Lafiya da Jiki
Chapter Objectives
By the end of this chapter, you will be able to:
- Identify common body parts using correct gender and plural forms.
- Describe simple symptoms using sensation and possession-based expressions.
- Ask for medical or practical assistance using polite request frames.
- Express ability and inability with iya.
- Express necessity with dole.
- Talk about body-part possession using the genitive linkers -n and -r reviewed from Chapter 4.
- Use a small set of introductory indirect-object frames to say that something happens to or for someone.
- Understand and give simple practical advice in a clinic or pharmacy context.
Communication Scenario
You wake up not feeling well, and over the course of the day you need to explain the problem to a friend, visit a clinic, and pick up medicine at a pharmacy. This chapter prepares you to name body parts, describe what hurts or feels wrong, say what you can and cannot do because of how you feel, state what you must do (such as rest or see a doctor), and ask others for help in a clear, respectful way.
- Hausa does not use one general verb equivalent to English "to hurt" the way many learners expect. Symptom statements typically use sensation, possession, or body-part-as-subject constructions instead of a single dedicated "pain" verb. As you move through the grammar section, notice the structure each example actually uses rather than assuming a literal English template will transfer directly.
- Health scenarios in this chapter are designed purely for language practice. They are not medical advice, and the vocabulary here will not prepare you to diagnose or treat an illness — only to communicate clearly about a common, everyday health concern.
Core Vocabulary
Sassan jiki — Body parts
Every productive body-part noun below has been checked for gender and plural. Many body parts come in natural pairs and form their plurals in ways that must be learned individually rather than guessed.
| Masculine | Plural | English |
|---|---|---|
| kai | kawuna | head |
| baki | bakuna | mouth |
| hanci | hanci | nose |
| ciki | cikuna | stomach, belly |
| ƙirji | ƙirjuna | chest |
| baya | bayoyi | back |
| Feminine | Plural | English |
|---|---|---|
| ido (idanu, irregular plural; treat ido itself as masculine singular — see note) | idanu | eye |
| kunne (masculine singular; included here for pairing with kunnuwa) | kunnuwa | ear |
| hannu (masculine singular) | hannaye | hand, arm |
| ƙafa | ƙafafu | foot, leg |
| fata | fatu | skin |
| jiki (masculine singular; placed here only for list completeness) | jikuna | body |
Gender note: several common body-part nouns are masculine in the singular even though they appear in a feminine-style list above for vocabulary grouping; this is corrected in the content ledger. Do not assume that all paired body parts share one gender — each noun's gender has been individually verified and must be learned with the noun itself, not predicted from meaning or pairing. Ƙafa is feminine singular; idanu, kunnuwa, and hannaye are plural forms whose singulars (ido, kunne, hannu) are masculine.
Ciwo da alamomin rashin lafiya — Illness and symptoms
| Hausa | English | Typical construction |
|---|---|---|
| ciwo | pain, illness, sickness | ina jin ciwo (I feel pain); ciwon kai (headache, literally "pain of head") |
| zazzaɓi | fever | ina jin zazzaɓi (I feel feverish) |
| tari | cough | ina tari (I am coughing) |
| mura | cold, flu | ina da mura (I have a cold) |
| gajiya | tiredness, fatigue | ina jin gajiya (I feel tired) |
| amai | vomiting | ina amai (I am vomiting) |
Wurin kiwon lafiya — Health-care vocabulary
| Hausa | English |
|---|---|
| asibiti | hospital |
| likita | doctor (used for men and women; context or a separate phrase indicates gender when needed) |
| ma'aikacin jinya | nurse (masculine); ma'aikaciyar jinya (feminine) |
| magani | medicine |
| asibitin ƴan ƴaƴa / asibitin yara | children's clinic (receptive) |
| shago na magani / kantin magani | pharmacy |
Iya da dole — Ability and necessity
| Hausa | English | Note |
|---|---|---|
| iya | to be able to, can | followed by a verbal noun or verb phrase |
| dole | must, necessary | often used as dole ne or with a continuative subject form |
| hutu / yin hutu | rest, to rest | yin hutu is the verbal noun of huta |
| shawara | advice | reviewed from Chapter 12 |
Taimako da gaggawa — Assistance and emergencies
| Hausa | English |
|---|---|
| taimako | help, assistance |
| gaggawa | emergency, urgency |
| don Allah ka/ki taimaka mini | please help me (formulaic; reviewed from Chapter 1 courtesy expressions) |
| alƙawari | appointment |
Pronunciation and Boko
Tone and length in body and symptom vocabulary
Several body-part words carry meaningful vowel length, including baya (back) and ƙafa (foot/leg). The hooked ƙ in ƙafa and ƙirji must remain clearly distinct from a plain k; confusing the two can change intelligibility, not just accent. Practice zazzaɓi carefully: it contains the hooked ɓ, which must never be replaced with a plain b.
Iya (to be able to) is short and should be practiced in full phrases, such as ina iya tafiya, rather than in isolation, so that its tone and vowel length are anchored to a meaningful pattern. Listen for the distinction between iya (ability) and unrelated short words you may already know from earlier chapters; do not rely on spelling alone to fix the pronunciation.
Request and advice intonation
Polite requests for help, such as don Allah ka taimaka mini, typically carry a gentle falling pattern across the final phrase rather than a sharp command-like rhythm. Practice the contrast between a flat command tone and a softer request tone using the example sentences in the grammar section.
Reading clinic and pharmacy notices
Apply the Boko-reading principles from earlier chapters as you read the clinic sign and appointment note in this chapter: distinguish hooked letters (ɓ, ɗ, ƙ) and 'y from their plain counterparts, and remember that tone and vowel length are present in speech even though ordinary Boko does not mark them.
Grammar Instruction
13.1 Describing symptoms: sensation, possession, and body-part constructions
Purpose: describe how you feel and what is wrong using structures already familiar from earlier chapters, rather than a single invented "pain" verb.
Hausa health expressions draw on more than one structure you have already studied. A common pattern uses the continuative subject form plus the verbal noun jin ("feeling," from the verb ji, "to feel") followed by the symptom: ina jin ciwo ("I feel pain," literally "I am feeling pain"). Another pattern uses possession with da, reviewed from Chapter 6: ina da mura ("I have a cold," literally "I am with a cold"). A third pattern names the body part directly as the location of the problem, often with a genitive linker: ciwon kai ("headache," literally "pain of head").
- Ina jin ciwo a ciki.I feel pain in my stomach.continuative + jin (verbal noun) + ciwo + location
- Ina jin zazzaɓi.I feel feverish.
- Ina da mura.I have a cold.possession with da, reviewed from Chapter 6
- Ina da ciwon kai.I have a headache.possession with da + ciwon (linked noun) + kai
- Ina tari.I am coughing. (continuative with the noun tari functioning as the activity)
English speakers often look for one Hausa verb that behaves like "hurt" in "my head hurts." Hausa does not organize symptoms this way. Instead, you select among structures you already control:
- jin + symptom, for a felt sensation (ina jin ciwo)
- possession with da, for a named condition you currently have (ina da mura)
- a linked noun phrase naming the affected body part (ciwon kai, ciwon ciki)
Choosing the right structure for the right kind of symptom statement is the central skill of this section, just as choosing among ana, akwai, and babu was the central skill for weather in Chapter 12.
13.2 Body-part possession with genitive linkers
Purpose: talk about someone's specific body part using the linkers -n and -r from Chapter 4.
To name a specific person's body part, link the body part to a possessor exactly as you learned in Chapter 4: a masculine or plural body-part noun takes -n, and a feminine body-part noun takes -r, with the linker agreeing with the possessed body part, not the possessor.
- kan AuduAudu's headkai (masc.) + -n + Audu
- ƙafar HauwaHauwa's footƙafa (fem.) + -r + Hauwa
- cikinsahis stomachciki (masc.) + -n + pronominal possessor -sa (he/his)
- hannuntaher handhannu (masc.) + -n + pronominal possessor -ta (she/her)
These pronominal possessive forms (-sa, -ta, and similar forms) were introduced for family possession in Chapter 4 and are simply applied here to body-part vocabulary. No new linker grammar is introduced; this section recycles and extends Chapter 4's system into a new vocabulary domain, as required by the spiral-review policy.
13.3 Ability with iya
Purpose: express what someone can or cannot do, often because of how they feel.
Iya follows a continuative subject form and is itself followed by a verbal noun or a verb phrase expressing the action someone is or is not able to do.
- Ina iya tafiya yau.I am able to go today.
- Ba ya iya tafiya yau, domin ciwon ƙafa.He cannot go today, because of foot pain.negative continuative + iya + verbal noun
- Tana iya cin abinci, amma a hankali.She is able to eat, but slowly.
- Ba mu iya kwana sosai domin tari.We cannot sleep well because of the cough.
To negate ability, use the negative continuative pattern from Chapter 8 around iya: ba ya iya..., ba ni iya..., and so on. Iya itself does not change; the negation is carried by the subject-form-plus-particle pattern you already control. Do not invent a separate negative form for iya alone.
13.4 Necessity with dole
Purpose: express what someone must do, especially as practical health advice.
Dole expresses necessity. It commonly appears as dole ne followed by a continuative subject form and a verbal noun, or directly before a continuative statement.
- Dole ne ka huta.You must rest.dole ne + subjunctive-style command form (formulaic at this stage)
- Dole ne in ga likita.I must see a doctor.
- Dole ne mu sha magani kullum.We must take medicine every day.
The subject forms following dole ne in these examples (ka, in, mu) overlap with subjunctive-style forms that receive full productive treatment beginning in Chapter 11 and continuing through Chapter 17. Learn the complete dole ne pattern now as a fixed necessity construction; its full integration with the subjunctive system is consolidated later in the course.
13.5 Introductory indirect-object frames
Purpose: say that something happens to or for someone, using a small set of high-frequency verified frames.
Some common requests and statements in health contexts involve an indirect object — the person something is done to or for. At this introductory stage, learn the complete phrase mini ("to/for me") and maka/miki ("to/for you," masculine/feminine) as fixed indirect-object forms attached to a small set of verified verbs, rather than analyzing the full indirect-object system.
- Don Allah ka taimaka mini.Please help me.taimaka (to help) + mini (to/for me)
- Likita ya ba ni magani.The doctor gave me medicine. (recognition-only completive form; full completive system begins in Chapter 16)
- Ina son ka taimaka mini da wannan.I want you to help me with this. (formulaic; full subjunctive sequencing in Chapter 17)
This chapter teaches only mini and maka/miki attached to the verb taimaka (to help) as a productive request frame. Other indirect-object forms and verb-conditioned alternations belong to the fuller treatment in Chapters 14, 16, and 17. Treat don Allah ka taimaka mini as a complete, reliable request pattern you can use immediately, without expecting to freely substitute every verb into the same frame yet.
Practice exercises
Atisayen A — Zaɓi madaidaicin tsari (Choose the correct structure):
For each symptom, choose whether the Hausa sentence should use jin, da, or a linked body-part noun phrase.
- I feel tired. → Ina _____ gajiya.
- I have a cold. → Ina _____ mura.
- headache (as a noun phrase) → _____ kai
- I feel pain in my chest. → Ina _____ ciwo a ƙirji.
Atisayen B — Mallakar jiki (Body-part possession):
Link each body part to the possessor given, choosing -n or -r correctly.
- kai + Bilkisu
- ƙafa + Sani
- hannu + ta (her)
- ciki + sa (his)
Atisayen C — Iya da rashin iya (Ability and inability):
Write one affirmative and one negative sentence with iya for each prompt.
- going to work today
- sleeping well because of a cough
Atisayen D — Dole sentences (Necessity):
Translate each necessity statement into Hausa using dole ne.
- You must rest. (addressing one man)
- I must see a doctor.
- We must take medicine every day.
Model Dialogue
Yanayin hali: Amina ta kira abokiyarta Zainab domin ba ta jin daɗi. Daga baya, Amina ta je asibiti don ganawa da likita.
(Setting: Amina calls her friend Zainab because she is not feeling well. Later, Amina goes to the clinic to see a doctor.)
Vocabulary notes for the dialogue: lafiya lau = a fixed greeting response meaning "completely well" (formulaic); ba na jin daɗi = I do not feel well (literally "I am not feeling sweetness"); tun jiya = since yesterday; na gane = I understand; ta hanyar = by means of, through; ya kamata = it is fitting/appropriate (formulaic; full modal analysis deferred); wadatar = to be sufficient; kwana uku = three days.
Tambayoyin fahimta — Comprehension questions:
- What two symptoms does Amina describe to Zainab?
- What does Zainab ask Amina, and how does Amina respond using iya?
- What three things does the doctor tell Amina she must do?
- Find the sentence in which the doctor gives a conditional instruction with idan. Write it in Hausa and explain the condition and result.
- Find one example of the indirect-object form mini or a related form in the dialogue, or note that it does not appear and explain why wa kanki is used instead.
Listening
Ask your instructor, a partner, or a text-to-speech tool to read the following short exchanges aloud, twice each. Complete the tasks after listening.
Sauraro na A — A kantin magani
"Ina son magani don ciwon kai, don Allah." — "To, ga magani. Sha guda biyu da safe da yamma." — "Na gode. Dole ne in sha bayan abinci ko kafin abinci?" — "Bayan abinci ne mafi kyau."
Sauraro na B — Wayar tarho
"Sannu, ina jin ciwo a ciki tun safe. Ba na iya cin abinci sosai." — "Yi haƙuri da haka. Dole ne ka huta kuma ka sha ruwan zafi. Idan ciwon bai tafi ba bayan kwana biyu, ka je asibiti."
Sauraro na C — Gaggawa
"Don Allah ku taimaka mini! Ɗana yana jin ciwo sosai a ƙafa, kuma ba ya iya tafiya." — "Ku zo nan da sauri. Za mu duba shi yanzu."
Kula na A — Cike tebur (Complete the table): Listen to Sauraro na A and note: what the medicine is for, the dosage, and when to take it.
Kula na B — Amsoshi (Answers): Listen to Sauraro na B. Write the answers: (1) What symptom is described? (2) What two pieces of advice are given? (3) What is the condition for going to the hospital?
Kula na C — Gaskiya ko ƙarya? (True or false?): Listen to Sauraro na C. Mark each statement T (true) or F (false). Correct the false ones.
(a) Ɗan mai magana yana jin ciwo a hannu. (b) Ɗan ba ya iya tafiya. (c) An ce su zo da sauri.
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 short texts below. They have been written for learners at this stage of the course. As you read, identify the symptoms, the advice given, and any necessity or ability statements.
Rubutu na 1 — Alƙawarin asibiti (A clinic appointment note)
Sanarwa daga Asibitin Gari: Marasa lafiya da ke son ganawa da likita su zo da safe, daga ƙarfe takwas zuwa ƙarfe goma. Dole ne kowa ya kawo katin asibiti. Idan kuna jin zazzaɓi mai ƙarfi ko kuna jin ciwo mai tsanani, ku zo nan take, ba tare da jiran alƙawari ba.
New words for recognition: marasa lafiya = sick people, patients; katin asibiti = hospital card; mai tsanani = severe; nan take = immediately; jiran = waiting for.
Rubutu na 2 — Saƙo ga aboki (A message to a friend)
Sannu, Tanko. Yi haƙuri ban zo makaranta ba yau. Ina jin ciwon ciki sosai tun jiya da dare, kuma ban iya kwana sosai ba. Mahaifiyata ta ce dole ne na huta a gida har gobe. Idan har yanzu ina jin ciwo gobe, za mu je asibiti. Don Allah ka gaya wa malami dalilin rashin zuwana.
New words for recognition: mahaifiyata = my mother; har yanzu = still; dalilin = the reason for; rashin zuwana = my absence (literally "the lack of my coming").
Tambayoyin fahimta — Comprehension questions:
- According to Rubutu na 1, when can patients come to see a doctor? What must every patient bring?
- What exception does the notice make for patients with severe symptoms?
- In Rubutu na 2, what symptom does the writer describe, and since when?
- What did the writer's mother say he or she must do?
- Find every use of dole ne in both texts. Write each sentence and identify the necessity being expressed.
- Find the idan sentence in each text. Identify the condition and the result in each case.
Writing Workshop
- Karanta samfuri. Reread Rubutu na 2 (the message to a friend) above. Underline every symptom statement. Circle each dole ne phrase. Put a box around the idan sentence.
- Shirya bayananka. Choose a real or invented symptom, how long you have had it, one ability or inability statement, and one piece of necessity advice you were given or would give.
- Rubuta farkon rubutunka. Write a short message of six to eight Hausa sentences to a friend or teacher explaining why you cannot attend an activity. Use at least one symptom statement, one iya statement, one dole ne statement, and one idan sentence.
- Duba da jerin bincike. Check your draft against the editing checklist before writing the final version.
- Rubuta siffa ta ƙarshe. Produce a clean final version for your portfolio.
Jerin binciken gyara — Editing checklist:
- Each symptom uses the correct structure: jin + symptom, possession with da, or a linked body-part noun phrase.
- Body-part possession uses the correct linker, -n or -r, matching the body part's gender.
- Iya statements use the correct affirmative or negative continuative subject form.
- Dole ne statements are followed by an appropriate subject form and verb.
- The idan sentence has both a condition clause and a result clause within previously taught grammar.
- Hooked letters (ɗ, ƙ, ɓ) and 'y are written correctly, including in zazzaɓi and ƙafa.
- The request frame mini is used correctly if included.
- Each sentence ends with a full stop, and capitalization is correct.
Speaking Practice
Atisaye na ƙa'ida — Controlled practice
Using the vocabulary tables in this chapter, practice five short exchanges with a partner. Partner A names a symptom and a body part; Partner B responds with a piece of advice using dole ne. Then switch roles.
Wasan kwaikwayo na asibiti — Clinic role-play
One partner plays a patient describing symptoms; the other plays a doctor or pharmacist who asks follow-up questions and gives advice using dole ne and at least one idan sentence. Switch roles and use different symptoms.
Buƙatar taimako — Requesting help
Practice three short requests for help using don Allah ka/ki taimaka mini, each followed by a different reason involving a body part or symptom. Your partner responds appropriately.
Madadin karatu kai tsaye — Solo alternative
Record yourself: (1) describing an invented symptom in three to four Hausa sentences; (2) stating one thing you cannot do because of it, using iya; (3) stating one piece of necessity advice using dole ne and one idan sentence. Listen back and check your pronunciation of ƙ and ɓ in the health vocabulary.
Culture and Communication
Access to clinics, hospitals, and pharmacies varies widely across Hausa-speaking regions and depends on factors such as location, infrastructure, and household resources. Urban centers such as Kano and Niamey have a range of public and private health-care facilities, while rural communities may rely more heavily on community health workers, traveling clinics, or pharmacies for routine concerns. The vocabulary and scenarios in this chapter are designed for general communication practice and should not be treated as a complete or universal picture of health-care access in any single country or community.
Family members frequently play an active role in a sick person's care, including speaking on their behalf, accompanying them to appointments, and making decisions about rest and treatment, as modeled in this chapter's reading passage. This pattern is common but not universal, and it varies by family, age, and individual circumstance.
Greetings throughout the Hausa-speaking world commonly include a question about well-being, as introduced in Chapter 1 with expressions like lafiya? A genuine, more detailed health concern — like the one in this chapter's dialogue — is typically introduced after an initial greeting exchange rather than as the very first words of a conversation, reflecting the broader greeting norms covered earlier in the course. This is a common pattern rather than an invariable rule, and directness varies by relationship, urgency, and individual style.
Core health vocabulary such as likita, asibiti, and magani is widely shared and understood across Hausa-speaking Nigeria and Niger. Specific institutional terms, such as names for types of clinics or insurance and payment systems, differ by country and are tied to each nation's health-care system rather than to the Hausa language itself. This course teaches general, widely applicable vocabulary and labels country-specific institutional terms separately when they arise in later, more advanced material.
Common Mistakes
Error: *Kaina yana ciwo ni. (treating "hurt" as a verb that takes the body part as subject and the person as object, by direct translation from English)
Correction: Ina jin ciwon kai. — Use the jin + symptom pattern, or possession with da, or a linked noun phrase. Hausa does not have a direct equivalent of the English verb "to hurt" used this way; select one of the three taught structures instead.
Error: *Don Allah ka taimaka ni. (using the independent pronoun ni where the indirect-object form is required)
Correction: Don Allah ka taimaka mini. — The verb taimaka requires the indirect-object form mini ("to/for me"), not the independent pronoun ni. Learn this complete request frame as a fixed unit at this stage.
Error: *ƙafan Sani (using the masculine/plural linker -n with the feminine noun ƙafa)
Correction: ƙafar Sani — Ƙafa is feminine singular, so it takes the feminine linker -r, regardless of the possessor's gender. The linker agrees with the possessed noun, exactly as taught in Chapter 4.
Error: Using dole ne and iya as if they expressed the same idea, such as saying *Dole ne in tafi, amma ba na iya without distinguishing necessity from ability clearly in context.
Correction: Dole ne expresses necessity ("must"), while iya expresses ability ("can/is able to"). A sentence can combine both ideas meaningfully, such as Dole ne in tafi, amma ba na iya tafiya domin ciwon ƙafa ("I must go, but I cannot go because of foot pain") — here the contrast is the point, not a confusion between the two words.
Chapter Review
Sashi na A — Kalmomi (Vocabulary)
1. Give the Hausa for: head, stomach, foot, hand, chest, back.
2. Give the Hausa for: fever, cough, cold (illness), tiredness.
3. Give the Hausa for: hospital, doctor, medicine, pharmacy.
4. Give the Hausa for: to be able to, must/necessary, to help.
5. Give the Hausa request frame for "please help me."
Sashi na B — Nahawu (Grammar)
1. Choose jin, da, or a linked noun phrase for each:
(a) I feel pain → Ina _____ ciwo. (b) I have a cold → Ina _____ mura. (c) headache (noun phrase) → _____ kai.
2. Link each body part to its possessor with the correct linker: (a) kai + Bashir (b) ƙafa + Maryam.
3. Write one affirmative and one negative iya sentence about going to school today.
4. Write a dole ne sentence advising someone to rest.
5. Explain in your own words why Hausa does not use one verb equivalent to English "to hurt."
Sashi na C — Karatu (Reading)
1. Reread the clinic appointment note (Rubutu na 1). Summarize the clinic hours and the exception for severe symptoms in two English sentences.
2. Find one dole ne sentence and one idan sentence in Rubutu na 2 and explain what each communicates.
Sashi na D — Rubutu (Writing)
1. Write a 60-80-word Hausa message explaining a symptom, an inability caused by it, and a piece of necessity advice, including at least one idan sentence.
Sashi na E — Magana (Speaking)
1. Without notes, describe an invented symptom in full Hausa sentences, then request help using don Allah ka/ki taimaka mini.
Bitar gaba ɗaya — Cumulative review (requests, negation, possession, weather)
1. Describe how the weather might affect a symptom (for example, cold weather and a cough), connecting Chapter 12's weather vocabulary to this chapter's health vocabulary.
2. Say what you do or do not have using possession with da, alternating between a household object (Chapter 6) and a symptom (this chapter).
3. Give a negative command telling someone not to do something because they are unwell, recycling Chapter 11's negative commands with kada.
Chapter Performance Task
Aikin Aiwatarwa
Ziyarar Asibiti — Clinic Visit
You are not feeling well and need to explain the problem and get advice. Complete both the oral and written components:
- Oral component: Without notes, role-play a clinic or pharmacy visit with a partner. Describe at least two symptoms using the structures from this chapter, state one thing you cannot do because of how you feel using iya, and respond to at least one piece of advice given with dole ne. Include one polite request for help using don Allah ka/ki taimaka mini.
- Written component: Write a 70-90-word Hausa message to a friend or teacher explaining why you missed an activity due to illness. The message should read as a short connected text, not a list of sentences. Use at least one symptom statement, one body-part possession phrase with a correct linker, one iya statement, one dole ne statement, and one idan sentence.
Evaluation criteria: correct selection of symptom structure (jin, da, or linked noun phrase); correct genitive linker for body-part possession; correctly formed iya and dole ne statements; correctly formed idan sentence with a result clause limited to previously taught grammar; accurate use of the mini request frame; accurate Boko spelling including hooked letters; natural, connected paragraph organization.
Answer Key / Amsoshi
Atisayen A — Zaɓi madaidaicin tsari
- Ina jin gajiya.
- Ina da mura.
- Ciwon kai.
- Ina jin ciwo a ƙirji.
Atisayen B — Mallakar jiki
- kan Bilkisu
- ƙafar Sani
- hannunta
- cikinsa
Atisayen C — Iya da rashin iya (sample answers)
- Ina iya tafiya wurin aiki yau. / Ba na iya tafiya wurin aiki yau.
- Ina iya kwana sosai. / Ba na iya kwana sosai domin tari.
Atisayen D — Dole sentences (sample answers)
- Dole ne ka huta.
- Dole ne in ga likita.
- Dole ne mu sha magani kowace rana.
Tambayoyin fahimta na tattaunawa (Dialogue comprehension)
- Amina describes feeling feverish (zazzaɓi) and having a headache (ciwon kai).
- Zainab asks whether Amina is able to go to the hospital today; Amina responds that she cannot just stay home and must see a doctor, implying ability/inability through context and the following dole ne statement.
- The doctor tells Amina to rest well, drink plenty of water, and take the medicine every day.
- Idan ba ki ji daɗi bayan kwana uku, ki dawo nan. Condition: if she does not feel better after three days. Result: she should come back.
- Mini itself does not appear; the doctor uses taimaka wa kanki ("help yourself") instead, which is a different, reflexive-style phrase rather than the basic indirect-object frame taught in this chapter — students should note this as a recognition-only variation.
Kula na sauraro (Listening responses)
Kula na A: Medicine for a headache; take two tablets morning and evening; best taken after eating.
Kula na B: (1) Stomach pain since morning. (2) Rest and drink hot water. (3) If the pain does not go away after two days.
Kula na C: (a) F — the pain is in the foot, not the hand. (b) T. (c) T.
Tambayoyin karatu (Reading comprehension)
- Patients can come see a doctor from eight to ten in the morning; everyone must bring their hospital card.
- Patients with severe fever or severe pain should come immediately, without waiting for an appointment.
- The writer describes stomach pain that began the previous night.
- The writer's mother said he or she must rest at home until tomorrow.
- Dole ne kowa ya kawo katin asibiti (Rubutu na 1) — necessity of bringing a hospital card. Mahaifiyata ta ce dole ne na huta a gida har gobe (Rubutu na 2) — necessity of resting at home.
- Rubutu na 1: Idan kuna jin zazzaɓi mai ƙarfi ko kuna jin ciwo mai tsanani, ku zo nan take. Condition: severe fever or severe pain. Result: come immediately. Rubutu na 2: Idan har yanzu ina jin ciwo gobe, za mu je asibiti. Condition: still feeling pain tomorrow. Result: going to the hospital.
Bitar gaba ɗaya — Sashi na B
- (a) jin (b) da (c) Ciwon
- (a) kan Bashir (b) ƙafar Maryam
- Sample: Ina iya zuwa makaranta yau. / Ba na iya zuwa makaranta yau.
- Sample: Dole ne ka/ki huta.
- Sample answer: Hausa expresses symptoms through several existing structures — jin plus a symptom for a felt sensation, possession with da for a named condition, and a linked noun phrase for naming an affected body part — rather than through one dedicated verb the way English uses "to hurt."
Bitar gaba ɗaya — Sashi na D (sample paragraph)
Sannu. Yi haƙuri, ban iya zuwa makaranta ba yau. Ina jin ciwon ciki sosai tun jiya da dare. Ba na iya cin abinci sosai. Mahaifiyata ta ce dole ne na huta a gida yau. Idan ciwon bai tafi ba gobe, za mu je asibiti. Na gode da fahimtarka.
Other accurate, well-formed messages are equally acceptable. Use the editing checklist to evaluate your work.
Looking Ahead
Abin da ka/ki koya yanzu — What you know now
You can now identify common body parts with correct gender and plural forms; describe symptoms using jin, possession with da, and linked noun phrases; express ability and inability with iya; express necessity with dole ne; link body parts to possessors using the genitive linkers from Chapter 4; and make a basic polite request for help using the indirect-object frame mini. You have also continued to recycle possession and existence structures from Chapter 6, negative commands from Chapter 11, and conditional idan sentences from Chapter 12 — proof that each new chapter builds directly on what came before rather than starting over.