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Unit 10: Autaia koe! – You are a champion!

Learning intentions

In this unit students will:

  • learn to ask and respond to questions about likes and dislikes with regard to music
  • perform a skit using vocabulary they have learned so far
  • dictate and write a script using familiar words.

Success criteria

Before commencing the unit the teacher will discuss the learning intentions with the students and together agree on appropriate success criteria.



Unit 10 transcripts (PDF, 281 kB)

Unit 10 Worksheet A (PDF, 293 kB)

Unit 10 Teacher Sheet A (PDF, 294 kB)

Unit 10 Teacher Sheet B (PDF, 285 kB)


Activity 1

The students will ask and respond to questions about music preferences.

Hand out small pieces of paper, and ask the students to write down their favourite type of music. Post these in a box.

Watch Unit 10 Scene 1 where the boys talk about their favourite type of music. You could ask the students to identify the names of the types of music by looking at Dylan’s movements.

Now open the postbox and summarise the preferences of the students in the class. You could do this by showing the results as tally marks on the board or by asking the students to record the responses as the notes are read out.

Look at the music preferences of the students, and ask the students to work out the type of music that is the most popular.

Introduce the sentences:

He pai ake ki au ngā waiata [type of music]. I prefer ______________ music.
He pai ki a koe ngā waiata [type of music]? Do you like ______________ music?
He kaiwaiata pai a [singer’s name] ki a koe? Do you like the singer ______________?

Remind them of the words āe – yes, and kāo – no. Ask the students to move around the class asking each other about their music preferences and answering the questions.

Activity 2

The students will communicate about the music that others like and dislike.

Watch Unit 10 Scene 1 where the boys talk about the music they like and dislike.

Show Teacher Sheet A to students. Hide Table B. Ask the students to make a sentence saying what type of music someone likes.

Encourage them to use the sentence pattern:

He pai ki a [person’s name] ngā waiata [type of music].

Ask students to make a sentence saying what type of music someone dislikes. Encourage them to use the sentence pattern:

Kāore i te pai ki a [person’s name] ngā waiata [type of music].

Once students are confident with using these sentence patterns, they should be able to fill in Worksheet A.

Activity 3

The students will perform a skit using vocabulary learned to date.

Watch Unit 10 Scenes 2 and 3 where the girls practise dance moves and talk about the dance with Jo’s mum.

Show He korero whakamarama video where the removing of shoes is explained.

Ask the students to choose from the four scenarios provided in Teacher Sheet B to perform a skit in groups. Explain that they will be able to refer to all the scripts from the units and the vocabulary they have learned so far.

Group 1: Breakfast time

Set up a scene with people arriving for breakfast. Use as many words as you can to include greetings, introductions and eating.

Group 2: At the shop

Use statements about the colours and clothes you like at the shop: e.g. I like the ... , How much is the ... ? Where are you going?

Group 3: In the classroom

Use instructions from a teacher to a class, and ask where items are: e.g. Where is your book?

Group 4: On the telephone

Make up a telephone conversation between a group of friends. Use words you know for numbers, greetings and questions: e.g. Is this _______________? Where are you?

When the groups are performing their skit to the class, encourage the other students to comment on the skits in Māori: e.g. Ka pai! Tino pai! He rawe! Autaia koutou!

Activity 4

Students will practise writing in Māori.

Ask the students to form pairs and each student is to choose Unit 10 Scene 1 or Scene 2.

Hand out copies of the Scene 1 script to one of the students in each pair. Ask them to read it slowly and clearly out loud while their partner writes down what is said. When the script is finished, the reader should read it one more time at normal speed for the writer to check.

After they have finished, give out copies of the Scene 2 script, and have the other partner read out the script while his or her partner writes it down. The script should be re-read for checking.

When both pairs are finished dictating and writing, ask them to check their own work against the actual scripts and correct any mistakes. Encourage them to write an appropriate comment for themselves in Māori: e.g.

Tino pai rawa atu Excellent
Tino pai Very good
Pai Good
Āhua pai Okay

This activity could also be done in larger groups by playing Scenes 1 and 2, and pausing after each sentence.

Activity 5

Students will practise speaking in Māori and perform a drama. This activity is based on a drama game called Freak out.

The class stands in a circle and one student starts miming an action: e.g. running on the spot. The student to the right of the runner asks:

“Kei te aha koe?” “What are you doing?”

The runner must say he or she is doing an action other than running: e.g. “Kei te kai ahau – I am eating”. The person who asked the question must start that action (eating), and so this continues around the circle. The idea is that the students say one thing but do another.

Remind the students about all the verbs they have learned in the units so far.

A player freaks out when he or she acts out the action that he says: e.g. if the first player started shaking when he told the next player he was shaking. A player also freaks out if he or she says an action that has already been said or if the player hesitates. When a player freaks out they leave the circle and the game continues until just one player remains.

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