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
E.g.
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.
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:
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:
E.g.
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.
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:
E.g.
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:
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.
E.g. Ki a mātou, he whare nui tērā / To us, that is a big house
Ki tōku whakaaro, he tāngata pai rātou / In my opinion, they are nice people
Hei Mahi:
6. Get into a group with the other people in your year level (2 smaller groups if there are more than 6 students in your year (level). Now, you will take turns at reading aloud the article you wrote. At the end of your article, your group mates need to try and guess what the article you read was about, and then also explain what they think your opinion was of it. They need to provide yo with as much detail as possible. If they get stuck, give them small hints. The teacher will ask for explanations from group members about other peoples articles at the end of this task.