He aha ngā taumāhekeheke o te herenga ki Ingarangi?
This non-fiction article provides some information about the Commonwealth Games in a question and answer format.
Ngā hononga ki te marautanga
Te Reo Māori i roto i te Marautanga o Aotearoa (wh. 59, 67, 76, 85, 94, me 102)
| Whenu | Kōeke | Whāinga paetae | Pūkenga | |
| 1. | Whakarongo (Kōrero) | 2 | Ka taea e te ākonga te āta whakarongo, te whakautu ngā kōrero e kōrerotia whānuitia ana ahakoa kei hea, kei hea. | Ko te tāutu, ko te tīpako i ngā ariā matua o tētahi pānui whakamārama, whakamōhio rānei. |
| 2. | Kōrero (Whakarongo) | 2 | Ka taea e te ākonga te whakapuaki whakaaro ki ōna hoa, ki ngā pakeke e mōhiotia ana, i ngā horopaki e taunga ana te ākonga. | Ko te whakapuaki kōrero pohewa. |
| 3. | Pānui (Tuhituhi) | 2 | Ka mārama te ākonga ki te huhua noa o ngā tuhinga poto kua tīpakona hei whakangahau, hei whakamōhio rānei i a ia. | Ko te rapu mōhio motuhake mai i ngā tuhinga poto. |
| 4. | Tuhituhi (Pānui) | 2 | Ka taea e te ākonga te tuhituhi mō tētahi wā ia rā hei whanake i te reo kua mau i a ia, hei kawe hoki i ōna wheako. | Ko te tuhi pūrongo poto. |
| 5. | Mātakitaki (Whakaatu) | 2 | Ka mārama te ākonga ki te hononga o te reo ataata ki te reo ā-waha, mehemea ka puta ake i ngā horopaki e taunga ana ia. | Ko te āhukahuka i ngā āhuatanga o te reo ataata e rite tonu ana te kitea. |
| 6. | Whakaatu (Mātakitaki) | 2 | Ka taea e te ākonga te whakaputa reo ā-waha, reo ataata hoki e pā ana ki ngā kaupapa e taunga ana ia. | Ko te whai wāhi atu ki ngā whakaaturanga. |
Hei mahi
- In small groups, the students list all the facts that they know about the Commonwealth Games. Then, while listening to the article being read, they mark with a tick the facts that they have already identified and list any new facts that they hear.
- A host country knows seven years in advance that they will be hosting the Commonwealth Games. Discuss three possible scenarios that host countries might need to consider by getting the students to imagine themselves in the following situations:
- You would like touch rugby to be included as one of the sports in the next Commonwealth Games. You have to attend a meeting of the Commonwealth Games Federation to explain why touch rugby should be included. What would you say?
- You are a member of the Commonwealth Games Federation. At the next meeting, the Federation's task is to select the types of sports for the next Commonwealth Games. There are sixteen types of sports at each Game. Fifteen sports have already been chosen. You now have to choose between the last two sports – touch rugby and wrestling. You can only choose one. Which would you choose and why?
- You are the Parks and Recreation Manager for the City Council. Your new responsibility is to prepare all the sports facilities for the next Commonwealth Games. There will be thousands of visitors and athletes. What are the things that you will have to consider?
- You work in the tourism industry. Your city is going to host the next Commonwealth Games. What preparations do you need to make to ensure that your part of the industry will be ready for the arrival of visitors during the Games?
- Select five questions and answers from the article. Photocopy, cut out, and mix up the questions and the answers. Working in pairs, the students match up the questions and answers. They then read the story to check their work.
- Each student writes three questions relating to the Commonwealth Games. They use these to interview two other students in the class and record their responses. Then they write a report based on their questions and their classmates' responses.
- The students choose one of the sports from the article and design bronze, silver, and gold Commonwealth Games medals for that sport. They can use the text 'Ngā taumāhekeheke o te herenga ki Ingarangi' but must only use signs or symbols to represent the sport and the level achieved. They then show another student and ask them to identify which sport it is, and which medal is which. (Search 'Google images' – logo Commonwealth Games – to see some of the designs used previously.)
- Discuss the three values mentioned in the article. Divide the class into three groups and give each group one of the values to debate. Each group divides into two teams – one takes the affirmative and the other takes the negative. The affirmative team presents reasons why the value is important and the negative team presents reasons why it is not. Each group presents their debate to the rest of the class. (If this is too advanced, divide the class in half – one group to take the affirmative and the other to take the negative.)
