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Kia kama - Hurry up
Achievement objective
6.1 Give and follow instructions.
Learning intentions
Students can:
- follow oral instructions to perform a simple task
- place events in a sequential manner
- demonstrate knowledge of past and present tense.
Modes
At the end of this lesson, students can:
Whakarongo - Listening: Make use of context and familiar language to understand instructions and information in formal and informal contexts.
Materials
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Teachers’ notes 1 - Whakarongo (Word, 2 MB)
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Kupu taka - Kia Kama (Word, 30 kB)
Lesson sequence
Hand out a copy of Teachers’ notes 1: Whakarongo and Kupu taka: Kia kama to each student.
As you read the sentences from Teachers’ notes 2: Ngā rerenga kōrero, ask the students to choose the illustration that relates to what is being said. Encourage the students to use Kupu taka: Kia kama as needed.
Language to use
Use one tense or a combination of tenses as desired:
| Present | |
| Kei te | is, am, are |
| Future | |
| Kei te; ka | is going to, am going to, are going to; will |
Use other tense markers to begin sentences for more proficient students.
| Past | |
| I | -ed, did, |
| Ka | for sequence |
| Completed past | |
| Kua | has, have |
Variations
The students could be given the sentences with the illustrations as a reading activity.
Have the students make up their own sentences and take turns reading them aloud while the other students identify the illustrations being described.
Other resources
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Moorfield, J.C. (2001). Te Whanake 1: Te kākano. (pp 93-98) Auckland: Longman Paul.
Models writing about events in sequence using phrases such as:
He aha _____?
Kia _____ ai. (See page 99 for examples)
Kia ____ he aha ______?
Kia hia?
Includes kōrerorero, a discussion about using these structures.