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MAHERE AKO

LEVEL 1 – WHAKARONGO
He rauemi aromatawai
Mo te aromatawai-ā-roto, “Te Haerenga”, Whakarongo 1.1

Whainga Paetae:
6.1 – Give and follow instructions.
• Make use of context and familiar language to understand instructions and
information in formal and informal contexts.

NGĀ AKORANGA
Akoranga 1: Ngā kupu hou me te hanga rerenga kōrero.
Putanga ako: Students will become familiar with the new vocabulary and learn the
instructional language from the assessment.
Nga ngohe: Whole Class, Individual.
Rauemi kaiako: Marking sheet.
Rauemi akonga: Instruction translation sheet, Vocabulary list.

Akorang 2: Te whakarite māhere whenua me ngā tohutohu e hāngai ana.


Putanga ako: Students will create a simple map and write simple instructions for
navigation through the map that they can share with a peer.
Ngā ngohe: Individual, Pair.
Rauemi akonga: Example map and model instruction sheet.

Akoranga 3: Te whakarongo ki ngā kōrero tāpiri.


Putanga ako: Students will practice listening for the extra details or new information that
has been added on to instructions they have already heard.
Ngā ngohe: Whole class, Individual.
Rauemi kaiako: Teachers script, Marking sheet.
Rauemi akonga: Extra detail answer sheet.

Akoranga 4: Te whakautu i ngā pātai.


Putanga ako: Students will become familiar with the language of the questions and
practice answering them.
Ngā ngohe: Group
Rauemi kaiako: Marking sheet.
Rauemi akonga: Set of questions and answer sheet.

Akoranga 5: Te Haerenga!
Putanga ako: Students will practice every aspect of the assessment, including navigating
there way through a map, adding detail to the map and answering questions.
Ngā ngohe: Whole class, Individual.
Rauemi kaiako: Teachers script, Marking sheet.
Rauemi akonga: Map and question sheet.

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Tau 11
Akoranga 1: Ngā kupu hou me te hanga rerenga kōrero.
Mo te aromatawai-ā-roto, “Te Haerenga”, Whakarongo 1.1

Putanga ako: Students will become familiar with the new vocabulary and learn the
instructional language from the assessment.

Ngā tohutohu mō te kaiako:


Teacher - Copy “Tau 11 - Pepa tā te akona, Kupu Hou” for students.
- Copy “Tau 11 - Pepa tā te akona, Whakapākehatia ngā tohutohu” for
students.
- Copy marking sheet.

Nga ngohe:
- Whole Class and Individual.

Te raupapa whakamahi rauemi:


1. Talk about the whakarongo assessment “Te Haerenga” and what it involves i.e. There
are 3 parts, 1st - Listening to instructions and navigating there way around a simple map;
2nd - Adding detail to the map whilst navigating there way around the same route; 3rd -
Answering 3 questions i.e. why they are traveling, where they would put different things
in the town etc.
2. Hand out “Tau 11 - Pepa tā te akona, Kupu Hou” to the students. Explain that this is
most of the vocabulary that they will come across while doing the assessment “Te
Haerenga”. Identify any familiar words and discuss.
3. Hand out “Tau 11 - Pepa tā te akona, Whakapākehatia ngā tohutohu”. Explain that the
instructions listed on this sheet are similar to what they will hear in the assessment.
4. Give the instruction that students will have to translate the instructions from Māori into
English in order to understand what the instruction is asking them to do. Explain that
they should find all the vocabulary they need on the first hand out “Tau 11 - Pepa tā te
akona, Kupu Hou”.
5. Mark student’s answers with teachers marking sheet.

Te roa: Approximately 45 mins

Rauemi: “Te Haerenga”, AS90131, Aromatawai-ā-roto.

Answer / Marking schedule / criteria:


1. Sheet should be completed.
2. Students translations should be similar but not necessarily exactly the same as the
marking sheet.

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Tau 11 – Pepa tā te ākona
Kupu Hou
Mo te aromatawai-ā-roto, “Te Haerenga”, Whakarongo 1.1

Māori English
Ara hikoi Pedestrian crossing
Ara kopae Round about
Haere Go
Haere paku nei Go a short distance
Hanga Build, make
He aha ai? Why?
He aha te take… What is the reason…
Hoki As well, return
Huarahi o _______ Road of (road name)
Kaiako Teacher
Ki te To the
Ki tō whakaaro… To your thinking…, In your opinion…
Komititanga Round about
Kuri Dog
Mai i te From the
Matau Right
Maui Left
Me haere koe… You should go…
Mea Thing
Pahi Bus
Papa _______ (sport name) field, court
Papa takaro Playground
Pito End
Rākau Tree
Runga On
Taha Side
Tāngia Drawn, written
Tapatoru Triangle
Tapaono Hexagon
Tapawha Square
Tapawha roa Oblong, rectangle
Tatari Wait
Taua That
Taunga pahi Bus stop
Taunga waka rererangi Airport
Tētahi One of…, a, an
Tō Your
Toa Store
Tōtika Straight
Tū Stand, stopped
Waenganui Middle
Wāhi Area, zone
Waka Car, transport
Whare House
Whare karakia Church
Whakakī Fill
Whakawhitinga Intersection

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Tau 11 – Pepa tā te ākona
Whakapākehatia ngā tohutohu
Mo te aromatawai-ā-roto, “Te Haerenga”, Whakarongo 1.1

WHAKAPĀKEHATIA NGĀ TOHUTOHU I RARO NEI:


1. Kei te haere koe mai i tōu kāinga ki te whare o tou kuia.
______________________________________________________
______________________________________________________
2. Haere koe mai i tou whare ki to taha matau. Haere ki te taha maui ki te
whakawhitinga o nga huarahi Tapu, Manu me Kahu.
______________________________________________________
______________________________________________________
3. Me haere ki te huarahi o Kahu. Kei tou taha matau nga toa e toru. Haere
totika ki te pito o te huarahi.
______________________________________________________
______________________________________________________
4. Haere paku nei ki te taha maui. Kei tou taha matau te huarahi o Kutai.
Haere ki te pito o te huarahi Kutai.
______________________________________________________
______________________________________________________
5. Haere ki te taha matau. Ka tae koe ki te whare hakinakina.
______________________________________________________
______________________________________________________
6. Mai i te whare hakinakina haere paku nei ki te huarahi o Kutai.
______________________________________________________
______________________________________________________
7. Mai i te huarahi o Kutai, haere matau i runga i te huarahi o Moana.
______________________________________________________
______________________________________________________
8. Mai i te huarahi o Moana, haere ki te taha maui ki te huarahi o Motu. Haere
totika ki te komititanga.
______________________________________________________
______________________________________________________
9. Kei to taha matau te huarahi o Kuri, kei to taha maui te huarahi o Papa.
______________________________________________________
______________________________________________________
10. Haere totika mai i te komititanga ki te whare o to kuia. Kua mutu.
______________________________________________________
______________________________________________________
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Tau 11 – Pepa tā te ākona
Whakapākehatia ngā tohutohu
Mo te aromatawai-ā-roto, “Te Haerenga”, Whakarongo 1.1

NGĀ WHAKAUTU KI RARO NEI:

1. Kei te haere koe mai i tōu kāinga ki te whare o tou kuia.


You are going from your home to the house of your grandmother.
2. Haere koe mai i tou whare ki to taha matau. Haere ki te taha maui ki te
whakawhitinga o nga huarahi Tapu, Manu me Kahu.
Go from your house to the right hand side. Got to the left hand side to
the intersection of the roads Tapu, Manu and Kahu.
3. Me haere ki te huarahi o Kahu. Kei tou taha matau nga toa e toru. Haere
tika ki te pito o te huarahi.
You should go to the road of Kahu. On your right hand side are three
stores. Go to the end of the road.
4. Haere paku nei ki te taha maui. Kei tou taha matau te huarahi o Kutai.
Haere ki te pito o te huarahi Kutai.
Go a short distance to the left hand side. On your right is the road of
Kutai. Go to the end of the road of Kutai.
5. Haere ki te taha matau. Ka tae koe ki te whare hakinakina.
Go to the right hand side. You will arrive at the gym.
6. Mai i te whare hakinakina haere paku nei ki te huarahi o Kutai.
From the gym, go a short distance to the road of Kutai.
7. Mai i te huarahi o Kutai, haere matau i runga i te huarahi o Moana.
From the road of Kutai, go to the right hand side on the road of Moana.
8. Mai i te huarahi o Moana, haere ki te taha maui ki te huarahi o Motu. Haere
totika ki te komititanga.
From the road of Moana, go to the left hand side to the road of Motu. Go
straight to the round about.
9. Kei to taha matau te huarahi o Kuri, kei to taha maui te huarahi o Papa.
Go to the right hand side to the road of Kuri, on your left hand side is the
road of Papa.
10. Haere totika mai i te komititanga ki te whare o to kuia. Kua mutu.
Go straight from the round about to the house of your grandmother.
Finished.

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Tau 11
Akoranga 2: Te whakarite māhere whenua me ngā tohutohu e hāngai ana
Mo te aromatawai-ā-roto, “Te Haerenga”, Whakarongo 1.1

Putanga ako: Students will create a simple map and write simple instructions for
navigation through the map that they can share with a peer.

Ngā tohutohu mō te kaiako:


Teacher - Copy “Tau 11 - Pepa tā te akona, He mahere, he tohutohu hei tauira”
for students.

Nga ngohe:
- Individual and Pair.

Te raupapa whakamahi rauemi:


1. Explain that this activity builds on Lesson 1 and is about creating their own maps and
writing their own instructions that they will give to a partner in order for them to navigate
through the map.
2. Hand out “Tau 11 - Pepa tā te akona, He mahere, he tohutohu hei tauira” to the
students. Explain that this is the map that matches the instructions that they translated in
the previous lesson. Listed below the map are those same instructions.
3. Students should read the instructions individually and navigate their way around the
map.
4. Students can now work on creating their own maps. Make sure to emphasize that the
maps need only be very simplistic such as the one they have been given as an example.
It should also feature a range of different landmarks, for example: Houses, park, petrol
station, school, sports fields or courts, shops. The key is simplicity!
5. Once the students have created their maps, they can then move on to writing their
own instructions. They should use all resources that they have previously been given to
aid them with this process, including the vocabulary list and the example instructions.
6. Once students have completed their maps and instructions, they can then share their
map with a partner who will listen to their instructions and trace the route on their map.

Te roa: Approximately 90 mins

Rauemi: “Te Haerenga”, AS90131, Aromatawai-ā-roto.

Answer / Marking schedule / criteria:


1. Map should be simple
2. Students instructions should use the key instructional language such as “Haere ki…”,
“Me haere…”, “Haere koe…”, maui, matau, waenganui.

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Tau 11 – Pepa tā te ākona
He mahere, he tohutohu hei tauira
Mo te aromatawai-ā-roto, “Te Haerenga”, Whakarongo 1.1

• Kei te haere koe mai i tōu kāinga ki te whare o tou kuia.


• Haere koe mai i tou whare ki to taha matau. Haere ki te taha maui ki te
whakawhitinga o nga huarahi Tapu, Manu me Kahu.
• Me haere ki te huarahi o Kahu. Kei tou taha matau nga toa e toru.
Haere tika ki te pito o te huarahi.
• Haere paku nei ki te taha maui. Kei tou taha matau te huarahi o Kutai.
Haere ki te pito o te huarahi Kutai.
• Haere ki te taha matau. Ka tae koe ki te whare hakinakina.
• Mai i te whare hakinakina haere paku nei ki te huarahi o Kutai.
• Mai i te huarahi o Kutai, haere matau i runga i te huarahi o Moana.
• Mai i te huarahi o Moana, haere ki te taha maui ki te huarahi o Motu.
Haere totika ki te komititanga.
• Kei to taha matau te huarahi o Kuri, kei to taha maui te huarahi o Papa.
• Haere totika mai i te komititanga ki te whare o to kuia. Kua mutu.

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Tau 11
Akoranga 3: Te whakarongo ki ngā kōrero tāpiri
Mo te aromatawai-ā-roto, “Te Haerenga”, Whakarongo 1.1

Putanga ako: Students will practice listening for the extra details or new information that
has been added on to instructions they have already heard.

Ngā tohutohu mō te kaiako:


Teacher - Copy “Tau 11 - Pepa tā te akona, Pepa Whakautu” for students.
- Copy Teachers script and marking sheet.

Nga ngohe:
- Whole class, Individual.

Te raupapa whakamahi rauemi:


1. Explain that this activity builds on the previous lessons and is about training their ears
to listen for extra details or new information that has been added on to instructions they
have previously seen and used.
2. Explain to the students that you will be reading the instructions that they have
previously used, however you will be adding extra information onto those instructions
that they will have to listen carefully for and record what they hear.
3. Hand out “Tau 11 - Pepa tā te akona, Pepa Whakautu” to the students. Explain that
this is the sheet they will be required to record the extra information they hear. If there is
no extra information added on to one of the instructions, they should write, “Korekau he
kōrero tāpiri
4. Read from the teachers’ script. Each instruction should be read twice with a 10
second gap in between. Then read the instructions with extra detail twice. Make sure to
read slow enough so that the student can successfully record the extra information, but
not so slow that it is blatantly obvious where the extra info has been inserted.
5. Once the students have completed the activity, mark as a class.
6. If there is extra time, students may want to discuss what some of the extra details
mean, what they are asking the students to do etc.

Te roa: Approximately 45 mins

Rauemi: “Te Haerenga”, AS90131, Aromatawai-ā-roto.

Answer / Marking schedule / criteria:


1. Students should have correctly recorded extra details on the answer sheet.
2. Answers should be exact to the marking sheet.

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Tau 11 – Pepa tā te ākona
Pepa Whakautu
Mo te aromatawai-ā-roto, “Te Haerenga”, Whakarongo 1.1

TUHIA NGĀ KŌRERO KUA TĀPIRI ATU KI NGĀ TOHUTOHU:


Ki te kore he kōrero tāpiri, tuhia: “Korekau he kōrero tāpiri”.

1. ____________________________________________________________
______________________________________________________________

2. ____________________________________________________________
______________________________________________________________

3. ____________________________________________________________
______________________________________________________________

4. ____________________________________________________________
______________________________________________________________

5. ____________________________________________________________
______________________________________________________________

6. ____________________________________________________________
______________________________________________________________

7. ____________________________________________________________
______________________________________________________________

8. ____________________________________________________________
______________________________________________________________

9. ____________________________________________________________
______________________________________________________________

10. ___________________________________________________________
______________________________________________________________

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Tau 11 – Pepa tā te ākona
Pepa Whakautu
Mo te aromatawai-ā-roto, “Te Haerenga”, Whakarongo 1.1

NGĀ TOHUTOHU KAIAKO:


• Each instruction will be read a total of 4 times: 1st read the instruction
without reading anything which has been written in bold. Wait 10
seconds then repeat. Next read the instruction including anything
written in bold, making sure to emphasize to the students that they
are now listening for any extra detail. Wait for 10 seconds then read
the instruction including anything bold again.

1. Kei te haere koe mai i tōu kāinga ki te whare o tou kuia.

2. Haere koe mai i tou whare ki to taha matau. Haere ki te taha maui ki te
whakawhitinga o nga huarahi Tapu, Manu me Kahu. Kei waenganui i te
whakawhitinga nei, he komititanga.

3. Me haere ki te huarahi o Kahu. Kei tou taha matau nga toa e toru. He
toa kakahu te toa tuatoru. Haere tika ki te ptio o te huarahi.

4. Haere paku nei ki te taha maui. Kei tou taha matau te huarahi o Kutai.
Haere ki te pito o te huarahi Kutai.

5. Haere ki te taha matau. Ko te huarahi o Rangi tenei. Ka tae koe ki te


whare hakinakina.

6. Mai i te whare hakinakina, haere paku nei ki runga i te huarahi o


Rangi. Haere ki te taha maui ki te huarahi o Kutai.

7. Mai i te huarahi o Kutai, haere matau i runga i te huarahi o Moana. He


rakau nui i te kokonga o nga huarahi Moana me Motu.

8. Mai i te huarahi o Moana, haere ki te taha maui ki te huarahi o Motu.


Haere totika ki te komititanga.

9. Kei to taha matau te huarahi o Kuri, kei to taha maui te huarahi o Papa.
E toru ngā wak i runga i te huarahi o Papa.

10. Haere tika mai i te komititanga ki te whare o to kuia. Kua mutu.

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Tau 11 – Pepa tā te ākona
Pepa Whakautu
Mo te aromatawai-ā-roto, “Te Haerenga”, Whakarongo 1.1

NGĀ WHAKAUTU TIKA

1. Korekau he kōrero tāpiri

2. Kei waenganui i te whakawhitinga nei, he komititanga.

3. He toa kakahu te toa tuatoru.

4. Korekau he kōrero tāpiri

5. Ko te huarahi o Rangi tenei.

6. …haere paku nei ki runga i te huarahi o Rangi.

7. He rakau nui i te kokonga o nga huarahi Moana me Motu

8. Korekau he kōrero tāpiri

9. E toru ngā wak i runga i te huarahi o Papa

10. Korekau he kōrero tāpiri

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Tau 11
Akoranga 4: Te whakautu i ngā pātai.
Mo te aromatawai-ā-roto, “Te Haerenga”, Whakarongo 1.1

Putanga ako: Students will become familiar with the language of the questions and
practice answering them.

Ngā tohutohu mō te kaiako:


Teacher - Copy “Tau 11 - Pepa tā te akona, Whakautua ngā pātai” for students.
- Copy “Tau 11 - Pepa tā te akona, He mahere” for the students.
- Copy Marking sheet / answer guide - (2 pages)

Nga ngohe:
- Group, Individual.

Te raupapa whakamahi rauemi:


1. Explain that this activity builds on the previous activities and focuses on the third
section of the “Te Haerenga” assessment which is to answer questions about the map.
2. Hand out “Tau 11 - Pepa tā te akona, Whakautua ngā pātai” and “Tau 11 - Pepa tā te
akona, He mahere” and give to each students. Group the students and ask them to work
together to translate what the questions are asking. Refer them to the vocabulary list.
Students should write their translations of the questions in the spaces provided.
3. Once students have a clear understanding of what the questions are asking of them,
work with them to come up with sufficient answers to the questions. Discuss sentence
structures they should use.
4. Students can continue to work in groups and discuss what there answers are going to
be and check that they are using the sentence structures correctly. Instruct them to fill in
the answer sheet with their suitable answers to the questions. Students will be required
to use the map for answering some of the questions i.e. draw where you would build a
statue etc.
5. Once everyone has completed their answers, share them as a class and mark.
Students answers do not have to be exact to that of the marking sheet, but they should
use correct sentence structures and their answers should be relevant i.e. if asked why
they are going to the rugby field, the answer should be related to something they would
do there e.g watching, playing, supporting.

Te roa: Approximately 45 mins

Rauemi: “Te Haerenga”, AS90131, Aromatawai-ā-roto.

Answer / Marking schedule / criteria:


1. Students should have correctly translated questions and answered all questions.
2. Answers do not have to be exact to the marking sheet, but similar.
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Tau 11 – Pepa tā te ākona
He māhere
Mo te aromatawai-ā-roto, “Te Haerenga”, Whakarongo 1.1

WHAKAMAHIA TE MĀHERE NEI HEI WHAKAUTU I NGĀ PĀTAI

1__
___

2__
___

3__
___
___

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Tau 11 – Pepa tā te ākona
Whakautua ngā pātai
Mo te aromatawai-ā-roto, “Te Haerenga”, Whakarongo 1.1

WHAKAPĀKEHATIA NGĀ PĀTAI KATAHI KA WHAKAUTUA


1. He aha te take i haere ai koe ki te
- Papa rehia
- Papa takaro
- Te Pa kohinu
Translation: ____________________________________________________
______________________________________________________________
Papa rehia: _____________________________________________________
______________________________________________________________
Papa takaro: ____________________________________________________
______________________________________________________________
Te pa kohinu: ___________________________________________________
______________________________________________________________

2. Ki tö whakaaro, ko tëhea te wähi pai hei hanga i tëtahi


- ‘Taonga Whakamahara’ mö tētahi tangata rongonui o te taone?
- ‘Whare pukapuka’ mo te taone?
- ‘Whare waka patu ahi’ mo te taone?
He aha ai?
Tängia he ‘tapatoru’ ki runga i te mahere hei tohu i ngā wähi pai, a, tūhia tō
whakautu ki raro nei.
Translation: ____________________________________________________
______________________________________________________________
Taonga Whakamaumahara: _______________________________________
______________________________________________________________
Whare pukapuka: ________________________________________________
______________________________________________________________
Whare waka patu ahi: ____________________________________________
______________________________________________________________

3. Titiro ki nga wähi kua tängia he tapawha / roa. Ki tö whakaaro, he aha ngā
mea pai hei whakakï i aua wähi? He aha ai?
Translation: ____________________________________________________
______________________________________________________________
1: ____________________________________________________________
______________________________________________________________
2: ____________________________________________________________
______________________________________________________________ 3:
____________________________________________________________
______________________________________________________________
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Tau 11 – Pepa tā te kaiako
Marking sheet/Answer guide - Wharangi 1
Mo te aromatawai-ā-roto, “Te Haerenga”, Whakarongo 1.1

WHAKAPĀKEHATIA NGĀ PĀTAI KATAHI KA WHAKAUTUA


4. He aha te take i haere ai koe ki te
- Papa rehia
- Papa takaro
- Te Pa kohinu
Translation: What is the reason you went to the park, the play
ground, the petrol station?
Papa rehia: He whangai ika te take i haere ai ahau ki te papa rehia.
Papa takaro: He takaro te take i haere ai ahau ki te papa takaro.
Te a kohinu: He whakakii waka te take i haere ai ahau ki te pa
kohinu.

5. Ki tö whakaaro, ko tëhea te wähi pai hei hanga i tëtahi


- ‘Taonga Whakamahara’ mö tētahi tangata rongonui o te taone?
- ‘Whare pukapuka’ mo te taone?
- ‘Whare waka patu ahi’ mo te taone?
He aha ai?
Tängia he ‘tapatoru’ ki runga i te mahere hei tohu i ngā wähi pai, a, tūhia tō
whakautu ki raro nei.
Translation: In your opinion, which is the best place to build a statue
for a famous person of the town, a library, a fire station? Why? Draw
triangles on the map to indicate your suggested area and write your
answer below.
Taonga Whakamaumahara: (triangle should be drawn on map and
labelled) No te mea kei roto i te papa rēhia, ka kite ngā tāngata i te
taunga whakamaumahara.
Whare pukapuka: (triangle should be drawn on map and labelled) No
te mea he tata ki ngā whare.
Whare waka patu ahi: (triangle should be drawn on map and
labelled) No te mea he tata ki te Pa kohinu.

6. Titiro ki nga wähi kua tängia he tapawha / roa. Ki tö whakaaro, he aha ngā
mea pai hei whakakï i aua wähi? He aha ai?
Translation: Look at the area where a square / oblong has been
drawn. In your opinion, what are the best things to fill these spaces?
Why?
1: He toa kāwhe iti, no te mea he wāhi tino iti, a, he tata ki te pā
kohinu.
2: He kura, no te mea he wāhi tino nui, a, he pai mō ngā akomanga
nui.

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Tau 11 – Pepa tā te ākona
Marking sheet/Answer guide - Wharangi 2
Mo te aromatawai-ā-roto, “Te Haerenga”, Whakarongo 1.1

Whare waka patu ahi

Taonga Whakamaumahara
3

Whare Pukapuka

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Tau 11
Akoranga 5: Te Haerenga!
Mo te aromatawai-ā-roto, “Te Haerenga”, Whakarongo 1.1

Putanga ako: Students will practice every aspect of the assessment, including
navigating there way through a map, adding detail to the map and answering questions.

Ngā tohutohu mō te kaiako:


Teacher - Copy “Tau 11 - Pepa tā te akona, Māhere parakatihi 1” for students.
- Copy “Tau 11 - Pepa tā te kaiako, Ngā tohutohu”.
- Copy Marking sheet / answer guide

Nga ngohe:
- Whole Class.

Te raupapa whakamahi rauemi:

1. Explain that this activity builds on the previous activities and is the culmination of all
the skills they have practiced throughout the unit. It is basically a practice run for the
actual Te Haerenga assessment.
2. Hand out “Tau 11 - Pepa tā te akona, Mahere parakatihi 1” to each student. Explain
that this is an individual task which will be carried out under test conditions, i.e. no
talking. However, you may want to allow students to utilize the previous resources
they’ve been handed (an open book test).
3. Read from “Tau 11 - Pepa tā te kaiako, Ngā tohutohu”, Kōrero tuatahi. Each
instruction should be read twice with a 10 second gap in between. Wait 30 seconds then
read from Kōrero tuarua and follow the same procedure.
4. Students can the work at their own pace answering the questions.
5. Once everyone has completed their answers, you can mark as a class or ask students
to hand them in. Students answers do not have to be exact to that of the marking sheet,
but they should use correct sentence structures and their answers should be relevant i.e.
if asked why they are going to the rugby field, the answer should be related to something
they would do there e.g watching, playing, supporting.

Te roa: Approximately 45 - 90 mins

Rauemi: “Te Haerenga”, AS90131, Aromatawai-ā-roto.

Answer / Marking schedule / criteria:


1. Students should have correctly navigated the map, added details and answered
questions.
2. Answers do not have to be exact to the marking sheet, but similar.
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Tau 11 – Pepa tā te ākona
Mahere Parakatihi 1
Mo te aromatawai-ā-roto, “Te Haerenga”, Whakarongo 1.1

Tō Whare

Patai 1: He aha te take i haere ai koe ki te taunga pahi?


_________________________________________________________________________
_________________________________________________________________________
Patai 2: He aha te take i haere ai koe ki te taunga waka rererangi?
_________________________________________________________________________
_________________________________________________________________________
Patai 3: Ki tō whakaaro, he aha te wahi pai hei hanga i tētahi whare hakinakina? He aha ai?
Tāngia he tapawha roa hei tohu i te wāhi, a, tuhia tō whakautu ki raro nei.
_________________________________________________________________________
_________________________________________________________________________
Patai 4: Ki tō whakaaro, he aha te wahi pai hei hanga i tētahi toa kai? He aha ai? Tāngia he
tapatoru hei tohu i te wāhi, a, tuhia tō whakautu ki raro nei.
_________________________________________________________________________
_________________________________________________________________________
Patai 5: Tītiro ki te wāhi kua tāngia he tapaono. He aha te mea pai hei whakakī i taua wāhi?
He aha ai?
_________________________________________________________________________
_________________________________________________________________________
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Tau 11 – Pepa tā te ākona
Marking sheet / Answer guide
Mo te aromatawai-ā-roto, “Te Haerenga”, Whakarongo 1.1

Toa kai

Whare hakinakina

Patai 1: He aha te take i haere ai koe ki te taunga pahi?


He haerenga ki te taunga wakarererangi te take i haere ai ahau ki te taunga pahi.
Patai 2: He aha te take i haere ai koe ki te taunga waka rererangi?
He haerenga ma runga whakarererangi te take i haere ai ahau ki te taunga wakarererangi
Patai 3: Ki tō whakaaro, he aha te wahi pai hei hanga i tētahi whare hakinakina? He aha ai?
Tāngia he tapawha roa hei tohu i te wāhi, a, tuhia tō whakautu ki raro nei.
No te mea he wāhi wātea.
Patai 4: Ki tō whakaaro, he aha te wahi pai hei hanga i tētahi toa kai? He aha ai? Tāngia he
tapatoru hei tohu i te wāhi, a, tuhia tō whakautu ki raro nei.
No te mea, he tata ki toku whare.
Patai 5: Tītiro ki te wāhi kua tāngia he tapaono. He aha te mea pai hei whakakī i taua wāhi?
He aha ai?
He whare pukapuka mō te tāone no te mea he pai mō ngā tāngata katoa.

19
Tau 11 – Pepa tā te kaiako
Ngā tohutohu
Mo te aromatawai-ā-roto, “Te Haerenga”, Whakarongo 1.1

Kōrero tuatahi: Kōrero tuarua:

1. Kei te haere koe mai i tō whare, ki te taunga pahi, ki te 1. Kei te haere koe mai i tō whare, ki te taunga pahi, ki te
taunga waka rererangi hoki. taunga waka rererangi hoki. Kei runga tō whare i te
2. Me haere koe mai i tō whare ki te pito o te huarahi. huarahi o Kanuka.
Haere ki te taha matau i runga i te huarahi o Puriri kia 2. Me haere koe mai i tō whare ki te pito o te huarahi.
tae koe ki te huarahi o Totara. Haere ki te taha matau i runga i te huarahi o Puriri kia
3. Kei runga i te huarahi nei, kei te taha matau, ko te tae koe ki te huarahi o Totara. Kei waenganui i te
taunga pahi. Haere ki te taunga pahi. huarahi nei, ko tētahi waka e haere ana.
4. Mai i te taunga pahi haere ki te huarahi o Miro. 3. Kei runga i te huarahi nei, kei te taha matau, ko te
5. Mai i te huarahi o Miro, haere paku nei ki te huarahi o taunga pahi. Haere ki te taunga pahi. I te taha maui o
Rimu. te taunga pahi, ko tētahi tane e tatari ana mō tōna
6. Haere koe mai i te huarahi o Rimu ki te huarahi o pahi.
Kowhai. Haere ki te pito o te huarahi. 4. Mai i te taunga pahi haere ki te huarahi o Miro. Kei te
7. Haere tōtika ki te huarahi o Kawakawa. taha matau o tēnei huarahi ko te whare karakia.
8. Haere paku nei ki te pito o te huarahi. Kei te taha maui o 5. Mai i te huarahi o Miro, haere paku nei ki te huarahi o
te huarahi, ko tētahi rākau. Rimu. Mai i te taha maui o te huarahi, ki te taha
9. Mai i te pito o te huarahi o Kawakawa, haere ki te taha matau, he ara hikoi.
matau. 6. Haere koe mai i te huarahi o Rimu ki te huarahi o
10. Me haere totika ki te huarahi o Kauri. Haere ki te Kowhai. Haere ki te pito o te huarahi. Kei waenganui i
taunga waka rererangi. te whakawhitinga nei, ko tētahi ara kopae.
7. Haere tōtika ki te huarahi o Kawakawa. Kei runga i
tēnei huarahi kei te taha matau, ko te whare o tō
kaiako.
8. Haere paku nei ki te pito o te huarahi. Kei te taha maui o
te huarahi, ko tētahi rākau. Kei raro i te rakau, he kuri
e tū ana.
9. Mai i te pito o te huarahi o Kawakawa, haere ki te taha
matau. Ko te huarahi o Manuka tenei.
10. Me haere totika ki te huarahi o Kauri. Kei te taha maui
o te huarahi, ko tētahi pahi e tū ana. Haere ki te
taunga waka rererangi.
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