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ANZAC

ANZAC Resource

He ngohe ako reo, ako kaupapa

1He mea waihanga mō tētahi kaupapa a Te Tāhuhu o te Mātauranga.

© New Zealand Ministry of Education 2010 – copying restricted to use by New Zealand education sector

ANZAC

Te Tuhi Tere – Quick Writing

Requirements Paper and pen Photos as prompts

ExplanationThe aim of quick writing is to increase the number of words the student is able to write in a time limit e.g. 5 minutes. Students write freely and quickly without worrying about accuracy. Initially, students might find it challenging to write for the full 5 minutes, but given the opportunity to quick write daily they will quickly improve.

It is good to use with students who are not confident orally because it allows students to give their opinions in a non-threatening manner. It gives them time to think and write, and enables them to share more easily in pair and group work.

Prompts could include whakataukī, pictures, diagrams, photos, sound, dvds, music, open-ended statements, or other visual or aural prompt.

Procedure1. Students are given a short amount of time e.g. 5 minutes to write quickly about a topic.

2. Students can choose their own topic to write about. Alternatively, you can provide a topic, or prompt such as a picture, diagram, sound, starter sentence, or open-ended statements, for them to write about. However, the aim is to write as much as they can in 5 minutes.

3. After 5 minutes, students count the number of words they wrote. They can record this this in a table, or on a graph (number of words on vertical axis, and date on horizontal axis). The aim is to increase the number of words they write in 5 minutes.

Learning Strategy 1. Students are given have [x minutes] to write quickly about a topic. Provide them with a

prompt such as a picture, diagram, sound, starter sentence/s, or open-ended statement/s. Ask students to give their quick reactions, feelings and ideas in response to the prompt/s.

2. Explain that the writing is for personal use and can be brief, informal and incomplete. However, their main aim is to write, without interruption, as much as they can in [x minutes].

3. After writing students can share ideas and new learning in pairs or groups.

4. Students can then be given have [x minutes] to redraft, or shape (if they wrote notes) their writing further.



ANZAC

Language Support Quick writing is a form of note making that helps you to remember what you know and understand.

He momo tuhi kōrero poto te Tuhi Tere e maumahara ai koe ki ngā mea e mōhio ana koe, e mārama atu ana koe.

It can also be used to help you explore and clarify your ideas.

Ka pai anō hei āwhina i a koe ki te toro haere, ki te whakamārama haere i ō whakaaro.

I want you to look at these pictures/images.

Tēnā koa tirohia ngā whakaahua nei.

Then I want you to jot down your initial or quick reactions, feelings and ideas in response to the prompts/pictures /images/recordings.

Kia mutu tērā, ka tahuri ki te tuhi i ngā whakaaro, i ngā kare ā-roto ka toko noa ake i roto i a koe mō aua whakaahua/oro/kōrero.

You will have [x minutes] to do this. Kia [x meneti] e pēnei ana te mahi.

Now, share your ideas and new learning in pairs/groups of [x].

Ā kāti, me whakawhiti ō koutou whakaaro me ngā mea hou kua mau i a koutou – me mahi takirua / taki[x] ki te kawe i tēnei mahi.

Plot this information into a concept map. Whakaaturia mai ēnei kōrero ki te mahere ariā.

AcknowledgementsNation, I.S.P (1983). Language Teaching Techniques, pp 121 & 135. Wellington: Victoria University of Wellington.

ESOL Online at http://esolonline.tki.org.nz/ESOL-Online.Hei Mahi[insert 1-3 images of ANZAC]

1. Tēnā āta tirohia ngā whakaahua o ANZAC i raro nei, ka whiriwhiri ai he aha te tikanga, te pānga o te Rā ANZAC ki a koe.

2. Ko tāu mahi, he whakaoti mai i te kōrero nei: Ki a au nei, ko te kaupapa o te Rā ANZAC (Australian and New Zealand Army Corps), ko te …

3. Tuhia ōu ake whakaaro mō ngā mahi whakanui i a ANZAC, hei whakaoti i te rerenga kōrero.

4. E 5 meneti kei a koe.

1. Take a minute to look at the Anzac-themed photos below and think about what Anzac Day means to you.



ANZAC 2. Finish the statement: To me ANZAC (Australian and New Zealand Army Corps) day is about…3. Write your thoughts and ideas, about Anzac to complete the statement.4. You have 5 minutes.

Ki a au nei, ko te kaupapa o te Rā ANZAC, ko te ....

Requirements

Pen and paper Download DVD ‘Te hononga o te iwi kāinga ki ngā hōia’, from

http://eng.kiamau.tki.org.nz/Multimedia/Introductory-unit-videos/Te-hononga-o-te-iwi-kainga-ki-nga-hoia (optional as inspiration or prompt, and to set context).

Explanation

Free composition such as letter writing, situational composition, news stories, advertisements, can be based on work learners/students are doing in other subjects, or can be based on any topic that is being studied in the language classroom. It is a good way to encourage learners to write.

It is similar to quick writing in that a timeframe e.g. 30 minutes might be given, and the idea is to encourage learners/students to write quickly without worrying about mistakes.

Letter writing can be organised between members of the classroom where some might write pretending they are looking for work, complaining about a product bought from a shop, etc.



Te Tuhi Māhorahora – Free Composition

ANZAC The focus is on writing freely without worrying too much about making errors or mistakes. Students/learners will produce what they are capable of at their level.

Procedure

1. Create a situation or context for the writing e.g. the Gallipoli Campaign, and the purpose for which the students/learners will be writing e.g. You are a soldier in the Australia and New Zealand Army Corp (ANZAC) and you are writing home to your wife, mother, family. Other examples could include:

a. You are given a letter you must reply to.b. You are given some facts that you must write as a newspaper

report.2. Watch the DVD ‘Te hononga o te iwi kāinga ki ngā hōia’. In this DVD Tama

Huata explains the significance of te haukāinga (and mothers) for the hōia – as seen through the eyes of his father, Padre Wi Huata. This will help set the context for this activity. (http://eng.kiamau.tki.org.nz/Multimedia/Introductory-unit-videos/Te-hononga-o-te-iwi-kainga-ki-nga-hoia)

3. Split the group into 2 smaller groups. a. Group 1 Situation/Context: You are a soldier in the Australian and

New Zealand Army Corps. Purpose: Write a letter to a loved one back home. Individually, in pairs or small groups, students make a list of the main ideas that need to be addressed in the letter, article, news report etc. Give them just a few minutes to do this.

b. Group 2 Situation/Context: You are a wife/mother/father of a soldier in the Australian and New Zealand Army Corps. Purpose: Write a letter to your loved one serving in ANZAC in Gallipoli.

4. Learners are given 30 minutes to write those ideas up into a letter, article, report etc.

5. Students could share their version of their text with another group; count the number of words they managed to write and record it to try and improve on next time; or take the piece of text through another drafting and editing stages in preparation to publish.

Language Support

Free composition is similar to quick writing in that there is a time limit to write, and the aim is to write without worrying about mistakes.

He āhua rite te tuhi māhorahora ki te tuhi tere, inā rā, ka herea te roa o te wā tuhituhi, ā, ko te whāinga, kia tuhi noa koe, hei aha te aro atu ki ngā hapa o roto.

When you come to redraft and edit, that’s when you think about how the story reads, does it make sense, and does it sound correct.

Kia tae ki te wāhanga whakapaipai, whakatika, hei reira koe āta whakaaro ai ki te rere pai, ki te hono pai o ngā whakaaro, me te tika o te whakatakoto i te kupu.

You have 30 minutes to write quickly without worrying about mistakes.

Ka wātea tētahi hāwhe hāora ki a koe ki te tuhi noa – kaua noa e māharahara ki ngā hapa.

You will be split into two groups. Ka wehea koutou kia rua ngā ropū.Group 1Situation/Context: You are a soldier in the Australian and New Zealand Army Corps.

Rōpū 1Te Horopaki: He hōia koe nō te Ope Taua Nui o Ahitereiria me Aotearoa.

Group 1Purpose: Write a letter to a loved one back home.

Rōpū 1Te Kaupapa: Tuhia he reta ki tētahi tangata e arohaina nuitia ana e koe, e noho tonu mai ana ki te kāinga.

Group 2Situation/Context: You are a

Rōpū 2Te Horopaki: Ko koe te hoa



ANZAC wife/mother/father of a soldier in the Australian and New Zealand Army Corps.

rangatira/whaea/matua o tētahi hōia i te Ope Taua Nui o Ahitereiria me Aotearoa.

Group 2Purpose: Write a letter to your loved one serving in ANZAC in Gallipoli.

Rōpū 2Te Kaupapa: Tuhia he reta ki te tau o tō ate, ki tō manawa, kua uru ki ngā kawe ā-riri a ANZAC ki Karipori.

You have 30 minutes to write those ideas up into a letter, article, report etc.

E 30 meneti kei a koe ki te tuhi i ō whakaaro hei reta, hei tuhinga poto, hei pūrongo, hei aha atu rānei.

When you have finished you will …- share your version of the text with

the other group- count the number of words you

wrote, record it, and try and improve on it next time;

- redraft and edit the text in preparation to publish.

Ina mutu …- ka whakaaturia tā koutou tauira ki

tērā atu rōpū- ka tatauria, ka tuhia e hia ngā kupu i

tuhia e koe. Ina mahia anō te mahi nei, me whai koe kia maha ake.

- Ka whakapaipaihia, ka whakatikaina, kia rite ai hei tā mai.

Comment

When used for the first time, you may need to do this exercise as a class on the white board to demonstrate what is required.

Acknowledgements

This technique was sourced and adapted from Nation, I.S.P (1983). Language Teaching Techniques, pp 135-136. Wellington: Victoria University of Wellington.



ANZAC

Hei Mahi 1Te Horopaki: He hōia koe nō te Ope Taua Nui o Ahitereiria me Aotearoa.

Te Kaupapa: Tuhia he reta ki tētahi tangata e arohaina nuitia ana e koe, e noho tonu mai ana ki te kāinga.

Situation/Context: You are a soldier in the Australian and New Zealand Army Corps.

Purpose: Write a letter to a loved one back home.

Hei Mahi 2Te Horopaki: Ko koe te hoa rangatira/whaea/matua o tētahi hōia i te Ope Taua Nui o Ahitereiria me Aotearoa.

Te Kaupapa: Tuhia he reta ki te tau o tō ate, ki tō manawa, kua uru ki ngā kawe ā-riri a ANZAC ki Karipori.

Situation/Context: You are a wife/mother/father of a soldier in the Australian and New Zealand Army Corps.

Purpose: Write a letter to your loved one serving in ANZAC in Gallipoli.



ANZAC

He Tūhonohono i tētahi Kōrero kua Tapahia - Oral Strip StoryRequirements

recipe cut into strips Recipe writing frame to write the ingredients and method

Explanation

This technique is used to give practice in speaking and listening as well. It requires students to use language for sequencing text and negotiating the order of text. The aim is to re-sequence a piece of text without reading each others’ sentence, which they find very tempting to do.

This technique can be used for any learning area by selecting text about the topic being studied and suitable to the learning area. The key point is to select a text that is able to be re-constructed from the clues in the text.

Procedure

1. Choose a story or text that demonstrates the type of language you are focussing on or want to give your learners practise in.

2. Print the story and cut into strips of paper with one sentence on each strip. The number of strips should correspond to the number of students. This could be done in groups depending on the number of students and strips.

3. Ask students for, and write on the whiteboard, the language they will need to know to talk about sequencing a text.

4. Students sit or stand in a circle. 5. Hand out the strips randomly – one per student (or place in a basket and

students take one strip each). They should not show their paper to anyone else.

6. Students then piece the story or recipe together by talking. They are not allowed to write.

7. From that point the teacher keeps out of the discussion, other than to help any students who might be really confused by a word.

8. When the group is satisfied with the sequence, they each recite their sentence in the agreed order.

9. As a group, students then fill in the ingredients and method on the recipe writing frame, and write the new words in the language support table.

Encourage discussion about why they have sequenced the text in a particular way and any points of grammar or new vocabulary.

Language Support

This is a group activity. He mahi ā-rōpū tēnei.

There needs to be [x number of students] in each group.

Kia [x] ngā ākonga ki ia rōpū.

I have a text that I have cut up into strips.

He tuhinga tāku, engari he mea tapatapahi kia noho wehe ngā rerenga kōrero.



ANZAC

Together the sentences make a text. Ki te tika te tuitui haere i ngā rerenga, ka oti mai he kōrero whai kiko nei.

You will each be given a sentence. Ka tohaina he rerenga kōrero ki tēnā, ki tēnā ākonga.

By reading your sentence and talking to the others in your group you are to reconstruct the text so that it makes sense.

Me pānui tēnā me tēnā i tāna rerenga, ka whakawhiti kōrero ai ki ana hoa, kia pai ai te waihanga mai anō i te tuhinga.

What language do you think you will need to be able to talk about sequencing a text.

He aha ngā tūmomo kōrero ka hiahiatia

Sit or stand in a circle. (Taki) noho mai ki te porohita./ (Taki) tūtū mai ki te porohita.

Acknowledgements

This technique by Gibson (1978) was cited in Nation, I.S.P. and Thomas, G.I. Communication Activities. Occasional Paper No.13. Wellington: English Language Institute, Victoria University of Wellington.

References

Gibson E.M. (1978). The strip story: A catalyst for communication. In E.G Joiner and P.B Westphal (Eds). Developing Communication Skills: General Considerations and Specific Techniques (pp130-135). Rowley, Massachussetts: Newbury House.

Te Reo Māori Level 5-6

Ngā Pihikete Anzac1

Anei ētahi tohutao mō ngā pihikete Anzac. Ko tēnei o ngā pihikete Anzac, he pai hei ngaungau, he reka tonu. Ka taea anō te tāpiri ētahi atu kai kia paku rerekē ai te tāwara, pērā i te huarākau maroke, i te nati, i te namunamuā rānei (he akakōareare pea).

Ngā kai o roto115karamu pata1 ½ punetēpu miere (miere ‘golden syrup’ nei)1 tīpune pēkena houra1 kapu oti1 kapu puehu parāoa1 kapu niu½ kapu huka2 punetēpu wai koropupū

Ngā taputapuHe okoHe pune ineHe kapu ineHe papa tunuHe pepa tunu

1 This recipe has been written based on information from anzac.govt.nz at http://www.anzac.govt.nz/significance/traditions.html .



http://www.anzac.govt.nz/significance/traditions.html

ANZAC

Ngā tohutohu 1. Whakarewaina te 115karamu pata me te 1.5 punetēpu miere i roto i te oko.2. Whakarewaina te 1 tīpune pēkena houra i roto i te 2 punetēpu waiwera, ka tāpiri atu ai ki te pata me te miere. 3. Raua atu ki te pata, te miere me te pēkena houra, te 1 kapu oti, te 1 kapu puehu parāoa, te 1 kapu niu, me te ½ kapu huka. 4. Whakaranua.5. Horahia te pepa tunu ki te papa tunu. Whakamahia te punetēpu hei koko ake i te ranunga, ka tuku ai i ia punetēpu kia tau atu ki te pepa tunu. 6. Tunua kia pākākā, kia parauri te āhua (mō te āhua 15 meneti), ki te umu kua meatia kia 180°C te wera.



ANZAC

Hei Mahi

Whakarewaina te 115 karamu pata me te 1.5 punetēpu miere i roto i te oko.Whakarewaina te 1 tīpune pēkena houra i roto i te 2 punetēpu wai koropupū, ka tāpiri atu ai ki te pata me te miere.Tāpiria atu ki te pata me te miere.

Raua atu ki te pata, te miere me te pēkena houra, te 1 kapu oti, te 1 kapu puehu parāoa, te 1 kapu niu, me te ½ kapu huka.Whakaranua.

Horahia te pepa tunu ki te papa tunu.

Whakamahia te punetēpu hei koko ake i te ranunga, ka tuku ai i ia punetēpu kia tau atu ki te pepa tunu.Tunua kia pākākā, kia parauri te āhua (mō te āhua 15 meneti), ki te umu kua meatia kia 180°C te wera.



ANZAC

Whakarārangitia mai ngā kai o roto, ka tuhi ai i ngā tohutohu hei tunu i ngā pihikete nei. (List the ingredients and write the instructions for the recipe).

Ngā kai o roto (Ingredients)

- -

- -

- -

- -

Ngā tohutohu (Method)

1.

2.

3.

4.

5.

6.

Te Reo Pākehā Kaupae 3 – Taumata 1

Anzac Biscuits12

He mea waihanga mō tētahi kaupapa a Te Tāhuhu o te Mātauranga.© New Zealand Ministry of Education 2010 – copying restricted to use by New Zealand education

sector

ANZAC

This is a basic recipe for Anzac Biscuits. It gives a chewy, moderately sweet version of the biscuit. Other ingredients may be added to the mixture for variety: dried fruit, nuts, or spices such as ginger.

Ingredients115g of butter1 ½ tbs of golden syrup1 tsp of bicarbonate of soda1 cup of rolled oats1 cup of flour1 cup of coconut½ cup of sugar2 tbs of boiling water

UtensilsBowlMeasuring spoonsMeasuring cupBaking trayBaking paper

Method (Instructions) 1. Melt 115g butter and 1.5 tablespoons of golden syrup in a bowl.2. Dissolve 1 teaspoon of bicarbonate of soda in 2 tablespoons of boiling water. Add to the butter and golden syrup.3. Add to the butter, golden syrup, and bicarbonate of soda, 1 cup of rolled oats, 1 cup of flour, 1 cup of coconut, ½ cup of sugar. 4. Mix.5. Lay the baking paper on the baking tray. Drop tablespoons of the mixture onto baking paper.6. Bake until a pale golden colour (about 15 minutes) at 180°C.



ANZAC

Hei Mahi

Melt 115g butter and 1.5 tablespoons of golden syrup in a bowl.

Dissolve 1 teaspoon of bicarbonate of soda in 2 tablespoons of boiling water.

Add to the butter and golden syrup.

Add to the butter, golden syrup, and bicarbonate of soda,

1 cup of rolled oats, 1 cup of flour, 1 cup of coconut, ½ cup of sugar.

Mix.

Lay the baking paper on the baking tray.

Drop tablespoons of the mixture onto baking paper.

Bake until a pale golden colour (about 15 minutes) at 180°C.



ANZAC

Student worksheet: Once you have completed the oral strip story, list the ingredients, and write the instructions for the recipe.

Ingredients

- -

- -

- -

- -

Method

1.

2.

3.

4.

5.

6.



ANZAC

Split Information

He Pārongo Wāhi Rua

Requirements

Pepa A and Pepa E for every 2 learners Pen

Explanation

The split information technique encourages learners to take turns speaking. It also allows the teacher to construct it so that learners get practice in specific language structures e.g. Asking for and giving opinions and asking and answering questions - Ki ōu whakaaro, tokohia ngā tāngata o Ahitereiria i mate i Karipori?

Pre-procedure

Complete ‘Before and After Vocabulary Grid’. (see instructions following)

Procedure

1. Learners work in pairs.2. Each learner is given half the information on their sheet. The information

can be presented in different formats e.g. text and table; map and instructions.

3. Learners communicate (question, consider and discuss) the missing information in order to complete their sheet.

4. One learner is given Pepa A, and the other learner in the pair is given Pepa E.

5. The aim is to complete their table as correctly as possible by asking and discussing the possible number or fact that matches the fact of number on their table.

Post-procedure

Complete ‘Before and After Vocabulary Grid’.

Table Showing Correct Responses2

1914 the year WW1 started

11 the day in November WW1 ended

23 the day in April the Allied forces were meant to land at Gallipoli

25 the day in April the Allied forces landed 2 The information and facts used for this activity were sourced from NZ History Online A Guide to Anzac Day for New Zealanders at Anzac.govt.nz.



ANZAC

and the day we celebrate Anzac

9 the number of months of the Gallipoli Campaign

1915 the year the Gallipoli Campaign took place

1922 the year the first poppy day was held in NZ

60 the percentage of NZ forces that were killed, died from illness or wounded

500 the approximate number of civic First World War memorials in New Zealand

260 the number of days of the Gallipoli Campaign

8556 the number of NZ forces landed at Gallipoli

4852 the number of NZ forces wounded at Gallipoli

2721 the number of NZ forces fatalities at Gallipoli

8709 the number of Australian forces fatalities

33,072 the number of fatalities from all British forces

10,000* (estimated number) the number of French fatalities

87,000* (estimated number) the number of Turkish fatalities

20,000* (estimated number) total number attending 2005 Anzac Day commemorations at Gallipoli

Language Support He tau, he meka e mau mai ana ki tō pepa?

Do you have a number or fact on your piece of paper?

Ki ōu whakaaro, ko tēhea meka i tō pepa e hāngai ana ki tēnei tau….?

Which fact on your piece of paper do you think relates to this number….?

Ko tēhea tau i tō pepa e hāngai ana ki tēnei meka ...?

Which number on your piece of paper do you think relates to this fact ….?

Ki ōu whakaaro, tokohia ngā tāngata How many 17


sector

ANZAC (Taketake/o Ahitereiria/Wīwī/o Aotearoa) i mate/ i taotū i Karipori?

(Turkish/Australian/French/New Zealanders) do you think died/were wounded at Gallipoli?

Ki ōu whakaaro, ... [he tau] ngā hōia i mate/i taotū?

Do you think it was [x number] of soldiers?

meka fact

tau number

te tokomaha i mate fatalities

te tokomaha i taotū wounded

te ingoa o te whawhai campaign

whakanui celebrate

whakamaumaharatanga commemorations

ope haumi allied forces

whakaawhiwhi approximate

pakanga war

ōrau percentage

tokomaha i whakapaetia estimated numbers

nō Aotearoa

nō Ahitereiria

New Zealander

Australian

nō te whenua Wīwī French

nō te whenua Taketake Turkish

te whawhai ki Karipori Gallipoli campaign

Comment

There are many possible formats in which a split information activity can be presented. Shared dictation and barrier games are also examples of split information activities.

Acknowledgements

The facts and information used for this activity was sourced from NZ History Online A Guide to Anzac Day for New Zealanders at Anzac.govt.nz.

References 18


sector

ANZAC This technique was cited in English Online at Te Kete Ipurangi at www.englishonline.tki.org.nz.



ANZAC

Hei MahiNgā TohutohuMe whakawhiti kōrero kōrua ko tō hoa ki te kimi i te tau e ngaro ana (me he meka te mea kei a koe), i te meka rānei e ngaro ana (me he tau te mea kei a koe) kia honoa ai ngā tau tika ki ngā meka tika i tō pepa. Communicate (question and discuss) with your partner to find the missing number (if it is a fact) or missing fact (if it is a number) to match the numbers and facts on your piece of paper.

Pepa A9

te tau i tū ai te whawhai ki Karipori

4852

te rā o Whiringa ā-rangi i mutu ai te Pakanga Tuatahi o te Ao

1914

23

te rā o Paengawhāwhā i tau atu ai te Ope Haumi ki Karipori, koira anō te rā e whakanuitia ai ngā hōia Anzac

1922

te ōrau o ngā hōia o Aotearoa i taotū, i mate rānei i te parekura, i tētahi wharanga, i tētahi atu mate rānei ko te pakanga te pūtake

260

te maha o ngā hōia o Aotearoa i hinga i Karipori

8709

te maha o ngā hōia o Aotearoa i tau atu ki Karipori

Ngā TohutohuMe whakawhiti kōrero kōrua ko tō hoa ki te kimi i te tau e ngaro ana (me he meka te mea kei a koe), i te meka rānei e ngaro ana (me he tau te mea kei a koe) kia honoa ai ngā tau tika ki ngā meka tika i tō pepa. Communicate (question and discuss) with your partner to find the missing number (if it is a fact) or missing fact (if it is a number) to match the numbers and facts on your piece of paper.

Pepa Ete tau i tīmata ai te Pakanga Tuatahi o te Ao



ANZAC

11

te rā o Paengawhāwhā i whakaritea kia tau atu te Ope Haumi ki Karipori

25

te maha o ngā marama e tū ana te whawhai ki Karipori

1915

te tau i tū ai te ‘rā popi’ tuatahi ki Aotearoa

60

te maha o ngā rā e tū ana te whawhai ki Karipori

8556

te maha o ngā hōia o Aotearoa i taotū i Karipori

2721

te maha o ngā hōia o Ahitereiria i hinga i Karipori



ANZAC

He Tukutuku Kupu – i Mua, i Muri - Before and After Vocabulary Grid

Requirements

Before and after vocabulary grid Text (if required)

Explanation

This is a good technique for focusing the learner’s attention on the key words in a text, activity, lesson or unit. It also provides learners with the opportunity to actively work out the meaning of new words, and to use strategies such as context clues. By engaging in their learning in this way it helps learners become independent learners of new words.

Procedure

1. Give learners a list of key words from the text, activity, lesson/s, or topic being studied. See grid below.

2. In the first column, learners write the meaning of each word, or what they think the meaning is for each word (guess based on context).

3. Learners revise their original definition as they come across the word during the activity, lesson, or unit. They write the revised definition in the second column.

4. A third column can be added giving learners an opportunity to put the new word in a sentence.

5. Answers can be discussed and clarified with the whole class at the end, or at an appropriate point throughout the activity or lesson.



ANZAC

Te Rārangi Kupu [whakaurua te kaupapa - e.g. mō te Rā Anzac]

Te kupu Taku whakamāoritanga – i mua(my definition – before)

Taku whakamāoritanga – i muri(my definition – after)

He tauira o te kupu i roto i te rerenga kōrero (example of the word in a sentence)



ANZAC

Language Support

This technique will help you focus your attention on the key words in the text/book/unit/topic.

Ko tā tēnei tikanga, he āwhina i a koe ki te arotahi ki ngā kupu matua o tētahi tuhinga/pukapuka/kōwae mahi/kaupapa.

This is an important strategy to learn because it is one you can use by yourself to work out the meaning of a word.

He tino rautaki tēnei hei ako māu, i te mea ka pai tō kawe ake i te rautaki nei ko koe anake, hei whiriwhiri i te tikanga o tētahi kupu.

In the first column is a list of words from this text/book/unit/topic.

Kei te pou tuatahi, ko ētahi kupu nō roto i te tuhinga/pukapuka/kōwae mahi/kaupapa.

In the second column I want you to write your definition of the word, or what you think it means, based on what you know.

I te pou tuarua, me tuhi tāu whakamāoritanga o te kupu, arā, te tikanga o te kupu, i runga anō i tāu e mōhio ana.

As you come across the word in the text/book/unit/topic, I want you to revise your definition of the word in the third column.

Kia tūpono koe ki te kupu i te tuhinga/pukapuka/kōwae mahi/kaupapa, me whakatika haere tō whakamāoritanga – ki te pou tuatoru tērā.

In the third column you can put the new word in a sentence as an example of how to use it.

I te pou tuawhā, tuhia he rerenga kōrero hei whakatauira i te kupu.

Comment

Learners could select and list the words from a text that they think need to be on the before and after word grid. They would carry out the same procedure as above after that. This also allows for individualized learning and if learners are using different texts, or studying different topics. The third column, example of word in sentence, can be added, depending on the purpose of the activity or learning.

Acknowledgements

This technique was cited in English Online at Te Kete Ipurangi at www.englishonline.tki.org.nz.



ANZAC

He Tukutuku Kupu – i Mua, i Muri (Before and After Vocabulary Grid)

Te Rārangi Kupu mō te Whawhai ki KariporiTe kupu (mō te Whawhai ki Karipori)

Taku whakamāoritanga – i mua(my definition – before)

Taku whakamāoritanga – i muri(my definition – after)

He tauira o te kupu i roto i te rerenga kōrero(example of the word in a sentence)

meka

tau

te tokomaha i mate

te tokomaha i taotū

te ingoa o te whawhai

whakanui

whakamaumaharatanga

ope haumi

whakaawhiwhi



ANZAC

pakanga

ōrau

tokomaha i whakapaetia

nō Aotearoa

nō Ahitereiria

nō te whenua Wīwī

nō te whenua Taketake

te whawhai ki Karipori



Second Language Techniques and Strategies – ANZAC

He Kapokapo Kupu - Vocabulary Jumble

Requirements

15-20 key words from the text, activity, lesson or unit of study Pen and papers Dictionary Text from Nani Peti’s sessions or text for Anzac Biscuit Recipe

Explanation

This is another good technique for focusing the learner’s attention on the key words in a text, activity, lesson or unit. It allows learners to work at their own level. It also allows learners to work individually, in a small group and as a whole class, and provides a number of opportunities for learners to hear the words and their meanings many times.

This technique can be used to introduce or revise words.

Procedure

1. Write 15-20 key words from a text, activity, lesson or unit on the whiteboard.2. Give learners one minute to write down as many words as they can. 3. Learners then cover their words, turn their paper over, or get a clean piece of paper.4. Cover or erase the words on the whiteboard and give students another minute to

write the words from memory.5. Students check their words against the full list and then ask other members of the

group for word meanings they don't know. At this stage, allow students to use dictionaries.

6. Lastly, as a whole class, discuss the words that were unknown or not fully known by the learners.

Language Support

This technique is called Vocabulary Jumble.

Ka kīia tēnei tikanga he Kapokapo Kupu.

This technique will help you focus your attention on the key words in the text/book/unit/topic.

He tikanga tēnei e arotahi ai koe ki ngā kupu matua i te tuhinga/pukapuka/ kōwae mahi/kaupapa.

This technique allows you to work at your own level.

Ko tētahi painga ōna, kei a koe te tikanga mō te taumata e mahi ai koe.

You will also get the opportunity to hear the words and their meanings many times.

Ka huhua tonu ō rongotanga i ngā kupu me te tikanga o ngā kupu.

This is important to help you remember and understand the word.

He mea nui tēnei e maumahara ai, e mārama ai koe ki te tikanga o te kupu.

Here is a list of key words from the text, activity, lesson or unit we are looking at.

Anei tētahi rārangi o ngā kupu matua o roto i te tuhinga/pukapuka/kōwae mahi /kaupapa e tirohia nei e tātou.

He mea waihanga mō tētahi kaupapa a Te Tāhuhu o te Mātauranga.


ANZAC

You have one minute to write down as many words as you can.

Kotahi meneti kei a koe ki te tuhituhi i te maha o ngā kupu e taea ana e koe te tuhi.

Cover those words/turn your paper ove/get a new piece of paper.

Uhia ngā kupu/ hurihia te pepa/ tīkina he pepa atu anō.

Now I will cover the words, and you have another minute to write the words from memory.

Kua uhia e au ngā kupu. Kotahi anō te meneti ki a koe, e pai ai tō tuhi i te katoa o ngā kupu o te rārangi e maumahara ana koe.

Comment

In addition to the list of 15-20 key words you could also put up their short definition to help aid the memory when it comes time to recall them in the second minute. Learners could choose to also write the short definition if they can, and if it helps.

Acknowledgements

This technique was cited in English Online at Te Kete Ipurangi at www.englishonline.tki.org.nz.

He mea waihanga mō tētahi kaupapa a Te Tāhuhu o te Mātauranga. © New Zealand Ministry of Education 2010 – copying restricted to use by New Zealand education sector

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ANZAC

Te Rārangi Kupu mō ngā Pihikete Anzac

Te kupu Short definition English word

pihikete biscuit

pata butter

pēkena houra baking soda / bicarbonate soda

miere golden syrup

karamu grams

(ngā) kai o roto ingredients

pepa tunu baking paper

punetēpu tablespoon

wai koropupū boiling water

huka sugar

niu coconut

puehu parāoa flour

oko bowl

pune ine measuring spoons

kapu cup

tohutao recipe

whakarewaina melt / dissolve

whakaranua mix

tunua bake

huarākau maroke dried fruit

nati nuts


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ANZAC

Te Rārangi Kupu mō te Rā o Anzac


āpiti gorge

aukati defend

auware incomplete

hoariri enemy

Hokowhitu 28 28th Māori Battalion

hūnuku despatched

Iuropa / Ūropi Europe

kakari struggle

karawhiu beating/loss

mamau hand combat

mārakerake desert

marū bruised/wounded

niwha fearsome/formidable

ope group/fighting body

ope taua ngātahi allied forces

pā bulwark

pare ward off/defend

parekura massacre/bloodbath

pari cliff

pēneti bayonet

poupou steep

pari cliff

tāoro overthrow/vanquish

taua warrior

taua tuarima fifth division

te mura o te ahi the heart of the


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ANZAC

battle/frontline

whakaeke attack/offensive

whakaharatau training

whakaniwha terrifying

Te Whawhai ki Karipori

Gallipoli Campaign


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ANZAC

Hei Mahi

Mō tēnei mahi, me kōwhiri tētahi o ngā rārangi i raro nei e hāngai ana ki te Rā o Anzac. Kōwhiria te rārangi e rite ana mō ō ākonga me ō rātou hiahia. Whāia te tikanga kua whakamāramatia ake nei. Kia mutu te mahi, tonoa ngā ākonga kia kimi i te tuhinga i te pukapuka nō reira mai ngā kupu, ka whakataurite ai i ngā kupu i tuhia e rātou me ngā kupu ake o te tuhinga.

For this activity you could select from one of the lists below related to Anzac Day theme. Select the most appropriate vocabulary list based on what you think the learners need. Follow the procedure and at the end of the activity have learners refer to the appropriate text in the workbook to check their list with.

Te Rārangi Kupu mō ngā Pihikete Anzac


pihikete

pata

pēkena houra

miere

karamu

(ngā) kai o roto

pepa tunu

punetēpu

wai koropupū

huka

niu

puehu parāoa

oko

pune ine

kapu

tohutao

whakarewaina

whakaranua

tunua


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ANZAC

huarākau maroke

nati


33

ANZAC

Te Rārangi Kupu mō te Rā o Anzac

Te kupu Short definition (optional) English word

āpiti

aukati

auware

hoariri

Hokowhitu 28

hūnuku

Iuropa

kakari

karawhiu

mamau

mārakerake

marū

niwha

ope

ope taua ngātahi

pā

pare

parekura

pari

pēneti

poupou

pari

tāoro

taua

taua tuarima

te mura o te ahi


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ANZAC

whakaeke

whakaharatau

whakaniwha

Te Whawhai ki Karipori


35

ANZAC

He Tauwhāinga Anzac

Requirements

The Anzac Challenge list of items/evidence Paper to collect responses Money for biscuits Cellphone with camera and/or video functionality, or digital camera with video

functionality

Explanation

A fun and popular activity for mixed language ability groups.

Procedure

1. Put learners into mixed language ability groups of 3.2. Provide each group with the Anzac Challenge list of requirements.3. When instructed to start, the team go off to collect evidence from non-wānanga reo

participants.4. Once the group has collected evidence of each item on the challenge they return to

the venue.5. The first group to return with evidence of all items on their list wins.

Language Support

Get into groups of 3 – mixed language ability.

Whakarōpūngia koutou kia 3 ngā rōpū – me noho hanumi tonu ngā tāngata, ā-matatau nei, i roto i ia rōpū.

Each group will have a list of things to complete in this challenge.

Ka takoto he rārangi mahi hei whakatutuki mā ia rōpū.

Collect evidence of each item on the challenge.

Ko tā ia rōpū, he kohikohi taunakitanga o tēnā, o tēnā hanga e mau mai ana ki te rārangi.

Use your cellphone/camera, or method to present evidence of completing the challenge.

Whakamahia ngā waea pūkoro, ngā kāmera, tētahi atu hanga rānei hei whakaatu i ngā taunakitanga o tā koutou whakatutuki i ia mahi kei te rārangi.


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ANZAC

Ngā Tohutohu

Ka mahi takitoru ki te kohikohi taunakitanga (hei tauira, ka whakaahuatia, ka hopukina rānei te reo), mai i ētahi tāngata kei waho atu o te wānanga reo, o ngā mea e whai ake nei:

1. Te ingoa o tētahi tangata e mōhio ana ki te roanga atu o te ingoa ‘ANZAC’. (Australian and New Zealand Army Corps)

2. Te ingoa o tētahi tangata ka tika tana whakaatu mai he wāhanga te whawhai ki Karipori nō tēhea pakanga nui. (te Pakanga Tuatahi o te Ao)

3. Te ingoa me te whakaahua o tētahi tangata ka tika tana whakaatu mai i ngā kai o roto i ngā pihikete ANZAC.

4. He tauira o te pihikete ANZAC. (mai i te whare hokomaha)5. Te ingoa o tētahi tangata ka tika tana whakaatu mai e waitohu ana te popi whero i

te aha. (e waitohu ana i te aranga ake anō, me te whakamaumaharatanga)6. He whakaahua o te waitohu whakamaumahara ki te hunga i hinga i te Pakanga

Tuatahi o te Ao. (te popi whero) 7. He pukapuka i tuhia mō te Pakanga Tuatahi o te Ao, mō tētahi tangata/ētahi

tāngata rānei i whai wāhi ki te Pakanga Tuatahi o te Ao (me kimi pea he whakaahua i te whare hoko pukapuka)

8. He whakaahua o te tohu matua o Tāmakimakaurau e tū ana hei whakamaumaharatanga ki te Pakanga Tuatahi o te Ao. (me kimi pea he whakaahua i te whare hoko pukapuka)

Me kohikohi i ēnei taunakitanga me te hoki mai i roto i te wā kua whakaritea. Kia kaha rā koutou ki te kōrero i te reo Māori anake.

In groups of 3 collect evidence e.g. photo or recording (from non-wānanga reo participants) of the following:

1. Name of person who knows what ANZAC stands for. (Australian and New Zealand Army Corps)

2. The name of a person who can tell you which war the Gallipoli Campaign took place. (World War 1)

3. The name and photo of a person who can tell you the ingredients in the ANZAC biscuit.

4. A sample of the ANZAC biscuit. (from a supermarket)5. The name of a person who is able to tell you what the red poppy symbolises.

(symbol of resurrection and remembrance)6. A photo of the symbol of remembrance of those who died in WW1. (red poppy)7. A book written about WW1 or a person/s who took part in WW1. (could source a

photo from a book store)8. A photo of the WW1 memorial in Auckland. (could source a photo from a book

store)

You have a set time to gather the evidence. Endeavour to speak only in te reo Māori.


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ANZAC

Role playingRequirements

A scenario Pen and paper Various props

Explanation

Role playing is an opportunity for the learners to attend to the appropriateness of what they are saying such as the words and sentences they are speaking, and how they are saying it such as intonation, and whether the interaction is socially appropriate for the role they are playing. Role playing is also an opportunity for learners to try out their knowledge of the language and to get a feel for the appropriateness of their language for particular contexts or situations. The teachers role is to give example of language appropriate to the situation and to correct the learners when they use inappropriate language for the context (Palmer, 1970).

Procedure

1. In groups of 3-6 (depending on scenario selected), learners are given a short description of a role play situation.

2. Give them 10-15 minutes to prepare, discuss and practice their role play.3. Groups then present their role play to the whole class.4. Remind learners that they should use the type of language that suits the part they

are playing and the person, or people they are talking to.

Language Support

Role playing gives learners the opportunity to think about what they are saying, and how they are saying it.

Ko te pai o te whakaari, ka āhei ngā ākonga ki te āta whiriwhiri i ā rātou kōrero, me te āhua o te whakaputa i te kōrero.

Get into groups of 3/4/5/6/ etc. Whakarōpūngia koutou kia 3/4/5/6/ etc ki ia rōpū.

I will give your group a scenario to role play.

Ka hoatu e au he kaupapa hei whakaari mai mā koutou.

Your group will have 15-20 minutes to prepare the role play before presenting it to the class.

Kei te takiwā o te 15 ki te 20 meneti kei a koutou ki te whakarite i a koutou i mua i te whakaaritanga mai ki te akomanga.

role play whakaari

scenario kaupapa whakaari

characters kiripuaki

Comment

Role playing has many variations to it. A short story or picture can also be the basis for role playing practice. Remind learners that they should use the type of language that suits the part they are playing and the person, or people they are talking to. An example of this type


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ANZAC

of role play could be ‘You want to leave school early to go to a dentist appointment, what do you say to your teacher, and your friend.

Acknowledgements

This technique was sourced and adapted from Nation, I.S.P (1983). Language Teaching Techniques, pp 82-85. Wellington: Victoria University of Wellington.

References

Nation, P. (1996). Language Teaching Techniques. English Language Publication No. 2. Victoria University of Wellington: English Language Institute.

Palmer, A. Teaching communication. LL XX, 1, (1970), 55-68.


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ANZAC

He Kaupapa WhakaariKaupapa Whakaari 1Hei te wiki e tū mai nei te Rā o Anzac. E matapaki ana koutou ko tō whānau he aha ā koutou mahi mō te kaupapa nei, ā, me pēhea te whakanui i te Rā o Anzac. Kāore i kotahi te whakaaro o te katoa – he whakaaro kē, he whakaaro kē.

Anzac Day is next week and you and your whānau are discussing what the whānau will be doing, and the appropriate way to celebrate Anzac Day. Not everyone in the whānau agrees how best to celebrate Anzac Day.

Kaupapa Whakaari 2Ko tō tāne tētahi o ngā hōia i whai wāhi atu ki te Whaiwhai i Karipori. Kua tae atu koe me ētahi o tana whānau ki te taunga waka, ki te whakanui i tana hokinga mai ki Aotearoa. Kua rikarika katoa koe ki te kite i a ia, engari me tō mōhio anō ko tana whānau anō tērā e wehe ana i te rekareka i tana hokinga mai, e hiahia katoa ana ki te kite i a ia.

Your tāne is a soldier who went and fought in the Gallipoli Campaign. You are meeting him at the wharf with his whānau. You are very excited at his return but understand that his whānau are also excited to see him and welcome him back.

Kaupapa Whakaari 3He kaikawe pūrongo koe. Kua riro mā kōrua ko tētahi pia e ako ana i te mahi a te kaikawe pūrongo, mā kōrua e uiui ngātahi tētahi hōia kua hoki mai i Karipori. Ko tā kōrua mahi, he whai kia rangona māriretia i pēhea tana noho ki Karipori, he aha anō ngā mea i noho hei oranga tinana, hei oranga ngākau, hei oranga wairua mōna i a ia i reira.

You are a reporter and you and your apprentice reporter have been given the task to interview a soldier who has returned from Gallipoli. The aim is to gain a real insight into the time the soldier spent in Gallipoli and what helped him get through that time.


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