Ka Mau te Wehi! Unit 17 Kua reri kōrua – Are you two ready

Watch:  Unit 17 Scene 1: The boys get ready for the dance 

Dylan and Haami meet Sione’s grandmother. Tell ākonga to watch how introductions are carried out and also listen carefully to the language used when Sione offers his friends a drink. 

Write these sentences on the board: 

Point out that the word hiainu, (thirsty), is made up of hia from the word hiahia, (to want or to desire), and the word inu (to drink). Other examples are: 

• hiakai (hungry)
• hiamoe (sleepy)

Watch: He kōrero whakamārama: Kīwaha, "tino kino te reka!" 

This video explains the idiom, Tino kino te reka! The food is wickedly delicious!

Arrange a shared mid-morning snack of fruit and drink for the class. Ākonga could be asked the day before to bring fruit to share. 

Set up the meal and put fruit and water (or fruit juice) in the centre of the table. Arrange the seating around the table. Have ākonga take turns asking the person sitting next to them if she or he would like a drink or a piece of fruit. Encourage them to ask and answer politely. When everyone has had a turn asking and answering the questions, other appropriate sentences could be introduced, such as: 

Sample questions: 

• āporo (apple)
• ārani (orange)
• panana (banana)
• merengi (watermelon, rockmelon)
• pea (pear)

Activity 2 

Learning intention

Ākonga will learn to write for a fashion show. 

Watch: Unit 17 Scene 2: The girls are getting ready for the dance 

Revise colours and items of clothing from Unit 7. 

Hand out Worksheet A. Ask ākonga to write a script for behind-the-scenes at a fashion show and the catwalk commentary. Work in groups of three to four. Ākonga will need to think about the roles. These will include the model(s), the wardrobe manager, and the Master of Ceremonies (MC).

When ākonga in each group are happy with their script, they can hand it to another group to check that it is easy to follow and that all the language is accurate. 

Now the groups can practise their show. When every group is ready, have each group perform the show to the whole class.

At the end of this unit, ask ākonga to perform their script. For the closing comment, the MC has to come up with a compliment such as Tō ātaahua hoki! (How beautiful you are!)

Activity 3  

Learning intention

Ākonga will review how to ask for and say where something is.

Hand out Worksheet B and ask ākonga to read each question, then each reply carefully to make sure they understand them. 

Akonga need to match each question with an appropriate reply. Once they have done this, they should compare their work with someone else’s. Then ask them to select three questions and replies to illustrate in their Wehi books as a dialogue between two people. The illustrations must show that they clearly understand the meaning of each question and its reply. Ask them to use speech bubbles for the dialogue. 

Activity 4 

Learning intention

Ākonga will work cooperatively to reconstruct a story sequence in te reo Māori. 

You will need Teacher sheet A for this activity. Photocopy the sheet onto a light card, then cut into strips with one sentence on each.  

Watch: Unit 17 Scene 3: The girls arrive at the dance 

Divide the class into groups of six. Each group member receives one card strip. They must read the sentence and not show it to anyone else. They need to work cooperatively to arrange the sentences in the right sequence to make sense. They should ask questions like: 

• Kei a wai te kāri tuatahi? – Who has the first card? 

If a group member thinks they have the first card, then they must read the sentence to the rest of the group. If everyone agrees, then the card can be placed on the floor where the whole group can see it. Then continue by asking: 

• Kei a wai te kāri tuarua? – Who has the second card? 

Ākonga should continue in the same way until they agree that their story is complete.