Te Reo Māori in English-medium schools
7.1 Communicate about future plans.
At the end of this lesson, students can:
Pānui – Reading: Understand much of what is written about a range of topics across a range of text types.
Tuhituhi – Writing: Use resources to experiment with new language and review writing for accuracy.
Kōrero – Speaking: Use appropriate pronunciation, intonation, rhythm and stress.
Give talks on a range of topics in a range of contexts.
Before the lesson, record weather reports from Te Kāea on Māori Television or from iwi radio.
Show the students the examples of weather reports in Māori to capture the language used.
Hand out Resource sheet 7E: He mahere whenua, Resource sheet 7F: Ngā tohu huarere and Kupu taka: Huarere. Ask the students to write a weather report for Te Kāea that night, using Resource sheet 7G: Pūrongo huarere as a guide. These weather reports should include kīwaha and alerts, if necessary.
Have the students exchange weather reports and present them as if they were on Te Kāea. Record the reports on video for discussion and feedback.
|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:
|Directional particle ‘mai’ with locative particle ‘i’
|mai i te tonga|
|e kore ... e ...||e kore te ua e heke ā te ahiahi|
|kāhore i te …||kāhore i te paikia puta ā te ata|
|nō te mea||nō te mea he hau tonga e pupuhi ana|
|i te mea|
|tā te mea|
|nō reira||nō reira me hari ō koutou tāporena|
Students could construct their own weather map and forecast.