WĀNANGA O WAIPAPA
DEPARTMENT OF MĀORI STUDIES
MĀORI 201
WHAKATAKOTO REO TUARUA Intermediate Written Māori
SEMESTER 1, 2017
Tānenuiarangi the Wharenui at Waipapa Marae
Course Co-ordinator: Dr. Arapera Ngaha Department of Māori Studies Room 211
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Reference Māori 201 Level 2 Māori 201 Points 15 Course Arapera Supervisor Ngaha DEPARTMENT WHAKATAKOTO Room 211 OF REO TUARUA MĀORI Phone Intermediate Written 88598 STUDIES Māori Taught Semester 1 Year 2017
Lecture Times: Wednesday 2 - 3pm Conf.Centre 423-342 Thursday 10 – 11am Arts 1.201
Tutorial Times: Wednesday 3 - 4pm Conf.Centre 423-342 Thursday 11 – 12pm Arts 1.201
Lecturer: Arapera Ngaha email: [email protected] Office Hour: Thursday 2pm
Tutor: Te Whainoa Te Wiata email: [email protected] Office Hour: TBA
Prerequisites for this course:
Māori 101 or Māori 105
Aims of the course:
This course will continue from the Māori 101 course and elaborates on the simple sentence – one verb sentence – in Māori to the construction of complex sentences.
Course Objectives:
• Students will extend their knowledge of sentence structure in Māori from constructing the simple sentence to complex sentences. • Students will continue to expand their knowledge and ability to hear and understand te reo Māori through dictation exercises. • Students will utilise their understandings of sentence structure and grammar in the exercise of translating Māori narratives into English.
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Course Assessment (50%)
Tests: There are two in-class Tests and one Translation Test exercise that comprise the total Coursework with a value of 50% as the Total Course Mark.
The tests are of 1.5 hour duration, and will be held in the usual lecture time and place on Wednesday Tuesday April 9th and Thursday May 29th.
The ‘take home’ translation will also be given out during class, Week 7 – Wednesday April 30th and will be due in on Thursday May 1st. THERE WILL BE NO EXTENSIONS FOR THIS ASSIGNMENT
Mark Allocation: Test 1 Thursday April 13th 15% Translation Thursday May 4th 10% Test 2 Thursday May 25th 25%
• No other times will be permitted for sitting these tests, so ascertain before enrolling that you have no timetable clash (including work-related responsibilities). Documented evidence (e.g. funeral notice or medical certificate dated the day of the test) will be required for compassionate and/or aegrotat consideration.
REQUIRED TEXT:
The Course Workbook is a required text and is downloadable from Canvas
Recommended text:
Biggs, B. (1998) Let's Learn Māori. Auckland: Unipress ---- (1981) Complete English-Māori Dictionary. Auckland: Unipress ---- (1997) He Whiriwhiringa: Selected readings in Māori. Auckland: Unipress Ryan, P.M. (1997) The Reed Dictionary of Modern Māori. Auckland: Reed books Williams, H.W. (1975) A Dictionary of the Maori Language. Government Printer, Wellington.
Notes for students: Notices for this class will be placed on Canvas
• You will be required to use your dictionaries at all times in translations, so ensure that you have access to a good dictionary. • You ought to continue using your personal vocabulary notebooks begun in MS 101. • Classes will begin with dictation segments at 5 minutes past the hour each day. • It is imperative that lecture notes are reviewed before each lecture and opportunity to ask questions on points that are unclear will be made available at each lecture. • Students are encouraged to use their workbooks / electronic devices to write their own notes and/or add to the workbook notes.
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Date Lecture Schedule 8 Maehe/Poutu-te-rangi L1 Review MS101 Exam. Revise Phonology; Class Rep. Phrase structure of verbal and nominal sentences. Revision: 9 Maehe/Poutu-te-rangi L2 Revision contd.: Negation, Possession incl. Rona Actor Em 15 Maehe/ Poutu-te-rangi L3 Translations and techniques Pānia
16 Maehe/ Poutu-te-rangi L4 Phonology – the Sound system; Allophones & Word & Phrase Stress Pare-arohi 22 Maehe/ Poutu-te-rangi L5 Manner Particles Māui 23 Maehe/ Poutu-te-rangi L6 Focussing Subject and Comment (i.e. non-subject) 29 Maehe/ Poutu-te-rangi L7 Case Structure 30 Maehe/ Poutu-te-rangi L8 Case Structure contd. Te Kēmu 5 Aperira/ Paenga- whāwhā L9 ‘Ka’ Conjunction – Complex sentences Te Wheke 6 Aperira/ Paenga- whāwhā L10 Complex sentences contd. How case influences NP – Deletion, Conjunctions, Location emphasis ‘ai’ 12 Aperira/ Paenga- whāwhā L11 Revision
13 Aperira/ Paenga- whāwhā TEST 1 15% 14 - 30 Aperira/ Paenga- whāwhā TE ARANGA & MID SEMESTER BREAK 3 Mei / Haratua Complex Sentences contd. 10% Take Home Translation Test 4 Mei / Haratua L12 Complex sentences contd. ‘kia’ complements and Te Rerenga lexical ‘ai’ – location emphasis ‘ai’ Wairua 10 Mei/ Haratua L13 ‘ki te’ complements Te Haerenga 11 Mei/Haratua L14 Further complement clause constructions – ‘te’ with ‘oti, pau, taea and āhei’ 17 Mei/Haratua L15 Conditional ‘if’ Te Rironga 18 Mei/Haratua L16 “when” constructions 24 Mei/Haratua L17 “when” constructions contd. Derived nouns He piko 25 Mei/Haratua L18 Relative Clauses 31 Mei/Haratua L19 Revision
1 Hune/Pīpiri TEST 2 25% 7 Hune/Pīpiri L20 Test Review and Exam Revision 8 Hune/Pīpiri L21 Exam Revision & Preparation
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Assessment Requirements
Tests 1 and 2: Each test is 1.5 hours and held in-class. Translation This is a set piece given out in class on May 3rd with a 24 hour turnaround time. The completed translation piece must be submitted / handed in to the Arts Reception Desk no later than 4.00pm May 4th.
1. Attendance: We are concerned that students gain the best from their studies and anything that prevents their attendance is of concern to us.
• An attendance record will be maintained for all classes. • If for any reason students are noted to consistently miss classes, we will follow them up with text, email or phone calls.
2. Exam The final exam is worth 50% and is of 3 hour duration.
3. The Final Grade is worth 100% made up of the sum of the marks of the Coursework (50%) plus the final examination mark (out of 50%).
Plussage is applicable provided all course work is completed.
• Dictionaries are permissible both in tests and in the final exam. • DO NOT WRITE IN YOUR DICTIONARIES! Any dictionaries with handwritten notes in them will be confiscated in an exam. • Workbooks are not permitted in exams.
NB: Translations are an important element of this course. It is imperative that you cover all the translation pieces allotted in class. Translations make up at a minimum 30% of this Course Mark allocation.
Written Work
• Tests are ‘in-class’ and will be collected before students leave the room. • The Translation piece must be submitted no later than 4pm on May 4th. The Translation piece must also have the signed Department of Māori Studies ‘Cover Sheet’ attached which can be downloaded from your Canvas page.
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Plagiarism
The University of Auckland will not tolerate cheating, assisting others to cheat, and views cheating in coursework a serious academic offence. The work that a student submits for grading in this course must be the student’s own work, reflecting his or her own learning.
Conduct of Course work and Guidelines: Conduct of research http:/www.auckland.ac.nz/uoa/fms/default/uoa/about/teaching/policiesprocedures/docs/ conductcoursework.pdf Complaint procedures see http'//www ausa auckland.ac nz/wave/grievance)
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LECTURES 1 & 2: REVISION OF THE MS101 Course
Objectives:
1. Name the places of articulation of phonemes in the mouth and throat. 2. Understand the phrase structure of a nominal and verbal sentence. 3. Understand and implement the structure of simple sentences.
1a. PHONEMES - Consonants
BILABIA LABIO – DENTA ALVEOLA VELA GLOTTA L DENTAL L R R L
STOPS p t k
NASALS m n ng FRICATIVES wh h FLAP r GLIDE w
1b. PHONEMES - Vowels
FRONT MID BACK
HIGH i u
MID e o
LOW a
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From Franklin & Rodman, An Introduction to Language Sydney, Australia: Holt, Rinehart & Winston (1984 ed.)
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2a. PHRASE STRUCTURE - Noun Phrase
NUCLEU PREPOSED PERIPHERY S POSTPOSED PERIPHERY PREPOSITION DEFINITIVE MANNE DIRECTIO POSITIO S S BASES R N N OTHER Particle Particles Particles Particles s e i ki te Universal rawa atu nei anō mā ngā Stative tonu iho nā hoki tēnei, tenā, nā tērā Locative kē ake rā pea mō ēnei, ēnā, ērā Nouns kau mai koa nō tētahi noa ko ētahi a taua o aua he me (indefinite) a (personal kei article) hei
2b. PHRASE STRUCTURE – Verbal Phrase
PREPOSED PERIPHERY NUCLEUS POSTPOSED PERIPHERY VERBAL MANNER DIRECTIONAL POSITIONAL OTHER Particle BASE Particle Particle Particle Particle
e…ana Universal rawa mai nei anō kau iho nā hoki noa ake rā koa ka kē atu pea me Stative tonu ai i kua kia me kei ina
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He Tauira:
Preposed Periphery Nucleus Postposed Periphery a) Kei runga te āporo i te tēpu rā.
Kei runga te āporo i te tēpu rā. e) E moe iho ana te pēpi i tana moenga.
E moe iho ana te pēpi i tana moenga i) I waiatatia aua hīmene e ngā kuia nei.
Whakamāoritia, ā, whakawehewehengia pērā i ēnei rerenga.
1. The cows are in the paddock.
2. Some visitors are at the gate.
3. Those stars are brilliant.
4. The boys waited for their mother.
5. These dogs were fed by his children.
6. God looked down upon the earth.
Preposed Periphery Nucleus Postposed Periphery
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3. SIMPLE SENTENCES
VP + NP + [preposition + NP] x n n = 1, 2, 3... Verb Subject Comments
E hoki mai ana ngā tauira ki te whare wānanga o Ākarana inaianei.
Passives: Kua tono koe i ngā tamariki ki te kura? (ActiveTransitive Sentence) Kua tonoa e koe ngā tamariki ki te kura? (Passive Sentence) Statives: Kua maringi te wai i te tūroro. (Stative Sentence) I ngaro aku kī i taku mokopuna. Imperatives: E noho! Whakarongo! Kapia te kūaha! (Passive Imperative) Kia tūpato! (Imperative with Stative) ****************************************************************************
Whakamāoritia!
7. Mary ate the apples. 8. Hone and Heeni are watching television.
9. All the people will see the new houses.
10. We (excl.) all went to the movies last night.
11. The men have dug the ditches and the women are planting new trees.
12. ‘Sit down and be quiet’ said the teacher!
13. We (2 excl.) missed the bus last night. We walked home.
14. Open the windows! 15. Our (pl. excl) land was taken by the council!
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4 NEGATIVES: Negative + Subject + VP + Comment
Verbal Sentences E haere ana au. Kāhore au e haere ana. I tangi koe. Kāhore/Kīhai koe i tangi. Kua kōrero rātou. Kāhore (anō) rātou kia kōrero. Patua! Kaua e patua! Kei te haere rātou. Kāhore rātou i te haere. Nominal Sentences He rangatira koe. Ehara koe i te rangatira Kei konei mātou. Kāhore mātou i konei. Whakamāoritia!
16. Don’t go there! 17. The children are not going to the movies!
18. She didn’t shoot the pigeons.
19. The Waitangi Tribunal will not meet tomorrow. They meet next week.
20. You are not the speaker, he is!
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5. POSSESSION: a/o, tā/tō, mā/mō, nā/nō.
a/o - saying ‘of’
Remember the rules for a/o categorisation (Patu Hohepa) • Possession relies on a relationship between two people or two elements (the possessor and the thing possessed). • The nature of that relationship will determine the use of the possession particle ‘a’ or ‘o’. • The questions to determine that relationship must always be asked in a particular order. First, is the relationship dependent on.... wāhi or location?
o If the relationship is one of wāhi/location, use ‘o’
Relationship = location YES use ‘o’
NO
Second, ask the question is this a relationship dependent on mana or control?
Relationship = control YES use ‘a’
o If the response to that question is NO use ‘o’
• Biggs’ Let’s Learn Māori also provides a list of items or categories that can help you determine which possession particle to use, such as; transport and clothing is ‘o’ category, but food and generations younger than the ‘possessor’ are ‘a’ category. These are the categories learned in MS 101.
Use the means to make the a/o distinction that you find easiest to apply!
He Tauira: Simple a/o Hana’s cat te ngeru a Hana Tāmati’s mother te whaea/māmā o Tāmati Terry’s blanket te paraikete o Terry Samson’s strength te kaha o Hamahona
Whakamāoritia!
21. Kahu’s children ran away.
22. The dog’s bone (food) was broken.
23. The dog’s bone (his leg) was broken.
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24. The carrots grew outside of the garden fence.
25. My glasses (spectacles) were all dirty.
************************************************************************ tā/tō possession – Placing the possessor within the possessed phrase – the incorporated possessor
He tauira: tā/tō John’s cat te ngeru a Hone becomes tā Hone ngeru Kere’s son te tama a Kere becomes tā Kere tama Arapera’s office te tari o Arapera becomes tō Arapera tari Mere’s home te kāinga o Mere becomes tō Mere kāinga
Revising ‘T’ Class possession and pronouns ‘a’ category. In order to say ‘my son’, ‘your son’, ‘his/her’ son etc. te + ahau + item (tama) tāku tama my son informal OR neutral taku tama te + koe + tama tāu tama your (s) son informal OR neutral tō tama te + ia + tama tāna tama his/her son informal OR neutral tana tama te + tāua/māua + tama tā taua/māua tama our (2 incl/excl) son te + kourua/koutou + tama tā kourua/koutou tama your (2/2 plus) son/boy te + rāua/rātou + tama tā rāua/rātou tama their (2/2 plus) son/boy te + tātou/mātou + tama tā tātou/mātou tama our (pl.incl/pl.excl) son/boy
Revising ‘T’ Class possession and pronouns ‘o’ category. Saying ‘my car’, ‘your car’ etc. te + ahau + item tōku waka my car (waka) taku waka informal OR neutral te + koe + waka tōu waka your (s) car informal OR neutral tō waka te + ia + waka tōna waka his/her car informal OR neutral tana waka te + tāua/māua + waka tō taua/māua waka our (2 incl/excl) car te + kourua/koutou + waka tō kourua/koutou waka your (2/2 plus) car te + rāua/rātou + waka tō rāua/rātou waka their (2/2 plus) car
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Plurals: To form plurals, refer back to the ‘t’ deletion rule, i.e. delete the ‘t’
Whakamāoritia!
26. Their friends (of those two) were going to their parents’ home. (The friends, of those ones, were going to the home of their own parents).
27. Your children have gone to their friend’s party.
28. Our (pl incl) nanny passed away last night.
29. She will be lying in state in her home tonight and tomorrow she will go to Pukerata Marae.
30. In Makere’s class we (pl. excl.) learned the rules of Bruce Biggs.
nā/nō and mā/mō possession – belonging to: past and future
Saying something belongs to someone ‘n’ class possession First determine which category the item belongs to a/o – pōtae ‘o’ category nō + ahau + item nōku tenei pōtae this is my hat (pōtae) nō + koe + pōtae nōu tēnā pōtae that is your hat nō + ia + pōtae nōna te pōtae his/her hat nō + tāua/māua + pōtae nō taua/māua pōtae our (2 incl/excl) hat nō + kourua/koutou + pōtae nō kourua/koutou pōtae your (2/2 plus) hat nō + rāua/rātou + pōtae nō rāua/rātou pōtae their (2/2 plus) hat nō + tātou/mātou + pōtae nō tātou/mātou pōtae our (pl.incl/pl.excl) hat
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If the item in question is an ‘a’ category item then replace the nō with nā nā + ahau + item nāku tēnei pēpi this is my baby nā + koe + pēpi nāu tēnā pēpi that is your baby nā + ia + pēpi nāna te pēpi his/her baby nā + tāua/māua + pēpi nā taua/māua pēpi our (2 incl/excl) baby nā + kourua/koutou + pēpi nā kourua/koutou pēpi your (2/2 plus) baby nā + rāua/rātou + pēpi nā rāua/rātou pēpi their (2/2 plus) baby nā + tātou/mātou + pēpi nā tātou/mātou pēpi our (pl.incl/pl.excl) baby
NB: The singular pronouns have a distinctive form! In English ‘nā’ translates as ‘belonging to’
Saying something ‘is for’ or ‘will be for’ someone or something uses ‘mā/mō’ in Māori. If the item in question is an ‘a’ category item then … mā + ahau + item māku tēnei pēpi this baby is for me (pēpi) mā + koe + pēpi māu tēnā pēpi that baby is for you mā + ia + pēpi māna te pēpi his/her baby (for him/her) mā + tāua/māua + pēpi mā taua/māua pēpi our (2 incl/excl) baby (for us) mā + kourua/koutou + pēpi mā kourua/koutou pēpi The baby for you (2/2 plus) mā + rāua/rātou + pēpi mā rāua/rātou pēpi the baby for them (2/2 plus) mā + tātou/mātou + pēpi mā tātou/mātou pēpi Baby for us (pl.incl/pl.excl)
If the item in question is an ‘o’ category item the replace the ‘mā’ with ‘mō’ He tauira: nā/nō and mā mō nōna te whenua her land (belongs to her) nāna te ngeru the cat is hers nā rāua ngā mokopuna haututu the naughty grandchildren are theirs he tuna mā ngā manuhiri some eels for the guests mōku te waka hōu the new car is for me … mōna te whare tino nui the very big house is for her
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6. ACTOR EMPHATIC - the actor possesses the action, i.e. is in control of the action
Saying a particular person or group of persons has done, OR will do something! (Very common usage.)
Past Actor Emphatic – someone DID something
He tauira: Nā Mere i tiki ngā kāwhe. Mary (is the one who) fetched the calves. Nā rātou i hari ngā pēke rīwai. They (it was them who) brought the bags of potatoes. Nā taku kuia ahau i atawhai. My nanny nurtured me.
Always uses verbal marker ‘i’ Never uses passive Never uses an object marker ‘i’
Future Actor Emphatic – someone WILL DO something
He tauira: Mā Kahu e waru ngā rīwai. Kahu (is the one who) will peel the potatoes. Mā koutou e horoi ngā waka katoa. You (pl) will wash all the cars. Mā te kaiako kourua e kohete! The teacher will scold you two!
Always uses verbal marker ‘e’ Never uses passive Never uses an object marker ‘i’
NB: When a personal pronoun is the subject of the sentence (not the actor), the pronoun must follow directly after the actor!
He tauira: Mā Kahu ahau e ako. Kahu (is the one who) will teach me. Nā rātou koutou i kohete īnanahi. They told you off yesterday. Mā te kaiako kourua e kohete! The teacher will scold you two!
Whakamāoritia!
31. The monkeys and the cats will dance inside the hall (hōro) tonight.
32. The monkey asked “Do you have any bananas?”
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33. Our (2 pl.) land was taken and four new houses were built there.
34. It was my children who caught the fish.
35. He (it was him that) danced on top of the table, we all just watched.
Negate nā, nō, mā, mō phrases, including actor emphatic, by merely preposing ehara. e.g. Ehara mā Mere e tiki ngā kāwhe. Mary is not/ should not be the one to fetch the calves. Mary will not fetch the calves.
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Whakapākehātia!
36. Me hoki tāua ki te kāinga i tēnei rā, āpopo ka haere ki te Whare petipeti (casino) pea.
37. Mā wai e mau ana te koti kōwhai i tēnei rā?
38. Nā Wīringi te koti kōwhai i mau inanahi, nā Tāmati inatahirā.
39. Ka ngaro atu tana kanohi i a mātou i tērā rāhoroi.
40. Takahia atu te huarahi e te rōpū o ngā hōia.
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Additional Practise Exercises
41. Whakakīngia ngā kupu kei te ngaro.
a. te tamaiti Hariata (a / o) b. ngā pāua te toka (a / o) c. te moemoeā Tūmanako (a / o) d. te mahi ngā tauira (a / o) e. te kawa te marae (a / o) f. ngā aue ngā kuia. (a / o) g. ngā mōkai ngā tamariki (a / o) h. te tūmanako te iwi (a / o) i. ngā manaakitanga te Atua (a / o)
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LECTURE 3 NARRATIVE TRANSLATIONS – Māori to English
Objectives: By the end of this lecture, you should be able to:
1. Make better use of translation techniques
1. STEPS TO UNDERTAKING TRANSLATIONS
• Read through the passage to get the gist of the story. • Look for the vocab you do not know and find them in your dictionaries. • Begin working through each sentence – use your knowledge of sentence structure to help you, e.g. passive verbs, statives, actor emphatic. • Remember the subject of a sentence/actions may not be mentioned in subsequent sentences. • Remember there may be several verbs or actions in a sentence – these are complex sentences. • Watch for cues re series of actions – consecutive verbal phrases utilising ‘ka’. • Watch out for nominal sentences. • Be persistent and be vigilant to ensure your translations are in the correct tense/aspect. • Ensure that your translations are also in good English. • When responding to questions, utilise the words in the question to respond.
He Tauira: RONA
Ko te kōrero pakiwaitara tēnei mō Rona. He tupuna nō tātou a Rona, nō nehe noa atu. I tētahi pō atarau ka haere a Rona ki te tiki wai mō āna tamariki, ko te kete ki tētahi ringa mau ai, me te tahā ki tētahi ringa. I te haerenga atu ki te wai ka āraia te marama e te kapua. He ara kino taua ara i haere ai, ā, ka tūtuki tana waewae ki ngā pakiaka o ngā rākau i taua ara.
Ā ka riri ia, ka kanga ki te marama; ka puta āna kupu ka mea, ‘Pokokohua koe, e te marama, tē puta mai koe kia mārama ai,’ Ka riri anō hoki te marama ki aua kupu a Rona, ā, ka rere iho, ka mau ki a Rona. Ka toro te ringa o Rona ka pupuri i te rākau ngaio, e tupu ana i te parenga o te awa. Pupuri noa a Rona i taua rākau. Hei aha mā te marama! Ka tangohia ake a Rona, me te rākau ngaio, me te kete, me te tahā wai hoki.
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Ka tāria nei a Rona e āna tamariki kia hoki mai ki te kāinga. Nō te roanga, ka haere rātou ki te rapu i tō rātou whaea. Ā, rapu noa, rapu noa, tē kitea. Ka karanga rātou ka mea, ‘E Rona e, kei hea koe?’ Ka puta te reo o tērā i te rangi ka mea, ‘Ee, tēnei au kei runga nei; kei te marama nei; kei nga whetū.’
Kei ngā pō mārama, kei ngā pō Rākau-nui o te marama, e kitea atu ana a Rona me tana tahā, me te rākau ngaio e tū ana i tana taha.
Mahi-a-kāinga 1. Whakapākehatia! 2. Rapua ēnei momo whakatakotoranga: • 2 passive verb phrases and 1 stative verb phrase • 4 definitives • 4 examples of ‘of’ possessives – 2 ‘a’ category and 2 ‘o’ category • 2 ‘t’ class possessives and 2 ‘n’ class possessives • 2 nominal sentences. • 2 location phrases.
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2. CONJUNCTIONS
These are words or phrases which link sentences together. Unfortunately our writing system often results in these conjunctions being used to begin new sentences, and yet they function to link the images, ideas, people, things described in one sentence with the next sentence. The following are conjunctions:
Me and, together with ākuanei presently ā and so, and then, and after a while ananā and look, behold, wow! heoi mō that's all, that's that engari but, on the other hand nō reira, nā reira and so, therefore hei (mea) for the purpose of, to anō (he), anō ko as if arā that is, i.e. e ai according to inā (hoki) because, since kātahi then, and then ko with nā and then, and now, now, then mā and, (for numbers and humans only) heoi ra accordingly otirā however, on the other hand taihoa but wait i te mea, nō te mea, because nā te mea, ehara look, behold rāua ko, māua ko, koutou ko, etc. Non-singular pronouns + ko = and
Learn these conjunctions thoroughly so that you might translate Māori into English appropriately. There may be others you will meet up with, and these will be discussed in class as they arise.
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LECTURE 4: ALLOPHONES & WORD & PHRASE STRESS
In this lecture you will be taught about allophones and how to assess word stress and phrase stress. Keep in mind section one of Lectures 1 & 2.
Objectives: By the end of this lecture, you should be able to:
1. Give a definition of an allophone and name the various vowel and consonant allophones. 2. Give the definition of stress placement. 3. Understand how to find the stress in a word or a phrase.
1. ALLOPHONES - are variants in pronunciation of phonemes without a change in meaning.
Allophones of Consonants (i) /wh/ varies from a very loose labiodental fricative [f], to a bilabial fricative, to astrongly aspirated [w]. (ii) /t/ varies from an alveo-dental stop to a dental stop. (iii) /r/ is a tongue tip tap or a slight trill at the alveolar ridge.
Allophones of Vowels (i) Mid to low central vowel /a/ becomes higher and rounded when it is short between /w/ and /k/, as in waka. (ii) High front vowel /i/ becomes more central when it is short and between back consonants, as in hihiko. (iii) /i/ becomes a y-glide between a stop consonant and a mid / high vowel. e.g. tio `oyster' t i o [tyo] piupiu `dancing skirt' p i u [pyu] kiekie `astelia' k i e [kye] (iv) High back vowel /u/ is more fronted between front consonants e.g. mutu, puta.
NB. [...] indicates that the letters inside the brackets represent the phonetics (actual sounds) of the word.
2. DIPHTHONGS – consist of two adjacent unlike vowels.
Falling diphthongs: (i) A y-glide often occurs after a front vowel e.g. io [iyo], ea [eya] (ii) A w-glide often occurs after a back vowel e.g. ua [uwa], oa [owa]
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Rising diphthongs: No transitional glide is needed, since each vowel in the diphthong tends towards the other; i.e. the lower initial one is higher than usual while the higher second one is lower. e.g. ae, ai, ou, au.
He tauira:
Falling diphthong y-glide piupiu, whea Falling diphthong w-glide tuatahi, oati Rising diphthong haere, kainga, koutou, ahau
3. STRESS
The most prominent vowel in a word or phrase is said to be "stressed". For example in English, it is the e vowel of umbrella which is stressed. For the word `record' the e vowel of record is stressed if it is a noun but the o vowel of record is stressed if it is a verb. Placement of stress in English, therefore, cannot be predicted because we need to know for each word of the language how to stress it.
However, in Maori, stress placement is predictable - there are a set of rules which tell us where to put the stress for every word and phrase in the language.
There are two types of stress; word stress and phrase stress.
The rules on their placement are as follows:
*NB* These rules must be applied in the order given here.
3a. WORD STRESS Notes: i) Word stress must fall no more than four vowels from the end of a word. ii) Prefixes and suffixes do not attract stress.
RULES: 1) If the word contains just one short vowel, it is unstressed. 2) Stress the first double vowel, if there is one: e.g. Máata, matáa. 3) If there is no long vowel, stress a non-final diphthong: e.g. Táuranga. 4) If there is neither a long vowel nor a non-final diphthong, stress the first vowel which is not more than four vowels from the end of the word: e.g. Ópua, márae.
N.B. Only the last 4 vowels in a word (counting each single vowel as 1) are considered when deciding where primary word stress falls.
Rule 1 - te, ko, he Rule 2 - máatenga, wikitóoria, Waitematáa, Porotíi, Mangateráa Rule 3 - tamáiti, háuturu, Háuraki, Hikutáia, waiata Rule 4 - tángata, híkipene, kánikani, wáhine, pútanga
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Word Stress Rules Diagram
ANY WORD
ONE SHORT VOWEL Yes The word is UNSTRESSED (mostly particles, e.g. te) No
LONG VOWEL(S) WITHIN LAST FOUR VOWELS? Yes STRESS the FIRST long vowel
No Yes STRESS the FIRST diphthong NON-FINAL DIPHTHONG?
No
Stress the first vowel which is no more that the fourth vowel from the end of the word
No
MORE THAN 4 VOWELS REAPPLY RULES COUNTING IN THE WRITTEN WORD Yes LEFTWORD from the FIFTH vowel
3b. Phrase Stress (stressing the most prominent vowel in a phrase) Placement of phrase stress depends on whether the phrase is the last in the sentence (sentence final) or not (non-final).
1) In a non-final phrase, the phrase stress will be on the penultimate (the second to last) vowel in the phrase. 2) In a final phrase, the phrase stress will be placed according to the rules for word-stress. e.g. Haere mài, ki tēnei màrae. Ko tēnèi, te maràe, o te ràngatira. Ko te rangatìra o tēnei maràe ko Pìta.
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Phrase Stress Rules Diagram
PHRASE NON FINAL FINAL
Stress placed Penultimately on Stress placed according to Word Stress last word of the phrase on last word in the phrase
Additional Practise Exercises
(a) Indicate where, (according to the rules), the stress should fall in each of these words. (b) Give the rule number which predicts it.
kōtiro mokopuna pāpā huakina Kirihimete kūaha mihi tua whetū marae
(c) Indicate where the phrase stresses should fall in each of these sentences:
(i) Ko wai te rangatira o tēnei marae? (ii) Kua hoki atu a Pita mā ki te kāinga. (iii) Mā Herewini e karakia tēnei kai. (iv) Huakina mai ō koutou pukapuka. (v) Kaua e noho ki runga i ngā tēpu. (N.B. Negatives are separate phrases)
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LECTURE 5 MANNER PARTICLES
In this lecture you will be taught about Manner Particles. You may have encountered them before, but to date have not learned how they are used.
Objective: By the end of this lecture, you should be able to:
1. Describe where manner particles occur. 2. Use manner particles appropriately, according to their intended meaning.
Manner particles occur both in noun phrases and verb phrases, in the first position of the postposed periphery , i.e. they follow immediately after the base, before the directional particles (although see note about passive suffixes at the end of this section).
Lets Learn Māori (LLM) lists as manner particles rawa, tonu, kē, noa, pea and koa. However, more recent research places pea and koa in another position in the postposed periphery and kau must be added to the list of manner particles.
RAWA Emphatic, Intensive (very, really, too, actually etc.)
a) He tangata pai rawa ia. He is a very good man. b) E whakarongo rawa ana rātou ki a Wirihana. They are really listening to Wilson. c) He tino koretake rawa atu kōrua ki te mahi. You two are really absolutely hopeless at working. d) Nā Mere rawa i tuhituhi taua kōrero. It was Mary herself who wrote that story. e) He maha rawa ngā nawe. There are very many grievances.
finally, by the time, at last f) Mate rawa ake ia, kua tupu ōna uri. By the time he died his descendants had grown up. g) Whānau rawa mai, he kōtiro. When at last it [the child] was born, it was a girl.
NB: When rawa is to be translated as “finally, at last, etc.”, the verbal particle is omitted and rawa is followed by a directional particle. rawa can occur with any base class but occurs most frequently with universals and statives.
TONU Continuity (still, always, keep on) a) Kei te haere tonu te hui. The meeting is still in progress. b) He ika tonu i roto i tēnei awa. There are still fish in this river.
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Intensity (just, really, quite, indeed etc.) a) Pērā tonu i ia rā, i ia rā. It was just/exactly like that every day. b) Nāku tonu i mahi tēnā mea. I myself made that. c) Pau tonu ō rātou whakāro. Their ideas are completely exhausted. (They’ve run out of ideas).
Immediacy, (immediately, as soon as, etc.) a) I muri tonu mai tēnei i tōna whānautanga. This was immediately after he was born. b) Tae tonu atu ia, ka moe. As soon as he arrived, he slept.
Note: Both tonu and rawa can indicate intensity a) Ko aku mātua tonu ēnei. These are indeed my parents. b) Ko aku mātua rawa ēnei. These are indeed my parents.
But, many speakers regard rawa as more emphatic than tonu. c) He ariki nui rawa ia. He is a very big chief. d) He ariki nui tonu ia. He is quite a big chief. e) He hoa tonu tēnā nōku. He was actually a friend of mine. f) He hoa rawa tēnā nōku. He was truly a friend of mine.
NB: The appropriate meaning of tonu is often dependant on a wider context than the sentence in which it occurs.
NOA Absence of limitations (just, merely, in vain, easily, randomly, etc.) a) E haere noa atu ana ngā tamariki. The children are wandering aimlessly. b) Pupuri noa a Rona i taua rākau. Rona held on in vain to the tree. c) He kōrero noa iho tēnei. This is just idle talk.
Quite, very, great. d) He mahi ngawari noa iho tēnei. This is quite easy work. e) Ngā marae maha noa atu o te motu … The very many marae of the land …
When, by the time, throughout, (with puta), as far as (with tae … i/ki). f) Ka haere rātou ma runga hoiho tae noa ki Karikari. They went by horse as far as Karikari. g) Ko Ngāpuhi i tīmata atu i Tāmaki nei, puta noa ki Te Rerenga. Ngāpuhi started here in Tamaki, and went right through to ‘The Departing place of the Spirits’. h) Tae noa mai te matua, kua rere atu te kōtiro. By the time the father arrived, the girl had fled.
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Already, a long time ago (kua + verb + noa + directional particle) i) Me he manu kua rere noa atu. If it was a bird, it would have flown away long ago. j) Kua tae noa atu a Tāmati mā. Tāmati and them have already arrived.
KĒ Difference (instead, different, other, unexpected, strange, away, elsewhere, otherwise, on the contrary etc.). a) Nō Te Rarawa kē koe, ehara ko Ngāpuhi. You really belong to Te Rarawa (not) instead of Ngāpuhi. b) Nā te tangata kē koe. You belong to a stranger.
BUT c) Nā te tangata kē atu koe. You belong to a different person. d) I haere mai kē mātou ki te mahi moni. We came instead to make money. e) Ka tika kē koe. On the contrary, you are right.
KAU Alone, only, empty, in vain a) E tū kau ana te tamaiti. The child was standing there alone. b) I tangi kau mai ia. He wept in vain.
As soon as, when c) Kōrero kau ana ia, kua whakaronga rātou. As soon as he spoke they listened.
Intensity (very, at all [with negatives]) d) Hore kau he kai. There was no food at all. e) He whakamā kau noa iho ia. He was just very ashamed.
MANNER PARTICLES AND THE CONCURRENT SUFFIX
Whakapaia rawatia ā, ka pai. It was made very nice and (it looked) good. Kei te waiatatia tonutia aua waiata. Those songs are still being sung. I tīkina kētia e rātou te wai i te puna tapu. Instead they fetched the water from the sacred spring. Ka murua noatia mātou e te Pākeha. We were easily plundered by the Pākehā.
NB: The attachment of a passive suffix to the manner particle following a passive verb (to make the particle ‘agree’ with the verb) is sometimes called ‘passive concord’.
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Additional Practise Exercises
Whakamāoritia
1. There is still an exam next month.
2. It was Hata and the others instead who did these things.
3. (Very) Early in the morning of one particular day, Ngapuhi got ready.
4. They are indeed my elders.
Whakapākehātia 5. I te kōrero o ngā kaumātua nō te takiwā rawa i a Pōtatau, ka āranga te ingoa whakahua mo ēnei iwi ko Waikato.
6. Mutu rawa ake te whakakaporeihana ka pau ngā moni i ngā kaiwhakamāori, i ngā rōia …. (SRM 113.8)
7. Tïtiro rawa mai, ko te tītī, i roto rawa i te rua.
8. I muri tonu mai rātou, ka tae mai te ope mai te Tai Rawhiti.
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LECTURE 6: FOCUSSING THE SUBJECT & COMMENT
Objectives: By the end of this lecture, you should be able to:
1. Recognise the process of focussing the subject and use it in the construction of your own sentences. 2. Recognise the process of focussing the comment and use it in the construction of your own sentences. 3. Recognise non-contrastive movement to the left.
1. FOCUSSING THE SUBJECT
The basic order in a Maori sentence is Predicate, Subject, Comment. If the subject or the comment is moved to the beginning of the sentence it is said to be focussed. 1a) He manu, te kererū. The pigeon is a bird. Predicate – Subject
1b) Ko te kererū, he manu. The pigeon is a bird. Focussed Subject – Predicate
1a) Shows the normal order of predicate followed by subject. 1b) Has the subject in focus. Notice that the focus particle ko is required in 1b.
2a) Kua inu, te tangata, i te rongoa. The man has drunk the medicine. 2b) Ko te tangata, kua inu, i te rongoa. The man has drunk the medicine.
3a) Kua inu, a Pita, i te rongoa. Peter has drunk the medicine. 3b) Ko Pita, kua inu, i te rongoa. Peter has drunk the medicine.
2a) and 3a) show the normal or unmarked order. 2b) and 3b) have the subject in focus. Notice that ko replaces a in 3b).
The meaning difference between the two versions of the sentences is slight but real. A subject in focus is being contrasted with other possible subjects. So 3b) means something like `Peter (not someone else) has drunk the medicine'.
2. FOCUSSING THE COMMENT – the term ‘comment’ in this application refers to a non-subject nominal phrase.
• If we start with an active transitive sentence in its unmarked form in the past tense:
4a) I patu a Hine-nui-te-pō i a Māui. V + S + O Hine-nui-te-pō killed Maui.
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. this can be transformed into its passive form.
4b) I patua a Māui e Hine-nui-te-pō. V + S + Agent Māui was killed by Hine-nui-te-pō.
. or into the actor emphatic form.
4c) Nā Hine-nui-te-pō i patu a Māui. Actor + V + S Hine-nui-te-pō killed Māui.
. where the actor is emphasised.
However, there are other forms that focus the agent of the passive sentence:
4d) Nā Hine-nui-te-pō i patua ai a Māui.
Where the agent in 4b) has been fronted, e has been replaced by nā and a trace in the form of the anaphoric particle ai has been left behind after the verb (see 4b) becomes 4d)).
While 4d) can still be translated `Hine-nui-te-pō killed Maui' it has an additional possible meaning that "It was (because of Hine-nui-te-pō) that Maui was killed" (through Hine-nui-te-pō) where Hine-nui-te-pō did not necessarily carry out the act but she was, however, responsible for it.
The agent can also be fronted using Ko but in this case te wahine must be added before the verb. Again a trace is left.
4e) Ko Hine-nui-te-pō te wahine i patua ai a Māui. Hine-nui-te-pō was the woman who killed Maui.
The translation here is different and we have in both the Maori and the English a relative clause.
In stative sentences, the stative agent is focussed by fronting the phrase, replacing i with nā, and leaving the trace ai after the stative.
. Thus the unmarked sentence:
5a) Kua ora te wahine i te rongoa. The woman was made well by the medicine.
. the stative can be focussed thus:
5b) Nā te rongoa i ora ai te wahine. The medicine made the woman well. It was because of the medicine that the woman was well.
With stative sentences, the two possible translations do not differ as much in meaning as say the 4d) translation.
*Notice that the verbal particle has also changed from kua to i – 5a). When the sentence is future as in: 32 | Page
Ka mate te tangata i te hiainu. The man is dying of thirst.
. the fronted agent will have mā. Mā te hiainu ka mate ai te tangata The man will die of thirst. or Mā te hiainu e mate ai te tangata. The man will die of thirst.
As a very general rule - Except in Actor Emphatic constructions; If a comment (i.e. a non subject) other than a locative is focussed leave ai as a trace in the verbal phrase. BUT IF THE SUBJECT IS FOCUSSED DO NOT USE ai
3. NON-CONTRASTIVE MOVEMENT TO THE LEFT
In a sentence which has the comment focussed, the subject may also be moved to the left of the verb, without further grammatical change, and without further alteration of the meaning of the sentence. So 4d), and 5b) could be rewritten as 6 and 7.
6. Nā Hine-nui-te-pō a Māui i patua ai. 7. Nā te rongoa te wahine i ora ai.
It is of some interest to note which orderings of constituents are possible in simple sentences: predicate, subject, comment (the unmarked order), subject, predicate, comment (subject in focus), comment, subject, predicate or comment, predicate, subject (comment in focus).
In simple passive sentences; predicate, subject, agentive, and predicate, agentive, subject are found about equally frequently as the unmarked order:
8. Ka unumia, te wai, e te tangata. 9. Ka inumia, e te tangata, te wai.
Less common, but not ungrammatical, is the order predicate, comment in i, subject in an active sentence:
10. Ka inu, i te wai, te tangata.
Additional Practise Exercises
I) Sentences with subject in focus – Whakapākehātia
11. Ko Tamahae e tia ana i te poti. 12. Ko Rewi kei te tuku i te haika. 13. Ko tēnei tamaiti i rite ki te kurī. 14. Ko aku moni kua pau. 15. Ko Parewhete i piki ki runga ki te tuanui o te whare.
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II) Sentences with comment in focus – Whakamāoritia
16. Nā te ahi i wera ai a Te Arawa. 17. Nā Raumati i tahuna ai a Te Arawa. 18. Mā te aha e mōhio ai au? 19. Mā te whakarongo e mōhio ai koe. 20. Mā te huruhuru e rere ai te manu. 21. Nā te aha i mate ai te iwi ra? 22. Nā te paihana i mate ai te iwi ra? 23. Nā te hoariri i mate ai te iwi ra. 24. Nā te patunga a te rā i mate ai te iwi ra. 25. Nā te makariri mātou i haere ai. 26. Nā te tūpāpaku rāua i noho ai. 27. Nā te aha koutou i tae mai ai? 28. Nā te merekara mātou i tae mai ai. 29. Nā te whatinga o te toki i mutu ai te mahi. 30. Nā te aha koe i haere ai? 31. Nā te aha koe i kore ai e haere? 32. Nā te ua mātou i kore ai i haere.
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LECTURES 7 & 8: MAORI CASE STRUCTURE
Objectives: By the end of these lectures, you should be able to: : 1. Give the definition of a case marker 2. Give an example and explain the function of seven case markers: subject case, existential case, location case, agentive case, object case, possessive case and instrumental case.
1. CASE STRUCTURE
PREDICATE + SUBJECT (+ COMMENT)
1. I inu te tangata i te wai. 2. I mate a Heremia i te pō. 3. Ka patua a Māui e Hine-nui-te-pō.
Verbal phrases have been shown to be marked by a verb phrase initiator, commonly referred to as verb particles. Noun phrases have a more complex structure with two sets of markers. An inner set consisting of either definite or indefinite articles, person marker, or null (as for locatives) can be preceded by case markers. Sentences 1, 2 and 3 above have the following comment structure:
i te wai i is the case marker marking OBJECT i te pō i is the case marker marking LOCATION e Hine-nui-te-pō e is the case marker marking AGENT
Note that SUBJECT case is not marked (i.e. has no case marker or preposition).
While the nominal phrase is identified by the inner set of markers in most instances, the function of that nominal phrase is often identified by a case marker. Case markers, in other words, indicate the function or the relationship of the noun phrase to other phrases. We can also speak about a case relationship between one phrase and another.
The term case refers to types of noun phrases, and those particles which identify a type of noun phrase are called case markers. Some noun phrase types, however, do not have overt case markers, but depend more on relationships with other phrases, as well as position in a sentence to identify what case is operating.
2. CASE MARKERS….
A: Subject Case
There are no case marking particles for Subject noun phrases. Ø and Ko are sometimes noted as preceding the subject, the latter when the subject is in focus.
Every complete sentence must have a SUBJECT noun phrase (and you will now know that Maori sentences do not have to have verb phrases). The SUBJECT CASE refers to that noun phrase which functions as the instigator, experiencer, controller, central participant of an
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event, state or relationship. States or relationships are usually given by means of nominal sentences in Maori: events are usually given in sentences with verb phrases.
• Sentences without verbs (nominal sentences): . the unmarked noun phrase other than that beginning with he is SUBJECT: e.g. 4. He kōtiro a Mere. a Mere is the SUBJECT. 5. Ko Hēni te wahine pai. te wahine pai is the SUBJECT.
. The subject may be focused in which case ko is the (focused) subject case marker: e.g.
6. Ko Pita te kaumātua. te kaumātua is the SUBJECT. 7. Ko te kaumātua ko Pita. ko te kaumātua is the SUBJECT. 8. Ko te tamaiti a Hōne, ko Hariata. Ko te tamaiti a Hōne is the SUBJECT.
NB. Where there are two phrases in ko in a nominal sentence, the first is the SUBJECT.
• Sentences with verbs: . The unmarked noun phrase in non-sentence initial position, is the SUBJECT noun phrase. It can be focussed in which case it will be marked by ko.
9. E kimi ana te kuia i tana pukapuka. 9a) Ko te kuia e kimi ana i tana pukapuka.
B: Existential Case
There are no case markers for existential noun phrases. This existential case is the case of the predicate in a nominal sentence, and appears only in non-verbal or nominal sentences. This is the predicate noun phrase. The existential noun phrase is that which relates attributes, existential qualities, the referents, concerns and whatever affects or is associated with the SUBJECT. He initiated phrases in nominal sentences are always in the existential case, regardless of position in the sentence: e.g.
10. Ko Pānia, he wahine no te moana. he wahine is the existential noun phrase.
The following examples highlight the existential case.
11. He pai te hui. 12. He wahine tērā. 13. Ko tērā te rangatira. 14. Ko Pita te rangatira. 15. He Kanawa te wahine a Whare. 16 Ko Ihowa taku hepara.
All the first noun phrases are Existential because they refer to, or concern, or give attributes of the SUBJECT.
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C: Location Case The LOCATIVE CASE is identified in two ways: (1) There are two closed sets of lexical items (`words') which are inherently locative in time or space: e.g. inanahi, inaianei, wā, āpōpō, ākuanei, inapō, (i) mua, etc - runga, raro, roto, waho, tua, reira, kō, konei, konā, kōrā, mua, muri etc; and placenames. These usually (but not always) occur in locative phrases, that is, they occur in the locative case.
(2) Locative phrases are marked by the location case particles - i, hei, kei, ki, which give a variety of semantic meanings ranging from the perceived source, goal, location of the referent noun phrase. This you covered last year. Various examples of location phrases follow: they are underlined:
12. Inanahi te hui nui i Te Hāpua.
13. Ka haere a Hata mā ki te whare i reira i tērā pō.
14. Kei te whare ngā manuhiri.
. It is useful to divide location in space into an inner location and an outer location which gives the wider spatial setting of the action or state: e.g.
15. Ka piki a Tawhaki ki runga i te rākau. inner loc. outer loc.
16. Kei roto i te whare a Mere. inner loc. outer loc.
. It is also necessary to recognise that there are dialect variations for the various location marking particles. i.e. a for hei, ko for hei:
17. Hei te pō nei te hui a ngā kaumātua. A 18. Hei konei te hui āpōpō?
Ko
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D: Agentive Case The AGENTIVE CASE is the case of the agent in a passive or stative sentence. This, as taught last year, depends on the presence of: a) an active verb (or stative verb which has been made active) with a passive termination. The agent of the action is then marked by the agentive case marker e:
19. Kua patua te pere e ngā tamariki.
b) a stative verb. The agent of that verb phrase is then marked by the agentive case marker i:
20. Kua oti i te whare i ngā kaimahi.
. The agentive case may be focused, in which case its case marker is nā or mā.
21. Nā ngā kaimahi i oti ai te whare.
E: Object Case
The OBJECT CASE is the case of the direct object of an active transitive verb. The case marker is i, and this case follows an active verb phrase.
22. Ka keri rātou i te māra.
. It is the case of the entity which directly suffers the action of an active (transitive) verb.
23. Kua kai ngā mangō i ngā kanae.
24. I takoto mai te kuia i tana moenga.
F: Possessive Case
The POSSESSIVE CASE is the case of the possessor in a possessive relationship. Again, you have covered these last year. The case markers are: a, o; nā, nō; mā, mō. (Note that tā and tō are definitives, not prepositions, and therefore not case markers.)
25. Nōku tēnei kāinga.
26. Mauria mai te kete a te kuia.
G: Instrumental Case
The case marker is ki, with instrumental phrases usually following the object in VSO sentences.
27. Kua tapahi te kuia i te paraoa ki te naihi.
27. I topea te rākau ki te toki.
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Additional Practise Exercises
Underline and identify each noun phrase according to case. 1. He wahine rongonui a Hariata. 2. Ko ia te wahine a Tāmati Wāka Nēnē. 3. Kei Taiāmai ia e noho ana i aua wā. 4. Ko te mahi a Tāmati he pakanga. 5. Ka pūhia ngā hoariri e ia ki te pū tūpara. 6. I kite ia i a Hongi Hika i Kerikeri. 7. I mua i te wā Karaitiana ngā pakanga papai. 8. He patu te mahi a nga toa. 9. Ka riro te nuinga i te mate. 10. Ināianei tonu, kei Kerikeri te pā whakamaharatanga mō Rewa.
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LECTURE 9: COMPLEX SENTENCES AN INTRODUCTION
Objectives: By the end of this lecture, you should be able to:
1. Know the definition of a complex sentence and how to recognise one. 2. Understand and recognise ‘underlying simple sentences’. 3. Understand and recognise ‘ka conjunction’ .
1. COMPLEX SENTENCES
Consider the following sentences:
1. The child climbed the tree. 2. The child fell off the tree. 3. The child climbed the tree and fell off.
Sentences 1 and 2 above are simple sentences because neither can be broken down into smaller sentences. 3 on the other hand is a complex sentence because it could be broken down into 1 and 2. Notice that simple sentences, if verbal, have just one verb, while complex sentences will have more than one verb. Now let us employ the simple sentences 1 and 2 combined as a complex sentence. Sentence no. 3 indicates two actions joined by the conjunction `and' to indicate that one action followed the other, and that the actor in each case was the same, hence the subject deletion in the second clause.
Now look at some of the many ways in which 1 and 2 could be combined to express real-world situations in grammatical (though not always very sensible) English sentences:
4. The child climbed the tree but did not fall down. 5. If the child climbed the tree he would fall (would not fall) down. 6. The child who climbed the tree fell down. 7. The child who fell down (had) climbed the tree. 8. When the child climbed the tree he fell down. 9. The child fell down because he climbed the tree. 10. The child better not climb the tree lest he fall down. 11. The child climbed the tree in order to fall down. 12. The child did not climb the tree in case he fell down. These complex sentences express, in English, possible situations involving a child, a tree, and the actions of `climbing' and `falling'. If these relationships can be expressed in English, and if all languages are equally capable of expressing real-world possibilities, and since Maori is a language, then we should be able to express them all, and others we have not thought of yet, in Maori. We will spend most of the rest of the term learning to do just that, as we study a number of complex sentence structures.
2. UNDERLYING SIMPLE SENTENCES
In your course on simple sentences last year you have generally been able to talk about them in terms of particular phrases or words preceding or following others, using technical terms like preposed, postposed, to the left, to the right and so on. Only occasionally have we used
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We will find it necessary to use abstractions more frequently in our discussions of complex sentences, and, in particular we will introduce the concept of underlying sentences. It turns out that the most useful way to talk about complex sentences is to regard them as being derived from underlying simple sentences as we regarded 3 as being derived from 1 and 2 above. Also we can regard 1 and 2 as underlying sentences for 3. We can think of the underlying simple sentences as being just like real sentences (e.g. 13 and 14), or in rather more abstract (generalised) terms (e.g. 15 and 16):
13. Ka piki te tamaiti i te rākau. 14. Ka taka te tamaiti i te rākau. 15. v.p. piki te tamaiti i te rākau. 16. v.p. taka te tamaiti i te rākau.
. We can make 15 and 16 a little more abstract by representing them as: 17 v.p. piki + subject + object. 18. v.p. taka + subject + object.
. We will see why the more abstract form is useful as we go along. Complex sentences are usefully considered as consisting of two or more simple sentences joining together.
3. Ka - CONJUNCTION The English sentences 1 and 2 were conjoined by the conjunction ‘and’. The Maori equivalent requires no conjunction. The conjoining is done by using the same verbal particle (often ka) with both clauses:
19. Ka piki te tamaiti i te rākau, ka taka.
There are certain processes taking place when complex sentences are formed from underlying simple sentences. Note that the subject noun phrases are identical. When the two sentences combine the second occurrence is deleted. This is a process known as "equivalent noun phrase deletion" or simply as "Equi-NP Deletion". The term is merely a shorthand way of saying, if there is an equivalent (i.e. the same) noun phrase in the second simple sentence as in the first, drop it as "understood".
There is a further process in Maori called particle replacement. I used ka deliberately in sentences 13, 14 and 19. If I had used any other particles, the second would have been replaced by ka. For example:
20. Kua piki te tamaiti i te rākau. 21. Kua taka te tamaiti i te rākau. 22. Kua piki te tamaiti i te rākau, ka taka.
Ka replacement of kua has occurred.
. All this can now be described by the single simple code word KA CONJUNCTION.
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• Examples of ka conjunction from the translation story of Pānia and Māui in He Whiriwhiringa - Selected Readings in Maori:
Whakapākehātia! a) I a ia e inu wai mai ana, ka kite atu ia i a Pānia. b) Ka taka te wā, ka whānau te tamaiti a Pānia.
c) Ka puta mai hoki tōku tupuna, a Tama-nui-ki-te-rangi, ka whāngaia ahau e ia.
d) Oho ake anō ia, ka rongo i te tangi mai o ngā manu. e) Nō te roanga kua pā, ka taka ia ki raro.
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LECTURE 10: COMPLEX SENTENCES CONTINUED
Objectives: By the end of this lecture, you should be able to:
1. Discuss and recognise how case influences NP deletion. 2. Recognise and use further conjunctions. 3. Deletion of Verbal Particles
1. CASE & NP DELETION
Last time we concentrated on the use of ka conjoined sentences. We noted the ka conjunction transformation which produced a complex sentence from two underlying sentences. In our example we noted that the Equi-NP deletion step deleted two Equi-NPs - subject and object. We should note, however, that the number of equi-NPs deleted depends on how many were present in the underlying sentences, and also that a process called pronoun copy or pronominalisation may take place.
In the examples taken from He Whirirwhiringa - Selected Readings, Step (ii) often didn't apply because there were no equi-NPs:
1. I a ia e inu wai mai ana, ka kite atu ia i a Pānia. is derived from 2. I te wā e inu mai ana ia i te wai. and 3. Ka kite atu ia i a Pānia. but 2 has undergone a secondary transformation 2a. I a ia e inu wai mai ana.
This means that the actor is no longer in the same case in both underlying sentences. In these cases where the referent (real world entity) is the same for each phrase, but the case is different, we find that deletion occurs optionally. In 1 (above) deletion has not occurred, and the sentences have just simply been conjoined.
. In example (b) which was: 4. Ka taka te wā, ka whānau te tamaiti a Pānia...
. the underlying sentences are 5. Ka taka te wā. and 6. Ka whānau te tamaiti a Pānia.
There are no equi-NPs so again, step (ii) does not apply. . In example (c) we have a case of pronoun (or pronominal) copy: 7. Ka puta mai hoki tōku tupuna, a Tama-nui-ki-te-rangi, ka whāngaia ahau e ia.
. is derived from 8. Ka puta mai hoki tōku tupuna, a Tama-nui-ki-te-rangi. and 9. Ka whāngaia ahau e Tama-nui-ki-te-rangi.
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But the two phrases containing Tama-nui-ki-te-rangi are in different cases; one is subject case, the other is agentive and Equi-deletion has not occurred. Instead the second occurrence of the name is replaced by a pronoun (ia). This is the process known as pronoun or pronominal copy.
. In example (d) 10. Oho ake anō ia, ka rongo i te tangi mai o ngā manu. ia is equi-NP and subject in both underlying sentences and thus is deleted from the second.
. In example (e) there are no equi-NPs.
• Further examples:
11. Ka tū te tamaiti, ka haere atu [te tamaiti] ki ngā kaumātua ra. The child stood and went to those old people. 12. I tae mai rātou inanahi, ka noho [rātou] i tērā whare. They arrived yesterday, and stayed in that house. 13. Kua mau te hipi, ka taria [te hipi] ki te whare-kuti-hipi. The sheep was caught, and was taken to the shearing shed.
For sentences 11, 12 and 13 write down the underlying sentences.
In the examples (11, 12 and 13) the main sentences contain a verb phrase. In the following sentences, the main sentence contains a nominalised phrase. Ka-conjunction still operates but is hidden by the English translation.
Nominalised phrases are commonly used in Māori for particular effect. We will cover these further in Lecture 16, but be aware that a nominalised phrase is a verbal phrase that has been ‘nominalised’ – turned into a noun phrase. (e.g. 12. … i tae mai … has become in 14. … taenga mai …)
14. I tō rātou taenga mai inanahi, ka noho i tērā whare. (cf 12 above) On their arrival yesterday, they stayed in that house.
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15. Ko te maunga o te hipi, ka taria ki te whare-kuti-hipi. (cf 13 above) As the sheep was caught, it was taken to the shearing shed. 16. I te taenga o Tūrongo ki Kāwhia ka tahuri ia ki te hanga kāinga mōna. On Tūrongo's arrival at Kawhia, he set about building a house for himself.
SOME FURTHER PRINCIPLES FOR TRANSLATING FROM ENGLISH INTO MĀORI
i. Is the sentence you are translating a simple sentence or a complex sentence? ii. If it is a simple sentence locate the subject and remind yourself that in Māori the subject will probably come after the predicate.
a. THE MAN is astonished. b. Subj. Pred. becomes in the translation to te reo Māori c. *Astonished is THE MAN. d. Ka mīharo TE TANGATA. ii. If the sentence is a complex sentence you MAY find it helpful to decide what the underlying simple sentences might be. iii. The man told the woman to go away. iv. The man told the woman. v. The woman goes away. vi. Ka kōrero te tangata ki te wahine. vii. Ka haere atu te wahine. viii. Whether you break the complex sentences down or not you will need to decide what the PRINCIPLE CLAUSE (main clause) is, and which is/are the subordinate clauses.
a. THE MAN TOLD THE WOMAN to go away.
ix. You will also have to decide what the appropriate subordinating construction is for you to use in the Maori sentence. In the example immediately above the actor in the two clauses is not the same so it is likely that kia subordination will be appropriate rather is than, say, ki te subordination.
Ka kōrero te tangata ki te wahine kia haere atu.
Additional Practise Exercises
A. Whakapākehātia! 1. Ka tū te tamaiti, ā, ka kite i ngā kaumātua.
2. I tae mai rātou inanahi, engari ka taria ki te whare-kuti-hipi.
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3. I te maunga o te hipi, anā, ka noho i tērā whare.
4. I tae mai rātou inanahi, nā, ka noho ki te whare-kuti-hipi, nō te mea kua mau te hipi.
5. Ka tae mai, ananā, kua mau te hipi.
6. Taihoa, i te maunga o te tamaiti, anō he hipi, kātahi ka taria ki te whare.
7. E ai ki te kōrero a te hunga mahi ika, he kohatu inaianei.
B. Whakamāoritia! 1. The child stood and then went to those old people.
2. The child cried but did not sit (use kāhore for not).
3. Pānia came ashore and then sat in a flax clump.
4. They slept, however, in the early dawn, Pānia returned to her people of the sea.
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2. CONJUNCTIONS
I deliberately began with ka-conjunctions to indicate that an actual or overt conjunction does not have to be present when two or more sentences combine to form a complex sentence. Your readings will have introduced, or reminded you, that there are a number of overt conjunctions in Maori. These are words or phrases which link sentences together. Unfortunately our writing system often results in these conjunctions being used to begin new sentences, and yet they function to link the images, ideas, people,and things of one sentence with another.
You should be building up your knowledge of subordinating words as they match each other in English and Maori.
IF = mehemea, ki te, ina ALTHOUGH = ahakoa LEST = kei BUT = engari, otirā WHILE = i...., i/kei, i....e....ana, etc WHEN = i te, nō te, ina THEN = kātahi THEREFORE = nō reira, nā reira SINCE = ina (hoki) BECAUSE = nō te mea, nā te mea
Nā!… (Exclamatory nā).
Nā, stressed and followed by non-final juncture, begins a high proportion of sentences in Māori narrative although it can also occur within a sentence. It is usually translated by `now' or `then', and indicates consecutive action(s). This narrative feature was much used by the bible translators. In the first chapter of Genesis, for example, 18 of 31 verses begin with nā. Ka haere rātou, nā, ka kite i a Kupe. They went and (as a consequence) saw Kupe.
Ā, ka kī te Atua, kia mārama: nā, ka mārama. And the Lord said Let there be light and there was light.
Nā ka ruku nei ngā wairua, ka whiti ki ngā motu. Now, the spirits dive and cross to, the islands.
Ā ‘and’ (subsequently - with actions)
Ā often, but not always, indicates that a certain amount of time has passed before the next action. Ā usually occurs within a sentence.
Ka hinga te tangata, ā, ka mate. The man fell and (subsequently) died.
Ka tae mai rātou, ā, ka moe i konei. They came and slept here.
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He māhita a Mere, ā, he kaitaraiwa a Mira. Mere is a teacher, and Mira is a driver.
In such cases it is set off by junctures, marked in writing by commas.
Kātahi ‘then’ Kātahi is a common sentence initiator. The following verb usually takes ka, and quite commonly the subject is placed to the left of the verb, especially if it is a pronoun, or a proper name.
Kātahi a Te Kowha ka haere. Then Te Kowha went. Kātahi ka oma te kurī nei. Then the dog ran. Kātahi ka mea atu te māia rā. Then that fellow said. Kātahi au ka tangohia ake. Then I was taken up. Kātahi tōna whaea ka karanga atu ki a Māui-pōtiki. Then his mother called to Māui. Ka kite a Hata i te mea pakaru, kātahi ka riri. When Hata saw the broken object, then he was angry. Ananā (or anā or ehara) ‘behold’
Ananā (or anā) and ehara are both translateable as `behold'. These words are frequent sentence initiators in animated, classical narrative.
Kātahi ia ka maranga ake; ananā, kua noho tahanga ia. Then she arose; behold, she was naked.
Ehara, kua kite tonu iho i tōna matua wahine. Lo, he saw his mother immediately.
Ananā, tūtū ana te puehu. Behold, the dust flies!
Ehara, tere ana te waka ra i runga. Behold, the canoe is afloat!
3. DELETION OF VERBAL PARTICLES
The sense of animation or immediacy in narrative is heightened by leaving out the preposed verbal particle in verbal phrases; in many cases this will leave no overt tense-marker at all, but often postposed particle(s) including ana, will remain.
Ā, rongo ana au i te rongo haka o tēnei whare. And I heard the sound of dancing in this house.
Oho rawa ake ngā tama, tirotiro kau ana. By the time the boys woke up, they looked about in vain.
Haere mai ana ki te kāinga he kurī, tōroherohe mai ana te hiore. A dog came to the village, wagging its tail.
Nā te pānga o taku patu, tītore kē, tītore kē. By the blows of my club, split apart, split apart!
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Haere noa ake a Tawhaki ki te rangi. Tawhaki went right up to the sky.
Mate noa ake ia, ka tupu tana tamaiti ... He died and his child grew up ...
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LECTURE 11: LECTURES 1 - 10 R E V I S I O N
TOPICS TO BE INCLUDED IN TEST ONE
LECTURES 1 & 2 Revision of last year's 260.101 Introduction to the Structure of the Maori Language. In particular, the constituents of a phrase (the pre- and postposed peripheries and nucleus) and the various paradigms of particles that occur within a phrase (prepositions, definitives, articles, verbal particles, manner particles, directional particles etc); structures in simple verbal and nominal sentences; passives; imperatives; negatives; actor emphatic.
LECTURE 3 Translation techniques and conjunctions
LECTURE 4 Phonology: Phoneme inventory for Maori given articulatory description of each phoneme; allophones of /wh, t, r, i, a, u/; rising and falling diphthongs; stress placement - 5 ordered rules for word stress placement; rules for phrase stress placement which depend on whether the phrase is final or non-final.
LECTURE 5 Manner Particles: Translation and placements within sentences.
LECTURE 6 Focussing the subject and comment in a simple sentence; in particular focussing the agent in passive or a stative sentence requires ai to be left as a trace, although in the case of a focussed passive agent, the resulting sentence is ambiguous (it can mean either `by the agent' or `because of the agent').
LECTURES 7 & 8 Maori Case Structure: We defined seven cases (or different types of Noun Phrases) for Maori: Subject, Existential, Location, Agentive, Object, Possessive, Instrumental. We also noted what the case markers (appropriate prepositions) were for each case.
LECTURE 9 Introduction to Complex Sentences; underlying sentences; ka-conjunction; equi-NP deletion (deleting the equivalent noun phrases in a subordinate clause); steps for transforming two underlying sentences into a complex sentence using ka-conjunction.
LECTURE 10 Complex Sentences continued and NP deletion
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LECTURE 12: KIA COMPLEMENTS
Objectives: By the end of this lecture. You should be able to:
1. Understand and use kia complements. 2. Understand the use of ai in kia clauses. 3. Location emphasis ‘ai’
1. KIA COMPLEMENTS
1. I tukua mātou kia kai i ā mātou ika. We were allowed to eat our fish. 2. E tatari ana a Rewi kia tae mai a Tamahae. Rewi is waiting for Tamahae to arrive. 3. I tahuna te ahi kia kā. The fire was ignited so that it burned. 4. E tika ana kia haere koe. It is right for you to go. 5. I tae mai au kia harirū tāua ki a tāua. I came so that we might shake hands with each other.
In all of the above sentences the clause beginning with kia completes, in some sense, the meaning of the main clause. In 1. the kia clause tells us what we were allowed to do; in 2. it tells the reason for Rewi’s waiting; in 3. it tells the result of the igniting; in 4. it tells what is correct; in 5. it tells what I came for.
Subordinate clauses with this “completion” function are called complements. It is obvious that these are complex sentences, so it should be possible to posit underlying simple sentences for each of them.
6. v.p. tukua mātou 11. v.p. kā te ahi. 7. v.p. kai mātou i ā mātou ika. 12. v.p. tika (te mea). 8. v.p. tatari ana a Rewi. 13. v.p. haere koe. 9. v.p. tae mai a Tamahae. 14. v.p. tae mai au. 10. v.p. tahuna te ahi. 15. v.p. harirū tāua ki a tāua.
1-5 are formed from 6-15 by choosing any appropriate v.p. for the main clause and substituting kia for v.p. in the subordinate clause. Such complements would, in English, be introduced by a variety of prepositions or prepositional phrase, such as, “for, in order that, in order to, so that, for the purpose of, etc”.
If the subject in the subordinate clause is co-referential with (the same as) the subject in the main clause it will usually be deleted, as in 1 and 3 above. Sometimes it may be pronominalised (optionally) as in 18: 16. v.p. haere a Tū. 17. v.p. kite a Tū i ana tamariki. 18. I haere a Tū kia kite ia i ana tamariki.
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2. USE OF AI IN KIA CLAUSES
When the kia clause is expressing purpose its verb may take ai, as in 19. This is the lexical use of ai, where there is the option of using it or not, unlike its anaphoric use, which is grammatically determined.
19. Ka tahuna te ahi kia kā ai. (c.f. 3. above)
• Examples of kia clauses
E tika ana kia haere koe. It is right for you to go. E tika ana kia tae moata koe ki te karāhe. It is correct for you to come to the class in good time/early. E tino pai ana kia haere koutou. It is very good for you to go. Kāore e pai (ana) kia kai te tangata whenua It is not good for the host to eat first. i te tuatahi. Ka puta te whakāro i a Tūrongo kia haere (ia). He decided to go. Ka whakaritea kia hoki a Tūrongo ki Kāwhia. It was arranged for Tūrongo to return to Kāwhia. Ka kōrero a Whatihua ki a Tūrongo kia mahia Whatihua told Tūrongo to make his ana māra kia nui noa atu. gardens very large. Kei te tatari a Tūrongo kia hauhaketia ana Tūrongo was waiting for his kūmara to kūmara. be harvested. Ka karanga a Tūrongo kia haere mai a Tūrongo called for Rua-pū-tahanga to Rua-pū-tahanga . come. E kore au e whakāe kia mate noa taku mōkai. I do not agree to my pet being killed. Ka whakāe ngā tamariki kia haere mai rātou. The children agreed to come. Ka whakatangihia te kōauau e Tūtānekai kia Tūtānekai played the flute so that rongo ai a Hinemoa. Hinemoa might hear.
Additional Practise Exercises
Whakamāoritia: 1. Mārama sang so that Rewi’s speech would end.
2. Rewi worked so that the house would be completed.
3. Pani scolded so that Rāmari would listen.
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4. They were allowed to go free.
5. Drink this medicine so that you may recover.
6. The dishes were washed clean.
7. Send the children outside so that we can talk.
8. It is good that they go to the funeral.
9. I have come to you so that you will kill your octopus.
Whakapākehātia: 1. Tatari kia oti āna kai, ka kainga kia pau.
2. Ka mauria te tamaiti kia whāngaia e Hata.
3. Kua whakairia ngā kūmara kia maroke ai.
4. E whakāro ana ahau,ka rawe kia oti ai te marae.
5. Me horoi ngā kākahu kia mā rāno.
6. Me mahi tātou kia oti rāno te marae.
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7. Kia kaha te oma kia tae wawe ai koe ki te kāinga.
8. Kua karanga tō māmā kia hoki mai koe.
3. EMPHASIS OF LOCATION IN THE SUBORDINATE CLAUSE
In the construction exemplified in the subordinate clause of
a) Ka haere mai ngā kōtiro ki te whare, noho ai. The girls came to the house to stay.
Not only has the verbal particle been deleted, but the anaphoric particle ai has been left as a copy of a deleted non-subject phrase(s). In this construction, the presence of a locative phrase in the underlying sentences is obligatory. The underlying sentences in this example are:
b) Ka haere mai ngā kōtiro ki te whare. c) Ka noho ngā kōtiro i te whare.
Under this transformation b) remains unchanged while in c), focussing of the locative phrase (ki te whare) occurs (highlighting the location of the action) leaving ai as a copy, while simultaneously, the verbal particle is deleted.
c) *Ki te whare noho ai ngā kōtiro.
At this stage equi-NP deletion of subject and locational phrases takes place leaving noho ai.
This is then conjoined with b) to give a).
In this construction a locative "proform" e.g. ki reira, can be left in place of the second Location phrase. In this case a) would instead be
d) Ka haere mai ngā kōtiro ki te whare, ki reira noho ai.
Notice the semantic (and structural) difference between a) (or d) and the complex sentence resulting from ka - conjunction, which would give
e) Ka haere mai ngā kōtiro ki te whare, ka noho. The girls came to the house and stayed. In e) it is the intention of the speaker to convey the consecutive nature of the actions as being paramount. However in a), it is the speaker's "presupposition" that the important message was the
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location of the second action (at the house). The steps from the two underlying sentences to the complex sentence are important, but just as important are the semantic message to be conveyed.
• Further examples Haere mai ki konei, noho ai. Come and sit here.
Ka kitea taua wheke a Muturangi e tau ana i runga i te kare o te wai, mānu ai. That octopus of Muturangi's was seen on the surface of the water, floating there. Nōna tōna kāinga i te moana. Nō te tangata te hē ki te haere atu i tō rātou na kāinga, patu ai i a ia. His home is in the sea. It is men who are wrong to go from their home and kill him there (in the sea).
Exercises:
1. For each of the above complex sentences, write down the underlying sentence for the subordinate ai phrase.
2. Convert the following sentences into Maori and coalesce the Maori sentences into: a) a complex sentence which indicates the consecutive nature of the actions. b) a complex sentence which emphasises the location of the action.
i) John ran to the seaside. John sat at the seaside. ii) The people came to the marae. The people cried on the marae. iii) The rat sneaked into the cupboard. The rat slept there.
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LECTURE 13 KI TE COMPLEMENTS
Introduction: Kia is used when one wants to get an equivalent to "so that, in order that, for the purpose of....".
Today we look at ki te complements, and try and explain when you use ki te instead of kia. This is difficult. It is a question which has plagued generations of students and scholars of Maori language.
Objectives: By the end of this lecture, you should be able to:
1. Understand the difference in meaning and use between kia and ki te complements. 2. Understand and begin to apply the notes on ‘translating from English into Māori’.
1. KI TE COMPLEMENTS & KIA COMPLEMENTS
Firstly: there are a few structures where both can be used - I tukua mātou kia kai i ngā hua rākau. I tukua mātou ki te kai i ngā hua rākau.
When you use one and not the other is not clear. To me kia has some added semantic meaning "we were allowed (and the purpose was) to eat the fruit". While ki te acts rather like an infinitive (meaning "to do something"): i.e., I tukua mātou ki te kai i ngā hua rākau. We were allowed to eat the fruit.
Ki te complements are the equivalent of the capitalized clauses in the following English sentences. The Maori equivalents are 3) and 4):
1) I want to SLEEP. 3) E hiahia ana ahau ki te moe. 2) You are good AT RUNNING. 4) Ka pai koe ki te oma.
. Notice that, as with kia complements, more than one English construction is translated by ki te complements in Maori.
3) and 4) are complex sentences with the following underlying structures:
5) v.p. hiahia ahau. 6) v.p. moe ahau. 3) E hiahia ana ahau ki te moe.
7) v.p. pai koe. 8) v.p. oma koe.
4) Ka pai koe ki te oma.
Notice that in each case the subject of the second underlying sentence is the same as (co- referential with) the subject of the first sentence, and when the underlying sentences are combined to produce the actually occurring complex sentence the second occurrence of the same- subject is deleted. This is the process we have often referred to as equi-deletion, and we have already seen that it occurs in other constructions in Maori, and indeed, in all languages.
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Now we will try and state the structural conditions under which we should use ki te complements rather than kia complements. Use ki te to introduce a complement :
1. When the verb in the main clause is a Universal with a meaning expressing volition, ability, motion and certain other actions such as sit, stand, lie down. Examples are: hiahia, pīrangi, āhei, mōhio, haere, hoki, noho, tū, tīmata; 2. When the actor in the main clause and the actor in the subordinate clause are co-referent (i.e. the same).
NOTE: The verb in a ki te complement is always active, never passive.
• EXAMPLES OF KI TE COMPLEMENTS FOLLOWING A MAIN VERB OF VOLITION, ABILITY, MOTION OR OTHER ACTION:
Ka haere te tangata ki te mahi. Ka hoki a Rata ki te tārai i tana waka. I haere mai au ki te tiki mai i tō manu. Haere ki te tiki atu i taku toki. Haere mai ki te hāpaki i aku kutu. Kua tīmata a Mere ki te miraka i ngā kau. Kua oma a Tamahae ki te whāngai i ngā kāwhe. Kua tae mai a Hata mā ki te waiata.
NOTE: The Maori Universals that may be followed by ki te complements are roughly equivalent to those English verbs that may be followed by an infinitive complement, e.g., "want to sleep, able to see, go to meet, sit down to eat".
. EXAMPLES OF KI TE COMPLEMENTS FOLLOWING STATIVES
As 4) showed, Statives can also be followed by ki te complements. Some examples follow.
Ka tino kaha a Tamahae ki te mahi. Ka tino kino a Tamahae ki te patu kau. Ka tino tere a Rewi ki te oma. Ka pēhea a Tamahae ki te kanikani? Ka tino pai a Tamahae ki te kanikani. Ka koretake a Tamahae ki te kanikani. Ka tino kaha a Mere ki te kōrero. Ka rawe koe ki te kōrero Māori. Ka tino māngere koe ki te ako i te reo Maori. Ka tino marino te moana ki te titiro atu.
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Additional Practise Exercises
A. Translate the following into Maori using ki te complements.
Example: Rata went back to fashion his canoe. I hoki a Rata ki te tārai i tana waka.
1. Mary has begun to work. 2. Go to sleep. 3. Rewi has gone to feed the pigs.
4. I want to learn the Maori language.
5. I want to speak to you. 6. Do you know how to read?
7. Who taught you to speak Maori?
8. Do you know how to speak Maori?
8. What is he going to do?
9. I will go to ask him. 10. I am ashamed to behave like that. (mahi pēnā).
11. Don’t come here to cadge. (pīnono).
13. I understand Maori. (I know to listen).
12. We are going to look at the town.
13. Come to eat. 14. Go to knock (pātōtō) on the door of the house.
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15. We did not go fishing today. 16. I have come to speak to you.
17. How is Mākere at dancing (to dance)?
18. Mākere is very good at dancing.
19. Mākere is useless at dancing.
20. How is Rewi at speaking Maori?
21. Rewi is very clear (mārama) in speaking Maori.
22. Rewi is useless (koretake) at speaking Maori.
23. Rewi has run to help Tamahae.
B. Translate into English 1. Kua haere a Rewi ki te miraka kau. 2. E tū ana a Pita ki te kōrero. 3. Kua tae mai a Hata mā ki te waiata. 4. Haere ki te tiki atu i te tīkera. 5. I te mōhio ngā tūpuna Māori ki te whakatakoto i ngā kupu e rite ana hei whakakākahu i ō rātou whakāro (Ngata 1928:66).
6. Ka whakārahia e ia ōna hoa koroheke ki te mātakitaki ki te ātaahua o tana wahine.
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7. I tahuri ngā whakaaro o te wahine ra ki te tito waiata māna.
8. Kei hea ngā pukapuka hei kōrero mā ngā tāngata e hiahia ana ki te ako i te reo Maori?
9. I mōhio ki te tangata Māori ki te āta wehe i te mate taua i te riri awatea, i te mate kōhuru (Ngata 1961:xviii).
10. Kei tēnei waiata e rangona ana ngā ingoa pai ki te whakahua.
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LECTURE 14 MORE COMPLEMENT CONSTRUCTIONS
Objectives: By the end of this lecture, you should be able to:
1. Recognise the use of ‘te’ replacing a verb marker for a secondary clause when following the statives ‘pau’ and ‘oti’ in the main clause. 2. Recognise the use of ‘te’ replacing a verb marker for a secondary clause when following the verbs of volition, ‘taea’ and ‘āhei’ in the main clause.
. Using an explanatory / complementary verb with the statives ‘oti’ and ‘pau’.
Kua oti i ahau ō koutou kākahu te horoi. vp + stative + agent + subject + te + v
Earlier, we learned about statives. They are words which describe a state. In the sentence above we are informed that a process to do with the clothes is complete. The verb ‘horoi’ then tells us what, specifically, that process was and the vp (verb particle) is replaced with the nominal particle ‘te’. This construction can seem very indirect to an English speaker but it is a significant feature of Māori speech. It is most commonly associated with statives like ‘pau’ and especially ‘oti’.
Hei tauira Kua pau i a ia nga merengi te kai. He has eaten the melons. Kua oti i a Māmā nga kai te tunu? Has Mum cooked the food? Kua oti i te komiti te rīpoata te tuku. The committee has released the report Kua oti i ahau te hanga he whare hei nohoanga mōu. I have built a house for you to live in. Kua oti i nga rangatira nga karere te tono. The chiefs have sent the messengers.
NB: the verb in the secondary clause is prefaced by the nominal particle ‘te’ but retains its use as a verb.
Whakamāoritia
1. They have finished sewing the clothes (oti).
2. My clothes have been dried by the sun (oti).
3. Have you signed the papers? (oti)
4. Did they eat the oranges?
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5. Have you ironed my shirt?
Whakapākehātia!
6. Kua oti i a mātou te whare te takahi.
7. Kua pau i ngā tamaiti ngā rare te kai.
8. Kua oti i te pirihimana ngā tangata taurekareka te whakatūpato!
He tauira:
Ka taea e tō tamaiti ēnei pukapuka te kōrero? Ae, ka taea e ia nga pukapuka katoa o te ao te kōrero.
. The question of ability to do or to achieve something:
Taea is a passive verb (taea is the passive of tae) and must through the grammar be treated as such when we use it.
Ka/e taea ēnei pukapuka te rīti? Can these books be read? Verb + subject (that which is acted upon) + te + explanatory verb
Ka/e taea e koe ēnei pukapuka te rīti? Can you read these books? Verb + passive agent + subject + te + explanatory verb.
When an agent marker (e) and an agent (the one responsible for the action) is inserted into these sentences it can be inserted in various places: Most commonly, as above, or as below.
Ka taea ēnei pukapuka te rīti e koe? Verb + Subject + te + explanatory verb + e + agent.
. It is important to note that you must not insert ‘ki te’ before the second or explanatory verb.
Ka taea e koe **ki te haere mai ki taku huritau. is incorrect Ka taea e koe te haere mai ki taku huritau. is correct.
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. The explanatory verb in the use of ‘taea’ is only ever preceded by ‘te’!!!
NEGATIVE
He tauira:
Kāhore/E kore e taea e rātou te iwi Māori te whakataurekareka
This is the most common order for the negative. Also possible is: E kore e taea te iwi Māori te whakataurekareka e rātou.
Kāhore and E kore e are suitable negatives to use for ‘taea’ in the present and future and Kīhai i taea for the past tense.
Whakapākehatia ēnei kōrero:
9. Can you wash my clothes?
10. Are you able to buy our (2+inc) food this week?
11. I cannot buy our (2+inc) food this week.
12. That child cannot be corrected.
He tauira:
E āhei koe te kōrero pukapuka? E āhei i a koe te kōrero pukapuka?
Āhei, as you can see from the examples, can be either a verb (as in 1) or a stative (as in 2). John Foster in ‘He Whakamārama’ sees it as a stative. But as you can see from examples below from the Bible it is used as both. In my experience it is most commonly used as a verb. The important thing is to see that in neither case (as with the use of taea) is ‘ki te’ permitted before the second or explanatory verb.
Here are some examples of common usage E āhei ahau te haere mai āpōpō. I can come tomorrow. E kore rātou e āhei te tū ki te kōrero. They cannot stand to speak. E āhei te wahine te mahi i tāna ake e hiahia ai. Women can do what they want.
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Illustrations from Biblical translations
13. A kaua e wehi i te hunga e whakamate nei i te tinana, ā e kore nei e āhei te whakamate i te wairua; ... Mt 10:28 And do not fear those who kill the body but cannot kill the soul;
14. E kore te rākau pai e āhei te hua i te hua kino, e kore anō te rākau kino e hua i te hua ataahua. Mt 7:18 A sound tree cannot bear evil fruit, nor can a bad tree bear good fruit.
15. Ki te kāhore te tangata e whānau hōu, e kore ia e āhei te kite i te rangatiratanga o te Atua. If a man is not born anew, he will never be able to see the kingdom of God.
16. E hua koe e kore e āhei i ahau aianei te īnoi ki tōku Matua, ā e hōmai e ia ki ahau he anahera maha atu i nga rīhiona kotahi tekau mā rua? Mt 26:53 Do you think that I cannot appeal to my father, and he will at once send me more than twelve legions of angels?
17. A mate ana nga ika i te awa; ā piro ana te awa, kīhai hoki i āhei i nga Ihipiana te inu i te wai o te awa: ... Ex 7:21 And the fish in the Nile died; and the Nile became foul, so that the Egyptians could not drink from the Nile; ...
Repeat sentences 9-12 (now 18-21) using āhei
18. Can you wash my clothes?
19. Are you able to buy our (2+inc) food this week?
20. I cannot buy our (2+inc) food this week.
21. That child cannot be corrected.
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LECTURE 15: CONDITIONAL CONSTRUCTIONS
Objectives: By the end of this lecture. You should be able to: 1. Recognise the distinctions in use between me he mea, ki te, ana & ina.
1. CONDITIONAL CONSTRUCTIONS: WRITING ‘IF’ a) Me he mea (also shortened to Me, Me he, or Me mea) : Expresses a hypothetical condition, i.e. something which is contrary to fact, or is not true, or some action which did not take place, or has yet to occur but may not.
i) Me he mea he wahine ia, ko ia tonu te kaikaranga. If he was a woman, he would indeed be the ceremonial caller.
ii) Mehemea i haere rātou kua hari te whānau. Me If they had gone, the family would have been happy.
iii) Mehemea ka tae atu rātou, waea mai ki a au. e If they do arrive, telephone me.
b) For future verbal constructions me he mea can be replaced by ki te (mea), Ana or Ina, and there is still the presupposition that the action has yet to occur, but may not. Many speakers will us me (he mea) for past and present and one of the above for future.
Note: Ki te, Ana, or Ina are used as verbal particles, but if ki te mea occurs, a verbal particle must be used.
Ki te Ki te mea ka mutu te ua, hoki mai. Ina If the rain stops, come back. Ana
• FURTHER EXAMPLES OF ki te:
Ki te haere koe āpōpō, ka riri mātou. If you go tomorrow we will be angry. Ki te whiti te rā, e haere ana māua. If the sun shines we will be going. Ki te āta titiro atu koe ki a ia ka mōhio koe If you look at him carefully you will ko wai. know who he is. Ki te ua āpōpō, ka haere tātou. If it rains tomorrow, we will go. Ki te kore e ua āpōpō, e kore tātou e haere. If it does not rain tomorrow we will not go. Ki te ua āpōpō e kore tātou e haere. If it rains tomorrow we will not go.
• FURTHER EXAMPLES OF ina (or ana): Ina haere mai koe āpōpō me heke koe i taku If you come tomorrow get off at my kāinga. place.
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Ina ahiahi mai te rā ka puta taua mea nei. When the sun goes down that thing appears.
Ina kore koe e haere mai ka haere au ki te hī. If you don't come, I'm going fishing. Me he raruraru tōu, haere mai ki a au. If you are in trouble, come to me.
Ka nui ngā mātua, Māori, Pākehā anō hoki There are a lot of parents, both Maori and mehemea kāhore ā rātou tamariki nonohi e Pakeha (who) if their little children won’t whakarongo, ka whakamatakutia ki te māhita listen, (they) are threatened with the kura. “Ka patua koe e te māhita kura". teacher, "You will be hit by the teacher". (the teacher will smack you)
Mehemea kua rite ēnei, kāhore e roa kua tatū If these (things) are fulfilled, it will not be te noho o ā tātou tamariki i te kura. long before our children settle down at school.
Mehemea ka utu koe i tō moni i mua, ka If you pay your money beforehand, you tonoa koe ki te whai whare kēhua, arā, he whare will be rented a ghost house (Lit: be sent kua riro noa atu i te tangata. ghost house), that is, a house which has been long since taken by (other) people.
Additional Practise Exercises
Whakamāoritia!
1. If he was the chief, the people would be happy.
2. If we were there yesterday, the work would have been finished.
3. If you ran, you would escape.
4. If you telephone me tomorrow, this is the number.
5. If the hui is at Kaikohe, come.
6. If we meet tomorrow, don't speak to me.
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LECTURE 16: “WHEN” CONSTRUCTIONS
Introduction
The English word when, has two meanings the first occasionally overlapping with if, and this is seen in the meaning of "if and when" in such sentences as: “if you get here before me, open all the windows”.
The next meaning of "when" is "at the time". e.g. “when I was a child…..” can be paraphrased as “At the time I was a child…..” or even “when I was growing up”.
Objectives: By the end of this lecture, you should be able to:
1. Understand and recognise the use of repeating verbal particles as one way of saying ‘when’. 2. Understand and recognise the phrase ‘at the time’ as meaning ‘when’. 3. Understand how to ask a question that begins with ‘when’.
Think of Maori as having no single word or base equivalent to when. Maori expresses at the time (= when) by means of:
1. REPEATING VERBAL PARTICLES One way to express ‘when’ is by repeating the verbal particles, using e and ka: Ka mutu te ua, ka tīmata anō te mahi.
E e When the rain stops, the work will start again.
• E (or ka) are NOT Conditional Markers and cannot mean "if". • E is found mainly in older texts, or used by older people; Ka is used more commonly than E today. The two are used together sometimes.
E ka tū ia te kōrero, ka haka atu rātou When he stood to speak they did their haka. Ka ora ra pea ahau, e ka tuaina ki te Perhaps I will escape when I am chopped down moana. in the sea. (said by Tamatekapua on his stilts).
2. ‘AT THE TIME’ Phrases meaning 'At the time': i) Nō / I te wā i tamariki ai ahau i haere au ki te kura. Nō When I was a child I went to school. I te wā (past when) ii) Ā te wā e ruahine ai ia, ka hoki mai ki a tātou. A When she is aged, she will return to us. Hei te wā (future when) iii) Kei te wā e kitea ai te matau, kōrero mai. Kei te wā (present when)
When the fishhook is found, tell me.
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By Deletion of te wā Following Subject Fronting.
iv) Nōku i tamariki ai, i haere au ki te kura. ( C.f. 2 ( i ) above). I ahau
v) Kei te matau e kitea ai, kōrero mai. (c.f. 2 ( ii) above).
vi ) Hei a ia e ruahine ai, ka hoki mai ki a tātou. (c.f. 2 ( iii) above). Ā These phrases and their remnants must be regarded as having been fronted, because ai is left as the copy after the verb. In the case of e….ana, ana remains and the absorption of ai by ana is "understood as having taken place": c.f.
I te wā e mahi ana rātou, ka mate te pāpā. When they were working, the father died. WITH I te wā i mahi ai rātou, ka mate te pāpā When they worked, the father died.
3. TO ASK QUESTIONS MEANING ‘WHEN…?’
1. There are two forms: Inawhea (or Nōnawhea) past when? And Āwhea future when?
Whea and hea and hia are dialect forms which can be used interchangeably.
2. For sentences without a verb phrase always begin with the question phrase : e.g. i) Inawhea te hui? When was the meeting? ii) Āwhea tō huritau? When is your birthday? iii) Āwhea te kai? - aianei? When is the meal? - now? iv) Inawhea te tangi i te marae? When was the funeral at the marae?
3. For sentences with verb phrases the question phrase can either be at the beginning or the end of the sentence. Where the question phrase is at the end, is the unmarked order: e.g. i) Ka haere koe āwhea? When are you going? ii) I mutu te pakanga inawhea? When did the war end? iii) Ka patua te nanekoti hei kai āwhea? When will the goat be killed for eating?
4. When the question phrase is fronted:
(a) ai is added to the verb phrases as a copy, for past when? (b) ai is added to the verb phrase as a copy and the verbal particle is deleted for non past when? C.f. above sentences (3) 1-3.
69 | Page i) Āwhea haere ai koe? OR Āwhea koe haere ai? ii) Inawhea i mutu ai te pakanga? OR Inawhea te pakanga i mutu ai? iii) Āwhea patua ai te nanekoti hei kai? OR Āwhea te nanekoti patua ai hei kai?
Additional Practise Exercises
Whakamāoritia c.f. Ka ruku te kāhū, ka omaoma ngā heihei. When the hawk dived, the hens scattered. 1. When the meeting ends, come back here.
2. When the meeting ended, they came back.
3. When the people were singing, the children were playing.
4. When my father went to Wellington, we stayed in Auckland.
Use e ka for the following:
5. When he was building his house, his ladder broke.
6. When we finish our work, we will go and eat.
7. When wood burns, ash is left behind.
8. When the child was lost, the police came.
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LECTURE 17: “WHEN” CONSTRUCTIONS contd
1. NOMINALISED SENTENCES
Several Maori speakers expressed their preference for nominalised "when" sentences. From your knowledge of English you would know that the sentence:
When the sun is going down, we will remember them.
has close structural and semantic relationship to the sentence following, often referred to as having nominalised or gerundive structures:
At the going down of the sun, we will remember them.
Maori has an equivalent process, also called nominalising, and the parallel sentences to the above are:
1. I te rā e heke ana, ka mahara mātou ki a rātou. 2. I te hekenga o te rā, ka mahara mātou ki a rātou.
If you refer to last week's lecture notes for the meanings of the "when" sentences, they and their nominalised outputs are:
3. Ka mutu te ua, hoki mai! E
A te mutunga o te ua, hoki mai! When the rain stops, come back!
Hei
4. E ka tū ia ki te kōrero, ka haka atu rātou. When he stood up to speak, they did the I tōna tūnga ki te kōrero, ka haka atu rātou. haka.
5. Ka ora ra pea ahau, e ka tuaina ki te moana. Perhaps I will escape from being Ka ora ra pea ahau, hei te tuatanga ki te moana. chopped down by the sea.
6. No te wā i tamariki ai ahau i haere au ki te kura.
I At the time, during my childhood, I went to No te wā no tāku tamarikitanga, i haere au ki te kura. school.
I i
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7. Kei te wā e kitea ai te matau, kōrero mai. At the time of finding the Kei te wā kei te kitenga o te matau, kōrero mai. fishhook, tell me.
8. Hei a ia e ruahine ai, ka hoki mai ki a tātou.
On her being aged, she will return A tōna ruahinetanga, ka hoki mai ki a tātou. to us.
Hei
9. I te wā e mahi ana rātou, ka mate te pāpā At the time of their working, the I te wā i tā rātou mahinga, ka mate te pāpā. father died.
To the above can be added:
10. I te kitenga a Koro i a mātou, ka mutu te pakanga. On Koro seeing us, the fighting stopped.
11. Hei te patunga a te minita i te pere, te tohu karakia. The minister's ringing the bell will be the signal for the church service to begin.
2. HOW TO NOMINALISE
The process of nominalisation seems difficult at first sight, yet there are only four steps:
1. Choose the appropriate time marker for the Verb Phrase. Nō/I for past time Ā/Hei for future time Kei for present time
2. Alter the remaining VP to te + V – (C) (a) nga, deleting ai if present
3. Add either a or o to main Noun Phraseif there is one, depending on the relationship.
4. Shift the main Noun Phrase between te + V… of VP obligatoryfor singular pronouns, optional for all other NP’s.
He tauira:
Ka patu au i te poaka inanahi, ka tangi taku tamaiti. Yesterday, when I killed the pig, my child cried.
1. Choose appropriate time marker: I (or nō) because of key word `inanahi'.
2. Alter remaining VP I + te + patu-nga (If in doubt, use -tanga for borrowed words, -anga for the rest.)
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I te patunga a au... 4. Shift main NP between te + patunga = te + a + au + patunga = tāku patunga. Shift must take place because main NP is singular Pronoun.
End result: I tāku patunga i te poaka inanahi, ka tangi taku tamaiti: During my killing of the pig yesterday, my child cried. (When I was killing the pig yesterday, my child cried).
Additional Exercises
A. Nominalise these sentences:
1. Ka piki ake te rā, ka maranga a Tamahae When the sun climbed up, Tamahae woke.
2. E tīmata te mahi, kaua e piri. When the work begins, don't hide.
3. Ka kite a Kupe i te whenua, ka haere tonu mai ki uta. When Kupe saw the land he came directly to the shore.
4. Hei a koe ka kaumātua, ka whakatūria koe i te marae. When you become an elder in future, you will be made to stand (and speak) on the marae.
5. I a Mira e haere ana ki nga rōpū wāhine, ka tiakina tonutia ia. When Mira was visiting women's branches, she was looked after.
B. Translate the following English Sentences using nominalised structures:
6. When Tainui was afloat (mānu), the people were happy.
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7. When I get to Auckland I will work.
8. When the fish are caught, you will scale (unahi) them.
9. When the tall trees are found, tell me.
10. When the sea is very rough, bring all the boats ashore.
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LECTURES 18 and 19 REVISION LECTURES 12 – 17
TOPICS TO BE INCLUDED IN TEST TWO
LECTURE 10 Revision of ka conjunction covering the formation of underlying sentences and equi-np deletion. Reviewing the rules for this process and understanding the uses of ka conjunction.
LECTURE 12 This lecture covers ‘Kia’ complements and the lexical use of ‘ai’ when used with ‘kia’ complements, and it introduces location emphasis ‘ai’.
LECTURE 13 ‘Ki te’ complements: The use of ‘ki te’ complements as the infinitive, as the goal of an action and how they are used in the construction of complex sentences.
LECTURE 14 Introducing complements that require secondary or ‘explanatory’ verb phrases that begin with ‘te’ but whichj retain a verbal function.
LECTURE 15 This area focuses on the use of ‘mena, mehemea, ina, ana’ and derived nouns to describe conditional sentences with ‘if’ in English.
LECTURE 16 & 17 When constructions. In these lectures we discussed the various ways Māori use for the term ‘when’ in English. The various forms are related to context and time. Derived nouns are a particularly relevant process undertaken here.
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LECTURE 20: RELATIVE CLAUSES
Objectives: By the end of this lecture, you should be able to:
1. Recognise a relative clause. 2. Recognise and create a relative clause with subject deletion.
1. WHAT IS A RELATIVE CLAUSE?
Most, perhaps all languages have subordinate clauses which describe, qualify or further define one of the noun phrases in the main clause. For example, in the sentence `the man who climbed the ladder was reckless', the clause `who climbed the ladder' defines for us just which man was reckless. In the sentence `farmers shoot any dog which worries sheep', the clause `which worries sheep' tells us just what kind of dog farmers shoot. Such clauses are called relative clauses. In English they usually begin with `who/whom' or `which'.
As we have said, a relative clause further specifies an object, or a set of objects that has been mentioned in a higher clause in the same sentence. Thus the relative clause `who are honest' in (2) further specifies (and restricts) the class of `lawyers' in the higher clause `lawyers make good business partners'. We will call the class of objects that is being further defined (in this case `lawyers') the head of the relativisation.
Traditional grammarians distinguish between restrictive and non-restrictive relative clauses.The difference is seen clearly in (1) and (2).
(1) Lawyers, who are honest, make good partners in business. (2) Lawyers, who are honest make good partners in business.
You will notice that in our example the relative clause breaks up (is embedded in) the higher (or principle) clause. It is not necessary to embed relative clauses in Maori (though it is possible to do so). In the three relative clause structures that we will learn the principal and the relative clauses will be juxtaposed in that order as long as we maintain the normal order of predicate followed by subject in the principal clause.
2. RELATIVE CLAUSES WITH SUBJECT DELETION In Maori we will use the term RELATIVE CLAUSE to refer to certain clauses which serve the same function as relative clauses do in English, and which translates conveniently by English relative clauses. Let us consider first the Maori sentence which translated `the man is looking at the woman who is standing there'.
1. E titiro ana te tangata ki te wahine e tū mai rā.
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Now this sentence contains two verbal phrases, so it must be a complex sentence. As we have already seen it is often useful to consider any complex sentence as being derived from two or more `underlying' simple sentences. In this case the underlying sentences might be -
2. E titiro ana te tangata ki te wahine. 3. E tū mai ana te wahine.
Now how do we get from 2 and 3 to 1? It can be done in two steps. First, simply juxtapose the sentences 2 and 3 to produce
4. E titiro ana te tangata ki te wahine e tū mai ana te wahine.
Then delete te wahine of 3 because it has already occurred once in our new complex sentence (it is an Equi-NP). Notice that the deleted phrase is the SUBJECT of the relative clause in the new, complex sentence.
5. E titiro ana te tangata ki te wahine e tū mai ana.
In relative clauses with the verb in the continuous tense it is usual, though not obligatory, to indicate that the clause is subordinate by replacing the ANA of the continuous tense by either NEI, NĀ or RĀ. Which one is chosen is determined by the position, with regard to the speaker, where the action is being performed. If it is close to the speaker NEI is appropriate, at a distance from the speaker RĀ is appropriate, close to the person spoken to, NĀ is appropriate.
6. E titiro ana te tangata ki te wahine e tū mai rā. `The man is looking at the woman who is standing there'. Now combine the following pairs of simple sentences so that, in each case, the (b) member of the pair is a subordinate relative clause to the (a) member.
7. a E mōhio ana au ki te tangata. `I know the man'. b E haere mai ana te tangata. `The man is coming this way'.
8. a Ko wai tērā tangata? `Who is that man?' b E poka ana te tangata i te poaka. `The man is butchering the pig'.
The correct answers are as follows: 9. E mōhio ana au ki te tangata e haere mai ana nei nā rā 10. Ko wai tērā tangata e poka ana i te poaka?
nei nā rā
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The use of a positional particle (nei, nā, rā) in a relative clause with a deleted SUBJECT is very common (unless the continuous tense is used, in which case ana may be retained). The positional particle indicates, in addition to its usual meaning, that the clause is being used subordinately.
The positional particles NEI and RĀ refer to position in time as well as space. It is therefore more usual to find RĀ than NEI when the time referred to is distant from the speaker, as, for example, when the past tense is used.
11. I mōhio au ki te wahine i mate rā. `I knew the woman who died'.
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MODEL ANSWERS
TO WORKBOOK EXERCISES
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MODEL ANSWERS
Lectures 1 & 2
Pre vp Pre Nucleus Postp. Dir Postp. Pos. particles definitives 1. Kei Ø te pātiki Ø Ø Ø Ø ngā kau Ø Ø 2. Ø Ø he manuhiri Ø Ø i Ø te kēti Ø Ø 3. Ø Ø he kanapu Ø Ø Ø Ø aua whetū Ø Ø 4. Ø I Ø tatari Ø Ø Ø Ø ngā tama Ø Ø ki Ø tō rātou māmā Ø Ø 5. Ø Kua Ø whāngaia Ø Ø Ø Ø ēnei kurī Ø Ø e Ø āna tamariki Ø Ø 6. Ø I Ø titiro iho Ø Ø Ø Ø Te Atua Ø Ø ki Ø te whenua Ø Ø
7. I kai a Mere i ngā āporo. I kainga ngā āporo e Mere. Nā Mere i kai ngā āporo. 8. E mātakitaki ana a Hone rāua ko Hēni i te pouaka whakaata. 9. Ka kite ngā tāngata katoa i ngā whare hōu. Ka kitea ngā whare hōu e ngā tāngata katoa. 10. I haere mātou katoa ki te/ngā pikitia inapō. 11. Kua keria ngā waikeri e ngā tāne, ā, e whakatōngia ana ngā rākau hōu e ngā wāhine. 12. Ka mea te kaiako, “e noho, ā, turituri!” 13. I mahue māua i te pahi inapō. I hikoi māua ki te kāinga. / I hoki mai mā raro ki te kāinga. 14. Huakina ngā wini/matapihi! 15. I riro tō mātou whenua i te kaunihera. 16. Kaua e haere ki reira! 17. Kāhore ngā tamariki e haere ana ki te/ngā pikitia! 18. Kīhai ia i puhi i ngā kereru/kukupā. Kīhai ngā kereru/kukupā i puhia e ia. 19. Kāhore te Rōpū Whakamana i Te Tirīti / te Taraipunara e/ka hui āpōpō. Ka hui rātou a tērā wiki. 20. Ehara koe i te kaikōrero, ko ia tērā! 21. Kua oma atu ngā tamariki a Kahu. 22. Kua whati te wheua a te kurī. 23. Kua whati te wheua o te waewae o te kurī. 24. I tupu ake ngā kāreti i waho o te taiepa o te mahinga / māra. 25. Kua paru katoa ōku mōhiti. 26. E haere ana ō rāua hoa ki te kāinga o ō rātou mātua. 27. Kua haere ō / āu tamariki ki te partī o tō rātou hoa 28. I mate tō tāua / tātou karani inapō. 29. Kei tōna kāinga e takoto ana i te pō nei, āpōpō ka haria ki Pukerata Marae.
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30. I te karaehe o Mākere (I tō Makere karaehe) i akongia e mātou ngā ritenga a Bruce Biggs. 31. Ka kanikani ngā makimaki me ngā ngeru i roto i te hōro a te pō nei. 32. I kī mai te makimaki, “He panana māu?” 33. I riro tō mātou whenua, ā, i reira i hangaia ngā whare hōu e whā. 34. Nā āku tamariki i hopu ngā ika. 35. Nāna i kanikani i runga i te tēpu, nā mātou katoa ia i mātakitaki. 36. We (2 incl.) should go home today, tomorrow we will go to the Casino. 37. Who will wear the yellow coat today? 38. Wīringi wore the yellow coat yesterday, Tāmati the day before. 39. His face was lost to us last Saturday. (We buried him last Saturday). 40. The pathway was trampled by the troop of soldiers. (The soldiers travelled that pathway). 41. a) a b) o c) o d) a e) o f) o g) a h) o i) o
Lecture 4 (a) kōtiro 2 mokopuna 4 pāpā 2 huakina 3 Kirihimete 4 kuaha 3 mihi 4 tua 4 whetū 2 marae 4
(c) i) Ko wai te rangatira o tēnei marae? ii) Kua hoki atu a Pita mā ki te kāinga. iii) Mā Herewini e karakia tēnei kai. iv) Huakina mai ō koutou pukapuka. v) Kaua e noho ki runga i ngā tēpu.
Lecture 5 1. He whakamatautau tonu a tērā Marama. 2. Nā Hata mā kē i mahi ēnei mea. 3. I te atatū tonu o tētahi rā, ka takatū/whakareri a Ngāpuhi. 4. Ko aku kaumātua tonu rātou. 5. According to the talk of some of the elders from the same place as Pötatau, that name, Waikato, was proposed for these people. 6. When at last the incorporation is complete, the money will be used up on interpreters/translators, lawyers…. 7. When they finally looked, the mutton bird was right inside of the hole. 8. And, straight after them came the group from the East Coast.
Lecture 6 11. Tamahae is steering the boat. 12. Rewi is dropping the anchor. 13. This child is like a dog (has the appearance of). 14. My money is all gone. 15. Parawhete climbed up on to the roof of the house. 16. Fire consumed Te Arawa waka. 17. Raumati set fire to Te Arawa. 18. How will I know? 81 | Page
19. You will know by listening (if you listen). 20. With feathers the bird will fly. 21. How (by what means) did the people die? 22. That people died because of the poison. 23. Those people were killed by the enemy (because of). 24. Those people were killed by the beating of the sun. 25. We went because of the cold. 26. They stayed because of the deceased. 27. Why did you come here? 28. It was a miracle that we arrived here. 29. When the axe broke, the work finished. 30. Why did you come here? 31. Why did you not go? 32. We didn’t go because of the rain.
Lectures 7 & 8 – Case Structure 1. He wahine rongonui a Hariata existential subject 2. Ko ia te wahine a Tāmati Waka Nēnē. existential subject possession 3. Kei Taiāmai ia e noho ana i aua wā. location (space) subject location (time) 4. Ko te mahi a Tāmati he pakanga. subject (focus) possession existential 5. Ka pūhia ngā hoariri e ia ki te pū tūpara. subject agentive instrument 6. I kite ia i a Hongi Hika i Kerikeri. subject object location (space) 7. I mua i te wā Karaitiana ngā pakanga papai. loc time-inner loc time-outer subject 8. He patu te mahi a nga toa. existential subject possession 9. Ka riro te nuinga i te mate. subject agentive 10. Inaianei tonu, kei Kerikeri te pā whakamaharatanga mō Rewa location (time) location (space) subject possession
Lecture 9 – Ka conjunction a) When (As) he drank the water, he saw Pānia. b) As time went by, Pānia gave birth to her child. c) My ancestor Tama-nui-ki-te-rangi appeared and he raised me. d) As soon as she awoke she heard the birds singing. e) After a long time had passed, he fell down.
Lecture 10 A. 1. The child stood and saw the elders. 2. They arrived yesterday, but were taken to the (sheep) shearing shed.
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3. On the sheep being caught (When the sheep was caught), and so, they stayed in that house. 4. They arrived yesterday, and then, they stayed in the (sheep) shearing shed because the sheep had been caught. 5. (They) arrived, and look, the sheep were caught. 6. But wait, when the child was caught, like a sheep, then he was taken to the house. 7. According to the talk of the fishermen, it is now a rock.
B. 1. Ka tū te tamaiti, kātahi ka haere ki ērā kaumātua. 2. Ka tangi te tamaiti, engari kāhore i noho. 3. Ka tae a Pānia ki uta, ā, ka noho i te pū harakeke. 4. Ka moe rāua, otirā, i te ata pō, ka hoki anō a Pānia ki tana iwi i te moana.
Lecture 12 - Key to exercises on kia 1. Ka waiata a Mārama kia mutu te whaikōrero a Rewi. 2. I mahi a Rewi kia oti (ai) te whare. 3. Ka kohete a Pani kia whakarongo a Rāmari. 4. Ka tukua rātou ki te haere kia wātea. 5. Inumia te rongoā nei kia piki tō ora! 6. Kua horoia ngā rīhi kia mā. 7. Tonoa ngā tamariki ki waho kia kōrero tāua. 8. He pai kia haere rātou ki te tangihanga. 9. Kua haere mai ahau ki a koe kia patua e koe tō wheke.
1. Wait until she has eaten all her food. 2. The child/boy was brought to be fostered by Hata. 3. The kūmara were hung up to dry. 4. I can't wait for the marae to be completed (i.e. it will be great to see it completed). 5. The clothes must be washed (until they are) really clean! 6. We must (all) work to (finally) get the marae completed. 7. Run fast so you will get home quickly. 8. Your mother has called for you to return home.
1. E noho i konei. or Noho mai ki konei. Ka kitea taua wheke a Muturangi e mānu ana i runga i te kare o te wai. No te tangata te hē ki te patu i a ia (i te wheke) i tōna (ake) kāinga i te moana. 2. i) a) Ka oma atu a Hone ki te tahatai, ka noho. b) Ka oma atu a Hone ki te tahatai, noho ai. ii) a) Ka haere mai ngā iwi ki te marae, ka tangi. b) Ka haere mai ngā iwi ki te marae, tangi ai. iii) a) Ka haere toropuku te kiore ki roto i te kāpata, ka moe. b) Ka haere toropuku te kiore ki roto i te kāpata, moe ai.
Lecture 13 Key to exercises on ki te complements 1. Kua tīmata a Mere ki te mahi. 2. Haere ki te moe! 3. Kua haere atu a Rewi ki te whāngai i ngā poaka. 4. E hiahia ana ahau ki te ako i te reo Māori.
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5. E hiahia ana ahau ki te kōrero ki a koe. 6. E mōhio ana koe ki te kōrero pukapuka? 7. Na wai koe i whakāko ki te kōrero Māori. 8. E mōhio ana koe ki te kōrero Māori? 9. E haere ana ia ki te aha? 10. Ka haere atu au ki te ui atu ki a ia. 11. He whakamā au ki te mahi pēnā. 12. Kaua e haere mai ki konei ki te pīnono. 13. E mōhio ana au ki te whakarongo ki te reo Māori. 14. E haere ana mātou ki te titiro ki te tāone. 15. Haere mai ki te kai! 16. Haere atu ki te pātōtō ki te whatitoka o te whare. 17. Kāhore mātou i haere atu ki te hī ika i te rā nei. 18. Kua haere mai au ki te kōrero ki a koutou. 19. He pēhea a Mākere ki te kanikani? 20. Ka pai rawa a Mākere ki te kanikani. 21. He koretake a Mākere ki te kanikani. 22. He pēhea a Rewi ki te kōrero Māori? 23. E tino mārama ana a Rewi ki te kōrero Māori. 24. E koretake ana a Rewi ki te kōrero Māori. 25. Kua oma atu a Rewi ki te āwhina i a Tamahae.
B. 1. Rewi has gone to milk cows. 2. Peter is standing to speak. 3. Hata and the others have arrived to sing. 4. Go and fetch the kettle. 5. The Maori ancestors know how to arrange the appropriate words to express their thoughts. 6. He aroused his elderly friends to gaze upon the beauty of his wife. 7. The woman's thoughts turned to composing a song for her/him. or The woman thought about composing a song for her/him. 8. Where are the books for the people wanting to learn Maori to read. 9. Maori people knew well how to distinguish death in open battle (i.e. a fair fight) from murder. 10. In this song are heard names which are beautiful to pronounce. or There are beautiful sounding names to be heard in this song.
Lecture 14 Key to exercises on other complements Kua oti i a rātou te haena ngā kākahu. Kua oti te maroke ōku kākahu i te rā. Kua oti i a koe ngā pepa te haina. I kai i a rātou ngā ārani? Kua oti i a koe te haina tōku hāte?
Ka taea e koe te horoi ōku kākahu? Ka taea e koe te hoko kai mā tātou i tēnei wiki? Kāhore au e taea te hoko kai mā tātou i tēnei wiki. Kāhore taua tamaiti e taea te whakatika.
Ka āhei koe te horoi i ōku kākahu? 84 | Page
Ka taea e koe te hoko kai mā tātou i tēnei wiki? Kāhore au e āhei te hoko kai mā tātou i tēnei wiki. Kāhore taua tamaiti e āhei te whakatika.
Lecture 15 - Key to exercise on conditionals 1. Mehemea ko te rangatira ia, ka hari te iwi. 2. Mehemea i reira mātou inanahi, kua oti kē te mahi. 3. Mehemea ka oma koe, ka puta. 4. Mena ka waea mai koe āpōpō, ko tēnei te nama. 5. Mehemea kei Kaikohe te hui, haere mai. 6. Ki te tūtaki tāua āpōpō, kaua e kōrero mai.
Lecture 16 - Key to first exercise on 'when' 1. Ka mutu te hui, hoki mai! 2. Ka mutu te hui, ka hoki mai rātou. 3. Ka waiata ngā tāngata, ka tākaro ngā tamariki. 4. Ka haere atu taku pāpā ki Te Whanganui-a-Tara (Pōneke), ka noho mātou i Tamaki Makaurau (Ākarana). 5. E ka hanga ia i tana whare, kua whati tana arawhata. 6. E ka oti tā mātou mahi, ka haere mātou ki te kai. 7. E ka tahu te wahie, ka mahue te pungarehu. 8. E ka ngaro te tamaiti, ka haere mai te pirīhimana.
Lecture 17 – Key to exercises on ‘when’ using nominalisation 1. I te pikinga ake o te rā, ka maranga a Tamahae. 2. A te tīmatanga o te mahi...... 3. I te kitenga a Kupe i te whenua.... 4. Hei tōu kaumātuatanga...... 5. I tō Mira haerenga atu ki ngā rōpu wāhine.... OR I ngā haerenga atu o Mira ki ngā rōpu wāhine.... 1. I te mānutanga o Tainui, ka koa te iwi. 2. I taku taenga atu ki Ākarana, ka mahi au. 3. A te maunga o ngā ika, ka unahia e koe. 4. A te kitenga atu o ngā rākau teitei kōrerotia mai. 5. A te ngarutanga o te moana, whakahokia katoa mai ngā poti ki uta.
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TRANSLATIONS
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KO RONA
Ko te kōrero pakiwaitara tēnei mō Rona. He tupuna nō tātou a Rona, nō nehe noa atu. I tētahi pō atarau ka haere a Rona ki te tiki wai mō āna tamariki, ko te kete ki tētahi ringa mau ai, me te tahā ki tētahi ringa. I te haerenga atu ki te wai ka āraia te marama e te kapua. He ara kino taua ara i haere ai, ā, ka tūtuki tana waewae ki ngā pakiaka o ngā rākau i taua ara.
Ā, ka riri ia, ka kanga ki te marama; ka puta ana kupu ka mea, ‘Pokokohua koe, e te marama, tē puta mai koe kia mārama ai,’ Ka riri anō hoki te marama ki aua kupu a Rona, ā, ka rere iho, ka mau ki a Rona. Ka toro te ringa o Rona ka pupuri i te rākau ngaio, e tupu ana i te parenga o te awa. Pupuri noa a Rona i taua rākau. Hei aha mā te marama! Ka tangohia ake a Rona, me te rākau ngaio, me te kete, me te tahā wai hoki.
Ka tāria nei a Rona e āna tamariki kia hoki mai ki te kāinga. Nō te roanga, ka haere rātou ki te rapu i tō rātou whaea. Ā, rapu noa, rapu noa, tē kitea. Ka karanga rātou ka mea, ‘E Rona e, kei hea koe?’ Ka puta te reo o tērā i te rangi ka mea, ‘Ē, tēnei au kei runga nei; kei te marama nei; kei ngā whetū.’
Kei ngā pō marama, kei ngā pō Rākau-nui o te marama, e kitea atu ana a Rona me tana tahā, me te rākau ngaio e tū ana i tana taha.
Mahi-a-kāinga 3. Whakapākehatia! 4. Rapua ēnei momo whakatakotoranga: • 2 passive verb phrases and 1 stative verb phrase • 4 definitives • 4 examples of ‘of’ possessives – 2 ‘a’ category and 2 ‘o’ category • 2 ‘t’ class possessives and 2 ‘n’ class possessives • 2 nominal sentences. • 2 location phrases.
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PĀNIA Nā Tuiri Tareha
Ko Pānia ināianei he papa kōhatu e whā māero pea te tawhiti atu ki waho o Hukarere. I kau mai ai te wahine nei ki uta i ngā ahiahi, i te tōnga o te rā, ā, hei te ata pō, i mua i te putanga mai o te rā, i hoki anō ki tana iwi i te moana. Ko te wāhi nohoanga o Pānia, inā haere mai ki uta, ko roto o tētahi pū harakeke, e tipu ai i te taha o te puna wai māori, i te pūtake o te pari o Hukarere, tata atu ki te moana. I tētahi ahiahi ka hiainu wai tētahi rangatira e noho pātata ana ki reira, ka haere ki te puna nei me tana tahā, ki te inu wai. I a ia e inu wai mai ana i tana tahā, ka kite atu ia i a Pānia e noho mai ana i roto i te pū harakeke. Ko tana haerenga atu, ka mauria ki tana whare, ka moe rāua. Otirā, i te ata pō ka hoki anō a Pānia ki tana iwi i te moana. Hei te ahiahi ka hoki mai anō ki uta, ki tana tāne. Ka taka te wā, ka whānau mai te tamaiti a Pānia, te tāne, maheni tonu, kāhore he huruhuru o te māhunga; tapaia tonutia iho ko Moremore. I tēnei wā, ka pā te āwangawanga ki te tāne kei riro tana tamaiti i te iwi o te moana. Kātahi ka haere ki te tohunga ki te ui tikanga e mau ai tana tamaiti rāua ko te whaea. Ka mea te tohunga me tuku a Pānia rāua ko te tamaiti kia warea e te moe, ka uta he kai maoka ki runga i a rāua, kia kore ai e hoki ki te moana. Otirā anō te raruraru, kāore pea i pai te tāmaoatanga o te kai, inā hoki anō a Pānia ki tana iwi i te moana, oti atu. Ko te tamaiti i hurihia hei mangō taniwha; ko āna wāhi nohoanga ko Hukarere me Rangatira, kei te ngutuawa o Ahuriri. Ko Pānia ināianei, e ai ki te kōrero a te hunga mahi ika, inā purata te moana, ka kitea tonutia iho e takoto tāpapa ana, pango tonu ngā makawe o te māhunga, ā, ko ngā ringaringa matoro mai ana ki uta. E ai ki te kōrero a ō mātou pakeke, he toka ika ināianei. Kei roto i te kēkē mauī he rawaru anake ngā ika o reira; kei te kēkē matau he tāmure anake ngā ika o reira, kei waenganui o ngā kūhā he hāpuku anake ngā ika o reira. He tauranga tapu i te wā i a rātou. Nā te Pākeha kua noa noa iho, kua kore e rite te nui o te ika ki reira me te wā o mua.
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KA KIMI A MĀUI I ŌNA MĀTUA
Ko wai koutou kāhore anō kia rongo ki ngā kōrero mō te tangata nei, mō Māui, nāna nei hoki i here te rā kia āta haere ai, nāna anō hoki i huhuti ake te ika e kīa nei e tātou ko te ika a Māui? Ko te ahi anō hoki he mea tiki nāna i tōna tupuna, i a Mahuika. Nā, ko Māui te tamaiti whakamutunga a Makeatūtara rāua ko tōna hoa wahine, ko Taranga. Tokorima ōna tuākana, ā, kotahi o rātou he wahine. I te whānautanga o Māui kīhai i pīrangi tōna whaea ki a ia. Kātahi ka whiua e ia tana pōtiki ki te moana. Otirā nā ngā ngaru o te moana i whakahoki mai ki uta. I a ia e takoto ana i te one, ka kitea e tōna tupuna, e Tama-nui-ki-te-rangi, ka haria e ia ki tōna whare. Nāna i whakatupu te tamaiti nei, ā, nāna hoki i ako ki te waiata, ki te haka, ki te whakapapa. Ka pakeke haere a Maaui. Ka tae mai ki a ia te hiahia kia kite i ōna tuākana, i ōna mātua hoki. Nā tōna tupuna i whakātu ki a ia ko wai ōna tuākana. No reira ka haere ia ki to rātou whare. Ka pātai atu ia, “Ko wai to tātou matua, ā, kei hea e noho ana?’ Ka kī mai rātou, “Aua hoki”. Ka mea atu ia ki a rātou, “Māku e kimi”. Ka kata mai ōna tuākana ki a ia. Te haka ngā tuākana i roto i tō rātou whare. I reira ka kite a Māui i a Taranga. Mōhio tonu ia ko tōna whaea tēnei, engari kāhore te wahine nei i moohio ki a ia. No te tataunga o Taranga i ana tamariki, tokorima kee rātou, kāhore i tokowhaa. Ka tatau mai to rātou whaea i ana tamariki taane, ka mea, “Ko Maaui-taha, ko Maaui-roto, ko Maaui-pae, ko Maaui-waho. Ha! No whea to koutou tokorima? Ka mea atu a Maaui-pootiki, “Naau anō au”. Ka puta mai te kupu a taua wahine, “Tokowhaa aaku tamariki. Ehara koe i te tamaiti aaku. Na te tangata kee koe. Haere atu koe i roto i tēnei whare!” Ka mea mai a Maaui, “Aae, me haere kee atu au. He tamaiti pea au na te tangata kee. Engari ko taku whakaaro, naau anō au, inaa hoki i whaanau au i te taha o te moana, aa, i whiua atu au e koe ki roto ki te tai. Na nga ngaru ahau i whakahoki mai ki uta. Ka puta mai hoki tooku tupuna, a Tama-nui-ki-te- rangi, ka whaangaia ahau e ia”. Kātahi tōna whaea ka karanga atu ki a Māui, Ko koe anō taku pōtiki. Ko Māui-tikitiki-a-Taranga”. Ka moe rātou. Te ohonga ake o Māui i te awatea kua
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ngaro kē tōna whaea. Pēnei tonu, ia rā, ia rā. Pō iho anō ka hoki mai a Taranga, ā, ao ake te rā, ka haere. Ka ui atu anō a Māui ki ōna tuākana, “Kei whea te wāhi i tō tātou matua tāne, matua wahine?” Ka mea mai rātou, “Aua hoki. Ahakoa ko Māui-taha, ko Māui-roto, ko Māui-pae, ko Māui-waho, kāhore noa iho i te kite”. Nō tētahi pō kei te purupuru a Māui i te whatitoka, i te mataphihi o tō rātou whare, kei puta mai hoki te haeata o te awatea ki roto i te whare. I pō, i pō, ā, ka mārama. Ka mutu, kei te moe anō. Oho ake anō ia, ka rongo i te tangi mai o ngā manu. Kātahi ia ka maranga ake. Ka huakina e ia te tatau, ka oma ki waho. Ka maranga ake anō a Māui, kei te titiro rawa atu ia. Ka tae a Taranga ki tētahi pū wīwī, ka tangohia ake e ia. He rua i raro. Te hekenga iho o Taranga ki roto i taua rua, ngaro tonu atu. Ka mea a Māui ki ōna tuākana e moe ana. “E hoa ma, e oho! Kāti te moe! Maranga! Ka waiho tonu tātou hei tinihangatanga mā tō tātou whaea’. Kātahi a Māui ka haere ki te ngahere. Tōna putanga mai, kua oti ake ia te whakāhua ki te āhua kereruu. Ka haere ia ki te pū wīwī rā, ka tangohia e ia, ehara, kua ngaro kei roto. Ka roa e rere ana, ā, ka noho ia i tētahi rākau e noho nei he tāngata i raro. Ka mahara ia, “E! ko aku mātua tonu ēnei e noho ake nei.’ Ka tango ia i tētahi hua o taua raakau, ka pangā iho. Ehara, ka pā tonu ki te rae o tōna matua tāne. Ka mea tētahi tangata, ‘Nā te manu pea.’ Ka mea te matua tāne o Māui, ‘Ehara. He mea makere noa iho.’ Ka tango anō taua kererū rā i te hua rākau. Anā! Pā tonu ki te rae o tōna pāpā. Ka tango te tangata rā e te kōwhatu hei kuru i a ia. Nō te roanga kua pā, ka taka ia ki raro. Te whakatikanga a ngā tāngata ki te tango mai, ananā, kua whakatangata taua manu. Ka wehi taua iwi, ka mea, ‘Koia anō i roa ai te noho i te rākau. Me he manu, kua rere noa atu. Kāhore, he tangata anō. Ka mea ētahi, ‘He atua, inā te āhua.’ Ka mea atu a Taranga ki a Māui e tū rā, ‘Nō hea kōia koe? Nō te uru?’ Kāo. Nō te raki? Kāo Nō te marangai? Kāo Nō te hau tonga Kāo
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Nō te hau koe i pū mai nei ki taku kiri Kātahi ia ka mea. ‘Āe’ ‘E, ko taku pōtiki tēnei, ko Māui-tikitiki-a-Taranga. I takaia ia e au ki roto ki āku tikitiki, aa, whiua ana e ahau ki roto ki te hukahuka o te tai. Ā, i muri iho ka kitea e tōna tupuna, e Tama- nui-ki-te-rangi, ka haria ake ki te rangi. Ā, pēnā tonu āna kupu me ngā kupu i kōrero rā a Māui ki a ia.
HE PAATAI 1. Tokohia ngā tamariki a Taranga, ā, ko wai rātou? 2. He aha te mea i tīkina atu i a Mahuika? 3. Ka ahatia a Māui e tana whaea i tōna whānautanga? 4. Nā wai a Māui i whakatupu? 5. Tūhia mai he kōrero paku kia whakamārama ai te tutakitanga tuatahi a Māui ki tōna pāpā.
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TE KĒMU WHUTUPAORO Nā Victor Mokaraka
I tētahi rā ka tākaro te tīma whutupaoro o ngā ngāngara ki te tīma kararehe. I te wāhanga tuatahi o te kēmu kei a ngā ngāngara te whana hei tīmata i te kēmu. Ka hopukina te paoro e te hako (1), ā, nāna i opa atu (2) ki te kakī roa, ā ka opaina atu (3) e ia ki te arewhana. Nā te tino taimaha me te tino kaha o te arewhana kāhore i taea e ngā ngāngara te ārai atu (4), ā, ka riro i a ia (5) he tarai. Ā, pēnei tonu ana te haere i te wāhanga tuatahi o te kēmu. Mena ehara nā te arewhana te tarai, nā te raiona, nā te hoiho, nā te hipo rānei. Tae ki te wā whakatā i waenganui i te kēmu e iwa tekau ma iwa ngā piro wā ngā kararehe (6), kāhore ā ngā ngāngara.
Heoi, tangi ana te wīhara a te kaiwhakawā ka tīmata anō te tākaro. Kei a ngā kararehe te whana tīmata (7). Ka whanā e te kiore. Ka mau te paoro (8) i te weri ka haere mai te hoiho ki te tuki (9) engari ngāwari noa iho (10) tana karo i te hoiho. Ka haere mai te hako ki te hopu i te weri engari karohia hoki te hako. E huri ana te raiona ki te aru engari kīhai i mau i a ia te weri, he horo rawa nōna ki te oma (11). E arumia ana te weri e rātou katoa engari i puta atu te weri ka riro i a ia he tarai. Nā te kakama (12) o te weri ki te karokaro me tana kaha tere ki te oma ka tarai tonu, ka tarai tonu. (13) Mutu rawa (14) te tākaro kotahi rau ngā piro wā te tīma ngāngara, e iwa tekau ma iwa ā te tīma kararehe, arā, i raru ngā kararehe i ngā ngāngara.
I te kai pia i muri o te kēmu kua mutu te tangi a nga kararehe, ā, ka ui atu te arewhana ki te weri, “E hoa, e Wē nanaki atu koe i a Glen Osborne ki te karo, ā, tere atu koe i a Jeff Wilson ki te oma, engari i hea kē koe i te wāhanga tuatahi o te kēmu?” Ka whakautu te weri, “E hoa, e Whana, e herehere ana ahau (15) i ngā rēhi o aku pūtu!”
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KO TE WHEKE A MUTURANGI Nō Te Whatahoro pea?
Ko tēnei tangata ko Kupe, he tangata rangatira no Hawaiki. I tētahi wā ka tipu ta rāua kakari ko Muturangi. Te take o ta rāua whawhai, mo te mōkai a Muturangi. Taua mōkaikai he wheke. I haere atu a Kupe me ōna tāngata ki te hī ika. Ka eke ki runga i te tauranga ika, ka rere ngā aho a ōna tāngata ki te wai. Ka roa, kāore e rongo ana ki te ika e kai ana mai ki ngā matau. Ka hūtia ake ngā aho, kua pau noa atu ngā mōunu o ngā matau. Pērā katoa ngā waka e tau ana i runga i te tauranga ika. Ka mōunu anō ngā tāngata o runga i ngā waka rā i a rātou matau, ka rere anō ngā aho ki te wai. Ka roa e tau ana ngā aho i te wai, ka takina ake anō. Kua pau noa atu ngā mōunu. Ka pēnā tonu, ā, pau noa ngā mōunu. Ka hoki ngā waka katoa ki uta, ka kōrerotia te mate o ngā kai-hī ika nei. Ka kimi ngā tāngata he aha rā i pērā ai? Kātahi ka kawea ki ngā tohunga tūāhu kia kimihia te take i pērā ai te āhua o ā rātou aho, me ngā mōunu. Ka kī atu ngā tohunga tūāhu, ‘Ka haere koutou a muri ake nei ki te hī, mauria mai ngā aho me ngā matau ki a mātou i te ata e haere ai. Kia mahia, ka haere ai.’ I te ata i whakārotia ai kia haere ki te hī, ka kawea ngā aho, ngā matau ki ngā tohunga tūāhu kia mahia. Ka oti te mahi ka haere ngā waka ki ngā taunga ika i te moana, ka hī. Kātahi ka kitea ngā kawekawe o te wheke e pupuri ana i ngā aho. Tinitini te wheke! Ka kitea taua wheke a Muturangi e tau ana i runga i te kare o te wai, mānu ai. Kātahi ka mōhiotia kua pau noa ake ngā mōunu i ngā wheke te kai. Ka mōhiotia hoki nā Muturangi taua mahi. Ka mataku ngā tāngata i te wheke a Muturangi, ka hokihoki ngā waka ki te tuawhenua. Kātahi ka haere a Kupe ki a Muturangi, ka kī atu, ‘E tā, kei a koe tonu tō mātou mate!’ Ka mea mai a Muturangi, ‘Kāore i a au te take i haere atu ai ngā mōkaikai nā ki konā!’ Ka kī atu a Kupe, ‘Purutia iho tō wheke! Kaua hei tukua atu ki te moana! E haere ana ngā waka āpōpō ki te hī ika!’ Ka haere ngā tāngata hī ika, tae atu, ka hī. Pērā tonu te āhua, ko taua wheke anō I reira. Ka hoki anō ngā tāngata ki te tuawhenua, ka kōrerotia atu ko taua āhua anō, i reira te wheke a Muturangi e tau ana.
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Ka haere a Kupe ki te kāinga o Muturangi, ka kōrero atu ki a Muturangi ki te kino o tana mōkai ki ngā mōunu a ōna tāngata hī ika. ‘I haere mai ahau ki a koe, kia patua e koe to mōkai!’ Ka mea mai a Muturangi,‘E kore au e whakaae kia mate noa taku mōkai. Nōna tōna kāinga i te moana. Nō te tangata te hē ki te haere atu i tō rātou nā kāinga, patu ai i a ia’. Ka kī atu a Kupe, ‘Ā! Ka kore koe e tiaki i tō mōkai ka patua e au! Ka mea mai a Muturangi, ‘E kore e mate i a koe!’ Ka mea atu a Kupe, ‘E pai ana! Ki te mate ia i a au, ka mate i a au!’ Ka hoki a Kupe ki te kāinga ka mea atu ki tōna iwi, ‘Mahia taku waka kia pai’. Ka mahia a Mātā-hōrua, ka haere a Kupe ki te patu i a Wheke. Ka takoto tonu te wheke a Muturangi i runga i te kare o te wai. Te nui o taua wheke e toru whanganga o te tinana. Ko ngā kawekawe e rima whanganga te roroa. Ko ngā whatu e rite ki te pāua te nui o ōna whatu. Nā, ka tahuri rātou ki te whaiwhai i taua wheke nei. Kāore hoki e tata ana ngā waka ki taua wheke. Ka oma mai ia ki te moana waipū, arā ki te moana hōhonu. Ka pō, ka hoki a Kupe, ka whai tonu mai te hoa, a Ngake, me tōna waka, a Tawiri-rangi, i a Wheke. Ka mea a Kupe ki ōna kai-hoe, ‘Me āta mahi he kai mō tō tātou waka, kia nui, kia haere tonu ai tātou i te moana, ā, kia mate rā anō i a tātou.’ Ka whakāe ngā hoa. Ka tangi a Hine-i-te-apārangi me āna tamāhine ki a Kupe kia noho, kia waiho atu mā ōna tāngata e whaiwhai, kei rokohanga ia e te tūpuhi ki te moana, ka mate ia. Ka riri a Kupe. Kātahi ka kī atu, ‘Kāti! Kua waitohutia e koutou, tērā au e mate. Hoake ki runga i te waka koutou ko ō tamariki, kia kotahi ai tō tātou matenga, kei mate ko au anake, ka tīkapa noa ake koutou i uta nei’. Ka whakāe katoa ngā tamariki tokorima kia haere mai rātou. Ko te take i haere mai ai a Hine-i-te-apaarangi me āna tamariki i runga i a Mātā-hōrua. Ka hoe mai te waka o Kupe. Ka tae mai ki Tuahiwi-nui-o-hine-moana ka mau mai te waka o Ngake i a Kupe. Ka ui atu a Kupe, ‘Kei te kitea anō, e Ngake?’ Ka mea atu a Ngake, ‘E mura haere atu rā i runga i te kare moana.’ Ka titiro atu hoki a Kupe, ‘E mura haere atu rā i runga i te kare moana.’ Ka titiro atu hoki a Kupe, ‘E, kōia anō! Ka whai atu kia tata atu.’ Kāore, ka neke atu anō! Te tere o te haere o te wheke! Ka whakamau tonu mai te haere a Wheke ki tēnei motu.
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Ka whai tonu mai i a Wheke. Ka tata mai ki Muri-whenua, i te hiku o te motu nei, ka ahu whaka-te-tonga te upoko o Wheke, ka tika mai mā te rawhiti.
Ka karanga atu a Kupe ki a Ngake. ‘Haere, e whai i tā tāua ika.’ Ka tata te tae ki Te Wai-pounamu, ka kitea atu e haere mai ana te wheke a Muturangi. Ka wehe ngā waka, tō Ngake me tō Kupe, kia tika ai te wheke a Muturangi mā waenganui i ō rāua waka. Ka haere mai te ika rā, tika tonu mā waenganui o ngā waka e rua nei. Ka puta te upoko i ngā waka nei, e tō mai ana anō ngā kawekawe i waho noa atu o ngā waka e rua nei. Ka tū tētahi tangata i waenganui o te waka o Kupe, me te rākau huata. Ka tū! Ka tū hoki tō Ngake huata. Ka rua ngā rākau ki roto i te ika nei, ka rongo mamae te ika nei. Kātahi ka haere ngā kawekawe ki te whawhati i te rākau a Ngake. Ka whati te huata a Ngake, ka whati hoki te rākau a Tohi i konei. Ka mau ngā kawekawe ki ngā niao o te waka o Ngake, i te ihu tae noa ki te kei. Ka tahuri te waka o Ngake. Ka rahu ngā kawekawe o te tipua nei ki te waka o Kupe. Ka mau a Kupe ki tana toki, ka topetopea ngā kawekawe i konei. Ka karanga a Kupe, ‘Makaia ngā tahā nā ki te upoko o te ika nei.’ Ka makaia. Ka mahara pea te tipua nei he tangata. Ka mahue te pupuri i te waka, ka hui ngā kawekawe ki ngā tahā rā. Kātahi anō ka paoa te toki a Kupe. Ka paoa tonutia i te upoko, ka pakaru te upoko me ngā karu e rua. Ka mate te wheke a Muturangi i konei.
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TE HAERENGA KI ROTORUA
Nō te tau kotahi mano, e iwa rau mā whitu tēnei haerenga ōku. Ko nga pūtake o te haere e toru; kia kite i Waikare-moana, kia kite i te whenua o Tūhoe, kia kite i te āhua hoki o te iwi o Tūhoe. Ko te kino tuatahi o te haere i pā ki Pari-kanapa. I reira ka ua te āwhā. Ko te uku o te oneone, kāore i roa ka kūtere. I te ahiahi o te rā o te Kirihimete ka tae mātou ki Te Reinga. He nui te manāki o ngā Māori i a mātou ki te tauraki i nga kaka, ki te whāngai hoki i a mātou. I te ata-tū ka haere mātou ki Te Wairoa. Ka haere hei hoa mō mātou te minita Māori o Te Wairoa, me tōna hoa wahine. Te taenga ki Te Wairoa ka tangohia he kai mā mātou, he tera-pēke hoki hei waha.
E rua ō mātou rā atu i Te Wairoa ki Waikare-moana. Te tiketike o taua moana ki runga ake o te moana nui, e rua rau putu. He tino tika te kī nei, ko tētahi tēnei o ngā tino moana o Niu Tiireni. He nui ngā kokoru. Ko te ngaro tonu ai o ngā taha maunga i te ngāherehere he hanga whakamīharo ki te tauhou. Ko te roa o te moana, huri noa, e rua rau māero.
I noho mātou ki te pā Māori i te taha tonu o te moana. He rā nā Te Ringatū i reira i taua wā. Tae pea ki te rua rau ngā tāngata i reira. I whai-kupu tahi māua ko taku hoa minita ki a rātou; nui atu to rātou pai ki ā māua kupu, tō rātou manaaki hoki i a mātou. i ēnei whakaminenga e rua, arā i Te Reinga me tēnei, kore rawa ahau i kite tangata haurangi.
Ko tō mātou tēneti i whakatūria ki te taha tonu o te pikitanga. I te ahiahi ka wahawahangia nga paihikara ki te tihi o te maunga kia māmā ai te pikitanga i te ata. He tino poupou atu taua pikitanga, mā nga hōiho anake o Tūhoe e piki. I te rima o te ata mātou e piki ai, ā, i te waru o te pō e rima māero i haeretia. Hei whakaatu tēnei i te tino kino o te ara.
Ka piki i ōna pikitanga kino, ka heke i nga heketanga pērā te āhua, ā, ka tae ki raro, ka haere i rō wai. I te haerenga i rō wai e rua o ngā paihikara i mauria i runga hōiho, kotahi i amohia e māua ko taku hoa wahine. He tino tika nga kōrero mai ki a mātou he tino kino te rori, engari ko taua wāhi anake. Te mahuetanga o taua maunga, arā o Huiarau maunga, ka puta ki te rori ātaahua. Ka mutu i konei te kino, ka haere tēnei i runga paihikara tae noa ki Rotorua. I tētahi rā moe rawa atu mātou i Te Whāiti. He tino kāinga pai atu a Te Whāiti, he nui hoki te pai o nga tāngata o te kāinga. I kōnei ka kite ahau i ētahi kaumātua tokorua, he ākonga nā Pīhopa Herewini. He nui atu tō rāua koa i te kitenga i a mātou. I kōnei hoki ka wehe i a
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Kotahi anō te rā i Te Whāiti ki Wai-o-tapu, ā tētahi rā hoki ki Roto-rua. Ko te roa o te ara i haerea nei e mātou e rua rau māero, arā, i Tūranga ki Roto-rua.
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HE PIKO HE TANIWHA Nā Aprirana Ngata
Tērā e takoto ra te riu o Waikato, e hahae tonu ana i te puku o te motu, ā, tuakina rawatia atu ki te tai hauāuru. Ko Te Heuheu i Tongariro te mātāpuna. Kei reira pea te toka i patukia e te taniwha, i pipī mai ai ko Waikato, ka ngaki mai i waenganui o Taupoo, ka tītaha mai i a Te Arawa, kātahi ka kōpikopiko mai, ka whati, ka mārō, ka miri i te whenua, i te rākau, me te kohikohi haere i ngā awa ririki, i ngā awa nunui, i ngā rukenga o ngā repo. Tae rawa ake ki Ngā-rua-wāhia, ka tomo mai a Waipā. Nā reira i whakahiato mai ngā wairere o ngā whāwhārua o Maniapoto. Ka hui ngā awa nei, ka poka i Taupiri, ā, ka mārō te whai ki Tāmaki - Tāmaki-makau- rau. E hara! Ka whakahokia mai e te whenua, ā, pakaru kē atu ana ki ngā one kirikiri o te tai hauāuru. Mō konei te kupu nei, ‘Waikato taniwha rau, he piko he taniwha, he piko he taniwha’. Arā, tētahi āronga o taua kupu, kei ngā mana tangata ia tōna tino taunga. Ka pae i te taha o te awa nei ko Ngāti-raukawa, tae atu ki Maunga-tautari. I konā ki te takiwā atu o Ngā-rua-wāhia ko Ngāti Hauā, te iwi o Te Waharoa. Ka takoto atu i konā ki te moana ko Waikato, he maha ngā wehewehenga i roto. Ka takoto ngā mānia o Waikato, ā, waenganui tonu me te mea nei i āta whakatūria ōna pukepuke hei parepare. Ko Maunga-kāwā, ko Maunga-tautari, ko Kakepuku e titiro iho ana ki Pūniu, ki te rohe wehenga o Waikato, o Maniapoto. Ko Pirongia e toha rā ki ngā hau e whā e kite atu ana i Kāwhia, i Aotea, i Whāingaroa. Ko Taupiri ko te puke whakataukī a Waikato, e kī nei, ‘Ko Waikato te wai, ko Taupiri te maunga, ko Pōtatau te tangata.’ Kei Taupiri ka whakanoti ngā hiwi, ā, puta uaua ngā wai ki tērā taha. Ka takoto atu i tua he maunga, he wai, he mānia. E tika ana kia waiho te wai o Waikato hei mea pepehatanga, nā reira nei a Waikato iwi i tupu ai, i nui ai, i kotahi ai, i rangona ai e te motu. I ōna rā e maru ana tētahi taha me tētahi taha o te awa i te tangata. Ināianei kua tuu takitahi ngā pā, ka whakauruuru ko ngā pā o te Pākehā i waenganui. He iwi nui a Waikato, ā, ki te huia atu ngā iwi e pae i ngā taha, ā, e uru ana ki te whakahaere kotahi, kāore he huihuinga iwi o te motu nei e rite, nō te mea ahakoa he maha ngā wehewehenga tūpuna, hapū i roto, he Maniapoto, he Raukawa, he Ngāti Hauā, he Ngāti Paoa, he Ngāti Maru, he Ngāi Te Rangi, e tāea ana te kī he kotahi ēnei iwi me Waikato. Kotahi te waka taua, kotahi te tangata kei runga. ************************************
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TE RERENGA WAIRUA na W.T.H. Panga
Me kōrero au mō Te Rerenga Wairua, te huarahi o ngā Wairua. I mua mai, tae mai ki nāianei, i tīmata te piki atu o ngā wairua i Pararaki. Ko te mutunga ake tēnei o te one e kīa nei he one roa, atu i Ahipara ki Muri-whenua. Ka eke ki Haumu, ka haere tonu i te tuawhenua ka tae ki Wai-ngunguru. Ko tēnei he wai kei raro i te whenua e ngunguru ana i ētahi tāima. Ka piki, ka tae ki Herangi, he puke tēnei kei te tuawhenua. Ka heke atu ka whakawhiti i te awa wairere ko Waiata-rau te ingoa; e kīa ana e ngā kaumātua i mua, ā, ināianei anō, hei ētahi tāima o te rā, o te pō, e kore e rangona taua rere, ka kīa e whakawhiti ana ngā wairua. Kei waho o te awa nei ko Te Wērahi te ingoa. He kāinga nui tēnei i ngā rā o mua. Ka whiti i te awa nei, ka piki i te puke nui o Te Atua-perunui te ingoa, ka taheke atu. He roa ka tatū atu ki te hekenga e tatū ai ki te moana. Hoi anō te wāhi e kore rawa te tangata e puta ki tētahi whaitua, kei te tino tūpoutanga atu ki Te Rerenga Wairua. Ko taua wāhi tōna ingoa ko Motatau. He mea tino whakamīharo taua wāhi e kīa nei ko Te Rerenga Wairua. Ko te moana ko tōna rite he mangu. Ki te hīa ngā ika o taua wāhi, rēre kē te āhua i ō konei. E rua ngā wai kei tētahi taha o taua heketanga. Ko tētahi o aua wai iti nei ko Te Wai-o-raropō te ingoa.; ko tētahi ko Te Wai-o-rata te ingoa. Nā ka ruku nei ngā wairua, ka whiti ki ngā motu. E kīa nei ko Ōhau te mea mutunga, engari he maha aua motu. E kīa ana ētahi, ko Tirī kīngi; ko te puke tino mutunga mai, tēnei e kīa nei ko Ōhau. Ka tae ki reira, ka tangi mai ngā wairua. Nā, mō te rākau e kīa nei he pōhutukawa. E tino pono ana tēnei, e tupu nei anō ināianei. Ko taua rākau kei waenganui tonu o te pari kōhatu e tupu ana i taua wāhi e marere iho ai. Ko taua wāhi pēnei me te kapa whare nei te rite, e tatū iho ai ko Motatau. Ko te manga o taua rākau i heke whakararo, ā, tata ana ki raro, ka piki ake anō ki runga. E tupu nei anō ianāianei.
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MODEL ANSWERS TO PREVIOUS
TESTS AND EXAMS
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MĀORI STUDIES DEPARTMENT UNIVERSITY OF AUCKLAND
MĀORI 201: INTERMEDIATE WRITTEN MĀORI
First Test 15% of final grade Wednesday April 1st, 2009 1 Hour duration NOTE: Answer ALL questions on this script. SECTION A: Ngā Kōrero o te wā - Dictation E ai ki a Naida Glavish o Ngati Whatua, "Ko wai ka whakatau ko wai te iwi ka tau ai ki roto i tērā kaunihere tuatahi."
E ai ki te Kōmihana, kāore i kotahi te whakaaro o ngā Kaunihera a Rohe o Tāmaki Makaurau i pēnei ai tā rātou whakatau. Ka puta tā rātou whakahoki ki tēnei pūrongo a te Kōmihana, i te Kāwanatanga i roto i ngā rā e rua e tū mai nei.
Hei tā Naida Glavish anō, "Wētahi rongoa he pai mō te kau, wētahi he pai mō te hōiho. Ko wai ka mōhio mena he rongoa pai mō Ngāi Tāngata tēnei kaunihera e whakatūngia ana i te wā nei." (2 marks)
SECTION B: Wetereo – Grammar 1. Describe and give an example of the following: a) Allophones of:
/wh/ varies from a very loose labiodental fricative [f], to a bilabial fricative, to a strongly aspirated [w]. Whangarei [f] Wanganui [w]
/i/ becomes a y-glide between a stop consonant and a mid / high vowel. e.g. tio `oyster' tio [tyo] and/or High front vowel /i/ becomes more central when it is short and between back consonants, as in hihiko. (2 marks)
2. Give an example of a sentence, both in Māori and its English translation, containing the following items. Underline the phrase containing the requested item.
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a) rawa used for the meaning ‘by the time’ something happened. Mate rawa ake ia, kua tupu ōna uri. By the time he died, his descendants had grown up. No verbal particle and ‘rawa’ followed immediately by directional particle.
b) a focused stative agent
Nā Hine-nui-te-pō i mate ai a Māui. I was because of Hine-nui-te-pō that Māui died. Nā focuses the comment (agent of stative) ai left as a trace to show movement
c) the object case
E kimi ana te kuia i tana pukapuka. The old lady is looking for her book. V.S.O. active transitive verb sentence.
d) kau used for the meaning ‘alone, empty, in vain’
I tangi kau mai ia.
He wept in vain.
e) the instrument case
I topea te rākau ki te toki. The tree was chopped down with the axe.
f) the existential case
Ko Pānia, he wahine nō te moana. Pania was a woman of the ocean (belonging to the ocean). ‘He’ initiated phrases in nominal sentences are existential case. (6 marks)
4. Using the following narrative: i) Translate into English ii) In sentences 1 and 2 indicate where the stress falls. iii) In sentence 2, paragraph 2, list each of the phrases. For each phrase, where applicable, underline the case marker and beside each phrase the name of its case.
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Ko tēnei Pōtaka-Tawhiti he kurī mōkai nā Tama-te-kapua rāua ko tana teina, ko Whakaturia. He tamariki rāua nā Hou-mai-tawhiti. Ko tēnei kōrero nō te wā anō i te iwi e noho ana i Hawaiki; nō mua tata atu i te hekenga mai ki tēnei whenua, ki Aotea-roa. Kei te takatū te iwi mō te heke mai. Kua tupu te riri i waenganui i nga hapū e noho tahi ana i runga i te moutere mō nga wāhi tupunga kai whenua, kai hua rākau.
Ko Hou-mai-tawhiti he whanaunga tata tonu ki a Uenuku me Toi-te-hua-tahi, engari he pā kē tō Hou, wehe kē i tō Uenuku me Toi. I tētahi wā ka whakaaro a Uenuku ki te toro atu i tana tuakana, i a Hou; kua roa hoki te wā i ngaro mai ai i a Hou. Ka rongo a Toi’, ka hiahia hoki ki te haere tahi me Uenuku. Ko tēnei Uenuku he tohunga, ā, he rākau poroporo tāna, kei te taha tonu o tana whare e tupu ana. Ka mutu anō te poroporo i runga i taua moutere. Ōna hua he minaminatanga nā te katoa. takatū = to be prepared poroporo = the name for a type of fruit minaminatanga = temptation i) Whakapākehatia!
He Whiringa p.57
(4 marks) ii) Indicate where the stress falls in the following sentences
Ko tēnei Pōtaka-Tawhiti he kurī mōkai nā Tama-te-kapua rāua ko tana teina, ko Whakaturia. He tamariki rāua nā Hou-mai-tawhiti. (2 marks) iii) List each of the 10 phrases in the sentence below. For each phrase, where applicable, underline the case marker and beside each phrase the name of its case.
I tētahi wā ka whakaaro a Uenuku ki te toro atu i tana tuakana, i a Hou; kua roa hoki te wā i ngaro mai ai i a Hou.
a. I tetahi wa loc
b. ka whakaaro verb
103 | Page c. a Uenuku subj. d. ki te toro atu verb e. i tana tuakana obj f. i a Hou, obj g. kua roa hoki verb h. te wa subj. i. i ngaro mai ai verb j. i a Hou agent
(5 marks)
5. Find the underlying sentences and write them out! i) Ka tae a Taranga ki tētahi pū wīwī, ka tangohia ake e ia. Ka tae a Taranga ki tētahi pū wīwī. vp tangohia tētahi pū wīwī e Taranga (ia). ii) Ka puta mai hoki tōku tupuna a Tama-nui-ki-te-rangi, ka whangaia ahau e ia. Ka puta mai hoki tōku tupuna a Tama-nui-ki-te-rangi. vp whangaia ahau e Tama-nui-ki-te-rangi (ia). iii) Ka piki te tamaiti i te rākau, ka taka. Ka piki te tamaiti i te rākau. vp taka te tamaiti i te rākau (6 marks)
SECTION C: Seen Translation
Whakapākehātia
He Whiringa p.11. (3 marks)
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MĀORI STUDIES DEPARTMENT UNIVERSITY OF AUCKLAND
MĀORI 201: INTERMEDIATE WRITTEN MĀORI
Second Test 23% of final grade Wednesday 15 October 2008
NOTE: Answer ALL questions on this script. SECTION A: Ngā Kōrero o te wā – Dictation Ka tū ngā kōwhiringa pōti a te waru o Noema, rua mano mā waru. Mā wai e arahi te motu nei? Mena ka hoki atu a Reipā, kāhore he painga ka puta atu ki a Ngāi Māori. Mena kō Nāhinara ka waimarie i ngā kōwhiritanga, e kore ō rātou whāinga-tapahi mō te mātauranga, te hauora, me ngā putea awhina e whai patanga mō Ngāi Māori. E akiakitia ana te iwi puta noa i te motu nei kia huri atu i ō rātou pōti ki te Pārtī Māori, kia eke atu i te rima paihēneti nga tatauranga, kia uru atu ai he mema anō ki roto i te whare.
The elections are being held on November 8th, 2008. Who will lead this country? If Labour returns, there will be few benefits for Māori. If National wins the election, their proposed cuts in education, health, and financial support will also not be good for Māori. All iwi throughout the country are urged to support the Māori Party and to vote for them so that they reach the 5% threshold for gaining additional members into the house. (3 marks) SECTION B: Wetereo – Grammar 1. For each of the following give (a) a brief description or definition of the term – NB: the italicized words (b) an example from Maori and underline the specific phrase the term appears in.
(i) kia complement (a) Is a verbal phrase in the subordinate clause that begins with kia and in some way completes the meaning of the main clause used with passives and statives
(b) I tukua mātou kia kai i ā mātou ika. We were allowed to eat our fish (ii) a derived noun (a) Is a noun derived from a verb – often meaning ‘when’ (b) I te hekenga o te rā ka mahara mātou i a rātou. At the going down of the sun, we will remember them
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(iii) a future conditional clause (a) Is a clause that in English is translated as if – a hypothetical condition (b) Ina mutu te ua, hoki mai. If it rains, come back
(iv) ‘ai’ where it is used in its lexical form. (a) The use of ai after a verb implies a particular semantic meaning. Its use is optional. (b) Ka tahuna te ahi kia kā ai. The fire was lit so that it would burn
(v) an explanatory verb phrase used with a verb of ability (a) In the subordinate clause, the verb particle is replaced by the nominal particle ‘te’ (b) Ka taea e tō tamaiti ēnei pukapuka te kōrero? Can your child read these books? (5 marks)
SECTION C: Nga Rerenga – Sentences- Look for underlying sentences!!!!!
2. Translate each of the following into Maori. (i) If you don’t come, I’m going fishing. (0.5)
Ina kore koe e haere mai ka haere au ki te hī.
(ii) Send the children outside so that we (dual incl.) can talk (have lots of talk/gossip maybe). When your mother comes home, just say we are doing our homework. (1) Tukuna ngā tamariki ki waho kia kōrerorero ai tāua. Ina hoki mai tō māmā [ki te kāinga] me kī atu kei te mahi tāua i ā tāua mahi-a- kāinga.
(iii) When I was a child we (pl excl) lived in Otaua and when it rained, the roads flooded really badly, so we couldn’t always go to school. (1)
I ahau e tamariki ana i noho ... I/Nō te wā e tamariki ana ahau i noho ... I/Nō te wā e tamariki ai ahau i noho ... I ahau e tamariki ai i noho ... Nōku i tamariki ai, i noho mātou i Ōtaua, ā, ka ua, e ka waipuketia kaha rawa ngā huarahi, nā reira, kīhai i taea e mātou te haere ki te kura ia rā, ia rā.
(iv) It was because of their excellent skills and their toughness that Manly were able to overcome the Warriors. (1)
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toa ngā Warriors.
(v) The minister’s ringing of the bell, will be the signal for the church service. (0.5)
Hei te patunga a te minita i te pere, te tohu karakia. (4 marks)
3. Fill in the gaps – choose one of the 3 examples found in the brackets.
(vi) Ka tae a Taranga tētahi pū harakeke. (ko, ki, kia) (vii) Hine-nui-te-pō i patua ai a Māui. (he, ko nā) (viii) Ka haere mai ngā kōtiro ki te whare, noho . (mai, ai, nei) (ix) Haere noa a Tawhaki ki te rangi. (ake, hei, kia) (x) Kua oti a Māmā ngā kai tunu. (ki te, kia, te) (xi) E kaore au e whakaāe mate noa taku mōkai. (ki te, kia, te) (xii) I tukua mātou kia kai i mātou kai. (a, ā, ō) (xiii) Kua tīmata a Mere miraka i ngā kau. (ki te, kia, te) (xiv) Ka taka te wā whānau mai te tamaiti a Pānia. (ki, ka, ko) (xv) E tino pai ana haere koutou. (ki te, kia, te) (xvi) Kua pau i a ia te merengi kai. (ki te, kia, te) (xv) Ka taea e mātou ēnei pukapuka rīti. (ki te, kia, te) (3 marks)
SECTION D: Whakapākehātia! – Translate into English 4a. Seen Translations - Translate the following into English, an extract from: Ko te Rerenga Wairua - Nā W.T.H. Panga
.... ka heke atu [nga wairua] ka whakawhiti i te awa wairere ko Waiata-rau te ingoa; e kiia ana e nga kaumaatua i mua, aa, inaianei anō, hei eetahi taima o te raa, o te poo, e kore e rangona taua rere, ka kiia e whakawhiti ana nga wairua. Kei waho o te awa nei ko Te Weerahi te ingoa. He kāinga nui tēnei i nga raa o mua. Ka whiti i te awa nei ka piki i te puke nui ko Te Atua- perunui te ingoa, ka taiheke atu. He roa ka tatuu atu ki te hekenga e tatuu ai ki te moana. Hoi anō te wāhi e kore rawa te tangata e puta ki tētahi whaitua, kei te tino tuupoutanga atu ki Te Rerenga Wairua. Ko taua wāhi tōna ingoa ko Motatau. … the spirits cross the rushing stream called Waiata-rau; it is said by the elders of old and even today also, that at certain times of the day, and of the night, when you cannot hear the rushing water, that the spirits are crossing. [at certain times of the day and at night, the elders of long ago and even today, say that when you can’t hear the rushing water that the spirits are crossing]. Te Weerahi lies beyond the river. In the old days this was a large settlement. They cross the river here and climb up to the big hill called Te Atua-perunui and then drop down rapidly [steeply]. After a long time they reach the descent that stretches down to the sea. And this is the place from which man can never
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return, the very steep descent to Spirit’s Leap. The name of that place is Motatau. (2 marks)
4b. (i) Translate the following 2 verses of this waiata into English – you should write to produce good English that acknowledges the writer’s poetic licence.
(ii) Write a brief statement in English that describes the kind of waiata this is, and how or when is may be used.
“Mā wai ra, e taurima te marae i waho nei Mā te tika, mā te pono, me te aroha e!
“Tangihia ki muri nei, kua riro koutou Ki te iwi i te rangi, ki Te Atua e!
Who will take care of this marae here? It will be cared for with doing the right things, with truth and with love.
Those of you who have left us and gone to those in heaven, up to the Lord [God] you are mourned by us left behind. This is a ‘waiata tangi’ written by a man who, unable to get to the funeral, mourns the loss of a very dear friend. And it describes his fears for a world without his friend, asking the question about who will take his place? The second verse acknowledges all those who have gone before. (2 marks)
5. Unseen translation - translate into English the following extract from:
He Kōrero Matakite1 nā wai atu?
Kātahi ka whāia te hoariri e te ope Pākehā. Papā tonu te oma a te ope Hauhau a Tītokowaru. Ka oma te hoariri, heoti ko ētahi ka noho mai ki te whakatō i ngā kai-whai2, i roto i tētahi awāwa, i waenganui tonu i ētahi pari tūpoupou. Ka puta atu a mua o te ope Pākehā, ka tukua kia haere tonu. Kāore i pā atu. Ka whanga noa kia puta rawa mai a waenganui. Kātahi anō ka ākina mai ki a rātou pū.
Ko Mētara tonu te tangata tuatahi ki te hinga. E rua ngā matā i pā ki a ia. Kotahi ki tōna pokoiwi, kotahi ki tōna ringa. Ehara, kei raro e whārōrō ana, me te mea nei kua mate.
I a ia e takoto tao tū ana, ka whakaaro ake a Mētara ki tāna moemoeā. Ka mea ki a ia anō, “Ehara, kua rite ki taku matakite, inā hoki kāore he mea o mua i hinga, whai rawa ki a au, ki te mea i waenganui rawa. Mehemea au i mua, i muri rānei, ko taua rite tonu.”
1 Matakite = prophecy, second sight, foresight, vision 2 ‘ki te whakatō i ngā kai-whai’ = to hold off the pursuers 108 | Page
Ka pai ake a Mētara, ka hoki tika ki tōna kāinga i Maketū, ka kōrerotia tāna matekite i roto i te whare rūnanga. Ka mutu tāna kōrero, ka mea te whakaminenga, “Ae, he tino tika tō kōrero! He matekite pono tēnā!
And so then the enemy were pursued by the Pakeha troops. Titokowaru’s Hauhau contingent/group made an explosive retreat/run. The enemy ran, and then some remained to hold off the pursuers, in a particular valley right in the middle of some steep cliffs. The front of the Pakeha regiment appeared and they were allowed to proceed. Nothing happened to them (touched them). They (the enemy) lay in wait until the middle of the regiment appeared. And then, they opened fire (their guns were urged into life).
Metara was indeed the first person to fall. He was hit by two bullets (two bullets touched him). One was in his shoulder, one in his arm/hand. And as he lay stretched out, it was as if he were dead.
As he was lying there wounded, Metara thought about his vision. He said to himself, “My God, it was just as I saw it, since none of those in front fell it [fate] came straight to me, to the one right in the middle. If I had been in the front, or in the back, it would have been just the same.”
Metara got better/recovered and went straight home to his village at Maketu. He talked about his dream in the wharenui. When he had finished, the gathering said, “Yes you are correct! That is a real prophecy that one!”
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