Ko Wai Māua?

Overview

Students learn and practise the dual pronouns tāua, māua, rāua and kōrua through a short listening, speaking and writing sequence. The lesson uses familiar classroom relationships and partner interaction so students can communicate about themselves and others in meaningful contexts.

Learning intentions

• WALT use tāua, māua, rāua and kōrua accurately.
• WALT identify who is included in each pronoun.
• WALT ask and answer simple questions about two people.
• WALT speak politely and confidently with a partner.

Success criteria

• I can explain who each dual pronoun refers to.
• I can choose the correct pronoun in a sentence.
• I can say at least two accurate sentences using dual pronouns.
• I can listen respectfully and respond to my partner.

Curriculum links

• Te Mātaiaho Te Reo Māori — Novice 2 teaching sequence: Exploring ways to describe people, including physical characteristics.
• Te Mātaiaho Te Reo Māori — Emergent 1 teaching sequence: Productive skills – Kōrero ā waha.
• Te Mātaiaho Te Reo Māori — Emergent 1 teaching sequence: Pāhekoheko, communicating information in relevant contexts.
• Te Mātaiaho Te Reo Māori — Emergent 1 teaching sequence: Cultural and sociolinguistic knowledge, using polite, clear and purposeful language.

Lesson structure (20 minutes)

1. 0–3 min · Hook and recall. Open with the picture-and-question introduction slides and show two children standing together; ask, “Ko wai kōrua?” and elicit any prior knowledge of kōrua. Students quietly think, then tell a partner who the two people might be.

2. 3–7 min · Explicit teaching. Use the dual-pronoun teaching slides to introduce the four pronouns with simple visual diagrams:

• tāua – you and me, two people including the listener
• māua – two people including me, not the listener
• rāua – two other people, not the speaker or listener
• kōrua – you two

Teacher models each pronoun with gestures and two familiar names. Students repeat, then show one finger signal for “speaker included” and two fingers for “two other people”. Emphasise that these pronouns refer to exactly two people.

3. 7–11 min · Listen and identify. Display the examples on the listening-check slides. Read each sentence twice, using natural expression:

• Ko Hana kōrua ko Maia.
• Ko Wiremu māua ko Hine.
• Ko Rangi rāua ko Matiu.
• Ko koe ko au, tāua.

Students work with a partner to identify who is included and hold up or point to the matching pronoun. Check answers together and briefly clarify misunderstandings. Avoid requiring students to disclose personal information; use fictional names where preferred.

4. 11–16 min · Partner speaking game. Display the partner-game instruction slides. Give each pair two fictional character names or let them choose two classmates’ names only with permission. Partner A points to two people in a picture or on the slide and asks, “Ko wai rāua?”, “Ko wai kōrua?” or “Ko wai tāua?” as appropriate. Partner B answers using a complete sentence, such as “Ko Aroha rāua ko Pita.” Partners swap roles after each turn and aim to use all four pronouns. Teacher circulates, listens for accurate inclusion and gently recasts errors.

5. 16–20 min · Independent check and share. Distribute the dual-pronoun practice worksheet. Students complete four matching or sentence-choice items and write one short sentence using a selected pronoun. Invite two or three volunteers to read a sentence. Finish with the plenary prompt on the reflection and exit slide: “Which pronoun means you and me?” Students answer orally as they leave or show the answer with a hand signal.

Resources

• the dual-pronoun lesson deck
• the dual-pronoun practice worksheet
• Whiteboard and markers
• Four simple pronoun labels: tāua, māua, rāua, kōrua
• Two-person character images or fictional name cards
• Class list, used only where students have given permission

Assessment

• During explicit teaching, check whether students can explain who is included in each pronoun using gestures or a quick oral response.
• During partner talk, listen for correct choice of pronoun, pronunciation and complete responses. Note students who confuse tāua and māua, or rāua and kōrua.
• Use the worksheet and final oral question as an exit check. Students meeting the success criteria can identify the four meanings and produce an accurate sentence; students needing support can work with a visual pronoun chart in the next lesson.

Differentiation

• Provide a colour-coded visual chart: speaker included, listener included, and two other people. Keep the same colours on the slides, worksheet and board.
• Give developing speakers sentence frames: “Ko ___ māua ko ___.”, “Ko ___ rāua ko ___.” and “Ko wai ___?”
• Allow students to rehearse quietly with a partner before speaking to the group. Accept pointing, gestures and choral repetition as preparation for independent speaking.
• Extend confident students by asking them to use each pronoun in a short exchange and explain in English or Te reo Māori why the pronoun is correct. Be attentive to pronunciation, processing time and visual access needs.