Ẹ ń lẹ́! First Encounters
Chapter Objectives
By the end of this chapter, you will be able to:
- Greet people appropriately for the time of day and your relationship to them.
- Ask and state a person's name.
- Introduce yourself using basic identity statements.
- Use core courtesy expressions including ẹ ṣé, jọ̀wọ́, and má bínú.
- Say goodbye appropriately.
- Recognize the subject pronouns mo, o, ó, a, ẹ, and wọ́n in greetings and identity statements.
- Distinguish the familiar singular form o from the plural or honorific form ẹ.
- Recognize and produce the three tones of Yorùbá and read basic tone marks correctly.
- Distinguish the letters ẹ from e, ọ from o, and ṣ from s in written Yorùbá.
Communication Scenario
You have just arrived at a community Yorùbá language program in Lagos. People are filtering in and sitting down. Before the session begins, the instructor asks everyone to introduce themselves to a neighbor. You have never spoken a word of Yorùbá — but by the time this chapter ends, you will be able to handle that entire opening exchange: greeting someone appropriately, asking and giving a name, and saying goodbye.
- In English, a greeting like "How are you?" is often answered automatically, without anyone really listening. In many Yorùbá-speaking communities, greetings function differently — they are small, structured conversations that signal respect and attentiveness. Keep this in mind as you learn the expressions that follow.
- Yorùbá uses pitch — high, mid, and low — to distinguish the meanings of words and sentences. This is called tone. Before you say or read any Yorùbá, notice that some words in this chapter carry small marks above certain vowels. Those marks are part of the word. Hold that observation as you begin.
Core Vocabulary
Greetings and Responses
| Yorùbá | Meaning | Notes |
|---|---|---|
| Ẹ ń lẹ́! | Greetings! / Good day! | Respectful greeting used at any time; suitable for elders and people you do not know well |
| Ẹ káàárọ̀. | Good morning. | Respectful morning greeting; plural or honorific ẹ |
| Ẹ káàsán. | Good afternoon. | Respectful afternoon greeting |
| Ẹ káalẹ̀. | Good evening. | Respectful evening greeting |
| Káàárọ̀. | Good morning. | Familiar form, used with peers and close friends |
| Báwo ni? | How are you? / How is it? | Common everyday question; familiar register |
| Àwọn ènìyàn? | How is everyone? | Extends the greeting to one's household or family |
| Mo wà. | I am here. / Fine. | Standard short response to Báwo ni? |
| A dúpẹ́. | We are grateful. / Thanks be. | Common response expressing well-being with gratitude |
| Ẹ káàbọ̀. | Welcome. / You are welcome to come. | Used to welcome someone to a place |
Farewells
| Yorùbá | Meaning | Notes |
|---|---|---|
| O dàbọ̀. | Goodbye. | Standard farewell, all registers; also spelled O dabọ in informal writing |
| Ẹ odàbọ̀. | Goodbye. | Respectful or plural farewell |
| A ó padà. | We will return. / Until we meet again. | Common warm leave-taking |
| Ó dára. | Good. / Alright. / Very well. | Used as a closing or sign of agreement |
Names and Identity
| Yorùbá | Meaning | Notes |
|---|---|---|
| Orúkọ mi ni… | My name is… | Orúkọ = name; mi = my; ni = identification particle |
| Kí ni orúkọ rẹ? | What is your name? (familiar) | Used with a peer or someone younger |
| Kí ni orúkọ yín? | What is your name? (respectful/plural) | Used with an elder or someone of higher status |
| Orúkọ mi ni Àmọ̀pẹ. | My name is Àmọ̀pẹ. | Complete identity statement using ni |
| Ẹ jẹ́ ká mọ ara wa. | Let us get to know each other. | Formulaic invitation to introduce oneself; grammar taught later |
The particle ni (mid tone — unmarked) is used to identify or name someone or something. You will learn its full function in the Grammar section of this chapter. Do not confuse it with high-tone ní, which has a different meaning and will be taught in Chapter 3.
Courtesy Expressions
| Yorùbá | Meaning |
|---|---|
| Ẹ ṣé. | Thank you. (to one or more people, respectful) |
| Ẹ ṣé gan-an. | Thank you very much. |
| Àárọ̀ o. | A greeting offered at morning; can also serve as a warm acknowledgment |
| Jọ̀wọ́. | Please. / Excuse me. (polite request) |
| Má bínú. | I'm sorry. / Please don't be upset. / Excuse me. |
| Bẹ́ẹ̀ ni. | Yes. / That is so. |
| Rárá. | No. / Not at all. |
| Ó dára. | Good. / Alright. / OK. |
Classroom Survival Expressions
| Yorùbá | Meaning |
|---|---|
| Jọ̀wọ́ tún sọ. | Please say that again. |
| Jọ̀wọ́ sọ̀rọ̀ lọ́ra. | Please speak slowly. |
| Emi ò gbọ́. | I did not understand. / I did not hear. |
| Mo gbọ́. | I understand. / I hear. |
| Kí ni èyí ní Yorùbá? | What is this in Yorùbá? |
| Kí ni èyí ní Gẹ̀ẹ́sì? | What is this in English? |
Gẹ̀ẹ́sì is the Yorùbá word for "the English language." Yorùbá — always written with its full diacritics — is both the name of the language and the name of the people. You will learn more about language names in Chapter 3.
Common Titles and Address Terms
| Yorùbá | Meaning / Use |
|---|---|
| Ọ̀gbẹ́ni | Mr. / respectful address for a man |
| Ìyá | Mother / respectful address for an older woman; also a kinship term |
| Bàbá | Father / respectful address for an older man; also a kinship term |
| Ìwọ | You (emphatic or formal singular address) |
Titles and address terms are context-dependent. The appropriate choice varies with age, relationship, setting, and community. Do not treat any one rule as universal.
Pronunciation and Orthography
Standard Yorùbá Orthography
Yorùbá is written using the Latin alphabet with several letters that are specific to the language. Three pairs of letters require special attention from the start:
| Standard letter | Approximate sound | Example | Common error to avoid |
|---|---|---|---|
| ẹ | like the e in "bet" — open, mid-front | ẹ ṣé (thank you) | Do not write as plain e; the underdot is part of the letter |
| ọ | like the o in "off" — open, mid-back | ọmọ (child) | Do not write as plain o; these are different sounds and different letters |
| ṣ | like the sh in "shoe" | ẹ ṣé (thank you) | Do not write as plain s; ṣ and s represent distinct consonant sounds |
The underdot beneath ẹ, ọ, and the cedilla-like mark beneath ṣ are not decorations and not accents. They are part of the letter. Leaving them out produces a different letter — one that represents a different sound and often a different word. Standard Yorùbá orthography requires them in every context, from vocabulary lists to personal messages. In informal digital writing, some speakers omit these marks, but the textbook standard does not permit this. You will write fully marked Yorùbá throughout this course.
A tone mark may appear above an underdotted vowel: ẹ́, ẹ̀, ọ́, ọ̀. The underdot and the tone mark carry separate information and both must be preserved.
The Three Tones
Yorùbá is a tonal language. This means that pitch — the relative height of your voice — is part of the meaning of every syllable. The same sequence of consonants and vowels can mean different things at different pitches. Tone is not emphasis or emotion; it is part of the word itself.
Yorùbá has three level tones:
| Tone | Mark | Description | Example | Meaning |
|---|---|---|---|---|
| High | acute accent: á | Voice is at a higher pitch than mid tone | ó | he/she/it (subject pronoun) |
| Mid | no mark: a | Voice is at the middle level; left unmarked in standard orthography | mo | I (subject pronoun) |
| Low | grave accent: à | Voice is at a lower pitch than mid tone | àwọn | they; also marks plurality |
English uses pitch to express emotion, surprise, or question intonation — but English pitch does not change the dictionary meaning of a word. In Yorùbá, pitch is part of the word. Ọ̀bẹ̀ (low-low-low) means "knife," while ọbẹ (mid-mid) means "soup." Different tones, different meanings, same letters.
Do not try to produce Yorùbá tones using English habits of pitch (stress, volume, or question intonation). Instead, listen carefully to each word as a unit of pitch and meaning. In this course, every marked tone in every word is verified — trust the marks and practice them consistently.
First listening exercise: Your instructor or audio model will say three words. Listen for whether the pitch is level and high, level and mid, or level and low. Do not guess — train your ear before your mouth.
Yorùbá Vowels
Standard Yorùbá has seven oral vowels. In Chapter 1, you will practice the most frequently occurring ones in greetings and identity expressions. Full vowel instruction continues in Chapter 2.
| Letter | Approximate sound | Example | Meaning |
|---|---|---|---|
| a | like the a in "father" | àárọ̀ | morning |
| e | like the e in "they" (no glide) | ẹ jẹ́ ká | let us (formulaic opening) |
| ẹ | like the e in "bed" — more open than e | ẹ ṣé | thank you |
| i | like the ee in "see" | mi | my / me |
| o | like the o in "go" (no glide) | mo | I |
| ọ | like the o in "off" — more open than o | ọmọ | child |
| u | like the oo in "moon" | orúkọ | name |
The contrast between e and ẹ, and between o and ọ, is fundamental to Yorùbá. These are different sounds represented by different letters. Practice distinguishing them from the first lesson.
Grammar Instruction
1.1 Subject Pronouns
Purpose: refer to people in greetings and identity statements.
Yorùbá subject pronouns are short, high-frequency forms. Their tone and vowel quality are essential — a different tone can produce a different word. The table below introduces all six subject pronouns in controlled patterns. You will build productive control of them across the first five chapters.
The distinction between familiar o and plural or honorific ẹ is one of the most important choices in everyday Yorùbá interaction. Use o with someone your own age, a close friend, or a younger person. Use ẹ when addressing an elder, a person of higher social status, a teacher, a relative deserving of respect, or a group of any size.
This distinction shows up not only in pronouns but also in greetings: Ẹ káàárọ̀ (respectful — note ẹ) versus Káàárọ̀ (familiar, with ẹ removed). Many greetings in this chapter already use ẹ because they are respectful forms — appropriate for meeting people you do not yet know well.
Age and status together influence the choice, but other factors — relationship, familiarity, setting, region, and individual preference — also matter. Choosing the wrong level is a common and correctable error; this course will help you develop a reliable sense of context.
The subject pronoun ó refers to one person, animal, or thing without specifying gender. Yorùbá does not have grammatical gender. Ó corresponds to English "he," "she," or "it" depending on context. Do not invent separate Yorùbá equivalents for "he" and "she" — no such distinction exists in Standard Yorùbá subject pronouns. Context and the noun in the sentence make reference clear.
1.2 Identification with ni
Purpose: state who or what someone is — name, identity, and role.
Yorùbá uses the particle ni (mid tone — unmarked) to link a subject to an identity or name. It corresponds to English "am / is / are" when you are identifying what someone is. The basic pattern is:
- Orúkọ mi ni Tọpẹ.My name is Tọpẹ.Structure: orúkọ mi (subject phrase) + ni + name
- Orúkọ rẹ ni nni?What is your name? (familiar)Structure: orúkọ rẹ (subject phrase) + ni + nni (what)
- Mo jẹ́ akẹ́kọ̀ọ́.I am a student.Alternative identity pattern using jẹ́ — introduced here as a formulaic expression
Mid-tone ni (unmarked) is the identification particle. High-tone ní (marked with an acute accent) is a different word used for possession and some prepositional meanings — for example, "he has" or "at a location." You will learn ní fully in Chapter 3. For now, use ni only in the identification patterns shown here. The tone difference is real and meaningful: do not substitute one for the other.
Practice — Complete with the correct form:
- Orúkọ mi _____ Àmọ̀pẹ. (My name is Àmọ̀pẹ.)
- Kí _____ orúkọ rẹ? (What is your name? — familiar)
- Kí _____ orúkọ yín? (What is your name? — respectful)
- Orúkọ rẹ _____ nni? (What is your name?)
1.3 Formulaic Greetings Containing Untaught Grammar
Purpose: recognize and use common greetings as complete communication units before analyzing their internal structure.
Several greetings in this chapter are used as complete expressions even though some of their grammar — aspect particles, specific contractions, and the full greeting verb structure — has not yet been taught. This is normal in language learning. Learn them as meaningful units now; you will understand their internal structure as the course progresses.
- Ẹ ń lẹ́!Greetings! (literal meaning involves a respectful greeting verb — treated here as a formulaic expression)
- Ẹ káàárọ̀.Good morning. (contains ẹ + greeting verb + time word)
- A dúpẹ́.We give thanks. / We are grateful. (formulaic response expressing well-being)
- Ẹ jẹ́ ká mọ ara wa.Let us get to know each other. (contains a suggestion pattern taught in Chapter 17)
Do not attempt to modify these expressions or produce new sentences from their component parts yet. Use them exactly as shown.
Practice — Match each greeting to its appropriate time or situation:
- Ẹ káàárọ̀. — a) evening greeting b) morning greeting c) farewell
- Ẹ káalẹ̀. — a) morning greeting b) evening greeting c) afternoon greeting
- O dàbọ̀. — a) greeting on arrival b) please c) goodbye
- Ẹ ṣé. — a) yes b) thank you c) I'm sorry
Language Focus
1. Tone is part of the word, not an add-on. Every syllable in Yorùbá carries a tone — high, mid, or low. Tone marks are not decorative accents. They encode part of the word's meaning. Omitting a tone mark is like omitting a letter: the word becomes incomplete or changes meaning. From this chapter onward, you will read, write, hear, and produce tones as an inseparable part of every Yorùbá word.
2. The underdots on ẹ, ọ, and ṣ distinguish separate sounds and letters. These are not decorated versions of e, o, and s. They are different letters representing different sounds. Ẹ and e are as different in Yorùbá as b and d are in English. Omitting the underdot is a spelling error.
3. Yorùbá does not assign grammatical gender to nouns. There is no "masculine" or "feminine" noun class. The third-person singular subject pronoun ó covers what English expresses as "he," "she," and "it." Do not create separate Yorùbá forms for "he" and "she" — none exist in Standard Yorùbá.
4. The same pronoun ẹ can mean "you (plural)" or "you (respectful singular)." Context, relationship, and social setting determine which meaning applies. This is not ambiguity — it is a system. You will develop reliable judgment through practice and cultural guidance across the course.
5. Many greetings are used as complete formulaic units before their grammar is taught. This is not a shortcut. It reflects how Yorùbá speakers learn and use their language. Later chapters will reconnect these formulaic expressions to the grammar that underlies them.
Language Building Block
- Orúkọ mi ni Àmọ̀pẹ.My name is Àmọ̀pẹ.
- Orúkọ mi ni Kọ́lá.My name is Kọ́lá.
- Orúkọ mi ni Fúnmiláyọ̀.My name is Fúnmiláyọ̀.
- Kí ni orúkọ rẹ?What is your name? (familiar)
- Kí ni orúkọ yín?What is your name? (respectful)
Connect this pattern to a greeting: Ẹ káàárọ̀. Orúkọ mi ni Tọpẹ. Kí ni orúkọ rẹ? — Good morning. My name is Tọpẹ. What is your name?
Model Dialogue
Setting: A community Yorùbá language program in Lagos. Two participants arrive and sit near each other before the session begins. Register: respectful and friendly; adult strangers meeting for the first time. Àmọ̀pẹ is older than Kọ́lá, so Kọ́lá uses the honorific form ẹ when addressing her.
(The instructor enters and calls everyone to order.)
Àwọn ìbéèrè — Comprehension questions:
- What time of day does this dialogue take place? How do you know?
- Kọ́lá uses the respectful form yín when asking Àmọ̀pẹ's name. Why? What clue in the dialogue supports your answer?
- What title does Kọ́lá use with Àmọ̀pẹ's name? What does it suggest about their relationship?
- How does the instructor introduce herself? Write out the full sentence from the dialogue.
- Find two different expressions meaning "thank you" in the dialogue. Write them both out and explain which is stronger.
Listening
Listening Script for Instructor, Partner, or Text-to-Speech Use. Read each introduction at a natural pace, twice. Pause briefly between each one.
Introduction 1: "Ẹ káàárọ̀. Orúkọ mi ni Fúnmiláyọ̀. Mo wà. A dúpẹ́."
Introduction 2: "Ẹ ń lẹ́. Orúkọ mi ni Ọláwálé. Mo wà. Ẹ ṣé."
Introduction 3: "Ẹ káàásán. Orúkọ mi ni Àbẹ̀bí. A dúpẹ́. Ẹ káàbọ̀."
Introduction 4: "Káàárọ̀. Orúkọ mi ni Tọpẹ. Mo wà. Ẹ ṣé gan-an."
Task A — Identification: Listen to each introduction and complete the table.
| Speaker | Name | Greeting used | Response or closing courtesy |
|---|---|---|---|
| 1 | ______ | ______ | ______ |
| 2 | ______ | ______ | ______ |
| 3 | ______ | ______ | ______ |
| 4 | ______ | ______ | ______ |
Task B — Tone discrimination: Your instructor will say each pair of words. Circle the word you hear. Then check your answers with the vocabulary table.
- a) ẹ ṣé b) ẹ ṣẹ́
- a) mo wà b) mò wà
- a) orúkọ b) orukọ
- a) Ẹ káàárọ̀ b) Ẹ káásán
Task B requires audio or an instructor reading aloud. If studying independently, use the tone marks in the vocabulary table to check how each pair differs.
Reading
The following name tags are displayed at the entrance to the Yorùbá language program. Read each one carefully, paying attention to all tone marks and underdots.
Task A — Questions about the name tags:
- How many students are at the program? How many teachers?
- Find every name that contains the underdotted letter ọ. List them.
- Write a complete sentence stating the teacher's name using the orúkọ mi ni pattern: Orúkọ olùkọ́ ni…
- Write the question you would ask Ọláwálé to find out his name if he were your peer. Now write the same question you would use if he were an elder.
Now read the short exchange posted on the program's welcome board:
Ẹ káàbọ̀! — Welcome!
Ẹ káàárọ̀. Mo wà, a dúpẹ́. Kí ni orúkọ rẹ? Orúkọ mi ni Fúnmiláyọ̀. Kí ni orúkọ yín? Orúkọ mi ni Àbíọ́dún. Ẹ ṣé gan-an, Olùkọ́ Àbíọ́dún. Ó dára. Ẹ káàbọ̀.
Task B — Reread the passage above and answer:
- What are the two names in this exchange?
- One speaker uses the familiar question form and one uses the respectful form. Which form does each speaker use, and what does that tell you about their relative status?
- Which courtesy expression appears at the end? What does it mean in this context?
- Find one word in the passage that contains both an underdot and a tone mark on the same letter. Write it out and name both marks.
Writing Workshop
- Study the model. Read this short self-introduction: Ẹ káàárọ̀. Orúkọ mi ni Tọpẹ. Mo wà, a dúpẹ́. Ẹ ṣé. O dàbọ̀. Identify: the time-appropriate greeting, the name statement, the well-being response, the courtesy expression, and the farewell.
- Plan. Decide: (a) which time-of-day greeting you will use, (b) your name as you will write it in Yorùbá, and (c) which closing expression fits your intended tone.
- Write your first draft. Write four to five sentences introducing yourself, using the model as your guide. You may use your own name or a Yorùbá name from this chapter's vocabulary.
- Check. Go through the revision checklist below before writing your final version.
- Write your final version. Rewrite cleanly with every tone mark and underdot in place.
Revision checklist:
- I used a time-appropriate greeting from this chapter's vocabulary.
- I used the pattern Orúkọ mi ni… to state my name.
- I included a well-being response such as Mo wà or A dúpẹ́.
- I used a courtesy expression such as Ẹ ṣé.
- I included a farewell.
- Every high tone has an acute accent (´) on the correct vowel.
- Every low tone has a grave accent (`) on the correct vowel.
- Mid-tone vowels are left unmarked.
- I wrote ẹ, ọ, and ṣ with their underdots wherever required.
- I did not add a tone mark to every vowel — only to high and low ones.
Second task — Write a short exchange: Write four to six lines in which two people meet for the first time. Include a greeting, a name exchange (one using the familiar form, one using the respectful form), and a farewell. Label the speakers and show which pronoun and address level each uses.
Speaking Practice
Controlled Practice — Greeting Circuit
With a partner, take turns greeting each other using at least three different greetings from this chapter — for example, Ẹ ń lẹ́, Ẹ káàárọ̀, and Báwo ni? — and respond appropriately. Pay close attention to your tone on each greeting. Then repeat the circuit using farewells.
Communicative Task — First Day Introductions
Stand up and introduce yourself to three different classmates. For each interaction, decide whether the other person is a peer (use familiar o and rẹ) or someone you should address with respect (use honorific ẹ and yín). Each exchange must include: (1) a suitable greeting; (2) the name-exchange using orúkọ mi ni… and kí ni orúkọ rẹ/yín?; (3) at least one courtesy expression; (4) a farewell.
Individual Alternative
If you are studying independently: record yourself performing both sides of a complete first-meeting exchange — choose one familiar-register interaction and one respectful-register interaction. Listen back and check: (1) Did you use the correct pronoun form for each register? (2) Can you hear a pitch difference between your high and low tones? (3) Did you pronounce ẹ differently from e?
Culture and Communication
In many Yorùbá-speaking communities, a greeting is not a brief formality before the "real" conversation begins. The greeting exchange itself — asking after well-being, inquiring about one's household, acknowledging the time of day or a recent event — is the opening act of any respectful interaction. To skip it, or to rush through it, can signal indifference or disrespect. Taking time for the greeting communicates that you see and value the other person.
This pattern varies by setting, relationship, generation, and individual preference. A greeting with a close friend while both are in a hurry looks different from a greeting offered to an elder at a family gathering. Learning to read the context is part of communicative competence in Yorùbá, just as it is in any language. This course will give you the tools to navigate a range of situations — not one fixed set of rules.
Yorùbá greetings commonly acknowledge the time of day: morning (Ẹ káàárọ̀), afternoon (Ẹ káàsán), and evening (Ẹ káalẹ̀). The time-word is part of the greeting, not an afterthought. Using the wrong time-greeting is a small but noticeable error — it is worth developing the habit of choosing correctly from the start.
Beyond time of day, Yorùbá has a rich system of situation-specific greetings for activities and events: returning from travel, waking from sleep, completing a task, eating a meal, working, returning after a long absence, experiencing a loss. You will encounter many of these in later chapters as the communication domains expand.
Yorùbá personal names often carry meaning — they may describe the circumstances of a birth, express gratitude, state a belief, announce a family identity, or invoke a hope. For example, Àbíọ́dún can be understood as "born at the time of a festival," and Fúnmiláyọ̀ as "give me joy." Names require their full tone marks and underdots: these are part of the name's form and its meaning.
When learning another person's name, pronounce it with care. Mispronouncing a Yorùbá name — especially the tones — changes what is being said. In this course, all names used in examples and dialogues have been orthographically verified. Use them as models for learning how tone and underdotted letters work in practice.
Do not assume that a particular name belongs to a speaker of one specific religion, region, or community. Yorùbá names are used across a wide and diverse population.
Standard Nigerian Yorùbá forms such as Ẹ káàárọ̀ are broadly intelligible across Nigeria, the Republic of Benin, and Togo, and among diaspora communities. However, specific pronunciation, vocabulary, and greeting conventions vary across regions. Speakers in Ìjẹ̀bú, Ọ̀yọ́, Ẹ̀gbá, Ẹ̀kìtì, Ìlàjẹ, Ìfẹ̀, and other areas of the Yorùbá-speaking world use forms of these greetings that may differ in pronunciation or word choice from the standard forms taught here. This textbook teaches Standard Nigerian Yorùbá as the productive model; regional and community variation will be introduced receptively and accurately labeled as the course develops. No variety is presented as more "correct" or more authentically Yorùbá than another.
Common Mistakes
Error: Omitting tone marks: writing Oruko mi ni Kola instead of Orúkọ mi ni Kọ́lá.
Correction: Every high and low tone must be marked in all learner-facing Yorùbá. Mid tones are intentionally left unmarked. Omitting marks is a spelling error, not a shortcut. Tone marks are part of the word. Write: Orúkọ mi ni Kọ́lá.
Error: Writing e se instead of ẹ ṣé — replacing the underdotted letters with plain equivalents.
Correction: ẹ and e are different letters. ṣ and s are different letters. The underdot is not optional and is not a decoration. Write: Ẹ ṣé.
Error: Using the familiar pronoun o / rẹ when addressing an elder or a stranger: Kí ni orúkọ rẹ? to someone you should address with respect.
Correction: When greeting someone older, of higher status, or a person you do not know well, use the honorific or plural form: Kí ni orúkọ yín? The distinction between familiar o / rẹ and honorific ẹ / yín is socially important. When in doubt, default to the respectful form.
Error: Adding tone marks to every vowel, including mid-tone ones: writing Móo wàá or marking every syllable of àwọn with a high accent.
Correction: Mid tone is deliberately left unmarked in Standard Yorùbá orthography. An unmarked vowel does not mean "no tone" — it means mid tone. Do not place an acute or grave accent on a mid-tone syllable. Write: Mo wà. (Mo = mid; wà = low.)
Error: Inventing a separate Yorùbá word for "she" or "he" by analogy with English.
Correction: Standard Yorùbá does not grammatically distinguish "he," "she," and "it" in the third-person singular subject pronoun. The form is ó for all three. Context — the noun or name mentioned earlier in the conversation — makes reference clear. Do not create forms such as òun naa or any other invented pronoun as a regular substitute for "she." You will learn the emphatic third-person form òun later, in its correct context.
Chapter Review
Part A — Vocabulary
1. Write the appropriate time-based greeting for each situation: (a) 7:30 in the morning; (b) 2:00 in the afternoon; (c) 7:00 in the evening.
2. Write two different ways to say "goodbye" in Yorùbá. Which is more respectful?
3. What does má bínú mean? Give one situation where you would use it.
4. Write the Yorùbá expression for "please speak slowly." Check that every tone mark and underdot is in place.
5. What is the difference between ẹ ṣé and ẹ ṣé gan-an?
Part B — Grammar
1. Write the six Yorùbá subject pronouns and give the English meaning of each. Include any important notes on tone.
2. Complete: Orúkọ mi _____ Àbẹ̀bí. (My name is Àbẹ̀bí.)
3. Write the question "What is your name?" in (a) the familiar form and (b) the respectful form.
4. You are greeting your neighbor's grandmother for the first time. Write a two-line exchange including a greeting and a name question.
5. Explain in one sentence why using ẹ instead of o matters in Yorùbá interaction.
Part C — Tone and Orthography
1. Name the three Yorùbá tones and give the mark used for each. Which tone is left unmarked?
2. Identify the tone (high, mid, or low) on each underlined vowel: Ẹ káàárọ̀.
3. A classmate writes Oruko mi ni Kola. List every error and write the corrected version.
4. What is the difference between e and ẹ in Yorùbá orthography?
5. Rewrite the following with all required tone marks and underdots: E se gan-an, Oluko!
Part D — Reading
1. Reread the model dialogue. List every greeting that appears in it.
2. Identify one example in the dialogue where a speaker uses the honorific pronoun yín. Why does that speaker use the honorific form?
Part E — Writing
1. Write a four-to-six-line introductory exchange between two people meeting at a community event. One person is older and should be addressed with the honorific form. The exchange must include: a time-appropriate greeting, a name exchange, one courtesy expression, and a farewell. Check every tone mark and underdot before submitting.
Part F — Speaking (Self-Assessment)
1. Without referring to the book, greet a partner using two different greetings, exchange names using the appropriate pronoun level for your relationship, use one courtesy expression, and say goodbye — all in Yorùbá. If working independently, record yourself doing both sides of the exchange.
Chapter Performance Task
Iṣẹ́ Ìṣedánwò — Performance Task
Ìpàdé Àkọ́kọ́ — First Meeting
With a partner, conduct a complete introductory exchange of four to six turns. Your exchange must include:
- A time-appropriate greeting and response.
- A name exchange — use the orúkọ mi ni… pattern and ask your partner's name using the correct pronoun level for your relationship.
- At least one courtesy expression.
- An appropriate farewell.
- Consistent use of either the familiar (o / rẹ) or the honorific (ẹ / yín) form throughout — do not switch randomly.
Then write the exchange out in full exactly as you performed it. Go through the revision checklist from the Writing Workshop and correct any tone or orthographic errors before submitting your written version.
Answer Key
Grammar Practice — Complete with ni
1. ni 2. ni 3. ni 4. ni
Grammar Practice — Greeting situations
1. b) morning greeting 2. b) evening greeting 3. c) goodbye 4. b) thank you
Dialogue — Comprehension Questions
1. Morning; the greeting Ẹ káàárọ̀ indicates morning. 2. Kọ́lá uses yín because Àmọ̀pẹ is older; the dialogue shows Kọ́lá addressing her as Ìyá Àmọ̀pẹ, a respectful title. 3. The title Ìyá (mother / respectful form for an older woman) suggests Àmọ̀pẹ is older and deserving of respect. 4. Ẹ jẹ́ ká mọ ara wa. Orúkọ mi ni Àbíọ́dún. 5. Ẹ ṣé (thank you) and Ẹ ṣé gan-an (thank you very much). Ẹ ṣé gan-an is stronger.
Listening — Task A
- Speaker 1: Fúnmiláyọ̀ — Ẹ káàárọ̀ — A dúpẹ́
- Speaker 2: Ọláwálé — Ẹ ń lẹ́ — Ẹ ṣé
- Speaker 3: Àbẹ̀bí — Ẹ káàásán — Ẹ káàbọ̀
- Speaker 4: Tọpẹ — Káàárọ̀ (familiar form) — Ẹ ṣé gan-an
Reading — Task A (Name Tags)
1. Four students (Àmọ̀pẹ, Kọ́lá, Fúnmiláyọ̀, Ọláwálé, Àbẹ̀bí) and one teacher (Àbíọ́dún). 2. Names containing ọ: Àmọ̀pẹ, Kọ́lá, Fúnmiláyọ̀, Àbíọ́dún, Ọláwálé. 3. Orúkọ olùkọ́ ni Àbíọ́dún. 4. Familiar: Kí ni orúkọ rẹ? Respectful: Kí ni orúkọ yín?
Reading — Task B (Welcome Board)
1. Fúnmiláyọ̀ and Àbíọ́dún. 2. Fúnmiláyọ̀ uses rẹ (familiar) and Àbíọ́dún uses yín (respectful) — Àbíọ́dún is the teacher, so Fúnmiláyọ̀ addresses the teacher with yín. Wait — re-reading: Kí ni orúkọ rẹ? and Kí ni orúkọ yín? Each speaker asks the other's name; the teacher uses rẹ with the student; the student uses yín with the teacher. 3. Ẹ káàbọ̀ — "Welcome" in this context. 4. Àbíọ́dún — ọ́ carries both an underdot (marking it as the open-mid back vowel ọ) and an acute accent (marking high tone).
Chapter Review — Part A
1. (a) Ẹ káàárọ̀ (b) Ẹ káàsán (c) Ẹ káalẹ̀. 2. O dàbọ̀ (standard farewell) and Ẹ odàbọ̀ (respectful or plural farewell); Ẹ odàbọ̀ is more respectful. 3. Má bínú means "I'm sorry / please don't be upset / excuse me." Example: when accidentally bumping into someone. 4. Jọ̀wọ́ sọ̀rọ̀ lọ́ra. 5. Ẹ ṣé means "thank you" and ẹ ṣé gan-an means "thank you very much" — gan-an intensifies the expression.
Chapter Review — Part B
1. mo (I) · o (you, familiar) · ó (he/she/it, high tone) · a (we) · ẹ (you plural or honorific) · wọ́n (they, high tone on wọ́n). 2. ni. 3. (a) Familiar: Kí ni orúkọ rẹ? (b) Respectful: Kí ni orúkọ yín? 4. Sample: Ẹ káàárọ̀. Kí ni orúkọ yín? 5. Using ẹ instead of o signals respect for an elder or a person of higher status, and is essential for appropriate social interaction.
Chapter Review — Part C
1. High (acute ´), mid (unmarked), low (grave `); mid tone is unmarked. 2. Ẹ̀ = low; ká = high; àá = low; rọ̀ = low on underdotted vowel. (Full analysis: Ẹ = low · ká = high · à = low · á = high · rọ̀ = low.) 3. Errors: Oruko missing acute on ú; oruko missing underdot on ọ; Kola missing acute on ó and underdot on ọ. Corrected: Orúkọ mi ni Kọ́lá. 4. e and ẹ are different letters representing different vowel sounds: e is a higher, closer front vowel; ẹ is a more open mid-front vowel. Confusing them is a spelling and pronunciation error. 5. Ẹ ṣé gan-an, Olùkọ́!
Chapter Review — Part D
1. Greetings in the dialogue: Ẹ káàárọ̀ · Ẹ ń lẹ́ · Ẹ káàbọ̀ (two occurrences). 2. Kọ́lá uses yín in Kí ni orúkọ yín? because Àmọ̀pẹ is older and deserves respectful address.
Chapter Review — Part E — Sample exchange
A: Ẹ káàárọ̀. B: Káàárọ̀. Báwo ni? A: Mo wà, a dúpẹ́. Kí ni orúkọ yín? B: Orúkọ mi ni Àmọ̀pẹ. Kí ni orúkọ rẹ? A: Orúkọ mi ni Kọ́lá. Ẹ ṣé. Ẹ odàbọ̀. B: O dàbọ̀. Other accurate and natural exchanges are acceptable. Check your work against the revision checklist — every tone mark and underdot must be present.
Looking Ahead
Ohun tí o mọ̀ nísinsìnyí — What you know now
You can greet someone appropriately for the time of day, exchange names, select the right pronoun for a familiar or respectful relationship, use core courtesy expressions, and say goodbye. You have been introduced to Yorùbá's three tones and the orthographic letters ẹ, ọ, and ṣ. You have read and written your first fully marked Yorùbá sentences. These are usable, communicative skills — not just memorized phrases.