Te reo Māori in English-medium schools
1.6 Understand and use simple politeness conventions, for example, complimenting people.
At the end of this lesson, students can:
Whakarongo - Listening: Recognise and understand simple, familiar spoken words, phrases, and sentences.
Kōrero - Speaking: Imitate the pronunciation, intonation, stress, and rhythm of te reo Māori words, phrases, and sentences.
Mātakitaki - Viewing: Interpret meanings that are conveyed in combinations of words and images or symbols.
Ask the students to name things they like within chosen categories, for example, television characters or programmes, sports teams, singers, food types.
Draw a table, similar to the example below, on the board and write the students’ choices in the top horizontal row.
Explain to the students that their preferred choices are shown across the top row and the words ‘he pai’, ‘he tino pai’ and ‘kāo’ are written down the left-hand side of the table.
|He tino pai|
For example, ask the class their opinion of one of the TV programmes listed.
|He pai a '________'?||Is '________' good?|
|Āe, he pai.||Yes, it's good.|
|Āe, he tino pai.||Yes, it's very good.|
Using the structure of the question above, continue to ask each student his or her opinion about TV characters/singers/groups/foods/sports etc. Mark each response with a tick.
By the end of the exercise the class will have identified the most popular and least popular choices in the selected category.
Continue to use ‘pai’, ‘tino pai’, ‘rawe’ and other phrases to praise students for good work:
|He pai.||Good. Well done.|
|Tēnā koe e Rewi.||Thank you Rewi.|
|He tino pai tō kōrero.||What you have said is very good.|
|He tino pai tō pikitia.||Your picture is great.|
|He tino pai tō mahi.||Your work is great.|
|He rawe tō kōrero.||What you have said is excellent.|