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He motokā kiwikiwi - A grey car
Achievement objective
2.5 Communicate about physical characteristics.
Learning intention
Students can:
- use descriptive words/adjectives in a sentence to name things.
Modes
At the end of this lesson, students can:
Pānui – reading: Recognise and understand simple, familiar, written words, phrases, and sentences.
Kōrero – speaking: Begin to use pronunciation, intonation, stress, and rhythm for emphasis and to distinguish meaning.
Materials
Resource sheet 2C He motokā (Word, 31 kB)
Lesson sequence
Explain to the students that this activity is based on the popular ‘car cricket’ game.
Divide the class into teams of five. Ask each team to choose a colour from the list below. Make sure that each team has a different colour.
| pango | black |
| waiporoporo | purple/maroon |
| mā | white |
| kiwikiwi | grey/silver |
| kahurangi | blue |
| whero | red |
| kākāriki | green |
The class will need to be taken out of the school grounds to do this activity. They will need to be located in a safe position where they are able to observe passing traffic.
A team receives one ‘run’ or ‘point’ if a car of their nominated colour drives past, for example: a grey car will represent one ‘run’ for the grey group.
In order to get a ‘run’ the group must call in Māori as their car drives past. “He motokā kiwikiwi!” “A grey car!”
The students can only get a ‘run’ from a car that drives past. A car that turns off before passing them can not be counted. Other vehicles such as buses, trucks, and vans cannot be counted.
Use Resource Sheet 2C: He motokā (Cars), to keep a tally of the group scores. The final scores for each team can be announced back in the class when the game is finished.
Language to use
| He motokā kiwikiwi! | A grey car! |
| He motokā mā! | A white car! |
Variation
If the ‘car cricket’ activity is impractical, ask the students to ‘spot’ items that can be seen while walking around the school, for example school bags on hooks, jerseys worn by students, etc:
| He pēke whero. | A red bag. |
| He poraka waiporoporo. | A purple jersey. |
Further learning
Use an extension of this sentence structure to label or name items and colours in the classroom:
| He pene whero tēnei. | This is a red pen. |
| He papa mā tēnei. | This is a white board. |
| He paoro whero tēnei. | This is a red ball. |
Another way to extend this sentence structure is to ask questions about colour, using the following examples:
| He aha te tae o tēnei motokā? | What is the colour of this car? |
| He kahurangi. | (It is) blue. |
| He aha te tae o tēnei tūru? | What is the colour of this seat? |
| He kākāriki. | (It is) green. |
‘Tēnei’ refers to an object close to the speaker. for example:
| Tēnei panana kōwhai | This yellow banana. |
Introduce tēnā (that – near the person being spoken to), tērā (that – away from the speaker and the person being spoken to), and the plural forms (ēnei–these, ēnā–those, ērā–those).