Jiya da Makon da Ya Gabata
Chapter Objectives
By the end of this chapter, you will be able to:
- State what you and others did yesterday or last week using general completive subject-pronoun forms.
- Sequence several completed events using narrative connectors such as da farko, bayan haka, sannan, and a ƙarshe.
- Say what did not happen using the negative completive construction with ba … ba.
- Ask information questions about completed events using relative completive subject-pronoun forms.
- Use direct-object pronouns with verified completive verb forms in high-frequency frames.
- Write a connected 130–160-word account of completed events using appropriate completive forms, negative completive where needed, and sequencing connectors.
- Distinguish the completive subject-pronoun forms from the continuative forms you have already studied, both in pronunciation and in meaning.
Communication Scenario
A friend you have not seen since last week asks you what you have been up to. You want to describe five or six things you did: where you went, what you ate, who you saw, what you bought at the market, whether you rested — and also one thing that did not happen. This chapter prepares you to tell that kind of story accurately in Hausa.
- In Chapters 3 and 7 you learned that Hausa subject forms carry aspect information — the form itself tells you whether an action is ongoing or being identified in a particular context. Chapter 16 introduces a new set of subject forms: the completive forms, which signal that an event is viewed as completed. Completive meaning is carried by the subject-pronoun form, not by an ending added to the lexical verb. This is a central difference from the way English "I walked," "she ate," or "they bought" signals completion through a past ending on the verb.
- Information questions about completed events often require a different subject-pronoun form — the relative completive — because the questioned element is extracted from its usual position in the sentence. You first saw the principle of ordinary-versus-relative forms applied to origin questions in Chapter 3 and to continuative questions in Chapters 6 and 9. This chapter makes the contrast fully explicit for completive contexts. Learn each question pattern as a complete meaningful construction before focusing on its internal structure.
Core Vocabulary
Kalmomi na lokaci — Time expressions for completed events
These time expressions anchor a completed event in the recent past. They are used at the beginning of a sentence or clause, before the subject-pronoun form and verb, or at the end of the clause. Hausa word order is generally flexible for time adverbials.
| Hausa | English | Note |
|---|---|---|
| jiya | yesterday | most frequent time word in this chapter |
| jiya da safe | yesterday morning | combines jiya with the time-of-day expressions from Chapter 7 |
| jiya da rana | yesterday during the day / yesterday afternoon | |
| jiya da dare | yesterday evening / last night | |
| makon da ya gabata | last week | literally "the week that passed" |
| ran Litinin / ran Talata etc. | on Monday / on Tuesday | ran + day name; days from Chapter 7 |
| kwanan nan | recently, the other day | informal; used for events within the last few days |
| bara | last year | recognition only at this stage |
Ayyukan da aka yi — Common completed activities
These verbs and their verbal nouns are all drawn from Chapters 7–15. The completive chapter does not introduce a large block of new verbs; instead, it teaches you to use familiar verbs in the new completive construction. The verbal noun is listed here as a reminder, since you have used it in continuative contexts since Chapter 7.
| Citation verb | Verbal noun | English |
|---|---|---|
| tafi | tafiya | go, travel |
| zo | zuwa | come |
| dawo | dawowa | come back, return |
| yi | yi | do, make |
| ci | cin | eat |
| sha | shan | drink |
| saya | saya | buy |
| gani | gani | see |
| sadu da | saduwa | meet (someone) |
| karanta | karanta | read |
| rubuta | rubuta | write |
| zauna | zauna | sit; stay; live |
| fita | fita | go out |
| shiga | shiga | enter, go in |
| tambayi | tambaya | ask (someone) |
| gama | gama | finish |
| fara | fara | begin, start |
| taimaka | taimako | help |
| kawo | kawo | bring |
| ɗauka | ɗauka | take, carry |
| biya | biya | pay |
| duba | duba | look at, check, examine |
In the completive, most of these verbs appear in their citation form before a noun object and in a slightly modified form before a direct-object pronoun. Section 16.4 explains the object-conditioned alternations for the most frequent verbs in this chapter.
Haɗin labari — Narrative sequence connectors
| Hausa | English | Position |
|---|---|---|
| da farko | first, at first | sentence-initial; introduces the first event |
| sannan | then, next, after that | sentence-initial; reviewed from Chapter 7 |
| bayan haka | after that | sentence-initial |
| a ƙarshe | finally, at the end | sentence-initial; closes a sequence |
| kafin haka | before that | introduces an event that preceded the main sequence |
| a wannan rana | on that day | anchors a sequence to a stated day |
| har | until, even, as far as | used with a time expression: har da yamma = until evening |
Kalmomi don kwatanta labari — Additional narrative vocabulary
| Hausa | English |
|---|---|
| dare | night; evening |
| hutu | rest; holiday; the verbal noun of hutawa / huta (to rest) |
| lafiya | health, well-being; lafiya lau = very well |
| gida | home, house (reviewed from Chapter 6) |
| aiki | work, job (reviewed from Chapter 14) |
| kasuwa | market (reviewed from Chapter 9) |
| aboki / abokai | friend (m. sg.) / friends (pl.); reviewed from Chapter 4 |
| dangi | relative, family member |
| labari | news, story, report |
| hanya | road, path, route (reviewed from Chapter 11) |
| mota | car (reviewed from Chapter 11) |
Pronunciation and Boko
Tone and vowel length in completive subject-pronoun forms
The completive subject-pronoun forms are short words — often one syllable — and their tone and vowel length are crucial to correct meaning. Two pairs require special care from English-speaking learners.
The first-person singular general completive form nā (I completed …) must be distinguished from the first-person singular continuative ina (I am …-ing). Both are short and appear in the same sentence position before the lexical verb or verbal noun. The difference is carried by the form itself: nā tafi means "I went / I have gone," while ina tafiya means "I am going / I go." Similarly, the first-person plural completive mun differs from the continuative muna. Listen carefully to your audio source and your instructor for the verified tone pattern of each form.
The third-person masculine singular completive yā must also be distinguished from the continuative yana. The completive is a single syllable with a long high-tone vowel; the continuative has two syllables. These are not interchangeable: yā tafi means "he went," while yana tafiya means "he is going." The difference in meaning is real and important — choose the correct form for the time reference and viewpoint of your sentence.
Several completive and subjunctive forms look similar in print but differ in tone and vowel length. For example, the first-person singular subjunctive in (that I …) and the completive nā are clearly different in sound, but the third-person forms can feel similar to learners at first. Pay attention to the vowel: completive yā has a long vowel, while the subjunctive third-person form has a short one. As with all Hausa grammatical contrasts, verify by listening rather than by reading the Boko alone, since ordinary Boko does not mark the length distinction. Your instructor or audio source is the reference for tone and length throughout this chapter.
Tone in narrative: pausing at connectors
When narrating a sequence of events, the connectors da farko, sannan, bayan haka, and a ƙarshe function as natural pause points. Pause briefly after each connector and let your pitch drop slightly before beginning the next clause. Practice reading the narrative examples in Section 16.3 aloud, marking the pause points before you speak. This rhythm helps your listener track the sequence of events.
Vowel length in the negative completive
The negative completive construction involves a negative prefix that precedes the verb and a final ba that closes the construction. The negative prefix for the first-person singular is ban — a short form with a specific tone pattern. Do not confuse it with ba alone (which appears as the second element of many negations) or with the separate word ba meaning "not" in other contexts. Each element of the negative completive has a verified form; listen for both parts rather than focusing only on the initial ban.
Grammar Instruction
16.1 The general completive: what it is and how it works
Purpose: state who did what, framing the action as completed.
Hausa completive meaning is expressed through a dedicated set of subject-pronoun forms — not through an ending added to the lexical verb. Compare English: "I walked to the market" signals completion through the -ed ending on walk. Hausa signals completion through the subject form itself: nā tafi kasuwa. The verb tafi (go) does not change; the subject form nā carries the completive information.
The table below shows the general completive subject-pronoun forms alongside the continuative forms you already know. Both columns are provided so you can see the contrast clearly. Study both, then focus your active practice on the completive column for this chapter.
| Person and gender | Continuative (Ch. 7) | General completive (Ch. 16) | English equivalent |
|---|---|---|---|
| 1st sg. (I) | ina | nā | I … (completed) |
| 2nd sg. masc. (you, m.) | kana | kā | you … (completed, m.) |
| 2nd sg. fem. (you, f.) | kina | kin | you … (completed, f.) |
| 3rd sg. masc. (he) | yana | yā | he … (completed) |
| 3rd sg. fem. (she) | tana | tā | she … (completed) |
| 1st pl. (we) | muna | mun | we … (completed) |
| 2nd pl. (you pl.) | kuna | kun | you all … (completed) |
| 3rd pl. (they) | suna | sun | they … (completed) |
Tone and vowel length note: The forms above are standard Kano-based Hausa. The tone and vowel length of each form must be verified through listening and audio modeling; the Boko spelling does not fully represent these distinctions. Flag for expert review: the precise tone pattern of each completive subject form as written in this table, and any variant forms used in different but closely related registers or teaching traditions, should be confirmed by a qualified Hausa-language specialist before audio production.
In the completive, the lexical verb typically follows the subject form directly. A noun object follows the verb. A time expression may appear at the start of the sentence or at the end:
- Nā tafi kasuwa jiya.I went to the market yesterday.nā (1sg completive) + tafi (verb) + kasuwa (noun object) + jiya (time)
- Yā ci abinci a gida.He ate food at home.yā (3sg.m completive) + ci (verb) + abinci (noun object) + a gida (location)
- Tā sadu da abokin ta jiya da dare.She met her friend last night.
- Mun gama aiki da yamma.We finished work in the evening.
- Sun dawo gida da dare.They returned home at night.
- Jiya, kā sha ruwa da yawa?Did you (m.) drink a lot of water yesterday? (yes/no question — rising intonation)
This is the single most important point in Chapter 16. When an English speaker hears "I went" or "she ate," the past-tense signal is the verb ending (went, ate). In Hausa, the lexical verb itself does not carry that signal. The form tafi is the same whether you say nā tafi (I went) or you will later say — in a future construction — that someone is going to go. What changes is the subject form: nā signals "I, completed"; the future subject form signals "I, future." Keep your attention on the subject-pronoun form whenever you want to convey completive meaning. If you use a continuative form instead (ina tafi), you say "I am going," not "I went." The two forms are not interchangeable.
16.2 The negative completive
Purpose: state that a completed action did not happen, using a construction-specific negative pattern.
Hausa negation is construction-specific. The completive has its own negative pattern, which is different from the continuative negation you learned in Chapter 8. The completive negative uses a discontinuous construction: a negative element that combines with or precedes the subject, followed by the verb, followed by a final ba that closes the construction. Both elements — the initial negative and the final ba — are required. Omitting the final ba produces an incomplete sentence.
| Person and gender | Negative completive form | Example with yi | English meaning |
|---|---|---|---|
| 1st sg. (I) | ban … ba | Ban yi ba. | I did not do it. |
| 2nd sg. masc. (you, m.) | bà ka … ba | Bà ka yi ba. | You (m.) did not do it. |
| 2nd sg. fem. (you, f.) | bà ki … ba | Bà ki yi ba. | You (f.) did not do it. |
| 3rd sg. masc. (he) | bài … ba | Bài yi ba. | He did not do it. |
| 3rd sg. fem. (she) | bà ta … ba | Bà ta yi ba. | She did not do it. |
| 1st pl. (we) | bà mu … ba | Bà mu yi ba. | We did not do it. |
| 2nd pl. (you pl.) | bà ku … ba | Bà ku yi ba. | You all did not do it. |
| 3rd pl. (they) | bà su … ba | Bà su yi ba. | They did not do it. |
Flag for expert review: The precise written forms of the negative completive paradigm — particularly the representation of the initial negative element (whether ban vs. bà na, bài vs. bà ya, etc.) — vary somewhat across teaching traditions and reference grammars for Kano-based Hausa. The forms above represent the most commonly cited standard; a qualified Hausa-language specialist should verify and normalize these forms before final publication, and tone patterns for each negative form must be confirmed through audio review.
- Ban tafi kasuwa ba jiya.I did not go to the market yesterday.
- Bài ci komai ba a yamma.He did not eat anything in the evening.
- Bà mu sadu da su ba.We did not meet them.
- Bà ta dawo ba har dare.She did not return until nighttime.
- Bà su gama aiki ba jiya.They did not finish work yesterday.
English speakers sometimes produce only the initial negative element and omit the closing ba: saying *Ban tafi kasuwa instead of Ban tafi kasuwa ba. This is incomplete. The closing ba is not optional; it is the second bracket of a discontinuous negative construction. Think of the two elements together as a frame around the verb phrase: [negative + subject] … verb … [ba]. Every completive negative sentence in this chapter must include the closing ba. Check for it every time you write a negative sentence in your revision checklist.
16.3 Sequencing completed events with narrative connectors
Purpose: connect a series of completed events into a clear, readable narrative using sequencing connectors.
The connectors in the vocabulary table above are placed at the beginning of a sentence or clause and followed by the completive subject form and verb. They do not change the form of the subject or verb; they simply signal the order of events to the listener or reader. Here is a short model narrative:
Labarin jiya na Musa (Musa's story of yesterday)
Jiya, Musa yā fara aiki da safe. Da farko, yā sha kofi kuma yā karanta labarun yau. Sannan yā tafi ofis ɗinsa. A ofis, yā yi ayyuka masu yawa. Bayan haka, yā fita kasuwa da rana. Yā saya kayan miya da kayan abinci. A ƙarshe, yā dawo gida da yamma. Yā ci abinci tare da iyalinsa. Ban sadu da shi ba a wannan rana — ban sani ba cewa yana can.
New words for recognition: ofis = office; labarun yau = today's news; kayan miya = ingredients for soup/stew; kayan abinci = food items; iyalinsa = his family; ban sani ba = I did not know.
Notice how each sentence begins with a connector or a time phrase, followed immediately by the completive subject form (yā) and the verb. The final sentence switches to the first person (ban sadu da shi ba) — a negative completive — to contrast the narrator's experience with Musa's.
16.4 The relative completive in information questions
Purpose: ask who, what, where, when, and how much about a completed event, using the relative completive subject-pronoun form that the question structure requires.
You have already seen the principle that ordinary and relative forms alternate in Hausa. In Chapter 3, you learned that origin questions use a relative-continuative pattern. In Chapter 9, direct-object questions in continuative contexts introduced you to a second instance of the same principle. Chapter 16 makes this explicit for the completive: when a question word (or a focused element) is placed in front of the subject-pronoun and verb, Hausa uses a distinct set of relative completive forms rather than the general completive forms from Section 16.1.
The table below shows the relative completive forms. Compare them with the general completive forms to notice the pattern:
| Person and gender | General completive | Relative completive |
|---|---|---|
| 1st sg. | nā | na |
| 2nd sg. masc. | kā | ka |
| 2nd sg. fem. | kin | kika |
| 3rd sg. masc. | yā | ya |
| 3rd sg. fem. | tā | ta |
| 1st pl. | mun | muka |
| 2nd pl. | kun | kuka |
| 3rd pl. | sun | suka |
Flag for expert review: The tone and vowel length of relative completive forms must be verified against Kano-based Standard Hausa by a qualified specialist before audio production. The forms above represent the standard citation forms; a specialist should confirm that the written representations above correctly reflect the forms used in the designated instructional variety.
The relative completive is used when a question word (wa, me, ina, yaushe, nawa, and so on) precedes the subject-aspect slot in the sentence. Compare the ordinary statement with the corresponding information question:
| Ordinary statement (general completive) | Information question (relative completive) | English |
|---|---|---|
| Yā tafi kasuwa. | Ina ya tafi? | Where did he go? |
| Tā saya kaya. | Me ta saya? | What did she buy? |
| Sun ci abinci. | Yaushe suka ci abinci? | When did they eat? |
| Nā sadu da Amina. | Wa ka sadu da shi / ita? | Who did you (m.) meet? |
| Mun biya kuɗi. | Nawa muka biya? | How much did we pay? |
| Kā dawo da yamma. | Yaushe ka dawo? | When did you (m.) return? |
Information question: question word + relative completive subject form + verb
Use the general completive (yā, tā, mun, etc.) in ordinary statements. Use the relative completive (ya, ta, muka, etc.) when a question word or focused element comes first. Never mix the two sets within the same clause.
You first encountered the general-versus-relative principle in Chapter 3, where origin questions used a relative-continuative form (Daga ina kake?). In Chapters 6 and 9 you saw the same principle applied to possession and object questions. Chapter 16 applies the same organizing principle to the completive. The alternation is consistent: whenever a question word or focused element precedes the subject-pronoun slot, Hausa selects the relative form of that aspect's subject-pronoun set. The completive relative forms are a new set of words to learn, but the grammatical rule governing when to use them is one you have been building since Chapter 3.
16.5 Direct-object pronouns with completive verb forms
Purpose: replace a previously mentioned noun object with a direct-object pronoun in completive sentences, using the correct verb form for the pronoun context.
You learned direct-object pronouns in Chapter 9. This section reviews their forms and shows how they combine with completive constructions. As with the continuative, a Hausa verb may take a different form before a direct-object pronoun than it does before a noun object or before no object at all. Chapter 9 introduced this principle; this section applies it to the completive.
The direct-object pronouns are the same pronouns you learned in Chapter 9:
| Person and gender | Direct-object pronoun |
|---|---|
| 1st sg. (me) | ni |
| 2nd sg. masc. (you, m.) | ka |
| 2nd sg. fem. (you, f.) | ki |
| 3rd sg. masc. (him, it [m.]) | shi |
| 3rd sg. fem. (her, it [f.]) | ta |
| 1st pl. (us) | mu |
| 2nd pl. (you pl.) | ku |
| 3rd pl. (them) | su |
For the verbs most frequently required in this chapter's completive contexts, the object-conditioned forms are listed below. This is a small teaching set; not every verb in the vocabulary table has its object forms listed here, because the full range of object-conditioned alternations belongs to the content ledger and production notes rather than the learner-facing chapter. Focus active production on the verbs below.
| Verb | Before noun object | Before direct-object pronoun | Example with shi |
|---|---|---|---|
| gani (see) | gani + noun | gan + pronoun | Nā gan shi. (I saw him.) |
| yi (do) | yi + noun | yi + pronoun | Yā yi shi. (He did it.) |
| kawo (bring) | kawo + noun | kawo + pronoun | Tā kawo ta. (She brought it [f.].) |
| ɗauka (take, carry) | ɗauka + noun | ɗauke + pronoun | Mun ɗauke shi. (We took it [m.].) |
| biya (pay) | biya + noun | biya + pronoun | Sun biya mu. (They paid us.) |
Flag for expert review: The object-conditioned forms of gani, ɗauka, and other verbs listed above must be verified against Kano-based Standard Hausa. In particular, the grade-related alternation producing gan before a direct-object pronoun (versus gani before a noun) should be confirmed by a specialist. Learners encountering verbs not listed above should use the noun-object form and note them for later study; do not apply the alternation by analogy.
- Nā gani shi a kasuwa jiya.I saw him at the market yesterday.nā (1sg completive) + gan (object-conditioned form) + shi (3sg.m DO pronoun)
- Yā ɗauke shi zuwa gida.He took it (m.) home.
- Mun biya su duka.We paid them all.
- Bài kawo ta ba.He did not bring it (f.).negative completive + verb (noun-object form retained before pronoun for this verb) — flag for review
Practice exercises
Atisayen A — Canja zuwa completive (Convert to completive):
Rewrite each continuative sentence as a completive statement. Change the subject form; the verb and the rest of the sentence remain the same. Add jiya at the end of each sentence.
- Ina tafiya kasuwa. →
- Yana cin abinci. →
- Muna karanta littafi. →
- Tana sha ruwa. →
- Suna dawowa gida. →
Atisayen B — Mara gaskiya (Negation):
Write the negative completive of each sentence. Remember to include both the initial negative element and the closing ba.
- Nā tafi ofis jiya.
- Yā ci abinci da yamma.
- Mun sadu da su a wannan rana.
- Kin gama aiki da safe.
- Sun biya kuɗi a kasuwa.
Atisayen C — Tambayoyin labari (Information questions):
For each sentence, write an information question that asks about the underlined element. Use the correct relative completive form for the subject.
- Yā tafi kasuwa jiya. → Ina ___ ?
- Tā saya riga. → Me ___ ?
- Mun dawo gida da dare. → Yaushe ___ ?
- Nā sadu da Hauwa a ofis. → Wa ka sadu da shi/ita?
- Kā biya naira dubu biyu. → Nawa ___ ?
Atisayen D — Haɗin labari (Narrative construction):
Put these five events in a logical order and write them as a connected paragraph using da farko, sannan, bayan haka, and a ƙarshe. Add appropriate completive forms and a time expression of your choice.
- dawo gida (return home)
- ci abinci da dare (eat in the evening)
- tafi kasuwa (go to the market)
- farka da safe (wake up in the morning)
- saya kaya kasuwa (buy goods at the market)
Model Dialogue
Yanayin hali: Zainab ta dawo daga tafiya zuwa Kaduna. Abokinta Farida ta zo ziyartarta a gida. Suna zaune a ɗakin zama suna magana.
(Setting: Zainab has returned from a trip to Kaduna. Her friend Farida has come to visit her at home. They are sitting in the living room talking.)
Vocabulary notes for the dialogue: sannu da zuwa = welcome (lit. "greetings with [your] coming"); gaji = be tired; daddawa = a locust-bean condiment (here used in safe da daddawa, meaning "late in the morning," a common Hausa time expression — flag for review); ziyarci = to visit (a place or person; verbal noun: ziyara); mai dadi = delicious, sweet; kwanaki uku = three days; taro = meeting; ɗan'uwa = brother (lit. "son of the [same] mother"); tashi = to depart, to set off; isa = to arrive; tsakar dare = midnight; Subhanallah = an Arabic-origin exclamation expressing admiration or surprise, common among many Hausa speakers — not universal; Yaushe ki dawo? uses the relative completive ki because yaushe precedes the subject.
Grammar notes for the dialogue: Mē ki yi a can? — note the relative completive ki (2sg.f) following the question word mē (what). Ina ku zauna? — relative completive 2pl ku follows ina. Yaushe ki dawo daidai? — relative completive 2sg.f. These are natural patterns to notice and learn as complete questions; their internal analysis is part of what you are building in Section 16.4.
Tambayoyin fahimta — Comprehension questions:
- When did Zainab return to Kano, and how did she feel when she arrived?
- What did Zainab do on Monday in Kaduna? Name at least two things.
- What did Zainab buy at the market?
- Find the sentence in which Zainab says they did not rest much. Write it in Hausa and identify the negative completive elements.
- Find two examples of the relative completive in the dialogue. Write each question in Hausa and identify the question word and the relative completive form.
- What time did Zainab finally arrive home?
Listening
Ask your instructor, a partner, or a text-to-speech tool to read the following short accounts aloud, twice each. Complete the tasks after listening.
Sauraro na A — Me Sadiq ya yi jiya?
"Jiya, Sadiq yā farka da safe. Yā sha shayi kuma yā ci burodi. Sannan yā tafi makaranta. Yā karanta littafi ɗaya kuma yā rubuta wasika ga abokinsa. Bayan haka, yā dawo gida da rana. A ƙarshe, yā ci abinci da dare tare da iyalinsa. Bài fita waje ba da dare — yā yi hutu a gida."
Sauraro na B — Tambaya da amsa
"Me ki yi makon da ya gabata?" — "Na tafi kasuwa tare da inna na ran Asabar. Mun saya kayan abinci da tufafi. Sannan mun dawo gida da rana. Bà mu sadu da Maryam ba — ban ga shi ba a kasuwa." — "To. Ina Maryam take?" — "Ban sani ba daidai. Ita ta tafi Zaria, ina tsammani."
Sauraro na C — Labari gajere
"Ran Litinin, Yusuf yā tashi daga Kano da safe. Yā isa Niamey da yamma bayan tafiya mai tsawo. A Niamey, yā sadu da danginsa na can. Suka zauna tare kwana ɗaya. Bayan haka, suka tafi ziyara a cikin gari. Suka gan abokai da yawa. A ƙarshe, Yusuf yā dawo Kano da Talata da dare."
Kula na A — Tsarin ayyuka (Ordering events): Listen to Sauraro na A. Write the events Sadiq completed in the correct order: (a) ate bread; (b) returned home; (c) had dinner with family; (d) went to school; (e) drank tea; (f) read a book and wrote a letter. Then write the one thing he did not do and identify the negative completive form used.
Kula na B — Amsoshi (Answers): Listen to Sauraro na B. Answer in Hausa: (1) Tare da wa ta tafi kasuwa? (2) Me suka saya? (3) A ina Maryam take, ina tsammani? (4) Write the negative completive sentence used in this listening passage.
Kula na C — Gaskiya ko ƙarya? (True or false?): Listen to Sauraro na C. Mark T (true) or F (false). Correct the false statements in Hausa.
(a) Yusuf yā tashi daga Niamey. (b) Yā isa Niamey da dare. (c) Suka zauna a Niamey kwana biyu. (d) Yusuf yā dawo Kano da Talata.
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. They are written for learners at this stage of the course and use only grammar you have studied. As you read, identify the completive subject forms, the negative completive constructions, and the narrative connectors in each text.
Rubutu na 1 — Jerin rubutun Aisha (Aisha's diary entry)
Ran Laraba, makon da ya gabata.
Yau na rubuta game da ran Talata. Da farko, na farka da wuri — tun gabannin alfijir. Na yi addu'a kuma na sha shayi. Sannan na tafi kasuwa da safe kafin zafi sosai ya zo. Na saya kayan abinci: kifi, albasa, tumatir, da kayan miya. Na biya naira ɗari takwas duka.
Bayan haka, na dawo gida kuma na fara dafa abinci. Na gama dafawa da rana. Na ci abinci tare da 'yan'uwana mata. A ƙarshe, da yamma, na tafi ziyartar mahaifiyata. Ta yi farin ciki sosai da ganin ni. Bà ta gani ni ba tun mako guda.
New words for recognition: tun gabannin alfijir = before dawn; addu'a = prayer; kifi = fish; albasa = onion; tumatir = tomato; dafa = to cook; dafawa = cooking; 'yan'uwa mata = sisters; farin ciki = happiness (ta yi farin ciki = she was happy); tun mako guda = for a full week.
Rubutu na 2 — Saƙo a wayar hannu (A phone message)
Sannu Ibrahim. Ina fata lafiya. Na taba aika saƙo jiya amma bài isa ba, ina tsammani. Mun tafi wurin biki na Maryam da Sule ran Juma'a. Tafiyar ta yi kyau. Mun sadu da abokai da dangi da yawa. Ku tafi ba tare da mu ba — kun yi hasara! Na gani Bashir a can. Ya tambaye ni game da kai — ya ce ba shi ga ka makon da ya gabata. Kai, ina kake? Rubuta mini ko kira ni.
New words for recognition: taba aika = tried to send / did send (here taba expresses that an action was attempted or performed — recognition only); biki = celebration, party; kun yi hasara = you all missed out; game da kai = about you; kira ni = call me.
Tambayoyin fahimta — Comprehension questions:
- In Rubutu na 1, list the events of Aisha's Tuesday morning in the order she describes them.
- What did Aisha buy at the market, and how much did she pay in total?
- Find the negative completive sentence in Rubutu na 1 (near the end). Write it in Hausa and explain what it means.
- In Rubutu na 2, who is writing to whom, and what event did the writer attend?
- Find every completive subject form in Rubutu na 2. List each one and state the person and gender it represents.
- Find one example of a relative completive being implied or used in either text. Explain how you identified it.
Writing Workshop
- Karanta samfurin. Reread Rubutu na 1 (Aisha's diary entry) above. Underline every completive subject form. Circle every narrative connector. Put a box around every negative completive construction.
- Zaɓi rana. Choose a real or imagined day from last week. Note at least six events that happened on that day, in the order they occurred. Include at least one event that did not happen.
- Tsarawa. Organize your events into three groups: morning, afternoon, and evening. For each group, note which connector you will use to introduce each event and what completive subject form you will need.
- Rubuta farkon rubutunka. Write a diary entry of 130–160 Hausa words describing that day. Begin with a date line. Use at least four different narrative connectors, at least one negative completive sentence, and at least one use of a direct-object pronoun with a completive verb.
- Duba da jerin bincike. Check your draft against the editing checklist below before writing the final version.
- Rubuta siffa ta ƙarshe. Produce a clean final version for your portfolio.
Jerin binciken gyara — Editing checklist:
- Every completed event uses the correct general completive subject form — not a continuative form, not an independent pronoun.
- Every negative completive sentence includes both the initial negative element (e.g., ban, bài, bà mu) and the closing ba.
- Any information question in the text uses the relative completive form rather than the general completive form after the question word.
- Direct-object pronouns appear in the correct form (e.g., shi, ta, su) and the preceding verb uses the appropriate object-conditioned form where required.
- At least four narrative connectors are used and placed correctly at the start of a sentence or clause.
- Hooked letters (ɓ, ɗ, ƙ) and 'y are written correctly wherever they appear, including in words such as ɗauka, ƙarfi, and a ƙarshe.
- Person names and place names are capitalized correctly.
- Each sentence ends with a full stop.
- The text reads as a connected narrative, not as a numbered list of events.
Speaking Practice
Atisaye na ƙa'ida — Controlled practice: form drills
With a partner, take turns transforming sentences between continuative and completive. Partner A says a continuative sentence (e.g., Ina tafiya kasuwa); Partner B converts it to the completive and adds jiya (e.g., Nā tafi kasuwa jiya). Then switch. Do at least ten exchanges before moving to the next activity.
Tambayoyi da amsoshi — Information-question practice
Partner A tells a short story of three completed events (speaking spontaneously, not reading from notes). Partner B asks three information questions using different question words (ina, me, yaushe, nawa, wa). Partner A answers. Then switch roles. Pay attention to using the relative completive form in every question and listen for it in your partner's questions.
Labari na makon da ya gabata — Last-week narrative
Without notes, describe what you did last week in Hausa. Include at least five completed events in sequence, at least one negative (something you did not do), and a conclusion using a ƙarshe. Your partner listens and then asks two follow-up questions. Answer those questions spontaneously.
Madadin karatu kai tsaye — Solo alternative
Record yourself telling a 90-second account of a completed real or imagined day. Listen back and check: (1) Did you use completive forms, not continuative forms, for completed events? (2) Did any negative completive sentences include the closing ba? (3) Did you use at least three narrative connectors to sequence the events? Note any corrections and re-record one of the sequences.
Culture and Communication
Exchanging accounts of what has happened since the last time two people met is a natural and valued part of social interaction in many Hausa-speaking communities, as it is in many parts of the world. Asking about someone's trip, health, household, or recent activities signals continued interest and care. These exchanges are often preceded by appropriate greetings and an inquiry after the other person's well-being before moving into the details of what happened. Practice the model dialogue's opening — sannu da zuwa followed by a health inquiry — as a social skill alongside the grammar of narrating events.
The length and depth of such exchanges vary by relationship, time available, and setting. A brief catch-up between colleagues at work may focus on a single key event; a visit between close friends or family members may involve a detailed account of several days. Neither is more or less authentically Hausa — the social context determines the expected depth of narration.
Travel between major Hausa-speaking cities — Kano, Kaduna, Katsina, Sokoto, Zaria in northern Nigeria; Niamey, Maradi, Zinder in Niger — is a common topic of everyday conversation. These cities are connected by road, air, and in some areas rail, and people regularly travel between them for trade, family visits, religious observances, and work. The distances involved mean that a trip may take several hours by road or a short flight by air, and the journey itself often features in the account of the trip. Vocabulary for departure (tashi), arrival (isa), and the road or route (hanya) appears naturally in completed-event narration about travel.
The completive forms taught in this chapter are those of Kano-based Standard Hausa. Other Hausa-speaking communities and some learner materials may present slightly different forms or spellings for the completive paradigm — in particular, the written representation of tone differences that distinguish general completive from relative completive forms can vary across reference grammars and teaching traditions. If you encounter a form in authentic speech or reading that looks different from what you have learned here, note it as a potential regional or register variant rather than treating it as an error in either direction. The forms in this chapter are the productive standard for this course; expert review should confirm them before audio production.
Common Mistakes
Error: *Ina tafi kasuwa jiya. (using the continuative form ina with a past time word)
Correction: Nā tafi kasuwa jiya. — The continuative form ina signals an ongoing or regular activity ("I am going / I go"). A completed event in the past requires the completive form nā. Adding jiya (yesterday) or another past time word to a continuative form does not produce a past meaning in Hausa; it produces a contradiction or an odd sentence. Change the subject form, not just the time word.
Error: *Ban tafi kasuwa. (omitting the closing ba)
Correction: Ban tafi kasuwa ba. — The negative completive is a discontinuous construction that requires both the initial negative element and the closing ba. Stopping after the verb leaves the sentence structurally incomplete. This is one of the most consistent errors English speakers make with Hausa negation. Use your editing checklist to check every negative completive sentence before submitting written work.
Error: *Ina yā tafi? (using the general completive yā after a question word)
Correction: Ina ya tafi? — When a question word precedes the subject-pronoun form, use the relative completive form (ya for 3sg.m, not yā). The difference between yā and ya is tonal and/or in vowel length — it may not be visible in unmarked Boko, which is one reason this error is so easy to make in writing. In speech the distinction is real; your audio model is the reference. In writing, make a habit of checking: is there a question word before this subject form? If so, use the relative completive.
Error: Assuming that because gani becomes gan before a direct-object pronoun, other verbs follow the same pattern — for example, writing *dub shi instead of duba shi, or *say shi instead of sayi shi.
Correction: Do not generalize the object-conditioned alternation by analogy. The alternation is grade-related and applies differently to different verbs. This chapter teaches only the verified set in Section 16.5. For verbs not in that set, use the noun-object (citation) form and mark the sentence for later expert correction. Producing an incorrect form is worse than producing a slightly less natural form, because incorrect forms can genuinely impede comprehension.
Error: *Nā tafiye or *Yā ciyed — adding an invented ending to the verb to signal past meaning.
Correction: The lexical verb does not carry completive information in Hausa. Do not add any suffix to the verb to make it past. The completive subject form (nā, yā, mun, etc.) is the only required signal of completed meaning. The verb form itself stays the same as in a continuative or other construction. This is a predictable transfer error from English, where past endings on verbs are required. Actively resist the instinct to mark the verb itself.
Chapter Review
Sashi na A — Kalmomi (Vocabulary)
1. Give the Hausa for: yesterday, yesterday morning, last week, recently, on Monday.
2. Give the Hausa for the following narrative connectors: first, then, after that, finally, before that.
3. Give the verbal noun for each verb: tafi, zo, ci, sha, gama.
4. Give the Hausa for: friend (m. sg.), relative (family member), news/story, road/route.
Sashi na B — Nahawu (Grammar)
1. Write the general completive subject-pronoun forms for: 1st sg., 3rd sg. masc., 1st pl., 3rd pl.
2. Write a completive sentence for each:
(a) I ate rice yesterday. (b) She returned home last night. (c) They went to the market last week.
3. Negate each sentence in (2) using the correct negative completive construction.
4. Write an information question for each underlined element:
(a) Yā tafi Kano. (b) Tā saya riga. (c) Mun dawo da dare.
5. Explain in your own words why Hausa does not require a past-tense ending on the lexical verb to express completed meaning.
6. Write a four-sentence narrative paragraph using the connectors da farko, sannan, bayan haka, and a ƙarshe. Include at least one negative completive sentence.
Sashi na C — Karatu (Reading)
1. Reread Rubutu na 1 (Aisha's diary). List every completive subject form you find and state the person and gender of each.
2. Find the negative completive sentence in Rubutu na 1. Write it in full and identify the negative element and the closing ba.
Sashi na D — Rubutu (Writing)
1. Write a 130–160-word account of what you did last week (real or imagined). Use at least four completive forms, at least one negative completive, at least one information question (or imagine a friend asking one and include both the question and your answer), and at least three narrative connectors.
Sashi na E — Magana (Speaking)
1. Without notes, describe what you did yesterday in at least five Hausa sentences. Then pause — your partner asks you an information question about one of the events, using a question word. Answer the question using the correct relative completive form.
Bitar gaba ɗaya — Cumulative review (continuative, future, existence, object pronouns)
1. For each situation, choose the correct subject-aspect form and write a complete sentence:
(a) What is Halima doing right now? (She is eating.)
(b) What did Halima do yesterday? (She ate rice.)
(c) What will Halima do tomorrow? (She will go to the market.)
(She did not eat in the evening.) — write this in the negative.
2. Replace the underlined noun with the correct direct-object pronoun and rewrite the sentence:
(a) Nā gan Sadiq a kasuwa. (b) Sun biya kuɗin. (c) Yā ɗauke laiman (the umbrella).
3. Combine the following into one connected exchange: a greeting, an inquiry about a recent trip, a response with two completed events, and a closing. Write it as a dialogue in Hausa.
Chapter Performance Task
Aikin Aiwatarwa
Labarin Makon da Ya Gabata — My Story of Last Week
A classmate or friend has been out of touch and wants to know what you have been up to. Complete both the oral and written components:
- Oral component: Without notes, give a two- to three-minute account of what you did last week — including at least five completed events in sequence, at least one thing you did not do, and a closing reflection. After your account, your partner asks three information questions using different question words. Answer each question using the correct relative completive form. Then switch roles.
- Written component: Write a 130–160-word connected account of the same events. The account should flow as a narrative paragraph or a short diary entry — not as a bulleted list. Include at least one negative completive sentence, at least one direct-object pronoun with a verified completive verb form, and at least four different narrative connectors.
Evaluation criteria: correct selection of general completive forms in statements; correct use of negative completive with both required elements; use of relative completive forms in information questions; verified object-conditioned verb form where applicable; narrative connectors used correctly to sequence events; accurate Boko spelling including hooked letters and 'y; the written account reads as connected narrative rather than isolated sentences.
Answer Key / Amsoshi
Atisayen A — Canja zuwa completive (sample answers)
- Nā tafi kasuwa jiya.
- Yā ci abinci jiya.
- Mun karanta littafi jiya.
- Tā sha ruwa jiya.
- Sun dawo gida jiya.
Atisayen B — Mara gaskiya (sample answers)
- Ban tafi ofis ba jiya.
- Bài ci abinci ba da yamma.
- Bà mu sadu da su ba a wannan rana.
- Bà ki gama aiki ba da safe.
- Bà su biya kuɗi ba a kasuwa.
Atisayen C — Tambayoyin labari (sample answers)
- Ina ya tafi jiya?
- Me ta saya?
- Yaushe muka dawo gida?
- Wa ka sadu da shi/ita a ofis?
- Nawa ka biya?
Atisayen D — Haɗin labari (sample narrative)
Jiya, da farko, nā farka da safe. Sannan nā tafi kasuwa. Nā saya kaya kasuwa. Bayan haka, nā dawo gida. A ƙarshe, nā ci abinci da dare. Other valid orderings and sentences are acceptable; the key requirements are correct completive forms, at least four connectors, and logical sequence.
Tambayoyin fahimta na tattaunawa (Dialogue comprehension)
- Zainab returned on Wednesday night; she was very tired when she arrived.
- On Monday, she met their relatives and went to the market together.
- She bought two gowns and food ingredients.
- Bà mu huta sosai ba saboda ayyuka da yawa. — Negative elements: bà mu (initial) and ba (closing) framing the verb huta.
- Example 1: Mē ki yi a can? — question word mē (what) + relative completive ki (2sg.f). Example 2: Ina ku zauna? — question word ina (where) + relative completive ku (2pl). Example 3: Yaushe ki dawo daidai? — question word yaushe (when) + relative completive ki (2sg.f).
- She arrived home a little after midnight.
Kula na sauraro (Listening responses)
Kula na A: Correct order: (e) drank tea → (a) ate bread → (d) went to school → (f) read a book and wrote a letter → (b) returned home → (c) had dinner with family. He did not go outside at night: Bài fita waje ba da dare.
Kula na B: (1) Tare da inna ta. (2) Suka saya kayan abinci da tufafi. (3) Ta tafi Zaria. (4) Negative completive: Bà mu sadu da Maryam ba. / Ban ga shi ba a kasuwa.
Kula na C: (a) F — He departed from Kano, not Niamey. (b) F — He arrived in Niamey in the evening, not at night. (c) F — They stayed one day (kwana ɗaya), not two. (d) T.
Tambayoyin karatu (Reading comprehension)
- In order: woke up before dawn; prayed; drank tea; went to market (before it got too hot); bought fish, onion, tomatoes, and ingredients.
- She bought: kifi, albasa, tumatir, da kayan miya. She paid naira ɗari takwas (800 naira) in total.
- Bà ta gani ni ba tun mako guda. — Her mother had not seen her for a full week. Negative elements: bà ta (initial) and ba (closing).
- The writer is writing to Ibrahim; they attended Maryam and Sule's celebration (biki).
- Completive forms in Rubutu na 2: Mun tafi (1pl), Mun sadu (1pl), Na gani (1sg), Ya tambaye (3sg.m), ya ce (3sg.m), bai ga (3sg.m neg — note this involves a relative context; flag for expert review).
- In Rubutu na 2: bai ga ka contains a relative completive-like form because it appears in a reported speech context after ya ce; this is a recognition-only observation. Accept any reasonable student answer with explanation.
Bitar gaba ɗaya — Sashi na B (sample answers)
- (a) Tana cin abinci yanzu. (continuative) (b) Tā ci shinkafa jiya. (completive) (c) Za ta tafi kasuwa gobe. (future) (d) Bà ta ci abinci ba da yamma. (negative completive)
- (a) Nā gan shi a kasuwa. (b) Sun biya su. (c) Yā ɗauke ta.
- Sample: Sannu, Musa. Kana lafiya? — Lafiya lau, na gode. Yaya tafiyar? — Tafiyar ta yi kyau. Da farko, na sadu da danginmu. Sannan mun tafi kasuwa tare. Madalla. Sai gobe.
Sashi na D — Rubutu (sample paragraph)
Makon da ya gabata, na yi ayyuka da yawa. Da farko, ran Litinin, na tafi ofis da safe kuma na yi taro. Sannan na dawo gida da rana. Ran Laraba, mun tafi kasuwa tare da inna. Mun saya kayan abinci da kayan miya. Bà mu saya tufafi ba — farashi ya yi yawa. Bayan haka, na dawo gida da sanya rana. A ƙarshe, ran Juma'a, na huta a gida duka rana. Na karanta littafi kuma na rubuta wasika ga abokin nawa da ke Niamey.
Other accurate, well-formed narratives are equally acceptable. Use the editing checklist to evaluate completive forms, negative completive completeness, and connector placement.
Looking Ahead
Abin da ka/ki koya yanzu — What you know now
You now have a working command of the general completive: you can state what you and others did, in the correct subject-pronoun form, with appropriate time expressions. You can negate a completed event using the full discontinuous ba … ba construction, sequence events with narrative connectors, and ask information questions about completed events using relative completive forms. You have also placed direct-object pronouns after verified completive verb forms. These are the tools of narrative — the ability to tell a story about what happened, to deny what did not happen, and to ask a follow-up question about the details. Together with the continuative forms from Chapter 7, the future forms from Chapter 14, and the ability and necessity expressions from Chapter 13, you can now refer to the past, the present, and the future in Hausa across a wide range of everyday situations.