Labari na Jiya
Chapter Overview
Chapter 14 continues Unit III by moving from the banking and documentation focus of Chapter 13 into connected narration of past events. You will tell short, connected accounts of things that happened yesterday or recently, using the same systems developed since Chapter 11 — focus with ne/ce, prepositions and relational nouns, negation and TAM patterns for obligation and inability, and sentence-linking with kuma, amma, and domin — together with the completive/perfective forms active since Chapter 1, now organized into sequence with a small set of new sequencing expressions. No new grammar system is introduced in this chapter; instead, the Chapter 11 systems continue to develop, consistent with their Developed (D) status at Chapter 14 in the Volume II matrices, while sequencing words are added as vocabulary that supports narration. Everything from Chapters 1–13 remains active and continues to appear throughout.
Learning Objectives
By the end of this chapter, you will be able to:
- Identify and use vocabulary for sequencing and narrating a short account of past events.
- Tell a connected account of something that happened yesterday or recently, using completive/perfective forms already active since earlier chapters.
- Use ne/ce focus constructions to emphasize a specific detail within a narrated account.
- Use prepositions and relational nouns to express time, cause, and sequence within a narrative.
- Use negation and obligation/inability patterns to explain what did not happen, what someone had to do, or what someone could not do.
- Link sentences within a narrative using kuma, amma, or domin, and order events using sequencing expressions such as da farko, sa'an nan, and a ƙarshe.
- Describe a personal event from the recent past in a short spoken and written narrative.
- Read a short narrated account and identify the sequence and reasons behind the events.
- Recognize that storytelling and personal narration styles vary across Hausa-speaking communities and settings.
Communication Scenario
Bala had an eventful day yesterday: he went to the bank to help Hauwa, but along the way his motorcycle broke down, he was late to work, and he had to explain what happened to his manager. That evening, he calls his sister to tell her the whole story, and the next day, a coworker asks him what took him so long. Throughout the chapter, Bala uses the systems developed since Chapter 11 — emphasizing exactly what went wrong with focus structures, explaining causes and sequence with relational nouns and time expressions, and describing what he could not do and what he had to do instead.
- New vocabulary in this chapter is drawn from the narration and sequencing domain.
- No new grammar system is introduced in this chapter; the Chapter 11 systems (focus with ne/ce, expanded prepositions and relational nouns, negation/TAM for obligation and inability, and sentence-linking with kuma/amma/domin) continue to develop, applied to narration.
- Vocabulary and grammar from Chapters 1–13 remain active and are expected to appear accurately, including the completive/perfective TAM forms first introduced in early chapters.
- Communication repair remains an active and expected part of every interaction.
Core Vocabulary
The following productive vocabulary supports this chapter's communication goals. Pronunciation support, gender, and plural information are given where relevant. Words marked (R) are receptive only at this stage.
| Boko | Meaning | Note |
|---|---|---|
| jiya | yesterday | time word — recycled from Ch. 4 |
| da farko | at first, first of all | sequencing expression |
| sa'an nan | then, after that | sequencing expression |
| daga baya | later, afterward | sequencing expression |
| a ƙarshe | finally, in the end | sequencing expression |
| lamari | event, incident, matter | m., pl. lamurra |
| hanya | road, way | f., pl. hanyoyi — recycled from Ch. 8 |
| keke | motorcycle, bicycle | m., pl. kekuna |
| ya lalace | it broke down | lalace + completive marking |
| ya makara | he was late | makara + completive marking — recycled from Ch. 10 |
| bayani | explanation | m., verbal noun of bayyana |
| manaja | manager | m./f., pl. manajoji |
| ya faru | it happened | faru + completive marking |
| gaggawa | hurry, emergency | f. |
| ya tsaya | he stopped | tsaya + completive marking |
| gyara | repair, to fix | m., verbal noun of gyara |
| dalili | reason | m., pl. dalilai |
| ya kira | he called (phone) | kira + completive marking |
| abin da ya faru | what happened | relative-like frame — recognition |
All items in this table are active for production. Gender, plural, and register information follows the conventions established since Chapter 1. Consult the cumulative glossary for the complete cross-volume list.
Pronunciation Focus
Practice even syllable rhythm across lalace (broke down) and lamari (event), keeping each syllable clear rather than compressing them as in English. Pay attention to the vowel length distinction in sa'an nan, where the glottal-adjacent syllable and the following long vowel must both be held accurately. Continue to practice natural phrase-level intonation across a full sequencing chain such as da farko... sa'an nan... daga baya... a ƙarshe, since narration relies on this rhythm to signal that events are connected.
Grammar and Sentence Patterns
This chapter does not introduce a new grammar system. Instead, it develops the four systems introduced in Chapter 11 and reinforced in Chapters 12 and 13 — focus with ne/ce, prepositions and relational nouns, negation/TAM patterns for obligation and inability, and sentence-linking — through the domain of narrating past events, consistent with the Developed (D) status of these systems at Chapter 14 in the Volume II matrices. The completive/perfective TAM forms used for narration were introduced in early Volume II chapters and are recycled here in connected sequence rather than taught as new material.
14.1 Ordering events: sequencing expressions
Sequencing expressions are vocabulary items, not a new grammar system. They combine with the completive/perfective forms already active since earlier chapters to organize a narrative into a clear order.
- Da farko, na tashi da wuri.First, I got up early.
- Sa'an nan na hau keke domin in je banki.Then I got on the motorcycle to go to the bank.
- Daga baya, keken ya lalace a tsakiyar hanya.Later, the motorcycle broke down in the middle of the road.
- A ƙarshe, na kai wurin aiki da makara.In the end, I arrived at work late.
Sequencing expressions normally begin the sentence, followed by a comma in writing and a brief pause in speech, before the completive verb form.
14.2 Focus with ne and ce in a narrative
The same focus pattern continues here, now used to highlight one specific detail within a story rather than the whole event.
- Keken ne ya lalace, ba motar ba.It was the motorcycle that broke down, not the car.[focused noun] + ne + [rest of clause] + ba... ba (contrast)
- A tsakiyar hanya ne ya faru.It was in the middle of the road that it happened.
- Manajana ce ta fahimta lokacin da na bayyana mata.It's my manager who understood when I explained to her.
- Gaggawa ce ta sa na kira ta.It was an emergency that made me call her.
As before, use ne/ce when answering a question word directly, especially me ya faru (what happened) and me ya sa (what made/caused), so the answer highlights the key detail sharply.
14.3 Prepositions and relational nouns: time and cause in narration
- Kafin na kai banki, keken ya lalace.Before I reached the bank, the motorcycle broke down.
- Na tsaya saboda na ji wani sauti mai ban tsoro.I stopped because I heard a frightening sound.
- Na yi bayani ga manajana bisa ga abin da ya faru.I gave an explanation to my manager according to what happened.
- Na yi awa ɗaya tsakanin gyara keke da tafiya da ƙafa.I spent one hour between fixing the motorcycle and walking.
The relational nouns kafin, saboda, bisa ga, and tsakanin, all recycled from Chapters 8, 11, and 13, continue to follow the same word order in narration as in other domains.
14.4 Negation and TAM: what did not happen, and what had to be done
| Pattern | Meaning | Example |
|---|---|---|
| Ban iya...ba | I could not... | Ban iya gyara keke da kaina ba, sai na nemi taimako. — I couldn't fix the motorcycle myself, so I asked for help. |
| Dole ne na... | I had to... | Dole ne na tafi da ƙafa har wurin aiki. — I had to walk all the way to work. |
| Bai kamata...ba | should not have... | Bai kamata in makara ba, amma abin ya faru. — I shouldn't have been late, but it happened. |
| Ban taɓa...ba | I had never... | Ban taɓa yin bayani irin wannan ba tun na fara aiki. — I had never given an explanation like that since I started work. |
These patterns are the same forms introduced in Chapter 11, Section 11.3, and reinforced in Chapter 13, now applied to explaining what could not, did not, and had to happen during a narrated event.
14.5 Linking ideas across a narrative: kuma, amma, and domin
The same three linking words continue to connect the parts of a narrative.
- Na tashi da wuri, kuma na shirya don tafiya banki.I got up early, and I got ready to go to the bank.
- Na yi ƙoƙarin gyara keke, amma bai yi aiki ba.I tried to fix the motorcycle, but it didn't work.
- Na kira manajana domin in ba ta bayani.I called my manager to give her an explanation.
Kuma (and), amma (but), and domin (because/in order to) remain the only productive linking words at this stage, as established in Chapter 11.
Atisayen ƙa'ida — Grammar practice: Complete each sentence using a pattern from Chapters 11–14.
- ___ (sequencing word for "first"), na tashi da wuri kafin aiki.
- Ban iya ___ (kira) manajana da wuri domin wayata ba ta da caji.
- ___ (dole ne) na tafi da ƙafa bayan keken ya lalace.
- ___ (focus, ne/ce) ya sa na makara — keken ko hanyar?
Model Dialogue
Yanayin hali: Bala yana bayyanawa 'yar'uwarsa, Amina, abin da ya faru masa jiya.
(Setting: Bala is explaining to his sister, Amina, what happened to him yesterday.)
Tambayoyin fahimta — Comprehension questions:
- What was Bala doing early in the morning, according to the story?
- What happened to the motorcycle, and where?
- Why does Bala think the motorcycle broke down?
- What did Bala have to do after he could not fix the motorcycle himself?
- How did the story end?
Guided Practice
Aikin gane — Recognition: Underline every sequencing expression (da farko, sa'an nan, daga baya, a ƙarshe) in the Model Dialogue.
Aikin zaɓi — Selection: Choose the correct focus particle (ne or ce) for each noun: keke (___), hanya (___), manaja (___, feminine reference), gaggawa (___).
Aikin cikawa — Completion: Complete each sentence with kafin, saboda, bisa ga, or tsakanin: (1) Keken ya lalace ___ na kai banki. (2) Na tsaya ___ na ji sauti mai ban tsoro. (3) Akwai bambanci ___ gyara keke da siyan sabo.
Aikin canzawa — Transformation: Change each affirmative sentence to its negative counterpart using a pattern from Section 14.4: Na iya gyara keke da kaina. → ___
Listening Practice
Ask your instructor, a partner, or a text-to-speech tool to read the following passage aloud, twice. Answer the questions after listening.
Sauraro — Labarin Hauwa (Hauwa's Story)
"Jiya na je banki domin in buɗe asusun ajiya. Da farko, na jira na dogon lokaci domin akwai mutane da yawa. Sa'an nan wani ma'aikacin banki ya taimake ni cika takarda. Daga baya, na sa hannu a ƙasa, kuma na biya kuɗi kaɗan don fara asusun. Ban taɓa jin daɗi haka ba tun da na fara aiki, domin yanzu ina da wurin ajiye kuɗina. A ƙarshe, na dawo gida da murna."
Kula na sauraro — Questions: (1) Where did Hauwa go yesterday, and why? (2) What did she do first? (3) Who helped her? (4) How did she feel at the end, and why?
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.)
Speaking Practice
Atisayen ƙa'ida — Sequencing substitution drill
With a partner, take turns telling a short three-step story about yesterday, using da farko, sa'an nan, and a ƙarshe for each step.
Tattaunawa — Explaining what happened
Role-play an unrehearsed conversation in which one partner explains to the other why they were late or why something did not go as planned. Include at least one focus expression, one obligation or inability pattern, and one moment of communication repair.
Madadin karatu kai tsaye — Solo alternative
Record yourself narrating something that happened to you yesterday or recently, in at least four connected sentences, using sequencing words and at least one linking word.
Reading Practice
Read the short community message below. Underline every sequencing expression, and circle every relational noun or preposition of time or cause.
Saƙon Al'umma — Lamarin Kan Hanya (Community Message: The Road Incident)
Jiya da safe, wata mota ta tsaya a tsakiyar babbar hanya bayan ta lalace kwatsam. Da farko, direbobi da yawa sun makara zuwa ayyukansu saboda hanyar ta toshe. Sa'an nan wasu mutane sun taimaka wajen tura motar zuwa gefen hanya. Daga baya, ma'aikatan gyara mota sun zo don gyara ta. Bisa ga rahoton da aka bayar, ba wanda ya samu rauni a lamarin. A ƙarshe, hanyar ta buɗe kuma zirga-zirga ta koma daidai kafin tsakar rana.
Tambayoyin fahimta — Comprehension questions:
- What happened on the main road yesterday morning?
- What was the first effect on drivers, and why?
- Who helped move the car, and what happened afterward?
- How did the incident end, and by when?
Writing Workshop
- Karanta saƙon al'umma da hankali. Reread the community message and notice how it links sequencing, time, and cause expressions.
- Tsarawa. Plan a short narrative describing something that happened to you yesterday or recently, with at least three connected steps.
- Rubuta. Write 100–130 words in Hausa. Include at least two sequencing expressions, one focus expression with ne/ce, one relational noun or preposition of time or cause, one negation or obligation pattern from Section 14.4, and one linked sentence using kuma, amma, or domin.
- Duba jerin bincike. Check your draft against the checklist below.
- Rubuta siffa ta ƙarshe. Produce a clean final version.
Jerin binciken gyara — Editing checklist:
- At least two sequencing expressions (da farko, sa'an nan, daga baya, a ƙarshe) appear and follow a logical order.
- At least one focus expression with ne or ce appears and matches the gender of the focused noun.
- At least one relational noun or preposition of time or cause (kafin, saboda, bisa ga, tsakanin, domin) is used correctly.
- At least one negation or obligation pattern from Section 14.4 is used accurately.
- At least one sentence is linked using kuma, amma, or domin.
- Prior systems from Chapters 1–13 (existence/possession, relational nouns of place, continuous/habitual frames, banking and work vocabulary) remain accurate where they appear.
- No grammar beyond Chapters 1–14 appears.
- Special characters (ɓ, ɗ, ƙ) and the apostrophe/glottal convention are used accurately.
Culture and Communication
Narrating the events of one's day is a common and valued part of everyday conversation in many Hausa-speaking communities, whether shared with family in the evening, with coworkers the next day, or with friends over the phone. Styles of narration vary: some speakers favor brief, efficient accounts, while others favor longer, more detailed storytelling with more elaborate sequencing. Neither style should be treated as more correct or more authentically Hausa than the other.
Some sequencing and connecting expressions vary between Nigerian and Nigerien Hausa-speaking communities, and additional narrative connectors exist beyond the four presented in this chapter. This course presents the Kano-based standard forms above as the productive default for narration at this level; other regional or more advanced connectors remain equally legitimate and are introduced for recognition in later volumes.
Common Mistakes
Error: *Hanya ne ta toshe. (using ne with a feminine noun)
Correction: Hanya ce ta toshe. — Use ce when the focused noun is feminine, as with hanya, and ne for masculine or plural reference, consistent with the pattern reinforced in Chapter 13.
Error: *Na tashi. Na je banki. Keken ya lalace. (three unconnected sentences with no signal of order)
Correction: Da farko, na tashi. Sa'an nan na je banki. Daga baya, keken ya lalace. — Use sequencing expressions to make the order of events clear to the listener or reader, rather than relying on sentence order alone.
Chapter Summary
In this chapter you learned vocabulary for narration and sequencing, including da farko, sa'an nan, daga baya, and a ƙarshe. You continued to use ne/ce focus, prepositions and relational nouns of time and cause, negation and TAM patterns for obligation and inability, and sentence-linking with kuma, amma, or domin — all applied to telling a connected account of past events. You practiced all four skills through a dialogue, a listening passage, a community message, and a written narrative, while continuing to recycle vocabulary and grammar from Units I, II, and Chapters 11–13.
Chapter Review
Sashi na A — Kalmomi (Vocabulary)
1. Give the Hausa for: yesterday, event, reason, at first, then, and finally.
Sashi na B — Nahawu (Grammar)
1. Write one sentence using a focus expression with ne and one using ce, both about something that happened yesterday.
2. Change this sentence to express inability instead of a simple statement: Na gyara keke da kaina.
3. Combine these two sentences using domin: Na kira manajana. Ina son yin bayani.
Sashi na C — Karatu da Rubutu
1. Reread the community message and summarize it in two to three English sentences.
2. Write your 100–130-word narrative about yesterday, following the Writing Workshop instructions.
Sashi na D — Magana
1. With a partner or instructor, perform the "explaining what happened" role-play from the Speaking Practice section.
Practical Performance Task
Aikin Aiwatarwa
Labarina na Jiya — My Story from Yesterday
Complete all four components:
- Listening: Listen to Hauwa's Story passage read aloud and answer the comprehension questions.
- Speaking: With a partner, perform an unrehearsed conversation in which you narrate an event from yesterday and explain what happened, including one instance of communication repair.
- Reading: Read the community message about the road incident and answer the comprehension questions.
- Writing: Submit your 100–130-word narrative about yesterday.
Evaluation criteria: accurate sequencing of events; accurate focus expressions with correct gender agreement; accurate prepositions and relational nouns of time and cause; accurate obligation and inability patterns; at least one correctly linked sentence; natural use of communication repair; accurate ordinary Boko spelling and special characters; successful integration of narration-domain vocabulary with recycled Unit I–III material. Consistent with A2 expectations, comprehensible and task-fulfilling communication should not be penalized as though produced by an advanced speaker.
Independent Study Tools
Self-check: Can you name three sequencing expressions, form one focus sentence with correct gender agreement about a past event, and state one thing you had to do or could not do — all without looking back at the chapter? If not, review Sections 14.1–14.4.
Vocabulary review method: Make flashcards for the eighteen core vocabulary items in this chapter, with the Hausa form on one side and an example sentence on the other.
Extra practice: Write three additional sentences narrating something that happened to you recently, and record yourself saying them aloud in order, checking your tone and vowel length against a listening model when available.
Answer Key / Amsoshi
Aikin zaɓi (Focus particle selection)
- keke — ne
- hanya — ce
- manaja (feminine reference) — ce
- gaggawa — ce
Aikin cikawa (Prepositions/relational nouns)
- Keken ya lalace kafin na kai banki.
- Na tsaya saboda na ji sauti mai ban tsoro.
- Akwai bambanci tsakanin gyara keke da siyan sabo.
Aikin canzawa (Negation transformation)
Ban iya gyara keke da kaina ba.
Atisayen ƙa'ida (Grammar practice, Section 14)
- Da farko, na tashi da wuri kafin aiki.
- Ban iya kira manajana da wuri domin wayata ba ta da caji ba.
- Dole ne na tafi da ƙafa bayan keken ya lalace.
- Sample: Keken ne ya sa na makara. (Other accurate focused sentences are acceptable.)
Tambayoyin fahimta na tattaunawa (Dialogue comprehension)
- Bala got up early to help Hauwa at the bank.
- The motorcycle broke down in the middle of the road.
- Bala thinks it broke down because he had never used it that much before.
- He had to walk all the way to work after calling his manager to explain.
- His manager understood, and he arrived at work and completed his tasks.
Kula na sauraro (Listening responses)
(1) Hauwa went to the bank yesterday to open a savings account. (2) She waited a long time first because there were many people. (3) A bank officer helped her fill out the form. (4) She felt happy at the end because now she has a place to keep her money.
Tambayoyin karatu (Reading comprehension)
- A car stopped in the middle of the main road after suddenly breaking down.
- Many drivers were late to their jobs at first, because the road was blocked.
- Some people helped push the car to the side of the road, and afterward, repair workers came to fix it.
- The incident ended when the road reopened and traffic returned to normal before noon.
Sashi na B (Chapter Review grammar)
- Sample: Keken ne ya lalace jiya. / Hanya ce ta toshe. (Other accurate sentences are acceptable.)
- Ban iya gyara keke da kaina ba.
- Na kira manajana domin ina son yin bayani.
Sashi na C (Sample writing)
Jiya na yi lamari mai ban sha'awa. Da farko, na tashi da wuri domin in taimaki Hauwa a banki. Sa'an nan keken ne ya lalace a tsakiyar hanya, kuma ban iya gyara shi da kaina ba. Dole ne na tafi da ƙafa har wurin aiki, kuma na kira manajana domin in ba ta bayani. Ta fahimta, amma ta ce bai kamata in yi latti sau na biyu ba. A ƙarshe, na kai wurin aiki kuma na cika aikina.
Other accurate, well-formed passages meeting the stated requirements are equally acceptable.
Looking Ahead
Abin da ka/ki koya — What you have learned
You have expanded into the narration and sequencing domain, continuing to use ne/ce focus, prepositions and relational nouns, obligation and inability patterns, and sentence-linking, while continuing to recycle vocabulary and grammar from Units I, II, and Chapters 11–13.