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Unit 6: Kei hea tō pukapuka? – Where is your book?

Learning intentions

In this unit students will learn:

  • how to ask where something is
  • some appropriate responses when someone asks where something is
  • how to ask for, and give, something
  • words for objects found in the classroom
  • a well-known waiata to consolidate pronunciation of Māori sounds
  • Māori place names that are relevant to their own experiences.

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 6 (PDF, 281 kB)

Lyrics for A Ha Ka Ma (PDF, 288 kB)

Unit 6 Worksheet A (PDF, 387 kB)


Activity 1

The students will learn how to ask where something is and how to respond appropriately to this question.

Watch Unit 6 Scene 1, where Whaea Kiri asks Jo where her book is and then in Scene 2, where she asks Hana the same question. Also take note of the response that each girl makes to the question Kei hea tō pukapuka?

Kei hea tō pukapuka? Where is your book?
Kei runga i taku tēpu. (It’s) on my desk.

The students can begin to practise asking and responding to this question in the following way. This is a short role-play activity. One student plays the role of the teacher while the others will be the students in the class. The students will need to have a book on their desks.

The “teacher” asks someone where their book is: Kei hea tō pukapuka? One student replies: Kei runga i taku tēpu. The “teacher” can use the expression ka pai – that”s good, to praise the student. A new person becomes the “teacher”. Continue to allow other students to play the role of “teacher”. The students can then practise in pairs.

Activity 2

The students will learn how to ask for and give something in a polite way.

Watch Unit 6 Scene 2 where Whaea Kiri asks where Hana’s book is. Show He kōrero whakamārama videos - Use of tangohia and Use of homai, which explain the use of the word homai and tangohia.

Students may wish to extend this by using homai in sentences, for example:

Homai tō pukapuka. Give me your book.
Anei. Here it is.
Kia ora. Thank you.

The role-play activity in Activity 1 can be extended to include these three new phrases.

Get students to practise these phrases in pairs. One partner should take the role of the person asking for the book. When the other partner passes the book they should do so using the word anei – here it is. The partner receiving the book should thank the giver by saying kia ora. Once students feel confident, they could substitute other objects such as pen, pencil, ruler etc.

pukapuka book
tēpu desk/table
pene pen
pene rākau pencil
rūri ruler
pepa paper
ūkui eraser/duster
pāhi/pēke bag

Have the students complete Worksheet A and put this in their Wehi books.

Activity 3

The students will learn the song A Ha Ka Ma.

Play Audio CD track 3 or watch Unit 6 Scene 2 of A Ha Ka Ma.

Tell the students that this song has been taught to students of Māori for over 20 years. No one seems to know who composed it but it is very popular. Although there is no translation, it is a way of learning to pronounce Māori as every sound combines a consonant with a vowel.

Show the words to the class and when the students are ready, let them join in by singing the words.

Encourage the students to copy the moves from the waiata clip until they are confident enough to perform it to another group of students. As the students familiarise themselves with the sounds, accuracy will improve and they will be able to make up their own actions.

Ask the students to copy the words of the waiata into their Wehi books. They should check each other’s words for accuracy and circle any mistakes for their partner to correct.

Here is a further activity that the students may enjoy doing in groups. Get them to use combined sounds such as haka, mana, para, from the waiata A ha ka ma, and other popular words to develop a beat, waiata, or rap and dance steps of their own. If they have time, get the students to see how many of the combined sounds actually make up a word such as ha + ka = haka.

When each group is ready, get them to perform their new waiata for another group.

Activity 4

The students will consolidate their learning of the sentence structures that ask and answer “Where are you from?”

Watch Unit 6 Scene 3 where Whaea Kiri asks different students where their families are from.

Remind the students how to ask and answer the question:

Nō hea tō whānau? Where is your family from?
Nō [name of place or tribal area or tribe]. From [name of place or tribal area or tribe].

Go to this website for a map of Aotearoa showing the Māori names of the main cities and spoken examples for each location.

Ask the students to ask each other in Māori where their family is from and to mark the place name on their map of Aotearoa. Encourage students to listen carefully to the pronunciation of the place names, to write the place name in Māori if they can, and to use an atlas to check the spelling of the place name.

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