Mahi Akomanga - Term 4

Mahi: 1 Ki tā........ - Giving a person/groups opinion on something

Koronga ako:

Students will be able to give an opinion using 'ki tā'
Studenst will understand where in a sentence/conversation to use 'ki tā' to give an opinion
Student: I can use 'ki tā' in writing and speaking to give the opinion of a person or group

E.g. Ki tā ngā manuhiri, he koretake te hākari / According to the visitors, the feast was terrible

Ki tā Tama, he reka te kai / To Tama, the kai is yum

Hei mahi:

Copy the following notes and examples below, into your book:

Structure: Ki tā + who
Refers to a person’s/groups opinion or thoughts on something

E.g.

Ki tā Hone, he ngāwari te mahi / To Hone, the mahi is easy
Ki tā Tama, he reka te kai / To Tama, the kai is yum
Ki tā Manu, ehara te pōwhiri i te pai / to Manu the pōwhiri was not good
Ki tā Rere, kāore anō te hui kia tīmata / according to Rere, the meeting has not yet started
Ki tā te Māori, he tapu te marae ātea / to Māori, the marae ātea is sacred

2. Using the Reo Māori o Nāianei 2 textbook, complete mahi 121 and 122 on page 79. Once you have translated all of the sentences, mark your work using the answers at the back of the textbook.

3. Chose a controversial topic that relates to te ao Māori (e.g. should te reo Māori be compulsory at all NZ high schools?). Complete 3-5 minutes of research on this topic using your device, so that you have a basic understanding of the different perspectives on it. In your book, write 8 'ki tā' sentences on your chosen topic, from a range of perspectives. Once completed, get into small groups, and read your sentences aloud twice to each other. By the end of your second reading, your group mates each need to tell you what they think your topic was. Each group mate then needs to explain in some detail, what one of the perspectives you shared was. The teacher will then ask for each group for feedback.

Mahi: 2 E ai ki... - According to

Koronga ako:

Students can use 'E ai ki...' in a sentences to say 'according to'
Students can use 'E ai ki...' at the start of a sentence or to join phrases
Student: I can incorporate 'E ai ki...' into a range of sentences to say 'according to...'

E.g. E ai ki a Hone, me haere tātou / According to Hemi, we should leave

E ai ki a rātou, kua mutu te mahi / According to them, the work was completed

Hei Mahi:

Follow this link to a worksheet on using 'E ai ki....' to say 'according to'.
Copy the notes and examples from the worksheet into your book, then complete the translation activities.
In pairs, mark the translation activities, then take them to the teacher for final checking.
Chose a current event, and spend a few minutes researching it event using your device. During your research, try to read a range of perspectives on the current event. In your book, write 6 x 'E ai ki....' sentences about the different perspectives on your chosen current event. Once you have written your sentences, get into pairs (or small groups) and take turns at reading aloud your sentences. The rest of your group needs to try and guess the current event you have chosen, or, at least be able to say what it was about.

Mahi: 3 Mōku nei...... - giving a personal opinion/thought

Koronga ako:

Students can use 'Mōku nei...' to introduce their own thoughts or feelings on a topic
Student: I can incorporate 'Mōku nei...' phrases into writing and conversation to introduce my own through or opinion on a range of topics

E.g. Mōku nei, kāore he raruraru / for me, there is no issue/problem

Mōku nei, he uaua te mahi hanga whare / for me, building houses is difficult

Hei Mahi:

Copy the following notes and examples into your book:

Mōku nei – as for me/in my opinion
Expresses a personal opinion or thought on something
Mōku is a particle meaning ‘for me’

E.g.

Mōku nei, kāore he raruraru / For me, there is no issue/problem
Mōku nei, he uaua te mahi hanga whare / To me, building houses is difficult
Mōku nei, ehara te mahi hanga whare i te uaua / To me, building houses is not difficult
Mōku nei, kāore he take o taku haere / As for me (in my opinion), there's no benefit in me going.

2. In your book, write 8 x 'Mōku nei' sentences about your opinion on why your favourite sport/extra-curricular activity, is the best! Include as much detail as you can in your sentences. Once you have written your sentences, you will have a mini-debate with other members of the class, using the sentences your have written. For each debate, you need to get into pairs (you will debate your partner), you will also need another class member to be the judge - they will listen to the debate, and then decide the overall winner. Once you have completed a debate with a class member, find another classmate to debate, as well as a new judge. Continue this activity until you have debated at least 3 classmates.

Mahi: 4 Ki taku mōhio/Ki tōku whakaaro.... - offering opinions

Koronga ako:

Students can use 'ki taku mōhio..' and 'ki tōku whakaaro..' to offer their own opinion or thought on a topic
Students can differentiate between when to use 'mōhio' and 'whakaaro'
Student: I can use 'ki taku mōhio..' and 'ki tōku whakaaro..' in sentences and conversation to offer y own thought or opinion on a range of topics

E.g. Ki taku mōhio, he tangata māngere a Tama / I think, Tama is a lazy person

Ki tōna whakaaro, he māmā noa iho tēnei mahi / In her opinion, this work is easy

Hei Mahi:

Using the Te Kākano tetxbook, read through the notes at the bottom of page 85 (and over onto page 86), about 4 useful phrases for offering opinions.
Copy the notes below into your book:

Ki...... - can be used to introduce your opinion/thoughts, or other people/s thoughts or opinions
Some of the key words used in these sentences are: mōhio - knowledge, thinking / Whakaaro - opinion, thinking / Titiro - observation
With each of these phrases, the word 'nei' may also be added.

E.g.

Ki taku mōhio, he tangata māngere a Tama / I think (according to my knowledge) Tama is a lazy person.
Ki a au, nā Aroha te tiakarete i kai / I think (according to me) Aroha ate the chocolate
Ki taku nei mōhio, kua pau te aihikīrimi / I think the ice cream has run out
Ki a Mika, ā tōna wā, ka tīmata te hui / Mika thinks that at some time in the future, the meeting will start

3. Go back to pages 85-86 of the Te Kākano textbook, and chose another 2 examples to copy into your book. Take note of the many different ways to write these sentences.

4. Follow this link, and watch the video (from the start up to 2.12 mins only) that includes a range of sentence structure examples, as you hear each sentence, say it out loud to practice your pronunciation. Copy 2 examples (Māori and English) from the video, into your book.

5. Follow this link, and read through the notes on these sentences. Copy any useful notes from the web page, into your book.

6. Complete the translation activity below the notes on the web page. Each sentence box will go green when you click 'check answer' if your answer is correct. If you get really stuck, hold the 'check answer' button for a few seconds (or push multiple times) and the answer will appear. Once you have completed all translations, copy 3 of the sentences in Māori and English, into your book.

7. Chose a famous person/leader (preferably Māori), and write 8-12 sentences explaining what your opinion of them is, using all of the different words we have discovered in this lesson. Within your sentences, you also need to write what your famous person's opinion is on 2/3 things - this will relate to the sentences you have written about them. As an example, here are some sentences written about the amazing Māori activist Whina Cooper:

Ki taku nei mōhio, he wahine tino kaha a Whina / I think Whina was a very strong women
Ki tōna whakaaro, me whawhai te iwi Māori mō tō tātou taonga / In her opinion, Māori should fight for what is precious to us
Ki a au, nā Whina te iwi Māori i whakamanawa ki te tū kaha, tū māia / I think that Whina inspired Māori to stand strong, stand bravely.

Once you have completed all of your sentences, swap your book with a classmate and translate each of their sentences onto a piece of paper. Glue the paper into your book.

Mahi: 5 Ai - to indicate habitual action

Koronga ako:

Students understand how to use 'ai' to indicate habitual action
Students are able to incorporate 'ai' phrases into their writing and conversation
Student: I can use 'ai' phrases to indicate habitual action in my writing and when having short conversations

E.g Haere ai rātou ki te oneone / They go to the beach regularly

Totohe ai rāua / They argue regularly

Hei Mahi:

The word 'ai' has many uses. For this use, it indicates that something is donr regukaryl/
Using the Te Pihinga textbook, read through the notes on page 8 about using 'ai' to indicate something happening regularly.
Copy the following notes:

The word 'ai' in this context is used to indicate the something is done regularly.
The 'ai' always comes directly after the verb in these sentences, for example: Haere ai rātou ki te marae ia rā, ia rā / They go to the marae regularly.

4. Copy the examples from page 8 into your book under your notes.

5. Think about activities that you do regularly. Using yourself or you and your whanau/friends as the people completing the action, write 6 x 'ai' sentences about your regular activities in your book.

6. Get into groups of 3 or 4, and collect a mini whiteboard and whiteboard pen each. In your group, take turns at reading aloud one of your 'ai' sentences. As they listen, the rest of your group has to write in English on their whiteboard, what they think you said (i.e translate your sentence). Each person must show you their sentence, and if they get it right after 2 attempts or less, they get a point. The person with the most points at the end of the task (everyone has read aloud all 6 of their sentences), gets a prize from the teacher.

Mahi: 6 'I a + verb e.....ana.....ka' - While

Koronga ako:

Students understand how to use 'I a + verb e.....ana.....ka' to say 'while'
Students are able to incorporate 'I a + verb e.....ana.....ka' phrases into sentences with a range of other phrases
Student: I can use 'I a + verb e.....ana.....ka' to say 'while' when writing paragraphs on familiar topics
Student: I can use 'I a + verb e.....ana.....ka' to say 'while' when having short conversations with classmates

E.g. I a mātou e haere ana, ka kite mātou i te hukarere / While we are travelling, we will see the snow

I a ia e waiata ana, ka katakata ngā tamariki / While he was singing, the children laughed

Hei mahi:

Go to this link, and read through the notes on how to use this sentence structure to say 'while'
Copy the notes from the page, as well as the examples.
Complete the activity below the notes, then copy 4 of the completed sentences and translations, into your book.
Go to page 101-102 of the Te Kākano textbook, and read through the notes. Add any useful notes to the notes in your book.
Copy 2 of the examples from the textbook into your book.
Watch this video, and write 4 of the sentences from the video, into your books (English and Māori).
Using the vocabulary list on the second half of page 102, write 6 'while' sentences, each one containing one of the kupu from the vocab list.
Using a further 6 kupu from the list, write 6 more 'while' sentences. Once you have written the 6 sentences, swap your book with your neighbour and translate each other sentences. Once translated, go through them together and check that the structure and translations are correct.
Now, use the first 6 sentences you wrote, and take turns at reading a sentence aloud to your neighbour. They must then try to translate what you've said, verbally, without writing anything down.

Mahi 7 He aha ai?/He aha...i...ai? - Asking why something happened? (Past Tense)

Koronga ako:

Students are able to ask why something happened in the past using 'He aha ai?/He aha...i...ai?'
Students are able to answer 'He aha ai?/He aha...i...ai?' questions using the correct answer structure
Student: I can ask and answer questions about why things happened in the past using the 'He aha ai?/He aha...i...ai?' question and answer structures

E.g. He aha tō māmā i haere ai? / Why did your mum go?

He aha koutou i mahi pērā ai? / Why did you behave like that?

Hei mahi:

Follow this link and read the notes on how to ask why something happened - past tense. Notice how 'i' is used with 'he aha ai' to indicate that the event happened in the past. If an 'i' has been used, it indicates that the event occurred in the past.
Copy the notes as well as the examples into your book. Add to your notes the following structure breakdown: 'He aha + who + i + action + ai?'
Compete the activity below the notes on the webpage. Once you have correctly completed all sentences, copy 3 of them into your book as examples.
Using your current focus topic, write 6 'he aha...i...ai?' questions in your book. Include the English translations.

Mahi 8: He aha...e....ai....? - Asking why something will be done (Future Tense)

Koronga ako:

Students understand how to ask why something will happen in the future using the 'He aha...e....ai....?' structure
Students will be able to answer 'He aha...e....ai....?' questions using the correct answer structure
Student: I can ask and answer 'He aha...e....ai....?' questions about why something will be done

E.g. He aha a Pita e haere ai ki te toa? / Why will Peter go to the shop?

He aha koe e hanga ai i tētahi whare? / Why will you build a house?

Hei mahi:

Using the Te Māhuri textbook, read the notes on page 44 on how to use 'he aha...e....ai...' to ask why something will be done - future tense.
Write notes from the textbook into your book, and include the following sentence structure breakdown: 'he aha + who + e + action + ai + location (if there is one)
Take note of the fact that this structure is the same as the previous structure, except it uses an 'e' in place of the 'i' to indicate future tense.
Follow this link, and read through more notes on this structure. Copy 4 examples (from the website and/or textbook) into your book.
Complete the whakakore sentence activity (located under the notes on the website from task 1), then copy 3 of the completed whakakore sentences into your book.

Mahi 9 Examination Preparation Tasks

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