Table Of ContentPublished 2008 for the Ministry of Education by
Learning Media Limited, Box 3293, Wellington, New Zealand.
www.learningmedia.co.nz
Text and translation copyright © Crown 2008
Illustrations copyright © Crown 2008
All rights reserved. Enquiries should be made to the publisher.
ISBN 978 079 0331515
Item number 33151
Orders from Wickliffe Ltd
Phone 0800 660 662
Fax 0800 600 663
www.tki.org.nz (learning languages)
Contents
Preface 4
Unit 1: ‘Akatomo‘anga (Introduction) 30
Unit 2: ‘Aka‘àràvei‘anga (Getting to Know You) 56
Unit 3: nùmero (numbers) 73
Unit 4: ngutu‘are tangata (Family) 102
Unit 5: tutu Akara‘anga (Describing People and things) 127
Unit 6: tuàtau – te ora, te au Rà, ‘è te au Marama (time, Days, and Months) 151
Unit 7: te Pi‘a ‘Àpi‘i (the Classroom) 182
Unit 8: tàmataora: ‘Ìmene e te ‘Ura (Celebrations: song and Dance) 210
Unit 9: Kai (Food) 224
Unit 10: tàmoumou ‘Àpi‘i ‘Aka‘ou (Revision) Units 1–9 245
Unit 11: tàrekareka tipòti (sports) 250
Unit 12: Ma‘ani ‘Apinga Màori (Making Màori things) 271
Unit 13: Pè‘ea Au? (How Am I Feeling?) 282
Unit 14: ‘Àpi‘i (school) 303
Unit 15: ngutu‘are (Home) 318
Unit 16: ‘oko‘oko (shopping) 341
Unit 17: Reva (Weather) 360
Unit 18: Kàka‘u (Clothes) 378
Unit 19: tàmoumou ‘Àpi‘i ‘Aka‘ou (Revision) Units 11–18 393
Unit 20: ‘Aere Rà (Farewell) 397
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I-e-Ko-Ko! An Introduction
to Cook Islands Màori
A Learning Languages series resource
Acknowledgments
I-E-KO-KO! An Introduction to Cook Islands Màori was developed for the Ministry of
Education by Learning Media and Copeland Wilson and Associates.
The developers of this resource want to make a special acknowledgment of Gary
Ryan’s crucial contribution to this resource. Gary wrote the initial scripts for the DVD
and audio components and also gave the writers of the print materials the benefit
of his experience and commitment in working on the earlier multimedia kits in the
International Language Series. He consulted closely with the advisory group and other
Cook Islands Màori experts and was always willing to be flexible and to adapt his work
to fit in with Cook Islands values and ways. Tragically, Gary passed away before this
resource was completed. He was a close friend to several who worked on the DVD and
is greatly missed.
The developers would like to offer their sincere thanks to the original writer, Anau
Kupa, for her significant contribution to this resource. The developers would also like
to thank the following organisations and individuals who assisted in this project:
Gail Spence, Te Kauri Research
Noeline Grant, School of Education, University of Victoria
Joanna Kearney
Rosemary Fullerton-Smith , CWA New Media
Manukaroa Anderson, CWA New Media
The developers would also like to thank the following advisors who contributed to the
development of this resource:
Tuaine Robati, Whitireia Polytechnic, Porirua
Tupou Manapori, Sir Edmund Hillary College, Auckland
Terangi Nikora, Rotorua
Lester Dean, Invercargill
Tapu Paitai, Southern Cross Campus, Auckland
Teremoana Katoa-Samuel, Southern Cross Campus, Auckland
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The schools who helped to trial the materials were:
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Avalon Intermediate School e
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Hutt Intermediate School P
Southern Cross Campus
Weymouth Intermediate School.
The people who participated in the DVD scenarios in New Zealand were Rose Kiriau,
Tania Unuia, James Unuia, Anton Unuia, Candida Davidson, Seina Abera, and Turike
Unuia.
The people who participated in the DVD scenarios in the Cook Islands were Rose
Kiriau, Tuainekore Bishop, Andrew Aratangi, Henderson Manea, Api Napa, Violet
Tisam, Vae Papatua, Mata Pepe, Dariu Ruarau, Leikasta Boaza, Rebecca Tangaroa, and
Vae Unuka
The DVD and audio CD studio cast included Caren Rangi, Kaivai Andrews, Kiri Olds,
Kiwa Andrews, Meghan Glue, Nurul Sultan, Sarai Kiriau, and Tamati Rimene-Sproat.
Ministry of Education staff who have guided and supported this project are:
Fatulatetele Tolo
Annette Lole Karepa.
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IntroductIon
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Kia oràna! r
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Welcome to the Learning Language Series course I-E-KO-KO! An Introduction to Cook
Islands Màori. This course provides an integrated package of materials designed to
offer flexible entry-level resources for teachers and students who are new learners of the
Cook Islands Màori language.
The design of the course acknowledges the fact that, for many teachers, this may be the
first association they have with a Pasifika language. It encourages teachers to adopt the
role of the facilitator in the classroom, learning along with the students and potentially
learning from them.
Please don’t worry, and reassure students so that they don’t worry, if you don’t
understand some words throughout the course. Learners are not expected to
understand every word. However, the DVD will clearly focus on the target language for
you, and the presenter will identify the language focus throughout. Don’t worry about
pronunciation either. You will hear everything you need to say in Cook Islands Màori
on the audio CD, and there will be lots of opportunities for practice.
The components of this resource
The DVDs
The DVDs provide audio-visual material for each unit of the course. It is intended
that they be played at the beginning of the first lesson of each unit – i.e., at the start of
Lesson A – as a means of introducing the language for that module.
Each DVD unit runs for approximately six minutes and comprises presenter-linked
sequences which include dramas based around the adventures of a student visiting
family in the Cook Islands. There are six dramas in this course, and each drama is
repeated three or four times, each time with a different language focus depending on
which unit is being studied. Each DVD unit also provides specific instruction on that
unit’s language focus and includes a glimpse of the culture and people of the Cook
Islands.
Repetitive viewing of the dramas and the language points is recommended, supporting
the concept “a little, often”. For example, part or all of a DVD unit might be shown
before the students go to lunch or at the end of the day – outside language-learning
times. The same approach might also be adopted for use of the audio CDs which are
provided as part of the course materials. It is suggested that the rewind button is often
very valuable when learning another language. There’s no need to review the whole
unit – choose short sections.
The DVDs contain a preface and 18 units. Units 10 and 19 of the course are revision
units and have no DVD material to accompany them. A DVD transcript of the drama
for each unit is provided at the end of the printed version of the unit.
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The printed materials
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The printed material comprises this preface and 20 units of work, each with three e
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lesson plans. Each unit has its own themes, learning outcomes and curriculum links, P
language targets, language structures, cultural aspects, and notes for the teacher.
All the materials required are listed on the first page of each lesson. Some of these
materials are OHTs, checksheets, and worksheets that are included in this resource.
Other materials are also listed; you or your students will need to gather these.
This preface includes the following sections:
• an introductory section (on pages 6–8);
• an overview of the course (on pages 9–13), which could be enlarged and displayed;
• tips for learning languages (on page 14);
• some Cook Islands Màori language for use by the teacher in the classroom
(on page 15);
• teacher information (on page 15) about the sociocultural material in the units;
• a glossary of the language covered in the lesson plans (on pages 16–24);
• an index of the DVD material for each unit (on pages 25–26);
• an index of the audio material for each unit and a transcript of audio tracks 1 and 2
(on pages 27–28);
• a list of references (on page 29).
The audio CD
Audio transcripts are provided at the end of each unit, except units 10 and 19.
Website link
Information to support the course is available at:
http://www.tki.org.nz/learninglanguages
This site offers additional information, links to other websites, and a range of other
support materials.
The approach to learning Cook Islands Màori
I-E-KO-KO! An Introduction to Cook Islands Màori is based on levels 1 and 2 of Cook
Islands Màori in the New Zealand Curriculum. This in turn is directly linked to the
overarching document The New Zealand Curriculum (Ministry of Education, 2007). The
statement for the Learning Languages area and the level 1 and 2 achievement objectives
in The New Zealand Curriculum set the direction for students’ learning.
Proficiency Descriptor
Students can understand and use familiar expressions and everyday vocabulary.
Students can interact in a simple way in supported situations.
The New Zealand Curriculum (Learning Languages foldout page)
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Under the heading Communication, the statement for the Learning Languages area at
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levels 1 and 2 says that students will develop key competencies in selected linguistic f
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and sociocultural contexts as they work towards the following achievement objectives:
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• receive and produce information;
• produce and respond to questions and requests;
• show social awareness when interacting with others.
Under the heading Language Knowledge, the statement says that students will:
• recognise that the target language is organised in particular ways;
• make connections with their own language[s].
Under the heading Cultural Knowledge, the statement says that students will:
• recognise that the target culture[s] is [are] organised in particular ways;
• make connections with known culture[s].
Cook Islands Mäori in the New Zealand Curriculum, which is the basis for this course, sits
beneath The New Zealand Curriculum.
The course comprises 20 units of work, each with a distinct theme. Within each unit
of work, three lessons are outlined – A, B, and C.
The course has been designed to run for 20 weeks with three half-hour lessons
offered per week. However, it is understood that this may not be possible, given the
busy nature of many school programmes, and that it may take longer than 20 weeks
to complete the course. Scheduling of the course will vary for each school, but it
is suggested that “a little, often” can be the best way to learn another language, and
regular timetabling is recommended.
I-E-KO-KO! An Introduction to Cook Islands Màori is a communicative language
programme which promotes pair and group work, with the students speaking to each
other in the target language as much as possible. Sessions are often likely to be very
busy, and it is anticipated that some may be surprised that they are intended as 30-
minute lessons. However, the pace at which classes work varies greatly, and there
are no time limits on these activities – teachers are encouraged to view themselves as
being learners themselves and to remember that students at this level can often learn
languages very quickly and successfully. Teachers should set the pace of lessons
accordingly.
Finally, teachers are encouraged, now, to take a moment to acquaint themselves with
all the elements making up I-E-KO-KO! An Introduction to Cook Islands Màori, including
viewing the DVD material produced to support the course. As you commence the
course itself, you may wish to take the materials home on a regular basis to preview
the upcoming unit of work. As well, it is suggested that teachers explore opportunities
that may be available to them within their local community to further their study of the
Cook Islands Màori language.
For further information on how to prepare for and establish a successful languages
programme, consult Learning Languages: A Guide for New Zealand Schools, Ministry of
Education (2002) and Cook Islands Màori in the New Zealand Curriculum.
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overvIew of the course
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UnIt nUMBeR oBJeCtIVes neW WoRDs P
(theme) (Learning outcomes) (Language targets)
UnIt I Recognise some words common kia oràna, ‘aere rà, ‘è no‘o rà,
to New Zealand Màori and Cook pè‘ea koe? meitaki, meitaki
‘Akatomo‘anga
Islands Màori as well as some ma‘ata, tòku ingoa, tò‘ou
Introduction
English words adapted into Cook ingoa, te Kùki ‘Airani, ko‘ai?
Islands Màori; find the Cook Islands
on a map and name some of the
main islands; identify the letters and
sounds of the Cook Islands Màori
alphabet; ask people’s names and
say their own names; greet, farewell,
and thank people.
UnIt 2 Give their own name in Cook màmà, pàpà, kòpù tangata,
Islands Màori; give their parents’ ingoa kòpù tangata, tò‘ou,
‘Aka‘àràvei‘anga
names in Cook Islands Màori; say tòna, tò màtou, no‘ea mai?
Getting to Know You
their family name (surname); say
where their family originally comes
from; say who their friend is in
Cook Islands Màori; say who their
friend’s mother is; say who their
friend’s father is; say where their
friend’s family originally comes
from; introduce their friend to a
group.
UnIt 3 Count from 1 to 10 in Cook Islands kàre, ta‘i, rua, toru, ‘à,
Màori; give their phone number rima, ono, ‘itu, varu, iva,
nùmero
and ask someone for their phone ta‘i nga‘uru, ta‘i nga‘uru
numbers
number; recognise the numbers mà ta‘i, ta‘i nga‘uru mà
11–20 and the pattern for counting rua, ta‘i nga‘uru mà toru,
from 11 to 20 (and from 21 to rua nga‘uru, òku mata‘iti,
99); say their age and ask how old ò‘ou mata‘iti, òna mata‘iti,
someone is. terepòni, nùmero, ‘ea‘a?,
‘è‘ia?.
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UnIt nUMBeR oBJeCtIVes neW WoRDs
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(theme) (Learning outcomes) (Language targets)
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UnIt 4 Say how many brothers or sisters tua‘ine, tungàne, màmà
they have; ask others who is in their rù‘au, pàpà rù‘au, tamà‘ine,
ngutu‘are tangata
family and say who is in their own tamaiti, tuakana, teina,
Family
family, including their brothers or ‘akametua, ‘akametua va‘ine,
sisters, their grandparents, their ‘akametua tane, ‘akatua‘ine,
parents’ brothers and sisters, and ‘akatungàne, ‘akatuakana,
their cousins (the children of their ‘akateina, ngutu‘are tangata.
parents’ brothers and sisters); ask
Ko‘ai au?
others who is in their ngutu‘are
tangata (household family) and say
who is in their own; and discuss (in
English and/or Cook Islands Màori)
the roles of teina and tuakana.
UnIt 5 Describe people’s faces and hair; talk tamàroa, tamà‘ine, tàne,
about hair and eye colours in Cook va‘ine, rauru, mata, taringa,
tutu Akara‘anga
Islands Màori; ask “Who is he/ putàngi‘u, va‘a, tìti‘a mata,
Describing People
she?”; identify pictures of people by ‘uru‘uru va‘a, katu pa‘ore,
and things
listening to brief descriptions; write kara, teatea, rengarenga,
a description of someone; and talk matie, auìka, kerekere,
about some shapes and colours. paraoni, re‘ure‘u, muramura,
rauru roroa, rauru poto,
rauru mingimingi, rauru
tikatika, tìvaevae, punupunu,
pi‘a, tiare, nò‘ai?, mè.
UnIt 6 Ask what day it is and respond to ‘àe, kàre, rà, ‘epetoma,
that question; ask what day it was marama, mata‘iti, pòpongi,
tuàtau: te ora, te au
yesterday and what day it will be avatea, a‘ia‘i, pò, tèia rà,
Rà, ‘è te au Marama
tomorrow and respond; ask what àpòpò, i nana‘i, Tàpati,
time, Days, and
month it is and respond to that Mònitè, Ru‘irua, Ru‘itoru,
Months
question; express birth dates; tell Paraparau, Varaire,
the time using “o’clock” and “half- Ma‘anàkai, Tiànuare,
past” in Cook Islands Màori; use Pèperuare, Màti, ‘Àperirà,
phrases for morning, afternoon, and Mè, Tiùnu, Tiurai, ‘Aukute,
evening; give and respond to an Tepetema, ‘Okotopa, Noema,
invitation. Tìtema, ora, ‘àpa nò te ora,
ora pure, ora kanga, ora
kaikai, rà ‘ànau‘anga.
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