thumbnail TRM lesson plans levels 7 and 8
Ngā tohutohu – Instructions

Ngā tohutohu – Instructions

Te Reo Māori in English-medium schools

Achievement objective

7.4 Offer and respond to information and opinions, giving reasons.

Learning intentions

Students can:

  • give and follow instructions.


At the end of this lesson, students can:

Pānui – Reading: Distinguish between facts and opinions.

Kōrero – Speaking: Initiate and sustain conversations in te reo Māori.


Chosen items

Resource sheet 7K - He tauira

Te Reo Māori in English-medium schools

  • Resource-sheet-7K-He-tauira.doc
  • 139 KB
Resource sheet 7L - Ngā tohutohu

Te Reo Māori in English-medium schools

  • Resource-sheet-7L-Nga-tohutohu.doc
  • 17 KB
Resource sheet 7M - Kupu taka

Te Reo Māori in English-medium schools

  • Resource-sheet-7M-Kupu-taka.doc
  • 14 KB

Lesson sequence

For this activity, students should know the basic locatives, in other words, runga, raro, taha mauī etc. 

Describe the placing of the prefix ‘whaka’ with the definite particle ‘te’ to suggest ‘facing towards’ or going ‘seawards,’ ‘heavenwards’ etc. For example: whakatemoana, whakaterangi. 

Give a copy of Resource sheet 7K: He tauira to the students.

Using 5–10 items, build a model like that in Resource sheet 7K: He tauira. Use cutlery, stationery, lab or maths equipment. 

Ask the students to observe the models you are going to make and discuss the descriptions on Resource sheet 7L: Ngā tohutohu and Resource sheet 7M: Kupu taka. 

Make models by placing your collection of items:

  • on each other, under each other, inside each other, beside each other, through each other
  • with ends, handles, openings, parts facing specific directions
  • upside down, inside out, on an angle, diagonally.

When the students are familiar with the terms, ask them to construct their own shapes/models and instruct others how to make them. 

Suggested language focus Suggested vocabulary Notes
Prefix ‘whaka’ with definite article ‘te’





The prefix and the definite article give the idea of ‘towards’, for example:

  • towards the north
  • towards the mountains.
runga kei runga i te  
raro kei raro te ... i te  
kō mai kei kō mai  
kō atu kei kō atu  
te taha mauī kei te taha mauī  
te taha katau/matau kei te taha katau  


The students could construct their own models and develop instructions for the group. They then exchange information and discuss the instructions given, based on their observation of the models. 

kāhore … e … kāhore au e whakaae
kāhore … i te … kāhore au i te whakaae
nō te mea  
i te mea  
tā te mea  
Modifying particle  
kei te taha mauī kē
  kei te huripokia kē
  kei te anga kē atu ki te raki

The students could develop a kupu taka for items used to construct models.

Further learning

This activity can be used with timetables, maps, brochures, programmes.

Related Resources