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Unit 2: Kei te haere ki te kura - Going to school
Learning intentions
In this unit students will:
- introduce themselves and others
- respond to a greeting
- learn the Māori names for New Zealand and the North and South Islands
- express surprise.
Success criteria
Before commencing the unit the teacher will discuss the learning intentions with the students and together agree on appropriate success criteria.
Resources
Downloads
Transcripts for Unit 2 (PDF, 280 kB)
Unit 2 Worksheet A (PDF, 286 kB)
Unit 2 Worksheet B (PDF, 360 kB)
Unit 2 Worksheet C (PDF, 347 kB)
Videos
- Scene 1: Dylan, Sione and Haami meet up while walking to school
- Scene 2: Dylan introduces his friends to Jo and Hana
- Scene 3: Haami meets Hana
- He kōrero whakamārama - Kīwaha: e kī rā!, ka mau te wehi!, tumeke!
Activity 1
Students will greet others and respond to greetings.
Watch Unit 2 Scene 1 where Dylan, Sione and Haami greet each other and ask each other how they are and where they come from.
Ask the students to practise ways to greet people:
| Kia ora. | Hello or Hi. |
| Kia ora, e hoa. | Hello, friend. |
| Kia ora kōrua. | Hello you two. |
and
| Kei te pēhea koe? | How are you? (to one person) |
| Kei te pēhea kōrua? | How are you? (to two people) |
| Kei te pai. | Fine. |
Revise the use of Ata mārie – Good morning, from Unit 1.
Ask the students to move around the class and greet each other with either kia ora (hello) or ata mārie (good morning); ask each other how they are and respond to the question in Māori. Other words the students could use to describe how they feel are:
| Kei te hiamoe au. | I am sleepy. |
| Kei te pōuri au. | I am sad. |
| Kei te harikoa au. | I am happy. |
| Kei te hiakai au. | I am hungry. |
| Kei te makariri au. | I am cold. |
| Kei te riri au. | I am angry. |
Complete Worksheet A and Worksheet B on expressions.
Explain that the word tino (very) can be added to the sentence before the adjective e.g. tino pai, tino hiakai. Encourage students to practise greeting two people using Kia ora kōrua and Kei te pēhea kōrua?
Activity 2
Replay Unit 2 Scene 1 and ask the students to identify the words that explain where Dylan is from. Ask if the students know where this place is. In this unit students will be learning about traditional stories. This is a good opportunity to involve a person from the local community such as a kaumātua (elderly person) in the telling of the stories.
Read the story Te Ika-a-Māui (Māui’s Fish) to the students.
Ask the students to look at Worksheet C and locate on their map of Aotearoa:
| Te matau-a-Māui | The fishhook of Māui (Hawke's Bay) |
| Te tuarā o te ika | The backbone of the fish (the mountain ranges of the North Island) |
| Te manawa o te ika | The heart of the fish (Lake Taupō) |
| Te hiku o te ika | The tail of the fish (Far North) |
| Te upoko o te ika | The head of the fish (Wellington) |
| Te karu o te ika | The eye of the fish (Lake Wairarapa) |
| Te waka-a-Māui | The canoe of Māui (South Island) |
| Te punga o te waka-a-Māui | The anchor stone of Māui’s canoe (Stewart Island) |
Discuss the reasons these names came about (as indicated in the story).
Have the students label Aotearoa – New Zealand, and the main islands in Māori.
Ask the students to write in their Wehi books each of the place names above and a sentence beside each that explains what it means.
Activity 3
Students will introduce themselves and others.
Watch Unit 2 Scene 2 where Dylan introduces his friends to Hana and Jo. Ask the students to identify the sentences that introduce Hana and Jo.
| Ko Hana tēnei. | This is Hana. |
| Ko Jo tēnei. | This is Jo. |
Ask the students to identify the sentences where Hana and Jo introduce themselves.
| Ko Jo au. | I’m Jo. |
| Ko Hana au. | I’m Hana. |
Ask the students to move around the class introducing themselves, or another person, and revising the questions and responses learned in Activity 1.
Activity 4
Students will learn some idioms in Māori.
Before starting this activity watch He kōrero whakamārama clip 4 where the use of idioms is explained. This will provide you with the background understanding to share with your students when teaching the following activity. You may like to show the clip to your students.
Discuss with the students what an idiom is.
Ask them to think of idioms in English and record these on the whiteboard.
Explain that there are also idioms in Māori and that throughout the DVD the students will be introduced to new idioms that they can learn and use in everyday life.
Show Unit 2 Scenes 1 and 2 to the students, and highlight the two idioms used.
| E kī ra! | Is that right! |
| Aroha mai! | Sorry! |
Activity 5
Students will learn to say Me haere tātou - We'd better go.
Watch Unit 2 Scene 3 where the new friends are getting acquainted with each other.
Ask the students who said "Me haere tātou", and why.
Write the sentence on the board:
| Me haere tātou. | We’d better go. |
Explain that this is a very useful sentence form to use in the classroom and playground.
Ask the students to come up with at least three more sentences like this.
Here is one more:
| Me kai tātou. | We’d better eat. |
Ask the students to write their new sentences in Māori in their Wehi books.
Download this unit
Unit 2: Kei te haere ki te kura - Going to school (PDF, 330 kB)