He Kupu, He Mahi

Overview

Students learn to give and follow clear, polite instructions in te reo Māori. They build on familiar classroom language by sequencing actions, using commands appropriately, and acknowledging the relationship between speaker and listener.

Learning intentions

• WALT understand and use common reo tohutohu.
• WALT give instructions clearly and politely.
• WALT follow spoken and written instructions in the correct order.
• WALT interact confidently and respectfully with others.

Success criteria

• I can recognise the meaning of familiar instructions.
• I can use at least four reo tohutohu correctly.
• I can give a short, clear sequence of instructions.
• I can use polite language and check that my partner understands.

Curriculum links

• Cultural and sociolinguistic knowledge — giving and following instructions respectfully, using polite language and acknowledging relationships.
• Pāhekoheko — communicating information on the spot in a familiar classroom context.
• Receptive skills — Pānui — understanding specific detail and overall meaning in a short written text.
• Productive skills — Kōrero ā waha — presenting information about an immediate and familiar context.

Lesson structure (30 minutes)

1. 0–4 min · Hook and prior knowledge. Teacher welcomes students with “Tēnā koutou” and displays an image of a student completing a short task; open with the hook image and discussion prompt and ask, “He aha te mahi?” Students predict the task and share any instructions they already know, such as “Whakarongo mai” or “Titiro mai”.

2. 4–10 min · Explicit teaching. Teacher introduces the purpose of reo tohutohu and models the following phrases using gesture and voice: “Whakarongo mai” (listen to me), “Titiro mai” (look at me), “E tū” (stand up), “E noho” (sit down), “Haere ki te…” (go to…), “Tangohia te…” (take the…), “Whakatuwheratia te…” (open the…), and “Kia ora” (thank you). Use the instruction vocabulary slides to show each phrase beside a clear action image. Students repeat chorally, then individually, matching each phrase to an action.

3. 10–15 min · Listen and respond. Teacher gives a series of one-step and two-step instructions, beginning slowly and increasing the pace: “E tū. Titiro mai.” “Tangohia te pene. Whakatuwheratia te pukapuka.” Include polite interaction such as “Kia ora” after a student responds. Students listen without translating aloud and complete the actions; they show thumbs up when they understand and use “Tēnā, kōrero anō” when they need repetition.

4. 15–22 min · Pair instruction challenge. Distribute the reo tohutohu practice worksheet. Students work in pairs, with one student as the kaitohutohu (instructor) and the other as the kaiwhakarongo (listener). The instructor chooses familiar classroom objects and gives a two- or three-step sequence using the sentence frames on the worksheet. The listener follows the instructions, then repeats the sequence in English or te reo Māori to confirm meaning. Partners swap roles halfway through. Teacher circulates, prompting accurate pronunciation, appropriate volume and respectful turn-taking.

5. 22–27 min · Class kōrero. Invite two pairs to demonstrate one instruction sequence. Before each demonstration, the teacher reminds the class to listen respectfully. Students identify one instruction they heard and explain whether the sequence was clear. Use the peer-feedback and success-criteria slide to prompt: “I rangona te kupu tohutohu?” and “I tika te raupapa?” Students offer feedback using “He pai…” and one helpful suggestion, such as “Kia kaha ake te reo.”

6. 27–30 min · Exit check and recap. Teacher displays three familiar classroom actions using the plenary and exit prompt. Each student gives one instruction to a partner, who follows it and responds “Kia ora.” Students then complete the final worksheet prompt: write one reo tohutohu, its meaning, and one situation in which they could use it. Close with “Ka pai tō koutou mahi.”

Resources

• the reo tohutohu lesson deck
• the reo tohutohu practice worksheet
• Classroom objects: books, pens, rulers and bags
• Whiteboard and markers
• Open space beside desks for movement

Assessment

• Listen during the response activity for accurate understanding of instructions and appropriate physical responses.
• Use pair work to assess whether students can give a clear two- or three-step sequence, select suitable vocabulary and take turns respectfully.
• Check the worksheet exit prompt for correct meaning, spelling of familiar phrases and an appropriate classroom context.

Differentiation

• Provide students who need support with picture cues, the written phrase bank and sentence frames: “Tangohia te ___”, “Whakatuwheratia te ___”, and “Haere ki te ___”.
• Model each instruction with gesture before expecting independent use; allow students to rehearse quietly with a partner.
• For students developing confidence in te reo Māori, accept pointing or an action first, then recast the phrase naturally without interrupting communication.
• Extend confident speakers by asking them to include three linked instructions, a location phrase such as “ki te tēpu”, and a polite closing such as “Kia ora”.