Kōrerorero o Ia Rā — Everyday Conversations

🕘 Lesson at a Glance | Te Hōtaka

Do NowSticky-note openers⏱ 5 min 1 · He pai ki a auLikes, dislikes, respect⏱ 15 min 2 · StationsKōrerorero o ia rā⏱ 25 min 3 · WhakanuiaThe showcase⏱ 15 min SynthesisFive lessons, one voice⏱ 5 min ExitThen, now, and a goal⏱ 5 min

Lesson Overview | Tirohanga Whānui

Everything the unit has built comes out of the books and into the air. Ākonga learned the sounds (L1), introduced themselves (L2), practised respectful kōrero (L3) and the language of people (L4) — today they hold real everyday conversations: greeting, asking, sharing what they like and don't like, and closing well. The new language is small on purpose; the work is putting all five lessons together and keeping a kōrerorero alive for several turns. The lesson ends where the unit should — with each ākonga naming how far their reo has come, and where it goes next.

Learning Intentions | Ngā Whāinga Ako

Hold a short everyday conversation in te reo Māori — mihi, pātai, response, and a proper close.
Share likes and dislikes (He pai ki a au…) and respond to someone else's with respect.
Reflect on reo growth across the unit and set a specific goal for the month ahead.

⚡ Do Now — Sticky-Note Openers

⏱ 5 min

Hand back the sticky notes from Lesson 4's exit ticket — each one already holds a sentence about someone and a greeting to someone.

Ākonga move around the room and greet three classmates using the address line from their note — E hoa, tēnā koe! — and get a greeting back.
Third round: add one pātai from earlier in the unit (Kei te pēhea koe? or Ko wai tō ingoa?) and answer it.

Teacher: notes gone missing? The patterns on the board do the same job — E te ___, tēnā koe and Kei te pēhea koe? The point is warm voices in te reo within the first two minutes.

Activity 1 · He Pai ki a Au — Likes, Dislikes, and Respect

⏱ 15 min

What it is: The last language pattern of the unit, and the one that gives a conversation something real to be about: saying what you like and don't like — and hearing a different answer without putting it down. In te ao Māori, sharing a preference isn't just information; how you receive the other person's answer is part of tikanga, and it's how whanaungatanga grows.

He pai ki a au te ___ — I like ___ He tino pai ki a au te ___ — I really like ___ Kāore e pai ki a au te ___ — I don't like ___ He pai ki a koe te ___? — do you like ___? Āe, he pai! — yes, I like it He aha tō tino kai? — what's your favourite kai? He rerekē tāua! — we're different (and that's all good)

Run it

Model (4 min): The kaiako asks a confident ākonga He pai ki a koe te whutupōro? — take an āe and a kāore answer, twice each. Point at the pattern on the board: He pai ki a au te ___ flips to a question with koe. Swap te for ngā when the thing is plural.
Likes line-up (7 min): Two lines facing each other, Lesson 4 style. The kaiako calls a topic — kai, waiata, hākinakina, kēmu — each pair exchanges one pātai and one honest answer, then the line steps left. Push past one-word answers: He tino pai!
The respect move (4 min): Short kōrero: what do you do when your partner loves the thing you can't stand? Land the taught response — He rerekē tāua! — said with a grin, not a groan. Different preferences, same whānau of learners. That's the difference between a quiz and a conversation.

Teacher: the pattern is a chunk — teach He pai ki a au as one piece of music, not five words to translate. Listen for the long ā in Kāore; Lesson 1's vowel work carries it.

Activity 2 · Conversation Stations — Kōrerorero o Ia Rā

⏱ 25 min

What it is: The main event. Four stations, four everyday settings, and at each one a full kōrerorero from opening to close. The five moves live on the board all activity:

Mihi — greet, with the right address (L4)
Pātai — ask something real (L2, L4)
Whakapuaki — share a like or dislike (today)
Whakautu — receive their answer with respect (L3, today)
Poroporoaki — close well: Ka kite anō, Hei konā, Noho ora mai

Run it

Set the room (2 min): Four corners — Te Akomanga (classroom), Te Wā Kai (kai time), Te Papa Hākinakina (sports), Te Kāinga (home). The Kōrero Role Cards at each station give the situation and starter lines.
Rotate (3 × 6 min): Pairs run one full five-move kōrerorero per station, both speakers taking a turn to open. Aim for four to five turns before the poroporoaki. Then rotate.
Record and improve (final rotation, 5 min): At the last station each pair performs live or records one conversation. Use the Kōrerorero Evidence Record to capture one specific strength, one next step and the focused revision. No public posting is required.

Teacher: circulate for the five moves, not for perfection — a conversation that stumbles and recovers in te reo is worth more than a flawless memorised script. The Greetings & Introductions handout is the rescue rope for any pair that stalls at move one.

Activity 3 · Whakanuia — The Showcase

⏱ 15 min

What it is: Five lessons ago most of this class had never held a conversation in te reo Māori. Now every pair performs one — live, short, and celebrated. Whakanuia!

Run it

Perform (10 min): Each pair picks their best station setting and performs one kōrerorero for the class — 30 to 60 seconds is plenty. The audience listens with a job: tick the five moves as they hear them.
One mihi each (3 min): After each performance, one specific compliment from the audience — a kupu used well, a brave recovery, a natural-sounding close. Specific beats "ka pai" alone.
The kupu wall (2 min): Board goes up: "Kupu and phrases we own now." Call them out, write them fast — greetings, pepeha lines, whānau words, today's patterns. The wall fills; that's the unit, visible.

Teacher: keep the audience job front and centre — the five-move checklist turns watching into listening practice. Nerves are real; performing second-language speech takes courage, so the room's manaakitanga matters more here than anywhere in the unit.

Synthesis · Five Lessons, One Voice

⏱ 5 min

Whole-class kōrero:

Walk the arc backwards: today's conversations used the sounds of Lesson 1, the introductions of Lesson 2, the tikanga of Lesson 3 and the whānau reo of Lesson 4. Where did you hear each one today?
What made a kōrerorero feel respectful? Draw it out: it wasn't just the words — it was receiving someone's answer well, even when tastes differed. Sharing likes and dislikes while upholding tikanga is whanaungatanga being built, one exchange at a time.

Teacher: that second point is the curriculum statement, made real — name it for the class in plain words: how you disagree about small things is practice for how you'll hold the big ones.

Exit · Then, Now — and a Goal

⏱ 5 min

On a sticky note, two lines before leaving:

One thing I can say now that I couldn't say five lessons ago — written in te reo.
One reo goal for the next month — in te reo if they can: Ka ngana ahau ki te ___ (I'm going to try to ___). E.g. Ka ngana ahau ki te kōrero Māori i ia rā.

Teacher: collect and keep these — they're the seed of your class's ongoing reo routines, and honest evidence of where each ākonga believes they are. A goal in their own hand outlasts any worksheet.

🎯 Curriculum Links | Te Hononga ki te Marautanga

This lesson's focus: Ākonga hold sustained everyday conversations in te reo Māori — and learn that sharing likes and dislikes well, including receiving a different answer with respect, is a practice of tikanga and whanaungatanga, not just vocabulary.

Pāhekoheko — Practices (Emergent 1 | Learning Languages)

"Communicating likes and dislikes within a Māori context includes understanding and respecting the perspectives of others, acknowledging collective values, and upholding tikanga. This is essential for nurturing whanaungatanga."

📑 See the audited unit curriculum map → — Te Mātaiaho 2025 · Learning Languages. Activity 1 teaches the likes-and-dislikes language directly; Activity 2's respect move and Lesson 3 tikanga feedback work the practice in real exchanges.

📦 Materials & Resources

📋 Handouts & Worksheets

Kōrero Role Cards — one set per station; the situations and starter lines for Activity 2
Greetings & Introductions — the rescue rope for pairs who stall at the mihi
Pronunciation Guide — optional support; Lesson 1's vowel work in printable form

🛠️ Equipment & Setup

Four station corners signed: Te Akomanga, Te Wā Kai, Te Papa Hākinakina, Te Kāinga
One recording device per pair for the final rotation (phones or tablets are fine)
Lesson 4's exit sticky notes, handed back for the Do Now
Board space: the five moves, the likes/dislikes patterns, and the kupu wall

📊 Assessment Framework

This lesson carries the unit's summative speaking evidence — the recorded kōrerorero from Activity 2 — alongside the usual formative listening.

What to listen for, mapped to the learning intentions

Sustained conversation (LI 1): the recorded kōrerorero — are all five moves there, across four or more turns? The recording is the evidence; keep it.
Likes and dislikes with respect (LI 2): the line-up drill and the stations — is the pattern accurate (He pai ki a au…), and does the respect move actually appear when answers differ?
Reflection and goal (LI 3): the exit note — is the growth line real reo, and is the goal specific enough to check in a month?

Quick exit read: line 1 shows what the unit banked; line 2 shows whether the learning has somewhere to go. A vague goal ("get better at reo") is your cue for a one-minute goal-setting kōrero next week.

🚀 Extension Activities

🎙️ Kōrero Marathon

Confident pairs stretch a station conversation past eight turns, or bring in a third speaker — group kōrero is a different skill: turn-taking, inviting the quiet voice in (He aha ki a koe?).

🏠 Whānau Interview

Take a role card home: teach someone in the whānau the pātai, hold the kōrerorero at the kitchen table, and report back — what did they like? Real language, real audience.

🤝 Tuakana Coaching

Strong speakers host a station instead of rotating — keeping the kōrero alive for each visiting pair and modelling the tuakana–teina relationship from Lesson 4 in the flesh.

🔗 Unit Progression & Next Steps

This is the unit's final lesson — the arc closes: sounds (L1), identity (L2), values (L3), people (L4), and now conversation (L5), where all of it works together out loud.

Where the reo goes next

Keep the language alive daily: standing terms of address, pātai of the week, likes-and-dislikes rounds at kai time. The exit-ticket goals are your roadmap — revisit them in a month, out loud.

Beyond the unit: the recorded kōrerorero make a strong before-point for any future reo learning — and pepeha (L2) now has a real audience waiting at every school pōwhiri, assembly and hui. Use them.

📋 Teacher Planning Snapshot

Ngā Paearu Angitū — Success Criteria

✅ I can hold a kōrerorero of four or more turns — mihi, pātai, whakapuaki, whakautu, poroporoaki. (LI 1)
✅ I can say what I like and don't like (He pai ki a au…) and receive a different answer with respect. (LI 2)
✅ I can name one thing my reo can do now, and set a goal I could check in a month. (LI 3)

Prior prep — do these before class

Print the Kōrero Role Cards and sign the four station corners.
Have Lesson 4's exit sticky notes ready to hand back at the door.
Board up the five moves and the likes/dislikes patterns before ākonga arrive.
Check recording devices — one per pair for the final rotation — and decide where the files go.

Differentiation for this lesson

Scaffold: sentence frames stay visible at every station; the role cards carry starter lines so no pair opens cold.
ELL / ESOL: the five-move structure is language-agnostic — invite comparisons with how conversations open and close in home languages; many share more with te reo than English does.
Neurodiverse learners: the rotation is predictable and rehearsed before anything is recorded; performing to the class stays a choice — the recording already carries the evidence.

Mātauranga Māori lens

Kōrerorero is where the reo stops being content and starts being relationship. Sharing likes and dislikes within tikanga — honestly, and with care for the other person's view — is whanaungatanga in miniature; the marae ātea and the kitchen table both run on it. Ending the unit with reflection honours the learning as a taonga each ākonga now carries and chooses to grow.