Bita 3: Aiki da Harkoki
Chapter Overview
Chapter 15 is the Unit III integrated assessment. It does not introduce new vocabulary or a new grammar system. Instead, it brings together everything developed since Chapter 11 — education and learning (Ch. 11), work and occupations (Ch. 12), money, banking, and forms (Ch. 13), and narrating yesterday (Ch. 14) — and evaluates your control of the four systems that have been active throughout the unit: focus with ne/ce, prepositions and relational nouns, negation and TAM patterns for obligation and inability, and sentence-linking with kuma, amma, and domin. This chapter also reaches back to material from Unit I and Unit II, since all prior chapters remain active. Consistent with the Assessment Matrix for Volume II, Chapter 15 marks the formal Unit III integrated assessment point.
Learning Objectives
By the end of this chapter, you will be able to:
- Review and demonstrate accurate use of education, work, money/banking, and narration vocabulary from Chapters 11–14.
- Demonstrate accurate use of ne/ce focus constructions across a range of Unit III topics.
- Demonstrate accurate use of prepositions and relational nouns of place, time, and cause.
- Demonstrate accurate use of negation and obligation/inability patterns (dole ne, ban iya...ba, bai kamata...ba, ban taɓa...ba).
- Link connected sentences using kuma, amma, and domin across topics of work, money, and narration.
- Complete an integrated listening, speaking, reading, and writing performance task combining education, work, documentation, and narration.
- Identify and self-correct common Unit III errors before the performance task.
- Reflect on progress toward independent, familiar-domain communication at the A2–B1 boundary.
Communication Scenario
Bala, whose eventful day was narrated in Chapter 14, has now decided to apply for a new position at a community organization. Over the course of this unit review, he prepares his application paperwork at the bank, discusses his study and work history with a friend, narrates recent events from his week to a interviewer, and explains a scheduling problem that arose along the way. Each task below asks you to bring together vocabulary and grammar from Chapters 11 through 14, and from earlier units where relevant, to help Bala — or to narrate your own comparable experience.
- No new vocabulary or grammar system is introduced in this chapter.
- All tasks integrate the Chapter 11 systems (focus, prepositions/relational nouns, negation/obligation, and linking) as they have developed through Chapters 12, 13, and 14.
- Vocabulary and grammar from Units I and II, and from Chapters 11–14, remain fully active and are expected to appear accurately.
- Communication repair remains an active and expected part of every interaction.
Cumulative Vocabulary Review
No new vocabulary is introduced in this chapter. The table below reorganizes the highest-value productive vocabulary from Chapters 11–14 by domain, to support review before the performance task. Consult the cumulative glossary for the complete cross-volume list.
| Domain | Sample Boko Forms | Chapter Introduced |
|---|---|---|
| Education and learning | karatu, jarrabawa, malami, aji, wahala | Ch. 11 |
| Work and occupations | aiki, sana'a, ma'aikaci, alhaki, lokacin aiki | Ch. 12 |
| Money, banking, and forms | kuɗi, banki, asusu, takarda, rasit | Ch. 13 |
| Narration and sequencing | jiya, lamari, da farko, sa'an nan, daga baya, a ƙarshe | Ch. 14 |
| Recycled from Units I–II | gida, iyali, kasuwa, sufuri, lafiya | Ch. 1–10 |
All items above remain active for production at the Unit III assessment point. No vocabulary beyond Chapters 1–14 is required for this chapter.
Pronunciation Review
Before the performance task, review tone and vowel length in the words most likely to appear across your responses: work and education vocabulary such as aiki and karatu, banking vocabulary such as kuɗi and asusu, and narration vocabulary such as lamari and sa'an nan. Pay particular attention to ɓ, ɗ, and ƙ in words like ɗan'uwa, ƙasa, and ɓoye, and to maintaining even syllable rhythm across full sentences rather than compressing syllables as in English. This review consolidates pronunciation features already active since earlier chapters; no new sound or contrast is introduced here.
Grammar Systems Review
This chapter introduces no new grammar system. It consolidates the four systems developed since Chapter 11 — focus with ne/ce, prepositions and relational nouns, negation/TAM for obligation and inability, and sentence-linking — consistent with their Assessed (A) status at Chapter 15 in the Volume II matrices. Completive/perfective TAM forms from earlier Volume II chapters remain fully active throughout.
15.1 Review: Focus with ne and ce
- Malaminmu ne ya ba mu jarrabawa mai wahala.It's our teacher who gave us a difficult exam.
- Rasit ɗin ce take a cikin jaka.It's the receipt that is in the bag.
Remember: ne follows masculine or plural focused nouns; ce follows feminine focused nouns, as reinforced in Chapters 13 and 14.
15.2 Review: Prepositions and relational nouns
- Na cika takardar bisa ga umarnin ma'aikacin banki.I filled out the form according to the bank officer's instructions.
- Akwai bambanci tsakanin aikin ofis da aikin gona.There is a difference between office work and farm work.
15.3 Review: Negation, obligation, and inability
| Pattern | Meaning | Example |
|---|---|---|
| Ban iya...ba | I could not... | Ban iya kai aikin gida a kan lokaci ba. — I could not turn in the homework on time. |
| Dole ne na... | I had to... | Dole ne na sake cika takardar. — I had to fill out the form again. |
| Bai kamata...ba | should not have... | Bai kamata mu manta da takardun ba. — We shouldn't have forgotten the documents. |
| Ban taɓa...ba | I had never... | Ban taɓa yin aiki a banki ba. — I had never worked at a bank. |
15.4 Review: Linking with kuma, amma, domin
- Na yi karatu da yawa, kuma na ci jarrabawar.I studied a lot, and I passed the exam.
- Na nemi aiki, amma ban samu ba tukuna.I looked for work, but I haven't found any yet.
- Na je banki domin in buɗe asusu.I went to the bank in order to open an account.
Atisayen ƙa'ida — Grammar practice: Complete each sentence using a pattern reviewed in this chapter.
- ___ (focus, ne/ce) ta taimake ni cika takardar banki — 'yar uwata ko abokina?
- Ban iya ___ (biya) kuɗin makaranta a kan lokaci ba.
- ___ (dole ne) mu kai rahoto ga manaja kafin ƙarshen mako.
- Na yi aiki tuƙuru, ___ (linking word) ban gaji ba.
Model Dialogue
Yanayin hali: Bala yana tattaunawa da aboki, Ibrahim, kan aikace-aikacen sabon aiki.
(Setting: Bala is discussing his application for a new job with his friend Ibrahim.)
Tambayoyin fahimta — Comprehension questions:
- What did Bala do first regarding the job application?
- Why did Bala choose this occupation?
- What problem occurred before Bala submitted the documents?
- Who helped Bala at the bank?
- How did Bala feel at the end, and why?
Guided Practice
Aikin gane — Recognition: Underline every focus expression (ne/ce) in the Model Dialogue and identify the gender of each focused noun.
Aikin zaɓi — Selection: Choose the correct relational noun or preposition for each blank: (1) Na kai takardu ___ (kafin/tsakanin) ranar ƙarshe. (2) Akwai bambanci ___ (bisa ga/tsakanin) aikin banki da aikin makaranta.
Aikin cikawa — Completion: Complete each sentence with an appropriate obligation or inability pattern from Section 15.3, choosing one that fits the context of a job application.
Aikin canzawa — Transformation: Combine each pair of sentences using kuma, amma, or domin: (1) Na nemi aiki. Ban samu ba tukuna. (2) Na je banki. Ina son buɗe asusu.
Listening Assessment
Ask your instructor, a partner, or a text-to-speech tool to read the following passage aloud, twice. Answer the questions after listening. This task assesses your comprehension of connected narration integrating work, education, and documentation vocabulary.
Sauraro — Labarin Ibrahim (Ibrahim's Story)
"A makon jiya, na yi aiki tuƙuru domin kammala rahoton aiki. Da farko, malamina ya ba ni jerin abubuwan da za a yi. Sa'an nan na fara bincike a ɗakin karatu, amma na sami wahala domin littattafai da yawa ba su nan. Daga baya, wata abokiyar aikina ce ta taimake ni in sami bayanan da nake bukata. Ban iya kammala rahoton da kaina ba, don haka na yi aiki tare da ita har rana ta ƙare. A ƙarshe, mun kai rahoton ga shugaba a kan lokaci, kuma dukanmu mun ji daɗi."
Kula na sauraro — Questions: (1) What was Ibrahim trying to complete last week? (2) What problem did he encounter at the library? (3) Who helped him find the information he needed? (4) How did the story end?
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 Assessment
Atisayen ƙa'ida — Integration substitution drill
With a partner, take turns telling a short story about applying for something (a job, a class, a bank account) using at least two sequencing words and one focus expression per turn.
Tattaunawa — Unrehearsed integration interview
Role-play an unrehearsed interview in which one partner asks about the other's recent work, study, or financial task, and the other narrates what happened, including at least one obligation or inability pattern, one relational noun of time or cause, and one moment of communication repair.
Madadin karatu kai tsaye — Solo alternative
Record yourself narrating a recent experience related to work, study, or money matters, in at least six connected sentences, using sequencing words, at least one focus expression, and at least one linking word.
Reading Assessment
Read the short notice below. Underline every sequencing expression, and circle every relational noun, preposition, or focus expression.
Sanarwa — Sabon Tsarin Aikace-aikace (Notice: New Application Process)
Ma'aikatar ce ta sanar da sabon tsarin aikace-aikace ga duk masu neman aiki. Da farko, dole ne kowa ya cika takardar kan layi kafin ranar ƙarshe. Sa'an nan, za a gayyaci waɗanda aka zaɓa don tattaunawa. Ban iya bayar da ƙarin lokaci ga waɗanda suka makara ba, saboda ranar ƙarshe ba za ta canza ba. Daga baya, ma'aikatar za ta tuntuɓi kowane ɗan takara bisa ga sakamakon tattaunawar. A ƙarshe, waɗanda aka zaɓa za su fara aiki a farkon watan gaba.
Tambayoyin fahimta — Comprehension questions:
- What is the notice announcing?
- What must every applicant do first, and by when?
- Why can't the office extend the deadline?
- When will the selected applicants begin work?
Writing Assessment
- Karanta sanarwar da hankali. Reread the notice and notice how it links sequencing, cause, and obligation expressions.
- Tsarawa. Plan a short account describing a recent experience involving work, study, or money matters, with at least three connected steps.
- Rubuta. Write 120–150 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, 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 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 is used correctly.
- At least one negation or obligation pattern from Section 15.3 is used accurately.
- At least one sentence is linked using kuma, amma, or domin.
- Prior systems from Units I–II and Chapters 11–14 remain accurate where they appear.
- No grammar beyond Chapters 1–15 appears.
- Special characters (ɓ, ɗ, ƙ) and the apostrophe/glottal convention are used accurately.
Culture and Communication
Application and documentation processes for jobs, schooling, and financial services vary across Hausa-speaking communities and institutions, ranging from informal community recommendations to formal written procedures. Both approaches are common and legitimate, and neither should be treated as more modern or more traditional than the other; the appropriate approach depends on the institution and context involved.
Some institutional and documentation vocabulary differs between Nigerian and Nigerien contexts, and additional formal register vocabulary exists beyond what has been presented across Chapters 11–14. This course presents the productive default forms for this level; further institutional and formal register vocabulary is introduced for recognition in later volumes.
Common Mistakes
Error: *Ni ne na je banki jiya. (used as a plain, unemphasized statement)
Correction: Na je banki jiya. — Reserve ne/ce focus for answering a specific question or highlighting one detail in contrast to another, as reinforced since Chapter 11; do not use it for every ordinary statement.
Error: *Dole ne na gyara keke, amma na kasa. (mixing an obligation pattern with an unpracticed form for "I failed")
Correction: Dole ne na gyara keke, amma ban iya ba. — Use ban iya...ba, the pattern taught since Chapter 11, to express inability, rather than an untaught alternative.
Chapter Summary
In this chapter you reviewed and demonstrated integrated control of the four systems developed across Unit III — focus with ne/ce, prepositions and relational nouns, negation and obligation/inability patterns, and sentence-linking with kuma, amma, and domin — applied to education, work, money, documentation, and narration. You completed an integrated listening, speaking, reading, and writing performance task, while continuing to recycle vocabulary and grammar from Units I and II.
Chapter Review
Sashi na A — Kalmomi (Vocabulary)
1. Give the Hausa for: exam, occupation, receipt, account, incident, at first, finally.
Sashi na B — Nahawu (Grammar)
1. Write one sentence using a focus expression with ne and one using ce, both about work or school.
2. Change this sentence to express obligation: Na cika takardar.
3. Combine these two sentences using amma: Na yi aiki tuƙuru. Ban gama ba tukuna.
Sashi na C — Karatu da Rubutu
1. Reread the application notice and summarize it in two to three English sentences.
2. Write your 120–150-word integrated narrative, following the Writing Assessment instructions.
Sashi na D — Magana
1. With a partner or instructor, perform the unrehearsed integration interview from the Speaking Assessment section.
Practical Performance Task
Aikin Aiwatarwa
Bita ta Ukku — My Unit III Integration Project
Complete all four components:
- Listening: Listen to Ibrahim's Story passage read aloud and answer the comprehension questions.
- Speaking: With a partner, perform an unrehearsed interview narrating a recent work, study, or financial experience, including one instance of communication repair.
- Reading: Read the application-process notice and answer the comprehension questions.
- Writing: Submit your 120–150-word integrated narrative about a recent experience.
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 education, work, money, and narration vocabulary with recycled Unit I–II material. Consistent with A2–B1 expectations, comprehensible and task-fulfilling communication should not be penalized as though produced by an advanced speaker.
Independent Study Tools
Self-check: Can you form one focus sentence with correct gender agreement, state one obligation and one inability from recent experience, and link two sentences with amma or domin — all without looking back at earlier chapters? If not, review Chapters 11–14 before attempting the performance task.
Vocabulary review method: Sort your flashcards from Chapters 11–14 into four piles by domain (education, work, money, narration) and quiz yourself on gender, plural, and register information for each active noun.
Extra practice: Write three additional sentences narrating a recent work, study, or money-related event, 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 (Relational noun/preposition selection)
- Na kai takardu kafin ranar ƙarshe.
- Akwai bambanci tsakanin aikin banki da aikin makaranta.
Aikin cikawa (Obligation/inability practice)
Sample: Dole ne na cika takardar sabuwar aikace-aikacen. (Other accurate sentences using a pattern from Section 15.3 are acceptable.)
Aikin canzawa (Sentence linking)
- Na nemi aiki, amma ban samu ba tukuna.
- Na je banki domin ina son buɗe asusu.
Atisayen ƙa'ida (Grammar practice, Section 15)
- Sample: 'Yar uwata ce ta taimake ni cika takardar banki. (Other accurate focused sentences are acceptable.)
- Ban iya biya kuɗin makaranta a kan lokaci ba.
- Dole ne mu kai rahoto ga manaja kafin ƙarshen mako.
- Na yi aiki tuƙuru, amma ban gaji ba.
Tambayoyin fahimta na tattaunawa (Dialogue comprehension)
- Bala filled out forms and submitted them to the office.
- He chose the occupation because his education helped him understand the field well.
- He waited until the last day and had to rush to the bank for his account statement.
- A bank officer helped him quickly.
- He felt good at the end because he completed the application properly.
Kula na sauraro (Listening responses)
(1) Ibrahim was trying to complete a work report. (2) Many of the books he needed were not available at the library. (3) A coworker helped him find the information he needed. (4) They submitted the report to the boss on time, and they both felt good.
Tambayoyin karatu (Reading comprehension)
- The notice announces a new application process for job seekers.
- Every applicant must fill out the form online before the deadline.
- The office cannot extend the deadline because it will not change.
- Selected applicants will begin work at the start of next month.
Sashi na B (Chapter Review grammar)
- Sample: Malaminmu ne ya taimaka mana. / Malamar ce ta taimaka mana. (Other accurate sentences are acceptable.)
- Dole ne na cika takardar.
- Na yi aiki tuƙuru, amma ban gama ba tukuna.
Sashi na C (Sample writing)
Makon jiya na sami sabon aikace-aikacen aiki mai ban sha'awa. Da farko, na cika takardu da yawa a kan layi. Sa'an nan aka gayyace ni don tattaunawa a ofis. Ban taɓa halartar irin wannan tattaunawar ba, don haka na yi shiri sosai. Bai kamata in makara ba, saboda haka na tashi da wuri. Manajan ne ya yi min tambayoyi, amma na amsa da kwarin gwiwa. A ƙarshe, na sami labarin cewa an zaɓe ni, kuma na ji daɗi ƙwarai.
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 consolidated the education, work, money, documentation, and narration domains of Unit III, demonstrating integrated control of focus, prepositions and relational nouns, obligation and inability patterns, and sentence-linking, while continuing to recycle vocabulary and grammar from Units I and II.