Kau Mau te Wehi! Unit 9: Ko wai te toa – Who is the winner

Learning intentions 

In this unit ākonga will: 

• learn to ask and respond to questions about likes and dislikes with regard to sport 
• learn the Māori names for different sports 
• conduct a class survey on favourite sports 
• gather information about clothing preferences and record these on a table. 

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 9 transcripts (.pdf) 
• Unit 9 Worksheet A (.pdf) 
• Unit 9 Teacher Sheet A (.pdf)  
• Unit 9 Teacher Sheet B (.pdf)  

Activity 1 

Learning intention 

will learn the names of different sporting activities. 

Ngā hākinakina – Sports 

• pahikara mōrearea – BMX 
• kauhoe – swimming 
• mirihau – windsurfing 
• netipōro – netball 
• poitūkohu – basketball 
• rīki – rugby league 
• tēnehi – tennis 
• whakaheke ngaru – surfing 
• whana poikiri – soccer 
• whutupōro – rugby union 
• kanikani karetao – break-dancing 
• retihuka – snow boarding 

Ask the students to select three sports they like. Ask them to draw a simple picture in their Wehi books for each sport they have selected. For each illustration, students should write a sentence in Māori to show that they like that particular sport. For example: 

• He pai ki au te tēnehi. – I like tennis. 
• He pai ki au te kauhoe. – I like swimming. 

Cut the illustrations from Unit 9 Teacher Sheet A (in the Materials that come with this resource section above) into cards and put into a container. 

Divide the class into four teams. Ask one student to choose a card from the container and mime the action portrayed. The first team to call out the correct answer in Māori gets a point. 

Write these sentences on the whiteboard: 

• He pai ki au te tēnehi. – I like tennis. 
• He tino pai ki au te tēnehi. – I really like tennis. 
• He tino rawe ki au te tēnehi. – I really like tennis. 

Encourage ākonga to use these sentences in a conversation with a partner about what they like and don’t like doing. 

Activity 2 

Learning intention

Ākonga will conduct a class survey on favourite sports. 

Ask to draw simple illustrations in their Wehi books of a character participating in one of the sports listed in Activity One. 

Watch: Unit 9 Scene 1 - I’ll be the winner! 

The boys are playing video games. 

Ask ākonga to copy the following table into their Wehi books and complete it. 

Ingoa (Name)	He likes …	Team colours
Dylan
Sione
Haami

Divide the class into groups of four. Each group will carry out a separate opinion survey. Give out Unit 9 Worksheet A (in the Materials that come with this resource section above) to each group and ask the students to write their results in the table and share these with the class at the end of the activity. 

Give the students a time limit (for example, five minutes) to ask and answer questions, and then record the names and responses of each person they ask. 

When five minutes are up, each group meets in a designated area to pool their results. 

The students must check all names to ensure that each person is counted only once. Have ākonga display their information in an interesting diagrammatic form (for example, as a graph). 

Each group will need to choose a person to present the information to another group. Encourage this person to use as much Māori as possible. After the presentations, display the graphs or diagrams in the classroom. 

Allocate one survey question to each team. Survey questions: 

• He aha te hākinakina pai rawa atu ki a koe? – What is your favourite sport? 
• Ko wai te tīma hākinakina pai rawa atu ki a koe? – Who is your favourite rugby team? 
• Ko wai te kaitākaro pai rawa atu ki a koe? – Who is your favourite sports player? 

Activity 3 

Learning intention

Ākonga will use Māori language associated with sport in a game. 

Watch: Unit 9 Scene 2 – Where’s that photo of Haami and the All Blacks captain? 

Haami thinks he is the winner. 

Ask ākonga to think of a famous New Zealand sportsperson and write (in Māori) three things they know about that person. 

Some sentences to help them are: 

• He _________ ia. (wahine/tāne) – She/he is female/male. 
• He kaitākaro _________ ia. (poiuka) – She/he is a softball player. 
• _________ ōna tau. (Rua tekau mā whā) – She/he is 24 years old. 
• Ko _________ tana hoa tākaro. – _________ is her/his team mate/playing partner. 
• Nō _________ ia. – She/he is from _________. 

Then in pairs, one ākonga starts by reading their clues, one at a time, about their famous kaitākaro – sportsperson. The other ākonga listens and tries to guess who the famous sportsperson is. The student asks, “Ko (name the person)?” 

The ākonga gets three points if he/she guesses the name of the sportsperson on the first clue, two points on the second clue, and one point on the final clue. Then the other ākonga reads their clues. When each pair has guessed each other’s sportsperson, they should move on and read their clues to another ākonga. The class winner is the ākonga who has the most points at the end of the game. 

Activity 4 

Learning intention

Ākonga will ask and answer questions about time and dates. 

Watch: Unit 9 Scene 3 – Haami has nothing to wear to the dance 

Haami asks for new clothes. 

This scene revises much of the language around time and dates that ākonga will have heard before. When ākonga have an understanding of the storyline of this scene, ask them to form groups of four and allocate roles for Māmā, Haami, Sione, and Dylan. Hand out the sentence strips from Unit 9 Teacher Sheet B (in the Materials that come with this resource section above) to each group and tell them to work out the correct order of the conversation from the scene. 

When they have completed this, have them practise the conversation and act it out as a skit. 

Activity 5 

Learning intention

Ākonga will talk about clothes, colour preferences, and prices and put items on a table. 

Ask the students to collect clothing catalogues and advertising brochures and bring them to school. Explain to ākonga that they will use the catalogues to choose an outfit for the school kanikani – dance. Ask them to think about the type of clothes they would need to buy, the colours that would go well together, and how much each item is likely to cost. 

Ask them to tell a partner what they would like to buy. For example, “Ka hoko au i te hāte kakariki” – “I’ll buy the green shirt.” 

The partner should then ask how much it costs. “E hia te utu?” The answer should be in Māori. For example, “Toru tekau mā whitu tāra.”– “Thirty-seven dollars.” 

When they have finished, ask ākonga to team up with another pair and explain their choices to their new partners. 

Ask ākonga to complete the table showing the names of the people in their group, the clothes each person wants to buy and the cost. 

Ingoa (Name)	Kākahu (clothing)	Utu (price)
Mere	panekoti kōwhai – yellow skirt  hū pango – black shoes	$25  $69
Tīpene	hāte mā – white shirt	$35
Hera
Nathan