Ka Mau te Wehi! Unit 10: Autaia koe – You are a champion!

Learning intentions 

In this unit ākonga will: 

• learn to ask and respond to questions about likes and dislikes with regard to music 
• perform a skit using the vocabulary they have learnt so far 
• dictate and write a script using familiar words. 

Success criteria 

Before commencing the unit, the kaiako will discuss the learning intentions with ākonga and together agree on appropriate success criteria. 

Resources 

See Materials that come with this resource to download: 

• Unit 10 transcripts (.pdf)
• Unit 10 worksheet a (.pdf)
• Unit 10 teacher sheet a (.pdf)
• Unit 10 teacher sheet b (.pdf)
• Unit 10 Autaia - You are a champion (.pdf)

Activity 1

Learning intention

Ākonga will ask and respond to questions about music preferences. 

Hand out small pieces of paper and ask ākonga to write down their favourite type of music. Put the slips of paper into a box. 

Watch: Unit 10 Scene 1: What’s your favourite music? 

The boys talk about their favourite type of music. You could ask the students to identify the names of the types of music by looking at Dylan’s movements. 

Now open the box that has the slips of paper. Summarise the preferences of the students in the class. You could do this by showing the results as tally marks on the board or by asking the students to record the responses as the notes are read out.

Look at the music preferences of the students and ask them to work out the type of music that is most popular.

Introduce the sentences: 

• He pai ake ki au ngā waiata (type of music). – I prefer ... music. 

• He pai ki a koe ngā waiata (type of music)? – Do you like ... music? 

• He kaiwaiata pai a [singer’s name] ki a koe? – Do you like the singer ...? 

Remind them of the words āe – yes, and kāo – no. Ask the students to move around the class, asking each other about their music preferences and answering the questions. 

Activity 2 

Learning intention: Ākonga will communicate about the music that others like and dislike. 

Rewatch the video in Activity 1, Unit 10 Scene 1 – What’s your favourite music? where the boys talk about the music they like and dislike. 

Show Unit 10 teacher sheet a to ākonga. Hide Table B. Ask ākonga to make a sentence saying what type of music someone likes. 

Encourage them to use the sentence pattern: 

• He pai ki a [person’s name] ngā waiata (type of music). 

Ask ākonga to make a sentence saying what type of music someone dislikes. Encourage them to use the sentence pattern: 

• Kāore i te pai ki a (person’s name) ngā waiata (type of music). 

Once ākonga are confident with using these sentence patterns, they should be able to fill in Unit 10 worksheet a.

Activity 3 

Learning intention: Ākonga will perform a skit using vocabulary learned to date. 

Watch: Unit 10 Scene 2: Hana shows Jo a dance move 

Watch: Unit 10 Scene 2: Hana shows Jo a dance move 

Watch: Unit 10 Scene 3: Jo has nothing to wear to the dance 

The girls talk about the dance with Jo’s mum. 

Watch: He kōrero whakamārama: Removing shoes 

This video explains the removing of shoes. 

Ask ākonga to choose from the four scenarios provided in Unit 10 teacher sheet b to perform a skit in groups. Explain that they will be able to refer to all the scripts from the units and the vocabulary they have learned so far. 

Group 1: Breakfast time

Set up a scene with people arriving for breakfast. Use as many words as you can to include greetings, introductions, and eating. 

Group 2: At the shop

Use statements about the colours and clothes you like at the shop. For example, "I like the ...", "How much is the ...?", and "Where are you going?" 

Group 3: In the classroom

Use instructions from a kaiako to a class, and ask where items are, for example, "Where is your book?" 

Group 4: On the telephone 

Make up a telephone conversation between a group of friends. Use words you know for numbers, greetings, and questions. For example, "Is this ...?", "Where are you?" 

When the groups are performing their skit to the class, encourage the other ākonga to comment on the skits in te reo Māori, such as "Ka pai!", "Tino pai!", "He rawe!", and "Autaia koutou!" 

Activity 4 

Learning intention

Ākonga will practise writing in te reo Māori. 

Ask to form pairs, and each student is to choose either Scene 1: What’s your favourite music? or Scene 2: Hana shows Jo a dance move from Unit 10. 

Hand out copies of the Scene 1 script to one of the students in each pair. Ask them to read it slowly and clearly out loud while their partner writes down what is said. When the script is finished, the reader should read it one more time at normal speed for the writer to check.

After they have finished, give out copies of the Scene 2 script and have the other partner read out the script while his or her partner writes it down. The script should be reread for checking.

When both pairs are finished dictating and writing, ask them to check their own work against the actual scripts and correct any mistakes. Encourage them to write an appropriate comment for themselves in te reo Māori.  

• tino pai rawa atu (excellent)
• tino pai (very good)
• pai (good)
• āhua pai (okay) 

This activity could also be done in larger groups by playing Scenes 1 and 2 and pausing after each sentence.

Activity 5 

Learning intention

Ākonga will practise speaking in to reo Māori and perform a drama. This activity is based on a drama game called Freak out.

The class stands in a circle, and one student starts miming an action: for example, running on the spot. The student to the right of the runner asks:

• "Kei te aha koe?" ("What are you doing?")

The runner must say he or she is doing an action other than running, for example, "Kei te kai ahau." ("I am eating.") The person who asked the question must start that action (eating), and so this continues around the circle. The idea is that ākonga say one thing but do another. 

Remind ākonga about all the verbs they have learned in the units so far.

A player freaks out when he or she acts out the action that he says; for example, if the first player starts shaking when he tells the next player he is shaking, a player also freaks out if he or she says an action that has already been said or if the player hesitates. When a player freaks out, they leave the circle, and the game continues until just one player remains.