Te reo Māori in English-medium schools
6.3 Communicate about immediate plans, hopes, wishes, and intentions.
At the end of this lesson, students can:
Pānui - Reading: Understand specific details in contexts that may contain some unfamiliar language.
Tuhituhi - Writing: Write information on familiar topics, referring to past, present and future time and use appropriate writing conventions.
Kōrero - Speaking: Initiate and sustain more extended conversations in both formal and informal contexts.
Discuss with the students the use of the directional particles ‘ake,’ ‘atu,’ and ‘iho’ to express a greater or lesser quality of an object, for example: iti iho, nui ake.
Then hand out a copy of Resource sheet 6I: He reka ake and ask the students to complete it. The students should then ask each other questions, using the sentence structure below, about the differences they have observed.
Ki a koe, he pēhea te ________ i te __________?
Ki ahau nei, he ________ ake/atu/iho te ________ i te ________.
He aha ai?
He ________ nō te ________.
Ki ahau nei, he reka atu te āporo i te aniana, he kawa nō te aniana.
In my view, apples are sweeter than onions, as onions are sour.
Each pair of students should offer three examples to the class:
Indefinite article to describe an item
|He _______.||For example: He reka. He kawa.|
Particles to express comparative quality
|ake||For example: He reka ake.|
|atu||For example: He reka atu.|
|iho||For example: He kawa iho.|
Possessive particle expressing ‘belonging to’
|nō||For example: He huka nō te āporo.|