Gagana Sāmoa L6: Context elaborations
Students are expected to communicate information, ideas, and opinions, and express and respond to personal ideas and opinions in areas of most immediate relevance. The content and language of the communication is targeted beyond the immediate context to include the expression of opinions. Students are expected to understand and produce a variety of text types.
Example 1: Personal narrative
Ua taunuu le vaalele i Aukilani. Ua ou toe lagona le malulu o Niu Sila aua e vevela le tau i Sāmoa. E le galo foliga fiafia o si o ‘u aiga ma uo fou na maua i la ‘u tafaoga pu ‘upu ‘u. Ou te manatua fo ‘i meataumafa mananaia a Sāmoa, pei o esi, niu, ma le popo e fai ai le peepee ma le miti. Sa le misi la ‘u ti ‘eti ‘e i pasi e alu ai i Apia ma lo ‘u tauusoga ona e manaia le musika leo tele. O le maketi foi e tumutumu i tagata e fai faatau i aso uma. Ou te le ‘i toe fia sau i Niu Sila le atunu ‘u televave, ona ua manaia lava le to ‘afilemu ma le saogalemu o Sāmoa ia te a ‘u. O le isi malologa i le fa ‘ai ‘uga o le tausaga o le a ou toe alu i Sāmoa ma nofo ai atonu e selau pasene ai la ‘u tautala fa ‘a–sāmoa.
Context and text type
Peter writes an article on his recent holiday in Sāmoa to be published in a local community newspaper. Here is an extract from the text he produces.
Text type
Personal narrative, written. Productive.
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Examples showing how the student is:
Communicating information, ideas, and opinions beyond the immediate context
Peter uses a sentence with a compound structure to give a reason:
- Ua ou toe lagona le malulu o Niu Sila aua e vevela le tau i Sāmoa.
He uses the imperfect tense to describe a past habit:
- Sa le misi la ‘u ti ‘eiti ‘e i pasi …
He indicates his intentions by using the future tense:
- … o le a ou toe alu i Sāmoa mo nofo ai.
Peter gives information and reflects on his experiences:
- Sa le misi la ‘u ti ‘eti ‘e i pasi e alu ai i Apia ma lo ‘u tauusoga ona e manaia le musika leo tele.
Expressing and responding to personal ideas and opinions
Peter expresses an opinion:
- O le maketi foi e tumutumu i tagata e fai faatau i aso uma.
Peter responds to his own reflections on his recent experience:
- Ou te le ‘i toe fia sau i Niu Sila le atunu ‘u televave.
Communicating appropriately in different situations
Peter uses respectful terms, for example: Meataumafa.
Peter does not use respectful terms when referring to himself:
- Ou te le ‘i toe fia sau i Niu Sila.
Understanding how language is organised for different purposes
Peter’s use of the 't' style illustrates the formal language that is appropriate in written texts:
- E le galo foliga fiafia o si o ‘u aiga ma uo fou na maua i la ‘u tafaoga pu ‘upu ‘u.
Peter uses extended sentences as is appropriate in written texts:
- Ou te le ‘i toe fia sau i Niu Sila le atunu ‘u televave, ona ua manaia lava le to ‘afilemu ma le saogalemu o Sāmoa ia te a ‘u.
Because the text is for publication in a community newspaper and will be read by all ages, formal language patterns and respectful forms are used.
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Opportunities for developing intercultural communicative competence
Using the sentence, 'Ou te manatua fo ‘i meataumafa mananaia a Sāmoa, pei o esi, niu, ma le popo e fai ai le peepee ma le miti as a starting point', investigate the kinds of foods that are typically Sāmoan and compare and contrast these with the foods that are typical in New Zealand and/or own cultures. What values are associated with particular food items? Make comparisons and connections across cultures.
Investigate the use of respectful/formal words, for example, meataumafa, in a range of different written texts. Compare and contrast their use with respectful/formal words in equivalent English language texts.
Explore different experiences of going on holiday. What does 'holiday' mean to students? What special holidays do Sāmoa and New Zealand celebrate? How are they celebrated? What meanings and values do these holidays have? How could students make use of these understandings when communicating in gagana Sāmoa with other speakers of the language?
Last updated March 27, 2013
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