He wae tāpoi - The footsteps of tourists
Te Reo Māori in English-medium schools
Achievement objective
8.1 Communicate about certainty and uncertainty, possibility and probability.
Learning intentions
Students can:
- plan a series of events.
Modes
At the end of this lesson, students can:
Pānui - Reading: Understand much of what is written by other users of te reo Māori about a range of topics.
Tuhituhi - Writing: Use te reo Māori to entertain and persuade as well as inform.
Materials
Lesson sequence
Present the Horopaki below to students.
Horopaki:
Kātahi anō koe ka hoki mai i Chile i tētahi kura tuarua o reira. I reira koe noho tahi ai me tētahi rangatahi. Nā tōna whānau koe i manaaki mō te tau kotahi. Ā tērā atu marama kei te haramai ia ki Aotearoa ki te noho ki tō taha mō te tau kotahi. Ko tāhau mahi he āta whakarite i ētahi haerenga mōna kia kitea e ia ngā āhuatanga o te ao Māori. Nō reira rapua kia rima ngā haerenga mō ngā wā hararei o te kura. Kaua e māharahara ki te taha pūtea nō te mea he karahipi tāna hei utu katoa i ana haerenga.
Ask the students to organise five excursions for their exchange student, completing Resource sheet 8M: He wae tāpoi which records their plans.
The students must:
- organise at least five visits to tourism attractions, including at least one in Te Wai Pounamu and Te Ika a Māui
- arrange the transport
- accompany the exchange student on the excursions
- decide which holidays the visit will occur in
- complete Resource sheet 8M: He wae tāpoi, describing the types of activities at each location and Resource sheet 8N: Ngā whakaritenga hīkoi as an itinerary detailing costs, arrivals and departure times etc.
| Suggested language focus | Suggested vocabulary |
| Tenses – future | |
| ā te … | ā te 6 o ngā rā o Paenga-whāwhā |
| hei te … | hei te rā tuatahi o Mahuru |
| ao ake te rā | |
| Giving opinions | |
| ki | ki ahau nei … |
| mōku | mōku tonu nei … |
| hei | hei tā ētahi … |
| e ai ki | e ai ki te kōrero … |
| Giving reasons | |
| He pai | he pai tēnei mahi |
| Kāre pea e pai kia he ____ nō ____ | kāre pea e pai kia noho mō te rua pō |
| kāre pea e pai kia noho mō te rua pō | |
| he iti nō te utu | |
| he kaha nō te rōpū | |
| Conjunctions | |
| i te mea | |
| nō te mea | |
| tā te mea | tā te mea he iti nō te utu |
| ina | |
| otirā | otirā he pai tonu ina tokoiti ngā tāngata |
| heoi anō | |
| Perhaps | |
| tēnā pea | tēnā pea ka noho kē tāua ki Ōtautahi |
| Use of ‘ana’ in narrative | |
| tae atu ana | |
| mutu ana | |
| oho ake ana | |
| When | ā te taenga atuā |
| tō tāua wehenga atu | |
| Imperative | |
| 'Me' | me hari tāua i tētahi koha |
| me kaua e wareware | |
| Preposition | |
| mā | ka haere mā Taupō haere mā runga pahi |
Tips
Research tourism sites on the Internet or gather information from travel agencies. Discuss well-known Māori tourist sites; for example, Rotorua, Te Papa Tongarewa etc. Identify their highlights.
Variations
The itinerary could be discussed as a mock phone conversation.
Further learning
The students could plan their own Māori tourism venture.