Speak and Write Language Series

Sashe na 3 — Unit III: Salon Hulɗa (Style, Relation, and Society)

Yankuna da Bambancin Hausa

B2–C1 Development · Chapter 13 of 20, Unit III Chapter 3 of 5 · Speak and Write Hausa: Advanced Functional Hausa

Chapter Overview

Chapter 13 continues Unit III by turning from Chapter 12’s treatment of religion and culture toward Hausa itself: the language's regional, national, and community variation. Learners will discuss how vocabulary, pronunciation, and everyday expressions differ between Nigerian and Nigerien Hausa, and among urban, rural, media, and household contexts, while continuing to state such differences as labeled variation rather than as errors or as evidence that one variety is more correct than another. This chapter continues developing, at the Developed level, the three systems introduced at the Introduced level in Chapter 11 and developed further in Chapter 12: expanded TAM/aspect and negation (conditional and prohibitive/requirement forms), prepositions and relational nouns, and focus/contrast in answers. All three continue to develop in Chapter 14 and reach full consolidation and assessment at Chapter 15, the Unit III assessment.

Learning Objectives

By the end of this chapter, you will be able to:

Describe a regional or national difference in Hausa vocabulary, pronunciation, or usage using clearly labeled, non-stigmatizing terms.
State a condition under which a regionally marked form is expected or understood, extending the conditional (idan) pattern from Chapters 11–12 to language-variation contexts.
Express a respectful caution or recommendation about word choice across regions, extending the prohibitive/requirement forms from Chapters 11–12.
Use the relational nouns and prepositions from Chapters 11–12 (bisa, gwargwadon, madadin) to introduce the regional or national source of a word or expression.
Use a focus/contrast pattern to distinguish how one region or country uses a form differently from another, without ranking varieties.
Record the gender and plural of new vocabulary-variation nouns as part of active vocabulary learning.
Discuss, respectfully and with appropriate qualification, regional and national variation in Hausa, in speech and in writing.

Communication Scenario

Amina, whose visit to the naming ceremony was described in Chapter 12, meets a new colleague, Ibrahim, who grew up in Niger before moving to Nigeria for work. During a conversation about a form Ibrahim is filling out, Amina notices that he uses a few words she has not heard before. Curious rather than corrective, she asks him about the difference, and Ibrahim explains which words are Nigerien, which are Nigerian, and when each is more likely to be understood, careful not to suggest that either country's Hausa is more correct than the other's.

Domain: describing a regional or national vocabulary, pronunciation, or usage difference, asking respectfully about an unfamiliar form, and distinguishing one country's or region's usage from another's without ranking them.
Developed skill: stating a condition under which a regionally marked form is expected, expressing a respectful caution about word choice across contexts, introducing a form's regional or national source with a relational noun/preposition, and contrasting one region's usage with another's using focus.
Continued grammar development: expanded TAM/aspect and negation (conditional and prohibitive/requirement forms), prepositions and relational nouns, and focus/contrast in answers (Developed, continuing from Chapters 11–12, reaching full consolidation at Chapter 15).
No unscheduled grammar beyond the Developed level for these three systems, no requirement to produce any single regional variety beyond the productive standard, and no implication that one country's or region's Hausa is more correct, more authentic, or more prestigious than another's.

Nazarin Kalmomi — Core Vocabulary

Core Vocabulary

The following items are active (productive) for this chapter. Gender and plural are recorded for each noun, consistent with the Chapter 13 Noun Gender/Plural Formation Matrix status of Consolidated.

Boko	Gender	Plural	Meaning in Context
yanki	m.	yankuna	region, area
bambanci	m.	bambance-bambance	difference, variation
lafazi	m.	lafuzza	pronunciation, way of speaking
kalma	f.	kalmomi	word
ƙasa	f.	ƙasashe	country, land
al’umma	f.	al’ummomi	community, people (recycled from Chapter 12)
gari	m.	garuruwa	town, city
ƙauye	m.	ƙauyuka	village, rural area
gwamnati	f.	gwamnatoci	government (recycled from Chapter 7)
fahimta	f.	fahimtoi	understanding, comprehension

Kumulative recycling: Vocabulary from Chapters 1–12 (aiki, gwamnati, doka, hidima, mataki, haƙƙi, alhaki, rahoto, labari, tsokaci, lafiya, cuta, shari’a, al’ada, addini, suna, biki, baƙo, girmamawa, malami, iyali, koyarwa) remains active and returns in this chapter’s dialogue and reading, and al’umma from Chapter 12 recurs here applied to regional identity rather than religious/cultural practice.

Pronunciation Focus

Sound Focus — Listening for regionally marked pronunciation

This chapter continues the receptive regional-pronunciation awareness scheduled since earlier volumes, applying it explicitly to discussion of variation itself. Learners are not asked to imitate a specific regional accent, but should practice recognizing that the same word may be pronounced with small differences in vowel length or tone emphasis depending on the speaker's background, without treating any single pronunciation as the only correct one. As in Chapters 11–12, maintain a slightly slower, more measured rhythm when qualifying a claim about regional usage, and pause briefly before a contrastive phrase such as a Nijar (“in Niger”) or a Najeriya (“in Nigeria”). No new consonant or vowel-length contrast is introduced in this chapter.

Grammar and Sentence Patterns

This chapter continues developing, at the Developed level, the three systems introduced in Chapter 11 and developed in Chapter 12: expanded TAM/aspect and negation, prepositions and relational nouns, and focus/contrast in answers, consistent with the Volume IV matrices. This chapter applies these systems to describing regional and national variation in Hausa, and continues toward full consolidation and assessment at Chapter 15.

13.1 Conditional clauses with idan in language-variation contexts

Continue using idan to introduce a condition under which a regionally marked word or pronunciation is expected or understood, just as Chapters 11–12 used it for legal and cultural conditions.

Idan kana magana da wanda ya girma a Nijar, wataƙila zai yi amfani da wata kalma dabam. If you are speaking with someone who grew up in Niger, they might use a different word.

Idan kana cikin babban gari, mutane sukan fahimci kalmomin gwamnati da sauri. If you are in a large city, people tend to understand government-related words quickly.

13.2 Respectful caution and recommendation about word choice

Use kada to caution against assuming a word is understood everywhere, and ya kamata or dole to recommend checking word choice, continuing the pattern from Chapters 11–12 in a language-variation context.

Kada ka ɗauka cewa kowace kalma da ka sani a garinku ana amfani da ita a ko’ina. Do not assume that every word you know from your hometown is used everywhere.

Ya kamata ka tambaya idan wata kalma ba a saba ji ba a wani yanki. You should ask if a word is unfamiliar in another region.

13.3 Prepositions and relational nouns: introducing the regional or national source of a form

Continue using bisa, gwargwadon, and madadin from Chapters 11–12 to introduce the regional or national source, standard, or alternative for a word or expression.

Bisa yadda ake magana a Nijar, ana amfani da wata kalma dabam don “mota.” According to how people speak in Niger, a different word is used for “car.”

Madadin kalmar da aka saba amfani da ita a birni, wasu a ƙauye na amfani da wata dabam. Instead of the word commonly used in the city, some in rural areas use a different one.

13.4 Focus and contrast: distinguishing one region's or country's usage from another's

Continue using the focus particle ne/ce to state precisely which region or country uses a given form, avoiding the implication that one usage is more correct than another.

A Najeriya ake amfani da wannan kalma, ba a Nijar ba. It is in Nigeria that this word is used, not in Niger.

Lafazin garinsu ne ke haka, ba na ko’ina ba. It is their hometown's way of speaking that is like that, not everywhere's.

Language Note — A regional label versus a correctness judgment

Just as Chapter 12 distinguished a family or community practice from a claim about all Hausa speakers, this chapter's language distinguishes a regional or national label from a judgment about correctness. Use a Nijar, a Najeriya, a birni, or a ƙauye together with the focus pattern from Section 13.4 to mark a usage as regionally specific, and avoid words such as “wrong” or “bad Hausa” when describing a variety you do not personally use.

Common learner error: Do not state that a regionally marked word or pronunciation is incorrect Hausa. A Nijar ake amfani da wannan kalma (“this word is used in Niger,” appropriately labeled) is not the same claim as the judgmental Wannan ba daidai ba ne (“this is not correct,” applied to a legitimate regional form).

Model Dialogue

Yanayin hali: Amina da Ibrahim, sabon abokin aikinta wanda ya girma a Nijar, suna magana ne kan wata takarda da Ibrahim ke cikawa, kuma Amina ta lura da wasu kalmomi da ba ta saba ji ba.

(Setting: Amina and Ibrahim, her new colleague who grew up in Niger, are discussing a form Ibrahim is filling out, and Amina notices some words she has not heard before.)

AMINA Ibrahim, na lura kana amfani da wata kalma dabam don wannan sashi na takardar. Me yasa?Ibrahim, I noticed you use a different word for this section of the form. Why is that?

IBRAHIM Ah, wannan kalma ce da muke amfani da ita a Nijar. Bisa yadda muka koya can, ba haka ake kira ba a nan Najeriya, amma dukkanmu Hausawa ne.Ah, that's a word we use in Niger. Based on how we learned it there, it's not called that here in Nigeria, but we're all Hausa speakers.

AMINA Ban gane ba sarai. Wanne ne daidai, naka ko nawa?I don't quite understand. Which one is correct, yours or mine?

IBRAHIM Babu wanda ya fi daidai. A Nijar ake amfani da nawa, a Najeriya kuma ake amfani da naki, kuma dukkansu Hausa ne kawai bambancin yanki ne.Neither is more correct. Mine is used in Niger, and yours is used in Nigeria, and both are simply Hausa — it's just a regional difference.

AMINA To, kada in ɗauka cewa kalmar da na sani ana amfani da ita ko’ina, ko?So, I shouldn't assume that a word I know is used everywhere, right?

IBRAHIM Daidai ne. Ya kamata ka tambaya idan kalma ba a saba ji ba, musamman idan kana magana da wanda ya girma a wani yanki ko wata ƙasa dabam.Exactly right. You should ask if a word is unfamiliar, especially if you're speaking with someone who grew up in a different region or country.

AMINA Akwai wasu bambance-bambance na lafazi ma, ko?Are there some pronunciation differences too?

IBRAHIM I, akwai. Gwargwadon inda mutum ya girma, tsawon wasu wasula na iya bambanta kaɗan, amma fahimta ba ta rasa ba idan an saurara da kyau.Yes, there are. Depending on where a person grew up, the length of some vowels can differ slightly, but understanding isn't lost if you listen carefully.

AMINA Na gode da bayanin. Yanzu na fahimci cewa bambanci ba yana nufin kuskure ba ne.Thank you for the explanation. Now I understand that a difference doesn't mean a mistake.

Tambayoyin fahimta — Comprehension questions:

Where did Ibrahim learn the word Amina noticed?
According to Ibrahim, is one word more correct than the other?
What does Ibrahim recommend Amina do when she encounters an unfamiliar word?
What kind of variation does Ibrahim say can depend on where a person grew up?

Guided Practice

Aikin fahimta — Recognition: Read the Model Dialogue again and mark each instance of a conditional clause, a caution/recommendation, a preposition/relational noun, and a focus/contrast structure.

Aikin zaɓi — Selection: Choose the correct form (idan-clause, kada, dole/ya kamata, or a focus particle) to complete four short sentences about regional or national language variation.

Aikin cikawa — Completion: Complete four sentences stating a condition under which a regionally marked word or pronunciation is expected, using Section 13.1.

Aikin sauyawa — Transformation: Rewrite four sentences that describe a regional form as incorrect, correcting them with the focus/contrast pattern and a regional label, following Sections 13.1 and 13.4.

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 — Bayani Kan Bambancin Hausa (Listening: Explanation of Hausa Variation)

"Hausa ana magana da ita a Najeriya, Nijar, da wasu ƙasashe na Afirka ta Yamma. Idan ka je Nijar, za ka ji wasu kalmomi da lafazi dabam da wanda aka saba a Najeriya, amma wannan bai nufin ɗayan ba daidai ba ne. Bisa yankin da mutum ya girma, wasu kalmomi na canzawa, kuma gwargwadon garin da mutum yake, akwai bambancin lafazi tsakanin birni da ƙauye. Ya kamata mutum ya tambaya idan ba a fahimci wata kalma ba, kuma kada ya ɗauka cewa kalmar da ya sani ita ce kaɗai daidai. Bambanci yanki ne, ba kuskure ba ne."

Kula na sauraro — Questions: (1) In which countries is Hausa spoken, according to the passage? (2) What does the passage say happens if you travel to Niger? (3) What determines whether pronunciation differs between city and village? (4) What should a person do if they don't understand a word, and what should they avoid assuming?

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 — Controlled substitution

With a partner, take turns producing one conditional (idan) sentence, one caution or recommendation sentence, and one focus/contrast sentence about regional or national Hausa variation.

Tattaunawa — Communicative task

Role-play the Model Dialogue scenario with a partner: one person plays a colleague from a different region or country, and the other asks about an unfamiliar word, explains a condition, a respectful caution or recommendation, the regional source of the form, and a clear contrast between two regions' usage, using repair formulas recycled from earlier chapters where needed.

Madadin karatu kai tsaye — Solo alternative

Record yourself explaining a real or invented regional or national Hausa vocabulary difference aloud, including one conditional statement, one caution or recommendation about word choice, and one focus/contrast statement distinguishing one region's usage from another's.

Reading Practice

Read the short passage below. Identify the condition, the caution or recommendation, and the focus/contrast statement.

Karatu — Taƙaitaccen Bayani Kan Bambancin Yanki (Reading: Regional Variation Summary)

Sanarwa: Bambancin Hausa Tsakanin Yankuna

Idan mutum ya yi tafiya daga Najeriya zuwa Nijar, zai ji wasu kalmomi da lafazi dabam da wanda ya saba. Bisa yadda aka koyar da harshen a kowace ƙasa, wasu kalmomi na iya bambanta, kuma gwargwadon ko mutum ya girma a birni ko ƙauye, akwai kuma bambancin lafazi. Ya kamata mai koyon Hausa ya tambaya idan wata kalma ba a saba ji ba, kuma kada ya ɗauka cewa kalmar da ya sani ita ce kaɗai daidai. A Najeriya ake amfani da wasu kalmomi, a Nijar kuma ake amfani da wasu dabam, kuma dukkansu Hausa ne kawai bambancin yanki ne, ba kuskure ba ne.

Tambayoyin fahimta — Comprehension questions:

According to the notice, what might a traveler notice when moving between Nigeria and Niger?
What focus/contrast structure shows that both Nigerian and Nigerien usage are valid?
What should a learner do when they encounter an unfamiliar word, and what should they avoid assuming?

Writing Workshop

Karanta misalai da hankali. Reread Sections 13.1–13.4 and the Model Dialogue.
Zaɓi batu. Choose a real or invented example of regional or national Hausa vocabulary, pronunciation, or usage variation.
Tsara sashi uku. Plan three short parts: a condition under which the regional form is expected, a respectful caution or recommendation about word choice, and a focus/contrast statement distinguishing one region's usage from another's.
Rubuta taƙaitaccen bayani. Draft an 80–120 word explanation in Boko, using the conditional, prohibitive/requirement, and focus/contrast patterns accurately.
Duba jerin bincike. Check your draft against the checklist below.
Rubuta siffa ta ƙarshe. Produce a clean final version suitable for submission.

Jerin binciken gyara — Editing checklist:

The explanation states at least one condition clearly, using idan.
At least one caution or recommendation about word choice is stated using kada or dole/ya kamata.
At least one focus/contrast statement clearly distinguishes one region's or country's usage from another's without ranking them.
At least one relational noun or preposition (bisa, gwargwadon, or madadin) is used correctly to introduce a regional or national source.
New nouns are recorded with correct gender and plural where relevant.
Special characters (ɓ, ɗ, ƙ, ƴ) and apostrophe/glottal conventions are used accurately.
The explanation does not present any regional or national variety of Hausa as more correct than another.

Culture and Communication

Culture in Context — Hausa as a language spoken across borders

Hausa is spoken across northern Nigeria, Niger, and other parts of West Africa, as well as in diaspora communities. Speakers move between countries, regions, cities, and villages for work, education, family, and trade, and encounter word choices, pronunciations, and expressions that differ from their own without those differences indicating an error. Learners should approach unfamiliar regional forms with curiosity, as Amina does in the Model Dialogue, rather than assuming their own variety is the only correct standard.

Regional Variation — Nigeria, Niger, and beyond

Vocabulary, pronunciation, and some expressions differ between Nigerian and Nigerien Hausa, and between urban and rural communities within each country. This chapter's productive standard remains the instructional model used throughout this course; regional forms introduced here are for recognition and respectful discussion rather than required production, unless a later specialized scope assigns them productively.

Common Mistakes

Common Mistake — Describing a regional form as incorrect

Error: Saying Wannan ba daidai ba ne ("This is not correct") about a word or pronunciation that is simply used in a different region or country.

Correction: Use a regional label together with the focus pattern (Section 13.4), as in A Nijar ake amfani da wannan kalma, ba a Nijeriya ba, so the statement describes a regional difference rather than a correctness judgment.

Common Mistake — Assuming one's own usage is universal

Error: Assuming that a word or pronunciation familiar from one's own town or region is used identically everywhere Hausa is spoken.

Correction: Use kada ka ɗauka ("do not assume") together with a conditional clause (Section 13.1), and ask a speaker from a different area, as Amina does in the Model Dialogue.

Common Mistake — Treating national variation as a strict boundary

Error: Presenting Nigerian and Nigerien Hausa as two completely separate languages, or implying that speakers from one country cannot understand the other.

Correction: Present national variation as differences within a shared language, as Ibrahim does in the Model Dialogue, noting that mutual understanding remains possible with attentive listening.

Chapter Summary

This chapter continued Unit III by turning to regional Hausa and variation, teaching learners to describe a regional or national vocabulary, pronunciation, or usage difference, state a condition under which a regionally marked form is expected, express a respectful caution or recommendation about word choice, introduce a form's regional or national source with a relational noun/preposition, and distinguish one region's or country's usage from another's using focus/contrast, without ranking varieties. It continued developing, at the Developed level, the conditional and prohibitive/requirement TAM forms, prepositions and relational nouns, and focus/contrast in answers introduced in Chapter 11 and developed in Chapter 12. These three systems continue to develop in Chapter 14 and are formally consolidated and assessed in Chapter 15.

Chapter Review

Sashi na A — Kalmomi (Vocabulary)

1. Give the gender and plural form of three nouns from this chapter's vocabulary table.

Sashi na B — Nahawu (Grammar)

1. Write two conditional (idan) sentences about regional or national Hausa variation.

2. Write two sentences, one using kada and one using dole or ya kamata, about word choice across regions.

3. Write two focus/contrast sentences distinguishing one region's or country's usage from another's.

4. Explain, in two or three English sentences, why a regional difference in Hausa is not the same as an error.

Sashi na C — Karatu da Rubutu

1. Reread the Reading Practice passage and summarize its structure in two to three English sentences.

2. Write your 80–120-word explanation of a regional or national Hausa variation, following the Writing Workshop instructions.

Sashi na D — Magana

1. Role-play the full Model Dialogue with a partner, following the Speaking Practice instructions.

Practical Performance Task

Aikin Aiwatarwa — Babi na 13

Tattaunawa Kan Bambancin Yanki — Discussing Regional Variation

Complete all four components using a real or invented regional or national Hausa vocabulary, pronunciation, or usage difference.

Listening: Listen to the Bayani Kan Bambancin Hausa passage and answer the comprehension questions.
Speaking: Explain your chosen regional or national variation aloud to a partner or instructor, including a condition, a caution or recommendation, and a focus/contrast statement.
Reading: Read the regional variation summary and answer the comprehension questions.
Writing: Submit your 80–120-word written explanation.

Evaluation criteria: correct identification and use of a condition, a caution or recommendation, and a focus/contrast statement; accurate use of prepositions/relational nouns to introduce a regional or national source; correct gender/plural recording for new nouns; accurate recycled vocabulary and grammar from Chapters 1–12 and earlier volumes; correct ordinary Boko spelling and special characters; comprehensible, task-fulfilling spoken and written communication appropriate to the B2–C1 range of Volume IV; appropriately qualified, non-stigmatizing treatment of regional and national variation.

Criterion	Meets Expectations	Needs Review
Conditional (idan) use	Condition clearly and accurately stated	Condition missing, unclear, or dropped when restating the claim
Caution/recommendation use	Used accurately with kada or dole/ya kamata	Frequent errors or form misapplied
Focus/contrast use	Regional/national usage clearly distinguished without ranking	Contrast missing, unclear, or one variety presented as superior
Preposition/relational noun use	At least one used accurately to introduce a regional or national source	Missing or used incorrectly
Boko spelling and special characters	Accurate and consistent	Frequent spelling or special-character errors

Independent Study Tools

Self-check: Can you state a condition, a caution or recommendation, and a clear contrast between two regions' or countries' Hausa usage without ranking them, in Hausa? If not, review Sections 13.1–13.4 before submitting your Practical Performance Task.

Vocabulary review method: Add this chapter's regional-variation vocabulary to your cumulative flashcard set, recording gender and plural on the back of each card.

Extra practice: If possible, ask someone from a different Hausa-speaking region or country to share a word or expression that differs from what you have learned, and try to identify a stated condition, a caution about assuming universality, and a clear regional label, noting any new vocabulary as receptive items for continued study.

Answer Key / Amsoshi

Tambayoyin fahimta na tattaunawa (Dialogue comprehension)

Ibrahim learned the word in Niger, where he grew up.
No; Ibrahim says neither word is more correct, since each is used in its respective country.
Ibrahim recommends that Amina ask when she encounters an unfamiliar word, especially when speaking with someone from a different region or country.
Ibrahim says vowel length can differ slightly depending on where a person grew up, though understanding is not lost with careful listening.

Kula na sauraro (Listening responses)

(1) Hausa is spoken in Nigeria, Niger, and other West African countries. (2) Traveling to Niger, one will hear some words and pronunciations that differ from what is common in Nigeria. (3) Whether a person grew up in a city or a village affects pronunciation differences. (4) A person should ask if they don't understand a word, and should avoid assuming that the word they know is the only correct one.

Tambayoyin karatu (Reading comprehension)

A traveler moving between Nigeria and Niger might notice different words and pronunciations from what they are used to.
The notice states "A Najeriya ake amfani da wasu kalmomi, a Nijar kuma ake amfani da wasu dabam," using the focus particle ake to mark each country's usage without ranking either.
A learner should ask when they encounter an unfamiliar word and should avoid assuming their own word is the only correct one.

Sashi na B (Grammar)

Sample: Idan ka je Nijar, za ka ji wasu kalmomi dabam. Idan mutum ya girma a ƙauye, lafazinsa na iya bambanta kaɗan da na birni.
Sample: Kada ka ɗauka cewa kalmarka ita ce kaɗai daidai. Ya kamata ka tambaya idan wata kalma ba a saba ji ba.
Sample: A Najeriya ake amfani da wannan kalma, ba a Nijar ba. Lafazin garinsu ne ke haka, ba na ko’ina ba.
Sample: A regional difference in Hausa reflects where and how a speaker learned the language, not a mistake in using it. Every established regional or national variety is a legitimate form of Hausa, and treating an unfamiliar word as wrong rather than as different can make a learner sound dismissive of another community's speech.

Sashi na C (Sample writing)

Idan ka je Nijar daga Najeriya, za ka ji wasu kalmomi dabam da wanda ka saba. Bisa yadda aka koyar da harshen a kowace ƙasa, kalmomin mota da kayan aiki na iya bambanta. Ya kamata mai koyon Hausa ya tambaya idan wata kalma ba a saba ji ba, kuma kada ya ɗauka cewa kalmarsa ita ce kaɗai daidai. A Najeriya ana amfani da wasu kalmomi, a Nijar kuma ana amfani da wasu dabam, kuma dukkansu Hausa ne, kawai bambancin yanki ne.

Other accurate, well-organized explanations that correctly use a condition, a caution or recommendation, and a focus/contrast statement are equally acceptable.

Looking Ahead

Abin da ka/ki koya — What you have learned

This chapter continued Unit III by turning to regional Hausa and variation, further developing at the Developed level the conditional and prohibitive/requirement TAM forms, prepositions and relational nouns, and focus/contrast in answers introduced in Chapter 11 and developed in Chapter 12, per the Volume IV matrices, while applying them to discussing regional and national Hausa variation with careful, non-stigmatizing register.

Mai Zuwa — Coming Up

Chapter 14, Fassara da Tsakani, continues Unit III by turning to mediation and translation. It further develops the conditional and prohibitive/requirement TAM forms, prepositions and relational nouns, and focus/contrast in answers introduced in Chapter 11 and developed in Chapters 12–13, applying them to summarizing, paraphrasing, translating short passages, and mediating between audiences, ahead of the Chapter 15 Unit III assessment.