WordPress.com



Ako Māori

Learn Māori

Ako Tuatahi

First Learning

Ko __________________ tōku ingoa.

Nō __________________ au.

Rārangi Upoko Contents

Whārangi Kaupapa

3 He Puna Reo (A Spring of Language)

4 Ngā Mihi (The Greetings)

5 How this zine works

6 Whakahuatanga (Pronunciation)

Mita (Language Variations)

7 He kīanga whaihua mō te whakaako - Useful phrases for teaching

8 Akoranga Tahi (Lesson 1)

Ahaka ma (Whakaharatau Whakahuatanga Tahi - Pronunciation Practice 1)

Waitaha (Whakaharatau Whakahuatanga Rua - Pronunciation Practice 2)

9 1-1 - He Mihi (Greetings)

10 1-2 - He Pōwaiwai (Farewells)

11 Papa Tuhituhi (Notes) + Ngā Pae mō te Akoranga Tahi (Revision for Lesson 1)

12 Akoranga Rua (Lesson 2)

2-1 – Nō hea? From where?

Translations (Mahi Tuhituhi Tahi – Writing Exercise 1)

13 2-2 – Ko wai? Who?

Translations (Mahi Tuhituhi Rua – Writing Exercise 2)

Papa Tuhituhi (Notes)

14 Ngā Pae mō te Akoranga Rua (Revision for Lesson 2)

Akoranga Toru (Lesson 3)

What is a mihi?

15 Mihi Structure

Write your mihi (Mahi Tuhituhi Toru – Writing Exercise 3)

16 3-0 – Wetereo Mihi - Mihi Grammar

17 Translations (Mahi Tuhituhi Whā – Writing Exercise 4)

Mihi reading (Mahi Tuhituhi Rima – Writing Exercise 5)

18 Ngā Pae mō te Akoranga Toru (Revision for Lesson 3)

Akoranga Whā (Lesson 4)

19 Whakaari Tahi – Play 1

20 Word translations (Mahi Tuhituhi Ono – Writing Exercise 6)

Translations (Mahi Tuhituhi Whitu – Writing Exercise 7)

21 - 23 Papa Tuhituhi (Notes)

24 – 27 Kete Kupu

28 Karakia + Waiata

He Puna Reo - A Spring of Language – Here are most of the kupu (words) covered in Ako Tuatahi:

|Tūāhua – Shaping Words (Adjectives) |

|pai |good/fine/easy |nui |large/significant |tere |fast |

|ora |well/healthy/fit/healed |tūpato |cautious/careful |pōturi |slow |

|mārie |peaceful |roa |long |kaha |strong |

|Tūingoa – Naming Words (Nouns) |

|ata |morning |ahiahi |afternoon |pō |night/darkness |

|kura |school |ingoa |name |rā |day/sun |

|whare |house |rākau |tree/stick |manu |bird/kite |

|waka |canoe/vehicle |maunga |mountain |iwi |people/nation |

|awa |river |kai |food |whārangi |page |

|hoa |friend |kaiako |teacher/learner |tauira |student/example |

| |

|Ngā Kupu Whakapapa – Relationship Words |

|tupuna/tipuna (singular), tūpuna/tīpuna (plural) |ancestor (any gender), two generations or more above |

|kui/kuia |grandmother/great aunt/elderly lady |female family member two generations above |

|koro/koroua |grandfather/great uncle/elderly man |male family member two generations above |

|whaea/mama |mother/aunt/female teacher/lady |female family member one generation above |

|matua/pāpā |father/uncle/male teacher/man |male family member one generation above |

|mātua/pakeke |parents (pakeke also means “adult”) |kaumātua |elder (man or woman) |

|whaea kēkē |aunt |matua kēkē |uncle |

|tuakana |older sibling (same sex) |teina |younger sibling (same sex) |

|tuahine |sister of a male |tungāne |brother of a female |

|mātaamua |eldest sibling |pōtiki |youngest sibling |

|waenganui |middle sibling |whaiāipo |lover, partner, fiancé |

|tāne |man/husband |wahine |woman/wife |

|hoa tāne |boyfriend |hoa wahine |girlfriend |

|hoa |friend |kare |close friend |

|tamaiti |child |tamariki |children |

|tama |boy/son |tamāhine/kōtiro |girl/daughter |

|mokopuna/moko |grandchild |hoa rangatira |spouse (leading friend) |

|Tūmahi – Working Words (Verbs) |

|haere |go/depart/travel |nau |come/go |kōrero |speak |

|pātai |question |whakarongo |listen |titiro |look |

|kite |see |tū |stand |noho |sit/stay |

|waiata |sing |karakia |chant |moe |sleep |

|Tūpou – Pillar Words (Pronouns) |

|au |I/me (the speaker) |koe |you (the listener) |ia |she/he, her/him (the other) |

| |kōrua |you two (two listeners) |rāua |they/them (two others) |

| |koutou |you (three or more listeners) |rātou |they/them (three or more others) |

|Pūtohu – Sign Words (Articles) |

|te |the (singular, describing one item) |ngā |the (plural, describing two or more items) |

| |

|Pūriro – Obtained Articles (Possessive Articles) |

|tōku |my (possessed by speaker) |tōu |your (possessed by listener) |tōna |her/his (possessed by other) |

Ngā Mihi The Greetings

22/10/2015

Tēnā koutou katoa,

Ko Mauao te maunga,

Ko Waitao te awa,

Ko Mataatua te waka,

Ko Ngāi Te Rangi, ko Ngā Pōtiki a Tamapahore me Ngāti Pāhehā i Ingarangi ngā iwi.

Ko Taiaho Hōri Ngātai te tipuna,

Ko Tahuwhakatiki te marae.

Ko Regan Stokes tōku ingoa, Ko Kupu tōku ingoa Māori;

E noho ana au i Ōtautahi.

I started learning te reo Māori in earnest in 2013. Previous to that I had learnt disparate parts of the language from a variety of sources, but I never seemed to retain very much because phrases were often presented in isolation; I learnt that ‘Kia ora’ meant ‘Hello’ but what I really wanted to know was what ‘Kia’ and ‘ora’ meant so that I could understand the relationship between words and be able to switch in other words to create new phrases. It wasn’t until I found the amazing book He Whakamārama by John Foster that my reo took off; his grammatical approach to teaching resonated with me and I therefore owe him a huge mihi for both inspiring my own learning and the format of this zine. I must also acknowledge and thank the incredible kaupapa of Te Ataarangi for inspiring the immersion aspect of this course which aims to encourage confidence in speaking and understanding the spoken language.

I believe that learning a language becomes a lot easier and more enjoyable when you find an approach that works for you, whether it is grammatical, oral, visual, kinaesthetic, rote learning, musical, or any other method that works. Ako Māori has a focus on immersion combined with grammar explanations, which I hope will benefit as many people as possible. However, if this approach does not work for you, do not give up; you will find a way that suits your preferred learning style if you continue to search. This zine has primarily been created to accompany the Ako Māori community nightclasses held in Ōtautahi Christchurch throughout 2014 and 2015, but I hope that this resource can stand as a learning tool to help teach te reo Māori to those who cannot attend physical classes as well.

My father is of a generation that was not encouraged to speak te reo Māori outside of the home. The Native Schools Act of 1867 ruled that English would be the only language used or heard in New Zealand’s schools, and Māori children were still being physically disciplined right up until the 1970s for speaking te reo Māori in the classroom or on the school field. Many people are surprised when they hear this, and further surprised to learn that it was only with the Māori Language Act of 1987 that Māori was declared an official language in the country that has housed it for upwards of 800 years. This tragic history only makes it all the more significant that you are sitting here reading this zine; every spoken word of te reo Māori is a triumph in itself, and a small step towards a positive bilingual and bicultural future for Aotearoa New Zealand as we being an increasingly multicultural society.

I would like to firstly thank you for taking an interest in learning te reo Māori, a language that has been pushed close to extinction but has survived through the continued efforts of our amazing tīpuna, to whom I cannot thank enough. I would also like to thank the many kaiako who have taught me over the years, not only reo but important lessons in tikanga Māori as well. Thank you to everyone who has attended the Ako Māori courses and in turn allowed me to test and improve my teaching and resources. Finally, ngā mihi nunui to my friends who have been a great support in my path of learning, in particular Joshua Toki and Damien Taylor who have been walking it with me, and of course my whānau who have encouraged and taught me, and my parents to whom I owe everything.

Ako tonu.

Ngā mihi whakamana ki a koutou katoa,

Regan Stokes

stokes.regan@

How this zine works

A zine (pronounced like magazine) is a self-published, low-budget publication that can be about anything, from music, art, poetry, politics, or in this case, education. Zines are an empowering medium for people to communicate their interests in a tangible form. In lieu of copyright, I rest my mana upon this resource and all works that carry the Ako Māori name. Free reproduction, distribution and use of this zine is allowed and encouraged for personal learning, providing I am acknowledged as the writer. Selling or profiting from this zine is strictly forbidden; if you would like to use or adapt this resource to teach other people, please contact me first at stokes.regan@

Ako Māori

Ako Māori is a series of night courses in Ōtautahi Christchurch which started in February 2014. All course resources are freely available at with the long term aim being to create a series of resources that can be used around Aotearoa, both as an aid in face-to-face teaching and for people teaching themselves Māori on their own or in small community groups.

Kaupapa Rapunga Whakaaro Ako - Learning Philosophy

Based on my own experience in learning Māori, I believe that the first priority in learning an oral language is to master pronunciation. Once pronunciation is relatively fluid, grammar can be focussed on, with a secondary emphasis on vocabulary acquisition. After a good handle on grammar has been established, vocabulary acquisition can become the priority, with grammar switching to a secondary focus. As a result, Ako Tuatahi focusses on improving confidence in pronouncing Māori correctly, whilst Ako Tuarua focusses more on grammar. When translating, I will always start with Māori, then provide a direct word for word translation, followed by a contextual translation in brackets if required. For example, Kia ora - Be well (Hello/Thanks)

Hōputu - Format

The main learning of this course comes in the form sections of learning known as rākau (trees), comprised of several hua (fruit/teachings). For example, there are two rākau for akoranga tahi (lesson 1), namely 1-1 (He Mihi) and 1-2 (He Poroaki). Each hua is given a unique number for easy identification. The numbering system works as such:

- The first number is the akoranga (lesson), for example Lesson 1

- The second number is the rākau (tree), for example He Mihi (Greetings)

- The third letter is the hua (fruit/teaching) which follows the format A-E-I-O-U-HA-HE-HI-HO-HU-KA….

- If there is a + in front of the number, then this is a hua whānui (extension teaching) which will not be taught during the nightclass but is included to allow anyone interested to read over at home. Hua whānui will also be shaded grey to emphasise their difference and can be skipped by anyone who wants to focus only on the main learning.

Therefore, 1-1A is the first hua of the first rākau in the first akoranga, whereas +1-2E is a hua whānui from the second rākau of the same lesson.

Sometimes there may be a bracketed number in front which symbolises a different Ako course from the one you are reading (for example, (2)1-1A is the first hua of the first rākau of the first akoranga of Ako Tuarua).

Ngā Pae - The Steps

Ngā Pae are used for in-class activities as well as home revision, and are at the end of the rākau in an akoranga. The idea is to test yourself by reading the English phrase (written with the literal translation and then contextual translation in brackets), and then translating this into Māori, checking the relevant hua if you are unsure (referenced to the right of the question, e.g. 1A is a reference to hua A in the 1-1 rākau). Whakautu (answers) are on the right column; after guessing an answer, check if it’s correct on the other side and if you did get it correct, tick the first of the three empty boxes to the right. After three ticks (testing yourself on different occasions) you hopefully will have memorised and retained the learning. Once you’re confident in translating English to Māori, try it in reverse, starting with the answers and checking ngā pae to see if you’re correct. Here is a rundown of the three pae:

- Te Pae Tuatahi (The first step): The most basic, useful and common phrases from the akoranga.

- Te Pae Tuarua (The second step): This step adds extra phrases that reinforce the grammatical rules.

- Te Pae Tuatoru (The third step): This step adds phrases that are less common and slightly more difficult.

Whakahuatanga - Pronunciation

Pronunciation in te reo Māori is significantly easier than in te reo Ingarihi (English) because the vowels always retain the same sound regardless of the word. It is important to focus on correct pronunciation as your first goal when learning Māori.

- There are five vowels in Māori: A, E, I, O, U

A is pronounced like the ‘a’ in ‘about’

E is pronounced like the ‘e’ in ‘vet’

I is pronounced like the ‘ea’ in ‘eat’

O is pronounced like the ‘a’ in ‘walk’

U is pronounced like the ‘o’ in ‘to’

- There are short vowels (A, E, I, O, U) as well as long vowels (Ā, Ē, Ī, Ō, Ū) which have macrons - a macron is equivalent to doubling the vowel, so the word Māori could also be spelt Maaori (though macrons are much more common). See for instructions on how to enable macrons on your computer keyboard.

- There are ten consonants in Māori: H, K, M, N, P, R, T, W, NG, WH

- NG is pronounced like the ‘ng’ in ‘singing’; to say ‘ngā’, the tongue stays at the bottom of the mouth with the tip touching the back of the lower teeth. To say ‘nā’, the tip of the tongue touches the roof of the mouth behind the upper teeth before lowering. Say “singing” and “sinning” to notice the difference in sounds.

- WH is pronounced like a soft ‘f’.

- R is pronounced as a rolling R, almost sounding like an L. There is no lip movement when saying the Māori R; the sound comes from the tongue starting at the top of the mouth and moving down.

- T is pronounced softly, with the tongue behind the upper teeth and no lip movement.

- Each Māori word is made up of one or more syllables, with a syllable being either a vowel by itself or a consonant followed by a vowel. Māori words always end on a vowel. For example: Wha/ka/ta/ne, Ō/ta/u/ta/hi, Ngā/ru/a/wā/hi/a.

- A diphthong consists of two syllables put together, resulting in two different vowels next to each other (for example, ‘rua’, ‘mārie’). These become much easier to pronounce if you split up the syllables and then run them together as you become more confident with the pronunciation of each syllable (for example, ‘rua’ = ru…..a, ru…a, rua.)

- See for a great pronunciation resource created by the University of Otago which has audio clips of all vowels, consonants and diphthongs spoken by fluent speakers

Mita (Language Variations)

In general, all fluent speakers of te reo Māori can understand each other regardless of their different mita (variations in language). In spite of this it is still important to note the different dialects of the language so that you understand why some kupu (words) in karakia, waiata and pānui (writings) from different areas can look slightly different.

- Some speakers in Te Tai Tokerau (Northland, above Auckland) will drop the W from WH; whakarongo becomes hakarongo.

- Some Tūhoe speakers drop the G from NG; whakarongo becomes whakarono.

- Some speakers in Te Tai Hauāuru (West Coast, Taranaki) will drop the H from WH; whakarongo becomes wakarongo.

- Some speakers in the South Island (Te Tai Tonga/Te Waipounamu) will replace NG with K; whakarongo becomes whakaroko (hence Aoraki being the Kāi Tahu name for Aorangi/Mount Cook).

- Other areas do not use the above variations which is the style of language taught in this course; whakarongo remains whakarongo.

He kīanga whaihua mō te whakaako - Useful phrases for teaching

In providing this resource it needs to be emphasised that it is very easy to fall into the trap of tokenism, which students can identify easily and actually diminishes the mana (spiritual power) of the language, so I encourage all kaiako (teachers/learners) to view this resource as a starting point for learning Māori as it is only genuine language use which will have positive effects in the classroom.  Also ensure you use phrases from all of the sections so students don’t simply associate Māori with being ordered around. Kia kaha, kia toa – be strong, be brave!

|He Mihi Greetings |He Pōwaiwai Farewells |

|Kia ora – Be well (Hello/Thanks) |Ka kite – Will see (See you) |

|Mōrena – Morning |Ka kite wawe – Will see soon |

|Ata mārie – Morning peaceful (Peaceful morning) |Ka kite anō – Will see again |

|Ahiahi mārie – Afternoon peaceful |Mā te wā – In the future the time (See you later) |

|Pō mārie – Evening peaceful |Haere rā – Go over there (Goodbye to someone leaving) |

|Tēnā koe – That you (Greetings to one person) |E noho rā – Stay over there (Goodbye to someone staying) |

|Tēnā kōrua – That you two (Greetings to two people) |Hei konei – In the future, here (See you here where I am) |

|Tēnā koutou – That you all (Greetings to three or more people) |Hei konā – In the future, there where you are (See you there where you are) |

| |Hei korā – In the future, over there (See you over there) |

|He Whakahau Commands |He Pātai Questions |

|Whakarongo mai/Kōrero mai – Listen/Speak to me |Kei te mārama koutou? – (Do you understand?) |

|Titiro mai – Look at me |Kei te pai tēnei? – At the goodness this? (Is this good?) |

|Pātai mai – Question me |He pātai tāku – A question my (I have a question) |

|Kia tere – Be fast (Hurry up) |He aha te kupu Māori mō ____ ? – What (is) the Māori word for ____? |

|Whano – Proceed (Start) |He aha te kupu Ingarihi mō ___? – What (is) the English word for ____? |

|Karawhiua – Go for it (Start) |He aha te tikanga o te kupu __ ? – What (is) the meaning of the word ____? |

|Kāti – Stop | |

|Taihoa – Wait | |

|E tū – Stand [Me tū – Should stand] | |

|E noho – Sit [Me noho - Should sit] | |

|Haere tonu – Go on (Keep going) | |

|Anō – Again | |

|He Whakanui Praise |He Whakahoki Responses |

|Ka pai – Good |Āe – Yes |

|Tino pai – Very good |Kāo – No |

|Tino pai tāu mahi – Very good your work (Your work is very good) |Aua – I don’t know |

|Tau kē! – Awesome! |Tērā pea – That perhaps (Maybe) |

|Kei te tika tēnā – At the correctness, that by you (That is correct) |Āna – Agreed |

|Kei a koe te tika – At you, the correctness (You’re right) |Tautoko – Support |

| |Kei a koe te tikanga – At you, the meaning (The decision is yours) |

| |He ___ te kupu Māori mō .... - ___ is the Māori word for …. |

|Ngā rā o te wiki |Ngā marama o te tau |Writing the day of the week / Numbers |

|Rāhina – Monday |The Māori calendar starts with matariki in June |Ko te Rāhina tēnei rā, te 8 o Hui-tanguru. |

|Rātū – Tuesday |Pipiri - June |This day is Monday, the 8th of February. |

|Rāapa – Wednesday |Hōngongoi – July | |

|Rāpare – Thursday |Here-turi-kōkā – August |If you wish you can replace the number with the māori |

|Rāmere – Friday |Mahuru – September |number: |

|Rāhoroi – Saturday |Whiringa-ā-nuku – October |tahi – 1 iwa - 9 |

|Rātapu - Sunday |Whiringa-ā-rangi – November |rua – 2 tekau - 10 |

| |Hakihea – December |toru – 3 tekau mā tahi - 11 |

| |Kohi-tātea – January |whā – 4 tekau mā rua -12 |

| |Hui-tanguru – February |rima – 5 rua tekau - 20 |

| |Poutū-te-rangi – March |ono – 6 rua tekau mā whā - 24 |

| |Paenga-whāwhā – April |whitu – 7 toru tekau - 30 |

| |Haratua - May |waru – 8 toru tekau mā tahi – 31 |

Akoranga Tahi – Lesson 1 – Kia ora, Ka kite

|Ngā hua o te akoranga nei |Whāinga Kāinga |

|The fruits of this lesson (Lesson outcomes) |Home pursuits |

|- Clarify and develop confidence in Māori pronunciation |- Greet and farewell others using te reo Māori |

|- Greet and farewell others using both formal and casual phrases |- Read aloud any Māori words you see |

|Whakataukī o te wiki: He waka eke noa – A canoe which we are all in without exception |

|Kīwaha o te wiki: Patua te whakamā – Vanquish the fear |

|Kīanga o te wiki: [e] hoa – friend, mate e.g. Tēnā koe e hoa! (The ‘e’ is a term of address used when talking directly) |

Whakaharatau Whakahuatanga Tahi - Pronunciation Practice 1 - Ahaka Ma

(A HA KA MA) NA PA RA TA WA NGA WHA

(E HE KE ME) NE PE RE TE WE NGE WHE

(I HI KI MI) NI PI RI TI WI NGI WHI

(O HO KO MO) NO PO RO TO WO NGO WHO

A E I O U

(U HU KU MU) NU PU RU TU WU NGU WHU

Whakaharatau Whakahuatanga Rua - Pronunciation Practice 2 - Waitaha

Fold this page in half vertically, and with a hoa (friend), decide on one person to use the left side and one person to use the right. Starting from the top, slowly read your first word (e.g. Papanui) to your hoa and let them write out the word above their first word (Hei Hei). Once they are finished, they will spell out your word to make sure it is correct before you switch roles and they read their first word (Hei Hei) to you to spell. If you are experienced with Māori, use some of the following phrases:

|Mō te kaituhi (for the writer) |Mō te kaikōrero (for the speaker) |

|He aha te kupu? - What (is) the word? |He ________ te kupu. - The word is ________ . |

|Kōrero mai anō? - Speak to me again (Say it again?) |Āe - Yes |

|Anō? - Again? |Kāo - No |

|He tika tēnei? - Correct, this? (Is this correct?) |He tika tēnā. - Correct that. (That is correct) |

|Wāhi |

|(Places) |

|E: Tēnā |

|Tēnā translates directly to “That (by you)”. Combining this with a personal pronoun creates a formal greeting. |

| |

|Tēnā koe - That [is] you (Formal greetings to one person, also used as thanks or an acknowledgement) |

|Tēnā kōrua - That [is] you (Formal greeting/acknowledgement to two people) |

|Tēnā koutou - That [is] you (Formal greeting/acknowledgement to three or more people) |

|I: Mārie |

|Mārie is a tūāhua/adjective that translates to “peaceful”: |

| |

|Ata mārie - Morning peaceful (Peaceful morning - formal greeting) |

|Ahiahi mārie - Afternoon peaceful (Peaceful afternoon - formal greeting) |

|Pō mārie - Night peaceful (Peaceful night - formal greeting, used more often as a farewell) |

|+I: Nouns and adjectives |

|In Māori, the noun always comes before the adjective. In English you would say “the big bird” whereas in Māori you say “te manu nui” (the bird big). |

| |

|te rākau roa - the tree tall/long (the tall/long tree) |

|te tamaiti tere - the child fast (the fast child) |

|te pepa mā - the paper white (the white paper) |

|O: Mai/Atu |

|Mai and atu are both useful adverbs that give further meaning to verbs (doing words such as run and sit). Haere is a verb that translates to “go”. |

| |

|Haere mai - Go [towards the speaker] (Formal welcome - for addressing manuhiri/guests) |

|Nau mai - Come/go [towards the speaker] (Another formal welcome) |

|Haere atu - Go [away from the speaker] (Leave me alone - useful for shooing away naeroa/mosquitos) |

|Kōrero mai - Speak towards me (Talk to me) |

|Pātai atu - Question [away from me] (Ask someone else) |

|Whakarongo mai - Listen [to me] |

|Titiro atu - Look [over there] |

|U: Other Greetings |

|Mōrena - Morning (Casual greeting – a transliteration of the English greeting “morning”) |

|Ngā mihi nui ki a koe/kōrua/koutou - The greetings large to you |

|(Many large greetings to you - a useful phrase to greet others in a formal oratory setting. “Ngā mihi” is often used |

|to sign off emails as a farewell) |

1-2 He Pōwaiwai - Farewells

|A: Ka kite |

|Ka kite translates directly to “Will see” - Ka indicates future tense and kite is a verb translating to “see” (Ka kite translates contextually to the informal|

|“see you”). As with all verbs, like those in 111.4, an adverb can be added to give further meaning. |

| |

|Ka kite anō - Will see again (See you again) |

|Ka kite āpōpō - Will see tomorrow (See you tomorrow) |

|+A: Verb sentence structure |

|The following examples show the basic structure of a verb sentence; tense marker (ka - future), followed by a verb (kite - see) and then the subject (au - |

|I/me). |

| |

|Ka kite au - Will see I (I will see) |

|Ka kōrero au - Will speak I (I will speak) |

|Ka haere koe - Will go you (You will go) |

|Ka tū kōrua - Will stand you two (You two will stand) |

|Ka haere mai koutou - Will go [to me] you (You will come to me) |

|E: Hei |

|Hei translates to “At (in the future)”. |

| |

|Hei konei - At [this place] here (See you in the future where I am now / See you here) |

|Hei konā - At [that place] there by you (See you in the future where you are now / See you there) |

|Hei korā - At [that place] over there, away from both of us (See you in the future there / See you over there) |

|Hei te kura - At the school (See you at school) |

|Hei āpōpō - At tomorrow (See you tomorrow) |

|Hei Oamaru au - At Oamaru I (I will be in Oamaru) |

|+E: Locative sentences |

|The starters “I”, “Kei” and “Hei” all form the basis of locative sentences - saying where something is. |

| |

|I Ōtautahi au - At [past] Christchurch I (I was in Christchurch) |

|Kei Ōtautahi au - At [present] Christchurch I (I am in Christchurch) |

|Hei Ōtautahi au - At [future] Christchurch I (I will be in Christchurch) |

| |

|Kei te rākau au - At [present] the tree I (I am at the tree) |

|Kei te rākau te manu - At [present] the tree the bird (The bird is at the tree) |

|Kei te rākau roa te manu mā - At [present] the tree tall the bird white (The white bird is at the tall tree) |

| |

|I hea koe? - At [past] where you? (Where were you?) |

|I te rākau roa au - At [past] the tree tall I (I was at the tall tree) |

|He aha koe? - A what you? (What are you?) |

|He manu mā au. - A bird white I (I am a white bird) |

|I: Rā |

|Rā can translate to many words, including “sun” and “day”, however in this context it means “over there” |

| |

|Haere rā - Go over there (Go well - Formal farewell said to the people leaving) |

|E noho rā - Stay over there (Stay well - Formal farewell said to the people staying) |

Papa Tuhituhi mō te Akoranga Tahi – Notes for Lesson 1

Ngā Pae mō te Akoranga Tahi – Revision for Lesson 1

|PAE TAHI / akoranga tahi | |PAE TAHI / akoranga tahi |

|1 |Be well |1A |

| |(Hello/Tha| |

| |nks) | |

|PAE RUA / akoranga tahi | |PAE RUA / akoranga tahi |

|7 |That you |1E |

| |(Greetings| |

| |to two) | |

|PAE TORU / akoranga tahi | |PAE TORU / akoranga tahi |

|13 |Be strong |

|- Ask “What is your name?” and “Where are you from?” |- Use “What is your name ?” and “Where are you from?” in everyday |

|- Learn basic tūpou/pronouns (au, koe, ia) |conversation |

|and tūtohu mau/possessive articles (tōku, tōu, tōna) |- Read aloud any Māori words you see |

|Whakataukī o te wiki: Aroha ki te tangata, ahakoa ko wai te tangata. Love the person, regardless of who they are. |

|Kīwaha o te wiki: Āe – Yes Kāo - No |

2-1 Nō hea? From where?

|A: Nō hea koe? - Where are you from? |

|This is an important question in te ao Māori (the Māori world) as it asks where you are from. While the pātai (question) can be interpreted as asking where |

|someone is from or where they belong, it is generally easiest to see it as asking where you were born or raised (if you were born in one place but then raised|

|somewhere else, it is up to you what place you answer with). As with most questions in Māori, simply answer by replacing the question word with the answer. |

|Sometimes the dialectual variation “Nō whea” is heard which has the same meaning as “Nō hea”. |

| |

|Nō hea koe? – From where you? (Where are you from?) |

|Nō Whakatū au. – From Nelson I (I am from Nelson.) |

| |

|Sometimes people will answer with their iwi when asked where they are from, for example Nō Ngāti Ranginui au. |

|E: Tūpou Takitahi – One-person pronouns |

|Tūpou/pronouns are words such as I, you and us which can be used instead of a noun. The Māori pronoun system is extremely logical and important as its basic |

|triangle structure runs throughout many word groups in te reo Māori. |

| |

|au (sometimes seen as ahau) – I/me (first person - the speaker) |

|koe – you (second person – the listener) |

|ia – he/she, him/her (third person – the outsider/someone not being directly spoken to) |

| |

|See above (121.1) for an example of how koe and au interchange in questions just like in English. ia stays the same: |

| |

|Nō hea ia? – From where she/he (Where is she/he from?) |

|Nō Ōtepoti ia. – From Dunedin she/he (She/he is from Dunedin) |

|+E: Kei hea? At where? |

|Whilst “Nō” means “from”, as in a fixed place where you originate from, the word “Kei” means “at” in the present tense, meaning the place where are are |

|currently located in a temporary sense. “Nō” and “Kei” sentences have a very similar structure: |

| |

|Nō hea koe? Nō Tāmaki-makau-rau au. – From where you? From Auckland I. |

|Kei hea koe? – At where you? |

|Kei Ōtautahi au. – At Christchurch I. |

|Kei hea kōrua? – At where you two? |

|Kei Oamaru māua. – At Oamaru us two (meaning the speaker and another person, but not the listener) |

|Kei hea te pene? – At where the pen? |

|Kei te kura te pene. – At the school the pen. |

|Mahi Tuhituhi Tahi – Writing Exercise 1 - Translate these sentences into Māori/English: |

|Nō Tekapō au. | |

| |Where are you from? |

|Nō hea ia? | |

| |She is from Christchurch. |

2-2 Ko wai? Who?

|A: Pūriro - Possessive Articles 1 |

|You have already learnt the tūpou used when talking about a single person (au, koe, ia); here are the one-person possessive articles (tūtohu mau) that each |

|link with a particular tūpou: |

| |

|tōku – my (first person; possessed by au/me) |

|tōu – your (second person; possessed by koe/you) |

|tōna – her/his (third person; possessed by ia/her or him) |

| |

|While you can use a tūpou on its own, a tūtohu mau is usually followed by a noun (e.g. tōku ingoa – my name) |

|E: Ko wai tōu ingoa? - What is your name? |

|In te ao Māori, it is considered rude to say to someone “Ko wai koe?” (Who are you?). It is much more polite to ask “Ko wai tōu ingoa?” (Who is your name?). |

|Ko sentences are used to make statements. The word “Ko” has no specific translation but has the effect of emphasising the following word as the most important|

|part of the sentence. |

| |

|Ko wai tōu ingoa? - Who your name? (What is your name?) |

|Ko Werohia tōku ingoa. – Werohia my name. (Werohia is my name) |

|Ko wai tōna ingoa? – Who his/her name? (What is his/her name?) |

|Ko Hera tōna ingoa. – Hera her name. (Hera is her name) |

|+E Ko wai tōu whaea? |

|Replace “ingoa” with a family word such as “whaea” (mother) or “matua” (father) to ask about whānau. See He Puna Reo on page 3 for more kupu whānau (family |

|words). |

| |

|Ko wai tōu whaea? Ko Hera tōku whaea. |

|Ko wai tōna matua? Ko Wiri tōna matua. |

|Mahi Tuhituhi Rua – Writing Exercise 2 - Translate these sentences into Māori/English: |

|Ko Ira tōku ingoa. | |

| |What is your name? |

|Ko wai tōna ingoa? | |

| |His name is Edwin Hubble. |

Papa Tuhituhi mō te Akoranga Rua – Notes for Lesson 2

Ngā Pae mō te Akoranga Rua – Revision for Lesson 2

|PAE TAHI / akoranga rua | |PAE TAHI / akoranga rua |

|1 |From where |1A |

| |you? | |

| |(Where are | |

| |you from?) | |

|PAE RUA / akoranga rua | |PAE RUA / akoranga rua |

|7 |From Oamaru |1A |

| |you. | |

| |(You are | |

| |from | |

| |Oamaru.) | |

|PAE TORU / akoranga rua | |PAE TORU / akoranga rua |

|13 |(Are you from Tauranga?) |

|- Learn how to prepare a mihi |- Research, write and practise your mihi |

|- Explore Ko sentences in more depth | |

|Whakataukī o te wiki: E kore e heke he kākano rangatira. Our ancestors will never die for they live on in each of us. |

|Kīwaha o te wiki: Aua – I don’t know |

What is a mihi?

Mihi (greeting) is an extremely important part of Māori culture. Before speaking in a formal setting (such as a marae), it is expected that you announce who you are and where you come from with a mihi. Through a mihi, others make connections to your pepeha (iwi affiliations to particular natural landmarks) and your whakapapa/genealogy. Much respect and mana is given to those who know their whakapapa extensively. Fitting whakataukī (proverbs) are often used in mihi; in traditional times it was considered bad practice to use a whakataukī that had already been used by a previous speaker, so orators were required to have an extensive knowledge of many whakataukī. A mihi has a strong spiritual significance as you are embodying your tūpuna (ancestors), who join and tautoko (support) your kōrero in spirit.

Mihi Structure

|Greeting |Tēnā koutou/Ahiahi mārie/etc |That is you / Afternoon peaceful |

|Pepeha (use |(Ko ____________________ te maunga) |_______________________is the mountain (I affiliate to) |

|non-māori pepeha |(Ko _______________________ te awa) |_______________________ is the river (I affiliate to) |

|here if needed) |(Ko _______________________ te waka) |_____is the vessel (that brought my ancestors to Aotearoa) |

| |Ko ________________________te iwi |_______________________ are the people (I affiliate to) |

|Whakapapa |I te taha o tōku matua |On the side of my father |

| |Ko ______________________ tōku koro |_____ is my grandfather (use first and last names if you can) |

| |Ko ______________________tōku kuia |____ is my grandmother (use either maiden/married name) |

| |I te taha o tōku whaea |On the side of my mother |

| |Ko ______________________ tōku koro |_____________________ is my grandfather |

| |Ko ______________________ tōku kuia |_____________________ is my grandmother |

| |Ko ____________________ tōku matua |__________________________ is my father |

| |Nō __________________________ ia |He is from _________________ |

| |Ko ____________________ tōku whaea |__________________________ is my mother |

| |Nō __________________________ia |She is from ________________ |

| |(Ko ______________tōku hoa rangatira) |__________________________ is my spouse |

| |(Ko __________________tāku tamaiti) |__________________________ is my child |

| |(Ko ________________ tāku mokopuna) |__________________________ is my grandchild |

| |Ko _____________________ tōku ingoa |__________________________is my name |

| |Nō _________________________au |I am from _________ (The place you were born/grew up in) |

| |(Kei __________________ tōku ngākau) |My heart is in ____________ (The place you now call home) |

| |(He kaiako au ki ________) |I am a (teacher) at ____________ |

|(Whakataukī) |(Whakataukī) |Insert māori proverb here (optional) |

|Final greetings |Nō reira, |Therefore, |

| |Tēnā koutou, |Greetings to the living, |

| |Tēnā koutou, |Greetings to the deceased, |

| |Tēnā koutou katoa. |Greetings to all. |

One thing to note with your pepeha is that if you start with a line like “Ko Aoraki te maunga”, by naming a Māori mountain/river/waka etc, some people will assume that you are Māori. It is up to you to decide what pepeha structure you use; below is an alternative pepeha structure for non-Māori given by a member of Ngāi Tahu that acknowledges ancestral landmarks without any potential confusion:

|Put these lines into your |Kei te mihi au ki a Aoraki |I greet Aoraki (Mount Cook) |Substitute Aoraki/Waimakariri/Ngāti |

|pepeha sections if you wish | | |Pākehā for another mountain/river/people|

|(instead of Ko ___te | | |if you wish |

|maunga/awa) | | | |

| |Kei te mihi au ki a Waimakariri |I greet the Waimakariri river | |

| |Ko Ngāti Pākehā te iwi |Ngāti Pākehā are the people | |

| |or alternatively: | | |

| |Ko Aotearoa/Ingarangi te iwi |NZers/English are the people | |

According to the kaiako (teacher) of a friend, if you have a connection to this land, to the people of Aotearoa and our shared history, then you can proudly claim to be Ngāti Pākehā.

Mahi Tuhituhi Toru – Writing Exercise 3 – Write your own mihi here:

3-0 Wetereo Mihi – Mihi Grammar

|A: Pūmau + Tūāhua – Definite Articles + Adjectives |

|In Māori, in almost every case the tūingoa/noun (e.g. whare - house) stays the same regardless of whether you are talking about one house (kotahi/singular) or|

|many houses (tini/plural). Whilst in English we will add an S to create a plural, in Māori we instead change the article that comes before the noun. The |

|article “te” translates to “the (singular)”, whilst the article “ngā” translates to “the (plural)”. “te” and “ngā” are considered to be definite articles |

|because they are specific about the noun; it is a lot more specific to say “the house” or “the houses” than “a house” or “some houses”. |

| |

|te whare - the house te rākau - the tree |

|ngā whare - the houses ngā rākau - the trees |

| |

|In Māori, the tūāhua/adjective (describing word) comes after the tūingoa/noun (naming word): |

| |

|te waka roa - the canoe long (the long canoe) |

|ngā manu tere - the birds fast (the fast birds) |

|E: Ko sentences using te |

|The sentence starter “Ko” is used extensively within a mihi. “Ko” has no direct translation but instead emphasises the word that comes after it. Because of |

|this, the sentence can be read from left to right in a similar way to a regular English sentence. The information that is most important goes straight after |

|the first “ko”, but can be switched to change emphasis. An example of this is the Whanganui saying “Ko au te awa; ko te awa ko au” (I am the river; the river |

|is me.) See below for other examples. |

| |

|Ko Hikurangi te maunga. - Hikurangi the mountain (Hikurangi is the mountain.) |

|Ko te maunga ko Hikurangi. - The mountain Hikurangi (The mountain is Hikurangi.) |

|Ko Te Heuheu te rangatira. – Te Heuheu the leader (Te Heuheu is the leader.) |

|Ko te rangatira ko Te Heuheu. - The canoe Takitimu (The leader is Te Heuheu.) |

|I: Ko sentences using ngā |

|The structure is slightly different if you have more than one item per line (for example, if you want to mihi two waka or two iwi): |

| |

|Ko Mataatua me Te Arawa ngā waka - Mataatua and Arawa the canoes (Mataatua and Te Arawa are the canoes) |

|Ko Ngāi Tahu ko Ngāti Mamoe me Waitaha ngā iwi (Ngāi Tahu, Ngāti Mamoe and Waitaha are the tribes) |

|O: Ko sentences using tōku |

|When reciting your whakapapa, you list family members and therefore use the article “my” rather than “the”: |

| |

|Ko Jane Till tōku whaea - Jane Till my mother (Jane Till is my mother) |

|Ko Weeti Tepa tōku koro - Weeti Tepa my grandfather (Weeti Tepa is my grandfather) |

|U: Ko sentences using ōku |

|When talking about more than one person, all of the possessive articles drop their first letter (for example, tōku becomes ōku). The pronouns rāua (for two |

|people) and rātou (for three or more people) also come in: |

| |

|Ko Andrew tōku tuakana - Andrew my older same sex sibling (Andrew is my older brother) |

|Ko Andrew rāua ko Tom ōku tuākana - (Andrew and Tom are my older brothers) |

|Ko Andrew rātou ko Tom ko Bill ōku tuākana (Andrew, Tom and Bill are my older brothers) |

|HA: Saying where people are from |

|Often you may want to say where people in your whānau are from. Use “ia” as a pronoun for this: |

| |

|Ko Herena Omana tōku whaea. (Herena Omana is my mother). Nō Whakatāne ia. (She is from Whakatāne) |

|HE: A and O categories |

|Respect and mana is built into te reo Māori. When referring to people in your own generation or above, use the ‘o’ category (tōku) to show that these people |

|have responsibility over you; when referring to people in the generations below you (such as children or grandchildren), use the ‘a’ category (tāku) to show |

|that you have responisbility over them. Here is part of a mihi that demonstrates this: |

| |

|Ko Andrea Wolf tōku hoa rangatira (Andrea Wolf is my spouse) |

|Ko Paul Wright tōku ingoa. (Paul Wright is my name.) |

|Ko Tira Wheno rāua ko Mere Tipana ōku matua. (Tira Wheno and Mere Tipana are my parents.) |

|Ko Meta Miere tōku teina. (Meta Miere is my younger same sex sibling.) |

|Ko Tim rāua ko Aroha āku tamariki. (Tim and Aroha are my children) |

|Mahi Tuhituhi Whā – Writing Exercise 4 - Whakamāoritia/whakaingarihitia ēnei rerenga: |

|Ko Waikato te awa. | |

| |Waimihia is the waka. |

|Ko te maunga ko Aoraki. | |

| |Aoraki is the mountain. |

|Mahi Tuhituhi Rima – Writing Exercise 5 – Read the mihi below and then answer the questions to the right: |

|Kia ora koutou. |Translate the pepeha (maunga/awa/waka/iwi) into English below: |

|Ko Mauao te maunga, |A) _____________________________________________________ |

|Ko Waitao te awa, |E) _____________________________________________________ |

|Ko Mataatua te waka, |I) ______________________________________________________ |

|Ko Ngāi Te Rangi te iwi. |O) _____________________________________________________ |

| | |

|I te taha o tōku matua, |Ko wai tōna kuia? Who is her grandmother? ___________________ |

|Ko Iramotu tōku koro, | |

|Nō Waikato ia. |Nō hea tōna koro? Where is her grandfather from? ________________ |

|Ko Ari Te Tono tōku kuia, | |

|Nō Tauranga ia. |Ko tēhea te taha o tōna whānau? Which side of her family is this? ________ |

|I te taha o tōku whaea, | |

|Ko Remihana tōku koro, |Ko wai tōna koro? Who is her grandfather? ____________________ |

|Nō Tauranga ia. | |

|Ko Emma Barns tōku kuia |Nō hea tōna kuia? Where is her grandmother from? _______________ |

|Nō Ingarangi ia. | |

| |He aha te kupu ingarihi mō Ingarangi? What is the English word for Ingarangi? _______________ |

|Ko Rangi Te Tohu tōku matua, | |

|Nō Papamoa ia. |Ko wai tōna whaea? _______________ |

|Ko Teira Te Tohu tōku whaea, | |

|Nō Maungatapu ia. |Nō hea tōna matua? _____________ |

| | |

|Ko Rewi tōku hoa rangatira, |Ko wai tōna ingoa? _______________ |

|Ko Ari tāku tamaiti. | |

| |Nō hea ia? _______________ |

|Ko Tani Te Tohu tōku ingoa, | |

|Nō Timaru au. |He aha te tikanga o te whakataukī nei? What is the meaning of this proverb? |

| |_____________________________________________________ |

|He waka eke noa. | |

| |Ko wai tāna tamaiti? ________________________________ |

|Nō reira, | |

|Tēnā koutou, |He aha te tikanga o te kupu “katoa”? ________________ |

|Tēnā koutou, | |

|Tēnā koutou katoa. | |

Ngā Pae mō te Akoranga Toru – Revision for Lesson 3

|PAE TAHI / akoranga toru | |PAE TAHI / akoranga toru |

|1 |the |A |

| |tree | |

|PAE RUA / akoranga toru | |PAE RUA / akoranga toru |

|1 |Tainu|I |

| |i and| |

| |Mataa| |

| |tua | |

| |the | |

| |canoe| |

| |s. | |

| |(Tain| |

| |ui | |

| |and | |

| |Mataa| |

| |tua | |

| |are | |

| |the | |

| |canoe| |

| |s.) | |

|PAE TORU / akoranga toru | |PAE TORU / akoranga toru |

|1 |Iriata her/his grandmother. |

| |(Iriata is her/his grandmother.) |

|- Recite your mihi in a small group |- Practise your mihi until you know it off by heart |

|- Revise the previous three akoranga | |

|Whakataukī o te wiki: Mauri tū, mauri ora; mauri noho, mauri mate. To stand is to live; to sit is to die. |

|Kīwaha o te wiki: Tau kē! – Awesome! |

Whakaari Tahi – Play 1 – Read once in a pair whilst hiding the translations, then again with translations.

|Kaikōrero |Kōrero |Direct + Contextual Translation |

|Maka |Kia ora! |Be well! |

| | |Hello! |

|Ngāhuia |Ahiahi mārie! Kei te pēhea koe? |Afternoon peaceful! At the how you? |

| | |Good afternoon! How are you? |

|Maka |Kei te ora au! Me koe? |At the wellness I! And you? |

| | |I am well! You? |

|Ngāhuia |Kei te pai. Ko wai tōu ingoa? |At the goodness. [Ko] who your name? |

| | |Good. What is your name? |

|Maka |Ko Maka tōku ingoa. Ko wai tōu ingoa? |[Ko] Maka my name. [Ko] who your name? |

| | |Maka is my name. What is your name? |

|Ngāhuia |Ko Ngāhuia au. Nō hea koe? |[Ko] Ngāhuia I. From where you? |

| | |I am Ngāhuia. Where are you from? |

|Maka |Nō Ōtepoti au. Nō hea? |From Dunedin I. From where? |

| | |I am from Dunedin. You? |

|Ngāhuia |Nō Taupo au, engari kei te noho au ki Ōtautahi. |From Taupo I, but at the living I in Christchurch. |

| | |I am from Taupo, but I am living in Christchurch. |

|Maka |Tau kē! Ko wai tōu ingoa whānau? |Awesome! [Ko] who your name family? |

| | |Awesome! What is your last name? |

|Ngāhuia |Ko Roberts tōku ingoa whānau. |[Ko] Roberts my name family. |

| | |Roberts is my last name. |

|Maka |E kī, e kī! Kei te mōhio pea au ki tōu whaea. Ko |You don’t say! At the knowing perhaps I your mother. [Ko] who the name of your mother? |

| |wai te ingoa o tōu whaea? |You don’t say! I might know your mother. What is your mother’s name? |

|Ngāhuia |Ko Nicola Roberts tōku whaea. |[Ko] Nicola Roberts my mother. |

| | |Nicola Roberts is my mother. |

|Maka |Āna! I mahi au ki a ia. |Agreed! [Past tense] worked I with her. |

| | |Oh yes! I worked with her. |

|Ngāhuia |Tautoko! He iti te ao. Ko wai tōu matua? |Support! A small the world. [Ko] who your father? |

| | |Support! The world is small. Who is your father? |

|Maka |Ko Leonard Ingles tōku matua. |[Ko] Leonard Ingles my father. |

| | |Leonard Ingles is my father. |

|Ngāhuia |Kei te mōhio au ki a ia! He kaiako ia? |At the knowing I him! A teacher he? |

| | |I know him! Is he a teacher? |

|Maka |Āe, he kaiako ia ki Ōtepoti. |Yes, a teacher he in Dunedin. |

| | |Yes, he is a teacher in Dunedin. |

|Ngāhuia |He tino iti te ao. |A very small the world. |

| | |The world is very small. |

|Maka |Āna. Me haere au ki tōku kāinga. |Agreed. Should go I to my home. |

| | |Agreed. I should go home. |

|Ngāhuia |Tāua, tāua! Ka haere au ki tōku kāinga. |Us, us! Will go I to my home. |

| | |You and me both! I will go to my home as well. |

|Kīwaha |Contextual Meaning |Kīwaha |Contextual Meaning |

|Tau kē! |Awesome! |Āna |Agreement with speaker |

| | | | |

|E kī, e kī! |You don’t say! Often used sarcastically. |Tāua, tāua |We are the same/you and me both. Tāua is the tūiwi meaning “we/us - you|

| | | |and I”. It is equivalent to au + koe. |

|Tautoko! |Support! | | |

| | | | |

Mahi Tuhituhi Ono – Writing Exercise 6 - Whakamāoritia/whakaingarihitia ēnei kupu:

|Tūāhua – Shaping Words (Adjectives) |

|pai | |nui | |tere | |

| |well/healthy/fit/healed | |cautious/careful | |slow |

|Tūingoa – Naming Words (Nouns) |

|ata | |ahiahi | |pō | |

| |school | |name | |day/sun |

|tupuna/tipuna (singular), tūpuna/tīpuna (plural) | |

| |grandmother/great aunt/elderly lady |female family member two generations above |

|koro/koroua | | |

| |mother/aunt/female teacher/lady |female family member one generation above |

|matua/pāpā | | |

| |man/husband | |woman/wife |

|hoa | |kare | |

| |child | |children |

|Tūmahi – Working Words (Verbs) |

|pātai | |whakarongo | |titiro | |

| |see | |stand | |sit/stay |

|Tūpou – Pillar Words (Pronouns) |

| |I/me (the speaker) | |you (the listener) | |she/he, her/him (the others) |

| |kōrua | |rāua | |

| |koutou | |rātou | |

|Pūtohu – Sign Words (Articles) |

| |the (singular, describing one item) | |the (plural, describing two or more items) |

| |my (possessed by speaker) | |your (possessed by listener) | |her/his (possessed by other) |

|Mahi Tuhituhi Whitu – Writing Exercise 7 - Whakamāoritia/whakaingarihitia ēnei rerenga: |

|1 |Kōrero mai | |

|2 | |Go away from me |

|3 |Tēnā koe | |

|4 | |Greetings to three or more people |

|5 |Pō mārie | |

|6 | |Be strong |

|7 |Ka kite anō | |

|8 | |See you over there |

|9 |E noho rā | |

|10 | |I am from Christchurch. |

|11 |Nō hea ia? | |

|12 | |What is your name? |

|13 |Ko Ripeka tōku ingoa. | |

|14 | |the house |

|15 |ngā maunga | |

|16 | |Mataatua is the canoe. |

|17 |Ko Miriana tōku whaea. | |

|18 | |Mita is my grandchild. |

|19 |Ko Hohua rāua ko Tihore ōku tuākana. | |

|20 | |Hirini, Maika, and Whera are my children. |

Papa Tuhituhi - Notes

Papa Tuhituhi – Notes

Papa Tuhituhi - Notes

Kete Kupu: Rerenga Kōrero

|Māori |Tikanga ā-kupu |Tikanga ā-wairua |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

He Kete Anō

|Māori |Ingarihi |Momo kupu |Māori |Ingarihi |Momo kupu |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

Kete Kupu

|Kīanga – Phrases |Kīanga Whakaako – For teaching |Kupu Hāpai – Support words |

| |Hey/Thanks | |Yes | |[emphasis] |

| |See you | |No | |very |

| |Hello there | |Dunno | |Be… |

| |Morning | |Again | |that (by you) |

| |Good morning | |Good/Well done | |towards speaker |

| |Good afternoon | |Very good | |away from speaker |

| |Good night | |Excellent | |address/command |

| |Leave well | |The best! | |for |

| |Stay well | |Any questions? | |the (singular) |

| |Sorry (my bad) | |Give (to me) | |the (plural) |

| |Sorry (forgive me) | |Give (away) | |From |

| |Sorry to hear | |Here you go | |where? |

| |Maybe | |as an example | |who? |

| |Yeah (agreed) | |Like this |tōku/taku/tāku |my |

| |Support | |Close |tōu/tō/tāu |your (1) |

| |I’m fine/You OK? | |Up to you |tōna/tana/tāna |her/his/their |

| |Good on you/nice try | |keep going | |a/some |

| |Enough/Stop (the..) | |Go for it | |a |

| |Don’t (verb) | |Got it? | |some |

| |That’s sufficient | |Understood? | | |

| |Want a drink? | |Completed? | | |

| |I’ll do it | |Return this way | | |

| |Oh no/oh dear | |Be settled | | |

| | | |Be silent | | |

| | | |Keep searching | | |

| | | |Nice persistence | | |

| | | |Good idea | | |

| | | |Quite right | | |

| | | | | | |

Kete Kupu – Kupu Matua (Content Words)

|Tūmahi – Working (Verbs) |Tūingoa – Naming (Nouns) |Tūāhua – Shaping (Adjectives) |

| |to greet (greeting) | |word | |good |

| |to farewell | |phrase | |healthy |

| |to stand | |sentence | |peaceful |

| |to sit/live | |meaning/custom | |careful |

| |to chant (chant) | |thing | |fast |

| |to sing (song) | |student/example | |slow |

| |to ask (question) | |day/sun | |large |

| |to go | |night | |small |

| |to return | |week | | |

| |to listen | |morning | | |

| |to speak (story) | |afternoon | | |

| |to say | |time |Tūkapi – Occupying (Pronouns) |

| |to look | |tree/stick | |I, me (1) |

| |to see | |mountain | |you (1) |

| |to work (job) | |river | |she, he, they (1) |

| |to love (love) | |vehicle | |you (2) |

| |to eat (food) | |people | |you (3+) |

| |to learn/teach | |kinship group | | |

| |to drink (drink) | |family | | |

| |to help | |person | | |

|Tūmoko – Identity (Names) | |child | | |

| |land | |children | | |

| |sky | |mother/aunt | | |

| |forest | |father/uncle |Tūwāhi – Places (Locatives) |

| |sea | |grandmother | |Christchurch |

| |wind | |grandfather | |Auckland |

| |people | |leader | |Dunedin |

| |cultivated food | |spirit | |Wellington |

| |earthquakes | |respect/power | |Hamilton |

| | | | | | |

Karakia (Chants)

|Karakia Tīmatanga - To open a hui |

|Tukua te wairua kia rere ki ngā taumata |Allow one’s spirit to exercise its potential |

|Hei ārahi i ā tātou mahi |To guide us in our work |

|Me tā tātou whai i ngā tikanga a rātou mā |as well as in our pursuit of our ancestral traditions |

|Kia mau kia ita |Take hold and preserve it |

|Kia kore ai e ngaro |Ensure it is never lost |

|Kia pupuri, kia whakamaua |Hold fast. Secure it. |

|Kia tina! TINA! Haumi ē, hui ē! TĀIKI Ē! |Be firm! Join together! Gather together! Bind as one! |

|Karakia mō te kai - To welcome kai |

|E Rongo, e Rongo, |Rongo, Rongo, |

|Homai ngā tipu |Present the plants |

|Hei whakakī te tīnana |For filling the body |

|Hei oranga |For wellbeing |

|Au eke, au eke, hui ē, TĀIKI Ē! |Affirm, affirm, gather together, bind as one! |

|Karakia Whakamutunga - To close a hui |

|Kia tau ngā manaakitanga a te mea ngaro, |Settle upon us the care of that which is missing |

|Ki runga ki tēnā, ki tēnā o mātou. |from all of us |

|Kia mahea te hua mākihikihi. |Clear the results of past murmurs. |

|Kia toi te kupu, toi te mana, toi te reo Māori. |Retain the word, retain the mana, retain the language. |

|Ka tūturu, ka whakamaua |Hold fast to your authenticity! |

|Kia tina! TINA! Haumi ē, hui ē, TĀIKI Ē! |Be firm! Join together! Gather together! Bind as one! |

|Purea Nei by Henare Mahanga Ngāti Hine |

|Purea nei e te hau  |Scattered by the wind  |

|(Horoia) | |

|Horoia e te ua |washed by the rain  |

|(Whitiwhitia) | |

|Whitiwhitia |and transformed |

|(e te rā) | |

|e te rā |by the sun,  |

|Mahea ake ngā |all doubts are swept away |

|(pōraruraru) | |

|pōraruraru | |

|Makere ana ngā here. |and all restrains are cast down. |

| | |

|E rere wairua, e rere |Fly spirit, fly  |

|(ki ngā ao) | |

|ki ngā ao o te rangi  |to the clouds of the sky,  |

|(Whitiwhitia) | |

|Whitiwhitia |transformed |

|(e te rā) | |

|e te rā  |by the sun,  |

|Mahea ake ngā |with all doubts swept away  |

|(pōraruraru) | |

|pōraruraru  | |

|Makere ana ngā here, |and all restrains cast down. |

|Makere ana ngā here. |Yes, all restrains are cast down. |

Waiata (Song)

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download