Kura: Te Kura Kaupapa Māori o Te Ara Hou
Kaiako: Vicki Peni
Level: Yr 7–8
Oral language, Year 7–8
An oral language lesson based on two kīwaha (idiomatic expressions):
a. E kuhu, e kuhu.
b. He aha hoki!
For discussion
For discussion
- How would your rate the oral language within your class/whānau/kura?
-
What types of things could be done to strengthen it? Knowledge of grammar? Building
vocabulary? Knowledge and use of idomatic and/or proverbial expressions? - When is the best time to teach these aspects of the language?
Transcript
[Students]
Oral language
[Teacher lesson]
First, I will do a short skit and I want you all to think carefully about what the kīwaha I am using means. We’ll discuss it when I’ve finished, ok.
[Teacher I/V]
The main objective is to increase and develop the children’s language. The language that they use, the oral language of the students.
[Teacher to students]
Ok, so here’s the first one, “E kuhu, e kuhu” – repeat after me.
E kuhu, e kuhu.
Good, now here we go: Umm, Miss, Miss! What’s three plus two?
You think about it.
But, what is three plus two, Miss?
Child – e kuhu, e kuhu!
Ok, that’s the first one. What do you think ‘E kuhu, e kuhu’ means? Think carefully …
Use your own mind?
Do you all agree with Oceania’s answer? Yes? Good. Oceania is right. Think carefully, or, use your own mind to think something out.
[Teacher I/V]
My oral language programme is also part of my grammar programme – they go side by side in my classroom. Most of the time I’d spend around 30 minutes or so on it. My main objective this morning was about learning kīwaha. I wanted students to learn some kīwaha that they would enjoy. To me, these are the types of kīwaha students will enjoy and want to use.
[Teacher to students]
Ok, now I want you to get in to groups and come up with a short skit which illustrates the meaning of one of the kīwaha, ok. So, I want you to organise your group – your group can look at the kīwaha ‘He aha hoki’.
Mārama, Charlie, your group can look at the kīwaha ‘E kuhu, e kuhu.’
Great. Do you all understand? You have five minutes only to prepare your skits. When you’ve finished I want you to come back and present them to us all. Great – off you go.
[Teacher I/V]
One of the most common mistakes is personal pronouns – ‘māua’, ‘tāua’, ‘rāua’, ‘mātou’, ‘rātou’, ‘tātou,’ ‘koutou,’ ‘kōrua’ – those types of words. That and the tenses. If the learner starts in past tense then they need to keep to the past tense. But I know they are coming in and out of different tenses when they talk.
[Students are practicing]
Should we stand or sit? ….
Well done, everyone. Your practices looked great. Now, can the first group please come up and show us your skit.
Ok, put your hands together. So, do you all understand the kīwaha ‘E kuhu, e kuhu’ now? Really? Have you got it? Great! Well done to that group. Fantastic.
Now, it’s the second group. You have the stage.
Very good – let’s give them a clap again. Great. Now, how about that kīwaha ‘ He aha hoki’. Did you all get what it means?
[Teacher I/V]
If you carefully read Te Reo Matatini you can clearly understand – oh, this is what I should do during writing or this is what I can do for oral language. The most important objective though is to develop and extend their oral language.
There are so many kīwaha that get used in English, but we hear very few (in Māori) amongst the children. So, besides developing and extending their langue its really important that they use them – wtih each other, me to them, all of us with each other – so that the language, the Māori language remains appealing.