Ta'iala mo le Gagana Sāmoa - Pasifika Education Community

Vāega 1: ‘O ni fa‘ata‘ita‘iga i le fa‘atinoga o a‘oa‘oga ma iloilogaLevel 1: Suggested learning and assessment activitiesNot all of the following activities are suitable for every age group. Teachers will select those thatare appropriate, adjust a particular activity to suit the needs of their students, or make up their ownactivity appropriate to the objectives to be met. Some activities specific to cultural learning are listedabove, under the heading Suggested aspects of fa‘asāmoa. It is also important to acknowledge thecultural context present in all genuinely communicative activities so that students are supported asthey acquire the linguistic and the cultural knowledge and skills they need to communicate confidentlyand effectively with other speakers of gagana Sāmoa.Gagana fa‘alogo ma le tautalaOral language: Listening and speakingStudents could be learning through:• distinguishing between the sounds of gagana Sāmoa and those of other language(s);• listening to short texts and identifying certain sounds, words, or phrases;• identifying letter and sound combinations to indicate particular meanings, for example,luga and luma;• listening to simple stories, poems, or songs and saying which they enjoy the most;• listening to simple descriptions of common objects, for example, items in the classroom, andidentifying these non-verbally, for example, by pointing to them or drawing them;• responding to requests for personal details, for example, name, age, address, or phone number;• taking turns to name common objects, for example, peni, ‘api, ‘ato, potu;• taking part in short, contextualised conversations on a familiar topic, for example, discussingwhat they like and dislike;• giving and responding to simple descriptions of themselves, family members, other people,or simple objects, for example, ‘o le teine matua, ‘o le pūlou mūmū, ‘o le ‘api uliuli;• requesting that objects be given or handed to them, for example, ‘aumai lau peni, ‘ou te lēmālamalama;• responding appropriately to classroom language, for example, roll call, or questions;• role-playing introductions;• role-playing asking for and giving a name, address, and telephone number.53Gagana faitau ma le tusitusiWritten language: Reading and writingStudents could be learning through:• reading a range of simple texts in gagana Sāmoa to extend their vocabulary knowledgeand interpret meaning;• reading gagana Sāmoa names (for example, at roll call, using a greeting and response –“Tālofa Sina”, “Tālofa lau susuga”) to develop their pronunciation accuracy;• reading short descriptions of familiar objects and matching the descriptions to pictures;• listening to each other speak gagana Sāmoa, writing down exactly what they hear withoutaltering the spoken text (for example, a simple telephone message), and then showing thewritten version to the speaker for verification;• recognising and producing sounds, letters, and vowel combinations of the mata‘itusi o legagana Sāmoa (Samoan alphabet);