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E kai ō mata - Feast your eyes
Achievement objective
8.1 Communicate about certainty and uncertainty, possibility and probability.
Learning intention
Students can provide reasons and opinions.
Modes
At the end of this lesson, students can:
Pānui - Reading: Understand much of what is written by other users of te reo Māori about a range of topics.
Mātakitaki - Viewing: Understand the ways in which artists, speakers and writers combine visual and verbal features to present ideas and information to achieve particular effects for a range of purposes and audiences.
Kōrero - Speaking:
- Initiate and sustain conversations
- Use te reo Māori to entertain and persuade as well as inform.
Materials
Resource sheet 8B He kohinga kōrero (Word, 15 kB)
Resource sheet 8C He tauira (Word, 19 kB)
Mahere whenua Hīkoi waka (Word, 218 kB)
Lesson sequence
Copy and hand out the Horopaki below.
Horopaki
Kua patu waea atu koe ki ōu nā whanaunga e roa nei rātou e noho ana ki Poihākena. Tokowhā rātou, ko tō karanga whaea (whaea kēkē) rātou ko tō karanga matua, ko tō karanga tuahine ko Erana, ko tō karanga teina ko Tama. I a koutou e whakawhitiwhiti kōrero ana i whakamōhio mai rātou ā tērā marama ka hoki mai rātou ki Aotearoa mō tētahi hararei ki te torotoro i a koutou me ērā o ō koutou whanaunga. Kei te hiahia rātou ki te toro atu ki ētahi wāhi ahurea Māori i tō rohe. Nō konā ka patapatai mai ki a koe mō te āhua o ngā kaupapa Māori e taea ana e rātou te toro atu. Ko tāhau he whakamahuki atu ki a rātou i te āhuatanga o ngā wāhi ahurea Māori e rima kei tō rohe, e tū tata ana rānei ki tō rohe.
On Resource sheet 8B: He kohinga kōrero, ask the students to write the information they have collected about five Māori tourism sites within their area. Resource sheet 8C: He tauira provides a model outline of a tourism company.
Have them role play a visit to the locations selected for the whānau. Some students could take the role of the visiting cousins while others could take the role of tour organisers. Encourage them to use the questions on Resource sheet 8B to guide the conversations.
| Suggested language focus | Suggested vocabulary |
| Tenses – future | |
| kei te … | kei te haere koutou … |
| ka … | ka mutu te tirotiro ka … |
| Giving opinions | |
| ki | ki ahau nei … |
| mōku | mōku tonu nei … |
| hei | hei tā ētahi … |
| e ai ki | e ai ki te kōrero … |
| Giving reasons | |
| he pai | he pai atu pea kia haere ki Ngāmotu … |
| kāre pea e pai kia he ____ nō ____ | kāre pea e pai kia roa tō koutou noho ki reira … |
| he nui nō te utu … | |
| Conjunctions | |
| i te mea | |
| nō te mea | |
| tā te mea | tā te mea he uaua mā ngā pakeke … |
| ina | |
| otirā | otirā he pai tonu ina tokoiti ngā tāngata… |
| heoi anō | |
| Perhaps | |
| tēnā pea | tēnā pea ka noho kē koutou ki Rotorua … |
| Time statements | |
| ā te … | ā te ahiahipō … |
| hei te … | hei te ata o te 16 … |
| pō rua atu … | pō rua atu ka noho kōrua ki … |
| When | ā te taenga atu … |
| tae atu ana … | |
| Preposition | |
| mā |
ka haere mā Taupō … haere mā runga wakatopa … |
Tips
Research tourism sites on the internet or gather information from travel agencies. Discuss well-known Māori tourist sites; for example, Rotorua, Te Papa Tongarewa etc. Identify their highlights.
Variation
The itinerary could be written up and sent as an email to the whānau before they leave Australia.
Further learning
The students could write reviews for Māori tourist attractions.