Ka Mau te Wehi! Unit 6: Kei hea tō pukapuka? – Where is your book?

Watch: He kōrero whakamārama – Use of tangohia 

Explains the use of the kupu “tangohia” 

Watch: He kōrero whakamārama  Use of homai 

Explains the use of the kupu “homai” 

Ākonga may wish to extend this by using homai in sentences, for example: 

• Homai tō pukapuka. – Give me your book. 
• Anei. – Here it is. 
• Kia ora. – Thank you. 

The role-play activity in Activity 1 can be extended to include these three new phrases. 

Get ākonga to practise these phrases in pairs. One partner should take the role of the person asking for the book. When the other partner passes the book, they should do so using the word anei – here it is. The partner receiving the book should thank the giver by saying “kia ora”. Once ākonga feel confident, they could substitute other objects such as pen, pencil, ruler, and so on. 

• Pukapuka – book 
• Tēpu – desk / table 
• Pene – pen 
• pene rākau – pencil 
• rūri – ruler 
• pepa – paper 
• ūkui – eraser / duster 
• pāhi / pēke – bag 

Have ākonga complete Unit 6 Worksheet A (listed in Resources above) and put this in their Wehi books. 

Activity 3 

Learning intention

Ākonga will learn the song “A Ha Ka Ma”. 

Watch: Waiata video – A Ha Ka Ma

Tell ākonga that this song has been taught to ākonga of Māori for over 20 years. No one seems to know who composed it, but it is very popular. Although there is no translation, it is a way of learning to pronounce Māori as every sound combines a consonant with a vowel. 

Show the words to the class – for a copy if of the lyrics, go to Resources (above) “Lyrics for ‘A Ha Ka Ma’” – and when ākonga are ready, let them join in by singing the words. 

Encourage ākonga to copy the moves from the waiata “A Ha Ka Ma” clip until they are confident enough to perform it to another group of ākonga. As the students familiarise themselves with the sounds, accuracy will improve, and they will be able to make up their own actions. 

Ask ākonga to copy the words of the waiata into their Wehi books. They should check each other’s words for accuracy and circle any mistakes for their partner to correct. 

Here is a further activity that students may enjoy doing in groups.  

Get them to use combined sounds such as haka, mana, para, from the waiata “A Ha Ka Ma”, and other popular words to develop a beat, waiata, or rap and dance steps of their own. If they have time, get ākonga to see how many of the combined sounds actually make up a word such as “ha” +”ka” = haka. 

When each group is ready, get them to perform their new waiata for another group. 

Activity 4

Learning intention

Ākonga will consolidate their learning of the sentence structures that ask and answer “Where are you from?” 

Watch: Unit 6 Scene 3 – The class talk about where their family comes from 

Whaea Kiri asks different students where their families are from. 

Remind ākonga how to ask and answer the question: 

• Nō hea tō whānau? – Where is your family from? 
• Nō [name of place or tribal area or tribe]. – From [name of place or tribal area or tribe]. 

"Nō hea koe?" is a map of Aotearoa showing the Māori names of the main cities. 

Ask ākonga to ask each other in Māori where their family is from and to mark the place name on their map of Aotearoa. Encourage students to write the place name in Māori if they can, and to use an atlas to check the spelling of the place name.