Te Āhua me te Reka

Overview

This is lesson 2 of 3 in the unit Ngā Hua Rākau Kai. Students observe, taste where appropriate, sort and describe fruit using simple te reo Māori sentences and the adjectives reka, kawa, ngohengohe, mārō and maoa.

Learning intentions

• WALT describe fruit using simple te reo Māori sentences.
• WALT recognise and use five describing words.
• WALT listen and respond to descriptions of fruit.
• WALT record our ideas clearly on an activity sheet.

Success criteria

• I can name fruit using “He ___ tēnei.”
• I can use at least three describing words correctly.
• I can say “He tino reka tēnei” or “He kawa tēnei.”
• I can listen to a partner and match their description to the correct fruit.

Curriculum links

• Te reo Māori: understand and use familiar words, phrases and simple sentence patterns in meaningful contexts.
• Te reo Māori: communicate information and personal responses through speaking, listening, reading and writing.
• New Zealand Curriculum Refresh: oral language, vocabulary development and communicating ideas for a purpose.
• Key competencies: participating and contributing; managing self; relating to others.

Lesson structure (60 minutes)

1. 0–5 minutes – Welcome and retrieval Greet the class in te reo Māori and briefly revisit lesson 1 fruit names: te āporo, te panana, te rēmana, te karaka, te pea. Display the learning intention and ask students to name one fruit they remember. Open with the hook and learning intention slides.

2. 5–15 minutes – Teach the describing words Introduce one word at a time with real fruit, facial expressions and gestures:

• reka – sweet
• kawa – sour
• ngohengohe – soft
• mārō – hard
• maoa – ripe Students repeat each word, then show a thumbs-up, sideways or down response as the teacher models meaning. Use the vocabulary and picture slides for clear images and pronunciation prompts. Explain that tino means “very/really”.

3. 15–25 minutes – Model sentence structures Model and chorally practise:

• “He āporo tēnei.” – This is an apple.
• “He tino reka tēnei.” – This is very sweet.
• “He kawa tēnei.” – This is sour.
• “He ngohengohe tēnei.” – This is soft.
• “He mārō tēnei.” – This is hard.
• “He maoa tēnei.” – This is ripe. Think aloud while holding up fruit, then invite students to substitute a different fruit or describing word. Use the sentence-pattern slides. Remind students that tēnei means “this”.

4. 25–37 minutes – Observe and sort fruit Place prepared fruit or clear fruit pictures at group tables. In groups of five, students observe, touch and smell the fruit; tasting is optional and only occurs after checking allergies, whānau permissions and hygiene requirements. Students sort fruit by one quality, such as mārō/ngohengohe or reka/kawa, then explain one choice using a sentence. Distribute the fruit observation and sorting sheet and use the group-task instruction slide. Encourage groups to discuss whether fruit can change from mārō to ngohengohe as it becomes maoa.

5. 37–52 minutes – Paired speaking Pair students within groups. Student A chooses or points to a fruit and says two sentences, for example, “He panana tēnei. He ngohengohe tēnei.” Student B listens, points to the correct fruit, repeats one sentence and asks “He aha tēnei?” Students swap roles several times. Circulate, model pronunciation and record quick observations of vocabulary use. Students record two spoken descriptions on the speaking practice section. Refer back to the paired-speaking prompts as needed.

6. 52–60 minutes – Share and reflect Invite three or four pairs to present one description. The class listens and shows agreement with a quiet thumbs-up when the sentence matches the fruit. Students complete the success criteria exit ticket slips, writing or drawing one sentence they can say and identifying one word they still need to practise. Collect worksheets and exit tickets as students leave.

Resources

• Real fruit: apples, bananas, lemons, oranges and pears; or clear fruit photographs
• Hand sanitiser, plates, knives and gloves if tasting is approved
• the full lesson slide deck
• the fruit observation and sorting sheet
• the success criteria exit ticket slips
• Board and markers
• Optional word cards showing each adjective and its meaning
• Allergy and dietary information, checked before the lesson

Assessment

• Listen during group sorting and paired speaking for accurate use of fruit names, adjectives and the sentence pattern “He ___ tēnei.”
• Check the worksheet for correct matching, sorting and two recorded descriptions.
• Use exit tickets to identify students needing further support with vocabulary, pronunciation or sentence construction before lesson 3.

Differentiation

• Support: provide picture/word cards, sentence frames and a reduced choice of three adjectives; allow students to rehearse with the teacher before speaking to a partner.
• Support for EAL and SEN: pair spoken words with gestures, objects and photographs; accept pointing, drawing or oral responses before requiring written sentences.
• Extension: ask confident students to use tino and give two different descriptions, such as “He tino reka tēnei. He ngohengohe hoki tēnei.”
• Ensure tasting is never required. Provide observation-only roles and alternative fruit images for students with allergies, sensory needs or dietary restrictions.