FAUFAUA! an Introduction to Tongan Units Except Unit 10And20

AN INTRODUCTION TO TONGAN

Teachers’ Guide and Support MaterialS Learning Languages Series The heilala is the national flower of Tonga. A garland of heilala flowers, like the one shown on the cover, is a culturally significant gift. In this case, it welcomes teachers and learners to the Tongan language and confirms links with the Tongan language guidelines (TiNZC). Gifts of ngatu (tapa cloth) are also culturally important, so they are represented on the cover and in the design of this resource as well. When learners communicate successfully in Tongan, praise them, saying “Faufaua!” (Excellent! Well done!)

Published 2010 for the Ministry of Education by CWA New Media, Box 19090, Wellington 6149, New Zealand. www.cwa.co.nz Publishing services by Lift Education, South Pacific Press Design services by ThinkSpace Design Illustrated by Scott Pearson Text copyright © Crown 2010 Illustrations copyright © Crown 2010 Music copyright © Crown 2010 All rights reserved. Enquiries should be made to the publisher. ISBN 978 0 478 34124 9 Further copies may be ordered from Ministry of Education Customer Services, freephone 0800 660 662, freefax 0800 660 663, by email: [email protected] or online at www.thechair.govt.nz Please quote item numbers as follows: Printed material only item number 119411 Complete resource item number 118307 CONTENTS

Talateu Preface 4 Lea Faka-Tonga The Tongan Language 20 Unit 1 Màlò e Lelei Greetings 23 Unit 2 Fakafe‘iloaki Introductions 48 Unit 3 Fàmili Family 74 Unit 4 Ko e Lokiako The Classroom 93 Unit 5 Lau Mata‘ifika´ Counting 114 Unit 6 Fakamatala‘i ‘o ha Fa‘ahinga Me‘a Describing Things 137 Unit 7 Ko e Taimi´ Time 155 Unit 8 Kàtoanga‘i Celebrating 174 Unit 9 Ngaahi Fiema‘u mo e Manako´ Needs and Preferences 191 Unit 10 ‘Oku Mau Fakahoko atu ‘Emau Ngàue´ Presenting Our Work 207 Unit 11 Kàinga Extended Family 218 Unit 12 Feime‘akai Preparing Food 236 Unit 13 Kai Fakataha Sharing Food 254 Unit 14 Fa‘ahita‘u Seasons 271 Unit 15 Ko e Taimi´ mo e ngaahi Feitu‘u´ Time and Places 290 Unit 16 Ko Hai ‘Oku´ ne Fai ‘a e Ngàue´? Who Does the Work? 310 Unit 17 Ko e Ngaohi ha ‘ù Me‘a Making Things 329 Unit 18 Ko Hono Fua´ Measuring 346 Unit 19 Sipoti Sports 365 Unit 20 ‘Oku Mau Fakahoko atu ‘Emau Ngàue´ Presenting Our Work 382 Tonga. Women’s Affairs,andCulture,inTonga,foritscooperationassistanceduringfilming The MinistryofEducationandCWANewMediawouldliketothanktheEducation, DVD. who assistedwiththefilmingandrecording.Thecastcrewareacknowledgedon The producers of the DVDs and the CD would like to thank all those in Tonga and New Zealand The schoolsthattrialledtheresourcewere: The developerswouldalsoliketothankthefollowingfor theircontributionsandadvice: Coordinator, PasifikaLanguagesandResources. Tolo, SeniorAdvisor,CurriculumTeachingandLearning,AnnetteLoleKarepa,National The MinistryofEducationpersonnelwhoguidedandsupported thisprojectwereFatulatetele Tèvita Finau,SifaPau‘uvale(Phase1),andEdgarTu‘inukuafecontributedtotheproject. this communicativelanguageresource. The developerswouldliketothankTufuteleFinau,VàletiFinau,andGailSpenceforwriting Media, LearningandLiftEducation,SouthPacificPress. Faufaua! AnIntroductiontoTonganwasdevelopedfortheMinistryofEducationbyCWANew Talateu–Preface Acknowledgments Titahi BayIntermediateSchool. Thorndon School; South WellingtonIntermediateSchool; Northland School; Viliami Vao,RobertsonRoadSchool. Luti LoumailePeseTafea,TamakiIntermediateSchool; ‘Ilifeleti Samiu,CloverParkMiddleSchool; Susana TufuleleNofo‘akifolau,ÒtàhuhuPrimarySchool; Mònika FaeamaniMa‘u,MinistryofEducation; Tèvita Kaufusi,SouthernCrossCampus; Ma‘ata Fusitu‘a,SirEdmundHillaryCollegiate; 4 Preface

FAUFAUA! An Introduction to Tongan units except Unit 10and20. Audio transcriptsareprovided attheendofthispreface,leafaka-Tonga section,andallthe just replayshortsections. when learninganotherlanguage. There’snoneedtoreviewalltheaudiomaterialforaunit – Use thesameapproachwith theaudiocontentonCDs.Thereplaybuttonisavaluable tool The CDs learning times. before thestudentsgotolunchandagainatend oftheday–thatis,outsidelanguage- strategy of“alittle,often”.Forexample,someor all of aunit’sDVDmaterialcouldbeshown We recommendrepeatedviewings,whichwillhelp youtoimplementthelanguage-learning except inthecaseofUnit10and20. Transcripts ofthelanguagescenarioswithEnglish translationsareattheendofeachunit, aware thattherearelargeTongancommunitiesinAustraliaandtheUnitedStates,too. of TongainbothandNewZealand.Asyouyourstudentsviewthismaterial,be and thelanguagecoveredinunitsaswellfurtherglimpsesofculturepeople communicating inTongan.TheDVDsprovideinstructionalmaterialonaspectsoftheculture sequences. TheseincludescenariossetinTongaandNewZealandthatshowstudents The DVDmaterialforaunitrunsfiveminutesonaverageandcomprisespresenter-linked covered intheunit. unit (thatis,atthestartofLessonA)tointroduceaspectscultureandlanguage 20 (whicharerevisionunits).PlaytheDVDmaterialatbeginningoffirstlessoneach The DVDsprovideaudiovisualmaterialforeveryunitofthe resourceexceptUnit10and The DVDs The ComponentsoftheResource people. is used.Forthisreason,theresourceincludessomelearning activities thatinvolveTongan and useofTonganthecultureinschoolswhereFaufaua!AnIntroductionto Students ofTonganheritagemaytakeadvantagetheopportunitytoextendtheirknowledge CDs, andtherewillbelotsofopportunitiesforpractice. language focusateachstep.YouwillalsoheareverythingyouneedtosayinTonganonthe The DVDswillhelpyoutofocusonthetargetlanguageincontext.presenteridentifies Learners arenotexpectedtounderstandeverythingrightaway. every aspectoftheTongancultureandsomewordsasyouencounterthem. Please don’tworry,andreassureyourstudentssothattheydon’tifyouunderstand them. facilitator intheclassroom,learningalongwithstudentsand,potentially,from first associationwithteachingaPacificlanguage.Itencouragesyoutoadopttheroleof The designoftheresourceacknowledgesfactthat,asformanyteachers,thismaybeyour new learnersoftheTonganlanguage. designed toofferflexible,progressive,entry-levellessons forteachersandstudents who are Tongan. Thiscommunicativelanguageresourceprovidesanintegratedpackageofmaterials Màlò elelei!WelcometotheLearningLanguagesSeriesresourceFaufaua!AnIntroduction Introducion 5 Preface

FAUFAUA! An Introduction to Tongan learning. 1 and2achievementobjectivesinTheNewZealand Curriculumsetthedirectionforstudent The NewZealandCurriculum.statementsforthelearninglanguagesareaand thelevel levels 1and2oftheTonganlanguageguidelines( TiNZC). This,inturn,isdirectlylinkedto Faufaua! AnIntroductiontoTonganisacommunicativelanguageresource.Itbased on The ApproachtoLearningTongan over amillionpeopleinAfricaisalsocalledTongan. As yousearchforTonganmaterialonline,ithelpstoknowthataBantulanguagespokenby support material. This siteoffersadditionalinformation,linkstootherwebsites, andarangeofadditional http://learning-languages.tki.org.nz Information tosupportthisresourceisavailableat Website Links • • • Each lessonhasitsown: • • • • • Each unithasitsown: units. Therearethreelessons(A,B,andC)ineachunit. The printedmaterialcomprisesthispreface,abriefsectiononthelanguageitself,andtwenty The PrintedMaterial language guidelines(TiNZC). the publicationwithtitleTonganinNewZealand Curriculum(2007)istheTongan learning languagesarea.Forthisreason, thereferenc to thespecificlanguagetheyareteachingsupportachievementobjectivesof referred toaslanguageguidelines,theyofferguidanceteachersonmattersrelating The curriculumdocumentsthathavebeenpublishedforindividuallanguagesarenow learning outcomes; learning outcomes; teachers’ notes. cultural knowledge; language knowledge; curriculum links; The lesson outline. to eithergatherupormake); are providedattheendofeachlessonandsomewhichyouandyourstudentswillneed which youwillneedthem(someofaretheOHTs,worksheets,andchecksheetsthat resource listofthematerialsthatyouwillneedtoteachlesson,listedinorder New Zealand Curriculum (2007) sets the curriculum direction for New Zealand schools. 6 e usedinthisresourcefor Preface

FAUFAUA! An Introduction to Tongan sociocultural contextsastheyworktowardsthefollowingachievementobjectives: 1 and2explainsthatstudentswilldevelopkeycompetencies inselectedlinguisticand Under theheadingCommunication,statementforLearningLanguagesareaatlevels Programmes, andDeveloping ProgrammesforTeachingPacificIslandsLanguages . Learning Languages:AGuide forNewZealandSchools, For furtherguidanceonhow toprepareforandrunasuccessfullanguageprogramme,consult the Tonganculture. explore opportunitieswithinyourlocalcommunity tofurther yourownstudyofTonganand website linktosupportyourownlearningofthelanguage. Finally,wesuggestthatyou the nextunitofwork.Atsametime,useprint andaudiovisualmaterialthelisted CD content.Youmayevenwishtotaketheprintand audiovisualmaterialhomeandpreview An IntroductiontoTongan,includingpreviewingtheDVDmaterialandlistening tosomeofthe Finally, takeamomentnowtoacquaintyourselfwith alltheelementsthatmakeupFaufaua! can oftensuccessfullylearnlanguagesveryquickly. Setthepaceoflessonsaccordingly. encouraged tothinkofyourselfasbeingalearner, too,rememberthatstudentsatthislevel varies greatly,andtherearenotimelimitsontheactivities inthelessons.Whileyouare are intendedtobeonlythirty-minutelessons.However, thepaceatwhichclasseswork as possible.Sessionsarelikelytobebusy,andyouwill probablybesurprisedthatthey pair andgroupwork,withstudentsspeakingtoeachotherinthetargetlanguageasoften As acommunicativelanguageresource,Faufaua!AnIntroductiontoTonganpromotes timetabling. “a little,often”reallyisthebestwaytolearnanotherlanguage, sowerecommendregular complete allthelessons.Schedulingwillvaryfromschool toschool,butwesuggestthat the busynatureofmanyschoolprogrammes.Itmaytakeyoulongerthantwentyweeksto offered eachweek.However,itisunderstoodthatthismaynotalwaysbefeasiblegiven The workinthisresourceisdesignedtorunfortwentyweeks, withthreehalf-hourlessons pages 6–19and35–45). valuable informationabouttheteachingandlearningofTonganinNewZealandschools(see descriptions oftheachievementobjectivesforlevels1and2(seepages46–58)aswell resource andwhichsitsbeneathTheNewZealandCurriculum,containsmoredetailed The Tonganlanguageguidelines(TiNZC),whichisthebasisforthiscommunicative • • Under theheadingCulturalKnowledge,statementsaysthatstudentswill: • • Under theheadingLanguageKnowledge,statementsaysthatstudentswill: • • • Proficiency DescriptorLevels1and2 receive andproduceinformation; recognise thatthetargetculture(s)is(are)organisedinparticularways; recognise thatthetargetlanguageisorganisedinparticularways; make connectionswithknownculture(s). make connectionswiththeirownlanguage(s). show socialawarenesswheninteractingwithothers. produce andrespondtoquestionsrequests; Students caninteractinasimplewaysupportedsituations. Students canunderstandandusefamiliarexpressionseverydayvocabulary. The NewZealandCurriculum(learninglanguagesfoldoutpage) 7 Guidelines forTonganLanguage Preface

FAUFAUA! An Introduction to Tongan Needs andPreferences Manako´ Ngaahi Fiema‘umoe Unit 9 Celebrating Kàtoanga‘i Unit 8 Time Ko eTaimi´ Unit 7 Describing Things Fa‘ahinga Me‘a Fakamatala‘i ‘oha Unit 6 Counting Lau Mata‘ifika´ Unit 5 The Classroom Ko eLokiako Unit 4 Family Fàmili Unit 3 Introductions Fakafe‘iloaki Unit 2 Greetings Màlò eLelei Unit 1 Units Overview oftheResource Students will: Achievement Objectives(CommunicationStrand) • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • compare foodsacrosscultures. express agreementanddisagreement; respond tothewants,needs, andpreferencesofothers; make connectionswiththeirownculture(s). give andrespondtoinvitations; make connectionswiththeirownlanguage(s)and culture(s). tell thetime; name themonthsofyear; make connectionswiththeirownlanguage(s)andculture(s). describe thesizesofobjects; identify thecoloursofobjects; make connectionswiththeirownlanguage(s)andculture(s). respond toandusenumberpatternssequences; use languageandpositioningtoshowrespect. respond toclassroominstructionsandrequests; ask forrepetition,clarification,andhelp; use bodylanguagetoshowrespect. use languagetoshowrespect; say thenumbersfromonetoten; identify somefamilyrelationships; use bodylanguagetoshowrespect. use languagetoshowrespect; respond togreetingsandintroductions; of theirfamily; introduce others,includingyou,theirfriends,andmembers introduce themselves; make connectionsbetweenlanguages,places,andcultures. recognise andusethelettersofTonganalphabet; use languagethatbestsuitsthesesituations; farewell eachother,you,andotheradults; express theirwants,needs,andpreferences; give informationabouttheirbirthdays; name thedaysofweek; identify theshapesofobjects; use thenumbersonetohundred; identify classroomobjects; name themembersoftheirimmediatefamily; greet eachotherappropriately,mentioningthetimeofday; greet eachother,you,andotheradults; 8 Preface

FAUFAUA! An Introduction to Tongan Presenting OurWork ‘Emau Ngàue´ ‘Oku MauFakahokoatu Unit 20 Sports Sipoti Unit 19 Measuring Ko HonoFua´ Unit 18 Making Things Ko eNgaohiha‘ùMe‘a Unit 17 Who Doestheork? Ngàue´? Ko Hai‘Oku´neFai‘ae Unit 16 TimeandPlaces Feitu‘u´ Ko eTaimi´mongaahi Unit 15 Seasons Fa‘ahita‘u Unit 14 Sharing Food Kai Fakataha Unit 13 Preparing Food Feime‘akai Unit 12 Extended Family Kàinga Unit 11 Presenting OurWork ‘Emau Ngàue´ ‘Oku MauFakahokoatu Unit 10 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • make connectionswiththeirownculture(s). ask aboutanddiscusssportspreferences; make connectionswiththeirownculture(s). understand andexpresssize; understand andexpressamount; make connectionswiththeirowncultures(s). respond torequestsandinstructions; give instructions; make connectionswiththeirowncultures(s). make connectionswiththeirownculture(s). ask aboutandidentifyplaces; make connectionswiththeirownculture(s). understand andusetimeexpressions; make connectionswiththeirownlanguage(s)andculture(s). identify fooditems; communicate interestandenjoyment; accept andrefusethings; make connectionswiththeirownculture(s). respond torequestsandinstructions; give instructions; make connectionswiththeirownlanguage(s)andculture(s). ask aboutthefamiliesofothers; identify familyrelationships; revise Units11–19. identify somesports; identify andusenumbersnumberpatterns; make requests; talk aboutrolesintheirfamily; use timeexpressions; ask aboutanddiscusstheweather; offer things; make requests; name themembersoftheirextendedfamily; revise Units1–9. 9 Preface

FAUFAUA! An Introduction to Tongan common. te reoMàori,willproveparticularlyuseful.Polynesian languages havemanycharacteristicsin experiences. Anypriorknowledgeoforfamiliarity with another Polynesianlanguage,suchas with themtotheirclassroomlearningbymakingconnectionsunderstandingsand It isalsoimportanttorecogniseandvaluethelanguage(s)culture(s)thatstudentsbring are importanttoTongancommunities. students toappreciatetheuniquenessoflanguageandcultureTongavaluesthat Tongan whereverpossible,though,andtrytoavoidoverusingEnglish.Thiswillhelpyour As theydeveloptheseskills,are,ofcourse,supportedbyEnglish.Keepthefocuson • • • Tongan, theywillneedtodevelop: their languageandculturalknowledgeforthepurposesofcommunication.Tocommunicatein You willnoticethatinFaufaua!AnIntroductiontoTongan,theemphasisisonstudentsusing • • • • • You willneedtoexplainyourstudentsthatlearninga word orexpressionmeans: members –eventeachingthemsomeofwhattheyhavelearnedinclass. learning totheirfamiliesandtakeprideinpractising classroomlearningwithfamily using aTonganwebsite).Homeworkcanalsobemotivatingwhenstudentsshowofftheir students toinvestigateatopicorideathatinvolvesthemindoingsomeresearch(forexample, Homework isagoodidea,anditworksbestwhenreinforcesschoollearningorchallenges culture. familiar withthesoundsoflanguage.Enjoychallengeslearninganewlanguageand try tobecomearegularlistenerbroadcastsinTongan.Thisisanexcellentway your studentscouldparticipatein.Eventhoughyoumightnotunderstandeverythingatfirst, language andculturewithyourstudents.Theremayalsobecommunityeventsthatyou Tongan. IftherearepeoplewhospeakTonganinyourcommunity,invitethemtosharetheir We suggestthatyouandyourstudentsseekoutasmanyopportunitiespossibletouse oral skills(listeningandspeaking); knowing howtosayit; visual skills(viewingandpresenting/performing). written skills(readingandwriting); knowing howandwhentouseit. knowing whatitmeans; distinguishing itfromotherwordsthatmaybesimilar; knowing howtospellit; Tips forLearninganuaes 10 Preface

FAUFAUA! An Introduction to Tongan Kàtaki, ngàuetokotahapè. Ngàue fakakulupu. Ngàue tautautokoua. Kàtaki, ‘alukiho‘okulupu´. Màlò ‘aupito,fànau. Màlò, Jeff. Faufaua! Sai ‘aupito. Sai. Maau? Mahino? Kuo ‘osi? Fakahoko ho‘ongàue´. Tohi. Kàtaki, laule‘olahi. Lau. Kàtaki, faka‘osi. Kamata. Kàtaki, toelau. Fanongo kiheCD. Sio kiheDVD. Kàtaki, fakalongolongo. Hiva. Tu‘u ki‘olunga. Nofo kilalo. Hiki nimahake. Tokanga mai. Kàtaki, ‘oha‘ukiheni. Fanongo mai. Instructions convey “please”withyourtoneofvoiceratherthanexplicitlyaword. understanding byresponding.NotethatwhenyougiveinstructionsinTongan,tendto respond totheseandotherexamplesofclassroomlanguage,theywillbedemonstratingtheir classroom asappropriate.Asyourstudentslearntofollowthesesimpleinstructionsand Listen tothefollowingexpressionsonCD1track1,practise them,andthenusethem inyour Classroom Language Tongan intheClassroom Work byyourself,please. Work ingroups. Work inpairs. Go toyourgroup,please. Thank youverymuch,class. Thank you,Jeff. Awesome! Very good. Good. Ready? Understand? Finished? Present yourwork. Write (it). Please read(it)outloud. Read (it). Finish, please. Start (now). Repeat (it),please. Listen totheCD. Watch theDVD. Quiet, please. Sing (now). Stand up. Sit down. Hands up. (Pay) attention. Come here,please. Listen (tome). 11 Preface

FAUFAUA! An Introduction to Tongan and language. Even withinTonga,therearevariations.Niuafo‘ou,inparticular,hasitsownuniqueculture between theTongancommunitiesinAustralia,UnitedStates,NewZealand,andTonga). differences betweentraditionalandcontemporaryculturalpractices)place(forexample, The expressionoftheTonganculturehasvariedovertime(asexemplifiedbysome a particularculturecomparedwithothers. and preferenceswithinacultureisjustasimportantgainingsenseoftheuniqueness not everyTongandoeseverythingthesameway.Thisunderstandingofindividualdifferences Tongan, theywillcometorealisethatarangeofexpressions isusedineverycultureand that As yourstudentslearnmoreabouttheTonganculturethroughlearningtocommunicatein Programmes (pages79–87). that expresstheTonganculture,suchasthoselistedinGuidelinesforLanguage in NewZealand,Tonganwebsites,andbooksthatareeitheraboutthecultureor For additionalinformation,usefulplacestostartarelocalmembersoftheTongancommunity Tongan cultureisthereforeprovidedineveryunit. Cultural informationisthereforeanintegralpartoflanguagelearning.Informationaboutthe Languages areinseparablylinkedtothesocialandculturalcontextsinwhichtheyused. Information abouTHETonganCulure CS WS OHT Abbreviation Key Checksheet Worksheet Overhead transparency 12 Preface

FAUFAUA! An Introduction to Tongan fahi fefie fai engàuefaka‘api fai ehomueka faiako fa‘è tangata fa‘è (fa‘ahita‘u) momoko (fa‘ahita‘u) màfana (fa‘ahita‘u) fakatòlau (fa‘ahita‘u) failau fa‘ahita‘u fa‘a fà ‘Epeleli engeenga ‘eku efiafi po‘uli efiafi ‘atelita ‘apongipongi ‘api ‘àpele ‘Aositelèlia ‘ao‘aofia anga maheni ‘ana ‘Amelika ‘Àkosi ‘akapulu liiki ‘akapulu ‘aka pasikala ‘aho´ ni ‘aho fà‘ele‘i ‘afu‘ia ‘afua mola‘à ‘afu afo are preferredtowordsborrowedfromotherlanguages. Transliterations areincludedwhentheycommonlyusedterms.Otherwise,Tongan dictionaries. Tohelpyoufindwordsquickly,thisglossary usestheEnglishdictionary order. A TongandictionarylistswordsinadifferentorderfromthatusedEnglishlanguage Glossary to chopwood to dohousework to dohomework teacher brother) uncle (yourmother’s (your mother’ssister) mum, aunt winter summer autumn spring season often four April yellow my sunset todusk,evening afternoon, p.m. athletics tomorrow home apple Australia cloudy usually (usualpractice) cave America August rugby league rugby cycling today birthday hot andsweaty fine hot string 13 haafe fu‘u si‘isi‘i‘aupito fu‘u si‘isi‘i fu‘u lahi‘aupito fu‘u lahi fuopotopoto fufulu fua founga honongaohi fokotu‘unga fo‘i foha fò fiu fitunoa fitu fine‘eiki fiema‘u fiekaia fieinua fì Fepueli fefie fèfè faufaua fangatua fànauako fànau fàmili fànoa Falaite fàlahi fakatau fakapona fakangingila Faka-Mè fakalolo fakaafe‘i kàinga half tiny very small huge very big circle to wash,clean to measure recipe pile, stack (a singlepieceof)fruit son to washclothes to haveenougheat seventy seven mother to want,need hungry thirsty to plait February firewood how awesome wrestling students children, class family forty Friday wide to buy to knot to polish Children’s Day to oil to invite extended family Preface

FAUFAUA! An Introduction to Tongan kosi komipiuta kolo si‘isi‘i kolo lahi kolo kilo kilikiti keke kaume‘a kau kato naunau kato kàpisi kàloti kakau kai ho‘atà kae‘oua kà ipu inu ifo hu‘akau hongofulu hono hoku hoki ho‘atà efiafi ho‘atà ho hivanoa hiva hingoa hinehina hiko hihifo hifi hengihengi hela‘ia havili ha‘u hanga ha‘inga hahake to mow computer small villageortown big villageortown,city village ortown kilo cricket cake friend bunch schoolbag basket cabbage carrot swimming lunchtime until car cup to drink,adrink delicious, yummy milk ten his, her,its my hockey afternoon before sunset, midday, noon your (oneperson) ninety nine name white juggling west to cut before sunrise tired windy to come hand span bundle east 14 mo‘ungaafi mo‘ui lelei motu monomono Mònite momoko ‘aupito momoko moli mokosia mohenga mehikitanga me‘a ‘okungaohi‘aki me‘a‘ofa me‘akai Mè màtu‘a matàtahi mamata màsima manga manako màlòlò malemale maea Ma‘asi mà loto fonua loto loloto lòloa loki kaukau lèmani lanumoli lanumata la‘i pepa lahi taha lahi la‘à kulokula kui tangata kui fefine kui volcano healthy island quilt Monday freezing cold orange to feelcold bed sister) aunt (yourfather’s ingredients gift food (butseepage238) May parent beach to watch salt stride favourite morning break touch rugby rope March bread centre (ofland) inside depth long bathroom lemon orange green paper a piece(orsheet)of eldest big sunny red grandfather grandmother grandparent Preface

FAUFAUA! An Introduction to Tongan Sàpate Tamai Sàpate Fa‘è Sàpate Sanuali sanuisi sanipepa pupu‘a pulù Pulelulu puleako puha penivahevahe pongipongi po‘uli pèpè pepa peni pasiketipolo palàleli palakipoe hinehina palakipoe pàti ‘ota ika ononoa ono onioni ‘Okatopa ‘ofefine ofa Nu‘u Sila Nòvema nounou nofo noa ngingila nge‘esi niu nge‘esi fingota ngatu niu taufua nimanoa nima ngaohi netipolo musie Fathers’ Day Mothers’ Day Sunday January sandwich sandpaper blowhole blue Wednesday principal pencil case midday, a.m. morning, sunriseto night baby paper, exercisebook pen basketball gymnastics whiteboard blackboard party a rawfishdish sixty six onion October daughter fathom New Zealand November short to live zero shiny coconut shell seashell tapa cloth coconut cream fifty five to make,prepare netball lawn, grass 15 tenisi tèmata tehina teau ta‘u tapafà tatau tapafà tapatolu ta‘okete tangata‘eiki tànaki tamaiki tamai taiamoni tà‘i, taa‘i tahavalu tahaua tahatolu tahahiva tahataha tahaono tahanima tahafitu tahafà taha Sune soka sofipolo Siulai sipoti sinou sikeitipooti sikeiti si‘isi‘i taha si‘isi‘i siakale siaine Sepitema sèniti sea tennis tomato gender asyou) younger sibling(same one hundred year square rectangle triangle gender asyou) older sibling(same father to add children father’s brother) dad, uncle(your diamond bananas) hand (asin,of eighteen twelve thirteen nineteen eleven sixteen fifteen seventeen fourteen one June soccer softball July sport snowing skateboarding skating youngest small circle banana September cent chair Preface

FAUFAUA! An Introduction to Tongan Tongan is a, à, ‘a, ‘à, e, è, ‘e, ‘è, f, h, i, ì, ‘i, ‘ì, k, l, m, n, ng, o, ò, ‘o,‘ò, p, s, t, u, ù, ‘u, ‘ù, and v. Guidelines forTonganLanguage Programmes.TheorderinASimplifiedDictionary ofModern Tongan dictionariesusetwo differentalphabeticalorders.Theyaredescribedonpage 6in vesitapolo vau valunoa valu vàleti (ngaahi) vala va‘inga vai ‘umu ‘ulumotu‘a ‘uluaki ‘uli‘uli ‘uha uataha uanoa ua Tùsite tuonga‘ane tuofefine tukumisi tuinga Tu‘apulelulu tu‘a tonga tolunoa tolu tolo me‘amamata tola tokoua tokoni Tokonaki tokelau toileti tohi fakaafe tohi toenga tò Tìsema tesi tèpile vegetable (butseeUnit12) to scrape eighty eight purple clothes to play water earth oven head ofthefamily first black rainy, raining twenty-one twenty two, second Tuesday brother (ofafemale) sister (ofamale) grey string (forexample,offish) Thursday outside south thirty three, third shot-put dollar brother (ofamale),sisterfemale) cousin (samegenderasyou), to help Saturday north toilet invitation book change, remainder to plant December desk table 16 Preface

FAUFAUA! An Introduction to Tongan DVD material Revises Units 1–9,soithasnoassociated Ngàue´ (PresentingOurW ork) Unit 10‘OkuMauFakahokoatu‘ Emau (earth oven) Describing yourfeelingsand usingan‘umu (Needs andPreferences) Unit 9NgaahiFiema‘umoeManako´ opening anewkindergarteninTonga singing “HappyBirthday”;PrincessPilolevu Celebrations, includingplanningapartyand Unit 8Kàtoanga‘i(Celebrating) year; Fakamè(Children’sDay) The daysoftheweekandmonths Unit 7KoeTaimi´(Time) work inaplantation Describing shapesandsizesatthemarket; (Describing Things) Unit 6Fakamatala‘i‘ohaFa‘ahingaMe‘a vegetables, andmoreonchoresafterschool shopping (includingprices),fruitand The numberseleventoonehundred, Unit 5LauMata‘ifika´(Counting) life inTonga Classroom vocabularyandlanguage;school Unit 4KoeLokiako(TheClassroom) after-school chores ten, androlesinaTonganfamilywhiledoing brothers andsisters,thenumbersoneto Introducing yourfamily,nowincluding Unit 3Fàmili(Family) hierarchy inTonga Introducing yourselfandyourfamily;social Unit 2Fakafe‘iloaki(Introductions) including itspeopleandthechurches Tongan alphabet,andadescriptionofTonga, Greetings andfarewells,sayingnames,the Unit 1MàlòeLelei(Greetings) use it Introduces theDVDmaterialandhowto Introduction studio team,andaculturalsection. language scenarioinvolvingstudentsinTongaandNewZealand,modellingbya each haveanaccompanyingsectionononeoftheDVDs.Theseincludescenesfroma This prefaceiscomplementedbyashortintroductiononthefirstDVD.Units1–9and11–19 Index toheDVDs 17 class inTonga DVD materialapartfroma farewellfroma Revises Units11–19,sohas noassociated Ngàue´ (PresentingOurW ork) Unit 20‘OkuMauFakahokoatu‘Emau Tonga dislikes; modernandtraditionalsportsin Some vocabularyforexpressinglikesand Unit 19Sipoti(Sports) garland; sometraditionalTongandances The measurementsinvolvedinmakinga Unit 18KoHonoFua´(Measuring) items Salote, andmakingsometraditionalcraft Some languageformakingthings,Queen Things) Unit 17KoeNgaohiha‘ùMe‘a(Making changing chores andhowtherolesinvolvedare The languageofhouseworkandsimilar (Who Doestheork?) Unit 16KoHai‘Oku´neFai‘aeNgàue´? young menandwomeninTongaonSunday compass, andthesocialexpectationsfor Describing timeandplace,thepointsof (Time andPlaces) Unit 15KoeTaimi´mongaahiFeitu‘u´ Tonga Tonga’s climate,andplacesofinterestin Describing theweatherandseasons, Unit 14Fa‘ahita‘u(Seasons) food inTonga Food andeating,afishmarket,sharing Unit 13KaiFakataha(SharingFood) Making ‘otaika(arawfishdish) Unit 12Feime‘akai(PreparingFood) gathering andusingcoconuts Describing yourextendedfamilyand Unit 11Kàinga(ExtendedFamily) Preface

FAUFAUA! An Introduction to Tongan cassette, andthereisan English versionintheteachers’notes.] [Tupu series–aboutaTongan namingcustom.AreadinginTonganisavailableonaudio MacIntyre, LesieliKupu(1996). ‘Amanakinoa-‘a-LoseKakala.Wellington:LearningMedia. audio cassette,andthere isanEnglishversionintheteachers’notes.] series –ateenagegirlweavesmatwithhergrandmother. AreadinginTonganisavailableon Hu‘akau, Kaliopeta(1999).KoeMe‘a‘ofameiHe‘eku Kui´.Wellington:LearningMedia.[Tupu is anEnglishversionintheteachers’notes.] recovering fromatropicalstorm.AreadinginTonganisavailableonaudiocassette, andthere Fine, MeleTalahiva(2000).‘IheHili‘aeÀfaa´.Wellington:LearningMedia.[Tupuseries– to theinterestsofyoungerstudents. resources aremoresuitableforstudentslearningat othercurriculumlevelsorarebettersuited The MinistryofEducationpublishesresourcesinTongan intheTupuseries.Some For Students Press. Tu‘inukuafe, Edgar(1992).ASimplifiedDictionaryofModernTongan.Auckland:Pasifika series –aboutngatupatterns,plaiting,andmonomono] Robertson, Ailsa(1989).Tonga.Auckland:HeinemannEducation.[PatternsofPolynesia Moyle, Richard(1987).TonganMusic.Auckland:AucklandUniversityPress. Media –referencedinthisresourceastheTonganlanguageguidelines(TiNZC). Ministry ofEducation(2007).TonganintheNewZealandCurriculum.Wellington:Learning Ministry ofEducation(2007).TheNewZealandCurriculum.Wellington:LearningMedia. Wellington: LearningMedia. Ministry ofEducation(2005).PasifikaVisualArts:AResourceforTeachersYears7–10. Wellington: LearningMedia. Ministry ofEducation(2002).LearningLanguages:AGuideforNewZealandSchools. Series forYears7–10.Wellington:LearningMedia.] Celebrate PasifikaLanguages:SongsandMusictoSupport thePasifikaLearningLanguages Wellington: LearningMedia.[Thesesongsarereproduced inMinistryofEducation(2010). Ministry ofEducation(2003).Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:TonganSongs. Wellington: LearningMedia. Guidelines toAccompanyDevelopingProgrammesforTeaching PacificIslandsLanguages. Ministry ofEducation(2000).GuidelinesforTonganLanguageProgrammes–Planning Wellington: LearningMedia. Ministry ofEducation(2000).DevelopingProgrammesforTeachingPacificIslandsLanguages. Number 15:pages19–29. Long, Don(2000).“TonganLearningMaterialsfortheNewZealandCurriculum”inManyVoices, For Teachers at yourschool.Referencesarelistedhereonlyfor information. often beborrowedfromalibrary.Forexample,youmightfindtheTupuresourcesinlibrary Although someofthereferencesandresourceslistedbelowarenolongerinprint,theycan References 18 Preface

FAUFAUA! An Introduction to Tongan a e i o ‘u vu ‘o tu pronounced asiftheyformpartoftheprecedingorfollowing word. vo Tongan speakersnormallystressthesecond-to-lastsyllable inaword.One-syllablewordsare su ‘i to pu a consonantmaystartwordinTongan,butallwordsendvowel. vi so ‘e ti Vowels canoccuraswordsintheirownrightTongan,thewordo(of).Eitheravowelor po ve nu si ‘a te ngu lu pi va no mu se ngo ta ku lo pe mo ngi ni sa hu fu nge ko pa mi li ne nga ho fo me ki na le hi ma ke fi la he ka fe ha fa You canhearthefollowingstringsofpracticesyllablespronouncedonCD1track6: The vowels(vauele)area,eioandu.restofthelettersconsonantskonisinànite). h, klmnpstvand‘(thefakau‘aorglottalstop). The Tonganalphabet(‘alafapeti)ismadeupofseventeenlettersmata‘itohi):a,eioufng The Alphabet are graduallyintroducedandexploredinthisresource. This istoocomplextobeintroducedallatonce.Thefollowing aspectsoftheTongan language Tongan’s writtenformusesthreediacriticalmarks,andthelanguagehasfivesociallevels. Australia, NewZealand,andtheUnitedStates. guidelines (TiNZC).TonganisspokeninTongaandbythelargecommunities Tongan isaPolynesianlanguage.Itintroducedonpages11–13inthelanguage uma ‘uma example: in ithasadifferentpronunciationandmeaningfrom awordthatotherwiselooksthesame,for The glottalstop(‘)isoneoftheconsonants Tongan alphabet.Awordwithaglottalstop Fakau‘a (GlottalStop) can heartheireffectonCD1track2. mark. Thesearegraduallyintroducedtoyourstudents overthecourseofthisresource.You The threediacriticalmarksofwrittenTonganarethe glottalstop,themacron,andstress Orthography Lea FAK-Tonga–TheTonganuae alu ‘alu shoulder to kiss a wildvinethatgrowsinTonga to go

Faka-Tonga Lea FAUFAUA! An Introduction to Tongan Màlò elelei‘a efaiako´. using thispolitelevelofTongan iftheygreetedsomeone using theperson’stitle,forexample: aristocratic class.Matàpule usethislevelintheirformal speeches.Yourstudentswouldbe doctors). Thissociallevel ofTonganisnamedafterthematàpule,spokespeople member oftheroyalfamily (forexample,elders,ministers of religion,teachers,principals,and You usethispolitelevelwhen youtalkrespectfullytosomeone whoisnotachief,noble,or Lea Fakamatàpule Màlò elelei. to oneanother: to asocialequalforeveryday,conversationalpurposes. Forexample,yourstudentsmightsay This isthecommonoreverydaylevelofTongan language.Youuseitwhenyouaretalking Lea Tavale resource restrictsitselftotwo. of Tonganaredescribedonpages11–12inthelanguageguidelines(TiNZC).This The Tonganlanguagevariesaccordingtothesocialcontextinwhichitisused.Fivelevels Language evels U, kumatetakemoneniandnaareenclitics. Kuo´ ufiu,màlò. one-syllable, one-vowelword(whichiscalled“anenclitic”), forexample: An encliticstressmarktellsyoutothefinalvowelofwordimmediatelyprecedinga Fakamamafa heLeaFiepipiki´(EncliticStressMark) ko etangata as opposedto: ko etangata´ word “the”(thedefinitearticle),forexample: A definitiveaccentstressmarkindicatesdefiniteness,whichinEnglishisexpressedbythe Fakamamafa Pau(DefinitiveAccent) ko efale´ In MinistryofEducationpublications,theyareplacedafterthelastletter,forexample: ko efalé they areplacedoverthefinalletterinaword,forexample: Finally, writtenTonganusestwostressmarks.Botharewrittenas(´).Insomepublications, Stress Marks kaka kàkà kakà lengthened. Amacronchangesboththepronunciationandmeaningofaword,forexample: The macronisahorizontallineplacedovervowel,forexample,à,toshowthatthesound Toloi (Macron) Good morning, teacher. Hello. I’ve hadenoughtoeat,thanks. a man the man the house the house to climb,apartofcoconutfrond cunning parrot, barrensoil 21 Faka-Tonga Lea FAUFAUA! An Introduction to Tongan Kuo´ ufiu,màlò. sentence: what happenstokuoanduinthefollowing enclitic stressmark.Seeifyoucanhear The fakamamafaheleafiepipiki´isthe ko etangata ko etangata´ one: can hearthedifferenceitmakestofirst Listen totheseexpressionsandseeifyou The fakamamafapauisthedefinitiveaccent. kaka kàkà kakà difference: to thesewordsandseeifyoucanhearthe pronunciation andmeaningofaword.Listen A toloi(amacron)changesboththe alu ‘alu uma ‘uma first wordineachpair: hear thedifferencefakau‘amakesto to thesetwopairofwordsandseeifyoucan consonants oftheTonganalphabet.Listen The fakau‘a(theglottalstop)isoneofthe Tongan Language Track 2SomeFeaturesofthe LEA FAKA-TONGAAUDIOTRANSCRIP 22 Faka-Tonga Lea FAUFAUA! An Introduction to Tongan ‘Oku ousaipè. Sai pè,màlò. Sai pè. Fèfè hake? Màlò elelei,faiako. Màlò elelei. Structures andExpressions This vocabularyisonCD1track3. tamaiki puleako fànauako fànau faiako Vocabulary Language Knowledge • • • • • The curriculumlinksare: Curriculum Links • • • • • Students will: Learning Outcomes OVERVIEW Unit 1MàlòeLelei–Greeings The strandsandachievementobjectiveare: Levels 1and2oflearninglanguagesin greet eachother,you,andotheradults; Communication (page46) Level 1oftheTonganlanguageguidelines( recognise andusethelettersofTonganalphabet; use languagethatbestsuitsthesesituations; farewell eachother,you,andotheradults; Culture (pages46and48). Language (pages46–47); 1.1 make connectionsbetweenlanguages,places,andcultures. introduce people; recognise, use,andrespondtoeverydayexpressionsgreet,farewell,thank, I’m fine. I’m well,thankyou. Fine. How areyou? Good morning,teacher.(“morning”impliedbythe context) Hello. (ageneralgreeting) children principal students children, class teacher 23 The NewZealandCurriculum; TiNZC). 1 FAUFAUA! An Introduction to Tongan elders, andolderpeople. they greetpeopleofhigher status,forexample,churchministers,schoolprincipals,teachers, Acknowledging someone’s positionalsoshowsrespect.Yourstudentsshoulddothiswhen crossing infrontofthemis unavoidable,youshouldquietly say “Tulou”(“Excuseme”). crouch abitasyoudosoand,ifcan,movebehind, ratherthaninfrontof,them.If example, ifsomeoneofhigherstatusisspeakingand youhavetomoveabout,should particularly importantinformalsituationswhenpeople ofhigherstatusarepresent.For In theTonganculture,yourbodypositionshowsrespect (orlackofrespect).Thisis Showing Respect Cultural Knowledge Some peopleprefernottoincludeacommainsentence likeMàlòelelei,faiako. classes. fànau whenyourefertoyourownclassandtamaikireferringstudentsinother Fànau andtamaikicanbothbeusedfor“class”“children”inaclassroomcontext.Use ‘Aupito means“verymuch”.Itisaddedtoreinforcethemessage,asinmàlò‘aupito. done averygoodorawesomejob,suchascompletinganexcellentpieceofclassroomwork. You canusetheexpressionsSai‘aupito!andFaufaua!topraiseyourstudentswhentheyhave is abetterEnglishequivalent. you!” AliteraltranslationofMàlòelavamaiis“Nicetomeetyou”,but“Thanksforcoming” in Englishwemightsay“Don’tmentionit”or“You’rewelcome” whensomeonesays“Thank particular situationsandcontexts,wherethecontextdeterminesmeaning.Forexample, Màlò elavamaiisalsoaformulaicexpression–sequenceofwordsthatusedrituallyin when yougreetpeopleatanytimeofthedayornight. expression màlò‘aupito(thankyouverymuch).Màlòeleleiisancanuse Màlò isusedalotinTongan.Ittoexpress“thankyou”andreinforcedthe e haereràandnohointereoMàori. Whether peoplearestayingorleavingisacknowledgedinfarewells.‘Aluàandnofolike added togreetingsshowrespect. People’s namesandpositions,forexample,puleako(principal)faiako(teacher),maybe Language Notes These sentencesareonCD1track4. Màlò ‘aupito. Màlò. Faufaua! Sai ‘aupito! Màlò elavamai. Mou òàfànau. ‘Alu à. Nofo à. Thank youverymuch. Thank you. Awesome! Very good! Thanks forcoming. Goodbye, class. Goodbye. (saidbysomeonestayingtoleaving) Goodbye. (saidbysomeoneleavingtostaying) 24 1 FAUFAUA! An Introduction to Tongan and theNiuas. This iswherethecapitalcity,Nuku‘alofa,is.TheothergroupsareVava‘u,Ha‘apai,‘Eua, Tonga isanarchipelagowithfivemaingroupsofislands.ThemaingroupTongatapu. Tonga in DevelopingProgrammes forTeachingPacificIslands Màori). Formoreaboutwhere TonganfitsintothePolynesianlanguagefamily,seepages 7–8 language andistaughtin Tonganschools.isaPolynesianlanguage(liketereo While Tonganistheofficial languageinTonga,Englishiswidelyspokenasasecond in AustraliaandtheUnitedStates,forexample, Melbourne andinHawai‘i. Many TonganpeopleliveandworkinNewZealand. There are alsolargeTongancommunities Tonga’s satellitepositionstointernationaltelecommunication companies. Tonga playsasignificantroleintheglobaltelecommunications industry.TONGASATlicenses and NewZealandpolicemilitaryoftencooperate in international peacekeepingmissions. history ofcooperation.NewZealandprovidesdevelopment assistance toTonga.TheTongan Tonga andNewZealandarebothmembersoftheBritish Commonwealthandhavealong converted toChristianity. With thearrivalofmissionaries,royalfamily,nobility, andTongansocietyasawhole queen. began on29July2008.Theprinces’andprincesses’spousesarechosenbytheking thousand years.KingGeorgeTupouVwascrownedkingduringcoronationcelebrationsthat Tonga isakingdom,withitsownconstitution.Itsroyalfamilyhasruledformorethan same timezoneasNewZealand.UnlikeZealand,Tongadoesnothavedaylightsaving. The InternationalDateLinerunsfromnorthtosouththeeastofTonga.Tongaisin 24 20 16 0 0 50 50 100 kilometers 100 K miles I N Tongatapu G D

O 176 M O F T O N G A The Niuas Ha‘apai ‘Eua Vava‘u 25

International Date Line Languages. 172 1 FAUFAUA! An Introduction to Tongan say Màlòelavamai. any numberofchangespartner.Thestudentsshould bowslightlytoeachotherwhenthey They couldthenchangepartnersandrepeatthesong andactions.Thiscancontinuethrough To addactions,thestudentscouldfaceeachother andgreettheirpartnerbyshakinghands. Both thewordsandthistranslationareonOHT4in LessonA. Thanks forcoming. I’m fine. How areyou? Hello. This translatesas: Màlò elavamai. ‘Oku ousaipè.pè. Fèfè hake?hake? Màlò elelei. It isperformedonCD1track8.Thewordstothesongare: “Màlò eLelei”isasimplegreetingsongyoucanusewhenever youlikewithyourstudents. A GreetingSong Tongan writers. Education’s Tupuseries,whichisasourceforbothtraditionalandcontemporarystoriesby belonging tootherculturaltraditions.Inyourschool,you may findcopiesoftheMinistry students andwouldenablethemtomakeconnectionswiththethemeseventsinstories community members–allcouldbesourcesofTonganstoriesthatwouldinterestyour Tongan storiescanenrichyourteachingprogramme.Locallibraries,theInternet,and speak andarefamiliarwith. term obviously connectedwiththeMàoriwordtamarikiandTongantermfaiako many connectionstobemadewithtereoMàori.Forexample,theTonganwordtamaikiis help themtoappreciatethedistinctivenessofTonganlanguageandculture.Thereare Finding waystohelpyourstudentsmakeconnectionsacrosslanguagesandcultureswill instructions onpage11.) Use Tonganyourselfininstructionsasoftenyoucan.(Seethesectiononclassroom Encourage yourstudentstouseasmuchTongantheycanintheirinteractionsclass. gradually takenin. lessons. Someoftheinformationcouldbedisplayedas postersintheclassroomtobe There isalotinthisunit,butitdoesnotallhavetobecompletedwithintheunit’sthree their ownlearningastheyprogressthroughFaufaua!AnIntroductiontoTongan. the opportunitytobemotivated,involved,andtakeownershipresponsibilityfor Other studentswillbeofotherethnicities.Whatevertheirheritage,allshouldhave Tongan ancestrywillbelearningtheirownlanguageandaboutheritageculture. Unit 1introducesTongaandtheTonganlanguageculturetoyourstudents.Studentsof Teachers’ Notes kaiako. Encourage your students to make their own connections with the languages they 26

1 FAUFAUA! An Introduction to Tongan achievement. the mast,finallyreachingtop,asasymboloftheirhardwork,perseverance,and colour inthematchingbandonmast.Inthisway,theycanprogressively“climb” Give acopytoeachofyourstudents.Oncetheyhavesuccessfullycompletedunit, achieve outstandingresults–seepage99intheTonganlanguageguidelines(TiNZC). upright, risingtoagreatheight.AlllearnersofTonganareencouragedaimhighand divided intotwentybands.ThesayingHangèhafanàfotu´referstothemaststanding This unitcontainsaprogresschartwithanillustrationofvoyagingcanoetallmast Vaka ProgressChart student’s ongoinglearning. assessment, peer-assessment,andteacherfeedbackfeedforwardtosupportthe to identifythestrengthsandweaknessesofindividualstudents,formingabasisself- be usedbybothstudentsandteacherstomonitorprogress.Worksamplescan Portfolios canshowcaseastudent’swork.Theyrecordstudent’sprogressand Portfolios outcomes ofeachunit. change thedisplaymaterialasyougotokeepitrelevantthethemesandlearning Tonga, Tonganmagazinearticles,andculturalartefacts,suchanì(fan),onit.Youcould You canplaceatablecoveredwithfala(mat)underthemuralanddisplaybooksabout language. people inTongabyemail–ortheymaysimplybeinterested inTonga,itsculture,and its They mayhavetakenpartinTongancommunityeventsandactivitiesorbetouchwith members livinginTonga.Theymayhaveaconnectionwithsomeonewhohasbeento their relationshipswithTonga,forexample,photographsandstories.Theymayhavefamily a mapofTongainmural.Thestudentscouldcontributeinformationaboutthemselvesand With studentinvolvement,youcouldsetupaTonganculturecorner,wherecandisplay A TonganCultureCorner 27 1 FAUFAUA! An Introduction to Tongan Lesson Outline • Màlò elelei,fànau. • Introduction • • • Students will: Learning Outcomes Lesson A Unit 1–MÀLÒELELEIGREETINS Kohokuhingoa´ ko(yourname). greet eachother,you,andotheradults; make connectionsbetweenlanguages,places,andcultures. recognise andusethelettersofTonganalphabet; discovery intooneofthe Pacific region’simportantlanguages. Welcome yourstudentsto yourTonganlanguageclassandtotheirexcitingjourneyof Greet thestudentsusingTongangreeting: Resources You supply: Then introduceyourselftothestudentsinTongan, givingyourname,saying: Say thegreetingagainandtellstudentstorepeat Màlòeleleiafteryou. Copies ofOHT4 A ball Copies oftheUnit1learningoutcomes Blank OHTs OHT 4 OHT 3 Unit 1audioCDandtranscript OHT 2 OHT 1 Unit 1DVDandtranscript students willbedoingthemselvesinUnit2. Introducing yourselfinTonganwillbegintosetthescene forsomethingyour 28 Greetings, class. My nameis(yourname). 1A

FAUFAUA! An Introduction to Tongan • • • • • Learning Experiences • Looking Back Màlòelelei,puleako. Show thestudentsOHT2andhavethemchant syllablestringsinthepausesafter Discuss theUnit1learningoutcomes.Handoutcopiesordisplaythemonclassroom to aspectsofotherculturesthestudentsarefamiliarwith? information onblankOHTs.Aresomeofthethingsthatarenewtostudentssimilar know aboutTongaandtheTonganlanguage,culture,people.Writesomeofthis cultural heritage(s)oftheotherstudents.Thenfindoutwhatstudentsalready Find outwhetheryouhavestudentsofTonganheritageinyourclass.Askaboutthe a letterintheTonganalphabet. Havethestudentswritenumerals1to6inacolumn voice onCD1track6.Draw theirattentiontotheglottalstop.Reinforceideathat itis student whohasn’thadaturnyet,greetingthat byname,andsoon. student, whopicksuptheball,respondstogreeting, andthenrollstheballtoa about how,whentheynextmeettheprincipal,couldusetheprincipal’stitleandsay: when theygreetyou,shouldsayyournameorusethetermfaiako(teacher).Talk the significanceofusingnamesandtitleswhengreetingpeopleinTongan.Explainwhy, Watch theUnit1studiosectiononDVD.Discussdifferentgreetings.Talkabout Ask thestudentswhethertheyremembergreetingusedatthebeginningoflesson. wall. cultural section.Discussthethingsstudentsnotice. Tongan people.Tellthemtonotethreethingsthatarenew tothem.ShowtheUnit1 DVD Tell thestudentsthattheyaregoingtowatchsomeDVDmaterialaboutTongaand In groups,thestudentssitinacircle.Onestudentrollsballtoanotherandgreetsthat show OHT1andplayCDtrack5.Askthestudentstorepeatgreetingsinpauses. (You couldforewarntheprincipalsothatheorshecanrespondwith“Màlòelelei.”)Then and “Faufaua!”toeachotherwhenthegreetingissaidcorrectly. Encourage themtohelpeachotherwiththeirlearningby saying“ This activityisagoodwaytohelpthestudentsget knowoneanother. people ofTonga.Itmayevencorrectsomefalseimpressions. This willstimulateinterestinlearningmoreaboutthelanguage,culture,and languages, places,andculturestheyalreadyhavesomeknowledgeof. they alreadyknowandhelpyourstudentstomakeconnectionsbetweenthe and individually.Youdon’tneedtocorrectanything.Justexplorewhat This activitywillhelptoprofileyourstudents’priorknowledge,asaclass 29 Hello, principal. Sai ‘aupito!” 1A

FAUFAUA! An Introduction to Tongan Mouòàfànau.Màlòelavamai. • Close students theywillbelearninghowtofarewellyouinthenextlesson. the DVDlanguagescenariosothatitisfreshintheirminds astheyleavetheclass.Tell the Ask thestudentstowritedownfivethingstheylearnedinlesson.Ifthere’stime,play Looking Ahead • With thestudents,listento“MàlòeLelei”onCD1track 8 astheylookatthewordson Farewell thestudents,saying: OHT 4.Askthemtosingalongwithtrack8.(Handoutcopiesofthewordssong.) have themlistentotrack7athirdtime,lookingatthewordsandsayingwithyou. decisions. NowgetthestudentstochecktheirresponsesbyshowingOHT3.Finally, “no” iftheythinkitdoesn’t.Playtrack7againsothathaveachancetochecktheir and write“yes”iftheythinkthewordhearhasaglottalstopatbeginning down theleft-handsideofapageintheirworkbooks.HavethemlistentoCD1track7 there isaglottalstopornot–andatsayingthewordstoshowdifference. right. Explainthatthepointofactivityistogetbetterathearingwhether ability todistinguish–andpronouncetheglottalstopasasoundinitsown This activitycanberepeatedduringotherlessonstosharpenthestudents’ 30 Goodbye, class.Thanksforcoming. 1A

FAUFAUA! An Introduction to Tongan OHT 1 Màlò elelei, Màlò elelei. puleako. 31 Màlò elelei, faiako. 1A

FAUFAUA! An Introduction to Tongan a e i o ‘u vu ‘o tu vo ‘i su to vi pu ‘e so ti ve po ‘a si nu te ngu va pi se ngo no lu ta mu pe ngi sa mo ku ni lo nge pa hu mi ne ko fu li nga me ho na ki fo le ma hi ke la fi he ka fe ha fa and ‘(theglottalstoporfakau‘a) a, efhiklmnngopstuv OHT 2 ‘Alafapeti

FAUFAUA! An Introduction to Tongan OHt 3 1. ‘uma 2. alu 33 3. ‘au 4. uma 5. au 6. ‘alu 1A

FAUFAUA! An Introduction to Tongan OHT 4 Hello Thanks forcoming. forcoming. I’m fine. How areyou? Hello. Màlò elavamai. ‘Oku ousaipè.pè. Fèfè hake?hake? Màlò elelei. Màlò eLelei 34

FAUFAUA! An Introduction to Tongan • Màlòelelei, fànau. • Introduction Lesson Outline • • • • Students will: Learning Outcomes Lesson B Unit 1–MÀLÒELELEIGREETINS Màlòelelei, faiako. greet eachother,you,andotheradults; recognise andusetheTonganalphabet. use languagethatbestsuitsthesesituations; farewell eachother,you,andotheradults; Discuss theactionsandexplaintheirculturalsignificance . Greet thestudentsinTongan: Resources You supply: The studentsrespondbysaying: Show OHT4.Sing“MàlòeLelei”,thistimeadding theactions describedonpage26. An OHTof“KoeÀFaka-Tonga”madeusingpage16Hiva,Ta‘anga,moHimi‘i The Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:TonganSongs bookandCD Copies ofCS1 Copies ofWS1 CS 1 Unit 1audioCDandtranscript WS 1 OHT 5 Unit 1DVDandtranscript OHT 1(fromLessonA) OHT 4(fromLessonA) loto Nu‘uSila:TonganSongs 35 Greetings, class. Hello, teacher. 1B

FAUFAUA! An Introduction to Tongan • • • Looking Ahead • • Learning Experiences • • Looking Back Hand outcopiesofWS1.ThestudentslistentoCD1track10andwritethenumber they canbeforethenextlesson. Lesson C.Encouragethemtopractisethelanguage they’vebeenlearningasmuch outcomes forthisunit.Letthemknowthattheywill bedoingsomemorerole-playingin Remind thestudentsthatLessonCwillchecktheir learning.Talkaboutthelearning Play “KoeÀFaka-Tonga”.Thestudentscansingalong, followingthewordsonOHT. Play thetrackagaintoreinforcetheirlearning. their worksheet.Theirpartnerscouldthendoafinalcheckandsigntheworksheetoff. for checking,usingCS1.Iftheyhavemadeerrors,needtocorrectthemistakeson The studentscouldeitherchecktheirownworksheetsorswapworksheetswithapartner listen toCD1track10.Replaytheforstudentschecktheirsentences. Using WS1,thestudentswriteappropriatesentenceinspeechballoonsasthey dialogue underthepicturethatmatchesit.ReadoutcorrectresponsesusingCS1. conversations withoutlookingattheOHT. OHT onsothattheycanseetheconversations.)Finally,askforvolunteerstosay in thepauses.Thenhavestudentspractiseconversationspairs.(Leave Play theUnit1DVDstudiosection.ShowOHT5.Thestudentsrepeatwhattheyhear names. Have thestudentspractisegreetingsinpairs,greetingeachotherandusingtheir Discuss thegreetingsintroducedinLessonAandhowtoshowrespect.ShowOHT1. other whattheywroteintheirworkbooks. Ask thestudentstodiscussinpairswhattheylearnedlastlesson,showingeach language. Learning howtospellwordscorrectlyisanimportantpartoflearningany give themfeedbacktohelpworkouttheirnextlearningstep. Remember topraiseyourstudentswith“Sai‘aupito!”andFaufaua!” could promptthisasyoumovearound. This isanopportunityforthestudentstoreinforceeachother’srecall.You 36 1B

FAUFAUA! An Introduction to Tongan Nofoàfaiakoè. Mouòàfànauè. • • Close • The studentscanrespondwith: Farewell eachother.Youcanbeginbysaying: Sing “MàlòeLelei”againwiththeactions(showingOHT 4again). and sayingfarewelltoeachother. If thereistime,thestudentscouldusematerialintheir workbooks topractisegreeting objectives forUnit1. This willhelpthemtoidentifywhattheyneedfocusonachievethe 37 Goodbye, teacher. Goodbye, class. 1B

FAUFAUA! An Introduction to Tongan ‘Alu à. Nofo à. Màlò elavamai. Sai pè,màlò. Fèfè hake? Màlò elelei,faiako. Màlò elelei. OHT 5 to someoneleaving) (said bysomeonestaying Goodbye. to someonestaying) (said bysomeoneleaving Goodbye. Thank youforcoming. I’m well,thanks. How areyou? Good morning,teacher. Good morning. 38 1B

FAUFAUA! An Introduction to Tongan WS 1 39 1B

FAUFAUA! An Introduction to Tongan CS 1 Malo elelei, Malo elelei, - puleako. 3 - - 1 faiako. - Malo elelei, Malo elelei, - - Sione. Mele. - - 40 ‘Alu e. aSione 2 5 4 Mou oa Mou fanau e. - faiako e. - Nofo a - - - - -

- ‘Alu aMele e. puleako e. Nofo a faiako e. Nofo a - - - -

- 1B

FAUFAUA! An Introduction to Tongan Introduction Lesson Outline • Learning Experiences • Looking Back • • • • • • • Students will: Learning Outcomes Lesson C Unit 1–MÀLÒELELEIGREETINS greet eachother,you,andotheradults; Show theOHTof“MàlòeLelei”.Thestudentssingalong andperformtheactions.Then greet you,sayingMàlòeleleifaiako. recognise andusethelettersofTonganalphabet; use languagethatbestsuitsthesesituations; farewell eachother,you,andotheradults; achievement. Atthetop, they’llseeKohokuhingoa´ko______.Explainthat this listed onthechartwitha box alongsideeachonewhereyourstudentscanrecordtheir Give aUnit1AchievementChecklisttoeachstudent. Thelearningoutcomesare from eachgroupcanpresentthese.Capturethem onthewhiteboard. and theTonganlanguage,culture,peopleduring LessonsAandB.spokesperson In smallgroups,getthestudentstodiscussthree things theyeachlearnedaboutTonga challenge themtokeepsingingandperformingwithoutthewords. Greet thestudents,saying Resources make connectionsbetweenlanguages,places,andcultures. You supply: Copies oftheVakaProgressChart Copies oftheUnit1AchievementChecklist Vaka ProgressChart OHT 3(fromLessonA) Unit 1audioCDandtranscript Unit 1AchievementChecklist OHT 4(fromLessonA) Màlò elelei,fànau.Askthestudentstouseyourtitleasthey 41

1C FAUFAUA! An Introduction to Tongan Nofoà(yourname)è. • • Close • Looking Ahead • • • • • • Mou òàfànauè. Challenge thestudentstocopyfiveTonganwordsoftheirchoicefromOHT3into OHT 2. Chant thealphabetwithstudentsalongvoiceonCD1track6astheylookat supportive atmosphere. others tosay“Sai‘aupito!”andFaufaua!”astheywatcheachpairperform,providinga they’ve beenlearningandthenhavethemperformthesebeforetheclass.Encourage Give thestudentstimetoworkinpairsrehearserole-playing thegreetingsandfarewells that theywillbeassessingtheirownprogressasoneoftheactivitiesinthislesson. means “Mynameis______.”Getthemtowritetheirnamesinthespace.Tell Farewell eachotherwith: Sing “MàlòeLelei”together. they areabletofindoutthenextlesson. Ask themtobringanyTongannamesandanything interestingaboutTongannamesthat In thenextunit,yourstudentswillbelearninghow tointroducethemselvesinTongan. (Thank youverymuch)duringthisdiscussion. during thisunit.TheremaybeopportunitiestosayMàlò(Thankyou)and‘aupito Discuss whatthestudentsfoundparticularlyinteresting,challenging,difficult,andeasy Vaka ProgressChart.Collectbothtoputinthestudents’portfolios. The studentsnowcompletetheirAchievementChecklistandcolourinband1on mast. ThisbecomesaroutineactivityforLessonCineachunit. students achievetheobjectivesforeachunit,theycolourinrelevantbandon space. Theywillusethissheettorecordtheirprogressthrough alltheunits.Asyour Give aVakaProgressCharttoeachstudent.Getthemwritetheirnamesinthecorrect spelling. Ifaword’sincorrect,thestudentwriteswordcorrectlybesideit. workbooks. Thengetthemtoswapbookssothatapartnercanchecktheaccuracyof something thestudentswillbelearningmoreaboutinUnit2. Completing thesentenceKohokuhingoa´ko______introduces adjustments tothenextfewlessonplans. This informationwillhelpyouwithyourplanning.Itmaysuggestsome written fluencyastheyprogresstheirlearning. looking forpatterns.Learningtocopyaccuratelyisaskillthatwilllead them tobecomefamiliarwiththeconventionsofwrittenandprintedTongan, YourstudentswillbecomegoodspellersofTonganwordsifyouencourage 42

1C FAUFAUA! An Introduction to Tongan Now Ican: Ko hokuhingoa´ko UNIT 1AchievementChecklist places, andcultures make connectionsbetween languages, Tongan alphabet recognise andusethelettersof situations use languagethatbestsuitsthese other adults farewell otherstudents,myteacher,and other adults greet otherstudents,myteacher,and 43 . 1C FAUFAUA! An Introduction to Tongan VAK PROGRESSCHART Unit 20‘OkuMauFakahokoatu‘EmauNgàue´ Unit 19Sipoti Unit 18KoHonoFua´ Unit 17KoeNgaohiha‘ùMe‘a 44 . Ko hokuhingoa´ko Unit 16KoHai‘Oku´neFai‘aeNgàue´? Unit 15KoeTaimi´mongaahiFeitu‘u´ Unit 14Fa‘ahita‘u Unit 13KaiFakataha Unit 12Feime‘akai Unit 11Kàinga Unit 10‘OkuMauFakahokoatu‘EmauNgàue´ Unit 9NgaahiFiema‘umoeManako´ Unit 8Kàtoanga‘i Unit 7KoeTaimi´ Unit 6Fakamatala‘i‘ohaFa‘ahingaMe‘a Unit 5LauMata‘ifika´ Unit 4KoeLokiako Unit 3Fàmili Unit 2Fakafe‘iloaki Unit 1MàlòeLelei

FAUFAUA! An Introduction to Tongan kamata ekalasi´. Sai pè,màlò.Kàtakimoomi.Kuomei ‘Alisi: Màlò elelei,‘Alisi.Fèfèhakehe‘ahońi? Simi: Màlò elelei,‘Alisi. Lu‘isa: Màlò elelei,Lu‘isa.Simi. ‘Alisi (faiako): ‘Alu à,Tanielaè. Simi: ‘Alu à,Taniela. Lu‘isa: Nofo à,Lu‘isaè.Simi Taniela: ‘Io. Simi: Sai pè,màlò.Teú‘alu.Nofoàè. Taniela: Fèfè hake? Simi: Màlò elelei,Simi. Taniela: Sai pè,màlò.Hei,Taniela.Màlòelelei. Simi: Fèfè hake? Lu‘isa: ‘Io. Pe‘imotalimai. Simi: Sai pè,màlò. Lu‘isa: Màlò elelei,Lu‘isa!Fèfèhake? Simi: Màlò elelei,Simi! Lu‘isa: UNIT 1DVDRANSCRIP 45 class isstarting. I’m well,thanks.Pleasecomenow.The ‘Alisi: Hello, ‘Alisi.Howareyoutoday? Simi: Hello, ‘Alisi. Lu‘isa: Hello, Lu‘isa.Simi. ‘Alisi (teacher): Bye, Taniela. Simi: Bye, Taniela. Lu‘isa: Bye, Lu‘isa.Simi. Taniela: That’s OK. Simi: Good, thanks.Ihavetogo.Bye. Taniela: How areyou? Simi: Hello, Simi. Taniela: I’m fine,thanks.Hi,Taniela.Hello. Simi: How areyou? Lu‘isa: Yeah. Waitforme. Simi: Good, thanks. Lu‘isa: Hi, Lu‘isa!Howareyou? Simi: Hi, Simi! Lu‘isa: 1 FAUFAUA! An Introduction to Tongan Màlò ‘aupito. Màlò. Faufaua! Sai ‘aupito! Màlò elavamai. Mou òàfànau. ‘Alu à. Nofo à. ‘Oku ousaipè. Sai pè,màlò. Sai pè. Fèfè hake? Màlò eleleifaiako. Màlò elelei. sentences inthepauses. and trytocopythesewhenyourepeatthe carefully totherhythmsofsentences that youaretolearninUnit1.Listen You willhearthesentencesandexpressions Unit 1 Track 4StructuresandExpressionsfor tamaiki puleako fànauako fànau faiako again, tryingtoimproveyourpronunciation. the samewordasecondtime.Say repeat thewordinpause.Youwillhear to eachwordasitisbeingspoken.Then Here isthevocabularyforUnit1.Listen Track 3VocabularyforUnit1 UNIT 1AUDIORANSCRIP 46 ‘a ‘e‘i‘o‘u va vevivovu ta tetitotu sa sesisosu pa pepipopu nga ngengingongu na neninonu ma memimomu la lelilolu ka kekikoku ha hehihohu fa fefifofu after eachstring. saying thesesyllablestringsinthepause times, eachtimewithvowel.Practise Now youwillheareachconsonantsaidfive The lastletteristheglottalstop,orfakau‘a. a, efhiklmnngopstuv. alphabet, or‘alafapeti.Sixteenofthemare: There areseventeenlettersintheTongan OHT 2 Track 6toAccompanyUnit1Lesson Màlò elelei,puleako. Màlò elelei,faiako. Màlò elelei. the pausesafterspeaker. Listen totheseexpressionsandsaythemin OHT 1 Track 5toAccompanyUnit1Lesson 1 FAUFAUA! An Introduction to Tongan 6. ‘alu 5. au 4. uma 3. ‘au 2. alu 1. ‘uma that itdoes. at thebeginningand“no”ifyoudon’tthink think thewordyouhearhasaglottalstop As youlistentoeachword,write“yes”if OHT 3 Track 7toAccompanyUnit1Lesson ‘Alu à. Nofo à. Sai pè,màlò. Màlò elavamai. Fèfè hake? Màlò elelei,faiako. Màlò elelei. after thespeaker. Listen totheseexpressionsandsaythem OHT 5 Track 9toAccompanyUnit1LessonB Màlò elavamai. ‘Oku ousaipè. Fèfè hake? Màlò elelei. OHT 4 Track 8toAccompanyUnit1Lesson 47 Dialogue 5 Màlòelelei,Sione. Dialogue 4 Mouòàfànauè. Dialogue 3 Dialogue 2 Dialogue 1 under thepicturethatmatchesit. write thenumberofdialogueinbox You willhearfivedialogues.Asyoulisten, Lesson BWS1 Track 10toAccompanyUnit1 Nofo àpuleakoè. ‘Alu àSioneè. ‘Alu àMeleè. Nofo àfaiakoè. Màlò elelei,faiako. Nofo àfaiakoè. Màlò elelei,Mele. Màlò elelei,puleako. 1 FAUFAUA! An Introduction to Tongan tuonga‘ane tuofefine tokoua tangata‘eiki tamai fine‘eiki fa‘è ta‘u po‘uli pongipongi ho‘atà efiafi Vocabulary Language Knowledge • • • • • The curriculumlinksare: Curriculum Links • • • • • • Students will: Learning Outcomes OVERVIEW Unit 2–Fakafe‘ilokiInroducions The strandsandachievementobjectivesare: Levels 1and2oflearninglanguagesin greet eachotherappropriately,mentioningthetimeofday; Communication (page46) Level 1oftheTonganlanguageguidelines( respond togreetingsandintroductions; introduce others,includingyou,theirfriends,andmembersoffamily; introduce themselves; Culture (pages46and48). Language (pages46–47); 1.7 1.1 use bodylanguagetoshowrespect. use languagetoshowrespect; give simplepersonalinformation; introduce people; recognise, use,andrespondtoeverydayexpressionsgreet,farewell,thank, brother (ofafemale) sister (ofamale) brother (ofamale),sister (ofafemale) father (respectfullanguage) dad (everydaylanguage) mother (respectfullanguage) mum (everydaylanguage) year night morning midday, noon afternoon 48 The NewZealandCurriculum; TiNZC). 2 FAUFAUA! An Introduction to Tongan ò àfànauèifyouaresayinggoodbye toonlyoneperson. class. Mouisusedwhenyouareaddressing threeormorepeople.Substitute ‘Alu àforMou Mou òàfànauèisanalternativefarewell thatyoucanusewhensayinggoodby e toyour These sentencesareonCD 1track12. Kàtaki. Mou òàfànauè. Tulou. Ko hokutokouaéni. Ko hokutuofefineéni. Ko hokutuonga‘aneéni. Ko hokutokouaéni. Ko ehingoa‘ekutamai´koPita. Ko ‘ekutamaiéni. Ko ‘Anaeni. Ko honohingoa´koTopi. Ko haihonohingoa´? Ko hokukaume‘aéni. ‘Oku outa‘utahatolu. Ko hokuhingoa´koAngela. Ko haihohingoa´? Mohe à. Po‘uli à. Màlò eleleikiheefiafińi. Màlò eleleikiheho‘ataańi. Màlò eleleikihepongipongińi. Structures andExpressions This vocabularyisonCD1track11. tahatolu tahaua tahataha kaume‘a hingoa ‘api hono hoku, ‘eku ho Please. Goodbye, class. Excuse me. This ismysister.(afemaleintroducinghersister) This ismysister.(amaleintroducinghissister) This ismybrother.(afemaleintroducingherbrother) This ismybrother.(amaleintroducinghisbrother) My father’snameisPita. This ismydad. This is‘Ana. His nameisTopi. What‘s hisname? This ismyfriend. I amthirteenyearsold. My nameisAngela. What isyourname? Goodnight. (everydaylanguage) Goodnight. (respectfullanguage) Good evening. Good afternoon. Good morning. thirteen twelve eleven friend name home his, her,its my your (oneperson) 49 2 FAUFAUA! An Introduction to Tongan the stressonfinalvowel. (SeeUnit7,page156,foranotherexample.) Notice thatfa‘èiswrittenas fa‘ee´whenithasadefinitive accent afterit,andisspokenwith to theendofaword. The particleniisusedalmostlikeasuffixinTongan,thoughtrue suffixissomethingadded Màlò eleleikihepongipongińi. attached toagreeting,itformspartofphrasethat isstructuredasfollows: The termpo‘ulimeans“night-time”inthesenseof“whenitisdark”. Whenthetimeofdayis difference, seepage21. tavale orme‘avale(everydaylanguage)andarespeakinglessformally. Formoreaboutthe When girlscalltheirsister(s)tokouaandboysbrother(s),theyareusinglea using leafakamatàpule(politelanguage)andareshowingrespect. When girlscalltheirbrother(s)tuonga‘aneandboyssister(s)tuofefine,theyare You canhearthesenamespronouncedonCD1track15. Malia Makeleta Lute Lu‘isa Lose Lesieli ‘Eseta ‘Ana ‘Alisi more commonlyusedasafemalename. Paula isacommonmalenameinTonga,butitcanbeconfusingsocietieswhere Paula Màtiu Maikolo Kulisitofà Kèlepi Kelekòlio ‘Aisea (alsoIsaia) used inTonga. The followingnames,whicharetransliterationsofEnglishandbiblicalwidely Language Notes names intheearlystagesoftheirlanguagelearning. These willbeeasierforyourstudentstosaythanmoretraditionalTongan Maria Margaret Ruth Louise Rose Rachel Esther Anna Alice Paul Matthew Michael Christopher Caleb Gregory Isaiah 50 Good morning! Nàomi Viviena Vàleti Telèsia Taiana Sèini Sàlote Mele (alsoMalia) Tìmote Tèvita Siope Sione Siaosi Saimone Naomi Vivian Violet Therese Diana Jane Charlotte Mary Timothy David Job John George Simon 2 FAUFAUA! An Introduction to Tongan generation paternally. village youcomefromas well. Tongansurnamesarepasseddownfromgenerationto In Tongansociety,yourlast namenotonlyrevealsthefamilyyoubelongtobutoften Names behaviour withoutevenbeingawarethattheyare doing so. they doso).StudentsofTonganheritagewillprobably demonstratesomeofthisrespectful example, byrespectfullywalkingbehind,ratherthan infrontof,aspeaker,saying“Tulou”as some respectfulbehaviourwhentheycommunicate inTonganTonganculturalsettings(for of what’sinvolvedincommunicatingTongan.They candemonstratethisbydisplaying practices, though,andtheyshouldbebeginningto understandthatshowingrespectispart respect ortheTonganwordsforthem.Theyshould bestartingtolearnaboutTongancultural At levels 1 and 2, don’t expect your students to fully understand the different ways of showing Teachers’ Notes using therespectfultermsfor“brother”and“sister”(seepage48). and they don’t share bedrooms. Brothers and sisters demonstrate respectforone another by together. ItisnotuncommonforTonganbrothersandsisterstoavoidwatchingTVtogether, don’t swearinfrontofoneanother,talktoeachotherdisrespectfully,oraboutsex In Tongansociety,brothersandsistersareexpectedtoshowrespecteachother.They Tuonga‘ane/Tokoua (Brother)andTuofefine/TokouaSister) introduce theirmothertoothersandwhentheyaddressorreferolderwomen. matters. Therespectfultermforamotherisfine‘eiki.Childrenusethiswhenthey In traditionalTongansociety,motherswereresponsibleforchildren,housework,andfamily Fa‘è (Mother) when theyaddressorrefertooldermen. the respectfulwordusedbyawomantoaddressandreferherhusbandchildren father’s plate,drinkfromhiscup,finishleftoverfood,ortouchhead.Tangata‘eikiis Traditionally, fathersareregardedastheheadofafamily.Childrendonoteatfromtheir Tamai (Father) Respectful TermsforFamilyMembers You canhearthesetermspronouncedonCD1track13. expected tositquietlyandlistenorgosomewhereelse. to interferewhentheirparentsorelderlypeoplearehaving aconversation.Children are Kau‘i talanoameans“interfering”.Itiscommonlyacceptedpracticethatchildrenarenot the childrenbelievetheyareinright. children totalkbacktheirparentsorelderlypeople when theyaretoldoff,even when Taungutu means“talkingback”.InTongansociety,itisnotconsideredacceptablefor value intheTonganculture. Faka‘apa‘apa istheTonganwordforrespect.Showingrespectanextremelyimportant Faka‘apa‘apa (Respect) Cultural Knowledge 51 2 FAUFAUA! An Introduction to Tongan authentic communicative situationwhen theydotheirintroduc tions. You couldinvitetheprincipal tocomeLessonC.This will provide thestudentswithamore many differentways. skills eachtimesothattheir learningisrichanddeep. The same thingcanbelearnedin students maynotalways enjoy repeatingeverything.Challengethembyfocusingondifferent Repetition isimportantintheearlystagesoflanguage learning. Dobemindful,however,that Communicative Languageearning royal family. Women wovefinematsandmadengatu(tapacloth)fortheirfamilies,thenobles, growing staplessuchas‘ufi(yams),talo(taro),bananas,and kape (anediblerootcrop). Traditionally, commonerswereresponsibleforraising livestock, particularlypigs,and people inParliament. considered tobecommoners.Commonerscanstandforelectionasrepresentativesofthe In Tongansociety,peoplewhoarenotmembersoftheroyalfamilyornobility The People Nobles canstandforelectionasrepresentativesofthenobilityinParliament. nobility whogivelandtomen(whoneedbesixteenyears oldorolder). When peoplebringgiftsandaskforan‘api(apieceofland)tobuildahouseon,itisthe people aboutwhattheyaregoingtodowhat’shappening. within theroyalfamily,suchasamajorillness,noblescallfono(meeting)toinform In Tongansociety,thenoblesareking’sorqueen’sstrongestsupporters.Ifacrisisoccurs The Nobility 2 August2008.TheTonganrulerisalsotheheadofTonganParliament. King GeorgeTupouVisthepresentruler.Hiscoronation took placeovertheperiod29Julyto The RoyalFamily Tongan societyismorestratifiedthanmanyNewZealandersrealise. Levels ofSociety Tongan names,thoughthislearningbarelybeginsatlevels1and2. Part ofthelearner’staskistograduallylearnrecognisesignificancetitlesandcertain You canhearthesenamesonCD1track13. Mà‘atu, ‘AhioFielakepaTamaleFohe‘Ahome‘eKalaniuvaluFotofiliMalupòandTu‘i‘àfitu. Havea Tu‘iha‘angana,Tu‘iha‘ateihoNiukapuNukuMa‘afuTuku‘i‘aulahiFakafanua six. TheyincludeVeikune,Lavaka‘UlukàlalaLasikeTu‘ivakanòVaeaVe‘ehalaAtaVaha‘i The titlesofnoblefamilieswereoriginallyawardedbyTonga’s rulers.Thereareonly thirty- Only membersoftheroyalfamilyareallowedtousecertainnames. after thisevent. brother namedhisnewdaughterTangi-mei-Manila,whichmeans“MourningfromManila”, was onceinManilawhenherparentsdied,andshewasn’tabletoattendtheirfuneral.Her Children aresometimesgivenanamebecauseofanevent.Forexample,Tongannun friends, famouspeople,andparentsorrefertosuchthingsasflowers. While somefirstnamesarebiblicalinorigin,othersecho thenamesofancestors,family 52 2 FAUFAUA! An Introduction to Tongan Lesson Outline • Looking Back • Introduction • • • • • Students will: Learning Outcomes Lesson A Unit 2–FAKE‘ILOKIINTRODUCIONS greet others,mentioningthetimeofday; name), havethestudentsrespondwithMàlòelelei, (yourname). use languagetoindicaterespect; identify andpronouncesomeTongannames; identify familymembers; Ask thestudentswhattheyrememberfromUnit1. Focusonthealphabetwith Greet oneanotherformally.Whenyousay Resources use bodylanguagetoindicaterespect. Tongan contexts(forexample, showingrespect). learning tocommunicate with otherspeakersofTonganinawaythatisappropriateto (glottal stop),thegreetings,anddifferentfarewells. Tellthestudentsthattheyare You supply: Sets offamilycards Copies ofCS1aand1b An OHTofWS1 Copies ofOHT2 Family cardstemplate CS 1b CS 1a WS 1 OHT 2 Unit 2audioCDandtranscript OHT 1 Unit 2DVDandtranscript 53 Màlò elelei,fànau.Kohokuhingoa´ko(your fakau‘a 2A

FAUFAUA! An Introduction to Tongan • • • • • • • Learning Experiences • name), dependingonthetimeofday. either Màlòeleleikihepongipongi´ni(yourname)orho‘ataa´ Tell thestudentsthatyouwantthemtogreetatbeginningofnextlessonwith use ofEnglish. concept oftimedayinthestudents’mindsusingword–pictureassociationwithout each greetinginthepausesasyoupointtoillustration.Thisprocesshelpsbuild these intheboxes.Thenreplaytrack14andhavestudentsrepeattimeofdayfor Agree with the class on a way to illustrate morning, afternoon, evening, and night and draw with pronouncingthenewwords. greetings inthepausesonCD.Dothisseveraltimes tohelpthembecomefamiliar Show OHT1andplayCDtrack14.Pointtoeachexpression.Thestudentsrepeatthe is differentaboutthegreetings.Whatit? Show theUnit2DVDstudiosection.Askstudentswhethertheynoticesomethingthat encourage themtoshowrespectinthisway,too. very much)asappropriateduringlessons.Explainhowtulou(excuseme)isusedand Encourage themtousekàtaki(please),màlò(thankyou),and‘aupitoyou Remind yourstudentsabouttheimportanceofshowingrespectinTonganculture. Discuss thelearningoutcomesforthislessonwithyourstudents. the information.Tellthemthattheywillusethisinformation laterinthelesson. Ask thestudentswhattheyhavediscoveredaboutTongannamesandwherefound under thedrawings. family fromthatpointofview, choosingthecorrectwordsfromlistandcopyingthem worksheet andtheboysas theboxedboy.Theyaretowriteinwordsfortheir(virtual) Give outWS1.Thegirlsin yourclassaretoimaginethemselvesastheboxedgirlon vocabulary. LeavetheOHTshowingtohelpthem. them WS1.PlaytheDVDstudiosectionandask studentstolistenforthefamily Now tellthestudentsthattheyaregoingtolearnabout a(virtual)Tonganfamily.Show between differentpartners. (mentioning thetimeofday),andthensaytheirname. This canberepeatedseveraltimes Finally, askthemtoturnthepersonbesidethem, greetthatpersoninTongan wish (andifit’sinthelistortheyknowit). bottom. TellthemthattheymayputtheTonganversion oftheirnameinthespaceifthey Hand outthelistofnames.Getstudentstowritetheirownnameinspaceat after eachname.Remindthemtolistenforandsaytheglottalstops. Get thestudentstolistenCD1track15andpractisesayingnamesinpause feel? names? Havetheyeverhadtheirownnamesmispronounced?Howdidthatmakethem properly isaformofrespect.Doanyyourstudentshavefriendswiththose any classmembershaveofthesenames.Talkabouthowpronouncingnames Show OHT2withthesentenceinboxatbottomcoveredup.Checktoseewhether next lessontohelpthem. Write thesegreetingsprominentlyonthewhiteboardbeforestartof 54 2A

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • other withthislearning,sayingthingslikeFaufaua! to introducetheothermembersoftheirfamilygroup. Groupmemberssupport each show familymembersthatbecomethestudents’“virtual”.Thestudentstaketurns Divide thestudentsintogroups.Giveasetofsixfamilycardstoeverystudent.Thecards track 16,pointingtothematchingpictureontheirchecksheet. Now getthestudentstorepeatwordsinpausesaftertheyhearthemsaidonCD1 Give CS1atotheboysand1bgirlsgetstudentscorrecttheirwork. Close bysaying Sing “MàlòeLelei”fromUnit1,possiblyasaround. lesson. has beenking,andanythingelsetheycanabouttheTonganroyalfamilybeforenext Challenge thestudentstofindoutnameofcurrentkingTonga,howlonghe that anyoneelsehasalreadysaid. the room”activity.Geteveryonetogoasfasttheycan,tryingnotrepeatanything Ask themtoshowyouwhattheyhavelearnedbysayingsomethinginTongana“round they havelearnedsomething?Whichactivitieshelpedthemthemost? Ask thestudentswhetheractivitieshavehelpedthemtolearn?Howdotheyknowthat This canbeareallyfunactivitywithstudentsurgentlyrecallingpastlearning. they areactuallyachieving. you toidentifytheactivitiesthatarereallyhelpingthemachieveandwhat Their responseswillhelpthemtoreflectontheirlearning.Theyalso language patterns. the word–pictureassociation,andwillbuildtheirconfidenceinusingthese Repeating thisactivityduringlaterlessonswillassistrecall,reinforce Mou òàfànauèwiththestudentsrespondingNofo à(yourname)è. 55 2A

FAUFAUA! An Introduction to Tongan (everyday language) Goodnight. Mohe à. (respectful language) Goodnight. Po‘uli à. Good evening. Màlò eleleikiheefiafińi. Good afternoon. Màlò eleleikiheho‘ataańi. Good morning. Màlò eleleikihepongipongińi. OHt 1 56 2A

FAUFAUA! An Introduction to Tongan (My nameis Ko hokuhingoa´ko Tìmote Tèvita Siope Sione Siaosi Saimone Paula Màtiu Maikolo Kulisitofà Kèlepi Kelekòlio ‘Aisea OHT 2 Timothy David Job John George Simon Paul Matthew Michael Christopher Caleb Gregory Isaiah 57 Nàomi Viviena Vàleti Telèsia Taiana Sèini Sàlote Mele Malia Makeleta Lute Lu‘isa Lose Lesieli ‘Eseta ‘Ana ‘Alisi . .) Naomi Vivian Violet Therese Diana Jane Charlotte Mary Maria Margaret Ruth Louise Rose Rachel Esther Anna Alice 2A

FAUFAUA! An Introduction to Tongan tuofefine tokoua tokoua tuonga‘ane fa‘è tamai WS 1 sister (ofamale) sister (ofafemale) brother (ofamale) brother (ofafemale) mum (everydaylanguage) dad (everydaylanguage) 58 2A

FAUFAUA! An Introduction to Tongan CS 1 tamai a tuofefine fa ‘e 59 - tuofefine tokoua 2A

FAUFAUA! An Introduction to Tongan CS 1 tamai b fa ‘e 60 - ‘ane tuonga tokoua ‘ane tuonga 2A

FAUFAUA! An Introduction to Tongan Family CardsTemplate 61 2A

FAUFAUA! An Introduction to Tongan • Learning Experiences • • Looking Back Màlòeleleikihepongipongi´nifànau. • Introduction Lesson Outline • • • Students will: Learning Outcomes Lesson B Unit 2–FAKE‘ILOKIINTRODUCIONS with thestudentsrespondingwith: Màlò eleleikihepongipongi´ni(yourname). greet others,mentioningthetimeofday; introduce youandtheirfamilyfriendstoothers. introduce themselves; before thestudentsarrive. Introduce thelearningoutcomes forthislesson.Youcould write themonthewhiteboard Sing “KoeÀFaka-Tonga”(thealphabetsong)together severaltimes. someone whodid. know whenhiscoronationwasandwhetheranyone intheclassattendedorknows Check whohasfoundoutthenameofpresent king. Seewhetheranyofthestudents Greet oneanotherusingtheappropriateexpressionfor timeoftheday,forexample: Resources You supply: Copies ofCS2 Copies ofWS2 The OHTyoumadeforUnit1LessonBofpage16inHiva,Ta‘anga,moeHimi‘iloto CS 2 WS 2 Unit 2audioCDandtranscript OHT 3 Unit 2DVDandtranscript Nu‘u Sila:TonganSongs 62 Good morning,class. Good morning,(yourname). 2B

FAUFAUA! An Introduction to Tongan malo Kohaihohingoa´? Kohokuhingoa´koSione. • • • • •

Now movetoaquick“roundtheclass”activity,withfirststudentsayingfollowing this. than societyinNewZealandandsomeofthewayswhichshowingrespectdemonstrates DVD culturalsection.DiscusssomeofthewaysinwhichTongansocietyismorestratified calling teachersbytheircorrectnamesandlisteningquietlywhileothersspeak.Showthe Discuss withthestudentsformsofrespectthatareshownintheschool,forexample, after it.Insmallgroups,getthemtopractiseactingouttheinstructions. Show OHT3.HavethestudentslistentoCD1track17,repeatingeachlineinpause notice abouttheintroductions. Play theUnit2DVDstudiosection.Discusswithstudentssomeofthingsthey following: both howawordissaidandwhatitmeans.Practise sayingthedifferencebetweenthe Ask whethereveryoneincludedthemacronsin wordmàlò.Explainthattheychange what’s writtenthere. incorrectly, askthemtolookattheansweronchecksheet andcarefullycopyexactly their workagainstCS1withapartner.PlayCDtrack 18.Iftheyhaveawrittenword whether thestudentscanfillinmissingword eachsentence.Havethemcheck that theyaretoimaginetheoutlineinsecond illustration isofthemselves.See is Pita.Tellthemthatthepersoninfirstillustration issaying“hello”inTonganand Ask thestudentstolookatWS2.Tellthemthatmum’snameis‘Anaanddad’s indicating aparticularstudentintheclass. the studentssayKohaihonohingoa´?(Whatishis/hername?)aslastsentence, whether theclasscancompleteitunderthattime.Awaytovarythisactivityishave An additionalchallengewouldbetotimetheactivityandthenhaveanotherroundsee the question.Thiscanbeaquick,funactivitythatengagesndenergisesstudents. The nextstudentresponds,substitutingtheirname,andturnstotheask but substitutingtheirownnamefor“Sione”: pronounced. Playtrack18 again. copy. Tellthemtokeepnoticing wordswithmacrons,listeningcarefullytohowthey are Ask themiftheyknowof any otherwordswithmacrons.Buildashortlist,whichtheycan màlò Màlò eleleikihepongipongi´ni. students needthissupport. You couldwritethesesentencesonthewhiteboardbeforehandifyoufeel peers inasupportiveatmosphere. fluency, andaccuracyiftheyhaveenoughopportunitiestopractisewiththeir communicate usingTonganisimportant.Studentswillgaininconfidence, Don’t worryaboutmistakes.Supportingthestudentsintheirattemptsto 63 the flower-spikeofbreadfruit tree hello, thankyou What isyourname? My nameisSione. Good morning. 2B

FAUFAUA! An Introduction to Tongan • Close • • Looking Ahead faiako è. Farewell eachother,withyousaying form partoftheassessmentforunitsothattheyknowneedtopractisethem. that theyhaveenoughsupport.Makesureunderstandtheirrole-playswill start preparingandpractisingwhattheyaregoingtosayintheirrole-plays.Makesure you, afriend,andfourmembersof(virtual)family.Givethemtimetoworkinpairs have learnedfromLessonsAandB.Intheirrole-play,theyneedtointroducethemselves, Tell thestudentsthattheyaretopreparearole-playfornextlesson,usingwhat Remind thestudentsofUnit2learningoutcomes. Mou òàfànauèandthestudentsrespondingNofo 64 2B

FAUFAUA! An Introduction to Tongan Mr Jones. Ko ‘ekupuleako´, ‘Oku outa‘utahatolu. Ko Sioneau. Màlò elelei,fànau. 4. Ko ‘ekutamai´. Ko Taueni. Ko Sioneau. Màlò elelei,fànau. 3. Ko ‘ekufa‘ee´. Ko Meleeni. Ko Sioneau. Màlò elelei,fànau. 2. Ko ‘ekufaiako´eni. Ko Sioneau. Màlò elelei,fànau. 1. OHT 3 65 Mr Jones. This ismyprincipal, I amthirteenyearsold. I amSione. Good morning,class. He’s mydad. This isTau. I amSione. Good morning,class. She’s mymum. This isMele. I amSione. Good morning,class. This ismyteacher. I amSione. Good morning,class. 2B

FAUFAUA! An Introduction to Tongan 4. 3. 2. 1. WS 2 hoku hingoa´. Ko hoku e lelei. Ko hoku Ko eni. eni. 66 8. 7. 6. 5. Ko hoku Ko hoku eni. eni. ko ‘Ana. Ko ‘eku ko Pita. Ko ‘eku 2B

FAUFAUA! An Introduction to Tongan 4. 3. 2. 1. CS 2 (your name) hoku hingoa´. ´ ‘ane tuonga tokoua´ Malo Ko hoku e lelei. Ko hoku Ko eni. - eni. - 67 8. 7. 6. 5. tokoua´ tuofefine´ Ko hoku Ko hoku eni. eni. ko ‘Ana. tamai Ko ‘eku fa ko Pita. Ko ‘eku ‘ee´ ´ 2B

FAUFAUA! An Introduction to Tongan • Learning Experiences • • Looking Back • Introduction Lesson Outline • • • • • • Students will: Learning Outcomes Lesson C UNIt 2–FAKE‘ILOKIINTRODUCIONS greet eachotherappropriately,mentioningthetimeofday; respond togreetingsandintroductions; introduce others,includingyou,theirfriends,andmembersoffamily; introduce themselvestoothers; • • expected to: Give thestudentstime,inpairs,topractisetheirintroductio ns. Remindthemthattheyare If theprincipalispresent,awelcomemightgoasfollows.Youcouldsay students begantocolourinUnit1. Hand outaUnit2AchievementChecklisttoeachstudentandtheProgressChartsthatthe Exchange greetings. Resources use bodylanguagetoshowrespect. use languagetoshowrespect; being taughthowtoreplythegreetingbeforehand. e leleikihepongipongińifànau.(Goodmorning,class.) Yourprincipalwouldappreciate he pongipongińipuleako.(Goodmorning,principal.) TheprincipalcouldrespondMàlò pongipongi´ nipuleako.(Goodmorning,principal.)Thestudentscouldsay Màlòeleleiki You supply: greet theclass,you,and the principal(ifheorsheispresent); introduce themselves(by name); Vaka ProgressChart Copies oftheUnit1AchievementChecklist Unit 2DVDandtranscript Unit 2StudentAchievementChecklist 68 Màlò eleleikihe 2C FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • clapping. that theotherstudentsgivesupportaftereachintroductionbysayingSai‘aupito!and being introduced.(Withsomeonebesidethem,theymayfeelmoreconfident.)Ensure The studentscanworkinpairswhentheyintroducethemselves,oneactingasthefriend • • • • Close bysaying Finish bysinging“MàlòeLelei”together,withthe students performingtheactions. bring aphotographordrawingoftheirfamilytothenextlesson. Your studentsaregoingtobelearningmoreaboutTonganfamiliesinUnit3.Askthem Play theUnit2culturalsectiononDVDanddiscussitwithstudents. Màlò ‘aupitoorFaufaua!Thestudentscanrespondwith‘aupito,faiako. Chart. Collectbothrecordsheetstoputinthestudents’portfolios.Youmaywishsay If thestudentshaveachievedobjectives,theycolourinband2ontheirVakaProgress partner, tosaythepartstheydidn’tmanageinfrontofclass. of thelearningoutcomesforthisunit.Ifnot,givethemanopportunity,workingwiththeir managed theintroductiondescribedinactivityabove,theywillhaveachievedmost partner signingitoff.Iftheyhavegreetedtheprincipalatstartoflessonand the principalandthenaskthemtocompletetheirUnit2AchievementChecklist,witha Once thestudentshavecompletedtheirintroductionsandyou’verecordedthem,farewell farewell peopleappropriately. introduce their(virtual)family(dad,mum,sister,andbrother); introduce afriend(byname); introduce you; students motivatedandconfidentthattheycanlearn. Having anothergoisalwaystobeencouragedasitvitalkeepthe performance andevaluateprogressforthemselves. accuracy. Arecordingisausefultool.Itallowsstudentstoseetheirown and wouldestablishusefulbase-linedataforlatercomparisonoffluency introductions onDVD.Thiswouldbeavaluablerecordoftheirearlylearning As youlistenandwatch,monitorindividualperformance.Youcouldrecordthe Mou òàfànauèwiththestudentsrespondingNofo àfaiakoè. 69 2C FAUFAUA! An Introduction to Tongan Now Ican: Ko hokuhingoa´ko UNIT 2AchievementChecklist use bodylanguagetoshow respect use languagetoshowrespect respond togreetingsandintroductions members ofmyfamily,andteacher introduce others,forexample,myfriends, introduce myselftoothers the timeofday greet othersappropriately,mentioning 70 . 2C FAUFAUA! An Introduction to Tongan Kàtoa kimautolu. Sai ‘aupito!‘Efiefe‘iloaki‘aLu‘isamoia! Taiana: ‘E hùfokimoTinakiheTongaHighSchool! mo ‘ekuta‘ahine´‘aTina!‘O,TongaHigh? Mo‘oni? Ta‘utahafà?‘Okutautahafàfoki Sèini: Màlò elelei,Sèni.Ta‘utahafà. Lu‘isa: Màlò elelei,Lu‘isa.Kohota‘ufihaeni? Sèini: ko Lu‘isa. Ta‘u tahaua.Sèini,kohokutuofefineéni, Taniela: Si‘i talavoufaka‘ofo‘ofahokili´. Màlò elelei,Taniela.Kohota‘ufihaeni? Sèini: Màlò elelei,Sèini.KoTanielaau. Taniela: Tupu au.Kohaihohingoa´? Sai ‘aupito,màlò.Màlòelelei.KoSèini Sèini: hake? Màlò eleleikiheho‘ataańi,Sèini.Kefèfè Taiana: Màlò elelei,Taiana.KoSèiniTupuau. Sèini: ko Taiana. Sai pè,màlò.Sèini,kohokumaliéni, Màtiu: Ko SèiniTupuau.Fèfèhake? Sèini: Ko MàtiuManuau. Màtiu: Màlò eleleikiheho‘ataańi! Sèini: Màlò eleleikiheho‘ataańi! Màtiu: UNIT 2DVDRANSCRIP

71 We allwould. Wonderful! Lu‘isawouldlovetomeether! Taiana: goes toTongaHighSchool! fourteen, too!TongaHigh,huh?Tinaalso Really? Fourteen?MydaughterTinais Sèini: Hello, Sèini.I’mfourteen. Lu‘isa: Hello, Lu‘isa.Howoldareyou? Sèini: I’m twelve.Sèini,thisismysister,Lu‘isa. Taniela: handsome. Hello, Taniela.Howoldareyou?You’re Sèini: Hello, Sèini.I’mTaniela. Taniela: Tupu. What’syourname? I’m verywell,thanks.Hello.Sèini Sèini: Good morning,Sèini.Howareyou? Taiana: Good morning,Taiana.I’mSèiniTupu. Sèini: wife, Taiana. I’m well,thanks.Sèini,thisismy Màtiu: I’m SèiniTupu.Howareyou? Sèini: I’m MàtiuManu. Màtiu: Good morning! Sèini: Good morning! Màtiu: 2 FAUFAUA! An Introduction to Tongan Ko honohingoa´koTopi. Ko haihonohingoa´? Ko hokukaume‘aéni. ‘Oku outa‘utahatolu. Ko hokuhingoa´koAngela. Ko haihohingoa´? Mohe à. Po‘uli à. Màlò eleleikiheefiafińi. Màlò eleleikiheho‘ataańi. Màlò eleleikihepongipongińi. sentences inthepauses. and trytocopythesewhenyourepeatthe carefully totherhythmsofsentences that youaretolearninUnit2.Listen You willhearthesentencesandexpressions for Unit2 Track 12StructuresandExpressions tuonga‘ane tuofefine tokoua tangata‘eiki tamai fine‘eiki fa‘è ta‘u po‘uli pongipongi ho‘atà efiafi again, tryingtoimproveyourpronunciation. the samewordasecondtime.Say repeat thewordinpause.Youwillhear to eachwordasitisbeingspoken.Then Here isthevocabularyforUnit2.Listen Track 11VocabularyforUnit2 UNIT 2AUDIORANSCRIP tahatolu tahaua tahataha kaume‘a hingoa ‘api hono ‘eku hoku ho 72 Nuku Niukapu Havea Tu‘iha‘ateiho Havea Tu‘iha‘angana Vaha‘i Ata Ve‘ehala Vaea Tu‘ivakanò Lasike ‘Ulukàlala Lavaka Veikune The namesofsomenoblefamiliesare: kau‘i talanoa taungutu faka‘apa‘apa The termsofrespectare: and thenamesofsomenoblefamilies. You willhearsomeTongantermsofrespect Track 13 Cultural Knowledge for Kàtaki. Mou òàfànauè. Tulou. Ko hokutokouaéni. Ko hokutuofefineéni. Ko hokutuonga‘aneéni. Ko hokutokouaéni. Ko ehingoa‘ekutamai´koPita. Ko ‘ekutamaiéni. Ko ‘Anaeni. Tu‘i‘àfitu Malupò Fotofili Kalaniuvalu ‘Ahome‘e Fohe Tamale Fielakepa, ‘Ahio Mà‘atu Fakafanua Ma‘afu Tuku‘i‘aulahi Unit 2 2 FAUFAUA! An Introduction to Tongan Ko hokuhingoa´koPaula. pause: Practise sayingthefollowingsentencein Tìmote Tèvita Siope Sione Siaosi Saimone Paula Màtiu Maikolo Kulisitofà Kèlepi Kelekòlio ‘Aisea boys are: Some namesfor speaker. and girls.Practisesayingthenamesafter You willhearsomeTongannamesforboys Lesson AOHT2 Track 15toAccompanyUnit2 Mohe à. Po‘uli à. Màlò eleleikiheefiafińi. Màlò eleleikiheho‘ataańi. Màlò eleleikihepongipongińi. Repeat thesegreetingsinthepauses: Lesson AOHT1 Track 14toAccompanyUnit2 Nàomi Viviena Vàleti Telèsia Taiana Sèini Sàlote Mele Malia Makeleta Lute Lu‘isa Lose Lesieli ‘Eseta ‘Ana ‘Alisi girls are: Some namesfor 73 Ko ‘ekufa‘ee´. Ko Meleeni. Ko Sioneau. Màlò elelei,fànau. 2. Ko ‘ekufaiakoéni. Ko Sioneau. Màlò elelei,fànau. 1. each sentenceinthepause. Listen toeachspeaker.Thenpractisesaying Lesson BOHT3 Track 17toAccompanyUnit2 tuonga‘ane fa‘è tamai in thepauses: If youarefemale,repeatthefollowingwords fa‘è tuofefine tamai the pauses: If youaremale,repeatthefollowingwordsin Lesson ACS1 Track 16toAccompanyUnit2 8. Ko‘ekutamai´koPita. 7. Ko‘ekufa‘ee´ko‘Ana. 6. Kohokutuofefineéni. 5. Kohokutokouaéni. 4. Kohokutuonga‘aneéni. 3. Kohokutokouaéni. 2. Ko...hokuhingoa´. 1. Màlòelelei. Lesson BWS2 Track 18toAccompanyUnit2 Ko ‘ekupuleako´,MrJones. ‘Oku outa‘utahatolu. Ko Sioneau. Màlò elelei,fànau. 4. Ko ‘ekutamai´. Ko Taueni. Ko Sioneau. Màlò elelei,fànau. 3. tuonga‘ane tokoua tokoua tuofefine 2 FAUFAUA! An Introduction to Tongan Language Knowledge • • • Ko hokutuonga‘ane´koPaula. ‘Oku ounofomo‘ekuongo màtu‘a´. ‘Oku tokofituhokufàmili´. Structures andExpressions This vocabularyisonCD1track19. taha ‘ulumotu‘a tehina ta‘okete pèpè ‘ofefine màtu‘a foha fàmili Vocabulary • • The curriculumlinksare: Curriculum Links • • • • • Students will: Learning Outcomes OVERVIEW Unit 3Fàmili–Family The strandsandachievementobjectiveare: Levels 1and2oflearninglanguagesin name themembersoftheirimmediatefamily; Communication (page46) Level 1oftheTonganlanguageguidelines( say thenumbersfromonetoten; identify somefamilyrelationships; Culture (pages46and48). Language (pages46–47); 1.7 use bodylanguagetoshowrespect. use languagetoshowrespect; give simplepersonalinformation; one head ofthefamily younger sibling(samegenderasyou) older sibling(samegenderasyou) baby daughter parent son family 74 The NewZealandCurriculum; My brotherisPaula. I livewithmyparents. I havesevenpeopleinmy family. TiNZC). hongofulu hiva valu fitu ono nima fà tolu ua ten nine eight seven six five four three two 3 FAUFAUA! An Introduction to Tongan Now theyare goingtoaddKàtaki(Please)when theyaskforsomething. By now,yourstudentswill bestartingtosayMàlòor‘aupitowhentheyreceivesomething. 51 inUnit2forfurtherexamples. topics. Theyarenotsupposed touseimpolitetermsfor their bodyparts,forexample.Seepage and tuofefine).Brotherssistersare expectedtoavoidingtalkingtogetheraboutcertain learned thatbrothersand sistersareexpectedtouserespectfultermsforeachother( tuonga‘ane parents, aunties,uncles,andgrandparentsother olderpeople.InUnit2,yourstudents In Tongansociety,childrenareexpectedtouserespectful languagewhentheytalktotheir Teachers’ Notes what theywillbeexpectedtodoasaresult. and theeldestdaughterdoessamewithhersisters toinformthemaboutthedecisionsand family discussion.Whenthefinaldecisionshave been made,theeldestsoncallshisbrothers It’s notunusualforjusttheparents,eldestson, andtheeldestdaughtertoparticipateina Family Discussions expression Tulouanditsassociatedbodylanguage,whichwasintroducedinUnit2. by sayingKoau(It’sme)oreni(HereIam).Similarly,theyareexpectedtousethepolite Children areexpectedtouseappropriatetermswhenansweringacallfromsomeone,responding Faka‘apa‘apa (Respect) Cultural Knowledge Unit 4. an exampleofthepronounonOHT4inLessonC.Formoreabout‘ù,seelanguagenotes Notice thattheuisencliticpronounforI,whereas‘ùindefinitepluralmarker.There fanga ongo markers: Tongan distinguishesbetweensingular,dual,andplural(threeormorepeople)byusingtwo female cousins)astuofefine.Femalesrefertotheirbrothers(andmaletuonga‘ane. older sibling(orcousin)ofthesamegenderasyouista‘okete.Malesrefertotheirsisters(and The termforayoungersibling(orcousin)ofthesamegender asyouistehina.Thetermforan Your choiceoftermalsoshowsrespect. terms youuseforthemembersofyourfamilyreflectplaceinandgender. Fàmili simplymeans“family”.Kàingareferstoyourextendedfamily.InTongansociety,the Language Notes These sentencesandexpressionsareonCD1track20. Ko aueni. Ko au. Ha‘u kiheni. Ha‘u. ‘Oku tokouahokuongotuonga‘ane´. Ko efohaau‘oMelemoPita. 75 Here Iam. It’s me. Come here. Come. I havetwobrothers.(saidbyafemale) I amPitaandMele’sson. plural (threeormorepeople) dual (twopeople) 3 FAUFAUA! An Introduction to Tongan • Looking Back • • • Introduction Lesson Outline • • • • • Students will: Learning Outcomes Lesson A Unit 3–FÀMILIFAMILY name themembersoftheirimmediatefamily; use languagetoshowrespect; say thenumbersfromonetoten; identify somefamilyrelationships; members. Havethestudents repeatthesenamesinthepausesonCD1track16. Show WS1fromUnit2Lesson Aandquicklyrevisethetermsfordifferentfamily Tongan, suchasataTongancommunityevent. the behavioursassociatedwiththem,inclassand whenevertheyarecommunicatingin very much).IntroduceKàtaki(Please).Encouragethemtousetheseexpressions,and learning, suchasusingTulou(Excuseme),Màlò(Thankyou),and Màlò‘aupito(Thankyou Remind thestudentsaboutsomeofTonganways ofshowingrespectthatthey’vebeen Discuss thelearningoutcomesforUnit3. Exchange greetingsusingthetimeofday. Resources use bodylanguagetoshowrespect. You supply: Copies ofOHT2 The OHTof“KoeÀFaka-Tonga”youmadeforUnit1LessonB The Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:TonganSongs CD An OHTmadefromWS1(fromUnit2LessonA) OHT 3 OHT 2 CS 1 WS 1 OHT 1 Unit 3DVDandtranscript Unit 3audioCDandtranscript 76 3A

FAUFAUA! An Introduction to Tongan • • • • • Learning Experiences Hand outWS1.Thestudentshavetomatcheachsentencewithanillustration.Play and labelthem. their familymembers.Otherstudentscanquicklysketchpicturesofmembers Those studentswhohavebroughtphotographscannowcopythevocabularythatmatches saying thesewordsalongwithCD1track21. the sequence.ShowOHT1withthisnewvocabularyonitandhavestudentspractise to talkabouttheirownfamilies.Discussthedifferenttermsusedforfamilymembersin Show theDVDstudiosection.Tellstudentstofocusonlanguagethatwillhelpthem not judging–itisamatterofvaluesthatareimportanttoparticularculturesandfamilies. sympathetically astheyinvolvequitepersonalmattersfor somestudents.Comparing is comparisons withtheirownfamiliesandculturalpractices.Handlethesediscussions about theroleof‘ulumotu‘aandhisresponsibilities.Encouragestudentstodraw Show theDVDculturalsection.Withstudents,discussthingstheynotice.Talk what theyhearontheCD.Checktheirresponses. 3. AsthestudentslistentoCD1track24,getthem toselect(a),(b),or(c)according a macron.Remindthemabouttheglottalstopand howitispronounced.ThenshowOHT them thatTongandistinguishesbetweenashortvowel soundandalongvowelwith singing alongastheylookatthewordsonOHT youmadeforUnit1LessonB.Remind Continue tofocusonthesoundsofTongan.Play“Ko eÀFaka-Tonga”withthestudents challenging eachothertosaythemasquicklytheycan. Hand outcopiesofOHT2.Askthestudentstopractisesayingnumbersinpairs, sequence. ThengetthestudentstopractisesayingnumbersalongwithCD1track23. Next, showthesequenceonDVDaboutnumbers.PutupOHT2andreplay partners. sign itoffifiscorrectandthenhavethempractisesayingthesentenceswiththeir the pauses.ThengiveoutcopiesofCS1.Getthemtochecktheirworkandhaveapartner CD 1track22sothatthestudentscanhearTonganandrepeatsentencesin on thesoundsinthemand associating thesesoundswiththespelling. Your studentsdon’tneedtoknowthemeaningsofthese words.Thefocusis features ofthenewlanguagecorrectly. similarities anddifferences,itismorelikelythatthestudentswilllearn making thesecomparisonsexplicitandhavingyourstudentsopenlydiscuss learning, relatingthemtothepatternsinlanguagestheyalreadyknow.By encourage yourstudentstolookforthepatternsinlanguagetheyare with toalanguagetheyarelearning.Asgeneralguideline,though,do often automaticallytransfertheirknowledgeoflanguagestheyarefamiliar familiarity maycauseerrorswithbothpronunciationandwritingasstudents may findtheTongannumbersrelativelyeasytolearn.However,this Students whoarefamiliarwithtereoMàoriandotherPolynesianlanguages 77 3A

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • allows. activities. Agreeonanactivityfromamongthosetheyrequested anddoitagainastime an activityfromapreviouslesson.Askthemwhytheywanttorepeattheseparticular Check toseewhetherthestudentswishrepeatanyofactivitiesinthislessonor ‘Osi! any from1to10.Theythencrossouteachnumberastheyhearit.Thewinnercalls many toplayinthislesson.Thestudentswritesixnumerals intheirworkbooks,choosing Play bingo.TherearefiverandomnumbersetsonCD1track25.Youcanchoosehow Exchange farewells. Chant thenumbersalongwithDVD. Tell the students to practise the numbers at home until they can say them well and quickly. improvement, willreinforcethelearningfocus. review theirownprogressanddeterminewhatisneededfor Encouraging “learning”talkintheclassroom,wherestudentshabitually 78 3A

FAUFAUA! An Introduction to Tongan ‘ulumotu‘a tuonga‘ane tuofefine ta‘okete tehina pèpè ‘ofefine foha màtu‘a fàmili OHT 1 as you) as you) younger sibling(samegender baby daughter son parent family head ofthefamily brother (ofafemale) sister (ofamale) older sibling(samegender 79 3A

FAUFAUA! An Introduction to Tongan WS 1 80 ‘Oku tokotoluhokufangata‘okete´. ‘Oku tokotahapèhokutehina´. Ko hokutuonga‘ane´koPaula. Ko efohaau‘oMelemoPita. ‘Oku ounofomo‘ekuongomàtu‘a´. ‘Oku tokofituhokufàmili´.

FAUFAUA! An Introduction to Tongan CS 1 81 ‘Oku tokotoluhokufangata‘okete´. ‘Oku tokotahapèhokutehina´. Ko hokutuonga‘ane´koPaula. Ko efohaau‘oMelemoPita. ‘Oku ounofomo‘ekuongomàtu‘a´. ‘Oku tokofituhokufàmili´.

FAUFAUA! An Introduction to Tongan OHT 2 hongofulu nima taha hiva valu tolu ono fitu ua fà 82 seven three eight nine four one two five ten six 3A

FAUFAUA! An Introduction to Tongan OHt 3 (a) (b) (c) 1. ta ta‘a tà

83 2. fao fa‘o fò 3. maea mahe‘a mè 4. ngaunu nga‘unu ngatù 5. toto to‘oto‘o tòtò 3A

FAUFAUA! An Introduction to Tongan • Learning Experiences • • Looking Back • • Introduction Lesson Outline • • • • • Students will: Learning Outcomes Lesson B Unit 3–FÀMILIFAMILY name themembersoftheirimmediatefamily; use languagetoshowrespect; say thenumbersfromonetoten; identify somefamilyrelationships; identify: statements aboutafamily, eachsaidtwice.Forstatement,askthestudentsto Tell thestudentstolisten totheCDcarefully.Play1 track 26.Theywillheartwoshort the vocabularyandsentencepatternsfordescribing membersofafamily. practise sayingthedescriptionswithapartner.Use thisasawarm-upactivityforrecalling Play theDVDlanguagescenario.Askstudents tolookatWS1fromLessonAand number, andbuildaTongansound-symbol-number conceptwithoutusingEnglish. in sequence,eachnumbersaidtwice.Havethestudents lookateachcard,repeatthe Show thenumberflashcardsandplayCD1track 23, onwhichthenumbersonetotensaid saying thenumbersalongwithstudioteam. Show theDVDstudiosectiononnumbersonetotenandhavestudentsjoinin, Exchange greetings. Resources use bodylanguagetoshowrespect. You supply: Sets offamilywordcards Copies ofWS1(fromUnit2LessonA) A setofnumberflashcardsmadeusingOHT2(fromLessonA) OHT 1(fromLessonA) Unit 3audioCDandtranscript Unit 3DVDandtranscript 84 3B

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • Tell thestudentsthattheyarenowgoingtopractisetalkingabouttheirownfamilies. comprehension. Thendothesamewithsecondstatement. the sentencesintranscript.Thenreplaytrack26sothattheycanconfirmtheir check thestudents’responsesusingaudioscript.Theanswersareprovidedbeside Let thestudentswritedowntheiranswersinEnglish.Playthefirststatementandthen • • Exchange farewells. Show theUnit3DVDculturalsectionanddiscussit withthestudents. Tongan. Askthemtopractisebothoftheseasmuch astheycanbeforethenextlesson. what theyhavelearnedsofar.Theywillalsoneed tobeablecountfromonetenin your studentsthattheywillneedtobeablesay five thingsabouttheirfamily,using Remind thestudentsoflearningoutcomesfor Unit 3.LessonCwillassessthese.Tell person tocallouttheEnglishtranslationwinscard. places thecardsintheirsetfaceup.TheytaketurnstocalloutTonganword.Thefirst vocabulary fromUnits2and3ontocardsbeforethelesson.Makeseveralsets.Agroup play thefollowingcardgame.Forthisgame,youwillneedtohavecopiedfamily Play bingoagain,asdescribedinthepreviouslesson,oralternatively,letstudents A iftheywantto.Askthemtosayfivethingsabouttheirownfamilyapartner. their drawing(s).ShowOHT1fromLessonA.TellthemtoreferWSUnit2 They canworkinpairsorsmallgroups.usethephotograph(s)theybrought introduce thembyageandrelationship,forexample,older brotheroroldersister. In Unit2,theywereintroducingfamilymembers.Tellthem thattheyarenowgoingto how manypeoplethereareinthefamily. the familymemberwhoisspeaking; see themselvessucceeding. perseverance. Studentsfeelmoreincontroloftheirownlearningwhenthey Having anothergoatsomethingtheyinitiallyfounddifficultcanbuildtheir Keep checkingtoseewhethertheywouldlikerepeatcertainactivities. plenty oftimetopractisetalkingabouttheirfamilies. This isalotofvocabularyforthestudentstomaster,sotheywillneedhave listening formeaningaswelldeveloptheirconfidence. ways ofrespondingtowhattheyhear.Thiswillincreasetheirexperienceat Repeating thestatementslikethiswillhelpyourstudentstomonitortheirown 85 3B

FAUFAUA! An Introduction to Tongan • • • Learning Experiences • • Looking Back • Introduction Lesson Outline • • • • • Students will: Learning Outcomes Lesson C Unit 3–FÀMILIFAMILY name themembersoftheirimmediatefamily; use languagetoshowrespect; say thenumbersfromonetoten; identify somefamilyrelationships; with, introducingthemselves byname,beforetheytalkabouttheirownfamily. To link with other learning, ask them to greet the other people in the group they are working Now givethestudentstime togivetheirdescriptionsofownfamiliesinsmallgroups. pauses ontheDVD. Play theDVDstudiosection.Getstudentstorepeat thewordsandexpressionsin Hand outaUnit3AchievementChecklisttoeachstudent andtheirVakaProgressChart. family vocabulary. Play CD1track26asawarm-uplisteningactivity. Thiswillhelpthestudents’recallof Using thenumberflashcards,quicklyrevisenumbers. Exchange greetings. Resources use bodylanguagetoshowrespect. You supply: The setsoffamilywordcardsyoumadeforLessonB Vaka ProgressChart Copies oftheUnit3AchievementChecklist Number flashcardsmadefromOHT2(LessonA) OHT 4 Unit 3DVDandtranscript Unit 3AchievementChecklist Unit 3audioCDandtranscript 86 3C FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • • Get themtomonitorandassesseachother,tickingoffother’sUnit3Achievement group andhelpingeachotherifneedbe. Still intheirgroups,havethemcountfrom remind themaboutthewordstheyneedtobeusing. Some studentsmaybenefitfromhavingthefamilywordcardsspreadoutbeforethemto behind someonewhoistalking. Tulou, Màlò,Màlò‘aupito,Kàtaki,Sai‘aupito!,andFaufaua!Remindthemaboutwalking This includesthelanguagetheyareusingtogreeteachotherandsayingthingssuchas Remind thestudentstousespokenandbodylanguageshowrespectduringthisactivity. Exchange farewells. OHT 4. Sing “Taha,Ua,Tolu,Fà,Nima”togetheralongwithCD1track27,followingthewordson Tonga. Tellthemtofindoutwhattheycanaboutthisbeforethenextlesson. In Unit4,yourstudentsaregoingtolearnaboutwhatclassroomsandschoolslikein can taketurnstocalloutthenumbersinrandomorder,sayingeachnumbertwice. numerals andthencrossthemoffastheyhearsaid.Thistime,though,thestudents If timeallows,playbingoingroups.Asbefore,theycanselectsixnumberstowritedownas own culture(s)toaddthediscussion. Show theDVDculturalsection.Encouragediscussion,withstudentsdrawingontheir Vaka ProgressChart. When theassessmenthasbeencompleted,getstudentstocolourinband3ontheir Checklist. they progressthroughthebeginningstagesoflanguagelearning. It isreasonabletoprovidestudentswithsupportbuildtheirconfidenceas 87 taha (one)tohongofulu(ten),goingaroundthe 3C FAUFAUA! An Introduction to Tongan OHT 4 Because itbitmyfinger so. Then Iletitgoagain Six, seven,eight,nine,ten, Once Icaughtafish(alive). One, two,three,four,five, He na‘a´neu‘uhokunima. Pea´ utukuangeia Ono, fitu,valu,hiva,hongofulu, Na‘e ma‘u‘ekuika. Taha, ua,tolu,fà,nima, 88 3C FAUFAUA! An Introduction to Tongan Now Ican: Ko hokuhingoa´ko UNIT 3AchievementChecklist use bodylanguagetoshowrespect use languagetoshowrespect say thenumbersfromonetoten identify somefamilyrelationships family name themembersofmyimmediate 89 . 3C FAUFAUA! An Introduction to Tongan Màlò Taiana: ko Sèini. Màlò elelei.KoTinaTupuau.‘ekufa‘ee´ Tina: Sai. Ha‘u‘ofe‘iloakimohokufàmili´. Tina: si‘isi‘i ‘etaha. Ko hokuta‘okete‘euamotuonga‘ane Lu‘isa: Fanga tuonga‘anelalahi‘etolu.Fèfèkoe? Tina: tuonga‘ane ? Sai! ‘Oku‘iaihaofangatokouape Lu‘isa: teemi ‘etaha. Te´ uàluatukiho‘omouako´‘oakoaihe ‘Oku ounofo‘iNu‘uSila.hè. Tina: ‘Oku´ kenofo‘ifè? Lu‘isa: Màlò elelei,Lu‘isa. Tina: Màlò elelei,Tina. Lu‘isa: eni. Ko ‘ekuta‘ahine´koLu‘isa.Lu‘isa,Tina Taiana: Ko aueni! Lu‘isa: Lu‘isa! Ha‘u. Taiana: Màlò, Taiana. Tina: e UNIT 3DVDRANSCRIP lelei, Tina. Ko Taiana au. Màlò e lelei. 90

Hello. I’mTinaTupu.MymotherisSèini. Tina: Cool. Comemeetmyfamily. Tina: brother. I havetwooldersistersandoneyounger Lu‘isa: I havethreeolderbrothers.Whataboutyou? Tina: Cool! Doyouhaveanybrothersandsisters? Lu‘isa: term. there. I’mgoingtoyourschoolfora I liveinNewZealand.I’mstayingover Tina: Where doyoulive? Lu‘isa: Hi, Lu‘isa. Tina: Hi, Tina. Lu‘isa: Lu‘isa’s mydaughter.Lu‘isa,thisisTina. Taiana: Here Iam! Lu‘isa: Lu‘isa! Comehere. Taiana: Thank you,Taiana. Tina: Hi, Tina.I’mTaiana.Welcome. Taiana: 3 FAUFAUA! An Introduction to Tongan Ko aueni. Ko au. Ha‘u kiheni. Ha‘u. ‘Oku tokouahokuongotuonga‘ane´. Ko efohaau‘oMelemoPita. Ko hokutuonga‘ane´koPaula. ‘Oku ounofomo‘ekuongomàtu‘a´. ‘Oku tokofituhokufàmili´. sentences inthepauses. and trytocopythesewhenyourepeatthe carefully totherhythmsofsentences that youaretolearninUnit3.Listen You willhearthesentencesandexpressions for Unit3 Track 20StructuresandExpressions ‘ulumotu‘a tehina ta‘okete pèpè ‘ofefine màtu‘a foha fàmili again, tryingtoimproveyourpronunciation. the samewordasecondtime.Say repeat thewordinpause.Youwillhear to eachwordasitisbeingspoken.Then Here isthevocabularyforUnit3.Listen Track 19VocabularyforUnit3 UNIT 3AUDIORANSCRIP hongofulu hiva valu fitu ono nima fà tolu ua taha 91 ‘Oku tokotoluhokufangata‘okete´. ‘Oku tokotahapèhokutehina´. Ko hokutuonga‘ane´koPaula. Ko efohaau‘oMelemoPita. ‘Oku ounofomo‘ekuongomàtu‘a´. ‘Oku tokofituhokufàmili´. in thepauses. Listen tothespeakers.Repeatsentences Lesson AWS1 Track 22toAccompanyUnit3 pèpè ‘ofefine foha màtu‘a fàmili them afterthespeaker. Listen tothesewordsandpractisesaying Lesson AOHT1 Track 21toAccompanyUnit3 hongofulu hiva valu fitu ono nima fà tolu ua taha Here arethenumbersfromonetoten: Lesson AOHT2 Track 23toAccompanyUnit3 ‘ulumotu‘a tuonga‘ane tuofefine ta‘okete tehina 3 FAUFAUA! An Introduction to Tongan my family) ‘Oku tokonimahokufàmili´.(fivepeoplein sister) Ko hokutuonga‘ane´koPaula.(Paula’s Second statement: my family) ‘Oku tokofituhokufàmili´.(sevenpeoplein Vàleti andTèvita) Ko efohaau‘oVàletimoTèvita.(thesonof First statement: the family. speaking andhowmanypeopletherearein write downwhothefamilymemberis family, eachonespokentwice.Asyoulisten, You willheartwoshortstatementsabouta Lesson BisteningActivity Track 26toAccompanyUnit3 nima, ono,hiva. Set 5:hongofulu,valu,ua,fà,taha,tolu,fitu, nima, hongofulu. Set 4:fà,ua,valu,fitu,tolu,taha,hiva,ono, hongofulu, fà,valu,ono. Set 3:fitu,hiva,tolu,ua,nima,taha, ua, tolu,hiva,fitu. Set 2:ono,valu,fà,hongofulu,taha,nima, fitu, valu,ua,fà. Set 1:nima,ono,hongofulu,hiva,taha,tolu, Lesson ABingoNumberSets Track 25toAccompanyUnit3 5. toto 4. ngatù 3. mahe‘a 2. fao 1. ta‘a you hear. listen, circlea,b,orcdependingontheword You willhearfivewordsspoken.Asyou Lesson AOHT3 Track 24toAccompanyUnit3 92 He na‘a´neu‘uhokunima´. Pea´ utukuangeia Ono, fitu,valu,hiva,hongofulu, Na‘e ma‘u‘ekuika. Taha, ua,tolu,fà,nima, Lesson COHT4 Track 27toAccompanyUnit3 3 FAUFAUA! An Introduction to Tongan This vocabularyisonCD1 track29.ItissaidintheordershownonOHT1Lesson A. tohi tesi tèpile sea puha penivahevahe pepa peni palakipoe hinehina palakipoe la‘i pepa komipiuta kato naunau Vocabulary Language Knowledge • • • • • The curriculumlinksare: Curriculum Links • • • • Students will: Learning Outcomes overview Unit 4–KOElokIakoheclassroom The strandsandachievementobjectivesare: Levels 1and2oflearninglanguagesin identify classroomobjects; Communication (page46) Level 1oftheTonganlanguageguidelines( use languageandpositioningtoshowrespect. respond toclassroominstructionsandrequests; ask forrepetition,clarification,andhelp; Culture (pages46and48). Language (pages46–47); 1.6 1.4 1.3 use languageandpositioningtoshowrespect; ask forrepetition,clarification,andhelp; and toindicatetimeplace; use basicwordsandexpressionsfornumbers,shapes,sizes,weights,colours book desk table chair pencil case paper, exercisebook pen whiteboard blackboard a piece(orsheet)ofpaper computer schoolbag 93 The NewZealandCurriculum; TiNZC). 4 FAUFAUA! An Introduction to Tongan Note theTonganwordorder, withthenumbercomingafternoun. The actualpronounciataion of‘ù(andu)cansometimessoundcloser‘u. to Ko e‘ùtohi‘evalu. To makeanounplural,youadd‘ùbeforethenoun,forexample: whereas enareferstosomethingthatisfurtheraway. Eni referstosomethingthatthespeakertouchesorholds orthatisclosetothespeaker, Language Notes These sentencesandexpressionsareonCD1track 28. Kàtaki, ‘omaiepeni´. Kàtaki, ‘omaihapeni. Ko e‘ùtohi‘evalu. Ko etohi‘etaha. Ko e‘ùtohiena‘efiha? Ko e‘ùtohieni‘efiha? Ko e‘ùpeniena. Ko e‘ùpenieni. Ko epeniena. Ko epenieni. Ko ehàena? Ko ehàeni? Ko ehàfaka-Tongakihe...? ‘Ikai. ‘Io. Màlò, faiako. ‘Osi. Kàtaki. ‘Oku ‘ikaite´u‘ilo‘i. ‘Oku ‘ikaikemahino. Kàtaki, leamàmàlie. Kàtaki, tokonimai. Kàtaki, toelau. Kàtaki, faiako. Kàtaki, (name). Structures andExpressions 94 Thereareeightbooks. Bring methepen,please. Bring meapen,please. There areeightbooks. There isonebook. How manybooksarethere(overthere)? How manybooksarethere(here)? Those arepens. These arepens. That isapen(pointingtoit). This isapen(ifwithinreach). What isthat?arethose? What isthis?arethese? What istheTonganwordfor...? No. Yes. Thank you,teacher. I’ve (orwe’ve)finished. I’m (orwe’re)sorry. I don’tknow. I don’tunderstand. Please speakslowly. Please helpme. Please repeat(it). Excuse me,teacher. Excuse me,(name). 4 FAUFAUA! An Introduction to Tongan them ontheclassroomwall forquickreference. respond inTongan.Youcould maketheseclassroomexpressionsintoaposteranddisplay they becomeaccustomedtohearingTonganinthe classroom,theywillfeelencouragedto students tousetheseexpressionsasmuchthey canineverylessonfromnowon.As respect. Itislanguagetheycanusewitheachother aswellaswithyou.Encourageyour Unit 4introducesclassroomexpressionsinTongan forthestudentstouseandshow They areonCD1track1.Introducetheseinstructions intothelessonsasyougo. See theprefaceforalistofclassroominstructions inTongantobecomefamiliarwithanduse. Classroom Instructions Teachers’ Notes information aboutfaka‘apa‘apa. of disrespecttoateacher.SeetheTonganlanguageguidelines(TiNZC),page19,forfurther example, studentsareexpectednottotalkback,usebadlanguage,orshowanyotherform Respect isakeyelementinTongancultureanditstrongly reinforcedinschools.For Faka‘apa‘apa (Respect) front porchofthepalaceandwavesinacknowledgmentschools’tribute. and marchtotheKing’spalace,cheeringwhentheypastKing,whostandson and theKing’sbirthday.Onbirthday,collegestudentsweartheirformaluniforms Schools celebratesomespecialoccasions,includingtheopeningandclosingofParliament both TonganandEnglisharetaughtassubjects. their school.AllsubjectsinsecondaryschoolsaretaughtbothEnglishandTongan secondary schools.AsinNewZealand,thecolourandstyleofastudent’suniformindicates In Tonga,thegovernmentrunsmostofprimaryschoolsandchurchesrun children’s educationandachievement. sacrifices togivetheirchildrenagoodeducation.Parentsholdhighexpectationsfor Education isextremelyimportanttoTonganfamilies.Many familiesmakeconsiderable Ngaahi Ako‘iTonga(TonganSchools) Cultural Knowledge pronunciation. Formoreaboutthis,seepage13intheTonganlanguageguidelines(TiNZC). The definitiveaccent,whichiswhatthiscalled,avisualreminderofthecorrect Kàtaki, ‘omaiepeni´. writing, thisstressismarkedbyanaccentafterthevowel,forexample: When awordisprecededbye(the),thepronunciationstressfallsonlastvowel.In sorry”, “Please”,and“Excuseme”. The wordkàtakiisusedindifferentcontextsandhasarangeofmeanings,including“I’m later. with, includingpens,feltandpencils.Morespecific vocabularycanbeintroduced At thislevel,thewordpenicanbeusedformostofthingsyourstudentswillwriting 95 Pass methepen,please. 4 FAUFAUA! An Introduction to Tongan that allowthemtofeelengagedbutnotthreatened. to know,understand,andusetheTonganlanguage andlearnaboutTongancultureinways them feelinginsecureabouttheirownidentity.Please be sensitiveinhelpingthemtocome sounds, memorisestructures,andcopewithcultural differences.Thesemistakescanleave It isnaturalinlanguagelearningforstudentstomake mistakesastheylearntoapproximate ability tosucceed. barriers ofdoubtsanduncertaintiesabouttheircapabilitytolearnanotherlanguage involves. Theyneedalotofencouragementandpositivereinforcementtobreakthroughthe confronted withthedifferentwaysofthinkingandbehavingthatlearninganewlanguage Research intolanguagelearningrevealsthatstudentscanfeeluncomfortablewhen Making Mistakes • • • Here arethreesuggestionstousewhenitsuitsyourprogramme. The studentscantakepartinanumberofactivitiestoreinforcetheirvocabularylearning. Vocabulary Learning their turn.Atimelimitfocusesattentionandsetsachallengeforquickerresponse. to five(“taha,ua,tolu,fà,nima...”).Ifthestudentshaven’tplayedbyono(six),theymiss A timelimitcanbeplacedontheturntaking,forexample,withplayerscountinginTongan Throwing theball:Thestudentssitinacircle.leadersayswordEnglishandthen Picture–word matching:Handoutonesetofwordcardsandsetmatchingpicture students cangetveryexcitedaboutwhoiswinning. to thefrontperson.Thejudgeskeepscore.Thisactivitycangetquitenoisyas When theplayershavehadtheirturns,theygotobackofline,passingflyswat be thefirstonetoswatcorrectmatchingwordwithaflyswatorrolledupnewspaper. flashcard illustration.Thefrontpersonineachteammustrushtotheboardandtry students actasjudges.EitheryouorastudentcallsouttheEnglishwordshows Tongan classroomvocabularyiswritteninlargelettersthecentreofboard.Two Fly swatgame:Theclassformstwoteams,andeachteamlinesupfacingtheboard. count offive,thefirststudentwhosayswordcorrectlytakesoverthrowingball. to anotherstudent,andsoon.IfastudentcannotrespondwiththeTonganwordby has tosaythewordinTonganandthenchooseanotherEnglish,throwingball says astudent’sname,throwingtheballtothatperson.Thestudentwhocatches wins. If theyarecorrect,holdontothecards.Theplayerwithmostcardsatend If theyarewrong,placethetwocardsbackonbottomoftheirrespectivepiles. card andthenchooseamatchingwordcard,pronouncingtheatsametime. all themembersofgroupcanseethem.Takingturns,studentsturnoverapicture the picturecardsfacedownonfloor(ordesk).Theylaythewordupsothat cards toeachgroup.Thesearethesameasflashcardsinthisunit.Eachgroupplaces 96 4 FAUFAUA! An Introduction to Tongan • Learning Experiences • • Looking Back • • Introduction Lesson Outline • • Students will: Learning Outcomes lesson a Unit 4–KOE identify classroomobjects; Discuss theUnit4learning outcomeswiththestudents. Have anyofthemattendedschoolinTonga? Check whatyourstudentshavefoundoutaboutschools andclassroomsinTonga. Sing “Taha,Ua,Tolu,Fà,Nima”together.ShowOHT 2fromUnit3ifneeded. Resources respond toclassroomlanguageandrequests. Remind yourstudentsaboutshowingrespectastheywork,forexample,using Exchange greetings. with theassociatedbehaviours. (Please), Màlò(Thankyou),‘aupitoyouverymuch),andTulou(Excuseme) You supply: An OHTofCD1track32(optional) Copies ofWS1 Copies oftheflashcards OHT 2 WS 1 Classroom objectsflashcardtemplate OHT 1 Unit 4DVDandtranscript Unit 4audioCDandtranscript OHT 4(fromUnit3LessonC) lokIako –theclassroom 97 Kàtaki 4A

FAUFAUA! An Introduction to Tongan • • • • • • • • • Show theUnit4DVDlanguagesection.Discusswithstudentswhattheythinkabout required. throughout thelessonsothatstudentsgetusedtohearingthemandrespondingas with thestudents,havingthemperformactions.Usetheseinstructionsregularly the studentsgraspmeaningwithoutanEnglishtranslation.Rehearseinstructions 28 tohelpyouwiththepronunciation.Sayinstructionandmimeactivitysothat Choose someclassroominstructionstointroduceinLesson A.ListentoCD1tracks and Show theflashcardsagain, withtheillustrationfacingstudents.Askthem pointing totheobjectnamed. question andaresponseinTongan.Theyrepeatthe responsesinthepausesonCD, Show OHT1again.ThestudentslistentoCDtrack 31and,foreachword,theyheara example, changingthestresspatternsandusingaccents. accuracy. Discussanycomparisonswithotherlanguages thattheyhavenoticed,for and thentheycopythesentencesintotheirworkbooks. Askthemtocheckeachother’s The studentslistentoCD1track30hear–and repeat –thedifferenceinpronunciation to indicate“definiteness”.(Itisequivalentusing the definitearticle“the”inEnglish.) the Englishsentences.DiscussuseofetogetherwithdefinitiveaccentinTongan Show OHT2.CovertheEnglishsentences.Discusswhatstudentsobserve.Uncover each otherpronouncingawordwhilepointingtoitsillustration. that matchtheillustration.Then,inpairsorgroups,studentstaketurnstolisten Hand outWS1.AskthestudentstocopyTonganwordsfromOHT1intospaces The firstteamtogaintwentypointswins. compete tobethefirstonesaywordinTongan.Thentheygobackofline. scorers, onefromeachteam.Showtheflashcardsbyone.Thestudentsinfront Optional activity:Dividetheclassintotwoteams,arrangedintolines.Elect this timewiththestudentsrepeatingwordsasyoushoweachone. Tongan wordonthebacktohelpyoumonitortheirresponses.PlayCD1track29again, Use theflashcardstocheckhowwellstudentshaveretainedvocabulary.Have students lookatthewordsastheylistenandpronouncetheminpauses. guess them.Uncovertheillustrationstochecktheirresponses.PlayCD1track29.The Ask whetherthestudentsknowmeaninginEnglishforanyofwords–orcan Introduce thevocabulary.ShowOHT1andcoverillustrationswithslipsofpaper. what theysee. As usual,theyshouldcheck eachother’saccuracy. language sentencesonthe boardandhavethestudentscopythemintotheirworkbooks. (What isthis?).Thestudents replyusingthepatternKoetèpileia(Itisatable).Write for writingandreadingaccuracy. This activityreinforcessound–spelling–meaningcombinationsasaprelude automatically totheinstruction,andthenyoucanstopmimingaction. of soundandmeaningforthestudents.Overtime,studentswillrespond Keep mimingtheactionsinlessonsthatfollowtobuildassociation 98 Ko ehàeni? 4A

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • work. TheycanalsorepeatthepronunciationofwordsalongwithCD. The studentswillbenefitfromhearingCD1track32againaftertheyhavecorrectedtheir whiteboard sothatthestudentscanchecktheiraccuracy. comprehension, anduse.CopythewordsfromaudiotranscriptontoanOHTor sounds andsound-spellingcombinationsinwaysthatbuildvocabularyrecognition, word isspokentwice.Thisfocusedlisteningactivitydevelopstheirabilitytodiscriminate hear, focusingonthecorrectspelling(includingmacronsandglottalstops).Each Optional activity:ThestudentslistentoCD1track32andwritedownthewordsthey Exchange farewells. Sing orchantthenumbersongtogether. home withtheirfamilies. Tell thestudentstopractisetheirvocabularywitheachotherandsharelearningat technique ineffectivelanguage-learningprogrammes. Reinforcing correctsequences,orformsoflanguage,isafrequentlyused 99 4A

FAUFAUA! An Introduction to Tongan OHT i

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FAUFAUA! An Introduction to Tongan ws i a A

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FAUFAUA! An Introduction to Tongan OHT 2

Kàtaki, ‘omai ha peni. Pass me a pen, please Kàtaki, ‘omai e peni´. Pass me the pen, please. Kàtaki, ‘omai ha la‘i pepa. Pass me a paper, please. 102 Kàtaki, ‘omai e la‘i pepa´. Pass me the paper, please. 4A

FAUFAUA! An Introduction to Tongan • • Looking Back • Introduction Lesson Outline • • • • Students will: Learning Outcomes lesson b Unit 4–KOE identify classroomobjects; use languageandpositioningtoshowrespect. respond toclassroominstructionsandrequests; ask forrepetition,clarification,andhelp; Lesson A.Havethestudents repeatthesentencesalongwithCD1track30. Ask whatthestudentscan rememberaboutthedefinitiveaccent.ShowOHT2from Use theclassroomobjectsflashcardstohelp students recalltheTonganwords. Exchange greetings. Resources You supply: Copies ofOHT3 A posterofOHT3 Number flashcards(fromUnit3LessonB) Classroom objectflashcards(fromLessonA) OHT 5 OHT 4 Unit 4audioCDandtranscript OHT 3 Unit 4DVDandtranscript Unit 4audioCD OHT 2(fromLessonA) Write themintothelessonplan. Remember touseyourclassroominstructionsthroughout thelesson. lokIako –theclassroom 103

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • • Learning Experiences • Quickly revisethenumbersonetoten,usingnumberflashcardsyoumadeforUnit3 Show OHT4.Therearetwopointsofinterestforthestudents.Thefirstoneis the lesson.Handoutacopytoeachstudentuseasreferencetool. classroom wall.Askthestudentstouseasmanyoftheseexpressionstheycanduring classroom languageinthepauses.Displaylanguageasaposteron Show OHT3.HavethestudentslistenalongwithtoCD1track33andrepeat observations. Play theUnit4DVDlanguagesection.Discusspointsofinterestandstudents’ Lesson B. Exchange farewells. Sing “Taha,Ua,Tolu,Fà,Nima”withthestudents. they willbeassessingtheirownlearning. vocabulary andtheclassroomlanguageasmuchtheycanbeforenextlesson,when Remind thestudentsofUnit4achievementobjectives.Askthemtopractise them tosuityourstudents’particularlearningneeds. responses willhelpyoutomakeadjustmentstheselesson plansasyougo,adapting them whathasbeennewlearningforthem.Askhelpstolearn.The Play theDVDlanguagesectionagain.Discussstudents’observationswiththem.Ask usual, walkaroundmonitoringtheirengagementandhelpingwhereneeded. to practisethequestion-answersequenceinpairs,changingthevocabularysuit.As sentence whencomparedwiththeequivalentEnglishpattern.Tellstudents parts (Koe–‘ùtohieni‘efiha?)andtalkaboutthedifferentorderofideasin their handstoindicateclosenessordistance.Breakthesentenceintoitscomponent Show OHT5.HavethestudentsrepeatsentencealongwithCD1track35,stillusing know, usingtheirhandstoindicateclosenessordistance. in thepauses.Theythenworkpairstopractisethesestructureswithvocabularythey these withyourstudents.AskthemtolistenCD1track34,repeatingthesentences difference betweeneniandena.Thesecondistheuseof‘ùtomarkplural.Discuss (b) (a) responses orwritedownthewordinTongan. Hold uptheflashcardsinrandomorder.Thestudentscaneitherchorustheir having themchorustheTonganwordforthatnumber. Use theflashcardsinsequence,showingnumeralsidetostudentsand 104 4B

FAUFAUA! An Introduction to Tongan ‘Ikai. ‘Io. Màlò, faiako. ‘Osi. Kàtaki. ‘Oku ‘ikaite´u‘ilo‘i. ‘Oku ‘ikaikemahino. Kàtaki, leamàmàlie. Kàtaki, tokonimai. Kàtaki, toelau. Kàtaki, faiako. oht 3 105 No. Yes. Thank you,teacher. We’ve finished. I’ve finished.(or) We’re sorry. I’m sorry.(or) I don’tknow. I don’tunderstand. Please speakslowly. Please help(me). Please repeat(it). Excuse me,teacher. 4B

FAUFAUA! An Introduction to Tongan Ko e‘ùtèpileena. Ko ehàena? Ko e‘ùpenieni. Ko ehàeni? Ko epeniena. Ko ehàena? Ko epenieni. Ko ehàeni? oht 4 106 Those aretables. What arethose? These arepens. What arethese? (pointing toit) That isapen. What isthat? (if withinreach) This isapen. What isthis? 4B

FAUFAUA! An Introduction to Tongan oht 5

Ko e ‘ù tohi eni ‘e fiha? How many books are there here? Ko e ‘ù tohi ena ‘e fiha? How many books are there over there? 107 Ko e tohi ‘e taha. There is one book. Ko e ‘ù tohi ‘e valu. There are eight books. 4B

FAUFAUA! An Introduction to Tongan • • Looking Back • Introduction Lesson Outline • • • • Students will: Learning Outcomes lesson c Unit 4–KOE identify classroomobjects; use languageandpositioningtoshowrespect. respond toclassroominstructionsandrequests; ask forrepetition,clarification,andhelp; Repeat activitiesofyourchoicefromLessonsAand B. Show theUnit4DVDlanguagesection. Exchange greetings. Resources You supply: Vaka ProgressChart Copies oftheUnit4StudentAchievementChecklist Unit 4StudentAchievementChecklist Unit 4audioCDandtranscript Selected OHTsandworksheetsfromLessonsAB Unit 4DVDandtranscript them toachieve. the studentstohaveseveral goesattasksreleasesthetensionandsupports when theyfeelthatare notcopingorgettingthingsright.Allowing work, helpingoutwhenneeded. Frustrationcansometimesbuild instudents You willbemonitoringthestudents’engagementandachievement asthey Tongan astheycanduringthislesson. the lessonplan.Remindstudentstouseasmuchclassroomlanguagein Remember tousetheappropriateclassroominstructions.Writetheminto lokIako –theclassroom 108 4C FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • • • Learning Experiences Optional activity:Onestudentreadsoutamade-uptelephonenumberinTongan,and the actorsonDVD. transcript. Theycanmodeltheirspokenlanguageandbodylanguageonthoseusedby Optional activity:Thestudentsrole-playtheUnit4languagescenariousingDVD connections theycanmakewiththeirownexperiencesandcultures(s). Play theDVDculturalsectionanddiscusswithstudentswhattheyobservewhat Have thestudentscolourinband4ontheirVakaProgressChart. What wasthesituation? them towritedownanexampleforthelastthreeoutcomes.Whatdidtheysay–ordo? Hand outtheUnit4AchievementChecklistforstudentstocompleteandsignoff.Ask Exchange farewells. Show theDVDculturalsectionagain. practising them. continue tousetheclassroomexpressionstheyhavebeen learning, sotheyshouldkeep In Unit5,thestudentswillbelearningmoreaboutcounting.Remindthemthattheyareto the numbers. each numberoffastheyhearit.Theysay‘Osi!(Finished!)whenhavecoveredallof in randomorder,witheachnumbersaidtwice.Thestudentsworkindividually,crossing eight numbersbetweenoneandthirteen.Onestudentreadsthetothirteen Optional activity:Playbingo.Thestudentsmakeuptheirownnumbercards,choosing students getthenumberright. the caller.Repeatthissequenceafewtimes.Youcancheckeachtimetoseehowmany the othersnotedownwhatnumberisusingnumerals.Theychecktheirresponsewith 109 4C FAUFAUA! An Introduction to Tongan Now Ican: Ko hokuhingoa´ko UNIT 4AchievementChecklist Example: respect use languageandpositioningtoshow Example: requests respond toclassroominstructionsand Example: ask forrepetition,clarification,andhelp identify classroomobjects 110 . 4C FAUFAUA! An Introduction to Tongan Sai. Faufaua! ‘Alisi: ‘Osi! Pua peamoSimi: ‘Osi? ‘Alisi: Tò atu,Pua.Faufaua! Simi: Ko ehà‘afaka-Tongakihe“book”? Pua: Kàtaki, toeki‘ilaumàmàlie,maiange´,Pua. Simi: Ko ehà‘afaka-Tongakihe“book”? Pua: ‘Io. Koetohieni. Simi: Màlò, Simi.‘Omaiange´hatohi´? Pua: Tò atu,Pua. Simi: Ko ehàeni?lulaeni. Pua: Tò atu.Koelulaenikoè. Simi: Ko ehàeni?penieni. Pua: Sai. Sai‘aupito,Pua. Simi: Tonga. Màlò elelei.Ko‘ahońitetauako Pua: Kàtaki ‘otoelaumaiange´,Pua? Simi: Tonga. Màlò elelei!Ko‘ahońitetauako Pua: poloseki´. Kàtakingàuetautautokoua. tau faitaa‘ie‘ùme‘ahelokiako´kiho‘omou Sai. Koe‘ahońitetauakoTonga.Te ‘Alisi (faiako): UNIT 4DVDRANSCRIP 111 Well done.Excellentwork! ‘Alisi: We’ve finished! Pua andSimi: Finished? ‘Alisi: That’s great,Pua.Excellent! Simi: What’s theTonganwordfor“book”? Pua: Say itagainandpleasespeakslowly,Pua. Simi: What’s theTonganwordfor“book”? Pua: Sure. Hereyouare. Simi: Thanks, Simi.Canyougivemeabook? Pua: That’s great,Pua. Simi: What’s this?It’saruler. Pua: Great. Here’saruler. Simi: What’s this?Thisisapen. Pua: Good. Verygood,Pua. Simi: Tongan. Welcome. Todaywe’relearning Pua: Can yousaythatagain,please,Pua? Simi: Tongan. Welcome! Todaywe’relearning Pua: project. Pleaseworkinpairs. filming thingsintheclassroomforyour OK. Todaywe’relearningTongan.We’re ‘Alisi (teacher): 4 FAUFAUA! An Introduction to Tongan Kàtaki, ‘omaiepeni´. Kàtaki, ‘omaihapeni. Ko e‘ùtohi‘evalu. Ko etohi‘etaha. Ko e‘ùtohiena‘efiha? Ko e‘ùtohieni‘efiha? Ko e‘ùpeniena. Ko e‘ùpenieni. Ko epeniena. Ko epenieni. Ko ehàena? Ko ehàeni? Ko ehàfaka-Tongakihe...? ‘Ikai. ‘Io. Màlò, faiako. ‘Osi. Kàtaki. ‘Oku ‘ikaiteú‘ilo‘i. ‘Oku ‘ikaikemahino. Kàtaki, leamàmàlie. Kàtaki, tokonimai. Kàtaki, toelau. Kàtaki, faiako. Kàtaki, Mele. sentences inthepauses. and trytocopythesewhenyourepeatthe carefully totherhythmsofsentences that youaretolearninUnit4.Listen You willhearthesentencesandexpressions for Unit4 Track 28StructuresandExpressions UNIT 4audioRANSCRIP 112

komipiuta la‘i pepa palakipoe palakipoe hinehina sea tèpile tesi kato penivahevahe kato naunau peni pepa tohi the wordsinpauses. Listen tothevocabularyforUnit4andrepeat Lesson AOHT1 Track 29toAccompanyUnit4 Ko etohiia. Ko ehàeni? Ko etèpileia. Ko ehàeni? pointing totheobjectnamed. Tongan. Repeattheresponsesinpauses, You willhearaquestionandresponsein Lesson AOHT1 Track 31toAccompanyUnit4 Kàtaki, ‘omaiela‘ipepa´. Kàtaki, ‘omaihala‘ipepa. Set 2 Kàtaki, ‘omaiepeni´. Kàtaki, ‘omaihapeni. Set 1 sentences alongwiththespeaker. two setsofsentences.Practisesayingthe Listen tothedifferencebetweenthese Lesson AOHT2 Track 30toAccompanyUnit4

4 FAUFAUA! An Introduction to Tongan speaker. each oneandrepeatitin the pauseafter that youcanuseintheclassroom. Listento You willhearsomeexpressions inTongan Lesson BOHT3 Track 33toAccompanyUnit4 ‘alu à ho‘atà hingoa tamai màtu‘a with thecorrectspelling. is saidtwice.Asyouheareachword,writeit You willhearfiveTonganwords.Eachword Lesson Aisteningctivity Track 32toAccompanyUnit4 Ko ekomipiutaia. Ko ehàeni? Ko ela‘ipepaia. Ko ehàeni? Ko epalakipoeia. Ko ehàeni? Ko epalakipoehinehinaia. Ko ehàeni? Ko eseaia. Ko ehàeni? Ko etesiia. Ko ehàeni? Ko ekatopenivahevaheia. Ko ehàeni? Ko ekatonaunauia. Ko ehàeni? Ko epeniia. Ko ehàeni? Ko epepaia. Ko ehàeni? 113

Ko e‘ùtèpileena. Ko ehàena? Ko e‘ùpenieni. Ko ehàeni? Ko epeniena. Ko ehàena? Ko epenieni. Ko ehàeni? giving theanswersalongwithstudents. some studentsgivinganswers.Practise Listen tothespeakeraskingquestionsand Lesson BOHT4 Track 34toAccompanyUnit4 Ko e‘ùtohi‘evalu. Ko etohi‘etaha. Ko e‘ùtohiena‘efiha? Ko e‘ùtohieni‘efiha? pauses afterthespeaker. Practise sayingtheseexpressionsinthe Lesson BOHT5 Track 35toAccompanyUnit4 ‘Ikai. ‘Io. Màlò, faiako. ‘Osi. Kàtaki. ‘Oku ‘ikaiteú‘ilo‘i. ‘Oku ‘ikaikemahino. Kàtaki, leamàmàlie. Kàtaki, tokonimai. Kàtaki, toelau. Kàtaki, faiako. 4 FAUFAUA! An Introduction to Tongan This vocabulary (withevenmorenumbers) isonCD1tracks36 and38. valunoa fitunoa ononoa nimanoa fànoa tolunoa uataha uanoa tahahiva tahavalu tahafitu tahaono tahanima tahafà noa Vocabulary Language Knowledge • • • • • The curriculumlinksare: Curriculum Links • • • Students will: Learning Outcomes overview Unit 5–LauMaa‘ifikaĆouning The strandsandachievementobjectivesare: Levels 1and2oflearninglanguagesin use thenumbersonetohundred; Communication (page46) Level 1oftheTonganlanguageguidelines( make connectionswiththeirownlanguage(s)andculture(s). respond toandusenumberpatternssequences; Culture (pages46and48). Language (pages46–47); 1.3 1.2 express agreementanddisagreementrespondtoinstructions; and toindicatetimeplace; use basicwordsandexpressionsfornumbers,shapes,sizes,weights,colours eighty seventy sixty fifty forty thirty twenty-one twenty nineteen eighteen seventeen sixteen fifteen fourteen zero 114 The NewZealandCurriculum; siaine kàpisi kàloti moli ‘àpele tola toenga sèniti tolu ua ‘uluaki teau hivanoa TiNZC). third second first one hundred ninety banana cabbage carrot orange apple dollar change, remainder cent 5 FAUFAUA! An Introduction to Tongan example, OHT2inUnit18. Note thatwhiletolaisthewordfor“dollar”,Tongancurrencypa‘anga.See, These expressionsandsentencesareonCD1track37. ‘Oku ta‘uuanima. ‘Oku´ neta‘ufiha? ‘Oku´ keta‘ufiha? Putting anoabesidenumbermultiplies itby10.Forexample,2(ua)becomes20 uanoa). Three isbelievedtobelucky (becauseofthetrinityinChristianity). position isreservedforthe mostgiftedperformer. and theendpositioninfrontrowarereserved for highlyrankedpeople.Thenumberthree the middleandwearsadifferentcostumefrom otherdancers.Thenumbertwoposition reserved formaleandfemalenoblesmembers oftheroyalfamily.Thisdancerstandsin rows andtheotherhalfconsistsofmen.Thefirstposition (numberone)inthelakalakais lakalaka, Tonga’snationaldance,isastandingdanceinwhich womenmakeuphalfofthe In traditionalTongandances,numbersareimportant becausetheyindicatestatus.The Significant Numbers Cultural Knowledge Ko etoengaéni,tola‘efàsènitinimanoa. focus becausethereisdefinitelysomechange: Note thatthedefinitiveaccentaftertoengainfollowingsentenceindicatesadefinite ‘Oku ta‘uuanimaliterallymeans“Isyearstwenty-five”. Frequently, TongandoesnotuseapronouninsentencewhereEnglishdoes.Forexample, ‘Oku´ keta‘ufiha? and newhenreferringtosomeone,asinthesentencesabove. Note theuseofkeinfollowingquestion.Youwhentalkingdirectlytosomeone ‘Oku´ neta‘ufiha? ‘Oku´ neta‘ufiha? The Tonganpronounneisnotgenderspecific,forexample: Language Notes Ko etoengaéni,tola‘efàsènitinimanoa. ‘Oku tola‘euanoasènitinimanoa. ‘Oku fihaeni? tola ‘etahasènitifitunima sèniti ‘etaha tola ‘etaha Structures andExpressions 115

Here’s fourdollarsfifty(in)change. He/she istwenty-fiveyearsold. How oldishe/she? How oldareyou? Here’s fourdollarsfifty(in)change. How oldareyou? How oldisshe? How oldishe? It’s twentydollarsfifty. How muchisit? one dollarandseventy-fivecents one cent one dollar 5 FAUFAUA! An Introduction to Tongan way ofcountingfortheseparticularitemsandwhattheunderlyingnumberbaseis. fish, andcoconutsatlevels12.Itisenoughforthemtoknowthatthereadifferent Students arenotexpectedtolearnthealternativecountingsystemsformulberrybark,yams, number ofunitsisbelievedtobethetraditional,transparentwaydoingthings. each presentationismade,thatvalueobvioustoeveryonepresent.Thiscallingoutofthe On importantoccasions,whenthereisanofficialpersoncallingoutthenumberofunitsas (with abaseoften).Atpresentations,themoretheseunitsthereare,greatervalue. have theirownuniquecountingsystems.Twentyitemsarecountedinpairstoformoneunit economy andaresignificanttotheculturalpracticesofhospitalitygifting.Theseitems Tutu (mulberrybark),‘ufi(yams),ika(fish),andniu(coconuts)areimportantintheTongan Counting Systems interesting featureofTonganmusic. need tolearn,buttheymaybeinterestedinlearningsomethingaboutitsinceissuchan Nu‘u Sila:TonganSongs.Thesol-fanotationsystemisnotsomethingyourstudents the sol-fanotationsystemandTonganmusiconpages4–5inHiva,Ta‘anga,moeHimi‘iloto introduced thistypeofmusicalnotation,whichiswrittenwithnumbers.Theremoreabout Tongan musicisusuallywrittendownusingthesol-fanotationsystem.Themissionaries Sol-fa Teachers’ Notes 116 5 FAUFAUA! An Introduction to Tongan • Learning Experiences • Looking Back • • Introduction Lesson Outline • • Students will: Learning Outcomes lesson a Unit 5–LauMaa‘ifika´Couning use thenumbersonetohundred; Resources make connectionswiththeirownlanguage(s)andculture(s). already knowaboutcounting beyondteninTongan. Discuss theUnit5learning outcomeswiththestudents.Findoutwhatstudents Use thenumberflashcardstohelpyourstudents recallthenumbersfromonetoten. as manyclassroomexpressionstheycanfromthe listyougavetheminUnit4. have achartoftheseexpressionsalongsideyouas youteach.Remindthestudentstouse Remember touseTonganforclassroominstructions. Writethemintoyourlessonplanor Exchange greetings. You supply: Sets ofnumbercards(optional) Bingo cards(ifavailable) Copies ofCS1 Copies ofWS1 Copies ofOHT1 Number flashcards CS 1 WS 1 OHT 2 Unit 5audioCDandtranscript OHT 1 Unit 5DVDandtranscript 117 5A

FAUFAUA! An Introduction to Tongan • • • • • • • Play theUnit5DVDlanguagesection.Discusswithstudentswhattheynotice, Show OHT2.Discussthesentencepatternsandwhatstudentsnotice.PlayCD1track to hearingthenumbersandworkingoutcombinations. from nowon,usinganynumberofsetsandevenrepeatingthemtogetthestudentsused complete allthesetsatthisstage.Youcouldrepeatactivityonanumberofoccasions Check theirresponsesusingtheaboveoraudiotranscript.Thereisnoneedto Set 5:tahafitu(17),fitu(7),fàfitu(47),hivafitu(97),fitufitu(77). Set 4:fitunoa(70),teau(100),valunoa(80),ononoa(60),hivanoa(90). Set 3:onovalu(68),valu(8),uavalu(28),valuvalu(88),nimavalu(58). Set 2:tahanima(15),fitunima(75),nimenima(55),hivanima(95),uanima(25). Set 1:hivatolu(93),tolu(3),tahatolu(13),uatolu(23),nimatolu(53). The setsare: students writethenumbersasnumeralsintheirworkbooks. number twice,ingroupsoffivenumbersatatime.Therearefivesetsnumbers.The selected fromthenumbersbetweenoneandhundred.Thesearereadout,each Play CD1track39ontheCD.Thestudentswillheararandomsequenceofnumbers a double-digitnumber.Thestudentseitherchorusorwrite down theirresponses. Recall thenumbers.You(orastudent)couldholduptwonumberflashcardstorepresent saying thenumbersalongwithspeaker.Repeatthisifnecessary. ninety-nine. HandoutcopiesofOHT1tothestudents.TheythenlistenCDtrack38, out thatthenumberstheyalreadyknowcombinetoformdouble-digitup Show OHT1.Discussthepatternsofnumberswithstudents.Forexample,point especially notingnoa(zero)andhowitaddsvaluetoothernumbers. the illustrationsonWS1. other, askingthequestion‘Oku´neta‘ufiha?(Howoldishe/she?) andpointingtooneof Optional activity:Thestudentsworkinsmallgroups. Theytaketurnstochallengeeach 8. MynameisMàtiu.Iamthirty-eightyearsold. 7. HisnameisFèleti.Hesixtyyearsold. 6. MynameisFèleti.Iamsixtyyearsold. 5. HisnameisSione.Hefiftyyearsold. 4. MynameisSione.Iamfiftyyearsold. 3. HernameisMele.Shetwenty-threeyearsold. 2. HisnameisTèvita.Heforty-fiveyearsold. 1. MynameisMele.Iamtwenty-threeyearsold. In English,thestatementsare: numerals inthespeechbubbles.TheythenchecktheirresponsesusingCS1. people sayhowoldtheyareorsomeoneelseis. Theywritedowntheagesin Hand outWS1.Thestudentswillheareightstatementsontrack41CD1inwhich the CD. they listenforthestresspatternsandthatrepeatsentencesashearthemon 40. ThestudentsrepeatthesentencesalongwithvoicesonCD.Makesurethat 118

FAUFAUA! An Introduction to Tongan • Close • Looking Ahead • • Here aresomemoreoptionalactivitiesforpractisingthe numbers. Play theDVDculturalsectionanddiscusswhatstudentsnotice. Exchange farewells. practise countinginTongan,forexample,whentheyarelyingbedwaitingtogosleep. learning forthenextlesson,whentheywillusenumberstosayprices.Askthem Have thestudentsgoovernumbersontheircopyofOHT1athomeasimportant (c) (b) (a) numbers fortheirpartnertowritedown. Testing inpairs:Thestudentsworkpairstotesteachother,readingout At theendofactivity,studentineachgroupwithmostcardswins. numbers inarandomorder,thefirststudenttograbmatchingcardkeepsit. the numbers0to100placedfaceupontableorfloor.Asyoureadout A bingovariation:Thestudentsworkingroups.Eachgrouphasasetofcards finished!). steady pace.Asthestudentscompletetheircards,theycallout‘Osi!(I’ve randomly inabingocardgrid.Readoutthenumbersrandomorderat Hand outbingocardstothestudentsorgetthemwritedowntwentynumbers Bingo 1–100:Decidewhetherthestudentswillworkindividuallyorinpairs. 119 5A

FAUFAUA! An Introduction to Tongan oht 1 0 noa 11 tahataha 10 hongofulu 1 taha 12 tahaua 20 uanoa 2 ua 13 tahatolu 30 tolunoa 3 tolu 14 tahafà 40 fànoa 4 fà 15 tahanima 50 nimanoa 120 5 nima 16 tahaono 60 ononoa 6 ono 17 tahafitu 70 fitunoa 7 fitu 18 tahavalu 80 valunoa 8 valu 19 tahahiva 90 hivanoa 9 hiva 20 uanoa 100 teau 10 hongofulu 5A

FAUFAUA! An Introduction to Tongan oht 2 ‘Oku´ neta‘ufiha? ‘Oku´ keta‘ufiha? ‘Oku´ neta‘ufiha? 121 ‘Oku ta‘uuanima. ‘Oku ta‘uuanima. ‘Oku outa‘u hongofulu. 5A

FAUFAUA! An Introduction to Tongan ws 1 Ko hokuhingoa´koFèleti. Ko honohingoa´koMele. ‘Oku outa‘uononoa. ‘Oku´ neta‘uuatolu. Ko hokuhingoa´koSione. ‘Oku outa‘unimanoa. Ko honohingoa´koFèleti. ‘Oku´neta‘uononoa. 122 Ko hokuhingoa´koMele. Ko honohingoa´koSione. ‘Oku outa‘uuatolu. ‘Oku´ neta‘unimanoa. Ko honohingoa´koTèvita. Ko hokuhingoa´koMàtiu. ‘Oku´ neta‘ufànima. ‘Oku outa‘utoluvalu. 50 5A

FAUFAUA! An Introduction to Tongan cs 1 Ko hokuhingoa´koFèleti. Ko honohingoa´koMele. ‘Oku outa‘uononoa. ‘Oku´ neta‘uuatolu. Ko hokuhingoa´koSione. ‘Oku outa‘unimanoa. 23 60 Ko honohingoa´koFèleti. 50 ‘Oku´ neta‘uononoa. 60 123 Ko hokuhingoa´koMele. Ko honohingoa´koSione. ‘Oku outa‘uuatolu. ‘Oku´ neta‘unimanoa. Ko honohingoa´koTèvita. Ko hokuhingoa´koMàtiu. ‘Oku´ neta‘ufànima. ‘Oku outa‘utoluvalu. 23 50 50 45 38 5A

FAUFAUA! An Introduction to Tongan • • • Learning Experiences • Looking Back • • Introduction Lesson Outline • • • Students will: Learning Outcomes lesson b Unit 5–LauMaa‘ifika´Couning use thenumbersonetohundred; make connectionswiththeirownlanguage(s)andculture(s). respond toandusenumberpatternssequences; used tohearingthenumbers beingusedincontext. audio transcripttochecktheirresponses.Playthe trackagainsothatthestudentsget worksheet. Playthetrackasecondtimeforthemto confirmtheirresponses.Usethe Hand outWS2.PlayCD1track43.Thestudents write thepricesingapsontheir copies tothestudentsfortheirreference. Show OHT3.ThestudentslistentoCD1track42 and repeatthestatements.Handout people aretalkingaboutthepricesofthings. Show theUnit5DVDlanguagesection.Tellstudents topayspecialattentionwhenthe hundred. Select anyLessonAactivitiestoassistthestudentsrecallnumberszeroone Remind thestudentsaboutusingclassroomlanguageinTongan. Exchange greetings. Resources You supply: Copies ofWS2 Copies ofOHT3 WS 2 OHT 3 Unit 5audioCDandtranscript Unit 5DVDandtranscript 124 5B

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • number byidentifyingthenumeralcorrectly. on. Thestudentsbynowneedtobeshowingareasonablyquickresponsethespoken Repeat anyoftheactivitiesinLessonsAandB.Askyourstudentswhattheyneedtowork the amounts. join anothergrouptorole-playtheirchangeddialoguewhileothersworkouttheitemsand Then thestudentsmakeupanewdialogue,changingitemsandamounts.Theythen dialogue withoutlookingatthewrittencopy. The studentsworkinpairstorole-playthedialogueonWS 2.Challengethemtosaythe and rhythmofthesentences. the sentences.PlayCD1track43manytimesforthemtogetusedpronunciation example, ika´.Thestudentsneedtonoticethisstressandrepeatitwhentheypronounce referring toaparticularitem,youemphasisetheitembystressinglastsyllable,for An extrachallengeisthepronunciationofwordswithdefinitiveaccent.When Exchange farewells. Play theUnit5DVDculturalsectionanddiscusstheirobservationswithstudents. next lessonandtorehearsethedialoguewithprices. learning inLessonC.Askthemtopractisethenumbersasmuchtheycanbefore Remind themoftheUnit5achievementobjectivesandthattheywillbeassessingtheir

sounds andsharpentheirresponses. A lotoffocusedlisteningexerciseswillhelptobuildtheirfamiliaritywiththe 125 5B

FAUFAUA! An Introduction to Tongan fitunima tola ‘etahasèniti sèniti ‘etaha tola ‘ehongofulu tola ‘eua tola ‘etaha oht 3 ‘Oku fihaeni? 126 ‘e fàsènitinimanoa. Ko etoenga´eni,tola ‘Oku tola‘euanoa sèniti ‘enimanoa. 5B

FAUFAUA! An Introduction to Tongan Person A. Person B. Person A. Person B. Person A. ws 2 ‘Okufihaeni? Pea‘oku ‘Oku

‘Oku Màlò ‘aupito. Ko ho‘ofetongi´koe Ko e ‘Oku 127 ‘a e‘ufi´. ‘a eniu´. ‘a eika´. . . . 5B

FAUFAUA! An Introduction to Tongan • Learning Experiences • Looking Back • Introduction Lesson Outline • • • Students will: Learning Outcomes lesson c Unit 5–LauMaa‘ifika´Couning use thenumbersonetohundred; make connectionswiththeirownlanguage(s)andculture(s). respond toandusenumberpatternssequences; In English,part(C)is: Hand outWS3.ThestudentslistentoCD1track44 astheycompletepartsA,B,C,andD. at thewrittentext.Thisisawarm-upactivity. quick practicewiththeirpartner.Thenchallengethem tosaythedialoguewithoutlooking Ask thestudentstolookatWS2dialoguein CD1track43transcriptandhavea Exchange greetings Resources You supply: 2. Hello.MynameisPaula. Iam21yearsold. 1. Hello.MynameisMele.Iam15yearsold. Vaka ProgressChart Copies oftheUnit5AchievementChecklist Copies ofWS3 Copies oftheaudioCDtranscript Unit 5DVDandtranscript Unit 5AchievementChecklist CS 2 WS 3 Unit 5audioCDandtranscript 128

5C FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • those theygainedthefirsttimeround. this listeningassessmentwhentheyfeelready.Then cancomparetheirresults with Lessons AandB,allowingadditionallessontime,thenletthemhaveanothergoat Exchange farewells. Replay theDVDculturalsectionorsingasongofyourchoice. colours. AskthemtofindoutwhichcoloursareimportantinTongaandwhy. In Unit6,thestudentswillbelearninghowtodescribethings,especiallyshapesand monitors theirperformance. Then theyjoinwithanothergroup.Eachpairactsouttheirdialogueasthenewgroup Optional activity:Thestudentscouldworkinpairstorole-playtheDVDlanguagescenario. Have thestudentsviewDVDculturalsectionandsharetheirobservations. partner. Thestudentscolourinband5ontheirVakaProgressChart. Hand outtheUnit5AchievementChecklistandhavestudentscompletethesewitha If thestudentshavenotperformedwellasagroup,youcouldrevisitactivitiesin Collect theworksheetsfortheirportfolios. students listentoCD1track44againchecktheresponsestheynowknowbecorrect. parts todeterminewheretheirstrengthsandweaknesseslie.Youmaywishhavethe Use CS2tochecktheirresponses.Gaugelevelofsuccessoneachthefour 5. Hello.MynameisMàtiu.Iam50yearsold. 4. Hello.MynameisHena.Iam12yearsold. 3. Hello.MynameisSàlote.Iam37yearsold. achievement. efforts. Theycanthenseeforthemselveshowtheireffortimprove and thentesthowwelltheyhavedoneincomparisonwiththeirrecent It ismotivatingforstudentstohavefurtherchancesimprovetheirlearning 129 5C FAUFAUA! An Introduction to Tongan (C) (B) (A) Each statementwillbespokentwiceontheCD. Instructions ws 3 5. 4. 3. 2. 1. using numerals. their ages.Writedownages You willhearfivepeoplegiving 5. 4. 3. 2. 1. $4.50. the priceyouhearinthisform: dollars andcents.Writedown You willhearsomepricesin number thatmatchestheyouhear. You willhearfivenumbers.Asyoulisten,drawacirclearoundthe

88 26 50 42 3 18 62 55 24 30 130 (D) 48 16 51 14 33 5. 4. 3. 2. 1. the correctspelling. down eachnumberinwordswith You willhearfivenumbers.Write 5C FAUFAUA! An Introduction to Tongan (C) (B) (A) Each statementwillbespokentwiceontheCD. Instructions cs 2 1. 5. 4. 3. 2. 1. using numerals. their ages.Writedownages You willhearfivepeoplegiving 5. 4. 3. 2. $4.50. the priceyouhearinthisform: dollars andcents.Writedown You willhearsomepricesin number thatmatchestheyouhear. You willhearfivenumbers.Asyoulisten,drawacirclearoundthe

15 50 12 37 21 $100 $19.99 $2.80 $10 $1.75

88 26 50 42 3 18 62 55 24 30 131 (D) 48 16 51 14 33 5. 4. 3. 2. 1. the correctspelling. down eachnumberinwordswith You willhearfivenumbers.Write nimanoa fafa fitu teau hongofulu - - 5C FAUFAUA! An Introduction to Tongan Now Ican: Ko hokuhingoa´ko UNIT 5AchievementChecklist language(s) andculture(s) make connectionswithmyown sequences respond toandusenumberpatterns use thenumbersonetohundred 132 . 5C FAUFAUA! An Introduction to Tongan Ua, màlò. Lesieli: Kàpisi ‘efiha? Sione: Sai! ‘E‘aiekàpisimokàloti. Lesieli: Tola ‘etolusènitivalufàkihetaha. Sione: Ma‘ama‘a ekàloti´!‘Okufihakàpisi´? Tola etahasènitinimavalukihekilo! Lesieli: Tola etahasènitinimavalukihekilo. Sione: Kilo ‘etaha.‘Okufiha? Lesieli: Kàloti ‘efiha? Sione: ‘Oku taufiema‘uekàloti. Lesieli: sa‘ia ‘aupito‘ihe‘àpele´! Taha, ua,tolu,fà,nima,ono.Ifo,‘okuou Sione: e ‘àpele´‘eono. Sai. Te´u‘ai‘eauemoli´ka´kekoe Lesieli: tolu sèniti‘efàvalukihekilo. hivavalu kihekilo,koe‘àpele´tola‘e Ko emoli´‘okutola‘etolusèniti Sione: ‘Oku fiha? Lesieli: ‘Oku sa‘ia‘a‘Anahemoli´moe‘àpele´. Sione: Sai. ‘Aihakofu‘etaha.Moehà? Lesieli: Tola ‘euasènitihivavalukihekofu. Sione: ‘Oku fiha? Lesieli: Ifo! Faka‘ofo‘ofaesiaine´! Sione: UNIT 5dvdRANSCRIP 133 Two, thanks. Lesieli: How manycabbages? Sione: Great! Let’sgetcabbageandcarrots. Lesieli: Three eighty-foureach. Sione: How mucharethecabbages? One fifty-eightakilo!Thecarrotsarecheap! Lesieli: One fifty-eightakilo. Sione: One kilo.Howmucharethey? Lesieli: How manycarrots? Sione: We needcarrots. Lesieli: love apples! One, two,three,four,five,six.Yum,Ireally Sione: apples. OK. I’llgettheoranges,andyousix Lesieli: apples arethreeforty-eightakilo. The orangesarethreeninetyakilo,andthe Sione: How mucharethey? Lesieli: ‘Ana likesorangesandapples. Sione: OK. Let’sgetonepack.Whatelse? Lesieli: Two ninety-eightapack. Sione: How mucharethey? Lesieli: Yum! Thebananaslookgood! Sione: 5 FAUFAUA! An Introduction to Tongan ‘Oku ta‘uuanima. ‘Oku´ neta‘ufiha? ‘Oku´ keta‘ufiha? Ko etoenga´eni,tola‘efàsènitinimanoa. ‘Oku tola‘euanoasènitinimanoa. ‘Oku fihaeni? tola ‘etahasènitifitunima sèniti ‘etaha tola ‘etaha sentences inthepauses. and trytocopythesewhenyourepeatthe carefully totherhythmsofsentences that youaretolearninUnit5.Listen You willhearthesentencesandexpressions for Unit5 Track 37StructuresandExpressions siaine kàpisi kàloti moli ‘àpele tola toenga sèniti tolu ua ‘uluaki pronunciation. Say thewordagain,tryingtoimproveyour will hearthesamewordasecondtime. Then repeatthewordinpause.You Listen toeachwordasitisbeingspoken. Here issomeofthevocabularyforUnit5. Track 36VocabularyforUnit5

UNIT 5audioRANSCRIP 134 hongofulu hiva valu fitu ono nima fà tolu ua taha noa along withthespeaker. Listen tothesenumbers.Thensayeachone Lesson AOHT1 Track 38toAccompanyUnit5 ‘Oku outa‘uhongofulu. ‘Oku´ keta‘ufiha? copy theseaswellyoucan. speakers. Listenforthestresspatternsand Practise sayingthemalongwiththe Listen tothesequestionsandanswers. Lesson AOHT2 Track 40toAccompanyUnit5 Set 5:tahafitu,fitu,fàfitu,hivafitu,fitufitu. hivanoa. Set 4:fitunoa,teau,valunoa,ononoa, nimavalu. Set 3:onovalu,valu,uavalu,valuvalu, hivanima, uanima. Set 2:tahanima,fitunima,nimenima, nimatolu. Set 1:hivatolu,tolu,tahatolu,uatolu, sets: write thenumbersasnumerals.Hereare has fivenumbers.Asyoulistentoeachset, You willhearfivesetsofnumbers.Eachset Lesson Aisteningctivity Track 39toAccompanyUnit5 uanoa tahahiva tahavalu tahafitu tahaono tahanima tahafà tahatolu tahaua tahataha teau hivanoa valunoa fitunoa ononoa nimanoa fànoa tolunoa uanoa hongofulu 5 FAUFAUA! An Introduction to Tongan tola ‘etahasènitifitunima sèniti ‘etaha tola ‘ehongofulu tola ‘eua tola ‘etaha pauses afterthespeaker. sentences inTonganandrepeatthemthe Listen tothefollowingexpressionsand Lesson BOHT3 Track 42toAccompanyUnit5 toluvalu. Ko hokuhingoa´koMàtiu.‘Okuouta‘u ononoa. Ko honohingoa´koFèleti.‘Okuńeta‘u ononoa. Ko hokuhingoa´koFèleti.‘Okuouta‘u nimanoa. Ko honohingoa´koSione.‘Okuńeta‘u nimanoa. Ko hokuhingoa´koSione.‘Okuouta‘u uatolu. Ko honohingoa´koMele.‘Okuńeta‘u fànima. Ko honohingoa´koTèvita.‘Okuńeta‘u uatolu. Ko hokuhingoa´koMele.‘Okuouta‘u statement issaidtwice. numerals inthespeechbubbles.Each statement, writetheageofpersonin old someoneelseis.Asyouheareach people sayhowoldtheyareor You willheareightstatementsinwhich Lesson AWS1 Track 41toAccompanyUnit5 ‘Oku ta‘uuanima. ‘Oku´ neta‘ufiha? ‘Oku ta‘uuanima. ‘Oku´ neta‘ufiha? 135

sèniti‘efànima. Person A:Màlò‘aupito. ononima. Person B: Person A: noa‘ae‘ufi´. Person B: Pea‘okutola‘ehivasènitivalu ‘aeniu´. ‘Okutola‘etahasènitifitunima Person A: in thesentencesonyourworksheet. the missingpricesthatyouhearingaps As youlistentothefollowingdialogue,write Lesson BWS2 Track 43toAccompanyUnit5 (B) (A) Each statementwillbesaidtwice. Lesson CWS3 Track 44toAccompanyUnit5 Ko etoenga´eni,tola‘efàsènitinimanoa. ‘Oku tola‘euanoasènitinimanoa. ‘Oku fihaeni? tola‘eteau tola‘etahahivasènitihivehiva tola‘euasènitivalunoa tola‘ehongofulu tola‘etahasènitifitunima hear usingnumerals. and cents.Writedownthepriceyou You willhearsomepricesindollars tahavalu uaono nimataha fàua tolunoa that matchesthenumberyouhear. listen, drawacirclearoundthenumber You willhearfivenumbers.Asyou Ko ho‘ofetongi´koetola‘etolu Ko etolaeni‘euanoa. ‘Oku tola‘etahaonosèniti ‘Oku fihaeni? ‘Oku tola‘enima‘aeika´.

5 FAUFAUA! An Introduction to Tongan (D) (C) nimanoa 5. fàfà 4. fitu 3. teau 2. hongofulu 1. the correctspelling. each numberasaTonganwordwith You willhearfivenumbers.Writedown 5. 4. 3. 2. Màlòelelei.Kohokuhingoa´ 1. numerals. ages. Writedowntheiragesusing You willhearfivepeoplegivingtheir ko Màtiu.‘Okuouta‘unimanoa. Màlò elelei.Kohokuhingoa´ ko Hena.‘Okuouta‘utahaua. Màlò elelei.Kohokuhingoa´ ko Sàlote.‘Okuouta‘utolufitu. Màlò elelei.Kohokuhingoa´ ko Paula.‘Okuouta‘uuataha. Màlò elelei.Kohokuhingoa´ ko Mele.‘Okuouta‘utahanima. 136 5 FAUFAUA! An Introduction to Tongan Lesson Aand theshapesasonOHT2 inLessonA. This vocabularyisonCD1 tracks45–47.ThecoloursaresaidintheordershownonOHT 1in tukumisi pulù lanumoli lanumata kulokula hinehina engeenga tapafà tatau tapafà tapatolu taiamoni fuopotopoto, siakale Vocabulary Language Knowledge • • • • • The curriculumlinksare: Curriculum Links • • • • Students will: Learning Outcomes overview Me‘a –DescribingThins Unit 6–Fakamala‘i‘ohFa‘ahinga The strandsandachievementobjectiveare: Levels 1and2oflearninglanguagesin identify theshapesofobjects; Communication (page46) Level 1oftheTonganlanguageguidelines( describe thesizesofobjects; identify thecoloursofobjects; Culture (pages46and48). Language (pages46–47); 1.2 make connectionswiththeirownlanguage(s)andculture(s). and toindicatetimeplace; use basicwordsandexpressionsfornumbers,shapes,sizes,weights,colours grey blue orange green red white yellow square rectangle triangle diamond circle 137 The NewZealandCurriculum; TiNZC). ngatu monomono si‘isi‘i nounou lòloa lahi fu‘u si‘isi‘i‘aupito fu‘u si‘isi‘i fu‘u lahi‘aupito fu‘u lahi vàleti ‘uli‘uli tapa quilt small short long big tiny very small huge very big purple black 6 FAUFAUA! An Introduction to Tongan that Tonganpeoplechoose forspecialoccasions,suchasfestivals,birthdays,church symbolising peaceandpurity andredthebloodofJesusChrist.Whiteisalsocolour Red andwhitearethecoloursofTonganflag. TheyreflectChristianvalues,withwhite Colours andShapes Cultural Knowledge For thespellingandpronounciationofsa‘iasai‘ia , seethelanguagenotesonpage366. (TiNZC). of attention.Formoreaboutthisaccent,seepage 13intheTonganlanguageguidelines also marksachangeinmeaning–becausehereparticular shapesandcoloursarethefocus pronunciation stressonavowelbeingmarkedbyanaccent.Thischangein Note theuseofdefinitiveaccentinthoselasttwoquestions.Theyareexamples Ko ehà‘ùlanu´? Ko ehàngaahifuo´? You canindicatethatsomethingispluralbyadding‘ùorngaahi: ko etapatolulanukulokula In Tongan,thenouncomesfirstandadjective(s)follow: of encliticstressassociatedwithkearebeyondthescopealevel1anad2resource. When ‘ikaicomesbeforekeyoudon’tsayorwriteitas‘ikai´.Thisandsomeotheraspects ‘Ikai, ‘oku‘ikaifu‘ulahi‘aupito. ‘Io, ‘okufu‘ulahi‘aupito. Tongan uses‘ikaitomakeasentencenegative,forexample: Language Notes ‘Ikai, ‘oku‘ikaifu‘ulahi‘aupito. ‘Io, ‘okufu‘ulahi‘aupito. ‘Oku fu‘ulahi‘aupito? Ko ehà‘ùlanu´? ‘Oku lanumata. Ko elanuhà? Ko engaahitapatolu. Ko ehàngaahifuo´? Ko etapatolu. Ko ehàfuo´? Structures andExpressions 138 What coloursarethey? What shapesarethey? a redtriangle No, it’snothuge. Yes, it’shuge. No, it’snothuge. Yes, it’shuge. Is ithuge? What coloursarethey? It’s green. What colourisit? They aretriangles. What shapesarethey? It’s atriangle. What shapeisit? 6 FAUFAUA! An Introduction to Tongan in theirowndevelopingcompetencies.Thisconfidence sustainstheirmotivation. mastered theobjectives.Recyclingactivitiesin this way helpsbuildstudents’confidence to helpthestudentsdevelopexpectedcompetencies andalsofortestingthattheyhave All theactivitiesbuiltintolessonplanscanbe used againandagain,bothforpractice participating inTongansituationsandtorespond more naturallyinTongan. use theirTonganclassroomexpressions.Thiswill help thestudentstogainarealsenseof Remember tokeepusingTonganforyourclassroom instructionsandremindthestudentsto kava+Tonga tosearchtheInternet. To locatetheTonganstoryoforiginkavaandshareitwithyourstudents,tryusing Teachers’ Notes (mulberry usedtomakengatu),theirprizedstatusasgifts,andthewaytheyarecounted. Unit 5explainedtheeconomicimportanceof‘ufi(yams),ika(fish),niu(coconuts),andtutu considered tobethemostvaluable. Tò (sugarcane)hasstatusinpresentations,too.Thetallestcaneswiththemostsectionsare Tongan storyabouttheoriginofkavaandreadittoyourstudents. The driedbranchesandrootsareusedformakingthekavadrink.Youmaywishtofind plant ispresented,anditssizeindicatesthestatusofpersonreceivingpresentation. plant iscentraltoTonganculture.Kavaanimportantpartofanypresentations.Thewhole Size isakeyelementintheTonganculture.related tostatus.Forexample,thekava Size andAmount the RoyalPalace. represents flowers.Inthesameway,everypinetreeonangatutreesat Incorporating thisshapegivesaquiltmorestatusthanincorporatingpatternthatsimply shapes representtherowofpinetreesinfrontRoyalPalaceNuku‘alofa. There arelotsofdifferentngatupatterns.Theyhavemeaningsandstatus.Triangle Ngatu (Tapa) mats andngatu. occasions asbirthdays,weddings,andfunerals,whenquiltsaregivengiftsalongside Quilts arevaluedintheTonganculture,andthisvalueisreflectedonsuchimportant to borderthewholequilt. water butnotflowersbecausebluearecommoninTonga.Othercoloursused pua, rose,andhibiscus.Greenisusedtorepresentleaves,bluerepresentssky,sea, represented. Yellow,red,andpinkaretraditionallyused torepresentflowers,such as the The choiceofcoloursforquiltsvariesaccordingtothepatternschosenandwhatisbeing Monomono (Quilts) at funeralsandformourning. In theTonganculture,colourblackisassociatedwithdeath.peoplewear celebrations, andFaka-Mè(anannualSundayschoolserviceonthefirstofMay). 139 6 FAUFAUA! An Introduction to Tongan • • Learning Experiences • Looking Back • Introduction Lesson Outline • • • Students will: Learning Outcomes lesson a Me‘a –DescribingThins Unit 6–Fakamala‘i‘ohFa‘ahinga identify theshapesofobjects; identify thecoloursofobjects; Replay thestudiosection wherethecoloursareintroduced. Show theUnit6DVDlanguagesectionanddiscuss theirobservationswiththestudents. Discuss theUnit6learningoutcomeswithstudents. culture. Find outwhatthestudentscanrememberaboutcounting intheTonganlanguageand Exchange greetings. Resources make connectionswiththeirownlanguage(s)andculture(s). You supply: Flashcards ofthecoloursandshapes Copies ofWS2 Copies ofWS1 Sets ofcolouredshapesinenvelopes WS 2 OHT 2 WS 1 OHT 1 Unit 6audioCDandtranscript Unit 6DVDandtranscript 140 6A

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • • • Continue tointroducethecolourvocabulary.Handeachstudentasetofcolouredshapes Show theDVDculturalsectionanddiscusswhattheynoticewithstudents. a shape,andtheothergivesTonganword. The studentsreturntothecolouredpiecesontheirdesks,workinginpairs.Onepoints word forthematchingshapeontoWS1. Show OHT2.ThestudentssaythewordsalongwithCD1track47.Thentheycopyeach words. Theycheckeachother’sworkusingOHT1. matching Tonganwords.Thentheycopythenamesofcoloursonlinesbeside Show OHT1.HandoutWSThestudentscolourtheshapesinaccordingto order: red,black,white,purple,grey,blue,green,orange,andyellow. listen totrack46.Repeatthisactivity.Onthetrack,coloursaresaidinTongan that colour.Thentheyrepeatthenameofcolourinpauseascontinueto said onCD1track46,youshowacolourflashcard,andtheypickuptheshapethathas in anenvelope.Thestudentsplacetheshapesontheirdesks.Astheyhearcolour Exchange farewells. Choose asongfrompreviousunitandsingitwiththestudents. on buildings. bring someexamplestoclassortheycannotewherethesepatternsoccur,forexample, lesson. Encouragethemtofindmoreexamplesofpatterns. Wherefeasible,theycan Hand outWS2.Askthestudentstocompleteworksheetandbringitnext The studentsneedtosaybothcorrectlygetthepoint. For anextralevelofdifficulty,combinetwoflashcardstoshowbothashapeandcolour. their team. The firststudentwhoputsuptheirhandandsaysthecorrectTonganwordwinsapointfor team keepthescore.Holdupflashcardswithshapesandcolours,oneatatime. Have aquick-firechallenge.Dividetheclassintotwoteamsandhavejudgefromeach 141 6A

FAUFAUA! An Introduction to Tongan engeenga lanumoli lanumata pulù tukumisi vàleti hinehina ‘uli‘uli kulokula Ngaahi Lanu oht 1 142

yellow orange green blue grey purple white black red 6A

FAUFAUA! An Introduction to Tongan 4. 1. 9. 8. 7. 6. 5. 4. 3. 2. 1. Ngaahi Lanu ws 1 engeenga lanumoli lanumata pulù tukumisi vàleti hinehina ‘uli‘uli kulokula 5. 7. 2. 143 8. 6. 3. 9. 6A

FAUFAUA! An Introduction to Tongan taiàmoni tapafà siakale, fuopotopoto tapafà tatau tapatolu Ngaahi Fuo oht 2 144 6A

FAUFAUA! An Introduction to Tongan ws 2 3 2 1 3 7 3 8 1 7 6 7 7 2 8 6 7 4 6 3 7 7 6 the colourinlistbelow. Colour intheshapesaccordingtonumberof Instructions 7 3 4 3 6 3 7 3 2 5 4 3 4 5 5 3 2 2 8 8 4 1 1 8 1 2 2 2 1 1 3 7 2 7 3 1 1 2 2 7 6 7 7 6 1 1 2 2 4 145 3 7 6 6 3 8 7 6 7 4 3 5 4 3 7 3 3 4 8 1 3 4 7 2 hinehina 8. 7. 6. engeenga 5. lanumata 4. pulù 3. ‘uli‘uli 2. kulokula 1. lanumoli vàleti 6 3 5 4 8 1 7 2 6 3 5 4 6A

FAUFAUA! An Introduction to Tongan • Learning Experiences • Looking Back • • Introduction Lesson Outline • • • • Students will: Learning Outcomes lesson b Me‘a –DescribingThins Unit 6–Fakamala‘i‘ohFa‘ahinga identify theshapesofobjects; identify thecoloursofobjects; sentence patterns. can repeatthesentencesinpausesonCD1track 48.Thisactivityintroducesnegative Show OHT3.Thestudentslistentotheshortdialogue astheyreadthesentences.They colours. Show theDVDUnit6languagesectiontoassistrecall ofthevocabularyforshapesand brought toclass. what informationtheyhavefoundoutaboutpatternsandshapesanything Check thatthestudentshavebroughttheircompletedWS2toclass.Askthemshare Exchange greetings. Resources make connectionswiththeirownlanguage(s)andculture(s). describe thesizesofobjects; You supply: Copies oftheUnit6DVDtranscript Balls OHT 4 Unit 6audioCDandtranscript OHT 3 Unit 6DVDandtranscript 146 6B

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • may simplyinvolveturn-takingwithinonegroup. can alsobeagroupactivitywithtwogroupsplayingcompetitivelyagainsteachother,orit As thestudentsgetusedtoTwentyQuestions,youcanwidenthevocabularyrange.This it right.Thenthatpersonbecomestheleader. fuopotopoto? (Isitacircle?)‘Okulanukulokula?red?)andsoonuntilsomeonegets questions (thatis,thosethathave“yes”or“no”answers).Forexample,theycanask‘Oku The studentsputtheirhandsupwhentheyhaveaquestion.Theycanonlyaskclosed the firstinstance,toshapesandcolours. object, forexample,aredtriangle.Youcanrestrictthevocabularyrangebyconfiningit,in Play TwentyQuestions.Firstplayasaclass.Appointjudge(ortwojudges).Thinkofan encourage theuseofsentencesinnegative. Their partnerrepliesbyusingthesentencepatternsonOHTasmodels.Onceagain, them toworkinpairsandaskeachotherquestionsaboutanobjecttheycanpointto. Show OHT4.PlayCD1track49forthestudentstopractisethepronunciation.Ask use thevocabularytheyknowsothatquestionskeepchanging. The studentreceivingtheballmustrespondinnegative.Encouragestudentsto The studentsworkingroups.Onetossesaballtoanotherstudentandasksquestion. Exchange farewells. cultural sectionanddiscusstheirobservationswiththestudents. Choose asongfromoneoftheearlierunitstosingwithstudentsorreplayDVD scenarios. Lesson Cwillconsolidateandassesstheirlearning.The students aretopractisethe them watchtheDVDagainandthenpractisescenariosinpairsorgroups. The studentsviewtheDVDlanguagescenario.Handoutcopiesoftranscript.Have which isavitalskillinlanguagelearning is importantastheiractiveparticipationimprovesrecallofvocabulary, Monitoring thatallthestudentsaregettingengagedandaskingquestions 147 6B

FAUFAUA! An Introduction to Tongan Person B. Person A. Person B. Person A. oht 3 ‘Ikai, ‘oku‘ikaike engeenga. lanu pulù. ‘Oku lanu ‘Oku lanu pulù eni? lanu pulù ‘Oku lanu pulù eni? ‘Io. ‘Oku 148 Yes, it’sblue. Is thisblue? Is thisblue? It’s yellow. isn’t blue. No, it 6B

FAUFAUA! An Introduction to Tongan ‘Ikai, ‘oku‘ikai fu‘ulahi‘aupito. ‘Io, ‘okufu‘ulahi‘aupito. ‘Oku fu‘ulahi‘aupito? oht 4 si‘isi‘i lahi fu‘u si‘isi‘i fu‘u lahi nounou 149 fu‘u si‘isi‘i‘aupito fu‘u lahi‘aupito No, it’snothuge. Yes, it’shuge. Is ithuge? lòloa 6B

FAUFAUA! An Introduction to Tongan

• • Learning Experiences • Looking Back • Introduction Lesson Outline • • • • Students will: Learning Outcomes lesson c Me‘a –DescribingThins Unit 6–Fakamala‘i‘ohFa‘ahinga identify theshapesofobjects; identify thecoloursofobjects; colour inband6oftheirVaka ProgressChart. Hand outaUnit6AchievementChecklistforthestudents tocomplete.Thestudents each otherontheirknowledgeoftheTonganwords forcoloursandshapes. Hand outtheenvelopeswithcoloursandshapes. Thestudentsworkinpairstotest the classorwithinsmallgroups.Praisetheirefforts bysayingSai‘aupito!Màlò DVD again.Thenhavethemperformthescenarios, eitheronegroupaftertheotheraround will berole-playingthedramas.Givestudents time topractise.Ifnecessary,playthe Play theDVDlanguagescenario,askingstudents topaycloseattentionbecausethey Exchange greetings. Resources make connectionswiththeirownlanguage(s)andculture(s). describe thesizesofobjects; You supply: A handoutofthedaysweekandmonthsyearinTongan Vaka ProgressChart Copies oftheUnit6AchievementChecklist Sets ofcolouredshapesinenvelopes Unit 6AchievementChecklist Unit 6DVDandtranscript

150 6C FAUFAUA! An Introduction to Tongan • • Close • • Looking Ahead • Show theDVDculturalsectionagain.Askstudentswhethertheirlearningishelping before thenextlesson. investigate thenamesofdaysandmonthsacrosslanguagestheyarefamiliarwith of theweekandmonthsyearusinginformationinUnit7sothattheycan As astimulustotheirlearning,youmaywishprovidethemwithhandoutofthedays names ofthedaysweekandmonthsyear. Tell thestudentsthatnexttheyaregoingtolearntellthetimeinTonganaswell cultures theyarefamiliarwith. them tonoticemoresimilaritiesanddifferencesbetween theTongancultureandother Exchange farewells. Finish withasong. 151 6C FAUFAUA! An Introduction to Tongan Now Ican: Ko hokuhingoa´ko UNIT 6AchievementChecklist language(s) andculture(s) make connectionswithmyown describe thesizesofobjects identify thecoloursofobjects identify theshapesofobjects 152 . 6C FAUFAUA! An Introduction to Tongan ‘Io, fu‘ulahiketo‘oki‘api! Lu‘isa: ‘aupito! Fu‘u fihufaka‘ofo‘ofa.‘Okufu‘ulahi Tina: Mo au. Lu‘isa: mo efetu‘u´. ‘Io! Manimoau,sai‘iaauhetapatolu´ Tina: mo efetu‘u´. ‘Io, ‘okusai.Koúsa‘iaauhetapatolu´ Lu‘isa: mo elaine´. Mani, koúsa‘iahepulefuopotopoto´ Tina: mo elanu´! Sai! Tòatuefihu´!‘Okuousa‘iahepule´ Lu‘isa: mo eengeenga´. ‘Oku ousa‘iatahahehinehina´,‘uli‘uli´, Lu‘isa: kato kulakula´moehinehina´. ‘Io, ‘okuousa‘iahekato´–auia Tina: ‘Io, hinehinamoe‘uli‘uli. Lu‘isa: ‘Io, lanumelolmelopeangingila. Tina: Mani, siokiheta‘ovala´!Lanufaka‘ofo‘ofa! Lu‘isa: UNIT 6dvdRANSCRIP 153 Yeah, it’stoobigtocarryhome! Lu‘isa: It’s abeautifulfinemat.huge! Tina: Me too. Lu‘isa: stars. Gee, metoo!Ialsolikethetrianglesand Tina: stars. Yes, it’scool.Ilikethetrianglesand Lu‘isa: Wow, Ilikethecirclesandstripes. Tina: and colours! Cool! Greatfinemats!Ilovethepatterns Lu‘isa: yellow. My favouritecoloursarewhite,black,and Lu‘isa: ones. Yes, Ilikethebaskets–redandwhite Tina: Yes, whiteandblack. Lu‘isa: Yes, brownandshiny. Tina: fabulous! Wow, lookattheta‘ovala!Thecoloursare Lu‘isa: 6 FAUFAUA! An Introduction to Tongan after thespeaker. use theother.Saywords inthepauses people useonewordandsometimesthey there aretwowordsforacircle.Sometimes Here aresomewordsforshapes.Notethat Ngaahi Fuo Lesson AOHT2 Track 47toAccompanyUnit6 tukumisi vàleti hinehina ‘uli‘uli kulokula the pausesafterspeaker. Here aresomecolourwords.Repeatthemin Ngaahi Lanu Lesson AOHT1 Track 46toAccompanyUnit6 ngatu monomono si‘isi‘i nounou lòloa lahi fu‘u si‘isi‘i‘aupito fu‘u si‘isi‘i fu‘u lahi‘aupito fu‘u lahi pronunciation. Say thewordagain,tryingtoimproveyour will hearthesamewordasecondtime. Then repeatthewordinpause.You Listen toeachwordasitisbeingspoken. Here issomeofthevocabularyforUnit6. Track 45VocabularyforUnit6 UNIT 6audioRANSCRIP engeenga lanumoli lanumata pulù 154 ‘Okulanuengeenga. repeating thesentencesafterspeakers. Now practisesayingthedialogueby Person B: Person A: Person B: Person A: sentences ontheOHT. Listen tothisshortdialogueasyoureadthe Lesson BOHT3 Track 48toAccompanyUnit6 ‘Ikai, ‘oku‘ikaifu‘ulahi‘aupito. ‘Io, ‘okufu‘ulahi‘aupito. ‘Oku fu‘ulahi‘aupito? nounou lòloa fu‘u si‘isi‘i‘aupito fu‘u si‘isi‘i si‘isi‘i fu‘u lahi‘aupito fu‘u lahi lahi what thespeakersaysinpauses. that youcanusetodescribeitems.Copy Here aresomemorewordsandexpressions Lesson BOHT4 Track 49toAccompanyUnit6 taiàmoni tapafà fuopotopoto siakale tapafà tatau tapatolu ‘Ikai, ‘oku‘ikaikelanupulù. ‘Oku lanupulùeni? ‘Io. ‘Okulanupulù. ‘Oku lanupulùeni? 6 FAUFAUA! An Introduction to Tongan The restofthis vocabularyisonCD1track 55. The namesof thedaysareonCD1track 50.Thenamesofthe months areon CD1track51. ‘Àkosi Siulai Sune Mè ‘Epeleli Ma‘asi Fepueli Sanuali Tokonaki Falaite Tu‘apulelulu Pulelulu Tùsite Mònite Sàpate Vocabulary Language Knowledge • • • • • The curriculumlinksare: Curriculum Links • • • • Students will: Learning Outcomes The strandsandachievementobjectiveare: overview Unit 7–koeTaimiím Levels 1and2oflearninglanguagesin name thedaysofweek; Communication (page46) Level 1oftheTonganlanguageguidelines( Culture (pages46and48). Language (pages46–47); 1.2 make connectionswiththeirownlanguage(s)andculture(s). tell thetime; name themonthsofyear; and toindicatetimeplace; use basicwordsandexpressionsfornumbers,shapes,sizes,weights,colours August July June May April March February January Saturday Friday Thursday Wednesday Tuesday Monday Sunday 155 The NewZealandCurriculum; TiNZC). Sàpate Tamai Sàpate Fa‘è Faka-Mè ‘apongipongi ‘aho´ ni pongipongi efiafi màlòlò kai ho‘atà Tìsema Nòvema ‘Okatopa Sepitema Fathers’ Day Mothers’ Day Children’s Day tomorrow today a.m. p.m. morning break lunchtime December November October September 7 FAUFAUA! An Introduction to Tongan The wordeisnotusedbeforethename ofamonth. Ko Tìsema. Ko eSàpate. Note thedifferencebetweenexpressingdayand themonthinTongan: Haafe ‘aehiva´. Tongan expressestheideaofhalfpastasbeing waytothenexthour: rather thanwritingho‘atà´,youwriteho‘ataa´. definitive accentafteritandisspokenwiththestress onthefinalvowel.Noticetoothat, In thesecondsentence,timeisbeingdefined aslunchtime, sothewordfortimehasa Ko efiha´kaiho‘ataa´? with He fiha´? Also notetheuseofdefinitiveaccentinfollowing. Compare: ‘I heTùsite. and ‘I heTùsite´. the differencebetween: Tongan usesadefinitiveaccenttoindicatedefinitetimewhensomethingoccurs.Thisis Language Notes ‘I heTùsite. ‘I heTùsite´. Ko Tìsema. Ko emàhinafèeni? Ko eSàpate. Ko e‘ahohàeni? ‘I hehaafe‘aetaha´. Ko efiha´kaiho‘ataa´? Toe kuatakihehiva´. Haafe ‘aehiva´. ‘Osi kuatameihevalu´. Ko evalupongipongi´. Ko evalu´. Ko efihaéni? Structures andExpressions 156 It’s December. It’s Sunday. o’clock). It’s halfpasteight(thatis,waytonine What timeislunch? At whattime? On Tuesdays. On Tuesday. On Tuesdays. On Tuesday. It’s December. What monthisit? It’s Sunday. What dayisit? At twelve-thirty. What timeislunch? It’s aquartertonine. It’s halfpasteight(halfwaytonineo’clock). It’s aquarterpasteight. It’s eighta.m. It’s eighto’clock. What’s thetime? 7 FAUFAUA! An Introduction to Tongan students aswellapoint ofinterestforotheruserstheclassroom. month toreflecttheday and monthofeachlesson.Thiswillbeausefulreferencetoolfor the of theyear.Displayiton the classroomwallandgetstudentstochangeday You couldalsomakealargecalendar-likeposterof thedaysofweekandmonths this helpstobuildtheirknowledgeofhowthelanguage isusedinrealsituations. communicate. Theyneedopportunitiestousethe languageinappropriatecontextsbecause to rememberthattheoverallaimoflanguagelearning isforstudentstobeable All vocabularyitemscanbereinforcedandtested in thisway.However,itisimportant Using flashcardsinalessoncanhelplearning many ways,especiallyvocabularyrecall. the Englishwordsonback.Useaphotocopier tomakecopies. Make flashcardsforthedaysofweekand months oftheyear.Uselargeprintandput Classroom Resources in Tonganwhileshowingtheappropriatebehaviour. Tongan languagelessonsandencouragethemtouserespondclassroomexpressions Keep remindingyourstudentsaboutthedifferentwaysofshowingrespectduring Classroom Language Teachers’ Notes events. with otherculturesthatobservethesecelebrations,Tongaaddedthemtoitscalendarof special daysforfathersandmothers.Influencedbythemissionariesthroughcontact (Fathers’ Day)thenfollowsonthethirdSundayinMay.Traditionally,Tongadidnothave to behonoured.Thefathersandchildrendothecookinggivepresents.SàpateTamai this time.SàpateFa‘è(Mothers’Day)isonthefollowingSunday.Nowit’smothers’turn that follows.Itiscustomaryforparentstobuynewclothesandshoestheirchildrenat service. Theyrecitebiblicalversesandperform dramas. Parentspreparethefeast falls onthefirstSundayofMay.Thechildrenandtheirschoolteachersrun In Tonga,Mayisafamilymonthfilledwithspecialcelebrations.Faka-Mè(Children’sDay) Special Celebrations the timeforplantingcrops. is associatedwithadifferentnaturalevent,forexample,catchingparticularkindoffishor familiar with.ThetraditionalTongancalendarhasthirteen lunar months.Each month The namesforthemonthsinthisunitrelatetotwelve-month calendaryourstudents are The Calendar aren’t allowedtogoswimming. business hoursonSaturday.OnSundays,shopsareclosed.Youcansitabeach,butyou you’ll needtouseataxionSunday,youhaveobtainpermissionfromthepoliceduring business ordoworkonSundays,andpublictransportisnotavailable.Ifyouknowthat Sundays areforchurchandrestdaysinTonga.Thelawdoesnotallowpeopletoconduct Sunday Cultural Knowledge 157 7 FAUFAUA! An Introduction to Tongan • • Learning Experiences • Looking Back • • Introduction Lesson Outline • • • Students will: Learning Outcomes lesson a Unit 7–koeTaimiím name thedaysofweek; make connectionswiththeirownlanguage(s)andculture(s). name themonthsofyear; around sothatthestudents canseetheTonganwordandrepeatit. they canrecalltheTonganwords.Reinforcecorrect wordbyturningeachflashcard Then showtheEnglishwordsonbackofflashcards totheclassandaskwhether the studentsgetusedtohearingitandresponding toit. sequence. AskKoe‘ahohàeni?(Whatdayisit?).Keepreinforcingthisquestionso that View theUnit7DVDstudiosection.Showflashcards ofthedaysweekin Display theUnit7learningoutcomesanddiscuss these withthestudents. for coloursandshapes. Use theflashcardstohelpstudentsrecalltheirknowledgeofTonganvocabulary culture(s). the daysofweekinTonganandtomakecomparisonswiththeirownlanguage(s) Ask thestudentstosharewhattheyhavefoundoutaboutnamesofmonthsand Exchange greetings. Resources You supply: A handoutofthedaysweekandmonthsyearinTongan Flashcards ofthedaysweekandmonthsyear Flashcards ofthecoloursandshapes Unit 7audioCDandtranscript Unit 7DVDandtranscript 158 7A

FAUFAUA! An Introduction to Tongan • Close • Looking Ahead • • • • • Number thestudentsaroundclassinsequence,usingnumbersonetoseven Chant thedaysofweekandmonthsyear.Repeatthisasmanytimesyou It’s May. It’s December. It’s July. It’s February. It’s November. It’s August. In English,theanswersonCD1track52toquestion“Whatmonthisit?”are: outcome required,getthestudentstodooneoffollowing: in Tonganduringthepause.Dependingontheirlevelof confidence andtheparticular months inTongan,eachonerepeated,withapausetoallowthemwritethemonth The studentslistentoCD1track52,onwhichtheywillhearthenamesofsix necessary. section. Thestudentsjoinin,recitingthemonthsof year. Repeatthisactivityif year (assuggestedinUnit6LessonC),givethemacopynow.PlaytheDVDlanguage If thestudentsdonotalreadyhaveahandoutofdaystheweekandmonths with differentdays. Continue inarandomsequence,makingsurethateverynumberhascoupleofturns,but flashcard forTùsitewiththeTonganwordfacingclass.Everyonerepeats“”. the studentsdesignatedasnumberseven(fikafitu)mustreply“Tùsite”.Thenshow only. Thensay,forexample,“Fikafitu–Tuesday”(“NumbersevenTuesday”).all Exchange farewells. words, too,untilthattheycanwritethemaccurately. say themquicklywithoutlookingatwrittentext.Ask themtopractisewritingoutthese Ask thestudentstopractisesayingnamesof daysandthemonthsuntiltheycan have thestudentsmakeconnectionswiththeirownculture(s). Show theDVDculturalsection.DiscussMayasamonthwithspecialcelebrationsand useful formemorisingvocabularythatisorderedinaparticularsequence. wish. Itcanbemotivatingtotrysaythesequencefastereachtime.Thistechniqueis (b) (a) have torecallthewordvisuallyandrelyonsoundstheyhearhelpthem. Write thewordsastheyhearthem,withoutlookingattheirlist.Inthiscase, matching, andcopyingaccurately. This willenablethemtomakesound–wordassociationsandfocusonnoticing, Write thewordsastheyhearthem,usingtheirlistofmonthsasreferencetool. 159 7A

FAUFAUA! An Introduction to Tongan lesson b Unit 7–koeTaimi´im • • Students will: Learning Outcomes • • Looking Back • • Introduction Lesson Outline tell thetime; increase awarenessofthe languageamongallthestudents. This couldbecomepartof thenormalclassroutinetoreinforceuseofTonganand the lessonandputthemon theposter.Thiscanbearoutine activity infuturelessons. the year.Appointamonitortoselectdayandmonth cardsforthedayandmonthof Show theclasslarge,calendar-likeposterof daysoftheweekandmonths chorus theequivalentTonganword. Hold uptheflashcards,randomlyselected,showing theEnglishword.Thestudents expressions inthepauses. Show theUnit7DVDstudiosection.Thestudents joinin, saying thewordsand Exchange greetings. Resources make connectionswiththeirownlanguage(s)andculture(s). You supply: Copies ofOHT2 A softball A largeclockwithmovablehands Copies ofWS1 A calendar-likeposterofthedaysweekandmonthsofyear Flashcards ofthedaysweekandmonthsyear OHT 2 CS 1 WS 1 Unit 7audioCDandtranscript OHT 1 Unit 7DVDandtranscript 160 7B

FAUFAUA! An Introduction to Tongan • Close • Looking Ahead • • • • • • • Learning Experiences Complete WS1(seeabove)forthefourremaining clock faces. to developtheircommunicativefluencyinTongan. the daysofweekusingfullsentences.Thisactivity willhelpthestudentstocontinue ‘apongipongi (TomorrowisWednesday)orwhateverdayitis.Thisausefulwaytorecall Tuesday) andthenthrowsasoftballtoanotherstudent,whomustsayKoe‘ahoPulelulu Hand outWS1.Thestudentslistentothefirstfourofeightnumberedstatements It’s aquartertonine. It’s halfpasteight. It’s aquarterpasteight. It’s eighto’clock. What thevoiceonCDsaysinEnglishis: learning. students shouldnoticethechangefromvalutohiva.Repeatthisactivityreinforcetheir CD 1track53andmovethehandsofclocktopositionsstatedbyvoice.The will hearthetimeforonhour,quarterpast,halfandtohour.Play Hold upalargeclockwithmovablehandsorshowOHT1.Tellthestudentsthatthey about time,soitisimportantforthestudentstograspandthenpractisethisconcept. express halfpastaswaytothenexthour.Formany,thisisadifferentofthinking Show theUnit7DVDlanguagesection.DiscusstellingtimeandwayTongans Exchange farewells. the timeinTonganandsayingmonthsofyear andthedaysofweek. Lesson Cwillconsolidateandassesstheirlearning. The students aretopractisetelling Optional activity:Workingingroups,aleadstudentsays pauses. CD 1track55ontheandhavestudentsrepeatwordssentencesin Introduce theremainingvocabularyforunitbyshowingOHT2.Handoutcopies.Play respond withthetimeinTongan. move thehandsintoposition(ordigitaldisplaytoanother time)forthenextplayerto you caneasilymanipulate)–enoughforonepergroup.Eachplayersimplyneedsto with movablehands(oraclockthatshowsthetimeindigitalformandhasminutes You canalsodothisactivitywithoutusingEnglish.Make(oracquire)largeclockfaces often duringotherlessonstoquickentheirresponsetime. name anotherstudenttorespond.Thiscarriesonaroundtheclass.Repeatthisactivity student mustgivethecorrectreplyinTonganandthensayanothertimeEnglish One studentsaysatimeinEnglishandthencallsoutanotherstudent’sname.That Use CS1tochecktheirresponses. students timetofindthematchingclock.Theywritenumberofstatementbelow. on CD1track54.Eachstatementisrepeated.Apauseaftereachrepetitiongivesthe 161 Ko e‘ahoTùsiteeni(Todayis 7B

FAUFAUA! An Introduction to Tongan oht 1 8:00 8:30 8:45 Ko eFiha´Eni? 8:15 162 he hiva´. Ko etoekuataki he valu´. Ko e‘osikuatamei valu´. Ko ehokoeni‘a Ko ehaafe‘ahiva´. 7B

FAUFAUA! An Introduction to Tongan ws 1 3:30 9:00 5:45 Ko eFiha´Eni? 5:00 163 1:15 11:45 9:30 7:15 7B

FAUFAUA! An Introduction to Tongan cs 1 4 5 2 3:30 9:00 5:45 Ko eFiha´Eni? 1 5:00 164 3 1:15 7 8 11:45 9:30 7:15 6 7B

FAUFAUA! An Introduction to Tongan ‘I heTùsite. ‘I heTùsite´. Ko Tìsema. Ko emàhinafèeni? Ko eSàpate. Ko e‘ahohàeni? ‘I hehaafe‘aetaha´. Ko efiha´kaiho‘ataa´? Sàpate Tamai Sàpate Fa‘è Faka-Mè ‘apongipongi ‘aho´ ni pongipongi efiafi màlòlò kai ho‘atà oht 2 165 On Tuesdays. On Tuesday. It’s December. What monthisit? It’s Sunday. What dayisit? At twelve-thirty. What timeislunch? Fathers’ Day Mothers’ Day Children’s Day tomorrow today a.m. p.m. morning break lunchtime 7B

FAUFAUA! An Introduction to Tongan • • Looking Back • • Introduction Lesson Outline • • • • Students will: Learning Outcomes lesson c Unit 7–koeTaimiím name thedaysofweek; make connectionswiththeirownlanguage(s)andculture(s). tell thetime; name themonthsofyear; In pairsandusingWS1 OHT2asreferences,thestudentstaketurnstoaskeachother flashcards totesttheirrecall. Briskly chantthedaysofweekandmonths oftheyearwithstudentsoruse Review theUnit7learningoutcomeswithstudents. Exchange greetings. Resources the timeandgiveresponse. You supply: Vaka ProgressChart Copies oftheUnit7AchievementChecklist Copies ofWS2 Copies ofOHT2 Copies ofWS1(fromLessonB) Flashcards ofthedaysweekandmonthsyear Unit 7DVDandtranscript Unit 7AchievementChecklist CS 2 Unit 7audioCDandtranscript WS 2 OHT 2(fromLessonB) WS 1(fromLessonB) 166 7C FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • Hand outWS2.ThestudentslistentoCD1track56.ForPartA,theydrawtimesonthe both enjoyandfindchallengingstimulating. Play theDVDculturalsectionorselectanactivityfrompreviousunitsthatstudents Vaka ProgressChart. The studentscompletetheirUnit6AchievementChecklistandcolourinband7on months oftheyear. The studentstestandsupporteachotherwithnamingthedaysofweek improve theiraccuracy.Track56isthefinaltrackonCD1. correct theirwork.Playtrack56againsothatthestudentscanverifylisteningand clock face.ThentheycopythesentenceontolinesbesideUseCS2to to thesentences,theydrawalinebetweensentenceanditsmatchingtimeon clock facesaccordingtothetimetheyhearspokenonCD.ForPartB,aslisten Exchange farewells. Finish withasongofyourchoice. the year,andnumbersonetohundred. a focusontheirbirthdays.Askthemtokeepchantingthedaysofweek,months In Unit8,thestudentswillbelearningmoreaboutcelebratingeventsandoccasionswith 167 7C FAUFAUA! An Introduction to Tongan Ko etolu´. Ko ehaafe‘anima´. Ko e‘osikuatameiheua´. Ko ehaafe‘avalu´. hongofulu´. Ko e‘osikuatameihe Ko etoekuatakihehiva´. Ko evalu´. Ko etoekuatakihetaha´. ws 2 168 9 9 9 9 9 9 9 9 10 10 10 10 10 10 10 10 8 8 8 8 8 8 8 8 11 11 11 11 11 11 11 11 7 7 7 7 7 7 7 7 12 12 12 12 12 12 12 12 6 6 6 6 6 6 6 6 1 1 1 1 1 1 1 1 5 5 5 5 5 5 5 5 2 2 2 2 2 2 2 2 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 7C FAUFAUA! An Introduction to Tongan It’s threeo’clock. It’s halfpastfour. It’s aquarterpasttwo. It’s halfpastseven. It’s aquarterpastten. It’s aquartertonine. It’s eighto’clock. It’s aquartertoone. cs 2 169 9 9 9 9 9 9 9 9 10 10 10 10 10 10 10 10 8 8 8 8 8 8 8 8 11 11 11 11 11 11 11 11 7 7 7 7 7 7 7 7 12 12 12 12 12 12 12 12 6 6 6 6 6 6 6 6 1 1 1 1 1 1 1 1 5 5 5 5 5 5 5 5 2 2 2 2 2 2 2 2 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 he taha Ko etoe kuata ki ´. he hongofulu Ko e Ko etolu ´. valu Ko ehaafe ‘ae hiva Ko etoe kuata kihe Ko evalu´. Ko ehaafe´. ‘aenima he ua´. Ko e ´. ´. osi kuata‘osi mei osi kuata‘osi mei ´. 7C FAUFAUA! An Introduction to Tongan Now Ican: Ko hokuhingoa´ko UNIT 7AchievementChecklist language(s) andculture(s) make connectionswithmyown tell thetime name themonthsofyear name thedaysofweek 170 . 7C FAUFAUA! An Introduction to Tongan Tò atu! Sione: Te´ u‘aluatu‘osioho‘ova‘inga´. ‘Oku ‘ikaiteúngàueheTu‘apulelulu´. Lesieli: He faa´. Sione: He fiha´? Tèvita: ‘Ikai, ‘okuouva‘ingaauiaheTu‘apulelulu´. Sione: Sione, ‘oku´keva‘ingaheTokonaki´? Tèvita: Valu´ kihefaa´. Lesieli: He fiha´? Tèvita: ‘Oku oungàueauheTokonaki´. Lesieli: ‘i hetaha´. Tahataha´. ‘Oku‘osi‘emauva‘inga´ ‘Ana ‘Ana, koehàtaimiho‘osipoti´? Tèvita: Tò atu! Ko eSàpatekaha‘u´koFa‘è. Lesieli: Tò atu! Ko eSàpatekoeni´‘ahoFaka-Mè. Sione: ‘Oku ‘iaiekàtoangaheSàpatekotoa! Lesieli: Fu‘u lahiengaahikàtoanga´! ‘Io, koMeeémàhinamo‘ua‘aupito. Tèvita: ‘Oku lahiemo‘ua´hemàhinańi! Lesieli: UNIT 7dvdRANSCRIP 171 Great! Sione: and watchyourgame. I’m notworkingonThursday.I’llcome Lesieli: At fouro’clock. Sione: At whattime? Tèvita: No, IplaysportonThursday. Sione: Sione, areyouplayingsportonSaturday? Tèvita: Eight untilfour. Lesieli: At whattime? Tèvita: I’m workingonSaturday. Lesieli: o’clock. Eleven o’clock.Wefinishplayingatone ‘Ana: ‘Ana, whattimeisyoursport? Tèvita: Next SundayisMother’sDay.Awesome! Lesieli: This SundayisChildren’sDay.Awesome! Sione: There’s acelebrationeverySunday! Lesieli: many celebrations! Yes, May’sareallybusymonth.Thereareso Tèvita: This monthisreallybusy! Lesieli: 7 FAUFAUA! An Introduction to Tongan Ko Nòvema. Ko emàhinafèeni? Ko ‘Àkosi. Ko emàhinafèeni? Tongan. you listen,writethenameofmonthin in Tongan,witheachonerepeated.As You willhearthenamesofsixmonths Lesson Aisteningctivity Track 52toAccompanyUnit7 Tìsema Nòvema ‘Okatopa Sepitema ‘Àkosi Siulai Sune Mè ‘Epeleli Ma‘asi Fepueli Sanuali in Tongan.Saythenamespauses. Listen tothenamesofmonthsyear Track 51VocabularyforUnit7 Tokonaki Falaite Tu‘apulelulu Pulelulu Tùsite Mònite Sàpate Say thenamesinpauses. Listen tothenamesofdaysweek. Track 50VocabularyforUnit7 UNIT 7audioRANSCRIP 172 Ko etoekuatakihehiva´. Ko ehaafe‘ahiva´. Ko e‘osikuatameihevalu´. Ko ehokoeni‘avalu´. Say thetimesalongwithspeaker. makes itshowthetimesyouhearonCD. time. Lookattheclockasyourteacher You willhearsomestatementsthattellthe Lesson BOHT1 Track 53toAccompanyUnit7 8. ‘Osikuatameihefitu´. 7. Toekuatakihetahaua´. 6. Haafe‘aehongofulu´. 5. Toekuatakiheono´. 4. Haafe‘aefaa´. 3. ‘Osikuatameihetaha´. 2. Koehivapongipongi´. 1. Koenima´. matches. statement besidetheclockfacethatit As youlisten,writethenumberof different times.Eachstatementisrepeated. You willheareightstatementsthattell Lesson BWS1 Track 54toAccompanyUnit7 Ko Ma‘asi. Ko emàhinafèeni? Ko Tìsema. Ko emàhinafèeni? Ko Siulai. Ko emàhinafèeni? Ko ‘Epeleli. Ko emàhinafèeni? 7 FAUFAUA! An Introduction to Tongan 6. Koetolu´. 5. Koehaafe‘avalu´. 4. Koetoekuatakihehiva´. 3. Koevalu´. 2. Koehaafe‘anima´. 1. Koe‘osikuatameiheua´. on theCD. clock facetomatchthetimeyouhearspoken times. Asyoulisten,drawthetimeon You willheareightstatementswithdifferent Part A Lesson CWS2 Track 56toAccompanyUnit7 ‘I heTùsite. ‘I heTùsite´. Ko Tìsema. Ko emàhinafèeni? Ko eSàpate. Ko e‘ahohàeni? ‘I hehaafe‘aetaha´. Ko efiha´kaiho‘ataa´? Sàpate Tamai Sàpate Fa‘è Faka-Mè ‘apongipongi ‘aho´ ni pongipongi efiafi màlòlò kai ho‘atà speaker inthepauses. and saythewordsorexpressionsafter expressions forUnit7.Listentothespeaker You willhearmoresomewordsand Lesson BOHT2 Track 55toAccompanyUnit7 173 8. Koetoekuatakihetaha´. 7. Koe‘osikuatameihehongofulu´. 6. Koetolu´. 5. Koehaafe‘avalu´. 4. Koetoekuatakihehiva´. 3. Koevalu´. 2. Koehaafe‘anima´. 1. Koe‘osikuatameiheua´. on thelinebesideclockface. on theclockface.Thenwritesentence between thesentenceanditsmatchingtime As youlistentothestatements,drawaline Part B 8. Koetoekuatakihetaha´. 7. Koe‘osikuatameihehongofulu´. 7 FAUFAUA! An Introduction to Tongan Te´ uta‘utahatoluhe‘aho tahafà ‘oSiulai´. ‘I he‘ahotahaua‘oSune´. ‘Oku hoko‘afèho‘ahofà‘ele‘i´? Mònite uatolu‘oFepueli´. Ko e‘ahofihaeni? Structures andExpressions This vocabularyisonCD2track1. tohi fakaafe pàti me‘a‘ofa keke ‘aho fà‘ele‘i Vocabulary Language Knowledge • • • • • The curriculumlinksare: Curriculum Links • • • Students will: Learning Outcomes The strandsandachievementobjectivesare: overview Unit 8–Kàtoanga‘iCelebraing Levels 1and2oflearninglanguagesin give informationabouttheirbirthdays; Communication (page46) Level 1oftheTonganlanguageguidelines( Culture (pages46and48). Language (pages46–47); 1.7 1.2 make connectionswiththeirownculture(s). give andrespondtoinvitations; give simplepersonalinformation; and toindicatetimeplace; use basicwordsandexpressionsfornumbers,shapes,sizes,weights,colours invitation party gift cake birthday 174 The NewZealandCurriculum; I willbethirteenonthefourteenth ofJuly. On thetwelfthofJune. When isyourbirthday? Monday thetwenty-thirdofFebruary. What’s thedatetoday? TiNZC). ha‘u fiema‘u fakaafe‘i to come to want to invite 8 FAUFAUA! An Introduction to Tongan a boyorgirl’sfirstbirthday,butthenthenextbirthday celebrationisthetwenty-first Traditionally, Tonganscelebratedtheirchildren’sbirthdaysindifferentways.Theycelebrate Birthday Celebrations Cultural Knowledge polite, formulaicwayofthankingoneormorepeoplefor coming toyourbirthdayparty. Màlò elavamai(Thankyouforcoming),whichwasintroducedinUnit1,canbeusedasa These threesentencesareonCD2track2. Kàtaki, ka´keha‘ukihepàtihoku‘aho´. definiteness (thatis,toreferaparticularday),forexample: The termfor“birthday”inTonganis‘ahofà‘ele‘i.Thiscanbereplacedbyaho´toindicate Te´ uta‘utahatoluhe‘ahotahafà ‘oSiulai´. the speakerisreferringspecificallytoJulythisyear. In thesameway,definitiveaccentisusedonSiulaiinfollowingsentencetoshowthat ‘I he‘ahotahaua‘oSune´. the specificbirthdaymentionedisshownbyaccent(andpronunciation). Note theuseofdefinitiveaccentonSuneinsentencebelow.The“definiteness” Language Notes Kàtaki, he‘ikaiteúlavaatu. Màlò elavamai. CD. Ko ehàha‘ome‘a‘ofa? Te´ uha‘u. Te´ keha‘u? ‘Oku ‘iai‘ekukeke. Ko ho‘otohifakaafeeni. Kàtaki, ka´keha‘ukihepàtihoku‘aho´. Happy birthdaytoyou Happy birthday,dearNua Happy birthdaytoyou Happy birthdaytoyou first verseissungontheDVD.InEnglish,words are: United States.Thewell-knownbirthdaysong“Hiva Talamonù”isonOHT1inLessonA.The many familiesareadoptingthebirthdaycustomsfamiliar inAustralia,NewZealand,andthe isn’t important.Traditionsarenowchangingowing tocontactwithothercultures.Thisiswhy traditionally onlyforgirls.Birthdaysareusuallycelebrated withafamilyprayer.Givinggifts 175 party formyspecialday). Please cometomybirthdayparty(thatis,the I willbethirteenonthefourteenthofJuly. OnthetwelfthofJune. I’m sorry,Ican’tcome. Thank youforcoming. Some CDs. What doyouwantforapresent? Yes, Iwill. Will youcome? I’m havingabirthdaycake. Here’s yourinvitation. Please cometomybirthdayparty.

birthday, 8 FAUFAUA! An Introduction to Tongan ‘Afio hifo‘emaulotu Mo e‘ofakiTonga Ko Koekoefalala‘anga Ko homau‘Eiki´Koe´ ‘E ‘OtuaMafimafi attended bytheroyalfamilyinTonga.Thewordsto thenationalanthemare: begin andendwiththenationalanthem.The anthemissungatanyfunction The festivitiesduringHeilalaWeekusuallyfeature membersoftheroyalfamilyandtherefore The TonganNationalAnthem King’s presenceratherthantotheKing.Thesame appliestootherdignitaries. by category(suchasministers,ladies,andgentlemen). Itisconsideredpolitetoreferthe progressing downthroughtheranksuntileveryonehasbeenmentioned,eitherbynameor paying respectstoeveryone,startingwiththemostdistinguished peoplepresentandthen and acknowledgetheirsupportatthegathering.TogiveaTonganspeech,youbeginby practice forTonganpeopletowritethank-youletters.Theygivespeechesthankothers Speeches alwaysformpartofanygathering,celebration,orevent.Itisnottheusual Speeches money. fine matsandngatuinappreciationoftheirskillperformance.Today,theyaregiven Fakapale isacustomassociatedwithcelebration.Dancerswereoriginallygivenprizesof marking aroyaloccasion,suchastheKing’sbirthday. northern coastlineofTongatapu.IttakesplaceaboutthesametimeasHeilalaWeek, Tùpakapakanava isatorch-lightingceremony.Peoplecarryflamingtorchesthatlightupthe Heilala. contests, marching,parades,andabeautycontest,wherethewinneriscrownedMiss birthday. IttakesplaceinearlyJulyandlastsaweek.Thecelebrationsincludemusic Uike Heilala(HeilalaWeek)isafairlynewTonganfestivalthatcoincideswiththeKing’s Other Celebrations Tonga DefenceForceandthepolicetakepartinamilitaryparade. the peopleoftheirvillage,makepresentationstoKing at thepalaceonhisbirthday. The King, whostandsonthefrontporchastheymarchpast.Someofnobles,togetherwith with studentswearingtheirschooluniformsandmarchingtotheRoyalPalace,cheeringthe is on4May).Itcelebratedwithfeastsandperformances.Secondaryschoolsparticipate, Tonga hasapublicholidayontheKing’sbirthday1August(thoughhisactual The King’sBirthday You can,ofcourse,changethenameperson. Happy longlifetoyou Happy longlife,dearNua Happy longlifetoyou Happy longlifetoyou 176 Look downuponourprayer And youloveTonga You arethereliableOne You areourLord Almighty God 8 FAUFAUA! An Introduction to Tongan Tongan languageguidelines(TiNZC)andonthecoverofFaufaua!AnIntroductiontoTongan. to theKing.Becauseofitsstatus,akahoaheilalaflowersappearsoncover flowers. Theheilalaistheroyalflowerbecauseitusedtomakekahoathatarepresented In theTonganculture,differentkindsofflowersarerankedbystatus.Sokahoamadefrom Flowers presented asgifts.Formoreaboutgiftgiving,seeUnit6. shells) aretraditionalgifts.Insomecircumstances,itemssuchasblanketsandquiltscanbe is apublicaffair.Ngatu,kie(finemats),mats,andkahoa(leimadefromflowers,beads,or because theyarethecentrepiecesoffeastthataccompaniesacelebration.Giftgiving Traditionally, giftsarepresentedatcelebrations.Pigsand‘ufi(yams)playaspecialrole Gifts at theirwedding. performed atfamily,village,church,andgovernmentfunctions.Womensometimesperformit makes thewoman’sdancingseemallmoretalentedbycomparison.Thetau‘olungais ankles. Amanoftendancesbehindher,makingnoefforttostayintime.His“bad”dancing part. Shewearsaflowingknee-lengthdressandhasflowersinherhaironherwrists more thantentakepart.Afemalewhousesonlyherhandstotellastoryperformsthesolo The tau‘olungacanbeasolodance,ortwomoredancersperformit,butnormallynot The mà‘ulu‘uluisasittingdance.dancersusehandmovementstotellstories. represent warclubs). drumming, fiercecries,thestampingoffeet,andpoundingofpate(spear-likepolesthat neighbouring islands.Thewar-likemovementsofthedanceareaccompaniedbyloud The kailaoisadancethatrecallsthedayswhenTonganmensetoutincanoestoraid Apart fromthelakalakamentionedinUnit5,therearemanyotherculturallysignificantdances. Dances become muchsofterand whiter. La‘i kiearebleachedintheseafor afewdays,beforebeingdriedinthesun.Inthisway,they to thegiftsbeingpresented. Theyaremadefromaspecialtypeofpandanuscalled la‘i kie. Kie arewornaroundthewaist atcelebrationssuchasbirthdaysandweddings. Kie addstatus Kie (FineMats) pandanus. are calledfalatofua.Thehigheststatusmatisthe fala paongo,whichiswovenwiththebrown pandanus amatismadefrom.Forexample,mats wovenwiththetofua,whitepandanus, strips areusedforapapa(amateverydayuse).Thenameofdepends onthekindof today. Theyusedifferentsortsofweavingfor purposes.Double-widthpandanus Tongan peopleoncewovematsforthesailsoftheir voyagingcanoes.Theystillweavemats Different typesofmatsareusedfordifferentpurposes. Matsarealsorankedbystatus.The Mats ‘O malu‘i‘aTupou ‘O ketalihomauloto ‘A ia‘okumaufai´ni 177 And protectTupou And giveusourdesire That weareoffering 8 FAUFAUA! An Introduction to Tongan • the studentsastheylisten. to yourclassyourself,incorporatingitintoalesson plan.Hereisonesuggestionforengaging their reading–andimpressionstoclass.Youcould alsochooseaparticularstorytoread about theTonganlanguageandculture.Encourage themtoreadTonganstoriesandbring Exposure tothestoriesandlegendsofTongawillhelpyour studentstounderstandmore Stories andLegends behaviours. students torespondinTonganandusewitheachother,alongtheassociated to useasmuchTonganlanguageintheclassroompossibleyourselfandencourage Continue toremindthestudentsaboutdifferentwaysofshowingrespect.Remember Respect assessment oftheirlearningneeds. tasks fromearlierlessons,dependingonstudentfeedbackandasresultofyourongoing knowledge. Youwillalsowanttomakeadjustmentsthelessonsorrepeatactivitiesand Students needtofeelconfidentthattheyarecontinuingmakeprogressintheirskillsand down thepaceofalessonsothatstudentscanhavemoretimeonparticulartasks. You willneedtomonitorthepaceoflessonsasyou go. Attimes,youmayneedtoslow Lesson Pace more likelytorememberusethedefinitiveaccentwhentheyarewritinginTongan. accent andlearnhowtouseit.Iftheypronouncethewordswithrightstress,willbe and sing“HivaTalamonù”(thebirthdaysong)willhelpthemtounderstandthedefinitive Many expressionsinthisunitusethedefinitiveaccent. Encouragingyourstudentsto learn The DefinitiveAccent plenty ofopportunitiestodevelopthesegoodhabits. correct spellingifteachersencouragethesehabitsfromthebeginning.Giveyourstudents progress theirlearning.Studentscan,anddo,developgood habitsofcopying,writing, and to noticethepatternsoflanguageandreproducethemwithcarewillhelp time forstudentstounderstandtheirusesandmeanings.Developingyourstudents’abilities These aredescribedonpages12and13intheTonganlanguageguidelines(TiNZC).Ittakes fakau‘a (glottalstop),thetoloi(macron),definitiveaccent,andencliticstressmark. You willalreadyhavenotedthatwrittenTonganrequirescare.Thelanguageusesthe Written Tongan Teachers’ Notes Optional activity:Askthestudentstolistenquietly toastoryorlegendaboutTongaand interesting andwanttoremember. as theycan.Thengetthemtowriteonethingabout thestorythattheyfoundparticularly they havefinishedlisteningtothestory,askthem tocompletetheirdrawingasquickly all, ofthestory.Theystartdrawingitintheirworkbook astheycontinuetolisten.When ask themtoimagine,astheylisten,apicture could drawthatwouldrepresentpart,or 178 8 FAUFAUA! An Introduction to Tongan lesson a Unit 8–Kàtoanga‘iCelebraing • • Learning Experiences • Looking Back • • Introduction Lesson Outline • • • Students will: Learning Outcomes give informationabouttheirbirthdays; Display theUnit8learningoutcomesanddiscuss them withthestudents. you positionthehandsonclock. transcript, playCD1track54.Thestudentssaythe timealongwiththevoiceonCDas students tosaythetimeinTongan.Whenyouhave completedallthetimeslistedin from Unit7toguideyou,placethehandsindifferent positionsontheclockandget Show aclockfacewithmovablehourandminutehands. Usingtheaudiotranscript Show OHT1andplay“HivaTalamonù”ontheDVD.Encouragestudentstosingalong. Exchange greetings. Resources make connectionswiththeirownculture(s). give andrespondtoinvitations; students forfeedback.What didtheynotice? Show theDVDlanguagesection wherestudentsaretalkingabouttheirbirthdays.Askthe You supply: Copies oftheDVDtranscript A softball Copies ofOHT1 A clockwithmoveablehourandminutehands OHT 2 Unit 8audioCDandtranscript Unit 7audioCDandtranscript Unit 8DVDandtranscript OHT 1 179 8A

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • • • Show theDVDlanguagesectionagain.Handoutcopiesoftranscript.Give asking thequestion,andsoon. question correctlybythecountoffive,thatstudentthrowstheballtonextstudent, the balltoanotherstudent,askingsamequestion.Ifstudentcananswer the restofclasstocountupfiveinTongan.Ifstudentisnotsuccessful,throw fà‘ele‘i´? (Whenisyourbirthday?).Thestudentmustrespondwithinthetimeittakesfor Replay “HivaTalamonù”andhavethestudentssingalongagainwithDVD.ShowOHT In pairs,thestudentsworkouthowtosaytheirownbirthdaysinTonganandagethey patterns. in frontoftheclass.Playtrack3againtoreinforcepronunciationsentence with thesentencepatterns.Someofstudentscouldvolunteertosaytheirdialogues Ask thestudentstopractisesayingthesedialoguesinpairssothattheybecomefamiliar listen totherestoftrack3andrepeatdialoguesinthepauses. Introduce howtosaywhenyourbirthdayis.ShowtherestofOHT2.Askstudents workbooks. Askforavolunteertowritetoday’sdateontheboard. out howtosaytoday’sdate,practisesayingit,andthenwritedateintheir pauses andthentocopythemcarefullyintotheirworkbooks.Askthem,inpairs,work Ask thestudentstolistenstartofCD2track3andrepeatthesesentencesin Mònite uatolu‘oFepueli´. Ko e‘ahofihaeni? (covering uptherestofOHT2). Introduce thefollowingtwolanguagestructurestostudentsbyshowingOHT2 1 andhandoutcopiestothestudents.Talkaboutdefinitive accent. Exchange farewells. Sing “HivaTalamonù”alongwiththeDVD,showing OHT1. they cansaythesesentencesfluently. Have thestudentspractisesayingwhentheirbirthdaysareandhowoldtheywillbeuntil students timetopractisethedialogueandthenreplayDVD. Optional activity:Throwaballtostudent,askingthequestion confident andcansaythemwithoutlookingatthewrittentext. Then askthemtopractisethetwodialogueswitheachotheruntiltheyarefluentand and substitutetheirowninformation. will beontheirnextbirthday.Theyneedtolookattheunderlined partsofthedialogues 180 ‘Oku hoko‘afèho‘aho 8A

FAUFAUA! An Introduction to Tongan ‘Ofa ke´kemo‘ui‘ofuoloa ‘Ofa ke´kemo‘ui‘ofuoloaNua ‘Ofa ke´kemo‘ui‘ofuoloa ‘Ofa ke´kemo‘ui‘ofuoloa ‘Ofa kemonù‘iaho‘aho´ ‘Ofa kemonù‘iaho‘aho´Nua ‘Ofa kemonù‘iaho‘aho´ ‘Ofa kemonù‘iaho‘aho´ Hiva Talamonù oht 1 181 8A

FAUFAUA! An Introduction to Tongan oht 2 Dialogue B Dialogue A Fepueli 23 16 9 2 Mònite ‘Oku´ keta‘ufiha? ‘Oku hoko‘afèho ‘aho tahafà ‘oSiulai´. Te´ uta‘utahatoluhe ‘aho fà‘ele‘i´? 24 17 10 3 Tùsite ‘I he‘ahotahaua ‘o Sune´. Mònite uatolu ‘o Fepueli´. Ko e‘aho fiha eni? 25 18 11 4 Pulelulu 182 26 19 12 5 Tu‘apulelulu When isyourbirthday? How oldareyou? It’s Mondaythetwenty-third On thetwelthofJune. 27 20 13 6 Falaite date today? I willbethirteenonthe What’s the fourteenth ofJuly. of February. 28 21 14 7 Tokonaki 22 15 8 1 Sàpate 8A

FAUFAUA! An Introduction to Tongan • Learning Experiences • Looking Back • • Introduction Lesson Outline • • • Students will: Learning Outcomes lesson b Unit 8–Kàtoanga‘iCelebraing give informationabouttheirbirthdays; Resources make connectionswiththeirownculture(s). give andrespondtoinvitations; observations exactlyastheygivethemonablank OHT. kinds ofconnectionstherearewiththeirownlanguage(s) andculture(s).Writetheir Show theDVDculturalsection.Discusswithstudents whattheynoticeand front oftheclass. the sentencepatterns.Someofstudentscould volunteertosaytheirdialoguesin dialogues, adjustedtotheirownbirthdays,see how fluenttheyhavebecomeinsaying Show OHT2fromLessonA.Withthestudentsinpairs,askthemtopractisesaying Play “HivaTalamonù”ontheDVDandhavestudentssingalong. Exchange greetings. You supply: Copies oftheDVDtranscript Copies ofWS1 A blankOHT Unit 8audioCDandtranscript WS 1 OHT 2(fromLessonA) Unit 8DVDandtranscript practices, includingtheirown. observation, andhowtheyare learningtobecomecriticallyawareofcultural are consideringthedevelopment ofthestudents’learning,theirpowers This collectivecommentary canbeusefulasanevaluativetoolwhenyou 183 8B

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • the CDagaintohelpthemwiththeirpronunciation. parts withoutlookingatascript.CheckwhethertheyneedtowatchtheDVDorlisten level ofexpertiseandconfidence,wouldbetosetagoalforthestudentssayingtheir Challenge themtospeakasfluentlytheycan.Afurtherchallenge,dependingontheir They eithermakeuparole-playfromtheexpressionson WS 1orusetheDVDtranscript. Show theDVDlanguagescenario.Tellstudentsthattheyaretoperformrole-plays. rhythms ofthespokenlanguageandcanheartheirownpronunciationimproving. Play CD2track4severaltimessothattheybecomeusedtothepronunciationand Hand outWS1.ThestudentslistentoCD2track4andpractisesayingthesesentences. Exchange farewells. Sing “HivaTalamonù”alongwiththeDVD. role-play thedialoguefromLessonBorathey havecomposedforthemselves. Remind thestudentsthattheywillbeassessingtheirownlearninginLessonC.They the board. Recall howtosaythedate.Astudentcouldvolunteerwritedateoflessonon that otherscanunderstandthem. build goodhabitsoflistening,understandingwhattheyhear,andspeakingso Students needmanyopportunitiestohearthelanguagetheyarelearning 184 8B

FAUFAUA! An Introduction to Tongan ws 1

Person C. Person A. Person B. Person A. Person B. Person A.

Kàtaki,he‘ikaiteúlavaatu. CD. Teúta‘utahatoluhe‘aho ‘Okuhoko‘afèho‘ahofà‘ele‘i´? Teúha‘u. ‘Ihe‘ahotahaua ‘oSune´. Ko ehàha‘ome‘a‘ofa? Màlò elavamai. tahafà ‘o Siulai´. Kàtaki, ka´keha‘ukihepàti Te´ keha‘u? ‘Oku ‘iai‘ekukeke. Ko ho‘otohifakaafeeni. hoku ‘aho´. 185 Yes, Iwill. On thetwelfthofJune. a present? What doyouwantfor Thank youforcoming. Some CDs. fourteenth ofJuly. I willbethirteenonthe When isyourbirthday? Please cometomy Will youcome? I’m havingabirthdaycake. Here’s yourinvitation. birthday party. I’m sorry,Ican’tcome. 8B

FAUFAUA! An Introduction to Tongan lesson c Unit 8–Kàtoanga‘iCelebraing • Introduction Lesson Outline • • • Students will: Learning Outcomes • • • Learning Experiences • Looking Back give informationabouttheirbirthdays; Vaka ProgressChart. The studentscompletetheirUnit8AchievementChecklist andcolourinband8ontheir feedback thattheothersprovide. others toimprove.Discusstheirperformancesand helpthemtocriticallyengagewiththe or toagroup.Encouragethemgivesupportiveand “critical”feedbacktohelpthe When thestudentsareready,theycanperformtheir role-plays, eithertothewholeclass necessary tosupporttheirefforts. Give thestudentstimetopractisetheirrole-plays. PlaytheDVDandCDasoften Sing “HivaTalamonù”. Exchange greetings. Resources make connectionswiththeirownculture(s). give andrespondtoinvitations; You supply: The OHTfromLessonAonwhichyourecordedthestudents’comments Vaka ProgressChart Copies oftheUnit8AchievementChecklist Unit 8AchievementChecklist Unit 8audioCDandtranscript Unit 8DVDandtranscript 186 8C FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • Show theDVDculturalsectionagain.Discusstheirobservationswithstudents. Sing “HivaTalamonù”. knowledge withtheclassatnextlesson. Tongan people.Askthemtofindoutaboutfoodsothattheycansharethis In Unit9,thestudentswillbelearningaboutkindsoffoodthatareimportantto information atadeeperlevel. changes withthem,probingtheirthinkingsothattheycanmakeconnectionsthe to theirlearning.Haveanyofthemchangedthinking?Discussthereasonsfor the OHTonwhichyourecordedtheircommentsinLessonA.Askwhethertheyhaveadded Exchange farewells. 187 8C FAUFAUA! An Introduction to Tongan Now Ican: Ko hokuhingoa´ko UNIT 8AchievementChecklist language(s) andculture(s) make connectionswithmyown give andrespondtoinvitations give informationaboutmybirthday 188 . 8C FAUFAUA! An Introduction to Tongan Tò atu!‘Okuousa‘iaheCD moeDVD! ‘Ana: ‘Oku ousa‘iaheCDmoeDVD. Lute: Ko ehàhame‘a‘ofa‘oku´kefiema‘u? ‘Ana: Tò atu! Lute: ‘Io. Màlòefakaafe!‘Okuoufieha‘u! ‘Ana: lava ‘oha‘u? ‘Io, mahalopètetauò‘osiofaiva.Te´ke Lute: ‘E lavaketauò‘osiofaiva? ‘Ana: Sio DVD. Lute: Tò atu.Koehà‘etaume‘a‘efai´? ‘Ana: hongofulu pe...tahaua. Fàmili moengaahimaheni.Meitoko Lute: Màlò. Saietohifakaafe´.Kohai‘okuha‘u´? ‘Ana: fakaafe´ eni. ‘I he‘ahotahavalu‘oSune´.Koetohi Lute: Tò atu!‘Afèho‘opàtí? ‘Ana: ‘Oku ou‘ilo!‘Efai‘ekupàti. Lute: Tò atu!Te´utahafàhe‘ahouataha‘oSune´! ‘Ana: Te´ utahafàhe‘ahotahaono‘oSune´! Lute: ‘Oku ou‘ilo!Kohoaho´‘iSune. ‘Ana: tuu´! Hei, ‘Ana,‘okuhokohoku‘aho´hemàhinaka Lute: UNIT 8dvdRANSCRIP 189 Awesome! IloveCDsand DVDs! ‘Ana: I likeCDsandDVDs. Lute: What doyouwantforapresent? ‘Ana: Great! Lute: Sure. Thanksfortheinvite!I’dlovetocome! ‘Ana: come? Yes, wemightgotothemovies.Canyou Lute: Can wegotothemovies? ‘Ana: Watch someDVDs. Lute: Great. Whatarewegoingtodo? ‘Ana: Family andfriends.Abouttenor...twelve. Lute: Thank you.Coolinvite.Who’scoming? ‘Ana: invitation. It’s ontheeighteenthofJune.Here’s Lute: Awesome! When’syourparty? ‘Ana: I know!I’mhavingaparty. Lute: June! Cool! I’llbefourteenonthetwenty-firstof ‘Ana: I’ll befourteenonthesixteenthofJune! Lute: I know!Yourbirthday’sinJune. ‘Ana: Hey, ‘Ana,it’smybirthdaynextmonth! Lute: 8 FAUFAUA! An Introduction to Tongan Siulai´. Person B:Te´uta‘utahatolu he‘ahotahafà ‘o Person A:‘Oku´keta‘ufiha? Dialogue B Person B:‘Ihe‘ahotahaua‘oSune´. Person A:‘Okuhoko‘afèho‘ahofà‘ele‘i´? Dialogue A Now listentotwodialogues. Mònite uatolu‘oFepueli´. Ko e‘ahofihaeni? one afterthespeaker. Listen tothesetwosentences.Thensayeach OHT 2 Track 3toAccompanyUnit8Lesson Kàtaki, ka´keha‘ukihepàtihoku‘aho´. Te´ uta‘utahatoluhe‘ahotahafà ‘oSiulai´. ‘I he‘ahotahaua‘oSune´. stress patterns. same waythespeakerdoes,using the definitiveaccent.Saysentences Here arethreeexamplesofsentenceswith Accent inUnit8 Track 2ExamplesoftheDefinitive ha‘u fiema‘u fakaafe‘i tohi fakaafe pàti me‘a‘ofa keke ‘aho fà‘ele‘i again, tryingtoimproveyourpronunciation. the samewordasecondtime.Say repeat thewordinpause.Youwillhear to eachwordasitisbeingspoken.Then Here isthevocabularyforUnit8.Listen Track 1VocabularyforUnit8 UNIT 8AUDIORANSCRIP 190

Kàtaki, he‘ikaite´ulavaatu. might say: But whenyoucan’tacceptaninvitation, Màlò elavamai. CD. Ko ehàha‘ome‘a‘ofa? Te´ uha‘u. Te´ keha‘u? ‘Oku ‘iai‘ekukeke. Ko ho‘otohifakaafeeni. Kàtaki, ka´keha‘ukihepàtihoku‘aho´. Te´ uta‘utahatoluhe‘ahotahafà‘oSiulai´. ‘I he‘ahotahaua‘oSune´. ‘Oku hoko‘afèho‘ahofà‘ele‘i´? Say theminthepauses. Here aresomesentencesforyoutopractise. WS 1 Track 4toAccompanyUnit8LessonB to practiseyourpronunciation. each sentenceafterthespeakerinpause This timewhenyouhearthedialogues,say 8 FAUFAUA! An Introduction to Tongan mokosia inu fiema‘u mo‘ui lelei ifo hela‘ia fiekaia fieinua ‘afu‘ia Vocabulary Language Knowledge • • • • • The curriculumlinksare: Curriculum Links • • • • Students will: Learning Outcomes overview – NeedsandPreferences Unit 9–NgaahiFiema‘umoManako´ The strandsandachievementobjectivesare: Levels 1and2oflearninglanguagesin express theirwants,needs,andpreferences; Communication (page46) Level 1oftheTonganlanguageguidelines( respond tothewants,needs,andpreferencesofothers; Culture (pages46and48). Language (pages46–47); 1.5 1.3 compare foodsacrosscultures. express agreementanddisagreement; express theirwantsandneedsstatelikesdislikes; express agreementanddisagreementrespondtoinstructions; to feelcold to drink to need healthy delicious, yummy tired hungry thirsty hot andsweaty 191 The NewZealandCurriculum; TiNZC). vai sanuisi me‘akai mà inu hu‘akau water sandwich food bread drink milk

9 FAUFAUA! An Introduction to Tongan traditional Tongandiet,includes fish,clams,mussels,octopus,andtukumisi (seaeggs). Celebrations arenotcomplete withoutseafoodofsomekind.Seafood,themainstay beef) alsoformpartoftheTongandiet. Puaka (pork)isaprestigefoodthatofferedtoguests. Moa (chicken)andkapapulu(corned often servedtoguests. are oftenservedatcelebrations,alongwithgreen bananas. ‘Ufiarethemostvaluedand ‘Ufi (yams),kumala(kùmara),manioke(cassava),and talo (taro)aretraditionalfoodsthat of thePacific. The mainvegetablesinTongaarelù(taroleaves), pele, andthecommonrootcropvegetables always availablefreshfromthetree. (pineapples). Tongansofferthemtoguests.Niu(coconuts)andlesi(pawpaws,papayas)are Popular seasonalfruitsinTongaaremango(mangoes),meleni(melons),andfainà Food Cultural Knowledge Another waytosay“Yummy!”ishumthesoundu. this tomean“toneed”(sometimesinthesenseofdesire”). Your studentsalreadyknowthatfiema‘umeans“towant”(seeUnit8).Nowtheycanexpand Language Notes Ifo! ‘Oku fakatupumo‘uilelei. ‘Ikai, ‘oku‘ikai. ‘Oku ifo‘aupito! ‘Io, ‘okuifo. ‘Oku hà,‘okuifo? ‘Oku ‘ikaite´usa‘iahehu‘akau´. ‘Oku ousa‘iaangehevai´. ‘Io, kàtaki.‘Okuoufieinua‘aupito. ‘E ‘oatuhaoinu? ‘Oku´ nefiekaia. ‘Oku oufiema‘uhame‘akai. ‘Oku oufiema‘uhakuinu. ‘Oku ouhela‘ia. Ko ehàme‘a‘okuhoko´? Structures andExpressions 192 Yummy! It’s healthy. No, itdoesn’t. It’s reallydelicious! Yes, itdoes. It tastesgood,doesn’tit? I don’tlikemilk. I preferwater. Yes, please.I’mreallythirsty. Do youwantadrink? He’s hungry. I’d likesomefood. I’d likeadrink. I’m tired. What’s thematter? 9 FAUFAUA! An Introduction to Tongan journey. some ofthewaysthatyouandstudentscanhelp eachotheronthelanguage-learning prompting, andallowingyourstudentstohavethe writtentextreadilyavailable.Theseare motivated andengaged.Supportincludes,forexample, modellingaccurateuseoflanguage, of tensionneedtobefollowedbyformssupport thathelpthestudentstoremain example, whentheyrole-playdialoguesinfrontof others, isveryimportant.Thesemoments to perform.Providingthestudentswiththesemoments oftensionfromtimetotime,for When communicatingusinganotherlanguage,there isalwayspressureontheparticipants Pressure toPerform everyday situations. classroom isalsoagoodwayforstudentstohearTonganspokenandusednaturallyin could helpyouwiththis.InvitingmembersoftheTongancommunitytooutin lù. YoumayalreadybeintouchwithparentsormembersoftheTongancommunitywho You couldchoosetopreparesomeTonganfoodwithyourstudents,forexample,bymaking Language andCulturalEnrichment Teachers’ Notes honour. even cooking.InTonga,apigisservedwholewiththeheadpointingtowardsguestof a lotofmoisture.Thepigisthenroastedonhotcharcoalandturnedregularlytoensure dry forseveralhoursorovernight.Awell-drainedpigroasts betterthanonethatstillcontains the insidesofpigareremoved.Thecarcassisthenrinsedcleanandhungupto because itiseasiertodo.Thealternativeremovethe bristleswithboilingwater.Then are scorchedinflamestoburnthemoff.(Usinggasiscommon.)Thisthepreferredmethod Pork ispreparedintwodifferentways.Inthefirstkindofpreparation,bristlesonskin Pork plate. Basketsoffruitareofferedtoguestsasanexpressionhospitality. As inNewZealand,fruitisservedwhole,madeintoasalad,orcutupandon Fruit of foil. the topandplacedishinovenoran‘umu.InTonga,bananaleavesareusedinstead coconut creamintoit(orusetinnedcream).Coverthedishoverbyclosingthefoilat Add curryandspicesifyouwish.Formthemixtureintoshapeofacuppourfresh pieces andplaceitinthemiddle.Chopsomeonions placetheseontopofthemeat. aluminium foilandspreadoutthetaloleavesonfoil.Thenchopsomemeatintosmall Lù isapopularTongandish.Tomakeit,youfirstpicktaloleaves.Thentakesheetof Lù Preparing Food 193 9 FAUFAUA! An Introduction to Tongan • • Learning Experiences • Looking Back • • Introduction Lesson Outline • • Students will: Learning Outcomes LESSON A – NeedsandPreferences Unit 9–NgaahiFiema‘umoManako´ express theirwants,needs,andpreferences; compare foodsacrosscultures. the students. Show theDVDculturalsection.Discusswhatthey notice(andwhatisnewlearning)with the Unit9learningoutcomesanddiscussthesewith thestudents. Tongan culture,aswellhowtoexpresstheirneeds andpreferencesinthisunit.Display Tell thestudentsthattheywillbelearningaboutsome foodassociatedwithTongaandthe today’s dateontheboardandtochangecards onthewallposteryoumadeforUnit7. With thestudents,recallhowtosaydateinTongan. Askforavolunteertowrite have experiencedwithintheirownculture(s)? Tonga andtheTonganculture.Howdoesthiscomparewithtraditionalfoodsthey Ask thestudentstosharewhattheyhavefoundoutaboutfoodthatisassociatedwith Exchange greetings. Resources OHT 1 Unit 9audioCDandtranscript CS 1 WS 1 Unit 9DVDandtranscript 194 You supply: A blankOHT Sets offoodvocabularycards Copies ofOHT1 Copies ofWS1 A calendar-likeposterofthedays week andthemonthsofyear

FAUFAUA! An Introduction to Tongan ‘Okuifo‘aupito! • • Close • Looking Ahead • • • • •

Ifo! Get thestudentstocopyfollowingexpressionsintotheirworkbooksandpractise appreciation, writingtheseexpressionsontheboardoranOHT. foods inthislesson.Whichofthenamesarenewtothem? Discusswaysofshowing Have aquicksnapshotquestiontimeaboutwhatthestudentshavelearnedTongan of thegroup.TheytaketurnstopickupacardandsaynamefoodinTongan. illustrations ofthefooditemsfromWS1onthem.Place the cardsfacedownincentre Optional activity:Thestudentsworkingroups.Handeachgroupasetofcardswith and pointtooneofthedialogueswithotherstudentgivingresponse. Hand outcopiesofOHT1.Thestudentsworkinpairs,takingturnstoaskthequestion I’m thirsty. What’s thematter? I’m hungry. What’s thematter? I’m tired. What’s thematter? sentences say: track 6.Thestudentsrepeatthesentencesinpauses.InEnglish,Tongan Show OHT1.Ifnecessary,playtheDVDagaintoreinforcevocabulary.PlayCD2 with theTonganword. by coveringoverthewordsonWS1andpointingtoanillustration.Theirpartnerresponds get themtorepeatinthepauses.Thestudentstesteachotherontheirknowledge accuracy. NowplayCD2track5sothatthestudentscanhearwordspronouncedand completed this,theyswapworksheetswithapeerandcheckeachother’sspelling link them.TheythenchecktheaccuracyoftheirmatchingusingCS1.Whentheyhave the illustrationsoffooditemswithwordsthatmatchthembydrawinglinesto DVD andhandoutWS1.ThestudentswritewhatthewordsmeaninEnglishmatch Exchange farewells. language orculturalsection. Choose asongfromanearlier unitthatthestudentsenjoysingingorreplayDVD expressions theyhavejustlearnt. appreciation ofthefoodtheyareeatingathomeand amongthemselves,usingthe so thattheyknowwhatmeanandhowtospell them.Askthemtopractiseshowing preferences. Askthemtopractisethenamesof foodstheyhavelearnedinthislesson In LessonB,thestudentswilllearnmoreabouthow toexpresstheirneeds,wants,and ‘Oku hà,‘okuifo? saying themalongwithCD2track7andeachother. Show theDVDlanguagesection.Discusscontentwithstudents.Replay 195 Yummy! It’s reallydelicious! It tastesgood,doesn’tit? I’m hot. What’s thematter? I’m cold. What’s thematter? 9A

FAUFAUA! An Introduction to Tongan puaka niu moa fainà meleni ika ‘ufi keke siaine moli ‘àpele sanuisi mà vai hu‘akau ws 1

196 9A

FAUFAUA! An Introduction to Tongan puaka niu moa fainà meleni ika ‘ufi keke siaine moli ‘àpele sanuisi mà vai hu‘akau Cs 1 pork coconut chicken pineapple melon fish yam cake banana orange apple sandwich bread water milk 197 9A

FAUFAUA! An Introduction to Tongan OHT 1 Ko ehàme‘a Ko ehàme‘a Ko ehàme‘a Ko ehàme‘a Ko ehàme‘a ‘oku hoko´? ‘oku hoko´? ‘oku hoko´? ‘oku hoko´? ‘oku hoko´? 198 ‘Oku oumokosia. ‘Oku oufieinua. ‘Oku ouhela‘ia. ‘Oku oufiekaia. ‘Oku ou‘afu‘ia. 9A

FAUFAUA! An Introduction to Tongan • Learning Experiences • • Looking Back • Introduction Lesson Outline • • • Students will: Learning Outcomes LESSON B – NeedsandPreferences Unit 9–NgaahiFiema‘umoManako´ express theirwants,needs,andpreferences; respond tothewants,needs,andpreferencesofothers; track 8andhavethestudents repeatthesentencesinpauses. express preferencesand show agreementordisagreement.ShowOHT2.PlayCD2 Play theUnit9DVDlanguagesectionandaskstudents tonoticehowthepeople sentences inthepauses. Show OHT1fromLessonAandplayCD2track6,with thestudentsrepeating appreciation ofthefoodtheyareeating. WS 1fromLessonAtotesteachother.Askwhether theyrememberhowtoshowtheir Recall thenamesoffooditemsstudentslearned duringLessonA.Theycanuse Exchange greetings. Resources express agreementanddisagreement; You supply: Copies oftheDVDtranscript Sets offoodvocabularycards OHT 2 Unit 9DVDandtranscript Unit 9audioCDandtranscript OHT 1(fromLessonA) WS 1(fromLessonA) 199

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • Hand outcopiesoftheDVDtranscript.Thestudentswatchseveraltimes. continue thesequence. chooses aresponsefromOHT2andthenpicksupcardtoshowanotherstudent and asksthequestion‘Okuha,‘okuifo?(Ittastesgood,doesn’tit?).Thatstudent down inapack.Thefirststudentpicksupcard,showsthepicturetoanotherstudent, Then giveasetoffoodvocabularycardstoeachgroup.Thestudentsplacetheface Exchange farewells. communicate lotsofnewlanguageeasilyandwell. tension thatbuildsupwhenthestudentsaretryingtoremember,pronounce,and Choose asongthatthestudentsknowandenjoysinging.Thiswillhelprelease adjustments tothevocabularyastheywish. they canperformthemaswellinLessonC.Remindthatmake meet thelearningoutcomes.Tellthemthattheyaretopractisetheirrole-playsso Lesson Cwillconsolidatethelearninginthisunitandassess howwellthestudentscan patterns. Inpairs,theypractisetherole-play. This willattunetheirearandincreasesthefocusonwordspronunciation 200 9B

FAUFAUA! An Introduction to Tongan oht 2

‘Oku hà, ‘oku ifo? It tastes good, doesn’t it?

‘Io, ‘oku ifo. Yes, it does. ‘Oku ifo ‘aupito! It’s really delicious! 201

‘Ikai, ‘oku ‘ikai. No, it doesn’t. ‘Oku ou sa‘ia ange he vai´. I prefer water. ‘Oku ‘ikai te´ u sa‘ia he hu‘akau´. I don’t like milk. 9B

FAUFAUA! An Introduction to Tongan

• • • Learning Experiences • Looking Back • Introduction Lesson Outline • • • • Students will: Learning Outcomes LESSON C – NeedsandPreferences Unit 9–NgaahiFiema‘umoManako´ express theirwants,needs,andpreferences; respond tothewants,needs,andpreferencesofothers; Invite furthercomparisonswithotherculturesthey arefamiliarwith. Show theDVDculturalsectionagainanddiscuss foodsandthestudentlearning. Then theycolourinband9oftheirVakaProgressChart. Hand outaUnit9AchievementChecklisttoeachstudent andgetthemtocompleteit. place forthosewhoarelessconfidentintheirdelivery. In theirgroups,thestudentsactoutscenarios. Asusual,youneedtohavesupportin times whilethestudentspractisetheirrole-plays. time tomakeadjustmentstheirscriptsasaresultoflearning.PlaytheDVDseveral Show theDVDlanguagescenarioswithstudentspayingcloseattention.Givethem Exchange greetings. Resources compare foodsacrosscultures. express agreementanddisagreement; You supply: Vaka ProgressChart Copies oftheUnit9AchievementChecklist Unit 9AchievementChecklist Unit 9DVDandtranscripts 202

9C FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead Exchange farewells. Finish withasong. Units 1to9. them thinkingaboutwhattheymightliketodo,choosingfromhavelearnedin acceptable aswelladialogueorgivingpersonalinformation.Takesometimetoget like topresentorperform.Forexample,arole-play the oneinthislessonwouldbe what theyhavebeenlearninginUnits1to9.Theyneedthinkaboutwould In Unit10,thereisnonewlearning.Thestudentswilldemonstrate –andcelebrate 203 9C FAUFAUA! An Introduction to Tongan Now Ican: Ko hokuhingoa´ko UNIT 9AchievementChecklist compare foodsacrosscultures express agreementanddisagreement preferences ofothers respond tothewants,needs,and preferences express mywants,needs,and 204 . 9C FAUFAUA! An Introduction to Tongan Màlò ‘aupito.‘Okuoumatehefiekaia´! Sione: ‘Oku ‘iaiehu‘akauhe‘aisi´.Koipuè. Lesieli: ‘Io, kàtaki.‘Okuoufieinua. Sione: Fiema‘u hainu? Lesieli: ‘Io, màlò. Sione: Sanuisi? Lesieli: ‘Oku ‘ikaike´ufiekai‘àpele. Sione: Kàtaki, halahasiaine. Lesieli: Sai. ‘Oku‘iaihasiaine? Sione: Fuluti? Kàtaki, ‘osikotoaekeke´.Fèfèhasanuisi? Lesieli: ‘Oku ‘iaihakeke? Sione: ‘Oku´ kefiema‘uhame‘akai? Lesieli: faingata‘a! Hela‘ia. Na‘amausipoti.Na‘efu‘u Sione: Ko ehàme‘a‘okuhoko´? Lesieli: Sai pè... Sione: Sione! Fèfèhake? Lesieli: Lesieli! Koaueni! Sione: UNIT 9dvdRANSCRIP 205 Many thanks.I’mreallystarving! Sione: There’s milkinthefridge.Here’sacup. Lesieli: Yes, please.I’mthirsty! Sione: Do youwantadrink? Lesieli: Yes, thanks. Sione: A sandwich,then? Lesieli: I don’tfeellikeanapple. Sione: Sorry, nobananas. Lesieli: OK. Anybananas? Sione: sandwich? Somefruit? Sorry, thecake’sallgone.Howabouta Lesieli: Is thereanycake? Sione: Do youwantsomefood? Lesieli: hard! I’m tired.Wehadsport.Itwasreally Sione: What’s thematter? Lesieli: OK ... Sione: Sione! Howareyou? Lesieli: Lesieli! I’mhere! Sione: 9 FAUFAUA! An Introduction to Tongan speaker. and thenpractisesaying them alongwiththe You willhearthreeexpressions.Firstlisten Listening Activity Track 7toAccompanyUnit9Lesson ‘Oku ou‘afu‘ia. Ko ehàme‘a‘okuhoko´? ‘Oku oumokosia. Ko ehàme‘a‘okuhoko´? ‘Oku oufieinua. Ko ehàme‘a‘okuhoko´? ‘Oku oufiekaia. Ko ehàme‘a‘okuhoko´? ‘Oku ouhela‘ia. Ko ehàme‘a‘okuhoko´? say themalongwiththespeaker. Listen tothesequestionsandanswers.Then OHT 1 Track 6toAccompanyUnit9Lesson keke siaine moli ‘àpele sanuisi mà vai hu‘akau again, tryingtoimproveyourpronunciation. the samewordasecondtime.Say repeat thewordinpause.Youwillhear to eachwordasitisbeingspoken.Then Here isthevocabularyforUnit9.Listen WS 1 Track 5toAccompanyUnit9Lesson UNIT 9AUDIORANSCRIP puaka niu moa fainà meleni ika ‘ufi 206 ‘Oku ‘ikaite´usa‘iahehu‘akau´. ‘Oku ousa‘iaangehevai´. ‘Ikai, ‘oku‘ikai. ‘Oku ifo‘aupito! ‘Io, ‘okuifo. ‘Oku hà,‘okuifo? say inthepauses. Listen tothespeakersandrepeatwhatthey OHT 2 Track 8toAccompanyUnit9LessonB Ifo! ‘Oku ifo‘aupito! ‘Oku hà,‘okuifo? 9 FAUFAUA! An Introduction to Tongan demonstrate theirachievement inTongan. assistance, theychooseactivities toperformsothattheycanconsolidatetheirlearning and in Units1–9situations wheretheycanshowtheircommunicationskills.Withyour For Unit10,thestudents practise thelanguageandculturalknowledgetheyhavelearned Presentations You’re atthehalfwaymark,andthisiscelebration! Màlò ‘aupito!Wehopethatyouandyourstudentsareenjoying learningTongansofar. Teachers’ Notes There isnonewlearning.Thisarevisionunit. Cultural Knowledge There isnonewlearning.Thisarevisionunit. Language Knowledge The studentswilltaketimetorevisewhattheyhavebeenlearninginUnits1–9. objectives, assetoutabove. 2 learninglanguagesproficiencydescriptorandtheCommunicationStrandachievement Unit 10isanopportunitytoassessthestudents’progressholisticallyusinglevels1and Curriculum Links • • • focus onlisteningandspeakingskills): To begintoachievethis,theywillneedshowthatcan(withsupportandwithamain Communication Strand Proficiency Descriptor Levels 1and2earninganguages Learning Outcomes OVERVIEW ‘Emau Ngàue´–PresentingOurWork Unit 10–‘OkuMauFaaHOKOa receive andproduceinformation; show socialawarenesswheninteractingwithotherstocommunicateeffectivelyinTongan. produce andrespondtoquestionsrequests; Students caninteractinasimplewaysupportedsituations. Students canunderstandandusefamiliarexpressionseverydayvocabulary. Adapted fromTheNewZealandCurriculum(learninglanguagesfoldoutpage) 207 10 FAUFAUA! An Introduction to Tongan which theycanimprove. Setting improvementtargetshelpstoidentifyareasforfuturefocus. students, helpingthemtocriticallyengagewiththeir ownachievementandworkoutwaysin achievement atthispointintime.Therecordingcan bealearningandevaluatingtoolforthe Recording thepresentationsonDVDwillprovideyou and yourstudentswitharecordoftheir Reviewing Progress Assessment continue theirlearning,evenforthosewhofindlearning alanguagechallenging. appropriate supportsinplacetoassiststudentsachieveincreasestheirmotivation they haveachieved.Intheearlystagesoflanguagelearning,itisacceptedthathaving knowledge, todeveloptheirskills,andhaveanopportunityreflectwithprideonwhat The purposeofUnit10istogivethestudentsachancecontinuebuildandapplytheir Support circumstances. the flexibilitytoarrangeprogrammeinwaythatbestsuitsyouandyourschool’s happen. Theymaybenervousaboutperformingtheirrole-playstoanaudience.Youhave Your studentsmayalsohaveusefulsuggestionstomakeaboutwhattheywouldlikesee There mayalsobeotheroptionsforyoutoconsiderwithin your schoolandcommunity. • • • • people’s availability,youcouldconsiderthefollowing: Consider whotheaudiencewillbe.Dependingoncircumstances withinyourschooland Audience as aclassactivity. creative whilestillreceivingthelevelofsupporttheyneed. Itissuggestedthatyoukeep this dialogue fromtheirknowledgeofUnits1–9.Inthatway,alllearnersareencouragedtobe scenarios. Ifthatisthecase,askthemtovarysomeofdialogueoraddextra Others whoarelessconfidentmayfindithelpfultousetheDVDtranscriptsoflanguage students maywishtomakeuptheirownrole-plays,basedontheirlearninginUnits1–9. When preparingyourstudentsfortherole-plays,askthemwhatthey’dliketodo.Some • • • can includeanyofthefollowing: consider. Thenumberofitemsisatyourdiscretion. performances and/orpresentations The studentswillpresentorperformonemoreitems. Unit10offersoptionsforyou to Items keeping thisaclassactivity; giving personalinformation,forexample,introductions and talkingaboutthefamily; acting outDVDlanguagescenarios. role-plays (thestudents’ownwork); arranging avisitfromtheprincipalasrespectedmemberofaudience. arranging topresentinvitedparentsandcommunitymembers; arranging topresent/performanotherclassthatisalsolearningTongan; 208 10 FAUFAUA! An Introduction to Tongan criteria. presentations, theycouldassessthemselvesoreachother,workinginpairsandusingthese Suggested assessmentcriteriaarelistedinthetemplatebelow.Asyourstudentsreviewtheir Assessment Criteria listening, reading,writing,viewing,andpresentingorperforming) toachievethat. range ofexamplesacrosseachbehaviourandallthelanguageskills(speaking, Tell themthatitistoosoonfortoachievelevel1proficiency. Theywouldneedawide of eachbehaviour. measure theirprogresstowardsachievingit.Suggestthattheylookforoneortwoexamples understanding ofwhatisrequiredfortheproficiencyleveltheyareworkingtowardsandto the beginningstagesoftheirlearning.Thesecriteriawillhelpthemtodeepen Please usetheseassessmentcriteriacarefully.Remindthestudentsthattheyarein reasonable levelsofaccuracy. meeting theobjectivesthathavebeensetandtobe respondingwithoutunduedelaywith situations theyhavebecomefamiliarwith.Bynow, theyneedtobeshowingconfidencein language theyhavelearnedtobeableuseitautomatically andspontaneouslyinthe For languagelearningtobesuccessful,yourstudents needtogainsufficientcontrolofthe consolidate certainaspectsoftheirlearninginUnits 1–10orarereadytoadvanceUnit11. It willbeclearfromtheoutcomesofUnit10whether yourstudentsneedmoretimeto Moving ontoUnit11 Students can: Students caninteractinasimplewaysupportedsituations. levels1and2 Students canunderstandandusefamiliarexpressionseverydayvocabulary. Proficiency Descriptor Respond toquestions,andsaysentences,withouthesitatingtoomuch(fluency). Speak wellenoughforotherstounderstandwhattheysay(pronunciation); When speakingTongan,studentswillshowthattheycan: • • information; Receive andproduce give information; say; understand whatothers Adapted fromTheNewZealandCurriculum(learninglanguagesfoldoutpage) questions andrequests; Produce andrespondto • • ask questionsandgive respond torequests; make requestsand answers toquestions; 209 • • others; when interactingwith Show socialawareness use bodylanguage; the situation. use languagethatsuits 10 FAUFAUA! An Introduction to Tongan successful languagelearning. engage withthenextphaseoftheirlearningconfidence.Repetitioniskeyto your students’learninginparticularareasofknowledge.Inthisway,thestudentscan Consider towhatextenttheactivitiesinUnits1–10couldbeexploitedfurtherreinforce community. a positivewayandwouldhelptopromotethelearningofTonganinyourschoolits the students’achievementstocommunity.Thiswouldshowcasestudentlearningin shown ataschoolfunction,suchasparents’evening,wheretheisproudtopromote A DVDofyourstudents’presentationscouldalso,withtheagreementstudents,be Promotion 210 10 FAUFAUA! An Introduction to Tongan • Learning Experiences • • • Looking Back • • Introduction Lesson Outline made inLessonCtocompletetherequirementsforthis unit. preparing andpractisingtheselecteditemsforperformancespresentationstobe This isapreparationlesson.Therearenomeasurableoutcomes forthislessonapart from Learning Outcomes LESSON A ‘Emau Ngàue´–PresentingOurWork Unit 10–‘OkuMauFaaHOKOa DVD. Givethemtimetowork outtheirpresentations. have equalspeakingparts. Checkbackthroughtheunits.Showrelevantpartsof Confirm withthestudents whattheirpresentationswillconsistof.Itisimportantthatthey know thecriteria,theycanstartcheckingtheirown progress. Explain thatthisunitwillassesstheirspeakingand listeningskills.Tellthemthatifthey that theycanshowappropriatebehaviours,forexample, bodylanguage. performing). Theyalsoneedtodeveloptheircultural knowledge andunderstandingsso reading, andviewing)aswellusethelanguage (by speaking,writing,andpresentingor Discuss howthestudentsneedtobeableunderstand thelanguage(bylistening, enlarged copyontheclassroomwall. Show OHT1.Explainthatthislevelofproficiencyiswhattheyareaimingfor.Placean assessment. in LessonCandthatthesewillbedigitallyrecorded used forself-,peer,andteacher Tell thestudentsthattheywillbegivingpresentationsbasedontheirworkfromUnits1–9 Exchange greetings. Resources You supply: An enlargedcopyofOHT1 OHTs Units1–9asneeded Units 1–9audioCDsandtranscripts Units 1–9DVDandtranscripts OHT 1 211 10A

FAUFAUA! An Introduction to Tongan Close Looking Ahead • • • development oftheirproficiency. as wellusingpeople’snamesandtitles.Thisisalso partoftheirlearningandthe routinely usinginclass,forexample,sayingKàtaki,Màlò‘aupitoTulouandMàlie Remind thestudentsaboutappropriateculturalbehavioursthattheyshouldbynowbe together asaclass,forexample,bysingingsongwithactions. It mayalsobeusefultoconsideroneortwoopportunitiesforthestudentsperform • • • • • • • Some ideasforthosenotusingtheDVDlanguagescenario transcriptsare: their parentsareaswellinformationreflectingotherunits astheychoose. have togivepersonalinformationattheirinterview.Thiscouldincludesayingwho students arebeinginterviewedforajobassupermarketcheckoutassistant.They Unit 2( each item,plusthetotalcost. supermarket, andtheyreportonwhatthey’vebought,why,thecostwasfor commenting onthefooditemsastheypassbythem.Orstudentshavebeento Unit 5( then stepbackintotheirfrozenposition. to lifeandintroducethemselves,givingsomepersonal and familyinformation, Unit 3( variety oflanguageproduction.) arrives, thefirsttwocouldintroduceeachothertothirdstudent.(Thisprovidesa could meetandintroducethemselvestoeachotherthen,whenathirdstudent day. Theygreeteachotherandgiveinformationaboutthemselves.Ortwostudents student arrivesintheclass.Heorshemeetsotherstudentsatdifferenttimesof Unit 1( Exchange farewells. Sing asongthateveryonecanjoininwithasstrong positivenotetofinishon. item, tohelpwiththeirpresentations. The studentscanbringsomethingfromhome,forexample,acostumeorcultural of theDVD,playingaCDtrack,orrecordingsong. performing. Helpthemwherenecessary.Thismaymeanshowingasegment engagement howconfidenttheyareabouttheirownskillsinpresentingand and preparingtheirpresentation.Youwillbeabletojudgefromlevelsof This shouldbeabusysession,withallthestudentsengagedinorganising Fakafe‘iloaki –Introductions)andUnit8(Kàtoanga‘iCelebrating):The Lau Mata‘ifika´–Counting):Thestudentsareshoppinginasupermarket, Fàmili –Family):Thestudentsstandfrozenonthespot.Onebyone,theycome Màlò eLèlei – Greetings)andUnit2(Fakafe‘iloakiIntroductions):Anew 212 10A

FAUFAUA! An Introduction to Tongan OHT 1 Proficiency Descriptor Levels 1 and 2 Students can understand and use familiar expressions and everyday vocabulary. Students can interact in a simple way in supported situations.

Students can: Receive and produce Produce and respond to Show social awareness information; questions and requests; when interacting with others; 213 • give information; • ask questions and give

• understand what others answers to questions; • use body language;

say; • make requests and • use language that suits respond to requests; the situation.

When speaking Tongan, students will show that they can: Speak well enough for others to understand what they say (pronunciation); Respond to questions, and say sentences, without hesitating too much (fluency). 10A

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • Learning Experiences • Looking Back • Introduction Lesson Outline the studentswillmakeinLessonCtocompleterequirements oftheunit. from preparingandpractisingtheselecteditemsforperformancespresentationsthat This isanotherpreparationlesson.Therearenomeasurable outcomesforthislesson apart Learning Outcomes LESSON B ‘Emau Ngàue´–PresentingOurWork Unit 10–‘OkuMauFaahOKO Exchange farewells. Sing achosensongtogether. their classmateswillbehelpingtoevaluateperformances . Check thatthestudentsarereadyandknowwhat they willbedoing.Remindthemthat answering questions,encouragingthestudents,and ensuringthateachgroupisontask. The studentsworkontheirpresentations.Movearound eachgroupprovidingassistance, Encourage themtoimprovise. Tongan skills,nottospendtoomuchtimemakingprops.Theirpropsneedbesimple. set upanyprops.Remindthemthatthepurposeofpresentationistopractisetheir in LessonA.Thestudentsusethetimetopractiseandrehearse theirpresentationsand This lessonisdevotedtopreparingforthestudent’spresentationsthatwereintroduced Exchange greetings. Resources You supply: Things thatcanbeusedasprops OHTs fromUnits1–9asneeded Units 1–9audioCDsandtranscripts Units 1–9DVDandtranscripts 214 10B

FAUFAUA! An Introduction to Tongan To achievethis,theywill: • Looking Back • Introduction Lesson Outline • • • Proficiency Descriptor Learning Outcomes LESSON C ‘Emau Ngàue´–PresentingOurWork Unit 10–‘OkuMauFaahOKO receive andproduceinformation; performances. Thiswillgiveyoutimetosetupthe recordingequipment. Give eachgroupafewminutestosetupandhave a finalpracticebeforetheir Exchange greetings. Resources show socialawarenesswheninteractingwithothers. produce andrespondtoquestionsrequests; You supply: Students caninteractinasimplewaysupportedsituations. Students canunderstandandusefamiliarexpressionseverydayvocabulary. Vaka ProgressChart Copies oftheUnit10AchievementChecklist Copies oftheclasslist Copies ofOHT1(fromLessonA) Props (asrequired) A DVDcamera(suppliedbytheschool) Unit 10AchievementChecklist all theirpresentations. Allow moretimethanusualinthislessonforthestudents tosetupanddeliver 215 10C

FAUFAUA! An Introduction to Tongan • • Close • LookingAhead • • Learning Experiences Record theperformances. their presentation. Encourage themtouseappropriategreetingsandsaythankyouinTonganattheendof Get thestudentstogivetheirpresentationsandactasaudienceothergroups. Exchange farewells. Choose asongtosingtogether. family, inUnit11. Tell thestudentsthattheywillbelearningmoreaboutfamily,includingextended Achievement Checklistandcolourinband10oftheirVakaProgressChart. When youhavefinishedthepresentations,studentscompletetheirUnit10 with feedbackfromothers. The studentscanthendiscusstheirperformancesinrelationtothecriteria, need tomaketimeforthisviewingandassessmentactivityinanotherlesson. provides base-linedataforongoingassessmentpurposes.Youwillmostlikely strengths andtheareaswheretheyneedfurtherpractice.Therecording The studentscanthenviewtheirownperformancesandidentify performances, keepinginmindtheassessmentcriteria. a classlistandgetthemtotickeachstudentastheylistenviewthe performances. GetthemtousetheassessmentcriteriaonOHT1.Handout It’s agoodideatosettasksforthestudentsastheyviewotherstudents’ 216 10C

FAUFAUA! An Introduction to Tongan Now Ican: Ko hokuhingoa´ko UNIT 10AchievementChecklist without hesitatingtoomuch respond toquestionsandsaysentences understand whatIsay speak wellenoughforothersto with others show socialawarenesswheninteracting requests produce andrespondtoquestions receive andproduceinformation 217 . 10C

FAUFAUA! An Introduction to Tongan This vocabularyisonCD2track9. tokoua tamai mehikitanga kui tangata kui fefine kui kàinga fa‘è tangata fa‘è Vocabulary Language Knowledge • • • • • The curriculumlinksare: Curriculum Links • • • • Students will: Learning Outcomes The strandsandachievementobjectivesare: OVERVIEW Unit 11–KàingaEXTENDEDFAMILY Levels 1and2oflearninglanguagesin name themembersoftheirextendedfamily; Communication (page53) Level 2oftheTonganlanguageguidelines( Culture (pages53and55). Language (pages53–54); 2.6 2.1 make connectionswiththeirownlanguage(s)andculture(s). ask aboutthefamiliesofothers; identify familyrelationships; state; understand andexpressconceptsofamount,ownership,relationship,quality, identify people,places,andthings; cousin (samegenderasyou) uncle (father’sbrother) aunt (father’ssister) grandfather grandmother grandparent extended family uncle (mother’sbrother) aunt (mother’ssister) 218 The NewZealandCurriculum; TiNZC). Nu‘u Sila ‘Aositelèlia ‘Amelika si‘isi‘i taha lahi taha nofo New Zealand Australia America youngest eldest to live 11 FAUFAUA! An Introduction to Tongan kinship terms. extended family(seebelow).Fànauisagenerictermforchildren.Units2and3havemoreabout Fàmili referstothemembersofanuclearfamily,andkàingaallan Kui canbeusedforanyancestor,fromyourgrandparenton. are referredtoasfangatokoua,whichistheTongantermfor“brothersorsisters”. The childrenofyourfa‘è(yourmumandhersisters)tamaidadhisbrothers) introduced inUnit2,canalsomeanyourfather’sbrother(yourpaternaluncle). your mother’ssister(yourmaternalaunt).Inthesameway,tamai(dad,father),whichwasalso Your studentswereintroducedtothewordfa‘è(mum,mother)inUnit2.Thiscanalsomean Language Notes These sentencesareonCD2track10. Ko efohaenihonoua´. Ko efohasi‘isi‘itahaéni. Ko e‘ofefinelahitaha´pèau. Ko honota‘unimaua. Ko honota‘ufihaeni? Ko ehingoahokumehikitanga´koMele. ‘Oku ‘ikaikenanofo‘iNu‘uSila. ‘Oku´ nanofo‘iTonga. ‘Oku´ nanofo‘ifè? Ko ‘ekuongokuiéni. Ko ‘ekukuiéni. Structures andExpressions you wouldjust calloutyouraunt’sname, forexample,“Mele!”. names (notusing theirtitles).Forexample, inEnglish,you mightcallout “Auntie!”InTongan, When Tonganyoungpeople addresstheirrelatives,seekingattention,theyjustcallout their Addressing Relatives live onthatland. The term‘apinotonlyreferstothepieceoflandwherehousesare groupedbutalsotothosewho to themothersofchildreninvolvedinappreciation of theirgenerositytowardsher. head oftheoccasion,andfamilygivesher biggest gifts.Shemaygivesomegiftsinreturn christenings, holycommunions,graduations,and headstone unveilings,yourmehikitangaisthe there arespecialoccasionsforherbrother’schildren, forexample,birthdays,funerals,weddings, Your mehikitanga(paternalaunt)isthewomanwithhigheststatus inyourfamily.When one another,renewingfamilyties. countries. Afamilyreunionisanoccasionforstories, songs,dances,feasts,andgettingtoknow not socommonnow,butTonganfamiliesdoholdfamilyreunionsbecausemanyliveinother Traditionally, Tonganextendedfamilieslivedtogetherin housesonthe‘api(familyland).Thisis The ExtendedFamily Cultural Knowledge 219 This isthesecondson. This istheyoungestson. I’m theeldestdaughter. She’s fifty-twoyearsold. How oldisshe? My aunt’snameisMary. They don’tliveinNewZealand.(twopeople) They liveinTonga.(twopeople) Where dotheylive?(twopeople) These aremygrandparents.(twopeople) This ismygrandparent. 11 FAUFAUA! An Introduction to Tongan to enrichthestudents’knowledge ofTonganvisuallanguageandculture. language. TheTonganpeople inyourschoolcommunityarekeyresourcepeopletodrawon DVD, especiallythecontent intheculturalsections,remembertoincludeafocusonvisual Visual languageisanimportant aspectoflanguagelearning.Whenyouarediscussingthe The Tonganlanguageguidelines(TiNZC)onpage40states: language, withexplanationsofthemeaningbody language,gestures,patterns,andsoon. You willhaveseenhowtheculturalinformationpresented ontheDVDincludesvisual Visual Language stops, anddefinitiveaccents)whentheyuseacomputer,taketimetodevelopthisskill. students arenotusingsomeoftheTonganwrittenconventions(includingmacrons,glottal students. Youcouldchoosetodeveloptheseskillsinyour teachingprogramme.Ifyour Developing word-processingcapacityinanotherlanguageisanadditionalskillforyour students whomaynothavethesamegoodhabitsinotherlanguages. strong writingandself-managingskillsinthenewlanguage.Thiscanbeafreshstartfor new vocabulary,phrases,andexpressions,followedbycarefulchecking,theycandevelop writing fluencyinwaystheycanbeproudof.Whenhaveenoughopportunitiestocopy practise theircopyingandspellingsothattheycanbuildtheiraccuracydevelop It isnaturalforstudentstomakemistakes.Giveyourstudentsalotofopportunities a strongsenseofaccuracywhenwritingTongan. check theirownwork.Iftheynoticethepatternsandcopythesewithcare,willdevelop Make surethatthestudentscopywordsandsentencesaccuratelydevelopabilityto DVDs andtheaudioCDsareusefulhereasyoucanplaysequencesoveragain. the writingconventionsbymakinglinktopronunciationofwordsandsentences.The marks (thedefinitiveaccentandmarkingencliticstress).Helpthestudentstounderstand conventions involvedintheuseoffakau‘a(glottalstop),toloi(macron)andstress sentences, forexample,thatallwordsendinvowels.Keeppointingoutthewriting Keep helpingyourstudentstonoticethepatternsoflettersinTonganwordsand Writing Skills Teachers’ Notes her husband”. might speakof“myauntanduncle”inEnglish,Tongan,youwouldcallthem Tongans don’tconsiderrelativesbymarriagetobe“real”relatives.Forinstance,whereyou fanga tokoua(cousins). Tongans donotusuallyrefertocousinsasfirstorsecondcousins.Theyareallreferred for example,referringtoanieceashertama(daughter). example, callinganephewhisfoha(son).Awomandoesthesamewithhersister’schildren, Similarly, amanreferstohisbrother’schildrenusingthesametermsasforown, blends ofTonganculture and NewZealandculture. and effectsintraditionalperformancesaswell artforms...andincontemporary ways thatthesevisualandverbalelementsinteract toproduceparticularmeanings and theoccasion.Learnerswillneedguidanceon howtoviewandunderstandthe language, gestures,andcostumescontributesignificantly tothemeaningofthewords aspect oflanguage.IntraditionalTonganperformances andevents,forexample,body Visual language(includingsymbolism,imagery,and bodylanguage)isanimportant 220 11 FAUFAUA! An Introduction to Tongan • • Looking Back • • Introduction Lesson Outline • • Students will: Learning Outcomes LESSON A Unit 11–KàingaEXTENDEDFAMILY name themembersoftheirextendedfamily; Exchange greetings background. Resources make connectionswiththeirownlanguage(s)andculture(s). Play the partner. The studentsuseWS1fromUnit3LessonAandpractise sayingthedescriptionswitha the vocabularyandsentencepatternsfordescribing membersofafamily. Unit 3.Playthe3DVDlanguagescenario.Use thisasawarm-upactivityforrecalling Find outwhatvocabularyandinformationaboutfamilies thestudentsrememberfrom You supply: OHTs ofsongsfrompreviousunits Copies ofWS2 Copies ofWS1 Copies ofWS1(fromUnit3LessonA) The Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:TonganSongs CD WS 2 WS 1 Unit 11audioCDandtranscript OHT 1 Unit 11DVDandtranscript WS 1(fromUnit3LessonA) Unit 3DVDandtranscript Hiva, Ta‘anga,moeHimi‘ilotoNu‘uSila:Tongan SongsCDquietlyinthe . 221 11A

FAUFAUA! An Introduction to Tongan • • • • Learning Experiences • • Close • Looking Ahead • • Exchange farewells. Sing anysongfromanearlierunit. Hand outWS2forthestudentstocompletebeforeLessonB. information onthistopicwasnewtothem? Have asnapshotquestiontimeabouttheTonganconceptofextendedfamily.What any comparisonstheycanmakewiththeirownlanguage(s)andculture(s). Show theDVDculturalsectionanddiscusstheirobservationswithstudentsaswell spelling conventionswiththesoundstheyhear. Find outhowsuccessfultheywerebecausethiswilltellyouhowwellcanlinkthe pronunciation. as theycheckthem.HavethemsaytheTonganwordstoeachotherpractisetheir the vocabularyonworksheet.Playtrack9again,forstudentstohearwords they listentotheCD.Afterwards,workinpairscheckeachother’saccuracy,using the CD.Challengestudentstowritewordsin spaces ontheirworksheetas Then askthestudentstocoverTonganwordsonworksheet.Replaytrack9 pauses, noticingthespellingpatternsandmatchingthesewithsoundstheyhear. Hand outWS1.AskthestudentstolistenCD2track9andpronouncewordsin pauses, payingcloseattentiontothepronunciation. team. ShowOHT1.PlayCD2track9andhavethestudentsrepeatwordsin Play theDVDstudiosection.Askstudentstorepeatwordsalongwith now haveasharperfocusonlisteningformeaning? whether theyhaveimprovedtheirunderstandingasaresultofthediscussion.Do words cantheypickout?Howmuchunderstand?PlaytheDVDagaintosee Show theDVDlanguagescenario.Askstudentswhattheyunderstandinit.What them todeveloptheirliteracyskillsinTongan. students thatUnit11hasanadditionalfocusonreadingandwritingskills,whichwillhelp Display thelearningoutcomesanddiscussthosethatarefocusforLessonA.Tell 222 11A

FAUFAUA! An Introduction to Tongan Nu‘u Sila ‘Aositelèlia ‘Amelika si‘isi‘i taha lahi taha nofo tokoua tamai mehikitanga kui tangata kui fefine kui kàinga fa‘è tangata fa‘è OHT 1 New Zealand Australia America youngest eldest to live cousin (samegenderasyou) uncle (father’sbrother) aunt (father’ssister) grandfather grandmother grandparent extended family uncle (mother’sbrother) aunt (mother’ssister) 223 11A

FAUFAUA! An Introduction to Tongan Nu‘u Sila ‘Aositelèlia ‘Amelika si‘isi‘i taha lahi taha nofo tokoua tamai mehikitanga kui tangata kui fefine kui kàinga fa‘è tangata fa‘è WS 1 224 New Zealand Australia America youngest eldest to live cousin (samegenderasyou) uncle (father’sbrother) aunt (father’ssister) grandfather grandmother grandparent extended family uncle (mother’sbrother) aunt (mother’ssister) 11A

FAUFAUA! An Introduction to Tongan younger sibling(samegenderasyou) uncle (father’sbrother) baby grandchild parents ancestors, elders sister (ofamale) son cousins (samegenderasyou) family land, WS 2 U N H B V A D D A K E Z E E E L ‘ ‘ W M Q Q G N G N U D A K V L T ‘ I ‘ Q G G K A A E E E Y T F L ‘ ‘ I I ‘ you findthem.Notethatmacronsarenotshowninthepuzzle. listed below.Highlightthewordsordrawalinearoundthems Look fortheTonganvocabularythatmatchesEnglishwords Instructions M N O H Q H U D U K K E C E F F L ‘ W M M O U N A S A K C R E R Y T ‘ I W N H O H O G A A A B P P E L T F ‘ M Q U U N H B A A D A Y E Y L T T I W O O O H Q B U U B R K S K T T F I 225 O O U D U G G S K K A Y K P L I I ‘ head ofthefamily older sibling(samegenderasyou) youngest daughter aunt (father’ssister) eldest extended family brother (ofafemale) immediate family aunt (mother’ssister) O U A C A K P Y T F F J ‘ I I ‘ I I D H N U S K K K E E T Z T F L I ‘ I G G U A H A A S Z P T Z E T F T I I M W G N N O A S K K P Y E T L T I I M W N G N U N R V R T L F L F I ‘ I M H Q D O A A K Z P E P L L L T I I M M O O N U H A A V S A P K A S F J M O N B U G A A A A A L Z Y L T I ‘ W W M U N C H V B B Y Y Y E L F ‘ I 11A

FAUFAUA! An Introduction to Tongan • • Looking Back • • Introduction Lesson Outline • • • Students will: Learning Outcomes LESSON B Unit 11–KàingaEXTENDEDFAMILY name themembersoftheirextendedfamily; Exchange greetings. the room. Resources make connectionswiththeirownlanguage(s)andculture(s). identify familyrelationships; more understandabletothem. DVD languagescenarioandfindoutfromthestudents whetherthedialogueisbecoming Play theDVDstudiosectiontorecallvocabulary learninginLessonA.Thenplaythe who havecanchecktheirresponsesusingCS1. Check toseewhetherthestudentshavecompleted theword–findactivityonWS2.Those Play the You supply: Computer access(optional) Copies ofOHT2 The Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:TonganSongs CD OHT 3 Unit 11audioCDandtranscript OHT 2 Unit 11DVDandtranscript CS 1 Hiva, Ta‘anga,moeHimi‘ilotoNu‘uSila:Tongan SongsCDasthestudentsenter 226 11B

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • • • Learning Experiences they willcompletethiswritingtaskinLessonCaspartoftheirassessmentforUnit11. If thefacilitiesareavailable,usecomputersforthiswritingactivity.Tellstudentsthat Play theDVDlanguagesectionagainifnecessary. at writingandthengetfeedbackfromtheirpartnersothattheycanmakeimprovements. partner’s. Tellthemthatthisisthe“drafting”stage,whentheymaketheirfirstattempt Once theyhavecompletedtheiremails,askthestudentstocheckownworkand track 12.Thestudentsusetheseexpressionsandworkinpairs. to describetheirownfamilies.Discusstheframingof email. ShowOHT3.PlayCD 2 the dialoguestheyhavebeenpractisingandinformationfromearlierunits,adjustingthis (Their grandparentscancountasone.)Theychoosethesentencepatternstousefrom in Tonga(virtualorreal).Askthemtowritedescriptionsoffivepeopletheirfamily. Tell thestudentstowritedescriptionsoftheirfamiliesas anemailtosendsomeone each otherandexchangeinformationabouttheirfamiliesinTongan. adapt thedialoguestosuittheirownfamilies.Thentheycanhaveconversationswith For awritingactivity,handoutcopiesofOHT2.Askthestudentstoworkinpairsand Dialogues 2and3. and askthestudentstorepeatsentencesinpauses.Repeatthissequencewith Show OHT2.PlayCD2track11.ThestudentslistentoDialogue1.11again Identify thelearningoutcomesforLessonBanddiscussthesewithstudents. Exchange farewells. Choose asongthatthestudentsknowandenjoysinging. do. They haveachancetoworkonthistaskforhomework inordertomakeitthebesttheycan outcomes. Remindthemthattheywillcompletetheir emailtosendsomeoneinTonga. Remind thestudentsthatLessonCassesseshow well theyachievetheUnit11learning their learning. Check tofindoutwhattheysayhavelearned.Askthemwhatishelpingwith Ask thestudentstodiscusswithapartnerthingstheyhavelearnedsofarinUnit11. both similaritiesanddifferences. out whatconnectionstheycanmaketotheirownculture(s)andlanguage(s),identifying Show theDVDculturalsectionanddiscussinformationinitwithstudents.Find language andcommunicating iteasilyandwell. This kindofactivityreleases thetensionoftryingtorememberlots basic writingskillsinTongan. adapting theTonganlanguagepatterns.Inthisway,theywilldevelopsound Make surethattheydeveloptheirunderstandingoftheprocessusingand 227 11B

FAUFAUA! An Introduction to Tongan ‘API TUONGA‘ANE TEHINA TAMAI PÈPÈ MEHIKITANGA LAHITAHA KÀINGA FA‘E FÀMILI The wordstofindwere: CS 1 U N H B V A D D A K E Z E E E L ‘ ‘ W M Q Q G N G N U D A K V L T ‘ I ‘ Q G G K A A E E E Y T F L ‘ ‘ I I ‘ M N O H Q H U D U K K E C E F F L ‘ W M M O U N A S A K C R E R Y T ‘ I W N H O H O G A A A B P P E L T F ‘ M Q U U N H B A A D A Y E Y L T T I ‘OFEFINE ‘ULUMOTU‘A TUOFEFINE TA‘OKETE SI‘ISI‘ITAHA MOKOPUNA MÀTU‘A KUI FOHA FANGA TOKOUA W O O O H Q B U U B R K S K T T F I 228 O O U D U G G S K K A Y K P L I I ‘ O U A C A K P Y T F F J ‘ I I ‘ I I D H N U S K K K E E T Z T F L I ‘ I G G U A H A A S Z P T Z E T F T I I M W G N N O A S K K P Y E T L T I I M W N G N U N R V R T L F L F I ‘ I M H Q D O A A K Z P E P L L L T I I M M O O N U H A A V S A P K A S F J M O N B U G A A A A A L Z Y L T I ‘ W W M U N C H V B B Y Y Y E L F ‘ I 11B

FAUFAUA! An Introduction to Tongan OHT 2 Dialogue 1 Dialogue 3 Dialogue 2 ‘Oku ‘ikaike´nanofo Ko ehingoahoku mehikitanga´ ko Ko Sione‘aefoha lahi taha´pèau. Ko Pita‘aefoha ‘Oku´ nanofo ‘Oku´ nanofo‘i Ko ‘ekuongo Ko honota‘u ‘i Nu‘uSila. si‘isi‘i taha´. Ko e‘ofefine ‘i Tonga. nimaua. Nu‘u Sila. hono ua´. kui eni. Mele.

nofo ‘ifè? nofo ‘ifè? ‘Oku´ na Ko hono ta‘u fiha ‘Oku´ na eni? 229 They don’tlivein eldest daughter. grandparents. They liveinNew She’s fifty-two New Zealand. name isMele. These aremy youngest son. They livein My auntie’s second son. Sione isthe years old. Pita isthe Tonga. Zealand. I amthe

Where do Where do they live? they live? How old is she? 11B

FAUFAUA! An Introduction to Tongan OHT 3 Xxxxxx ‘Ofa lahiatu Màlò elelei,Mele.‘Okumoufèfèhake‘iTonga´na? ‘E Mele Xxxxxx Lots oflove Good morning,Mele.HowareyouandallyourfamilyinTonga? Dear Mele 230 11B

FAUFAUA! An Introduction to Tongan • Learning Experiences • • Looking Back • Introduction Lesson Outline • • • • Students will: Learning Outcomes LESSON C Unit 11–KàingaEXTENDEDFAMILY name themembersoftheirextendedfamily; ask aboutthefamiliesofothers; identify familyrelationships; the studentstosendtheir emailsoncetheyhavebeenthroughthischeckingprocess. that theyandotherstudents cancheckthem.IfyouareincontactwithTonga,arrangefor sent toanominatedaddress. Theycouldthenbeprintedandreturnedtothestudentsso If youhaveaccesstocomputersforthisactivity, couldarrangefortheemailstobe take turnstoreadtheiremailsthegroup. When thestudentshavecompletedtheirwritingtask, askthemtojoinanothergroupand self-managing skillsisanimportantpartoftheirlearning. PlaytheDVDagainifneeded. Have themcheckeachother’sworkandgive other feedback.Developingcriticaland reference sheetsfromLessonsAandBsothattheir writingisasaccuratepossible. The studentsworkonthefamilydescriptionsintheir emails. Encouragethemtousetheir Show theDVDlanguagescenariowithstudentspayingcloseattention. Discuss thelearningoutcomeswithstudents. Exchange greetings. Resources make connectionswiththeirownlanguage(s)andculture(s). You supply: Vaka ProgressChart Copies oftheUnit11AchievementChecklist Computer access(optional) Unit 11AchievementChecklist Unit 11DVDandtranscript 231 11C

FAUFAUA! An Introduction to Tongan • Close • Looking Ahead • • • Finish withasong. Zealand. anything theycanaboutfoodthatisassociatedwithTongaandtheTonganpeopleinNew In Unit12,thestudentswilllearnaboutfoodanditspreparation.Askthemtofindout band 11ontheirVakaProgressChart. Hand outtheUnit11AchievementChecklistforstudentstocomplete.Theycolourin culture(s) theyarefamiliarwith. organisation andpracticesintheTonganculture(theirnewlearning)other Exchange greetings. Show theDVDculturalsegmentagain.Encouragestudentstodiscussfamily 232 11C

FAUFAUA! An Introduction to Tongan Now Ican: Ko hokuhingoa´ko UNIT 11AchievementChecklist language(s) andculture(s) make connectionswithmyown ask aboutthefamiliesofothers identify familyrelationships name themembersofmyextendedfamily 233 . 11C

FAUFAUA! An Introduction to Tongan ‘Oku fu‘utokolahihokàinga´! Lute: fanga tuonga‘ane´!Mahalo‘euanoa! ‘Io. ‘Okutokolahihokufangatokoua´moe ‘Ana: tuonga‘ane? Ko efangatokouakotoaenimo Lute: Ko etehina‘ekutamai´. ‘Ana: Ko hai‘a‘AngikoloOscar? Lute: ‘Anitì Malia,peamo‘AngikoloOscar. Lahi taha´‘ekutamai´.Pea‘AnitìTaiana, ‘Ana: Kohai ‘okulahi´? Lute: ko ‘AnitìTaianapeamoMalia. ‘Ikai. ‘Okutokouaetuofàfine‘ekutamai´: ‘Ana: Ko etuofefinepèiaho‘otamai´? Lute: tuofefine ‘ekutamai´. Mei tokotolunoa.Ko‘AnitìTaiana.e ‘Ana: Tò atu!Tokofiha? Lute: Tokolahi! ‘Ana: ‘i Tonga´? ‘Io? ‘Okutokofihahokàinga‘okunofo Lute: ‘Oku´ nanofopè‘iTonga. ‘Ana: ‘Oku nofo‘ifèho‘oongokui´? Lute: Ko ‘ekuongokuiéni. ‘Ana: UNIT 11DVDRANSCRIP 234 Your family’shuge! Lute: Yes. Ihavelotsofcousins!Maybetwenty! ‘Ana: Are theseallcousins? Lute: He’s myfather’syoungerbrother. ‘Ana: Who’s UncleOscar? Lute: Taiana, AuntyMalia,andUncleOscar. My fatheristheoldest.ThenAunty ‘Ana: Who’s theoldest? Lute: Taiana andAuntyMalia. No. Myfatherhastwosisters:Aunty ‘Ana: Is sheyourfather’sonlysister? Lute: my father’ssister. Around thirty.There’sAuntyTaiana.She’s ‘Ana: Wow! Howmany? Lute: Lots! ‘Ana: live inTonga? Really? Howmanyofyourrelatives Lute: They liveinTonga. ‘Ana: Where doyourgrandparentslive? Lute: These aremygrandparents. ‘Ana: 11 FAUFAUA! An Introduction to Tongan Ko honota‘unimaua. Ko honota‘ufihaeni? Ko ehingoahokumehikitanga´ koMele. ‘Oku ‘ikaikenanofo‘iNu‘uSila. ‘Oku´ nanofo‘iTonga. ‘Oku´ nanofo‘ifè? Ko ‘ekuongokuiéni. Ko ‘ekukuiéni. sentences inthepauses. and trytocopythesewhenyourepeatthe carefully totherhythmsofsentences that youaretolearninUnit11.Listen You willhearthesentencesandexpressions for Unit11 Track 10StructuresandExpressions Nu‘u Sila ‘Aositelèlia ‘Amelika si‘isi‘i taha lahi taha nofo tokoua tamai mehikitanga kui tangata kui fefine kui kàinga fa‘è tangata fa‘è again, tryingtoimproveyourpronunciation. the samewordasecondtime.Say repeat thewordinpause.Youwillhear to eachwordasitisbeingspoken.Then Here isthevocabularyforUnit11.Listen Lesson AOHT1 Track 9toAccompanyUnit11 UNIT 11AUDIORANSCRIP 235 Person A: Person B: Person A: Dialogue 3 Person A: Person B: Person A: Dialogue 2 Person A: Person B: Person A: Dialogue 1 speaker. this timerepeatingeachsentenceafterthe the dialogues.Thenlistentoeachoneagain, You willhearthreedialogues.Firstlistento Lesson BOHT2 Track 11toAccompanyUnit ‘Ofa lahiatu ‘Oku moufèfèhake‘iTongańa? Màlò elelei,Mele. ‘E Mele speaker. Practise sayingtheseexpressionsafterthe Lesson BOHT3 Track 12toAccompanyUnit11 Ko efohaenihonoua´. Ko efohasi‘isi‘itahaéni. Ko e‘ofefinelahitaha´pèau. ‘Oku´ nanofo‘iNu‘uSila. ‘Oku´ nanofo‘ifè? Pita ‘aefohahonoua´. Sione ‘aefohasi‘isi‘itaha´.Ko Ko e‘ofefinelahitaha´pèau. Ko honota‘unimaua. Ko honota‘ufihaeni? Mele. Ko ehingoahokumehikitanga´ko ‘Oku´ nanofo‘iTonga. ‘Oku ‘ikaikeńanofo‘iNu‘uSila. ‘Oku´ nanofo‘ifè? Ko ‘ekuongokuieni. 11 FAUFAUA! An Introduction to Tongan This vocabulary isonCD2track14,where itisintheordershownonOHT 1inLessonA. manako kilo haafe tokoni tànaki ngaohi hifi ‘umu tèmata ‘ota ika onioni niu taufua me‘a ‘okungaohi‘aki màsima lèmani founga honongaohi Vocabulary Language Knowledge • • • • • The curriculumlinksare: Curriculum Links • • • • Students will: Learning Outcomes OVERVIEW Unit 12–Feime‘akaiPreparingFood The strandsandachievementobjectiveare: Levels 1and2oflearninglanguagesin make requests; Communication (page53) Level 2oftheTonganlanguageguidelines( make connectionswiththeirownculture(s). respond torequestsandinstructions; give instructions; Culture (pages53and55). Language (pages53 2.4 make requests,giveinstructions,andrespondtorequestsinstructions; –54); favourite kilo half to help to add to make,prepare to cut earth oven tomato a rawfishdish onion coconut cream ingredients salt lemon recipe (howsomethingismade) 236 The NewZealandCurriculum; TiNZC). 12 FAUFAUA! An Introduction to Tongan Tongan language guidelines(TiNZC)todevelopyour knowledgeandskills. meaning toanticipatethe achievementthatwillresultwhenyouandyourstudentsusethe guidelines (TiNZC)placedthisproverbinthe introduction,drawinguponitsm etaphorical of fillingmanystomachs! (Thisistheliteralmeaning.) The writers oftheTonganlanguage insignificant now,butwhen itiscookedandreadytoeat,willbedeliciouscapable and hungerforadeliciousdishthatisstillbeingprepared. Thedishlookssmalland and figurativemeanings.‘E‘ikaisi‘ieni‘okamoho isaproverbthatexpressesanticipation ideas inafewwords.Theyareoftenusedparticular settings.Theycanhavebothliteral Proverbs formanintegralpartoftheTonganculture. Theyaresayingsthatexpressmany and familiarpatternsoflanguagefortheirspeaking andwritingskillstodrawon. comprehension skills).Thiskindofskilldevelopment lays asolidfoundationofvocabulary your studentsbuildtheircomprehensionskills(especially theirlisteningandreading Because recipesincludelotsofformulaicpatterns oflanguage,youcanusethemtohelp huhu‘ai niu. Tinned coconutcreamiskapaniutaufua.Thejuiceina(coconutmilk)called Language Notes The proverbisonCD2track13.Mostofthesentencesandexpressionsare15. ‘E ‘ikaisi‘ieni‘okamoho. Ko hokumamana! ‘Oku oumanako‘aupitohe‘otaika´. Màlò è. Kuo maaueme‘akai´. Kàtaki, tokonimai. tèmata kilo‘etaha fo‘i lèmani‘eua onioni haafekilo Ko eni. Ko fèeika´? Kuo maaukekai. Heu kenaufio. Tànaki kiaietèmata´moonioni´. Tuku ‘ihaki‘itaimi. ‘Ai eika´kihapoulu. Hifi eika´. The ingredients:fish,tomatoes,onions,lemons,salt,and coconutcream Ko engaahime‘akengàue‘aki:ika,tèmata,onioni,lèmani, màsima,moeniutaufua Ko efoungahonongaohi‘otaika´: Structures andExpressions 237 (a proverb) Little whenuncooked,plentycooked. It’s myfavourite! I loverawfish! Thank youforhelping. The food’sready. Help me,please. a kilooftomatoes two lemons half akiloofonions Here itis. Where’s thefish? Now itisreadytoeat. Mix itwell. Add tomatoesandonionstothemixture. Leave itforawhile. Put thefishintoabowl. Cut upthefish. How ‘otaikaismade: 12 FAUFAUA! An Introduction to Tongan eat. It’salso consideredpolitetoeat everything you’re given. Eating while standing upisconsidered tobebadmanners.InT onga, yousit downwhenyou than othersandshowrespect. when apersonofhighrank arrivesasasignofrespect.Inthisway,youplaceyourself lower immediately, withoutwaiting foraninvitation,beforesayingwhyyouhavecome.Tongans sit lower thantheirs.It’salso consideredpolite,whenyou enter ahomeoranoffice,tositdown In theTonganculture,whenyouapproachsomeone ofhighrank,it’spolitetokeepyourhead Faka‘apa‘apa (Respect) the instructionsexpandedtoprovidesufficientchallenge tothestudentsasalisteningactivity. students tomaster,andperhapsevenmemorise. The secondversionisthesamerecipewith and màsima(salt).Thefirstversionhasasimplesetofinstructions thatwillbeeasierforthe ika (fish),niutaufua(coconutcream),tèmata(tomatoes), onioni (onions),lèmani(lemons), There aretworecipesfor‘otaika.TheyonWS2andOHT3.Tomakethisdish, youneed ‘Ota Ika(RawFish) appreciate thegesturebecausetheycanbeexpensivetobuy).To‘oarecockles. a delicacy.Pakaisthecollectivetermforcrabs,andthesearealsoofferedtoguests(who (crayfish), thefirsttobeincludedatKing’stable.Giantclamsarealsoconsidered Fingota isacollectivetermforshellfish.Themostchieflyandvaluableshellfish‘uo Fingota and baked.(Youdiscardthebananaleavesaftercooking.)Formoreaboutlù,seeUnit9. leaves, coconutcream,andonion,withsaltadded,whichisthenwrappedinbananaleaves Lù isthetermforbothtaloleavesandadishconsistingofmeat(orsomesubstitute), Lù general termforvegetablesnotcoveredbyme‘akai,example,cabbage. sweet potatoes,butitcanalsorefertosiaine(bananas)andmei(breadfruit).Vesitapoloisthe refers justtorootcropssuchastalo,manioke(tapioca,cassava),‘ufi(yams),potatoes,and poultry, fish,andshellfish).Me‘akai,whichcanbetranslatedsimplytomean“food”,strictly A traditionalTonganmealusuallyconsistsofme‘akai(seebelow)andkiki(meat,including Tongan Meals prepare aSundaylunchforthefamilyorwhenthereiscelebrationthatcallsfeast. hour. Thesedays,peoplemostlyusethetraditional‘umuforspecialoccasions,example,to sacking, andearthuntiltheholeiscompletelycovered.Thefoodlefttocookforatleastan of meatwrappedinbananaleavesonthem.Thenyoucovereverythingwithleaves, them atthebottomofholeyou’vedugforpurpose.Youputrootcropsandportions Màori hàngi.Rocksarefirstheatedinanopenfireuntiltheyred-hot,andthenyouspread A traditionalTonganmethodofcookingisinan‘umu(earthoven).‘Umuareessentiallylikea ‘Umu Cultural Knowledge It ismoreintimateandappreciativetosaymàlòèthanonitsown. ngaahi ‘ota. all languageschangeovertime.Ashiftistakingplacefromngaohitongaahi,asinthephrase Note thedifferencebetweenngaahi(thepluralmarker)andngaohi(tomake),butbeawarethat Kilo isatermborrowedfromFrenchviaEnglish. 238 12 FAUFAUA! An Introduction to Tongan the fastertheir recall–andtheirresponses –willbe. memory forwords,expressions, andgesturestomatchthesituation.Themoretheypractise, learning. Whencommunicating inanewlanguage,studentsarectivelysearchingtheir learning inquitespecific ways.Recallandmemorysearchesarecriticaltoeffectivelanguage You willhavenoticedthat manyoftheactivitiesaskstudentstorecalltheirprevious Recall about whattheydon’tyetknow.Theseareimportant skillstodevelopinlanguagework. the meaning(s)ofwordsfromcontext,usingtheir stockofknowledgetomakeguesses themselves, forexample,intheDVDlanguagescenarios. Inthisway,theylearntoworkout extended textsthatmayincludemorecomplexlanguage thanthelanguagetheycanproduce the vocabularyasseparatewords.Theyalsoneed tolearnlistenandreadTonganin Faufaua! AnIntroductiontoTonganprovidesactivitiesthatwillhelpyourstudentsmaster Extended Texts present an opportunity to share the dish in the context of their language and cultural learning. Unit 13willbeaboutsharingfood.Ifyouandyourstudentsdomakeadish,thisunit members whowouldliketopresentarecipeormakedishwithyourstudents. instructions inTonganastheyhelptopreparethedish.Oryoumayhavecommunity You maydecidetousethe‘otaikarecipewithyourstudentsandhavethemfollow thus buildingandstrengtheningtheirstoreofpicture–wordassociations. illustrations thatwillhelpthestudentstorecallTonganwordsandsentencepatterns, are useful,though,forhelpingtodevelopcomprehensionskills,especiallyrecipesthathave knowledge, skill,andunderstandingcomesatalaterstageoflanguagelearning.Recipes with completeaccuracyandunderstandingofthelanguagestructures.Thisdepth At thislevel,studentscannotyetbeexpectedtowriteouttherecipeinfull,frommemory, must besafelystoredbeforeuse. the dishcanbemadewithoutanoven.Notethatfishneedstoabsolutelyfreshand The ingredientsfor‘otaikaareeasilyfoundinNewZealand,theynottooexpensive,and Using Recipes your hands”inTongan. student healthandsafety,youcouldmakeasignforyourclassroomwallthatsays“Wash Unit 12isaboutpreparingfood.Inlinewiththeothermessagesthatareconcerned Food Preparation Teachers’ Notes For moreonrespect,seeUnit4. would likeadrinkimpliesthatyou’rehopingtheywon’twantone. like ahotdrink,youjustgivethemone.IntheTonganculture,askingguestwhetherthey If someonevisitsaroundmorningorafternoontea,youdon’taskthemwhethertheywould Fanofano‘i ho nima. 239 12 FAUFAUA! An Introduction to Tongan • Learning Experiences • • Looking Back • • Introduction Lesson Outline • • Students will: Learning Outcomes LESSON A Unit 12–Feime‘akaiPreparingFood respond torequestsandinstructions; Resources make connectionswiththeirownculture(s). Tongan food and howtofollowtheinstructions inarecipe. that arethefocus ofLessonA.Tellthe studentsthattheywillbelearning aboutsometypical Display thelearningoutcomes forUnit12anddiscussthesewiththestudents.Identify those on ablankOHT.Ensurethat theycanseewhatyouwriteastheysearchtheirmemories. Find outwhatthestudentsknowaboutfoodassociated withTonga.Writethisinformation adds adifferentname.Thegroupwiththehighest numberofnameswins.Setatimelimit. it tothenextstudent,whoaddsanotherfamilymember tothelist.Eachstudenthasaturnand leader writesthenameofafamilymemberinTonganonanA4sheetpaperandthenpasses 11. Dividethemintotwoorthreegroupsofequalnumber. Choosealeaderforeachgroup.The Help thestudentstorecallTonganwordsforfamilymemberslinkwithlearninginUnit Exchange greetings. Play “Fo‘iTo‘o”quietlyinthebackgroundasstudentsenterclassroom. Unit 5audioCDandtranscript WS 1(fromUnit5LessonB) WS 1 OHT 1 Unit 12audioCDandtranscript Unit 12DVDandtranscript period indifferentsituationsordertobeablerecall themwhenneeded. stock ofknowledge.Learnersneedtousevocabularyitemsfrequentlyovera short This quickrecallofpreviouslearninghelpstoembedthe vocabularyinthelearner’s You supply: 240 An OHTofthewords“Fo‘iTo‘o”(seepage19 Copies ofWS1(fromUnit5LessonB) Copies ofWS1 A posteroftheproverbexplainedinoverview A blankOHT The Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila: Tongan Songs) in Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila: Tongan SongsbookandCD 12A

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • • • • • • • Exchange farewells. Play “Fo‘iTo‘o”whileshowing thewordsonanOHT.Encouragestudentstosingalong. them tomemorisetheproverb. them spoken.Practisingwitheachotherbeforethe nextlessonwillhelpalot.Challenge meanings ofthewords,knowhowtospellthem,and understandthewordswhentheyhear Ask thestudentstopractisesayingvocabulary associatedwithfooduntiltheyknowthe particularly interestedthem. Each studentistotelltheirpartnerthreethingsthey havelearnedfromthelessonthat Ask thestudentstorepeatproverbwithyouafew timesasyouplayCD2track13. they hearontheCD. dialogue inpairs,buildingtheirfluencyandgettingthestresspatternsconsistentwithwhat emphasised bybeingstressedonthelastsyllable(forexample, ika´ words withadefinitiveaccent.Becauseparticularitemsarebeingreferredto,they and thenrepeatthesentencesinpauses.Remindthemaboutpronunciationof expressing amountswhenbuyingfood.PlayCD2track43.Askthestudentstolisten Optional activity:UseWS2fromUnit5LessonB.Thisactivityrecallsnumbersand understand moreofthewords. Show theDVDlanguagescenarioagain.Askstudentswhethertheynowrecogniseand students canpractisetheirpronunciationandbuildfluency. their partnerrespondingbysayingthewordinTongan.PlayCD2track14againsothat Still usingWS1,thestudentsnowworkinpairs,takingturnstopointanillustration,with it iscorrect. and checkeachother’saccuracyusingOHT1.Theysignofftheirpartner’sworksheetwhen words inthespacesontheirworksheets.Thentheyswapworksheetwithapartner Hand outWS1.PlayCD2track14again.Astheylisten,thestudentswriteTongan meaning. pronunciation andlookingattheillustrationsinorderto link sound,writtenform,and Play CD2track14.Thestudentsrepeatthewordsinpauses,beingcarefulabout Show OHT1.CheckwiththestudentswhattheythinkeachwordmeansinEnglish. understand. you insightsintotheirthinkingandexperiences.Askthem totellyouwhattheycan Show theDVDlanguagescenario.Askforstudents’observations,whichwillgive proverb intotheirworkbooks,withanotherstudentcheckingtheaccuracyofspelling. practise thepronunciation.Placeposteronclassroomwall.Thestudentscopy and theimportanceofproverbsinTonganculture.PlayCD2track13.Thestudents Show theposterwithproverbwrittenonit.Explainproverb’stwolevelsofmeaning tasted anyofthefoodsordishesshownonDVD. connections theycanmaketotheculturesarefamiliarwith.Askwhetherhave Show theDVDculturalsection.Discusswhattheynoticewithstudents.Findout matching illustration. This ensuresthattheymakethecorrectconnectionbetweenwordandits 241 ). Theypractisethe 12A

FAUFAUA! An Introduction to Tongan me‘a ‘okungaohi‘aki tèmata OHT 1 onioni founga honongaohi manako kilo haafe tokoni tànaki ngaohi hifi lèmani 242 favourite kilo half to help to add to make,prepare to cut màsima ‘ota ika niu taufua ‘umu 12A

FAUFAUA! An Introduction to Tongan WS 1

favourite kilo half to help to add to make,prepare to cut 243 12A

FAUFAUA! An Introduction to Tongan • Learning Experiences • • • Looking Back • • Introduction Lesson Outline • • • Students will: Learning Outcomes LESSON B Unit 12–Feime‘akaiPreparingFood make requests; by theendoflesson. PlayCD2track13againforthemtopractisesayingtheproverb. (Little whenuncooked,plentycooked.)Ifthey haven’t,challengethemtomemoriseit Resources respond torequestsandinstructions. give instructions; Identify thelearningoutcomes thatarethefocusofLessonB. Find outwhetheryourstudentshavememorisedthe proverb and illustrationsthatmatchwhattheyhear. students repeatthewordsinpausesastheylisten toCD2track14andlookatthewords the illustrations. Point to each illustration and ask Recall thevocabularyfromLessonA.ShowOHT1. CovertheTonganwords,showingonly Exchange greetings. Sing “Fo‘iTo‘o”togethertobeginthelesson. Follow thisrecallactivitywithaquickreinforcement. UncovertheTonganwords.The level ofrecall. respond withtheTonganwordorphrase.Thisactivity willgiveyouaquickmeasureoftheir WS 2(fromUnit5LessonB) OHT 2 WS 2 Unit 12DVDandtranscript Unit 12audioCDandtranscript OHT 1(fromLessonA) 244 You supply: Copies ofWS2(fromUnit5LessonB– Copies oftheDVDtranscript(optional) Sets ofcardsmadefromWS2 Copies ofOHT2 Copies ofWS2 The OHTofthewordsto“Fo‘iTo‘o” The Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila: optional) Tongan SongsCD Ko e hà eni? (What is this?). The students ‘E ‘ikaisi‘ieni‘okamoho. 12B

FAUFAUA! An Introduction to Tongan Close • • Looking Ahead • • • • • • • • • activity inthenextlesson. Exchange farewells. Sing “Fo‘iTo‘o”. If youareplanningtomake familiar withthestepsinrecipeordertomatch thestepswithillustrations. Tell thestudentstheywillbeperformingtheirdialogue in Lesson C.Theywillneedtobe different rates,andsomemaypreferthemorecreative challengeofthesecondactivity. Allow thestudentstochoosewhichoftheseactivities theyprefer.Studentsprogressat (b) (a) following: Depending onhowwellyourstudentsareprogressingwiththeirlearning,dooneofthe activity successfully. to guidethem.TheychecktheirmatchingwithWS2.Askhowmanystudentscompletedthe Optional activity:Repeattheenvelopeactivity,butthistimestudentsdon’thaveCD Find outwhatisfamiliartothemandnewlearning. Show theDVDculturalsectionanddiscusswhattheynoticeobservewithstudents. Remind thestudentsaboutproverbandhavethempractisesayingit. accuracy usingWS2. the trackasmanytimesneededtocompletethisactivity.Thestudentsthenchecktheir assemble theTonganinstructionsandtheirmatchingillustrationsincorrectorder.Play and recipeinstructionscutupfromWS2.PlayCD2track16.Astheylisten,thestudents Play theDVDlanguagescenarioagain.Handoutsetsinenvelopesofillustrations who mustthensaythreeofthesentences. of thesentences.Placestudentsingroups.Onestudentthrowsaballtoanotherstudent, pronunciation. HandoutcopiesofOHT2tothestudents.Challengethemmemorisethree In pairs,theytaketurnstopractisesayingthesentences.Playtrack15againmodel Show OHT2.PlayCD2track15andaskthestudentstorepeatsentencesinpauses. Repeat thisafewtimesifnecessary. them tomakeassociationswithmeaningthatwillbuildtheirunderstandingandrecall. sentences atonce.Astheylistentotherecipe,look at theillustrations.Thiswill help Play CD2track16.Reassurethestudentsthattheydonotneedtoknow,orlearn,all meaning ofeachstepintherecipe. to pickouttheTonganwordstheyknowandlookatillustrationhelpthembuild Play theDVDlanguagescenario.HandoutWS2.Gothrougheachline,askingstudents and givingprices. dialogues usingtheingredientsfor‘otaika,weightsinkilogramsamounts, Repeat theactivityonWS2fromUnit5LessonB.Thestudentsmakeuptheirownshort Hand outtheUnit12DVDdramascript.Thestudentspractisesayingdialogue. instructions –boththespeedofrecallandtheiraccuracywithrecipeorder. This willbeusefulmonitoringforyoutoseetheirlevelofrecalltheTongan ‘ota ika,tellthestudentswhattheyneedtodoprepare forthis 245 12B

FAUFAUA! An Introduction to Tongan Ko hokumamana´! ‘aupito he‘otaika´. ‘Oku oumanako Màlò è. Kuo maaueme‘akai´. Kàtaki, tokonimai. tèmata kilo‘etaha fo‘i lèmani‘eua onioni haafekilo Ko eni. Ko fèeika´? OHT 2 246 It’s myfavourite! I loverawfishalot. Thank youforhelping. The food’sready. Help me,please. a kilooftomatoes two lemons half akiloofonions Here itis. Where’s thefish? 12B

FAUFAUA! An Introduction to Tongan WS 2 Tànakikiaiemàsima´. Tànaki kiaietèmata´moonioni´. Tànaki kiaieniutaufua. Tànaki kiaielèmani´. Hifi eika´. niu taufua kakano‘i ika Ko eFoungaHonoNgaohi‘OtaIka´ Me‘a ‘OkuNgaohi‘Aki´ ‘Ota Ika Kuo maaukekai. 247 onioni tèmata Heu kenaufio. Tuku ‘ihaki‘itaimi. ‘Ai eika´kihapoulu. màsima lèmani 12B

FAUFAUA! An Introduction to Tongan • Learning Experiences • Looking Back • • Introduction Lesson Outline • • • • Students will: Learning Outcomes LESSON C Unit 12–Feime‘akaiPreparingFood make requests; Resources make connectionswiththeirownculture(s). respond torequestsandinstructions; give instructions; (b) (a) Do oneofthefollowingactivities. Recall withthestudentswhattheyhavelearnedabout Tonganfood. Sing “Fo‘iTo‘o” Exchange greetings. You supply: Vaka ProgressChart Copies oftheUnit12StudentAchievementChecklist Sets ofthe‘otaikarecipeonOHT3cutintoslips,eachslipwithonelinethetextit Unit 12StudentAchievementChecklist OHT 3 Unit 12audioCDandtranscript WS 2(fromUnit5LessonB–optional) Unit 12DVDandtranscript the class. from Unit5LessonBastheir model.Theytaketurnstopresenttheirdialogues The studentstaketimeto finaliseandpractisetheirprepareddialoguesusingWS2 to theclass. them astheyengagewiththedialogues.Theytake turnstopresenttheirdialogues practise theirpresentationsusingthetranscript.You cancirculateandlistento Show theDVDlanguagescenariowithstudents payingcloseattention.They . 248 12C

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • The studentsworkinpairstomatchtherecipeinstructionswithwhattheyhearCD2 Optional activity:Prepare Vaka ProgressChart. The studentscompletetheirUnit12AchievementChecklistandcolourinbandon Optional activity:Youcouldaskthestudentstocompletethistaskasareadingactivity. their accuracyusingOHT3. recipe. Playtrack17asmanytimestheyneedtocompletetheactivity.Theycheck assemble theslipstomakeuplistofingredientsand theinstructionsformaking the their slipsfaceuponthedeskwithtextshowing.Astheylistentotrack17, into slipsofpaper,eachslipcontainingonelinetext in Tongan.Thestudentsplace track 17.Handoutenvelopesetsthatcontaintherecipefor‘otaikaisonOHT3cut Exchange farewells. Finish with“Fo‘iTo‘o”. they needtodoprepareforthis. sharing food.Ifyouareplanningtomakearecipewiththestudents,letthemknowwhat In Unit13,thestudentswillcontinuetheirlearningaboutfood,withfocusturningto ‘ota ikatogetherandshareinthetasting. 249 12C

FAUFAUA! An Introduction to Tongan Kuo maaukekai. Heu kenaufio. Hua‘i eniu´kihepouluika´. ‘Ai hamàsimakiheniutaufua´. Tànaki kiaietèmata´moonioni´. Hifi etèmata´moonioni´. Tuku ‘ihaki‘itaimi. Tànaki kiaiehuhu‘a‘ilèmani´. ‘Ai eika´kihapoulu. Hifi eika´. howtoMakeRawFish Ko eFoungaHonoNgaohi‘OtaIka´ màsima lèmani onioni tèmata niu taufua ika Me‘a ‘OkuNgaohi‘Aki´ ‘Ota Ika OHT 3 250 Now itisreadytoeat. Mix well. the bowloffish. Pour thecoconutcreaminto cream. Add alittlesalttothecoconut Add thetomatoesandonions onions. Chop upthetomatoesand Leave thisforawhile. Add lemonjuice. Put thefishintoabowl. Cut upthefish. salt lemons onions tomatoes coconut cream fish Raw Fish Ingredients 12C

FAUFAUA! An Introduction to Tongan Now Ican: Ko hokuhingoa´ko UNIT 12AchievementChecklist make connectionswithmyownculture(s) respond torequestsandinstructions give instructions make requests 251 . 12C

FAUFAUA! An Introduction to Tongan ‘Osi. ‘Okuoumatehefiekaia´! ‘Ana: màsima´ …heukefio. ‘Ai atuèkihe‘ota´:‘aieniu´mo Lesieli: Ko eni. ‘Ana: Sai. Màlò.Kofèeika´? Lesieli: ‘Oku saiee´? ‘Ana: Sai. Hifietèmata´. Lesieli: Ko etèmata´moonioni´. ‘Ana: màsima´ moeniu´.Koikaè‘ihelèmani´. Ko ia.Kàtakitokonimaikengaohi.e Lesieli: manako´! Tò atu!‘Okuouifo‘iahe‘otaika´.Kohoku ‘Ana: Ko e‘otaika. Lesieli: Ko ehà‘etaukaiefiafi´? ‘Ana: UNIT 12DVDRANSCRIP 252 It’s ready.I’mstarving! ‘Ana: and coconutcream...thenmix. Now addthesetothemixture:salt Lesieli: Here itis. ‘Ana: Well done.Thanks.Where’sthefish? Lesieli: Is thisOK? ‘Ana: OK. Cutupthetomatoes. Lesieli: Here arethetomatoesandonions. ‘Ana: fish isinthelemonjuice. salt andcoconutcream.Thechoppedup I know.Pleasehelpmemakeit.I’vegotthe Lesieli: Great! Iloverawfish.It’smyfavourite! ‘Ana: We’re havingrawfish. Lesieli: What’s fordinner? ‘Ana: 12 FAUFAUA! An Introduction to Tongan ingredients ( me‘a ‘okungaohi‘aki´ Here isasimplerecipefor rawfish.The ‘Ota Ika Lesson BWS2 Track 16toAccompany Unit 12 Ko hokumamana´! ‘Oku oumanako‘aupitohe‘otaika´. Màlò è. Kuo maaueme‘akai´. Kàtaki, tokonimai. tèmata kilo‘etaha fo‘i lèmani‘eua onioni haafekilo Ko eni. Ko fèeika´? repeat theminthepauses. Listen tothesesentencesandphrases Lesson BOHT2 Track 15toAccompanyUnit12 ‘umu me‘a ‘okungaohi‘aki ‘ota ika founga honongaohi tèmata onioni niu taufua màsima lèmani sound ofthewordtoitsmeaning. at theillustrationssothatyoucanlink careful aboutthepronunciationandlooking Repeat thewordsinpauses,being Lesson AOHT1 Track 14toAccompanyUnit12 ‘E ‘ikaisi‘ieni‘okamoho. Here isaproverb.Sayitafterthespeaker. Lesson A Track 13toAccompanyUnity12 UNIT 12AUDIORANSCRIP manako kilo haafe tokoni tànaki ngaohi hifi ) are: 253 Lesson COHT3 Track 17toAccompanyUnit12 Kuo maaukekai. Heu kenaufio. Hua‘i eniu´kihepouluika´. ‘Ai hamàsimakiheniutaufua´. Tànaki kiaietèmata´moonioni´. Hifi etèmata´moonioni´. Tuku ‘ihaki‘itaimi. Tànaki kiaiehuhu‘a‘ilèmani´. ‘Ai eika´kihapoulu. Hifi eika´. hono ngaohie‘otaika´: Here ishowtomakerawfish.Koefounga màsima lèmani onioni tèmata niu taufua ika ‘aki´ raw fish.Theingredients(me‘a‘okungaohi Here isaslightlydifferentrecipeformaking ‘Ota Ika Kuo maaukekai. Heu kenaufio. Tànaki kiaieniutaufua´. Tànaki kiaiemàsima´. Tànaki kiaietèmata´moonioni´. Tuku ‘ihaki‘itaimi. Tànaki kiaielèmani´. ‘Ai eika´kihapoulu. Hifi eika´. hono ngaohie‘otaika´: Here ishowtomakerawfish.Koefounga tèmata niu tafua kakano‘i ika ) are: màsima lèmani onioni 12 FAUFAUA! An Introduction to Tongan This vocabularyisonCD2 track18. lahi ange vahevahe kai fiu siaine momoho pisikete nùtolo moa laise fuamelie Vocabulary Language Knowledge • • • • • The curriculumlinksare: Curriculum Links • • • • • Students will: Learning Outcomes OVERVIEW Unit 13–KaiFakahSHARINGFood The strandsandachievementobjectivesare: Levels 1and2oflearninglanguagesin offer things; Communication (page53) Level 2oftheTonganlanguageguidelines( identify fooditems; communicate interestandenjoyment; accept andrefusethings; Culture (pages53and55). Language (pages53–54); 2.5 2.3 make connectionswiththeirownlanguage(s)andculture(s). communicate interest,enjoyment,andneed; offer, accept,andrefusethings; more to share to eat to haveenougheat ripe banana biscuit noodle chicken rice raisin 254 The NewZealandCurriculum; TiNZC). 13 FAUFAUA! An Introduction to Tongan from pulopula(seedlings). before theycanbeharvested. Itisimportanttosavesome‘ufiforplanting.Theyaregrown planted inSeptembertobeharvestedforChristmas. Tokamuineedatleastsixmonths classified intotwomaingroups.Tokamu‘acanbeharvestedafterthreemonths.Theyare ‘Ufi areanimportantfoodcropinTonga.Theremore thanfiftyvarieties.Theyare ‘Ufi (Yams) Cultural Knowledge The oinkuoisstressedbecauseitfollowedbytheenclitic u. Kuo´ umàkona,màlò. following word,forexample: unpronounceable inisolation–sotheyarepronounced aspartoftheprecedingor normally stressthesecond-to-lastvowelorsyllableofa word.One-syllablewordsare enclitic isasmallwordconsistingofjustonesyllable(with onevowel).SpeakersofTongan The encliticstressmarkispartoftheTonganlanguage(seetheleaTongasection).An ifo ‘aupito!).InUnit9,theywerealsointroducedto‘Io,kàtaki(Yes,please).Seepage192. In Unit9,yourstudentswereintroducedtoanotherwayofsaying“It’sreallydelicious!”(‘Oku Vahevahe indicatesthatfoodisabouttobedistributed. Màlò ema‘ume‘akai(Thanksforthemeal)isaformulaicexpression. Language Notes These sentencesandexpressionsareonCD2track20. Màlò ema‘ume‘akai. Ifo! Màlò. Kuo´ ufiu,màlò. ‘Ikai, màlò. ‘Oku keilahipèeme‘akai´. ‘Oku´ kefiema‘uhatoeme‘a? ‘Oku´ kefievahevaheeme‘akai´? Ko esanuisiéni. Kàtaki kai. Ko ho‘ome‘akaiéni. Ko hoinuéni. Kai ke´kemàkona. Ha‘u ‘okai. Structures andExpressions 255 Thanks forthemeal. It’s reallydelicious! Thanks anyway. I’ve hadenoughtoeat,thanks. No, thankyou. There isstillmorefood. Would youlikesomethingelse? Would youliketoshareoutthefood? Here arethesandwiches. Please helpyourself. Here’s yourfood. Here’s yourdrink. Eat up.(Haveplenty.) Come andeat. I’ve hadenoughtoeat,thanks. 13 FAUFAUA! An Introduction to Tongan mehikitanga fahu,nobles,andothersofhighstatuswhoarepresent. or graduation.Thebasketispresentedtotheminister or priest wholeadstheserviceandto A greenbasketoffoodispreparedbeforeafeastor anycelebratoryoccasion,suchasabirthday church orpartofthechurch. and thecostoftraveltofromTonga.Theymayalsocontributebuildinganew Extended familiesoftenhavetheirownfundraisingeventsforsuchexpensesasfamilyreunions with fundraisingforscholarships,resources,andotherpurposes. Colleges inTongahavetheirownex-studentassociations, whichworktosupporttheschool Tongan villagessharetheirresourcesandraisefundstogetherforparticularprojectsneeds. Sharing intheCommunity obligations. Everyone iswelllookedafterbytheextendedfamily,each personcarryingouttheirrolesand Sharing thingslikefood,ngatu(tapacloth),andmatsisafeatureofTongancelebrations. with themtogiveasgifts. When familieswholiveinTongatraveloverseas,theytake‘umupacksandseafooddelicacies It’s normalforTonganfamiliestravellingtoTongafromoverseastakefoodwiththemasagift. celebrations, thehostsshareleftoverswithfriends,family,andneighbours. the week.Beforeeating,theytakeaplateoffoodtoneighbours.Onspecialoccasionsand a tradition.Forexample,onSundaysafterchurch,familieseattheir‘umuasthemainmealof Sharing isanimportantpartofangafaka-Tonga(theTonganway).InTonga,sharingfood Sharing Food ‘Emeni. Ke maumàlohiai. Tufa haivimeihelangi ‘A eme‘akaikuofoaki. ‘Eiki, ke´ketapuaki Here isanexampleofsuchalotu(blessing): It iscustomarytoblessfoodbeforeeatingit.Theblessing usually takestheformofaprayer. Blessing Food For moreabout‘ufi,seeUnits6and14. opened, thefoodisblessedandeveryonesharesinameal towhichtheyhaveallcontributed. is yourauntonfather’sside.Aman’ssister’ssonorgrandsonafahu.Whenthe‘umu as giftsforpeoplesuchnobles,mehikitangafahu,andchurchministers.Your celebration includesawardsforthelongest‘ufiandheaviest.Thebestareputaside includes giftstothelandownerasatokenofappreciationforuseland.Theharvest The ‘ufiaresortedandcollectedaccordingtovarietysize.Thentheygivenasgifts.This nobles andspecialoccasions. rich harvest.It’satimewheneveryoneinthevillagesharesfoodthatisnormallyreservedfor Polopolo isthedayofharvest,whenvillagesremembertheirhardworkandgivethanksfora other food,thecolourofwaterchangestopurple,andthatcoloursallfood. and yamsthatarewhitewithpurplestripesinthecentre.Whencooked There aretwotypesofnobleyams:kahokahoandkaumeile.Thelatterincludepurpleyams 256 Amen. So thatwecanbestrong. Grant usstrengthfromabove That hasbeengiven. Lord, blessthefood 13 FAUFAUA! An Introduction to Tongan progress theirlearning. to transfertheirunderstandingsthewrittenlanguage moreeasilyandaccuratelyasthey rhythms oftheTonganlanguage.Iftheylearntopronounce Tonganwell,theywillbeable to relatethempronunciationpatternswillhelpgrowintheirunderstandingofthe speaking. Helpingyourstudentstonoticethesewrittenconventionswheretheyoccurand at thisearlystageoftheirlearning,especiallyasthemainfocushasbeenonlisteningand definitive accent).Thestudentsarenotexpectedtohavemasteredthesewrittenconventions students abouttheotherwrittenconventionsofTongan(themacron,glottalstop,and This unitalsoprovidesanopportunitytospotlighttheencliticstressaswellremind language andculturalknowledgeontheoccasion. Lessons AandBwouldpreparethestudentsinusualwaysothattheycanusetheirnew recipes foryourstudentstoshare.AsharedlunchwouldideallytakeplaceinLessonC. may haveTongancommunitymemberswhoarewillingtohelpandcouldmakedifferent recipe for‘otaika(rawfish)fromUnit12tomakeadishthestudentsshare,oryou language andculturalknowledgeintopracticeinanauthenticsituation.Youcouldusethe This unitprovidesanopportunityforasharedlunchsothatyourstudentscanputtheir A SharedLunch Teachers’ Notes nominated memberofthefamilybeforegoestobed. everyone toshareanythoughtsandthenparticipateinaprayerledbythefather,mother,or After dinner,theolderchildrenhelpwithdishes,andthenafamilymeetingisheldfor Before dinnerstarts,thefatherorwhoeverisnominatedtoblessfoodsaysaprayer. normally sitsnexttotheirmother,whoisservedlast. passed fromoldesttoyoungest,withboysononesideandgirlstheother.Theyoungest seating isforthefather,whoservedfirst,tositatheadoftable.Thenfood The eveningmealisthemainofday.Families eattogether.Thecommonpattern for for lunch. In Tonga,everyvillagehasitsownschool,andsoprimaryschoolpupilsusuallywalkhome Family Meals These lotuareonCD2track19. ‘Eiki, tapuakimai‘emaume‘akaińi.‘Emeni. ‘Eiki, tapuakimaieme‘akai´.‘Emeni. The followinglotuareshorter,moregeneral-purposeblessings: 257 Lord, blessourfood.Amen. Lord, blessthisfood.Amen. 13 FAUFAUA! An Introduction to Tongan • Looking Back • • Introduction Lesson Outline • • • Students will: Learning Outcomes LESSON A Unit 13–KaiFakahSHARINGFood offer things; identify fooditems. accept andrefusethings; lessons. ShowOHT1sothatthestudentscansee howwelltheymatchedthenewitems. guesses aboutthemeaningsofnewwords,and recallvocabularyitemsfromprevious they alreadyknowabouttheTonganlanguageand theirownlanguage(s),makeinformed words with the illustrations as they play dominoes. To play, they will need to draw on what Hand outthesetsoffooddominocards,onesetperpairstudents.Theymatch Sing “Fo‘iTo‘o” Exchange greetings. Resources WS 1 OHT 2 Unit 13audioCDandtranscript Unit 13DVDandtranscript OHT 1 Food dominocardstemplate learners andcommunicators. and visualtexts.Theyneedthesestrategiestobecome effectivelanguage dealing withunfamiliarvocabularywhentheyencounter itinspoken,written, This kindofactivityhelpsthestudentstodeveloparepertoire ofstrategiesfor . Bynow,yourstudentsmaynotneedtoseethewords. 258 You supply: Copies ofWS1 A posterofOHT2 A largecardwith‘Eiki,tapuakimai‘emau Sets offooddominocards The Hiva,Ta‘anga,moeHimi‘ilotoNu‘u me‘akai´ ni.‘Emeni.onit Sila: TonganSongsCD 13A

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • • • • Learning Experiences use someoftheexpressionswhentheyhavedinner withtheirfamilies. the sentencesandvocabularytheyhavelearnedinthislesson.Suggestthattryto Play theDVDculturalsection.Withstudents,discusspracticesaroundsharing mark inthefirstlotu.Discussitandreinforcelinkwithpronunciation. on theclassroomwall.Takeopportunitytohelpstudentsnoticeencliticstress this lotu.ShowOHT2sothattheycanseetheothertwoDisplayasaposter lotu. Place the card on the wall in a prominent place. Encourage the students to memorise blessing onthefood.Amen.)it.PlayCD2track19and havethestudentsrecitethis Exchange farewells. the pronunciation. and tocheckeachother’swritingforaccuracy.Remind themhowthestressmarkslinkto pronouncing themwiththecorrectstress.Asktowriteallthreeintheirworkbooks Domino activity:Thestudentsworkinpairstoplayfooddominoes.Youwillbeable build theirfluency. DVD studiosectionagain.ThenplayCD2track20.Theypractisealltheexpressionsto things. Askyourstudentstomarkthesentencestheyhear.Confirmthesebyplaying Hand outWS1.PlaytheDVDstudiosectioninwhichsomestudentsofferandrefuse the DVD. food inculture(s)thattheyarefamiliarwithandmakecomparisonswhatseeon Show thelargecardwith words correctly. any wordstheyhavemisspelled.Findoutwhetherstudentsmanagedtowriteallthe write thewords.DisplayOHT1againforthemtochecktheiraccuracy.Getcorrect Turn offtheOHT.Playtrack18again.AstheyhearwordsspokenonCD, A suggestedtimelimitforthispartoftheactivityisthreeminutes. track 18.Askthemtostudythevocabulary,lookingatspellingofTonganwords. Show OHT1again.Tellthestudentsthattheynowhaveaspellingchallenge.PlayCD2 View theDVDlanguagescenario.Discusswhattheynoticewithstudents. discuss therequirementswithstudents. lunch atschool.Thefocusisonsharingfood.IfyouplantomakearecipeinUnit13,then food itemsfrompreviousunits,aswelllearnvocabularyforsomefoodstheyeatfor A. TellthestudentsthattheyneedtoconnectwiththeirlearningfromUnit12and Display thelearningoutcomesforUnit13andidentifythosethatarefocusofLesson Say allthree Ask thestudentstomemorise this activity(andalsotheiraccuracy).Youcouldsetatimelimittochallengethemfurther. monitor howfamiliarthestudentsarewithvocabularybytheirspeedincompleting lotu throughafewtimeswiththestudents.Makesure thattheyare ‘Eiki, tapuakimai‘emaume‘akai´ni.‘Emeni.(Maytherebea ‘Eiki, tapuakimai‘emaume‘akai´ni.‘Emeni.andtopractise 259 13A

FAUFAUA! An Introduction to Tongan lahi ange vahevahe kai fiu siaine momoho pisikete nùtolo moa laise fuamelie OHT 1 260 more to share to eat to haveenougheat ripe banana biscuit noodle chicken rice raisin 13A

FAUFAUA! An Introduction to Tongan me‘akai´ ni.‘Emeni. ‘Eiki, tapuakimai‘emau 3. me‘akai´. ‘Emeni. ‘Eiki, tapuakimaie 2. ‘Emeni. Ke maumàlohiai. Tufa haivimeihelangi ‘A eme‘akaikuofoaki. ‘Eiki, ke´ketapuaki 1. Ngaahi Lotu OHT 2 261 Amen. Lord, blessourfood. Amen. Lord, blessthisfood. Amen. strong. So thatwecanbe from above Grant usstrength That hasbeengiven. Lord, blessthefood

13A

FAUFAUA! An Introduction to Tongan Food DominoCarsTemplate fuamelie hu‘akau ‘ota ika moli inu momoho siaine onioni nùtolo ‘àpele vai niu taufua 262 màsima kàpisi laise pisikete lèmani kàloti moa mà me‘akai sanuisi tèmata siaine keke 13A

FAUFAUA! An Introduction to Tongan Màlò ema‘ume‘akai. Ifo! Màlò. Kuo´ ufiu,màlò. ‘Ikai, màlò. me‘akai´. ‘Oku keilahipèe toe me‘a? ‘Oku´ kefiema‘uha e me‘akai´? ‘Oku´ kefievahevahe Ko esanuisiéni. Kàtaki kai. Ko ho‘ome‘akaiéni. Ko hoinuéni. Kai ke´kemàkona. Ha‘u ‘okai. WS 1 263 Thanks forthe meal. It’s delicious! Thanks anyway. I’ve hadenoughtoeat,thanks. No, thankyou. There isstillmorefood. Would youlikesomethingelse? out thefood? Would youliketoshare Here arethesandwiches. Please helpyourself. Here’s yourfood. Here’s yourdrink. Eat up.(Haveplenty.) Come andeat

13A

FAUFAUA! An Introduction to Tongan LESSON B Unit 13–KaiFakahSHARINGFood • Looking Back • Introduction Lesson Outline • • • • • Students will: Learning Outcomes • • Learning Experiences • offer things; moho) anditsmeaning.Discusshowthemeaningfits with Unit13. Ask thestudentswhethertheycanrecallproverb fromUnit12(‘ a lotufromLessonAbyheart.Praisetheirefforts. the studentstorepeatlotualongwithCD.Askwhetheranyof cansay Discuss thelearningoutcomes forthislesson. Recall the Exchange greetings. Resources make connectionswiththeirownlanguage(s)andculture(s). identify fooditems; communicate interestandenjoyment; accept andrefusethings; Play CD2track20.Thestudents repeatthepronunciationinpauses. Show theUnit13DVDlanguage section.AskthestudentstoturnWS1fromLesson A. You supply: The Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:TonganSongs CD Sets offooddominocards Copies ofWS1 The lotupostermadefromOHT2 WS 1 Unit 13DVDandtranscript Unit 13audioCDandtranscript OHT 2 lotu fromLessonA.Pointtotheonposter.PlayCD2track19andask 264 E ‘ikaisi‘ieni‘oka 13B

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • • Exchange farewells. Sing “Fo‘iTo‘o” and tellthemwheretheywillneedtomeetforLesson C. rather thanasimulation.Inthiscase,preparethe studentsforwhattheywillneedtobring If youhaveorganisedanactualsharedlunch,Lesson Ccanbeanauthenticsituation • • • • shared lunchandhavetoallbepreparedto: the learningobjectivessetforunit.Tellthemthattheywillparticipateina(virtual) Lesson C,asusual,consolidatesthelearning,assessinghowwellstudentscanmeet Optional activity:Playfooddominos. Show theDVDculturalsectionanddiscusswhattheynoticewithstudents. them tolearnbest. dialogues. Whatdidtheyfindeasy,andwhatdifficult?Askthemhelps they performedtheirdialogues.Discusshowfeltwhentheywereperforming You willhavenoticedthestrengthsandweaknessesofparticularstudentsfromway because otherstudentsmadeupthedialoguessotheywon’thaveheardthembefore. be anappreciativeaudience.Thisisacomprehensionactivityforthosewhoarelistening Organise thestudentstoactouttheirdialoguesbeforeclass,inturn.Askclass saying theirdialogues,supportingeachothertoachieveagoodleveloffluency. get themtomakeupadialoguethattheycanallparticipatein.Thenarepractise Organise thestudentsintogroups.Askthemtoimaginethattheyaresharingfoodand offer things; identify fooditems. communicate interestandenjoyment; accept andrefusethings; learning. what stepsyoumightneedtotakewithyourclasshelpthemfurtherintheir This willinformyou,andthem,abouthowtheirlearningisprogressing communicating. that risk-takingisanimportantstrategyforsuccessfullanguagelearningand become moremotivated.Theyalsolearntotakerisksandcomeunderstand When theyhaveopportunitiestousethelanguagecreatively,students . 265 13B

FAUFAUA! An Introduction to Tongan • • Learning Experiences • • • Looking Back • Introduction Lesson Outline • • • • • Students will: Learning Outcomes LESSON C Unit 13–KaiFakahSHARINGFood offer things; Ask whocanremembertheproverbfromUnit12. meal. Resources make connectionswiththeirownlanguage(s)andculture(s). identify fooditems; communicate interestandenjoyment; accept andrefusethings; sentence toachieveeach objective. they needtosay.Showthe DVDlanguagescenario.TheyneedtosayatleastoneTongan Display theachievement objectives. UsingWS1,thestudentstaketimetopractisewhat illustrations.) Ifitisareallunch,thestudentscontribute thefoodthey’vebrought. of thefooditemsontables.(Youcoulduseenlargements ofthedominocard Organise thestudentsaroundtablesingroups.If it isavirtuallunch,placeillustrations Ask whocansaya use whentheysharethismeal.PlaytheDVDstudio section torecallsomeofthese. Ask thestudentswhatsentencestheycanrememberfrompreviouslessonsthat Exchange greetings. You supply: Vaka ProgressChart Copies oftheUnit13AchievementChecklist Copies ofWS1 Unit 13AchievementChecklist WS 1 Unit 13DVDandtranscript lotu. Appointastudent(orsomestudents)tosaythe lotu beforethe 266 13C

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • At theendofmeal,discusswithstudentshowtheyfeltaboutthisactivity.They where needed. around theroomlisteningtostudentsastheyengagewiththisactivity,helpingout been learning.Askthestudentstohelpandmonitoreachother.Youwillbeablemove say ittogether.Nowthestudentscanbegineatingandusinglanguagetheyhave have beencommunicatingmainlyinTongan. will havebeeninarealorvirtualsituation,sharingthemeal together.However,they will Start withthe Exchange farewells. Sing “Fo‘iTo‘o”. so thattheycansaythemfluentlyandspellaccurately. weather inTongan.Askthemtorevisethenamesformonthsofyear(fromUnit7) In Unit14,thestudentswillbelearninghowtosaythingsaboutseasonsand culture(s) theyarefamiliarwith. organisation andpractices,bothintheTonganculture(theirnewlearning)other Optional activity:ShowtheDVDculturalsectionagain.Thestudentscandiscussfood 13 oftheirVakaProgressChart. Hand outtheUnit13AchievementChartforstudentstocomplete.Theycolourinband it (andcantheyexpressthisinTongan)? sharing foodinTongancommunities.Iftheyactuallyatesomefood,didlike Discuss whattheyhavelearnedaboutthefoodandcustomsassociatedwith to cometermswiththeirownidentityandattitudestowardsothers. Expressing howtheyfeelwhenarecommunicatinginTonganhelpsthem lotu. Asktheappointedstudent(s)tosayalotuandthenhaveeveryone 267 13C

FAUFAUA! An Introduction to Tongan Now Ican: Ko hokuhingoa´ko UNIT 13AchievementChecklist language(s) andculture(s) make connectionswithmyown identify fooditems communicate interestandenjoyment accept andrefusethings offer things 268 . 13C

FAUFAUA! An Introduction to Tongan Màlò. Tèvita: Tèvita, keitoepèeme‘akai´. Lesieli: Màlò. Sione: ‘Oatu hacoleslaw? Lesieli: Màlò. Sione: ‘Oku´ kefiema‘ulùika? ‘Ana: ‘ota ika! ‘Ikai màlò.Lesieli,‘Ana,me‘aifomo‘onikoe Tèvita: ‘Io, kàtaki.Tèvita,te´kefiema‘uha‘otalo? Sione: e ota´.Toe‘atuha‘otalo? Sai ia.Na‘etokonimai‘a‘Anahonongaohi´ Lesieli: Mata‘i ifohakee‘ota´. Sione: Tata´ kelahi. Lesieli: ‘Emeni. Fàmili: ivi. ‘Emeni. ma‘u Tapuaki‘iiakehamau koe ‘iheme‘atokoni‘oku‘amanakikemau Tau lotu.‘Eikiokumaufakamàlòatukiate Tèvita: Sai ia! Lesieli: Ifo atue!‘Okuouifo‘iapemoauhe‘otaika´! Tèvita: Màlò elelei,Sione. Lesieli: Sione. ‘Oku oumatehefiekaia´moau!Màlòelelei, ‘Ana: fiekaia´! Ko eni‘oku´maòatu!‘Okuoumatehe Sione: Sione, Tèvita!Moomi‘okai! Lesieli: UNIT 13DVDRANSCRIP 269 Thank you. Tèvita: Tèvita, there’sstillmorefood. Lesieli: Thanks. Sione: Want somecoleslaw? Lesieli: Thanks. Sione: Would youlikesomelùika? ‘Ana: tasty! No thanks.Lesieli,‘Ana,therawfishisvery Tèvita: Yes, please.Tèvita,doyouwantsometaro? Sione: like somemoretaro? Good. ‘Anahelpedmemakeit.Wouldyou Lesieli: The rawfishlooksyummy. Sione: Have plenty. Lesieli: Amen. Family: source ofstrength.Amen. food weareabouttoreceive.Blessitasa Let’s pray.Lord,wethankyouforthe Tèvita: Good! Lesieli: Yum! Iloverawfish,too! Tèvita: Hello, Sione. Lesieli: I’m starving,too!Hello,Sione. ‘Ana: Coming! I’mstarving! Sione: Sione, Tèvita!Comeandeat! Lesieli: 13 FAUFAUA! An Introduction to Tongan ‘Eiki, tapuakimai‘emaume‘akaińi.‘Emeni. Blessing 3 ‘Eiki, tapuakimaieme‘akai´.‘Emeni. Blessing 2 ‘Emeni. Ke maumàlohiai. Tufa haivimeihelangi ‘A eme‘akaikuofoaki. ‘Eiki, ke´ketapuaki Blessing 1 are usedbeforeeatingfood. Listen tothefollowingthreeblessings.They Lesson AOHT2 Track 19toAccompanyUnit13 lahi ange vahevahe kai fiu siaine momoho pisikete nùtolo moa laise fuamelie again, tryingtoimproveyourpronunciation. the samewordasecondtime.Say repeat thewordinpause.Youwillhear to eachwordasitisbeingspoken.Then Here isthevocabularyforUnit13.Listen Lesson AOHT1 Track 18toAccompanyUnit13 UNIT 13AUDIORANSCRIP 270 Màlò ema‘ume‘akai. Ifo! Màlò. Kuo´ ufiu,màlò. ‘Ikai, màlò. ‘Oku keilahipèeme‘akai´. ‘Oku´ kefiema‘uhatoeme‘a? ‘Oku´ kefievahevaheeme‘akai´? Ko esanuisiéni. Kàtaki kai. Ko ho‘ome‘akaiéni. Ko hoinuéni. Kai ke´kemàkona. Ha‘u ‘okai. patterns ofthesentences. Remember tocopytherhythmandstress saying themalongwiththespeaker. Listen totheseexpressions.Thenpractise Lesson AWS1 Track 20toAccompanyUnit13 13 FAUFAUA! An Introduction to Tongan This vocabulary isonCD2track21. (fa‘ahita‘u) momoko (fa‘ahita‘u) màfana (fa‘ahita‘u) fakatòlau (fa‘ahita‘u) failau fa‘ahita‘u fa‘a anga maheni ‘uha ‘afua mola‘à sinou momoko ‘aupito momoko la‘à havili ‘ao‘aofia ‘afu Vocabulary Language Knowledge • • • • • The curriculumlinksare: Curriculum Links • • • Students will: Learning Outcomes OVERVIEW Unit 14–Fa‘ahita‘uSEASONS The strandsandachievementobjectivesare: Levels 1and2oflearninglanguagesin ask aboutanddiscusstheweather; Communication (page53) Level 2oftheTonganlanguageguidelines( make connectionswiththeirownculture(s). understand andusetimeexpressions; Culture (pages53and55). Language (pages53–54); 2.6 2.2 understand andexpressconceptsofamount,ownership,relationship,quality,state; understand andusetimeexpressions; winter summer autumn spring season often usually (usualpractice) rainy (raining) fine snowy (snowing) freezing cold sunny windy cloudy hot andhumid 271 The NewZealandCurriculum; TiNZC). 14 FAUFAUA! An Introduction to Tongan through toDecember. The ‘ufiareharvestedandstored. Thetokamuivarietyof‘ufiareharvestedfromAugust right July–August ready toharvest. The ‘ufirootsaregrowingbigger,andthe“secondroot”is startingtogrow.Thefirst‘ufiare May–June that theyarewellweeded. The badweatherandhurricaneshavepassed.People arelookingaftertheir‘ufi,makingsure April though. Themenfinishdiggingtheirplots,getting themreadyforplantingthe‘ufi. are oftencalled“hurricanes”inTonga.)Itisn’tconstantlywindywithbadweatherallthetime, This isthewetseason.Thefirstrainscomeandthereariskofhurricanes.(Tropicalcyclones February–March This monthisthetimeforNewYearchores,includinggettingplotsreadytogrow‘ufi. January mature. The Tonganwordfor“year”,ta‘u,istheperiodoftimeittakes‘ufirootstofully wet seasoninTonga.Theseasonalroundforgrowing‘ufi(yams)Tongademonstratesthis. Tonga haveonlytwo:awetanddryseason.Whenit’slatesummerinNewZealand,the Temperate countriessuchasNewZealandhavefourseasons,buttropical The Seasons Cultural Knowledge the encliticstressmark. When naisadded,thewrittenlanguageshowschangeinpronunciationstressbyadding ‘Oku fèfè‘ea´‘iTongańa? question, forexample: When youcommunicatebyphone,fax,oremail,addnaattheendofsentencetoaska Language Notes ‘Oku fa‘a‘ao‘aofia. ‘Oku ‘ikai‘uha. ‘Oku momokoe‘ahońi. ‘Io, koia. Ko e‘aho‘afuamola‘àeni,‘inè? ‘Oku fèfè‘ea´hetaimimomoko´? ‘Oku fèfè‘ea´‘iTongańa? ‘Oku fèfè‘ea´? Structures andExpressions 272 What’s theweatherlikeinTonga? It’s oftencloudy. It’s notraining. It’s coldtoday. Yes, itis. It’s afineday,isn’tit? What’s theweatherlikeinwinter? What’s theweatherlikeinTonga? What’s theweatherlike? 14 FAUFAUA! An Introduction to Tongan The menstartdiggingthesoil,gettingtheirplotsreadyfornewseason. September–December keep tryingandgainconfidenceinexpressingthemselves inverydifferentways. try. Havingthesupportoftheirpeersisveryimportant asthissupportcanencouragethemto very exposedwhentheytrytodothis,especiallyif don’tgetitrightthefirsttimethey and bodylanguagethatwerepreviouslyunfamiliar.Manystudentscanfeelawkward especially whentheyarebeingaskedtopronouncewordsindifferentwaysandusegestures Learning anotherlanguageandcultureinvolvesthestudentsquestioningtheirownidentities, atmosphere. from youandtheirpeers,especiallywherethereisastronglysupportiveclassroom By now,thestudentsshouldbeconfidentinpresentingtheirworkandreceivingfeedback Presenting Work process. come totermswiththeseculturaldifferencesispartofthelanguageteachingandlearning different timesoftheyear,andtimeasitrelatestodaynight.Helpingstudents people havetheirownwaysoftalkingabouttheseasonsandthechangesbetweenthem, understand thatthesetermsdonotdescribetheseasonalweatherpatternsinTonga.Tongan seasons thattheyarefamiliarwithhereinNewZealand.However,itisimportant familiar tothemintheirownenvironments.Thisiswhy yourstudentslearnthewordsfor When studentslearnanotherlanguage,theyneedtobeabledescribethingsthatare Teachers’ Notes Australia, NewZealand,andtheUnitedStates,wheremanyTonganslive. then returning,dressstylesarechanging.Manyyoungerpeoplethewaypeopledoin to covertheirbodies.BecauseoftourismandwithsomanyTonganslivingoverseas way peopledoinNewZealand.Ontheotherhand,women,includingvisitors,areexpected In Tonga,peopledon’treallywearwarmclothinginwinterandlightersummerthe Clothing such astimber,bricks,andmetalroofingiron. in TongaalsobuildhouseswiththesamekindsofmaterialsthatweuseNewZealand, are madeofcoconutleaves,whichshedtherainandprovideventilation.Nowadays,people The traditionalTonganfaleissuitableforallkindsofweatherbecausetheroofandwalls Fale (Buildings) 273 14 FAUFAUA! An Introduction to Tongan • Learning Experiences • • Looking Back • • Introduction Lesson Outline • • Students will: Learning Outcomes LESSON A Unit 14–Fa‘ahita‘uSEASONS ask aboutanddiscusstheweather; Exchange greetings. students tothelesson. Resources make connectionswiththeirownculture(s). that arethefocusofLesson A. seasonal patternsandthose inTonga.Displaythelearning outcomes anddiscussthose weather andthatthereare importantdifferencesbetweenNewZealandweatherand Tell thestudentsthatthey willbelearningabouttheseasonsandhowtotalk rounds wins. sequence. Theyaretocompletefiveroundsintheir group.Thefirstgrouptofinishfive Fepueli (February),andsoonaroundthegroup,eachstudent sayingthenextmonthinthe that theyaretostartwiththeleader,whosaysSanuali (January).Thenextstudentsays Divide theclassintotwogroups.Choosealeader for each group.Tellthestudents Recall thenamesofmonthsyear,which the studentslearnedinUnit7. Play the You supply: An OHTmadefromCS1 Copies ofWS1 Copies ofOHT1 The Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:TonganSongs CD CS 1 WS 1 Unit 14audioCDandtranscript OHT 1 Unit 14DVDandtranscript Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:Tongan SongsCDtowelcomethe 274 14A

FAUFAUA! An Introduction to Tongan • Close • Looking Ahead • • • • • Show theDVDculturalsection.Discusswhattheylearnedfrominformationpresented Exchange farewells. give. about theweatherinTongaandNewZealandtoseehowmanyresponsestheycan the seasonandtimeofday.Askstudentstopractiseaskingquestions In thenextlesson,yourstudentswillcontinuetheirworkwithweatherexpressions,adding on theworksheet. giving anappropriateresponseinTongan.Tellthemtousethequestionsandresponses Tell thestudentstouseWS1andtaketurnsaskeachotherquestionswithapartner Lesson A. will enableyoutoadjustthelessonplanand,ifneeded, repeatsomeoftheactivities from responses. Askforashowofhandstoseehowmanyhadperfectresult.Thismonitoring Hand outWS1forthestudentstocomplete.ShowCSverifytheir sequence. HandoutcopiesoftheOHTtostudents. it. PlayCD2track21andhavethemrepeattheexpressionsinpauses.Repeatthis Show OHT1.Givethestudentstimetolookatvocabularyandbecomefamiliarwith more asafinalcheck. afterwards toseewhethertheycan.Theycanalsotesteachother.PlaytheDVDonce are totrymemorisethreeweatherexpressionsfromwhattheyhearandsee.Testthem see whatwordsthestudentsrememberafterwards.ShowDVDagain.The Play theDVDstudiosectionthatcoversweatherexpressions.Doaquickcheckto may bearangeofresponses. with thestudents.Findoutwhatconnectionstheycanmaketotheirownculture(s).There 275 14A

FAUFAUA! An Introduction to Tongan (fa‘ahita‘u) momoko (fa‘ahita‘u) màfana (fa‘ahita‘u) fakatòlau (fa‘ahita‘u) failau fa‘ahita‘u fa‘a anga maheni ‘uha ‘afua mola‘à sinou momoko ‘aupito momoko la‘à havili ‘ao‘aofia ‘afu oht 1 276 winter summer autumn spring season often usually (usualpractice) rainy (raining) fine snowy (snowing) freezing cold sunny windy cloudy hot andhumid 14A

FAUFAUA! An Introduction to Tongan ‘Oku momoko. ‘Oku havili. ‘Oku ‘uha. ‘Oku ‘ao‘aofia. ‘Oku sinou. ‘Oku momoko‘aupito. ‘Oku la‘à! ‘Oku ‘afuamola‘à. ‘Oku ‘afu. ‘Oku fèfè‘ae‘ea‘iNu‘uSila? ‘Oku fèfè‘ea´‘iTonga´na? matches it.First,herearethequestions: As youlistentotheCD,drawalinebetweeneachsentenceandpicturethat Instructions WS 1

What’s theweatherlikeinNewZealand? What’s theweatherlikeinTonga? 277 14A

What’s theweatherlikeinNewZealand? What’s theweatherlikeinTonga? 278 14A

FAUFAUA! An Introduction to Tongan • • Learning Experiences • • Looking Back • Introduction Lesson Outline • • Students will: Learning Outcomes LESSON B Unit 14–Fa‘ahita‘uSEASONS communicate abouttheseasons; Resources understand andusetimeexpressions. repeated. typically experiencedineach seasoninthesamesections. Some expressionsmaybe at thetopofeachsection. Then,inTongan,theywritethreedescriptionsoftheweather Tell thestudentsthatthey aretocompletethenamesfortheseinTonganonlines Hand outWS3,whichhas illustrationsofthefourseasonsexperiencedinNewZealand. language section.Inthis viewing,havethestudentsfocusonwordsforseasons. Identify thelearningoutcomesthatarefocusof LessonB.ShowtheUnit14DVD track 23againforthestudentstofurtherchecktheir responses. Hand outWS2.PlayCD2track23.Thestudents verify theirresponsesusingCS2.Play Lesson A. Recall theweatherexpressionsfromLessonA,using eithertheflashcardsorOHT1from Exchange greetings. You supply: Copies oftheDVDtranscript Copies ofWS3 Copies ofWS2 Weather andseasonflashcards(optional) OHT 2 WS 3 Unit 14DVDandtranscript CS 2 Unit 14audioCDandtranscript WS 2 OHT 1(fromLessonA) 279 14B

FAUFAUA! An Introduction to Tongan • • Close • • Looking Ahead • • • • • Optional activity:Usingtheflashcards,reviseweatherandseasonexpressionswith ‘Oku fa‘a‘ao‘aofia. ‘Oku ‘ikai‘uha. ‘Oku momokoe‘aho´ni. ‘Io, koia. Ko e‘aho‘afuamola‘àeni,‘inè? sentence patternslikethefollowing: A. EncouragethemtousethesentencepatternsonOHT2.Forexampletheycan they aregoingtoaskeachotherquestionsabouttheweather,asdidinLesson Ask thestudentstolookagainatmapsofNewZealandandTongaonWS2.Now their reference. they cannowunderstandevenmore.Handoutcopiesofthetranscripttostudentsfor more familiar?Howmuchcantheyunderstand?Playthescenarioagaintoseewhether pauses. ThenplaytheDVDlanguagescenario.Askstudentsifisnow Show OHT2.PlayCD2track24andhavethestudentsrepeatthesentencesin highest numberofcorrectinterpretationsineachgroupwins. all ofthestudentshaveaturnatreadingonetheirdescriptions.Thestudentwith Other membersofthegrouptrytoguesswhichseasonisbeingdescribed.Makesurethat Exchange farewells. Play theDVDculturalsection. complete themnow.Displaythecompletedworksheets on theclassroomwall. Askthosestudentswhodidn’tcompletetheillustrationsonWS2duringlessonto if theywish,butneedtomakesurethatotherstudentscanstillunderstandthem. Unit 14.Remindthemtopractise.Tellthattheycanmakechangestherole-plays Tell thestudentsthattheywillperformtheirrole-playsin LessonCastheirassessmentfor transcript. ask thestudentstoworkinpairspractiserole-playsusingtheircopiesofDVD Play theDVDlanguagescenario,withstudentswatchingandlisteningcarefully.Then the students. Working ingroups,thestudentstaketurnstoreadoutadescriptionofoneseasons. 280 It’s oftencloudy. It’s notraining. It’s coldtoday. Yes, itis. It’s afineday,isn’tit? 14B

FAUFAUA! An Introduction to Tongan WS 2 4 map. a picturethatmatcheswhatyouhearforeachnumberonthe numbered sequence.Eachoneissaidtwice.Asyoulisten,draw You willhearnineweatherexpressionsspokenontheCDina Instructions Tongatapu 7 8 9 281 1 5 6 New Zealand 3 2 14B

FAUFAUA! An Introduction to Tongan CS 2 4 Tongatapu 7 8 9 282 1 5 6 New Zealand 3 2 14B

FAUFAUA! An Introduction to Tongan WS 3 Fa‘ahita‘u Fa‘ahita‘u Ngaahi Fa‘ahita‘u 283 Fa‘ahita‘u Fa‘ahita‘u 14B

FAUFAUA! An Introduction to Tongan OHT 2 ‘Oku fèfè ‘ea´? What’s the weather like? ‘Oku fèfè ‘ea´ ‘i Tonga´ na? What’s the weather like in Tonga? ‘Oku fèfè ‘ea´ he taimi momoko´? What’s the weather like in winter? 284 Ko e ‘aho ‘afua mo la‘à eni, ‘inè? It’s a fine day, isn’t it? ‘Io, ko ia. Yes, it is.

‘Oku momoko e ‘aho´ ni. It’s cold today. ‘Oku ‘ikai ‘uha. It’s not raining. ‘Oku fa‘a ‘ao‘aofia. It’s often cloudy. 14B

FAUFAUA! An Introduction to Tongan • Learning Experiences • Looking Back • • Introduction Lesson Outline • • • Students will: Learning Outcomes LESSON C Unit 14–Fa‘ahita‘uSEASONS ask aboutanddiscusstheweather; Exchange greetings. background towelcomethestudents. make connectionswiththeirownculture(s). understand andusetimeexpressions; for particularstudents. give feedbackinwaysthatarehelpful,forexample, whatmightbe“next-steps”learning presented toothergroupsoractedinfrontofthewhole class.Encouragetheaudienceto Ask thestudentstoperformtheirrole-plays.Decide whethertherole-playsaretobe scenario againifneeded. the DVDlanguagescenariotofocusthemandthen givethemtimetopractise.Playthe Tell thestudentsthattheyaregoingtoworkingroups topractisetheirrole-plays.Play Play the Resources You supply: Copies oftheCD2track23transcript Copies ofWS2(fromLessonB) Vaka ProgressChart Copies oftheUnit14AchievementChecklist The Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:TonganSongs CD WS 2(fromLessonB) Unit 14AchievementChecklist Unit 14DVDandtranscript Hiva, Ta‘anga,moeHimi‘ilotoNu‘uSila:Tongan SongsCDquietlyinthe 285 14C

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • Ask thestudentstocompletetheirUnit14AchievementChecklistwithapartnerandhave In Unit15,thestudentswillbelearningmoreabouttimeandalsosomeinteresting group canverifytheirresponses. the leaderssaywhatweatherisforeachillustrationsothatothermembersof illustration ontheirworksheetagainstthematchingnumber.Whenthey’vedonethis, to readthenumberandweatherexpressionwhilerestofgroupdrawan Lesson BthatareintheCD2track23transcript,butchangeorder.Theytaketurns leaders ofeachgroup.TheusethelistweatherexpressionsfromWS2 Optional activity:Organisethestudentsintogroupswithtwostudentsactingas Chart. the partnersignitoffinusualway.Thentheycolourband14ontheirVakaProgress Exchange farewells. Play theDVDculturalsection. to seeinTonga. places inTonga.Askthemtousewhateverresourcestheycanfindoutwhatvisitorsgo 286 14C

FAUFAUA! An Introduction to Tongan Now Ican: Ko hokuhingoa´ko UNIT 14AchievementChecklist make connectionswithmyownculture(s) understand andusetimeexpressions ask aboutanddiscusstheweather 287 . 14C

FAUFAUA! An Introduction to Tongan ‘Oku ousa‘iahesioDVD! ‘Oku ‘ikaite´utokangaaukapau‘e‘uha. ‘Ana: u sa‘iahe‘uha´. ‘Oku lahi‘aupitoe‘uha´heni!‘ikaite´ Lute: fa‘ahita‘u ‘uhapèmoela‘à. ‘Oku ‘ikaihafa‘ahita‘umomoko.Koe ‘Ana: ‘Oku fèfè‘ihefa‘ahita‘umomoko´? Lute: ‘afu. ‘I hefa‘ahita‘umafana´‘okulahila‘àpèmo ‘Ana: ‘Oku fèfè‘ea‘iTonga´? Lute: momoko ‘aupito! ‘Io, koefa‘ahita‘umomoko‘iNu‘uSila´‘oku ‘Ana: ‘Io, sai.Koefa‘ahita‘umomoko! Lute: Na‘e momoko‘aupito! ‘Ana: ‘Ikai, koeta‘ukuo‘osi´na‘e‘afuamola‘à! Lute: ‘aupito ‘aSune! ‘Oku faiho‘opaati´‘iSune?momoko ‘Ana: UNIT 14DVDRANSCRIP 288

I don’tmindifitrains.lovewatchingDVDs! ‘Ana: It rainsalothere!Idon’tliketherain. Lute: season. There’s nowinter.Wehaveawetanddry ‘Ana: What’s itlikeinwinter? Lute: In summerit’susuallysunnyandhumid. ‘Ana: What’s theweatherlikeinTonga? Lute: cold! Yes, winterinNewZealandisso ‘Ana: Yeah, OK.Itwaswinter! Lute: It wasreallyfreezing! ‘Ana: No, lastyearitwasfineandsunny! Lute: Your partyisinJune?It’sreallycoldJune! ‘Ana: 14 FAUFAUA! An Introduction to Tongan ‘Oku momoko‘aupito. ‘Oku la‘à! ‘Oku ‘afuamola‘à. ‘Oku ‘afu. the weather. Now, herearethesentences.Theydescribe ‘Oku fèfè‘ae‘ea‘iNu‘uSila? ‘Oku fèfè‘ea´‘iTongańa? First, herearethequestions: sentence andthepicturethatmatchesit. As youlisten,drawalinebetweeneach Lesson AWS1 Track 22toAccompanyUnit14 fa‘ahita‘u momoko fa‘ahita‘u màfana fa‘ahita‘u fakatòlau fa‘ahita‘u failau fa‘ahita‘u fa‘a anga maheni ‘uha ‘afua mola‘à sinou momoko ‘aupito momoko la‘à havili ‘ao‘aofia ‘afu again, tryingtoimproveyourpronunciation. the samewordasecondtime.Say repeat thewordinpause.Youwillhear to eachwordasitisbeingspoken.Then Here isthevocabularyforUnit14.Listen Lesson AOHT1 Track 21toAccompanyUnit14 UNIT 14AUDIORANSCRIP 289 9. ‘Okusinou. 8. ‘Oku‘afuamola‘à. 7. ‘Oku‘uha. 6. ‘Okumomoko. 5. ‘Okula‘à. 4. ‘Oku‘afu. 3. ‘Okuhavili. 2. ‘Oku‘ao‘aofia. 1. ‘Okumomoko‘aupito. the map. matches whatyouhearforeachnumberon twice. Asyoulisten,drawapicturethat in anumberedsequence.Eachoneissaid You willhearnineweatherexpressionssaid Lesson BWS2 Track 23toAccompanyUnit14 ‘Oku fa‘a‘ao‘aofia. ‘Oku ‘ikai‘uha. ‘Oku momokoe‘ahońi. ‘Io, koia. Ko e‘aho‘afuamola‘àeni,‘inè? ‘Oku fèfè‘ea´hetaimimomoko´? ‘Oku fèfè‘ea´‘iTongańa? ‘Oku fèfè‘ea´? each onesaysinthepauses. Listen tothesespeakersandrepeatwhat Lesson BOHT2 Track 24toAccompanyUnit14 ‘Oku momoko. ‘Oku havili. ‘Oku ‘uha. ‘Oku ‘ao‘aofia. ‘Oku sinou. 14 FAUFAUA! An Introduction to Tongan This vocabularyisonCD2 track25. tonga tokelau loto fonua hihifo hahake pupu‘a mo‘ungaafi motu matàtahi ‘ana Vocabulary Language Knowledge • • • • • The curriculumlinksare: Curriculum Links • • • Students will: Learning Outcomes The strandsandachievementobjectivesare: OVERVIEW Feitu‘u´ –TIMEANDPLACES Unit 15–KoeTaimi´mongaahi Levels 1and2oflearninglanguagesin use timeexpressions; Communication (page53) Level 2oftheTonganlanguageguidelines( Culture (pages53and55). Language (pages53–54); 2.2 2.1 make connectionswiththeirownculture(s). ask aboutandidentifyplaces; understand andusetimeexpressions; identify people,places,andthings; south north centre (ofland) west east blowhole volcano island beach cave 290 The NewZealandCurriculum; TiNZC). efiafi po‘uli ho‘atà efiafi pongipongi hengihengi kolo si‘isi‘i kolo lahi kolo sunset todusk early afternoon sunrise tomidday before sunrise small villageortown big villageortown,city village ortown 15 FAUFAUA! An Introduction to Tongan efiafi po‘uli efiafi pongipongi Further shadesofmeaningscannowbeadded: efiafi pongipongi In Unit7,yourstudentsexpandedtheideaofbeforeandafternoontoinclude: po‘uli efiafi ho‘atà pongipongi include somesubtleculturalmeanings.InUnit2,theywereintroducedto: of dayandnight.Yourstudentscannowexpandsomethetimeexpressionstheyknowto Time inTongaistraditionallyexpressedbythemovement of thesunandnaturalrhythm kolo lahi kolo kolo si‘isi‘i people ofthatplace.Youaddanadjectivetoexpressadifferenceinsize: village, town,orcity.Koloisawordthatexpressesbothplacewherepeopleliveandthe becomes lotofonuabecauseisthewordforland.Lotokolousedcentreofa Loto màlieisthetermfor“centre”.When“centre”referstomiddleofanisland, Language Notes ‘I lotofonuahemotu´. ‘I hetokelau´. ‘Oku ‘ifè‘aepupu‘a´? Ko etaimileleitahaía. ‘I heefiafi´. Fakakù? Tau òkimatàtahi. Structures andExpressions often startlate.Onceeveryone hasarrived,theeventbegins. expected toattendoraroyal function–youarenotexpectedtobepunctualinTonga. Events Except forveryformalevents–suchasachurchservice thatamemberoftheroyalfamilyis Punctuality Cultural Knowledge sunset todusk midday tosunset sunrise tomidday p.m. a.m. night afternoon midday, noon morning big villageortown,city village ortown small villageortown In thecentreofisland. In thenorth. Where aretheblowholes? It’s thebesttime. In theafternoon. When? Let’s gotothebeach. 291 15 FAUFAUA! An Introduction to Tongan independently whentheyneedto. engage in contributes to their learning and the development ofstrategiesthat canhelpthemtowork require thestudentstowork inpairsorgroups.Whenstudentsworktogether,thediscussion they You willhavenoticedthat mostofthetasksandactivitiesinFaufaua!AnIntroduction toTongan Working inPairsand Groups at thebeginningof13 Ha‘amonga ‘aMauiisahugestonearchwayatNiutoua. Talaiha‘atamaandTalaiha‘apepebuiltit Ha‘amonga ‘aMaui significance isabouttohappen. around theisland.Whenpeopleseeawhitebat,thisindicates tothemthatsomethingof every timethereisaneventintheroyalfamily,suchasadeath,whitebatappearsandflies According totradition,pekawereagiftfromSina,whowasSamoan.Alsoaccordingtradition, places) inTonga,theirtraditionalhomeisconsideredto be atKolovai. They areprotected.Nooneisallowedtokillthem.Although theyalsoliveinothertaunga(hanging Tonga’s peka(flyingfoxes)huntatnightforfoodandhangupsidedownintreesduringtheday. Taunga Peka(WhereFlyingFoxesLive) making asoundbitlikesomeonewhistling. at Houma.Wavesaresuckedintotheholes.Thenwaterisforcedouthighair(puhi), the reefwithdeepoceanoutside.Pupu‘aPuhiisalsonameforblowholesatbeach Pupu‘a orpupu‘apuhiareblowholesattheedgeofreefthatconnectsshallowseainside Pupu‘a (Blowholes) These termsexpresstraditionalTonganconceptsoftime. po‘uli efiafi ho‘atà efiafi ho‘atà pongipongi hengihengi mafoa eata ‘ata ‘apuaka valengapò tu‘apò Tongans divideatwenty-fourhourperiodintothefollowing sections: Times oftheDay Teachers’ Notes and longestdaysoftheyear.Ha‘amonga‘aMauiis nowanationalpark,andtheareaisprotected. Capricorn, confirmingthatthe“V”notchmarks positionoftherisingsunonshortest Observations madeontheshortestandlongestdays aligned withtheTropicofCancerand lunar observations,particularlyobservationsmade toestablishthebeginningoflunarNewYear. was built.Hereasonedthatthe“V”notchontop ofthelintelwasusedasamarkerforancient In 1976,KingTaufa‘ahauTupouIVofferedanadditional explanationforwhyHa‘amonga‘aMaui night afternoon early afternoon noon sunrise tomidday before sunrise dawn are movingaround,foragingforfood) the hourbeforedawn(thedarkesttimeofnight,whenonlypigs after midnight(untildawn) midnight th centuryfortheirgrandfatherasanentrancethe peopletohispalace. 292 15 FAUFAUA! An Introduction to Tongan • • Looking Back • • Introduction Lesson Outline • • • Students will: Learning Outcomes LESSON A Feitu‘u´ –TIMEANDPLACES Unit 15–KoeTaimi´mongaahi use timeexpressions; Exchange greetings. students tothelesson. ask aboutandidentifyplaces; with thestudents. Using theflashcards,recall theTongannamesforseasonsandmonthsofyear themselves whattheyhave learnedfromthisunit. use anOHT,youcanshowittothestudentsat endoftheunit.Theycanthenjudgefor Write whatthestudentssayonablankOHT,large sheetofpaper,ortheboard.Ifyou Ask thestudentswhattheyfoundoutaboutplaces thatvisitorstoTongalikesee. Play Resources make connectionswiththeirownculture(s). You supply: Copies ofOHT1 Flashcards ofthepointscompass A postermadefromthetemplateonpage296 Flashcards oftheseasonsandmonthsyear A blankOHToralargepieceofpaper The Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:TonganSongs CD Unit 15audioCDandtranscript Unit 15DVDandtranscript Unit 14DVDandtranscript Poster template OHT 1 theHiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:Tongan SongsCDtowelcomethe 293 15A

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • • Learning Experiences Show OHT1again.PlayCD2track25,withthestudentsrepeatingwordsinpauses. with thefactthatculturesexpresstimeaccordingtotheirowntraditions. points ofdifference,dependingonthestudents’ownbackgrounds.Linkdiscussion anything furthertheywishtodiscussorcommenton.Therewillbepointsofsimilarityand Show theDVDculturalsegmentagain.Thistime,invitefeedbackfromstudentsabout interest shown. the informationinoverview,expandstudents’knowledgeofvariousplaces students. AskwhethertheyhavebeentoTongaandvisitedanyoftheplacesshown.Using Show theUnit14and15DVDculturalsections.Discusswhattheynoticewith winner. with thenextpersoninlineuntileveryonehashada turnandoneteamisdeclaredthe winner getsapoint.Theseleadersthengotothebackofline,andcycleisrepeated run inthatdirectionwithonlytheTonganwordonclassroomwalltohelpthem.The groups, eachgrouplinedupbehindaleader.Say“south”(inEnglish).Theleadersmust classroom intopointsofthecompassandlabeltheminTongan.Divideclasstwo Show theflashcardswithpointsofcompassinTonganwrittenonthem.Divide play track25againtoreinforcethepronunciation. pauses. Askthestudentstopractisesayingvocabularyeachother.Ifnecessary, Now playCD2track25andhavethestudentsrepeatvocabularyonOHT1in the pauses. 26 sothatthestudentscanhearpronunciationoftimewords.Theyrepeatthemin time areexpressedandunderstooddifferentlywithinthe Tonganculture.PlayCD2track divisions atthisstageoftheirlearning,buttheydoneedtounderstandthatconcepts students thattheposterisfortheirreference.Theydonotneedtomemorisethesetime Tongan peopleuseclocksandthepatternofnightdaytotelltime.Tell Show theposterofTonganexpressionstimeanddiscuss thesewiththestudents. of theday. expressions oftimesuchasthisandhowtheyarequiteprecise,indicatingaparticular when theysay“Goodmorning”inTongan:Màlòeleleikihepongipongi´ni.Discuss Show OHT1.Remindthestudentsthattheyalreadyknowhowtoexpresstimeofday Display thelearningoutcomesforUnit15anddiscussthosethatarefocusofLessonA. Farewell thestudents. interested them. they havelearnedfromthelessonaboutwhatthere istoseeinTongathatparticularly Ask thestudentstoturntheirpartner.Eachstudent istotelltheirpartnerthreethings help alot. words whentheyhearthemspoken.Practisingwith eachotherbeforethenextlessonwill that theyknowthemeaningsofwords,how tospellthem,andunderstandthe Ask thestudentstopractisesayingvocabulary theyhavebeenlearninginLessonAso Hand outcopiesofOHT1. 294 15A

FAUFAUA! An Introduction to Tongan efiafi po‘uli ho‘atà efiafi pongipongi hengihengi kolo si‘isi‘i kolo lahi kolo tonga tokelau loto fonua hihifo hahake pupu‘a mo‘ungaafi motu matàtahi ‘ana OHT 1 sunset todusk early afternoon sunrise tomidday before sunrise small villageortown big villageortown,city village ortown south north centre (ofland) west east blowhole volcano island beach cave 295 15A

FAUFAUA! An Introduction to Tongan Poster templat These termsexpresstraditional Tonganconceptsoftime. po‘uli efiafi ho‘atà efiafi ho‘atà pongipongi hengihengi mafoa eata ‘ata ‘apuaka valengapò tu‘apò Tongans divideatwenty-fourhourperiodintothefollowing sections: night afternoon early afternoon noon sunrise tomidday before sunrise dawn are movingaround,foragingforfood) the hourbeforedawn(thedarkesttimeofnight,whenonlypigs after midnight(untildawn) midnight 296 15A

FAUFAUA! An Introduction to Tongan • • Learning Experiences • Looking Back • • Introduction Lesson Outline • • • Students will: Learning Outcomes LESSON B Feitu‘u´ –TIMEANDPLACES Unit 15–KoeTaimi´mongaahi use timeexpressions; Exchange greetings. background towelcomethestudents. ask aboutandidentifyplaces; the dialoguecantheyunderstand? invite themtocommentin termsoftheirownlearningand making meaning.Howmuchof Show theUnit15DVDlanguage scenario.Discusswhattheynoticewiththestudentsand Discuss thelearningoutcomesthatarefocusof LessonBwiththestudents. repeating thewordsinpauses. Recall thevocabularyfromLessonA.ShowOHT1. PlayCD2track25,withthestudents Play the Resources make connectionswiththeirownculture(s). You supply: Copies oftheDVDtranscript Copies ofWS1 The Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:TonganSongs CD CS 1 WS 1 OHT 2 Unit 15DVDandtranscript Unit 15audioCDandtranscript OHT 1(fromLessonA) Hiva, Ta‘anga,moeHimi‘ilotoNu‘uSila:Tongan SongsCDquietlyinthe 297 15B

FAUFAUA! An Introduction to Tongan • • • Close • Looking Ahead • • Play theDVDlanguagescenario.Handoutcopiesoftranscripttostudentsand the firsttime. need toreplaythetrackifyouhavestudentswhocannotmanagethistasksuccessfully will heareachdialoguespokenonlyonce,theyneed tobeveryattentive.Youmay worksheet. ThentheyverifytheirresponsesusingCS1.Remindthemthatbecause Tau òkifalekoloa. change thetimesofdaytosuit.Forexample: their vocabularyfrompreviousunitstoextendthescopeofwhattheycansayand them makeuptheirowndialoguesonthemodeltheyhavejustheard.Telltouse repeating thedialogueinpauses.Thenorganisestudentsintogroupsandhave Exchange farewells Play theDVDculturalsection. will alsopresenttheirrole-plays. a listeningactivityinLessonC,andsoit’simportantthattheyknowthevocabulary.They meet thelearningobjectivessetforunit.Tellstudents thattheywillbecompleting Lesson C,asusual,willconsolidatethelearning,assessinghowwellstudentscan give themtimetopractisearole-play. Hand outWS1.PlayCD2track28.AsthestudentslistentoCD,theycomplete Ko etaimileleitaha´ia. ‘I heefiafi´. Fakakù? Play theDVDstudiosection.ShowOHT2andplayCDtrack27,withstudents . It’s thebesttime. In theafternoon. When? Let’s gototheshops. 298 15B

FAUFAUA! An Introduction to Tongan OHT 2

Tau ò ki matàtahi. Let’s go to the beach. Fakakù? When? ‘I he efiafi´. In the afternoon.

299 Ko e taimi lelei taha´ ia. It’s the best time.

‘Oku ‘i fè ‘a e pupu‘a´? Where are the blowholes? ‘I he tokelau´. In the north. ‘I loto fonua he motu´. In the centre of the island. 15B

FAUFAUA! An Introduction to Tongan 5. 4. 3. 2.

1. WS 1

It’s thebesttime. Let’s gotothe It’s thebesttime. Let’s gotothe It’s thebesttime. Let’s gotothe It’s thebesttime. Let’s gotothe It’s thebesttime. Let’s gotothe When? When? When? When? When? once. Asyoulistentoeachdialogue,writetheEnglishinthegaps. You willhearfivedialoguesinTongan.Eachdialogueisspokenonly Instructions 300 ...... 15B

FAUFAUA! An Introduction to Tongan 1. Koetaimileleitaha´ ia. ‘Iheefiafipo‘uli´. Fakakù? Tauòkikololahi. 5. Koetaimileleitahaía. ‘Ihehengihengi´. Fakakù? Tauòkimotu. 4. Koetaimileleitahaía. ‘Iheho‘atàefiafi´. Fakakù? Tauòkipupu‘apuhi. 3. Koetaimileleitahaía. ‘Iheefiafipo‘uli´. Fakakù? Tauòki‘ana. 2. Koetaimileleitahaía. CS 1 Tau òkimatàtahi. ‘I hepongipongi´. Fakakù? 301 Let’s gotothebeach. It’s thebesttime. After sunset. When? Let’s gotothecity. It’s thebesttime. Before sunrise. When? Let’s gototheisland. It’s thebesttime. In theearlyafternoon. When? Let’s gototheblowholes. It’s thebesttime. After sunset. When? Let’s gotothecave. It’s thebesttime. In themorning. When? 15B

FAUFAUA! An Introduction to Tongan • Learning Experiences • Looking Back • • Introduction Lesson Outline • • • Students will: Learning Outcomes LESSON C Feitu‘u´ –TIMEANDPLACES Unit 15–KoeTaimi´mongaahi use timeexpressions; ask aboutandidentifyplaces; presenters, whoneedtotake noteofthecommentsfortheir“next-steps”learning. group. Asbefore,makesurethatthey are allactively engaged inprovidingfeedbacktothe ask themtoperformtheirrole-plays,eitherthewhole classortoothermembersoftheir Give thestudentstimetopractisetheirrole-playsin their groups.Whentheyareready, Show theDVDlanguagescenarioasawarm-upreminder forthestudents. Exchange greetings. Play theDVDquietlyinbackgroundtowelcomestudentslesson. Resources make connectionswiththeirownculture(s). You supply: Vaka ProgressChart Copies oftheUnit15AchievementChecklist Copies ofCS2 Copies ofWS2 Unit 15AchievementChecklist CS 2 Unit 15audioCDandtranscript WS 2 Unit 15DVDandtranscript 302 15C

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • Hand outWS2.AsthestudentslistentoCD2track29,theyfillingapsEnglish workbook andrevisetheTonganwordsforfamilymembers. their ownfamilies.AskthestudentstogobackUnit5and11materialin kinds ofworkthatarecarriedoutinTonganfamilies,andwilldescribewhodoeswhat In Unit16,thestudentswillreturntotheirfamilyvocabulary,learnabouttraditional resource thatcontributestotheirongoinglearning. research moreplacesofinterestsothattheirwallmurals–orpostersbecomeauseful consolidate theirknowledgeaboutplacesofinterestinTonga.Encouragethestudentsto Optional activity:Thestudentsworkingroupstoprepareawallmuralorposter interest anditslocationinTongan,theotherstrytoidentifyplacecorrectly. learning. Youcouldturnthisactivityintoachallenge:studentdescribesplaceof describe theplacesofinterestandwheretheyare,usinglanguagehavebeen presented ontheDVD.Whentheirmapsareready,askthemindividuallyorinpairs,to on it,usingtheinformationtheyhavegatheredtogetherwiththatwas Optional activity:AskthestudentstodrawamapofTongaandlocateplacesinterest Chart. tell thestudentstocompletetheirchecklistandcolourin band 15ontheirVakaProgress consolidate theirlearning.Whenthelearningoutcomes havebeenmetandpeer-checked, information toassesswhethertheyhavecompletedtheobjectivesorneedmoretime Hand outtheUnit15AchievementChecklist.Youandstudentsnowhaveenough using CS2. help apeertocheckwhattheyhavewritten.Thestudentsthenverifytheirownresponses You mayneedtoplayCD2track29againalloweveryonecompletethetaskand Before thestudentschecktheirresponses,askhowmanymanagedtofillallgaps. conversation onlyonce,andsotheywillneedtoconcentrate. according towhattheyhearspokeninTongan.Remindthemthatwilleach Exchange farewells. Play theDVDculturalsection. 303 15C

FAUFAUA! An Introduction to Tongan

5. 8. 7. 6. 4. 3. 2. 1. WS 2 Where isthe Where isthe Where isthe Where isthe Where arethe Where isthe In the In the In the In the In the In the On the In the Where arethe Where arethe oea´ you wouldfillinthegapslikethis: ‘I hetokelau´. ‘Oku ‘ifè‘aepupu‘apuhi´? hear inthegaps.Forexample,ifyouheardvoicessay: conversation, youneedtowritetheEnglishwordsforwhat You willheareightconversations,eachsaidonceonly.Foreach Instructions north blowholes 304 ...... ? ? ? ? ? ? ? ? 15C

FAUFAUA! An Introduction to Tongan ‘Ihehahake´. ‘Oku‘ifè‘aekololahi´? 8. ‘Ilotofonuahemotu´. ‘Oku‘ifè‘aekolo´? 7. ‘Ihehahake´. ‘Oku‘ifè‘aemotu´? 6. ‘Ihetonga´. ‘Oku‘ifè‘aengaahi‘ana´? 5. ‘Ihemotu´. ‘Oku‘ifè‘aemo‘ungaafi´? 4. ‘Ilotofonuahemotu´. ‘Oku‘ifè‘aengaahikolo´? 3. ‘Ihehahake´. ‘Oku‘ifè‘aematàtahi´? 2. ‘Ihetokelau´. ‘Oku‘ifè‘aepupu‘apuhi´? 1. CS 2 305 In theeast. Where isthecity? In thecentreofisland. Where isthetown? In theeast. Where istheisland? In thesouth. Where arethecaves? On theisland. Where isthevolcano? In thecentreofisland. Where arethevillages? In theeast. Where isthebeach? In thenorth. Where aretheblowholes? 15C

FAUFAUA! An Introduction to Tongan Now Ican: Ko hokuhingoa´ko UNIT 15AchievementChecklist make connectionswithmyownculture(s) ask aboutandidentifyplaces use timeexpressions 306 . 15C

FAUFAUA! An Introduction to Tongan ‘Io. Mahalopèkuoma‘uha‘aneika! Taniela: Tò atu!Tauò‘ouikiai! Lu‘isa: Ko èhevaka´.‘Okufai‘enetaumàta‘u. Taniela: Ko fè? Lu‘isa: Ko Siaosiè! Taniela: ‘Io, tauò‘okaukautahi. Lu‘isa: kaukau tahi! Vela mo‘oni.Taimiketau‘alutautolu‘o Taniela: tahi´! ‘Io, koetaimiefiafi´‘okusaiaikaukau Lu‘isa: taumàta‘u´. Ko etolu´?taimiefiafi´‘okusaitahaai Taniela: Ko etoluéni. Lu‘isa: Ko efihaéni? Taniela: ‘o taumàta‘u. ‘Oku paukuo‘osi‘alu‘aManuiamoSiaosi Lu‘isa: ‘Oku ‘ikaike‘imatàtahiia. Taniela: Ko fèevakaía? Lu‘isa: UNIT 15DVDRANSCRIP 307 Yeah. Hemighthavesomefish! Taniela: Cool! Let’sgocallouttohim! Lu‘isa: He’s ontheboat.fishing. Taniela: Where? Lu‘isa: There’s Siaosi! Taniela: OK, let’sgoswimming. Lu‘isa: It’s sohot.Let’sgoswimmingnow! Taniela: swimming, too! Yeah, andtheafternoon’sbesttimefor Lu‘isa: time forfishing. Only threeo’clock?Theafternoonisthebest Taniela: It’s threeo’clock. Lu‘isa: What timeisit? Taniela: Manu andSiaosimustbeoutfishing. Lu‘isa: It’s notonthebeach. Taniela: Where’s theboat? Lu‘isa: 15 FAUFAUA! An Introduction to Tongan ‘I lotofonuahemotu´. ‘I hetokelau´. ‘Oku ‘ifè‘aepupu‘a´? Ko etaimileleitahaía. ‘I heefiafi´. Fakakù? Tau òkimatàtahi. sentences alongwiththespeakers. Listen tothesedialogues.Thensaythe Lesson BOHT2 Track 27toAccompanyUnit15 hengihengi mafoa eata ‘ata ‘apuaka valengapò tu‘apò the speaker. Listen tothesetimewords.Saythemafter Lesson APoster Track 26toAccompanytheUnit15 tonga tokelau loto fonua hihifo hahake pupu‘a mo‘ungaafi motu matàtahi ‘ana again, tryingtoimproveyourpronunciation. the samewordasecondtime.Say repeat thewordinpause.Youwillhear to eachwordasitisbeingspoken.Then Here isthevocabularyforUnit15.Listen Lesson AOHT1 Track 25toAccompanyUnit15 UNIT 15AUDIORANSCRIP po‘uli efiafi ho‘atà efiafi ho‘atà pongipongi efiafi po‘uli ho‘atà efiafi pongipongi hengihengi kolo si‘isi‘i kolo lahi kolo 308 tahaía. Person A: Person B: tahaía. Person A: Dialogue 5 Person A: Person B: tahaía. Person A: Dialogue 4 Person A: Person B: tahaía. Person A: Dialogue 3 Person A: Person B: tahaía. Person A: Dialogue 2 Person A: Person B: Person A: Dialogue 1 gaps onyourworksheet. to eachdialogue,writetheEnglishin dialogue isspokenonlyonce.Asyoulisten You willhearfivedialoguesinTongan.Each Lesson BWS1 Track 28toAccompanyUnit15 ‘I heefiafipo‘uli´.Koetaimilelei Fakakù? Tau òkikololahi. ‘I hehengihengi´.Koetaimilelei Fakakù? Tau òkimotu. ‘I heho‘atàefiafi´.Koetaimilelei Fakakù? Tau òkipupu‘apuhi. ‘I heefiafipo‘uli´.Koetaimilelei Fakakù? Tau òki‘ana. ‘I hepongipongi´.Koetaimilelei Fakakù? Tau òkimatàtahi. 15 FAUFAUA! An Introduction to Tongan Person B:‘Ihehahake´. Person A:‘Oku‘ifè‘aekololahi´? Conversation 8 Person B:‘Ilotofonuahemotu´. Person A:‘Oku‘ifè‘aekolo´? Conversation 7 Person B:‘Ihehahake´. Person A:‘Oku‘ifè‘aemotu´? Conversation 6 Person B:‘Ihetonga´. Person A:‘Oku‘ifè‘aengaahi‘ana´? Conversation 5 Person B:‘Ihemotu´. Person A:‘Oku‘ifè‘aemo‘ungaafi´? Conversation 4 Person B:‘Ilotofonuahemotu´. Person A:‘Oku‘ifè‘aengaahikolo´? Conversation 3 Person B:‘Ihehahake´. Person A:‘Oku‘ifè‘aematàtahi´? Conversation 2 “blowholes” and“north”. you wouldfillinthegapswithwords Person B:‘Ihetokelau´. Person A:‘Oku‘ifè‘aepupu‘apuhi´? Conversation 1 voices say: in thegaps.Forexample,ifyouhear to writetheEnglishwordsforwhatyouhear only once.Foreachconversation,youneed You willheareightconversations,eachsaid Lesson CWS2 Track 29toAccompanyUnit15 309 15 FAUFAUA! An Introduction to Tongan This vocabulary isonCD2track30. tò kosi fufulu fò fakatau fai engàuefaka‘api fai ehomueka fahi fefie vesitapolo (ngaahi) vala toileti musie mohenga loki kaukau kà fefie Vocabulary Language Knowledge • • • • • The curriculumlinksare: Curriculum Links • • Students will: Learning Outcomes OVERVIEW Ngàue´? –WhoDoestheork? Unit 16–KoHai‘OkuŃeFa‘ae The strandsandachievementobjectivesare: Levels 1and2oflearninglanguagesin talk aboutrolesintheirfamily; Communication (page53) Level 2oftheTonganlanguageguidelines( make connectionswiththeirownlanguage(s)andcultures(s). Culture (pages53and55). Language (pages53–54); 2.6 2.1 understand andexpressconceptsofamount,ownership,relationship,quality,state; identify people,places,andthings; to plant to mow to wash,clean to washclothes to buy to dohousework to dohomework to chopwood vegetable clothes toilet lawn, grass bed bathroom car firewood 310 The NewZealandCurriculum; TiNZC). 16 FAUFAUA! An Introduction to Tongan • • • • • • • • • • • • tasks associatedwithmenandboys: In Tonga,differenttasksaretraditionallyassociatedwithdifferentgenders.Thefollowing Cultural Knowledge ‘Oku fufulu‘eSione‘aekaa´. written asadoublevowelwhenitisfollowedbythedefinitive accent,forexample: Remember thatwhenawordendsinvowelhasmacron,forexample,kà,theis toileti loki kaukau homes, differenttermsareusedtodescribetherooms,forexample: In houseswherealltheamenitiesarewithinsamebuilding, asinmanyNewZealand fale màlòlò fale kaukau purposes oftheseseparatestructures,forexample: and bathing.Thisiswhythewordfaleusedwithanadjectivetodescribeparticular In Tonga,theretendtobeseparatefalefordifferentpurposes,example,sleeping,eating, Language Notes ‘Oku oungaohiengaahimohenga´. ‘Oku fakataueme‘akai´he‘ekufa‘ee´. ‘Io, ‘iheTokonaki. ‘Oku´ kekosi‘aemusie´? Structures andExpressions Similarly, workassociatedwithwomenandgirlsincludes: getting foodforSundayfromtheplantation; feeding pigs; doing thewashingandironing; making beating andpreparingmulberrybark; looking afterchildren; washing dishes; cooking; weeding aflowergarden; sweeping upgrassclippings; planting chopping woodforan kahoa kakalaandsisiforfamilycelebrations. ‘ufi. ‘umu; 311 Sione washesthecar. toilet bathroom toilet (outhouse) bathhouse I makethebeds. My mumbuysthefood. Yes, onSaturdays. Do youmowthelawn? 16 FAUFAUA! An Introduction to Tongan roles, andactionschangeovertime. culture. Whatpeopledowithintheirfamiliesand thewidersocietyvaries.Beliefs, faka-Tonga (theTonganway),theywillcometoknowthatthereisnoonewaydescribea As thestudentsmeetmoreTonganpeopleandlearn about thelanguageandanga knowledge andinterculturalunderstanding. opinions astheyinvestigaterolesandresponsibilitiesin families canleadtogreater self- and withoutmakingjudgments.Encouragingthemtosharetheirthinking,experiences, society. Ensurethatyourstudentshaveanopportunitytoairtheirimpressions,respectfully important toensurethatthestudentsarenotformulatingastereotypicalviewofTongan When discussinghowtasksandrolesmaybeassociatedwithaparticulargender,itis continue tolearnmoreaboutthestructureofTonganfamiliesandvaluestheyliveby. The studentsareencouragedtotalkabouttheirownfamiliesinthisunit.Aswell,they Teachers’ Notes cultural patternsofbehaviour. Intermarriage withpeoplefromotherculturesisalsohavinganimpactonthesetraditional men andwomenaretakingonrolesthatdifferentfromtheirtraditionalinTonga. but otherfamiliesareincreasinglyinfluencedbythecultures ofthepeoplearoundthem, and These traditionsarechanging.ManyTonganfamiliesinNewZealandstillverytraditional, serve ittomen,firstgettingpermissionfromtheirparents. Traditionally, Tongangirlsdon’tgooutunlesstheyarechaperoned.Theyalsomakekavaand 312 16 FAUFAUA! An Introduction to Tongan • • Looking Back • • Introduction Lesson Outline • Students will: Learning Outcomes LESSON A Ngàue´? –WhoDoestheork? Unit 16–KoHai‘OkuŃeFa‘ae make connectionswiththeirownlanguagesandcultures(s). Exchange greetings background towelcomethestudentslesson. Resources for familymembers. Tell thestudentstousetheir copiesofWS1fromUnit11totesteachotheronthewords reinforcement orshowtheDVDlanguagesection(optional). in turn,askingtheclasstorespondwithitsEnglish equivalent.PlayCD2track9as is alistoffamilyvocabulary.CovertheEnglishwords andpointtoeachTonganword With thestudents,recallwordsforfamilymembers. ShowOHT1fromUnit11,which Play the You supply: A softball The Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:TonganSongs CD OHT 2 WS 1 Unit 16audioCDandtranscript OHT 1b OHT 1a Unit 16DVDandtranscript WS 1(fromUnit11LessonA) Unit 11DVDandtranscript(optional) Unit 11audioCDandtranscript(optional) OHT 1(fromUnit11LessonA) Hiva, Ta‘anga,moeHimi‘ilotoNu‘uSila:Tongan SongsCDquietlyinthe . 313 16A

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • • • Learning Experiences whether theyweremoresuccessfulthistime. sentences toeachother.RemoveOHT2andrepeatthelisteningactivity.Askthem ask themtorepeatthesentencesastheyhearthem.Askpractisesaying Show OHT2.Helpthestudentstonoticesentencepatterns.Replaytrack31and they listen,writedowninEnglishwhatthinkthepersonissaying. Now playCD2track31.Thistime,thestudentslistentoninesentencesinTongan.As to checktheirandpartner’swork. Play track30againtoletthemproofreadtheirresponsesandthenshowOHT1afor the Tonganword(s)forvocabularythattheyhearjustabovematchingillustration. Hand outcopiesofWS1.PlayCD2track30.AsthestudentslistentoCD,theywrite the Tonganwordsandmatchingillustrations. CD 2track30.Askthestudentstorepeatwordsorphrasesinpausesastheyview Then showOHT1btoallowthemfeelconfidentintheirunderstanding.Afterwards,play Display OHT1a.Checkthestudents’understandingofpicture–wordmatchinTongan. now theyhavediscussedit. viewing asreinforcementandtochallengethemseewhethertheycanunderstandmore Play theDVDlanguagescenario.Askstudentswhattheycanunderstand.Repeat lesson. Display thelearningoutcomesforUnit16andidentifythosethatarefocusofthis Exchange farewells. can makewiththeirownlanguage(s)andculture(s) withthestudents. Play theDVDculturalsectionanddiscusstheirobservations andtheconnectionsthatthey Lesson A.Theycouldeventrythemoutontheirfamilies. Ask thestudentstokeeppractisingwordsand phrasestheyhavebeenlearningin students, youmaychoosetodividetheclassintogroupsforthisquickrecallactivity. associated withtheactivity.Thenthatstudentcontinuescycle.Toengagemore say aTonganwordfromthevocabularylist.Thestudentcatchesitandmimesaction Optional activity:Usingasoftballorsomeotherobject,throwittostudentand Then youoffersupporttohelpthemfeelsecureintheirlearning. you givethestudentsachallengethatmovesthemoutoftheircomfortzone. This techniqueisawaytobuildtheirlisteningskillsthroughrisktaking.First expected tobeperfect.Iftheygetmostofthemright,tell“ If thestudentsfindthistaskchallenging,reassurethemthattheyarenot 314 Faufaua!” 16A

FAUFAUA! An Introduction to Tongan musie mohenga loki kaukau kà fefie OHT 1a fai ehomueka fahi fefie vesitapolo ngaahi vala toileti 315 tò kosi fufulu fò fakatau fai engàuefaka‘api 16A

FAUFAUA! An Introduction to Tongan lawn, grass bed bathroom car firewood OHT 1b to dohomework to chopwood vegetable clothes toilet 316 to plant to mow to wash,clean to washclothes to buy to dohousework 16A

FAUFAUA! An Introduction to Tongan WS 1 317 16A

FAUFAUA! An Introduction to Tongan ‘Io, ‘iheTokonaki. ‘Oku´ kekosi‘aemusie´? he‘eku fa‘ee´. ‘Oku fakataueme‘akai´ he‘eku tamai´. ‘Oku tòevesitapolo´ e ngàue´? Ko hai‘oku´nefai‘a mohenga´. ‘Oku oungaohiengaahi ‘Oku oufòengaahivala´. falekaukau´. ‘Oku oufufulue e ngàue´? Ko hai‘oku´nefai‘a OHT 2 318 Yes, onSaturdays. Do youmowthelawn? My mumbuysthefood. vegetables. My fathergrowsthe Who doesthework? I makethebeds. I washtheclothes. I cleanthebathroom. Who doesthework? 16A

FAUFAUA! An Introduction to Tongan • Looking Back • • Introduction Lesson Outline • • Students will: Learning Outcomes LESSON B Ngàue´? –WhoDoestheork? Unit 16–KoHai‘Oku´NeFa‘ae talk aboutrolesintheirfamily; students respondwiththeTonganword(s).Gothrough fiveorsixillustrationsinthisway. Exchange greetings. background towelcomethestudentslesson. make connectionswiththeirownlanguage(s)andcultures(s). Show OHT1b.Pointtooneoftheillustrationsand ask Play the Resources You supply: Copies ofCD2track32fromtheaudiotranscriptonpage328 Copies ofCS1 Copies ofOHT2 The Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:TonganSongs CD CS 1 OHT 3 Unit 16DVDandtranscript OHT 2(fromLessonA) Unit 16audioCDandtranscript OHT 1a(fromLessonA) OHT 1b(fromLessonA) Hiva, Ta‘anga,moeHimi‘ilotoNu‘uSila:Tongan SongsCDquietlyinthe This activitywillgiveyoua quick measureoftheirlevelrecall. 319 Ko ehàeni?(Whatisthis?).The 16B

FAUFAUA! An Introduction to Tongan • • • • Learning Experiences • • • • Close • Looking Ahead • • Exchange farewells. make. Play theDVDculturalsectionanddiscusswith studentsanyobservationstheywishto that theywillbeperformingtheiradjustedrole-plays. Remind thestudentsthattheywillbeassessingtheir ownlearninginLessonC.Tellthem vocabulary theyknowbutkeepingthesentencepatterns thesame. Challenge themtomakefivechangesthescenarioindividualisetheirrole-play,using the DVDlanguagescenario.Tellstudentstoworkinpairsrole-play If youdidn’tdotheoptionalactivity,handoutcopiesofDVDtranscriptnow.Play students tofurtherreinforcetheirlearning. out. ShowOHT3.ThestudentsverifytheirresponsesusingCS1.Playtrack32forthe Optional activity:PhotocopyCD2track32intheaudiotranscriptandhandthese the CDsothattheycanfollowtextandmentallychecktheirresponses. The studentsthenchecktheirresponsesusingCS1.Handoutcopies.Replaytrack32on to stopaftereachonesothatthestudentscanchecktheirresponses. on theOHT.PlayCD2track32.Decidewhethertoplayallthetextsoneafterotheror three shorttextsspokenontheCD.Foreachtext,theyrespondinEnglishtoquestions Play theDVDstudiosection.ShowOHT3.Tellstudentsthattheyareabouttohear and revisitsomeoftheactivitiesfromLessonA. with usingthesentencepatterns.Ifso,repeatviewingofDVDlanguagesection The studentsmayneedmoretimetomasterthevocabularyandfeelcomfortable of theirownfamilymembers,includingthemselves. patterns onOHT2,theymakeupsentencesinTonganabouttherolesandresponsibilities Hand outcopiesofOHT2tothestudents.Askthemworkinpairs.Usingsentence more ofthelanguage.Findoutwhathelpedthemtounderstandmore. Play theUnit16DVDlanguagescenario.Askstudentsiftheycannowunderstand Identify thelearningoutcomesforthislesson. responses. understand themeaningsofsentencesthistime.ShowOHT2tohelpthemverifytheir Repeat thelisteningactivityfromLessonA.Askwhetherstudentsfounditeasierto Tongan word(s)andillustration. 30. Tellthestudentstorepeatword(s)inpausesastheylookatmatching Follow theaboverecallactivitywithquickreinforcement.ShowOHT1a.PlayCD2track However, intheearlystages,theyneedsupporttodevelopthatconfidence. opportunities forlisteningcomprehensionactivitieswillhelpthemtolearn. As thestudentsgrowintheirknowledgeandconfidence,sustained 320 16B

FAUFAUA! An Introduction to Tongan OHT 3 4. 3. 2. 1. What fourthingsdoesSione do? Text 3 4. Whatdoestheyoungerbrotherdo? 3. Whatdotheparentsdo? 2. Whatdoesthegrandmotherdo? 1. Whatdoesthemotherdo? Text 2 4. Whochopsthefirewood? 3. Whohelpswiththehomework? 2. Whomowsthelawn? 1. Whodoesthedishes? Text 1 The questionsare: Who Doestheork? 321 16B

FAUFAUA! An Introduction to Tongan ‘Oku tò‘eSione‘aevesitapolo´. ‘Oku fufulu‘eSione‘aetoileti´. ‘Oku fufulu‘eSione‘aekaa´. ‘Oku fufulu‘eSione‘ae‘ùpeleti´. Text 3 ‘a emohenga´. ‘Oku ngaohi‘eheki‘itamasi‘isi‘isi‘i ‘Oku ò‘aeongomàtu‘a´‘ongàue. ‘Oku tokanga‘i‘ehekuifefine´‘aefànau´. ‘Oku teuteu‘i‘ehefine‘eiki´‘aeme‘atokoni´. Text 2 ‘Oku fahi‘ehefoha´‘aefefie´. ‘Oku tokoni‘aefine‘eiki´kihehomueka´. ‘Oku kosi‘ehetamasi‘ilahi´‘aemusie´. ‘Oku fufulu‘eheta‘ahinelahi´‘ae‘ùpeleti´. Text 1 CS 1 Ko Hai‘OkuneFai‘aeNgàue´? 322 Sione growsthevegetables. Sione cleansthetoilet. Sione washesthecar. Sione washesthedishes. the beds. The youngerbrothermakes The parentsgotowork. the children. The grandmotherlooksafter The motherpreparesthefood. The sonchopsthefirewood. The motherhelpswiththehomework. The olderbrothermowsthelawn. The oldersisterdoesthedishes. 16B

FAUFAUA! An Introduction to Tongan • • • Learning Experiences • Looking Back • • Introduction Lesson Outline • • Students will: Learning Outcomes LESSON C Ngàue´? –WhoDoestheork? Unit 16–KoHai‘Oku´NeFa‘ae

talk aboutrolesintheirfamily; make connectionswiththeirownlanguage(s)andcultures(s). Vaka ProgressChart. The studentscompletetheir Unit16AchievementChecklistandcolourinbandontheir fresh. changes thestudentsmadetotheirrole-playswill makeeachperformanceuniqueand role-plays beforetheclass.Asusual,classisto beanappreciativeaudience.The Give thestudentstimetopractisetheirrole-plays. Thestudents taketurnstoperformtheir Show theDVDlanguagesectionasawarm-upreminder forthestudents. they makewiththeirownlanguage(s)and(cultures)? relating totheDVDculturalsectionwiththem.What connectionsandcomparisonscan With thestudents,recalllearningoutcomesfor Unit16.Discusstheirobservations Exchange greetings. Play theDVDculturalsection. Resources You supply: Copies ofWS2 Vaka ProgressChart Copies oftheUnit16AchievementChecklist Unit 6DVD WS 2 Unit 16AchievementChecklist Unit 16DVDandtranscript 323 16C

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead Exchange farewells. Play theUnit6DVDculturalsectiontoprompttheirthinking about Tongancrafts. names ofthecoloursonworksheet. culture. HandoutWS2andaskthestudentstocolourinpatternsaccording In Unit17,thestudentswilllearntomakecraftitemsthatareassociatedwithTongan 324 16C

FAUFAUA! An Introduction to Tongan Now Ican: Ko hokuhingoa´ko UNIT 16AchievementChecklist language(s) andcultures(s) make connectionswithmyown talk aboutrolesinmyfamily 325 . 16C

FAUFAUA! An Introduction to Tongan WS 2 1 1 3 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 6 6 6 6 6 6 6 6 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 3 3 3 3 3 3 3 9 9 6 9 9 6 1 1 3 9 9 6 1 1 3 2 2 2 2 4 4 6 6 1 9 9 6 1 1 3 8 8 7 8 8 7 1 1 3 9 9 6 1 1 3 9 9 6 9 9 4 1 1 3 9 9 6 1 1 3 9 9 6 6 6 6 6 1 1 1 1 1 1 5 5 1 1 3 9 9 6 1 1 3 9 9 6 1 1 9 9 3 4 9 9 6 9 9 6 1 1 3 2 2 4 2 2 4 1 1 3 9 9 6 8 8 7 6 6 8 8 1 7 1 1 3 9 9 6 1 1 3 9 9 6 1 1 3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 3 3 3 3 3 3 9 9 6 1 1 3 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 6 6 6 6 6 6 6 6 3 3 1 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 9 9 9 9 9 9 9 9 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 6 6 1 1 1 1 1 1 1 1 9 6 6 9 3 3 1 9. vàleti 8. ‘uli‘uli 7. tukumisi 6. pulù 5. lanumoli 4. lanumata 3. kulokula 2. hinehina 1. engeenga 6 6 3 3 9 1 4 4 4 4 2 2 1 1 6 6 6 9 3 3 1 7 7 8 7 7 8 3 3 1 6 6 9 3 3 6 6 1 9 4 4 9 3 3 1 6 6 9 326 3 3 6 6 1 9 1 1 1 1 6 6 5 5 5 5 1 1 3 3 1 6 6 9 3 3 6 6 1 9 3 3 4 4 1 9 6 6 9 6 6 9 3 3 1 4 4 2 4 4 2 3 3 1 6 6 9 7 7 8 1 1 7 7 6 8 3 3 6 6 1 9 3 3 1 6 6 9 3 3 1 3 3 3 3 3 3 3 3 3 3 3 3 3 3 6 6 1 1 1 1 1 1 1 9 3 3 1 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 9 9 9 9 9 9 9 9 1 1 3 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 6 6 6 6 6 6 6 6 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 9 9 3 3 3 3 3 3 3 3 6 9 9 6 1 1 3 9 9 6 1 1 3 2 2 2 2 4 4 6 6 1 9 9 6 1 1 3 8 8 7 8 8 7 1 1 3 9 9 6 1 1 9 9 3 6 9 9 4 1 1 3 9 9 6 1 1 9 9 3 6 6 6 6 6 1 1 1 1 1 1 5 5 1 1 3 9 9 6 1 1 9 9 3 6 1 1 9 9 3 4 9 9 6 9 9 6 1 1 3 2 2 4 2 2 4 1 1 3 9 9 6 8 8 7 6 6 8 8 1 7 1 1 9 9 3 6 1 1 3 9 9 6 1 1 3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 9 9 3 3 3 3 3 3 3 6 1 1 3 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 6 6 6 6 6 6 6 6 16C

FAUFAUA! An Introduction to Tongan Màlò, Lu‘isa. Taiana: ‘ù mohenga´. Sai. Teútokoniatuhonongaohie Lu‘isa: ‘Io. Teú‘uluakingaohie‘ùmohenga´. Taiana: Ta ò? Lu‘isa: ‘Io, teú‘alukimàketi. Taiana: Te´ ke‘alu‘ofakatauhe‘ahońi? Lu‘isa: Ko è‘i‘utahengoue´. Taiana: Ko fè‘aMàtiu? Lu‘isa: ‘Oku kosi. Taiana: Ko fè‘aTaniela? Lu‘isa: Màlò, Lu‘isa.‘Oku´kefu‘ungàuelahi! Taiana: ‘Io. Teútoki‘ai‘anai. Lu‘isa: Te´ kelava‘ofaietafi´. Taiana: Ko ehàme‘a‘okutoefiema‘ukefai´? Lu‘isa: Màlò. Koe‘aholeleienikefaiaifoo´. Taiana: ‘Io, kuomei‘osi. Lu‘isa: Lu‘isa! Kuo‘osiefoo´? Taiana: UNIT 16DVDRANSCRIP 327 Thanks, Lu‘isa. Taiana: OK. I’llhelpyoumakethebeds. Lu‘isa: Sure. FirstI’llmakethebeds,though. Taiana: Can Icome? Lu‘isa: Yes, I’mgoingtothemarket. Taiana: Are yougoingshoppingtoday? Lu‘isa: He’s attheplantation. Taiana: Where’s Màtiu? Lu‘isa: He’s mowingthelawn. Taiana: Where’s Taniela? Lu‘isa: Thanks, Lu‘isa.You’redoingalotofwork! Taiana: OK. I’lldoitlater. Lu‘isa: You coulddothesweeping. Taiana: What elseneedsdoing? Lu‘isa: Thanks. It’sagooddaytodothewashing. Taiana: Yes, I’vejustaboutfinished. Lu‘isa: Lu‘isa! Haveyoudonethewashing? Taiana: 16 FAUFAUA! An Introduction to Tongan them inthepauses. Now listentothesentences againandrepeat ‘Io, ‘iheTokonaki´. ‘Oku´ kekosi‘aemusie´? ‘Oku fakataueme‘akai´he‘ekufa‘ee´. ‘Oku tòengaahivesitapolo´he‘ekutamai´. Ko hai‘okuńefai‘aengàue´? ‘Oku oungaohiengaahimohenga´. ‘Oku oufòengaahivala´. ‘Oku ou fufuluefalekaukau´. Ko hai‘okuńefai‘aengàue´? In English,writedownwhattheysay. Listen towhatthesepeoplearesaying. Lesson AOHT2 Track 31toAccompanyUnit16 tò kosi fufulu fò fakatau fai engàuefaka‘api fai ehomueka fahi fefie vesitapolo ngaahi vala toileti musie mohenga loki kaukau kà fefie again, tryingtoimproveyourpronunciation. the samewordasecondtime.Say repeat thewordinpause.Youwillhear to eachwordasitisbeingspoken.Then Here isthevocabularyforUnit16.Listen Lesson AOHT1a Track 30toAccompanyUnit16 UNIT 16AUDIORANSCRIP 328

‘Oku tò‘eSione‘aevesitapolo´. ‘Oku fufulu‘eSione‘aetoileti´. ‘Oku fufulu‘eSione‘aekaa´. ‘Oku fufulu‘eSione‘ae‘ùpeleti´. Text 3 mohenga´. ‘Oku ngaohi‘eheki‘itamasi‘isi‘isi‘i‘ae ‘Oku ò‘aeongomàtu‘a´‘ongàue. ‘Oku tokanga‘i‘ehekuifefine´‘aefànau´. ‘Oku teuteu‘i‘ehefine‘eiki´‘aeme‘atokoni´. Text 2 ‘Oku fahi‘ehefoha´‘aefefie´. ‘Oku tokoni‘aefine‘eiki´kihehomueka´. ‘Oku kosi‘ehetamasi‘ilahi´‘aemusie´. ‘Oku fufulu‘eheta‘ahinelahi´‘ae‘ùpeleti´. Text 1 respond inEnglishtothequestionsonOHT. You willhearthreeshorttexts.Foreachtext, Who doesthework? Ko hai‘okunefai‘aengàue´? Lesson BOHT3 Track 32toAccompanyUnit16

16 FAUFAUA! An Introduction to Tongan This vocabularyisonCD2 track35. ngingila tu‘a loto sanipepa nge‘esi niu nge‘esi fingota maea ipu afo Vocabulary Language Knowledge • • • • • The curriculumlinksare: Curriculum Links • • • • Students will: Learning Outcomes OVERVIEW MAKING THINS Unit 17–Koengaohiha‘ùMe‘a The strandsandachievementobjectivesare: Levels 1and2oflearninglanguagesin make requests; Communication (page53) Level 2oftheTonganlanguageguidelines( give instructions; Culture (pages53and55). Language (pages53–54); 2.4 2.1 make connectionswiththeirowncultures(s). respond torequestsandinstructions; make requests,giveinstructions,andrespondtorequestsinstructions; identify people,places,andthings; shiny outside inside sandpaper coconut shell seashell rope cup string 329 The NewZealandCurriculum; TiNZC). kae‘oua vau fì fakapona fakangingila fakalolo until to scrape to plait to knot to polish to oil 17 FAUFAUA! An Introduction to Tongan individual choice. shapes, feathers,andpandanuscutintoshapes.Thestyledecorationdependsonyour kinds ofmaterials,includingstrings,beads,shells,coconutshellscarvedintodifferent occasions, suchaswhengoingtochurchonSunday.Kiekiearemadewithmanydifferent bits ofcloth,andfibrecordsthatiswornbywomenorgirlsonadailybasisspecial A kiekieisadecorativewaistbandwithdanglingstripsofpandanus,strandsseeds, Kiekie together tomakeabroomwithit. are plaitedintosennit.Sennithasmanyuses.Forexample, youcantiecoconutleafmidribs is removed,thefibresarebeaten,andthentheyleftinthesuntodry.Oncedry, A specialkindofcoconutisusedformakingsennit,fromwhichropesareplaited.Thehusk Sennit Cultural Knowledge nge‘esi fingota nge‘esi niu Nge‘esi means“empty”or“dead”asinthesenseof“nolife”,forexample: Language Notes These sentencesandexpressionsareonCD2track34. Sio! Kuo´ufìhamaea. Ngaohi peheni. ‘Oku ‘ikaitonuia. Mo ehoko? Hoko? Te´ ungaohifèfè‘iia? Kàtaki fìhamaea. Structures andExpressions members who mightbewillingtobring alongsomengatutoshowthe students. your ownresearchintongatu makinganddesign.Your schoolmayhaveTongancommunity Ngatu havemanydifferentpatterns, eachwithameaning.Youandyourstudentscanalsodo material, colour,anddesign. cushions, andpillowcases. Newmaterialsandtechnologiesareinfluencingthechoiceof living inNewZealand,continuethetraditionofembroidery andpatchworktomakequilts, using hiapo(thebarkofthepapermulberrytree).ManyTongan women,includingthose thickness, purpose,andthematerialitiswovenfrom. Womenalsomakengatu(tapacloth) longer andwideramat,themorevaluableitis.As wellaslength,amat’svalueisbasedon process ofmakingngatu).InTonga,làlangaismostlydonewith lou‘akau (pandanus).The Women’s craftsincludelàlanga(weaving),making kahoa (garlands),andkoka‘anga(the Traditional Crafts Teachers’ Notes 330 (empty) seashell (dry) coconutshell Look! I’veplaitedarope. Do itlikethis. That’s notright. And afterthat? Next? How doImakeit? Please plaitarope. 17 FAUFAUA! An Introduction to Tongan versions areoftenavailableonaudiocassetteor,forrecenttitles,CD. and learning.Theillustrations,asvisualtexts,alsocontributetostudentAudio other TonganTupubooks(whereavailable)inunitstoextendthestudents’interest of readingtextsinordertomakemeaningwhattheyread.Youcouldalsoconsiderusing is important.Studentsprogressatdifferentrates,andmanyliketheindividualchallenge Having writtentextsinTonganavailabletheclassroomtosupportstudents’learning version intheteachers’notes. her grandmother.AreadinginTonganisavailableonaudiocassette,andthereanEnglish suitable forinclusioninthisunit.Ittellsthestoryofateena The TupustoryKoeMe‘a‘ofameiHe‘ekuKui´byKaliopetaHu‘akau,listedinthepreface,is Education’s on-linecataloguewilltellyouhowyourschoolcanobtainthem. You mayfindcopiesoftitlesfromtheTupuseriesinyourschool.Ifnot,Ministry The TupuSeries because ofthe“eyes”. can acquire.Rememberthatyouonlyuseoneofthehalvesfromeachwholecoconut Making cupscanbedoneasagroupactivity,dependingonhowmanycoconuthalvesyou the languageassociatedwiththisactivity. While plaitingisasimpleactivityforstudentsinyears7–8,theobjectivethemtolearn making akavacupareontheaudioCD. The DVDshowsthesequence,andlanguage,forplaitingarope.instructions make aropeandmakingcupfromhalfcoconutshell. This unitincludestwoworksheetsformakingcraftitems.Thesedescribeplaitingstringsto Making aCraftItem tools. them untiltheyareshiny.Today,ipukavasometimesmademorequicklyusingelectric blacker, theyburytheminmudneartheseaforaweekortwo.Thenwashandoil broken bottleglassuntilboththeinsideandoutsideareblackened.Tomakethemeven cups). Theycollectdrycoconutshellhalves(thesolidend) andscrapethemwithpieces of The girlwhopreparesthekavakeepstaungafacingher.Menalsomakeipu(kava has fourlegs.Partofthebowlisknownastaunga.Ittellsyoubackfromfront. Men’s craftsincludecarving.MencarvethetraditionalTongankumete(kavabowl),which 331 ge girlwhoweavesamatwith 17 FAUFAUA! An Introduction to Tongan • Learning Experiences • • Looking Back • • Introduction Lesson Outline • Students will: Learning Outcomes LESSON A MAKING THINS Unit 17–Koengaohiha‘ùMe‘a make connectionswiththeirowncultures(s). Exchange greetings. background towelcomethestudentslesson. others canfollowinTongan. unit. Theywillalsolearn how tomakesomecraftitemsandhowgiveinstructionsthat A. Tellthestudentsthatthey willbelearningmoreabouttraditionalTongancraftsinthis Display thelearningoutcomes forthisunitandidentifythose thatarethefocusofLesson worksheets inasuitableplacetheclassroom. Ask whetherthestudentshavecompletedWS2from Unit16.Displaythecompleted information withthestudents’livesandexperiences. traditional Tongancraftsandtherolesofmen womeninmakingthem.Connectthis traditional rolesintheTonganculture.Thisistoset the scene fordiscussingsomeofthe Have aquickclassdiscussionaboutwhatthestudents canrecallfromUnit16about Play the Resources You supply: Copies ofOHT1 Copies ofWS1 Envelope setsofslipsmadefromWS1 The Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:TonganSongs bookandCD OHT 1 Unit 17audioCDandtranscript WS 1 Unit 17DVDandtranscript Hiva, Ta‘anga,moeHimi‘ilotoNu‘uSila:Tongan SongsCDquietlyinthe 332 17A

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • • • Exchange farewells. together. Show theDVDculturalsectionanddiscussthiswithstudents.Someofyourstudents’ Play theDVDstudiosectionagain.DisplayOHT1.CD2track34andhave envelopes foryoutocollect.EachstudentkeepsacopyofWS1. Afterwards, getthestudentstogatherupstripsofpaperandputthembackin finish. VerifytheiraccuracyusingWS1. sentences intosequencebesidethematchingillustrations,raisingtheirhandsasthey them faceupinarandomorderontheirdesks.Asktoworkpairsputthe Optional activity:Askthestudentstomixupillustrationsandsentencesplace WS 1. carry onuntilthey’veplacedalltheillustrations.Theythen checktheirresponsesagainst Then askthemtochooseanillustrationandplaceitbesidethematchingsentence yet haveafullunderstandingofthesentencesandwhattheymeaninEnglish. on reading,listeningtothepronunciation,andgettingasenseoforder.Theymaynot Optional: Playtrack33again.Letthestudentsverifytheirresponses,thistimefocusing order againstWS1(withtheillustrationscovered).PlayDVDstudiosectionagain. When theyhavealltheirsentenceslineduponeundertheother,askthemtocheck far. Thenletthemcompletewhattheydidn’tmanagetofinishinthefirstround. reading. Letthosewhocan’tlistenagainsothattheycancheckwhathavedone challenging becauseitdemandsasimultaneousfocusonlistening,scanning,and Some ofthestudentsmaynotbeabletocompletethisactivityinonego.Itisquite paper insequence,onebeneaththeother. students listentotheTongansentences(eachonesaidtwice),theyplaceslipsof that theslipshavesentencesinTonganandillustrations.PlayCD2track33.As to takeoutthecontentsofenvelopeandspreadslipsfaceupondesk.Explain Organise thestudentsintopairsandhandoutanenvelopetoeachpair.Ask themselves. Discusswhattheyobservewiththestudents. Tell thestudentstoobservecarefullyandfocusonlanguageaswellitems Show theDVDstudiosection,whichgivesinstructionsformakingsomecraftitems. families makethatformpartoftheirculture(s). families maymaketheseitems.Otherstudentswillconnect withsimilarthingstheir Choose asongfrom Challenge thestudentstofindoutmoreabouttraditional Tongancrafts. and whatreallyhelpedthemtolearn. Invite thestudentstosaywhatinterestedthem mostabouttheirlearninginthislesson work. HandoutcopiesofOHT1forthestudentsto keepasareference. rope. Thentheyreversetheroles.EncouragethemtousesentencesonOHT1as WS 1.Onegivestheinstructionswhileotherfollowsandplaits Hand outlengthsofstringsuitableforplaiting.Askthestudentstoworkinpairs,using familiar withsayingthesentences. students repeatthesentencesinpauses.Repeatthissequenceuntiltheybecome Hiva, Ta‘anga,moeHimi ‘i lotoNu‘uSila:TonganSongstosing 333 17A

FAUFAUA! An Introduction to Tongan Anga HonoFìhaMaea WS 1 Kuo ‘osiemaea´. Fakapona. ‘Osi efì. Fì. Fakapona engaahiafo´. ‘Ai eafo‘etolu. Founga Ngaohi afo Me‘angàue

334

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FAUFAUA! An Introduction to Tongan Sio! Kuo´ufìhamaea. Ngaohi peheni. ‘Oku ‘ikaitonuia. Mo ehoko? Hoko? Te´ ungaohifèfè‘iia? Kàtaki fìhamaea. OHT 1 335 Look! I’veplaitedarope. Do itlikethis. That’s notright. And afterthat? Next? How doImakeit? Please plaitarope. 17A

FAUFAUA! An Introduction to Tongan • • Learning Experiences • • Looking Back • Introduction Lesson Outline • • • Students will: Learning Outcomes LESSON B MAKING THINS Unit 17–Koengaohiha‘ùMe‘a make requests; give instructions; vocabulary inthepauses. a coconutshell.First,show OHT2.PlayCD2track35andhavethestudentsrepeat Tell thestudentstheyare nowgoingtolearntheinstructions formakingacupfromhalf Identify thelearningoutcomes forthislesson. sentences inthepauses. Show OHT1fromLessonA.PlayCD2track34and askthestudentstorepeat discuss whattheyhavefoundout. Find outwhetherthestudentshavebroughtmore information aboutTongancraftsand Exchange greetings. Resources respond torequestsandinstructions. You supply: Copies ofWS2 Envelope setsofcardsmadefromWS2 The Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:TonganSongs CD Unit 17DVDandtranscript WS 2 OHT 3 OHT 2 Unit 17audioCDandtranscript OHT 1(fromLessonA) 336 17B

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • Show OHT3.PlayCD2track36afewtimes.Asthestudentslisten,theyrepeat Exchange farewells. Show theDVDculturalsectionanddiscusscontentwithstudents. a groupactivitywheretheyallparticipateineverystepofthetask. arrange tohavethenumberofcoconuthalvesyouwillneed.Makinganipukavacouldbe item, tellthestudentswhattheyneedtobring.Ifyouplanforthemmakeanipukava, responding toinstructionsformakingacraftitem.Ifyouhavedecidedmake Remind thestudentsthattheywillbeassessingtheirlearninginLessonCbygivingand revise theinstructionsforplaitingstringintorope. Optional activity:PlayCD2track33.AsthestudentslookattheircopiesofWS1,they worksheet doesnothavetheEnglishtextonit. pronunciation andlearning.HandoutcopiesofWS2fortheirreference.Notethatthe and matchingtheinstructionstoillustrations.PlayCD2track36reinforcetheir Now askthestudentstoworktogetherintheirgrouppractisegivinginstructions have beenpickedupandthewinninggroupdeclared. group thatcompletesthistaskfirstgetsapoint.Theactivitycontinuesuntilallthecards that numbermustpickupthetwomatchingcards(asentenceandanillustration).The illustration fromWS2.Acallercallsoutaninstructionandanumber.Thestudentwith an envelopecontainingasetofcardstoeachgroup.Eachcardhasinstructionor Organise thestudentsintogroupsandgiveeachstudentingroupanumber.Hand they focustheirlistening,matchingthesentenceshearwithpicturessee. sentences inthepauses.Makesurethattheybecomefamiliarwithinstructionsas 337 17B

FAUFAUA! An Introduction to Tongan kae‘oua vau fì fakapona fakangingila fakalolo ngingila tu‘a loto sanipepa nge‘esi niu nge‘esi fingota maea ipu afo OHT 2 until to scrape to plait to knot to polish to oil shiny outside inside sandpaper coconut shell seashell rope cup string 338 17B

FAUFAUA! An Introduction to Tongan Kuo‘osieipu´. 9. Fakaloloeipu´. 8. mongingila. Fakangingila kae‘ouake‘uli‘uli 7. Fakangingila ‘atu‘a‘akiesanipepa´. 6. mongingila. Fakangingila kae‘ouake‘uli‘uli 5. Fakangingila ‘aloto‘akiesanipepa´. 4. Vau‘aloto ‘akienge‘esifingota´. 3. Vau ‘atu‘a‘akienge‘esifingota´. 2. To‘oenge‘esiniu‘etaha. 1. Founga Ngaohi lolo sanipepa nge‘esi fingota nge‘esi niu Me‘angàue How toMakeanIpuKava(KavaCup) OHT 3

339 Method Materials The cupisfinished. Oil thecup. Polish ituntilit’sblackandshiny. sandpaper. Polish theoutsidewith Polish ituntilit’sblackandshiny. Polish theinsidewithsandpaper. Scrape theinsidewithshell. Scrape theoutsidewithshell. Take onedrycoconuthalf. oil sandpaper seashells dry coconuthalves

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FAUFAUA! An Introduction to Tongan

Founga Ngaohi nge‘esi niu Me‘angàue WS 2 7. 4. 1. ke ‘uli‘ulimongingila. Fakangingila kae‘oua ‘aki esanipepa´. Fakangingila ‘aloto taha. To‘o enge‘esiniu‘e Ipu Kava

nge‘esi fingota 8. 5. 2. Fakalolo eipu´. ke ‘uli‘ulimongingila. Fakangingila kae‘oua nge‘esi fingota´. Vau ‘atu‘a‘akie 340 sanipepa 9. 6. 3. Kuo ‘osieipu´. ‘aki esanipepa´. Fakangingila ‘atu‘a nge‘esi fingota´. Vau ‘aloto‘akie lolo

17B

FAUFAUA! An Introduction to Tongan • Looking Back • • Introduction Lesson Outline • • • • Students will: Learning Outcomes LESSON C MAKING THINS Unit 17–Koengaohiha‘ùMe‘a make requests; respond torequestsandinstructions; give instructions; are learning. a posterthatmakestheconnections betweenthestudents’ownculture(s)andwhatthey Consider usingthisdiscussion asaposteractivity.Thestudentsworkingroupstocreate with theirownandculture(s)? particularly interestingabout traditionalTongancrafts.Whatcomparisonscantheymake Review thelearningoutcomesforUnit17.Discuss withthestudentswhattheyfind Exchange greetings. Play theDVDculturalsectiontocreaterightmood forthelesson. Resources make connectionswiththeirowncultures(s). You supply: A copyofKoeMe‘a‘ofameiHe‘ekuKui´,theteachers’notes,andaccompanying Vaka ProgressChart Copies oftheUnit17AchievementChecklist Other craftmaterials(asneeded) One bundleofstringperstudent Copies ofWS2(optional) Material formakingposters(optional) Unit 17AchievementChecklist Unit 17audioCDandtranscript WS 2(fromLessonB–optional) OHT 1(fromLessonA) Unit 17DVDandtranscript audio cassette(optional) 341 17C

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • Learning Experiences the students. Tongan text.Discusstheillustrationsasvisualtexts,drawingoutwhattheynoticefrom illustrations astheylisten.Askthestudentswhethercouldunderstandanyof with thestory,playTonganversionforstudentstolistento.Showthem This isastoryaboutgirlwhoweavesmatwithhergrandmother.Oncetheyarefamiliar Exchange farewells. Play theDVDculturalsectionandreviewitfurtherwithstudents. the Tonganwordsfornumbers. traditional waysofmeasuringthingsinTonga.AskthemtogobackUnit5andrevise In Unit18,thestudentswillreturntotheirnumbervocabularyandlearnaboutsome Optional activity:ReadtheEnglishversionof Vaka ProgressChart. The studentscompletetheirUnit17AchievementChecklistandcolourinbandon making anipukava(WS2). Make theplannedcraftitem(s)withstudentsorrepeatactivitiesassociated monitor eachother’suseofthelanguage. the studentsusevocabularyandexpressionstheyhavebeenlearning.Askthemto instructions forplaitingstringstomakerope.ShowOHT1fromLessonAensurethat Play theDVDstudiosection.Tellstudentstoworkin pairs togiveeachotherthe 342 Ko eMe‘a‘ofameiHe‘ekuKui´totheclass. 17C

FAUFAUA! An Introduction to Tongan Now Ican: Ko hokuhingoa´ko UNIT 17AchievementChecklist cultures(s) make connectionswithmyown respond torequestsandinstructions give instructions make requests 343 . 17C

FAUFAUA! An Introduction to Tongan Màlò, Lu‘isa. Siu: Fakalata! Lu‘isa: hili iapea´kenono‘o. Te´ ketuiematala‘iheilala‘enima,peaka Siu: Ko ematala‘iheilala‘efiha‘okufiema‘u´? Lu‘isa: ke tuilevamoeheilala´‘opeheni. tui ekahoa´.Te´kefau´‘ihehui´.Pea´ ‘E lavaleleipè.Teúfakahinohinoatuhono Siu: ‘Oku lavakeútuihakahoa? Lu‘isa: Lanu kulokulalelei.‘Okuoutuikahoa. Siu: lanu´. ‘Oku faka‘ofo‘ofa‘aupito.ousa‘iahono Lu‘isa: ‘Io. Koeheilala,kohuni,peamofà. Siu: Kakala faka‘ofo‘ofa! Lu‘isa: UNIT 17DVDRANSCRIP 344 Thanks, Lu‘isa. Siu: Great! Lu‘isa: tie itup. You threadfiveheilalaflowers,andthenyou Siu: How manyheilalaflowersdoyouneed? Lu‘isa: this. the needle.Thenyouthreadaheilalalike make agarland.Youthreadthefauthrough Of courseyoucan.I’llshowhowto Siu: Can Imakeagarland,too? Lu‘isa: It’s agreatred.I’mmakinggarland. Siu: the colour. The flowersarereallybeautiful.Ilove Lu‘isa: Yes. They’reheilala,huniandfà. Siu: What beautifulflowers! Lu‘isa: 17 FAUFAUA! An Introduction to Tongan sanipepa nge‘esi niu nge‘esi fingota maea ipu afo after thespeakerinpauses. Listen tothefollowingwordsandsaythem Lesson BOHT2 Track 35toAccompanyUnit17 Sio! Kuoúfìhamaea. Ngaohi peheni. ‘Oku ‘ikaitonuia. Mo ehoko? Hoko? Te´ ungaohifèfè‘iia? Kàtaki fìhamaea. sentences inthepauses. Listen tothesespeakersandrepeatthe Lesson AOHT1 Track 34toAccompanyUnit17 Kuo ‘osiemaea´. Fakapona. ‘Osi efì. Fì. Fakapona engaahiafo´. ‘Ai eafo‘etolu. Founga ngaohi: afo Me‘angàue: paper intheorderthatyouhear. plait stringtomakearope,puttheslipsof As youlistentotheinstructionsforhow Anga HonoFìhaMaea Lesson AWS1 Track 33toAccompanyUnit17 UNIT 17AUDIORANSCRIP 345 Kuo ‘osieipu´. Fakalolo eipu´. Fakangingila kae‘ouake‘uli‘ulimongingila. Fakangingila ‘atu‘a‘akiesanipepa´. Fakangingila kae‘ouake‘uli‘ulimongingila. Fakangingila ‘aloto‘akiesanipepa´. Vau ‘aloto‘akienge‘esifingota´. Vau ‘atu‘a‘akienge‘esifingota´. To‘o enge‘esiniu‘etaha. Founga ngaohi: lolo sanipepa nge‘esi fingota nge‘esi niu Me‘angàue: kava cup. Listen totheinstructionsforhowmakea Ipu Kava Lesson BOHT3andWS2 Track 36toAccompanyUnit17 kae‘oua vau fì fakapona fakangingila fakalolo ngingila tu‘a loto

17 FAUFAUA! An Introduction to Tongan This vocabulary isonCD2track37. fàlahi fua tuinga tà‘i, taa‘i ofa manga loloto kau kato ha‘inga hanga fokotu‘unga fo‘i Vocabulary Language Knowledge • • • • • The curriculumlinksare: Curriculum Links • • • • Students will: Learning Outcomes OVERVIEW Unit 18–KoHonoFua´Measuring The strandsandachievementobjectivesare: Levels 1and2oflearninglanguagesin identify andusenumbersnumberpatterns; Communication (page53) Level 2oftheTonganlanguageguidelines( make connectionswiththeirownculture(s). understand andexpresssize; understand andexpressamount; Culture (pages53and55). Language (pages53–54); 2.6 2.1 state; understand andexpressconceptsofamount,ownership,relationship,quality, identify people,places,andthings; wide to measure string (forexample,aoffish) hand (forexample,aofbananas) fathom stride depth bunch (forexample,aofbananas) basket bundle hand span pile, stack (a singleitemof)fruit 346 The NewZealandCurriculum; TiNZC) 18 FAUFAUA! An Introduction to Tongan tuinga ika Fish aresoldbythetuinga(string),forexample: ha‘inga lù Leaves aresoldinha‘inga(bundles),forexample: fokotu‘unga moli Food suchasfruitissoldinpiles(stacks)knownfokotu‘unga,forexample: students willneedtolearndistinguishbetweenTonganandEnglishwithrespectthis. cause confusion,though,becauseafathominEnglishismeasureofdepthatsea.Your hand acrosstothetipofother.ItisoftentranslatedinEnglishasafathom.Thiscan for itemslikeropeandstring.Itequalsthespreadofyour openarms,fromthetipofone something wheresomewalkingisinvolved,forexample, a rugbyfield.Ofaismeasureused measure thingsthatarenottoolong,forexample,mats.Manga(astride)isusedto are usedinternationally,suchassenitimita(centimetres).Hanga(ahandspan)isto People usetraditionalformsofmeasurementinTongaaswellthemodernonesthat Cultural Knowledge kau siaine word, forbananasorplantains,example: You can’tusethewordfora“bunch”onitsowninTongan.Itisalwaysusedwithanother Language Notes The firstsixsentencesareonCD2track38. ‘Oku senitimita‘ehongofulufàlahi. Manga ‘euanoa. Ko ehàlòloangoue´? Tuinga ika‘etaha,kàtaki. Kau siaine‘eua,kàtaki. Ha‘inga talo‘eua,kàtaki. Fo‘i meleni‘eua,kàtaki. Pa‘anga ‘eteau. ‘Oku fihaekato‘ufi? Structures andExpressions 347 a stringoffish a bundleoftaloleaves a pile(stack)oforanges a bunchofbananas It’s tencentimetreswide. Twenty strides. How longisthegarden? One stringoffish,please. Two bunchesofbananas,please. Two bundlesoftaro,please. Two watermelons,please. One hundreddollars. How muchforthebasketofyams? 18 FAUFAUA! An Introduction to Tongan of measurementthatremainfundamentaltotheTonganculture. them togainamorecomprehensiveunderstandingoftheTonganpeopleandconcepts important forstudentstolearnabouttraditionalformsofmeasurementbecausethishelps converted tothemetricsystem,whichtheynowusemorecommonly.However,itisstill Although theystillusetraditionalwaysofmeasuring,Tongans,likeNewZealanders,have system manyyearsago,butsomepeoplestillremember measuring thingsinfeetand inches. have learnedfromearliergenerations.Forexample,New Zealand changedtothemetric experiences: withtheformsofmeasurementstheyarefamiliarandwhatmay There areinterestingconnectionsforthestudentstomakewiththeirownculture(s)and Teachers’ Notes 348 18 FAUFAUA! An Introduction to Tongan • • • Students will: Learning Outcomes • • Looking Back • • Introduction Lesson Outline LESSON A Unit 18–KoHonoFua´Measuring identify andusenumbersnumberpatterns; Exchange greetings. background towelcomethestudentslesson. could alsoappointastudent tocalloutthenumbers. repeat thisactivityuntilyoufeelthatthestudents are gainingintheirnumberfluency.You for thestudentstochecktheirresponsesatend. Youcouldprepareseverallistsand the studentswritingequivalentnumerals.Maintain asteadypace.TurntheOHPon Prepare listsofnumberswritteninTonganonanOHT. Readthemoutonebyone,with getting themtorespondbysayingthenumbersin Tongan. Revise thenumberswithstudentsbyshowing the numbercardsfromUnit5and Play the Resources make connectionswiththeirownlanguage(s)andculture(s). understand andexpressamount; You supply: Copies ofWS1 Lists ofnumbersonanOHT The numbercardsfromUnit5 The Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:TonganSongs CD CS 1 Unit 18audioCDandtranscript WS 1 OHT 2 OHT 1 Unit 18DVDandtranscript Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:Tongan SongsCDquietlyinthe 349 18A

FAUFAUA! An Introduction to Tongan • Close • Looking Ahead • • • • • • • Learning Experiences spans differinwidth. count theofa.Theyeachtakeaturntomeasureyarn.willdiscoverthattheirarm Hand outaballofyarntoeachgroup.Asonestudentdoesthemeasuring,theothers measurement acrossthespanfromonefingertiptootherwitharmsspreadwide. way ofmeasuringstringandsimilarmaterials.Somemayrecallofa(fathom),whichisthe the DVDculturalsectionagain.Askstudentswhethertheycanrecalltraditional With thestudents,recallwhattheylearnedaboutmeasurementsfromDVD.Show check theaccuracyoftheirwrittenTongan. beside thematchingpicture.UseCS1forstudentstoverifytheirresponsesand Play track39again.Thistime,thestudentswriteTonganforwhattheyhearonline number ofthephrasetheyhearinboxbesidematchingpictureontheirworksheet. Hand outWS1.PlayCD2track39.AsthestudentslistentoCD,theywrite them practisesayingtheexpressionsinpauses. saw ontheDVD.PlayDVDsectionstheymention.Then playCD2track38andhave Show OHT2.Findoutifthestudentscanrecallanyoftheseexpressionsfromwhatthey repeat thevocabularyinpauses.PlayDVDstudiosectionagain. Now playtheDVDstudiosection.ShowOHT1.PlayCD2track37andhavestudents they couldunderstandafterthefirstviewing.Playlanguagescenarioagain. Show theDVDlanguagescenario.Discussstudents’observations.Askhowmuch Show theDVDculturalsectionanddiscusswhattheyobservewithstudents. learning inotherareas,forexample,mathematics. ways ofmeasuringthings.Askthemtoreflectonwhatconnectionstheycanmaketheir patterns astheyrelatetomeasurement.Thiswillinclude some ofthetraditionalTongan lesson. Tellthestudentsthattheywillbelearningmore about numbersandnumber Display thelearningoutcomesforUnit18andidentifythosethatarefocusofthis Exchange farewells. phrases onCS1.Theyneedtobeablesaythemfluently andknowwhattheymean. Ask thestudentstopractisevocabularytheyhavebeenlearning,especially 350 18A

FAUFAUA! An Introduction to Tongan fàlahi fua tuinga tà‘i, taa‘i ofa manga loloto kau kato ha‘inga hanga fokotu‘unga fo‘i OHT 1 wide to measure fish) string (forexample,a of bananas) hand (forexample,aof fathom stride depth of bananas) bunch (forexample,a basket bundle hand span pile, stack (a singleitemof)fruit 351 18A

FAUFAUA! An Introduction to Tongan OHT 2 Two bunches ofbananas,please. Kau siaine‘eua,kàtaki. Two watermelons,please. Fo‘i meleni‘eua,kàtaki. How muchforthebasketofyams? ‘Oku fihaekato‘ufi´? 352 One string of fish,please. Tuinga ika‘etaha,kàtaki. One hundreddollars. Pa‘anga ‘eteau. Two bundlesoftaro,please. Ha‘inga talo‘eua,kàtaki. 18A

FAUFAUA! An Introduction to Tongan WS 1 matches whatyouhear.Eachphraseisrepeated. As youlistentotheCD,putnumberbesideillustrationthat Instructions 353 18A

FAUFAUA! An Introduction to Tongan eight bundlesoftaloleaves two stacksofapples five bundlesoftaloleaves four bunchesofbananas one handofbananas three stringsoffish three stacksoforanges one sectionofngatu six basketsofyams ten watermelons CS 1 354 10 3 8 5 7 6 4 9 2 1 langanga ‘etaha ‘oengatu kato fo fokotu ha kau siaine ‘efa taa‘i siaine ‘etaha ikatuinga ‘etolu fokotu ha ‘i meleni ‘ehongofulu inga lu‘inga ‘enima inga lu‘inga ‘ e valu ‘ufi ‘eono unga ‘apele‘unga ‘eua moli‘unga ‘etolu - - - - 18A

FAUFAUA! An Introduction to Tongan • • • Learning Experiences • • Looking Back • • Introduction Lesson Outline • • • Students will: Learning Outcomes LESSON B Unit 18–KoHonoFua´Measuring identify andusenumbers; Exchange greetings. background towelcomethestudentslesson. Resources understand andexpresssize. identify andusenumberpatterns; take turnstosharewhatthey foundout. using thesentencepatterns onOHT3asmodels.Thentheyjoinwithanotherpairand Ask thestudentstowork in pairs.Theymeasuresixobjectstheclassroomandlist them pauses. Show OHT3.PlayCD2track40andgetthestudents torepeatthesentencesin Identify thelearningoutcomesforthislesson. Play theDVDstudiosection. of recallfromthepreviouslesson. class torespondbysayingtheTonganphrase.This willgiveyouameasureoftheirlevel Show OHT2.WiththeTonganexpressionscovered, pointtoanillustration,askingthe Play the You supply: Copies ofWS2 The Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:TonganSongs CD WS 2 Unit 18audioCDandtranscript OHT 3 Unit 18DVDandtranscript OHT 2(fromLessonA) Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:Tongan SongsCDquietlyinthe 355 18B

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • found particularlyinteresting. to tellyousomeofthethingstheyhavelearnedsofarin thisunitandwhattheyhave Play theDVDculturalsectionanddiscusswhattheynoticewithstudents.Invitethem next lesson. Alternatively, youcouldhandthisoutasahomeworkworksheettobebroughtbackthe measurements withthoseoftheothergroups. task. Givethematimelimit.Whentheyreturntotheclassroom,cancomparetheir different location.Theyreportbacktotheclassroomwhentheyhavecompleted Hand outWS2.Organisethestudentstoworkingroups,eachgroupstartingata Exchange farewells. Play theDVDculturalsectionagain. have beenlearninginLessonsAandB. their bestpreparationwouldbetopractisethevocabularyandsentencepatternsthey Remind thestudentsthattheywillbeassessingtheirlearninginLessonC.Tellthem their learning. Lesson A.Askthestudentswhichofthesewouldhelpthemtofeelmoreconfidentin To helpthestudentsconsolidatetheirlearning,revisitsomeofactivitiesfrom It isalwaysfruitfultoexposestudentthinkingabouttheirlearning. 356 18B

FAUFAUA! An Introduction to Tongan Ko emanga‘euaafe. mala‘e ‘akapulu´? Ko ehàlòloa‘o ‘e nimanoa. Ko efo‘imanga Ko ehàlòloamala‘e´? hongofulu fàlahi. ‘Oku senitimita‘e Ko ehàfàlahitohi´? Manga ‘euanoa. Ko ehàlòloangoue´? OHT 3 357 Two thousandstrides. field? How longistherugby Fifty strides. It’s tencentimetres How wideisthebook? Twenty strides. garden? How longisthefield? wide. How longisthe 18B

FAUFAUA! An Introduction to Tongan Koemanga‘e ehàlòloavaikaukau´?(swimmingpool) 5. Ko Koemanga‘e 4. Koemanga‘e ehàlòloamala‘e va‘inga´?(playground) 2. Ko Koemanga‘e ehàlòloamala‘e ‘akapulu´?(rugbyfield) 3. Ko WS 2 Koemanga‘e ehàlòloamala‘e netipolo´?(netballcourt) 1. Ko Ko ehàlòloafalekoloafakaako´?(schoolcanteen) Ko emanga‘euaafe. Ko ehàlòloa‘omala‘e‘akapulu´? Ko efo‘imanga‘enimanoa. Ko ehàlòloamala‘e´? ‘Oku senitimita‘ehongofulufàlahi. Ko ehàfàlahitohi´? Manga ‘euanoa. Ko ehàlòloangoue´? 358 Two thousandstrides. How longistherugbyfield? Fifty strides. How longisthefield? It’s tencentimetreswide. How wideisthebook? Twenty strides. How longisthegarden?

18B

FAUFAUA! An Introduction to Tongan LESSON C Unit 18–KoHonoFua´Measuring • • • • Students will: Learning Outcomes • • Looking Back • • Introduction Lesson Outline identify andusenumbersnumberpatterns; make. Play theDVDculturalsectionanddiscussanyfurther observationsthestudentswishto measurement intheTonganculturewithstudents. DVD studiosection.Discussformsofmeasurements andwhattheyhavelearnedabout Show theDVDlanguagescenariotorecall focuswiththestudents.Play Exchange greetings. lesson. Play theDVDculturalsectionquietlyinbackgroundasstudentsgetreadyfor Resources make connectionswiththeirownculture(s). understand andexpresssize; understand andexpressamount; You supply: Vaka ProgressChart Copies oftheUnit18AchievementChecklist Material tomakeawallchart Copies ofWS3 Unit 18AchievementChecklist WS 3 WS 2(fromLessonB) Unit 18audioCDandtranscript WS 1(fromLessonA) Unit 18DVDandtranscript 359 18C

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • • Learning Experiences Exchange farewells. Play theDVDculturalsectionagain. associated withTongansportspeople. Tongan sportspeopleandaboutthesportsthataretypicallyplayedinTongaor about themselvestoputupontheclassroomwall.Tellthemfindoutanyfamous In Unit19,thestudentswillbediscussingsportandmakingwrittenpresentations Vaka ProgressChart. The studentscompletetheirUnit18AchievementChecklistandcolourinbandon height. Thentheycangluethemontoacharttoputontheclassroomwall. slip ofpaper.Appointtwogroupleaderstocollecttheslipspaperandrangethemby Optional activity:Thestudentseachwritetheirnameandheight(inTongan)ona and thatoffiveotherstudentsfillinginthegaps. pauses. Repeatthis.Tellthemtocompletetheirworksheetbymeasuringownheight Hand outWS3.PlayCD2track41andaskthestudentstorepeatsentencesin found out. Tell thestudentstotakeoutWS2fromLessonBand,workingingroups,sharewhatthey matching illustrationastheydoso.PlayCD2track39amodelfortheirpronunciation. at aTonganmarketonit).Askthemtopractisesayingtheexpressions,pointing Ask thestudentstotakeoutWS1fromLessonA(withillustrationsofitemsfound 360 18C

FAUFAUA! An Introduction to Tongan He/she isonemetrethirty-ninecentimetrestall. Ko honomà‘olunga´koemita‘etahasenitimita I’m onemetresixty-eightcentimetrestall. Ko hokumà‘olunga´koemita‘etahasenitimita How tallareyou? Ko ehàhomà‘olunga´? WS 3 under each of the other five faces. Put their names above the faces. the heightoffiveotherstudentsandwritetheirheightsinTongan write itinTonganunderneathoneofthefaces.Thenmeasure Using thesesentencesasmodels,findoutyourownheightand Instructions 361 ‘eonovalu. ‘e toluhiva. 18C

FAUFAUA! An Introduction to Tongan Now Ican: Ko hokuhingoa´ko UNIT 18AchievementChecklist make connectionswithmyownculture(s) understand andexpresssize understand andexpressamount patterns identify andusenumbersnumber 362 . 18C

FAUFAUA! An Introduction to Tongan Màlò. Lu‘isa: Tò atu,Lu‘isa. Siu: Peheni? Taha,ua. Lu‘isa: Ko ehanga‘eua.Taha, Siu: Fèfè elòloa´? Lu‘isa: valu, hiva,hongofulu,tahataha,tahaua. è tahaua.Taha,ua,tolu,fà,nima,ono,fitu, Ko efalukungaheilala‘etahapeamofo‘ifà Siu: fakamatamoana? Ko ehàlahikakala‘okufiema‘ukihe Lu‘isa: fakamatamoana. e pito‘ingalau,kove‘eveè,peamo Te tautuiekahoa‘etoluhe‘aho´ni:ko Siu: UNIT 18DVDRANSCRIP 363 Thank you. Lu‘isa: Well done,Lu‘isa. Siu: Like this?One,two. Lu‘isa: Two handspans.One,two. Siu: How long? Lu‘isa: seven, eight,nine,ten,eleven,twelve. seeds. One,two,three,four,five,six, A handfulofheilalaandtwelvepandanus Siu: How muchdoIneedforafakamatamoana? Lu‘isa: fakamatamoana. a pito‘ingalau,ve‘eveèand We’re makingthreegarlandstoday: Siu: 18 FAUFAUA! An Introduction to Tongan Each phraseisrepeated. illustration thatmatcheswhatyouhear. As youlisten,putthenumberbeside Lesson AWS1 Track 39toAccompanyUnit18 Tuinga ika‘etaha,kàtaki. Kau siaine‘eua,kàtaki. Ha‘inga talo‘eua,kàtaki. Fo‘i meleni‘eua,kàtaki. Pa‘anga ‘eteau. ‘Oku fihaekato‘ufi´? practise sayingtheminthepauses. Listen tothefollowingexpressionsand Lesson AOHT2 Track 38toAccompanyUnit18 fàlahi fua tuinga tà‘i, taa‘i ofa manga loloto kau kato ha‘inga hanga fokotu‘unga fo‘i Then repeatthewordinpause. Listen toeachwordasitisbeingspoken. Lesson AOHT1 Track 37toAccompanyUnit18 UNIT 18AUDIORANSCRIP 364 Ko emanga‘euaafe. Ko ehàlòloa‘omala‘e‘akapulu´? Ko efo‘imanga‘enimanoa. Ko ehàlòloamala‘e´? ‘Oku senitimita‘ehongofulufàlahi. Ko ehàfàlahitohi´? Manga ‘euanoa. Ko ehàlòloangoue´? the pauses. measurements andrepeatthesentencesin Listen towhatthesepeoplearesayingabout Lesson BOHT3 Track 40toAccompanyUnit18 senitimita ‘etoluhiva. Ko honomà‘olunga´koemita‘etaha senitimita ‘eonovalu. Ko hokumà‘olunga´koemita‘etaha Ko ehàhomà‘olunga´? practise sayingtheminthepauses. Listen tothesesentencepatternsand Lesson CWS3 Track 41toAccompanyUnit18 10. fokotu‘unga ‘àpele‘eua langanga‘etaha‘oengatu 9. ha‘ingalù‘enima 8. taa‘isiaine‘etaha 7. tuingaika‘etolu 6. kausiaine‘efà 5. fokotu‘ungamoli‘etolu 4. ha‘ingalù‘evalu 3. fo‘imeleni‘ehongofulu 2. kato‘ufi‘eono 1. 18 FAUFAUA! An Introduction to Tongan This vocabularyisonCD2 track42. sikeiti pasiketipolo palàleli netipolo malemale kilikiti kakau hoki hiko fangatua ‘atelita ‘akapulu liiki ‘akapulu ‘aka pasikala Vocabulary Language Knowledge • • • • • The curriculumlinksare: Curriculum Links • • • Students will: Learning Outcomes OVERVIEW Unit 19–SipotiSPORT The strandsandachievementobjectivesare: Levels 1and2oflearninglanguagesin identify somesports; Communication (page53) Level 2oftheTonganlanguageguidelines( make connectionswiththeirownculture(s). ask aboutanddiscusssportspreferences; Culture (pages53and55). Language (pages53–54); 2.5 2.1 communicate interest,enjoyment,andneed; identify people,places,andthings; skating basketball gymnastics netball touch rugby cricket swimming hockey juggling wrestling athletics rugby league rugby cycling 365 The NewZealandCurriculum; TiNZC). va‘inga mamata tolo me‘amamafa tenisi soka sofipolo sipoti sikeitipooti to play to watch shot-put tennis soccer softball sport skateboarding 19 FAUFAUA! An Introduction to Tongan finish. their basketswiththehusked coconutsandplacetheminrows.Thewinneristhefirstto coconuts. Whenthey’ve finished husking,theymakebasketsfromcoconutfronds.Theyfill one endandapileofcoconuts.Whenthesignalis given, the competitorsstarthuskingtheir Lova hokaniuisacoconut-huskingcompetition.Eachcompetitor hasasticksharpenedat fifty coconutswins. signal. Whenitisgiven,thecompetitorsstartchopping thecoconutsopen.Thefirsttosplit are thendividedintogroupsoffifty.Thecompetitors pick uptheiraxesandwaitforthe Another competition,lovafahiniu,isforchoppingcoconuts.Peoplecollectcoconuts, which baskets. Thefirsttofinishisthewinner. fronds, onepercompetitor.Whenthesignalisgiven, thecompetitorsstartweavingtheir Lova làlangakatoarebasket-weavingcompetitions.Theorganiserssupplythegreencoconut with yourstudents. The informationbelowisforyourreference.Youcandecidehowmuchofityouwishtoshare Tongan SportsandGames Teachers’ Notes perform tasksfortheothers,example,servingdrinksathalf-time. the longestribstarts.Thepersonwithshortestgoeslast.Thislatterplayermustalso person holdsthebundle,andotherstaketurnstoselectarib.Thewhodraws To drawlotsinTonga,peoplefirstcuttu‘aniu(coconutfrondribs)intodifferentlengths.One Drawing LotstoSeeWhoHastheFirstTurn Cultural Knowledge examples ofbothontheDVDandintranscript(on page380). The Tonganwordsai‘ia(tolike)canalsobespelledandpronouncedsa‘ia.Thereare Ko e‘atelita´. word whentheimmediatelyprecedingisadefinite article,forexample: Note theuseofdefinitiveaccenttoindicatethatstressfallsonlastsyllablea Language Notes These sentencesareonCD2track45. Ko e‘atelita´. Ko ehàsipoti‘oku´kemanakotahaai´? ‘Oku ouva‘ingasokaheTokonaki. ‘Oku ‘ikaike´umanakohetenisi´. ‘Oku oumanakoheva‘inga‘akapulu´. Ko ehàsipoti‘oku´keva‘ingaai´? Structures andExpressions 366 Athletics. Athletics. What isyourfavouritesport? I playsocceronSaturdays. I don’tliketennis. I likeplayingrugby. What sportdoyouplay? 19 FAUFAUA! An Introduction to Tongan and discussionswithotherscontributetotheseunderstandings. understandings thatareanintegralpartofthecommunicationprocess.Theirownresearch learn tocommunicateinTonganeffectivelyiftheyhavedevelopedthenecessarycultural The culturalaspectoflanguagelearningisextremelyimportant.Yourstudentscanonly cultural learning. is especiallysoifwhattheybringtoclassbecomesanintegralpartoftheirlanguageand interest andmotivatethemtoexploreparticularinterestsfurtherintheirowntime.This resource. Identifyingpotentialsourcesofinformationcanhelptostimulatethestudents’ You willalsohavenoticedtheemphasisonresearchskillsandenquiry-basedlearninginthis Research Skills new ideasandconcepts.Alllanguagesdothisaspartoftheirgrowthevolution. languages changeandadaptovertime,incorporatingwordsfromothertoexpress This canbeapointofinterestforyourstudents.Youcouldtalkaboutthewaysthat You willhavenoticedthatmanyofthenamessportsinTonganaretransliteratedwords. Transliterated Words activities thatutilisecards. and recallofvocabulary.Thestudentswillhavetheir ownideasaboutvocabulary-learning You may have other variations on this activity that you can use to assist the students’ learning Previous unitshavealsoincludedactivitiesthatcanbedonewithsetsofvocabularycards. OHT 1ontocardandthencuttingtheupintosections. illustrations. Youcanmakethesesetsbyphotocopyingthevocabularyandillustrationson Lesson Aincludesanactivitythatusessetsofvocabularycardswithwordsandmatching Vocabulary Cards which youcanusestones,seeds,orshells. Another exampleofusinglocalmaterialsinTongaisthegameofmoa(knucklebones),for and stones. plant. Forthedraughts,theyusesuchitemsasseeds,shells,buttons,elili(cat’seyeshells), box anddrawsquaresonit,colouringtheminusingblackcharcoalorredseedsfromtheloa Veimau (draughts)isplayedusinglocalmaterials.Forexample,peoplemightgetawooden rises tosixfruits. without droppingafruitisthewinner.Thecompetitionstartswithjugglingthreefruitsand Once thestartingsignalisgiven,girlsbeginjuggling.Whoevercanjugglelongest Hiko isthetraditionalTongansportofjugglingforgirls.Theyusefruittuituitree. 367 19 FAUFAUA! An Introduction to Tongan • • Looking Back • • Introduction Lesson Outline • • Students will: Learning Outcomes LESSON A Unit 19–SipotiSPORT identify somesports; Resources make connectionswiththeirownculture(s). about thecultureaswell. the studentstodeveloptheir researchskills.Itwillstimulate aninterestinlearningmore or informationcentre.Researching informationaboutTongainsuchplaceswillalsohelp suite carryingoutasearchontheInternet.Analternative istoworkthroughyourlibrary for thestudents.Maybestudentscouldspend somelessontimeinthecomputer If therearequestionsthatneitheryounorthestudents cananswer,setresearchplan completed laterinthisunit. with thisinformation.Forexample,thestudentscould startworkontheposterstobe that areplayedinTonga.Discusswhattheyhavefound out.Decidehowyouwilldeal Ask whatthestudentshavefoundoutaboutfamous Tongansportspeopleandthe Exchange greetings. Play theDVDculturalsectioninbackgroundasstudentsprepareforlesson. You supply: An OHTofthewordsto“‘Ofaange‘ae‘Otuaè!”(seepage24inHiva,Ta‘anga,mo The Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:TonganSongs bookandCD A softball Sets ofcardsmadefromOHT1(enoughforonesetperpairorgroup) Copies ofWS1 Material formakingposters(optional) WS 1 Unit 19audioCDandtranscript OHT 1 Unit 19DVDandtranscript Himi ‘ilotoNu‘uSila:TonganSongs) 368 19A

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • • • • Learning Experiences Play thefarewellsongonDVD.Thewordsarepage24in objective istoreinforcevocabularylearning,notcatchthestudentsout. vocabulary listinfrontofthemsothattheycancheckitquicklyifistheirturn.The student. Repeatthissequencemanytimes.Encouragethestudentstohavetheir the Tonganname,choosesanothersporttosayinEnglish,andthrowsball Say thenameofasportinEnglishandthrowsoftballtostudent.Thestudentsays class. Show theDVDculturalsectionaboutTongansportsandgamesdiscusstheseasa in pairsorindividually. all thecards).Youcanmakethisactivitymorechallengingbyaskingstudentstowork illustration. Afterwards,findouthowmanyofthemcompletedtheactivity(bypickingup they pickupthecardwithwordthatisspokenandalsothematching group. Thestudentsplacethecardsfaceup.PlayCD2track43.Aslisten, them toblankcards.Askthestudentsworkingroups.Handoutasetofcardseach Make setsofcardsfromOHT1bycuttingthewordsoffbottomeachcardandgluing illustrations, reinforcingtheirlearning. the studentstorepeatwordsinpausesastheyviewtheandtheirmatching Show OHT1forthestudentstoverifytheirresponses.Thenplaytrack44againandask Hand outWS1.PlayCD2track44.Thestudentscompletethetaskonworksheet. repeat thewordsinpauses. Play theDVDstudiosection.ShowOHT1.CD2track43andaskstudentsto observe. Play theDVDlanguagescenario.Asusual,encouragestudentstodiscusswhatthey Exchange farewells. the DVDorHiva,Ta‘anga, moeHimi‘ilotoNu‘uSila:TonganSongsCD. Sing “‘Ofaange‘ae‘Otua è!”againwhileshowingtheOHTofthewordsandplayingeither sure theycanspellthewordscorrectly. complete itinLessonC.Todothiswell,theyneed topractise theirvocabularyandmake about themselvesasaposterfortheclassroomwall. TheywillbeginthisinLessonBand Tell thestudentsthattheywillbeworkingtowards presentingapieceofwritinginTongan Unit 20. that theyneedtopractiseitsocansingwellwhenpresenttheirworkin students singalong.TellthemthatthissongisanimportantonetoTonganpeopleand e Himi‘ilotoNu‘uSila:TonganSongsbook.ShowanOHTofthewordsandhave and extendtheirownthinking. participate indiscussionswillstillbenefitbecausetheylearnfromothers Research indicatesthateventhestudentswhoneedsupporttoactively Discussions cancontributeagreatdealtothestudents’“learningpower”. 369 Hiva, Ta‘anga,mo 19A

FAUFAUA! An Introduction to Tongan OHT 1 ‘aka pasikala netipolo sofipolo hiko ‘akapulu palàleli soka hoki 370 pasiketipolo ‘atelita kakau tenisi tolo me‘amamafa sikeitipooti fangatua kilikiti 19A

FAUFAUA! An Introduction to Tongan WS 1 netipolo hoki tolo me‘amamafa ‘aka pasikala pasiketipolo soka sikeitipooti kilikiti kakau hiko ‘atelita sofipolo palàleli ‘akapulu tenisi fangatua picture thatmatchesit. As youlistentotheCD,drawalinebetweeneachsportandthe Instructions

371 19A

FAUFAUA! An Introduction to Tongan • • • Learning Experiences • • Looking Back • • Introduction Lesson Outline • • • Students will: Learning Outcomes LESSON B Unit 19–SipotiSPORT identify somesports; make connectionswiththeirownculture(s). ask aboutanddiscusssportspreferences; your favouritesport?). next studentintheirgroup andasksKoehàsipoti‘oku´kemanakotahaai´? (Whatis Divide theclassintotwo groups. Choosealeaderforeachgroup.Theturnstothe repeat thesentencesinpauses.Repeatthissequence. Play theDVDlanguagescenario.ShowOHT2. CD2track45andaskthestudentsto Discuss thelearningoutcomesforLessonB. from Tonga(orofTonganheritage)oraboutthesports associatedwithTonga. Find outwhetherthestudentshaveanyfurtherinformation aboutfamoussportspeople to challengeeachothersaythenamesofsports inTongan. Ask themtocovertheTonganwords,leavingonly the illustrationsinview.Theytaketurns Show theDVDstudiosection.AskstudentstoworkinpairswithWS1fromLessonA. Exchange greetings. Play theDVDculturalsectiontowelcomestudentslesson. Resources You supply: The OHTofthewordsto“‘Ofaange‘ae‘Otuaè!” Copies ofOHT2 OHT 3 Unit 19audioCDandtranscript OHT 2 WS 1(fromLessonA) Unit 19DVDandtranscript 372 19B

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • • Have aquicksessioninvitingthestudentstogiveyoufeedbackonthiswritingactivity. • • • • • • • check theirwork.Thischeckingprocessneedstoconsiderwhether: When theyhavewrittenadraftcopyoftheirsentences,tellthemtoaskpartner they havelearntinthisunitandpreviousunits. expected to“craft”theirwork.Theirfirststepiscompose thesentences,usingwhat are importantprocessesforthemtoundertake.Explainthatinthisactivitythey Ask themtofirstworkbythemselves.Tellthatthinking,recalling,andresearching write theirfinalversiononinLessonC. requirements withthestudents.Tellthemthatyouwillhandoutaworksheetforto classroom wallwhentheygivetheirpresentationsinUnit20.ShowOHT3anddiscussthe Tell thestudentsthattheyarenowgoingtoworkonchartsthatwillbedisplayed by changingthenamesofsports. in pairs.Theytaketurnstopractisethesentencesandthenadaptthemsuitthemselves Play theDVDstudiosection.HandoutcopiesofOHT2tostudents.Askthemwork winner. Amoredemandingversionofthisactivityisnot to allowasportberepeated. and asksthesamequestion,soonroundgroup.Thefirstgrouptofinishis That studentreplies,forexample,Koe‘atelita´.Thenheorsheturnstothenext Exchange farewells. Display theOHTof“‘Ofaange‘ae‘Otuaè!”andsing thesongtogether. to beabout5cmsquare. have oneortodoadrawingofthemselvesthatthey canattachtotheirfinalcopy.Itneeds time todofurthercheckingbeforethenextlesson. Askthemtobringaphotographifthey presentation. InLessonC,theywillwritethefinalcopy asapresentationpiece.Theyhave Remind thestudentsthatwhattheyhavewrittenisadraft(rough)copyoftheir Play theDVDculturalsectiononcemoreandencouragefurtherdiscussion. The macronsareintherightplaces; all tenoftherequiredsentencesarethere. no wordsareleftout; the spellingisaccurate; accents areusedintherightplaces; the glottalstopisusedcorrectly; capital lettersareusedwheretheyneeded; this kindofworkthatwillhelpyoutomanagetheirlearning. Their feedbackwillgiveyouinsightsintotheirthinkingandattitudeto 373 19B

FAUFAUA! An Introduction to Tongan Athletics. Ko e‘atelita´. What isyourfavouritesport? Ko ehàsipoti‘oku´kemanakotahaai´? I playsocceronSaturdays. ‘Oku ouva‘ingasokaheTokonaki. I don’tliketennis. ‘Oku ‘ikaike´umanakohetenisi´. I likeplayingrugby. ‘Oku oumanakoheva‘inga‘akapulu´. What sportdoyouplay? Ko ehàsipoti‘oku´keva‘ingaai´? OHT 2 374 19B

FAUFAUA! An Introduction to Tongan 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. Tongan thatinclude: Using fullsentences,writetensentencesin Instructions OHT 3 a sportthatsomeoneinyourfamilyplays. a sportyoudon’tlike; what yourfavouritesportis; what workyoudoathome; member ofyourfamily; another sentenceaboutyourfamilyora member ofafamily; a sentenceaboutyourfamilyor where youlive; what yourheightis; how oldyouare; your name; 375 19B

FAUFAUA! An Introduction to Tongan • • • Looking Back • • Introduction Lesson Outline • • • Students will: Learning Outcomes LESSON C Unit 19–SipotiSPORT identify somesports; make connectionswiththeirownculture(s). ask aboutanddiscusssportspreferences; Vaka ProgressChart. The studentscompletetheirUnit19Achievement Checklist andcolourinband19ontheir for otherstosee. these presentationsaresamplesofthestandard theworktheyhaveachievedandare drawing theyhavebrought)andcolouringintheborder astheywish.Remindthemthat complete thisbydrawingtheirownportraitinthebox (orattachingthephotographor they aretowritethefinalcopyoftheirsentences on their copyofthisworksheet.They Hand outWS2,whichincludesthelayoutfortheir presentation.Tellthestudentsthat the draftoftheirpresentationsanddofinal checking. Show thelearningoutcomesforthisunit.Ask students, workinginpairs,tocomplete Show theDVDculturalsegmentanddiscussitagainbrieflywithstudents. Exchange greetings. Resources You supply: Copies oftheDVDtranscript(optional) Vaka ProgressChart Copies oftheUnit19AchievementChecklist Copies ofWS2 Unit 19AchievementChecklist Unit 19audioCDandtranscript WS 2 Unit 19DVDandtranscript 376 19C

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • Exchange farewells. Sing “‘Ofaange‘ae‘Otuaè!”together. have achievedinthepreviousunitsandtobringtheirideasnextlesson. about thekindofpresentationstheywouldliketomake.Theyshouldlookatwhat Unit 20isacelebrationofthelearningthatstudentshaveachieved.Askthemtothink the transcript. the DVDlanguagescenariotomodelbeforetheybegin.Giveoutcopiesof Optional activity:Thestudentsworkinpairstorole-play the DVDlanguagescenarios. Play Tongan sportspeopleandsports,usingtheinformationtheyhavebroughttoclass. Optional activity:Thestudentsworkingroupstocompletetheirpostersaboutfamous 377 19C

FAUFAUA! An Introduction to Tongan WS 2 Ko hokuhingoa´ko

378 . Attach photograph or drawinghere. 19C

FAUFAUA! An Introduction to Tongan Now Ican: Ko hokuhingoa´ko UNIT 19AchievementChecklist make connectionswithmyownculture(s) ask aboutanddiscusssportspreferences identify somesports 379 . 19C

FAUFAUA! An Introduction to Tongan Tò atu.Te´ke ha‘ukoe‘osiohe‘ekuva‘inga´! Sione: ‘oku ‘ikaikeúfiekauau. ‘Oku ousa‘iapeauhesio hoki´.Ka‘oku´ke‘ilo Tèvita: ka ‘okuousa‘iaauiahehoki´! Mo‘oni? ‘Oku‘ikaikeúsa‘iaauhemalemale´, Sione: ‘Ikai, ‘oku‘ikaisa‘iaiahehoki´. Tèvita: ‘Oku ‘ikaikesai‘iaiahehoki? Sione: netipolo. ‘O, ko‘Anaia‘oku‘akapulumalemalemo Tèvita: Ko ehàsipoti‘a‘Ana´? Sione: ‘akapulu´! Fakafeta‘i. ‘Okuousa‘iamoauhesio Tèvita: ‘akapulu´. Hmm, ki‘ifaingata‘a!Ka‘okuoumanakohe Sione: taha ai´? soka´. Kakoehàsipoti‘oku´kesa‘ia ‘Io, ‘okuousa‘iamoauhe‘akapulué Tèvita: mo esoka´! Hmmm …‘Okuousa‘iaauiahe‘akapulu´ Sione: ‘oku´ kesa‘iaai´? Si‘i, mahalotama‘okufu‘ulahi.Koehàsipoti Tèvita: ‘Io. ‘Okuousa‘iahesoka´,hoki´,moe‘akapulu´! Sione: ‘akapulu? Koesipotiia‘etolu! Masi‘i, kuo´kesoka,hoki, Tèvita: ‘Oku ousai‘iahehoki´,soka´,moe‘akapulu! Sione: ke fiekaukiai´? momoko eni.Koehàfa‘ahingasipoti‘oku´ ‘Io? Saitama,ka´kemanatu‘i´koefa‘ahita‘u Tèvita: ‘Oku lahi‘aupitoengaahisipotihe‘apiako´! Sione: UNIT 19DVDRANSCRIP 380

Cool. Youcan watchmeplay! Sione: want totakepart. I likewatchinghockey.But youknow,Idon’t Tèvita: Really? Idon’tliketouch,buthockey! Sione: No, shedoesn’tlikehockey. Tèvita: Doesn’t shelikehockey? Sione: Oh, ‘Ana’splayingtouchandnetball. Tèvita: What sportis‘Anaplaying? Sione: Thank you.Ilikewatchingrugby,too! Tèvita: Hmm, that’shard!ButIlikerugby. Sione: sport doyoulikethemost? Yes, Ilikerugbyandsoccer,too.Butwhich Tèvita: Hmm …Ilikerugbyandsoccer! Sione: favourite? Probably it’stoomany.Whichone’syour Tèvita: Yes. Ilovesoccer,hockey,andrugby! Sione: and youplayrugby?That’sthreesports! Man, youplaysoccer,hockey, Tèvita: I preferhockey,soccer,andrugby! Sione: winter. Whatsportsdoyouwanttoplay? Yeah? That’sgood,butrememberthatit’s Tèvita: There aresomanysportsattheschool! Sione: 19 FAUFAUA! An Introduction to Tongan tolo me‘amamafa tenisi soka sofipolo sikeitipooti pasiketipolo palàleli netipolo kilikiti kakau hoki hiko fangatua ‘atelita ‘akapulu ‘aka pasikala speaker. Listen toeachwordandsayitafterthe Lesson AOHT1 Track 43toAccompanyUnit19 palàleli netipolo malemale kilikiti kakau hoki hiko fangatua ‘atelita ‘akapulu liiki ‘akapulu ‘aka pasikala again, tryingtoimproveyourpronunciation. the samewordasecondtime.Say repeat thewordinpause.Youwillhear to eachwordasitisbeingspoken.Then Here isthevocabularyforUnit19.Listen Track 42VocabularyforUnit19 UNIT 19AUDIORANSCRIP va‘inga mamata tolo me‘amamafa tenisi soka sofipolo sipoti sikeitipooti sikeiti pasiketipolo 381 netipolo hoki tolo me‘amamafa ‘aka pasikala pasiketipolo soka sikeitipooti kilikiti kakau hiko ‘atelita sofipolo palàleli ‘akapulu tenisi fangatua and thepicturethatmatchesit. As youlisten,drawalinebetweeneachsport Lesson AWS1 Track 44toAccompanyUnit19 Ko e‘atelita´. Ko ehàsipoti‘oku´kemanakotahaai´? ‘Oku ouva‘ingasokaheTokonaki. ‘Oku ‘ikaike´umanakohetenisi´. ‘Oku oumanakoheva‘inga‘akapulu´. Ko ehàsipoti‘oku´keva‘ingaai´? the pauses. Listen tothesesentencesandrepeatthemin Lesson BOHT2 Track 45toAccompanyUnit19 19 FAUFAUA! An Introduction to Tongan There isnonewlearning.Thisarevisionunit. Cultural Knowledge There isnonewlearning.Thisarevisionunit. Language Knowledge The studentswilltaketimetorevisewhattheyhavebeenlearninginUnits11–19. objectives, assetoutabove. 2 learninglanguagesproficiencydescriptorandtheCommunicationStrandachievement Unit 20isanopportunitytoassessthestudents’progressholisticallyusinglevels1and Curriculum Links Communication Strand Proficiency Descriptor Levels 1and2earninganguages Learning Outcomes OVERVIEW ‘Emau Ngàue´–PresentingOurWork Unit 20–OkuMauFaaHOKOa • • • main focusonlisteningandspeakingskills): To begintoachievethis,theywillneedshowthatcan(withsupportandwitha Students caninteractinasimplewaysupportedsituations. Students canunderstandandusefamiliarexpressionseverydayvocabulary. Tongan. show socialawarenesswheninteractingwithotherstocommunicateeffectivelyin produce andrespondtoquestionsrequests; receive andproduceinformation; Adapted fromTheNewZealandCurriculum(learninglanguagesfoldoutpage) 382 20 FAUFAUA! An Introduction to Tongan criteria. presentations, theycouldassessthemselvesoreach other,workinginpairsandusingthese The templateonpage384suggestsassessmentcriteria. Asyourstudentsreviewtheir Assessment Criteria which theycanimprove.Settingimprovementtargetshelpstoidentifyareasoffuturefocus. students, helpingthemtocriticallyengagewiththeirownachievementandworkoutwaysin achievement atthispointintime.Therecordingcanbealearningandevaluativetoolforthe Recording thepresentationsonDVDwillprovideyouand yourstudentswitharecordoftheir Reviewing Progress Assessment class activity. while stillreceivingthelevelofsupporttheyneed.Itis suggested thatyoukeepthisasa from theirknowledgeofUnits11–19.Inthatway,alllearnersareencouragedtobecreative scenarios. Iftheydothis,askthemtovarysomeofthedialogueoraddextradialogue Others whoarelessconfidentmayfindithelpfultousetheDVDtranscriptsoflanguage students maywishtomakeuptheirownrole-plays,basedontheirlearninginUnits11–19. When preparingyourstudentsfortherole-plays,askthemwhatthey’dliketodo.Some • • • can includeanyofthefollowing: consider. Thenumberofitemsisatyourdiscretion. performances and/orpresentations The studentswillpresentorperformonemoreitems. Unit20offersoptionsforyou to Items demonstrate theirachievementinTongan. assistance, theychooseactivitiestoperformthatwillconsolidatetheirlearningand in Units11–19situationswheretheycanshowtheircommunicationskills.Withyour For Unit20,thestudentspractiselanguageandculturalknowledgetheyhavelearned Presentations There isasummaryoverviewofUnits11–19inthepreface. Teachers’ Notes giving personalinformation,forexample,introductions and talkingaboutthefamily; acting outtheDVDlanguagescenarios. role-plays (thestudents’ownwork); 383 20 FAUFAUA! An Introduction to Tongan l evels 1and2 Proficiency Descriptor so thatthestudentscanbecomeveryfamiliarwiththem. As withUnit10,placeaposter-sizedchartoftheassessmentcriteriaonclassroomwall That wouldrequirethemtohavemorelanguagelearningtimeandexperience. (speaking, listening,reading,writing,viewing,andpresentingorperforming)toachieveit. need awiderangeofexamplesacrosseachbehaviourandallthelanguageskills Remind thestudentsthatitistoosoonforthemtoachievelevel2proficiency.Theywould Suggest thattheylookforoneortwoexamplesofeachbehaviour. proficiency leveltheyareworkingtowardsandmeasuretheirprogressachievingit. These criteriawillhelpthestudentstodeepentheirunderstanding ofwhatisrequiredforthe standards andtheneedtoworkattainthem. This kindofreviewingbuildsacriticalsense,leading to an appreciationofqualityand lesson forthestudentstocometogetherreview whattheyhavepresentedandperformed. to carryoutanyassessmentactivityatthetime.In thatcase,youshouldorganiseanextra day arranged,andwithotheractivitiesalsotaking place,itmaynotbepossibleordesirable the actualpresentationsinLessonC.Itmaybethat withaninvitedaudience,aspecial It issuggestedthatthestudentspreparetheirpresentationinLessonsAandBthendo Lessons Students can: Students caninteractinasimplewaysupportedsituations. levels1and2 Students canunderstandandusefamiliarexpressionseverydayvocabulary. Proficiency Descriptor Respond toquestions,andsaysentences,withouthesitatingtoomuch(fluency). Speak wellenoughforotherstounderstandwhattheysay(pronunciation); When speakingTongan,studentswillshowthattheycan: • • information; Receive andproduce give information; say; understand whatothers Adapted fromTheNewZealandCurriculum(learninglanguagesfoldoutpage) questions andrequests; Produce andrespondto • • ask questionsandgive respond torequests; make requestsand answers toquestions; 384 • • others; when interactingwith Show socialawareness use bodylanguage; the situation. use languagethatsuits 20 FAUFAUA! An Introduction to Tongan learning journeywiththeTonganlanguage. ‘Ofa kefakalakalakaaipèho‘oako‘aeleafaka-Tonga to awardyourstudents. special ceremonyorataschoolassembly.Thisunitalso includesatemplateforcertificate students’ achievementbyarrangingtoawardtheircompletedVakaProgressChartata through Faufaua!AnIntroductiontoTongan.Youmaywishfurtheracknowledgethe We hopeyouandyourstudentshavegreatlyenjoyedexperienceoflearningTongan ‘Ofa ke´keMonù‘ia! with plentyofopportunitiesforcommunicatinginTongan. be involvedinmanyoftheaspectstheirlearningenjoyable andmeaningfulways and and eatingtogether.Itcouldalsoinvolvemakingcrafts.WithaTonganDay,thestudentscan with asupportiveTongancommunity.Itcouldinvolvepreparingfood,layingdownan‘umu, You couldconsiderextendingthisintoaTonganDayforyourschool.Thisworkwell school’s circumstances. make usefulsuggestions.Arrangetheprogrammeinwaythatbestsuitsyouandyour There maybeotheroptionswithinyourownschoolandcommunity.Yourstudentsalso • • • • • • Here aresomesuggestions: You needtoconsiderwhotheaudienceiswhenyourstudentsmaketheirpresentations. Audience keep thisasaclassactivity; present atalocalcommunityfunction. present tothewholeschool; invite theprincipaltobearespectedmemberofaudience; present toinvitedparentsandcommunitymembers; present toanotherclassthatisalsolearningTongan; 385 . Bestwishesasyoucontinueyour 20 FAUFAUA! An Introduction to Tongan • Learning Experiences • • • Looking Back • Introduction Lesson Outline • Students will: Learning Outcomes LESSON A ‘Emau Ngàue´–PresentingOurWork Unit 20–OkuMauFaaHOKOa select languagethatisappropriatetotheaudienceandsituation. DVD transcriptsfromthe respective units. members ofthegroupare involvedandhaveopportunitiestospeakTongan.Handoutthe three minuteslongandmust beoral-basedsothatbothstudentsofthepairorall different unit.FocusonUnits 11–19ifpossible.Thepresentationsshouldbearound Divide thestudentsintopairs orgroupsandarrangeforeachpairgrouptoworkona their presentationsoverall. the board.Discusswhoaudiencewillbeandhow muchtimethestudentswillhavefor Ask thestudentswhattheywouldliketopresentor performandlistthesuggestionson this focusinmindastheyprepareandgivetheirpresentations . the studentsthatthisislevelofproficiency theyareaimingfor.Askthemtokeep Show OHT1fromUnit10.Youmayalreadyhavea copyontheclassroomwall.Remind 11–19 andthatthesewillberecordedusedforself-,peer,teacherassessment. Tell thestudentsthattheywillbegivingpresentationsbasedontheirworkfromUnits Exchange greetings. Resources You supply: The OHTofthewordsto“‘Ofaange‘ae‘Otuaè!”(fromUnit19) The Hiva,Ta‘anga,moeHimi‘ilotoNu‘uSila:TonganSongs CD Extra resourcesforthepresentations The enlargedcopyofOHT1(fromUnit10) OHTs Units11–19asneeded Units 11–19audioCDandtranscriptsasneeded Units 11–19DVDandtranscriptsasneeded OHT 1(fromUnit10LessonA) 386 20A

FAUFAUA! An Introduction to Tongan • • Close • Looking Ahead • • • along. Hiva, Ta‘anga,moeHimi‘ilotoNu‘uSila:TonganSongs final item,sotheyneedtolearnthewords.Playsong eitherontheUnit19DVD or the Tell thestudentstheywillbesingingtogether,asaclass,“‘Ofaange‘ae‘Otuaè!”their their learningandthedevelopmentofproficiency. cultural behavioursthattheyshouldbynowberoutinelyusinginclass.Thisisalsopartof Give thestudentstimetoworkontheirpresentations.Remind themaboutappropriate use. With thestudents,checkandsetupfurtherresourcesaroundtheclassroomforthemto the role-playswillbenew. the vocabulary.Theaudiencewillneedtopaycloseattentionbecausesomeelementsof Tell thestudentsthattheycanadaptscenariosaswish,forexample,bychanging Exchange farewells. Sing “‘Ofaange‘ae‘Otuaè!”togetheragain. to thenextlesson(solongaspropsaremanageable). Remind thestudentstokeeppractisingtheirpartsandbringalonganypropstheyneed DVD orplayingaCDtrack. performing. Helpwherenecessary.Thismaymeanshowingasegmentofthe of engagementhowconfidenttheyareabouttheirskillsinpresentingand and preparingtheirpresentations.Youwillbeabletojudgefromlevel This shouldbeabusysession,withallthestudentsengagedinorganising 387 CDandhavethestudentssing 20A

FAUFAUA! An Introduction to Tongan • Close • Looking Ahead • • • Learning Experiences • • Looking Back • Introduction Lesson Outline made inLessonC. preparing forandpractisingtheitemsperformancespresentationsthatwillbe This isanotherpreparationlesson.lessonhasnomeasurable outcomesapartfrom Learning Outcomes LESSON B ‘Emau Ngàue´–PresentingOurWork Unit 20–OkuMauFaaHOKOa Exchange farewells. they needtodobeforethe nextlesson. need toappointsomestudents toperformsomeroles. Make sureeveryoneknowswhat appropriate greetingsand farewells.Thesedependonwho the audiencewillbe.Youmay Review theorderofprogrammewithstudents. Makesurethatyoupracticesome Practise singing“‘Ofaange‘ae‘Otuaè!”together. The studentsworkinpairstoassesseachotherusing theassessmentcriteria. The studentspractisetheiritems. performance ofoneotherperson. as monitoringtheirownperformance,eachstudentisresponsibleforthe It canbeusefultohavethestudentsassesseachotherinpairs.Thismeansthat,aswell expected ofthemwhentheylearnalanguage. assessment criteria.Thiswillhelpthestudentstobecome morefamiliarwithwhatis Discuss thelearningoutcomes.DisplayOHT1fromUnit10andtalkabout Exchange greetings. Resources OHTs fromUnits11–19asneeded Units 11–19audioCDandtranscripts Units 11–19DVDandtranscriptsasneeded OHT 1(fromUnit10LessonA) as needed 388 You supply: The OHTofthewordsto“‘Ofaange The enlargedcopyofOHT1 ‘a e‘Otuaè!”(fromUnit19) (from Unit10) 20B

FAUFAUA! An Introduction to Tongan listening andspeakingskills): To begintoachievethis,theywillshowthatcan(withsupportandwithamainfocuson • • • • Learning Experiences • Introduction Lesson Outline • • • Proficiency Descriptor Levels 1and2earninganguages Learning Outcomes LESSON C ‘Emau Ngàue´–PresentingOurWork Unit 20–OkuMauFaahOKO receive andproduceinformation; In pairs,thestudentsgive eachotherfeedbackontheirperformances. Vaka ProgressChart. The studentscompletetheir Unit20AchievementChecklistandcolourinbandontheir The classsings The studentsgivetheirpresentations,whicharerecorded. Exchange greetings. Resources show socialawarenesswheninteractingwithothers. produce andrespondtoquestionsrequests; You supply: Copies ofthecertificate Vaka ProgressChart Copies oftheUnit20StudentAchievementChecklist A DVDrecorderandsomeonetooperateit A blankDVD Unit 20CertificateTemplate Unit 20StudentAchievementChecklists OHT 1(fromUnit10LessonA) Students caninteractinasimplewaysupportedsituations. Students canunderstandandusefamiliarexpressionseverydayvocabulary. “‘Ofaange‘ae‘Otuaè!”. 389 20C

FAUFAUA! An Introduction to Tongan • • • Close • • Looking Ahead Exchange farewells. and culture. Wish yourstudentseverysuccessastheycarryontheirlearningoftheTonganlanguage Sing “‘Ofaange‘ae‘Otuaè!”again. another occasion. You mayalsowanttoarrangeforthembeawardedtheircertificatesatanassemblyor Achievement ChecklistandtheirVakaProgressChart. until theyhaveassessedtheirperformancesbeforegettingthemtocompletetheUnit20 at anothertimesothattheycanseehowwellareprogressing.Youmaywishtowait Tell thestudentswhetheryouhavearrangedforthemtoreviewrecordedpresentations 390 20C

FAUFAUA! An Introduction to Tongan language andangafaka-Tongato: I haveusedmyknowledgeoftheTongan Ko hokuhingoa´ko UNIT 20AchievementChecklist without hesitatingtoomuch respond toquestionsand saysentences understand whatIsay speak wellenoughsothatotherscan with others show socialawarenesswheninteracting requests produce andrespondtoquestions receive andproduceinformation 391 . 20C

FAUFAUA! An Introduction to Tongan ‘Ofa atu! Lolotonga pe‘etaumavae. Ke moòia Ke moòia, ‘I hohalafuape. Ke moòia Ke moòia, Lolotonga pe‘etaumavae. ‘Oua na‘aketuènoa´ Ke netakihofononga´ ‘Ofaange ‘ae‘Otuaè Fànau: ‘Ofa atu! Sai ‘aupito,Pua.Màlò.Mounofoà. ‘Alisi: ‘Ofa atu! Fànau: ‘Ofa atu! fai tapuekinakimoutolu‘ehe‘Otua´. Mou nofoàhomaungaahikaume‘a!‘Ofake Pua: Màlò, Pua.Pe‘ilea. ‘Alisi: ‘oku fieleamàvae? hotau ngaahikaume‘a‘iNu‘uSila´.Kohai Sai, koetaimieniketauleamàvaeaiki ‘Alisi (faiako): Himi ‘aeSiasiUesilianaTau‘ataina‘oTonga The hymntheclasssingsisfirstverseandchorusfromHymn523inKoeTohi UNIT 20DVDRANSCRIP 392 (1826). Farewell! While weareapart. May Hegowithyou May Hegoyou, On everypathway. May Hegowithyou May Hegoyou, While weareapart. So thatyou’renotforsaken To leadyourjourney May itpleaseGod Class: you, too.Farewell! Very good,Pua.Thankyou.Andgoodbyeto ‘Alisi: Farewell! Class: Farewell! Goodbye, friends!MayGodblessyou. Pua: Thank you,Pua.Goahead. ‘Alisi: would liketosaygoodbye? to ourfriendsinNewZealand.Who Okay, everyone,it’stimetosaygoodbye ‘Alisi (teacher): 20 FAUFAUA! An Introduction to Tongan FAUFAUA! TOHI FAKAMO‘ONI AKO CERTIFICATE OF ACHIEVEMENT

hingoa (name) kuo´ ne lava‘i lelei ‘a e (has successfully completed): Faufaua! An Introduction to Tongan

Units 1–20

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