Tōku Pepeha Vocabulary

Overview

In this second lesson of the five-part unit Ko Wai Au? Pepeha, ākonga build confidence with key pepeha vocabulary and sentence patterns. They listen, pronounce, read, and use macrons accurately in short spoken exchanges about their mountain, river, and school.

Learning intentions

• WALT use the sentence patterns “Ko ___ tōku maunga”, “Ko ___ tōku awa”, and “Ko ___ tōku kura”.
• WALT pronounce Māori words clearly, including long vowel sounds shown by macrons.
• WALT recognise and use vocabulary for maunga, awa, and kura.
• WALT practise speaking respectfully with a partner.

Success criteria

• I can say the three sentence patterns with a clear voice.
• I can use a macron to help me pronounce words correctly.
• I can match pepeha vocabulary to its meaning.
• I can introduce my mountain, river, and school to a partner.

Curriculum links

• Te Reo Māori introduction — using pepeha and/or mihi to express identity and connections to whenua in formal and informal contexts.
• Novice 2 teaching sequence — Uncles and aunts: developing accurate sentence patterns with “Ko … ōku …”.
• Novice 2 teaching sequence — Terms of address: using “E te kaiako”, “E te whānau”, and “E hoa mā” appropriately.
• Te Mātaiaho learning approach — purposeful communication, identity, belonging, and respectful participation in learning communities.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and retrieval. Teacher welcomes the class with “Tēnā koutou katoa” and opens the welcome and retrieval slides, displaying the question “He aha te pepeha?” Students think-pair-share what they remember from lesson 1 and repeat the class response together.

2. 5–13 min · Introduce vocabulary and patterns. Teacher uses the vocabulary and sentence-pattern slides to teach maunga (mountain), awa (river), and kura (school), then models:

• Ko ___ tōku maunga.
• Ko ___ tōku awa.
• Ko ___ tōku kura. Students listen, identify the repeated structure, and echo each sentence. Explain that tōku means “my” in these patterns and that macrons mark a long vowel sound.

3. 13–21 min · Pronunciation practice. Teacher displays the pronunciation prompts in the pronunciation drill slides and models words such as Māori, tōku, kura, maunga, and awa. Use a slow–normal–slow routine, clapping once for each word and stretching the long vowel in tōku. Students practise chorally, then in two alternating groups, before quietly rehearsing one sentence to themselves. Correct pronunciation by modelling rather than interrupting frequently.

4. 21–30 min · Match and check. Teacher distributes the pepeha vocabulary and matching worksheet and opens the matching activity slides. Students match maunga, awa, and kura with their meanings, circle the macrons they notice, and complete the three sentence frames using a familiar or selected local place. Students compare answers with a partner before the teacher checks responses with the class.

5. 30–40 min · Partner pepeha practice. Teacher displays the partner-practice instruction slide and models a short exchange with a confident volunteer. Students work in pairs: Partner A reads or says the three sentences; Partner B listens for the correct sentence pattern, a clear macron sound, and respectful turn-taking, then gives one positive comment. Partners swap roles and repeat, improving one word or sound. Students may use their worksheet as a prompt, but should look up while speaking.

6. 40–45 min · Share and exit check. Teacher invites two or three volunteers to share one sentence and uses the plenary slides to revisit the learning intentions. Students complete the retrieval practice exit ticket slips by writing one sentence pattern, one vocabulary word and its meaning, and a confidence rating. Collect slips to identify who needs further pronunciation or vocabulary support in lesson 3.

Resources

• the complete pepeha vocabulary and practice slide deck
• the pepeha vocabulary and matching worksheet
• the retrieval practice exit ticket slips
• Whiteboard and markers
• Student pencils
• Timer
• Teacher model or local place names approved for classroom use

Assessment

• Listen during echo drills for pronunciation of macrons, especially in tōku and Māori.
• Check the worksheet for accurate vocabulary matching, macron recognition, and completion of sentence frames.
• Use partner practice and exit tickets to assess whether students can independently produce at least one accurate sentence.

Differentiation

• Provide a word bank, colour-coded sentence frames, and a pronunciation model on the worksheet for students who need support.
• Allow students to point to or read their sentence before attempting it from memory; rehearse privately with the teacher or a supportive partner where needed.
• Pair students thoughtfully and accept local, ancestral, or classroom-approved place names. Students who do not wish to share personal whakapapa can use a fictional or shared class example.
• Extend confident speakers by asking them to say all three sentences without the worksheet, vary the order, or give a respectful response such as “Tēnā koe” or “Ka pai”.