Kati
thumbnail TRM lesson plans levels 3 and 4
Kei hea? – Where?

Kei hea? – Where?

Te Reo Māori in English-medium schools

Achievement objective

3.2 Communicate about events and where they take place.

Learning intentions

Students can:

  • say what someone is doing and where.

Modes

At the end of this lesson, students can:

KoreroKōrero – Speaking: Initiate and sustain short conversations. 

WhakarongoWhakarongo – Listening: Understand a range of short oral texts consisting mainly of familiar language.

PanuiPānui – Reading: Get the gist of short written texts that contain some unfamiliar languag.

TuhituhiTuhituhi – Writing: Write short texts on familiar topics.

Materials

Word list - Kei hea - Ngā Wāhi o Aotearoa

Te Reo Māori in English-medium schools

  • Word-list-Kei-hea-Nga-Wahi-o-Aotearoa.doc
  • 29 KB
Resource sheet 3N Te Ika a Māui

Te Reo Māori in English-medium schools

  • Resource-sheet-3N-Te-Ika-a-Maui.doc
  • 73 KB
Resource sheet 3O Te Waipounamu

Te Reo Māori in English-medium schools

  • Resource-sheet-3O-Te-Waipounamu.doc
  • 82 KB
Resource sheet 3P Activities

Te Reo Māori in English-medium schools

  • Resource-sheet-3P-Activities.doc
  • 1.5 MB

Lesson sequence

Before the lesson, cut up the three Resource sheets (3N, 3O and 3P) to create two sets of cards for the students.

Hand out copies of Word list: Ngā wāhi o Aotearoa to the students, and explain that they will be working in pairs.

Partner A should place a card from Resource sheet 3N or 3O in front of Partner B and ask:
Kei hea a (person’s name)? Where is (person’s name)?
Partner B should reply: 
B (place name) a (person’s name). (person’s name) is at (place name).

Student A then places an activity card from Resource sheet 3P next to the place card and ask the question:
Kei hea a __________ e __________ ana?
Where is (person) (activity)?

Example: 
Question: Kei hea a Māia e oma ana? Where is Māia running?
Answer: Kei Kirikiriroa a Māia e oma ana. Māia is running in Kirikiriroa.

Have the students swap so that they both ask and answer the questions.

Have the students repeat this activity, writing down 10 sentences to describe activities occurring in both islands. Encourage the students to read their sentences aloud while their classmates identify the activities.

Language to use

  • ‘E … ana’ for present tense - or the variant ‘Kei te…’ .
  • ‘Kei’ to indicate location
  • The question ‘Kei hea?’

Tips

Find out whether the ‘Kei te …’ or ‘E … ana’ form is used in your region.

Write a model sentence on the board with gaps for proper nouns and verbs.

Variations

Move the focus of the question onto the activities, using the key word ‘aha’ (meaning ‘what’):

Kei te aha a Huia i Taupō? - What is Huia doing in Taupō?
or
E aha ana a Huia i Taupō? - What is Huia doing in Taupō?

Note: The question has been written in two ways using two sentence structures. Select the most appropriate one for your area.

Answer:

Kei te moe a Huia i Taupō - Huia is sleeping in Taupō.
or
E moe ana a Huia i Taupō - Huia is sleeping in Taupō.

Read the sentences aloud as the students translate them into Māori or English, for example:

Homa is swimming in Napier.
Kei te kauhoe a Homa i Ahuriri.

Further learning

The students could discuss and translate words for other activities and places.

The students could identify towns, and write sentences to explain what they are known for.

For example: 
Kei Ngāmotu ngā tāngata e eke ngaru ana.
The people in New Plymouth are surfing.