NZC – Lea Faka-Tonga (Tongan) – Novice

Receptive Skills

Listening

• identify the sounds of the alphabet, letter combinations, intonation, and stress patterns 
• recognise and understand simple classroom language and polite expressions 
• recognise and understand simple, familiar spoken words, phrases, and sentences. 

• recognise and understand familiar spoken words even in some unfamiliar contexts  
• understand simple classroom instructions and respectful expressions    
• begin to understand slightly more complex or less familiar phrases and sentences 
• listen for polite and respectful language substitutions.

Reading

• identify letters of the alphabet, letter combinations, basic written language conventions, and simple punctuation  
• recognise and understand simple, familiar written words, phrases, and sentences.   

• identify letters of the alphabet, letter combinations, and simple punctuation  
• understand short written texts, including cultural texts, that use familiar words, phrases, and simple sentences 
• begin to understand slightly more complex or less familiar phrases and sentences.

Productive skills

Speaking

• imitate the pronunciation, intonation, stress, and rhythm of words, phrases, and sentences  
• produce simple, phrases and sentences about themselves, their families, and their immediate surroundings 
• practice speaking using glottal stops.

• begin to use pronunciation, intonation, stress, and rhythm for emphasis and to clarify meaning  
• produce simple phrases and simple sentences relating to familiar contexts. 

Writing

• write vowels with macrons  
• write simple, familiar words, phrases, and sentences using the conventions of written language, such as appropriate spelling and punctuation.

• reproduce letter combinations and punctuation for words, phrases, and sentences in familiar contexts  
• write a series of simple sentences describing the appearance or characteristics of something.

Interacting

• exchange information in highly practised contexts related to themselves and their immediate environment 
• use formulaic language and simple phrases to exchange information about themselves, their families, and their immediate surroundings 
• use strategies when communicating, such as relying on a practised format, using facial expressions and gestures, asking others to repeat themselves, and utilising supporting visuals and prompts 
• begin to communicate in culturally appropriate ways. 

Knowledge

The facts, concepts, principles, and theories to teach. 

Practices

The skills, strategies, and applications to teach.

Language examples

Knowledge

The facts, concepts, principles, and theories to teach.

Practices

The skills, strategies, and applications to teach.

Language examples

Cultural and sociolinguistic knowledge

• Lea Faka-Tonga is the official language of the Kingdom of Tonga.  
• Lea Faka-Tonga is widely spoken in places such as the Pacific Islands, New Zealand, Australia, and the USA.  
• The Kingdom of Tonga is the last remaining monarchy in the Pacific.   
• Lea Faka-Tonga uses different phrases to greet and farewell people based on the level of familiarity and context. 

• Using basic greetings and farewells for a range of different contexts 

Greetings 

• Mālō e lelei — Hello (a general greeting) 
• Fēfē hake?  
• Fēfē hake toko? 
• Fēfē? 
• Fēfē toko? 
• Sai pē?   

Responding to greetings 

• Sai pē 
• Sai pē toko 
• Sai pē, mālō  
• Sai pē? 
• ‘Io, ‘oku ou sai pē, mālō 
• Mālō ho’o lelei (singular) 
• Mālō ho‘omo lelei (dual) 
• Mālō ho‘omou lelei (plural) 

Farewells  

• Fānauako: Nofa ā faiako ē (students leaving) 
• Faiako: ‘Alu ā fānauako ē 

Interaction between teacher and student 

• Faiako: Mālō e lelei fānauako 
• Fānauako: mālō e lelei faiako 
• Faiako: Mou fēfē hake? 
• Fānauako: Sai pē mālō, fēfē hake koe? 
• Faiako: ‘Oku ou sai pē mālō. 

Interaction between two students 

• ‘Ana: Ta ‘alu ki ‘api? 
• Sione: Te u nofo pē au heni. 
• ‘Ana: Nofo ā koe Sione, te u ‘alu au. 
• Sione: ‘Io, ‘alu ā koe ‘Ana. 
• Tina: Ei! Mālō e lelei Lupe mo ‘Ana! Mo fēfē hake? Ko ‘ema foki ki ‘api. 
• Lupe: Sai pē mālō! Tina! Pe‘i mo ‘alu ā moua! 
• Tina: ‘Io, pe‘i mo nofo ā, Lupe mo 
• ‘Ana, toki sio ‘apongipongi! 

Ways to say thank you 

• Mālō 
• Mālō ‘aupito 
• Ha‘u ‘o kai 
• ‘Io, mālō 
• ‘Ikai, mālō pē. 

Polite expressions 

• Kātaki 
• Kātaki, faiako 
• Kātaki, toe ‘ai 
• Kātaki, tokoni mai 
• Tulou, tulou! 
• Fakamolemole 
• Kātaki fakamolemole 
• Kātaki ‘Ana 
• Tulou atu Mele! 
• Fakamolemole ‘Ana. 
• Kātaki fakamolemole ‘Ana. 

• Mālō e mo‘ui, (Thank you for being alive), is a deeply respectful expression in Tongan culture. It is typically said to someone you have not seen in a long time or to someone who has survived a significant ordeal, acknowledging the value of their life and presence. 
• In Lea Faka-Tonga, peoples’ names and positions, such as faiako (teacher) or faifekau (church minister), should be added to greetings to show respect.   
• In Tongan culture, body posture is an important expression of respect. When someone of higher status (such as the puleako) is speaking and you need to move around, it is respectful to crouch slightly as you do so. If possible, move behind them rather than in front. However, if crossing in front is unavoidable, it is customary to quietly say Tulou as a sign of respect.

• Using terms of address to show respect and the range of relationships between people 

Formal greetings 

• Mālō e lelei Mele 
• Fēfē hake Mele? 
• Sai pē mālō Mele 
• Sai pē, Mele? 
• ‘Io, ‘Oku ou sai pē, ‘Ana, mālō. 
• Mālo e lelei Mele mo Sione. ‘Okú mo fēfē hake? 
• ‘Okú ma sai pē, mālō. Fēfē hake kimoua? 
• Okú ma sai pē mālō. 

Using time specific greetings 

• Mālō e lelei ki he pongipongí ni 
• Mālō e lelei ki he ho’ataá ni 
• Mālō e lelei ki he efiafí ni 

Responding to time specific greetings 

• ‘Io. Mālō e lelei ki he pongipongí  ni 
• ‘Io, Mālō e lelei ki he ho’ataá ni 
• ‘Io, Mālō e lelei ki he efiafí ni 

Farewells 

• Nofo ā Mele ē! — Goodbye (to the person staying) 
• ‘Alu ā Sione ē! — Goodbye (to the person going) 
• Mo ‘alu ā Sione mo Mele ē! — Goodbye (to two persons going) 
• Mo nofo ā Pita mo ‘Ana ē! — Goodbye (to two persons staying 

Thank you 

• Mālō ‘Ana  
• Mālō ‘aupito ‘Ana  

Please 

• Kātaki ‘Ana 
• Tulou atu Mele! 
• Tulou ‘Ana  
• Fakamolemole ‘Ana  
• Kātaki fakamolemole ‘Ana 

Interacting with others 

• Kase: Mālō e lelei Lita! 
• Lita: Mālō e lelei Kase! Fēfē hake?  
• Kase: Sai pē, mālō Lita! 
• Lita: Ko ho‘omo ‘alu ki fē Mele mo Sione? 
• Sione: Ko ‘ema ō ki kolo. 
• Tina: Ei! Mālō e lelei Lupe mo ‘Ana! Mo fēfē hake?  
• Tina: ‘Ioo, pe‘i mo ‘alu ā, Lupe mo ‘Ana, toki sio ‘apongipongi! 

Linguistic knowledge

• In Lea Faka-Tonga there are appropriate farewell expressions depending on whether someone is leaving or staying: 
  • ‘Alu ā! is said to the person who is leaving 
  • Nofo ā! is said to the person who is staying.  
• The Tongan alphabet (‘alafapeti) is made up of 17 letters (mata‘itohi): a, e, f, h, i, k, l, m, n, ng, o, p, s, t, u, v, and ‘ (the glottal stop).
• The glottal stop (fakau‘a) is a distinct letter represented by the symbol ‘. It is pronounced as a separate sound and is considered a crucial phoneme in the Tongan language. 
• The glottal stop always comes before a vowel, and its presence can significantly alter meaning (e.g. ‘omi means ‘bring’ while omi means ‘come’).
• Lea Faka-Tonga has 12 consonants (konisōnānite): f, h, k, l, m, n, ng, p, s, t, v, and ‘ (fakau‘a). When teaching or pronouncing these consonants, the vowel a is added to form syllables such as: fa, ha, ka, la, ma, na, nga, pa, sa, ta, va. 
• Importantly, Lea Faka-Tonga does not use consonant clusters. Instead, every consonant is separated by a vowel, maintaining a consistent syllable structure. The consonant ng is treated as a single letter, so it does not break this rule. 
• Lea Faka-Tonga has five vowels (vauele): a, e, i, o, and u. Each vowel can be lengthened by placing a macron above it (e.g. ā, ē, ī, ō, ū), which doubles the duration of its pronunciation. This lengthening can significantly affect the meaning of words. 
• The phonemic table is used as a foundational tool to support learners in developing accurate spelling and pronunciation in Lea Faka-Tonga (e.g. to spell the name Saimone, divide the word up into parts: sa, i, mo, ne). 
• Macrons also change the meaning of words: 
  • Kaka means ‘to climb’, while kakā means ‘parrot’, and kākā means ‘deceit’ or ‘to deceive’ 
  • Langa means ‘to build’, ‘built’, and ‘pain’, while langā means ‘to be in labour with a child’. 
• Songs support language learning by reinforcing vocabulary, sentence structures, and correct pronunciation through repetition, rhythm, and meaningful language use.

• Formal greetings in Lea Faka-Tonga require a complete sentence. 
• Mālō e lelei is a general greeting used with anyone, at any time of day or night, and the response is Mālō e lelei! 
• Greeting two people appropriately by using dual pronouns ma (and) and mo (for).
• ‘Io is the appropriate response for all greetings and farewells — it may be stand alone or accompanied by a more specific response. 
• Mālō ‘etau lava is a general greeting meaning ‘Thank you that we have reached’. It is implied that a certain point in time has been reached. 
• Mālō ‘etau lava — ‘etau is a plural pronoun, but this phrase can be said to one, two, or many people. 
• Greetings can be adapted to different times of the day using expressions such as: 
  • Pongipongi (morning) 
  • Ho‘atā (midday) 
  • Efiafi (afternoon/evening). 
• In Lea Faka-Tonga, dual pronouns (ma and mo) are used to refer to or address two people. 
• Plural pronouns (mou and mau) are used to refer to or address three or more people, and must be used correctly in greetings, questions, and farewells. 
• Farewells in Lea Faka-Tonga change depending on the number of people and whether they are staying or leaving.

Cultural and sociolinguistic knowledge

• In Tonga, asking about and sharing family information is a valued part of Tongan introductions and helps build connection and emphasises the importance of family in the Tongan culture. 
• Talking about family is a culturally important part of introductions and everyday conversation in Tongan.

•  
• Introducing themselves and others and respond to introductions appropriately  
• Asking others how they are and responding appropriately when asked 
• Communicating about their parents and/or caregivers 
•  

Introductions 

• Kohai ho hingoá? 
• Ko hoku hingoá ko Leka.  
• ‘Oku ou ta‘u tahaua. 
• Ko hoku tokouá ‘eni. 
• Ko hai ho hingoá? 
• Ko hono hingoá ko Toti. 
• Ko hoku tokouá ’eni. 
• Ko hoku tuonga‘ané ‘eni. 
• Ko hoku tuofefiné ko Lita. 
• Ko ‘eku tamaí ‘eni. 
• Ko e hingoa ‘eku tamaí ko Sione. 

Introducing yourself and your family 

• Lina: Mālō e lelei Sione! Ko hoku hingoá ko Lina. Kohai ho hingoá? 
• Sione: Mālō e lelei Lina. Ko hoku hingoá ko Sione. Ko ’eku tamaí ko Tomasi. Ko ‘eku fa‘eé ko Siniva. Ko hoku tokouá ko Sina. Fēfē ho fāmilí Lina? 
• Lina: Mālō ‘aupito Sione. Ko ‘eku tamaí ko Pita pea ko ‘eku fa‘eé ko Toa. Ko hoku tokouá ko ‘Elenoa pea ‘oku mau sai pē.

• Lea Faka-Tonga uses respectful and culturally appropriate terms to describe people.
• In Lea Faka-Tonga, mālō e lelei is a formal and respectful way to show politeness. This reflects the importance of respect and formality in Tongan language and culture.  
• Mālō ‘aupito is a formal and respectful way to express gratitude. 
• In Tongan culture, elders hold an important place as sources of wisdom, guidance, and tradition. Acknowledging them correctly is a sign of respect. 

• Communicating about the relationship between people, including grandparents and siblings

Interacting using introductions 

• Sione: Mālō e lelei Lina! Ko hoku hingoá ko Sione. Ko e hingoa ‘eku ongo mātuá ko Tina mo Toni. Fēfē koe Lina? 
• Lina: Mālō Sione. Ko ‘eku ongo mātuá ko Pita mo Nau. Ko e hingoa hoku tokouá ko Lupe. Ko e hingoa hoku tuonga‘ané ko Paula. ‘Oku kei mo‘ui ho‘o ongo kuí? Kohai hona hingoá? 
• Sione: Kuo ‘osi mate ‘eku kui fefiné. Ko hono hingoá ko Sela. Ko ‘eku kui tangatá ko Vake ‘oku kei mo‘ui pē. Ko hono ta‘u nimatolu eni. 

Linguistic knowledge

• In Lea Faka-Tonga, the particle ko is used to introduce or identify people, names, and relationships. 
• Ko often appears before names or pronouns in introductions. 
• Possessive pronouns like hoku, eku, and hono show ownership and relationships. 
• Possessive nouns change depending on the person and context. 
• There are descriptive terms in Tongan language to reflect gender (e.g. ta‘ahine), age (ta‘u), and social roles (fa‘ē or tamai). 

• Simple sentences beginning with ko enable learners to communicate about family relationships. 
• Lea Faka Tonga uses specific terms to show age, gender, and family roles (e.g. matua is a term used for parent but is also used for elders as a sign of respect).   
• Simple formulaic phrases enable learners to write, read, and speak about self, family, and everyday life.

Cultural and sociolinguistic knowledge

• Lea Faka-Tonga uses respectful and culturally appropriate terms to describe people. 
• The Tongan culture values politeness and indirectness, especially when discussing physical traits, (e.g. the use of the term kaukaua ‘strong’ to describe a person). 

• Exploring ways to describe people 

Descriptions 

• Ko e ta‘ahine faka‘ofo‘ofa ‘oku nofo i Ma‘ufanga. 
• Ko e ta‘ahine talavou ‘oku ako ‘i he 'univesiti. 
• There are respectful terms used to describe people, such as:  
  • ‘Oku sino kaukaua ‘a Sione 
  • ‘Oku longomo‘ui ‘a Mele 
  • Ko e tamasi‘i sino lelei ‘a Tevita 
  • Ko e tamasi‘i kaukaua ‘a Tevita 
  • Ko e ta‘ahine longomo‘ui ‘a Mele. 

Linguistic knowledge

• Lea Faka-Tonga, respectful sentence structures often use particles such as ‘oku and ko to construct sentences that reflect politeness and social values (e.g. ‘Oku sino kaukaua ‘a Sione and Ko e ta‘ahine longomo‘ui ‘a Mele). 
• Simple sentences, such as Ko e ta‘ahine longomo‘ui ‘a Mele, can be used to describe physical characteristics and personality traits.  
• Intensifiers/adverbs such as ‘aupito can be added to Ko e ta‘ahine faka‘ofo‘ofa ‘aupito ‘a Mele to emphasise the adjective in a sentence. 

Cultural and sociolinguistic knowledge

• Talking about family members is often part of conversations about age and identity in Tongan society.

• Communicating about their age, and the age of others

Age 

• Ko ‘hoku hingoá ko Mele. ‘Oku ou ta‘u hiva. 
• Ko hoku hingoá ko Lina. ‘Oku ou ta‘u hongofulu. 
• Ko hoku hingoá ko Tomu. ‘Oku ou ta‘u tahaua. 

Asking about age 

• ‘Okú ke ta‘u fiha? 
  ‘Oku ou ta‘u hiva. 
• ‘Oku ta‘u fiha ho‘o tamaí Mele? 
  ‘Oku ta‘u tolutolu. 
• ‘Oku ta‘u fiha ho‘o fa‘eé Sione? 
  ‘Oku ta‘u uanima. 

Base numbers (1 to 10) 

• Taha 
• Ua  
• Tolu  
• Fā  
• Nima  
• Ono  
• Fitu  
• Valu  
• Hiva  
• Hongofulu  

Numbers 1 to 19  

• Hongofulu ma taha  
• Hongofulu ma ua  

Multiples of ten 

• Uofulu  
• Tolufulu 

Numbers 21 to 99 

• Uofulu ma taha 
• Tolufulu ma nima  

Interacting about family members 

• Mele: Mālō e lelei. Ko hoku hingoá ko Mele. Ko Sione eni. Ko hoku tuonga’ané ia. Ko hai ho hingoá?  
• Pita: Mālō e lelei Mele.Ko hoku hingoá ko Pita. Ko ‘Ofa eni. Ko hoku tuofefiné ia. Fēfē hake Mele mo Sione? 
• Mele: ‘Okú ma sai pē, mālō. Fēfē hake ho‘omo ongo mātuá? 
• Pita: ‘Oku sai ‘aupito pē e ongo mātu‘á.

• Tongans often use respectful language when referring to someone older or of higher status.

• Communicating about dates and birthdates 

Birth dates 

• Na‘e fā‘ele‘i a Lupe ‘anefē? 
• Na‘e fā‘ele‘í ‘i he ‘aho 27 ‘o Siulai 2025. 
• Na‘e hoko hono ‘aho fā‘ele‘i ‘i he ‘aho 27 ‘o Siulaí 

Interacting about birthdays 

• Lupe: Ke ‘ilo koā? ‘E kātoanga‘i hoku ‘aho fā‘ele‘í ‘i Tīsema ‘o e ta‘ú ní.  
• Vika: Ko ho ta‘u fihá ia Lupe? 
• Lupe: Mate‘i mai! 
• Vika: Ta’u uatahá?    
• Lupe: Tonu ho’o talí! Te u ‘oatu ho’o tohi fakaafe!. 
• Vika: Mālō ’aupito Lupe! 

Time expressions 

• Pongipongi (morning)  
•  Ho'atā (midday/noon)  
•  Efiafi (afternoon)  
• Po'uli (night)  
• ‘Aho (day)  
• ‘Ahó ni (today)  
• ‘Apongipongi (tomorrow) 
• ‘Aneafi (yesterday) 

Dates and months 

• Ko e ‘aho 13 eni ‘o ‘Ākosí 
• Ko e uike 2 eni ‘o ‘Ākosí. 
• Ko e ‘aho 17 eni ‘o ‘Okatopá. 
• Ko e uike hono 3 eni ‘o ‘Okatopá. 

Linguistic knowledge

• Personal pronouns express identity and possession when used correctly, for example hoku (my) and ou (I). 
• In Lea Faka Tonga, dates follow a simple structure: Ko e aho ‘eni ko e [weekday], ko e ‘aho [number] ‘o [month], [year] — Today is [weekday], the [number] of [month], [year]. 
• Cardinal numbers follow a consistent structure made up of number bases, place value, and patterns. 
• Base numbers (1-10) are used to build larger numbers using patterns and place value knowledge. 
• Questions about age and dates use specific structures that learners can reuse in different contexts.

• Communicating dates and birthdates involves using specific tense markers to indicate time, for example: 
  • ‘Oku — indicates the present tense 
  • Na‘e — indicates the past tense 
  • ’E — indicates the future tense.
• Personal pronouns (e.g. hono, ne, hoku, ho‘o) express identity and relationships in date-related contexts.
• Birthdates are often expressed using the structure Na‘e fā‘ele‘i ‘i he ‘aho [number] ‘o [month] [year]. 

Cultural and sociolinguistic knowledge 

• In Tongan culture, a person’s hometown, village or place of origin is an important part of identity and sense of belonging. Knowing where someone is from helps to build respectful relationships, deepen understanding, and acknowledge connections to land, family, and community. 
• Place names in Lea Faka-Tonga may include local, national, and regional references, reflecting identity and belonging.

• Communicating about significant places, including: 
  • their hometown or place of family origin  
  • where they live  
  • the hometown and/or place of origin of others 

• Te ke ‘alu ki fē? — Where are you going? 
• Te u ‘alu ki kolo. 
• Teu ‘alu ki ‘api 
• Teu ‘alu ki ‘apiako. 
• Te u ‘alu ‘o sio faiva. 
• Tau ‘alu ki matātahi 
• Te u ‘alu ki Tonga. 
• Ko ho‘o ha‘u mei fē? — Where are you from? (indicating one person) 
• Ko ‘eku ha‘u mei Tonga. 
• Ko ‘eku ha‘u mei Ha’apai. 
• Ko ‘eku ha‘u mei motu. 
• Ko ‘eku ha‘u mei Nu’usila. 

Interacting about significant places 

• Tevita: ‘Oku ou nofo ‘i Mangele. 
• Fēfē koe Sione? 
• Sione: ‘Oku ou nofo ‘i Otahuhu mo ‘eku kuí. 
• Mele: ‘Okú ke nofo ‘i fē ‘Ana? 
• ‘Ana: ‘Oku ou nofo ‘i Mangele. 
• Fēfē koe?  
• ‘Okú ke nofo ‘i fē? 
• Mele: ‘Oku ou nofo ‘i Papatoe, ko ho‘o ha‘u mei fē ‘i Tongá? 
• ‘Ana: Ko ‘eku ha’u mei Ha’apai. 

• Traditional Tongan legends are a vital part of Tongan society, serving as a means of preserving and transmitting cultural values, historical knowledge, and identity (e.g. the origin of the village Felemea illustrates how storytelling connects people to their land, ancestors, and values).  
• Oral storytelling is key to preserving and passing down cultural knowledge. 

• Communicating about the hometown and/or place of origin of multiple family members 

• Ko ho‘omo ha‘u mei fē? (indicating two people) 
• Ko ‘ema ha‘u mei Tonga 
• Ko ’ema ha‘u mei Nu‘usila. 
• Ko ‘ema ha‘u mei Ha‘amoa. 
• Ko ho‘omou ha‘u mei fē? (3 or more people) 
• Ko ‘emau ha‘u mei Tonga. 
• Ko ‘emau ha‘u mei Nu‘usila. 
• Ko ‘emau ha‘u mei Ha‘amoa. 
• Ko ‘enau ha‘u mei fē? (indicating others — 3 or more) 
• Ko ‘enau ha‘u mei Ha‘amoa. 
• Ko ‘enau ha‘u mei Tokelau. 
• Ko ‘enau ha‘u mei Niuē. 
• Ko ‘enau ha‘u mei Kuki ‘Airani. 

Interacting about hometown and family members 

• ‘Ana: Ko ‘eku ha‘u mei Felemea. Fēfē koe Mele? Ko ho‘o ha‘ú mei fē ‘i Tongá 
• Mele: Ko ‘eku ha‘u mei Ha‘apai. 
• ‘Ana: Masi‘i Mele, ko Felemeá, ‘oku tu’u ‘i Ha‘apai. 
• Mele: Ko ia pea mau toki hiki ki Tonga ‘i he ako ‘a e tamaiki. 
• ‘Ana: Na'a mou nofo ‘i fē ‘i Tonga 
• Mele: Na’a mau nofo ‘i Havelu. 

Linguistic knowledge

• Communicating about significant places in Lea Faka-Tonga involves learning how to name places, describe their importance, and ask or answer questions about them. 
• Lea Faka-Tonga uses specific prepositions to describe location and origin. 
• Verbs (e.g. nofo, ‘alu, ha‘u) are commonly used to talk about place and movement. 

Cultural and sociolinguistic knowledge 

• In Tongan culture, Sunday (Sāpate) holds deep religious and cultural significance, and is considered the most sacred day of the week. 
• Observing Sunday is a way that the people of Tonga express their faith and national identity. It reflects the values of discipline, humility, and reverence passed down through generations. 
• Days and months in Tonga carry importance for specific events:   
  • Sāpate Faka-Mē — Childrens’ Day (1st Sunday of May)  
  • Sāpate Fa’ee — Mothers’ Day (2nd Sunday of May)  
  • Sāpate Tamai — Fathers’ Day (3rd Sunday of May)

• Communicating about the days of the week, months, and seasons 

Days (‘Aho) 

• Mōnite, Tūsite, Pulelulu, Tu’apulelulu, Falaite, Tokonaki, Sāpate.  

Māhina (Months)  

• Sanuali, Fepueli, Ma‘asi, ‘Epeleli , Mē, Sune, Siulai, ‘Ākosi, Sepitema, ‘Okatopa, Nōvema, Tīsema  

Days and time 

• Ko e ‘aho hā eni? — What day is it today? 
• Ko e ‘aho Mōnite. — It is Monday 
• Ko e māhina fē eni? — What month is it? 
• Ko ‘Okatopa eni. — It is October 

Interacting about days and times 

• Toa: Ko e  ‘aho hā eni Mele? (What day is it Mele?) 
• Mele: Ko e ‘aho Sāpate eni. (It’s Sunday today) 
• Toa: Te tau ‘alu ‘o kaukautahi he ‘ahó ni? (Are we going swimming today?) 
• Mele: ‘Ikai, ‘oku tapu e kaukautahi he ‘aho Sāpaté (No, swimming is not allowed on Sundays) 
• Toa: Ko e ‘aho fē te tau kaukau tahi aí? (Which day will we be going for a swim?) 
• Mele: ‘I he ‘aho Mōnité (On Monday) 
• Toa: He fihá? (What time?) 
• Mele: ‘Oku kai ho‘ataá he fihá? (What time is lunch?)  
• Toa: Toe uanoa ki he tahá (At twenty minutes to one) 
• Mele: Ta ko e ‘ahó ena! (That’s the day!).  

• Weather and seasonal language can be used to express opinions, preferences, and cultural practices.

• Communicating about the weather 
• Comparing and contrasting the weather and seasons

Weather expressions 

• ‘Oku ‘afua ‘aupito ‘a e ‘aho ni. 
• Ko e ‘aho faka‘ofo‘ofa ‘aneafi. 
• ‘Oku ma‘a ‘a e langi. 
• ‘E ‘uha ‘apongipongi. 
• Na‘e ‘ao‘aofia e langi. 
• ‘Oku ‘afu e ‘aho ni.

Interaction  

• ‘Oku fēfē ‘a e ‘eá?    
• ‘Oku momoko ‘a e ‘aho ni.  
• ‘Oku fēfē ‘a e ‘ea ‘i Tongá?   
• ‘Oku ‘uha e ‘aho ni. 
• ‘Oku fēfē ‘a e ‘ea ‘i he taimi momokó? 
• ‘Oku momoko ‘aupito.

Linguistic knowledge

• The names of the months in Lea Faka-Tonga are loanwords, borrowed from English.  
• Time expressions like ‘ahó ni (today) and ‘apongipongi (tomorrow) describe when something happens. 
• Questions about time often begin with Ko e (e.g. Ko e fihá eni? — What is the time?). 
• Expressions like kai ho’atā (lunchtime) combine a verb and a noun to describe an activity and time.

• Lea Faka-Tonga has words and phrases to talk about the weather.  
• Lea Faka-Tonga uses verb-subject order in weather statements such as in ‘Oku ‘afua ‘aupito ‘a e ‘ahō ni. 
• Weather expressions in Lea Faka-Tonga can be used to describe past, present, and future conditions using tense markers:  
  • Na’e (past) 
  • ‘Oku (present) 
  • ‘E (future). 
• Describing weather and seasons in Lea Faka-Tonga involves using adjectives and intensifiers to express degree and mood: 
  • ‘aupito (very) 
  • faka’ofo’ofa (beautiful) 
  • ma’a (clear) 
  • ao’aofia (overcast). 

Cultural and sociolinguistic knowledge 

• Time expressions in Lea Faka-Tonga reflect both numerical precision and contextual understanding, often linked to daily routines and communal activities.

• Communicating about time

Time sentence structures 

• Ko e fiha eni? 
• Ko e ono eni. 
• ‘osi kuata mei he valu 
• Haafe e fitu 
• ‘E fai fakakū e kai? 
• ‘i he hoko ‘a e valu 
• ‘i he ‘osi ‘a e fitu.  

Linguistic knowledge

• In Lea Faka-Tonga, there are key phrases and sentence structures to ask and express time. 
• Lea Faka-Tonga uses specific question structures to ask about time, such as Ko e fihá eni? (What time is it?). 
• Time is expressed using numbers and descriptive phrases, for example Ko e onó eni (It is six o’clock). 
• Future events are marked with tense particles like ‘E, as in ‘E fai fakakū e kaí? (Will the meal be served soon? 
• Prepositional phrases such as ‘i he hoko (at the arrival of) and ‘i he ‘osi (after) are used to describe when something will happen. 

Linguistic knowledge

• There are different locative indicators:  
  • the preposition ‘i is used to indicate present location, as in Ko au eni ‘i ‘api and ‘i he introduces a specific location, often with a definite article, (e.g. ‘i he tēpilé, ‘i he kuló)  
  • the locative adverb eni means ‘here’ and is used to indicate proximity to the speaker (e.g. Ko au eni ‘i ‘api) and ena means ‘there’ and is used to indicate a location away from the speaker (e.g. Ko Mele ena ‘i fale) 
  • in Lea Faka-Tonga, locative nouns such as ‘api (house) and loki (room) are used to indicate specific places or locations. These nouns can stand alone or be part of a locative phrase introduced by prepositions like ‘i or ki, to express where someone or something is or is going. 

• Communicating about where things are located 

Present location 

• Ko au eni ‘i ‘api. 
• Ko ena ‘i ‘api. 
• Ko kinaua ena ‘i ‘api. 
• Ko kinautolu ena ‘i ‘api. 
• Ko e tohí ena ‘i he tēpilé. 
• Ko Mele ena ‘i fale. 
• Ko e fo‘i pulú ena ‘i he ve‘e tēpilé.   

Locative indicators 

• Ko e me‘akaí ‘oku ‘i he kuló. 
• Ko e tohí ‘oku ‘i he funga tēpilé.  
• Ko e kato naunaú ‘oku ngalo ‘i he pasí. 

Locative nouns 

• Te u ‘alu ki he ‘api ‘o Tevitá. 
• Te ma mohe‘i he loki ‘o Sioné. 
• Te mau ‘eva ki he paaka ‘i Mangelé. 

Linguistic knowledge

• The Ko e … ‘a … structure is used to show possession with names or nouns. 
• Communicating about ownership in Lea Faka-Tonga requires appropriate possessive structures, using correct pronouns and possessive markers to show relationships between people and objects.

• Communicating about ownership 

• Ko e tohi ‘a Mele. 
• Ko e fale ‘a Sione. 
• Ko e koloa ‘a e famili.

Linguistic knowledge

• Providing justification for their preferences by giving simple reasons helps to communicate clearly and respectfully in everyday conversations. 

• Communicating about the things they like and dislike 
• Justifying likes and dislikes where appropriate 

​​​​​​Expressing likes 

• ‘Oku ou sai‘ia he me‘akai Tonga. 
• ‘Oku sai‘ia ‘a Mele he hiva. 
• ‘Oku sai‘ia ‘etau fanau he ako. 

Expressing dislikes 

• 'Oku ‘ikai sai‘ia ‘a Sione he va'inga soka (‘Oku ta‘e sai‘ia ‘a Sione he va‘inga soka) 
• ‘Oku ‘ikai ke nau sai‘ia he nofo ‘i tu‘a (‘Oku ta‘e sai‘ia ‘a kinautolu he nofo ‘i tu‘a) 

Justifying likes and dislikes 

• ‘Oku ou sai‘ia he ako, he ‘oku tokoni ia ki he‘eku mo‘ui. 
• ‘Oku ‘ikai sai‘ia ‘a Mele he hiva, he ‘oku ‘ita ia he hiva le‘o lahi.  

• Communicating about things they like and dislike in Lea Faka-Tonga requires appropriate vocabulary and sentence structures. 
• ‘Oku ou ta‘e sai‘ia he me‘akai mamafa means ‘I dislike/do not like expensive food’. The meaning is correct; however, it is more grammatically correct to say ‘Oku ‘ikai keu sai‘ia he me‘akai mamafa (replacing the word ta‘e with 'ikai. The word ta‘e usually means without or not with (e.g. ta‘e kofu means without a dress/top/shirt). But in this context the word 'ikai means ‘do not’. 

Cultural and sociolinguistic knowledge

• In Lea Faka-Tonga it is important to use appropriate respectful language, tone, and culturally appropriate expressions to foster a positive and inclusive learning environment in the classroom.

• Understanding and using a range of simple classroom language

Classroom instructions and commands  

• Nofo ki lalo. 
• Tu‘u ki ‘olunga. 
• Fanongo mai. 
• Kātaki, fakalongolongo. 
• Kātaki ‘o to e lau. 
• Kātaki, lau le‘o lahi. 
• Kuo ‘osi? 
• Sai ‘aupito. 
• Mahino? 
• Mālō ‘aupito fānauako. 
• Ngāue tautau tokoua. 
• Ngāue fakakulupu. 
• Tu‘u ki ‘olunga. 
• Kātaki ‘o ha‘u ki heni. 
• Hiki ho nimá.

Linguistic knowledge  

• Responding to simple instructions in Lea Faka-Tonga demonstrates understanding of everyday classroom language.