You are here:
Engari kē! - But!
Achievement objective
3.4 Communicate, including comparing and contrasting, about how people travel.
Learning intentions
Students can:
- link sentences with the conjunction ‘engari’
- understand, and use, the word ‘kē’ (meaning ‘instead’).
Modes
At the end of this lesson, students can:
Kōrero - Speaking: Use generally appropriate pronunciation, stress, rhythm and intonation. Initiate and sustain short conversations.
Whakarongo - Listening: Get the gist of short oral texts that contain some unfamiliar language.
Tuhituhi - Writing:Prepare and write short texts on familiar topics. Use appropriate writing conventions.
Pānui - Reading: Get the gist of short written texts that contain some unfamiliar language.
Materials
-
Resource sheet 3J Engari kē (Word, 1 MB)
-
Resource sheet 3K Engari kē (Word, 185 kB)
-
Answer sheet 3J & 3K Maori (Word, 32 kB)
-
Answer sheet 3J & 3K English (Word, 30 kB)
-
Word list - Engari ke - Ngā wāhi o Aotearoa (Word, 28 kB)
-
Resource sheet 3L Activities (Word, 2 MB)
Lesson sequence
This lesson reinforces the use of ‘kē’.
Introduce the students to the word ‘engari’. Say:
“Kei te haere au ki Tauranga, engari kei te haere kē koe ki Ōtautahi.”
“I’m going to Tauranga but you’re going instead to Christchurch.”
Hand out copies of Resource sheets 3J, 3K and 3L. Ask the class to describe the journeys presented on the maps. Model the first statement for them.
When they have finished, have them describe the activities in the diagrams using ‘engari’.
Kei te eke ngaru au, engari kei te waiata kē koe.
I am surfing but you are instead singing.
Language to use
- ‘Engari’ (but) or its variation ‘erangi’
- Instead, ‘kē’
- ‘Ki’ before place names and ‘ki te’ before buildings
- Use of ‘ki te’ to say ‘in order to’
- Present tense marker ‘Kei te…’
Tips
Refer to Answer sheet 3J & K English for the English translations of the answers, and Word list: Ngā wāhi o Aotearoa for place names.
Remember that ‘kē’ is placed after the verb.
‘Engari’ can also be spelt ‘erangi’.
Variations
The students could name people on the Resource sheets, describing where they are and what they are doing, for example:
Kei te eke ngaru a Tamahori ki Te Tūranga-nui-a-Kiwa.
Tamahori is surfing in Gisborne.
Further learning
The students could draw pictures showing people going somewhere, and what they will do when they arrive.
Charades: The students could silently act out actions for the class to identify, for example:
Kei te kai koe - You are eating.
Kei te oma koe - You are running.
Kei te waiata koe - You are singing.