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Unit 17: Kua reri kōrua? – Are you two ready?
Learning intentions
In this unit students will:
- learn how to offer food and drink to others
- learn how to ask for and give something
- review their understanding of asking and saying where something, or someone, is
- learn to write appropriate language for a specific show.
Success criteria
Before commencing the unit the teacher will discuss the learning intentions with the students and together agree on appropriate success criteria.
Resources
Downloads
Unit 17 transcripts (PDF, 290 kB)
Unit 17 Worksheet A (PDF, 293 kB)
Unit 17 Worksheet B (PDF, 289 kB)
Unit 17 Teacher Sheet A (PDF, 285 kB)
Videos
- Scene 1: The boys get ready for the dance
- Scene 2: The girls get ready for the dance
- Scene 3: The girls arrive at the dance
- He kōrero whakamārama: Language similarities - Māori and Sāmoan
- He kōrero whakamārama: Kīwaha: tino kino te reka
Activity 1
The students will learn how to offer food and drink to others.
Watch He kōrero whakamārama: Language similarities - Māori and Sāmoan, which explains similarities between the Māori and Samoan languages.
Watch Unit 17 Scene 1 where Dylan and Haami meet Sione’s grandmother. Tell the students to watch how introductions are carried out and also listen carefully to the language used when Sione offers his friends a drink.
Write these sentences on the board:
| Kei te hiainu kōrua? | Are you two thirsty? |
| Kāo, e hoa. | No (we’re fine thanks), mate. |
Point out that the word hiainu – thirsty, is made up of hia from the word hiahia – to want or to desire, and the word inu – to drink. Other examples are:
| hiakai | hungry |
| hiamoe | sleepy |
| hiawai | thirsty |
Watch He kōrero whakamārama: Kīwaha: tino kino te reka, which explains the kīwaha: He tino kino te reka! Arrange a shared mid-morning snack of fruit and drink for the class. The students could be asked the day before to bring fruit to share.
Set up the meal and put fruit and water (or fruit juice) in the centre of the table. Arrange the seating around the table. Have the students take turns to ask the person sitting next to them if she or he would like a drink or a piece of fruit. Encourage them to ask and answer politely. When everyone has had a turn asking and answering the questions, other appropriate sentences could be introduced, such as:
| Homai he [name of food] | Pass me a/an/some _______ |
| Anei | Here (is the requested food). |
Sample questions:
| Kei te hiainu koe? | Are you thirsty? Would you like a drink? |
| Kei te hiakai koe? | Are you hungry? Would you like something to eat? |
| Kei te hia āporo koe? | Would you like an apple? |
| āporo | apple |
| ārani | orange |
| panana | banana |
| merengi | watermelon, rockmelon |
| pea | pear |
Activity 2
The students will learn to write for a fashion show.
Watch Unit 17 Scene 2 where the girls are getting ready for the dance. Revise colours and items of clothing from Unit 7.
Hand out Worksheet A. Ask the students to write a script for behind the scenes at a fashion show and the catwalk commentary. Work in groups of three to four. The students will need to think about the roles. These will include the model/s, the wardrobe manager and the MC (Master of Ceremonies).
When the students in each group are happy with their script, they can hand it to another group to check that it is easy to follow and all the language is accurate.
Now the groups can practise their show. When every group is ready, have each group perform the show to the whole class.
At the end of this unit, ask the students to perform their script. For the closing comment, the MC has to come up with a compliment such as Tō ātaahua hoki! – How beautiful you are!
Activity 3
The students will review how to ask for, and say where, something is.
Hand out Worksheet B and ask the students to read each question then each reply carefully to make sure they understand them.
Students need to match each question with an appropriate reply. Once they have done this, they should compare their work with someone else’s. Then ask them to select three questions and replies to illustrate in their Wehi books as a dialogue between two people. The illustrations must show that they clearly understand the meaning of each question and its reply. Ask them to use speech bubbles for the dialogue.
Activity 4
The students will work co-operatively to reconstruct a story sequence in Māori.
You will need Teacher Sheet A for this activity. Photocopy the sheet on to light card then cut into strips with one sentence on each. The sentences relate to Unit 17 Scene 3 where Hana and Jo have arrived at school for the dance.
Divide the class into groups of six. Each group member receives one card strip. They must read the sentence and not show it to anyone else. They need to work co-operatively to arrange the sentences in the right sequence to make sense. They should ask questions like:
| Kei a wai te kāri tuatahi? – Who has the first card? |
If a group member thinks they have the first card then they must read the sentence to the rest of the group. If everyone agrees, then the card can be placed on the floor where the whole group can see it. Then continue by asking:
| Kei a wai te kāri tuarua? – Who has the second card? |
The students should continue in the same way until they agree that their story is complete.
Download this unit
Unit 17: Kua reri kōrua? – Are you two ready? (PDF, 189 kB)