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He aha nōna! - Because!
Achievement objective
6.2 Communicate about problems and solutions.
Learning intentions
Students can:
- State reasons
- Use kīwaha to support ideas.
Modes
At the end of this lesson, students can:
Mātakitaki - Viewing: Understand and respond to various meanings, ideas and effects in visual texts for different purposes and audiences.
Tuhituhi - Writing: Use appropriate writing conventions.
Materials
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Resource sheet 6C - He aha nōna (Word, 2 MB)
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Resource sheet 6D - Tuhituhi (Word, 2 MB)
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Resource sheet 6E - Rārangi kīwaha (Word, 30 kB)
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Kupu taka - He aha nōna (Word, 30 kB)
Lesson sequence
Hand the students copies of Resource sheet 6C: He aha nōna? and Kupu taka: He aha nōna? Get them to form pairs and ask each other questions about each picture on Resource sheet 6C:
| For example: He aha nōna? I te aha ia? He aha ai? | |
| I te moe ia. | Nō te mea i ngenge ia. |
| He ngenge nōna. | |
Students could also ask questions using inahea:
| For example: Inahea ia i inu ai? |
| I te rua karaka ia i inu ai. |
Have the students write sentences about the illustrations, including:
| When something happened | Inahea? |
| What someone did | I te aha? |
| Why something happened | Nō te mea or He _____ nō _____. |
Encourage the students to take turns reading sentences while the other pair identifies the picture being discussed.
Initiate a class discussion about what words to use to talk about what is happening in the illustrations. Encourage the students to tell personal stories using these sentence structures.
Language to use
| Past continuous tense | |
| I te aha? | |
| Why | |
| He aha ai? | |
| Because | |
| Nō te mea | Nō te mea kei te mateinu ia. |
| Nō te mea kei te mateinu a Hēra. | |
| Nō te mea kei te mateinu te kōtiro. | |
| He ____ nō ____ | He mateinu nōna. |
| He mateinu nō Hēra. | |
| He mateinu nō te kōtiro. | |
Kīwaha
For colloquialisms that express praise, admiration, or support for an idea or person, see Resource sheet 6C: He aha nōna? and Resource sheet 6E: Rārangi kīwaha.
Further learning
The level of difficulty of sentences can be adjusted to suit the students’ needs. For example, the teacher can extend the sentence structure to include descriptions of the weather or places: