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He wae tāpoi - The footsteps of tourists
Achievement objective
8.1 Communicate about certainty and uncertainty, possibility and probability.
Learning intention
Students can:
- plan a series of events.
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.
Tuhituhi - Writing: Use te reo Māori to entertain and persuade as well as inform.
Materials
Resource sheet 8M He wae tāpoi (Word, 15 kB)
Resource sheet 8N Ngā whakaritenga hīkoi (Word, 18 kB)
Lesson sequence
Present the Horopaki below to students.
Horopaki:
Kātahi anō koe ka hoki mai i Chile i tētahi kura tuarua o reira. I reira koe noho tahi ai me tētahi rangatahi. Nā tōna whānau koe i manaaki mō te tau kotahi. Ā tērā atu marama kei te haramai ia ki Aotearoa ki te noho ki tō taha mō te tau kotahi. Ko tāhau mahi he āta whakarite i ētahi haerenga mōna kia kitea e ia ngā āhuatanga o te ao Māori. Nō reira rapua kia rima ngā haerenga mō ngā wā hararei o te kura. Kaua e māharahara ki te taha pūtea nō te mea he karahipi tāna hei utu katoa i ana haerenga.
Ask the students to organise five excursions for their exchange student, completing Resource sheet 8M: He wae tāpoi which records their plans.
The students must:
- organise at least five visits to tourism attractions, including at least one in Te Wai Pounamu and Te Ika a Māui
- arrange the transport
- accompany the exchange student on the excursions
- decide which holidays the visit will occur in
- complete Resource sheet 8M: He wae tāpoi, describing the types of activities at each location and Resource sheet 8N: Ngā whakaritenga hīkoi as an itinerary detailing costs, arrivals and departure times etc.
| Suggested language focus | Suggested vocabulary |
| Tenses - future | |
| ā te … | ā te 6 o ngā rā o Paenga-whāwhā |
| hei te … | hei te rā tuatahi o Mahuru |
| ao ake te rā | |
| 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 tēnei mahi |
| Kāre pea e pai kia he ____ nō ____ | kāre pea e pai kia noho mō te rua pō |
| kāre pea e pai kia noho mō te rua pō | |
| he iti nō te utu | |
| he kaha nō te rōpū | |
| Conjunctions | |
| i te mea | |
| nō te mea | |
| tā te mea | tā te mea he iti nō te utu |
| ina | |
| otirā | otirā he pai tonu ina tokoiti ngā tāngata |
| heoi anō | |
| Perhaps | |
| Tēnā pea | tēnā pea ka noho kē tāua ki Ōtautahi |
| Use of ‘ana’ in narrative | |
| tae atu ana | |
| mutu ana | |
| oho ake ana | |
| When |
ā te taenga atuā tō tāua wehenga atu |
| Imperative | |
| ‘Me’ | me hari tāua i tētahi koha |
| me kaua e wareware | |
| Preposition | |
| mā | ka haere mā Taupō |
| haere mā runga pahi | |
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.
Variations
The itinerary could be discussed as a mock phone conversation.
Further learning
The students could plan their own Māori tourism venture.