Te Reo Māori in English-medium schools
2.5 Communicate about physical characteristics, personality, and feelings.
At the end of this lesson, students can:
Mātakitaki – viewing:
Kōrero – speaking: Begin to use pronunciation, intonation, stress, and rhythm for emphasis and to distinguish meaning.
Flash cards with names of colours on them.
This lesson will introduce the students to vocabulary for a range of colours, based on a discussion about hair colour.
Make copies of Resource sheet 2D: Ngā makawe and show them to the students, asking them to select the hair style most like their own.
Have the students draw self-portraits. Alternatively, the students could draw portraits of their favorite famous person.
Move around the room as the students are drawing, observing and commenting on each other’s hair colour:
|He parauri ō makawe.||Your hair is brown.|
|He pango ō makawe.||Your hair is black.|
|He kakaho ō makawe.||Your hair is blonde.|
When the self-portraits are complete, ask the students to group themselves with others of the same hair colour. Give each group a flash card with the colour of their hair written in Māori.
Ask one or two students from each group what colour their hair is.
|E Tere, he aha te tae o ō makawe?||What colour is your hair, Tere?|
|He parauri. He parauri aku makawe.||Brown. My hair is brown.|
He pango. He pango aku makawe.
|Black. My hair is black.|
|He whero aku makawe.||My hair is red.|
He aha te tae o ō makawe? He ______ aku makawe.
Note the shorter response to the question about hair colour – ‘He parauri’. (Brown).
Discuss the colours of items that belong to students. For example, ask the students:
|He aha te tae o ō hū?||What colour are your shoes?|
|He pango aku hū.||My shoes are black.|
|He aha te tae o tō hāte?||What colour is your shirt?|
|He whero taku hāte.||My shirt is red.|
Note the use of the singular form in the second question for example:
|tō hāte||your shirt|