Te Āo Māori

Wednesday, August 28, 2013

Level 1.1 & 1.2

Achievement objectives	Possible learning and assessment activities
1.1 Greet, farewell and acknowledge people and respond to greetings and acknowledgments 1.2 Introduce themselves and others and respond to introductions	*Students could be learning through:* observing greetings, introductions and leave-taking (for example, on DVD or videotape) in different contexts and taking turns to role-play filling in gaps in a familiar oral or written dialogue to complete the message cutting up a dialogue into two segments (one for the first speaker and one for the second speaker) and, in pairs, each saying their part of the dialogue so that it is reconstructed cutting up a dialogue into individual lines or phrases, jumbling them up, and reconstructing the dialogue from the pieces singing waiata about greetings and responses to greetings filling in labels on pictures to indicate appropriate greetings, for example, tēnā kōrua playing a pronunciation-based board game involving picking up cards on which sentences are written and then saying these sentences as naturally as possible reciting pepehā and identifying the iwi and/or hapū they are associated with introducing a visitor from the local iwi to the class, using te reo and tikanga Māori.

Achievement objectives

Possible learning and assessment activities

1.1 Greet, farewell and acknowledge people and respond to greetings and acknowledgments
1.2 Introduce themselves and others and respond to introductions

Students could be learning through:

observing greetings, introductions and leave-taking (for example, on DVD or videotape) in different contexts and taking turns to role-play
filling in gaps in a familiar oral or written dialogue to complete the message
cutting up a dialogue into two segments (one for the first speaker and one for the second speaker) and, in pairs, each saying their part of the dialogue so that it is reconstructed
cutting up a dialogue into individual lines or phrases, jumbling them up, and reconstructing the dialogue from the pieces
singing waiata about greetings and responses to greetings
filling in labels on pictures to indicate appropriate greetings, for example, tēnā kōrua
playing a pronunciation-based board game involving picking up cards on which sentences are written and then saying these sentences as naturally as possible
reciting pepehā and identifying the iwi and/or hapū they are associated with
introducing a visitor from the local iwi to the class, using te reo and tikanga Māori.