Mahi Akomanga - Term 1

Mahi: 1 He - Descriptions (Revision)

Koronga ako:

Students will understand how to use 'he' to write descriptive sentences.
Student: I can translate and write 'he' sentences describing people and everyday objects.

E.g. He Putiputi tērā - That's a flower

He wahine kaha ia - She is a strong women

He pukapuka - a/some books

Hei mahi:

Follow this link, and read through the notes on the various uses of 'he' and 'he aha'. Pay attention to the different examples. You do not need to copy any notes at this stage.
Follow this link and complete the online task. Write 3 examples of the translations form this task, into your book.
Using the Reo Māori o Nāianei 1 textbook, use the notes you have just taken, to help you to complete mahi 22 on page 23. Once finished, check your answers in the back of the textbook.
Using the Te Mātāpuna textbook, translate the 'he' sentences on page 98 in your book.
In your book, translate the Conversation Practice text on page 24 of Reo Māori o Nāianei 1.

Mahi: 2 He aha - What is/was this/that?

Koronga ako:

Students understand how to ask and answer 'he aha' questions to ask 'what something is/was'
Student: I can ask and answer 'he aha' questions about everyday items

E.g. He aha tērā? - He pene tērā / what is that? Its a pen

He aha ēnei? - He rīwai ēnei / what are these? These are potatoes

Hei mahi:

The teacher will take you through this slideshow to revise how to ask and answer 'he aha tēnei/tēnā/tērā' questions.
Get a Te Mātāpuna textbook and look at the 'he aha' notes on page 29. Notes how you will use a different determiner (e.g. tēnei/tēnā) when you ask and answer a 'he aha' question. For example, if you ask someone - 'he aha tēnei' they will respond according to where the item is in relation to themselves, by saying 'he + object + tēnā'.
Complete Mahi 26 (page 26) of Reo Māori o Nāianei 1 textbook. Once completed, check your answers
Using the Te Mātāpuna textbook, complete the Hei Mahi on pages 30 & 31.
Follow this link and complete the translation activity. Once you have completed all of the translations correctly, copy 3 of the examples and their translations, into your book.

Mahi: 3 He aha kei.....i te.....? - What is under/on the...?

Koronga ako:

Students understand how to ask 'what' is located 'where' using 'he aha kei' sentences
Student: I can ask and answer 'he aha kei' questions
Student: I can have a short conversation about where things are located in a classroom or home context

E.g. He aha kei runga i te pouaka? / What is on the box? - He pukapuka kei runga i te pouaka / A book is on the box

He aha kei roto i te kāpata? / What is inside the cupboard? - He pene kei roto i te kāpata / A pen is in the cupboard

Hei Mahi:

Using the Te Mātāpuna textbook, study Te Whakamārama 2.8 on page 37. Note how a 'he aha - what' sentence has been combined with a 'kei - location' sentence to ask - 'what is located at a specific location?'
Using the Te Mātāpuna textbook, complete the Hei Mahi on page 37-38.
In pairs, each of you need to find 4 x classroom or personal items, and put them somewhere around where you are sitting. Then practice asking each other 'he aha kei...' questions about the location of the items, and answering them using the correct sentence structure.

For ALL 'he' sentences, follow this link to the 'he' page of this website.

Mahi: 4 Kei hea te/ngā - Where is the...?

Koronga ako:

Students understand how to ask where something is located using 'kei hea'
Student: I can use 'ke hea' to ask where something is located
Student: I can answer 'kei hea' questions using 'kei' and a range of locatives

E.g Kei hea ngā tamariki? / Where are the children

Kei roto ngā tamariki i te whare / The children are inside the house

Hei mahi:

The teacher will take the class through this 'Kei hea te/ngā?' introduction slideshow as revision for this question and answer structure.
Follow this link and watch the video (the first 3.30 minutes only) to further revise this structure.
Look at the question and answer examples in Te Whakamārama 2.7 on page 35, and copy 2 of the examples into your book. Then, complete the Hei Mahi on page 35-36 in your book. Once you have finished, check your answers with the teacher.
Using the Reo Māori o Nāianei 1 textbook (link also provided), complete Mahi 39 on page 35, as well as Mahi 40 & 41 on page 36. Once finished, mark your work using the answers at the back of the book.

Mahi: 5 Kei hea + place/person?

Koronga ako:

Students understand how to ask and answer questions about where a person or place is located
Students understand the difference between how to answer where something is located using locative words, and where something is located by stating the name of the place/location
Student: I can ask and answer questions about the place a person or object is located

E.g. Kei hea tō kāinga? / where is your home? Kei Whitianga tōku kāinga / my home is in Whitianga

Kei hea a Mere? / where is Mere? Kei Papakura a Mere / Mere is in Papakura

Hei mahi:

To ask or answer where someone/something is using a place, you use the same question structure that we have followed for the other 'kei hea' questions, and once again, you replace the question word with the answer, which in this case, is a place.
Watch the first 2 minutes of this video as an introduction to this type of 'kei hea' sentence.
Copy the following notes and examples into your book:

Notes: To ask and answer questions using a 'place/location' you use the same structure as the other 'kei hea' sentences we have looked at. If you are including a persons name, make sure you include an 'a' before their name.

Here are some examples:

Q: Kei hea tō kāinga? / where is your home? A: Kei Whitianga tōku kāinga / my home is in/at Whitianga
Q: Kei hea te kāinga o Aroha? / Where is Aroha's home? A: Kei Pakuranga te kāinga o Aroha / Aroha's home is in Pakuranga
Q: Kei hea a Sarah? / where is Sarah? A: Kei Ruatoria a Sarah / Sarah is in/at Ruatoria
Q: Kei hea tōna marae? / where is her marae? A: Kei Te Rawhiti tōna Marae / her marae is in Te Rawhiti

4. Follow this link and complete the translation activity below the notes.

5. Follow this link and complete the translation activity below the notes for further practice.

Mahi: 6 'I hea...?' - Past tense 'where?'

Koronga ako:

Students understand how to ask where something or someone was located in the past, using 'i hea?'
Student: I can write and translate 'i hea' questions and answers about where things or people were located
Student: I can ask and answer 'i hea' questions in a casual conversation

E.g. I hea te kai? / where was the food?

I te kīhini te kai / the kai was in the kitchen or I roto i te kāpata

Hei Mahi:

Using page 29 of the Te Kākano textbook (can also use this link for examples and short explanation), study the examples of 'I hea' sentences, and note how they are different to 'kei hea' sentences, in that the refer to past tense ('kei' is present tense).
Copy these notes into your book:

I hea....? - where was/were...?

E.g. I hea ngā tamariki? I te kura ngā tamariki / Where were the children? The children were at school.

I hea taku waea pūkoro? I tō ruma moe / Where was my cell phone? In your bedroom.

3. Using page 29 of Te Kākano, copy 3 more examples (Māori and Englsih) of 'I hea' sentences into your book.

4. Follow this link and complete the translation activity below the notes. Once finished, copy 2 of the sentences into your book with your notes.

Mahi: 7 Active Sentences (Revision)

Koronga ako:

Students understand how to use each of the active sentence structures correctly, based on the type of sentence required and the tense
Students will develop their ability to use the correct active sentence structure through completing a range of reading, writing, listening and verbal activities

Hei mahi:

Students should copy (or glue in printed version of) this table into their books. Read through the table to remind yourself of the different active sentences and which tenses they are used in. Active Sentence Table

Mahi: 8 I - Past Tense

Koronga ako:

Students understand how to write 'i' active sentences about actions that have happened in the past tense
Student: I can translate and write 'i' sentences about things that have happened in the past

E.g. I haere au ki te kura / I went to the school

I kai mātou / we ate

Hei mahi:

Follow this link to a power point on using 'i' to indicate a past action. Copy the notes into your book and complete all of the translation tasks.
Follow this link and complete the translation activity below the notes. Each sentence box will go light green once you get the answer correct. Once you have completed the activity, copy 4 of the sentences and their correct translations into your book.
Thinking about what you did last weekend, write 5 x 'i' sentences in your book about your weekend in Māori, with the English translation beside each sentence.
Get into a group of 3-4, and collect enough mini-whiteboards and pens for everyone. In your group, take turns at writing one of your sentences on your whiteboard, then showing it to your group. Your group mates must then compete to see who can write the correct English translation of your sentence on their whiteboard and show it to you the fastest. The first person to write the correct translation and show it to you gets a point. Continue this activity until everyone has shown their 5 sentences to their group.
In the same groups, take turns at now writing a past tense English sentence on your whiteboard, about something you have done in the past month. Each person will take turns at writing 3 sentences, and showing them to their group as you did for the past activity - only this time, you will be translating from English to Māori. The person with the most points at the end of both rounds, gets a prize.

Mahi: 9 Kei te - Present tense continuous action

Koronga ako:

Students understand how ti use 'kei te' to write active sentences based in the present tense
Student: I can translate and write 'kei te' sentences
Student: I can use 'kei te' sentences in a basic conversation about everyday activities

E.g. Kei te kōrero rātou / They are talking

Kei te oma a Tama / Tama is running

Hei mahi:

Follow this link to a power point on how to use 'kei te' for present tense continuous action sentences. Copy the notes and all of the examples into your book, and complete all of the translation activities in your book, as per the instructions on the slides.
Copy the following notes and examples into your book:

In order to add a specific object to a 'kei te' sentence, you use the following structure:
'kei te + verb + who + i te/ngā + object'

E.g.

Kei te kai a Hemi i te paraoa / Hemi is eating the paraoa
Kei te horoi a Tama i ngā rīhi / Tama is washing the dishes

3. Using the Te Pūkaki textbook (page 76), copy the 'kei te' sentences (in the white section of the page below the picture) into your book, then translate them. Hint: the sentences are about whats happening in the picture.

4. In the Te Pūkaki textbook, complete the first part of the Hei Mahi on page 79 (the table activity). For this activity, you need to correctly match a phrase from column 1, with a phrase from column 2 & 3. Hint: Look at the picture on page 78 to help you understand how the sentences might/should be structured.

5. In your book, write 10 'kei te' sentences about what people around the classroom are doing right now. For example:

'Kei te tuhi a Tama' / Tama is writing
'Kei te kōrero rātou' / they are talking
'Kei te pānui ia i te pukapuka / he is reading the book

6. Get into groups of 4. In your group, each person will take a turn of standing up and miming/acting out a certain activity with whatever props they can find around them. All other group members race to say a 'kei te' sentence about what is being acted out. The person acting will chose the 'kei te' sentence that they think most appropriately sums up what they are acting out. An example of this is: Anna stands up and acts out that she is eating a sandwich, one of her group mates then says - "kei te kai a Anna i te hanawiti" - Anna is eating a sandwich. Anna then confirms this sentence is correct, so that person wins. Each person will have 3 turns at acting each.

Mahi: 10 E........ana - Continuous action / all tenses

Koronga ako:

Students understand how to write continuous action sentences based in any tenses using the 'e...ana' sentence structure
Student: I can translate and write 'e....ana' sentences
Student: I can use 'e...ana' sentences when writing a short paragraph in te reo Māori

E.g. E haere ana rātou - they are/were/will be going

E kai ana ia i te ika - he is/was/will be eating the fish

Hei mahi:

Follow this link to a power point on how to use 'e....ana' to show continuous action in the past, present and future tense.
Copy all of the notes, and complete all of the translation activities, as per the instructions on the slides.
Using the Reo Māori o Nāianei 1 textbook, read through some of the common verbs on page 51. Any of the verbs that you are not familiar with, copy into your vocab booklet and learn over the next week.
Complete mahi 67 (page 51) in your book, then mark.
Complete Mahi 69 in your book, marking each activity as you finish it. Note: Each activity has different and specific instructions, so make sure you read and understand them, before you get started.
Write the following notes (using this heading) in your book: 'E aha ana' - Question

To ask what someone is doing using the 'e....ana' structure, you use the structure: 'e + aha + ana + who' - 'aha' means 'what'
To answer this question, you respond using the 'e....ana' structure we have just learnt
For example: 'e aha ana ia?' - 'e mahi ana ia' / What is she doing? She is working

7. Complete Mahi 70 (pages 52-53) using the 'e aha ana' notes you have just copied, to guide you. Check your answers at the end of the activity.

8. Copy the following notes into your book:

To add a specific object to this sentence structure, you use the following structure: 'e....ana + who + i te/ngā + object
E.g. E tunu ana ia i ngā rīwai / he is cooking the potatoes
E.g. E inu ana rātou i te wai / they are drinking the water
E.g. E mātakitaki ana ngā tama i te kēmu whutupāoro pā / the boys were watching the touch rugby game

9. Using the Reo Māori o Nāianei 1 textbook (page 55), copy the examples of 'e....ana + who + i te/ngā + object' sentences (located above Mahi 71, starting with "Tom is singing a song") into your book.

10. Complete Mahi 71 & 72 (page 55) in your book and then mark.

11. In your book, write 5 x 'e....ana' sentences about activities that your classmates will need to act out. You sentences need to contain an object e.g. 'E pānui ana a Josh i te pukapuka' - 'Josh is reading the book' You can include activities that would occur outside of the classroom as well, e.g. 'e whiua ana ia i te pōro' - 'he is throwing the ball'

12. Once your sentences are complete, get into groups of 4, and get a mini whiteboard and whiteboard pen each. You will then each take turns at acting out one of your sentences at a time. The first person to write on their whiteboard the correct 'e....ana' sentence and show the actor, wins.

Mahi: 11 Kua - Completed Action

Koronga ako:

Students understand how to use 'kua' to write completed action active sentences
Student: I can translate and write 'kua' active sentences
Student: I can use 'kua' sentences in short conversation in te reo Māori

E.g. Kua timata te kēmu / the game has started

Kua wehe ngā manuhiri / the guests have departed

Hei mahi:

Using the Te Kākano textbook, read through the notes on page 28 (first half of the page) on how 'kua' is used to show that an action has started and is either in progress or has finished . Copy the notes into your book.
Read through all of the examples, and note how all of the verbs in the sentences, have been indicated to have started or been completed, by using 'kua'.
Copy 3 of the 10 examples (from page 28) into your book.
Watch this video on 'kua' and as you watch it, pause it and copy 3 examples from the video, into your book.
Follow this link and complete the translation activity below the notes. Each sentence box will turn light green once you get the answer correct. Once finished, copy 2 examples from the activity into your book.
Now you will look at how to add who or what caused the state. Follow this link, (if you don't have a device, look on page 57 of the Te Mātāpuna textbook). On each page (web or textbook) there is a section of notes about 'kua', read the notes and examples. Half way down the page are notes on what to do if the speaker wants to say who or what caused the state. Copy these notes into your book under the sub-heading 'Adding the cause of the state', as well as the examples below (just the 'kua' examples). If you are using the textbook, you do not need to copy the entire last paragraph (at the bottom of the page), just copy the first few lines on how to add a persons name using 'i + a + name'
Using the Reo Māori o Nāianei 1 textbook, complete Mahi 89 (page 67), then check your answers.
Follow this link, and watch the first 5 minutes of this Ōpaki episode. Using what you see/hear in the episode as inspiration, write 8 x 'kua' sentences in your book. At least half of your sentences need to include the 'cause'. Once you have written your sentences, sit with a classmate and take turns at reading your sentences aloud. Your classmate needs to try and figure out what each sentence says, with your help.
Write the following notes into your book using this sub-heading: 'Kua aha' - Question

to ask what someone has done, you use the question: 'kua aha + who' - as 'aha' means 'what'
Some examples are: kua aha ia? kua kai ia / What has she done? She has eaten

Kua aha rātou? Kua waiata rātou / What have they done? They have sung

Remember that this question is asking about an action that has started, or been completed.
To answer these questions, you use the same 'kua' structure we have covered this lesson. Essentially, you just remove the question word 'aha' and replace it with the answer.

11. Using the Te Mātāpuna textbook, look at Te Whakamārama 5.8 (page 115-116) and see how it gives examples of how 'kei te' & 'e...ana' sentences differ from 'kua' sentences, where the action has been completed (or started). Use these examples to help you complete the Hei Mahi (red section) on pages 117-118.

Mahi 12 Ka / any tense

Koronga ako:

Students will understand how to use 'ka' to write active sentences that can be used in any tense
Student: I can translate and write 'ka' active sentences

E.g. Ka kai mātou / we will eat

Ka haere ia ki te tuaone / he went to the beach

Hei mahi:

Follow this link to a power point on how to use 'ka'
Copy all of the notes and complete all of the translation activities as you work through the slideshow.
Follow this link and watch a video on using 'ka' sentences. Complete the activity at the end of the video (purple section).
Using the Reo Māori o Nāianei 1 textbook, complete Mahi 84, 85 on page 63.
Remember how the power point slide explained how to add an object to a 'ka' sentence by adding an 'i' between the verb and its object. Read through the notes above Mahi 86 (page 63) as revision on how to add the object.
Complete Mahi 86 on page 63, then mark your answers.
Follow this link and complete the translation activities located below the notes. Once finished, copy 4 of the completed examples into your book.
Using the Reo Māori o Nāianei 1 textbook, read the short story at the top of page 63 from one of Te Wharekura school journals. Then, in your book, write a series of 'ka' sentences as a story, similar to the one you have just read. Write your story about the kaupapa/topic you are currently focusing on in class. Your sentences need to make sense one after the other. Write them in the same format at the Te Wharekura journal story, with one 'ka' sentence per line.

Mahi 13 Ka aha.....? - What will.......do?

Koronga ako:

Students will understand how 'ka aha' is used to ask what someone did or will do
Student: I can translate and write 'ka aha' questions and answers
Student: I can use 'ka aha' questions and answers in a conversation about everyday activities

E.g. Ka aha te kōtiro? / what will the girl do?

Ka hoki te kōtiro ki te marae / the girl will return to the marae

Hei Mahi:

Copy the following notes into your book:

To ask what someone will do, we use the structure 'ka aha....?'

Ka - indicates future tense

Aha - means 'what'

E.g. Ka aha rātou? Ka waiata rātou / What will they do? They will sing.

To answer this question, we simply remove the 'aha - the question word,' and replace it with the answer (there is more explanation o how to structure 'ka' sentences in the Active Sentences section under 'Ka'.

2. Using the Te Pūkaki textbook, read the notes in Te Whakamārama 2.13 on page 62, then copy the 3 examples into your book, and translate them to English.

3. Complete the Hei Mahi on page 61 (red section of the page), as well at the Hei Mahi on page 63. Peer mark the Hei Mahi with your neighbour once you are finished, then take it to the teacher to be checked.

Mahi 14 Kei te aha/E aha ana......? What is.... doing?

Koronga ako:

Students will be able to ask 'kei te aha' and 'e aha ana..' questions and answer them correctly using 'kei te' and 'e..ana' active sentences
Student: I can ask and answer 'kei te aha' and 'e aha ana' questions

E.g. Kei te aha rātou? / What are they doing?

Kei te kōrero rātou / They are talking

Hei Mahi:

Follow this link and read through the notes and examples of how to use 'e aha ana' or 'kei te aha' to ask what someone is doing.
Copy the notes and examples into your book.
Using the Te Mātāpuna textbook, read through the Te Whakamārama 3.2 examples on page 47, then complete the Hei Mahi on pages 48-49 (red sections).
Also using Te Mātāpuna, study the examples of 'kei' sentence son page 50, then complete the Hei Mahi on pages 51-52. The Teacher will go through the answers with the class.
Using the Te Pūkaki textbook, complete the Hei Mahi exercises on page 57-59 (tasks in the red sections). Once you have completed the tasks, check your answers with a classmate.

Whakakore

Mahi 15 E......ana.... / Kāore....e.....ana.....

Koronga ako:

Students will understand how to negate 'e...ana' active sentences using 'kāore'
Student: I can negate 'e...ana' active sentences using 'kāore'
Student: I can use 'kāore' to write negative continuous action sentences

E.g. E haere ana ngā tamariki / Kāore ngā tamariki e haere ana

E tākaro ana te tama / Kāore te tama e tākaro ana

Hei mahi:

Students should copy (or glue a printed version of) this table into their books. Whakakore Table Link

Follow this link, and study the notes on how to whakakore 'e....ana' sentences using 'kāore...e...ana...'
Copy the notes from slide 2 into your book, as well as the examples. Note that the 'e...ana' part of the sentence stays the same when you whakakore the sentence, it is just the first part of the sentence that changes.
Look at page 130-131 of the Te Mātāpuna textbook, look at the 'e....ana' chart on page 130, and how these sentences are changed to whakakore in the chart on page 131. This chart shows clearly how the first part of the sentence changes, but the 'e....ana' phrase, remains the same. Copy the chart from page 131 into your book.
Complete the translation task from slide 3 of the power point in your books, then pair mark the translations with a classmate.
Complete the 'Hei Mahi' (red section) on page 131 of Te Mātāpuna. Write each sentence into your book, then whakakore them.
Using the context of practice/training/meeting for a group (extra-curricular) you are a part of, write 8 x 'e....ana' sentences, then whakakore each one.
In pairs, and using the mini whiteboards, take turns at writing one of your 'e....ana' sentences on your whiteboard and showing it to your partner. Your partner must then whakakore the sentence aloud, without writing it down. Keep trying until you get the translation right, then swap roles. Each person will write all of their 8 x 'e...ana' sentences for their partner to whakakore.

If you are year 10: Complete the tasks for this structure (Kāore...e...ana... only) on pages 62 & 63 of your Te Mātāpuna homework book.

Mahi 16 Ka / Kāore......e......

Koronga ako:

Students understand how to use 'kāore...e' to negate 'ka' sentences
Student: I can negate 'ka' sentences using 'kāore..e'
Student: I can translate and write 'kāore...e' sentences

E.g. Ka wehe te tamaiti / Kāore te tamaiti e wehe

Ka kai ngā manuhiri / Kāore ngā manuhiri e kai

Hei mahi:

Follow this link to a power point on how to whakakore 'ka' sentences, using 'kāore....e....' - saying that something will not be done.
Study the notes on slide 2, then write them in your book.
Copy the tauira/examples from slide 3 into your book, and add the English translations.
On page 67 of the Te Pūkaki textbook, there are 2 tables showing how to convert 'ka' sentences to 'kāore...e' sentences. Draw the 2 tables into your book. Take note of how the structure for the whakakore is always the same: kāore + who + e + verb
Complete all of the whakakore activities/hei mahi on page 67 (all of the tasks in the red section).
Now, using the powerpoint from task 1, write the sentences from slide 4 into your book, then whakakore, or un-whakakore (turn back into 'ka' sentences) each sentence.
Follow this link, and read the notes on using 'kāore....e...' sentences. Add any useful notes from the website into your book, then complete the translation activity below.
Once you have completed the translation task, write 3 of the sentences from it, into your book.

Mahi 17 Kua / Kāore anō.....kia......

Koronga ako:

Students understand how to use 'kāore anō...kia' to negate 'kua' sentences
Student: I can negate 'kua' sentences using 'kāore anō...kia'
Student: I can translate and write 'kāore anō...kia' sentences

E.g. Kua tae mai a Tama / Kāore anō a Tama kia tae mai

Kua mahi te rōpū / Kāore anō te rōpū kia mahi

Hei mahi:

Follow this link and study the notes on how to negate 'kua' sentences using 'kāore anō....kia....' - saying that something has not yet happened.
Copy the notes and examples from the webpage into your book.
Using a Te Pūkaki textbook, read through pages 29 & 30. Study the tables on page 29, that show how to negate basic 'kua' sentences using the 'kāore anō...kia...' structure.
Now look on page 30 at the other 2 tables that include slightly more complicated sentences. See how the structure remains the same, regardless of the length of the sentence: Kāore anō + who + kia + action
Watch this video to see more examples of 'kua' sentences being turned into 'kāore anō....kia...' sentences.
Copy the 2 tables from page 30 into your book.
Complete all whakakore hei mahi/activities (the tasks in the red section) of pages 29 & 30.

Mahi 18 Kei te / Kāore...i te.....

Koronga ako:

Students understand how to use 'kāore..i te' to negate 'kei te' sentences
Student: I can negate 'kei te' sentences using 'kāore..i te'
Student: I can translate and write 'kāore..i te' sentences

E.g. Kei te mahi ngā tamariki / Kāore ngā tamariki i te mahi

Kei te kai rātou / Kāore rātou i te kai

Hei mahi:

Using the Te Mātāpuna textbook, study the notes on page 129 and 130 on how to negate 'kei te' sentences using 'kāore...i te ....' - to say that something is not happening.
Copy the examples from the top of page 129, as well as the bottom 5 sentences from each of the 2 tables on page 129 (the sentences in table 1 are negated in table 2).
Watch this video and study the examples of how to negate 'kei te' using 'kāore...i te...' Note that this whakakore structure is also used for 'i te' sentences, you will see examples of this on the video.
Now, copy the table from page 131 of Te Mātāpuna into your book. Note how the structure is always the same: Kāore + who + ie te + action
Complete the hei mahi/activity (task in the red) on page 130.
Using the context of a practice/meeting for an extra-curricular you are involved with, write 6 x 'kei te' sentences, then whakakore them.
In pairs, use the mini whiteboards, and each write a 'kei te' sentence from the last task, on your whiteboard. The other person must whakakore it aloud. Keep trying until you both agree the whakakore is correct. Complete this task for all 6 of your 'kei te' sentences.
Using the sentences you have both come up with, write a short skit that is set at one of the extra-curricular activity practices/meetings you used for the last task. You must include 6 x 'kei te' sentences, and 6 x 'kāore...i te...' sentences. You skit must be at least 1 minute long. Once you have written the script, record your skit, then upload it to our google classroom.

Mahi 19 I / Kāore/kīhai....i....

Koronga ako:

Students understand how to use 'kāore..i' to negate 'i' sentences
Student: I can negate 'i' sentences using 'kāore..i'
Student: I can translate and write 'kāore...i' sentences

E.g. I hīkoi a Tama ki te marae / Kāore/kīhai a Tama i hīkoi ki te marae

I waiata te wahine ki ngā tamariki / Kīhai te wahine i waiata ki ngā tamariki

Hei mahi:

Follow this link, and study the notes on how to negate 'i' sentences using 'kāore/kīhai....i....' - to say that something did not happen.
Copy the notes and examples into your book. In your notes, include that the sentence structure for this whakakore is always: 'Kāore/kīhai + who + i + action. 'I' is always used when talking in past tense, you can also chose to use either 'kāore' or 'kīhai' as the starting word, as they both mean the exact same thing.
Follow this link, and complete the whakakore sentences. Once you have competed them all correctly, copy 5 of them into your book, as well as the English translations.
Using the context of a social event you attended in the past, write 6 x 'i' sentences, then whakakore them.
In groups of 3, use the mini whiteboards and take turns at writing one of your 'i' sentences on your whiteboard. Once you've written in, show it to your group, and they have to write the whakakore on their whiteboard as fast as they can. The first person to show you the correct whakakore, wins. Take turns at writing the sentences until you have each written.

Mahi 20 He/Ko / Ehara....i te/ngā.....

Koronga ako:

Students understand how to use 'ehara...i te/ngā' to negate 'he' and 'ko' sentences
Student: I can negate 'he' and 'ko' sentences using 'ehara'
Student: I can translate and write 'ehara..i te' sentences

E.g. He tāne tino teitei ia / Ehara ia i te tāne tino teitei

Ko Hemi te kaiako / Ehara a Hemi i te kaiako

Hei mahi:

Follow this link, and read the notes on how to use 'ehara' to whakakore 'he' and 'ko' sentences, and say what something is not.
Also have a look at this link, particularly slide 2, that shows how 'he' sentences are changed to 'ehara' sentences.
In your book, write notes on this whakakore structure, including that the structure is always: 'ehara + who + i te/ngā + what'
Copy the examples from the webpage (from task 1), under your notes in your book.
Complete the whakakore sentences slide 3 of this powerpoint.
Using Te Reo Māori o Nāianei book 1, complete the whakakore translations on page 89 - task 149 & 150. Note, you only need to complete the sentences that are 'he' or 'ko' (leave out the nā/mā sentences).
Also complete task 151 (page 89) and task 153 (page 90)
Chose a person who you admire, amd write 4 x 'he' and 4 x 'ko' sentences about that person. Then, whakakore each sentence.
Now you will complete a pair task - Ko wai/Guess Who? Follow this link, to read the instructions for this task. When you are ready to start, follow this link to the tangata rongonui pictures page. As you will be completing this task electronically, open the tangata rongonui pictures page using word, so that you can mark next to each picture once you have cancelled it out.

All Whakakore - Revision Activities

Once you have completed all of the whakakore lessons above, complete the following tasks as revision. After you have completed each exercise, check your answers (answers are in the back of the textbook).

Hei mahi:

Using the Reo Māori o Nāianei textbook (book 1), complete the following activities (pages 86-88) in your book:

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