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Unit 3: Where is your family from?

Learning intentions

In this unit students will:

  • consolidate their previous knowledge of greetings and introductions
  • learn how to say yes and no
  • understand the use of the words whaea and matua as terms of address
  • understand the idiom nē.

Success criteria

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



Transcripts for Unit 3 (PDF, 284 kB)


Activity 1

Students will revise vocabulary already learned in previous units.

Tell the students that the questions and answers that Hana and Haami are using have all been introduced in previous units. Watch Unit 3 Scene 1. Pause the video clip after the first sentence that Hana says, and ask the students to translate what the characters are saying into English. Continue this process with each sentence until Hana asks Haami who his teacher is. Play the next five sentences and ask the students to predict, in English, what the conversation might be.

Write the new sentences on the board:

Ko wai tō kaiako? Who is your teacher?
Kia tere! Hurry up!
Taihoa. Hang on / wait.

Activity 2

Students will learn about the use of whaea and nē.

Watch He kōrero whakamārama:

  • Clip 5, which explains the use of nē – isn’t it
  • Clip 6, which explains the use of Whaea – Miss/ Ms/ Mrs (teacher), Mum, aunt
  • Clip 18, which explains the use of Matua – Mr (teacher), sir or uncle.

Play Unit 3 Scene 1 where Hana talks to Haami.

Explain the word nē and how it is used in much the same way as "eh" or "aye" is used in English.

Ask the students if they are familiar with the term Whaea, and if possible, ask a student to explain its meaning.

You may want to show them the video clip talking about this.

Activity 3

Students will learn the words for yes and no.

Play Unit 3 Scene 2 where Jo teases Hana about Haami.

Ask the students to identify the words for yes and no:

āe yes
kāo or kāore no

Introduce the students to the phrase in te reo Māori that asks “Do you like?” and show them how to answer that question:

He pai a Haami ki a koe? Do you like Haami?
Āe. He pai a Haami ki au. Yes, I like Haami.
Kāore i te pai a Haami ki au. No, I don’t like Haami.

Prepare ten questions about Aotearoa – New Zealand that require a yes or no answer. Ask the students to write the numbers from one to five down the margin of their Wehi books, and the numbers from six to ten down the middle of the page. Read out the questions and ask the students to answer the questions by writing āe – correct, or kāo – not correct: e.g. “Is the stretch of water between the North and the South Islands called Foveaux Strait?”

Activity 4

Students will create a crossword puzzle using the vocabulary learnt so far.

Watch Unit 3 Scene 3 where Haami talks to Hana at the netball courts.

Discuss any new vocabulary, and encourage the students to write any new words in their Wehi books, using pictures instead of English words where possible.

Tell the students to create a simple crossword using vocabulary that they have learned in Units 1–3. The clues could be pictures or words in English, and the answers should be in Māori. When they have completed their blank crossword, photocopy several copies of each crossword for other students to complete.

Activity 5

Students will write a script using vocabulary learnt so far.

Tell the students to write a simple script in Māori that will be performed as a play. The script should be set out like a play: e.g.

Character’s name: Dialogue in Māori [action in English]:
Hone Kia ora, ko Hone au. [Hone comes out of his house.]

There should be no more than five characters and each character should speak at least twice. The dialogue should be written in Māori but the actions can be written in English.

When the scripts are completed, ask the students to form groups and practise the plays. When they feel confident with the speaking roles, they could perform the plays to the class.

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