Bita 2: Hulɗar Zamani
Chapter Overview
Chapter 10 is the Unit II integrated assessment. It does not introduce new vocabulary, grammar, pronunciation targets, or writing conventions. Instead, it brings together everything developed across Chapters 6 through 9 — education and training, work and enterprise, technology and communication, and money and household economy — and asks you to demonstrate consolidated, independent control of these systems in a single connected set of tasks. You will describe routines and plans using the imperfective/habitual and formulaic future TAM frames across a full range of subject markers, refer to people and things already mentioned using object pronouns, indicate ownership using possessive constructions with na/ta, apply noun gender and plural correctly as lexical facts, and use repair and clarification formulas naturally across several everyday domains. All Chapter 1-9 vocabulary and grammar remain in scope for this assessment.
Learning Objectives
By the end of this chapter, you will be able to:
- Use active vocabulary from the education, work/trade, technology, and money/economy domains accurately and in combination.
- Describe routines, plans, and choices across these four domains using the imperfective/habitual frame with a full range of subject markers.
- Use the formulaic future-time expression za + subject marker + verb to talk about near-term plans in any of the four domains.
- Use object pronouns accurately to refer to people, items, or amounts already mentioned in a conversation.
- Use possessive constructions with na/ta, correctly agreeing with the gender of the noun possessed.
- Apply correct gender and plural forms for nouns from the four Unit II domains.
- Use at least one repair or clarification formula naturally in a service, workplace, technology, or financial context.
- Listen to and read connected passages that combine two or more Unit II domains and answer factual and inferential questions.
- Speak about a real or invented situation that combines at least two Unit II domains, using consolidated grammar accurately.
- Write an organized paragraph that combines at least two Unit II domains and demonstrates the consolidated grammar of Chapters 6 through 9.
Communication Scenario
Halima has just finished a short training course and is starting a small tailoring business from home. She uses her phone to advertise her work and to message customers about prices and delivery times. At the end of each week, she looks at how much money she has earned and spent, and she is trying to save toward buying a better sewing machine. Her brother Ibrahim, who works at a bank, calls her to ask how the business is going, and the two of them talk about her training, her customers, her phone problems, and her small budget, all in the same conversation.
- Domains combined: education/training (Ch. 6), work/trade (Ch. 7), technology/communication (Ch. 8), and money/economy (Ch. 9).
- Assessed grammar: the imperfective/habitual frame, the formulaic future-time expression, object pronouns, and possessive constructions with na/ta, all used independently and in combination.
- Assessed system: noun gender and plural as lexical facts across the four domains.
- Assessed pragmatic system: repair and clarification formulas used naturally across domains.
- All Chapter 1-9 vocabulary and grammar remain active and available for use throughout this chapter's tasks.
Cumulative Vocabulary Review
No new vocabulary is introduced in this chapter. The table below reorganizes selected active vocabulary from Chapters 6 through 9 by domain, as a review tool before the assessment tasks. Refer back to each chapter's Core Vocabulary table for full gender, plural, and example information.
| Domain | Chapter | Sample Active Vocabulary |
|---|---|---|
| Education and Training | 6 | karatu, jarrabawa, horaswa, digiri, malami/malama, sana'a, damar aiki |
| Work, Trade, and Enterprise | 7 | aiki, kasuwanci, kwangila, ma'aikaci/ma'aikaciya, kasuwa, sabis |
| Technology and Communication | 8 | waya, saƙo, intanet, matsala, manhaja, kiran waya |
| Money, Economy, and Households | 9 | kuɗi, farashi, kasafin kuɗi, ajiya, lissafi, banki, asusu, haraji, bashi |
Kumulative recycling: This chapter also expects continued accurate production of personal-history, relationship, place, and health vocabulary from Chapters 1-5, as needed to complete connected discourse tasks.
Pronunciation Focus
No new pronunciation feature is introduced in this chapter. As you complete the listening and speaking tasks below, continue applying the tone, vowel-length, and special-consonant awareness developed in Chapters 1 through 9, particularly in numbers, prices, and vocabulary from the education, work, technology, and money domains. Pronunciation is assessed as part of the Speaking Assessment and Practical Performance Task, at a level appropriate to B1 development, consistent with the pronunciation policy in the Hausa master instructions.
Grammar and Sentence Patterns Review
This chapter introduces no new grammar. It formally assesses (A) the systems consolidated in Chapters 6 through 9: the imperfective/habitual TAM frame across a full range of subject markers, the formulaic future-time expression with za, object pronouns, possessive constructions with na/ta, and noun gender/plural as a lexical-entry system, together with repair and negotiation formulas extended across the four Unit II domains. This matches the Volume III scope for Chapter 10, the Unit II integrated assessment.
10.1 Review: the imperfective/habitual frame
Use this frame independently and accurately across all seven subject markers to describe routines in any of the four Unit II domains.
10.2 Review: the formulaic future-time expression
This pattern remains formulaic and high-frequency, as in Chapters 7 through 9. Full productive control of the future TAM system, including negative and dependent forms, remains scheduled for later volumes.
10.3 Review: object pronouns and possessive constructions
- Ibrahim ya tambaye ta labarin kasuwancinta.Ibrahim asked her about her business.ta = feminine object pronoun
- Na'urar nan ta Halima ce.This machine belongs to Halima.ta (feminine possessive linker, agrees with na'ura)
Continue choosing object pronouns and possessive linkers according to the gender and number of the noun they refer to, not the gender of the speaker or the possessor.
10.4 Review: noun gender/plural and repair formulas
Continue recording gender and plural for every active noun, and continue using repair and clarification formulas such as ban gane ba, ka/ki sake fadi, and to, na gane yanzu naturally when a price, a schedule, a message, or an instruction is unclear.
Atisayen ƙa'ida — Controlled review practice: Complete each sentence with the correct word or phrase.
- Halima ___ (tana/ina) sayar da tufafi da ta ɗinka.
- Na'urar nan ___ (na/ta) Halima ce.
- Ibrahim ya tambaye ___ (ta/shi) game da kuɗin shiga.
- ___ (Za ta/Tana) sayi sabuwar na'ura idan ta samu kuɗi.
Model Dialogue
Yanayin hali: Ibrahim ya kira Halima a waya don tambayarta yadda sabon kasuwancinta yake.
(Setting: Ibrahim calls Halima on the phone to ask how her new business is going.)
Tambayoyin fahimta — Comprehension questions:
- What does Halima do to advertise her tailoring business?
- What problem does she sometimes have with her phone?
- What is Halima saving money for, and roughly how much does she need?
- What repair formula does Ibrahim use, and why?
Guided Practice
Aikin gane — Recognition: Underline every object pronoun, possessive construction, habitual/imperfective verb form, and future-time expression in the Model Dialogue, and label which Unit II domain each sentence belongs to.
Aikin zaɓi — Selection: Choose the correct word: (1) Na'urar nan ___ (na/ta) Halima ce. (2) Ibrahim ___ (yana/suna) aiki a banki.
Aikin gyara — Repair and clarification practice: With a partner, role-play a short phone call in which one person mishears a price, a schedule, or an instruction related to work, technology, or money, and asks the other to repeat or confirm it.
Aikin haɗawa — Combination practice: Write two sentences that each combine two Unit II domains, for example one sentence combining technology and money, and one combining education and work.
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 is an assessed task; no new vocabulary appears.
Sauraro — Kasuwancin Halima (Listening: Halima's Business)
"Bayan na gama horaswa a fannin ɗinki, na fara ɗinka tufafi a gida. Ina yin talla ta waya, kuma abokan ciniki suna aika saƙo idan suna son sayen wani abu. Kowace mako, ina ajiye kuɗi kaɗan a asusuna a banki, kuma ina rubuta duk abin da na samu da abin da na kashe. Wani lokaci manhajar wayata takan yi matsala, kuma sai in sake aika saƙon. Ina fatan cikin wata biyu zan samu kuɗi don sabuwar na'urar ɗinki, domin wannan da nake da ita yanzu ta yi tsufa."
Kula na sauraro — Questions: (1) What did the speaker do after finishing training? (2) How does the speaker advertise and receive orders? (3) What does the speaker do with money every week? (4) What problem does the speaker sometimes have, and what does she do about it?
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 — Controlled substitution
With a partner, take turns asking and answering: "Ban gane ba, za ka/ki iya sake fadi?" and "Nawa ne/kuɗin ___ nawa ne?" substituting nouns from education, work, technology, and money vocabulary.
Tattaunawa — Communicative assessment task
With a partner or instructor, role-play a phone conversation like Ibrahim and Halima's, in which the two speakers discuss at least two of the following: training or education, work or business, a technology problem, and a money or budgeting matter. Use at least one repair or clarification formula.
Madadin karatu kai tsaye — Solo alternative
Record yourself describing a real or invented situation that combines at least two Unit II domains, including at least one habitual clause, one future-time expression, one object pronoun, and one possessive construction.
Reading Assessment
Read the short passage below. Underline every object pronoun and possessive construction, and circle every habitual/imperfective and future-time verb form. This is an assessed task; no new vocabulary appears.
Karatu — Sana'ar Sadiq (Reading: Sadiq's Trade)
Sadiq ya kammala horaswa a kwamfuta bara, kuma yanzu yana gyaran wayoyi a wata ƙaramar shaguna. Yana samun kwastomomi ta hanyar abokansa da ta manhajojin sada zumunta. Kowace rana, yana rubuta lissafin abin da ya samu da abin da ya kashe a kan kayan gyara. Wani lokaci wayar kwastoma takan yi matsala mai wuya, sai ya tambaye shi ya sake bayyana matsalar don ya gane ta sosai. Sadiq yana ajiye rabin kuɗin da ya samu a asusunsa a banki, kuma za shi buɗe babbar shaguna idan ya samu isasshen ajiya. Ɗan'uwansa ya ce masa cewa hakan zai ɗauki lokaci, amma Sadiq ya amsa cewa haƙuri da kasuwanci ne ke kawo nasara.
Tambayoyin fahimta — Comprehension questions:
- What did Sadiq complete last year, and what does he do now?
- How does he find customers?
- What does he do when a customer's phone problem is hard to understand?
- What is Sadiq saving toward, and what does his brother say about it?
Writing Assessment
- Karanta labaran da hankali. Reread the Halima and Sadiq passages and notice how each combines two or more Unit II domains with habitual routines, a future plan, object pronouns, and possessive constructions.
- Tsarawa. Plan a short paragraph about a real or invented person who combines at least two Unit II domains (education, work, technology, money), noting one routine, one future plan, one object pronoun, and one possessive construction.
- Rubuta. Write 100–140 words in Hausa describing this person's situation, using at least one habitual clause, one future-time expression, one object pronoun, one possessive construction, and one repair or clarification formula.
- 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 Unit II domains (education, work, technology, money) appear in the paragraph.
- At least one habitual/imperfective clause with any subject marker appears.
- At least one future-time expression with za + subject marker + verb appears.
- At least one object pronoun appears, matching the gender/number of its referent.
- At least one possessive construction with na or ta appears, matching the noun's gender.
- At least one repair or clarification formula appears naturally.
- Vocabulary and grammar remain within the cumulative Chapter 1-9 scope; no unscheduled forms appear.
- Special characters (ɓ, ɗ, ƙ, ƴ) and apostrophe/glottal conventions are used accurately.
Culture and Communication
Small home-based enterprises supported by mobile phones and messaging apps are common across many Hausa-speaking communities, though the specific tools, platforms, and business practices vary by region, generation, income level, and personal preference. Halima and Sadiq's situations represent plausible contemporary examples rather than a single model that applies to every entrepreneur.
As noted in Chapters 6 through 9, currency names, technology platforms, and workplace or educational terms can differ between Nigeria, Niger, and other Hausa-speaking regions. This chapter reuses examples from earlier chapters and does not introduce new regional labels.
Common Mistakes
Error: *Na'urar nan na Halima ce. (using the masculine linker na with the feminine noun na'ura)
Correction: Na'urar nan ta Halima ce. — Choose na or ta according to the gender of the noun being possessed, not the gender of the possessor.
Error: *Za sayi sabuwar na'ura. (missing subject marker)
Correction: Za ta sayi sabuwar na'ura. — The future-time pattern requires a subject marker between za and the verb.
Error: Listing unrelated facts about training, work, technology, and money in separate short sentences with no connection between them.
Correction: Use recycled connecting words and reference (pronouns, possessives, sequence words such as sa'an nan and kuma) to link ideas across domains into a coherent short passage, as modeled in the Halima and Sadiq readings.
Chapter Summary
This chapter formally assessed the systems developed across Unit II. No new vocabulary, grammar, or pronunciation feature was introduced. Learners demonstrated consolidated, independent control of the imperfective/habitual TAM frame across a full range of subject markers, the formulaic future-time expression with za, object pronouns, possessive constructions with na/ta, noun gender and plural as lexical facts, and repair/clarification formulas, all applied across the education, work/trade, technology, and money/economy domains from Chapters 6 through 9. All Chapter 1-9 vocabulary and grammar remained active throughout. This chapter completes Unit II; Chapter 11 will begin Unit III with culture, religion, and celebration.
Chapter Review
Sashi na A — Kalmomi (Vocabulary)
1. Give the Hausa word, gender, and plural for two nouns from each of the four Unit II domains (education, work, technology, money) — eight nouns in total.
Sashi na B — Nahawu (Grammar)
1. Write one habitual sentence about someone's work or study routine, using a subject marker other than ina/kana/tana.
2. Write one sentence using za + subject marker + verb about a plan involving technology or money.
3. Write one sentence with an object pronoun and one with a possessive construction, each referring to an item from a different Unit II domain.
Sashi na C — Karatu da Rubutu
1. Reread the Sadiq passage and summarize it in three to four English sentences.
2. Write your 100-140-word paragraph combining at least two Unit II domains, following the Writing Assessment instructions.
Sashi na D — Magana
1. With a partner or instructor, role-play a phone conversation combining at least two Unit II domains, including at least one repair or clarification formula.
Practical Performance Task
Aikin Aiwatarwa — Chapter 10 (Bita 2)
Hulɗar Zamani — Unit II Integrated Assessment
Complete all four components, drawing on Chapter 6-9 vocabulary and grammar. No unscheduled forms should appear.
- Listening: Listen to the Halima business description and answer the comprehension questions.
- Speaking: Role-play a phone conversation combining at least two Unit II domains, with at least one repair or clarification formula.
- Reading: Read the Sadiq passage and answer the comprehension questions.
- Writing: Submit your 100-140-word paragraph combining at least two Unit II domains.
Evaluation criteria: independent, accurate use of the habitual frame and the future-time expression across a full range of subject markers; correct object pronoun and possessive-linker gender agreement; correct gender/plural for education, work, technology, and money vocabulary; at least one repair or clarification formula used naturally; coherent connection of at least two Unit II domains within a single task; accurate ordinary Boko spelling and special characters; comprehensible, task-fulfilling communication appropriate to B1 development, without penalty for the natural limitations of this proficiency stage.
Independent Study Tools
Self-check: Can you describe a routine, state a plan involving money or technology, refer to something already mentioned with an object pronoun, indicate ownership with na/ta, and use a repair formula naturally, all within a single connected conversation or paragraph that combines two Unit II domains, without looking back at Chapters 6-9? If not, review the relevant sections before submitting your Practical Performance Task.
Vocabulary review method: Reorganize your flashcard set by the four Unit II domains (education, work, technology, money), and quiz yourself on gender and plural for each noun.
Extra practice: Write one additional short passage that combines three Unit II domains in a single connected story, checking it against this chapter's writing checklist before moving to Chapter 11.
Answer Key / Amsoshi
Atisayen ƙa'ida (Grammar review, Section 10)
- Halima tana sayar da tufafi da ta ɗinka.
- Na'urar nan ta Halima ce.
- Ibrahim ya tambaye ta game da kuɗin shiga.
- Za ta sayi sabuwar na'ura idan ta samu kuɗi.
Tambayoyin fahimta na tattaunawa (Dialogue comprehension)
- Halima advertises by taking photos of clothes and sending messages to customers through her phone.
- Sometimes her app has a problem and the message does not reach everyone.
- She is saving for a new sewing machine and needs about twenty thousand naira, hoping to have it within two months.
- Ibrahim uses Ka sake fadi, nawa kike buƙata don sabuwar na'urar? because he wants her to repeat the amount she needs.
Kula na sauraro (Listening responses)
(1) After training, the speaker started sewing clothes at home. (2) She advertises by phone and customers send messages when they want to buy something. (3) Every week, she saves a little money in her bank account and records her income and expenses. (4) Her phone app sometimes has a problem, so she resends the message.
Tambayoyin karatu (Reading comprehension)
- Sadiq completed computer training last year and now repairs phones at a small shop.
- He finds customers through friends and social media apps.
- He asks the customer to explain the problem again so he can understand it clearly.
- He is saving toward opening a bigger shop; his brother says it will take time, but Sadiq believes patience and business bring success.
Sashi na B (Chapter Review grammar)
- Sample: Malamin yana koyar da ɗalibai kowace rana a makaranta.
- Sample: Za mu gyara wayar idan mun samu kuɗin sassaƙa.
- Sample: Na aika mata saƙo. Shagon nan na Sadiq ne.
Sashi na C (Sample writing)
Ɗan'uwana Sadiq ya kammala horaswa a kwamfuta shekarar da ta wuce, kuma yanzu yana gyaran wayoyi a wata ƙaramar shaguna. Yana samun kwastomomi ta hanyar manhajojin sada zumunta, kuma yana rubuta lissafin abin da ya samu kowace mako. Wani lokaci wayar kwastoma takan yi matsala, sai ya tambaye shi ya sake bayyana ta. Yana ajiye rabin kuɗinsa a bankinsa, kuma za shi buɗe babbar shaguna idan ya samu isasshen ajiya.
Other accurate, well-formed passages meeting the stated requirements are equally acceptable.
Looking Ahead
Abin da ka/ki koya — What you have learned
This chapter formally assessed Unit II, integrating the education, work/trade, technology, and money/economy domains from Chapters 6 through 9 and requiring independent, accurate use of the imperfective/habitual and formulaic future TAM frames, object pronouns, possessive constructions, noun gender/plural, and repair/negotiation formulas across listening, speaking, reading, and writing, while continuing to recycle Unit I and earlier Unit II vocabulary and grammar.