Pípàdé Àwọn Ènìyàn
Chapter Objectives
By the end of this chapter, you will be able to:
- Introduce another person by name, origin, language, and profession.
- Ask and answer questions about where someone comes from or lives.
- State your nationality, the languages you speak, and your profession.
- Distinguish mid-tone ni (identification) from high-tone ní (possession and location).
- Use the location construction wà ní to say where someone or something is.
- Use emphatic pronouns in controlled identity and contrast patterns.
- Recognize the formulaic negative identification pattern kì í ṣe.
- Count and use numbers from 21 to 100.
- Produce tone correctly on short pronouns and particles.
- Write personal profiles with full tone marks, underdots, and Standard Yorùbá orthography.
Communication Scenario
A community language event is taking place in Lagos. People from different countries, cities, and professional backgrounds have gathered to practice Yorùbá. You are paired with two strangers. You know their names but nothing else. Your task is to find out where each person is from, what languages they speak, and what they do for work — and to share the same information about yourself. By the end of this chapter, you will have the language to do exactly that.
- Think of three questions you would want to ask someone you have just met. Write them in English. You will learn the Yorùbá equivalents in this chapter.
- In English, we often say "She is a teacher" and "She is in Lagos" using the same word — is. Do you think Yorùbá handles both meanings the same way? Hold that question as you work through the grammar today.
Core Vocabulary
Àwọn orílẹ̀-èdè àti àwọn ìlú — Countries and cities
| Yorùbá | English | Notes |
|---|---|---|
| Nàìjíríà | Nigeria | Country |
| Bẹ̀nẹ̀ | Benin (Republic of Benin) | Country; also used for Benin City in Nigeria — context clarifies |
| Tógò | Togo | Country |
| Gánà | Ghana | Country |
| Gẹ̀ẹ́sì | United Kingdom / Britain | Country or region |
| Amẹ́ríkà | United States / America | Country or continent depending on context |
| Kánádà | Canada | Country |
| Faransé | France | Country |
| Èkó | Lagos | City; the Yorùbá name for Lagos |
| Ìbàdàn | Ibadan | City, southwestern Nigeria |
| Ìlọrin | Ilorin | City, north-central Nigeria |
| Abúùjá | Abuja | Federal capital, Nigeria |
| Kọ̀tónù | Cotonou | City, Benin |
| Lómé | Lomé | City, Togo |
City and country names in Yorùbá have verified tone patterns and vowel qualities. The forms above follow Standard Nigerian Yorùbá orthography. Tones and underdots must be written in full when producing these words. The production team should confirm all forms with a qualified Yorùbá-language editor before publication.
Àwọn èdè — Languages
| Yorùbá | English |
|---|---|
| Yorùbá | Yorùbá |
| Gẹ̀ẹ́sì | English |
| Faransé | French |
| Hausa | Hausa |
| Ìgbò | Igbo |
| Pọ́túgì | Portuguese |
| Árábìk | Arabic |
Notice that the words for some countries and their languages share a form: Gẹ̀ẹ́sì means both "Britain / British" and "English (language)"; Faransé means both "France / French" and "French (language)." Context makes the meaning clear. Nationality expressions are introduced separately below.
Àwọn iṣẹ́ — Professions
| Yorùbá | English |
|---|---|
| olùkọ́ | teacher |
| dókítà | doctor / physician |
| nọ́ọ̀sì | nurse |
| agbẹjọ́rò | lawyer |
| àgbẹ̀ | farmer |
| oníṣòwò | trader / merchant / businessperson |
| akọ̀wé | secretary / clerk / writer |
| ọ̀gbẹ̀ni | mister / sir (also used for a grown man without a specific title) |
| akọrin | singer / musician |
| onímọ̀ ẹ̀rọ | engineer |
| akẹ́kọ̀ọ́ | student (reviewed from Ch. 2) |
Àwọn ọ̀rọ̀ ìbéèrè àti ìdáhùn — Question and response expressions
| Yorùbá | English |
|---|---|
| Níbo ni o ti wá? | Where do you come from? (familiar) |
| Níbo ni ẹ ti wá? | Where do you come from? (honorific / plural) |
| Mo ti wá láti ___. | I come from ___. |
| Níbo ni o ń gbé? | Where do you live? (familiar) |
| Mo ń gbé ní ___. | I live in ___. |
| Èdè wo ni o ń sọ? | What language(s) do you speak? |
| Mo ń sọ Yorùbá. | I speak Yorùbá. |
| Iṣẹ́ wo ni o ń ṣe? | What work do you do? / What is your profession? |
| Mo jẹ́ ___. | I am a ___. (used for professions) |
| Ẹni tó wà níbẹ̀ ni ___. | The person there is ___. |
| Orúkọ rẹ̀ ni ___. | His / her name is ___. |
The construction Mo jẹ́ ___ is used for professional identity and certain classifications. It is introduced here as a productive pattern for professions. The deeper grammar of jẹ́ will be analyzed in later chapters. Learn this phrase as a reliable complete unit for now.
Àwọn nọ́mbà 21–100 — Numbers 21–100
Numbers 21–100 continue the subtractive and additive patterns introduced in Chapter 2. Study the key forms below, then apply them in the practice exercises.
Note on Yorùbá number formation: The system uses a combination of addition and subtraction relative to base numbers. ọgbọ̀n (30), ogójì (40), ọgọ́ta (60), and ọgọ́rin (80) are base forms. The tens ending in 50, 70, and 90 use a subtraction pattern (àádọ́). Numbers between tens add the units to the next base. This system differs significantly from English and should not be constructed by analogy without verification. Treat this table as a recognition and controlled-production resource; comprehensive number formation is developed cumulatively across later chapters. All tones and vowel qualities above require confirmation by a qualified Yorùbá-language reviewer before publication.
Pronunciation and Orthography
Tone on pronouns and particles
Short function words — pronouns, question particles, and aspect markers — carry essential tone in Yorùbá. The tone on these forms is part of their meaning and grammatical identity. Losing the tone or substituting a different pitch can change what a sentence communicates.
This chapter introduces a critical contrast: mid-tone ni versus high-tone ní. Both are spelled with the same two letters, but their tone and function are completely different. Attending to tone on short words is a skill you must develop from this chapter onwards.
| Form | Tone | Mark | Function | Example |
|---|---|---|---|---|
| ni | Mid | No mark | Identification and focus | Dókítà ni ó ṣe. — It is a doctor that she is. |
| ní | High | Acute accent on i | Possession; location | Mo ní ìwé. — I have a book. / Ó wà ní Èkó. — She is in Lagos. |
| wà | Low | Grave accent on a | Existence; location predicate | Ó wà ní Ìbàdàn. — He is in Ibadan. |
| mo | Mid | No mark | First-person singular subject | Mo jẹ́ olùkọ́. — I am a teacher. |
| ó | High | Acute accent on o | Third-person singular subject | Ó ti wá láti Gánà. — She/he comes from Ghana. |
The two most easily confused particles in this chapter are ni (mid tone, no mark) and ní (high tone, acute accent on i). In speech, mid tone is a steady, medium pitch. High tone is noticeably higher. In writing, mid tone is unmarked on an ordinary vowel, while high tone always carries an acute accent.
- Ìyẹn ni ìwé. — That is a book. (identification: mid-tone ni)
- Mo ní ìwé. — I have a book. (possession: high-tone ní)
- Ó wà ní Èkó. — She is in Lagos. (location: high-tone ní)
Practice these three sentences aloud until the pitch difference feels natural. The distinction is not a detail — it determines what the sentence means.
Oral versus nasal vowels — awareness practice
Several vocabulary items in this chapter contain nasal vowels. A nasal vowel is produced with airflow through both the mouth and the nose simultaneously. It is not the same as an oral vowel followed by a separately pronounced n. Nasal vowels must be heard and practiced as single vowel sounds with nasal airflow, not as two-part sequences.
The following words from this chapter contain nasal vowels or nasal influence. They are flagged here for awareness practice. Your instructor or audio resource should model each one carefully.
| Word | Meaning | Note |
|---|---|---|
| Nàìjíríà | Nigeria | Initial n followed by a vowel; practice as a single nasal onset |
| ènìyàn | person / people | Appears in the chapter title; nasal vowel in first syllable — requires modeling |
| nọ́ọ̀sì | nurse | Initial nasal onset; vowel quality distinction ọ/o also present |
| onímọ̀ ẹ̀rọ | engineer | Nasal consonant in first syllable; listen carefully to the vowel following it |
A systematic introduction to nasal vowels as a phonological category occurs in Chapter 4. For now, focus on hearing and imitating individual words rather than generating nasal vowels independently. Do not substitute an oral vowel plus a written n for a nasal vowel.
Syllable structure and vowel-initial words
Yorùbá syllables are typically open — they end in a vowel rather than a consonant. When a word begins with a vowel, it follows directly after the preceding word with no inserted consonant. This is different from English, which sometimes inserts a glottal stop before vowel-initial words in careful speech.
Practice linking the following words smoothly to preceding pronouns or particles:
- Mo ń sọ Ìgbò. I speak Igbo. Smooth transition from sọ to Ìgbò — no inserted consonant
- Ó wà ní Abúùjá. She is in Abuja. The vowel in Abúùjá follows ní without a break
Grammar Instruction
3.1 Identification with ni — review and expansion
Purpose: use the mid-tone identification particle to name, classify, or specify a person, thing, or category.
In Chapter 1 you learned the pattern Orúkọ mi ni ___ (My name is ___) and in Chapter 2 you used Èyí ni ___ (This is ___). The same mid-tone particle ni appears whenever you are identifying or classifying someone or something. The pattern is:
- subject or demonstrative + ni + identity or classification X is [identity]
- Olùkọ́ ni ó ṣe. teacher + ni + she/he does/is It is a teacher that she is. / She is a teacher. (focus)
- Ìyẹn ni Kọ̀tónù. That is Cotonou.
- Yorùbá ni èdè tí mo ń sọ. Yorùbá is the language I speak.
It is tempting to translate ni as "is," but this leads to errors because English "is" covers several functions that Yorùbá handles differently. Specifically, ni is an identification and focus particle — it connects a subject or demonstrative to its identity or classification. For location ("She is in Lagos") and possession ("I have a book"), Yorùbá uses completely different structures. Treat ni as its own particle with its own job, not as a translation of the English verb "to be."
3.2 High-tone ní — possession and location
Purpose: express that someone has something, or that something is at a certain place, using high-tone ní.
High-tone ní functions in two related ways at this stage. First, it can signal possession — similar to the English verb "have." Second, it follows location predicates to indicate where something or someone is. Both uses carry the same high tone and the same spelling, but context makes the meaning clear.
Possession with ní:
- Mo ní ìwé. I + ní + book I have a book.
- Ó ní àpótí pupa. She has a red bag.
- Àwọn akẹ́kọ̀ọ́ ní àwọn pẹ̀ńsù. The students have pencils.
Location with wà ní:
The location predicate wà (low tone) signals existence or presence. It is followed by high-tone ní and the place name. The full pattern is subject + wà ní + place.
- Ó wà ní Èkó. she/he + wà + ní + Lagos She is in Lagos. / He is in Lagos.
- Mo wà ní Ìbàdàn. I am in Ibadan.
- Àwọn akẹ́kọ̀ọ́ wà ní kíláàsì. The students are in the classroom.
- Dókítà Àjọké wà ní Abúùjá. Doctor Àjọké is in Abuja.
Tone distinguishes mid-tone ni from high-tone ní — and the two do completely different jobs. English speakers find this contrast challenging because English uses the single word "is" for identification (She is a doctor), location (She is in Lagos), and possession (She has a book). Yorùbá distributes these meanings across three distinct constructions:
- Identification: mid-tone ni — Dókítà ni ó ṣe (She is a doctor)
- Location: wà ní — Ó wà ní Èkó (She is in Lagos)
- Possession: high-tone ní — Mo ní ìwé (I have a book)
Never use mid-tone ni to say where something is, and never use wà ní to identify what something is. Mixing these structures is one of the most common errors for English-speaking learners of Yorùbá, and learning the contrast now will prevent persistent mistakes throughout the course.
3.3 Emphatic pronouns in identity patterns
Purpose: use emphatic pronouns to introduce, contrast, or emphasize the subject of a statement.
Yorùbá has a set of emphatic or independent pronouns used when you want to bring special attention to the participant in a statement — for example, to say "As for me, I am a teacher" or to contrast "She is a doctor, but he is a lawyer." These are different from the subject pronouns you have already learned. At this stage, learn the emphatic pronouns in the table below in the controlled patterns provided.
| Person | Subject pronoun | Emphatic pronoun |
|---|---|---|
| 1st singular | mo | èmi |
| 2nd singular (familiar) | o | ìwọ |
| 3rd singular | ó | òun |
| 1st plural | a | àwa |
| 2nd plural / honorific | ẹ | yín |
| 3rd plural | wọ́n | àwọn |
The emphatic pronoun àwọn for the third-person plural is the same form as the plurality marker introduced in Chapter 2. Context determines whether it refers to a group of people ("they," emphatic) or marks a noun as plural. At this stage, use emphatic pronouns in the two controlled patterns shown below. A fuller analysis of emphasis and contrast will be developed in Chapter 19.
Pattern 1 — Emphatic subject with identification:
- Èmi ni olùkọ́. emphatic-I + ni + teacher I am the teacher. / It is I who is the teacher.
- Ìwọ ni Àjọké bí? Are you Àjọké?
- Òun ni dókítà. She / he is the doctor. (with emphasis or contrast)
Pattern 2 — Contrast using emphatic pronouns:
- Èmi jẹ́ olùkọ́; òun jẹ́ dókítà. I am a teacher; she is a doctor.
- Ìwọ wà ní Èkó; àwa wà ní Ìbàdàn. You are in Lagos; we are in Ibadan.
3.4 Formulaic negative identification — kì í ṣe
Purpose: recognize and use the negative identification pattern to say what someone or something is not.
The formulaic pattern kì í ṣe negates an identification statement. It is the negative counterpart of the ni identification pattern and is introduced here as a productive formulaic expression. Its full grammatical analysis — including the negation system and the functions of ṣe — is addressed in Chapter 8.
- Kì í ṣe dókítà ni mo jẹ́. I am not a doctor.
- Kì í ṣe olùkọ́ ni ó ṣe. She is not a teacher.
- Kì í ṣe Nàìjíríà ni ó ti wá. She does not come from Nigeria.
kì í ṣe contains the habitual or general negation marker kì í and the verb ṣe. Attempting to take this apart and recombine it freely at this stage can lead to errors. Learn it as a reliable negative identification phrase and practice the examples above. The negation system will be taught step by step starting in Chapter 8.
Note also the tone on ṣe: it begins with ṣ (the retroflex consonant introduced in Chapter 2), not ordinary s. Omitting the underdot changes the letter and the sound.
3.5 Asking and answering personal information questions
Purpose: combine the constructions above to exchange origin, language, and profession information.
The following question-and-answer sequences bring together all the grammar in this chapter. Practice each one as a complete exchange until it is fluent.
- Q: Níbo ni o ti wá? — A: Mo ti wá láti Gánà. Where do you come from? — I come from Ghana.
- Q: Níbo ni o ń gbé? — A: Mo ń gbé ní Abúùjá. Where do you live? — I live in Abuja.
- Q: Èdè wo ni o ń sọ? — A: Mo ń sọ Yorùbá àti Gẹ̀ẹ́sì. What language(s) do you speak? — I speak Yorùbá and English.
- Q: Iṣẹ́ wo ni o ń ṣe? — A: Mo jẹ́ oníṣòwò. What work do you do? — I am a trader.
Practice — ni versus ní
Each sentence below is missing either mid-tone ni or high-tone ní. Write the correct particle and briefly explain your choice.
- Dókítà ___ Bísí. (Bísí is a doctor.)
- Mo ___ àpótí búlúù. (I have a blue bag.)
- Ó wà ___ Ìlọrin. (He is in Ilorin.)
- Olùkọ́ ___ ó ṣe. (It is a teacher that she is.)
- Àwọn akẹ́kọ̀ọ́ ___ àwọn ìwé. (The students have books.)
Practice — wà ní + location
Write a complete location sentence for each person and place. Use full tone marks and underdots.
- Àjọké / Kọ̀tónù
- Mo / Ìbàdàn
- Àwọn dókítà / Abúùjá
- Olùkọ́ / kíláàsì
- Ó / Lómé
Practice — Introducing another person
Using the information below, write a three-sentence introduction in Yorùbá for each person. Include their name, origin, and profession.
- Túndé / Ìbàdàn / olùkọ́
- Àmòpé / Gánà / dókítà
- Kọ́lá / Amẹ́ríkà / akọrin
Model Dialogue
Ipò: Ìgbàdùn èdè ní Èkó. Àwọn ènìyàn tó ti wá láti orílẹ̀-èdè oríṣiríṣi ń pàdé ara wọn. Ṣéun àti Bísí pàdé Àjọké tuntun.
Setting: A language event in Lagos. People from various countries are meeting one another. Ṣéun and Bísí meet Àjọké for the first time.
(Gbogbo wọn rẹ́rìn-ín — They all laugh.)
Two expressions in the dialogue contain grammar or vocabulary beyond this chapter's productive scope. Treat them as formulaic expressions for now:
- Ẹ ńkọ́? — "And you?" This is a common conversational expression. Its structure involves the honorific pronoun ẹ and the particle ńkọ́. Use it as a complete, reliable turn-passing phrase without breaking it apart.
- Yorùbá ló so wọ́n pọ̀ fún wa. — "Yorùbá is what connects us." This sentence contains a focus construction and serial verb pattern. Recognize its meaning but do not try to build similar sentences independently yet.
Àwọn ìbéèrè nípa ọ̀rọ̀ àdáhùnṣe — Comprehension questions:
- Níbo ni Àjọké ti wá? Níbo ni ó ń gbé báyìí? (Where does Àjọké come from? Where does she live now?)
- Iṣẹ́ wo ni Àjọké ń ṣe? (What is Àjọké's profession?)
- Ṣé Bísí jẹ́ olùkọ́? Tó bá kọ́, iṣẹ́ wo ni ó ṣe? (Is Bísí a teacher? If not, what is she?)
- Àwọn èdè wo ni Ṣéun ń sọ? (What languages does Ṣéun speak?)
- Ṣe Bísí ń sọ Hausa? Kọ ìdáhùn rẹ ní Yorùbá nínú gbólóhùn kúkúrú kan. (Does Bísí speak Hausa? Write your answer in Yorùbá in a short sentence.)
Listening
Ask your instructor, a study partner, or a qualified Yorùbá speaker to read the following short profiles aloud at a natural pace. Listen twice — once for the overall picture and once to complete the task below.
If no speaker is available, this is a Listening Script for Independent Use. Read it aloud yourself at a steady pace. Text-to-speech output for Yorùbá must be verified by a qualified speaker before being treated as a pronunciation model — machine audio alone is not sufficient.
1. Dáyọ̀: "Orúkọ mi ni Dáyọ̀ Adégbèmi. Mo ti wá láti Ìlọrin, ṣùgbọ́n mo ń gbé ní Abúùjá báyìí. Mo jẹ́ onímọ̀ ẹ̀rọ. Mo ń sọ Yorùbá, Gẹ̀ẹ́sì, àti Hausa."
2. Fúnmiláyọ̀: "Orúkọ mi ni Fúnmiláyọ̀. Mo ti wá láti Lómé ní Tógò. Mo jẹ́ olùkọ́ — mo ń kọ́ ẹ̀kọ́ Faransé àti Yorùbá. Mo ń sọ Faransé, Yorùbá, àti Gẹ̀ẹ́sì díẹ̀."
3. Gbéngà: "Mo jẹ́ Gbéngà Àdéọlá. Mo ti wá láti Gánà, ṣùgbọ́n bàbá mi jẹ́ ọmọ Yorùbá. Mo ń gbé ní Gẹ̀ẹ́sì báyìí — ní Lọ́ndọ̀n. Mo jẹ́ agbẹjọ́rò. Mo ń sọ Gẹ̀ẹ́sì àti Yorùbá."
Kàwé iṣẹ́ — Listening task:
Complete the table with information about each speaker.
| Ẹni | Orílẹ̀-èdè tàbí ìlú ìbí | Iṣẹ́ | Àwọn èdè tó ń sọ |
|---|---|---|---|
| Dáyọ̀ | ______ | ______ | ______ |
| Fúnmiláyọ̀ | ______ | ______ | ______ |
| Gbéngà | ______ | ______ | ______ |
Ìbéèrè àfikún — Bonus question: One speaker comes from a country where French is widely used. Write a sentence in Yorùbá identifying who that is and where they are from.
Reading
Read the following short profiles written in Standard Yorùbá with full tone marks and underdots.
Àwọn àpèjúwe ẹni — Personal profiles
Àmọpé Ọládélé
Orúkọ mi ni Àmọpé Ọládélé. Mo ti wá láti Ìbàdàn. Mo ń gbé ní Èkó báyìí. Mo jẹ́ dókítà — mo ń ṣiṣẹ́ ní ilé-ìwòsàn tó tóbi. Mo ní ọmọ méjì. Mo ń sọ Yorùbá àti Gẹ̀ẹ́sì.
Kẹ́hìndé Aláòsébíkàn
Orúkọ mi ni Kẹ́hìndé. Mo jẹ́ akọrin. Mo ti wá láti Gánà, ṣùgbọ́n bàbá mi jẹ́ ọmọ Yorùbá. Mo ń gbé ní Amẹ́ríkà báyìí — ní ìlú Nùù Yọ́ọ̀kù. Mo ń sọ Gẹ̀ẹ́sì àti Yorùbá. Kì í ṣe Hausa ni mo ń sọ.
Àbídèmí Ògúndélé
Àbídèmí Ògúndélé ni orúkọ mi. Mo ti wá láti Ìlọrin. Mo jẹ́ oníṣòwò — mo ń tà àwọn nǹkan inú ilé. Mo ń gbé ní Abúùjá. Mo ní àpótí kan tó kún fún àwọn ìwé nípa iṣẹ́ mi. Mo ń sọ Yorùbá, Gẹ̀ẹ́sì, àti Hausa.
Àwọn ìbéèrè nípa ọ̀rọ̀ àdáhùnṣe — Comprehension questions:
- Àmọpé ń ṣe iṣẹ́ wo? Níbo ni ó ń gbé? (What does Àmọpé do? Where does she live?)
- Níbo ni Kẹ́hìndé ti wá? Níbo ni ó ń gbé báyìí? (Where does Kẹ́hìndé come from? Where does she live now?)
- Èdè wo ni Kẹ́hìndé kò ń sọ? Kọ ìdáhùn rẹ ní Yorùbá. (What language does Kẹ́hìndé not speak? Write your answer in Yorùbá.)
- Àbídèmí ní nǹkan kan tó dára fún iṣẹ́ rẹ. Kí ni ó ní? (Àbídèmí has something useful for his work. What does he have?)
- Tọ́ka sí gbólóhùn kan nínú àwọn àpèjúwe tó fi wà ní hàn ibùgbé ènìyàn. (Find one sentence in the profiles that uses wà ní to show where a person lives.) Note: some profiles use ń gbé ní (live in) instead; explain the difference in your own words.
Writing Workshop
In this chapter you will write a personal profile about yourself and a short introduction about another real or invented person. Both pieces should use full tone marks and underdots throughout.
- Plan your content. Answer these questions in notes before you write: What is your name? Where do you come from? Where do you live? What is your profession or student status? What languages do you speak?
- Write your profile. Write a paragraph of four to six sentences introducing yourself in Yorùbá. Use the vocabulary and patterns from this chapter. Include at least one sentence with wà ní or ń gbé ní, one sentence with Mo jẹ́ ___, and one sentence with Mo ń sọ ___.
- Introduce another person. Write two to three sentences introducing a real or invented person. Include their name, origin, and one other piece of information. Use Orúkọ rẹ̀ ni ___ and at least one third-person subject pronoun ó.
- Add a negative sentence. Write one sentence using Kì í ṣe ___ ni mo jẹ́ or the same pattern for the third person.
- Revise and check. Use the editing checklist below before submitting.
Àtúnyẹ̀wò àtúnṣe — Editing checklist:
- Every high tone is marked with an acute accent (´).
- Every low tone is marked with a grave accent (`).
- Mid-tone vowels carry no accent mark.
- Every ẹ, ọ, and ṣ has its underdot — not replaced by plain e, o, or s.
- I used mid-tone ni for identification and high-tone ní for possession or location.
- Location sentences use the pattern wà ní + place.
- Third-person singular pronoun is ó (high tone) — no separate he/she distinction.
- Each sentence starts with a capital letter and ends with a period or question mark.
- Country, city, and language names are spelled with correct tones and underdots.
Speaking Practice
Àdáwọlé àkọ́kọ́ — Controlled practice: question and answer drill
With a partner, take turns asking and answering the following questions. Use your real information or create a character. Switch roles after five exchanges.
- Níbo ni o ti wá?
- Níbo ni o ń gbé?
- Iṣẹ́ wo ni o ń ṣe?
- Èdè wo ni o ń sọ?
- Ṣé o ní ìwé Yorùbá?
For question 5, practice both an affirmative answer (Bẹ́ẹ̀ ni, mo ní ___) and a negative one (Rárá, kì í ṣe ìwé Yorùbá ni mo ní).
Iṣẹ́ ìbánisọ̀rọ̀ — Communicative task: community introduction
Each learner receives a character card (created by the instructor) with a name, origin, profession, and languages spoken. Without showing your card to others, circulate and introduce yourself to at least three people. Your goal: find out who comes from a country where French is spoken, who is a medical professional, and who speaks more than two languages. Use Ẹ káàbọ̀ to open and Ó dára, a ó padà pàdé (Good, we will meet again) to close each exchange.
Fún àwọn tí ń kọ́ nìkọ̀ọ̀kan — Solo alternative
Record yourself giving a one-minute self-introduction in Yorùbá. Cover: your name, where you come from, where you live, your profession or studies, and the languages you speak. Then record a two- to three-sentence introduction of a real person you know, referring to them in the third person with ó. Listen back and check that you are producing the correct tone on ni, ní, and ó.
Culture and Communication
Yorùbá is spoken by tens of millions of people across Nigeria, Benin, Togo, and diaspora communities worldwide. Speaking Yorùbá is not the same as being Yorùbá by ethnicity, and being Yorùbá by ethnicity does not mean that a person speaks Standard Yorùbá — or speaks it as a first language. Many people who identify as Yorùbá speak regional dialects, mix Yorùbá with English or French in daily conversation, or use Yorùbá only in specific social contexts.
When you learn to ask Níbo ni o ti wá? (Where do you come from?) or Èdè wo ni o ń sọ? (What language do you speak?), you are gathering specific information about a specific person — not confirming a general cultural profile. Avoid drawing conclusions about a person's language based on their country or city of origin alone, or about their identity based on the language they speak. Ethnicity, language, nationality, religion, and individual practice are distinct and should not be treated as a single package.
In the dialogue, Ṣéun speaks Yorùbá, English, and some Hausa. Fúnmiláyọ̀ in the listening scripts speaks French, Yorùbá, and some English. This multilingualism is not exceptional — it is normal across Yorùbá-speaking communities. Nigeria's linguistic situation includes hundreds of recognized languages alongside English as an official language, and communities in Benin and Togo navigate French, Yorùbá, and local languages routinely.
When you tell someone Mo ń sọ Yorùbá díẹ̀ (I speak a little Yorùbá), you are participating in a multilingual social world where this kind of disclosure is entirely natural. Yorùbá speakers are accustomed to people at various levels of fluency, and many will appreciate and encourage the effort.
Yorùbá communities in Benin and Togo have developed alongside distinct national histories, government languages (French), and local dialects. The Yorùbá spoken in Cotonou or Lomé may differ from Lagos Yorùbá in pronunciation, vocabulary, and certain grammatical features. Some loanwords reflect French influence rather than English, and written conventions may vary slightly when these communities produce materials in their own orthographic traditions.
For this course, Standard Nigerian Yorùbá is the productive model. Where Beninese or Togolese contexts appear in the course — as they do in the listening scripts and cultural examples — they are included to show that Yorùbá is not limited to Nigeria. The differences are noted for recognition. Learners should not mix forms from different contexts without labeling them clearly.
Yorùbá personal names often carry meaning related to family circumstance, birth conditions, religious identity, or aspirations. Names such as Àjọké (one who is cared for by all), Fúnmiláyọ̀ (give me joy), Àbídèmí (born during my presence), and Kẹ́hìndé (the second of twins) reflect real naming practices. Tone is part of the name's correct pronunciation, and underdots are part of its correct spelling.
Do not treat names as interchangeable labels or strip them of their diacritics in writing. When you write someone's name in Yorùbá, you are spelling it as they spell it. If you encounter a name you do not know how to pronounce, the expressions Ẹ jọ̀wọ́, tún orúkọ rẹ sọ (Please say your name again) or Kí ni ọ̀nà tí a máa ń pe orúkọ rẹ? (How is your name pronounced?) are appropriate ways to ask for clarification.
Common Mistakes
Error: *Mo ni Èkó or *Ó ni Ìbàdàn to mean "I am in Lagos" or "She is in Ibadan."
Correction: Location requires the construction wà ní + place: Mo wà ní Èkó, Ó wà ní Ìbàdàn. Mid-tone ni identifies what something is, not where something is. High-tone ní appears after wà as a location preposition. The two particles have different tones and different jobs.
Error: Writing *Ó wà ni Èkó (mid-tone ni) instead of Ó wà ní Èkó (high-tone ní).
Correction: The location and possession preposition always carries high tone: ní with an acute accent on the vowel. Omitting the accent changes the particle's meaning and produces a grammatical error. Every time you write wà ní, check that the acute accent is on the í.
Error: Producing *hé jẹ́ dókítà or *ṣhé jẹ́ dókítà, or mentally assigning a gendered English pronoun and then being uncertain which Yorùbá form to use.
Correction: The third-person singular subject pronoun in Yorùbá is ó (high tone) regardless of whether the person is male, female, or any other identity. English "he," "she," and "it" all correspond to Yorùbá ó in the third-person singular. Context — a person's name, prior mention, or shared knowledge — tells listeners who is being discussed. There is no need to invent a gender distinction in Yorùbá where none exists.
Error: Writing *o jẹ́ dókítà (familiar singular subject) when referring to a third person.
Correction: o (mid tone, no accent) is the second-person singular familiar subject pronoun — "you." ó (high tone, acute accent) is the third-person singular subject pronoun — "she," "he," or "it." These are different pronouns. o jẹ́ dókítà means "you are a doctor." ó jẹ́ dókítà means "she/he is a doctor." The accent on ó is not optional.
Error: Writing *Ibadan, *Ekó, or *Naijiriya instead of Ìbàdàn, Èkó, or Nàìjíríà.
Correction: Yorùbá place names require their full tone marks and underdots just as any other Yorùbá word does. The spelling Ibadan is an English-language convention used in English-medium writing. When you write in Standard Yorùbá, use the Yorùbá form with all its diacritics. Dropping the marks is an orthographic error that compromises both meaning and respect for the language's writing system.
Chapter Review
Apá A — Mọ̀ọ́ ìtumọ̀ (Vocabulary)
1. Kọ orúkọ orílẹ̀-èdè mẹ́rin àti ìlú méjì ní Yorùbá pẹ̀lú àwọn àmì ohùn àti àmì àbẹ́lọ́wọ̀. (Write four countries and two cities in Yorùbá with full tone marks and underdots.)
2. Kọ àwọn iṣẹ́ mẹ́ta ní Yorùbá. Lò ọ̀kọ̀ọ̀kan nínú wọn ní gbólóhùn kan pẹ̀lú Mo jẹ́ ___. (Write three professions in Yorùbá. Use each one in a sentence with Mo jẹ́ ___.)
3. Kọ àwọn nọ́mbà wọ̀nyí ní ọ̀rọ̀: 30, 50, 80, 100. (Write these numbers in words: 30, 50, 80, 100.)
4. Taamu ìtumọ̀ Gẹ̀ẹ́sì sí àwọn ìbéèrè wọ̀nyí: Níbo ni o ti wá? Iṣẹ́ wo ni o ń ṣe? Èdè wo ni o ń sọ? (Match each Yorùbá question to its English meaning.)
5. Kí ni ìyàtọ̀ tí ó wà láàrin ni àti ní ní ìpele ohùn àti ìlò? Fúnmi ní àpẹẹrẹ ọ̀kọ̀ọ̀kan. (What is the difference between ni and ní in tone and function? Give one example of each.)
Apá B — Gírámà (Grammar)
1. Kọ gbólóhùn ipò fún ènìyàn kọ̀ọ̀kan níbí: (Write a location sentence for each person.)
— Àjọké / Kọ̀tónù
— Mo / Faransé
— Àwọn dókítà / ilé-ìwòsàn
2. Tẹ̀ mọ́ àwọn alẹ̀ tí kò tọ́ wọ̀nyí: (Correct the errors in these sentences.)
— *Mo ni Ìbàdàn báyìí. (intended: I am in Ibadan now)
— *O jẹ́ olùkọ́. (intended: She is a teacher)
— *Ó wà ni Abúùjá. (intended: He is in Abuja — check the particle)
3. Kọ àwọn gbólóhùn ìfihàn ẹni mẹ́ta pẹ̀lú àwọn ọ̀rọ̀-àrọ́ agbára: Èmi, Ìwọ, Òun. (Write three emphatic-pronoun identification sentences using Èmi, Ìwọ, and Òun.)
4. Kọ gbólóhùn ìtakò ìdánimọ̀ kan pẹ̀lú kì í ṣe fún ẹni kọ̀ọ̀kan: (Write one negative identification sentence with kì í ṣe for each person.)
— Tẹ́jú (kì í ṣe akẹ́kọ̀ọ́)
— Mo (kì í ṣe agbẹjọ́rò)
5. Gbé ìbéèrè àti ìdáhùn aládàáṣe kan jọ nípa ipò ati iṣẹ́ ẹnì kan. (Compose one original question-and-answer exchange about a person's location and profession.)
Apá C — Ìmọ̀ Ohùn àti Àkọ̀wé (Pronunciation and orthography)
1. Kọ ọrọ̀ ni tàbí ní tí ó yẹ fún ọ̀kọ̀ọ̀kan àwọn àlàfo wọ̀nyí: (Write ni or ní as appropriate in each blank.)
— Ó wà ___ Gánà.
— Dókítà ___ ó ṣe.
— Mo ___ àpótí búlúù méjì.
— Nàìjíríà ___ orílẹ̀-èdè mi.
— Àwọn ìwé wà ___ tábìlì.
2. Kọ àwọn orílẹ̀-èdè àti ìlú wọ̀nyí ní ọ̀nà tí ó tọ́ ní Yorùbá, pẹ̀lú gbogbo àwọn àmì tónù: Nigeria, Ibadan, Togo, Abuja. (Write these in Standard Yorùbá with all required diacritics.)
3. Ṣàlàyé ìdí tí a fi máa ń kọ ó pẹ̀lú àmì pátẹ̀wọ́ àdírọ̀n, kì í ṣe o nìkan, nígbà tí a bá ń sọ̀rọ̀ nípa ẹni ìkẹta àdáni. (Explain why we write ó with an acute accent, not simply o, when referring to a third person.)
Apá D — Kíkọ (Writing)
1. Kọ àpèjúwe ara rẹ ní àwọn gbólóhùn márùn-ún sí mẹ́fà. Fi orúkọ rẹ, orílẹ̀-èdè tàbí ìlú rẹ, ibùgbé rẹ, iṣẹ́ rẹ, àti àwọn èdè tí o ń sọ sínú. Gbọ́ọ̀rọ̀ pẹ̀lú gbólóhùn kì í ṣe kan. (Write a five-to-six-sentence self-profile. Include your name, origin, place of residence, profession, and languages spoken. End with one kì í ṣe sentence.)
Apá E — Ìbánisọ̀rọ̀ (Speaking)
1. Without notes, introduce yourself aloud in Yorùbá. Then introduce an imagined person — give them a Yorùbá name, origin, and profession, and refer to them using ó. Check afterward that your tone on ni, ní, ó, and wà matches what you have studied.
Àtúnyẹ̀wò àpapọ̀ — Cumulative review from Chapters 1 and 2
Complete this short exchange using vocabulary and grammar from Chapters 1, 2, and 3. Fill in all blank lines.
OLÙKỌ́: Ẹ káàárọ̀. Jókòó, jọ̀wọ́. Orúkọ mi ni Olùkọ́ Adéyẹmí.
AKẸ́KỌ̀Ọ́: ______________________________________
OLÙKỌ́: Níbo ni o ti wá?
AKẸ́KỌ̀Ọ́: ______________________________________
OLÙKỌ́: Ó dára. Kí ni èyí? (holds up a book)
AKẸ́KỌ̀Ọ́: ______________________________________
OLÙKỌ́: Ìdí nì. Àwọn ìwé mélòó ni o ní báyìí?
AKẸ́KỌ̀Ọ́: ______________________________________
OLÙKỌ́: Dáadáa. A ó bẹ̀rẹ̀ ní kíláàsì lónìí.
Chapter Performance Task
Iṣẹ́ aṣeyọrí
Àpèjúwe àwùjọ — Community profile task
Working with a partner (or independently using the solo option), complete an introductory community profile in two parts:
- Oral exchange: Greet your partner appropriately and exchange the following information entirely in Yorùbá: name, country or city of origin, current place of residence, profession or student status, and at least two languages spoken. Ask at least one follow-up question. Close the exchange politely.
- Written profile: Write a six-to-eight-sentence profile of the person you just spoke with. Write it in the third person using ó. Include their name, origin, location, profession, languages spoken, and one negative sentence using kì í ṣe. Use full tone marks and underdots throughout.
Solo alternative: Create two imagined speakers — give each a different origin, profession, and language background. Write the full exchange as a dialogue (eight to ten lines), then write a third-person profile of one speaker.
Answer Key
Practice — ni versus ní
- ni — Dókítà ni Bísí. (Identification: what Bísí is)
- ní — Mo ní àpótí búlúù. (Possession: high-tone ní)
- ní — Ó wà ní Ìlọrin. (Location: high-tone ní after wà)
- ni — Olùkọ́ ni ó ṣe. (Identification focus: mid-tone ni)
- ní — Àwọn akẹ́kọ̀ọ́ ní àwọn ìwé. (Possession: high-tone ní)
Practice — wà ní + location
- Àjọké wà ní Kọ̀tónù.
- Mo wà ní Ìbàdàn.
- Àwọn dókítà wà ní Abúùjá.
- Olùkọ́ wà ní kíláàsì.
- Ó wà ní Lómé.
Practice — Introducing another person
- Orúkọ rẹ̀ ni Túndé. Ó ti wá láti Ìbàdàn. Ó jẹ́ olùkọ́.
- Orúkọ rẹ̀ ni Àmòpé. Ó ti wá láti Gánà. Ó jẹ́ dókítà.
- Orúkọ rẹ̀ ni Kọ́lá. Ó ti wá láti Amẹ́ríkà. Ó jẹ́ akọrin.
Dialogue — Comprehension
- Àjọké ti wá láti Bẹ̀nẹ̀. Ó ń gbé ní Èkó báyìí.
- Àjọké jẹ́ nọ́ọ̀sì.
- Rárá, Bísí kì í ṣe olùkọ́ — ó jẹ́ akẹ́kọ̀ọ́.
- Ṣéun ń sọ Yorùbá, Gẹ̀ẹ́sì, àti Hausa díẹ̀.
- Rárá. Kì í ṣe Hausa ni Bísí ń sọ. (Accept equivalent accurate sentences.)
Listening
- Dáyọ̀ — Ìlọrin (Nigeria); onímọ̀ ẹ̀rọ (engineer); Yorùbá, Gẹ̀ẹ́sì, Hausa
- Fúnmiláyọ̀ — Lómé (Togo); olùkọ́ (teacher); Faransé, Yorùbá, Gẹ̀ẹ́sì díẹ̀
- Gbéngà — Gánà; agbẹjọ́rò (lawyer); Gẹ̀ẹ́sì, Yorùbá
Bonus: Fúnmiláyọ̀ ni ó ti wá láti orílẹ̀-èdè tí a ń sọ Faransé sí. Ó ti wá láti Lómé ní Tógò.
Reading — Comprehension
- Àmọpé jẹ́ dókítà. Ó ń gbé ní Èkó.
- Kẹ́hìndé ti wá láti Gánà. Ó ń gbé ní Amẹ́ríkà (Nùù Yọ́ọ̀kù) báyìí.
- Kẹ́hìndé kò ń sọ Hausa. / Kì í ṣe Hausa ni Kẹ́hìndé ń sọ.
- Àbídèmí ní àpótí tó kún fún àwọn ìwé nípa iṣẹ́ rẹ. (He has a bag full of books about his work.)
- Accept any sentence containing wà ní from the profiles. Note: the profiles use ń gbé ní (live in) for current residence and ti wá láti for origin. Learners should note that ń gbé ní and wà ní both express being at a place but with slightly different nuance: ń gbé ní emphasizes habitual residence, while wà ní expresses existence or presence at a location.
Chapter Review — Apá B (Grammar corrections)
- *Mo ni Ìbàdàn báyìí → Mo wà ní Ìbàdàn báyìí. (Location requires wà ní, not bare ni)
- *O jẹ́ olùkọ́ → Ó jẹ́ olùkọ́. (Third person needs high-tone ó, not mid-tone o)
- *Ó wà ni Abúùjá → Ó wà ní Abúùjá. (Location preposition needs high-tone ní)
Chapter Review — Apá C (ni versus ní blanks)
- Ó wà ní Gánà. (location)
- Dókítà ni ó ṣe. (identification)
- Mo ní àpótí búlúù méjì. (possession)
- Nàìjíríà ni orílẹ̀-èdè mi. (identification)
- Àwọn ìwé wà ní tábìlì. (location)
Cumulative Review — Model responses
AKẸ́KỌ̀Ọ́: Ẹ káàárọ̀, olùkọ́. Orúkọ mi ni [name].
AKẸ́KỌ̀Ọ́: Mo ti wá láti [country/city].
AKẸ́KỌ̀Ọ́: Èyí ni ìwé.
AKẸ́KỌ̀Ọ́: Mo ní ìwé [number, e.g. mẹ́ta].
Exact wording will vary. Accept any well-formed response using patterns from Chapters 1, 2, and 3. Check that tone marks and underdots are present.
Looking Ahead
Ohun tí o lè ṣe báyìí — What you can do now
You can introduce yourself and another person, ask and answer questions about origin, residence, profession, and languages, and distinguish the mid-tone identification particle ni from the high-tone location and possession particle ní. You can use the location construction wà ní, use emphatic pronouns in controlled patterns, and produce the formulaic negative identification kì í ṣe. You can count from 1 to 100 and write personal profiles with full Standard Yorùbá orthography. These skills — especially the ni/ní distinction and third-person singular ó — will recur in every subsequent chapter.