Babi na 5: Tattaunawarmu ta Farko — Our First Conversations

Chapter Objectives

By the end of this chapter, you will be able to:

Sustain a two- to three-minute introductory conversation in Hausa, combining greetings, personal information, and questions.
Introduce yourself and a third person using name, origin, language, and profession.
Describe a family member using possessive linking and a personal quality.
Identify classroom objects and ask for clarification using taught expressions.
Use taught conversation-management expressions — asking for repetition, signaling understanding, and checking comprehension.
Select the correct identification particle (ne or ce) in all taught contexts, including plural and negative identification.
Apply masculine, feminine, and plural agreement in pronouns, ne/ce, demonstratives, and genitive linkers.
Produce a 60–80-word personal profile in accurate standard Boko.
Read a short personal message or profile and answer questions about it in Hausa.
Count from 1 to 100 and use numbers in personal-information contexts such as age and class size.

Communication Scenario

The language program you joined in Chapter 3 has now completed its first week. On Friday afternoon, participants gather to share what they have learned, make new connections, and exchange contact details before the weekend. You want to manage a full conversation from beginning to end — greeting someone you have met before, asking about their family, introducing a mutual acquaintance, asking for clarification when something is unclear, and closing the exchange politely. To do this, you do not need any new grammar. You need to bring together everything from Chapters 1 through 4 and use it in a flowing, natural exchange.

A real conversation does not move through one grammar point at a time. It moves back and forth between topics. As you work through this chapter, notice how the different sentence patterns from Chapters 1–4 fit together: a greeting leads to an identity exchange, which leads to an origin question, which leads to a family comment, which prompts a question about age or relationship. Practice connecting these moves fluently, not just performing them as isolated exercises.
Conversation management is itself a skill. In this chapter you will practice the expressions that help you keep a conversation going when you do not catch something or need more time to respond — Mè ya faru?, Ka/ki maimaita, don Allah, Ban fahimta ba, and similar phrases. Using these well is a sign of communicative competence, not of weakness.

Abin da ka/ki sani — What you already know

Unit I at a Glance

Before working through this chapter, use the grid below to remind yourself what each of the first four chapters contributed. Every item in this grid is available for use in the conversations, exercises, and writing tasks of Chapter 5.

Chapter 1 — Sannu!

Time and general greetings and responses
Courtesy expressions: na gode, don Allah, yi haƙuri
Asking and stating a name: Sunana…
Independent pronouns: ni, kai, ke, shi, ita, mu, ku, su
Identification with ne (m.) and ce (f.)
Introductory masculine and feminine gender recognition
Farewells: sai an jima, sai gobe, sai wata rana

Chapter 2 — A Cikin Aji

Classroom objects with gender and plural forms
Basic colors
Numbers 1–20
Near and far demonstratives by gender and plural
ne/ce with objects and plural ne
Fixed singular commands: Ka/Ki rubuta, Ka/Ki karanta
Formulaic group pattern: Ku + subjunctive form
Clarification expressions: Ka/Ki maimaita, don Allah

Chapter 3 — Saduwa da Mutane

Country names, language names, profession nouns
Numbers 21–100
Origin: Na/Ya/Ta fito daga…
Residence: Ina/Yana/Tana zaune a…
Language: Ina/Yana/Tana magana da…
Origin questions: Daga ina kake/kike zuwa?
Negative identification: ba … ba ne/ce
Introduction pattern: Wannan … ne/ce

Chapter 4 — Iyali da Abokai

Family terms with gender and plural
Ages and life stages
Masculine/plural genitive linker -n
Feminine genitive linker -r
Possessive pronoun suffixes
Possession pattern: possessed noun + linker + possessor
Introductory adjectives with agreement
Mai quality constructions

Kalmomi — Vocabulary

Vocabulary Consolidation

No large new vocabulary domain is introduced in Chapter 5. This section reviews and extends three areas introduced in earlier chapters: question words, conversation-management expressions, and the high-frequency expressions you need to keep a conversation going. Master these tools and your conversations will feel more natural immediately.

Tambayoyin da ake amfani da su koyaushe — High-frequency question words

You have met several question words across Chapters 1–4. Here they are gathered together for review. Not all of these have been used productively yet — yaushe, nawa, and yadda are introduced as receptive vocabulary here and will return productively in later chapters.

Hausa	Meaning	Example	Status
wane / wace	which (m. / f.); who (m. / f.)	Wane ne? — Who is he?	productive Ch. 1
menene	what is it? what (with copula)	Menene sana'arka? — What is your profession?	productive Ch. 3
ina	where	Daga ina kake zuwa? — Where are you from?	productive Ch. 3
wane harshe	which language	Wane harshe kake magana da shi? — What language do you speak?	productive Ch. 3
nawa	how many; how much	Nawa ne shekarunka? — How old are you?	productive Ch. 4
waye	who (in questions of identity)	Waye wannan? — Who is this?	productive this chapter
yaushe	when	Yaushe kake zuwa? — When are you coming?	receptive
yadda	how (in what manner)	Yadda kake ji? — How are you feeling?	receptive

Note on wane / wace / waye: Wane asks about or refers to a male person or masculine noun; wace asks about or refers to a female person or feminine noun. Waye is a question of identification — "Who is this person?" — and is commonly used without a gender distinction in this function. Compare: Wane malami ne? (Which teacher is he?) versus Waye wannan? (Who is this?). Learn both patterns.

Kula'an tattaunawa — Conversation-management expressions

These short expressions allow you to manage a real conversation even when your Hausa is still developing. Knowing them well makes you a more confident speaker.

Hausa	Meaning	When to use it
Ka maimaita, don Allah.	Please repeat that. (to a male)	When you miss part of what was said
Ki maimaita, don Allah.	Please repeat that. (to a female)	When you miss part of what was said
A hankali, don Allah.	Please speak more slowly.	When the speaker is too fast
Ban fahimta ba.	I didn't understand / I don't understand.	When the meaning is unclear
Na fahimta.	I understand.	Confirming comprehension
Ee, na gane.	Yes, I see. / Yes, I understand.	Showing you are following along
Mè ya faru?	What did you say? / Pardon?	Brief informal signal that you missed something
Yaya ake cewa … a Hausa?	How do you say … in Hausa?	Asking for a Hausa equivalent
Me ke nufin …?	What does … mean?	Asking for a definition or explanation
To, lafiya.	All right. / OK. / Fine then.	Signaling agreement or readiness to continue
Sannu da zuwa.	Welcome. / Glad you came.	Welcoming someone to a place or group

Language Note — Ban fahimta ba: another ba … ba construction

The expression Ban fahimta ba (I did not understand) uses the discontinuous ba … ba pattern you learned in Chapter 3 for negative identification. Here ba appears before the subject-plus-verb unit and again at the end. The form ban is a contraction of ba + first-person singular — a unit whose full analysis belongs in Chapter 16 when completive forms are taught. Learn Ban fahimta ba as a single formulaic expression for now. If you want to say "I don't understand" in an ongoing sense, Ban fahimci … ba (I don't understand …) — with a specific language or word following — is the natural pattern to use.

Kalmomi na ci gaba — Connective and follow-up vocabulary

These words and short phrases help you move between topics and keep a conversation going naturally. Several appeared in dialogues and readings in earlier chapters; they are gathered here for active use.

Hausa	Meaning	Note
kuwa	and (you)? / what about?	appended to a sentence or question to shift the exchange: Kai kuwa? — And you?
kuma	also; and; in addition	Ina magana da Hausa kuma Turanci.
amma	but; however	Malama ce, amma ba daga Kano ba ce.
ko	or; also (in yes-no questions)	Malami ne ko ɗalibi ne? — Is he a teacher or a student?
da	and (in lists); with	Ina magana da Hausa da Turanci.
wato	that is; in other words; I mean	used to clarify or restate
a'a	no	plain negation
ee / eh	yes	general affirmation
to	OK; well then; right	discourse marker signaling a transition or acceptance
da kyau	good; well; fine	used in responses and as a degree adverb

Pronunciation and Boko Review

Irin kira — Greeting rhythm and response timing

Earlier chapters introduced the individual sounds of Hausa — the five vowel qualities, tone awareness, vowel-length awareness, and Hausa-specific consonants. Chapter 5 focuses on something different: how sound works across a whole greeting exchange. In Hausa, greetings are not single sentences exchanged once. They are sequences with expected structure, rhythm, and timing.

A common greeting exchange in Hausa has the following shape: an opening salutation → an expected response → a question about well-being → an expected response → (optionally) further well-being questions → an exchange close before the main topic begins. Each step in this sequence has a characteristic rhythm. The response word is often short and rises slightly in pitch. The question phrase has a particular falling-then-rising movement. These patterns carry social meaning — they signal that you are engaging properly, that you respect the other person, and that you know the conventions of Hausa interaction.

When practicing the model dialogue and speaking tasks in this chapter, pay attention not only to the individual words but to the rhythm of the whole exchange: how quickly the response comes, how the pitch moves across the greeting phrase, and where the natural pauses fall.

Pronunciation Practice — Dictation in ordinary unmarked Boko

This chapter includes a dictation exercise that tests your ability to write accurate standard Boko from spoken input. When writing from dictation, apply everything you have learned about Hausa orthography:

Write every hooked letter correctly: ɓ, ɗ, ƙ. Do not substitute the plain letter.
Write 'y with its apostrophe where required — never as plain y.
Write sh and ts as single units — not as two separate letters that happen to appear next to each other.
Do not add tone marks or long-vowel marks to ordinary Boko writing. These marks are not part of standard spelling.
Capitalize names of people, languages, countries, and cities.
End each sentence with a full stop.

If a word contains ɗ, your only options are to write it with the hook or to write it incorrectly. There is no in-between. The same applies to ɓ, ƙ, and 'y. Practise writing these characters until they come naturally.

Short vowels versus long vowels — a review through familiar words

Vowel length is one of the most important but least visible features of Hausa. Ordinary Boko does not mark it. The pairs below contrast words that differ only in the length of one vowel. Listen carefully to your instructor or audio model. Do not try to determine length from the spelling alone.

Short vowel word	Approximate meaning	Long vowel word	Approximate meaning
gari	flour; town	gaari (displayed with marking for this lesson only)	a different word
mace	woman	maace (marked for this lesson)	variant stress form
kare	dog	kaare (marked for this lesson)	to protect
suna	name (with possessive suffix)	suuna (marked)	reputation, fame

The doubled-vowel spellings above are shown only to illustrate the contrast in this pronunciation lesson. In ordinary Boko writing — including all your exercises and profile assignments — do not double vowels to show length. Write the standard form. Your instructor or audio model will provide the spoken model for correct length.

Pronunciation Practice — Tone in short grammatical words

Short words carry tone as reliably as long words — and getting them right matters for intelligibility. Focus on three sets of short words you have now used many times:

The independent pronouns: ni, kai, ke, shi, ita, mu, ku, su. Each of these has a specific tone that is part of its identity as a word. Practice them in identification sentences: Ni malami ne. Shi ɗalibi ne. Ita malama ce. Your instructor or audio model will demonstrate the tone of each pronoun.

The identification particles: ne and ce. These short words have characteristic tones that may shift slightly depending on what precedes them. For now, focus on hearing the difference between an identification sentence (Malami ne) and a negative identification sentence (Ba malami ba ne) — the rhythm and tone of the whole pattern changes.

The genitive linkers: -n and -r. These attach to the preceding noun and affect the rhythm of the noun phrase. Practice by saying a few possession phrases aloud at natural speed: sunan ɗalibi (student's name); mahaifiyar malama (teacher's mother).

Grammar Consolidation

No new grammatical system is introduced in Chapter 5. This section brings together the four main systems from Chapters 1–4 and shows how they work together in a single sustained exchange. Read each summary carefully — if anything feels unclear, return to the original chapter for fuller explanation before continuing.

5.1 The identification system: ne/ce and gender agreement

Purpose: identify people and objects accurately in a sustained exchange.

The particle ne is used with masculine singular nouns and with plurals. The particle ce is used with feminine singular nouns. The particle follows the noun or pronoun it identifies. Negative identification surrounds the noun with ba … ba ne or ba … ba ce.

Malami ne.He is a teacher. (masculine → ne)
Malama ce.She is a teacher. (feminine → ce)
Malamai ne.They are teachers. (plural → ne)
Ba malami ba ne.He is not a teacher.
Ba malama ba ce.She is not a teacher.
Wannan littafi ne.This is a book. (masculine → ne)
Wannan alƙalami ne ko fensir ne?Is this a pen or a pencil?

Language Building Block — The Identification System

noun or pronoun + ne (m./pl.) / ce (f.)

Shi ɗalibi ne.

He is a student.

Ita ɗaliba ce.

She is a student.

Su ɗalibai ne.

They are students.

Ba ɗalibi ba ne.

He is not a student.

The choice of ne or ce is controlled by the grammatical gender of the noun, not by the biological sex of the person or the last letter of the noun. When the noun does not change form for gender (such as likita or direba), the particle is the main gender signal.

5.2 The demonstrative system

Purpose: point out and identify specific people and objects.

Hausa demonstratives agree with the gender and number of the noun they refer to. You have learned near and far demonstratives across Chapters 1 and 2. Below is a reference summary.

Distance	Masculine singular	Feminine singular	Plural
Near (this/these)	wannan	wannan	waɗannan
Far (that/those)	wancan	waccan	waɗancan

Reminder: The near demonstrative wannan has the same form for masculine and feminine singular — gender is signaled by the ne/ce particle that follows the noun, not by the demonstrative itself. The far demonstrative distinguishes masculine (wancan) from feminine (waccan) in the singular.

5.3 Origin, residence, and language — the formulaic continuative frames

Purpose: give personal information in sustained exchanges.

The following patterns were introduced in Chapter 3 as complete formulaic expressions. You have now had four chapters to practice them. Use them with confidence. The full continuative system that underlies ina, yana, tana is taught in Chapter 7.

Function	1st person	3rd person (m.)	3rd person (f.)
Origin	Na fito daga…	Ya fito daga…	Ta fito daga…
Residence	Ina zaune a…	Yana zaune a…	Tana zaune a…
Language spoken	Ina magana da…	Yana magana da…	Tana magana da…

The origin question takes the formulaic relative-continuative form: Daga ina kake zuwa? (to a male) / Daga ina kike zuwa? (to a female). These forms are taught as fixed patterns here. Their internal grammar is analyzed fully in Chapters 7 and 16.

5.4 The genitive linker system

Purpose: express possession and family relationships accurately.

The genitive linker agrees with the grammatical gender and number of the possessed noun — not with the possessor. Use -n with a masculine singular or plural possessed noun; use -r with a feminine singular possessed noun. The linker is attached to the end of the possessed noun, not to the possessor.

ɗan AminuAminu's son (ɗa + n → ɗan; masculine noun → -n)
'yar HauwaHauwa's daughter ('ya + r → 'yar; feminine noun → -r)
sunan malamithe teacher's name (suna + n → sunan; masculine noun → -n)
mahaifiyar BelloBello's mother (mahaifiya + r → mahaifiyar; feminine noun → -r)
yaranmuour children (yara + n → yaran; + mu → yaranmu)
makarantar KanoKano school / a school in Kano (makaranta + r → makarantar; feminine noun → -r)

Language Focus — The linker agrees with the possessed noun, not the possessor

The single most important rule for genitive linkers in Hausa is this: the linker is determined by the gender of the noun being possessed, not by the gender of the person who owns it. So whether a female or a male person possesses something, the linker is still determined by the thing possessed.

Compare: sunan Fatima (Fatima's name) uses -n because suna (name) is masculine — even though Fatima is female. And mahaifiyar Bello (Bello's mother) uses -r because mahaifiya (mother) is feminine — even though Bello is male.

This is one of the patterns that most predictably causes errors for English-speaking learners, because English has no equivalent system. A useful strategy: before choosing the linker, identify the possessed noun and check its gender. Then apply -n for masculine/plural, -r for feminine.

5.5 Adjectives and mai quality expressions — review

Purpose: describe people and family members using quality expressions.

Chapter 4 introduced two ways to describe qualities in Hausa: true adjectives (which agree in gender and number with the noun they modify) and mai constructions (which use mai plus a noun to express a quality). Both are reviewed briefly here.

Yaro mai tsayi ne.The boy is tall. (mai + tsayi — noun meaning height/tallness)
Yarinya mai kyau ce.The girl is beautiful / good-looking.
Babba ne.He/it is big; He is older.
Ƙarama ce.She/it is small; She is younger.
Abokin da ya yi kyau.A good friend. (recognition only — relative form; for reference only)

Reminder from Chapter 4: Many English adjective meanings in Hausa are expressed through a mai construction or through a noun-based description rather than through a simple adjective. Do not invent an adjective in Hausa if what you have learned is a mai construction — use the construction you know.

Practice exercises

Atisayen A — Daidaita tsarin gane-gane (Match the pattern):

Match each Hausa sentence with its structural description.

Wannan alƙalami ne.
Ba daga Gana ba ce.
Sunansa Musa ne.
Tana magana da Hausa.
Mahaifiyar Fatima malama ce.

Patterns to match with: (a) Negative identification with ba … ba ce · (b) Identification with possessed noun + linker + possessor · (c) Demonstrative + noun + ne · (d) Possession with genitive linker -r · (e) Formulaic continuative language statement

Atisayen B — Zabi madaidaicin linker (Choose the correct linker):

Complete each phrase with the correct genitive linker. Remember: the linker is determined by the possessed noun, not by the possessor.

suna___ malami (the teacher's name — suna is masculine)
makaranta___ Kano (the school of Kano — makaranta is feminine)
ɗa___ Ibrahim (Ibrahim's son — ɗa is masculine)
'ya___ Amina (Amina's daughter — 'ya is feminine)
aiki___ malami (the teacher's work — aiki is masculine)
harshe___ Najeriya (Nigeria's language — harshe is masculine)

Atisayen C — Cike giɓi da kalmomi masu dacewa (Fill in with the correct word):

Complete each sentence with the correct form from the options in brackets.

_____ fito daga Najeriya. (I am from Nigeria.) [Na / Ya / Ta]
Daga ina _____ zuwa? (Where are you from? — to a female) [kake / kike / yake]
Ba ɗalibi ba _____. (He is not a student.) [ne / ce]
Waɗannan littattafai _____. (These are books.) [ne / ce]
Ni ba malama ba _____. (I am not a teacher — female speaker.) [ne / ce]
_____ zaune a Kano. (She lives in Kano.) [Ina / Yana / Tana]
Ina magana da Hausa _____ Turanci. (I speak Hausa and English.) [ko / da / amma]

Atisayen D — Gyara kuskuren nahawu (Correct the grammar errors):

Each sentence contains one error. Identify the error and write the corrected sentence.

Ita malami ne. (She is a teacher.)
Ba direba ne. (He is not a driver.) [One element is missing.]
Sunar malami. (The teacher's name.) [Check the gender of suna: masculine.]
Daga ina kake zuwa? (Where are you from? — addressed to a woman.)
Ya fito daga Najeriya. Ta malama ce. (He is from Nigeria. She is a teacher.) [Check gender agreement in the second sentence against the subject.] Note: these two sentences intentionally have different subjects — identify which sentence has an error.

Atisayen E — Lambobi da shekaru (Numbers and ages):

Answer each question in a complete Hausa sentence using the information given.

Nawa ne shekarunka/shekarunki? (Answer: You are 34 years old.)
Yaya ake kiransa? (Answer: His name is Yusuf.)
Ɗalibai nawa ne a ajin? (Answer: There are 47 students in the class.)
Daga ina take zuwa? (Answer: She is from Niamey.)
Wane harshe kuke magana da shi? (Answer: We speak Hausa and Fulfulde.)

Model Dialogue

Yanayin hali: Ƙarshen mako a shirye-shiryen harshe a Kano. Bello da Amina sun sadu da Sadiya — ɗaliba sabuwa wacce ta fito daga Jihar Sokoto. Suna yin tattaunawa game da iyalinta da asalinta kafin darasi na karshe ya fara.

(Setting: End-of-week gathering at the Kano language program. Bello and Amina meet Sadiya — a new student from Sokoto State. They make conversation about her family and background before the final session begins.)

BELLO Sannu da zuwa! Sunanka mene ne?Welcome! What is your name?

SADIYA Na gode. Sunana Sadiya ce. Na fito daga Jihar Sokoto — amma ina zaune a Kano yanzu. Ku kuwa?Thank you. My name is Sadiya. I am from Sokoto State — but I am living in Kano now. And you two?

AMINA Ni Amina ce. Na fito daga Niamey, a Nijar. Shi kuwa abokinmu Bello ne — dan Kano ne.I am Amina. I am from Niamey, in Niger. And he is our friend Bello — he is from Kano.

SADIYA Sannu, Amina! Sannu, Bello! Kina magana da Hausa da kyau, Amina.Hello, Amina! Hello, Bello! You speak Hausa well, Amina.

AMINA Na gode! Ina koyo. Harshen farkonmu Faransanci ne, amma ina son Hausa sosai.Thank you! I am learning. Our first language is French, but I really like Hausa.

BELLO (yana juya ga Sadiya) Kin zo kaɗai, ko kina da iyali a nan?(turning to Sadiya) Did you come alone, or do you have family here?

SADIYA Akwai yarona ɗaya a Kano — ɗana. Sunansa Usman ne. Ɗalibi ne a Jami'ar Bayero. Shi mai himma ne.I have one of my children in Kano — my son. His name is Usman. He is a student at Bayero University. He is hardworking / diligent.

AMINA Madalla! Nawa ne shekarunsa?Excellent! How old is he?

SADIYA Yana da shekaru ashirin da biyu. Ba yaro ba ne yanzu — matashi ne!He is twenty-two years old. He is not a boy any more — he is a young man!

BELLO Jami'ar Bayero! Ni ma, na yi karatu a can. Ɗaya daga cikin makarantun da suka fi kyau a Najeriya.Bayero University! I also studied there. It's one of the finest schools in Nigeria.

SADIYA To, lafiya. Yi haƙuri — ina son in tambayi wani abu. Me ke nufin "matashi"? Ban fahimta ba a farko.All right, fine. Excuse me — I want to ask something. What does "matashi" mean? I didn't understand it at first.

AMINA Matashi? Wato, mutumin da ba ya da shekarun yaro amma ba ya da shekarun babba kuma. Matashi ne — young man.Matashi? That is, a person who is no longer a child but not yet fully an adult. A matashi — a young man.

SADIYA Ee, na gane yanzu. Na gode, Amina!Yes, I understand now. Thank you, Amina!

Vocabulary notes: dan Kano = person from Kano / Kano native; ina son = I like / I love / I want (recognition — desire construction in Chapter 8); sosai = very much, a lot; kaɗai = alone; akwai yarona ɗaya = I have one child (literally "there is one of my children" — akwai + possession pattern); mai himma = hardworking, diligent; matashi = young man (m.), matashiya (f.); na yi karatu a can = I studied there (recognition only — completive form in Chapter 16); in tambayi = to ask / that I ask (recognition — subjunctive in Chapter 11); wani abu = something.

Tambayoyin fahimta — Comprehension questions:

Where is Sadiya from, and where is she currently living? Give both facts in Hausa and English.
What does Amina say about her own language background? Find the relevant sentences in the dialogue.
What is the name of Sadiya's son, what is he studying, and how old is he? Give all three facts in Hausa.
Find the sentence where Sadiya says she didn't understand a word. What word didn't she understand, and how does Amina explain it?
Find one example of a genitive linker in the dialogue. Write the phrase, identify the linker (-n or -r), and state why that linker was chosen.
Find all examples of ne/ce used for identification in the dialogue. List them and note whether each uses ne or ce and why.

Listening

Ask your instructor, a partner, or a text-to-speech tool to read each script aloud twice. Focus on the task specified before each listening. Texts that contain recognition-only vocabulary are labeled; your task does not require you to analyze those forms.

Sauraro na A — Dictation (Rubutun da ake karanta a hankali)

Your instructor or partner will read eight sentences aloud at a careful pace, twice each. Write each sentence in accurate standard Boko. Do not add tone marks or vowel-length marks. Check your work against the answer key when finished.

Dictation sentences (for instructor or partner; do not read ahead):

Sunana Khadija ce.
Na fito daga Najeriya.
Ina magana da Hausa da Turanci.
Wannan ɗan'uwana ne.
Ba malami ba ne — ɗalibi ne.
Yana zaune a Abuja.
Nawa ne shekarunsa? Yana da shekaru talatin da biyar.
Mahaifiyarta malama ce a makaranta.

Sauraro na B — Introductions at a social gathering

"Sannu, sunana Yusuf ne. Na fito daga Jamus, daga birni da ake kira Frankfurt. Ina zaune a Kano tun shekara biyu. Ni mai aiki a kamfani ne — injiniya ne. Ina magana da Jamusanci da Turanci, kuma yanzu ina koyon Hausa. Ina da yar'uwa ɗaya. Sunanta Lena ce. Ita ba a Najeriya take ba tukuna — tana zaune a Jamus."

New words for recognition: birni = city/town; da ake kira = called/named; kamfani = company; tun = since; tukuna = yet.

Sauraro na C — Family information

"Ina da iyali masu kyau. Mahaifina malami ne a jami'a — yana da shekaru sittin da uku. Mahaifiyata ba ta aiki a makaranta ba ce — ita 'yar kasuwa ce. Muna da yara uku: ɗansu Musa, 'yarsu Kande, da kuma ni — Rahama. Sunana Rahama ce, kuma ni ce ƙaraminsu."

New words for recognition: masu kyau = good (plural quality expression); jami'a = university; muna da = we have; yara uku = three children; ƙaraminsu = the youngest of them.

Kula na A — Rubutu daga baki (Dictation): Complete the dictation as directed above. Check your spelling of ɗan'uwana, mahaifiyarta, and any hooked letters that appear.

Kula na B — Bayanan Yusuf (Yusuf's information): Listen to Sauraro na B. Complete the table: (1) Country of origin, (2) City of origin, (3) Current city, (4) Years in Kano, (5) Profession, (6) Languages spoken, (7) Sister's name, (8) Sister's location.

Kula na C — Gaskiya ko ƙarya? (True or false?): Listen to Sauraro na C. Mark each T (true) or F (false). Correct any false statements in Hausa.
(a) Mahaifin Rahama yana da shekaru sittin da uku.
(b) Mahaifiyar Rahama malama ce.
(c) Suna da yara huɗu.
(d) Rahama itace mafi ƙarancin shekaru a cikin 'ya'yan.

Rubutun sauraro don malami, abokin karatu, ko amfani da rubutun lantarki. Duba amsoshi a sashi na amsoshi.
(Listening Script for Instructor, Partner, or Text-to-Speech Use. See Answer Key for expected responses.)

Reading

Read the two texts below. Both have been written for learners at this stage of the course. Use the vocabulary notes where provided. After reading, answer the comprehension questions without looking back at the text.

Rubutu na 1 — Saƙo daga Hauwa ga Maryam (A message from Hauwa to Maryam)

Maryam, sannu! Ina fata lafiya kike. Ni lafiya nake, na gode wa Allah.

Ina son in ba ki labari. Na sami abokai sabbin guda biyu a shirye-shiryen nan. Sunayensu Bello ne da Sadiya. Bello dan Kano ne — malami ne a makaranta ta gwamnati. Sadiya ta fito daga Jihar Sokoto, amma tana zaune a Kano yanzu. Ita ba malama ba ce — 'yar kasuwa ce mai nasara.

Duka biyun suna magana da Hausa da kyau. Na gamsu da su sosai.

Zan rubuta maki karin labari a makon mai zuwa. Sai an jima!

New words for recognition: Ina fata = I hope; ina son in ba ki = I want to tell you (desire + subjunctive — recognition only); labari = news, story; sami = got/found; sabbin = new (plural adjective); guda biyu = two in number; sunayensu = their names; duka biyun = both of them; gamsu da = satisfied with, pleased with; zan rubuta = I will write (future form — recognition only); karin labari = more news; makon mai zuwa = next week.

Rubutu na 2 — Wata bayanar mutum (A personal profile)

Sunana Danladi ne. Ni ɗalibi ne a Jami'ar Bayero, Kano. Na fito daga Jihar Katsina — daga gari da ake kira Daura. Ina zaune a Kano yanzu tare da kawuna.

Ina magana da Hausa da Turanci. Na fahimci Larabci kaɗan — ina koyo. Mahaifina malami ne mai shekaru hamsin da biyu. Sunansa Usman ne, kuma shi ba daga Katsina ba ne a asali — ya fito daga Jihar Jigawa.

Yar'uwana ɗaya ce, sunanta Hadiza. Ita ƙarama ce fiye da ni — tana da shekaru goma sha bakwai. Ba a jami'a ba ce tukuna. Ita mai himma ce kuma mai haƙuri.

New words for recognition: kawu = uncle; a asali = originally; fiye da ni = younger than me (comparison — recognition only, full treatment in Chapter 18); tukuna = yet; mai haƙuri = patient.

Tambayoyin fahimta — Comprehension questions:

Rubutu na 1: Who are the two new friends Hauwa describes? Give their names and one fact about each from the text.
Rubutu na 1: Find the negative identification sentence about Sadiya. Write it out and explain why ce is used at the end.
Rubutu na 2: Where is Danladi from, and where is he living now? Give both answers in Hausa.
Rubutu na 2: What do we learn about Danladi's father? List three facts from the profile.
Rubutu na 2: What is the name of Danladi's sister, how old is she, and how is she described? Use information from the text.
Both texts: Find all uses of the genitive linker in both texts. For each, identify whether -n or -r is used and state which noun controls the choice.

Writing Workshop

This chapter's writing task is the Unit I portfolio piece. It should represent your best work from the first five chapters.

Karanta samfurin rubutu. Reread Rubutu na 2 (Danladi's profile) above. It shows you the structure you are aiming for: an opening identification, origin and residence, language information, family information using genitive linkers and possession, and personal descriptions using adjectives or mai expressions.
Shirya kayan rubutunka. Plan your profile. Decide whether you are writing about yourself or a fictional person. For each section, note: (a) name and identification; (b) origin, current location; (c) languages; (d) profession or student status; (e) one family member — include their name, relationship (using a genitive linker), age, and one description.
Rubuta farkon rubutunka. Write a 60–80-word profile in Hausa. Your profile must include:
- At least three identification sentences using ne or ce
- At least one negative identification sentence using ba … ba ne/ce
- At least one origin statement using Na/Ya/Ta fito daga…
- At least one language statement
- At least one genitive linker phrase
- At least one number
Duba da jerin bincike. Use the editing checklist below before writing your final version.
Rubuta siffa ta ƙarshe. Produce your clean final version for your portfolio.

Jerin binciken gyara — Editing checklist:

Every identification sentence uses ne for masculine/plural and ce for feminine.
Every negative identification uses both ba elements: ba … ba ne or ba … ba ce.
Genitive linkers match the gender of the possessed noun: -n for masculine/plural, -r for feminine.
Origin statements use the correct form: Na (I), Ya (he), Ta (she).
Continuative language and residence statements use Ina / Yana / Tana correctly.
Profession nouns use the correct masculine or feminine form for the person described.
All hooked letters are written correctly: ɓ, ɗ, ƙ, 'y.
Numbers above 20 follow the pattern: decade + da + unit.
Names of people, languages, and countries are capitalized.
Every sentence ends with a full stop.

Speaking Practice

Atisaye na ƙa'ida — Rapid-fire review

With a partner (or working with the solo alternative below), take turns asking and answering each of the following questions in Hausa. The goal is fluency — aim to respond without pausing to look at notes. Each exchange should take no more than 30 seconds.

Sunanka/Sunanki mene ne?
Daga ina kake/kike zuwa?
Ina zaune a ina yanzu?
Wane harshe kake/kike magana da shi?
Menene sana'arka/sana'arki?
Kana/Kina da iyali?
Nawa ne shekarunka/shekarunki?

Gabatarwa mai tsawo — Extended introduction

Prepare a 90-second spoken introduction of a real or fictional person. The introduction must cover: name, origin, current location, languages, profession, and at least one family member. Use the genitive linker correctly at least once. Include at least one negative identification and invite your partner to ask a follow-up question at the end.

Evaluation focus: Did you use the correct ne/ce? Did you use the correct linker? Did the conversation feel natural rather than like a list of isolated sentences?

Zaman tattaunawa mai hade da kai — Guided sustained conversation

Work with a partner through the following conversation structure. Each step should flow naturally into the next — do not pause between them unless you need to use a conversation-management expression.

Greet your partner with an appropriate time-of-day greeting and respond to theirs.
Ask and answer about origins and current location.
Ask and answer about languages.
Introduce a fictional mutual acquaintance using third-person forms.
Ask and answer one question about that person's family (age, name, or relationship).
Use at least one conversation-management expression naturally during the exchange.
Close the conversation with an appropriate farewell.

Target length: 2–3 minutes. Switch roles and repeat.

Madadin karatu kai tsaye — Solo alternative

Record yourself performing all three tasks above by taking both roles: (1) Complete the rapid-fire review by giving both the question and the answer aloud. (2) Give the 90-second extended introduction. (3) Speak aloud a self-directed version of the sustained conversation, switching between your own voice and a fictional partner. After recording, check: Did you use the correct ne/ce in every identification sentence? Did you use the conversation-management expressions at least once? Did you use a genitive linker correctly?

Culture and Communication

Culture in Context — Greetings as social openings

You have now learned several Hausa greetings spread across four chapters. Chapter 5 is a good moment to step back and reflect on what greetings do in Hausa social interaction more broadly. In many Hausa-speaking communities, the greeting sequence at the beginning of an encounter is not a preliminary to the "real" conversation — it is a socially significant act in itself. Completing the greeting properly — giving the right salutation, receiving the right response, asking about well-being, and responding appropriately — signals that you are a respectful, socially aware interlocutor. Rushing through the greeting or skipping it entirely to get to the transactional purpose of a visit would often be noticed and could affect the tone of what follows.

This does not mean every Hausa greeting exchange lasts a long time. In a brief street encounter, the exchange may be just a word or two. In a more formal or socially significant meeting — visiting someone's home, making a request of an elder, or meeting someone for the first time in a professional context — the greeting may be longer and more elaborate. The appropriate length and form depends on the relationship, setting, age difference, social status, and community convention. As a learner, paying attention to how a greeting exchange unfolds — and following the lead of the more experienced speaker — is a practical and respectful strategy.

Culture in Context — Respectful address and the plural you

You have learned that Hausa has both a singular and a plural second-person pronoun: kai (male singular) / ke (female singular) versus ku (plural, or respectful singular). Across Chapters 1–5, you have seen the plural address form ku used in classroom commands (Ku zauna — sit down, everyone) and in the polite address form (Ku + subjunctive) for groups. The broader principle — that using plural forms can signal respect toward a single individual — is a feature of Hausa social practice that will become more prominent as you advance.

For now, the most important practical awareness is this: when speaking to someone significantly older than you, to a person of higher social status, or in a formal context, using the plural pronoun and plural command form for one person is often more appropriate than using the singular. This is not a fixed grammatical rule with no exceptions — it is a social convention that varies by community, relationship, and context. If in doubt, observe the conventions of the people around you and follow their lead.

Regional Variation — Names and naming practices

The names used in this textbook come from a variety of communities across the Hausa-speaking world. Several names in the dialogues and readings have Arabic origins that reflect the long history of Islamic scholarship and trade across northern West Africa — names like Maryam, Usman, Ibrahim, Fatima, and Zainab are common in both Nigerian and Nigerien Hausa-speaking communities. Other names are distinctively Hausa — Bello, Hauwa, Sadiya, Danladi, Hadiza. Others reflect the multilingual reality of the region — a name like Kwame signals Ghanaian origin, Chukwuemeka signals Igbo origin, and Ngozi is also an Igbo name.

Naming practices vary across communities and are influenced by religion, ethnic tradition, family heritage, and personal preference. Do not assume that a name identifies a person's religion or ethnic background with certainty. When you are introduced to a Hausa speaker, the polite approach is to use the name or title they offer, not to infer identity from its origin.

Common Mistakes — Unit I Review

This section reviews the most important patterns of error from Chapters 1–4, with emphasis on mistakes that are still common at this stage of the course.

Common Mistake — Choosing ne/ce based on the person's sex rather than the noun's gender

Error: Likita ne for a female doctor because "doctors sound masculine."

Correction: The particle must agree with the grammatical gender of the noun being used, not with assumptions about the referent. Likita is the same form for masculine and feminine, so the particle is your primary gender signal. A female doctor → Likita ce; a male doctor → Likita ne. Check the noun's gender first, then select the particle.

Common Mistake — Choosing the linker based on the possessor's gender

Error: mahaifir Ibrahim (Ibrahim's mother, trying to use -r because the mother is female)

Correction: Mahaifiyar Ibrahim. The linker agrees with the possessed noun. Mahaifiya (mother) is a feminine noun, so it always takes -r — regardless of who the possessor is. If you are talking about Ibrahim's mother, Bello's mother, or anyone's mother, the noun mahaifiya always carries the feminine linker -r. Check the noun, not the possessor.

Common Mistake — Writing plain letters instead of hooked letters

Error: Writing daliba instead of ɗaliba; writing kasa instead of ƙasa; writing yan instead of 'yan.

Correction: These are not optional decorations — they are different letters representing different sounds. ɗ, ƙ, ɓ, and 'y are each distinct Hausa consonants. Substituting the plain letter changes the word or produces a misspelling. In the dictation exercise and in all your writing tasks, treat these characters as non-negotiable. If your keyboard or text system makes them difficult to type, find a reliable method — character map, mobile keyboard input, or copy-paste from a reference sheet — and use it consistently.

Common Mistake — Using ina/yana/tana for completed events

Error: Ina fito daga Kano (intending "I came from Kano" as a completed trip)

Correction: The formulaic expression Na fito daga Kano is the pattern for stating where you are from. It uses Na — a completive subject form — not the continuative Ina. The continuative forms ina / yana / tana describe ongoing or general activities (speaking languages, living somewhere, happening now). Origin is expressed with Na / Ya / Ta fito daga… as a fixed expression, even though its full grammatical analysis belongs in Chapter 16. Use the pattern you have learned, not a literal substitution of ina.

Unit I Review

Use this review to confirm your control of everything introduced in Chapters 1–5 before moving to Unit II.

Sashi na A — Kalmomi (Vocabulary)

1. Write the Hausa for: good morning; good afternoon; goodbye (until another day); please repeat; I don't understand.

2. Give the masculine, feminine, and plural forms of: teacher, student, worker.

3. Write the Hausa name for: Nigeria, Niger, Ghana, France, Germany.

4. Write the Hausa for: English, Arabic, French, Hausa, Igbo.

5. Write in Hausa words: 15, 33, 52, 78, 100.

6. Name four classroom objects you learned in Chapter 2. Give each with its gender and plural form.

7. Name four family terms you learned in Chapter 4. Give each with its gender and the genitive linker it takes.

Sashi na B — Nahawu (Grammar)

1. Write the complete Hausa independent pronoun set (all eight forms with their English equivalents).

2. Complete each sentence with the correct identification particle:

(a) Wannan tebur _____. (b) Ita 'yar kasuwa _____. (c) Su malamai _____. (d) Wannan alƙalami _____. (e) Shi direba _____.

3. Write a negative identification sentence for each: (a) He is not a driver. (b) She is not from Niger. (c) They are not students.

4. Write the correct genitive linker for each phrase: (a) suna___ malami (b) makaranta___ Kano (c) ɗa___ Ibrahim (d) aiki___ ɗalibi (e) 'ya___ Hauwa

5. Write the correct origin question for each: (a) asking a male; (b) asking a female; (c) asking about a female (third person).

6. Write the correct continuative subject form to complete each sentence:

(a) _____ magana da Turanci. (I speak English.) (b) _____ zaune a Kano. (She lives in Kano.) (c) _____ magana da Hausa. (He speaks Hausa.)

7. Write the demonstrative that fits each context: (a) this [masculine singular]; (b) that [feminine singular]; (c) these/those [plural, near].

Sashi na C — Karatu (Reading)

1. Reread Rubutu na 2 (Danladi's profile). Write three facts about his family in Hausa sentences.

2. Find all negative identification sentences in both reading texts. List each one and explain the structure.

3. Read the following short passage and answer the question below it:

"Sunana Nana ce. Na fito daga Gana, daga Akkra. Ina zaune a Kano tare da ɗan'uwana. Sunansa Kofi ne. Ba malami ba ne — injiniya ne. Yana da shekaru ashirin da takwas. Ina magana da Turanci da Hausa kaɗan. Ba na magana da Faransanci ba."

Questions: (i) What city is Nana from? (ii) Who does she live with in Kano? (iii) What is his profession and how old is he? (iv) What languages does Nana speak? (v) What does she say about French?

Sashi na D — Rubutu (Writing)

1. Write a 60–80-word Hausa profile (different from your Writing Workshop profile) about a real or fictional person. It must include: identification with ne/ce, origin and residence, language statement, one negative identification, one genitive linker phrase, and one number.

Sashi na E — Magana (Speaking)

1. Without notes, answer all seven rapid-fire questions from the Speaking Practice section above, giving true or plausible answers in complete sentences.

2. Introduce a real or fictional person in five or six connected sentences. Include: name, origin, profession, one family member with their name and age.

Ƙarshen Sashe na 1 — Unit I Mastery Checklist

Before moving to Unit II, confirm that you can:

Greet people with the correct time-of-day greeting and give the expected response.
Ask and state names using Sunana… ne/ce and Yaya ake kiranka/kiranka?
Identify people and things using ne (masculine/plural) and ce (feminine).
Negate identification using the complete ba … ba ne/ce construction.
Use the eight independent pronouns correctly.
Distinguish masculine, feminine, and plural in identification, demonstratives, and profession nouns.
Ask and answer where someone is from, using the gender-appropriate question form.
State your own origin, residence, and languages using the formulaic continuative patterns.
Introduce a third person in a natural three- or four-sentence sequence.
Use the genitive linker correctly: -n for masculine/plural, -r for feminine possessed nouns.
Describe a family member using a quality expression (mai or adjective).
Count from 1 to 100 and use numbers in personal-information contexts.
Write accurate standard Boko, including all hooked letters and 'y.
Use conversation-management expressions to handle a real exchange.
Ask for repetition or clarification politely using the taught expressions.

Unit I Performance Task

Aikin Aiwatarwa — Sashe na 1

Gabatar da kai da wani, da kuma rubutu — Introduction, conversation, and profile

The Unit I performance task assesses your ability to use language from all five chapters in an integrated, realistic context. Complete all three components.

Component 1 — Spoken conversation (2–3 minutes): Conduct a full introductory conversation with a partner (or record both roles solo). The conversation must include: a greeting sequence with at least two exchanges; questions and answers about origin, languages, and profession; an introduction of a third person using third-person forms; at least one genitive linker used naturally; at least one negative identification; at least one conversation-management expression used in context; and an appropriate farewell.
Component 2 — Short introduction: After the conversation, introduce your partner (or the fictional character from Component 1) to a real or imagined group in four to six sentences. Use only third-person forms. Your introduction must include origin, profession, language, and one family fact.
Component 3 — Written profile (60–80 words): Submit the profile from your Writing Workshop — or write a revised clean version — as your written portfolio piece for Unit I. Use the editing checklist to ensure all required elements are present.

Evaluation criteria: correct use of ne/ce; correct negative identification pattern; correct genitive linkers; correct origin and continuative forms; accurate Boko spelling with hooked letters; appropriate gender forms; natural conversation management; appropriate greeting and farewell sequence.

Independent Study Tools

Binciken kai — Self-Check for Unit I

Check each item you can do without referring to notes. For any item you cannot check, return to the chapter indicated and review before moving on.

Use four time-appropriate greetings (Ch. 1)

Ask and state a name (Ch. 1)

Use ne and ce correctly (Ch. 1–2)

Use all 8 independent pronouns (Ch. 1–3)

Name 8 classroom objects with gender (Ch. 2)

Count from 1 to 100 (Ch. 2–3)

Use the near and far demonstratives (Ch. 2)

Name 6 countries in Hausa (Ch. 3)

Name 5 languages in Hausa (Ch. 3)

Ask origin questions with correct gender forms (Ch. 3)

Use ba … ba ne/ce fully (Ch. 3)

Use formulaic continuative frames (Ch. 3)

Name 6 family terms with linker (Ch. 4)

Apply -n and -r linkers correctly (Ch. 4)

Describe a person with mai construction (Ch. 4)

Write all hooked letters accurately (Ch. 1–5)

Ƙarin karatu da atisaye — Additional practice suggestions:

Write a new 50-word profile every day for a week, each about a different fictional person. Vary the profession, origin, and family details.
Record yourself saying all eight independent pronouns in an identification sentence. Listen back and check tone.
Practice the genitive linker by naming ten objects and a possessor for each. Say each phrase aloud.
Review your Unit I vocabulary by writing each Hausa word, its gender (if a noun), and its plural (if you have learned it) — no translation allowed. Then check your answers.

Answer Key / Amsoshi

Atisayen A — Daidaita tsarin gane-gane

(c) Demonstrative + noun + ne
(a) Negative identification with ba … ba ce
(b) Identification with possessed noun + linker + possessor
(e) Formulaic continuative language statement
(d) Possession with genitive linker -r (mahaifiyar: mahaifiya is feminine → -r)

Atisayen B — Zabi madaidaicin linker

sunan malami (suna masculine → -n)
makarantar Kano (makaranta feminine → -r)
ɗan Ibrahim (ɗa masculine → -n, contracted to ɗan)
'yar Amina ('ya feminine → -r, contracted to 'yar)
aikin malami (aiki masculine → -n)
harshèn Najeriya (harshe masculine → -n)

Atisayen C — Cike giɓi

Na
kike
ne
ne
ce
Tana
da

Atisayen D — Gyara kuskuren nahawu

Error: malami ne used for a female. Correction: Ita malama ce. (malama is the feminine form; particle must be ce)
Error: missing the second ba. Correction: Ba direba ba ne.
Error: makarantar should be used but sunar was written. Correction: Sunan malami. (suna is masculine → -n, giving sunan)
Error: kake used for a female addressee. Correction: Daga ina kike zuwa?
The second sentence is correct (Ta malama ce = she is a teacher). The first sentence's subject is male (Ya fito daga Najeriya). No error — the two sentences have different subjects. Accept any analysis that correctly identifies both sentences as internally consistent.

Atisayen E — Lambobi da shekaru

Ina da shekaru talatin da huɗu. (sample; accept any first-person age statement using 34)
Sunansa Yusuf ne.
Akwai ɗalibai arba'in da bakwai a aji. / Ɗalibai arba'in da bakwai ne a aji.
Ta fito daga Niamey.
Muna magana da Hausa da Fulfulde. (Note: muna is the first-person plural continuative form — this is a formulaic use introduced here as a complete expression; its full analysis is in Chapter 7.)

Tambayoyin fahimta na tattaunawa (Dialogue comprehension)

Sadiya ta fito daga Jihar Sokoto; tana zaune a Kano yanzu. (She is from Sokoto State; she is living in Kano now.)
Amina says: Harshen farkonmu Faransanci ne, amma ina son Hausa sosai. (Their first language is French, but she really likes Hausa.)
Sunansa Usman ne. Ɗalibi ne a Jami'ar Bayero. Yana da shekaru ashirin da biyu.
Sadiya asks about matashi; she says Ban fahimta ba. Amina explains it means a person no longer a child but not yet fully an adult — a young man.
Accept any of: ɗana (my son — ɗa + n + a → ɗana; masculine); shekarunsa (his years/age — shekaru + n + sa → shekarunsa; plural possessed noun → -n); Jami'ar Bayero (Bayero University — jami'a + r → jami'ar; feminine noun). All answers must state the possessed noun and its gender as the reason for the linker choice.
Accept all correctly identified examples: dan Kano ne (ne — masculine); Ni Amina ce (ce — feminine); abokinmu Bello ne (ne — masculine); Ɗalibi ne a Jami'ar Bayero (ne — masculine); matashi ne (ne — masculine); and others. Learners should state the noun and its gender for each.

Kula na sauraro (Listening responses)

Kula na A (Dictation): Expected text: (1) Sunana Khadija ce. (2) Na fito daga Najeriya. (3) Ina magana da Hausa da Turanci. (4) Wannan ɗan'uwana ne. (5) Ba malami ba ne — ɗalibi ne. (6) Yana zaune a Abuja. (7) Nawa ne shekarunsa? Yana da shekaru talatin da biyar. (8) Mahaifiyarta malama ce a makaranta. Evaluate for: correct hooked letters in ɗan'uwana, ɗalibi; correct apostrophe; correct capitalization of names; full stops at end of each sentence.

Kula na B: Country: Jamus. City: Frankfurt. Current city: Kano. Years in Kano: biyu (2). Profession: injiniya. Languages: Jamusanci, Turanci, Hausa (koyo). Sister's name: Lena. Sister's location: Jamus.

Kula na C: (a) T. (b) F — Mahaifiyar Rahama 'yar kasuwa ce, ba malama ba ce. (c) F — Suna da yara uku, ba huɗu ba. (d) T — Rahama ce mafi ƙarancin shekaru (ƙaraminsu).

Tambayoyin karatu (Reading comprehension)

Bello: dan Kano ne, malami ne a makaranta ta gwamnati. Sadiya: ta fito daga Jihar Sokoto, 'yar kasuwa ce mai nasara.
Ita ba malama ba ce. — ce is used because the subject is female (Sadiya) and malama (teacher, feminine form) is feminine → ba ce.
Na fito daga Jihar Katsina — daga gari da ake kira Daura. Ina zaune a Kano yanzu.
His name is Usman. He is a teacher (malami ne). He is 52 years old (yana da shekaru hamsin da biyu). He is originally from Jigawa State (ya fito daga Jihar Jigawa). Accept three of these four.
Sunanta Hadiza. Tana da shekaru goma sha bakwai. Mai himma ce kuma mai haƙuri ce.
Rubutu na 1: makaranta ta gwamnati — makaranta (f.) → -r → makarantar; note: text shows makaranta ta gwamnati using a demonstrative/adjectival construction rather than a pure linker phrase — accept any genitive linker phrase the learner identifies from either text. Rubutu na 2: sunan ɗalibi — suna (m.) → -n; mahaifiyata — mahaifiya (f.) → -r + ta; yar'uwana — 'yar'uwa (f.) → -r + na; others may also be identified.

Bitar gaba ɗaya — Sashi na B (Unit I Review)

ni (I/me); kai (you, m.); ke (you, f.); shi (he/him); ita (she/her); mu (we/us); ku (you pl.); su (they/them)
(a) ne (tebur masculine) (b) ce ('yar kasuwa feminine) (c) ne (malamai plural) (d) ne (alƙalami masculine) (e) ne (direba masculine)
(a) Ba direba ba ne. (b) Ba daga Nijar ba ce. (c) Ba ɗalibai ba ne.
(a) sunan (suna m. → -n) (b) makarantar (makaranta f. → -r) (c) ɗan (ɗa m. → -n) (d) aikin (aiki m. → -n) (e) 'yar ('ya f. → -r)
(a) Daga ina kake zuwa? (b) Daga ina kike zuwa? (c) Daga ina take zuwa?
(a) Ina (b) Tana (c) Yana
(a) wannan (b) waccan (c) waɗannan

Unit I Review — Sashi na C, Question 3 (Short passage)

Akkra, Ghana.
Her brother (ɗan'uwana), Kofi.
Injiniya ne. Yana da shekaru ashirin da takwas. (He is an engineer. He is 28 years old.)
Turanci da Hausa kaɗan. (English and a little Hausa.)
Ba na magana da Faransanci ba. (She does not speak French.)

Looking Ahead

Abin da ka/ki koya a Sashe na 1 — What you know after Unit I

You have completed Unit I. You can greet people appropriately, introduce yourself and others, exchange personal and family information, identify people and objects with correct gender agreement, express possession using the genitive linker, describe people with quality expressions, count to 100, and ask for clarification when you need it. You have learned to write standard Boko, including all the special characters of Hausa, and you have begun to develop the spoken fluency and conversation management skills of a real Hausa communicator. Everything in Unit I — every greeting, every linker, every identification sentence — remains active from here forward. Do not treat it as finished material.

Babi na 6: A Gida — Around the Home

Unit II opens with the home. Chapter 6 introduces the vocabulary of rooms, furniture, and household objects, and with it two new grammatical tools that significantly expand your ability to say what exists and what people have. Akwai (there is / there are) and babu (there is no / there are no) will let you describe what is present or absent in a space. And you will meet the Hausa way of expressing possession — not through an English-style verb meaning "have," but through a construction using da. These are not mere vocabulary additions. They are new structural tools that will remain active throughout the rest of the course, in every domain from food to health to market transactions. Alongside them, you will revisit gender and plural agreement, demonstratives, and the genitive linker in the new context of household description.