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He pato kupu - Texting
Achievement objective
5.1 Communicate about past activities and events.
Learning intention
Students can:
- relay an event using text messaging.
Modes
At the end of this lesson, students can:
Whakarongo - Listening: Distinguish between past and present actions and states.
Tuhituhi - Writing: Use appropriate writing conventions.
Kōrero - Speaking: Discuss topics of mutual interest.
Material
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Resource sheet 5A He pato kupu (Word, 367 kB)
Lesson sequence
Ask the students to write a short message to their friend about the best weekend ever (real or imagined).
They should note the details of the weekend. What happened? Who was there? Where were they? When did it finish?
Have the students write the details using the construction, ‘Ka (verb)…’, or ‘I (verb)…’. Note that both of these forms can be used in the past tense.
Ask the students how they text in Māori and list some of the alternative words on the board.
Ask the students to shorten their sentence about their weekend to create a text message, using text spelling on the blank screen of the cell phone drawing on Resource sheet 5A: He pato kupu.
They can use numbers, or letters to represent words or syllables, for example, ‘hyre’ for ‘haere’.
Language to use
Model sentences
| I + verb + subject | I haere au | I went |
| I te + verb + subject | I te whakamā au | I was shy |
| Ka + verb | Ka pukuriri au | I got angry |
Vocabulary
| hōhā | bored |
| mataku | scared |
| whakamā | shy |
| pukuriri | angry |
| koa | happy |
| kaha | strong |
| nōtemea | because |
Māori text words
| Text word | Māori | English |
| 4karongo | whakarongo | listen |
| hyre | haere | go |
| 4re | whare | house |
| 2taki | tūtaki | meet |
| pori2 | Porirua | Porirua |
| my | mai | (this way) |
| 10a | tēnā | that |
| py | pai | good |
| 2puna | tupuna | ancestor |
| pofiri | pōwhiri | welcome |
| a2 | atu | (away from texter) |
| rnga | runga/ringa | above/hand |
| k | kei | at, on, in |
| t | te | the |
| roto2 | Rotorua | Rotorua |
| h6 | hono | join |
| krka | karaka | o’clock |
| wya | waea | call |
| kna | konā | that place |
Tip
This task can be performed individually, in pairs or in small groups. Working in pairs or small groups is preferable as the students will be able to process their ideas and language through interaction.
Other resources
- Ministry of Education. (2005). Kia kakama. (pp. 68-69). Wellington: Huia Publishers. Item 94113.