Te Reo Māori in English-medium schools
8.1 Communicate about certainty and uncertainty, possibility and probability.
At the end of this lesson, students can:
Kōrero - Speaking: Use te reo Māori to entertain and persuade as well as inform.
Pānui - Reading:
Whakarongo - Listening: Understand much of what other speakers of te reo Māori say about a range of topics.
Tuhituhi - Writing: Write about a range of topics, across a wide range of text types, selecting words and expressions that are appropriate for their purpose and intended audience.
Have the students research and create kaupapa (policies) for a political party on the following issues:
Ask the students to survey other students and their whānau about the issues, using the three Resource sheets to tally their results. Ensure that they have introductory comments prepared, for example:
“Kia ora. My name is ________. I am conducting a survey on behalf of the Māori class at Te Kura o ________ about _________. May I ask you a question about this issue?”
When the interviews are finished, have the students tally the results and then conduct further research in newspapers, books and on the Internet. When all information is gathered, the students should develop and present their own policies on the three issues.
|Suggested language focus||Suggested vocabulary|
Tuatahi me whai whakaaro tātou ki te reo, tuarua me ako e te katoa te reo Māori.
Me whai whakaaro tātou ki te reo ka tahi. Ka rua me ako te reo Māori e te katoa.
|ka tahi. Ka rua|
|i te mea|
|nō te mea|
|tā te mea||tā te mea he uaua mōku te piki maunga|
|otirā||otirā he pai tonu ina tokoiti ngā tāngata…|
Groups of students could identify their own issues and questions for further polls, surveying whānau, the general public, or teachers on other issues.
Invite Māori MPs or representatives to speak to the class.
Write letters to MPs and inform them of the findings from the research.
|Member of Parliament||Mema Pāremata|
|unemployed person||tangata koremahi|
|affluent||whairawa, tangata whairawa|