Dycomm
In pairs or groups, get the students to take part in a dycomm task, in which each student possesses a different but essential bit of information that is needed to complete the task. For example, a student could have some of the steps of a recipe and their partner could have the other ones. The students then have to combine their knowledge and communicate in te reo Māori in order to work out the entire recipe.
For an example of a four-person dycomm task for teaching prepositions, see resource sheet 3.10. Each student has to ask and answer questions about the location of different things in the kitchen.
For example, they might say in te reo Māori:
| Maori vocabulary | English translation |
|---|---|
| Kei hea te/ngā ...? | Where is/where are the ...? |
| Kei runga i te tēpu te pouaka-kai. | The lunch box is on the table. |
| Kei mua i ngā pihikete te naihi koi. | The sharp knife is in front of the biscuits. |
| Kei te taha mauī o te puoto te naihi. | The knife’s on the left side of the sink. |
| Kei raro i te parāoa te papa parāoa. | The breadboard is under the bread. |
| Kei runga i te tēpu te pepa piri kai. | The cling wrap is on the table. |
| Kei muri i te naihi koi ngā pihikete. | The biscuits are behind the sharp knife. |
| Kei runga i te tēpu-mahi te pereti. | The plate’s on the bench. |
| Kei te taha mauī o te parāoa te tote. | The salt’s on the left side of the bread. |
| Kei runga i te whata te hēki. | The egg is on the shelf. |
| Kei roto i te ipu-huarākau te āporo. | The apple’s in the fruit bowl. |
| Kei runga i te whata te tiamu. | The jam’s on the shelf. |