Ní Kíláàsì
Chapter Objectives
By the end of this chapter, you will be able to:
- Identify common classroom objects by name and point to them using near and far demonstratives.
- Ask what an object is and answer using the identification pattern with ni.
- Distinguish one object from several using àwọn.
- Ask for help, repetition, and clarification in the classroom.
- Follow and give common classroom instructions.
- Recognize that Yorùbá nouns have no grammatical gender and do not ordinarily change form to mark plural.
- Count from 1 to 20 in Yorùbá.
- Recognize and produce the seven oral vowel qualities and begin distinguishing e from ẹ and o from ọ.
- Write classroom vocabulary with correct tone marks and underdots.
Communication Scenario
It is your first Yorùbá lesson. The teacher has arranged classroom objects on a table — books, pens, chairs, notebooks, and a board. She holds up each one and asks the class to name it. You do not yet know all the words, but you have just enough language to ask when you are lost, say when you understand, and point to what you mean. By the end of this chapter, you will be able to navigate a Yorùbá classroom confidently.
- What phrases would you need most urgently in a language class where you barely understand the teacher? Write three in English. You will learn the Yorùbá equivalents today.
- Look at the objects around you right now. How many can you already name in any language? Notice which ones you reach for first — those are often the highest-frequency words.
Core Vocabulary
Àwọn nǹkan inú kíláàsì — Classroom objects
| Yorùbá | English | Tone pattern |
|---|---|---|
| ìwé | book | low-high |
| ìwé àkọsílẹ̀ | notebook | low-high / low-high-low-low |
| pẹ̀ńsù | pencil | low-mid-high |
| pẹ́ńsẹ́lì | pen (ballpoint) | high-mid-high-low |
| tábìlì | table / desk | high-low-low |
| àga | chair | low-mid |
| pátákó | board / chalkboard | high-high-high |
| ìgbáfọ̀ | eraser | low-high-low |
| àpótí | bag / schoolbag | low-high-high |
| dòòmù | door | low-low-mid |
| fèrèsé | window | low-low-high |
| ilé-ẹ̀kọ́ | school | high-high-low-high |
| kíláàsì | classroom | high-low-low |
| olùkọ́ | teacher | low-low-high |
| akẹ́kọ̀ọ́ | student / pupil | mid-high-low-low-high |
| ọ̀wọ̀ | ruler (measuring) | low-low |
Note on tone patterns: Tone patterns shown here are guides for practice. Every syllable that is unmarked in the Yorùbá column carries mid tone. Always learn vocabulary from the fully marked form, not from the tone-pattern label alone. Verified tones must be confirmed by a qualified Yorùbá speaker or resource; see the production notes for this chapter.
Àwọn àṣà tó ń ṣẹlẹ̀ nínú kíláàsì — Classroom actions
| Yorùbá (command form) | English |
|---|---|
| Jókòó. | Sit down. |
| Dìde. | Stand up. |
| Sọ̀rọ̀. | Speak. / Say something. |
| Gbọ́. | Listen. |
| Kà á. | Read it. |
| Kọ ọ. | Write it. |
| Ṣíi ìwé rẹ. | Open your book. |
| Dí ìwé rẹ mọ́. | Close your book. |
| Wòó. | Look at it. / Look here. |
| Fèsì. | Answer. / Respond. |
These command forms are formulaic expressions introduced for classroom survival. The grammar of commands will be analyzed formally in Chapter 11. For now, learn each phrase as a complete, usable unit.
Àwọn ọ̀rọ̀ àlàyé — Clarification and comprehension expressions
| Yorùbá | English | When to use it |
|---|---|---|
| Ẹ jọ̀wọ́, tún un sọ. | Please say it again. | When you did not hear or understand |
| Jọ̀wọ́, sọ ó di èlò. | Please speak more slowly. | When the speaker is going too fast |
| Mo gbọ́. | I understand. / I hear. | Confirming you understood |
| 미n gbọ́. | I don't understand. | Signaling confusion (familiar register) |
| Kí ni orúkọ rẹ̀ ní Yorùbá? | What is its name in Yorùbá? | Asking the Yorùbá word for something |
| Ìdí nì? | Is that right? / Correct? | Checking your own answer |
| Kí ni èyí? | What is this? | Asking about a near object |
| Kí ni ìyẹn? | What is that? | Asking about a far object |
The expression Ẹ jọ̀wọ́ uses the honorific or plural subject form ẹ introduced in Chapter 1. When addressing a teacher or a group, use this form. When speaking to a peer informally, Jọ̀wọ́ alone is acceptable. You will study this contrast more deeply in Chapter 3.
Àwọn àwọ̀ — Colors
Color words in Yorùbá follow the noun they describe. You will practice this noun-first word order in the Grammar section. The word àwọ̀ means "color" and appears in some compound color terms. Colors are introduced receptively here; productive use with noun phrases is developed later in this chapter.
Àwọn nọ́mbà 1–20 — Numbers 1–20
Important note on numbers 11–20: Yorùbá number formation is distinctive. Numbers 11–15 are expressed as "unit + lé lógún" (added onto twenty), while 16–19 count downward from twenty: ẹ̀rìndílógún means "four subtracted from twenty" (16). This subtractive pattern is characteristic of Yorùbá and should not be replaced with a simpler addition-only model. The full traditional numeral system is complex; only this essential range is introduced here as a productive requirement. Larger numbers will be staged across later chapters.
Pronunciation and Orthography
The seven oral vowels of Yorùbá
Yorùbá has seven distinct oral vowel sounds. This is more than English typically uses, and the differences between them carry meaning. You must learn to hear and produce all seven. The table below introduces each vowel with its standard Yorùbá letter, a description, and a sample word from this chapter's vocabulary.
| Letter | Quality | Approximate guide | Example word |
|---|---|---|---|
| a | open central | Like a in father, never like a in cat | àga (chair) |
| e | mid front, close | Like e in they without the glide — a pure, steady vowel | fèrèsé (window) |
| ẹ | mid front, open | Like e in bed — more open than the letter above | pẹ̀ńsù (pencil) |
| i | high front | Like ee in feet — pure and held steady | ìwé (book) |
| o | mid back, close | Like o in go without the w-glide — pure and steady | dòòmù (door) |
| ọ | mid back, open | Like aw in law — more open than the letter above | ọ̀wọ̀ (ruler) |
| u | high back | Like oo in food — lips rounded, no glide | pẹ̀ńsù (pencil) |
The contrast between e and ẹ, and between o and ọ, is one of the most important distinctions in Standard Yorùbá. The underdot is part of the letter — it signals a different sound, not a decorated version of the same sound.
- e (as in they) is a closer, higher vowel. Example: fèrèsé.
- ẹ (as in bed) is a more open vowel. Example: pẹ̀ńsù, ìgbáfọ̀.
- o (as in go) is a closer, higher vowel. Example: dòòmù.
- ọ (as in law) is a more open vowel. Example: ọ̀wọ̀, àpótí.
In speech, producing the wrong vowel can change the meaning of a word entirely. In writing, omitting the underdot is an orthographic error, even in quick notes. Practice these contrasts every day until they become automatic.
Two special consonants: ṣ, p, and gb
Three consonant sounds in Standard Yorùbá require special attention from English speakers.
ṣ is a retroflex or palato-alveolar sound, similar to the English sh in shoe. It is not the same as ordinary English s. In classroom vocabulary it appears in kíláàsì and in many other high-frequency words. The underdot on ṣ, like the underdot on ẹ and ọ, marks a distinct letter and must always be written.
p in Yorùbá is a labial-velar consonant: both the lips and the back of the tongue close simultaneously. It sounds unlike the ordinary English p. English speakers sometimes mishear it as a combination of English kp. It appears in pátákó (board) and pẹ̀ńsù (pencil).
gb is a single coordinated consonant in which both the bilabial stop and the velar stop are released together. Think of it not as two separate sounds (g + b) but as one simultaneous articulation. It does not appear in this chapter's core vocabulary but is introduced here because it will appear in vocabulary throughout the course.
When a tone mark appears on a vowel that also carries an underdot, both marks must be written. Common combinations from this chapter:
- ẹ̀ — low tone on the open-e vowel (as in pẹ̀ńsù)
- ẹ́ — high tone on the open-e vowel
- ọ̀ — low tone on the open-o vowel (as in ọ̀wọ̀)
- ọ́ — high tone on the open-o vowel (as in àpótí)
Practice writing these combinations. Say each one aloud as you write it: the tone mark tells you the pitch, and the underdot tells you the vowel quality. Neither can be omitted.
Grammar Instruction
2.1 Nouns without grammatical gender
Purpose: understand that Yorùbá nouns do not carry the masculine or feminine categories that French, Spanish, or German nouns do.
In Yorùbá, a noun such as ìwé (book) has no inherent gender. There is no equivalent of the French le or la, and there is no need to learn a separate article for each noun. This removes one significant source of difficulty for English speakers learning gendered European languages.
Because pronouns in Yorùbá also do not grammatically distinguish "he" and "she" in the third person (a pattern introduced in Chapter 1), Yorùbá simply does not build gender into its noun or pronoun system the way many European languages do.
Yorùbá also has no words that function exactly like the English articles a and the. A noun by itself — ìwé — can mean "a book," "the book," or "books," depending on context. Do not try to add an equivalent of "the" or "a" before every Yorùbá noun you write. Context, demonstratives, and pronouns supply the specificity that English articles provide.
2.2 Plural reference with àwọn
Purpose: mark plural reference without inflecting the noun itself.
Yorùbá nouns do not change their form to become plural. A single form — ìwé — can refer to one book or several books. When you need to make plurality explicit, the most common strategy at this stage is to place àwọn before the noun.
- ìwé a book / the book / books (context determines)
- àwọn ìwé the books / books (explicitly plural)
- àga a chair / the chair / chairs
- àwọn àga the chairs / chairs (explicitly plural)
àwọn marks plurality explicitly, but it is not required every time English would use a plural noun. When context already makes plurality clear — through a number, a quantifier, or shared understanding — a bare noun is natural. Do not insert àwọn before every noun that translates as plural in English. Use it when you genuinely need to signal or emphasize that you are referring to more than one item.
2.3 Near and far demonstratives
Purpose: point to objects nearby or at a distance.
Yorùbá uses two common demonstratives at this level:
| Demonstrative | Meaning | Use |
|---|---|---|
| èyí | this (near) | An object close to the speaker |
| ìyẹn | that (far) | An object away from the speaker |
For plural demonstratives at this stage, use àwọn + noun + (near or far reference). Full demonstrative agreement will be developed in Chapter 6. For now, practice èyí and ìyẹn in identification questions and answers:
- Kí ni èyí? What is this?
- Èyí ni ìwé. This is a book.
- Kí ni ìyẹn? What is that?
- Ìyẹn ni pátákó. That is the board.
2.4 Identification with ni — review and classroom use
Purpose: name objects using the identification construction introduced in Chapter 1.
In Chapter 1 you learned the personal identification pattern Orúkọ mi ni… (My name is…). The same particle ni — with mid tone — appears in object identification. The basic pattern for answering "What is this?" is:
- Èyí ni àga. this + ni + chair This is a chair.
- Ìyẹn ni pẹ́ńsẹ́lì. that + ni + pen That is a pen.
- Àwọn ìyẹn ni àwọn ìwé. Those are books.
The identification and focus particle used in this chapter is ni with mid tone — it carries no tone mark in standard orthography because mid tone is normally unmarked. Do not confuse this with high-tone ní, which signals possession and prepositional uses introduced in Chapter 3. This distinction — mid-tone ni versus high-tone ní — will be one of the most important contrasts in the course. For now, learn the identification use thoroughly before the contrast is introduced.
2.5 Noun-qualifier order — color after noun
Purpose: place color words and other qualifiers in the natural Yorùbá position: after the noun they describe.
In English, adjectives generally come before the noun: a red book. In Yorùbá, many qualifiers — including color words — follow the noun they describe:
- ìwé pupa book + red a red book
- àga funfun chair + white a white chair
- pẹ̀ńsù dúdú pencil + black a black pencil
- àwọn ìwé búlúù àwọn + book + blue the blue books
This noun-first pattern is a fundamental feature of Yorùbá noun-phrase structure. Resisting the English habit of placing the adjective before the noun is one of the most important adjustments for English speakers. The full order of multiple qualifiers will be developed across Chapters 4 and 6.
Yorùbá nouns carry no grammatical gender, and they do not change form to become plural. This is fundamentally different from French, Spanish, German, Arabic, or many other languages a learner may have encountered. In those languages, you must memorize whether a noun is masculine or feminine and produce a different form for singular and plural. In Yorùbá, the noun ìwé is always ìwé, whether you are talking about one book or twenty. Plurality is signaled by context, by numbers, by àwọn, or by pronouns — never by changing the noun itself.
A predictable trap: English speakers sometimes add an English-style -s to make a Yorùbá noun plural, or try to invent a separate plural form by analogy. Neither works. Learn the noun once in its single, invariant form, and let àwọn or context do the work of marking plurality when it matters.
Practice — Identifying objects
Use the pattern Èyí ni ___ or Ìyẹn ni ___ to write a complete identification sentence for each object listed. Add full tone marks and underdots.
- (near) ìwé àkọsílẹ̀
- (far) pátákó
- (near) àpótí
- (far) fèrèsé
- (near) ọ̀wọ̀
Practice — Singular and plural
Rewrite each phrase to make it explicitly plural using àwọn. Then translate both the singular and plural phrase into English.
- àga
- pẹ̀ńsù
- dòòmù
- akẹ́kọ̀ọ́
- ìgbáfọ̀
Practice — Noun-qualifier order
Arrange each set of words into a natural Yorùbá noun phrase. Then write the English translation.
- pupa / ìwé
- funfun / àga / àwọn
- dúdú / pẹ́ńsẹ́lì
- búlúù / ìwé àkọsílẹ̀
- pupa / àwọn / àpótí
Practice — Numbers
Write the Yorùbá word for each number. Then say it aloud.
- 7
- 13
- 4
- 18
- 10
- 20
- 16
- 1
Model Dialogue
Ipò: Kíláàsì Yorùbá àkọ́kọ́. Olùkọ́ Àdùnọlá n ṣe iṣẹ́ pẹ̀lú akẹ́kọ̀ọ́ mẹta: Seun, Yemi, àti Kémi. Èdè: Standard Yorùbá tí a ń kọ́, ìpele àkọ́bẹ̀rẹ̀.
Setting: A first Yorùbá class. Teacher Àdùnọlá is working with three students: Seun, Yemi, and Kémi. Language: Standard Yorùbá at beginner level.
(Àdùnọlá gba ìwé kan dé wó — Àdùnọlá picks up a book.)
(Àdùnọlá tọ́ka sí pátákó — Àdùnọlá points to the board.)
Àwọn ìbéèrè nípa ọ̀rọ̀ àdáhùnṣe — Comprehension questions:
- Kí ni Yemi sọ nígbà tí olùkọ́ béèrè nípa àwọn ìwé? (What did Yemi say when the teacher asked about the books?)
- Kémi mọ̀ orúkọ nǹkan tí olùkọ́ tọ́ka sí bí? (Did Kémi know the name of the object the teacher pointed to?)
- Irú ohun tí Seun béèrè fún olùkọ́ ni kí? (What did Seun ask the teacher for?)
- Àwọ̀ ìgbáfọ̀ tí a sọ̀rọ̀ rẹ̀ ní kíláàsì ni kí? (What color was the eraser mentioned in class?)
- Tọ́ka sí ọ̀rọ̀ àdáhùnṣe kan níbí tí a fi àwọn ṣàpèjúwe ọ̀pọ̀lọpọ̀. (Find one place in the dialogue where àwọn marks plurality.)
In the dialogue, the teacher asks: Àwọn ìwé mélòó ni ó wà níbí? (How many books are here?) This sentence contains wà ní, a location construction taught formally in Chapter 3, and mélòó, a number question word beyond the current chapter scope. Treat this line as a formulaic expression and recognize its meaning from context. You are not yet expected to build this sentence type independently.
Listening
Ask your instructor, a study partner, or a qualified Yorùbá speaker to read the following classroom descriptions aloud at a natural pace. Listen twice. On the first listen, focus only on grasping the overall situation. On the second listen, complete the task below.
If no speaker is available, this is a Listening Script for Independent Use. Read it aloud yourself, or use a text-to-speech tool set to Yorùbá and verify the output with a qualified speaker. Do not treat machine audio as a confirmed pronunciation model without native-speaker review.
1. Àmọ̀kẹ́: "Ní kíláàsì mi, àwọn àga méjì wà. Ìwé méta wà lórí tábìlì. Àwọn pẹ̀ńsù náà wà ní ibẹ̀. Ìgbáfọ̀ funfun kan wà nítòsí pátákó dúdú."
2. Bísí: "Kíláàsì wa kéré. Dòòmù kan ṣoṣo wà àti fèrèsé méjì. Olùkọ́ wa ni ìwé tí ó tóbi. Àwọn akẹ́kọ̀ọ́ mẹ́wàá wà ní kíláàsì."
3. Dáyọ̀: "Mo ní àpótí búlúù. Ní ìnú àpótí mi, àwọn pẹ̀ńsù méta wà — pupa ọ̀kan, dúdú ọ̀kan, àti búlúù ọ̀kan. Ìwé àkọsílẹ̀ funfun tún wà."
Kàwé iṣẹ́ — Listening task:
Complete the table by identifying the objects and quantities each speaker mentions.
| Ẹni | Àwọn nǹkan tí a mẹ́nu ba | Àwọn nọ́mbà / àwọ̀ |
|---|---|---|
| Àmọ̀kẹ́ | ______ | ______ |
| Bísí | ______ | ______ |
| Dáyọ̀ | ______ | ______ |
Ìbéèrè àfikún — Bonus question: Write two sentences describing what is in Dáyọ̀'s bag, using àwọn where appropriate.
Reading
Read the following short classroom labels and signs. All text is in Standard Yorùbá with full tone marks and underdots.
Àwọn àmì nínú kíláàsì — Classroom signs
ÌWÉ — book | ÀWỌN ÌWÉZÍBÙKÙ — textbooks
PÁTÁKÓ — board | ÀWỌN ÀAGA — chairs
JỌ̀WỌ́ JÓKÒÓ. — Please sit down.
Ẹ JỌ̀WỌ́ DÌDE. — Please stand up. (plural / honorific)
GBỌ́, Ẹ JỌ̀WỌ́. — Listen, please.
Àkọsílẹ̀ kíláàsì — A classroom note
Kíláàsì wa dára. Pátákó dúdú kan wà ní iwájú. Àwọn àga pupa mẹ́ẹ̀ẹ́dógún wà ní kíláàsì. Ìwé àkọsílẹ̀ funfun kan wà lórí àga olùkọ́. Àwọn akẹ́kọ̀ọ́ méjìdínlógún wà lónìí.
Our classroom is nice. One black board is at the front. Fifteen red chairs are in the classroom. One white notebook is on the teacher's chair. Eighteen students are here today.
Àwọn ìbéèrè nípa ọ̀rọ̀ àdáhùnṣe — Comprehension questions:
- Kí ni àwọ̀ pátákó tí a sọ̀rọ̀ rẹ̀ ní àkọsílẹ̀? (What color is the board described in the note?)
- Iye àwọn àga tí ó wà ní kíláàsì ní mélòó? (How many chairs are in the classroom?)
- Iye àwọn akẹ́kọ̀ọ́ tí ó wà lónìí ní mélòó? (How many students are there today?) Write the number in words.
- Níbo ni ìwé àkọsílẹ̀ wà? (Where is the notebook?)
- Find two words in the classroom note that use àwọn to mark plurality. Write them out.
Writing Workshop
In this chapter you will practice labeling objects with full tone marks and underdots, then move to writing complete identification sentences about your own classroom or study space.
- Labeling practice. Draw or imagine five objects in a classroom. Write the fully marked Yorùbá label for each one. Include the tone marks on every vowel that carries high or low tone, and the underdot on ẹ, ọ, and ṣ wherever they appear.
- Identification sentences. For each labeled object, write a complete sentence using Èyí ni ___ or Ìyẹn ni ___. Vary your choice of near and far demonstrative.
- Color description. Choose three of your objects and add a color. Remember to place the color word after the noun: ìwé pupa, not pupa ìwé. Write a sentence for each.
- Singular and plural. Take two of your labeled nouns and write both a singular identification sentence and a plural version using àwọn.
- Revise. Check your draft against the editing checklist below before finalizing.
Àtúnyẹ̀wò àtúnṣe — Editing checklist:
- Every high tone is marked with an acute accent (´).
- Every low tone is marked with a grave accent (`).
- Vowels with no accent carry mid tone — I did not add an accent to them.
- Every ẹ, ọ, and ṣ is correctly spelled with an underdot — not replaced by plain e, o, or s.
- Color words appear after the noun, not before it.
- Plural phrases use àwọn + noun — the noun itself did not change form.
- I used ni (mid tone, no accent) for identification — not a verb.
- I started each sentence with a capital letter and ended it with a period or question mark.
Speaking Practice
Àdáwọlé àkọ́kọ́ — Controlled practice: classroom drill
With a partner, take turns holding up or pointing to objects. The pointer asks Kí ni èyí? or Kí ni ìyẹn? and the respondent answers with a full identification sentence. After five rounds, switch roles.
Add color to at least two answers: Ìyẹn ni ìwé pupa.
Iṣẹ́ ìbánisọ̀rọ̀ — Communicative task: information gap
Partner A looks at a picture of Classroom A (supplied by your instructor or imagined). Partner B looks at a picture of Classroom B. Without showing each other your pictures, ask and answer questions to find five differences between the two classrooms. Use Kí ni orúkọ rẹ̀ ní Yorùbá?, Ìdí nì?, and Ẹ jọ̀wọ́, tún un sọ as needed.
Fún àwọn tí ń kọ́ nìkọ̀ọ̀kan — Solo alternative
Record yourself describing five objects in your study space. For each object: (a) state what it is using Èyí ni ___ or Ìyẹn ni ___, (b) give its color, and (c) say how many you have, using a Yorùbá number from 1 to 20. Listen back and check your tone marks against the vocabulary table.
Culture and Communication
In many Yorùbá-speaking educational settings, the relationship between teacher and student is marked by clear respect conventions. A teacher is typically addressed with an honorific title — commonly olùkọ́ (teacher) — rather than by personal name alone. In some formal contexts, the title Sọ̀fọ́ or a professional title may be used. Students generally use the plural or honorific form ẹ when addressing the teacher, rather than the singular familiar form o.
These conventions vary by institution, region, religious affiliation, and the personal preferences of the teacher. A private language class, a church school, and a government secondary school may each have distinct norms. When entering any new learning environment, pay attention to how other students address the teacher and follow that lead rather than assuming one universal rule applies.
The clarification expressions in this chapter — asking for repetition, slowing speech, checking understanding — are not signs of weakness. In Yorùbá-speaking educational contexts, showing that you are actively engaged and willing to clarify is generally seen as positive participation. Asking Ẹ jọ̀wọ́, tún un sọ (Please say it again) or Jọ̀wọ́, sọ ó di èlò (Please speak more slowly) communicates attentiveness, not confusion.
Notice that both of these expressions use jọ̀wọ́ (please), which signals courtesy and respect. Omitting courtesy markers in a request directed at a teacher or elder can read as abrupt. Building polite request frames into your classroom language from the start will serve you throughout the course.
Several words in this chapter's vocabulary — including kíláàsì (classroom) and pẹ́ńsẹ́lì (pen/pencil) — are loanwords adapted from English into Standard Yorùbá. This adaptation is standard practice: Yorùbá has borrowed and phonologically adapted vocabulary from English, Arabic, Portuguese, and other languages for centuries. The adapted forms have verified Yorùbá spellings, tone patterns, and vowel qualities. They are genuine Yorùbá vocabulary, not incomplete English words, and should not be pronounced using English phonology.
In some contexts, speakers use alternative terms for classroom items. The word bóòdù is also heard for "board" alongside pátákó. The course uses pátákó as the productive standard. Where you encounter alternatives, note them as recognition vocabulary rather than mixing them into your core production.
Common Mistakes
Error: Writing *ìwés, *àgas, or *olùkọ́s to mean "books," "chairs," or "teachers."
Correction: Yorùbá nouns never add -s or any other suffix to form a plural. The noun is always ìwé, àga, olùkọ́. To signal plurality explicitly, use àwọn before the noun: àwọn ìwé, àwọn àga, àwọn olùkọ́.
Error: *pupa ìwé (intended meaning: red book).
Correction: In Yorùbá, the color word comes after the noun: ìwé pupa. This noun-first pattern is the opposite of English adjective-before-noun order. Every time you want to say "red book" in Yorùbá, think: noun first, then color.
Error: Writing *pensù for pẹ̀ńsù, or *owo for ọ̀wọ̀.
Correction: The underdot is part of the letter, not an optional decoration. ẹ and e are two distinct letters representing two distinct sounds. Omitting the underdot is an orthographic error that can change the meaning of a word and will obscure your Yorùbá writing for any reader. Practice writing underdotted letters from the start of this course — they must become automatic.
Error: Treating àwọn as the required Yorùbá equivalent of English -s and inserting it before every noun you want to be plural.
Correction: àwọn marks plurality when you need to make it explicit — for example, to clarify that you mean several things rather than one, or to introduce a group that will be referred to again. When a number or quantifier already establishes plurality (as in ìwé mẹ́ta, three books), or when context makes it clear, a bare noun is often more natural. Observe carefully how àwọn is used in the model dialogue and readings.
Error: Pronouncing pátákó or pẹ̀ńsù with an ordinary English p sound (a bilabial stop with a small puff of air).
Correction: Yorùbá p is a labial-velar consonant: both the lips and the back of the tongue close simultaneously as one coordinated gesture. It is distinct from English p. Producing an English-style p in Yorùbá words may cause comprehension difficulties. Listen carefully to model audio or a qualified speaker, and practice the articulation separately before using these words in conversation.
Chapter Review
Apá A — Mọ̀ọ́ ìtumọ̀ (Vocabulary)
1. Kọ orúkọ Yorùbá fún àwọn nǹkan mẹ́fà tí ó wà ní kíláàsì kan. Ṣe àní dáadáa, pẹ̀lú àwọn àmì ohùn. (Name six classroom objects in Yorùbá. Write them with correct tone marks.)
2. Kọ àwọ̀ mẹ́ta ní Yorùbá. Lò ọ̀kan nínú wọn ní gbólóhùn kan pẹ̀lú orúkọ nǹkan. (Write three colors in Yorùbá. Use one of them in a sentence with a noun.)
3. Kọ àwọn nọ́mbà wọ̀nyí ní ọ̀rọ̀: 5, 12, 17, 20. (Write these numbers in words: 5, 12, 17, 20.)
4. Taamu ìtumọ̀ Gẹ̀ẹ́sì sí àwọn ọ̀rọ̀ àlàyé wọ̀nyí: Ẹ jọ̀wọ́, tún un sọ. Jọ̀wọ́, sọ ó di èlò. Mo gbọ́. (Match each Yorùbá clarification expression to its English meaning.)
5. Kí ni ìyàtọ̀ tí ó wà láàrin àga àti àwọn àga? (What is the difference between àga and àwọn àga?)
Apá B — Gírámà (Grammar)
1. Kọ àwọn gbólóhùn ìdánimọ̀ pẹ̀lú Èyí ni ___ fún nǹkan mẹ́ta tí o yan. (Write identification sentences with Èyí ni ___ for three objects of your choice.)
2. Ṣe àwọn ọ̀rọ̀ àfikún ọ̀pọ̀ wọ̀nyí pẹ̀lú àwọn: pẹ̀ńsù, fèrèsé, akẹ́kọ̀ọ́. (Make these nouns explicitly plural using àwọn: pẹ̀ńsù, fèrèsé, akẹ́kọ̀ọ́.)
3. Àtúnṣe àwọn gbólóhùn tí kò tọ́ wọ̀nyí: (Correct these sentences.)
— *pupa àga
— *dúdú àwọn ìwézíbùkù
— *àwọn ọ̀wọ̀s mẹ́ta
4. Ṣe ìwádìí: Ní gbólóhùn Ìyẹn ni ìgbáfọ̀ funfun, ìlò ọ̀rọ̀ wo ni olùkọ́ ló tẹ̀lé àárọ̀? (Identify: in the sentence Ìyẹn ni ìgbáfọ̀ funfun, what function does the word ni serve?)
5. Kọ ìbéèrè àti ìdáhùn kan nípa nǹkan tí ó wà jíjìnnà sí ọ. (Write one question and answer about an object far from you.)
Apá C — Ìmọ̀ Ohùn àti Àkọ̀wé (Pronunciation and orthography)
1. Kọ ọrọ̀ kan fún ọ̀kọ̀ọ̀kan ní àwọn fáwẹ̀lì méjèjì: e àti ẹ, o àti ọ. (Write one word for each of the four vowels: e, ẹ, o, ọ.)
2. Kọ àwọn ọrọ̀ wọ̀nyí pẹ̀lú àwọn àmì ohùn tí wọ́n yẹ: aga, iwé, igbafo, patako. (Write these words with the correct tone marks and underdots: aga, iwe, igbafo, patako.)
3. Ṣàlàyé ìyàtọ̀ tí ó wà láàrin ohùn e àti ẹ ní ìdí Gẹ̀ẹ́sì. (Explain the difference between the sounds e and ẹ in plain English.)
Apá D — Kíkọ (Writing)
1. Kọ àpèjúwe kíláàsì rẹ ní àwọn gbólóhùn mẹ́rin sí mẹ́fà. Jẹ́ kí wọn jẹ́ pẹ̀lú àwọn àmì tónù àti àwọn àmì àbẹ́lọ́wọ̀. Fi àwọn, àwọn nọ́mbà àti àwọn àwọ̀ sínú. (Write a four-to-six-sentence description of your classroom. Include àwọn, numbers, and colors. Use full tone marks and underdots throughout.)
Apá E — Ìbánisọ̀rọ̀ (Speaking)
1. Without looking at your notes, point to five objects in your environment. For each one: ask Kí ni èyí? or Kí ni ìyẹn? aloud, then answer with a complete identification sentence including color. Check your answer against the vocabulary table afterward.
Àtúnyẹ̀wò àpapọ̀ — Cumulative review from Chapter 1
Using vocabulary and patterns from Chapters 1 and 2, complete this short classroom exchange. Fill in the second speaker's lines.
OLÙKỌ́: Ẹ káàárọ̀, àwọn akẹ́kọ̀ọ́.
AKẸ́KỌ̀Ọ́: ______________________________________
OLÙKỌ́: Orúkọ mi ni Olùkọ́ Àjíbádé. Orúkọ rẹ ni kí?
AKẸ́KỌ̀Ọ́: ______________________________________
OLÙKỌ́: Ẹ jọ̀wọ́, ṣíi ìwé yín.
AKẸ́KỌ̀Ọ́: Ẹ jọ̀wọ́ — kí ni ìwézíbùkù ní Yorùbá?
OLÙKỌ́: ______________________________________
AKẸ́KỌ̀Ọ́: ______________________________________
Chapter Performance Task
Iṣẹ́ aṣeyọrí
Àsọdúnkẹ́ kíláàsì — Classroom information gap
Working with a partner, complete a classroom identification task in three parts:
- Oral identification: Your partner places five objects on a table (or describes five objects in an imagined classroom). Without looking, ask about each object using Kí ni èyí? or Kí ni ìyẹn?. Your partner answers. Use Ẹ jọ̀wọ́, tún un sọ if needed.
- Numbers and colors: Your partner asks how many of each object there are (mélòó?) and what color they are (àwọ̀ kí?). You answer using a Yorùbá number and a color word, in the correct noun-phrase order.
- Clarification and commands: One partner gives three classroom commands from the list in the vocabulary section. The other partner performs the action and confirms: Mo gbọ́ or asks Ẹ jọ̀wọ́, tún un sọ if needed.
Written component: After the oral task, write a five- to seven-sentence description of the objects used in the activity. Use àwọn for plural reference in at least two sentences, include a color in at least two sentences, and use at least one number. Submit with full tone marks and underdots.
Answer Key
Practice — Identifying objects
- Èyí ni ìwé àkọsílẹ̀.
- Ìyẹn ni pátákó.
- Èyí ni àpótí.
- Ìyẹn ni fèrèsé.
- Èyí ni ọ̀wọ̀.
Practice — Singular and plural
- àga → àwọn àga (a chair / chairs → the chairs / chairs)
- pẹ̀ńsù → àwọn pẹ̀ńsù (a pencil / pencils)
- dòòmù → àwọn dòòmù (a door / doors)
- akẹ́kọ̀ọ́ → àwọn akẹ́kọ̀ọ́ (a student / students)
- ìgbáfọ̀ → àwọn ìgbáfọ̀ (an eraser / erasers)
Practice — Noun-qualifier order
- ìwé pupa — a red book
- àwọn àga funfun — the white chairs / white chairs
- pẹ́ńsẹ́lì dúdú — a black pen
- ìwé àkọsílẹ̀ búlúù — a blue notebook
- àwọn àpótí pupa — the red bags / red bags
Practice — Numbers
1. èjẹ̀ 2. ẹ̀ta lé lógún 3. ẹ̀rin 4. èjìdílógún 5. ẹ̀wá 6. ogún 7. ẹ̀rìndílógún 8. ọ̀kan
Dialogue — Comprehension
- Yemi sọ pé àwọn ìwé mẹ́ta wà. (Yemi said there were three books.)
- Bẹ́ẹ̀ ni, Kémi mọ̀ — ó sọ pé ìgbáfọ̀ (Yes, Kémi knew — she said ìgbáfọ̀).
- Seun béèrè pé kí olùkọ́ sọ ọ di èlò. (Seun asked the teacher to speak more slowly.)
- Ìgbáfọ̀ náà jẹ́ funfun. (The eraser was white.)
- Acceptable answers include: àwọn akẹ́kọ̀ọ́ (in the stage direction / header) and àwọn ìwé in the teacher's question about the books.
Listening
- Àmọ̀kẹ́ — àga (2), ìwé (3), pẹ̀ńsù (unspecified quantity), ìgbáfọ̀ (1, funfun/white)
- Bísí — dòòmù (1), fèrèsé (2), ìwé (1 large, olùkọ́'s), akẹ́kọ̀ọ́ (10)
- Dáyọ̀ — àpótí (1, búlúù), pẹ̀ńsù (3: pupa, dúdú, búlúù), ìwé àkọsílẹ̀ (1, funfun)
Bonus: Mfano: Àwọn pẹ̀ńsù mẹ́ta wà ní àpótí Dáyọ̀. Ìwé àkọsílẹ̀ funfun kan wà pẹ̀lú.
Reading — Comprehension
- Pátákó náà jẹ́ dúdú. (The board is black.)
- Àga mẹ́ẹ̀ẹ́dógún. (Fifteen chairs.) In words: mẹ́ẹ̀ẹ́dógún.
- Akẹ́kọ̀ọ́ mẹ́jọdínlógún. (Eighteen students.) In words: èjìdílógún.
- Ìwé àkọsílẹ̀ wà lórí àga olùkọ́. (The notebook is on the teacher's chair.)
- Acceptable answers: àwọn àga and àwọn akẹ́kọ̀ọ́.
Chapter Review — Apá A
- Any six from: ìwé, ìwé àkọsílẹ̀, pẹ̀ńsù, pẹ́ńsẹ́lì, tábìlì, àga, pátákó, ìgbáfọ̀, àpótí, dòòmù, fèrèsé, ọ̀wọ̀. Must include correct tone marks and underdots.
- Any three from: pupa, búlúù, àwọ̀ ewé, ìdí, dúdú, funfun. Example sentence: Èyí ni ìwé pupa.
- àrún; ẹ̀ta lé lógún; ẹ̀tàdílógún; ogún
- Ẹ jọ̀wọ́, tún un sọ → Please say it again. Jọ̀wọ́, sọ ó di èlò → Please speak more slowly. Mo gbọ́ → I understand.
- àga refers to one chair or chairs (context determines); àwọn àga explicitly signals plurality — more than one chair.
Chapter Review — Apá B
- Accept any three well-formed sentences, e.g. Èyí ni pẹ̀ńsù. Ìyẹn ni pátákó. Èyí ni ìwé.
- àwọn pẹ̀ńsù; àwọn fèrèsé; àwọn akẹ́kọ̀ọ́
- Corrections: àga pupa; àwọn ìwézíbùkù dúdú; àwọn ọ̀wọ̀ mẹ́ta (no -s suffix on Yorùbá nouns)
- ni is the identification particle (mid tone) linking the demonstrative ìyẹn to the noun ìgbáfọ̀. It identifies what the object is. It is not a verb conjugated for tense.
- Accept any well-formed pair, e.g. Kí ni ìyẹn? — Ìyẹn ni fèrèsé.
Cumulative Review — Model responses
AKẸ́KỌ̀Ọ́: Ẹ káàárọ̀, olùkọ́.
AKẸ́KỌ̀Ọ́: Orúkọ mi ni [name].
OLÙKỌ́: Ìwé àkọsílẹ̀ ni orúkọ rẹ̀ ní Yorùbá. / Ìyẹn ni ìwé àkọsílẹ̀.
AKẸ́KỌ̀Ọ́: Mo gbọ́. Ẹ ṣé, olùkọ́.
Exact wording will vary. Accept any well-formed response using vocabulary and patterns from Chapters 1 and 2.
Looking Ahead
Ohun tí o lè ṣe báyìí — What you can do now
You can name common classroom objects in Standard Yorùbá with correct tone marks and underdots. You can ask what something is, answer with a full identification sentence, signal plurality with àwọn, and describe nouns with color words in the natural Yorùbá order — noun before color. You have also begun to distinguish the seven oral vowels and the key contrasts e/ẹ and o/ọ, and you can count from 1 to 20. These foundations will appear in every remaining chapter.