Before you complete any of the possessives' lessons below, complete these activities, as an introduction to possessives.
Hei mahi:
Follow this link, and read through the table of Possessive Determiners.
Ask your teacher for a printed version of the table and glue it into your book, or, copy the table into your book.
Study this table and take note of how for each of the possessives, there is an 'A/O' option, for example: tāku/tōku' for 'my.' The 'A/O' option doesn't change the meaning of the word, but there are rules that determine whether you use the 'A/O' version of each possessive. You will learn about these rules in the 'A/O' Categories lesson.
Using the Te Kākano textbook, read through pages 140-142 on the 'A/O' categories. Study the examples in the textbook and note how the 'A/O' indicates possession and can come in a range of forms including 'a/o' form or 'tā/tō' 'āku/ōku' etc, all of these forms will be covered in this series of lessons. The 'a/o' whatever form it is in, tells us that the person/group after the possessive, possesses the object/s in the sentence.
Copy the short notes for the top of page 140 into your book.
In your book use a whole page, and rule up a 'T' chart. On one side of the 'T' chart put 'A' on the other, put 'O'. Fill in your 'T' chart with each of the groups of items listed on pages 140-142, as well as one example sentence per group.
This activity will focus on how to decide if an 'A' or 'O' should be used when talking about family relationships. Follow this link and copy any notes you find useful, you must also copy all of the examples given, then complete the activity below the notes. Once you have finished the activity, copy 3 of the examples (Māori and English) into your book below your notes. Now, watch this video on using 'A/O' with kinship terms, it will provide you with some further revision and examples.
O - This video gives once again outlines the things that fall into the 'O' category. Watch this video to revise the 'O' category and study the example sentences that are given.
O - For some further 'O' category revision, watch this video for examples on how 'O' is used when you are talking about a part of something.
O - This activity looks specifically at the 'O' category. Follow this link and copy the notes and examples into your book (under the heading 'O' Category). Then, complete the activity below the notes. Once you have completed the activity, copy 4 examples from the activity, into your book (Māori and English translations).
O - This activity looks at using 'O' for parts of the body. Follow this link and copy the examples and some basic notes. Complete the activity below the notes, then copy 3 examples from the activity into your book.
A - Watch this video to revise what items/people belong in the 'A' category.
Use this QUIZLET to practice the A/O Categories
A/O - Follow this link and read the notes on movable and immovable objects. Copy any useful notes into your book as well as examples. Complete the activity below the notes, then copy 5 of the examples (Māori and English) into your book below your written notes.
Revision/extras:
Watch this 13 minute video to revise the 'A/O' categories as well as a range of possessives.
Using the Te Pūkaki textbook, revise the 'A/O' list on page 10, then complete the Hei Mahi on page 11 in your book.
E.g. Ko taku tungāne tēnei / this is my brother
Kei hea tō pene? / where is your pen
Kei raro i ana pukapuka / under her books
Hei mahi:
Follow this link and read through the notes and examples on 'Informal Possessive Determiners'
Copy the notes and examples into your book, then complete the translation task on the second power point slide.
In your book, write 8 of your own informal possessive sentences. You can make them up, or base them on your own whanau, friends or classmates. Once you have written your 8 sentences, swap your book with a classmate and translate each others sentences. When you are both done, go through the translations of each persons work together, and mark them.
E.g. tōku/tāku - my e.g. Kei hea tāku kai? / where is my food?
tōu/tāu - your (1) e.g. Ānei tōu pounamu / here is your green stone
tōna/tāna - his/he e.g. Kua oma atu tāna kuri / her dog has run away
Hei mahi:
Follow this link to notes and examples of how Singular Possessive Determiners are slightly different to the Neutral Determiners we looked at in the last lessons. The determiners we will look at this lesson are the 'Formal Possessive Determiners'
Follow this link, and copy the notes and examples into our book.
Before you move on to the next task, ensure that you understand the difference between the 'formal' and 'informal' singular determiners. The 'informal' ones can be used regardless of the 'A/O' categories, but cannot be used without a noun that follows them, e.g. 'kei hea tō pene?' - pens are in the 'A' category, but because we have used an 'informal' determiners, 'tō' is an appropriate possessive. Note that the noun 'pene' has followed the determiner.
Using the Reo Māori o Nāianei 2 textbook, complete Mahi Tekau mā Ono (pg 28), then mark your work.
Mahi Whā Tekau (page 29) - NOTE: The answers for this task in the back of the book are number 39 not 40 (textbook mistake).
Complete Mahi Whā mā Tahi Tekau. NOTE: The answers for this task are under number 40 in the back of the textbook (textbook mistake).
E.g. Tā rātou mahi, ā rātou mahi / Their work
Tō koutou whare, ō koutou whare / Your house/s
Using this powerpoint, revise the A/O categories (slides 1-6)
Now, study slides 6-10 on how to use tā/tō for possessives.
Using the Reo Māori o Nāianei 1 textbook, study the table on page 27, that shows 'tā/tō/ā/ō' and when they should be used. Take note of the fact that when you are talking about more than one item, you use the plural form, which just involved removing the 't' from the start of the word. If you will find it helpful, copy the table into your book.
Copy the notes and examples on tā/tō from slides 6 & 7 (from task 2), then complete the translations on slide 8.
Complete all activities on this Tā/Tō worksheet in your books. Once you have completed the worksheet, peer mark it with your neighbour, then ask the teacher to check it.
Write the subheading 'Tā/tō with 'tāua/māua/rāua/kōrua' in your notes, then watch the first 2 minutes of this video on how to use these particles with the dual pronouns 'tāua/māua/rāua/kōrua'. As you watch the video, add any helpful notes to your book, and copy 4 of the examples (Māori & English) you see in the video, into your book as examples.
Tā/tō/ā/ō with Dual Pronouns
There are two links below for notes on how to use 'tā/tō' with the dual pronouns 'tātou/mātou/rātou/koutou'. The first link looks at 'tā/tō' the singular form, the second link looks at 'ā/ō' the plural form. Link 1 Link 2
Read through each of the sets of notes, and take notes in your book as you go. You do not have to copy the notes word for word, but you do need to copy all of the examples int your book.
Complete the following 'tā/tō/ā/ō' activities in your book. If you have already completed any of the listed activities, move on to the next task.
Reo Māori o Nāianei 1 textbook:
Read notes called 'Our Checklist at the top of page 30 and add any helpful notes to your book.
Complete the 3 translation tasks on page 30, then mark your work using the answers at the back of the book.
Complete mahi 44 & 45 on page 31, then mark.
2. Te Pūkaki textbook:
Study Te Whakamārama 1.2 page 12, then complete the Hei Mahi on page 13.
Study Te Whakamārama 1.3 page 14, then complete the Hei Mahi on page
Peer mark your answers for the last 2 tasks with a neighbour, then ask the teacher to check your work.
Study the Te Whakamārama and then complete the Hei Mahi on pages 16-20.
Study Te Whakamārama 1.6 page 20, that explains which dual pronouns to use when asking or answering a question. Then complete the Hei Mahi on page 21, for not, just write the 'tā/tō/ā/ō' for each answer in your book (don't copy the whole text into your book).
Now, translate the text from the Hei Mahi on page 21, into English, in your book. Work in pairs for this task, but you both need to write the translation into your own books.
Notes: also in Te Kākano pp. 52-56, 140-142.
E.g Ko te mahi ā te kuia he karanga / The elderly women’s job is to call
OR Ko tā te kuia mahi he karanga.
Hei Mahi:
Follow this link and study the notes on how to use 'tā/tō/ā/ō'
Copy notes from the webpage into your book. You do not need to copy the notes word for word, just the important explanations and examples.
Complete the translation activity under the 'tā/tō' notes on the Te Whanake webpage.
Watch the following video on using tā/tō sentences (+he for possession). Copy down 5 of the examples of 'tā/tō' sentences that you see on the video.
In your book, chose 6 of the 'tā/tō/ā/ō' sentences you copied or wrote for the first lesson on these words (Lesson 1, basic use), write the sentences under your notes from this lesson, then change them to use the advanced structure we have studied this lesson.
Get into pairs, and mark both of your sentences together. Once you have checked all of your sentences and you think you have changed them correctly to the advanced structure, take your books to the teacher for final checking.
E.g. Nō wai tēnei waka / Who does this waka belong to?
Nai wai tēnā kai? / Whose is this food?
Follow this link and read through an introductory worksheet on how to ask the question - who does something belong to?
Copy the notes from the top of the worksheet, then complete all of the tasks below. You need to copy all of the sentences and then your translations/answers into your book. You may work in pairs to complete this sheet, but you both need to write the notes and answers into your own book.
Using this link, look at the PowerPoint slides on asking and answering the question 'nā/nō wai' - who owns something/does something belong to?
Copy the notes and table from slide 1, and the examples from slide 2. Then, complete the rest of the activities on the slides as per the instructions.
Complete this online 'nā/nō' revision activity
In pairs, walk around the room and ask each other 6 x 'nā wai' questions about items you can see. The other person must answer using the correct 'nā' sentence, and the name/pronoun of the possessor.
E.g.
Pātai: "Nā wai ēnei pene?"
Whakautu: "Nā Tama ēnā pene"
E.g. Ma wai tēnei kai? / Who is this kai for?
Mā ngā tamariki ngā perehana nei / These presents are for the children
Mō Pita ēnei kākahu / These clothes are for Peter
Copy these notes into your book: To ask who something is for in the future (future possession), use the question structure: Mā/mō wai....? Mā wai ngā pukapuka? Mā ngā tamariki ngā pukapuka / Who are the books for? The books are for the children OR Mō wai tēnei taonga? Mō te tāne tēnei taonga / Who is this taonga for? This taonga is for the man
In your books, write 5 x 'Mā wai/Mō wai' questions about everyday items, remember to use the correct 'a/o' depending on the 'a/o' categories. Peer mark your questions with someone at your table. After you complete task 7, come back and answer these questions.
Follow this link to notes on how to use 'mā/mō' to indicate future possession. Write notes into your book about this sentence structure, you do not need to copy the notes exactly from the webpage, you can write them in your own words.
Copy 5 examples (Māori and English) from the webpage into your book.
Using the Te Kākano textbook, read through the notes on page 64 about 'mā/mō'. Add any helpful notes from the textbook, to the notes in your book, and copy 2 new examples from the textbook into your book.
Watch this video on how to ask and answer who something is for - indicating future possession. An example of this structure is: Mā wai te kai? Mā ngā tamariki te kai / who is the food for? The food if for the children. Write 4 examples from the video into your book.
Now watch this video on how to answer this question with dual or plural pronouns (e.g. tātou). Take some notes from the video on how to use dual/plural pronouns to answer a 'mā wai' question. Write 4 examples from the video into your book.
Get into pairs, and find 5 items each (from the classroom, your bag etc). Then, take turns at saying a 'mā/mō' sentence about each item, using someone else in the room as the person the item if for. Your partner must listen to your sentence, then give the item to the correct person. For example, you might say - 'mā te kaiako tēnei pukapuka / this book is for the teacher' - so your partner must give the book to the teacher. Keep taking turns at saying sentences, until you have used up all of each of your items.
E.g. Nā wai te miraka i inu? / Who drank the milk?
Nā wai ēnei rīhi i horoi? / Who washed these dishes?
Follow this link and read the notes on using 'na wai/nō wai' to ask who did something?
Copy the notes and examples into your book.
Watch this video (change the tab above the video to 'Full-length video' so you watch the 25 minute version) on how to ask and answer 'nā wai i' questions. As you are watching, pause the video and write 3 of the sentence structure examples from the video into your book, as well as the new kupu/words that are introduced after the grammar section. Also, add any helpful notes from the video to the notes in your book.
Using Te Kākano textbook, read the notes on 'nā/nō wai' on pages 30-32. Copy any extra/new notes from the textbook into your book. Also copy 2 new examples from page 30 into your book (Māori & English).
Complete the online activity from the website from task 1 (activity is below the notes section), then copy all of the completed questions and answers in to your book. Include the English translations for each sentence. Take note of the fact that these examples only show you how to answer if you are using someones name specifically.
On page 31 (Te Kākano), you will see a table that explains the words you use if you want to answer a 'nā/nō wai' question with - 'I did / she did / he did / they did'
Copy the table into your book. Note that instead of using a name, these examples use 'nā' at the beginning of a pronoun, or: Nāku - I did Nāu - you did Nānā - she/he did
Using the context of a social gathering/event/family gathering that you have attended recently, write 4 x 'nā/nō wai i' questions and answers. E.g. 'nā wai i tunu te kai? Nāku i tunu te kai'
In pairs, and one at a time, briefly explain (in English) the event/gathering that you wrote questions about for the last task. Once you have told your classmate about the event, they must ask you 6 x 'nā wai i' questions about the event. E.g. Nā wai i whakareri ngā huamata? Nā tōku māmā i whakareri ngā huamata.'
Using Te Reo Māori o Nāianei book 2, complete the following activities:
pg 18 - Mahi Tekau mā Ono
pg 18 - Mahi Tekau mā Whitu
pg 18 - Mahi Tekau mā Waru
Pg 18 - Mahi tekau mā Iwa
E.g Mā wai ngā kākahu e horoi? / Who will wash the clothes.
Mā Eruera rāua ko Neihana ngā kākahu e horoi / Edward and Nathan will wash the clothes.
Follow this link and read the notes on using 'mā wai/mō wai' to ask who will do something?
Copy the notes and examples into your book.
Watch this video on how to use this sentence structure, and add 3 examples from the video to your notes.
Watch this video on how to answer these questions using plural person pronouns. Add any helpful examples to your notes.
Using Te Kākano textbook, read the notes on 'mā/mō wai' on page 65. Copy any extra notes from the textbook into your book. Also copy 2 new examples from page 65 into your book (Māori & English).
Complete the online activity from the website from task 1 (activity is below the notes section), then copy all of the complete questions and answers in to your book. Include the English translations for each sentence.
On page 65 (Te Kākano), you will also see a table that explains the words you use when you want to answer a 'mā/mō wai' question with - 'I will / she will / he will / they will.'
Copy the table into your book. Note that instead of using a name, these examples use 'mā' at the beginning of a pronoun, or: Māku - I will Māu - you will Mānā - she/he will Mā rātou - they will
Using the context of planning a potluck dinner with a group of friends, write 8 x 'mā wai e' questions and answers using peoples names/pronouns. Q&A example: 'mā wai e mauria mai te waireka? Mā Tama e mauria mai te waireka.'
Using Te Reo Māori o Nāianei book 2, complete the following activities:
pg 16 - Mahi Tekau mā Rua
pg 16 - Mahi Tekau mā Toru
pg 17 - Mahi Tekau mā Whā
pg 17 - Mahi Tekau mā Rima
E.g. He pātai tā Mereana / Mereana has a question
He raruraru tō Wahineata / Wahineata has a problem
Hei Mahi:
Using the Reo Māori o Nāianei 2 textbook (page 34), look at the examples under the heading 'Tikanga 1' of how and when to use the different combinations of 'tā/tō/ā/ō' with the different nouns and pronouns - to say that someone owns something. If you will find it helpful, copy some/all of the examples into your book.
Follow this link to notes on using 'tā/tō/ā/ō' to say that someone owns something. Take note of how different nouns/pronouns can be used in these sentences.
Copy the first section of the notes and examples into your book, then write 4 of your own 'he...tā/tō' sentences below the notes. Use the context of this classroom and the people in it, to write your sentences.
Copy the second section of notes and examples, where dual pronouns 'rāua/kōrua/tāua/māua' are included. Then write 3 examples of your own underneath.
For the next two sections of notes and examples, complete the same process as you did in the last task (notes, examples, then your own 4 sentences).
Complete the translation activity below the notes, then copy 3 examples from it into your book, and translate them.
Using the Reo Māori o Nāianei 2 textbook again (pages 34-35), complete the following Mahi tasks, checking your answers after you complete each task: 48, 49, 50, 51, 52, 54.
In pairs, find a Māori resource (comic/storybook with pictures etc) from the back room. Turn to a picture page, then each of you need to say a 'he...tā/tō/ā/ō' sentence about the picture. For example, you might see a picture of Māui holding a rope to the sun, your sentence could then be - 'he taukaea tā māui / Māui has a rope'. Keep turning to new pictures and saying a sentence each (or 2 or 3 sentences if the picture is detailed enough), until you have each said 8-10 sentences.