NCEA L1 Lea Faka-Tonga key terms

The Tongan language itself, including its sounds, words and grammar. In this exam it is the subject of study across listening, speaking, reading and writing, and candidates are expected to use it as the working language of the tasks.

The Tongan way, or in the Tongan manner. Used to describe customs, behaviour, language and identity belonging to Tonga, and it often appears in texts about anga faka-Tonga, the traditional values and protocols of Tongan society.

Language, speech, or a voice. It is the root of many useful words, such as lea faka-Tonga for the Tongan language and lea fakapālangi for English, so recognising it helps candidates work out unfamiliar vocabulary in reading passages.

To explain, describe, or give an account of something. In exam tasks it signals that a candidate must set out details or reasons clearly, often in a paragraph or short spoken response rather than a single word answer.

A noun, the word class naming a person, place, thing or idea. Identifying nouns helps candidates understand sentence structure, build vocabulary lists and choose correct forms when writing descriptions or reports.

A verb, the word class expressing an action or state. Recognising verbs is essential for understanding who does what in a listening passage and for constructing correct sentences in writing tasks.

To show, reveal, or state something. It appears in instructions asking candidates to express an opinion or present information, for example in a spoken presentation or a short written response.

A prefix meaning not or without, used to form opposites. Learning it lets candidates decode new words, such as ta'e'amanaki for unexpected, and shows how Tongan builds negatives within its vocabulary.

Conversation, discussion, or to talk together. It signals an interactive task, such as a paired speaking assessment or a listening passage in which people exchange views, so candidates should listen for turn-taking cues and main ideas.

A meeting or gathering, or to meet together. Common in listening and reading texts about community events, it helps candidates pick out who attended, where the meeting was held and what was decided.

To learn or study, and also education or schooling. It appears constantly in texts about school life, so candidates should recognise related forms such as faiako for teacher and akoako for learning or practising.

A teacher. Built from fai, meaning do or make, and ako, meaning learn, it is a high-frequency word in school-themed listening and reading passages and useful in writing about people and jobs.

To practise, rehearse, or study repeatedly. It describes the process of improving a skill, such as practising a speech or song, and appears in reflective texts about learning and preparation.

Family, the household and wider kin group. A very common topic in listening and reading texts, it is useful for describing relationships, roles at home and the importance of extended family in Tongan life.

Relatives or kin, the wider extended family network. Understanding it helps candidates follow texts about obligations, support and community, where the extended family often plays a central role.

The Tongan way of life, including values such as respect, generosity and service. Texts often describe how these values shape behaviour at home, church and community events, so candidates should be able to explain them in their own words.

Respect, or to show respect. A core value in Tongan society, it appears in texts about how younger people address elders and behave at formal occasions, and it is often linked to language choices such as polite forms.

Thank you, or hello in many everyday greetings. A basic courtesy word, it appears in listening dialogues and is useful in speaking tasks when candidates greet, thank or close a short exchange politely.

Hello, literally thank you for being well. The standard friendly greeting, it is expected in speaking assessments and often heard at the start of listening passages, so candidates should recognise and use it naturally.

To go, used in many everyday directions and invitations. It appears in dialogues about travel, errands and plans, and knowing its common forms helps candidates follow who is going where in a listening passage.

To enter or go in. It pairs with alu in everyday directions, such as going into a house or building, and appears in listening tasks where candidates must identify movement and location.

A journey or trip, or to travel. Common in reading and listening texts about holidays, visiting relatives and transport, it helps candidates pick out destinations, times and modes of travel.

Day, as in a day of the week or a particular date. It is essential for understanding schedules and appointments in listening tasks and for writing dates and times correctly in short written messages.

Week. Used in timetables, plans and diary texts, it helps candidates place events in time and answer questions about when something happens or how long an activity lasts.

Hour, or a period of time. It appears in timetables and appointments, so recognising it helps candidates answer questions about duration, starting times and how long a journey or class takes.

Number, or to count. Numbers appear in prices, dates, ages and quantities across all four domains, so candidates should read and say numbers confidently and use them when giving information.

The Tongan currency, and also a name for money in general. It appears in shopping and budgeting texts, where candidates must understand prices and amounts, and it is useful in role-play speaking tasks.

A market, the place where people buy and sell goods. A frequent setting in listening dialogues and reading texts, it involves vocabulary for food, prices, quantities and polite bargaining.

Food, or something to eat. It appears in texts about meals, markets and health, and candidates may need to name foods, describe preferences or follow a recipe-style set of instructions.

To drink, or a drink. A common everyday verb found in dialogues about meals and hospitality, it also appears in health texts about what to consume, so candidates should recognise its common forms.

A school or place of learning. Texts about school life often mention ako'anga alongside ako and faiako, so recognising it helps candidates follow details about location, subjects and daily routines.

A book, or a letter or written document. It appears in reading tasks and in instructions about writing letters or messages, so candidates should understand both meanings from context.

A song, or to sing. Songs are common in Tongan listening tasks and cultural texts, and candidates may be asked about the meaning of lyrics, the occasion for a song or the feelings it expresses.

A performance, such as dancing or singing, especially in a cultural context. Texts about festivals and celebrations often mention faiva, so candidates should understand its role in Tongan ceremony and community life.

Maintaining good relationships, literally keeping the space between people well. A key Tongan value, it appears in texts about family and community and helps candidates explain why respectful behaviour and care for others matter.

Heart, mind, or inner feeling, and also the will to do something. It appears in texts about emotions and attitudes, so candidates should understand phrases describing how someone feels or what they intend.

To notice or pay attention to something. It appears in listening and reading instructions, reminding candidates to focus on key details such as names, numbers and reasons while working through a passage.