pattern results in adding ‘ing’ to the verb. For example:
E kōrero ana speaking
E tū ana standing
E noho ana sitting

The kaimahi is the person or thing that is doing the action.
E kōrero ana te tama The boy is speaking
E tū ana ngā kōtiro The girls are standing
E noho ana te kurī The dog is sitting
Select week Term 3 Week 9

Term 3 Week 9
Learning Outcomes
Students should be able to:
recognise and use plural pronouns correctly
add an object onto a verbal sentence using the correct tūhono (joiner) ‘i or ki’

Adding an Object to an active verbal sentence
To do this we must use a joiner either i or ki
E (verb) ana (kaimahi) i or ki (object)
At this level we use:
‘ki’ to mean ‘to’ ‘with’ or ’at’ ‘i’ is used for everything else.
'I' does not have a meaning but is simply used to join the object onto the sentence.
E haere ana ahau ki te kura She is going to school
E horoi ana ahau i te waka She is washing the car

Plural Pronouns
Select week Term 3 Week 10

Term 3 Week 10
Learning Outcomes
Students should be able to:
Ask the time in Maori
Tell the time in Maori

Asking the time?

To ask the time in te reo Māori we use the phrase He aha te wā? To answer the question, we use ‘Ko’ to identify the time.
On the hour (......o’clock )
Ko te (number) karaka te wā   The time is (number) o’clock

       Ko rua karaka te wā Ko ono karaka te wā Kotahi karaka te wā
       The time is 2 o’clock The time is 6 o’clock The time is 1 o’clock

Minutes to or minutes past
     ki te used to say ‘to’
     mai i te used to say ‘past’
Ko tekau miniti ki te rua karaka 10 minutes to 2
Ko tekau miniti mai i te rua karaka 10 minutes past 2

Half Past, Quarter Past, Quarter to

The transliterations for half and quarter are commonly used to tell the time in te reo Māori

koata = quarter hawhe =half


  Koata ki te whā karaka Koata pahi i te rua karaka Ko te hawhe pahi i te whā karaka
Quarter past 4 Quarter to 2 Half past 4
Select week Term 4 Week 1

Term 4 Week 1
Tōku Kura Revision
This week we will be preparing for a unit test on ‘Tōku kura’ It will assess your skills to whakarongo (listen), pānui (read) and tuhituhi (write) in te reo Māori.
Kōrero: Tōku kura speech

Tīhei mauri ora
*Pepeha
Ko ____ toku ingoa
Ko te kāreti o ngā teina o Mission Heights taku kura
Ko Matua Morrison te tumuaki
Kei roto ahau i te whānau …………. (Takutai, Te wao-nui-ā-Tāne, Wai, Maunga etc.)
Ko (deputy principal) rāua ko (assistant principal) ngā tumuaki tuarua
Ko (whānau class e.g. 9M1) toku rōpu ako
Ko (LA teacher) te kaitohutohu
E (number of subjects) aku kaupapa ako
Ko (favourite subject) taku tino kaupapa
Tena koutou katoa.
Select week Term 4 Week 2

Term 4 Week 2
This week you will complete your tōku kura speech template and submit this on our google classroom page in preparation for your speech assessment in week 4.
Select week Term 4, Week 3

Term 4, Week 3
Use this week to learn your Tōku Kura speech to perform next week.
Select week Term 4, Week 4

Term 4, Week 4
This week is the time to deliver your Tōku kura speech for your final assessment.
- Select activity Tōku Kura Speech
  
  Tōku Kura Speech Assignment
Select week 25 October - 31 October

25 October - 31 October
Select week 1 November - 7 November

1 November - 7 November
Select week 8 November - 14 November

8 November - 14 November