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Tongan L7: Example 2

Example 2: Healthy living article

Ko e fakahinohino ki he mo‘ui lelei´

‘Oku ke fie mo ‘ui fuoloa mo mo ‘ui lelei?

Kuo ‘osi fakamo ‘oni ‘i ‘e he ngaahi fakatotolo fakasaienisi ‘e lava ‘eni ‘o kapau te ke fakamālohisino ma ‘u pē, pea ma ‘u ‘a e me ‘akai fakatupu mo ‘ui lelei.

Ko e lava ‘etau ngāue faka ‘aho´, ko e mo ‘ui lelei hotau sino´.

‘Oku mahu ‘inga ke ‘oua te tau fokoutua ‘i ha fa ‘ahinga mahaki.

Ko e kakai mahamahaki´ ko e fakakavenga lahi ki he Potungāue Mo ‘ui´ mo e Pule ‘anga´.

‘Oku mahu ‘inga ke tau ngāue leva ki ai ke tau mo ‘ui lelei mo fiefia foki. 

Tā e lango´ kei mama‘o

… ‘aki hao fakapapau’ i ‘oku ke …

Ma‘u ‘a e me‘akai: Vesitapolo, fua ‘i ‘akau; mā uite; hu ‘akau mei he hina tapuni lanu pūlū vaivai´; kakano ‘i manu ‘oku ‘ikai ke ngako´.

Fakamālohisino hangē ko e: kaka he sitepu´; luelue he ‘aho kotoa; va ‘inga mo e fānau´; kosi mo hiko ‘a e musie´; luelue ki he ngāue´ kapau ‘oku ke nofo ofi ai.

Manatu‘i foki kuo pau ke´ ke

Kai ‘a e me ‘akai ngaohi ‘i ‘api; ‘oua ‘e kai e me ‘akai fakatau mei falekai´; ma ‘u fale ‘i mei ho ‘o toketa´; kai pongipongi ma ‘u pē he ko e houa kai mahu ‘inga ia; lau ‘a e ngaahi fakahinohino he me ‘akai ‘oku ke fakatau´; pea inu vai he lolotonga ‘a e ‘aho´.

Context and text type

A magazine article (adapted), which provides instructions and advice on healthy living.

Text type

Magazine article, persuasive writing. Receptive.

Observations a student might make concerning:

Information, ideas, and opinions communicated in the text

The writer suggests what might happen if you eat well:

  • ‘E lava ‘eni ‘o kapau te ke Fakamālohisino ma ‘u pe …

The writer provides information and ideas on how to stay healthy and live a long life:

  • Ma ‘u ‘a e me ‘akai vesitapolo, fua ‘i ‘akau … kaka he sitepu; luelue he ‘aho kotoa.

How the writer explores the views of others

The writer uses scientific evidence to support the views expressed:

  • Kuo ‘osi fakamo ‘oni ‘i ‘e he ngaahi fakatotolo fakasaienisi ‘e lava ‘eni ‘o kapau.

How the writer develops and shares personal perspectives

The writer develops and shares views on health concerns, for example, how lifestyle diseases can be a drain on the country’s resources:

  • pea ‘oku hoko ia ko e fakakavenga lahi ki he Potungaue Mo ‘ui mo e Pule ‘anga.

They suggest that prevention is better than cure:

  • Tā e lango´ kei mama ‘o … ‘aki ho ‘o …

They recognise the link between a healthy life and the ability to function well – each supports the other:

  • Ko e lava ‘etau ngāue faka ‘aho, ko e mo ‘ui lelei hotau sino.

How the writer justifies their own ideas and opinions

The writer states that the information and advice presented in the article has been confirmed by scientific research; for example:

  • Kuo ‘osi fakamo ‘oni ‘i ‘e he ngaahi fakatotolo fakasaienisi ‘e lava ‘eni ‘o kapau.

The writer uses a well-known Tongan proverb: 'Tā e lango´ kei mama ‘o', which says it is best to be prepared well ahead of time. 'Lango' refers to the wooden board or slip on which a boat is drawn ashore. It is better to prepare the slip well before it is needed in case strong winds arrive unexpectedly and the boat can’t be hauled high and dry. This proverb is used to emphasise and justify the idea that prevention is better than dealing with consequences.

How the writer supports or challenges the ideas and opinions of others

The article challenges readers with a question:

  • ‘Oku ke fie mo ‘ui fuoloa mo mo ‘ui lelei?

The article challenges people to adopt a healthy lifestyle:

  • Kai ‘a e me ‘akai ngaohi ‘i ‘api; ‘oua ‘e kai e me ‘akai fakatau mei falekai.

How the language in the text is organised for the writer’s purpose

The writer uses short phrases and bullets to make it easy for the readers to follow and access the ideas, for example:

  • Vesitapolo, fua ‘i ‘akau; mā uite; hu ‘akau mei he hina tapuni lanu pūlū vaivai; kakano ‘i manu ‘oku ‘ikai ke ngako.

The writer uses verbs to emphasise action and to give the advice a commanding tone. For example:

  • Ma ‘u ‘a e me ‘akai, fakamalohisino, manatu ‘i ke … Ngaohi … Talanoa … kai … lau … luelue … va ‘inga …

The article mostly uses lea tavale (everyday language), as can be seen in the use of words such as 'kai', 'luelue', 'kosi', 'kaka', 'hiko', 'nofo', 'mahamahaki'. But it is a carefully chosen and respectful form of 'lea tavale'.

The article also contains some instances of 'lea fakamatāpule'; for example, 'fokoutua, ma ‘u' (in reference to 'kai' [eat]). This is because the equivalent words in 'lea tavale' are considered not sufficiently respectful. The writer chooses this mix of 'lea tavale' and 'lea fakamatāpule' to ensure that the message is easily understood and that readers are not offended by less acceptable language forms.

The author uses persuasive devices to add urgency to recommendations; for example:

  • fakapapau ‘i ke ke … manatu ‘i kuo pau ke ke … mahu ‘inga ke tau ngāue leva ki ai.

Opportunities for developing intercultural communicative competence

Students could prepare a speech in lea faka-Tonga based on the proverb 'Ta e lango´ kei mama ‘o'. What language and cultural knowledge might they need to know and use for their speech to be successful?

Students could investigate other lea faka-Tonga texts (oral, written, and visual) on health issues and use ideas from them to create texts of their own for different audiences. Texts could be, for example, letter, poster, video presentation, speech, song, or debate. For each text type, what language and cultural knowledge would students need to be effective?

Last updated January 16, 2013



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