9 Te Reo Māori 1
Weekly outline
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Nau mai, haere mai ki te patae tuatahi o te reo Maori kei te kura o Mīhana Teitei!
Welcome to year 9 Maori! The aim of this course is to provide you with the foundation you need so that you can begin 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
- 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
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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
- 1.6 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).
Learning Outcomes
Students should be able to:
- Recognise, use and respond to simple greetings in te reo Māori
- Give a simple mihi to introduce themselves
Whanaungatanga:
Whanaungatanga is about relationships, kinship and a sense of family connection. It is created through shared experiences and working together and provides people with a sense of belonging. It comes with rights and obligations, which serve to strengthen each member of that whānau or group.
This week will be focussed learning more about each other better or to become like a family and build relationships in our classroom.
We will also learn a simple mihi and review some basic sentence patterns that we learned in year 7 & 8 te reo Māori.
Mihimihi
Ko (name) tōku ingoa My name is ...................
Nō (place ancestors come from) ōku tīpuna My ancestors are from ...............
Kei (suburb you live in) tōku kainga I live in ..................
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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.
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Unit: Ko au me tōku whānau Time frame: 9 weeks, 18 lessons
For the next 3 weeks we will review and consolidate some basic sentence structures that we were introduced to in year 7 & 8 te reo Māori.
Achievement Objectives:
- 1.3 communicate about numbers, using days of the week, months and dates
- 1.5 communicate about location
- 1.7 use and respond to simple classroom language (including asking for the word to express something in te reo Māori).
- 2.1 communicate about relationships between people
- 2.2 communicate about possessions
Learning outcomes:
Students will be able to:
recognise and use correct pūmua for basic sentence structures
te/ngā, tētahi/ētahi, taku/tō/tana, a
use basic sentence structures and negatives for the following types of sentences:
describing (He)
nominal (Ko)
verbal (e verb ana/kei te)
location & prepositions (Kei/I)
numbering (e hia/tokohia)
Kupu (Vocabulary List): Ko au me tōku whānau
https://online.mhjc.school.nz/pluginfile.php/195416/course/section/419135/9MAO%20Ko%20au%20me%20t%C5%8Dku%20wh%C4%81nau%20Kupu%20List.odtAssessment: Unit Test
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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 -
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
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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 teacherThese sentences do not use verbs (action words) but mostly use nouns.
Singular Pronouns
au, ahau = me, myself, I
koe = you
ia = he/sheAsking 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 -
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 ManukauPrepositions 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 -
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 tablePast 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 -
Achievement Objectives
1.3 communicate about numbers, using days of the week, months and dates
Learning outcomes
Students will be able to:
- count in te reo Māori
- write the date in te reo Māori
- recognise the days of the week and months of the year
Numbers
1
tahi
6
ono
hundred
rau
2
rua
7
whitu
thousand
mano
3
toru
8
waru
million
miriona
4
whā
9
iwa
zero
kore
5
rima
10
tekau
Numbers in te reo Māori are grouped into ones, tens, hundreds, thousands etc. If the first digit or number is one we use ‘Kotahi’ instead of tahi
For example:
9751 9 thousand 7 hundreds 5 tens & one
iwa mano whitu rau rima tekau mā tahiIf there are zero thousands, hundreds, tens or ones we leave these out
For example:
1,023 1 thousand 0 hundreds 2 tens & three
Kotahi mano rua tekau mā toru
190 1 hundred 9 tens & zero ones
Kotahi rau iwa tekauDays of the Week
Months of the Year
Rāhina
Monday
January
Hanuere
July
Hurae
Rātū
Tuesday
February
Pepuere
August
Ākuhata
Rāapa
Wednesday
March
Maehe
September
Hepetema
Rāpare
Thursday
April
Apereira
October
Oketopa
Rāmere
Friday
May
Mei
November
Noema
Rāhoroi
Saturday
June
Hune
December
Tīhema
Rātapu
Sunday
The prefix ‘tua’ in front of a number gives it a place. E.g. tuatahi = first, tuarua =second etc. However, it is only used for numbers 1-9. For numbers 10+ we use the word ‘te’ e.g. te tekau = 10th, te tekau mā tahi = 11th etc
Writing the date
Ko (day of the week) te (number) o (month)
Ko Rāhina te tuatahi o Hanuere Monday the 1st of January
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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 applesIf 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 childrenHowever, 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. -
Assessment:
This week we will be having a unit test on ‘Ko au me tōku whānau. It will assess your skills to whakarongo (listen), pānui (read) and tuhituhi (write) in te reo Māori.
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Kia pai ō koutou hararei e te whānau!
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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/195416/course/section/419146/T%C5%8Dku%20Kura%20Kupu%20List.odt -
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?)
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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.
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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.
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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 awayHomai
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 penTo 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
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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 petsCombining 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 kennelCombining 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
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Learning Outcomes
Students should be able to:
- Use a simple verb sentence (E verb ana)
- recognise and use singular 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 sittingThe 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 -
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 carPlural Pronouns
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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 toThe 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 -
Assessments:
Unit Test
This week we will be having 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.
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E te whānau, kia pai ō koutou hararei. Noho ora mai!
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Term 3 Unit: Te Āhua o te Tangata
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 travelTerm 3 Week 1
This week we will start learning our new vocabulary list ‘Te āhua o te tangata’
Kupu List -
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, qualitiesparts of anything (including your body)
groups, clothing, namesThese 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 -
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 tallDescribing 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 -
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 cmDescribing 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 -
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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Assessment: Tūhinga
Produce a poster, pamphlet, slideshow to describe a family member.
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Nau mai hoki mai whānau. We will use the first few weeks of this term to complete our final assessment for the year which is a speech about your whānau. You will begin with your pepeha and then talk about your family. There are resources on our google classroom page to help you prepare your speech.
Kia kaha! Kia maia! Kia manawanui! -
Ko tēnei te wiki ki te tū ki te kōrero!
This is the week to stand and give your whānau speech. You may use a slideshow with your whakapapa to help you deliver the speech.
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E te whānau, over the next few weeks we will learning language that we can use in our homes.
YEAR 9 – TŌKU KAINGA
Achievement Objectives:
- 1.1 communicate about location
- 2.2 communicate about possessions
- 2.5 communicate about physical characteristics, personality and feelings
Learning outcomes:
By the end of this unit you will be able to:
- give a range of simple information about your home (address and descriptions)
- recognise key features of the wharenui and what they represent
- use prepositions
- convey information about pets
- ask the question “what is this/that?” and reply
- follow simple instructions
- use basic verb sentences
This week you should spend some time learning the new vocabulary on our google classroom page as well as a link to a quizlet to help learn these words.
Task:
Your first task is to make labels for each of these words and then place them on these items around your house. Ask your parents first and make sure you use blue tack or something that won't damage anything. Take a photo of some of these items with labels on them and upload onto our google classroom. For items not on our vocaulary list, you can use the Māori Dictionary OR there is a great app on the google playstore called "kupu" that will also allow you to take a photo of an item and then it will tell you the Māori word for it.
Karawhiua! Go Hard!
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