Te Whakaipurangi Rauemi - Grammar progression tables

Outlines progression of learning grammar in te reo Māori from Curriculum level 1 to 4. Presented in table form.

<img src="/images/decorative.jpg" alt"" />

About this resource

This resource outlines progression of learning grammar in te reo Māori from Curriculum level 1 to 4. Presented in table form.

This resource is part of the set Te Whakaipurangi Rauemi. See the resource carousel below for more.

Reviews

Te Whakaipurangi Rauemi - Grammar progression tables

Each grammar progression table sets out a possible grammar progression to use with the Māori language curriculum guidelines, Te Aho Arataki Marau mō te Ako i Te Reo Māori - Kura Auraki. The aim is to start with simple, common structures, and gradually build towards more complex structures, and to know how these all combine into whole texts, both spoken and written.

The items listed at each level are not necessarily the only items you will need at that level. They are just a suggested set of items to focus on.
At each level, items from earlier levels in the table will still be relevant and should be regularly reviewed and extended. It is useful to take a ‘spiral approach’ and revisit items, adding more detail and complexity as your students become ready for it.
Introduce grammar in ‘context’. This is a key way to achieving understanding.
Start by encouraging “noticing” of common items in natural, authentic texts.
Be aware of your students age, their proficiency, what they already know, what they need next, and convey the material in an appropriate manner.

The table has a fairly minimal outline. It does not set out absolutely everything that your ākonga will encounter and need or want to know. It is for kaiako (especially secondary reo Māori specialists). The kaiako needs to understand the structure of Māori well enough to be able to explain the relevant aspects of it to ākonga, in a way that suits their current level of understanding and proficiency.

The references given are for the kaiako. They provide explanations for aspects of the grammar of Māori written for adults. In most cases, kaiako will not show ākonga the reference books. Nor will they necessarily use the technical language used in the books. The kaiako must explain the Forms and Functions to ākonga in ways that their particular learners will understand.

Form: the structure of an item, its component parts.
Function: the way a form is used, for example, a noun phrase form is used to fill the subject function of a sentence.

The kaiako can explain the basic shape of a phrase in Māori, and then explain the different types of phrases (for example, noun phrases, verb phrases, and prepositional phrases) and the parts they have, as well as the types of words that can fit into each part. Then ākonga can experiment with making their own phrases to express their own meanings.

As well as learning about the ‘form’ and ‘function’ of the parts of sentences and phrases, it will be useful for ākonga to know about the different ‘types of words’ or ‘word classes’ in Māori, and the way words are formed. This includes the types of bases and particles, and the various affixes (prefixes, suffixes, and infixes) that can be added to bases.

In addition to word, phrase, and sentence structure, ākonga need to know about the sound system of Māori, including the Māori alphabet, pronunciation, and stress patterns.

They also need to know ‘how utterances and sentences combine into larger units of language’, both spoken and written. To give just a few examples, in spoken texts, they need to know about appropriate turn-taking, how (and whether) to interrupt, how to greet someone formally or informally, how a karanga or whaikōrero is structured, and who speaks when in different communicative events. With written texts, they need to know about how paragraphs are structured, and also about the structure of particular types of texts (for example, letters, recipes, essays, and whakapapa charts).

Example of a progression

A progression can only be a rough guide for a kaiako, because the order in which items are introduced will depend at least to some extent on the ‘language background’ of individual ākonga. Here is just one example:

Pronouns in Māori can be phased in their introduction, even though all are comparatively high in their frequency.
It would be useful to focus on singular and plural pronouns first, and once these are established, focus on dual pronouns, as the dual pronouns are a little less frequent.
The concept of 'inclusive' and 'exclusive' pronouns (mātou, tātou, māua, tāua) may be unfamiliar to speakers of English, so it would be useful to establish other pronouns first and then add focus on these.
However, if any of your ākonga speak another Polynesian language, this concept will already be familiar to them, and the progression you choose will therefore be different.

The grammar progression is presented with the needs of secondary school kaiako and ākonga in mind. Younger ākonga are likely to progress more slowly through the levels, partly because of their level of conceptual development, but also because they may not spend as much time on te reo Māori each week in their primary or intermediate school settings.

Grammar progression tables

Levels 1 and 2

Summary

At levels 1 and 2, some items are best treated as ‘unanalysed chunks’. For example:

‘Kia ora’ is one way of saying hello or thank you. It is in the form of a verb phrase, literally meaning ‘be well’, with the elements ‘kia’ verb particle and ‘ora’ verb, but do your particular ākonga need to know that at this stage?
‘Kei te pēhea koe?’ is a common part of a greeting routine – you tend to ask how someone is when you greet them. It is in the form of a Verbal Sentence made up of a Predicate and Subject. The predicate is in the form of a verb phrase, and the subject is in the form of a noun phrase etc but is this information appropriate for your ākonga at this level?

At levels 1 and 2 – introduce basic ideas about the structure of words, phrases, and sentences in Māori. Add to this “unanalysed chunks”, or formulaic and routine ways of expressing particular meanings – for example, simple greeting and leave-taking routines – without analysing their structure.

Aim for your ākonga to begin to understand the following ideas:

Māori has a basic VSO word order (Verb Subject Object).
Sentences are made up of phrases.
There are sentences without verbs and sentences with verbs.
The sentences without verbs are called nominal sentences.
The sentences with verbs are called verbal sentences.
Sentences usually have at least two parts, a predicate or first phrase, and a subject.
Sentences may also have additional phrases after the subject.
That the phrases in a sentence each have a function.
The predicate, or first phrase, of nominal sentences (sentences without verbs) can start with: ko (identifying things); he (classifying things); prepositions which express location (for example: kei, i, hei); prepositions which express ownership and belonging (for example: nā / nō); number or quantity expressions (for example: Kotahi te … , e waru ngā … ).
Verbal sentences start with a verb phrase, and the particles that start the phrase help determine the time and type of action that is being expressed.
How to express simple commands.
The form or structure of verb phrases.
The form or structure of noun phrases.
The form or structure of preposition phrases.
That there are two key types of words: content and function words (or bases and particles).
That within these there are a number of classes of words, for example: verbs, nouns, pronouns, adjectives, adverbs, determiners, prepositions, verbal and nominal particles.
That some content words or bases can be used in several different ways, as nouns, verbs and adjectives.
That there are different types of verbs; focus on common intransitive verbs, and on common transitive verbs and their passive forms, and the sentences that can be formed with these.
That there are different types of nouns; focus on common nouns and personal nouns.
The personal pronouns, and neutral possessive pronouns.
That there are different categories of possession.
That some words are made up of more than one part (for example, a base and affixes such as the prefixes whaka- and kai-, and the passive suffix); focus on the regular meanings and uses of whaka- and kai-, and on passive suffixes.
How to express numbers to 100, counting, and the number prefixes toko- and tua-.
How to express dates and telling the time.
How to express simple ideas about quantity.
How to express simple ideas about prices and money.

Levels 1 and 2 table

See Materials that come with this resource to download Head. L.(1989) Making Māori sentences (.pdf).

Levels 1 and 2	References to Harlow, 2001	Harlow pages	References to Head, 1989
Basic word order is (VSO): Verb (or nominal predicate)+ Subject (a noun phrase) + Object (a preposition phrase) (VSO order can be manipulated for effect. A sentence may have additional parts).
Simple sentences without verbs
Identifying sentences, with ko (expressing the identity of someone or something). Ko Manu ia	Predicate Sentences beginning with ko	138-140 149-150	Identity sentences
Classifying sentences, with he (expressing the nature or characteristics of something). He kaiako ia	Predicate he	138-139 73-74	Classifying sentences
Negating nominal sentences with ko: ehara. Brief introduction, leave analysis of these as a focus for next levels. Ehara ia i a Manu	Negation of simple sentences; Sentences beginning with ko	141-153 149-150	Negative identifying sentences
Negating nominal sentences with he: ehara. Brief introduction, leave analysis of these as a focus for next levels. Ehara tērā i te tūī	Negation of simple sentences Sentences whose predicate is a phrase beginning with he	141-153 143	Negative classification sentences
Negating 'existence' sentences: kāore. Brief introduction, leave analysis of these as a focus for next levels. There are / are no monsters: He taniwha. / Kāore he taniwha	Sentences consisting of a phrase beginning with he	143
Location sentences (expressing where something is / was / will be) in space or in time. Kei te kāinga au	Comments of place	167-168	Location sentences Negative location sentences
Sentences beginning with nō or nā (expressing owning and belonging). Nō Porirua au. Nā Manu tēnei pukapuka	Nō in predicate phrases Nā in predicate phrases	150-152	N-class possession sentences Negative n-class possession sentences
Simple sentences with verbs
Structure of simple verbal sentences Verb phrase + Subject: a noun phrase (+ Direct object: a preposition phrase) for example: Kei te moe + a Manu. Kei te kai + a Manu + i te āporo	Sentences whose predicate is a verb phrase	143-147	Action sentences
Verbal particles ka verb kei te verb (non-past progressive) e verb ana (progressive aspect) i verb (simple past tense) kua verb (perfect aspect) ka kai, kei te kai, e kai ana i kai, kua kai	Verb phrases Verbal particles	108 51-64
Intransitive verbs, for example: haere, moe, tangi, tae Kei te moe a Manu	Intransitive verbs	30-31 216-217
Transitive verbs, for example: kōrero, mahi, āwhina, hoko, kai Kei te kai a Manu i te āporo	Transitive verbs ‘i’ as object marker ki as object marker objects marked with ‘i’ and ki	29-30, 77 163-164 78, 174 164, 174
Neuter verbs / statives (brief introduction only), for example: mate, oti, pakaru, mahue	Neuter verbs	31-32	State sentences
Commands E kai! Kōrero!	Commands	189-190 216-222	Command sentences
Passive voice: introduce in verb sentences and in commands Kua horoia ngā kākahu			Passive voice, passive action sentences
Pānuitia te pukapuka!
Negatives: negating simple verbal sentences: brief introduction, leave analysis of these as a focus for next levels. Kāore … Kei te kai a Manu. Kāore a Manu i te kai	Negation of simple sentences Sentences whose predicate is a verb phrase	141-153 143-147	Negative action sentences Negative passive action sentences
Questions: Introduce simple questions: yes / no questions, WH- questions (with interrogatives). Kei te kai a Manu? Kei te aha a Manu? Kei hea a Manu?	Questions Yes-no questions Interrogatives	223-234 223-224 225-226	Questions: identity sentences classification sentences action sentences state sentences n-class possession sentences location sentences counting sentences
Numbers, time, dates
Expressing numbers, counting to 100	Numerals and time expressions	277-287	Counting sentences pp. 117-123
Expressing times and dates	Time expressions Clock time Dates	277-296 281 288-291
Expressing quantity and money
Simple phrases	The structure of the phrase	18-111
Noun phrases Determiner + Noun (+ Modifier) For example: ērā + whare	Noun phrases	109
te + whare + whero taku + pukapuka + Māori a + Manu (a) + rātou
Preposition phrases Determiner + Noun phrase For example: ki + ērā whare i + te whare whero i + taku pukapuka Māori	Prepositional phrases	109
Verb phrases Verb particle + Verb (+ Adverb / Modifier) For example: Kei te + haere + atu Kua + kai I + tae + mai	Verb phrases	108-109
The function of phrases in a sentence	Sentences consisting of two phrases	135-136
Predicate phrases (The predicate is what is said about the subject).	Predicate	138-141	Lyndsay Head does not use the term predicate, but refers to predicate phrases in various ways according to the type of sentence she is describing, for example, first phrase (identity sentences), information phrase (classifying sentences); first (action) phrase (action sentences).
Subject phrases (The subject is the person or thing doing what is expressed in the predicate).	Subject	136-138	Subject phrase / second phrase
Phrases other than subject and predicate	Comments	154-180
Object / Direct object	Comments Comments following verbs Objects of transitive verbs Objects of experience verbs	154-180 163-166 163-164 164-165	Extending action sentences with an object phrase Extending negative sentences with an object phrase
Indirect object	Indirect objects	165
Agent phrase of passive e + Noun phrase e te kaiako, e ia, e ngā tamariki			Extending passive action phrases with an agent phrase
Source and goal phrases i / ki + noun phrase For example: i te kura, ki te kura	Source and goal with movement verbs	165-166

Word classes

At levels 1 and 2 all word classes will be encountered in authentic texts, however it is not necessary to focus on all of these in depth. It is useful for the kaiako to understand word classes and to be able to answer questions from ākonga. The kaiako might, for example, focus on intransitive verbs (kei te moe a Manu.) and transitive verbs – verbs that take a comment or phrase introduced with ‘i’ as direct object - at levels 1 and 2 (kua tuhi au i taku reta) and leave focus on experience verbs and neuter or stative verbs until levels 3 and 4.

Simple bases	Word classes: bases and particles Types of base	19 19-20
Verbs: transitive, experience, intransitive, neuter (stative); focus on intransitive and transitive verbs	Verbs	29-31
Nouns: common, locative / local, personal; focus on common and personal nouns	Nouns	20-29
Adjectives	Adjectives	32-33
Pronouns (see note in introduction); personal pronouns (for example: au, koe, ia, koutou, tātou, etc.) - introduce singular and plural first, and when these are established add the dual pronouns, and the inclusive / exclusive distinction in the first person plural and dual pronouns	Pronouns	33-37	Pronouns	23-33
Possessive pronouns - neutral for possessive category, one person possessing: taku / aku, tō / ō, tana / ana	Neutral possessive determiners	71-72	Pronouns	23-33
Possessive pronouns plural and dual – brief introduction (for example: tō tātou, tā tātou, ō tātou, ā tātou; tō tāua, tā tāua, ō tāua, ā tāua)	Possessive determiners	69-74	Pronouns	31-33
Categories of possession, a brief introduction	Comments following nouns: … entities that typically fall into the a-category … o-forms are used for the following	157-163 158-160 160-163	The categories of relationship and possession	101-116
Question words, for example: aha? wai? pēhea? hea? hia? tokohia?	Interrogatives	225-234
Numerals tahi, rua etc.	Numerals Numbers	277-287
Particles at the beginning of phrases or comments	Verbal particles Nominal particles	51-64 65-85
Determiners: singular and plural te, ngā, taku, aku, tētahi, ētahi	Determiners	65-76
Prepositions, for example:i, ki, kei, hei, mā, nō etc.	Prepositions	76-85
Word formation	Word formation	112-132
Regular prefixes: whaka- (select the common, regular uses of whaka- at levels 1 and 2; introduce the less common later). Whaka- + tangi = whakatangi	Overview of whaka- whaka- with adjectives, neuter verbs and transitive verbs	121-125 122-123
Regular prefixes: kai- kai + base; kaimahi, kaiwaiata	kai-	120-121
Number prefixes: tua- ordinal, for example:tuatoru	tua-	118-119
Number prefixes: toko- people, for example:tokowaru	toko-	119
Suffixes: passive, for example:-tia, -ngia, -hia etc.	The passive suffix	126-129
Reduplication - focus on full reduplication and its meanings using high frequency words, for example: paki, pakipaki; kata, katakata	Reduplication	113-118
Exception: plural form of noun: tamaiti / tamariki	Plural	20-21

Levels 3 and 4

Summary

At levels 3 and 4, review the basic ideas from levels 1 and 2, add detail and extend the range of these basic ideas.

Aim for your ākonga to understand the following ideas:

Focus on the function of parts of the sentence: predicate, subject, direct object, and various other phrases/comments, for example: comments of place and time.
Negatives of simple verbal sentences.
Negatives of simple nominal sentences.
Complex sentences: co-ordination of phrases and of clauses.
Introduction to the idea of subordination, subordinate clauses, clauses that cannot stand alone.
Introduction to adverbial clauses.
Various types of comments, and their place in sentences, for example: comments of place and time.
The verbal particles: introduce a range of tense, aspect and mood markers.
Verbs: focus on experience and neuter or stative verbs.
Nouns: focus on locatives or local nouns.
Focus on adjectives, adding comparatives and superlatives.
Focus on post-posed particles, for example: directional, locative, and manner particles.
More on interrogative words, tēhea? ēhea? he aha … ai? nahea?
Numbers and counting above 100, adding the prefix taki-.
How to use quantity words such as maha, tini, iti / paku, nui / rahi, katoa.
The form and effect of the nominal suffix.
The forms and effects of reduplication.
The form and meaning of compound words.

Levels 3 and 4 table

See Materials that come with this resource to download Head. L. (1989) Making Māori sentences (.pdf)

Levels 3 and 4	References to Harlow, 2001	Harlow pages	References to Head, 1989	Head pages
Negatives: negating possessive sentences ehara, for example: Ehara au nō Porirua	Possessive predicates	150-152
Negatives: negating location sentences kāore, for example: Kāore au i Porirua	Predicates of place with kei, i, hei	152-153
Other negatives	Predicates beginning with hei Other negation types	153
Review: negating simple verbal sentences	Negation of simple sentences Sentences whose predicate is a verb phrase	141-153 143-147	Negative action sentences Negative passive action sentences	50-53 60
Verbal sentences - extend the range of verbal particles (tense, aspect and mood markers); see also experience verbs and neuter verbs under word classes below	kia i te me kei	54-56 56-57 59 59-60 61-62
Negatives of verbal sentences - extend the range: kaua, kāti, kāore anō …kia	Negative constructions Sentences whose predicate is a verb phrase	142-143 143-147
Complex sentences and phrases: focus on coordination (two items of the same 'rank' are joined)	Co-ordination	181-185
Coordination of phrases using me, for example:te mīti me te kūmara	me	183-184
Coordination of phrases using hoki, for example:te mīti, te kūmara hoki	hoki	184
Coordination of clauses / sentences by placing one phrase or clause next to another – juxtaposition, Ka tū rātou, ka katakata	Co-ordination by juxtaposition	182
Coordination of clauses / sentences using ā, Ka tū rātou, ā, ka katakata	ā	185
The second phrase explains the one before it – apposition Ko taku hoa, a Manu …	Apposition	185
Fronting for emphasis (putting important information at the beginning of the sentence.) for example: Ko Manu i tae atu ki te kura	Fronting transformations	193-196
Complex sentences: introduce subordination, more straightforward types of subordinate clauses	Complex sentences Adverbial clauses	234-235 239-252

Adverbs and adverbials – words, phrases and clauses – provide information in the sentence about things such as place, time, cause, reason, purpose and manner.

Levels 3 and 4	References to Harlow, 2001	Harlow pages
Fronting for emphasis (putting important information at the beginning of the sentence.) for example: Ko Manu i tae atu ki te kura	Fronting transformations	193-196
Adverbials of time, for example: āpōpō, ā tērā wiki, i nāianei, i te Rāhoroi	Comments of time Time expressions Fronted comments of time Clauses of time	168 287-296 200-202 238-244
Adverbials of place kei te wharenui, kei te kura, i te kāinga, ki te marae	Comments of place i or ki?	167-168 175-176
Adverbials of reason, for example: He aha koe i tangi ai?	Comments of reason Clauses of reason	41 246-248
Adverbials of purpose, for example: Homai tō moni kei ngaro. Kua haere atu ia ki reira mahi ai	Comments of purpose Clauses of purpose	56, 58, 60, 62, 64 244-246 253-254 255
Expressing habitual action, for example: He hoko kai taku mahi i ngā Rāhoroi. Haere ai au ki te marae ki te āwhina. Ko tēnei te marae e tū ai ngā hui kapa haka	Habitual aspect e … ai Table 7.2	58 262 263
Focus on types of commands, for example: E noho. Haere ki te kura. Whakarongo ki te kaiako Kimihia te kupu tika Ka haere tātou Me hoki mai ā tērā wiki Kia kaha	Commands	216-222
Questions Review yes-no questions and WH- questions, introduce alternative questions, for example: Kei te hiahia koe ki te noho mai, ki te haere rānei?	Alternative questions	224-225

Identify the parts of sentences, the structure/form of phrases or comments and their function/uses or role in the sentence: for example: predicate, subject, direct object, indirect object, adverbial.

Word classes	References to Harlow, 2001	Harlow pages
Numbers above 100
Quantity and size words. for example: maha, tini, iti, paku, nui, rahi
Nouns: review basic information on nouns: common, personal	Nouns	20-29
Nouns: focus in more detail on locative / local nouns, for example: tātahi, tai, uta, runga, roto etc.	Locative nouns	21-28
Verbs: review verbs from levels 1 and 2	Transitive verbs, intransitive verbs	29-31
Verbs: experience verbs, for example:pīrangi, hiahia, mōhio, rongo	Experience verbs	30-31
Verbs: neuter / stative verbs, for example: mate, mahue, whati, pau	Neuter verbs	31
Neuter verb agents, for example: Kua oti i a au te mahi Kua mahue au i te pahi Kua pakaru te wini i a Manu	‘i’ phrase as agent of neuter verb; Agents of neuter verbs	77 166
Verb particles (tense, aspect, mood markers): review those previously introduced and extend the range	ka, kia, i te, me, kei	54-56 56-57 59 59-60
Adjectives	Adjectives	32-33
Preposed modifiers, for example: tino, āta, āhua, mātua, etc. Me āta haere. Kua āhua paru. Kei te tino makariri au	Modifiers which precede their heads	47-50
Haere as a modifier, for example: Kei te pau haere aku moni Kua iti haere te kai	Adjectives and neuter verbs plus haere	46-47
Kei te rapu haere ia i ana hū
Verbs: about how to use 'taea'	Excursus on taea	191-192
Review plural and dual pronouns
Review and add detail on plural and dual possessive pronouns	Possessive determiners	69-74
Add detail on ā / ō categories of possession - explore meanings in more depth	Comments following nouns	157-163
Postposed particles: review directional and locative particles, introduce manner particles, for example: kau, kē, noa, rawa, tonu - manner mai, atu, ake, iho - directional nei, nā, rā - locative	Structure of the post-posed periphery Order of particles Manner particles Directional particles Locative particles	85-86 86-88 89-94 94-96 96-99
Rite tonu ‘just like’ Rite tonu ia ki a Kiri Te Kanawa ki te waiata	tonu	93-94
Mā / Nā – actor emphatic Mā wai e mahi? Nā Manu i mau mai	Actor emphatic	30 196-199
Review and extend nā / nō possession, and the forms Nāku, nōu, nō rātou etc. Nōku te whare rā Nāku tēnā pukapuka	nā / nō	81 157-158
Focus on mā / mō possession, and the possessive forms māku, mōu, mō rātou, etc. Mā ngā tamariki aua pukapuka	mā / mō	81-82
He kāinga tērā mō te manu
Word formation
Reduplication - full and partial - and its meanings, for example:tiro, titiro, tirotiro paki, papaki; pakipaki	Reduplication	113-118
Plural form of some nouns: kinship terms (vowel infix – lengthened vowel in plural.) for example: tipuna, tīpuna. Plural form of some words when used as adjectives, for example: nui, nunui	Plural Partial reduplication: adjectives	20-21 114-115
Review: whaka- as a transitivising prefix	whaka- added to adjectives, neuter verbs and intransitive verbs	122-123
whaka- with nouns 'to become a …'	whaka- with nouns	124
number prefix taki- (distributive) takitahi, takiwhā Me mahi takirua	taki-	119-120
ā- prefix for example: ā-kanohi, ā-ringa, ā-iwi, ā-tau	ā- with nouns	125-126
Suffixes: nominal, for example: -nga, -tanga, -hanga mahinga, tīmatanga, tangihanga	The nominalisation suffix	129-131
Compounding, compound words, for example:wharenui, Rāhoroi, koretake	Compounds	131-132

Levels 5 and 6

Summary

At levels 5 and 6 - review the ideas / forms / functions from levels 1-4. Add detail to, and extend the range of, these basic ideas. Be aware of any ākonga who need ‘catch-up’ work on structures already introduced, and those who need more extension than others. Aim for your ākonga to understand the following ideas:

Complex sentences: subordination.
Adverbial phrases and clauses of various sorts, and when to use each type.
The more straightforward types of relative clauses.
A brief introduction to noun or complement clauses.
More on categories of possession and possessive expressions.
More detail about verbal particles (tense, aspect, and mood markers) and how these are used in spoken and written texts.
The ideas of tense (time of action), aspect (type of action), and mood (for example: signalling certainty and uncertainty, obligation, wish, and intention; see Bauer, 1997).
Review and extend knowledge of postposed particles, their range and shades of meaning.
Explore idiom and colloquial language.
Explore the features of various types of texts – the ways in which different texts are structured (for example: waiata, karanga, whaikōrero, conversations, letters, narratives, recipes, expository, and argument essays).

Levels 5 and 6 table

See Materials that come with this resource to download Head. L. (1989) Making Māori sentences (.pdf)

Levels 5 and 6	References to Harlow, 2001	Harlow pages
Adverbial clauses of time (state when things happen); introduce some at this level and the others at Levels 7 and 8	Clauses of time	239-244
Adverbial clauses of purpose (state the purpose for an event or action)	Clauses of purpose	244-246
Adverbial clauses of reason (state the reason for an event, action or state)	Clauses of reason	246-248
Conditional clauses (state the conditions under which something happens) (if); with mehemea	Conditional clauses	248-249
Concessive clauses (state that although one thing is the case, the other thing is still true, relevant etc.) ahakoa	Concessive clauses	251-252
Comparative clauses (compare one thing to another: as if, as though) anō nei, me te mea nei	Comparative clauses	252
Subordination: introduction to relative clauses (clauses which qualify - add information about - a noun)	Relative clauses	257-276
Relative clauses - the 'zero' strategy	The 'zero' strategy of relative clause formation	260-262
Relative clauses- the 'ai’ strategy	The 'ai’ strategy of relative clause formation	262-265
Verbs: pseudo passive ‘he mea …' He mea kai aua āporo e ngā tamariki	‘Pseudo'-passive	193
Possession tā = te … a; ā = ngā … a tō = te … o; ō = ngā … o tā Manu mahi = te mahi a Manu tō Manu matua = te matua o Manu ō Manu mātua = ngā mātua o Manu
Focus on a / o in phrases (te patunga a Manu / te patunga o Manu)	Comments following nouns; see also the section on nominalisations	157-163 206-215
whaka- 'in direction of, towards,' For example: whakarunga, whakaroto, whakamua whakamauī, whakatemauī, whakatetonga	whaka- with locatives and phrases of place	124-125
Other items
Ehara i te mea + clause… (it isn't as if) for example: Ehara i te mea ko ia te rangatira
Tērā e pōhēhētia + clause one would / you’d think that …’ for example: Tērā e pōhēhētia ko ia te rangatira!
te mate 'the trouble with, what is wrong with' He aha te mate … ? Koina te mate …. Ko te mate … He aha te mate o te noho ki konei? Ko te mate, he makariri rawa
Ehara! and its various meanings and uses	Yes-no questions	223-224
Engari! in response to questions with kāore	Yes-no questions	223-224
rite tonu as continuing action, to keep on doing something. He rite tonu tana waiata i taua waiata	tonu	93-94
Word classes
Verb particles (tense, aspect, mood markers)	e ana ai ki te	57-58 60-61 62-63 64
When to use kia, when to use ki te	Excursus on English to and on kia vs. ki te kia vs. ki te	253-257 255-257
Review and extend postposed particles – add to the range of meanings known for tonu, noa, noa iho, anō, ake, etc.	Structure of the post-posed periphery Order of particles	85- 86 86-107
Word formation
Review reduplication - full and partial - and its meanings	Reduplication	113-118
prefix tau-	tau-	125
prefix mā-	mā-	125
prefix whaka- with transitive verbs; variant form whā-	whaka- with transitive verbs	123-124 121

Levels 7 and 8

Summary

At levels 7 and 8 - review and enrich knowledge and experience of all the forms previously introduced. Aim for your ākonga to thoroughly understand the major structures of Māori. Include the following:

A good understanding of the full range of subordinate clauses: adverbial clauses, complement or noun clauses, and relative (adjective) clauses.
The ability to both recognise and produce a full range of structures in spoken Māori.
The ability to both recognise and produce a full range of structures in written Māori.
A developing ability to talk about the structure of Māori, using appropriate metalanguage or technical terms.
A wide range of idiomatic expressions – you may wish to refer to Te Taura Whiri i te Reo Māori, 1999. He Kohinga Kīwaha. Wellington: Reed, as a source of these.
A good understanding of the typical differences between spoken and written Māori.
A more sophisticated knowledge of the range of types of spoken and written texts in Māori, both formal and informal, and how these are structured (for example: waiata, karanga, whaikōrero, but also the structure of typical communicative events such as pōhiri, tangihanga, meetings).
The ability to produce a wide range of text types in Māori with flair and accuracy.

Levels 7 and 8 table

See Materials that come with this resource to download Head. L. (1989) Making Māori sentences (.pdf).

Levels 7 and 8	References to Harlow, 2001	Harlow pages
Adverbial clauses of time: review those introduced at levels 5 and 6, and introduce the remaining types here	Clauses of time	239-244
Adverbial phrases and clauses - review all types. Provide ākonga with rich opportunities to notice the range of ways in which adverbial information is conveyed in both written and spoken texts, and to identify which types of form convey different adverbial meaning (for example: time, place, manner, purpose, etc.)	Adverbial clauses Nominalisations	239-257 206-215
Relative clauses - introduce the possessive strategy	The possessive strategy	269
Relative clauses based on objects	Relative clauses summary table relative clauses based on objects	272 272-274
Relative clauses - headless	Headless relative clauses	274-276
Complement (noun) clauses: subordinate clauses which are used as the subject or object of a verb	Complement clauses	235-239
Other items
Introduce a range of idiomatic expressions, for example: me kore ake ‘to be fortunate’ Me kore ake a Manu hei hoa mōku.

Key references

Harlow, R. 2001. A Māori Reference Grammar. Auckland: Longman.

This provides good information on a wide range of the structural features of Māori. Think of it as one of your professional tools, and work towards a thorough understanding of how to use it, and of its content. You will usually have to put the ideas into simpler language for your learners, especially young learners or those working at the earlier levels of the curriculum guidelines.

See Materials that come with this resource to download Head. L. (1989) Making Māori sentences (.pdf).

This is a simpler text that covers just the basic, simple sentence patterns of Māori. It was developed by the writer, Lyndsay Head, to serve the needs of second language learners of Māori. It does not claim to be comprehensive. As a book for beginners, it sometimes does not tell the whole story, but that can be useful as a starting point.

You will find a lot more details about many aspects of the grammar of Māori in Bauer, W. 1997. The Reed Reference Grammar of Māori. Auckland: Reed. This is a somewhat more technical book than Head or Harlow.

For idiomatic expressions, see Te Taura Whiri i te Reo Māori, 1999. He Kohinga Kīwaha. Wellington: Reed.