Kai me ngā rerenga kōrero

Overview

Students learn to name familiar foods and use a simple sentence pattern to communicate about what they eat. They build on prior learning about introducing themselves with “Ko … ahau” and practise asking for unknown words in te reo Māori.

Learning intentions

• WALT name familiar kai in te reo Māori.
• WALT use the sentence pattern “Ko ___ taku kai.”
• WALT ask, “He aha te kupu Māori mō ___?”
• WALT listen and respond respectfully to classmates.

Success criteria

• I can correctly pronounce at least four food words.
• I can say or write “Ko ___ taku kai.”
• I can ask for a Māori word using “He aha te kupu Māori mō ___?”
• I can understand and respond to a partner’s sentence.

Curriculum links

• Te Reo Māori — Linguistic knowledge: Whānau sentence pattern.
• Te Reo Māori — Linguistic knowledge: Asking for a word in Māori or Pākehā.
• Te Reo Māori — Cultural and sociolinguistic knowledge: Language examples and the role of waiata.
• Te Reo Māori introduction: Te reo Māori is an indigenous and official language of Aotearoa and a taonga.

Lesson structure (30 minutes)

1. 0–4 min · Whakatau and hook. Open with the kai question slide and ask, “He aha tō kai tino pai?” (“What is your favourite food?”). Students think quietly, then share one food they like with a partner in English or any known te reo Māori.

2. 4–10 min · Teach pronunciation and vocabulary. Use the food picture and pronunciation slides to introduce: te āporo (apple), te panana (banana), te rīwai (potato), te taro (taro), te ika (fish), te tīhi (cheese), te miraka (milk), and te parāoa (bread). Model each word naturally, drawing attention to macrons and vowel sounds. Students repeat chorally, then practise with a partner using “echo” voices: one student says the word and the other repeats it.

3. 10–15 min · Model the sentence pattern. Display the sentence-pattern teaching slides and model: “Ko te āporo taku kai.” Explain that taku kai means “my food” and that the sentence pattern places the food after Ko. Model the question and response:

• “He aha te kupu Māori mō apple?”
• “Ko te āporo.”

Students identify the food word, the sentence opener, and the possessive phrase. They then practise saying two model sentences with the class.

4. 15–23 min · Pair speaking task. Distribute the kai sentence practice worksheet. Students choose four food pictures or words and complete four sentences using “Ko ___ taku kai.” In pairs, Student A points to a food and asks, “He aha te kupu Māori mō ___?” Student B answers with the Māori word, then says, “Ko ___ taku kai.” Students swap roles after each turn. Encourage students to use the worksheet as a prompt rather than reading every sentence mechanically.

5. 23–27 min · Waiata and pronunciation review. Return to the waiata and repetition slides and lead a short food-word chant using a steady beat: “Ko te āporo taku kai; ko te panana taku kai…” Students repeat, clapping once for Ko, once for the food, and once for taku kai. Invite the class to substitute other food words. Emphasise that waiata supports memory, sentence structure, rhythm, and pronunciation.

6. 27–30 min · Exit response and recap. Show the plenary and exit-question slide. Each student writes one sentence on the bottom of the worksheet or tells the teacher at the door: “Ko ___ taku kai.” Ask two or three volunteers to share. Finish by asking, “He aha te kupu Māori mō food?” and elicit “kai”.

Resources

• the kai language slide deck
• the kai sentence practice worksheet
• Whiteboard and markers
• Projector or interactive display
• Timer
• Optional classroom food images or real, allergy-safe food packaging

Assessment

• Listen during choral repetition for accurate vowel sounds, macrons, and confidence with the food vocabulary.
• During pair work, check whether students use the question “He aha te kupu Māori mō …?” and form “Ko ___ taku kai” correctly.
• Use the final spoken or written sentence as an exit check. Note students who need further support with pronunciation, vocabulary recall, or sentence order.

Differentiation

• Provide a word bank, food pictures, colour-coded sentence sections, and a pronunciation model on the kai sentence practice worksheet. Allow students to point, rehearse quietly, or record their response before speaking.
• For dyslexia-friendly access, use a clear sans-serif font, large print, generous spacing, short lines, high contrast, and avoid requiring students to copy large amounts of text. Read instructions aloud and accept oral answers.
• Pair developing speakers with a supportive peer and rehearse in a small group before whole-class sharing. Do not require students to disclose personal food preferences; they may choose any food from the word bank.
• Advanced learners can create a short three-line exchange, adding a second food and asking a partner, “He aha tō kai?” They can explain the difference between the food word and the phrase taku kai, or research and share another Māori loan word used for a modern food or technology item.