Educational Leadership - Pasifikapasifika.tki.org.nz/content/download/870/4850/file/Gagan… · Web viewHello, Mrs Tanielu. [formal greeting from a ... (Each matching pair would

Teacher Support Materials to Accompany Stories to Support the Pasifika Learning Languages Series Resource: Mua Ō! An Introduction to Gagana Sāmoa

IntroductionThese teacher support materials accompany the six storybooks developed especially to support the Learning Languages Series resource Mua Ō! An Introduction to Gagana Sāmoa. Each story gives students opportunities to extend their language and cultural knowledge and to practise reading the target language of specific units in Mua Ō!

These teacher support materials suggest ways in which teachers can use the six storybooks to foster gagana Sāmoa learning at levels 1 and 2, particularly in the context of the Mua Ō! programme.

Teachers can use the teaching as inquiry cycle within this programme. You can find this cycle in the effective pedagogy section on page 35 of The New Zealand Curriculum or at: http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum/Effective-pedagogy

Mua Ō! An Introduction to Gagana SāmoaMua Ō! is a resource in the Learning Languages Series. It provides a language-teaching programme that can be used by teachers, including teachers who do not speak gagana Sāmoa or know how to teach languages. Mua Ō! includes:

twenty units, of three lessons each

a range of language suitable for years 7–10 at levels 1 and 2 of the curriculum

video and audio support to engage learners and demonstrate how fluent speakers use the language

lesson plans that could be linked to opportunities for learners to enjoy reading gagana Sāmoa texts.

You can link to Mua Ō! at http://pasifika.tki.org.nz/Pasifika-languages/Gagana-Samoa

Engaging students with textsThe teacher’s role is to mediate the interactions between the student and the learning materials and enable the student to meet their learning intention.

Please note that the glossary page of each storybook contains an ‘e’ after the word Matāʻupu but these Teacher Support Materials do not. Both are correct.

Accessed from http://pasifika.tki.org.nz/Pasifika-languages/Gagana-Samoa Copyright © New Zealand Ministry of Education 2010Teacher Support Material for Stories to Support Mua Ō! An Introduction to Gagana Sāmoa

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http://pasifika.tki.org.nz/Pasifika-languages/Gagana-Samoa

http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum/Effective-pedagogy

http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum/Effective-pedagogy

The gagana Sāmoa storybooksTitle Overview Links to Mua Ō! An

Introduction to Gagana Sāmoa

Tālofa, ‘O ā Mai ‘Oe? A story about two students who are followed by a family pet as they go to school.

Matā‘upu 2

‘O Lea e iai a‘u Mea ia e Fai A humorous story about a boy who cheekily avoids having to do his chores.

Matā‘upu 6

‘O le Lā‘au o le Tau A story about a boy who comes to New Zealand from Sāmoa and is introduced to the different seasons in New Zealand through the tree in the backyard.

Matā‘upu 11

‘O Fea o O‘e e Tiga? A story about a classroom activity in which two girls are role-playing an injured grandmother and a first-aid expert.

Matā‘upu 12

‘O le Pūlou Pīniki A story of a typical teenage girl who is looking for clothes to wear and asks her mother where every piece of clothing is.

Matā‘upu 13

‘O Junior ‘o le Ui‘i A story about the youngest child in the family, who finds it difficult to keep up with his older brothers and sisters.

Matā‘upu 15


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Tālofa, ‘O ā Mai ‘Oe? na tūsia e Fatulatetele T. Tolo

This story supports Matā‘upu 2 (Tālofa lava/Formal greetings).

Text FeaturesThe language features of this story include:

the comic-book format

a visual story (the dog following Alexander to school, though the boy is unaware of it, and his mother trying to find the dog)

formal and informal greetings, for example, Tālofa, Alexander [formal greeting], Tālofa lava, lau susuga Mrs Tanielu [formal greeting from a young person to an adult], Mālō, Alex [everyday greeting], Mālō, suga [informal greeting from a peer to a female], Mālō, sole [informal greeting from a peer to a male]

the repeated question, ‘O ā mai ‘oe?, ‘O ā mai ‘oulua?, ‘O ā mai ‘outou?

personal pronouns, for example, ‘oe [one person], ‘oulua [two people], ‘outou [three or more people]

possessive pronouns, for example, o‘u, lau, lo‘u, la‘u

the new colloquialism Seki ā …/the best, that’s cool, which is commonly used by young people and increasingly by adults too.

The cultural features of this story include:

the need to use respectful language when speaking to an older person.

Supports and ChallengesStudents who have completed Matā‘upu 1 and Matā‘upu 2 of Mua Ō! may find it easy to:

identify the different types of greetings that are used between different people

identify the question ‘O ā mai ‘oe? and the personal pronouns that are used with it.

These students may find it challenging to:

identify all of the different possessive pronouns that are used

understand some new vocabulary, phrases, and sentences (these are in the book’s glossary or the glossary of Mua Ō!).

Planning: Teaching as InquiryConsider your students’ interests and their ability to read in gagana Sāmoa at this level and choose activities that provide appropriate content and support. Assess and reflect on the effectiveness of your teaching and the students’ learning, then plan next steps.


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Curriculum Links and Links to Mua Ō! An Introduction to Gagana SāmoaThe New Zealand Curriculum: Learning Languages

Students can understand and use familiar expressions and everyday vocabulary. (levels 1 and 2)

Students will recognise that the target language is organised in particular ways.(levels 1 and 2)

Ta‘iala mo le Gagana Sāmoa: The Gagana Sāmoa Guidelines

Students will:

give and respond to greetings, farewells … (level 1)

recognise and express fa‘aaloalo in a variety of contexts (level 1)

make connections with known culture(s). (level 1)

Mua Ō! An Introduction to Gagana Sāmoa

Matā‘upu 2

Students will be able to use formal greetings appropriately.

A Possible Teaching GoalStudents will be able to distinguish between everyday, formal, and informal greetings and between singular and plural greetings and use them appropriately.

Learning Activities

Before Reading

Prior knowledge

Revise the vocabulary and structures for Matā‘upu 1 and Matā‘upu 2, in particular, everyday and formal and informal greetings.

Revising greetings

As the students come into the class, greet them individually, using Tālofa and the name of each person. Ask the students how they are, using singular and plural pronouns in your question. For example, say “‘O ā mai ‘oe?” and indicate that you are speaking to one person only (by using a gesture or by adding their name). Then say “‘O ā mai ‘oulua?” and indicate that you are addressing two people, and then, “‘O ā mai ‘outou?” and indicate that you are addressing three or more people. Prompt the students to reply with Manuia fa‘afetai or other forms that you have focused on. Encourage the students to greet one another and ask how they are, using the appropriate forms.

Either as you are addressing the students when they come in or as another activity, you could use a ball as a prompt. Gently toss the ball to a student and greet them. Prompt them (using gesture) to greet you and toss the ball back to you. Then toss them the ball again and ask “‘O ā mai ‘oe?”, again gesturing to them to reply and toss the ball back. Repeat this with several students, then gesture to them to toss the ball to one another and repeat the greetings and the question and answer. Throughout the activity, allow only gagana Sāmoa in order to focus the students’ attention on listening to and remembering the target language.

Pronunciation of new language


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If possible, ask a native speaker of gagana Sāmoa to model the correct pronunciation of any unfamiliar words for you and the students. This person could read the dialogue in the speech ballons to you and the class as the first reading, or you could record them reading it and play the recording to the class.

Introducing the book

Look at the cover and the title page. Prompt the students to identify the relationships between the characters and to predict the likely context.

Give small groups of students copies of each frame from the story, mixed up and with no text. Have the groups work together to order the frames. Depending on the time available, you could have them add text or just discuss what they think the characters are saying. When each group has finished, they could go and look at the way other groups have ordered the story.

Learning intentions

Share the learning intentions and discuss them with your students. Some examples of possible learning intentions for reading this story are given below.

After reading the text, I will be able to:

read dialogue in gagana Sāmoa aloud with fluency

distinguish between everyday, informal, and formal greetings and be able to use them appropriately

distinguish between some singular and plural (including dual) pronouns and be able to use them appropriately.

Reading the TextRead the dialogue in the speech bubbles on page 2 to the students and have them work in the same groups to decide which of their pictures would have that dialogue. Then do the same for the other pages. Give them time when you finish to discuss the order and make changes. Read the story a second time and have the students check the order of their pictures.

Have the students work in their groups and each take a part (or more than one) in the story. As they go through it together, using the pictures, have them add the gagana Sāmoa dialogue they think would fit or that they heard in the two listenings. (Circulate and offer help but encourage them not to worry about getting it absolutely right at this point – tell them to just have a go.)

Hand out copies of the book and tell them to read the story individually before discussing, in their groups, what is the same as and different from the story they told.

Then, tell the students to close the books and to try to list as many character names as they can remember. List them on the whiteboard and identify the relationships between the characters. Discuss what greetings are or could be used between the various characters.

As a class, go through the book page by page, looking at the pictures to see what is happening and identifying any unknown vocabulary in the speech bubbles. Discuss:

what each page tells, both through the text and through the pictures, in particular noting the story about the dog that is told in the visual text

the features of the comic-book format, for example, that a lot of the story is told in the pictures

the reasons behind the choice of greeting and the question asking how someone is (distinguishing between formal, everyday, and informal greetings and between greetings addressed to one, two, or several people).


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Prompt the students to notice the gagana Sāmoa used to introduce people and to ask questions such as ‘O ai le igoa o lau uō?, even though these are not the language targets for this reading. (You could revisit this text when you are working on Matā‘upu 5: ‘O ai? ‘O le ā? ‘O fea?/Who? What? Where?)


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After ReadingDiscuss with your students how they get to school, their neighbourhoods, and their experiences of dogs. “How do you get to school?” “Do you know your neighbours?” “Who do you talk to on your way to school?” “Has a dog (yours or someone else’s) ever followed you?” “Have you ever had to chase a dog like Alexander’s mother did?”

Have the students work in groups of four or five to create a role play, based on one of their trips to school, which uses a range of greetings, questions about how people are, and responses. Ask them to include informal, everyday, and formal language, and questions to one, two, and more than two people. Alternatively, they could create a short comic strip, using some of the language from the text and features of the comic-book format. Perhaps the students could choose which activity they would like to do.

Each group then performs their role play for the rest of the class or shares their comic strip with them. The other students have to guess who the characters are (for example, a parent, a student, or a teacher) and identify the relationships between them.

Reflecting on the LearningHave the students refer to their learning intentions and reflect individually or discuss in pairs whether they have fulfilled the intentions. Ask the students questions such as:

Can you explain when informal, everyday, and formal greetings are used and give some examples?

What helped you understand the story?

How can you use the new language, for example, singular and plural pronouns, and remember it?

Is there some other language from the story that you want to learn and remember?

What do you think are the next steps in your learning?


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English Version of the StoryHello, How Are You?[page 2]

Frame 1 (Note that inset frames are not included in this number sequence.)

Hello, Alexander. How are you? (speech bubble, Mrs Tanielu)

Hello, Mrs Tanielu. [formal greeting from a young person to an adult]I am well, thank you. (Alexander)

Frame 2

How are your parents? (Mrs Tanielu)

They are well, thank you. (Alexander)

Frame 3

Sina, come quickly, your friend is here! (Mrs Tanielu)

[page 3]

Frame 4

Hi, Alex [everyday greeting]. Come to the kitchen. (Sina)

Frame 5

Hello, Mr Tanielu. [formal greeting from a young person to an adult] (Alexander)

Hello, Alexander. Sina, go pack your schoolbag. (Mr Tanielu)

I’ve finished. OK, let’s go! (Sina)

Frame 6

Bye, Mum. Bye, Dad. (Sina)

[page 4]

Frame 7

Hi, girl. [informal greeting from a peer to a female] How are you? (Sarona and Miriama)

OK. How are you two? (Sina)

Frame 8

Hi, boy. [informal greeting from a peer to a male] How are you? (Alexander)

Good. But how about you?(Reuben)

Good also. (Alexander)

[page 5]

Frame 9

Hello, children. How are you? [to three or more] (Mr Henderson)

Hello, Mr Henderson. Well, thank you.(Alexander, Sarona, and Miriama)

Hello, Mr Henderson. Well, thank you.(Sina, Reuben, David, and Sione)

Frame 10

Goodbye, children. Have a good day!(Mr Henderson)

Goodbye, Mr Henderson. (Alexander, Sarona, Miriama, Sina, Reupena, David, and Sione)

Frame 11

[Image: Mr Henderson sees the dog following Alexander, but too late to stop him.]


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[page 6]

Frame 12

Sina, this is my cousin. Her name is Sarita. Hi, Sarita. This is my friend. (Alexander)

Hi, Alex. What is your friend’s name?(Sarita)

Hello, Sarita. My name is Sina. (Sina)

Frame 13

What is your son’s name?(Sina)

His name is Randall.(Sarita)

Hello, Randall.(Sina)

Frame 14

How old is he? (Sina)

He is four years old.(Sarita)

Frame 15

Goodbye, Sarita. Have a good day. Goodbye, Randall! (Sina)

Frame 16

Hi, Leader.(Randall)

[page 7]

Frame 17

Hey [boy], Reuben. What are you doing tonight? (Alexander)

I am playing rugby. Do you want

to play?(Reuben)

Frame 18

No, I don’t like rugby. I like soccer. (Alexander)

Hey [girl], Sina. What are you doing tonight?(Alexander)

I am playing rugby with Reuben. (Sina)

Sina, you’re the best!(Reuben – laughing)

[page 8]

Frame 19

Hello, Alexander and Sina. How are you two? (Mr Tomasi)

Hello, Mr Tomasi. Well, thank you. (Sina)

Hello, teacher. Very well, thank you.(Alexander)

Frame 20

Hello, children. Sit down, please.(Mr Tomasi to the whole class)

Let’s start our day.(Mr Tomasi)

Frame 21

Hello, dog! Sit down, please! (Mr Tomasi)


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‘O Lea e iai a‘u Mea ia e Fai

na tūsia e Marisa Maepu

This story supports Matā‘upu 6 (‘O ā au mea nā e fai?/What are you doing?).


a simple narrative told in the past tense

household chores, for example, tipitipiina o talo, teuina lo‘u moega

repeated phrases, including questions and answers, for example, Tomasi, ‘o ā au mea nā e fai?, ‘Ae ‘o lea e iai a‘u mea ia e fai

verbs to describe what someone is doing at that moment, for example, faitautusi, teuina, mālōlō

commands or requests, for example, Sau e fesoasoani ..., ‘ona ‘e alu lea e ‘ave le lāpisi i fafo.


the theme of a Samoan boy’s expected chores

the way that all the characters, except Tōmasi, are working together and providing services that benefit the whole ‘āiga. (This is a humorous story in which the main character’s actions do not reflect the core fa‘asāmoa values of alofa, fa‘aaloalo, and tautua.)

Supports and ChallengesStudents who have completed Matā‘upu 6 of Mua Ō! may find it easy to:

identify the question and the answers.


make connections with what they know about the cultural context because the main character is disrespectful to his elders

understand some new vocabulary, phrases, and sentences (these are in the book’s glossary or the glossary of Mua Ō!).



Students will produce and respond to questions … (levels 1 and 2)


Students will:

recognise, respond to, and use relevant vocabulary, simple structures, and formulaic expressions in a range of sentence types (level 1)

make connections with known culture(s). (level 1)


Matā‘upu 6

Students can use gagana Sāmoa to ask and respond to questions about what they are doing …

A Possible Teaching GoalStudents will be able to read a story and to ask and answer, with increasing fluency, questions about what they are doing.


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Learning Activities

Before Reading

Prior knowledge

If it is some time since you completed Matā‘upu 6, revise the question ‘O ā au mea nā e fai? and ways of answering (‘O lea ‘ou te _______ and ‘O lea e ______).

You may also want to review cultural practices around the role of the children in a Samoan family (with regard to chores and following instructions). Then share students’ knowledge of their own chores.

Students could write the chores they have to do at home and other ways they help out at home. Then have them work in pairs to compare their household chores and to write them in gagana Sāmoa (consulting each other, their notes from previous lessons, and a bilingual dictionary). Ask the pairs to share their lists (in gagana Sāmoa) so that you can write a class list of household chores on the whiteboard.

Discuss who does the chores in their households, revising the gagana Sāmoa terms for family members as you facilitate the discussion.


If possible, ask a native speaker of gagana Sāmoa to model the correct pronunciation of any unfamiliar words for you and the students. This person could read the story to you and the class as the first reading, or you could record them reading it and play the recording to the class.


Show the students the cover and read the title together. Ask them to predict what they think the story will be about. Record their predictions so they can check them later.

Give pairs of students one of the illustrations from pages 2–7 without the words. Have them write in gagana Sāmoa what the person or people are doing (just the action, not the whole sentence). Again, tell them to consult each other, their notes from previous lessons, and a bilingual dictionary if necessary. Then have the pairs share their illustrations and their actions. Write the words for the actions on the whiteboard, adding to your household chores list where appropriate and listing the others separately. Have the students make their own lists, copying all of the words for household chores and other actions.

Revisit the predictions they made about the story and ask them if they want to revise any of them after seeing the illustrations.

Learning intentions

Share the learning intentions, or co-construct these with your students. Some examples of possible learning intentions for reading this story are given below.


identify what the story is about

discuss cultural values about doing household chores

ask what someone is doing

say what I am doing.

Reading the Text Read the story aloud to the students. Show the pictures and, if you are reading, read with lots of expression to help the students get the gist of the story. Tell them to listen and tick any words on their lists that they hear in the story.

Have them check their words with a partner and discuss the actions they did and did not hear. “What’s happening in the story?” “What is Tōmasi saying?” “What is he doing?”


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Give each pair a copy of the book. Tell them to read it together and fill in a table like the one below, using the words and phrases from the book and from the lists on the whiteboard. The third column could be in English.

What Tōmasi is asked to do

What he says he’s doing What he’s doing

tipitipiina o talo faitautusi drawing

fa‘apuna le vai mo le saka talo

fai a‘u meaā‘oga talanoa i le telephone/talking on his cellphone

When the students have finished, go through each page together, reading it aloud and prompting the students to use familiar words, the class vocabulary list, the glossary, and the illustrations to help them understand the language. Fill in a class version of the table together. As well as the actions, note particular phrases or sentences such as ‘O ā au mea nā e fai?, ‘O lea ‘ou te _______, and ‘O lea e ______ that you want to focus on later.

Invite the students to read the story aloud in groups, with each student taking a different part. Their goal is to read fluently, with correct pronunciation and expression. Each can give the others in their group feedback on this.

After ReadingAsk the students to share what they liked about the story or about the reading by members of their group.

Discuss the predictions the students made before reading and ask how they were the same as or different from the story.

Have the students, in groups, talk about Tōmasi’s behaviour. “What do you think of Tōmasi’s behaviour?” “What would your family say if you did that?” “How do you think it would be viewed according to what you know of fa‘asāmoa?”

Tōmasi, ‘O ā au mea nā e fai?

Have the students play a memory game in groups of three or four. To play the game, one student begins by asking the person to their left ‘O ā au mea nā e fai? The person answers as Tōmasi, saying ‘O lea ‘ou te _______ or ‘O lea e ______ (and adding an activity from their list). The others have to say whether the answer is true or false according to the story.


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Mālō sole/suga. ‘O ā au mea nā e fai?

Revisit your discussion about household chores. Ask the students to see if they can remember any other chores and activities they do at home. Have them work individually to write a list of activities they do at home and to find the gagana Sāmoa words for these chores and activities.

Tell them to work in pairs and take turns pretending to phone each other at home at a specific time. For each phone call, you hold up a day of the week (in gagana Sāmoa) and a time of day. One student pretends to phone the other and says, Mālō sole/suga. ‘O ā au mea nā e fai? The other student answers Mālō sole/suga. ‘O lea ‘ou te _______ or ‘O lea e ______, adding an activity from their list that they think they would be doing at that time. Before asking the pairs to work together, model how to do this role play a few times (with the students using Tālofa, faiā‘oga and you using Tālofa, _______).

When you think the students have had enough of this activity, ask the pairs to join into groups of four and compare their routines, using English and gagana Sāmoa and sharing any new gagana Sāmoa words. Each group could identify the values that underlie the chores they do and discuss any differences in values or in emphasis.



How can you use the new language and remember it?




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English Version of the StoryI Have Things to DoPage 2

“Tōmasi, what are you doing?” asked his grandmother. “Come and help with slicing the taro.”

Page 3

“But I have things to do,” answered Tōmasi. “I’m reading books. School books!”

Page 4

“Tōmasi, what are you doing?” asked his sister. “Come and boil the water to cook the taro.”

Page 5

“But I have things to do,” answered Tōmasi. “I’m doing my homework.”

Page 6

“Tōmasi, what are you doing?” asked Tōmasi’s mother.“When you finish doing your homework, go and take the rubbish outside.”

“But I have things to do,” answered Tōmasi. “I’m tidying up my bedroom.”

Page 7

“Tōmasi, what are you doing?” asked his father.

“Come and take the grass cuttings away.”

“But I have things to do,” answered Tōmasi. “I’m making my bed.” [Literally: tidying up my bed]

Page 8

“Tōmasi! What are you doing?”

“I’m resting. I’ve done my chores and I’m tired!”


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‘O le Lā‘au o le Tauna tūsia e Junior Kiki Maepu

This story supports Matā‘upu 11(Le tau ma ona vāega/The weather and seasons).


the dialogue between the main characters Iosefa and Sione

the intensifiers lava and tele

the words used to describe the temperature, including the verb ma‘alili and the adjectives mālūlū, māfanafana

months of the year, for example, Iulai, ‘Oketopa

expressions for stating dislikes and likes, ‘Ou te lē fiafia, ‘Ou te fiafia

the language used to describe the tree, for example, lā‘au, lau, fugālā‘au

the exclamation of surprise, ‘Auoi!


the topic of migrating to another country and feeling homesick

Iosefa’s experience of being looked after by a cousin.

Supports and ChallengesStudents who have completed Matā‘upu 4 and Matā‘upu 11 may find it easy to:

identify the months of the year

identify the descriptions of the temperature.


understand some new vocabulary, phrases, and sentences (these are in the book’s glossary).



Students will receive and produce information. (levels 1 and 2)


Students will:

… communicate about time and place (level 1)

communicate about … places, and things (level 2)

use concepts of … state. (level 2)


Matā‘upu 11

Students can use gagana Sāmoa to describe the weather and identify the different seasons in Sāmoa and New Zealand.


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A Possible Teaching GoalStudents will read the text and describe the weather in various months in Sāmoa, New Zealand, and another country.

Learning Activities

Before Reading

Prior knowledge

Revise the vocabulary and structures for Matā‘upu 4 and Matā‘upu 11, in particular, the language for weather, months, and seasons. See below for an idea for a revision activity.

Months and seasons

Ask the students to discuss the following in small groups. Encourage them to use gagana Sāmoa as much as possible.

the seasons in Sāmoa and the months in which they occur

the seasons in New Zealand and the months in which they occur

Create a table on the whiteboard with columns for the months of the year, the corresponding seasons in Sāmoa, the corresponding seasons in New Zealand, and words to describe the weather in each season. Have the students work in pairs to fill in as much as they can of the table (in gagana Sāmoa). Then have all the pairs share their ideas and complete the table on the whiteboard together.

As a class, discuss the differences between seasons in Sāmoa and seasons in New Zealand. Ask the students to think about how they might feel if they went to Sāmoa or (if they have travelled) about how they felt when they went to Sāmoa or another country. If some of your students have come to New Zealand from other countries, you could ask them if they would like to talk about how they felt when they first arrived.




Show the students the cover of the book. Ask:

What do you notice about the tree?

What does the title say? What might this mean?

What do you think the book might be about?

Is it set in Sāmoa or in New Zealand? How do you know?


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Learning intentions

Share the learning intentions, or co-construct these with your students. Some examples of possible learning intentions for reading this story are given below.


read and discuss a text in gagana Sāmoa

read and produce statements about the weather in different places at different times of the year

read dialogue in gagana Sāmoa aloud with fluency.

Reading the text Read page 2 of the story aloud to the students and look at the illustrations on the first page (the title page) and on pages 2–3 together. Ask questions like the following to prompt the students to use any familiar language, and the illustrations, to help them understand the text and make predictions about the story.

Who are the characters in the illustration on pages 2–3? Where are they? What do you think are the relationships between them?

Who is speaking? What are they saying?

What do you think ma‘alili lava means? How do you think ma‘alili might be different from mālūlū?

Ordering the pictures

Give pairs or small groups copies of one of the two-page illustrations from pages 4–11 (not page 12) without the text or the page numbers. Have them talk about what they can see in the picture and what they think is happening in the story and then list as many gagana Sāmoa words as they can to describe their picture. Tell the students to get up and work with the other pairs or groups to arrange themselves (holding their pictures) in a line in the correct order. As they do so, encourage them to use only gagana Sāmoa. When they have finished, tell them there is one more page and ask them to make predictions about how the story is going to end.

Tell the students they are going to listen carefully to the story to check that their line is in the correct order – changing their position in the line if necessary. Read the story aloud to the students.

Reading with a partner

Hand out one book to each pair of students. Tell them to read through the story, checking the sequence of pictures, their predictions, and what happens at the end. Point out the glossary on the inside back cover and encourage the students to use the glossary, familiar words, the illustrations, and what they know or can guess about the context to help them understand the text. Tell them to just try to pick up as much as they can. Ask them to discuss their predictions and the ending with their partner.


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Have the pairs read through the text together again and fill in a table describing the time of year, the tree, and how Iosefa is feeling. Explain that the story doesn’t give information for all of the boxes, so they will need to make inferences about what could go in them.

Time of year The tree Iosefa

lē māsina o Iulai ---------- ma‘lili lava

[Iulai or ‘Aukuso] e leai ni lau lē fiafia (i ‘inei ‘ona ‘o le mālūlū tele)

Shared reading

When the students have finished, go through each page together, reading it aloud and prompting the students to use familiar words, your class vocabulary list, the glossary, and the illustrations to help them understand the language. Fill in the whole table as a class, using gagana Sāmoa. Note particular phrases or sentences, such as E mālūlū lava Niu Sila, i le māsina o Iulai and ‘Ua ‘ou ma‘alili lava, that you want to focus on later.

Reading aloud

Invite the students to read the story aloud in pairs, with one student taking Sione’s part and the other Iosefa’s. Their goal is to read fluently with correct pronunciation and expression. Each student can give their partner feedback on this.

After ReadingAsk the students to share what they liked about the story or about reading it with their partner.

As a class, discuss different aspects of the story, such as the following:

the relationship between Sione and Iosefa

Sione’s joke

how Iosefa’s feelings change

the analogy between the tree and Iosefa’s feelings.

‘Ua ou ma‘alili lava

Revisit the last two statements on page 2, ‘Ua ‘ou ma‘alili lava and E mālūlū lava Niu Sila, i le māsina o Iulai. Write these two sentences on the whiteboard. Erase the words expressing the temperature and the month, ‘Ua ‘ou ___________ and E _________ Niu Sila, i le māsina o__________. Ask the students to name a season in gagana Sāmoa. Co-construct two new sentences as a class, using the appropriate temperatures and an appropriate month. Remind them about using (or not using) lava and tele, as well as ma‘alili, mālūlū, māfanafana, and vevela.

Have the students play a card game in groups of four or six. Give each group cards with the seasons or use some of the weather cards you used in Matā‘upu 11 (you need at least 12 cards in each set). The students play the game as pairs. One person picks up a card, lays it on the table for everyone to see, and creates a sentence using ‘Ua ‘ou ___________ plus an appropriate temperature. Their partner replies, with E _________ Niu Sila, i le māsina o__________, giving an appropriate temperature and month. If the rest of the group agrees that their sentence is correct, they keep the card. If not, the card goes back in the middle. The winners are the pair with the most cards at the end of the game. (You could use Sāmoa as well as New Zealand for the location.)


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Comparing Countries

Assign different countries to pairs of students. Have them use dictionaries, their notes from their work on Matā‘upu 4 and Matā‘upu 11, reference books, and the Internet to help them:

find out the gagana Sāmoa for the country name

find out about the weather in at least six different months in their country

write sentences about the weather in their country at different times of the year, using the structure, E _________ __________, i le māsina o__________.

Have each pair present their information to the rest of the class. When all of the pairs have presented, ask the students which country or countries they would like to live in.







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English Version of the StoryThe Weather Tree[page 2]

“Hi!” says Sione.

“Hi!” answers Iosefa.

“How are you?” asks Sione.

“I’m very cold,” answers Iosefa.

“New Zealand is very cold in [the month of] July,” says Sione.

[page 5]

“I’m not happy over here because it’s so cold,” says Iosefa. “And look at that tree, it has no leaves.”

“Just wait till October,” says Sione.

[page 6]

“It’s October now, and I’m still very cold!” says Iosefa.

“Look at the tree,” says Sione.

“It has no leaves, but there are blossoms,” says Iosefa.

“Just wait till January,” says Sione.

[page 8]

“It’s January now, and I’m warm!” says Iosefa.

“Look at the tree,” says Sione.

“It has leaves, but there is no fruit,” says Iosefa.

“Just wait till March,” says Sione.

“I like mangoes a lot!” says Iosefa.

[page 11]

“It’s March now. Where are the mangoes?” asks Iosefa.

“Let’s go and look at the tree,” says Sione.

[page 12]

“There are lots of apples,” says Iosefa. “Oh, wow! Look at that mango!”


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‘O Fea o ‘Oe e Tīgā? na tūsia e Junior Kiki Maepu

This story supports Matā‘upu 12 (Lo‘u tino/My body).


the formal greetings Tālofa, tamaiti and Tālofa, faiā‘oga

instructions, for example, Selaima, fa‘atagā fai ‘oe ma tagata poto e togafitia manu‘a

the possessive pronouns la‘u, lo‘u, lou

the everyday and the respectful language for body parts used when speaking to an older person, for example, ulu, ao

the questions and answers about what hurts, for example, E tīgā lou ao?, Leai, ‘e lē ‘o tīgā lo‘u ulu.


the need to use respectful language when speaking to an older person.


identify the possessive pronouns la‘u, lo‘u, and lou

identify the everyday and the respectful language for different parts of the body.


understand some new vocabulary, phrases, and sentences (these are in the book’s glossary)

understand some familiar words in new, and sometimes quite long, sentences.



Students will recognise that the target language is organised in particular ways (levels 1 and 2)


Students will:

use language … to show respect (level 1)

respond to and use gagana Sāmoa texts (level 1)

make requests, give instructions, and respond to requests and instructions. (level 2)


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Matā‘upu 12

Students will be able to label the parts of their bodies in gagana Sāmoa.

A Possible Teaching GoalStudents will be able to identify and use the different words for the different parts of the body, and understand when they may be used and who may use them in different situations.

Learning Activities

Before Reading

Prior knowledge

Revise the vocabulary and structures for Matā‘upu 5 and Matā‘upu 12, in particular, the possessive pronouns la‘u, lo‘u, and lou.

Revising la‘u and lo‘u

Have the students work in groups of three or four. Give each group a set of cards with pictures illustrating vocabulary they have already learned on one side and the word with the correct pronoun for “my” (la‘u or lo‘u) on the other side. To take their turn, a student picks up the card, looks at the picture and says the word and the correct pronoun. Then they turn it over to see if they are correct. If they are correct, they keep the card. If they are wrong, they put the card on the bottom of the pile. The winner is the student with the most cards at the end.




Give pairs or small groups of students one page of the story with just the illustration and no words. Ask each pair or group to discuss what they think is happening and to list as many gagana Sāmoa words to describe the illustration as they can.

Have each group present their illustration and their list of words to the rest of the class, using only their picture and gagana Sāmoa words. After each pair or group presents, create and add to a class vocabulary list for the book. Offer some suggestions for the new vocabulary they might need in order to describe what they see in the illustrations (using the glossary as a guide).

Now show the students the cover and the title of the book. Ask them to predict what they think the story is about.


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Learning intentions



read and discuss a text


identify and use the everyday and the respectful terms for certain parts of the body

identify and use the possessive pronouns la‘u, lo‘u, and lou

ask and answer questions about what hurts.

Reading the Text Read the story aloud to the students. Ask them to write down any words for body parts that they hear when they listen. When you have finished reading, have the students work in pairs to:

compare their lists

put the words into two categories, everyday words and respectful words.

Give each student or pair of students a copy of the book. Tell them to look through the book for words to add to their lists of everyday and respectful terms for body parts.

Read the story aloud to the students again. This time, tell them to follow the text and look at the illustrations as you read. Read with lots of expression to help them get the gist of the story. Pause at the end of each page to give them a moment to look at the text and the illustrations and to talk to their partner.

Point out the glossary at the back of the book and tell the students to use it in the next task.

Where? Who? What?

Tell the pairs of students to work through the book together and fill in a table like the one below. They need to identify the setting (a school classroom) only at page 2 and then the setting is the same for the other pages. For each page, they need to identify the characters and what they say and/or do. Tell them that there won’t always be information in each section (for example, a character may do something but not say anything).

You may want to complete page 2 as a class before they work in pairs. Tell them to just write as much as they can understand and not to worry if they can’t understand everything. They can discuss and write notes in English, gagana Sāmoa, or any other language they know. But they need to be prepared to explain their ideas to the rest of the class. To adapt this task for different abilities, you could:

assign just one page to a pair and then ask each pair to share their information with the class

provide tables with some of the information filled in, to help scaffold students who need a bit more support.

Page number

Where? Who? What do they/she say?

What do they/she do?

2–3

3–4

When the students have finished, go through each page together, reading it aloud and prompting the students to use familiar words, your class vocabulary list, the glossary, and the illustrations to help them understand the language. Fill in a class version of the table, using English or gagana Sāmoa. As you fill in the table, you could:


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note particular phrases or sentences such as ‘O fea o ‘oe e tīgā? that you want to focus on later

check the students’ lists of everyday and formal words for parts of the body and prompt them to identify why they are used in the context of the story

point out the phrase Mānaia le gāluega. (You could use it to praise and encourage the students and tell them to use it with each other.)

Reading aloud

Invite the students to read the story aloud in groups, with each student taking a different part. Their goal is to read fluently, with correct pronunciation and expression. Each can give the others in their group feedback on this.

After ReadingAsk the students to share what they liked about the story, or about the reading by members of their group.

Asking and answering questions about what hurts

Read the dialogue between Ianeta and Selaima on pages 6–9 aloud as a class, with you saying each sentence and the class repeating it after you. Tell the students to close their books. You take Selaima’s part and gesture to a student to answer as Ianeta, choosing a different student for each answer. Prompt the students and allow others in the class to help if they have difficulty remembering the answers. If necessary, put Ianeta’s answers on the whiteboard with just the pronoun and the word for the body part missing (for example, Leai, ‘e lē ‘o tīgā ______ ________.)

When you have done this twice, add Selaima’s part, gesturing to a student to ask Selaima’s question and then to another student to give Ianeta’s answer. Again, write parts of Selaima’s questions on the whiteboard if necessary (for example, E tīgā _____ _____?) Go through the questions and answers in this way several times, erasing more from the sentences on the whiteboard each time so that the students have to remember more.

Hold up a picture of someone having a minor accident. Prompt the students to ask you what hurts and if a body part hurts – Faiā‘oga, ‘o fea o ‘oe e tīgā? E tīgā ______ __________? Answer in the positive or negative, according to what is shown in the picture. Give pairs of students sets of cards showing people having minor accidents. Tell them that one student picks up the card and the pair imagines that the person holding the card is the person in the picture. The other student asks the question, using the appropriate form of address (for example, Tīna, Suga) and words for body parts according to who they imagine the person in the picture is (for example, a girl their own age or an adult neighbour). Then they change roles, with the other student picking up the card.


Can you explain when everyday and respectful language is used and give some examples?





English Version of the StoryWhere Are You Hurt?Page 2

“Good afternoon, girls,” says the teacher.

“Good afternoon, teacher,” answers the class.


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“Mrs Tulaga is here to teach you some first aid”, says the teacher. [Literally “to teach you how to help someone who is hurt.”]

“Good afternoon, girls,” says Mrs Tulaga.

“Good afternoon, Mrs Tulaga,” answers the class.

“Please find a partner,” says Mrs Tulaga.

“You’re my partner,” says Selaima to Ianeta.

Page 5

“One of you two pretends to have a hurt leg or foot,” says Mrs Tulaga.

“I will pretend to be my grandma,” says Ianeta.“Let’s pretend I have fallen down.”

“Selaima, pretend to be the first aid expert,” says Mrs Tulaga. “You ask what hurts and put your hand where it hurts.”

Page 6

“Tinā, where are you hurt?” asks Selaima. “Does your head hurt?”

“No, my head doesn’t hurt,” answers Ianeta.

“Does your stomach hurt?” asks Selaima.

“No, my stomach doesn’t hurt,” answers Ianeta.

Page 9

“My leg hurts,” says Ianeta.

“Where does it hurt?” asks Selaima.“Your ankle or your knee?”

“My ankle,” says Ianeta.

“Selaima, put your hand on the ankle,”says Mrs Tulaga. “We [you and I] will check to seeif Grandma’s ankle is broken.”

Page 10

“Tinā, I’ve bandaged your sprained ankle,” says Selaima. “How do you feel?”

“Good, thank you, Selaima,” says Ianeta.“You did a good job.”

“Yes,” says Mrs Tulaga. “You did a good job, Selaima.”

“The bell has rung,” says the teacher.“Pick up your schoolbags.”

Page 11

“Carry my bag please, Selaima,” says Ianeta. “I have a sprained ankle.”

Page 12

“You’re not hurt,” says Selaima. “Take off the bandage.”

“You have to do as I tell you,” says Ianeta. “Don’t forget, I am my grandma!”


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‘O le Pūlou Pīniki

na tūsia e Junior Kiki Maepu

This story supports Matā‘upu 13 (Lā‘ei ma lanu/Clothes and colours).


the simple structure of questions about where things are, followed by answers that are instructions – “Tinā, ‘o fea o‘u tōtini papa‘e?” “Va‘ai ‘i totonu o le ‘ato tōtini.”

words for colours and for “striped” – papa‘e, lanumoana, mūmū, uliuli, tusitusi, pīniki

words for different types of clothing – tōtini, ‘ofuvae, pelaue, se‘evae, sikafu, pūlou

prepositions relating to where things are, for example, ‘i totonu, ‘i luga, ‘i lalo

possessive pronouns for plural and single items – o‘u, lo‘u, lou.

Supports and ChallengesStudents who have completed both Matā‘upu 9 and Matā‘upu 13 of Mua Ō! may find it easy to:

read and understand this short and simple text with questions and answers about where items are

read and understand prepositions indicating where items are

identify the words for colours and types of clothing, using the pictures to support their memory

engage with the story of a teenage girl dressing to go out.


understand some new vocabulary on pages 3 and 10 (these terms are in the book’s glossary)

differentiate between the possessive pronouns for plural and singular items (especially lo‘u ‘ofuvae/my pants, because the English pants is plural but the Samoan ‘ofuvae is singular and so takes the singular pronoun)

differentiate between the possessive pronouns loʻu (my) and lou (your).



Students will produce and respond to questions … (levels 1 and 2)


Students will:

communicate about colour … (level 1)

interpret and create simple texts … (level 2)

recognise and express ownership. (level 2)


Matā‘upu 13

Students will … know how to say different colours in gagana Sāmoa.


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A Possible Teaching GoalStudents will be able to read a simple story and to respond, with increasing fluency, to questions about the different colours and types of clothing.

Learning Activities

Before Reading

Prior knowledge

Revise the vocabulary and structures for Matā‘upu 5 and Matā‘upu 13. See below for ideas for some revision activities.

Revising clothes and colours

Invite the students to talk about their favourite clothes in pairs or small groups. What do you wear at home? When you go out with your friends? What colours are your favourite clothes? Can you name the colours in gagana Sāmoa? Then, as a class, list the colours they name on the board. You could revise the vocabulary for colours and for clothes by playing Memory or Fish with vocabulary cards. (Each matching pair would consist of one card with the word in gagana Sāmoa and one card with a matching picture or colour.)

You could also talk about Samoan traditional clothing and modern clothing, formal and informal clothing, or ask the students to describe the colours of what they wear to school.




Show the students the picture on page 10 of the book and ask them to describe what the girl is wearing. You could use a copy of this picture with the activity in Lesona I of Mua Ō! Matā‘upu 13. Then look at the picture on the cover of the book. Read the title together and have the students predict what they think the story will be about. Write the predictions on the whiteboard so that you can check them after reading the story.

Learning intentions



read and discuss a simple text

read and respond to questions about the different colours and types of clothing


innovate on a simple text in gagana Sāmoa.

Reading the Text Read the story aloud to the students. As you read, show the pictures and read with lots of expression to help the students get the gist of the story. Their listening task could be to check their predictions about the story or to tick words for colours or clothes from a list that you have given them. If the students are likely to be confident with the language level of the story, you could ask them to identify unfamiliar words and try to work out their meaning from the context before looking them up in the glossary.


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Colours, clothes, and pronouns

Ask the students which colours are in the story and list them on the whiteboard. Then ask them which items of clothing are in the story and list them separately on the whiteboard. Depending on the needs of your students, ask them to match the clothes and colours according to the story straight away or read the story again and ask the students to match them as you read. When they have matched the colours and clothes, point to a picture or hold up a real item for each phrase and practise saying each phrase as a class.

Have the students write the correct possessive pronoun before each item in your list of clothes, for example o‘u in front of tōtini papa‘e. Prompt the students to identify which pronoun is singular and which is plural by looking at the items of clothing they go with.

Ordering the story

Give each student or pair of students a sentence from the story. Tell them to practise reading their sentence aloud. After a few minutes, tell them to work as a class to line up in the order of the story. When they have lined up in order, have them tell the story. To provide more of a challenge, you could have the students memorise their sentence and then take the written sentence away before they organise themselves in order and retell the story.

Shared reading

After the class reading, go through the text page by page as a class. Prompt the students to use the illustrations and the words they know to work out what each page means. Write key phrases that you want to focus on, for example, ‘O fea o‘u .../Where are my ...? and ‘O fea lo‘u .../Where is my ...?, on the whiteboard.

Reading aloud

Invite students to read the story aloud with a partner, with one reading the girl’s part and one reading the mother’s. Their goal is to read fluently, with correct pronunciation and expression. Each can give their partner feedback on this.

After ReadingAsk the students to share what they liked about the story, or about their partner’s reading.

Matching pictures with their correct descriptions

Give each student one card with a coloured picture of clothing and one with a written description of clothing. (The cards shouldn’t match.) Tell them to go and talk to the other students to find the correct picture for their written description (explain that they need to give their picture to the person with the correct description). Tell them to sit down when they have a matching pair of cards.

Check that students who are sitting down have the correct pair. Then give them a table with all the pictures of clothing and the descriptions in gagana Sāmoa jumbled up and tell them to match them all. When everyone has finished, go over the correct answers as a class.


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Asking and answering questions about location

Practise the use of ‘O fea o‘u .../Where are my ...? and ‘O fea lo‘u .../Where is my ...?, ‘i luga/on, ‘i lalo/under, ‘i totonu/in or inside, and Va‘ai ‘i _______ o le _________. Give a student something that belongs to you. Tell them to put it on, under, or in something while you close your eyes. Open your eyes and ask O fea o‘u .../Where are my ...? or ‘O fea lo‘u .../Where is my ...? Write Va‘ai ‘i _______ o le _________ on the whiteboard and prompt the students to fill in the gaps and tell you how to find your object. Have the students give you something to hide. Tell them to close their eyes. Put their objects around the room. Have each student ask you where their object is. Tell them where it is, using the sentence above. Have the students do the same thing in groups. Before beginning this activity, make sure they know the words for their objects and for the classroom furniture. Alternatively, do the same activity with pictures of clothes rather than real items.

Innovating on the story

As a class, construct your own story on the basis of ‘O le Pūlou Pīniki. For example, it could start “Teacher, where is my yellow bag?” Students might then like to create their own innovated stories, in pairs, and then read them aloud (as fluently as possible) to another pair.





English Version of the StoryThe Pink HatPage 2

“Mum, where are my white socks?”

Page 3

“Look inside the sock basket.”

Page 4

“Mum, where are my blue pants?”

Page 5

“Look inside the cupboard.”

Page 6

“Mum, where is my red jacket?”

Page 7

“Look on top of the table.”

Page 8

“Mum, where are my black shoes?”

Page 9

“Look under your bed.”

Page 10

“Mum, where is my striped scarf?”

“Look on top of the dressing table.”

Page 11

“Mum, where is my pink hat?”

Page 12

“Look on your father’s head!”


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‘O Junior ‘o le Ui‘ina tūsia e Marisa Maepu

This story supports Matā‘upu 15 (Tā‘aloga/Sports and games).


a simple narrative told in the present tense

repeated phrases, for example, ‘A mātou, e lē mafai ona, tele ‘o ia

different sports and activities, for example, lakapī, tāmomo‘e, volipolo, ‘a‘au

the use of ta‘a‘alo with sports and ō e with activities

adjectives, for example, la‘itiiti, telegese, pu‘upu‘u, fiafia, pele

the possessive pronoun mātou.


the theme of a close and loving ‘āiga in which grandparents play an important role.


identify different members of a family, their roles, and their relationships with others

identify the vocabulary for sports and activities.


understand some new vocabulary, phrases, and sentences (these are in the book’s glossary).



Students will receive and produce information. (levels 1 and 2)


Students will:

respond to and use gagana Sāmoa texts (level 1)

communicate about people, places, and things. (level 2)


Matā‘upu 15

Students will be able to recognise and use gagana Sāmoa to … talk about sports and games.

A Possible Teaching GoalStudents will be able to understand and produce sentences about what sports and activities someone cannot play or do.


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Learning Activities

Before Reading

Prior knowledge

If it is some time since you completed Matā‘upu 15, revise the sports and activities vocabulary your students learned in that unit.




Brainstorm all of the sports and activities the students can remember in gagana Sāmoa.

Tell the students they are going to listen to and read a story that includes some sports and activities.

Learning intentions



identify the main ideas or themes in the text

describe which sports someone cannot play and give a reason, using adjectives or adverbs.

Reading the TextTell the students to listen for any sports and activities as you read the story aloud. After this first listening, have them consult with a partner about which sports and activities they heard. For students who need support, list them on the whiteboard so they can just tick their list in the listening activity. For students who need less support, don’t write them down and ask the students to write them after the listening.

Read the story again and tell the students to check their sports and activities, as well as to listen for characters in the story, including names of people or groups of people. After this second listening, identify the sports and activities in the story as a class. Also identify the verbs that go with them, ta‘a‘alo, and ō e.

Put the students into groups of three to discuss what characters they identified in the story and anything else they picked up in the two listenings.

Give each group copies of the book and tell them to just look at the title and the cover illustration and to discuss what they think the title means and what they think the book is about. Discuss their ideas as a class. Confirm that the title means “Junior Is the Youngest” and write their predictions on the whiteboard to refer to after they read the story.

Have the students read the story and then work in pairs to fill in a table like the one below, using the words and phrases from the book (two example answers are given below). Ask them not to look at the glossary at the back of the book yet. Tell them to record words and phrases they don’t understand.


32


33

Sport or activity Junior can or can’t Reason why

lakapī e lē mafai ona ta‘alo Junior E la‘itiiti tele ‘o ia.

ō e tāmomo‘e ‘i le paka e lē mafai ona alu Junior (or e lē mafai ona ō e tāmomo‘e ‘i le paka Junior)

E telegese tele ‘o ia.

When the pairs have completed their tables, discuss the correct answers as a class. Ask the students what words or phrases they had difficulty understanding. Prompt them to use the illustrations and the context to make guesses about what the new language means.

Point out the glossary at the back of the book and tell the students to use it in the next task. Assure them that you will go over other new language after the next reading, and encourage them to keep trying to work it out.

Have the pairs read the story again and complete the right-hand column in the table below (some example answers are given).

Adjectives and adverbs Reason why

la‘itiiti, telegese, pu‘upu‘u tele ‘o ia ‘o Junior o le ui‘i

fiafia lava mai mātou tinā matua ma tamā matua e tāfafao

pele lava ia ‘o Junior o le ui‘i

pito sili ona lelei e taumafai mālosi

Have each pair answer the following questions in English or in gagana Sāmoa, as appropriate for your class.

When is Junior unhappy? Why?

When is Junior happy? Why?

Who thinks Junior’s great? Why?

When the students have finished, go through each page together, reading it aloud and prompting the students to use familiar words, the glossary, the context, and the illustrations to help them understand the language. Fill in the table and answer the questions, using English or gagana Sāmoa. Note particular phrases or sentences, such as e lē mafai ona ________, and E ________ tele ‘o ia, that you want to focus on later.

After ReadingDiscuss the predictions the students made before reading and ask how they were the same as or different from the story.

Have the students discuss, in pairs or small groups, the advantages and disadvantages of being the youngest. Share your ideas as a class.

e lē mafai ona …

As a class, brainstorm all of the sports and activities the class can name in gagana Sāmoa. List these down one side of the whiteboard. Brainstorm all of the gagana Sāmoa adjectives that they know to describe people, and list them down the other side of the whiteboard.

If necessary, revise the words for family from Matā‘upu 7.


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Introduce, in gagana Sāmoa and with a photo if possible, one of your friends or family. Make two sentences about them and a sport and an activity, using these structures from the book.

“E lē mafai ona ta‘alo ________ ________ . E ________ tele ‘o ia.”

“E lē mafai ona ō e ________ _________. E __________ tele ‘o ia.” (Explain that with these sentences you are using the sport or activity as well as ta‘alo and ō e because there’s no opening phrase giving this as there is in the book.)

Write your two sentences on the whiteboard, leaving gaps for the sport or activity, the person’s name, and the adjective. Tell the students to work in groups and make similar sentences in gagana Sāmoa about their friends or family. As they are working in their groups, rub off more and more words from each of the sentences on the whiteboard, and perhaps from the vocabulary lists too.

If you would like to do this activity twice, or you think your students would find it difficult to talk about their friends and family, you could first do the activity with the set of sports cards you used in Matā‘upu 15. (Note that it’s probably best not to have them make sentences about classmates, because they could be insulting.)

To extend students, you could draw their attention to the use of ‘auā in the last sentence of the story and have them use this to join the two sentences.

When the groups have finished the activity, have them share some of their sentences with the rest of the class. Alternatively, you could support the students to group the people they talked about with the adjectives that describe them and write a summary of their descriptions.







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English Version of the StoryJunior is the YoungestPage 2

In our family, Junior is the youngest. A lot of the time, Junior doesn’t enjoybeing the youngest.

Page 3

When we play rugby, Junior can’t play. He’s too small.

Page 4

When we go running in the park, Junior can’t come. He’s too slow.

Page 5

When we play volleyball, Junior can’t play. He’s too short.

Page 6

When we go swimming in the sea, Junior can’t come. He doesn’t know how to swim.

Page 7

But when our grandmother and grandfather come to visit, Junior is very happy.

Page 8

In our family, Junior is the youngest. This means he’s very special.

In our grandparents’ eyes, Junior is the greatest because he tries hard.


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Documents

Educational Leadership - Pasifikapasifika.tki.org.nz/content/download/870/4850/file/Gagan… · Web viewHello, Mrs Tanielu. [formal greeting from a ... (Each matching pair would