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He kōrero nanu - Jumbled sentences
Achievement objective
6.1 Give and follow instructions.
Learning intentions
Students can:
- recognise grammatical relationships
- rearrange jumbled up sentences to create meaning.
Modes
At the end of this lesson, students can:
Pānui - Reading: Make use of context and familiar language to understand written instructions and information in formal and informal contexts.
Tuhituhi - Writing: Use appropriate writing conventions.
Kōrero - Speaking: Give short talks in familiar contexts on familiar topics that relate to the past and present.
Materials
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Resource sheet 6F - He kōrero nanu (Word, 2 MB)
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Resource sheet 6G - He māmā (Word, 32 kB)
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Resource sheet 6H - He uaua (Word, 31 kB)
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Glossary Kupu taka - He kōrero nanu (Word, 31 kB)
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Teachers’ notes 2 - Ngā rerenga korero (Word, 34 kB)
Note: Resource sheet 6G is easier than Resource sheet 6H.
Lesson sequence
Hand out copies of the kupu taka, Resource sheet 6F: He kōrero nanu and either Resource sheet 6G: He māmā or Resource sheet 6H: He uaua to the students.
Complete two examples together as a class, then ask the students to rearrange the jumbled sentences from Resource sheet 6G or Resource sheet 6H, writing their answers on Resource sheet 6F. The pictures provide clues for matching.
On completion, ask the students to read a sentence aloud and point out the corresponding picture.
Guide the class in a discussion about the sentences using the answer sheet Teachers’ notes 2: Ngā rerenga kōrero, providing correct answers where necessary.
Language to use
Use the kei te structure for both present and future tense.
| Present tense | |
| Kei te | is, am, are |
| Future tense | |
| Kei te | is going to, am going to, are going to |
| Use a combination of sentence beginnings and structures. | |
| Past tense | |
| I | -ed, did, |
| Ka | for sequence or narrative, for example, retelling a story |
| Future tense | |
| Ka | will |
| Kia | when |
| Completed tense | |
| Kua | has, have |
| Indefinite article | |
| He | a, some |