Gagana Samoa Full

GAGANA SĀMOA
Published 2009 for the Ministry of Education

by Teuila Consultancy, P.O. Box 78321 Grey Lynn, Auckland 1245
and Ethnic Communications Ltd, P.O. Box 47893 Ponsonby, Auckland 1144.
All text and translation copyright © Crown 2009

All illustrations copyright © Crown 2009
All rights reserved. Enquiries should be made to the publisher.
ISBN 978-0-478-34186-7
Item number 119346.
Further copies may be ordered from the Ministry of Education Customer Services,
freephone 0800 660 662, freefax 0800 660 663,
by email: orders@thechair.minedu.govt.nz
or online at www.thechair.minedu.govt.nz.
Please quote item number.
Mua Ō! An Introduction to Gagana Sāmoa

PREFACE
GAGANA SĀMOA
Units Unit Titles Page
PREFACE ACKNOWLEDGEMENTS 3
INTRODUCTION TO MUA O! 5
GLOSSARY 15
OVERVIEW OF THE MATĀ'UPU 24
AUDIO CD INDEX 26
DVD INDEX 29
FOLASAGA INTRODUCTION 31
MATĀ'UPU 1: TĀLOFA! HELLO! 51
MATĀ'UPU 2: TĀLOFA LAVA FORMAL GREETINGS 69
MATĀ'UPU 3: E FIA? E TO'AFIA? HOW MANY? 87
MATĀ'UPU 4: ASO MA MĀSINA DAYS AND MONTHS 107
MATĀ'UPU 5: 'O AI? 'O LE Ā? 'O FEA? WHO? WHAT? WHERE? 126
MATĀ'UPU 6: 'O Ā AU MEA NĀ E FAI? WHAT ARE YOU DOING? 147
MATĀ'UPU 7: LO'U 'ĀIGA MY FAMILY 163
MATĀ'UPU 8: 'UA TĀ LE FIA? WHAT’S THE TIME? 180
MATĀ'UPU 9: 'O LŌ MĀTOU FALE OUR HOUSE 197
MATĀ'UPU 10: TOE ILOILO REVISION 219
MATĀ'UPU 11: LE TAU MA ONA VĀEGA THE WEATHER AND SEASONS 223
MATĀ'UPU 12: LO'U TINO MY BODY 243
MATĀ'UPU 13: LĀ'EI MA LANU CLOTHES & COLOURS 260
MATĀ'UPU 14: SIVA MA FA'AFIAFIAGA PERFORMING ARTS 278
MATĀ'UPU 15: TĀ'ALOGA SPORTS AND GAMES 287
MATĀ'UPU 16: GALUEGA TAULIMA HANDICRAFTS 299
MATĀ'UPU 17: MEA'AI MA ONA TĀPENAGA FOOD AND MEAL PREPARATION 314
MATĀ'UPU 18: FA'ATAUGA I MĀKETI SHOPPING AND THE MARKETS 342
MATĀ'UPU 19: VALA'AULIA INVITATIONS 355
MATĀ'UPU 20: MUA Ō!… MUĀ! 372
Mua Ō! An Introduction to Gagana Sāmoa 2

PREFACE
GAGANA SĀMOA
Acknowledgements
Mua Ō! was developed for the Ministry of Education by Teuila Consultancy and Ethnic Communications Ltd.
The developers acknowledge the assistance provided by the following:

The Ministry of Education’s Advisory Group who provided valuable language and cultural
information.
Fa'anu'ualii Anitere'a (Clyde Quay School, Wellington)
Lemalu Kalolo Masina (Aotea College, Wellington)
Tuiavi'i Eliu Samuelu (Clover Park School, Auckland)
Ututaufao Setu-Leota (Aranui High School, Christchurch)
Clara Tuifao (Naenae Intermediate School, Wellington)
Vitalia Tulaga (Kingsford Primary School, Auckland)
Selaima Sauafea Tula'i (Southern Cross Campus Middle School, Auckland)
and Annette Lole Karepa (National Coordinator: Pasifika Languages & Resources)
Individuals in Sāmoa
The late Tautapilimai Levaopolo Tupae Esera, Chief Executive Officer of the Ministry of
Education, Sport and Culture (MESC) for his encouragement and for allowing access to
schools in Sāmoa;
Aiono Mose Su'a who kindly provided access for the film crew to film Sāmoa’s Independence
celebrations.
The developers offer sincere thanks to the following schools for allowing their students to participate
and for the use of their facilities for filming this resource.
Douglas Bader Intermediate School (New Zealand)
Leifiifi College (Sāmoa)
Falefitu Primary School (Sāmoa)
Vaiala Beach School (Sāmoa)
Fa'afetai tele to the following schools for trialling the resource and providing helpful feedback to the
developers:
Douglas Bader Intermediate School
Sir Edmund Hillary Collegiate (Middle School)
Southern Cross Campus Middle School
Stanhope Road Primary School

PREFACE
GAGANA SĀMOA
Sincere thanks are also extended to the developer’s Consultative Group who contributed to the development
and fine tuning of the print material. They also monitored the quality of gagana Sāmoa used on the DVD
and Audio CD.
Toesulu Brown (Auckland Girls Grammar School)
Muliagatele Vavao Fetui (University of Auckland)
Jason Swann (Auckland)
Faimai Pisu Tuimauga (Pacific Education Centre)
Silvia Insley (University of Auckland)

PREFACE
GAGANA SĀMOA
INTRODUCTION TO MUA Ō!
Tālofa lava!
Welcome to the Learning Languages Series, Mua Ō! An Introduction to Gagana Sāmoa. This resource
provides an integrated package of flexible entry-level resources for teachers, and for students who are
new learners of gagana Sāmoa (the Samoan language).
For many teachers this resource may be their first encounter with gagana Sāmoa. It is designed for
this purpose. It supports teachers to become facilitators in the classroom learning along with, and in
some cases, from their students. Students who are speakers of gagana Sāmoa will be able to help the
teacher and other students.
General Information
Gagana (pronounced ‘nga nga na’) is the Samoan word for language. Throughout this resource, the
words gagana Sāmoa are used for Samoan language. The term matā'upu is used throughout the
resource instead of the word ‘unit’.
The title words Mua Ō! are commonly used on ceremonial occasions to call people together for a
performance. Traditionally when a leader makes this call, it signals the start of a ceremonial performance
and the call triggers an immediate response from the people who then begin to move together or
assemble for a performance. This call has been used as the title because it calls learners together. It is
also the title of the final matā'upu (20) where the learners and their communities are called together
to celebrate their learning.
The Components of this Resource.

Mua Ō! An Introduction to Gagana Sāmoa consists of a DVD, a CD and printed materials covering
20 units or matā'upu. There is also an introductory matā'upu or folasaga. Each matā'upu comprises
three half-hour lessons. It is acknowledged that some matā’upu may take longer to complete and
it may not always be possible to accommodate three lessons within one school week. Schools are
encouraged to work through the resource at a pace suitable to the level of interest to the learners.
Depth of understanding rather than superficial coverage is desirable.
The DVD
The DVD provides audio-visual background and support material for each matā'upu of the series and
sets the scene for the ensuing lessons. It is intended that the DVD be played at the beginning of each
matā'upu as a means of introducing the language and culture for that matā'upu.
The DVD follows the home and school life of Sina, a student in New Zealand, as she develops a
friendship with Malia in Sāmoa. Each DVD unit runs for approximately four to six minutes and contains
a language and in most matā'upu a cultural focus. The commentary for the cultural focus is largely in
English, although gagana Sāmoa will be heard in real contexts. A transcript of these cultural segments
is provided. Repetitive viewing of the DVD is recommended to support the language learning concept
of adding a little more language regularly (a little and often). A DVD transcript for each gagana Sāmoa
scenario is provided at the end of each matā'upu.

PREFACE
GAGANA SĀMOA
The Audio CD
The Audio CD provides audio resources such as the pronunciation of new language and the introduction
of songs and listening tasks. It provides audio practice for the learners. A transcript of the audio resources
is provided at the end of each matā'upu.
The Printed Materials

The folder of written materials includes this preface, the introduction or folasaga, and 20 matā'upu or
units of work each with three lesson plans. Each matā'upu has its own learning intentions and success
criteria, curriculum links, language targets and notes for the teacher. The teacher’s notes for each
matā'upu provide full explanations of the language and culture focus of the unit. The sequence of the
Samoan alphabet or mata'itusi o le gagana Sāmoa is used to order the lessons (Lesona A, Lesona E and
Lesona I). All the resources required are listed on the first page of each lesson or lesona. OHTs, wall
charts, maps, worksheets and song sheets are included in this resource.
The introductory unit - Folasaga - provides a brief summary of some aspects of cultural, historical and
geographical information on Sāmoa which will be covered in the series. It is intended as a starting
point only, and could interest students to find more information for themselves from other sources.
Matā'upu 1-9 contain most of the new language of the course. Matā'upu 10 is a revision unit. Matā'upu
11–19 combine cultural and language knowledge to specifically prepare students for a celebration
of their learning of gagana Sāmoa in Matā'upu 20. This celebration is intended to bring together all
aspects of the Mua Ō! series.
The Pedagogical Approach to Learning Gagana Sāmoa

Mua Ō! An Introduction to Gagana Sāmoa is based on levels 1 and 2 of Learning Languages in the New
Zealand Curriculum (2007) and Ta'iala mo le Gagana Sāmoa: The Gagana Sāmoa Guidelines (2009).
Links to other curriculum areas are also suggested, so that gagana Sāmoa can be incorporated into
many aspects of school life.
Communication in gagana Sāmoa is the goal. Research in learning a language in a classroom setting
emphasises the importance of communication in the new language by providing students with multiple
opportunities to hear and use the new language1.
Language (gagana Sāmoa) and culture (fa'asāmoa) are inextricably linked, as language (including body
language) expresses culture. Mua Ō! covers levels 1 and 2 of Ta'iala mo le Gagana Sāmoa: The Gagana
Sāmoa guidelines (2009). At curriculum levels 1 and 2, students can recognise that gagana Sāmoa
(Samoan language) and aganu'u fa'asāmoa (Samoan culture), are organised in particular ways. Students
can also make connections with other known language(s) and culture(s). Many of the learning tasks
provide opportunities for students to make connections with their own language(s) and culture(s) and
students are encouraged to notice and make connections in Learning Languages just as they do in other
learning areas. The purpose of such comparison and contrast is so that, “As they [students] compare
and contrast different beliefs and cultural practices including their own, they understand more about
themselves and become more understanding of others”. (Ministry of Education, 2007, p. 24).
1
Lo Bianco, J., A.J. Liddicoat, and C. Crozet (eds) (1999). Striving for the Third Place: Intercultural Competence through Language Education.
Australia: the National Languages and Literacy Institute of Australia Ltd.

PREFACE
GAGANA SĀMOA
Listening and speaking are essential to language development. To acquire gagana Sāmoa literacy
skills, students need to be given the opportunities to hear and speak the language. They need to
have opportunities to be amongst Samoan speakers, and to participate or be exposed to Samoan
cultural events. This will help them develop a sense of sounds and patterns of the language. Parents,
relations and members of the community can be welcomed into the classroom to help with cultural
and language knowledge.
Use of the DVD to revise language targets
DVD: Without sound
Select a certain part of the DVD clip which targets the language you want students to revise.
View the short clip where students are speaking the language in context. However mute the sound
OR pause the DVD before/after the expressions are used.
Ask students to predict the language being used in this context.
Replay the clip to confirm/clarify their predictions.
DVD: Without picture

View the short clip where students are speaking the language in context.
Blank the screen so students cannot see the DVD and rely on their listening skills to pick up the language
as well as any social clues as to who might be speaking.
e.g. Is it a male or female talking? How could you tell by the language being used?
What age group are the speakers? How could you tell by the language being used?
Where is the scene? What language clues did you use to predict?
Ask students questions about what they are hearing to review the context of the language spoken.
Replay the clip with visual support to confirm/clarify their thinking
Achievement Objectives for Learning Languages in the New Zealand Curriculum
Levels One and Two Learning Languages

Proﬁciency Descriptor
Students can understand and use familiar expressions and everyday vocabulary. Students can interact in a simple way in supported situaions.
(Adapted from Common European Framework for Languages. Global Scale Level A1: Basic User; Council of Europe, 2001.)
Communication
In selected linguistic and sociocultural contexts, students will:
Selecting and using language, symbols, and Managing self and relating to others Participating and contributing in communities
texts to communicate • Produce and respond to questions and • Show social awareness when interacting with
• Receive and produce information requests. others.
Language Knowledge Cultural Knowledge

Students will: Students will:
• Recognise that the target language is organised in particular ways. • Recognise that the target culture(s) is (are) organised in particular ways
• Make connections with their own language(s). • Make connections with known culture(s).
Source: Ministry of Education (2007). The New Zealand Curriculum.

PREFACE
GAGANA SĀMOA
The chart shows that there are three strands in learning: communication, language knowledge,
and cultural knowledge. Communication is achieved through language use. The core to this is the
development of language knowledge and cultural knowledge. At levels one and two students should
communicate by understanding and using familiar expressions and everyday vocabulary and interacting
in a simple way in situations where they have support of their class and teacher.
To communicate, learners need to use sentences and phrases to express everyday needs, for example,
fa'amolemole (please); fa'afetai (thank you); fa'amolemole, toe fai mai (excuse me, please could you
repeat that), or 'o le ā le 'upu Sāmoa mo …………. (how do you say …………. in gagana Sāmoa?). A
list of these everyday expressions is included below.
If students frequently use gagana Sāmoa inside and outside the classroom they will speed up their
learning. Students who take an active role in their learning and use new language experimentally
make good progress. Ideally language should be a process of exploration (Lo Bianco et al, 1999).
Teacher and students do not need to understand every word of gagana Sāmoa that they hear.
Classroom Language
Teachers are encouraged to use gagana Sāmoa in the classroom as much as possible, especially
for instructions and praise. A list of commonly used classroom gagana is given below. Teachers are
encouraged to display language for students to use around the classroom.
fa'alogo mai listen toe fai mai say it again/repeat that
fa'afetai thank you tulou excuse me
fa'amolemole please lelei good
tilotilo mai look this way lelei tele very good
tū i luga stand up mālō well done
si'i lou lima raise your hand mālō lava very well done
Interactive Learning Tasks

Mua Ō! is a communicative language programme. Pair and group work are promoted. Each lesson
contains suggested learning tasks. Learning tasks are designed to provide hands-on opportunities for
students to be involved and to participate in meaningful and interactive ways using gagana Sāmoa.
Any of the worksheets from this resource can be photocopied, cut up and used for interactive games
like ‘Fish’ or ‘Memory’. Instructions for these games are given in the Teacher’s Notes for the matā'upu as
well as in the Lesson outlines under suggested learning tasks. Student instruction sheets are included in
the relevant matā'upu. The Learning Languages site on TKI provides useful additional information, links
to other websites and a range of support materials: http://www.tki.org.nz/e/community/language/.
Teachers can also access other useful gagana Sāmoa resources such as the Tupu series and the Folauga
series through the Ministry of Education.
Multi level teaching

Students and teachers in one class may have a wide range of levels of prior knowledge and understanding
in gagana Sāmoa. In some classes there may be students who are fluent native speakers of gagana
Sāmoa. The matā'upu in this resource acknowledge this by suggesting extension tasks. For example
presenting a skit or role play in gagana Sāmoa will give students the opportunity to use the language
at their own level.

PREFACE
GAGANA SĀMOA
Assessment
In the Learning Languages learning area in this resource only the communications strand is assessed.
The two supporting strands, language knowledge and cultural knowledge, are only assessed indirectly
through their contribution to the communication.
“The primary purpose of assessment is to improve students’ learning and teachers’
teaching as both student and teacher respond to the information that it provides”,
p.39, Ministry of Education, 2009.
Assessment to improve student learning involves gathering, analysing, interpretation, and use of
information that can provide evidence of student progress. Teachers can collect evidence of student
progress by observing students as they carry out the communicative learning tasks in each matā'upu.
“Analysis and interpretation often take place in the mind of the teacher, who then uses
the insights gained to shape their actions as they continue to work with their students”,
p.39, Ministry of Education, 2009.
The Samoan Language

Gagana Sāmoa is one of five Polynesian languages (Tuvaluan, Tokelauan, Pukapukan and Niuafo'ou) that
make up a group called the Samoic languages. However it is similar also to other Polynesian languages such
as te reo Māori, lea faka-Tonga, vagahau Niue, 'ōlelo Hawai'i, and te reo Kuki Airani (Cook Islands Māori).
Polynesian Languages
Western Polynesian Languages
1. Tuvalu
2. Tokelau
3. Pukapuka
4. Sāmoa
2
1
3
5. Niuafo'ou
4
5 7 Eastern Polynesian Languages
10 8 6. Hawaii
11
7. Tahiti
8. Cook Islands Māori
9. New Zealand Māori
Tongic Languages
9
10. Niue
11. Tonga

PREFACE
GAGANA SĀMOA
Gagana Sāmoa is the indigenous language of the Samoan group of islands comprising Sāmoa (formerly
Western Sāmoa) and American Sāmoa. It is spoken in many parts of the world including New Zealand,
Australia, USA, Europe and Asia.
Speaking Samoan
Gagana Sāmoa is a phonetic language. There are no silent letters, consonant clusters, or blends and
every vowel in a word is sounded out. Consonants are always followed by a vowel;
for example [fa–le = fale], [tā–lo–fa = tālofa], [tō-fā = tōfā].
An awareness of the sounds of the Samoan language will help students to become text participants,
users, and analysts. Ongoing practice of the alphabet to learn the letter names and letter sounds is
important. This can be part of all the lessons. Pronunciation activities can help pronunciation, spelling,
reading, and writing.
Alphabet
There are fifteen original letters in the Samoan alphabet, a e i o u f g l m n p s t v and ' or glottal stop
and three borrowed letters from the English alphabet, h k r.
The consonants are read as:
fa nga la mo nu pi sa ti vi he ka ro.
Single vowels can be one letter words, for example:
'i to
'ō there
ō go
'ī yes
A question can also be used as a statement. As with English, intonation determines whether it is a
question.
For example:
E tīgā lou ulu? Higher intonation at the end of sentence. Is your head sore?
E tīgā lou ulu. Lower intonation at the end of sentence. Your head is sore.
All the consonants have the same sounds as in the English alphabet with the exception of ‘g’, which has
the same sound as ‘ng’ in the Maori language or ‘ng’ in the English words sing and long.
Some examples:
igoa pronounced eengoa name
moega pronounced moenga bed
gata pronounced ngata snake
gogo pronounced ngongo seagull
galu pronounced ngalu wave

PREFACE
GAGANA SĀMOA
The vowels have the same sounds as in te reo Māori.
A fale (house) as in whare (house)
E lele (fly) as in rere (fly)
I 'ili (saw) as in iwi (tribe)
O logo (bell) as in rongo (bell)
U tū (stand) as in tu (stand)
In gagana Sāmoa a glottal stop in the spoken word is a “momentary check on the airstream caused
by closing the glottis (the space between the vocal cords) and thereby stopping the vibration of the
vocal cords. Upon release, there is a slight choke, or cough like explosive sound”, (Britannica, 2009). An
example of a glottal stop in English is the sound in the middle of uh-oh.
The sharp sound the glottal stop represents in gagana Sāmoa is thought to replace an original ‘k’ in
ancient Polynesian languages, and which is still retained in some Polynesian languages today. Study
the examples below:
gagana Sāmoa fa'amolemole (please)
lea faka-Tonga fakamolemole (please)
vagahau Niue fakamolimoli (please)
gagana Sāmoa fa'afetai (thank you)

lea faka-Tonga fakafetai (thank you)
vagahau Niue fakaaue (thank you)
The sound of the glottal stop or 'o le leo ta'e can occur between or before vowels but never in association
with a consonant.
Some examples are:
a'o learn
'au handle / team
'ava beard
'ele'ele dust / earth
In written form, the glottal stop is often represented by an inverted comma or koma liliu. Therefore the
shape of the glottal stop may vary according to the font used.
Both the glottal stop and a macron also indicate different meanings for words that otherwise look the
same.
For example:
toto blood 'ava beard
totō to plant āvā wife
pa'u tyre or rubber āva respect
pa'ū fall or drop

PREFACE
GAGANA SĀMOA
The following table from Ta’iala mo le Gagana Sāmoa: The Gagana Sāmoa Guidelines provides a useful
summary of the sounds of gagana Sāmoa.
'O leo (fa'aleoga) o le gagana Sāmoa

Sounds of gagana Sāmoa (phonology)
As with all languages, accurate pronunciation of gagana Sāmoa is important to enable effective
communication.
Vaueli – Vowels
Gagana Sāmoa uses many vowels, and combinations of vowels, to form words. In addition, gagana
Sāmoa uses both short vowel sounds and long vowel sounds.
These can exist independently to convey the meaning of words, for example, the short vowel sound o
as in logo (bell), and the long vowel sound as in the word pō (night). Short and long vowels can also be
used to distinguish word meanings, for example, 'ava (beard or kava); ava (respect); and āvā (wife).
The vowels are listed in the table below, together with gagana Sāmoa words that contain these vowels.
The table also gives examples of English words that have similar vowel sounds. Comparisons with
English sounds can only be approximations. Fluent speakers of gagana Sāmoa are the best models of
pronunciation.
Short Vowel Sounds: Long Vowel Sounds:
a – ah as in up 'apa a – ah as in father tamā

e – eh as in bet fe'e e – eh as in bed pe
i – ee as in be ili i – ee as in meet ipu tī
o–o as in awful ofo o–o as in thought fōliga
u – oo as in two ulu u – oo as in shoe mu
Konesane – Consonants
The pronunciation of the consonants indicated in the table below.
F fa H he
G nga (as in New Zealand Māori) K ka
L la R ro
M mo ' (glottal stop) short sharp sound in the back
N nu of the throat, e.g. 'ena'ena and
P pi (closer to a ‘b’ sound) vi'iga
S sa
T ti
V vi
Source: Ministry of Education (2009). Ta’iala mo le Gagana Sāmoa: The Gagana Sāmoa Guidelines

PREFACE
GAGANA SĀMOA
Writing Gagana Sāmoa
As in many languages, gagana Sāmoa varies according to the context and the relationship between
the users. For example, among children or within families and with friends you may hear the more
informal spoken form of words where a ‘k’ replaces the ‘t’, such as kagaka or kaukala. However, in
formal speeches or written form you would hear and see the words tagata or tautala. In this resource
we have used standard and formal forms of gagana Sāmoa such as tagata or tautala.
The macron and glottal stop are used in written gagana Sāmoa to assist people who are not familiar
with the language to pronounce and understand the words more accurately.
Reading
Samoan vowels have long and short versions. In print, the long vowel sound is indicated by a macron
over the vowel (ā). Here are some examples of words with macrons:
sesē wrong
totō to plant
kītara guitar
tōfā goodbye
tū stand
Visual language viewing and presenting

Children and students experience the world of visual language in a number of ways through traditional
performances, crafts, signs and symbols, television and other media, as well as play. Aspects of this visual
language can be seen in Mata'upu 14 (performing arts) and Mata'upu 16 (traditional handicrafts).

PREFACE
GAGANA SĀMOA
Bibliography
Allardice, R.W. (1985). A Simplified Dictionary of Modern Sāmoa. Auckland: Polynesian Press.
glottal stop. (2009). In Encyclopaedia Britannica. Retrieved May 24, 2009, from Encyclopaedia Britannica
online: http//www.britannica.com/EBchecked/topic/235680/glottal-stop
Hunkin, Galumalemana Afeleti L. (1989) Gagana Sāmoa: A Samoan Language Coursebook. Auckland:
Pasifika Press.
Lo Bianco, J., A.J. Liddicoat, and C. Crozet (eds) (1999). Striving for the Third Place: Intercultural Competence
through Language Education. Australia: the National Languages and Literacy Institute of Australia Ltd.
Learning Languages (n.d.). Retrieved February 2, 2009, from Te Kete Ipurangi – The Online Learning
Centre: http://www.tki.org.nz/e/community/language.
Milner, G.B. (2001). Samoan Dictionary. Auckland: Pasifika Press
Ministry of Education (2000). Developing Programmes for Teaching Pacific Islands Languages. Wellington:
Learning Media.
Ministry of Education (2002). Learning Languages – A Guide for New Zealand Schools. Wellington:
Learning Media.
Ministry of Education (2006). Instructed Second Language Acquisition – Case Studies. Wellington: Learning
Media.
Ministry of Education (2007). The New Zealand Curriculum. Wellington: Learning Media.
Ministry of Education (2009). Ta’iala mo le Gagana Sāmoa: The Gagana Sāmoa Guidelines. Wellington:
Learning Media.
Samoan people in New Zealand (2008). Retrieved February 2, 2008, from Statistics New Zealand: http://
www.stats.govt.nz/analytical-reports/pacific-profiles-2006/Samoan-people-in-new-zealand.
Suaalii-Sauni, T. , Tuagalu, I., Kirifi-Alai, T.N., and Fuamatu, N. (2008). Su'esu'e Manogi In Search of
Fragrance. Centre for Samoan Studies, National University of Samoa.
Vercoe, Caroline L. (1996). O Mamanu o le Siapo. Wellington: Learning Media

PREFACE
GAGANA SĀMOA
Glossary
'a tā le… When it is (time) 'api exercise book
'a'ao limb (formal) Apolima an island in Sāmoa
'a'au swim āsiosio tornado
'ae ā 'oe? but what about you? aso day
afā cyclone Aso Faraile Friday
'afa half Aso Gafua Monday
afafine daughter Aso Lua Tuesday
afalita half a litre Aso Lulu Wednesday
afe thousand or turn aso maliu Easter Friday (funeral
āfea? when (future) day)
afiafi evening aso ao today
afio mai welcome (formal) Aso Sā Sunday
agi blow (wind) Aso Tofi Thursday
'ai eat Aso To'onai Saturday
'aiavā gift presentation to Aso Tūto'atasi Independence Day
visitors asofānau birthday
'aiga meal 'ata smile
'āiga family atali'i son
'aiuli support dancer atigilima fingernail
'alāfau cheek atigivae toenail
alaisa rice 'ato bag or basket
alu go 'atopa'u suitcase
anafea? when (past) 'atotui type of traditional basket
analeilā earlier (today) au your (plural)
ananafi yesterday a'u me or my
ananei now 'aua don’t
anapō last night 'auala road
aniani onion 'auaoa cloudy
ao collect/gather or cloud 'Aukuso August
aoauli afternoon 'aumai bring
ā'oga school 'auro gold
a'ogāpese choir practice āvā wife
'apa tin 'ave ... take
'apalāpisi rubbish bin E fa'ape'ī …? What is it like?
'Aperila April E fia? How many? How much?

PREFACE
GAGANA SĀMOA
E iai ni tou…..? Do you have any…? faimai say
E iai se…….? Is there a…? faipese choir leader
E sa'o 'oe. You are right. faitau read
E to'afia…? How many (people) faitautusi reading
'elefane elephant faitoto'a door
'elei Samoan patterns on cloth fala mat
'ena'ena brown falaoa bread
'Eseta Easter falaoamata flour
fā four or abbreviation of fale house
tōfā fale'oloa shop
fa'aālia as shown falelalaga group of weavers
fa'aaloalo respect falesā church
fa'aaluma clown faleta'avale garage
fa'aaogā use faleuila toilet
fa'afetai thank you fasipepa piece of paper
fa'alava crossover/across fatafata chest
fa'alogo listen fatupese composer of song or
fa'amalama window music
fa'amolemole please fe'au message or chores
fa'apuna boil (water) feoloolo reasonable, Ok
fa'asaga face Fepuari February
fa'ase'e ski or slide fetaui meet
fā'ata mirror fiafia enjoy, like
fa'ata'atia lay down or reveal fīlēmū be quiet
fa'atāfafā square/four-sided fili plait
fa'ata'ita'i practise fiti flicking of fingers against
fa'atau buy or sell mat or floor
fa'ataupati slap dance fitu seven
fa'atimutimu showery (weather) fofoga face, eyes, ears or nose
(formal)
fafo outside
fola floor or to spread or show
fagu bottle
folasaga presentation, exhibition
fai do/doing
or introduction
fa'i banana
fou new
fa'i mata green banana
fuāmoa egg
fa'i pula ripe banana
fuataimi conductor of orchestra or
faiā'oga teacher choir

PREFACE
GAGANA SĀMOA
gagana language kāpoti cupboard
galuafi tidal wave kesi desk
gata snake kī o le mōlī light switch
gaugau fold kiki kick
gutu mouth kilikiti cricket
helikopa helicopter kilo kilo
'i le… to the… kiona snow
'ī yes or here Kirisimasi Christmas
Ianuari January komepiuta computer
'iefa'amalama window curtains kuata quarter
'iefaitaga wrap around with lā sun
pockets worn by men lā'au plant or tree or stick
'ielāvalava wrap around la'itiiti small or young
'ietoga fine mat lakapī rugby
igoa name lalaga weave
'i'ila shiny lalo under or down
ili fan or blow horn, lanu colour
trumpet
lanu'efu'efu grey
'ili saw
lanumeamata green
'īnei here
lanumoana blue
initaneti internet
lanumoli orange
inu drink (verb)
lanutasi one colour
ipu plate or cup (eating or
drinking) laofie fine
iputī cup of tea lāpo'a big or large
isu nose lāpotopoto round
itūlā hour latalata near
i'uga end lau your (singular)
Iulai July la'u my (singular)
Iuni June lau susuga sir, madam, Mr, Mrs
iva nine laualo stomach (formal)
'īve'a hide and seek game lauao hair (formal)
kalama gram or grammar laulau table
kālena calendar laulaufaiva tongue
kapeta carpet laulāvalava skirt
kapisi cabbage lā’umi’umi long

laupapa wood or board

PREFACE
GAGANA SĀMOA
laupapa pa'epa'e whiteboard malu woman’s traditional
laupapa uliuli blackboard tattoo
lautīpolo lemon leaf mālūlū cold
lauulu hair mama ring (finger)
le the māmā lightweight
le asō today mamao distant
lea this or here mānaia beautiful, nice or male
leai no mana'o want/wish for
leitiō radio manava stomach
lelei good mānifinifi thin
lenā that there Manono an island of Sāmoa
lenei this here Manu'a an island in American
Sāmoa
lesona lesson
manuia well or fine
lima five or hand
mā'ona sated (full in terms of
li'o circle or ring
food)
lita litre
māsima salt
lona matua his/her age
masini tāmea washing machine
lou your
mata eyes or green (fresh)
lo'u my
matagi wind or breeze
lotu church or prayer
matai chief
lua two or dual possessive
matamata watch
luasefulu twenty
matā'upu subject/unit
luga above or up
Mati March
luma in front
mātou us three or more
lumāfale in front of house (excluding person spoken to)
māfanafana warm matua age
māfaufau mind mātua parents
māfiafia thick mātūtū dry
māketi market mā'ua us two (excluding person
mālamalama clear or understand spoken to)
maliu mai welcome (formal) mā'ulu'ulu a type of group dance or
drizzle (rain)
mālō hello or win
Mē May
mālō lava hello (formal)
meaālofa gift
mālō le soifua good health to you
mili rubbing (hands)
mālōlō rest
minoi move

PREFACE
GAGANA SĀMOA
mīnute minute 'O la'u It’s my…
mitiafu singlet or T-shirt 'O le ā…? What is…?
moe sleep 'O le aso fia…? What date is…?
moega bed 'O lea ou te… I am…
moli orange 'O lona… It’s his/her…
motu island 'O lo'u… It’s my…
mu'a bottom (body) 'oe you (singular)
muamua first 'ofu clothes
muli bottom (body) 'ofumoe pyjamas or nightie
mulimuli last 'ofutino shirt
mūmū red 'ofuvae trousers or pants
musa hop 'ofuvae pu'upu'u shorts
naifi knife 'ofuvae toleni track pants
nānei afternoon or tonight 'ofuvae 'umi long pants or trousers
nei now ogāumu oven
netipolo netball 'Oketopa October
nifo tooth/teeth olioli mai get ready
nofo sit or live (dwell) 'oloa goods for trade
nofoa chair ono six
nofoaga where you live, also ou your…(plural)
formal o'u my…(plural)
nonoa tie 'Ou te I am/will…
nonōfo sit (plural) 'Ou te lē I am not/will not…
Nōvema November 'oulua you (two)
nuanua rainbow 'outou you (three or more)
numera number pa'epa'e white
nu'u village paka park
ō go (plural) pala rotten
'ō over there papātua back (body)
'O ā…? What (plural) pasene per cent
'O ā fea…? When? pasi bus (also pass)
'O ā mai oe? How are you? pata butter
'O ai…? Who? pātē wooden drum
'O a'u… I am… pateta potato
'O fea…? Where…? pati clap (with open hands)
'O lau It’s your…

PREFACE
GAGANA SĀMOA
patipati continuous clapping pusa box
(with open hands) pusa'aisa fridge
pa'ū fall pusameli mailbox
pauna pound pusatusi book shelf
pē out (game) rosa rose
pe'a traditional Samoan tattoo salu broom
pe'epe'e coconut cream samasama yellow
pelaue jacket sami sea
pelē card game saofa'i ceremony of bestowing
peni pen chiefly titles
penitala pencil sa'o correct or right
pepa paper sapo catch
pese sing sāsā clapping dance to a drum
pesepese mai sing along beat
pēsini basin sau come
pine safety pin or hair clip sauni get ready
pīniki pink Savai'i largest island in Sāmoa
pisa be noisy savali walk
pō night or clap (with se'e slide
cupped hands) se'evae shoes
polo ball se'evae tosotoso jandals
pōpō continuous clapping sefulu ten
(with cupped hands) sefulu fā fourteen
potu room sefulu fitu seventeen
potuā'oga classroom sefulu iva nineteen
potumoe bedroom sefulu lima fifteen
potutā'ele bathroom sefulu lua twelve
potutāmea laundry sefulu ono sixteen
potutele living room sefulu tasi eleven
puaoa cloudy or foggy sefulu tolu thirteen
pula ripe sefulu valu eighteen
puleā'oga principal selau hundred
pulepule multi-coloured selu comb
puletasi Samoan traditional sene cent
costume
Sētema September
pūlou hat
siapo tapa cloth
pupuni cover or curtains

PREFACE
GAGANA SĀMOA
si'i raise or lift talatalanoa discuss or chat
siliva silver taliga ear
sinā grey (hair) tālofa hello
sipuni spoon tālofa e poor thing
sipunitī teaspoon tālofa lava hello (formal)
siva dance tama boy
soifua farewell (or alive) tamā father
soka soccer tamā matua grandfather
sole boy tamaiti children
soso'o join together tamaitiiti child
suafa name (formal) tamatama'ilima finger
su'esu'e search or find tamatama'ivae toe
su'esu'ega research tamato tomato
suga girl tamo'e run (singular)
suipi a type of card game tāmomo'e run (plural)
suka sugar tāne husband
sukalati chocolate tāpolo golf
susu breast or milk taputā'ele bathtub
susū wet tāseni dozen
Susū mai Welcome (formal) tasi one
susuga sir/madam, Mr/Mrs tatau traditional Samoan tattoo
tā hit or strike tātou us/we (three or more
ta'alo play (singular) tau cost or weather
tā'a'alo play (plural) tau'au shoulder
tā'aloga game tauagavale left side
taeao tomorrow or morning taualuga last dance or roof
tāfafā square taugatā expensive
tāfala drummer taugōfie cheap or inexpensive
tafatafa beside taulima bracelet or bangle
tāfatolu triangle taumafa meal, eat (formal)
tāga gesture or movement taumatau right side
tagata person or people taunu'u arrive
taimi time taupou chief’s daughter
ta'itasi one by one tausaga year
tala story or tale tausi care
tālā dollar tausitama babysitting

PREFACE
GAGANA SĀMOA
tausoga cousin tolusefulu thirty
tautala mai speak/talk to me tolutolufā 3-3-4 (type of dance beat)
tautaliga earrings to'oto'o walking stick
te’a past (time) or dismissed tōtini socks
tei sibling totogo spring up again (plants)
teine girl totonu inside
tele very to'ulu falling, drop (leaves, fruit)
telē big or large tū stand
televise television tua back or behind
tēnisi tennis tuafafine sister
Tēsema December tuāfale back of the house
teu organise/tidy or store tuagane brother
ti'eti'e ride tuai late or old (not fresh)
tikerī degree tui fork
tilotilo look tuiga Samoan ceremonial
timu rain headgear
timu 'aisa hail (rain) tulilima elbow
timu tamo'e passing rain tulivae knee
tīmuga raining tulolo bend
tinā mother tulou excuse me
tinā matua grandmother tuputupu growing (singular)
tipi cut tusi book or write or point
(direction)
tipitipi slice
tusi vala'aulia written invitation
tīpoti teapot
tusitusi writing
titina eraser
tūto'atasi independence
to'afia how many? (people)
tutū stand (plural)
to'alua twosome / spouse
Tutuila island in American
toe again
Sāmoa
toeitiiti nearly
tutupu growing (plural)
tōfā soifua goodbye (formal)
tu'u put, place, leave or give
tōfā goodbye
ua neck
togālā'au garden
'Ua It is…
togi throw
'Ua 'ou fia I am wanting…
tōgiga uniform
'Ua lava It’s enough
toleni training
'Ua pa'ū It’s fallen
tolu three

PREFACE
GAGANA SĀMOA
'Ua sau It’s here (arrived) va'ai i… look at…
'Ua tā le It is (time) va'ai mai look this way…
'Ua te'a It is past (time) vae foot
'Ua toe It’s nearly (time) vāega part or section
uati clock or watch vai water
ui'i youngest vaiaso week
uila bike vala'au call or invite
'ula necklace vala'aulia invitation
'ūlāfala necklace made of dried valu eight
pandanus fruit valuāpō late at night
uliuli black vase ruler
'ulo pot vasega class (school)
ulu head vave quick or fast
'ulu breadfruit vaveao early morning
ulumatua eldest veloveta velvet
umukuka kitchen vevela hot
uō friend vine grape
'Upolu island in Sāmoa violē violet or purple
'upu word volipolo volleyball
uso sister or brother

PREFACE
GAGANA SĀMOA
OVERVIEW OF THE MATĀ'UPU
MATĀ'UPU LEARNING INTENTIONS:
By the end of this matā'upu, students will be able to:
Folasaga: • locate the group of islands that make up Sāmoa on the map of
(Introduction) the Pacific Ocean
• identify other places where gagana Sāmoa is spoken
• receipt the Samoan alphabet
• list similarities between Aotearoa New Zealand and Sāmoa
• respond to basic greetings and classroom instructions.
Matā'upu 1: • greet and farewell teacher and friends using everyday gagana Sāmoa
Tālofa! (Hello) • understand when, and with whom, to use the appropriate
greeting and farewell.
Matā'upu 2: • use formal greetings appropriately
Tālofa lava! (Formal greetings) • introduce their parents using gagana Sāmoa
• use formal gagana Sāmoa to greet people.
Matā'upu 3: • carry out simple conversations (using questions and answers
E fia? E to'afia? (How many?) about classroom objects)
• follow and respond to instructions
• recognise and begin to use numbers up to 20.
Matā'upu 4: • state the days of the week
Aso ma Masina • state the date and the months in gagana Sāmoa
(Days and Months) • identify significant dates.
Matā'upu 5: • use appropriate gagana Sāmoa to make friends
'O ai? 'O le ā? 'O fea? • use appropriate gagana Sāmoa to greet and seek information
(Who? What? Where?) • contribute to group discussion
• observe the way members of a family interact or relate to one another.
Matā'upu 6: • use everyday gagana Sāmoa to seek more information
'O ā au mea nā e fai? • have a simple conversation
(What are you doing?) • respond to simple questions.
Matā'upu 7: • describe their family using gagana Sāmoa

Lo'u 'āiga (My Family) • describe relationships between family members.
Matā'upu 8: • indicate time and place

'Ua tā le fia? (What’s the time?) • ask for the time
• tell the time.
Matā'upu 9: • identify, name and locate rooms and objects in the house
'O lō mātou fale (Our House) • request personal information from others using appropriate and
polite language.

PREFACE
GAGANA SĀMOA
Matā'upu 10: • reflect on their past experiences and demonstrate new learning
Toe Iloilo (Revision). in completing set tasks
• make comments on their learning experiences.
Matā'upu 11: • ask and describe what the weather is like
Le tau ma ona vāega • identify the main seasons in Sāmoa and Aotearoa New Zealand.
(The weather and seasons).
Matā'upu 12: • label the parts of the body in gagana Sāmoa
Lo’u tino (My body). • describe actions the body can do.
Matā'upu 13: • describe Samoan traditional attire
Lā'ei ma lanu • describe clothes for special and formal occasions
(Clothes and colours).
• know how to say different colours in gagana Sāmoa
• describe someone’s physical appearance.
Matā'upu 14: • experience a sāsā (drum dance), a fa'ataupati (slap dance), and
Siva ma fa'afiafiaga a mā'ulu'ulu (action song).
(Performing Arts)
Matā'upu 15: • recognise and use gagana Sāmoa to play and talk about sports
Tā'aloga (Sports and Games). and games.
Matā'upu 16: • make a Samoan handicraft
Galuega taulima (Handicrafts). • discuss the protocol of giving and receiving gifts in fa'asāmoa.
Matā'upu 17: • say a simple lotu
Mea’ai ma ona tāpenaga • discuss Samoan meal protocol
(Food and meal preparation).
• learn about a few Samoan dishes.
Matā'upu 18: • ask and respond to questions about buying and selling goods.
Fa’atauga i māketi
(Shopping at the markets).
Matā'upu 19: • greet, address and invite people in formal and everyday gagana
Vala'aulia (Invitations). Sāmoa
• introduce themselves, and give personal information, in a
culturally appropriate way.
Matā'upu 20: Mua Ō!…Muā!. • combine the gagana and Samoan culture learned and put it
into practice with a class celebration.

PREFACE
GAGANA SĀMOA
AUDIO CD INDEX
FOLASAGA: INTRODUCTION
Track 1: Language Targets: Places in Sāmoa and some useful terms
Track 2: Mata'itusi o le gagana Sāmoa
Track 3: Alphabet Song
MATĀ'UPU 1: TĀLOFA (HELLO)

Track 4: Language Targets: Greeting and farewell
Track 5: Dialogue: OHT 1 (Common greetings between friends)
Track 6: Dialogue: OHT 2 (Greetings and farewells with pictures)
MATĀ'UPU 2: TĀLOFA LAVA (FORMAL GREETINGS)

Track 7: Language Targets: Greetings (formal) and introductions
Track 8: Dialogue: OHT 1 (Worksheet 1)
Track 9: Dialogue: OHT 2 (Introductions)
MATĀ'UPU 3: E FIA? E TO'AFIA? (HOW MANY?)

Track 10: Language Targets: Numbers
Track 11: Language Targets: Prepositions and how many?
Track 12: Language Targets: Classroom instructions
Track 13: Game: Simon Says Fai mai le faiā'oga
Track 14: Number rhyme
Track 15: Items in the classroom
MATĀ'UPU 4: ASO MA MĀSINA (DAYS AND MONTHS)

Track 16: Language Targets: Days of the week
Track 17: Language Targets: General terms
Track 18: Language Targets: Months of the year
Track 19: Language Targets: Significant dates
Track 20: Days of the week song

PREFACE
GAGANA SĀMOA
MATĀ'UPU 5: 'O AI? 'O LE Ā? 'O FEA? (WHO? WHAT? WHERE?)
Track 21: Language Targets: Asking questions
MATĀ'UPU 6: 'O Ā AU MEA NĀ E FAI (WHAT ARE YOU DOING?)

Track 22: Language Targets: Questions and Answers
Track 23: Dialogue: What are you doing? OHT1
MATĀ'UPU 7: LO'U 'ĀIGA (MY FAMILY)

Track 24: Language Targets: Family members
Track 25: Language Targets: Introducing family members
MATĀ'UPU 8: 'UA TĀ LE FIA? (WHAT IS THE TIME?)

Track 26: Language Targets: Times of the day and daily activities
Track 27: Standard phrases for the time
MATĀ'UPU 9: 'O LŌ MATOU FALE (OUR HOUSE)

Track 28: Language Targets: Items in the home
Track 29: Dialogue: Items in the home OHT1
MATĀ'UPU 11: LE TAU MA ONA VĀEGA (THE WEATHER AND SEASONS)

Track 30: Language Targets: Weather and descriptions
Track 31: Language Targets: Seasons and descriptions
Track 32: Song: Tolu manuiti
MATĀ'UPU 12: LO'U TINO (MY BODY)

Track 33: Language Targets: Parts of the body
Track 34: Song: Vaega o le Tino
Track 35: Song: Gaioiga o Vaega o lo'u Tino
MATĀ'UPU 13: LĀ'EI MA LANU (CLOTHES & COLOURS)

Track 36: Language Targets: Items of clothing
Track 37: Language Targets: Colours and questions
Track 38: Colours song

PREFACE
GAGANA SĀMOA
MATĀ'UPU 14: SIVA MA FA'AFIAFIAGA (PERFORMING ARTS)
Track 39: Language Targets: Language of instructions
Track 40: Language Targets: Words for dance roles
Track 41: Language Targets: Words for dances and instruments
Track 42: Drum beat for sāsā
MATĀ'UPU 15: TĀ'ALOGA (SPORTS AND GAMES)

Track 43: Language Targets: Describing favourite sports
Track 44: Language Targets: I like to play ……
MATĀ'UPU 16: GALUEGA TAULIMA (HANDICRAFTS)

Track 45: Language Targets: Different crafts and items
MATĀ'UPU 17: MEA'AI MA ONA TĀPENAGA (FOOD AND MEAL PREPARATION)

Track 46: Language Targets: Ingredients, utensils and instructions
Track 47: Language Targets: Table talk
Track 48: Spoken Lotu
Track 49: Song Fa'afetai mo le lalolagi
MATĀ'UPU 18: FA'ATAUGA I MĀKETI (SHOPPING AT THE MARKETS)

Track 50: Language Targets: Money and items
Track 51: Language Targets: Buying items
Track 52: Language Targets: Describing items and measuring units
MATĀ'UPU 19: VALA'AULIA (INVITATIONS)

Track 53: Language Targets: Invitations
Track 54: Dialogue: Telephone conversation
MATĀ'UPU 20: MUA Ō!… MUĀ!

Track 55: Sāmoa National Anthem: Vi'i o Sāmoa

PREFACE
GAGANA SĀMOA
DVD INDEX
The Folasaga and Mata'upu 1 to 20 each have an accompanying section on the DVD that includes scenarios
about Sina, her friends and her friendship with Malia, a student from Sāmoa that she has met over the
Internet. The DVD also includes sections providing cultural and background information about Sāmoa.
Scenario 1 students reciting the Mata'itusi o le gagana Sāmoa, the Samoan alphabet, and a brief
description of Sāmoa and its history.
MATĀ'UPU 1: TĀLOFA (HELLO)

Scenarios 2 - 5 introduces the main character Sina, and covers introductions, greetings and farewells in
everyday gagana Sāmoa.
MATĀ'UPU 2: TĀLOFA LAVA (FORMAL GREETINGS)

Scenarios 6 and 7 - greetings, introductions, farewells and responses in formal gagana Sāmoa.
MATĀ'UPU 3: E FIA? E TO'AFIA? (HOW MANY?)

Scenarios 8 and 9 - a game based on ‘Simon says’, numbers 1-20, counting and classroom items and a
piece on schools in Sāmoa.
MATĀ'UPU 4: ASO MA MĀSINA (DAYS AND MONTHS)

Includes scenarios 10 and 11 - days and months of the year, and a piece on Sāmoa’s Independence celebrations.
MATĀ'UPU 5: 'O AI? 'O LE Ā? 'O FEA? (WHO? WHAT? WHERE?)

Scenarios 12 and 13 - Sina and Malia’s first Internet chat session and Malia’s school principal pays a
visit to her home.
MATĀ'UPU 6: 'O Ā AU MEA NĀ E FAI? (WHAT ARE YOU DOING?)

Scenario 14 - Sina is approached by her friends in the library to find out what she is doing.
MATĀ'UPU 7: LO'U 'ĀIGA (MY FAMILY)

Scenario 15 - Malia shows pictures of her family to Sina over the Internet. Includes a piece on family
and community in fa'asāmoa.
MATĀ'UPU 8: 'UA TĀ LE FIA? (WHAT IS THE TIME?)

Scenarios 16 and 17 outline a typical school day for Malia.
MATĀ'UPU 9: 'O LŌ MĀTOU FALE (OUR HOUSE)

Includes Scenario 18 - Sina shows Malia a film of her home over the Internet, and a piece on the
different types of fale in Sāmoa.

PREFACE
GAGANA SĀMOA
MATĀ'UPU 10: TOE ILOILO (REVISION)
Reflects on what has been learnt to encourage self assessment of learning achieved.
MATĀ'UPU 11: LE TAU MA ONA VAEGA (THE WEATHER AND SEASONS)

Scenario 19 Sina and Malia compare the weather in New Zealand and Sāmoa. There is a piece on the
weather and seasons in Sāmoa.
MATĀ'UPU 12: LO'U TINO (MY BODY)

Scenarios 20, 21 and 22 include a class activities about parts of the body and everyday gagana Sāmoa
as well as formal gagana.
MATĀ'UPU 13: LĀ'EI MA LANU (CLOTHES & COLOURS)

Scenario 23 - Sina and Malia discuss the weather and clothes worn in Sāmoa. There is a piece on
clothing worn in Sāmoa.
MATĀ'UPU 14: SIVA MA FA'AFIAFIAGA (PERFORMING ARTS)

A piece on Samoan cultural performances.
MATĀ'UPU 15: TĀ'ALOGA (SPORTS AND GAMES)

Includes scenario 24 with students discussing after-school sports activities and a piece on sports in
Samoan society.
MATĀ'UPU 16: GALUEGA TAULIMA (HANDICRAFTS)

Includes a piece on crafts and handicrafts in Sāmoa.
MATĀ'UPU 17: MEA'AI MA ONA TĀPENAGA (FOOD AND MEAL PREPARATION)

Scenarios 25 and 26 - Sina’s family host a church minister for a meal.
MATĀ'UPU 18: FA'ATAUGA I MĀKETI (SHOPPING AT THE MARKETS)

Scenario 27 follows Malia and her aunty Lupe at the market. There is a piece on shopping and the
different markets in Sāmoa.
MATĀ'UPU 19: VALA'AULIA (INVITATIONS)

Includes scenarios 28, 29 and 30 – formal and informal invitations, in writing and through a telephone
conversation.

Scenario 31 - Sina’s class put on a Samoan cultural day.

FOLASAGA INTRODUCTION
GAGANA SĀMOA
TEACHER’S NOTES:
Folasaga means a display, presentation or introduction.
This unit can be taught in English with some formulaic expressions in gagana Sāmoa, which are given
at the end of the folasaga. Everyday gagana Sāmoa will be used throughout this unit or matā'upu.
Identify students or parents / caregivers who are fluent speakers of gagana Sāmoa and are able to assist
and where possible enlist their help.
By way of introduction and to welcome students to the first lesson, you can welcome them as they
come in by saying Tālofa. Hello. If one responds, smile, and say again Tālofa................(name). When
all the students are seated, take the roll and as you call their names say Tālofa and encourage them to
respond with Tālofa.
About Sāmoa
Sāmoa is a set of volcanic islands located east of the international dateline and south of the equator,
approximately halfway between Hawai'i and New Zealand in the Pacific region of the Pacific Ocean,
about four hours by plane from Auckland.
The Sāmoa group comprises two distinct territories, the independent state of Sāmoa, and the United
States territory of Eastern Sāmoa or American Sāmoa. American Sāmoa is made up of the main island
Tutuila, Aunu'u and the Manu'a group of islands. American Sāmoa is governed as a territory of the
United States of America and has a population of over 57,000.
The independent state of Sāmoa, is made up of the larger islands of Savai'i and Upolu, and the smaller
islands of Apolima, and Manono. The population of Sāmoa is over 185,000, it has a western style
government, and is a member of the British Commonwealth. The official languages are gagana Sāmoa
and English.
Fa'asāmoa is the Samoan way of life and includes gagana Sāmoa and aganu'u fa'asāmoa, customs and
culture. Popular sports in Sāmoa include rugby, golf, netball, and a special brand of cricket, kilikiti.
Sāmoa is close to the equator and its average temperature is a warm 26 degrees celsius. Because it is
east of the international dateline, it is 23 hours behind New Zealand. In ancient times Samoan people
skilled in navigation travelled on large multi-hull canoes to settle in different parts of the Pacific and in
modern times, Samoans have continued to migrate extensively to settle in different parts of the world,
including Australia and the United States of America, but especially New Zealand.
According to the 2006 census there were over 130,000 Samoans living in New Zealand. Most Samoans
in New Zealand at that time were also born in New Zealand. In adapting aganu'u fa'asāmoa Samoan
culture to the New Zealand context, the speakers of gagana Sāmoa have also become the third largest
language group in New Zealand, according to the 2006 Census.
The purpose of the first learning task in Lesona A is to encourage students to see what they already
know about Sāmoa. Ask students to offer words they already know before watching the DVD. The
DVD gives background information and a mind map can be completed after watching the DVD. The

GAGANA SĀMOA
information could be mapped into categories, such as geography, history, sports and leisure, music
and arts, food, and climate. As a cross-curricular task, students could further research an aspect of
background information and present this to the class.
As the students volunteer familiar Samoan words, names or places, encourage them to have a go at
spelling these as you develop the mind map with them. Refer also to the mata'itusi o le gagana Sāmoa.
Encourage students to develop their own glossaries of gagana Sāmoa terms and meanings, noting in
particular any new words they independently pick up as their interest in the gagana develops. At this
stage, the teacher could explain that the vowels in gagana Sāmoa sound similar to those in te reo
Māori, and that Polynesian languages have similarities because they are related.
Accuracy is not important at this introductory stage and the mind map can be used again when learning
the correct spelling and pronunciation. Listen carefully to the DVD and CD to pick up the correct sounds
or fa'aleoga (phonology).
Cultural knowledge
To develop an appropriate Samoan cultural learning environment explain that there are basic Samoan
cultural values that you will expect to be in operation during this series of lessons. This discussion
can also provide student(s) with an opportunity to make connections with their own language(s) and
culture(s).
It is considered rude or impolite to talk when someone else is speaking so when one person is
talking, everyone else listens.
Always say ‘please’ or fa'amolemole when you request something.
Always say ‘thank you’ or fa'afetai when you receive something including an answer to a question.
When passing someone who is either standing or sitting, it is polite to say ‘excuse me’ or tūlou.
When talking to someone, it is polite to sit down or at least squat down so that you are in a relatively
lower position than the other person. However, in the classroom or when making a presentation,
the speaker can be standing while the rest are seated.
Classroom Language
Here are some Samoan terms and phrases that will become more familiar as you work through the
series. It should be made clear to students that they need to use gagana Sāmoa as much as possible
outside the classroom and that this will speed up the learning process. Students also need to be aware
that they need to take an active role in their learning by practising new language as often as possible.
tālofa hello
tōfā goodbye
fa'amolemole please
fa'afetai thank you
fa'alogo mai listen
tilotilo mai look this way
nofo i lalo fa'amolemole sit down, please

GAGANA SĀMOA
sau fa'amolemole come (here) please
tūlou excuse me, (when passing in front of someone)
lelei good
mālō lava! well done!
Please note that lessons are named using the order of the mata'itusi o le gagana Sāmoa.
First lesson is Lesona A
Second lesson is Lesona E
Third lesson is Lesona I
Unit 1 Lesson B is Matā'upu 1 Lesona E.

GAGANA SĀMOA
Learning Intentions:
By the end of this matā’upu, students will be able to:
• locate the group of islands that make up Sāmoa on a map of the Pacific Ocean
• recite the Samoan alphabet
Success Criteria:
• Students locate Sāmoa and American Sāmoa on a map in relation to Aotearoa New Zealand.
• Students recite the Samoan alphabet and are familiar with the sounds of gagana Sāmoa.
• Students make connections between known language(s) and gagana Sāmoa and between
Aotearoa New Zealand and Sāmoa.
• Students respond to basic greetings and classroom instructions.
Links to New Zealand Curriculum: Links to Ta'iala mo le Gagana Sāmoa:

Learning Languages The Gagana Sāmoa Guidelines
Communication Communication
• Receive and produce information. • Give and respond to greetings.
Language knowledge • Recognise and use classroom expressions and
• Recognise that the target language is instructions.
organised in particular ways and differently Language knowledge
from English. • Recognise, respond to, and use relevant
• Make connections with students’ own vocabulary.
language (letters and sounds of the • Make connections with their own language(s).
alphabet).
Cultural knowledge
Cultural knowledge
• Make connections with known culture(s).
• Recognise that the target culture is
organized in particular ways.
• Students make connections with their own
cultures and languages.
Cross-curricular links: this lesson contains information which could be incorporated into a social
studies unit.

GAGANA SĀMOA
Language Targets
Savai'i largest island in Sāmoa group Mata'itusi o le gagana Sāmoa
'Upolu main island in Sāmoa Letters of the Samoan alphabet
Manu'a an island in American Sāmoa A 'ato bag or basket
Tutuila main island in American E 'elefane elephant
Sāmoa
I 'ili saw
Apolima an island in Sāmoa
O 'ofu dress or shirt
Manono an island in Sāmoa
U 'ulu breadfruit
'o le atunu'u the country
F (fā) fale house
'o le motu the island
G (nga) gata snake
tautala mai talk or speak to me
L (la) lā'au tree
tālofa hello
M (mo) moli orange
tōfā good bye
N (nu) nuanua rainbow
fa'alogo mai listen to me
P (pi) pine safety pin
tilotilo mai look at me or watch me
S (sa) salu broom
fa'amolemole please
T (ti) tīpoti teapot
fa'ata'ita'i try or copy
V (vi) vine grape
fa'afetai thank you
H (he) helikopa helicopter
tulou excuse me
K (kā) kapisi cabbage
gagana language
R (rō) rosa rose

GAGANA SĀMOA
LESONA A
Suggested Resources:
• A globe. (Teacher to provide)
• Mua Ō! DVD and Audio CD.
• OHT 1 and OHT 2. A large map of the Pacific that includes New Zealand.
• OHT 3 and OHT 4. A large map of Sāmoa and American Sāmoa.
• Worksheet 1 and Worksheet 2.
Suggested Learning Tasks:

Greet the students using Tālofa.
Encourage students to reply to calling the roll with Tālofa!
1. Check students’ prior knowledge by asking what they know about Sāmoa including Samoan
words and famous Samoan people.
Write responses on the board using the suggested mind mapping method in the teacher’s
notes at the beginning of this matā'upu.
2. View the Mua Ō! Introductory DVD

Briefly discuss and identify points of interest from the DVD and record these on the mind map.
Refer back to the points raised in the mind mapping activity to confirm or amend.
3. Using OHT 2
Locate American Sāmoa (sometimes referred to as Eastern Sāmoa) on the map.
Note that Tutuila and Manu’a islands belong to American Sāmoa.
Locate Sāmoa (formerly called Western Sāmoa) on the map.
Name the two largest islands that make up Sāmoa. (Savai’i and Upolu).
Continue the process for locating:
• New Zealand
• Australia
• Tasmania
• The Tasman Sea
• The Pacific Ocean
• Papua New Guinea
• Tonga
• New Caledonia
• The Cook Islands
Display OHT 1 to check and amend locations.
Display OHT 3 to show the maps of Sāmoa and American Sāmoa.
The maps can now be put up on the wall.

GAGANA SĀMOA
4. In pairs, students complete Worksheet 1 and Worksheet 2 to locate places on the Samoan group
of islands.
One student receives Worksheet 1 and the other student receives Worksheet 2.
The students then share information about their own map so that the other student can
locate the places they have been asked to find on their worksheet.
Each student should not allow the other student to see their labelled maps until the task is
completed and then they can show the other student to check their work.
OHT 4 shows fully labelled maps of Sāmoa and American Sāmoa.
5. Discuss what similarities and differences students identify between Sāmoa and New Zealand,
and between Sāmoa and the student’s home country, (if not one of these two).
6. Brainstorm some topics, for example: geography, history, sports and leisure, food, climate
and famous people to research and present as a cross-curricular task, students could further
research an aspect of background information and present this to the class.

GAGANA SĀMOA
LESONA E
• Mata'itusi o le gagana Sāmoa Samoan alphabet frieze
• List of language targets
• Mua Ō! Audio CD
• Travel brochures (Teacher to provide)
• Samoan calendars (Teacher to provide)
• Books on Sāmoa (Teacher to provide)
• Mua Ō! DVD
• OHT 5

You may wish to view the Introductory DVD again.
1. Use the alphabet (mata'itusi o le gagana Sāmoa) frieze as the class listens to the Audio CD, (track 2).
Students and teacher listen.
Students say the letters of the Samoan alphabet along with the CD two or three times.
2. Use the alphabet frieze and Audio CD (track 3) and OHT 5.

Sing along to the alphabet song.
What similarities and differences can students identify between the Samoan alphabet and
other alphabets and sounds that they know?
The alphabet frieze can now be put up on the wall.
3. Students work in pairs to practise using the mata'itusi o le gagana Sāmoa. One student says
a word from OHT 5 and Language Targets list, and their partner spells the word using the
Samoan alphabet.
4. Students plan their informative posters and confirm their small research topic on some specific
aspect of Sāmoa.

GAGANA SĀMOA
LESONA I
• Art material (Teacher to provide)
• Poster paper (Teacher to provide)
• Information resources (Teacher to provide)

1. Students spend this lesson creating posters.
2. Students share their research findings with a peer or the class. Encourage students to provide
two key focus questions or make up a crossword based on the information they share. This
encourages the other learners to be actively engaged in seeking new information. The students
presenting can check the answers at the end of their presentation. Encourage students to start
their presentation with Tālofa (hello) and end it by saying Fa'afetai (thank you).
3. The posters can be used again later in the course for students to see how their knowledge has
changed and add to their posters as they learn more.

GAGANA SĀMOA
Folasaga OHT 1
Map of Pacific Ocean

Hawai'i
Pacific Ocean
Christmas Islands
(Kiribati)
Papua New Guinea Nauru
Tuvalu Kiribati
Solomon Islands
Tokelau
Sāmoa
American
Vanuatu Fiji Sāmoa
Niue
Tonga Cook Islands
New Caledonia
Australia
New Zealand
Tasman Sea
Tasmania
Chatham Islands

GAGANA SĀMOA
Folasaga OHT 2
Nauru
Tuvalu Kiribati
Solomon Islands
Tokelau
Vanuatu
Niue

GAGANA SĀMOA
Folasaga OHT 3
Map of Sāmoa & American Sāmoa
Savai'i
Sāmoa (Formerly known as Western Sāmoa)
'Upolu
American Sāmoa
Tutuila Manu’a Islands

GAGANA SĀMOA
Folasaga OHT 4
Map of Sāmoa
• Fagamalo
Falealupo
Rainforest
Preserve
Savai'i
• Sala'ilua • Salelologa
• Tāga Tafua Peninsula

Apolima Faleolo Apia
Rainforest Preserve
Manono
'Upolu
Salamumu • Ti'avea
O le Pupu-pu'e
National Park
Nu'utele
Map of American Sāmoa
Ōfu Olosega
Tutuila
Manu'a Islands Ta'ū
Pago Pago • Si’ufaga
• Fagatogo
Aunu’u
• Poloa
Pago Pago
Leone •
International Airport

GAGANA SĀMOA
Folasaga OHT 5
Mata'itusi o le Gagana Sāmoa

Letters of the Samoan alphabet
A 'ato (bag or basket)

E 'elefane (elephant)
I 'ili (saw)
O 'ofu (dress or shirt)
U 'ulu (breadfruit)
F (fa) fale (house)
G (ga) gata (snake)
L (la) lā'au (tree)
M (mo) moli (orange)
N (nu) nuanua (rainbow)
P (pi) pine (pin or hair clip)
S (sa) salu (broom)
A e fa'ai'u i le
T (ti) tīpoti (teapot)

V (vi) vine (grape)
H (he) helikopa (helicopter)
K (ka) kāpisi (cabbage)
R (ro) rosa (rose)

GAGANA SĀMOA
Folasaga Worksheet 1
Map of Sāmoa
• Write the names beside the islands
• Mark and name the international airport
• Mark and name the Capital of Sāmoa
• Mark and name two National Parks or Preserves
• Mark and name the following villages:
- Ti'avea
- Tāga
- Fagamalo

Olosega
Ōfu
Tutuila Ta’ū
Manu'a Islands
Pago Pago • Si’ufaga
• Fagatogo
Aunu'u
• Poloa
Pago Pago
Leone •
International Airport

GAGANA SĀMOA
Folasaga Worksheet 2

• Write the names beside the islands
- Ōfu
- Olosega
- Ta'ū
- Tutuila
• Mark and name the international airport
• Mark and name the Capital of American Sāmoa
• Mark and name Aunu’u Island
• Mark and name the village of Leone
Map of Sāmoa
• Fagamalo
Falealupo
Rainforest
Reserve
Savai’i
• Sala’ilua • Salelologa
• Tāga Tafua Peninsula

Apolima Faleolo Apia
Rainforest Reserve
Manono
Upolu
Salamumu • Ti'avea
O le Pupu-pu'e
National Park
Nu’utele

GAGANA SĀMOA
Folasaga Audio CD Transcript
Track 1: Language Targets: Places in Sāmoa and some useful terms
Fa'alogo ma fa'ata'ita'i.
Savai'i
'Upolu
Manu'a
Tutuila
Apolima
Manono
'o le atunu'u
'o le motu
tautala mai
tālofa
tōfā
fa'alogo mai
tilotilo mai
fa'amolemole
fa'ata'ita'i
fa'afetai
tulou
gagana
Track 2: Mata'itusi o le gagana Sāmoa (Samoan Alphabet)

A 'ato
E 'elefane
I 'ili
O 'ofu
U 'ulu
F fale
G gata
L lā'au
M moli
N nuanua
P pine
S salu
T tīpoti
V vine
H helikopa
K kapisi
R rosa

GAGANA SĀMOA
Track 3: Alphabet Song
A 'ato, E 'elefane
I 'ili, O 'ofu
U 'ulu, F fale
G, gata, L lā'au
Moli, N nuanua
P pine, S salu
Ae fa'ai'u i le T, tīpoti, V, vine
H, helikopa, K, kāpisi, R, rosa

GAGANA SĀMOA
Folasaga DVD Transcript
Scenario 1: Alphabet
Students state a letter of the alphabet, and a word starting with that letter. Each student then shows,
points to or demonstrates that word.
Aa 'ato bag
Ee 'elefane elephant
Ii 'ili saw
Oo 'ofu clothing
Uu 'ulu breadfruit
Cut back to presenters.
Cut back to students.
Ff fale house
Gg gata snake
Ll lā'au tree
Mm moli orange
Nn nuanua rainbow
Pp pine hairclip or safety pin
Ss salu Samoan broom
Tt tīpoti teapot
Vv vine grapes
Hh helikopa helicopter
Kk kāpisi cabbage
Rr rosa rose

GAGANA SĀMOA
Folasaga DVD Transcript - Cultural & Background Information
The Sāmoa group is a series of volcanic islands located east of the international dateline, south of the
equator, and about halfway between Hawaii and New Zealand in the Pacific Ocean. Because Sāmoa is
close to the equator, its average temperature is a warm 26.5 degrees celsius. The Sāmoa group is made
up of two distinct countries or atunu'u, the independent state of Sāmoa, formerly known as Western
Sāmoa and the United States territory of Eastern or American Sāmoa. American Sāmoa is made up of
the islands or motu of Tutuila, Aunu'u, and the Manu'a group of Olosega, Ta'ū and 'Ofu. The population
of American Sāmoa is over 57,000.
The independent state of Sāmoa, comprises two large motu, Savai'i and 'Upolu and a number of smaller
islands including Apolima and Manono. Sāmoa has a Western style government, and is a member of
the British Commonwealth. The population of Sāmoa is over 185,000, and the official languages are
gagana Sāmoa and English.
Fa'asāmoa is the Samoan way of life and includes the language, or gagana, its customs and culture or
aganu'u.Popular sports in Sāmoa include rugby – lakapī, league - liki, golf - tāpolo, volleyball - voli,
netball - netipolo, and kirikiti, Samoan’s adapted version of cricket, and tū'uga fautasi, or long boat
regatta.
The early Samoans were skilled navigators who traveled in large multi-hull canoes. In more modern
times, Samoans have continued to migrate to different parts of the world, including Australia, the
United States of America, and in particular New Zealand. There are over 130,000 Samoans living in
New Zealand, most of them New Zealand born. Speakers of gagana Sāmoa make up the third largest
language group in New Zealand.

Matā'upu 1 TĀLOFA! HELLO!
GAGANA SĀMOA
MATĀ'UPU 1: TĀLOFA! HELLO!
TEACHER’S NOTES
When greeting people in gagana Sāmoa, tālofa is used at any time of the day or night. The response is
tālofa or mālō. Or it could be tālofa lava or mālō lava. They both mean the same thing.
'O ā mai 'oe? means ‘how are you?’, 'O ā mai, means ‘how are’ and 'oe means ‘you’. Remember every
vowel is sounded and notice where the macrons are placed, the vowels with macrons are longer.
In this matā'upu, students learn these basic greetings and responses by practising them on one another.
Try speaking slowly until the correct pronunciation is achieved. Remember that a macron above a
vowel indicates emphasis. Listen carefully to the Audio CD then try adding names or a few new words
to make conversation. This should be kept very simple. Here’s a simple conversation between Mary and
John for example:
Mary: Tālofa John. Hello John.
John: Tālofa Mary. Hello Mary.
Mary: 'O ā mai 'oe John? How are you John?

John: Manuia fa'afetai. Well, thank you.
John: 'Ae 'o ā mai 'oe? But how about you?

Mary: Manuia fa'afetai. Well, thank you.
Singular and Plural:

Note the following variations.
'oe - you (one only) 'O ā mai 'oe? How are you?
'oulua - you (two only) 'O ā mai 'oulua? How are you two?
'outou - you (three or more) 'O ā mai 'outou? How are you?
Abbreviations
When people converse in everyday gagana Sāmoa they often use abbreviated words and phrases. For
example instead of tōfā for goodbye, they may just say fā.
John: Tōfā Sina. Goodbye Sina.
Sina: Fā John. Goodbye John.

GAGANA SĀMOA
As in English, speakers of gagana Sāmoa have also adopted some popular idioms or slang words to use
in everyday conversations. You are introduced to a couple of commonly used terms in this mata'upu,
suga for girl and sole for boy. These are terms of endearment used in ordinary conversation between
close friends and among family members.
Cultural Aspects
Conversations are often animated, particularly among young people, and are usually accompanied by
a lot of laughter. Often conversations are conducted without eye contact between the speakers, in fact
most likely the speaker’s eyes are moving to and fro between the other person and the surroundings.
This is quite normal and acceptable. Traditionally it was deemed disrespectful to look someone in
the eye when they speak to you as this could be considered a form of threat or to be questioning
authority. Discuss this aspect with students and encourage them to share their knowledge of their
known culture(s).
Implications for teaching:

In the context of New Zealand schools therefore it may be necessary to coax a Samoan student to look
a teacher in the eye when in conversation, but don’t be upset if the student finds it difficult at first.
Remember that when Samoan students do not look a teacher in the eye, it does not mean that they
are shifty or being dishonest, rather that they are being respectful.

GAGANA SĀMOA
MATĀ'UPU 1: TĀLOFA! HELLO!
• greet and farewell their teacher and friends using everyday gagana Sāmoa.
• understand when and with whom to use appropriate greetings and farewells.
Success Criteria:
• Students greet and farewell their teacher and friends.
• Students understand when, and with whom, to use the appropriate greeting or farewell.

• Receive and produce information; respond to • Recognise and use classroom
questions and requests; show social awareness when expressions and instructions.
interacting with others. • Give and respond to greetings,
Language knowledge farewells, thanks, and introductions.
• Recognise that the target language is organised in Language knowledge
particular ways. • Recognise, respond to and use
• Make connections with students’ own language. relevant vocabulary, simple structures.
• Understand and use familiar expressions and Cultural Knowledge
everyday vocabulary (recognise and respond to • Position themselves appropriately
greetings, and farewells). when relating to others.
Cultural knowledge
• Recognise that the target culture is organized in
particular ways.
• Students make connections with their own cultures
and languages (how and to whom respect is shown).

GAGANA SĀMOA
Language Targets
tālofa hello lou faiā'oga your teacher
mālō hello lo'u faiā'oga my teacher
tālofa lava hello (formal) lau uō your friend
tālofa lava faiā'oga hello teacher la'u uō my friend
manuia well or fine tālofa sole hello boy (idiomatic)
lelei good tālofa suga hello girl (idiomatic)
tele very fa'afetai thank you
'O ai lou igoa? What is your name? tōfā goodbye
'O lo'u igoa o …. My name is ……. tōfā soifua goodbye (formal)
'O ā mai 'oe? How are you? (singular) 'o le tamaitiiti the child
'O ā mai 'oulua? How are you? (two) 'o tamaiti the children
'O ā mai 'outou? How are you? (three or more) tālofa tamaiti hello children
Manuia fa'afetai. Well thank you. 'o le teine the girl
lelei tele very good 'o le tama the boy
'ae ā 'oe? but what about you? feoloolo lava OK
manuia le aso have a good day

GAGANA SĀMOA
LESONA A
• Samoan alphabet frieze
• Mua Ō! DVD
• OHT 1
• Folasaga OHT 5

Greet students with Tālofa
1. Revise the Samoan alphabet (Mata'itusi o le gagana Sāmoa), and have the students join in and
sing the alphabet song. (Folasaga OHT 5).
2. Watch the DVD segment asking students to pay particular attention to the greetings and
conversations taking place.
3. Using OHT 1 (Greetings/ Farewells with pictures) and Audio CD (Track 5)

Introduce the greetings and explain when and how they are used.
Explain that there are three language levels in gagana Sāmoa:
Everyday gagana Sāmoa, formal gagana Sāmoa and gagana fa'amatai.
Advise the students that this course concentrates on everyday gagana Sāmoa but that some
formal gagana Sāmoa will be introduced.
4. Listen to the Audio CD again (Track 5)

Students listen to the CD and at the same time read the phrase and view the picture on the
OHT1. Repeat each phrase to practise pronunciation.
5. Farewell students at the end of class

Tōfā tamaiti and students respond Tōfā faiā'oga.

GAGANA SĀMOA
LESONA E
Suggested resources:
• Worksheet 1
• OHT 1 and OHT 2
• Mua Ō! DVD

1. Using OHT 1 (Greetings/ Farewells with pictures) and Audio CD (track 5) and DVD.
Go over the phrases once again to remind students about what was learned in Lesona A.
2. Using Audio CD (Track 6) and OHT 2.

Students listen to the CD, and read phrases on OHT 2.
Students repeat the phrases.
3. Hand out Student Worksheet 1

In pairs students say the phrase in the left column, then discuss and match it with the
appropriate response from the pictures and phrases in the right column.
Use OHT 2 for answers.
Worksheet 1 can be cut up and put in envelopes for students to play card games like ‘Fish’
or ‘Memory’ to find a match.
4. DVD: Without sound

View the short clip where students are speaking the language in context. However mute the sound
5. Remind students about the informal and formal aspects of gagana Sāmoa. Explain to students
that to acknowledge the status difference between teacher and student there is a more
appropriate farewell for students to use when saying goodbye to an adult Tōfā soifua.
6. Farewell students at the end of class.

Tōfā tamaiti and students now respond Tōfā soifua faiā'oga.

GAGANA SĀMOA
LESONA I
• OHT 1 and OHT 2
• Worksheets 2 and 3

1. Using Audio CD (track 5 and 6) and OHT 1 and OHT 2.
Go over the phrases once again to remind students about what was learned in LESONA A
and LESONA E.
2. Hand out Student Worksheet 2.

A list of phrases is given on Worksheet 2. Cartoon pictures with speech bubbles are given.
Students work in pairs to select the appropriate phrase and write it into the speech
bubbles.
Use OHT 2 for answers.
3. Students can now practise their greetings and farewells in pairs or threes.
4. Students form two circles, one inside the other, and face each other.
They greet the student they are facing and then farewell them. The circles then move in opposite
directions so that each person in each circle has greeted and farewelled each person in the
other circle.
This activity can also be used with students holding a picture of another peer or a famous
person. The other students then greet this person in everyday gagana Sāmoa by name, or using
sole or suga.
5. Remind students again about the different levels of gagana Sāmoa. In this unit we have
concentrated on everyday gagana Sāmoa. Greetings and farewells using formal gagana Sāmoa
are the focus of the next unit.
Homework or Extension Activity:

Worksheet 3 can be given to students to write in appropriate phrases in the empty speech
bubbles.

GAGANA SĀMOA
Matā'upu 1 OHT 1
Standard Conversation
Tālofa Hello
Tālofa Hello
'O ai lou igoa? What is your name? 'O lo'u igoa o.................................... My name is..............................................
'O ā mai oe? How are you?

Manuia fa'afetai. Fine/well thank you.
'Ae ā 'oe? How about you?
Manuia fo'i fa'afetai I am fine also thank you.
Tōfā Goodbye. Tōfā Goodbye.
Common greetings between friends
Sole, mālō! Boy, Hi!

Suga, mālō! Girl, Hi!
'O ā mai oe? How are you?
Feoloolo ā. OK or Not bad

'Ia fā Well, bye.
Fā Bye.

GAGANA SĀMOA
Matā'upu 1 OHT 2
Tālofa faiā'oga Hello teacher.

Tālofa tamaiti Hello children.
Tālofa Sole, 'o ā mai oe? Manuia lava fa'afetai

Hi (boy) how are you? Very well thanks.
Suga, Mālō, 'O ā mai oe? Feoloolo ā
(Girl) Hi, how are you? OK
Tama, 'o ai lou igoa 'O lo'u igoa ‘o ............................................

fa'amolemole? My name is .
....................................................
Boy, what’s your Teine, 'o ai lou igoa

name please?
fa’amolemole? 'O lo'u igoa 'o ............................................
Girl, what’s your name My name is .....................................................
Fā
please?
Bye.
Fā
Bye.
Tōfā sole
Goodbye (boy). Tōfā suga
Goodbye (girl).

GAGANA SĀMOA
Matā'upu 1 Worksheet 1
Match the picture and phrase in the left column with the appropriate picture and phrase
in the right column
'O lo'u igoa 'o .

Tālofa Sole, 'o ā mai oe? ...........................................
Fā
Tālofa tamaiti.
Feoloolo ā
Fā
Suga, Mālō, 'O ā mai oe?
Tama, 'o ai lou igoa

fa'amolemole?
'O lo'u igoa 'o .................................................
Tōfā sole.
Manuia lava fa'afetai.
Teine, 'o ai lou igoa

fa’amolemole?
Tālofa faiā'oga.
Tōfā suga.

GAGANA SĀMOA
Select the correct phrase from the list below and write it in the appropriate
speech bubble.
Tālofa tamaiti. 'O lo'u igoa 'o ......................................
Tālofa faiā'oga. Teine, 'o ai lou igoa fa'amolemole?
Tālofa sole, 'o ā mai 'oe? 'O lo'u igoa 'o .....................................
Manuia lava fa'afetai. Tōfā sole
Suga, mālō, 'o ā mai 'oe? Tōfā suga
Feoloolo ā. Fā
Tama, 'o ai lou igoa fa'amolemole? Fā

GAGANA SĀMOA
Write out appropriate phrases for each set of pictures.

GAGANA SĀMOA
Matā'upu 1 Audio CD Transcript
Track 4: Language Targets: Greeting and farewell
tālofa
mālō
tālofa lava.
tālofa lava faiā’oga.
manuia
lelei
tele
'O ai lou igoa?
'O lo'u igoa o ……..
'O ā mai 'oe?
'O ā mai 'oulua?
'O ā mai 'outou?
manuia fa'afetai.
lelei tele
'ae ā 'oe?
lou faiā’oga
lo'u faiā'oga
lau uō
la'u uō
tālofa sole.
tālofa suga.
fa'afetai
tōfā
tōfā soifua.
'o le tamaitiiti
'o tamaiti
tālofa tamaiti.
'o le teine
'o le tama
feoloolo lava
manuia le aso

GAGANA SĀMOA
Track 5: Dialogue: OHT 1 (Common greetings between friends)
Standard Conversation
A: Tālofa.
B: Tālofa.
A: 'O ai lou igoa?
B: 'O lo'u igoa o ……..
A: 'O ā mai 'oe?
B: Manuia fa'afetai. 'Ae ā 'oe?
A: Manuia fo'i fa'afetai.
B: Tōfā.
A: Tōfā.
Common greetings between friends

A: Sole, mālō!
B: Suga, mālō! 'O ā mai 'oe?
A: Feoloolo ā. 'Ia fā.
B: Fā.
Track 6: Dialogue: OHT 2 (Greetings and farewells with pictures)

Teacher: Tālofa tamaiti.
Class: Tālofa faiā'oga.
Girl: Tālofa sole, 'o ā mai oe?
Boy: Manuia lava fa'afetai.
Girl: Suga, Mālō, 'O ā mai oe?
Girl: Feoloolo ā.
Teacher: Tama, 'o ai lou igoa fa'amolemole?
Boy: 'O lo'u igoa o ……..
Teacher: Teine, 'o ai lou igoa fa'amolemole?
Girl: 'O lo'u igoa o ……..
Boy: Tōfā sole.
Boy: Fā.
Girl: Tōfā suga.
Girl: Fā.

GAGANA SĀMOA
Matā'upu 1 DVD Transcript
Scenario 2: Introduction to Sina.
Sina runs out of the family home and moves towards the camera as she cheerfully introduces herself
in gagana Sāmoa and then in English (voiceover).
Sina
Tālofa, o lo'u igoa o Sina.
Hello, my name is Sina.
'Ua sefulu lua nei o'u tausaga,

I am twelve years old,
ma 'ou te nofo i Aukilani ma lo'u 'āiga.

and I live in Auckland with my family.
'O lo'u tamā lea,

this is my father,
'o lo'u tinā lea,

this is my mother.
Cut to Sina’s teachers at school.

Sina
'O Mr Tomasi ma Mrs Robinson suafa o a'u faiā'oga.
E lelei lava a'u faiā'oga.
(Mr Tomasi and Mrs Robinson are the names of my teachers.
My teachers are great.)
Return to Sina’s home where Sina has finished breakfast. Sina picks up her school bag and walks
towards the door as her father Ioane bids her goodbye. As Sina closes the door, her mother, Mele calls
out to her so Sina quickly pops back to say goodbye to her mother.
Ioane
Tōfā Sina!
(Goodbye Sina!)

GAGANA SĀMOA
Sina
Tōfā Tamā!
(Goodbye father!)
Mele
Tōfā Sina, manuia le aso.
(Goodbye Sina, have a good day.)
Sina
Tōfā Tinā, fa'afetai lava.
(Goodbye mother, thank you very much.)
Scenario 3: Sina greets her friends at school.

Sina enters the school yard and sees a friend, John who is riding a bicycle. Sina calls out to him.
Sina
Sole, John! Mālō.
(John! Hello.)
John
Mālō suga.
(Hello girl.)
Sina
'O ā mai 'oe John?
(How are you John?)
John
Manuia fa'afetai. 'Ae 'o ā mai 'oe?
(Well thankyou. But how are you?)

GAGANA SĀMOA
Sina
Feoloolo lava.
(Not bad or OK.)
Sina continues walking through the school yard and spots her close friend Anita.
Sina
Anita, tālofa.
(Anita, hello.)
Anita
Tālofa Sina.
(Hello Sina.)
Sina
'O ā mai 'oe?
(How are you?)
Anita
Manuia fa'afetai.
'Ae 'o ā mai 'oe?
(Very well thank you.
But how are you?)
Sina
Manuia fo'i, fa'afetai.
(I’m well too, thank you)

GAGANA SĀMOA
Scenario 4: Students greeted by a teacher.
John and Hayes are talking outside a classroom as Mrs Robinson approaches. As soon as the teacher
addresses them they stand upright and face her to show their respect.
Mrs Robinson
Tālofa John, Tālofa Hayes.
(Hello John, Hello Hayes.)
John
Tālofa Mrs Robinson.
(Hello Mrs Robinson.)
Mrs Robinson
'O ā mai 'oulua?
(How are you two?)
Hayes
Manuia fa’afetai Mrs Robinson.
(Very well thank you Mrs Robinson.)
Mrs Robinson
Lelei.
(Good.)
Scenario 5: Sina introduces her group of friends.

In a voice over, Sina introduces her friends as they are each shown playing in the school grounds. Sina
and her friends are also shown enjoying team activities such as singing and playing games.
Sina
'O a'u uō lelei lava e igoa iā Anita, John,
Ionatana ma Gafa. 'Ou te fiafia tele i le ā'oga.
E masani ona usu a mātou pese ma fai a mātou ta'aloga.
(My best friends are named Anita, John,
Ionatana and Gafa. I really enjoy school.
We usually sing songs and play games.)

Matā'upu 2 TĀLOFA LAVA FORMAL GREETINGS
GAGANA SĀMOA
MATĀ'UPU 2: TĀLOFA LAVA FORMAL GREETINGS
TEACHER’S NOTES
In fa'asāmoa or Samoan culture, there are three language levels in operation; everyday gagana Sāmoa,
formal gagana and formal gagana fa'amatai the language of chiefs. Ordinarily it is acceptable in
Samoan custom to use everyday gagana in conversation with friends, acquaintances, other students
and family members, and to use formal gagana when conversing with people of status or people who
are unfamiliar to you. This is one way of demonstrating respect or the Samoan value of fa'aaloalo. It
is culturally appropriate to greet elders, strangers and people with status using formal gagana Sāmoa.
This means that when students greet a teacher or a visitor, they would say Tālofa lava or Mālō lava.
It may be helpful to practise the pronunciation of the language targets at the start of each lesson. In
this unit, note in particular the Samoan word for respect, fa'a-alo-alo. Again remember to sound every
vowel separately. Say it very slowly at first making sure all the a’s are sounded, then gradually speed it
up. The following are some common terms with their respectful equivalent:
English Everyday Gagana Sāmoa Formal Gagana Fa’aaloalo

hello tālōfa tālōfa lava
hello mālō mālō lava
goodbye tōfā tōfā soifūa
In ordinary conversation when you address or refer to another person, you always use the gagana
fa'aaloalo or formal language to show your respect. However when you refer to yourself, you always
use everyday gagana.
In the suggested dialogue in Lesona E, the teacher greets a student’s mother and father with the
words tālofa Tinā meaning hello mother and tālofa Tamā meaning hello father. This is acceptable
and fairly common practice in Samoan culture. It is regarded as being respectful or fa'aaloalo, and an
acknowledgement of the status of both the mother and father.
In this unit the possessive pronoun lou, and lo'u, are used to introduce people, e.g. lo'u tinā (my mother).
The teacher and students should watch and listen to the DVD and the CD and try to differentiate
between the words used. Listen carefully for lou and lo'u and try to work out whether it means my or
your.
Note also the use of different pronouns for one / two / or more people.
'O ā mai 'oe? How are you? (1)
'O ā mai 'oulua? How are you? (2)
'O ā mai 'outou? How are you? (3 or more)
One response can do for all three questions above: Manuia lava fa'afetai (Very well thank you).

GAGANA SĀMOA
Other alternative responses:
'O lo'o manuia a'u fa'afetai. I am well thank you.
'O lo'o manuia mā'ua fa'afetai. The two of us are well thank you.
'O lo'o manuia mātou fa'afetai. We are all well thank you.
Guide to the use of Personal Pronouns

This guide is for the teacher’s use only. It is not expected that these forms will be explicitly taught.
one person two people 3 or more people

1st 'o a'u - it’s me tā'ua – us, you and me tātou - we, us all
person lo'u 'ofu - my dress mā'ua – us, not you mātou - we, us without you.
o'u 'ofu - my dresses tā 'ofu - our clothes mātou 'ofu - our clothes
(exclusive)
la'u 'ato - my bag mā 'ofu - our clothes tātou 'ofu - our clothes
(inclusive)
2nd 'oe - you 'oulua - you two - not 'outou - all of you excluding me
person lou - your (singular) including me.
ou - your (plural) ō 'oulua - you two go
lau - your (singular) lua 'ofu - your clothes
au - your (plural) lua 'ato - your bags
3rd ia - her, him, she, it lā'ua - those two lātou - them

person excluding speaker and
person addressed

GAGANA SĀMOA
MATĀ'UPU 2: TĀLOFA LAVA FORMAL GREETINGS
Learning intentions:
By the end of this matā'upu students will be able to:
• use formal greetings appropriately
• introduce their parents using gagana Sāmoa
Success Criteria:
• Students recognise when and how to use formal greetings.
• Students greet teachers and other adults using formal gagana Sāmoa.
• Students can greet each other in both formal and informal gagana Sāmoa.

• Receive and produce information; respond to • Recognise and use classroom
questions and requests; show social awareness expressions and Instructions.
when interacting with others. • Give and respond to greetings,
Language knowledge farewells, thanks and Introductions.
• Recognise that the target language is organised in • Use language, positioning, and
particular ways. movement to show respect.
• Make connections with students’ own language. Language Knowledge
• Understand and use familiar expressions and • Make connections with their own
everyday vocabulary (recognise and respond to language(s).
greetings and farewells in formal gagana Sāmoa). Cultural Knowledge
Cultural knowledge • Position themselves appropriately
• Recognise that the target culture is organized in when relating to others.
particular ways. • Use appropriate forms of language
• Students make connections with their own cultures for themselves and others in specified
and languages (how, and to whom, respect is situations and contexts.
shown). • Make connections with known
culture(s).

GAGANA SĀMOA
Language Targets
tamā father
lo'u tamā my father
'o lo'u tamā lea this is my father
tinā mother
lo'u tinā my mother
'o lo'u tinā lea this is my mother
lou tamā your father
lou tinā your mother
o'u mātua my parents
ou mātua your parents
tālofa lava Tamā hello dad or father
tālofa lava Tinā hello mum or mother
tālofa lava lau susuga hello sir or (name)
tālofa lava Faiā'oga hello Teacher or (name)
mālō lava hello
'o ai lou suafa what is your name?
'o a'u 'o ……. I am ……. (name)
'o lo'u igoa o……. my name is ……..
lau susuga sir, madam, Mr, Mrs (respectful term for any older person)
'o le faiā'oga the teacher
tōfā soifua Tamā good bye dad (respectful)
tōfā soifua Faiā'oga good bye teacher (respectful)
fa'aaloalo respect
lelei good
mālō le soifua good health to you(another form of greeting)
mālō lava le soifua very good health to you

GAGANA SĀMOA
LESONA A
• Mua Ō! DVD

1. Watch the DVD segment
Encourage students to explore similarities and differences between gagana Sāmoa, regarding
everyday gagana Sāmoa and formal gagana Sāmoa, and the other languages spoken by the
students in the class.
Discuss when and how the greetings are used.
2. Watch the DVD segment again.

What differences do students notice between the formal and everyday gagana Sāmoa.
Compare these differences with English and other languages that students know.
Talk about the differences between everyday gagana Sāmoa greetings between friends and
the formal gagana Sāmoa greeting.
Talk about the pronunciation.
Note and discuss the different use of the pronouns for referring to one, two or more
people
3. Now that the students understand the formal greetings and farewells, ask them how they
should be addressing the teacher.
Greet the students again:
Tālofa tamaiti they should respond Tālofa lava lau susuga
(Can also respond as Tālofa lava Faiā'oga or use the teacher’s name depending on how the
teacher would like to be addressed).
Farewell the students.
Tōfā tamaiti they should respond Tōfā soifua lau susuga
(They can also respond as Tōfā soifua Faiā'oga or use the teacher’s name depending on how
the teacher would like to be addressed).

GAGANA SĀMOA
LESONA E
• Mua Ō! DVD
• OHT 1

1. Using OHT 1 (Greetings/ Farewells everyday and formal with pictures)
Listen to the Audio CD (track 8).
Students listen to the CD and at the same time read the phrase and view picture on the OHT 1.
Repeat the phrase to practise pronunciation.
Note again the differences with everyday and formal gagana Sāmoa.
2. Handout Worksheet 1.
Using Audio CD (track 8).
Students listen to the CD and repeat the phrase.
They select the picture and phrase on Worksheet 1 that corresponds to the phrase.
Use OHT 1 to mark.
3. Hand out Worksheet 2.

A list of phrases (greetings and farewells) is given and pictures are shown below.
In pairs students say the phrase, discuss and select the correct picture that corresponds to
the phrase and write this next to correct picture on their worksheet
Use OHT 1 to mark.

GAGANA SĀMOA
LESONA I
• Mua Ō! DVD
• OHT 2
• Picture cards - create using Resource 1.

1. Watch the the DVD segment where Mr Tomasi meets Sina’s parents.
Note how the introductions are made.
Discuss how Mr Tomasi addresses Sina’s parents.
Explain that it is acceptable to address parents as Tamā and Tinā.
2. Using OHT 2 and the Audio CD (track 9).

Listen to the introductions and read the phrase on OHT 2. Repeat the phrase.
3. In pairs practise introducing someone to an adult, using respectful language.

Starting with:
Talofa lava lau susuga…
4. Hand out picture card sets. Students work in groups of 4.

Each student takes a card which shows one child or adult, two children or adults, or more
than two people.
Students say an appropriate greeting or farewell (everyday or formal gagana Sāmoa) to the
person or people shown on the card.
Students lay all the cards on the table face up. Each student says an appropriate greeting
or farewell (everyday or formal gagana Sāmoa) to the person or people shown on one of the
cards. The other students in the group identify the correct card.
This could also be done as a whole class task with the picture cards displayed on OHT.
Students could work in teams to take turns to give the greeting/farewell and identify the
appropriate picture card.

GAGANA SĀMOA
Matā'upu 2 OHT 1
Tālofa tamaiti. Tālofa lava faiā'oga.
Tālofa lava Tamā.

Tālofa lava Tinā.
Tōfā soifua Tamā. Mālo lava le soifua.
Tōfā soifua Tinā. Tōfā soifua.
Tālofa lava lau susuga.

Tālofa Sina, 'o ā mai oe?
Manuia lava fa’afetai.
'O ā mai 'oulua?

Manuia.
'O ai lou suafa
fa'amolemole? 'O lo'u igoa o .................................
Manuia fa'afetai lava.

Tālofa tamaiti, 'O ā
mai 'outou?

GAGANA SĀMOA
Matā'upu 2 OHT 2
Tālofa, 'o lo'u tamā lea.

Hello, this is my father.
Tālofa lava faiā'oga, 'o lo'u tinā lea.

Hello teacher, this is my mother.
Tālofa lau susuga, 'o o'u mātua ia.

Hello Sir, these are my parents.
Mālō sole, 'o la'u uō lea.

Hi (boy), this is my friend.

GAGANA SĀMOA
Match the picture and phrase in the left column with the appropriate picture
and phrase in the right column.
Mālo lava le soifua.

Tōfā soifua.
Tālofa tamaiti.
'O lo'u igoa o.............................

Tālofa lava Tamā. Tālofa Sina, 'o ā mai 'oe?

Tālofa lava Tinā. Manuia lava fa'afetai.
Tōfā soifua Tamā.

Tōfā soifua Tinā.
'O ā mai 'oulua?

Manuia fa'afetai lava.
'O ai lou suafa

fa'amolemole?
Manuia.
Tālofa tamaiti, 'o ā Tālofa lava faiā'oga.

mai 'outou?

GAGANA SĀMOA
Select the correct phrase from the list below and write it in the appropriate
speech bubble below.
Tālofa tamaiti. 'O lo'u igoa o ........................................
Tālofa lava Tinā. 'O ā mai oulua?
Tālofa lava lau susuga. Tālofa lava Tamā.
Tālofa tamaiti, 'o ā mai 'outou? Manuia.
Tālofa Sina, 'o ā mai oe? Manuia fa'afetai lava.
Manuia lava fa'afetai. Tōfā soifua Tamā.
Mālō lava le soifua. Tālofa lava faiā’oga.
'O ai lou suafa fa'amolemole?
Tōfā soifua Tinā.

Matā'upu 2 Resource 1 Matā'upu 2 TĀLOFA LAVA FORMAL GREETINGS
GAGANA SĀMOA

GAGANA SĀMOA
Track 7: Language Targets: Greetings (Formal) & Introductions
tamā
lo'u tamā
'o lo'u tamā lea.
tinā
lo'u tinā
'o lo'u tinā lea.
lou tamā
lou tinā
o'u mātua
ou mātua
tālofa lava Tamā
tālofa lava Tinā
tālofa lava lau susuga
tālofa lava Faiā'oga
Mālō lava
'O ai lou suafa?
'o a'u 'o …….
'o lo'u igoa o......
lau susuga
'o le faiā'oga
Tōfā soifua Tamā
Tōfā soifua Faiā'oga
fa’aaloalo
lelei
mālō le soifua
mālō lava le soifua

GAGANA SĀMOA
Track 8: Dialogue: OHT 1 (Worksheet 1)
Teacher: Tālofa tamaiti.
Class: Tālofa lava Faiā'oga.
Teacher: Tālofa lava Tamā, Tālofa lava Tinā.
Parents: Mālō lava le soifua.
Teacher: Tōfā soifua Tamā, Tōfā soifua Tinā.
Parents: Tōfā soifua.
Girl: Tālofa lava lau susuga.
Teacher: Tālofa Sina, 'o ā mai oe?
Girl: Manuia lava fa'afetai.
Teacher: 'O ai lou suafa fa'amolemole?
Father: 'O lo'u igoa o ……..
Girl: 'O ā mai 'oulua?
Kids: Manuia.
Teacher: Tālofa tamaiti, 'O ā mai 'outou?
Students: Manuia fa'afetai lava.
Track 9: Dialogue: OHT 2 (Introductions)

Tālofa, o lo'u tamā lea.
Tālofa lava Faiā'oga, 'o lo'u tinā lea.
Tālofa lau susuga, 'o o'u mātua ia.
Mālō sole, o la'u uō lea.

GAGANA SĀMOA
Scenario 6: Formal greetings (teacher and students).
Sina and Anita walk into their classroom. They see their teacher Mr Tomasi seated at his desk. Both girls
approach their desks quietly and sit down.
Mr Tomasi
Tālofa lava Sina ma Anita.
(Hello Sina and Anita.)
Both girls look at Mr Tomasi as they respond formally.

Anita
(respectful language) (Hello Sir.)
Mr Tomasi
'O ā mai 'oulua?
(How are you both?)
Sina
(Very well thank you.)
Mr Tomasi
Lelei.
(Good.)

GAGANA SĀMOA
Scenario 7: Formal greetings (teacher and parents).
Sina’s parents Ioane and Mele have come to collect Sina early for a pre-arranged appointment. Sina was
not waiting at the school gate as planned so her parents have come to her classroom to look for her.
Uncertain of who the visitors are, Mr Tomasi greets them in formal gagana Sāmoa.
Mr Tomasi
Tālofa Tamā. 'O lo'u igoa o Sione Tomasi.
(Hello father. My name is Sione Tomasi.
What is your name please?)
Ioane
'O lo'u igoa o Ioane. 'O lea e va'ai atu
lo'u afafine o Sina.
(My name is Ioane. I am looking for
my daughter Sina.)
Mr Tomasi
'Oi tālofa e , 'ae sā i 'inei a.
(Oh dear, she was just here…)
Mr Tomasi notices Sina entering the classroom.

Mr Tomasi
'Oi Sina!
(Oh Sina!)
Sina
Tamā!, Tinā!
(Father! Mother!)

GAGANA SĀMOA
Sina embraces her mother and introduces her parents to Mr Tomasi.
Sina
Tālofa lau susuga Mr Tomasi,
o o'u mātua ia. 'O lo'u tamā lea.
(Hello sir Mr Tomasi,
here are my parents. This is my father.)
Mr Tomasi
Mālō le soifua.
(Good day to you.)
Ioane
Mālō lava le soifua i lau susuga.
(Good day to you too sir.)
Sina
'O lo'u tinā lea.
(This is my mother.)
Mr Tomasi
Tālofa.
(Hello.)
Sina’s Mum
Tālofa.
(Hello.)
Mr Tomasi
'O ā mai 'oulua?
(How are you both?)

GAGANA SĀMOA
Mele & Ioane
(Well thank you.)
Ioane
'Ia 'o lea ua i 'ī Sina. 'O le 'ā mātou ō.
Fa'afetai tele lava i lau susuga.
(Well here is Sina. We’ll go now.
Thank you very much sir.)
Mr Tomasi
'Ia lelei, fai ia lea tonu.
Manuia tele lenei aso.
(OK, good. Do that.
Have a nice day.)
Ioane
Fa'afetai lava.
(Thank you.)
Sina’s Mum
Tōfā soifua.
(Good bye.)

Matā'upu 3 E FIA? E TO'AFIA? HOW MANY?
GAGANA SĀMOA
MATĀ'UPU 3: E FIA? E TO'AFIA? HOW MANY?
TEACHER’S NOTES
This matā'upu introduces numbers and gives the students more classroom related vocabulary to use.
E fia means how many. This question is used for objects in general. To ask about people the question
changes slightly to E to'afia? See the following example.
E fia fale? (How many houses?) Response: E tolu fale (There are three houses)
E fia nofoa? (How many chairs or seats?) Response: E lua nofoa (There are two chairs)
E fia tusi? (How many books?) Response: E lima tusi (There are five books)
E to'afia tamaiti? (How many children?) Response: E to'asefulu tamaiti (There are ten children)
E to'afia faiā'oga? (How many teachers?) Response: E to'afā faiā'oga (There are four teachers)
E to'afia 'outou? (How many of you?) Response: E to'afā mātou (There are four of us)
Here the teacher and the students are beginning to learn how gagana Sāmoa is organized through the
use of simple phrases or questions. Note the similarities between Maori words for the numbers and
the Samoan words here. After learning one to ten, students will learn how the rest of the numbers are
strung together to formulate subsequent numbers.
For example:
sefulu ten
tasi one
Eleven is sefulu ma le tasi, (ten and one) or expressed as sefulu tasi.
Twenty three in gagana Sāmoa is luasefulu ma le tolu or (two tens and three) expressed as luasefulu
tolu.
In Lesona A, some simple classroom related commands have been introduced. Teachers are encouraged
to use these commands as much as possible, so that they become part of the class routine. Note how
some verbs are changed slightly depending on whether there is one person or more than one person
involved.
nofo i lalo (sit down) for one person becomes nonofo i lalo (for more people).
It’s a good idea to reinforce new vocabulary constantly until the students become confident and are
able to use the new words often.
The purpose of the game Fai mai le faiā'oga ‘teacher says’ similar to ‘Simon says’ is to introduce the
students to gagana Sāmoa in use. Please note that while classroom instructions have been included
in the target language for this unit, they are included for the teacher’s use. Teachers should use those
they feel confident with. In Lesona A, Fai mai le faiā'oga, for example, eight expressions have been
suggested. The teacher may cut down the number of instructions initially, gradually adding one or
two more. The game can be played as a miming activity initially, without using the sentence Fai mai le
faiā'oga. Please note that the instructions to one student have been given for the teacher’s use. When

GAGANA SĀMOA
playing the game, the teacher will be instructing the whole class, so only the plural form has been given
for the game.
In this unit classroom vocabulary is introduced. It is recommended that the items in the room are
labelled so that the students can see and use these terms daily and incorporate them into their everyday
gagana Sāmoa. Some activities have been included so that students can practise the new vocabulary.

GAGANA SĀMOA
MATĀ'UPU 3: E FIA? E TO'AFIA? HOW MANY?
• carry out simple conversations (using questions and answers about classroom objects)
Success Criteria:
• Students can engage in a simple conversation and give phone numbers in gagana Sāmoa.
• Students can count up to 20 in gagana Sāmoa.
• Students can follow simple classroom instructions in gagana Sāmoa.

• Receive and produce information; respond • Recognise and use classroom expressions and
to questions and requests; show social instruction.
awareness when interacting with others. • Communicate using numbers.
Language knowledge Language knowledge
• Recognise that the target language is • Recognise, respond to and use relevant
organised in particular ways. vocabulary, simple structures, and formulaic
• Make connections with students’ own expressions in a range of sentence types.
language • Make connections with their own language(s).
• Understand and use familiar expressions and Cultural knowledge
everyday vocabulary (count in gagana Sāmoa
(1 – 10; 1 – 100); respond to classroom • Make connections with known culture(s).
instructions).
Cultural knowledge
cultures and languages (how numbers are
formed in gagana Sāmoa).
• Students make connections with known
languages (introduced to how people and
things are counted).

GAGANA SĀMOA
Language Targets - Matā'upu 3, Part A
The numbers 1 - 100 Classroom instructions
tasi one 'aua le pisa don’t make a noise
lua two
sau i luma come to the front
tolu three
va'ai i le faiā'oga look at the teacher
fā four
lima five va'ai i le tusi look at the book
ono six sau 'i 'īnei come here (generally)
fitu seven sau i 'ī come here (to this specific place)
valu eight
alu i fafo go outside
iva nine
pesepese mai sing along
sefulu ten
sefulu tasi eleven fa'alogo i listen to
sefulu lua twelve fa'alogo i le pese listen to the song
sefulu tolu thirteen si'i lou lima raise/ put up your hand/arm (1)
sefulu fā fourteen
si'i ou lima raise / put up both hands/arms
sefulu lima fifteen
sefulu ono sixteen nofo i lalo sit down (singular)
sefulu fitu seventeen nonofo i lalo sit down (plural)
sefulu valu eighteen tū i luga stand up (singular)
sefulu iva nineteen tutū i luga stand (plural)
luasefulu twenty
fīlēmū be quiet
luasefulu tasi twenty one
tolusefulu thirty mālamalama? (do you) understand? (Is it clear?
selau hundred mālamalama it’s clear. (I understand).
selau sefulu hundred and ten va’ai i le laupapa look at the board
afe thousand va'ai i luma look at the front
fa'asaga i tua face the back
fa'asaga i luma face the front
tusitusi/tusi write
faitau read

GAGANA SĀMOA
Language Targets
Some prepositions used in the classroom instructions
pē out
luma front
tua back
luga up
lalo down, under
E fia? How many?
E fia potu? How many rooms?
E fia tusi? How many books?
E fia nofoa? How many chairs?
E fia au peni? How many pens do you have?
E to'afia tagata? How many people?
Language Targets – Matā'upu 3, Part B

Items in the classroom:
laulau table faiā'oga teacher
komepiuta computer pupuni curtains or cover
peni pen fola floor covering
tusi book kapeta carpet
nofoa chair 'apa lāpisi rubbish bin
'api excercise book kī o le mōlī light switch
faitoto'a door kesi desk
pusatusi book shelf fa'amalama window
'iefa'amalama curtains le potu the room
laupapa uliuli blackboard le laupapa the board
laupapa pa'epa'e whiteboard lou potuā'oga your classroom
uati clock lo’u potuā'oga my classroom

GAGANA SĀMOA
LESONA A
• Mua Ō! DVD
• Language Target Lists - Part A
• Resource 1 - Classroom instruction cards

Revise prior learning by expecting students to use formal gagana Sāmoa to greet and farewell the
teacher and reply to the roll.
1. Watch the DVD segment on classroom instructions.
Talk about similarities and differences between the classroom in Sāmoa featured on the
DVD and their own in New Zealand.
2. A game of ‘Simon Says’ or a miming game. The Audio CD (track 13) could be used for the
instructions.
The teacher demonstrates as the command is given and students follow the actions. If the
teacher only gives the command and for example says nonofo i lalo without the lead in fai mai
le faiā'oga and the students do the action then they are out (Pē!).
The game could be played without the lead in fai mai le faiā'oga so that the students become
used to the classroom instructions. The teacher could make this version of the game more
difficult by sometimes miming a different action to the spoken instruction.
The following are some instructions. As the game is with the whole class the instructions have
been given in the plural form.
Nonofo i lalo. Sit down (to many students).
Tutū i luga. Stand up (plural).
Si'i o tou lima. Put up your hands (to whole class).
Fa'alogo mai. Listen / Listen here.
Va'ai i le laupapa. Look at the board.
Fa'ata'ita'i. Say/repeat
Tusi. Write.
Faitau. Read.
3. Students work in pairs or small groups to practise the classroom commands. Use Resource 1
– classroom instruction cards. The cards are put on the table face down. Each student picks up
a card and says the action. The other students mime the action. Remind students to take note
of whether one, or more than one, student is expected to respond to the command.

GAGANA SĀMOA
LESONA E
• Number chart
• OHT 1 - The Number Rhyme
Suggested Activities:
1. Put up the number chart to introduce counting in gagana Sāmoa.
Listen to the numbers on the Audio CD (track 10) as the students read the numbers on the
chart.
Discuss the similarity of the numbers with other languages with which the students are
familiar.
Listen again to the Audio CD as students sing/count along.
Repeat two or three times.
2. Students practice the numbers one to ten in pairs. Students take turns to hold up a number of
fingers, the other student gives the number in gagana Sāmoa.
Once students can count 1 - 10, ask them in pairs to count backwards from 10 - 1 or count
only the even/odd numbers. This helps students to think more deeply about the numbers.
3. Put up OHT 1 with rhyme words and students recite along with the Audio CD (track 14) and
repeat two or three times.

GAGANA SĀMOA
LESONA I
• Number chart

1. Put up the number chart and review numbers with the Audio CD (track 10).
2. Students work in pairs to take turns to tell their telephone or cell phone number to their
partner who writes the numbers down. Students then check that the telephone number is
correct. Students write their name next to their own telephone number.
3. All the telephone numbers are then handed to the teacher who jumbles them up and then
re-distributes them. Each student reads out the number they have been given, and the other
students listen. The person whose number it is identifies him/herself.
4. Students can make their own quick Bingo game by drawing a 2x3 / 3 x 3 / 6 x 3 grid and writing
in 6/9/18 numerals within a given number range. The teacher or one student in a group calls
the numbers within the range and the students cross off their numbers as they hear them.
Students can call Ua 'uma (finished) when all the numbers have been crossed off.
Extension Activity:
Finger Counting game (numbers from 11 - 99)
In pairs one student holds up fingers on both hands and the other student gives the number
in gagana Sāmoa.
If a student holds up two fingers on the left hand and five fingers on the right hand, that
would be read by the other facing opposite as 52 limasefulu lua.
Remind students to ask the question E fia? and the answer E…. (number), as they play the
game, and the question E fia? if they need to see the number again.
To practise all the numbers to 100, the class could play Bingo. The teacher can initially be the
caller, and then students can also call the numbers. This game can be played in any lesson to
revise the numbers.

GAGANA SĀMOA
MATĀ'UPU 3 PART B: E FIA? E TO'AFIA? HOW MANY?
CLASSROOM OBJECTS
• OHT 1 and OHT 2
• Language Targets - Part B

1. Before this lesson the teacher has labelled different classroom items in gagana Sāmoa. These
labels will now remain in the classroom. As they are always present the words could become
part of everyday classroom language.
2. Using OHT 1 students sing the number rhyme to revise the numbers.
3. Put up OHT 2 of pictures of different items and people in clusters.

Teacher asks question: Student should respond:
A. E to'afia tamaiti? E to'alua tamaiti.
How many children? There are two children.
B. E fia peni? E lima peni.
How many pens? There are five pens.
C. E fia tusi? E valu tusi.
How many books? There are eight books.
D. E to'afia tagata? E to'aono tagata.
How many people? There are six people.
E. E fia titina? E fitu titina.
How many erasers? There are seven erasers.
F. E to'afia tamaiti? E to’atolu tamaiti.
How many children? There are three children.
G. E fia vase? E fā vase.
How many rulers? There are four rulers.
H. E fia penitala? E tolu penitala.
How many pencils There are three pencils.
4. The teacher revises the question and answer forms with the students. The students can then
work in pairs, using OHT 2 to ask and respond to the questions E fia …….? / E to'afia …….?
5. Students work in pairs. One student looks around the room and says E ……. / E to'a ……. (+
number); e.g. E tolu / E to'aluasefulu ono; the other student counts objects / people in the room
and replies E tolu titina or E to'aluasefulu ono tamaiti. This game could also be played as a full
class game with the teacher leading and students working in teams.

GAGANA SĀMOA
Matā'upu 3 OHT 1
The number rhyme

Tasi, tasi, tasi - tatou patipati
Lua, lua, lua - fa'asa'o lo'u papātua
Tolu, tolu, tolu, - tatou fa'ano'uno'u
Fa, fa, fa, - va'ai i lugā
Lima, lima, lima - fia 'ai i se fasi i'a
Ono, ono, ono - tatou osooso
Fitu, fitu, fitu - va'ai i le aītu
Valu, valu, valu - tete'e lou fa'amalu
Iva, iva, iva - toe fo'i i lou 'āiga
Sefulu, sefulu, sefulu - 'ua moe ta'agulu
One, one, one – let’s all clap

Two, two, two – straighten your back
Three, three, three – Let’s all slouch
Four, four, four – Look up
Five, five, five – want to eat a piece of fish
Six, six, six – Let’s jump up & down
Seven, seven, seven – Look at the ghost
Eight, eight, eight – Put up your umbrella
Nine, nine, nine – Return to your family home
Ten, ten, ten – Sound asleep and snoring

GAGANA SĀMOA
Matā'upu 3 OHT 2
A
B
C D
E
F
H
G

GAGANA SĀMOA
Matā'upu 3 Resource 1
Classroom Instruction Cards
Tutū i luga Pesepese mai
Fa'asaga i tua Fa'asaga i luma
Si'i ou lima Va'ai i le laupapa
Va'ai i le tusi Fīlēmū
Nonofo i lalo 'Aua le pisa

GAGANA SĀMOA
Track 10: Language Targets: Numbers
numera
tasi
lua
tolu
fā
lima
ono
fitu
valu
iva
sefulu
sefulu tasi
sefulu lua
sefulu tolu
sefulu fā
sefulu lima
sefulu ono
sefulu fitu
sefulu valu
sefulu iva
luasefulu
tolusefulu
selau
pē
Track 11: Language Targets: Prepositions and how many?

luma
tua
luga
lalo
E fia?
E fia potu?
E fia tusi?
E fia nofoa?
E fia au peni?
E to’afia tagata?

GAGANA SĀMOA
Track 12: Language Targets: Classroom instructions
'aua le pisa
sau i luma
va'ai i le faiā'oga
va'ai i le tusi
sau 'i 'īnei
sau i ī
alu i fafo
pesepese mai
fa'alogo i
fa'alogo i le pese
si'i lou lima
si'i ou lima
nofo i lalo
nonofo i lalo
tū i luga
tutū i luga
fīlēmū
'E te mālamalama?
'Ī, 'ou te mālamalama.
va'ai i le laupapa
va'ai i luma
fa'asaga i tua
fa'asaga i luma
tusitusi
faitau
Track 13: Game: Simon Says Fai mai le faiā'oga

Nonofo i lalo.
Tutū i luga.
Si'i ou lima.
Fa'asaga i tua.
Fa'asaga i luma.
Fa'alogo mai.
Va'ai i le laupapa.
Pati ou lima.

GAGANA SĀMOA
Track 14: Number rhyme: Numera
Tasi, tasi, tasi – tatou patipati
Lua, lua, lua – fa'asa'o lo'u papātua
Tolu, tolu, tolu – tatou fa'ano'uno'u
Fā, fā, fā – va'ai i lugā
Lima, lima, lima – fia 'ai se fasi i'a
Ono, ono, ono – tatou osooso
Fitu, fitu, fitu – va'ai i le aitu
Valu, valu, valu – tete'e lou fa'amalu
Iva, iva, iva – toe fo'i i lou 'āiga
Sefulu, sefulu, sefulu – ua moe ta'agulu
Track 15: Items in the classroom: Matā'upu 3, Part B

laulau
komepiuta
peni
tusi
nofoa
'api
faitoto'a
pusatusi
'ie fa'amalama
laupapa uliuli
laupapa pa'epa'e
uati
faiā'oga
pupuni
fola
kāpeta
'apa lāpisi
kī o le mōlī
kesi
le potu
le laupapa
lou potuā'oga
lo'u potuā'oga

GAGANA SĀMOA
Scenario 8: Game of ‘Teacher Says…’
Sina’s class are relaxing on the outdoor courts. Mr Tomasi approaches and calls them to attention then
starts giving instructions for the game of ‘The teacher says….’ (a variation of the game ‘Simon says…’)
Mr Tomasi
Fa'alogo mai fa'amolemole,
fa'alogo mai.
'O le 'ā 'āmata le tatou ta'aloga,
‘Fai mai le faiā'oga’…. sauni, sauni
(Listen here please,
listen here.
We will start our game,
‘The teacher says’, .... get ready, get ready.)
The class sit up and pay attention.

Mr Tomasi
Fai mai le faiā'oga ...
tutū i luga.
(The teacher says.....
stand up.)
The entire class stands up.

Mr Tomasi
Fai mai le faiā'oga…
fa'asaga i tua.
(The teacher says…
turn towards the back.)
The children turn around to face the back except for Anita who turns to the side instead.
Mr Tomasi
Anita 'ua 'e pē.
(Anita, you are out.)

GAGANA SĀMOA
Anita sits down.
Mr Tomasi
Sauni… Fai mai le faiā'oga....
fa'asaga i luma.
(Get ready…The teacher says....
face the front.)
All of the children face the front, except for two who turn to face the side.
Mr Tomasi
Tasi, lua, 'ia nonofo i lalo
'oulua, ua pē.
(One, two...sit down,
both of you are out.)
The two children sit down.

Mr Tomasi
Fai mai le faiā'oga....si'i lou lima.
(The teacher says.... raise your hand.)
The remaining children raise their hands.

Mr Tomasi
Tu'u i lalo tou lima.
Tasi, lua, tolu - lalo.
(Put your hands down.
One, two, three – down.)
Three children hesitantly drop their hands and are counted ‘out’. They sit down. The game finishes with
the teacher asking how many are sitting down and how many are left standing.
Mr Tomasi
John, e to'afia tamaiti o lo'o
nonofo i lalo?
(John, how many children are
sitting down?)

GAGANA SĀMOA
John
Tasi, lua, tolu, fā, lima.... ono.
E to'aono.
(One, two, three, four, five.... six.
There are six.)
Mr Tomasi
Lelei, fa'afetai John.
Anita.... e to'afia tamaiti o lo'o tutū i luga?
(Good, thank you John
Anita.... how many children are standing?)
Anita
Tasi, lua, tolu, fā, lima, ono.... fitu.
E to'afitu tamaiti.
(One, two, three, four, five, six.... seven.
There are seven children.)
Mr Tomasi
Lelei tele fa'afetai Anita.
Fai mai le faiā'oga, nonofo i lalo.
(Very good, thank you Anita.
The teacher says, sit down.)
Mr Tomasi
'Ia ua 'uma le tātou ta'aloga.
'O le 'ā 'āmata le isi tatou ta'aloga.
'E ā lenā tonu?
(Well we have finished this game,
we’ll start another game.
How does that sound?)

GAGANA SĀMOA
Scenario 9: How many? (Sina’s classroom).
The children in Sina’s classroom are working on an exercise when Mrs Robinson calls the class to
attention. Students are asked to count specific items around the classroom.
Mrs Robinson
Fa'alogo mai fa'amolemole.
E fia fa'amalama o le potuā'oga? Hayes?
(Listen here please.
How many windows are there in the classroom? Hayes?)
Hayes
E sufulu lua fa'amalama
o le potuā'oga.
(There are twelve windows
in the classroom.)
Mrs Robinson
Lelei. E fia komepiuta o
le potuā'oga... Sina?
(Good. How many computers are
there in the classroom…Sina?)
Sina
Tasi, lua, tolu, fā, lima. E lima
komepiuta Mrs Robinson.
(One, two, three, four, five. There are five
computers Mrs Robinson.)
Mrs Robinson
Lelei. Mālō.
(Good. Well done.)

GAGANA SĀMOA
Matā'upu 3 DVD Transcript - Cultural & Background Information
Schools in Sāmoa
In Sāmoa, school life begins at primary school, starting at year one up to year eight. Next it’s onto high
school until year twelve. This is followed by foundation classes in year thirteen, preparing students
for university. There are church schools, government schools, and private schools. In every school in
Sāmoa, students wear uniforms. Classes vary in size; some classes have forty to fifty students.
In Sāmoa, the curriculum is based on the New Zealand and Australian curricula. Schools in American
Sāmoa, follow the American system. Because of the hot temperatures in Sāmoa, classes begin at 8 am,
and finish at 1 pm in the afternoon, so most of the teaching and schooling happens during the cooler
times of the day. Classes are taught in both English and gagana Sāmoa. English is mainly taught in the
secondary school.

Matā'upu 4 ASO MA MĀSINA DAYS AND MONTHS
GAGANA SĀMOA
MATĀ'UPU 4: ASO MA MĀSINA DAYS AND MONTHS
TEACHER’S NOTES
The word aso means day and māsina means month or moon. Practise saying these two words before
the lesson. Try to work out the date in gagana Sāmoa and then write it on the board. Try saying it
repeatedly and alternately with the students. Note fānau means born, asofānau means day of birth or
birthday.
Note in particular how the days are written in gagana Sāmoa, (see table of language targets). Practise
saying all the new vocabulary at the start of each lesson. Encourage the students to write the date in
gagana Sāmoa in their other classes.
Note that the letters ‘l’ and ‘r’ are sometimes interchangeable in Samoan words that are transliterations
of English words. For example, the Samoan word for the month of April is 'Aperila or 'Apelila; (The first
‘r’ only is interchangeable).
February in gagana Sāmoa becomes either Fepuari or Fepuali.
The following is a list of useful Samoan terms for different parts of the day. It is not necessary to learn
these all but some students may find them useful when constructing sentences or simply enjoying the
challenge of new words to use.
Taimi o le Aso Times of the day

vaveao dawn
taeao morning
aoauli afternoon
afiafi evening
pō night
valuāpō middle of the night or late in the night
nei now
nānei later in the day or night
ana- prefix indicating time past
ananei just now (past)
analeilā earlier today
anataeao earlier this morning
anapō last night
ananafi yesterday

GAGANA SĀMOA
For the ‘Days of the Week’ game in LESONA A, the clue cards will need to be photocopied so that there
is one set per group of four. There is no need to photocopy the ‘Days of the Week Chart’. This could
be copied onto OHT and the students could copy it into their books. Remind students to leave a space
above and below the day given in each square, as this chart will be used for homework or as a revision
activity.
Please note that an extension version of this activity is also provided in LESONA A, for use by groups
who want to be extended. The students in this group may not need the days of the week chart, as they
could write in the answer themselves from the clues. They may also be able to do the whole activity
without any written clues.
In LESONA E, two versions of the question are given (What is the date of / When is …?) For example:
'O le ā le aso o le Kirisimasi? What day is Christmas?
'O ā fea le Kirisimasi? When is Christmas?
For the survey activity in LESONA I questions like the ones below could be posed for the students to
investigate, analyse and report back to the class.
E to'afia tamaiti na fānanau i le māsina o Mati? How many children were born in the month of
March?
E to'afia teine na fānanau i le māsina o Mati? How many girls were born in the month of
March?
E to'afia tama na fānanau i le māsina o Mati? How many boys were born in the month of
March?
The students will need to report their results as follows.

E to'a (+ number) tamaiti na fānanau i le māsina o Mati.
Questions for the students to ask when conducting the survey.

'O le ā le aso o lou asofānau? What is the date of your birthday?
OR
'O ā fea lou asofānau? When is your birthday?
Answers that students would use to respond.

'O le sefulu tolu o Mati. It’s the 13th of March.
'O lo'u asofānau 'o le sefulu tolu o Mati. My birthday is the 13th of March.
Students who are more confident could use these phrases:

Q. 'O ana fea na 'e fānau ai? On what date were you born?
A. Na 'ou fānau iā ……. I was born on the …….

GAGANA SĀMOA
In the above questions the verb fānau (meaning born or birth) changes to fānanau as there are more
than one people or birthdays. Here is how you can use these words.
'O anafea na 'e fānau ai? When were you (singular) born?
'O anafea na lua fānanau ai? When were you (two) born?
Na 'ou fānau iā Mati. I was born in March.
Na mā fānanau iā Tēsema. We (two) were born in December.
Na mātou fānanau iā Iuni. We (many) were born in June.
The following statement can be written on the board and be completed and amended daily by the
students to show the date in gagana Sāmoa.
'O le aso muamua lenei o Mati. Today is the first day of March.
'O le aso sefulu tolu lenei o 'Aperila. Today is the 13th of April.

GAGANA SĀMOA
MATĀ'UPU 4: ASO MA MĀSINA DAYS AND MONTHS
• state the days of the week
• state the date and the months in gagana Sāmoa
• identify significant dates.
Success Criteria:
• Students can say the days of the week, state the date and can recognise and recite the
months.
• Students can identify significant dates.
• Students can ask and respond to questions about birthdays.

Learning Languages The Gagana Sāmoa Guidelines:
• Receive and produce information; respond • Communicate about people, places and
to questions and requests; show social things.
awareness when interacting with others. Language knowledge
Language knowledge • Use relevant vocabulary, simple structures,
• Recognise that the target language is and formulaic expressions in a range of
organised in particular ways. sentence types.
• Make connections with students’ own • Recognise and use linguistic conventions to
language. make and interpret meaning.
Cultural knowledge • Interact in short conversations.
• Students make connections with their own Cultural Knowledge
cultures and languages (how, and to whom, • Experience and respond to gagana Sāmoa
respect is shown, the language of respect texts.
- formal and everyday language).

GAGANA SĀMOA
Language Targets
Aso Gafua Monday Ianuari January
Aso Lua Tuesday Fepuari February
Aso Lulu Wednesday Mati March
Aso Tofi Thursday 'Aperila April
Aso Faraile Friday Mē May
Aso To'ona'i Saturday Iuni June
Aso Sā Sunday Iulai July
aso day 'Aukuso August
vaiaso week Sētema September
le asō today 'Oketopa October
le aso lenei this day Nōvema November
taeao tomorrow Tēsema December
ananafi yesterday tausaga year
nei now fou new
nānei this evening or tonight tuai old
pasene per cent muamua first
kālena calendar mulimuli last
initaneti internet Kirisimasi Christmas
aso maliu funeral day or Easter
'Eseta Easter
Aso Tūto'atasi Independence Day
'O le ā le aso o le ….? What day is …….?
'O le aso fia le aso…? What date is…….?
asofānau birthday

GAGANA SĀMOA
LESONA A
• Mua Ō! DVD
• Chart of days of the week (Aso o le vaiaso)
• OHT 1
• Resource 1 (Teacher to prepare cards)

1. To revise numbers sing the numbers song or play a quick Bingo game.
2. Watch the DVD and listen carefully to the information.

What topic is being introduced?
Discuss whether the days/months are similar to days/months in other languages with which
the students are familiar.
3. Using the Chart of Days of the week listen to the Audio CD (track 16) and follow the days on the
calendar as they are said.
Students repeat the names in gagana Sāmoa.
Using OHT 1. Students listen to the song Aso o le vaiaso on the Audio CD (track 20).
Repeat and students sing along following the words on the OHT.
4. Introduce the key words: aso (day), le aso lenei, le aso ananafi, le aso a taeao, and the questions
and answers:
Question: 'O le ā le aso lenei? Response: 'O le …….(day) …….lenei.
What day is it today? It is ………. today.
Question: 'O le ā le aso ananāfi? Response: 'O le ………(day) ……. ananāfi.

What day was it yesterday? It was ……… yesterday.
Question: 'O le ā le aso taeao? Response: 'O le…….(day) …….taeao.

What day will it be tomorrow? It is ……… tomorrow.

GAGANA SĀMOA
5. Day of the Week Activity.
For this activity you will need OHT 1 the days of the week chart, or photocopy enough copies for
one per student, and photocopy and cut up enough sets of the days of the week cards (Resource
1) to have one set of cards per group of four.
• Ask students to copy the days of the week chart into their books.
• Students get into groups of four.
• Each group is handed a pack of days of the week cards (Resource 1).
• Students shuffle the cards and place them face down on the table.
• The first student is ‘the expert’ and takes a card, reads the clues to the group, and then asks:
'O le ā le aso lenei?
• Students look at their days of the week chart and tick off the correct date on their charts.
• They then check their answers with each other (eg: 'O le Aso Gafua lenei) and check their
answers with the ‘expert’ student who reads the clues. If they are not sure they can ask the
questions: 'O le ā le aso ananafi? or 'O le ā le aso taeao?
• The ‘expert’ student reads out the answer from the card.
• Each student takes a turn to be ‘the expert’ and read the clues.
Please note that one day has been given twice so that all four students in the group can have
two turns at calling the clues.
Please note also that a more difficult version of the clue cards has been provided for use by
groups who want to be extended (Resource 2). The students in this group may not need the
days of the week chart, as they could write the answer themselves after listening to the clues.

GAGANA SĀMOA
LESONA E
• Mua Ō! CD
• OHT 1
• Chart of the months of the year

1. Using OHT 1 and Audio CD (track 20).
Revise the days of the week by singing the song learnt in the last lesson.
2. Use the chart of the months of the year to recite the months along with the Audio CD (track 18).
Repeat as necessary.
3. Write up today’s date in gagana Sāmoa so students can see the pattern for the date.
Ask students questions relating to the calendar.
Some suggested questions and responses:
'O le ā le aso lenei? What day is this?
'O le aso Faraile (or appropriate day). It’s Friday.
'O le ā le māsina lea? What is this month?
'O 'Oketopa. It’s October.
'O le aso fia lea? What date is this?
'O le aso valu o 'Oketopa. It’s the eighth of October.
'O le ā le aso o le Kirisimasi? What day is Christmas?
'O ā fea le Kirisimasi? When is Christmas?
'O le ā le aso o le Tausaga Fou? What date is New Year’s Day?
'O le ā le māsina muamua o le tausaga? What is the first month of the year?
'O le ā le aso o le Tūto'atasi o Sāmoa? What day is Sāmoa Independence Day?
'O le ā le aso o le Waitangi? What day is Waitangi Day?
'O ā fea le Waitangi Day? When is Waitangi Day?
'O le ā lou asofānau? What is your birthday?
'O le ā le māsina mulimuli? What is the last month?
'O le ā le māsina o le 'Eseta / Aso Sā o Tamaiti? What month is Easter / White Sunday?

GAGANA SĀMOA
Discuss other significant dates that students celebrate or recognise as part of their known
cultures.
4. In pairs, students can ask each other for dates using the format as shown above.
Each student will write down three dates in numeric form (eg: 8/10).
Students will take turns to ask each other:
'O le ā le aso lea?, and to reply eg: 'O le aso valu o 'Oketopa.
5. Students can practise writing and asking some questions of their own which will be used to
undertake a class survey (see LESONA I).

GAGANA SĀMOA
LESONA I
• Days of the week chart
• Months of the year chart
• Number chart

1. Revise the numbers 1 - 31.
2. Conduct a survey on class birthdays.
Students work in groups to ask other students when their birthday is, in gagana Sāmoa. The
pattern for the survey questions has been given with explanations in the Teacher’s Notes and a
simple version is given below.
Students graph and analyse the collected data and report their findings to the class in
gagana Sāmoa.
Conducting the Survey

Q. 'O le ā lou asofānau?/'O ā fea lou asofānau? What is your birthday?/When is your
birthday?
A. 'O le aso ……. lo'u asofānau. My birthday is on…………..
Report:
by numbers of people
E to'asefulu tamaiti na fānanau ia Sētema. There are ten students born in
September.
or numbers of birthdays
E sefulu asofānau ia Tēsema. There are ten birthdays in December.
or by percentages
E sefulu pasene asofānau ia Tēsema. Ten percent of the birthdays are in
December.
Students begin their presentation by greeting the teacher and other students appropriately, and
finish their presentation with Fa’afetai. Students can also introduce themselves or each member
of the group and use the instructions that they know when giving their presentations.
Va'ai i le laupapa, fa' amolemole. Look at the board, please.
Mālamalama? Understand?

GAGANA SĀMOA
Matā'upu 4 OHT 1
Aso o le vaiaso
E fitu aso o le vaiaso
Aso Gafua, Aso Lua, Aso Lulu
Aso Tofi, Aso Faraile
Aso To'ona'i ma le Aso Sā
E lima aso 'ou te alu ai i le ā'oga

E a'oa'o a'u e le faiā'oga
'I la'u aganu'u ma la'u gagana
'Ina 'ia 'ou iloa ona tautala.
There are seven days in a week

Monday, Tuesday, Wednesday
Thursday, Friday
Saturday and Sunday
For five days I go to school

I am taught by the teacher
About customs and language
So I know how to speak

GAGANA SĀMOA
DAYS OF THE WEEK CARDS (CUT UP AND SHUFFLE) –

ONE PACK OF CARDS PER GROUP OF FOUR
Clue 1: Clue 1: Clue 1: Clue 1:
'O le Aso Sā ananafi. 'O le Aso Tofi ananafi. 'O le Aso Lua ananafi. 'O le Aso Lulu ananafi.
'O le Aso Lua taeao. 'O le Aso To’ona’i taeao. 'O le Aso Tofi taeao. 'O le Aso Faraile taeao.
Answer: Answer: Answer: Answer:

'O le Aso Gafua lenei 'O le Aso Faraile lenei. 'O le Aso Lulu lenei. 'O le Aso Tofi lenei.

'O le Aso Lua ananafi. 'O le Aso Faraile ananafi. 'O le Aso To’ona’i ananafi. 'O le Aso Gafua ananafi.
'O le Aso Tofi taeao. 'O le Aso Sā taeao. 'O le Aso Gafua taeao. 'O le Aso Lulu taeao.

'O le Aso Lulu lenei. 'O le Aso To’ona’i lenei. 'O le Aso Sā lenei. 'O le Aso Lua lenei.
DAYS OF THE WEEK

CHART
'O le Aso 'O le Aso 'O le Aso 'O le Aso

____________ ____________ ____________ ____________
lenei lenei lenei lenei
'O le Aso 'O le Aso 'O le Aso 'O le Aso

____________ ____________ ____________ ____________
lenei lenei lenei lenei

GAGANA SĀMOA
DAYS OF THE WEEK CARDS – EXTENSION VERSION (CUT UP AND SHUFFLE) –
ONE PACK OF CARDS PER GROUP OF FOUR.
In this version, the full clues are not given. The student who is giving the clues needs to be able to say
the clues unaided. See Teacher’s notes for suggestions for more difficult extension activities.
'O le _________ ananafi. 'O le _________ananafi. 'O le _________ ananafi. 'O le _________ananafi.

'O __________ taeao. 'O __________ taeao. 'O __________ taeao. 'O __________ taeao.

'O le Aso Gafua lenei 'O le Aso Faraile lenei. 'O le Aso Lulu lenei. 'O le Aso Tofi lenei.

'O le _________ ananafi. 'O le _________ananafi. 'O le _________ ananafi. 'O le _________ananafi.

'O __________ taeao. 'O __________ taeao. 'O __________ taeao. 'O __________ taeao.

'O le Aso Lulu lenei. 'O le Aso To’ona’i lenei. 'O le Aso Sā lenei. 'O le Aso Lua lenei.
DAYS OF THE WEEK CHART - EXTENSION

Write the correct day of the week in the blank square in the order that you hear the clues. The sentence
pattern has been given for you in the first square
O le Aso
____________
lenei

GAGANA SĀMOA
Track 16: Language Targets: Days of the Week
Aso o le vaiaso.
Aso Gafua
Aso Lua
Aso Lulu
Aso Tofi
Aso Faraile
Aso To'ona'i
Aso Sā
Track 17: Language Targets: General terms

aso
vaiaso
le asō
le aso lenei
taeao
ananafi
nei
nānei
pasene
kālena
initaneti
Track 18: Language Targets: Months of the year

Ianuari
Fepuari
Mati
'Aperila
Mē
Iuni
Iulai
'Aukuso
Sētema
'Oketopa
Nōvema
Tēsema

GAGANA SĀMOA
Track 19: Language Targets: Significant dates
tausaga year
fou new
tuai old
muamua first
mulimuli last
Kirisimasi Christmas
aso maliu funeral day or Easter
'Eseta Easter
Aso Tūto'atasi Independence Day
'O le ā le aso o le ……..? What day is ……..?
'O le aso fia le ……..? What date is ……..?
asofānau Birthday
Track 20: Days of the Week - Aso o le vaiaso OHT1

E fitu aso o le vaiaso
Aso Gafua, Aso Lua, Aso Lulu
Aso Tofi, Aso Faraile
Aso To'ona'i ma le Aso Sā
E lima aso 'ou te alu i le ā'oga

E a'oa'o a'u e le faiā'oga
I la'u aganu'u ma la'u gagana
Ina 'ia 'ou iloa ona tautala.

GAGANA SĀMOA
Scenario 10: Days and months.
The class is learning how to say the days and months in gagana Sāmoa. Mrs Robinson calls the class to
attention and tests their learning.
Mrs Robinson
Fa'alogo mai fa'amolemole tamaiti.
'O le ā le aso o… Waitangi....Gafa?
(Listen here please children.
What day is Waitangi...Gafa?)
Gafa
'O le aso Faraile, le aso ono
o... Fepuari
(Friday, the sixth
of… February.)
Mrs Robinson
Lelei. 'O le ā le māsina muamua
o le tausaga...Mayling?
(Good. What is the first month
of the year....Mayling?)
Mayling
'O Ianuari le māsina muamua.
(January is the first month.)
Mrs Robinson
Mālō… Brenda o le ā le
māsina mulimuli?
(Well done…. Brenda, what is the
last month?)

GAGANA SĀMOA
Brenda
'O Tēsema le māsina mulimuli.
(December is the last month.)
Mrs Robinson
Lelei Brenda. 'O ā aso o
le vaiaso.
(Good Brenda. What are the days
of the week.)
Sina
Aso Gafua, Aso Lua, Aso Lulu...
(Monday, Tuesday, Wednesday... )
Mrs Robinson
...Mayling?
Mayling
Aso Tofi, Aso Faraile...
(Thursday, Friday...)
Mrs Robinson
...John?
John
Aso To'ona'i, Aso Sā.
(Saturday, Sunday.)

GAGANA SĀMOA
Mrs Robinson
Lelei tele.
(Very good.)
Scenario 11: Independence Day - Sāmoa

Sina’s class has been studying about Sāmoa’s Independence Day.
Mr Tomasi
'O le ā le aso Tūto'atasi
o Sāmoa... 'ia Sina?
(When is Independence Day
in Sāmoa....well… Sina?)
Sina
'O le aso muamua o Iuni
le Tūto'atasi o Sāmoa.
(The first day of June is the
Independence day of Sāmoa.)
Mr Tomasi
Lelei tele, fa'afetai.
Le aso muamua o Iuni.
(Very good, thank you.
The first day of June.)

GAGANA SĀMOA
Aso Tūto'atasi o Sāmoa
At the turn of the 20th century, the Treaty of Berlin split the Samoan Islands in two. The eastern
islands of Tutuila and Manu’a became a territory of the United States of America. American Sāmoa
still celebrate that day, with the American Sāmoa Flag Day celebrations every year on April the 17th.
At the same time, the Western Islands, or Western Sāmoa, as it was known then, had come under the
jurisdiction of Germany. However, from the end of the First World War, New Zealand administered
Sāmoa on behalf of the League of Nations until 1st January 1962, when Sāmoa became the first Pacific
nation to gain independence.
Every year since, Sāmoa has celebrated the occasion on the 1st of June with public holidays, and a
programme of celebration organised by the Samoan government. The celebrations usually begin with
a church service on the eve of the anniversary, this reflects the words on Sāmoa’s Coat of Arms - Fa'avae
i le Atua Sāmoa - Sāmoa is founded on God. On the morning, taeao of the anniversary, celebrations
begin at first light, le vaveao. Schools, and youth organisations, gather at parliament buildings in
Mulinu’u to witness the raising of the flag, then the parade begins. Schools and other community
organisations march before Sāmoa’s Head of state, the Prime Minister and other dignitaries. The
celebrations continue into the afternoon, le aoauli, with traditional entertainment, and games. The
following morning before first light, i le vaveao, the preparations for the sporting highlight of the
annual celebrations begin. Village teams get ready for the annual fautasi regatta.
This is one of the main events and is always well attended with big crowds turning up to support and
cheer on the teams. Tū'uga fautasi represents much of what makes Sāmoa’s independence celebrations
so special - Samoans... working together.

Matā'upu 5 'O AI? 'O LE Ā? 'O FEA? WHO? WHAT? WHERE?
GAGANA SĀMOA
MATĀ'UPU 5: 'O AI? 'O LE Ā? 'O FEA? WHO? WHAT? WHERE?
TEACHER’S NOTES
This matā'upu introduces another three commonly asked questions: 'O ai? Who? 'O le ā? What? and
'O fea? Where? Remembering that gagana Sāmoa requires the pronunciation of every vowel and
consonant, try sounding out igoa. In the very first lesson you learned to pronounce ga-ga-na Sāmoa.
Now try this new word (sounds like ee-ngo-ah). Igoa means name.
'O ai? Who is? 'O ai lou tamā? Who is your father?
'O le ā? What is? 'O le ā le aso lenei? What day is today?
'O fea? Where is? 'O fea lau 'ato? Where is your bag?
Encourage the students to make use of the charts from previous matā’upu to select words and phrases
they understand and to try stringing these together into simple questions and simple sentences, as
shown above.
Lou and lau - both these words are possessive pronouns meaning ‘your’. Lo’u and la’u are possessive
pronouns meaning ‘my’. Study the examples below.
Study how they are used in the following examples:
lou igoa your name lo'u igoa my name
lou faiā'oga your teacher lo'u faiā'oga my teacher
lou tamā your father lo'u tamā my father
lau 'ato your bag la'u 'ato my bag
lau tusi your book la'u tusi my book
lau uō your friend la'u uō my friend
If students ask why there are two forms (lou or lau/lo'u or la'u), you can explain that there are two forms
of each possessive pronoun, and these are used depending on what is being possessed. The explanation
involves a complex grammatical rule. For this reason, nouns have been given in the vocabulary list with
the correct possessive pronoun, and should be learned as a formulaic phrase, lo'u tamā, la'u 'ato.
You can refer to the table in the Teacher’s Notes for Matā'upu 2 to respond to the question:
'O ai lou igoa? What is your name?
'O lo'u igoa o ……. My name is…….
Listen carefully for correct pronunciation and use lots of repetition to reinforce accuracy and correct
structures.

GAGANA SĀMOA
Revise everyday gagana as well as the formal respectful gagana for greetings and farewells. In this unit
you will see and hear a few more greetings in everyday gagana Sāmoa, as well as examples of formal
gagana Sāmoa in the extra cultural DVD segment. Listen carefully to the greetings between the visiting
principal Vine and Malia’s family. It is not critical for the students to learn all of the new words but they
should be able to identify and distinguish between everyday gagana and formal gagana. For example,
they learned earlier to say tālofa lava and mālō lava now they hear mālō lava le soifua i lau susuga
which is an extension of the greeting, meaning good life to you, Sir/Madam.
Note in particular the pronunciation of the word susū mai, (without the macron, the word susu means
milk or breast).
These questions and answers will be practised in this unit:

Q. 'O āi lou igoa? What’s your name?
A. 'O lo'u igoa o ……. My name is …….
Q. 'O fea e te sau ai? Where do you come from?

A. 'Ou te sau mai Niu Sila. I come from New Zealand.
'Ou te sau mai Initia. I come from India.
Q. 'O fea e te nofo ai? Where do you live?

A. 'Ou te nofo i Tokoroa. I live in Tokoroa.
'Ou te sau mai Sāmoa I come from Sāmoa but I live in Auckland.
'ae ou te nofo i Aukilani.
Q. 'O le ā le aso lenei? What day is it today?

'O le ā lou asofānau? What day is your birthday?
A. 'O le aso Gafua lenei. It is Monday today.
'O le aso valu o Oketopa The eighth of October is my birthday.
lo'u asofānau.

GAGANA SĀMOA
For Lesona A, Learning Activity 3 using Resource 1.
The object of this game is for each student to find another student that has the same card as their
own.
The resource cards need to be photocopied so that there are two of each card.
Eight cards are supplied in Resource 1 – enough for a class of 16 students.
The teacher should photocopy as many other cards as are required to ensure each student has a card
and another student has a matching card.
Instructions:
Students need to ask other students questions to find their partner (the person who has the same
information that they have). Once they have found their partner – the person with the same information
- they need to practise introducing themselves as one person with one voice –although both students
will be speaking. Speaking in unison automatically forces students to focus on pronunciation, intonation
and stress in gagana Sāmoa.
Please note that students need to ask all of the questions to find their partner (as much of the information
on the cards is the same).
The purpose of the activity is to use gagana Sāmoa, so encourage and praise students for using gagana
Sāmoa while they are carrying out the activity.
e.g. lelei or mālō
(good) (well done)
For Lesona E, Learning Activity 1.

Students may notice the following:
Formal gagana used for greetings.
Although Aunty Lupe met the visitor and welcomed her inside their home, the father greeted
the guest again.
Inviting the guest in and showing them to their seat.
Seating arrangements.
More formal gagana used in conversation.
Serving of food to show hospitality.
How the food was presented and placed.
When they are seated only the father speaks to the guest.
Malia did not speak at all.
Who stays in the living room with the guest?
Formal gagana for farewells.

GAGANA SĀMOA
For Lesona I, Learning Activity ‘Guess who?’ Game
Resources needed:
One set of ‘Guess Who?’ cards per group of four students.
‘Guess Who?’ Chart visible to all.
The ‘Guess Who?’ cards need to be photocopied and cut into single cards so that there are enough
copies for one set per group of four in the class.
The ‘Guess Who?’ chart can be photocopied and displayed on an OHT or put onto a smartboard so that
all students can see it.

GAGANA SĀMOA
MATĀ'UPU 5: 'O AI? 'O LE Ā? 'O FEA? WHO? WHAT? WHERE?
By the end of this matā'upu students will be able to:
• use appropriate gagana Sāmoa to make friends
• use appropriate gagana Sāmoa to greet and to seek information
• contribute to group discussion
• observe the way members of a family interact or relate to one another.
Success criteria:
Students can:
• Use appropriate gagana Sāmoa to make friends.
• Confidently greet different people using appropriate gagana Sāmoa.
• Compare and contrast meeting and greeting visitors in Sāmoa and New Zealand.

• Receive and produce information; respond • Respond to and express agreement and
to questions and requests; show social disagreement and requests for repetition,
awareness when interacting with others. clarification, and help.
• Recognise that the target language is • Recognise and use classroom expressions and
organised in particular ways. instructions.
• Make connections with students’ own • Interpret short texts, identifying key details.
language. • Make connections with their own language.
• Understand and use familiar expressions and Cultural knowledge
everyday vocabulary (recognise and respond
to greetings, and farewells). • Differentiate and express social roles and
relationships.
Cultural knowledge
• Recognise and express fa’aaloalo in a variety
• Students make connections with their of contexts.
own cultures and languages (how and to
whom respect is shown, language of respect • Make connections with known culture(s).
– formal and everyday language including
body language).

GAGANA SĀMOA
Language Targets
'O ai? Who?
'O ai lea? Who is this?
'O la'u uō. It’s my friend
Toe fetaui! See you later! (colloquial)
'O ai lou faiā'oga? Who is your teacher?
'O ai lou puleā’oga? Who is your principal?
'O ai le igoa o lau uō? What is the name of your friend?
'O ai le igoa o lou faiā'oga? What is the name of your teacher?
'O le ā le igoa o lau ā'oga? What is the name of your school?
'O ai le igoa o lou puleā'oga? What is the name of your principal?
'O ai lou suafa? What is your name? (formal)
'O ai lou igoa? What is your name? (everyday)
'O fea e te sau ai? Where do you come from?
'Ou te sau mai i… I come from…
'O fea lou nu'u? Where is your village/suburb?
'O fea e te nofo ai? Where do you live?
'Ou te nofo i…..... I live in……….
'O ā fea? When?

GAGANA SĀMOA
LESONA A
Suggested Learning Resources:

• Mua Ō! DVD
• Resource 1 - Find your Partner cards (Teacher to prepare)

1. Watch the DVD segment that outlines different meet and greet situations.
Students listen and identify the different greetings used and write down any Samoan words
identified from the DVD.
Talk again about everyday and formal language. What did students notice in the DVD
segment?
2. Using the language targets chart and the Audio CD (track 21), get students to repeat back each
word or phrase. Check the meaning.
3. Using Resource 1: Find your Partner cards.

Students are given cards with a description of someone.
'O le igoa o la'u uō o …….
'O lo'u asofānau o le …….
'Ou te nofo i …….
'O lo'u igoa o …….
Students ask other students the following questions until they find their partner (the person
with the same card that they have). Note that all questions need to be asked to find their
partner as some of the statements are the same as statements on other cards. You may want to
write these questions on the board for students to refer to.
Q. 'O ai le igoa o lau uō? A. 'O le igoa o la’u uō o (+ name)

Q. 'O fea e te nofo ai? A. 'Ou te nofo i (+ place)
Q. 'O le ā lou asofānau? /
'O ā fea lou asofānau? A. 'O lo'u asofānau o le (+ date)
Q. 'O ai lou igoa? A. 'O lo'u igoa o (+ name )
Once their partner is found they then read their cards in unison to the class. (See Teacher’s
Notes).

GAGANA SĀMOA
LESONA E
• Mua Ō! DVD
1. Watch the additional cultural segment ‘A special visit’ on the DVD for this matā'upu.
Students watch the DVD segment and observe the people’s behaviour as the visitor arrives.
Students work in groups. Each group is allocated a specific aspect of the formal visit to observe
and report back to the class. Allocate one of the following aspects per group.
The different types of formal greetings.

Attitudes of Malia’s family towards the visitor.
How can they tell it was an important visitor?
How did the family show their hospitality?
Where did everyone sit?
What is the purpose of the visit?
What roles did Malia play?
Did Malia speak? What was Malia doing? How did Malia react when the visitor was talking
to her father?
What is the body language of Malia, her aunty, her father and the visitor?
2. Students report back their findings to the class.
3. Compare the DVD segment to how student’s families would greet this type of visitor if they
were to come to their own homes. This inter-cultural information is recorded on the board in
a grid.
Name of culture Formal greetings Seating Serving food Who speaks?

arrangements

GAGANA SĀMOA
LESONA I
• Resource 2 - ‘Guess Who?’ chart and ‘Guess Who?’ cards
Suggested activities:
1. ‘Guess Who?’ game. (See Teacher’s Notes for preparation for this game).
The purpose of this game is to use gagana Sāmoa.
In groups of no more than four.
The ‘Guess Who?’ Cards are placed face down on the table.
In turns, students select one card, which has the name of a character.
The student is interviewed by the other students to find out who the character is. The
questions at the top of the first three columns are asked in turn. A different student asks
each question.
Once students have worked out the name of the character, one student says:
'O lou suafa o ……. (if it is an adult or teacher)
OR
'O lou igoa o ……. (if it is another student)
Your name is (+ the name in Column 4).
If it is right the interviewee agrees and says 'O lo'u igoa o ( + name), in which case another
student becomes the interviewee.
If it is incorrect the interviewee says Leai!/No! and students ask the questions again.
Continue until all students have had one or two turns at being interviewed.
2. Role play or skit.
Remind students of the questions and answers that they have learned.
In groups of three or four, students devise and perform a play or skit demonstrating as much
gagana Sāmoa as possible. A competitive element can be included to see which group can use
the most gagana Sāmoa in a meaningful way in their skit.

GAGANA SĀMOA
Matā’upu 5 Resource 1
‘Find your Partner’ cards
'O le igoa o la'u uō o O le igoa o la'u uō o 'O le igoa o la'u uō o 'O le igoa o la'u uō o
Timi. Timi. Malia. Sione.
'O lo'u asofānau o le 'O lo'u asofānau o le 'O lo'u asofānau o le 'O lo'u asofānau o le
aso luasefulu o Me. aso luasefulu o Me. aso sefulu fā o Iulai. aso lima o Oketopa.
'Ou te nofo i 'Ou te nofo i 'Ou te nofo i 'Ou te nofo i

Wellington. Greymouth. Wellington. Greymouth.
'O lo'u igoa o Mere. 'O lo'u igoa o Mere. 'O lo'u igoa o Mere. 'O lo'u igoa o Mere.
'O le igoa o la'u uō o 'O le igoa o la'u uō o 'O le igoa o la'u uō o 'O le igoa o la'u uō o
John. Sione. Malia. John.
'O lo'u asofānau o le 'O lo'u asofānau o le 'O lo'u asofānau o le 'O lo'u asofānau o le
aso sefulu fā o Iulai. aso luasefulu lima o aso lima o Oketopa. aso fā o Iūlai.
Tesema.
'Ou te nofo i Aukilani. 'Ou te nofo i Apia. 'Ou te nofo i Aukilani. 'Ou te nofo i Aukilani.
'O lo'u igoa o Pita. 'O lo'u igoa o Pita. 'O lo'u igoa o Pita. 'O lo'u igoa o Pita.

GAGANA SĀMOA
GUESS WHO? Chart
'O le ā lou 'O ai le igoa o lau 'O fea e te nofo 'O lou suafa
asofānau? uō? ai? o ....................
'O lo'u asofānau o le 'O le igoa o la'u uō o 'Ou te nofo i 'O lou suafa o
aso luasefulu o Mē. Timi. Wellington. Mr Tomasi.
aso luasefulu o Mē. Timi. Greymouth. Mrs Smith.
aso lima o Oketopa. Sione. Greymouth. Mr Snell.
'O lo'u asofānau o le 'O le igoa o la'u uō o 'O lou suafa o

'Ou te nofo i
aso luasefulu lima o Malia. Apia. Mrs Lapa.
Mē.
'O lo'u asofānau o le

'O le igoa o la'u uō o 'Ou te nofo i 'O lau susuga o
aso luasefulu lima o
Sione. Apia. Mele le Faiā’oga
Tesema.
'O lo'u asofānau o le 'O le igoa o la'u uō o 'Ou te nofo i 'O lau suafa o
aso lima o ‘Oketopa. Malia. Aukilani. Mr Nicholson
'O lo'u asofānau o le 'O le igoa o la'u uō o 'Ou te nofo i 'O lou igoa o
aso sefulu fā o Iulai. John. Aukilani. Gafa.
'O lo'u asofānau o le 'O le igoa o la'u uō o 'Ou te nofo i 'O lou igoa o
aso fā o Iulai. John. Aukilani. Sina.

GAGANA SĀMOA
GUESS WHO? Cards
'O lo'u igoa o Sina. 'O lo'u igoa o Gafa.
'O lo'u igoa o 'O lo'u igoa o

Mr Nicholson. Mele, le faiā'oga.
'O lo'u igoa o Mrs Lapa 'O lo'u igoa o Mr Snell
'O lo'u igoa o 'O lo'u igoa o Mr

Mrs Smith. Tomasi.

GAGANA SĀMOA
Track 21: Language Targets: Asking questions
'O ai?
'O ai lea?
'O la'u uō.
Toe fetaui!
'O ai lou faiā'oga?
'O ai lou puleā'oga?
'O ai le igoa o lau uō?
'O ai le igoa o lou faiā'oga?
'O le ā le igoa o lau ā'oga?
'O ai le igoa o lou puleā'oga?
'O ai lou suafa?
'O ai lou igoa?
'O fea e te sau ai?
'Ou te sau mai i……..
'O fea lou nu'u?
'O fea e te nofo ai?
'Ou te nofo i….
'O ā fea?

GAGANA SĀMOA
Scenario 12: Sina and Malia’s Internet chat.
Sina and Anita are in the library working on a social studies project.
Sina types an address into the computer browser. The browser opens up a page titled ‘school net’. Sina
clicks on an icon titled ‘connect to other students’ which brings up a page showing thumbnail pictures
of students from different countries. Sina notices a picture of a girl called Malia from Sāmoa. She clicks
on Malia’s picture. Malia is online and Sina is excited as Malia’s face appears on the screen.
Sina
Tālofa . 'O lo'u igoa o Sina.
'O ai lou igoa fa'amolemole?
(Hello. My name is Sina.
Malia
Tālofa Sina. 'O a'u o Malia.
O fea e te nofo ai?
(Hello Sina. My name is Malia.
Where do you live?)
Sina
'Aukilani, Niu Sila.
(Auckland, New Zealand.
Where do you live?)
Malia
'O Apia Sāmoa.
(In Apia, Sāmoa.)
Sina
'O lou nu'u Apia?
(Is your village Apia?)

GAGANA SĀMOA
Malia
'Ou te sau mai Lalomanu Aleipata.
'Ae 'ou te nofo i Apia.
(I come from Lalomanu, Aleipata.
But I stay in Apia.)
Sina
'O fea e te ā'oga ai?
(Where do you go to school?)
Malia
'O Leifiifi college.
Sina
'O le ā le vasega e te iai?
(What class are you in?)
Malia
'O le vasega valu. 'Ae ā 'oe?
'O le ā le vasega e te iai?
(I am in class eight. How about you?
What class are you in?)
Sina
'O le tausaga valu fo'i.
'O ai lou faiā'oga?
(Year eight too.
Who is your teacher?)

GAGANA SĀMOA
Malia
'O Mrs Samuelu.
(Mrs Samuelu.)
Sina turns as Anita approaches and comes into view of the webcam. Anita was preparing to leave but
stops when she hears Malia enquiring about her.
Malia
'O ai lenā?
(Who is that?)
Sina
'O la'u uō.
(My friend.)
Malia
'O ai le igoa o lau uō?
(What is your friend’s name.)
Sina
'O Anita.
(Anita.)
Sina gets up and offers her seat to Anita. Anita introduces herself to Malia.
Anita
Tālofa, o lo'u igoa o Anita.
'O ai lou igoa?
(Hello, my name is Anita.
What is your name?)

GAGANA SĀMOA
Malia
Tālofa , o lo'u igoa o Malia.
‘O ā mai?
(Hello, my name is Malia.
How are you?)
Anita
Mālō Malia.
(Hello Malia.
Very well thank you.)
Anita turns to glance at the library clock.

Anita
O le 'ā 'ou alu. Tōfā.
(I am going now. Bye.)
Malia
Tōfā soifua Anita.
(Goodbye Anita.)
Anita waves to Malia and gets up from the seat, then picks up her school bag and says goodbye to
Sina.
Anita
Tōfā Sina.
(Goodbye Sina.)
Sina
Tōfā.
(Bye.)

GAGANA SĀMOA
Malia and Sina say goodbye and do mock ‘ high-fives’ to each other before signing off from their
Internet chat session.
Sina
Mālō lava Malia.
Tā toe talanoa.
(Well done Malia.
We will talk again.)
Malia
'Ia ua lelei, tōfā.
(Well, Goodbye.)
Sina
Tōfā.
(Bye.)
Scenario 13: A special visitor to Malia’s home, Sāmoa.

A woman (Vine) approaches Malia’s house. Lupe (Malia’s aunty) sees the visitor and walks out of the
house to greet her.
Vine
Tālofa.
(Hello.)
Lupe
Tālofa.
(Hello.)
Vine
'O le maota lea o Salu
le tamā o Malia fa'amolemole?
(Is this the home of Salu,
the father of Malia, please?)

GAGANA SĀMOA
Lupe
'Ia, o lea lava.
(Well that’s right.
Vine
'O a'u o Vine 'Āmata,
'o le puleā'oga a le
Kolisi o Leifiifi.
(My name is Vine Amata,
the principal of
Leifiifi College.)
Lupe
Tālofa lava, 'ia o lo'o malaga le
tinā o le 'āiga, 'ia 'ae susū maia i fale nei.
(Welcome. The family’s mother is away
on a trip, but come right in.)
Lupe ushers Vine into the house and signals for her to take a seat. (Note: ava is the respectful term for
‘chair’ or ‘seat’).
Lupe
'O lou ava lea, 'ae se'i 'ou alu
e vala'au le tamā o le 'āiga.
(Here is your seat, while I go and
call the father of the family.)
Vine
Fa'afetai lava.
(Thank you very much.)

GAGANA SĀMOA
Lupe goes to the back of the house and calls out to Salu.
Lupe
Salu, sē sau.
'O le puleā'oga a Malia.
(Salu, come.
It is Malia’s school principal).
Salu walks into the house and greets Vine before sitting down.
Salu
Tālofa lau susuga.
(Hello madam.)
Vine
Tālofa lava.
(Hello too.)
Salu
Mālō le soifua maua ma le lagi
e mamā.
(Greetings. Good health and
a good day.)
Vine
Mālō fo'i le soifua maua ma le lagi
e mamā i le tou 'āiga ali'i.
(greetings and good day
to your family also.)
Salu
'Ia 'o ā mai lau susuga i lenei aso?
(Well, how are you madam, today?)

GAGANA SĀMOA
Vine
Manuia fa'afetai.
(Well thank you.)
Salu
'Ia saunoa ia, pe e iai se
mea ua fa'alētonu.
(Tell me, has something
wrong happened.)
Vine
'Ia fa'afetai lava mo le avanoa.
'Ua 'ou o'o mai e fa'amālō atu iate
oulua mātua… mo le lagolagoina o
le ā'oga a Malia. 'Ia 'ua manuia
le ā'oga a Malia ua maua lana sikolasipi.
(Thank you for the opportunity.
I have come to congratulate you parents
on supporting your daughter’s schooling.
Sina has succeeded at school.
She has been awarded a scholarship.)
Salu (surprised and delighted)

'Oi, matua'i fa'afetai, e matuā
lelei si o'u afafine!
(Oh I am so thankful,
what a good daughter!)

Matā'upu 6 'O Ā AU MEA NĀ E FAI? WHAT ARE YOU DOING?
GAGANA SĀMOA
MATĀ'UPU 6: 'O Ā AU MEA NĀ E FAI? WHAT ARE YOU DOING?
TEACHER’S NOTES
In this matā'upu you will find out how to ask and respond to the question: What are you doing?
'o ā what
au your
mea things or tasks or activities
nā e fai those being done
Together they mean What things are you doing? or What are you doing?
As the students watch the DVD, encourage them to remember some of the responses to the question
'O ā au mea nā e fai?
Encourage students to see the pattern and to substitute other words from the language targets lists
from previous units.
Q. 'O ā au mea na e fai? What (many things) are you doing?/What are you doing?
A. 'O lea e fai a'u meaā'oga. I am doing my school work.
Note the pattern for the other responses:

'O lea 'ou te faitautusi. I am reading.
'O lea 'ou te mālōlō. I am resting.
'O lea 'ou te siva. I am dancing.
'O lea 'ou te matamata i le televise. I am watching television.
'O lea 'ou te fa'alogologo i le leitiō. I am listening to the radio.
'O lea 'ou te talanoa i lo'u tinā. I am talking to my mother.
Remind the students of the words learned in Matā'upu 4:

nei now
nānei later
taeao tomorrow
le aso lenei today
In earlier matā'upu you were introduced to the word tōfā for goodbye. In this segment of the DVD you
will hear fā used by some people in farewell. Remember this is an abbreviation of tōfā.

GAGANA SĀMOA
MATĀ'UPU 6: 'O Ā AU MEA NĀ E FAI? WHAT ARE YOU DOING?
• use everyday gagana Sāmoa to seek more information
• have a simple conversation
• respond to simple questions.
Success Criteria:
• Students can use gagana Sāmoa to ask and respond to questions about what they are doing or
are going to do.

awareness when interacting with others. • Communicate using numbers, time and
• Students can interact in a simple way place.
(respond to questions saying what they are Language knowledge
doing/going to do).
• Interpret and create simple texts, using oral,
Language knowledge written and visual conventions.
• Recognise that the target language is • Recognise, respond to, and use relevant
organised in particular ways. vocabulary, simple structures, and formulaic
expressions.

GAGANA SĀMOA
Language Targets
'O ā au mea nā e fai? What are you doing? le fale'oloa the shop
'O lea ou te moe. I am sleeping. le falesā the church
'O lea 'ou te ta'alo. I am playing. le paka the park
'O lea 'ou te 'ai. I am eating. le tusi the book
'O lea 'ou te mālōlō. I am resting. lau tusi your book
'O lea 'ou te alu i I am going to school. au tusi your books
le ā'oga. la'u tusi my book
'O lea 'ou te I am babysitting. a'u tusi my books
tausitama.
faitau read
Alu i le fale. Go home/ go to the
house. faitautusi reading
'Ou te alu i le fale I am going to Sina’s tusitusi writing
o Sina. place. faitau le tusi read the book
'O lea 'ou te I am watching T.V. la'u uō my friend (one)
matamata i le T.V. a'u uō my friends (plural)
'O lea e fai a'u I am doing my matamata watching, looking at
meaā'oga homework
va'ai i look at

GAGANA SĀMOA
LESONA A
• List of Language Targets
• Mua Ō! DVD
• OHT 1

1. Watch the DVD segment
Talk about how a question is asked.
How do the students know a question was being asked?
Watch the DVD segment again.
Talk about the pronunciation.
2. Using OHT 1.
Students listen to the CD and at the same time read the phrase and view the picture on OHT 1.
Repeat phrase several times to practise pronunciation.
'O ā au mea nā e fai? 'O lea 'ou te matamata i le TV.

'O ā au mea nā e fai? 'O lea 'ou te faitautusi.
'O ā au mea nā e fai? 'O lea 'ou te mālōlō.
'O ā au mea nā e fai? 'O lea 'ou te 'ai.
'O ā au mea nā e fai? 'O lea 'ou te tausitama.
'O ā au mea nā e fai? 'O lea 'ou te ta'alo.
'O ā au mea nā e fai? 'O lea e fai a'u meaā'oga.

GAGANA SĀMOA
LESONA E
• Mua Ō! DVD
• OHT 1
• Worksheet 1

1. Revison using OHT 1 again.
Students listen to the CD and at the same time read the phrase and view picture on the OHT.
Repeat phrase several times to practise pronunciation.
'O ā au mea nā e fai? 'O lea 'ou te matamata i le TV.

'O ā au mea nā e fai? 'O lea 'ou te faitau tusi.
'O ā au mea nā e fai? 'O lea 'ou te mālōlō.
'O ā au mea nā e fai? 'O lea 'ou te 'ai.
'O ā au mea nā e fai? 'O lea 'ou te tausitama.
'O ā au mea nā e fai? 'O lea 'ou te ta'alo.
'O ā au mea nā e fai? 'O lea e fai a'u meaā'oga.

In pairs, one student asks the question: ‘O ā au mea nā e fai? The other student gives an
answer. The first student points to the corresponding picture. If both students agree then
they write the phrase next to the correct picture on their worksheet.
The whole class goes over the pictures and sentences together. Use OHT 1 to mark.

GAGANA SĀMOA
LESONA I
• Language targets lists
Suggested learning activities:

Theatre Sports game – What are you doing?
In groups of four to six, students stand in a circle so that each student can see everyone else.
The first student mimes an action, for example sleeping.
The second student asks the first student: 'O ā au mea nā e fai? What are you doing?
The first student says a different action to what he/she is miming, for example 'O lea 'ou te matamata
i le TV.
The second student mimes watching TV.
The third student asks the second student 'O ā au mea nā e fai?
The second student responds by miming a different action to what has already been mimed, for
example 'O lea 'ou te faitautusi.
The third student mimes this action and so on.
No action can be repeated. The students should keep miming their action so that each one knows
what action has already been used.
The last student should respond to the question 'O ā au mea nā e fai? with 'O lea 'ou te moe or
whatever action the first student enacted to end the game.
The teacher can extend some students by encouraging them to:

a) go around the circle twice
b) ask students to time how long it takes to go around the circle in their groups
c) challenge them to try and get faster each time they do this activity to increase their fluency.
There can then be a class performance so that students can demonstrate their skills. There could be a
vote for which groups play the game best, as in a real Theatre Sports competition.

GAGANA SĀMOA
Matā'upu 6 OHT 1
'O lea 'ou te matamata i le TV
'O lea 'ou te faitautusi
'O lea 'ou te mālōlō
'O lea 'ou te 'ai

GAGANA SĀMOA
'O lea 'ou te tausitama
'O lea 'ou te ta'alo
'O lea e fai a'u meaā'oga

GAGANA SĀMOA

GAGANA SĀMOA

GAGANA SĀMOA
Track 22: Language Targets: Questions and Answers
'O lea 'ou te moe.
'O lea 'ou te ta'alo.
'O lea 'ou te 'ai.
'O lea 'ou te mālōlō.
'O lea 'ou te alu i le ā'oga.
'O lea 'ou te tausitama.
Alu i le fale.
'Ou te alu i le fale o Sina.
le fale'oloa
le falesā
le paka
le tusi
lau tusi
au tusi
la'u tusi
a'u tusi
faitau
faitautusi
tusitusi
faitau le tusi
la'u uō
a'u uō
matamata
va'ai i

GAGANA SĀMOA
Track 23: Dialogue: What are you doing? OHT1
Fesili ma tali.
Girl1: 'O ā au mea nā e fai?
Girl2: 'O lea 'ou te matamata i le TV.
Girl2: 'O lea 'ou te faitau tusi.
Girl2: 'O lea 'ou te mālōlō…
Girl2: 'O lea 'ou te 'ai.
Girl2: 'O lea 'ou te tausitama.
Girl2: 'O lea 'ou te ta'alo.
Girl2: 'O lea e fai a'u meaā'oga.

GAGANA SĀMOA
Scenario 14: What are you doing?
Sina’s class are reading quietly in the library. Sina is seated towards the rear of the room near the
computers. Gafa enters the library and sees Sina, then walks over to talk to her.
Sina
Tālofa.
(Hello.)
Gafa
Mālō suga. 'O ā mai?
(Hello girl. How are you?)
Sina
Feoloolo lava. 'Ae 'o ā mai 'oe?
(Alright. But how about you? )
Gafa
Feoloolo fo'i. 'O ā au mea na e fai?
(Alright too. What are you doing?)
Sina
'O lea e fai a'u mea ā'oga.
'Ae ā 'oe? 'O ā au mea nā e fai?
(I am doing my school work.
But what about you? What are you doing? )
Gafa
'O lea e su'e sa'u
tusi e faitau.
(I am looking for a
book to read.)

GAGANA SĀMOA
Sina
'O ā au mea e fai nānei?
(What are you doing tonight?)
Gafa
'Ou te tausitama nānei.
(I am babysitting tonight.)
Sina
'Ia ua lelei, tā fetaui i le vasega.
(Ok that’s good. We’ll meet in class.)
Gafa walks off to look for a book. Sina returns to her work. John walks into the library and approaches
Sina.
John
'O ā au mea nā e fai Sina?
(What are you doing Sina?)
Sina
'O lea e fai a'u meaā'oga.
'Ae ā oe?
(I am doing my school work.
But what about you?)
John
'O lea e su'e Gafa.
(I am looking for Gafa.)

GAGANA SĀMOA
Annoyed by another interruption, Sina looks back at her book and at the same time points in the
direction that Gafa went.
Anita enters the library and goes straight to where Sina is seated.
Anita
Sina 'o ā au mea nā e fai?
(Sina, what are you doing?)
Sina appears more annoyed by this additional interruption.

Sina
(I am doing my school work.)
Anita
'O ā au mea e fai nānei.
(What are you doing tonight?)
Sina
'Ou te alu i ā'oga pese.
(I am going to choir practice.)
Anita
'Ae ā taeao?
'O ā au mea e fai taeao?
(But what about tomorrow?
What are you doing tomorrow?)

GAGANA SĀMOA
Sina shakes her head in exasperation and looks back at her book as she brings the conversation to a
close.
Sina
'Ou te alu i la'u ta'aloga.
(I am going to my game.)

Matā'upu 7 LO'U ĀIGA MY FAMILY
GAGANA SĀMOA
MATĀ'UPU 7: LO'U 'ĀIGA MY FAMILY
TEACHER’S NOTES
The 'āiga or family is an important and fundamental feature of Samoan culture. The strong bond
between members is maintained through a wide range of ceremonial and cultural events as well as
the routines of daily life. The Samoan 'āiga is extensive and includes aunties, uncles, grandparents,
great grandparents, numerous cousins and often close friends as well. Partly because of the close knit
ties, all elders are generally regarded as the fathers and mothers and all the younger males and female
members are seen as brothers or sisters regardless of their natural parentage. In the same way adopted
children are generally regarded as being of the same standing as the other natural brothers and sisters
within a family. The terms tama fai or tama vavae can be used to identify an adopted child, usually
only when other people ask for a differentiation. The word tausoga for cousin is a relatively recent
addition to gagana Sāmoa.
The head of the Samoan nuclear family is usually the father or tamā. The traditional leader of the
extended family is the matai or chief who is bestowed a chiefly title through a special ceremony called
a saofa'i. There are two types of matai, ali'i or high chief and a tulāfale or talking chief. In simple terms,
the matai is responsible for the general well being of the entire extended family and is charged with the
care and safe keeping of the family’s traditional lands and titles on behalf of the whole family. Men and
women can be matai of their 'āiga. Only matai are eligible to stand for the Fono o Faipule (Parliament)
at elections although the adoption by Sāmoa of universal suffrage has given everyone over 21 years of
age the right to vote.
When teaching this matā'upu, teachers should keep in mind that some children in the class may
not wish to describe their families. Give all students the option of making up an imaginary family to
describe in gagana Sāmoa. It is the use of the gagana that is important here. In Lesona E students work
to create a family tree. The teacher will need to develop a template for this learning task.
In gagana Sāmoa, the word you use when referring to various relations depends on gender. For example
a father would use the word atali’i when referring to his son, and afafine when referring to his daughter
and a mother would use tama-tama when referring to her son and tama-teine when referring to her
daughter.
A male would refer to his brother as uso, lo'u uso (my brother) and refer to his sister as his
tuafafine, lo'u tuafafine (my sister).
A female would refer to her sister as her uso, lo'u uso (my sister) and to her brother as tuagane,
lo'u tuagane (my brother).
The word tei is important and commonly used when referring affectionately to siblings, a
relative or even a close friend.

GAGANA SĀMOA
The following table shows the words used to describe the relationships within a family.
Vā fāiā i totonu o le 'āiga Sāmoa.
English Tamā Tinā Teine Tama

mother tinā tinā tinā tinā
father tamā tamā tamā tamā
grandmother tinā matua tinā matua tinā matua tinā matua
grandfather tamā matua tamā matua tamā matua tamā matua
son atali'i tama tama
daughter afafine tama teine
brother uso tuagane tuagane uso
sister tuafafīne uso uso tuafafīne
aunty tuafafine uso uso o lo'u tinā/ uso o lo’u tinā/

tuafafine o lo'u tuafafine o lo'u
tamā tamā
uncle uso tuagane tuagane o lo'u tuagane o lo'u

tinā/ uso o lo'u tinā/uso o lo'u
tamā. tamā.
cousin tausoga tausoga tausoga tausoga
chief (traditional matai matai matai matai

head of family)

GAGANA SĀMOA
MATĀ'UPU 7: LO'U 'ĀIGA MY FAMILY
• describe their family using gagana Sāmoa
• describe relationships between family members.
Success Criteria:
• Students can use gagana Sāmoa to talk about their own and other families.

awareness when interacting with others. • Recognise and express ownership and
Language knowledge relationships.
• Recognise that the target language is Language knowledge
organised in particular ways. • Interact in short conversations.
• Understand and use familiar expressions and • Recognise and use linguistic conventions to
everyday vocabulary (talk about family). make and interpret meanings.
Cultural knowledge • Make connections with their own language(s).
• Students make connections with their own Cultural knowledge
cultures and languages (how and to whom
respect is shown). • Differentiate and express social roles and
relationships.
Cross-curricular links: information and computing technology.

GAGANA SĀMOA
Language Targets
'āiga family or home to'alua wife or husband/spouse
tamā father ulumatua eldest
tinā mother 'O a'u o le ulumatua. I am the eldest.
mātua parents 'O a'u o le ui'i I am the youngest .
atali’i son or child lea here is or this is
afafine daughter (of father) lenā over there or that
uso sister or brother (female E sa'o 'oe. You’re right.
to female or male to 'O le mātou 'āiga lea This is our family/home.
male)
'O lo'u tinā lea Here is my mother.
tuagane brother (of a female)
'O lo'u tamā lea Here is my father.
tuafafine sister (of a male)
'O le tinā lea o Sefo This is the mother of Sefo.
tinā matua grandmother
'O Losa lea, le tinā o This is Losa, the mother of
tamā matua grandfather Sefo. Sefo.
tamaiti children saofa'i ceremony to bestow matai
tamaitiiti child title
tausoga cousin matai family chief
tei sibling including cousins 'O lona igoa o ….... Her/his name is……….
tagata person / people E sau mai i ……. She/he comes from …
āvā wife 'O le ā lona matua? How old is he/she?
tāne husband E sefulu lua tausaga He/she is twelve years old.
o lona matua.

GAGANA SĀMOA
Relationship within a Family – Vā fāiā i totonu o le 'āiga Sāmoa.
This chart could be given to students at the start of the Unit and as the students learn the different
family words they could write them in themselves over the three lessons.
In English Tamā Tinā Teine Tama

mother
father
grandmother
grandfather
son
daughter
brother
sister
aunty
uncle
cousin
chief
(traditional
head of family)

GAGANA SĀMOA
LESONA A
• Mua Ō! DVD
• OHT 1
• Worksheet 1

1. Watch the DVD segment.
Talk about the terms referred to in the DVD when describing family members using OHT 1.
Watch the DVD segment again.
Talk about the word uso and how it is used when a female is talking about her uso, and
when a male is talking about his uso.
Discuss the Samoan concept of the matai and the cultural significance of this role in
fa'asamoa.
How does this compare to students’ own families and cultures?
Using OHT 1 discuss the terms used to describe relationships.
How does this chart compare to students known language(s) and culture(s)?

Students view the DVD again and work in pairs to write the names of Malia’s family onto the
worksheet. Students need to discuss their answers and then by agreement fill in the names.

GAGANA SĀMOA
LESONA E
• Template for a family tree (teacher to develop).

1. Develop and hand out a template for a family tree.
Label the people on the family tree. The template should allow for pictures and enough space
for students to write in age and family relationship.
2. Students talk about their family tree in pairs, using the formulaic patterns:
'O lo'u tamā lea o ..............
'O lo'u uso lea o..................

GAGANA SĀMOA
LESONA I
• Clay / ICT claymation programme or similar (Teacher to provide)
• Poster materials (Teacher to provide).

This could be an ICT or art activity.
Groups make a power point presentation or poster with a picture of an imaginary family. Then present
the poster or power point presentation or claymation (animated forms) to the class, talking about the
members of the family in gagana Sāmoa using the following expressions.
Here is my grandmother. 'O lo'u tinā matua lea
Her name is ……. 'O lona igoa o …….
She is 65 years old. 'E onosefulu lima tausaga o lona matua.
She comes from ……. 'E sau mai i …….
And so on for all of the members of the family.
Students could present in groups, or could make a poster in groups and present that. Then all of the
posters would be displayed on the wall or on a power point presentation on the class computer. The
audience can be encouraged to ask questions of the presenters, such as: 'O ai lona igoa? (What is his/
her name?) 'E fia ona tausaga? (How old is he/she?).
Extra written activity:

In groups, students could make up some questions to be asked about their group’s family poster, and
these could be put with the posters. Then the students walk around the room in groups and answer
the questions.
The original group would then mark the answers.

GAGANA SĀMOA
Matā'upu 7 OHT 1
The following table shows the words used to describe the relationships within a family.
Vā fāiā i totonu o le 'āiga Sāmoa

English Tamā Tinā Teine Tama
mother tinā tinā tinā tinā
father tamā tamā tamā tamā
grandmother tinā matua tinā matua tinā matua tinā matua
grandfather tamā matua tamā matua tamā matua tamā matua
son atali'i tama-tama
daughter afafine tama-teine
brother uso tuagane tuagane uso
sister tuafafīne uso uso tuafafīne
aunty tuafafine uso uso o lo'u tinā/ uso o lo'u tinā/

tuafafine o lo'u tuafafine o lo'u
tamā tamā
uncle uso tuagane tuagane o lo'u tuagane o lo'u

tinā OR uso o tinā OR uso o
lo'u tamā. lo'u tamā.
cousin tausoga tausoga tausoga tausoga
chief (traditional matai matai matai matai

head of family)

GAGANA SĀMOA
Malia’s Family
Write in the names of Malia’s family
Tamā ____________________________________________
Tinā _____________________________________________
Uso ______________________________________________
Tuagane __________________________________________
Tinā matua _______________________________________
Tamā matua ______________________________________
Matai ____________________________________________
Tausoga __________________________________________
_________________________________________________
_________________________________________________

GAGANA SĀMOA
Track 24: Language Targets: Family members
'āiga
tamā
tinā
mātua
atali'i
afafine
uso
tuagane
tuafafine
tinā matua
tamā matua
tamaiti
tamaitiiti
tausoga
tei
tagata
āvā
tāne
to'alua
ulumatua

GAGANA SĀMOA
Track 25: Language Targets: Introducing family members
'O a'u o le ulumatua.
'O a'u o le ui'i.
lea
lenā
E sa'o 'oe.
'O le mātou 'āiga lea.
'O lo'u tinā lea.
'O lo'u tamā lea.
'O le tinā lea o Sefo.
'O Losa lea, le tinā o Sefo.
saofa'i
matai
'O lona igoa o ……..
E sau mai i ……..
'O le ā lona matua?
E sefulu lua tausaga o lona matua.

GAGANA SĀMOA
Scenario 14: Sina’s Internet research project.
Sina is working on her laptop at home and has returned to the website ‘connect to students’ to continue
her ‘Internet Research Project’. She clicks on Malia’s photo.
Sina
Mālō suga, 'o ā mai 'oe?
(Hello girl, how are you?)
Malia
Manuia fa'afetai.
(Well thank you.
What are you doing?)
Sina
E mafai ona 'e tali mai i a'u fesili
mo a'u meaā'oga fa'amolemole?
(I am doing my homework.
Can you answer some questions
for my homework project please?)
Malia
'Ia 'ua lelei
(Yes, alright)
Sina
E mafai ona 'e fa'amatala
mai ia tagata o le tou 'āiga?
(Can you tell me about
the people in your family?)

GAGANA SĀMOA
Malia reaches for a book containing photos of her family and points to each member of her family.
Malia
'O le mātou 'āiga lea.
'O lo'u tamā lea o Salu.
'O lo'u tinā lea o Susana.
(This is our family.
This is my father Salu.
This is my mother Susana.)
Sina looks at the screen and nods happily. Malia continues and points out her brother and sister.
Malia
'O o'u tei ia.
'O lo'u tuagane lea o Falani,
'o lo'u uso lea o Pina.
(These are my siblings.
This is my brother Falani,
this is my sister Pina.)
Sina
'O ai le ulumatua?
(Who is the eldest?)
Malia
'O a'u le ulumatua.
(I am the eldest.)

GAGANA SĀMOA
Sina takes notes as Malia continues. Malia shows a picture of her Uncle Galu, Aunty Lupe and their two
children, Peta and Su’e.
Malia
'O le uso lea o lo'u tamā, o Galu.
'O ia le matai o le mātou 'āiga.
'O lona to'alua lea o Lupe.
'O le lā fanau lea, 'o o'u tausoga
o Peta, ma Su’e.
(This is my father’s brother, Galu.
He is also the chief of our family.
This is his wife, Lupe.
Here are their children, my cousins,
Peta and Su’e.)
Malia flicks through the pages to a photo of her paternal grandparents.

Malia
'O mātua ia o lo'u tamā.
'O lona tamā lea o Lopati, lo'u Tamā Matua.
'O lona tinā lea o Elena, lo'u Tinā Matua.
(These are my father’s parents.
This is his father Lopati, my grandfather.
This is his mother Elena, my grandmother.)
Sina
(Where do you live?)
Malia
'Ou te nofo i Apia.
(I live in Apia.)

GAGANA SĀMOA
Sina
'O fea na 'e fānau ai?
(Where were you born?)
Malia
Na 'ou fānau i Lalomanu, i Aleipata.
(I was born in Lalomanu, Aleipata.)
Sina
'O fea e te ā'oga ai?
(Where do you go to school?)
Malia
'Ou te ā'oga i Leifiifi College… e…'ua 'uma ona 'e iloaga le
mea 'ou te ā'oga ai.
(I attend Leifiifi College……hey…you already know
where I go to school.)
Sina
E sa'o 'oe.
(Yeah, you’re right.)

GAGANA SĀMOA
Lo'u 'āiga
The 'āiga and community are important in fa'asāmoa, and the matai plays a critical role within the
'āiga. The matai, is a chief who bears the 'āiga’s title, and provides leadership for the 'āiga. The matai
are responsible for the well-being of the 'āiga, and is in charge with the care and safe keeping of the
'āiga’s traditional lands and titles on behalf of the whole 'āiga.
Once the 'āiga agrees on who will be their matai, the title is bestowed on them in a ceremony called
a saofa'i. Most 'āiga have more than one title, and both men and women can become a matai. The
important thing is that it is a decision made by the entire 'āiga.
There are two types of matai; ali'i and tulāfale. The ali'i is the high chief and the tulāfale is the orator.
In general the tulāfale speaks on behalf of the ali'i.
The language used by the matai is gagana fa'amatai, a much more formal language that incorporates
cultural metaphors and traditional references. This type of gagana is only used in ceremonial occasions
and can take a very long time to learn and understand.
The leadership role of the matai continues to be a uniting factor wherever Samoans live whether in
Sāmoa or in other countries like New Zealand. Whenever there are family gatherings such as weddings,
funerals, birthdays, or community events you may see gagana fa'amatai in practice.

Matā'upu 8 'UA TĀ LE FIA? WHAT’S THE TIME?
GAGANA SĀMOA
MATĀ'UPU 8: 'UA TĀ LE FIA? WHAT’S THE TIME?
TEACHER’S NOTES
‘Ua tā le fia? reflects an earlier time when clocks loudly struck on the hour and half hour. So ‘ua tā le
fia literally means what time is struck. Times in this unit are given in analog form (rather than digital
form) as this is the traditional way that time is expressed in gagana Sāmoa.
Due to their positions in relation to the International Date Line Sāmoa is twenty three hours behind
New Zealand time. The segment on the DVD will show differences in school time between Sāmoa and
New Zealand as well as the daily expectations (role) of children in a Samoan family. These two areas
alone should provide interesting material for discussion.
Schools in Sāmoa follow the New Zealand system fairly closely regarding terms and holiday organisation.
However, due to the warmer climate, classes usually begin at eight in the morning and finish at one in
the afternoon. Education is compulsory up to the age of twelve years.
Education is regarded as very important. It is not uncommon to find students catching buses or walking
long distances to get to school in the very early hours in order to be on time. Out of school, the children
are expected to help out with daily chores such as food preparation, washing and tidying up around
the house as well as minding younger siblings.
The following table is for teacher reference. It gives other words to describe times of the day.
Taimi o le Aso Times of the day
vaveao dawn
taeao morning
aoauli afternoon
afiafi evening
pō night
valuāpō middle of the night or late in the night
nei now
nānei later in the day or night
ana- prefix indicating time past
ananei just now (past)
analeilā earlier today
anataeao this morning
anapō last night
ananafi yesterday

GAGANA SĀMOA
MATĀ'UPU 8: 'UA TĀ LE FIA? WHAT’S THE TIME?
• indicate time and place
• ask for the time
• tell the time.
Success Criteria:
• Students can use gagana Sāmoa to indicate time and place, ask for the time, and state the
time.

• Produce and respond to questions and • Communicate using numbers, time and
requests. place.
• Show social awareness when interacting with • Understand and use expressions of time and
others. condition.
• Recognise that the target language is • View and respond to verbal and non-verbal
organised in particular ways. symbols and movements in specific contexts.
• Students can use familiar expressions and • Understand and express meaning In a range
everyday vocabulary (indicate the time and of oral, written, and visual conventions.
place of an activity). Cultural knowledge
Cultural knowledge • Experience and respond to gagana Sāmoa
• Make connections with known cultures texts.
(compare and contrast daily routines). • Make connections with known culture(s).
Cross-curricular links: mathematics.

GAGANA SĀMOA
Language Targets
REVISE NUMBERS FROM MATĀ'UPU 3 (1 - 30) 'A tā le sefulu lua e fai At twelve o’clock I have
itūlā hour la'u 'aiga o le aoauli. lunch.
mīnute minute 'A tā le ono i le afiafi e At six o’clock in the

fai la'u 'aiga o le afiafi evening I have dinner.
toeitiiti nearly
'A tā le fā 'ou te ta'alo At four o’clock I play
kuata quarter netipolo netball.
'afa half 'A tā le lima 'ou te alu At five o’clock I go to
te'a past i a'ogāpese. choir practice.
'i le to 'O anafea na 'e sau ai? When did you come?
la'itiiti little 'O anafea na 'e When did you arrive?
taunu'u ai?
i le afiafi in the evening.
'O ā fea e te alu ai i le When do you leave for
i le taeao in the morning.
a'oga? school?
i le vaveao in the early morning or
'O ā fea e pu’e ai lau When do you catch your
at dawn
pasi? bus?
i le aoauli in the afternoon.
'O ā fea e fai ai lau When do you have
aso ao daytime 'aiga o le afiafi? dinner?
valuāpō late at night
ananei now
nānei afternoon or tonight
ananafi yesterday
analeilā earlier in the day
anapō last night
'o anafea? when did?
'o ā fea? when will
taunu'u arrive
talatalanoa chatting
e fai a'u fe'au I do my chores
e teu le fale I tidy the house
‘A tā le valu i le At eight o’clock in the
taeao 'ou te alu i morning I go to school
le a'oga.
'A tā le fitu i le At seven in the evening
afiafi e fai a’u I do my homework.
meaā'oga.

GAGANA SĀMOA
Language Targets
STANDARD PHRASES FOR THE TIME.
'O ā fea? When will….?
'Ua tā le fia? What time is struck/it now?
'O le ā le taimi? What’s the time?
'Ua tā le lima. It is five o’clock or (the time is five o’clock).
'Ua kuata i le lima. It is quarter to five.
'Ua toe kuata i le lima. There is just a quarter (of an hour) remaining
until five.
'Ua tā le 'afa o le lima. Half past five is struck/it is now half past five.
'Ua 'afa le lima. It is half past five.
'Ua te'a le valu. It is past eight.
'Ua te'a la'itiiti le valu. It is a little past eight.
'Ua toeitiiti tā le valu. It is nearly eight.
'Ua toe kuata i le valu. There is just a quarter (of an hour) remaining
until eight.
'Ua lima mīnute i le sefulu lua. It is five minutes to twelve.
'Ua lima mīnute e te'a ai le sefulu lua. It is five minutes after (or past) twelve.

GAGANA SĀMOA
LESONA A
• Mua Ō! DVD
• Number chart

Watch the DVD segment
1. Revise numbers 1 - 30 using the number chart
2. Discuss with students how to tell the time in gagana Sāmoa.

Use an analog clock.
Also note the phrases for:
morning taeao
day ao
afternoon aoauli
evening afiafi
night pō
3. Listen to the Audio CD (track 27) and using the list of language targets, repeat the standard
phrases to ask and answer the time.

GAGANA SĀMOA
LESONA E

1. Watch the DVD scenario of Malia’s daily routine.
In pairs, students discuss the statements about Malia’s daily routine.
What chores does Malia do?
What chores do students do at home?
Discuss aspects of Malia’s daily routine including:
- school timetable
- family prayers (seating arrangements)
- leisure activities
- responsibilities
How does this compare with the student’s own tasks, responsibilities and daily routine?
2. Hand out Worksheet 1

Students work in pairs to discuss and state the time in gagana Sāmoa. Students need to practise
saying the sentences as they work.
ANSWERS
'Ua tā le lima. It is five o’clock (or the time is five o’clock).
'Ua kuata i le lima/'Ua toe kuata i le lima. It is quarter to five.
'Ua tā le 'afa o le lima/'Ua 'afa le lima. It is half past five.
'Ua te’a le valu/'Ua fitu mīnute e te'a ai le valu. It is past eight/It is seven minutes past
eight.
'Ua te'a la'itiiti le valu/'Ua lua mīnute It is a little past eight/It is two minutes
e te'a ai le valu. past eight.
'Ua toeitiiti tā le valu/'Ua tolu mīnute i le valu. It is nearly eight/It is three minutes to
eight.
'Ua toe kuata i le valu. It is quarter to eight.
'Ua lima mīnute i le sefulu lua. It is five minutes to twelve.
'Ua lima mīnute e te'a ai le sefulu lua. It is five minutes after (or past) twelve.

GAGANA SĀMOA
3. Hand out Worksheet 2. In pairs students discuss and state the time in gagana Sāmoa.
Student’s answers should indicate time of day as well as the time, using the formulaic phrases
i le afiafi, i le taeao and so on.
Students need to practise saying the sentences as they work.
ANSWERS
'Ua tā le lima i le vaveao. It is five o’clock or (the time is five o’clock) in the early
morning.
'Ua kuata i le lima i le aoauli. It is quarter to five in the afternoon.
'Ua toe kuata i le lima i le vaveao. It is quarter to five in the early morning.
'Ua tā le 'afa o le lima i le taeao. It is half past five in the morning.
'Ua 'afa le lima i le aoauli. It is half past five in the afternoon.
'Ua te'a le valu i le taeao. It is past eight in the morning.
'Ua te'a la'itiiti le valu i le afiafi. It is a little past eight in the evening.
'Ua toeitiiti tā le valu i le afiafi. It is nearly eight in the evening.
'Ua toe kuata i le valu i le taeao. It is quarter to eight in the morning.
'Ua lima mīnute i le sefulu It is five minutes to twelve at night.
lua i le pō.
'Ua lima mīnute e te'a ai le It is five minutes after (or past) twelve at night.
sefulu lua i le pō.

GAGANA SĀMOA
LESONA I
Students draw up a time line of daily routines from waking up to going to sleep and label in gagana
Sāmoa.
After they have done this, students can work in pairs to ask each other.
Student A. 'O le ā le taimi e te (ala ai)? What time do you (wake up)?
Student B. 'Ou te ala pe 'ā tā le fitu. I wake up at seven.
Student A. 'O le ā le taimi e te (activity)? What time do you (activity)?

Student B. 'E fai (activity) pe 'ā tā le (time) I (activity) at (time).
'Ou te (activity) pe 'ā tā le (time) I (activity) at (time).
With the information given, Student B draws Student A’s timeline and then checks. Then they swap
turns.
Extension Activity:
Students record the information that they will tell an exchange student from Sāmoa who will be billeted
with them and coming to their school, telling them about their own school day in New Zealand and the
daily routines in their own family.
OR
Students write an email to an exchange student from Sāmoa who will be billeted with them and
coming to their school, telling them about their own school day in New Zealand and the daily routines
in their own family.

GAGANA SĀMOA
'Ua tā le fia? What is the time?
12
11 1
1.
5:00
10 2
9 3
8 4
7 5
6
12
11 1
2.
4:45
10 2
9 3
8 4
7 5
6
12
11 1
3.
5:30
10 2
9 3
8 4
7 5
6
12
11 1
4. 8:07
10 2
9 3
8 4
7 5
6
12
11 1
8:02
10 2
5. 9
8 4
3
7 5
6
12
11 1
7:57
10 2
6. 9
8 4
3
7 5
6
12
11 1
7:45
10 2
7. 9
8 4
3
7 5
6
12
11 1
11:55
10 2
8. 9
8 4
3
7 5
6
12
11 1
12:05
10 2
9.
9 3
8 4
7 5
6

GAGANA SĀMOA
Discuss in pairs and then write out the time in gagana Sāmoa indicating the time of day.
5:00 am eg. 'Ua tā le lima i le vaveao.
4:45 pm
4:45 am
5:30 am
5:30 pm
8:07 am
8:02 pm
7:57 pm
7:45 am
11:55 pm
12:05 pm
GAGANA SĀMOA
Track 26: Language Targets – Times of the day and daily activities
itūlā
mīnute
toeitiiti
kuata
'afa
te'a
'i le
la'itiiti
i le afiafi
i le taeao
i le vaveao
i le aoauli
aso ao
valuāpō
ananei
nānei
ananafi
analeilā
anapō
'o anafea?
'o ā fea?
taunu'u
talatalanoa
e fai a'u fe'au
e teu le fale
'A tā le valu i le taeao 'ou te alu i le ā'oga.
'A tā le fitu i le afiafi e fai a'u meaā'oga.
'A tā le sefulu lua e fai la'u 'aiga o le aoauli.
'A tā le ono i le afiafi e fai la'u 'aiga o le afiafi.
'A tā le fā 'ou te ta'alo netipolo.
'A tā le lima 'ou te alu i a'ogāpese.

GAGANA SĀMOA
'O anafea na e sau ai?
'O anafea na e taunu'u ai?
'O ā fea e te alu ai i le ā'oga?
'O ā fea e pu'e ai lau pasi?
'O ā fea e fai ai lau 'aiga o le afiafi?
Track 27: Standard phrases for the time

'O ā fea?
'Ua tā le fia?
'O le ā le taimi?
'Ua tā le lima.
'Ua kuata i le lima.
'Ua toe kuata i le lima.
'Ua tā le 'afa o le lima.
'Ua 'afa le lima.
'Ua te'a le valu.
'Ua te'a la’itiiti le valu.
'Ua toeitiiti tā le valu.
'Ua toe kuata i le valu.
'Ua lima mīnute i le sefulu lua.
'Ua lima mīnute e te'a ai le sefulu lua.

GAGANA SĀMOA
Scenario 16: Malia’s morning routine.
It is early morning. Malia is kneeling beside her bed and praying. A digital and analog clock appears
on either side of the screen. This scenario describes Malia’s activities during the morning, starting from
when she wakes up to her arrival at school. Voice overs by presenters Falaniko and Rachelle state the
time as shown on the screen clocks while the camera follows Malia as she goes about her morning
routines.
Presenter Falaniko
'Ua tā le ono.
(It is six o’clock.)
Malia
'Ou te ala i le ono i le taeao, ma 'ou
sauni loa mo le aso 'ātoa.
(I wake up at six in the morning
and get ready for the whole day.)
Presenter Falaniko
'Ua sefulu mīnute e te'a ai le ono.
(It is ten minutes past six)
Malia
E fai a'u feau. E teu le fale,
ma tae le otaota.
(I do my chores, tidy the house
and pick up the rubbish.)
Presenter Falaniko
'Ua tolu sefulu mīnute e te’a ai le ono.
(It is 30 minutes past six.)

GAGANA SĀMOA
Malia
'Ou te sauni loa mo le ā'oga,
(I get ready for school,)
Presenter Falaniko
'Ua sefulu mīnute
e te'a ai le fitu.
(It is ten minutes
past seven)
Malia
ma pu'e le pasi i le 'āoga.
(and catch the bus to school.)
Presenter Falaniko
'Ua luasefulu lima mīnute
e te'a ai le fitu.
(It is twenty five minutes
past seven.)
Malia
'O lea 'ua 'ou i luga o le pasi.
(I am on the bus.)
Presenter Falaniko
'Ua lua sefulu mīnute e
te'a ai le valu.
(It is twenty minutes
past eight.)

GAGANA SĀMOA
Malia
'Ou te taunu'u i le ā'oga, ma talatalanoa
ma a'u uō… ma lo'u faiā'oga.
(I arrive at school and talk to
my friends and my teacher.)
Scenario 17: Malia’s after-school routine.

Voice over segment: Presenters continue to state the time while the camera follows Malia through her
afternoon routine.
Presenter Falaniko
'Ua kuata e te'a ai le lua.
(It is quarter past two.)
Malia
'Ou te taunu'u i le fale,
'ou te mālōlo la'itiiti.
(I arrive home,
I have a short rest.)
Presenter Falaniko
'Ua tā le tolu.
(It is three o’clock.)
Malia
E fai a'u feau.
(I do my chores.)
Presenter Falaniko
'Ua 'afa le fā.
(It is half-past four.)

GAGANA SĀMOA
Malia
Ma te tā'a'alo voli
ma lo'u tuagane.
(I play volleyball with
my brother.)
Presenter Falaniko
'Ua tā le ono.
(It is six o’clock).
Malia
E fai le lotu afiafi.
(We have evening prayers.)
Presenter Falaniko
'Ua 'afa le ono.
(It is half-past six.)
Malia
E fai le mātou mea'ai.
(We have dinner.)
Presenter Rachelle
'Ua kuata e te'a ai le fitu.
(It is quarter past seven.)
Malia
E fai a'u meaā'oga.
(I do my homework.)

GAGANA SĀMOA
Presenter Falaniko
'Ua tā le valu.
(It is eight o’clock.)
Malia
'Ou te sauni 'ou te moe.
(I get ready to go to sleep.)

Matā'upu 9 'O LŌ MĀTOU FALE OUR HOUSE
GAGANA SĀMOA
MATĀ'UPU 9: 'O LŌ MĀTOU FALE OUR HOUSE
TEACHER’S NOTES
fale means house.
'o lo'u fale means my house.
'o lō mātou fale means our house or our home.
This matā'upu focuses on the house in which the 'āiga live and where the main interactions of the
family occur. Because the house or home is communal it is more commonly referred to as our house,
o lō mātou fale rather than lo'u fale or my house. In a traditional Samoan village setting, every family
has a number of fale or houses of various sizes and functions. The main fale for everyday living and
sleeping is also called the maota in formal gagana Sāmoa. The umukuka or kitchen was traditionally a
smaller separate fale which housed the umu (earth oven) for cooking. Many families in Sāmoa still have
this provision where the umukuka is located well behind the larger family fale or maota.
Everyday gagana now used to describe the different rooms and parts of a house and home reflect the
organization and functions of the traditional Samoan fale in a village setting. For example, falela'itiiti
(small house) referred to the toilet (often a long-drop) which was separate and well away from the
maota or main living house. Here is a list of vocabulary related to the house with variations which are
sometimes used.
English Gagana Sāmoa meaning Variations

room potu room
bathroom faletā'ele bath house potutā'ele
toilet falela’itiiti small house faleuila
laundry faletāmea washing house potutāmea/

potutālavalava
kitchen umukuka where food is cooked
bedroom potumoe sleeping room tōfāga
house fale (everyday gagana) includes all types of maota (formal)

dwellings
house/home or maota (formal gagana) main house for living faletalimālō

guest house and sleeping.

GAGANA SĀMOA
The traditional Samoan fale has a thatched roof held in place by wooden posts, is open, without walls
or windows. Blinds woven from coconut leaves are folded and attached between posts and only let
down when it rains or in the case of strong winds. The indoor space is divided only when necessary by
sheets or mats strung between posts. This style of house is ideal for the warm climate and most families
still retain a traditional fale, maota or faletalimālō for important meetings of the extended family.
However more and more Samoans now live in European style houses.
Here are further examples of questions and answers.
Q. 'O fea le televise? Where is the television?

A. 'O le televise e i luga o le laulau. The television is on the table.
Q. 'O fea le komepiuta? Where is the computer?

A. E i totonu o le potumalōlō. It’s in the sitting room.
Q. 'O fea le faleta'avale? Where is the garage?

A. 'O le faleta’avale e i tafatafa o le fale. The garage is beside the house.
Q. 'O fea lou potumoe? Where is your bedroom?

A. 'O lo’u potumoe e latalata i le umukuka. My bedroom is near the kitchen.
Q. 'O fea le leitiō? Where is the radio?

A. 'O le leitio e i lalo o le televise. The radio is under the television.
Q. 'O fea lou fale? Where is your house?

A. 'O lo'u fale e mamao tele. My house is very far away.
Remember when to use everyday gagana and formal gagana?
Q. 'O fea lou maota? (respectful) Where is your house?

A. 'O lo'u fale la e i Remuera. My house is in Remuera.
Q. E iai se tou ta'avale? Do you have a car?

A. 'Ioe, e iai lā mātou ta’avale. Yes we have a car.
Q. E iai se tou masini tālavalava? Do you have a washing machine?

A. Leai, 'e leai se matou masini tālavalava. No we do not have a washing machine.
For LESONA A, learning task 3, the teacher will need to prepare picture card sets using Resource 1.

GAGANA SĀMOA
MATĀ'UPU 9: 'O LŌ MĀTOU FALE OUR HOUSE
• identify, name and locate rooms and objects in the house
• request personal information from others using appropriate and polite language.
Success Criteria:
• Students can use gagana Sāmoa to:
Identify, name and locate rooms and objects in the house.
Request personal information from others using appropriate and polite language.

• Produce and respond to questions and • Make requests, give instructions, and respond
requests. Describe their home. to requests and instructions.
• Show social awareness when interacting with • Communicate interest, need, enjoyment and
others. opinion.
Language knowledge • Recognise and express ownership and
• Recognise that the target language is relationships.
organised in particular ways. Language Knowledge
Cultural knowledge • Interact in short conversations.
• Students make connections with their own • Understand and express meaning in a range
cultures and languages (what various types of of oral, written, and visual texts.
fale are used for). Cultural knowledge
• Use appropriate forms of language for
themselves and others in specified situations
and contexts.
Cross-curricular links: visual arts, technology.

GAGANA SĀMOA
Language Targets
potu room pusameli mailbox
masini tāmea washing machine faleta'avale garage
leitiō radio fā'ata mirror
nofoa chair lumāfale area in front of the house
moega bed tuāfale area behind the house
potumoe bedroom taualuga roof
potutele living room e iai se ….? is there a….?
umukuka kitchen totonu inside
pusa’aisa refrigerator fafo outside
kāpoti cupboard luga on
naifi knife lalo under
sipuni spoon latalata near
tafatafa next to or beside mamao far
potutā'ele bathroom tauagavale left
potutāmea laundry (room) taumatau right
togāla'au garden 'O le potu lea o mā'ua The room here is for me and my
ogāumu oven ma lo'u uso. sister/brother of same gender.
tui fork 'O le fale lea o la'u uō. The house here is my friend’s.
ipu cup / plate 'O le faleta'avale e i The garage is beside the house.
tafatafa o le fale.
pēsini basin
taputā'ele bath
faleuila toilet

GAGANA SĀMOA
LESONA A
• Mua Ō! DVD
• Resource 1 - picture cards (Teacher to prepare)

1. Watch the DVD segment on Sina’s house.
2. Listen to the Mua Ō! Audio CD (track 28) and practise pronouncing the new vocabulary on the
language targets list.
3. Using Resource 1 play a memory game, matching pictures to the words.

Students turn over a card, say the word, and then search for the matching card.
4. Teachers can add more interactive activities based on the pictures or words from the DVD.

GAGANA SĀMOA
LESONA E
• OHT 1
1. Practise the following questions and answers using OHT 1 and the Audio CD (track 29).
A. 'O le televise e i luga o le laulau. The television is on the table.

A. E i totonu o le potu mālōlō. It’s inside the sitting room.

A. 'O le faleta’avale e i tafatafa o le fale. The garage is beside the house.

A. 'O lo'u potumoe e latalata i le umukuka. My bedroom is near the kitchen.

A. 'O le leitiō e i lalo o le televise. The radio is under the television.

A. 'O lo'u fale e mamao tele. My house is very far away.
2. Students create a floor plan of their homes.

Students write in the rooms on their floor plan in gagana Sāmoa.
Students compare their floor plans by asking each other questions.
A. 'O lo'u potumoe e latalata i le umukuka. My bedroom is near the kitchen.

GAGANA SĀMOA
LESONA I
1. Students work in groups to create their ideal bedroom. They can do this as part of their visual
arts or technology programme.
2. Students present their ideal room to the class in gagana Sāmoa, describing what is in the room
and where things are.
eg. 'O lo'u moega lea.
'O lo'u kapoti lea e i tafatafa o lo'u moega.
3. Encourage the rest of the class to ask questions, using the questions they know.
eg. E i ai se televise?
E i ai se leītiō?

GAGANA SĀMOA
Matā'upu 9 OHT 1

A. 'O le televise e i luga o le laulau. The television is on the table

A. 'E i totonu o le potu mālōlō. It’s inside the sitting room.

A. 'O le faleta'avale e i tafatafa o le fale. The garage is beside the house.

A. 'O lo'u potumoe e latalata i My bedroom is near the kitchen.
le umukuka.

A. 'O le leitiō e i lalo o le televise. The radio is under the television.

A. 'O lo’u fale e mamao tele. My house is very far away.

GAGANA SĀMOA
Picture Cards & Matching Words
masini tālavalava
leitiō
moega
potumoe
potutele/
potumālōlō

GAGANA SĀMOA
umukuka
pusa'aisa
kāpoti
naifi
sipuni

GAGANA SĀMOA
potutā'ele
potutālavalava
togāla'au
nofoa
ogāumu

GAGANA SĀMOA
tui
ipu
pēsini
taputā'ele

GAGANA SĀMOA
faleuila
pusameli
faleta'avale
fā'ata

GAGANA SĀMOA
lumāfale
tuāfale
taualuga

GAGANA SĀMOA
Mata'upu 9 Audio CD Transcript
Track 28: Language Targets: Items in the home
potu
masini tāmea
leitiō
nofoa
moega
potumoe
potutele
umukuka
pusa’aisa
kāpoti
naifi
sipuni
tafatafa
potutā'ele
potutāmea
togālā'au
ogāumu
tui
ipu
pēsini
taputā'ele
faleuila
pusameli
faleta'avale
fā'ata
lumāfale
tuāfale
taualuga
E iai se ……..?
totonu
fafo
luga
lalo
latalata
mamao
tauagavale
taumatau

GAGANA SĀMOA
'O le potu lea o mā'ua ma lo'u uso.
'O le fale lea o la'u uō.
'O le fale ta'avale e i tafatafa o le fale.
Track 29: Dialogue: Items in the home OHT1

QN: 'O fea le televise?
ANS: 'O le televise e i luga o le laulau.
QN: 'O fea le komepiuta?
ANS: E i totonu o le potu mālōlō.
QN: 'O fea le faleta'avale?
ANS. 'O le faleta'avale e i tafatafa o le fale.
QN. 'O fea lou potumoe?
ANS. 'O lo'u potumoe e latalata i le umukuka.
QN. 'O fea le leitiō?
ANS. 'O le leitiō e i lalo o le televise.
QN. 'O fea lou fale?
ANS. 'O lo'u fale e mamao tele.

GAGANA SĀMOA
Scenario 18: Sina’s home on webcam.
Sina is working on her Internet research project at home. She connects to the Internet from her laptop
and goes online to chat with Malia about her project.
Sina
Suga. Mālō.
(Girl, hello.)
Malia
Tālofa Sina. 'O ā mai oe?
(Hello Sina, how are you?)
Sina
Manuia fa'afetai.
(Well thank you.)
Malia
(What are you doing?)
Sina
'O lea e fia fa'aali atu le ata
sā 'ou pu'eina mo oe.
(I want to show you a video
that I recorded for you.)
Malia
'Oi mānaia tele.
(Oh, very nice.)

GAGANA SĀMOA
The following scene was captured on Sina’s video camera. Starting from outside the front of her home,
Sina walks Malia through various areas in and around her home.
Sina
'O le mātou fale lea.
(This is our house.)
Malia
E fia potu moe?
Mānaia tele le tou maota.
(How many bedrooms do you have?
You have a very nice house.)
Sina
E tolu potu moe.
(There are three bedrooms.)
Malia
Mānaia.
(Nice.)
Sina
'O le mātou pusameli lea.
(This is our letterbox.)
Sina
'O le faleta'avale lea e i tafatafa
o le mātou fale.
(This is the garage
on the side of our house.)

GAGANA SĀMOA
Sina
'O le potu tāmea lea.
(This is the laundry room.)
Malia
E iai se tou masini tāmea?
(Do you have a washing machine?)
Sina
'Ioe, e iai le mātou masini tāmea,
'o le tele ia o ā mātou tāgāmea.
(Yes, we have a washing machine,
we have a lot of washing.)
Sina
'O le ogāumu lea.
(This is the oven.)
Sina
'O le pusa'aisa lea.
(This is the fridge.)
Sina
'O le laulau 'ai lea.
(This is the dining table.)

GAGANA SĀMOA
Sina
'O le potu mālōlō lea,
e i ai le televise
(This is the lounge,
with the television.)
Sina
'O le potu tā'ele lea…
ma le faleuila.
(This is the bathroom…
and the toilet.)
Malia
'O fea lou potu?
(Where’s your room?)
Sina
O lo'u potumoe lea,
o lo'u moega lea.
(This is my bedroom,
this is my bed.)
Malia
Mānaia tele le potumoe
o le teine o le ata.
(What a very nice bedroom,
for the star of the movie.)

GAGANA SĀMOA
Sina
'O le mātou fale lenā.
(That’s our home.)
Malia
Fa'afetai Sina. Mānaia tele
le tou maota.
(Thank you Sina. You have a
very nice house.)
Sina
'O lō mātou fale lenā. 'Ua lelei.
'Ae fa'ape'ī le tou fale?
(That’s our house there. OK, but what’s
your house like?)

GAGANA SĀMOA
'O lō mātou fale
In Sāmoa there are many types of fale. Because of the warm climate the traditional Samoan fale is an
oval shape and completely open with a thatched roof held in place by large wooden posts. There are
no walls or windows. Blinds or pola woven from coconut leaves are folded up high between posts, and
are usually only let down when there is rain or strong winds. The indoor space is divided only when
necessary by sheets or mats strung between posts.
There are different uses for different size fale. Maota or faletele, a large house, is the fono or meeting
fale. The faleo'o is a smaller house and used by the family for its daily activities.
Some families have an additional even smaller and separate faleo'o for cooking and preparing food.
However more and more Samoans now live in European style houses while still retaining a traditional
maota for important meetings of the extended family.

Matā'upu 10 TOE ILOILO REVISION
GAGANA SĀMOA
MATĀ'UPU 10: TOE ILOILO REVISION
TEACHER’S NOTES
'Iloilo means reflect, reconsider or revise
Toe means again.
The teacher or faiā'oga can choose any of the previous DVD segments to reinforce previous learning
and where possible extend students’ understanding and use of gagana Sāmoa.
This would also be a good opportunity for students to practise and consolidate gagana Sāmoa they
have learned so far, including formulaic expressions, through interactive tasks such as card games, for
example, ‘Fish’, ‘Memory’, ‘Happy families’.
Remember to use the phrase toe fai mai (say it again) or ou te lē mālamalama (I don’t understand).
Students could also be encouraged to make up a skit incorporating the language they have learned. In
this way they are challenged to use the skills and the knowledge they have learned to make their own
meaning, giving them opportunities to be responsible for their own learning.

Folasaga: • locate the group of islands that make up Sāmoa on the map of
(Introduction) the Pacific Ocean
• receipt the Samoan alphabet
Matā'upu 1: • greet and farewell teacher and friends using everyday gagana
Tālofa! (Hello) Sāmoa
• understand when, and with whom, to use the appropriate
greeting and farewell.
Matā'upu 2: • use formal greetings appropriately
Tālofa lava! (Formal greetings) • introduce their parents using gagana Sāmoa
Matā'upu 3: • carry out simple conversations (using questions and answers
E fia? E to'afia? (How many?) about classroom objects)
Matā'upu 4: • state the days of the week
Aso ma Masina • state the date and the months in gagana Sāmoa
(Days and Months) • identify significant dates.

GAGANA SĀMOA
Matā'upu 5: • use appropriate gagana Sāmoa to make friends
'O ai? 'O le a? 'O fea? • use appropriate gagana Sāmoa to greet and seek information
(Who? What? Where?) • contribute to group discussion
• observe the way members of a family interact or relate to one
another.
Matā'upu 6: • use everyday gagana Sāmoa to seek more information
'O ā au mea nā e fai? • have a simple conversation
(What are you doing?) • respond to simple questions.
Matā'upu 7: • describe their family using gagana Sāmoa
Lo'u 'āiga (My Family) • describe relationships between family members.
Matā'upu 8: • indicate time and place
'Ua tā le fia? (What’s the time?) • ask for the time
• tell the time.
Matā'upu 9: • identify, name and locate rooms and objects in the house
'O lō mātou fale (Our House) • request personal information from others using appropriate and
polite language.
Use the tables and charts of language targets and the mind maps from earlier matā'upu to analyse the
extent to which the students have acquired, used and understood gagana Sāmoa in verbal conversation,
written work and so on.
The three lessons can be organized differently to focus the students activities on some of these key
areas of language acquisition:
correct pronunciation
correct use of formal and everyday greetings
simple questions and answers
time and dates, days and months.

GAGANA SĀMOA
MATĀ'UPU 10: TOE ILOILO REVISION
• reflect on their past experiences and demonstrate their new learning in completing set tasks
• make comments on their learning experiences.
LESONA A, E & I
Suggested Learning Resources:

• Mua Ō! DVD.
• Assignment sheet (teacher to prepare - what must be included in the presentation).
• Student assessment/evaluation sheet.

1. Watch the segment on the Mua Ō! DVD.
2. Students prepare a presentation about themselves and their family in gagana Sāmoa.
The presentation can be in poster form, a powerpoint presentation or a research project.
They also present it to class during LESONA I.
3. Students complete the assessment/evaluation sheet.

GAGANA SĀMOA
Evaluation Sheet
I have really enjoyed learning to:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Activities that helped me to learn included:

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
I would like to learn more about how to:

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Some ways that I have practised gagana Sāmoa include:

with my friends
with my family at home
by myself in the mirror
other _______________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Matā'upu 11 LE TAU MA ONA VĀEGA THE WEATHER AND SEASONS
GAGANA SĀMOA
MATĀ'UPU 11: LE TAU MA ONA VĀEGA THE WEATHER AND SEASONS
TEACHER’S NOTES
Sāmoa is a tropical island in the Pacific. Unlike New Zealand with its four fairly distinct seasons summer,
winter, spring and autumn, Sāmoa consistently registers temperatures around 28 – 32 degrees celsius
and the weather there is generally differentiated into a dry season or tau mātūtū (May to October) and
a wet season or tau o tīmuga (November to April).
Tau means weather and this includes all the seasonal variations or vāega that occur. The Samoan
terminology used to describe the climatic variations, often reflects changes in the natural environment
at different times of the year.
Here are some useful weather related terms and phrases. Note how some can be interchangeable but
have the same meaning.
Tau Seasons/Weather English literal translation

tau totogo when plants begin to germinate (spring)
tau tutupu when things begin to grow (spring)
tau vevela hot season (summer)
tau māfanafana warm season
tau mālūlū cold season (winter)
tau to'ulu when trees lose their leaves (autumn)
tau mātūtū dry season
tau o tīmuga season of rain or wet season
E mālūlū lenei aso. Today is cold (generally).
'Ua mālūlū le aso. It is cold today (specifically now).
E mamafa tīmuga. The rain is heavy.
'Ua mamafa tīmuga. The rain is heavy (now).
E mālosi le matāgi. The wind is strong.
E susū tele le 'ea. The air is very damp (high humidity).
E mālū le fīsaga. There is a gentle breeze.
E agi fa'ata'uta'u le matagi. The wind is gusty.
E to'ulu solo tīmuga. There are scattered showers.
E agi le fisaga. There is a gentle breeze blowing.
'Ua agi le fisaga. The gentle breeze is (now) blowing.

GAGANA SĀMOA
Note:
1. There are two gagana Sāmoa terms commonly used for spring. These are interchangeable in
practice and they mean the same thing.
2. Some gagana Sāmoa words on the left have also been underlined along with their English
meaning on the right.
For example, totogo means to germinate, tutupu means to grow.
3. When you study the sentences closely you will see that:
The order of words in gagana Sāmoa is the reverse of that in English, for example e vevela le aso
it is hot, the day, or e mālosi le matagi it’s strong, the wind.
You can lengthen a sentence by adding the season at the end E mālosi le matagi i le tau mālūlū
The wind is strong in the winter or cold season.
Or by adding the month, E mamafa tīmuga iā Tēsema The rain is heavy in December.
Note in particular the two different sentence structures in the table above and the way they
are used to describe either a general state E……. or a more specific occurrence right now
'Ua…….
Pese or songs: Listen closely to the song, Tolu Manuiti and follow the words from the sheets provided.
Note that as with English when singing, some gagana Sāmoa words can sound slightly different with
different musical emphasis being placed on various parts of a word.
In LESONA E, learning activity 2, students will be creating a weather dice. The teacher will need to
provide cubes/dice large enough for students to paste or draw on pictures of the weather.

GAGANA SĀMOA
MATĀ'UPU 11: LE TAU MA ONA VĀEGA THE WEATHER AND SEASONS
• ask and describe what the weather is like
• identify the main seasons in Sāmoa and Aotearoa New Zealand.
Success Criteria:
• Students can use gagana Sāmoa to describe the weather and identify the different seasons in
Sāmoa and New Zealand.

• Produce and respond to questions and • Communicate using numbers, time and
requests. place.
• Can use familiar expressions (describe the • Respond to and express agreement and
weather). disagreement.
Language knowledge Language Knowledge
• Recognise that the target language is • Interact in short conversations.
organised in particular ways. • Understand and express meaning in a range
Cultural knowledge of oral, written, and visual texts.
• Make connections with known cultures Cultural Knowledge
(identify different seasons). • Respond to and use gagana Sāmoa texts.

GAGANA SĀMOA
Language Targets
vevela hot Tālofa e (you) poor thing/what a
mālūlū cold pity
māfanafana warm 'Ua agi le matagi. The wind is blowing.
matagi wind 'Ua pa'ū le kiona. It is snowing (snow is

falling).
afā hurricane/cyclone
E luasefulu tikerī. It is 20 degrees.
āsiosio tornado
'o le tau vevela/ summer
galu afi tidal wave māfanafana
'auaoa cloudy
'o le tau mālūlū winter
puaoa misty/foggy
'o le tau totogo/tutupu spring
timu rain
'o le tau to'ulu autumn
susū wet/damp
'o le tau mātūtū dry season
lā sun/sunny
'o le tau o tīmuga wet season
laofie fine
'o ā mai le tau i Sāmoa? How is the weather in
fa'atimutimu showers Sāmoa?
timu tamo'e passing showers E vevela tele le tau i It is very hot in Sāmoa.
timu 'aisa hail Sāmoa.
tikerī degree/s E vevela tele ma tīmuga It is very hot and rainy in
Sāmoa . Sāmoa.
E mānaia le aso. It is a nice day.
E laofie le aso. It is a fine day/The E fa'atimutimu le aso. The day is showery.
day is fine.
'Ua sau le timu tamo'e. Here comes a passing
E timu le aso. It is a rainy day/ shower.
The day is rainy.
'Ua timu 'aisa le aso. It is hailing today.
E vevela le aso. It is a hot day/The
day is hot. E fa'apē'ī le vevela o How hot is Sāmoa?
Sāmoa?
E vevela tele Sāmoa is very hot.
Sāmoa. E tusa e tolusefulu lua The temperature is 32
tikerī le vevela o Sāmoa. degrees in Sāmoa.

GAGANA SĀMOA
LESONA A
• Mua Ō! DVD
• OHT 1 and 2
• Worksheet 1

1. View the DVD segment for this matā'upu. Students should pay particular attention to expressions
to do with the weather and the seasons.
2. Put up OHT 1 which has labelled illustrations of the weather.

Students listen to the Audio CD (track 30) and repeat the expressions.
3. Students then watch the DVD again and identify the expressions used for the weather.
Allocate one half of the class to identify what Sina says and the other half to identify what Malia
says.
4. Using OHT 2 Tolu Manuiti

Before putting up OHT 2 ask students to predict gagana Sāmoa words for the weather or
season.
Put up OHT 2. Play the song Tolu Manuiti on the Audio CD (track 32).
Students listen to the song and confirm their predictions. Encourage students to learn the
song.
Tolu manuiti Three little birds

Sa pepesē Were singing
Tatou sosola ma fa'atōfā Let’s say goodbye and fly away
'Ua lata mai le tau mālūlū It is nearly winter
Fēlelei i luga 'o le sami. Fly over the sea.
Fēlelei, Fēlelei Fly, Fly

Lē mālōlō Without a rest
Tasi, Lua, Tolu. One, Two, Three.

GAGANA SĀMOA
5. Hand out Worksheet 1 on which there are various illustrations of the weather.
Worksheet 1 has pictures and a list of expressions.
In pairs, students discuss and match each picture to the appropriate expression.
Check against correct answers on OHT1.

GAGANA SĀMOA
LESONA E
• Dice (big enough to paste pictures onto - Teacher to provide)
• OHT 1 and OHT 2
• Worksheet 2

1. Revision activities:
Sing song Tolu Manuiti. (OHT 2)
Play a Bingo game as revision for weather expressions.
Have students draw a 2 x 2 grid and draw four pictures of the weather.
The teacher uses the list of language targets for expressions to say.
The teacher says the expressions and students put a line through the expressions/
pictures as they hear them.
Check answers with list of language targets and OHT 1.
The language targets can be put up on OHT so students can monitor what they hear.
Then do it again without the OHT.
Revise numbers 1 to 40 for temperatures.
2. Introduce the Weather Dice Game.

In pairs or groups of four, students make up a weather dice by pasting or drawing different
pictures of the weather on each side of a cube.
Each group has a copy of OHT 1 and the language targets list with the weather expressions
to check their answers.
Student 1 rolls the dice, the other three students say 'O ā mai le tau? What’s the weather
like?
Student 1 responds with a phrase for the picture. If they need to, students can refer to the
copy of weather pictures and phrases on OHT 1. If the student gets the phrase right, they get
a point, and the next student gets a turn.
The student with the most points at the end of the game is the winner.
Extension:
Students discuss and write out the weather forecasts for each country/city on Worksheet 2.
For example: E lāofie le aso ma e tolusefulu ono tikerī i Sāmoa.

GAGANA SĀMOA
LESONA I
• OHT 1
• Resource 1 (Teacher to prepare cards)

1. Memory game.
In groups of three, play ‘Memory’, using pictures and weather phrases/temperature
phrases.
Students match the picture with the phrase. As they turn over each card, students say what
the picture depicts and read out the weather phrase on the card.
If the picture and the weather expression match, they keep the cards and have another
turn.
If not, they turn the cards over and the next person has his/her turn.
Encourage the students to use the formulaic expressions:
'O 'oe. Your turn.
'O a'u. My turn.
'Ioe Yes.
Leai No.
E fia au pepa? How many cards do you have?
'Ua mālō 'oe. You have won.
'Ua mālō a'u. I have won.
The person with the most card sets at the end is the winner or champion.
2. The Great Weather Quiz.

Each group puts forward their weather champion for a play off of champions.
The pictures on OHT 1 are used with the words covered, the teacher points to a picture.
Each champion is asked the question in turn 'O ā mai le tau? Groups can help their
champion.
The teacher tests the champions further by putting Worksheet 2 onto OHT, and by getting
students to put two phrases together joined by ma (and).
The class decides how the game is scored.
As a guide:
Each correct expression gets 3 points.
If the champion and his/her group require another turn to correctly answer the question,
the other group gets two points.

GAGANA SĀMOA
If the answer is still incorrect, the question gets put out to the rest of the champions and
their groups.
If a group answers another group’s question correctly, that group gets one point.
3. Charades played with the whole class or in small groups.

Place the weather and temperature expressions face down. Each student picks up a card and
mimes the expression.
The others identify the correct weather expression and season.
Extension:
Season cards can also be added to the mix of the memory game. To do this, copy the expressions
from the language target list onto cards. When playing the extension activity students need to
match three cards.

GAGANA SĀMOA
Matā'upu 11 OHT 1
E lāofie le aso. 28º
E timu le aso. 19º
E vevela le aso.
36º
'Ua agi le matagi. 12º
'Ua pa'ū le kiona.

4º

GAGANA SĀMOA
Matā'upu 11 OHT 2
Migration Song
Tolu manuiti Three little birds
Sa pepese Were singing
Tatou sosola ma fa'atōfā Let’s say goodbye and fly away
'Ua lata mai le tau mālūlū It is nearly winter
Fēlelei i luga 'o le sami. Fly over the sea.
Lē mālōlō Without a rest
Tasi, Lua, Tolu. One, Two, Three.

GAGANA SĀMOA
Matā’upu 11 Worksheet 1
Match the correct phrase with the appropriate picture.
4º E timu le aso.
12º E vevela le aso.
28º 'Ua agi le matagi.
19º E lāofie le aso.
'Ua pa'ū le kiona.

36º

GAGANA SĀMOA
Weather forecasts in the Pacific
36º
Sāmoa
American Sāmoa
31º
32º
Brisbane
Sydney
26º 19º
Auckland
12º
Wellington
Christchurch
8º

GAGANA SĀMOA
Memory Game Cards
'Ua tolusefulu ono tikerī. 28º
'Ua sefulu lua tikerī.

36º
'Ua fā tikerī.
4º
'Ua sefulu iva tikerī. 12º
'Ua luasefulu valu tikerī. 19º

GAGANA SĀMOA
E lāofie le aso.
E timu le aso.
E vevela le aso.
'Ua agi le matagi.
'Ua pa'ū le kiona.

GAGANA SĀMOA
Track 30: Language Targets – Weather and descriptions
vevela
mālūlū
māfanafana
matagi
afā
āsiosio
galuafi
āuaoa
puaoa
timu
susū
lā
laofie
fa'atimutimu
timu tamo'e
timu 'aisa
tikerī
E mānaia le aso.
E laofie le aso.
E timu le aso.
E vevela le aso.
E vevela tele Sāmoa.
Tālofa e
Ua agi le matagi.
Ua pa'ū le kiona.
E luasefulu tikerī.

GAGANA SĀMOA
Track 31: Language Targets - Seasons and descriptions
'o le tau vevela /māfanafana
'o le tau mālūlū
'o le tau totogo / tutupu
'o le tau to'ulu
'o le tau mātūtū
'o le tau o tīmuga
'O ā mai le tau i Sāmoa?
E vevela tele le tau i Sāmoa?
E vevela tele ma tīmuga Sāmoa.
E fa'atimutimu le aso.
'Ua sau le timutamo'e.
'Ua timu'aisa le aso.
E faapē'ī le vevela o Sāmoa?
E tusa e tolusefulu lua tikerī le vevela o Sāmoa.
Track 32: Song - Tolu manuiti

Tolu manuiti
Sa pepese
Tatou sosola ma fa'atōfā
'Ua lata mai le tau mālūlū
Felelei i luga o le sami.
Felelei, Felelei
Le mālūlū
Felelei, Felelei
Tasi, Lua, Tolu.

GAGANA SĀMOA
Scenario 19: Describing the weather.
Sina and Malia continue their communication via the Internet. Sina is at home and is wearing a warm
top as it is raining and windy outside.
Sina
Mālō, suga.
(Hello girl.)
Malia
Mālō. 'O ā mai?
(Hello. How are you?)
Sina
Feoloolo. E mālūlū le tau. 'O lea
e timu ma 'ua mālosi le matagi.
(OK. The weather is cold. It is
raining and the wind is strong.)
Malia
Tālofa e!
(Poor dear!)
Sina
'O ā mai le tau i 'inā?
(How is the weather there?)
Malia
'O lea e laofie le aso.
(The day here is fine.)

GAGANA SĀMOA
Sina
E vevela pe mālūlū?
(Is it hot or cold?)
Malia
E māfanafana le aso, a 'o isi aso,
e vevela tele.
(It is a warm day, but other days
it is very hot.)

GAGANA SĀMOA
Le tau ma ona vāega
The weather and seasons play an important part in defining Sāmoa. The climate is very warm with an
average temperature of 26 degrees celsius, which supports an agricultural sector that exports copra,
coconut cream and coconut oil. In more recent times, the warm climate has made Sāmoa a popular
tourist destination, and tourism continues to grow as a vital part of Sāmoa’s economy.
There are two distinct seasons in Sāmoa: tau o timuga - the wet season and tau mātūtū - the dry season.
Tau o timuga begins in November, and lasts until April. It’s during this time that Sāmoa’s rainforests are
at their lushest, rivers and waterfalls are full, and its hills and mountains are at their greenest. It is a
very hot and humid time of the year, with a normal temperature of 31 degrees celsius during the day,
dropping to around mid twenties during the night. This is also the time when the threat of cyclones
are at their greatest. Sāmoa has endured major hurricanes and cyclones which have devastated the
islands at times. Tau mālūlū sets in by May and continues until October with full trade winds from the
southeast. The temperature is slightly cooler at around 28 degrees celsius.

Matā'upu 12 LO'U TINO MY BODY
GAGANA SĀMOA
MATĀ'UPU 12: LO'U TINO MY BODY
TEACHER’S NOTES
It is important to remember with this matā'upu that whenever you refer to someone else’s body, unless
it is someone very close to you, you use formal gagana Sāmoa. Use everyday gagana for your own body.
However it is acceptable practice for the teacher to use everyday gagana Sāmoa with the students, and
for the students to use everyday gagana Sāmoa with each other.
For example your child might say to you, E tīgā lava lo’u ulu (I have a very sore head) and you might
reply Tālōfa e, e tīgā lou ulu? (poor thing, is your head sore?) but if it’s an adult your response would be
Tālōfa e, e tīgā lou ao?
The following table may also help.
English Everyday Formal Respectful With Possessive Pronouns

gagana gagana
head ulu ao lo'u ulu (my head)
lou ao (your head)
eyes mata fofoga o'u mata (my eyes)
ou fofoga (your eyes)
mouth gutu fofoga lo'u gutu (my mouth)
lou fofoga (your mouth)
tooth / teeth nifo 'oloa lo'u nifo (my tooth)
o'u nifo (my teeth
ou 'oloa (your teeth)
nose isu fofoga lo'u isu (my nose)
lou isu (your nose)
hands / arms lima 'a'ao lo'u lima (my hand)
o'u lima (my hands)
feet / legs vae 'a'ao lo'u vae (my foot)
o'u vae (my feet)
ou 'a'ao (your feet)
stomach manava laualo E tīgā lo'u manava (my stomach
is sore)
E tīgā lou laualo? (is your stomach
sore)

GAGANA SĀMOA
English Everyday gagana Formal Respectful With Possessive Pronouns
gagana
give me your hand tu'u mai lou lima tu'u mai lou 'a'ao
give me your hands tu'u mai ou lima tu'u mai ou 'a'ao
listen fa'alogo mai fa'afofoga mai
watch or look tilotilo mai taga'i mai
knee tulivae 'a'ao
my knee is sore e tīgā lo'u tulivae e tīgā lou 'a'ao?
Note in the following sentences how verbs are changed slightly when an action involves an object.
'O lea 'ou te ta'alo. I am playing.
'O lea e tā le polo. I am hitting the ball.
'O lea e sapo le polo. I am catching the ball.
'O lea e togi le polo. I am throwing the ball.
In the table above note that the formal word fofoga for eyes is also the same for ears, mouth and nose.
The word 'a'ao is also formal gagana and is used when referring respectfully to any part of another
person’s limbs. Notice also how a statement E tīgā lo'u manava (my stomach is sore) can also be used as
a question. Here the formal word laualo replaces manava because the question is addressing someone
other than the speaker and the statement would be understood as a question in the way the voice or
intonation is used.
When to use respectful gagana

The last column on the right is a reminder to use everyday gagana for your own body and the more
formal gagana when referring to someone else’s body. For example in the table above, note how lo'u
tuli (my knee) changes to lou 'a'ao (your limb).
Note also the variation in pronouns between singular and plural.
For example:
'Ua tīgā lo'u vae or E tīgā lo'u vae. My foot is sore.
'Ua tīgā o'u vae or E tīgā o'u vae. My feet are sore.
Si'i i luga lou lima. Raise your hand.

Si'i i luga ou lima. Raise your hands.
Here’s a simple conversation for example:

Grandmother to a child: 'Ua tīgā lo'u ulu. I have a head ache.
Child responds: 'Ua tīgā lou ao? Is your head sore?

GAGANA SĀMOA
Notice the structure of the two comments. Apart from the respectful word ao in place of ulu, see how
the same phrasing is used differently here, one as a statement of fact and the other in question form
as a response to the initial comment. This is common practice in gagana Sāmoa.
Body language
In fa'asāmoa, when someone receives a gift the recipient often lifts the gift above his/her head in
acknowledgement. This is a sign of respectful gratitude, rather like saying, you have elevated or
honoured me with your gift. You may see Samoan students doing this at school prizegiving after they
receive an award or prize.

GAGANA SĀMOA
MATĀ'UPU 12: LO'U TINO MY BODY
• label the parts of their bodies in gagana Sāmoa
• describe actions the body can do.
Success Criteria:
• Students can use gagana Sāmoa to label and describe parts of the body and actions the body
can do.

• Produce and respond to questions and • Make requests, give instructions and respond
requests. to instructions.
• Show social awareness when interacting with • Use language to show respect.
others. • Communicate about colour and shape.
• Recognise that the target language is • Interpret and create simple texts, using oral,
organised in particular ways (know when to written and visual conventions.
use formal and everyday gagana Sāmoa).
Cultural knowledge
Cultural knowledge
• Recognise and express fa'aaloalo in a variety
• Recognise that the target culture is organised of contexts.
in particular ways.
• Respond to and use texts in gagana Sāmoa.
• Show cultural awareness when discussing
body parts.

GAGANA SĀMOA
Language Targets
Everyday Formal English Everyday Formal English
ulu ao head lima 'a'ao hand(s)
lauulu lauao hair vae 'a'ao leg(s)/foot/feet
ua neck tamatama'ivae toe(s)
mata fofoga eye(s) tamatama'ilima fingers
lo'u mata my eye atigilima fingernail
o'u mata my eyes atigivae toenail
taliga fofoga ear(s) mu'a/muli nofoaga bottom
isu fofoga nose fatafata chest
gutu fofoga mouth manava laualo stomach
nifo 'oloa tooth/teeth susu breast(s)
laulaufaiva tongue tulivae knee/s
'ālāfau cheek(s) papātua back
tau’au shoulder(s)
tulilima elbow(s)

GAGANA SĀMOA
LESONA A
• Mua Ō! DVD
• OHT 1 and OHT 2

1. Watch the DVD segment.
2. Using the Audio CD (track 34) and OHT 1. Listen to the song Vāega o le Tino (Parts of the Body).
Students then sing along to the song touching the different parts of the body.
Ulu, Tau'au, Tulivae, Tama'ivae Heads, Shoulders, Knees and Toes

Tulivae Tama'ivae Knees and Toes
Tulivae Tama'ivae Knees and Toes
Ulu, Tau'au, Tulivae, Tama'ivae Heads, Shoulders, Knees and Toes

Mata, Taliga, Gutu ma le Isu. Eyes, Ears, Mouth and a Nose
3. Put up OHT 2 showing an outline of the body with body parts labelled in gagana Sāmoa.
Listen to the pronunciation of the parts of the body on the Audio CD (track 33).
Students repeat the word and the teacher points to the part of the body.
Teacher takes away OHT and calls on students to name all the parts they remember.
Check answers.

GAGANA SĀMOA
LESONA E
• OHT 1 and OHT 3

1. Using the Audio CD (track 35) and OHT 3. Listen to the song Gaioiga o vāega o lo'u tino (Movements
of the parts of my body).
Students then sing along to the song adding appropriate actions.
Gaioiga o vāega o lo'u tino

E lua o'u mata 'ou te tilotilo ai I have two eyes to see with
E lua o'u taliga 'ou te fa'alogo ai I have two ears to listen with
E tasi lo'u isu 'ou te sogisogi ai I have one nose to smell with
E tasi lo'u gutu 'ou te tautala ai, I have one mouth to speak with,
E lua o'u vae 'ou te savalivali ai I have two feet / legs to walk with
E lua o'u lima 'ou te sivasiva ai I have two hands / arms to dance with
E tasi lo'u ulu 'ou te māfaufau ai I have one head to think with
'I galuega 'o le 'ā 'ou fai. About everything I will do.
2. Vāega o le tino (OHT 1).

Students can sing this song repeatedly and once they are familiar with it, can start to miss out
singing words one at a time, while performing all the actions.
i.e. Students can sing (pause) tau'au, tulivae tama’ivae.

and point to head, shoulders, knees and toes.
And so on.
And then once all words are eliminated can start adding them back in one at a time.

GAGANA SĀMOA
LESONA I
• Mua O! Audio CD

1. Continue learning the action songs.
2. Fai mai le faiā'oga Teacher Says (the game based on Simon Says).
Students should follow instructions only when the caller/teacher says: Fai mai le faiā'oga
Any little movement made will be counted as out (Pē) and then students sit on the side.
Speed is important to keep the students’ interest.
Caller:
Fai mai le faiā'oga, tago i lou ulu. Teacher says touch your head.
Fai mai le faiā'oga, tago i ou tau'au Teacher says touch your shoulders.
Fai mai le faiā'oga……… Teacher says .........
3. Make up and perform an advertisement in gagana Sāmoa for an action doll, which can perform
all sorts of actions.
Use the words from the action song Gaioiga o Vāega o lo’u Tino and change to suit the
presentation or performance.
From E lua o’u mata ou te tilotilo ai to e lua ona mata e tilotilo ai.

GAGANA SĀMOA
Matā'upu 12 OHT 1
Vāega o le Tino (Parts of the Body)
Ulu, Tau'au, Tulivae, Tama'ivae

Tulivae Tama'ivae
Tulivae Tama'ivae

Mata, Taliga, Gutu ma le Isu.
Heads, Shoulders, Knees and Toes

Knees and Toes
Knees and Toes
Heads, Shoulders, Knees and Toes

Eyes, Ears, Mouth and a Nose

GAGANA SĀMOA
Matā'upu 12 OHT 2
Outline of a body with named body parts in gagana Sāmoa.

lauulu
ulu
taliga
mata
alāfau
lo'u mata
ua
o'u mata
isu
gutu
nifo
laulaufaiva fatafata
susu
tau'au
tulilima
papatua
manava
mu'a / muli
lima
tamata'ilima
atigilima
tulivae
vae
tamatama'ivae
atigivae

GAGANA SĀMOA
Matā'upu 12 OHT 3
Gaioiga o Vāega o lo'u Tino

E lua o'u mata 'ou te tilotilo ai I have two eyes to see with
E lua o'u taliga 'ou te fa'alogo ai I have two ears to listen with
E tasi lo'u isu 'ou te sogisogi ai I have one nose to smell with
E tasi lo'u gutu 'ou te tautala ai, I have one mouth to speak with,
E lua o'u vae 'ou te savalivali ai I have two feet / legs to walk with
E lua o'u lima 'ou te sivasiva ai I have two hands / arms to dance with
E tasi lo'u ulu 'ou te mafaufau ai I have one head to think with
'I galuega 'o le 'ā ou fai. About everything I will do.

GAGANA SĀMOA
Track 33: Language Targets – Parts of the body
ao
ulu
lauao
lauulu
ua
fofoga
mata
lo'u mata
o'u mata
taliga
isu
gutu
'oloa
nifo
laulaufaiva
alāfau
tau'au
tulilima
'a'ao
lima
vae
tamatama'ivae
tamatama'ilima
atigilima
atigivae
nofoaga
mu'a
muli
fatafata
laualo
manava
susu
tulivae
papātua

GAGANA SĀMOA
Track 34: Song - Vāega o le Tino
Tulivae Tama'ivae
Tulivae Tama'ivae

Mata, Taliga, Gutu ma le Isu
Track 35: Song - Gaioiga o Vāega o lo'u Tino

E lua o'u mata ou te tilotilo ai
E lua o'u taliga ou te fa'alogo ai
E tasi lo'u isu ou te sogisogi ai
E tasi lo'u gutu ou te tautala ai
E lua o'u vae 'ou te savalivali ai

E lua o'u lima 'ou te sivasiva ai
E tasi lo'u ulu 'ou te māfaufau ai
'I galuega o le'ā 'ou fai.

GAGANA SĀMOA
Scenario 20: Parts of the body – everyday gagana
Sina’s class have been learning how to say the parts of the body in gagana Sāmoa. Mrs Robinson is now
testing how much they can remember. When asked, the students stand and point to the part of their
body in question.
Mrs Robinson
Latika, o fea lou ulu?
(Latika, where is your head?)
Latika
Lo'u ulu.
(My head.)
Mrs Robinson
Lelei Latika, fa'afetai.
Brenda, o fea lou manava?
(Good Latika, thank you.
Brenda, where is your stomach.)
Brenda
Lo'u manava.
(My stomach.)
Mrs Robinson
Lelei… Herbert, si'i i luga lou
lima taumatau.
(Good. Herbert, raise your
right arm.)
Mrs Robinson
Tu'u i lalo.
(Put it down.)

GAGANA SĀMOA
Mrs Robinson
Si'i lou lima agavale.
(Raise your left arm.)
Mrs Robinson
Tu'u i lalo.
(Put it down.)
Mrs Robinson
Lelei.
(Good.)
SCENARIO 21: Parts of the body – formal gagana.

The lesson on parts of the body continues with students pointing to themselves and then to others to
show the difference in language use. Everyday gagana is used when referring to yourself and respectful
or formal gagana is used when referring to others.
Sina points to her head then points to Mrs Robinson’s head.
Sina
'O lo'u ulu lea, 'ae 'o lou ao lenā.
(This is my head, but that is your head.)
Brenda, touches her eyes and points to Mrs Robinson’s eyes.

Brenda
'O o'u mata ia. 'O ou fofoga nā.
(These are my eyes. Those are your eyes.)

GAGANA SĀMOA
Mayling points to her own arms, then to the teacher’s arms.
Mayling
'O o'u lima ia.
'O ou a'ao nā.
(These are my arms.
Those are your arms.)
Scenario 22: Actions in the playground.

The children are playing games. Mr Tomasi is walking around supervising. Anita and Ionatana are
throwing a ball to each other. Mr Tomasi approaches Anita.
Mr Tomasi
Anita, Ionatana…
'o ā lua mea nā e fai?
(Anita, Ionatana,
what are you doing?)
Anita
'O lea e togi le polo.
(I am throwing the ball.)
Anita throws the ball to Ionatana.

Ionatana
'O lea e sapo le polo.
(I am catching the ball.)
Mr Tomasi
'Ia lelei. Fa'alogo mai fa'amolemole.
Ō mai!. Ō mai! Sole… John… ō mai.
'Ia fai laina e lua…fai laina e lua.
Sōsō atu, sōsō atu.
Fa'alogo mai.
(Well, good...listen up please,
come…come, boy… John…come here,
OK form two lines…form two lines……
move over, move over.
Listen here.)

GAGANA SĀMOA
The children come together when the teacher calls and follow the actions as instructed in gagana
Sāmoa.
Mr Tomasi
Lue lou ulu. Lelei.
Lūlū ou lima. Mmmm…Lelei.
(Nod your head. Good.
Shake your arms. Mmmm…Good.)
Mr Tomasi
Savali i luma, solomuli i tua,
solomuli. Lelei.
Tamo'e i luma! tamo'e i tua!
tamo'e i 'autafa!
(Walk to the front, walk backwards back,
walk backwards. Good.
Run forward! Run to the back!
Run to the side!)
Mr Tomasi
Toe fo'i. fa'atū i lalo fa'atū,
tolotolo i luma.
'Ia, tutū loa i luga.
Ah….Lē lavā a?
(Return. Crouch down, crouch,
crawl to the front.
OK. Now stand up.
Ah….are you tired?)

Matā'upu 13 LĀ'EI MA LANU CLOTHES & COLOURS
GAGANA SĀMOA
MATĀ'UPU 13: LĀ'EI MA LANU CLOTHES AND COLOURS
TEACHER’S NOTES
Lā'ei is formal gagana meaning clothes. In everyday gagana clothes are generally referred to as
'ofu or lāvalava.
Lanu means colour.
Cultural Aspects
The warm climate and Christianity have influenced the way people dress in Sāmoa. In ancient times,
clothing was minimal and made largely from leaves and the bark of special trees including the coconut
palm and the paper mulberry (Broussonetia papyrifera). The ceremonial costumes and accessories
that are still worn today are remnants of customs in those early days. Body tattooing is also part of
traditional Samoan culture and is still popular today. The body tattoo of the male is called tatau or
pe'a and that of the female is called malu. Following the arrival of Christianity in the 1830s and traders
bringing linen, cotton and silk cloths, there was a general covering-up of the women in long dresses
and of the men in loin cloths. A distinctive Samoan style of clothing was developed, the puletasi for
women made up of a lāvalava (a long wrap around cloth) with a dress or long blouse on top and an
'iefaitaga or lāvalava with pockets for the men.
It is easy to identify a church minister’s wife or faletua from the long and generally loose-fitting dresses they
wear, not only in Sāmoa but also in other parts of the world. When attending a Samoan family or community
cultural event it is considered polite for women to wear a puletasi or a lāvalava and blouse, and for men to
wear an ‘iefaitaga or a lāvalava and a shirt. It is not acceptable or respectful to wear shorts or short skirts.
Visitors to Sāmoa would be wise to check first with their local contacts about what to wear around the
villages as all villages have their own codes of behaviour and expectations regarding clothing.
Within the Samoan family, young women grow up learning how to dress appropriately, making sure
their bodies are well covered particularly when there are males around. The impact of this is observable
in schools when young women or students, especially recent arrivals from Sāmoa, encounter physical
education lessons where they may be required to wear shorts or even swimming togs. Teachers need to
show understanding and find ways to gradually change attitudes and find solutions to this challenge.
Detentions for not having the correct gear for swimming may not be an effective or wise remedy.
Lifelong cultural practices and attitudes often require a long time to change even in small ways. These
young women do not feel comfortable in swimming togs, and prefer wearing a t-shirt and a lāvalava.
Ceremonial wear
'O le tuiga A special head gear worn only at ceremonial occasions.
'O tautaliga Ear rings usually made from shells or a combination with beads.
'O le 'ietoga A finely woven mat made from specially treated pandanus leaves often worn as a wrap
around garment by an important dancer or speaker on ceremonial occasions.
'O le titi A decorative skirt made of colourful leaves, beads or feathers and worn around the waist.
'O tauvae Ankle bands made with dried seeds or bottle tops that rattle as the performer is moving.
'O le siapo Tapa cloth made from mulberry bark and printed in Samoan design.
'O le pale A simpler colourful headband often made of satin material and glitter.

GAGANA SĀMOA
As in many cultures, it is customary in Sāmoa to celebrate the end of a venture or undertaking. For
example, a visit from a family or group is always regarded as special and their departure is therefore
marked with a fiafia or party. The word fiafia literally means happy so a fiafia is an opportunity for merry-
making, dancing and singing as well as feasting. Everyone joins in and has a turn to perform a siva. The
last dance or performance is called the taualuga and is usually performed by the special guest(s) assisted
by the hosts. In a village setting the person who performs the taualuga is always carefully selected by the
leaders from the village hierarchy. The performer may dance in his/her normal party wear, or depending
on the type of ceremony, may be dressed in ceremonial wear as described above.
As has been discussed earlier, the word for ‘my’ in gagana Sāmoa changes according to the item
described. For this reason a list of words with the appropriate pronoun (lo'u or la’u) has been given
below. Also note that the adjective, in this case colour, comes after the noun.
Here are some everyday phrases:

'O lo'u mitiafu lanumeamata. My green singlet/T-shirt.
'O lo'u 'ofu pa'epa'e. My white dress.
'O lou 'ofutino piniki. Your pink shirt.
'O la'u uati. My watch.
'O lau uati. Your watch.
'O la'u tioata. My glasses.
'O lau tioata. Your glasses.
'O o'u tautaliga auro. My gold ear rings.
'O ou tautaliga auro. Your gold ear rings.
'O la'u puletasi. My puletasi.
'O lau puletasi. Your puletasi.
'O la'u 'ula. My necklace.
'O lau 'ula. Your necklace.
'O lo'u taulima siliva. My silver bracelet.
'O lou taulima siliva. Your silver bracelet.
'O lo'u pūlou samasama. My yellow hat.
'O lou pūlou samasama. Your yellow hat.
'O la'u mama. My ring.
E uliuli lo'u lauulu. My hair is black.
E 'ena'ena lona lauulu. He/She has brown hair.
E lanumoana o'u mata. I have blue eyes.
E lanumeamata ou mata. You have green eyes.
E 'ena'ena ona mata. He/She has brown eyes.
For this unit, students need to revise body parts, weather, seasons and temperatures and other
expressions they already know which help to describe a person.

GAGANA SĀMOA
MATĀ'UPU 13: LĀ'EI MA LANU CLOTHES AND COLOURS
• describe Samoan traditional attire
• describe clothes for special and formal occasions
• know how to say different colours in gagana Sāmoa
• describe someone’s physical appearance.
Success Criteria:
• Students can use gagana Sāmoa to describe clothing and colours.

• Produce and respond to questions and • Communicate about colour, shape, size and
requests (describe clothing and physical weight.
appearance). • Communicate about people, places and
• Show social awareness when interacting with things.
others. Language knowledge
Language knowledge • Interpret and create simple texts using oral,
• Recognise that gagana Sāmoa is organised in written and visual conventions.
particular ways. • Make connections with known languages.
Cultural knowledge Cultural knowledge
• Students make connections with their own • Respond to and use texts in gagana Sāmoa.
cultures and languages (colours).
• Make connections with known culture.
Cross-curricular links: technology, arts, science.

GAGANA SĀMOA
Language Targets
'ofu Items of clothing/dress/blouse
mitiafu singlet/t-shirt
'ofutino shirt
'ofuvae pants/trousers/slacks
pūlou hat
pelaue jacket/coat
'ofumoe pyjamas/nightie
'ielāvalava traditional Samoan sarong
'iefaitaga lāvalava with pockets
puletasi two piece traditional Samoan garment worn by females made up of a
lāvalava and a dress over the top.
laulāvalava skirt
'ūlāfala necklace made of dried pandanus fruit
'ēlei tapa design
tuiga special head gear worn at ceremonial occasions
selu comb
malu female traditional tattoo
pe'a male traditional tattoo
tatau tattoo
tōgiga uniform
la'u uati my watch
se'evae shoes
se'evae tosotoso jandals
tōtini socks
'ofuvae pu'upu'u shorts
'ofuvae 'u'umi trousers or slacks
'ofuvae toleni tracksuit pants
mama ring
to'oto'o walking stick

GAGANA SĀMOA
Language Targets
ADJECTIVES
'i'ila shiny
mūmū red
pa'epa'e white
lanumoana blue (moana - sea)
uliuli black
lanumeamata green (meamata - unripe)
samasama yellow
'ena'ena brown
violē purple
pīniki pink
siliva silver
'auro gold
lanumoli orange colour
lanu’efu’efu grey
pulepule multi-coloured
lanutasi all one colour
veloveta velvet
'O le ā le lanu? What colour?
'O le ā le lanu o lou 'ofu? What colour is your dress/shirt?
'O le 'ā teu la'u 'atopa'u. I’ll pack my bag/suitcase.
E ‘ave la’u puletasi. I’ll take my puletasi.
E teu o’u lāvalava. I’ll pack my clothes.
'O le ā le lanu o lona lauulu? What colour is his/her hair?
'O le ā le lanu o ona mata? What colour are his/her eyes?
E uliuli lona lauulu. His/her hair is black.
E sinā lona ao. His/her hair (respectful) is grey

GAGANA SĀMOA
LESONA A
• Mua Ō! DVD
• OHT 1
• Worksheet 1

1. Watch the segment for Matā'upu 13 on the Mua O! DVD.
2. Put up OHT 1 – song lyrics. Listen to the song on the Audio CD (track 38). Use the Audio CD to
learn the song.
Colours song
pa'epa'e white
mūmū red
lanumeamata green
uliuli black
lanumoana blue
AEIOU
samasama yellow
'ena'ena brown
lanumoli orange
violē purple
pīniki pink
AEIOU
3. Discuss ways to remember the colours. For example associate them with words from known
languages.

GAGANA SĀMOA
4. Students are in pairs. Give each student Worksheet 1. On this worksheet are a variety of pairs of
pictures: 'ato, 'elefani, 'ili, 'ofu & vine. Each student colours in one of the pictures, and leaves
the other blank. Student 1 colours the left picture and student 2 colours the right picture. Each
student then asks the other 'O le ā le lanu o le ……. and colours in the blank pattern according
to the answer given. After both have coloured their pictures they compare the worksheets.

GAGANA SĀMOA
LESONA E
• Matā'upu 11: OHT 1 weather expressions
• Matā’upu 11: Resource 1 memory cards.
Revision:
Revise the weather and seasons vocabulary.

Students work in groups of four and use the picture cards of the weather and temperature from
Matā'upu 11.
Place cards face down on the table. One set of cards for each group with three to four of the
same picture so that students get plenty of practice.
In turn, each student picks up a card but does not show it to the other students.
Student 1 describes the clothes a person might wear in the weather depicted on the
card.
E fai lona mitiafu ma lona 'ofuvae pu'upu'u. He/she is wearing a singlet and shorts.
The first student to say E vevela le aso (the day is hot/warm) gets to keep the card.
Students take turns to pick up the weather card and describe the clothing.
The student with the most cards at the end is the winner.
Ensure that students have access to the weather expressions and the clothing words.
Additional rules to extend the students’ gagana Sāmoa.

Although there will be several cards depicting the same weather and temperatures, tell students
they cannot keep the card if they say the exact same items of clothing that have already been
used for that card, they will have to alter or extend the description of clothing in some way,
such as adding colour words or other adjectives from the Language targets list or adding
accessories.

GAGANA SĀMOA
LESONA I
• A set of coloured pictures of different people from magazines.
Students could bring a picture each for this class. Try to ensure a range of ages, gender, ethnicities
and clothing as well as accessories. Also try to ensure that several aspects are similar, so that
students have to hear several descriptive sentences.
Revision:
• Review colours, clothing, numbers, E sau mai........... He / she comes from . ……….. ,
'O lona igoa ‘o.............., His / her name is……….
• Review the question: 'O le ā le lanu o le ….(+ clothing item).

1. Students work in groups of four with six to eight coloured pictures of people.
The pictures are placed face-up in the centre and the group sits around them. Each student
must be able to touch the pictures.
In turns, each student begins to describe a person. e.g. E uliuli ma 'u'umi lona lauulu. He has
long black hair. E fai lana tioata He is wearing glasses. E fai lona 'ofutino pa'epa'e ma lona
'ofuvae lanumoana He is wearing a white shirt and blue jeans. E luasefulu fā ona tausaga He
is 24 years old. E sau mai i Saina He comes from China.
The first student to snap or grab the correct card gets to keep it.
Encourage students in the group to support each other by asking questions such as: 'O le
ā le lanu o lona 'ofuvae pu'upu'u? (What colour are his/her shorts?) if their friend cannot
remember a clothing word.
2. Students work in pairs or groups of three to write, listen, read and speak.
Distribute the pictures from Learning Task 1 so that each student has one picture, or one
picture per pair. Each pair needs to write a description of the person in the picture on a
separate piece of paper.
At this stage, the teacher checks the writing and suggests where corrections need to be
made.
The teacher re-distributes the pictures and the descriptions so that each pair has a picture
of one person and a description of another person.
Each pair or group reads out the description they have been given.
The rest of the class listen, and if they think that the description matches their picture, they
hold up the picture.
The original writers say whether the picture is the correct one.
Continue until all of the pictures and descriptions have been matched.

GAGANA SĀMOA
3. As an extension: all the pictures are on the wall, the teacher redistributes the descriptions.
Students walk around and attach their description to the corresponding picture on the wall.
Extension: Curriculum link to a relevant context from another learning area: technology, the
arts, science.
An example: Fashion parade
Students work in groups of three to dress a model. They then write a fashion commentary
for their model’s clothes.
One student models the clothes and the other two read out the description.
Encourage the students to add as much detail as possible about their model.
The model needs to mime / draw attention to the description of him/herself.
The commentator could say:
'O Jemma lea. Here is Jemma.

E ono ona tausaga. She is 6 years old.
E sau mai i Whakatane. She is from Whakatane.
E fai lona pūlou pīniki ma lona 'ofumoe She is wearing a pink hat and her green pyjamas
lanumeamata ma se'evae tosotoso 'auro. and gold jandals.
E fiafia e ta'alo lakapī. She likes playing rugby.
The model must show the clothes as they are mentioned and mime playing rugby.

GAGANA SĀMOA
Matā'upu 13 OHT 1
Colours song
pa'epa'e white
mūmū red
lanumeamata green
uliuli black
lanumoana blue
AEIOU
samasama yellow
'ena'ena brown
lanumoli orange
violē purple
pīniki pink
AEIOU

GAGANA SĀMOA

GAGANA SĀMOA
Track 36: Language Targets: Items of clothing
'ofu
mitiafu
'ofutino
'ofuvae
pūlou
pelaue
'ofumoe
'ielāvalava
'iefaitaga
puletasi
laulāvalava
ulāfala
'ēlei
tuiga
selu
'i'ila
malu
pe'a
tatau
tōgiga
la'u uati
se'evae
se'evae tosotoso
tōtini
ofuvae pupu'u
ofuvae 'u'umi
ofuvae toleni
mama
to'oto'o
'i'ila

GAGANA SĀMOA
Track 37: Language Targets - Colours and questions
mūmū
pa'epa'e
lanumoana
uliuli
lanumeamata
samasama
'ena'ena
violē
pīniki
siliva
'auro
lanumoli
lanu'efu'efu
pulepule
lanutasi
veloveta
'O le ā le lanu?
'O le ā le lanu o lou 'ofu?
'O le 'ā teu la'u 'atopa'u.
E 'ave la'u puletasi.
E teu o'u lavalava.
'O le ā le lanu o lona lauulu?
ao
'O le ā le lanu o ona mata ?
E lanu uliuli lona lauulu.
E sinā lona ao.

GAGANA SĀMOA
Track 38: Song - Colours song
Pa'epa'e white
Mūmū red
Lanumeamata green
Uliuli black
Lanumoana blue
A E I O U
Samasama yellow
'Ena'ena brown
Lanumoli orange
Violē purple (or violet)
Pīniki pink
A E I O U

GAGANA SĀMOA
Scenario 23: Clothing.
Sina and Malia continue their Internet discussions. At this time they are describing the weather and the
types of clothing worn.
Sina
'O ā māsina e vevela ai Sāmoa?
(In which months is it hot in Sāmoa?)
Malia
E vevela i aso uma.
(Every day is hot.)
Sina
'O ā lā 'ofu o tagata e fai?
(Then what do people wear?)
Malia points to her own clothing to demonstrate the light materials used for clothing in a hot
climate.
Malia
E tele i 'ofu mānifinifi pei o mitiafu,
'ofu tino lima pupu'u, 'ie lavalava
po'o 'ofuvae pupu'u fo'i ā.
(mostly thin clothing like singlets,
short-sleeved shirts, lavalava or
shorts too.)
Sina
Mānaia lā Sāmoa.
(Sāmoa is nice.)

GAGANA SĀMOA
Malia
Leai. E vevela tele Sāmoa.
'Ae ā 'oe?
'O ā ou 'ofu nā e fai?
(No. Sāmoa is too hot.
But what about you?
What clothes are you wearing?)
Sina uses the clothes she is wearing to describe clothing worn in a colder climate.
Sina
'O 'ofu māfanafana, ma 'ofu
lima 'u'umi, ma 'ofuvae 'u'umi.
E mālūlū tele Niu Sila.
(Warm clothing and clothes with long
sleeves and long pants/slacks.
New Zealand is very cold.)
Malia
E sa'o ā 'oe, e mālūlū
Niu Sila.
(You’re right, it is cold in
New Zealand.)

GAGANA SĀMOA
Lā'ei ma lanu
With an average temperature of 26 degrees celsius and temperatures often rising to 30 degrees celsius
during the day, Sāmoa is a very hot country with a tropical climate. This is due to its position close to
the equator.
The clothing worn reflects the need to keep comfortable in the heat and humidity. All schools have
tōgiga, school uniforms, which tend to be modest and light which is practical in the heat. Outside of
schools, locals will often wear light t-shirts, or short sleeved shirts with an 'ielāvalava or shorts. Many
of the boys and men just wear an 'ielāvalava.
Sāmoa is well known for the 'elei designs or tapa patterns which appear on clothing as well as other
material. For footwear, the jandal, or sandal, reigns supreme. In more formal and work settings men
will often wear a shirt with an 'iefaitaga which is an 'ielāvalava with pockets. In formal and work
settings women often wear the puletasi which is a traditional Samoan garment made up of a lāvalava
with a matching top.
When the missionaries arrived in Sāmoa in the 1830s, they enforced more covering up of the body,
particularly by women. On Sundays, church is very formal, people dress in their best and usually wear
white. Traditional Samoan attire includes the siapo and 'ietoga or fine mats that are worn at ceremonial
occasions and cultural performances. The head gear or tuiga traditionally worn by a taupou or mānaia,
and the fue and to'oto'o of the orator are all parts of traditional Samoan dress.

Matā'upu 14 SIVA MA FA'AFIAFIAGA PERFORMING ARTS
GAGANA SĀMOA
MATĀ'UPU 14: SIVA MA FA'AFIAFIAGA PERFORMING ARTS
TEACHER’S NOTES
Samoan people are renowned for their hospitality and entertaining. Whenever and wherever Samoans
gather there is often some form of entertainment developed with much singing and dancing. In
many New Zealand schools where there are Pacific students, Samoan arts and craft, games, cultural
performances and festivals have become a popular part of school activities.
Earlier matā'upu provided insight into the Samoan 'āiga or family and various family relationships
including the matai. In the last matā'upu you were informed about Samoan traditional clothing and
ceremonial wear and the fiafia or party. In this matā'upu, students will be introduced to some simple
siva Samoan dances and rhythms all of which can be part of a fiafia or a more elaborate ceremonial
celebration. The traditional siva Sāmoa is both graceful and rhythmical. It can be performed by an
individual or in a group using simple hand movements although sometimes special aids such as fans,
sticks and ceremonial clubs or knives may be used for added effect. The siva is always accompanied by
singing and clapping. Sometimes the singing and clapping is led by a fa'aaluma conductor who clowns
around in an effort to both entertain and control the whole performance.
The sāsā is a group dance performed by both males and females to a distinctive beat of a pāte wooden
drum, tini 'apa tin drum or fala rolled mat. Students will enjoy learning the beat of the sāsā so listen
closely and watch how it is performed on the DVD. The actions depict daily routines in the lives of
Samoans and may incorporate actions such as peeling bananas, grating coconut, mixing kava, rowing
a canoe or fishing, or even combing hair and looking in a mirror.
Note the terms used for the clapping of hands. Pati is clapping with both hands open, while pō is
clapping with both hands cupped slightly. Try these actions yourself and see how they make quite
distinctly different sounds, and in the DVD, listen and watch how this clapping action is used during
a performance. Fuataimi conductors develop their own signals for the different combinations of the
pati and pō actions. For example lua pati ma le pō means two open handed claps followed by one with
cupped hands. In the DVD you will hear tolu, tolu, fā This means three open handed claps followed by
three with cupped hands and finishing with one big clap. The students can start to develop and learn
a sāsā to perform at a celebration on the final day of this course.
In recent years, the keyboard has become increasingly popular among Samoans to accompany their
singing, although guitars and ukulele are still the favourite for smaller and more intimate family
fiafia.

GAGANA SĀMOA
Encourage the students to increase their practice of speaking gagana Sāmoa as they learn more new
words through this matā'upu. Here are some additional terms of interest.
'O le taupou the matai’s daughter/principal female dancer

'O le mānaia the matai’s son/principal male dancer
'O 'aiuli support dancers in a siva
'O le fa'aaluma the conductor whose role is to control the singing as well as make the
audience laugh as much as possible through facial and body antics.
fa'amāne'ene'e move gracefully
mo'emo'e the slow running movement of the taupou or mānaia going into a
performance of a siva or taualuga.

GAGANA SĀMOA
MATĀ'UPU 14: SIVA MA FA’AFIAFIAGA PERFORMING ARTS
• experience a sāsā (drum dance), a fa'ataupati (slap dance), and a mā'ulu'ulu (action song).
Success Criteria:
• Students participate in a simple Samoan cultural performance.

• Produce and respond to questions and • Communicate using numbers.
requests. • Respond to and express agreement and
• Show social awareness when interacting with disagreement and requests for repetition,
others. clarification and help.
• Recognise that the target language is • View and respond to verbal and non-verbal
organised in particular ways. signs, symbols and movements in specified
Cultural knowledge contexts.
• Students make connections with their own Cultural knowledge

cultures (dance and rhythms of cultural • Participate in a simple cultural performance.
performances). • Experience and respond to gagana Sāmoa
texts.
Cross-curricular links: the performing arts – music and dance.

GAGANA SĀMOA
Language Targets
LANGUAGE OF INSTRUCTION WORDS FOR DANCE ROLES
pati open hand clap taupou main dancer female
patipati continuous clapping with mānaia main dancer male
open palms fa'aaluma clowning conductor
pō cupped clap faipese composer / choir leader
mili rubbing of hands fatupese composer
pōpō continuous clapping with fuataimi conductor
cupped hands
tāfala person who beats the mat drum
tulolo heads bowed
'aiuli support dancer
nofo sit up straight
WORDS FOR DANCES AND INSTRUMENTS
vave quickly
pātē wooden drum
'ata mai smile
lā'au refers to guitar or musical
pese sing
instruments
minoi move
fa'ataupati slap dance
va'ai mai look this way
mā'ulu'ulu action song
tilotilo i ou lima look at your hands
taualuga finale
siva dance
sāsā clap dance to a drum beat
se'e sideways sliding of the feet in
dance
olioli mai get ready
tolutolufā 3/3/4
fiti flicking of the fingers against
the floor
tāga action/s

GAGANA SĀMOA
LESONA A, E & I
• Mua Ō! DVD
• Audio CD
Revision Focus:
• Time (Matā'upu 8) and daily routines (Matā'upu 6).
DVD: Without sound
Select a certain part of the DVD clip which targets the language you want students to
revise.
View the short clip where students are speaking the language in context. However mute the
sound

1. Watch the Mua O! DVD segment for Matā'upu 14.
Discuss the performances, musical instruments, singing and dancing and make connections to
known cultures.
2. Watch the DVD to learn the clapping routines.

Students practise the different clapping techniques
mili rub hands together
pati open palm clap
pō cupped palm clap
lua pati two open palm claps
lua pati ma le pō two open palm claps followed by a cupped palm clap
tolu tolu fā three open palm claps, three cupped palm claps, one open palm clap
3. Using the Audio CD (track 42).

Listen to the sāsā drum beat on the audio CD and note the talua or change up beat. This
signals a change of action.
Students learn the drum beat.

GAGANA SĀMOA
4. Composing an original sāsā.
Decide a focus (theme) for the sāsā. For example, daily routines, preparing food, or games.
For example list all your daily routines.
In the morning before you come to school.
At 10am What do you do at school?
At 3pm What do you do after school?
For example, wash face, wash teeth, do the dishes, painting, writing.
Select simple actions to represent different activities, practise and repeat each action keeping
in time with the beat of the drum.
Then put them all together.
The sāsā starts with everyone seated cross legged on the floor with heads bowed.
Start the drum beat. When the first talua is heard dancers pati twice and then pat their legs
in time to the drum beat.
When the next talua is heard dancers pati twice and say tālofa while motioning a hand
shake.
When the next talua is heard dancers pati twice and start using the actions they have
selected.
Repeat the action until the next talua when dancers clap twice and change the action.
Continue this pattern until all actions have been performed.
To finish the sāsā dancers say Tōfā soifua Sāmoa.

GAGANA SĀMOA
Track 39: Language Targets – Language of instruction
pati
patipati
pō
mili
pōpō
tulolo
nofo
vave
'ata mai
pese
minoi
va'ai mai
tilotilo i ou lima.
siva
se'e
olioli mai
tolutolufā
fiti
tāga
Track 40: Language Targets - Words for dance roles

taupou
mānaia
fa'aaluma
faipese
fatupese
fuataimi
tāfala
aiuli

GAGANA SĀMOA
Track 41: Language Targets - Words for dances and instruments
pātē
lā'au
fa'ataupati
mā'ulu'ulu
taualuga
sāsā
Track 42: Drum beat for sāsā

GAGANA SĀMOA
Siva ma fa'afiafiaga
Cultural performance is a critical element of Samoan society, and fa'asāmoa. Tourists often have great
fun at fiafia nights where cultural performances are the highlight of the entertainment. But behind
every movement, song and dance are stories and legends of Sāmoa’s history that continue to embody
fa'asāmoa.
One traditional dance is fa'ataupati or slap dance, the percussion is intensified by slapping of chests,
sides, thighs and stamping of the feet. Some say the fa'ataupati traditionally began as a way to ward
off mosquitoes. Contemporary versions of the fa'ataupati even incorporate other dance genres like hip
hop, without losing the basic rhythm and style of the original dance.
Samoan music and dance are traditionally accompanied by drumming using the fala, a rolled mat
beaten with two light sticks or a pātē (a slit drum) or even an empty tin or 'apa. Members in a supporting
choir will also use the body in the percussion form of hand clapping. The siva, or dance is performed
at both formal and informal events. The mā'ulu'ulu is a group dance and it usually involves a mixture
of sitting, kneeling and standing and sometimes a division of dancers into separate sets of action
sequences. The mā'ulu'ulu is a great dance used to tell a story or legend.
The sāsā involves a sequence of choreographed movements performed by a group moving to the steady
beat of a tin drum or pātē. It is led and controlled by the fa'aaluma who regularly calls out commands
and words of encouragement to the group as well as entertaining the audience.
One of the most significant performances is the taualuga which commonly ends a formal occasion and
features the taupou - traditionally a chief’s daughter, or a mānaia - a chief’s son, performing a siva
accompanied by rousing singing and clapping of the 'aufaipese, choir and the athletic antics of the
'aiuli the support dancers on the side.
Songs are often composed for special occasions or to commemorate an important event. The lyrics to
songs are critical to performance and both the music and dance performed by village groups are strong
statements of identity.
Arguably, the most dynamic Samoan dance is the famous 'ailao afi or fire dance. These dancers have
endured years of training to be able to perform these very dangerous but spectacular moves.

Matā'upu 15 TĀ'ALOGA SPORTS AND GAMES
GAGANA SĀMOA
MATĀ'UPU 15: TĀ'ALOGA SPORTS AND GAMES
TEACHER’S NOTES
Ta'alo means play.
Tā'aloga means game(s) or sport.
Sports, games and other recreational activities feature prominently in the daily lives of Samoan people
particularly in Sāmoa where the climate is conducive to a relaxed lifestyle. Children learn and join in
play and group games from an early age and often combine simple games with their daily chores. It
is not surprising therefore that many Samoan sports people in New Zealand become high performers
and over the years have represented New Zealand in lakapī rugby, netipolo netball, kirikiti cricket, and
fusu'aga boxing.
Continue to encourage the students to integrate gagana Sāmoa into their other curricular activities.
Here are some commonly used commands and phrases you can use with the students in the classroom.
A name can be added either to the front or at the end to make the sentence longer.
Alu i fafo OR Alu i fafo Mele OR Mele, alu i fafo.

(go outside) (go outside Mele) (Mele, go outside)
Ō i fafo OR Ō i fafo tamaiti. OR Tamaiti, ō i fafo.

(plural - go outside) (go outside children) (children, go outside)
Tū i luga OR Tū i luga John OR John, tū i luga

(stand up) (stand up John) (John, stand up.)
Tamo'e i fafo OR Tamo'e i fafo Sina

(run outside) (run outside Sina)
In the following phrases students can add the name of the game and a location to lengthen the
sentence.
Note also the word fia to want to, and fiafia like/enjoy.
'Ou te fia ta'alo………. I want to play………

'Ou te fia 'a'au i le sami. I want to swim in the sea.
'Ou te fiafia e ta'alo………. I like to play…….or I enjoy playing…….

'Ou te fiafia e ta'alo lakapī i le paka. I like playing rugby in the park.
'Ou te fiafia e 'a'au i le vaitafe. I like swimming in the river.

GAGANA SĀMOA
You can say ‘no’ ‘leai’ and emphasise it by adding lē (not) to indicate the negative.
Leai, 'ou te lē fia ta'alo.......... No, I do not want to play……

Leai, 'ou te lē fia ta'alo lakapī. No I do not want to play rugby.
Leai, 'ou te lē fia ta'alo i le paka. No I do not want to play in the park.
Leai 'ou te lē fiafia e ta'alo soka. No, I don’t like playing soccer.
Leai, 'ou te lē fiafia i le kirikiti. No, I don’t like cricket.
Leai 'ou te lē fia faase'e i le aisa. No, I don’t like ice skating or skating on ice.
In the next few examples, note how the verb changes slightly when there is more than one person
involved in the action.
Sina, tū i luga. Sina stand up.

Sina ma Mālia, tutū i luga. Sina and Mālia, stand up.
Tutū i luga tamaiti. Stand up children.
Tamo'e i fafo Sina. Run outside Sina

Sina tamo'e i fafo. Sina run outside
Tamaiti, tāmomo'e i fafo. Children, run outside.

Tāmomo'e i fafo tamaiti. Run outside children.
John, alu e ta'alo. John, go and play.

Tamaiti, ō e tā'a'alo. Children go and play.
The choice of verb used is one way of telling whether there is one or more people involved in the
action.
For LESONA A, learning task 2 the teacher is required to create sets of sports cards with pictures of
different sports. One set of cards per pair of students.
For LESONA E, learning task 1 the teacher will need to prepare sets of cards with words in gagana Sāmoa
that match the pictures of the sports cards.

GAGANA SĀMOA
MATĀ'UPU 15: TĀ'ALOGA SPORTS AND GAMES
• recognise and use gagana Sāmoa to play and talk about sports and games.
Success Criteria:
• Students can use gagana Sāmoa to describe sports and games.

• Produce and respond to questions and • Communicate interest, need, enjoyment and
requests (relating to sports and games). opinion.
Language knowledge • Communicate about people, places and
• Recognise that the target language is things.
organised in particular ways. • Express and respond to desires, needs and
Cultural knowledge preferences.
• Students make connections with their own • Give and respond to greetings, farewells,
cultures (types of recreational and traditional thanks and introductions.
sports and games). Language knowledge
• Interact in short conversations.

GAGANA SĀMOA
Language Targets
'Ou te fiafia i le lakapī. I like rugby. kiki le polo kick the ball
'Ou te lē fiafia i le lakapī. I do not like rugby. tā le polo hit the ball
'Ae ā 'oe? How about you? sapo le polo catch the ball
'Ou te lē fia ta'alo. I do not want to play. togi le polo pass / throw the ball
'Ou te fia ta'alo. I want to play…. 'Ou te fiafia e ta'alo I like playing rugby in
'a'au swim lakapī i le paka. the park.
lakapī rugby 'Ou te fiafia e tamo'e i I like running at the

le paka. park.
tēnisi tennis
'Ou te fiafia e 'a'au i I like swimming in
tāpolo golf le sami. the sea.
soka soccer 'Ou te fiafia e savali i I like walking on the
kilikiti cricket le 'auala. road.
volipolo volleyball E sefulu pasene o le Ten percent of the
vasega 'e lē tā'a'alo i class do not play
'īve'a hide and seek
ni ta'aloga. sports.
musa hop scotch
E luasefulu pasene e Twenty percent play
pelē play card tā'a'alo lakapī. rugby.
suipi a popular card game E luasefulu pasene e Twenty percent like
ti'eti'e ride or riding (sitting fiafia i le pelē. to play cards.
on/in) E luasefulu Twenty percent like
ti'eti'e i le uila ride the bike pasene e fiafia e playing computer
tā'a'alo i tā'aloga games.
fa'ase'e skating/skiing/sliding
fa'akomepiuta.
su'esu'e investigate / question
su'esu'ega research
i'uga result

GAGANA SĀMOA
LESONA A
• Mua Ō! DVD
• Sports cards (Teacher to make these for Learning Task 2).

1. Watch the DVD segment on Sports and Games.
Discuss the sports played in Sāmoa and the sports played by students in the class.
Pick out words for sports and perhaps expressions for playing sport.
Ask students to pay particular attention to the names of sports and how to say if one plays
that sport or not.
'Ou te ta'alo lakapī I play rugby, 'Ou te lē ta'alo lakapī I don’t play rugby.
Ask students to jot down any sports or games that they can identify in gagana Sāmoa, as
they hear them as most are direct transliterations of English.
Students compare their list to their partner’s list.
2 Make up a set of cards with pictures of different sports, put a cross or tick on the back of the
cards.
Ensure that students have access to the expressions:
E te fiafia i le ………. (Do you like.........?) and to the gagana Sāmoa words for different
sports and games.
In pairs, Student A selects a card, and holds it with the picture facing Student B.
Student B asks: E te fiafia i le …….? As per picture.
Student A responds yes or no according to a tick or cross on the card.
'Ioe, 'ou te fiafia i le ……....... (Yes I like.......)
OR
Leai, 'ou te lē fiafia i le ……... (No I don’t like.........)
It is now Student B’s turn to select a card and ask the question.
Continue to take turns until all the cards are finished.
Students can then shuffle the cards and start again.

GAGANA SĀMOA
LESONA E & I
• Sports cards used for Lesona A, and matching cards with the gagana Sāmoa words for the
sports. (Teacher to prepare)

1. Revise words and expressions for tā'aloga by playing ‘Memory’ or ‘Fish’ with the sports cards.
2. Conduct a class survey

In groups, discuss some questions to ask people in the class about leisure activities or
favourite sports. Four questions will be needed.
Students conduct a survey asking all class members their four questions.
Students graph the results and report them orally in gagana Sāmoa to their groups.
E to'alimasefulu pasene e fiafia i le lakapī. Fifty percent like rugby.
In oral reports students use greetings, introduce themselves and present their graph starting
with the formulaic phrases:
Mālō lava. 'O le i'uga lenei o le su'esu'ega.
Greetings. Here are the results of our research / survey.
Graphs and their descriptions can be displayed in the library or another common area.

GAGANA SĀMOA
Track 43: Language Targets – Describing favourite sports
'Ou te fiafia i le lakapī.
'Ou te lē fiafia i le lakapī.
'Ae ā 'oe?
'Ou te lē fia ta'alo.
'Ou te fia ta'alo.
'a'au
lakapī
tēnisi
tāpolo
soka
kilikiti
volipolo
'īve'a
musa
pelē
suipi
ti'eti'e
ti'eti'e i le uila
fa'ase'e
su'esu'e
su'esu'ega
i'uga
kiki le polo
tā le polo
sapo le polo
togi le polo

GAGANA SĀMOA
Track 44: Language Targets - I like to play ……
'Ou te fiafia e ta'alo lakapī i le paka.
'Ou te fiafia e tamo'e i le paka.
'Ou te fiafia e 'a'au i le sami.
'Ou te fiafia e savali i le 'auala.
E sefulu pasene o le vasega e lē tā'a'alo i ni tā'aloga.
E luasefulu pasene e tā'a'alo lakapī.
E luasefulu pasene e fiafia i le pelē.
E luasefulu pasene e fiafia e tā'a'alo i ta'aloga fa'akomepiuta.

GAGANA SĀMOA
Scenario 24: A discussion on sports and games.
Sina, Gafa, John and Anita are seated in a group in their classroom.
Gafa
Sina, 'o ā au mea e
fai nānei?
(Sina, what are you
doing tonight?)
Sina
'Ou te ta'alo soka.
(I am playing soccer.)
Gafa
'I fea?
(Where?)
Sina
'I le malae. 'E te fia ta'alo?
(At the village green. Do you want to play?)
Gafa
Leai, ou te lē fiafia i le soka.
(No, I don’t like soccer.)
Sina
'Ae ā 'oe John?
'E te fia ta'alo?
(But what about you John?
Do you want to play?)

GAGANA SĀMOA
Gafa
Leai. Ou te lē fia ta'alo.
(No. I don’t like playing.)
Sina
Aiseā?
(Why?)
John
'Ou te fiafia e pelē suipi.
(I like playing cards.)
Sina
'Ae ā 'oe Anita.
'E te fia ta'alo?
(But what about you Anita.
Do you want to play?)
Anita
Leai.
(No.)
Sina
Aiseā, 'e te lē fiafia i le soka?
(Why, do you not like soccer?)
Anita
Leai. Ou te lē fiafia i le soka.
(No. I do not like soccer.)

GAGANA SĀMOA
John
O ai e fia pelē?
(Who wants to play cards?)
John starts to deal the deck of cards as the group joins him for a game.

GAGANA SĀMOA
Tā'aloga
Sports plays an important part in Samoan society. In nearly all villages, you will find a volleyball net,
basketball court, or an open field with either a cricket pitch, or rugby posts. In the late afternoon, you
will find locals of all ages playing a variety of games, in a variety of venues. Popular sports in Sāmoa
include lakapī - rugby, tāpolo - golf, netipolo - netball and kilikiti an adapted version of cricket first
introduced by missionaries in the late 19th Century.
In 2007, Sāmoa hosted the South Pacific Games. Hosting the games led to the construction of the first
class sports facilities at Faleata featuring an aquatic centre, a number of gymnasiums and outdoor
venues for archery, lawn bowls, hockey, softball and cricket. For a small country, Sāmoa performs
admirably in most sports. However rugby is still Sāmoa’s most popular game.
One of the most popular sports, is tū'uga fautasi. Fautasi are longboat canoes that used to be the main
mode of transportation between islands. They hold up to fifty people and can be over 90 feet long.
The fautasi race begins out in the ocean and the rowers race the five miles toward shore. There are
two main fautasi races held each year during special events, Sāmoa’s Independence Day Celebrations
in June, and during the Teuila Festival in September. Fautasi teams are village based, and a source of
pride as it symbolizes not only physical prowess, but also Sāmoa’s history.

Matā'upu 16 GALUEGA TAULIMA HANDICRAFTS
GAGANA SĀMOA
MATĀ'UPU 16: GALUEGA TAULIMA HANDICRAFTS
TEACHER’S NOTES
Galuega means work, job or task(s).
Taulima means by hand or pertaining to hands; it also means bracelet or bangle.
Galuega taulima therefore literally means work done by hand or handicrafts.
In preparation for this matā'upu, the teacher could invite the students to bring samples of handicrafts or
photographs of their own culture including ceremonies where some of the more common samples are
used. Ask the students if they know of anyone, their parent or other relation, in the school community
who specializes in making Samoan handicrafts, who may be willing to help with this matā'upu.
Traditionally both men and women are involved in the production of handicrafts some of which are
reserved for special cultural ceremonies such as 'ava ceremony, while others are for daily use. Men carve
paopao canoes, build fale houses, and shape a variety of furniture, tools and ceremonial equipment.
Women gather in special groups to weave fala ma 'ietoga, mats, 'ato baskets, pola blinds, ili fans, and to
shape intricate accessories or other measina cultural artifacts. These groups comprise the fale lalaga.
Materials that can be used to practise weaving include cut-up cartridge paper, newspaper, and plastic
ties.
It is customary to give away the first object one makes. Meaālofa literally means thing of love and is
gagana Sāmoa for gift or present. When community helpers are used by the school as resource people,
a meaālofa acknowledging their services goes a long way towards building long term collaboration and
ensuring continuing community participation and support for the school.
Reciprocity and Gifting

Reciprocity is an integral and very important part of fa'asāmoa. It is one of the reasons for the strong
group support among Samoan family members and community particularly when fundraising either
for a school, a sports club, a church or village organisation. You give today and tomorrow others will
give to you. This is also why Samoan people take food, money and a whole variety of presents when
they return to the islands and why Samoans who come to New Zealand bring food and other gifts.
Furthermore, in Samoan tradition it is expected that when you are invited somewhere you take along
something to give the host knowing full well that you will be hosted generously. The size, value or type
of gift varies depending on relationships, the type of occasion and the number of people represented
by the giver and receiver. The teacher could also provide opportunities during this matā'upu for
students to connect with their known cultures and share their knowledge about handicrafts, gifting
and reciprocity.

GAGANA SĀMOA
MATĀ'UPU 16: GALUEGA TAULIMA HANDICRAFTS
• make a Samoan handicraft
• discuss the protocol of giving and receiving gifts in fa'asāmoa.
Success Criteria:
• Students complete the construction of a Samoan handicraft.

• Receive and produce information; show • Communicate about colour, shape, size,
social awareness when interacting with weight and direction.
others. Language knowledge
Language knowledge • Experience and respond to gagana Sāmoa
• Recognise that the target language is texts.
organised in particular ways (using Cultural knowledge
imperatives).
• Make connections with their known culture.
Cultural knowledge
• Students make connections with their own of contexts.
cultures (protocol of giving and receiving
gifts).
Cross-curricular links: visual arts.

GAGANA SĀMOA
Language Targets
lalaga weaving fa'atāfafā square-like
'ēlei a tapa print design tāfatolu three-sided (triangle)
fili plait li'o circle
meaālofa gift lāpotopoto rounded
'aiavā a ceremonial exchange of gifts lā'umi'umi long
ili fan māfiafia thick
fala mat mānifinifi thin
siapo tapa cloth fa'ata'atia lay on top
'ietoga very finely woven mat fa'aālia as shown
taulima bracelet/bangle gaugau fold
mama ring fasipepa piece/strip of paper
tautaliga ear rings fa'aaogā use
'ula necklace fa'alava across
fale lalaga weaving workshop or place where ta'itasi each one/one at a time
women gather to weave. nonoa tie
soso'o join

GAGANA SĀMOA
LESONA A
• list of language targets
• Mua Ō! DVD
• OHT 1 and 2

Watch the Mua O! DVD.
1. Talk about the protocols of giving and receiving as highlighted in the DVD.
2. Discuss how this compares with each student’s known culture. In groups, students make a
Venn diagram to show the differences and explain their diagrams to the class.
3. Put up OHT 1 and OHT 2 on lalaga and 'ulālole that have no English translations.
Students try to work out the instructions in pairs.
Students discuss their answers with the rest of the class.
Answers can be found on Worksheet 1 and Worksheet 2.
4. Students decide which one they will make.

GAGANA SĀMOA
LESONA E & I
• Art materials (Teacher to provide)
• Lollies to make lolly necklace (Teacher and students to provide).

Students make a Samoan handicraft.
1. See attached craft worksheets, written in gagana Sāmoa using the imperative gagau (fold), luga
(top), lalo (bottom), lalaga (weave), fa'aaogā (use)...... on how to lalaga weave or make a 'ulālole
lolly necklace.
2. Students can also create artwork using Samoan designs and patterns.
Screen printed T-shirt or fabrics.
Tapa design poster.
Lino print.
Potato print.

GAGANA SĀMOA
Matā'upu 16 OHT 1
'Ulālole
Materials needed:
Lole
Lipine
Seleulu
Step 1: Step 2:
Filifili ni lole se lua Fa'aaogā se fasi lipine e nonoa fa'atasi ai lole
Nonoa le lipine i'ī
Step 3:
Faifaipea le soso'oga o lole se'i 'ātoa le 'ula

GAGANA SĀMOA
Matā'upu 16 OHT 2
Lalaga
SHEET A SHEET B
Step 1:
Tipitipi pepa A & B i luga o laina.
SHEET B
Step 2:
a) Gagau i tua fasipepa B1 - B10.
SHEET A
Step 3: SHEET B
Fa'ata'atia le pepa B i tafatafa o le
pepa A e pei ona fa’aalia.

GAGANA SĀMOA
SHEET A
SHEET B
Step 4:
Fa'aaogā fasipepa ta'itasi o le
Pepa B e fa'alava i lalo ma luga o
fasipepa o le Pepa A pei o se fala
lalaga.
SHEET A
SHEET B

GAGANA SĀMOA
'Ulā lole Lolly Necklace
Materials needed:
Lole Lollies with wrappers
Lipine Curling Ribbon cut into 25 strips of 5cm long
Seleulu Scissors
Step 1: Step 2:
Filifili ni lole se lua. Fa'aaogā se fasi lipine e nonoa fa’atasi ai lole.
Choose two lollies. Use one strip of curling ribbon to join the lollies.
(tying them together)
Nonoa le lipine i'ī.

Join the lollies here with the ribbon.
Step 3:
Faifaipea le soso 'oga o lole se 'i 'ātoa le 'ula.
Continue to join other lollies till you make a
complete necklace.

GAGANA SĀMOA
Matā’upu 16 Worksheet 2
Lalaga
Weaving
SHEET A SHEET B
Step 1:
Tipitipi pepa A & B i luga o laina.
For each Sheet A & B: Cut along the
lines.
SHEET B
Step 2:
Gagau i tua fasipepa B1 - B10.
Fold back each strip back from B1 - B10.
SHEET A
Step 3: SHEET B
Fa'ata'atia le pepa B i tafatafa o le
pepa A e pei ona fa’aalia.
Place folded sheet B at right
angles to sheet A as solution.

GAGANA SĀMOA
SHEET A
SHEET B
Step 4:
Fa'aaoga fasipepa ta'itasi o le
Pepa B e fa'alava i lalo ma luga o
fasipepa o le Pepa A pei o se fala
lalaga.
Use each strip from sheet B to
weave under and over alternate
strips of Sheet A as shown. SHEET A
SHEET B

GAGANA SĀMOA
SHEET A Cut the dotted line only

GAGANA SĀMOA
SHEET B Cut the dotted line only
FOLD LINE
Fold Back Fold Back Fold Back Fold Back Fold Back Fold Back Fold Back Fold Back Fold Back Fold Back

GAGANA SĀMOA
Track 45: Language Targets – Different crafts and items
lalaga
'ēlei
fili
meaālofa
‘aiavā
ili
fala
siapo
'ietoga
taulima
mama
tautaliga
'ula
falelalaga
fa’atāfafā
tāfatolu
lāpotopoto
lā'umi'umi
māfiafia
mānifinifi
fa'ata'atia
fa'aālia
gaugau
fasipepa
fa'aaogā
fa'alava
ta'itasi
nonoa
soso'o

GAGANA SĀMOA
Galuega taulima
As well as large constructions like fale or canoes, Samoans also pride themselves on the designs of other
handicrafts. Made traditionally by both men and women, smaller intricate handcrafts are symbols of
the dedication Samoans have to maintaining their culture, as each article is painstakingly made by
hand.
Crafts and handicrafts are made from natural resources such as shells - pule, flowers - fugālā'au, leaves
- laulā'au, fruit – fua, and seeds - fatu of the local trees and plants. These are carefully crafted into a
variety of mats - fala, baskets - 'ato, fan - ili, and accessories such as necklaces -'ula, earrings - tautaliga
and head gear or paleulu.
Treasured crafts measina includes the 'ietoga, a fine mat which can take months or even years to
weave. Traditionally the finer the weave the greater the value of the mat. Women gather together as
a group to lalaga or weave and craft their particular designs and the house would then be referred to
as a fale lalaga. Gathering together in a group like this enables the skills to be passed on to younger
generations.
Reciprocal gifting is a significant feature of fa'asāmoa. The giving and receiving of 'ietoga are used to
mark important occasions like a wedding - fa'aipoipoga, or funeral - maliu or when someone is being
bestowed a matai title - saofa'i. 'Ietoga is also worn at some ceremonial occasions. The siapo or tapa
cloth is similar to that found in other Pacific countries.

Matā'upu 17 MEA'AI MA ONA TĀPENAGA FOOD AND MEAL PREPARATION
GAGANA SĀMOA
MATĀ'UPU 17: MEA’AI MA ONA TĀPENAGA
FOOD AND MEAL PREPARATION
TEACHER’S NOTES
'Ai means to eat.
Mea'ai is food.
Tāpena means to prepare.
Tāpenaga means preparation.
Cultural Aspects knowledge

Food is an important aspect of fa'asāmoa. When entertaining or welcoming guests, it is important to
make sure that there is enough food for everyone to eat and some left over for guests to take home.
Traditionally it was the men who prepared food for the family in an umu (earth oven). Nowadays
there is a trend towards food preparation being a shared responsibility between tamā and tinā, or by
the younger members of the family. The use of an umu to prepare food has decreased over time with
changes in lifestyle and increased use of modern technology. However it is still the preferred method
for preparing large quantities of food for feasts and special occasions.
In accordance with fa'asāmoa, it is common practice within a Samoan village and within individual
families for elders and matai, and their spouses to be served first. They are served on laulau (individual
trays). After they have eaten, young children and the rest of the family eat their meals. This order
remains common among Samoan families even now.
In many Samoan families, there are two main meals a day with the main one in the evening when
all members of the family are at home. The evening meal is preceded by a family lotu or prayer.
Traditionally this occasion is also an opportunity for the matai or elders to hear about the day’s activities
from other family members and to plan ahead. Another lotu is said just before each meal, and the
children are often assigned specific parts to play during these times of family worship or prayer. There
are opportunities throughout this matā'upu for students to make inter-cultural comparisons with their
own culture(s).
The teacher should continue encouraging students to rehearse and engage in simple gagana Sāmoa
conversations. Listen for correct pronunciation and use of new vocabulary. Teachers who are learning
gagana Sāmoa with their students could also encourage the students to monitor their own and their
teacher’s use of gagana Sāmoa.

GAGANA SĀMOA
MATĀ'UPU 17: MEA’AI MA ONA TĀPENAGA
FOOD AND MEAL PREPARATION
• say a simple lotu
• discuss Samoan meal protocol
• learn about a few Samoan dishes.
Success Criteria:
Students say a simple lotu correctly.

• Receive and produce information • Give and respond to greetings, farewells,
(understand recipes); respond to questions thanks and introductions.
and requests (about types of food); show • Use language, positioning and movement to
social awareness when interacting with show respect.
others (Samoan meal protocol).
• Express and respond to desires, needs and
Language knowledge preferences.
• Recognise that the target language is • Communicate offers, acceptance, refusal and
organised in particular ways (using denial.
imperatives).
Language knowledge
Cultural knowledge
cultures (culture of meal times for special • Understand and express meaning in a range
guests). of oral, written and visual texts.
Cultural knowledge
• Position themselves appropriately when
relating to others.
• Recognise and express fa'aaloalo.
• Differentiate and express social roles and
relations.
• Make connections with known culture.
Cross-curricular links: food technology.

GAGANA SĀMOA
Language Targets
INGREDIENTS TABLE TALK
māsima salt 'O lau mea'ai lea. Here’s your food/meal.
suka sugar 'O lau mea taumafa lea. Here’s your food/meal.
falaoamata flour (respectful)
falaoa bread 'O lau vai inu lea. Here’s your drinking water.
aniani onion 'O lau vai taumafa lea. Here’s your drinking water.
(respectful)
fa'i banana
'aumai give me/bring/pass me
fa'ipula ripe banana
'aumai le falaoa Give (pass) me the bread.
lautīpolo lemon leaf
'aumai le naifi Give (pass) me the knife.
pe'epe'e coconut cream
'aumai le naifi Give me the knife please.
fa'amolemole
UTENSILS 'aumai sa'u mea'ai Give me some food please.
sipunitī teaspoon fa'amolemole
'iputī teacup 'Ua lava. It’s/that’s enough.
'ulo pot 'Ua lava lea fa'afetai. This is enough thankyou.
sipuni spoon 'Ua 'ou mā'ona. I have had enough to eat.
tui fork lotu grace
naifi knife fai le lotu say grace
'O le 'ā fai le lotu. Let’s say grace.
INSTRUCTIONS 'O le 'ā tatou 'a'ai. Let’s eat.
fa'apuna le vai boil the water 'Ua 'e fia 'ai? Are you hungry?
tipi cut 'Ua 'ou fia 'ai. I am hungry.
tipitipi le talo cut up the taro

GAGANA SĀMOA
LESONA A
• Mua Ō! DVD
• OHT 1

1. Watch the DVD of a formal meal.
What food items can you pick up that are similar to students’ known language(s)?
How might you pay a compliment for the nice food?
Can you pick up what the weather is like?
Can you pick up any of the respectful language phrases used by Sina or her father when
talking to the minister?
How many times do you hear fa'afetai?
Explore why manners are so important.
2. Using OHT 1, discuss the words heard on the list.
3. Watch DVD segment again and discuss the ways that respect is shown.
How does this compare to students’ own culture/s?
Note the meal protocol (including lotu).
Note the arrangement of the table and who eats when.
Where does each person sit at the table?
What roles does Sina play?
4. Allocate close viewing of each of the above aspects to a specific pair or group.
Students discuss within their group and then report back to the rest of the class.

GAGANA SĀMOA
LESONA E
• OHT 2
• Resource 1 - Picture Cards Activity (Teacher to prepare)

1. Using the Audio CD, and OHT 2. Learn a lotu (track 48) and hymn (track 49).
A) Spoken lotu
Fa'afetai Iesu Thank you Jesus
mo mea'ai for the food
na foa'i mai given to us
e tausi ai mātou le fānau to sustain us children
'Āmene Amen
B) Hymn
Fa'afetai mo le lalolagi
Fa'afetai mo mea'ai
Fa'afetai mo manu tausani
Le Atua e, 'ua fa'afetai
Thank you for the world

Thank you for the food
Thank you for the birds that sing
God, thank you.

GAGANA SĀMOA
2. In groups of three, students play ‘Fish’ a picture card activity using everyday gagana Sāmoa to
practise asking for and offering food, and the appropriate response of thanks. Using Resource
1, teacher to prepare four cards of each item (36 cards) for each group of three students. The
teacher may write phrases for the game on the board to assist students.
The dealer deals out five cards each and puts the rest face down on the table.
Students put any pairs showing the same food they have in their hand together and place
face down in front of themselves.
The first student asks another:
'Ua 'e fia 'ai (+ name)? Are you hungry (+ name)?
The student who has been asked replies:
Ioe, ua 'ou fia 'ai fa'amolemole. Yes, I’m hungry (please).
'Aumai sa'u alaisa (or other food item) Give me some rice (food item) please.
faamolemole.
If the first student has the card asked for, he/she must give it up.
If not, he/she says: Su'e (fish or find).
The student then picks up a card from the pack. Students put any pairs of the same food
together.
The students take turns to ask for food, however, they may ask anyone in the group. If they
listen carefully to what is asked for, they will be able to know who has the food item that
they require.
When all of the cards are used up, the person with the most pairs wins.

GAGANA SĀMOA
LESONA I
• OHT 3
• Worksheet 1 teacher to cut up into pictures and phrases.
• Worksheet 2 teacher to cut up and place strips into an envelope providing enough sets for
students to complete the activity in pairs.

1. Using OHT 3 showing the written and pictorial recipe for Fa’alifu talo taro in coconut cream.
Teacher discusses this with students and goes over the process of the recipe pointing out the
language of instruction for recipes. Teacher says each step of the recipe and students repeat.
2. Hand out Worksheet 1. Students are given the cut up recipe - phrases and pictures. Students
match the pictures with the written stage of the recipe for poi.
Once completed, they read their recipe to another student. Students compare and discuss their
answers. Mark with OHT 4.
3. Students to complete this in pairs.

Teacher has previously cut up worksheet 2 and mixed up the stages, and placed in an
envelope.
Hand out envelopes. The written and pictorial recipe for sapasui.
In pairs students read out the phrases to each other and then arrange the strips so that the
recipe is in cooking order. Mark with OHT 5.
Extension Activity
1. Students can make one of the recipes and share it for lunch, using everyday language.
2. Students can prepare and perform a role play using one of the recipes as cooking show hosts.

GAGANA SĀMOA
Matā'upu 17 OHT 1
English Everyday Gagana Sāmoa Formal Gagana

come here sau maliu mai / afio mai /susū mai
eat 'ai taumafa / tausami
food mea'ai mea taumafa / mea tausami
give or pass me 'aumai fa’agasegase mai / tau’a’ao mai
finger bowl, hand wash bowl Vai fafano Vai tatafi
Here’s your chair /seat. 'O lou nofoa lea 'O lou ava lea
Here’s your food / meal. 'O lau mea’ai lea 'O lau mea taumafa lea
'O lau mea tausami lea
Have you had enough food? 'Ua e mā'ona? 'Ua 'e laulelei?
thank you fa'afetai fa'afetai lava
Are you hungry? 'Ua 'e fia 'ai? 'Ua 'e fia taumafa?
I am thirsty. 'Ua 'ou fia inu. 'Ua 'ou fia inu.
Are you thirsty? / do you want 'Ua 'e fia inu? 'Ua 'e fia taumafa i se vai?
some water to drink?
Thank you for making the Fa’afetai lava fai mea’ai Mālō lava gāsese.
food. 'Ia 'outou manuia
May you be blessed.

GAGANA SĀMOA
Matā'upu 17 OHT 2
A) Spoken Lotu
Fa'afetai Iesu, Thank you Jesus

mo mea'ai for the food
na foa'i mai given to us
e tausi ai mātou le fanau. to sustain us children.
'Āmene Amen
B) Hymn Fa'afetai mo le Lalolagi
Fa'afetai mo le lalolagi Thank you for the world

Fa'afetai mo mea'ai Thank you for the food
Fa'afetai mo manu Thank you for the birds
tausani that sing
Le Atua e, 'ua fa'afetai God, thank you.

GAGANA SĀMOA
Matā'upu 17 OHT 3
FA'ALIFU TALO
Taro in Coconut Cream
Ingredients:
Talo Taro
Pe'epe'e Coconut cream
Māsima Salt
Aniani Onions
Method:
Fisi talo
Remove the skin from the taro.
Tipitipi le talo
Slice into pieces.
Fa'apuna le vai i le 'ulo

Boil some water in a pot.

GAGANA SĀMOA
Tu'u i ai talo
add in the taro pieces.
Toe faapuna.
Simmer till taro is cooked.
Sasa'a 'ese le vai

Tip out all water.
Fa'aopoopo le pe'epe'e
Add coconut cream.

GAGANA SĀMOA
Tapuni le 'ulo
Put the lid on.
Sauni loa e 'ai.

Ready to eat.

GAGANA SĀMOA
Matā'upu 17 OHT 4
POI (for 30 people)
Ingredients
Sefululima fa'i pula 15 ripe bananas
'Apa pe'epe'e 1 can coconut cream
Lau tipolo Lemon leaves.
Method
Fofo'e fa'i Peel the bananas
Fa'aaogā le tui e palu ai fa'i Mash the bananas with a fork
Fa'aopoopo le pe'epe'e Add the coconut cream
Fa'aopoopo lau tipolo Add lemon leaves
Sa'eu fa'atasi Stir to mix well
Fa'aopoopo i ai le 'aisa Add ice to chill
Sasa'a i ipu Pour in glasses to serve.

GAGANA SĀMOA
Matā'upu 17 OHT 5
SAPASUI (for 30 people)
Ingredients
Fasi Povi Meat / Gravy beef
Lialia (afa pauna) 500gms vermicelli
Tasi aniani One onion
Aniani saina Garlic
Sosi soi Soya sauce
Suāu'u pīnati Peanut oil.
Method
Tipitipi fasi povi Cut (dice) the meat
Tipitipi aniani Chop the onion
Tipitipi aniani saina Chop the garlic
Fa'avevela le suau'u i le ‘ulo Heat the oil in a pot.
Fa'a'opoopo le aniani ma le aniani saina Add the onion and the garlic
Fa'a'opoopo le fasi povi ma falai Add the meat and fry
Fa'avai le lialia i vai vevela Soak the vermicelli in hot water
Fa'a'opoopo le lialia i le 'ulo Add the vermicelli to the pot
Fa'a'opoopo le sosi soi i le 'ulo Add the soya sauce.
Sa'eu Mix well.

GAGANA SĀMOA
POI (for 30 people)
Ingredients
Sefululima fa'i pula 15 Ripe Bananas
'Apa pe'epe'e 1 can coconut cream
Lau tipolo Lemon leaves.
Method
Fofo'e fa'i.
Fa'aaogā le tui e palu

ai fa'i.
Fa'aopoopo le pe'epe'e.

GAGANA SĀMOA
Fa'aopoopo lau tipolo.
Sa'eu fa'atasi.
Fa'aopoopo i ai le 'aisa.
Sasa'a i ipu.

GAGANA SĀMOA
SAPASUI (for 30 people)
Ingredients
Fasi Povi
Lialia (Afa pauna)
Tasi aniani
Aniani saina
Sosi soi
Suāu'u pīnati
Method
Tipitipi le fasi povi
Tipitipi aniani
Tipitipi aniani saina

GAGANA SĀMOA
Fa'avevela le suāu'u i le 'ulo
Fa'aopoopo le aniani ma
le aniani saina
Fa'aopoopo le fasi povi

ma falai
Fa'avai le lialia i vai vevela

GAGANA SĀMOA
Fa'aopoopo le lialia i le 'ulo
Fa'aopoopo le sosi soi i le 'ulo
Sa'eu

GAGANA SĀMOA
Picture Cards Activity - teacher to prepare 4 cards of each item per group of 3
students
Fuāmoa Vine Moli
Fa'i Kapisi Falaoa
'Ulu Pateta Alaisa

GAGANA SĀMOA
Track 46: Language Targets – Ingredients, utensils and instructions
māsima
suka
falaoamata
falaoa
aniani
fa'i
fa'ipula
lautīpolo
pe'epe'e
sipunitī
'iputī
'ulo
sipuni
tui
naifi
fa'apuna le vai
tipi
tipitipi le talo
Track 47: Language Targets - Table talk

'O lau mea'ai lea.
'O lau mea taumafa lea.
'O lau vai inu lea.
'O lau vai taumafa lea.
'aumai
'aumai le falaoa
'aumai le naifi
'aumai le naifi fa'amolemole
'aumai sa'u mea'ai faamolemole
'Ua lava.
'Ua lava lea fa'afetai.
'Ua 'ou mā'ona.
lotu
fai le lotu
'O le 'ā fai le lotu.
'O le 'ā tatou 'a'ai.
'Ua 'e fia 'ai?
'Ua 'ou fia 'ai.

GAGANA SĀMOA
Track 48: Spoken Lotu
Fa'afetai Iesū,
mo mea'ai
na foa'i mai
e tausi ai mātou le fānau.
Amene.
Track 49: Song - Fa'afetai mo le lalolagi

Fa'afetai mo le lalolagi.
Fa'afetai mo mea'ai.
Fa'afetai mo manu tausani.
Le Atua e, ua fa'afetai.

GAGANA SĀMOA
Scenario 25: Home with the shopping.
Sina and her mother return from their grocery shopping and carefully take the items that they bought
out of the shopping bags.
Mele
Mmmm…vevela le aso Sina mo le
tā fa'atau ma fe'au…sapasui, lialia,
talo, fasipovi. Sina, sau e fai le
sapasui fa'amolemole.
(Mmm…a hot day Sina for our
shopping and our chores….chop suey,
vermicelli, taro, meat. Sina, come and
make the chop suey please.)
Sina
'Ia 'ua lelei.
(OK.)
Mele
Tipitipi le fasipovi....
(Cut the meat.)
Sina and Mele begin to make the chopsuey.
Later that afternoon.

Scenario 26: A special guest for dinner.
Sina has changed into a puletasi and is joined by her aunty Viola in the kitchen as they finish preparations
for dinner with a special guest.
Sina goes to answer a knock at the door; it is the church minister. Sina greets him with respect and calls
out to her father as she accompanies the minister to the lounge. (Note: Sina uses the respectful phrase
lau susuga le fa'afeagaiga to greet the minister or faife'au)
Sina
'Oi, Tālofa lava lau susuga a le fa'afeagaiga.
(Oh, hello sir, the Minister.)

GAGANA SĀMOA
Faife'au
Tālofa Sina.
'O ā mai 'oe?
(Hello Sina.
How are you?)
Sina
Susū maia i totonu.
(Very well thank you.
Welcome, come right in.)
Faife'au
Fa'afetai.
(Thank you.)
Sina
Tamā.
(Father.)
The minister is ushered to the lounge where Ioane is seated. Surprised, Ioane stands up and extends
his hand to greet the minister.
Ioane
'Oi, Tālofa lava i lau susuga
le fa'afeagaiga.
(Oh, hello sir the Minister.)
Faife'au
Tālofa i lau afioga.
(Hello sir.)

GAGANA SĀMOA
Ioane (motioning to a chair)
'O lou ava lenā.
(Come in, there is your seat.)
Once Ioane and the church minister are seated, Ioane continues with the greetings of formal
welcome.
Ioane
Susū maia,
tala mai a'ao.
(Welcome. You are
most welcome.)
Faife'au
Mālō fo'i le soifua maua ma
le lagi e māmā i le tou 'āiga ali'i.
(Good day, good health to you and
your chiefly family.)
Ioane and the minister continue talking in the background while Sina and her aunty Viola finish setting
the table. Sina enters the living room and sits cross-legged on the floor next to her father. She addresses
the minister, using formal gagana Sāmoa to invite him to the meal.
Sina
Susū maia e fai le taumafataga.
(Come and have a meal.)
Ioane
'Ua lelei. Susū ane ia lau susuga.
(Well alright, Sir, go on over.)
Faife'au
Fa'afetai.
(Thank you.)

GAGANA SĀMOA
Ioane and the minister walk to the dining room, where the table is already set with food including taro,
chop suey, cooked green bananas, and chow mein. Ioane shows the minister to the head of the table.
Ioane (motioning to the head of the table)
'O lou ava lea.
(Here is your seat.)
Faife'au
Fa'afetai.
(Thank you.)
Ioane takes a seat at the opposite end of the table. Viola and Mele take their seats.
Mele
Se, tālofa lau susuga
le fa'afeagaiga.
(Oh greetings Sir,
the Church Minister.)
Faife'au
Mālō fo'i le soifua iate 'oe le faletua.
(Greetings to you the wife.)
O le 'ā fai le lotu.

(We’ll say grace.)
Fa'afetai Iesu, mō mea'ai 'ua 'e

foa'i mai mo i mātou. 'Āmene.
(Thank you Jesus, for the food that
has been provided for us. Amen.)
Ioane, Sina, Mele & Viola

'Āmene.
(Amen.)

GAGANA SĀMOA
Viola serves the minister first offering him a dish of taro.
Viola
'O le fa'alifu talo lea.
(Here is the taro in coconut cream.)
Faife'au
Fa'afetai.
(Thank you.)
Sina offers a dish of chop suey to the minister.

Sina
'O le sapasui lea.
(Here is the chop suey.)
Faife'au
Fa'afetai.
(Thank you.)
Sina then offers the chop suey to her father.

Sina
Tamā, e avatu
se sapasui?
(Father, shall I serve you
some chop suey?)
Ioane
'Ia fa'amolemole lava Sina.
(Yes please Sina.)

GAGANA SĀMOA
Sina serves the chop suey to Ioane.
Ioane
'Ia 'ua lava.
Fa'afetai Sina.
(That’s enough.
Thank you Sina.)
The family and their guest continue to enjoy the meal. Ioane asks Sina to bring some water.
Ioane
Sina. 'Aumai ni
vai fa'amolemole.
(Sina, bring some
water please.)
Sina pours a glass of water for the minister.

Sina
'O lau vai taumafa lea. (formal)
(Here is your drinking water.)
Faife'au
Fa'afetai lava.
(Thank you.)
Faife'au
Mānaia tele le kuka. Fa'afetai.
Mālō lava le gāsese.
(Very nice cooking, thank you.
Very well done.)
Mele
Fa'afetai.
(Thank you.)

Matā'upu 18 FA'ATAUGA I MĀKETI SHOPPING AT THE MARKETS
GAGANA SĀMOA
MATĀ'UPU 18: FA'ATAUGA I MAKETI SHOPPING AT THE MARKETS
TEACHER’S NOTES
Fa'atau means to buy or sell.
Fa'atauga means shopping.
This matā'upu provides more opportunity for the teacher and students to increase their vocabulary
in gagana Sāmoa, using a fairly common everyday occurrence, going shopping. The inclusion of the
market should further enhance the students’ use of gagana as they incorporate words and phrases
learned in earlier matā'upu to construct more complex questions and answers.
In Sāmoa the currency or money (tupe) used is the tālā or dollar. As in New Zealand, Sāmoa has a
floating exchange rate. However the Samoan tālā is generally lower than the New Zealand dollar so
that if you travel to Sāmoa with New Zealand money, the exchange rate will give you more Samoan
money. Just remember the reverse will happen when you want to change Samoan money back into
New Zealand dollars.
The units of weight and volume in gagana Sāmoa are often simple transliterations of the English terms.
lita (litre), kalama (gram), kilo (kilo).
Students have already come across the word tau in the matā'upu on the weather, Matā'upu 11. Tau
also means cost or price. As in English one word can take on many meanings depending on the context
in which it is used. Tau also can mean to do battle or collide.
When shopping, students can use simple phrases to ask for the price or cost of goods.
E fia le tau? OR 'O le ā le tau? (How much or what is the cost?)
If you then decide you do not want to buy, just say Leai fa'afetai. (No thank you)
Instructions for Learning Tasks

Lesona E & I
Students create shopping role plays. In preparation the teacher and/or students can put pictures of
different goods on cards and put these into envelopes for each shopper and stall holder. Or the teacher
and students could bring some of the grocery items from home. Currency or fake money will also be
required.
Details about how the game is played have been provided in the lesson outline.

GAGANA SĀMOA
MATĀ'UPU 18: FA'ATAUGA I MAKETI SHOPPING AT THE MARKETS
• ask and respond to questions about buying and selling goods.
Success Criteria:
• Students use gagana Sāmoa to describe and request food items for purchase and sale.
• Students use gagana Sāmoa to ask for prices of food items and respond to questions asking for
prices.

• Receive and produce information (price • Communicate about colour, size, shape and
of food items); respond to questions and direction.
requests (buying and selling goods); show • Express and respond to desires, needs and
social awareness when interacting with preferences.
others (shopping etiquette).
• Communicate offers, acceptance, refusal and
Language knowledge denial.
• Recognise that the target language is • Make requests, give instructions and respond
organised in particular ways (question to requests and instructions.
formats).
Language knowledge
Cultural knowledge
cultures (buying and selling at the markets). • Interpret and create simple texts, using oral,
written and visual conventions.
Cultural knowledge
• Differentiate and express social roles and
relationships.
of contexts.

GAGANA SĀMOA
Language Targets
māketi market 'Aumai sa'u pauna pata Bring me a pound of butter
fale'oloa shop fa'amolemole please.
fa'atau shopping/buy/sell 'Aumai se tāseni fuāmoa Bring me a dozen eggs

fa'amolemole. please.
tālā dollar
sene cent 'Ou te mana'o i se……. I would like a……
tāseni dozen E fia le tau o tamato? How much are the tomatoes?
'apa tin E fia le tau o le fagu susu? How much is a bottle of milk?
pepa packet or paper E fia le tau o le pepa sukalati? How much is the packet
fagu bottle of chocolates?
E iai ni tou……..? Do you have any……….?
pusa box
kilo kilo
fa'i mata green banana
kalama gram
fou fresh
lita litre
pula ripe
'afalita half a litre
fa'i pula ripe banana
lāpotopoto round or circular
pala rotten
fa'atāfafā four sided
taugatā expensive
li'o circle
taugōfie cheap/inexpensive
tuai old/over ripe not fresh
lāpo'a large/big
mānaia good/nice
tele/telē many/lots/big
la'itiiti small
falaoamata flour
fuāmoa egg(s)
suka sugar
pateta potato
alaisa rice
falaoa bread

GAGANA SĀMOA
LESONA A
• Mua Ō! DVD

1. Watch the DVD segment for this matā'upu.
Discuss language used for the expressions below.
Note any cultural or customary behaviours regarding shopping and the markets.
Students jot down the expressions for the phrases below as they watch the DVD.
Allocate one of the following to each group of students.
How much is ……….. ? or What is the cost of ………..?
I would like some ………….. please.
Currencies and measurements, dollars and cents, kilos and grams.
Words describing the quality of goods.
Any terms for food items or items purchased in the DVD.
2. Students view the DVD closely, discuss their answers together and then report back to the
class.
3. Students discuss how this compares with any cultural or customary behaviour regarding
shopping and markets of other known cultures.

GAGANA SĀMOA
LESONA E & I
• Mua Ō! DVD
• Pictures of (or real) grocery items. (Teacher and students to provide)
• Fake money (Teacher to provide)
• Instructions for each role.

1. Revise the language for: shapes, sizes, amounts, quantities and quality.
2. LESONA E In pairs students make up their own shopping role plays in gagana Sāmoa
Put the language targets on an OHT to support students prepare their role plays.
Remove the OHT when they carry out their role plays in LESONA I.
3. LESONA I Students carry out their role plays. (see LESONA E).
Guided role plays

Students work in pairs or threes, some students are shoppers, some are stall holders.
The teacher will give each shopper or stall holder their guided role play instructions provided
at the end of this lesson plan.
Shopper students have a limited amount of money (a different amount for each pair/group),
and buy the ingredients for one of the recipes from Matā'upu 17. They need to shop around
to select the best quality ingredients for their money.
The stall holder students have pictures/items of their wares. They decide on the prices and
sell to the customers.
Each stall does not have the same ingredients and buyers have different amounts of
money.
The teacher reminds students of protocol seen on the video. The teacher reminds students
to use gagana Sāmoa
The winning groups will be the groups who used gagana Sāmoa all of the time and who
were able to purchase all of their ingredients within budget or sold all of their wares.
At the end of the māketi experience, students compare their ingredients and see who has
enough to make their recipe.

GAGANA SĀMOA
Guided role play instructions
Shoppers
Your role is to purchase the food items you will need to make a recipe, and to keep within your money
allowance.
Choose a recipe from Matā'upu 17 that you would like to make.
Practise asking for the gagana Sāmoa food items that you will need, and asking for the price of the
items.
Buy the items. Note, you may have to visit several stall holders to keep within your budget.
Stall holders.
The items you have for sale are the pictures in your envelope.
Put a price on the items.
Practise your responses to questions about your products, and telling the shopper the price of the
items.
Shoppers will come and ask for the price and may buy some items from you.

GAGANA SĀMOA
Track 50: Language Targets - Money and items
māketi
fale'oloa
fa'atau
tālā
sene
tāseni
'apa
pepa
fagu
pusa
fa'i mata
fou
pula
fa'i pula
pala
taugatā
taugōfie
lāpo’a
tele / telē
la'itiiti
falaoamata
fuāmoa
suka
pateta
alaisa
falaoa

GAGANA SĀMOA
Track 51: Language Targets - Buying items
'Aumai sa'u pauna pata fa'amolemole.
'Aumai se tāseni fuāmoa fa'amolemole.
'Ou te mana’o i se……..
E fia le tau o tamato?
E fia le tau o le fagu susu?
E fia le tau o le pepa sukalati?
E iai ni tou……..?
Track 52: Language Targets - Describing items and measuring units

kilo
kalama
lita
'afalita
lāpotopoto
fa'atāfafā
li'o
tuai
mānaia

GAGANA SĀMOA
Scenario 27: A trip to the market in Sāmoa.
The scene opens with a flurry of people trading produce at the Fugalei Maketi in Sāmoa. Malia and her
Aunty Lupe have come to the market to buy some fresh fruit and vegetables. They are walking through
the stalls looking out for bargains and come across Iafeta, a stall keeper who is enticing people to his
stall.
Malia
Fa'amolemole lava, 'ou te mana'o
i ni talo. E fia le tau?
(Please, I would like some taro.
What is the price?)
Iafeta
E fia ni talo e te mana'o ai?
(How many taro would you like?)
Lupe
Sefulu talo fa'amolemole.
(Ten taro please.)
Iafeta
E sefulu lima tālā... 'ēā?
(It’s fifteen dollars…alright?)
Lupe reaches for her purse as Iafeta loads the taro into a woven basket.
Iafeta
Fa'afetai tele le fa'atau,
manuia le aso.
(Thank you for buying,
have a nice day.)

GAGANA SĀMOA
Malia
Fa'afetai.
(Thank you.)
They proceed to the next stall still looking for bargains. Malia finds some green coconuts (niu).
Malia
E fia le tau o niu
fa'amolemole?
(How much are the coconuts
please?)
Shopkeeper
E tālā lima, ma
le lua tālā.
(One dollar fifty
and two dollars.)
Lupe
'O! E taugofie lā, 'aumai
se lima fa'amolemole.
(Oh, they’re cheap, give
us five please.)
They select the ones they want and the stall keeper helps to pack them into a basket.
Lupe
Fa'afetai lava.

GAGANA SĀMOA
Malia
'Ou te mana'o fo'i i ni fa'i,
fa'i pula, mago ma
ni esi fa'amolemole.
(I would also like some bananas,
ripe bananas, mangoes
and some pawpaw please.)
Stall keeper
Limasefulu sene ma le tālā,
lua tālā i le tau mago.
(Fifty cents and a dollar...
two dollars for the cluster of mangoes.)
Lupe
Mānaia.
(Nice.)
Malia
'Ae ā ia?
(But what about these?)
Malia holds up two pawpaws to show her aunty

Lupe
Mānaia nā. Mānaia.
(Those are nice. Great.)
Lupe and Malia pack their items into the woven basket
Stall keeper
E sefulu ma le fā tālā.
(It’s fourteen dollars.)

GAGANA SĀMOA
Lupe counts out the money and hands to Malia to pay the stall keeper.
Lupe
Fa'afetai lava.

GAGANA SĀMOA
Fa'atauga i Maketi
Shopping in Sāmoa is a highlight for both locals and tourists. In Apia alone there are numerous shops
and three main markets.
The first of the three markets is Sāmoa’s longest running market, the Apia market. A popular shopping
attraction for tourists, this market is open all day and provides a wide variety of products ranging from
handicrafts including jewellery - such as earrings - tautaliga, necklaces - 'ula and rings - mama. You
can also buy clothes - 'ofu, ornaments for the house - o mea teufale. You can also find some small stalls
and popular food stalls.
The second market is the fish market which is located behind Apia market and sells the daily catch.
The new market or māketi fou is Apia’s main produce market and is located in Fugalei just behind Apia
town centre. Locals travel from all over 'Upolu to this market, some to sell their crops or produce from
their own plantations and others to purchase the weekly food supply.

Matā'upu 19 VALA'AULIA INVITATIONS
GAGANA SĀMOA
MATĀ'UPU 19: VALA'AULIA INVITATIONS
TEACHER’S NOTES
vala'au means to call or invite
tusi vala'au means the written invitation and vala'aulia means invited guests and invitation.
This matā'upu helps the teacher and students to draw together much of the gagana Sāmoa they have
learned throughout the series by bringing together key people through carefully designed or selected
activities and relevant language interactions.
In the next three lessons, students should be constantly rehearsing learned gagana Sāmoa in
conversations, sharing and cross referencing information and checking accuracy of pronunciation as
well as the meaning and application of learned gagana. Make full use of resources from earlier lessons
and others developed in the course. Expand students’ understanding and build their self confidence in
the new gagana. Remind students to refer to their own glossary of words and phrases.
The choice of activities for the final unit and celebrations, whether you hold a special lunch or simply
a demonstration or presentation of what the students have learned should be made after discussing
alternatives with the students. The choice will determine what preparations are needed and should
be guided by the level of gagana, competence, and the quality of commitment demonstrated by the
students.
Remember that formal or respectful gagana should be used where appropriate in the written invitations
even if they are intended for family members or friends. If it’s not possible to have a shared lunch with
parents, then each student could write a formal invitation to a shared lunch to other members of staff
or to a friend in another class.
This unit covers both formal and everyday gagana for invitations, using both written and spoken
language.
The DVD provides adequate models of gagana usage for this purpose.

GAGANA SĀMOA
The following is a sample of a formal invitation:
E vala au atu ma le fa aaloalo ia _______ (suafa)

Susu mai. Afio mai Maliu mai.
I le fa atauaina o le Gagana Samoa i la matou vasega
E fai i le Aso Faraile ________________ (aso)
Amata i le 1.00 i le aoauli
Fa amolemole fa afeso ota i mai le Faia oga
i le telefoni numera ____________________
Soifua _________________________ (Igoa)
With respect we invite you __________(name)

Welcome Welcome Welcome
To the celebration of Samoan language by our class
To be held on Friday _____________ (date)
Starting at 1.00 in the afternoon
Please respond by contacting the teacher
on telephone number ________________
From _____________________ (Signature)

GAGANA SĀMOA
MATĀ'UPU 19: VALA'AULIA INVITATIONS
• greet, address, and invite people in formal and everyday gagana Sāmoa
• introduce themselves, and give personal information, in a culturally appropriate way.
Success Criteria:
• Students use formal gagana Sāmoa to invite someone to attend a special occasion.
• Students use everyday gagana Sāmoa to invite a friend to a party, giving information about
time, location and venue.

• Receive and produce information (offering/ • Communicate about people, places and
writing invitations); respond to questions things.
and requests (inviting a friend to go out); • Give and respond to greetings, farewells,
show social awareness when interacting with thanks and introductions.
others.
• Communicate using numbers, time and
Language knowledge place.
• Recognise that target language is organised in • Use language to show respect.
particular ways (use of respectful language).
Language knowledge
Cultural knowledge
• Interpret and create simple texts.
cultures (appropriate protocols for formal • Recognise and use linguistic conventions to
and everyday invitation). make and interpret meaning.
Cultural knowledge
of contexts.

GAGANA SĀMOA
Language Targets
sāuni prepare
tusi write
vala'au invite
tusi vala'aulia written invitation
afio mai welcome (formal)
maliu mai welcome (formal)
susū mai welcome (formal)

GAGANA SĀMOA
LESONA A
• Mua Ō! DVD
• OHT 1

1. Watch the DVD segment for this matā'upu.
The students view first, noting important question words, the answers to the questions, and
noting some differences between the formal written invitation and the informal spoken
invitation. As in other matā'upu, the viewing tasks can be divided up between groups, with
discussion among the group and a presentation from each group of their findings.
2. Get students to copy this listening grid into their books. Students fill in the listening grid as
they discuss the details of the two invitations depicted on the DVD segment. Watch the DVD
segment again.
Listening Grid
Formal invitation 'I fea Āfea Taimi

Names of people in the Where When Time
conversation
'O le ā? 'O ai Lāvalava

What Who What to wear
Telephone conversation 'I fea Āfea Taimi

Names of people in the Where When Time
conversation

What Who What to wear

GAGANA SĀMOA
3. Using the Audio CD
On the Audio CD (track 54) an invitation is given to a friend over the telephone.
Students create another blank listening grid as they did with Learning Task 2 above.
Students fill in the listening grid as they listen to the Audio CD and discuss their answers
with a partner.
Then students can read the dialogue on OHT 1 to check answers.
They can ask for the meaning of any words that they do not know, using the formulaic
expressions:
i. 'O le ā le fa'asāmoa o ____________ [English word or phrase] fa'amolemole?
How do you say ________________ in gagana Sāmoa please?
OR
ii. 'O le ā le uiga o le 'upu ___________ [English word] fa'amolemole?
What is the meaning of the word ___ please?

GAGANA SĀMOA
LESONA E
• Recording device or equipment (Teacher to provide)
• Worksheet 1

1 Students make up a scenario in pairs similar to the one in the last lesson.
Practise first, changing the date, time and place to suit themselves, and then record the
conversation.
OR
Perform the scenario to the class.
Hand out Worksheet 1 and use the grid for the rest of the class to fill in as they listen as each
pair enact their role play or playback their recording.
Encourage the class to ask questions if the pair presenting have omitted to give some of the
information.
Listening Grid
Names of students in the 'O fea Āfea? Taimi

conversation
Or Pair #1 'O le ā? 'O ai Lāvalava

conversation

conversation

conversation

conversation
Or Pair #5 etc.... 'O le ā? 'O ai Lavalava

GAGANA SĀMOA
LESONA I
• Mua Ō! DVD

1. Invitations to the Fa'atāuaina 'o le Gagana Sāmoa - Celebration of Samoan Language
Students can watch the DVD again and see the structure for the formal written invitation.
See also the example in the Teacher’s Notes
The students write a formal invitation to their guests asking them to attend a shared meal
or a gathering to share what they have learned in class or an informal invitation to a friend
from another class asking them to attend.
Invitations need to greet and address the friend or parents, and say where and when the
function will be.
2. Preparation for the Fa'atāuaina 'o le Gagana Sāmoa.

Watch the DVD segment again, to find out:
What does the person inviting the guests need to wear?
What does the person inviting the guests need to do? What should they say? Where to sit?
What does the guest do?
What do the other students do when one student is talking?
They need to find the answers to these questions, because they need to know how to act when
the visitors arrive for the celebration. Perhaps a member of the Samoan community could also
come in to explain the DVD.
Following the watching and discussing of the DVD segment, the students discuss which role
each one will take and practise what they will do when the guests arrive. It is important that
this is done properly.

GAGANA SĀMOA
Matā'upu 19 OHT 1
Dialogue: Telephone Conversation

Susana: Tālofa lava.
Lupe: Suga, Tālofa.
Susana: 'O ai lea fa'amolemole?
Lupe: 'O Lupe.
Susana: 'Oi, mālō suga.
Lupe: Mālō, 'e te avanoa nānei?
Susana: 'Ioe, e ā?
Lupe: 'E te fia alu i le ta'aloga?
Susana: 'I fea?
Lupe: 'I le malae a le ā'oga.
Susana: 'O le ā le ta'aloga?
Lupe: 'O le lakapī.
Susana: 'O le ā le taimi e 'āmata ai?
Lupe: 'Afa o le ono.
Susana: 'Ia fa'atali mai se'i 'ou fesili i lo'u tinā.
Susana: Lupe, ua lelei. O le ā lou 'ofu e fai?
Lupe: E 'ofu lo'u sakete lanu 'ena'ena ma lo'u ofutino uliuli ma lo'u ofu
māfanafana pa'epa'e. 'Ae ā oe?
Susana: 'O lea e 'ofu lo'u ofuvae fou ma lo'u ofu māfanafana e fai le pūlou lanu
pīniki. 'O le ā le taimi ta te fetaui ai?
Lupe: Tā fetaui i luma o le 'ōfisa o le ā'oga i le ono. 'Ia tōfā.
Susana: Fā Lupe. Fetaui nānei.

GAGANA SĀMOA
Listening Grid

conversation
Or Pair #1

conversation
Or Pair #2

conversation
Or Pair #3

conversation
Or Pair #4

conversation
Or Pair #5 etc....
'O le ā? 'O ai Lavalava

GAGANA SĀMOA
Track 53: Language Targets: Invitations Tusi vala'au
sāuni
tusi
vala'au
tusivala'au
afio mai
maliu mai
susū mai
Track 54: Dialogue: Telephone conversation

Susana: Tālofa lava.
Lupe: Suga, Tālofa.
Susana: 'O ai lea fa'amolemole?
Lupe: 'O Lupe.
Susana: 'Oi, mālō suga.
Lupe: Mālō, 'e te avanoa nānei?
Susana: 'Ioe, e ā?
Lupe: 'E te fia alu i le ta'aloga?
Susana: 'I fea?
Lupe: 'I le malae a le ā'oga.
Susana: 'O le ā le ta'aloga?
Lupe: 'O le lakapī.
Susana: 'O le ā le taimi e 'āmata ai?
Lupe: 'Afa o le ono.
Susana: 'Ia fa'atali mai se'i 'ou fesili i lo'u tinā.
Susana: Lupe, ua lelei. O le ā lou 'ofu e fai?
Lupe: E 'ofu lo'u sakete lanu 'ena'ena ma lo'u ofutino uliuli ma lo'u ofu māfanafana pa'epa'e. 'Ae
ā oe?
Susana: 'O lea e 'ofu lo'u ofuvae fou ma lo'u ofu māfanafana e fai le pūlou lanu pīniki. 'O le ā le taimi
ta te fetaui ai?
Lupe: Tā fetaui i luma o le 'ōfisa o le ā'oga i le ono. 'Ia tōfā.
Susana: Fā Lupe. Fetaui nānei.

GAGANA SĀMOA
Scenario 28: Invitation to a special celebration.
Sina’s class are cutting out pictures of flowers and other images to decorate the invitations that they
are preparing for a special celebration. Mrs Robinson brings the class to attention to give further
instructions regarding the invitation.
Mrs Robinson
'Ia, fa'alogo mai tamaiti.
'O le 'ā tātou sauni nei e
vala’au ou mātua po'o sau uō
mo le tatou fiafia i le māsina fou.
Tāpena muamua se tusi
vala'au i ou mātua.
(OK listen here children.
We are going to prepare an
invitation to your parents
or your friend for our special
celebration next month.
Prepare an invitation to your
parents first.)
Sina, Gafa and Herbert are working on their invitations, carefully selecting the correct gagana to use.
Sina checks by reading out loudly her choice of words and the details of the invitation.
Sina
'O le aso o le fiafia le Aso Faraile.
'O le taimi, 'o le iva i le taeao.
'O le tuātusi…'Oi Herbert, o le ā le
tuātusi o le tatou ā'oga?
(The day of celebration is Friday.
The time…it’s nine o’clock in the morning.
The address. Oh Herbert…..what is the
address of our school?
Herbert
Ah……fāsefulu tolu, Brown street.
(Ah…..43 Brown Street.)

GAGANA SĀMOA
Sina
Sa'o fo'i, fāsefulu tolu, Brown Street,
i le potu sefulu lua.
(That’s right, 43 Brown Street,
in room twelve.)
Scenario 29: Sina delivers her invitation.

Sina returns home from school, greets her mother who is sitting at the dining table and places the
invitation on the table.
Sina
Tālofa tinā.
(Hello mother.)
Mele
'Oi Tālofa Sina.
'O le ā lea mea?
(Hello Sina.
What is this?)
Sina
'O le lua tusivala'au lea
mo le mātou fiafia.
(It’s your invitation for
our celebration.)
Mele
'Oi! Fa'afetai Sina.
(Oh, thank you Sina.)

GAGANA SĀMOA
Mele opens the envelope and reads the invitation out aloud.
E vala'au atu ma le fa'aaloalo
iā Mr & Mrs Samuelu.
Susū mai. Afio mai.
Maliu mai, i le mātou fiafia
e fai i le Aso Faraile,
i le iva i le taeao, i le ā'oga,
fāsefulu tolu Brown Street,
i le potu sefulu lua.
Fa'amolemole fa'afeso'otai
mai le faiā'oga i le telefoni
lua-fitu- fā-fitu-lima-fā-iva.
(Mrs and Mrs Samuelu, you are
respectfully invited. Welcome to our
celebration to be held on Friday at
9am at the school, 43 Brown Street, in
room twelve. Please respond to the
teacher on telephone 2747549.)
Fa'afetai Sina, ma te ō atu ma lou tamā.

(Thank you Sina. Your father and I will come.)
Sina
'Ua lelei.
(That’s good.)
Scenario 30: Informal invitation (telephone).

The telephone rings. Sina answers the phone.
Sina
Tālofa lava
(Hello)

GAGANA SĀMOA
Gafa
Suga, 'o ā au mea
nā e fai?
(Girl, what are
you doing?)
Sina
'O ai lea fa'amolemole?
(Who is this please?)
Gafa
Sē 'o Gafa. 'E te
avanoa nānei?
(It’s Gafa. Are you
available tonight?)
Sina
'Ioe.
(Yes.)
Gafa
'E te fia alu lā
i le tīfaga?
(Then do you want to go
to the movies?)
Sina
'I fea?
(Where?)

GAGANA SĀMOA
Gafa
'I Manukau.
(At Manukau.)
Sina
'O le ā le ata?
(What is the movie?)
Gafa
'Ā'oga Faipese.
(School of Music.)
Sina
'Ia fa'atali se'i 'ou
fesili i lo'u tinā
(Ok wait, I will ask
my mother.)
Sina calls out to her mum.

Sina
Tinā, e mafai ona 'ou alu i le
tīfaga ma Gafa?
(Mother, can I go to the movies
with Gafa?)
Mele
'Ia 'ua lelei.
(Yes, OK.)

GAGANA SĀMOA
Sina returns to her conversation with Gafa.
Sina
'Ua lelei Gafa .
'O le ā lou 'ofu e fai?
(OK Gafa. What will
you wear?)
Gafa
E 'ofu lo'u sakete lanu 'ena'ena,
ma lo'u ofutino uliuli,
ma lo'u ofu māfanafana pa'epa'e.
'Ae ā 'oe?
(I will wear my brown skirt and black shirt
and my warm white jacket.
But what about you?)
Sina
'O le 'ā 'ofu lo'u ofuvae fou
ma lo'u ofu māfanafana
e iai le pūlou lanu pīniki.
'O le ā le taimi tā te fetaui ai?
(I am going to wear my
new jeans, my warm jacket
that has a pink hoodie.
What time shall we meet?)
Gafa
Tā fetaui i luma o le
faletīfaga i le ono. 'Ia tōfā.
(Let’s meet in front of the
cinema at six. OK, bye.)
Sina
Tōfā suga.
(Bye girl.)

Matā'upu 20 MUA Ō!... MUĀ!
GAGANA SĀMOA
FA'ATĀUAINA 'O LE GAGANA SĀMOA

TEACHER’S NOTES
Teachers and students who get to this matā'upu and have completed the whole series of Mua Ō! can
be confident and assured that they have acquired a good basic standard of gagana Sāmoa upon which
to build more learning and understanding of Samoan culture and gagana. As explained elsewhere, the
title of this series Mua Ō! is a traditional call used in Samoan culture to gather people together for a
special event or presentation.
This matā'upu is recommended for a time when the teacher and students are fully prepared, confident
and ready to celebrate as well as demonstrate their acquired learning and use of gagana Sāmoa. This
may be left until a month later or at the end of the term.
Once you decide the form that your celebration will take, discuss, identify and delegate specific tasks
for the students to do before and on the day of celebration. Remember to use the key commands for
example, toe fai mai (say it again), fa'alogo mai (listen).
Welcoming guests
It is always helpful to know in advance who is coming so that you can greet them in the appropriate
gagana. However a useful rule is, if in doubt just say, Tālofa lava. Susū maia i totonu. (Welcome, come
inside). When showing guests to their seats just say 'o lou ava lea.
Speeches and Gifting

You learned earlier (Matā'upu 16) about the importance of reciprocity in Samoan culture. On all
cultural occasions there is much formal speechmaking during which the importance of the occasion is
explained and special guests are publicly acknowledged and often presented with gifts. Traditionally,
these occasions provide opportunities for orators and budding orators to demonstrate or develop their
oratory skills. Keep in mind that similar to Māori culture, there is always someone who speaks on
behalf of the visitors, following a welcome speech by the hosts. Either get a student to volunteer or
appoint one to be the class orator, another to say grace, others to greet and show the visitors to their
seats. Speeches should be brief and simple using formal gagana Sāmoa.
Visitors or guests should go prepared with a gift of some sort, the size or value of the gift depending
on the relationship involved and the type of occasion. Nowadays, money in an envelope with a little
message or simply saying thanks for the invitation often suffice. The hosts will usually provide a meal
for all to share and in some cases present special gifts. In a school situation, the hosts may put on a
demonstration of cultural activities and displays as well as a meal. Gifts from the visitors and guests can
reflect an appreciation of the preparation and the work undertaken to host the occasion.
The words of the Samoan national anthem are included here.

GAGANA SĀMOA
Vi'i o Sāmoa: Samoan National anthem.
Sāmoa tūla'i ma sisi ia lau fu'a, lou pale lea
Sāmoa tūla'i ma sisi ia lau fu'a, lou pale lea.
Va'ai i nā fetū o lo'o ua agiagia ai,
Le fa'ailoga lea o Sāmoa ua mafai ona tautai
'Oi Sāmoa e u'umau, lau pule ia fa'avavau.
'Aua e te fefe o le Atua lo tā fa'avae,
'O lō tā sa'olotoga
Sāmoa tūla'i, ua agiagia lau fu'a lou pale lea.
Sāmoa, arise and raise your banner, this is your crown

Behold the stars on the waving banner
Signalling Sāmoa’s capability
Oh! Sāmoa, hold fast
Your power for ever
Do not be afraid our freedom is founded on God
Sāmoa, arise your banner is flying, this is your crown

GAGANA SĀMOA
FA'ATĀUAINA 'O LE GAGANA SĀMOA

• combine the gagana and Samoan culture learned and put it into practice with a class
celebration.
LESONA A, E & I

Planning and finalising the preparation for the class celebration. Pulling everything together
Teachers from different schools or classes could invite each other’s classes for a celebration,
introducing themselves and sharing a meal.
Students would know how to introduce themselves giving information about themselves in a
culturally appropriate way and in an everyday context in terms of names, family, where they are
from and their ages.
Someone would give the welcoming speech, all students would know how to dress and behave and
how to cook and serve meals.
Students’ craft work and school work in Samoan would be on display.
Students could perform their sāsā, sing Samoan songs and say some rhymes to entertain their
guests.
Parents would be invited to attend Samoan day, Fa'atāuaina 'o le gagana Sāmoa
This is your moment: Mua ia inā Mua Ō!

GAGANA SĀMOA
Track 55: Sāmoa National Anthem: Vi'i o Sāmoa
Sāmoa tula'i ma sisi ia lau fu'a, lou pale lea
Sāmoa tula'i ma sisi ia lau fu'a, lou pale lea
Va'ai i nā fetū o lo'o ua agiagia ai,
Le fa'ailoga lea o Sāmoa ua mafai ona tautai
'Oi Sāmoa e u'umau, lau pule ia fa'avavau.
'Aua e te fefe o le Atua lo tā faavae,
'O lō tā sa'olotoga
Sāmoa tula'i, ua āgiagia lau fu'a lou pale lea.

GAGANA SĀMOA
Scenario 31: Sina’s class celebrate.
Gafa, Ionatana, Mayling and Brenda are busy helping Sina with final preparations for the fiafia. They
have decorated the classroom walls with a map of Sāmoa, Samoan handicrafts, including ili, 'ula, and
'ie lāvalava. At the back of the room, there is a table laden with prepared Samoan food. Sina and her
friends are dressed in colourful puletasi and 'iefaitaga and shirts. Sina goes through a checklist with her
friends, and checks off all the items: food, decorations, and photos.
Mrs Robinson approaches Sina and her friends to congratulate them on their preparations and hard
work.
Mrs Robinson
Mālō Sina, mānaia tele tou sauniga.
Gafa, Anita, John fa'afetai mo
le fesoasoani.
(Hello Sina, your preparations are
very nice. Gafa, Anita and John
thank you for the help.)
Sina
Fa'afetai lava Mrs Robinson.
(Thank you Mrs Robinson.)
Sina delegates final tasks to Gafa, John and Anita and returns to her checklist. Parents begin to enter
the classroom and are greeted by John and Anita.
John
Tālofa lava.
(Hello.)
Parent 1
Tālofa lava.
(Hello.)
Anita
Tālofa lava.
(Hello.)

GAGANA SĀMOA
Parent 2
Tālofa lava.
(Hello.)
John and Anita continue to greet the guests who make their way to their seats, admiring the decorations
and the children who are seated in a semi circle at the front of the class and all wearing special
costumes.
When all the guests are seated, Mrs Robinson nods to Ionatana to begin.
Ionatana
'Avea ia a'u e fai ma
sui o le mātou faiā'oga ma le
vasega 'ātoa e fa'atālofa atu ai. Afio mai, maliu mai ma susū mai.
(On behalf of our teacher and
whole class, I greet you.
Welcome, welcome, welcome)
Gafa
Fa'afetai tele lava mo le
taliaina o lā mātou vala'au.
(Thank you very much for
accepting our invitation.)
Anita
Tālofa lava 'o lo'u igoa o Anita.
(Hello, my name is Anita.)
John
Mālō le soifua 'o a'u o John.
(Good health! I am John.)

GAGANA SĀMOA
Sina
'Ou te vala'au atu ma le
fa'aaloalo, lea 'ua saunia
le tatou taumafataga.
(With respect, I invite you all.
Our meal is prepared and ready.)
Final scenes show guests and students as they mingle and enjoy the food and entertainment. Guests
move around the room looking at all the projects and crafts on display and congratulate the children
on their presentation and performances.

Gagana Samoa Full

Uploaded by

Copyright:

Available Formats

Gagana Samoa Full

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Gagana Samoa Full

Uploaded by

Copyright:

Available Formats

What is the purpose of the document?

What is the purpose of the document?

What units are covered in the document?

What units are covered in the document?

GAGANA SĀMOA

Published 2009 for the Ministry of Education

All text and translation copyright © Crown 2009

Mua Ō! An Introduction to Gagana Sāmoa

OVERVIEW OF THE MATĀ'UPU 24

MATĀ'UPU 1: TĀLOFA! HELLO! 51

MATĀ'UPU 2: TĀLOFA LAVA FORMAL GREETINGS 69

MATĀ'UPU 3: E FIA? E TO'AFIA? HOW MANY? 87

MATĀ'UPU 4: ASO MA MĀSINA DAYS AND MONTHS 107

MATĀ'UPU 6: 'O Ā AU MEA NĀ E FAI? WHAT ARE YOU DOING? 147

MATĀ'UPU 7: LO'U 'ĀIGA MY FAMILY 163

MATĀ'UPU 8: 'UA TĀ LE FIA? WHAT’S THE TIME? 180

MATĀ'UPU 9: 'O LŌ MĀTOU FALE OUR HOUSE 197

MATĀ'UPU 10: TOE ILOILO REVISION 219

MATĀ'UPU 12: LO'U TINO MY BODY 243

MATĀ'UPU 13: LĀ'EI MA LANU CLOTHES & COLOURS 260

MATĀ'UPU 14: SIVA MA FA'AFIAFIAGA PERFORMING ARTS 278

MATĀ'UPU 15: TĀ'ALOGA SPORTS AND GAMES 287

MATĀ'UPU 16: GALUEGA TAULIMA HANDICRAFTS 299

MATĀ'UPU 18: FA'ATAUGA I MĀKETI SHOPPING AND THE MARKETS 342

MATĀ'UPU 19: VALA'AULIA INVITATIONS 355

MATĀ'UPU 20: MUA Ō!… MUĀ! 372

Mua Ō! An Introduction to Gagana Sāmoa 2

The developers acknowledge the assistance provided by the following:

Mua Ō! An Introduction to Gagana Sāmoa 3

Mua Ō! An Introduction to Gagana Sāmoa 4

The Components of this Resource.

Mua Ō! An Introduction to Gagana Sāmoa 5

The Printed Materials

The Pedagogical Approach to Learning Gagana Sāmoa

Mua Ō! An Introduction to Gagana Sāmoa 6

DVD: Without picture

Achievement Objectives for Learning Languages in the New Zealand Curriculum

Levels One and Two Learning Languages

Language Knowledge Cultural Knowledge

Source: Ministry of Education (2007). The New Zealand Curriculum.

Mua Ō! An Introduction to Gagana Sāmoa 7

Interactive Learning Tasks

Multi level teaching

Mua Ō! An Introduction to Gagana Sāmoa 8

The Samoan Language

Mua Ō! An Introduction to Gagana Sāmoa 9

Mua Ō! An Introduction to Gagana Sāmoa 10

gagana Sāmoa fa'afetai (thank you)

Mua Ō! An Introduction to Gagana Sāmoa 11

'O leo (fa'aleoga) o le gagana Sāmoa

Short Vowel Sounds: Long Vowel Sounds:

a – ah as in up 'apa a – ah as in father tamā

Mua Ō! An Introduction to Gagana Sāmoa 12

Visual language viewing and presenting

Mua Ō! An Introduction to Gagana Sāmoa 13

Milner, G.B. (2001). Samoan Dictionary. Auckland: Pasifika Press

Vercoe, Caroline L. (1996). O Mamanu o le Siapo. Wellington: Learning Media

Mua Ō! An Introduction to Gagana Sāmoa 14

Mua Ō! An Introduction to Gagana Sāmoa 15