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Tongan L7: Context elaborations

Students are expected to begin to engage in sustained interactions and produce increasingly extended texts, in which they explore the views of others, develop and share personal perspectives, and justify, support, or challenge ideas and opinions in different situations. Students are expected to begin responding critically to more extended and varied text types on familiar matters.

Context elaborations are examples for teacher guidance only. They should not be used as assessment tools.

Example 1: Too much TV

Ki he ‘Etita,

‘Oku ou tui fakapapau ‘oku fu ‘u lahi ‘aupito ‘a e sio TV ‘a e fanau ako´. Na ‘e talamai ‘e hoku feleni´ ‘oku ‘ikai ha taha lahi ia ‘i honau ‘api´ he tuku ‘a e ako´. Ko ia, ‘oku fa ‘iteliha pē ia he ngaahi polokalama TV ‘oku sio ai´.

‘Oku hā mahino mei heni ‘a e ngaahi me ‘a´ ni. ‘Uluaki´, ‘oku lahi hono li ‘aki ta ‘etokanga ‘i ‘o e fanau ‘i ‘api´. Ua´, ‘oku ‘ikai ke sivi ‘i ‘e he matu ‘a pe ‘oku taau ‘a e polokalama ‘oku mamata ai ‘a e fanau´. Faka ‘osi´, ‘oku ‘ikai lava ke fakapapau ‘i ‘oku ako pe fai homueka ‘a e fanau´ ‘i ‘api.

‘Oku ou tui ko hono ola´ eni ‘oku hā ‘i he to ‘onga ‘a e fanau´ he taimi´ ni. Mei he ngaahi fakamatala ‘a e nusipepa´, ‘oku nau pehe ‘oku fu ‘u lahi ‘a e fuhu´, lea ta ‘etaau´, anga ta ‘efaka ‘apa ‘apa ‘a e fanau´, mo e ta ‘etokanga ki he ako´. ‘Oku pehē ‘e he ni ‘ihi, ‘oku fekau ‘aki ‘a e sio he ngaahi polokalama kē, tau fana´, tamate´ mo e fuhu he TV´ pea mo e to ‘onga ‘oku hā mei he ‘etau fanau´.

‘I he ‘ene pēhē ‘oku mahu ‘inga ke sivi ‘i ‘a e polokalama kotoa pē pea toki hulu he TV. ‘Oku mahu ‘inga foki ke poupou mai mo e matu ‘a´ mei ‘api ‘i hono ‘ai ha ngaahi polokalama ke mo ‘ua ki ai e taimi e fanau´. Kapau te tau ngāue fakataha, te tau lavame ‘a. Pea ‘oku ou ‘ilo pau, ‘e tupu hake ‘etau fanau´ he kaha´ u ‘i ha ‘ātakai lelei, ‘oku nau mamata mo ako ai he ‘ulungaanga faka ‘apa ‘apa´, talangofua´, mo e ako mālohi´.

Faka ‘apa ‘apa atu

Rebekah Faith

Context and text type

Rebekah, a year 12 learner of Tongan, writes a letter to the editor of a Tongan community newspaper in New Zealand expressing her concerns that children are spending too much time watching TV unsupervised.

Text type

Newspaper article, expository. Productive.

Examples showing how the student is:

Communicating information, ideas, and opinions through increasingly extended and varied texts

Rebekah relays information from a personal conversation with a friend:

  • Na ‘e talamai ‘e hoku feleni ‘oku ‘ikai ha taha lahi ia ‘i honau ‘api he tuku ‘a e ako.

Rebekah expresses certainty about her belief:

  • ‘Oku ou tui fakapapau. ‘Oku ha mahino mei heni.

She expresses her ideas in sequence:

  • ‘Uluaki, ‘oku lahi … Ua … Faka ‘osi …

She identifies behavioural consequences of allowing unsupervised TV time and failing to censor programmes and videos:

  • … ‘oku nau pehe ‘oku fu ‘u lahi ‘a e fuhu´, lea ta ‘etaau´, anga ta ‘efaka ‘apa ‘apa ‘a e fanau´, mo e ta ‘etokanga ki he ako´.

Rebekah suggests steps parents can take to avoid negative behaviours in school, for example:

  • … ke sivi ‘i ‘a e polokalama kotoa pē pea toki hulu he TV. ‘Oku mahu ‘inga foki ke … ‘ai ha ngaahi polokalama ke mo ‘ua ki ai e taimi e fanau´.

Beginning to explore the views of others

Rebekah uses the media to support her argument:

  • Mei he ngaahi fakamatala ‘a e nusipepa, ‘Oku pehe ‘e he ni ‘ihi.

Rebekah quotes the views of others:

  • ‘Oku pehe ‘e he ni ‘ihi, ‘oku nau pehē, ngaahi fakamatala ‘a e nusipepa.

Rebekah’s readers will be challenged to explore their own views in relation to the ideas that she is expressing.

Beginning to develop and share personal perspectives

Rebekah proposes an alternative course of action:

  • … mahu ‘inga ke sivi ‘i ‘a e polokalama kotoa pē pea toki hulu he TV … ‘ai ha ngaahi polokalama ke mo ‘ua kiai e taimi e fanau´.

She expresses conditions and possible consequences:

  • Kapau te tau ngāue fakataha, te tau lavame ‘a … ‘e tupu hake ‘etau fanau ‘i ha ‘ātakai lelei, ‘oku nau sio mo ako ai he ‘ulungaanga faka ‘apa ‘apa, talangofua, mo e ako mālohi.

She shares her views on the subject:

  • ‘oku mahu ‘inga ke sivi ‘i ‘a e polokalama. ‘Oku ou tui fakapapau ‘oku fu ‘u lahi ‘aupito ‘a e sio TV ‘a e fanau ako.

Beginning to justify own ideas and opinions

Rebekah draws connections between an action and its consequences:

  • ‘Oku ou tui ko hono ola´ eni ‘oku hā ‘i he to ‘onga ‘a e fanau´ he taimi ni … ‘oku fekau ‘aki ‘a e sio he ngaahi polokalama kē … mo e to ‘onga ‘oku ha mei he ‘etau fanau´.

She interprets and presents information:

  • ‘Oku ha mahino mei heni … ‘oku lahi hono li ‘aki ta ‘etokanga ‘i ‘o e fanau ‘i ‘api; ‘oku ‘ikai … ako pe fai homueka ‘a e fanau´ ‘i ‘api.

Beginning to support or challenge the ideas and opinions of others

Rebekah expresses her views on censorship:

  •  mahu ‘inga ke sivi ‘i ‘a e ngaahi polokalama kotoa pē pea toki hulu he TV.

She issues a challenge to parents:

  • Ka ‘oku toe mahu ‘inga pē foki ke poupou mai mo e matu ‘a mei ‘api.

She demonstrates an understanding of causal factors and effects:

  • ‘Oku ha mei heni ‘a e me ‘a lalahi ‘e tolu … ‘oku lahi hono li ‘aki ta ‘etokanga ‘i ‘o e fanau ‘i ‘api … ‘oku ‘ikai ke sivi ‘i ‘e he matu ‘a pe ‘oku taau ‘a e polokalama ‘oku sio ai ‘a e fanau.

Rebekah’s ideas will support or challenge the views of her readers.

Beginning to engage in sustained interactions and produce extended texts

The text illustrates the use of conjunctions, for example, mo e, to join main clauses:

  • Mei he ngaahi fakamatala ‘a e nusipepa´, ‘oku nau pehē ‘oku fu ‘u lahi ‘a e fuhu, lea ta ‘etaau, anga ta ‘efaka ‘apa ‘apa ‘a e fanau´, mo e ta ‘etokanga ki he ako´.

Rebekah structures her letter well, with one idea per paragraph:

  •  … fu ‘u lahi e sio TV … me ‘a lalahi … to ‘onga ‘a e fanau … me ‘a ke fai …

While most of the letter is expressed in the present tense, there is some variation; for example, when Rebekah uses naꞌe to refer to the past:

  • Na ‘e talamai ‘e hoku feleni ‘oku ‘ikai ha taha lahi ia ‘i honau ‘api he tuku ‘a e ako.

Rebekah uses language that expresses time; for example:

  •  tuku ‘a e ako´; he taimi´ ni; he kaha ‘u, and place, for example, honau ‘api´; ‘ātakai lelei.

The letter exemplifies the use of descriptive words to portray the kinds of behaviour believed to result from watching too many violent and unsuitable movies:

  •  fu ‘u lahi ‘a e fuhu; lea ta ‘etaau; anga ta ‘efaka ‘apa ‘apa ‘a e fanau´; mo e ta ‘etokanga ki he ako´.

Interpreting ways in which the target language is organised in different texts and for different purposes

Letter writing conventions are used; for example, when addressing the editor:

  •  Ki he ‘Etita, and when closing: Faka ‘apa ‘apa atu.

While the letter mostly uses lea tavale or everyday language (for example, sio, sivi ‘i, talamai, to ‘onga), there are instances of lea fakamatāpule (for example, taau and mamata). This is acceptable when writing in lea faka-Tonga, as clarity is of the utmost importance.

As letters to the editor are constrained by a word limit, the letter is carefully worded, concise, and to the point. This can be seen in the opening line, which gives a brief overview of the subject:

  • ‘Oku ou tui fakapapau ‘oku fu ‘u lahi ‘aupito ‘a e sio TV ‘a e fanau ako´.

Opportunities for developing intercultural communicative competence

Students could explore how the same issue could be presented using different text types and to different audiences, for example, as a speech, video presentation, debate, or song. What language, conventions or protocols might students use/observe when creating such texts? What stimulus material might they use? What comparisons could they make with English and their own languages?

Last updated January 16, 2013



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